時(shí)間：2023-02-28 15:52:27
序論：在您撰寫外語教案時(shí)，參考他人的優(yōu)秀作品可以開闊視野，小編為您整理的7篇范文，希望這些建議能夠激發(fā)您的創(chuàng)作熱情，引導(dǎo)您走向新的創(chuàng)作高度。
教學(xué)目標(biāo)
*復(fù)習(xí)地名
*掌握表示天氣情況的詞語
*能夠談?wù)撎鞖?，表達(dá)自己的情感
教學(xué)向?qū)?/p>
目標(biāo)語言
語言結(jié)構(gòu)
語言功能
Howistheweather?
It’sraining/windy/cloudy/sunny/snowing/cold/hot.
現(xiàn)在進(jìn)行時(shí)
Whatareyoudoing?I’mwatchingTV.
Whatishe/shedoing?
He/Sheisplayingbasketball.
Whataretheydoing?
They’restudying.
談?wù)撎鞖?/p>
重點(diǎn)詞匯
學(xué)習(xí)策略與技巧
跨學(xué)科知識(shí)
Windycloudyrainsnowsunnycoldcoolwarmhumidwinterweather
Pairwork
Groupwork
其他國家、城市名稱
地理方位
教學(xué)過程設(shè)計(jì)：
Steps
Teacher’sactivity
Students’activity
Preparation
Brainstorm
Showsomepicturesandguesstheplaces
Lookatthepicturesandgivetheanswers
Picturesorppt.
TaskIpairwork:talkabouttheplacesandtheweather
Aim
Familiarwiththenewwords
1
Lookatthepicturesandknowthenameoftheplaces
Read
Ppt.
2
Readthenewwordsin1aandexplainthemeaning
Readandremember
3
Usethesentence‘howistheweatherinBeijing?’
Answerthequestionsandlearn
4
Makeasample:questionandanswer;letSsdoit
Preparetheirconversations
5
Movearoundtheroomandgivesupportasneeded
Talktoeachother
6
Asksomepairstoshowtheirconversations
Givetheirworksormoreexpressions
Moresentencestructures
TaskII:listeningcomprehensions:whataretheydoing?
Aim
Familiarwiththenewstructure
1
Lookatthepicturesin2aandknowtheiractivities
Look
2
Listentothetapefortwotimesandfillintheblanks
Listenandgivetheanswers
Tape
3
Movearoundtheroomandgivesomesupport
Writetheanswers
4
Checktheanswerandpointoutthefocus
Check
5
Pairworkstopractice:what’shedoing?Andanswerit
Makethepairwork
TaskIII:groupwork：Isheplayingsoccer?
Aim
Familiarwiththesentences
1
Guess:whatishedoing?
Ishe…..?
How’stheweather?
Listentotherulesofthisgame
2
Givesometimeandletthempreparetoact
Talkabouthowtoact
3
Movearoundtheroomandgivesupport
Talkingroups
4
Askonetoact,othergroupguess,thewinnergroupgets1point;
Actandguess
5
Evaluatethebestgroupintheclass
Choosethebestgroupandthebestactor
Homework
Callyourfriendandaskhim/herwhathisfamilymembersaredoing,writeadiary.
教學(xué)反思：本單元主要談?wù)撎鞖?，可以結(jié)合地理方位，國家名稱來擴(kuò)大學(xué)生的知識(shí)范圍。在活動(dòng)的選取方面，注重結(jié)合目標(biāo)語言的機(jī)械操練及任務(wù)型的情景練習(xí)，使學(xué)生多方位的理解現(xiàn)在進(jìn)行時(shí)的用法。讓學(xué)生使用所學(xué)過的句型，可以鞏固以前的知識(shí)。老師在任務(wù)中的指導(dǎo)地位是很重要的，要仔細(xì)設(shè)計(jì)好任務(wù)的各個(gè)環(huán)節(jié)，還要更加充分的備課、準(zhǔn)備資料。
1.能夠簡單敘述小水滴的“旅行經(jīng)歷”并通過閱讀進(jìn)一步熟悉水循環(huán)的過程。
2.能夠認(rèn)讀C部分Pronunciation的音標(biāo)：/э:/，/э/，/ts/，/dz/，/tr/，/dr/并能朗讀例詞，完成Readandmatch的練習(xí)。
3.能跟著錄音說Let’schant部分的內(nèi)容，能力強(qiáng)的學(xué)生能自己說。
4.培養(yǎng)學(xué)生熱愛大自然的美好情感，增強(qiáng)環(huán)保和節(jié)約用水的意識(shí)。
課題Unit6Thestoryofrain
教學(xué)重點(diǎn)
1.閱讀Let’sread部分，進(jìn)一步理解水循環(huán)的過程。
2.了解字母組合的發(fā)音，認(rèn)讀音標(biāo)/э:/，/э/，/ts/，/dz/，/tr/，/dr/。
3.說唱Let’schant部分的歌謠。
教學(xué)難點(diǎn)
1.Let’sread部分是讓學(xué)生通過閱讀進(jìn)一步理解水循環(huán)的過程，內(nèi)容比較復(fù)雜也比較抽象，而且容量大，難點(diǎn)多，如：cooler,higher等。
2.音標(biāo)/э:/，/э/，/ts/，/dz/，/tr/，/dr/的認(rèn)讀和字母組合的發(fā)音比較難以掌握，教師要讓學(xué)生通過感悟發(fā)音和體會(huì)發(fā)音的方法反復(fù)練習(xí)。
教具準(zhǔn)備
1.教師準(zhǔn)備小水滴和風(fēng)先生等各種頭飾。
2.教師準(zhǔn)備本單元A部分的單詞卡片。
3.教師準(zhǔn)備ALet’sread部分的掛圖和錄音。
4.學(xué)生課前做好小水滴和風(fēng)先生等的頭飾。
5.教師準(zhǔn)備音標(biāo)卡片。
教學(xué)過程
1、Warmup（熱身）
活動(dòng)一：口語練習(xí)
教學(xué)參考時(shí)間：1-2分鐘
1.給學(xué)生時(shí)間，展示自己的口語水平。內(nèi)容可以是自我介紹也可以是對(duì)話表演或圖片講解。例：Iamaboy/girl.I’minBeijingPrimarySchool.IcomefromBeijing,China.Ilikegreen.Thegrassisgreen.Thetreesaregreen.Theleavesaregreen.Ilikethese.Ilikegreen.
2.其他學(xué)生根據(jù)剛才口語展示同學(xué)所說內(nèi)容進(jìn)行問答練習(xí)。如：
Whatcolourdoesshe/helike?
Wheredoeshe/shecomefrom?
Howoldishe/she?
2、Review（復(fù)習(xí)）
活動(dòng)二：快看快說
教學(xué)參考時(shí)間：2-3分鐘
1.教師依次出示Let’sstart和ALet’slearn部分的單詞卡片sun，river，sea，snow，streamcloud，vapour，rain學(xué)生齊讀后張貼在黑板上。
2.教師迅速拿走一張卡片，如：sun，讓學(xué)生說說被拿走卡片的內(nèi)容并拼讀單詞。
3.用同樣的方法完成其它單詞的拼讀。
活動(dòng)三：對(duì)話表演
教學(xué)參考時(shí)間：1-2分鐘
教師請幾組學(xué)生表演ALet’stalk部分的對(duì)話。
3、Presentation（呈現(xiàn)新知）
活動(dòng)四：學(xué)故事
教學(xué)參考時(shí)間：7-8分鐘
1.教師拿出準(zhǔn)備好的頭飾，戴上小水滴的頭飾，說：Hello,IamlittleWaterDrop.Nicetomeetyou.教師與學(xué)生打招呼，引導(dǎo)學(xué)生用：Hello,littleWaterDrop.應(yīng)答。然后教師請一名學(xué)生上臺(tái)，讓她/他閉上眼睛，給她/他戴上風(fēng)先生的頭飾，讓他睜開眼睛，教師對(duì)他/她說：Hello,MrWind.然后，請?jiān)搶W(xué)生走到同學(xué)中間，讓其他學(xué)生用Hello.Mr.Wind.同他/她打招呼。
2.教師表現(xiàn)出很熱的動(dòng)作，說：LittleWaterDropisveryhot.然后教師展開本部分的掛圖，分別指著小水滴和風(fēng)先生問：Whoishe?引導(dǎo)學(xué)生回答。教師說：LittleWaterDroptakesatrip.Wheredoeshego?Howishistrip?Doeshehavealotoffun?Let’slisten.
