9A Unit 5(Revision)教案

篇3：9A Unit 1 教案

9A Unit 1 教案

篇4：Unit 5 教案

Unit 5 教案

第一课时

一、教学目标与要求

1．能够听、说、读、写本课单词：singer，writer，actress，actor，artist，TV reporter。

2．能够理解、认读白体句子：What does your father／mother do? He's／She's a…

3．能够听懂、会唱歌曲“My Family”。 i

二、教学重、难点分析

1．本课重点是掌握A Let's learn部分的五种职业的英文表达，并能简单问答、介绍，表达自己的理想。

2．本课难点是在正确区分运用冠词an和a，如：an actress，a writer。

3．建议教师参考四年级上册Unit 6中Part B部分的内容。

三、课前准备

1．教师准备四年级上册第六单元和本课的录音带。

2．师准备本课单词卡片、四年级上册B Let's learn部分的单词卡片she，he，it等代词卡片、Sarah等人物的头饰、一些名人的图片。

3．学生准备本课单词卡片。

四、教学步骤和建议

1．热身(Warm-up)

教师放四年级上册第74页的歌谣，学生边说边根据内容做一些动作。

2．预习(Preview)

“指手画脚”活动

教师把doctor，teacher，nurse，driver，farmer，baseball player等单词卡片面朝下放在桌上。一名学生抽一张卡片，用动作表演卡片上的职业，其他学生猜职名称。第一个猜出的学生抽下一张卡片继续做游戏。

3.新课呈现(Presentation)

Let’s start

教师展示本部分的挂图，然后对学生说：“I am a teacher．I teach lessons．”教师板书：teach，teacher。注意：teach和teacher用不同颜色的笔标出来。请学生观察两个词并说出差别。教师通过一些动作给学生以提示，帮助学生理解几种职业的含义。注意提示学生dancer，driver，writer三个词是直接在原动词后面加r。

Let's learn

(1)教师出示singer图片，示范朗读，让学生跟说并做动作。

(2)教师出示一名歌手的照片，问：“What does she／he do?”引导学生回答：“She／He is a singer．”启发学生说出更多歌手的名字。

(3)用同样的方法学习其他职业：writer，TV reporter。教师依次拿出几张演员的照片，问学生：“What does he do?”引导学生回答：“He's an actor．”然后教师再依次拿出几张女演员的照片，问：“What does she do?”引导学生回答：“She is a11 actress．”教师提示学生在actress和actor前面要用an。

(4)“快看快拼”活动

教师快速出示一张本部分的单词卡片，学生争取首先拼出单词。

(5)教师指导学生在学生卡片背面边拼读边描红。

(6)“快看快说”活动

教师同时决速出示一张职业图片和she，he，Sarah中的任一张卡片，学生根据卡片上的内容快速说出一个句子，如：She is an actress．

(7)教师向学生展示杂志上的名人照片，问：“Who's he／she? What does he／she do?”引导学生回答：“That's…He's／She's a…”

(8)“对卡片、说句子”活动

学生把本课职业单词卡片正面朝上放在课桌上，随意抽取一张。教师也从自己的卡片中抽取一张，然后和学生同时说：“What does she do?”教师迅速 向学生展示自己的卡片，和教师选同一张卡片的学生起立根据卡片内容回答：“She's a…”

巩固和延伸(Consolidation and extension)

Group work

(1)教师依次戴上Amy，Chen Jie等人物的头饰，并介绍说：“I am Amy．I am Going to be an artist．I am John．Iamgoingtobe a／an…”然后向一名学生提问：“What are you going to be?”引导学生回答：“I'm going to be a／an…”

(2)学生翻开课本第58页，在表格第一列填入要采访的同学名字，然后在教室里走动调查，完成表格，找出最受全班学生欢迎的职业。

(3)Let's sing

(3)做活动手册A Let's learn部分的配套练习。

(4)“按顺序排队”活动

(5)“追单词”活动

课后反思：

第二课时

一、教学目标与要求 ’

1．能够听懂、会说本课对话，并能做替换练习。 _

2．能够听、说、读、写句型“What does your mother do? She is a dancer．”并能在情景中运用。

3．了解元音／u：／，／u／和辅音／w／，／j／，／h／，／u／，／d3／的发音并读出例词。

二、教学重、难点分析

1． 本课重点是掌握句型：What does…do? She／He is a／an…

2． 本课难点是重点句型中问句的表达。

三、课前准备

1.教师准备本单元A部分单词卡片和四年级上册B Let's learn部分的单词卡片币套自制的家庭成员卡片。

2．学生每人准备和教师相同的三套卡片和第四、五单元的音标卡片。

四、教学步骤和建议

1．热身(Warm-up)

(1)教师放c部分歌曲“My Family”的录音，学生跟唱。

(2)“说出来，接力赛!”活动

全班学生分成几列站好。教师从本单元A Let's learn部分的卡片中随意抽取一张，每队的第一名学生A读出卡片上的单词并做出简单陈述，如：Write,My father is a writer．然后站到队尾，如果不能正确表述则被罚下出局。教师再抽取一张卡片，每队的第二名学生说句子，依此类推。

2．预习(Preview)

Let's try

学生打开学生用书第59页，教师放录音，学生听音、选择。

3． 新课呈现(Presentation)

Let's talk

(1)“排列卡片”活动

学生两人一组将A Let's learn部分的单词卡片和四年级上册B Let's learn部分 的单词卡片一起正面朝上放在桌上。教师打乱顺序读卡片上的单词，学生按教师读的顺序摆放卡片并读出卡片上的单词。然后，教师可以用句子描述卡片上的职业，如：I teach lessons．学生说出职业名称后排列卡片。

(2)教师说：“My mother is a teacher．What does your mother do?请几名学生用“She is a(profession)．”来回答。教师继续说：“My father is a farmer．What does your father do?”引导学生作答。教师板书并示范朗读句型：“What does your mother do?She is a TV reporter．”学生跟读、口拼句型。

(3)教师放课文录音，学生跟读。学生两人一组做对话替换练习。

(4)“背靠背”活动

(5)教师指导学生书写四会句子或完成活动手册上的书写练习。

Pronunciation

(1)教师向学生展示该部分的挂图，示范朗读音标／u：／，／u／，／w／，／{／，／h／，／tf／，／d3／，学生跟读。示范发／tf／，／d3／，学生跟读并摸摸自己的喉咙以感觉浊音的／d3／和清音的／tf／的区别。

(2)教师引导学生通过拼读音标，尝试读出表格中的例词。然后教师放该部分的录音，学生跟读。鼓励学生说出更多含有本课音标的单词。教师指导学生完成Read and match的活动。

4． 巩固和延伸(Consolidation and extension

Group work

(1)学生在59页表格第一列的'第2～4格中填人要采访的同学名字，(如不够用可写在空白处)，然后去采访班里同学：“What does your mother／father do?”如果时间允许，可以让几名学生汇报调查结果。

(2)“语音乒乓”活动

学生两人一组，每组学生轮流说出一个音标及含有该音标的单词，如：

学生A：|w|

学生B：wood

(3)“说出来，宾果”游戏

(4)做活动手册A Let's talk部分的配套练习。

教学反思：

第三课时

一、教学目标与要求

1．能够听、说、认读Let's read部分的对话，完成相应的活动。

2．能够运用所学语言完成Let's find out活动。

二、教学重、难点分析

1．本课重点是巩固句型：What does…do? He／She is a／an…

2．本课难点是理解、认读句型“How exciting!”和“How does she go to Hong Kong? She goes to Hong Kong by plane．，其中，第二个句型是为B部分内容的铺垫，建议课上适当操练。

三．课前准备

1．教师准备本单元A部分的单词卡片，四年级上册B Let's learn部分的单词卡一套自制的家庭成员卡片。

2．教师准备一个大的空盒子和一位朋友的图片和资料词卡。

3．学生准备一些名人的图片。

四、教学步骤和建议

1．热身(Warm-up)

“炸弹”活动

复习A Let's learn部分的职业词汇和Pronunciation部分的例词及含有该部分’

的词汇。活动具体操作方法详见本单元供选择的游戏。为使这个游戏更富激性，可以把学生分成两队，让两个队轮流说字母进行比赛。

2．预习(Preview)

(1)将全班分成两大组。教师从A Let's learn部分的单词卡片中任意抽取一张，举起来，两大组根据卡片内容做问答练习：What d

篇5：Unit 6 Revision

Unit 6 Revision

Lesson 31

【课题】第六单元 Lesson 31

【重点】

1．围绕本单元重点句式，针对画面进行充分的问答练习。

2．进一步确切掌握数字的读音及用法。

【难点】在就画面进行问答的过程中，对所学句式的综合运用。

【过程】

1. warm-up / revision：

1）日常口语会话。

2）游戏：猜猜数字：

一个学生心里想一个数字，其他学生猜测：学生问：Is it …？

这个同学根据别的同学的猜测进行判断，并用UP / DOWN 来提示。

看谁能够最先猜出这个数字。

在学生游戏过程中，教师要注意引导，纠正学生不正确的发音。

3）读一读：教师出示单词卡片，学生齐读或个人读单词，教师纠正发音。

教师注意倾听学生-teen和-ty 的读音。

4）听一听：教师口述，学生写出听到的数字。

2. Learn to say：

1）学生打开书看一分钟，注意观察画面。

2）合上书，回忆你在画面上看到了什么？What did you see in the picture？ 锻炼学生记忆力。

3）四个人为一个小组，互相交流曾看到了什么。Please talk about what you see in the pictures in you groups.

4）学生叙述看到的东西，教师播放与课文配套的影片。

教师根据学生叙述的进程，点击画面，出现一些实物场景或图片。

教师引导学生回答：How many … are there in the picture？

Where are they？

教师提问：What colour is it / are they？

回答后，再播放一遍影片。

5）教师此时可以面向学习上有困难的学生提问，引导他们复习提问的方法。

另外，可以进行如下活动：

＊ 教师可将画书中的图画分成几个区域，每个小组针对某一区域进行识图辨物的游戏。同学间可以互相提问任何问题，不受教材提供的问题的限制，但强调不要用中文。

＊ 小组汇报本组谈论的情况。每组可以选用不同的形式，但要求每人必须发言。

＊ 小组间互相提问：a组给b组提问，b组给c组提问…，提问正确记一分，回答正确记一分，最后看哪组的得分高。

3. Let’s practise：

学生四人为一个小组，在教室范围内进行提问和回答。

准备阶段：每个小组准备几个问题，以便向其他组提问。

每个小组准备回答其他组的提问。

竞赛阶段：每组向其他任意三个组各提一个问题，每个问题加10分，如果由一个学生提问，则每个问题加5分。

其他组回答对一个问题加10分，一个人只有一次答题机会。

最后看哪组成绩高，该组为优胜组。

4. 趣味活动：

请你写一小段话，描述一下你的家、你的教室、教师的办公室、公园的一角等。

教师可以提供一个范例：

I have a lovely room in my home. There is a small bed in my room. There are four pictures on the wall. …

5. 板书设计：

Lesson 31

What can you see in the picture？

How many… are there in the picture？

Where are they？

What are these / those？

What colour is it / are they？

Lesson 31

【课题】第六单元 Lesson 31

【重点】

1．围绕本单元重点句式，针对画面进行充分的问答练习。

2．进一步确切掌握数字的读音及用法。

【难点】在就画面进行问答的过程中，对所学句式的综合运用。

【过程】

1. warm-up / revision：

1）日常口语会话。

2）游戏：猜猜数字：

一个学生心里想一个数字，其他学生猜测：学生问：Is it …？

这个同学根据别的同学的猜测进行判断，并用UP / DOWN 来提示。

看谁能够最先猜出这个数字。

在学生游戏过程中，教师要注意引导，纠正学生不正确的发音。

3）读一读：教师出示单词卡片，学生齐读或个人读单词，教师纠正发音。

教师注意倾听学生-teen和-ty 的读音。

4）听一听：教师口述，学生写出听到的数字。

2. Learn to say：

1）学生打开书看一分钟，注意观察画面。

2）合上书，回忆你在画面上看到了什么？What did you see in the picture？ 锻炼学生记忆力。

3）四个人为一个小组，互相交流曾看到了什么。Please talk about what you see in the pictures in you groups.

4）学生叙述看到的东西，教师播放与课文配套的影片。

教师根据学生叙述的进程，点击画面，出现一些实物场景或图片。

教师引导学生回答：How many … are there in the picture？

Where are they？

教师提问：What colour is it / are they？

回答后，再播放一遍影片。

5）教师此时可以面向学习上有困难的学生提问，引导他们复习提问的方法。

另外，可以进行如下活动：

＊ 教师可将画书中的图画分成几个区域，每个小组针对某一区域进行识图辨物的游戏。同学间可以互相提问任何问题，不受教材提供的问题的限制，但强调不要用中文。

＊ 小组汇报本组谈论的情况。每组可以选用不同的形式，但要求每人必须发言。

＊ 小组间互相提问：a组给b组提问，b组给c组提问…，提问正确记一分，回答正确记一分，最后看哪组的得分高。

3. Let’s practise：

学生四人为一个小组，在教室范围内进行提问和回答。

准备阶段：每个小组准备几个问题，以便向其他组提问。

每个小组准备回答其他组的提问。

竞赛阶段：每组向其他任意三个组各提一个问题，每个问题加10分，如果由一个学生提问，则每个问题加5分。

其他组回答对一个问题加10分，一个人只有一次答题机会。

最后看哪组成绩高，该组为优胜组。

4. 趣味活动：

请你写一小段话，描述一下你的家、你的教室、教师的办公室、公园的一角等。

教师可以提供一个范例：

I have a lovely room in my home. There is a small bed in my room. There are four pictures on the wall. …

5. 板书设计：

Lesson 31

What can you see in the picture？

How many… are there in the picture？

Where are they？

What are these / those？

What colour is it / are they？

Lesson 32

【课题】第六单元 Lesson 32

【重点】

1．阅读课文，自己画图，归纳总结课文描述的画面。

2．进一步确切掌握月份的.读音、拼写及用法。

【难点】

1．  阅读课文，归纳总结课文中的信息点。

2．  月份单词的确切读音。

【过程】

1. warm-up / revision：

1）日常口语会话。

2）游戏：猜猜月份：

一个学生心里想一个月份，其他学生猜测：学生问：Is it …？

这个同学根据别的同学的猜测进行判断，并用UP / DOWN 来提示。

看谁能够最先猜出这个月份。

在学生游戏过程中，教师要注意引导，纠正学生不正确的发音。

3）读一读：教师出示单词卡片，学生齐读或个人读单词，教师纠正发音。

教师注意倾听学生读音。

4）听一听：教师口述，学生写出听到的月份。

2. Let’s learn：

1）教师提要求：自己阅读课文，根据课文内容画出图画。（给学生5―8分钟，让学生边看边画图。）

2）展示学生作品，学生互相给予评价。教师观察学生作品中画错的部分，并分析出错原因，以便在后面的教学中重点帮助学生理解出错的句子。

3）教师不要评价学生作品中的图画水平，或谁对谁错。让学生通过后面的学习自我纠正。

4）教师让学生看课文，找出几个重点句式，进行提问。如：Can you draw some hills? Are there seven birds in the sky.

5）教师播放声音，先听朗读，然后再看画面。再播放的过程中，教师可以逐句解读，同学生共同讨论该画些什么，引导学生进一步理解课文内容。

6）教师再次播放声音，学生跟读，教师注意纠正学生发音。

7）学生两人一小组练习朗读课文。

8）请学生作小小播音员，为课件画面配音，检查学生课文朗读情况。

9）全班再次跟读，并同时欣赏自己的图画。

3. Let’s practise：

学生根据画面，自己复述课文。

# 教师提要求：根据自己的理解，描述画面。

# 学生自己组织语言。

# 小组间交流，互相启发，补充。

# 汇报表演。每个小组推选出1-2名代表发言。

# 教师给予适当评价，并将学生写地好的句子写在黑板上。

板书设计：

Lesson 32

Draw the picture on the blackboard.

