第一册 Unit（精选13篇）
第一册 Unit 篇1
Teaching Plan of Fun with English 3A
Unit 5 How are you?
(Period 1)
l Teaching content:
Unit 5 How are you?
l Teaching targets:
1. Aim of knowledge:
Pupils are able to read and speak out drills: How are you? Fine, thank you. And you?Not bad, thank you. Not so good. I’m sorry.
2. Aim of ability:
Pupils are able to inquire someone’s health.
3. Aim of emotion:
Pupils are interested in singing : Goodbye
l Focal points:
Drills: How are you? Fine, thank you. And you?Not bad, thank you. Not so good. I’m sorry.
l Difficult points:
Answer one’s inquiring according one’s own status.
l Teaching aids:
Tape cassette, recorder
l Teaching steps:
Step 1. Singing
Sing a song: GoodbyeStep 2 Presentation(T) Hello, boys and girls, how are you today?
(Ss) Fine, thank you. And you?
(T) Not bad, thank you.
(S1) Hello, Miss Yang. How are you?
(T) (pretend to catch a cold)
Not so good.
(T Ss) I’m sorry.
Step 3 Practice
(T) How are you today?
(S1) Fine, thank you. /Not bad, thank you. / Not so good.
Step 4 Listening& Reading
(Ss) Read after the tape , then read after the teacher
Read together
Design of writing
Unit 5 How are you?
How are you?
Fine, thank you./ Not bad, thank you. / Not so good.
Teaching Plan of Fun with English 3A
Unit 5 How are you?
(Period 2)
l Teaching content:
Unit 5 How are you?
l Teaching targets:
1. Aim of knowledge:
Pupils are able to read and speak out new words: pencils, pens, rulers, pencil boxes, ball pens, pencil sharpeners, rubbers, books
2. Aim of ability:
Pupils are able to get idea about plural forms.
3. Aim of emotion:
Pupils are interested in asking and answering about their own stationaries.
l Focal points:
Words of plural forms: pencils, pens, rulers, pencil boxes, ball pens, pencil sharpeners, rubbers, books
l Difficult points:
Correct pronunciation of plural forms.
Teaching aids:
Tape cassette, recorder, some pictures.
l Teaching steps:
Step 1 Free talk:
How are you?
Fine, thank you. And you? Not bad, thank you. Not so good.
I’m sorry.
Step 2 Presentation
(T) ( Present a pen) What’s this?
( Present two pens) What are these?
( Read: pens)
(Same method as teaching : pencils, rulers, pencil boxes, ball pens, pencil sharpeners, rubbers, books)
Step 3 Practice
(Ss) Ask and answer about one’s stationary.
Step 4 A game
( Guess and say) ( Touch and say)
Step 6 Listen and circle
Design of Writing
Unit 5 How are you?
Teaching Plan of Fun with English 3A
Unit 5 How are you?
(Period 3)
l Teaching content:
Unit 5 How are you? (period 3)
l Teaching targets:
1. Aim of knowledge:
Revise words: pencils, pens, rulers, pencil boxes, ball pens, pencil sharpeners, rubbers, books and drills: How are you? Fine, thank you. And you?Not bad, thank you. Not so good. I’m sorry.
2. Aim of ability:
Pupils are able to get idea about plural forms.
3. Aim of emotion:
Pupils are interested in asking and answering about their own stationaries.
l Focal points:
Exercises of Unit 5
l Difficult points:
Correct pronunciation of plural forms.
l Teaching aids:
Tape cassette, recorder, some stationary.
l Teaching steps:
Step 1 Singing
Hello! How are you?
Step 2 Presentation
1. Listen and respond
2. Listen and colour
3. Listen and draw
Step 3 Practice
(Ss) Ask and answer about stationary.
Step 4 A game
( Guess and say) ( Touch and say)
Step 5 Listen and circle
Homework
1. Read Unit 5.
2. Copy the letters.
教学后记：Not so good. 和Not bad有个别学生搞不清楚，容易混淆，在接下来的每日英语中要多加练习。
第一册 Unit 篇2
教学内容：Unit four I like Green Lesson One
This lesson covers “Let’s song”, Let’s play games and Activity 3 on P18 (Activity book)
教学目标 ：Hopefully the pupils will be able to:
☺ sing the rainbow song with actions.
☺ follow the teacher’s instructions
☺ understand the meaning of the key vocabulary and imitate t the pronunciation.
☺ enjoy the games and activities.
教学重点、难点：Vocabulary:
Productive: purple, blue, green, yellow, orange, red,
Receptive: colour, rainbow, up, down.
Structure and phrase:
Productive: words and chunks in the song.
Receptive: instructions in “Let’s move”.
教学媒体：a picture or a photo of a rainbow.
colour cards, word cards.
coloured flags.
crayons, a hand-made rainbow.
tape and recorder.
Ask the children to bring their crayons for activity 3.
教学步骤 ：[1] [2] 下一页
第一册 Unit 篇3
Unit 1 Good Friends
I. Learning Aim
1. Learn how to talk about friends and friendship.
2. Learn to discuss problems occurring in a friendship and suggest solutions.
II. Moral Education
From the learning, students can understand gradually that the meaning of “friends”.
III. Teaching Direction
1. key vocabularies and phrases.
honest brave wise handsome smart deserted in order to share
2. useful expressions
I think I can , , and .
I think he/she is , , and .
3. study strategies and thought techniques
(1) Guessing
(2) Discussion
4. the goals of quality education
(1) Help to improve the students’ capacities of communication.
(2) Help to improve the students’ abilities of reading.
5. teaching activities
1) teacher’s role
Teacher’s role is just the students’ learning guide and his take is to create real circumstance to let the students talk an active part in.
Teacher’s role is a friend of students’. He appreciates and evaluates the students’ performances actively and positively.
2) students’ roles
Students act as explorers to learn by themselves independently.
Students’ cooperate with their partners in groups during their study.
Students’ grasp the teaching contents in an investigational way.
6. teaching tools
recorder cassette pictures
IV the Design of Teaching Activities
Step 1 warming – up
1) Ask the students to describe a good friend or themselves encourage the students to try to use more adjectives.
2) Guessing Game
Ask the students to describe the appearance and characteristics of a friend or themselves. And let the other students guess who is being described.
This activity is used as a brainstorming session done either in groups or with the whole class. And it is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.
Step 2 Pre—reading
Explain the situation to the students and give them time to think about what they would bring. The activity should generate different choices and opinions, thus making it a good opportunity for discussion. Ask the students to work in groups.
The activity is designed to get the students to think about what it would be like to be alone on a deserted island. It is used as a previous part of the unit. And it gives the students an opportunity to practise giving opinions and making decisions.
Step 3 Reading
1) Scanning
2) Extensive reading
3) Ask the students to answer the questions.
4) Explain the new words and phrases in the content.
By doing this, students can improve their reading abilities.
Step 4 Post—reading
1) an interview
Ask two students to do this interview. One is a reporter. The other is Mr. Chuck Then make an interview according to the text.
By doing these, students can understand the main idea of the text better.
2) a debate
Create a real circumstance about the debate. Suppose four students represent four people and try to persuade the others that he or she should be given the parachute.
After doing the debate, students can consolidate what they’ve learned in class, and develop their capabilities of communication and the abilities of logical thought.
Step 5 Homework
an essay
Ask the students to write an essay about the debate. By writing it, students can raise the writing abilities.
