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人教版八上英语全册教案
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这是一份人教版八上英语全册教案，共104页。
新目标英语八年级上册教学计划
一、学生基本情况分析：
大多数学生已能听懂有关熟悉话题的语段和简短的故事。能与教师或同学就熟悉的话题交换信息。能读懂短篇故事，能写便条和简单的书信。但由于各种因素的影响，学生发展参差不齐。有少数学生因为基础不够好，学习很吃力而自暴自弃，有的因此扰乱课堂次序，这给教学带来不少困难。另外，学生在情感态度学习策略方面还存在诸多需要进一步解决的问题。例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；有些同学在学习中缺乏小组合作意识；大多数同学没有养成良好的学习习惯，不能做好课前预习、课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不留意知识的巩固和积累。
二、教材分析
人教版《新目标英语》八年级（上册），本套八年级教材共分十个单元，每单元分Section A和Section B以及Self-check三部分。
Section A : 1a呈现本单元的重点单词，语法结构与功能；1b呈现任务型听力练习；1c结对练习核心对话；2a,2b是多种听力练习；2c呈现不同的任务。Grammar Focus 呈现语法功能重点；3a-3c提供多种课堂活动。 Section B: 1a词会扩展；1b新旧知识综合运用，同时在原有基础上有所扩展；2a,2b为听力练习；3a-4提供各类练习形式，随着所学内容的加深，逐步扩展成阅读和写作练习。4为创造性活用所学知识提供各类课堂活动。Self-check:使学生对自己的英语水平有明确的认识。自我评价，包括词汇知识的评价，语言应用能力的评价和幽默卡通。
本学期的重点是继续学习词汇和习惯用语，语法知识点：不定代词、频率副词、询问情况、方式状语、提出邀请、形容词比较级、最高级等。其中状语从句和形容词是本册的难点、重点。
三、教学目标
1. 总体目标：激发学生学习英语的兴趣，树立自信心。在整个教学过程中，让学生有丰富的生活常识、多文化背景的积累，并形成正确人生观、价值观，有积极的情感态度和跨文化的交际能力。同时培养自主学习能力，积累学习方法。
2. 具体目标：结合学生英语基础较差的实际，在教学刚开始的阶段，注意和初一知识的衔接，例如复习积累基础词汇、词语搭配、句型，熟悉不同单元呈现的语法规则，掌握实际用法。希望第一学期后，学生能培养学习的兴趣，养成较好的学习习惯，对基础知识有一定的掌握。
四、具体措施
1、对新版教材认真研究，充分运用多媒体课件等充分展示数码技术在英语教学中的作用，引起学生兴趣，让学生充分思考、讨论，注重能力的培养。
2、认真贯彻晨读制度，规定晨读内容，加强监督，保证晨读效果。①每天记5个生词，2个常用句子或习语。利用“互测及教师抽查”及时检查，保证效果并坚持下去。②背诵课文中的对话或课文。目的：要求学生背诵并默写，培养语感。
3、对学困生进行专门辅导，布置单独的作业，让他们在小进步、小转变中体味学习的快乐，树立学习的自信，尽快成长起来。
4、经常进行教学反思，适时调整教学方法，符合学生的真实情况，利于学生的有效性学习。
5、在具体的英语课堂教学中，根据目标并结合教学具体内容，为学生积极创设情景，尽量让学生在较为逼真的情景中渗透文化，了解文化，设置任务，学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。
6、关注学生的情感，营造宽松、民主、和谐的教学氛围。
7、加强对学生学习策略的指导，为他们终身学习奠定基础。
8、认真专研教材和课标，既备学生又备教材，认真上好每一堂课。
五、课程安排及教学进度
周次
教学进度与安排
第一周
教学预备工作
第二周
Unit1 Where did you go on vacation?
第三周
Unit1 Where did you go on vacation?
Unit2 How often do you exercise?
第四周
Unit2 How often do you exercise?
Unit3 I’m more outgoing than my sister.
第五周
国庆
第六周
Unit3 I’m more outgoing than my sister.
Unit4 What’s the best movie theater?
第七周
Unit4 What’s the best movie theater?
第八周
Unit5 Do you want to watch a game show?
第九周
Unit5 Do you want to watch a game show?
复习
第十周
复习迎接期中考试复习
第十一周
Mid-exam
第十二周
Unit 6 I’m going to study computer science?
第十三周
Unit 6 I’m going to study computer science?
Unit 7 Will people have robots?
第十四周
Unit 7 Will people have robots?
第十五周
Unit 8 How do you make a banana milk shake?
第十六周
Unit 8 How do you make a banana milk shake?
Unit 9 Can you come to my party?
第十七周
Unit 9 Can you come to my party?
第十八周
Unit 10 If you go to the party, you’ll have a great time.
第十九周
Unit 10 If you go to the party, you’ll have a great time.
复习
第二十周
复习迎接期末考试复习
第二十一周
期末考试
Unit 1 Where did you go on vacation?
Teaching Content
Period 1 (Section A 1a-2d)
Teaching
Aims
Knowledge
Objects
1、学会运用新词汇：
anyone, anywhere, wonderful, few, quite a few, most, something, nothing, everyone, of course, myself, yourself, hen, pig, seem, bored, someone, diary
2、掌握句型: Where did you go on vacation?
I went to New York City.
Did you go with anyone?
Yes, I went with my family.
3、初步了解有关不定代词someone, anyone, something, anything, nothing的用法。
Ability
Objects
Develop the abilities to descript an event and tell why you like or not like an event
Moral
Objects
Express their feelings about the vacation with students.
Difficult Points
1. 学习运用动词的一般过去式形式。 2. 初步学习不定代词。
Teaching Procedures
Activities
Purposes
Preparation
Discussion:
Where did you go on vacation?
Did you go to Hainan?
创设情境，引入新课。
Presentation
1、 学会运用新词汇：anyone, anywhere, wonderful, few, quite a few, most, something, nothing, everyone, of course, myself, yourself, hen, pig, seem, bored, someone, diary.
2、 掌握句型：
Where did you go on vacation?
I went to New York City.
Did you go with anyone?
Yes, I went with my family.
3、学会谈论自己的假期，激发学生的学习兴趣和学习热情。
学习新词汇。
巩固新词,学会谈论自己的假期。
Practice
1. Match the activities with the pictures in 1a.
2. Listen and number the people in the picture.
3. Pair work: Students ask and answer the questions about each other’s vacation.
4. listening practice about three students’ vacations.
学习新词汇。
熟悉材料。
巩固新词汇会谈论自己的假期。
进一步理解其他人的假期，学会新的表达方法。
Production
Students learn something about the vacation to Huangguoshu Waterfall, then students role play the conversation.
提高学生运用所学知识来谈论假期。
Progress
1. Summary.
2. Quiz.
3. Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 2 (Section A Grammar Focus-3c)
Teaching
Aims
Knowledge
Objects
学习掌握新词汇及巩固Section A部分词汇。
Ability
Objects
1、进一步理解一般过去时的基本用法，了解并掌握不定代词的用法。
2、通过语法学习，把英语运用到日常生活中。
Moral
Objects
Talk about a past event about one’s vacation.
Key Points
一般过去时的基本用法。
Difficult Points
不定代词的基本用法。
Teaching Procedures
Activities
Purposes
Preparation
Have a dictation of the new words learned in the last class.
复习掌握已学词汇。
Presentation
1、 学习掌握新词汇及巩固Section A部分词汇。
2、 进一步理解一般过去时的基本用法，了解并掌握不定代词的用法。
3、学生学会判断和运用语法知识
熟练运用所学词汇。
理解一般过去时和不定代词。
运用语法知识进行表达。
Practice
1、 Retell the passage about 2d.
2、 Students discuss Grammar Focus and try to figure out Simple Past Tense and indefinite pronouns.
3、 Students do some exercises to practice Simple Past Tense and indefinite pronouns.
熟练运用所学词汇。
了解一般过去时和不定代词。
初步运用语法知识解决问题。
Production
Show time: Students do a survey in groups.
运用定语从句表达喜好。
Progress
1、 Summary.
2、 Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 3 (Section Section B 1a-1e )
Teaching
Aims
Knowledge
Objects
学会描述物体、表达感受的形容词：delicious, expensive, exciting, cheap, terrible, boring.
Ability
Objects
能掌握以下句型：
① Where did…?
② What did…?
③ How was…？ / How were…?
④ Did she/he…?
Moral
Objects
运用一般过去时表达度假期间的个人的感受。
Key Points
运用多个形容词表达喜好。
Difficult Points
通过交流表达和听力训练，引入表达自己观点或好恶的方式.
Teaching Procedures
Activities
Purposes
Preparation
Students look at some pictures and express their opinions of these things.
情境导入，学习新单词。
Presentation
1、掌握单词：delicious, expensive, exciting, cheap, terrible, boring.
2、运用多个形容词表达个人偏爱或喜好。
3、从多方面谈论假期，熟练运用动词的一般过去式形式。
让学生熟练掌握和运用一般过去时和多个形容词。
Practice
1、 Ask Ss to look at some pictures and express their feelings of these things.
2、 Students look at the questions in 1c and talk about their own opinions.
3、Listening: Listen to the conversation and do exercises in 1c and 1d.
让学生熟练掌握和运用一般过去时和新的形容词。
Production
Students work in groups and talk about their vacations and their feelings.
提高学生口语表达能力。
Progress
1、 Summary.
2、 Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 4 (Section B 2a-2d)
Teaching
Aims
Knowledge
Objects
1、 学习掌握下列词汇：
enjoyable, activity, decide, try, paragliding, feel like, bird, bicycle, building, trader, wonder, difference, top, wait, umbrella, wet, because of, below, enough, hungry,.
Ability
Objects
1. 阅读短文，能按要求获取相关的信息，提高学生们的阅读能力。
2. 能学会日记体裁的特点。
Moral
Objects
Share one’s mood about a vacation with the friends
Key Points
1、 掌握下列词汇：
enjoyable, activity, decide, try, paragliding, feel like, bird, bicycle, building, trader, wonder, difference, top, wait, umbrella, wet, because of, below, enough, hungry,.
2、阅读能力训练。
Difficult Points
学会用日记描述自己的假期。
Teaching Procedures
Activities
Purposes
Preparation
Work in pairs. Ask each other
What do people usually do on vacation?
What activities do you find enjoyable?
创设情境，导入新课。
Presentation
1. 学习掌握下列词汇：
enjoyable, activity, decide, try,
paragliding, feel like, bird, bicycle, building, trader,
wonder, difference, top, wait, umbrella, wet, because
of, below, enough, hungry,.
2. 阅读短文，能按要求获取相关的信息。
3、能用一般过去时描述自己的假期，对自己去过的地方、看到的事物、吃过的东西、自己的感受等进行描述。
学习新词汇。
提高学生们的阅读能力。
提高学生运用语言能力。
Practice
1. Fast reading: Fill in the chart. Find out Jane likes or dislikes some things and the reasons.
2. Careful reading: Read the passage again and answer the questions given by the teacher on the screen..
3.Discussion:
Did she feel happy during her vacation?
Which day was she happy or unhappy? Why?
初步掌握文章大意。
细读文章，获取相关信息。
学生用所学知识表达自己观点。
Production
1. Retelling the vacation of Jane in groups.
2. Students work in groups to complete the conversation in 2d.
提高英语运用能力。
Progress
1. Summary.
2. Quiz.
3. Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 5 (Section B 2e-Self Check)
Teaching
Aims
Knowledge
Objects
教会学生谈论自己假期的表达方法。
Ability
Objects
教会学生写一篇日记描述自己的一次假期的经历。
Moral
Objects
能通过教学，培养学生热爱生活的态度和正确的审美情趣
Difficult Points
将已学一般过去时的用法及不定代词的表达运用到写作中。
Teaching Procedures
Activities
Purposes
Preparation
Review and retell the diaries learned last lesson.
复习前节课内容。
Presentation
1. 教会学生谈论并总结自己的假期的表达方法。
2. 能通过教学，培养学生热爱生活的态度和正确的审美情趣。
3. 教会学生写一篇日记描述自己的假期。
提高学生语言运用能力。
Practice
1. Group work: Finish the short diary in 2e.
2. Discussion: The places of interest in Beijing, and the opinions about these places.
3. Self-writing: Write a short diary about a one-day vacation in Beijing.
4. Group work: Discuss the diaries with each other and correct the diaries.
提高学生语言运用能力。
Production
Students show their diaries in class and all the classmates try to help to correct theses diaries.
让学生学以致用。
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Unit 2 How often do you exercise?
Teaching Content
Period 1 (Section A 1a-2d)
Teaching
Aims
Knowledge
Objects
1、学会运用新词汇：housework, hardly, ever, hardly ever, once, twice, Internet, program, full, swing, swing dance.
2、掌握句型: How often do you exercise?
I exercise every day/ once a week/ twice two weeks.
Do you go shopping?
No, I never go shopping.
Ability
Objects
学会谈论自己的休闲活动，并能正确、熟练运用频率副词和一般现在时，激发学生的学习兴趣和学习热情。
Moral
Objects
养成热爱运动的好习惯
Key Points
1、学会运用单词及短语：help with housework, watch TV, exercise, do sports, read a book, go shopping/ do some shopping，every day, once a week, twice a week, three times a week, once a month, twice a month.
2、掌握句型: How often do you exercise?
I exercise every day/ once a week/ twice two weeks.
Do you go shopping?
No, I never go shopping.
Difficult Points
1. 学习运用频率副词。
2. 一般现在时态的正确运用。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Discussion:
Do you exercise/ go shopping/watch TV?
Yes, I do.
创设情境，引入新课。
Presentation
1、学会运用新词汇：help with housework, watch TV, exercise, do sports, read a book, go shopping/ do some shopping, every day, once a week, twice a week, three
times a week, once a month, twice a month.
2、掌握句型：
How often do you exercise?
I exercise every day/ once a week/ twice two weeks.
Do you go shopping?
No, I never go shopping.
3、学会谈论自己的休闲活动，激发学生的学习兴趣和学习热情。
学习新词汇。
巩固新词汇，学会
谈论自己的假期。
Practice
1、Make a list of the weekend activities in 1a.
2、Students talk about the adverbs of frequency: always,
usually, often, sometimes, hardly ever, never, every day, once a week, twice a week, three times a week, once a
month, twice a month.
3、Pair work: Students ask and answer the questions about each other’s weekend activities.
4、listening practice about three students’ weekend activities.
学习新词汇。
熟悉材料。
巩固新词汇，学会
谈论自己的周末活动。
进一步理解其他人的周末活动，学会频率副词的表达方法。
Production
Students learn something about their weekend activities, then students role play the conversation.
提高学生运用所学知识来谈论假期。
Progress
Summary.
Quiz.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 2 (Section A Grammar Focus-3c)
Teaching
Aims
Knowledge
Objects
1、学习掌握新词汇及巩固Section A部分词汇。
2、进一步理解频率副词的基本用法，熟练运用一般现在时态。
3、通过语法学习，把英语运用到日常生活中。
Ability
Objects
学会谈论自己的休闲活动，并能正确、熟练运用频率副词和一般现在时，激发学生的学习兴趣和学习热情。
Moral
Objects
养成热爱运动的好习惯
Difficult Points
一般现在时态在日常生活中的运用。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Have a dictation of the new words learned in the last class.
复习掌握已学词汇。
Presentation
1、学习掌握新词汇及巩固Section A部分词汇。
2、进一步理解频率副词的基本用法，熟练运用一般现在时态。
3、学生学会判断和运用语法知识。
熟练运用所学词汇。
理解一般现在时态和频率副词。
运用语法知识进行表达。
Practice
1、Retell the passage about 2d.
2、 Students discuss Grammar Focus and try to figure out Simple Past Tense and indefinite pronouns.
3、Students do some exercises to practice Simple Present Tense and the adverbs of frequency.
熟练运用所学词
汇。
了解理解一般现在时态和频率副词。
初步运用语法知识解决问题。
Production
Show time: Students do a survey in groups.
熟练运用定语从句表达喜好。
Progress
Summary.
Quiz.
Homework.
Teaching
Reflection
Teaching Content
Period 3 (Section B 1a-1e)
Teaching
Aims
Knowledge
Objects
1、学会描述物体的名词：junk food, milk, fruit, vegetable, coffee,以及描述性的形容词：healthy, unhealthy,和一些短语：have good habits, have good living habits, have good eating habits, be good for, be bad for.
2、学会描述自己的生活习惯，饮食习惯以及日常这些习惯的频率。
Ability
Objects
学会谈论自己的休闲活动，并能正确、熟练运用频率副词和一般现在时，激发学生的学习兴趣和学习热情。
Moral
Objects
养成热爱运动的好习惯
Key Points
运用多个表达法描述生活习惯，以及自己是否健康。
Difficult Points
通过交流表达和听力训练，引入表达自己观点或好恶的方式。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Students look at some pictures and learn some nouns about food.
情境导入，学习新单词。
Presentation
1、掌握单词：delicious, expensive, exciting, cheap, terrible, boring.
2、运用多种词汇描述自己是否健康。
3、大量谈论自己的生活习惯和饮食习惯 熟练运用一般现在时。
让学生熟练掌握和运用一般现在时和频率副词。
Practice
1、Ask Ss to look at some pictures and express their living habits and eating habits and the frequency of doing these things.
2、Students look at the questions in 1c and talk about their own opinions.
3、Listening: Listen to the conversation and do exercises in 1c and 1d.
让学生熟练掌握和运用一般现在时和频率副词
Production
Students work in groups and talk about their vacations and their feelings.
提高学生口语表达能力。
Progress
Summary.
Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 4 (Section B 2a-2d)
Teaching
Aims
Knowledge
Objects
学习掌握下列词汇：result, percent, online, television, although, through, mind, body, such, such as, together, die.
Ability
Objects
1、阅读短文，能按要求获取相关的信息，提高学生们的阅读能力。
2、能学会了解一些大部分学生的课余活动以及活动频率。
Moral
Objects
养成热爱运动的好习惯
Key Points
1、掌握下列词汇：result, percent, online, television, although, through, mind, body, such, such as, together, die.
2、阅读能力训练。
Difficult Points
学会用日记描述自己的假期。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Free talk. Talk with each other about classmates’ free time activities and how often students do these things.
创设情境，导入新课。
Presentation
学习掌握下列词汇：result, percent, online, television, although, through,
mind, body, such, such as, together, die.
2、阅读短文，能按要求获取相关的信息。
3、能熟练运用一般现在时和频率副词来描述自己的和同学的休闲活动。
学习新词汇。
提高学生们的阅读能力。
提高学生运用语言能力。
Practice
1、Fast reading: Fill in the chart according to the text.
2、Careful reading: Read the passage again and answer the questions given by the teacher on the screen and in 2c.
3. Discussion: How often do you think your classmates do these activities in their free time.
初步掌握文章大意。
细读文章，获取相关信息。
学生用所学知识表达自己观点。
Production
1、Retelling the frequency of students’ free time activities according to the pie chart in groups.
2. Students work in groups to complete the sentences in 2d.
提高英语运用能力。
Progress
Summary.
Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 5 (Section B 2e-Self Check)
Teaching
Aims
Knowledge
Objects
1、教会学生谈论自己的课余活动及活动频率的表达方法，以及判断自己的活动是否健康的方法。
2、教会学生写一篇短文，谈一谈自己的好习惯和坏习惯，以及自己做这些事情的频率。
Ability
Objects
学生能够正确运用本单元所学的词组、句型。
Moral
Objects
能通过教学，培养学生热爱生活的态度和正确的审美情趣。
Key Points
写一篇短文的方法。
Difficult Points
将频率副词以及一般现在时态运用到写作中。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Review and retell the diaries learned last lesson.
复习前节课内容。
Presentation
1、 教会学生谈论自己的课余活动及活动频率的表达方法，以及判断
自己的活动是否健康的方法。
2、能通过教学，培养学生热爱生活的态度和正确的审美情趣。
3. 教会学生写一篇短文，谈一谈自己的好习惯和
坏习惯，以及自己做这些事情的频率。
提高学生语言运用
能力。
Practice
1、Group work: Finish the short passage according to the chart in 3a .
2. Discussion: The answers of the exercise
3、Self-writing: Write a short passage about one’s own good habits and bad habits.
4、Group work: Discuss the passage with each other and correct the words and sentences.
提高学生语言运用
能力。
Production
Students show their passages in class and all the classmates try to help to correct theses diaries.
让学生学以致用。
Progress
Summary.
Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Unit 3 I’m more outgoing than my sister.
Teaching Content
Period 1 (Section A Grammar Focus-3c)
Teaching
Aims
Knowledge
Objects
1、学习掌握新词汇及巩固Section A部分词汇。
2、进一步理解形容词副词比较级的基本用法，熟练运用一般现在时态。
Ability
Objects
通过语法学习，把英语运用到日常生活中。
Moral
Objects
能对人物的外表进行描绘，个性进行比较。
Key Points
形容词副词比较级的基本用法
Difficult Points
形容词副词比较级在日常生活中的运用
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
1. Ask Ss to write down as many adj. about people as possible. Check the adj. Ss write and we can group them into some pairs, like: [Section A 1a]
tall --- short, thin --- heavy, long hair --- short hair, calm --- wild …
Give Ss an example by comparing Old Henry and Santa Claus.
E.g. Santa Claus is older than Henry. Henry is taller than Santa Claus.
Henry is younger than Santa Claus. Santa Claus is younger than Henry.
Presentation
Ask Ss to see the pix about apples and pears to see the differences. Then compare some of their things with each other.
E.g. This apples are bigger than the pears.
The pears are more delicious than the apples.
Summarize the Comparatives. Group competition.
A + be(V) + 比较级 + than + B.
Practice
Game (I and my desk mate)
Ask Ss to compare with their partners and find out the differences.
E.g. She is heavier than me. I am more outgoing than her.
She gets up earlier than me. I run faster than her.
Ⅳ. Listening
Then listen to the recording. Ask Ss to number the twins.
Check the answers.
Ⅴ. Pair work
Point out the sample conversation in activity 1c.
Say, now work with a partner. Make your own conversation about the twins.
Ask several pairs to say one or more of their conversations.
Production
Pair work
1. Point out the chart in activity 2c. Say, Make your own conversations according to the information. Ask pairs to continue on their own.
2. Ss practice their conversations.
3. Ask some pairs to act out their conversations.
Progress
Ⅷ. Role-play
Nelly
Lisa
1. Read the conversation first and try to match the people with the right things.
sang better
with shorter hair
practice more and really wanted to win
sang more clearly
danced better
2. Let Ss read the conversations after the teacher.
3. Let Ss practice the conversation.
4. Then let some pairs act out their conversations in front of the class.
Teaching Content
Period 2 (Section A Grammar Focus-3c)
Teaching
Aims
Knowledge
Objects
1、学习掌握新词汇及巩固Section A部分词汇。
2、进一步理解形容词副词比较级的基本用法，熟练运用一般现在时态。
Ability
Objects
通过语法学习，把英语运用到日常生活中。
Key Points
形容词副词比较级的基本用法
Difficult Points
形容词副词比较级在日常生活中的运用
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Have a dictation of the new words learned in the last
class.
复习掌握已学词汇
Presentation
进一步理解形容词比较级的基本用法，熟练运用来进行巩固。
熟练运用所学词汇
Practice
Students discuss Grammar Focus and try to figure out the comparative forms of adjectives and adverbs.
了解理解形容词和副词的比较级
Production
Show time: Students do a survey in groups.
熟练运用定语从句表达喜好。
Progress
1、Summary.
2、Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 3 (Section B 1a-1e)
Teaching
Aims
Knowledge
Objects
1、学会规定词汇：talented, truly, care, care about, laugh.
2、学会谈论自己理想的朋友需要具备的特点，以及自己对朋友的看法。
Ability
Objects
通过语法学习，把英语运用到日常生活中。
Moral
Objects
能对人物的外表进行描绘，个性进行比较。
Key Points
运用形容词副词以及形容词副词的比较级描述自己理想的朋友以及对于朋友的看法，学会词组：the same as, be different from, … than…
Difficult Points
通过交流表达和听力训练，引入表达自己观点的方式。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Students revise some adjectives and adverbs and the comparative forms of adj. and adv. Then students learn some new expressions in 1a.
复习掌握已学词汇
Presentation
运用多种词汇描述自己理想中的朋友
大量谈论自己的理想的朋友并与同学们进行讨论。
熟练运用所学词汇
Practice
Ask Ss to look at the sentences in 1a and 1b, try to describe their ideal friends and their opinions about friends.
让学生熟练掌握和运用形容词副词的
比较级。
Production
Show time: Students do a survey in groups.
熟练运用定语从句表达喜好。
Progress
1、Summary.
2、Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 4 (Section B 2a-2d)
Teaching
Aims
Knowledge
Objects
1、学习掌握下列词汇：serious, mirror, kid, as long as, necessary, be different from, bring out, grade, should, the same as, saying, reach, hand, touch, heart, fact, in fact, break, arm, share.
2、阅读短文，能按要求获取相关的信息，提高学生们的阅读能力。
Ability
Objects
能学会了解如何描述朋友的方法，以及有关朋友的一些名言
Moral
Objects
能对人物的外表进行描绘，个性进行比较。
Key Points
1、掌握下列词汇：serious, mirror, kid, as long as, necessary, be different from,
bring out, grade, should, the same as, saying, reach, hand,touch, heart, fact, in fact, break, arm, share.
2、阅读能力训练。
Difficult Points
学会描述自己的朋友
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
1. Students review the comparative forms of some adjectives and adverbs.
2. Students try to make sentences with these words
创设情境，导入新课。
Presentation
学习掌握下列词汇：serious, mirror, kid, as long as,
necessary, be different from, bring out, grade, should,
the same as, saying, reach, hand, touch, heart, fact, in f
act, break, arm, share.
提高学生们的阅读能力。
Practice
Careful reading: Read the passage again and answer the questions given by the teacher on the screen and in 2c.
细读文章，获取相关信息。
Production
Students try to say something about their friends and write down some sentences to describe their friends.
提高英语运用能力。
Progress
1、Summary.
2、Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 5 (Section B 2e-Self Check)
Teaching
Aims
Knowledge
Objects
1、教会学生谈论自己的朋友的方法以及一些常用句型及名言。
2、教会学生写一篇短文，谈一谈自己的朋友
Ability
Objects
能通过教学，培养学生热爱生活的态度和正确的审美情趣
Moral
Objects
能对人物的外表进行描绘，个性进行比较。
Key Points
写一篇短文的方法
Difficult Points
将频率副词以及一般现在时态运用到写作中。
Teaching Methods
1、合作学习法
2、功能意念法
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Review and retell the phrases learned last lesson.
复习前节课内容
Presentation
能通过教学，培养学生热爱生活的态度和正确的审美情趣。
提高学生语言运用能力
Practice
1. Self-writing: Write a short passage about one’s own good friend.
2.Group work: Discuss the passage with each other and correct the words and sentences.
提高学生语言运用能力
Production
Students show their passages in class and all the classmates try to help to correct theses diaries.
熟练运用定语从句表达喜好。
Progress
1、Summary.
2、Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Unit 4 What’s the best movie theater?
Teaching Content
Period 1 (Section A 1a-2d)
Teaching
Aims
Knowledge
Objects
学会运用新词汇：theater，comfortable, seat, screen, close, ticket,
以及形容词副词的比较级和最高级：good--better--best, comfortable—more
comfortable—most comfortable, new—newer-newest, big—bigger-biggest,
close—closer—closest, quickly—more quickly—most quickly,
cheap—cheaper—cheapest, popular—more popular—most popular,
boring—more boring—most boring, carefully—more carefully—mostcarefully,
expensive—more expensive—most expensive, bad—worse—worst.
Ability
Objects
掌握句型: A + be + the +最高级+ in/of + 范围
Moral
Objects
学会谈论自己居住的社区或城镇的特点，并能正确运用形容词副词的比较级最高级来描述社区及城镇有特色的建筑及商店之类事物，学习和实际生活结合，激发学生的学习兴趣和学习热情。
Key Points
学会运用单词及短语：good--better--best, comfortable—more
comfortable—most comfortable, new—newer-newest, big—bigger-biggest
Difficult Points
学习掌握句型：A + be + the +最高级+ in/of + 范围
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Discussion: Do you like watching movies?
What’s the best movie theater in your town or neighborhood?
Why do you like it?
创设情境，引入新课
Presentation
掌握句型：
It has the biggest screens./It’s the most popular near here.
It’s the closest to home./It has the most comfortable seats.
巩固新词汇，学会谈论不同影院的不同之处，进行比较。
Practice
listening practice ：listen for the comparative forms and superlative forms of some adjectives and adverbs and try find out the differences between some theaters and some clothes stores and radio station .
进一步理解形容词副词的最高级的用法并运用到实践中去。
Production
Students look through 2d and learn some key words and useful phrases and then role play the conversation.
提高学生运用所学知识来进行对话练习。
Progress
1 .Summary.
2. Quiz.
3.Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 2 (Section A Grammar Focus-3c)
Teaching
Aims
Knowledge
Objects
1、学习掌握新词汇及巩固Section A部分词汇。
2、进一步理解形容词副词最高级的基本用法，并且熟练运用。
Ability
Objects
通过语法学习，把英语运用到日常生活中。
Moral
Objects
学会谈论自己居住的社区或城镇的特点，并能正确运用形容词副词的比较级最高级来描述社区及城镇有特色的建筑及商店之类事物，学习和实际生活结合，激发学生的学习兴趣和学习热情。
Key Points
形容词副词最高级的基本用法和最高级的变形规则
Difficult Points
形容词副词最高级在日常生活中的运用。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Have a dictation of the new words learned in the last class.
复习掌握已学词汇
Presentation
1、学习掌握新词汇及巩固Section A部分词汇。
2、进一步理解形容词最高级的基本用法，熟练运用来进行巩固
熟练运用所学词汇
Practice
Students discuss Grammar Focus and try to figure out the comparative forms of adjectives and adverbs
了解理解形容词和副词的最高级
Production
Show time: Students do a survey about the best or worst places in the town in groups.
