Lesson 53-（通用17篇）

Lesson 53- 篇1

　　Step 1 Revision

　　Books closed! Revise the story in SB page 15, Part 1. Ask the questions in SB page 15, Part 2.

　　Step 2 Word families

　　SB page 16, Part 1. Speech Cassette .

　　Practise the pronunciation of these words. Pay special attention to the/u/ sound: make sure the Ss do not prolong it. Use flashcards to practise the words in the usual way. /(+/is a new sound. (See Appendix Ⅱ in TB1.)

　　Wb , Ex. 1. The answers are： good, book, Who, Sue.

　　Ask the Ss to distinguish/u/from/u:/when reading what Polly says.

　　Step 3 Stress and intonation

　　SB page 16, Part 2. Speech Cassette .

　　Get the Ss to show the stress and intonation with gestures as they say these sentences.

　　Step 4 Presentation

　　Ask a student of his/her plans for one day next week. Get other Ss to ask questions about other days. Then ask e. g. Can he/she go shopping on Tuesday? Help the Ss to reply No, he/she can't.

　　He's/She's going to play basketball.

　　Pairwork：Ss write down their plans for next week, then ask their partner Can you go shopping on Friday? etc.

　　Step 5 Ask and answer

　　Wb , Ex. 2. Ss ask two friends about their plans for next week. Get some Ss to report their answers.

　　Step 6 Checkpoint 4

　　Go through the be going to sentences and the adjective forms in Checkpoint 4. Explain any difficulties that the Ss raise. Review the expressions in Checkpoint 4(See page 17 of the TB.)

　　Step 7 Test

　　Write this dialogue on the Bb and get the Ss to copy it and fill in the blanks.

　　Lin Tao：We're going to play football tomorrow.

　　Sam：Great! ____?

　　Lin Tao：Sure! You're welcome!

　　Sam：____?

　　Lin Tao：We're going to play at two o'clock.

　　Sam：I see. ____?

　　Lin Tao：We're going to meet outside the park gate.

　　Sam： All right! See you tomorrow!

　　Lin Tao： ____!

　　Suggested answers：1 Can/May I come?

　　2 What time are you going to play?

　　3 Where are you going to meet? 4 See you then. /Goodbye.

　　Step 8 Writing

　　Wb , Ex. 3 may be done orally. Then get the Ss to fill in the blanks with suitable answers.

　　Homework

　　Finish off the Wokbook exercises.

　　Learn the contents of Checkpoint 4.

　　Write down the complete dialogue in Wb Ex. 3 in the exercise books.

Lesson 53- 篇2

　　Properties: Recorder, Overhead Projector, Pictures.

　　Teaching Objectives:

　　1. Listening Practice.

　　2. Learn some useful words and expressions.

　　Language focus:

　　be asleep, be busy with something/ be busy doing something, is if, break in two, at sea, shout to/ at. . . ,grab. . . ,in one's mouth, at least

　　Teaching Procedures:

　　I. Showing the teaching aims

　　II. Revision

　　Check homework first, practise some sentences using the Infinitive and ask some students to make up a dialogue.

　　III. Listening

　　Tell the students that there is something wrong with somebody in the listening; the doctor gives him diagnosis Prescription and some other suggestions. Listen to the text then do Exercise I in the workbook, read through the questions, play the tape again and find the answers, finally, check the answers with the whole class.

　　IV. Presentation

　　Tell the students today we are going to read a story about how the dog saves the baby .First the students read the text quickly, and find out what happened in the text. Then read the passage carefully, answer right or wrong. Correct the wrong statements.

　　V. Reading aloud

　　Play the tape for the students to listen and repeat. Explain some language points.

　　1. be busy with / be busy doing

　　I am busy with my homework.

　　I am busy doing my homework.

　　2. as if She felt as if she was in a storm.

　　Get the students to do Exercise 3 in the workbook.

　　VI. Practice

　　Ask the students to read the proverbs below and understand the meanings of them, suggested infinitives to make your own proverbs.

　　VII. Write

　　Workbook Exercise 4. Write a report about what your parents do. First give the students an example, then ask them to do it.

　　VIII. Checkpoint

　　Go through Checkpoint 15. Explain something if necessary. Spend some time on the useful expressions.

　　IX. Workbook

　　Ask the students to do Exercises 4 and 5. Pay attention lo the use of the Infinitive

　　X. Summary

　　Exercise in class

　　Complete the following sentences.

　　1. The animals can't find____________________(足夠吃的食物).

　　2.You need ____________________(一些喝的) , don’t you?

　　3. Li Lei has got___________________. （一些有趣的事要告訴我的）

　　4. Ifs very important ____________________ (好好休息) .

　　5.____________________(做早操)is very important every day.

　　6.Ifs good____________________(多喝水).

　　7.You’d better (吃些藥)

　　XI. Homework

　　1. Revise the contents of the whole unit.

　　2. Retell the story.

　　3. Finish the exercises in the workbook.

Lesson 53- 篇3

　　Step 1 Revision

　　Teach eighth in the same way as seventh. (But only one t in eighth!)

　　Ask a student What time do you usually get up?

　　Write the answer on the Bb. Get other Ss to ask the student questions in the same way： What time do you usually have supper? What do you usually do on Sunday? etc. Ask the class about this student: What time does he/she usually have supper? etc. Then get the Ss to ask and answer in pairs. Get some pairs to report their answers.

　　Step 2 Word families

　　SB page 8, Part 1. Speech Cassette . Get the Ss to listen and repeat. Practise the individual sounds first，then practise the words randomly by showing the Ss a flashcard and ask them to pronounce the word written on it. Make sure that the Ss stress words of two or three syllables correctly (do extra practice if necessary). Draw the Ss' attention to the pronunciation of the letters. In the second group the letters are all pronounced/+/in unstressed syllables.

　　Do Wb , Ex. I The answers are： bread, night, Chinese, only.