Lesson 33

【课题】第六单元Lesson 33

【重点】

1. 能准确朗读并理解对话中的语句。

2. 复习和巩固所学单词。

【难点】

1. 对话中语句的理解。

2. Look and write中部分单词的拼写。

【过程】

1. warm-up / revision：

1）a、教师边做动作边说，并让学生重复动作及语句：

I am walking.    I am running.   I am sitting.

I am reading.    I am writing.    I am dancing.

b、教师提问：What are you doing？

引导学生边做动作边用I am… 来回答.。

c、教师出示图像资料1（兔子在跑），提问：What is the hare doing？

引导学生回答：It is running.

教师出示图像资料2（乌龟在爬），提问：What is the tortoise doing？

引导学生回答：It is walking.

2）a、教书提问：Can you run？  Can you fly？

Can you walk？  Can you swim？…

Can the hare run?   Can the tortoise run?

引导学生用Yes，I/it can. 或者No，I/it can’t.回答。

b、提问并用动作提示fast的意思：Can you run fast？学生回答，同时理解fast的含义。

继续问：Can you run faster than…？（说出几个班内学生的名字）引导学生根据实际情况回答。

引导学生用I can run faster than…来说说自己比谁跑得快。

c、请学生看图像1、2，教师问：

Can the hare run faster than the tortoise？

Can the tortoise run faster than the hare？

（无论学生回答的是否符合实际，教师都不要否决。）

3) 教师说：What should we do next？  Let’s watch the story.

Let’s read our books.  Let’s look at the pictures.

让学生巩固Let’s的含义，同时让学生说说对下面教学活动安排的建议。

2. Let’s learn：

1) 放对话录音或者打开资源中心相关课件，让学生观看。

2) 听录音重复句子，模仿录音中的语音语调。

3) 让个别学生领读以下单词：hare、tortoise、short、long、sure、well then、get there、first、ready。并重申词义。

4) 启发学生进一步理解以下句子的意思：

I can run faster than you. 我能比你跑得快。

Don’t be so sure.  不要那么自信。

Well then. 好吧。

Let’s see who can get there first. 让我们看看谁能先到哪儿。

5) 就对话内容提问：

Is it in the morning？

What is the hare doing？

Whose legs are long？ And whose legs are short？

Can this tortoise run？

Where will they run to？

Who will get there first？

6) 角色扮演：两人一组表演对话。

3. Look and write：

提问单词的拼写：red、blue、white、black、yellow、green。

将全班分为六组，每组选以上六个单词之一（也可以用抽签的形式决定）

用小组合作的形式找出以这个单词中每个字母开头的单词。

汇报结果，教师要表扬找到单词较多的几个组。

完成P67图片中单词的拼写，教师巡视。

对于学生出错多的单词，教师应进一步更正、讲解。

4、板书设计：

Lesson   33

The hare and the tortoise（1）

Hare：I’m running.  My legs are long. I can run faster than you.

Let’s run to the tall tree over there.

Let’s see who can get there first.

Tortoise：Legs are short. Of course I can. Don’t be so sure.

All right.

Lesson 34

【课题】Lesson  34

【重点】

1. 能听懂并准确朗读课文。

2. 正确理解课文中语句的功能结构。

【难点】

1. 一般现在时中动词的适时变化。

2. 以what和how引导的感叹句的正确运用。

【过程】

1. 复习：呈现Lesson 33中的图像资料。

教师说：The hare can run fast.   So we can say，“The hare runs fast.”

How about the tortoise?  Does it run fast?

引导学生说出： The tortoise can’t run fast. It walks slowly.

（教师要注意学生语句中的动词run和walk的准确运用，适时纠正。）

教师说：“The hare runs fast and the tortoise walks slowly. They will run to the tall tree over there. What will they do on their way to the tall tree, can you guess?  They will …

引导学生用The hare will…..    The tortoise will……来猜测一下本课的故事内容。（教师应该鼓励学生的各种猜测，但是要注意句中动词的准确使用。）

2. 呈现故事：

教师出示图像资料1）：Look，how slow the tortoise is！

并引导学生看图重复句子。

教师出示图像资料2）：Look at this picture，what can you see in it？

学生回答：I can see the hare.

教师说：How slow the tortoise is！ What about the hare？

引导学生说出：How fast the hare is！

教师出示图像资料（3）：Look，the hare is sleeping.  What a nice sleep!

学生看图重复句子。

教师引导学生看图用What a nice….! 来描述图中其它的景物。

3. 听一听，读一读

教师播放资源中心相关课件，学生观看。

学生两人一组试读课文，然后说说句子的意思。教师巡视指导。

教师提问，了解学生对课文语句的理解情况。

Does Mr Tortoise go very fast？

Does Mr hare run very fast？

Who comes to a small tree soon？

Is the tortoise very slow？

What is the hare doing under the tree？

Does the tortoise stop？

What is the tortoise doing when the hare runs to the tall tree？

Who is first？

教师可以适时播放课件，帮助学生在理解后回答问题。

引导学生理解以下内容：

让学生观察单词：go、run、come有什么变化？

可以适当告诉学生一般现在时的主语如果是I、you以外的单数时，后面的动词要加“s”。

提问：课文中几处用了must？联系上下文内容说说在什么情况下用must？

Let me go on. 让我继续。

学生听录音重复句子，模仿录音中的语音语调。

10）学生两人一组读课文：括号中的一齐读，一人读兔子的话，一人读乌龟的话。

11）教师问：你们学完这个故事后有何感想呢？教育学生要向乌龟学习那种持之以恒，坚持不懈的精神，同时告诉学生不要象兔子那样骄傲、轻敌。

4. 趣味操练：

每人在纸上写出一个单词；

把纸折好，只露出这个单词的第一个字母，并且把组成这个单词的字母数量写在旁边。（如：hare一词露出h，并旁边写4）

每人参与，猜猜同桌同学的单词。

5.  猜谜语：

阅读谜语；

教师提问：When it is young，what does it have？

When it grows up，what does it have？

说出答案；

教师提供几个谜语，让学生来猜。（既可以书面让学生阅读，也可以口头形式做听力练习。）

Riddles：1、It has a very long neck.  It eats leaves.  (giraffe)

2、It is clever. It can swim in the water, but it is not a fish. (dolphin)

3、It has a long tail. It is naughty. It likes playing in the tree. (monkey)

4、It often hops. Its tail is strong.  It carries its baby in its pouch. (kangaroo)

5、It has a long trunk and two big ears. Its ears like two fans. (elephant)

6、It is larger and fierce（凶猛的）.  It likes to eat small animals. It is the king of the animals

6. 板书设计：

The  Hare  And  The  Tortoise （2）

Hare：runs very fast          Tortoise：goes very slowly

（图）comes to a tall tree   （图）  I can’t stop

have a short sleep            I must go on

I must hurry                  sitting under the tree and waiting

runs to the tall tree         for the hare

Lesson 35

【课题】 Lesson 35

【重点】

1. 简单介绍自己以及家庭成员。

2. 公共场所使用的一些日常用语。

【难点】

1. 介词词组的正确使用。

2. 日常用语的适时应用。

【过程】

1.导入：

教师启发学生就教师个人及教师家庭情况提问，之后教师简单介绍一下自己以及家人的情况（可以包括姓名、年龄、职业、爱好等方面）。

2.学习自我介绍：

学生阅读课文第一段。

教书提问：What’s his name?

Where is he from?

How old is he?

Is he a middle school student?

Which school does he study in?

Is he in Class Two?

Is he in Grade Five?

3) 学生以小组为单位仿照第一段的框架互相自我介绍，引导学生用I like….补充说明自己的爱好。

4）请几个学生在班里介绍一下自己。

3.介绍自己的家庭：

播放Introduce yourself第二段声音，学生倾听。（2遍）

a、教师打开图像资料，

提问：Where is Mary？   引导学生理解并学习：on the left

Where is Bill’s brother?                     on the right

Where is Bill？                             in the middle

b、教师请任意三个学生并排站在前面，提问：Where is…?

引导学生用on the left、on the right、in the middle来回答。

c、再请三个学生并排站在前面，其他学生可以举手说on the left、on the right、in the middle之一，听到的词组与自己所在位置相同的同学要马上跳三下，如果反应缓慢或错误就要换人，看看谁是最后的胜利者。

教师放录音，学生重复句子。

提问：How many people are there in the family？

What are they？

What is his father？

What is his mother？

Is Mary a primary school student？

Are Bill and his brother twin brothers？

Are they in the same school？

学生自己读课文。

分组说说自己的家庭。

4. 看图标号：

教师领读句子。同时解释个别单词：line 队 、push推、careful 小心、seat 座位、ticket  票、分组讨论六幅图的意思，同时合作完成给句子表序号的任务。

教师请几个学生汇报一下组内完成情况。

启发学生说说Wait in line！  Don’t push!   Be careful!   Take my seat!

Show your ticket!还可以在什么场合使用。

引导学生学习图中的小女孩在公共场合遵守秩序，扶老携幼。

学生自愿结合编一个生活片断，用上所学句子。

5.作业：

写一篇短文，介绍自己以及家庭。

6．板书设计：

Bill：England  12   primary school student   Class 2，Grade 6

Family  Father：doctor

Mother： worker

Sister： Mary   middle school student   on the right

Brother：primary school student   on the left

Lesson 36

【课题】Lesson 36

【重点】复习关于打招呼的句型“How are you?”以及“Are you a student? ”等句型

【难点】由常规的听说对话练习，转换成写对话的训练。

【过程】

一、热身/复习

师生问好Good morning.

教师问一位同学：” Hello! How are you?” 让他回答” I'm fine. Thanks.”再问他/她一些涉及到其他同学的问题，如：”Who is he? What's his name?” 引导学生用His name is XXX. He is my friend/classmate.等来回答。再让学生进行小组练习。

二、呈现新知

1． 老师放课文对话的录像片，学生认真听对话。教师让学生说出这个对话的主要内容有哪些。

2．学生再听录音或看影片，教师引导学生复习一些句型，如How are you? I'm fine. Thanks. What's his name? How old are you? Are you a student? What's the time now? It's time to go home.等。

3. 再播放录音或课件，请学生跟读录音。

4. 教师请学生提出学习中出现的难点或疑点，并提供帮助。

5. 再次跟读录音或课件后，小组分角色进行朗读或对话练习。

6. 学生以课文中主人公的身份，演练对话。

三、趣味操练

1. 教师在黑板上画出五朵彩色花，在花蕊中分别写上字母A, E, I, O, U，要求学生想一想有哪些单词包含这几个字母，并举手回答，当学生说出单词时，教师可在黑板上写出单词，花朵内写不下，可写在该朵花的下面。

2. 让学生打开书，写一写还有什么单词。教师可给一些提示，如：单词不一定由五个字母组成，单词必须包含这五个字线中的一个，或者读出几个单词，让学生试着写下来等。

3. 教师公布一些单词，让同学看看自己写下来多少。

如：a: bag, map, fat, hat, cat , can, day, etc.

e: bed, pen, yes, let, see, her, etc.

i: his, sit, big, it, is, six, etc.

o: dog, fox, box, how, home, not, etc

u: bus, cup, sun, funny, run, but, etc.

四、趣味活动

1. 练一练[配套课堂练习]

练习写对话

1）教师让学生看课本上的四幅图，回忆刚才所看的场景对话，试着写一写关于问候的话。只写出能想起来的句子就可以。

2）给学生5-7分钟，独立为每幅图配上对话，要求每个对话不能少于四个句子。可以完全与影片/范例中的对话不一样。

3）教师可提供四段小对话的范例：

1. Hello! Betty!

Hello! Yangming!

How are you?

I'm fine. Thank you. How are you?

I'm fine.Thanks.

2.Who's this little boy?

He's my brother.

What's his name?

His name is Pat.

3.Hi! Pat!

Hi!

How old are you?

I'm nine.

Are you a student?

Yes, I am.

Glad to meet you!

4.By the way, what's the time now?

It's 4:30.

Oh. It's time to go home.

Bye-bye!

Good bye!

五、学唱歌曲

1. 先听一遍歌曲

2. 领读歌词，解释词意。

3. 领唱歌曲，指导发音较难或音调难以把握的地方。如：For your friends are my friends, and my friends are your friends.

4. 跟录音一起唱。

5. 大家一起合唱。

6. 单独唱。

探究活动

关于w 疑问句的探究活动

探究内容：以w 开头的特殊疑问句有哪些？

探究目的：帮助学生归纳总结所学的特殊疑问句。

探究形式：个人与小组相结合。

活动过程：

教师提出活动要求：我们学过那些以w开头的问句，分别是什么？

学生自己总结。

小组讨论总结。

汇报讨论结果。

学生板书，并做问答练习。what   who   where   when   whose

介绍自己及家庭的探究活动

目的：巩固Introduce yourself部分，初步培养学生英语写作能力。

形式：独立完成。

内容：写一片小短文简单介绍自己及家庭。

内容可包括家中的人物、动物、每个人的年龄、职业、经常进行的活动、生活习惯等。

介绍图片的探究活动

内容：介绍图片

目的：培养学生用英语做事情的能力

形式：小组

过程：1)  将学生分成几组。

2） 每组同学观看一幅图片，准备向其他组同学介绍图人的人物。

3）要准备好人物的名称、年龄、做什么事情、时间、地点、喜好等。

4）小组活动结束后，教师请学生向大家介绍图片中的朋友在做什么。

如：This is Miss White. She is reading with Kate. Kate is five. She likes this story.

阅读猜谜语探究活动

阅读谜语

1）  教师提问：When it is young，what does it have？

When it grows up，what does it have？

2）  说出答案；

教师提供几个谜语，让学生来猜。（既可以书面让学生阅读，也可以口头形式做听力练习。）

Riddles：

1、It has a very long neck.  It eats leaves.  (giraffe)

2、It is clever. It can swim in the water, but it is not a fish. (dolphin)

3、It has a long tail. It is naughty. It likes playing in the tree. (monkey)

4、It often hops. Its tail is strong.  It carries its baby in its pouch. (kangaroo)

5、It has a long trunk and two big ears. Its ears like two fans. (elephant)

6、It is larger and fierce（凶猛的）. It likes to eat small animals. It is the king of the animals

篇6：9A教案

9A教案

篇7：Unit 24 Mainly Revision

Teaching objectives and demands:

1. After the learning of this unit the students are supposed to master the following words and expressions: wish…every success; congratulate…on; chain; haircut; pin; secretary; forgive; help…out; insist on; painter; repay; owe; roll; trick; play a trick on; tear

2. The students are required to understand and also be able to use the daily expressions in communication (conjecture of the past):

You must have been….

She can’t have been....

She may/might have done....

You might have done….

3. Grammar: in learning the unit, we are going to deal with the grammar “-ing form used as attribute and adverbial.

4. Language use: the students are got involved in listening, speaking, reading and writing practice to improve their language use abilities.

5. Ethics teaching: learn some history about the situation in the eighteenth century France by learning the content of the text the students are aroused to have the sympathy to the peasants in the country and the poor in the cities.

Time arrangement:

This unit is going to be finished in 6 teaching periods, including a unit test.

