Lesson（精選16篇）
Lesson 篇1
lesson 36class opening1. greeting.2. duty report.3. ask volunteers to act out the dialogue in lesson 38.4. chant “how do you go to school?’5. ask and answer.student a: (to b) do you go to school by bus?student b: yes, i go to school by bus. ( to c) do you go to school on foot?student c: no, i go to school by bike. (to d) do you go to school by bike?student d: yestriangle, circle, square, line.always , usually , sometimes, never.step1: presentationdraw the pictures to show shapes or use real objects.step2: practice1. drill1). teacher: this is a triangle.students: this is a line.teacher: this is a line.students: this is a circle.teacher: square.2). teacher: i always come to school by bike.students: i always come to school by bike.teacher: sometimes.students: i sometimes come to school by bike.teacher: usually.3) teacher: let’s put a circle for usually.students: let’s put a circle for usually.teacher: a square for sometimes.student: let’s put a square for sometimes.teacher: a triangle for always.2. play the audiotape as the students follow along in their student books.3. practice in groups, make a chart like this lesson and make a survey. brainstorm some questions the students can use to make their charts and write the questions on the blackboard.4. play “never never”. instead of check marks, ask the students to draw the shape you call out . for example: i sometimes walk to school. circle! (the students draw a circle in fewer than half the boxes and xs in the rest.)class closing1. finish off the activity book.2. sing “the snow is falling”.3. preview lesson 39.
Lesson 篇2
Teaching Objects
1.Learn new words about clothes.
2.Teaching the expression of objects’ possession by using possessive pronouns.
Teaching Aids
objects, record, cards, clothes
Teaching Procedures
Step I Revision
First revise the content about last unit, like ask and answer What color is your pencil-box? It is white. What color is your bag? It is black. What about your hat? It is black, too. The teacher can lead the Ss to the topic of this unit clothes.
Step II Presentation
Go on with the question about color of the clothes, like ask the Ss What color is the dress by pointing to a picture of a dress, the Ss can answer the right color, and get the meaning of the word dress, other new words of clothes as sweater, shirt, skirt, blouse, trousers and gloves can also be taught in this way.
Step III Practice
Let the students practice in pairs upon the easy sentence structure: What color is A’s sweater? It’s light brown. What color are B’s trousers? They are dark blue. Remind the students pay attention to the using of light and dark.
Step IV Act
Let the Ss act before the class about the color of their clothes, like Part 2, lesson 53 in pairs. Be sure they can use the possessives correctly, and encourage them as much as possible. In this way the Ss practice the new words and can keep them in mind easily at the same time.
Step V Presentation
The teacher practice with the Ss on dialogues first about clothes then discuss about the possession of the clothes like:
T: Hello A, what color is your shirt?
S: It’s white.
T: Then what color is B’s blouse?
S: It’s yellow.
T: Whose blouse is red?
S: C’s (blouse) is red…
And the other Ss begin to practice this dialogue in pairs, teacher can check them by acting in front of the class.
Step VI Presentation
After the practice of the key sentences, the teacher change the sentence Whose is this shirt into Whose shirt is this. Tell the Ss Whose can be either followed with a noun or nothing, but the meanings are the same, that is to say it is used first as an adjective or then a noun.
Step VII Listen, read and say
Play the tape about Part 2, make the Ss repeat and after that, let them answer some easy questions about the dialogues, like Whose is this shirt? Is it Li Lei’s? Whose shirt is this on earth? Be sure the Ss grasp the point view of the dialogue, and let them practise it in pairs, then get several groups of the Ss to act before the class. Encourage the Ss who act well.
Step VIII Listen, read and say
SB Page 67, Part 2, do the same as Step VII. Add a new content, that is the use of the phrase put … on, a noun can be use either before on or after on, but a pronoun can only be used before the word on
Step IX Practice and act
Divide the class in half. Let the Ss in one of the class work in pairs to practise the dialogue in Part 1. The Ss in the other half can practise the dialogue in Part 2. After they have had a few minutes to prepare, get some pairs from each half to present to the class, without books this time. Encourage them to put expression in their voices, to use appropriate actions and to use real items for props. They should act, not just say!
