人教新目标版2013—2014年度下学期七年级英语教案Unit 7 It’s raining!

第一篇：人教新目标版2013—2014年度下学期七年级英语教案Unit 7 It’s raining!

初中集体备课教案

人教新目标版2013—2014年度下学期七年级英语教案

主备人：备课时间：2014年月日

成员：

Unit 7 It’s raining!

Period 1(Section A 1a, 1b, 1c)

Teaching aims1、Words:rain,windy,cloudy,sunny,snow,weather,Moscow,Boston,how’s,bad,terrinle,pretty,cool, cold, humid, warm, hot2、Sentence structures: How’s it going? How’s the weather? What’s the weather like? Important points

A new way of greetings and the description words about the weather.Difficult points

How’s the weather? It’s raining/windy/cloudy/sunny/snowing/.How’s it going? Great!/Not bad!/Terrible!/Pretty good!

Teaching procedures

Step1.Warming up

1.Ask the Ss randomly: What’s the date today? What day is it today? How are you?

2.Give a new expression which has the same meaning as How are you? : How’s it going? But the new one has more answers.Step2.Presentation

1.Show 4 faces on the screen and ask Ss to describe each face using whatever words they can.Help Ss identify each person is feeling.2.Then show 4 words.Say the words and ask Ss to repeat each one.Ask Ss to match each remembered phrase with a face.Encourage them to spell the phrases by How do you spell it?

3.Practice with the new structure by the whole class: Choose one to the front and the others guess the description words through his/her facial expressions.Step3.Practice and listening test

1.Let one student ask me: How’s it going? I may answer like this: Terrible!Because it’s snowing and it’s so cold.Show a picture of snowing day and children are making a snowman and pretend to be very cold.Make Ss guess the words: the weather and snowing.Ask them: How’s the weather? Get them to answer like: It’s snowing/snowy.Go on with other kinds of weather: sunny, rainy, cloudy, windy.2.Play the tape and get Ss to write the city names in the boxes.Check the answers.Look at the 5 pictures in 1a.Encourage Ss to use the description words to describe the weather: ①Beijing—sunny and warm/hot ②Shanghai—cloudy and cool ③Boston—windy and cool ④Moscow—snowing and cold ⑤Toronto—raining and humid.Show an arrow to identify the degree of the 4 adjectives: cold, cool, warm and hot.4.Practice with the structures: How’s the weather? and What’s the weather like? with the 5 pictures The exact weather on that day should not be missed.Note: Talking about the weather is quite common in western countries as a daily greeting.Step4.Weather report

Show a weather map of China.Get Ss to make a weather report as a CCTV anchor.They may begin with asking the weather in each city, then make up a report about it.Step5.Chant

Show an easy chant to reinforce the questions and words about the weather.Step6.Homework

1.Copy the new words 4 times each.2.Summarize the usages of how in questions.3.Watch a weather report on TV and take down some notes about the weather forecast for tomorrow, and then write a report about it.教学后记：

Period 2(Section A 2a, 2b, 2c)

Teaching aims:

1.Learn the vocabulary words and useful expressions.2.Target languages:

How’s the weather? It’s raining.What are you doing? I’m watching TV.What’s she doing? She is playing basketball.3.Enable the students to talk about the weather and the activities that people are doing.4.Help the student learn how to talk about the weather and the activities that people are doing.Teaching procedures:

Step 1.Revision

Talk about the students about the weather.Ask as many students the similar questions as possible and write the words about weather on the blackboard.Then ask the students to read them repeatedly.Step 2.Free talk and lead-in

Show the following pictures.Talk with the students about the weather and the activities that people are doing.Say: Please look at the pictures and answer the following questions.Show or draw the pictures on the blackboard, and let the students practice more.Step 3.Listening(2a, 2b)

1.Work on 2a.Let's see what Joe's families are doing.Point to the 4 pictures.2.Ask Ss tell each person is doing in each picture.More attentions should

be paid to the correct use of the Present Progressive Tense.3.Play the recording for the Ss to listen and number the pictures [1-4].4.Play the tape for Ss to check the answers.5.With the whole picture, get some Ss to tell the story of it.6.Brainstorming

Play the tape for another time.Then do a memory test.Ask Ss: What's Uncle Joe/Jeff/Mary/Aunt Sarah doing?

What're Scott and Lucy doing?

Is Jeff watching TV?etc.7.Let Ss match the names with the activities in 2b.Play the recording for the Ss to check the answers.Step 4.Pair work(2c)

1.Look at the pictures and talk about the people in 2a with a partner.2.Ask a student the questions as a model:

T: What's Uncle Joe doing?

S1: He's playing basketball.3.Ss work in pairs.Ask and answer about the pictures.Step 5.Role-play

1.Ask Ss to read the conversation and answer the questions:

a.What's Steve doing?

b.What's Rick's brother doing?

Ss read the conversations and answer the questions.Then check the answers together.Step 6.Grammar

Ask the students to read the sentences in the grammar box.Help the students sum up how to add-ing to verbs.Homework

1.Ask the students to make a dialogue in pairs after class.2.Ask the students to do exercise 4 in workbook.教学后记：

Period 3(Section A 2d--3b)

Teaching aims:

1.Teach vocabulary words.2.Target languages:

—How's the weather in Beijing?—It's sunny.—Can I take a message for him?—Yes.Could you just tell him to call me back?

—Sure, no problem.3.Enable the students to talk about feelings about different things.4.Help the students learn how to talk about feelings about different things.Teaching procedures:

Step 1.Revision

Talk about the weather and activities.Show the pictures.Give the students more changes to practice.Then check the answers.Step 2.Lead-in

Say, Look at the picture.How’s the weather in the picture?Show the picture.Help the students express their feelings with the words: great, terrible, good, pretty, good, not bad

Step 3.Warming-up and revision

1.Have a dictation of the new words and expressions in period 1.2.Ask some pairs to role-play the conversation in 2d.Step 4.Grammar Focus.1.Ss fill in the blanks and check the answers themselves.2.Ss read the sentences and learn by themselves.Step 5.Practice

1.Work on 3a.Fill in the blanks with the correct forms of the verbs in the box.Then practice the conversations with a partner.2.Ss read the conversations and fill in the blanks.3.Check the answers with the class.4.Ss practice the conversation in pairs.5.Ask some pairs role-play the conversation.Step 6.Practice

1.Work on 3b.Yuan Yuan from CCTV is interviewing people in five different places.Fill in the chart below.2.Ss work in groups.Discuss the pictures and talk about the weather and

what the people doing.Make a model for the Ss:

—How's the weather in Picture a?—It's sunny.—What's the boy doing?—He's playing the guitar.3.Ss ask and answer about the pictures.Then fill in the blanks.4.Check the answers with the class.Step 7.Practice

1.Every student draws a picture.On your pictures sb.is doing something in some kind of weather.2.Ask and answer about the picture.—How's the weather?