第一册 Unit 篇4
Goals:
1. Let students have a general understanding of how cell phones together with other new technology have changed the way people live.
2. Let students learn to use key words and phrases.
3. Train students reading ability, such as summarizing the outline of the whole text.
A brief arrangement of the lesson:
1. Lead into the lesson by a free talk about cell phones.
2. Deal with key words and phrases: providing some sentences for students to complete or to translate into Chinese.
3. Reading comprehension: fast reading to get a rough picture of the passage
detailed reading to get the main points of important paragraphs
4. Discussion: Is it necessary for teenagers to have buy cell phones?
Key words and phrases: press, image, function, add, feature, dial, emergency, whatever, obey the rules, in case of, on the go, remind somebody of.
The outline of the text:
Para. 1 Wang Mei is an example of Chinese teenagers who have cell phones
Para. 2. Cell phones can be used for many things.
For example: talking to people, sending messages and passages, playing games, listening to music, keeping appointments.
Para. 3 Cell phones also cause problems.
1. In school, cell phones may disturb class
2. At home, students may spend too much time and money on cell phones.
Para. 4 There are several reasons why teenagers like cell phones.
1.Cell phones help us stay in touch with friends and family
2. Cell phones make us feel safe.
3. Cell phones are fun and cool.
Para. 5 Wang Mei explains why she likes her cell phones and what she uses it for.
第一册 Unit 篇5
一.教学目标 ：
谈论自己的喜好；
询问他人的喜好；
能够谈论喜爱某种动物的理由；
做出自己的行动计划。
二.教学向导
语言目标
学习策略与思维技巧
重点词汇
使用like的一般现在时句型
使用like的一般现在时的疑问句，并做出肯定和否定的回答。
使用what 和like的特殊疑问句
名词的单复数的使用
通过讨论，做出推理与判断，培养综合分析能力
tiger, elephant, koala bear, dolphin, panda, lion, penguin, giraffe,
smart, cute, ugly, intelligent, friendly, beautiful, shy, kind of, very, Africa, China
语言结构
语言功能
跨学科学习
Present tense to like
Yes/No questions and short answers
And/but
Adjectives of quality
Why do you like koala bears?
讨论喜好
陈述理由
文学：鼓励学生创作，根据自己调查的资料和感受写出对保护动物的理解
三.重点句型
Why do you want to see the pandas?
Because they’re cute.
Why does he like the koala bears?
Because they are kind of interesting.
What animals do you like?
I like penguins. They are cute.
What other animals do you like?
I like dogs, too.
Where are lions from?
They are from Africa.
四.教学步骤 ：
Step 1: Lead-in
Show parts of animal’s bodies by slide show, let students guess what animals they are.
Then students show the pictures of all kinds of animals they found before class, and do a brief introduction of the pictures.
Step 2: Task one: make a survey: what animals do your group mates want to see?
Listen to the tape and finish Section A, 2a and 2b;
Ask group mates what animals they want to see in a zoo, fill in the chart as below:
Name
Favorite animals
Why
Lucy
Pandas, monkeys
cute and friendly; smart and naughty
Presentation: show their pair work
report: Lucy wants to see pandas. She thinks pandas are very cute and friendly…
Step 3: Task two: make decision what animals your group wants to see in a zoo.
1. choose the most popular three animals in one’s group;
2. listen to the tape, finish Section B, 2a and 2b;
3. make a plan when you go to a zoo with your group mates.
Give a dialogue sample:
Boy: Where do you want to go now?
Girl: Let’s see the elephants.
B: The elephants? Why do you like elephants?
G: Oh, they’re interesting. And they are really intelligent.
B: Yes, but they are ugly, too.
G: Oh, Tony! So, where do you want to go?
B: Let’s see the pandas. They are kind of cute.
G: Oh, yeah. I love pandas. They’re beautiful. But they are also kind of shy. Where are they?
B: They’re over there on the left, just across from the koala bears.
Step 4: Task three: We are going to the Beijing zoo for Autumn Outing, draw the order your group see animals at the zoo and state your reasons.
Group work:
1. draw a map of the zoo like the picture on P7; (according to the map of Beijing zoo)
2. mark the order your group see animals;
3. state the reasons like: Lucy, Mary and I like pandas best because they are lovely and beautiful, so we go to see pandas first. Then…
Step 5: Homework: Task:
If you have a wild animal zoo, what animals do you want to put in your zoo?
Draw a map of your zoo and state why you have these wild animals.
教学点评及反思：
一.环节设计思路：
本课以游戏形式的猜动物名称引入，首先让学生通过游戏中的练习，尽快熟悉各种动物的英文名称。然后导入 到三个链状承接的任务上。第一个任务通过听力引入本课的第一组重点句型，即询问喜欢何种动物及其原因。然后在同学中做一个调查，看看大家都喜欢些什么动物以及喜欢的原因，为第二个任务积累资料。任务二是真实任务前的模拟，让学生从大家喜欢的动物中挑选两至三种安排小组去动物园的参观路线。真实任务是来源于对秋游的设想，打算组织学生去北京动物园，分小组活动，要求各小组有自己的参观计划，必须明确列出参观各种动物的顺序以及原因，并根据地图说出大致的方位。课堂完成任务后，课后任务对课堂的延伸和巩固，因此选择了学生较感兴趣的野生动物问题，同时兼有美术和生物学科的学习，一举多得。
二.课后反思：
本课设计上思路非常明晰，由潜入深，教师带领着学生一步一个脚印，渐渐进入任务，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用，学生的参与非常热烈。教师对课堂的把握非常到位，收放自如。不足之处在于野生动物的话题过于广泛，教师可给与适当的指导，提供方向性的资料利于学生课下任务的完成。
教案点评：
本课以游戏形式的猜动物名称引入，让学生熟悉各种动物的英文名称。然后导入 到三个链状承接的任务上。课堂完成任务后，选择了学生较感兴趣的野生动物问题，对课堂进行延伸和巩固，同时兼有美术和生物学科的学习，一举多得。本课设计上思路非常明晰，由潜入深，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用。
第一册 Unit 篇6
《灵通少儿英语》Book1
Unit6Let’sdo
授课人：郭囝囡2003年11月18日
地点：长春市安达小学（一年五班）
教学理念：
"创新是一个民族的灵魂，是一个国家兴旺发达的不竭动力"。教育要改革、创新，以培养和提高全民族的创新能力，这是我们肩负的光荣历史使命。
一个人的创新能力的形成要有一个过程，要从小培养其形成具有创新能力的个性品质，那么，在基础教育阶段，在英语教学中，如何有效地培养学生的创造个性，发展其创新能力，自然是我们广大英语教育工作者重要的研究课题，笔者认为，要从变革旧的教学方法、建立新的教学策略入手，努力为学生创设活动情境，诱发学生的好奇心，鼓励学生大胆尝试，丰富学生的想象力，以培养学生的创造个性。
用语篇学习理论，创设良好的英语学习语境----“人教版”《灵通少儿英语》第一册UNIT6教学意图：就英语课堂教学而言，教师讲英语时声音的大小，语调的变化，速度的快慢，节奏的变化，体态语言的表现等，对创设良好的外语学习环境，刺激学生的无意注意，引起学生学习外语的兴趣，都有很大的意义（特别是低年级学生）。
运用语篇学习理论，就是在教学中注意语音语调，讲究语言声情并茂的艺术，注意声调的抑扬顿挫，注意语言的内在连贯性，整体性，给学生以美的享受。
语言学家指出，英语篇章语调具有五个共同特征和运用规律：一是任何一类篇章的语调都有一个层次结构；二是任何一类篇章都采用重音和调式运动来突出最需要强调的内容；三是任何一类篇章都要运用调型的变化来表示话语的延续或终止；四是任何一类篇章都通过明显的语调反差来形成不同层次上的语音高潮；五是任何一类篇章都会运用上述的语调特征来表现同一语篇中各种不同功能的话语行为之间的过度与交替。
根据这样的理念，我运用自己在教学中积累的少儿英语CHANT的实践方式，引进语篇学习，对课文进行韵律性，节奏化改编，辅以肢体语言进行抑扬顿挫的语境创造性教学，使本堂课受到较好的效果。
课前准备：
（1）把人民教育出版社的《灵通少儿英语》UNIT6第一教时内容做以下改编，使它符合语篇学习的语境要求，更富韵律感，琅琅上口：A chair and a table. A chair and table. This is the kitchen. What are you doing? I’m eating. A bed and a lamp. A bed and a lamp. This is the bedroom. What are you doing? I’m going to bed.
