Lesson 43-（精選16篇）
Lesson 43- 篇1
Step 1 Revision
1 Revise the dialogue and picture in SB page 23, Part 2.
2 Revise the dialogue in Lesson 23, Step 2 and add a further suggestion using Why not…?
A： Shall we go to the zoo?
B： No, let's go to Zhongshan .Park!
A： OK! Why not ask the twins too?
B： Good idea!
Step 2 Word families
SB page 24, Part 1. Speech Cassette .
Ss listen and repeat. Remember that, for each group, the pronunciation is the same but the spelling varies： toilet, boy. Practise the individual sounds and the words with flashcards in the usual way.
Wb , Ex. 1. The answers are： meal, twin, toilet, from.
Step 3 Stress and intonation
SB page 24, Part 2. Speech Cassette .
Ss listen and repeat. Get them to use gestures to show the stress and intonation as they speak.
Step 4 Reading
Ask What animals live in a zoo? Make a list of the Ss' answers on the Bb.
SB page 24, Part 3. Ask Which animals do Lin Tao and Jim see? Get the Ss to read the dialogue quickly to find the answer. Then the Ss do Wb , Ex . 2 in pairs . Check the answers with the whole class .
Speech Cassette . Play the tape. Ss listen and repeat.
Step 5 Acting
Ss practise the dialogue in pairs in the usual way. Get some pairs to act it out dramatically (using books for reference only ) .
Step 6 Checkpoint 6
Go through Checkpoint 6 and explain any problems arising.
Practise telling the time.
Step 7 Test
1 Dictate the following words and expressions：
a quarter past nine, half past eleven, ten minutes to four, a little earlier.
2 Write the following on the Bb：
1 A： ______?
B： No, thank you .
2 A： ______?
B： I would love to.
3 A： ______?
B： All right .
Get the Ss to complete the above dialogues.
Step 8 Workbook
Do Wb , Ex . 3, if time permits .
Do Ex . 3 in writing first, then the Ss practise the dialogues in pairs .
The answers are:
1 Would/Could; Yes/Certainly; Shall;
Good idea .
2 is going; great/good; Shall; Let's; All right/OK/Great .
Homework
Learn the contents of Checkpoint 6.
Revise the language items in this unit .
Lesson 43- 篇2
Step 1 Revision
1 Check the homework： get several pairs of Ss to do Ex. 1 in Wb Lesson 14.
2 Practise the dialogue in SB Page 14, Part 1, using other vocabulary(e. g. items of clothing).
Step 2 Reading
SB page 15, Part 1. Tell the Ss that Li Lei's class are going to work on a farm. Ask How are they going to the farm? Let the Ss read the dialogue silently to find the answer.
Let the Ss work in pairs to answer the questions in SB page 15, Part 2. Go through the answers and get the Ss to guess the meaning of pick apples and on the road. Explain that Only some school work is short for I'm only going to do some school work and that It's much better than having classes means that Jim is very happy because he is not going to go to school next week!
Difficult phrases and sentences can be translated into Chinese.
Step 3 Acting
Speech Cassette . Play the tape. Listen and repeat, then practise the dialogue in pairs. Teach the Ss how to read dramatic dialogue. They look at the book before they speak each line, but look at their partner as they speak. In this way they can use facial expressions and gestures more effectively. Get some pairs to act out the dialogue.
Step 4 Listening
Wb , Ex. 1. Listening Cassette , Part 3. As usual, play the tape at least three times before asking the students to complete the sentences in the Wb.
Listening text:
WEI HUA：Hi, Lucy! Are you going to come with us tomorrow?
LUCY： Where to?
WEI HUA：We're going to work on a farm.
LUCY： Really? Great! I'd love to come. What are we going to do?
WEI HUA：We're going to help the farmers to pick pears.
LUCY： Pears! Great! I love pears!
WEI HUA：We're going to pick them, not eat them!
LUCY： How are we getting there?
WEI HUA：By bus. We're going to meet outside the school gate.
LUCY： OK! When are we going to meet?
WEI HUA：We're going to meet at 7：20. OK? Oh, put on your oldest clothes!
LUCY： 7:20 in my oldest clothes. OK! See you! Bye!
WEI HUA：Bye!
The answers are:1 farm, 2 pears, 3 bus,4 the school gate, 7:20, 5 their oldest clothes.
Step 5 Workbook
Wb , E. 2 and 3.
Do Ex. 2 orally first, then get the Ss to write in the answers.
The answers are： are/is, going, help, with, pick, much, is, early, outside, not, by ,old, work.
Ask them to work in pairs to prepare six questions on the passage, using the questions in SB page 15, Part 2 as a model.
Ex. 3 can also be done in pairs, like this：
A：I am going to help Mother wash clothes on Sunday. I am not going to see my friend.
B：Are you going to see your friend on Sunday?
A：No, I'm not.
B：Are you going to help Mother wash clothes?
A：Yes, I am.
Homework
Revise the dialogue in SB page 15, Part 1.
Revise the be going to structure and the comparative and superlative forms of adjectives.
Do Wb Ex. 3 as written homework.
Lesson 43- 篇3
Step 1 Revision
Give the Ss some more puzzles for the map on colour page iv . Get some Ss to make up puzzles as well.
Step 2 Word families
SB page 36, Part 1. Speech Cassette . Play the tape for the Ss to listen and repeat. Practise the individual sounds, then show flashcards randomly and get the Ss to pronounce the words written on them.
Do Wb , Ex. 1. This exercise contains unknown words . Ss must work out their pronunciation with the spelling rules they know.
Step 3 Practice
Revise briefly the dialogues in SB page 33, Part 2. Ss work in pairs, asking and answering about places on the map.
SB page 36, Part 2. Speech Cassette . Books closed! Play the tape: Ss try to draw a map as they hear the first dialogue.
Play the tape again. Ss listen and repeat. Practise the dialogues with the class . Then Ss work in pairs： those giving directions should draw a simple diagram as they speak.