　　Step 3 Practice

　　SB page 8, Part 2. Tell the Ss to look at the diagram. Ask How many students are there in the class? (48) . Get an oral answer. Then ask How many students usually come to school on foot? etc. Get individual Ss to ask more questions. Check the answers. The answers are: 24 students come on foot, 12 by bike, 8 by bus and 4 by car.

　　Step 4 Practice

　　Revise the results of the survey in Lesson 7.

　　Get the Ss to work in pairs to produce a diagram showing the results. Ask a pair to draw it on the Bb.

　　Step 5 Checkpoint 2

　　Go through Checkpoint 2. Reteach any points that are necessary and ask the Ss to tell you of any problems they have. Revise the forms of the Present Simple Tense and use drills where appropriate.

　　Step 6 Test

　　Dictate this short passage and get the Ss to use the correct word where there is a blank(____). Show the Ss where the blanks are by using a gesture. If you think this is too difficult, dictate the whole passage without leaving any blanks. Please see the Foreword, page 10, as how to give a dictation.

　　I usually* come____ school *____ bike，* but today* I'm____ foot. *My____ is broken. *It doesn't matter. * I like walking. * It's a fine day *____ a walk! * The air is nice* ____clean. (Answers： to, by, on, bike, for, and）

　　Step 7 Workbook

　　Wb , E. 2-4.

　　Ex.2 helps the Ss practise /i:/and/i/. Teach the word seat before you ask the Ss to read the dialogue in pairs. Play Speech Cassette Lesson8 and get the Ss to listen, and then listen and repeat. Ask Ss to read the dialogue in pairs, paying attention to/i:/and/i/.

　　For Ex. 3, read through the questions before the Ss ask and answer in pairs. Get some pairs to report their answers.

　　Ex.4 practises the question form of the Present Simple Tense. Do the first one orally, then get the Ss to write their answers.

　　Cheek the answers orally.

　　The answers are: 1 What time do you leave home in the morning? 2 Where does Lucy come from? 3 How many lessons do they have on

　　Monday？4 How much rice do you want?

　　Homework

　　Finish off the Workbook exercises.

　　Learn the contents of Checkpoint 2.

Lesson 53- 篇4

　　Note： The aim of Part 1 -Word families is to revise spelling rules as well as English sounds and transcriptions .

　　Step 1 Revision

　　Revise the Present Continuous Tense by miming an action. Get the Ss to guess what you are doing： You're flying a kite! You're riding a bike! etc.

　　Ask some Ss to come and mime other actions for the class to guess .

　　Step 2 Word families

　　Write on the board： Lesson Four, the fourth lesson.

　　SB page 4, Part 1. Speech Cassette . Ss listen and repeat. Note that the letters at the top of each list show the different spellings that are used for each sound. Practise these sounds individually before practising the whole words.

　　Show the Ss a flashcard and ask them to pronounce the word written on it.

　　Do Wb Ex. 1. The answers are： short, thank, young, love.

　　Step 3 Presentation

　　Get the class to count quickly from 1 to 100, pointing to individual Ss at random and asking them to give the next number in sequence.

　　Ask questions about the class： How many girls/boys are there in this class? How many Young Pioneers are there? How many students like basketball/ swimming/flying kites? etc.

　　Step 4 Practice

　　SB page 4, Part 2. Read through the table with the Ss and ask some questions about it. Then Ss ask and answer in pairs, making up their own questions.

　　Step 5 Checkpoint 1

　　Discuss the Grammar section in Checkpoint 1 with the Ss, drilling, giving examples and explaining difficult points when necessary.

　　Practise the pronunciation of the “useful expressions” and give examples of their use.

　　Step 6 Test

　　Give the Ss a short dictation test：

　　At school, * all the students* are working hard* today. *Lucy and Lily* are cleaning the classroom. *Jim is carrying* some books* in a big box. *Li Lei is putting* his ruler and eraser* in his pencil-box. *What about Polly? * Oh, *Polly is sleeping!

　　Write the English names： Lucy, Lily, Jim, Polly on the Bb if your Ss find it hard to spell them.

　　Step 7 Workbook

　　Wb , E. 2-4.

　　Ex. 2 may be done orally first, and then in writing. Check the answers.

　　For Ex. 3, get the Ss to fill in the blanks with appropriate words.

　　Ex. 4 is optional. Read through the dialogue with the Ss. The Ss practise it in pairs. Get some pairs to act it out.

　　Homework

　　Finish off the Workbook exercises.

　　Get Ss to do Ex. 2 in their exercise books.

Lesson 53- 篇5

　　Step 1 Revision

　　Write up on the board： Lesson Ten, the____ lesson. Get a student to write in the missing word. Check the homework.

　　Revise the comparative forms in Lesson 9. Get the Ss to compare objects using the comparative forms of adjectives they know.

　　Step 2 Presentation

　　Review the story in Lesson 9. Ask Where are the twins going? What food is there to eat? What day is it?

　　Show the Ss some pictures of food(or bring the real thing if possible). Ask What's this in English?

　　Teach hungry with a gesture. Ask Ss Are you hungry? Help them to answer Yes, a little/very! Then ask What would you like to eat? Get them to say I'd like a/some/one o those….

　　You may bring peanuts or walnuts into class to teach the word nut.

　　Step 3 Reading

　　SB page 10, Part 1. Ask What does Lucy have to eat? Lei the Ss read the dialogue silently to find the answer. Let them guess the meaning of round and Have one! (=Eat a mooncake!)

　　Speech Cassette . Play the tape for the Ss to listen and repeat, then practise the dialogue in pairs.

　　Get some pairs to act it out, with appropriate gestures and actions.

　　Step 4 Presentation

　　Ask three Ss to come to the front： they should all be quite tall. Say A is tall. B is taller than A. C is the tallest of all. Say it again; the Ss listen and repeat. Point out the use of the and of all in the tallest of them all. Ask three other Ss (D, E and F) to come to the front and teach short/shorter than/the shortest of all in the same way.

　　Use objects to give other examples for comparison.