3.教師播放ALet’sread部分的錄音，讓學(xué)生認(rèn)真聽。
4.逐段聽錄音，帶領(lǐng)學(xué)生理解大意?？梢宰寣W(xué)生聽后翻譯大義，重點(diǎn)詞語教師要提示學(xué)生中文意思。如：cooler,higher。
5.教師播放ALet’sread部分的錄音，每播放一句，教師按一下暫停，學(xué)生逐句跟讀。
6.讓學(xué)生打開書，翻到72頁，讓學(xué)生自己閱讀對(duì)話。
7.教師播放ALet’sread部分的錄音，學(xué)生跟著錄音練習(xí)講故事。
活動(dòng)五：看誰說得多
教學(xué)參考時(shí)間：3-4分鐘
教師出示ALet’sread部分的掛圖，指一幅插圖請學(xué)生描述，要求每名學(xué)生重復(fù)前面學(xué)生說過的句子，同時(shí)再說一句話。如果前面的學(xué)生說：It’sasunnyday.后面的學(xué)生就要說：It’sasunnyday.LittleWaterDropsleepsinariver.第三個(gè)學(xué)生要重復(fù)前兩個(gè)學(xué)生的句子，再說一句新的。以此類推，說得越多越好。
活動(dòng)六：語音知識(shí)
教學(xué)參考時(shí)間：4-5分鐘
1.教師出示含有字母o和字母組合or,tr,dr,ts,ds的單詞：hot,clock,orange,port,fork,tree,try,train,driver,drop,dry,ants,pants,hands,cards，讓學(xué)生讀一讀這些單詞。
2.教師讀這些單詞，讓學(xué)生回憶字母組合在單詞中的發(fā)音。
3.教師出示shorts,drop,boards,draw,tropic等單詞，讓學(xué)生試著朗讀。
4.教師引導(dǎo)學(xué)生總結(jié)發(fā)音規(guī)律，出示音標(biāo)卡，帶領(lǐng)學(xué)生朗讀/э:/，/э/，/ts/，/dz/，/tr/，/dr/。
5.教師播放本部分的錄音，學(xué)生跟讀。
4、Let’splay（趣味操練）
活動(dòng)七：歌謠說唱
教學(xué)參考時(shí)間：2-3分鐘
1.教師播放Let’schant部分的錄音，問問學(xué)生聽到哪些自然界的詞語Saysomewordsofnatureinthechant。
2.教師再次播放Let’schant部分的錄音，學(xué)生跟著說。
3.教師用手勢表示事物順序的詞語first,then,next并帶讀。
4.教師播放Let’schant部分的錄音，學(xué)生再說一遍。
5.教師出示“大海，太陽，云朵，雨水”的圖片，學(xué)生自己說說歌謠。
活動(dòng)八：兔子耳朵
教學(xué)參考時(shí)間：1-2分鐘
教師勻速朗讀一段課文，教師故意漏讀其中的一個(gè)單詞，讓學(xué)生找出漏掉的詞并說出完整的句子。比如教師說：Oh,no!Ifalling.學(xué)生應(yīng)該說：Oh,no!Iamfalling.
活動(dòng)九：故事大王
教學(xué)參考時(shí)間：5-6分鐘
1.教師將學(xué)生分為三至五人一組，讓學(xué)生挑選課文中的一段故事進(jìn)行再加工。教師指導(dǎo)學(xué)生展開想象，可以增加新人物，比如小螞蟻、小兔子等。
2.教師讓學(xué)生上臺(tái)表演故事，每小組表演之后，教師帶領(lǐng)學(xué)生作簡單點(diǎn)評(píng)并打分。
3.綜合學(xué)生的表演，評(píng)選出最佳表演獎(jiǎng)和最佳改編獎(jiǎng)。
5、Consolidationandextension（擴(kuò)展活動(dòng)）
活動(dòng)十：練一練
教學(xué)參考時(shí)間：3-4分鐘
做本單元ALet’sread部分的活動(dòng)手冊配套練習(xí)。
1.教師讓學(xué)生自讀Readandsay.部分的閱讀短文，理解大意。
2.教師帶領(lǐng)學(xué)生理解短文，回答問題。Howcanyougetvapour?Discusswithyourpartner.
3.教師帶領(lǐng)學(xué)生做活動(dòng)手冊本單元的附加題部分：Pronunciation，Readandmatch.讀單詞，并把單詞和音標(biāo)連線。
活動(dòng)十一：小結(jié)
教學(xué)參考時(shí)間：1分鐘
1.認(rèn)讀音標(biāo)：/э:/，/э/，/ts/，/dz/，/tr/，/dr/。
單元分析
設(shè)計(jì)思想(DesigningConcepts)
本單元是學(xué)生升入初中(七年級(jí))以來所要學(xué)習(xí)的第一個(gè)單元，學(xué)生一定對(duì)英語充滿著新奇和向往。在學(xué)生有英語學(xué)習(xí)基礎(chǔ)的前提下，進(jìn)行過度時(shí)期的學(xué)習(xí)是非常關(guān)鍵的。這既關(guān)系到學(xué)生的學(xué)習(xí)興趣，又直接影響到學(xué)生的學(xué)習(xí)效果，所以教師在設(shè)計(jì)和教授第一單元的時(shí)候應(yīng)充分研究教材，分析授課班級(jí)學(xué)生的認(rèn)知水平和性格特征，確定有效的教學(xué)方法和適當(dāng)?shù)慕虒W(xué)內(nèi)容，從而達(dá)到教學(xué)目的。
1．注重交際和會(huì)話。在課堂教學(xué)中為學(xué)生提供大量的用英語進(jìn)行交談的機(jī)會(huì)（學(xué)生與學(xué)生、學(xué)生與小組、學(xué)生與教師及學(xué)生與全班等），使學(xué)生能自編對(duì)話并進(jìn)行角色表演。例如，本單元的介紹和問候，就可以由學(xué)生自己創(chuàng)設(shè)情景進(jìn)行練習(xí)。
2．講究知識(shí)的系統(tǒng)性。在起始年級(jí)，既強(qiáng)調(diào)聽與說，又兼顧讀和寫，從而達(dá)到各項(xiàng)語言技能之間的平衡。尤其是第一單元，知識(shí)性的內(nèi)容不多，主要是給學(xué)生大量的用英語進(jìn)行會(huì)話的機(jī)會(huì)。在情景之中，探索、構(gòu)建思維空間，充分發(fā)揮、運(yùn)用各自的想象力。
3．強(qiáng)調(diào)學(xué)生的主動(dòng)性。在教學(xué)活動(dòng)中，以學(xué)生為中心，頻繁地讓學(xué)生參與小組活動(dòng)，進(jìn)行英語會(huì)話，并提供大量的游戲、歌曲，供學(xué)生用英語交流，激發(fā)學(xué)生用英語做出個(gè)人評(píng)論性反應(yīng)活動(dòng)。本單元課文中有三首歌曲，同時(shí)在課堂中還可以進(jìn)行諸如：MemoryName,SimonSays,Clap,GoFish,RaceandDo等游戲。
4．注重培養(yǎng)學(xué)生的英語思維。思維是交際的重要組成部分，在教學(xué)中教師應(yīng)注重培養(yǎng)學(xué)生形成自己的學(xué)習(xí)思維，思考如何與他人交流，如何運(yùn)用語言來想象并形成新的觀點(diǎn)。如第一單元就可以運(yùn)用課堂知識(shí)，在情景會(huì)話中運(yùn)用英語介紹自己的家人和朋友。
單元知識(shí)(UnitKnowledge)
語言知識(shí)
詞匯
掌握詞匯
boygirlfriendbookclassroommarkerpenpencilschoolteachercatIyouheshethisthatamislooksitonetwothreefourfivehowmanygood-byeAa~~Nn
認(rèn)識(shí)詞匯
blackboardCanadaChinaeraserkeyletterlibraryappleMs.numberpencil-caseborrowletdohavemaymeetpleasepracticethanktryheretheretoowheresureathehelloandit
句型
What’syourname?Mynameis____.
He/Sheisa_____.He/Sheismyfriend.
What’sthis?Thisis____.What’sthat?Thatis_______.
Howmany____doyouhave?
Ilivein____.
功能意念
問候：Hello/Hi!Howareyou?I’mfine,thanks./Nicetomeetyou.
介紹自己和別人：Mynameis___.Thisis____.
表示感謝：Thanks!You’rewelcome.
告別：Good-bye./Bye./Seeyoulater.
請求許可：MayIhave/borrow___,please?Sure.
談?wù)撐恢茫篧hereis____?There./Hereitis.
