8B Travelling Reading 1
(Welcome to Hong Kong)
一、教材分析
本单元reading第一课时，主要是围绕一个去香港迪斯尼旅游这一中心话题而展开的一篇文章。文章内容学生应该非常感兴趣，这样很容易引起学生共鸣，激发学生的学习兴趣。学生在较为真实的情境中学习语言，不仅能培养实际语言的综合运用能力，而且学得快乐，学得主动，能充分地展示其情感态度和价值观。
二、学生分析
通过上一学年的学习，学生已经掌握了一些词汇、句型等，能进行简单的对话；已具备一定的阅读理解能力和阅读技巧；而且这一年龄段的学生(尤其是初二学生)很乐于表现自己，在小组活动中也能积极与他人合作，相互帮助，共同完成学习任务。
三、教学目标
Teaching goals：
1)掌握本课时的四会词汇；
2)掌握并能运用与中心话题有关的重点短语与句型。
Ability goals：
1)能了解文章总体意思，掌握快速浏览查找细节的快速阅读技巧；
2)能运用所学句型就有关中心话题与他人进行交流；
Feeling goals：
1)培养良好的学习习惯与生活习惯；
2)培养他们的爱心：爱祖国，爱社会，爱他人，爱自然。
重点难点
1)．培养学生的阅读理解能力和快速阅读技巧；
2)．使学生能够与他人就有关话题用英语进行交流。
Teaching procedures
Greetings
Step 1 lead-in
Could you talk about the places of great interest that we learnt last lesson．
There are many places of great interest in China. (ask Ss )
l) Are you interested in them?
2) If you have enough money, where do you want to go? why?
3) Do you want to go to Hong Kong?
I also want to go there, there is Disneyland, do you hear of it? there are many cartoon characters in it ,such as (for example) Mickey Mouse Snow White Donald Duck and so on.
Would you like to know about Disneyland? OK, let’s look at some pictures about it.
(设计目的：以讨论日常生活的话题进入，活跃课堂气氛，每天由值日生有准备的报告，锻炼学生的书写和口头表达能力，在交流过程中，互相锻炼学生的听力水平。)
Step 2 Presenting Ss
(show the pictures and teach new words, some new words can be learned before class.)
Disneyland is a world famous theme park. At the entrance you can take photos in front of the whale fountain. (Show the picture) You can take the roller coaster. (Show the picture.) It's moved very quickly. (at a hign speed). It's exciting. People scream and laugh excitedly (with excitement) through the whole ride. You can see some Disney characters such as Micky Mouse, Snow White, etc. (Show pictures) The performers all wear different costumes and waved to people while they go ahead (march) across the park. The children are clapping and screaming happily. (with joy)
设计目的：本单元的生词比较多，一些单词已经在课前做了预习和教学，因此在这一节课的教学过程中，再运用一些图片教学，简化难度，可以提高学生的兴趣，也可以让整堂课教学任务相对减轻。
Step 3 Practice(complete Part B2，then check the answer)
设计目的：通过图片教学，在学生了解了一些生词意思之后，配以练习加以巩固。
Step4 Fast Reading
kitty visited Hong Kong during the Spring Festival. please read
the text then answer the questions:
l) who visited Disneyland?
2) How long did they stay in Disneyland?
( listening and Reading)
Ask students to listen to the tape and read, then complete partD
1. Kitty thinks the parade of Disney characters Space Mountain
is not very interesting.
2. Tourists cannot take photos with those Disney characters.
3. Kitty and her parents bought some souvenirs in the park.
设计目的：听和读都是学生获取信息的有效途径，通过让学生边听边读(默读)可以培养其快速阅读的能力；通过有目的地听和读，让学生在了解课文大意的同时掌握课文中一些细节性的内容
(Read the passage again，and then answer the following
questions，可以分段阅读，再分别设置任务)
I. What's Disneyland?
2. Hong Kong Disneyland is one big park, but in fact, how many
parks does it have?
3. What's at the entrance to the park?
4. In Tomorrowland, what is one of the most exciting
attractions?
5. Where can people meet Disney characters?
6, Why do people think a three-D film is like magic?
7. Where can people watch the great Lion King show?
8. How long have Kitty and her parents stayed in
Disneyland?