　　Step 5 Drill

　　Get the six “tall”and“short”Ss to stand at the front of the class. Call out their names as a drilling cue:

　　T：B

　　Ss：B is taller than A.

　　T：C

　　Ss：C is the tallest of all.

　　T：D

　　Ss：D is short. etc.

　　Step 6 Read and learn

　　SB page 10, Part 2. Speech Cassette .Play the tape. Ss listen and repeat. Allow the Ss a minute or two to learn the sentences, then say Books closed! Tell me about Jim's box/cake, etc. Ss must say Jim's box/cake is the heaviest/biggest of all.

　　Step 7 Read and act

　　SB page 10, Part 3. Speech Cassette .

　　Books closed! Ask Which mooncake is the nicest of all? The Ss listen to the tape to find the answer. Books open! Read. through the dialogue with the Ss. See if they can guess the meaning of delicious. Explain that people say Mmm! when they see or hear about delicious food. Let them practise in pairs. Then ask Whick mooncakes do you like? Help them answer I like mooncakes with nuts/an egg.

　　Step 8 Workbook

　　Wb , E.1, 2 and 3. Do these exercises orally in class. Get Ss to act out their dialogues in Ex. 2.

　　Ex. 3 is optional. If time permits, get the Ss to read the dialogue in pairs and act it out.

　　Homework

　　Do Wb , E. 1 and 2. Learn the words in Ex. 1 and write out a dialogue for Ex. 2.

Lesson 53- 篇6

　　lesson 34class opening1.       greeting.remember to greet your students with phrases they have learned.2.       duty report.3.       act out the dialogue in lesson 33.4.       sing “find a friend”.what would you like for breakfast/lunch/supper?i would like      .mine, yours.step1: presentationshow some pictures.teacher: what’s this? it’s a stove. we cook on the stove.look at this picture. it’s a refrigerator/sink.step 2: drillteacher: stove.students: stove.teacher: this is the stove.students: this is the stove.teacher: refrigerator.students: this is the refrigerator.step3: presentation1.       draw a big clock on the blackboard.teacher: (point to the clock.) what time is it now? students: it’s seven o’clock.teacher: right. it’s seven in the morning. it’s time for breakfast. i would like some bread and eggs for breakfast. what would you like for breakfast?student1: i would like some eggs, toast and jam.teacher: what would you like? (to student2)student2: i would like 2.talk with a volunteer about mine and yours as follows: teacher: (hold up your pencil.) this is my pencil.this pencil is mine. it’s mine.where is your pencil? (to the volunteer)volunteer: (hold up his/her pencil.) teacher: (point to your pencil.) this is my pencil.that is your pencil. this is mine, that is yours.step4: practice.1.       drill1)teacher: i would like some eggs. what would you like?student1: i would like some bread. what would you like?student2: i would like some bread. what would you like?student3: i would like some juice. what would you like?2) teacher: (to a) this is mine. that is yours.student a: (to b)this is mine. that is yours.student b: (to c) this is mine. that is yours.2.       books closed! ask this question: what would li ming like? play the audiotape.3.        check the answer.4.       play the audiotape again as the students follow along in their student books.5.       students listen and repeat.6.       get some students to act out the dialogue.7.       make up a similar dialogue then act it out in front of the class.class closing1.       finish off the activity book.2.       practice the dialogue in this lesson.

Lesson 53- 篇7

　　Properties: Recorder, Overhead Projector

　　Teaching Objectives: Learn Grammar: The Past Perfect Tense.

　　Language focus:

　　1. Grammar: the Past Perfect Tense

　　2. so . . . that, so that . . .

　　Teaching Procedures:

　　I. Showing the teaching aims.

　　II. Revision

　　Ask the students to read the text, then get several students to retell the story.

　　III. Presentation

　　Look at the picture and say;

　　1. Miyoko bought a camera so that she could take pictures in Beijing.

　　2. Tom got up early so that he could catch the early bus. Ask the students to pay attention to the structure. Let the students make up some sentences with so that....

　　IV. Practice

　　Do Exercise 1. Read through the sentences with the students - Pay attention to the phrases: go over, make mistakes, get wet in the rain.

　　V. Presentation

　　Make up some examples: 1.I am so angry that I can’t say a word. 2. The teacher spoke so fast that we couldn’t understand him. 3. The question is so difficult that nobody in our class can answer it. 4. The car cost so much that she didn’t buy it. 5. The box is so difficult that he can’t carry it. Ask the students to pay attention to the structure. So + adj./ adv. + that + . . . Let them make up some sentences with it.

　　VI. Practice

　　Look at Exercise 2. Read through the words in the box, make up an example, and let the students make up more sentences with each other. Then collect the sentences from the students. Pay attention to the followings; let the students understand them,

　　It took me an hour to do my homework.

　　I spent an hour in doing my homework. (on my homework. )

　　I paid five yuan for the book.

　　The book cost me five yuan.

　　Discuss the Simple Past forms of cost/ hit / hurt/ let / cut/ put. Listen to the sentence

　　1. Miyoko had searched the internet for two hours when she found an ad for the camera.

　　2. Miyoko had bought a pair of leather tennis shoes before she went to Beijing.

　　The Past Perfect Tense is used here .Its structure is had + Past Participle

　　e.g. 1. He had left before his wife came back.

　　2. I remembered that Peter had already got a driving license.

　　Let the students have the clear concept first. Then Do Exercise 3. Look and say. Ask the students to talk about each picture with their partner.

　　VII. Workbook

　　Do Exercise 1. Let the students write down the answers: 1. had stopped 2. had heard 3. had gone 4. had begun 5. hurried, had gone

　　Do Exercise 2 in class. The answers are: broke, happened, locked, left, came, had broken, had forgotten, left, leave, had happened, Have, lust, lost

　　IX. Homework

　　1. Make up six sentences using “so that” “so…that”.

　　2. Finish Exercise 3 in the workbook.

　　3. Write three important changes that had taken place in your hometown by the end of last year.

Lesson 53- 篇8

　　c

　　教學目的

　�。�1）掌握重點單詞和詞組：at the end of ,gave a concert , more than

　　（2）熟練掌握一般過去時的用法

　　（3）能回答課文的問題并能根據上下文判斷單詞的意思。

　　教具

　　教學磁帶，圖片和卡片。

　　教學過程 

　　Step 1 Revision.