語法
be動(dòng)詞am,is,are的用法
語言技能
聽
1．運(yùn)用對(duì)話練習(xí)，掌握如何用英文介紹自己和別人及問候他人。
2．在對(duì)話中，聽懂對(duì)方的信息。
3．聽懂對(duì)方簡單的指令用語，并做出反應(yīng)。
4．能辨認(rèn)歌謠中的韻律。
說
1．學(xué)習(xí)使用正確的語音、語調(diào)。
2．能模仿聽到的錄音。
3．能用英語說出數(shù)字1~5。
4．能提供有關(guān)個(gè)人情況的信息。
讀
1．能連貫、流暢地朗讀課文。
2．能理解簡單的書面指令，并根據(jù)要求進(jìn)行學(xué)習(xí)活動(dòng)。
寫
1．能寫出簡單的詞、詞組和句子。
2．能正確書寫字母Aa~~Nn。
學(xué)習(xí)策略
1．制定簡單的英語學(xué)習(xí)計(jì)劃。
2．在學(xué)習(xí)中集中注意力。
3．積極運(yùn)用所學(xué)的英語知識(shí)進(jìn)行表達(dá)和交流。
情感態(tài)度
1．在學(xué)習(xí)中，逐步培養(yǎng)學(xué)習(xí)英語的興趣。
2．樹立學(xué)好英語的信心和勇氣。
3．在學(xué)習(xí)中，敢于用英語交流。
文化知識(shí)
1．了解日常生活中如何用英語打招呼、問候和告別。
2．如何用英語客氣地請求許可以及答復(fù)。
背景知識(shí)(BackgroundKnowledge)
問候（Greetings）：“打招呼”是人們?nèi)粘Ｉ钪凶畛Ｓ玫囊环N交流方式。熟人、朋友、同學(xué)和老師，見面時(shí)都會(huì)互致問候。常見的問候語：“Hi.”、“Hello.”、“Goodmorning.”等等。
“hello”常用于熟人、朋友之間，也可以用于陌生人；可以單獨(dú)使用，也可以加稱呼語，意為“你好”。在打電話或打招呼時(shí)，相當(dāng)于中文的“喂”。
用“hi”打招呼更隨和?！癗icetomeetyou./Nicetoseeyou.”也用于打招呼。類似的說法還有：“Goodtoseeyou./Gladtoseeyou.”等。類似的說法還有：“Howareyou?”意為“你,好嗎？”，用來詢問身體健康狀況。其答語為：“I’mfine,thankyou./Verywell,thanks./I’mfine.”等等。
“Goodmorning./Goodafternoon./Goodevening.”分別為上午、下午、晚上的問候用語。而“Goodnight.”意為“晚安”，是晚上臨睡前的告別用語?！癏owdoyoudo?”意為“你好！”，是經(jīng)過他人介紹后，向被介紹者表示問候的正式用語?；卮鹑杂谩癏owdoyoudo?”。“Hi,howareyoudoing?”相當(dāng)于漢語的“你一切都好嗎？”。類似的表達(dá)方式還有“Howarethingswithyou?”和“What’sgoingon?”，還可以這樣說：“Hi,man,what’sup?”。如果有一段時(shí)間沒見面還可以說：“Haveyoubeenwell?”，這些都表示“近來怎么樣，近況如何？”。若是最近身體、生活、學(xué)習(xí)還不錯(cuò)，可以說“Notbad.(Allright./OK./I’mcool.)Thankyou.”。若感覺好的不得了，就可以說“Ifeelgreat!/I’montopoftheworld!”。若覺得過的“馬馬虎虎”，就說，“Justso-so.”。感覺很不好，可以說“Stillalive,thanks.”意為“還算活著?！?/p>
Unit1SchoolandNumbers
Lesson1Hello
Teachingcontents:
1.Greetings:Hello!/Hi.
2.Self-introduction:Mynameis…
3.Askingforothers’names.What’syour/his/hername?
Teachinggoals:
1.Understandthetext.
2.Rememberthewords:hello,name,my,your,his,her,I,is,what
3.MakesurethestudentscanintroduceeachotherinEnglish.
Keypoints:
What’syour/his/hername?
My/his/hernameis…
Difficultpoints:What’shis/hername?
Preparation:AmapofChinaandamapofCanada;somepicturesofcharacterssuch
asSunWukong,LanMaoandsoon.
Teachingaids:tape-recorder,pictures,cards
Typeofthelesson:listeningandspeaking.
Teachingprocedures:
Step1.Warmingup
DiscussthefollowingquestionswiththestudentsinChinese.
1.WhydowelearnEnglish?
2.DoyouknowanyEnglishwords?
3.IsEnglishinteresting?
4.DoyouoftencomeacrossEnglishwords?
Step2.Leadin
Discussthesequestions.
1.Whatdoyousaywhenyoumeetsomeone?
2.DoyouknowwhatCanadianssaywhentheymeet?
3.HowdoyouintroduceyourselforsomeoneelseinChinese?
4.DoyouknowhowtointroducesomeoneinEnglish?
Step3.Newlessons
Hello/Hi,mynameis…
1.Presentation
Pretendtomeetsomeone.Say“Hello.”or“Hi.”,Mynameis…
Makesurethestudentscanunderstandit.Encouragethemtorepeat.
2.Practice
Workinpairs.Encouragethestudentstogreeteachotherandintroducethemselves.Thenasksomepairstoactitout.
What’syour/his/hername?
1.Presentation
Say“Mynameis…What’syourname?”.Translateifnecessary.Thenrepeatafewtimes.Encouragethestudentstofollowuntiltheycansayitcorrectly.
2.Practice
Workinchainlikethis:
A:Mynameis___.What’syourname?
B:Mynameis___.What’syourname?
C:…
Thenasksomestudentstoactitout.
3.Presentationandpractice
What’shis/hername?
ShowapictureofLanMaoandsay,“What’shisname?HisnameisLanMao”.Askthequestionandhelpthestudentstoanswer.Thenrepeat.Workinpairstopracticethedialogueandasksomepairstoactitout.
4.Introducethecharactersonthetextbook
LiMing,Jenny,Danny
Teachthewords(ChinaandCanada),usingmapsofthem.Thenexplainthesentence“Ilivein…”.
5.Listenandfollow
6.Playthetapeforthestudentstofollow
7.Summary
Sumupthelessonbrieflybypractisingallthedialoguesinthetext.
8.Homework
Readthetextandpractisethedialogue.
Lessons2Howareyou?
Teachingcontents:
1.Greeting:Nicetomeetyou.
2.Teachthesong“Howareyou?”.
Teachinggoals:
1.Understandthetext.
2.Rememberthemasteryvocabulary.
3.Understandandsingthesong“Howareyou?”.
Keypoints:Greetsomeonewiththephrase“Howareyou?”.
Difficultpoints:Greetandresponseinthetext.
Preparation:
1.Preparesomepicturesandputthemontheblackboard.
2.Writethenewwordsontheblackboard.
Teachingaids:audiotape,somepictures
Typeofthelesson:listening,speaking,singing
Teachingprocedures:
Step1.Warmingup
Greetingandreviewing.Aftergreeting(Hello!/Hi.),reviewthedialogueinthelastlessonbriefly.
Step2.Leadin
AskthestudentstoanswerthequestionsinChinese.
1.WhatdoChinesesaywhentheymeeteachother?
2.Canadiansdon’taskthequestionssuchas“Haveyouhadyourmeal?”or“Whereareyougoing?”.Doyouknowwhattheysayexpect“Hi.”or“Hello!”?
Step3.Newlessons
1.Presentation.ExplainthatCanadiansgreeteachotherbysaying“Howareyou?”and“Nicetomeetyou”.Explainthemeaningoftheexpressions.Encouragethestudentstorepeatafewtimes.
2.Listenandsay.Playthetapeforthestudentstofollow.
3.Practice.Workinpairs.Encouragethestudentstopractisethedialogueinpairs.Demonstratethedialoguewithoneortwostudents,andthenasksomepairstoactitoutfortherestoftheclass.
Step4.Demonstrateandpractisethedialogue
A:Hello!Mynameis___.What’syourname?
B:Mynameis____.Nicetomeetyou.
A:Nicetomeetyou,too.
Step5.Teachthesong“Howareyou?”
1.Gooverthewordsofthesongandpractisethem.
2.Explainthelastline.
3.Playthesongforthestudentstofollow.
Step6.Summary
Sumupthegreetingandresponse,combiningwiththeusefulexpressionsinthislesson.
Step7.Homework
1.Readandpractisethedialogue.
2.Singthesong“Howareyou?”.
Lesson3Boy,GirlandTeacher
Teachingcontents:
1.Thestatement“Thisisateacher/boy/girl.
2.Numberone—five.
Teachinggoals:
1.Understandthetext.
2.Rememberthemasteryvocabulary:boy,girl,teacher,chair,book,desk,one—five
Keypoints:
Thisis…
Numberonetofive.
Difficultpoints:thepluralformofnoun
Preparation:
1.Preparesomepicturesandputthemontheblackboard.
2.Writethenewwordsontheblackboard.
3.Bringtenbooksontheteacher’sdesk.
Typeofthelesson:listening,speaking,reading
Teachingresources:audiotape,pictures,books,chairsanddesksintheclassroom
Teachingprocedures:
Designforactivities.
Activities
Purpose
Singthesong.
Reviewthegreeting.
Introducenewitemsofthelesson.
MaketheSsunderstandthetext.
Workinpairs:askandanswer.
Practisetheitems.
Actoutthedialogue;countthenumbers.
Consolidatetheitems.
Step1.Warmingup
Say“Hello,howareyou?”,maketheSsrespondcorrectly.Thensingthesong“Howareyou?”.
Step2.Teachthenewwords
Teachboy,girlandteacherbypointingagirl/boy/yourselforpictures.Explainthesentence“Thisisa…”.