Key and difficult points of this unit:

1. Grammar: the -ing form used as attribute and adverbial

2. Words and useful expressions

3. Daily expressions in communication

4. Listening and writing practice

Lesson 93

Teaching objectives:

1. Students are required to master the following words and useful expressions: wish… every success; congratulate; congratulate…on…

2. Students are required to revise the everyday English for communication from Unit 19 to 23.

3. Language use: Manipulate listening, speaking practice for the students to use the language.

Teaching methods: Manipulate listening practice and oral practice.

Teaching procedures:

Step 1. Revision

(1) Check the homework exercises of the previous unit.

(2) Start a topic about the French history to lead to the French Revelation.

Step 2. Presentation

SB Page 67, Part 1. Talk about the picture and get the students to tell what they think ids happening. Teach the new words if necessary. Ask the students to tell you what you say when someone is saying goodbye to you. Write the suggestions on the blackboard.

Step 3. Listening

Now listen to the dialogue and find out this information:

① What was the situation when the first dialogue happened? (Susan was saying bye to Mrs. Zhu)

② Who worked in a foreign country, in which country? (Susan, in China)

③ Who will dine Susan? (Xia Su)

Pick out some students to answer the questions loudly to the rest of the class.

Step 4. Reading and explanations

Now get the students to read the dialogue in pairs and underline the difficulties and the key points that they think.

(1) I’d also like to congratulate you on your good work in these two years. 我也想祝贺你这两年来所作出的成就。

congratulate sb. on sth. 意为“因为……祝贺某人；暗自庆幸”，如：

We congratulated Michael on his success. 我们祝贺迈克尔的成功。

I congratulated myself on escaping being knocked down by the car.

我暗自庆幸自己没被那辆车撞倒。

比较名词congratulation的用法：

Let's offer Eileen our congratulations on her winning the first prize.

让我们祝贺艾琳获得一等奖。(注意congratulation常用复数形式)

(2) I’m afraid I'm still not very good at it, though. 虽然如此，恐怕我的汉语还是不太好。

过去我们学习过though作为从属连词引导的让步状语从句。在本句中though是副词，意为“虽然；但是”。试比较两种though的用法：

Though it was raining hard, the players didn't stop the game.

虽然雨下得很大，球员们没有停止比赛。

It was raining hard. The players didn't stop the game, though.

雨下得很大。虽然如此，球员们并没有停止比赛。

He didn't attend the ceremony though he said he would.

虽然他说他要参加开幕式，但是他并没有来。

He said that he would attend the opening ceremony, he didn't, though.

他说他将参加开幕式，可他没来。

Though it is already autumn, it is rather hot. 虽然已是秋天了，还是很热。

It is autumn already; it is rather hot, though. 早已是秋天了，可是还相当热。

注意though作为副词使用时需用逗号与前面的句子隔开，一般放在句末。

(3) It’s a pity you missed the sports meeting last night. 真可惜，你没看昨天晚上的运动会。

It's a pity... 用于对可惜或遗憾的事发表感叹，后面常接动词不定式或that从句，如：

It's a pity for us to have wasted so much time.

It's a pity that we wasted so much time.

我们浪费了这么多的时间，真可惜。

It's a pity to be kept in the house in such fine weather.

这样好的天气不能出去，真可惜。

It's a pity that he can't swim. 他不会游泳，真可惜。

Step 5. Practice

SB P67, Part 2. Tell the students that Part 2 is compiled to consolidate the dialogue and ask the students to make a dialogue similar to the one in Part 1.

Step 6. Workbook

Workbook Lesson 93, Exx.1~3. Get the students to do the exercises individually and then check the answers with the students.

Answers: Ex.1 1. C 2.H 3.D 4.F 5.G 6.E 7.A 8.B

Ex.2 1.你喜欢在中国度过的这两年吗？

2.我祝你在将来万事如意。

3.我要为你这两年的良好工作表现而祝贺你。

4.你遗憾你没能参加上周的运动会。

5.我恐怕要在周三走了。

6.我想在你走之前请你吃顿便饭。

7.你还记得我们三个一起去野餐的时候吗？

Ex.3 Situation A:

A: Hello, I have come to say goodbye. I’m leaving on Sunday.

B: Well, have you enjoyed your work in my factory?

A: Yes, very much, the work here is challenging, and the situation is good for my self-development, I’m well paid. And for these years you're so kind to me. I’m really feeling thankful to you.

A:I wish you every success when you are back in China.

B: Excuse me, but I must go. Thank you for everything.

A: Goodbye, Good luck!

Situation B:

Y: Dear Jackie, I have come to say goodbye.

J: What?

Y: I'm going home.

J: Going home? Your home isn't far away; you can go at any time.

Y: Jackie, I mean, I’ll go back to China.

J: China? What do you say? You must be joking. Do you think you can come back to school before classes begin tomorrow morning?

Y: Jackie, Don’t be teasing me, I’m serious. And before I leave, I would like to read you a Chinese poem:

长庭外，古道边

芳草碧连天

晚风拂柳笛声残

今宵别梦寒 ……

J: If you must go, I also have a poem for you.

You must do me this honor

Promise me you'll survive

That you'll never give up

No matter what happens

No matter how hopeless

Promise me now

and never let go of that promise……

Y：Jackie, Goodbye

J: Yang Pei. Bye. And tomorrow I'll come round to see you off.

Situation C:

PB: Hello, teacher, I’ve come to say goodbye.

T: Well, good-bye then. Have you enjoyed your three years here?

PB: Yes, thank you. We've had a good time.

T:I wish you every success in the future.

PB: Thank you.

T: What do your like most?

PB: We like Chinese food best, especially dumplings.

T:OK, I’ll invite you to have dumplings this coming Sunday.

PB: Thank you very much. We’ll come early to help you make dumplings. We think it'll be very interesting.

T: See you on Sunday.

Step 6. Homework

(1) Finish off the exercises of Lesson 85 in the workbook.

(2) Look up “Charles Dickens” in an encyclopedia or a literature history book.

Evaluation of teaching:

Lesson 94 The Pianist (1)

Teaching items:

1.Words and useful expressions: chain; haircut; pin; secretary; forgive; help…out;

2. Grammar: revise -ing form used as attribute and adverbial

3. Reading comprehension: skimming and scanning

Key points: 1.Words and grammar 2. Reading comprehension

Teaching methods: Reading-practice

Teaching procedures:

Step 1. Revision

(1) Check the homework exercises.

(2) Revise the key points of Lesson 93.

Step 2. Pre-reading discussion

Talk about the picture and ask the students to guess what the text may be about. It is about a pianist who wants to set up a school.

Step 3. Skimming

Now get the students to read the text and answer the question at the head of the text. What does the pianist plan to do? (He wants to set up a special school.)

Step 4. Scanning

Tell the students to read the text more carefully to find out the specific information. Pick out some students to yell out their answers to the rest of class. (The italic parts are possible answers)

1. What is Zheng Jie's job? He is a pianist. He plays the piano.

2.What did Mr. Brain congratulate him on after a concert one day?

He gave a wonderful concert.

3. What are Zheng Jie's future plans?

He wants to start a new music school.

4. What kind of school is he planning to run?

The school I will be open to children with disabilities. It will be a mixed school where not all the children are disabled.

5.What's the biggest problem with his plan?

Money. The School will be expensive to run.

6.Could he get money from a bank? Why couldn't he?

No, none of the banks would lend him money. That’s because he doesn't want to make it a school for rich children only and the school will be expensive to run.

7.What did Mr. Brain ring Zheng Jie for?

Mr. Brain asked Zheng Jie to come over to his home to discuss about the support.

Step 5. Language points

(1) I'd like to invite you to dinner before you go. 我想邀请你吃了饭再走。

invite sb. to do sth. 意为“邀请某人做某事”，如：

The chairman invited me to give my opinion. 主席让我发表意见。

He was invited to stay for supper. 他被邀请留下来吃晚饭。

(2) I read about you in the newspaper. 我在报纸上看到了你的情况。

read about 意为“读到有关……的内容”，如：

I've read all about the accident in the newspaper.

我已在报纸上读到了有关这次事故的所有内容。

about表示有关某方面，常见的类似的结构有：

know about 了解有关方面

learn about 得知有关方面

hear about 听说有关方面

forget about 忘记有关方面

talk about 谈论有关方面

(3) I've travelled many miles and I'm very glad I made the effort.

我远道而来，但是我很高兴我没有白跑。

make...effort 努力，此句中the effort指努力的结果、做成的事。如：

Finishing the work in one day is an great effort.

一天干完这活是很了不起的事。

effort既是可数名词，也是不可数名词，它可以构成许多词组，如：

She is sure to make a special effort for you. 她肯定会为你作出特殊努力的。

I'll make no effort to help Sophia. 我不会努力去帮助索菲娅。

We will spare no efforts to prevent them from taking this step.

我们会不遗余力地阻止他们采取这一步骤。

The old dying woman wrote down her will with (an) effort.

垂死的老妇人艰难地写下了她的遗嘱。

The weight-lifter lifted the rock without effort.

举重者轻而易举地举起了大石头。

He crawled and crawled with difficulty in an effort to save the boy in danger.

他艰难地爬啊，爬啊，为的是救出险境中的那个男孩。

(4) At present I'm giving a lot of concerts. 现在我还要开许多场音乐会。

at present意为“现在；眼下”。present是一个名词、形容词，也是动词。作为名词和形容词，其读音为[ prez nt]；作为动词，其读音为[pri zent]。作为名词意为“礼物”，与gift同义，也可以表示“现在”，如本课的词组 at present。作为形容词，意为“现在的”、“ 到场的”、或“出席的”。作为动词使用，意为“授予”、“给”。如：

He was pleased to see so many people present at his lecture.

看到这么多的人出席他的讲座他很高兴。

Carbon is present in many minerals. 碳存在于许多矿物之中。

Up to the present day I haven't found the solution to this problem.

直到现在我还没有找到这个问题的答案。

Upon graduation, they presented the school with a big mirror.

临近毕业时，他们送给学校一面镜子。

Some Young Pioneers presented some flowers to the visiting president.

一些少先队员向来访总统献了鲜花。

at present是一个固定词组，相当于now.

(5) I'm planning to start a school, so I'm trying to save as much as possible.

我打算开办一所学校，所以我在尽可能地努力节省钱。

① 注意planning双写n。

② 句中的as much money as possible也可以写成money as much as possible。因为money 是不可数名词，所以用as much as possible。如果是可数名词，常用as many as。如果强调“少”，与之对应的有as few as possible, as little as possible，同样要注意可数与不可数的区别，如：

You should spend as much time as possible in studying now.

你现在应该尽可能在学习上多花时间。

At that time I always bought as many books as possible.

那时，我总是尽可能地多买书。

As I'm going on a diet, I have to eat as little as possible.

我正在节食，得尽可能少吃。

It's not a good policy to speak as few words as possible.

尽量少说并不是上策。

(6) Unfortunately it will cost a lot of money. 遗憾的是，这要花很大一笔钱。

此句中cost是动词，意为“花费；使付出代价”。cost 是一个不规则动词，其过去式和过去分词还是 cost。cost不可用于被动语态。cost 作动词使用时主要接名词、代词作宾语，也可接双宾语结构，如：

It costs them too much money to run a car.

他们使用一部小汽车的费用太高。

I think the drinks cost too much. 我认为饮料太贵了。

Careless driving may cost you your life. 粗心开车会使你丧生。

His uncle was in charge of his living costs after his parents died. 父母过世后，他的叔叔负责他的生活费。

Let's share the cost, shall we? 我们共同分担费用，好不好?

(7) ...but none of the banks I spoke to were interested. 但我所去的银行都不感兴趣。

none 作为代词可指代可数名词或不可数名词，其后面的谓语动词需注意前后一致，如：

None of the telephone sets is/are working. 电话机全坏了。

None of his family members are teachers. 他们家没有一个教师。

None of the books is a good one. 这里没好书。

None of the food is delicious. 这食品一点都不好吃。

(8) Could I drop in at your house after the concert...

我可不可以在音乐会后去你家拜访……

drop in意为“顺便拜访”。drop in at 表示拜访某地，drop in on表示拜访某人，暗含不打招呼便拜访的意思，如：

My husband's friends often drop in to have a meal.

我丈夫的朋友常来吃便饭。

I dislike dropping in on others. 我不喜欢不打招呼便去拜访人家。

On the way to the suburbs, we dropped in at a bookstore.

在去郊区的路上，我们顺便去了书店。

Step 6. Practice

SB P69, Part 2. Tell the students to rewrite the sentences using the –ing form. Get the students to do orally in pairs and then call out some eloquent students to yell their answers to the rest of the class.

Step 7 Workbook

Get the students to do the wb exercises individually and then check the answers

with the class.

Ex.2 1.Being very brave, he went into the cave alone to seek the treasure.

2.Being quite ill, she had to give up the chance of going on a picnic.

3.Being a prisoner, he cannot live a normal life as we do.

4.The girls attending the sick all come from the countryside.

5.Hearing the music, he began to get homesick.

6.Seeing the flame on top of the mountain, they knew that another war would begin soon.

7.Driving to the airport, he hit a boy on a bike.

8.Having got married, he lived separately from his parents.

Ex.3

1.I read a lot about you and decided to come and hear your play the piano.

2.Because I have travelled a lot in China recently, I am getting tired of travelling now.

3.The school that we are planning to start will be open to disabled children.

4.Although the unboiled water looks( )pure,( )I prefer not to drink it.

5.I am sorry to tell you that none of the banks I spoke to were interested in this project.

6.It is tiring to climb to the top of the mountain.

7.Drop in at my house whenever your have time. We will always welcome you.

Homework

(1) Finish off the exercises of Lesson 94 in the workbook.

(2) Revise the key points of this lesson.

Evaluation of teaching:

Lesson 95 The Pianist (2)

Teaching objectives (the students are supposed to master the following items and conduct the following practices):

1.Words and useful expressions: forgive; help…out; insist on; painter; repay; owe; roll; trick; play a trick on; tear-tore-torn

2. Grammar: -ing form used as attribute and adverbial.

3. Reading practice: reading and discussion

Key points: grammar and useful expressions

Teaching methods: Reading - practice

Teaching procedures:

Step 1. Revision

(1) Check the homework exercises.

(2) Revise the key points of the previous lesson.

(3) Revise the plot of the play that we learned in the previous lesson.

Step 2. Presentation

Get the students to tell their partner what they think the story may end. Then read the last part of the play to see if it is the same as what you have imagined.

Step 3. Scanning

Tell the students to read the play now carefully and answer the following questions. (The italic parts are possible answers.)

1.Have Gary and Zheng Jie known each other before?

Yes, they have known each other before.

2.Where did they meet for the first time? Paris.

3.What help did Zheng Jie give Gary while they were in Paris?

Zheng Jie let Gary live in his flat for 3 months and lent Gary some money.

4.What did they do in Paris?

They earned their living as a poor musician and a poor artist.

5.What did Mr. Brain say he would do to support Zheng's music school?

He said he had written a cheque for him.

6.What did Gary promise to do for the school?

He will come and cover the walls of the school building with some bright paintings.

Step 4. Language points

Tell the students to read the text and underline the language points. Talk about the language difficulties with the students.

(1) He just asked me to come round for supper. 他只是叫我过来吃晚饭。

come round意为“非正式地访问；绕弯路；再次来临；改变观念”，是一个多义词组，如：

The streets were blocked, so we had to come round through lanes.

街道被封锁了，我们只好绕小巷过来。

Will you come round and see me sometime next week?

你下周什么时候顺路来看我好吗?