—What's he/she doing?

Homework

Ask the students to do the following:

1.Write something about the weather and make some sentences with the Presents Continuous Tense.2.Prepare the new words in Section B.教学后记：

Period 4(Section B 1a--1d)

Teaching aims:

1.Teach vocabulary words: dry, cold, hot, warm, visit, Canada, summer, sit, juice, soon, vacation, hard, Europe, mountains, country

2.Target languages:

—How's it going?—Not too bad.Are you studying hard or having fun?

3.Enable the students to describe the weather and what people are doing.4.Help the students learn how to describe the weather and what people are doing.Teaching procedures:

Step 1.Warming-up and revision

1.Ask and answer about the weather.2.Ask and answer what sb.is doing.Step 2.Presentation

1.Show some pictures on the big screen.Present the new words.dry, cold, hot, warm …

2.Ss learn the new words and expressions and try to understand the expressions.3.Give Ss some time and try to remember the new words and expressions.Step 3.Matching

1.Read the words in the box in 1a.Then look at the pictures.Match the words with the pictures.Ss match the words with the picture.2.Check the answers.Step 4.Pairwork

1.Look at the pictures in 1a.Ask and answer questions about the weather in the pictures in 1a.Give an example to the Ss.T: How's the weather in the picture d?

S1: It's dry.2.Now work in pairs.Ask and answer about questions about the weather in the pictures in 1a.3.Ask some pairs to ask and answer about the questions.Step 5.Listeningwork on 1c:

1.Read the chart in 1c.2.Play the tape for the Ss to listen and write what Mary and Eric answer

to “How's it going?”.3.Play the recording twice.The first time Ss only listen.For the second

Ss listen and write down the words in the blanks.Step 6.Listening

Work on 1d:

1.Listen again.What does Eric answer to “What are you doing?” & “How's the weather?”

2.Play the recording twice.The first time Ss only listen.For the second

Ss listen and write down the words in the blanks.Homework

After class, please make dialogues with your friend or classmates talking about the weather and the activities that you are doing.And do EX 5 and 6 in the workbook.教学后记：

Period 5(Section B 2a--Self-check)

Teaching aims

1.Teach vocabulary words: visit, Canada, summer, sit, juice, soon, vacation, hard, Europe, mountains, country

2.Target languages: Are you studying hard or having fun?I'm having a great time in Europe.3.Ability: Learn about different activities in different weather

4.Cultural awareness: Learn to love our nature and protect the environment.Make a donation if possible Important points:

Use the words, expressions and sentence structures correctly.Difficult points:

Use the expressions they learned to describe the weather in 4 seasons and people’s activities

Teaching procedures

Step1.Warming-up and revision

1.Ask and answer about the weather.2.Ask and answer what sb.is doing.Step 2.Presentation

1.Show some pictures on the big screen.Present the new words.dry, cold, hot, warm …

2.Ss learn the new words and expressions and try to understand the expressions.3.Give Ss some time and try to remember the new words and expressions.Step 3.Talking

1.Look at the pictures in 2a.Talk about the pictures with a partner.How's

the weather? What are the people doing? Make a model to the Ss.S1: How's the weather in picture a?S2: It's sunny and warm.S1: What's the girl doing?S2: She's sitting near the pool and drinking some juice.2.Ss work in pairs and talk about the pictures.3.Let some pairs ask and answer the pictures aloud.Step 4.Presentation

1.Show some pictures on the big screen to present some of the new words in the postcards in 2b.2.Teach Ss the new words.Then let Ss read the new words after the teacher.Step 5.Reading

1.Fast Reading

Read the postcards in 2b and math each postcard with the correct picture in 2a.Ss read the postcards quickly and match the postcard the correct picture.Then check the answers.2.Careful reading:

Read the first postcard again and find the answers to these questions.Read the second postcard again and find the answers to these questions.① Where is Dave now?

② What are Dave and his family doing there?

③ Are they having a good time?

Ss read the postcards and try to find the answers to the questions.Then check the answers with the class.Step 6.After Reading

1.Read the postcards again and fill in the chart with the information from the postcards in 2b.Step 7.Writing

1.Write a postcard to a friend.Tell your friend about your vacation and what you are doing.2.Let Ss read their postcard to the class.Step 8 Homework

Summarize the key words and expressions in this unit.教学后记：

第二篇：新目标七年级下册英语教案

新目标七年级下册英语教案：Unit 3 Why do you like koalas?

一、教学内容分析

本单元是Go for it七年级上册中第八单元“When is your birthday?”。单元的核心话题是谈论日期，课文始终围绕这一主题展开，我们要学习序数词的构成以及运用序数词表示日期的方法；学会运用 when 引导的特殊疑问句询问日期；学习名词所有格(„s 所有格)的构成和使用。语言知识和语言技能部分主要是围绕核心话题时设计安排了许 多听、说、读、写的任务活动，来不断丰富巩固这一话题的词汇及习惯短语。我将灵活运用这些活动，并将其中的一些活动进行变化或整合。

二、教学目标分析

本单元总体目标 :

通过本单元的学习让学生掌握所学目标语言；学会日期(年、月、日)的表达法；在互动的交流中理解生日更多的含义并学会谈论自己、同学以及父母家人的生日：学会自己安排作息时间。

根据《英语课程标准》关于总目标的具体描述，结合本单元的教材内容，我按认知目标、能力目标、德育目标三方面将本单元的教学目标细化：

1、认知目标

1.语音: 在日常生活中做到语音、语调基本正确、自然、流畅。

2.词汇: 掌握 1----12 月份的表达, 序数词 1----31的表达, speech contest, party, school trip, School Day,are festival, music,etc.3.日常交际用语:-When is your birthday?

