五下Unit4 B Read and write
胡阳中心小学姚国莲
一、教学三维目标：
1、知识目标：听说读写句型
a. Grandpa is writing a letter.
b. Brother is doing homework.
c. Mom is cooking dinner in the kitchen.
d. He‘s writing an e-mail in the study. ‖
2、能力目标：用―Mom is cooking dinner in the kitchen.‖等句子介绍家人正在做什么。
3、情感目标：让学生养成爱劳动的好习惯。
二、教学重点与难点:
1. 重点是掌握句型：Mom is …in the …的书写。
2. 用本课所学内容完成接听电话的任务是重点也是难点。
3. ―How‘s everybody doing? Just fine.‖是教学难点也是新语言。
三、教具准备:
彩笔、课件、练习题
四、教学过程
1. Preparation 准备活动
1）、自我介绍: Hello! Bo ys and girls, I‘ m Miss Yao. I‘m from Hu Yang. I‘m very happy to have this class with you. Boys and girls, nice to meet you.
What can you do ？What are you doing 与学生充分交流了解学情。
2）、Let‘s chant，OK？Stand up, please. Clap your hands, let‘s chant:
Grandma is cooking, cooking noodles;
Sister is listening, listening to music;
Mom is writing, writing an e-mail;
Dad is reading, reading the newspaper.
给学生分组：You‘re good. you‘re group A. You‘re good too. you‘re group B . 将彩旗给每组插好。
3）看图猜句子
课件出示几组人物图片让学生猜猜谁在什么地方做什么。
Bo ys and girls let‘s play a game: Look the pictures and guess who is doing what in where.学生在出图片内容。教师订正并让学生齐读句子。
2. Pre—reading阅读前活动
1)、学习How‘s everybody doing? Just fine
在学生读完后，出事所有图片问学生：How‘s everybody doing?慢速的读两遍。问学生每个人都在干什么呢？板书并领读。问学生Who can ask me？学生问完教师用Just fine回答并领读，开火车训练。问学生：How‘s everybody doing?用he/she is doing....介绍学生的动作
3. In – reading 阅读中活动
1) General reading略读
课件出示Uncle Larry的头像。Ask: Who is he? 并告诉学生：He is Uncle Larry.
T: Uncle Larry wants to speak to Mike, Now open your books, read this passage in silence (默读), and find out : How many people are there in Mike‘s family? (课件出示问题)
Read this passage and choose.
(快速默读对话，找出答案.)
判断题
⑴、How many people are there in Mike‘s family?
A 5
B 7
⑵、Detailed reading细读
T: We know there are five pe ople in Mike‘s family. What are they doing?
⑶、Read the dialogue again, and answer questions (课件一个个的出现问题)Read and answer:
(大声朗读对话,划出答案,小组内读一读.)
1、What is brother doing?
Brother is doing homework.
2、What is mom doing?
Mom is cooking dinner in the kitchen.
3、What is dad doing?
Dad is writing an e-mail in the study.
⑷、Read and write 读写
T: Boys and girls, Please read the dialogue loudly. And finish the sentences, you can find the answers, Draw lines then write it on your English book.
Let‘s see w hose is best .
Read and finish the sentences:
(读对话看图完成句子。)
1、Grandpa is writing a letter .
2、Brother is doing homework.
Mom is cooking dinner in the kitchen . Dad is writing an e-mail in the study.
Mike is cleaning the room.
⑸、Listen to the tape.
T: Look at the TV listen carefully and repeat.
⑹、Read aloud朗读
Read and act in the group. Read aloud please.