　　（1）Dictation:要求學生寫出下列單詞的過去式：give, enjoy, jump, fall, break, sing, learn,

　�。�2）教師指導學生比較一般現在時和一般過去時的區別。

　　Past Now

　　主語+動詞過去式 主語+動詞原形（當主語為第三人稱單數動詞詞尾加s）

　�。�3）Ask the Ss to say something about the Swedish band “Yesterday” they knew about from the last lesson, so as to lead to today’s topic.

　　Step 2 Leading - in

　　T: Last time, we know a Swedish band “Yesterday” is visiting China and is going to give a concert in Kunming. In today’s lesson, let’s go to their concert and find out what happened.

　　Discuss the following question in small group.

　　A. Do you like music?

　　B. Which band does you like best?

　　C. Why do you like it?

　　Step 3 Presentation

　　1. Look at the picture and describe what the concert is like. Do you think it’s a successful concert?

　　2. Have you ever been to a concert? Can you describe one that gave you very deep impression?

　　3. Answer the questions according to what one heard.

　　When and where did the Swedish rock band give their concert?

　　How many people were at the concert?

　　Why were there so many people?

　　Were there many old people there? Why not?

　　How many singers were there at the start of the concert?

　　What happened in the middle of the concert?

　　Did the concert go on after Max left?

　　What did Erik do at the end of the concert?

　　How did he learn the Chinese song?

　　Did Elsa sing a song in Chinese?

　　4. Open the books and ask the Ss to go over the passage slowly by themselves after understanding the general idea of the passage.

　　5. Explain

　　(1) more than less than

　　eg. There’re more than 100 teachers in our school.

　　(2) fall (fell) down

　　eg. Babies often fall down when they are learning to walk.

　　(3) go on =continue

　　eg. Go on trying and you II succeed.

　　Let’s go on to discuss the next project.

　　I’m sorry to interrupt you. Please go on with your speech.

　　(4) at the end of at the start/beginning of

　　eg. At the start of the new term, I made many plans, but I found few were done at the end at the term.

　　6. 最后教師讓學生根據課文填寫此表

　　Time

　　Last night

　　Place

　　Kumnming

　　Process

　　Beginning

　　More than five thousand people were there

　　In the middle

　　Max had an accident. He broke

　　his leg. But they went on.

　　In the end

　　Erik sang a song In Chinese

　　7. Retell the passage.

　　Step 4 Exercise in class

　　1 the night of April 21, the 2 rock band “Yesterday” 3 a concert in Kunming. More than 5000 people were at the concert and 4 of them were young people.

　　5 the concert an accident happened. The Max 6 and 7 his leg. He was taken to hospital. The other two singers 8 the concert. Eriks even 9 a Chinese song, because he likes 10 Chinese songs.

　　1. A. on B. at C. in

　　2. A. Sweden B. Swedish C. Swiss

　　3. A. gives B. given C. gave

　　4. A. many B. plenty C. most

　　5. A. At B. At the end of C. In the middle of

　　6. A. fell down B. fell off C. fell over

　　7. A. broken B. broke C. breaks

　　8. A. went on B. went on to C. went on with

　　9. A. sang B. sings C. song

　　10. A. listen B. listening to C. hearing

　　Key: 1.A 2.B 3.C 4.C 5.C 6.A 7.B 8.C 9.A 10.B

　　Step 5 Summary

　　學生自己總結課文的重點詞組和課文內容

　　Step 6 Homework

　　1. Retell the passage

　　2.Wb. Exercise

　　3.學生寫一篇日記記述一次表演。

　　Step 7 The design of the blackboard

　　‘Yesterday’ in Concert!

　　give a concert fall down

　　more than five thousand people go on

　　have an accident at the end of …

　　jump up and down try to learn Chinese

　　be careless at the start of …

Lesson 53- 篇9

　　教學目的:

　　1.使學生熟練掌握形容詞比較級和最高級的用法，能根據具體情景用形容詞比較級和最高級行對話

　　2.使學生掌握本課所授重點單詞和詞組twelfth， turkey， celebrate，harvest

　　3.進一步培養學生對英語的語調和重讀的語感

　　4.熟練對話，總結歸納感恩節和中秋節的異同

　　教學教具：Pictures and real objects

　　教學過程 ：

　　Step 1 Revision

　　1）做下列填空練習。

　　A: I have two brothers. Xiao ping is ____（young）.

　　B: I am ____（young）than him.

　　A: Xiao ke is the____（young）of three.

　　2）學生三人一組討論誰的鉛筆長。

　　3）讓學生根據第十課總結中秋節習俗的表格編成幾句話。做一個講演。

　　Step 2 Presentation

　　1. Spelling and pronunciation .

　　通過投影出示單詞，教師領讀單詞。學生比較發音，總結發音規律。

　　2. Stress and intonation

　　學生聽錄音然后跟讀，讀時可以在重音處擊掌。引導學生體會。

　　3. Listen

　　第一遍泛聽，知大意。第二遍分段聽,填出所確缺的單詞。第三遍檢查答案。

　　4. Read and act.

　�。�1）教師導入  新課we have reviewed the mid-autumn day just now. Today we are going to learn a American holiday: Thanksgiving.

　　（2）聽第一遍錄音，判斷Ture or Flase.:

　　1) They eat chicken on thanksgiving

　　2) Only American have thanksgiving.