（2）准备一张标有kitchen、bedroom两个房间的房屋教学挂图。（或板书于黑板）
（3）准备a chair、a table、a bed、a lamp的图片。
（4）准备正在吃饭和脱衣睡觉的Chip、爸爸、妈妈、爷爷、奶奶、唐老鸭、cat、dog等图片和他们的头饰。
教学过程 ：
（1）学生是共同管理学习过程的参与者，这个观点必须牢固地扎根于教师的头脑中，切实地贯彻于课堂教学的实践中。因此，我将导入 设计为：教师头戴Chip的头饰边贴chair和table图片于kitchen边介绍：A chair and a table. A chair and a table. This is the kitchen.一个头戴cat头饰的同学边敲门边问：“What are you doing?”教师回答道：“I’m eating.”
（2）启发：“What is the meaning about this text?”学生可用中文把所说对话意思讲一遍。
（3）遇事好问、勇于探索固然重要，但不能以此为目的，仅停留在获取初步探索的结果上，要培养学生对已明白的事物继续探究的习惯，永不满足，这才能充分激发学生的好奇心和内在的创新欲望，培养学生探究性思维品质。在英语教学中，教师要针对学生已有的能力水平，利用青少年好奇的心理特点，充分运用教材里现成的材料将学生的思维逐步引向深入，继而提出探究性问题，这是创造个性的具体表现，我们要倍加爱护的引导。
基于这一理念教师应采用启发性朗读，用以下基本节奏方式“嘭恰恰嘭恰恰”与“嘭----恰----”分解跟读，配上一定的肢体语言或按节拍拍掌：A chair and a table. A chair and a table.前一句用拍掌，后一句用右手比画指向“a chair and a table” This is the kitchen.学生指向自己的胸口并拱手介绍Kitchen。学生起立敲桌子两下为敲门声并把右手至于嘴边：“What are you doing?”最后“I’m eating.”做吃饭状。（bedroom可用同样的方法教授。）
（4）实践证明，青少年具有好与人交往，好表现自己的心理特征。有计划地组织他们讨论，为他们提供思维磨擦与碰撞的环境，就是为学生的学习搭建了更为开放的舞台。学生在独立思考的基础上集体合作，有利于其思维的活跃。创造心理学研究表明：讨论、争论、辩论，有利于创造思维的发展，有利于改变"喂养式教学"格局。因此，在教学中我们要创设多种形式、多种目标的交流情境，以发展学生的创造个性。所以，我采用了分句分组操练。
（5）分句个人操练。
（6）陶行知说过："人生两个宝，双手和大脑。手和脑在一块干，是创造教育的开始，手脑双全，是创造教育的目的。"在教学中，尤其在教学的重点难点处，若能组织学生集体合作，则有利于发挥每个人的长处。在合作中，学生之间相互启发、相互讨论、学习，思维由集中而发散，又由发散而集中，个人的思维在集体的智慧中得到发展，这样同学间相互弥补、借鉴、启发、点拨，形成立体的交互的思维网络，往往会产生1+1>2的效果，而让每个学生在小组合作中动手动脑，更是发展其创造力的有效方法。在这一部分，我采用了pair work两两对话操练。
（7）整篇合成按音乐节奏（可放背景音乐）操练。
（8）分组对话操练。
（9）个人对话操练然后表演。
（10）按语境进行情景对话表演。
（11）教师纠音及朗读节奏指导。
（12）教师学生变换不同角色（如Chip、爸爸、妈妈、爷爷、奶奶、唐老鸭、cat、dog等）进行声音大小及声调变化训练。
教学处理设想：
对于课文中的生词，如，chair、table、kitchen、eating等，我认为不能用无意义联系的单纯跟读方式来建立认识关系，而是必须把生词放在特定的语境里，是单词在句子中建立语义上的联系，让学生形成良好的直接条件反射，培养从小用英语思维的习惯并通过琅琅伤口的语篇结构，韵律节奏使学生感到容易模仿记忆。
我认为，篇章结构的引进与运用，其目的归根到底是为了语境的创设，学习氛围的强化和兴趣的激发。
教学回顾：
本课教学音乐性强，表演效果好，适用于全班整体操练及个体表演。学生学了经过韵律化处理过的课文后，印象深刻，记忆效果良好。
当然，要培养学生的创造个性，仅停留在创设这些教学情境上是不够的。教师首先要具有创造的精神，注重创设宽松、民主、富于创新精神的教学氛围，尊重学生个体，注重抓住一切时机激发学生创新的欲望,注意对学生的学习行为和学习结果、反应等做出客观、公正、热情、诚恳的评价……只有教师在教学中真正树立了创新的意识，学生的创造意识才能得以培养，其创造个性才能得以弘扬。
第一册 Unit 篇7
Unit 13 Healthy eating
Teaching Aims and Demands
Words and Phrases
Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then
Three Skills: energy soft bar fuel chemical balance tasty boil mixture
Spoken English:
In the clinic / seeing a doctor:
What’s wrong with you?/What’s the matter with you?
Lie down and let me examine you.
Let me have a look.
Where does it hurt?
Drink plenty of water and get some rest.
I’ve got a pain here. This place hurts.
There’s something wrong with back/my knee/my arm.
I don’t feel well.
Grammar:
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.
Important points:
1. Talk about different kinds of food that one favorites.
2. learn the basic knowledge of healthy eating.
3. learn how to say in the clinic.
4. Grasp the language points and grammar in the text.
Difficult points: The use of modal verbs --- had better, should and ought to.
Teaching aids: computer or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1
Step 1 Warming-Up
First show the students some pictures of dishes and so to introduce the topic of this unit.
And then show the pictures on their text books and let them to decide what is junk food and what is not.
Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.
Step 2 Listening
Let the students listen to the tape and be prepared to answer the questions below.
Step 3 Speaking
Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue
After that list the useful expressions in their dialogue.
Step 4 Homework
Prepare for the next class.
Collect some menus if possible for the next class.
Lesson 2
Step 1 Introduction
Using the questions on P3 to introduce the new text.
Step 2 Fast-reading
1.What does the “fuel ” mean in the first paragraph?
