資源簡(jiǎn)介

No. in total
Unit 1 What’s the matter
Period 1
Teaching Contents：Section A 1A-2C
Teaching Topic：Man & Society
Teaching objectives：
In this class, ss are expected to pronounce the new words and expressions. They will be able to use target language to talk about health problems and give advice.
1. Be able to talk about their and others health problems and give advice accordingly.
2.Be able to improve their listening and speaking abilities
Teaching important &difficult points：
1.The usage of modal verbs should/shouldn’t for suggestions and reflexive pronouns.
2.Use the target language to talk about health problems.
Teaching Procedures：
Step 1 Preparation
1.Greet the class and introduce what to learn in this period.
2. Look at a picture and name the part.
3. Play the game" touch your ..( touch your nose / mouth, teeth arm / leg...)
Step 2 Presentation
1. Work on 1a.
2. Check the answers.
3. Make an explanation
How to answer " What's the matter with you ”
I have a+疾病
2) I have a — ache.
3) I have a sole + ___.
Step 3 Practice
1. Listen and say.
2.Work on 1b, listen and number. the names [1-5]
Have Ss look at the picture in IC, and tell them ' the girl talked too much, so she has a sore throat'. Guide Ss to say more.
Step 4 Production
1. Look at the picture and fill in the blanks.
2. Listen and finish 2a.
3. Play the radio again and finish 2b.Match problems with advice.
4. Check the answers.
5. Play a guessing game.
Step 5 Progress
1.Role play:
Make Ss role play the conversation. In this part，student A will be Jeff. Student B will be Nick. As they talk，move around to monitor their work. Offer language or pronunciation support as needed.Do this part by the students first. Write the correct letter after the name of each body part on the list.Let’s see which student do it quickly and correctly.
Homework.
①Practice the conversation on Page 2，2d.
②Finish the exercises.
3.Teaching postscript.
Unit 1　Where did you go on vacation
The first period　Section A(1a－2d)
Key vocabulary：foot, knee, neck, stomach, throat, matter
2．Target language：
A：What’s the matter
B：I have a ...
Teaching Reflection：
No. in total
Unit 1 What’s the matter
Period 2
Teaching Contents：Section A 3a-3C
Teaching Topic：Man & Society
Teaching objectives：
1.Learn and master how to talk about the health problems and accidents.
2.Learn to give some right advice with the target languages.
Teaching important &difficult points：
1.Be able to understand the passage about the accident.
2.Master the language points of this period.
3.Use should/shouldn't to give advice.
Teaching Procedures：
Step 1 Preparation
T:Look at the picture.Discuss what happened and then what we should do.
What happened in the picture Scan the passage and answer the question.
(An old man was lying on the side of the road.)
T:What should we do
Ss:We should give a hand.
……
Step 2 Presentation
Work on 3a
1.Read the passage.Do you think it comes from a newspaper or a book How do you know
2.Check the answer.
Work on 3b
1.Read the passage again and check (√)the things that happened in the story.
(1)　　　　 Wang Ping was the driver of bus No.26 at 9:00 a.m.yesterday.
(2)　　　　 Bus No.26 hit an old man on Zhonghua Road.
(3)　　　　 The old man had a heart problem and needed to go to the hospital right away.
(4)　　　　 The passengers on the bus did not want to go to the hospital ,so only Wang Ping went with the woman and old man.
(5)　　　　 Some passengers helped to get the old man onto the bus.
(6)　　　　 The old man got to the hospital in time.
2.Check the answers.
Step 3 Practice
1.3b Read the passage again and check the things that happened in the story.
After checking the answers, get the students to read them aloud.
Step 4 Production
1.Discuss the questions with a partner.
(1)Why was Wang Ping surprised that the passengers agreed to go to the hospital with him
(2)Did the passengers think Wang Ping did the right thing How do you know
(3)Do you agree that people often do not help others because they do not want to get into trouble Why or why not
2.Give answers.
Step 5 Progress
Make a summary of the class.
Homework
Teaching postscript.
Unit 1　What’s the matter
The second period　Section A(3a－3c)
New words and expressions Sentences
1.trouble2.herself3.to one’s surprise4.get into 1....saw an old man lying...2.It is sad that...3.He only thought about saving a life.
Teaching Reflection：
No. in total
Unit 1 Where did you go on vacation
Period 3
Teaching Contents：Section A(GF－4c)
Teaching Topic：Man & Society
Teaching objectives：
Master the key word: herself and sentences:
What’s the matter
I have a stomachache.
You shouldn’t eat so much next time.
What should she do
Have for talking about health problems.
Modal verbs should/shouldn’t for suggestions.
Teaching important &difficult points：
1.Have for talking about health problems.
2.Modal verbs should/shouldn’t for suggestions.
Teaching Procedures：
Step 1 Preparation
1．Greetings.
2．Try to retell the story of 3a.
Step 2 Presentation
1.Let students read the sentences in Grammar Focus and sum up the use of the modal verb should.
2.Ask students to fill in the blanks in 4a and practice the conversations.Then check the answers.
3.Ask students to circle the best advice for these health problems in 4b.Then add their own advice.
4.One student mimes a problem.The other students in his/her group guess the problem and give advice.Then finish 4c.
Step 3 Practice
Work on 4a
1.Fill in the blanks and practice the conversations.
(1)A:I hurt 　　　　 when I played basketball yesterday.What 　　　　 I do
B:You 　　　　 see a doctor and get an X-ray.
(2)A:　　　　 the matter
B:My sister and I 　　　　 sore throats.　　　　 we go to school
A:No,you 　　　　.
(3)A:　　　　 Mike 　　　　 a fever
B:No,he 　　　　.He 　　　　 a stomachache.
A:He 　　　　 drink some hot water.
2.Check the answers.
Work on 4b
Circle the best advice for these health problems.Then add your own advice.
(1)Jenny cut herself.　　　　　　　　　　She should (get an X-ray / put some medicine on the cut).
My advice:Go to see a doctor.
(2)Kate has a toothache. She should (see a dentist / get some sleep).
My advice:Lie down and rest.
(3)Mary and Sue have colds. They shouldn’t (sleep / exercise).
My advice:Should stay at home and rest.
(4)Bob has a sore back. He should (lie down and rest / take his temperature).
My advice:Shouldn’t play basketball.
Step 4 Production
One student mimes a problem.The other students in your group guess the problem and give advice.
Name Problem Advice
Liu Peng fall down go home and rest
A:What’s the matter Did you hurt yourself playing soccer
B:No,I didn’t.
C:Did you fall down
B:Yes,I did.
D:You should go home and get some rest.
Step 5 Progress
1.Make a summary of the class.
2.Homework.
①Review these sentences：What’s the matter？I have...
②Finish the exercises.
3.Teaching postscript.
Unit 1　Where did you go on vacation
The third period　Section A(GF－4c)
Word: herself
Sentences：①What’s the matter ②I have a stomachache.
③Do you have fever ④Yes, I do./No, I don’t.
Teaching Reflection：
No. in total
Unit 1 Where did you go on vacation
Period 4
Teaching Contents：Section B(1a—1d)
Teaching Topic：Man & Society
Teaching objectives：
Master the key words & phrases: bandage, press, sick, knee, nosebleed and sentences:
Put a bandage on it.
Take his temperature.
Put some medicine on it.
The teacher should try to cultivate the students’ consciousness to take care of themselves.
Teaching important &difficult points：
Learn some ways of fist aid.
1.The vocabulary：bandage, press, sick, knee, nosebleed
2.Target language：Put a bandage on it./Take his temperature./Put some medicine on it.
Teaching Procedures：
Step 1 Preparation
1.Greetings.
2. Show the students a character — a school nurse. And if they have some problems, she can help them.
3. Talk about what they should do when they have health problems and accidents.
Step 2 Presentation
Pre-listening
Work on 1a.
1. Look at the pictures and talk about what happened to them. Then put the treatments in order.
2. Make a conversation by using the information in 1a.
While-listening
1.1b—Listen to the school nurse. Check (√) the problems you hear.
2.1c—Listen again. Write the letter of each treatment next to the problems you check in the chart above.
Listen again and fill in the blanks.
Step 3 Practice
Today the school nurse is not at school. If your classmates have an accident, can you help them
Try to make a conversation by using the information they learned in this class.
Talk about other accidents that often happen to students.
Make the students know that it’s useful and important to learn some knowledge about first aid.
Step 4 Production
Think about the questions:
1. If you have an accident, what will you do
2. What can we do to avoid accidents
Step 5 Progress
Summarize what first aids they have learned in this class.
Homework.
Teaching postscript.
Unit 1　What’s the matter
The fourth period　Section B(1a—1d)
Teaching Reflection：
No. in total
Unit 1 Where did you go on vacation
Period 5
Teaching Contents：Section B(2c－2e)
Teaching Topic：Man & Society
Teaching objectives：
Master the key words : breathe, sunburned, ourselves, climber, be used to, risk, take risks, accident, situation, kilo, rock, run out of
2.After the class, students can retell the story and can understand the meaning of “between a rock and a hard place”.
Teaching important &difficult points：
Ss can describe the process that how Aron saved himself and uns
Teaching Procedures：
Step 1 Preparation
Greetings.
The teacher plays a video to the class and asks Ss to watch the video and answer the 3 questions:
①What sport is the man doing
②What do you think of the sport
③What danger may he meet
3.Ss watch the video and answer the questions.
Step 2 Presentation
1.The teacher shows the title and the picture.
2. Ss look at the title and the picture to predict the main idea and judge the text type of the passage.
3.The teacher shows the mind map of the passage.
4. Ss read the passage to find out the character, place, time, cause, process and ending of the story.
5.Then teacher checks the answers and guide Ss to explore the true meaning of between a rock and a hard place, making good decisions and controlling life.
6.The teacher asked：1.What does the writer want us to learn Where do you find it
7.Ss find out the answers in the passage.
8.The teacher asks what Aron’s spirit is.
Step 3 Practice
Read the statements and circle True, False or Don’t Know.
Read the passage again and answer the question.
Put the sentences in the correct order. Then use them to tell Aron’s story to your partner. Try to add other details from the reading.
Step 4 Production
1.The teacher asks Ss to think about the two questions:
2.Why did Aron lost his arm Is it just because he was caught by a big rock
3.If time goes back to April 26, 2003 and you are Aron, what can you do to avoid(避免) the accident (or so that you don’t have to cut your arm)
4.Ss think and answer the questions to come to the conclusion that Aron lacks enough awareness of safety and a hard place They can choose a situation.
5.Ss discuss the situations and report to the class.
6.The teacher listens and ask more inquiries and evaluate the reporters with the students
according to the requirements.
Step 5 Progress
1.The teacher asks students discuss the question and report:Have you ever met/seen/heard a situation between a rock and a hard place Ss present 5 possible situations.
2.Ss choose a situation and discuss the question and report: Have you ever met/seen/heard a situation between a rock and a hard place
3.Teaching postscript.
Unit 1　What’s the matter
The fifth period　Section B(2c－2e)
1．Key vocabulary：breathe, sunburned, ourselves, climber, be used to, risk, take risks, accident, situation, kilo, rock, run out of
2．Have you ever met/seen/heard a situation between a rock and a hard place
Teaching Reflection：
No. in total
Unit 1 What’s the matter
Period 6
Teaching Contents：3a-Self check
Teaching Topic：Man & Society
Teaching objectives：
Master the word: nurse
Review the usages of talking about your health problems.
Learn to use the modal verb should to give advice.
Teaching important &difficult points：
Write the article.
Teaching Procedures：
Step 1 Preparation
Dictate the new words and phrases in this unit. Then check them with each other.
Step 2 Presentation
T：Good morning，boys and girls! What health problems and accidents do we usually have in our life
1. Please write different health problems next to the body parts. Then write more health problems you know of.
Head：have a headache Back：have a sore back Throat：have a sore throat
Tooth：have a toothache Stomach：have a stomachache
2. Play a game.
The teacher prepares some pieces of paper，and writes down the problems on the paper. Then the teacher gets some students to act them out. The others try to guess them and give some advice. They can use the following sentences.
Step 3 Practice
T：So there are lots of problems in our life. Now let’s look at this picture. What does he do
S1：He is a doctor.
T：Now look at another picture. What does she do
S1：She is a nurse.（板書nurse）
　T：Do you want to be a nurse when you grow up
　S1：Yes，I do.
　Now look at the picture in 3b. Ask and answer the questions in groups.
（1）What’s the matter with the girl in the picture
　　 She cut herself.
（2）What is the school nurse doing in the picture
　　 She is putting some medicine on the cut.
（3）What should the girl do after the treatment
　　 She should be careful.
Step 4 Production
1. Brainstorm.
　Ask the students to brainstorm health problems that the students might encounter. Elicit and write answers on the board. Ask the students to imagine a health problem. How the problem might have happened And what advice should be given
2. Extend the conversation.
（1）Work in pairs. Write the conversation between the nurse and the student using the notes in 3a.
（2）Role-play the conversation in pairs.
3. Practice in groups.
　Look at the chart. First fill in the chart，and then report it.
problems should shouldn’t
have a stomachache
have a nosebleed
have a toothache
have a headache
have a cold
　　Report it like this：If you have a stomachache，you should lie down and rest. You shouldn’t eat so much next time...
Step 5 Progress
Discuss the language points in groups and fill in the blanks.
　詢問某人健康問題的表達(dá)方法有：
（1）What’s the matter with sb.
（2）What’s the trouble with sb.
（3）What’s the problem with sb.
（4）What’s wrong with sb.
（5）What happened to sb.
2. don’t feel well意為“感覺不舒服”，相當(dāng)于feel sick/ill。
（1）feel是連系動(dòng)詞，意為“覺得；摸起來”，其后接形容詞作表語(yǔ)。類似的詞還有：“看起來”look，“聽起來” sound，“有……的味道”taste，“有……的氣味”smell。
（2）well表示健康狀況時(shí)，是形容詞，意為“身體好的，健康的”。
　I don’t feel very well. 我覺得身體不太好。
　注意：well作副詞，意為“好”，修飾動(dòng)詞。
　The boy plays football well.（其中well修飾plays）
3.Homework.
Prepare for the coming exam.
3.Teaching postscript.(omission)
Teaching Reflection：No. in total
Unit 2 I’ll help to clean up the city parks.
Period 1
Teaching Contents：Section A(1a 2d)
Teaching Topic：Man & Society
Teaching objectives：
1.Grasp the new words and phrases in this class.
2. Know different ways to help others;
3. Master how to express willingness and give advice.
Teaching important &difficult points：
Try to use the sentences like “I hope to.../I’d like to.../I want to...“that offer help to others.
Teaching Procedures：
Step 1 Preparation
1. Greetings.
2. Watch a video about volunteers.
Step 2 Presentation
1. Free talk.:
①Who are they
②What is a volunteer
③What do you think of volunteers
2. Brain-storm:
As students, what could you do to help others (outside school& at school).Give students some pictures and let students make their own sentences with them.
3. Listening in 1b.
①Before listening. Learn new phrases in the sentences with the help of the pictures.
②While listening. Listen to 1b. Pay attention to the key information and number the ways.
③Listen again and fill in the blanks.(Pay attention to the key words with yellow color.)
Step 3 Practice
1.Listening in 2a.Listen and check(√)the ways they are going to tell people.
2.Listening in 2b.
3.Listen again and fill in the blanks.
①We need to _____ __ _____ a plan to tell people about the city park clean-up.
②Clean-Up Day is only two weeks from now. We can’t ____ ____ making a plan.
③We could ____ ____ signs. That’s a good idea.
④Let’s make some notices, too. Then I’ll ____ them ____ after school.
⑤We could each ____ ____ 10 students and ask them to come. Then check the answers.
Speak out the dialogue of 2d.
Answer the questions.
Step 4 Production
Look at the form carefully, ask: Did the people do the following things Then ask the students to listen carefully and check the answers. Play twice and ask the students to check the answers in pairs and then check the answers together.
Step 5 Progress
1.Role play:
Make role-play conversations among Helen and Tom. Ask one or two groups to show the conversation first and then get the students to practice in groups.
Homework.
①Practice the conversation on Page 10，2d.
②Finish the exercises.
3.Teaching postscript.
Unit 1 I’ll help to clean up the city park
The first period　Section A(1a－2d)
1．Key words and expressions：clean up, cheer, cheer up, give out, volunteer, come up with, put off
2．Target language：
I’ll help to help homeless people.
She decided to try out for a volunteer after-school reading program.
Teaching Reflection：
No. in total
Unit 2 I’ll help to clean up the city parks.
Period 2
Teaching Contents：Section A 3a-3C
Teaching Topic：Man & Society
Teaching objectives：
Language competence: key words & expressions
To express offering to help with the target language and structure.
To pay attention to the society and care for others.
Teaching important &difficult points：
1.Be able to understand the passage about volunteering.
2.Master the language points of this period.
Teaching Procedures：
Step 1 Preparation
T：You’re your teacher today. Look at some of my pictures and tell how I feel most of time. Yes, I feel happy most of time. And many things in life make me happy, can you guess In my life, what makes me happy To read books/ To cook food/ To play sports /To help others make me happy. I think to help others also make others happy.
A happy world is a world where we can help the people in need. What can I do to help these people Read books to the sick children to cheer them up. Cook food for the homeless people to stop hunger. Give away books to the poor children to help them learn.
Step 2 Presentation
1.Before reading When I help others, I meet many friends. They have the same title. Here is a picture of them. We call them volunteers. I think anyone who is willing to help others can be volunteers. Mario and Mary are two of them. I think they are very great. And there is a passage about the month magazine. Shall we read to know more abou them Firstly, look at two pictures of them. Can you guess what they volunteer to do
2.Reading for information Let’s get closer to Mario and Mary
Name Loves (to do) Hopes to do Volunteer Place Feelings
Mario Green
①When did he get the feeling of satisfaction
②When do you get the feeling of satisfaction
When I_________________________,I get a feeling of satisfaction.
Name Loves (to do) Hopes to do Volunteer Place Feelings
Mary Brown
Why does she think so Because she can do what she loves and help others at the same time. Did she get a feeling of satisfaction like Mario Yes, she did. Which sentences show her feelings of satisfaction “You can see in their eyes that they are going on a different journey with each new book.”
So we can see that they also get something from volunteering.
Step 3 Practice
What do they get from volunteering Mario learns about how _______ animals. It is helpful for him, because he would like ______ an animal doctor. And he believes it can help him _______ his dream job. Mary loves ______________,so he decided _____________for a job at an after-school reading program last year. It is a dream coming true for her.Now she still works there kids learn How much time do they give up to volunteering They only need to give up several hours each week.