Step X Listening
Listening Cassette Lesson 54. Name the four characters in the dialogue for the Ss- Mr. Wang, Jim, Li Ming, and Lucy. Play the tape twice. The Ss listen and then answer the questions in Wb Lesson 54, Ex1.
Lesson 篇3
lesson 14class opening1. greeting.2. duty report.3. act out the dialogue in lesson 13.4. play “who am i?5. play “whisper”.loud, loudly.step1: presentationtalk about the pictures in this lesson.what is danny doing?what is the man doing?what is the baby doing?step2: practice1.drillteacher: he is very loud.students: he is very loud.teacher: he is snoring loudly.students: he snoring loudly.teacher: the salesman is too loud.students: the salesman is too loud.2. play the audiotape as the students follow in their books.3. practice in groups.4.ask several groups to act out the dialogue.5.make u a similar dialogue.divide the class into small groups . ask each group to make up a dialogue about buying and selling things.class closing1. finish off the activity book.2. practice the dialogue in this lesson.3. preview lesson15.
Lesson 篇4
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 篇5
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 篇6
Step 1 Revision .
Draw the same map on the Bb as in Lesson 33, Step 1 and Step 2 of the TB.
Practise the words and phrases in Lesson 33. Dictate the 4-skill words in SB Lesson 33. Call a student to write on the Bb. Check the spellings with the class.
Step 2 Presentation
Expand the map like this：
Tell the Ss You are here and point to x on the map. Say You want to go to the hospital. Walk along the road and take the third turning on the left . Trace the route in chalk, counting the turnings as you pass. Explain the meaning of turning. Repeat the directions. Ss listen and repeat. Give directions to other places on the map. Ss listen and repeat. Then ask Excuse me, is there a hospital near here? Help the Ss to give instructions . Repeat for other places .
Step 3 Practice
SB page 34. Speech Cassette . Listen to the first dialogue, then read it with the Ss. Let them practise it in pairs . They can draw a map as described in the dialogue.
Step 4 Practice
1 Listen to the tape of the second dialogue and practise it in the same way. (Note You'd better.... =You had better.... )Then talk about your own town or neighbourhood. Ask Is there a post office/park/hospital near here? Only ask about places which are far away!
Explain the meaning of need .
2 Present and practise the third dialogue in the. same way .
Step 5 Practice
Pairwork. Ss ask and answer about places on the map on colour page iv of the SB. One student asks Excuse me, is there a... near here? The other gives directions or says I'm sorry. I don't know....
Step 6 Workbook
Wb , E . 1-3 (oral work ) .
Practise a model answer with the class before the Ss work in pairs.
The answers to Ex . 2 are： 1 along, first, on; 2 turn, left; 3 road, third.
The answers to Ex. 3 are： 1 A： How heavy is the fish? B： It's about 2 kilos . 2 A： How long is the river? B： It's 910 kilometres . 3 A： How heavy is the machine? B： It's 15 kilos .
4 A： How tall is the tree? B： It's 6 metres .
Homework
Finish off the Workbook exercises .
Revise the dialogues on page 34 of the
Students' Book.
Write down the dialogues in Wb Ex. 3.
Lesson 篇7
一.教學目的
1.掌握四會句型和短語：There is a map on the wall in the classroom. a man of China, Let’s look at the map. Where is/are + 介詞短語？a map of, in China, on the wall（注意介詞on, in, of的用法）。
2.掌握四會單詞：China, let, us, Let’s＝Let us，三會詞turn, now和三會句型It’s your turn now.
3.掌握字母e在開音節和閉音節讀音規則，以及輔音k，g，s，z的發音。
二.本課重點
l.課文第一部分句子：There is a map on the wall in the classroom.It’s a map of China. Let’s look at it.