4. Post –reading 阅读后活动
1）、分角色朗读和表演，教师先示范。
让小组同学分角色朗读语篇，然后表演对话。
2）、Play a game: 打电话的游戏。
老师和学生先做示范，进行打电话，并给学生充足的时间去准备，小组分工合作。
Unit 6 Do you like bananas? 话题Topic 谈论食物Talk about food
观
的发散思维 , 采用丰富的句式进行书写。 1.教学重点: (1)学习并积累一些表示食物的词汇。 (2)正确使用表示食物名称的可数名词和不可数名词。 (3)动词like的一般现在时的各种句式及一般疑问句的肯定、否定回答。 2.教学难点: (1)行为动词like的一般现在时的用法; (2)使用do和does引导的一般疑问句的构成和使用。 从学生们的日常饮食入手,选取最贴近生活的素材,让学生流利地说出自己和他人喜欢什么,不喜欢什么。能够较为熟练地掌握like的用法,了解健康的饮食习惯。 教学突破:运用调查问卷的方式,让学生们调查自己的同学或父母,增强他们的合作能力。创设语境,突出听力和口语表达,通过自制表格增强他们的动手能力。为学生呈现写作框架,以此来帮助他们提高写作能力, 突破写作的瓶颈。听力练习可适当加强,可以增加听力的时间。 注重方法与价值观的培养:本单元中主要是引导学生们养成良好的饮食习惯,树立健康的饮食观念。教师可以出示一张健康生活者的图片和一张不健康生活者的图片,让学生们进行比较,从而改善自己的饮食习惯。 第一课时:Section A 1a-1c 第二课时:Section A 2a-3c 第三课时:Section B 1a-2c 第四课时:Section B 3a-Self Check 名词:banana, hamburger, tomato, ice-cream, salad,strawberry, pear, milk, bread, 语法二、可数名词与不可数名词。
Unit 5 二、教材分析 本单元的三个话题紧紧围绕情感这个主题展开。第一部分通过Kangkang, Maria, Jane和 Michael四个同学谈论《音乐之声》以及与 Mr.Lee的谈话自然地引出了高兴和快乐、失望和遗憾的情感。第二部分由Beth的哭泣引出伤心的情感，进而由老师的出现引出安慰及建议等用语。第三部分围绕Michael的病情巩固各种情感，并引出事物对情感的影响。本单元主要以活动的形式，联系生活实际，把英语教学和情感教育有机地结合起来。 Topic 1 这个话题通过Mr.Lee和同学们对话，呈现了孩子们的高兴和老师因没有票而感到失望和遗憾，进而引出各种情感，集中体现了有关情感的形容词及一些短语。在这个话题中，你将学会如何表达自己的情感，如何描述自己或他人的情感，还可以了解一些戏剧和电影等方面的相关知识。主要句型有： You look/feel/sound... They are very lucky. Did Michael’s mother sound worried? How does Mr. Lee feel? He feels disappointed. Why is he disappointed? Because he can’t get the ticket to The Sound of Music. 三、教学建议 Topic 1 Section A Section A需用1~2课时。 重点活动是1，2和3。 教学目标： 1.能听懂谈论个人情感的比较熟悉的话题，获取主要信息。 2.掌握be+adj. 的用法。 教学过程： 第一步：复习 师生问候。谈谈寒假生活及过春节的感受。 如：Teacher: How are you? / How are you doing? Student1: Fine,thanks! Teacher: You look so happy, why? Student1: I come back to school again, so I’m glad to see my classmates. Teacher: Did you have a good winter holiday? Student2:Yes,I did. Teacher: How about your Spring Festival? Student2:I had a wonderful Spring Festival. I got... Teacher: Why all the smiling faces? Students: Because today is the first day of this term... 第二步：呈现 1.在师生对话之后，老师板书呈现课题。 Unit 5 Topic 1 （容）
Unit 1 My SCHOOL 第一课时 一、教学目标与要求 1．能听懂、会说：“Is this the teacher's office?” Where’s the library ? It’s on the first floor. Here’s my homework. The teacher's office is next to the library.并能在实际情景中进行运用。 2．能跟唱歌曲“Our School”。 3．了解英美国家关于楼层的不同表达方式。 二、教学重、难点分析 1．本课时教学重点：让学生熟练掌握“Is this the teacher's office?” Where’s the library ? It’s on the first floor. Here’s my homework.”的用法。 2．本课时教学难点：一般疑问句的用法以及在楼层的表达中序数词first, second的用法是教学中的难点。教师要通过创设情景让学生理解和掌握。 三、课前准备 1．教师准备该课时的教学挂图2．教师准备录音机、录音带或VCD。 四、教学步骤和建议 1．热身（Warm-up） （1）教师播放本课时A部分Let's do的录音带，学生听音做动作。 （2）教师慢慢出示生词的图卡，让学生猜出单词。 2．预习（Preview） 教师播放本单元歌曲“Our School”，先让学生听然后鼓励学生跟唱。 3．新课呈现（Presentation） Let's talk （1）教师首先和学生进行自由交谈，主题是“Is this the teacher's office?”鼓励学生用两种句子做出回答。 （2）教师与学生进行对话Where’s the library ? It’s on the second floor.教师借用平面图，使学生进一步理解second floor 的意思。教师利用课件呈现Look,ask and answer 部分平面图，师生进行交流。对话如下： T:Where’s the teacher's office? S: It’s on the first floor.T:Is it next to Classroom2 ?S：Yes,it is.在与学生交流中教师引出library及next to进行教学，使学生感知它们的意思。 （3）学生看Let's talk部分的插图，用动作引出句子Here’s my homework. （2）模仿跟说，（3）分角色朗读与表演 板书设计：
