小學(xué)五年級英語教案

新目標(biāo)九年級英語上重點(diǎn)內(nèi)容(Unit1-4)。

教案課件是老師不可缺少的課件，大家應(yīng)該在準(zhǔn)備教案課件了。只有規(guī)劃好教案課件工作計劃，才能使接下來的工作更加有序！你們會寫多少教案課件范文呢？為滿足您的需求，小編特地編輯了“新目標(biāo)九年級英語上重點(diǎn)內(nèi)容(Unit1-4)”，供您參考，希望能夠幫助到大家。

新目標(biāo)九年級英語上重點(diǎn)內(nèi)容(Unit1-4)

Unit1

一、重點(diǎn)詞組：

1.bymakingflashcards通過做單詞抽認(rèn)卡

2.ask…forhelp向某人求助

3.readaloud朗讀

4.thatway(=inthatway)通過那種方式

5.improvemyspeakingskills提高我的會話技巧

6.forexample(=forinstance)例如

7.havefun玩得高興

8.haveconversationswithfriends與朋友對話

9.getexcited高興，激動

10.endupspeakinginChinese以說漢語結(jié)束對話

11.doasurveyabout…做有關(guān)…的調(diào)查

12.keepanEnglishnotebook記英語筆記

13.spokenEnglish(=oralEnglish)英語口語

14.makemistakes犯錯誤

15.getthepronunciationright使發(fā)音準(zhǔn)確

16.practisespeakingEnglish練習(xí)說英語

17.firstofall首先

18.beginwith以…開始

19.lateron隨后

20.inclass在課堂上

21.laughtat嘲笑

22.takenotes記筆記

23.enjoydoing喜歡干…

24.writedown寫下，記下

25.lookup(v+adv)查找，查詢

26.nativespeakers說本族話的人

27.makeup編造，虛構(gòu)，化妝，打扮

28.aroundtheworld全世界

29.dealwith對待，處理，解決

30.worryabout(beworriedabout)擔(dān)心，擔(dān)憂

31.beangrywith生某人的氣

32.stayangry生氣

33.goby消逝

34.regard…as…把…當(dāng)做…

35.complainabout/of抱怨

36.change…into…把…變成…（=turninto）

37.withthehelpof在…的幫助下

38.compare…to(with)…把…和…作比較

39.thinkof(thinkabout)想起，想到

40.physicalproblems身體上的問題

41.breakoff中斷，突然終止

42.not…atall根本不，全然不

二、重點(diǎn)句子：

1.Howdoyoustudyforatest?你怎樣為考試做準(zhǔn)備？

2.Ihavelearnedalotthatway.用那種方法，我已經(jīng)學(xué)到了很多東西。

3.It’stoohardtounderstandthevoice.聽懂那些聲音太難了。

4.Memorizingthewordsofpopsongsalsohelpedalittle.記流行歌曲的詞也起作用。

5.WeiMingfeelsdifferently.衛(wèi)明有不同的感受。

6.Hefindswatchingmoviesfrustrating.他覺得看電影讓人感到沮喪.

7.Sheaddedthathavingconversationswithfriendswasnothelpfulatall.她又說和朋友對話根本沒用。

8.Idon’thaveapartnertopracticeEnglishwith.我沒有搭檔一起練習(xí)英語。

9.Lateron,Irealizedthatitdoesn’tmatterifyoudon’tunderstandeveryword.隨后，我認(rèn)識到聽不懂每個詞并沒有關(guān)系。

10.It’samazinghowmuchthishelped.我驚異于這些方法竟如此有用。

11.Myteacherisveryimpressed.給老師留下了深刻的印象。

12.Shehadtroublemakingcompletesentences.她很難造出完整的句子。

13.Whatdoyouthinkyouaredoing?你在做什么？

14.MostpeoplespeakEnglishasasecondlanguage.英語對于大多數(shù)人來說是第二語言。

15.Howdowedealwithourproblem?我們怎樣處理我們的問題？

16.Itisourdutytotryourbesttodealwitheachchallengeinoureducationwiththehelp

ofourteachers.在老師的幫助下盡我們最大的努力來應(yīng)對挑戰(zhàn)是我們的責(zé)任。

17.Hecan’twalkorevenspeak.他無法走路，甚至無法說話

Unit2

一、重點(diǎn)詞組：

1.bemoreinterestedin對…更感興趣.

2.ontheswimteam游泳隊的隊員.

3.beterrifiedof害怕.

4.gymclass體操課.

5.worryabout.擔(dān)心.

6.allthetime一直,總是

7.chatwith與…閑聊

8.hardlyever幾乎從不

9.walktoschool=gotoschoolonfoot

takethebustoschool=gotoschoolbybus步行去學(xué)校

10.aswellas不僅…而且

11.getintotrouble遇到麻煩

12.makeadecision做出決定

13.toone’ssurprise使某人吃驚的是

14.takepridein為…感到驕傲

15.payattentionto留心,注意

16.consistof由…組成/構(gòu)成.

bemadeupof由…組成/構(gòu)成.

17.insteadof代替,而不是

18.intheend最后,終于

19.playthepiano彈鋼琴

二、重點(diǎn)句子：

1.Iusedtobeafraidofthedark.我以前害怕黑暗.

2.Igotosleepwithmybedroomlighton.我開著臥室的燈睡覺.

3.Iusedtospendalotoftimeplayinggameswithmyfriends.以前我常?；ê芏鄷r間和我的朋友們玩游戲.

4.Ihardlyeverhavetimeforconcerts.我?guī)缀鯖]有時間去聽音樂會.

5.Mylifehaschangedalotinthelastfewyears.

6.Itwillmakeyoustressedout.那會使你緊張的.

7.ItseemsthatYuMeihaschangedalot.玉梅似乎變化很大.

Unit3

一、重點(diǎn)詞組：

1.beallowedtodosth被允許干…

allowsbtodosth允許某人干…

allowdoingsth允許干…

2.sixteen-year-olds=sixteen-year-oldboysandgirls16歲的孩子

3.part-timejobs兼職工作

4.adriver’slicense駕照

5.onweekends在周末

6.atthatage在那個年齡段

7.onschoolnights在上學(xué)期間的每個晚上

8.stayup熬夜

9.cleanup(相當(dāng)與及物動詞)清掃

10.fail(in)atest考試不及格

11.takethetest參加考試

12.theotherday前幾天

13.allmyclassmates我所有的同學(xué)

14.concentrateon全神貫注于

15.begoodfor對…有益

16.ingroups成群的,按組的

17.getnoisy吵鬧(系表結(jié)構(gòu))

18.learnfrom向某人學(xué)習(xí)

19.atpresent目前,現(xiàn)在

20.haveanopportunitytodosth有做…的機(jī)會

21.English-Englishdictionary英英詞典

22.atleast至少

23.eighthours’sleepanight每晚8小時的睡眠

24.anoldpeople’shome敬老院

25.taketimetodosth花費(fèi)時間干…

26.primaryschools小學(xué)

27.have…off放假,休息

28.replyto回答,答復(fù)

29.getinthewayof妨礙

30.aprofessionalathlete職業(yè)運(yùn)動員

31.achieveone’sdreams實現(xiàn)夢想

32.thinkabout思考,考慮

33.intheend最后,終于

34.beseriousabout對…熱忠/極感興趣

35.spend…on+n.spend…(in)+v-ing在…上花費(fèi)時間/金錢

36.careabout關(guān)心,擔(dān)心,在乎

37.agreewith同意…

二、重點(diǎn)句子：

1.Idon’tthinktwelve-year-oldsshouldbeallowedtogettheirearspierced.我認(rèn)為不應(yīng)該允許12歲的孩子穿耳孔.

2.Theytalkinsteadofdoinghomework.他們聊天而不是做作業(yè).

3.Heisallowedtostayupuntil11:00pm.允許他們熬到晚上11點(diǎn).

4.Weshouldbeallowedtotaketimetodothingslikethatmoreoften.我們應(yīng)該被允許更加經(jīng)常的花些時間多做這類事情.

5.Whatschoolrulesdoyouthinkshouldbechanged?你認(rèn)為學(xué)校的哪些制度應(yīng)該改一改了?

6.Thetwopairsofjeansbothlookgoodonme.這兩條牛仔褲穿在我身上都適合.

7.Theclassroomisarealmess.教室太臟了.

8.ShouldIbeallowedtomakemyowndecisions?

9.OnlythenwillIhaveachanceofachievingmydream.只有這樣我才能實現(xiàn)我的夢想.

10.Theyshouldbeallowedtopracticetheirhobbiesasmuchastheywant.應(yīng)該允許他們對業(yè)余愛好想練多長時間就練多長時間.

11.Wehavenothingagainstrunning.我們沒有理由反對他跑步.