2.on the wall, in the wall, a map of, look at, in China.掌握介詞的用法。
3.講解地點名詞的拼寫方法。
三.本課難點
1.It’s a map of China. China是專有名詞，開頭字母必須大寫。of China是介詞短語作定語，修飾名詞map, of表所屬關系。
2.Let’s＝Let us
3.字母e在開音節和閉音節讀音規則，以及輔音k, g, s, z的發音。
四.教師教法
本課可以利用圖表進行實際的交際訓練。選擇一些城市，用圖表顯示出分別在哪個省，讓學生根據圖表進行問答，也可以詢問學生特別熟悉的城市進行問答，形成真實交際的感受。
五.教具
錄音機、幻燈、地圖、圖片。
六.教學設計
Step 1 Revision
1.Duty report.根據值日生報告提出幾個問題，叫其他學生回答，或者讓值日生本人提問其他學生。
2.Free all根據39課第三部分內容，利用實物自編自演對話。（檢查家庭作業 ）
3.運用圖片復習單詞wall，clock，flower，blackboard，chair…和介詞in/ on/ behind可以通過以下對話進行：
T：What’s this in English？/ What are these in English?
S：It’s a …/ They are some…
T：Where is it? Where are they？
S：It’s / They’re on/ in/ behind under…
Step 2 Presentation
教師把一張標有本省本市的地圖掛在墻上，說：This is a map.It’s a map of China.
Now let’s look at the map.（板書并解釋China是專有名詞，Let’s＝let us，是縮略形式，講解a map of）領讀這幾個句子。指著地圖上幾個地點說：This is Beijing.This is Daqing and we are here.然后叫起一名學生問答：
T：Where is Beijing？
S1：It’ here.（用手指著地圖）
T：（問所有學生）Is that right or wrong?
Ss：It’s right.
（叫起另一名學生問）
T：Where is Daqing？
�。篒t’s here.
T：Where are we？
：We are in Daqing.
Step 3 Practice
1.合上書（聽課文第一部分錄音），問下列問題：Where is the map？Is it a map of China？放錄音，第一遍聽，注意語音、語調，第二遍跟讀，模仿語調，聽完錄音后，找學生回答問題。
2.打開書齊讀第一部分課文（解釋Class Three是指三班全體學生，a map換成the map的原因），把全班分成兩組（男生一組，女生一組）朗讀并背誦課文。
3.讓學生根據班級的實際情況，爭取說出下列話語：There is a tap on the wall in our classroom.It’s a map of china.
Step 4 Presentation
打出幻燈，顯示圖表（一些城市名稱和省名稱），看地圖，叫一名學生和教師進行示范對話：
T：Where’s Shenzhen？Do you know？ Harbin → Heilongjiang
S：It’s here. Guilin → Yunnan
T：Er, is it near Chinese Taiwan? Guangzhou → Guangdong
S：No, it’s near Hong Kong. Chengdou → Sichuan
T：Where is Macao? Shenyang → Liaoning
S：Is it in Guangdong? Wuhan → Hubei
T：Oh, no, it’s an SAR.
�。ㄖv解地名的拼寫方法和漢語拼音方式相同，所有地名像人名一樣，第一個字母要大寫）
Step 5 Practice
1.給學生幾分鐘時間，根據圖表和地圖，按照上面對話進行分組練習，然后叫兩組表演。
2.放課文第二部分錄音，先讓學生聽，注意語音、語調，打開書，再放一遍錄音，學生跟讀，注意模仿語音、語調，然后齊讀。
3.兩人一組朗讀對話并交換角色。
4.給學生兩分鐘時間，指圖自由問答各省、市位置，然后叫幾組表演。
Step 6 Listen, read and say
1.教師出示一組單詞卡片讓學生朗讀，然后板書he these see jeep e [i:]
再出示下組單詞卡片讓學生朗讀，然后板書：egg desk pen spell e [e]
引導學生總結兩組單詞讀音規則，然后寫出音標[i:] [e]。講解字母e在開音節和閉音節中的讀音規則。打亂卡片次序，讓學生讀準單詞。
2.幻燈顯示下列兩組單詞，用對比的方法教學字母k，g與t，d的發育［k］［g］與[t][d]，并指發育要領。打亂單詞順序，出示卡片，讓學生朗讀，并糾正錯誤發音。
Step 7 Listen and answer
1.對學生說：Open your workbook at Page 139, Listen.