初一英语下册unit6教学设计 一、教学目标 1．知识目标： 1）词汇:make soup、read a newspaper、wash、use、eat out、g o to a movies. Watching TV、reading、doing homework、talkin g on the phone . 2）语法——现在进行时(Present progressive tense) 3）句子What are you doing? I’m watching TV. What’s he doing? He’s doing his homework. What are they doing? They’re cleaning the room. 2. 能力目标： （1）To Help the students freely talk about or learn about w hat they are doing. （2)Improve the students’self-research ability and the abili ty of discussing in group. 3. 情感目标：激发他们学习英语的兴趣和热情，在接近生活常态的交际中乐于模仿，敢于开口，积极参与。 (1)Enable students to cooperate among the team member s and competition. (2)Enable students to solute their learning difficulties. 二、教学重点和难点： Important points（重点） (1)Let the students master how to describe what people ar e doing. (2)Master the phrases: talking on the phone、watching TV、do
Unit 1单元教材分析 Teaching Contents: Unit 1 Our School Teaching Aims: 1 Words: playground, garden,teacher’soffice, library,canteen, computer room,washroom, music room, gym, TV room 2 Sentences: Where is the canteen-It’s on the first floor The art room is on the first floor Is this the library Yes, it is. /No, it isn’t. Teaching Difficult: Four skill words Use the sentences Teaching Aids: Pictures, Cards, Tape. The 1stweek and 1st plan Unit 1 Our school The 1st period Teaching Contents： Part A: Let’s learn Let’s do Let’s sing
Teaching Aims 1.Have the students master the key words. 2.Have the students master the main sentences. 3.Double whether they have got the way of writing an English sentence.Ability Aims: 1. Introduce our school; .：The canteen is on the first floor． the function of different room，.：Go to the library．Read a story-book．s song“Our School”. Emotional Aims: To educate the students to love their school and to be a helpful student.Important points and difficult points: 1.Remind them to remember the rules of writing an English sentence. 2.Try to use the main sentences to make their own sentences. Teaching Aids: Computer, flash cards, VCD, pictures. Teaching Procedures: Step 1:Warm-up 1: Greetings. How is the weather Are you happy today 2: Let’s sing Let’s sing a song together ‘OurSchool’.
人教版义务教育教科书◎英语七年级上册 Unit 6 Do you like bananas? 教材解读 本单元主要讨论各种食物以及喜欢或不喜欢某种食物；询问某人是否喜欢某种食物 及回答；会描述一日三餐，会合理搭配一日三餐。 like的一般现在时、一般疑问句及肯、否定回答；肯定句和否定句。 通过本单元的学习，认识到在平日饮食中要做到不挑食、不偏食、合理饮食。 单元目标 一、知识与技能 1. 词汇：hamburger、tomatoe、broccoli、French fries、orange、ice cream、salad、banana、egg、strawberry、carrot、apple、chicken、breakfast、lunch、dinner、fruit、vegetable。 2.语言目标：Do you like hamburgers? Yes, I do./No, I don’t. I like French fries. I don’t like tomatoes. 3. 能力目标：能准确表达喜欢和不喜欢的食物；能根据具体情景对话，与他人沟通信息，合作完成任务；通过听说读写四项技能的训练，促进学生语言运用能力的提高。 二、过程与方法 通过听说读写等任务型活动，熟练应用所学单词和动词词组，掌握描述过程。 三、情感态度与价值观 通过学习西方食品文化，促使学生了解西方生活方式与文化，培养跨文化交际的意 识；通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神；通过任务型 活动，使学生学会在实际生活中均衡饮食，合理配餐。 教法导航 采用情景法，交际法及任务型教学途径并配以多媒体辅助教学。通过设疑、提问、 启发、诱导等方法，唤醒全体学生的主体意识，从而调动学生的积极性，让学生处于积 极思维状态之中，全方位、多角度培养学生运用语言的能力。 学法导航 进行听说读写操练，使整个教学从知识的内化到外显呈现出一种动态的、和谐的发 展过程。 课时支配 第1课时：Section A 1a-2c 1