Unit4

一、重點(diǎn)詞組：

1、giveittocharity把它捐給慈善機(jī)構(gòu)

2、medicalresearch醫(yī)學(xué)研究

3、Whatif……如果…怎么樣？

4、getnervous緊張

5、takeabigexam參加大考

6、helpwith有助于

7、inpublic在公共場合

8、hardlyever幾乎不

9、thewholeschool全校

10、withoutpermission為經(jīng)許可

11、be(make)friendswith與…交朋友

12、askone’spermission請求××的允許

13、introduce…to…把…介紹給…

14、invite…todo…邀請…干…

15、socialsituations社會環(huán)境

16、not…intheslightest根本不，一點(diǎn)也不

17、rightaway立刻，馬上

18、allday全天

19、befriendlyto對…友好

20、atlunchtime在午飯時間

21、abitshy有點(diǎn)害羞

22、Englishspeechcontest英語演講比賽

23、representtheclass代表班級

24、cometop名列第一（前茅）

25、let…down使…失望

26、comeupwith提出、想出

27、besureof+n./pron.

28、therestofthestudents其余的學(xué)生

besuretodo相信…

besure+that從句

29、havealotofexperience(in)doingsth在做某事方面有經(jīng)驗

30、dealwith對付，處理

31、comeout出版

32、giveadviceon…在…方面提出意見、建議

33、byaccident偶然地，無意之中

34、hurrytodosth匆匆忙忙干…

35、aninternetfriend網(wǎng)友

二、重點(diǎn)句子：

1、Hedoesn’tknowifheshouldbringapresent.他不知道是否該帶禮物。

2、Youshouldn’tworryaboutwhatotherpeoplesay.你不應(yīng)該考慮別人說什么。

3、Whatwillyoudoifyouhadamilliondollars?如果你有一百萬美元，你會干什么？

4、IfIwereyou,I‘dtakeasmallpresent.如果我是你，我會帶一個小禮物。

5、I’mtootiredtodowell.我太累了，沒考好。

6、Dogscanbealotoftrouble.狗會帶來很多麻煩。

7、Whatareyoulike?你是什么樣的人？

8、I’dinvitehim/hertohavedinneratmyhouse.我會邀請他（她）到我家吃飯。

9、Youenjoythecompanyofotherpeople.你喜歡別人的陪伴。

10、Ifeelnervoustalkinginfrontofmanypeople.我在眾人面前講話時感到緊張。

11、Shealwayscomestopintheschoolexams.她在學(xué)校的考試中總是名列前茅。

12、Shedoesn’twanttoletherfriendsdown.她不愿讓朋友失望。

13、IfIwereyou,I’llgetoutofhere.如果我是你，我會離開這里

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新目標(biāo)七年級英語下冊unit1-4英文教案

每個老師不可缺少的課件是教案課件，規(guī)劃教案課件的時刻悄悄來臨了。需要我們認(rèn)真規(guī)劃教案課件工作計劃，這樣我們接下來的工作才會更加好！你們會寫適合教案課件的范文嗎？請您閱讀小編輯為您編輯整理的《新目標(biāo)七年級英語下冊unit1-4英文教案》，歡迎大家閱讀，希望對大家有所幫助。

Unit1Whereisyourpenpalfrom?
TeachingGoal:
Topic:Countries,nationalities,andlanguages
Generalaims:
A.Talkaboutwherepeoplearefrom
B.Talkaboutnationality,nationandlanguage
C.Talkaboutwherepeoplelive
Functions:
Talkaboutcountries,nationalitiesandlanguages
Askandtellaboutwherepeoplelive
Targetlanguage:
A.LanguageFocus.
(1).Talkaboutnationality,peoplesandlanguages/
(2).Askandanswerwherepeoplelive.
B.Languagegoals
(1).Changeyourowninformationwithyourpenpals.
(2).Asksomequestionsusingwhere.
(3).Askwordssomebodytalkabout.
C.Languagestructure:
Where’s/Where’re...from?
Wheredoes/do...from?
Whatquestions----Whatlanguagedoes/do...speak?
D.Languagepoints:
Whereisshefrom?Sheisfrom....
Wheredoesshelive?Shelivesin....
Whatlanguagedoesshespeak?Shespeaks....
Vocabulary:Wordsaboutcountries,languages
Teachingdesign:Thewholeunitneeds5periods,4fornewlessonsand1fortest

Period1(1a----GrammarFocus)
Keypoints:
Whereisyour/Johnspenpalfrom?He/Sheisfrom...
Wheredoeshe/shelive?He/Shelivesin....

Pre-task(Homeworkforpreview):
LettheSsgivethemselvespenpalsandtheyshouldwritedowntheirpenpalsinformation,suchastheirnames,countriesandcitiestheyliveeventhelanguagetheyspeak.
TcangivetheSsanexamplemeanwhileTgivesthedifferentcountrieswhichcanbeusedbytheSs.TgivestheSsChinesewordsforthecountries,theyarefollowing:加拿大，法國，日本，美國，澳大利亞，新加坡，英國，中國(TheSscanlookthemupinthedictionaryiftheyarenewforthem)
Theexampleisfollowing:
Name:CurryMuray
Age:75
From(Nationality):theUnitedStates
City:NewYork
Language:English
TeachingSteps:
Step1Leading-inTheinformationoftheteachersownpenpalsinformation.
“Ihaveapenpal.HisnameisCurryMuray.HeisfromtheUnitedStates.Doyouhaveapenpal?Whereisyourpenpalfrom?Whatsyourpenpalsname?”
Differentstudentssaytheinformationabouttheirownpenpals.Tshouldchoosethedifferentcountries.TwritesthedifferentcountriesontheBb(bothChineseandEnglish)

Step2Learning
SectionA1aLearnthenewwordsontheBb.Thenewwordsare:
penpal;Canada;France;Japan;theUnitedStates(theUS/theUSA/America);Australia;Singapore;theUnitedKingdom(theU.K./GreatBritain/England)
Payattentiontothepronunciationofthenewwords.

Step3Listening
1bListenandcirclethecountriesin1atheylearned

Step4Competition
Twogroupsofstudentstowritethenewwordstoseewhichgroupdoesbetter.FirstwritedowntheChinesewordswithlookingattheEnglishmeanings,thenwritedowntheEnglishwordswithlookingattheChinesemeanings.
(Thisstepisamemorygame.ItcanhelptheSsconsolidatethenewwordstheylearned)

Step5Pairwork
1cPracticethefollowingconversation:
---Doyouhaveapenpal?---Yes,Ido.
---Where’syourpenpal’sfrom?----He/Sheisfrom....(WriteitdownontheBb)
FirstThasaconversationwithonestudentasanexamplethenlettheSspracticeinpairs.
Atlastletseveralpairsdoitagaininclass.

Step6Leading-in
RevisethecountriesnameswithlookingattheBb.ThenTwritesdownthecitynamesontheBb.LettheSstrytofindoutwhichcountriesthecitiesarein.Thecitynamesarefollowing:
Toronto;Paris;Tokyo;NewYork;Sydney;Singapore;London

Step7Learning
2aLearnthecitynamestogetherwiththewholeclassjustlikeStep2
2bListenandcirclethecitiesandcountries
2cListenandcompletethechart
Haveasimilarcompetitiontoconsolidatethenewwordsinthispart.
Step8Pairwork
Thasaconversationwithonestudentlikethefollowing:
---Doyouhaveapenpal?---Yes,Ido.
---Whatsyourpenpalsname?---His/Hernameis....
---Whereisyourpenpalfrom?---He/Sheisfrom...
---Wheredoeshe/shelive?---He/Shelivesin....(WriteitdownontheBb)
LettheSspracticeaftertheTsexampleinpairsthenseveralpairsdoitinclass.

Step9Exercise
1.MypenpalisfromAustralia.(劃線提問)
2.John’spenpalisfromJapan.(劃線提問)
3.HelivesinParis.(劃線提問)

Homework:
Readandcopythenewwords.
CopythesentencesinGrammarFocus
MakeupthequestionsaboutJodiein2cThequestionsare:
DoesJodiehaveapenpal?WhereisJodiespenpalfrom?Wheredoeshe/shelive?Whatshis/hername?(Thisonecanbechosenbythemselves)

Period2(3a----SectionB2c)
Preview(Pre-task):
Addanotherinformationabouttheirpenpals----theirlanguageonthecard
Keypoints:
Whatlanguagedoesshe/hespeak?She/Hespeaks….
Doesshe/hehaveanybrothersandsisters?
Doesshe/hespeakEnglish?
TeachingSteps:
Step1Revision
1.Revisionanddictationofthenewwords
2.Revisethedrillstheylearnedyesterday.(bypairworkandgrammarexercise)

Step2Leading-in
Thasaconversationwithonestudent.Theconversationisfollowing:
---Doyouhaveapenpal?---Yes,Ido.
---What’syourpenpal’sname?---His/Hernameis….
---Whereisyourpenpalfrom?---He/Sheisfrom…
---Wheredoeshe/shelive?---He/Shelivesin….
---Whatlanguagedoeshe/shespeak?He/Shespeaks…
WritethenewwordsontheBb.Theyarefollowing:EnglishChineseJapaneseFrench

Step3Learn
Learnthenewwordswiththewholeclass.
Finish3awiththestudents
3bPairworkTstilldoesanexamplewithonestudentThentheSspracticeinpairs.
Theexampleisfollowing:
--CurryMurayismypenpal.HeisfromtheUnitedStates.
---Whatlanguagedoeshespeak?
---HespeaksEnglish.

