冀教版九年级英语下册Lesson13 Clones are the same 教学设计

第一篇：冀教版九年级英语下册Lesson13 Clones are the same 教学设计

Lesson13 Clones are the same 教学设计

一、概述

本课是冀教版九年级英语下册第二单元第五课。本课只有一个生单词，laboratory.本单元主要讲解了DNA。在前几课的课文中已经初步了解了DNA在身体中的作用并接触了克隆。学习了很多有趣的对话。本节课主要让学生充分发挥自己的想象力，谈谈自己的想法，你想克隆什么及为什么克隆它。本课用45分钟完成。

二、教学目标分析

1、知识与技能目标

（1）复习前几课所学单词及短语，掌握no longer的用法，并会处理相关练习。

（2）能够根据图片做出简单讨论并阐述自己的思想。

（3）能够听懂录音，读懂课文并回答相关问题。

（4）能够运用所学短语完成练习。

第二篇：冀教版九年级英语下册教案

冀教版九年级英语下册全套教案(48课)

Lesson 1: Poetry, Please Teaching Content: Mastery words and expressions: poem, decide, nature, express, learn/know …by heart, pleased, happiness, shut Oral words and expressions: poetry, description, continue, beyond Teaching Aims: 1.Learn about the poems in foreign countries.2.Know the differences between Chinese and foreign poetry.Teaching Important Points: 1.How to make suggestions.2.The grammar: infinitives.3.Some words and expressions: learn/know …by heart Teaching Difficult Points: The grammar: infinitives Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK AOBUT IT”.Let the students talk about the questions in groups.1.Have you written a poem in Chinese? Is it hard? Why? 2.What kinds of poetry do you like best? After a while, let the students in each group present their ideas to the class in front of the class.Step2: Listen to the tape and find the answers to the questions: 1.Have Brian finished his poem? 2.What’s Danny’s poem about? Step3: Reading task: 1.Read the text and underline the new words in this lesson.Present the meanings of the words with the help of the media computer.We can use our body language if necessary.3.Tell the main idea of this lesson.Step4: Read the text again and decide the statements are true or false.1.Jenny wrote a Chinese poem.2.Brian wrote a poem about nature.3.Danny learned his poem by heart.Step5: Deal with the language points.How to make a suggestion: Maybe you could write a description of your favourite place.The infinitives: I haven’t decided what to write about.Would you like to hear my poem? Do you really want to hear? I don’t need to read it.Let the students sum the use of infinitives of this lesson.Then encourage them to make more sentences with the grammar.Step5: Activities 1.Divide the class into several groups.Then let them translate a Chinese poem written by Li Bai or other famous poets.Then compare the translations of the groups.Let’s see which is the best.2.Each group writes an English poem about the familiar things around us.Then let them change the poems in groups.They may give their own advice to the poems written by others.Step6: Describe the picture in English.Ask the students work in their formal groups.Then let them read their poems in class loudly.Step7: Come to “LET’S DO IT”.Work with a partner.Let the students talk about the question: which do you think is more difficult to understand, English poetry or Chinese poetry? All of the students have seen much Chinese poetry, but few of them have seen English poetry.So present the students several English poems.Let them discuss the mean ideas of the poems.Then let them finish the task.Step8: Homework 1.Finish off the activity book.2.Get more information about the English poetry after class.Summary:

The students more little of the English, so that the teacher provides them more information about the English poetry is very necessary.We can use the Internet to help us.The teacher should stimulate the students’ interests about the English poetry.The students can have more time to search more information on the Internet after class.Lesson 2: Poems About Nature Teaching Content: Mastery words and expressions: hill, clear, brave, pale, golden, softly, kiss, noisy Oral words and expressions: swiftly, tiny, warmth, scene, related, topic Teaching Aims: 1.Cultivate the students’ guessing ability of the whole text.2.Enjoy the charming of the English poetry.3.Compare the differences between the English and Chinese poetry.Teaching Important Points: 1.Learn the English poetry about nature by hearty.2.Know how to write an English poem.Teaching Difficult Points: Use what we learn to write an English poem.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.Divide the class into several groups.Talk about the next questions: Have you read any poems in English? Which one do you like best? Why? What should you do first if you want to write a poem about winter? Choose several best poems and let the students read them in front of the class.Show some pictures of winter to the students.Help them to find more words to describe winter.Step2: Listen to the tape and fill in the blanks.1.Does the poem make you think of _______? 2.You can write a poem about _______, too.3.Before you start writing your poetry, think about your _______.Step3: Read the text and find the new words.1.Let the students guess the meanings of the new words.Most of the new words are related nature.So present some pictures to the students to help them understand the new words.2.Ask some students to tell the main idea of this text.Step4: Do with the language points.Make sentences with the new words we learn in this text.Ask if someone can tell a story with the words we learn today.Encourage them to stand in front of the class and tell his story to us.Step5: Reading task Encourage the students to ask questions about this text.Finish the task in groups.Let the students design questions and exchange them in groups.They can ask questions like this: 1.What are your ideas for a nature poem? 2.What can you do to describe about something? Step6: Activities.Work in groups.Write a poem about the two pictures.Finish a poem.Then each student in the group correct it before reading it to the class.Step7: Come to “LET’S DO IT!”

The task is similar to the step6.Finish it in class.Try to write a poem about one of the seasons.The teacher shows some pictures about the seasons to the students.Step8: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

It is fun and interesting to write a poem in English.The teacher tries to write a poem and presents it to the class.Let the students correct it if they have any good ideas.Some students are interested in English, and they are also interested in poems.So give them more chances to create their minds.Lesson 3: Say It in Three Teaching Content: Mastery words and expressions: direction, form, poet, simply, a set number of, middle, clearly, dark, sleepy, unexpected, frog, feeling Oral words and expressions: petal, cherry, grebe, Matsuo Basho, Haiku, particular, pattern, set, syllable, interruption, plop, splash, limerick, adverb Teaching Aims: 1.Cultivate the students’ reading comprehension.2.Know more about the foreign culture.3.Compare the differences between the Chinese and Japanese poems.Teaching Important Points: 1.Learn about an old style of Japanese poem: Haiku.2.Know some styles of poems: Haiku, Nature Poem and Limerick.Teaching Difficult Points: The old form of Japanese poetry: Haiku.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Show pictures of Japanese poets and poems.Then introduce Haiku to the students.The teacher can find some music to match the poem.Step2: Listen to the tape and fill in the blanks.Usually Haikus are about _______.Haiku always has ______ lines.The first line of a Haiku has _______ syllables.Check the answers in class in oral.Step3: Read the text and guess the meanings of the new words.Sometimes some new words are too hard to understand, so the teacher can find some related pictures to help them.If the students bring some pictures about nature to the class, let them show them in front of the class.Step4: Read the text and find the answers to the questions: 1.Do Haikus tell a story? 2.What’s a syllable? Step5: Come to “PROJECT”.1.Divide the class into groups to finish the task.2.Finish the three poems in the text.Use the sentence: I need a ______.Let the others give the answers, one student write the words down.3.After finishing the poems, read it to the class.All the groups have different poems.Do they sound funny? 4.Decide a subject by each group.Then make a pattern according to the subject.Then finish the poem as the models in the text.5.Read the poem to the class.Step6: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary: Some students may think the foreign poems are funny and easy.The teacher may also think so.It is possible for the students to create poems like those we have learned in the class.Give them more chances to create their minds.The teacher can try some poems, too.The class and the teacher can find much fun in learning foreign poems.Lesson 4: The Wish Teaching Content: Mastery words and expressions: wish, in the middle of, stone, friendship, recite Teaching Aims: 1.Learn how to sing foreign songs.2.Know more about the foreign culture.3.Learn about the styles of all kinds of poems in other countries.Teaching Important Points: 1.Master the main idea of the song.2.Grasp the use of “without”.3.Make a similar song like this.Teaching Difficult Points: The use of “without”.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Listen to the tape for several times.At the same time, ask the students to sing after it.Test how long they grasp the rhythm of the song.Step2: Read the song as a poem.Let the students read the poem as a lyric line by line.Step3: Make a poem like this.Divide the class into several groups.Make the similar this.Every group makes a poem.Then present it to the class.If the others have other better ideas, they can give their advice.Step4: Do with the language points.Make sentences with the important phrases: in the middle, without.S1: Danny sits in the middle of the classroom.S2: There is a stone in the middle of the road.S3: Fish can’t live without water.S4: We can’t finish the work without your help.Step5: Come to “PROJECT”.Finish the task in groups.1.Everyone in the group chooses one pattern of these poems and writes one by yourself.2.After writing the poem, show it to the others in the group.3.Each exams the others’ poems and gives his advice.4.After examine all of their poems, change them with the other group.Give their reasonable advice.5.The teacher gives them chances to express themselves.Step6: Homework.1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

The students are familiar to the Chinese poetry, but the foreign ones are hard for them.When the students practice, the teacher should give them a hand if necessary.It is a challenge for the Chinese students to write foreign poems.Encourage them more in order to stimulate their interests of learning English.Lesson 5: That’s a Funny Limerick!

Teaching Content: Mastery words and expressions: both…and… Oral words and expressions: blank, motion Teaching Aims: 1.Cultivate the students’ ability of learning by themselves.2.Master one of the patterns of foreign poems.3.Compare the differences between the Chinese and foreign poetry.Teaching Important Points: 1.Know more about the limerick.2.Learn more words about describing weight, size, feeling and age.Teaching Difficult Points: Know how to write a limerick.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.Let the students answer the questions in class in oral.1.Ask several students to say funny sayings in English.If they can’t express themselves in English, they can say them in Chinese.2.Let some students tell jokes.Encourage them to tell jokes in English.Step2: Listen to the tape and fill in the blanks.1._______ and _______ help Jenny fill in the blanks in her limerick.2.They choose _______ to describe the weight.Step3: Read and get the main idea of the text.1.Let the students scan the text.Then tell the main idea of the text.2.Find the new words and guess their meanings according to the text.Step4: Do with some language points.Either…or…, both…and…

Let some students make sentences with the help of the pictures.S1: He eats either apples or oranges.S2: Either he or I am good at dancing.S3: Both his teachers and his parents love him.S4: Susan loves both reading and listening.Step5: Come to “LET’S DO IT”.Limerick is a kind of poem that has a pattern.Study the “Limerick”.Get the results.1.There are five lines in the limerick.2.From Jenny’s limerick, we can see the first, second and fifth lines have rhyme.Look in the library or search on the Internet to find some information about limericks.Show them to the class and let them find the patterns of “limerick”.3.Let different groups act the dialogue out in front of the class.Step6: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Limerick is fun.It’s interesting for the students.The students may like to practice it very much.Everyone writes a limerick.The class will be full of laughter.Ask the students to begin the similar dialogue in class to practice the limerick.Lesson 6: Say It in Five Teaching Content: Mastery words and expressions: create, single, thought Oral words and expressions: fur, stretch, hum, adjective Teaching Aims: 1.Improve the students’ listening and reading abilities.2.Know more about the foreign poetry.3.Learn the American five-line poems.Teaching Important Points: 1.Grasp the pattern of the five-line poem.2.Use the pattern to describe something.Teaching Difficult Points: Use the pattern to describe something.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.We all know Chinese poetry has different kinds of patterns.Let the students give some examples.Step2: Listen to the tape and answer the following questions: 1.Who created the five-line poem? 2.How many poems does the text show us? Finish the listening part in class in oral.Step3: Reading task: Read and tell the main idea of the text.This is a game to practice the students’ memories.It can improve the students’ summary abilities.Step4: Read and decide the statements are true or false.1.Today we learn a pattern of French poetry.2.The second line has three words.3.The topic of the poem is a noun.Finish the questions in class in oral.Step5: Activity: Show some pictures to the students.Let them the favourite one to describe.They can work in pairs.Then show their poems to the class.It’s easy to finish the task, but it is hard to do it well.Step6: Come to “LET’S DO IT”.Work in groups of three or four students.1.Say the differences between a Haiku and a five-line poem.Say about their different forms and different patterns.A haiku is just a description of a scene.It is simply what is happening in this place, at this moment.Five-line poem has five lines.It is always about a single topic.Each line has a set number of words.The first line has one word.The second line has two words.The third, or middle, line has three words.The fourth line has four words.The last line has one word.2.Finish the task in groups.Choose one topic as they like.Then exchange the poems among the groups.Step7: Homework 1.Finish off the exercises in activity book.2.Ask the students to find more topics after class.Summary:

We learn different kinds of foreign poetry.They are limericks, five-line poems and Haiku.The students may think they are very interesting.Some students have surprising poems that you didn’t think of.Give them more chances to practice so that they can create their minds.Lesson 7: Trading Poems Teaching Content: Mastery words and expressions: awake, riddle Oral words and expressions: avenue Teaching Aims: 1.Know more about the foreign culture.2.Create the student’s cooperation ability.Teaching Important Points: 1.Master the written style, letter.2.Learn the differences between Chinese and foreign poetry.Teaching Difficult Points: Write a letter with what we learn in this unit.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Show the type of the letter.Let the students sum how to write a letter.Pay attention to the written style of the envelope.Step2: Listening task Listen to the tape and fill in the blanks.1._______ is a beautiful way to express thoughts and feelings.2.Danny’s teacher says Danny’s always saying _______ things.Let the students listen to the tape and finish the listening task in class in oral.Step3: Read the text and answer the following questions: 1.Does Danny think it is hard to write a poem? 2.Did Li Ming write back to Danny? Ask the students scan the text and answer the questions.Step4: Practice Write a letter to your friends about what we learn in this unit.The teacher encourages them to write a poem to their friend, too.It’s hard, so they can choose any topic that they like.They only write for friends.We don’t need to demand too much.Step5: Come to “LET’S DO IT”.Finish the task in groups of three or four students.In a small group, write a poem like the one in Li Ming’s postcard.1.First, choose a word your group like.They can choose any word that they like.Because the task is to begin a poem with the letters in this word, everyone can write a word on a piece of paper.Then they can choose one from these.2.Use each letter in this word to begin a line of our poem.Everyone in the group can write different poem according to the word.Then they can exchange their poems and give advice to each other.3.Make a poster to display your poems on the wall.It takes some time to design the poster.4.Which one do you think is the best? Give your reasons.Let the students choose the best poem that they like best and give their reasons in front of the class.Step6: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

The last poem that we learn in Li Ming’s postcard is very interest

Lesson 8: Unit Review

Teaching Content: Mastery words and expressions from Lesson1 to Lesson7.Oral words and expressions from Lesson1 to Lesson7.Teaching Aims: 1.Improve the students’ ability of using what we learn in this unit.2.Stimulate the students’ mind of learning about Chinese and foreign poetry.3.Know the differences between Chinese and foreign poetry.Teaching Important Points: 1.Making suggestions.2.Master the use of infinitives.Teaching Difficult Points: The use of infinitives.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: review lesson Teaching Procedure: Step1: Listen to some beautiful poems in Chinese or in English.Music usually creates atmosphere for the students.If anyone can recite some English poems, the teacher can give them chances to recite in front of the class.Step2: Do the exercises in Lesson8.At the same time, the teacher walks in the classroom and see if they have any trouble to solve.Step3: Let the students write some difficulties on the blackboard.Then let’s try to solve them together.The most important grammar is the infinitive.For example: I haven’t decided what to write.Li Ming has something important to do, so he can’t come to your party.My wish is to go to space.It’s not easy to walk against a strong wind.Step4: Practice the spoken English.Make a similar dialogue according to the Speaking the Language part.It’s how to make suggestions.Ask the students work in pairs to make up dialogues like this.Then present it in front of the class.Step5: Play “Story Game’.Work in groups to finish the task.When the students play the game, the teacher walks around the classroom and see if any group needs help.At last, ask each group presents their stories to the others in front of the class.Whose story is the funniest?

Step6: Homework 1.Finish the exercises in activity book.2.Preview the next lesson.Summary:

Poetry is an important part of culture.So it is useful to learn it well.This unit gives us opportunities to practice.Making suggestions is important, too.So let the students make dialogues to practice it.The teacher should pay attention to the infinitives in this unit.We should practice more in this class.Lesson 9: What’s a “Horkey”?