设计目的：进一步有目的地读，可以让学生更好地了解课文细节，同时，通过抢答加分的方式，进一步激发学生的主动参与性；
Step 5 practice
Ask Ss to work in pairs, complete Part B l. then ask Ss to check
the answer and act it out.
Step 6 Discussing
四人一组讨论，根据文中出现的表示先后顺序的时间词和短语，填写表格，完成Kitty的活动行程。
Time P1ace Activities
first at the entrance take photos in front of
the whale fountain
then i n Tomorrow Land go to space mountain
play roller coaster
after we 1eft
Tomorrowland in a fast food
restaurant
have lunch
设计目的：通过讨论，增强学生互助能力，通过复述培养学生运用语言的能力。
Step 7 practice
Complete part C, divide Ss into a proup of two. Ask them to read
the dialogue and act it out. (three or four groups)
Step 8 Discussing
(talk about if the students go to Disneyland, what they should
do and if they are guides, where they can show the tourists around.)
设计目的：学以致用，用所学内容相关的话题会让他们产生更大的兴趣，同时，通过这项活动可以充分训练学生的实际语言综合运用能力。
Step 9 Doing homework
1．Try to retell the text next lesson．
2．Complete the exercises(导学案202)
设计目的：培养学生自主学习的能力和实际语言综合运用的能
力。
教学体会：
1．每课的大意了解，大多数同学都能完成，同学们的表现都还可以；
2．延伸训练中的复述文章、用自己的话表达中心话题，困难的学生就多了，这也是Reading教学中难点之难点；
六、反思
通过学习，学生能建立初步的自信心，积极参与课堂内外的各项活动，能听懂有关熟悉话语的语段和简短的故事；能与教师或同学就熟悉的话题(如学校、家庭生活、青少年问题等)交换信息；也能读懂小故事及其他文体的简单的书面材料；并能参照范例或借助图片写出简单的句子和语段。
存在的问题：Reading课是阅读课，重点在于让学生在学习语言材料的同时培养其阅读理解能力，这可以在课堂教学中，通过设计"快速读”、“听读”、“竞赛读”等多种方法达到教学目的。但大量的生词
给为数较多的学生造成了困难，班级人数多，我觉得这是我新一个循环中需要重点要突破的两个难关
八年级英语上复习教案（1-3单元） 通案 驿马初中初三备课组备课标与教材 知识点（语音、词汇、语法等方面） 根据课标要求需要掌握以下句型 1. What do you usually do on weekends? 2.--How often does he watch TV? --He watches TV twice a month. 3. How many hours do you sleep every night? 4. --What’s the matter (with…) ? / What’s wrong (with…)? / What’s the trouble (with…)? --I have a headache/sore throat/fever/toothache/stomachache. --You should lie down and rest. 5. What are you doing for vacation? What’s he/she doing for vacation? 词汇： Once or twice a week, two or three times a week, as for, be good/bad for, come home from school/work, get good grades, look after , keep in good health, hot tea with honey, keep/stay healthy. stressed out, go camping, send sb sth ,=send sth to sb, show sb sht=show sth to sb, take a long vacation, think about doing, leave for 重点、难点（知识、技能两个方面） 重点: What do you usually do on weekends? --How often does he watch TV? --He watches TV twice a month. How many hours do you sleep every night? --What’s the matter (with…) ?/What’s wrong (with…)?/What’s the trouble (with…)? --I have a headache/sore throat/fever/toothache/stomachache. You should lie down and rest. He shouldn’t eat anything. What are you doing for vacation? What’s he/she doing for vacation? Once or twice a week, two or three times a week, as for, be good/bad for, come home from school/work, get good grades, look after , keep in good health, hot tea with honey, keep/stay healthy. stressed out, go camping, send sb sth ,=send sth to sb, show sb sht=show sth to sb, take a long vacation, think about doing, leave for.