Step 4 Production
Discussion after reading Hobby,dream and volunteering: we can see that these two students do what they love to do to help others. At the very beginning of the class, I have told you some of my hobbies, do you still remember Who has the same hobby as me I want to do some volunteering work related with my hobbies. As we have some hobbies in common, can we think out more ways to help others together Let’s find out more people to do more things together. One example: I love to_________. And in my class, I have many friends who also love to __________. As ______lovers, I think we can _______to __________________.We also hope to ________________to____________________________. And if we have more time, we even love to ______________________to ___________________________.I hope that what we do to help others can make a much happier world, which can also give us the strong feeling of satisfaction. Let’s take action now!
Step 5 Progress
1.Make a summary of the class.
2.Homework
3.Teaching postscript.
Unit 2 I’ll help to clean up the city parks.
The second period　Section A(3a－3c)
New words and expressions Sentences
1.several2.strong3.feeling4.satisfaction 1....I get such a strong feeling of...2....you can see in their eyes that...3.Volunteering here is a dream for me.
Teaching Reflection：
No. in total
Unit 2 I’ll help to clean up the city parks.
Period 3
Teaching Contents：Section A(GF－4c)
Teaching Topic：Man & Society
Teaching objectives：
Master the key words and expressions:raise,midnight,alone,repair,fix,fix up,give away,take after,broken
Master the sentences:
I’d like to help homeless people.
You could ask hospitals to let you visit the kids and cheer them up.
She volunteers there once a week to help kids learn to read.
Infinitives as objects, adverbial and object complement.
Modal verb could for suggestions.
Teaching important &difficult points：
1.Infinitives as objects, adverbial and object complement.
2.Modal verb could for suggestions.
Teaching Procedures：
Step 1 Preparation
Retell the plete the sentences.
Mario and Mary _____ _____several hours each week _____ _____others. He _____ wants _____ more about_____ _____ care for animals.
Step 2 Presentation
T:Do you want to be a volunteer What kind of volunteer work do you think you could do
I’d _____ _____ homeless people.
You could _____ hospital _____ _____ you visit the kids and cheer them up.
She _____ there once a week _____ _____kids learn to read.
She _____ _____try out for a volunteer after school reading program.
Step 3 Practice
1.Let students read the sentences in Grammar Focus and sum up the use of the infinitives.
2.Ask students to fill in the blanks in 4a and then check the answers.
3.Ask students to fill in the blanks with the correct forms of the verbs in the box of 4b.
4.Use infinitives to complete the sentences with your own ideas.
Step 4 Production
1.Group work
A:As a volunteer, what can you do
B:I decide _______________.
Have a report like this:
Wuxi International Marathon is coming, In our group, I’d like to_____________
XX hopes_______________________
XX plans to_____________________
XX expects to___________________
XX volunteers to.....We like to help others because....
2.What have you learned today in class or in group work And what problems do you still have
Step 5 Progress
1.Make a summary of the class.
2.Homework.
①Review these sentences
②Finish the exercises.
3.Teaching postscript.
Unit 2 I’ll help to clean up the city parks.
The third period　Section A(GF－4c)
1.Word: raise,midnight,alone,repair,fix,fix up,give away,take after,broken
2.Sentences：
①I’d like to help homeless people.
②You could ask hospitals to let you visit the kids and cheer them up.
③She volunteers there once a week to help kids learn to read.
Teaching Reflection：
No. in total
Unit 2 I’ll help to clean up the city parks.
Period 4
Teaching Contents：Section B(1a—1d)
Teaching Topic：Man & Society
Teaching objectives：
Master the key words & phrases:
repair,fix,fix up,give away,take after,broken,wheel and sentences:
Jimmy fixes up broken bicycle parts,like wheels.
Jimmy sells bikes.
Jimmy takes after his mother.
The teacher should try to cultivate the students’ consciousness of helping others.
Teaching important &difficult points：
1.The expressions：repair,fix,fix up,give away,take after,broken,wheel
2.Cultivate the students’ consciousness of helping others.
Teaching Procedures：
Step 1 Preparation
1. Greetings.
2.Present new items by showing some pictures:
He has run out of money.
The girl takes after her mother.
He is fixing up a bike.
He is giving away clothes to the girl.
Step 2 Presentation
Pre-listening
Work on 1c—Look at the pictures and predict Jimmy’s story.
What happened to Jimmy
While-listening
1. Listen and number the pictures in 1c.
2. Listen again and circle T or F in 1d.
3. Listen again and answer the questions.
(1)Why do we call Jimmy a Bike Boy
(2)Who does he want to help
(3)Does his father support him
(4)What’s Jimmy’s problem now
(5)What do you think of Jimmy
Step 3 Practice
1. Listen and try to repeat twice or three times.
2. Role-play a conversation between Jimmy and the reporter.
3. Finish the mind map.
Step 4 Production
Think about the questions:
1. What can Jimmy do to raise money
2. If you were Jimmy, would you do the same things like him
Step 5 Progress
1.Summarize what first aids they have learned in this class.
2.Homework.
3.Teaching postscript.
Unit 2 I’ll help to clean up the city parks.
The fourth period　Section B(1a—1d)
Teaching Reflection：
No. in total
Unit 2 I’ll help to clean up the city parks.
Period 5
Teaching Contents：Section B(2c－2e)
Teaching Topic：Man & Society
Teaching objectives：
1.Master key words，phrases and sentences.
2.Learn to guess the word's meaning by knowing the part of the speech.
Teaching important &difficult points：
Be able to understand the passage by guessing the meanings of the words.
Teaching Procedures：
Step 1 Preparation
Ask students the question：How do you usually thank someone who helps you？After that，ask students to discuss this question with their partners.Then ask some of them to give their answers.
Step 2 Presentation
1.Ask students to read the letter in 2b and answer the questions：
(1)Who wrote the letter to Miss Li？Why
(2)What did Miss Li do
2.T asks students to Read the passage and find out the main idea of each paragraph.
3.Ask students to read the passage slowly and carefully and underline the key words，phrases and sentences.The teacher explains their usages with PPT.
4.Let students look at the list of words in 2c.Circle the part of speech of each word and make their own sentences with those words.The teacher can give an example.Then ask students to give their answers.
5.T asks students to finish the task in 2d-- Use the information in the letter to make true sentences by matching the different parts.
Step 3 Practice
1.Ask students to use the information in the letter to make true sentences by matching the different parts in 2d.Then show them the correct answers to check.
2.Ask students to discuss the questions in 2e with a partner.Ask students to give their answers after the discussion.
Step 4 Production
1.T asks students to Retell the story according to the mind map.
2.T asks students to Read aloud and then complete the passage below.
3.T asks students to learn a reading strategy.
Step 5 Progress
1. Discuss the questions with a partner.
2. Summarize the contents the class.
3.Teaching postscript.
Unit 2 I’ll help to clean up the city parks.
The fifth period　Section B(2c－2e)
Teaching Reflection：
No. in total
Unit 2 I’ll help to clean up the city parks.
Period 6
Teaching Contents：3a-Self check
Teaching Topic：Man & Society
Teaching objectives：
1.Review the verbal phrases of this unit.
2.To write a letter or an e-mail to the place you want to volunteer at.
3.Finish some exercise on textbook.
4.Be able to comprehensively utilize the language knowledge learned.
5. Educate students to be able to help society and others based on their own strengths.
Teaching important &difficult points：
To write a letter or an e-mail to the place you want to volunteer at.
Teaching Procedures：
Step 1 Preparation
1.Greeting.
2.T asks students to watch a video and answer the questions.
3.T asks students to Look at the following pictures and say what these volunteers are doing.
4.T asks students: What kind of volunteer work would you like to do Share the reason with your partner.
Step 2 Presentation
1.T asks Ss to finish the task in 3a-- Look at these kinds of volunteer work. Can you add more What would you like to do Discuss it with a partner.
2.T asks Ss to finish the task in 3b-- Write a letter or e-mail to the place you want to volunteer at.
3.T asks Ss to Think and discuss how to write an application.
4.T asks Ss to Read essay requirements and complete the question and fill in the blanks.
5.T asks Ss to Find out the main structure to help you plan your writing.
6.T asks Ss to Try to organize the outline according to the sample writing.
7.T asks Ss to Try to organize the outline.
8.T uses the four squares to help students to organize the writing structures and help student to know what to write in each paragraph.
Step 3 Practice
1.T leads students to think about the specific content and sentence structure of each paragraph.
2.T shows the writing structure and asks students to follow the prompts to complete their article.
T shows other useful sentences to students.
Step 4 Production
1.T shows a possible version to students and asks them to check out.
2.T asks students to self-check and peer-check.
T shows the Grading Standard to the students.
Step 5 Progress
1.T asks students to finish the task in the Self Check:
2.Exercise 1—Fill in each blank with a possible verb to make a phrasal verb.
3.Exercise 2—Fill in the blanks with the appropriate phrasal verbs or infinitives.
4.Teaching postscript.
Unit 2 I’ll help to clean up the city parks.
The sixth period　Section B 3a-self check
Teaching Reflection：No. in total
Unit 3 Could you please clean your room
Period 1
Teaching Contents：Section A 1A-2C
Teaching Topic：Chores and permission
Teaching objectives：
At the end of the class, the students will be able to:
1. learn to make polite requests.
2. learn to ask for permission.
3. learn and review some verb phrases.
4. learn new words:
rubbish, fold, sweep, floor, mess…
Teaching important &difficult points：
Key vocabulary:
rubbish, fold, sweep, floor, mess
take out the rubbish
2.Key sentences:
a. Could you please sweep the floor Yes, sure.
b. I’m going to work on it now.
c. Could I at least finish watching this show
d. Because Mom will be back from shopping any minute now.
e. She won’t be happy if she sees this mess.
3. Structure:
a. Could you please +v /not v....
b. as soon as
c. two hours of TV.
Teaching Procedures：
Step 1 Preparation
Show some pictures and learn the new words and phrases starting with “Do you often help your parents do chores ”
Read the phrases.
Step 2 Presentation
Show three sentences to ask for permission.
Compare which sentence is more polite and lead in the key sentence:
Could you please do...
3.Work on 1a. Do you do these chores at home Discuss them with your partner.
Work on 1b. Listen. Who will do these chores Check (√) Peter’s mother or Peter.
Read the phrases in 1b.
Step 3 Practice
1.Work on 1c. Make conversations about the chores in 1a.
2.Work in pairs.
A: Could you please sweep the floor
B: Yes, sure. Can you do the dishes
A: Well, could you please do them I’m going to clean the living room.
B: No problem.
3.Work on 2a. Listen. Peter asks his father if he can do four things. What does his father say Check (√) “yes” or “no”.
4.Work on 2b. Listen again. Why does Peter’s father say “no” Draw lines to the reasons in the chart in 2a.
5.Work on 2c. Make conversations between Peter and his father.
Step 4 Production
Role-play the conversation 2c.
Read the conversation and learn how to make polite requests.
Step 5 Progress
1.Show some exercises to practice the key words and the target language.
2.Try to make a list of the housework you do in your home.
3.Homework:help your parents do some chores at home and write a dialogue.
Unit 3 Could you please clean your room
Section A (1a-2c)
1. rubbish, take out the rubbish, fold, sweep, floor, mess.
2. a. Could you please sweep the floor Yes, sure.
b. I’m going to work on it now.
c. Could I at least finish watching this show
d. Because Mom will be back from shopping any minute now.
e. She won’t be happy if she sees this mess.
3. a. Could you please +v /not v....
b. as soon as
Teaching Reflection：
No. in total
Unit 3 Could you please clean your room
Period 2
Teaching Contents：Section A 2d&GF
Teaching Topic：Chores and permission
Teaching objectives：
At the end of the class, the students will be able to:
1. learn to make polite requests and ask permission politely.
2. develop your summarizing skills.
3. learn new words: pass, borrow, lend, finger, hate, while…
Teaching important &difficult points：
1. Key vocabulary:
pass, borrow, lend, finger, hate, chore, while.
lend sb sth., pass sb sth., try not to do, hate to do/ doing.
2. Key sentences:
a. Could I go out for dinner with my friends
b. Could we get something to drink after the movie
c. I’ll finish my homework while you help me with the dishes.
3. Structure
a. lend sb sth.=lend sth. to sb.
b. pass sb sth.=pass sth. to sb.
c. try not to do
d. hate to do/ doing
4. Learn how to use modal verbs to make requests and ask for permission.
Teaching Procedures：
Step 1 Preparation
1.Show some pictures and review the sentences “Could you please.... ”.
2.Play the tape of 2d for Ss to listen and repeat.
3. Make Ss work in pairs to role- play the conversation.
4. Have a competition to practice the conversation.
5. Fill in the blanks according to the conversation.
Step 2 Presentation
1.Show Grammar Focus.
2.Ask one student to read the sentences and show the grammar focus.
3. Pay attention to modal verbs “could”.
Step 3 Practice
1.Work on 4a. Write R for requests and P for permissions. Then match each one with the correct response.
2. Read the requests and the permissions in 4a.
3. Work on 4b. Fill in the blanks in the conversation.
4. Read the conversations.
Step 4 Production
1.Work on 4c. Make a list of things your group needs to do for a camping trip. Then discuss who will do them and complete the chart.
A: Could you please bring Liu Chang
B: Sure. And could you please...
C: Sorry, I can’t. I have to...
2.Work in pairs.Make a conversation about the trip.
Step 5 Progress
1.Show some exercises to practice the grammar.
2.Choose the exercise to practice: borrow, keep.
3.Homework:finish the exercises on the workbook.
Unit 3 Could you please clean your room
Section A 2d&GF
1. pass, borrow, lend, finger, hate, chore, while.
lend sb sth., pass sb sth., try not to do, hate to do/ doing.
2. a. Could I go out for dinner with my friends
b. Could we get something to drink after the movie
c. I’ll finish my homework while you help me with the dishes.
3.a. lend sb sth.=lend sth. to sb.
b. pass sb sth.=pass sth. to sb.
c. try not to do
d. hate to do/ doing
Teaching Reflection：
No. in total
Unit 3 Could you please clean your room
Period 3
Teaching Contents：Section A3a-3c
Teaching Topic：Chores and permission
Teaching objectives：
At the end of the class, the students will be able to:
1. read the story between Nancy and her mom.
2. learn to help parents with the housework.
3. learn new words: throw, neither, shirt…
Teaching important &difficult points：
1.Key vocabulary:
throw, neither, shirt,
all the time, as soon as,
2.Key sentences:
a. our dog welcomed me when I came home from school.
b. The minute I sat down in front of the TV, my mom came over.
c. I’m just as tired as you are!
d. She did not do any housework and neither did I.
e. I finally understand that we need to share the housework to have a clean and comfortable home.
3.Structures:
a. the minute=as soon as
b. Neither did I.
c. didn’t say anything= said nothing
Teaching Procedures：
Step 1 Preparation
Have a free talk:
Show some pictures and learn the new words and phrases.
Read the words and phrases.
Lead in 3a.
Step 2 Pre-reading
Fast reading. Work on 3a. Read the story and answer the questions.
a. Why was Nancy’s mom angry with her
b. Did they solve the problem How
2. Read 3a, find the answers and read the sentences.
Step 3 While-reading
Careful reading.
Read the story again and understand the main idea.
Read the story and underline some difficult phrases in the passage.
Step 4 Post-reading
1.Work on 3b. Read the sentences below. Underline the sentences from the reading that mean the same thing.
2. Read the phrases and write them down.
3. Work on 3c. Decide whether the underlined words in the sentences are verbs or nouns. Then write another sentence using the underlined word in the other form.
4. Read the sentences you make sentences and understand the underlined words.
Step 5 Progress
1.Write a passage about the advantages and disadvantages of doing housework. Share it with your classmate after you finish it.
2.Homework.
Unit 3 Could you please clean your room
Section A 3a-3c
1. throw, neither, shirt
all the time, as soon as
2. a. our dog welcomed me when I came home from school.
b. The minute I sat down in front of the TV, my mom came over.
c. I’m just as tired as you are!
d. She did not do any housework and neither did I.
e. I finally understand that we need to share the housework to have a clean and comfortable home.
3. a. the minute=as soon as
b. Neither did I.
c. didn’t say anything= said nothing
Teaching Reflection：
No. in total
Unit 3 Could you please clean your room
Period 4
Teaching Contents：Section B(1a－1e)
Teaching Topic：Chores and permission
Teaching objectives：
At the end of the class, the students will be able to:
1.Listen to the conversation between Sandy and her mom to get detailed information.
2.Make a conversation.
Teaching important &difficult points：
1.Key words:
snack,
invite...to a party, borrow some money, buy some drinks and snacks, go to the store, clean one’s room, use one’s CD player, be careful with..., move to the bedroom, clean the living room.
2.Key sentences:
a. -Could you clean your room -Yes, I can.
b. -Could I invite my friends to a party -No, you can’t have a party.
c. -Could you please... -Yes, sure. / Sorry, I can’t. I have to...
3. Structure
invite...to...
Teaching Procedures：
Step 1 Preparation
1. Show three questions and talk about things you do for your parents and things your parents do for you.
2. Lead in today’s topic.
Step 2 Presentation
Present the learning objectives.
1.Listen to the conversation between Sandy and her mom to get detailed information.
2.Make a conversation.
Step 3 Practice
Pre-listening
1.Work on 1a. What do teenagers ask their parents’ permission for What do parents ask their teenagers to do Write parents or teenagers next to each phrase.
2.Read the phrases teenagers and parents do.
3.Work on 1b. Use the phrases in 1a to make conversations.
Parent: Could you clean your room
Child: Yes, I can.
Child: Could I invite my friends to a party
Parent: No, you can’t have a party....
4.Work in pairs and practice the conversation.
5.Have a discussion:
If you are having a party, what should you do before the party
Show the things you and your partner can do.
While-listening
1.Work on 1c.
Play the tape of 1c. Listen and check (√ ) the things in activity 1a that you hear.
b. Read the phrases you hear in 1a.
2. Work on 1d.
a. Listen and fill in the chart.
b. Write down what Sandy’s mom, Sandy and Dave are going to do.
c. Read the sentences.
Step 4 Production
Work on 1e. You are having a party. Ask your partner for help with these things.
A: Could you please take out the rubbish
B: Yes, sure.
Work in pairs and practice the sentences.
Step 5 Progress
Show some exercises to practice the key vocabulary, the key sentences and structures.
Homework: finish the exercises.
Unit 3 Could you please clean your room
Section B (1a-1e)
1.snack,
invite...to a party, borrow some money, buy some drinks and snacks, go to the store, clean one’s room, use one’s CD player, be careful with..., moveto the bedroom, clean the living room.
2. a. -Could you clean your room -Yes, I can.
b. -Could I invite my friends to a party -No, you can’t have a party.
c. -Could you please... -Yes, sure. / Sorry, I can’t. I have to...
3. invite...to...