(2) Dad, when you sent me to Paris to see if I could really earn a living as a painter, I stayed at Zheng Jie's flat for three months. 爸爸，你把我送到巴黎，想看看我能否真正以绘画谋生，那时候我就住在郑杰的那套房间里，住了三个月。

earn a living意为“谋生”，与make a living同义，也可以说earn/make one's bread，如：

He earned his living as a fisherman. 他靠打鱼为生。

David began to make/earn his bread/living by delivering newspapers in his neighbourhood. 大卫是通过给邻居送报纸开始谋生的。

(3) I didn't have any money the last time I saw you.

上次我看见你时我身无分文。

the last time引导的是一个时间状语从句。

(4) Now let's drink to the success of your school! 现在，咱们为你办学成功，干杯!

drink to意为“为……干杯；为……祝酒”，如：

Let's drink to our host. 让我们为主人干杯。

I'll drink to your good luck. 我为你干杯，祝你好运。

The guests drank (a toast) to his good fortune. 客人们为他的好运干杯。

如果是为某人的健康干杯，既可用drink to one's health，也可以用drink one's health，如：We must drink (to) the health of the bride and bridegroom. 我们必须为新郎新娘的健康干杯。

Step 5. Oral practice

Tell the students to work in pairs to tell each other the last part of the play. Focus on the plot of the story, and try to use your own words as much as possible.

Step 6. Grammar practice

Get the students to work in pairs practice Part 3 and 4 on P71. After the students have finished their work, pick out some eloquent students to yell out their answers to the rest of the class. Correct the answers if there is any mistake for this oral report is served as a checkout.

Step 7. Workbook

Workbook Lesson 95, Ex. 2~4. Get the students to do the three exercises and then

Ex.2 1.乐于助人者总是主动帮助人。

2.说话不假思索，等于无的放矢。

3.样样都做等于不做。

4.爱叫的狗不咬人。

5.节省就是获得。

6.不要惹是生非。

7.生活没目的等于航行没有指南针。

8.覆水难收。

9.说是一回事，做是另一回事。

10.阅读使人充实，写作使人严谨。

Ex.3.1.pulling 2.Owing 3.rolling 4.tearing 5.tiring 6.Playing 7.Lacking 8. practising

Ex.4.produce--production/product support--support

keep--keeping paint--paint/painting

separate--separation organize--organization

perform--performance listen--listening

vote--vote travel--travel

marry--marriage arrive--arrival

high--height long--length

deep--depth possible--possibility

central--centre true--truth

western--west musical--music

hungry--hunger distant--distance

personal--person/personality silent--silence

Homework

(1) Finish off the exercises of Lesson 95 in workbook.

(2) Finish off the wb exercises.

(3) Revise the grammar of -ing form used as adverbial and attribute.

Evaluation of teaching:

Lesson 96

Teaching aims and demands

1. Provide the chance for students to have a listening practice

2. Revise the grammar with the students: -ing form used as attribute and adverbial.

3. The students are required to practice writing(develop a passage using the given information)

Key points: 1. Grammar; 2. Listening

Teaching methods: Listening - practice

Teaching procedures

Step 1. Revision

(1) Check the homework exercises.

(2) Revise the plot of the play in the previous two lessons.

Step 2. Listening

(1) Pre-listening: Tell the students turn to Page 156 and read the instructions to get a gist of the listening passage.

(2) While-listening:

① Play the tape for the students to answer the questions.

② Check the answers with the students.

(3) Post listening activity: get the students to talk about the listening passage.

Step 3. Checkpoints

Go through Checkpoint 19~23 with the students. Revise the useful expressions by translate them into Chinese.

Step 4. Word formation

SB P72, Part 2. Read the instructions and get students to fill in the blanks with appropriate words. Translate them into Chinese. Check the answers with the students after they finish them.

Step 5. Word study

SB P72, Part 3. Read the instructions and get students to fill in the blanks with appropriate words. Get six students to yell out their answers to the class.

Step 6. Writing

SB P72, Part 4. Read the instructions and tell the students to develop a passage by arrange the given information into correct order.

Step 7. Workbook

Workbook Lesson 96. Ex. 1~3 and the exercises in Unit 24 Revision. Get the students to do the two exercises and then check the answers with the students.

Ex.1 1.B 2.D 3.A 4.C 5.C 6.A 7.B

Ex.2 1.当老师宣布英语考试成绩时，学生们都很兴奋。

2.我在澳大利亚当了三年的律师。

3.起居室又像已往一样地拥挤了。

4.跟平常在周末一样，俱乐部里几乎是满员。

5.由于他的身体不太好，我决定不带他去。

6.那个男孩爬到墙上以便能更清楚地看到演出。

7.我的家乡不再是原先的样子。

8.你可以在教室里找到很多可以用来教英语单词的实物，如黑板、窗户、桌子等等。

9.他好像饿了好几天似的飞快地吃完了所有的菜。

10.在他是个孩子时，他跟着父亲来到了延安。

Ex.3 The Pianist

The pianist called Zheng Jie was a successful man. He gave a lot of concerts and worked very hard, because he wanted to start a music school for the disabled children. The school would be expensive to run and he would need a lot of good teachers. So he must collect enough money for the school.

A man called Mr. Brain wanted to help him. So Zheng Jie rang him, Mr Brain invited Zheng Jie to have a supper together. At Mr. Brain's home, Zheng Jie met an old friend whom Zheng Jie had ever helped in time of trouble, who was Mr Brain's son. Over the supper, they talked more about the school.

Finally, Mr Brain decided to help Zheng Jie to start the school and they drank to the success of the music school.

Ex.4

English is an international language, so I enjoy studying it, and have had a good time during my two-year English study in the senior middle school. I think it is interesting to learn a foreign language. You must do these important things if you want to learn it well. First, reading, then listening and writing. And in time you are able to understand it; remember it and use it. If you do these things well, your English will certainly be good. And in the future you will find it in more useful. Your effort is valuable. Two years ago, I know only a little English. During the senior middle school years, I have learnt more. Now I think I have made much progress in English, though I still find I can't use it very well.

What do I enjoy most in my English study? I think it is my oral English. Now I think I can speak what I want to speak and can make myself understood. How can I enjoy it? There is a story in it.

One day, I met some foreigners in the street. Suddenly, I felt I wanted to talk with them so much that I walked towards them and after saying hello to each other. We began to talk, to my great surprise, they could understand me and I could understand them. This was the first time that I found I could use what I had learned. After that, I became more and more interested in oral English. It’s so simple, and I love it.

Unit 24 Revision

Ex.1 1.congratulate 2.chain 3.pin 4.secretary 5.forgive

6.insist7.repay 8.owe 9.roll 10.tear

Ex.2 1.C 2.A 3.B

Step 8. Homework

(1) Finish off the wb exercises;

(2) Revise the use of –ing form used as attribute and adverbial.

Evaluation of teaching

篇8：Unit 6 Mainly Revision

Ⅰ. Teaching objectives and demands:

1. After the learning of this unit the students are supposed to master the following words and expressions:

Gather; get rid of; rubbish; break up; break down; nature; upwards; seek; active; environment; multiply; recycle; reuse; sort; technique; leftover; rubber; tyre; glove; hopeless

2. The students required to understand and also be able to use the daily expressions in communication:

Don’t rush.

Less noise, please!

It seems that there is a big pipe over there.

It looks as if it isn’t clean enough to bathe here.

3. Grammar: Revise the grammar items that we learned in the last five units.

4. Language use: the students are got involved in listening, speaking, reading and writing practice to improve their language use abilities.

5. Education of environmental protection: The students are supposed to learn something about environmental pollution. The students are also expected to do something to protect the environment in their daily life.

Ⅱ. Time arrangement:

This unit is going to be finished in 7 teaching periods, including a unit test and a supplementary listening test.

Ⅲ. Key and difficult points of this unit:

1. Grammar: Revise the grammatical items that we learned in the last five units.

2. Words and useful expressions

3. Daily expressions in communication

4. Listening, reading and writing practice

Lesson 21

Ⅰ. Teaching objectives:

1. Students are supposed to master and use the everyday English for communication

2. Language use: Manipulate listening, speaking practice for the students to use the language.

Ⅱ. Teaching aids: tape recorder; slide show; picture show

Ⅲ. Key points:

1. Dialogue presentation

2. Vocabulary and grammar usage in real-situation dialogues

3. Free dialogue making

Ⅳ. Teaching procedures:

Step 1. Revision

(1) Check the homework exercises.

(2) Revise the expressions of giving instructions.

Step 2. Presentation

SB Page 31, Part 1. Tell the students that we are going to learn a dialogue about the students activities in the beach.

Step 3. Listening

Now listen to the dialogue and answer the questions on Wb P93. Pick out some students to answer the questions to help the students to have a gist of the dialogue.

Step 4. Reading and explanations

Now get the students to read the dialogue in pairs and underline the difficulties and the key points that they think. Go through the dialogue with the students of the key and difficult points if any.

Step 5. Practice

SB P31, Part 2. Tell the students this part is compiled to practice the daily expressions. Tell the students to work in groups to make up a dialogue using the sentences given.

Step 6. Workbook

Workbook Lesson 21, Exx.2 and 3. Get the students to do the exercises individually and then check the answers with the students.

Answers: See Wb P93.

Homework

(1) Finish off the exercises of Lesson 21 in the workbook.

(2) Preview the next lesson.

Ⅴ. Evaluation of teaching:

Lesson 22 Dealing with Waste

Ⅰ. Teaching aims:

1. After learning the text, the students are required to master the following words and useful expressions: get rid of, break up, break down, seek to, throw away, deal with…

2. The students are expected to know the serious situation of the pollution problem after they have learned the text.

3. Get the students to read the text using the following reading skills: skimming and note taking.

Ⅱ. Key points: 1.Words and grammar 2. Reading comprehension

Ⅲ. Teaching methods: Reading: skimming and scanning

Ⅳ. Teaching procedures:

Step 1. Revision

(1) Talk about pollution and waste, using pictures.

(2) Read the key words, guessing their meaning.

(3) Listen to the tape and answer the question: What types of waste are mentioned in the text.

Step 2. Reading (using computer)

(1) Read it again and answer the second question: What is done to waste nowadays?

(2) Read the second passage and answer two questions:

① Why is rubbish a problem in western countries?

② Why is rubbish becoming a problem in China as well?

Step 3. Passage structure

Tell the students to read the first passage and find out how the writer organize the passage, and tell what the main idea each part is.

Possible answer:

Part One (Paragraph1~2): Waste problems.

Part Two (Paragraph3~6): Measures to deal with the problems.

Step 4. Practice

(1) Do the multiply for practicing the phrases.

(2) Do reading comprehension exercises.

Step 5. Retell the story

Use the key words and the following pictures are show as a guide.

more and more waste stop people putting into still put into… and thrown

include waste from be stored on land

get rid of waste thrown away

throw into … or stored on cause many problems

becoming serious

find ways

recycle materials

Step 6. Discussion.

Is waste a big problem? What should we do with waste?

Homework

Finish the homework exercises in workbook.

Ⅴ. Evaluation of teaching:

Lesson 23 Recycling Waste

I. Teaching objectives (the students are supposed to master the following items and conduct the following practices):

1.Words and useful expressions: recycle; reuse; sort; technique; leftover; rubber; tyre; glove; hopeless

2. Grammar: Revise the grammar items that we learned in the last 5 units.

3. Reading practice: reading and discussion.

4. Education of environmental protection: The students are supposed to learn something about environmental pollution. The students are also expected to do something to protect the environment in their daily life.

Ⅱ.Key points: grammar and useful expressions

Ⅲ.Teaching methods: Reading, discussion and practice

Ⅳ.Teaching procedures:

Step 1. Revision

(1) Check the homework exercises.

(2) Revise the key points of the previous lessons.

Step 2. Presentation

Tell the students that this lesson will learn something about the “Recycling waste” in the developed and the third world.

Step 3. Reading

Tell the students to read the text carefully and tell the main idea of the text. They are also expected to analyze the structure of the text.

Possible answer: Main idea: recycling the waste.

Writing arrangement of the text:

Part 1 (Paragraph 1): recycling waste in the European countries.

Part 2 (Paragraph 2~3): recycling waste in the developing countries.

Go through the text with the students and analyze the grammatical points if any.

Step 4. Language points

Tell the students to read the text and underline the language points. Talk about the language difficulties with the students.

Step 5. Discussion

SB P34, Part 2, tell the students to discuss the 5 topics in groups of four or five and raise a reporter to report the rest of the class. Each group is assigned

Step 6. Practice---- grammar revision

SB P35, Part 2~5, Tell the students to do the exercises about the grammar items that we learned in the last 5 units. Tell the students to work in groups filling the blanks with the words given and then get a reporter to report to the rest of the class. After that some students will be picked out to give a summary of the grammar items.

Step 7. Workbook

Workbook Lesson 23, Ex. 2~3. Get the students to do the two exercises and then check the answers with the students if time permits.

Homework

(1) Finish off the exercises of Lesson 23 in the workbook.

(2) Revise the grammar of noun clauses.

(3) Discussion: What should man do to save the environment?

Ⅴ. Evaluation of teaching:

Lesson 20

Ⅰ. Teaching aims and demands

1. Provide the chance for students to have a listening practice

2. Revise the grammar items leaned in the last 5 units

3. Provide a writing chance for students

Ⅱ. Key points: 1. Grammar revision; 2. Listening 3. Useful expressions.

Ⅲ. Teaching methods: Listening - practice

Ⅳ. Teaching procedures

Step 1. Revision

(1) Check the homework exercises.

(2) Revise the previous two lessons.

Step 2. Listening

(1) Pre-listening: Tell the students turn to Page 138 and read the instructions to get a gist of the listening passage.

(2) While-listening: ① Play the tape for the students to answer the questions. ② Check the answers with the students.

(3) Post listening activity: get the students to talk about the listening passage.

Step 3. Checkpoints

Go through the last 5 checkpoints with the students. Deal with the difficulties if any.

Step 4. Word study

SB P36, Part 2. Read the instructions and get students to fill in the blanks with the words given in the box. Check the answers with the students after they finish them.

Step 5. Writing

SB P36, Part 3. Read the instructions and tell the students to develop a paragraph by completing the notes given. Assign the work as their homework.

Step 6. Workbook

Workbook Lesson 24. Ex. 1~3. Get the students to do the two exercises and then check the answers with the students.

Homework

(1) Finish off the wb exercises of Lesson 24.

(2) Revise the key points of this unit.

(3) Writing: See Step 5.

Ⅴ. Evaluation of teaching:

篇9：Unit 23 Mainly Revision

参考教案

Unit 23 Mainly Revision

一、教学目标与要求

通过本单元复习，使学生巩固在本学期已经初步掌握的主要语法项目和句型，并使学生运用所学英语的能力有所提高，特别是加强笔头训练，强化书面语的表达。

二、复习重点与难点

1．句型：1)祈使句； 2)There + be句型。

2．语法：1)名词复数形式；2)人称代词；3)情态动词can的用法；4)现在进行时。

3．日常交际用语：1)请求帮助和提供帮助；2)征求意见和表达愿望。

三、课时安排

本单元共4课时，每课1课时。

篇10：Unit 20 Mainly Revision

化二建中学 曾慧清

班级：Senior Grade Class

章节：Unit-20 计划课时数：4 periods

课题：Mainly Revision

课的类别：Revision 教学方法：listening reading practising

教学仪器：Tape-reader slide show

教学目的及要求：

A. Teach the following words and expressions

Come out, throw away. At the same time, pot etc.

B. Everyday English

C. Grammar. Revision of the grammar from unit 15-19

D. Language using.

E. Complete all the exercises.

教学重点：

A new terse. Present perfect continuous tense.

has been doing

have

sentence structure It is believed that….

Grammar. Attributive clauses.

教学难点：

Tense/have/has been doing/have done. 比较

Attributive clause.

教学关键：

step by step.