Ask some pairs to act out their dialogue. The student giving directions could draw the map on the Bb.
When the Ss practise the second dialogue, they can substitute post office and policeman with other words.
Step 4 Checkpoint 9
Go through Checkpoint 9 in the usual way.
Discuss any problems that the Ss may raise.
Step 5 Presentation
Present these dialogues, using appropriate gesturcs：
1 A： I'm hungry. I need to buy some food.
B： You'd better find a fruit/ food shop.
2 A： I'm a student. I need to buy some books.
B： You'd better find a bookshop.
Say these dialogues again. Get the Ss to listen and repeat. Get the Ss to give suitable responses to：
T： My shoes are broken. I need to buy some new ones.
I am going to Beijing/ Shanghai. I need to catch a train.
I am going shopping. I need to catch a bus.
Ask some Ss to make up similar sentences for the class to give suitable responses.
Step 6 Test
Dictate the following dialogue：
A： Excuse me. * Where's * the nearest * fruit shop, * please?
B： Take* the second turning* on the right. * It's next to* the post office.
A： Thanks very much .
B： You're welcome.
Step 7 Workbook
Wb , E. 2 and 3 are oral exercises, to be done in pairs . Ex. 3 is optional. Discuss. the answers with the whole class and tracs the routes on the map. There are about five ways to the school.
Homework
Write down two of the dialogues for Wb Ex. 2.
Learn the contents of Checkpoint 8.
Lesson 43- 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 43- 篇5
lesson 43class opening1. greeting.2. duty report.3. play “what day is it?” to review the days of the week, the months of the year and ordinal numbers.4. ask some volunteers to act out the dialogue in lesson 42.5. play “spell it” to review gift. ask a volunteer to draw a gift on the blackboard after the class has successful spelled the word.christmas , spring festival, holiday. festival, special.step1: presentationshow some pictures or slides of christmas, easter, spring festival, sun dance, talk about them.step2: practice1. play the audiotape as the students follow along in their books.2. present. ask for volunteers to read in front of the class.3. make up a new dialogue.divide the class into small groups. ask each group to make up a dialogue about their favourtie holiday.4. discuss.5. do you invite friends to your house on christmas day?do they bring gifts?what do you do during christmas day?what else do you know about christmas?5 play “go fish” or “memory card” to practice the key vocabulary in this lesson.class closing1. finish off the activity book.2. practice the dialogue in this lesson.3. preview lesson 44.
Lesson 43- 篇6
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 43- 篇7
Period: The Second Period
Content:
Properties: Recorder; Overhead Projector; Pictures.
Teaching Objectives:
1. Understand the text.
2. Revise different verb tenses.
Language Focus:
1. The useful expressions: so far, with one’s help, thanks to.
2. The Present Perfect Tense.
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Revise the dialogue in Lesson 45.
III. Leading in
Show some pictures that introduce the sun, the moon, the earth, space, spaceship, satellite, universe, etc.
Ask the students to look at the pictures and say: Look, this is a satellite. Today we are going to read about it. The title of the passage is “The Universe and Man - made satellite”. Watch the video about satellite and speak out what a satellite is.
After watching, let the students discuss the questions for a while. Get them to give the explanations in English.
For instance: A satellite goes round the earth. The moon is a satellite of the earth. There are many man-made satellites in the space too. Then explain that man-made is an adjective meaning made by people. “Man” in this text means “the human race”.
IV. Reading
Get the students to look at the questions below:
1. What do we mean when we talk about the universe?
2. Why can’t many stars be seen?
3. How far is the moon away from the earth?
4. Has the moon been visited by man already?
5. Have any man-made machines travelled farther than the moon? What are they?
6. What do you know about the universe?
7. Why do we say the world itself is becoming smaller and smaller?
8. Read the passage carefully and discuss the answers in pairs. Finally check the answers with the whole class.
Give the students some more background information about spaceships without people: Some spaceships have been sent to visit different planets, such as Mars, Venus and Jupiter.
Ask the students to write down the answers in the exercise books. The suggested answer to the last question is: With the help of the man-made satellites, it is easy for different countries to send and receive messages. We can also use satellites to help us make telephone calls to foreign countries.
V. Practice
Play Speech Cassette or video for the students to listen or watch. For the second time, let the students repeat after it, at last, the students can read the passage at the same time while playing the sounds.
Give the students some free time to practice reading aloud. Then ask some of them to read in class. Check their reading. Explain:
so far: We have learned 2000 words so far.
With one’s help: With the teachers help, he caught up with the other students.
Knowledge: Our knowledge of the USA is not so good.
Thanks to: Thanks to Tom’s help, we finished the work on time.
VI. Do Exercise below:
The universe means the earth, the sun, the moon and the stars, and the space ______ them. Many of the stars are so ______ away that we ______ see them.
The moon, our ______, travelled ______ the earth. It has been visited _____ man in spaceships.
Man-made ______ have been sent up ______ space by many countries. They go ______ the earth. They are used for helping us to learn more ______ the earth, the weather and other things. They are also used for sending and ______ messages. It makes people ______ different countries understand each other better. So people say the world itself is becoming a much ______ place. People call the small place “the global village”.
The answers: between, far, can not, satellite, round, by, satellites, into, round, about, receiving, from, smaller
VII. Consolidation
Read the passage again, ask the students to find sentences what replace those in text.
1) Text —Many of the stars cannot be seen because they are too far away.
Exercise —Many of the stars are so far away that we cannot see them.
2) Text —The moon travels round the earth. It is our satellite. Exercise —The moon, our satellite, travels round the earth.
VIII. Homework
1.Fill in the blanks。
Man-made s ________ have been s ________ up into space by many countries. They can be used for sending and r ________ messages. For example, w ________ their help, China can send its TV and radio p ________ to the other side of the w ________. We can also use them to help us m ________ telephone, calls to f ________ countries. T ________ to them, the world itself is becoming a much s ________ place and people from different countries. Now u ________ each other better.