Step4Practice
1.SectionB1aMatchthecountrieswiththeirlanguages.
2.MemorygameLettheSsrepeatthefollowingsentences:
PeopleinChinaspeakChinese.PeopleinJapanesespeakJapanese.PeopleintheUSA,UK,AustraliaandCanadaspeakEnglish.PeopleinSingaporespeakEnglishandChinese.PeopleinFrancespeakFrench.
3.2aListenandnumberthequestionstheyhear
4.2bListenagainandwriteshortanswerstothequestionsin2a
(Goodstudentscanfinishthetwotasksforonetime)

Step5Pairwork
Practicetheconversationof2ainpairs
Payattentiontothelanguagepoints:
Doesshehaveanybrothersandsisters?(anyand)
DoesshespeakEnglish?(WritethemontheBb)
2cTheSsmakesuptheirowndialogueaboutmoreinformationoftheirpenpalsbyusingthedrillsin2a.

Step6Groupwork
Fourstudentsasagroupmakeasurveyaboutpenpalsbyaskingandansweringeachother.
Theirquestionsareabouttheirpenpals’names,nationalities,cities,languagesandtheirfavoritesubjectsormoreinformation
Atlastiftimepossibleseveralstudentsdothereportinclassabouttheirsurveys.

Step7Homework
Copythenewwordstheylearnedtodayandthesentencesin2a
Goodstudentscanwriteareportabouttheirsurveysaboutpenpalsoftheirowngroups.

Period3(3a----3c)Areadinglesson
Step1Revision
1.Revisionanddictationofthenewwordsandexpressions
2.Reviseconversationstheylearnedyesterday.
3.Revisethekeypointsbygrammarexercise
HespeaksEnglish.(變一般疑問句和特殊疑問句)

Step2Reading
3aReadtheletterandwriteanswerstothequestionsinthebox.
ReaditagainandlettheSsdiscussingroups(4asagroup)todesignaninformationcardforBob.
LettheSsreadaloud.FirstaftertheTorthetapethenbythemselves.
TmustmakesuretheSscanreaditcorrectlyandfluently.
TwritethekeywordsontheBbtohelptheSsretelltheletter.
Thekeywordsarefollowing:
Bob,Toronto,want,averyinterestingcountry,14,inNov.,canspeak,brother,Paul,sister,Sarah,penpalsintheUKandAustralia,likegoing…andplaying…,favoritesubject,fun,math,difficult,writeto
Learnthelanguagepointsintheletter:
1)Iwantapenpal.
wantsth./sb.(musicianwanted)
wanttodosth.Iwanttoplaysoccerwithmyfriends.
wantsb.todosth.Myparentswantmetodohomeworknow.
2)Ilikegoingtothemovies…
3)Myfavoritesubjectinschoolis…
4)writetosb.soon

Step3Practice
3bCompletethepenpalletterwiththeinformationonthecard.

Step4Writing
1.Makeaninformationcardjustlikethecardin3b.
2.Writealetterorane-mailtoyourpenpal.

Step5Homework
Writealetterorane-mailtoyourpenpal.

Period4(Self-check)
Step1Revision
1.Readingpractice(Readaloudthepassage)
2.Dictationfortheusefulexpressions

Step2WordsRevision
Completethewordsbuilder.
(Somegoodstudentscanexpresstheirvocabularyaboutcountriesandlanguages)

Step3Writing
P6Part3Firstdiscussandthencompletethewriting

Step4Grammar
Dotheextragrammarexercises:
1.Ihaveapenpal.
2.Hehasapenpal.
3.MypenpalisfromAustralia.
4.Jim’spenpalisfromCanada.
5.HispenpallivesinSingapore.
6.HerpenpalspeaksFrench.
7.PeopleinJapanspeakJapanese.
(以上各句都做變否定句、一般疑問句和劃線提問的句式變化)

教學(xué)反思：
這段時間由于我在學(xué)生每天記十個詞前，先領(lǐng)讀他們一遍，再分開音節(jié)，講一講英語的拼讀規(guī)則，發(fā)現(xiàn)學(xué)生的記憶效率大大的提高。如果讓他們把每單元幾句重點(diǎn)句背下來，學(xué)習(xí)效果是不是更好呢？單詞需要積累，這點(diǎn)勿容置疑。對于我們的學(xué)生來說，典型句子同樣需要積累。句子背下來，在用的時候就可以舉一反三，就像語文中背范文一樣。對于我們那些基礎(chǔ)較差的學(xué)生來說，他們在交際時需要模仿，在他們的記憶庫中貯存就是十必要的。當(dāng)然，如果學(xué)生能夠在課堂上用英語去表達(dá)的話，說明這些典型的句子他們已經(jīng)掌握。但現(xiàn)實的情況是，這種方法更容易適用于尖子生，或者基礎(chǔ)較好的學(xué)生，很多學(xué)生只是充當(dāng)?shù)挠^眾。
另外，在本單元的教學(xué)中我還補(bǔ)充了相關(guān)知識，讓學(xué)生對各地的名勝古跡、歷史風(fēng)情、地理知識等知識的進(jìn)一步了解，從而實現(xiàn)英語與其他各學(xué)科之間的滲透。
讓學(xué)生死記硬背是不對的，但不讓學(xué)生背也是不對的。
Unit2Wheresthepostoffice?
Languagegoal
Thisunitstudentslearntoaskforandgivedirections(方向)onthestreet.

Newlanguage
Isthereabanknearhere?Yes,theresabankonCenterStreet,Wheresthesupermarket?Itsnexttothelibrary.Isthereapayphoneintheneighborhood?Yes,it’sonBridgeStreetontheright.
locationsintheneighborhoodsuchaspostoffice,hotel,videoarcade.
Descriptivewordssuchasnew,old,dirty,clean.
Descriptionsoflocationsuchasacrossfrom,nextto,between.

Recycledlanguage
Whatareyoudoing?
Doyouwantto...?

SectionA

Asktworowsofthreestudentseachtostandfacingeachotherinthefrontoftheclassroom.Pointtostudentsstandinginfrontandasktheclasstorepeatthequestionsandanswers.
Example1
Teacher:WheresYangLi?(Pointtotwostudentsstandingbesideeachother.)YangLiisnexttoLiPeng.
Example2
Teacher:WheresZhengWen?(Pointtotwostudentsindifferentlinesfacingeachother.)ZhengWenisacrossfromShengLin.
Example3
Teacher:WheresLinJiahui?(Pointtoonestudentstandingbetweentwootherstudents.)LinJiahuiisbetweenShengLinandLiDai.

laThisactivityintroducesthekeyvocabulary.
Focusattentiononthepicture.Askstudentstonameasmanyoftheplacestheyseeinthepictureastheycan.Thennamealltheplacesandaskstudentstorepeat.
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.
Thenaskstudentstomatcheachwordorphraseonthelistwithoneofthepictures.Say,Writetheletterofeachplaceinthepicturenexttothecorrectwordorwordsonthelist.PointoutthesampleanswerChecktheanswers.

1bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.
Pointoutthebuildingsandotherlocationsinthepicture.Saythenameofeachonetotheclass.
Say,NowIwillplayrecordingsofthreeconversations.Listencarefullyandcirclethepictureofeachplaceyouhearonthetape..
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.ThistineaskSstolistenandcircletheitemstheyhearonthepicture.
Correcttheanswers.
Theseitemsshouldbecircle:videoarcade,postoffice,supermarket.
Tapescript(錄音稿)
Conversation1
A:IsthereavideoarcadeonFifthAvenue?
B:Yes,thereis.
Conversation2
A:Isthereapostofficenearhere?
B:Yes,thereis.TheresoneonBridgeStreet.
Conversation3
A:IsthereasupermarketonCenterStreet?
B:No,thereisnt.

1CThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtothedifferentlocationsshowninthepicture.Askdifferentstudentstonameeachone.Ifnecessary,saythenameandaskthestudenttorepeat.
PointtothequestionandanswerIntheexampleconversationandaskapairofstudentstoreadtheconversationtotheclass.Askotherpairsofstudentstorepeattheactivityifyouwish.
Askstudentstoworkinpairs.Say,Firstonepersonasksaquestionandthentheotherpersontakesaturn.
Demonstratetheactivity.Pointtothepictureandask.Isthereapostofficenearhere?Thenchooseastudenttoanswer.Guidethestudenttosay,Yes,theresapostofficeonBridgeStreet.
Asstudentswork,movearoundtheroomandcheckprogress.Helpstudentsunderstandhowtolocatethingsonthemap,ifnecessary.
Askseveralstudentstosaysomeoftheirquestionsandanswersfortheclass.