2.先放兩遍錄音，回答問題，然后再放錄音，讓學生跟讀。
3.找學生答出正確答案。
Step 8 Presentation
教師把一塊表放進文具盒里說：This is my watch.Now it is in the pencil－box.然后叫一學生到講臺和老師進行下列對話：
T：Where’s the watch? Is it under the bag？
S：No, it isn’t. It’s in the pencil – box.
T：（把表拿出來放到書包下面）Is it in the pencil-box, now？
S：No, It isn’t. It’s under the bag.
蒙住該學生的眼睛，用玩具貓和魚缸進行上面對話。然后板書并領讀句子。
Step 9 Checkpoint
和學生一起討論復習要點，如有疑難問題解答。
Step 10 Consolidation
放幻燈片
翻譯下列詞組：
1.三班的學生__________ 2.他們教室的墻___________
3.他們教室的門_________ 4.在中國_________________
5.兩張中國地圖_________ 6.窗下___________________
7.在河北______________ 8.在門后________________
9.在墻上______________ 10.看一看圖片___________
Step 11 Summary
讓學生總結本課所學四會詞和四會句型：There is a map on the wall in the classroom，a map of China，Let’s look at it.fish bowl，如有漏掉，教師補充。
Step 12 Homework
1.筆頭作業 ：Workbook Ex. 5 and 6. 做在作業 本上，其他的直接寫在練習冊上。
（Key：Ex 5 I can’t/No/ No; Ex 6 in the box/ on the floor/ on the/ desk/ near the door/ under the bed/in the book/ in the toilet/ on the hill
2.口頭作業 ：（l）根據本課對話，按照地圖，兩人一組自由談論各地位置。（2）根據本單元所學課文，兩人一組或三人一組自編對話。
七.板書
Lesson 40 (I)
New words:
This is a map.
china It a map of China.
let Let’s look at the map.
us a map of
let’s =let us in China
Macao look at
SAR fish bowl
watch
Lesson 篇8
Teaching Objectives: Develop the four skills of listening, speaking, reading and writing. Revise the language points of the whole unit
Properties: Tape recorder, Overhead Projector
Language focus: /k/ c k ck /kw/ qu /f/ f ph
Teaching Procedures：
I. Revision
Ask the Ss to say something about Ann in the last period with the help of the time line.
II. Listening
1. Ask the Ss to summarize the rules of letter combinations with the sounds/k/ /kw/ and /f/and give some examples
2. Listen and repeat after the tape
III. Speaking
1. Read Mr. Mott’s diary by the Ss themselves.
2. Retell what happened to Mr. Mott from Apr. 10 to Apr. 13.
3. Opinion show
What do you think of Mr. Mott? Do you think a person like him can be a successful person?
IV. Reading and Writing
1. Finish Ex. 4 in the book.
2. Check the answer
3. Read aloud
4. Retell the diary.
V. Relaxation
Word puzzle game
VI. Go over the language points of the unit
VII. Exercise in class
Finish the dialogue between Mr. Mott and his wife according to Mr. Mott’s diary of Apr. 11 and 12.
S: What did you do on the morning of April 11?
M: 1 .
S: What’s the name of the place?
M: 2 .
S: Did you meet a lot of teachers?
M: Yes, I met a lot of teachers from 3 , but 4 .
S: How about April. 12? What did you do?
M: 5 .
S: What did you talk about?
M: 6 .
S: How about other teachers? Do you still remember what they said?
M: 7 .
S: Oh, what did you attend the meeting for? Didn’t you want to learn something from others? You still need the robot to remember everything for you.
M: Oh, __8__.
Keys:
1. I went to a place.
2. I forget/I can’t remember.
3. England, America, Canada and Hong Kong.
4. I can’t remember their names.
5. We had a meeting all day.
6. I talked about English teaching in Japan.
7. NO, I can’t.
8. (Open answer) I hate that machine. /terrible…
VIII. Homework
1. Wb.
2. Review the whole unit.
IX. The design of the blackboard
Lesson 篇9
一、教學目的
�。�1）blouse, dress, skirt, shirt, trousers.