Teaching Content: Mastery words and expressions: helpful, at the same time Oral words and expressions: DNA, combine, juicy, mule, donkey Teaching Aims: 1.Know more about cloning.2.How to combine two different things.Teaching Important Points:

Talk about the questions above, then sum their ideas.Give a report in front of the class.Demonstrate your ideas.Describe the thing that you combine in detail.Describe its advantages and disadvantages.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary In this lesson, we learn to combine two different things together.In order to get new living things, we must make full use of our imagination.What can the things that we combine are used for? It is important for us to discuss.During the discussion, we practice our spoken English.Lesson 10: What is DNA? Teaching Content: Mastery words and expressions: generally, twin, clone, not only…but also Oral words and expressions: blueprint, identical, egg, identify Teaching Aims: 1.Know how to write a passage on science.2.Learn something about DNA.3.Know more about our body.Teaching Important Point: 1.Master the words and expressions of this lesson.2.The ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Point: The use of DNA.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in the text by discussing what DNA is.Divide the class into several groups.Then talk about the subject for several minutes.Then one of the groups presents their opinions in front of the class.Step2.Listening task:

Listen to the tape and fill in the blanks with the correct words you hear.1.Generally speaking, a ______ is a drawing.2.______ for identical twins, each living thing has its own unique DNA.Play the tape once.Then let the students try to finish the task in class in oral.Step3.Reading task: Read the text quickly and answer the following questions: 1.Where does your DNA come from? 2.Is your DNA in every part of your body? Finish the reading task in class in oral.Try to get more information about the text at the same time.Step4.Read the text again.Find the sentences with the new words.Try to create situation about the new words.Then make sentences with the new words.If someone can make a whole story with the new words that we learn in this lesson, the teacher must encourage her.The sentences with the new words: Generally speaking, a blueprint is a drawing.Identical twins are two children that grew from the same egg.They are clones.From your DNA, scientists can identify not only you, but also people related to you.Step5.Let some students tell some details about the text.What is DNA? Where is your DNA from? What is DNA used for? Step6.Come to “LET’S DO IT”.Finish the task with a partner.Find the things about you that show your parents’ DNA.Talk about if for a while.Then let some volunteers come to the front to talk about the subject.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

You look like your father or your mother.That identifies the DNA of your body from your parents.DNA is very fascinating.Each living thing has its own unique DNA.Try to find more ways to use the DNA in many fields.Discuss the use of DNA in this class.Make full use of it to help more people in the world in more fields

Lesson 11: Cloning People? Teaching Content: Mastery words and expressions: exactly, divide, crazy Oral words and expressions: human being, original, adult, Dolly, insect Teaching Aims:

1.Know more about cloning.2.Create the students’ spirit of cooperation.Teaching Important Points: 1.The advantages and disadvantages of cloning.2.The expression of ability and disability.3.The use of coordinating conjunctions.Teaching Difficult Points: The advantages and disadvantages of cloning.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure:

Step1: Show a picture of Dolly.Then let the students discuss what our life will be if we make a clone of ourselves.Divide the class into groups of three or four.Discuss for five minutes.Then present their results to the class.Step2.Listening task: Listen to the tape and fill in the blanks with the correct words you hear.1.The clones are the ______ height.2.There are ______ ways to clone people.Finish the task in class in oral.Step3.Reading task: Read the text and decide whether the following statements are true(T)or false(F).1.We can make clones from dead animals.2.Each clone would be a different person.3.We can combine the DNA of pigs and dogs.Finish the task in class in oral.Step4.Pair work: Read the text again and find more details about the text.Try to solve the following problems.Talk about them with your partner.At the same time, encourage them to ask more questions about the text.How many ways are there to clone people? What are they? Do you want a clone of your self? Why? What is the use of cloning? Try to finish it in a limited time in order to improve their comprehension ability.Step5.Read the text by the students.Give the students time to listen to the tape again.Then make a chance for them to practice in front of the class.Step6.A debate Divide the class into two groups.One group is for the advantages of cloning.The other is for the disadvantages of cloning.The teacher designs the task in order to find out the meanings of cloning.Step 7.Come to “LET’S DO IT’.This task is similar to the one is step6.This topic is about the food.The students can use their imaginations.Of course the best way is to search on the Internet for more information about the subject.Step8.Homework 1.Search more information about cloning on the Internet or in the newspaper.2.Finish off the exercises in the activity book.Summary:

Cloning is a popular subject in the modern society.It is good for the students to know more about that.Encourage the students to find out more information on the Internet.They can use other tools to get more.Give them chances to present their results in the next lesson.Lesson 12: Did You Ever See a “Chorse”?

Teaching Content: There are no new words and expressions in this lesson.Teaching Aims: 1.Know more about combining.2.Find the differences between the Chinese and foreign songs.Teaching Important Points: 1.The expression of ability and disability.2.The use of coordinating conjunctions.3.Sing the song fluently.Teaching Difficult Points: Combine two different living things.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Show some pictures of animals to the students.Let them imagine what animals what animals they would like to combine.What would they look like? What are they used for? Divide the class into groups of three or four.Then discuss the questions for five minutes.After a while, show their results to the class in front of the class.Step2.Listen to the song and repeat after it.Play the tape for several times.Let the students to be familiar to the rhythm of the song.Step3.Read the song as a lyric.Then let the students make up other similar songs according to their imagination.Let some volunteers present their song to the class.Step4.Let the students try to sing the song together.Play the tape again.Ask them to sing after it for several times again.Step5.Ask some volunteers to sing in front of the class.Step6.Come to “LET’S DO IT”.Work in a small group to finish the task.Use the pattern in the song to tell customers about your new animals.Describe the new animals in the following ways.What animals will you combine? What is the new animal look like? What are they used for? What will you name them? At last, they can present their result in words or in pictures.Let the students talk about the subject for five minutes.Then let one of the members come to the front and present their result.Step7.Homework 1.Finish off the exercises in activity book.2.Practice the song after class.Summary:

This song is about combining.Combine two different things together by changing their DNA.It is a new technique.We must make full use of it in many ways.The students today are the future scientists and engineers.So let them know more about coming is good for them.Give them more chance to search after class.Help them to use many tools to teach themselves.Lesson 13: Clones Are the Same Teaching Content: Oral words and expressions: laboratory Teaching Aims:

1.Practice the students’ spoken English.2.Create the students’ imaginations.Teaching Important Points: 1.Know more about cloning.2.The expression of ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Points: The expression of ability and inability.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Talk about the question “What would you like to clone?” in groups.They can use the following patterns: What would you like to clone? Why? Give the students five minutes.Then let them act their dialogues out in front of the class.Step2.Listening task: Listen to the tape and answer the following questions: 1.Jenny would like to clone a dog.2.Danny would clone himself.Finish the task in class in oral.Step3.Reading task: Scan the text and answer the following questions: 1.What would Jenny like to clone? 2.What would Brian like to clone? 3.Why would Danny like to clone himself? Finish the task in class in oral.Step4.Read the text again and find the main idea of the text.Ask some students to say it in front of the class.Step5.A Game Make up a similar dialogue according to the text.Finish the task in groups of three or four.Give them five minutes.And then ask the students to present their dialogues in front of the class.Step6.Discussion Discuss the use of the clones of yourself.If you have a clone of yourself, what would you like him to do for you? Do you think it is very useful? Step7.Come to “PROJECT”.Divide the class into groups of three or four.Talk about the subject “Have you heard of cloned animals?” The next is “If you are a scientist, what would you like to clone? Why?”

Talk about the subjects in groups.The students may have five minutes to finish the task.Then try to present your result to the class in front of the class.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Cloning is new to some students.It is useful to give them more time to talk about the subject.They can find more information about cloning on the Internet or with other tools.Encourage them to know more after class by themselves Lesson 14: A Clone of My Own Teaching Content: Mastery words and expressions: secret, copy, doubt, stupid, chess, robot Oral words and expressions: foolish, flute, closet, prefer, play chess, prefer…to… Teaching Aims:

Would you like to have a clone of yourselves? Why? Finish the task in groups.Give the students five minutes to discuss the subject.Then let the students present it in front of the class.Step2.Listening task: Listen to the tape and answer the flowing questions: 1.How old is Kate? 2.What does “foolish” mean? Finish the task in class in oral.Step3.Scan the text and decide the following statements are True or False: 1.Katie would like a secret clone.2.Katie already has three sisters.3.Katie’s clone would live the living room with Katie.Finish the task in class in oral.Step4.Read the text again and try to find the sentences with the new words.What does Katie mean by “a secret clone”? I doubt what she says!“Foolish” means “silly or stupid”.Also, she would play chess with me.Maybe I need a robot!She would feed my tow cats, clean my room and practise my flute.Step5.Ask some students to tell the main idea of the text.Let some students say it in front of the class.Step6.Group Work Talk about the subject in groups.Talk for about five minutes.If you have a clone of yourself, what would you like her or him to do for you?

Write what you think of down on a piece of paper.Then exchange their ideas in groups.One of the members sum what they think of.Then present it in front of the class.Step7.Come to “LET’S DO IT”.Finish the task in pairs.Make up a dialogue with a partner and act it out in front of the class.Encourage them to make the story funny.Make the ending surprising.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

It is fun to give the students chances to speak in front of the class.Sometimes they think they are not happy in their daily life.They don’t want to do something sometimes, so they want someone else to do it for him or her.Maybe some students think clones of themselves are useful to them.Lesson 15: Cloning Questions

Teaching Content: Mastery words and expressions: neither, nor, neither…nor…, dead Oral words and expressions: mammoth Teaching Aims:

Ask the students to answer the questions in class in oral.Step3.Reading task: Read the text and decide the statements are True or False.1.Li Ming doesn’t think cloning is interesting.2.Li Ming knew how the sheep Dolly cloned.3.Jenny has ever studied cloning.Finish the task in class in oral.Step4.Read the text again and find the sentences with the new words.Let the students guess the meanings of the new words.Give more examples with the new words.I knew that English scientists had cloned a sheep, but I knew neither how nor why.I chose mammoths.Ask the students to make sentences with neither…nor… He is neither a teacher nor a doctor.Neither he nor I am thirteen years old.Step5.Sum the main idea of the two e-mails.Let the students tell them in their own words, not word by word according to the content of the e-mails.Step6.Come to “LET’S DO IT”.Divide the class into groups of three or four.Use the Internet or other tools to find more information about cloning.Talk about what, where, when, why and how cloning is taking place.Everyone writes down a short passage, then exchange it with the others.Next one of the members of the group gives a report in front of the class.Step7.Homework 1.Finish off the exercises in the activity book.2.Ask your parents for some information about cloning.Summary:

Cloning is new to the students.Let them get more information on the Internet.That is helpful for them.It is helpful for them to use the Internet for some important information.On th the coordination conjunctions are important in this unit.So make more practice in class.Lesson 16: Unit Review Teaching Content: Mastery words and expressions in this unit.Oral words and expressions in this unit.Teaching Aims: 1.Learn to use the Internet and other tools to search more information.2.Know more about cloning.Teaching Important Points: 1.The expression of ability and inability.2.The use of coordinating conjunction.Teaching Difficult Points: The use of coordinating conjunction.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: review lesson Teaching Procedure: Step1.Group work Talk about the question in groups.“What do you like to clone the most? Why?” Let the students write their opinions down on a piece of paper.Then exchange their opinions.At last, one of the members sums the opinions and gives a report in front of the class.Step2.Finish the exercises in this lesson.Find out the problems and write them down on the blackboard.Discuss the problem together and find out the correct way to solve the problems.Step3.Do with “Grammar in Use”.Let the students finish the exercises.Then ask the students to make some sentences with neither…nor…, not only…but also….Not only he but also his father is handsome.Neither my mother nor my father likes this kind of fruit.Step4.Come to “Speaking the Language”.Complete the dialogue.Then ask the students to make a similar dialogue with his partner.Then present it in front of the class.Step5.Play the game “Stop-Go”

Play the game in front of the class.Start the game with 10 volunteers from the class.Play the game to practice the “ability and inability” expressions on this page.Change the students to play the game if the time is enough.Step6.Group work Divide the class into several groups.Ask them to introduce themselves in the group.Then choose two best ones to present in front of the class.Step7.Homework 1.Finish off the exercises in activity book.2.Find out more information about cloning on the Internet.Summary:

This unit is designed to review the main language points in this unit.It is used to build the vocabulary of the unit.Practice the grammars and spoken English in this unit.All those are put in a situation of cloning.Cloning is a new subject for the students.It is very interesting to discuss.Lesson 17: Do Mistakes Matter?

Teaching Content:

Mastery words and expressions: pardon, mention, pocket, double, mistake, make a mistake, depend, common Oral words and expressions: Bruce, confused, confusing, depend on, bargaining Teaching aims: 1.Know the cultural differences between China and western countries.2.Improve the students’ abilities of speaking English.Teaching Important Points:

1.Target language: I made a mistake.He looks confused.Buying things in China is confusing.2.Train the students’ focus abilities and cooperation spirit.Teaching Difficult Points: the difficult cultures of different countries Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Lesson: new lesson Teaching procedures: Step1.Lead in The teacher shows some pictures to the students with the Multi-media computer.The pictures show the differences between China and Western countries.From the people’s appearance and the colour of the skin，We can tell the differences.The others show cultural differences.We use chopsticks but they use the fork and knives.Divide the class into several groups and finish the task.Encourage the students to speak more.They can use their own pictures to help them.Step2.Listening task

Listen to the text and answer the following question: 1.Where is Bruce from? 2.What does Bruce’s father do?

3.How much does Li Ming pay for the two pops? 4.How much did Bruce pay for one pop?

Ask the students to listen carefully and answer the questions.We can arrange the students to listen to the part that is connected with the two questions.Step3.Read and find the new words: He looks confused.Buying things in China is confusing.I made a mistake.Let the students try to make sentences with the new words.Step4.Reading task:

Read the text again and answer the questions: What are Bruce and Li Ming doing? Is Bruce confusing?

Where don’t people try to change the price, in China or in North America? Encourage the students to ask more questions by themselves.Step5.Fill in the blanks with the right forms of the words given.1.My brother is _______(迷惑的).2.It is so ______(迷惑的)a thing.3.Does he often ______(犯错误)?

This part is used to check if they have grasped the new words.Step6.Activity

Suppose you and Bruce are shopping, you are bargaining with the clerk.Bruce can bargain, too.Divide the class into several groups and talks about the questions.After a while, let the students act their out in front of the class.Encourage the students to speak loudly in front of the class.Choose the best group and praise them.Step7.Think about: What’s the difference between people in China and North America when they are shopping?

Let them debate the questions.As usual, the class can be divided into two groups.One group thinks the shopping center is good.The other thinks the market is better.Let them debate for five minutes.Then let one student in each group to sum the opinions of his own group.Step9.Homework

Find more information about the differences between China and western countries.Summary: This interesting text is about bargaining in China.It’s based on the different cultures between Chinese and Western countries.In some countries in North America, people don’t try to bargain, so some foreign friends feel confused when they buy things in China.Try to help them when you meet foreigners.Try to find more differences between Chinese and Western countries on the Internet.Lesson 18: Wait!Don’t Eat Yet!

Teaching Content:

Mastery words and expressions: society, politely, manner, especially, unless, polite, fork, serve, forever, act, compare, theirs Oral words and expressions: custom, tablecloth, rude, toothpick, Spaghetti, sauce Teaching Aims: 1.Find the differences between the Chinese and Western customs at table.2.Cultivate the students’ creation and cooperation spirit.Teaching Important Points: 1.The expressions of similarities and differences.2.Grasp the Past Future Tense.Teaching Difficult Points: The expressions of similarities and differences.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Lesson: new lesson Teaching Procedures: Step1.Lead in: a pair work.The teacher asks the students the following question: Have you ever traveled to other places? Where have you been?