Unit 5 What were you doing when the rainstorm came? The Second Period: Section A (3a-3c） Teaching aims（教学目标）： 1．掌握运用阅读技巧skimming和scanning来获取信息； 2. 能够理解过去进行时态在文章中的运用。 Key points （重点）： 1. 要求掌握以下句式：(1) What were you doing when the rainstorm came? (2) Ben’s dad was putting pieces of wood over the windows while his mom was making sure …2．要求掌握以下词汇： （1）动词：report, beat, rise (v. & n.) （2）名词：storm, wind, light, area, wood, window, flashlight, matches, candle （3）副词：apart (4) 形容词：asleep, serious, fallen, broken (5) 介词：against (6) 词组：die down, fall asleep, break (sth.) apart, bring (sth.) closer together （本节课的生词在之前的学习中都已接触过，而且单词的拼写比较简单，所以学生学起来不会感到困难，如果班级学生的水平较高，可以鼓励学生当堂掌握。 Difficulties（难点）：理解文中过去进行时的运用。 Teaching steps（教学步骤）： 1. Revision（复习） T: Yesterday, we learnt some important phrases, let’s review them now! Please translate the following expressions. 1.在…时候at the time of 2.等公交wait for the bus 3.（闹钟）响go off 4.洗个热水澡take a hot shower 5.错过公交miss the bus 6.雨下得很大rain heavily 7.接电话pick up / answer the call 8.昨天很多人都遭遇了暴风雨。 Many people were caught in the rainstorm yesterday. (先给出汉语，让学生一起逐个翻译，关注学生的反应速度及流利程度，把掌握没到位的短语重新板书在黑板上，强调) 教学设计说明： 复习是为了巩固上节课所学内容，以词块翻译的形式，兼顾单词的用法，又没有句子那么复杂，减轻学生畏难情绪，并有助于学生语感的形成。
Unit5 SectionB（1a-1d）名师教案 1.0Teaching Analysis教情分析 1.1Teaching objectives 教学目标 1.1.1Language targets 语言目标 1.1.1.1Key Words and Chunks 1.1.1.1.1For applying: realize, make one’s way, at the event, by the side of, walk by, cheer you on 1.1.1.1.2For comprehending: Animal Helpline 1.1.1.2Sentence Structures 1)When I got to the bus stop, I realized that my bag was still at home. 2)But why didn’t you just go home to get your bag? 3)I know how much you love animals. 4)No wonder you didn’t make it to the competition. 5)I’m sorry I wasn’t there to cheer you on, but I’m happy that your team won. 1.1.1.3Grammar Focus No wonder you didn’t make it to the competition.（这个句子省略了 一些成分，完整的句子是It is no wonder that you didn’t make it to the competition. make it to the competition，表示“成功地参与比 赛”，make it 表示“做成某事”。） 1.1.2Ability goals 能力目标 1.1. 2.1帮助学生通过记笔记的方式记录听力中的关键词。 1.1. 2.2引导学生帮助Kate想出应对困难的方法。 1.1. 2.3引导学生发现和关注他人的困难与不便。 1.1.3Emotional goals 情感目标 1.1.3.1通过帮Kate出主意，教师引导学生能积极地调节和管理自己情 绪。 1.1.3.2通过Kate帮助小动物，教师鼓励学生有同理心，关心周围人和事
Unit5What were you doing when the rainstorm came? Section B Step 1Review Translate the following phrases into English. 1.迟到 2.参加一项活动 3.你迟到或不能去的原因 4.错过某事 5.在路边 6.路过 [答案] 1.be late for 2.go to an event 3.the reason why you were late or couldn’t go 4.miss sth. 5.by the side of the road 6.walk by Step 2Before reading Look at the pictures and the title. Guess what it is about and discuss it with your partner. Step 3While reading Skimming: First, read the passage quickly and get the main idea. Careful reading: Then, read the passage carefully and get the details you should know. And finish 2c. Retell the story. You can use a mind map.(详见素材四突破三) Step 4After Reading Work on 2d: Underline sentences from the passage with similar meanings to the ones below. 1.Not everyone will remember who killed him, but they can remember what they were doing when they heard that he got killed.