Teaching Reflection：
No. in total
Unit 3 Could you please clean your room
Period 5
Teaching Contents：Section B(2a—2e)
Teaching Topic：Chores and permission
Teaching objectives：
At the end of the class, the students will be able to:
1. list different ideas about whether kids should do chores or not.
2. share your own ideas according to the passage.
Teaching important &difficult points：
1.Key vocabulary:
stress, waste, anyway, provide, depend, develop, independence, fairness, since, neighbor, ill, drop, independent.
a waste of time, spend...on...,in order to, provide...for...,depend on, do one’s part in doing, take care of, as a result.
2.Key sentences:
a. They should spend their time on schoolwork in order to get good grades and get into a good university.
b. It is the parents’ job to provide a clean and comfortable environment at home for their children.
c. It is not enough to just get good grades at school.
d. Since they live in one house with their parents, they should know that everyone should do their part in keeping it clean and tidy.
3. Structure
a. It is + adj. to do....
b. There is no need for sb. to do...
c. The +比較..., the +比較...
Teaching Procedures：
Step 1 Preparation
1.Work on 2a. Discuss the questions with your partner.
-What do you often do to help your parents at home
-Do you think kids should help out with chores at home
2.Answer the questions and read them.
Lead in 2b.
Step 2 Presentation
Fast reading
1. Learn the reading strategies. Learn to skim when reading.
2.Work on 2b. The Sunday Mail magazine invited parents to write about whether they think young people should do chores at home. Reading the following letters. Which one agrees and which one disagrees
3. Read 2b quickly and find the main idea through looking through the first sentences.
Careful reading.
Work on 2c. According to Ms. Miller and Mr. Smith, what are the pros and cons about kids doing chores
Complete the chart and read their ideas.
Work on 2d. Write one sentence with each phrase from the letters.
Make sentences with each phrase and read them.
Step 3 Practice
1.Work on 2e. Discuss the questions with a partner.
a.Which letter do you agree with Why
b.What would you say to the person who wrote the letter you don’t agree with
2. Have a group work and write your idea down.
3. Do you think children should do some chores at home Why or why not Discuss this with a partner and take notes.
Step 4 Production
Practice the language points by doing these exercises.
Step 5 Progress
1.List the words and expressions you’ve learnt in this section.
2. Do you think kids should help out with chores at home Write down your ideas and give reasons.
Unit 3 Could you please clean your room？
Section B (2a-2e)
1.stress, waste, anyway, depend, depend on, develop, independence, fairness, since, neighbor, ill, drop, independent.
a waste of time, spend...on...,in order to, provide...for...,depend on, do one’s part in doing, take care of, as a result.
2.a. They should spend their time on schoolwork in order to get good grades and get into a good university.
b. It is the parents’ job to provide a clean and comfortable environment at home for their children.
c. It is not enough to just get good grades at school.
d. Since they live in one house with their parents, they should know that everyone should do their part in keeping it clean and tidy.
3. a. It is + adj. to do....
b. There is no need for sb. to do...
c. The +比較..., the +比較...
Teaching Reflection：
No. in total
Unit 3 Could you please clean your room
Period 5
Teaching Contents：Section B(3a－Self Check)
Teaching Topic:Chores and permission
Teaching objectives：
At the end of the class, students will be able to：
1. list different ideas about whether kids should do chores or not.
2. write a letter to express your opinions.
3. review the phrases in this Unit.
Teaching important &difficult points：
1.Key vocabulary:
fair, unfair.
2. Key sentences:
a.I think/believe that ....
b.I agree/disagree that ....
c.I think it is fair/unfair for children to ....
d.I think children should/should not .... because....
e.For example, they should/should not....because....
3. Structures
a. I think/believe that ....
b. I agree/disagree that ....
Teaching Procedures：
Step 1 Preparation
Show some pictures and talk about how to behave politely.
2.Review how to ask for/give permissions politely with “Could you please ... ”
3. Review the phrases of Unit 3.
Step 2 Presentation
1.Work on 3a. Do you think children should do some chores at home Why or why not Discuss this with a partner and take notes.
2. Complete the sentences and read them.
Step 3 Practice
1.Work on 3b. Write a letter to the Sunday Mail and
express your opinion.
2. Show the following expressions:
Dear Sir or Madam,
I think/believe that _____________.
I agree/disagree that ____________.
I think it is fair/unfair for children to ___________.
I think children should/should not _________ because _____________.
For example, they should/should not____because______.
Yours truly,
__________
3. Show the writing model.
4. Write a passage about your opinion of doing housework.
Step 4 Production
1. Make a list of chores using these verbs.
2. Are these polite requests or permissions Write the numbers in the correct places in the chart.
3. Use the questions in activity 2 to write a conversation.
Step 5 Progress
Polish the article.
Unit 3 Could you please clean your room
Section B 3a-Self check
Teaching Reflection：
No. in total
Unit 3 Could you please clean your room
Period 6
Teaching Contents：Revision
Teaching Topic:Chores and permission
Teaching objectives：
Master the words, phrases and expressions of the unit.
Teaching important &difficult points：
Use the words, phrases and expressions correctly.
Teaching Procedures：
Step 1 Preparation
Try to review the words and phrases of the unit.
Step 2 Presentation
1.Phrases:
help out with sth. finish doing sth.
take out the rubbish fold the clothes
do the dishes be angry with sb.
solve the problem take the dog for a walk
all the time walk away
2.Sentences:
Could I go out for dinner with my friends
Sure, that should be OK.
Could we get something to drink after the movie
No, you can’t. You have a basketball game tomorrow.
Could you please take the dog for a walk
OK, but I want to watch one show first.
Step 3 Practice
Do some exercises.
Step 4 Production
Write down some sentences about requests and permissions.
Step 5 Progress
1.Analyse the usage of Could.
2.Homework.Prepare for the coming exam.
Teaching Reflection：
Sample:
Dear Sir or Madam,
I believe that children should do some chores at home. I disagree that children’s only job is study hard and do well at school. Of course, it is important for children to study hard. However, I think it is unfair for children to expect their parents to work hard outside and do all the household chores, too.
.....
Yours truly,
Chen ShiNo. in total
Unit 4 Why don't you talk to your parents
Period 1
Teaching Contents：Section A 1A-2C
Teaching Topic: Interpersonal communication
Teaching objectives：
At the end of the class, the students will be able to:
1.learn to talk about problems.
2.learn to give advice.
3.learn new words:
allow, wrong, guess, deal, relation, communication, argue, cloud, elder, instead, whatever, nervous, offer, proper, secondly, explain, clear...
Teaching important &difficult points：
1.Key vocabulary:
allow, wrong, guess, deal.
What’s wrong look through, big deal, have a fight with,work out, tell sb. to do, give... back to,be angry with.
2.Key sentences:
a. Why don’t you... = Why not...
b. What about... = How about...
c. You should call him so that you can say you’re sorry.
d. I found my sister looking through my things yesterday.
3.Structure:
a. Why not do... b. What about doing... c. ... so that... d. ...through...
Teaching Procedures：
Step 1 Preparation
1.Learn the words and expressions of this class.
2.Look at the pictures and let’s learn the new words.
What’s wrong midnight, look through, guess
Read the new words.
Step 2 Presentation
1.Show some pictures and show their problems.
What should they do
2.Read the sentences and think about your suggestions.
Why don’t you... Why not... You should...
3.Work on 1a. Look at these problems. Do you think they are serious or not Write them in the appropriate box.
4.Work on 1b. Listen and circle the problems you hear in 1a.
5.Read the sentences in 1b.
6.Work on 1c. Look at the problems in 1a and make conversations.
7.Work in pairs.Role-play a conversation about Mary’s morning.
A: What’s wrong, Eric
B: I’m tired because I studied until midnight last night.
A: Why don’t you go to sleep earlier this evening
Could you give Eric some advice What should he do
Step 3 Practice
Work on 2a. Listen. Peter’s friend is giving him advice. Fill in the blanks with could or should. Check answers in class.
2.Work on 2b. Listen again. Why doesn’t Peter like his friend’s advice Write the letters (a-e) next to the advice in 2a.
3.Work on 2c. Role-play a conversation between Peter and his friend.
Step 4 Production
Work on 2c.
Read the conversation and work in pairs.
Step 5 Progress
1.Show some exercises to practice the key words and the target language.
2.Practice with your partner on how to give advice when you have problems, using “Why don’t you.... ” Or “Why not... ”
Unit 4 Why don’t you talk to your parents
Section A (1a- 2c)
1.allow, wrong, guess, deal.
look through, big deal, have a fight with,work out, tell sb. to do, give... back to,be angry with.
2.a.Why don’t you... = Why not...
b.What about... = How about...
c.You should call him so that you can say you’re sorry.
d. I found my sister looking through my things yesterday.
3. a.Why not do... b. What about doing... c. ... so that... d. ...through...
Teaching Reflection：
No. in total
Unit 4 Why don't you talk to your parents
Period 2
Teaching Contents：Section A 2d&GF
Teaching Topic: Interpersonal communication
Teaching objectives：
At the end of the class, the students will be able to:
1. learn to talk about problems.
2. learn to give advice.
3.learn how to use “although, so that, until ”.
Teaching important &difficult points：
1.Key vocabulary:
copy, return,anymore.
be angry with, be worried about, copy one’s homework, be afraid of doing, return ...to....
2.Key sentences:
a. My sister borrows my clothes without asking.
b. You could tell her that this makes you angry so that she’ll ask you next time.
c. You don’t have any now, you will soon make some.
d. You are afraid of speaking in front of people.
3.Structure
a....although... b. ...until... c. ...so that.... d. not...anymore... e. without doing
Teaching Procedures：
Step 1 Preparation
1.Learn the new words and expressions.
2.Read them aloud.
Step 2 Presentation
1.Role-play 2d.
2.Ask one student to read the sentences and show the grammar focus.
3.Explain the usage of :
a.Why don’t you...
b.What/How about...
c.Why not＋do...
d.could & should
Step 3 Practice
1.Work on 4a. Fill in the blanks with although, so that or until.
2. Read the sentences in 4a and pay attention to the words although, so that or until.
3. Work on 4b. Write one piece of advice for each problem. Then compare your advice with your partner’s and decide whether the advice is good or bad.
4. Read your problem and advice.
5. Work on 4c. Choose one of the problems and ask your classmates for advice. Decide which classmate has the best advice.
You left your homework at home.
Your best friend is more popular than you.
You are afraid of speaking in front of people.
Your best friend does not trust you anymore.
Your parents always argue.
Step 4 Production
Show your classmates’ advice to the class.
A: My best friend is more popular than me. I want to be like him. What should I do
B: You could try to be friendlier.
C: You should just be yourself.
Step 5 Progress
1.Show some exercises to practice the grammar:should + v
2. Review the grammar after class.
3. Write your problems and ask for advice.
Unit 4 Why don’t you talk to your parents
Section A 2d&GF
1.copy, return.
be angry with,be worried about,copy one’s homework,be afraid of doing,return ...to....
2.a.My sister borrows my clothes without asking.
b.You could tell her that this makes you angry so that she’ll ask you next time.
c.You don’t have any now, you will soon make some.
d.You are afraid of speaking in front of people.
3. a....although...
b. ...until...
c. ...so that....
d. not...anymore...
e. without doing
Teaching Reflection：
No. in total
Unit 4 Why don't you talk to your parents
Period 3
Teaching Contents：Section A 3a-3c
Teaching Topic: Interpersonal communication
Teaching objectives：
At the end of the class, the students will be able to:
1.read 3a and talk about Sad and Thirteen’s problems.
2.to learn to know the advice from Robert Hunt.
Teaching important &difficult points：
1.Key vocabulary:
relation,communication,argue,cloud,elder,instead,whatever,nervous,offer,proper,secondly, communicate, explain, clear.
get on with, hang over, refuse to do.
2.Key sentences:
a.My problem is that I can’t get on with my family.
b.I don’t know if I should say anything to them about this.
c.Instead he watches whatever he wants until late at night.
d.Maybe you could do... so that they have....
3.Structures:
a. ...whatever...
b.I don’t think this is ...
c.it’s adj. + to do...
Teaching Procedures：
Step 1 Preparation
1.Learn words and expressions.
2.Read the new words and expressions.
3. Answer these questions:
1) Do you get on well with your parents
2)Do you often argue with them
3)Do you have any brothers or sisters
Can you get on well with him/her
Step 2 Presentation
Fast reading.
1.Work on 3a. Look at this letter to a magazine and the reply from Robert Hunt, a school plete the chart.
2. Read the problems and the advice.
Careful reading.
1.Work on 3b. Do you agree or disagree with Mr. Hunt’s advice Why
I agree/disagree with his advice because...
2.Read the passage and write your advice.
Step 3 Practice
1.Work on 3c. Which words or phrases in the letters have the same or similar meanings as the following Write a sentence using each word or phrase.
2.Make up sentences with the similar words.
3.Read the sentences with the similar words.
Step 4 Production
Show your classmates’ advice to the class.
A: My best friend is more popular than me. I want to be like him. What should I do
B: You could try to be friendlier.
C: You should just be yourself.
Explain the language points and ask the ss to read them. Point out the usages of the following.
1. Instead,instead of
2. until
Step 5 Progress
Practice the language points by doing these exercises.
Homework
1.Retell the two letters according to the mind map and write them down.
2.Preview the Grammar Focus.
Unit 4 Why don’t you talk to your parents
Section A 3a-3c
1.relation, communication, argue, cloud, elder, instead, whatever. nervous, offer, proper, secondly, communicate, explain, dear.
get on with, hang over, refuse to do.
2.a. My problem is that I can’t get on with my family.
b. I don’t know if I should say anything to them about this.
c. Instead he watches whatever he wants until late at night.
d. Maybe you could do... so that they have....
3.a. ...whatever...
b. I don’t think this is ...
c. it’s adj. + to do.
Teaching Reflection：
No. in total
Unit 4 Why don't you talk to your parents
Period 3
Teaching Contents: Section B(1a－1e)
Teaching Topic: Interpersonal communication
Teaching objectives：
At the end of the class, the students will be able to:
1.learn the problems Wei Ming talks about and the advice Alice gives to him.
2.learn new words: member, pressure, compete…
Teaching important &difficult points：
1.Key vocabulary:
member, pressure, compete.
give sb a lot of pressure, compete with, get better grades.
2.Key sentences:
a. Although you may be unhappy with your parents, you should talk to them.
b. Life shouldn’t just be about grades.
c. You shouldn’t compete with your classmates to get better grades.
d. You should all be helping each other to improve.
3. Structure:
a. give sb sth=give sth to sb. b. compete with... c.should be doing
Teaching Procedures：
Step 1 Preparation
1.Show some pictures and know some pressure.
2.Learn how to low your stress and learn the phrases.
play sports, hang out with friends, talk to....
3.Learn the new words and lead into 1a.
Step 2 Presentation
1.Work on 1a. What activities do you like to do to help lower your stress Order them [1-8] with 1 being the most favorite thing you do to lower stress.
2. Look at the picture and learn the new phrases.
3.Work on 1b. Tell your partner about your answers in 1a.
Step 3 Practice
Work on 1c,1d.
1.Work on 1c. Listen and check ( ) the problems Wei Ming talks about.
2.Read the sentences.
3.Work on 1d. Listen again. What advice does Alice give to Wei Ming Fill in the blanks.
4.Read the sentences about Alice’s advice.
Step 4 Production
Work on 1e. What is your advice for Wei Ming Tell your partner and say why.
A: I think Wei Ming should ...
B: Why
A: Because ...
Step 5 Progress
1. Rewrite 1d and make a report.
2. Read the report and show it to Ss.
3.Homework.Write a short passage about your friend’s problem and give advice.
Preview the article in Section B 2b.
4.Teaching postscript.
Unit 4 Why don’t you talk to your parents
Section B (1a-1e)
1.anymore, member, pressure, compete.
give sb a lot of pressure, compete with, get better grades.
2.a. Although you may be unhappy with your parents, you should talk to them.
b. Life shouldn’t just be about grades.
c. You shouldn’t complete with your classmates to get better grades.
d. You should all be helping each other to improve.
3.a. give sb sth=give sth to sb. b. compete with... c.should be doing
Teaching Reflection：
No. in total
Unit 4 What’s the best movie theater
Period 4
Teaching Contents：Section B(2a—2e)
Teaching Topic:Interpersonal communication
Teaching objectives：
At the end of the class, the students will be able to:
1.read the article to learn the common problem for Chinese and American families.
2.learn new words:
opinion, skill, typical, football, quick, continue, crazy, push, development, cause, usual, cut out, compare...with...
Teaching important &difficult points：
1.Key vocabulary:
opinion,skill,typical,football,quick,continue,compare,crazy,push,development,cause, usual.cut out, compare...with..., get into a high school, be important for, be always doing.
2.Key sentences:
a.Many of them are learning exam skills so that they can get into a good high school and later a good university.
b. I believe these activities are important for my children’s future.
c. They are always comparing them with other children.
d. Although it’s normal to want successful children, it’s even more important to have happy children.
3.Structure
a. be important for
b. be always doing.
Teaching Procedures：
Step 1 Preparation
1.Have a discussion about pressure.
2.Show some pictures and sum up the ways to low pressure.
3. Learn the new words and phrases.
4. Lead in 2a.
Step 2 Presentation
1.Work on 2a. Check (√) the after-school activities you and your classmates do.
Read the phrases and lead in 2b.
Fast reading
1.Work on 2b. Read the article and answer the questions.
1. What is the common problem for many students these days
2. Who gives their opinions about the problem
2.Read the answers.
3.Learn the reading strategies.
Guessing the Meaning
When reading something for the first time, do not worry about words you do not know. Use the context to help you guess the meaning.
Step 3 Practice
Careful reading.
1.Work on 2c. Look at the words in bold in the article. Can you guess their meanings Try to match them with the meanings below.
2.Read the meaning of the new words and learn to guess new words’ meaning.
3. Work on 2d. Read the article again and answer the questions.
1.Does Cathy Taylor think it’s important for kids to join after-school activities
2.Does Linda Miller agree with Cathy What’s her opinion
3.Does Dr. Green agree with Cathy or Linda What does she say
4.Retell the story.
Step 4 Production
1.Work on 2e. Discuss the questions with your partner.
1.What do you think of after-school activities
2.What should you do to relax
2.Have a debate.
Now more and more children are having different kinds of after-school classes. As a middle school student, what do you think of it Make a survey and have a debate.
3.Talk about the advantages and disadvantages of having after-school classes. Fill in the table.
Step 5 Progress
1.Have a debate:
A:...B:...
2.Summarize what we learned this class.
3.Homework. Discuss with your partner. Think about the role they play at home.
3.Teaching postscript.
Unit 4 Why don’t you talk to your parents
Section B (2a-2e)
opinion,skill,typical,football,quick,continue,compare,crazy,push,development, cause, usual.cut out, compare...with..., get into a high school, be important for, be always doing.