2aThisactivityintroducesthetermsacrossfrom,nextto,between,andon.
Focusattentiononthepictures.Askstudentstotalkaboutthepictures,namingasmanyplacesastheycan.Thennamealltheplacesinthepicturesandaskstudentstorepeat.
Pointoutthefoursentences.Sayeachoneandaskstudentstorepeat.
Thenaskstudentstomatcheachsentencewithoneofthepictures.Say,Eachsentencetalksaboutoneofthepictures.Writethenumberofthesentenceintheboxonthepicturethatitistalkingabout.Pointoutthesampleanswer1.
Checktheanswers.

2bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.
Pointoutthebuildingsandstreetnamesinla.Sayeachoneandaskstudentstorepeat.
Callattentiontothefoursentencesin2b.Readthemtotheclasssayingblankeachtimeyoucometoablankline.
Say.NowIwillplayrecordingsofthreeconversations.Listencarefullyandwriteawordfromtheboxoneachblankline.Pointoutthesampleanswer.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimeaskstudentstofillintheblanksbylisteningtotheitemsonthetape.
Correcttheanswers.
Tapescript(錄音稿)
Conversation1
A:Excuseme.Istherealibraryaroundhere?
B:Yes.Itsbetweenthevideoarcadeandthesupermarket.
Conversation2
A:Wheresthepark?
B:Thepark?Oh,itsacrossfromthebank.
Conversation3
A:Excuseme.Isthereasupermarketaroundhere?
B;Yes,itsonFifthAvenue.
Conversation4
A:Wheresthepayphone?
B:Itsnexttothepostoffice.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtothelistofbuildingsinla..Askastudenttoreadthelistaloud.
Pointtothequestionandanswerinthespeechbubbles(泡沫)in2candaskapairofstudentstoreadtheconversationtotheclass.Askotherpairsofstudentstorepeattheactivityifyouwish.
Askstudentstoworkinpairs.Say,Firstonepersonasksaquestionandthentheotherpersontakesaturn.Askaboutthebuildingsin1a.
Demonstrate（示范）theactivity.Pointtothemapandask,Wheresthepark?Thenchooseastudenttoanswer.Guidethestudenttosay,Itsacrossfromthebank.
Asstudentswork,movearoundtheroomandcheckprogress.（進(jìn)度）
Askseveralstudentstosaysomeoftheirquestionsandanswersfortheclass.

Grammarfocus
Reviewthegrammarbox.Askstudentstosaythequestionsandanswers.
Askstudentstocirclethesewordsinthegrammarfocussectionoftheirbooks:on,acrossfrom,nextto,andbetween.
Ask,Whichwordstalkabouttwodifferentbuildings?(across/row,nextto,andbetween)
Ask,Whichonetalksaboutonebuildingallalone.(on)

Culturenote
ManyvisitorstotheUnitedStatesbelievethatAmericansdontliketoanswerquestionsorgivedirections(方向)totourists（旅行者）andothervisitors.Thisisnotnecessarilytrue.ThepaceoflifeisfastintheUnitedStates,especially（特別）inbigcities.Mostpeoplewalkquickly,talkquickly,andareinahurrytogetwherevertheyaregoing.Also,mostAmericansspeakonlyonelanguageandarentusedtotalkingwithspeakersofotherlanguages.However,whenavisitorasksaquestion,manypeoplearepleasedtobeabletosharetheirknowledgeoftheircityortheirneighborhood.Apleasantsmileandashort,directquestionwillalmostalwaysgetyoutheinformationyouneed.

3aThisactivityprovidestarget-orientedreadingpracticeusingthelanguageitemstaughtinthisunit.
Drawattentiontotheconversationinthebox.Askstudentstoreaditoutloud.
AskastudenttopointouttheplacethatPaulwantstogetto.Guidethestudenttopointtothebookandsay,Heresthehotel.HeresBridgeStreet.
Pointtothetwoarrows(箭頭).Askstudentstorepeatleftandright.Thenaskthemtoholduptheirlefthandsandthentheirrighthands.Xkb1.cm
Askstudentstoreadtheconversationagain.ThenaskthemtofindPaulandNancyinthepicture.
Answer:
PaulandNancyarethetwofiguresoutsidetheentrancetothepark.

3bThisactivityprovidesguidedwritingpracticeusingthetargetlanguage.
Callattentiontothethreepictures.Explainthatthethreepairsinthesepicturescorrespondtothreepairsinthelargepictureabove.Askstudentstofindthepairsinthebigpicture.
Pointtothequestionsbeloweachpictureandaskastudenttoreadthemaloud.
Pointtothethreewrite-onlinesinthespeechbubbles.Say,Writetheanswerstothequestionshere.
Askstudentstocompletethewritingindividually.(個別的)
Correcttheanswers.
1.Yes,thereis.GostraightdownNewStreetandturnright.Theresapayphoneontheright.
2.GostraightdownNewStreetandturnright.TurnleftatBridgeStreet.Thebankisacrossthestreet.
3.Yes,thereis.Turnright,thengostraightdownBridgeStreet.Thepostofficeisontheleft.Itsacrossfromthevideoarcade,nexttothesuper-market.
4Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontothepictureinla.Askstudentstonameallthebuildingsinthepicture.
PointouttheconversationInthepicturein4.Askdifferentstudentstoreadeachline.
HavethestudentsworkIngroups.Onepersonchoosesabuildinginthelapicturebutdoesnttellanyonewhichbuildingitis.Theothersaskquestionslikethoseintheactivity4pictureuntiltheyguesswhichbuildingitis.
Severalstudentscantaketurnschoosingthebuildingfortheotherstoguess.

SectionB
laThisactivityintroducesthekeyvocabulary.
Focusattentiononthepictures.Askdifferentstudentstonametheplacesshowninthepictures.Theywillprobablynotincludewordssuchasold,new,busy,quiet,big,small,dirty,andcleanintheirstatements.
Pointtoandnamealltheplacesinthepicturesagainwithoutthedescribingwordsandhavestudentsrepeat.
Nowpointtoeachhalfofeachpictureandaskaboutthedifferencebetweenthehalves.Forexample,youmightsay;“Thisisapark.Isitacleanparkoradirtypark?”Clarifythemeaningofthewordscleananddirtybypointingoutdetailsinthepictures.
Pointoutthepairsofwordsorphrases.Sayeachoneandaskstudentstorepeat,
Thenaskstudentstomatcheachwordorphraseonthelistwithoneofthepictures.Pointoutthesampleanswer.
Checktheanswers.

1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheconversationinthepicture.Askapairofstudentstoreaditaloud.Thenaskseveraldifferentstudentsthesamequestion.Askthemtotellthetruth.
Pointoutthelistofphrasesin1a.AskstudentstoworkinpairsThentaketurnsaskingeachotherquestionsaboutthethingsonthislist.Askthemtotelleachotherthetruth.
Asstudentsworktogether,movearoundtheroomcheckingontheirprogress.
Askseveralstudentstopresentsomequestionsandanswerstotheclass.

2aThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.
Pointoutthelistofplacesinla.Saydienameofeachonetotheclass.
Say,NowIwillplayarecordingofaconversation.Listencarefullyandcirclethewordsin1athattellaboutMichaelsstreet.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimeaskstudentstolistenandcircletheplacestheyhear.
Correcttheanswers.

2bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.
Callattentiontothestreetmapinthebox.
Say,NowIwillplaytheconversationagain.ListentoifanddrawtheplacesinMichaelsneighborhoodonthestreetmap.
Playtherecording.Studentsonlylisten.
Demonstratetheactivitybysaying.Whatarethethreeplacesonthetape?(ahotel,asupermarket,Michaelshouse).Answeranyquestionsstudentsmayhave.
Playtherecordingagain.StudentsdrawmapsofMichaelsneighborhood.
Movearoundtheroom,offeringassistanceifneeded.
Havesomestudentsshowtheircompleteddrawingstotheclass.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Say,Nowletsworkinpairs.Thefirstpersonmakessomestatementsaboutthepicturein2b.Thesecondspersonsays"true"ifthestatementistrueand"falseifthestatementisfalse.Thesecondpersonalsochangeseachfalsestatementintoatrueone.
Callattentiontotheconversationinthepicturein2c.Askapairofstudentstoreaditaloud.
Demonstrate(示范)theactivitywithastudent.Havethestudentclosethebook.Thensayonetruethingandonefalsethingaboutthepicture.Guidethestudenttoanswer“true”forthetruestatementandtosay“false”forthefalsestatementandchangeitintoatrueone.
Askstudentstopracticeinpairsandtotakebothroles.Movearoundtheroomhelpingstudentsgetstartedandansweringanyquestionstheymayhave.
Askseveralpairsofstudentstopresentsomestatementsandresponsestotheclass.Askstudentstocorrectanymistakestheyhear.