（2）Whose…is this? Whose…are these?
�。�3）形容詞性物主代詞和名詞性物主代詞
二、本課重點
1.繼續鞏固Whose 句型。
2.What about…?
三、本課難點
1.區別形容詞性物主代詞和名詞物主代詞及用法。
2.區分本單元五個音標的發音，注意長、短音的不同。
四、教師教法
運用學生的學習用品和服裝繼續演練本單元重點句型。
五、教具
實物：學習用品、服裝、幻燈片。
六、教學過程
Step 1 Revision
1.讓學生分別扮演角色表演第55課Part 3的對話（2-3組）。
2.把學生的學習用品和服裝，包括coat, sweater等拿到教室前教師的講桌上，讓學生表演，在內容中反復呈現Whose句型、形容詞性物主代詞的和名詞性物主代詞。2-3組的學習中應包括學習較差的學生，學習較好的學生和學習較差的學生同在一組表演。激發學生的學習積極性。
Step 2 Listen, read and say
1.教師用幻燈片顯示單詞：car are class father讓學生朗讀，找出他們所含有的共同音素，并觀察是哪一個字母或哪一些字母，即字母組合發此音，教師總結，板書并領讀。
讓學生看書跟錄音讀音標及單詞。做Ex.1，教師領讀，學生齊讀，并找出2-3名學生朗讀。
Step 3 Find the words!
1.教師提問：What can you see in the picture?（I can see a shirt.）
Whose is it? （I think it’s Li Ming’s.）
學生不知衣服屬于誰，他們可以猜想，沒有固定答案。
2.給學生2-3分鐘，讓他們按順序填上單詞，然后找學生說出答案，教師糾正。因為學生以前做過類似的字謎，不會有太多困難，然后大家齊讀兩遍。
Step 4 Play games
首先學習What about…？可由教師開始，面對一名學生，T：My coat is black. What colour is yours? What about yours?（兩個句子緊跟，讓學生感覺What about…？的含義，并寫到黑板上，讓他們譯成漢語。用What about…？分別提問幾名學生，然后讓學生回答教師的問題。My coat （Mine）is blue （red, yellow, dark brown, light purple, etc.）
Action chain.操練課本第三，第四部分。
Step 5 Practice
做WB Page162 Ex.1, 2.
Step 6 Summary
1.用幻燈片打出代詞一覽表，讓大家朗讀，包括代詞的主格、賓格、形容詞性的物主代詞，空出名詞性物主代詞，讓學生填空，進一步強調名詞性物主代詞。學生齊讀2-3遍。
2.讓學生總結本單元的重點句型、實用型短語、表達方法并造句：Whose…？Let me have a look, please. Put on…I think…You must…Whose? Jim’s? the twins’, Come here, please. Here you are. It looks like yours. On Mrs. Green’s clothes line. What about…?
Step 7 Exercises
�、�.選出畫線部分讀音與其他三個不同的單詞。
�。� ）1.A. car B. father C. that D. are
�。� ）2.A. how B. window C. brown D. trousers
（ ）3.A. ruler B. brother C. sister D. skirt
�。� ）4.A. kite B. fine C.light D.his
�。� ）5.A. put B.us C. cup D.plus
�、�.完成下列各句
1.My coat is black. What colour is_______（你的）？
2.Her gloves are green________ ________ ________（他的呢）？
3.__________（誰的）shoes are these?
4.The coat is yours. _______ it _______（穿上），please.
5.Please _______（拿走）them to the classroom.
Step 8 Homework
1.做課堂未做的書后習題。
2.WB Page 162 Ex 3, 4, 5, 6.
七、板書
Lesson 篇10
一.教學目的
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
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
句型：I can’t find the …It’s over there, under the desk.