Show some pictures with the help of the multi-media.The pictures are from Australia, France, China, England, America and Japan.Let the students discuss for 2 or 3 minutes.Then let them say in front of the class.When the student is speaking, the others can ask him or her questions about his subject.Step2.Listening task Listen and answer the following questions: 1.Table manners in China and Canada are quite ______.2.In China, if your guests have no food on their plates, putting food on their plates is ______.3.It’s ______ to use a toothpick at the table.Finish the task in class in oral.Step3.Read the text and find out the sentences with the new words.All societies have customs about how to eat politely.We call these customs “table manners”.It’s okay to eat it, especially if it’s something dry, like a piece of bread.In Canada, if you drop something on the tablecloth, you pick it up and put it on your plate.Parents are forever telling their children: “Don’t talk with your moth full!” Step4.Reading task: Read the text and decide the statements are true or false.1.In China, if you drop something on the tablecloth, you usually pick it up and eat it.2.In Canada, to finish the food in front of the class in rude.In China, everybody has a knife at the table.Exercises: Fill in the blanks with the right forms of the words given.1.I think______(sing)loudly at table is not polite.2.It’s rude ______(point)to the others when you eat at table.3.His mother said he ______(return)the fork to the restaurant tomorrow.4.Nobody ______(know)the secret except me.Step6.Activity:

Project: What’s the story? 1.Find pictures in magazines.2.Make up a quick story about your picture.3.Trade your picture with the students from another group.Practice:

Show some pictures to the students.Let the students picture them.Show some different pictures in different situations.Let them give vivid description.When they finish one picture, try to show them the whole story.If we don’t have enough time, show them the main idea.Step8.Consolidation

Suppose you have a foreign friend.He will come to China.Make a chart.Write down his/her name, his nationality, his language and his aims.Show it to your partner, then finish it in class.Lesson 19：Sayings

Teaching Content: Mastery words and expressions: culture, several, action, fly, as soon as Oral words and expressions: saying, penny, earn, boil, hatch, judge, prevention, cure, worm, fence, spoil, broth, honey, vinegar, Nick, giggle Teaching Aims: 1.Know more about the differences between the Chinese and Western table manners.2.Train the students focus abilities.3.Cultivate the students’ cooperation abilities.Teaching Important Points:

1.Understanding the English saying.2.The expressions of similarities and differences.3.The past future tense.Teaching Difficult Points: Learn the expressions of similarities and differences between Chinese and Western countries on table manners and sayings.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Lesson: new lesson Teaching Procedures: Step1.Lead in: The teacher begins the class by discussing the question.It is a group activity.Ask the students to tell the manners at the table.In the activity, the students will think of many funny stories.Give them chance to speak in front of the class.Praise the groups that act well.Step2.Listening task: Listen and answer the following questions: 1.Who does Nick sit beside? 2.Is Nick full at last? Listening is necessary for training the students listening abilities.Remember to give them a few easy questions to answer.Step3.Reading task:

Read and find the new words:

But as soon as his bowl was empty, the grandmother put more in it.Wu Yang’s little sister giggled.Let the students make sentences with the new words.S1: The students stop talking as soon as the teacher comes in.S2: My mother came in as soon as I watched TV.S3: While I am speaking, Wang Yan giggles all the time.Step4.Read and find the difficult language points: 1.Nick ate it all up.2.The grandmother kept giving him more.3.Wu Yang was trying not to smile.Let the students try using the phrases in English.S5: I’m so hungry that I eat up all the food on the table.S6: He was not good at English, but he kept trying his best.We all admire him.S7: Try to pass the exam, please.Step5.Divide the class into several groups in three or four.Guess the meanings of the English sayings.First let them exchange the meanings of the sayings in the group first.Then exchange the meanings in groups.Let the students decide which are the correct answers to the English sayings.Step6.Exercises:

1.I will call you __________(一„„就)I come back.2.You must _________(解释)it to your parents.3.Although he failed, he kept _________(努力).4.What _______(其他的)can I do for you? If the teacher wants to know if they have grasped the language points of this lesson, he can give them some exercises to see the result.Step7.Project: It is a group activity.Divide the class into several groups to finish the task.The people in the story have a problem.They don’t understand each other very well.Write an ending for the story.Explain why you choose you ending.Search more information about the differences between China and western countries at the table.Lesson 20: Where I Come From Teaching Content: Mastery words and expressions: greeting Oral words and expressions: forgive Teaching Aims:

1.Know more about the cultural differences among different countries.2.Cultivate the students’ cooperation spirit.Teaching Important Points: 1.The different greeting ways in different country.2.The Past Future Tense.Teaching Difficult Points: The similarities and differences.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure:

Step1.Lead in by discussing in groups.Finish the task with the help of the flashcards.Divide the class into groups of three or four.Let each group discuss the following questions with the help of the pictures.He /she will come to your home for dinner next Sunday.What will you prepare for him/her? Try to finish the task in five minutes.Step2.Listen to the tape and let the students sing after it for several times.Step3.Show a globe to the foreign students.Let’s see where we are.Ask some students come to the front and point up where we are on the globe.A game.Ask two students to the front.Let’s who can find more places in limited time.The one who finds more is the winner.Step4.Read the text as a poem and find the new words.Then make sentences with in greeting, forgive

Where I come from we shake hands in greeting and ask, “How are you?” During a meeting and forgive a mistake or two.Step5.Group work.Ask the students to say some special customs of the foreign countries.For example, the schools are different in China and other countries.Divide the class into groups of three or four to finish the task.Step6.Activity

Work in groups.Think about your culture.List some special Chinese customs that aren't found in other cultures.Step7.Homework

1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

English songs sometimes are the same as the Chinese songs.They also describe a subject and the content is all about it.Because of the English songs, the students know more about the foreign customs and culture.Lesson 21: What’s in a Name? Teaching Content: Mastery words and expressions: given name, family name, sir Oral words and expressions: formal Teaching Aims:

1.Know more about the foreign culture.2.Cultivate the students’ learning abilities.Teaching Important Points: 1.The structure of English names.2.The differences between English and Chinese names.Teaching Difficult Points: The structure of English names.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by discussing: How much do you know about the differences between Chinese and Western names? Work in groups.Then one of the members of the groups gives a report to the class.Step2.Listen to the tape and fill in the blanks with the information you hear.1.In Western countries, people have ______names.2._______ is Li Ming’s first name.Finish the task in class in oral.Step3.Read and find the new words in the text.1.My given names are “Brian” and “James”.2.My family name is “Smith”.3.That’ formal in English.Practice the new words in class.Stp4.The language points: I’m a little confused.But in China it comes last!What do they say when they meet on a formal occasion? Make sentences with the language points.Step5.Practice: Tell us why Danny is confused.If you understand, give us an example.Let some students say give some examples to show the differences between Chinese and English names.Step6.Work with a partner.Write a dialogue in which Brian and Wang Mei meet and introduce themselves.What do they say when they meet on a formal occasion.Step7.Homework

Give English names to each of your family members.Summary:

English names are so different from Chinese names that some Chinese students are confused about them.Let the students choose English names themselves.Then they can choose English names for their family members.I believe practice makes perfect.Lesson 22: Do Manners Matter? Teaching Content: Mastery words and expressions: praise Oral words and expressions: Joe Teaching Aims:

1.Know more about the foreign culture.2.Cultivate the students’ abilities about learning English.Teaching Important Points:

1.Good manners in China and North America.2.Apologies, similarities and differences.3.Past Future Tense.Teaching Difficult Tense: Past Future Tense.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by a group work.Ask the students to tell the differences about the manners when you receive the presents.Work in groups of three or four.Everyone writes his or her answers down on a piece of paper.Then exchange their ideas.Next sum the main ideas and present them to the class.Step2.Listen to the tape and fill in the blanks with the correct words.1.Wu Zhou has lived in Canada for ______ years.2.Good manners in North America are ______ from good manners in China.3.When people give you gifts in Canada, you ______ them with many words.Finish the task in class in oral.Step3.Read the text and decide the following statements are true or false.1.In North America, there are no words for being polite.2.When people give you gifts in Canada, you might say, “I don’t want your gift.” 3.Wu Zhou is a teacher in a university in Canada.Finish the task in class in oral.Step4.Read the text again.Tell the main idea of the text and encourage the students to ask more questions about the text.They can ask questions like these: S1: Wu Zhou calls himself Joe Wu, why? S2: Because “Joe” is an English name that sounds like “Zhou”.S3: If you don’t say “please” or “thank you”, what will people think of you? S4: They will think you are rude.Step5.Act

Work with your partner.Suppose you receive a present from your friends, what will you say if you are Chinese and what will you say if you are Canadian? Act your dialogue out in front of the class.Let the students get the differences by their acting.Step6.Come to “LET’S DO IT”

Before we do this, the teacher can show the students more about the differences between Chinese and Canadian culture on the Internet.Divide the class into groups of three or four to finish the task.Everyone write his or her ideas down then exchange the ideas in the group.Make up a dialogue or give a report.Then present it in front of the class.Step7.Homework 1.Finish the exercises in the activity book.2.Go on the next reading in the student book.Summary:

The culture differences show in different ways.Let the students think of more situations and let’s find out how to do on the Internet.Teach the students how to learn is more important than what to learn.So give the students more time to practice in class.Lesson 23: Supper with the Bradshaws

Teaching Content: Mastery words and expressions: trouble Oral words and expressions: peppermint, tradition Teaching Aims: 1.Know about the similarities and differences between China and Western countries.2.Cultivate the students’ abilities.Teaching Important Points: 1.Apologies.2.Similarities and differences.3.Past Future Tense.Teaching Difficult Points: Past Future Tense Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by discussing what you will do when your friends say goodbye to you.Divide the class into groups of three or four.Everyone writes their ideas down then exchange them in groups.Sum the ideas then give a report in front of the class.Step2.Listen to the tape and answer the following questions: 1.We just came home from the ______.2.Bruce and his father had trouble with Chinese ______ and culture.3.Last night, we eat in the ______.Finish the task in class in oral.Step3.Scan the text and answer 1.Did Bruce and his father make mistakes in China? 2.Western people never eat duck’s feet, do they? 3.Does Li Ming like peppermints? Finish the task in class in oral.Step4.Read the text again.Find the sentences with the new words.But he and his father sometimes had trouble with Chinese customs and culture.At the end of the meal, Mr.Bradshaw opened a box of peppermint candies.In good Chinese tradition, I told him that I enjoyed it.Show some pictures to help the students remember the new words.Step5.Act it out.Divide the class into several groups.Ask each group to act one part of the text out.Before doing this, let them read the text fluently and decide which part to act it out.If they don’t have real peppermints or something they must use, they can use something else to replace them.Step6.Come to “LET’S DO IT”.Divide the class into groups.Ask them to discuss what makes them embarrassed when they are guests at a dinner.Everyone writes his ideas down.Then exchange them in groups.At last, one of the groups sums the group’s ideas and presents it in front of the class.They can write a diary entry, an e-mail or a letter about the dinner.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

It is not easy to make friends with foreigners.It is helpful to know more about the differences between Chinese and western customs and culture.Acting the text out is interesting.The teacher can ask the students to bring something useful into the class.If they don’t have real ones, they can use something to replace it.Lesson 24: Unit Review

Teaching Content: Mastery words and expressions from Lesson17 to Lesson23.Oral words and expressions from Lesson17 to Lesson23.Teaching Aims: 1.Know about the differences between Chinese and western customs and culture.2.Cultivate the students’ learning abilities and cooperation spirit.Teaching Important Points: 1.Apologies.2.Similarities and differences.3.The past future tense.Teaching Difficult Points: The past future tense.Teaching Preparation: pictures

Teaching Aids: flashcards, audiotape, pictures Teaching Procedure: Step1.Show some pictures about different table manners to the students.Encourage the students to act out a dialogue to show the differences.Give them five minutes.Let the students act in front of the class.Step2.Ask the students to talk about the different customs and culture between China and western countries.Show some pictures to remind the students.They can show them in all kinds of styles.They can make a dialogue or write a passage.Step3.Finish the exercises in class in oral.Write some problems down on the blackboard.Discuss in the class.Then choose the correct answer.Step4.Come to “Grammar in Use”.Let the students make more sentences with the past future tense.It is often used in the object clause, when the subject is past tense, the object clause is often used the past future tense.Encourage them to give more examples to practice it.Step5.Come to “Speaking the Language”.Ask volunteers to act the dialogue out in front of the class.Encourage the students to make other dialogues and act them out.Step6.Come to “Written work”.Let the students write it as homework if we can’t finish it in class.It’s practice of the main ideas of this unit.It can also build the students’ vocabulary.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

The students practice their reading, speaking and written English in this text.It is used to build the students’ vocabulary.The teacher must make full use of this part.At the same time, encourage them to remind the main ideas of this unit.Give them more time to use what we learn in this unit.Think over after class :

Lesson 25: Talk!Don’t fight!

Teaching Content: Mastery words and expressions: fight, spend Oral words and expressions: fought, spent Teaching Aims: 1.Let the students know the importance of peace.2.Create the students’ spirit of cooperation.Teaching Important Points: 1.Talk about the agreement and disagreement.2.Grasp the object clause.Teaching Difficult Points: Talk about the agreement and disagreement.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Divide the class into groups of three or four.Discuss the following questions: What would you do if you found some money on the street? Give the students five minutes to finish the task.Pay attention to all the students’ feelings.Let all of them take part in the discussion.Step2.Listen to the tape and fill in the blanks with the words you hear: 1.Jenny and Brian see Danny ______ on the street, _______ a bag.2.The money that Danny found was on the _______.Step3.Read the text and answer the following questions: 1.Who did Danny buy the shirt for? 2.How much money did Brian lose? Step4.Read the text and tell the main idea of the text in the students’ own words.Let the students speak in front of the class.Encourage them not to be shy when they stand there.Give the students chances to speak loudly in front of the class.Step5.Encourage the students to ask more questions about this part.Divide the class into groups of three or four to finish the task.Ask all of the students to take part in the discussion.They can ask questions like this: S1: When you are Jenny, what should you do to stop the fight? S2: Do you think the ten dollars is Brian’s?

S3: Do you think Danny should spend the ten dollars that he found on the street? Step6.Come to “LET’S DO IT”.Divide the class into groups of three or four, talk about what Danny should do.Everyone writes his or her opinion on a piece of paper.Everyone must write his or her reasons down.Choose the best from their opinions.Then report it to the class.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

Activities are the main style of the class.The students learn their knowledge in the games and role-plays.It’s a good way to make the English class interesting.Always remember to improve the students’ cooperation spirit.Let everyone in the group to have the chance to speak.This is very important for the English teaching.Think over after class :

Lesson 26: Good Friends Shouldn’t Fight

Teaching Content: Mastery words and expressions: enemy, behave, gentleman, honest Oral words and expressions: thief, unhappy, agreed Teaching Aims: 1.Let the student’s grasp the four basic skills of English: listening, speaking, reading and writing.2.Know about the importance of peace in the world.Teaching Important Points: 1.Talk about the agreement and disagreement.2.Grasp the object clause.Teaching Difficult Points: The agreement and disagreement Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Divide the class into groups of three or four.Talk about the following questions: Have you ever had a fight with a friend? What happened? If you had a fight with your friends, how do you make up after the fight? Everyone writes their opinions down on a piece of paper, then show it to the others of the group.Remember to demonstrate their reasons.The group chooses the best to present in front of the class.Step2.Listen to the tape and fill in the blanks with the words you hear.1.Brian thinks Danny is a ______.2.Jenny thinks Danny and Brian should stop _______.3.They will have a ______ at Jenny’s house.Step3.Read the text and answer the following questions: 1.Has Brian found his lost money? 2.Did Danny feel sorry to Brian? 3.Is Brian still angry with Danny? Step4.Read the text and act the role-play in front of the class.Encourage them to make up a role-play by themselves.If they like, they can add any ending for the story.After they act, the others can say where they should improve and how they should improve it.Step5.Group work Divide the class into groups of three or four.Discuss the following questions:

Talk about your fight with your members of the groups.Tell them: what happened to you? How long did the fight last? Who helped you to solve it? After one student finishes his speech, the others can tell him or her whether his actions are right or wrong.Step6.Come to “LET’S DO IT’.Finish the task in pairs.Ask the students to think about the fight between Danny and Brian.Is Brian right to be angry with Danny? Why? The key is to describe the reasons.Is Danny right to say that he doesn’t want to be Brian’s friend anymore? With a partner, debate which character is right, Danny or Brian? Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Activities give the students chances to practice their spoken English.During the activities, some students may have trouble in expressing themselves.The teacher should help them if necessary.Provide them pictures to help them remind the stories or experience in their life.Show them some English words that are about their topics Think over after class :

Lesson 27: The Dove and the Olive Branch

Teaching Content:

Mastery words and expressions: flood, peaceful, raise, symbol Oral words and expressions: dove, olive, Adam, Eve, Eden, God, Noah Teaching Aims: 1.Stimulate the students’ ideas of loving our country.2.Improve the students’ spoken English.Teaching Important Points: 1.Talk about the agreement and disagreement.2.Grasp the object clause.Teaching Difficult Points: the object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure:

Step1.Lead in by discussing “Do you know the story of the dove and the olive branch?”

Divide the class into group of three or four.Discuss the question.At the same time, show the students the picture of the dove and the olive branch with the help of the audiotape.Everyone in the group writes their answers down.Then discuss it in the group.Choose the best to show in front of the class.Step2.Listen to the tape and decide the following statements are true or false.1.Noah is a good man.2.Noah and his family in the Great Flood for a hundred days.3.Since then, people use a picture of a dove with an olive branch in its mouth to show their love for peace.After listening to the tape, ask the students to finish the task in class in oral.Step3.Scan the text and tell the main idea of it.Remember to say with their own words.Not one word by one word from the text.Step4.Read the text carefully and answer the following questions: 1.Did God think there are too many bad people in the world? 2.What did Noah do to escape the Great Flood? Finish the task in class in oral.Step5.Group work Discuss the following questions in groups of three or four.What do you think breaks the peace in our life? What can you do to prevent this happen?

Make a list of it.Then exchange the ideas in groups.Choose the best to present in front of the class.Before the students finish the task, the teacher had better show some new words to them on the blackboard.Step6.Come to “LET’S DO IT”.Ask the students to finish the task in formal groups.First, discuss whether or not you think the story of Noah is real.Why or why not? What do they think of the God’s idea?