2. Let the students retell the text.
3. Make six sentences using the Present Perfect Tense.
Lesson 43- 篇8
教學(xué)目的：
1.使學(xué)生熟練掌握一般過去時一般疑問句和特殊疑問句的句子結(jié)構(gòu)，并能進(jìn)行口頭和筆頭練習(xí)。
2.使學(xué)生能夠掌握課文內(nèi)容，并能回答課后的問題。
3.使學(xué)生熟練掌握重點(diǎn)詞組和單詞，能夠模仿課文對對方的基本情況進(jìn)行介紹。
教具：教學(xué)錄音磁帶和圖片
教學(xué)過程 ：
Step 1 Revision
（1）寫出下列單詞的過去式：live, move, find, come, want
（2）Role play：組織學(xué)生表演第33課read and act .
Step 2 Leading- in
Question：
（1）What kind of machine is memory Robot?
（2）Who invent memory Robot?
（3）Why did she invent memory Robot?
今天我們看一看Mr. Mott是如何采訪Ann的.
Step 3 Presentation
（1）Draw a time line across the Bb and say some key words.
Let me tell you about Ann. She lives in China now. In 1996, she lived in France. In 1995, she lived in England. Now she is enjoying living in China.
（2）學(xué)生朗讀課文并找出自己不懂的地方，教師就本課的知識點(diǎn)進(jìn)行講解。
（3）Listen to Mott and Ann. “When was Ann born? When did she move to France?”
（4）Ask the Ss about Ann, and use their answers to draw a time line on the Bb.
When was Ann born? When did he move to France/China?
Where did he live in 1996? Where does he live now? etc.
（5）Let the Ss practise reading and acting out the whole dialogue.
Step 4 Drills
模擬采訪：
情景：Zhao Lan is a Chinese girl. She is studying English in American now. The reporter of CNN is going to take a review with her.
教師用投影儀出示采訪提綱：Where were you born?
When were you born?
How long did you live there?
When did you come to American?
Why did you come to American?
Do you enjoy living here?
Do you like English?
How is your English?
讓學(xué)生先進(jìn)行討論：如果你是：Zhaolan，怎么回答。然后有兩個學(xué)生進(jìn)行角色表演。
Step 5 Exercise in class
I live, be, move, come, find, work
Ann____ born in England on May 18, 1987. She ____ there for about nine years and then ____ to France with her parents, because her father ____ work there. Two years ago, they ____ to China because her parents wanted to ____ in China . They enjoy ____ in China very much.
Key: was, lived, moved, found, came, work, living
Step 6 Homework
（1）Copy the new words and the phrases.
（2）Ex.2 on Page 43
（3）Make dialogues.
Step 7 The design of the blackboard
Lesson 43- 篇9
Step 1 Revision
1 Check the homework .
2 Practise the dialogue in SB page 22, Part 1.
Step 2 Revision
Revise the different responses to suggestions： Good idea! OK! All right! Practise, by saying Let's go shopping! or Shall we go to the zoo? to Ss and getting them to respond.
Then get the Ss to make a counter-proposal： No, let's go to Zhongshan Park .
Pairwork: get the Ss to make up dialogues in this pattern:
A： Shall we go to the zoo?
B： No, let's go to Zhongshan Park!
A： OK! .
Get some pair to perform their dialogues .
Step 3 Reading
SB page 23, Part 1. Do the first as an example, then let the Ss complete the exercise alone. They check the answers in pairs, then with the whole class. Note that at a quarter to is short for at a quarter to ten.
For some questions there may be alternative answers, e.g. Shall we have supper at six?.
The answer could be Good idea! or No, let's make it half past.
Step 4 Read and act
SB page 23, Part 2. Speech Cassette .
Ask What can you, see in the picture? Teach This boat looks like a duck. This one looks like a chicken, pointing to the appropriate boats. Ask Do they go in a boat? Let the Ss read the dialogue quickly to find the answer.
Play the tape for the Ss to listen and repeat.
Ask comprehension questions, such as Are English people good at boating? What do the boats look like? Then ask some Ss Are you good at boating? What are you good at?
Let the Ss practise the dialogue in pairs in the usual way, and then ask some pairs to act it out dramatically.
Step 5 Workbook
Wb , Ex. 1. Ss ask and answer in pairs . Check the answers with the whole class .
Step 6 Listening
Wb , Ex. 2. Listening Cassette , Part 3. Look at the form before playing the tape. Play the tape as many times as necessary.
Listening text:
The Greens and the Kings live in the same road.
The Kings usually get up at about a quarter to seven, and have breakfast at about a quarter past seven. They have lunch at a quarter past twelve, and usually have supper quite early----at about a quarter to six . They go to bed at about ten o'clock at night. The Greens usually have breakfast a little later----at about half past seven. They have their lunch at about half past twelve. They usually have supper quite late----at about a quarter to seven. At night they go to bed at about a quarter to eleven.
The answers are: The Kings----12:15, 5:45, 10:00; The Greens----7:30, 12:30, 6:45, 10:45.
Step 7 Workbook
Wb , Ex. 3 (orally). Do the first one of each section as a model, then Ss work in pairs. The answers to What does that look like are： 1 a tiger, 2 a dog, 3 a monkey, 4 a panda, 5 the moon, 6 a chicken, 7 a duck, 8 a house. The answers to Are you good at…?
1 running, 2 playing football, 3 flying a kite, 4 jumping.
Homework
Finish off the Workbook exercises .
Revise the language items in Lessons 21-23.
Write down the questions and answers in Wb Ex. 1 in the exercise books.
Lesson 43- 篇10
教學(xué)目標(biāo) ：
1.使同學(xué)掌握本課表示頻率的重點(diǎn)單詞：Never, sometimes, usually, often, always, how often,和部分特殊疑問句。
2.使同學(xué)能夠運(yùn)用本課所學(xué)的內(nèi)容介紹其他學(xué)生在校學(xué)習(xí)情況。
教具：Picture and recorder
教學(xué)過程 ：
Step 1 Revision
1. Revise the dialogue.
教師出示上節(jié)課的圖片，組織學(xué)生就“我的一天”進(jìn)行對話練習(xí)，注意時態(tài)要一致，對話如下：
A: What time did you get up yesterday?
