人教版初二英語(yǔ)（下）全冊(cè)教案[整理]unit15 What do people eat?

發(fā)布時(shí)間：2016-12-6 編輯：互聯(lián)網(wǎng) 手機(jī)版

Teaching aims and demands

本單元的中心話題是飲食文化與家庭生活。圍繞這一中心項(xiàng)目，讓學(xué)生通過(guò)問(wèn)答、對(duì)話、閱讀、討論、表演等各種活動(dòng)熟悉并掌握有關(guān)食品的一些詞匯及五種基本句型。其中五種基本句型是本單元的語(yǔ)言訓(xùn)練重點(diǎn)和難點(diǎn)。

Lesson 57

Teaching aims and demands:

1． kitchen,cupboard,salt,sugar,pepper,oil,wine,beer,fork,spoon,chopsticks,carrt,cabbage,pea,tomato, soup, cheese, butter So do we./Oh, we don’t./ Would you like to have dinner with me tonight? Could you pass me the cheese, please?

2. 通過(guò)情景中的操練培養(yǎng)直覺(jué)思維能力，提高思維的敏捷性；通過(guò)Brainstorming 提高學(xué)生質(zhì)疑能力和多方面、多角度考慮問(wèn)題的發(fā)散思維能力。

3. 通過(guò)初步學(xué)習(xí)了解不同國(guó)家的飲食文化差異，引導(dǎo)學(xué)生熱愛(ài)生活，增強(qiáng)世界意識(shí)。

Teaching Procedures

Step1 Warming-up

Step2 Presentation

Bring some real objects like pepper, salt, sugar, tomatoes, carrots, beer, wine etc. to class. Students are interested in tasting these objects. ( learning the new words by watching, tasting)

Show a photo of a kitchen. There is a nice cupboard in it. It’s closed. Ask What’s in the cupboard? Then open the cupboard and show the students the things in it. Then ask What’s in your cupboard at home?

Show a pair of chopsticks and ask Are Americans good at using chopsticks at table? What do they use at table? Learn the new words fork, spoon. Then ask Do you usually help to set the table at home? What is on your table at home during dinner?

Step3 Look, learn and answer

In pairs, get the students to look at the colour picture on page i. Have them ask and answer questions as in the model.

Step4 Presentation

Present this dialogue:

(1) Teacher: I eat a lot of fruit and vegetables for supper.

A boy: Oh, I don’t. I eat a lot of fish.

Teacher: So do I.

Explain that I eat a lot of fruit and vegetables means I often eat fruit and vegetables. So do I means I eat a lot of fish, too.

Practise the following dialogues with students.

(2) Teacher: Does your mother cook meals for your family every day?

Student A: Yes, she does. She cooks nice food for me and dad.

Teacher: So does my mum.

(3) Teacher: I always read English for about half an hour before I go to bed.

Student B: Oh, I don’t. I always read English before I have breakfast.

Teacher: So does my younger sister.

When students understand the dialogues, get them to talk about their daily life like this in pairs.

Step5 Competition

Divide students into two teams. Tell them My foreign friends will come to dinner this weekend. Mr Smith comes from America. Mrs Potter comes from England. Susan comes from France. Mary comes from Japan, Dave comes from Canada. Miss White comes from Australia. Would you like to help me make a shopping-list? See which group makes a better list. Step6 Puzzle dialogues

SB Page1, Part3. Pairwork first. Then check the answers as a class. In pairs, have the students role-play as if they are at a dinner. One of them is a host/hostess, the other is a guest. Walk around and give help where needed. Encourage them to speak freely and use more expressions they like.

Step7 Homework

Collect pictures of delicious dishes, nice utensils and your favorite food, write lines about each picture and decorate the classroom with them. Often talk about the pictures during break.

Lesson58

Important Points

１．認(rèn)知目標(biāo)：通過(guò)學(xué)習(xí)本課，學(xué)生應(yīng)理解并學(xué)會(huì)正確運(yùn)用以下單詞和句型：Italy, India, Italian, Indian, Moscow, even, taste, enjoy, pizza, /It seems that…./ Do you think…? Yes, I think so. /No, I don’t think so. Yes, I agree. /No, I don’t really agree. I really don’t agree.

２．能力目標(biāo)：通過(guò)閱讀課教學(xué)，培養(yǎng)學(xué)生的略讀能力、對(duì)課文細(xì)節(jié)的理解能力及在情境中猜詞的能力。

３．情感目標(biāo)：進(jìn)一步學(xué)習(xí)了解不同國(guó)家的飲食文化差異，給學(xué)生灌輸“吃出健康”的飲食理念；了解中國(guó)飲食在世界上的影響培養(yǎng)學(xué)生的愛(ài)國(guó)情操。

Teaching Procedures

Step1.Warming-up(A guessing-game)

Get the students to talk about their favourite food in pairs.

Step3.Pre-read

Then Teacher asks “How do you like …?Are they Chinese food? Are they the most popular food in China? What do you think is the most popular food in China? What about in the world? What do you usually have for meals? (It seems that you like…(a kind of food) best! It seems that … is/are your favorite food.)Do you like fast food? Why or why not?

Get the students to discuss these questions in groups of four, then have one to show their ideas.

Step4 Reading

Show pictures of special food from different countries.(fish and chips from England; raw fish flakes from Japan; bullfrog from France; dumplings from China; hamburgers from America; pizza from Italy….)Students should guess what countries the foods come from.

Show the title ”Favourite Food “ to the class and ask them to predict what the passage is about .

Fast-reading:1) What’s the most popular food in the world?

The students scan the passage for the answer.

Careful-reading:

1)What kind of food do Indians like?

2) Do we Chinese people eat fish in the same way as Japanese?

3) Do English people usually eat fish and chips just at home? Where else? What does “on the road “ mean in this passage?(try to explain it in English)

4) How do we know that American fast food is the most popular in the world?

5) What’s Chinese food like? Why is Chinese food popular in the world?

The students read the passage slowly and carefullly for information.

Encourage the student to guess the new words “even” and “taste” in the context.

Read with the tape. Help students with their intonation and pronunciation.

Retell this passage.

Step 5 Presentation

“I often tell you to get up early and have a rich breakfast. But I learn that some of you get up late and have to finish breakfast in a hurry or even come to school without breakfast. I really worry about their health. But they don’t really agree with me. What do you think of that?”

“Do you know Chinese people like to eat a lot of food at supper? I really don’t agree with this kind of behavior. What about you?”

Help students understand the difference between” I don’t really agree “ and “ I really don’t agree.” ( “ I don’t really agree” means that you just disagree a little bit but are open to hear the other person’s point of view and you may change your opinion; however,” I really don’t agree” means that you strongly disagree with the other person and nothing will change your mind.)

Step6 Ask and answer

Can you find any food from other countries in China/in Wenzhou? Are they famous? Do you like them? Why &why not? Why is fast food so popular in the world? In America? In China? Is it good for health? What food do you think is good for health?

What do you think of the food you usually eat? Is it healthy or unhealthy? (discuss in groups and then make a list of healthy and unhealthy food.)

Step 7 Homework (choose one of the followings)

1.Try your best to look for information about Chinese food in different places like in the north of China, in the south of China, in the west of China, in the east of China, learn different eating customs in China. Write a composition about Chinese food.(SBPage5 Part4)

2.” Do you like Western fast food?是選擇餃子，還是選擇“巨無(wú)霸”，看中西快餐誰(shuí)領(lǐng)風(fēng)騷？” Interview your friends or your foreign teachers and then write a composition about their opinions.