Step3.Letthestudentstopractise“Thisisa…”bypointingsomeone
Step4.Usethepicturestoteachthenewwords
Teachchairandbook.Demonstrate“What’sthis?It’sa…”.Thenpractisethemwiththestudents.
Step5.Teachthenumbersone—five,usingyourfingerstoshowthemeaning.Thenusethebooksonthedesktodemonstrate.Payattentiontothepluralformoftheword“book”.
Step6.Encouragethestudentstopractisethenumberbypointingboys,girls,desks,chairs,andbooks.Thenasksomestudentstodothisinfrontofclass.
Step7.Sumuptheitemsbriefly
Step8.Homework
Readthetext.Trytousetheitemsintheclassroom.
Lesson4Where
Teachingcontents:
1.Whereis…?
2.Newwords:classroom,library
3.Singthesong.
Teachingaims:
1.Understandthetext.
2.Rememberthewords:where,school,classroom,library.
3.Singthesong.
4.Usetheusefulknowledgetoasktheplacethathe/shedoesn’tknow.
Keypoints:Whereis…?
Difficultpoints:thewordsofthesong
Preparation:
1.Somepicturesofschool,classroomandlibrary.
2.Writethenewwordsontheblackboard.
3.Bring5picturesaboutthesong.
Typeofthelesson:listening,speaking,responseandsinging
Teachingaids:audiotape,pictures
Teachingprocedures:
Step1.Warmingup
1.Greeting.GreetthestudentswiththeexpressionsinL1andL2.
2.Singthesong“Howareyou?”
3.Reviewtheitem“Thisisa…”and“What’sthis?”bypointingsomething.
4.Countthenumbers.
Step2.Leadingin
1.Usepicturestoteachthewords“classroom,school,andlibrary”.Pretendtolookforyourbookeverywhere,saying“Whereismybook?”.
2.Thenpointtothebookandsay“Thereitis.”.Writethesentenceontheblackboard.
Step3.Practice<,/P>
1.Encouragethestudentstopractiseinpairs,usingbooks,chairs,desks,etc.
2.Playthetapeforthestudentstofollow.Thenasksomeonetodemonstratefortherestoftheclass.
Step4.Presentation
Gooverthewordsofthesong.
1.Doactionstodemonstratejump,look,point,reach,sitandstand,addingupanddown.e.g.lookup/down.
2.TPRactivities.Demonstrate“OrderandResponse”withonestudent.Say“Standup,lookup.”andsoon,andthenencouragethestudentstorespond.Thendothesamewiththerestofclass.
3.Practice.Workinpairs.Onegivestheordersandtheothersdotheactions.
4.Gooverthewordsofthesong.Makesurethestudentsunderstandthem.
5.Chantandsing.
(1)Playthetapeforthestudentstofollow.
(2)Practiseinpairs
(3)Doittogether.
Step5.Sumupthetextbrieflytoconsolidatetheitems
Play“Hide–and–Search”gametoreview“Whereis…?”.
Step6.Homework
1.Readthetext.
2.Singthesong.
Lesson5What’sthis?
Teachingcontents:
1.Newwords:pen,pencil,pencilcase,marker,blackboard.
2.What’sthis?It’sa…
3.Howmany…doyouhave?
Teachingaims:
1.Understandthetext.
2.Rememberthenewwords.
3.Askandanswerabout“Howmany…?”.
Keypoints:
1.What’sthis?
2.Howmany…?
Difficultpoints:Thequestion“Howmany…?”andtheanswers.
Preparation:
1.Preparesomepicturesofschool,classroomandlibrary.
2.Bringsomerealthings,suchaspen,pencil,pencilcaseandmarker.
Teachingaids:audiotape,somepictures,books,pens,pencilsandmarkers.
Typeofthelesson:listenandspeak.
Teachingprocedures:
Step1.Warmingup
Greetthestudentsandreviewthelastlesson.Asksomepairstoactoutthedialoguelikethis:
A:What’sthis?
B:It’sa…
Step2.Leadingin
Userealthingsorpicturestoteachthenewwords.Writethemontheblackboard.Playthetapeforthestudentstofollow.
Step3.Practice
Encouragethestudentstopractice“What’sthis?It’sa…”,usingnewwords.Thenasksomepairstoactitout,usingrealthingsorpictures.
Step4.Presentation
Holdupthreepensandsay“Howmany?”afewtimes.Makesurethestudentsunderstandit.Introduceinthisway:Howmany?Howmanypencils?Howmanypencilsdoyouhave?
Step5.Practice
Letthestudentsworkinpairs.Leadthemtopractiselikethis:
A:Doyouhaveany…?
B:Yes,Ido./No,Idon’t.
A:Howmany…doyouhave?
B:…
Playthetapeforthestudentstofollow.Asksomepairstoactitout.
Step6.Summary
Reviewthenewwordsandthedrill.Sumupthembriefly.
Step7.Homework
1.Readthetextandpractisethedialogue.
2.Finishtheactivitybook.
Lesson6Myfriend
Teachingcontent:
1.LettersA—G.
2.TheABCsong.
3.Introduceothers:Thisis…He/sheis…
Teachingaims:
1.Understandthetext.
2.Mastertheletters:ABCDEFG
3.Singthesong.
4.Masterthedrills.
Keypoints:
1.ThelettersA—G.
2.Thisis…Sheis…
Difficultpoints:wordsofthesong
Preparation:
1.Make26Englishlettercards.
2.Bringsomerealthings,suchasabook,aneraser,apen,apencil,apencilcase,amarkeretc.
3.Somepicturesoffish,door,girl,boy,teacher.
Teachingaids:audiotape,lettercards,pictures
Typeofthelesson:listening,speakingandsinging
Teachingprocedures:
Step1.Warmingup
Greetthestudentsbysaying“Goodmorning!/afternoon!Howareyoutoday?”.Encouragethestudentstoreply.
Step2.Reviewthedrill
“What’sthis?,It’sa…”and“Howmany…?”
Step3.Presentation
TellthestudentsthatEnglishwordsaremadeupoflettersandthatEnglishalphabethas26letters.Eachletterhastwosizes.Generallyspeaking,everylettermakesasound.e.g.theletterBmakesa[b]soundinthewordbook.DemonstrateAapple,usingpicturesofanapple.Thenpresenttherestlettersinthesameway.Playthetapeforthestudentstofollow.
Step4.Practice
1.Usethecardstopractisethelettersandwordsinthislesson.Writethelettersontheblackboard.Thelettershavearrowsthatshowhowandwhatsequencestomakethestrokes.Ontheblackboard,showthestudentshowtofollowhearrowstowriteeachletter.Thenletthestudentspractisewritingthem.
2.Workinpairslikethis:
A:What’sthis?
B:It’sA/B/anapple.
Asksomepairstoactitout.
Step5.The“ABCsong”
1.Gooverthewordsofthesong.
2.Playthetapeforthestudentstofollow.
Step6.Presentation
1.Teachthemeaningofthewordfriendandhe/she.
2.Pointtoaboy/girlandsay,“Thisis…(name).He/sheismyfriend.Repeatitafewtimes.Explainthemeaningifnecessary.
Step7.Practice
1.Playthetapeforthestudentstofollow.
2.Workinpairsorgroups.Practisethedialogue.Thenasksomepairsorgroupstoactitout.
Step8.Summary
1.Sumupthelettersandwordsbyshowingcardsandpictures.
2.Sumupthewayofintroducingsomeone.
Step9.Homework
1.Readthetext.
2.Practisewritingtheletters.
3.Singthesong.
4.Actoutthedialogue.
Say“Goodbye!/Seeyoulater.”whenclosingtheclass.
Lesson7MayI_______?
Teachingcontents:
1.ThelettersH—N.
2.Usetheexpressions“MayIhave/borrow____?”toaskforsomething.
3.Requestororders:Openthe___,andclosethe____.
Teachinggoals:
1.Understandthemeaningofthetext.
2.MasterthelettersH—N.
3.AskforsomethinginEnglish.
4.UsethePhrase“Open/Closethe____.”
Keypoints:
1.Letters.
2.Askforsomething.
Difficultpoints:borrowthings.
Preparation:
1.Makelettercardsforthislesson.
2.Bringrealthings,suchasbooks,pens,markersandsoon.
Teachingaids:audiotape,cards,somebooksandpens
Typeofthelesson:Listeningandspeaking.
Teachingprocedures:
Step1.Warmingup
1.Greetingandreview.Reviewthelettersandwordsofthelastlessonbyusingcards.
2.SingtheABCsong.
3.Asksomepairstoactoutthedialogueofthelastlesson.
Step2.Introducethenewlettersinthesamewayshowninthelastteachingdesign,usingpictures.Showthestudentshowtowritetheletters
Step3.Practiceandproduction
1.Playthetapeforthestudentstofollow.
2.Practiseinpairs.Encouragethestudentstoaskforrealthings,likebooks,pens,marker,erasersetc.
3.Asksomepairstoactitout.