-My birthday is…

-How old are you?

-I‟m …

4.话题: Talk about date.2、能力目标

在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 , 使学生能熟练运用新句型来谈论年龄和日期。

3、德育目标 热爱生命，孝敬父母的思想教育。

三、学生学情分析

本单元的主题是询问和谈论日期，围绕这一主题进行一系列的交际活动，使学生掌握日期的表达法，正确使用when引导的特殊疑问句对日期进行询问。在学习日期的表达法时要先学习序数词的构成，学生在以前的课程里已经学习了基数词，对于两种数词之间的区别一定会令学生感到头痛，教师要引导学生运用对比的方法，找出构成规律，总结特殊变化，对比强化记忆。

引导学生采用Role-playing & Comparing的学习策略，学习一些新的词汇，掌握一些重点句型，在师-生，生-生，小组的练习过程中，学会表达日期。同时，教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言，提高综合运用语言能力。在这一课中，我们可以根据情况设计一些实际操作演示的活动，教唱生日歌，月份歌，让学生自己带日历，问同学生日，提高学生的参与兴趣。

四、教学策略

《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的；整个教学过程中，各种语言结构、语言功能与不同的学习任务有机的结合。教学的实质是交际，为此我选用了以下教学法：、提问引入法通过提问，集体，分组，分行回答 , 或学生逐个回答的形式开展教学，检查和巩固新旧知识。、交际功能法通过集体，分组，两人，个人操练等形式，达到交际的目的。教学模式和教师特色

针对本课的内容，我采用了五步教学法：第一步：热身--激活旧知识，创设轻松活跃的课堂气氛。第二步：呈现--呈现新内容，感知旧内容；第三步：操练--用多种方式操练新知识；第四步：巩固--通过游戏，听力练习和笔头练习相结合的方式，巩固新知识。第五步：应用--布置任务性活动，让学生在用中学，在乐中学，学了就用。同时坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。所以本课时以任务型教学为主，融合直

观教学法，情景教学法和交际教学法，培养学生口语交际能力，培养学生观察能力、英语思维能力和动手能力。

五、教学重难点

根据对教材和学生的学情分析，本课时确定的重难点如下：

重点：When引导的特殊疑问句的构成和使用。

难点：学习序数词的构成和日期的表达法。

五、课时安排：

四个课时.六、教学过程设计 The First Period Teaching aims:

1.Learn new words: animals—tiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description words—cute, fun, smart.2.Listen and check(√)the animals.3.Practice the conversation: describe animals Teaching methods: listen and say, read and write Teaching procedures: Step 1 Presentation(1a)1.We are going to learn the names of some more animals.2.Show the animals on the map of the zoo → point to the animals and say the names →let students read the words → match the words with the animals in the picture → practice the words(read and write)Step 2 Listening practice(1b)

1.Point to the animals in 1a and ask students to say the names→ play the recording of the conversation twice → check(√)the names of animals Step 3 Pair work(1c)Practice the conversations using the description words.A: Let‟s see the lions.B: Why do you want to see the lions?

A: Because they‟re cute.Step 4 Consolidation Free talk Ask students to present their conversations to the class.Step 5 Summary Words and conversations Step 6 Homework Remember the words and conversations.教后一得： 在课堂上，教师是参与者，帮助者，学生是活动的主体，学生的任务是开放的。学生以小组为单位进行活动，在较真实的语境中锻炼口头、笔头能力。有利于培养学生的合作精神，促进学科之间的渗透和交融。The Second Period Teaching aims: 1.Listening practice: Write the names of the animals.2.Oral practice: Ask and answer questions about animals.Grammar focus: Teaching difficulty: difference between the words very and kind of.Teaching methods: listen and say Teaching procedures: Step 1 Revision Can you say the names of the animals? Ask some students to say and two students to write on the blackboard.Step 2 Free talk Make a conversation in pairs, talking about animals.Step 3 Presentation(2a)

1.Do you want to go to the zoo? Julia and Henry are talking about the animals in the zoo.2.Let‟s listen together.3.Play the recording twice →students write in the names of the animals →draw a line between animals and adjectives Step 4 Listening practice(2b)

Hear the recording again →complete the conversations with the words given →tell the words: very & kind of(They always come just before the adjectives in the sentences.Look at the cartoons under 2b.We can make sure.Another example: if we are familiar with percentages, we might use the following scale to help explain their meaning: 0% 50% 95% not kind of very)Step 5 Pair work(2c)1.Practice the target language.2.Ask and answer questions with the given words.Step 6 Consolidation Ask some pairs to act out the conversations.Step 7 Summary Grammar Focus Step 8 homework: Practice the target languages.教后一得： 现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和合作精神的原则，我们设置了一些活动，能够调动学生课外英语学习的积极性，锻炼学生独立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。

第三篇：人教新目标版2013—2014下学期七年级英语教案Unit 3 How do you get to school

含山县河刘初中集体备课教案

人教新目标版2013—2014下学期七年级英语教案

主备人：备课时间：2014年月日

成员：

Unit 3 How do you get to school?

1.Aims and demands :

1)Language skills :Ss learn to talk about kinds of transportation, and how long it takes to go places, and how far apart places are.2)Target Language : Words : how far , get to , bicycle , subway , bus stop, train station , minute, kilometer, mile , transportation , calendar

Sentences: How do you get to school ? / How long does it take ? / How far is it ?

