Lesson 50，（通用12篇）
Lesson 50， 篇1
lesson 12teaching aims and demands : to demand ss to hear and speak and read these words correctly : review the words about food and vegetablesto demand ss to hear and speak the sentences correctly :can i help you ? what do we need ?.here’s the change.teaching materials : tape recorder ; some cardsteaching steps : step 1 greetingst: good morning, boys and girls. glad to meet you.step 2 presentationplay a guessing game (1)t: what am i going to buy? what do i want? just guess and say: "you want ..."(2)t= the teacher c= the computer ss= the studentsc: can i help you?(learn to say: "can i help you?")t: i want a sweater, sir. c: how about this one? ss: it's too small.c: how about this one? t: the size is ok, sir. but i don't like this color.c: what's your favorite color?t: (take out a purple sweater)i like this purple sweater. how much is it?c: it’s ...yuan (2) play a game: guess the price of the sweater.ss: how much is it?s1 : ...yuan .(if the price s1 guess is too low, the teacher will say: "up, up, up."; if too high, the teacher will say:'' down, down, down." each students has three chances to guess.)after the students guess the price right, the teacher puts on the purple sweater and asks the students "am i cool?"step 3 practice(1)listen to the dialogue.t: what have you heard in the dialogue?(2)listen to the dialogue and repeat it sentence by sentence.(3)practice in groups of three.step 4 consolidation(1)divide all the students into 4 groups: toy shop, clothes shop, fruit shop and food shop. put some goods in eachshop. get the students to do the shopping in groups. (2)ask the students to go to different shops and buy different things. step 5 homework listen to the tape & repeat for some times .finish off the activity book of lesson 12.
Lesson 50， 篇2
Teaching Objectives
Countable nouns & uncountable nouns and measure words
Language Focus
a piece of the other, another
Teaching Procedures
I. Organizing the class
Teacher: Good morning, class.
Students: Good morning, teacher
Teacher: Who’s on duty?
Student 1: I am.
The student will give a duty report about shopping.
Teacher: Very Good. Thank you very much.
II. Revision
Teacher: If you need some more food, where can you buy them?
If you need some more clothes.
Where to buy, in the shop?
Student 1 is to be a buyer.
We call him “customer”.
Student 2 is to be a seller.
We call him “shop assistant”.
Suppose you were a customer you want something to buy. Helping the customer in making a decision
1. What do you think of the color/style?
2. What size do you take/wear?
3. This T - shirt/skirt/woolen/sweater looks good/too big/too small/too tight/ just right on(正好適合) you.
4. You may try it on, the fitting room is over there.
5. It’s very fashionable, it looks wonderful on you.
6. It fits you very well.
7. I thinks it also suits you.
8. You look great/nice in red/in blue/in gray etc.
III. Leading - in
Get the students to understand the main ideas about .
Ask them to read the text and questions about Part 1.
1. Who's Ann?
2. Why does Ann need to buy some meat?
3. Who has bought it?
4. When did she buy it?
5. Did Ann buy sth. for her party?
6. What party?
7. How many friends of hers are coming for the party?
8. What else did Ann need?
9. Where?
10. Are the oranges still there?
…?
IV. Presentation
Get the students to know the word ‘buy’, past form ‘bought’. you can't have it in the following sentence.
“I have bought it for half a day.”
You should say “I have had it for half a day.” The second word “more” not a comparative degree, but sth you get again.
eg. —Is there anyone in the room?
—One more.
It means there is still one.
The word “have” in the text means “eat”.
eg. What did you have/eat for breakfast?
Get the students to master another usage of this word “have”.
eg. P.E teacher had his students trained just now.
V. Learn Part 1. 2. 3
Use these dialogues as models for revision. Get them to make up similar dialogues, and then give them 2 or 3 minutes to work in pairs.
Here is a dialogue for reference.
Shop assistant: Good evening. Can I help you?
Customer: Yes, would you please show me that sweater?
S: Sure.
C: It s very fashionable, isn't it?
S: Yes, it is.
C: But do you have a yellow one of the same style (風格)? I want it to match my jeans.
S: We do (強調)have yellow ones, here you are.
C: May I try it on?
S: Yes, please.
C: Oh, I think the color and the style suit me very well, but the size doesn’t fit me.