熟练运用定语从句表达喜好。
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 3 (Section B 1a-1e)
Teaching
Aims
Knowledge
Objects
学会规定词汇：boring—more boring—most boring, loud—louder—loudest, bad—worse—worst, serious—more serious—most serious, creative—more creative—most creative
Ability
Objects
学会运用形容词副词的最高级谈论一个节目或其中的人物。
Moral
Objects
学会谈论自己居住的社区或城镇的特点，并能正确运用形容词副词的比较级最高级来描述社区及城镇有特色的建筑及商店之类事物，学习和实际生活结合，激发学生的学习兴趣和学习热情。
Key Points
运用形容词副词以及形容词副词的最高级描述一个节目或者和节目有关的内容
Difficult Points
通过交流表达和听力训练，引入表达自己观点的方式
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Students revise some adjectives and adverbs and the
comparative forms and superlative forms of adj. and
adv. Then students learn some new expressions in 1a.
情境导入，学习新单词。
Presentation
大量谈论自己对节目的观点，并与同学们讨论
让学生熟练掌握和运用形容词副词的
最高级
Practice
Ask Ss to look at the chart in 1a and 1b, try to find out their comparative forms and superlative forms, and write out their opposites in the chart.
让学生熟练掌握和运用形容词副词的
最高级。
Production
Groupwork: Students work in groups to describe the program in 1c and 1d in oral English and then show their short passage in class
提高学生口语表达能力。
Progress
1. Summary.
2. Quiz.
3. Homework
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 4 (Section B 2a-2d)
Teaching
Aims
Knowledge
Objects
学习掌握下列词汇：enjoyable, activity, decide, try, paragliding, feel like, bird,
bicycle, building, trader, wonder, difference, top, wait, umbrella, wet, because
of, below, enough, hungry,.
Ability
Objects
阅读短文，能按要求获取相关的信息，提高学生们的阅读能力。
Moral
Objects
学会谈论自己居住的社区或城镇的特点，并能正确运用形容词副词的比较级最高级来描述社区及城镇有特色的建筑及商店之类事物，学习和实际生活结合，激发学生的学习兴趣和学习热情。
Key Points
1、掌握下列词汇：enjoyable, activity, decide, try, paragliding, feel like, bird, bicycle,
building, trader, wonder, difference, top, wait, umbrella, wet, because of, below, enough, hungry,.
2、阅读能力训练。
Difficult Points
学会用日记描述自己的假期
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Work in pairs. Ask each other
What do people usually do on vacation?
What activities do you find enjoyable?
创设情境，导入新课。
Presentation
学习掌握下列词汇：enjoyable, activity, decide, try,
paragliding, feel like, bird, bicycle, building, trader,
wonder, difference, top, wait, umbrella, wet, because
of, below, enough, hungry,.
学习新词汇
Practice
能用一般过去时描述自己的假期，对自己去过的地方、看到的事物、吃过的东西、自己的感受等进行描述。
3、 Careful reading: Read the passage again and answer the questions given by the teacher on the screen.. Discussion:
Did she feel happy during her vacation?
Which day was she happy or unhappy? Why?
学生用所学知识表达自己观点。
Production
1、Retelling the vacation of Jane in groups 2、Students work in groups to complete the conversation in 2d.
提高英语运用能力。
Progress
1、 Summary.
2、 Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 5 (Section B 2e-Self Check)
Teaching
Aims
Knowledge
Objects
1、教会学生谈论自己居住的社区或城镇。
2、教会学生写一篇短文，描述自己的家乡的某个让他们印象深刻的地方。
Ability
Objects
能通过教学，培养学生热爱生活的态度和正确的审美情趣。
Moral
Objects
学会谈论自己居住的社区或城镇的特点，并能正确运用形容词副词的比较级最高级来描述社区及城镇有特色的建筑及商店之类事物，学习和实际生活结合，激发学生的学习兴趣和学习热情。
Key Points
写一篇短文的方法。
Difficult Points
将形容词副词最高级运用到写作中
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Review and retell the diaries learned last lesson.
复习前节课内容
Presentation
1、教会学生谈论周围自己喜欢的地方的方法。
2、教会学生写一篇短文，谈一谈自己的家乡
提高学生语言运用能力。
Practice
Group work: Finish the short passage according to the information given in the chart in 3a . Discussion: Discuss the short passage by each group.
提高学生语言运用能力。
Production
Students show their diaries in class and all the classmates try to help to correct theses diaries.
让学生学以致用
Progress
1、 Summary.
2、 Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Unit 5 Do you want to watch a game show?
Teaching Content
Period 1 (Section A 1a-2d)
Teaching
Aims
Knowledge
Objects
1、学会运用新词汇：sitcom=situation comedy, news, soap opera, mind, stand, educational, plan, hope, find out, discussion, happen, expect.
2、掌握句型: I don’t mind./ I can’t stand./ I like it.
Ability
Objects
学会谈论自己喜欢的电视节目和自己对其他节目的看法，学习和实际生活结合。激发学生的学习兴趣和学习热情。
Moral
Objects
学会谈论流行文化，了解各类电视和电视节目的名称和自己的喜欢。 注意引导学生们形成正确的文化观念，大力培养学生们的跨文化意义，形成自己独立的个性。
Key Points
1、学会运用单词及短语：sitcom=situation comedy, news, soap opera, mind, stand,
educational, plan, hope, find out, discussion, happen, expect.
2、掌握句型: I don’t mind./ I can’t stand./ I like it.
Difficult Points
学会各种节目类型以及自己对于这些节目的看法。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Discussion: Do you like watching TV?
What’s your favorite TV program?
What do you think of it?
创设情境，引入新课。
Presentation
学会运用新词汇：sitcom=situation comedy, news, soap opera,
mind, stand, educational, plan, hope, find out, discussion,
happen, expect.
掌握句型：
I don’t mind./ I can’t stand./ I like it.
学会谈论自己喜欢的电视节目并发表看法，激发学生的学习兴趣和学习热情。
学习新词汇。
巩固新词汇，学会谈论自己喜欢的节目并发表看法。
Practice
1、Students try to say some sentences to describe their favorite TV programs and their opinions using the words in 1a.
2、Students tell their preferences and the reasons in class.
3、listening practice ：listen for the answers and number the shows according to the tape record in 1b..
4、A competition: Students talk about their preferences as many as they can.
5、Listening practice: Students listen and find out Lin Hui and Sally’s preferences in 2a and 2b. Then try to retell the conversation with their own words.
学习新词汇。
熟悉材料。
进一步学习各种电视节目及他们的优缺点，学会谈论。
Production
. Students look through 2d and learn some key words and useful phrases and then role play the conversation.
提高学生运用所学知识来进行对话练习。
Progress
Summary.
Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 2 (Section A Grammar Focus-3c)
Teaching
Aims
Knowledge
Objects
1、学习掌握新词汇及巩固Section A部分词汇。
2、进一步对自己爱好的事物进行阐述，并且熟练运用所学句型。
Ability
Objects
通过语法学习，把英语运用到日常生活中
Moral
Objects
学会谈论流行文化，了解各类电视和电视节目的名称和自己的喜欢。 注意引导学生们形成正确的文化观念，大力培养学生们的跨文化意义，形成自己独立的个性。
Key Points
娱乐节目的各种名称及多种看法的表达
Difficult Points
对于日常生活中的事物的喜好和评价。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Presentation
1、学习掌握新词汇及巩固Section A部分词汇。
2、进一步掌握有关词汇，大量的进行练习，与生活紧密结合。
3、学生学会判断和运用语法知识。
熟练运用所学词汇
表达自己的喜好和观点。
运用语法知识进行表达
Practice
1、Retell the passage about 2d.
2、 Students discuss Grammar Focus and try to learn some useful drills.
3、Students do some exercises to practice the conversation in life.
熟练运用所学
词汇。
熟练运用所学词
汇。
初步运用语法知识解决问题。
Production
. Show time: Students do a survey about the preferences of the group members, and then make a report in class.
熟练运用各种句型表达喜好
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 3 (Section B 1a-1e)
Teaching
Aims
Knowledge
Objects
1、 学会规定词汇：educational, meaningless, serious, enjoyable, wonderful, exciting, relaxing, boring.
2、学会运用大量形容词来描述电视节目。
Ability
Objects
能掌握以下句型：
① I like to watch action movies because they’re exciting.
② John wants to watch talk shows because they’re enjoyable.
③ One of the main reasons is that Mickey was like a common man.
④ However, he was always ready to try his best.
⑤ People today expect to see more than just a little mouse fighting bad guys.
Moral
Objects
了解他人对不同的电影或电视剧的看法，明白不同的人有不同的喜好，从而明确人们喜好的差异性；了解世界其他国家的文化，形成跨文化的意思。
Key Points
运用形容词描述一个节目或者和节目有关的内容。
Difficult Points
通过交流表达和听力训练，引入表达自己观点的方式。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Students revise some words of TV shows, and use some adjectives to describe the shows.
情境导入，学习新单词。
Presentation
1、 掌握单词: educational, meaningless, serious, enjoyable, wonderful, exciting, relaxing, boring.
2、运用多种词汇描述一个节目以及其中事物。
3、大量谈论自己对节目的观点，并与同学们讨论。
让学生熟练掌握多个名词和形容词，对节目进行阐述
Practice
1、Ask Ss to look at the chart in 1a and 1b, try talk as many as possible about their preferences using the adjectives in 1a.
2、Students work in pairs to do a survey about their preferences.
3、Listening: Listen to the conversation and do exercises in 1b and 1c.
让学生熟练掌握多个名词和形容词，对节目进行阐述。
Production
. Group work: Students work in groups to retell John and Mary’s preferences according to the conversations in 1b and 1c.
提高学生口语表达能力。
Progress
Summary.
Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 4 (Section B 2a-2e)
Teaching
Aims
Knowledge
Objects
1、学习掌握下列词汇：dress up, take sb’s place, army, do a good job, in the 1930’s,face any danger, be ready to do sth, little man, as…as, not as/so…as.
2、阅读短文，能按要求获取相关的信息，提高学生们的阅读能力。
Ability
Objects
能学会描述一个电视节目并发表看法。
Moral
Objects
1) 每个人都有自己的爱好，要了解个体的差异性，了解自己的爱好，尊重别人的爱好。
2) 了解一些影视片的内容，通过观看不同形式的影视片来了解社会，丰富自己的文化知识。
Key Points
1、掌握下列词汇：dress up, take sb’s place, army, do a good job, in the
1930’s,face any danger, be ready to do sth, little man, as…as, not as/so…as.
2、阅读能力训练。
Difficult Points
学会运用大量词汇描述事物并发表看法。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
1. Students review the names of TV shows and some adjectives .
2. Students try to make sentences with these words.
Presentation
学习掌握下列词汇：dress up, take sb’s place, army, do a good job, in the 1930’s,face any danger, beready to do sth, little man, as…as, not as/so…as.
2、阅读短文，能按要求获取相关的信息。
3、能熟练运用词汇描述一个节目。
学习新词汇。
提高学生们的阅读能力。
提高学生运用语言能力。
Practice
1、Fast reading: Fill in the chart in 2b and 2c according to the text.
2、Careful reading: Read the passage again and answer the questions given by the teacher on the screen and in 2d.
3、Students discuss the text in groups and write down their difficulties on the blackboard, then the teacher and other students try to help to solve the problems.
初步掌握文章大意。
细读文章，获取相关信息。
Production
1、Students try to talk about the main idea of the text.
2、Students work in groups to write down the sentences in 2e.
提高英语运用能力。
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 5 (Section B 3a--Self Check)
Teaching
Aims
Knowledge
Objects
1、教会学生谈论自己喜欢的节目或电影、戏剧。
2、教会学生写一篇短文，描述自己喜欢的节目或电影、戏剧。
Ability
Objects
1、能够综合运用所掌握的知识来描述自己所喜欢的一些动画片或影视剧。
2、通过自己所喜欢的一些动画片或影视剧来达到熟练运用所学知识的目的。
Moral
Objects
培养学生热爱生活的态度和正确的审美情趣。
Key Points
写一篇短文的方法。
Difficult Points
将所学的词汇运用到写作中
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Review and retell the phrases learned last lesson.
复习前节课内容。
Presentation
1、教会学生谈论自己喜欢的节目、电影及戏剧的方法及要点。
2、 能通过教学，培养学生热爱生活的态度和正确的审美情趣。
3、 教会学生写一篇短文，谈一谈自己的喜好。
提高学生语言运用
能力。
Practice
1、Group work: Finish the short passage according to the information given in the chart in 3a .
2、Discussion: Discuss the short passage by each group.
3、Self-writing: Write a short passage about one’s own favorite movie, TV show or play.
4、Group work: Discuss the passage with each other and correct the words and sentences.
提高学生语言运用能力。
Production
Students show their passages in class and all the classmates try to help to correct theses diaries.
让学生学以致用。
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Unit 6 I’m going to study computer science.
Teaching Content
Section A 1 (1a-2d)
Teaching
Aims
Knowledge
Objects
1) 能掌握以下单词：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist, be sure about, make sure
能掌握以下句型：
① ─What do you want to be when you grow up?
─I want to be a basketball player.
② ─How are you going to do that?
─I’m going to practice basketball every day.
③ Where are you going to work?
④ When are you going to start?
⑤ I’m not sure about that.
Ability
Objects
1、能了解以下语法：
掌握一般将来时态的构成形式；
2、用一般将来时态表达将要做的事情。
Moral
Objects
通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。
Key Points
1) 学习一般将来时态的构成方式。
2) 学习本课时出现的重点句型，通过在不同情景下运用来熟练运用一般将来时态。
Difficult Points
用一般将来时态表达自己未来的打算。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
1. 介绍自己小时候想要从事的职业，由此归纳出以前所学过的一些职业的英语表达方式：teacher, nurse, doctor, basketball player, runner, actor, actress…
2. 询问学生们想要从事的职业，从而引出句型：
─ What do you want to be when you grow up?
─ I want to be a basketball player.
3. 学生们看幻灯片，引导学生们进行问答自己将来所喜欢的职业。
通过问题，让学生进行头脑风暴，复习学习过的相关职业名称表达并为下面的环节进行铺垫。
Presentation
1. 播放幻灯片，展示一些职业的图片，来引导学生们学习一些新的职业名词：
computer programmer, cook, engineer, violinist, pianist, pilot, scientist,…
2. 让学生们看大屏幕来学习记忆这些生词。
3. Finish 1a.
第一个环节的快速反应不但吸引学生的注意力，同时也很好的引出了本课几个新的职业词汇，后面的两个环节都是引导学生对各种职业有一个更深的认识，规律的归纳有助于学生记忆。
Practice
1. Listening (1b)
Tell Ss to read the words of jobs in the chart. Make sure they know the meaning of the words and sentences.
Play the recording for the Ss to listen and fill in the blanks.
Play the recording again. Check the answers with the Ss.
Play the recording again. Ss listen and match the jobs with activities.
Show the answers on the big screen.
2. Pair work (1c)
Let Ss read the model with their partners.
Use the information in the chart of 1b. Ask and answer with a partner.
Let some pairs ask and answer about the chart.
3. Work on 2a:
Let Ss look at the pictures below. Explain the activities in the pictures if necessary.
Play the recording for the Ss to listen and check (√) the correct boxes in the picture.
Play the recording again and check the answers.
Work on 2b:
Let Ss read the chart below. Tell Ss that they’ll listen to Cheng Han’s plan for the future.
“What” means “What is Cheng Han want to be?”
“Where” means “where is Cheng Han going to work?”
“How” means “How is he going to do it? ”
“When” means “when is he going to start?”
Play the recording for the Ss to write the correct answers in the chart.
Play the recording again and check the answers.
教师可以让学生看着听力材料跟读，让学生感知听力材料中表达观点的句子，为后面的对话做好铺垫准备。充分利用听力材料的文本，标识关键词，强化输入。
充分利用所提供的对话模式，强化输入，给学生pair work练习的时间,并让小组对话在全班展示
学生用所学知识表达自己观点
Production
1. Read the conversation and answer the questions.
① What does Ken want to be? ____________________________
② How is he going to do that? ____________________________
③ What does Andy want to be? ____________________________
2. Role-play the conversation.
提高学生运用所学知识来表达的能力。
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容
Teaching
Reflection
Teaching Content
Section A 2 (Grammar focus-3c)
Teaching
Aims
Knowledge
Objects
1) 学习掌握下列词汇：college, education, medicine, university, London, article, send
2) 进行下一步复习巩固学习Section A 部分所学的生词和词组。
3) 总结一般将来时态的句子结构，并掌握其在不同句式中的句子结构。
Ability
Objects
能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
Moral
Objects
每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。 人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力
Key Points
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
Difficult Points
1) 掌握一般将来时态的句子结构，并掌握其在不同句式中的句子结构。
2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Ask and answer:
What are you going to be when you grow up?
How are you going to do that?
引导学生为实现目标要有比较明确的计划
Presentation
1. Words and expressions
college, university, education, medicine, article, send,
2. Grammar Focus
学生阅读Grammar Focus中的句子，然后做填空练习。
学习新词汇。
巩固新词汇
Practice
Work on 3a:
1. Tell Ss to read the sentences in 3a and match what these people want to do with what they are going to do.
2. 方法指导：
先读懂这些句子的意思。根据生活常识来进行推测，将职业与相关的活动相连。
Work on 3b:
1. 让学生们阅读对话，整体把握对话的意思。
2. 然后仔细读对话，根据上下文意及时态来确定空格处所应填的词。
3. 最后，确定空格处恰当的单词形式及时态。
这个教学环节的设计的主要目标是让学生综合应用前两节课所学的如何表达自己的未来职业计划。
学生用所学知识表达自己观点。
Production
Group work (3c)
1. 让学生们看表格中的四个特殊疑问词，告诉他们，在这个活动中要求学生们在表格中填写出自己的理想、实现理想的做法，工作的地点及开始的时间等问题。
2. 学生们与自己的小组成员一起来讨论自己理想、实现理想的做法，工作的地点及开始的时间等问题，同学们根据自己的实际情况，在表格先填写出自己打算成为什么职业的人；打算在哪里工作；打算如何做；打算什么时候开始。
3. 就上述问题，根据表格的提示，用英语进行讨论。
4. 让几个小组的同学来用英语问题上述四个问题。
提高学生运用所学知识来表达的能力。
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Section B 1 (1a-1e&4)
Teaching
Aims
Knowledge
Objects
1. 能够表达自己的新年决心及清晰的表达实现决心的方法。
2. 由过新年许愿,谈新年设想来导入新课,该话题应该是学生很感兴趣的话题,有亲身经历合体会,新课的导入便顺理成章，水到渠成。
Ability
Objects
掌握一般将来时态的构成形式；
Moral
Objects
本节课旨在愉快的学习交流环境，通过听、说来培养学生运用知识的能力，让学生对未来充满希望，养成正确的人生观、价值观。
Key Points
掌握want to do/be going to do 表达将来的打算
合理的表达如何实现自己的职业梦想
掌握使用将来时熟练表达自己的未来计划。
Difficult Points
掌握want to do/be going to do 表达将来的打算
合理的表达如何实现自己的职业梦想
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Have Ss share some of their New Year’s resolutions with the class.
You can also show Ss Ms. Wang’s resolutions on the screen to help them brainstorm. Encourage them to say a resolution that they really mean to keep.
播放和歌唱新年歌曲，由过新年许愿,谈新年设想来导入新课,结合中国农历年的感受，该话题应该是学生很感兴趣的话题,有亲身经历合体会,新课的导入便顺理成章，水到渠成。
Presentation
Work on 1a.
Go through the pictures in 1a on the screen with the Ss. Then ask them to match the pictures with the correct resolution in 1a.
通过图片引出不同的新年愿望，使得愿望更加具象。
Practice
Work on 1b.
Have Ss get into pairs and discuss what they are going to do next year with their partners.
Then, have some pairs come to the front and present their discussion to the class.
Work on 1c.
Now, have Ss look at 1a again. Then, ask them to listen and circle the resolutions that they hear.
Work on 1d.
T: Listen again. Write how the people are going to make their resolutions work..
Write a magazine article
Write a magazine article about Kim, Lucy and Mike about their resolutions according to the listening.
Remind Ss that they need to make the article interesting, as if it is something they expect to read in a magazine.
这个环节可以让学生再一次感知听力材料和训练听力技能，并且提高听力技巧，比如速记法等。
这个环节的设计主要是整合听力素材，让学生改编听力材料为一篇小短文，也为后面的家庭作业写自己的新年愿望的小短文提供模板。强调句子中的重点内容，背诵相关句型。
Production
Work on 4.
Have Ss look at Activity 4 on page 48 and ask them to imagine that they work for the city. Have them think of ways that they can make the city cleaner and greener.
Next, have some Ss come to the front and present their plan to the class. Get the class to vote for the ideas they like the most.
给学生提供了交流的机会，同时也是对本节课的一个拓展提升，从自己的新年愿望，到对整个城市的愿望，也在无形中引导学生对自己生活的社会环境的关注。
Progress
1、Summary.
2、Quiz.
3、Homework.
Teaching
Reflection
Teaching Content
Section B 2 (2a-2e )
Teaching
Aims
Knowledge
Objects
要求掌握以下词汇：
1) 名词n. meaning, beginning, film, schoolwork, relationship, promise, hobby
2) 形容词adj. able, weekly, physical, own, personal
3) 动词及动词短语：write down, have to do with, take up, agree with
Ability
Objects
1、能够通过when/how/what/why问题进行文章的构思写作。
2、通过文章阅读提高scanning/skimming阅读策略能力。
Moral
Objects
掌握want to do/be going to do 表达将来的打算
合理的表达如何实现自己的职业梦想
掌握使用将来时熟练表达自己的未来计划。
Key Points
掌握want to do/be going to do 表达将来的打算
合理的表达如何实现自己的职业梦想
Difficult Points
掌握want to do/be going to do 表达将来的打算
合理的表达如何实现自己的职业梦想
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
work on 1a.
Have Ss get into groups of three or four and discuss the two questions in 1a.
Then, ask groups to choose a representative to present what they have discussed to the class.
为新课做好准备
Presentation
Work on 2b.
Skim for the main idea of each paragraph
Have Ss look at the reading in 2b and ask them to skim through the passage. Then, have Ss match each paragraph [1–3] with its main purpose in the box.
Next, ask Ss to underline the words and phrases that helped them decide.
通过快速阅读寻找文章的时间脉路。
Practice
Work on 2c.
Scanning
You may want to have Ss think of their own sentences or ideas for each blank in the passage on page 45 first.
Then, ask Ss to look at Activity 2c and check their answers.
Next, have Ss look at the screen and match the letters [A–D] in the correct places in the passage.
Work on 2d.
Have Ss look at the questions in 2d. Then, ask them to say their answers aloud.
Check their answers.
Work on 2e.
Have Ss look at the phrases in 2e. Ask them to find these phrases in the passage.
After they have done that, have Ss write their own sentences with the phrases. Walk around the class and offer help when necessary.
以两人一组为单位询问组内成员的情况。此环节不仅可以增进同学间对计划内容的了解，也有助于对计划实施情况的了解。
通过阅读时中心大意的搭配，关键句的选择，以及快速回答问题几个阅读环节，很好的培养了学生的skim 和scan阅读技能，渗透阅读技巧的同时，更深刻的领悟了文本。尤其是最后两个开放型问题的设置，对学生也是一个挑战。
Production
Retell the story according the passage structure.
Have Ss look at the passage structure on the screen. Then have them get into groups of three or four and discuss the story according to the structure.
You can ask a few groups to come to the front to present their story to the class.
这个环节的设计主要有两个意图，一是为了给学生提供一个很好文章框架，这样学生可以根据框架复述文章，二是提供一个清晰的写作框架指导。
Progress
Summary.
Quiz.
Homework.
Teaching
Reflection
Teaching Content
Section B 3(3a-Self Check )
Teaching
Aims
Knowledge
Objects
1、复习一般将来时态的构成。掌握生词own, personal, relationship
2、通过完成Self check的中练习题来全面复习一般将来时态的用法。
Ability
Objects
1、能够综合运用一般将来时态及所给的提示词来完成阅读填空的任务。
2、 能够综合运用所学的知识来学习写作自己的新年决心。
Moral
Objects
每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。 人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。
Key Points
1) 能够综合运用一般将来时态及所给的提示词来完成阅读填空的任务。
2）能够综合运用所学的知识来学习写作自己的新年决心。
Difficult Points
能够综合运用所学的知识来学习写作自己的新年决心。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Warm up and discuss.
Check Ss’ homework by asking some of them to come to the front and share their report to the class.
Now, ask Ss to read the paragraph on the screen.
T: What do you think about resolutions?
S1: I think they are important.
T: That’s good. Do you know what kinds of resolutions are there? S2: …
(因为整个单元都在谈论计划，学生已经有了关于此话题一定的语言输入量，每个学生都多少能说出一些自己对resolution的看法。这里先口头输出，为后面笔头输出打下基础。)
Presentation
Work on 3a.
T: Look at 3a and complete the first two paragraphs about resolutions with the words in the box.
(学生先独立完成3a的填词任务，然后再小组讨论校对答案，提问设计能帮助学生理清文章脉络。)
Practice
Writing
Work on 3b:
1. Write your own resolutions under the following heading.
2. Ss try to think about their own resolutions and try to write them down.
3. Check the answers with your partners.
(让学生根据3a 的要求列出三项计划，对话的设计在检验学生任务完成情况的同时，也完成了对下面写作任务的铺垫。)
Production
Work on 3c:
1. Tell Ss to use the notes in 3b and write three more paragraphs about their resolutions.
In each paragraph, write what they are going to do and why.
2. 写作指导：
Ø 本文要求写自己的新年决心。因此在写句子时应用一般将来时态，用 be going to 结构。
Ø 根据3b中的要点提示，模仿3a中的写作方式，将自己的新年决心依次写在每个相关的决心里。
Ø 最后，再通读一遍自己的短文，看是否通顺和正确。
3. Let some Ss read their passage to the class.
(影评写作必须回答的几个核心问题，也给学生影评写作起到了很好指引作用。)
Progress
1、Summary.
2、Quiz.
3、Homework.
Teaching
Reflection
Unit 7 Will people have robots?
Teaching Content
Section A 1 (1a-2d)
Teaching
Aims
Knowledge
Objects
能掌握以下单词： paper, pollution, prediction, future, pollute, environment, planet, earth, plant, part, play a part
能掌握以下句型：
① What will the future be like?
Cities will be more polluted. And there will be fewer trees.
② Will people use money in 100 years?
③ Will there be world peace?
④ Kids will study at home on computers.
⑤ They won’t go to school.
能了解以下语法：
will + 动词原形 来表达一般将来时态。
Ability
Objects
To train students’ listening and speaking skills
Moral
Objects
学会表达自己对未来的看法；学会谈论自己未来的打算。
Key Points
1) 学习掌握一般将来时态的意义和结构。
2) 掌握There be句型的一般将来时态的结构。
Difficult Points
掌握more/fewer；more/less的用法。
情态动词will + 动词原形来表达一般将来时态。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
1. 在大屏幕上向学生展示一些机器人的图片，让学生们说出谈论自己的未来的工作，对工作的打算等：What do you want to be when you grow up?
Ss: I want to be a scientist.
T: How are you going to do that?
Ss: I’m going to study science hard.
….
2. 学生们根据图片来引导出机器人这一话题。
通过问题，让学生进行头脑风暴，复习学习过的相关表达并为下面的环节进行铺垫。
Presentation
1. 引导学生们看大屏幕上的图片，根据图示来理解will来表达一般将来时态。
用一句话来让学生们明白一般将来时态：
I’m thirteen years old now. And I will be fifteen years old in two years.
现在我十三岁，两年后我将是十五岁。
2. 让学生们看大屏幕上图片，并让学生学习will + 动词原形及won’t + 动词原形的用法。通过例句让学生们理解。
3. Game
1） How will your future be like in 100 years? Can you see anything about it?
2） Ss discuss and think about their future. Then say some sentences.
e.g. People will have robots at their home.
There will be only one country.
People won’t use money in the future.
…
(同学们如果自己想象不出来，可以根据大屏幕的图
片提示来说句子。)
4. How will the world be different 100 years from now? Read the predictions in 1a. Check A for agree or D for disagree.
Ss read the sentences discuss them and check A or D.
图片比较清晰的引导学生朝着未知的世界预测迈进。
Practice
Listening (1b)
1. T: Now listen to the recording and circle the predictions you hear in 1a.
2. Play the recording for the Ss to listen and circle the predictions.
3. Play the recording again. Check the answers with the Ss.
Pair work
1. Let Ss read the first conversation in 1c after the teacher.
2. Then let Ss ask and answer questions about the predictions in 1a. Then make their own conversation.
注意：如果将陈述句变为一般疑问句，应将情态动词will 提前到主语前便可。
3. Let some pairs ask and answer about their conversations.
Listening
Work on 2a:
1. Read the sentences in 2a. Tell Ss they will listen to some sentences. They should listen and circle the words in the bracket.
2. Play the recording for the Ss to listen and circle the words.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.
2. Play the recording for the Ss to check the predictions they hear.
3. Play the recording again to check the answers.
设计意图：教师可以让学生看着听力材料跟读，让学生感知听力材料中表达观点的句子，为后面的对话做好铺垫准备。充分利用听力材料的文本，标识关键词，强化输入。
充分利用所提供的对话模式，强化输入，给学生pair work练习的时间,并让小组对话在全班展示
（这个环节可以让学生再一次感知听力材料和训练听力技能，并且提高听力技巧，在chant部分使原本枯燥的语法有了些许乐趣。）
Production
Role-play
1. Read the conversations and answer the questions:
1) What will the future be like in the book?
2) What can people do?