3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Askastudenttoreadtheparagraphtotheclassorreadityourself.
Answeranyquestionsstudentsmayhave.
ReadtheInstructionsaloud.Pointoutthesampleofthecircleddescriptionword(busy),andmakesurestudentsunderstandwhattheyhavetodo.
Correcttheanswers.

3bThisactivityprovidesguidedreadingandwritingpracticeusingthetargetlanguage.
Pointouttheguideandtheblankspacesinit.Readitaloudsayingblankeachtimeyoucometoablankline.
Say,Nowpleasewriteonewordineachblankspaceintheguide.Lookatthepicture/ortheanswers.
Pointoutthesampleanswerintheblank.
Correcttheanswers.

3cThisactivityprovidesguidedwritingpracticeusingthetargetlanguage.
Askstudentstoworkontheirown.Pointoutthedescriptionin3bandsay.Nowwriteaboutyourownneighborhood.Usesentenceslikethese.

4Thisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.
CallattentiontowhatthepersonInthepictureissaying.Askastudenttoreadthestatementtotheclass.
Say,Nowyoucantalkwithyourpartneraboutyourownneighborhood.Tellaboutthestreetsandbuildings.Yourpartnerwilldrawapictureoftheneighborhood.
Demonstratetheactivitywithastudent.Havehimorhermakesomestatementsanddrawontheboardwhatyouhear.Forexample,youmightdrawasmallsupermarketacrossfromapostoffice.
Asstudentswork,movearoundtheroomofferingassistanceandansweringquestions.
Asksomestudentstosharethecompleteddrawingsandtomakesomestatementstoaccompanythem.

Selfcheck新課標(biāo)第一網(wǎng)
1Thisactivityprovidesacomprehensivereviewofallkeyvocabularypresentedinthisunit.
Askstudentstocheckallthewordstheyknow.Youmaywishtohavethemcircleanywordsthattheydontknow.
Askstudentstofindoutthemeaningsofanywordstheydontknow.Theycandothisbyreviewingtheunit,askingyou,askingtheirclassmatesorusingalearnersdictionaryorbilingualdictionary.

2Thisactivityhelpsbuildvocabularybyprovidingaspecifictimeandplaceforstudentstorecordnewwords.
AskstudentstoenterfivenewwordsintheirVocabuilderonpage108.
Afterstudentshaverecordedtheirnewwords,askthemtosharetheirlistswithotherstudents.Thiscanbedonewiththewholeclassorinformally,inpairsorsmallgroups.

3Thisactivityprovidesreadingpracticefocusingonthestructuresusedtoaskandsaywherethingsare.
Askstudentstoreadtheletteranddrawtherouteonthemap.Answeranyquestionsstudentsmayhave.
Checktheanswers.(Youmaywanttodrawasimplecopyofthemapontheboard,andthenhaveonestudentcomeanddrawtherouteonit.)
課后反思：
由于本單元的內(nèi)容和學(xué)生的實際生活息息相關(guān)，所以在課程的設(shè)計上給了教師更多的設(shè)計空間。同時在實際的操作中也顯得流暢、自然。
在教學(xué)活動的設(shè)計上采用以學(xué)生對話和小品為主的活動課，能夠更好地調(diào)動學(xué)生學(xué)習(xí)的積極性。通過調(diào)查，學(xué)生以小組的方式來開展問路的對話訓(xùn)練，讓小組的同學(xué)在自己編排的活動中運(yùn)用到相關(guān)的不同單詞，可以幫助學(xué)生更加生動地掌握新單詞。
在教學(xué)的整個過程中，充分發(fā)揮學(xué)生主動性，并鼓勵學(xué)生體現(xiàn)個性化。得到了學(xué)生的熱情響應(yīng)，取得了很好的教學(xué)效果。但是由于是活動課，在課堂秩序的維護(hù)和時間的有效利用上仍然需要近一步地改進(jìn)。

Unit3:Whydoyoulikekoalas?
Languagegoals
Inthisunitstudentslearntodescribeanimalsandexpresspreferencesandgivereasons,

Newlanguage
Whydoyoulikekoalabears?Becausethey’recute.They’reprettyinteresting.They’rekindofshy,They’reverybig.
Namesofanimalssuchastiger,elephant,koalabear,dolphin
Descriptionwordssuchassmart,cute,intelligent
Namesofcountries:Australia,SouthAfrica,

Recycledlanguage
between,acrossfrom
He’s/She’sfrom...He’s/She’sfiveyearsold.
Namesofcountries;China,Japan,Brazil

SectionA
Additionalmaterialstobringtoclass:
coinsorothermarkersfortheBingogamein4.
AskstudentstonameasmanyanimalsastheycaninEnglish.Writethelistontheboard,
Askstudentstodescribeeachanimalinsomeway.Theymaytellitscolorortellifitisbigorsmall.
Say,Todaywearegoingtolearnthenamesofsomemoreanimals.Wellalsoleamhowtosaywhichoneswelikeandtellwhywelikethem.

laThisactivityintroducesthekeyvocabulary.
Focusattentiononthemapofthezooshowingpicturesofanimals.Askstudentstopointtoandnameanyanimalstheycan.
Pointtotheanimalsonebyoneandsaythenameofeach.Askstudentstorepeal.
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.
Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachanimalintheblankbythatanimalsname.Pointoutthesampleanswer.
Checktheanswers.

1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtotheanimalsin1a-Askstudentstopointtoandnametheanimals.
Say,Imgoingtoplayrecordingsofthreeconversations.Listencarefullyasyoulookatthewordsinla.Putacheckmarkinfrontofthenameofeachanimalyouhear.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimestudentscheckeachanimalnametheyhear.
Correcttheanswers.

1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheexampleconversationinthepicture.Asktwostudentstoreadittotheclass.Answeranyquestionstheymayhave.
Pointoutthefourdescriptionwords.Askastudenttoreadthemaloud.Reviewthemeaningofeachword.
Say,Nowyoucanmakeconversationsaboutanimals.Yourconversationscanbeliketheexample.Usethesedescriptionwords.
Askstudentstoworkinpairs.Havethemtaketurnssayingbothparts.
Ifstudentsneedhelpgettingstarted,demonstrateanotherconversationwithastudent.Forexample:
Teacher:letsseetheelephant.
Student:Whydoyouwanttoseetheelephant?
Teacher:Becauseitsverysmart.
Asksomestudentstopresenttheirconversationstotheclass.

2aThisactivityprovideslisteningpracticeusingthetargetlanguage.
Callattentiontothetwoblanklinesontheleft.Say,Youwillheararecordingofaconversation.Listencarefully.Thenwritethenamesofthetwoanimalsyouhearontheselines.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimestudentswriteinthenamesoftheanimals.
Checktheanswers.
Pointouttheadjectiveslistedontheright.Askastudenttosaythewords.
Say,NowIwillplaytherecordingagain.Thistimedrawalinebetweeneachanimalandtheadjectiveyouhear.
Playtherecordingandhavestudentsmatcheachanimalwithanadjective.
Correcttheanswers.
新課標(biāo)第一網(wǎng)
2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
CallattentiontotheconversationandtheblanklinesinitSay,Youwillheartherecordingagain.Thistimepleasewriteawordfromtheboxoneachblankline.Somewordscanbeusedmorethanonetime.
Askastudenttoreadthewordsinthebox.
Playtherecording.Checktoseethatstudentsarewritingawordfromtheboxoneachlineoftheconversation.
Goovertheanswers.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheconversationinthepicture.Asktwostudentstoreadittotheclass.
Say,Nowyoucanhaveconversationslikethisone.UsethewordsinBox1,Box2,andBox3inyourconversations.
Demonstrateaconversationwithastudent.Forexample:

Student:Doyoulikepenguins?
Teacher:Yes,Ido.
Student:Why?
Teacher:Becausetheyreverycute.

3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Pointtoandsaythenamesofthethreecountriesonthemapsandaskstudentstorepeat
Pointtothethreeanimalsandaskastudenttonamethem.
Say,Nowdrawalinebetweeneachanimalandthecountryitcomesfrom.
Correcttheanswers.

3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtotheconversationinthepicture.Askapairofstudentstoreadittotheclass.
Askstudentstoworkinpairs.Say,Nowyoucantalkaboutwhereanimalscomefrom.Pointtothemapandanimalsstudentsmatchedupin3a-
Say,Workwithapartner.Taketurnsaskingandansweringquestionsaboutthecountriesandanimalsin3a.
Afterafewminutes,askseveralpairstosaytheconversationfortheclass.