Step4.L7N3
Teach“MayIborrow_____,please?”,workingfromoldphrasestonewonesandaddingthereplies“Sure!Hereyouare.”And“You’rewelcome.”Useactionstomakeyourmeaningclear.Translatewhennecessary.
Step5.Summary
Sumupthetextbriefly.
Step6.Homework
1.Readthetext.
2.Practisewritingtheletters.
3.Practisemakingthedialogue.
Lesson8Whatdoyouknow?
Teachingcontents:
1.Reviewthewordsandexpressionsinthisunit.
2.Grammar:theverbsam,is,are.
3.Exercisesinthelesson.
Teachinggoals:
1.Masterthedrillsinthisunit.
2.MasterthelettersA—N.
Keypoints:expressionsandgrammar.
Difficultpoints:grammar.
Preparation:
1.Bringthelettercards.
2.Bringrealthingstoreviewthewords.
3.Preparesomepicturestoreviewthedrills.
Teachingaids:lettercardsandsomepictures.
Typeofthelesson:review.
Teachingprocedures:
Step1.ReviewthelettersandsingtheABCsong.FinishN1AandC
Step2.Listentothesong“TenlittleIndians”andreviewthenumbers1-10
Step3.Reviewthegreeting“Howareyou?”andsingthesongaboutit
Step4.Userealthingsandcardstoreviewtheexpressionsinthisunit
e.g.
What’sthis?
It’sa,____.
<,Pclass=MsoNormalstyle="MARGIN-LEFT:17.95pt;MARGIN-RIGHT:19.2pt;TEXT-ALIGN:left;mso-para-margin-left:1.71gd;mso-para-margin-right:1.83gd;mso-pagination:widow-orphan;mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"align=left>Howmany____doyouhave?
Ihave____.
Whereisthe____?
binethedialoguesinthisunitandencouragethestudentstopractise
A:Hello!
B:Hi!Mynameis____.What’syourname?
A:Mynameis____.Nicetomeetyou!
B:Nicetomeetyoutoo.
A:Howareyou?
B:Fine,thankyou.Andyou?
A:I’mfine,thanks.
A:Whereis____?
B:There!
A:MayIhave/borrow_____?
B:Sure.Hereyouare.
A:Thanks.
B:You’rewelcome.
Orplaythechaingametopractisethem.ThenfinishN4ofthislesson.
Step6.Grammar
Theverb“be”.
1.Introduction.
Letthestudentstellyousomesentencesthatinclude“is”and“are”.Encouragethemtosumuptheusageofthetwowords.Thensumup.
pletetheconversationinL8N2toprasticeusingthem.Iftimeisenough,haveashorttest.
wantago,throwitlikethat,throwitlikethis,it’sveryeasy,yo-yo,hard,ride,swim,skate,fly,card,volleyball,jump,sing以及如何應(yīng)用英語進(jìn)行體育運(yùn)動(dòng)。
二、教學(xué)重點(diǎn)
wantago,throwitlikethat,throwitlikethis,it’sveryeasy,ride,swim,skate,fly,card,volleyball,jump,sing以及如何應(yīng)用英語進(jìn)行體育運(yùn)動(dòng)。
Canyousing?Yes,Ican.Itiseasy.No,Ican’t.Itishard.
三、教學(xué)難點(diǎn)
wantago,throwitlikethat,throwitlikethis,it’sveryeasy
Canyousing?Yes,Ican.Itiseasy.No,Ican’t.Itishard.
四、教學(xué)方法
1．創(chuàng)設(shè)情景，利用對(duì)話、表演等方式學(xué)習(xí)、鞏固Canyousing?Yes,Ican.Itiseasy.No,Ican’t.Itishard.等句型。
2．利用調(diào)查以及實(shí)物演示等方法以及肢體語言來激發(fā)學(xué)生的學(xué)習(xí)興趣。
3．用任務(wù)型教學(xué)的手段來鞏固課堂教學(xué)。
五、教具
實(shí)物、錄音機(jī)等
六、教學(xué)過程
Step1熱身復(fù)習(xí)，導(dǎo)入新課
1.Warmup.Askthestudentondutytomakeareportabouttheweatherorhisfavouritesport.
2.Revision.Invitesomestudentstomakeareportabouthisfavouritesport.(yesterday’shomework)
3.Askandanswerbetweentheteacherandthewholeclass.以教授Canyousing?Yes,Ican.Itiseasy.No,Ican’t.Itishard.等句型和ride,swim,skate,fly,card,volleyball,jump,sing等體育運(yùn)動(dòng)。
4.Itishard.等句型和ride,swim,skate,fly,card,volleyball,jump,sing等體育運(yùn)動(dòng)。
Whatisyourfavouritesport?Myfavouritesportisswimming.
Doyoulikeswimming?Yes,Ilikeitverymuch.
Canyouswim?Yes,Ican.Itiseasy.No,Ican’t.Itishard.
并且提醒學(xué)生Canyou……?句型中要用動(dòng)詞的原形。
Step2師生互動(dòng)，逐步深入
SBPart2對(duì)話處理
1.AskthewholeclasstomakeasimilardialoguewiththehelpofthepicturesinPart2ofLesson78.Theninvitesomepairstoactthedialogueoutinfrontoftheclass.
2.Giveeverystudentachart.Askthemtoaskquestionsingroupsandgetreadyforareportaccordingtothechart.Forexample:
Alikesswimming.Hecanswim.Itiseasy.
Bdoesn’tlikeswimming.Hecan’tswim.Itishard.
Clikesjump.Hecanjump.Itiseasy.
Canyou……?
SBPart1對(duì)話處理
1.Askandanswer.Theteachershowsayo-yotothewholeclassandaskthem,“Whatisthis?Canyouplayyo-yo?”
2.Booksclosed.Makethewholeclasslistentothetapecarefullyandanswer“CanJimplayayo-yo?”
3.Booksopen.Listentothetapeagainandaskthewholeclasstosayafterthetape.
4.Practisethedialogueinpairs,thenasksomepairstoactitout.
Step3鞏固拓展，達(dá)標(biāo)反饋
1.Discussion.Givethewholeclassfiveminutesandaskthemtodiscussthesequestionsingroups:
Doyoulikeswimming?Yes,Ido.
Canyouswim?Yes,Ican.
Areyougoodatit?No,Iamnotgoodatit.
Thenaskeverystudenttomakeareportaccordingtowhattheyhavediscussed.Forexample:Alikesswimmingverymuch.Hecanswim.Heisgoodatit.Hisfavouritesportisswimming.Blikessingingverymuch,Buthecan’tsing.Heisnotgoodatit.Singingisnothisfavouritesport.Hisfavouritesportisjumping.
2.Workinclass.Finishsomeexercisesaboutthislesson.
用所給單詞的適當(dāng)形式填空。
1.Thank________(good)!Thekiteisnotbroken.
2.Mikeisafootballfan.Heisgoodat______(play)football.
3.Doyoulike______(swim)intheriver?
4.JimandMikearefootball______(play).Theyaregoodatit.
5.Playingcards_______(be)easy.Andmanypeoplelikeit.
1.單詞和詞組
asthough好像handin上交
humannature人性inform通知relationship關(guān)系sex性別
suit適合suit...to使適合prevent防止feeling感覺;感情
chairman主席socialist社會(huì)主義的
2.日常交際用語：
Areyou/WillyoubefreeonMonday/tomorrow?
Howabouttomorrowmorning/afternoon?
Shallwemeetat4:30at...?
Allright.Seeyouthen.
Yes,I’m/I’llbefreethen.
Yes,that’sallright.
No,Iwon’tbefreethen,butI’llbefreeat....
3.語法：
復(fù)習(xí)十九至二十三單元的語法項(xiàng)目。
重點(diǎn)難點(diǎn)講解
1.Manyyoungpeopleendupinajobtowhichtheyarenotsuited.
許多年輕人最后還是干了一件不適合他們的工作。
(1)endup最后(做某事)，終于(成為……)這個(gè)短語通常含有“最終結(jié)局不好”的意思。例：
Heendedup(as)theofficerofthatcompany.他最終成為那家公司的職員。
Theenemyendedupindefeat.敵人最終失敗了。
(2)besuitedto+n.(-ing形式)適合，適宜于。
Hisspeechissuitedtoaudience.他演講的內(nèi)容合符合聽眾的口味。
Heissuitedto(for)teaching.他適合教書。
2.First,itisimportanttorecognizewhatkindofpersonyouareandwhichspecialqualitiesmakeyoudifferentfromeveryoneelse.
首先，重要的是你得認(rèn)識(shí)自己是什么樣的人，你具備怎樣的特殊品質(zhì)，使你不同于其他任何人。
(1)whatkindof是對(duì)表示性質(zhì)、特征的人或事提問的句式。
—Whatkindofpersonareyou?
—I’mcleverone(不能回答I’mclever.).
—Whatareyoulike?
—I’mclever.(不能回答I’macleverperson.)
whatkindof結(jié)構(gòu)中其名詞通常不用冠詞，也不用復(fù)數(shù)。
(2)else做為代詞，只能用作后置定語，常用來修飾不定代詞、疑問代詞或疑問副詞。
Whoelseaskedformethismorning?今天上午還有誰找過我?