3)Moral object : Through learning this unit , Ss can enable them to care for each other whenever crossing the roads and pay attention to the sign of traffic.2.Analysis of the material:

Students have learned the transportation before..In this unit ,they need to learn more details about the transportation.At the same time ,they need to learn “How long and How far” and they can use them freely.3.Teaching methods:

pairwork , groupwork ,listening and speaking, practicing

4, learning strategies:

Personalizing Inferring vocabulary

5.Teaching aids:

Tape recorder, a projector or a computer

6.Teaching period: Five periods.Period 1: Section A(1a, 1b, 1c)

1.Aims and Demands:

Key vocabulary: take, subway, walk, train, transportation, by, by bus.2.Teaching methods : Practice.Listening method.Pairwork.Groupwork.3.Teaching Aids : A tape recorder.Teaching procedures :

Step Ⅰ Warming-up and Revision

1.Enjoy the English song “Over the mountains(driving)”

2.Greetings and free talk.Step Ⅱ Lead in

1.Listen and guess what it is.Listen and guess what it is.Revise the old words and teach the new words.2.Guessing game

The teacher say a sentence ask the students to guess what kind of transportation it is.a.---It is like a bike but goes much faster.---A motorbike.b.---It is like a train but goes under the ground.---A subway.c.---It goes in the water.---A ship or a boat.d.---It takes you about three hours to go to Beijing from Shenzhen by it.---A plane.e.---It can take people to the moon.---A spaceship.f.---It is very useful, you may ride it to school.---A bike/ bicycle.3.There are so many transportations around the world.What kind of transportation do you like to choose ?

Ask how do you get to school/Shanghai/ Hangzhou/ Luqiao/Paris….?

Help the students answer: I take the subway./take the bus /take a minibus /take a taxi /take the train / take the planetake the ship/take the car /ride my/a bike/ride a motorbike/walk

Step Ⅲ To work in pairs, ask and answer

Ask the students to work in pairs.A: How do you get to school?

B: I walk to school.I ride a bike to school.I take a bus to school.I take a car to school.I take the subway to school.I take the train to school.Step Ⅳ Presentation

1.Enjoy a good flash named “How does Emilio get to school?”

2.First ask two students to ask and answer in pair.Then ask the other students “how does he/she get to school?”

He/She takes the subway./……rides his/her bike……walks.Step Ⅴ Group workAsk the students to do group work.A: How do you get to school?B: I take the bus./…

C: How does he /she get to school?D: He/She takes the bus/…

Step Ⅵ Work on 1a and 1b.1.To do Section A 1a look at the picture and write down the way of transportation.2.To listen to the tape and finish 1b.Step Ⅶ PresentationAsk “how does Bob get to school?’

Help them answer he takes the train.Then ask “how does Paul get to school?” “He walks.”

Step Ⅷ To work in pairs, ask and answer

Show some pictures to the students then ask then to work in pairs.A: How do you get to......?

B: I take/ride/walk......I get to school...by.../on...Step Ⅸ Homework

1.Copy the new words.2.Make a survey: How do your relations go to school/work?

3.Make a report according to your survey.教学反思：

Period 2: Section A(2a,2b,2c,2d)

1.Aims and Demands:

Key vocabulary: forty fifty sixty, seventy, eighty, ninety, hundred, minute, take, how far, kilometer, mile.2.Teaching methods : Listening Pairwork

3.Teaching Aids : A tape recorder.Teaching Procedures

Step Ⅰ Revision

1.Greeting: What day is it today?How do you get to school?How does he/she get to school?

How do your parents get to work?

2.Show some pictures ask some students ask and answer in pairs

A: How do you get to school?B: I take the bus…

A: How does he/she get to work?B: He/She takes the bus….3.Show a picture then say how does he/she get to work?

Help them answer:

a.She rides her bike to school.=She goes to school by bike.=She goes to school on her bike..b.He walks to school.=He goes to school on foot.c.He takes the bus to school.=He goes to school by bus.=He goes to school on a bus.d.She takes a taxi to go home.=She goes home by taxi.=She goes home in a taxi.Step Ⅱ lead-in

1.Sing a number song2.Revise the numbers from 1 to 20.3.Learn and tell the differences and the same.4.Say these numbers.5.Have a competition.Step Ⅲ Play the tape for the students to finish 2a&2b.Then play again and check the answers.Step Ⅳ Presentation

1.Show the students a picture of a clock.Say an hour=60 minutes

2:10____2:50/40 minutesIt takes her about 40 minutes to go to school by bike.2:10____2:25/15 minutesIt takes her about 15 minutes to go to school by car.2.Show some pictures.T: How does he get to school?S: He walks./ He gets to school on foot.T: How long does it take?S: It takes twenty-five minutes.T: How long does it take you to get from home to school?

S: It takes me 20 minutes to go to school by bike.T: How long does it take you to get to from home to school?

S: It takes me 10 minutes to go to school by bus.Step Ⅴ Section A 2c

Listen and check(√)the kinds of transportation that you hear.Listen again.Match the times with the kinds of transportation.Step Ⅵ Pair work(2c and 2d)

Make a conversation about how you get to school.Step Ⅶ Presentation

T: How far is it from your home to school?S: It’s about 10 kilometers.T: How far is it from your home to school?

S: It’s about …kilometers/meters/miles.(If need, offer them help)

1kilometer=1000meters1mile=1609meters

Step Ⅷ Homework

1.Remember the numbers from 30-100.2.Recite 3b.3.Ask your classmates.Fill in the blanks.教学反思：

Period 3(Section A: Grammar Focus-3c)

1.Aims and Demands:

Key vocabulary, How do you get to school ? How does he get to school ?

2.Teaching methods : Listening Writing Pairwork

3.Teaching Aids : A tape recorder.Teaching Procedures

Step I Leading in

T: Good morning, everyone!You know I live far away, so I go to school by bus every day.What about you? David, “How

often do you go to school?”

S:--------

T: So we will talk about how to get to places in this unit.Step Ⅱ.Grammar Focus.Give Ss six more minutes to try to remember the sentences.Step Ⅲ.Practice

1.Look at 3a.Tell Ss to match the sentences with the answers.2.Check the answers with the class.Step Ⅳ.Practice

1.Look at 3b.Tell Ss to use these words below to make questions.Then answer them.2.Check the answers with the partners.For example:How do you get to school?I take a bus to school.Step Ⅴ.Game(Find someone who…)

1.Now, look at the chart below.Can you tell the meaning of each sentence?

2.Let some Ss say the meaning of the sentences.3.Make sure Ss know how to do this game.4.Ss ask and answer these questions with their classmates:

S1: How far is it from your home to school, S2?