2. Explain some new words and main points in the conversation.
be in great danger, move to other planets; play a part;
3. Read the conversation after the teacher.
4. Practice the conversation with their partner. Then let some pairs to act out the conversation.
充分发挥学生的想象力。
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Section A 2 (Grammar focus-3c)
Teaching
Aims
Knowledge
Objects
1) 学习掌握下列词汇：peace, sea, sky
2) 进行一步复习巩固运用Section A 部分所学的生词和词组。
3) 进一步学习运用所学的知识来陈述自己对将来的看法； 4) 掌握情态动词will来表达一般将来时态这一语法知识；
5） 复习上节课的单词，当堂课单词句子要求熟练掌握，会认会读，基础好的能基本背诵
Ability
Objects
学会谈论自己的对将来的预言。
Moral
Objects
To help students realize the importance of cooperation.
Key Points
1) 进一步学习运用所学的知识来陈述自己对将来的看法；学会谈论自己的对将来的预言。
2) 掌握情态动词will来表达一般将来时态这一语法知识；并运用所学的知识来表达将来的
Difficult Points
掌握情态动词will来表达一般将来时态这一语法知识.
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
1. Have a dictation of the new words learned in the last class.
2. Ask some Ss to give some predictions.
T: What’s your prediction about the future?
S1: There will be less free time.
S2：There will be more pollution.
3. Role-play the conversation in 2d.
（开篇调动学生的想象力. 相互说出自己对未来世界的设想，为下一步的教学做过渡铺垫。）
Presentation
1. Words and expressions
college, university, education, medicine, article, send,
2. Grammar Focus
学生阅读Grammar Focus中的句子，然后做填空练习。
学习新词汇。
巩固新词汇.
Practice
Work on 3a:
1. Tell Ss to read the conversation in 3a and try to fill in the blanks with more/ less or fewer.
2. 方法指导：应通读整个对话，掌握对话大意；
然后，根据空格后的名词是可数名词还是不可数名词来确定是用more, less 还是fewer。
注意，有些名词前有形容词来修饰。
3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
4. 学生们阅读这些句子并试着记住这些句子。
Work on 3b:
1. 让学生们阅读句子的开头，明白每个句子的意思。
2. 让学生们思考一下针对这一情况，在将来会发生什么样的情况。
3. 让学生们互相检查自己所写的句子，发现并改正错误。
4. 让部分学生说一说自己所写的句子。大家一起改正句子中的错误。
这个教学环节的设计的主要目标是让学生理解运用more,less,
Fewer
学生用所学知识表达自己观点。
Production
. Group work (3c)
1. 小组中的同学们对未来的城市进行讨论。
2. 每个成员发表自己的想法，小组长进行记录，并进行汇总。
3. 最后，同学们根据小组 成员的想法，然后，展开想象，试着每名同学们画一幅未来城市的画。
4. 最后，比较一下每个小组的画，看哪个小组画得较好。
5. 试着对自己小组里的情况用英语做成一个报告。
提高学生运用所学知识来表达的能力。
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Section B 1 (1a-1e)
Teaching
Aims
Knowledge
Objects
1) 能掌握以下单词：apartment, rocket, space, space station, even, human, servant, dangerous, already, factory, simple, over and over again, believe, hundreds of, inside, disagree, shape, fall, fall down, look for, possible, impossible
2) 能掌握以下句型：
① —Where do you live？ —I live in an apartment.
② There are already robots working in factories.
③ It’s easy for children to wake up and know where they are.
④ That may not seem possible now, but computers and rockets seemed impossible 100 years ago.
Ability
Objects
能综合运用will表达一般将来时态。
Moral
Objects
Train students’ abilities of listening and speaking skills.
Key Points
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
3） 阅读短文，获得相关信息，提高学生们的综合阅读能力。
Difficult Points
掌握一般将来时的表意功能和语言形式。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Have Ss warm up by thinking about as many words as they can that are related to jobs, transportation, and places to live.
You can have them get into groups of three to four, and ask them to write as many words as possible. The group with the most number of words win.
(通过对职业，交通方式和居住环境的头脑风暴，再现一些词汇，该话题应该是学生很感兴趣的话题,有亲身经历合体会,新课的导入便顺理成章，水到渠成。)
Presentation
Work on 1a and 1b.
Have Ss look at the box and write each word in the correct column.
Check Ss’ answers.
Then have Ss think of other words and write them in the chart too. They can use some of the words that were brainstormed earlier in the lesson.
When they are done, have Ss look at the screen. Give them an example of how it will be like in the future when more astronauts will fly to the moon. Then, ask Ss to get into groups of three or four and discuss how the world will be like in the future. They can look at the screen for some questions they can consider in their discussion.
（引导学生从几个方面对未来世界进行想象，为听力做好了思想准备。）
Practice
Work on 1c.
Have Ss listen to the conversation between Alexis and Joe. Then, number the pictures 1–3.
Work on 1d.
Ss are to listen again to the conversation. This time, they are to work on 1d and fill in the blanks with the correct verbs from the box.
Tell Ss that they can also use shorthand as they fill in the blanks.
(Questions 6–8 will be the only ones where Ss can use shorthand: ’ll be, ’ll fly, ’ll live)
（这个环节可以让学生再一次感知听力材料和训练听力技能，并且提高听力技巧，比如速记法等。）
Production
Work on 1e.
Have Ss get into pairs. Student A is Alexis and Student B is Joe.
T: In your pairs, talk about Joe’s life now, 10 years ago and 10 years from now.
You may also have Ss to talk about their lives with their partners.
(这个环节的设计主要是整合听力素材，让学生改编听力材料为一篇小短文，同时也可以回忆过去的生活，珍惜现在的生活并畅想自己的未来生活。)
Progress
1、Summary.
2、Quiz.
3、Homework.
根据学生程度进行口语和书面作业的布置，强调了小语篇的意识。
Teaching
Reflection
Teaching Content
Section B 2 (2a-2e )
Teaching
Aims
Knowledge
Objects
要求掌握以下词汇：
1) 名词n. huma n, servant, factory, shape, side
2) 形容词adj. dangerous, possible
3) 副词adv. even, inside
Ability
Objects
学会用will预测将来的生活。
在愉快的学习交流环境，通过听、说来培养学生运用知识的能力，并让学生能在做中学，通过课堂的各种实践活动准确地运用英语来表达。
Moral
Objects
预测未来生活的发展趋势，对未来充满信心和希望。
Key Points
掌握一般将来时的表意功能和语言形式。
Difficult Points
掌握一般将来时的表意功能和语言形式。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Predicting – work on 2a.
Show Ss the pictures of some robots and what they can do on the screen.
Have Ss get into pairs and tell their partner what they know about robots now. What do they look like and what can they do?
Then ask each pair to draw a picture about how they think robots will look like in the future.
设计意图：通过预测，培养学生的预测能力，同时也让学生对机器人的形状和作用有一个比较直观的初步了解，调动学生对阅读材料的期待感。
Presentation
Work on 2b.
Skimming
Have Ss look at the article on page 53 and read it. Then, ask them to match each paragraph with the question it discusses.
设计意图：通过快速阅读寻找文章的段落大意。
Practice
Work on 2c.
Scanning
Have Ss read the article again quickly. Then have them work in pairs on 2c and complete the sentences about what robots can do now.
Work on 2d.
Have Ss read the paragraph in 2d first. Then, ask them to fill in the blanks with words from the article in 2b.
Walk around the class, and offer help when necessary.
Work on 2e.
Have Ss get into pairs and discuss the questions in 2e.
T: What kinds of animals might robots look like in the future? What do you think these robots will be able to do? Write your ideas and discuss them with your partner.
以两人一组为单位询问组内成员的情况。此环节不仅可以增进同学间对计划内容的了解，也有助于对计划实施情况的了解。
设计意图：这个环节是对阅读语篇的缩写，通过填词帮助学生转换文章信息，加深对文章的理解。
Production
Retell the story according the passage structure.
Have Ss look at the passage structure on the screen. Then have them get into groups of three or four and discuss the story according to the structure.
You can ask a few groups to come to the front to present their story to the class.
两个意图，一是为了给学生提供一个很好文章框架，这样学生可以根据框架复述文章，二是提供一个清晰的写作框架指导。
Progress
Summary.
Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Section B 3(3a-Self Check )
Teaching
Aims
Knowledge
Objects
1．掌握下列生词: probably, during, holiday, word
2．复习用will表达一般将来时态的用法。结合机器人这一话题表达自己的想法。
Ability
Objects
1. 能够综合运用所掌握的知识来描述自己未来生活的情况。
2. 通过自己描述自己未来生活的情况来达到熟练运用所学知识的目的。
Moral
Objects
To encourage students to take an active part in activities in an English class.
Key Points
1) 能运用所学的知识及提示来阅读相关个人未来生活预测，并能完成相关任务。
2）能运用所学的知识与句型表达方式来描绘一下自己未来的生活。
3）复习要单元所学的重点知识点，并完成相关复习任务。
Difficult Points
能运用所学的知识与句型表达方式来描绘自己未来的生活。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Have Ss listen to the song Que Sera Sera. The song is meant to help them to think about what happens in the future.
Then, show Ss a picture of Olivia and ask them to think about what her life will be like in 20 years. You can have them get into groups of three or four to discuss and draw a mind-map.
设计意图：一首关于对自己未来猜想的歌曲打开了想象之门，对于老师20年后的生活进行猜测，思维导图很清晰的折射了写作框架。
Presentation
Work on 3a.
Have Ss look at the picture on the screen and ask Ss to predict how Jill’s life will be in 20 years.
Then, ask them to look at the paragraph in 3a and fill in the blanks with the words in the box.
设计意图：先让学生看图预测，也是一中阅读策略的渗透，然后先个人完成填词，再小组讨论校对答案。同时也可以检验自己的预测是否正确。
Practice
Writing
Work on 3b:
1. Write your own resolutions under the following heading.
2. Ss try to think about their own resolutions and try to write them down.
3. Check the answers with your partners.
After reading
Now, have Ss get into groups of three or four again and look at the screen. Ask them to refer to the passage in 3a to fill in the chart.
You can also have Ss get into pairs to make a conversation about what Jill will do in 20 years, according to the information from 3a.
让学生根据3a 的要求列出三项计划，对话的设计在检验学生任务完成情况的同时，也完成了对下面写作任务的铺垫。
设计意图：阅读后的这两个环节的设计主要是帮助学生转换文本信息，加深对文章的理解，同时也为预测自己的未来20年后的生活做好了语言和写作框架的铺垫。
Production
ork on 3c:
Play a guessing game:
Get Ss to fill up a piece of paper with the information on the screen. Remind them not to write their names. Then collect all the papers and mix them up. Ask Ss to take one and guess who the person in their paper is.
Have some Ss come to the front and read the information on their piece of paper aloud. Then, the class will guess who the person is.
T: Wasn’t that fun? Now we all know more about each other. Let’s look at 3c and write about your life 20 years from now. Use 3a and 3b to help you.
写作指导：
Ø 本文为写自己未来20年后的生活情况。
Ø 因此，时态应用一般将来时态（will + 动词原形）；
Ø 首先，可根据在3b中的提示，介绍一下自己打算的工作、及生活的地点、自己的业余活动等情况。
Ø 然后再展开自己想象的翅膀，对自己的生活环境及其他方面大胆想象，并写出来。
最后，通读一遍短文，重点检查一下各句子的时态及语句是否通顺。
运用所学知识，描写自己20年后的生活。
Progress
1、Summary.
2、Quiz.
3、Homework.
Teaching
Reflection
Unit 8 How do you make a banana milk shake?
Teaching Content
Section A 1 (1a-2d)
Teaching
Aims
Knowledge
Objects
1. 掌握和食物有关的可数名词和不可数名词以及how much/many用法。
2. 学会使用祈使句并正确使用first, then, next, finally等连接词。
Ability
Objects
能够描述制作一种家庭食品的过程。
Moral
Objects
Making something with our own hands and share them with others. We can get happiness and success from it.
Key Points
1) 用how much与how many来对数量提问。
2) 动词词组；描述过程的顺序词。
Difficult Points
能恰当地使用祈使句表达食物的制作过程。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Warm-up and revision（课堂热身和复习）
T: What do you like to eat? Let's go to the kitchen to get something delicious!
Guess: What’s in the fridge?
通过问题，让学生进行头脑风暴，复习学习过的食物的相关表达并为下面的环节进行铺垫。
Presentation
呈现知识重点可数名词和不可数名词
T: Now, let's help the foods find homes.
S:…
T: Pay attention! When do we use “how many” and “how much”?
Let’s read aloud together. Can you discover the rules?
For uncountable nouns, you may need: a bottle, a tin/can of …
T: What can we make with these foods?
How can we make it?
What else do we need?
教师通过让学生选择帮助不同的食物“回家”，提高学生兴趣与积极性，并对可数和不可数名词的分类有清楚的认识。）（教师把时间留给学生，让学生自己总结可数名词的单复数变化规律）（教师适当拓展了常见的一些量词词组，以完善学生对于不可数名词的表达，为后面的教学做了铺垫
Practice
1. Listening (1b)
T: Listen and put the instructions in order.
(教师放录音，因为对话简单教师可以在放完一遍录音以后就订正答案)
T: Listen again and put the co rrect word before each sentence.
(教师可以把first , then, next, now, finally写在黑板上，以达到降低难度和强化重点的作用)
T: Can you repeat them in the correct order?
2. Pair work (1c)
T: Cover the instructions above. Tell your partner how to make a banana milk shake.
(给学生pair work练习的时间)
T: Read in pairs and remember.
3. Work on 2a:
Let Ss look at the pictures below. Let one student read the words in the pictures if necessary.
Play the recording for the Ss to listen and complete the chart.
Play the recording again to check the answers.
4.Work on 2b:
Let Ss read the chart below. Tell Ss that they should write the ingredient under the correct amount in the chart.
教师可以让学生看着听力材料跟读，让学生感知听力材料中表达观点的句子，为后面的对话做好铺垫准备。充分利用听力材料的文本，标识关键词，强化输入。
充分利用所提供的对话模式，强化输入，给学生pair work练习的时间,并让小组对话在全班展示
充分利用听力材料的文本，标识关键词，强化输入。
Production
1. Read the conversations and fill in the chart below.
one
cabbage
one
three
four
five
some
2. Let Ss read the conversation after the teacher.
3. Practice the conversation with their partner. Then let some pairs to act out the conversation.
提高学生运用所学知识来表达的能力。
Progress
1、Summary.
2、Quiz.
3、Homework.
Teaching
Reflection
Teaching Content
Section A 2 (Grammar focus-3c)
Teaching
Aims
Knowledge
Objects
1) 学习掌握下列词汇：sugar, cheese, popcorn , corn, machine, dig, hole
2）进行一步复习巩固学习Section A 部分所学的生词和词组。
3）掌握正确用how much和how many对事物的数量进行提问。
Ability
Objects
能够熟练运用所学的知识，来正确描述做简单食物的过程，正确运用表示顺序的词。
Moral
Objects
Enjoy the process of making some kind of food.
Key Points
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 掌握正确用how much和how many对事物的数量进行提问。
Difficult Points
1) 能够熟练运用所学的知识，来正确描述做简单食物的过程，正确运用表示顺序的词。
2) 能够分清可数名词与不可数名词，会用数量词来计量一些不可数名词。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
1. Game: How do you make a banana milk shake?
Let some Ss describe how to make a banana milk shake.
Attention to use “first, next, then, finally” correctly.
2. How do you make a Russian soup?
Attention to use “first, next, then, finally” correctly.
1) First, buy some beef, one cabbage, four carrots, three potatoes, five tomatoes
and one onion.
2) Then, cut up the vegetables.
3) Next, put the beef, carrots and potatoes into a pot and add some water.
4) After that, cook them for 30 minutes.
复习巩固前一节课所学内容。
Presentation
1. Words and expressions
2. Grammar Focus
学生阅读Grammar Focus中的句子，然后做填空练习。
学生们根据记忆，看大屏幕来完成填空练习。
3学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
学习新句型。
巩固新句型。.
Practice
Work on 3a:
1. Circle the correct word in each question:
① 1. How (much/many) bananas do we need?
② How (much/many) sugar do we need?
③ How (much/many) bread do we need?
④ How (much/many) tomatoes do we need?
⑤ How (much/many) cheese do we need?
2. 方法指导：指导：应根据括号后面的名词是可数名词还是不可数名词来确定。
比如，第一句中bananas是可数名词的复数形式，故用how many。其他类似。
3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
Work on 3b:
1. 让学生们阅读对话，整体把握对话的意思。
2. 然后仔细读制作爆米花的过程，根据图片及上下文意及时态来确定空格处所应填的词。
3. 和学生们一起校对答案。
这个教学环节的设计的主要目标是让学生综合应用前两节课所学知识，进一步巩固可数名词与不可数名词的用法。
学生用所学知识表达自己观点。
Production
Group work (3c)
1. 让学生们看表格中的四个活动项目，让学生们根据自己的生活阅历来选择一个较为熟悉的话题，并与自己的小组成员进行讨论如何做此事。
2. 将做这个事情的过程例一个较为清晰的单子，并用英语描述一下。
3. 与一位同学一起用英语讨论一下，如何做这个活动。
4. 听一听其他同学们擅长的项目，并表达自己的想法或问题。
(最后，可以经学生们评议来推举谁是最会做事情的同学）
提高学生运用所学知识来表达的能力。
Progress
1、Summary.
2、Quiz.
Teaching
Reflection
Teaching Content
Section B 1 (1a-1e)
Teaching
Aims
Knowledge
Objects
1. 熟练掌握可数名词和不可数名词和How much/ How many引导的特殊疑问句。
2. 熟练使用“First, Then, Next, After that， Finally”学会表述三明治的过程并表达自己对食物的喜好。
要求掌握以下词汇：
1) 名词n. cheese，butter, tomato, turkey, onion, slice, condiments, piece
2) 代词adv. another
3) 副词 adv. finally
4) 词组 cut up, add to, on top, put on, a piece of, what about
要求掌握以下句式：
How do you make a cheese sandwich?
Do you like lettuce in a sandwich?
How much butter?
What else?.
Ability
Objects
Enable the students to describe a process and follow the instructions.
Moral
Objects
1. 激发学生对于食物制作的兴趣并开发他们的创意。
2. 引导学生关心了解身边人的饮食喜好，促进交流与合作意识。
Key Points
能够选择恰当的动词描述制作一种家庭食品的过程并做进行连续性的描述。
Difficult Points
根据自己的喜好，充分发挥想象，有序的制作特有的sandwiches,提高 自己的交际能力。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Warm-up and revision（课堂热身和复习）
How do you make a pizza?
T: Do you like to eat pizza? What do you need if you want to make it? And how do you make it? Work in groups and show us what you know.
S: First, mix up flour (面粉), butter and milk to make a crust (面包皮).
Next, put pizza sauce (调味汁) on the crust.
Next, cut up peppers (辣椒), sausage (香肠) and mushrooms, and put them on the pizza.
Then, add some cheese to the pizza.
Finally, put the pizza in the oven (烤箱)
通过食物的导入，直接提高了学生的兴趣，同学培养了学生小组合作的团队意识。
Presentation
（呈现和sandwich 有关的新词的图片和单词）
T: Now, le t’s look at some pictures. Can you tell me what it is/they are?
T：What can we make with these?
单刀直入让学根据图片说单词，既节约了导入的时间，又给了学生更多巩固掌握词语的机会）
Practice
Work on 1a
T: I am going to make my favorite sandwich. What’s in it?
S:…
T: How about your favorite sandwich? What's in it? Finish 1a in your book.
Work on 1b.
T: Ask and answer questions with a partner. Find out what he/she likes in a sandwich.
S: A: Do you like lettuce in a sandwich?
B: Yes, I do.
A: Do you like tomatoes?
B: No, I don't.
T: Make a survey and give a report.
Name
Likes/dislikes
S: In our group, _______ likes/dislikes____ in a sandwich.
...
_____ and ______ both like/dislike___ in sandwiches.
And we all like/dislike_______ in sandwiches.
Work on 1c
T: Look at the picture in 1a. Listen and circle the words you hear.
(教师引导学生从说过渡到写，同时又为后面的语言交流做好准备
从对话到小组调查到报告，教师铺设了平台给学生大量操练的机会，让学生在做中学，同时自然地引导学生关心身边人，并有意识地把获得的信息进行整合，提高了学生的表达能力的锻炼。
教师放录音，在2a的基础上，此任务简单，教师可以在放完一遍录音以后就订正答案
Production
Work on 4.
1. Work in groups. Discuss the traditional food people eat on special holidays in China. Then make a list.
A: What do you eat on New Year’s Day?
B: What do you eat on Dragon Boat Day?
C: What do you eat on Mid-Autumn Day?
2. Ask some Ss to read their lists to the class.
3. Ask some other Ss add more.
给学生提供了交流的机会，同时也是对本节课的一个拓展提升。
Progress
1、Summary.
2、Quiz.
强调了小语篇的意识。
Teaching
Reflection
Teaching Content
Section B 2 (2a-2e )
Teaching
Aims
Knowledge
Objects
1. 了解美国感恩节的由来。
2. 学 习表述感恩节大餐火鸡的制作并掌握相关词汇。
Language points（语言点）
1．要求掌握以下词汇：
1) 名词 n. turkey, traveler, Thanksgiving, autumn, pepper, oven, plate， gravy, temperature 2) 动词 v. mix, celebrate, fill, cover, serve 3) 形容词 adj. special, traditional ,main 4) 词组 give thanks for, mix together, put in, cover with cut into ，eat with, serve to , main dish, at a very high temperature. （本节课的生词较多，教师要注意带读并通过各种形式让学生多操练。）
2. 要求掌握以下句式：
In most countries, people usually eat traditional food on special holi days.
… and is a time to giv e thanks for food in the autumn.
... celebrate this idea of giving thanks by having a big meal … Here is one way to make turkey for a Thanksgiving dinner. Serve it to your friends with some vegetables.
Ability
Objects
能以书面形式流畅写出火鸡的制作流程。
Moral
Objects
To make students love the culture of China.
Key Points
以书面形式 流畅写出火鸡的制作流程。
Difficult Points
以书面形式 流畅写出火鸡的制作流程。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
T: What ingredients are there in this sandwich?
How do you make a turkey sandwich?
有效地帮助学生复习了前面的学习内容，同时为引出后面的教学环节做了铺垫.
Presentation
T: Do you like turkey sandwiches?
Do you like to eat turkey ?
In America, people sometimes eat turkey. When do they eat it?
S: On Thanksgiving Day. It is a special day!
让学生带着问题去skim能够培养学生在阅读过程中抓关键信息的能力。
Practice
More skimming
T: Read and find more information about Thanksgiving
Work on 2c. Read the article again and write down the answers to each question.
Where do people celebrate Thanksgiving? When do people celebrate it? Why do people celebrate it? How do people celebrate it now? What is the main dish of the Thanksgiving meal?
Work on 2b. Read the article and number the pictures [1-5].
以图表的形式，清晰地帮助学生抓住what, which, when, why, how的角度去理解文章内容,是种阅读策略的渗透
通过图片的提示，帮助学生获取和巩固关键信息，降低学习难度，帮助学生建立学习信心
Production
. Fill in the blanks
First, ___ together some_____ ______, _______, _______ and ________.
Next, ____ the turkey____ this bread_____.
Then, ____ the turkey____ a hot oven and cook it for _ ___ hours.
____ it is ready, _____the turkey on a large______ and ____ it with ______.
____, cut the _____ into thin _______ and eat the _____ with vegetables _____ carrots and _________.
通过以上教学活动分解了阅读难度，突出了重点词汇，同时给学生操练和展示的平台
Progress
Summary.
Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Section B 3(3a-Self Check )
Teaching
Aims
Knowledge
Objects
1) 复习如何制作火鸡宴，以及其他学生们熟悉的传统食物的制作过程。
2) 能够综合运用所学的知识以及根据所给的提示词来完成阅读填空的任务。
3) 通过完成Self check的中练习题来全面复习how much和how many的用法。
Ability
Objects
能够综合运用所学的知识来学习写作自己所熟悉的食物的制作过程以及所需的原料。
Moral
Objects
通过制作食物的介绍, 培养学生的实际生活能力, 了解生活知识, 增长生活阅历, 培养实践操作能力和动手能力。并且让学生认识到劳动成果的来之不易, 使之懂得不能浪费食物, 珍惜他人的劳动成果。
Key Points
1) 能够综合运用所学的知识以及根据所给的提示词来完成阅读填空的任务。
2) 能够综合运用所学的知识来学习写作自己较为熟悉的食物的制作过程。
Difficult Points
能够综合运用所学的知识来学习写作自己较为熟悉的食物的制作过程。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
(1) Discuss traditional western foods.
T: What are these? （罗列系列传统西方食物图片）
S:It’s ...
T: They are traditional western foods. When do Western people eat them?
S:…
T: Let’s look at some traditional Chinese foods, can you name them? （罗列传统东方食物图片）
(2) Brainstorm
T:What kind of traditional foods do people eat on special holidays in China?
(先让学生头脑风暴，然后教师简单带过几个典型代表）
通过复习和讨论，引入食物与special holidays的关联概念，既复习了前面的内容，有为后
面环节进行了有机铺垫，另外，小组合作的讨论和PK模式有利于提高学生的学习兴趣并增
强学生的合作精神。鉴于有一定难度，可以允许学生有中文的表述。
Presentation
呈现Spring Festival相关内容并着眼到食物文化上
(1) Talk in groups.
T: What do you think is the most special day in China?
S: The Spring Festival.
T: Look at 2e. Discuss in groups.
(2) Ask and answer.
T: When is the Spring Festival?
S：The Spring Festival is during the lunar New Year.春节即农历新年。
It is in January or February
年三十/除夕：the last day of the lunar year/lunar New Year’s Eve
正月初一：the first day of the lunar year
正月十五：the fifteenth day of the first month of the lunar year
（3） Story-telling
T: Let’s learn more about the Spring Festival.
Long ago，There was a horrible monster that came out on the same day each year to eat people. This monster was named Nian,
People were scared because every time it came out, whole villages would be destroyed at a time. So, every time the monster came, people would huddle together in their homes and stay up all night, wanting not to be eaten. This happened for many years until a wise man thought up a plan. They lit bamboo. The bamboo cracked and made a lot of noise. The monster was scared and ran back to its cave without eating any people.
The next morning, people congratulated each other. So, from then on, people stayed up late, lit firecrackers and congratulated each other when the new year came.
（教师简单引导学生说出Spring cleaning，Staying up late，Firecrackers，Lunar new year visits，Red packet，Dragon dance and lion dance，Spring couplets，Paper cutting，Yuan Xiao Festival等年俗相关信息，并最后着眼与食物上，为后面的环节进行铺垫。）
T: Can you remember anything about the Spring Festival? Write on your paper.
（此处的停顿和回顾能帮助学生巩固春节的相关要素，另外，根据学生的程度和实际的教学需要，也可以只利用这张PPT围绕春节展示学生的讨论结果，而不需要展示前面的每张PPT）
(4) Reunion dinner.
T: Is that all for the Spring Festival?
S: Of course not. Don’t forget the reunion dinner. It s the most important thing during the Spring Festival.
T: Well, can you tell me how to make dumplings?
Read the find out the steps.
T：How do you make dumplings?
Ingredients：flour and water ( to make dumpling wraps)，meat (pork , beef or mutton)，salt, soy sauce 酱油，MSG 味精，sesame oil麻油
S：First, mix flour with water. Then, make fillings for dumplings, chop up meat and vegetables, and mix them all up. After that, add some salt, soy sauce, MSG and sesame oil to this. Next, roll out dumpling wraps, and knead (揉；捏) the dumplings. Finally, put them into boiling water.
教师通过几个关键词的渗透农历新年的表达，降低学习难度，并让学生明确春节一般到正月十五闹元宵以后就结束了
食物背后的文化寓意能引发学生的共鸣，所以教师要引导学生表达，哪怕是中文形式
教师要适当带读ingredients中的生词，然后让学生以小组合作模式从去掉标点和大小写的文章中，读出正确的句子来找出制作饺子的步骤——可以每个小组顺接着分别读一个句子，能增强学生的合作精神和学习兴趣
Practice
Writing
Work on 3a:
(1) Discuss
T: We eat special foods on special holidays. What's more, some places in China are famous for
some special foods. What do you know about them? Discuss in groups.
(2) Fill in the blanks
T: Now, let’s go to Yunnan.
Read the recipe below and fill in the blanks with the words in the box.
(3) Role-play
A: I want to ... . Can you tell me how?
B: Sure. To make this special food, you need to ...
A: I see. And?
B: First, ... . Next, ... . After that, ... . Then, ... .
A: OK, that's it?
B: No, one more thing. Finally, ... .
A: Great! It is time to enjoy it now
Work on 3b
T: Think of a favorite food in your hometown. Make a list of ingredients.
这个部分是学生语言输出和展示的很好平台，实现了机械操练到意义操练的过程
这个部分符合学生的学习兴趣，使语言的输出更生活化，但是学生的语言表达会有一定难度，需要教师的指导和帮助。
Production
. Work on 4
T: Make up a crazy recipe with your partner. Then tell another pair of students how to make this crazy food. The other pair will draw it.
教师给了学生展示的平台，关注了机械操练到意义操练的必要性
Teaching
Reflection
Unit 9 Can you come to my party?
Teaching Content
Section A 1 (1a-2d)
Teaching
Aims
Knowledge
Objects
1) 能掌握以下单词：prepare, prepare for, exam, flu, available, another time, until, hang, hang out, catch
2) 能掌握以下句型：
① — Can you come to my party on Saturday afternoon?
— Sure, I’d love to.
② — Can you go to the movies on Saturday?
— I’m sorry, I’m not available. I have too much homework this weekend.
③ That’s too bad. Maybe another time.
④ Sure. Thanks for asking.
⑤ Sam isn’t leaving until next Wednesday.