Nobodyelseinourclassisclevererthanhe.在我們班上沒有其他人比他聰明。
Whereelsehaveyoueverbeento?你還去過什么地方?
3.Thinkoftimewhenyouwerehappiest.Whatwereyoudoing?
想一想你過去什么時(shí)候最快活。當(dāng)時(shí)你在干什么?
該句中做表語的happiest前面沒有冠詞the。
通常形容詞最高級(jí)前要加定冠詞。但當(dāng)最高級(jí)是主語自身比較(而沒有與其他的人或物相比較)，最高級(jí)前通常不用冠詞。例：
I’mbusiestinthemorning.我早上最忙。
Thestarsarebrightestwhenthereisnomoon.當(dāng)沒有月光時(shí)星星最亮。
4.Notethatitisnotenoughtosaytoyourself,“Ienjoyworkingwithpeople.”
注意：如果你回答“我喜歡同工人們一起工作”，這是不夠的。
Note在此是動(dòng)詞，意思是“注意，注目，留意到”。
Notethat…作為句型是“注意……”。
Pleasenotethatthebookmustbereturnedwithinaweek.請注意這本書必須在一周內(nèi)歸還。
Notehowheswims.注意看他如何游泳。
5.Itsoundsasthoughyouhaveplentyofbothofthesealready.
……從來信看這兩方面(興趣和能力)你似乎都已具備了。
Itsoundsasthough/if…“聽起來似乎……”。
asthough引導(dǎo)的是表語從句。常用于類似結(jié)構(gòu)的還有：seem/look/feel+asif(though)。
注意：appear通常不能接asif從句。
Itseemsasifhehaspassedthetest.他看起來好象通過了這次測試。
Hefeelsasifheistired.他覺得好象累了。
6.YoucanpointoutthatFlorenceNightingaleopenedupnursingandthatMadameCurieopenedupsciencetowomen.
你可以指出，弗洛倫斯.南丁格爾開創(chuàng)了護(hù)理工作，居里夫人為婦女學(xué)理科開辟了道路。
(1)該句pointout之后接了兩個(gè)賓語從句，由and連接，要特別指出第二個(gè)that絕不能省掉，省掉后邏輯關(guān)系不清。
(2)openup意思是“開辟”，“開拓”，如：
Thisnewmeanshasopeneduptheforbiddenzoneofthisfield.這新方法打開了這個(gè)領(lǐng)域的。
Afewpeasantsdecidedtoopenupthewasteland.幾個(gè)農(nóng)民決定開發(fā)這塊荒地。
單元檢測
一、單項(xiàng)填空
1.IwasveryfrightenedwhenIsawher____closebysomepolice.
A.followingB.followedC.wasfollowedD.wasfollowing
2.---Victorcertainlytalksalot.
---Yes.She’sneverinterestedinwhat____says.
A.someoneelseB.anyoneelseC.somebodyD.anybody
3.---Whendidyougettoknowaboutit?
---Ihadnoideaaboutit____hetoldme.
A.untilB.unlessC.whenD.ifnot
4.---Doyourememberthetimewe____witheachotherlastyear?
---Sure.Atthattimeyou____inashop.
A.meet,hadworkedB.met,wereworking
C.meet,haveworkedD.weremeeting,worked
5.---WhathappenedtoJane?
---Shehadherdress____onanail.
A.caughtB.seizedC.fittedD.fixed
6.---Let’sgoout____tohavea
---Agoodidea.
A.nowhereB.somewhereC.everywhereD.where
7.____hewent,hewouldtakehisumbrellawithhim.
A.WhereverB.WhereC.HoweverD.How
8.Ithoughtherhonestanddependable____Imether.
A.forthefirsttimeB.everytimewhen
C.bythefirsttimeD.thefirsttime
9.Theclockstopped.NomatterhowhardItriedIcouldn’tgetit____again.
A.wentB.goneC.goD.going
10.Hedoesn’thaveanyenemies____doeshewishtohave.
A.andB.orC.norD.but
11.Youwon’tbeworried____youmakeacorrectdecision.
A.sinceB.thoughC.solongasD.evenif
12.Therearesomanypapershere.Ifyou____afireyou’ll____thehouseonfire.
A.make,giveB.make,setC.set,makeD.give,set
13.Theslaveownertreatedtheblackpeoplesobadlythatsomeofthemtriedto____.
A.getawayB.gooutC.turndownD.putoff
14.Itlooksasiftherainwillcontinueforsometime,butitmay____beforedark.
A.clearawayB.clearupC.turnupD.turnaway
15.Neitherthemanagernortheassistants____thiskindofproblembefore.
A.havemetB.hasmetC.aremeetingD.ismeeting
二、完形填空：
TheycalledhimtheFool.HisnamewasSuchinsky,apeasantonthePolish-Ukrainianborder.
In1941,whenHitler''''sarmyoverrunthevillage,hedugacavewithhishands1hisfarmhouseand2afamilytherefortwoyears.TheywerenamedZeiger.OncewhenSuchinskylearnedtheNazisweregoingtosearchthefarmwithdogs3tofindpeople,hestayedallnight4wastefromouthousestothrowoffthescent.TheGermanscame,buttheyneverfoundtheZeigers.
Aftertheywere5in1944,theZeigerswenttoAmerica.Overtheyearsthey6sentpackageoffoodandclothingtoSuchinsky.Ashecouldneitherreadnorwritehe7forthegiftswithaflowerdrawntotheZeigers.Butinthelate1950''''sthethanksstopped.WhenZeigersasked,theofficialstoldthemtherewasnoSuchinsky.81987didoneofthesons,ShelleyZeiger,nowasuccessfulNewJerseybusinessman,learnedthe9.Suchinskyhadbecomeseriously10,andwasmovedtoanearbytown,whereacousinnursedhimbackto11.
TheninOctober1987,whileZeigerwas12abusinesstripinMoscow,hesentanotetoSuchinsky,who13throughfriendswithaone-line14:"Youhavenoideaofthe15Ihavetoseeyou."
TheZeigersreturnedtothevillageforthe16timeinforty-fouryears.Thepeopleofthevillage17thestreetscarryingflowers.
"Youcouldseeintheirfaces,"Zeigercalledup,"thatnowSuchinsky,thefool,wasahero,theoneamongthemwhohaddonewhatwas18.Whatmattersmostisthatwhenyoudogood,19willcomebacktoyou.Whenyoudogoodyouwillnotbeforgotten.Wecannever20himfully."
1.A.besideB.beyondC.underD.above
2.A.placedB.hidC.setoutD.kepton
3.A.trainedB.watchedC.plannedD.invited
4.A.throwingB.sweepingC.spreadingD.laying
5.A.setB.shutC.lastedD.liberated
6.A.regularlyB.politelyC.certainlyD.secretly
7.A.lookedB.answeredC.thankedD.cared
8.A.EveninB.OnlyafterC.NeverinD.Asfor
9.A.excuseB.ideaC.reasonD.discovery
10.A.illB.deafC.busyD.nervous
11.A.healthB.deathC.strengthD.wealth
12.A.forB.inC.onD.around
13.A.sentB.answeredC.askedD.proved
14.A.informationB.messageC.articleD.news
15.A.pressureB.thoughtC.longingD.suffering
16.A.firstB.secondC.lastD.final
17.A.stoodB.surroundedC.linedD.rowed
18.A.famousB.braveC.strictD.right
19.A.godB.goodC.badD.danger
20.A.praiseB.thankC.repayD.respect
三、閱讀理解：
BeforeJohannGuttenburgdevelopedtheprintingpressin1437,newstraveledby
wordofmouth.Thismeantthatinformationwasslowtoreachthepublicandthatdetailschangedasnewsspreadfromonepersontothenext.Printedmatter,suchasnewspapers,madeitpossibleforinformationtobegatheredinacentralofficeandfornewstobewrittenmoreaccurately(準(zhǔn)確).In1844SamuelMorsemadeasystemofsendingcodedmessagesthroughelectricwiresperfect,foundinganearlyformoflong-distancecommunication.Theworkofcommunicationswasdevelopedin1858throughtheworkofJuliusvonReuter,whomadenewspapersreachdifferentcountriesbytelegraphing.Witheachofthesedevelopments,thepublicwonderedattheclevernessofthecommunicationspioneersandasked,“Whatwilltheythinkofnext?”
“They”thoughtofplenty.AlexanderGrahamBellhadtheideaofpassingspeechbyelectricalimpulsesandinventedthefirsttelephonein1876.Theinventionofthe“wireless”byGuglielmoMarconiin1895madethewayformodern-dayradiotransmission.V.K.Zworykinworkedononeofthefirsttelevisionsin1928.
Communicationsreachednewheightswhentelevisionsweremassproducedinthe1950s.In1962thefirstcommunicationsatellite,madepeopleseelivebroadcastfromanywhereintheworld.Undergroundandunderwatercablesalsosendonprogramsfromoneareatoanother.Telecommunicationsandcomputernetworkingareofbigadvancesofourtimesandmeanevengreaterdevelopmentstocome.