S2: It's about ten kilometers.S1: Oh, no.How far is it from your home to school, S3?

S3: It's about five kilometers.S1: Oh, yeah.…

Step Ⅵ.Exercises

1.If time is enough, do more exercises on the screen.Homework：

1.Read the sentences in Grammar Focus.2.Make a survey.How does your father get to work?

教学反思：

Period 4：(Section B: 1a-2b)

1.Aims and Demands:Key vocabulary: bus stop, bus station, train station, subway station.2.Teaching Methods:Listening methods.Reading methods.Pairwork.Groupwork.Practice.3.Teaching Aids:A tape recorder, a projector.Teaching Procedures

Ⅰ.Warming-up and revision

1.Greet Ss as usual.2.Check the homework.Ⅱ.Presentation

1.I'll show you some pictures on the screen.Let's learn some new words.2.Ss read and try to remember the new words and expressions.Ⅲ.Match

T: 1.Let's open our books at page 16, point out the blank line in front of each numbered phrase.Ask Ss to match each phrase with a picture by writing the letter of the picture in the bank in front of the correct word.One has done for students.2.Check the answers.Ⅳ.Pairwork

1.First ask two students to read the dialogue to the class.Sa: How do you get to school?

Sb: Well, I ride my bike to the subway station.Then I take the subway.2.Suppose you use two kinds of transportation to get to school.Tell your partner how you get ot school.3.Ss practice the conversations in pairs.4.Let some pairs to act out their conversations.Ⅴ.Listening

1c:

1.Ask different Ss to read each line to the class

2.Play the tape for the Ss to listen and check the things Mary wants to know.3.Get Ss finish the listening task then check the answers.1d:

1.Listen again.How does Bob get to his grandparents' home? Check 1 or 2.2.Play the tape twice for the Ss to listen and check.3.Check the answers.Ⅵ.Talking

1.Let students tell how Bob gets to his grandparents' home.Ask students to use the

pictures in 1d.And write these sentences on the blackboard.First he …Next he…Then he…Finally…

2.Ss work with their partners.Try to say how Bob get to his grandparent's home.3.Check the answers:

Ⅶ.Guess

1.Look at the picture and title below.Guess what the passage is about.T: I think it's about how some students get to school.What do you think?

S1: I think it's about how some students in the village get to school.S2: I think it's about how some students in the mountain get to school.Ⅷ.Reading

1.Fast reading：Read the passage and find the answer to this question:

What's the students' and the villagers' dream in this village?

Ss read the passage quickly and find the answer to this question:

Their dream is to build a bridge.2.Careful reading

Read the passage again and find the answers to the questions below:

1.How do the students in the village go to school?

2.Why do they go to school like this?

3.Does the boy like his school? Why?

4.What is the villager's dream? Do you think their dream can come true?

Ss read the passage again and try to find the answers to the questions.Check the answers with the class.Ⅸ.Reading

1.Let's work on 2c.Let's read the passage again and complete the sentences with the words from the passage.2.Check the answers:

difficult, big, quickly, afraid, true

Homework

1.Remember the new words and expressions in this period.2.Ask Ss try to retell the passage after class.教学反思：

Period 5：(Section B: 2c-Self check)

1.Aims and Demands:Writing practice ,make a survey, exercises over the workbook.2.Teaching Methods:Writing method, speaking method, self check method.3.Teaching Aids:A projector.Step 1 2c

Just now you filled in an article about how students get to Hillsville High School.How do students get to your school?As a students say, list them on the board.Tell students to use the words on the board to write about how students at your school get to school.Ask students to write individually.Choose some students to read their work to the class.Give them little present s if they do well.Step II 4 Survey Find someone who…

Tell students we’ll do a survey.Please turn to page 92.First look at the chart.You want to know how far people live from school, how they get to school, and how long it takes them to get to school.Let me tell you how to do the survey.Go around the class and ask questions like this:

How far do you live from school?

How do you get to school?

How long does it take to get to school?

And find out these answers and write them names in the chart.The students with the most names in his or her chart wins the game.Step III Self check

Tell them to use the words in the box to fill in the blanks.Ask them to do this exercise individually.After finishing, write some on the board.Underline any mistakes and ask students to tell how to correct each of them.Step IV 2

Show the picture on the screen.Tell them imagine you meet an American who needs help.His friend is ill in hospital.He has got a map.But it’s a Chinese map.He doesn’t know Chinese.Can you tell him how to get to the hospital?

Students work in pairs to present their conversations to the class.Step V Summary

Today we’ve reviewed key vocabulary in the unit and done writing and oral practice.Step VI Homework

Finish off the exercise of the workbook and preview the next unit.教学反思：

第四篇：人教新目标版2013—2014下学期七年级英语教案Unit 5 Why do you like pandas

集体备课教案

人教新目标版2013—2014下学期七年级英语教案

主备人：备课时间：2014年月日

成员：执教人：

Unit 5 Why do you like pandas?

Period 1（Section A 1a-1c）

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects

Key vocabulary：zoo,animal,tiger,giraffe ,lion,elephant, panda,koala, cute,smart,beautiful,lazy

Target language: Why do you like koalas?Because they are cute.Read and write a description of an animal.2.Ability Object

Train students’ listening, speaking, reading, writing skills.Train students’ communicative competence.Improve students’ spoken English..3.Moral Object : Love all kinds of animals.Ⅱ.Teaching Key Points Key vocabulary

Target languageRead and write a description of an animal.Ⅲ.Teaching Difficulties

Why questionsWrite descriptions about animals.Ⅳ.Teaching Methods

Group workListening and practicing methods;Task-based Teaching method

Ⅴ.Teaching AidsA computer

Ⅵ.Teaching Procedures

Step One.Lead-in

To create an English environment, the teacher shows the class some pictures of a zoo.And ask some questions about animals: Do you like to go to the zoo?Do you like animals?