Ability
Objects
1. 能了解以下语法： 用情态动词can来表达邀请。
2.学会表达邀请，学会对邀请进行恰当的答复或拒绝。
Moral
Objects
学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人的邀请的方式。理解“义务”涵义，学会承担自己应尽的义务，能够在班级以及社会生活中担当一定的责任。理解人与人之间的真情，学会珍惜朋友之间、师生之间的友情。
Key Points
1) 运用所学提出邀请，接受邀请和拒绝邀请。
2) 正确使用can, might, must 等情态动词。
Difficult Points
1) 扎实掌握重点词汇和表示邀请的句型并能灵活运用。
2) 通过听力练习和小组合作，理解并能提出邀请并作肯定回答。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
A guessing game
T: Can you guess who he is?
1. He’s a student from a_____ school.
2. He’s kind of smart but very lazy.
3. He likes sleeping and eating.
4. His favorite food is grass cake.
教师通过给出一定的线索，引出懒羊羊这个学生感兴趣的任务，符合学生的特点，同时容易集中学生的注意力并关注了重点词another的渗透。
Presentation
（1）Read and fill in the blanks.
T: Look at Lazy Goat’s calendar
Oct.11 Thurs.
I have to _________________ on Monday, _______________ on Tuesday, ____________ on Wednesday, _________ _____ on Thursday, and I am going to ____________ on Friday. I’m have a boring, tiring and busy week next week.
(2) Ask and answer.
T: Can you come to my dinner party next weekend? S: Sure. Thanks for asking.
S: Sorry, I can’t. I have to do lots of homework next weekend.
S: Sure, I’d love to. Thanks for asking.
T: That’s too bad. Maybe another time./Great!
(3) Group work
A: …, can you come to my dinner party next Saturday evening?
B: Sure, I’d love to. Thank you for asking.
A: What about you, …?
C: Sorry, I can’t. I have to….
A: That’s too bad. Maybe another time.
A: Can you come to my dinner party next Saturday evening, …?
D: Sorry, I can’t. I have to….Maybe next time.
通过懒羊羊繁忙的日程安排，形成了人物反差，同时有意识地渗透了部分关键词组，达到了温故知新，同时联系实际的特点
通过懒羊羊发出邀请的问答过程，自然地渗透关键句型。
通过前面的情况预设和信息提示，学生能够模仿着进行语言操练获得练习的平台。
Practice
Work on 1a
T: Match the phrases with the pictures [ a-e].
Work on 1b
1. T: Now listen to the recording and write the names next to the correct students in the picture.
2. Play the recording for the first time. Students only listen. Play the recording a second time. Write the name of each person next to his or her picture.
3. Play the recording again. Check the answers with the Ss.
Work on 2a:
1. Read the sentences in 2a. Tell Ss they will listen to some sentences. They should listen and circle the words “can” or “can’t” in the bracket.
2. Play the recording for the Ss to listen and circle the words.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the chart below. Tell Ss, this time they must write the reasons in the chart. Make sure they know what to do.
2. Play the recording for the Ss to write the reasons in the chart.
3. Play the recording again to check the answers.
教师可以四处走动，以帮助学生将动词正确搭配在相关词组中，也可以让学生发peer assessment的作用
通过复述，可以有效利用听力材料，同时循序渐进地帮助学生消化知识，获得学习信心。
进一步实现从听到说到操练的过渡，自然掌握重点句形。
Production
. Finding something important.
T: Can you help him to say “No.”?
Accept （接受 ）
Yes, I’d love/like to.
Thank you/Thanks for asking.
Certainly, I’d love /like to.
Sure, I’d love/like to.
Decline（拒绝）
I’m sorry, I can’t. I have to…
(prepare for an exam…)
I’d love to, but I have to…
(go to the doctor…)
教师预设一个场景， 帮助学生总结回顾接受和拒绝邀请的表达方式
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Section A 2 (Grammar focus-3c)
Teaching
Aims
Knowledge
Objects
1) 学习掌握下列词汇：invite, accept, refuse
2）进行一步复习巩固运用Section A 部分所学的生词和词组。
3）进一步学习运用所学的知识来表达邀请；
Ability
Objects
掌握情态动词can, must, have to, might的用法。
Moral
Objects
学会如何回答别人对自己的邀请，以及学会如何有礼貌地拒绝他人的邀请，并陈述理由。
Key Points
1) 进一步学习运用所学的知识来表达邀请；学会有礼貌地答复他人对自己的邀请。
2) 掌握情态动词can来表达邀请；运用情态动词have to, must, might等有礼貌地说明拒绝他人邀请的理由。
Difficult Points
1) 能熟练进行邀请及应答。
2) 运用情态动词have to, must, might等有礼貌地说明拒绝他人邀请的理由。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Warming- up
Ask some Ss to invite some Ss to play tennis. The partners give some answers.
S1: Can you play tennis with me tomorrow afternoon?
S2: Sure. I’d love to.
S3:I’m afraid not. I have the flu.
S4: …
教师分层次呈现can 和can’t的句子，既清晰强化了用法，又为后面的活动进行铺垫。
Presentation
Grammar Focus
学生阅读Grammar Focus中的句子，然后做填空练习。教师分层次呈现can 和can’t的句子，既清晰强化了用法，又为后面的活动进行铺垫。
在前面的对话操练的基础上，对于此部分内容，可以采用诵读，快速记忆后快问快答的形式，很好地巩固目标语言
Practice
Work on 3a:
1. Tell Ss to read the conversation in 3a and try to complete the answers with might and one of the phrases in the box.
2. 方法指导：
首先，应明确练习的要求。本题要求同学们用情态动词might来委婉地表达自己在将来的某个时间可以有做的事情。
然后，读空格中所给的词组，明确它们的意思。读每个小对话，根据上文语境结合所给的词组，选择一个恰当的事情来回答。
注意，一定要用上情态动词might。 结构：might + 动词词组
3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
4. 学生们阅读这些对话，并与伙伴一起练习这组小对话。
Work on 3b:
1. 告诉学生们本题的要求：根据括号中所给的提示词来补全问句，并做出恰当地答复。
2. 让学生们重点看答复提示中所要求是“接受”的还是“拒绝”的，并做答复。如果是拒绝，还应根据括号中的提示词给出一个恰当的理由。
3. 让学生们互相检查自己所写的小对话，发现并改正错误。
4. 让部分学生与自己的伙伴说一说自己所写的小对话。大家一起改正句子中的错误。
给学生一定的场景，在帮助学生获得学习信心后，扩大语言的交流面以及开放度，给了学生充分的平台应用语言
学生用所学知识表达自己观点。
Production
. Group work (3c)
1. 小组中的同学们每个人都填写一张表格（见3c中表格）来明确自己近期要做的事情，选择一个恰当的时间来开一个聚会。
2. 先由小组长根据自己的安排，邀请你小组里的成员去参加你的聚会，每个小组成员，根据自己表格上的安排来确定是否参加这个聚会。
3. 然后，其他同学轮流根据自己的安排，邀请你的组里的成员去参加你的聚会，其他成员根据自己表格上的安排来确定是否参加这个聚会。
4. 最后，看你们小组哪位同学能邀请到最多的同学参加自己的聚会。
提高学生运用所学知识来表达的能力。
Progress
1、Summary.
2、Quiz.
Teaching
Reflection
Teaching Content
Section B 1 (1a-1e)
Teaching
Aims
Knowledge
Objects
1) 能掌握以下单词：the day before yesterday, the day after tomorrow, weekday, look after, invitation, reply, forward, delete, print, sad, goodbye, take a trip, glad, preparation, glue, without, surprised, look forward to
2) 能掌握以下句型：
① — What’s today？ — It’s Monday.
② — Can you play tennis with me? — Sorry, I can’t. I …
③ I look forward to hearing from you all.
④ Bring Ms. Steen to the party without telling her so that she can be surprised.
Ability
Objects
能综合运用can来表达邀请。
Moral
Objects
通过阅读邀请函来掌握必要的信息。
Key Points
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
Difficult Points
听力训练
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Ask and answer
T: How many days are there in a week?
What are they?
What’s the first day of the week?
What’s the last day of the week?
教师通过复习，为日期的教学埋下伏笔。同时要注意让学生关注The first day is Sunday，并引入weekday和weekend的概念。
Presentation
（1）Ask and answer
T: What day is it today?
S: It’s Wednesday.
T: What’s the date today?
S: It’s October 12th.
T: What’s today?
S: It’s Wednesday the 12th.
联系实际，通过问答的形式，帮助学生巩固基本的重点句型，从而自然掌握日期表达的基本方式
Practice
(1) Group work
T: Today is a gift, that’s why we call it the present. Seize(抓住) the present, Seize today. It’s necessary（必要的）for us to relax. So, what can we do to relax?
Make a survey, fill in the chart, then give a report.
name
can/ can’t
reasons
can
free
S: A: Can you come camping with us?
B: When are you going?
A: This weekend, on Saturday.
B: I’d love to./Sorry, I have to/am doing…
T: Report like this:
In my group, Jim can/is free to go camping this Saturday.
But Jack can’t go, because he has to help his parents at home…
(2) Ask and write.
T: Now, look at your own calendar, please.
Work on 1a，1b,1c
通过实际时间的填写，增强了语言的真实性，为学生在生活中真正实现语言的工具性做了知识准备。
Production
. Work on 1d.
（1) Listen and circle
（2) T: Is Vince busy? Can he play tennis with Andy?
Work on 1e.
(1) Listen and match
T: Listen again. Match Vince's activities with the days in 1d.
Vince’s Activities
___ play soccer
___ go to the doctor.
___ study for a test.
___ have a piano lesson
___ babysit his sister
Days
a. today
b. tomorrow
c. the day after tomorrow
Read and say
教师放录音，因为对话简单教师可以在放完一遍录音以后就订正答案。
Progress
Summary.
Quiz.
Homework
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Section B 2 (2a-2e )
Teaching
Aims
Knowledge
Objects
能礼貌地发出、接受、拒绝邀请。
Ability
Objects
学会判断文本的写作意图并根据需要制作邀请函，回复邀请或婉拒邀请。
Moral
Objects
培养学生礼貌待人的品质，学会交际技巧。
Key Points
根据文本写作的目的，合理地写作和邀请相关的内容，并注意礼貌。背诵课文，根据课文句式进行变形和翻译。
Difficult Points
根据文本写作的目的，合理地写作和邀请相关的内容，并注意礼貌。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Presentation
(1）Look and say
T: What kind of parties do you know about? Let’s look and say.
S:...
(2) Brainstorm and write
T: Can you name more? Make a list of the kinds of parties people have on your books.
(3) Ask and answer
T: To invite people to my party, I have to ___________________.
S: Make an invitation.
T: When I get an invitation to a party, I have to decide___________
S: I’d love to. (accept an invitation)
Sorry, I can’t. (turn down an invitation)
给学生一个清晰的目标，理清思路，为下面一个环节的进行直接铺陈。
Practice
Work on 2b
T: Read the messages quickly. Why did the people write them? Match the reason with each message.
Work on 2c
T: Read the message again and answer the questions.
1. What kind of party is it?
2. Who is the party for?
3. When is the party?
4. Who did David invite to the party?
5. What can people do at the party?
Make an invitation
T: Read the last passage and fill in the invitation.
This is an invitation _______________
From:________________________
Time:________________________
Can you come to the party?
Please answer by_______________
We have a lot to do:
Buy _______________________
Think of ___________________
Prepare ____________________
Bring _______________________
I look forward to hearing from you all.
David
教师要培养学生在阅读中skim的能力，不需要通读，找出关键信息就能进行判断。
这里，同样也不需要学生完整地阅读，还是要培养学会抓重点信息的能力。然后，再有意识地通过各种形式让学生精读，细读三段文章。
(通过列项的形式帮助学生有个框架式的模式抓住文本的关键信息，同时为后面的写作输出做了铺垫。)
Production
Learn to write.
(1) Divide
T: Divide the e-mail message into three parts: Beginning（开头）, Body（主体）, Ending（结尾）
How to begin
T: Answer the invitation.
David: Can you come to the surprise party next Friday?
Jake: I can’t come.
S: Thanks for asking.
Thanks for your invitation.
Thanks for inviting me.
I’m ______, I can’t come.
T: What can we write for a beginning?
How to end
T: What should we write for an ending?
（教师引导学生总结可能的结尾部分。）
How to make an outline
Email
Beginning: Thanks for… I’m sorry I…
Body
(reasons)
Ending:
这个环节的设计主（进一步引导学生培养文本框架意识，为后面学生的模仿写作提供样本。）
注意教师要给学生自主总结的空间。
通过问题引领，教师有意识地简化目标语言，帮助学生掌握写作的开始部分。
给学生一个完整的框架，能方便学生，特别是薄弱学生掌握写作的基础要素。
Progress
1、Summary.
2、Quiz.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Section B 3(3a-Self Check )
Teaching
Aims
Knowledge
Objects
1) 掌握下列生词: daytime, concert, headmaster, event, guest, calendar
2) 复习邀请信的表达方式，阅读相关邀请信并能获得相关信息，回答相关问题。
3）复习本单元所学的重难点内容，及时巩固提高。
Ability
Objects
1. 能够综合运用所掌握的知识并根据相关提示来完成写一个简单的邀请信的任务。
2. 通过写一个邀请信及答复伙伴的邀请信，达到综合运用所学知识的目的。
Key Points
1) 复习邀请信的表达方式，阅读相关邀请信并能获得相关信息，回答相关问题。
2）能够综合运用所掌握的知识并根据相关提示来完成写一个简单的邀请信的任务。
3）复习本单元所学的重点知识点，并完成相关复习任务。
Difficult Points
通过写一个邀请信及答复伙伴的邀请信，达到综合运用所学知识的目的。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
T: Chant!
S: There are only three days in our life:
Yesterday, today and tomorrow
Yesterday has passed for ever,
And will never come again;
Today is now together with you,
And it will soon go away;
Tomorrow will arrive in no time,
But it can also disappear.
Seize the day! Seize the hour!
There are only three days in our life!
chant 的内容切合本单元的主题内容，渗透了珍惜时间的观念，同时引出要对他人friendly,为后面进行邀请应用时候要polite做了铺垫。
Presentation
New words
opening, concert, daytime, headmaster, event, guest, calendar
学习新词汇，为写作做好准备
Practice
Reading
1. T: Now let’s work on 3a.
A new school library is put into use. They’ll have a great opening. The headmaster writes many invitations to the parents. Now read the invitations below and answer the questions.
2. 阅读指导：
首先，阅读短文，整体把握短文大意。
其次，阅读后面的六个问题，明确问题的意思。带着这六个问题再去仔细阅读邀请信，在短文的相关位置找到这些问题的答案依据，并写出正确的答案。最后，再通读一遍短文，结合短文内容检查答案有无错误或不周全的地方。
3. Ss try to read the article and try to fill in the blanks.
4. Check the answers with the Ss.
Writing
Work on 3b:
1. Think about a party or any other event you know. Write an invitation to your friends to come to your party or event.
2. Let some Ss read the information in the chart.
3. Ss try to think about their parities or events. Write an invitation using the information in the chart.
4. Read their invitations and check if there are mistakes.
5. Exchange your invitations with a partner. Then write a reply to his or her invitation.
If you can’t come to his/her invitation, you should write some proper reasons.
6. Ss try to write down their invitations.
7. Let some Ss read their passages to the class.
完成对下面写作任务的铺垫。
语言学习应该具有应用性，简单的示范，为学生在生活中制作邀请卡提供了样板。
Production
Pair work
1. Read the calendar in 4. Make sure Ss know the activities in each day.
2. Tell Ss how to do it. Sa, look at your calendar on the right. Sb, look at yours on Page 81. Find a time you can both go shopping.
3. Make a model to the Ss:
Sa: Can you go shopping with me next week?
Sb: Sure. I’d love to. When?
Sa: Well, what are you going to do on Monday evening?
Sb: I must study for the English test. What about Tuesday evening?
4. Ss try to make some conversations.
帮助学生头脑风暴，从词到句，理清文章写作中可能用到的语言要素。
Progress
1、Summary.
2、Quiz.
归纳检测本节内容。
Teaching
Reflection
Unit 10 If you go to the party, you’ll have a great time!
Teaching Content
Section A 2 (Grammar focus-3c)
Teaching
Aims
Knowledge
Objects
1) 学习掌握下列词汇：upset, taxi, advice
2）进行一步复习巩固学习Section A 部分所学的生词和词组。
3）掌握正确用含if条件状语从句的主从句。
Ability
Objects
能够熟练运用所学的知识，用if来表达条件，用will来表达结果。
Moral
Objects
学习因果关系的表达和做出合理的建议。谈论自己的感受，同时使学生在英语交流中注意并观察他人的情感。由于本单元话题贴近学生生活，符合他们热爱休闲的心理，可以提高他们学习英语的兴趣，积极参与英语实践活动。
Key Points
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 能够熟练运用所学的知识，用if来表达条件，用will来表达结果。
Difficult Points
1) 掌握正确用含if条件状语从句的主从句。
2) 能够熟练运用所学的知识，用if来表达条件，用will来表达结果。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
1. Have a dictation of the new words learned in the last class.
2. Talking:
Let’s look at the pictures in 1a and let Ss make sentences with “if…will”.
e.g. If you go to the party with Karen and Anna, you’ll have a good time.
One by one, let some Ss make a sentences by themselves.
3. Game:
Tell Ss “If you have a lot of money, what will do?”
Ss think and tell the class what they will do.
Judge who is the best.
4. Role-play the conversation in 2d.
为下一步的教学做过渡铺垫。
Presentation
1. Words and expressions
2. Grammar Focus
学生阅读Grammar Focus中的句子，然后做填空练习。
2. 学生们根据记忆，看大屏幕来完成填空练习。
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
学习新词汇。
巩固新句型。
Practice
Work on 3a:
1. Ss skim the passage first. Try to know the meaning of the passage.
Then Ss read the passage carefully again and try to fill in the blanks with the correct forms of the verbs in the brackets.
Work on 3b:
1. 让学生们阅读所给的条件或结果，整体把握对话的意思。
2. 然后根据自己的生活经验，想一个结果或条件。表达结果时用will + 动词原形；表达条件时用if条件句，注意谓语动词用一般现在时态。
3. 让学生们相互问答这些问题。 并查对他们句子中的错误。
这个教学环节的设计的主要目标是让学生综合应用前两节课所学的知识.
学生用所学知识表达自己观点。
Production
Group work (3c)
1. Make a story in group.
2. Write a story with your group on a piece of paper. The first person begins with story with “I think I will….” The others add sentences with “if”, Pass the paper around twice. Then read the story.
3. Make sure Ss know what to do.
4. 学生们合作每个同学用 “I think I will… If I…, I will…” 来写一个句子。然后，小组同学们将他们所写的句子放在一起，构成一个句子。
(最后，可以经学生们评议来推举那个小组的故事是最好的。）
通过前面的铺垫，为学生完成此部分的开放性内容做了铺垫，而学生可以通过peer assessment和展示来强化目标语言。
Progress
Oral: 做个调查Ask three students:
What will you do if we have no lessons tomorrow？
Then make a report like this:
If we have no lessons tomorrow,…
Li Yan will go to the movies,...
Written: 写一个故事：
If I have a lot of money, I ...
根据学生程度进行口语和书面作业的布置，符合学生的生活实际，同时拓展了课堂学习内容的应用。
Teaching
Reflection
Teaching Content
Section B 1 (1a-1e)
Teaching
Aims
Knowledge
Objects
1. 能熟练运用条件状语从句。
2. 能谈论因果关系。
Ability
Objects
能做出决定是否改做某事。
Moral
Objects
能学会与他人一起分担自己的问题并争取表达自己的观点。
Key Points
掌握if+will(主将出现)的句式并合理表达自己的观点。
Difficult Points
掌握if+will(主将出现)的句式并合理表达自己的观点,条件状语进行变化时要用一般选择时，特别注意 动词的变换。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
(1) Look and say
T: Is she happy?
S: She looks worried!
（通过图片，引出关键词，主题明确。）
(4) Ask and answer
(5)
T: Tip 1: If you have problems, you can ask others for help.
What will happen if I become a soccer player?
S: I will be happy/rich… .
T: What will happen if I don’t become a soccer player?
S:…
通过学生感兴趣的生动图片问答，切合主题，同时导出关键词，演练目标句型，同时出现正反观点，为后面的辩论埋下伏笔。
Presentation
Work on 1a.
T: Which of the things below are the most important to you? Circle three things.
S:…
T: Tip 2: Decide what things are the most important to you and talk to your parents about them.
问答后，教师给学生的启示增加了学习的层次，引发学生的思考。
Practice
Work on 1b.
T: Listen. Look at the list in 1a. Write A before each thing the soccer agent talks about and P before each thing Michael's parents talk about.
S:…
Work on 1c.
Listen and complete.
T: Listen again. Complete the sentences
S:
1. If you join the Lions, ____
2. If you become a Lion, ____
3. And if you work really hard, _____
4. If you become a soccer player, _____
5. But if I don't do this now, _______
a. you'll be famous.
b. I'll never do it.
c. you'll become a great soccer player.
d. you'll never go to college.
e. you'll travel around the world.
(2) Listen again and finish the sentences.
T: Listen again and finish the sentences.
S: The agent wants Michael to_______________.
Michael’s parents want Michael to__________________.
If you join the Lion, you’ll become ____________.
If you become a Lion, you’ll_________________.
And if you work really hard, you’ll____________.
If you become a ___________soccer player, you’ll _________________.
But if I don’t do this now, I’ll_____________.
Work on 1d.
T: Student A is Michael. Student B is his friend. Student B, give Student A advice.
S: A: What do you think I should do? Can you give me some advice?
B: I think you should go to college.
A: But if I go to college, I'll nver become a great soccer player.
教师先呈现双方观点，再引导学生表达给出的理据，为后面的辩论进一步铺垫。
Production
Debate
T: Debating rules:
You ONLY have 100 seconds! One idea can get one point for your group!
You need to use sentences with “if…, he…”.
S:
Positive side(正方):
Give reasons for becoming a/an …
Negative side（反方）:
Give reasons against becoming a/an...
T: Tip 3: If you try your best, the future will be in your hands!
作为展示的高潮,，要给学生充分的时间进行准备，教师对于这个环节要给学生明确的指导,要四处在学生中进行个别指导,引导学生以小组形式互相合作,集思广益,同时最后的建议和图片展示,对学生有情感引导和教育的作用。
Progress
1、Summary.
2、Quiz.
Teaching
Reflection
Teaching Content
Section B 2 (2a-2e )
Teaching
Aims
Knowledge
Objects
熟练掌握if+will(主将出现)的句式。
Ability
Objects
能够正确面对挫折和困难，寻求积极的解决方法和态度。
Moral
Objects
培养学生提高阅读能力与提升阅读策略应用。
Key Points
应用if+will(主将出现)的句式，并顺利就阅读材料内容表达自己的观点。
Difficult Points
背诵文章，能自己进行句型变换。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Work on 2a.
1. T: What kinds of things do you worry about? Who do you usually go to for help?
Now ask and answer the questions with a partner.
2. Let some pairs ask and answer their questions. See what kind of worries they have.
为新课做好准备
Presentation
Before reading
Free talk
T: What kinds of things do you worry about?
S: I worry about my…
T: What can you do if you have some problems?
S: …
T: Face the problems in a positive way. Try to solve them.
作为半开放式的问题，教师要注意引导学生的回到进入到后面的教学步骤的需要中去，所以，必要的建议和总结是很重要的.
Practice
While reading
Work on 2b
T: Look at the statements and then read the passage quickly.
Which statement expresses the main idea of the passage?
Fast reading
T: Read the main ideas of each paragraph and tell me the facts supporting these ideas.
S: Para 1 “ But I think talking to someone helps a lot. Unless we talk to someone, we'll
certainly feel worse.”
Para 2 “I will always remember to share my problems in the future. ” Laura says.
Para 3 In English, we say that sharing a problem is like cutting it in half. So you're halfway to
solving a problem just by talking to someone about it!
T: Match the paragraphs (段落) with their main ideas.
S:
Work on 2c
T: Read the passage again and answer the questions. Discuss your answers with a partner
What is the worst thing to do if you have a problem?
Why didn't Laura want to tell her parents about her lost wallet?
What is the first thing you should do when you want to solve a problem?
Why can our parents give us good advice about our problems?
S:…
Careful reading
T: Read Para 1 and fill the blanks.
S: Students these days often have a lot of ________. Sometimes they ___________________ their schoolwork, and sometimes ______ their friends. What can they do _____ this? Some people believe __________________________. Laura Mills, a teenager from London, agrees. “Problems and worries are _________ in life,” says Laura. “But I think _________ to people ______ a lot. _______ we talk to someone, we'll certainly feel _______ ."
T: Try to retell Laura's experience with the help of these phrases.
丢钱包
不敢
不断思考
最后
犯粗心的错
要求某人更加仔细
记得要......
和......分享
在将来
lose one's wallet
be afraid to
keep thinking
in the end
make careless mistakes
ask...to be more careful
remember to
share with
in the future
S:…
T: Discuss problems with your classmates.
S: A: What will do if you lose your wallet?
B: I will tell my parents, because...
A: I don’t agree / I agree.
T: Read Paragraph 3 and correct the mistakes.
Robert Hunt advises students about special problems.
He doesn't feel the same way as Laura.
It is worst not to run away from our problems. We should always try to solve them.
He thinks the first step is to find someone you trust to talk to.
The person needs to be an expert like himself.
Students often remember that their parents have more experience, and are always there to help them.
In English, we say that sharing a problem is like cutting it in half.
So you're on the way to solving a problem just by talking to someone about it!
教师先呈现statements请学生朗读熟悉内容，再给学生时间快速应用skim策略找出正确的statement, 然后再请学生整体阅读，为后面的fast reading做铺垫。
进一步培养学生skim和scan的能力，抓住关键句子，作为对前面statement的支撑。同时马上进行文章大意配对的练习，帮助学生提高信息提炼和总结能力
问题的回答可以帮助学生进一步掌握文本信息
教师给学生充分时间分段细读三段文章，并以填词，翻译词组，改错的形式帮助学生进一步了解阅读文本的内容，并自然呈现教学中的难点，把难点在语境中进行渗透。同时，来采用了整体阅读，故事复述，专题讨论的形式，引导学生应用阅读文本中的信息和内容。注意考虑了学生的兴趣。
Production
Post reading
T: Tell your own story.
S: A: Do you agree with the expert?
B: I agree/disagree with him.
Here is my story.
...
教师通过讨论和讲故事的形式，引导学生将文章的内容联系到自己的生活实际，从而进一步达到情感教育的目的，并促进了学生的交流和互动。
Progress
4. Summary.
5. Quiz.
6. Homework.
Oral: 调查10个同学，当他们有困扰的时候，是怎样做的？
Written: 写一篇作文
If people have problems, they should not keep them to themselves...
根据学生程度进行口语和书面作业的布置，符合学生的生活实际，同时拓展了课堂学习内容的应用。
Teaching
Reflection
Teaching Content
Section B 3(3a-Self Check )
Teaching
Aims
Knowledge
Objects
复习讨论自己及伙伴们所有的问题，并能通过讨论来找到解决问题的办法。
Ability
Objects
1. 能够综合运用所学的知识以及根据所给的提示词来完成描述他人的问题及解决办法 的小短文。
2. 能够综合运用所学的知识来描述他人的问题及解决办法 的小短文。
Key Points
1）能够综合运用所学的知识来描述他人的问题及解决办法 的小短文。
2）通过完成Self check的中练习题来全面复习本单元的重难点知识点。
Difficult Points
1）能够综合运用所学的知识来描述他人的问题及解决办法 的小短文。
2）通过完成Self check的中练习题来全面复习本单元的重难点知识点。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
1. Have a dictation of the new words and expressions.
2. 将下列词组翻译成英语
1) 有许多担忧 ________________________
2) 与某人交谈 ________________________
3) 害怕做某事 _____________________
4) 最终 ____________
5) 生气 ___________
6) 犯一些粗心的错误 _____________
7) 分享我的问题 _____________________
8) 逃避问题 ___________________
9) 将……分成两半 _______________
10) 有时候他们在学业上出现问题。_________________________________
11) 在生活中，有困难和担忧是正常的事。 _____________________________
12) 如果不向别人谈一谈，我们肯定会觉得更糟。 ___________________________
13) 罗伯特就一些寻常的问题向学生们提了建议。_______________________________
3. Check the answers with the Ss.
4. Let some Ss to read their report of their students’ problems.
检测本单元所学内容。
Presentation
1. T: (Tell Ss one of your problems) e.g.
I don’t have many friends? What do you think I should do? Can you give me some advice?
Let some Ss give you some advice.
2. Show some pictures of different kind of “problem”.
学生先独立完成任 务，然后再小 组讨论校对答案，提问设计能帮助学生理清文章脉络，为后续写作打下基础。
Practice
Discussing
Let Ss discuss what kind of problem they usually have in their group. Make a list of them. Then think of the possible solutions. Make a list of them, too.
1. Each student chooses his or her three biggest worries (they think). Write them down on a piece of paper.
2. Let some Ss read their worries.
完成对下面写作任务的铺垫。
Production
Writing
1. Tell Ss to work on 3b. First, read the structures below to plan your writing.
2. 写作指导：
首先，阅读所给的提示，掌握其大意，从整体上把握短文大意。
其次，从上面所记的三个担忧中选择一个，运用所掌握的句子结构来完成。
最后，将你朋友的名字及问题填写上，并进一步说明问题的解决办法，最后，完整地读一遍短文，看是否通顺。
3. Let some Ss read their passages and try to find if there are any mistakes?
给学生写作起到了很好指引作用。
Progress
1、Summary.
2、Quiz.