3. Write a composition about your eating experience at a western fast food or at a Chinese fast food.

lesson59

Teaching aims and demands

１．認(rèn)知目標(biāo)：通過(guò)學(xué)習(xí)本課，學(xué)生應(yīng)理解并學(xué)會(huì)正確運(yùn)用以下句型：either…or…/neither…nor…/make sb. do sth./ Five kinds of simple sentences

２．能力目標(biāo)：通過(guò)warming-up階段question bombardment培養(yǎng)學(xué)生在無(wú)法預(yù)先準(zhǔn)備的真實(shí)情況下運(yùn)用英語(yǔ)快速反應(yīng)的能力;通過(guò)學(xué)習(xí)五種基本句型，提高學(xué)生運(yùn)用所學(xué)語(yǔ)言進(jìn)行創(chuàng)造性描寫(xiě)的能力；通過(guò)閱讀與討論，引導(dǎo)學(xué)生聯(lián)系實(shí)際，發(fā)散思維，提高語(yǔ)言綜合能力；組織學(xué)生進(jìn)行辯論，培養(yǎng)思維的流暢性、變通性和獨(dú)特性。

３．情感目標(biāo)：培養(yǎng)學(xué)生學(xué)習(xí)與協(xié)作的能力，引導(dǎo)學(xué)生觀察生活，熱愛(ài)勞動(dòng)，關(guān)注家庭，體恤父母。

Teaching Procedures

Step1 Warming-up

Step2 Study

SB Page3,Part1. Let students read through the sentences in the first box carefully. Ask them if they can discover the common feature in the sentences. Point out that all the sentences contain a noun or pronoun denoting a doer(subject) and a verb(predicate). Do with the rest of the sentences in the same way.（不過(guò)分強(qiáng)調(diào)句子成分和結(jié)構(gòu)的分析，把重點(diǎn)放在理解句子的意義上。）

Step3 Presentation

Ask the students to say something about their family life by using the sentences they discussed just now. Get one or two to demonstrate their passages. The others try to comment their family life. Use the information from the students to present the following two sentence structures:

either…or…/ neither…nor….

Step4 Read and discuss

Ask Who does the housework in Han Mei’s family? Get them to quickly skan the first passage for the answer. Discuss the three questions on Page3 in pairs.

Show the picture of the Indian girl’s family and let the students predict her family life. Then ask them to read the second passage carefully and find the right idea.

Play the tape and have the students repeat.

Step5 Hold a debate

Topic A: Men should do part of the housework.

Topic B: Men don’t need to do housework.

Step6 Homework(choose one of the following two)

(1) Help your parents do part of the housework and write a short passage about that. Try to exchange your feeling the next day.

(2) “You will have your own family when you grow up. What will your family life be like? What will your wife/husband/child do for the family? What kind of family life is your favorite? Compare your family life now with that twenty or thirty years later.” Discuss these questions with your partner and try to exchange your opinion the next day.

Lesson 60

Teaching aims and demands

1. 認(rèn)知目標(biāo):　學(xué)習(xí)something English, take a seat, be famous for , I’m happy you like it. Would you like anything else? May I take your order now?等短語(yǔ)句型，并鞏固本單元的詞匯、句型。

2. 能力目標(biāo):　培養(yǎng)學(xué)生在語(yǔ)境中得體運(yùn)用所學(xué)語(yǔ)言進(jìn)行表演的能力；提高學(xué)生的書(shū)面表達(dá)能力。

3. 情感目標(biāo):　加深學(xué)生對(duì)中外飲食文化差異的理解和感受。

Teaching Procedures

Step1 Warming-up

Ask a student to talk about his feeling about doing part of the housework and ask a student to talk about his/her future family life( the homework the day before).

Step2 Presentation

Show a picture(half-covered). Ask Where are the two ladies having dinner? How are they? What’s on the table? Then show the whole picture and check the answers.(Revise the food items in this unit)

Step3 Presentation

(1)Ann is inviting a Chinese girl Chen to dinner. Suppose you’re Ann, your partner is Chen. Make up a short dialogue and act.

(2) Now Chen arrives, Ann is serving her. Predict what they will say to each other when they meet. Predict what Chen will say when she sees Ann’s mother and what they will say to each other during dinner.

Step3 Read and act

(1) Ask What are they having for dinner? How is the food? Books closed. Listen to the tape and find out the answers.

(2)Have the students listen and repeat.

Step4 Presentation

Show a menu with something English/American/Italian/Japanese/French on it. Ask Where do we usually have these kinds of food? (at a restaurant) Who will show you a menu when you go into a restaurant?(a waiter and a waitress) What will a waiter/waitress do after that?

Step5 Read and act

Ask What will Linda and Paul have for dinner? Listen and find out the answer.

Listen to the tape and repeat.

Tell the students some differences between an American restaurant and an English one. Then ask them to say something about table manners.

Step6 Listening

SB Page4, Part2.

Step7 Homework

Design an English newspaper in four. The topic will be either Food & Health or Family Life. You can show your own opinions or find out some information about that from Internet, magazines, TV etc.

Unit 16 What a good, kind girl!

About the teaching material

The topic of Unit 16 is “Asking and showing the way”, and the functional item is asking permission and talking about possibility with modal verbs “can” and “may”.

Cognizance:

1. The Ss can use the following words:

kind, lady, library, cross, reach, corner, church, café, fix, lab, suddenly, history, key

2. The Ss can use the following expressions:

Turn left /right at the…crossing.

Go on until you reach….

You can’t miss it.

on one’s way to, first of all , be /get lost, wait for

Abilities and skills:

1. The Ss can give instructions to some places in the street or according to a map.

2. The Ss can use different expressions to ask the way.

3. The Ss can ask permission and talk about possibility with “can” and “may”

Feeling and attitudes:

1. The Ss can realize that they learn English for their real life, not only for the English class and exams.

2. Give the Ss the feeling that they are the centre in English learning activities so that they will try to be active and creative in class.

Lesson 61

Step one Revision

Ask and answer

Put the signs of some public places on some Ss desks. The Ss ask and answer the positions of them: beside, behind, next to, between …and…, in front of…

Step two Presentation

a) Word shop

Show the Ss a list of the things I’m going to do tomorrow.

Get the Ss to tell the places I shall go to do these things. Show the pictures of café, video, shop and church.

b) Ask and answer

Show the map of L61 on the screen.

Ask the Ss the way to the places above, and help them to use “Go across the bridge.” “Go up this road to the end.” “Walk on until you reach…” “ Turn right at the second crossing.”

Step three Practice

The Ss ask and answer the way to other places on the map in pairs.

The Ss ask and answer the way on another map.

Step four Discussion

The Ss discuss in groups of 4-6 to find out the shortest(best) way foe me to do all the 5 things above.

Step five Guessing game

Show the map of our local place. Each student tells the way to a place, and others guess where he or she is going.

Step six Information-gap

Give two maps to each pair (A’s is completed and B’s is uncompleted). The Ss ask and answer the way on the map and complete B’s map.

Step seven Imagination

The Ss work in groups of three. Each of them imagines the place he or she will live in 20 years’ time and draws a map. The other two ask and answer the way to his or her home according to the map.

Homework

c) Finish Exercise 1 and 2 of Wb

d) Draw a map of your city (town) to show the way from the station to your school, and write an instruction.