1.Themainideaofthepassageis____.
A.itisnoteasytousemodernwaysofcommunication
B.somanypeoplemadeachievementsindevelopingthemeansofcommunication
C.themeansofcommunicationhavegonethroughmanystagesbeforetheyareperfected
D.thedevelopmentofhistoryhaslastedsuchalongtime
2.Inthe1950s____.
A.wirelesstelephonesbegantobeused
B.televisoncameintobeing
C.televisionswereproducedinlargenumbers
D.moderncommunicationreachedthehighestpoint
3.Whichofthefollowingistrueaccordingtothepassage?
A.Thefirstword“They”inthesecondparagraphreferstoscientists.
B.AlexanderGrahamBellgavethefirstspeechin1876.
C.Theprintingpresswasperfectedinthefourteenthcentury.
D.Sincemanymeansofcommunicationhavebeendeveloped,agreatnumberofpeopleneedn’treadnewspaper
4.Thebeginningofthelong-distancecommunicationwas____.
A.sendingmessagesbywordofmouth
B.whenpeopleseeprogrammesatthetimeofperformances
C.intheninteenthcentury
D.whenthe“wireless”wasinvented
5.Telecommunicationsandcomputernetworking____.
A.meantherewillbegreaterdevelopement
B.showthe20thcentury’smeansarethemostperfect
C.meanmodernsocietyhasdevelopedfromoneareatoanother
D.showpeople’slifecanbebetterandbetter
四、短文改錯(cuò)
Thebooksforstudentsatalllevels,from1.______
beginnerstotheadvanced.Eachbookhave15to2.______
20light-heartedstorieswithexercisesfollowed3.______
eachstory.Thesebooksareaimedatmeetthe4.______
needsofChinastudents.Thevocabularylevelsare5.______
controlledbecausestudentscanprogresseasily6.______
throughthebooks.Besides,eachstoryhasnew7.______
wordsaremarkedinthebodyofthetextand8.______
thenpresentedinabox.Eachonenewwordin9.______
theboxhasthepronunciation,aswellaChinese10.______
translation.
答案
一、1-5BBABA6-10BADDC11-15CBABA
二、1-5CBACD6-10ACCCA11-15ACBBC16-20ACDBC
三、1-5CCACA
四、
T
hebooksforstudentsatalllevels,from1.are
beginnerstotheadvanced.Eachbookhave15to2.has
20light-heartedstorieswithexercisesfollowed3.following
eachstory.Thesebooksareaimedatmeetthe4.meeting
needsofChinastudents.Thevocabularylevelsare5.Chinese
controlledbecausestudentscanprogresseasily6.so
throughthebooks.Besides,eachstoryhasnew7.對(duì)
wordsaremarkedinthebodyofthetextand8.that/which
thenpresentedinabox.Eachonenewwordin9.去掉one
theboxhasthepronunciation,aswellaChinese10.as
translation.
解析
單項(xiàng)填空
2.Voctor自己侃侃而談，從不關(guān)心別人說什么，要表示別人就一定要加else，因?yàn)閍nybody是包括她自己在內(nèi)的;別人并不是指某一特定的人，所以someoneelse也不對(duì)。
3.否定句加until，表示“直到…才”。
5.catchonanail的意思是“被釘子掛住了”。
7.本句句意是“無論他到哪兒…”，只有wherever可以表達(dá)這個(gè)意思。
8.本句有兩個(gè)分句，兩句之間需要連詞連接，A、C是介詞詞組，不能連接句子;everytime后面不用加when;thefirsttime在此相當(dāng)于連詞。
10.后面的句子是倒裝句，選項(xiàng)中只有nor能引導(dǎo)倒裝句。
15.用neither...nor連接主語，謂語動(dòng)詞要與最近的主語---assistants一致。
完型填空
3.狗經(jīng)過訓(xùn)練可以用來找人，trained過去分詞作形容詞用，來修飾dogs。
4.當(dāng)我們要掩蓋氣味時(shí)，只有撒一些東西--spread;而不是“扔”或“放”。
8.此句是倒裝句，A、D不能引導(dǎo)倒裝句，它們的意義也不對(duì);B、C可以引導(dǎo)倒裝句，但C的意義正好相反，只有B的意義合適。
15.Ihave是定語從句，修飾這個(gè)名詞，他當(dāng)然一直盼望見到TheZeigers，longing在此是“盼望”的意思。
句型：Whatarethe…sdoing?Theyare…
教學(xué)難點(diǎn)：
單詞climbing,swinging,和drinking的讀音。
四會(huì)掌握五個(gè)動(dòng)詞(短語)的ing形式。
課前準(zhǔn)備：
教學(xué)過程中所需的圖片(let’sstart,Let’slearn)、錄音(let’slearn,Let’ssing)。
2、A部分的五張單詞卡片和本課時(shí)的五張單詞(短語)卡片。
教學(xué)流程圖：
教學(xué)過程：
Warmup(熱身)
活動(dòng)一：復(fù)習(xí)單詞
教學(xué)參考時(shí)間：3分鐘
(1)教師出示Let’slearn/A中的五張單詞卡片，讓學(xué)生認(rèn)讀單詞并做出相應(yīng)的動(dòng)作。
(2)聽寫這五個(gè)單詞。
活動(dòng)二：唱一唱
教學(xué)參考時(shí)間：2分鐘
(1)教師播放Let’ssing部分的歌曲，學(xué)生聽錄音進(jìn)行表演唱。
(2)教師出示單詞卡climbing和swinging，讓學(xué)生認(rèn)讀單詞并用動(dòng)作表示其含義。
2、Presentation(新課呈現(xiàn))
活動(dòng)三：學(xué)一學(xué)
教學(xué)參考時(shí)間：10分鐘
(1)教師出示Let’sstart/A部分的圖片(建議把Let’slearn/B部分的圖片融合到此圖中。)讓學(xué)生回答：Whatisthemonkeydoing?
(2)教師指著考拉問：Whatisthekoaladoing?學(xué)生答出sleeping后，教師出示單詞卡，教讀單詞。
(3)教師指著Let’slearn部分兩只考拉的圖問：Whatarethekoalasdoing?引導(dǎo)學(xué)生說出：They’resleeping.
(4)教師出示兩只熊貓和兩只猴子的圖問：Whatarethepandas/monkeysdoing?
(5)教師出示兩只獅子打架的圖片，鼓勵(lì)學(xué)生通過提問Whatarethelionsdoing?來學(xué)習(xí)新單詞fighting。
(6)教師讓學(xué)生看圖(let’sstart)做對(duì)話：Whatarethebirds/kangaroos/elephantsdoing?當(dāng)學(xué)生說出drinkingwater時(shí)，教師出示單詞卡讓學(xué)生認(rèn)讀。
活動(dòng)四：讀一讀
教學(xué)參考時(shí)間：3分鐘
(1)讓學(xué)生看書聽錄音并跟讀單詞和句子。
(2)教師出示單詞卡，讓學(xué)生認(rèn)讀并拼讀單詞。
活動(dòng)五：講故事
教學(xué)參考時(shí)間：6分鐘
(1)教師讓學(xué)生看Storytime部分的圖片，讓學(xué)生回答問題：WhereareZipandZoom?WhatdoesZipsee?Whataretheydoing?引導(dǎo)學(xué)生作答。
(2)讓學(xué)生聽錄音跟讀故事。
(3)讓學(xué)生分角色朗讀故事。
3、Let’splay(趣味操練)
活動(dòng)六：心有靈犀
教學(xué)參考時(shí)間：5分鐘
(1)一名學(xué)生上臺(tái)。教師向其中的一名學(xué)生出示一張紙條，紙條上是一個(gè)有關(guān)動(dòng)物的現(xiàn)在進(jìn)行時(shí)的句子。
(2)該學(xué)生根據(jù)紙條的內(nèi)容表演動(dòng)作，其他學(xué)生猜：The…is/are。
(3)這個(gè)游戲可以采取男女生對(duì)抗賽的形式，看哪一隊(duì)在規(guī)定時(shí)間內(nèi)猜出的句子最多。
活動(dòng)七：猜一猜
教學(xué)參考時(shí)間：5分鐘
(1)教師將五張?jiān)~卡放在講臺(tái)上。
(2)請一名學(xué)生上來隨意抽取一張卡片，教師帶領(lǐng)其他學(xué)生問：Whatarethey?，持卡片的學(xué)生根據(jù)卡片上動(dòng)物名稱回答：Theyare…。
(3)然后教師再問：Whatthe…sdoing?,引導(dǎo)臺(tái)下學(xué)生用Theyare…猜。
4、Consolidationandextension(鞏固與擴(kuò)展)
活動(dòng)八：練一練
教學(xué)參考時(shí)間：5分鐘
(1)活動(dòng)手冊Listen,writeandsay.讓學(xué)生先聽錄音在相應(yīng)的空格里填上表示動(dòng)作的詞。當(dāng)表格完成后，讓學(xué)生做問答練習(xí)。
(2)活動(dòng)手冊Let’sfindout.讓學(xué)生仔細(xì)看圖回答問題。
活動(dòng)九：小結(jié)
Ⅰ.四會(huì)單詞和詞組：
pain,in(the)future,berichin,contain,fat(n.),softdrink,score,scoresof,discuss,discussion,attheend(of)
三會(huì)單詞和詞組：examine,ripe,advise,patient,energy,weight,putonweight,westerner,cause,unhealthy,loseweight,suggestion
Ⅱ.交際英語：
人人都希望自己身體健康，工作順利，生活愉快。人體就像一部機(jī)器，機(jī)器需要經(jīng)常保養(yǎng)才能不停地正常運(yùn)轉(zhuǎn)，不出故障;人也需要營養(yǎng)合理的飲食、充足的睡眠、必不可少的休息與娛樂。倘若你為了省錢省時(shí)間而終日湊合著吃東西;倘若你為了擠出更多的時(shí)間對(duì)付艱苦的學(xué)習(xí)而擠掉了睡眠時(shí)間;倘若你為了多打工賺錢，幾乎舍棄了所有的休息與娛樂;那么，生病就在所難免。萬一人生了病就需要去醫(yī)院診斷出故障的原因，這時(shí)就需要和醫(yī)生打交道，下面是常用到的語句。
醫(yī)生用語：
1.WhatcanIdoforyou?/Whatwasthematter?/Whatsthetrouble?