　�。�3）聽錄音跟讀兩遍對話。找出生詞和不懂的地方。

　�。�4）教師解釋重點和難點和生詞。

　�。�5）Practise the dialogue in pairs

　�。�6）Role-play

　�。�7）教師可以在學生將對話練習熟練后，總結有關感恩節的有關習俗并和第十課的表相比較。然后讓學生根據表格編寫一段文字介紹這兩個節日。

　　Holiday

　　Mid –autumn-day

　　Thanks giving

　　Date

　　In September or October

　　Autumn

　　Special food

　　Moon cake

　　Turkey, pumpkin

　　Activities

　　Get together, have dinner, talk about the family and tell the story about Chang'e

　　Get together, have a big dinner to celebrate the harvest

　　Step 3 Practice

　　1.Write

　　Students write out several groups of sentences to compare things, then read them to their partners and correct each other’s mistakes. (Call a student to write on the blackboard so that teacher can correct their common mistakes.)

　　2.Talk about the pictures

　　Students use comparatives and superlatives to talk about the pictures in small groups, call one group to say it to the class. Then they may say anything about the pictures, even to make stories. Teacher write out some words of the things in the Picture “calendar, feast, candle, firework, wine, plant,” etc.

　　教師可選擇在課后讓學生自己來完成此部分內容。

　　Step 4 Summary 學生自己總結。

　　Step 5 Homework

　　1.抄寫課文和對話。

　　2.To write out a short story according to one of the pictures.

　　板書設計 :

　　1.words and phrase

　　Lesson twelve

　　Structures；

　�。�1）形容詞比較級+than.

　�。�2）The +形容詞最高級+in, of

　　Table

Lesson 53- 篇10

　　教學目的

　　掌握英文字母A－G的正確拼讀及書寫。同時聽懂并學會運用一些簡單的日常用語。

　　教學內容

　　1.字母 A～G。

　　2.句型：初步理解以下句型：1）What’s your name？ 2）My name is…

　　3.日常交際用語：打招呼用語（Greetings）：1）Hello！ 2）Good morning. 3）Nice to meet you！

　　教具

　　錄音機；姓名卡片一張（上面寫著教師自己姓名的漢語拼音）；字母卡片A～G（含大、小寫）；字母組合卡片（Part 3）；劃有四線格的小黑板（為教字母的書寫準備）。

　　重難點

　　掌握A，B，C，E，D，F，G的讀音、書寫；運用簡單的問候語進行日常交際活動。

　　課堂教學設計

　　Step 1 Presentation (10 mins)

　　1.教師用英語說：Now class begins.然后借助手勢讓學生起立，用英語向學生問好。

　　T：Good morning，class！

　　S：Good morning，teacher！

　　然后用英語說：Sit down，please.并同時做出請學生坐下的手勢。

　　教師向學生解釋 Good morning的意思，并告訴學生下午好應說“Good afternoon”。用手勢介紹teacher和class這兩個詞，然后要全班用相同的語句來應答。

　　T：Good morning，class！

　　Ss：Good morning，teacher！

　　T：Good afternoon，class!

　　Ss：Good afternoon，teacher！

　　反復訓練幾次，直到學生練熟為止。教師可以反復重復：Stand up.及Sit down，please.等用語，讓學生們做出相應的動作，直到確信學生已經能聽懂為止。

　　2.教師告訴全班學生：We’re going to learn Lesson One today.并用中文（今天我們學習第1課）重說一遍，讓學生聽懂即可，并板書Lesson One在黑板上。教師拿出事先準備好的寫有自己姓名的漢語拼音卡片，指著自己，對學生說：My name is.

　　重復幾遍后，問一位學生：What’s your name？ 如果學生仍不明白，可反復借助手勢，引導學生答出他/她的名字。

　　3.播放對話演示錄像（見媒體素材視頻類：對話演示 part 1）

　　4.讓學生看Lesson One中的兩張圖，教師可對圖中人物及對話做些解釋，也可請學生描述在圖中能看到什么人，這些人在干什么。放錄音，第一遍學生只聽不讀，從第2遍起跟讀，反復幾次，并要求學生認真模仿。

　　5.播放Part 1的課文對話跟讀（PowerPoint文件）中的的音頻（見媒體素材課文對話跟讀），讓學生反復跟讀。

　　Step 2 Drill (6 mins)

　　l.教師說 I’m your teacher（請自己并解釋）領讀teacher詞。

　　2.師生對話，操練數遍。

　　T: Good morning, class.

　　S: Good morning, teacher.

　　3.先讓一學生上講臺當教師向全班問候，然后讓幾個學生分別當教師進行操練。

　　S: Good morning, class!

　　C: Good morning, teacher!

　　Step 3 Practice（8 mins）

　　1.將全班分為兩人一組，仿照圖中對話，進行練習。數分鐘后，請幾組同學到前面演示。教師從第一節課起，就要鼓勵學生敢于表演，表演時聲音洪亮，并一定要伴有動作（如本課中招手、握手等），以增強交際效果。

　　2.播放動畫：Greeting（見媒體素材日常交際用語：Greeting），先整個觀看動畫一遍，然后教師把聲音關閉，讓學生根據場景模仿動畫。

　　Step 4 Presentation（10 mins）

　　1.教師拿出A～G的英語字母卡片，教學生認讀字母。在出示字母卡片時，應按字母表順序。并說明英語字母有大、小寫之分。教字母讀音時，要求學生認真觀察教師口型變化，仔細模仿。

　　2.放字母的錄音，可反復播放幾次。先是由學生集體跟讀，在學生有一定實踐的基礎上，叫幾行學生依次朗讀。從一開始就要把字母朗讀的兩種語調教給學生，即升調和降調。對于在開始階段學生出現的一些讀音上的失誤，如果誤差不大，可先不予逐一糾正，表揚發音好的學生，鼓勵其他學生也積極模仿。在本課字母中，C、f、g這3個字母的讀音，教師在教學時，放慢速度，多做示范；必要時，可走到教室中間或后面，以使坐在后面的同學看得清，聽得真，有利于模仿。