Lesson 62

Step one Revision

The Ss put the signs of some public places in the classroom and make it a “block”, then ask and answer the way to some places from their seats.

Step two Chatting

Show the picture of the woman at the street corner and chat with the Ss to present the new words: corner, maybe, wait for, on one’s way to…

Step three Reading

a) Fast reading

The Ss read quickly and answer:

(1) What was wrong with the woman?

(2) Did she see her husband at last?

(3) How did she go to the hospital?

b) Careful reading

The Ss read again carefully and ask and answer the questions of Wb

c) Watching video

The Ss watch the video and answer:

What things did Liu Mei do to help the woman?

Step four Drawing

The Ss help Liu Mei to draw a map for the woman according to the policeman’s instructions.

Step five Retelling

The Ss act as the women and a TV report: The woman calls the TV reporter and tells the story.

Step six practice

The Ss guess Liu Mei’s personal information, using “maybe” or “may”,

Step seven Interview

The TV reporter interviews Liu Mei’s classmates.

a) What do you think of Liu Mei? Why?

b) What will you do if you meet somebody who needs help?

Homework:

1. Do Exercise 2 and 3 of Wb

2. Write down the story of Liu Mei in your own words.

Lesson 63

Step one Chatting

The teacher is chatting with the Ss to revise the usage of “ can” and “may” they’re learned: “May I borrow your pen?” “ Can I sit here?”“ May I speak to…?” etc.

Step two Reading and thinking

1.Show the pictures in Part 1 of Lesson 63 for the Ss to guess where they are, what they’re doing and what they may say.

2.The Ss open their books to read and think.

Step three Pictures and responses

1.Show pictures for the Ss to make up similar dialogues.

A: May / Can I swim here / take photos with the tiger / smoke in bed/ watch TV?

B: No, you can’t. It can be dangerous. / It can be bad for eyes.

2.Show the pictures of a girl cleaning the window on a chair, a child peeling an apple with a knife, a boy climbing up a tree, a man driving a car very quickly. Get the Ss to say: “ Be careful! You may…”

Step four Presentation

The teacher pretend to be worried because she(he) can’t find her(his) things, and get the Ss to guess

Here teach geography, physics, key, history and inside pocket.

Step five Practice

The Ss practice similar dialogues with their real things in groups of 3-5.

Step six Guessing

Get the Ss to guess where my family members may be now.

Step seven Survey

The Ss are to survey their friends’ Sunday plan?

i. Where may your be next Sunday?

ii. What may you do there?

Fill in the following table

Who Where they may be What they may do

At last choose several Ss to give a report, help them to end their report with “It can be interesting / exciting / …”

Homework:

Finish off the Wb exercises.

Lesson 64

Step one Situation activities

Get the Ss to put the signs of public places in the classroom, then work in pairs: A give an instructions to a place, B follow the instructions to find the right way to the place.

Step two Listening

The Ss listen to the tape twice to find Liu Mei’s friends’ home on the map of wb.

Step three Practice

1. The teacher chat with the Ss to present the following dialogue.

T: Excuse me, which is the way to Jack’s home?

S1: Sorry, I don’t know. Ask S2.

She may know.

T: Excuse me. How can I get to Jack’s home?

S2: Ask S3. He may know.

T: Excuse me. Could you tell me the way…?

2.The Ss practise the dialogues in Part 2 in Pairs

Step four Read, draw and speak

1. The Ss read the dialogue in Part 3 and draw a map.

2. The Ss look at the map, give instructions to B’s home with their books closed.

Step five Chain work

Show the map of Lesson 61, have the Ss test each randomly. Make it a competition between boys and girls:

B1: Excuse me. Where is the …? G1!

G1: Walk along…

Which is the way to …? B2!

B2: …

Could you tell me the way to…? G2!

G2: …

Step six Presentation

Show the Ss three pictures:

P1: I’m shopping in a big shopping centre.

P2: I get lost.

P3: I find the exit .

Get the Ss to talk about the pictures in order to present be/get lost, go wrong, reach suddenly.

Step seven Reading

1. Fast reading

The Ss read the passage in Part 5 quickly answer:

①Did Mrs Lee buy any DVDS?

②How did she find her way back to the restaurant?

2. Careful reading

The Ss read again carefully and answer the questions of wb.

Step eight Further comprehension activities

1.Calculation

The Ss calculate in pairs:

①How long did Mrs Lee spend in walking from the restaurant to the video shop and the way back?

②In fact, how long did Mrs Lee need?

2. Drawing

Draw a map for Mrs Lee according to the man’s instructions.

3. Pair work

Help Mrs Lee find the way back to the restaurant from the video shop.

Step nine Survey

The Ss go to make a survey:

It’s easy to get lost in big cities. How can we always walk the right way?

At last choose some Ss to give report.

Homework:

1. Finish off the wb exercises.

2. Draw a map to show how to get to your house from your school. Write instructions for them.

Unit 17 You must be more careful

Lesson 65

Ⅰ.Teaching aims and demands

Topic You must be more careful!

Function Talking about the traffic

Structures You must be more careful!

You mustn’t cross the road now.

If you want to cross a street, you must wait for the green light.

Task How to cross the street.

Culture Drive on the left in the UK.

Vocabulary hit; make a noise; get on; get off; stand in line; turn; push; disturb; passenger

Grammar If / when / before-adverbial clause .

using must / mustn’t

Ⅱ.Teaching steps

Step 1. Warming -up

1. Duty report.

2. Revision.

Ask:Where is your home? Call out several students to show their maps and read aloud the instructions for the classmates to find their homes. Draw the ways to their homes in groups of four.

Step2 Language input

---If you make a lot of noise,you may disturb others.

Picture 2. a car is driving too fast on the road. ---If you drive fast, you may have an accident.

Picture3. Show a picture of a car is driving on the left, ask the students “Is he dangerous?” The students may answer “Yes, a car may hit it. Then the teacher tells them”It is safe,because it is in the UK. When you are in the UK, you have to drive on the left.

Step3.Listening and speaking

1．SB page 11 part 1 and part 2.Listen to the tape and answer the questions. Then listen and repeat .Finally let the student read and act in pairs.

Step4.Homework

1.Do WB Exercises.

2. Making a traffic lights card and collecting or drawing the traffic signs.

Lesson 66

Ⅰ.Teaching aims and demands

Topic The queue jumper

Function Waiting in line

Structure You must wait for your turn.

Please stand in line.

Task Learn to wait.

Culture Awareness of public rules

Vocabulary at the head of; knee; hurt(badly); patient; visitor;

live; mistake; queue jumper; waiting room; laugh at

necessary; Manchester

Grammar Using if / when / must

Ⅱ.Teaching steps

Step 1. Revision

1.Talk about the traffic lights card which made by students in groups

e.g. If the light is red, we…..

2.Discuss the pictures or signs which collected by students themselves

e.g.When we see this sign, we must….

Step 2.Presentation

Show the picture,teach wait in line , jump the queue, queue jumper etc.by asking When you are waiting for a bus, what do you do? If somebody jump the queue, what will the others do?(Help them to express their feelings of angerand unfairness.)

Task: Discuss in groups of four: Do you think it is necessary to wait in line?

Step 3.Reading

Talk about the picture, answer the following questions(Present the new words at the same time.)