Why don't you show me a looser one, size M.
S: All right. There you go.
C: This is better, much better.
S: It looks great on you.
C: Thank you. I'd take it.
VI. Practice
Call out some pairs to act out the dialogues in front of the class.
Make sure they really understand the 1st 2nd 3rd part. Ask them to make new dialogues as they like.
VII. Exercise in class
1. have sb. do/have sb. done.
2. have sth. done.
3. help oneself to sth.
(1)You must have your hair cut.
(2)He has the horse trained.
(3) Mary! Help yourself to some beef.
(4) Help yourselves to some fish, Susie and Jack.
(5) Would you give me another cup of tea?
(6) Here are some/a number of pieces of news.
(7) It's a piece of cake.
這里有兩層意是，其一是“一塊蛋糕”；其二是“小菜一碟”，言外之意是“小事情”。
Ⅷ. Homework
1. Recite the dialogues in the text.
2. Make his own dialogue.
The design of the blackboard
need to buy… Ten people are coming for dinner.
need some more Help yourself to…
have to What delicious food!
Lesson 50， 篇3
Properties: Recorder, Overhead Projector.
Teaching Objectives:
1. Understand the text.
2. Learn some useful words and expressions.
Teaching Procedures:
I. Showily the teaching aims
II. Revision
Check the homework. Then revise the dialogue in Lesson 57. Ask the students to act out the dialogue. Study the new words in this lesson.
III. Leading in
Ask the students this question: There is a famous animal doctor in England. He wrote many books about animals, what’s his name? Let the students read the text and answer the question.
IV. Reading
Ask the students to listen to the tape and answer the question: Which animal did Herriot like best? Then go through the questions of Exercise 1 in the workbook. Make sure they can understand them. Ask them to read the story more carefully and discuss the answers to Exercise I in the workbook in pains. Check the answers with the whole class. Deal with any grammatical or lexical problems that arise.
1. make up one's mind to do something
He has made up his mind to study English well.
2. go on with something: Let’s go on with our lesson.
3. regard . . . as
He regards his teacher as his mother.
V. Reeling aloud
Play the tape for the students to listen and repeat. Use any methods that you think suitable: repetition by the whole class, groups, pairs or individual students. Then give out some key words and phrases. Let the students retell the story.
VI. Workbook
Do Exercise 2. The answers are: for, grow up, into, that, made up, mind, treat, Before, treated, heal, treating, At, at, on, regarded
Do Exercise 3. Let the students do it by themselves. Choose the best answer, then read the sentences together. Pay attention to the grammar. Let the students make up more sentences.
VII. Summary
Exercises in class
Fill in the blanks.
1. He made up his mind ________ (study) English well.
2.________(treat) large animals is hard work.
3. Ifs hard work ________ (treat) the dogs.
4. Please go on ________ (read) the text.
5. He grew up with a pet dog________ (name) Don.
6. The dogs ________ never________ (treat) when they became sick.
7. Everyday as he went to the farmers ________ (heal) sick animals.
Answers: to study, Treating, to treat, reading, named, were treated, to heal
VIII. Homework
1. Learn the phrases, make sentences with them.
2. Retell the story.
Lesson 50， 篇4
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.
Lesson 50， 篇5
教學目的(Teaching Objectives)
（1）掌握重點單詞和詞組hurry up. go the wrong way, be tired。
（2）熟練掌握be going to 結構的用法
（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(Properties) 教學磁帶，圖片和卡片。Properties: tape recorder, calendar. .
教學過程 (Teaching Procedures)
Step 1 Organizing the class
Greeting end a duty report
Step 2 Review
1. To say sentences according to the calendar about Charlie’s holiday plan.
eg. Charlie is going to catch the nine o’clock train to his uncle’s home. etc.
Step 3 Leading - in
T: Last lesson, we have known the students are going to have a field trip to mountain. Today we’re going to see what they met on their trip.
Do you think they have a good time? Are there any problems? (Encourage students to guess about their trip.)
Students Listen to the tape with their books closed and try to write down the problems. Call one student to write on the blackboard.
Step 4 Presentation
學生默讀課文，了解課文大意。并對下列句子進行判斷。
A: they go to the top of the mountain to have a picnic.