　　3.播放動畫：學字母（見媒體素材：學字母），更形象地教學字母A—G，同時可以吸引學生的注意力。

　　4.拿出事先準備好的劃有四線格的小黑板，教師在小黑板上逐一示范A～G這些字母的大、小寫格式、筆順，以及各個字母在四線格中所占的位置。并簡要告訴學生英語字母有書寫體和印刷體之分，要求學生依照書寫體的示范去書寫字母。

　　5.讓學生拿出練習本抄寫，要求學生書寫工整。并按筆順仿寫。教師檢查，及時糾正學生在書寫英語字母時出現的筆順、格式處理不當的錯誤。

　　Step 5 Consolidation （5 mins）

　　1.拿出事先準備好的字母組合卡片，讓學生讀 Part 3中的字母：CD BC AD CBA CAAC ABC BBC CBC BA等。可以放錄音讓學生跟讀。

　　2.聽寫A－G大小寫，可以按順序念。

　　3.要2名同學師將課文第一部分對話練習一遍。

　　Step 6 Workbook ( 5 mins)

　　1.先全班做Ex. l，Ex. 4，然后個別學生認讀，教師糾正其發音。

　　2.聽寫字母，不按順序單獨中聽寫字母。

　　Step 7 Homework

　　1.聽錄音帶，并跟讀本課所學的日常用語；反復操練Part 1的對話，并能背誦。

　　2.書面做Ex. 2，Ex. 3

　　交際用語講解

　　1.Good morning，class！同學們，早上好！

　　句中class是教師對全班同學的稱呼。類似的表達法還有：boys and girls；everyone等。例如：

　　Hello，everyone！同學們好！

　　Please repeat after me，boys and girls.同學們請跟我讀。

　　2.Good morning，teacher！老師，早上好！

　　Good morning.早安！/早上好！

　　這是西方人在上午見面時打招呼的用語。一般從早晨到中午均可使用。其應答用語相同。例如：

　　A：Good morning！

　　B：Good morning！

　　有時在熟人之間可略作：Morning！

　　注意，在英語中“王老師”，“李老師”等不可稱為：Teacher Wang；Teacher Li. 這是因為teacher一詞不能放在姓氏前作稱呼語。如果是男老師，可稱為：Mr. Wang或Mr. Li，如果是女老師，可稱為：Ms Wang或Ms Li。但Good morning，teacher�。ɡ蠋�，早上好�。┻@個句子還是可以接受的。

Lesson 53- 篇11

　　教學目標 

　　學會介紹自己和家人以及周圍的環境。

　　復習語音

　　教學用具

　　課件、投影儀、錄音機

　　教學步驟 

　　Step 1 Review

　　Review colours and dialogues SB L.49,50,51.

　　there+be 句型

　　Step 2 Presenttation

　　Listen to the tape to read phonics.

　　老師用投影儀打出這九幅圖，先不圖顏色。讓一學生用圖1做示范練習說物品和顏色。并涂上顏色。然后讓其他學生練習剩下的幾幅圖。最后聽錄音并跟讀。

　　Step 3 Drill

　　Listen to the tape and repeat. After that, answer the questions.

　　根據這12個問題，又可組成一篇短文，可讓學生練習說,并可加以想象。

　　參考范文

　　There are five people in Bill’s family. They are his grandmother, grandfather, his father, mother, and he. Behind his house, there is a big garden. There are many red flowers in it, but there aren’t trees in it. In his bedroom there is a bed, a desk and two chairs. They are all brown. It’s a nice room. He likes his room.

　　Step 4 Practise

　　談談自己的家庭。向同學們和老師們介紹一下自己的家庭�？山榻B一下幾個方面;家庭成員，工作，家有幾間房，周圍的環境等�？捎卯媹D的形式向大家介紹。

　　參考范文

　　My name is X X X. There are three people in my family. They are my father, my mother and I. We have a new flat with one living room and two bedrooms in a big new building. I have a small bedroom. I can do my homework in it. There is a bed, a writing-table, two chairs and bookshelf in my bedroom. They are all yellow. I like yellow. On my writing- table there is a computer, some flowers and some books. It’s a very nice room.

　　There is a garden before our building. There are many flowers, grass and trees in it. Behind the building there is a playground. After school we often play basket and football on it.

　　Step 5 Consolidation

　　Listen to the tape and repeat. Do WB.

　　Homework

　　Blackboard handwriting

　　Colour it red / green / yellow / black / blue / white / brown / grey / purple

Lesson 53- 篇12

　　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 , 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 , Ex. 1. Listening Cassette . 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 , 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.

Lesson 53- 篇13

　　Period: The First Period

　　Content:

　　Properties: Recorder; Overhead Projector; Objects.

　　Teaching Objectives: the Passive Voice, be used for doing

　　Teaching Procedures:

　�、瘛�Showing the teaching aims

　　Ⅱ。Revision

　　Check homework.

　　Ⅲ。Leading in

　　* Revise the Passive Voice again. Take out some objects to ask and answer.

　　* What’s this in English?

　　* What’s it made of?

　　* Where was it made?

　　* Do you want to buy a …?

　　Ⅳ。Presentation

　　Ask the individual: Do you have a computer? Does Laura have a computer? Where was it made? Listen to the tape or watch the flash and answer the questions, then read and act it out.

　�、�。Practice

　　Part 2. Discuss the model with the students. Point out that “by people” is usually omitted.

　　Do the first one with the whole class as an example, then let the students work on their own, write down the answers in their exercise books. Check the answers with the whole class. Explain the new words and expressions.

　　1. put… into

　　Nothing is difficult if you put your heart into it.

　　2. point at

　　He is pointing at the map.

　　3. information: news

　　Ⅵ。Writing

　　Let the students practise this structure: be used for doing.

　　Show pictures: satellite, universe

　　Then let the students make sentences in their exercise books, finally, check the answers with the whole class.