归纳检测本节内容。
Teaching
Reflection
新目标英语八年级上册教学计划
一、学生基本情况分析：
大多数学生已能听懂有关熟悉话题的语段和简短的故事。能与教师或同学就熟悉的话题交换信息。能读懂短篇故事，能写便条和简单的书信。但由于各种因素的影响，学生发展参差不齐。有少数学生因为基础不够好，学习很吃力而自暴自弃，有的因此扰乱课堂次序，这给教学带来不少困难。另外，学生在情感态度学习策略方面还存在诸多需要进一步解决的问题。例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；有些同学在学习中缺乏小组合作意识；大多数同学没有养成良好的学习习惯，不能做好课前预习、课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不留意知识的巩固和积累。
二、教材分析
人教版《新目标英语》八年级（上册），本套八年级教材共分十个单元，每单元分Section A和Section B以及Self-check三部分。
Section A : 1a呈现本单元的重点单词，语法结构与功能；1b呈现任务型听力练习；1c结对练习核心对话；2a,2b是多种听力练习；2c呈现不同的任务。Grammar Focus 呈现语法功能重点；3a-3c提供多种课堂活动。 Section B: 1a词会扩展；1b新旧知识综合运用，同时在原有基础上有所扩展；2a,2b为听力练习；3a-4提供各类练习形式，随着所学内容的加深，逐步扩展成阅读和写作练习。4为创造性活用所学知识提供各类课堂活动。Self-check:使学生对自己的英语水平有明确的认识。自我评价，包括词汇知识的评价，语言应用能力的评价和幽默卡通。
本学期的重点是继续学习词汇和习惯用语，语法知识点：不定代词、频率副词、询问情况、方式状语、提出邀请、形容词比较级、最高级等。其中状语从句和形容词是本册的难点、重点。
三、教学目标
1. 总体目标：激发学生学习英语的兴趣，树立自信心。在整个教学过程中，让学生有丰富的生活常识、多文化背景的积累，并形成正确人生观、价值观，有积极的情感态度和跨文化的交际能力。同时培养自主学习能力，积累学习方法。
2. 具体目标：结合学生英语基础较差的实际，在教学刚开始的阶段，注意和初一知识的衔接，例如复习积累基础词汇、词语搭配、句型，熟悉不同单元呈现的语法规则，掌握实际用法。希望第一学期后，学生能培养学习的兴趣，养成较好的学习习惯，对基础知识有一定的掌握。
四、具体措施
1、对新版教材认真研究，充分运用多媒体课件等充分展示数码技术在英语教学中的作用，引起学生兴趣，让学生充分思考、讨论，注重能力的培养。
2、认真贯彻晨读制度，规定晨读内容，加强监督，保证晨读效果。①每天记5个生词，2个常用句子或习语。利用“互测及教师抽查”及时检查，保证效果并坚持下去。②背诵课文中的对话或课文。目的：要求学生背诵并默写，培养语感。
3、对学困生进行专门辅导，布置单独的作业，让他们在小进步、小转变中体味学习的快乐，树立学习的自信，尽快成长起来。
4、经常进行教学反思，适时调整教学方法，符合学生的真实情况，利于学生的有效性学习。
5、在具体的英语课堂教学中，根据目标并结合教学具体内容，为学生积极创设情景，尽量让学生在较为逼真的情景中渗透文化，了解文化，设置任务，学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。
6、关注学生的情感，营造宽松、民主、和谐的教学氛围。
7、加强对学生学习策略的指导，为他们终身学习奠定基础。
8、认真专研教材和课标，既备学生又备教材，认真上好每一堂课。
五、课程安排及教学进度
周次
教学进度与安排
第一周
教学预备工作
第二周
Unit1 Where did you go on vacation?
第三周
Unit1 Where did you go on vacation?
Unit2 How often do you exercise?
第四周
Unit2 How often do you exercise?
Unit3 I’m more outgoing than my sister.
第五周
国庆
第六周
Unit3 I’m more outgoing than my sister.
Unit4 What’s the best movie theater?
第七周
Unit4 What’s the best movie theater?
第八周
Unit5 Do you want to watch a game show?
第九周
Unit5 Do you want to watch a game show?
复习
第十周
复习迎接期中考试复习
第十一周
Mid-exam
第十二周
Unit 6 I’m going to study computer science?
第十三周
Unit 6 I’m going to study computer science?
Unit 7 Will people have robots?
第十四周
Unit 7 Will people have robots?
第十五周
Unit 8 How do you make a banana milk shake?
第十六周
Unit 8 How do you make a banana milk shake?
Unit 9 Can you come to my party?
第十七周
Unit 9 Can you come to my party?
第十八周
Unit 10 If you go to the party, you’ll have a great time.
第十九周
Unit 10 If you go to the party, you’ll have a great time.
复习
第二十周
复习迎接期末考试复习
第二十一周
期末考试
Unit 1 Where did you go on vacation?
Teaching Content
Period 1 (Section A 1a-2d)
Teaching
Aims
Knowledge
Objects
1、学会运用新词汇：
anyone, anywhere, wonderful, few, quite a few, most, something, nothing, everyone, of course, myself, yourself, hen, pig, seem, bored, someone, diary
2、掌握句型: Where did you go on vacation?
I went to New York City.
Did you go with anyone?
Yes, I went with my family.
3、初步了解有关不定代词someone, anyone, something, anything, nothing的用法。
Ability
Objects
Develop the abilities to descript an event and tell why you like or not like an event
Moral
Objects
Express their feelings about the vacation with students.
Difficult Points
1. 学习运用动词的一般过去式形式。 2. 初步学习不定代词。
Teaching Procedures
Activities
Purposes
Preparation
Discussion:
Where did you go on vacation?
Did you go to Hainan?
创设情境，引入新课。
Presentation
1、 学会运用新词汇：anyone, anywhere, wonderful, few, quite a few, most, something, nothing, everyone, of course, myself, yourself, hen, pig, seem, bored, someone, diary.
2、 掌握句型：
Where did you go on vacation?
I went to New York City.
Did you go with anyone?
Yes, I went with my family.
3、学会谈论自己的假期，激发学生的学习兴趣和学习热情。
学习新词汇。
巩固新词,学会谈论自己的假期。
Practice
1. Match the activities with the pictures in 1a.
2. Listen and number the people in the picture.
3. Pair work: Students ask and answer the questions about each other’s vacation.
4. listening practice about three students’ vacations.
学习新词汇。
熟悉材料。
巩固新词汇会谈论自己的假期。
进一步理解其他人的假期，学会新的表达方法。
Production
Students learn something about the vacation to Huangguoshu Waterfall, then students role play the conversation.
提高学生运用所学知识来谈论假期。
Progress
1. Summary.
2. Quiz.
3. Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 2 (Section A Grammar Focus-3c)
Teaching
Aims
Knowledge
Objects
学习掌握新词汇及巩固Section A部分词汇。
Ability
Objects
1、进一步理解一般过去时的基本用法，了解并掌握不定代词的用法。
2、通过语法学习，把英语运用到日常生活中。
Moral
Objects
Talk about a past event about one’s vacation.
Key Points
一般过去时的基本用法。
Difficult Points
不定代词的基本用法。
Teaching Procedures
Activities
Purposes
Preparation
Have a dictation of the new words learned in the last class.
复习掌握已学词汇。
Presentation
1、 学习掌握新词汇及巩固Section A部分词汇。
2、 进一步理解一般过去时的基本用法，了解并掌握不定代词的用法。
3、学生学会判断和运用语法知识
熟练运用所学词汇。
理解一般过去时和不定代词。
运用语法知识进行表达。
Practice
1、 Retell the passage about 2d.
2、 Students discuss Grammar Focus and try to figure out Simple Past Tense and indefinite pronouns.
3、 Students do some exercises to practice Simple Past Tense and indefinite pronouns.
熟练运用所学词汇。
了解一般过去时和不定代词。
初步运用语法知识解决问题。
Production
Show time: Students do a survey in groups.
运用定语从句表达喜好。
Progress
1、 Summary.
2、 Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 3 (Section Section B 1a-1e )
Teaching
Aims
Knowledge
Objects
学会描述物体、表达感受的形容词：delicious, expensive, exciting, cheap, terrible, boring.
Ability
Objects
能掌握以下句型：
① Where did…?
② What did…?
③ How was…？ / How were…?
④ Did she/he…?
Moral
Objects
运用一般过去时表达度假期间的个人的感受。
Key Points
运用多个形容词表达喜好。
Difficult Points
通过交流表达和听力训练，引入表达自己观点或好恶的方式.
Teaching Procedures
Activities
Purposes
Preparation
Students look at some pictures and express their opinions of these things.
情境导入，学习新单词。
Presentation
1、掌握单词：delicious, expensive, exciting, cheap, terrible, boring.
2、运用多个形容词表达个人偏爱或喜好。
3、从多方面谈论假期，熟练运用动词的一般过去式形式。
让学生熟练掌握和运用一般过去时和多个形容词。
Practice
1、 Ask Ss to look at some pictures and express their feelings of these things.
2、 Students look at the questions in 1c and talk about their own opinions.
3、Listening: Listen to the conversation and do exercises in 1c and 1d.
让学生熟练掌握和运用一般过去时和新的形容词。
Production
Students work in groups and talk about their vacations and their feelings.
提高学生口语表达能力。
Progress
1、 Summary.
2、 Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 4 (Section B 2a-2d)
Teaching
Aims
Knowledge
Objects
1、 学习掌握下列词汇：
enjoyable, activity, decide, try, paragliding, feel like, bird, bicycle, building, trader, wonder, difference, top, wait, umbrella, wet, because of, below, enough, hungry,.
Ability
Objects
1. 阅读短文，能按要求获取相关的信息，提高学生们的阅读能力。
2. 能学会日记体裁的特点。
Moral
Objects
Share one’s mood about a vacation with the friends
Key Points
1、 掌握下列词汇：
enjoyable, activity, decide, try, paragliding, feel like, bird, bicycle, building, trader, wonder, difference, top, wait, umbrella, wet, because of, below, enough, hungry,.
2、阅读能力训练。
Difficult Points
学会用日记描述自己的假期。
Teaching Procedures
Activities
Purposes
Preparation
Work in pairs. Ask each other
What do people usually do on vacation?
What activities do you find enjoyable?
创设情境，导入新课。
Presentation
1. 学习掌握下列词汇：
enjoyable, activity, decide, try,
paragliding, feel like, bird, bicycle, building, trader,
wonder, difference, top, wait, umbrella, wet, because
of, below, enough, hungry,.
2. 阅读短文，能按要求获取相关的信息。
3、能用一般过去时描述自己的假期，对自己去过的地方、看到的事物、吃过的东西、自己的感受等进行描述。
学习新词汇。
提高学生们的阅读能力。
提高学生运用语言能力。
Practice
1. Fast reading: Fill in the chart. Find out Jane likes or dislikes some things and the reasons.
2. Careful reading: Read the passage again and answer the questions given by the teacher on the screen..
3.Discussion:
Did she feel happy during her vacation?
Which day was she happy or unhappy? Why?
初步掌握文章大意。
细读文章，获取相关信息。
学生用所学知识表达自己观点。
Production
1. Retelling the vacation of Jane in groups.
2. Students work in groups to complete the conversation in 2d.
提高英语运用能力。
Progress
1. Summary.
2. Quiz.
3. Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 5 (Section B 2e-Self Check)
Teaching
Aims
Knowledge
Objects
教会学生谈论自己假期的表达方法。
Ability
Objects
教会学生写一篇日记描述自己的一次假期的经历。
Moral
Objects
能通过教学，培养学生热爱生活的态度和正确的审美情趣
Difficult Points
将已学一般过去时的用法及不定代词的表达运用到写作中。
Teaching Procedures
Activities
Purposes
Preparation
Review and retell the diaries learned last lesson.
复习前节课内容。
Presentation
1. 教会学生谈论并总结自己的假期的表达方法。
2. 能通过教学，培养学生热爱生活的态度和正确的审美情趣。
3. 教会学生写一篇日记描述自己的假期。
提高学生语言运用能力。
Practice
1. Group work: Finish the short diary in 2e.
2. Discussion: The places of interest in Beijing, and the opinions about these places.
3. Self-writing: Write a short diary about a one-day vacation in Beijing.
4. Group work: Discuss the diaries with each other and correct the diaries.
提高学生语言运用能力。
Production
Students show their diaries in class and all the classmates try to help to correct theses diaries.
让学生学以致用。
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Unit 2 How often do you exercise?
Teaching Content
Period 1 (Section A 1a-2d)
Teaching
Aims
Knowledge
Objects
1、学会运用新词汇：housework, hardly, ever, hardly ever, once, twice, Internet, program, full, swing, swing dance.
2、掌握句型: How often do you exercise?
I exercise every day/ once a week/ twice two weeks.
Do you go shopping?
No, I never go shopping.
Ability
Objects
学会谈论自己的休闲活动，并能正确、熟练运用频率副词和一般现在时，激发学生的学习兴趣和学习热情。
Moral
Objects
养成热爱运动的好习惯
Key Points
1、学会运用单词及短语：help with housework, watch TV, exercise, do sports, read a book, go shopping/ do some shopping，every day, once a week, twice a week, three times a week, once a month, twice a month.
2、掌握句型: How often do you exercise?
I exercise every day/ once a week/ twice two weeks.
Do you go shopping?
No, I never go shopping.
Difficult Points
1. 学习运用频率副词。
2. 一般现在时态的正确运用。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Discussion:
Do you exercise/ go shopping/watch TV?
Yes, I do.
创设情境，引入新课。
Presentation
1、学会运用新词汇：help with housework, watch TV, exercise, do sports, read a book, go shopping/ do some shopping, every day, once a week, twice a week, three
times a week, once a month, twice a month.
2、掌握句型：
How often do you exercise?
I exercise every day/ once a week/ twice two weeks.
Do you go shopping?
No, I never go shopping.
3、学会谈论自己的休闲活动，激发学生的学习兴趣和学习热情。
学习新词汇。
巩固新词汇，学会
谈论自己的假期。
Practice
1、Make a list of the weekend activities in 1a.
2、Students talk about the adverbs of frequency: always,
usually, often, sometimes, hardly ever, never, every day, once a week, twice a week, three times a week, once a
month, twice a month.
3、Pair work: Students ask and answer the questions about each other’s weekend activities.
4、listening practice about three students’ weekend activities.
学习新词汇。
熟悉材料。
巩固新词汇，学会
谈论自己的周末活动。
进一步理解其他人的周末活动，学会频率副词的表达方法。
Production
Students learn something about their weekend activities, then students role play the conversation.
提高学生运用所学知识来谈论假期。
Progress
Summary.
Quiz.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 2 (Section A Grammar Focus-3c)
Teaching
Aims
Knowledge
Objects
1、学习掌握新词汇及巩固Section A部分词汇。
2、进一步理解频率副词的基本用法，熟练运用一般现在时态。
3、通过语法学习，把英语运用到日常生活中。
Ability
Objects
学会谈论自己的休闲活动，并能正确、熟练运用频率副词和一般现在时，激发学生的学习兴趣和学习热情。
Moral
Objects
养成热爱运动的好习惯
Difficult Points
一般现在时态在日常生活中的运用。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Have a dictation of the new words learned in the last class.
复习掌握已学词汇。
Presentation
1、学习掌握新词汇及巩固Section A部分词汇。
2、进一步理解频率副词的基本用法，熟练运用一般现在时态。
3、学生学会判断和运用语法知识。
熟练运用所学词汇。
理解一般现在时态和频率副词。
运用语法知识进行表达。
Practice
1、Retell the passage about 2d.
2、 Students discuss Grammar Focus and try to figure out Simple Past Tense and indefinite pronouns.
3、Students do some exercises to practice Simple Present Tense and the adverbs of frequency.
熟练运用所学词
汇。
了解理解一般现在时态和频率副词。
初步运用语法知识解决问题。
Production
Show time: Students do a survey in groups.
熟练运用定语从句表达喜好。
Progress
Summary.
Quiz.
Homework.
Teaching
Reflection
Teaching Content
Period 3 (Section B 1a-1e)
Teaching
Aims
Knowledge
Objects
1、学会描述物体的名词：junk food, milk, fruit, vegetable, coffee,以及描述性的形容词：healthy, unhealthy,和一些短语：have good habits, have good living habits, have good eating habits, be good for, be bad for.
2、学会描述自己的生活习惯，饮食习惯以及日常这些习惯的频率。
Ability
Objects
学会谈论自己的休闲活动，并能正确、熟练运用频率副词和一般现在时，激发学生的学习兴趣和学习热情。
Moral
Objects
养成热爱运动的好习惯
Key Points
运用多个表达法描述生活习惯，以及自己是否健康。
Difficult Points
通过交流表达和听力训练，引入表达自己观点或好恶的方式。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Students look at some pictures and learn some nouns about food.
情境导入，学习新单词。
Presentation
1、掌握单词：delicious, expensive, exciting, cheap, terrible, boring.
2、运用多种词汇描述自己是否健康。
3、大量谈论自己的生活习惯和饮食习惯 熟练运用一般现在时。
让学生熟练掌握和运用一般现在时和频率副词。
Practice
1、Ask Ss to look at some pictures and express their living habits and eating habits and the frequency of doing these things.
2、Students look at the questions in 1c and talk about their own opinions.
3、Listening: Listen to the conversation and do exercises in 1c and 1d.
让学生熟练掌握和运用一般现在时和频率副词
Production
Students work in groups and talk about their vacations and their feelings.
提高学生口语表达能力。
Progress
Summary.
Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 4 (Section B 2a-2d)
Teaching
Aims
Knowledge
Objects
学习掌握下列词汇：result, percent, online, television, although, through, mind, body, such, such as, together, die.
Ability
Objects
1、阅读短文，能按要求获取相关的信息，提高学生们的阅读能力。
2、能学会了解一些大部分学生的课余活动以及活动频率。
Moral
Objects
养成热爱运动的好习惯
Key Points
1、掌握下列词汇：result, percent, online, television, although, through, mind, body, such, such as, together, die.
2、阅读能力训练。
Difficult Points
学会用日记描述自己的假期。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Free talk. Talk with each other about classmates’ free time activities and how often students do these things.
创设情境，导入新课。
Presentation
学习掌握下列词汇：result, percent, online, television, although, through,
mind, body, such, such as, together, die.
2、阅读短文，能按要求获取相关的信息。
3、能熟练运用一般现在时和频率副词来描述自己的和同学的休闲活动。
学习新词汇。
提高学生们的阅读能力。
提高学生运用语言能力。
Practice
1、Fast reading: Fill in the chart according to the text.
2、Careful reading: Read the passage again and answer the questions given by the teacher on the screen and in 2c.
3. Discussion: How often do you think your classmates do these activities in their free time.
初步掌握文章大意。
细读文章，获取相关信息。
学生用所学知识表达自己观点。
Production
1、Retelling the frequency of students’ free time activities according to the pie chart in groups.
2. Students work in groups to complete the sentences in 2d.
提高英语运用能力。
Progress
Summary.
Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 5 (Section B 2e-Self Check)
Teaching
Aims
Knowledge
Objects
1、教会学生谈论自己的课余活动及活动频率的表达方法，以及判断自己的活动是否健康的方法。
2、教会学生写一篇短文，谈一谈自己的好习惯和坏习惯，以及自己做这些事情的频率。
Ability
Objects
学生能够正确运用本单元所学的词组、句型。
Moral
Objects
能通过教学，培养学生热爱生活的态度和正确的审美情趣。
Key Points
写一篇短文的方法。
Difficult Points
将频率副词以及一般现在时态运用到写作中。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Review and retell the diaries learned last lesson.
复习前节课内容。
Presentation
1、 教会学生谈论自己的课余活动及活动频率的表达方法，以及判断
自己的活动是否健康的方法。
2、能通过教学，培养学生热爱生活的态度和正确的审美情趣。
3. 教会学生写一篇短文，谈一谈自己的好习惯和
坏习惯，以及自己做这些事情的频率。
提高学生语言运用
能力。
Practice
1、Group work: Finish the short passage according to the chart in 3a .
2. Discussion: The answers of the exercise
3、Self-writing: Write a short passage about one’s own good habits and bad habits.
4、Group work: Discuss the passage with each other and correct the words and sentences.
提高学生语言运用
能力。
Production
Students show their passages in class and all the classmates try to help to correct theses diaries.
让学生学以致用。
Progress
Summary.
Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Unit 3 I’m more outgoing than my sister.
Teaching Content
Period 1 (Section A Grammar Focus-3c)
Teaching
Aims
Knowledge
Objects
1、学习掌握新词汇及巩固Section A部分词汇。
2、进一步理解形容词副词比较级的基本用法，熟练运用一般现在时态。
Ability
Objects
通过语法学习，把英语运用到日常生活中。
Moral
Objects
能对人物的外表进行描绘，个性进行比较。
Key Points
形容词副词比较级的基本用法
Difficult Points
形容词副词比较级在日常生活中的运用
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
1. Ask Ss to write down as many adj. about people as possible. Check the adj. Ss write and we can group them into some pairs, like: [Section A 1a]
tall --- short, thin --- heavy, long hair --- short hair, calm --- wild …
Give Ss an example by comparing Old Henry and Santa Claus.
E.g. Santa Claus is older than Henry. Henry is taller than Santa Claus.
Henry is younger than Santa Claus. Santa Claus is younger than Henry.
Presentation
Ask Ss to see the pix about apples and pears to see the differences. Then compare some of their things with each other.
E.g. This apples are bigger than the pears.
The pears are more delicious than the apples.
Summarize the Comparatives. Group competition.
A + be(V) + 比较级 + than + B.
Practice
Game (I and my desk mate)
Ask Ss to compare with their partners and find out the differences.
E.g. She is heavier than me. I am more outgoing than her.
She gets up earlier than me. I run faster than her.
Ⅳ. Listening
Then listen to the recording. Ask Ss to number the twins.
Check the answers.
Ⅴ. Pair work
Point out the sample conversation in activity 1c.
Say, now work with a partner. Make your own conversation about the twins.
Ask several pairs to say one or more of their conversations.
Production
Pair work
1. Point out the chart in activity 2c. Say, Make your own conversations according to the information. Ask pairs to continue on their own.
2. Ss practice their conversations.
3. Ask some pairs to act out their conversations.
Progress
Ⅷ. Role-play
Nelly
Lisa
1. Read the conversation first and try to match the people with the right things.
sang better
with shorter hair
practice more and really wanted to win
sang more clearly
danced better
2. Let Ss read the conversations after the teacher.
3. Let Ss practice the conversation.
4. Then let some pairs act out their conversations in front of the class.
Teaching Content
Period 2 (Section A Grammar Focus-3c)
Teaching
Aims
Knowledge
Objects
1、学习掌握新词汇及巩固Section A部分词汇。
2、进一步理解形容词副词比较级的基本用法，熟练运用一般现在时态。
Ability
Objects
通过语法学习，把英语运用到日常生活中。
Key Points
形容词副词比较级的基本用法
Difficult Points
形容词副词比较级在日常生活中的运用
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Have a dictation of the new words learned in the last
class.
复习掌握已学词汇
Presentation
进一步理解形容词比较级的基本用法，熟练运用来进行巩固。
熟练运用所学词汇
Practice
Students discuss Grammar Focus and try to figure out the comparative forms of adjectives and adverbs.
了解理解形容词和副词的比较级
Production
Show time: Students do a survey in groups.
熟练运用定语从句表达喜好。
Progress
1、Summary.
2、Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 3 (Section B 1a-1e)
Teaching
Aims
Knowledge
Objects
1、学会规定词汇：talented, truly, care, care about, laugh.
2、学会谈论自己理想的朋友需要具备的特点，以及自己对朋友的看法。
Ability
Objects
通过语法学习，把英语运用到日常生活中。
Moral
Objects
能对人物的外表进行描绘，个性进行比较。
Key Points
运用形容词副词以及形容词副词的比较级描述自己理想的朋友以及对于朋友的看法，学会词组：the same as, be different from, … than…
Difficult Points
通过交流表达和听力训练，引入表达自己观点的方式。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Students revise some adjectives and adverbs and the comparative forms of adj. and adv. Then students learn some new expressions in 1a.
复习掌握已学词汇
Presentation
运用多种词汇描述自己理想中的朋友
大量谈论自己的理想的朋友并与同学们进行讨论。
熟练运用所学词汇
Practice
Ask Ss to look at the sentences in 1a and 1b, try to describe their ideal friends and their opinions about friends.
让学生熟练掌握和运用形容词副词的
比较级。
Production
Show time: Students do a survey in groups.
熟练运用定语从句表达喜好。
Progress
1、Summary.
2、Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 4 (Section B 2a-2d)
Teaching
Aims
Knowledge
Objects
1、学习掌握下列词汇：serious, mirror, kid, as long as, necessary, be different from, bring out, grade, should, the same as, saying, reach, hand, touch, heart, fact, in fact, break, arm, share.
2、阅读短文，能按要求获取相关的信息，提高学生们的阅读能力。
Ability
Objects
能学会了解如何描述朋友的方法，以及有关朋友的一些名言
Moral
Objects
能对人物的外表进行描绘，个性进行比较。
Key Points
1、掌握下列词汇：serious, mirror, kid, as long as, necessary, be different from,
bring out, grade, should, the same as, saying, reach, hand,touch, heart, fact, in fact, break, arm, share.
2、阅读能力训练。
Difficult Points
学会描述自己的朋友
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
1. Students review the comparative forms of some adjectives and adverbs.
2. Students try to make sentences with these words
创设情境，导入新课。
Presentation
学习掌握下列词汇：serious, mirror, kid, as long as,
necessary, be different from, bring out, grade, should,
the same as, saying, reach, hand, touch, heart, fact, in f
act, break, arm, share.
提高学生们的阅读能力。
Practice
Careful reading: Read the passage again and answer the questions given by the teacher on the screen and in 2c.
细读文章，获取相关信息。
Production
Students try to say something about their friends and write down some sentences to describe their friends.
提高英语运用能力。
Progress
1、Summary.
2、Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 5 (Section B 2e-Self Check)
Teaching
Aims
Knowledge
Objects
1、教会学生谈论自己的朋友的方法以及一些常用句型及名言。
2、教会学生写一篇短文，谈一谈自己的朋友
Ability
Objects
能通过教学，培养学生热爱生活的态度和正确的审美情趣
Moral
Objects
能对人物的外表进行描绘，个性进行比较。
Key Points
写一篇短文的方法
Difficult Points
将频率副词以及一般现在时态运用到写作中。
Teaching Methods
1、合作学习法
2、功能意念法
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Review and retell the phrases learned last lesson.
复习前节课内容
Presentation
能通过教学，培养学生热爱生活的态度和正确的审美情趣。
提高学生语言运用能力
Practice
1. Self-writing: Write a short passage about one’s own good friend.
2.Group work: Discuss the passage with each other and correct the words and sentences.
提高学生语言运用能力
Production
Students show their passages in class and all the classmates try to help to correct theses diaries.
熟练运用定语从句表达喜好。
Progress
1、Summary.
2、Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Unit 4 What’s the best movie theater?
Teaching Content
Period 1 (Section A 1a-2d)
Teaching
Aims
Knowledge
Objects
学会运用新词汇：theater，comfortable, seat, screen, close, ticket,
以及形容词副词的比较级和最高级：good--better--best, comfortable—more
comfortable—most comfortable, new—newer-newest, big—bigger-biggest,
close—closer—closest, quickly—more quickly—most quickly,
cheap—cheaper—cheapest, popular—more popular—most popular,
boring—more boring—most boring, carefully—more carefully—mostcarefully,
expensive—more expensive—most expensive, bad—worse—worst.
Ability
Objects
掌握句型: A + be + the +最高级+ in/of + 范围
Moral
Objects
学会谈论自己居住的社区或城镇的特点，并能正确运用形容词副词的比较级最高级来描述社区及城镇有特色的建筑及商店之类事物，学习和实际生活结合，激发学生的学习兴趣和学习热情。
Key Points
学会运用单词及短语：good--better--best, comfortable—more
comfortable—most comfortable, new—newer-newest, big—bigger-biggest
Difficult Points
学习掌握句型：A + be + the +最高级+ in/of + 范围
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Discussion: Do you like watching movies?
What’s the best movie theater in your town or neighborhood?
Why do you like it?
创设情境，引入新课
Presentation
掌握句型：
It has the biggest screens./It’s the most popular near here.
It’s the closest to home./It has the most comfortable seats.
巩固新词汇，学会谈论不同影院的不同之处，进行比较。
Practice
listening practice ：listen for the comparative forms and superlative forms of some adjectives and adverbs and try find out the differences between some theaters and some clothes stores and radio station .
进一步理解形容词副词的最高级的用法并运用到实践中去。
Production
Students look through 2d and learn some key words and useful phrases and then role play the conversation.
提高学生运用所学知识来进行对话练习。
Progress
1 .Summary.
2. Quiz.
3.Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 2 (Section A Grammar Focus-3c)
Teaching
Aims
Knowledge
Objects
1、学习掌握新词汇及巩固Section A部分词汇。
2、进一步理解形容词副词最高级的基本用法，并且熟练运用。
Ability
Objects
通过语法学习，把英语运用到日常生活中。
Moral
Objects
学会谈论自己居住的社区或城镇的特点，并能正确运用形容词副词的比较级最高级来描述社区及城镇有特色的建筑及商店之类事物，学习和实际生活结合，激发学生的学习兴趣和学习热情。
Key Points
形容词副词最高级的基本用法和最高级的变形规则
Difficult Points
形容词副词最高级在日常生活中的运用。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Have a dictation of the new words learned in the last class.
复习掌握已学词汇
Presentation
1、学习掌握新词汇及巩固Section A部分词汇。
2、进一步理解形容词最高级的基本用法，熟练运用来进行巩固
熟练运用所学词汇
Practice
Students discuss Grammar Focus and try to figure out the comparative forms of adjectives and adverbs
了解理解形容词和副词的最高级
Production
Show time: Students do a survey about the best or worst places in the town in groups.