初中英语教学案例（一） 嵩山中学乔东梅 Unit 10 I’m going to be a basketball player 一、背景 新目标初中英语教材采用任务型语言教学（TASK-BASED LANGUAGE TEACHING）模式，融汇话题、交际功能和语言结构，形成一套循序渐进的生活化的学习程序。具有很多优点，但由于学生认知水平的发展具有规律性和局限性，教师只有充分认识和掌握这种规律，并结合教学实际合理设计教学程序，充分发挥学生的主体作用，教学相长，才能使教学效果最优化。 二、教材分析 1．话题。 本课选取的是新目标（八年级上册）UNIT10 I AM GOING TO BE A BASKETBALL PLAYER 展开讨论的。 2．语言点。 “What are you going to be when you grow up? / I’m going to be …” “How are you going to do that? I’m going to …” 3．目标。 引导学生根据图片领会所要谈论的职业话题，启发学生的思维。 掌握谈论此类话题的基本句式、词汇。 使学生了解关于一些职业的名称如何用英文表达。 Step 1 Lead-in vocabulary teaching Show some pictures of famous persons. 设计思路：以讨论日常生活中学生比较感兴趣的明星，名人为话题，可以活跃课堂气氛，激发学生的好奇心，引出本单元的新单词。 Step2 Talk about “How are you going to do if you want to be …?” For example, “I want to be an English teacher, and I’m going to study English very hard.” Listen to the tape and match the items below. 教学思路：先引导学生学会谈论新的句型结构，为下一步的话题深入做铺垫。让一个学生到黑板前根据听到的录音材料内容连线，锻炼和检查学生根据所听内容完成任务的能力。 Step 3 Ask students to work in pairs. Then, get some pairs to act their conversations out. 教学思路：在生活中运用语言进行交际。激发学生们学习英语的好奇心、表现欲以培养语言学习的信心。暴露容易出错的问题和错误，以培养孩子细心做事的习惯，从而使他们的思维更加缜密。 Step 4 .First, let students listen and finish the listening task. Second, ask a student to make a r eport to check their answers. Finally, listen again and repeat the tape. 教学思路：做听力的训练，不仅培养了听的能力而且让新的语言点在听力材料中再现，从而加以巩固，实质上是变换语言输入的形式。 三、教后记。
Unit 1 Where did you go on vacation? New York City; Central Park，exam，were，rainy，delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc Where did you go on vacation? I went to the mountains． Did she go to Central Park？Yes，she did．No, she didn’t 语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。 根据初中英语新课程标准和本科教材内容，我确定了以下目标： 1．Master the vocabulary 2．Master the key patterns: Where did you go on vacation? I went to the mountains ? Did she go to Central Park？Yes，she did．No, she didn’t 单元教学重难点 1．Vocabulary and Expressions 2. Grammar Focus：Where did you go on vacation？I went to the mountains. Did she go on Central Park？Yes, she did． No, she didn’ t Use the past tense to talk about activities that happened in the past in E nglish with the following sentences： Where did you go on vacation? Did you go to…？Yes. …/No，… Such as; go abroad, go hiking, go climbing, summer camps, and so on接近学生的 生活，They are all interested in talking about it. Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus 教学目标 知识与能力 1. Match the vocabulary：New York City，Central Park，exam． 2. Master and use：Where did you/ they /he / she go， vacation? I / They /He /She went to the mountains＼New York City＼beach＼ summer camp． Did you go to the beach？Yes，I did．No, I didn’t． 过程与方法 通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过 去时态。 教学重、难点及教学突破重点 l. The vocabulary：New York City, Central Pads，exam． 2. Language： Where did you/they/he/she go on vacation? I/They/He/She went to the mountains/ N ew York City/ beach /summer camp Did you go to the beach? Yes，I did. No, I didn’t. 难点 Use the language to talk about past events． Language: Where did you go on vacation?及答语的学习
黄冈教育个性化辅导教案 教师：孟艳学生：郭顺帆时间: 2015年9月 27日第 2次 授课内容：单词、短语过关&形容词的比较级的用法总结 授课目的：分块讲解，巩固提高 教学重难点：形容词和副词的比较急的构成和用法，授课中动态掌握学生知识漏洞，及时查漏补缺 教学内容提纲： 1、知识点、语法归纳； 2、典题精讲，实际运用； 3、学生举一反三、当堂演练； 4、经老师评改后，针对性评讲。 5、小结 五、学生对于本次课的评价： ○特别满意○满意○一般○差 六、教师评定： 1、学生上次作业评价：○好○较好○一般○差 2、学生本次上课情况评价：○好○较好○一般○差 学生签字：教务处签字： 黄冈教育一对一个性化教案
学生姓名郭顺帆年级初二授课日期教师孟艳学科英语上课时段 教学步骤及教学内容一、单词检测 1.人口 ____________ _ __ 2.百万 ____________ 3.相当地；非常 _____________ 4.尤其 _________ ___ ___ 5.大学 ________ ____ 6.岛；岛屿 _________________ 7.地区；区域__________ ____ ___ 8.矮的；低的_____________ 9.山；山岳______________ 10.农村地区；乡下______________ 11.雨伞_____________ ___ 12.北；北方________________ 13.较大大的_____________________ 14.更忙的______________ 15.较小的__________________ 二、短语检测 1.五百万 __________________________ 2.相当好 __________________________ 3.某天；一天__________________________ 4.……的人口 __________________________ 5.和……一样忙__________________________ 6.忙于做某事 __________________________ _____ 7.记得做某事 ________________________ 9.在……东部 _________________________ 10.因……而著名 _______________________ 11.其他任何的……__________________________ 三、重点单词讲解（一起来探究，你能掌握这些知识要点吗？） 1. Population 作名词“人口”。例如： 【指点迷津】What’s the population of Daliang? 大良的人口是多少？ 【拓展】 （1）表示比较时，用that代替population（不可数名词）。例如：The population of Guangdong is larger than that of Shanghai . 广东的人口 比上海多。 （2）population作主语时，谓语动词用第三人称单数形式，但前面有百分数、分数、小数时，谓语动词用复数形式。例如： The population of Beijing is large。北京的人口多。