B: they have no problem getting there.
教師就生詞和難點進行舉例解釋。
To draw a mountain on the blackboard, teach the phrase “on the top of” pointing to the top and “at the foot of the mountain” pointing to the loot of it “To have a picnic means to carry your food. and eat in out doors” “To trip over sth means to fall down because of sth”
e.g. I want to climb to the top of the mountain first.
Tomorrow we are going to have a picnic in a park.” “The boy trips over a lying tree.
Step 5 Practice
Students listen and read the article.
Then they ask and answer about the problems in pairs “What s the matter with Jill?”
“She often goes the wrong way.” etc.
并就教科書78頁的練習2進行討論。然后兩人一組問答練習。
Step 6 Practice
教師將課文第七頁的1，2，3，4，5副圖放大后掛在黑板上。告訴同學這就是當時爬山的情景。
Students guess what the people in each picture are going to say. Then check the answers.
Then students try to find ways to help them. They work in small groups.
最后教師讓學生合上課文，根據圖片復述課文。
If time permits, they act it out as a role play.
Step 7 Exercises in class
Ed trips over his shoes, so he has to 1 . Jiang Wei is very tired, he wants to 2 . Li Mu has too many things in his bag and it’s too heavy, he needs 3 . Katy wants to hike quickly, she always says 4 . But Jill often goes 5 .
Answers:1. Wear his shoes 2. have a rest 3. help 4. hurry up! 5. the wrong way
Step 8 Homework
1.Do the exercise 2 in page 78 of the textbook
2.To make a role play according to the pictures.
Step 9 The design of the blackboard
Lesson six
be going to
be doing
the word and phrase.
the pictures of the text.
Lesson 50， 篇6
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！（老師，早上好！）這個句子還是可以接受的。
Lesson 50， 篇7
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.
Lesson 50， 篇8
教學目標
學會復數物品的顏色描述。會描述一件衣服。
教學用具
同L49
教學步驟
Step 1 Review
上節課學過的十種顏色。可用上節課的課件。
Step 2 Presentation
用做好的課件呈現Part 1 第一部分。教單詞 sweater light 呈現下列詞組 light red / blue / green / yellow... a light blue sweater light blue sweaters
借用媒體，老師重復課文。然后老師問，同學答。在通過pair work和group work將課文背熟。
用做好的課件呈現Part 1 第二部分。方法同上。
聽錄音并跟讀。
Step 3 Drill
1.練習句型 How many n+s are there? There are …
讓學生練習下一組對話
How many people are there in your family? There are three
How many students are there in our class? There are 45.
How many girls are there in our class? There are 20.
How many boys are there in our group? There are 5.
2.講解、練習
look+adj
You look very happy today.
Your sweater looks very nice.
She looks sad today. Why?
You look very well toady.
事先讓一位女生穿一件彩條或顏色較多的毛衣。課上可讓這位同學站到講臺上和老師示范對話。
one & ones 用來代替剛提到的同一種可數的東西：
I haven’t a pen. Can you lend me one?
The question was a difficult one.
ones 是復數形式
There are one long writing-table and two small ones in the office.
Have you any books on farming? I want to borrow ones.
There +be (is, are) 用來引起一個句子，表示“有”“存在”等：
There are pens and pencils in my pencil-box.
There are many books in my bag.
There is a clock on the desk.
There is a blackboard on the wall.
like 作介詞，
like 像
I don’t do it like this.
Don’t throw it like this.
I want to speak English well like you.
3.單詞 want: I want a new book. I want a cup of tea.
Listen to the tape and repeat.
4.初步了解否定意問句。
Can’t you see it? Yes, I can.
Can’t you hear me? Yes, I can.
Isn’t it Monday? Yes, it is.
可譯為難道…表示提問人心中認為是肯定的。不要過分強調回答。
Step 4 practice
練習 P154 ex4
Step 5 consolidation
描述一下你同伴的衣服。
Homework
Blackboard handwriting
want
light light red / green
sweater a light red sweater
How many n+s are there?