Second, tell other famous stories about making peace.Many students may know some Chinese stories about making peace.Show some pictures to help them remind the old stories.Many people died in order to get a peaceful world for us.Step7.Homework 1.Finish off the exercises in activity book.2.Write down your story in the exercise book.Summary:

Remind the students to respect the dead men who died in the anti-Japanese wars.Many stories also write down some great men who devoted themselves to the peace of China.Let’s remember them forever.Without them, we haven’t the peaceful world and the happy life.Think over after class :

Lesson 28: Please Let There Be Peace Teaching Content: Mastery words and expressions: army, prepare, gun, agree, agree to, imagine Oral words and expressions: obey, battle, rage, suffering Teaching Aims: 1.Cultivate the students’ abilities of listening, speaking, reading and writing.2.Learn to love and care for the people around us.Teaching Important Points: 1.Talk about agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Show a picture of a dove and the olive branch to the class.Let them show their opinions about the peace of the world.If you are a member in the U.N, what should you do to stop fighting? Peace and development are the main topics now.Make a list of the plan that you make.Then present it to the class.Step2.Listen to the tape for two times.Let them know the rhythm of the song.Can someone sing in front of the class? If anyone can, the teacher let them have a try.Step3.Read the song as a poem line by line.Translate it into Chinese.If necessary, help them.There are some new words in it.Some words are difficult to understand.Step4.Play the song again for several times again.Let the students sing after it.Step5.Practice Divide the class into two groups to read the song.Then sing the song together.If necessary, play the tape again.If they can’t sing it well, the teacher teaches them line by line.Step6.Come to “PROJECT”.Finish the task in groups of three or four.Wars bring suffering to people.We all love peace and hate war.We have an organization called the U.N.which is to stop fight and keep peace in the world.It is made up of six main countries in the world.When there is a fight on the earth, we may think it’s time for the U.N.to play an important part.Now imagine you are representing China at the U.N.Make a speech about how the U.N.should work to stop war.Present your speech to a small group of classmates and listen to their speeches.As a group, talk about your speeches.Ask each other questions about your opinions and information.After five minutes, ask several groups to present their result to the class.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book Summary:

We all hate wars because we see what wars bring us on TV, in newspapers and on Internet.We must do something to stop them.Give the students chances to open their minds.Maybe it is they that can save the earth someday.Think over after class :

Lesson 29: Jenny’s Good Advice

Teaching Content: Mastery words and expressions: agree with, probably, belong, belong to Oral words and expressions: opinion, have a talk Teaching Aims: 1.Cultivate the students’ abilities of learning English.2.Know about the importance of peace.Teaching Important Points: 1.Talk about the agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”

Lead in by discussing the following questions: Why do you sometimes fight with others? How do you feel after the fight? Finish the task in groups.After discussing it for a while, make the best one to show it in the class.Step2.Listen to the tape and answer the following questions: 1.Where do Danny and Brian meet? 2.Do Danny and Brian stop fight in this lesson? Finish the task in class in oral.Step3.Read the text and tell the main idea of the text.Pay attention to Danny’s and Brian’s opinions about this.Step4.Read the text and decide the statements are true or false.1.Danny and Brian both think Jenny’s cookies are good.2.Brain didn’t think the money that Danny’s picked up was his.3.Danny can’t agree with Brian’s opinion.Finish the task in class in oral.Step5.Pair work Work with your partner.If you were Jenny, what would you do to stop them from fighting? Do you have any other good ideas? Work in pairs.Then discuss it for a while.Let some volunteers come to the front to give their advice.Step6.Come to “LET’S DO IT”.Finish the task in group work.Ask them to make up a dialogue or a role-play.First, they must make a plan for the play.What happened to you? Who are fighting? Why? Give them five minutes to finish the task.If they don’t have enough people to play, they can ask the teacher to take part in it.Step7.Homework 1.Have you had a fight with your friend? Write it down.2.Go on the next reading in the student book.Summary:

The teacher can take part in the students’ activities.They can help the students make a plan to play it better.The teacher can provide them some new words if necessary.Praise them after they act a dialogue out.Think over after class :

Lesson30: Let’s Work for Peace

Teaching Content: Mastery words and expressions: provide, disagree, trust Oral words and expressions: religion Teaching Aims: 1.Learn about the importance of peace.2.Know more about the foreign culture.Teaching Important Points: 1.Know about a student council in Canada.2.Talk about the agreement and disagreement.3.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Lead in by discussing the following questions: How many clubs are there in your school? What are they?

If there aren’t any clubs in the school, we can think about who works for the peace of your school.What do they often do when someone fights in school? Discuss it in groups.Then choose the best to present it in front of the class.Step2.Listen to the tape and answer the following questions: 1.What grade is Danielle in? 2.What does the student council do? Finish the task in class in oral.Step3.Read the text and decide the statements are true or false.1.Student councils work to make schools better places.2.All the students in Danielle’s school wear the same clothes.3.We need to learn about different cultures and make friends with people from other cultures.Finish the task in class in oral.Step4.Tell the main idea of this text.Remember to answer the questions: 1.What does the student council do? 2.What is Danielle’s school like?

3.What do we do in order to make our school a better place? Step5.Group work Work in groups of four or three to discuss the following questions: If you are a member of the student council, make a plan about how to make the school a better place.Make a list of the things that you think must be done according to the situation of the school.Discuss the question in groups.Then show it to the others in class.Discuss the plan in class.At last, give the advice to school.Step6.Come to “LET’S DO IT”.Work in groups.Plan a debate about this topic: countries should never go to war to solve disputes.Are there any wars today? Where are they? Are wars good or bad? Are there better ways to solve problems? Give them enough time to debate the interesting topic.Let them open their minds to create good ideas.Then present their ideas group by group in front of the class.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Students are old enough to think about these questions.They watch TV to pay attention to the development of the world.They have much to say in this part.Show some pictures about the disaster that wars bring to the people in the world.Call on the students to study hard to create a more peaceful world for the people.Think over after class :

Lesson 31: Peace at Last Teaching Content: Mastery words and expressions: at last, pity, angry, decision, fair, conversation, regret There are no oral words and expressions in this lesson.Teaching Aims: 1.Learn to love and care for the others.2.Practice the students’ written English.Teaching Important Points: 1.Talk about agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in the text by discussing the following question: What should you do if you have trouble with your friend? Finish the task in groups of three or more.Let’s see how they solve their problems.Many students may write a diary.Others tell his or her trouble to his friend or teacher.Tell the students: when you meet trouble, find some effective and fast ways to help yourselves out.Step2.Listen to the tape and answer the following questions: 1.Who has trouble with the basketball game, Li Ming or Danny? 2.Did Li Ming go to the basketball game at last? 2.What is Danny going to deal with the money problem? Finish the task in class in oral.Step3.Read the text and then tell the others what Li Ming’s trouble is.Do you think how to solve it? Is Li Ming right or wrong? Tell the class the reasons.Step4.Read the text and decide the statements are true or false.1.Li Ming has been invited to a party on Friday evening.2.Li Ming’s friend was angry because Li Ming missed the game.3.Brian wrote a letter to Danny and told him he didn’t want the ten dollars any more.Finish the task in class in oral.Step5.Find out the sentences with the news and practice them in class.After I missed the game, my friend was very angry.What a pity.She said that the decision was mine.It wouldn’t be fair for me to go to the game.Jenny said we should have a conversation.I regret what I did.Let the students make up sentences with the words and expressions that we learn in this lesson.Show some flashcards to help them.S1.Don’t be angry with me.S2: It is necessary for us to have a conversation with my mother.S3: His sister regrets doing that.Step6.Group work Divide the class into groups of three or four.Write experience that you have had.Then share it with your members.Tell who is right in the story.What should we do to solve the problem correctly? Step7.Come to “LET’S DO IT’.Finish the task in groups.Write a diary entry, an e-mail or a letter about the topic below.Have you or anyone in your family experienced war before? What is war like? If they have no experience, they can describe a war that they have heard before.After they write their experience down, share them in the group.Then choose a special to give a report in front of the class.Step8.Homework

1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

We all have a fight with our friends.Write your experience down and share with your classmates.You may think it’s funny for to do such a thing at that time.It will help you to analyze yourself.Think over after class :

Lesson 32: Unit Review Teaching Content:

Mastery words and expressions from Lesson25 to Lesson31.Oral words and expressions from Lesson25 to Lesson31.Teaching Aim: 1.Learn to love and care for others.2.Know about how important the peace is for us.Teaching Important Points:

1.Talk about agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: review lesson Teaching Procedure: Step1.Lead in by discussing the importance of peace for us in the world.Finish the task in groups of three or four.Show some pictures to the students.Analyze the disadvantages that wars bring us.Make a list of it and show it to the class.Step2.Do with the exercises the lesson.Write down some difficulties on the blackboard.Then discuss the use of them.Practice them again.Step3.Come to Grammar in Use.The object clause is the main part.Let some student make similar sentences in front of the class.The others listen and find if they are right.Step4.Come to “Speaking the Language”.Fill in the blanks with correct words.Make up similar dialogues in front of the class.Step5.Do with the comprehension part.Can the students answer the question fluently? If they have any difficulties, help them.Step6.Come to “Take This Quiz”.Search on the Internet to find more information.Ask the students what they want to know.Let them search on the Internet before the class.Then give a report to the class the next day.Step7.Do with written part.If we have time in class, finish it in class in groups.If we don’t have enough time to do with it, we can have it done after class.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

This is the summary of the unit.It includes the main points in this unit.Arranging it carefully before the class, we can have a good review in the class.We can do with the language points, the main grammar and practice the spoken English.Think over after class :

Lesson 33: Welcome, Guest!

Teaching Content: Mastery words and expressions: shape, perhaps, though Teaching Aims:

1.Know more about the foreign culture.2.Good manners at table.Teaching Important Points: 1.Learn different cultures.2.Practice the object complements and attributive clauses.Teaching Difficult Points: The object complements.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Lead in by discussing the following questions: What do you know about dinosaurs? List the names of some types of dinosaurs you know of.Discuss the questions in groups.Every member writes his or her answers down.Then discuss it in groups.Make a complete answer.Then present it in the class.Step2.Listen to the tape and answer the following questions: 1.Where was Danny yesterday afternoon? He was at Dinosaur School.2.Did Danny learn Dinosaur song at school? Yes, he did.Finish the task in class in oral.Step3.Reading task Read the text and encourage the students to ask more questions about this part.S1: What did Danny learn at Dinosaur school? S2: He learned dinosaur culture.S3: When will they have dinner together? S4: On Saturday.Step4.Practice Do with the main grammar: the object complements.Point out the sentences with object complements: I find other cultures interesting.Make examples by the students: We must keep the classroom clean every day.Step5.Activity Invite your friend to your home.What do you do? Make up a dialogue with your partner.Then let them present it in front of the class.Step6.Come to “LET’S DO IT”.What do you think dinosaur food is like? Do you think Brian and Jenny will like the food? Write down your ideas.Then share it with your partner.After a while, let some students show their answers in front of the class.Remind them to tell the students why they think so.Step7.Homework 1.Finish off the exercise book.2.Go on the next reading in the student book.Summary:

Students are strange to hear of the Dinosaur culture.We all want to know what real Dinosaur culture is, including their food, songs, clothes and so on.Give the students time to say some other countries’ culture in front of the class.Let them search on the Internet for more information.Think over after class :

Lesson 34: Danny’s Dinosaur Dinner

Teaching Content:

Mastery words and expressions: knock, hang, hang up, offer Oral words and expressions: hung, hanged Teaching Aims: 1.Know about the Dinosaur culture.2.Cultivate the students’ cooperation ability.Teaching Important Points: 1.Learn something about having a meal.2.The object complement and the attributive clause.Teaching Difficult Points: Have a meal.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Lead in by discussing the following questions:

Have you ever invited a guest to your home? Have you ever been a guest? What’s the worst food you’ve ever had?

Discuss the following questions in groups.Then present it in front of the class.Step2.Listen to the tape and fill in the blanks with the correct words you hear.1.When Jenny and Brian come to Danny’s home, he is in the _____.2.Danny gives Brian and Jenny some _____ to eat.Finish the task in class in oral.Step3.Reading task Read the text and decide the following statements are true or false.1.Jenny and Brian come to Danny’s home on Sunday.2.Jenny and Brian drink some milk in Danny’s home.3.Dinosaur food is certainly different.Finish the task in class in oral.Step4.Read the text again and retell the story in their own words.Correct their grammar mistakes after he finish telling the story.Ste5.Do with the language points: Make sentences with the useful phrases: Would like to…? Help yourself to… S1: Would you like some dumplings? S2: Yes, I’d love to.S3: Would you like to have an apple? S4: No, thank you.Step6.Come to “LET’S DO IT”.Divide the class into several groups to finish the activity.Every member writes his ideas on a piece of paper.Are guests important in your home? What do you do to make guests feel comfortable? Let the students show their dialogues out in front of the class.Step7.Homework 1.Finish off the exercises in class.2.Go on the next reading in the student book.Summary:

It is important for you to make your guests feel comfortable.At first, you must be polite.Then you can provide them with different drinks and fruits.Ask them what their favourite food is.Of course, as a guest, you must be polite enough, too Think over after class :

Lesson 35: Keeping Culture Alive Teaching Content:

Mastery words and expressions: hand in, strange, mind, share Oral words and expressions: Chinatown Teaching Aims:

1.Learn more about foreign cultures.2.Cultivate the students’ abilities.3.Grasp the important grammars.Teaching Important Points: 1.Know more about the Chinatown.2.Having meals.3.Object complements.Teaching Difficult Points: Object complements Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by discussing the following questions: Have you ever heard of Chinatown? What do you think of it?

Work in groups.Everyone writes his or her answers down.Then discuss for five minutes.Present it in front of the class.Step2.Listen to the tape and fill in the blanks.This is the _____ time for Danny to Chinatown.Would Chinese students visit _____ _____ _____.Finish the task in class in oral.Step3.Read the text and answer the following questions: 1.Did Brian enjoy the school trip?

2.Is there an area called Little North America in Beijing? Finish the task in class in oral.Step4.Read the text again.Then ask the students to retell the story in their own words.They can practice with her partner first.Step5.Do with the language points: Let the students read the text again.Sum the new words and language points in this lesson.Make up sentences with the new words and the language points.S1: Must I hand in the paper now? S2: Let’s share the experience in the summer holiday.S3: I shall share the fruit with the little girls.S4: Will it rain tomorrow? S5: I don’t think so.Step6.Activity Group work.If there were Little North America in Beijing, what will it be like?

Divide the class into groups to finish the task.Every member writes his or her answers down.Then change it with the others.Then choose the complete one to present in front of the class.Step7.Come to “LET’S DO IT”.Finish this part in groups of three or four.One student sums his group’s advice.Then present it in front of the class.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Chinatown is used for Chinese in America.They can speak Chinese.It if convenient for those people who can’t speak English live there.They are all kinds of shops there.Think over after class :

Lesson 36: So We Can Be Friends Teaching Content: Mastery words and expressions: difference Oral words and expressions: Peru, Scotland, bagpipe Teaching Aims:

1.Learn more about the foreign culture.2.Learn to sing English songs.Teaching Important Points: 1.Keep one country’s culture.2.Grasp the object complement.3.How to use keep.Teaching Difficult Points: Keep one culture’s culture.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Show some pictures about the foreign culture.Pointing to the pictures, ask the students to guess where they are and what special culture they have.Step2.Listen to the tape for two times.While they are listening, let the students sing after it in a low voice.Step3.Read the song as a poem.Let them find if it has rhythms.Step4.Ask the students to know the meaning of the song with the help of the pictures.Step5.Listen to the tape again and sing after if for several times.Step6.Let the volunteers sing in front of the class.Step7.Come to PROJECT.1.List the differences between the Chinese and Chinese cultures.Finish it in work group.Talk about the different ways in China and Canada.What are the differences between the two countries?

2.Ask the students to act short plays out in front of the class.Show what would happen in Canada and what will happen in China.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Different countries have different culture.We must keep it.Students should know more about it.It can help them when they go abroad to study further.Ask the students to search more after the class.Then present it in the next lesson Think over after class :

Lesson 37: The Fox and the Stock

Teaching Content: Mastery words and expressions: fox, flat, hardly, fetch, thin, stick, regard, realize, promise Oral words and expressions: stork, Aesop, rudely, beak Teaching Aims: 1.Learn about more about the foreign culture.2.The importance of cooperation in the world.3.Improve the student’s creation ability.Teaching Important Points: 1.The lessons we learn from the story.2.The object complement and the attributive clauses.Teaching Different Points: Practice object complement and the attributive clauses.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by discussing the following questions: Tell a story about the animals.What can we learn from the story? Finish the task in groups.Let some students come to the front and tell his class his wonderful story.Step2.Listening task Listening to the tape and find the correct answers to the following questions.1.There is a _____ and a _____ in the story.2.The fox brought the soup in large flat _____.Finish the task in class in oral.Step3.Read the text and answer the following questions: 1.Is the fox polite to the stork? 2.What are the stock’s noodles in? 3.Were they still friends? Finish the task in class in oral.Step4.Read and tell the stories by their own words.Step5.Do with the new language points in this text.1.“Certainly” said the stork, who was doing her best to be polite.Do one’s best

S1: I am doing my best to learn well.2.The stork fetched two tall, thin jars.Fetch=go and come back S2: Can you fetch me two bottles of water, please? Step6.Work in groups.Divide the class into groups.Then one member of the group tells a story which are with animals about characters.Then let the others sum the lessons that we learn from the story.Step7.Homework Find the most wonderful story after class.Prepare to tell the class in the next lesson.Summary:

All of the students know many interesting stories about animals.We can learn important lessons from the story.They must respect others in their life, or they might have a fight.This is the same as man.We must respect others in our life.Then we can have a peaceful world.Think over after class :

Lesson 38: One Country, Many Cultures

Teaching Content: Mastery words and expressions: central, although, respect Oral words and expressions: immigrant, tolerant, dancer Teaching Aims:

1.Know about the culture in the world.2.Keep one country’s culture.3.Create the students’ basic abilities.Teaching Important Points: 1.The details about Canadian cultures.2.Different cultures have different features.1.Practice the object complement and the attributive clauses.Teaching Difficult Points: The object complement and the attributive clauses Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Come to “THINK ABOUT IT”.Lead in by discussing the following questions: How many cultures does China have? How many can you name? What are some of the interesting things in your culture? Discuss the questions above in groups.Then every group answers the questions one by one.Step2.Listen to the tape and fill in the blanks with the words you hear: 1.Only _____ percent of all Canadians are from First Nations.2.Canada has _____ official languages.Finish the task in class in oral.