熟练运用定语从句表达喜好。
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 3 (Section B 1a-1e)
Teaching
Aims
Knowledge
Objects
学会规定词汇：boring—more boring—most boring, loud—louder—loudest, bad—worse—worst, serious—more serious—most serious, creative—more creative—most creative
Ability
Objects
学会运用形容词副词的最高级谈论一个节目或其中的人物。
Moral
Objects
学会谈论自己居住的社区或城镇的特点，并能正确运用形容词副词的比较级最高级来描述社区及城镇有特色的建筑及商店之类事物，学习和实际生活结合，激发学生的学习兴趣和学习热情。
Key Points
运用形容词副词以及形容词副词的最高级描述一个节目或者和节目有关的内容
Difficult Points
通过交流表达和听力训练，引入表达自己观点的方式
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Students revise some adjectives and adverbs and the
comparative forms and superlative forms of adj. and
adv. Then students learn some new expressions in 1a.
情境导入，学习新单词。
Presentation
大量谈论自己对节目的观点，并与同学们讨论
让学生熟练掌握和运用形容词副词的
最高级
Practice
Ask Ss to look at the chart in 1a and 1b, try to find out their comparative forms and superlative forms, and write out their opposites in the chart.
让学生熟练掌握和运用形容词副词的
最高级。
Production
Groupwork: Students work in groups to describe the program in 1c and 1d in oral English and then show their short passage in class
提高学生口语表达能力。
Progress
1. Summary.
2. Quiz.
3. Homework
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 4 (Section B 2a-2d)
Teaching
Aims
Knowledge
Objects
学习掌握下列词汇：enjoyable, activity, decide, try, paragliding, feel like, bird,
bicycle, building, trader, wonder, difference, top, wait, umbrella, wet, because
of, below, enough, hungry,.
Ability
Objects
阅读短文，能按要求获取相关的信息，提高学生们的阅读能力。
Moral
Objects
学会谈论自己居住的社区或城镇的特点，并能正确运用形容词副词的比较级最高级来描述社区及城镇有特色的建筑及商店之类事物，学习和实际生活结合，激发学生的学习兴趣和学习热情。
Key Points
1、掌握下列词汇：enjoyable, activity, decide, try, paragliding, feel like, bird, bicycle,
building, trader, wonder, difference, top, wait, umbrella, wet, because of, below, enough, hungry,.
2、阅读能力训练。
Difficult Points
学会用日记描述自己的假期
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Work in pairs. Ask each other
What do people usually do on vacation?
What activities do you find enjoyable?
创设情境，导入新课。
Presentation
学习掌握下列词汇：enjoyable, activity, decide, try,
paragliding, feel like, bird, bicycle, building, trader,
wonder, difference, top, wait, umbrella, wet, because
of, below, enough, hungry,.
学习新词汇
Practice
能用一般过去时描述自己的假期，对自己去过的地方、看到的事物、吃过的东西、自己的感受等进行描述。
3、 Careful reading: Read the passage again and answer the questions given by the teacher on the screen.. Discussion:
Did she feel happy during her vacation?
Which day was she happy or unhappy? Why?
学生用所学知识表达自己观点。
Production
1、Retelling the vacation of Jane in groups 2、Students work in groups to complete the conversation in 2d.
提高英语运用能力。
Progress
1、 Summary.
2、 Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 5 (Section B 2e-Self Check)
Teaching
Aims
Knowledge
Objects
1、教会学生谈论自己居住的社区或城镇。
2、教会学生写一篇短文，描述自己的家乡的某个让他们印象深刻的地方。
Ability
Objects
能通过教学，培养学生热爱生活的态度和正确的审美情趣。
Moral
Objects
学会谈论自己居住的社区或城镇的特点，并能正确运用形容词副词的比较级最高级来描述社区及城镇有特色的建筑及商店之类事物，学习和实际生活结合，激发学生的学习兴趣和学习热情。
Key Points
写一篇短文的方法。
Difficult Points
将形容词副词最高级运用到写作中
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Review and retell the diaries learned last lesson.
复习前节课内容
Presentation
1、教会学生谈论周围自己喜欢的地方的方法。
2、教会学生写一篇短文，谈一谈自己的家乡
提高学生语言运用能力。
Practice
Group work: Finish the short passage according to the information given in the chart in 3a . Discussion: Discuss the short passage by each group.
提高学生语言运用能力。
Production
Students show their diaries in class and all the classmates try to help to correct theses diaries.
让学生学以致用
Progress
1、 Summary.
2、 Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Unit 5 Do you want to watch a game show?
Teaching Content
Period 1 (Section A 1a-2d)
Teaching
Aims
Knowledge
Objects
1、学会运用新词汇：sitcom=situation comedy, news, soap opera, mind, stand, educational, plan, hope, find out, discussion, happen, expect.
2、掌握句型: I don’t mind./ I can’t stand./ I like it.
Ability
Objects
学会谈论自己喜欢的电视节目和自己对其他节目的看法，学习和实际生活结合。激发学生的学习兴趣和学习热情。
Moral
Objects
学会谈论流行文化，了解各类电视和电视节目的名称和自己的喜欢。 注意引导学生们形成正确的文化观念，大力培养学生们的跨文化意义，形成自己独立的个性。
Key Points
1、学会运用单词及短语：sitcom=situation comedy, news, soap opera, mind, stand,
educational, plan, hope, find out, discussion, happen, expect.
2、掌握句型: I don’t mind./ I can’t stand./ I like it.
Difficult Points
学会各种节目类型以及自己对于这些节目的看法。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Discussion: Do you like watching TV?
What’s your favorite TV program?
What do you think of it?
创设情境，引入新课。
Presentation
学会运用新词汇：sitcom=situation comedy, news, soap opera,
mind, stand, educational, plan, hope, find out, discussion,
happen, expect.
掌握句型：
I don’t mind./ I can’t stand./ I like it.
学会谈论自己喜欢的电视节目并发表看法，激发学生的学习兴趣和学习热情。
学习新词汇。
巩固新词汇，学会谈论自己喜欢的节目并发表看法。
Practice
1、Students try to say some sentences to describe their favorite TV programs and their opinions using the words in 1a.
2、Students tell their preferences and the reasons in class.
3、listening practice ：listen for the answers and number the shows according to the tape record in 1b..
4、A competition: Students talk about their preferences as many as they can.
5、Listening practice: Students listen and find out Lin Hui and Sally’s preferences in 2a and 2b. Then try to retell the conversation with their own words.
学习新词汇。
熟悉材料。
进一步学习各种电视节目及他们的优缺点，学会谈论。
Production
. Students look through 2d and learn some key words and useful phrases and then role play the conversation.
提高学生运用所学知识来进行对话练习。
Progress
Summary.
Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 2 (Section A Grammar Focus-3c)
Teaching
Aims
Knowledge
Objects
1、学习掌握新词汇及巩固Section A部分词汇。
2、进一步对自己爱好的事物进行阐述，并且熟练运用所学句型。
Ability
Objects
通过语法学习，把英语运用到日常生活中
Moral
Objects
学会谈论流行文化，了解各类电视和电视节目的名称和自己的喜欢。 注意引导学生们形成正确的文化观念，大力培养学生们的跨文化意义，形成自己独立的个性。
Key Points
娱乐节目的各种名称及多种看法的表达
Difficult Points
对于日常生活中的事物的喜好和评价。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Presentation
1、学习掌握新词汇及巩固Section A部分词汇。
2、进一步掌握有关词汇，大量的进行练习，与生活紧密结合。
3、学生学会判断和运用语法知识。
熟练运用所学词汇
表达自己的喜好和观点。
运用语法知识进行表达
Practice
1、Retell the passage about 2d.
2、 Students discuss Grammar Focus and try to learn some useful drills.
3、Students do some exercises to practice the conversation in life.
熟练运用所学
词汇。
熟练运用所学词
汇。
初步运用语法知识解决问题。
Production
. Show time: Students do a survey about the preferences of the group members, and then make a report in class.
熟练运用各种句型表达喜好
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 3 (Section B 1a-1e)
Teaching
Aims
Knowledge
Objects
1、 学会规定词汇：educational, meaningless, serious, enjoyable, wonderful, exciting, relaxing, boring.
2、学会运用大量形容词来描述电视节目。
Ability
Objects
能掌握以下句型：
① I like to watch action movies because they’re exciting.
② John wants to watch talk shows because they’re enjoyable.
③ One of the main reasons is that Mickey was like a common man.
④ However, he was always ready to try his best.
⑤ People today expect to see more than just a little mouse fighting bad guys.
Moral
Objects
了解他人对不同的电影或电视剧的看法，明白不同的人有不同的喜好，从而明确人们喜好的差异性；了解世界其他国家的文化，形成跨文化的意思。
Key Points
运用形容词描述一个节目或者和节目有关的内容。
Difficult Points
通过交流表达和听力训练，引入表达自己观点的方式。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Students revise some words of TV shows, and use some adjectives to describe the shows.
情境导入，学习新单词。
Presentation
1、 掌握单词: educational, meaningless, serious, enjoyable, wonderful, exciting, relaxing, boring.
2、运用多种词汇描述一个节目以及其中事物。
3、大量谈论自己对节目的观点，并与同学们讨论。
让学生熟练掌握多个名词和形容词，对节目进行阐述
Practice
1、Ask Ss to look at the chart in 1a and 1b, try talk as many as possible about their preferences using the adjectives in 1a.
2、Students work in pairs to do a survey about their preferences.
3、Listening: Listen to the conversation and do exercises in 1b and 1c.
让学生熟练掌握多个名词和形容词，对节目进行阐述。
Production
. Group work: Students work in groups to retell John and Mary’s preferences according to the conversations in 1b and 1c.
提高学生口语表达能力。
Progress
Summary.
Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 4 (Section B 2a-2e)
Teaching
Aims
Knowledge
Objects
1、学习掌握下列词汇：dress up, take sb’s place, army, do a good job, in the 1930’s,face any danger, be ready to do sth, little man, as…as, not as/so…as.
2、阅读短文，能按要求获取相关的信息，提高学生们的阅读能力。
Ability
Objects
能学会描述一个电视节目并发表看法。
Moral
Objects
1) 每个人都有自己的爱好，要了解个体的差异性，了解自己的爱好，尊重别人的爱好。
2) 了解一些影视片的内容，通过观看不同形式的影视片来了解社会，丰富自己的文化知识。
Key Points
1、掌握下列词汇：dress up, take sb’s place, army, do a good job, in the
1930’s,face any danger, be ready to do sth, little man, as…as, not as/so…as.
2、阅读能力训练。
Difficult Points
学会运用大量词汇描述事物并发表看法。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
1. Students review the names of TV shows and some adjectives .
2. Students try to make sentences with these words.
Presentation
学习掌握下列词汇：dress up, take sb’s place, army, do a good job, in the 1930’s,face any danger, beready to do sth, little man, as…as, not as/so…as.
2、阅读短文，能按要求获取相关的信息。
3、能熟练运用词汇描述一个节目。
学习新词汇。
提高学生们的阅读能力。
提高学生运用语言能力。
Practice
1、Fast reading: Fill in the chart in 2b and 2c according to the text.
2、Careful reading: Read the passage again and answer the questions given by the teacher on the screen and in 2d.
3、Students discuss the text in groups and write down their difficulties on the blackboard, then the teacher and other students try to help to solve the problems.
初步掌握文章大意。
细读文章，获取相关信息。
Production
1、Students try to talk about the main idea of the text.
2、Students work in groups to write down the sentences in 2e.
提高英语运用能力。
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Period 5 (Section B 3a--Self Check)
Teaching
Aims
Knowledge
Objects
1、教会学生谈论自己喜欢的节目或电影、戏剧。
2、教会学生写一篇短文，描述自己喜欢的节目或电影、戏剧。
Ability
Objects
1、能够综合运用所掌握的知识来描述自己所喜欢的一些动画片或影视剧。
2、通过自己所喜欢的一些动画片或影视剧来达到熟练运用所学知识的目的。
Moral
Objects
培养学生热爱生活的态度和正确的审美情趣。
Key Points
写一篇短文的方法。
Difficult Points
将所学的词汇运用到写作中
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Review and retell the phrases learned last lesson.
复习前节课内容。
Presentation
1、教会学生谈论自己喜欢的节目、电影及戏剧的方法及要点。
2、 能通过教学，培养学生热爱生活的态度和正确的审美情趣。
3、 教会学生写一篇短文，谈一谈自己的喜好。
提高学生语言运用
能力。
Practice
1、Group work: Finish the short passage according to the information given in the chart in 3a .
2、Discussion: Discuss the short passage by each group.
3、Self-writing: Write a short passage about one’s own favorite movie, TV show or play.
4、Group work: Discuss the passage with each other and correct the words and sentences.
提高学生语言运用能力。
Production
Students show their passages in class and all the classmates try to help to correct theses diaries.
让学生学以致用。
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Unit 6 I’m going to study computer science.
Teaching Content
Section A 1 (1a-2d)
Teaching
Aims
Knowledge
Objects
1) 能掌握以下单词：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist, be sure about, make sure
能掌握以下句型：
① ─What do you want to be when you grow up?
─I want to be a basketball player.
② ─How are you going to do that?
─I’m going to practice basketball every day.
③ Where are you going to work?
④ When are you going to start?
⑤ I’m not sure about that.
Ability
Objects
1、能了解以下语法：
掌握一般将来时态的构成形式；
2、用一般将来时态表达将要做的事情。
Moral
Objects
通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。
Key Points
1) 学习一般将来时态的构成方式。
2) 学习本课时出现的重点句型，通过在不同情景下运用来熟练运用一般将来时态。
Difficult Points
用一般将来时态表达自己未来的打算。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
1. 介绍自己小时候想要从事的职业，由此归纳出以前所学过的一些职业的英语表达方式：teacher, nurse, doctor, basketball player, runner, actor, actress…
2. 询问学生们想要从事的职业，从而引出句型：
─ What do you want to be when you grow up?
─ I want to be a basketball player.
3. 学生们看幻灯片，引导学生们进行问答自己将来所喜欢的职业。
通过问题，让学生进行头脑风暴，复习学习过的相关职业名称表达并为下面的环节进行铺垫。
Presentation
1. 播放幻灯片，展示一些职业的图片，来引导学生们学习一些新的职业名词：
computer programmer, cook, engineer, violinist, pianist, pilot, scientist,…
2. 让学生们看大屏幕来学习记忆这些生词。
3. Finish 1a.
第一个环节的快速反应不但吸引学生的注意力，同时也很好的引出了本课几个新的职业词汇，后面的两个环节都是引导学生对各种职业有一个更深的认识，规律的归纳有助于学生记忆。
Practice
1. Listening (1b)
Tell Ss to read the words of jobs in the chart. Make sure they know the meaning of the words and sentences.
Play the recording for the Ss to listen and fill in the blanks.
Play the recording again. Check the answers with the Ss.
Play the recording again. Ss listen and match the jobs with activities.
Show the answers on the big screen.
2. Pair work (1c)
Let Ss read the model with their partners.
Use the information in the chart of 1b. Ask and answer with a partner.
Let some pairs ask and answer about the chart.
3. Work on 2a:
Let Ss look at the pictures below. Explain the activities in the pictures if necessary.
Play the recording for the Ss to listen and check (√) the correct boxes in the picture.
Play the recording again and check the answers.
Work on 2b:
Let Ss read the chart below. Tell Ss that they’ll listen to Cheng Han’s plan for the future.
“What” means “What is Cheng Han want to be?”
“Where” means “where is Cheng Han going to work?”
“How” means “How is he going to do it? ”
“When” means “when is he going to start?”
Play the recording for the Ss to write the correct answers in the chart.
Play the recording again and check the answers.
教师可以让学生看着听力材料跟读，让学生感知听力材料中表达观点的句子，为后面的对话做好铺垫准备。充分利用听力材料的文本，标识关键词，强化输入。
充分利用所提供的对话模式，强化输入，给学生pair work练习的时间,并让小组对话在全班展示
学生用所学知识表达自己观点
Production
1. Read the conversation and answer the questions.
① What does Ken want to be? ____________________________
② How is he going to do that? ____________________________
③ What does Andy want to be? ____________________________
2. Role-play the conversation.
提高学生运用所学知识来表达的能力。
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容
Teaching
Reflection
Teaching Content
Section A 2 (Grammar focus-3c)
Teaching
Aims
Knowledge
Objects
1) 学习掌握下列词汇：college, education, medicine, university, London, article, send
2) 进行下一步复习巩固学习Section A 部分所学的生词和词组。
3) 总结一般将来时态的句子结构，并掌握其在不同句式中的句子结构。
Ability
Objects
能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
Moral
Objects
每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。 人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力
Key Points
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
Difficult Points
1) 掌握一般将来时态的句子结构，并掌握其在不同句式中的句子结构。
2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Ask and answer:
What are you going to be when you grow up?
How are you going to do that?
引导学生为实现目标要有比较明确的计划
Presentation
1. Words and expressions
college, university, education, medicine, article, send,
2. Grammar Focus
学生阅读Grammar Focus中的句子，然后做填空练习。
学习新词汇。
巩固新词汇
Practice
Work on 3a:
1. Tell Ss to read the sentences in 3a and match what these people want to do with what they are going to do.
2. 方法指导：
先读懂这些句子的意思。根据生活常识来进行推测，将职业与相关的活动相连。
Work on 3b:
1. 让学生们阅读对话，整体把握对话的意思。
2. 然后仔细读对话，根据上下文意及时态来确定空格处所应填的词。
3. 最后，确定空格处恰当的单词形式及时态。
这个教学环节的设计的主要目标是让学生综合应用前两节课所学的如何表达自己的未来职业计划。
学生用所学知识表达自己观点。
Production
Group work (3c)
1. 让学生们看表格中的四个特殊疑问词，告诉他们，在这个活动中要求学生们在表格中填写出自己的理想、实现理想的做法，工作的地点及开始的时间等问题。
2. 学生们与自己的小组成员一起来讨论自己理想、实现理想的做法，工作的地点及开始的时间等问题，同学们根据自己的实际情况，在表格先填写出自己打算成为什么职业的人；打算在哪里工作；打算如何做；打算什么时候开始。
3. 就上述问题，根据表格的提示，用英语进行讨论。
4. 让几个小组的同学来用英语问题上述四个问题。
提高学生运用所学知识来表达的能力。
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Section B 1 (1a-1e&4)
Teaching
Aims
Knowledge
Objects
1. 能够表达自己的新年决心及清晰的表达实现决心的方法。
2. 由过新年许愿,谈新年设想来导入新课,该话题应该是学生很感兴趣的话题,有亲身经历合体会,新课的导入便顺理成章，水到渠成。
Ability
Objects
掌握一般将来时态的构成形式；
Moral
Objects
本节课旨在愉快的学习交流环境，通过听、说来培养学生运用知识的能力，让学生对未来充满希望，养成正确的人生观、价值观。
Key Points
掌握want to do/be going to do 表达将来的打算
合理的表达如何实现自己的职业梦想
掌握使用将来时熟练表达自己的未来计划。
Difficult Points
掌握want to do/be going to do 表达将来的打算
合理的表达如何实现自己的职业梦想
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Have Ss share some of their New Year’s resolutions with the class.
You can also show Ss Ms. Wang’s resolutions on the screen to help them brainstorm. Encourage them to say a resolution that they really mean to keep.
播放和歌唱新年歌曲，由过新年许愿,谈新年设想来导入新课,结合中国农历年的感受，该话题应该是学生很感兴趣的话题,有亲身经历合体会,新课的导入便顺理成章，水到渠成。
Presentation
Work on 1a.
Go through the pictures in 1a on the screen with the Ss. Then ask them to match the pictures with the correct resolution in 1a.
通过图片引出不同的新年愿望，使得愿望更加具象。
Practice
Work on 1b.
Have Ss get into pairs and discuss what they are going to do next year with their partners.
Then, have some pairs come to the front and present their discussion to the class.
Work on 1c.
Now, have Ss look at 1a again. Then, ask them to listen and circle the resolutions that they hear.
Work on 1d.
T: Listen again. Write how the people are going to make their resolutions work..
Write a magazine article
Write a magazine article about Kim, Lucy and Mike about their resolutions according to the listening.
Remind Ss that they need to make the article interesting, as if it is something they expect to read in a magazine.
这个环节可以让学生再一次感知听力材料和训练听力技能，并且提高听力技巧，比如速记法等。
这个环节的设计主要是整合听力素材，让学生改编听力材料为一篇小短文，也为后面的家庭作业写自己的新年愿望的小短文提供模板。强调句子中的重点内容，背诵相关句型。
Production
Work on 4.
Have Ss look at Activity 4 on page 48 and ask them to imagine that they work for the city. Have them think of ways that they can make the city cleaner and greener.
Next, have some Ss come to the front and present their plan to the class. Get the class to vote for the ideas they like the most.
给学生提供了交流的机会，同时也是对本节课的一个拓展提升，从自己的新年愿望，到对整个城市的愿望，也在无形中引导学生对自己生活的社会环境的关注。
Progress
1、Summary.
2、Quiz.
3、Homework.
Teaching
Reflection
Teaching Content
Section B 2 (2a-2e )
Teaching
Aims
Knowledge
Objects
要求掌握以下词汇：
1) 名词n. meaning, beginning, film, schoolwork, relationship, promise, hobby
2) 形容词adj. able, weekly, physical, own, personal
3) 动词及动词短语：write down, have to do with, take up, agree with
Ability
Objects
1、能够通过when/how/what/why问题进行文章的构思写作。
2、通过文章阅读提高scanning/skimming阅读策略能力。
Moral
Objects
掌握want to do/be going to do 表达将来的打算
合理的表达如何实现自己的职业梦想
掌握使用将来时熟练表达自己的未来计划。
Key Points
掌握want to do/be going to do 表达将来的打算
合理的表达如何实现自己的职业梦想
Difficult Points
掌握want to do/be going to do 表达将来的打算
合理的表达如何实现自己的职业梦想
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
work on 1a.
Have Ss get into groups of three or four and discuss the two questions in 1a.
Then, ask groups to choose a representative to present what they have discussed to the class.
为新课做好准备
Presentation
Work on 2b.
Skim for the main idea of each paragraph
Have Ss look at the reading in 2b and ask them to skim through the passage. Then, have Ss match each paragraph [1–3] with its main purpose in the box.
Next, ask Ss to underline the words and phrases that helped them decide.
通过快速阅读寻找文章的时间脉路。
Practice
Work on 2c.
Scanning
You may want to have Ss think of their own sentences or ideas for each blank in the passage on page 45 first.
Then, ask Ss to look at Activity 2c and check their answers.
Next, have Ss look at the screen and match the letters [A–D] in the correct places in the passage.
Work on 2d.
Have Ss look at the questions in 2d. Then, ask them to say their answers aloud.
Check their answers.
Work on 2e.
Have Ss look at the phrases in 2e. Ask them to find these phrases in the passage.
After they have done that, have Ss write their own sentences with the phrases. Walk around the class and offer help when necessary.
以两人一组为单位询问组内成员的情况。此环节不仅可以增进同学间对计划内容的了解，也有助于对计划实施情况的了解。
通过阅读时中心大意的搭配，关键句的选择，以及快速回答问题几个阅读环节，很好的培养了学生的skim 和scan阅读技能，渗透阅读技巧的同时，更深刻的领悟了文本。尤其是最后两个开放型问题的设置，对学生也是一个挑战。
Production
Retell the story according the passage structure.
Have Ss look at the passage structure on the screen. Then have them get into groups of three or four and discuss the story according to the structure.
You can ask a few groups to come to the front to present their story to the class.
这个环节的设计主要有两个意图，一是为了给学生提供一个很好文章框架，这样学生可以根据框架复述文章，二是提供一个清晰的写作框架指导。
Progress
Summary.
Quiz.
Homework.
Teaching
Reflection
Teaching Content
Section B 3(3a-Self Check )
Teaching
Aims
Knowledge
Objects
1、复习一般将来时态的构成。掌握生词own, personal, relationship
2、通过完成Self check的中练习题来全面复习一般将来时态的用法。
Ability
Objects
1、能够综合运用一般将来时态及所给的提示词来完成阅读填空的任务。
2、 能够综合运用所学的知识来学习写作自己的新年决心。
Moral
Objects
每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。 人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。
Key Points
1) 能够综合运用一般将来时态及所给的提示词来完成阅读填空的任务。
2）能够综合运用所学的知识来学习写作自己的新年决心。
Difficult Points
能够综合运用所学的知识来学习写作自己的新年决心。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Warm up and discuss.
Check Ss’ homework by asking some of them to come to the front and share their report to the class.
Now, ask Ss to read the paragraph on the screen.
T: What do you think about resolutions?
S1: I think they are important.
T: That’s good. Do you know what kinds of resolutions are there? S2: …
(因为整个单元都在谈论计划，学生已经有了关于此话题一定的语言输入量，每个学生都多少能说出一些自己对resolution的看法。这里先口头输出，为后面笔头输出打下基础。)
Presentation
Work on 3a.
T: Look at 3a and complete the first two paragraphs about resolutions with the words in the box.
(学生先独立完成3a的填词任务，然后再小组讨论校对答案，提问设计能帮助学生理清文章脉络。)
Practice
Writing
Work on 3b:
1. Write your own resolutions under the following heading.
2. Ss try to think about their own resolutions and try to write them down.
3. Check the answers with your partners.
(让学生根据3a 的要求列出三项计划，对话的设计在检验学生任务完成情况的同时，也完成了对下面写作任务的铺垫。)
Production
Work on 3c:
1. Tell Ss to use the notes in 3b and write three more paragraphs about their resolutions.
In each paragraph, write what they are going to do and why.
2. 写作指导：
Ø 本文要求写自己的新年决心。因此在写句子时应用一般将来时态，用 be going to 结构。
Ø 根据3b中的要点提示，模仿3a中的写作方式，将自己的新年决心依次写在每个相关的决心里。
Ø 最后，再通读一遍自己的短文，看是否通顺和正确。
3. Let some Ss read their passage to the class.
(影评写作必须回答的几个核心问题，也给学生影评写作起到了很好指引作用。)
Progress
1、Summary.
2、Quiz.
3、Homework.
Teaching
Reflection
Unit 7 Will people have robots?
Teaching Content
Section A 1 (1a-2d)
Teaching
Aims
Knowledge
Objects
能掌握以下单词： paper, pollution, prediction, future, pollute, environment, planet, earth, plant, part, play a part
能掌握以下句型：
① What will the future be like?
Cities will be more polluted. And there will be fewer trees.
② Will people use money in 100 years?
③ Will there be world peace?
④ Kids will study at home on computers.
⑤ They won’t go to school.
能了解以下语法：
will + 动词原形 来表达一般将来时态。
Ability
Objects
To train students’ listening and speaking skills
Moral
Objects
学会表达自己对未来的看法；学会谈论自己未来的打算。
Key Points
1) 学习掌握一般将来时态的意义和结构。
2) 掌握There be句型的一般将来时态的结构。
Difficult Points
掌握more/fewer；more/less的用法。
情态动词will + 动词原形来表达一般将来时态。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
1. 在大屏幕上向学生展示一些机器人的图片，让学生们说出谈论自己的未来的工作，对工作的打算等：What do you want to be when you grow up?
Ss: I want to be a scientist.
T: How are you going to do that?
Ss: I’m going to study science hard.
….
2. 学生们根据图片来引导出机器人这一话题。
通过问题，让学生进行头脑风暴，复习学习过的相关表达并为下面的环节进行铺垫。
Presentation
1. 引导学生们看大屏幕上的图片，根据图示来理解will来表达一般将来时态。
用一句话来让学生们明白一般将来时态：
I’m thirteen years old now. And I will be fifteen years old in two years.
现在我十三岁，两年后我将是十五岁。
2. 让学生们看大屏幕上图片，并让学生学习will + 动词原形及won’t + 动词原形的用法。通过例句让学生们理解。
3. Game
1） How will your future be like in 100 years? Can you see anything about it?
2） Ss discuss and think about their future. Then say some sentences.
e.g. People will have robots at their home.
There will be only one country.
People won’t use money in the future.
…
(同学们如果自己想象不出来，可以根据大屏幕的图
片提示来说句子。)
4. How will the world be different 100 years from now? Read the predictions in 1a. Check A for agree or D for disagree.
Ss read the sentences discuss them and check A or D.
图片比较清晰的引导学生朝着未知的世界预测迈进。
Practice
Listening (1b)
1. T: Now listen to the recording and circle the predictions you hear in 1a.
2. Play the recording for the Ss to listen and circle the predictions.
3. Play the recording again. Check the answers with the Ss.
Pair work
1. Let Ss read the first conversation in 1c after the teacher.
2. Then let Ss ask and answer questions about the predictions in 1a. Then make their own conversation.
注意：如果将陈述句变为一般疑问句，应将情态动词will 提前到主语前便可。
3. Let some pairs ask and answer about their conversations.
Listening
Work on 2a:
1. Read the sentences in 2a. Tell Ss they will listen to some sentences. They should listen and circle the words in the bracket.
2. Play the recording for the Ss to listen and circle the words.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.
2. Play the recording for the Ss to check the predictions they hear.
3. Play the recording again to check the answers.
设计意图：教师可以让学生看着听力材料跟读，让学生感知听力材料中表达观点的句子，为后面的对话做好铺垫准备。充分利用听力材料的文本，标识关键词，强化输入。
充分利用所提供的对话模式，强化输入，给学生pair work练习的时间,并让小组对话在全班展示
（这个环节可以让学生再一次感知听力材料和训练听力技能，并且提高听力技巧，在chant部分使原本枯燥的语法有了些许乐趣。）
Production
Role-play
1. Read the conversations and answer the questions:
1) What will the future be like in the book?
2) What can people do?