B: I got up at six.
A: When did you go to school?
B: I went to school at ten past eight.
A: How did you go to school?
B: I went to school by bus.
A: What time did you get to school?
B: …
2. 復(fù)習(xí)一般過去時態(tài)和一般現(xiàn)在時.
教師讓學(xué)生寫出下列動詞的過去式和第三人稱單數(shù)形式.
Eat, get, go, swim, fly, slept, run, begin, catch, have.
Step 2 Presentation
1. 教師引入
This term will be over, we want to know something about you. Now, look at the survey, work in pairs and ask the following question.
教師指導(dǎo)學(xué)生先填寫調(diào)查表。
(1)教師幫助學(xué)生解決調(diào)查表中的生單詞和詞組。
(2)教師指導(dǎo)學(xué)生根據(jù)調(diào)查表兩人進(jìn)行問答練習(xí)，要求學(xué)生盡量使用完整句子來回答。
(3)教師挑選對話情況較好的組進(jìn)行表演。
(4)組織學(xué)生統(tǒng)計(jì)一份本班個人情況調(diào)查結(jié)果報(bào)告表。
Like watching TV
Twenty nine students
Like eating fruit
Ten students
Get to school late
Only three students sometimes
Away from school
Never
Often be ill
None
如下：
Step 3 Writing
教師組織學(xué)生寫一份詳細(xì)的關(guān)于你的同伴的個人情況報(bào)告。
例如：
Tom was never away from school last year. He sometimes was ill. He always got to school early. He wet to bed before 9:30.
He watched TV quite often. Every day he did sport less than five hours. He ate a lot of fruit and vegetables.
Step 4 Summary
學(xué)生自己總結(jié)特殊疑問句的句子結(jié)構(gòu).
Step 5 Exercise in class
漢譯英
1. 他們經(jīng)常訪問英國。
2. 我們有時外出就餐。
3. 她晚上總是在家。
4. 我從來不能在家做事。
5. 我有時整個周末都在睡覺。
Keys：
1. They often visit Britain.
2. We sometimes eat out.
3. She is always at home in the evening.
4. I can never work at home.
5. Sometimes I sleep all weekend./I sleep all weekend sometimes.
Step 6 Homework
(1) Copy the new words and phrase.
(2) Do the exercise 1 in page 150 of your text book .
Step 7 The design of the blackboard
How long…？ Less/ More than a week.
How often…? Never/ Always / Sometimes.
How many…? Six hours or more.
Lesson 43- 篇11
一、教學(xué)目的
1.掌握單詞 compute mouse keyboard cup desk bed bag
2.掌握句型：What’s this？Is this a cup？No，it isn’t.Is this a map？Yes，it is.
二、本課重點(diǎn)
掌握單詞和句型，實(shí)際運(yùn)用所學(xué)的句型和單詞。
三、本課難點(diǎn)
用所學(xué)詞匯和句型描述自己的房間。
四、學(xué)法引導(dǎo)
1.教師教法：出示實(shí)物或用微機(jī)做出英語課件。
2.學(xué)生學(xué)法：和同桌一起做個游戲。在紙上畫畫，讓另一個同學(xué)用英語問：Is this a/an…？猜畫的內(nèi)容。猜對了，你就說：Yes，it is.猜錯了，你就說No.it isn’t.再互扮角色，直到猜對為止。猜的時候注意正確的語音，語調(diào)。
五、教具
錄音機(jī)、實(shí)物、微機(jī)、課前做的英語課件、卡片。
六、教學(xué)過程
Step 1 Revision （8 mins）
1.Duty report and have a free talk.（讓同桌或前后桌，根據(jù)以前學(xué)的句型自由會話3分鐘）
2.復(fù)習(xí)單詞，表演13課對話。
Step 2 Presentation （10 mins）
1.教師指著教室的桌子問：What’s this in English？學(xué)生答：It’s a desk.指著學(xué)生書包 問：What’s this in English? 讓學(xué)生答：It’s a bag.接著指著班級的微機(jī)問：And what’s this in English? 幫助學(xué)生答：It’s a computer.學(xué)習(xí)單詞computer。用同樣的方法學(xué)習(xí)單詞 mouse keyboard cup and map.
2.用微機(jī)做出動畫，呈現(xiàn)My room畫面，老師讓學(xué)生看圖問答：What’s this in English? 墻上的鐘表閃爍兩下.學(xué)生回答：It’s a clock.接著再閃。computer/map/desk/ mouse/ bag/ bed等詞.讓學(xué)生用同樣的句型回答。
3.教師問：Is this a cup？讓學(xué)生答Yes，it is.或No it isn’t.
Step 3 Drill（7 mins）
1.兩人一組看圖對My room畫面對話。
反復(fù)練習(xí)這部分句型，達(dá)到脫口而出，熟記單詞。
2.聽錄音，第一遍靜聽，第二遍學(xué)生跟讀模仿語音語調(diào)。
Step 4 Practice（3 mins）
學(xué)生根據(jù)自己周圍的物品進(jìn)行問答，并到前面去對話表演。
如：A：What’s this in English?
B：Is this a computer?
A：No, it isn’t.
B：Is this a desk?
A：Yes, it is.
Step 5 Consolidation （12 mins）
1.兩人一組用學(xué)過的基本句型及本課圖畫編排一段完整的對話，然后教師讓幾組學(xué)生站起來表演.
2.Dictation
What’s this in English？ Is this a bag?
No, it isn’t. Is this a map？ Yes，it is.
讓學(xué)生做完以后，教師用微機(jī)打出答案，讓學(xué)生核對.