Then have them to recall the animals they had learned and write them on the blackboard as he/she can.Step Two.Presentation

1.Ask them to talk with their partners about the animals they like using the words they know(Four students a group).—What animals do you like?—Why do you like…—Because they’re…

2.Then show the class some pictures of animals and present other animals.And ask them:

What’s this in English?It's a tiger.(Then lion, panda, elephant, koala, giraffe)

Ss look at the picture and try to remember the new words of the animals.3.Next, glue the pictures on the blackboard and ask one student to match the pictures with the words on the cards.Other students turn to page 25 and finish 1a.4.Check the answers with the class.Step Three.: Game(Guessing game.)T: Show some pictures on the big screen.Let Ss guess what animal it is.Ss try to guess and remember the names of the animals.Step Four: ListeningWork on 1b.Tell Ss to listen to the tape and check the animals they hear in 1a.Play the recording again and check the answers with the class.Step Five: Pair work

1.Ask the students to imagine ― We are in the zoo, there are many kinds of animals here.‖

Then ask a student to do the model with you:

— Let’s see the lions first.—Why?(why do you /does she /does he like lions?)—Because they are interesting.2.Ss work with their partners practice the conversation using the animal in 1a.Step Six.Homework

1.Remember the new words and expressions./ 6

教学反思:

Period 2（Section A: 2a-2d）

TeachingAims

1.KnowledgeObjects

(1)Function:

① Knownewwordsofanimalsanddescribeanimals.② Learntheusageof―why‖ questions.(2)KeyVocabulary:tiger,elephant,koalas,panda,lion,giraffe,cute,lazy,smart,beautiful,scary,kind,kindof,Australia,south,Africa,pet,leg,cat,sleep,zoo,animal

(3)TargetLanguage: ① –Let’sseethelions.--Whydoyoulikethem?--Becausethey’reinteresting.② –Whydon’tyoulikethecat?

--Well,becauseshe’skindofboring.Shesleepsallday,andhernameislazy.--Haha,thenthat’sagoodnameforher.(4)Structure:Why/What/Wherequestions.Because…

Adjectivesofquality.2.AbilityObjects

Totrainstudents’listeningandspeakingskills.3.MoralObjects

Toraiseinterestofknowingaboutdifferentkindsofanimalsandloveandprotectthem.TeachingKeyPoints

1.Keyvocabularyinthisperiod.2.Targetlanguageinthisperiod.TeachingDifficultPoints

1.Howtoimprovestudents’listeningability.2.Makeconversationsusingthekeystructures.3.Howtorememberwordswell.TeachingMethods

Makeconversationsfreelyusingthetargetlanguage.TeachingAids

1.Ataperecorder.2.Acomputerformultimediause.TeachingProcedures Step One.Lead-in

1.Greet the Ss as usual.2.Check the homework

Step Two.Listening

1.Work on 2a;

T: Listen to the conversation carefully.Then write the names of the animals you hear on these lines.Play the recording the first time.Students only listen.Play the recording a second time.This time students write in the names of the animals.Check the answers.Point out the adjectives and countries listed on the right.Ask a student to say the words.Say, Now I will play the recording again.This time draw a line between each animal and the adjective and countries you hear.Play the recording and have students match each animal with an adjective and a country.Correct the answers.2.Work on 2b

T: Listen again and complete the conversation with the words in 2a.Play the recording for the Ss to listen and write the answers.Check the answers with the class.3.Check the answers:

Step Three.Pair work

1.Ask two students to read the conversation in 2b to the class.2.Ss practice the conversation in pairs.3.Then show the transcription on the big screen and practice the other two conversations in2a.4.Ss practice the conversations in pairs.Step Four: Role-play

1.Ask Ss to look at the picture in 2d.Then Ss read the conversation in 2d and find the answers to the questions:

① Does Peter have a pet?

② What can Dingding do?

③ What pet does Jenny’s mom have?

④ Does Jenny like the cat? Why?

2.Ss read the conversations and try to find the answers to the questions.Check the answers:

Yes, he does.He can walk on two legs.He can dance, too.She has a cat.No, she doesn’t.Because it’s very lazy.3.Ss work in pairs and practice the conversation.4.Let some pairs role-play the conversation.Step Five.Homework

1.Role-play the conversation after class.2.Write the animal's names as many as possible in the exercises book.教学反思:

Period 3（Section A: Grammar Focus-3c）

TeachingAims

1.KnowledgeObjects

(1)Function:

① Knowtheusageofthe―why‖ question.② Improvingstudent’sreadingandcomprehensionabilities.③ Knowhowtoexpresstheirreasonforthings.④ Knowinghowtodescribeananimal.(2)KeyVocabulary:animal

(3)TargetLanguage: ① Istheanimalbig? ② Where’stheanimalfrom?

③ They’refromSouthAfrica.④ Whydon’tyoulikelions?

(4)Structure: ① Why/Wherequestions.② Because„ ③ Edjectivesofquality.2.AbilityObjects

Totrainstudents’oralabilityandintegratedskillsbytask-basedactivities.3.MoralObjects

Toenablestudentstoexpresstheirfeelingsbytellingothersthereason.TeachingKeyPoints 1.Keyvocabularyinthisperiod.2.Targetlanguageinthisperiod.3.Speakingskills.TeachingDifficultPoints

1.Keyvocabularyinthisperiod.2.Makeconversationsfreely.TeachingMethods 1.Listeningmethod.2.Speakingmethods.3.Communicativeapproach.TeachingAids 1.Acomputerformultimediause.2.Apicture.TeachingProcedures

Step One.Lead-in

1.Have a dictation of the new words learned in Period 2.2.Let some pairs role-play the conversation in 2d.Step Two.Grammar Focus.2.Ss finish off the sentences and check the answers by themselves.3.Give Ss eight more minutes to remember them.Step Three.Practice

1.Look at 3a.Tell Ss to fill in the blanks with the words from the box.Then practice the conversation.2.Check the answers.Step Four: Practice

1.Work on 3b.Tell Ss to write the names of animals in the blanks to make sentences that are true for you.e.g.I like cats because they are interesting.I like dogs because they are smart.I don't like lions because they are scary.2.Ss work in groups.Discuss and write their sentences.3.Let some Ss report their likes and dislikes.Step Five.Game

1.T: Let's play a game: I'll describe one animal to you.Listen carefully and think about what animal it is.2.Teacher makes a model to the Ss.Ss try to guess what animal it is.3.T: It's your turn now.Please describe one animal to your group members.Let them guess what animal it is.4.Ss work in groups.Describe animals and guess animals.Step Six.Homework