第三篇：冀教版九年级英语下册教案

Lesson 1: Poetry, Please Mastery words and expressions: poem, decide, nature, express，learn/know …by heart, pleased, happiness, shut

Oral words and expressions: poetry, description, continue, beyond Teaching Aims: 1.Learn about the poems in foreign countries.2.Know the differences between Chinese and foreign poetry.Teaching Important Points: 1.How to make suggestions.2.The grammar: infinitives.3.Some words and expressions: learn/know …by heart Teaching Difficult Points: The grammar: infinitives Teaching Preparation: pictures Teaching Aids: audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK AOBUT IT”.Let the students talk about the questions in groups.1.Have you written a poem in Chinese? Is it hard? Why? 2.What kinds of poetry do you like best? After a while, let the students in each group present their ideas to the class in front of the class.Step2: Listen to the tape and find the answers to the questions: 1.Have Brian finished his poem? 2.What’s Danny’s poem about? Step3: Reading task: 1.Read the text and underline the new words in this lesson.2.Present the meanings of the words with the help of the media computer.We can use our body language if necessary.3.Tell the main idea of this lesson.Step4: Read the text again and decide the statements are true or false.1.Jenny wrote a Chinese poem.2.Brian wrote a poem about nature.3.Danny learned his poem by heart.Step5: Deal with the language points.How to make a suggestion: Maybe you could write a description of your favourite place.The infinitives: I haven’t decided what to write about.Would you like to hear my poem? I don’t need to read it.Let the students sum the use of infinitives of this lesson.Then encourage them to make more sentences with the grammar.Step6: Activities 1.Divide the class into several groups.Then let them translate a Chinese poem written by Li Bai or other famous poets.Then compare the translations of the groups.Let’s see which is the best? 2.Each group writes an English poem about the familiar things around us.Then let them change the poems in groups.They may give their own advice to the poems written by others.Step7: Describe the picture in English.Ask the students work in their formal groups.Then let them read their poems in class loudly.Step8: Come to “LET’S DO IT”.Work with a partner.Let the students talk about the question: which do you think is more difficult to understand, English poetry or Chinese poetry? Homework 1.Finish off the activity book.2.Get more information about the English poetry after class.Feedback：

Lesson 2: Poems About Nature Teaching Content: Mastery words and expressions: hill, clear, brave, pale, golden, softly, kiss, noisy Oral words and expressions: swiftly, tiny, warmth, scene, related, topic Teaching Aims: 1.Cultivate the students’ guessing ability of the whole text.2.Enjoy the charming of the English poetry.3.Compare the differences between the English and Chinese poetry.Teaching Important Points: 1.Learn the English poetry about nature by hearty.2.Know how to write an English poem.Teaching Difficult Points: Use what we learn to write an English poem.Teaching Aids: audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.Divide the class into several groups.Talk about the next questions: Have you read any poems in English? Which one do you like best? Why? What should you do first if you want to write a poem about winter? Choose several best poems and let the students read them in front of the class.Show some pictures of winter to the students.Help them to find more words to describe winter.Step2: Listen to the tape and fill in the blanks.1.Does the poem make you think of _______? 2.You can write a poem about _______, too.3.Before you start writing your poetry, think about your _______.Step3: Read the text and find the new words.1.Let the students guess the meanings of the new words.Most of the new words are related nature.So present some pictures to the students to help them understand the new words.2.Ask some students to tell the main idea of this text.Step4: Do with the language points.Make sentences with the new words we learn in this text.Ask if someone can tell a story with the words we learn today.Encourage them to stand in front of the class and tell his story to us.Step5: Reading task Encourage the students to ask questions about this text.Finish the task in groups.Let the students design questions and exchange them in groups.They can ask questions like this: 1.What are your ideas for a nature poem? 2.What can you do to describe about something? Step6: Activities.Work in groups.Write a poem about the two pictures.Finish a poem.Then each student in the group correct it before reading it to the class.Step7: Come to “LET’S DO IT!”

The task is similar to the step6.Finish it in class.Try to write a poem about one of the seasons.The teacher shows some pictures about the seasons to the students.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Feedback：

Lesson 3: Say It in Three Teaching Content: Mastery words and expressions: direction, form, poet, simply, a set number of, middle, clearly, dark, sleepy, unexpected, frog, feeling Oral words and expressions: petal, cherry, grebe, Matsuo Basho, Haiku, particular, pattern, set, syllable, interruption, plop, splash, limerick, Teaching Aims: 1.Cultivate the students’ reading comprehension.2.Know more about the foreign culture.3.Compare the differences between the Chinese and Japanese poems.Teaching Important Points: 1.Learn about an old style of Japanese poem: Haiku.2.Know some styles of poems: Haiku, Nature Poem and Limerick.Teaching Difficult Points: The old form of Japanese poetry: Haiku.Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Show pictures of Japanese poets and poems.Then introduce Haiku to the students.The teacher can find some music to match the poem.Step2: Listen to the tape and fill in the blanks.Usually Haikus are about _______.Haiku always has ______ lines.The first line of a Haiku has _______ syllables.Check the answers in class in oral.Step3: Read the text and guess the meanings of the new words.Sometimes some new words are too hard to understand, so the teacher can find some related pictures to help them.If the students bring some pictures about nature to the class, let them show them in front of the class.Step4: Read the text and find the answers to the questions: 1.Do Haikus tell a story? 2.What’s a syllable? Step5: Come to “PROJECT”.1.Divide the class into groups to finish the task.2.Finish the three poems in the text.Use the sentence: I need a ______.Let the others give the answers, one student write the words down.3.After finishing the poems, read it to the class.All the groups have different poems.Do they sound funny? 4.Decide a subject by each group.Then make a pattern according to the subject.Then finish the poem as the models in the text.5.Read the poem to the class.Homework: 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Feedback:

Some students may think the foreign poems are funny and easy.The teacher may also think so.It is possible for the students to create poems like those we have learned in the class.Give them more chances to create their minds.The teacher can try some poems, too.The class and the teacher can find much fun in learning foreign poems.Blackboard Design：

Lesson 4: The Wish Teaching Content: Mastery words and expressions: wish, in the middle of, stone, friendship, Teaching Aims: 1.Learn how to sing foreign songs.2.Know more about the foreign culture.3.Learn about the styles of all kinds of poems in other countries.Teaching Important Points: 1.Master the main idea of the song.2.Grasp the use of “without”.3.Make a similar song like this.Teaching Difficult Points: The use of “without”.Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Listen to the tape for several times.At the same time, ask the students to sing after it.Test how long they grasp the rhythm of the song.Step2: Read the song as a poem.Let the students read the poem as a lyric line by line.Step3: Make a poem like this.Divide the class into several groups.Make the similar this.Every group makes a poem.Then present it to the class.If the others have other better ideas, they can give their advice.Step4: Do with the language points.Make sentences with the important phrases: in the middle, without.S1: Danny sits in the middle of the classroom.S2: There is a stone in the middle of the road.S3: Fish can’t live without water.S4: We can’t finish the work without your help.Step5: Come to “PROJECT”.Finish the task in groups.1.Everyone in the group chooses one pattern of these poems and writes one by yourself.2.After writing the poem, show it to the others in the group.3.Each exams the others’ poems and gives his advice.4.After examine all of their poems, change them with the other group.Give their reasonable advice.5.The teacher gives them chances to express themselves.Homework：

1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Feedback: The students are familiar to the Chinese poetry, but the foreign ones are hard for them.When the students practice, the teacher should give them a hand if necessary.It is a challenge for the Chinese students to write foreign poems.Encourage them more in order to stimulate their interests of learning English.Blackboard Design:

Lesson 5: That’s a Funny Limerick!

Teaching Content: Mastery words and expressions: both…and… Oral words and expressions: blank, motion Teaching Aims: 1.Cultivate the students’ ability of learning by themselves.2.Master one of the patterns of foreign poems.3.Compare the differences between the Chinese and foreign poetry.Teaching Important Points: 1.Know more about the limerick.2.Learn more words about describing weight, size, feeling and age.Teaching Difficult Points: Know how to write a limerick.Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.Let the students answer the questions in class in oral.1.Ask several students to say funny sayings in English.If they can’t express themselves in English, they can say them in Chinese.2.Let some students tell jokes.Encourage them to tell jokes in English.Step2: Listen to the tape and fill in the blanks.1._______ and _______ help Jenny fill in the blanks in her limerick.2.They choose _______ to describe the weight.Step3: Read and get the main idea of the text.1.Let the students scan the text.Then tell the main idea of the text.2.Find the new words and guess their meanings according to the text.Step4: Do with some language points.Either…or…, both…and…

Let some students make sentences with the help of the pictures.S1: He eats either apples or oranges.S2: Either he or I am good at dancing.S3: Both his teachers and his parents love him.S4: Susan loves both reading and listening.Step5: Come to “LET’S DO IT”.Limerick is a kind of poem that has a pattern.Study the “Limerick”.Get the results.1.There are five lines in the limerick.2.From Jenny’s limerick, we can see the first, second and fifth lines have rhyme.Look in the library or search on the Internet to find some information about limericks.Show them to the class and let them find the patterns of “limerick”.3.Let different groups act the dialogue out in front of the class.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Feedback:

Lesson 6: Say It in Five Teaching Content: Mastery words and expressions: create, single, thought Oral words and expressions: fur, stretch, hum, adjective Teaching Aims: 1.Improve the students’ listening and reading abilities.2.Know more about the foreign poetry.3.Learn the American five-line poems.Teaching Important Points: 1.Grasp the pattern of the five-line poem.2.Use the pattern to describe something.Teaching Difficult Points: Use the pattern to describe something.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.We all know Chinese poetry has different kinds of patterns.Let the students give some examples.Step2: Listen to the tape and answer the following questions: 1.Who created the five-line poem? 2.How many poems does the text show us? Finish the listening part in class in oral.Step3: Reading task: Read and tell the main idea of the text.This is a game to practice the students’ memories.It can improve the students’ summary abilities.Step4: Read and decide the statements are true or false.1.Today we learn a pattern of French poetry.2.The second line has three words.3.The topic of the poem is a noun.Finish the questions in class in oral.Step5: Activity: Show some pictures to the students.Let them the favourite one to describe.They can work in pairs.Then show their poems to the class.It’s easy to finish the task, but it is hard to do it well.Step6: Come to “LET’S DO IT”.Work in groups of three or four students.1.Say the differences between a Haiku and a five-line poem.Say about their different forms and different patterns.A haiku is just a description of a scene.It is simply what is happening in this place, at this moment.Five-line poem has five lines.It is always about a single topic.Each line has a set number of words.The first line has one word.The second line has two words.The third, or middle, line has three words.The fourth line has four words.The last line has one word.2.Finish the task in groups.Choose one topic as they like.Then exchange the poems among the groups.Step7: Homework 1.Finish off the exercises in activity book.2.Ask the students to find more topics after class.Summary:

The last poem that we learn in Li Ming’s postcard is very interest

Lesson 8: Unit Review

1.Talk about the ability and inability.2.The use of coordinating conjunctions.3.Combine two different things.Teaching Difficult Points: Talk about the ability and inability.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in the class by showing some pictures about combining to the students.They may be about different things, such as food, fruit, animals and other things.Step2.Listen to the tape and answer the following questions: 1.Can Danny combine a donut and a pizza? 2.Who wants to combine a cow and a chick? Let the students answer the questions with the help of the pictures.Finish the task in oral in class.Step3.Read the text and fill in the blanks with the correct words.1.We can combine two different ______ or two different ______.2.Brian would combine ______ and ______.Look through the whole text quickly and answer the questions in class in oral.Step4.Encourage the students find the new words in this lesson.Give more examples and let the students understand more about the words.I would combine a donut and a pizza.Then I could have breakfast and lunch together.Then I would have little, juicy bananas.Do you know what a mule is? It has a horse as mother and a donkey as a father.Step5.Read the text again and encourage them to find more questions about the text.One student stands up and asks a question.The others who want to answer can stand up and answer it as quickly as he can.For example: 1.What would you combine? 2.What about combining a duck and a deer? 3.Can we combine apples and bananas? Step6.Come to “PROJECT”.Finish the task in groups of three or four students.Think about something that is combined by two different things.Each of the group writes his answer down and shows it to others.Then choose the most meaningful one to study.What will your group combine? What if you combine the two things? What can it do for us? What’s its advantage? Talk about the questions above, then sum their ideas.Give a report in front of the class.Demonstrate your ideas.Describe the thing that you combine in detail.Describe its advantages and disadvantages.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary In this lesson, we learn to combine two different things together.In order to get new living things, we must make full use of our imagination.What can the things that we combine are used for? It is important for us to discuss.During the discussion, we practice our spoken English.Lesson 10: What is DNA? Teaching Content: Mastery words and expressions: generally, twin, clone, not only…but also Oral words and expressions: blueprint, identical, egg, identify Teaching Aims: 1.Know how to write a passage on science.2.Learn something about DNA.3.Know more about our body.Teaching Important Point: 1.Master the words and expressions of this lesson.2.The ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Point: The use of DNA.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in the text by discussing what DNA is.Divide the class into several groups.Then talk about the subject for several minutes.Then one of the groups presents their opinions in front of the class.Step2.Listening task:

Where is your DNA from? What is DNA used for? Step6.Come to “LET’S DO IT”.Finish the task with a partner.Find the things about you that show your parents’ DNA.Talk about if for a while.Then let some volunteers come to the front to talk about the subject.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

Lesson 11: Cloning People? Teaching Content: Mastery words and expressions: exactly, divide, crazy Oral words and expressions: human being, original, adult, Dolly, insect Teaching Aims:

Lesson 14: A Clone of My Own Teaching Content:

Mastery words and expressions: secret, copy, doubt, stupid, chess, robot Oral words and expressions: foolish, flute, closet, prefer, play chess, prefer…to… Teaching Aims:

1.Improve the students’ written ability.2.Create the students’ imaginations.Teaching Important Points: 1.Imagine the use of cloning in our daily life.2.The expression of ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Points: The use of coordinating conjunctions.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Talk about the question: Would you like to have a clone of yourselves? Why? Finish the task in groups.Give the students five minutes to discuss the subject.Then let the students present it in front of the class.Step2.Listening task: Listen to the tape and answer the flowing questions: 1.How old is Kate? 2.What does “foolish” mean? Finish the task in class in oral.Step3.Scan the text and decide the following statements are True or False: 1.Katie would like a secret clone.2.Katie already has three sisters.3.Katie’s clone would live the living room with Katie.Finish the task in class in oral.Step4.Read the text again and try to find the sentences with the new words.What does Katie mean by “a secret clone”? I doubt what she says!“Foolish” means “silly or stupid”.Also, she would play chess with me.Maybe I need a robot!She would feed my tow cats, clean my room and practise my flute.Step5.Ask some students to tell the main idea of the text.Let some students say it in front of the class.Step6.Group Work Talk about the subject in groups.Talk for about five minutes.If you have a clone of yourself, what would you like her or him to do for you? Write what you think of down on a piece of paper.Then exchange their ideas in groups.One of the members sum what they think of.Then present it in front of the class.Step7.Come to “LET’S DO IT”.Finish the task in pairs.Make up a dialogue with a partner and act it out in front of the class.Encourage them to make the story funny.Make the ending surprising.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Teaching Content: Mastery words and expressions: neither, nor, neither…nor…, dead Oral words and expressions: mammoth Teaching Aims:

1.Be familiar to the e-mail.2.Know more about cloning.Teaching Important Points: 1.The expressions of ability and inability.2.The use of coordinating conjunction.Teaching Difficult Points: The use of coordinating conjunction.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by showing some pictures of cloning.Let the students talk about the use of cloning.What is cloning? What is cloning used for? What can we do with cloning? Step2.Listening task: Listen to the tape and answer the following questions: 1.What did Li Ming study this week in school? 2.What’s the name of the first cloned animal? Ask the students to answer the questions in class in oral.Step3.Reading task: Read the text and decide the statements are True or False.1.Li Ming doesn’t think cloning is interesting.2.Li Ming knew how the sheep Dolly cloned.3.Jenny has ever studied cloning.Finish the task in class in oral.Step4.Read the text again and find the sentences with the new words.Let the students guess the meanings of the new words.Give more examples with the new words.I knew that English scientists had cloned a sheep, but I knew neither how nor why.I chose mammoths.Ask the students to make sentences with neither…nor… He is neither a teacher nor a doctor.Neither he nor I am thirteen years old.Step5.Sum the main idea of the two e-mails.Let the students tell them in their own words, not word by word according to the content of the e-mails.Step6.Come to “LET’S DO IT”.Divide the class into groups of three or four.Use the Internet or other tools to find more information about cloning.Talk about what, where, when, why and how cloning is taking place.Everyone writes down a short passage, then exchange it with the others.Next one of the members of the group gives a report in front of the class.Step7.Homework 1.Finish off the exercises in the activity book.2.Ask your parents for some information about cloning.Summary:

Listen to the text and answer the following question: 1.Where is Bruce from? 2.What does Bruce’s father do?

