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单元课题& & & & Unit 1 Period 1 Section A (1a-2c)& & & & 课时安排& & & & 1& & & & 教学札记
教学目标& & & & Vacabulary: (be ) on vacation&&New York City&&anyone&&anything waterfall
Sentences: Where did you go on vacation? Did you go with anyone? Did you buy anything special?& & & &
重点& & & & Talk about the past activities& & & &
难点& & & & indefinite pronoun& & & &
教法& & & & task/situation-based teaching& & & & 教学辅助& & & & PPT& & & &
课前思考& & & & 本节课是以讨论假期活动为主线，紧紧围绕学生熟悉的一系列动词短语；通过任务设置，在语言操练及完成任务的过程中，渗透形容词修饰不定代词的用法。& & & &
教& && & 学& && & 过& && & 程& & & &
Step1. Warming-up and Lead in
1. watch a video-Driving home
2. Guess: Get Ss to guess what the teacher did on vacation.
Where did I go on vacation? What did I do on vacation?
3.Free talk: Guide Ss to talk about their own vacation.
&&How was your summer vacation?
&&Where did you go on vacation?
& &Did you do anything special/great?
& &Did you go anywhere interesting /beautiful…?
& &Did you meet anyone interesting?
Step2. Presentation
&&Present new phrases: went to New York City&&went to summer camp&&went to mountains.&&Went to the beach&&visited museums
T: Where did she go on vacation?
S: She went to New York City.
T: Where did they go on vacation?
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单元课题& & & & Unit 1&&Period 1 Section A (1a-2c)&&续& & & & 课时安排& & & & 1
教学目标& & & & Vacabulary: (be ) on vacation&&New York City&&anyone&&anything waterfall
Sentences: Where did you go on vacation? Did you go with anyone? Did you buy anything special?
重点& & & & Talk about the past activities
难点& & & & indefinite pronoun
教法& & & & task/situation-based teaching& & & & 教学辅助& & & & PPT
课前思考& & & & 本节课是以讨论假期活动为主线，紧紧围绕学生熟悉的一系列动词短语；通过任务设置，在语言操练及完成任务的过程中，渗透形容词修饰不定代词的用法。
教& && & 学& && & 过& && & 程
1a. Match the activities with the pictures.
Step3 listening
&&Before listening, a question is given:
&&Now some students are talking about their vacations. Where did they go on vacation? Listen carefully and fill in the blanks.
Step 4. Pairwork 1c
&&A: Where did Tina go on vacation?
&&B: She went to the mountains.
Step 5. Listening 2a/2b
&&Listen and fill in the blanks
Step 6 Role-play conversations between Grace, Kevin and Julie.
Step 7. Survey and report
& &Talk about group members’ summer vacation.
& &Interview your group members about their vacation. The questions in 2b and the chart below may be used while interviewing.
Name& & & & Somewhere interesting…& & & & Something special& & & & Someone interesting& & & & Something else
& & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & &
&&After interview, each group recommend a member to give a report like this:
Hello,everyone. Let me tell you something about my group members’ summer vacation….
&&As we can see, everyone had a good time.
Step 8 Homework
&&Finish the exercise&&3a-3c and Ex Book Section
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单元课题& & & & Unit 2& & How often do you exercise ?
Teaching goals:
1.& & & & Words &phrases: how often , hardly , twice , once , difference , look after , although ,etc .
2.& & & & Learn to talk about how often do you do things .
3.& & & & 一些表示频率的副词: always , usually , often , never , hardly ever , sometimes .
4.& & & & 句子结构: What do you usually do on weekends ?
& && && && &How often ooo ?及回答.
Important and difficult points :
What does she /he do on weekends ?
She often goes to the movies .
How often do you shop ?
Once a week / Twice a week ooo .
Teaching aids : cards , pictures and a tape recorder .
Teaching procedures :
Step 1&&Leading-in
1.& & & & Greetings:Talk about something the students did on&&summer vacation .
Step 2&&Pre-task
SB Page 1 , 1a .
1.& & & & Look at the picture (学生识图).
2.& & & & Name each activity .
T: What are they doing ?
They are shopping /reading /exercising /watching TV /skateboarding .(Help the students to answer )
3.& & & & Write the activities on the line .
4.& & & & Check the answers on the Bb .Correct their own activities .
5.& & & & Practise reading .
SB Page 1 , 1c .
1.& & & & Focus on the conversation in the box .
2.& & & & Practise reading .
3.& & & & Pairwork : What do you do on weedends ? I ooo .
4.& & & & Groupwork :Divide the class into groups of four or five .Make conversations .First S1 to S2:
2.& & & & S1:What do you do on weekends ?
S2:I ooo .
S1:What does she /he do on weekends ?
S2:She /He ooo .
5.& & & & Act out their own dialogues .
Step 3&&While-task
SB Page 1 , 1b .
1.& & & & Look at each picture in 1c.Tell what the person does on weekends .Check the Ss orally.
2.& & & & Make sure what they will hear and do .
3.& & & & Read these adverbs and explain.
4.& & & & Play the tape twice .Write the letters on the line.
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单元课题& & & & Unit 2& & How often do you exercise ?
SB Page 2 , 2a & 2b .
1.& & & & read the activities and the answers of “how often” first .
2.& & & & Practise reading .
3.& & & & In 2a we should know the activities you hear .In 2b we should know the answers of how often he does the activities.