Teaching Reflection：
No. in total
Unit 4 What’s the best movie theater
Period 5
Teaching Contents: Section B(3a－Self Check)
Teaching Topic: Interpersonal communication
Teaching objectives：
At the end of the class, the students will be able to：
1.learn some useful phrases and sentence patterns.
2.master the basic skills of argumentative writing.
3.consider the after-school classes in a more proper way.
Teaching important &difficult points：
1.Key vocabulary:
perhaps,in one’s opinion, agree with, keep doing, one’s opinion about.
2.Key sentences:
a. I don’t really agree with ... because ...
b. In my opinion, it is important for children/parents to...
c. I believe it is better if children/parents ... so that...
d.You should eat more now so that you won’t be hungry later.
3.Structures
a. I don’t agree with.... b. In my opinion,.... c. I believe that...
Teaching Procedures：
Step 1 Preparation
1.Have a free talk:
a.Do you have some after-school classes to take
b.What kind of classes do you have
2.Show some pictures about after-school classes. Have a discussion about these classes.
a. Do you love those after-school classes
b.Do you get a lot of pressure from them
Step 2 Presentation
1.Work on 3a. A magazine interviewed some parents about after-school classes for children. Read the opinions below and make notes on your own opinions.
2. Read the sentences aloud.
Step 3 Practice
1.Work on 3b. Write a letter to the magazine to express your opinions on after-school classes for children. Use the following expressions to help you.
2. Show the following expressions:
Dear …,
I don’t really agree with ... because ...
Although some parents are right about ...
I think children should ...
Then, explain why.
In my opinion, it is important for children/ parents to ...
I believe it is better if children/parents ... so that...
Perhaps children/parents should/could...
If children..., they will...
3. Show the writing models.
4. Write a letter about your opinions.
5.Show one of the good letters to other students.
6.Analyzes the good sentences and correct the errors.
Step 4 Production
1.Fill in the blanks using until, so that or although.
2.For each problem, choose the advice you agree with. Then write your own advice.
3. Read the exercise.
Step 5 Progress
1.Practice the language points by doing these exercises.
2.What do you think of the after-school classes Write an article about it.
3.Teaching postscript.
Unit 4 What’s the best movie theater
Section B(3a-Self Check)
Teaching Reflection：
No. in total
Unit 4 What’s the best movie theater
Period 6
Teaching Contents：Revision
Teaching Topic：Interpersonal communication
Teaching objectives：
Master the words, phrases and expressions of the unit.
Teaching important &difficult points：
Use the words, phrases and expressions correctly.
Teaching Procedures：
Step 1 Preparation
Try to review the words and phrases of the unit.
Step 2 Presentation
Phrases:
get enough sleep have too much homework
have time to do things I like allow to
hangout with take lessons
get into a fight with sb. get on with sb.
so that communicate with
Sentences:
You look tired. What’s the matter
I did my homework until really late last night, so I didn’t get enough sleep.
What should I do
Why don’t you forget about it Although she’s wrong, it’s not a big deal.
Step 3 Practice
Do some exercises.
Step 4 Production
Write down some sentences with Could.
Step 5 Progress
Homework: do some exercises.
Prepare for the coming exam.
Teaching Reflection：
Use the following expressions to help you:
1.Key sentences:
a. I don’t really agree with ... because ...
b. In my opinion, it is important for children/parents to...
c. I believe it is better if children/parents ... so that...
d.You should eat more now so that you won’t be hungry later.
3. Structures
a. I don’t agree with.... b. In my opinion,.... c. I believe that...
Sample
I don't really agree with taking after-school classes for children because children already have enough stress from school and they don't have any free time to do the things they like. I think children should have time for activities. In my opinion, it is important for children to have our own time to enjoy ourselves. We shouldn't just study.
....No. in total
Unit 5 What were you doing when the rainstorm came
Period 1
Teaching Contents：Section A 1A-2C
Teaching Topic：Unforgettable events
Teaching objectives：
Language competence:
Ss can correctly read and use the words: suddenly，rainstorm，alarm，go off，heavily.
Learning competence:
Ss can predict the plot of the picture story, grasp the key information, classify the listening skills, and summarize the listening skills and experience after listening.
Teaching important &difficult points：
Will use the past continuous tense, skilled Q & A and role-playing.
Retell or tell your story freely based on pictures or mind maps.
Retell based on a picture or mind map.
Teaching Procedures：
Step 1 Preparation
Yesterday, there was a rainstorm. Where were they when the rainstorm came
Here are some reports. For example:
A: Where were you when the rainstorm came
B: I was in the library.
A: What were you doing when the rainstorm came
B: I was waiting for the bus at the bus stop.
Step 2 Presentation
Work on 1a: Where were the people at the time of the rainstorm Match the statements with the people in the picture.
Step 3 Practice
1b Listen to the TV report and circle the correct response.
a. doing my homework / studying
b. playing basketball / reading
c. going to work / waiting for the bus
d. walking home / shopping
Look at the pictures and answer the questions by using “was/were + doing”
Pair work:
1c Talk about what the people in 1a were doing at the time of the rainstorm.
2a Listen and number the pictures 1-5.
2b Listen again. Fill in the blanks in the sentences in 2a.
Step 4 Production
2a Listen and number the pictures 1-5.
2b Listen again. Fill in the blanks in the sentences in 2a.
Step 5 Progress
Make a survey. Ask your partners in your group what they were doing at the following time. Fill in the form then give a report.
Time Names doing
Yesterday 7:00 Tom reading
Peter shopping
Yesterday 8:00 Tom walking
Peter …
Yesterday 9:00 … …
Report:
A: What were you doing yesterday at 7:00
B: I was reading.
Homework
1. Remember the words and phrases in this lesson.
2. Finish the exercises in the workbook.
Unit 5 What were you doing when the rainstorm came
Section A (1a-2c)
Words:
suddenly，rainstorm，alarm，go off，heavily.
Sentences:
A:What were you doing at eight last night
B:I was taking a shower. What were you doing at that time
A:…
Teaching Reflection：
No. in total
Unit 5 What were you doing when the rainstorm came
Period 2
Teaching Contents：Section A 2d&GF
Teaching Topic：Unforgettable events
Teaching objectives：
By the end of the lesson, students will be able to:
1.Use and spell the following words: have a look, icy, kid correctly;
2.Use the past progressive tense and when, while clauses to talk bout past events.
3.By the end of the lesson, students will be able to talk about past events using the target grammar in this lesson.
4.By participating in the class activities, students can share what they were doing in the past with others.
Teaching important &difficult points：
By the end of the lesson, students will be able to talk about past events using the target grammar in this lesson.
By the end of the lesson, students will be able to talk about what they were doing in the past using the target grammar in this lesson.
Teaching Procedures：
Step 1 Preparation
Ask and answer：
-What are we doing？
-We are having our English class.
2.Create a situation: Let’s open the memory book of 2020 and recall.
There was a pandemic outbreak at that time. When you heard the news, what were you doing What were people in the picture doing
Let students look at the pictures and make sentences.
Step 2 Presentation
Observe the four sentences and find out the sentence structure of past progressive tense. Then conclude the meaning of it.
We/You/They + were V-ing
I/He/She/It + was V-ing
Review the rules of changing verbs from their base forms into the “ing”forms.
Then, ask students to put these verbs: play, take, have, run, shop, sleep, swim, write in three different types.
Complete the sentences in Grammar Focus.
Step 3 Practice
1.Work on 4a. Look at the table and write sentences with both while and when.Let students find out the long action and short action first.
2.Fill in the blanks with was, were, when or while.
After checking the answer let students read the passage and answer three questions：
What caused the accident
What was the car like after hitting a tree
Step 4 Production
1.When the pandemic happened, what were your parents doing
First, look at the pictures and make sentences.
Then, let students use a “magic word—when” to combine two related sentences.
After that, let students find out the sentence structure of past progressive tense with when-clause.
2.When the pandemic happened, we were staying at home. What were other people doing
First, look at the pictures and make sentences.
Then, let students use a “magic word—while” to combine two related sentences.
After that, let students find out the sentence structure of past progressive tense with while-clause.
3.Put the when-clause and while-clause together and let students think when we use “when” and when we use “while”
Step 5 Progress
While the virus was rampaging(肆虐), we were supporting each other;
While the numbers were increasing, we were caring each other;
While the rumors(謠言) were spreading, we were understanding each other;
While the fear was growing, we were encouraging each other.
Open the hope book of the future and let students look forward to the future.
Unit 5 What were you doing when the rainstorm came
Section A 2d&GF
Teaching Reflection：
No. in total
Unit 5 What were you doing when the rainstorm came
Period 3
Teaching Contents：Section A3a-3c
Teaching Topic：Unforgettable events
Teaching objectives：
Knowledge objectives:
a. Useful new words and expressions:
storm, report, area, wind, light, wood, window, flashlight, match, beat, heavily,against, asleep, fall asleep, die down, rise, apart
Ability objectives:
a. Develop the reading abilities and learn different reading skills: skimming, scanning and careful reading (reading for key words).
b. Be able to discuss the question what can people do to help each other.
Teaching important &difficult points：
a. Let students get the basic information of the text and learn about the structure of this passage.
b. Teach students how to express their feelings.
Teaching Procedures：
Step 1 Preparation
Ask students to talk about what they were doing last night in groups of four then give a report.
Step 2 Pre-reading
1. What can you see in the picture
black clouds, broken windows, fallen buildings, rubbish
2.A just happened in Alabama.
3. The passage tells us how the rainstorm made people .
A. live closer after the storm.
B. become more united.
C. close doors in the neighborhood.
D. put the rubbish together.
Step 3 While-reading
Fast reading
Read the article and finish the tasks.
1. The passage is written according to (根據(jù)) ____
A. time B. place C. character
2. Place (地點(diǎn)): _________
3. Character(人物): ___________________________
4. Skim the passage and find the main idea of each paragraph. Then divide the passage into different parts.
Careful reading
Read and find out what people were doing before, during and after the storm. Finish the chart below.
Read the part 1: before the storm
①What was the weather like before the heavy rain started
②When the news on TV was ,strong winds (blow).
③Why were Ben's parents busy doing these things
To protect themselves from the storm.
④What other things can we prepare before the rainstorm
⑤How did they feel before the storm
Read the second part: during the storm
The rain began to b against the windows. At that time, Ben was helping his mom dinner in the kitchen. _____dinner, they tried to play a card game to have fun. But it was d to enjoy themselves because of the serious storm outside. People felt during the storm.
Read the third part and finish the mind map.
Then answer the questions about the last paragraph.
Step 4 Post-reading
Discuss the questions with your partner.
How can we help each other when people have difficulties
Step 5 Progress
Homework:finish the tasks on the workbook.
Unit 5 What were you doing when the rainstorm came
Section A 3a-3c
Teaching Reflection：
No. in total
Unit 5 What were you doing when the rainstorm came
Period 4
Teaching Contents：Section B(1a－1e)
Teaching Topic：Unforgettable events
Teaching objectives：
By the end of the lesson, students will be able to:
1.Use and spell the following words and phrases: realize, make one’s way correctly;
2.Consolidate the following sentences:
When the competition started, I was still making my way to school.
While I was running back home, I saw a dog by the side of the road and it was hurt.
No wonder you didn't make it to the competition.
Teaching important &difficult points：
1.By the end of the lesson, students will be able to tell the story in the listening material using the words and sentence patterns learned in this lesson.
2.By the end of the lesson, students will be able to discuss whether there are any better solutions for Kate and what they will do if they can’t make it to an event using the words and sentence patterns they know.
Teaching Procedures：
Step 1 Preparation
Guess why the man in the picture is late.
Ask students to share an event they were late for or couldn’t go to.
Step 2 Presentation
Predict by reading the questions in 1b.
What was the girl doing What happened
Work on 1b.
Predict the order.
Work on 1c.
Listen again and answer these questions.
What did Kate do when she got to the bus stop
What did she do when she realized her bag was at home
What did she see while she was running back home
What did she want to do when she saw the dog
Why did she wait for someone when she wanted to call the Animal Helpline
Step 3 Practice
Role-play the conversation.
Step 4 Production
Work on 1d.
With the help of the pictures and words, ask students to retell the story of Kate using when and while.
Step 5 Progress
Discuss:
Are there any better solutions for Kate
What will you do if you can’t make it to an event next time
Key points and exercises.
Homework:finish the tasks on the workbook.
Unit 5 What were you doing when the rainstorm came
Section B (1a-1e)
What did Kate do when she got to the bus stop
What did she do when she realized her bag was at home
What did she see while she was running back home
What did she want to do when she saw the dog
Why did she wait for someone when she wanted to call the Animal Helpline
Teaching Reflection：
No. in total
Unit 5 What were you doing when the rainstorm came
Period 5
Teaching Contents：Section B(2a—2e)
Teaching Topic：Unforgettable events
Teaching objectives：
1.Learn words and phrases: passage,pupil,completely,shocked,silence,in silence,
recently,take down,terrorist,date,tower,truth...；
2.Use reading skills to complete the reading tasks.
3.Know the anti-terrorist situation in Xinjiang,and understand we should unite and struggle for Xinjiang.
Teaching important &difficult points：
1.Remember the pronunciations and the meanings of the new vocabularies.
2.Use reading skills to complete the reading tasks.
3.Know the anti-terrorist situation in Xinjiang,and understand we should 4.Remember the right pronunciations of some difficult vocabularies: terrorist,completely,recently...
5.Use the reading skills slick.
Teaching Procedures：
Step 1 Preparation
Free Talk:
Q: What were you and your family doing at this time yesterday
Ss: I was sleeping /We were having breakfast/...
Step 2 Presentation
Pre-reading
Q: Look at the pictures and title in the passage. What do you think the passage is about
Introduce some background about the passage,and learn some words.
Something about Martin Luther King.
Some words from the pictures: make a speech 演講,terrorist attack 恐怖襲擊,important events in history 重大的歷史事件,The World Trade Center世貿(mào)中心 , The Twin Towers雙子塔,terrorist 恐怖主義者,恐怖分子
While-reading
Task 1:Read the passage and answer the questions.(2b)
1. What are the two events in the passage
2. When did they happen
Task 2： Listen and read the passage again. Are the following statements true (T) or false (F), or is the information not given (NG) （2c）
___1. Everyone in America remembers who killed Dr. King.
___ 2. Robert Allen was eating lunch when Dr. King was killed.
___ 3. Robert’s parents were shocked to hear the news.
___ 4. Kate Smith was watching a movie when a plane hit the World Trade Center.
___ 5. Kate didn’t think her friend was telling the truth about the event.
Task 3: Read again and complete the mind map.
Task 4: Underline sentences from the passage with similar meanings to the one below.(2d)
1. Not everyone will remember who killed him, but they can remember what they were doing when they heard that he got killed.
2. No one said anything for the rest of dinner.
3. September 11, 2001---- the date alone means something to most people in the US.
4. I had trouble thinking clearly after that because I was very afraid.
At first, let students read the four paragraphs in different tone.
Then check their answers and let them guess the new words’ and phrases’ meanings.
Pupil,completely, in silence,recently,date.
Step 3 Practice
Post-reading
Task 5: Fill in the blanks with the words and phrases to retell the passage.(2d)
People often remember what they _____________ when they heard the news of important ________ in history.
In America, many people remember what they were doing on April 4，1968. On this day, Dr. Martin Luther King _________.Robert Allen was a school _____ at that time. Robert remembers," We were _________ shocked! We finished the_____of our dinner ____________."
Even the ____ ---September 11,2001----______most Americans.Most Americans remember what they were doing when the World Trade Center in New York was _____ by _____. This was a day Kate Smith will never ____. She remembers _____ in her office near the two ___. She was ___scared ____I could hardly think _____ after that."
Step 4 Production
Ask students to watch the videos about the anti-terrorist situation in Xinjiang and ask them questions.
Q：What should we do
A: What we should do is to unite(團(tuán)結(jié)) and struggle（奮斗）.
Step 5 Progress
Read the vocabularies and the passage.
Homework:
1. Read the passage and remember the words and phrases.
2. Finish the period exercises in the workbook.
Unit 5 What were you doing when the rainstorm came
Section B (2a-2e)
Teaching Reflection：
No. in total
Unit 5 What were you doing when the rainstorm came
Period 6
Teaching Contents：Section B(3a－Self Check)
Teaching Topic: Unforgettable events
Teaching objectives：
1.By the end of the lesson, students will be able to:
Use the mind-map to summarize the key words, phrases, and sentence patterns in this unit；
Complete the writing task independently, according to the information given.
2.By the end of the lesson, students’ writing ability will be improved. They will have a clear mind after discussing and cooperating with group members.
Teaching important &difficult points：
1.By the end of the lesson, students will be able to use a mind-map to brainstorm words, phrases, and sentence patterns that can be used in the composition.
2.By the end of the lesson, students will be able to complete the writing task independently, according to the information given.
Teaching Procedures：
Step 1 Preparation
1.What event was important for you in 2020
2. Finish the mind-map.
3.You say&I guess.
Work in pairs and guess what the event was.
Step 2 Presentation
Pre-writing
Think about how to write the event:
What & when:
Where & who:
Feelings:
Other expressions:
While-writing
(1)Show students the writing task.
(2)Guide students to summarize the structure of the writing task.
(3)Guide students to start their writing according to the mind-map.
Step 3 Practice
Evaluate their own writing.
Step 4 Production
Evaluate the other one’s writing and mark it.
Step 5 Progress
Show students a good sample writing and ask them to talk about how to improve their writing.
Unit 5 What were you doing when the rainstorm came
Section B 3a-Self check
Teaching Reflection：No. in total
Unit 6 An old man tried to move the mountains.
Period 1
Teaching Contents：Section A 1A-2C
Teaching Topic：Legends and stories
Teaching objectives：
1. Master the words and phrases: shoot, stone, weak, god, remind, bit, silly, a little bit, instead of.
2. The students can get the general ideas of the story by listening.
3. To improve the students’ listening and speaking abilities.
Teaching important &difficult points：
1. New words and expressions
2. How to use the conjunctions as soon as, so. . . that. . . , unless
3. How to tell stories.
Teaching Procedures：
Step 1 Preparation
1. Play the cartoon Yu Gong Moves the Mountains, then lead in the new lesson.
T: What’s the name of the story
S: It’s Yu Gong Moves a Mountain.
T: Do you know other traditional Chinese stories
S1: ______
S2: ______
S3: ______
Let the Ss watch the pictures and name the stories.
3. Match the story titles with the pictures [a-d].
______Journey to the West
______Hou Yi Shoots the Suns
______Yu Gong Moves a Mountain
______Nu Wa Repairs the Sky
Step 2 Presentation
Listen and check (√) the facts you hear.