SectionB
Additionalmaterialstobringtoclass:
PicturesofhouseholdpetsandzooanimalscutoutofmagazinesforFollow-upactivity1.
Thisactivityintroducesmorekeyvocabulary,
Callattentiontotheanimalsinthepictureandaskastudenttosaythenameofeachone.
Pointoutthelistofeightnumberedadjectivesatthetop.
Say,Nowpleasematchtheadjectivesatthetopwiththeanimalsinthepicture.Writetheletteroftheanimalonthelineaftertheadjective.Pointoutthesampleanswer.
Asstudentswork,movearoundtheroomofferingtoanswerquestionsasneeded.
Correcttheanswers-

2aThisactivityprovideslisteningpracticewiththetargetlanguage.
Say,NowIwillplayarecordingofaconversationbetweenTonyandMaria.Thistimecircletheadjectivesyoubearonthelistforla.
Playtherecordingagain.Studentscircletheadjectivestheyhear.ThenCorrecttheanswers.
2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
Callattentiontothethreeheadings.Animal,MariasWordsandTonysWords,andthewrite-onlinesundereach.
Say,NowIwillplaytherecordingagain.Thistimepleasewritethenameoftheanimalseachpersontalksaboutandthewordstheysay.
Playthefirstfourlinesofrecordingandstopthetape.Ask,Whatanimalaretheytalkingabout?(theelephant)WhatwordsdoesMariausetodescribetheelephant?(interesting,intelligent)
Pointoutthewrite-onlineswherestudentscanwritethesewords.
Playthewholerecordingandhavestudentswritethewordstheyhearonthechart.
Checktheanswers.

3Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontothedialoguenexttothepicture.Asktwostudentstoreadittotheclass.
Say,Workinpairs.Usesentenceslikethesetosaywhatyouthinkaboutdifferentanimals.
Demonstratetheactivitywithoneortwostudents.Forexample,say,Ilikedolphins.Theyreintelligent.
Askstudentstoworkinpairs.Astheywork,movearoundtheroomcheckingonprogress.
Asksomepairstopresenttheirconversationstotheclass.

3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Pointoutthethreedescriptionsofanimals.Askstudentstotaketurnsreadingonealoud.
Thendrawattentiontothepicturesofanimalsbelow.Say,Writetheletteroftheanimalintheblanklinesaboveitsdescription.Thereisoneanimalthatisnotdescribed.
Checktheanswers.

3bThisactivityintroducessomenewvocabularywordsandprovidesreadingandwritingpracticeusingthetargetvocabulary.
Callattentiontothepicturesofanimalsin3a,anddrawattentiontothegrass,leaves,andmeat.Askastudenttoexplaineachwordoruseitinasentencetoshowheorsheunderstandswhatitmeans.Teachtheexpressionsleeps.
Pointoutthedescriptionin3bwithblanklineswheresomewordsaremissing.Readittotheclasssayingblankeachtimeyoucometoablankline.
Pointoutthesixwordsinthebox.Say,Youcanwritethesewordsintheblanks.Useeachwordonlyonce.
Asstudentswork,movearoundtheroomcheckingprogressandofferinglanguagesupportasneeded.
Checktheanswers.

3cThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage,
Say,Nowyoucanwriteadescriptionliketheonein3b.Youcanusesomeofthesamewords.Writeaboutanyanimalyoulike.
Youmaywishtodoasampledescriptionwiththeclass.Chooseananimalsnameandwriteitontheboard.Thenaskstudentstomakestatementsabouttheanimal.Repeateachstatementandthenwriteontheboard.Youcanaskleadingquestionssuchas.Isitbig?Isitlazy?Doesiteatgrass?
Askstudentstowritetheirowndescriptions.Youmaywishtohavelessfluentstudentsworkwithamorefluentpartner,
Askstudentstosharetheirwritingwithothersintheclass.
Afteryouhavereviewedthestudentswork,youmaywishtohavesomestudentsrecopytheirworksothatyoucanpostitontheclassroombulletinhoard.
教學(xué)點(diǎn)評及反思：
一．環(huán)節(jié)設(shè)計思路：
本課以游戲形式的猜動物名稱引入，首先讓學(xué)生通過游戲中的練習(xí)，盡快熟悉各種動物的英文名稱。然后導(dǎo)入到三個鏈狀承接的任務(wù)上。第一個任務(wù)通過聽力引入本課的第一組重點(diǎn)句型，即詢問喜歡何種動物及其原因。然后在同學(xué)中做一個調(diào)查，看看大家都喜歡些什么動物以及喜歡的原因，為第二個任務(wù)積累資料。任務(wù)二是真實任務(wù)前的模擬，讓學(xué)生從大家喜歡的動物中挑選兩至三種安排小組去動物園的參觀路線。真實任務(wù)是來源于對秋游的設(shè)想，打算組織學(xué)生去北京動物園，分小組活動，要求各小組有自己的參觀計劃，必須明確列出參觀各種動物的順序以及原因，并根據(jù)地圖說出大致的方位。課堂完成任務(wù)后，課后任務(wù)對課堂的延伸和鞏固，因此選擇了學(xué)生較感興趣的野生動物問題，同時兼有美術(shù)和生物學(xué)科的學(xué)習(xí)，一舉多得。
二．課后反思：
本課設(shè)計上思路非常明晰，由潛入深，教師帶領(lǐng)著學(xué)生一步一個腳印，漸漸進(jìn)入任務(wù)，讓學(xué)生非常自然的領(lǐng)會本課的知識點(diǎn)。任務(wù)的設(shè)計貼近學(xué)生生活，有趣又實用，學(xué)生的參與非常熱烈。教師對課堂的把握非常到位，收放自如。不足之處在于野生動物的話題過于廣泛，教師可給與適當(dāng)?shù)闹笇?dǎo)，提供方向性的資料利于學(xué)生課下任務(wù)的完成。
教案點(diǎn)評：
本課以游戲形式的猜動物名稱引入，讓學(xué)生熟悉各種動物的英文名稱。然后導(dǎo)入到三個鏈狀承接的任務(wù)上。課堂完成任務(wù)后，選擇了學(xué)生較感興趣的野生動物問題，對課堂進(jìn)行延伸和鞏固，同時兼有美術(shù)和生物學(xué)科的學(xué)習(xí)，一舉多得。本課設(shè)計上思路非常明晰，由潛入深，讓學(xué)生非常自然的領(lǐng)會本課的知識點(diǎn)。任務(wù)的設(shè)計貼近學(xué)生生活，有趣又實用。

Unit4:Iwanttobeanactor.
Languagegoal
Inthisunit,studentslearntotalkaboutjobs.
Newlanguage
Whatdoyoudo?Imareporter
Whatdoeshedo.Hesastudent.
Whatdoyouwanttobe?Iwanttobeanactor.
Whatdoesshewanttobe?Shewantstobeapoliceofficer
namesofjobsandprofessions

Teachingprocedure:
SectionA
Brainstormwithstudentsalistofjobsthatfriendsorrelativesdo.("Brainstorming"isanactivityinwhichyousetatopicandstudentssaywhateverwordstheycanthinkofrelatingtothattopic.)Writethewordjobsontheboardandlistallthejobsstudentsmention.
Pointtothejobsonebyoneandaskstudentstosaywhatevertheycanaboutthesejobs.Acceptsinglewordanswersorsimplesentencessuchas,Itsfun.Itsagoodjob.

laThisactivityintroducesthekeyvocabulary.
Focusattentionontheart.Askstudentstotellwhattheyseeineachscene.Askstudentstonameasmanyofthejobsshownastheycan.Thenpointtoascene,namethejob,andaskstudentstorepeat.
Pointtothenumberedlistofwords.Sayeachoneandaskstudentstorepeat.
Thenaskstudentstomatcheachwordwithoneofthescenes.Say,Writetheletterofeachscenenexttooneofthewords.Pointtothesampleanswer.

1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothedifferentpeopleshowninthepicture.Askvariousstudentstotellwhattheydoasyoupointtoeachone,
Say,Nowyouwillhearthreeconversations.Theconversationsareaboutthreeofthepeopleinthispicture.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimeaskstudentstowriteanumber1nexttothepersonbeingtalkedaboutinconversation1.Havestudentsputa2and3nexttothepeoplebeingtalkedaboutinconversations2and3.
Correcttheanswers.

1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage-
Askastudenttoreadtheexampleconversationwithyou.Holdupthebookandpointtothedoctorinthepicture.
Say,Nowworkwithyourpartner.Makeyourownconversationsaboutthepicture.Youcanusesentencesliketheonesinactivity1b.
Sayadialoguewithastudent.Pointtoapictureofoneofthepeople.Guidethestudenttoanswerusingoneofthewordsinactivity1a.
Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Onerlanguageorpronunciationsupportasneeded.