Correct guide

Proper exercise

演示、实验内容：

They have been widening the road.

Mother has been teaching English for 20 years.

It is thought-that he died of cancer.

It is believed that he is fit for the job.

参考资料：

Teacher’s Book 1 B.

Teaching Steps.

Step 1. Revision

1) Check the homework exercises.

2) Revise language connected with paper. Ask: “what is paper made from? What can you make with paper?

What else can you do with paper? Collect the answers on the blackboard.

Step 2. Presentation.

Tell the Ss: Today are going to learn about printing in Chinese history. Do you know how people used to print books?

Let’s read the dialogue and find out.

Step 2. Dialogue.

SB L77, part 1. Speech cassette L77. Play the tape of the dialogue, or read it aloud with the help of a good student. Then ask What two ways of printing does Mrs Zhu talk about? See if the students can answer. Allow them a moment to read the dialogue again if necessary. (Answer: One way is using rocks and paper, the other way is using wood and paper)

Go through the dialogue with the Ss and make sure that they understand it.

W6 L77, Ex1. Ask each other the questions in pairs. Check the answers with the whole class.

Step 4. Practice.

Read or play the tape of the dialogue one move time. This time, The Ss listen and repeat. Then let them practise the dialogue in pairs.

Notes: a. But later, people devloped a way of printing.

= Later on in history. People developed a method of printing.

b. Using rocks.=which used rocks.

c. back-to-front=left-to-right. By this method,

the characters world appear the right way round when the page was printed.

Step 5. Oral practice

SB L77, part 2. Do this orally with the whole class first. Use suetable questions from the dialogue, raised by sa san for A. Then let the Ss practise in pairs. You may will to ask good Ss to write a paragraph about the development of printing, using the passive voice. They can use both A’s and B’s part of the dialogue. Write the beginning on the Bb to help them:

Before printing was invented, other ways had to be used to record. Information. Chinese Characters were carved on stones to record important. Dates in history….

Step 6. Workbook

Wb L77. Exx2-4.

Do Number 1 in Ex 2 on the Bb as an example. Ask the Ss the following questions: Whose necklace was lost? (The woman’s)

So is the woman in the first and the second sentence the sance person? (Yes)

What word do we use to join the two sentences? (Whose).

Let the Ss work in orally. Then check the answers with the whole class. The Ss can then finish this exercise as homework.

For Ex 3, do the first sentence as an example. Then let the SS. Do the rest of the sentences in pairs. Check the answers with the class. Get the Ss to read the dialogue in Ex 4 in pairs and let them try to retell what Liu Pei said. Finally call one some Ss to do the retelling.

Homework Complete the workbook exercises.

Revise the dialogue in this lesson. Do Exx and 3 in the exercise book.

板书设计： The design of the writing on blackboard

The development of printing

Ways of recording information stones vepes, bones etc

Before printing was invented:

Dd printing using rocks, wood, metals paper appeared.

Modern printing electron. etc

Lesson 78

Teaching Steps:

Step 1. Revision.

1) Check the homework exercises.

2) Books closed! Revise the contents of the dialogue in SB L77 part 1. Ask the questions that A asked in the dialogue

Step 2. Preparation for reading

1) Deal with some new words in L78.

2) SB L78. Discass the picture in the usual way.

Questions and answers-What can you see in the picture?

-We can see some pieces of bamboo tied

together. And there are words written on the bamboo.

-What did people use for keeping records in the past?

-Stones, bones, metal pots, bamboo, wood, silk and soon.

Get the Ss to think about more materials used as paper.

Step 3. Reading.

WB L78, Ex1. Go through the exercise and mabe sure the Ss understand what to do. Then let the Ss read the passage again carefully, answering the questions alone or in pairs. Check the answers with the whole class and deal with any language points.

Language points:

1. Introduction of the background waterial of paper.

2. The chinese have been making paper for….

* “have /has been + doing” is the present perfect continuoas tense indicating that the action of making paper continues into the present.

e.g: They have been widening the road.

If: They have widened the road. (If indicates the completion of the action)

My mother has been teaching for 20 years.

(If means that she is still teaching now)

3. It is believed that before writing was developed….

*(1)It is believed--main clause.

That…… people--subject clause.

Before writing--subject clause.

“It is believed that” corresponds to people believe that……

e.g: It is believed that he is fit for the position.

Other such structures:

It is said / thought / reported/ suggested/ known/ hoped+that……

e.g: It is said that he is going abroad next month.

It is suggested that the meeting sheald be pat off.

It is known to all that the earth is not flat bat round.

It was reported that they had invented a new way of making paper.

2) “by” means “by means of”

e.g: All the work had to be done by hard.

They greet each other by rising their hats.

You must learn spoken English by speaking.

By helping then. We are helping to save ourselves.

4. At the same time another kind of paper was developed, made……

“made from silk” is a post partiapal phrese, used as Attribute in this sentence which corresponds to an attributice elause = Another kind of paper was deneleped, which was made from silk.

Other such examples:

Pelple developed a kind of paper, made from the fibres of plants=which was made from the ……

The same: He handed me thd book=warked with his name.

=which was marked with name

5. The problem was that it was too valuable for everyday we that-clause is a predicative clause:

e.g: The fact is that I don’t knew about it at all.

The reason was that he was afraid.

*2) “too +adj+for sth/sb”means “not suitable for sth/sb”.

e.g: He’s too old for the job.

She’s too fat for her dothes.

This jacket is a bit too small for me.

Too valuable for everyday use = too valuable to be used for common, ordinary purposes.

6. Over 2,140 years old = more than 2,140 years old.

Step 4. Reading aloud.

Speech lassetle L78. For prnurciation, stress and intonation practice, yet the Ss to read the second paragraph aloud. First, give a model by peaying the tape or reading aloud yourself.

Step 5. Workbook.

Wb L78, Exx2-4

Read the passage about paper again and do Ex2 first in pairs and then with the whole class.

After completing the sentences in Ex3, get the Ss to translare them into Chinese. Ex 4 is optional.

Step 6. Consolidation

Review the contents of the passage. Ask questions like this;

How did Chinese printing develop?

What happened first / after that? etc

Homework.

Finish off the Wb exercise.

Read the passage again together with the tape = recorder if necessary.

Lesson 79

Teaching Steps

Step 1. Revision

1) Check the homework exercises.

2) Revise the contents of the reading passage in L78, using the questions in the workbook to gaide you.

Step 2. Revision

Spend a few moments revising the Passive Voice.

Give some examples. e.g. write some words on the Bb and say.

I have written some words on the blackboard. (Active)

Some words have been written on the blackboard. (passive)

Revise the usage of the Passive Voice.

a. When the object of the sentence is to be high-lighted.

b. When the subject is unknown or unimportant.

c. In formal, academic style.

Step 3. Writing.

SB L79, part 1. Do this exercise orally with the whole class, then let the Ss work alone, writing answers in their book.

Step 4. Practice

SB L79, part 2. Do these sentences orally with the while class, then let the Ss work alone, writing the answers in their exercise book. Check the answers.

For the second part of the exercise, remind the Ss to pay attention to the position of the words in brackets.

Step 5. Wrokbook

Wb L79 Exx1-3.

For each of the exercises, follow the same procedure. First do the first sentence as an example. Then allow the Ss to do the rest of the sentences in groups. Check the answers with the whole class. Put the sentences into Chinese if necessary.

Homework

Finish off the Wb exercises.

Revise Check points 15-19. Make a list of language points to disass in the next lesson. Do Exx1 and 2 as written homework.

Lesson 80

Step 1. Revision

1) Check the homework exercises.

2) Revise the information about printing and paper in this unit. Say tell me about ways of printing in Chinese history. What did people we to write on ?

How was paper made? etc.

Get as mary Ss as possible to answer the question.

Step 2. Preparation for listening

SB L80 Part 1. Wb Listening, Unit 20, page 126. Tel the Ss Today we are going to learn some interesting facts about books. What six facts are we going to learn? Get the Ss to read the list in the table. Earliest printed book/ Smallest book etc. Make sure the students understand. These phrases.

Step 3. Listening.

Listening Cassette Unit 20. For each exercise, play the tape once or twice as necessary. Let the Ss discass the answers in pairs, before checking the answers with the whole class.

Step 4. Checkpoint

Spend as much time as necessary revising the language points in Checkpoints 15-19. Deal with the problems that the Ss wish to arise. If this takes a lot of time, then set the rest of the lesson (Part 2 and part 3) for homework.

Step 5. Word formation.

SB L80, part 2. Let the Ss work alone. Let them use dictionaries where necessary. Check the answers with the whole class.

Step 6. Writing.

SB L80, part 3. Read the instruction to the Ss and explain that they vtast write. One word for each gap. Make sure that the Ss read the whole passage before starting by reading the passage aloud to them while they follow in their books. Get the Ss to complete the exercise individually, then check their answers in pairs. Finally go over the answers with the whole class.

Step 7. Homework

WB L80, Exx1-3

Explain the meaning and use of these pronouns before you ask the Ss to do Ex1. Call out one student to do the first sentence and translate it . Then let the Ss work in pairs before checking answers with the whole class.

Ex2 can be done with the class. Get the Ss to give the answers. Write them down on the Bb.

Do Ex3. Following the procedure as Ex.1.

Homework

Finish off the Wb exercises

篇11：Unit 28 Mainly Revision

一、教学目标与要求

本单元是总复习。重点复习第22～27单元所学的句型、语法和日常交际用语等项目，兼顾全学期的内容。复习中主要以笔头形式练习所学的语法、日常交际用语项目。本单元课文以学生阅读为主，在阅读中不断提高其阅读能力、理解能力。复习语法、日常交际用语项目时，以学生归纳、小结为主，加深对所学内容的理解，提高运用所学语言材料的能力。

二、复习要点

1．句型：第22～27单元主要句型。

2．语法：1）情态动词may, must, have to的用法；2）时间状语从句和条件状语从句；3）动词不定式（短语）做某些动词的宾语；4）情态动词could的用法； 5）反身代词6）并列句；7）简单句的五种基本句型（二）。

3．日常交际用语：1）请求许可；2）谈论可能性；3）问路／指路用语；4）表示禁止和警告；5）表示义务、职责；6）表示推测。

三、课时安排

本单元共用4课时，每课书用1课时。

参考教案 Unit 28 Mainly Revision 第一一二课 示例一

第一一二课 Lesson One Hundred and Twelve

一、教学内容

语法：简单句的五种基本句型（二）。

二、教具

录音机。

三、课堂教学设计

1．值日生报告。

教师可针对上课课文提问，用以复习。问题可参考该课练习册习题1。

2．准备做课上听力训练。学生打开练习册111页，准备好笔。放录音三遍，学生边听边记下相应的月份。放音时，每个月份的描写之间要有约10秒左右的暂停，给学生判断、书写的时间，当堂核对答案。

3．复习课文第1部分出现的字母符号所表示的含义。指导学生自己过一遍课本所列出的句子，并对照复习要点中的说明。教师对复习要点中出现的两种句型扼要加以说明、归纳（参阅课本后列出的有关语法内容）。

4．学生独立完成课文第2部分阅读填空。教师可提出几个问题，检查学生理解情况：

1）What did you learn last year? And what are you going to learn next year?

2）What is Li Lei going to do soon? And what about the twins?

5．指导学生做练习册习题。

6．布置作业

1）以第一人称的口气，改写第一百一十一课课文。用以下句子作开头：

One day the tiger asked me to bring him some food. I said,“I can't do that, Mr Tiger …”

2）完成练习册习题。

参考教案 Unit 28 Mainly Revision 第一一一课 示例一

第一一一课 Lesson One Hundred and Eleven

一、教学内容

1．词汇（略）。

2．语法：复习一般过去时态。

二、教具

录音机。

三、课堂教学设计

1．值日生报告。

2．打开课本。教师将课文提示的录音放一遍。解释in the end这一短语。确信学生明白提示中的问题之后，给学生五分钟时间自己阅读课文。规定时限过后，启发大家回答课文提示中的问题。

教师解释、领读学生划出的生词、短语。放课文录音，学生跟读一至两遍。

3．组织学生两人一组，做练习册习题1。数分钟后，请几组学生做问答练习，教师予以必要的修正和补充，并要求学生以书面形式将问答再做一次（可布置为家庭作业）。

4．指导学生做练习册习题2（听力训练留到下一节课完成）。

5．布置作业

1）练习朗读本课课文；2）抄写生词、短语；3）书面形式完成练习册习题1、2。

四、难点讲解

1．Every day he made one of the smaller animals bring him something to eat. 每天他强迫某个小动物给他带些吃的东西。

句中的made是“强迫，迫使，使得”的意思。make sb. do sth. 迫使（使得）某人做某事。请参阅本书第一百零六课难点讲解1。

2．He told me not to bring you anything. 他告诉我不要给你带任何东西。

tell sb.(not) to do sth. 告诉某人（不要）做某事。再如：

Mum told me to cook supper tonight. 妈妈告诉我今晚我做饭。

The policeman told the children not to play football in the street. 警察叔叔告诉孩子们不要在大街上踢足球。

参考教案 Unit 28 Mainly Revision 第一一十课 示例一

第一一十课 Lesson One Hundred and Ten

一、教学内容

语法：复习情态动词的用法。

二、教具

自制一些图片，每张图片要明显地适用于某个情态动词。可参阅书上如下插图：

第一百零一课图 1、图 5（could/couldn't; can/can't）；第九十三课插图（have/has to）；第八十九课插图（mustn't）；第九十课插图（must）；第八十七课插图（may）等。

三、课堂教学设计

1．值日生报告。

2．教师出示事先准备好的图片，要求学生逐一用情态动词描写每张图的情景（教师可辅助些文字说明或口头解释）。当堂核对答案，并由学生归纳这些情态动词的含义、用法。

3．打开书，学生自己阅读课文第1部分。要求学生在阅读的基础上，模仿课文示范造句（可将其布置为家庭作业）。

4．组织学生两人一组，完成课文第2部分的对话练习。数分钟后，请几组学生说出答案。

5．指导学生做练习册习题。

6．布置作业

1）模仿第1部分内容造句；2）完成练习册习题。

参考教案 Unit 28 Mainly Revision 第一○九课 示例一

第一○九课 Lesson One Hundred and Nine

一、教学内客

语法：复习1）反身代词的用法；2）动词不定式（短语）做某些动词的宾语；3）并列句。

二、教具

写有全部人称代词主格的小黑板。

三、课堂教学设计

1．值日生报告。

教师出示小黑板。学生快速准确地给出黑板上人称代词的反身代词。

2．组织学生两人一组，完成课文第1部分的对话。数分钟后，请几组学生做练习答案，教师予以必要的修正。

3．引导学生观察课文第2部分中各句的谓语部分。要求学生在阅读例句之后，自己模仿示范造句（可写三至五句）。五分钟后，请几位同学读自己的句子，教师应予以必要的纠正和补充。

4．按课文第3部分要求，给学生五分钟时间，从所提供的字谜表中寻找单词。比一比看谁找得最多，而且正确。横向、纵向合计约有26个单词（没有考虑斜向）。

5．指导学生做练习册习题

6．布置作业

1）练习朗读本课对话；2）书面形式完成练习册习题。

篇12：Unit 21 Mainly Revision

参考教案 示例

Unit 21 Mainly Revision

一、教学目标与要求

通过本单元复习，使学生巩固从第15～20单元中所学的句型、语法、日常交际用语等各个项目，加深对上述内容的理解，提高学生口头、书面运用这些语言材料的能力。在复习阶段中，特别要注意学生笔头能力的综合训练，学生应能够独立完成练习册编排的各种形式的练习，正确率不低于70％。

在本单元复习时，还要小结、归纳简单句的五种基本句型（1～3）。要求学生能初步运用有关语法知识，对已学过的简单句进行分类。

二、复习要点

1．句型：第15～20单元主要句型。

2．语法：1）There + be结构的一般过去时态； 2）反意疑问句； 3）构词法； 4）一般将来时态；5）多音节形容词比较等级。

3．日常交际用语：1）打电话用语；2）表示有礼貌的请求／非正式的请求；3）谈论位置、场所；4）谈论季节变化、天气情况；5）邀请和应答。

三、课时安排

本单元共用4课时，每课书用1课时。

参考教案 Unit 21 Mainly Revision 第八十一课 示例一

第八十一课 Lesson Eighty-one

一、教学内容

1．词汇：复习不规则动词的过去式。

2．语法：复习以下内容：1）一般过去时态；2）感叹句；3）有关形容词比较等级的句型。

二、教具

画有食物、水果等的图片。

三、课堂教学设计

1．值日生报告。

2．打开书，学生两人一组完成课文第1部分的对话练习。数分钟后，请几组同学给出自己的答案。

要学生归纳、小结这一部分所涉及的语法项目、功能项目和句子要表达的意思。

3．合上书，教师出示图片，练习比较／最高级的有关句型（具体做法参照第七十八课教学步骤2）。

组织学生两人一组，用书上提供的插图练习对话。练习前，应先将图5至图8的体育项目词汇过一遍。数分钟后，请几组同学到前面表演。

要求学生依据这八幅插图，模仿课文第2部分对话，以书面形式在作业本上编写两至三组对话（可布置为家庭作业）。

4．指导学生做练习册习题。

5．布置作业

1）按教学步骤3的要求编写对话；2）完成练习册习题。

四、难点讲解

There is someone at the door.门口有人。

someone有人，某人；=somebody。

这句话可以理解为： A men (woman/boy/girl) is at the door.但不如课文中这一句自然。英语中第一次提及某人（事物）时，多用这个句型。例如：

There's a hole in your trousers.你的裤子上有个洞。很少说： A hole is in your trousers.