4.& & & & Play the tape for a first time .Ss only listen .
Play the tape a second time .Ss do 2a .
5.& & & & Play the tape a third time .Check the answers .
6.& & & & Play the tape .Ss do 2b .
7.& & & & Check the answers .
In this part ,we should pay attention to how often引起的特殊疑问句及回答.
Step 4&&Post-task
SB Page 2 , 2c .
1.& & & & Focus on the conversation .
2.& & & & Practice reading .
3.& & & & Read the activities in the left box .
4.& & & & Fill in the chart .
Pairwork: Make conversations .
Teaching procedures :
Step 1&&Leading-in
1.& & & & Greetings
2.& & & & Drills:
T: What do you usually do on weekends ?
S1: I usually play soccer .
T: How often do you play soccer ?
S1: I play soccer twice a week .
T: How often does he play soccer ?
The other Ss: He plays soccer twice a week .
Repeat for three times .
Step 2&&Pre-task
SB Page 2 ,Grammar Focus .
1.& & & & Review the grammar box .Ss say the questions and answers .
2.& & & & Practise reading .
Step 3&&While-task
SB Page 3 , Part 3 .
1.& & & & Call attention to the survey .Make sure the Ss understand the chart .
T: What activity do ninety-five percent of Green High students do every day ?
Ss answer .If necessary , give them help .
2.& & & & Review the information in the green box with Ss .
3.& & & & Read the article first by the Ss .
4.& & & & Read it to the class .
5.& & & & Look at the survey and fill in the blanks in the article .
6.& & & & Finish the activity individually .
7.& & & & Check the answers .
8.& & & & Practise reading .
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教学设计& & & & 教学札记
Step 4&&Post-task
SB Page 3,Part 4 .
1.& & & & T: What can you do to improve your English ?(e.g. read English books, practice reading and speaking ) How often do you ooo ?
2.& & & & Think of more things you can do to improve your English and write them here .
3.& & & &&&Ask several Ss each question .
4.& & & & See: Who is the best English students in the class
Revise the new words .
Teaching procedures :
Step 1&&Leading in
1.& & & & Greetings & free talk .
2.& & & & Practise reading the article in Page 3.
3.& & & & Check the homework.
Step 2&&Pre-task
SB Page4 , 1a .
1.& & & & Point out the five phrases .
2.& & & & Ss read after the teacher .
3.& & & & Make sure the Ss understand what do they mean .
4.& & & & Call attention to the pictures .Say something about the pictures .
5.& & & & Match the words with the pictures .
6.& & & & Check the answers .
Practice reading .
Step 3&&While-task
SB Page 4 , 1b .
1.pay attention to the conversation in the box on the right .Read it to the class .
2.& & & & Explain : “be good for” means :有益于…，对…有好处.
3.& & & & Pairwork. Choose a new partner .Use the words in Activity 1a to make conversations .
4.& & & & Share the students’ conversations.
SB Page 4 ,2a&2b .
1.& & & & T : Now you will hear a reporter interview two people ,Katrina & Bill .Read the two names for the Ss. In 2a ,we’ll know who is healthy , Bill or Katrina ?
2.& & & & Read the questions in 2a .
3.& & & & Listen to the tape carefully twice .Circle “yes” , “no” or “I don’t know” in the chart .
4.& & & & Before we check the answers in 2a,we’ll read through the questions in 2b .Pay attention to Katrina’s and Bill’s answers .
5.& & & & Play the tape again .This time ,if we have heard one questions and we have a pause .Make sure Katrina’s and Bill’s answer.
6.& & & & From the answers in 2b ,we can tell who is healthy Bill or Katrina ?
Step 4&&Post-task
Role-play .
Groupwork .Divide the Ss into groups of three .S1 is interview,S2 is Katrina ,S3 is Bill .
S1: How often do you exercise ?
S2: I exercise every day .
With the help of 2b .
Homework 请同学们用2b里面的问题调查你熟悉的两位同学，写出答案并做比较.& & & &
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单元课题& & & & Unit 3& & I’m more outgoing than my sister
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1)单词：outgoing, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win
句型：① Tina is taller than Tara.&&② Sam has longer hair than Tom. ③ She also sings more loudly than Tara.
2) 能掌握以下语法：& &① 形容词或副词比较级形式的构成。& &② 表示两者进行比较的句式结构。
2. 情感态度价值观目标：
能对人物的外表进行描绘，个性进行比较。
二、重难点 重点：1) 形容词或副词比较级形式的构成。 2) 表示两者进行比较的句式结构。
难点： He has shorter hair than Sam.& & Is Tom smarter than Tim?
& && && && && && &She also sings more loudly than Tara.
三、教学过程
Ⅰ. Lead-in
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 ---&&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.
Ⅱ. 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. The 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.
Ⅲ.&&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.
Ⅵ. Listening
1. Work on 2a:& && &Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them.
Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column.& && & Play the recording and check the answers.
2. Work on 2b.& && &Point out the picture and the two boxes with the headings Tina is and Tara is.
Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a.
Play the recording and check the answers.
Ⅶ. 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.&&
Ⅷ. Role-play
1. Read the conversation first and try to match the people with the right things.
a.& & & & sang better
b.& & & & with shorter hair
c.& & & & practice more and really wanted to win
d.& & & & sang more clearly
e.& & & & 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.
Write six sentences:
& &Write about the things that are the same and different between you and your best friend.
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