Step 6 Workbook
Ex.1.聽錄音，讓學(xué)生看書圈出正確單詞。
Ex.2.用微機(jī)打出單詞填空，先讓學(xué)生說，然后出示答案。
Ex.3.用微機(jī)做出課件圖片，讓學(xué)生用學(xué)過的句型看圖說話。
Step 7 Summary（3 mins）
讓學(xué)生總結(jié)出本課所學(xué)單詞，句型。（單詞五個。句型：What’s this in English? Is this a book? Yes, it is）。
Step 8 Homework （2 mins）
1.熟讀本課單詞，句型。
2.描述自己的房間，并編對話.Do Ex.4in the Workbook.
3.預(yù)習(xí)下一課生詞和句型。
七、板書
What’s this in English? computer.
Is this cup? mouse
No, it isn’t. keyboard
Is this a clock? desk
Yes, it is. map
bed
八、隨堂練習(xí)
I.填字母，組成單詞
c __ mp __ ter b __ d b __ g c __ p m __ se d __sk
__ ngl __ sh wh __ t k __ __ b __ ard
II.補(bǔ)全對話
A：What’s this in_____?
B：Is ____ a _____（微機(jī)）？
A：No, it ____.
B：Is ______ a ______（杯子）？
A：______, it ______.
Lesson 43- 篇12
lesson 15class opening1. greetingteacher: hello, class. how are you doing today? it’s a lovely day, isn’t it? are you ready for the class?2. ask this question: who’s on duty? then listen to the student’s report.make sure the next student for “ who’s on duty?” knows who he or she is for next time.from today on, you can arrange a student to give a duty report every day.3. ask volunteers to act out the dialogue in lesson 44. sing a song “a plane is fast.”sunday, monday, tuesday, wednesday, thursday, friday, saturday.make a plan.what do you think of it?step1: presentation1. play “what day is it?’2. discuss: do you like to make plans for your life?step2: drillt: (holding a book) what do you think of the book?s: it’s ok.t: (holding a pencil case) what do you think of the pencil case?s: it’s nice.t: how about the picture?step3: practice1. books closed! ask this question: what does li ming change in the plan? play the audiotape.2. check the answer.3. play the audiotape as the students follow along in their student books.4. students listen and repeat.5. get the students to make up new dialogues in pairs.6. explain “ write home”. it means write a letter to family members.plan of our tripstep4: presentationshow the students a calendar to review the words: sunday, monday, tuesday, wednesday, thursday, friday and saturday.step5: practice1. play the audiotape as the students follow along in their student books.2. ask and answer.students a: what do they on monday?student b: they leave shijiazhuang and arrive in beijing.student a: what do they do on tuesday?3. explain that danny and jenny shop in shijiazhuang means danny and jenny go shopping in shjiazhuang.class closing read the story “l(fā)i ming goes to the airport” the reader in the activity book and audiotape
Lesson 43- 篇13
（一或兩課時）
教學(xué)目標(biāo)
學(xué)會打電話常用的基本用語，你要找的人在和不在兩種情況的電話用語。不在的情況下，要會填寫電話留言條。
別人邀請你去他家，你有事不能去，如何客氣、婉轉(zhuǎn)的拒絕。
會正確應(yīng)用：May I speak to..., please?
Hold on, please.
…speaking.
Can I take a message?等等。
教學(xué)用具
錄音機(jī)，投影儀，實(shí)物電話
教學(xué)方法
將對話放入真實(shí)的生活情景中演練
教學(xué)建議
建議Lesson 50和Lesson 52一起課講。
教學(xué)步驟
Step 1 Revision
讓同學(xué)們復(fù)習(xí)以前接觸的電話常用語。可組一組對話，如：
A: Hello, this is Kate. Who is it?
B: This is Hanmei. Kate, would you like to come to my home and do homework with me? I want you to help me with my English.
A: Ok. I’d love to, when?
B: What about 3 o’clock?
A: All right, see you then.
B: See you.
注：類似的一組對話可以復(fù)習(xí)到：This is…, Who is it? Would you like to…等以前的知識。
復(fù)習(xí)反意問句。讓學(xué)生們先觀察以下句子。它們有些什么共同點(diǎn)。
It starts at 4:30, doesn’t it?
It rains every day here, doesn’t it?
He works very hard, doesn’t he?
She gets up early every day, doesn’t she?
練習(xí)
Ann studies very hard, ________ she?
Miss Gao loves us, ________ she?
Li Lei is a good student, __________ she?
It’s a fine day, ________ it?
They all like English very much, _______ they?
Step 2 Presentation
Teacher: Do you like giving phone calls to your classmates or friends? If yes, what would you say first?
1) Hello.
2) May I speak to?
3) This is ××speaking!
4) Who is it? And so on.
You ask the students to understand what to say, and what the purpose of the phone call is.
聽第一段錄音2遍，請同學(xué)們復(fù)述（最好用英文）電話中的有關(guān)內(nèi)容，了解這段話發(fā)生的環(huán)境和結(jié)果。
聽第二段錄音2遍，請同學(xué)們復(fù)述第二段電話的發(fā)生環(huán)境和結(jié)果。并說出與第一段有什么不同的地方。（第二段要找的人沒在）。
打開書，教師解釋：take a message和give the message
Step 3 Practice
跟讀錄音一至兩遍。
同學(xué)們兩兩做pairs work, 練習(xí)第一段和第二段，直到較熟悉為止。
Step 4 presentation
教單詞：telephone: phone double: two times
老師事先和一位同學(xué)準(zhǔn)備好Lesson 52 對話，雙方拿電話機(jī)在班上展示。讓這位同學(xué)在投影片填好電話留言卡，其他同學(xué)在老師事先印好的電話留言卡上填寫，然后老師在投影儀上訂正。提醒學(xué)生填寫電話留言卡要簡單扼要，它的讀者只有一個人。如果大都知道Zhang Yujing 是誰，用一句祈使句即可。如：本課的電話卡message內(nèi)容：
She called you. Please call her.