1. Where and when did the story happen? (the doctor’s waiting-room)

2. Where was the woman in the line? (at the head of)

3. What was wrong with her? (knee badly hurt )

Speech Cassette Lesson 66.First let the student skim the passage,answer the question:Was the queue jumper really a queue jumper? Then listen and repeat. Answer the questions of Workbook Ex.1.

Step 4. Practice

1.Try to retell the text according the questions above.

2.Change the passage into a play, then act it out in groups

Step5.Homework

1.Do WB Exercises. 2. Drawing or cutting some signs which often seen in the public.

Lesson 67

Ⅰ.Teaching aims and demands

Topic Talking about illness

Function Prohibition

Structure I don’t feel very well. My head hurts.

If you don’t go soon, you’ll be late.

You mustn’t eat anything until you see the doctor.

Task How to use the adverbial clause.

Culture People in the US can’t drink beer or wine before they reach 21.

Vocabulary quiet; quietly; readingroom; alone; smoke; throw about; plastic

Grammar Using if / when / before / after-clause

Ⅱ.Teaching steps

Step1. Warm-up

1. Duty report.

2.Competition. See which group can make more sentences using if/when/before/after.

Step2. Language input

1.Discuss. What must/mustn’t you do at school? What must you do when you are sick? Present the sentences.If you are ill,you must see the doctor.You mustn’t eat anything until you see the doctor.

2.Show the picture(SB.p13 part1),and present the sentences.

You must get up and get ready for school.

If you don’t get up soon, you’ll be late.

Step3. Listening and speaking

1.SB.Page13.Part1.Speech cassette Lesson67. Books closed. Ask the question:What’s wrong with Kate? Play the tape for the students to find the answer.

2.Books open. Play the tape again, students listen and repeat. Ask the question:Why does Kate feel better? Let the students discuss in groups.

3. Read and get some pairs to act out the dialogue.

Step4.Information

1. show them the pictures or signs which were collected by the students after class. Ask and answer each other like this :What must you do when you see this picture/sign? What does this sign mean? Make sure the students can use if/when/before/after correctly.

2.Learning the sentences in SB.Page13.Part2.

3.SB.Page13 Part3.Complete the sentences. Encourage the student to make more sentences by using “if, when ,before, after”.

Step5.Summary.

1.How do we use ““if, when ,before, after” clauses. What rules should we obey? 2.must/mustn’t (Let the students summarize it.)

Step6.Homework

1. Do WB Exercises. 2. Make a survey.

Lesson68

Ⅰ.Teaching aims and demands

Topic You must stop making so much noise!

Function Warnings

Structure You must stop making so much noise!

Task Master the skills of reading and writing.

Culture Self-preservation

Vocabulary change; have a good time; in fact; at midnight; arrive;telephone; voice; police; enjoy oneself; themselves; complain; qurrel (with); surprise

Grammar Checkpoint 17

Ⅱ.Teaching steps

Step1 Revision

1. Ask the students to talk about the picture.

2. Check the homework..

Step2 Listen and answer

SB Page14 Part1 Listening Cassette Lesson68.Wb Lesson68 Let the students look at the questions before playing the tape.Play the tape two times.Then check the answers with the students.

Step3 Read and answer

1.SB Page14 Part2 Speech Casstte Lesson68. Give the students three minutes to skim the text for the answer to the question Who telephoned the police?Play the tape ,get the students listen and read after it.

3. Do the exercise below the passage.Check the answer with the class.Read the text again and answer the following questions:

When did the Smiles have a party? Why did they have a party?

What time did the party begin? When did the party end?

Why did Mr Smile telephone the police?

Step4 Practice

1.Fill in the blanks according to the text.

2.Divide the class into groups of three.Ask them to make a dialogue according to the text and get them act it out. One is the husband,one is the wife and the other is the policeman..

Step5 Writing

1.SB Page15 Part3 Give the stuldents four minutes to complete the words.Check the answers with the class.

2.Imagine you are one of the small boys.Tell the story in your own words then write.Do it as homework.

Step6.Homework

1. Do WB Exercises. 2.Write a short passage.

Unit 18 Seeing the doctor

教材分析

本單元的核心教學(xué)項(xiàng)目是“看病就醫(yī)”（Seeing the doctor ），各課圍繞這核心項(xiàng)目設(shè)計(jì)安排了聽(tīng)、說(shuō)、讀、寫(xiě)活動(dòng)。對(duì)話，課文及練習(xí)內(nèi)容均取自于學(xué)生的日常生活，實(shí)用性強(qiáng)。學(xué)生們會(huì)因?yàn)榇嗽掝}的趣味性及實(shí)用性而感興趣, 故能在學(xué)中用，用中學(xué)，印象深刻。

Lesson 69

Teaching Objectives: Let the students understand “have to” and grasp how to use it. Learn some useful phrases and structures.

　　Language Focus: What’s the trouble? What’s the matter with you? have a headache, take one’s temperature, nothing serious, take this medicine three times a day, feel like eating, have( got) a pain in one’s head

　　Properties: Recorder, Overhead projector

　　Teaching Procedures:

　　I .Organizing the class

　　T: Ask the students to get ready for the class.

　　 Greetings and a duty report.

　　II. Revision

　　1. Get the students to act out the passage in Lesson 68.

　　2. A quiz for them:

　　 (l)have a good time (2)at the head of (3)in fact (4)look after (5)get on (6)stand in line (7)quarrel with (8) invite. . . to. . . (9) make a noise (10) laugh at (11) not. . . until (12)make friends (13)throw about (14)get off (15)feel well (16)complain about (17)at the end of (18) give the message to sb. (19) grow up (20) telephone sb.

　　III. Leading-in

　　T: When you feel bad or sick, you had better go to the hospital, arid doctors will help you.

　　Then the doctor will ask you some questions about illness and let you take your temperature, at last ask you to take some medicine if your illness is not too serious.

　　IV. Presentation

　　T: Jill didn’t feel very well. She began to cough. Her mother asked her what was the matter. She told her mother she had a headache and a cough. Her mother could see how terrible the cough was. So she took her daughter to see a doctor at once. (可把圖書(shū)畫(huà)出來(lái))

　　T: Look at the picture. Try to guess what they are talking about.

　　V. Practice

　　1. Listening: Listen to the tape and try to understand it.

　　2. Reading: Read the dialogue after the tape, then read together. Try to memorize it.

　　3. Practising: Work in pairs.

　　4. Acting: Ask some pairs to come to the front and act it out.

　　VI. Teaching dialogue

　　VII. Teaching Language Points

　　1. What’s the trouble? = What’s the matter( with sb. ) ?

　　= What’s wrong? 怎么了？有什么不對(duì)？有什么不舒服的?

　　2. have a headache 頭痛

　　3. take one’s temperature 量體溫

　　4. nothing serious 沒(méi)什么嚴(yán)重的

　　everything, nothing, anything and something

　　(1)I have something important to tell you.

　　(2) Do you have anything interesting to do tonight?

　　(3) If you work hard, you’ll find nothing difficult to do.

　　(4) When he came back home, he discovered everything tidy in the room.

　　5. take this medicine 吃這種藥，服藥

　　6. three times a day一天三次 (once 一次；twice 二次)

　　7. feel like eating 想吃, feel like 想要、愿意

　　8. have( got) a pain in one’s head 頭痛

　　VII. Learning grammar

　　T:“have to”意為“不得不”，表示客觀上“必須”，“must”指主觀上“必須”。他們后都接動(dòng)詞原形，但“must”沒(méi)有人稱(chēng)與時(shí)態(tài)的變化，而have to有人稱(chēng)與時(shí)態(tài)的變化。

　　X. Practice

　　X. Exercises in class

　　Translate the following sentences into English.