(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)
2.What do we have to consider when we choose to buy or eat?
(What kinds of nutrients that the food contain.)
3.What made our eating habit changing?
(Many things: what people believe, advice from companies and stores.)
4. How can we feel and look fine?
(We ought to learn about our body and the fuel it needs to keep fit.)
Explain the language points if necessary.
Step 3 Carefully-reading
How many parts can be divided into?
(Three parts.)
What’s the main idea of each part?
(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)
Step 4 Talking
Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.
Step 5 Homework
Finish the exercise --- Vocabulary on P5. and P72-73
Lesson 3
Step 1 Revision
Check the homework.
Step 2 Grammar
First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.
Step 3 Consolidation
(1) Finish the exercise on P5 and on P74
(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.
1.give advice that will really help the person.
2. be polite and sincere
at last get the students to finish the following practice.
Step 4 Homework
Finish the exercise 3 on P74 in the students’ workbook.
Lesson 4
Step 1 Revision
Let some students read their reply to the letters on P74.
Step 2 Reading
Read the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)
Step 3 Writing
Ask the students to work in pairs to write the recipe for their favourite dish.
We may first give the tips on P7 as a guide.
Step 4 Discussion
First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?
What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)
Step 5 Homework
Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.
第一册 Unit 篇8
lesson type: revision
topic: revision of unit 1—unit 8
teacher: wang sanchuan
teaching objectives:
1.revise letters.
2.the sounds of letters.
3.listening ability.
4.communicative conversation.
5. personal pronoun.
teaching materials: computer and tape recorder
teaching method: the english“four-in-one” teaching approach
teaching procedure:
i. i show some national flags and logos to students, students say the english abbreviation in letters. it doesnt confirm my stu-dents learning about letters,but also stimulate their interests about english. help students find our the five vowel letter a , e, i, o, u and their sounds. to let my students tell me the words for each sound,i will ask five students to type the english words on my computer.
ii. listen to the tape and write the order of the pictures.it includes 4 dialogues.
iii. revise making calls and help students to make a dialogue on how to make a call.revise polite words when meeting new peo-ple.
iii. revise the plural forms of nouns and do some exercises.
vi. revise the personal pronoun and do some exercises.
v. revise numbers: including plus and minus.
vi. get the students to say something about themselves and their families.
vii. get the students to write what they said as homework.
第一册 Unit 篇9
teaching plan for unit 11
the sounds of the world
this unit mainly talks about different kinds of music with the title the sounds of the world.
1. teaching aims and demands
类 别
课程标准要求掌握的项目
话 题
1) talk about different kinds of music
2) discuss characteristics of different kinds of music and differences between them
3) write a comparison essay
功 能
giving advice and making suggestions
you’d better (not)…
you should/ought to…
you need (to) …
shall we…?
let’s…
what/how about…?
why not…?
why don’t you…?
i think …
i am sure (that)…
maybe you could…
词汇
suggestion musical instrument perform performer blues characteristic slave jazz contain traditional spread variety universal folk guitar record satisfy inner desire emotion process musician totally express intelligence chant
in common turn into
语法
the passive voice in different tenses
1) 一般现在时（am\is\are done）
our monitor keeps the key to the classroom.→the key to the classroom is kept by our monitor.
2) 一般过去时（was\were done）
ricky martin performed the song of the 1998 world cup. →the song of the 1998 world cup was performed by ricky martin.
3) 现在进行时（am\is\are being done）
everyone in the country is singing the beautiful song. →the beautiful song is being sung by everyone in the country.
4) 过去进行时（was\were being done）
smith was weighing the baby elephant. →the baby elephant was being weighed by smith.
5) 一般将来时（will be done）
the famous band will give a performance in the capital concert hall. →a performance will be given by the famous band in the capital concert hall.
6) 过去将来时（would be done）
he knew that they would invite him to perform in the new year’s concert.
→he knew that he would be invited to perform in the new year’s concert.
7) 现在完成时（have\has been done）
they have picked out the top ten pop songs →
the top ten pop songs have been picked out.
8) 过去完成时（had been done）
the headmaster had given the boy a golden pen. →
the boy had been given a golden pen by the headmaster.
2. 教学内容分析
本单元的中心话题是“音乐”。语言技能和语言知识几乎都围绕“音乐”这一中心话题设计的。由热身、听力、口语、读前、阅读、读后、语言学习、综合技能、学习建议、复习要点等十个部分组成。
“热身”(warming up)部分提供了地图，然后听音乐，要求学生明白所听音乐来自哪里，并展开讨论。这部分的目的是呈现本单元的中心话题——音乐，帮助学生在大脑中形成一个有关“音乐”的信息包，并复习或学习有关音乐的词和句型。
“听力”(listening)部分提供了三首歌曲，要求学生通过听弄清歌名，歌词大意并对这些歌曲谈感受。
“口语”(speaking)部分提供了joe和susan之间的对话。peter的生日就要到了，joe想送peter生日礼物，于是征求susan的意见，从而引出了asking and giving advice.整个活动以说为主，同时涉及了听、读、写的技能。这一设计训练学生在比较真实情景中口头表达的能力和丰富他们asking and giving advice的句型。
“读前”(pre-reading)提供了有关“音乐”话题的四个问题。引导学生为下一不“阅读”作好思想准备。
“阅读”(reading)部分介绍了一些有趣的音乐风格，如blues\hip-hop\rap\latin music等。
“读后”(post-reading)部分分两块。第一块要求学生在小组里讨论四个问题，其中前两个问题是针对文章的理解，评价学生对文章理解的程度；第三个问题要求学生结合文章谈论自己的看法；第四个问题是开发性的，目的在于培养学生的思辩能力。第二块要求学生根据课文对所设计的六个句子先判断正误，然后加以改正。
“语言学习”(language study)分词汇和语法两部分。判断一个人词汇量的大小，应该看两个方面，一个是外在数量，即单词的个数；另一个是内在数量，即单词词义的个数。本教材与旧教材相比，大大重视单词词义的个数，本单元讲解了四个词汇：beat\pick\rock\style,每个词都讲解了三个用法。语法部分是各种时态的主动语态和被动语态的转换。
“综合技能”(integrating skills)提供了一篇北京师范大学2001级学生曹向前同学写的文章（经过改写）pop versus rock。文中着重阐述了pop songs 和rock songs之间的区别。通过对这篇文章的学习，要求学生写一篇题为traditional chinese music vs modern chinese music的文章。
“学习建议”（tips）部分提供了有关话题“音乐”的总结性语言。
“复习要点”(checkpoint)部分简要地总结了本单元的语法要点——the passive voice in different tenses,并且设计了练习，帮助学生自评。同时通过两个问题引导学生对本单元所学的词汇作一次小结。
3. teaching procedures:
this unit consists of 10 parts: warming up\listening\speaking\pre-reading\reading\post-reading \ language study \ integrating skills \ tips\ and checkpoints. i plan to cover this unit in 6 periods. period one: warming up and listening \ period two: speaking \ period three: pre-reading reading and post-reading \ period four:post-reading and word-study \period five: grammar\ period six: integrating skills
4. 教学评估(assessment)
1) 自我评估(self-assessment)（了解学生对本单元的学习情况）
要求学生自我评估可以提高学生学习的主动性和积极性，促进学生对自己的学习进行反思，并能帮助学生掌握评估技术，增加教师的评估信息。通过自我评估，学生可设定目标，并更清楚地认识到自己的优势与不足。
设计本单元的自我评价：根据自己的实际情况回答下列问题，并存入个人学习档案：
(1) what is the most important thing you learned in this unit?