There are …
look+adj
The sweater looks nice.
one & ones
Lesson 50， 篇9
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 “li ming goes to the airport” the reader in the activity book and audiotape
Lesson 50， 篇10
(一課時或兩課時)
教學目標
掌握語音；談談自己對四季的看法，說說自己最喜歡那個季節，并說明理由。
教學用具
錄影機、媒體設備。
教學步驟
Step 1 Revision
四季和12個月份。
Step 2 Presentation
老師朗讀這些句子，朗讀兩遍，重讀動詞及反意部分。
It’s fine today, isn’t it? Yes, it is.
You’re from Japan, aren’t you? Yes, I am.
They are waiting, aren’t they? No, they aren’t.
He’s a middle school student, isn’t he? Yes, he is.
She is at home now, isn’t she? No, she isn’t. She is at school.
It was Sunday yesterday, wasn’t it? Yes, it was.
Jim knows the way Australians speak, doesn’t he? Yes, he is.
Han Meimei knows Jim a lot, doesn’t she?
They were watching TV yesterday evening, weren’t they? Yes, they were.
You like spring best, don’t you? No, I don’t. I like summer.
將這些句子用投影儀打出，讓學生觀察，并總結反意問句的構成，以及它的回答方式。
Step 3 Drill
然后可采用老師說主句部分，由學生練習縮略部分的方式練習。練熟后由學生說主句部分，老師說從句部分，直至練熟。也可在黑板上出一部分句子，寫出主句部分，讓學生寫反意部分。目前只讓學生練習前肯定后否定的反意問句，回答部分不必多花時間。
聽錄音，并跟讀。
Step 4 Practise pair work
聯系Part 2 可讓學生自由發揮，如兩人談談北京的四季，和你家鄉的季節，但主要練習反意問句及其回答。
教單詞：true near nearly like unlike opposite
Step 5 Listen and repeat
Open your books and do Exercise One, Lesson 44
Pay attention to these pronunciations.
Read the words again.
T: Now let’s do Exercise Two. Listen to the tape and choose the correct answers on Page 134.
Then check the answers together.
Step 6 Consolidation
1.看圖并談談北京的四季。一個學生可重點談一個季節。練習Lesson 43 Part3.
2.讓學生編一個對話，談談自己所喜愛的季節。引出一個十分有用的句型：That’s true.
仿照Lesson 44 Part3.
A: Which season do you like best, spring, summer, autumn or winter?
B: That’s an easy question. I think I like spring best.
A: Why?
B: Well, I like travelling. You can do a lot of sightseeing in spring. What about you?
A: Can you guess?
B: You like winter, don’t you?
A: Yes. How did you guess?
B: Because you like skiing.
A: That’s true, but I like summer better than winter.
B: Why?
A: Because I can have a long holiday in Summer then.
3.Listen Lesson 44 Part 4 Read.
把你聽到的填寫在下列表格中，對比中國，美國和澳大利亞。
Spring
Weather
Summer
Weather
Autumn
Weather
Winter
Weather
China
Mar—
May
Warm
England
Amer-
ica
Mar—
May
Austra-
lia
Keys
Spring
Weather
Summer
Weather
Autumn
Weather
Winter
Weather
China
Mar—
May
warm
short
June—
August
hot
Aug.—
Nov.
quite warm
Dec.—
Feb.
very cold
England
Mar.-- May
longer than in China and USA
Not too hot or too cold
Amer-
ica
Mar—
May
A nearly the same as China.
Austra-
lia
Dec.—Feb.
The seasons are opposite of China.
June—Aug.
Ask the students to look at the two pictures in students Book and describe the pictures in their own words.
Let them talk about the weather in China, in England, in the U. S. A. and in Australia.
4. Go over Checkpoint 11
A: Grammar
1. disjunctive questions 2. the prepositions: in, on and at
B: Useful expressions
1. turn green/yellow/… 2. this year/month/… 3. the next year/month/…
4. be different from 5. What is the date today? 6. What’s the weather like?
Step 7 Exercises in class
Listening practice.
Listen to a story and try to answer the following questions.
Everybody talks about weather. “Isn’t it a nice day?” “Do you think it will rain?” I think it s going to snow. These are common ways of starting a conversation in England.
Many people think that they can tell what the weather is going to be like. But they hardly ever agree with each other. One man may say, “Do you see it is cloudy in the east? It’s going to rain tomorrow.” Another man will say, “Yes, it’s cloudy in the east. We’re going to have fine weather tomorrow.”