1.Read the sentences in Grammar Focus.2.Think and describe an animal after class.Then write your sentences on the exercise book.教学反思:

Period 4(Section B 1a-1d)

Step One.Lead-in

1.Greet the Ss as usual.2.Check the homework.Let some Ss read out their descriptions and let other Ss guess what animal it is.Step Two.Presentation

1.Show some pictures on the big screen and teach Ss the new words.e.g.Show a picture of a shy girl, let Ss know she's shy.2.Let Ss read aloud the words and expressions.3.Give Ss some time and read aloud the words.Step Three.Listening

1.Pay attention to the animals in the picture in 1a and ask a student to say the name of each one.2.Point out the list of eight numbered adjectives below.T: Now please match the adjectives with the animals in the picture.Write the letter of the animal on the line after the adjective.Point out the sample answer.3.As students work, move around the room offering to answer questions as needed.4.Correct the answers.Step Four: Listening

Work on 1b:

1.T: Now I will play a recording of a conversation between Tony and Maria.This time circle the adjectives you bear on the list for la.2.Ss listen and try to circle the adjectives in 1a.3.Play the recording again for the Ss to check the answers.Work on 1c:

1.Call attention to the three headings.Animal, Maria's Words and Tony's Words, and the write-on lines under each.2.Say, Now I will play the recording again.This time please write the name of the animals each person talks about and the words they say.3.Play the first four lines of recording and stop the tape.Ask, What animal are they talking about? What words does Mary use to describe the elephant?

Point out the write-on lines where students can write these words.4.Play the whole recording and have students write the words they hear on the chart.5.Check the answers.Step Five.Group work

1.Call attention to the dialogue next to the picture.Ask two students to read it to the class.2.Say, Work in pairs.Use sentences like these to say what you think about different animals.3.Ss work in pairs to make their own conversations.As they work, move around the room checking on progress.4.Ask some pairs to present their conversations to the class.Step Six.Homework

1.Finish the exercise in the exercise book;

2.Preview for next class.教学反思:

Period 5（Section B: 2a-self check）

Step One.Lead-in

1.Greet the Ss.2.Check the homework.Step Two.Thinking

1.T: Now there are many animals are in danger in the world.Why? One reason is that men cuts down too many trees so animal are losing their homes.2.Look at the chart below.What animals do you think are in great danger? Discuss with your group members and check the animals.3.Let some Ss read their answers.Step Three.Presentation

1.Show some picture on the big screen.Teach Ss some main words and expressions in the passage in 2b.e.g.save, symbol, flag, forget, place, water, be in great danger, cut down, tree, kill, ivory…

2.Ss read and understand the new words and expressions.Step Four.Reading

1.Fast reading

T: Now, read the passage quickly and find the answer to this question:

When is Thai Elephant Day?(March 13th.)

Ss read the passage quickly and try to find the answer to this question.Check the answers.2.Careful reading

T: Now read the passage again and find the answers to these questions(on the big screen):

① What do the students from Thailand wan to do?

② What can Elephants do?

③ Why are elephants in great danger?

④ What's the best title for this article?(check)

Ss read the questions first.Then read the passage again and find the answers to the questions.Check the answers with the class.Step Five.Reading

1.Tell the students to look at the map in 2c.There are four box around the word “Elephant”.The first box is about the importance of the elephants in Thailand.The second box is about the abilities of the elephants.The third box is about the facts and figures of the elephants.The last box is about how to save the elephants.Let's read the passage again and fill in the blanks.2.Ss read the article and fill in the blanks in the map.3.Check the answers with the Ss.Step Six: Writing

T: Do you know Beibie, Jinging, Huanhuan, Yingying? Yeah, they're four pandas in China.Now look at a picture of Beibei.Do you like her? Can you write a short article to introduce her? You can use the words and expressions below.(five years old, China, cute, Beijing Zoo)

Ss try to write a short article about Beibei.Step Seven.Self Check

1.There are some questions and some answers in the chart.Please read the sentences below and match the questions and answers to make a conversation.2.Check the answers with the Ss.3.Now, you can make your own conversations with your partner.4.Ss make their own conversations and act out the conversation.Homework

1.Review the conversations and passages in Section B.2.Write a short article about an animal your like.教学反思:

第五篇：九年级英语上册Unit_11英语教案_人教新目标版

Unit 11 教案

The First Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language

Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Object

Helping each other is very important． It is a good quality．

Ⅱ． Teaching Key Point Target Language

Ⅲ． Teaching Difficult Points

1． How to train students’ listening ability．

2． How to train students’ communicative competence．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office?

T: That’s one way to ask． But there is a more polite way you can ask． You can say, “Can you tell me where the main office is?” Class repeat． Can you tell me where the main office is?

Ss: Can you tell me where the main office is?

T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?

S2: Can you tell me where Classroom 1 is? T: Good!There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．

Step Ⅱ 1a

Go through the instructions with the class．

Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．

Point to the lettered parts of the picture one by one．

Ask a student: What kind of place is this?

What do they sell there? Do we have one in our community? What is the name of the one in our community?

Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．

While students are working, move around the room offering help as necessary．

Step Ⅲ 1b

Read the instructions to students． Point out the two conversations that are shown in the picture．

As you listen, fill in the blanks with words you hear in the recording．

Play the recording the first time．Students only listen．

Play the recording a second time．This time ask them to fill in the blanks with the words you hear．

Check the answers with the whole class．

Step Ⅳ 1c

Read the instructions to the class．

Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．

As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．

After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．

Step Ⅴ Homework

Review the target language．

The Second Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

escalator, furniture, exchange money, elevator（2）Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second

floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Objects

If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．

Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money

2． Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor．

3． Structures

Do you know where I can buy shampoo?

Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary?