(2) what do you think you did best in this unit?
(3) what do you find the most difficult in this unit?
(4) where do you see the most improvement?
(5) where do you need to work harder?
2) 同伴评估(peer-assessment)（了解学生的学习情感、策略）
沟通技能和合作技能在同伴评估中十分重要。同学间彼此信任和真诚的互相评估需要长时间来培养。但是同伴评估可以通过简单的活动来实施。例如：如果一个小组要完成一项任务，组中每个成员都要做出贡献，共同完成任务。每个成员都要评估自己和他人的贡献。也可以由一组或几组同学在班上演示他们完成的任务，有其他同学根据制定好的表格对他们做出评价。
设计本单元的同伴评估：由组长或指定学生负责，组织小组反思，填写下表，并存入小组学习档案：
period one
(warming up and listening)
step 1 warming-up
before class, t plays a song ss are familiar with till the bell for class rings. then t asks ss some questions: (1) do you know the name of the song? (you’ll be in my heart from the film named tarzan,《人猿泰山》)(2) where do you think the song comes from? (3) do you like the song? why or why not? etc. ss answer all these questions.
step 2 brainstorming
do you know any other songs? in this way, ss think about as many songs as possible.
step 3 discussion
ss work in groups of 4. they talk about the songs they are interested in.
step 4 demonstration
after discussion, choose one of the students in their group to report the result of their discussion.
step 5 finding a place
(show a map of picture)
t shows the map of the world. while the student is reporting the result, others should listen carefully. ask a student to find the place in the map where the song comes from.
step 6 listening
ask ss to listen to the music on the tape to find where the music comes from.
song 1 二泉映月 (folk music)
song 2 beat it by michael jackson from america (rock music)
song 2 take me home, country roads by john denver from europe (american country music)
step 7 listening and discussion
listen to the music several times and then discuss the following questions with group members. (1) which piece of music do you like best? why? (2) what makes you think this music comes from… (3) what are the differences between the songs you have heard? (4) can you guess what the songs are about?
step 8 demonstration
after discussion, ss choose one of the students in their group to report the result of their discussion.
step 9 listening
listen to the three songs on the tape and then fill out the form below.
1
2
3
what would be a good title for the song?
what is the song about?
how does the song make you feel?
do you like the song?
(1=not at all, 10=very much
how would you describe the song?
play the tape several times so that ss can fully understand them.
song 1: edelweiss
song 2: i’m right here waiting
song 3: love me tender
step 10 group-work
when ss fill out the form above, they discuss each question and then report the result each other.
step 11 demonstration
choose one of the students in their group to report the result of their discussion.
step 12 listening
if time permits, finish the workbook listening exercises in class. if there is no time left in class, leave them as homework.
homework:
1. finish off the workbook exercises.
find as many kinds of musical instrument as possible.
第一册 Unit 篇10
No. 110 Middle School by Cao Yi
单元整体说明
单元教材分析
本单元主要学习使用want来谈论和表达自己的喜好；学习运用表示品质的形容词来表达自己喜好的理由；学习连词and和but的用法；巩固行为动词一般现在时的结构和名词单、复数的构成。本单元通过“介绍电影，谈论喜好”和“制定计划”这两个话题，设计了三个任务型活动：任务一是：根据自己的喜好，搜集奥斯卡电影资料，进行介绍；任务二是：我不确定，学习“表达计划安排”的有关知识；任务三是：学写小作文，让学生掌握“陈述理由”的方法和正确使用表示品质的形容词。
单元知识系统(树)
Do you want to go to a movie? Yes, I do. No, I don’t.
Does he /she want to go to a movie? Yes, he /she does. No, he /she doesn’t.
What kind of movies do you want? I like action movies and documentaries.
单元总体目标
通过本单元的学习让学生掌握所学目标语言；学会询问他人的喜好和谈论自己的喜好，并能够表达自己喜好某一类电影的理由；能根据自己的爱好制订出周末或节假日的行动计划。
单元重难点一览
重点
难点
1.复习词汇：want，like，and，but，interesting，boring
2.词汇：go，movie，action，comedy，documentary，thriller，Beijing
Opera，scary，funny，sad，exciting，kind
3.句型：Do you want to go to a movie? Yes，I do./No，I don’t.
Does he/she want to go to a movie?
Yes.he/she does./No.he/she doesn’t.
What kind of movies do you want?
I like action movies and documentaries.
语法重点：行为动词一般现在时的结构；名词单、复数的构成
和使用。
每单元学情分析
本单元的主题是谈论喜好和制订计划，围绕这两个主题进行一系列的交际活动，使学生正确使用want来谈论和表达自己的喜好并学会制订计划；同时复习了行为动词一般现在时的结构和名词单、复数的构成。对于行为动词一般现在时的构成，我们已经在第五、六单元学习过，教师一定要根据学生的实际掌握情况进行引导，尤其是“三单”形式的变化；对于名词的复数，教师要进行总结以掌握其变化规律，但重要的是让学生正确运用。
单元教学建议
采用Discussing和Concluding的学习策略，利用教学图片、幻灯片、实物(电影广告、海报等)或制作课件(各种电影的精彩片段)等来展开课堂教学、Pairwork问答式的口语交际活动和小组活动，进行“询问和谈论喜好”和“制订计划”的课堂教学和练习。本单元的教学法建议：语音教学——让学生进行模仿操练；词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义并学会运用；口语教学——采取pairwork问答式的口语交际活动和小组活动互相操练；听力教学——采取图文配对和填写表格的方式；阅读教学：采取比较差别和寻找关键词的练习；写作教学——以模仿、填词为主；语法教学——总结规律、在运用中掌握。
单元课时分配
本单元用3课时教学
Section A用1课时
Section B部分用l课时
Self Check用l课时。
Section A
教学内容
Section A(教材P53～55)
教学目标
知识与能力
Section A的主要内容是运用want制订计划和打算，并谈论喜好和偏爱及其理由；学会运用连词and和but谈论喜好。
过程与方法
采用Discussing和Concluding的学习策略，利用教学图片、幻灯片、实物(电影广告、海报等)或制作课件(各种电影的精彩片段)等来展开课堂教学、Pairwork问答的口语交际活动和小组活动，进行“询问和谈论偏爱”和“制订计划”的课堂教学和练习。
情感态度价值观
Section A是通过“介绍电影”来学习“谈论喜好”和“制定计划”这两个话题，学内容是学生非常感兴趣的话题，贴近学生的生活。通过互相介绍自己的喜好和偏爱，可以增进同学之间的了解和友情，并帮助学生找到彼此的共同点，加深沟通。
教学重、难点及教学突破
重点
通过“介绍电影”，运用动词want谈论喜好和制订计划；学会运用连词and和谈论喜好。
语法难点
行为动词一般现在时的构成和应用；名词复数的构成；连词and和but的用法教学突破
Section A重在通过使用动词want来谈论喜好、偏爱和制订计划，而进行交流载体是已经学过的行为动词一般现在时的结构，因此在教学中教师只要善于引导学生很容易接受教学内容。
教学准备
第一册 Unit 篇11
教学目标 ：
1、掌握表示地点的词汇；
2、掌握where 引导的特殊疑问句；
3、能够简单地描述地点方位；
4、能够画出简单的示意图。
教学向导：
语言目标
学习策略与思维技巧
重点词汇
表示地点的词汇
where 引导的特殊疑问句
个体、群体思维；
看图作答；
交换信息；
Post office; library; hotel…
Between; on; next to；across from…
语言结构
语言功能
跨学科学习
There be 句型
Where句型的问答
询问路线
指出方位
通过绘画激发学生学习兴趣
教学过程 设计：
Steps
Teacher’s activity
Students’ activity
Preparation
Brain storm
Look at some pictures and know the words of these places
Look and read and learn
Ppt.