　　1．我們必須自己動(dòng)手去做。

　　2．瑪麗必須在英語(yǔ)學(xué)習(xí)上努力嗎？

　　3．上周日他不得不早起。

　　4．你沒(méi)必要為你的功課擔(dān)心。

　　5．彼得很累，不得不坐下來(lái)休息一會(huì)兒。

　　6．昨天他不得不呆在家里。

　　7．他不得不跑回學(xué)校取他的作業(yè)本。

　　8．你必須早些離去嗎？

　　9．我沒(méi)必要躺在床上。

　　10．我們必須在課堂上認(rèn)真聽(tīng)老師講課。

Keys:

　　1. We have to do it ourselves.

　　2. Does Mary have to study hard at English?

　　3. He had to get up early last Sunday.

　　4. You don’t have to worry about your lessons.

　　5. Peter was very tired and he had to sit down and have a rest.

　　6. He had to stay at home yesterday.

　　7. He had to run back to school to get his exercise-books.

　　8. Did you have to leave early?

　　9. I don’t have to stay in bed.

　　10. We have to listen to the teachers carefully in class.

　　XI. Homework

　　1. Read the dialogue and try to make a new one.

　　2. Make sentences using “have to”.

　　3. Do exercises on page 79.

　　XII .Summary

　　時(shí)態(tài)填空：

　　1. We _________(not finish) the work yesterday.

　　2. It’s raining heavily. We have to ________ ( stay) at home.

　　3. Would you like me ________(tidy) the room?

　　4. A lady________(wait) for you at the gate now.

　　5. Sometimes he ________ ( come ) back home late.

　　6. They enjoy_________(listen) to pop music.

　　7. We ________ ( plant) some trees there last year.

　　8.The teacher told the students that there_____(be)an English examination the next Monday.

　　9. It’s cloudy, and it _________ ( rain ) this afternoon.

　　10. I ________ ( leave ) for Beijing if it _________ ( not rain) tomorrow.

Keys: 1.didn’t finish 2 .stay 3 .to tidy 4 .is waiting 5 .comes 6 .listening 7. planted 8. would be 9. is going to rain 10. will leave/doesn’t rain

XII .Writing on blackboard

Lesson 69

Language points

1. What’s the trouble? = What’ s the matter?

2.have a headache

3. take one s temperature

4. nothing serious

5. take this medicine

6. three times a day

7. feel like eating

8. have (got) a pain in one s head Grammar

have to & must

1. I have to sweep the floor every day.

2. He has to go to evening classes on Friday afternoon.

3. Did she have to go back home yesterday?

4. Will you have to go swimming tomorrow?

5.I don’t have to give it up.

Lesson 70

Teaching Objectives: Understand the text and learn how to use some useful words or phrases (No new grammar).

　　Properties: Recorder, Overhead projector

　　Language Focus: Words and phrases: dream, be tired, wake up, be good for, as soon as, fall (fast) asleep, be busy doing, stop . . .from doing . . . , why don’t you+ v.? again and again.

　　Teaching Procedures:

　　I. Revision

　　1. Check their homework. Ask them to act their own dialogues out.

　　2. Read some good sentences in the students’ homework.

　　3.Quiz:

　II. Leading-in

　　T: Talk about the questions in groups.

　　1. Do you sleep well every night?

　　2. Do you often have dreams?

　　3. Do you remember your nicest / worst dream?

　　4. Could you please describe your last dream?

　　5. What do you think of the dreams?

　　T: Let the students share their talking and choose two or three students to say in class.

　　III. Presentation

　　Have the students look at the picture on SB Page 17. Ask: What is the boy doing? (He is dreaming.)

　　Listen to the tape and try to understand the text.

　　Write on the blackboard the new words, wake, wake up, asleep and as soon as. Teach these new words and phrases.

　　asleep and awake

　　IV. Teaching language points

　　as soon as 一……就……

　　fall (fast) asleep 睡覺(jué)很熟

　　(1)He was fast asleep.

　　(2) She fell asleep during the lesson.

　　(3) The baby was falling asleep while his mother was cooking.

　　be busy doing sth. 忙于做某事

　　stop. ..from doing 阻止……做某事

　　again and again 反復(fù)，一次次地

　　V. Practice

　　1. Let the students read the text again. Ask them to work in pairs and then act it out.

　　2. Try to retell the story.

　　3. Read the text once more, pay attention to some useful words and phrases.

　　4. Let the students do some questions and then ask them to answer these questions according to the passage.

　　1) What did Roy dream about?

　　2) Did the sleeping bill work?

　　3) Did he listen to the light music?

　　4) What did he dream about this time?

　　5. Ask the students write down a dream they have had using the new vocabulary words and phrases. In small groups, have the students read their dreams to each other.

　　X. Writing on blackboard

Lesson 71

Teaching Objectives: Do the practice and read two famous persons’ stories; learn the usage of some link verbs.

Language Focus: Link verbs: be, taste, look, seem, feel, smell

Properties: Recorder, Overhead projector

Teaching Procedures:

　I. Organizing the class

　　T. Greet the students and then listen to one’s duty report.

　　　Then ask the students to answer the duty reporter’s questions.

　II. Revision

　1. Make some sentences with “have to”.

　2.Quiz:

　　 (l)in my dreams (2)be good for sb. (3) wake up (4) be asleep (5) fall( fast) asleep (6) dream about (7)stop. . .from doing (8)again and again (9)Why don’t you+ v.? (10)be tired (ll)be busy doing.

　III. Leading-in

　　T: There is a construction in Exercise One.

　　Look at the word “chocolate” in Practise.

　　This is a dialogue between a husband and a wife.

　　Could you describe the pictures?

　　1. ice cream 2. potato chips 3. cakes 4. apple pies 5. cheese

　　IV. Practice

　　Picture One: ( Wife = A, Husband = B. )

　　V. Presentation

　　T: Look at the pictures in the students’ books.

　　　VI. Teaching language points

　　T: Link verbs(系動(dòng)詞): be, taste, smell, feel, seem, look 后面經(jīng)常加上形容詞、名詞、副詞和介詞短語(yǔ)。

　　For example: ①He’s a teacher.②We feel happy.③You look well. ④She’s at work.

VII. Practice

　　T: Ask the students to make some sentences using these link verb words.

　　Then let them look at the pictures and describe in other ways.

　　For example:

　　1. flowers: The flowers smell nice.

　　2. apple pies: The apple pies taste sweet.

　　VIII. Teaching reading

　　1. Look at the two famous persons.

　　One is Florence Nightingale, the other is Henry Norman Bethune. Ask the students to discuss or talk about them.

　　2. Fast reading: Read the content of it.

　　3. Comparing the two persons.

4. Read the introduction again.

　　X. Homework

　　1. Read the dialogue and choose one picture to write.

　　2. Copy the sentences from Exercise Two.

　　3. Read the short passages again and recite them.

　　XI .Summary

Lesson72

　Teaching Objectives: Understand the passage, learn a few expressions, practise using link verbs again.

　　Language Focus: Phrases: every five minutes, look over, I* m afraid. . . , take enough/more exercise, instead of

　　Properties: Recorder, Overhead projector

　　Teaching Procedures:

　　1. Organizing the class

　　T: Ask the students to get ready for class.