2.Doesithurthere?/Itsnothingserious./Letmeexamineyou./Takethismedicinethreetimesaday./AndIadviseyounottodo…
3.Drinkplentyofwaterandhaveagoodrest./Youdbetterhaveagoodrest./Youllbewellsoon.
4.Showmeyourtongue./Stickoutyourtongue./Didyoucoughmuch?/Fortunately,youonlyhavetheflu(流感)./Youllhavetobehospitalized(住院).
5.Howlonghaveyoubeenlikethis?/Well,letssee.Openyourmouthandsay"ah"./Keepwarmanddontcatchcold.
病人用語：
1.Ivegotapain(cough,headache,toothache)./Idontfeelwell./Theressomethingwrongwith…./Thisplacehurts./Ifeelagreatpainhere./Ifeeldizzy(頭暈)./Itooksomemedicinelastnight,buttheydidnthelp./Doctor,pleasegivemeanexamination.
2.Ivehadmytemperaturetaken.Iindeedhaveafever./Iwashotandcoldbyturns.
3.Idontfeelwell,doctor./Ihopeitwontlastlong./Idontfeellikeeatinganything.
4.Ihaveasorethroat(喉嚨痛)andmychesthurts./Itstartedbotheringmeyesterdayafternoon./Ifeelhotandfeverish./Imachingallover.
5.Ivebeenlosingsleep./Mywholebodyfeelsweak./Ivelostmyvoice./Myearsareringing,andmycheeksburning./Ifeelapaininmyleftleg.
Ⅲ.語法重點(diǎn)：進(jìn)一步學(xué)習(xí)提出建議和忠告的句型。
1.Iadviseyou(not)todo…/youdbetter(not)do…/Isuggestthatyou(should)do…/Whynotdo…/Whydontyoudo…
2.Itsbettertobeabsolutelysure,evenifitdoestakeabitmoretimeandtrouble.
3.Well,ifIwereyou,IwouldspendaboutfourdayssightseeinginBeijingandtwoorthreedaysinShanghaiforshopping.
4.Letmegiveyouabitofadvice,ifyoudontmind.Stopsmokingoratleastcutdownonit.Watchyourdietand…
5.How/Whataboutdoingsomeshoppinghere?
6.Ithinkwedbettersendforadoctor.
7.Well,ifyougoonthewayyouhave,youreonlygoingtomakethingsharderforyourself.
8.Yes,Isupposeso./Yes,Icertainlywill./Thatsagoodidea./Yes,butdontyouthink…?
(二)單元重點(diǎn)詞匯點(diǎn)撥
1.contain作及物動(dòng)詞是"包含;包括;能容納，能裝入"
Seawatercontainssalt.
Thisauditoriumwillcontain3,000people.
點(diǎn)撥
(1)contain和include雖然都有"包含"的意思，但contain可用于表示包含所含之物的全部或部分，而include則只是包含一部分。試對(duì)比：
Theparcelcontainedadictionary.那包裹里裝的是一本字典。
Theparcelincludedadictionary.那包裹里也包括了一本字典。
ThetourincludesavisittoParis.這次旅行包括游覽巴黎。
Thebasketcontainsavarietyoffruits.這籃子裝有各種水果。
(2)including可以作介詞連接介詞短語。試比較：
Manywomenwerewaitingtobuythatkindofcloth,includingmymother.
Manywomenwerewaitingtobuythatkindofcloth,mymotherincluded.
可以這樣說，include著重"被包含者只是整體中的一部分"。contain著重"內(nèi)有"。
2.advise作及物動(dòng)詞是"忠告、勸告、建議"
Thedoctoradvisedasoftdiet.醫(yī)生建議進(jìn)軟食。點(diǎn)撥
(1)advise+doing
Headvisedgettingplentyofsleepandeatinggoodmeals.
(2)advisesbtodo建議某人干……。advisesbnottodosth=advisesbagainstdoing建議某人不要干
Theteacheradvisedusnottoreadcarelessly.=Theteacheradvisedusagainstcarelessreading.
對(duì)比：Theteacheradvisedourreadingcarefully.(動(dòng)名詞復(fù)合結(jié)構(gòu))
(3)advisethat+主語+(should)do
SheadvisedthathespendhisholidaysinHeinan.
對(duì)比：(誤)Sharonsugg
estedmetoaskDrYangforhelp.
(對(duì))SharonadvisedmetoaskDrYangforhelp.
(對(duì))Sharonsuggested/advisedthatIshouldaskDrYangforhelp.
(對(duì))Sharonsuggested/advisedmyaskingDrYangforhelp.
(對(duì))IwasadvisedtoaskDrYangforhelpbySharon.
(4)advice是不可數(shù)名詞，表達(dá)"一條建議"用：apiece/bit/wordofadvice。
3.score(比賽的)得分;(單復(fù)數(shù)相同)二十
Thescoreattheendofthegamewas5to4againstthevisitingteam.比賽結(jié)果為5比4，客隊(duì)敗北。
Whatsthescorenow?現(xiàn)在比分是多少?
點(diǎn)撥
(1)scoresof許多，大批
Theexhibitionhasscoresofvisitorseveryday.
(2)score前有數(shù)詞時(shí)，score用單數(shù)，其后的of常省略。但在代詞或者起定語作用的指示代詞及物主掉次前的of不能省略。
ThreescoreofthemareLeaguemembers.
Threescoreofthoseeggsarehis.
Shehastwoscore(of)eggs.(這種情況下最好不用of)
4.discuss作及物動(dòng)詞是"討論，議論"。名詞形式是discussion。
Ivesomethingofgreatimportancetodiscusswithyou.
Aftercarefuldiscussionthetwopartiesreachedanagreementonthismatter.
點(diǎn)撥
(1)discuss后直接接名詞、疑問詞+todo，不接about/on。但discussion后可以接about。
(錯(cuò))Wehavediscussedabouttheproblem.
(對(duì))Wehavediscussedtheproblem.
(對(duì))Wehavehadadiscussionabouttheproblem.
(2)discusssthwithsb和某人討論……
Wewilldiscussthechangesofourschoolwiththemlater.
(3)discussfreely自由討論，discussfully/thoroughly充分討論，discusskeenly激烈討論，underdiscussion在討論中，havealongdiscussionabout/onsth對(duì)……進(jìn)行長時(shí)間的討論，aheated/hotdiscussion熱烈的討論。
5.suggestion建議
Yoursuggestionisveryhelpful.
點(diǎn)撥
(1)含有suggestion的主語從句、表語從句、同位語從句、定語從句中主句謂語用should型虛擬式。
Weagreetohissuggestionthatthebook(should)bepublishedoncemore.
(2)suggestion的搭配有：makeahelpful/timelysuggestion作出有益(適時(shí))的建議。acton/atonessuggestion=acton/atthesuggestionofsb按照某人的建議做。
(3)suggestion,advice和opinion
advice多指根據(jù)自己的學(xué)識(shí)和經(jīng)驗(yàn)提出來的供人參考的意見。suggestion指為改進(jìn)工作、解決問題而提出的建議，比advice委婉。opinion是日常用語，指對(duì)某事的觀點(diǎn)、想法。另外，advice是不可數(shù)名詞。
Adviceisseldomwelcome.(諺語)忠言逆耳。
Inouropinion,thesetreesmustbecutdownatonce.
Wehavedecidedtopaymoreattentiontotheirsuggestions.
(三)單元詞組思維運(yùn)用
1.atthedoctors在診所