打開書，跟讀錄音，pair work，直到較熟悉為止。
Step 5 Practice
1.根據(jù)已熟練的知識，請同學(xué)們兩兩設(shè)計(jì)一段真實(shí)的對話，用真實(shí)的姓名和實(shí)物電話進(jìn)行表演，全部或部分用上本課重點(diǎn)詞語。（此環(huán)節(jié)可找些學(xué)習(xí)較好、接受能力強(qiáng)的學(xué)生先演練）
2.教師隨機(jī)叫同學(xué)們進(jìn)行對話練習(xí)，學(xué)生可自主選擇本人接聽或非本人接聽兩種情況進(jìn)行對話。
Step 6 Consolidation
Rewrite the sentences without changing their meanings.
1. I’m afraid I may be a little late.
I’m afraid ______ I ______ ______a little late.
2. She isn’t here right now.
She is ______ ______ ______ ______.
3. Can I take her a message?
Can I take a message ______ ______?
4. I’m very sorry, but I can’t come.
I’m ______ I can’t come.
5. I’ll get her the message.
I’ll ______ the message ______ ______.
Answers: 1. maybe, will be 2. away at the moment 3. for her 4. afraid 5. give, to her
Step 7 Homework
將課上兩兩做的pairs work整理成系統(tǒng)完整的邀請對話，內(nèi)容不限，可以是邀請聚會，去你家做客，一起去買東西等。此作業(yè) 可以讓學(xué)生2人或3人一組共同做一份。
Step 8 Blackboard handwriting
May I speak to …please?
Hold on, please.
... speaking.
I’d love to.
Can I take a message?
Could I speak to …please?
I’m afraid he / she isn’t here.
Thank you for doing…
I’ll give her / him the message.
I’m sorry, but I cannot…
Lesson 43- 篇14
一.教學(xué)目的
1.掌握四會單詞一個：find, 三會單詞一個：broom.
2.四會掌握以下句型及短語：I can’t find the …. Can you see it/ them?
Is it under the teacher’s desk? I know, it’s behind the door.
3.聽懂一會短語：Close your eyes./Open your eyes.
二.本課重點(diǎn)
課文第一部分的句子：I can’t find the broom.Can you see it？
Is it under the teacher’s desk？
三.本課難點(diǎn)
句型：I can’t find the …It’s over there, under the desk.
四.教師教法
本課口語訓(xùn)練要注重實(shí)際交際活動，可以采取創(chuàng)設(shè)實(shí)際情景進(jìn)行教學(xué)。教師可事先有意將自己的物品（筆、書、尺等）放到教室某處，最好不引起學(xué)生注意。在進(jìn)行訓(xùn)練時，可以故意表示找不到所需要的物品，然后詢問：“Where is my…？”請學(xué)生根據(jù)實(shí)際情況進(jìn)行回答。也可以根據(jù)教室的實(shí)際情況進(jìn)行提問，讓學(xué)生如實(shí)回答。創(chuàng)設(shè)這種真實(shí)的情景，學(xué)生有真實(shí)的生活體驗(yàn)，這樣才能自由問答，才能達(dá)到訓(xùn)練的目的，收到良好的教學(xué)效果。
五.教具
錄音機(jī)、幻燈、圖片、筆（或書、尺、橡皮、文具盒）等實(shí)物。
六.教學(xué)過程
Step 1 Revision
1. Duty report.根據(jù)值日生報(bào)告，提出問題，然后叫其他學(xué)生問答，使學(xué)生養(yǎng)成集中精力聽課的習(xí)慣，同時訓(xùn)練學(xué)生的聽力。
2.Free talk.叫幾組學(xué)生根據(jù)所學(xué)知識自編對話進(jìn)行表演。（檢查作業(yè) 完成情況）
3.利用教室的實(shí)物，通過下列對話復(fù)習(xí)What can you see…？Can you see…？句型和介詞in/on/under/ behind的用法。
教師先叫起一名學(xué)生問答，T：What can you see in the classroom?
：I can see a / some…
再叫起另一名學(xué)生問答， T：Can you see the…？
：Yes，I can.
T：Where is it？/ Where are they?
：It’s / They’re in/ on…
給學(xué)生時間，讓學(xué)生按上面的對話四人一組分組練習(xí)（學(xué)生練習(xí)對話時，教師將筆、書和尺等分別放到地板上、學(xué)生的桌子上和椅子下面，做好下一步準(zhǔn)備工作）。然后叫起兩組學(xué)生表演。
Step 2 Presentation
1.教師從桌子下面拿起一把掃帚自問自答：What’s this？It’s a broom.板書broom并領(lǐng)讀。把broom放到門后。然后教師說：“Oh, where is my pen？I can’t find my pen!”叫起一名學(xué)生問：“Can you see it？”讓學(xué)生找到筆，然后說：“Yes，it’s here.”接著練習(xí)找書、尺等。板書：I can’t find…Can you see it？并領(lǐng)讀。
2.叫起一名學(xué)生問答：
T：I can’t find the broom. Can you see it?
S：I’m sorry, I can’t.（幫助學(xué)生回答）
T：Is it under your desk？
S：No, it isn’t.
T：Is it under that window？
S：No，it isn’t.Oh，I know.It’s behind the door.
T：（向門后看一看，拿出來）Yes，you’re right. It’s behind the door. Thanks.
板書：I can’t find the broom.
Can you see it？
Is it under the window?
Yes，you’re right. Thanks.并領(lǐng)讀。
Step 3 Read and act
1.Now listen to the tape carefully. Then answer my questions. 放錄音帶之前提出問題：Where’s the broom？Who can find it？接著學(xué)生聽錄音，告訴學(xué)生注意語音、語調(diào)；再放一遍錄音，讓學(xué)生跟讀，模仿語音語調(diào)，然后叫學(xué)生回答所提問題。
2.打開書，先齊讀課文，然后把班級分成兩組交換角色朗讀課文。
3.給學(xué)生時間，兩人一組分角色朗讀并表演對話（當(dāng)學(xué)生練習(xí)對話時，教師將書、筆、掃帚、文具盒等物品放到教室的不同地方，并確保一些學(xué)生能看見老師放東西的動作）。
4.叫幾組學(xué)生表演。
Step 4 Drills and practice
1.叫起一名學(xué)生和老師進(jìn)行示范問答，然后做連鎖問答：
T：I can’t find my book.Can you see it？
：Yes，I can.It’s on your desk.