Unit 2 I’ll help to clean up the city park. 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： clean up, city, cheer, cheer up, give out, volunteer, notice, used to, lonely, 能掌握以下句型： ① You could help to clean up the city parks. ② We should listen to them and care for them. 2) 能了解以下语法： 情态动词could, should的用法；用should或could提出建议并对别人的建议作出评价。如何表达主动提供帮助。 2. 情感态度价值观目标： 在授课过程中渗透助人就是助己，助人收获快乐的情感目标，使学生在谈论如何为别人提供帮助的对话中能意识到尽己所能，帮助他人，乐于奉献是一种良好的品德，培养学生为他人着想，热爱公益事业，乐于助人的优良品质。 二、教学重难点 1. 教学重点： 1) 掌握这些短语动词的构成和用法：clean up, city, cheer, cheer up, give out, volunteer, notice, used to, lonely 2) 学会提供帮助的基本句型： I’d like to work outside. I’ll help clean the city park. You could give out food at a food bank. 2. 教学难点： 学会提供帮助的基本句型 三、教学过程 Step 1 Warming up 1.播放学生志愿者进行义务帮助别人的活动视频，通过询问他们以下问题来引 导学生们了解社会上一些的志愿们进行的活动。 T: Who are they? S: They are volunteers. They usually volunteer to help others. T: How could we help people? S1: We could clean up the parks S2: We could help sick people in the hospital. S3: We could help plant trees. … Step 2 New words
Lesson Plan Born Dying (Junior English Unit5, Reading Class ,45min.) Objectives: a. Let the students know something about AIDS. For example: What is AIDS How does a person get AIDS b.Let the students know the psychological state and learn to care for those AIDS patients. c. Cultivate the students’ability to analyze the topic and try to get the supporting points. d. Teach students how to use subjunctiv e. Important Points/Grammar: ￥ a. Cultivate the students’ability to analyze the topic and try to get the supporting points. b. Let the students know those AIDS patients’psychological state and learn to care for them. c. Teach subjunctive. d. new words and phrases：immune system；be inflected with; survive; suffer from; cheer up; available; persuad e. Teaching aids: Pictures, slides, pieces of paper with different tasks on Procedure Warm-up/Lead-in Activities: .) | Hold a general knowledge test in class by asking some questions related to AIDS, such as what’s the date of world AIDS DAY What’s AIDS How do people get AIDS What’s the symbol of it And so on，to stimulate students’ enthusiasm. Stage1, Reading: .) a. Involve students in reading the text to get familiar with the content. b. After finishing reading, ask students five questions: 1. What’s AIDS 2. How do people get AIDS 3. What kind of life does Xiaohua live 4. What do the AIDS patients suffer from - 5. If you have got ADIS, how would you live your rest life
◇总第1课时 Unit 1 Where did you go on vacation? 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：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself 能掌握以下句型： ①—Where did you go on vacation? —I went to the mountains. ②—Where did Tina to on vacation? —She went to the beach. ③—Did you go with anyone? —Yes, I did./No, I didn’t. 2) 能了解以下语法： —复合不定代词someone, anyone, something, anything等的用法。 —yourself, myself等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。 2) yourself, myself等反身代词的用法。 三、教学过程 Ⅰ. Lead-in 1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。 Ⅱ. Presentation 1. Show some pictures on the big screen. Let Ss read the expressions. 2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows something a person did in the past. Name each activity and ask students to repeat: Stayed at home, Went to mountains, went to New York City 6. Went to the beach, visited my uncle, visited museums, went to summer camp 3. Now, please match each phrase with one of the pictures next to the name of the activity，point to the sample answer. 4. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d III. Listening 1. Point to the picture on the screen.