Task I pair work: Is there ….
Aim
Use ‘there be’ sentences, familiar with the new words
1
Read and match the new words in 1a
Read and finish the work
Picture
2
Show the target language:
Is there a bank near here?
Look at the sentence and the answer
3
Ask Ss to talk about the places in the picture
Pair work to talk about the places and streets
Pair work
4
Move around the room and give support as needed
Talk to each other
5
Ask pairs of students to show their works
Pairs of Ss show their works
Check out the conversations
Task II Listening comprehensions
Aim
Familiar with the prepositions in the sentences
1
Look at the picture in 2a and explain the prepositions
Look and learn
Write on the blackboard
2
Listen to the tape for two times
Fill in the blanks and know the meaning
Recorder
3
Move around the room and give support as needed
Write down the answer
4
Check the answer and point out the mistakes
Check the answers
Task III group work: our school
Aim
Use the target language and familiar with our school and places
1
Teach some more words to the Ss and read
Learn the new words
Pictures
2
Ask Ss to draw a picture of our school and to introduce it
Draw the picture
3
Move around the room and give support as needed
Discuss in groups and finish the picture
4
Ask Ss to show their works and talk about it
Introduce their works
Task IV pair work: talk about the pictures
Aim
Use ‘where’ question, and know how to answer it.
1
Target language: where is the bank?
Learn the sentences
2
Ask Ss to talk about the pictures
Pair work to talk about the places
Ss’ pictures or the picture in 1a
3
Move around the room and give support as needed
Discuss in pairs and
4
Ask Ss to show their works and perform it
Show the conversation with the picture
Homework
Draw a picture of your neighborhood and write a short passage to introduce it
教学反思：本单元的主题是方位，所以很多地点的名词是学生单词突破的重点，与学生的生活相结合，要扩充一些词汇，如学校的教学楼、操场，社区里的饭店、医院等，让学生学到的句子能够用的灵活。介词表示的方位应该讲解清楚，这样学生才能更加明确的表述各个建筑所处的位置。这些知识不能死板的传授，一定要在任务中完成，让学生不知不觉地学习目标语言。图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。
教案点评：
本单元的主题是方位，地点名词是学生单词突破的重点，与学生的生活相结合，扩充一些词汇，明确的表述各个建筑所处的位置。围绕这几点设置了四个活动，利用多媒体素材，以任务型的教学模式来完成整个教学。其中图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。
第一册 Unit 篇12
《灵通少儿英语》Book1
Unit6Let’sdo
授课人：郭囝囡2003年11月18日
地点：长春市安达小学（一年五班）
教学理念：
"创新是一个民族的灵魂，是一个国家兴旺发达的不竭动力"。教育要改革、创新，以培养和提高全民族的创新能力，这是我们肩负的光荣历史使命。
一个人的创新能力的形成要有一个过程，要从小培养其形成具有创新能力的个性品质，那么，在基础教育阶段，在英语教学中，如何有效地培养学生的创造个性，发展其创新能力，自然是我们广大英语教育工作者重要的研究课题，笔者认为，要从变革旧的教学方法、建立新的教学策略入手，努力为学生创设活动情境，诱发学生的好奇心，鼓励学生大胆尝试，丰富学生的想象力，以培养学生的创造个性。
用语篇学习理论，创设良好的英语学习语境----“人教版”《灵通少儿英语》第一册UNIT6教学意图：就英语课堂教学而言，教师讲英语时声音的大小，语调的变化，速度的快慢，节奏的变化，体态语言的表现等，对创设良好的外语学习环境，刺激学生的无意注意，引起学生学习外语的兴趣，都有很大的意义（特别是低年级学生）。
运用语篇学习理论，就是在教学中注意语音语调，讲究语言声情并茂的艺术，注意声调的抑扬顿挫，注意语言的内在连贯性，整体性，给学生以美的享受。
语言学家指出，英语篇章语调具有五个共同特征和运用规律：一是任何一类篇章的语调都有一个层次结构；二是任何一类篇章都采用重音和调式运动来突出最需要强调的内容；三是任何一类篇章都要运用调型的变化来表示话语的延续或终止；四是任何一类篇章都通过明显的语调反差来形成不同层次上的语音高潮；五是任何一类篇章都会运用上述的语调特征来表现同一语篇中各种不同功能的话语行为之间的过度与交替。
根据这样的理念，我运用自己在教学中积累的少儿英语CHANT的实践方式，引进语篇学习，对课文进行韵律性，节奏化改编，辅以肢体语言进行抑扬顿挫的语境创造性教学，使本堂课受到较好的效果。
课前准备：
（1）把人民教育出版社的《灵通少儿英语》UNIT6第一教时内容做以下改编，使它符合语篇学习的语境要求，更富韵律感，琅琅上口：A chair and a table. A chair and table. This is the kitchen. What are you doing? I’m eating. A bed and a lamp. A bed and a lamp. This is the bedroom. What are you doing? I’m going to bed.
（2）准备一张标有kitchen、bedroom两个房间的房屋教学挂图。（或板书于黑板）
（3）准备a chair、a table、a bed、a lamp的图片。
（4）准备正在吃饭和脱衣睡觉的Chip、爸爸、妈妈、爷爷、奶奶、唐老鸭、cat、dog等图片和他们的头饰。
教学过程 ：
（1）学生是共同管理学习过程的参与者，这个观点必须牢固地扎根于教师的头脑中，切实地贯彻于课堂教学的实践中。因此，我将导入 设计为：教师头戴Chip的头饰边贴chair和table图片于kitchen边介绍：A chair and a table. A chair and a table. This is the kitchen.一个头戴cat头饰的同学边敲门边问：“What are you doing?”教师回答道：“I’m eating.”