3.How much does Li Ming pay for the two pops? 4.How much did Bruce pay for one pop?

Read the text again and answer the questions: What are Bruce and Li Ming doing? Is Bruce confusing?

Where don’t people try to change the price, in China or in North America?

Encourage the students to ask more questions by themselves.Step5.Fill in the blanks with the right forms of the words given.1.My brother is _______(迷惑的).2.It is so ______(迷惑的)a thing.3.Does he often ______(犯错误)?

This part is used to check if they have grasped the new words.Step6.Activity

Use the formal group to finish the task.When the students discuss, the teacher walks around the classroom to see if they need any help.Step8.Talk about: Where would you like to buy things, in shopping center or market? Let them debate the questions.As usual, the class can be divided into two groups.One group thinks the shopping center is good.The other thinks the market is better.Let them debate for five minutes.Then let one student in each group to sum the opinions of his own group.Step9.Homework

Find more information about the differences between China and western countries.Summary:

This interesting text is about bargaining in China.It’s based on the different cultures between Chinese and Western countries.In some countries in North America, people don’t try to bargain, so some foreign friends feel confused when they buy things in China.Try to help them when you meet foreigners.Try to find more differences between Chinese and Western countries on the Internet.Lesson 18: Wait!Don’t Eat Yet!

Teaching Content:

Step4.Reading task: Read the text and decide the statements are true or false.1.In China, if you drop something on the tablecloth, you usually pick it up and eat it.2.In Canada, to finish the food in front of the class in rude.In China, everybody has a knife at the table.Exercises: Fill in the blanks with the right forms of the words given.1.I think______(sing)loudly at table is not polite.2.It’s rude ______(point)to the others when you eat at table.3.His mother said he ______(return)the fork to the restaurant tomorrow.4.Nobody ______(know)the secret except me.Step6.Activity:

Project: What’s the story? 1.Find pictures in magazines.2.Make up a quick story about your picture.3.Trade your picture with the students from another group.Practice:

第四篇：冀教版小学英语四年级下册教学设计

Lesson 1 : How Are You? 【知识目标】

1．学习日常问候用语。

2．理解领会对话，学会向别人介绍自己。

【技能目标】

熟练的向他人问好并介绍自己。

【情感态度价值观】

培通过学生之间互相打招呼，增进学生之间的友谊。

【教学方法】一对一练习法，【教学重难点】

1．学习日常问候用语。

2．理解领会对话，学会向别人介绍自己。

【教学用具】

录音机 , 多媒体课件【教学过程】

1．教师课前用Hi，或Hello等和学生打招呼。

2．新的学期开始，教师作自我介绍，启发再次相逢后的学生互相打招呼，引导学生用How are you?句型互相问候，做好新学期学习的准备。

3．教师引导学生观察教材No2的插图，学生交流对图画的理解，教师设置情景加深学生的理解.4．教师打开同步课件，学生跟读，教师用汉语翻译并解释，强调Nice to meet you.的用法和意思。

5．学生熟悉对话后，教师和学生一对一练习，学生自由组合练习。【结束新课】

让自告奋勇的学生上台表演，教师给以评价和鼓励。

【布置作业】

背诵对话并完成activity book中的习题。Lesson 2：Friends 【知识目标】

1．体会理解运用人称代词。2．学会介绍他人。

【技能目标】

能把所学知识运用到日常对话中。

【情感态度价值观】

培养学生善于用英语交流的意识。

【教学方法】讲解法，演示法

【教学重难点】

1．体会理解运用人称代词。2．学会介绍他人。

【教学用具】录音机，手偶

【教学过程】

1．复习上节课学会的问候用语，点名让两位同学自己设置情景互相介绍自己。

2．教师展示写有his, he, her, she, I，my等代词的卡片，并用汉语解释运用几个代词的环境，教师借助手偶示范：My name is _____.His/Her name is ____.启发学生用What’s his/her name?互相提问。

3．学生讨论教材插图的字面意思，教师作必要的汉语补充，在第一副图，使学生理解介绍boy时，用he/his, 介绍girl时，用her/she；播放本课录音，学生看书跟读，熟练后，教师设置情景：

师：Is he/she a boy/girl?（借助手偶）

生A：Yes, he/she is a boy/girl.He/She name is_______.生B：No, she/he is a girl/boy.Her/His name is_______.以此来强化练习。学生掌握代词熟读句子后，自由组合一对一练习，指定两名学生向全班同学介绍对方。其余学生可作必要补充。教师鼓励学生踊跃参与。

【结束新课】

学生熟读并背诵本课对话。

【布置作业】

完成activity book中的No1，2，3。Lesson 3: Is This Your Pencil? 【知识目标】

1．识读新单词：blackboard, chalk, pencil 2．理解并熟练应用句型What is it? It is _____.【技能目标】

能熟练掌握新句型和单词。

【情感态度价值观】

通过情景设置教学活动，激发学生学习英语的兴趣。

【教学方法】

情景设置法，合作练习法

【教学重难点】

1．识读新单词：blackboard, chalk, pencil 2．理解并熟练应用句型What is it? It is _____.【教学用具】

录音机，实物，卡片

【教学过程】

1．教师出示卡片，复习前面学过的单词，指定学生迅速回答，回答不上者，其他同学补充。2．教师出示画有黑板、粉笔、学校、铅笔、椅子等图画的卡片，启发学生说出已经学过的单词并准确读出，对于不能说出的新单词，教师用彩笔标示出来，教学生识读。并引导学生用This is a______/These are ______.句式表达出来。

3．学生观察No2的插图，体会画面意思，教师作必要的汉语补充。播放录音，学生看书跟读，教师领读几次后，学生自由组合熟读。

4．教师指定学生分配好角色，加以夸张的动作表演该对话。

【结束新课】

熟读单词，背诵对话。

【布置作业】

播放录音指导学生完成activity book 中的No2，学生自己完成其 Lesson 4: Where Is It? 【知识目标】

1．理解表示方位的词above, below, beside, behind, in front of等。2．学习掌握句型：Where is it? It is ________.【技能目标】熟练应用所学句型和词汇于日常对话中。

【情感态度价值观】

通过对话练习，培养学生敢说敢用英语的意识。

【教学方法】讲解法，示范法

【教学重难点】

1．理解表示方位的词above, below, beside, behind, in front of等。2．学习掌握句型：Where is it? It is ________.【教学用具】

电脑，图片，多媒体课件，实物

【教学过程】 1．师生问候。

2．复习关于学习用品的单词。

3．教师借助实物，先后放于书桌里，上，下，帮助学生回忆前面学过的in, on, under.在此基础上，再打开同步课件，借助动画中火车行驶的不同位置，示范讲解above, below;beside;behind, in front of等方位词。并应用Where is it? It is _______.句式提问学生，学生参照教材回答。

4．让学生自由组合，按照同样的方法结合已经学过的所有方位词练习巩固。【结束新课】

学生熟练运用方位名词。【布置作业】

指导学生完成activity book中的No 2，3；学生自己完 Lesson 5: How Many Do I Have? 【知识目标】

1．学习数词，会读，会认。

2．理解并熟练应用句型 How many _______? ______.【技能目标】

能同学之间应用所学词汇和句型进行对话。

【情感态度价值观】

培养学生善于观察周围事物的意识。

【教学方法】

示范法，游戏练习法

【教学重难点】

1．学习数词，会读，会认。

2．理解并熟练应用句型 How many _______? ______.【教学用具】

数字卡片，游戏珠

【教学过程】

1．复习数词1—10。

2．仿照文中的对话，教师借助游戏珠考察学生计算得数为10以内的加减法。对于10以上的加减法，让学生直接用数字报出计算结果，教师翻译成英语，教学生识读。

3．利用数字卡片，教学生识读ten—twenty。在识读twenty的基础上，启发学生以同样的方法识读thirty, forty, fifty, sixty, seventy, eighty, ninety等，并比较这些词和one—nine等词的写法，读法。最后带领学生识读one hundred.4．巩固数词，将学生分成小组，每组一名同学写数字，其余同学迅速读出；可以利用简单的加减乘除法完成游戏,也可以运用 How many books/erasers/pencils…do you have? 句型提问。

【结束新课】

学生熟读对话并背诵数词1—100。

【布置作业】

播放录音完成activity book中的No2，学生自己完成其余习题。Lesson 6: Where Are They? 【知识目标】

1．识读理解应用classroom, gym, library 2．复习表示有关方位的词汇。【技能目标】

把所学知识应用到日常对话中。

【情感态度价值观】

培养学生多动口、动脑的学习意识。

【教学方法】讲解法、示范法

【教学重难点】

1．识读理解应用classroom, gym, library 2．复习表示有关方位的词汇。【教学用具】图片，录音机

【教学过程】

1．利用What are they doing?复习前面关于ing形式的对话。2．设置情景复习前面所学的表示方位的词。

3．学生观察课文插图，讨论交流画面意思，教师用汉语补充学生的理解，启发学生结合前面所学知识，自己尝试描述图画，点名提问，其余学生补充，教师鼓励并指导。

4．在学生尝试的基础上，领读教材描述，鼓励学生比较自己的造句。学生熟读并背诵原句。5．带领学生识读classroom, book, library, blackboard, gym, ball等生词。6．播放录音，学生学唱新歌。【结束新课】

学生熟读背诵生词和课文。

【布置作业】

完成activity book中的习题。

Lesson 7: Are You Ready for a Quiz? 【知识目标】

1．以测试的形式对学生掌握的与学习有关的单词进行测验。2．复习This is+名词句型。3．复习关于人称的代词。

【技能目标】

独立完成测试题。

【情感态度价值观】

通过测试题，增强学生学好英语的信心。

【教学方法】提问法，测试法

【教学重难点】

1．以测试的形式对学生掌握的与学习有关的单词进行测验。2．复习This is+名词句型。3．复习关于人称的代词。

【教学用具】实物，卡片

【教学过程】

1．课前用学生掌握的问候用语和学生打招呼。

2．启发学生回忆目前为止掌握的与学习有关的词汇，可点一名学生回答，其余学生补充，教师对学生的回答作肯定。

3．教师拿出卡片，用What’s this/What are these?/Is this a___ or____?句型提问学生，从前排到后排快速点名提问，学生迅速接力回答。练习完毕后，学生以小组为单位自己练习，推选出代表，小组之间比赛。对于胜出的小组，教师给以嘉奖。

4．引导学生用he, his, her, she, I，my等代词提问对话。教师用What’s his name?等句型检测学生的练习结果。

【结束新课】

播放录音完成activity book中的No3。

【布置作业】

学生自己完成activity book中的其余习题。Lesson 8: Again, Please!【知识目标】

1．复习本单元所有单词。2．复习本单元有关句型。3．独立完成测试题。

【技能目标】

熟练掌握本单元所学知识。

【情感态度价值观】

启发学生在英语的学习过程中，要善于应用所学词汇句型。

【教学方法】

游戏练习法，小组合作法

【教学重难点】

1．复习本单元所有单词。2．复习本单元有关句型。3．独立完成测试题。

【教学用具】卡片，录音机

【教学过程】

1．课前用How are you？问候语和学生打招呼。

2．用录音机播放学生喜欢的英文歌曲，鼓励学生演唱。

3．借助卡片和实物提问学生本单元的有关单词，引导学生用掌握的句型回答。

4．播放录音，指导学生完成activity book中的测试题，教师讲解，学生自己打出分数，鼓励成绩低的学生加油。

【结束新课】

学生改错，巩固知识点。

【布置作业】

整理并背诵本单元的单词和句型。Lesson 9:Months of the Year 【知识目标】

1．识记12个月份。2．掌握日期的写法。【技能目标】

把所学知识应用到日常对话中。

【情感态度价值观】培养学生合作的意识。

【教学方法】

讲解法，小组合作法

【教学重难点】

1．识记12个月份。2．掌握日期的写法。【教学用具】卡片，录音机

【教学过程】

1．教师课前用学过的问候用语和学生打招呼。

2．引导学生观察课文No.1的插图，讨论画面意思，教师了解学生的理解程度并用汉语作补充解释，播放录音，学生看书跟读，教师领读2遍后，学生自由组合练习，指定几名学生表演。

3．通过提问学生的生日，引导到对月份的讲解，教师先播放2遍录音，利用画有每个月份的典型天气情况的卡片讲解每个单词。学生熟悉后，教师领读几次，学生熟读。并以组为单位，互相提问。教师利用卡片检查学生的练习效果。并运用It is +月份+日期句式和学生一起练习，巩固掌握的新词。

【结束新课】

播放录音，指导学生完成activity book中的No.3。

【布置作业】

要求学生熟读背诵本课句子和生词。Lesson 10:First, Second, Third 【知识目标】

1．识读、理解、背诵序数词

2．掌握句型：What day is it? It's _____.【技能目标】

理解掌握序数词。

【情感态度价值观】

通过教授新的知识点，调动学生的学习积极性。

【教学方法】

讲解法，游戏练习法

【教学重难点】

1．识读、理解、背诵序数词

2．掌握句型：What day is it? It's _____.【教学用具】卡片，录音机

【教学过程】

1．借助卡片让学生复习1—100等数字。

2．设计活动，帮助学生区分数字和序数词。教师从第一排直至最后一排数学生的个数，并读处相应的数字，使学生体会数字的用法；再从第一个学生到最后一个学生，说学生的学号，读出相应的序数词，学生体会二者的区别。利用卡片，向学生展示1—12等序数词，重点强调first, second, third, fifth, ninth, twelfth等特殊序数词的写法。说明其余序数词都是在原单词后加th.。

3．播放录音，学生跟读生词，教师纠正学生的发音。

4．根据教材No.2的设计，教师领读句子，并讲解序数词的用法，英语中通常用序数词表达日期，学生熟读并背诵句子。

【结束新课】

利用What day is it? It’s________.练习对话，强化对序数词的理解。

【布置作业】

完成activity book中的设计习题。Lesson 11: When Is It? 【知识目标】

1．听说读写词汇： yesterday, today, tomorrow 2．掌握应用句型：When is ___? _______.【技能目标】

把所学知识熟练应用。

【情感态度价值观】

启发学生在英语的学习过程中，要善于应用所学词汇句型。

【教学方法】

小组合作法，讲解法，提问法

【教学重难点】

1．听说读写词汇： yesterday, today, tomorrow 2．掌握应用句型：When is ___? _______.【教学用具】日历，图片

【教学过程】

1．教师提问当天值日的同学该天，昨天，明天为星期几。其他同学补充。

2．教师用汉语说出12个月份，要求学生用英语读出。随意提问学生，学生快速作答，对不能迅速作答者，要鼓励。

3．教师出示画有重大节日的图片，如：元旦，元宵节，教师节，儿童节，中秋节等等，提问学生，先让学生用汉语说出具体的日期，老师再应用What day is it?句型提问，尽可能快速提问更多的同学，练习完毕后，老师带领学生学习教材No1，指导学生识记回答问题的方式。学生熟读并背诵句子。

4．教师出示日历，先检查学生察看日历的能力，指导学生正确识读日历。并参照教材No2的设计，提问学生，领读对话，学生掌握对日期提问并作答的方法。学生理解句式后，以小组为单位，互相提问练习，熟练后，教师随意抽查，对表现好的小组给以表彰，对表现不理想的小组，教师要鼓励，增强学生学习英语的自信心。

【结束新课】

学生背诵表示12月份，1周7天的单词。

【布置作业】

完成activity book中的习题。Lesson 12: Rain and Sun 【知识目标】

1．学习表示天气情况的单词。2．学会描述天气情况。3．复习表示月份的词汇。

【技能目标】

熟练描述每月的天气情况。【情感态度价值观】培养学生合作的意识。

【教学方法】

讲解法，小组合作法

【教学重难点】

1．学习表示天气情况的单词。2．学会描述天气情况。3．复习表示月份的词汇。【教学用具】

电脑，录音机，图片，多媒体课件【教学过程】

1．新课前带领学生复习表示月份和星期的单词。

2．提问学生平时看天气预报时听到的有关名词，启发学生说出晴，雨，阴，风等天气现象。教师打开英语资源包中的本课图片，出示表示晴、雨、风、雪等天气情况的图片，并用相对应的同步课件，在动画中教学生识读sun, cloud, rain, wind, snow等词，教学生熟读。

3．学生自己练习，教师可以将学生分成8组，学生熟练后，8个小组互问互答，鼓励学生在对天气的理解上，加上自己创造性的动作表演，最后教师对全体学生表扬并鼓励。4．在学生熟练记忆新单词的情况下，结合月份来说出相对应的气候以及所产生的天气状况。5．带领学生再次朗读全文，继续巩固、加深对新单词的记忆。【结束新课】

学生背诵关于月份和天气的单词。【布置作业】

学生自己完成activity book中的习题。Lesson 13: How the Weather Today? 【知识目标】

1．学习表示天气情况的形容词：cloudy, rainy, snowy, sunny, windy 2．掌握句型：How is the weather today? It’s _______.【技能目标】