Lesson 7 (unit 5) 人教版（T） Instructor:Miss Luo Date: 每日一谚语：Adversity makes a man wise, not rich. 逆境出人才。词汇短语 重点单词 rainstorm [?re?nst?:m] n. 暴风雨alarm [?'lɑ:m] n. 闹钟 strange [stre?nd?] adj. 奇怪的，陌生的 report [ri?p?:t] v. 报导，报告 area ['e?r??] n. 范围，地域，地区flashlight ['fl??la?t] n. 手电筒，火炬 match [m?t?] n. 火柴，比赛 beat [bi:t] v. 敲打，打败 asleep [??sli:p] adj. 睡着的，熟睡的rise [ra?z] v. 上升，升起fallen ['f?:l?n] adj. 倒下的，落下的realize ['ri:?la?z] v. 认识到，了解passage ['p?s?d?] n. 章节，段落 pupil [?pju:pl] n. 学生 completely [k?m?pli:tli] adv. 彻底地，完全地 shocked [??kt] adj. 震惊的，震撼的terrorist [?ter?r?st] n. 恐怖分子truth [tru:θ] n. 真相，真理，事实 基础练习 一.根据句意及首字母提示完成单词（5分） l in the room is too weak, I can’t see it clearly. rain was b heavily against the windows. you for or a the plan was very tired, and fell a after dinner. don’t understand the word, can you tell me the m of the word was cutting my hair when the s_____________(奇怪的) man passed the door.
团风思源实验学校七年级英语上册Unit.6集体备课 Unit6 Do you like bananas? 参加人员王兰英吴曼包亚琴主备人包亚琴 授课类型新授课课时The 1st period (Section A 1a—1c) 教学目标1. Learn to talk about likes and dislikes 2. Learn food names 3. Learn to concerned with others, formed a close friendship with others. 教学内容1New words:like, banana, hamburger, tomato, broccoli, French fries, orange, ice, cream, salad, strawberry, pear, have, 2Sentence Patterns: — Do you like salad? —No, I don’t./ Yes, I do. —Does he like pears? —Yes, he does./ No, he doesn’t. He/ She likes…. He/She doesn’t like…. 重点难点— Do you like salad? —No, I don’t./ Yes, I do. —Does he like pears? —Yes, he does./ No, he doesn’t. He/ She likes…. He/She doesn’t like…. 学情分析 教学方法任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法 学习方法课前预习、课堂内外练习、听说读写结合 教学过程设计二次备课 课题引入I. Warming-up and revision 1 Say something about the answers to the English Papers and the Exercises. Ask the Ss to pay attention to what mistakes they have made. 2 Ask some of them to read 3a on page 29 from memory. 3. T: What’s this? ( It’s a soccer ball.)
Unit 5 What were you doing when the rainstorm came? 第1课时Section A 1a-2d 一、教学目标 (1)知识与技能 1) 掌握重点词汇与句型:What were you / was he (she) doing when…? I / He / She was doing…when…、 2) 初步掌握使用过去进行时来询问或描述过去进行的事情,并学会用when描述某动作或某事件的发生。 3)能在交际过程中较流利地运用所学结构与句型。 4) 提高抓取与记录关键信息的听力技能。 (2)情感态度与价值观 培养学生在灾害面前要更团结,更友善,更懂得互相帮助。 二、教学重点 1、掌握过去进行时态:“was / were + doing”结构。 2、掌握when 引导的时间状语从句。
三、教学难点 掌握由when引导的时间状语从句以及如何使用过去进行时。 四、教学过程 Step 1 Greetings Greet the students as usual、 Step 2 Warming up Say:Yesterday,there was a rainstorm、I was watching TV when the rainstorm came、Where were you when the rainstorm came? And What were you doing when the rainstorm came? Help the students to answer:I was sleeping when the rainstorm came、I was doing my homework when the rainstorm came…、 Then show some pictures and ask the students:Where were they and what were they doing when the rainstorm came? Work in pairs and ask and answer like this: A:Where were you when the rainstorm came? B:I was in the library、 A:What were you doing when the rainstorm came? B:I was reading a book、