　�、�。Exercise in class

　　Fill in the blanks:

　　1. The moon travels round the earth. It’s our ___________.

　　2. There must be ___________ wrong with the radio.

　　3. She ___________ me a letter last week.

　　4. Sheep are ___________ by farmers for producing wool and meat.

　　5. Most of us are ___________in English. (interested)

　　Ⅷ。Homework

　　1. Finish off the workbook.

　　2. Make five sentences using “be used for doing”.

Lesson 53- 篇14

　　Lesson 12教案示例

　　重點：復習鞏固本單元重點內容

　　難點：語音

　　過程：

　　一、 熱身/復習

　　1.  組織學生唱英文歌曲Happy Teacher’s Day和 韻文Who’s he? Who’s she?

　　教學開始時，為了幫助學生很快的進入學習狀態，唱首英文歌曲，起到活躍課堂氣氛以及復習知識的作用。

　　2.師生之間、學生之間進行問答練習（結合本單元所學的重點句子。）

　　二、 會話練習與教學方法

　　1.  聽本課的會話整體錄音一遍(配套教材錄音)

　　2.  然后讓學生模仿錄音進行跟讀

　　3.  最后讓同桌的兩個學生結合成小組進行練習

　　4.  教師針對課文進行提問，請個別學生回答。從回答中教師可以了解到學生是否理解了課文內容

　　How many people?

　　Who’s the boy over there?

　　Is he American?

　　Who’s the girl?

　　5.學生之間問答

　　找學生到教室前面對其他學生提問題，問題范圍：Who’s he/she?

　　Who’s the boy/girl/woman/man?

　　Who’s that/this?

　　Is he/she at home?

　　學生之間進行問答，可以提問本組成員，也可以提問自己的好朋友，更鼓勵學生按學號找學生回答。（提問時可以用自己帶來的照片，也可以借用別人的照片）

　　5.  對話表演

　　請學生從學過的五篇對話中找出自認為掌握的最好的一篇，找自己座位周圍的同學結合成小組，準備對話表演。

　　對話表演 （三至四組）

　　三、 語音及拼讀練習

　　1.教師板書字母Oo，并標上讀音[EU]，然后對全班說：Read it please.

　　依照此法復習其他音標

　　2.游戲：音標和單詞配對

　　準備：自制36張游戲紙牌（也可用舊紙牌進行修改），其中的一半，每張寫一個英語單詞；紙牌的另一半，每張寫一個與這些單詞相適應的國際音標。例如：一張blue，一張[blu:]。

　　操作：開始時，把紙牌洗勻，全部背向上一張一張扣在桌面上。每人輪流翻看兩張紙牌，凡是翻到單詞和國際音標配對的，就把兩張取出，放在自己身邊，并且還有翻看紙牌的權利。直到紙牌全部翻完，都被取走為止。誰取到的卡片多，誰就是優勝者。

　　說明：如果背學生翻開的兩張不配對，仍須合在原處。所以，玩這個游戲必須集中注意力，盡量記住已經翻過的紙牌內容，以便輪到自己再翻時可以及時找對。   

　　三到四人一小組，人數太多就沒有操作的意義了。

　　單詞的范圍為本課2 (Read and listen)中的詞匯

　　教師應多準備幾套這樣的紙牌，或提前發動學生準備好紙牌

　　教師應與其中一組做此項練習，做完后將單詞貼在黑板上

　　3.聽錄音兩遍（配套錄音）

　　小組內部再次練習讀這些單詞（還是剛才做游戲的小組）

　　板書兩個原因字母在單詞中的發音，帶讀兩遍

　　四、興趣活動

　　1.  做“猜人”游戲：目的是為了復習Who’s this/that? That’s/It’s…

　　Who’s he/she? She’s/He’s…

　　2.師生之間，學生之間打電話：目的是為了復習Is he/she at home? No, he/she isn’t at home.

　　五、練一練（做課堂練習第十二課內容）

　　根據錄音的順序，在每組單詞后面的括號內標出相應的序號

　　根據錄音內容，在每個句子中的空白處填上所缺的單詞

　　六、作業 ：朗讀并抄寫課堂練習中歸納的本單元的句子

　　七、板書設計 ：

　　教案點評：

　　本課綜合了本單元前五課的重點句型、重點詞匯I、you、he、she、it以及重點語音知識。在歌曲聲中開始本課學習，有利于活躍課堂氣氛。在呈現新課時，可先放錄音，讓學生猜猜都有些什么人物。教師可直接提問Who is he? Who's this?等。再結合小組活動，如表演對話、配音、綜合語言接龍等，來復習本單元的語言點。最后，進行總結，包括知識總結、學生的能力總結，還可談談有效的學英語的方法等。

　　訓練聽說的探究活動

　　1.形式：小組對話

　　用具：玩具電話數臺

　　操作：發給每組學生一臺玩具電話（也可自備），并給學生提供幾個不同場景的圖片（例如：課文中出現的是：He’s at the zoo. 新提供的就可以是park、school、cinema），以小組為單位，模仿課文對話組織新的語言材料。

　　2.形式：打電話

　　用具：玩具電話數臺、每個小組一張表格

　　操作：同樣還是以小組位單位可根據教師提供的場景進行對話，準備完畢后，每組輪流到教室前面表演，其他學生在聽對話的同時要完成一個有關對話內容表格的填寫，具體有關哪個對話，由學生從表演過的對話中自由選擇。待所有對話都表演完畢，請幾個學生公布他們所填表格內容，從而檢查他們是否聽清或聽懂了對話。

　　表格內容：

Lesson 53- 篇15

　　Step 1 Revision

　　Revise the forms of the Simple Past Tense learnt so far（did, went, had） by asking individual Ss What time did you have breakfast/lunch/dinner yesterday? What time did you go to school/ home/to bed? Help the Ss to answer. Note these answers on the Bb and ask about them: What time did he/she…?

　　Practise the question forms, then get the Ss to ask and answer in pairs.

　　Step 2 Presentation

　　Show a picture of someone swimming and say What did LiLei do yesterday? He went swimming. Repeat for Jim（did his homework）and Wei Hua（went shopping）. Ask randomly What did Li Lei/Jim/Wei Hua do yesterday? Help the Ss to answer.