参考教案 Unit 21 Mainly Revision 第八十二课 示例一

第八十二课 Lesson Eighty-two

一、教学内容

1．词汇：学习本课中出现的新词；复习形容词变副词的方法及在句中的应用。

2．句型：复习感叹句。

3．日常交际用语：复习打电话用语

4．语法：多音节形容词比较等级的构成和用法。

二、教具

小黑板。上面写有：1）课文第2部分5个感叹句改为陈述句式；2）课文第3部分的形容词。

三、课堂教学设计

1．值日生报告。

2．出示小黑板，让学生试着将5个形容词改为副词。鼓励学生运用已学的方法，将尚未学过的形容词试着改动。教师与学生核对。领读这个新词。

3．打开书，学生两人一组完成第1部分对话。数分钟后，请几组同学表演；也可将全班分为两部分表演。

4．学生合上书。再次利用小黑板，将教师事先写好的5个陈述句试着改为感叹句。数分钟后，可自行打开书核对。

这5个陈述句分别为：

1）It's a beautiful day. 2） These/Those/They're delicious oranges. 3） It's delicious food. 4） She is a happy baby. 5） He's a hard-working boy.

教师扼要归纳陈述句改为以what开头的感叹句的方法，以及书上的应答用语。

5．给学生三、四分钟时间，自己认真比较课文第3部分各句的特点。然后在教师的指导下做练习册习题2。当堂核对答案。

教师扼要小结形容词、副词分别在句中的位置和作用。

6．布置作业

1）练习朗读本课对话、句型；2）书面完成练习册习题。

四、难点讲解

本课第2部分感叹句的应答用语都是表示赞同、同意的意思。关于这一点，请参阅本书第六十九课难点讲解1。

参考教案 Unit 21 Mainly Revision 第八十三课 示例一

第八十三课 Lesson Eighty-three

一、教学内容

1．词汇：学习本课出现的新词；复习形容词、副词的用法。

2．语法：通过阅读课文复习一般过去时、一般将来时等。

二、教具

录音机。

三、课堂教学设计

1．值日生报告。

2．鉴于本课课文内容是涉及安的生日聚会（见第七十一课），有必要先看一看第七十一课，通过提问，使学生回忆起一些数周前学的内容。问题可参考本书第七十一课（1），但最好改为过去时。例如：

T：When was Ann's birthday? Did she have a party? Where did she have the birthday party? Who came to the party?

待学生回忆起一些主要内容后，翻回到第八十三课，将课文提示录音放一遍，给学生四分半时间，自己阅读课文。规定时限过后，引导学生回答提示中所给的问题。

3．教师讲解，领读学生划出的新词，解释难句（见难点讲解1～3）。

放课文录音，学生跟读两遍。

4．指导学生做练习册习题1、2。习题1先口头回答，然后写在作业本上。

5．布置作业（听力训练留到下一课做）。

1）练习朗读本课课文；2）书面形式完成练习册习题1、2。

四、难点讲解

1．She felt worried.她很着急。

句中的worried是个形容词。felt（原形： feel）是连系动词。连系动词后可接形容词作表语（参阅第七十一课（Ⅱ）难点讲解1）。

2．Not everyone likes sandwiches.不是每个人都喜欢三明治。

这是一个很特殊的否定句（即特指否定句），只否定句子中的某个部分。在上面句子中，用以否定主语everyone。其英文含义为： Some children don't like sandwiches.

3．We'll need one more.我们还得需要一根（蜡烛）。

more一词在句中表示：另外的量；添加的量。

参考教案 Unit 21 Mainly Revision 第八十四课 示例一

第八十四课 Lesson Eighty-four

一、教学内容

归纳简单句的五种基本句型（1～3）。

二、教具

录音机。

三、课堂教学设计

1．值日生报告。

2．准备做第八十三课听力训练。给学生一分半钟时间准备。放录音三遍，学生边听边记录有关内容，以便回答练习册问题。录音放完以后，给学生两、三分钟整理时间，然后核对答案。

3．指导学生自己过一遍课文第1部分中的三组句子。在学生阅读的过程中，教师可提醒同学注意观察其主语、谓语和其他部分在这三组句子中的排列情况及每组之间的共同之处、各组之间的不同之处（给学生五、六分钟时间）。

4．指导学生对照第1部分中各组句子，阅读复习要点中有关简单句基本句型的说明。最后，教师扼要加以归纳、小结（参阅课本142页有关语法内容）。

5．学生两人一组，完成课文第2部分的组句，当堂核对答案。

6．指导学生做练习册习题。

7．布置作业

1）重温复习要点，朗读有关例句；2）书面形式完成练习册习题。

篇13：Unit 7 Mainly Revision

参考教案 第二十五课 示例一

第二十五课 Lesson Twenty-five

一、教学内容

1．语法：复习现在进行时， to be going to+ 动词原形。

2．学生运用上述语法内容，就课文插图提问并予以正确应答。

二、教具

写有一些原形动词的小黑板。

三、课堂教学设计

1．值日生报告。

2．打开书，就课文第1部分插图进行问答练习。教师可为学生提供以下示范：

T： What can you see in the picture? Where are they? What are they doing? What is the woman doing? Who is holding the ladder?

组织学生两人一组问答。给学生3～5分钟，看图写出几句话（不少于5句）。请几位同学朗读自己的短文。

3．做课文第2部分问答练习。教师与一位程度较好的同学用图1示范：

T： What is she doing?

S： She is walking/ carrying a basket.

T： What is she going to do?

S： She is going to the shop/ to do some shopping.

组织学生两人一组，就其他三幅图进行同样问答练习，然后要求学生用笔头形式写在书上。

4．出示小黑板，让学生迅速将黑板上动词改为现在分词（用笔头形式）。

5．指导学生做练习册习题。

6．布置作业

1）用口头形式练习看图说话；2）完成练习册习题。

参考教案 Unit 7 Mainly Revision 第二十六课 示例一

第二十六课 Lesson Twenty-six

一、教学内容

1．词汇（略）。

2．语法：复习时间表示法；复习一般现在时的用法。

二、教具

录音机；教具钟一个。

三、课堂教学设计

1．值日生报告。

2．教师出示教具钟，随意拨动指针，要求学生用英语说出相应时间。

3．打开书，学生观察课文第1 部分电子钟显示的时刻，口头练习时间表达。

学生自己看课文第2部分12幅插图，用铅笔将各个图中显示的动作用英文写出，教师与之核对。

请两位程度较好的同学，针对图1、图12进行示范表演：

S1： What time does Jim usually get up?

S2： He usually gets up at a quarter to sevein.

S1： What time dose Jim usually go to bed?

S2： He usually goes to bed at ten.

组织学生两人一组，就这些图片内容进行问答练习。请几组同学表演。

4．准备做听力训练。给学生两分钟时间看练习册习题1有关内容。放录音三遍，学生边听边填入适当的时间。

5．教师小结助动词does在本课问句中的作用。

6．布置作业

完成练习册习题。

参考教案 Unit 7 Mainly Revision 第二十七课 示例一

第二十七课 Lesson Twenty-seven

一、教学内容

1．词汇（略）。

2．日常交际用语：复习提出建议的表达方法及应答用语。

二、教具

录音机；两张分别画有英式足球和美式足球（橄榄球）的图片。

三、课堂教学设计

1．值日生报告。

2．教师引导学生说出表示提建议的用语和应答，如果学生说得不全，教师应予补充，并板书其主要部分（如：Shall we…? Let's… Why not…?）。

3．打开书，学生两人一组，找出课文第1部分的答案。请几组同学表演。

4．参照第十一、十九等课有关处理阅读的方法和步骤，组织学生阅读课文第2部分。先请同学看练习册习题3，第一遍阅读先解决这三个问题（教师解释player一词）。

教师给学生4分半钟或稍多一点的时间（本文含提示部分共约150个词）。在规定时间后，回答练习册上的问题。继续参照第十一等课的方法和步骤，处理生词、课文朗读等。

5．教师讲解文中难句（见难点讲解1～3）。

6．指导学生做练习册习题。

7．布置作业

1）练习朗读本课课文；2）抄写生词及短语；3）完成练习册习题。

四、难点讲解

1．But we don't call it soccer in China. We call it football. 但在中国我们称它为 football, 而不是coccer。

football一词在英国英语中是广义的。既可以指英式足球（又称soccer或Association football），又可以指美式橄榄球（American football），还可以指澳式橄榄球（Australian rules football，每队 18人。）在美国英语中， football只作橄榄球讲；美国英语称英式足球为 soccer。中国人习惯上把英式足球称之为football（即足球），而把橄榄球称之为American football。

2．Aren't all balls round? 难道球不都是圆的？

这是一个否定疑问句，用来表示说话人惊讶的感觉。关于否定疑问句，请参阅第十课的难点讲解。

3．Not in the USA. 在美国不是（指在美国球不都是圆的）。

这是一个简略回答。完整的回答为： All balls aren't round in the USA. 在美国，球不都是圆的。

参考教案 Unit 7 Mainly Revision 第二十八课 示例一

第二十八课 Lesson Twenty-eight

一、教学内容

1．语音：复习以下音标及字母组合：[#+] air, are, ear, ere; 学习以下音标及字母组合：[i+] ea, ear, er (e)

2．语法：复习序数词、形容词比较级和最高级用法。

二、教具

录音机；音标卡片。

三、课堂教学设计

1．值日生报告。

2．教师出示音标卡片，复习[#+] 这个双元音，启发学生给出含有这个音标的单词。教

师将这些词书写在黑板上，并用彩色粉笔写出读这个音的字母组合。

教授双元音[i+]的读音，重复上述步骤。

指导学生随录音机朗读课文第1、2两部分。要求学生注意模仿语音、语调和单词重音。

3．打开练习册做习题1。当堂核对答案。

4．请班上每一位同学想好一个自己的好朋友，按课文第3部分表格内容自行对照。将不符合自己朋友实际情况的句子删去，最后，用所剩语句（可略有增删）组织出一篇短文。课后可以互换。

教师及时小结表格中再现的语言现象，并参考课本133页有关数词部分，小结一下序数词。

5．布置作业

完成练习册习题。

篇14：Unit 7 Mainly Revision

参考教案 教学建议 示例三

教学建议（Suggested teaching notes）

一、教学内容分析

本单元是一个复习单元，主要帮助学生复习巩固第一-六单元所学的内容，为期中测试作准备。具体安排如下：

（一）第25课通过看图说话的方式复习现在进行时态和be going to结构。

（二）第26课利用12幅插图，以对话方式描述吉姆一天的生活，再配以Sam's day的听力练习，集中复习一般现在时态和时间表达法。

（三）第27课的课文是一段介绍英美足球的对话，以此来复习一般现在时态和be going to 结构。另外还以根据答语找问句的形式（Puzzle dialogues）复习Shall we…?和Let's…等句型。

（四）第28课通过短文复习形容词的比较等级。语音部分是与双元音[!+]和[#+]有关的拼读规则以及祈使句及其答语的语调。

二、教学方法建议

本单元的主要任务是复习。采取综合运用初二第一-六单元的语言材料（也包括初一所学语言材料）的方法进行全面复习。

（一）用看图说话或写话的方式，让学生口笔头运用学过的语音、词汇、语法和日常交际用语，以达到复习的目的。

第25课第1部分的插图描绘农民在桔子园里劳动的情景，可由学生两人小组或四人小组看图说话。每个学生必须既提问又回答。下面提供一些可选用的问题：

What's that?

What can you see in the picture?

Can you see some trees there?

What kind of trees are they?

How many people are there?

What are they doing?

Are they picking apples or oranges?

There's a ladder near an orange tree, isn't there?

Who's holding the ladder?

Who's standing on it?

What's she doing?

Is there a bus in the picture?

How many men can you see?

What are they doing?

第2部分有4幅插图，每幅图又分为2幅小图，用来复习现在进行时态和be going to结构。我们可以启发学生多问多答，进行较长的对话，以利复习。

A： Who's the woman in Picture 1?

B： She's Aunt Li/our Chinese teacher.

A： What's she doing?

B： She's walking on the road.

A： What's she carrying?

B： A basket.

A： Where's she going?

B： She's going to the shop.

A： What's she going to buy?

B： She's going to buy some food.

A： What can you see in Picture 2?

B： I can see a man and a truck.

A： What's wrong with the truck?

B： I think it's broken.

A： What's the man doing?

B： He's mending the truck.

A： What's he going to do?

B： He's going to drive to Beijing.

A： What's he going to do in Beijing?

B： I don't know.

A： How many people are there in Picture 3?

B： Two.

A： Who're they?

B： I think the woman is Aunt Su and the boy is her son.

A： What're they doing?

B： Aunt Su is cooking. Her son's helping with the cooking.

A： What can you see in the next picture?

B： I can see a clock on the wall.

A： What time is it?

B： It's six o'clock in the evening.

A： Is there a desk in the room?

B： No, there is a round table and three chairs.

A： What're Aunt Su and her son going to do?

B： They're going to have supper.

A： How do you know?

B： There is some food on the table.

A： Let's talk about Picture 4.

B： All right. Let me ask you some questions.

A： OK.

B： What can you see in the picture?

A： I can see some children.

B： How many are there?

A： Well, five. Three boys and two girls.

B： What're they doing?

A： They're walking on the road and they are holding kites.

B： Where're they going?

A： They're going to the park.

B： What're they going to do there?

A： They're going to fly the kites.

B： Do they like flying kites?

A： Yes, they like it very much.

第26课仍以插图为主，介绍吉姆一天生活的12幅图可用来复习时间表达法和一般现在时态。让学生用不同的时态（一般现在时，现在进行时和be going to）描述每幅图的内容，说出或写出几句话。例如：

图1 What time does Jim usually get up？ At a quarter to seven。

He's putting on his clothes. He's getting up.