Unit 1 How can we become good learners? Section A 1 (1a-2d) 一．Teaching aims: Language goals 1. Talk about how to study. 2. Find out your suitable learning methods. Ability goals 1.Words and phrases：aloud pronunciation work with friends ask the teacher for help, read aloud , look up , practice pronunciation 2.Sentence patterns How do you study English? I learn by working with a group. Do you learn English by reading aloud? Yes, I do. It helps my pronunciation. How can I read faster? You can read faster by reading word groups. 二．Emotion and attidute: Developing students’ ability of learning English 三．Key points and difficulties 1. Key words and phrases 2.Questions intrduced by “how”and the sentence pattern: “by +doing ” 四．Teaching procedures: Step 1 Warming up T: How do you study English? Do you study English by the following ways? (Show some pictures and present the important phrases.) T: How do you study English? S: I study English by ______.
人教版八年级英语上册全套教案UNIT1-UNIT12 教案正文随堂记录Unit 1 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 ··· ?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 ··· . Teaching aids : cards , pictures and a tape recorder . Period 1 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). https://www.doczj.com/doc/ab2490708.html, 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 ··· . 4.Groupwork :Divide the class into groups of four or five .Make conversations .First S1 to S2: S1:What do you do on weekends ?
Go for it! 八年级英语上册教学设计 Unit 10 I'm going to be a basketball player. 双牌一中蒋艳君 一、前期分析 本教学设计方案内容属于义务教育课程标准实验教科书人民教育出版社八年级上册Unit 10 I'm going to be a basketball player.的第四教时。本单元主要是通过学习be going to, would like to be等句型掌握What, where, when, how questions。学会如何制订New Year’s Resolutions or New term’s Resolutions。 二、教学目标 1.Structures: a)To learn the express future with going to; Want to be; What, where, when, how questions b)To talk and read about future intentions c)To practice listening, speaking, reading and writing using the target language. d)To think about the future and make a decision about themselves. 2.Target language: 1)What are you going to be when you grow up? I’m going to be a computer programmer. 2)How are you going to do that? I’m going to study computer science. 3)What are you going to do next year? I am going to take acting lessons. 4)My new year’s resolution is to study hard at maths. 3.Vocabulary: Computer programmer, professional, engineer, pilot, computer science, dream job, move to, fashion show, retire, save, resolution, get good grade, get a part-time job, make more friends 4.Learning strategies: Using context, Role-playing, Cooperating
Unit 1Where did you go on vacation? 教学课题第一课时Section A(1a-2d ) 【知识目标】 Important words:anyone,anywhere,wonderful,few,most Important phrases:quite a few,on vacation,anything interesting Important sentences: 1.Where did you/he/she/they go on vacation? 教学目标 2.Did you/he/she/they go to Central Park? 【能力目标】 能用目标语言谈论过去发生的事件。 【情感目标】 通过听力训练、角色扮演等方式, 学会与他人分享经历,并提高学生的英语听说能力。 重点 :动词一般过去时态的应用。 教学重难点 难点 :动词过去式的变化规则。 教学过程 ◆Step 1Leading in 1.Guess:Get Ss to guess what the teacher did on vacation: Where did I go on vacation? What did I do on vacation? 2.Free talk:Guide Ss to talk about their own vacation. How was your summer vacation? Where did you go on vacation? ③D id you do anything special/great? ④D id you go anywhere interesting/beautiful...? ⑤D id you meet anyone interesting? 设计意 图通过情境设计, 从学生身边的问题导入新课, 减少难度 , 从而调动了学生参与课堂教学活动的热 情 , 提高学生的学习积极性。 ◆Step 2合作探究 出示一些假期活动的图片(见课件 ),根据问题进行互动交流学习。 ◆Step 31a Match the activities with the pictures.(见课件 ) ◆Step 4 Pair work Make conversations about the people in the picture.(1c) ◆Step 5 Listening 1b 1.Students read the names and guess their activities.(结合 1a中的短语) 2.Listen to the tape and number the people in the picture [1-5]. 3.Check the answers.(见课件 )