Which story are Anna and Wang Ming talking about
√The two mountains were very high and big.
√ A very old man tried to move the mountains.
1c　Discuss the questions with your partner.
2a　Listen and number the pictures [1—4] in order to tell the story.
2b　Listen again and circle the words you hear.
Let students read the listening material, and the teacher introduces the story.
2.Meaningful Drills
(1)Let students look at the pictures in 2a and talk about the story of Yu Gong Moves a Mountain.
(2)Ss try to retell the story in their own words. (2c )
Step 3 Practice
1. First let the Ss discuss the questions with their partners.
2. Let the Ss tell the story about Yu Gong.
Step 4 Production
Let the Ss read the conversation in 2d and find out the Wang Ming’s and Claudia’s opinion towards Yu Gong Moves a Mountain.
Step 5 Progress
Guide the students to summarize what they have learned.
Homework:
1. Recite new words and phrases.
2. Recite 2d.
Unit 6 An old man tried to move the mountains.
Section A (1a-2c)
1. Words and expressions : shoot, stone, weak, god, remind, bit, silly, a little bit, instead of　
2. Sentences:
(1)As soon as the man finished talking, Yu Gong said that his family could continue to move the mountains after he died.
(2)Finally, a god was so moved by Yu Gong that he sent two gods to take the mountains away. 　
(3)This story reminds us that you can never know what’s possible unless you try to make it happen.
Teaching Reflection：
No. in total
Unit 6 An old man tried to move the mountains.
Period 2
Teaching Contents：Section A 2d&GF
Teaching Topic：Legends and stories
Teaching objectives：
1. Language competence
a.To read and remember the sentences of Grammar Focus by themselves
b. To understand the usage of adverbial clauses with conjunctions such as unless, as soon as and so... that
2. Cultural awareness:
To know the Chinese fairy stories and the long history of China.
3.Thinking quality:
a. To learn from fairy tales to become a 'brave and wise person.
4. Learning ability
a. To understand the fairy story and tell their favorite story with their own words
b To improve ss' abilities of self-study and cooperating with others
Teaching important &difficult points：
1.To understand the fairy story and know about the main character in the story.
2. To Talk about their favorite story by using "unless , as soon as and so..that".
Teaching Procedures：
Step 1 Preparation
Show some pictures and ask ss to retell the story of Yu Gong Moves a Mountain and the Monkey King one by one.
Step 2 Presentation
1.Let ss read the sentences in Grammar Focus and find some conjunctions and their meanings.
2.Present the usage of"as soon as, unless and so... that".
Step 3 Practice
1. Ask ss to finish 4a and check the answers.
2.Lead ss to finish 4b and circle the language points.
Step 4 Production
1.let ss work in groups to tell your partner your favorite story by using the mind map and new phrases.
2. Invite some ss to share their favorite stories.
Step 5 Progress
1.How to te1l a story.
2.The usage of"as soon as, unless,and so...that".
Unit 6 An old man tried to move the mountains.
Section A 2d&GF
as soon as﹣時(shí)間狀從﹣主將從現(xiàn)，主過從過
unless﹣條件狀從﹣主將從現(xiàn)，主過從過
so…that﹣結(jié)果狀從
so... that ﹣目的狀從
Teaching Reflection：
No. in total
Unit 6 An old man tried to move the mountains.
Period 3
Teaching Contents：Section A3a-3c
Teaching Topic：Legends and stories
Teaching objectives：
1. Language competence:
a. To pronounce the new words and expressions correctly and understand their meanings
b. To tell the story with "as soon as", "unless"and "so..that.."
2. Cultural awareness:
a To keep studying hard and face any trouble bravely.
3. Thinking quality:
a To learn from fairy tales to become a brave and wise person.
4 Listening ability:
a. To learn the way of reading
b To understand the story and retell the story by using key words.
Teaching important &difficult points：
1.To pronounce the new words and expressions correctly and understand their meanings.
2. To understand the passage and retell the story by using key words.
Teaching Procedures：
Step 1 Preparation
Show the video about Journey to the West and ask ss some questions
a. How many characters are there in Journey to the West
b. Which character do you like best Why
Step 2 Pre-reading
Present the picture in 3a and ask ss to guess the main idea of the passage.
Step 3 While-reading
1. Ask ss to read the passage quickly and answer the
questions:
a. Which book is talked about
b. Who is the main character
c. What is he like
2. Lead ss to analyze the structure of the article
3. Let ss read the passage again and complete the chart.
country when&how What(can) What(can’t) like why
Ask ss to read the passage and finish 36&3c
Step 4 Post-reading
1.Help ss retell the story based on the mind map
2. Show a video and let ss think about What Monkey king is like, then talk about Why you like/dislike him.
Step 5 Progress
The mind map of the passage.
Homework: copy the key words and phrases.
Unit 6 An old man tried to move the mountains.
Section A 3a-3c
Teaching Reflection：
No. in total
Unit 6 An old man tried to move the mountains.
Period 4
Teaching Contents：Section B(1a－1e)
Teaching Topic：Legends and stories
Teaching objectives：
1 Language competence
a.To read and remember the new words and expressions: gold, emperor,underwear silk,stupid,cheat, sound, etc
b To tell a story according to the pictures.
2.Cultural awareness
a. To tell the truth and false from the social and to be an honest person.
3. Thinking quality:
a. To learn how to understand the order of story and learn to te1l a story according to the pictures.
4. Learning ability:
a. To improve the ability of listening and speaking through telling the story.
Teaching important &difficult points：
1.To learn how to understand the order of a story and learn to tell a story according to the pictures.
2.To improve the ability of listening and speaking through telling the story.
Teaching Procedures：
Step 1 Preparation
1. Ask ss to watch a video about the emperor's new Clothes and let them guess the title of the story.
2.Use the pictures to learn the new words.
Step 2 Presentation
Show the pictures in 1b and ask ss to answer the following questions:
a. Is the Story From Asia or Europe
B. Who is the main Character
c. What is he wearing
2. Let ss match the words with the letters in the pictures in 1a.
Step 3 Practice
1. Let ss listen to the tape and number the pictures in 1c.
2. Guide ss to listen again and fill in the blanks in 1c
3.Play the tape again and 1c and let ss read after the tape.
Step 4 Production
1. Lead ss to use the pictures in 1c to tell the story.
2. Let ss work in groups and discuss the following questions:
a. Why were the new clothes special
b. How do we know that the two brothers were really trying to cheat the emperor
c. Were the two brothers good people
d. What do you think of the emperor and the people!
Step 5 Progress
1.The story of emperor’s new clothes.
2. Homework: copy the key words and phrases.
Unit 6 An old man tried to move the mountains.
Section B (1a-1e)
Once upon a time, there was an emperor who loved...
One day,two brothers came...to make for...
When...put...saw underwear
Then walk through...Suddenly a young boy shouted
Teaching Reflection：
No. in total
Unit 6 An old man tried to move the mountains.
Period 5
Teaching Contents：Section B(2a—2e)
Teaching Topic：Legends and stories
Teaching objectives：
l. Language competences
a. To memorize new words and expressions and learn some language features of the play.
2. Cultural awareness:
a To grasp the spirit of heroes who are not afraid of difficulties, persevere and actively try to solve problems.
3. Thinking quality:
a.To become a brave and wise person from fairy tales.
4 Learning ability:
a. To improve reading, comprehension and expression skills.
Teaching important &difficult points：
1.To summarize the plot of the play and retell the story.
2.To use 5W questions to guess out the actor and understand a play.
Teaching Procedures：
Step 1 Preparation
1. Show some pictures and ask ss to guess the names of the fairy tales.
2. Let ss watch a video about Hansel and Gretel and then answer the questions:
a. How many characters are there in the video
b. Who are they
Step 2 Pre-reading
1.Ask ss to read through and decide what kind of text it is.
2.Let ss look through the passage quickly and find the characteristics of a play.
Step 3 While-reading
1. Lead ss to read 1st paragraph and think about how the story will continue.
2. Let ss read the play and find out the order of the story.
3 Let ss read again and match the description with the correct scene.
4 Ask ss to read the play again and answer the questions:
a. Why does the wife tell her husband to leave the children in the forest
b.What does Hansel go out to get
c. Why does he do this in the moonlight
d. How do Hansel and Gretel find their way home
e. Why do Hansel and Gretel get lost the second time
Step 4 Post-reading
1. Let ss think and discuss the questions in groups:
a. What do you think of Hansel and Gretel
b. What can we learn from Hansel and Gretel
2. Ask ss to act out the play in groups of four.
Step 5 Progress
1.The structure and main ideas of the story.
2.The key points.
Homework: finish the tasks on the workbook.
Unit 6 An old man tried to move the mountains.
Section B (2a-2e)
Who: Hansel,Gretel, stepmother, father
When: long long ago
Where: in the forest
What: stones / pieces of bread.
Teaching Reflection：
No. in total
Unit 6 An old man tried to move the mountains.
Period 6
Teaching Contents：Section B(3a－Self Check)
Teaching Topic:Legends and stories
Teaching objectives：
1.Language competences
a. To write the beginning,development and follow-up of the story in English.
b. To use the past tense to write a story.
2. Cultural awareness
a. To be like the main characters from different stories.
3. Thinking quality:
a. To become a brave and wise person.
4.Leaning ability:
a To use questions to get information to improve writing abilities.
Teaching important &difficult points：
1. To tell stories from 5W and a how.
2.To use the right linking words and right tense.
Teaching Procedures：
Step 1 Preparation
Ask ss to read Hansel and Gretel and finish 3a&36,and then check the answers.
Step 2 Pre-writing
1. Present a passage about Hansel and Gretel and help ss find out 5W and analyze the writing structure.
2. Give ss some good sentences, patterns,and linking words.
3.Ask ss to write down 5W about Nezha Defeats the Dragon.
Step 3 While-writing
1.Ask ss to retell the story of Nezha according to the 5W.
2. Help ss add some linking words to their writings.
3.Invite some ss to show their writings and give some suggestions.
Step 4 Post-writing
l.Let ss revise their writings
2.Review the usage of unless,as soon as;so..that
3. Let ss read the sentences in Self-check1 and then try to make their own sentences
4.Let some ss read their sentences and correct mistakes
5.Tell ss to read the passage in Self-check2 and fil1 in the blanks with proper forms of the verbs.
Step 5 Progress
1.The structure of a story.
2. Homework: the key points in this unit.
Unit 6 An old man tried to move the mountains.
Section B 3a-Self check
Teaching Reflection：
background
↑
western
keep fighting & never give up
children
spirit ←
→influence
↓
abilities
Chinese
make 72 changes & turn himself into different animals and objects & magic stick
Beginning - When, Where: Who
Body - what why how
Ending - whatNo. in total
Unit 7 What’s the highest mountain in the world
Period 1
Teaching Contents：Section A 1A-2C
Teaching Topic: Facts about the world
Teaching objectives：
At the end of the class, the students will be able to:
1.Key words：square, meter, deep, desert, population, Asia, tour, tourist, wall, ancient,
protect, wide
2.Key phrases：feel free, as far as I know, man-made
3.Key sentences：
①Q(mào)omolangma is 8, 844. 43 meters high.
②Qomolangma is higher than any other mountain in the world.
③China has the biggest population in the world.
④As far as I know, there were no other man-made objects as big as this. .
Teaching important &difficult points：
Talk about geography and nature；
Large numbers
The use of comparatives and superlatives with adjectives and adverbs.
Teaching Procedures：
Step 1 Preparation
1. Show Ss some pictures about places and talk about the facts about the world.
2. Ask Ss to match the facts they know in 1a.
3. Present the teaching objectives, new words and expressions of the class.
Step 2 Presentation
1. Let Ss look at the sentences carefully in 1b. Then guess what should be completed.
2. Play the tape of 1b.
3. Check the answers.
4. Let Ss pay attention to the forms of adj.
Step 3 Practice
1. Ask Ss to make conversations using the information in 1b.
2. Ask Ss to pay attention to highest; biggest; deepest; and longest
3. Ss read the facts in 2a first.
4. Play the tape of 2a.
5. Play the tape again.
Step 4 Production
1. Let Ss make a conversation using the information in 2a.
2. Explain the difficulties.
3. Let Ss read the conversation together.
4. Explain the difficulties.
5. Let Ss read in pairs.
6. Let several pairs of students role-play the conversation in front of the class.Step 5 Step 5 Progress
用所給詞的適當(dāng)形式填空:
1. What’s the longest (long) river in China
2. Tom is taller (tall) than any other boy in our school.
3. His apple is as big (big) as mine.
4. Mr. Brown is one of the most popular (popular) teachers in our school.
Unit 7 What’s the highest mountain in the world
Section A 1a—2d
1. New words: square, meter, deep, desert, population, Asia, tour, tourist, wall, amazing,
2. Structures:
①Q(mào)omolangma is 8, 844. 43 meters high.
②Qomolangma is higher than any other mountain in the world.
③China has the biggest population in the world.
Homework:
鞏固默寫新單詞
2.做學(xué)法相關(guān)練習(xí)。
Teaching Reflection：
No. in total
Unit 7 What’s the highest mountain in the world
Period 2
Teaching Contents： Section A 3a—3c
Teaching Topic: Facts about the world
Teaching objectives：
At the end of the class, the students will be able to:
1.Key words：achievement, southwestern, thick, include, freezing, condition, take in, succeed, challenge, in the face of, achieve, force, nature, even though
2.Key phrases:mountain climbing, the southwestern part of China, thick clouds, cover the top, risk one’s life, challenge oneself, achieve one’s dream
3.Key sentences：
What’s the highest mountain in the world Qomolangma.
One of the world’s most dangerous sports….
It’s hard to take in…
The first people to reach….
人的一生并不都是一帆風(fēng)順的，難免有一些挫折的困難，如果生活中發(fā)生了一些不盡如人意的問題，我們學(xué)會(huì)冷靜對(duì)待，學(xué)會(huì)合理的辦法去理性地去解決。
Teaching important &difficult points：
重點(diǎn)
1) 掌握本部分出現(xiàn)的生詞和詞組，達(dá)到熟練運(yùn)用的目標(biāo)。
2) 閱讀短文，獲得相關(guān)的信息。通過閱讀練習(xí)，來提高閱讀能力。
難點(diǎn)
1) 閱讀短文，獲得相關(guān)的信息的能力。
2) 理解并運(yùn)用所學(xué)的詞匯及表達(dá)方式。
Teaching Procedures：
Step 1 Preparation
1.回答下列問題：
Do you like sports
What sports do you like
Which of the following sports do you think is the most dangerous
看關(guān)于珠穆朗瑪峰的視頻，回答下列問題：
1）What’s the meaning of “Qomolangma” in Tibet
2）Is the life easy there
3）What might be the dangers of mountain climbing
Step 2 Presentation
1. Ask ss to read the new words after the recording, try to make up sentences using the new words if necessary.
2. 聽錄音朗讀課文，將段落和段落大意相匹配。
Paragraph1 Spirit of climbers
Paragraph2 Achievements of climbers
Paragraph3 Facts and dangers
3. Where are the Himalayas In the southwestern part of China.
4. How high is Qomolangma 8,844.43 meters high.
5. Why do so many people try to climb this mountain even though it is dangerous
Because people want to challenge themselves in the face of difficulties.
6. What does the spirit of the climbers tell us
We should never give up trying to achieve our dreams.
Step 3 Practice
Reading and do the “true” or “false”exercise
The Himalayas is in the southeast part of China. ( )
2.The difficulties don't include the heavy storms. ( )
3.The climbers can take in air easily as the get near the top. ( )
4.Even though it's dangerous to climb the Qomolangma, many climbers still succeed. ( )
5.No Japanese climbers succeeded in climbing the Qomolangma.( )
Step 4 Production
小組合作討論以下問題。
According to the passage, fill in the blanks.
One of the most ___________ sports in the world is mountain _________, and one of the most _________ places to go for this is the Himalayas. These extremely high _______ attract _________ from all over the world. Many people say this is one of the most ________ parts of the world. The Himalayas _______ along the ____________ border of china. Of all the peaks (tops), Qomolangma is the _________ and most _________. It’s _____________ to climb Qomolangma because thick clouds _______ the top of the mountain. Even more serious ___________ include the freezing ___________ conditions and the _______ storms. The first _________ to reach the top of Qomolangma – Tenzing Norgay and Edmund Hillary – did it in 1953. The first Chinese climber __________ the top in 1960, and in 1975, the first __________ did it too.
Step 5 Progress
Open the lucky doors.
假如你是一名導(dǎo)游，請(qǐng)給大家介紹世界最高峰——珠穆朗瑪峰。
What can we learn from the climbers
What should we do after reading this passage
假如你是一名導(dǎo)游，請(qǐng)給外國(guó)朋友介紹偉大祖國(guó)。
Unit 7 What’s the highest mountain in the world
Section A 3a—3c
Paragraph1 Spirit of climbers
Paragraph2 Achievements of climbers
Paragraph3 Facts and dangers Teaching Teaching Reflection：
No. in total
Unit 7 What’s the highest mountain in the world
Period 3
Teaching Contents：Section A 2d&gf-4c
Teaching Topic: Facts about the world
Teaching objectives：
At the end of the class, the students will be able to:
1. 學(xué)習(xí)并掌握下列單詞：Ocean,the Pacific Ocean
2. 能正確使用以下常用表達(dá)：much older than, one of the oldest countries, as...as...
3. 能熟練掌握并使用下列重點(diǎn)句式：
1) ---What’s the highest mountain in the world
---Qomolangma.
2) ---How high is Qomolangma
---It’s 8,844.43 meters high.
2. 在任務(wù)及活動(dòng)的過程中，培養(yǎng)學(xué)生的觀察、歸納能力和合作意識(shí)，提高他們學(xué)習(xí)英語(yǔ)的興趣，增強(qiáng)學(xué)習(xí)的自信心和主動(dòng)性。
Teaching important &difficult points：
1.學(xué)生能從更多典型的句子中掌握形容詞、副詞比較級(jí)、最高級(jí)更豐富的用法
2.學(xué)生根據(jù)真實(shí)情景運(yùn)用比較級(jí)、最高級(jí)表達(dá)事物之間的不同之處。即在口頭和筆頭順利輸出4b和4c。
Teaching Procedures：
Step 1 Preparation
1. Greet the students and chant an English poem “Good Better Best” and lead them to pay attention to the usage of adjectives and adverbs.
2. Show the studying guide to the students to get them to know that they’re going to learn something about Adjectives and Adverbs today, and to make preparation for the following activities.
Step 2 Presentation
1. Ask the Ss to brainstorm the usage of adjectives and adverbs.
2. Show some pictures of “Snow White and the Seven Dwarfs” to interest the students to sum up the usage of comparatives and do some exercises.