能熟练的描述某一天的天气状况。

【情感态度价值观】

通过设计的教学活动，激发学生学并学好英语的兴趣。

【教学方法】

讲解法，小组合作法

【教学重难点】

1．学习表示天气情况的形容词：cloudy, rainy, snowy, sunny, windy 2．掌握句型：How is the weather today? It’s _______.【教学用具】

电脑，多媒体课件，图片，录音机

【教学过程】

1．师生问候，合唱“The Month Song”。

2．教师引导学生复习上节掌握的表示天气情况的词，在此基础上，打开英语资源包中的本课图片，用掌握的词描述每幅图，教师教句子，学生跟读，重点讲解rainy, sunny, snowy, cloudy, windy等形容词是在名词rain, sun, snow, cloud, wind后面加y而来的。

3．教师出示画有不同天气状况的同步课件，设计句式和学生进行对话练习。师：Look!It’s ______(adj).Say it please, class.生：It’s _______.师：What’s the weather today? 生：It’s _______.师：Is this a _____day or a____ day? 生：It’s ________.4．教师做手势让学生回答相对应的单词。【结束新课】

学生自由组合，运用所学句子互相介绍教师出示的图片上的天气。【布置作业】

教师播放录音，指导学生完成活动手册中的No 2、3，学生自己完成活动手册中的No 1。Lesson 14: What Time Is it? 【知识目标】

1．学习并运用时间的表达法

2．掌握应用句型：What time is it? It's ______.(o'clock)【技能目标】

能熟练的用英语表达时间。

【情感态度价值观】

启发学生在英语的学习过程中，要善于应用所学词汇句型。

【教学方法】

演示法，讲解法，小组合作法

【教学重难点】

1．学习并运用时间的表达法

2．掌握应用句型：What time is it? It's ______.(o'clock)【教学用具】录音机，时钟

【教学过程】

1．复习与天气有关的词和句子。

2．教师借助时钟，表示出一组表示各个时间段的数字，要求学生读出来，教师写出相应的英语读法，特别是半点、整点的表示法和读法。强调只有在表示整点时，才能用o’ clock.列举7:00, 10:30等时间，教师讲解启发学生读出相应时间：seven o ’clock, half past ten,对于其它时间段的表示法，可以简单介绍，不作强调。

3．引导学生观察教材插图，讨论交流对图画的理解，教师了解学生的理解程度，并作必要的解释补充。

4．播放录音，学生看书跟读，教师领读2遍后，学生自由组合练习。

5．教师指定两组比赛，一组在时钟上摆出时间段，另一组读出相应时间，互换角色。对于胜出的小组，其他同学掌声鼓励。

【结束新课】学生背诵句子。

【布置作业】

完成activity book中的习题。

Lesson 15: Are You Ready for a Quiz? 【知识目标】

1．巩固复习关于月份、星期、天气情况的词。2．巩固对月份、星期、天气、时间提问的句型。

【技能目标】

熟练进行与月份，星期，天气有关的对话。

【情感态度价值观】通过设计的教学活动，调动学生学习英语的积极性。

【教学方法】

小组合作法，游戏练习法

【教学重难点】

1．巩固复习关于月份、星期、天气情况的词。2．巩固对月份、星期、天气、时间提问的句型。

【教学用具】

卡片，图片、日历

【教学过程】

1．教师鼓励学生唱 The Month Song.2．教师指卡片，要求学生快速读出相应的月份和星期。

3．教师随意翻日历，连续点名学生读出正确的月、日、星期。教师引导学生运用已掌握的句型How’s the weather in June/July…？互相提问，复习描述天气情况的词，教师可以抽查检查练习效果。

4．引导学生参考教材设计的测试方式，以小组为单位，利用教师提供的卡片、图片、日历等教学用具，组与组之间比赛，巩固学习成果。5．教师随意提问检查练习结果。

【结束新课】

学生背诵文中的句子。

【布置作业】

学生自己完成activity book中的习题。Lesson 16: Again, Please!【知识目标】

复习本单元应该掌握的所有词汇及句型。

【技能目标】

能独立完成测试题。

【情感态度价值观】

通过做测试题，激发学生学并学好英语的兴趣。

【教学方法】

提问法，随堂测试法

【教学重难点】

通过测试，使学生巩固本单元应该掌握的所有词汇及句型

【教学用具】

卡片，图片，录音机

【教学过程】

1．提问当天值日生关于该天的天气，月份，星期情况。

2．鼓励一名学生为其他同学唱The Month Song，其他同学掌声伴奏。

3．教师借助卡片、图片，引导学生复习12个月份，1—12的序数词，描述天气情况的词以及询问日期，天气等的句型。

4．留出时间，学生完成《活动手册》上的测试题，教师给以讲评，学生互相得出分数，对高分同学教师提出表扬，低分同学教师鼓励努力。

【布置作业】

改错，熟读背诵本单元知识点。Lesson 17: How Old Are You? 【知识目标】

1．复习表示颜色的词及其数词。2．学习对年龄的提问和回答的句型:How old are you? ____ years old.【技能目标】

能熟练的和他人就年龄进行对话。

【情感态度价值观】

启发学生在英语的学习过程中，要敢说敢想。

【教学方法】

讲解法，小组合作法，情景设置法

【教学重难点】

1．复习表示颜色的词及其数词。

2．学习对年龄的提问和回答的句型:How old are you? ____ years old.【教学用具】

实物，卡片，日历，录音机, 多媒体课件【教学过程】

1．提问检查学生对序数词的掌握情况。

2．教师打开课件，依次点击相应的图标,用What colour is it?句型提问，学生根据图画内容回答对颜色的提问。教师借助学生的衣服、书包等实物，随意点名提问学生，要求学生仿照教材例句，能用正确的人称代词回答问题。

3．教师从询问部分学生的生日，过渡到讲解用英语表达生日，注意序数词的用法。播放录音，学生跟读，并自由组合练习向对方表达自己生日。教师指定一学生，让其从日历中找出自己的生日，并用英语向其它同学介绍，如此练习，争取尽可能多的学生参与。

【结束新课】学生背诵句子。

【布置作业】

完成activity book中的习题。Lesson 18：Are You Short or Tall? 【知识目标】

1．学习对身高的表达。2．掌握并熟练应用句型：

How tall are you? ___ meters tall.【技能目标】

学生之间能就各自的身高进行对话。

【情感态度价值观】

通过设计的教学活动，调动学生学习英语的积极性。

【教学方法】讲解法，练习法

【教学重难点】

1．学习对身高的表达。2．掌握并熟练应用句型：

How tall are you? ___ meters tall.【教学用具】皮尺，录音机

【教学过程】

1．复习前面学过的表示身高的词tall, short.2．让学生拿出事先准备好的皮尺，互相量自己的身高，并写出来和同桌比较。

3．教师引导学生观察教材插图，学生交流对图画的理解，教师作补充。讲解对身高的提问句型：How tall are you? I’m _____ meters’ tall.强调身高的正确读法。学生用刚才测量的结果回答问题。注意比较学生之间的身高。

4．教师讲解No2的插图，教学生朗读，熟悉句子意思，师生之间互相提问并比较身高，针对不同的身高，教师做出比较，使学生正确运用tall, short, taller, shorter等词。学生之间仿照句子练习。

5．播放录音，要求学生不看教材听录音。能大概听明白录音意思。

【结束新课】

学生背诵文中的句子。

【布置作业】

教师播放录音，指导学生完成activity book中的No3，4，学生自己完成No1，2。Lesson 19: What Are You Wearing ？【知识目标】

1．复习以前掌握的服饰类生词。2．理解背诵本课句子。【技能目标】

把所学词汇和句子应用到日常对话中。【情感态度价值观】

通过互动式教学，增强学生的合作意识。【教学方法】

小组合作法，讲解法【教学重难点】

1．复习以前掌握的服饰类生词。2．理解背诵本课句子。【教学用具】

电脑，图片，实物，多媒体课件【教学过程】

1．复习表示颜色的词。

2．打开英语资源包中的本课图片，启发学生复习服饰类的单词。强调socks, shoes, pants等词一般都是以复数形式出现。打开同步课件，通过动画的表现形式提高学生的学习兴趣，从而更进一步的加强对单词的记忆。

3．学生熟读单词，教师用图片和学生自己的衣着提问，检查学习效果。鼓励学生加上已经掌握的表示颜色的词来修饰服饰。

4．教师打开同步课件中的对话部分，根据句式和学生进行对话练习。师：What are you wearing? 生： I’m wearing a _______.4．让学生自由组合，按照同样的方法结合已经学过的所有服装、颜色的单词练习巩固。【结束新课】

背诵单词和句子。【布置作业】

教师播放录音，指导学生完成活动手册中的设计习题。Lesson 20: Where Do You Live? 【知识目标】

1．学习比较house与apartment以及far与near两组词。

2．熟练运用Where do you live? I live in a/an__.句式对话。

【技能目标】

熟练应用所学知识。

【情感态度价值观】通过设计的游戏教学活动，调动学生学习英语的积极性。

【教学方法】

讲解法，游戏练习法

【教学重难点】

1．学习比较house与apartment以及far与near两组词。

2．熟练运用Where do you live? I live in a/an__.句式对话。

【教学用具】

卡片，图片，录音机

【教学过程】

1．复习描述天气状况的词。

2．利用图片区别house和apartment.介绍house是我们常见的独院，而a apartment是一座公寓楼中的一套公寓，即我们平时说的单元楼中的一套房。

3．设置游戏情景，向学生打听该天的天气情况，进一步打听学生课后的活动计划，对于结伴去活动的学生，打听双方的家庭住址，进而引申到对far和near的讲解。

4．教学生熟读课文句子后以小组为单位，仿照句子，组成对话，自己练习。教师用What do you live? Where do you play after class?等句型提问，检查学生的练习效果。学生仿照例句或自己造句回答。教师注意纠正学生对house与apartment以及far与near两组词应用中的问题。

【结束新课】

教师播放录音，指导学生完成activity book中的听力设计习题。

【布置作业】

学生背诵课文并完成activity book中其余习题。Lesson 21:What Is Your Address? 【知识目标】

1．识读比较生词road, avenue, street 2．理解、背诵并应用询问别人的住址的句型。

What is your address? My address is ___.【技能目标】

能熟练的为别人指路。

【情感态度价值观】

通过设计的教学活动，培养学生养成助人为乐的好习惯。

【教学方法】

小组合作法，讲解法

【教学重难点】

1．识读比较生词road, avenue, street 2．理解、背诵并应用询问别人的住址的句型。

What is your address? My address is ___.【教学用具】

简略地图，录音机

【教学过程】

1．复习1-20的序数词。2．介绍address一词，表示地址，住址。学生观察教材No.1的插图，找出生词—avenue, road, street，教师利用制作的简略地图，给学生分析3者之间的区别，并教学生熟读生词和文中句子，能模仿说出自己的具体住址。

3．观察No2插图，交流对图画的理解，教师尽可能用英语作补充解释。带领学生学习对话，弄清句子意思，教学生熟悉对话后，播放录音，师生跟读。注意学生对序数词的用法。学生熟悉对话后，自由组合练习，互相介绍自己的家庭住址，可以用前面学过的near, far来比较和其他同学家的距离。

4．教师指定几组准备充分的同学表演，并给以表扬鼓励。

【结束新课】

学生背诵句子。教师播放录音指导学生完成activity book中的No.3。

【布置作业】

学生自己完成activity book中的其余习题。Lesson 22:Do You Walk to School? 【知识目标】

1．识记常见的几种交通工具。2．理解背诵应用文中句子。

【技能目标】

把所学词汇和句子应用到日常对话中。

【情感态度价值观】

通过互动式教学，增强学生的合作意识。

【教学方法】

小组练习法，讲解法

【教学重难点】

1．识记常见的几种交通工具。2．理解背诵应用文中句子。

【教学用具】卡片，录音机

【教学过程】

1．教师展示单词卡片，运用Is this a car/truck?提问，引导学生回忆复习前面学过的几种交通工具。展示画有bus的卡片，教授新词bus。运用point to 指令，指定学生从卡片中选出教师随意提问的交通工具。学生之间利用卡片互相提问练习。

2．教授第二部分对话，学生大致了解对话意思，教师作补充，教学生朗读，熟读后，学生自己练习。教师从前到后提问学生，学生接力回答，对于不能作答者，其他同学补充提示。3．教师根据学生的回答，运用

How is _____(学生姓名)going to school? By car/bicycle?句型提问全体学生。4．播放录音，学唱第三部分的歌谣。

【结束新课】

播放录音，指导学生完成activity book中的第一部分。Lesson 23: Are You Ready for a Quiz? 【知识目标】

1．复习巩固本单元单词。

2．熟练运用本单元的句型。

【技能目标】

熟练应用本单元所学知识。

【情感态度价值观】

通过设计的教学活动，调动学生学习英语的积极性。

【教学方法】

提问法，游戏测试法

【教学重难点】

1．复习巩固本单元单词。

2．熟练运用本单元的句型。【教学用具】

卡片，图片，录音机

【教学过程】

1．课前引导学生唱The Month song.2．随意提问学生的生日，要求学生快速接力作答。用What are you wearing?引导学生复习服饰类的单词。

3．出示画有房子，公寓的卡片，引导学生回答自己的居住环境及住址，复习巩固对near, far二词的理解。

4．教师播放录音，第一遍，学生熟悉，第二遍，完成教材设计的活动内容，第三遍，在教师的指导下，学生检查听力效果。

5．把全班学生分成6个小组，每组推选代表和其他小组比赛。两组之间互相运用文中句子提问，被提问者要快速作答，对于不能快速准确作答的小组，要自创自编一节目，给其他同学表演。每一小组都有参与的机会。

【结束新课】

教师播放录音，学生完成活动手册中的听力部分。

【布置作业】

学生独立完成活动手册中的其余习题。【布置作业】

学生自己完成activity book中的其余习题。Lesson 24: Again, Please!（Review）【知识目标】

1．识读并灵活运用词汇： apartment，avenue，bus，jeans，road，street 2．理解掌握并应用句型。

How old are you? I am ___ years old.How tall are you? I am ___ meters tall.What is your address? My address is ____.Where do you live? I live in a _____.【技能目标】

独立完成测试题。

【情感态度价值观】

通过独立完成测试题，培养学生独立的学习习惯。

【教学方法】

提问复习法，测试法

【教学重难点】

1．识读并灵活运用词汇： apartment，avenue，bus，jeans，road，street 2．理解掌握并应用句型。

How old are you? I am ___ years old.How tall are you? I am ___ meters tall.What is your address? My address is ____.Where do you live? I live in a _____.【教学用具】

词汇卡片，录音机

【教学过程】

1．复习本单元词汇：apartment, avenue, bus, house, jeans, road, street,等。2．应用对话：How old are you? I am ___ years old.How tall are you? I am ___ meters tall.What is your address? My address is______.Where do you live? I live in a _________.师生互动。

3．教师播放录音，学生独立完成activity book中的测试题。4．教师讲解，学生互相交换批改，得出分数。【结束新课】

教师鼓励分数较低的学生继续努力。

【布置作业】

背诵识记本单元单词和句子。Lesson 25: My Favorite Colours 【知识目标】

1．识读表示颜色的生词: black, brown, green, orange, pink, purple, white 2．理解背诵应用文中句子。

【技能目标】

把所学词汇和句子应用到日常对话中。

【情感态度价值观】

通过互动式教学，增强学生的合作意识。

【教学方法】

小组练习法，讲解法

【教学重难点】

1．识读表示颜色的生词: black, brown, green, orange, pink, purple, white 2．理解背诵应用文中句子。

【教学用具】

卡片，图片，录音机

【教学过程】

1．复习前面掌握的表示颜色的词。

2．借助学生的服饰、书包、课本等实物，使学生接触到粉红，紫等本节课将要学习的颜色。参照实物颜色将pink, orange, purple, brown, white, black, green等词写于黑板上，教学生熟读。教师展示写有生词的卡片，提问，学生快速说出其汉语意思。

3．教师把画有不同颜色的实物图片散发给学生，启发学生运用已经掌握的一般句式互相提问，例：What are these? These are pink ball.教师可以参与任何一组的活动。

4．提问学生最喜欢的颜色，鼓励学生用英语回答问题，讲解 gavotte与like的区别。过渡到教材第二部分的内容。观察插图，交流理解，教师补充解释并领读。学生熟悉对话后，自由组合，运用前面所掌握的词句及新知识仿照例句对话。可以小组之间比赛。

【结束新课】

播放录音，学生练习听力，巩固本节课所学内容。

【布置作业】

完成activity book中的设计习题。

Lesson 26: My Favorite Clothes 【知识目标】

1．复习识读服饰类词汇。

2．区别有关人称的代词:we, they, our, their 3．理解背诵应用文中句式。

【技能目标】

熟练区别代词we与our, they与their。【情感态度价值观】

通过设计的教学活动，激发学生学习英语的兴趣。

【教学方法】提问法，讲解法，小组合作练习法

【教学重难点】

1．区别有关人称的代词:we, they, our, their 2．理解背诵应用文中句式。

【教学用具】

卡片，图片，录音机

【教学过程】

1．复习掌握的所有表示颜色的单词。

2．出示写有服饰类单词的卡片，点名让学生迅速读出，对不流利或发音不准者，教师及时纠正。出示画有不同衣服的图片，点名让学生读出相对应的单词，对于不能读出者，其他同学踊跃补充。