2. Explain some new words and main points in the conversation.
be in great danger, move to other planets; play a part;
3. Read the conversation after the teacher.
4. Practice the conversation with their partner. Then let some pairs to act out the conversation.
充分发挥学生的想象力。
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Section A 2 (Grammar focus-3c)
Teaching
Aims
Knowledge
Objects
1) 学习掌握下列词汇：peace, sea, sky
2) 进行一步复习巩固运用Section A 部分所学的生词和词组。
3) 进一步学习运用所学的知识来陈述自己对将来的看法； 4) 掌握情态动词will来表达一般将来时态这一语法知识；
5） 复习上节课的单词，当堂课单词句子要求熟练掌握，会认会读，基础好的能基本背诵
Ability
Objects
学会谈论自己的对将来的预言。
Moral
Objects
To help students realize the importance of cooperation.
Key Points
1) 进一步学习运用所学的知识来陈述自己对将来的看法；学会谈论自己的对将来的预言。
2) 掌握情态动词will来表达一般将来时态这一语法知识；并运用所学的知识来表达将来的
Difficult Points
掌握情态动词will来表达一般将来时态这一语法知识.
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
1. Have a dictation of the new words learned in the last class.
2. Ask some Ss to give some predictions.
T: What’s your prediction about the future?
S1: There will be less free time.
S2：There will be more pollution.
3. Role-play the conversation in 2d.
（开篇调动学生的想象力. 相互说出自己对未来世界的设想，为下一步的教学做过渡铺垫。）
Presentation
1. Words and expressions
college, university, education, medicine, article, send,
2. Grammar Focus
学生阅读Grammar Focus中的句子，然后做填空练习。
学习新词汇。
巩固新词汇.
Practice
Work on 3a:
1. Tell Ss to read the conversation in 3a and try to fill in the blanks with more/ less or fewer.
2. 方法指导：应通读整个对话，掌握对话大意；
然后，根据空格后的名词是可数名词还是不可数名词来确定是用more, less 还是fewer。
注意，有些名词前有形容词来修饰。
3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
4. 学生们阅读这些句子并试着记住这些句子。
Work on 3b:
1. 让学生们阅读句子的开头，明白每个句子的意思。
2. 让学生们思考一下针对这一情况，在将来会发生什么样的情况。
3. 让学生们互相检查自己所写的句子，发现并改正错误。
4. 让部分学生说一说自己所写的句子。大家一起改正句子中的错误。
这个教学环节的设计的主要目标是让学生理解运用more,less,
Fewer
学生用所学知识表达自己观点。
Production
. Group work (3c)
1. 小组中的同学们对未来的城市进行讨论。
2. 每个成员发表自己的想法，小组长进行记录，并进行汇总。
3. 最后，同学们根据小组 成员的想法，然后，展开想象，试着每名同学们画一幅未来城市的画。
4. 最后，比较一下每个小组的画，看哪个小组画得较好。
5. 试着对自己小组里的情况用英语做成一个报告。
提高学生运用所学知识来表达的能力。
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Section B 1 (1a-1e)
Teaching
Aims
Knowledge
Objects
1) 能掌握以下单词：apartment, rocket, space, space station, even, human, servant, dangerous, already, factory, simple, over and over again, believe, hundreds of, inside, disagree, shape, fall, fall down, look for, possible, impossible
2) 能掌握以下句型：
① —Where do you live？ —I live in an apartment.
② There are already robots working in factories.
③ It’s easy for children to wake up and know where they are.
④ That may not seem possible now, but computers and rockets seemed impossible 100 years ago.
Ability
Objects
能综合运用will表达一般将来时态。
Moral
Objects
Train students’ abilities of listening and speaking skills.
Key Points
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
3） 阅读短文，获得相关信息，提高学生们的综合阅读能力。
Difficult Points
掌握一般将来时的表意功能和语言形式。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Have Ss warm up by thinking about as many words as they can that are related to jobs, transportation, and places to live.
You can have them get into groups of three to four, and ask them to write as many words as possible. The group with the most number of words win.
(通过对职业，交通方式和居住环境的头脑风暴，再现一些词汇，该话题应该是学生很感兴趣的话题,有亲身经历合体会,新课的导入便顺理成章，水到渠成。)
Presentation
Work on 1a and 1b.
Have Ss look at the box and write each word in the correct column.
Check Ss’ answers.
Then have Ss think of other words and write them in the chart too. They can use some of the words that were brainstormed earlier in the lesson.
When they are done, have Ss look at the screen. Give them an example of how it will be like in the future when more astronauts will fly to the moon. Then, ask Ss to get into groups of three or four and discuss how the world will be like in the future. They can look at the screen for some questions they can consider in their discussion.
（引导学生从几个方面对未来世界进行想象，为听力做好了思想准备。）
Practice
Work on 1c.
Have Ss listen to the conversation between Alexis and Joe. Then, number the pictures 1–3.
Work on 1d.
Ss are to listen again to the conversation. This time, they are to work on 1d and fill in the blanks with the correct verbs from the box.
Tell Ss that they can also use shorthand as they fill in the blanks.
(Questions 6–8 will be the only ones where Ss can use shorthand: ’ll be, ’ll fly, ’ll live)
（这个环节可以让学生再一次感知听力材料和训练听力技能，并且提高听力技巧，比如速记法等。）
Production
Work on 1e.
Have Ss get into pairs. Student A is Alexis and Student B is Joe.
T: In your pairs, talk about Joe’s life now, 10 years ago and 10 years from now.
You may also have Ss to talk about their lives with their partners.
(这个环节的设计主要是整合听力素材，让学生改编听力材料为一篇小短文，同时也可以回忆过去的生活，珍惜现在的生活并畅想自己的未来生活。)
Progress
1、Summary.
2、Quiz.
3、Homework.
根据学生程度进行口语和书面作业的布置，强调了小语篇的意识。
Teaching
Reflection
Teaching Content
Section B 2 (2a-2e )
Teaching
Aims
Knowledge
Objects
要求掌握以下词汇：
1) 名词n. huma n, servant, factory, shape, side
2) 形容词adj. dangerous, possible
3) 副词adv. even, inside
Ability
Objects
学会用will预测将来的生活。
在愉快的学习交流环境，通过听、说来培养学生运用知识的能力，并让学生能在做中学，通过课堂的各种实践活动准确地运用英语来表达。
Moral
Objects
预测未来生活的发展趋势，对未来充满信心和希望。
Key Points
掌握一般将来时的表意功能和语言形式。
Difficult Points
掌握一般将来时的表意功能和语言形式。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Predicting – work on 2a.
Show Ss the pictures of some robots and what they can do on the screen.
Have Ss get into pairs and tell their partner what they know about robots now. What do they look like and what can they do?
Then ask each pair to draw a picture about how they think robots will look like in the future.
设计意图：通过预测，培养学生的预测能力，同时也让学生对机器人的形状和作用有一个比较直观的初步了解，调动学生对阅读材料的期待感。
Presentation
Work on 2b.
Skimming
Have Ss look at the article on page 53 and read it. Then, ask them to match each paragraph with the question it discusses.
设计意图：通过快速阅读寻找文章的段落大意。
Practice
Work on 2c.
Scanning
Have Ss read the article again quickly. Then have them work in pairs on 2c and complete the sentences about what robots can do now.
Work on 2d.
Have Ss read the paragraph in 2d first. Then, ask them to fill in the blanks with words from the article in 2b.
Walk around the class, and offer help when necessary.
Work on 2e.
Have Ss get into pairs and discuss the questions in 2e.
T: What kinds of animals might robots look like in the future? What do you think these robots will be able to do? Write your ideas and discuss them with your partner.
以两人一组为单位询问组内成员的情况。此环节不仅可以增进同学间对计划内容的了解，也有助于对计划实施情况的了解。
设计意图：这个环节是对阅读语篇的缩写，通过填词帮助学生转换文章信息，加深对文章的理解。
Production
Retell the story according the passage structure.
Have Ss look at the passage structure on the screen. Then have them get into groups of three or four and discuss the story according to the structure.
You can ask a few groups to come to the front to present their story to the class.
两个意图，一是为了给学生提供一个很好文章框架，这样学生可以根据框架复述文章，二是提供一个清晰的写作框架指导。
Progress
Summary.
Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Section B 3(3a-Self Check )
Teaching
Aims
Knowledge
Objects
1．掌握下列生词: probably, during, holiday, word
2．复习用will表达一般将来时态的用法。结合机器人这一话题表达自己的想法。
Ability
Objects
1. 能够综合运用所掌握的知识来描述自己未来生活的情况。
2. 通过自己描述自己未来生活的情况来达到熟练运用所学知识的目的。
Moral
Objects
To encourage students to take an active part in activities in an English class.
Key Points
1) 能运用所学的知识及提示来阅读相关个人未来生活预测，并能完成相关任务。
2）能运用所学的知识与句型表达方式来描绘一下自己未来的生活。
3）复习要单元所学的重点知识点，并完成相关复习任务。
Difficult Points
能运用所学的知识与句型表达方式来描绘自己未来的生活。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Have Ss listen to the song Que Sera Sera. The song is meant to help them to think about what happens in the future.
Then, show Ss a picture of Olivia and ask them to think about what her life will be like in 20 years. You can have them get into groups of three or four to discuss and draw a mind-map.
设计意图：一首关于对自己未来猜想的歌曲打开了想象之门，对于老师20年后的生活进行猜测，思维导图很清晰的折射了写作框架。
Presentation
Work on 3a.
Have Ss look at the picture on the screen and ask Ss to predict how Jill’s life will be in 20 years.
Then, ask them to look at the paragraph in 3a and fill in the blanks with the words in the box.
设计意图：先让学生看图预测，也是一中阅读策略的渗透，然后先个人完成填词，再小组讨论校对答案。同时也可以检验自己的预测是否正确。
Practice
Writing
Work on 3b:
1. Write your own resolutions under the following heading.
2. Ss try to think about their own resolutions and try to write them down.
3. Check the answers with your partners.
After reading
Now, have Ss get into groups of three or four again and look at the screen. Ask them to refer to the passage in 3a to fill in the chart.
You can also have Ss get into pairs to make a conversation about what Jill will do in 20 years, according to the information from 3a.
让学生根据3a 的要求列出三项计划，对话的设计在检验学生任务完成情况的同时，也完成了对下面写作任务的铺垫。
设计意图：阅读后的这两个环节的设计主要是帮助学生转换文本信息，加深对文章的理解，同时也为预测自己的未来20年后的生活做好了语言和写作框架的铺垫。
Production
ork on 3c:
Play a guessing game:
Get Ss to fill up a piece of paper with the information on the screen. Remind them not to write their names. Then collect all the papers and mix them up. Ask Ss to take one and guess who the person in their paper is.
Have some Ss come to the front and read the information on their piece of paper aloud. Then, the class will guess who the person is.
T: Wasn’t that fun? Now we all know more about each other. Let’s look at 3c and write about your life 20 years from now. Use 3a and 3b to help you.
写作指导：
Ø 本文为写自己未来20年后的生活情况。
Ø 因此，时态应用一般将来时态（will + 动词原形）；
Ø 首先，可根据在3b中的提示，介绍一下自己打算的工作、及生活的地点、自己的业余活动等情况。
Ø 然后再展开自己想象的翅膀，对自己的生活环境及其他方面大胆想象，并写出来。
最后，通读一遍短文，重点检查一下各句子的时态及语句是否通顺。
运用所学知识，描写自己20年后的生活。
Progress
1、Summary.
2、Quiz.
3、Homework.
Teaching
Reflection
Unit 8 How do you make a banana milk shake?
Teaching Content
Section A 1 (1a-2d)
Teaching
Aims
Knowledge
Objects
1. 掌握和食物有关的可数名词和不可数名词以及how much/many用法。
2. 学会使用祈使句并正确使用first, then, next, finally等连接词。
Ability
Objects
能够描述制作一种家庭食品的过程。
Moral
Objects
Making something with our own hands and share them with others. We can get happiness and success from it.
Key Points
1) 用how much与how many来对数量提问。
2) 动词词组；描述过程的顺序词。
Difficult Points
能恰当地使用祈使句表达食物的制作过程。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Warm-up and revision（课堂热身和复习）
T: What do you like to eat? Let's go to the kitchen to get something delicious!
Guess: What’s in the fridge?
通过问题，让学生进行头脑风暴，复习学习过的食物的相关表达并为下面的环节进行铺垫。
Presentation
呈现知识重点可数名词和不可数名词
T: Now, let's help the foods find homes.
S:…
T: Pay attention! When do we use “how many” and “how much”?
Let’s read aloud together. Can you discover the rules?
For uncountable nouns, you may need: a bottle, a tin/can of …
T: What can we make with these foods?
How can we make it?
What else do we need?
教师通过让学生选择帮助不同的食物“回家”，提高学生兴趣与积极性，并对可数和不可数名词的分类有清楚的认识。）（教师把时间留给学生，让学生自己总结可数名词的单复数变化规律）（教师适当拓展了常见的一些量词词组，以完善学生对于不可数名词的表达，为后面的教学做了铺垫
Practice
1. Listening (1b)
T: Listen and put the instructions in order.
(教师放录音，因为对话简单教师可以在放完一遍录音以后就订正答案)
T: Listen again and put the co rrect word before each sentence.
(教师可以把first , then, next, now, finally写在黑板上，以达到降低难度和强化重点的作用)
T: Can you repeat them in the correct order?
2. Pair work (1c)
T: Cover the instructions above. Tell your partner how to make a banana milk shake.
(给学生pair work练习的时间)
T: Read in pairs and remember.
3. Work on 2a:
Let Ss look at the pictures below. Let one student read the words in the pictures if necessary.
Play the recording for the Ss to listen and complete the chart.
Play the recording again to check the answers.
4.Work on 2b:
Let Ss read the chart below. Tell Ss that they should write the ingredient under the correct amount in the chart.
教师可以让学生看着听力材料跟读，让学生感知听力材料中表达观点的句子，为后面的对话做好铺垫准备。充分利用听力材料的文本，标识关键词，强化输入。
充分利用所提供的对话模式，强化输入，给学生pair work练习的时间,并让小组对话在全班展示
充分利用听力材料的文本，标识关键词，强化输入。
Production
1. Read the conversations and fill in the chart below.
one
cabbage
one
three
four
five
some
2. Let Ss read the conversation after the teacher.
3. Practice the conversation with their partner. Then let some pairs to act out the conversation.
提高学生运用所学知识来表达的能力。
Progress
1、Summary.
2、Quiz.
3、Homework.
Teaching
Reflection
Teaching Content
Section A 2 (Grammar focus-3c)
Teaching
Aims
Knowledge
Objects
1) 学习掌握下列词汇：sugar, cheese, popcorn , corn, machine, dig, hole
2）进行一步复习巩固学习Section A 部分所学的生词和词组。
3）掌握正确用how much和how many对事物的数量进行提问。
Ability
Objects
能够熟练运用所学的知识，来正确描述做简单食物的过程，正确运用表示顺序的词。
Moral
Objects
Enjoy the process of making some kind of food.
Key Points
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 掌握正确用how much和how many对事物的数量进行提问。
Difficult Points
1) 能够熟练运用所学的知识，来正确描述做简单食物的过程，正确运用表示顺序的词。
2) 能够分清可数名词与不可数名词，会用数量词来计量一些不可数名词。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
1. Game: How do you make a banana milk shake?
Let some Ss describe how to make a banana milk shake.
Attention to use “first, next, then, finally” correctly.
2. How do you make a Russian soup?
Attention to use “first, next, then, finally” correctly.
1) First, buy some beef, one cabbage, four carrots, three potatoes, five tomatoes
and one onion.
2) Then, cut up the vegetables.
3) Next, put the beef, carrots and potatoes into a pot and add some water.
4) After that, cook them for 30 minutes.
复习巩固前一节课所学内容。
Presentation
1. Words and expressions
2. Grammar Focus
学生阅读Grammar Focus中的句子，然后做填空练习。
学生们根据记忆，看大屏幕来完成填空练习。
3学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
学习新句型。
巩固新句型。.
Practice
Work on 3a:
1. Circle the correct word in each question:
① 1. How (much/many) bananas do we need?
② How (much/many) sugar do we need?
③ How (much/many) bread do we need?
④ How (much/many) tomatoes do we need?
⑤ How (much/many) cheese do we need?
2. 方法指导：指导：应根据括号后面的名词是可数名词还是不可数名词来确定。
比如，第一句中bananas是可数名词的复数形式，故用how many。其他类似。
3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
Work on 3b:
1. 让学生们阅读对话，整体把握对话的意思。
2. 然后仔细读制作爆米花的过程，根据图片及上下文意及时态来确定空格处所应填的词。
3. 和学生们一起校对答案。
这个教学环节的设计的主要目标是让学生综合应用前两节课所学知识，进一步巩固可数名词与不可数名词的用法。
学生用所学知识表达自己观点。
Production
Group work (3c)
1. 让学生们看表格中的四个活动项目，让学生们根据自己的生活阅历来选择一个较为熟悉的话题，并与自己的小组成员进行讨论如何做此事。
2. 将做这个事情的过程例一个较为清晰的单子，并用英语描述一下。
3. 与一位同学一起用英语讨论一下，如何做这个活动。
4. 听一听其他同学们擅长的项目，并表达自己的想法或问题。
(最后，可以经学生们评议来推举谁是最会做事情的同学）
提高学生运用所学知识来表达的能力。
Progress
1、Summary.
2、Quiz.
Teaching
Reflection
Teaching Content
Section B 1 (1a-1e)
Teaching
Aims
Knowledge
Objects
1. 熟练掌握可数名词和不可数名词和How much/ How many引导的特殊疑问句。
2. 熟练使用“First, Then, Next, After that， Finally”学会表述三明治的过程并表达自己对食物的喜好。
要求掌握以下词汇：
1) 名词n. cheese，butter, tomato, turkey, onion, slice, condiments, piece
2) 代词adv. another
3) 副词 adv. finally
4) 词组 cut up, add to, on top, put on, a piece of, what about
要求掌握以下句式：
How do you make a cheese sandwich?
Do you like lettuce in a sandwich?
How much butter?
What else?.
Ability
Objects
Enable the students to describe a process and follow the instructions.
Moral
Objects
1. 激发学生对于食物制作的兴趣并开发他们的创意。
2. 引导学生关心了解身边人的饮食喜好，促进交流与合作意识。
Key Points
能够选择恰当的动词描述制作一种家庭食品的过程并做进行连续性的描述。
Difficult Points
根据自己的喜好，充分发挥想象，有序的制作特有的sandwiches,提高 自己的交际能力。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Warm-up and revision（课堂热身和复习）
How do you make a pizza?
T: Do you like to eat pizza? What do you need if you want to make it? And how do you make it? Work in groups and show us what you know.
S: First, mix up flour (面粉), butter and milk to make a crust (面包皮).
Next, put pizza sauce (调味汁) on the crust.
Next, cut up peppers (辣椒), sausage (香肠) and mushrooms, and put them on the pizza.
Then, add some cheese to the pizza.
Finally, put the pizza in the oven (烤箱)
通过食物的导入，直接提高了学生的兴趣，同学培养了学生小组合作的团队意识。
Presentation
（呈现和sandwich 有关的新词的图片和单词）
T: Now, le t’s look at some pictures. Can you tell me what it is/they are?
T：What can we make with these?
单刀直入让学根据图片说单词，既节约了导入的时间，又给了学生更多巩固掌握词语的机会）
Practice
Work on 1a
T: I am going to make my favorite sandwich. What’s in it?
S:…
T: How about your favorite sandwich? What's in it? Finish 1a in your book.
Work on 1b.
T: Ask and answer questions with a partner. Find out what he/she likes in a sandwich.
S: A: Do you like lettuce in a sandwich?
B: Yes, I do.
A: Do you like tomatoes?
B: No, I don't.
T: Make a survey and give a report.
Name
Likes/dislikes
S: In our group, _______ likes/dislikes____ in a sandwich.
...
_____ and ______ both like/dislike___ in sandwiches.
And we all like/dislike_______ in sandwiches.
Work on 1c
T: Look at the picture in 1a. Listen and circle the words you hear.
(教师引导学生从说过渡到写，同时又为后面的语言交流做好准备
从对话到小组调查到报告，教师铺设了平台给学生大量操练的机会，让学生在做中学，同时自然地引导学生关心身边人，并有意识地把获得的信息进行整合，提高了学生的表达能力的锻炼。
教师放录音，在2a的基础上，此任务简单，教师可以在放完一遍录音以后就订正答案
Production
Work on 4.
1. Work in groups. Discuss the traditional food people eat on special holidays in China. Then make a list.
A: What do you eat on New Year’s Day?
B: What do you eat on Dragon Boat Day?
C: What do you eat on Mid-Autumn Day?
2. Ask some Ss to read their lists to the class.
3. Ask some other Ss add more.
给学生提供了交流的机会，同时也是对本节课的一个拓展提升。
Progress
1、Summary.
2、Quiz.
强调了小语篇的意识。
Teaching
Reflection
Teaching Content
Section B 2 (2a-2e )
Teaching
Aims
Knowledge
Objects
1. 了解美国感恩节的由来。
2. 学 习表述感恩节大餐火鸡的制作并掌握相关词汇。
Language points（语言点）
1．要求掌握以下词汇：
1) 名词 n. turkey, traveler, Thanksgiving, autumn, pepper, oven, plate， gravy, temperature 2) 动词 v. mix, celebrate, fill, cover, serve 3) 形容词 adj. special, traditional ,main 4) 词组 give thanks for, mix together, put in, cover with cut into ，eat with, serve to , main dish, at a very high temperature. （本节课的生词较多，教师要注意带读并通过各种形式让学生多操练。）
2. 要求掌握以下句式：
In most countries, people usually eat traditional food on special holi days.
… and is a time to giv e thanks for food in the autumn.
... celebrate this idea of giving thanks by having a big meal … Here is one way to make turkey for a Thanksgiving dinner. Serve it to your friends with some vegetables.
Ability
Objects
能以书面形式流畅写出火鸡的制作流程。
Moral
Objects
To make students love the culture of China.
Key Points
以书面形式 流畅写出火鸡的制作流程。
Difficult Points
以书面形式 流畅写出火鸡的制作流程。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
T: What ingredients are there in this sandwich?
How do you make a turkey sandwich?
有效地帮助学生复习了前面的学习内容，同时为引出后面的教学环节做了铺垫.
Presentation
T: Do you like turkey sandwiches?
Do you like to eat turkey ?
In America, people sometimes eat turkey. When do they eat it?
S: On Thanksgiving Day. It is a special day!
让学生带着问题去skim能够培养学生在阅读过程中抓关键信息的能力。
Practice
More skimming
T: Read and find more information about Thanksgiving
Work on 2c. Read the article again and write down the answers to each question.
Where do people celebrate Thanksgiving? When do people celebrate it? Why do people celebrate it? How do people celebrate it now? What is the main dish of the Thanksgiving meal?
Work on 2b. Read the article and number the pictures [1-5].
以图表的形式，清晰地帮助学生抓住what, which, when, why, how的角度去理解文章内容,是种阅读策略的渗透
通过图片的提示，帮助学生获取和巩固关键信息，降低学习难度，帮助学生建立学习信心
Production
. Fill in the blanks
First, ___ together some_____ ______, _______, _______ and ________.
Next, ____ the turkey____ this bread_____.
Then, ____ the turkey____ a hot oven and cook it for _ ___ hours.
____ it is ready, _____the turkey on a large______ and ____ it with ______.
____, cut the _____ into thin _______ and eat the _____ with vegetables _____ carrots and _________.
通过以上教学活动分解了阅读难度，突出了重点词汇，同时给学生操练和展示的平台
Progress
Summary.
Quiz.
Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Section B 3(3a-Self Check )
Teaching
Aims
Knowledge
Objects
1) 复习如何制作火鸡宴，以及其他学生们熟悉的传统食物的制作过程。
2) 能够综合运用所学的知识以及根据所给的提示词来完成阅读填空的任务。
3) 通过完成Self check的中练习题来全面复习how much和how many的用法。
Ability
Objects
能够综合运用所学的知识来学习写作自己所熟悉的食物的制作过程以及所需的原料。
Moral
Objects
通过制作食物的介绍, 培养学生的实际生活能力, 了解生活知识, 增长生活阅历, 培养实践操作能力和动手能力。并且让学生认识到劳动成果的来之不易, 使之懂得不能浪费食物, 珍惜他人的劳动成果。
Key Points
1) 能够综合运用所学的知识以及根据所给的提示词来完成阅读填空的任务。
2) 能够综合运用所学的知识来学习写作自己较为熟悉的食物的制作过程。
Difficult Points
能够综合运用所学的知识来学习写作自己较为熟悉的食物的制作过程。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
(1) Discuss traditional western foods.
T: What are these? （罗列系列传统西方食物图片）
S:It’s ...
T: They are traditional western foods. When do Western people eat them?
S:…
T: Let’s look at some traditional Chinese foods, can you name them? （罗列传统东方食物图片）
(2) Brainstorm
T:What kind of traditional foods do people eat on special holidays in China?
(先让学生头脑风暴，然后教师简单带过几个典型代表）
通过复习和讨论，引入食物与special holidays的关联概念，既复习了前面的内容，有为后
面环节进行了有机铺垫，另外，小组合作的讨论和PK模式有利于提高学生的学习兴趣并增
强学生的合作精神。鉴于有一定难度，可以允许学生有中文的表述。
Presentation
呈现Spring Festival相关内容并着眼到食物文化上
(1) Talk in groups.
T: What do you think is the most special day in China?
S: The Spring Festival.
T: Look at 2e. Discuss in groups.
(2) Ask and answer.
T: When is the Spring Festival?
S：The Spring Festival is during the lunar New Year.春节即农历新年。
It is in January or February
年三十/除夕：the last day of the lunar year/lunar New Year’s Eve
正月初一：the first day of the lunar year
正月十五：the fifteenth day of the first month of the lunar year
（3） Story-telling
T: Let’s learn more about the Spring Festival.
Long ago，There was a horrible monster that came out on the same day each year to eat people. This monster was named Nian,
People were scared because every time it came out, whole villages would be destroyed at a time. So, every time the monster came, people would huddle together in their homes and stay up all night, wanting not to be eaten. This happened for many years until a wise man thought up a plan. They lit bamboo. The bamboo cracked and made a lot of noise. The monster was scared and ran back to its cave without eating any people.
The next morning, people congratulated each other. So, from then on, people stayed up late, lit firecrackers and congratulated each other when the new year came.
（教师简单引导学生说出Spring cleaning，Staying up late，Firecrackers，Lunar new year visits，Red packet，Dragon dance and lion dance，Spring couplets，Paper cutting，Yuan Xiao Festival等年俗相关信息，并最后着眼与食物上，为后面的环节进行铺垫。）
T: Can you remember anything about the Spring Festival? Write on your paper.
（此处的停顿和回顾能帮助学生巩固春节的相关要素，另外，根据学生的程度和实际的教学需要，也可以只利用这张PPT围绕春节展示学生的讨论结果，而不需要展示前面的每张PPT）
(4) Reunion dinner.
T: Is that all for the Spring Festival?
S: Of course not. Don’t forget the reunion dinner. It s the most important thing during the Spring Festival.
T: Well, can you tell me how to make dumplings?
Read the find out the steps.
T：How do you make dumplings?
Ingredients：flour and water ( to make dumpling wraps)，meat (pork , beef or mutton)，salt, soy sauce 酱油，MSG 味精，sesame oil麻油
S：First, mix flour with water. Then, make fillings for dumplings, chop up meat and vegetables, and mix them all up. After that, add some salt, soy sauce, MSG and sesame oil to this. Next, roll out dumpling wraps, and knead (揉；捏) the dumplings. Finally, put them into boiling water.
教师通过几个关键词的渗透农历新年的表达，降低学习难度，并让学生明确春节一般到正月十五闹元宵以后就结束了
食物背后的文化寓意能引发学生的共鸣，所以教师要引导学生表达，哪怕是中文形式
教师要适当带读ingredients中的生词，然后让学生以小组合作模式从去掉标点和大小写的文章中，读出正确的句子来找出制作饺子的步骤——可以每个小组顺接着分别读一个句子，能增强学生的合作精神和学习兴趣
Practice
Writing
Work on 3a:
(1) Discuss
T: We eat special foods on special holidays. What's more, some places in China are famous for
some special foods. What do you know about them? Discuss in groups.
(2) Fill in the blanks
T: Now, let’s go to Yunnan.
Read the recipe below and fill in the blanks with the words in the box.
(3) Role-play
A: I want to ... . Can you tell me how?
B: Sure. To make this special food, you need to ...
A: I see. And?
B: First, ... . Next, ... . After that, ... . Then, ... .
A: OK, that's it?
B: No, one more thing. Finally, ... .
A: Great! It is time to enjoy it now
Work on 3b
T: Think of a favorite food in your hometown. Make a list of ingredients.
这个部分是学生语言输出和展示的很好平台，实现了机械操练到意义操练的过程
这个部分符合学生的学习兴趣，使语言的输出更生活化，但是学生的语言表达会有一定难度，需要教师的指导和帮助。
Production
. Work on 4
T: Make up a crazy recipe with your partner. Then tell another pair of students how to make this crazy food. The other pair will draw it.
教师给了学生展示的平台，关注了机械操练到意义操练的必要性
Teaching
Reflection
Unit 9 Can you come to my party?
Teaching Content
Section A 1 (1a-2d)
Teaching
Aims
Knowledge
Objects
1) 能掌握以下单词：prepare, prepare for, exam, flu, available, another time, until, hang, hang out, catch
2) 能掌握以下句型：
① — Can you come to my party on Saturday afternoon?
— Sure, I’d love to.
② — Can you go to the movies on Saturday?
— I’m sorry, I’m not available. I have too much homework this weekend.
③ That’s too bad. Maybe another time.
④ Sure. Thanks for asking.
⑤ Sam isn’t leaving until next Wednesday.