3. Ask the Ss to sum up the usage of superlatives and do some exercises according to the pictures.
4. Present some pictures to help Ss make sentences using adjectives and adverbs.
Step 3 Practice
1.Ask the students to discuss in groups about difficult points of adjectives and adverbs and overcome their weakness.
2. Ask the Ss to do some exercises.
Step 4 Production
1.Ask Ss to finish some exercises selected from High School Entrance Examinations.
2. Ask Ss to write an article using adjectives and adverbs.
Step 5 Progress
Have Ss make a conclusion of what is learned this lesson.
Unit 7 What’s the highest mountain in the world
Section A GF—4c
1) ---What’s the highest mountain in the world
---Qomolangma.
2) ---How high is Qomolangma
---It’s 8,844.43 meters high.
Homework:
1 Recite Grammar Focus
2.做學(xué)法相關(guān)練習(xí)。
Teaching Reflection：
No. in total
Unit 7 What’s the highest mountain in the world
Period 4
Teaching Contents: Section B(1a－1e)
Teaching Topic: Facts about the world
Teaching objectives：
At the end of the class, the students will be able to:
1.Key words： cm, weigh, birth, adult......
2.Key phrases：on two legs,weighs 100 kilos, weigh many times more than
3. Key sentences：This elephant weighs many times more than this panda.
4. 通過對(duì)比，知道愛護(hù)動(dòng)物、保護(hù)環(huán)境
Teaching important &difficult points：
比較級(jí)，最高級(jí)的表達(dá)方式
Teaching Procedures：
Step 1 Preparation
1. Today, we’re going to talk about some cute animals. First, let’s see the video. Then show some pictures about animals. Let some students describe these animals.
2. Present the teaching objectives, new words and expressions of the class.
Step 2 Presentation
1.Show some pictures and compare two objects you know well
Example sentence:
A giraffe is much bigger than a rabbit.
A rabbit weighs many times less than a giraffe.
2. Let students discuss two pictures in group.
3.Let students compare facts about these two animals like:
Example sentences:
This elephant weighs many times more than this panda.
(200 cm taller/shorter, weigh much more/less, eat much more/less, eat many times more)
4. Conclude the rules.
A +be/v+ 比較級(jí)+ than +B.
A +be/v+ much+比較級(jí)+ than +B.
A +be/v +many times more than +B
A +be/v+ many times less than +B
Step 3 Practice
Both elephant and panda are the symbols of a country. Do you want to know more information about them Show the video about panda.
1. Listen 1b
Listen again and check answers.
Retell the listening sentence by sentence.
2. Listen 1c
According to the video, and two pictures, describe differences about baby panda and adult panda.
Step 4 Production
According to the listening, Fill the blank :
I am a panda. My name is Yuanyuan. At ______, I only _______ about 0.1 to 0.2 kilos. I am only 15 cm _______. As you can see, a panda is usually black and white, but at birth, I am _______. Isn’t it interesting I can’t ______ anything because I have _____ teeth. A panda can _______ ________ ________ 20 to 30 years. Do you like me
Step 5 Progress
1、這個(gè)房間的面積比我們的教室小五倍。
——————————————————
2、這張桌子是那張桌子的三倍長(zhǎng)。
——————————————————
3、這個(gè)大象是那個(gè)熊貓的幾倍重。
——————————————————
4、剛出生時(shí)，小熊貓大約20厘米長(zhǎng)。
——————————————————
Homework:
1.鞏固默寫新單詞 2.做學(xué)法相關(guān)練習(xí)。
Teaching postscript.
Unit 7 What’s the highest mountain in the world
Section B 1a—1e
A +be/v+ 比較級(jí)+ than +B.
A +be/v+ much+比較級(jí)+ than +B.
A +be/v +many times more than +B
A +be/v+ many times less than +B
Teaching Reflection：
No. in total
Unit 7 What’s the highest mountain in the world
Period 5
Teaching Contents：Section B(2a—2e)
Teaching Topic:Facts about the world
Teaching objectives：
At the end of the class, the students will be able to:
1.Key words: bamboo, endangered, research, keeper, awake
2.Key phrases: walk into, fall over, or so, prepare… for, because of, for a short time, cut down,
the importance of saving the pandas
Encourage the students to care for animals and foster the consciousness of protecting animals.
Teaching important &difficult points：
1.How to find out the key words according the context.
2.Ss could use comparatives and superlatives in the sentences.
Teaching Procedures：
Step 1 Preparation
1. Do you like animals Animal makes our life more colorful. I love animals too.Then, show a video about “national animals”. Today, the lesson is going to learn some knowledge about pandas.
2. Present the teaching objectives, new words and expressions of the class.
Step 2 Presentation
1.Fast Reading
Task 1: Skim and match the main ideas.(2 mins): in order to let the students divide the passage into 3 parts. Use the skimming skills to find the main ideas and match.
To have a better understanding of the whole passage, we must learn one by one.
2.Careful reading
Read three parts. carefully and get detail information from the passage.
Read para.1＆2 .
Task 1: find the answers.(2mins)
There are 4 questions and they are not difficult. Find out the basic information, prepare for the interview.
Task 2: Have a role play, work as pair. Find the relationship between the keepers and the pandas. It is the happiest job in the world.
Read Para 3
Task 1: read the paragraph aloud and circle the numbers. They are 2000, 300, 12, 10.
Task 2: find out what these numbers mean.
2000: 300:
12: 10:
From the number 2000+300=2300, there are about 2300 pandas in the world. Is the number big or small
Task 3: So why are the pandas endangered (find out the reasons)
Since the giant pandas are endangered, how to protect them properly
Read Para 4 How to protect the pandas
An education program, the Chinese government, the scientist are trying to protect the pandas. How do they protect the pandas (Use the key words skills, try to find the clues)
From the passage, we can find that the panda are living in the zoos and research base. Do you think that it is good for the pandas to live in the research base Some said”Yes”, some said”No”. You have different ideas on the question, let’s debate to find who is right, who is wrong
Step 3 Practice
How do we protect the endangered animals This question is hard to answer, you may find answers from the video. Please take some note. After watching, we will share the ways.
set up laws
don’t cut down trees
mustn’t eat the endangered animals
put up notices about protecting animals
Step 4 Production
Debate(辯論)
Topic: It is good for the pandas to live in the research base.
The students can write down on the pieces of paper, and put up on the whiteboard. Then explain and debate.
Conclusion: There is no right or wrong in this question.
In my opinion, I think that pandas should live in the research base. Although this isn’t the best way, it is the most successful way. So the pandas are lucky OR unlucky How about the other endangered animal Are they as lucky as the pandas
Step 5 Progress
What other ways do you think children can help to save the pandas
Unit 7 What’s the highest mountain in the world
Section B 2a—2e
Para1&2 A. The reasons why pandas are endangered.
Para3 B. The ways of protecting pandas.
Para4 C. The panda keepers and baby pandas.
Protect the animals is protecting ourselves.
Teaching Reflection：
No. in total
Unit 7 What’s the highest mountain in the world
Period 6
Teaching Contents: Section B(3a－Self Check)
Teaching Topic: Facts about the world
Teaching objectives：
At the end of the class, the students will be able to：
1、復(fù)習(xí)本單元的重要單詞、短語(yǔ)及句型
2、完成本單元的寫作
Teaching important &difficult points：
重點(diǎn)：
1) 能運(yùn)用所學(xué)的語(yǔ)言知識(shí)描述常見地理、地貌。
2) 總結(jié)本單元學(xué)到的重點(diǎn)詞組及句型。
3) 復(fù)習(xí)總結(jié)形容詞和副詞的用法，并能完成相關(guān)練習(xí)題。
難點(diǎn)：
Grasp the uses of comparative and superlative forms of adjectives and adverbs.
How to develop the ability of reading and writing.
Teaching Procedures：
Step 1 Preparation
1. Check Ss’ preparations.
2. Correct Ss’ pronunciation.
3. Show some pictures of pandas on the screen, and let Ss discuss them using the words in 2a.
Step 2 Presentation
1. Let Ss read the information about whales in the box in 3a first.
2. Let Ss discuss the questions of 3a and then write down their answers.
3. Let Ss write a passage with the help of the information in 3b.
Step 3 Practice
Let Ss finish the exercises 1-3 of Self Check.
Step 4 Production
Guide the students to summarize the useful expressions and how to use comparative and superlative forms of adjectives and adverbs.
Step 5 Progress
用所給詞的適當(dāng)形式填空
1. The animal keepers(keep) are kind to animals.
2. I was so excited that I was awake (wake) the whole night.
3. His illness (ill) stopped him from working on.
4. Let’s stop working(work)and have a rest.
5. The environment protection (protect) is becoming more and more important.
6. People should try their best to save the endangered (danger) animals.
Unit 7 What’s the highest mountain in the world
Section B 3a—Self Check
Adjectives Comparatives Superlatives
high
dangerous
long
popular
Homework:
復(fù)習(xí)本單元知識(shí)點(diǎn) 2.做學(xué)法相關(guān)練習(xí)。
Teaching Reflection：常德外國(guó)語(yǔ)學(xué)校課時(shí)教案
課 題 Unit 9 Have you ever been to a museum 第1課時(shí)
教學(xué)目標(biāo) 1、Key words: amusement, unbelievable, progress, rapid, unusual, toilet, encourage, social, peaceful, performance, perfect, itself, etc. 2、Key phrases：on the one hand, on the other hand3、Key sentences：A：Have you seen the doctor yet B：No, not yet.
教學(xué)重點(diǎn) ① Students can master the usage of present perfect tense.② To talk about past events with past continuous or perfect tense.
教學(xué)難點(diǎn) Students learn use past continuous tense in different forms.
教學(xué)方法 五段教學(xué)法 教學(xué)手段 多媒體
課堂教學(xué)授課思路 踐行“人本·互助課堂”，通過靈活運(yùn)用“五段教學(xué)法”，改良合作學(xué)習(xí)小組，運(yùn)用自主學(xué)習(xí)、合作探究、學(xué)習(xí)展示等方式，調(diào)動(dòng)每個(gè)學(xué)生的學(xué)習(xí)自主性和內(nèi)驅(qū)力，充分發(fā)揮學(xué)生的課堂主體作用和教師的主導(dǎo)作用，提升學(xué)生的綜合能力與素養(yǎng)，全面把握基礎(chǔ)知識(shí)同時(shí)，適度拓展，形成相關(guān)知識(shí)體系，突破重難點(diǎn)。
教師活動(dòng) 學(xué)生活動(dòng)
I. 情境導(dǎo)入，明確任務(wù)導(dǎo)入: T: Boys and girls, have you ever been to a museum Ss: Yes, I have. / No, I haven’t.T: What does a “museum” mean 亮出本節(jié)課的教學(xué)目標(biāo)，出示本節(jié)課的重點(diǎn)單詞，短語(yǔ)和句子。II.教師指導(dǎo)，自主學(xué)習(xí)Match the words with the pictures and check the answers.Say，Now listen to the recording. Write the name of each person next to his or her picture.Have a competition between boys and girls. Write the exp-ressions you remembered on the blackboard.III.多邊互助，合作探究根據(jù)小組討論情況，喊不同層次的學(xué)生來回答問題。比如：基礎(chǔ)弱一點(diǎn)的學(xué)生會(huì)讀新單詞，會(huì)描述1a的圖片。基礎(chǔ)好的同學(xué)不僅能找到2d里面的重點(diǎn)短語(yǔ)，還會(huì)觸類旁通，還會(huì)靈活運(yùn)用。IV.集中答疑，精講精練1，重點(diǎn)帶讀較難的新單詞，短語(yǔ)和句子。2， Make Ss role play the conversation. In this part，student A will be Jeff. Student B will be Nick. As they talk，move around to monitor their work. Offer language or pronunciation support as needed.Do this part by the students first. Write the correct places you’d like to visit.Let’s see which student do it quickly and correctly.教師補(bǔ)充（教材知識(shí)點(diǎn)）：1 - Have you ever been to a water park - No, I haven’t. - Me neither.副詞”ever”表一個(gè)不確定的時(shí)間，多用于否定或疑問句子： Have you ever been to Shanghai Yes, I have been to that city.2 He didn’t go to school. Neither did she. 他沒去學(xué)校,她也沒去。Neither ＋系動(dòng)詞/ 助動(dòng)詞/ 情態(tài)動(dòng)詞＋ 主語(yǔ).Eg: - I can’t swim.- Neither can I.3 Practice the dialogues together:T: Which places has Claudia been to Ss: She has been to /She has gone to Later check the answers by calling on several pairs of students to present their dialogues to the class.V.課堂小結(jié)，回歸生活Summary: new words/phrases/sentencesExercises:用所給詞的適當(dāng)形式填空。1 _____ (has) you ever _____ (be) to the Great Wall 2 Where ______ (have) he _____ (go) I can’t find him here.3 I _____ ( go ) to Fun Time Amusement park last year. 4 Harvey and his friend are going _______ (skate).5 They are going to ______ (take) the subway.Answers:1 Have; been 2 has; gone 3 went 4 skating5 take
板 書設(shè) 計(jì) The first period　Section A(1a－2d)Key vocabulary：amusement, unbelievable, progress, rapid, unusual, toilet, encourage, social, peaceful, performance, perfect, itself, etc. . Target language：A：Have you seen the doctor yet B：No, not yet.
作業(yè)布置 Recite the conversation of 2d.
教學(xué)反思
常德外國(guó)語(yǔ)學(xué)校課時(shí)教案
課 題 Unit 9 Have you ever been a museum 第2課時(shí)
教學(xué)目標(biāo) 1．Key vocabulary：neither, space museum, history museum, art museum, water park, zoo, amusement park, etc.2．Target language：A：I have ever been to …B：Have you ever been to … Yes, I have. / No, I haven’t.
教學(xué)重點(diǎn) ① Students can master the usage of modal verbs.② Use “have to” talk about health problem.
教學(xué)難點(diǎn) Students learn to care for others’ illness and give advice.
教學(xué)方法 五段教學(xué)法 教學(xué)手段 多媒體
課堂教學(xué)授課思路 踐行“人本·互助課堂”，通過靈活運(yùn)用“五段教學(xué)法”，改良合作學(xué)習(xí)小組，運(yùn)用自主學(xué)習(xí)、合作探究、學(xué)習(xí)展示等方式，調(diào)動(dòng)每個(gè)學(xué)生的學(xué)習(xí)自主性和內(nèi)驅(qū)力，充分發(fā)揮學(xué)生的課堂主體作用和教師的主導(dǎo)作用，提升學(xué)生的綜合能力與素養(yǎng)，全面把握基礎(chǔ)知識(shí)同時(shí)，適度拓展，形成相關(guān)知識(shí)體系，突破重難點(diǎn)。
教師活動(dòng) 學(xué)生活動(dòng)
I. 情境導(dǎo)入，明確任務(wù)T: Now turn our books to page 66, and look at the map in 2a. What places can you see on the map Ss: The Water Park, the subway, the History Museum, the River Park and the Amusement.亮出本節(jié)課的教學(xué)目標(biāo)，出示本節(jié)課的重點(diǎn)單詞，短語(yǔ)和句子。II.教師指導(dǎo)，自主學(xué)習(xí)Later, ask the questions:Have students answer：Have you ever been to the Theatre Who have you went there with III.多邊互助，合作探究根據(jù)小組討論情況，喊不同層次的學(xué)生來回答問題。比如：基礎(chǔ)弱一點(diǎn)的學(xué)生會(huì)回答簡(jiǎn)單的一般疑問句。基礎(chǔ)好的同學(xué)能回答復(fù)雜的特殊疑問和表達(dá)觀點(diǎn)。IV.集中答疑，精講精練1，重點(diǎn)帶讀較難的新單詞，短語(yǔ)和句子。2，喊同學(xué)回答3a 的問題。3,Ask students to explain some important phrases in 3a4. Role play the story with your group.（一個(gè)小組展示）V.課堂小結(jié)，回歸生活Summary: new words/phrases/sentences情感教育： Learn to care for other’s illness and give advice.教師補(bǔ)充（教材知識(shí)點(diǎn)）：1 It’s unbelievable that technology has progressed in such a rapid way!unbelievable: 不可置信的,不真實(shí)的Eg: It was an unbelievable moment when Chris won the gold medals.I still find this story both fascinating and unbelievable.2 As the evening progressed, sadness turned to rage. 隨著夜幕逐漸降臨,悲傷變成了憤怒。 progress: 名詞/ 動(dòng)詞 She has made much progress in her school work.3 I’ve recently been to a very unusual museum in India. unusual: 不尋常的,特別的
板 書設(shè) 計(jì) The second period　Section A(GF－3c)Key vocabulary：neither, space museum, history museum, art museum, water park, zoo, amusement park, etc.2．Target language：A：.Have you ever been to Yes, I have. / No, I haven’t. B：I have ever been to.
作業(yè)布置 Recite the Grammar Focus.
教學(xué)反思
常德外國(guó)語(yǔ)學(xué)校課時(shí)教案
課 題 Unit 9 Have you ever been to a museum 第3課時(shí)
教學(xué)目標(biāo) Key vocabulary：social, encourage, peaceful, collect, itself, thousand, performance, province, whenever, fear, etc.2．Target language：① He lived in Beijing since he was born.② I have learned English for 5 years.
教學(xué)重點(diǎn) Continue to learn and consolidate how to use the present perfect tense.
教學(xué)難點(diǎn) Train students' communicative skills of talking about the illness and give advice of it..
教學(xué)方法 五段教學(xué)法 教學(xué)手段 多媒體
課堂教學(xué)授課思路 踐行“人本·互助課堂”，通過靈活運(yùn)用“五段教學(xué)法”，改良合作學(xué)習(xí)小組，運(yùn)用自主學(xué)習(xí)、合作探究、學(xué)習(xí)展示等方式，調(diào)動(dòng)每個(gè)學(xué)生的學(xué)習(xí)自主性和內(nèi)驅(qū)力，充分發(fā)揮學(xué)生的課堂主體作用和教師的主導(dǎo)作用，提升學(xué)生的綜合能力與素養(yǎng)，全面把握基礎(chǔ)知識(shí)同時(shí)，適度拓展，形成相關(guān)知識(shí)體系，突破重難點(diǎn)。
教師活動(dòng) 學(xué)生活動(dòng)
I. 情境導(dǎo)入，明確任務(wù)回憶過去美好時(shí)光,亮出本節(jié)課的教學(xué)目標(biāo)。Dig students’ potential to recall the past related stories by describing what happened, and arouse the students’ interest, at the same time, get students to memorize the past wonderful time.At the same time, we learn new words by posters.II.教師指導(dǎo)，自主學(xué)習(xí)Good morning, boys and girls.In fact, the mainland has the Disneyland now, so if you want to go to Disneyland, you have to go to Hong Kong or abroad, Have you ever been to the Disneyland Turn to page 81 and tell me your ideas.III.多邊互助，合作探究根據(jù)小組討論情況，喊不同層次的學(xué)生來回答問題。比如：基礎(chǔ)弱一點(diǎn)的學(xué)生會(huì)讀GF，能翻譯GF。基礎(chǔ)好的同學(xué)能從GF中總結(jié)出這個(gè)單元的重要語(yǔ)法。IV.集中答疑，精講精練Help students understand that ever means at some indefinite time in the past, possibly a year ago, possibly several years ago. Contrast the sentence with sentence without the word ever. V.課堂小結(jié)，回歸生活Summary:Practice reading and make sure the students understand its meaning.Ss complete the sentences with the words in brackets ontheir own.