3．教师用汉语了解学生最喜欢的衣服，学生介绍后，鼓励用英语重复刚才的答案，及时补充更正学生的问题。鼓励学生之间互相对话练习。

4．带领学生观察教材插图，根据画面意思，交流对图画的了解，教师做解释。大致了解图画后，教学生朗读对话。讲解we与our, they与 their, I与me等代词的用法，举适当的例子，并特意挑选文中相应例句讲解，以此来加深学生的理解。

5．熟读对话的同时，启发学生体会并尝试说出but与and二词的区别。

【结束新课】

学生熟读并背诵文中对话，运用句式，自己练习对话。

【布置作业】

学生独立完成活动手册中的习题。

Lesson 27 : My Favorite Food 【知识目标】

1．识记与一日三餐有关的词。2．区分but和and。

3．理解背诵文中句子。

【技能目标】

把掌握的词汇和句子熟练应用到日常生活中。

【情感态度价值观】

通过讲解与一日三餐有关的知识，教育学生养成珍惜粮食的习惯。

【教学方法】

讲解法，小组合作练习法

【教学重难点】

1．区分but和and。

2．理解背诵文中句子。

【教学用具】

卡片，图片，录音机

【教学过程】

1．复习前面接触的整点、半点的时间表示方法。

2．出示卡片，指定1名学生读出一日三餐——breakfast.lunch, supper。并提问一日三餐的时间段。启发学生说出完整的句子：We have breakfast in the morning.进而提问学生一日三餐以什么为主，教师出示画有各种食物、蔬菜、水果的图片，要求学生快速读出单词,对于学生不能回答的图片，教师及时补充讲解。

3．提问学生like和favorites的区别。学习教材第二部分，学生尝试着读并理解对话，教师对学生的理解作补充并教学生熟读对话。在上节课学生理解的基础上，讲解but和and的区别，并摘录出对话中的原句，加深学生的印象。4．师生互动，仿照课文，自己组句练习，教师鼓励学生创造性的加上前面所学知识。

【结束新课】

播放课文录音，练习听力。

【布置作业】

完成activity book中的设计习题。

Lesson 28:My Favorite Dessert 【知识目标】

1．识读甜点类单词。

2．熟练运用I like+_____.句型。3．背诵理解课文中的句子。

【技能目标】

把所学词汇和句子应用到日常对话中。

【情感态度价值观】

通过互动式教学，增强学生的合作意识。

【教学方法】

游戏练习法，小组合作法，讲解法

【教学重难点】

1．识读甜点类单词。

2．熟练运用I like+_____.句型。【教学用具】

卡片，图片，录音机, 多媒体课件【教学过程】

1．教师利用卡片检查学生对与一日三餐有关的食物单词掌握的程度。

2．打开同步课件,展示画有各种甜点的图片，学生用汉语表达，教师在黑板上写出相应的单词，教学生识读。学生熟读后，教师利用图片，卡片，提问：Is this a___? 引导学生用掌握的食物名称回答问题。教学生熟读cake, donut, ice cream, cookies等词。

3．学习课文，学生根据插图及其已经掌握的知识，体会对话意思，教师补充学生的理解，尽可能多用英语。播放录音，理解对话的同时练习听力。教学生熟读对话，背诵句子。4．在学习课文的基础上，教师引导学生熟练运用I like句型练习对话。【结束新课】

学生背诵文中句子。

【布置作业】

完成activity book中的设计习题。Lesson 29: What Do You Like to Do? 【知识目标】

1．熟练运用I like to do 句型。

2．熟读背诵文中句子。

【技能目标】

熟练应用所学句型于日常对话中。

【情感态度价值观】

通过设计的教学活动，激发学生学习英语的兴趣。

【教学方法】

小组合作法，讲解法

【教学重难点】

1．熟练运用I like to do 句型。

2．熟读背诵文中句子。【教学用具】

卡片，图片，录音机，多媒体课件

【教学过程】

1．教师调查学生喜欢的课外活动及其参加课外活动的场所、时间。

2．展示课件，让学生说出自己喜欢的课外活动，引导学生说出前面学过的一些游戏和玩具的单词。

3．讲解I like to do句型的用法，带领学生熟读文中句子。使学生有所掌握。4．设置游戏练习：

例：师：What do you like to do? 生甲：I like to play basketball.师：What does 甲 like to do? And what do you like to do? 生乙：甲 likes to play basketball.I like to play football.师：What does 乙 like to do? And what do you like to do? ……

5．所有学生参与游戏练习。教师指定几名学生为其他同学介绍自己的家人或朋友喜欢的游戏或活动。

【结束新课】

播放录音，指导学生完成《活动手册》中的第一部分。

【布置作业】

学生自己完成其余习题。背诵课文中的句子。

Lesson 30: My Favorite School Work 【知识目标】

1．识记生词:read, write 2．在熟练运用I like to do 句型的基础上，比较like和favorite。

【技能目标】

把掌握的词汇和句子熟练应用到日常生活中。

【情感态度价值观】

通过设计的教学活动，调动学生学习英语的兴趣。

【教学方法】

讲解法，游戏练习法

【教学重难点】

1．识记生词:read, write 2．在熟练运用I like to do 句型的基础上，比较like和favorite。

【教学用具】

卡片，图片，录音机

【教学过程】

1．利用卡片、图片复习前面所学与学习有关的单词。

2．询问学生的业余爱好，可以让喜欢唱歌、跳舞、画画的学生当堂为其他同学表演节目。3．教师应用What do you like to do?句型提问，引导学生说出自己的各种爱好，并有针对性地问一位同学，在各种爱好中，最喜欢的一项。由此引申到讲解like和favorite的区别。4．带领学生熟读并背诵课文句子，进一步体会理解like和favorite的区别。

5．学唱歌曲。教师带领学生弄清歌曲意思，熟读几遍歌词后，播放录音，学生跟唱，教师可以教唱。

【结束新课】

学生背诵本课句子，熟唱歌曲。

【布置作业】完成activity book中的设计习题。

Lesson 31: Are You Ready for a Chant? 【知识目标】 1．学唱歌谣。

2．识读生词，巩固熟词，加深对代词的理解。

【技能目标】

把所学词汇和句子应用到日常对话中。

【情感态度价值观】

通过互动式教学，增强学生的合作意识。

【教学方法】

游戏练习法，小组合作法，讲解法

【教学重难点】

1．识读生词，巩固熟词，加深对代词的理解。2．阅读并理解故事。

【教学用具】

卡片，图片，录音机

【教学过程】

1．教师利用卡片，图片提问，引导学生对服饰类、颜色类单词的复习。2．教师设计游戏，使学生在游戏中复习人称代词。例1：师：What do you like to do? And what does your sister like to do? 生：I like to play football.My sister like to play ping-pang.例2：师：What are you doing now? And your teachers ? 生甲：We are playing football.And our teachers are playing basketball.师：What are they doing now? And their teachers ? 生乙：They are playing football.And their teachers are playing basketball.学生接力提问回答问题。教师引导学生使用正确的人称代词。区分we与our, they与their的用法。

3．学生熟读歌谣，理解意思，教师播放录音，学生学唱。熟练后，可以将学生分组，分角色练唱。加深对人称代词的理解。

4．讲解故事The Differs.教师通过提问题检查学生对故事的理解。

【结束新课】

学生熟唱歌谣，巩固对单词的掌握。

【布置作业】

完成activity book中的设计习题。

Lesson 32: Again, Please!【知识目标】 1．听说读写本单元重点词汇：and, but, black, brown, green, orange, pink, purple, white, they, we 2．领会并熟练应用句型：I like ________.I like to ________.【技能目标】

独立完成测试题。

【情感态度价值观】

通过学生独立做，教师讲评测试题，激发学生学好英语的信心。

【教学方法】复习测试法

【教学重难点】

1．听说读写本单元重点词汇：and, but, black, brown, green, orange, pink, purple, white, they, we 2．领会并熟练应用句型：I like ________.I like to ________.【教学用具】

卡片，图片，录音机

【教学过程】

1．师生共唱本单元歌曲和歌谣。

2．教师展示本单元用过的卡片、图片，提问学生复习单词。可以借助学生的衣服、学习用具等复习与学习及服饰有关的单词，可以让学生自己以游戏的方式来复习。3．教师重点复习讲解and, but;our, we;they, their几组词。

4．教师询问学生的业余爱好，从而过渡到应用I like句式练习对话，鼓励学生加以已经掌握的知识练习。

5．教师询问学生的业余活动，从而过渡到应用句式I like to练习对话，鼓励所有学生参与，自编自演，以游戏的方式巩固掌握所学句式和单词。教师给学生留出足够的时间练习、复习、巩固。

6、给学生留出足够的时间，独立完成《活动手册》中设计的检测题，学生完成后，教师讲解，同桌之间互相批改，打出分数。

【结束新课】教师对分数低的学生要鼓励，分数高的学生要表扬，并要求戒骄

四年级下册英语教案

刘国庆

新军屯镇岳实庄小学

第五篇：冀教版九年级英语下册Lesson 2教学设计

学科：英语班级：九年级（3）班授课人: 何伟

Lesson 2 Poems About Nature 教学设计

一、Content of course:冀教版九年级英语下册Lesson 2 Poems About Nature

二、Teaching aims:

1、Knowledge aim:能理解文意；掌握重点词汇：mind, clear, brave, golden, warmth, scene, start…with…,related to, name, imagination等。

2、Ability aim:引导学生分析课文，理解文意，提高学生的阅读理解能力。

3、Emotion aim:欣赏优美诗句，让学生感受大自然的美，热爱大自然。

三、Focal points:

掌握重点词汇、词形变换、易混词

四、Difficult points:

感官动词、使役动词的用法，创作英文诗歌

五、Teaching methods:

多媒体教学、举例讲解、分类、归纳、引导、指导

六、Learning methods:

预习、观察、欣赏、练习、创作、自主探究

七、Teaching preparation:

制作PPT课件；精选适量练习；让学生利用早读时间预习本课生单词、理解文意、找出疑难句子；尽力将课文中的英文诗歌范例翻译成较有韵律的汉语诗歌。

八、Teaching steps:

Step 1: Leading-in:

Listen to the music, imagine what scenry(风景)itdescribes.（欣赏名曲《在云端》）

How wonderful the piece of music is, isn’t it? It’s a description of the nature.Can you see the clouds and fog(雾)flying among the high mountain? Can you hear some birds singing?

How beautiful our nature is!Do you think so? Do you like the nature?

What do you like best about the nature?Wouldn’t you like to express your feelings about the nature in some ways? Yes or No?Music can express your feelings about it, we can also express our feelings with poems.What’s your favourite poem about the nature?Do you like the poem named “沁园春·雪” which is written by Mao Zedong?(让学生齐声背诵)Do you want to write the poem by yourself?

板书课题：Lesson 2 Poems About Nature

Step 2: Appreciate the poem on page 2 in the student book 6.Have you previewed（预习）the text in Lesson 2?Do you like the poem in this text？

Would you like to share it with us in Chinese?（播放背景音乐《小溪流水》，朗读汉语诗歌。）

Hills, loud with new water, running swiftly under ice as clear as glass.泉水在清澈如镜的冰下急速流淌,唤醒了寂静的山冈。

Flowers, tiny, brave and bright in the old snow.不畏严寒的花朵在残雪中绽放。

Trees, smelling fresh with life, leaves opening slowly under the pale blue sky.树木充满了生机，绿叶在淡蓝的天空下慢慢的舒张。

Sun, warm and golden, softly kissing the earth.温暖金黄的太阳，温柔地亲吻着大地。

Step 3:Solve the difficult sentences

We have previewed the text in Lesson 2 this morning, now point out anything that you can’t understand.1.Here are some ideas for a nature poem.2.Start each line in your poem with a word related to(和…有关)the scene.3.You can express yourself by telling how something looks, feels, sounds, smells or tastes.4.Name things about winter that you can say in English.Language points:

一、词形变换

1.nature-natural 2.clear-clearly 3.swift-swiftly 4.gold-golden 5.soft-softly 6.warm-warmth 7.relate-related8.leaf-leaves9.imagine-imagination

二、重点词汇

1.When you read this poem,do you see a picture in your mind? mind v.&n.介意，反对;头脑，思想，智力。eg:-Would you mind my using your dictionary?

肯定回答：Yes,you’d better not./ 否定回答：No,not at all.或Never mind.2.Hills,loud with new water,running swiftly under ice as clear as glass.clear adj.明亮的、清澈的、容易看见的、听得清的、头脑清楚地、明确的、明白的 Eg:(1)Look at the clear glass of the window.(2)The water in the lake is clear.(3)Look at the clear photo.(4)Her voice was very clear.(5)He is old, but he is a clear man.(6)I’m still not clear what I will do.(7)Are you clear?

3.Trees,smelling fresh with life, leaves opening slowly under the pale blue sky.pale adj.浅的、苍白的、灰白的 Eg:(1)The sky is pale blue.(2)His face looked pale.(3)The wall is pale.4.Flowers,tiny,brave and bright in the old snow.Tiny adj.微小的Eg:There is a tiny insect(昆虫)on the flower.5.Sun,warm and golden, softly kissing the earth.softly adv.轻柔的、温柔的 Eg:The wind blows softly.三、固定短语

start … with … /start doing sth./start to do sth.Eg:(1)We can start to help others with something around us.(2)Let’s start to do/doing exercises.四、易混词辨析：

1.scene adj.场面、场景、风景;scenery adj.风景、景色 Eg:(1)What a quiet but lively scene!(2)How terrible the scene is!

(3)This is a peaceful(宁静的)country scene.2.gold n.&adj.金子，金的;goldenadj.金色的Eg: The girl hair, and she is necklace(项链)which is made，阳光), we can’t open our eyes.(gold, golden).be related to与主语构成主系表结构;related to作后置定语 Eg:(1)Your aunt is related to your father.=Your aunt is someone who related to your father.(2)The fall in the cost of living is directly related to the drop of the oil price.生活费用下降直接与石油价格下跌有关。Step 4:Exercises in the class

（一）用所给词的适当形式填空。

1.The yard isn’(leaf)are here and there.(warm)of the sun on a fine day.(sit)beside your seat?

（二）选择正确的词，并用其适当形式填空

1.think of, think about, think over

(1)He often his happy life in his childhood..a math problem.2.gold, golden

medals at the Beijing Olympics.’

3.related to, be related to

雾）。Step 5:Summarize

一、词形变换

1.nature-natural 2.clear-clearly 3.swift-swiftly 4.gold-golden 5.soft-softly6.warm-warmth7.relate-related8.leaf-leaves9.imagine-imagination

二、重点词汇

1.mind v.&n.介意，反对;头脑，思想，智力。肯定：Yes, you’d better not.否定：No, not at all.或Never mind.2.clear adj.明亮的、清澈的、容易看见的、听得清的、头脑清楚地、明确的、明白的 3.pale adj.浅的、苍白的、灰白的

三、固定短语

start … with … / start doing sth./ start to do sth.四、易混词辨析：

1.scene adj.场面、场景、风景;scenery adj.风景、景色 2.gold n.&adj.金子，金的;goldenadj.金色的3.be related to构成系表结构;related to作后置定语

Step 6:Create your own poem.Look the picture related to the nature,finish the poem which can describe it.Night, so_____ and______(feelings and colour)

____, _____(size and colour)stars, A_____(temperature)wind blows______(adverb)on my face.(adverb)a______ ,______(feelings and age)song.九、Blackboard writing:

一、词形变换： 1.nature-natural

2.clear-clearly 3.swift-swiftly 4.gold-golden 5.soft-softly 6.warm-warmth 7.leaf-leaves 8.relate-related9.imagine-imagination

二、重点词汇

1.mind v.&n.介意，反对;头脑，思想，智力。

肯定：Yes, you’d better not.否定：No, not at all.或Never mind.2.clear adj.明亮的、清澈的、容易看见的、听得清的、头脑清楚地、明确的、明白的 3.pale adj.浅的、苍白的、灰白的三、固定短语 start … with … / start

doing sth./ start to do sth.四、易混词辨析： 1.scene adj.场面、场景、风景;scenery adj.风景、景色

2.gold n.&adj.金子，金的;goldenadj.金色的 3.be related to和主语构成主系表结构;related to作后置定语

十、Homework：(一)词形变换：

1．warm(名词2.noise(形容词副词4.swiftly(形容词(二)根据汉语提示填空，每空一词：

1．I think this matterthem.If you don’t think so, you can ask them.(与…有关)。2．This is如此清澈的河流)。

3． them to visit my garden.(通过邀请…的方式)。4．以…开始)。

5．给他们的女儿起名)。

十一、Exercises：2010-2011《学英语》第13期第三版Lesson 2

十二、Teaching feedback：

冀教版九年级英语下册Lesson13 Clones are the same 教学设计

第一篇：冀教版九年级英语下册Lesson13 Clones are the same 教学设计

第二篇：冀教版九年级英语下册教案

第三篇：冀教版九年级英语下册教案

第四篇：冀教版小学英语四年级下册教学设计

第五篇：冀教版九年级英语下册Lesson 2教学设计

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