　　　 Greet them and listen to a duty report related to the text.

　　II. Dictation　

　　III. Leading-in

　　T: Ask the students to listen to the tape and answer the questions on page 82.

　　IV. Reviewing exercises

　　V. Presentation

　　T: Ask the students to answer the questions in the students’ books. They can answer them with their imagination. The answers are different - show them keys. (Teacher can write them down on the blackboard.)

　　1. Why did Mrs. Brown go to see the doctor?

　　For example: -ill, sick, visit, something wrong

　　2. Is there anything wrong with Mrs. Brown? 　-Yes, there is./No, there isn’t.

　　3. What does she have to do? -take some exercise, stop eating something, work late, study hard

　　4. What does she have to eat and drink? -fruit, meat, vegetable, fish, bread, dumplings, rice, water, juice, coffee, tea, Coca- Cola

　　5. Why did the doctor ask Mrs. Brown to eat and drink those things?

　　　-health, body need, illness, too fat

　　T: Ask them to look at the picture and its title, try to describe it.

　　VI. Teaching reading

　　1. Pre-reading: Listen to the tape three times, let the students understand the main idea.

　　2. While-reading: Read the text again by themselves.

　　Then read it after the tape, try to imitate the sound. Ask some individuals to read it in class. At last, try to explain the text.

　　3. After reading: Read and act.

　　T: Get the students to read the dialogue in pairs: Mrs Brown and her doctor.

　　　Then call out several pairs to act out the dialogue in class.

　　VII. Teaching language points

　　VIII. Practice

　　T: Encourage the students to ask some questions according to the dialogue in class.

　　　Then answer the questions in the students’ books. This time, they must have the same answers. Check the keys to the questions together.

　　IX. Exercises in class

　　X. Checkpoint 18

　　XI. Homework

　　1. Rewrite the dialogue and do Exercise Four - writing.

　　2. Finish the exercises of this unit.

　　3. Review the whole unit.

　　XII. Summary

　　Dictation

Unit 19 A visit to an island

Lesson 73

I. Teaching aims and requirements:

1. To revise the ways of giving suggestions.

2. To make the students grasp the usage of “take” and “bring”.

3. To learn “far, farther, farthest.”

II. Important and difficult points:

1. The difference between “take” and “bring”

III. Teaching aids

IV. Teaching procedure:

Step1.Ask and answer between the teacher and the students.

Step2.Make dialogues.

T: Everyone wants to have a picnic this weekend. so ask your friends to have the picnic. Make the dialogue according to the model.

A: We are going to have a picnic at the weekend? Are you coming with us?

B: Great. I’d love to. Shall we bring food for it?

A: Good idea! We’ll start early in the morning. We’ll meet at the school gate at six. Is that OK?

A: It’s too early. Let’s make it a little later. What about half past six?

B: That’s fine.

A: Please, don’t be late.

B: Don’t worry. I’ll be there on time. See you!

A: See you!

Step3.Look and say

T: We all decide to have a picnic this weekend. But where shall we go? Look, there are several islands. Do you know “island” ?Look. this is an island. There are three islands here. They are all near us, do you know the names of these islands? The nearest one is Zhujiajian island. Which is the farther one? And the farthest one?(far farther farthest) Have you ever been there before? Please say something about each island.

Step4.Talk.

T: They are beautiful, aren’t they? As we know, there are so many beautiful islands in our country. Have you found them yet? Please come here and show them on the blackboard?（讓學(xué)生出示課前準(zhǔn)備的有關(guān)島嶼的資料并講解）

Step5.Discuss

T: Mount Putuo is the most famous one. You see there are so many temples and Buddhas on it. Can we take photos there?

S: Yes.

T: (顯示大佛像及No photos)But we’d better not take photos before the Buddhas. So far, we all know something about the islands. Then which island shall we choose for the picnic at the weekend? Discuss in groups and tell us the reason. You’d better use far/farther/farthest had better not…

Step6.Listen and answer

T: Most of us agree to visit Zhujiajian Island. Because it’s near and beautiful and it’s a good place for a picnic. I agree with you. Then we’ll go there on time at the weekend. But what about Bruce and Bill? Do you still remember them---our friends from Australia? Will they come with us? Do you know? Now please listen and answer.

（出示課文圖片及錄音）

Questions:1.Where will they go?

2.When will they start?

3.When and where will they meet?

(Go on listening.) But there are a few small islands. Which one do they choose? And why? (Students’ discussion)

Step7.Open the books and read by yourself, then act them out.

Step8.Homework

1.Make a dialogue about getting ready for a picnic.

2.Finish off workbook Lesson 73.

Lesson 74

I. Teaching aims and requirements:

1. To learn some new words and phrases: missing, pull, push, no longer, all by oneself, drop, eat up, bank, perhaps ,get back

2. To improve the students’ ability of reading comprehension.

II. Important and difficult points:

To understand the whole story.

III. Teaching aids

IV. Teaching procedure:

Step1. Greetings

Step 2. Look, listen and answer questions.

Questions:

1. What’s the woman going to do?

2. Is she going with anybody else?

3. What’s she carrying? Is there anything in the basket?

4. Where is she standing now?

5. What happens to her basket when she is in the boat?

6. How does she feel? What may happen to the basket in the water?

. Step3.Present the new words and phrases

(Show some answers on the screen , and paraphrase them with the new words and phrases.)

She is going with nobody else.

She is going alone. /She is going all by herself.

Step4.Discuss the questions in Part 1

Step5.Presentation.

T: Very good .You see many of you like to visit a strange place and won’t feel afraid. You’re very brave. But remember to be more careful. And the children are brave, too. They’re also very careful.

Look, what are they doing now?

They’re doing with the boat,or it may be missing. Look, what are they doing with it? Five children are pulling the boat out of the water. They are trying to pull the boat up from the water. And these three children are pushing the boat out at the back. ( Using the gestures.) (在圖片的相應(yīng)位置出現(xiàn)這三個(gè)詞組)

Step6.Listen, read, ask and answer questions about the story.

Ask and answer freely about the story.

Step7. Lesson76,Part1

T: Where was their picnic basket?

(Discuss in groups first, accept as many possible answers as they can. Then watch the video and find out the answer.

Step8. Read another story about monkeys.

T: Good! I agree with you . But I think the best way is to find the boat. Maybe the monkeys took the boat away again. You see, the monkeys were clever and they liked something strange. But are monkeys always clever? Let’s see another story about a man and some monkeys.

Step9.Homework.

1. Copy the new words.

2. Read the whole story and try to retell it in your own words.

3. Do Ex2 of WB Lesson 74.

4. Discuss in groups: Did they find the boat at last? Who took it?

Lesson 75

I. Teaching Aim and Requirement:

1. to learn the usage of the new words and phrases: sick, smell, solve, believe, unusual, difficult, alone, sooner or later.

2. to master the indefinite pronouns and adverbs: something, anything, nothing, somebody, anything, nobody, everybody, somewhere, anywhere, everywhere.

II. Important and difficult points: The usage of the indefinite pronouns and adverbs.

III. Teaching aids

IV. Teaching procedure:

Step 1. Check the homework.

ask some groups to act out their dialogues as they were told to prepare yesterday.

Step 2. Ask and answer

Step 3 Practice

T: Do you think it is difficult for you to remember these new words?

Ss: Yes.

T: Nothing difficult , I think. I can help you solve the problem. Read again and again, I believe you can remember them sooner or later.