图2 It's seven o'clock. Jim usually has his breakfast at this time.

He's eating an egg now. He's going to drink some milk.

图4 What's the time? It's ten to eight. It's before class. Li Lei is sitting.

Jim is standing. He's taking out a book from his schoolbag. He's talking to Li Lei. They're going to have classes soon.

图5 Morning classes begin at eight. All the students are sitting. They're listening to the teacher. They're having a Chinese lesson. Chinese is quite hard for Jim. He must listen carefully. The teacher's going to ask questions. Jim's going to answer one of them.

图8 Are there any classes in the afternoon? Yes, there are usually two classes. When do they begin? They begin at half past one. The students are having an afternoon class now. They are studying English. Jim's good at it. He's holding a book. He's listening to his teacher all the time.

图10 What time is it now? It's ten past five. Jim is coming home. He's meeting his sister Kate at the door. When do the afternoon classes finish? They finish at twenty past three. Why does Jim come home so late? He often stays at school for some time after the afternoon classes. Sometimes he plays ball games with his friends. Sometimes he does his homework at school.

（二）听力练习

第26课第三部分听力材料Sam's Day篇幅较长，信息量较大。放录音让学生听以前，应说明 Today we're going to listen to a passage about Sam's Day。并要求学生看练习册中的练习。这样，学生在听录音时就可以有重点地吸取信息。他们不必要求自己听懂每一个字，而把注意力集中在那些主要的事实上。由于练习已列出了十个句子，他们通过听只需捕捉所缺的信息（时间），这就大大减小了听力的难度。当学生明白听力练习的要求时，他们便会减小心理上的压力，听时不致情绪很紧张。告诉学生至少听三遍，第一遍不可能全部听懂，因此不必着急。实际上，这个练习主要是听时间，十个空白全需填入时间。怎样有效地听写时间这个问题在前一单元的教学方法建议中有详细说明，可供参考。学生边听边填空，十个时间中唯有 He gets there at five minutes to eight（7：55）较难。教师不妨使用暂停键，反复让学生听这一个句子。如果听了三遍，大部分学生还感到困难，可以再放一遍。在条件较好的班级，除了完成练习册中的练习，还可增加练习，例如提出以下问题：Where does Sam come from? Where is he now? What time does he usually leave home in the morning? What does he do after lunch? How many lessons are there in the afternoon? Does he go home after the second lesson? What does he usually do at school? What does he do after supper? 听力练习结束后，听力材料最好印发给学生，因为这是一篇范文，学生也可阅读，并仿照这样的文章写作文。

（三）阅读练习

第27课第二部分阅读课文是一篇对话，通过萨姆和李雷的一番谈话介绍了英美足球，文字不多，但所含的信息对于孩子们来说饶有趣味。这篇对话综合运用了所学的时态，可先提出问题（见教学步骤），让学生带着问题默读，读完第一遍后回答问题。教师可用英语解释课文中的生词：also = too, a popular game = a game everybody likes, soccer ['s&k+]= English football。生词player的意思可让学生猜测，同时在黑板上写出teach, teacher; work, worker; play, player等一系列单词，启发学生思考。还应鼓励学生提出课文中的问题。然后，提出练习册中的三个问题，让学生再读一遍课文找出答案。读完课文，学生分成两人一组做问答练习。接着，教师向全班提问，除了练习册中的问题，还可补充一些问题，帮助学生掌握文中细节。此时，学生已基本理解了课文，可放录音，学生朗读模仿。要求学生分角色朗读，语音语调要比较自然，尽可能带着感情朗读。

第28课第三部分是一篇介绍好朋友的短文（共42个词），采用比较的手法，使别人既了解了你也知道了你朋友的一些情况，同时又复习了形容词的比较等级（taller, shorter, older, younger, stronger, better等）。

让学生先默读，再朗读（如果朋友是女的，用she…和…her来读），接着仿写一篇介绍自己的好朋友的短文，可以略加发挥，然后在班上读给大家听，这样，听说读写四种能力都能得到训练。接着用《阅读训练》第七单元（第24-27页）的材料，继续抓阅读能力的提高。内容为小故事Peter at work（彼得在工作）和两则笑话。尽管故事全文为177个词，其中有10来个生词，可以让学生通过上下文、插图以及构词法等知识猜测词义，如need, bring, hurry, on top of, fall, shopkeeper和shelf/shelves等或查阅书后的词汇表读懂全文，并回答8个问题，了解自己理解的情况。

（四）语音复习

本单元的语音部分归纳了[!+]和[#+]两个双元音的拼读规则，除第28课第1部分所给的例词外，还可补充些例词如下：

[!+] ear fear tear clear ere mere sphere

[#+] air pair stair are bare hare stare

ear bear tear ere there where

让学生在例词中找出几对同音词来：

bare hare pair stair there wear

bear hair pear stare their where

到第28课为止，英语12个单元音和8个双元单的拼读规则都出齐了，可参考本书前言第16页的表格内容进行复习。

（五）词汇复习

建议学生自己把第一-七单元的单词按照词类小结，并按字母表顺序排列，写在卡片上或小本上，随身携带，以便复习。

由于英语词义多变，习惯用语和固定搭配也较多，词汇学习给中国学生带来很多困难。本册课本中的英语词组逐渐增多，为引起学生的重视，要求他们及时归纳小结，经常复习。现将本册课本第一-七单元出现的词组列举如下。希望教师适当安排练习，帮助学生复习和运用这些词组。

be(very)good at *come over(to) have a swim

be careful *find out help…with

be hard to reach get on put on

be much better/… have a good time work hard

be quite near/…

a few this time at night

a little earlier/… next time by bike/…

a piece of next week *in the open air

quite a lot of next month on foot

kinds of all the time on that day

I'd love to. *Good idea. It doesn't matter.

Nothing much. What about…?

参考教案 Unit 7 Mainly Revision 教学步骤 Lesson 25 示例三

教学步骤 (Teaching steps)

Lesson 25

Note： This lesson revises the Present Continuous Tense and the structure： be going to…

Step 1 Revision

Revise vocabulary in the picture on SB page 17. Ask What's happening in this picture? What are the people doing? Then revise the story on SB page 19 in the same way.

Ask What's Meimei doing? What's Jim doing? Who has more apples? etc.

Step 2 Ask and answer

SB page 25, Part 1. Tell the Ss to prepare at least six questions about the picture, then let them ask and answer in pairs .

Divide the class into two groups .One student from Group A asks a student from Group B a question. If the student answers correctly, Group B wins a point. Then one student from Group B asks a Group A student a question. in the same way.

You may then ask Ss to say a few sentences about the picture.

Help them begin like this： It is a fine Sunday morning. Some farmers are working very hard .

They're picking oranges…

Step 3 Revision

Ask Ss What are you going to do next Sunday?

Get them to reply using I'm going to…

Tell the Ss to imagine that Jim and the twins are going to visit your school next Sunday.

Ask What are we going to do with them? Ask the Ss to suggest ideas： Let's go to the park.

Shall we go shopping with them? etc. Make a plan for the morning and afternoon on the Bb.

Ask about the finished plan： What are we going to do in the morning? Ss reply We're going to…

Step 4 Ask and answer

SB page 25, Part 2. Do the first one with the class as a model.

Then Ss ask and answer in pairs . Check the answers with the whole class . The answers are：1 She's carrying a basket. She's going to buy (some) food/do some shopping . 2 He's mending a truck. He's going to drive to Beijing. 3 They're cooking some food . They're going to have supper . 4 They're holding kites . They're going to fly them .

Step 5 Workbook

Wb Lesson 25, Exx. I-3.

For Ex . 1, briefly revise the third person singular form and the-ing form of verbs before the Ss begin writing. Ask some Ss to write the verbs on the Bb whilst the rest of the class are writing in their exercise books . Then check the answers with the whole class.

If time is limited, do Ex. 3 before Ex. 2. Ss ask and answer in pairs .

Ex . 2 is a written exercise . Ss may choose any subject (Wei Fang, I, They, We, etc.)for each sentence.

Homework

Finish off the Workbook exercises .

Tell the Ss to prepare a short talk about the picture on SB page 25.

参考教案 Unit 7 Mainly Revision 教学步骤 Lesson 26 示例三

Lesson 26

Note： This lesson mainly revises the Simple Present Tense and telling the time.

Step 1 Revision

1 Check the homework . Ask some Ss to talk about the picture of orange-picking on SB page 25.

2 Revise different forms of transport (SB page 6, Part 1 ) .

Ask Ss How do you usually come to school?

How many of you usually come by bus? Carry out a survey and ask Ss about their classmates and teachers, e. g. How does Mr/Mrs/Miss… come to school?

Step 2 Revision

Revise telling the time, using a clock or a picture of a clock on the Bb.

Write a local bus or train timetable on the Bb, like this:

A： ( ) 6:20 12:45 7:15

B： ( ) 7:05 1:30 8:00

B： ( ) 7:25 1:50 8:20

A： ( ) 8:10 ? ?

Use local places for A and B. Ask What time does the ,first bus leave .A? What time does it reach B? Then get the Ss to work out the time the second and third buses reach A (2:35, 9:05 ).

Ss should be able to say twenty-five minutes to three as well as two thirty-five.

Step 3 Practice

SB page 26, Part 1. Practise with the class . Then have a dictation： say the following times . Ss write them down as on a digital watch.

a quarter to two (Answer: 1:45)

ten minutes past six (6:10)

half past four (4:30)

ten minutes to ten (9:50)

Check the answers .

Step 4 Ask and answer

SB page 26, Part 2. Ss ask and answer in pairs .

Tell them to ask randomly, rather than in the order written in the book. (They should say quarter to seven rather than six forty-five .

Step 5 Workbook

Wb Lesson 26, Ex.3. Ss ask and answer in pairs . Get some Ss to report their results .

Every student should ask at least 6 questions about his/ her friend and 6 more questions about his/her friend's parents.

Step 6 Listening

Wb Lesson 26, Ex. 1. Listening Cassette Lesson 26. Let the Ss look at the sentences to be completed before playing the tape. Play the tape three times, if necessary.

Listening text:

Sam comes from the USA. He is now living in China . Every day he gets up at about half past six and has breakfast at seven o'clock . After breakfast, he says goodbye to his parents, and leaves home at half past seven. He usually walks to school . He gets there at five minutes to eight. He begins his first class at eight.

Morning classes finish at ten past twelve, and he has lunch ten minutes later, at about twenty past twelve . After lunch he plays with his friends.

Afternoon classes begin at half past one. Usually there are two lessons in the afternoon. They finish at half past three. Usually he plays games or does other things at school , and he gets home at about a quarter past five. He has supper at six, and then does his homework and watches TV. He goes to bed at about half past ten .

The answers are: 7:00, 7:55, 8:00, 12:10, 12:20, 1:30; 3:30, 5:15, 6:00, 10:30.

Step 7 Workbook

Wb Lesson 26, Ex. 2 should be done orally before it is written.

Ex . 4 is optional. Remind Ss of the use of the verb to be in their sentences .

Homework

Finish off the Workbook exercises.

参考教案 Unit 7 Mainly Revision 教学步骤 Lesson 27 示例三

Lesson 27

Note： This lesson revises Shall we ...? and be going to.

Step 1 Revision

1 Check the homework.

2 Books closed! Revise the names of animals that the Ss have learnt. Get a student who is good at drawing to draw these animals on the Bb. Ask Which is the smallest/biggest/strongest/nicest animal? Which is bigger, a tiger or a panda? etc.

3 Briefly revise comparative and superlative forms of adjectives, including more/most; better/best.

Step 2 Puzzle dialogues

Review the ways of making a suggestion： Shall we…? Let's…Why not…? and What about…?

SB page 27, Part 1. Ss work in pairs to match the dialogues . Then check the answers with the class. The answers are: 1-F, 2-E, 3-A, 4-C, 5-B, 6-D.

Step 3 Reading

SB page 27, Part 2. Say Look at the picture. What can you see?

Tell the Ss Football is very popular in China . popular/'p&pju:l+/means many people like it. Ask What kind of football are they going to play tomorrow? Let the Ss read the first dialogue to find the answer. Ask What's the Chinese for “soccer”/“American football”?

Draw two columns on the Bb. Head them Football and American football . Say Read the second half of the dialogue and find the differences between football and American football. Help the Ss to answer：

Football American football

11 players 11 players

It has a round ball. The ball looks like an egg.

Step 4 Practice

SB page 27, Part 2. Speech Cassette Lesson 27.

Play the tape. Ss listen and repeat. Get the Ss to practise the dialogue dramatically in pairs .

Step 5 Workbook

Wb Lesson 27, Exx . 1-4. For Ex . 1, do the first sentence orally as a model . Then Ss write the answers alone or in pairs . The answers are: taller, tallest; the busiest; dearer; longer, the longest; more .

Ex.2 is an oral exercise. Do it with the whole class .

Practise the questions and answers in Ex. 3 with the class, then get the Ss to ask each other Which ball game do you like best ?

Ex. 4 is optional. If there is time, let Ss read and act it in class .

Homework

Ask the Ss to go through Checkpoints 1 to 6 and make a note of any problems.

参考教案 Unit 7 Mainly Revision 教学步骤 Lesson 28 示例三`

Lesson 28

Note： This lesson revises the comparative forms of adjectives .

Step 1 Revision

Revise the dialogue in SB page 27, Part 2. Get Ss to read and act it out in pairs . Ask them questions like Is football popular in China?

How many players are there in a team? What does an American football look like ? How many players are there in an American football team ? etc.

Step 2 Word families

SB page 28, Part 1. Speech Cassette Lesson 28.

Play the tape. Ss listen and repeat. Practise the pronunciation of individual sounds and show the Ss flashcards of the words in random order for further practice.

Do Wb Lesson 28, Ex. 1. The answers are: 1 early, 2 hear.

Then do Ex. 2. Use Speech Cassette Lesson 28. Let the Ss listen , paying attention to the sound /#+/. Play the tape again and get Ss to listen and repeat. Ask some Ss to read. Correct their pronunciation if necessary.

Step 3 Stress and intonation

SB page 28, Part 2. Speech Cassette Lesson 28. Play the tape for the Ss to listen and repeat. Get the Ss to indicate the stress and intonation with gestures.

Step 4 Practice

SB page 28, Part 3. Go through the contents of the box with the class, then get the Ss to write about their best friend in their exercise books. Ask some Ss to read out their work .

Step 5 Checkpoint 7

Go through Checkpoints 1 to 6 and the grammar summary in the Appendix of the SB. Spend time on points that cause problems to the Ss. Ask them to tell you any areas of difficulty that they have.

Step 6 Workbook

Wb Lesson 28, Exx . 3 and 4.

Exx. 3 and 4 may be done orally in pairs.

Give the Ss one or two model sentences first.

Finally, go through the exercises with the whole class .

Note： Ex.4 shows that a little is usually followed by an uncountable noun while a few is followed by a countable noun.

Homework

Write down 6 sentences for Wb Ex. 4 in the exercise books.

Finish off the Workbook exercises.

Prepare for the mid-term exams.

篇15：Unit 6 Mainly Revision

Teaching Aims & Demands:

1. Vocabulary:

1) Teach the Ss the following key words and expressions:

cock; shame; coin; collect stamps/coins; shape; of the same

shape/size/weight, etc; ring; silver; collection; a collection of;

penny (pl: pence ; pennies < number of coins>);

look (a)round; mine; bank; material; possibly; hide (hid; hidden);

hand sth. in/out (to sb.); here and there (= everywhere);

date from…; cannot help doing…; be pressed with…;trade;

trade A for B with sb.; envelope; sooner or later; afford;

afford (to do) sth.; pack; packs of…; cheaply; fun [Uncountable].