People often look for the weather they want. When farmer needs water, he looks for something to tell himself that it's going to rain. When people play in a park on a rainy day, they are sure that the weather is going to be fine soon. They even sit eating their lunch while it rains.
Most people listen to what the weatherman says on the radio. But he doesn’t always tell them what they want to hear. Sometimes he makes a mistake, but he is still right more often than anyone else.
Questions.
1. How do English people start a conversation?
2. Do many of them think they can tell what the weather is going to be like?
3. Why do they hardly agree with each other?
4. What kind of weather do people think it’s going to be if they go out to play in a park in the rain?
5. Who is right more often about the weather?
Keys:
1. They usually talk about the weather.
2. Yes, they do.
3. Because each of them is so sure of himself that only he knows about the weather.
4. They think it s going to be fine.
5. The weatherman is.
Step 8 Homework
1. Make up a new dialogue according to Exercise Three.
2. Write about the weather of four seasons in China.
3. Read the text fluently and try to recite it.
4. Review Checkpoint 11 and the whole unit.
5. Go over disjunctive questions.
Step 9 Blackboard Handwriting
Lesson 50， 篇11
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 50， 篇12
Step 1 Revision
Greet the class. Ask What's the date today?
Help the Ss to answer, e. g. It's September 2nd, 1996. Keep doing this in every lesson from now on.
Revise the names of objects by playing the What's in my bay? game. Collect a number of familiar items, discuss their colour, weight, size, etc. with the Ss and put the items in a bag. Then get the Ss to describe the items in the bag one by one.
Revise I'm sorry, it's broken and It doesn't matter and practise dialogues with the Ss using the items.
Step 2 Presentation
Write on the board： Lesson Two, the second lesson.
Say Today let's learn -the second lesson. Repeat the word second.
Teach long and short by showing the class two rulers, or pieces of wood. Say This ruler is long. This one is short. Ss listen and repeat. Ask Is this ruler long or short?
Teach tall in the same way, by drawing two boys, one tall and one short, on the Bb. Revise a piece of paper and teach a big/small piece of paper in the same way. Note the position of big/small before piece, not paper. Teach two/three pieces f paper (never papers).
SB page 2, Part 1. Speech Cassette . Ss listen and repeat. Then books closed! Point to a ruler/piece of paper/ picture on the Bb and ask What's this? Get the Ss to say It's a long ruler/big piece of paper/tall boy, etc.
Step 3 Presentation
Ask individual Ss Excuse me! May I borrow a ruler, please? Help them to answer Certainly! Here you are. Then say Thanks. Oh, sorry, this is short, Do you have a long one, please? Help the Ss to answer Oh, yes, I do or Sorry! I don't.
Step 4 Practice
SB page 2, Part 2. Speech Cassette . Ss listen and repeat, then practise in pairs. Contrast borrow (for an item that will be returned after use) and have (for an item that will not be returned ).
SB page 2, Part 3. Ss make three new dialogues.
Get some pairs to act theirs out.
Step 5 Listening
Read the following listening text. Demonstrate what the Ss have to do as you speak. Do not move on until the Ss have carried out an instruction.
Listening text
Do you all have a piece of paper like this? Hold it like this, and fold it in half like this.
Write your name in Chinese on one side, here; on the other side, write your name in English.
Begin your family name and your first name with a capital letter - a big letter. But use small letters for the other letters in your name.
When you finish writing your name, put the piece of paper on your desk.
Put it on your desk so I can see your names in English!
This will help me to know your names!
When the Ss have finished the exercise, talk to some of the Ss, like this： Hello, (Name). How are you?
Step 6 Workbook
Wb , E. 1-3.
Ex. I is a written exercise. The answers are： a bottle of milk, four small pieces of paper, two long rulers, five bottles of water, eight pieces of bread, six small bags of tea, one big bag of rice, two kilos of fish.
Ex. 2 may be done orally in class. The answers are： 1-d, 2 -e, 3 -b, 4 -a, 5 -c.
Ex.3 may be done orally first, and then in writing. The missing words are： Excuse me;
Certainly; this one; Thanks： Do you have a small one?; I don't.
Homework
Finish off the workbook exercises.