（2）启发：“What is the meaning about this text?”学生可用中文把所说对话意思讲一遍。
（3）遇事好问、勇于探索固然重要，但不能以此为目的，仅停留在获取初步探索的结果上，要培养学生对已明白的事物继续探究的习惯，永不满足，这才能充分激发学生的好奇心和内在的创新欲望，培养学生探究性思维品质。在英语教学中，教师要针对学生已有的能力水平，利用青少年好奇的心理特点，充分运用教材里现成的材料将学生的思维逐步引向深入，继而提出探究性问题，这是创造个性的具体表现，我们要倍加爱护的引导。
基于这一理念教师应采用启发性朗读，用以下基本节奏方式“嘭恰恰嘭恰恰”与“嘭----恰----”分解跟读，配上一定的肢体语言或按节拍拍掌：A chair and a table. A chair and a table.前一句用拍掌，后一句用右手比画指向“a chair and a table” This is the kitchen.学生指向自己的胸口并拱手介绍Kitchen。学生起立敲桌子两下为敲门声并把右手至于嘴边：“What are you doing?”最后“I’m eating.”做吃饭状。（bedroom可用同样的方法教授。）
（4）实践证明，青少年具有好与人交往，好表现自己的心理特征。有计划地组织他们讨论，为他们提供思维磨擦与碰撞的环境，就是为学生的学习搭建了更为开放的舞台。学生在独立思考的基础上集体合作，有利于其思维的活跃。创造心理学研究表明：讨论、争论、辩论，有利于创造思维的发展，有利于改变"喂养式教学"格局。因此，在教学中我们要创设多种形式、多种目标的交流情境，以发展学生的创造个性。所以，我采用了分句分组操练。
（5）分句个人操练。
（6）陶行知说过："人生两个宝，双手和大脑。手和脑在一块干，是创造教育的开始，手脑双全，是创造教育的目的。"在教学中，尤其在教学的重点难点处，若能组织学生集体合作，则有利于发挥每个人的长处。在合作中，学生之间相互启发、相互讨论、学习，思维由集中而发散，又由发散而集中，个人的思维在集体的智慧中得到发展，这样同学间相互弥补、借鉴、启发、点拨，形成立体的交互的思维网络，往往会产生1+1>2的效果，而让每个学生在小组合作中动手动脑，更是发展其创造力的有效方法。在这一部分，我采用了pair work两两对话操练。
（7）整篇合成按音乐节奏（可放背景音乐）操练。
（8）分组对话操练。
（9）个人对话操练然后表演。
（10）按语境进行情景对话表演。
（11）教师纠音及朗读节奏指导。
（12）教师学生变换不同角色（如Chip、爸爸、妈妈、爷爷、奶奶、唐老鸭、cat、dog等）进行声音大小及声调变化训练。
教学处理设想：
对于课文中的生词，如，chair、table、kitchen、eating等，我认为不能用无意义联系的单纯跟读方式来建立认识关系，而是必须把生词放在特定的语境里，是单词在句子中建立语义上的联系，让学生形成良好的直接条件反射，培养从小用英语思维的习惯并通过琅琅伤口的语篇结构，韵律节奏使学生感到容易模仿记忆。
我认为，篇章结构的引进与运用，其目的归根到底是为了语境的创设，学习氛围的强化和兴趣的激发。
教学回顾：
本课教学音乐性强，表演效果好，适用于全班整体操练及个体表演。学生学了经过韵律化处理过的课文后，印象深刻，记忆效果良好。
当然，要培养学生的创造个性，仅停留在创设这些教学情境上是不够的。教师首先要具有创造的精神，注重创设宽松、民主、富于创新精神的教学氛围，尊重学生个体，注重抓住一切时机激发学生创新的欲望,注意对学生的学习行为和学习结果、反应等做出客观、公正、热情、诚恳的评价……只有教师在教学中真正树立了创新的意识，学生的创造意识才能得以培养，其创造个性才能得以弘扬。
第一册 Unit 篇13
step1.
first review some words that we have learned.(my web)
then come to unit 1. good friends
t:do you have friends?
who is your best friend?
why do you like him/her best?
how to be a friend
too many people want others to be their friends,but they don’t give friendship back.that is why some friendships don’t last very long. to have a friend,you must learn to be one. you must learn to treat your friend the way you want your friend to treat you.learning to be a good friend means learning three rules:be honest,be generous,be understanding.
t:i’ll tell you a short story:
man’s best friend
a long time ago，in a small house in scotland，two friends lived together.their names were john and bobby.john and bobby were not rich，but they were happy.they had a warm fire when it was cold outside.they had good food to eat when they were hungry.they were never lonely because they had each other.
john and bobby liked to take long walks together.after their walk，john usually cooked dinner.john and bobby ate dinner and then sat in front of the fire.they had a simple but good life.
then，in the spring of 1858，john got sick and died.he was buried in a cemetery in edinburgh，scotland.after john was buried，bobby stood at john’s grave and cried.“come on，bobby，”friends said.“it’s time to go home.”bobby went home，but later he returned to the cemetery.he sat down near john’s grave.he stayed there all night.
bobby stayed at the cemetery the next day，and the next day，and the next.for the next 14 years，bobby never left the cemetery.when the weather was cold or rainy，he slept in a small house at the cemetery.when the weather was warm，he slept on the ground near john’s grave.
finally，in 1872，bobby died，too.friends buried him in a little grave near john.why was bobby’s grave little?bobby，john’s best friend，was a dog.
step2.let’s come to warming up.
t:ok.now i want you to discuss two questions.
1.what should a good friend be like?
2.what qualities should a good friend have?
discuss them in groups of four.after a while,everyone is asked to make a sentence using the words in the box below. of course,you can use other words if you like.
add some words to describe persons:
diligent,confident,silent,selfish,unselfish,patient,easy-going,out-going(外向),talkative,humourous,strict,naughty,gentle,shy,quiet,warm-hearted,good-tempered,reliable
now,ask ss to describe a good friend.time permitting,ask more while speaking,ss can use such phrase as”i think…/in my opinion…”
s1:… s2:….
then ss describe themselves in three adjective?
step3.listening
you are going to hear two friends arguing.they are talking about some common problems that may occur in a friendship.
what are they arguing about?
how to solve their problems?
now listen carefully,write down what you hear.play each situation twice.at last i’ll check the answer with the whole class,is that clear?
(while playing the tape,pause for ss to write down the information).then check.
step4.speaking
t:now.i’d like to know something about your favourite hobbies?
(come up to one boy).what are your favourite hobbies?
what about you?(to another s)
t:yes,we know different people can have different hobbies.now look at the part—“speaking” on p2.you are given four minutes to read the following self-introduction.after that,fill in the following form.
……
check their answers.
now discuss in pairs who could be friends according to the form which you filled in just now. of course,you’d better give your partner your reasons.when you express your ideas,you can use such sentence structure.
1. i’m sure_____and_____could be friends,because…
2. i’m not sure if____and____could be friends,because…
3. perhaps____and_____could be friends because…
the second period
step1.check the pre-reading
step2.come to reading.
first listen to the tape and then answer the three questions on the screen:
1. what does chuck noland do?
2. does chuck have any friend on the island? who?
3.what does chuck learn about himself when he is alone on the island?
then ss read the text again
step3.fill in the blanks according to the text:
in the movie cast away tom _____a man ______chuck noland. chuck is a __________who is always___ busy _____he has little time for his friends. his company is to send____ all over the world. one day chuck is on a_____ across the pacific ocean______ suddenly his plane______ and he lands on a_______ island.so chuck has to learn to _______all alone. perhaps the most difficult challenge is how to survive without friends.
in order to survive, chuck_______ a friendship with an_______ friend – a _________he calls wilson. he________ that he hasn’t been a good friend, because he has always been_______ about himself. during his five years on the island, chuck learns____ to be a good friend___wilson. he learns that we need friends to______ happiness and sorrow. when he makes friends with wilson, he understands that friendship is about feelings and ______we must give as much as we______.
most of our friends are human beings, but we also make friends with____ and_____ things. what we can learn from chuck is______ friendship helps us understand _____ kind of people we are, _____we need each other and ______we can do for each other.
after finishing the work,let ss read this whole passage again.
step4.show ss the key words and retell the text:
movie…plays a man…businessman…busy…time…
company…mail…flight…crashes…lands…deserted. learn…survive…challenge…without friends
in order…develops…unusual…calls…realizes…
has not…because…been thinking…during…
learns how…learns…need…share…makes friends…
understands that…friendship…feelings…and that
…give…take
most of…human beings…also make…animals…
even things…what…learn from…that…helps…
understand what…why…what…
ask ss to blurt out the text in groups/rows/teams/lines
step 5.reciting and translating
now let ss recite the whole text without referring to the key words.
then translate the chinese together with the ss.
step6.homework:
1. recite the passage.