板 書設(shè) 計(jì) The third period　Section B(1a－1f)1 Key vocabulary：social, encourage, peaceful, collect, itself, thousand, performance, province, whenever, fear, etc.2．Target language：① He lived in Beijing since he was born.② I have learned English for 5 years.
作業(yè)布置 Recite the key expressions in this period.
教學(xué)反思
常德外國(guó)語(yǔ)學(xué)校課時(shí)教案
課 題 Unit 9 Have you ever been to a museum 第4課時(shí)
教學(xué)目標(biāo) Key words & phrases：German, theme, province, collect, thousand, whether, spring, etc.Key sentences：She has made such big progress in her schoolwork.I’ve recently been to a very unusual museum in India.
教學(xué)重點(diǎn) To talk about past experiences using present perfect tense.
教學(xué)難點(diǎn) How to talk about past experiences freely.
教學(xué)方法 五段教學(xué)法 教學(xué)手段 多媒體
課堂教學(xué)授課思路 踐行“人本·互助課堂”，通過靈活運(yùn)用“五段教學(xué)法”，改良合作學(xué)習(xí)小組，運(yùn)用自主學(xué)習(xí)、合作探究、學(xué)習(xí)展示等方式，調(diào)動(dòng)每個(gè)學(xué)生的學(xué)習(xí)自主性和內(nèi)驅(qū)力，充分發(fā)揮學(xué)生的課堂主體作用和教師的主導(dǎo)作用，提升學(xué)生的綜合能力與素養(yǎng)，全面把握基礎(chǔ)知識(shí)同時(shí)，適度拓展，形成相關(guān)知識(shí)體系，突破重難點(diǎn)。
教師活動(dòng) 學(xué)生活動(dòng)
I. 情境導(dǎo)入，明確任務(wù)T: Hello, boys and girls. The following task is free talk. Since we have learnt how to talk about past experiences, now, let’s talk about the places we have been to.Ss: Yes. Ask some students to talk something about Linda to go over the article in the last period.亮出本節(jié)課的教學(xué)目標(biāo)，出示本節(jié)課的重點(diǎn)單詞，短語(yǔ)和句子。II.教師指導(dǎo)，自主學(xué)習(xí) Lead the students to read the instruction to know what to do in this part and how to do it.III.多邊互助，合作探究根據(jù)小組討論情況，喊不同層次的學(xué)生來回答問題。比如：基礎(chǔ)弱一點(diǎn)的學(xué)生會(huì)從1a里面選擇一個(gè)結(jié)局 ,然后能夠說出自己的理由。基礎(chǔ)強(qiáng)一點(diǎn)的同學(xué)可以大膽嘗試著去猜想其他可能的結(jié)局。IV.集中答疑，精講精練Read the instructions to the class. Make sure Ss know the task in Activity 2e;1 She’s already gone to America. (否定句)She ______ ______ to America ______.2 He’s never seen an alien. I haven’t either.He’s never seen an alien, ______ ______ I.Pair work. Ask and answer the questions with your partner. As Ss work，move around the room monitoring their work. Offer support as needed.教師補(bǔ)充（教材知識(shí)點(diǎn)）： Pair work. Ask and answer the questions with your partner. As Ss work，move around the room monitoring their work. Offer support as needed.Think of the event and make some notes on a piece of paper, do it individually. After that, work in pairs to tell your partner the story. You must attention to the tense.Making dialogues by the posters.V.課堂小結(jié)，回歸生活Summary: new words/phrases/sentences
板 書設(shè) 計(jì) The fourth period　Section B(2a－2e)1 Key vocabulary： German, theme, province, collect, thousand, whether, spring, etc.2．Sentences：She has made such big progress in her schoolwork.I’ve recently been to a very unusual museum in India.
作業(yè)布置 Do the exercises in students' book.
教學(xué)反思
常德外國(guó)語(yǔ)學(xué)校課時(shí)教案
課 題 Unit 9 Have you ever been to a museum 第5課時(shí)
教學(xué)目標(biāo) Key words：the Terracotta Army, the Great Wall, the Bird’s Nest, the Palace Museum, itself, unusual, perfect, etc. Key sentences：He has studied English since 2001.I’ll go to your home when I have finished my homework.
教學(xué)重點(diǎn) Master the skill of skip reading and get the general idea of the text.
教學(xué)難點(diǎn) Learn the past continuous tense and try to use it correctly.
教學(xué)方法 五段教學(xué)法 教學(xué)手段 多媒體
課堂教學(xué)授課思路 踐行“人本·互助課堂”，通過靈活運(yùn)用“五段教學(xué)法”，改良合作學(xué)習(xí)小組，運(yùn)用自主學(xué)習(xí)、合作探究、學(xué)習(xí)展示等方式，調(diào)動(dòng)每個(gè)學(xué)生的學(xué)習(xí)自主性和內(nèi)驅(qū)力，充分發(fā)揮學(xué)生的課堂主體作用和教師的主導(dǎo)作用，提升學(xué)生的綜合能力與素養(yǎng)，全面把握基礎(chǔ)知識(shí)同時(shí)，適度拓展，形成相關(guān)知識(shí)體系，突破重難點(diǎn)。
教師活動(dòng) 學(xué)生活動(dòng)
I. 情境導(dǎo)入，明確任務(wù)Have you ever been to the Disney Island Do you know something about it The following is a short passage about it. You may check your answers with your classmates, later I’ll ask some of you to answer it.Please look at the title and the picture, work in pairs.亮出本節(jié)課的教學(xué)目標(biāo)，出示本節(jié)課的重點(diǎn)單詞，短語(yǔ)和句子。II.教師指導(dǎo)，自主學(xué)習(xí)Read the passage and discuss where it comes from. And give some reading strategies simply.Read the instructions to the class. Make sure Ss know the task in Activity 2e;Ss read the questions loudly.III.多邊互助，合作探究根據(jù)小組討論情況，喊不同層次的學(xué)生來回答問題。比如：基礎(chǔ)弱一點(diǎn)的學(xué)生會(huì)回答簡(jiǎn)單的一般疑問句。基礎(chǔ)好的同學(xué)能回答復(fù)雜的特殊疑問和表達(dá)觀點(diǎn)。V.集中答疑，精講精練Make Ss read the passages again quickly. Before that，Ss scan the five questions in this part; Ss complete the tasks on their own.1 Read the passage and do true or false.2 Ask students to read texts again and check the things happened in the story.教師補(bǔ)充（精講習(xí)題）：1 China has changed a lot since 1991. (一般疑問) _____ China _____ _____ ____ since 1991 2 I have been to the space museum. _____ ______ you been 3 I started studying English two months ago. _____ _____ _____ _____ studying English V.課堂小結(jié)，回歸生活Summary: new words/phrases/sentences/idioms
板 書設(shè) 計(jì) The fifth period Section B(3a－Self Check)Key vocabulary：the Terracotta Army, the Great Wall, the Bird’s Nest, the Palace Museum, itself, unusual, perfect, etc. 2．Target language：He has studied English since 2001.I’ll go to your home when I have finished my homework.
作業(yè)布置 Do the exercises in students' book.
教學(xué)反思
常德外國(guó)語(yǔ)學(xué)校課時(shí)教案
課 題 Unit 9 Have you ever been to a museum 第6課時(shí)
教學(xué)目標(biāo) Key words：thousands of, simply, fear, whether, Japanese, fox, daytime, equator, whether, spring etc.Key sentences：Thousands of people lying on the beach.His father has been to America twice.
教學(xué)重點(diǎn) Write down something about a passage after reading.
教學(xué)難點(diǎn) To master the whole unit and prepare the test.
教學(xué)方法 五段教學(xué)法 教學(xué)手段 多媒體
課堂教學(xué)授課思路 踐行“人本·互助課堂”，通過靈活運(yùn)用“五段教學(xué)法”，改良合作學(xué)習(xí)小組，運(yùn)用自主學(xué)習(xí)、合作探究、學(xué)習(xí)展示等方式，調(diào)動(dòng)每個(gè)學(xué)生的學(xué)習(xí)自主性和內(nèi)驅(qū)力，充分發(fā)揮學(xué)生的課堂主體作用和教師的主導(dǎo)作用，提升學(xué)生的綜合能力與素養(yǎng)，全面把握基礎(chǔ)知識(shí)同時(shí)，適度拓展，形成相關(guān)知識(shí)體系，突破重難點(diǎn)。
教師活動(dòng) 學(xué)生活動(dòng)
I. 情境導(dǎo)入，明確任務(wù)Free talk : T : We read an article about Singapore last period. How much do you know about it If not, talk about and write it down in pairs.Students：I remember these things well.Later , ask students to exchange their ideas , read the story and write an article about it.亮出本節(jié)課的教學(xué)目標(biāo)，出示本節(jié)課的重點(diǎn)單詞，短語(yǔ)和句子。II.教師指導(dǎo)，自主學(xué)習(xí)Show some pictures of Singapore to the whole class.This activity aims to check students’ memories and develop students’ writing skills.Lead students to have a quick look at the instruction and sample dialogues.Divide students into pairs to make dialogues to talk about the events.Finally, invite several pairs to act out the dialogue for the whole class.III.多邊互助，合作探究根據(jù)小組討論情況，按照寫作框架提示完整地描述一件難忘且重要的事, 說明時(shí)間，地點(diǎn)，過程及自己為什么記得這么多。IV.集中答疑，精講精練1 The sun was shining, thousands of people were lying on the beach. 陽(yáng)光燦爛,數(shù)以千計(jì)的人躺在沙灘上。 thousands of ：數(shù)以千計(jì)2 He fears to tell her what happened. 他害怕告訴她發(fā)生了什么。 fear to do something：害怕做某事3 On the one hand，I want to go to the party；On the other hand，I ought to be studying. on the one hand, on the other hand: 一方面, 另一方面V.課堂小結(jié)，回歸生活Students complete the tasks on their own;Then ask some students to present their answers.
板 書設(shè) 計(jì) The fifth period　Section B(3a－Self Check)Key vocabulary： thousands of, simply, fear, whether, Japanese, fox, daytime, equator, whether, spring etc.Target language：Thousands of people lying on the beach.His father has been to America twice.
作業(yè)布置 Review the whole unit and prepare the test.
教學(xué)反思常德外國(guó)語(yǔ)學(xué)校課時(shí)教案
課 題 Unit 10 I’ve had this bike for three years. 第 55 課時(shí)
教學(xué)目標(biāo) 1. To learn to talk about possessions and things around you by using present perfect tense with “for” and “since”.2. To listen for specific information.3. To learn new words: yard, sweet, memory, cent, toy, bear, maker, scarf, soft, check, board, …
教學(xué)重點(diǎn) To learn to talk about possessions and things around you by using present perfect tense with “for” and “since”.
教學(xué)難點(diǎn) To learn to talk about possessions and things around you by using present perfect tense with “for” and “since”.
教學(xué)方法 五段教學(xué)法 教學(xué)手段 多媒體
課堂教學(xué)授課思路 踐行“人本·互助課堂”，通過靈活運(yùn)用“五段教學(xué)法”，改良合作學(xué)習(xí)小組，運(yùn)用自主學(xué)習(xí)、合作探究、學(xué)習(xí)展示等方式，調(diào)動(dòng)每個(gè)學(xué)生的學(xué)習(xí)自主性和內(nèi)驅(qū)力，充分發(fā)揮學(xué)生的課堂主體作用和教師的主導(dǎo)作用，提升學(xué)生的綜合能力與素養(yǎng)，全面把握基礎(chǔ)知識(shí)同時(shí)，適度拓展，形成相關(guān)知識(shí)體系，突破重難點(diǎn)。
教師活動(dòng) 學(xué)生活動(dòng)
Step 1 Warming up and presentation1. Warming up: 1) Yard sale 庭院舊貨出售 這是國(guó)外的一種風(fēng)俗, 也是一種獨(dú)特的售貨方式。人們利用周末, 將家中擱置不用的物件, 放在自家庭院中廉價(jià)出售, 因而被稱作yard sale。 庭院售賣的物品種類繁多, 大到家具, 電器, 小到玩具, 衣物和鞋帽。這些物品雖多數(shù)為二手家什, 但也有全新的物品, 且價(jià)格合理公道, 還可討價(jià)還價(jià)。yard sale廣受歡迎, 逐漸演變成一種獨(dú)特的文化現(xiàn)象。2) What can you see in the picture 2. New words：yard sale, toy bear, bread maker, scarf, soft toys, board gamesStep 2 Listening Practice1. 1b Listen and check (√) the facts you hear.2. Listen again and fill in the blanks.3.Work on 2a. Listen and check (√) the things Amy’s family are giving away and circle the things they are keeping.4.Work on 2b. Listen again and fill in the blanks.Step 3 Groupwork Work on 1cPractice the conversation. Then make conversations about other things in the picture above.A: This is a really old book.B: Yes, I’ve had it for seven years. I’ve read it three times.A: Why are you selling it B: Because I don’t read it anymore.A: How much is it B: You can have it for 75 cents.Work on 2c. Student A is Amy’s mom, Student B is Amy. Make new conversations according to 2c.A: Amy, can we give away these soft toys B: Mom, I want to keep the bear.A: Why It’s so old.B: Because I’ve had it since I was a baby.Step 4 Language points1. --How long have you had that bike there --I have had it for three years!辨析：how long, how soon, how often, how farHow long 多久，多長(zhǎng)（時(shí)間）。對(duì)時(shí)間段提問，如：for+時(shí)間段；since+過去的時(shí)間點(diǎn)。2. Because I’ve had it since I was a baby. I have had this magazine for a couple of months. a couple of 有兩種意思: 其一，表示具體的數(shù)量“兩個(gè)”，指兩個(gè)相同的人或物體；其二，表示數(shù)量不定的”少數(shù)幾個(gè)”，作這種虛指的用法時(shí)，具體意思往往視上下文和具體的語(yǔ)境而決定。3. Amy thinks it’s hard to sell her old things. 艾米認(rèn)為賣掉她的舊東西很難。It’s +adj. (+for sb.) to do sth. 意為“（對(duì)某人來說）做某事時(shí)……的”，it 是形式主語(yǔ)，真正主語(yǔ)是后面的動(dòng)詞不定式。memory n. ，意為“記憶；回憶”，復(fù)數(shù)形式為memories，動(dòng)詞為memorize，意為“記憶，背誦”。5.The stories inside may be a bit old, but they’re still interesting.a bit意為“一點(diǎn)兒, 稍微”, 修飾形容詞或副詞, 相當(dāng)于a little; a bit of +不可數(shù)名詞, a little直接加不可數(shù)名詞。Step 5 Summary&Exerciseyard sale 庭院拍賣會(huì) bring back sweet memories 喚起甜蜜的回憶give away 贈(zèng)送；捐贈(zèng) for example 例如people in need 需要幫助的人 toy bear / lion / tiger 玩具熊 / 獅子 / 老虎soft toy 軟體玩具；布絨玩具 a couple of 兩個(gè)；一對(duì)；幾個(gè) give up 放棄 a bit 有點(diǎn)兒for a while 一會(huì)兒 clear out 清理；丟掉check out 察看；觀察 no longer 不再；不復(fù)board game 棋類游戲 用所給單詞的適當(dāng)形式填空。1. They had a yard ________ (sell) on a sunny morning.2. The old photo can bring me some good ________ (memory)．3. Bill is the ________ (make) of the model plane.4. My parents said that they no longer ________ (check) my homework.5. I have ________ (have) this bread maker since I was 15 years old.6. Why not buy them beautiful ____________ (scarf)
板 書設(shè) 計(jì) give away a couple of check out no longer
作業(yè)布置 鞏固默寫新單詞做學(xué)法相關(guān)練習(xí)。
教學(xué)反思
常德外國(guó)語(yǔ)學(xué)校課時(shí)教案
課 題 Unit 10 I’ve had this bike for three years. 第 56 課時(shí)
教學(xué)目標(biāo) 1. To understand the detailed information of the article.2. To retell the article.3. To learn new words: junior, clear, bedroom, own, railway, part, certain, honest, while, truthful …
教學(xué)重點(diǎn) To understand the detailed information of the article.。
教學(xué)難點(diǎn) To retell the article.
教學(xué)方法 五段教學(xué)法 教學(xué)手段 多媒體
課堂教學(xué)授課思路 踐行“人本·互助課堂”，通過靈活運(yùn)用“五段教學(xué)法”，改良合作學(xué)習(xí)小組，運(yùn)用自主學(xué)習(xí)、合作探究、學(xué)習(xí)展示等方式，調(diào)動(dòng)每個(gè)學(xué)生的學(xué)習(xí)自主性和內(nèi)驅(qū)力，充分發(fā)揮學(xué)生的課堂主體作用和教師的主導(dǎo)作用，提升學(xué)生的綜合能力與素養(yǎng)，全面把握基礎(chǔ)知識(shí)同時(shí)，適度拓展，形成相關(guān)知識(shí)體系，突破重難點(diǎn)。
教師活動(dòng) 學(xué)生活動(dòng)
Step 1 Presentation(New Word)1. bedroom n. 臥室2. railway n. 鐵路；鐵道3. junior adj. 地位 (或職位、級(jí)別) 低下的junior high school 初級(jí)中學(xué)4. own v. 擁有；有5. truthful adj. 誠(chéng)實(shí)的；老實(shí)的Step 2 Fast reading 3a Read the article written by a father for a newspaper. What is his family going to sell at the yard sale Step 3 Careful reading(Group work)Read the passage and choose true (T) or false (F)1. My daughter is 15 and my boy has already started junior high school.2. My son was quite sad at first.3. My daughter felt happy to part with certain toys.4. I want to give up my football shirts.3b Read the article again and answer the questions.1. Why did they decide to have a yard sale 2. What do they want to do with the money from the sale 3. Why does the son want to keep his train and railway set 4. How can the old toys be useful again 5. Have you ever thought about having a yard sale to sell your things Step 4 Language points 1. We have already cleared out a lot of things from our bedrooms.2. We have decided to each sell five things that we no longer use.3. My daughter was more understanding, although she also felt sad to part with certain toys. be certain to do sth. 肯定要做某事 be certain of/about sth. 對(duì)某事確定、有把握 be certain of doing sth. 有把握做某事Step 5 Exercise& Summaryat first 起初；起先 grow up 長(zhǎng)大；成熟；成長(zhǎng) as for 至于；關(guān)于 junior high school 初級(jí)中學(xué)part with 放棄、交出(尤指不舍得的東西)to be honest 說實(shí)在的 bread maker 面包機(jī)用所給單詞的適當(dāng)形式填空。1. Maria is always ________ (truth), and she never tells lies.2. A duck ________ (certain) swims very well.3. I can't see the words on the blackboard ________ because they are not ________ (clear).4. Who is the ________ (own) of the large house 5. Don't throw it away. It is still ________ (use). .\
板 書設(shè) 計(jì) at first as for to be honest grow up
作業(yè)布置 1.Read 3a 2.做學(xué)法相關(guān)練習(xí)。
教學(xué)反思
常德外國(guó)語(yǔ)學(xué)校課時(shí)教案
課 題 Unit 10 I’ve had this bike for three years. 第 57 課時(shí)
教學(xué)目標(biāo) To learn the usage of for and since.1. --How long have you had that bike over there --I’ve had it for three years.2. --How long has his son owned the train and railway set --He’s owned it since his fourth birthday.