Unit 6 I’m watching TV. Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：newspaper, use, soup, wash, movie, just 能掌握以下句型： ①—What are you doing? —I'm watching TV. ②—What's he doing? —He's using the computer. ③—What are they doing? —They're listening to a CD. ④—This is Jenny. —It's Laura here. 2) 能掌握语法：现在进行时态的用法。 3) 能运用所学的知识，描述人们正在干的事情。 2. 情感态度价值观目标： 通过对本单元的学习活动，能培养培养学生学习英语的强烈兴趣，善于发现生活中正在发生的事情，积极思考，乐于助人，乐于参加各种活动的积极情感，培养学生团结合作的精神。 二、教学重难点 1. 教学重点： 1) 词汇、词组搭配和现在进行时的用法。能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。 2) 能掌握现在进行时态及一些表示具体动作的词组搭配,如: doing homework, using the computer, watching TV, eating dinner… 等 2. 教学难点： 现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述或表达正在进行的动作。 三、教学过程 Ⅰ. Warming-up and Lead in 1. Greet the Ss and check the homework. 2. Watch a video program. Ⅱ. Presentation 1. Show some pictures on the big screen. Present the new words and expressions. 2. Ss watch and learn the new words and expressions. 3. Give Ss some time and try to remember the new words and expressions. 4. (Show some pictures on the screen and ask some students to perform the actions.) e.g. T: What are you doing? S: I am doing homework. (Help him/her to answer) T: What is he /she doing? Ss: He /she is doing homework. Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the same way. 5. Work on 1a. Ss read the activities and look at the pictures. Then match the activities with pictures. 6. Check the answers with the Ss. Ⅲ. Game (guess) 1. T: Now let's play a game. What's she/he doing? You must watch the big screen carefully. (Show some pictures on the big screen quickly) Let Ss guess what's he/she is doing? 2. Ss watch and guess the actions. 3. Ask and answer about the pictures. —What's he/she doing?
Unit5 Topic1 I’m so happy . 教学重难点 1. Key points: （1) 学习有关描述感觉，表达情绪的词汇和句子 (2）了解有关音乐之声和京剧的相关内容 （3）学习“系动词+形容词”构成的系表结构 2. Difficult points： 准确地掌握“系动词+形容词”构成的系表结构的用法。 教学过程 Step1 Warm up 单词学习和检测 Step 2 Presentation. 一、课文解析 Section A I、单词和词组： 1邀请____________ 2 电影____________ 3闻到____________ 1邀请某人做某事____________________ 2去看电影____________________ 3为某人准备某物____________________ 4向…道谢____________________ 5一张…的票_______________________ 6 在我来这的路上__________________ 7我最喜欢的电影之一____________________________________ II、重点句子： 1 你好吗？_______ ________ you _________ ?=How are you ? 2你看起来很兴奋。You ________ ________ . 系动词+adj. 系表结构①be (am/is/are/was/were)
②感官v.(feel, look, sound, taste品尝，smell闻、嗅, seem ) ③四变化(turn/become/go/ get) *turn侧指颜色变化④keep, make 累了________________ 看起来不高兴________________________ 尝起来美味_____________________ 听着很美________________________ 变绿________________________ 保持安静________________________ 3我的父母想邀请你的父母一起去看电影。My mother and father want to________ your parents ________ _______ to the movies. 妈妈叫我早睡早起。Mum______me_____ _____ _____bed and_____ _____ early. 4我的妈妈为我们准备美味的食物。 My mom will _____________ some ____________ __________ for us. 5他因为不能买到音乐之声的票而感到失望。He________ ________ because he _______ not _______ _______ _______ a ________ ______ The Sound of Music. feel disappointed感到失望be able to do…能做某事，可用于任何时态，但 can /could只用于一般现在时和一般过去时 Michael isn’t able to come. 同义句：__________________________ a.将原句变为一般过去时 Michael _______________________ 同义句________________________ b.将原句变为一般将来时Michael ____________________________还有同义句吗？1）表示能力时，______和__________是可以互换的。 如：No one can do it＝No one ______ ______ _______do it. 没人能做这件事。2）can只用在现在时和过去时，表示将来能力时，要用will be able to /shall The boy ________________go to school next year. 这个男孩明年就能上学了。 a ticket to sth. ……的票/入场券有时也可以说：a ticket for sth. 一张音乐会票________________________ 一张足球赛票___________________________ 6 我们可以在我家度过那个晚上We can ___________ the evening at my house. 花费spend/cost/pay/take 用法1).人+spend/spent+时间/金钱+ on sth. 某人在某事上花时间/金钱。 人+spend+时间/金钱+( in) doing sth. 某人花时间/金钱做某事。