2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Askstudentstolookatthethreepictures.Askdifferentstudentstotellyouwhattheyseeineachpicture.“Whatarethepeopledoing?Whatjobsdotheyhave?”
Playtherecordingthefirsttime.Studentsonlylisten.Say,Youwillhearconversationsaboutthepeopleinthesepictures.
Playtherecordingasecondtime.Say,Writethenumberofeachconversationbelowthepictureofthepersonbeingtalkedabout.
Correcttheanswers.

2bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothethreeheadingsinthechartandreadtheheadingstotheclass.
Askstudents,Whatdoes“wantstobe”mean?
(ItisnottheJobthepersonhasnow.Itisthejobthepersonwantsinthefuture.)
Playtherecordingthefirsttime.Studentsonlylisten.Say,Youwillhearaboutthepeopleinthesepictures.Youwillhearthejobtheyhawnowandthejobtheywantinthefuture.
Playtherecordingasecondtime.Thistimeaskstudentstofillintheblankswiththejobsthepeoplehavenowandtheonestheywantinthefuture.Pointoutthesample.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointoutthepicturesinactivity2a.Askwhoeachpersonis.(TheyareSusansbrother.Annasmother,andTony’sfather.)
Say,Nowworkwithyourpartner.
Askandanswerquestionsaboutthepictures.Ask,"Whatdoesheorshedo?"
Thenask,"Whatdoesheorshewanttobe?"
Sayadialoguewithastudent.PointtoAnnasmotherandthentotheexampleinthespeechballoons.Practicethedialoguewithastudent.
AsstudentsworkInpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.

3aThisactivityintroducesthenamesfortheplaceswherepeoplework,andgivesreadingpracticeusingthetargetlanguage.
Callattentiontothepictures.Askstudentstoreadthenameforeachplace.Astheynameeachplace,writethewordontheboardand-asktheclasstorepeatit.
Pointoutthelistofjobswiththenumbersnexttoeach.Thencallattentiontothepeopleinthepicturesandthespeechbubbles.Pointoutthesampleanswerandhaveastudentreadoutthespeechbubble.
Askstudentstoworkalone.Say,Writethenumberofeachjobinthesquarenexttoeachworkplace.
Checktheanswers.

3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointoutthepicturesinactivity3a.AskstudentstonametheworkplaceshownIneachpicture.
Thenpointouttheconversationinthespeechbubbles.AsktwostudentstoreadIttotheclass.
Say,Wowworkwithapartner.Firstpracticetheconversationinthepicture.Thenmakenewconversations.Usejobsandplacesfromactivity3a.
Sayadialoguewithastudent.Pointtothewordwaiterinactivity3aandthentothepictureoftherestaurant.Askastudent.Wheredoeshework?Guidethestudenttoanswerusingthecorrectplace:Heworksinarestaurant.Thenask.Whatdoeshedo?andguidethestudenttoanswer,Hesawaiter.
Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.

4Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.
Callattentiontothepicturesinthebookshowinghowtoplaythegame.Say,Youwilldrawapictureofsomeoneworking.Otherstudentswillaskquestionsaboutthekindofjobyouaredrawing.Aftertwoquestionssomeonecantrytoguessthejob.
Demonstratebydrawingapictureontheboardofastickfigurereporter.Adddetails(microphone,notebook,etc.)untilstudentsguesswhatjobitis.
Askastudenttogototheboard.Say,Drawapictureofapersonworking.Ifnecessary,helpthestudentadddetailsthatshowthejobthepersonisdoing.Heorshecanaddabankinteriortoshowthatthepersonisabankclerk.Astudentcouldalsouseaneyechartonthewalltoshowthattheplaceisadoctorsofficeandthepersonisadoctor.
AsktwodifferentstudentstoaskquestionsabouttheJob,andthenaskathirdstudenttoguesswhatjobitis.
Playthegameusingdrawingsbyseveraldifferentstudents.
Alternative:Ifyoudonotwantstudentstomovefromtheirseats,thenyoucanaskthemtodothisactivitysittingdowningroupsoffour.Theywillneedpiecesofpaperonwhichtodrawtheirpictures.Theywillalsoneedpencils.

SectionB
Newlanguage
Wordsthatdescribejobs,suchasexciting,dangerous,boring,difficult,busy,fun
Additionalmaterialstobringtoclass:
HelpwantedadsfromanEnglish-languagenewspaper

1aThisactivityintroducesthekeyvocabulary.
Focusattentiononthesixpictures.Ask,Whatjobdoesthepersonhave?Wheredoesthepersonivnrk?
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.Thenusesimpleexplanationsandshortsamplesentencestohelpstudentsunderstandwhateachwordmeans.Forexample,Excitingmeansveryinterestingandveryfast-moving.Apoliceofficerhasanexcitingjob.Thejobisalwayschanging.Somethingisalwayshappening.Fordangerousyoumightsay,Dangerousmeansnotsafe.Youmightbehurtorkilledinadangerousjob.
Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachpicturenexttooneofthewords.Pointoutthesampleanswer.
Checktheanswers.

1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
CallattentiontothepictureInthisactivityandaskastudenttoreadthestatementtotheclass.Thenpointtothepictureofthepoliceofficerandsay.Itsanexcitingjob.Asktheclasstorepeat.Thensay,Whatelsecanyousayaboutbeingapoliceofficer?Someonemayanswer,Itsadangerousjob.Asktheclasstorepeateachcorrectanswer.
Thenaskstudentstoworkinpairs.Suggestthattheyeachpointtothepicturesoftheworkersandmakestatementsaboutthem.Asstudentspractice,movearoundtheclassroommonitoringtheirwork.

1cThisactivityprovidesanopportunityfororalpractice.
Say,Namesomeofthejobsfromthisunit.Writethislistofjobsontheboard.Say,Canyounamesomeotherjobs?Addanynewjobstothelist.
AsksomestudentstomakestatementsaboutJobsonthelistusingthewordsinactivityla.Youmaywishtowritesomeofthesentencesontheboardsothatstudentscancopythesentencesintotheirnotebooks.

2aThisactivityprovideslisteningandwritingpracticewiththetargetlanguage.
Callattentiontothetwoheadingsandaskastudenttoreaddieheadingstotheclass.
Pointouttheblanklineswherestudentswillwritethenameofajob(underthewordswantstobe).
Playtherecordingthefirsttime.Studentsonlylisten.
Say,NowIwillplaythetapeagain.Thistimewritethenameofajobunderthewords“wantstobe.”

2bThisactivityprovideslisteningandwritingpracticewiththetargetlanguage,
Callattentiontothesecondheadingandaskastudenttoreadittotheclass.Say,Thistimeyouwillunitewhyeachpersonwantsthejob.
Playtherecordingagain.Studentsonlylisten.
Thensays,NowIwillplaythetapeagain.Thistimewritethereasonthepersonwantsthejobundertheword“Why?”
Playtherecording.Studentswritetheiranswers.
Checktheanswers.

2CThisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.
Say,Whatdoyouwanttobe?Whatwordsdescribeeachjob?
Helptheclassmakeupalistofjobstheymightliketodo.Asstudentssuggestpossiblejobs,asktheclasstosuggestwordstodescribethem.Useabilingualdictionary,ifnecessary,tofindthenamesofjobsandwordstodescribeeachone.
Thenaskstudentstoworkinsmallgroups.Theytelleachotherwhattheywanttodoandwhy.Encouragestudentstousedictionariesifnecessary.Movefromgrouptogroupofferingassistanceasneeded.
Askindividualstudentstotelltheclassaboutwhattheywanttobeandwhy.

3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Callattentiontothethreenewspaperadsandreadtheseadstotheclass.Sayblankeachtimeyoucometoablankline.
Thenreadeachadagainseparately,pausingtoallowstudentstoaskquestionsaboutanythingtheydontunderstand.Forexample,inthefirstad,studentsmaynotknowthatworkinglatemeans“workingatnight.”Toworkhardmeanstousealotofenergytodothejob.
AskstudentstofillIn(heblanksintheadsusingthewordsactor,reporter,andwaiter.
Checktheanswers.

3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Callattentiontothenewspaperadandaskastudenttoreadit,sayingblankforeachblankline.
Askstudentstofillintheblanksusingwordsfromthissection.
Say,Lookatthepicturesnexttoeachblankline.Thepictureswillhelpyouguessthecorrectword.SuggestthattheylookatthenamesofjobsandthewordsthatdescribejobsinthefirstpartofSectionB.
Checktheanswers.

3cThisactivityprovideswritingpracticeusingthetargetlanguage.
Pointouttheblankstripofnewspaperwherestudentscanwritetheirownads.
Askoneortwostudents,Whatareyougoingtowriteabout?
Repeateachofthestudents’sentencesandasktheclasstorepeatthesentencesafteryou.Forexample:Doyouwantaninterestingbutdangerousjob?Doyouwanttomeetnewpeople?Weneedapoliceofficer.CalltheSmithtownPoliceStationat555-2323.
Askstudentstoreadtheiradstoapartner.Askthepairstocorrecteachotherswork.

4Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Asktwostudentstoreadtheconversationinthespeechbubbles.Answeranyquestionsstudentsmayhaveaboutit.
Thensay,Newpleaseworkingroups.Askquestionstofindoutwhatjobseachpersonwroteabout.Youcanusesentencesliketheoneswejustread.
Asstudentsaskquestions,movefromgrouptogroup.Rephraseanyincompleteorincorrectquestions.Alsorephraseanyinaccurateanswers.

教學(xué)反思：
初中生都喜歡看電視電影，而且都有自己喜歡的電視或電影明顯，所以這個單元的話題也對學(xué)生有足夠的吸引力，能夠引起他們的興趣。在課堂口語訓(xùn)練和表演上，我盡量給學(xué)生們的時間，讓他們充分練習(xí)。學(xué)生小組討論和練習(xí)。讓大部分的同學(xué)都能有機(jī)會來表演。因為學(xué)生的表演欲望很強(qiáng)，所以，雖然在這個活動上要花比較多的時間，但是能夠讓學(xué)生對學(xué)英語更加感興趣，更喜歡英語課，所以我覺得這是很值得。
除了表演和對話之外，我還叫學(xué)生口頭造句（一些有關(guān)職業(yè)的句子），爭取大部分的同學(xué)都有回答的機(jī)會，多次重復(fù)加大練習(xí)。另外還采用一些游戲的形式，讓盡可能多同學(xué)參與。在每節(jié)課的最后五分鐘我以提問的形式來進(jìn)行復(fù)習(xí)總結(jié)，在讓學(xué)生有一個鞏固的機(jī)會。
在小組活動中我設(shè)計了“找工作”的任務(wù)型教學(xué)活動：以小組為單位討論，個人介紹推銷自己?；顒又笠髮W(xué)生口頭匯報任務(wù)完成的情況，讓他們把學(xué)到的知識系統(tǒng)地用到自己的作文中來，練習(xí)關(guān)于職業(yè)以及工作地點(diǎn)的表達(dá)。最后要求他們寫出書面的作文作為家庭作業(yè)，達(dá)到筆頭方面的訓(xùn)練目的。
我們在教學(xué)中不能只是課堂上熱鬧而已。課堂上的熱鬧應(yīng)該是起到調(diào)動學(xué)生學(xué)習(xí)積極性的作用，更重要的是要趁勢把這種積極性正確地引導(dǎo)到努力鞏固所學(xué)知識上面來，并要培養(yǎng)他們刻苦努力地學(xué)習(xí)和追求上進(jìn)的精神。

七年級英語下冊單詞表匯總（新目標(biāo)英語Unit1-4）

七年級英語下冊單詞表匯總（新目標(biāo)英語Unit1-4）

Unit1

pal[pl]n.好朋友

penpal筆友

Canada[knd]n.加拿大

France[frns][fra:ns]n.法國

Japan[dpn]n.日本

theUnitedStates美國

Australia澳洲;澳大利亞

Singapore新加坡

theUnitedKingdom英國

country國家

Sydney悉尼

NewYork紐約

Paris巴黎

Toronto多倫多

Tokyo東京

live居住

language語言

Japanese日語;日本人

would世界

French法國人;法語

like愛好

dislike討厭;不喜歡

Unit2

post郵件;郵遞

office辦公室;事務(wù)所

postoffice郵局

library圖書館

restaurant餐館;飯店

bank銀行

supermarket超級市場

St.=street街;街道

pay付錢;支付

payphone投幣式公用電話

park公園

ave=avenue大街;林蔭道

center中央;中心

bridge橋

mail郵件;郵政

there在那里

near在---近旁

across橫過;在對面

acrossfrom在---對面

next緊靠---的旁邊;貼近

nextto緊靠---的旁邊;貼近;最接近

between介于---之間

front前面;前邊

infrontof在---前面

behind在---之后

neighborhood附近;鄰近

just直接地;就;只;僅僅

straight一直;直接

turn轉(zhuǎn)彎;轉(zhuǎn)變方向

left向左;左邊

down向下;下去;沿著

right向右;右邊

ontheright在右邊

open開著的;營業(yè)中的

market市場;市集

clean清潔的;干凈的

quiet寧靜的

dirty骯臟的

house房子;住宅

welcome歡迎

garden菜園;花園

district區(qū)域;地方

enjoy享受---的樂趣;欣賞

walk散步;步行

takeawalk散步

through穿過;通

beginning過開

tour旅行;游歷

visit參觀;游覽

place地方;地點(diǎn)

fun愉快;開心

havefun玩得開心

if如果

hungry饑餓的

arrive到達(dá);抵達(dá)

way路;路線;路途

take乘;坐;搭

taxi出租車;的士;計程車

airport私人飛機(jī);小型民用機(jī)場

pass通過

hope希望;盼望;期待

yours用在信末署名前,做客套語

Unit3

koala(澳洲)樹袋熊

tiger老虎;虎

elephant大象

dolphin海豚

panda熊貓

lion獅子

penguin企鵝

giraffe長頸鹿

zoo動物園

cute可愛的;聰明的

map地圖;圖

smart聰明的;漂亮的

animal動物

box方格;方框

kindof有幾分

south南;南方;在南方的;南部

Africa非洲

bingo賓戈

ugly丑陋的;難看的

clever聰明的;機(jī)靈的

friendly友好的

beautiful美麗的;美好的

shy害羞的;怕羞的

other其他的;另外的

grass草

sleep睡;睡覺

during在---期間

atnight在晚上;在夜里

leaf葉;樹葉

lazy懶惰的;懶散的

meat肉;肉類

relax放松;休息

Unit4

shop商店;店鋪

assistant助手;助理

shopassistant店員

doctor醫(yī)生

reporter記者;通訊員

policeman男警察

waiter侍者;服務(wù)員

bankclerk銀行職員

hospital醫(yī)院

now現(xiàn)在;此時

star擔(dān)任主角;主演

policewoman女警官;女警察

nurse護(hù)士

money錢;金錢;貨幣

give給;授予

get獲得;得到;購買;拿來

wear穿;戴

uniform.制服

sometimes不時;有時

in在---期間;在(一段時間)之內(nèi)

dangerous危險的

thief小偷;賊

late晚;晚于通常時間

out在外;向外

talk談話;談?wù)?/p>

station車站;政府機(jī)關(guān)的署;局

TVstation電視臺

police警方;警察

policestation警察局

newspaper報紙

hard辛苦地;努力地

as作為

at按照;根據(jù)

summer夏季;夏天

story故事;事跡;小說

magazine雜志;期刊

young年輕的,年紀(jì)小的

play戲劇;劇本

news新聞;消息

children孩子(復(fù)數(shù))

international國際的

teach教;講授

skill技能;技巧

sir先生;閣下

madam女士;夫人

2015年九年級上英語unit4sectionA-1（人教新目標(biāo)）

Unit4SectionA-1

ClassType

Listening,readingandspeaking

Objectives

1.Tolearntodescribepeople.

2.ToknowaboutwhatBob’sfriendsusedtolooklike.

3.Topracticetalkingabouttheconversationbylistening.

Keystructure

1.DidMariousetobeshort?

—Yes,hedid.

2.What’shelikenow?

—He’stallnow.

Difficulties

Howtodescribetheexpressionofwhatpeoplelooklikebyusing“usedto”.

Vocabulary

humorous,silent,helpful,score

fromtimetotime,getscores

Period

1

Procedure

Lead-in

Freetalk.

LetSsthinkandtalkaboutthequestion“howdowedescribepeople”?

Step1

ShowSssomevividpicturesandthenaskSstofillinachartwithwordstodescribepeople.

Step2

ListSsapictureofthelooksofpeoplewithaccordinglywords.

Step3

Freetalk.

ShowSssomepicturesaboutSs’favoritepeople,andthenaskSstodescribewhatthesepeopleusedtobelike.

Step4

Activity.

Choosethecorrectanswerstocompletethesesentences.

Step5

Activity1b.

ListenandtocompletethesentencesofwhatBob’sfriendsusedtolooklikewithwhatyouhear.

Step6

Pairworks.

ShowSssomecomparingpicturesofsomefamousstarsandaskSstomakeconversationswiththesentencestructuresin1c.

Step7

Activity2a.

Listenandcheckthewordsyouhear.

Step8

Activity2b.

ListenagainandcompletethechartabouthowPaulahaschanged.

Step9

Pairworks.

LetSsmakeconversationsaboutyourselforotherpeopleusedtolooklikeusingtheinformationin2b.

E.g.:

A:Iusedtobereallyquiet.

B:Iknow.Nowyou’reveryoutgoing.

Step10

Activity2d.

Readtherole-playconversationandanswerthequestions.

Step11

Pairworks.

LetSsmakerole-playconversationsusingtheinformationin2d.

Step12

Languagepoints:explainthekeywordsandphrasesinsectionA-1.

Step13

Moreexercisesaboutlanguagepoints.