教學(xué)重點(diǎn) To learn the usage of for and since.
教學(xué)難點(diǎn) To learn the usage of for and since.
教學(xué)方法 五段教學(xué)法 教學(xué)手段 多媒體
課堂教學(xué)授課思路 踐行“人本·互助課堂”，通過靈活運(yùn)用“五段教學(xué)法”，改良合作學(xué)習(xí)小組，運(yùn)用自主學(xué)習(xí)、合作探究、學(xué)習(xí)展示等方式，調(diào)動(dòng)每個(gè)學(xué)生的學(xué)習(xí)自主性和內(nèi)驅(qū)力，充分發(fā)揮學(xué)生的課堂主體作用和教師的主導(dǎo)作用，提升學(xué)生的綜合能力與素養(yǎng)，全面把握基礎(chǔ)知識(shí)同時(shí)，適度拓展，形成相關(guān)知識(shí)體系，突破重難點(diǎn)。
教師活動(dòng) 學(xué)生活動(dòng)
Step 1 Revision 1. — How long have you had that bike over there — I’ve had it for three years. 2. How long has his son owned the train and railway set He’s owned it since his fourth birthday. 3. Have you ever played football Yes, I did when I was little, but I haven’t played for a while now.Step 2 Presentation現(xiàn)在完成時(shí)的持續(xù)性用法現(xiàn)在完成時(shí)還可表示過去某一時(shí)間開始并一直持續(xù)到現(xiàn)在(包括“現(xiàn)在”在內(nèi))的動(dòng)作或狀態(tài)，該用法中的動(dòng)詞多是延續(xù)性動(dòng)詞，常見的時(shí)態(tài)標(biāo)志詞有since, for等。1. since意為“自從……以來”, 它既可作介詞，也可作連詞。作介詞時(shí), 后接表示過去的時(shí)間點(diǎn), 表示某事開始的時(shí)間；作連詞時(shí), 引導(dǎo)時(shí)間狀語(yǔ)從句, 從句常用一般過去時(shí)。如： We have been here since last Sunday / two years ago. Mr. Jones has worked here since he was twenty-five.2. for作介詞，后接一段時(shí)間，表示一個(gè)動(dòng)作或一種狀態(tài)已經(jīng)持續(xù)了多長(zhǎng)時(shí)間。如： I have studied here for three years. She has been away for five days.注意：1. 對(duì)since和 for引導(dǎo)的時(shí)間狀語(yǔ)提問時(shí), 常用how long。如： Jane has learned to play the piano since two years ago. (對(duì)劃線部分提問) How long has Jane learned to play the piano 2. 在現(xiàn)在完成時(shí)中，含有for和since的句子可以相互轉(zhuǎn)換。如： They have lived here for five years. =They have lived here since five years ago.3. 在現(xiàn)在完成時(shí)中，表示短暫意義的動(dòng)詞(如come和see)在肯定句和一般疑問句中不能和表示一段時(shí)間的時(shí)間狀語(yǔ)連用，但在否定句中是可以的。如： Mike has come to London for three weeks. (×) They haven’t seen each other for ages. (√)短暫性(短語(yǔ))動(dòng)詞與延續(xù)性(短語(yǔ))動(dòng)詞和與表示狀態(tài)的短語(yǔ)之間的轉(zhuǎn)化1. 有些短暫性(短語(yǔ))動(dòng)詞可轉(zhuǎn)化為相應(yīng)的延續(xù)性(短語(yǔ))動(dòng)詞。常見的有： become → be borrow → keep buy → have / own catch a cold → have a cold come → stay put on → wear go to sleep → sleep move to → live in2. 有些短暫性(短語(yǔ))動(dòng)詞可轉(zhuǎn)化為表示狀態(tài)的短語(yǔ)。常見的有： leave → be away begin / start → be on die → be dead finish → be over join → be in / be a member of fall asleep → be asleep marry → be married come / arrive here → be hereStep 3 PracticeWork on 4a Rewrite the sentences using for or since1.Jim has been in Japan for three years.2. They have not eaten for ten hours.3.I have had a camera since 2009.4. I have known Ann for three years/since three years ago.5.Linda has been ill since Monday.Work on 4b Fill in the blanks with correct forms of the verbs in brackets.Step 4 Group work4c Fill in the questions and ask two students. Then complete the chart.1. Do you have a(n) _______ How long have you had it 2. Do you own a(n)_______ How long have you owned it ThingsHow longTonyfavorite book basketballfor two yearssince he was 10years oldStudent 1 Student 2 Step 5 Summary1. 現(xiàn)在完成時(shí)的特殊疑問句的結(jié)構(gòu)： 疑問詞 + have/has + 主語(yǔ) + 過去分詞+ 其他成分。詢問時(shí)間長(zhǎng)短的疑問詞 用how long。2. 介詞for后接一段時(shí)間，指某個(gè)動(dòng)作或情況到現(xiàn)在為止已持續(xù)了多久。3. since有兩種用法，分別是：① 作為介詞，接一個(gè)時(shí)間名詞；② 作為連詞，引導(dǎo)一個(gè)時(shí)間狀語(yǔ)從句。 since表示“自……以來”，指某個(gè)動(dòng)作或情況從過去某一點(diǎn)時(shí)間一直持續(xù)到現(xiàn)在。Step 6 ExerciseⅠ.用since或for填空。1. Jim has been in Ireland ________ Monday.2. Jill has been in Ireland ________ three days.3. Two years has passed ________ he left Beijing.4. Molly has kept the book ________ two years ago.5. India has been an independent country ________ 1947.6. The bus is late. They've been waiting ________ 20 minutes.7. Nobody lives in those houses. They have been empty ________ many years.8. Mike has been ill ________ a long time. He has been in hospital ________ October.Ⅱ.用所給單詞的適當(dāng)形式填空。1. I ________ already ________ the film. I ________ it last week. (see)2. —________ he ________ (finish) his work today —Not yet.3. My father ________ just ________ (come) back from work. He is tired now.4. —Where's Li Ming —He ________ (go) to the teacher's office.5. I ___________ (work) here since I ________ (move) here in 1999.6. So far I __________ (make) quite a few friends here.7. —How long ________ you ________ (stay) here —For two weeks.8. Stephen Hawking ____________ (die) for over 3 months, but his spirit still lives on.9. He ________ (go) to school on foot every day.10. ________ you ________ (find) your science book yet \
板 書設(shè) 計(jì) How long since&for
作業(yè)布置 1 Recite Grammar Focus 2.做學(xué)法相關(guān)練習(xí)。
教學(xué)反思
常德外國(guó)語(yǔ)學(xué)校課時(shí)教案
課 題 Unit 10 I’ve had this bike for three years. 第 58 課時(shí)
教學(xué)目標(biāo) To talk about your town/city.To listen for specific information.To understand the vocabulary.
教學(xué)重點(diǎn) To talk about your town/city.
教學(xué)難點(diǎn) To listen for specific information.
教學(xué)方法 五段教學(xué)法 教學(xué)手段 多媒體
課堂教學(xué)授課思路 踐行“人本·互助課堂”，通過靈活運(yùn)用“五段教學(xué)法”，改良合作學(xué)習(xí)小組，運(yùn)用自主學(xué)習(xí)、合作探究、學(xué)習(xí)展示等方式，調(diào)動(dòng)每個(gè)學(xué)生的學(xué)習(xí)自主性和內(nèi)驅(qū)力，充分發(fā)揮學(xué)生的課堂主體作用和教師的主導(dǎo)作用，提升學(xué)生的綜合能力與素養(yǎng)，全面把握基礎(chǔ)知識(shí)同時(shí)，適度拓展，形成相關(guān)知識(shí)體系，突破重難點(diǎn)。
教師活動(dòng) 學(xué)生活動(dòng)
Step 1 Warming upMaybe we will leave our neighborhood or the city we have lived for a long time. I think there must be some old buildings and places in your neighborhood. What are they Can you name them Step 2 Group work1a Check (√) the places or things you can find in your town or city.____ a museum ____a primary school____ a bridge ____ a zoo ____ a park ____a hill ____ a library ____ a riverStep 3 Listening Practice 1b Listen and answer the questions 1. Does Martin like Jenny’s hometown 2. Does Jenny still live in her hometown 3. What is behind the science museum What do people do there on weekends 1c Listen again and fill in the chart about the places in Jenny’s hometown.Place New or oldHow long has it been there Town library old for hundreds of yearsScience museumnew since last AugustRestaurant down the street old for as long as Jenny can rememberStep 4 Group work1d Talk about your town/city with a partner according to the conversation.A: My city is lovely.B: What are some of the special places there A: Well, there’s a concert hall there. It’s been around for at least 20 years.Step 5 Summaryone of the oldest buildings 最古老的建筑之一concert hall 音樂廳 Exercise根據(jù)漢語(yǔ)提示完成句子。1. There is a ______________ (小學(xué)) near here. 2. David is from Nanjing and he ___________ (居住在) a large house. 3. The library is _______________________ (在科學(xué)博物館后面). 4. What do you usually do _____________ (在周末) 5. She spent ___________ (至少) two hours.
板 書設(shè) 計(jì) one of the oldest buildings concert hall
作業(yè)布置 1.鞏固默寫新單詞 2.做學(xué)法相關(guān)練習(xí)。
教學(xué)反思
常德外國(guó)語(yǔ)學(xué)校課時(shí)教案
課 題 Unit 10 I’ve had this bike for three years. 第 59課時(shí)
教學(xué)目標(biāo) 1. To learn about Hometown Feelings and understand the main idea of the passage. 2. To learn new words: nowadays, search, among, crayon, shame, regard, count, century, opposite, especially, childhood, consider, hold, …
教學(xué)重點(diǎn) 1) 掌握本課時(shí)出現(xiàn)的生詞及用法。2) 閱讀短文，獲得相關(guān)信息，提高學(xué)生們的綜合閱讀能力。
教學(xué)難點(diǎn) Improve the reading skills
教學(xué)方法 五段教學(xué)法 教學(xué)手段 多媒體
課堂教學(xué)授課思路 踐行“人本·互助課堂”，通過靈活運(yùn)用“五段教學(xué)法”，改良合作學(xué)習(xí)小組，運(yùn)用自主學(xué)習(xí)、合作探究、學(xué)習(xí)展示等方式，調(diào)動(dòng)每個(gè)學(xué)生的學(xué)習(xí)自主性和內(nèi)驅(qū)力，充分發(fā)揮學(xué)生的課堂主體作用和教師的主導(dǎo)作用，提升學(xué)生的綜合能力與素養(yǎng)，全面把握基礎(chǔ)知識(shí)同時(shí)，適度拓展，形成相關(guān)知識(shí)體系，突破重難點(diǎn)。
教師活動(dòng) 學(xué)生活動(dòng)
Step 1 Warm upWhy do millions of Chinese leave the countryside every year 1. Many adults leave their hometown to earn more money in the cities. 2. Leaving home for educational purpose has become very familiar to students, especially who come from the countryside. How often do you think these people visit their hometowns What new buildings does the government usually build in towns and villages Step 2 Reading2a Answer the questions before you read. Then read the passage to find out your answers are the same as in the passage.1. Why do millions of Chinese leave the countryside every year 2. How often do you think these people visit their hometowns 3. What new buildings does the government usually build in towns and villages 2b Find expressions in the passage that have the same meanings as these words and phrases.2c Complete the summary with words from the passage. You may need to change the forms of the words.Step 3 Group work 2d Think of changes that happening in your town or city today. Which changes are generally good Which changes could be seen as bad Step 4 Language points1. Nowadays, millions of Chinese leave the countryside to search for work in the cities.2. Among these is Zhang Wei, a 46-year-old husband and fatheramong 在三者或三者以上之間。3…It’s a shame, but I just don’t have the time,…4. According to Zhong Wei, however, some things will never change.Step 5 Summarysearch for work 找工作 at least 至少；不少于；起碼millions of 大量 in order to目的是；為了for the last ... years 在過去的……年里 It’s a shame. 很遺憾 close to 幾乎；接近 according to 依據(jù)；按照Exercise根據(jù)句意及所給首字母提示，補(bǔ)全句中所缺單詞。1. Kate r the whole thing as a joke. She didn’t care about it at all. 2. I am c going to the park. Do you want to go with me 3. This bus is large and it can h about sixty people.4. When my sister was a small child, she liked c stars in the sky for fun.5. My father likes swimming, e in the sea. .
板 書設(shè) 計(jì) search for work at least millions of in order to
作業(yè)布置 1.鞏固默寫新單詞 2.做學(xué)法相關(guān)練習(xí)。
教學(xué)反思
常德外國(guó)語(yǔ)學(xué)校課時(shí)教案
課 題 Unit 10 I’ve had this bike for three years. 第 60 課時(shí)
教學(xué)目標(biāo) 1. To learn to write a passage to introduce your favorite thing. 2. To practice the use of the present perfect tense with for and since.
教學(xué)重點(diǎn) To learn to write a passage to introduce your favorite thing.
教學(xué)難點(diǎn) To learn to write a passage to introduce your favorite thing.
教學(xué)方法 五段教學(xué)法 教學(xué)手段 多媒體
課堂教學(xué)授課思路 踐行“人本·互助課堂”，通過靈活運(yùn)用“五段教學(xué)法”，改良合作學(xué)習(xí)小組，運(yùn)用自主學(xué)習(xí)、合作探究、學(xué)習(xí)展示等方式，調(diào)動(dòng)每個(gè)學(xué)生的學(xué)習(xí)自主性和內(nèi)驅(qū)力，充分發(fā)揮學(xué)生的課堂主體作用和教師的主導(dǎo)作用，提升學(xué)生的綜合能力與素養(yǎng)，全面把握基礎(chǔ)知識(shí)同時(shí)，適度拓展，形成相關(guān)知識(shí)體系，突破重難點(diǎn)。
教師活動(dòng) 學(xué)生活動(dòng)
Step 1 Revisionyard sale 庭院拍賣會(huì) bring back sweet memories 喚起甜蜜的回憶give away 贈(zèng)送；捐贈(zèng) for example 例如people in need 需要幫助的人 toy bear / lion / tiger 玩具熊 / 獅子 / 老虎soft toy 軟體玩具；布絨玩具 a couple of 兩個(gè)；一對(duì)；幾個(gè) give up 放棄 a bit 有點(diǎn)兒for a while 一會(huì)兒 clear out 清理；丟掉check out 察看；觀察 no longer 不再；不復(fù)board game 棋類游戲 at first 起初；起先grow up 長(zhǎng)大；成熟；成長(zhǎng) as for 至于；關(guān)于junior high school 初級(jí)中學(xué) part with 放棄、交出(尤指不舍得的東西)to be honest 說實(shí)在的 bread maker 面包機(jī)search for work 找工作 at least 至少；不少于；起碼millions of 大量 in order to目的是；為了for the last ... years 在過去的……年里 It’s a shame. 很遺憾 close to 幾乎；接近 regard ... with great interest興趣濃厚地看待……That’s true of ... ……也是這樣的情況since the mid-20th century自從二十世紀(jì)中期以來used to do sth. 過去常常做某事 according to 依據(jù)；按照 look for尋找；尋求 a symbol of ... ……的一個(gè)標(biāo)志across from在……對(duì)面 in one’s opinion 依……看Step 2 Group work 3a Think about your favorite things from childhood which you still have. For example, it can be a toy or a book. Then take notes using the questions.1. How long have you had it 2. How did you get it Did someone give it to you Who 3. Why do you like it so much Why is it special 4. Can you say anything more about it Step 3 WritingWrite three paragraphs about your favorite thing. Use your notes in 3a to help you.In the first paragraph, introduce your favorite thing.In the second paragraph, talk about why it is special.In the third paragraph, write about a story or memories.My favorite thing寫作指導(dǎo)
useful sentences:My favorite thing from childhood is _______________. I’ve had it for/since ___________. _______________ gave it to me.I like ____________so much because _______________________.It’s special to me because______________. I think _______________________.____________________ has given me many memories. I remember when _________________.參考范文My favorite thing My favorite thing from childhood is a toy car. I have had it for 6 years. My father gave it to me when I was five years old. I like it so much because I played with it every day until I went to school. It’s special to me because it was my fifth birthday gift that my father bought.The toy car has given me many memories. I remember when I was seven I still played with it. I would never go to bed without it. One day I couldn’t find it after I returned home from school. I asked my parents to help me find it. We looked for it everywhere until my mother found it under my bed. Step 4 Self-check 1. Complete the sentences using for or since.1. I haven’t been to a museum … 2. I haven’t written a letter …3. I haven’t ridden a bike … 4. I haven’t seen a movie …5. I haven’t played computer games…2. Complete the conversationStep 5 Exercise根據(jù)句意及括號(hào)內(nèi)所給詞的提示填空。1. Helen _________(never be) to West Farm. Next week she _________(visit) it with her friends.2. The Greens _________(work) in our school for ten years and every day they _________(work) very hard.3. Last week Harry _________(sell) his old car but he _________(not plan) to buy a new one yet.4. Just now I _________(receive) Mr. Wang’s call. He _________(just arrive) in Shanghai.5. Now Lisa _________(write) to Molly in her room. Molly _________(be) in Hong Kong since last year.
板 書設(shè) 計(jì) In the first paragraph, introduce your favorite thing.In the second paragraph, talk about why it is special.In the third paragraph, write about a story or memories.
作業(yè)布置 1.復(fù)習(xí)本單元知識(shí)點(diǎn) 2.做學(xué)法相關(guān)練習(xí)。
教學(xué)反思

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