（讓 問 ）Where’s the teacher’s pen？Can you see it？
：Sorry，I can’t.Oh, yes. It’s on the floor.（to ）.Can you see the raincoat?
：Yes，I can.It’s behind the door.（to ）I can’t find….Can you see…？
2.打開書，看本課第二部分，教師先和一名學(xué)生示范對話，然后領(lǐng)讀一遍。
3.讓各行學(xué)生連鎖操練對話（練習(xí)表格里的替換詞）。
4.叫幾組學(xué)生站起來分別問答一遍。
Step 5 Look, ask and say
1.打開書，領(lǐng)讀第三部分對話，解釋Do you know？然后齊讀對話。
2.讓學(xué)生三人一組或四人一組看幻燈設(shè)置情景，根據(jù)第三部分內(nèi)容自編自演對話。
3.叫幾組表演。
Step 6 Consolidation（Exercises for ）
I.英漢詞組互譯。
1.一些書包_____________ 2.在墻上_____________
3.在那窗下面_____________ 4.在門后_____________
5. On the blackboard_____________ 6.near the window_____________
II.句型轉(zhuǎn)換
1.I can find the broom.（改為否定句）
2.It’s under the teacher’s desk.（改為一般疑問句）
3.We can see our football under the table.（改為一般疑問句）
4.I can see some flowers near the desk.（就畫線部分提問）
5.The books are in the box. （就畫線部分提問）
Step 7 Workbook
Ex.2，先舉例和學(xué)生一起做第1小題，接著讓學(xué)生獨(dú)立完成其他幾道題，然后叫四名學(xué)生朗讀自己的答案。
Steps 8 Summary
教師看黑板上所寫句型，總結(jié)本課內(nèi)容，并讓學(xué)生重復(fù)，然后全班齊讀黑板上句型，加深記憶。
Step 9 Homework
1.背寫本課單詞和句型，背誦表演第一部分對話。
2.根據(jù)本課句型自編對話。
3.筆頭作業(yè) ，把Workbook.Ex.3抄寫到作業(yè) 本上。
七.板書
Lesson 39
New words:
I can’t find the broom.
Can you see it?
broom [brum] n. Is it under the window?
find [faind] vt. Yes, you’re right! Thanks.
Do you know?
Lesson 43- 篇15
Step 1 Revision
Ask What's the date today? Revise saying the ordinals, months and year. Practise with a calendar. （See Lesson 46, Step 4 of the TB）.
Step 2 Revision
Talk about a story in the SB（e. g. SB page 19, Part 2）. Practise as much vocabulary and as many forms as possible, using Simple Past Tense forms（had, was, went, did）： e. g. Where did the children go? Did Li Lei hold the ladder? DidJim have more apples than Li Lei?
Step 3 Word families
SB page 48, Part1. Speech Cassette .Play the tape for the Ss to listen and repeat.
Practise the individual sounds, then show flash cards randomly and get the Ss to pronounce the words written on them.
Step 4 Listening
SB page 48, Part2. Listening Cassette . Play the tape three times if necessary. Wb , Ex. 2. Find out what the student had for breakfast, lunch and supper last Sunday.
Listening text:
What did you have for your meals last Sunday?
A： Did you have fish for lunch last Sunday?
B： No, we didn't. There wasn't any nice fish in the shop, so we had meat.
A： Did you have porridge for breakfast?
B： No, we didn't. There wasn't any rice, so we had bread and milk.
A： What did you have for supper?
B： We had chicken and rice.
The answers are： bread and milk for breakfast, meat for lunch, chicken and rice for supper.
Step 5 Checkpoint 12
Go through the sentences in Checkpoint 12.Drill the question forms like this:
T： I had fish yesterday.
Ss： Did you have fish yesterday?
T： Yes, I did. She had rice for breakfast.
Ss： Did she have rice for breakfast?
T： Yes, she did. etc.
Drill the question forms using other verbs, likethis：
T： get up at six
SA： Did you get up at six yesterday?
SB： Yes, I did. /No, I didn't.
T： come to school on foot
SA： Did you come…? etc.
Discuss any problems that the Ss might raise.
Step 6 Test
Dictate the following dates:
July 1st, 1997; August 25th, 1983; September14th, 1742; February 22nd, 1660; January 30th,1549; December 3rd, 1895.
Step 7 Workbook
Wb , E. 1—3.
The answers to Ex. 1 are： cheap, child, touch, catch; village, June, train, truck; dress, drive, gates, needs; rides, grades, hands, starts.
The answers to Ex.3 are： Did, have; did; did, have; had; did; had. had; did; did; played; have; did; have; have.
Step 8 Listen and say
As the New Year is coming, tell the Ss to say Happy New Year! to friends and relatives on New Year's Day. The reply is usually Happy New Year（to you）! or The same to you!
Homework
Finish off the Workbook exercises.
Write out the words in Wb , Ex.1 in the exercise books.
Lesson 43- 篇16
一、教學(xué)目的（Teaching aims）
本課將使學(xué)生四會O P Q R S T這些字母，并初步聽說否定詞not.
本課重點(diǎn)中還要學(xué)生挖掘運(yùn)用兩個詞的編寫，如 What's.I'm.