Ⅲ． Teaching Difficult Points 1． Indirect questions．

2． How to improve students’ listening ability．

Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 2a

Read the instructions and point to the list of directions．

Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．

Play the recording． Students only listen．

Tell them that the picture may help them understand what they are hearing．

Play the recording again． This time ask students to write a number next to four of the directions．

Check the answers with the whole class．

Step Ⅲ 2b

Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．

Play the recording again and ask students to draw the line on their own． Check the answer with the class．

Step Ⅳ 2c

Ask a pair of students to read the sample conversation aloud to the class．

Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．

As students work, move around the classroom checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class． Ask the rest of the

class to look at the picture as they listen．

Step Ⅴ Homework

Ask the students to write three sentences with the starters of the structures．

The Third Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

hang out, fresh, advantage, disadvantage, block（2）Target Language

Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．

（3）Moral Objects

Anything has both advantages and disadvantages． We should treat everything correctly．

Ⅱ． Teaching Key Point

Train students’ listening, speaking, reading and writing ability．

Ⅲ． Teaching Difficult Points

How to improve students’ integrating skills．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: Yesterday we learned the structures．

Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?

Step Ⅱ 3a

Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．

You will write your answers in these blanks．

Read the first two sentences at the top of the article．

Explain that the interviewer will talk to several teenagers．

Get students to read the interview on their own quickly．

When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．

Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．

Step Ⅲ 3b

Read the instructions． Point out the conversation in the box and invite two students to read it to the class．

Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．

Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．

Ask several groups to act out part of their conversation to the class．

Step Ⅳ 4

Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．

Point out the sample language in the box． Invite a student to read it to the class．

Ask students to say the names of some stores and other places in the community and write them on the board． Say，Each group can choose three of these places to write about, or you can choose another place you know of

Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．

When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．

Step Ⅴ Homework

1． Ask students to choose two places in the community and write careful directions from the school to each place．

2． Finish off the exercises on pages 46～47 of the workbook．

The Fourth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

fascinating, convenient, safe, restroom, inexpensive（2）Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects

（1）Train students’ writing and speaking ability．

（2）Train students’ ability to understand the target language in spoken conversation．

（3）Train students’ ability to use the target language．

Ⅱ． Teaching Key Points 1． Key Vocabulary

convenient, safe, restroom inexpensive 2． Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points

1． How to improve students’ writing and speaking ability．

2． How to use the target language．

Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 1a

Go through the instructions with the class．

Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．

Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．

Ask students to write words from the box in the blanks on their own． Help students if needed．

Correct the answers by having students read what qualities he or she listed．

Step Ⅲ 1b

Read the instructions to the class．

Point out the example in the box． Invite two students to read it to the class．

Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．

Invite several pairs of students to say their conversations to the class．

Step Ⅳ 2a

Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．

Go through the instructions and point to the chart．

Play the recording． Students only listen the first time．

Play the recording again． Ask students to write the places people ask about．

Check the answers with the whole class．

Step Ⅴ 2b

Read the instructions and point to the chart．

You will hear the same recording again．

This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．

Point out the sample answer．

Play the recording again． Ask students to write their answers in the blanks．

Check the answers．

Step Ⅵ 2c

Point to the sample conversation． Invite two students to read it to the class．

Read the instructions． Role play the conversations you hear on the tape．

Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class．

Step ⅦHomework

Talk about some places using the words in la, then write down the conversations．

The Fifth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

water slide, clown, dress up, have fun（2）Practise reading an article．

（3）Practise writing something using the target language．

2． Ability Objects

（1）Train students’ reading ability．

（2）Train students’ writing ability．

Ⅱ． Teaching Key Point

Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place．

Ⅳ． Teaching Procedures Step I Revision

Review the target language presented in this unit． Check homework．

Step Ⅱ 3a

Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．

Step Ⅲ 3b

Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．

Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．

Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．

Invite a student to read the completed article to the class．

Step Ⅳ 3c

Read the instructions to the class．

Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．

Ask students to work on their own． Tell them that they can use what they wrote

for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．

Step Ⅴ Part 4

Go through the instructions with the class．

Get students to look back at the guides they wrote in Activity 3c．

Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．

Ask one or two groups to say one of their conversations to the class．

Step Ⅵ Homework

1． Read the article in 3a again．

2． Write a guide to our city．

The Sixth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects

（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．

（2）Write some questions using the target language．

2． Ability Objects

Train students’ writing ability．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Write questions using the target language．

Ⅲ． Teaching Difficult Point

Make sentences using “beautiful, safe, delicious, convenient, fascinating”．

Ⅳ．Teaching Procedures Step Ⅰ Revision

Check homework． Ask a few students to read the article in 3a．

Then ask a few students to read their guides．

Step Ⅱ Part 1

Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．

Ask students to fill in the blanks on their own．

Check the answers．

Step ⅢPart 2

Go through the instructions with the class．

Look at the example with the students．

Ask students what the answer would be．

Ask a student to read the question and answer it．

Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt．

Get students to complete the work in pairs．

Check the answers． Ask a few students to read their questions．

Step Ⅳ Just for Fun!

Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．

There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．

Invite some pairs of students to present this conversation to the rest of the class．

Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．

The Seventh Period

Ⅰ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:

Grown-ups like cartoons, too．

2． Ability Objects

（1）Fast-reading to get a general idea of the text．

（2）Careful-reading to get the detailed information in the text．

（3）Learn the words and phrases from the context．

Ⅱ． Teaching Key Points 1． Key vocabulary．

2． Train students’ reading and writing skills．

Ⅲ． Teaching Difficult Point

Train students’ reading and writing skills．

Ⅳ． Teaching Procedures Step I Key Vocabulary

Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．

Step Ⅱ Part 1

Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture．

Ask students to answer the five questions． But don’t look at the reading text．

Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．

When most students finish the task, ask students to answer the questions with a parter．

Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．

Step Ⅲ Part 2

Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．

Ask five students to report their answers．

Draw students’ attention to the instructions．

Ask students to complete the task individually or in pairs．

As they work, walk around the classroom to make sure students discuss their reasons in English．

Have students report their answers． Encourage students to use complete sentences．

Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．

Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．

Check the answers:

Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．

Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．

Step Ⅴ Part 4

Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．

Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．

Check the answers．

Step Ⅵ Part 5

Read the task with the students．

Ask students to do the activity in small groups． Try to put creative and artistic students in each group．

Check the answers and have students show or act out their cartoons for the class．

Optional activity

As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．

Students can then write their own English stories in the speech bubbles．

Step Ⅶ Homework

1． Read the story in 2 again for further comprehension．

2． Revise the target language in this unit．