Ss: Thanks a lot, I believe so.

Step 4. Discussion

Step 5 Homework

Finish the workbook.

Lesson 76

I. Teaching aims and requirements:

1.To write a composition about a field trip. To foster the students’ abilities of writing and creation.

2. To foster the students’ abilities of listening.

II. Teaching aidsI.

III. Teaching procedure:

Step 1. Poem

( The computer shows the poem-Wake-up time in Part5 )

Step 2. Revision

Step 3.Guess, watch and listen.

Step 4. Listen, write and draw

Step 5. Write

T: When and where did you go? What did you see and what did you do there? Please tell us, write it on a piece of paper. (prepare for several minutes, then choose some students to read their compositions)

Step 6. Homework

1. Write a report about one of your school trips.

2. Finish the exercises of WB Lesson 76 in the workbook.

Unit 20 Mainly revision

Lesson 77

Ⅰ.Analysis of teaching material

A: Important points

(1).New words: yet, myself, cousin, engineer, cancer, take care of, sad, death.

(2).The topic: Happy and sad.

B:Ways of breaking through

(1).Situation simulating. (2)Question and answer practice.

(3).Audio-visiual method. (4)Imitating and Analogizing.

C:Difficult points

Topic: What makes you happy/sad?

Ⅱ.Teaching aims

A:Knowledge

(1).Remember the 4-skill words: engineer, cancer, sad, cousin, etc.

(2).Students can understand and use “when－clause”

B: Ability

(1).Enhance the students’ four skills.

(2).Students can talk about the topic: “happy and sad” freely in English.

C:The moral purpose

Students should know what is the true happiness.

Ⅲ.The arrangement of the blackboard.

Lesson 77

a happy face: engineer, myself, cousin, yet,

a sad face :cancer, take care of , death-die-dead

Ⅳ.Teaching procedures

Warming up: Sing a song “If you are happy.”

Step 1 Presentation:

1. Show students a happy face and ask :

Can you guess why she is so happy? To train the students imagination.

Students may answer: pass an exam/receive lots of presents/buy a new coat/help the old/go hiking…

2.Chinese people were very happy in 2001,do you know why? Show students some pictures on newspaper. Help students to answer:

(1).Beijing became the hosting city of Olympic games

(2).Chinese football team succeeded in rushing out of Asia

(3).Shanghai held the APEC meeting successfully

3.As you know, I am a teacher. Do you know what is the other name of the teacher?(Help to answer: Soul engineer)So what makes a teacher happy?

Ss may answer: It makes the teacher happy when the students work hard/become useful people.

Ask what makes a doctor/businessman/inventor/engineer happy?

Help Ss answer:

(1) It makes a doctor happy when the patient becomes healthy.

(2).It makes a businessman happy when he makes a lot of money

(3).It makes an engineer happy when he finishes a big project. Etc

4. A riddle…( computer )Let Ss guess. Then present :It makes me very happy if I get a computer. It’s quite useful and important, but I don’t know how to use it yet.I want to learn it all by myself.

Step 2 Read and act

Part 1.Play the tape for the Ss to listen and answer

(1).Is Han Mei happy? Why?

(2).Who can help her? What does she do ?

Teach the new words : cousin, engineer. Then let some pairs to act out the dialogue.

Step 3 Presentation

1. Show students a sad face,:

Can you guess why?

Ss may answer:(1) somebody is ill.

(2)lose something

(3)something is broken

(4)something goes wrong

(5)fall off the tree

(6) fail the exam

(7)have an accident…

2.American people were very sad last year, why?

Show Ss a picture on the newspaper. Help them to answer:

Because on Sep.11,2001,thousands of American people died in the explosition of the building of the World Trade Centre in New York.

3.Ask: Do you think people are very happy when they smoke a lot or drink a lot ?

Expected answer: No, they aren’t.

Then ask: I think one thing will be their friend, What is it?

Help to answer: It’s cancer. So we must take care of ourselves, we must stop smoking, try to eat more fruit and vegetables and take more exercises.

Step 4 Read and act

Part 1. Ask: Is Paul happy? Why? What’s wrong with his uncle?

Students answer: No. His uncle is sick. He has cancer.

Step 5 Discuss

1. Tell students a story: Mr Fat has a lot of money, but he has no friends. So, he is not happy. While Mr Thin doesn’t have much money, but he is very happy, because he has many friends.

2. Discuss: What’s the true meaning of happiness?

Expected answer: friendship, health, kind, success, etc.

Step6 Write:

Ask: What makes you happy/sad?

Let students read the sentences in part2. They try to write at least 5 things of happiness and sadness.

Homework:

Finish off the workbook exercises.

Lesson 78

Ⅰ.Analysis of teaching material:

A: Important points:

(1) New words: page, the summer palace, herself, turn on/off, after a while, not…any more, make faces, whole.

(2) Revise the simple past tense.

(3) How to write a diary in English.

B:Ways of breaking through:

(1) Question and answer practices.

(2) Imitating and analogizing.

C:Difficult points:

Understand the meaning of the whole text.

Ⅱ.Teaching aims:

A. Knowledge: (1) Remember the 4-skill words

(2).The simple past tense

B. Ability: (1) Enhance the students’ 4 skills. Especially, the reading ability.

(2)Encourage the students to write diaries in English

C. The moral purpose: Students should help each other.

Ⅲ. The arrangement on the blackboard:

Lesson 78

A page from a student’s diary

The summer palace, after a while leave her by herself

Didn’t cry any more , turn on/off make faces whole

Ⅳ.Teaching procedures:

Warming up:

Morning report: Ask several students to say only one sentence about a happy thing or a sad thing. Eg.

(1).Yesterday, my father bought me a new bike.

(2).On March.2nd. I had a big birthday party.

(3) Last Sunday, I had a good time in Wang Xiang park.

(4) The day before yesterday, I passed the exam.

(5) Last Monday, I was ill.

(6) On March.15th, I lost my lovely pen.

(7) My pet dog died the day before yesterday. Etc.

Then ask: How can you remember all of the past things?

Expected answer: To keep a diary is a good way.

Step1 Pre-read

1. Show students a page of an English diary. Explain how to begin writing a diary in English. Then show students a page of the Chinese diary. Let students know the difference.

Eg. Monday March 4th 2002 2002年3月4日星期一天氣：晴

2 Students’ book , page27. part1. have students discuss the questions in small groups, then share their answers.

Step2 Presentation

1. Ask: “What’s the main idea of the diary?” Give students three minutes to skim the text for the main idea. (Ling Feng takes care of the baby.)

2. Ask the questions in workbook page92 exercise.1. Ask several students to share their answers. Teach the new words: page, the Summer Palace, herself, turn on/off, after a while, not--- any more, make faces, whole. Etc.

Step3 Practice

1. Show students 8 sentences about the baby’s action. Then ask students to arrange the right order of these sentences.

(1) She woke up.

(2) She began to cry.

(3) She stopped crying and listened to the music.

(4) She cried again.

(5) She was asleep.

(6) She watched and listened, she didn’t cry any more.

(7) She laughed happily.

(8) She cried harder and harder.

Check the answer:(5),(1),(2),(8),(3),(4),(6),(7).

2. Ask: How did Ling Feng look after the baby?” Ask students to make a similar clue of Ling Feng’ action.

Expected answer: (1),He talked to the baby.

(2),He turned on the radio.