并要掌握簡單的介紹 This is…
二、本課難點(diǎn)（Difficult points）
l.注意這幾個字母的發(fā)音 要求學(xué)生讀準(zhǔn)。
2.指出o是元音字母，其他是輔音字母。
3.指出在肯定回答是，只能用Yes，I am而不能用縮寫 Yes，I'm。
三、教學(xué)方法(Teaching methods)
1.利用卡片教字母
2.通過問 Are you…？引出否定詞not，并大量練習(xí)。
3.利用錄音機(jī)、讓學(xué)生聽磁帶并仿讀。
四、教具（Teaching aids）
卡片、錄音機(jī)。
五、教學(xué)過程 (Teaching procedures)
Step 1 Revision (10 mins)
1. Duty report.
2. Free talk.
3.讓幾對學(xué)生到講臺上表演他們的對話。
4.復(fù)習(xí)Good morning to you.這首歌。
5.復(fù)習(xí)數(shù)詞1－4，并教新詞5。
Step 2 Presentation and drill (5 mins)
T : My name is … What's your name?
S : My name is …. What's your name?
教師再提問另一名學(xué)生：
T: My name is…. What's your name?
S: My name is Ma Lili.
這時教師對全班說：My name is…I'm Mr. Wang.Do you understand？等學(xué)生明白后，告訴學(xué)生：
What's your name?與可用 I'm…來回答，如
A: Hello, what's your name ?
B: I'm , hello, what's your name ?
C: I'm
…
讓學(xué)生用 Back chain進(jìn)行練習(xí)，直至?xí)?I'm…
Step 3 Presentation (10 mins)
1.教師指著自己問學(xué)生說。
Am Mr. Wang？Yes，I m.Am Mr. Wang？ No，I'm not.
將I'm not.板書在黑板上。
2.教師對A學(xué)生說：T：Hello！Are you A？
S：Yes，I am.
教師對B學(xué)生說：T：Hello！Are you A？
S：No，I'm not.I'm B.
當(dāng)學(xué)生基本都明白，進(jìn)行分組練習(xí)，直至學(xué)生熟練掌握。
3.教師叫一名認(rèn)識的同學(xué)：
T：Are you ？
S：Yes，I am.
T：Hello，，nice to meet you.
S：Hello，Mr. .nice to meet you.
4.教師可再叫幾名同學(xué)與其練這段對話。
5.讓學(xué)生兩人一組進(jìn)行練習(xí)，直至熟練。
6.教師叫起兩名學(xué)生，把其中一位介紹給另一位。
T：Hello！（Zhang Lei）
S1：Hello！（Mr. Liu）
T： This is my friend（Fang Xiao Ling）
S1：（引導(dǎo)說出）Hello，（Fang Xiao Ling）nice to meet you！
S2：(引導(dǎo)說出)Hello，（Zhang Lei）nice to meet you！
此處要告訴學(xué)生YOU要重讀。
S1：How are you？
S2：Fine，thank you.（此處教師引導(dǎo)）And how are you？
A1：How are you？
S2：Fine, thank you，（此片教師引導(dǎo)） and how are you？
S1：I'm fine.
7.教師對這段對話進(jìn)行講解，并說出， And how are you？可簡略說成
And you？回答時可用I'm OK代替 I'm fine.
8.教師再叫兩名同學(xué)練上述對話，要求用 And you？和 I'm ok.
9.讓一組操練此對話，直到熟練。
Step 4 Presentation (7 mins)
1.教師教字母O，P，Q，R，S，T.
2.指出O是元音字母。
3.按筆順拼寫。
Step 5 Practice (4 mins)
1.教師快速向幾名學(xué)生問：
T： Are you ？
S：Yes，I am./No，I'm not.I am . etc.
2.讓每組出一名學(xué)生，分別找自己組內(nèi)的學(xué)生進(jìn)行問管。
3.Back chain drill.讓各行排頭回頭問，然后繼續(xù)，直到最后 1人。
Step 6 Read and say.（3 mins）
1.出示字母卡片.O－T可以邊出示邊讓學(xué)生試著讀并及時糾正。
2.將卡片貼在黑板上并領(lǐng)讀。
3.讓學(xué)生自讀并認(rèn)，教師將卡片取下來。
4.教師將卡片打亂順序提問。
5.指出未學(xué)的元音字母。A，E，I，O.
6.在四線格內(nèi)板書O－T，講解筆順，學(xué)生訪寫。
7.讓學(xué)生讀第三部分中的內(nèi)容并把常用的字母組合翻譯成漢語
PRC CCP PLA PE OK IQ IOC PC！DD EMS RMB IT
p. m.
Step 7 Listen and say.（1 min）
讓學(xué)生聽錄音，并跟讀。
Step 8 Consolidation（2 mins）
1.聽寫O－T，也可抽幾個已學(xué)過的字母聽寫。
2.教師提問幾名學(xué)習(xí)差一點(diǎn)的學(xué)生做幾個簡單對話。
Step 9 Workbook （2 mins）
做Ex.2，3，4。
Step 10 Summary（min）
讓一名同學(xué)起來總結(jié)今天所學(xué)內(nèi)容。
Step 11 Homework
1.默寫字母A－T，寫在作業(yè) 本上，每個五遍，注意格式。
2.Ex.1 in the workbook.
3.與同桌自編一段新對話明天表演。
4.可將今天所學(xué)內(nèi)容朗讀并錄在自己的磁帶上。
六、板書（The design of the blackboard）
Oo Pp Qq Rr Ss Tt
I'm not
That's all right.
This is…
七、隨堂練習(xí)
I.找出與所給字母含有不同音素的選項(xiàng)
( ) 1. E A. P B. G C. J D. C
( ) 2. S A. H B. F C. N D. L
( ) 3. K A. B B. Q C. A D. H
( ) 4. T A. Q B. B C. P D. G
( ) 5. M A. F B. L C.I D. S
II.完成對話
Teacher: Good morning, class.
Students: _________, Miss Gao.
Teacher: _________, please. ________?
Li Lei: No, _________.
Teacher: _________, please?
Li Lei: My name is Li Lei.
Teacher: _________?
Li Lei: I'm fine. _________.
A. How are you B. I'm not C. Good morning D. Thank you
E. Sit down F. What's your name G. Are you Li Ming