四.教師教法
本課口語訓練要注重實際交際活動，可以采取創設實際情景進行教學。教師可事先有意將自己的物品（筆、書、尺等）放到教室某處，最好不引起學生注意。在進行訓練時，可以故意表示找不到所需要的物品，然后詢問：“Where is my…？”請學生根據實際情況進行回答。也可以根據教室的實際情況進行提問，讓學生如實回答。創設這種真實的情景，學生有真實的生活體驗，這樣才能自由問答，才能達到訓練的目的，收到良好的教學效果。
五.教具
錄音機、幻燈、圖片、筆（或書、尺、橡皮、文具盒）等實物。
六.教學過程
Step 1 Revision
1. Duty report.根據值日生報告，提出問題，然后叫其他學生問答，使學生養成集中精力聽課的習慣，同時訓練學生的聽力。
2.Free talk.叫幾組學生根據所學知識自編對話進行表演。（檢查作業 完成情況）
3.利用教室的實物，通過下列對話復習What can you see…？Can you see…？句型和介詞in/on/under/ behind的用法。
教師先叫起一名學生問答，T：What can you see in the classroom?
：I can see a / some…
再叫起另一名學生問答， T：Can you see the…？
�。篩es，I can.
T：Where is it？/ Where are they?
：It’s / They’re in/ on…
給學生時間，讓學生按上面的對話四人一組分組練習（學生練習對話時，教師將筆、書和尺等分別放到地板上、學生的桌子上和椅子下面，做好下一步準備工作）。然后叫起兩組學生表演。
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!”叫起一名學生問：“Can you see it？”讓學生找到筆，然后說：“Yes，it’s here.”接著練習找書、尺等。板書：I can’t find…Can you see it？并領讀。
2.叫起一名學生問答：
T：I can’t find the broom. Can you see it?
S：I’m sorry, I can’t.（幫助學生回答）
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？接著學生聽錄音，告訴學生注意語音、語調；再放一遍錄音，讓學生跟讀，模仿語音語調，然后叫學生回答所提問題。
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.給學生時間，兩人一組分角色朗讀并表演對話（當學生練習對話時，教師將書、筆、掃帚、文具盒等物品放到教室的不同地方，并確保一些學生能看見老師放東西的動作）。
4.叫幾組學生表演。
Step 4 Drills and practice
1.叫起一名學生和老師進行示范問答，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.
�。ㄗ� 問 ）Where’s the teacher’s pen？Can you see it？
�。篠orry，I can’t.Oh, yes. It’s on the floor.（to ）.Can you see the raincoat?
�。篩es，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，教師先和一名學生示范對話，然后領讀一遍。
3.讓各行學生連鎖操練對話（練習表格里的替換詞）。
4.叫幾組學生站起來分別問答一遍。
Step 5 Look, ask and say
1.打開書，領讀第三部分對話，解釋Do you know？然后齊讀對話。
2.讓學生三人一組或四人一組看幻燈設置情景，根據第三部分內容自編自演對話。
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，先舉例和學生一起做第1小題，接著讓學生獨立完成其他幾道題，然后叫四名學生朗讀自己的答案。
Steps 8 Summary
教師看黑板上所寫句型，總結本課內容，并讓學生重復，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.根據本課句型自編對話。
3.筆頭作業 ，把Workbook.Ex.3抄寫到作業 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 篇11
Period: The Second Period
Content:
Properties: Computer / Recorder; Overhead Projector; Pictures, Sounds.
Teaching Objectives:
1. Understanding the Past Perfect Tense.
2. Learn some useful expressions.
Language Focus: on line, make a decision, so that, click on the screen, places of interest
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Get the students to watch a video about shopping and practise the dialogues again and present some dialogues that the sentences written for homework.
III. Leading in
Get the students to look at the picture of shopping online and describe it in English. Look the exercise below,
1. What did Sato Miyoko decide to buy online?
2. Why didn’t she buy it in a store?
3. What did her father think of her choice?
4. What did they do after a form appeared on the screen?
5. When did she receive what she had ordered?
Then lead students watch the video / listen the tape of Shopping online.
IV. Watch and Listen
Watch the flash / listen the tape of Shopping online (which is offered) three times.