初中英语教案 篇一：初中英语教案范例 Unit 4 I y y job is very difficult but interesting. I help people on the court. If I succeed I ulti-media 1. Knoaster the usage of the parative and superlative. 3. Emotion objective To cultivate the students love the nature, make them have the consciousness of protecting the environment. 1. Teaching main points Use parative and superlative forms of adjective and adverbs 2. Teaching difficult points 1 Talk about the geography and nature using parative and superlative forms of adjective and adverbs.The contrast betethods] 1.Task-based Method 2.municative Approach 3.Situational Approach Step1.Leading-in 1. “Hoatch the facts you knoake conversations in pairs. 3Exles
A: Did you know that China if one of the oldest countries in the world? B: Yes, I did. It’s much older than my country. Step 7 Summary Go through the important points and difficult points of this lesson with the students once again. Emphasis the phrases and sentence patterns. Retell the the usage of the parative and superlative. Step 8 Homework 1.To memorize the important phrases and sentences. 2.To make some dialogues about asking the size of objects. 3. find some information about Qomolangma On the Inter Add : ountain in the world? 1.New words : Qomolangma,the Nile, the Caspian Sea, the Sahara ,square, kilometer ,desert ,population 2.Phrases: in size,in the word, meters deep/long/high,as...as, the biggest population. 3.Sentence: ountain in the world? How long is Qomolangma?
Unit 1 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 ··· ?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 ··· . Teaching aids : cards , pictures and a tape recorder . Period 1 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). https://www.doczj.com/doc/ab2490708.html, 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 ··· . 4.Groupwork :Divide the class into groups of four or five .Make
Unit 4 I want to be an actor 教学目标： 1.学会不同工作的英文表达方式。 2.了解同学父母的工作。 3.学会简单的介绍自己将来的理想。 教学内容： 重点词汇：teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police 重点句型：1. What does your mother do? She is a teacher. What does your father do? He is an engineer. 2. What do you want to be? I want to be a teacher. What does she want to be? She wants to be a singer. 总体思路:本单元采用任务型的教学模式，设计了三个任务活动，首先以比赛的形式，让学生通过工作的描述，来猜测工作的名称；然后由学生自己下座位找与自己父母工作相同的同学，练习所学的句型；其后让学生用所学句型谈论自己的理想。所有任务的设计，由简到难，每一个任务都为下一个任务的完成奠定了一定的语言基础。 语法知识 一般现在时 （1）一般现在时主要由动词原形表示，但第三人称单数后要加-s，另外be 有特殊的人格形式，见下表: 一般现在时
（2）一般现在时的否定式见下表 一般现在时的否定式 （3）一般现在时的疑问式及简略回答，见下表。 一般现在时的疑问式
（4）一般现在时的基本用法如下。 ①经常性或习惯性的 I get up at six every day． ②客观真理，客观存在，科学事实。 The moon moves round the earth．月亮围着地球转。 ③表示格言或警句中。 Pride goes before a fall.骄者必败。 ④现在时刻的状态、能力、性格、个性。 I don't want so much. 教学板块设计: Task1：Know the names of the different jobs 目的：通过这个环节，教师完成本单元的新单词的导入，通过提供给学生对于不同工作的具体描述，让学生猜出工作的名称，这样为整节课任务的完成奠定最基本的词汇基础。在做猜谜游戏时学生能够做到精神集中，并能激发学生的学习兴趣。