　　Present Did Li Lei play football yesterday? No, he didn't. Did he go fishing? Yes, he did. Ask similar questions to elicit No, he/she didn't. Yes, he/she did. Pay attention to the pronunciation of didn't/'didn't/.

　　Ask individual Ss Did you play basketball（etc）yesterday? to practise No, I didn't. Yes, I did. Note that for all persons the past form of the action verb remains the same.

　　Step 3 Practice

　　Ask a student to come to the front. The class must ask as many questions as possible to find out what the student did yesterday.

　　Give some examples: Did you eat bread yesterday? Did you buy any fruit yesterday? Help the student to answer Yes, I did. No, I didn't. Say I can't remember! if necessary.

　　Then Ss ask and answer in pairs about themselves.

　　Step4 Presentation

　　Use pictures to teach or revise rice, dumpling, noodles, porridge, fish, meat, vegetables, fruit, chicken, eggs, bread. For each one ask Ss Did you/he/she/they eat rice/…yesterday? Helpthem to answer Yes/No, I/he/She/they did/ didn't as appropriate.

　　SB page 47, Part1. Read through the vocabulary with the Ss. Practise the pronunciation carefully. Revise the spelling rules: u/)/, oo/u:/, o/&/, etc.

　　Step 5 Read, ask and answer

　　SB page 47, Part 2. Let the Ss look at the table for a moment.

　　Make sure they understand what they are required to do. Ask Did…? questions, such as Did Jim have eggs for breakfast yesterday? Then get individual Ss to make up Did…?

　　questions in the same way. Finally, get the Ss to ask and answer in pairs.

　　Step 6 Ask and answer

　　SB page 47, Part 3. Ask the What…?

　　questions, then get individual Ss to make up some more. Let the Ss ask and answer in pairs.

　　Step 7 Workbook

　　Wb , E. 1－3.

　　Do Ex. 1 orally in pairs and write the answers in the form.

　　For Ex. 2 get a pair of Ss to read the dialogue and make sure the Ss understand it. Ask some Ss How many lessons did you have yesterday morning/afternoon? What lessons did you have? What did your Chinese teacher say about the homework? If possible, you may tell the Ss the English for some other subjects, e. g. maths, P.E., etc. Then get the Ss to practise the dialogue in pairs.

　　Do Ex. 3 orally in class. The Ss are encouraged to think of more sentences using the past forms of verb to be.

　　Homework

　　Write eight sentences for Wb , Ex3. Finish off the Workbook exercises.

　　Revise the new vocabulary and language points in this unit.

Lesson 53- 篇16

　　lesson 18teaching aims and demands : to demand ss to hear and speak these phrases correctly:go to the seaside, go camping, go swimming, go fishing.to demand ss to hear and speak these sentences correctly:what will do in the summer? i’ll play the violin / go to the seaside / go camping… can listen and sing the song: my little aeroplane.teaching materials: tape recorder; some cards.teaching steps:                                           step 1 warm-up/ reviewto review the phrases: play the violin, play the piano, draw pictures.step 2 learn to say 1.     the teacher asks: what will you do in the summer? do you want to know the friends on the book will do in the summer? look at the pictures of page85.2.     listen to the tape and repeat.3.     practice the phrases by “passing, guessing, finding” game.4.     practice the sentences by “asking and answering.”  what will you do in the summer?  i’ll…step 3 learn to sing.1.     listen to the tape.2.     to learn the words.3.     listen and sing the song.step 4 listen and numberplay the tape for the ss to listen and number.play again for the ss to check their answers . step 6 homework  finish off the activity book of lesson 18. 

Lesson 53- 篇17

　　Step 1 Revision

　　Revise the dialogues in SB Lesson 34.

　　Check the homework.

　　Step 2 Reading

　　SB page 35, Part 1. Speech Cassette . Look at the street map on colour page iv and listen to Number 1： Ss trace the route as they listen . They check their answers in pairs using the reading text . The answer is ： at the Zoo . Play the tape and listen to Number 2, then check the answer with the class. The answer is： at the post office . Repeat the procedure.

　　Step 3 Write and talk

　　SB page 35, Part 1. Ss write a puzzle. using the ones in Part 1 as a model. They can take any place on the map on colour page iv as their starting point. They work in pairs. Get some Ss to read out their puzzle for the whole class.

　　Step 4 Listening

　　SB page 35, Part 2. Wb , Ex. 1. Listening Cassette . Play the tape three times, if necessary. Ask the Ss to look at the map on page iv .

　　Listening text:

　　1 You are at C.Go along the road, and take the first turning on the left, the second on the left . Where are you?

　　2 You are at D . Walk along the street. Take the second turning on the right, and the third turning on the left . What can you see on your left?

　　3 You are at E . Walk along the street, and take the third turning on the left, the second turning on the right . Where are you?

　　The answers are： 1 at the train station,

　　2 People's Hospital, 3 at the bookshop/ the bus station .

　　Step 5 Workbook

　　Wb , E . 2-4.

　　Do Ex . 2 orally with the whole class . Ss may trace the route on the map on colour page iii and use the expressions of position to ask and answer questions .

　　T： Which way can you find to the tigers?

　　SA： Three ways , I think .

　　T： Please tell me one of the ways .

　　SA： Go into the gate, walk along the road and then cross the bridge, take the first turning on the left, go along the road. Then you can see the tigers there .

　　There are no unique answers to these questions . Teachers can encourage Ss to find more answers . For Ex. 3, let the Ss write the missing words into the blanks before practising the dialogues. The answers are： Excuse me; I'm sorry/ Sorry ; better; quite/ very far; 'd/ had; kilometres; shall/ can; better .

　　Ex. 4 is optional. If possible, get one of the Ss to draw the finished map on the Bb while the other Ss draw the map in pencil in the workbook .

　　Homework

　　Finish off the Workbook exercises .

　　Revise the new vocabulary and structures in this unit.