After the first time, answer the questions above, and show the right answers to them:
1. She decided to buy a camera online.
2. Because she lives out in the country.
3. Her father thought that her choice is right.
4. They filled in the form and typed credit card number, telephone number, address and e-mail address.
5. A week later she received what she had ordered.
After the second time, do the listening exercise about text, such as filling the blanks. (show flash Shopping online )
After the third time, tell the students to read the text more carefully and check their answers, find the sentences of The Past Perfect Tense appeared in this text. Such as:
1) She had searched the Internet for two hours when she found an ad for the Canon digital camera.
2) After she had found more information, she asked her father if she could buy it.
3) After he had checked out all the information about different kinds of cameras, he believed his daughter had made a good decision.
…
V. Explain and Practice
Explain the Language Focus of the text, for example, online, so that, as well, make a decision, etc. The main point is:
1. shopping online（互聯）網上或在線購物
2. take pictures of this trip在旅游中照相
3. as 是連詞，作“由于，因為”解，引導原因狀語從句。
4. so that意思是“以便，為了 ”，常常引導結果狀語從句�！皊o (such) …that”引導結果狀語從句，作“這么……，以至”或“所以”解，so接形容詞、副詞或分詞，而such則接名詞。
5. had searched 是過去完成時。
6. ad是縮短詞，也可寫成advertisement。
7. as well意思是“亦；也；又；同樣”。
8. different kinds of 不同種類的。
9. click on the screen 點擊屏幕
10. she had ordered在這里修飾the camera，指她所訂購的那臺相機。
* Show the pictures about clothes and some words, such as:
cost so much, cost so little, cheap, expensive, long, small; he，she，we，they，John，I
Ask students make sentences with so that.
The jacket cost so much that he didn't buy it.
These trousers are so long that I can't wear them.
…
VI. Work in pairs
Look the Chinese translation of text (which is offered in text.exe ) and think about what the writer could tell us. Divide the students to four parts. Show the topic below, and let them prepare this in groups.
Simulate you will do shopping online, what should you do and what will be appeared to you? Could you speak out the process in English?
Sum up the points of shopping online or show the answers to the class. Otherwise finish the exercise Lead you shopping online which is offered.
VII. Homework
1. Review the contents of the lesson and retell the story. Pay attention to telling students that the most important thing is the main idea, is not the whole text itself.
2. Go shopping at spare time, and write a dairy about shopping.
Lesson 篇12
lesson 45class opening1. greeting.2. duty report.3. play “i see something” to review adjectives.shake , hang.funny, nervous.step1: presentation.teacher: (shaking hands )my hands are shaking. i’m nervous.step2: practice1. drill1) teacher: shaking./students: shaking.teacher: my hands are shaking.students: my hands are shaking.teacher: nervous.students: nervous.2) teacher: can anyone guess what this is?student1: can any one guess what this is?student2: can anyone guess what this is?student3: can anyone guess what this is?2. books closed! ask some questions: what’s in li ming’s hand? what does li ming give to lenny? listen the audiotape.3. check the answers.4. play the audiotape again as the students follow in their books.5. practice the dialogue.6. make up a similar dialogue.divide the class into small groups. ask each group to make up a dialogue about spring festival.class closing1. finish off the activity book.2. practice the dialogue in this lesson.3. preview lesson 46.
Lesson 篇13
Teaching Objectives:
Students should be able to make suggestions in three ways.
Properties: Overhead projector, recorder
Language Focus: Review the three ways of giving suggestions.
Teaching Procedures:
I. Organizing the class
Greeting and a duty report
�、�. Revision
1. To review the animal names.
2. To suggest sth to your friend.
III. Practice
Ask students to write out the three ways of giving suggestions, then students work in pairs to make suggestions, agree and disagree, if they disagree, they have to make another suggestion. Call some pairs to do it in front of the class.
Then students find the answers in the book.
Then students make dialogues with phrases given in the box, do it in pairs first, then act it out in front of the class.
IV. Reading and writing
Students read the dialogue and fill in the blanks, then check the answers.