2. rewrite the passage without referring to the chinese.
the third period
step1.revision:ask ss to recite the text
step2.language points:
1.so+形容词/副词+that从句
so+形容词+a/an+可数名词单数+that从句
so+many/much/few/little(表数量)+名词+that从句
such+a/an+形容词+可数名词单数+that从句
such+形容词+复数名词/不可数名词
such+a lot of/lots of+名词+that从句
1).汉译英
①我们都那麽兴奋，以致我们高兴得跳了起来。
②那个湖那麽美，我们都被迷住了。
③他跑得那麽快，我追不上他。
2) 单项选择
④it’s ____that most of us want to go outing.
a.such fine weather b.such a fine weather
c.so fine weather d.so fine a weather
⑤there were___radios in the shop__i couldn’t decide which to choose.
a.such much,that b.so much,that c.such many,that d.so many,that
改错
⑥there is such much water in the bottle that you can drink some.
⑦he is such good a student that all the teachers like him.
替换练习
⑧she got up early so that she could catch the train.
she got up early____ ______ _____catch the train.
*she got up so early_____ ______catch the train
扩展:1.”so+adj./adv”放在句首时，主谓部分用倒装。
so fast did he run that i couldn’t catch up with him.
2.so+adj.+an/a+n.+that…
too+adj.+an/a+n.+to do
as+adj.+an/a+n.+as
3.so that表目的时可换成 in order that
in order (not) to/so as(not) to
2.when:and then/and at that time(高考考点)
1).汉译英
①我正要离去，就在这时电话铃响了。
②他们正举行舞会，突然发生了火灾。
③她们没走多远，就发现钱包被盗。
2).单项选择
④we were swimming in the lake____suddenly the storm started.
a.when b.while c.until d.before
⑤ he was about to tell me the secret____someone patted himon the shoulder.
a.as b.that c.when d.while
改错
⑥i was watching tv when he was doing some washing.
⑦tom was about to leave as the teacher came in.
简析：when:something unexpected happens
常用三种时态：was about to do sth.when…
was doing sth.when…
hadn’t done when…
3. have been thinking
have done
1).汉译英
①他现在一定很累，因为他一直工作了一整天。
②我教学已经有十年了。
③那个男孩等家长等了两个小时了。
2). ④ all these days these boys ___ football on the playground.
a.have always played b.have been playing
c.always played d.are always playing
⑤ --hi, tracy, you look tired.
--i’m tired. i___the living room all day.
a.painted b.had painted c.have been painting d.have painted
4.should have done:express”unpleased”or”scold”
1).汉译英
①所有的票都卖光了，你应该早点来
②植物都死了，我本该早点儿给它们浇水的
③你又迟到了，你本该早点儿来的
④作为朋友，我本应该给他一些帮助
2). ⑤ i told sally how to get there, but perhaps i __ for her.
a.had to write it out b.must have written it out
c.should have written it out d.ought to write it out
⑥ i was really anxious about you. you__home without a word.
a.mustn’t have b.shouldn’t have left
c.couldn’t have left d.should leave
⑦ oh, i’m not feeling well in the stomach. i __so much friedchicken just now.
a.shouldn’t eat b.mustn’t have eaten
c.shouldn’t have eaten d.mustn’t eat
5.even if=even though
as if=as though
it looks as if it is going to rain.=it looks like rain.
he treats the girl as if she were his own daughter.
1)汉译英
①即使明天下雨，我也要去那儿。
②即使我一夜不睡觉，我也要帮你完成它。
③尽管他很累，他还是做完了它。
2)单项选择
③ john is an honest man. i say it,___i have opposed him.
a.as if b.so that c.even though d.while
④ i won’t attend her party,___i am invited.
a.but b.even if c.while d.when
⑤ i’ll do it carefully ___ it will take more hours.
a.even b.till c.if d.even though
改错
⑥even though she is a little girl, but she knows a lot.
⑦ she won’t leave the tv, as if her husband is waiting
for his supper.
6.对比：so/neither(nor)
强调：so he did./so it is.
复杂对比：so it is with…/it is the same with…
7.i’m not into classical music.
=i’m not fond of…
the fourth period
step1.ss recite the passage.
show ss a passage and ask ss to find out the mistakes in it:
in the movie cast away tom plays a man named chuck noland. chuck is a busnessman who is always so busy that he has little time for his friends. his company is send mail all over the world. one day chuck is on a flight accross the pacific ocean when suddenly his plane crashes and he lands on a deserted island where chuck has to learn to servive all alone. perhaps the most diffcult challange is that how to survive without friends.
in order to survive, chuck developes a friendship with a unusual friend – a volleyball he calls wilson. he realizes that he hasn't been a good friend, because he has always been thinking himself. during his five years on the island, chuck learns how to be a good friend to wilson. he learns that we need friends to share happiness and sorrow. when he make friends with wilson, he understands that friendship is about feelings and we must give as much as we take.
most of friends are human beings, but we also make friend with animals and even things. what can we learn from chuck is friendship helps us understand who we are, why we need each other and what we can do for each other.
(businessman,加to,across,survive,difficult,challenge,去掉that,develops,an,加about,makes,加that,加our,friends,we can,加that)
step2.grammar
show the following test to check what they remember about the grammar.
direct speech and indirect speech
一、陈述句（statements）
变为间接引语时，要用连词_________引导，从句中的____、______、_______、________、_______等要作相应的变化。
二、疑问句（questions）
变为间接引语时，要把疑问句语序改为___________,句末用________,主语的人称、时态和状语等也要作相应的变化。
1） 一般疑问句：变为间接引语时，要用连词_________或 ______引导。主句中的谓语动词是said时，要改为_________。没有间接宾语，可以加一个间接宾语（me,him或us等）。
2） 特殊疑问句：变为间接引语时，仍用原来的疑问词引导。
二、祈使句（imperatives）
变为间接引语时,要将祈使句的动词原形变为_________,并在不定式的前面根据句子的意思加上_______、 _________、 ________等动词，其句型是：____________________________、其否定式是：___________________________。
时态变化：
1） 如主句的谓语动词是现在时，从句的时态____________。
2） 如主句的谓语动词是一般过去时，变间接引语时，从句的谓语动词在时态上要作如下变化：
①一般现在时变为
②现在进行时变为
③现在完成时变为
④一般过去时变为
⑤一般将来时变为
⑥过去完成时变为
⑦过去进行时变为
⑧过去将来时变为
指示代词、时间状语、地点状语和动词的变化：
1.this 2.these 3.now
4.today 5.yesterday 6.tomorrow
7.ago 8.here 9.come
注意：
1） 直接引语如果是客观真理时，变为间接引语时，__________.
2） 如果在当地转述，here不必改为_______,动词come不必改为______。如果在当天转述，yesterday,tomorrow等时间状语也不必改变。
直接引语中如果有具体的过去时间状语，如：in 1998,一般过去时不变。
he said he was born in 1980.
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