(3), He turned off the radio.

(4),He started to sing.

(5), He made faces, jumped like a monkey.

Step4 Act

Ask students to practise in pairs(3 students each). One explains the action, the other two do Ling Feng’s and the baby’s action.

Step5 Post task

Say: This Sunday, I have something to do. I have no time to look after my baby. Can you help me take care of my 5-year-old daughter?

Ask students to discuss how to arrange that day. Ask some groups to share their answers and see which is the best group.

Step7 Homework

Finish off the workbook exercise.

Lesson79

Ⅰ. Analysis of Teaching Materials

A:Important points

The Future Tense about: be going to; will

The Model Verbs: must,mustn’t,have to,has to,had to;

can,can’t;could,couldn’t;may;need.

B:Difficult points

Arrange their holiday by talking about themselves.

The using of different model verbs.

C:Ways of breaking through

(1).Using the old knowledge and their life round them to learn the important words and grammar.

(2).Using the teaching methodologies such as “Task-basic learning” with the help of the colour pictures and useful situation, classify the task and give different students different evaluations.

(3).Encouraging the students of different levels to try their best in class.

Ⅱ.Teaching Aims

Knowledge

(1).Remember the four skills words: eg. Wonderful

(2).Be able to use the different model verbs: can…

(3).Talk and arrange their holiday plan in English.

Ability

(1).Enhance the students’ listening ,speaking ,reading and writing skills by learning this lesson.

(2).Improving their abilities of solving the problems:

eg. Arrange their May 1st Holiday.

Ⅲ.Teaching procedures

Step 1.Revision

Revise the different model verbs.

1. Play a game to revise the verb phrases

T: make Ss: make a cake / kite / plane/ …

T: play Ss: play computer / football/ …

2. What can you do now?

What can’t you do now?

They may answer: I can make a kite / read English…

I can’t drive a bus / play computer…

3. What could you do four years ago?

What couldn’t you do four years ago?

They may answer: I could walk / sing some songs /…

I couldn’t understand English/ride a bike...

4. Could you speak English four years ago?

Can you speak now?

Do you want to learn English well?

So what should you do?

What must we do in class?

What mustn’t we in class ?

What do we need to do after class? ( Talk with the students.)

5. But to be a good student only learning English well is not enough. How can you be a good student?

What must we do at school / home?

What mustn’t we do ?

What need we do?

What do we have to do?

( Give the students several minutes to discuss, let them use the different modal verbs.)

6. Revise the difference between have to and must.

Show the students two pictures about two students, one is lazy, the other one works hard.

What do I have to do ?

Expected answers: I have to do my homework / read English every day /…

What must I do?

Expected answers: I must finish my homework in time / read English every day

Step 2.Read and Act

1. We need to do a lot of things during the school days. Now Summer Holidays will begin. What needn’t we do in Summer Holidays? What are you going to do then?

Expected answers: I may go to visit Beijing

I may go to summer English Camp.

2. Students listen to the tape and answer:

What cities is Emma going to visit?

What will Hu Min do?

3. Read by themselves.

4. Show the students the calendar ( May 1st,2002)., get them to make simple dialogues by using the following sentences:

May Day is coming.

What are you going to do on May Day?

I’m going to….

I’d like to…

We will…

What about you?

I wish you have a good time.

5.After the acting, teacher praises in time: Wonderful, Well Done.

Step 3. Revision

Practise the using of modal verbs by talking about the trip.

1. What do we need do before the trip?

Excepted answers: We need ( to) take enough money/

pack sports clothes and shoes /

take a map.

2.How can you get there?( by bike , by bus, by plane, walk)

3.What must / mustn’t we on the way?

We must help each other / give our seats to old people/…

We mustn’t push others / throw waste about / …

4.What can we do when we reach there?

What may happen during the trip?

If it rains what will we have to do?

If you are late for the bus what will you have to do?

Step 4 Puzzle dialogues

1. Students work out the right answers.

2. Students practise the sentences by themselves.

Step 5 Games: Boast

1. I can eat a horse.

I can fly to the moon.

2. Can you make a similar proverb:

eg: A tree can’t make a forest.

Step 6 Homework

1. Finish off the workbook exercises.

2. Write a story according to Ex.3.

Lesson 80

Ⅰ.Analysis of Teaching Materials

Important points

1. The five kinks of simple sentences;

2. The using of indefinite pronouns: somebody, anybody, anything, nobody…

3. Reading and understanding the whole story.

Difficult points

The difference of indefinite pronouns;

Act and retell the story;

Ways of breaking through

Arise the students’ interesting of reading the story by watching VCD, showing the students colour pictures and playing games.

Give the students more chance to practise in class.

Using the old knowledge and their daily life materials to learn the story and grammar.

Ⅱ.Teaching aims

Knowledge

Remember the four skills words: have a cold, once, himself, tooth, kill.

Be able to use the different indefinite pronouns.

Tell the story in English.

Ability

Enhance the students’ commmunication ability in English.

Improve the students’ listening comprehention ability and thinking ability.

The moral purpose

After learning the indefinite pronouns to love the public things.

Teach the students how to face trouble after acting the story.

Ⅲ.Teaching procedures

Step 1. Revision

1. Playing a game: Let the students choose a subject and a predicate, then make a sentence, eg:

cat, sing The cat is singing after having a fish.

Lucy, gave Lucy gave me a piece of paper.

2. Students finish Lesson 80, Part1.

Step 2. Read and write

1. Show the students a picture of a classroom, let the students guess:

Is there anything on the blackboard / wall / desk / floor…?

Is there anybody near the door / blackboard / under the desk?

There is somebody near the door/…, isn’t there?

There is something on the blackboard/…, isn’t there?

2. Is there anything broken in the classroom? Why?

Expected answers: Yes, the window is broken .

Someone is playing football.

Is it good? If we play football in the classroom, what will happen?

Expected answer: Something will be broken.

Somebody will hurt.

If you find someone break something , what will you do?

What mustn’t we do in the classroom?

Step3. Presentation

1. Show another picture of the classroom, this time, it’s quite a nice classroom：

Is there anything broken in the classroom?

Do you like a classroom like this?

Is there anything on the blackboard?

( Yes, there is a picture.)

There is something in the picture, isn’t there?

Can you see anybody?

(No, I can’t see anybody, but I can see a tiger and a monkey.)

2. If a tiger and a monkey meet in the forest , what will happen?

Give the students several minutes to prepare to act out their dialogues.

3. Teach the new words: tooth, kill.

Step 4. Reading

1. Read the passage as quickly and quietly as possible, then answer: What is the fable about?

2. Listen to the tape, pay attention to the dialogue parts , then answer:

What did the tiger ask the monkey to do?

How did the monkey answer?

3. Read the fable more carefully, then answer the following questions:

Why didn’t the tiger look for food himself?

Did the tiger bring the monkey any food?

What did he do then?

What did the tiger do when he knew there was another tiger stronger than him?

Is there another tiger?

What happened at last?

Step5. Acting

1. Students watch the cartoon: The Tiger And The Monkey. Then answer: What do you think of the tiger and the monkey?

2. Let’s make the dialogue between the tiger and the monkey. Give the students five minutes to prepare to act out the dialogue.

Step 6. Interview

Suppose the students are the reporters in the forest, they want to interview the winner---monkey. He is very famous now in the forest , students make up a dialogue between the monkey and the reporter.

Step7. Word puzzle

Students use their colour pens to draw