2) Enable the Ss to use the following conjunctive words:

whenever; whatever; wherever; whoever.

2. Sentence Patterns: Help the Ss to understand and master the

following key sentence patterns:

1) Excuse me for ringing you so late in the evening, but I’ve

only just got home.

2) I didn’t know you wanted it.

… I didn’t think of it earlier.

3) It’s a pity/shame (that)...

4) I’ve been working so hard recently that I haven’t had any

time for collecting stamps.

5) Coins may be of different sizes, weights, shapes and of

different metals.

6) It’s common to…

7) Coins can be made of different kinds of metal mixed

together.

The largest collection ever found in England was one of…

8) It’s known that…

It’s possible that… (= Possibly, …)

9) … collect as many stamps as you can.

10) … do keep the envelope if it is...

Do join a group.

11) … stamp collecting is fun.

3. Communicative Skills:

a) Help the Ss to go over everyday English expressions

used on the phone.

b) Ask the Ss to practise using different ways of expressing

regret.

4. Reading Skills:

1) Lesson 22:

a) Ask the Ss to look through the passage and sum up the

main idea of each para;

b) Scan the passage for relevant information and do note-

taking;

2) Lesson 23: Ask the Ss to read the advice given quickly and

then do some T/F exercises.

5. Grammar Study:

1) Revise the use of “-ing” forms;

2) Revise the use of the infinitives;

3) Revise noun clauses.

Lesson 21 Dialogue

I. Free Talk:

Chat with the Ss , asking them:

1) Do you like collecting anything in your spare time?

2) What do you like collecting best?

3) Does it take you a lot of time?

4) Does it cost you a lot of money?

5) Do you think it is worth doing so? Why?

II. Warm-up Practice:

Discuss with your partner and complete the following short

dialogues in Ex. 3, page 98, WB, then act them out.

Pay special attention to different English expressions used

to make phone calls during your discussion.

III. Listening Comprehension:

(1) Now Bruce is talking to Zhou Lan on the phone. Listen to the

dialogue (twice with books closed) and then give answers to the

following questions:

1) When does Bruce call?

2) What does he ask Zhou Lan for?

3) Does Zhou Lan still have it? Why?

4) What does Zhou Lan offer to do?

(2) Ask the Ss to say a few words and describe the main idea

of the dialogue.

Bruce calls Zhou Lan late in the evening. He wants to ask her

for the cock year stamp. But Zhou Lan no longer has it now,

because she sold it last week. However, she offers to help find

one for Bruce.

IV. Practice & Production:

(1) Ask the Ss to practise the dialogue in pairs first, then ask a few

pairs to act it out;

(2) Ask the Ss to work out a similar dialogue to the one studied,

talking about buying an old coin from a friend.

V. Language Study:

1. Excuse me for ringing…, but…

e.g.:

Excuse me for breaking in, but I have some news for you.

excuse sb. for (doing) sth.

Pay attention to the “-ing” forms after the preposition “for”:

1) --- I must apologize for not letting you know ahead of time.

--- That’s all right.

2) Tony was very unhappy for not having been invited to the party.

Note: thank/praise/punish/honour/excuse sb. for (doing) sth.

2. What a pity/ shame (it is) (that…)!

It’s a pity/shame (for sb.) (not) to do…

It’s a pity/shame (that)…

e.g.:

--- I can’t afford to run this car.

--- (It’s a) Pity you didn’t think of that before you bought it.

3. shame (n.)

1) feel (no/great) shame for/at…

2) She was full of shame at her bad behaviour.

3) He turned red with shame at the teacher’s words.

4. I didn’t know you wanted it.

I didn’t think of it earlier.

I didn’t know you were interested in it.

More examples:

1) Hello! I didn’t know you were in London. How long have you been

here?

2) The pen I thought I had lost is on my desk, right under my nose.

3) --- You haven’t said a word about my new coat, Brenda.

--- I’m sorry I didn’t say anything about it sooner. I certainly

think it’s pretty on you.

5. has/have been doing… (present perfect continuous tense)

e.g.:

4) --- Hi, Tracy, you look tired.

--- I am tired. I have been painting the living room all day.

5) --- Did he say that he would attend the concert tonight?

--- No, but he has been preparing for an important

competition.

6) I have been having violin lessons every two weeks, but I think

I will make it every week from next month.

7) The woman with a red umbrella has been waiting to see you

since 10 o’clock this morning. Can you see her now?

VI. Writing:

Ask the Ss to read the dialogue in Ex. 2 on page 98, WB, then

work out a telephone message for Mike.

VII. Consolidation:

(1) Ask the Ss to recall the dialogue in this lesson, and act it out in groups;

(2) Then ask them to complete the short dialogue between Zhou Lan and her father in Ex. 1, p. 98, WB.

VIII. Homework:

1) Read the dialogue and try to recite it;

2) Revise the grammar items after class and prepare Part 5,

Practice on page 33, SB.

Lesson 22 Coins

I. Revision:

(1) Revise key sentences learnt in the dialogue in Lesson 21;

(2) Ask a few pairs of Ss to act out the dialogue in class to see if

they have gone over their lessons after class.

II. Free Talk

(1) Chat with the Ss and ask them the following questions:

1) Are you interested in collecting coins?

2) What can coins be made of?

(gold, silver, copper, nickel, gold mixed with silver, etc.)

3) What can we learn from coins?

(country, value, date/year when they are made, etc.)

4) In what country were coins first used? (In China.)

5) Were coins easy to carry?

6) What kind of money did people prefer to use later?

7) What country was the first to use paper money?

(China was the first country to use paper money. Paper

money was already in use when Marco Polo visited the

country in the 13th century. The first type of paper money

appeared in Sichuan in the Song Dynasty. It was called

“jiaozi”.)

8) Are coins still in use today? (Yes, but mainly as fractional

currency.)

9) Does paper money last long? What material do you suggest

money be made of to make it light and easy to carry and last

long? (No. Maybe money can be made of plastics. Plastic

money is already in wide use in a number of countries.)

(2) Ask the Ss to look at the coins on colour page 2 and ask them:

1) Where are they made and used?

2) What are their values?

(3) Ask the Ss to look at the coins on page 32 and ask them:

1) Where were they used in history?

2) What were they made of?

III. Reading Comprehension:

(1) Ask the Ss to read the passage quickly, then sum up the main

idea of each paragraph:

Para 1: Coins were first used in China.

Para 2: Coins may be of different sizes, weights, shapes and

designs.

Para 3: What can coins be made of?

Para 4: Sometimes people discovered collections of coins that

had been buried. (Two examples are given.)

Para 5: Collections of coins discovered sometimes tell a story

that has been forgotten. (One example is given.)

(2) Read quickly for details:

a) Earliest coins in China:

bei money (from 3000 years ago)

another type of coin with holes in it (from 221 BC

until 1916)

b) Designs & information on the coin:

head of a famous person (kings, queens, presidents, etc.)

animals like the panda

name of the country

value of the coin

date/year of the coin

c) Materials ever used for money:

seashells, rings, bamboo sticks, wood, pieces of cloth, etc.

d) Metal coins are made of:

different kinds of metal mixed together, like gold mixed

with silver

pure gold

silver, etc.

e) Collections of coins ever discovered:

England: in 1978; 54,951 coins; dating from 260 to 275 AD

England: 200,000 silver pennies; over 600 years old

Northern Australia: in1978; 32,000 Chinese metal coins;

between the 7th century and the 1870s

(3) Now ask the Ss to retell the main idea of the passage with the

help of the details above;

(4) Oral work: Ask the Ss to ask each other questions on the

passage (Ex. I, page 99, WB).

IV. Language Difficulties:

1. be of different sizes/weights/shapes/designs, etc.

be (of) the same size/weight/shape/age/colour/ design/kind, etc.

be of (no/little/much/great) interest/use/value/help, etc.

a place of (great) interest

1) Revise: We don’t think there’s anything of interest in your

pictures.

2) You’ll find this map of great value/use in helping you to get

round London.

2. -ed participles as attributes:

1) No computer so far built can have the same ability as human

brains.

2) Don’t use words, expressions, or phrases known only to people

with specific knowledge.

3) Prices of daily goods bought through a computer can be lower

than store prices.

4) The computer center, opened last year, is very popular among

the students in this school.

5) Most of the artists invited to the party were from South

America.

6) The first textbooks written for teaching English as a foreign

language came out in the 16th century.

7) The Olympic Games, first played in 776 BC, didn’t include

women players until 1912.

8) Harvard University, founded in 1636, is one of the most

famous universities in the United States.

(The teacher had better choose from sentences above and give a

couple of examples to the Ss.)

3. Ask the Ss to pay attention to the following patterns:

It’s (im)possible/certain/ clear/(well) known that…

It’s important/necessary that… (should)…

It’s not certain/uncertain/not known/unknown wh-…, etc.

It’s possible that one of them kept a kind of bank… =

Possibly(,) one of them kept a kind of bank…

4. keep a kind of bank= run or manage a certain bank

5. one/two/some/many/(a) few/several/no/any/all such… …

V. Consolidation:

Ask the Ss to do Ex. 2 on page 99, WB.

VI. Grammar Study:

(1) Ask the Ss to pay special attention to the following few points:

1) … want/need doing(= to be done)

2) … be worth doing

3) cannot help crying/laughing/wondering, etc.

4) “–ing” forms as subjects

Walking is a good form of exercise for both young and old.

Once your business becomes international, flying constantly

will be part of your life.

I think creating a good image is pretty important for us all.

Being exposed to sunlight for too much time will do harm to

one’s skin.

5) Note the use of the formal subject “it” in sentences like:

It’s surprising/common/necessary to do…

It’s hard/easy/difficult/possible to do…

It’s good manners/bad manners to do…

It’s great fun/the custom/a pleasure/an honour/ to do…

It takes (sb.) some time to do…

It costs (sb.) some money to do…

(2) Ask the Ss to do the grammar practice on page 33 in SB.

VII. Grammar Consolidation:

(1) Ex. 3, page 99, WB;

(2) Ex. 4, page 99, WB.

VIII. Homework:

(1) Ask the Ss to read the passage aloud after class and get ready

to retell its main idea;

(2) Tell the Ss to go over the grammar study and prepare Ex. 2 on

page 100, WB;

(3) Prepare the next lesson and have a discussion with your

partner about the questions on page 34, SB.

(Note:

whenever possible/necessary= whenever (it is) possible/necessary

Come for a cup of tea whenever (it is) convenient (to you).

He is always ready to help others. You can go to him for help

whenever you’re in trouble.)

Lesson 23 Collecting Stamps

I. Revision:

(1) Revise useful words and phrases studied in Lesson 22:

shape; collection; bury; penny; hide(hid; hidden); possibly;

material; silver;

be of different sizes/weight/designs; be pressed with;

be mixed with…; a collection of…; date from…; look round;

hand out/in; here and there(= everywhere)

(2) Ask the Ss to say the following sentences in English:

1) Coins may be of different sizes, weights, shapes, and of

different metals.

2) It’s common to have the head of a famous person on one

side.

3) It’s known that thousands of Chinese worked in the gold

mines in the late 19th century.

4) It’s possible that one of them kept a kind of bank where

the workers could keep their money safe.

5) Possibly this man died without anyone knowing where the

coins were hidden.

6) Your jacket needs washing, I’m afraid.

7) We couldn’t help laughing when we heard such a joke.

8) We must practise speaking English whenever possible.

(3) Check the written homework assigned last time

(Ex. 2, page 100, WB.)

II. Free Talk:

Ask the Ss:

1) Do you like collecting stamps?

2) What kind of stamps do you like to collect?

3) Have you got a collection of stamps of the twelve birth

animals?

4) Do you collect “first-day envelopes”? Why?

5) Do you often trade stamps with others?

6) Why do you like collecting stamps?

7) Discuss: What should we pay attention to if we start to

collect stamps?

III. Reading Comprehension:

(1) Read the advice given quickly and then decide whether the

following statements are true or false:

1) When you begin to collect stamps, you should keep only the

valuable ones.

2) You’d better throw away the stamps that you don’t want.

3) It’s best to keep first-day envelopes because they may be

interesting and valuable.

4) Joining a stamp-collecting club will help you improve your

collection.

5) Used stamps cost a lot more than old unused stamps.

6) People collect stamps only because they can make a lot of

money from their collections.

Keys: True statements: 3); 4)

False statements: 1); 2); 5); 6)

(2) Ask the Ss to look through the passage and find answers to

the questions below:

1) Why should we collect as many stamps as possible at the

beginning?

2) What envelopes are worth keeping?

3) Where can we go if we want to get some used stamps cheaply?

4) What’s the good of joining a stamp-collecting group?

5) What can we get out of our collections of stamps?

(3) Ask the Ss to do the discussion practice on page 34, WB in

pairs, then ask a few students to give their opinions.

IV. Language Difficulties:

1. … as many + Nouns [pl.] + as…

… as much + (Nouns [uncountable]) + as…

1) You need to collect as much information as you can before

get down to writing on a topic.

2) A TV set of this kind costs as much as 80,000 dollars.

3) The company has produced twice as many computers as it

did last year.

2. trade sth. for sth. else (with sb.)

3. …do/does/did + pred. verbs

Do + imperative sentences. (Ways of emphasizing predicates)

1) An awful (or: A terrible) accident did, however, occur (or:

happen) the other day.

2) --- I’m afraid you might have got drunk at that party.

--- I almost did (get drunk).

3) He did go to the railway station to meet us, but he didn’t

recognize us.

4) I do hope you (will) have a merry Christmas.

5) Do let your mother know all the truth. She appears to have

been told everything.

4. whatever

1) It is generally considered unwise to give a child whatever he

or she wants.

2) These flowers are so special that I would do whatever I can

to save them.

3) Do what you think is right whatever others (may) say.

(=… … no matter what others say.)

Revise the uses of “whoever”, “wherever”, and “whenever”.

5. afford (to do) something

(occasionally: afford doing…)

can/could/be able to afford…

1) The Browns were so poor that they couldn’t afford to send

their son to college.

2) He is so busy these days that he can hardly afford the time

to go on holiday.

3) Doing part-time jobs affords us useful experience.

6. pick sth. up: find/gain/get… by chance

1) I picked up this old geography book at a secondhand bookstore

at a very low price.

2) Yesterday I went to the winter sales and picked up this

sweater at a sales price.

3) … gold can be picked up by washing sand in a pan of water.

Revise other uses of the expression.

V. Reading Practice:

Ask the Ss to do Ex. I, on page 100, WB.

Note:

1) sort… out

2) What a lot of…!

3) be of great value

4) The older (the stamps are), the more valuable (they will be).

VI. Grammar Revision:

(1) Revise noun clauses:

Ask the Ss to do Part 3 on page 35, SB.

Note:

1) The fact remains that many workers cannot afford (to buy)

flats of their own. (Appositive clause)

2) Suzhou is no longer what it used to be.

(2) Revise the uses of infinitives:

Ask the Ss to do Part 4, on page 35, SB.

Help the Ss to list out verbs that should take infinitives as

objects, rather than gerunds, like:

hope/decide/promise/pretend/offer/refuse/manage/fail/would

like/would prefer/wish/agree, etc

VII. Vocabulary Revision (Word Formation):

1) 5 Word formation (page 35, SB.)

2) Ex. 3, page 100, WB

3) Revise some frequently used prefixes and suffixes.

VIII. Homework:

(1) Read the passage aloud after class to get a better

understanding;

(2) Go over checkpoints from Unit 1 to Unit 5;

Prepare Ex. 3 on page 102, WB.