Ability
Objects
1. 能了解以下语法： 用情态动词can来表达邀请。
2.学会表达邀请，学会对邀请进行恰当的答复或拒绝。
Moral
Objects
学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人的邀请的方式。理解“义务”涵义，学会承担自己应尽的义务，能够在班级以及社会生活中担当一定的责任。理解人与人之间的真情，学会珍惜朋友之间、师生之间的友情。
Key Points
1) 运用所学提出邀请，接受邀请和拒绝邀请。
2) 正确使用can, might, must 等情态动词。
Difficult Points
1) 扎实掌握重点词汇和表示邀请的句型并能灵活运用。
2) 通过听力练习和小组合作，理解并能提出邀请并作肯定回答。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
A guessing game
T: Can you guess who he is?
1. He’s a student from a_____ school.
2. He’s kind of smart but very lazy.
3. He likes sleeping and eating.
4. His favorite food is grass cake.
教师通过给出一定的线索，引出懒羊羊这个学生感兴趣的任务，符合学生的特点，同时容易集中学生的注意力并关注了重点词another的渗透。
Presentation
（1）Read and fill in the blanks.
T: Look at Lazy Goat’s calendar
Oct.11 Thurs.
I have to _________________ on Monday, _______________ on Tuesday, ____________ on Wednesday, _________ _____ on Thursday, and I am going to ____________ on Friday. I’m have a boring, tiring and busy week next week.
(2) Ask and answer.
T: Can you come to my dinner party next weekend? S: Sure. Thanks for asking.
S: Sorry, I can’t. I have to do lots of homework next weekend.
S: Sure, I’d love to. Thanks for asking.
T: That’s too bad. Maybe another time./Great!
(3) Group work
A: …, can you come to my dinner party next Saturday evening?
B: Sure, I’d love to. Thank you for asking.
A: What about you, …?
C: Sorry, I can’t. I have to….
A: That’s too bad. Maybe another time.
A: Can you come to my dinner party next Saturday evening, …?
D: Sorry, I can’t. I have to….Maybe next time.
通过懒羊羊繁忙的日程安排，形成了人物反差，同时有意识地渗透了部分关键词组，达到了温故知新，同时联系实际的特点
通过懒羊羊发出邀请的问答过程，自然地渗透关键句型。
通过前面的情况预设和信息提示，学生能够模仿着进行语言操练获得练习的平台。
Practice
Work on 1a
T: Match the phrases with the pictures [ a-e].
Work on 1b
1. T: Now listen to the recording and write the names next to the correct students in the picture.
2. Play the recording for the first time. Students only listen. Play the recording a second time. Write the name of each person next to his or her picture.
3. Play the recording again. Check the answers with the Ss.
Work on 2a:
1. Read the sentences in 2a. Tell Ss they will listen to some sentences. They should listen and circle the words “can” or “can’t” in the bracket.
2. Play the recording for the Ss to listen and circle the words.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the chart below. Tell Ss, this time they must write the reasons in the chart. Make sure they know what to do.
2. Play the recording for the Ss to write the reasons in the chart.
3. Play the recording again to check the answers.
教师可以四处走动，以帮助学生将动词正确搭配在相关词组中，也可以让学生发peer assessment的作用
通过复述，可以有效利用听力材料，同时循序渐进地帮助学生消化知识，获得学习信心。
进一步实现从听到说到操练的过渡，自然掌握重点句形。
Production
. Finding something important.
T: Can you help him to say “No.”?
Accept （接受 ）
Yes, I’d love/like to.
Thank you/Thanks for asking.
Certainly, I’d love /like to.
Sure, I’d love/like to.
Decline（拒绝）
I’m sorry, I can’t. I have to…
(prepare for an exam…)
I’d love to, but I have to…
(go to the doctor…)
教师预设一个场景， 帮助学生总结回顾接受和拒绝邀请的表达方式
Progress
1、Summary.
2、Quiz.
3、Homework.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Section A 2 (Grammar focus-3c)
Teaching
Aims
Knowledge
Objects
1) 学习掌握下列词汇：invite, accept, refuse
2）进行一步复习巩固运用Section A 部分所学的生词和词组。
3）进一步学习运用所学的知识来表达邀请；
Ability
Objects
掌握情态动词can, must, have to, might的用法。
Moral
Objects
学会如何回答别人对自己的邀请，以及学会如何有礼貌地拒绝他人的邀请，并陈述理由。
Key Points
1) 进一步学习运用所学的知识来表达邀请；学会有礼貌地答复他人对自己的邀请。
2) 掌握情态动词can来表达邀请；运用情态动词have to, must, might等有礼貌地说明拒绝他人邀请的理由。
Difficult Points
1) 能熟练进行邀请及应答。
2) 运用情态动词have to, must, might等有礼貌地说明拒绝他人邀请的理由。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Warming- up
Ask some Ss to invite some Ss to play tennis. The partners give some answers.
S1: Can you play tennis with me tomorrow afternoon?
S2: Sure. I’d love to.
S3:I’m afraid not. I have the flu.
S4: …
教师分层次呈现can 和can’t的句子，既清晰强化了用法，又为后面的活动进行铺垫。
Presentation
Grammar Focus
学生阅读Grammar Focus中的句子，然后做填空练习。教师分层次呈现can 和can’t的句子，既清晰强化了用法，又为后面的活动进行铺垫。
在前面的对话操练的基础上，对于此部分内容，可以采用诵读，快速记忆后快问快答的形式，很好地巩固目标语言
Practice
Work on 3a:
1. Tell Ss to read the conversation in 3a and try to complete the answers with might and one of the phrases in the box.
2. 方法指导：
首先，应明确练习的要求。本题要求同学们用情态动词might来委婉地表达自己在将来的某个时间可以有做的事情。
然后，读空格中所给的词组，明确它们的意思。读每个小对话，根据上文语境结合所给的词组，选择一个恰当的事情来回答。
注意，一定要用上情态动词might。 结构：might + 动词词组
3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
4. 学生们阅读这些对话，并与伙伴一起练习这组小对话。
Work on 3b:
1. 告诉学生们本题的要求：根据括号中所给的提示词来补全问句，并做出恰当地答复。
2. 让学生们重点看答复提示中所要求是“接受”的还是“拒绝”的，并做答复。如果是拒绝，还应根据括号中的提示词给出一个恰当的理由。
3. 让学生们互相检查自己所写的小对话，发现并改正错误。
4. 让部分学生与自己的伙伴说一说自己所写的小对话。大家一起改正句子中的错误。
给学生一定的场景，在帮助学生获得学习信心后，扩大语言的交流面以及开放度，给了学生充分的平台应用语言
学生用所学知识表达自己观点。
Production
. Group work (3c)
1. 小组中的同学们每个人都填写一张表格（见3c中表格）来明确自己近期要做的事情，选择一个恰当的时间来开一个聚会。
2. 先由小组长根据自己的安排，邀请你小组里的成员去参加你的聚会，每个小组成员，根据自己表格上的安排来确定是否参加这个聚会。
3. 然后，其他同学轮流根据自己的安排，邀请你的组里的成员去参加你的聚会，其他成员根据自己表格上的安排来确定是否参加这个聚会。
4. 最后，看你们小组哪位同学能邀请到最多的同学参加自己的聚会。
提高学生运用所学知识来表达的能力。
Progress
1、Summary.
2、Quiz.
Teaching
Reflection
Teaching Content
Section B 1 (1a-1e)
Teaching
Aims
Knowledge
Objects
1) 能掌握以下单词：the day before yesterday, the day after tomorrow, weekday, look after, invitation, reply, forward, delete, print, sad, goodbye, take a trip, glad, preparation, glue, without, surprised, look forward to
2) 能掌握以下句型：
① — What’s today？ — It’s Monday.
② — Can you play tennis with me? — Sorry, I can’t. I …
③ I look forward to hearing from you all.
④ Bring Ms. Steen to the party without telling her so that she can be surprised.
Ability
Objects
能综合运用can来表达邀请。
Moral
Objects
通过阅读邀请函来掌握必要的信息。
Key Points
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
Difficult Points
听力训练
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Ask and answer
T: How many days are there in a week?
What are they?
What’s the first day of the week?
What’s the last day of the week?
教师通过复习，为日期的教学埋下伏笔。同时要注意让学生关注The first day is Sunday，并引入weekday和weekend的概念。
Presentation
（1）Ask and answer
T: What day is it today?
S: It’s Wednesday.
T: What’s the date today?
S: It’s October 12th.
T: What’s today?
S: It’s Wednesday the 12th.
联系实际，通过问答的形式，帮助学生巩固基本的重点句型，从而自然掌握日期表达的基本方式
Practice
(1) Group work
T: Today is a gift, that’s why we call it the present. Seize(抓住) the present, Seize today. It’s necessary（必要的）for us to relax. So, what can we do to relax?
Make a survey, fill in the chart, then give a report.
name
can/ can’t
reasons
can
free
S: A: Can you come camping with us?
B: When are you going?
A: This weekend, on Saturday.
B: I’d love to./Sorry, I have to/am doing…
T: Report like this:
In my group, Jim can/is free to go camping this Saturday.
But Jack can’t go, because he has to help his parents at home…
(2) Ask and write.
T: Now, look at your own calendar, please.
Work on 1a，1b,1c
通过实际时间的填写，增强了语言的真实性，为学生在生活中真正实现语言的工具性做了知识准备。
Production
. Work on 1d.
（1) Listen and circle
（2) T: Is Vince busy? Can he play tennis with Andy?
Work on 1e.
(1) Listen and match
T: Listen again. Match Vince's activities with the days in 1d.
Vince’s Activities
___ play soccer
___ go to the doctor.
___ study for a test.
___ have a piano lesson
___ babysit his sister
Days
a. today
b. tomorrow
c. the day after tomorrow
Read and say
教师放录音，因为对话简单教师可以在放完一遍录音以后就订正答案。
Progress
Summary.
Quiz.
Homework
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Section B 2 (2a-2e )
Teaching
Aims
Knowledge
Objects
能礼貌地发出、接受、拒绝邀请。
Ability
Objects
学会判断文本的写作意图并根据需要制作邀请函，回复邀请或婉拒邀请。
Moral
Objects
培养学生礼貌待人的品质，学会交际技巧。
Key Points
根据文本写作的目的，合理地写作和邀请相关的内容，并注意礼貌。背诵课文，根据课文句式进行变形和翻译。
Difficult Points
根据文本写作的目的，合理地写作和邀请相关的内容，并注意礼貌。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Presentation
(1）Look and say
T: What kind of parties do you know about? Let’s look and say.
S:...
(2) Brainstorm and write
T: Can you name more? Make a list of the kinds of parties people have on your books.
(3) Ask and answer
T: To invite people to my party, I have to ___________________.
S: Make an invitation.
T: When I get an invitation to a party, I have to decide___________
S: I’d love to. (accept an invitation)
Sorry, I can’t. (turn down an invitation)
给学生一个清晰的目标，理清思路，为下面一个环节的进行直接铺陈。
Practice
Work on 2b
T: Read the messages quickly. Why did the people write them? Match the reason with each message.
Work on 2c
T: Read the message again and answer the questions.
1. What kind of party is it?
2. Who is the party for?
3. When is the party?
4. Who did David invite to the party?
5. What can people do at the party?
Make an invitation
T: Read the last passage and fill in the invitation.
This is an invitation _______________
From:________________________
Time:________________________
Can you come to the party?
Please answer by_______________
We have a lot to do:
Buy _______________________
Think of ___________________
Prepare ____________________
Bring _______________________
I look forward to hearing from you all.
David
教师要培养学生在阅读中skim的能力，不需要通读，找出关键信息就能进行判断。
这里，同样也不需要学生完整地阅读，还是要培养学会抓重点信息的能力。然后，再有意识地通过各种形式让学生精读，细读三段文章。
(通过列项的形式帮助学生有个框架式的模式抓住文本的关键信息，同时为后面的写作输出做了铺垫。)
Production
Learn to write.
(1) Divide
T: Divide the e-mail message into three parts: Beginning（开头）, Body（主体）, Ending（结尾）
How to begin
T: Answer the invitation.
David: Can you come to the surprise party next Friday?
Jake: I can’t come.
S: Thanks for asking.
Thanks for your invitation.
Thanks for inviting me.
I’m ______, I can’t come.
T: What can we write for a beginning?
How to end
T: What should we write for an ending?
（教师引导学生总结可能的结尾部分。）
How to make an outline
Beginning: Thanks for… I’m sorry I…
Body
(reasons)
Ending:
这个环节的设计主（进一步引导学生培养文本框架意识，为后面学生的模仿写作提供样本。）
注意教师要给学生自主总结的空间。
通过问题引领，教师有意识地简化目标语言，帮助学生掌握写作的开始部分。
给学生一个完整的框架，能方便学生，特别是薄弱学生掌握写作的基础要素。
Progress
1、Summary.
2、Quiz.
归纳检测本节内容。
Teaching
Reflection
Teaching Content
Section B 3(3a-Self Check )
Teaching
Aims
Knowledge
Objects
1) 掌握下列生词: daytime, concert, headmaster, event, guest, calendar
2) 复习邀请信的表达方式，阅读相关邀请信并能获得相关信息，回答相关问题。
3）复习本单元所学的重难点内容，及时巩固提高。
Ability
Objects
1. 能够综合运用所掌握的知识并根据相关提示来完成写一个简单的邀请信的任务。
2. 通过写一个邀请信及答复伙伴的邀请信，达到综合运用所学知识的目的。
Key Points
1) 复习邀请信的表达方式，阅读相关邀请信并能获得相关信息，回答相关问题。
2）能够综合运用所掌握的知识并根据相关提示来完成写一个简单的邀请信的任务。
3）复习本单元所学的重点知识点，并完成相关复习任务。
Difficult Points
通过写一个邀请信及答复伙伴的邀请信，达到综合运用所学知识的目的。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
T: Chant!
S: There are only three days in our life:
Yesterday, today and tomorrow
Yesterday has passed for ever,
And will never come again;
Today is now together with you,
And it will soon go away;
Tomorrow will arrive in no time,
But it can also disappear.
Seize the day! Seize the hour!
There are only three days in our life!
chant 的内容切合本单元的主题内容，渗透了珍惜时间的观念，同时引出要对他人friendly,为后面进行邀请应用时候要polite做了铺垫。
Presentation
New words
opening, concert, daytime, headmaster, event, guest, calendar
学习新词汇，为写作做好准备
Practice
Reading
1. T: Now let’s work on 3a.
A new school library is put into use. They’ll have a great opening. The headmaster writes many invitations to the parents. Now read the invitations below and answer the questions.
2. 阅读指导：
首先，阅读短文，整体把握短文大意。
其次，阅读后面的六个问题，明确问题的意思。带着这六个问题再去仔细阅读邀请信，在短文的相关位置找到这些问题的答案依据，并写出正确的答案。最后，再通读一遍短文，结合短文内容检查答案有无错误或不周全的地方。
3. Ss try to read the article and try to fill in the blanks.
4. Check the answers with the Ss.
Writing
Work on 3b:
1. Think about a party or any other event you know. Write an invitation to your friends to come to your party or event.
2. Let some Ss read the information in the chart.
3. Ss try to think about their parities or events. Write an invitation using the information in the chart.
4. Read their invitations and check if there are mistakes.
5. Exchange your invitations with a partner. Then write a reply to his or her invitation.
If you can’t come to his/her invitation, you should write some proper reasons.
6. Ss try to write down their invitations.
7. Let some Ss read their passages to the class.
完成对下面写作任务的铺垫。
语言学习应该具有应用性，简单的示范，为学生在生活中制作邀请卡提供了样板。
Production
Pair work
1. Read the calendar in 4. Make sure Ss know the activities in each day.
2. Tell Ss how to do it. Sa, look at your calendar on the right. Sb, look at yours on Page 81. Find a time you can both go shopping.
3. Make a model to the Ss:
Sa: Can you go shopping with me next week?
Sb: Sure. I’d love to. When?
Sa: Well, what are you going to do on Monday evening?
Sb: I must study for the English test. What about Tuesday evening?
4. Ss try to make some conversations.
帮助学生头脑风暴，从词到句，理清文章写作中可能用到的语言要素。
Progress
1、Summary.
2、Quiz.
归纳检测本节内容。
Teaching
Reflection
Unit 10 If you go to the party, you’ll have a great time!
Teaching Content
Section A 2 (Grammar focus-3c)
Teaching
Aims
Knowledge
Objects
1) 学习掌握下列词汇：upset, taxi, advice
2）进行一步复习巩固学习Section A 部分所学的生词和词组。
3）掌握正确用含if条件状语从句的主从句。
Ability
Objects
能够熟练运用所学的知识，用if来表达条件，用will来表达结果。
Moral
Objects
学习因果关系的表达和做出合理的建议。谈论自己的感受，同时使学生在英语交流中注意并观察他人的情感。由于本单元话题贴近学生生活，符合他们热爱休闲的心理，可以提高他们学习英语的兴趣，积极参与英语实践活动。
Key Points
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 能够熟练运用所学的知识，用if来表达条件，用will来表达结果。
Difficult Points
1) 掌握正确用含if条件状语从句的主从句。
2) 能够熟练运用所学的知识，用if来表达条件，用will来表达结果。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
1. Have a dictation of the new words learned in the last class.
2. Talking:
Let’s look at the pictures in 1a and let Ss make sentences with “if…will”.
e.g. If you go to the party with Karen and Anna, you’ll have a good time.
One by one, let some Ss make a sentences by themselves.
3. Game:
Tell Ss “If you have a lot of money, what will do?”
Ss think and tell the class what they will do.
Judge who is the best.
4. Role-play the conversation in 2d.
为下一步的教学做过渡铺垫。
Presentation
1. Words and expressions
2. Grammar Focus
学生阅读Grammar Focus中的句子，然后做填空练习。
2. 学生们根据记忆，看大屏幕来完成填空练习。
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
学习新词汇。
巩固新句型。
Practice
Work on 3a:
1. Ss skim the passage first. Try to know the meaning of the passage.
Then Ss read the passage carefully again and try to fill in the blanks with the correct forms of the verbs in the brackets.
Work on 3b:
1. 让学生们阅读所给的条件或结果，整体把握对话的意思。
2. 然后根据自己的生活经验，想一个结果或条件。表达结果时用will + 动词原形；表达条件时用if条件句，注意谓语动词用一般现在时态。
3. 让学生们相互问答这些问题。 并查对他们句子中的错误。
这个教学环节的设计的主要目标是让学生综合应用前两节课所学的知识.
学生用所学知识表达自己观点。
Production
Group work (3c)
1. Make a story in group.
2. Write a story with your group on a piece of paper. The first person begins with story with “I think I will….” The others add sentences with “if”, Pass the paper around twice. Then read the story.
3. Make sure Ss know what to do.
4. 学生们合作每个同学用 “I think I will… If I…, I will…” 来写一个句子。然后，小组同学们将他们所写的句子放在一起，构成一个句子。
(最后，可以经学生们评议来推举那个小组的故事是最好的。）
通过前面的铺垫，为学生完成此部分的开放性内容做了铺垫，而学生可以通过peer assessment和展示来强化目标语言。
Progress
Oral: 做个调查Ask three students:
What will you do if we have no lessons tomorrow？
Then make a report like this:
If we have no lessons tomorrow,…
Li Yan will go to the movies,...
Written: 写一个故事：
If I have a lot of money, I ...
根据学生程度进行口语和书面作业的布置，符合学生的生活实际，同时拓展了课堂学习内容的应用。
Teaching
Reflection
Teaching Content
Section B 1 (1a-1e)
Teaching
Aims
Knowledge
Objects
1. 能熟练运用条件状语从句。
2. 能谈论因果关系。
Ability
Objects
能做出决定是否改做某事。
Moral
Objects
能学会与他人一起分担自己的问题并争取表达自己的观点。
Key Points
掌握if+will(主将出现)的句式并合理表达自己的观点。
Difficult Points
掌握if+will(主将出现)的句式并合理表达自己的观点,条件状语进行变化时要用一般选择时，特别注意 动词的变换。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
(1) Look and say
T: Is she happy?
S: She looks worried!
（通过图片，引出关键词，主题明确。）
(4) Ask and answer
(5)
T: Tip 1: If you have problems, you can ask others for help.
What will happen if I become a soccer player?
S: I will be happy/rich… .
T: What will happen if I don’t become a soccer player?
S:…
通过学生感兴趣的生动图片问答，切合主题，同时导出关键词，演练目标句型，同时出现正反观点，为后面的辩论埋下伏笔。
Presentation
Work on 1a.
T: Which of the things below are the most important to you? Circle three things.
S:…
T: Tip 2: Decide what things are the most important to you and talk to your parents about them.
问答后，教师给学生的启示增加了学习的层次，引发学生的思考。
Practice
Work on 1b.
T: Listen. Look at the list in 1a. Write A before each thing the soccer agent talks about and P before each thing Michael's parents talk about.
S:…
Work on 1c.
Listen and complete.
T: Listen again. Complete the sentences
S:
1. If you join the Lions, ____
2. If you become a Lion, ____
3. And if you work really hard, _____
4. If you become a soccer player, _____
5. But if I don't do this now, _______
a. you'll be famous.
b. I'll never do it.
c. you'll become a great soccer player.
d. you'll never go to college.
e. you'll travel around the world.
(2) Listen again and finish the sentences.
T: Listen again and finish the sentences.
S: The agent wants Michael to_______________.
Michael’s parents want Michael to__________________.
If you join the Lion, you’ll become ____________.
If you become a Lion, you’ll_________________.
And if you work really hard, you’ll____________.
If you become a ___________soccer player, you’ll _________________.
But if I don’t do this now, I’ll_____________.
Work on 1d.
T: Student A is Michael. Student B is his friend. Student B, give Student A advice.
S: A: What do you think I should do? Can you give me some advice?
B: I think you should go to college.
A: But if I go to college, I'll nver become a great soccer player.
教师先呈现双方观点，再引导学生表达给出的理据，为后面的辩论进一步铺垫。
Production
Debate
T: Debating rules:
You ONLY have 100 seconds! One idea can get one point for your group!
You need to use sentences with “if…, he…”.
S:
Positive side(正方):
Give reasons for becoming a/an …
Negative side（反方）:
Give reasons against becoming a/an...
T: Tip 3: If you try your best, the future will be in your hands!
作为展示的高潮,，要给学生充分的时间进行准备，教师对于这个环节要给学生明确的指导,要四处在学生中进行个别指导,引导学生以小组形式互相合作,集思广益,同时最后的建议和图片展示,对学生有情感引导和教育的作用。
Progress
1、Summary.
2、Quiz.
Teaching
Reflection
Teaching Content
Section B 2 (2a-2e )
Teaching
Aims
Knowledge
Objects
熟练掌握if+will(主将出现)的句式。
Ability
Objects
能够正确面对挫折和困难，寻求积极的解决方法和态度。
Moral
Objects
培养学生提高阅读能力与提升阅读策略应用。
Key Points
应用if+will(主将出现)的句式，并顺利就阅读材料内容表达自己的观点。
Difficult Points
背诵文章，能自己进行句型变换。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
Work on 2a.
1. T: What kinds of things do you worry about? Who do you usually go to for help?
Now ask and answer the questions with a partner.
2. Let some pairs ask and answer their questions. See what kind of worries they have.
为新课做好准备
Presentation
Before reading
Free talk
T: What kinds of things do you worry about?
S: I worry about my…
T: What can you do if you have some problems?
S: …
T: Face the problems in a positive way. Try to solve them.
作为半开放式的问题，教师要注意引导学生的回到进入到后面的教学步骤的需要中去，所以，必要的建议和总结是很重要的.
Practice
While reading
Work on 2b
T: Look at the statements and then read the passage quickly.
Which statement expresses the main idea of the passage?
Fast reading
T: Read the main ideas of each paragraph and tell me the facts supporting these ideas.
S: Para 1 “ But I think talking to someone helps a lot. Unless we talk to someone, we'll
certainly feel worse.”
Para 2 “I will always remember to share my problems in the future. ” Laura says.
Para 3 In English, we say that sharing a problem is like cutting it in half. So you're halfway to
solving a problem just by talking to someone about it!
T: Match the paragraphs (段落) with their main ideas.
S:
Work on 2c
T: Read the passage again and answer the questions. Discuss your answers with a partner
What is the worst thing to do if you have a problem?
Why didn't Laura want to tell her parents about her lost wallet?
What is the first thing you should do when you want to solve a problem?
Why can our parents give us good advice about our problems?
S:…
Careful reading
T: Read Para 1 and fill the blanks.
S: Students these days often have a lot of ________. Sometimes they ___________________ their schoolwork, and sometimes ______ their friends. What can they do _____ this? Some people believe __________________________. Laura Mills, a teenager from London, agrees. “Problems and worries are _________ in life,” says Laura. “But I think _________ to people ______ a lot. _______ we talk to someone, we'll certainly feel _______ ."
T: Try to retell Laura's experience with the help of these phrases.
丢钱包
不敢
不断思考
最后
犯粗心的错
要求某人更加仔细
记得要......
和......分享
在将来
lose one's wallet
be afraid to
keep thinking
in the end
make careless mistakes
ask...to be more careful
remember to
share with
in the future
S:…
T: Discuss problems with your classmates.
S: A: What will do if you lose your wallet?
B: I will tell my parents, because...
A: I don’t agree / I agree.
T: Read Paragraph 3 and correct the mistakes.
Robert Hunt advises students about special problems.
He doesn't feel the same way as Laura.
It is worst not to run away from our problems. We should always try to solve them.
He thinks the first step is to find someone you trust to talk to.
The person needs to be an expert like himself.
Students often remember that their parents have more experience, and are always there to help them.
In English, we say that sharing a problem is like cutting it in half.
So you're on the way to solving a problem just by talking to someone about it!
教师先呈现statements请学生朗读熟悉内容，再给学生时间快速应用skim策略找出正确的statement, 然后再请学生整体阅读，为后面的fast reading做铺垫。
进一步培养学生skim和scan的能力，抓住关键句子，作为对前面statement的支撑。同时马上进行文章大意配对的练习，帮助学生提高信息提炼和总结能力
问题的回答可以帮助学生进一步掌握文本信息
教师给学生充分时间分段细读三段文章，并以填词，翻译词组，改错的形式帮助学生进一步了解阅读文本的内容，并自然呈现教学中的难点，把难点在语境中进行渗透。同时，来采用了整体阅读，故事复述，专题讨论的形式，引导学生应用阅读文本中的信息和内容。注意考虑了学生的兴趣。
Production
Post reading
T: Tell your own story.
S: A: Do you agree with the expert?
B: I agree/disagree with him.
Here is my story.
...
教师通过讨论和讲故事的形式，引导学生将文章的内容联系到自己的生活实际，从而进一步达到情感教育的目的，并促进了学生的交流和互动。
Progress
4. Summary.
5. Quiz.
6. Homework.
Oral: 调查10个同学，当他们有困扰的时候，是怎样做的？
Written: 写一篇作文
If people have problems, they should not keep them to themselves...
根据学生程度进行口语和书面作业的布置，符合学生的生活实际，同时拓展了课堂学习内容的应用。
Teaching
Reflection
Teaching Content
Section B 3(3a-Self Check )
Teaching
Aims
Knowledge
Objects
复习讨论自己及伙伴们所有的问题，并能通过讨论来找到解决问题的办法。
Ability
Objects
1. 能够综合运用所学的知识以及根据所给的提示词来完成描述他人的问题及解决办法 的小短文。
2. 能够综合运用所学的知识来描述他人的问题及解决办法 的小短文。
Key Points
1）能够综合运用所学的知识来描述他人的问题及解决办法 的小短文。
2）通过完成Self check的中练习题来全面复习本单元的重难点知识点。
Difficult Points
1）能够综合运用所学的知识来描述他人的问题及解决办法 的小短文。
2）通过完成Self check的中练习题来全面复习本单元的重难点知识点。
Teaching Procedures
Activities
Purposes
Personalized
Annotation
Preparation
1. Have a dictation of the new words and expressions.
2. 将下列词组翻译成英语
1) 有许多担忧 ________________________
2) 与某人交谈 ________________________
3) 害怕做某事 _____________________
4) 最终 ____________
5) 生气 ___________
6) 犯一些粗心的错误 _____________
7) 分享我的问题 _____________________
8) 逃避问题 ___________________
9) 将……分成两半 _______________
10) 有时候他们在学业上出现问题。_________________________________
11) 在生活中，有困难和担忧是正常的事。 _____________________________
12) 如果不向别人谈一谈，我们肯定会觉得更糟。 ___________________________
13) 罗伯特就一些寻常的问题向学生们提了建议。_______________________________
3. Check the answers with the Ss.
4. Let some Ss to read their report of their students’ problems.
检测本单元所学内容。
Presentation
1. T: (Tell Ss one of your problems) e.g.
I don’t have many friends? What do you think I should do? Can you give me some advice?
Let some Ss give you some advice.
2. Show some pictures of different kind of “problem”.
学生先独立完成任 务，然后再小 组讨论校对答案，提问设计能帮助学生理清文章脉络，为后续写作打下基础。
Practice
Discussing
Let Ss discuss what kind of problem they usually have in their group. Make a list of them. Then think of the possible solutions. Make a list of them, too.
1. Each student chooses his or her three biggest worries (they think). Write them down on a piece of paper.
2. Let some Ss read their worries.
完成对下面写作任务的铺垫。
Production
Writing
1. Tell Ss to work on 3b. First, read the structures below to plan your writing.
2. 写作指导：
首先，阅读所给的提示，掌握其大意，从整体上把握短文大意。
其次，从上面所记的三个担忧中选择一个，运用所掌握的句子结构来完成。
最后，将你朋友的名字及问题填写上，并进一步说明问题的解决办法，最后，完整地读一遍短文，看是否通顺。
3. Let some Ss read their passages and try to find if there are any mistakes?
给学生写作起到了很好指引作用。
Progress
1、Summary.
2、Quiz.
归纳检测本节内容。
Teaching
Reflection
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