---------------------------------------------------------------最新资料推荐------------------------------------------------------ 新版pep小学四年级下册unit1《my school》parta let’s talk教案 Unit 1 My school 课题： 《My school》 partA Lets talk Main scene A(Lets talk Look , ask and answer) 课时 1 教学目标： 1 . 能够运用句型 Wheres the ？ Its on the floor.Is this the ？No,it isnt. The is next to the 并能够在真实的语言情景中灵活运用。 2. 正确理解与朗读 Lets talk 部分的对话内容，询问和介绍学校场所。 3. 培养学生热爱学校的好品质。 教学重、难点教学重点： 1 . 能够运用句型 Wheres the teachers office? Its on the second floor. Is this the teachers office? No,it isnt. The teachers office is next to the library?并能够在真实的语境中灵活运用。 2. 正确理解与朗读 Lets talk 部分的对话内容，询问和介绍学校场所。 教学难点： 正确理解与朗读 Lets talk 部分的对话内容，初步感知一般疑问句句型，询问和介绍学校场所。 1 / 3
Unit 5What were you doing when the rainstorm came? Section A 通过学习学生学会谈论过去发生的事情、学会讲故事。能正确使用连词when 和while ，能恰当运用过去进行时结构进行提问和叙述。如何使用过去进行时，使用when 、while 引导的时间状语从句和进一步熟悉一般过去时和过去进行时的搭配使用是本单元的重点内容。本单元难点是体会while 和when 在引导时间状语从句时用法上的区别和用一般过去时和过去进行时描述事件。 【Knowledge objectives 】 在本单元，学生要学会用动词过去式表达做过的事或发生在过去的事。掌握本单元词汇，句型。能够读懂，听懂、掌握和谈论做过的事或发生在过去的事。 【Ability objectives 】 通过听说训练，学会运用过去进行时态，谈论过去的事情或讲述过去的故事。 【Moral objectives 】 通过本课的学习，培养学生在困难面前互帮互助的优良品质。 【Teaching key points 】 1. 学习并掌握下列单词： rainstorm, alarm, go off, begin (began), heavily, suddenly, pick up (the phone), strange 2. 能正确使用以下常用表达： be busy doing, so… that, wake up, go off, pick up, wait for, look for, at the time of … 3. 能熟练掌握并使用下列重点句式： 1—What was the girl doing at the time of the rainstorm? —She was …
Unit 6 It’s raining. Period 1 Listening and speaking (I) Step ⅠWarming up Talk about the weather. T: Do you often watch the weather report on TV? This class we will learn something about the weather and the activities that people are doing. Please look at the following pictures and answer the question: How is the weather in the pictures? Show the pictures to the students one by one and let them say, then write down the new words. ... Then show the following. T: Good! Now read after me the following words: rain-rainy-raining, wind-windy, cloud-cloudy, sun-sunny, snow-snowy-snowing Step ⅡTalking about the picture (1a) 1. Ask the students to talk about the picture in 1a. T: Can you find two boys in the picture? What are they doing? S: Yes. They are making a telephone call. T: What are they talking about? S: I think they are talking about the weather. .2. Ask the students to read the numbered words and match them with the right pictures. Check the answers. Step ⅢListening (1b) 1. Listen and write T: Now we’ll listen to four conversations about the weather in a few cities and you’ll have to write these city names in the boxes above. First please listen and pay attention to the names of these cities. Play the recording. Ask the students to repeat these city names after the recording. Then ask the students to listen to the recording again and write the city names in the box. 2. Listen and repeat Step ⅣPairwork (1c) 1. Ask the students to tell how the weather is in each picture. 2. Ask the students to listen to the recording once again and make conversations in pairs. A: How is the weather in Shanghai / in Beijing / in Dalian / in Moscow? B: It’s cloudy / sunny / windy / snowing ... Stepv Listening (2a, 2b) 1. Ask the students to listen to the recording and number the pictures according to the tape. 2. Ask the students to listen again and match the names with the activities.