The answers:
① Yes, I am./② Yes, ( sure)/③ Shall I get your house? / ④⑤ No definite answers ⑥ finish (do)⑦ a little later ⑧I like dumplings ⑨ See you then (Thank you)
Teacher draws pictures on the blackboard to teach the word "dumpling". Explain "seafood" is fish or animals in the sea that can be eaten, "have. …to do" eg. "I have many clothes to wash." "He has some questions to ask" etc.
V. Practice
Students go round the classroom to ask about their future arrangements and the students having the same future plans form one group, they go on to talk about more details, then say it in front of the class.
VI. Exercises in class
1. Complete the sentences.
① The teacher has many lessons ____ ____
② The boys have some words ____ _____
�、� I don't have anything ____ ____
�、� There are many games ____ ___
�、� I have a lot of food ____ ____
2. Complete the dialogue.
�、� A: Would you like to see a film with me?
B: Yes, I___. When____?
A: ____ meet at 8:00 tomorrow evening.
�、� A: Would you like to go skating with me?
B: ____, I can't. I have many things to do.
…
3. Rewrite the sentence without changing its meaning.
�、賅hy not go to the park?
______ ______ ______ go to the park?
②Shall we go to the cinema?
______ ______ going to the cinema?
�、跾hall we go and see the monkeys?
Shall we go and ______ ______ ______ ______ the monkeys?
�、蹵re you free today?
______ you ______ ______ today?
⑤They often have breakfast at 5: 15.
They often have their ______ ______ at ______ ______ _____.
�、轙he dolphin is the most interesting animal of all.
The dolphin is ______ ______ ______ any other animal.
�、遅ould you like to go boating?
______ you ______ to go boating?
Answers:
1. ① to prepare ②to say ③to do ④to play ⑤to eat
2. ① 'd love to, Shall we meet, Let's ② Sorry/ I'm afraid.
3. ①Why don't you ②What/How about ③have a look at ④Do, have time ⑤morning meal, a quarter past five ⑥more interesting than ⑦Do, want
VII. Homework
To make up a dialogue.
VIII. The design of the blackboard
Shall we …?
Why not meet…?
Work must come first.
Lesson 篇14
一.教學目的
1.復習Is there…？Yes，there is./No，there isn’t.
2.掌握四會句子：Are there any animals in the picture？
Yes，there are.
No，there aren’t any.
How many boats are there in the picture？
二.本課重點
1.教學Are there any…？句型及其肯定與否定回答。
2.復習How many…？句型。
三.本課難點
1.在Are there any…？中，向學生指出any用在疑問句，如Are there any boats in the river？或者用在否定句中，例如：There aren’t any flowers in the room. 比較Is there a…？和for there any…？兩個句型。向學生指出：a + singular noun and any + plural noun用法。
2.在How many…？句型中，復習How many后應接可數名詞復數，如How many students are there in your class？
四.教師教法
運用名詞的復數形式，指著實物，教學Are there any…？句型。讓學生用Yes，there are. 來回答，先教師問，學生齊答；然后讓學生根據掛圖，兩人一組、一問一答。待學生熟練上口后，再練習用否定回答。
五.教具
錄音機、掛圖、投影片、4支鋼筆、桌子及其他實物。
六.教學過程
Step l Revision
1.Duty report.
2.Free talk即檢查昨天留的口語作業 ，運用Is there…？句型，但可以擴展，運用更多學過的句型。
3.復習上一課所學的句型，運用掛圖、實物練習Is there…？句型。
Step 2 Presentation
拿出一些物品，并把它們堆放在課桌上說：Look at this desk，we can see many things on it.然后提問Is there a pen on the desk？幫學生回答，接著問 Are there any pens on the desk？（引出There be句型的一般疑問句的復數形式），幫助學生做肯定回答和否定回答，Yes， there are./No，there aren’t.
Step 3 Practice
1.讓學生兩人一組，根據桌子上的實物和上面的句型進行問答練習。
2.看書第 54頁的圖，教師問Are there any…in the picture？學生回答。（可以讓全體學生一起回答，也可以讓個別學生回答）
3.學生用書第47課第1部分，讓學生先聽錄音并跟讀，然后兩人一組進行練習，待熟練上口后，合上書，讓學生看圖進行問答練習。
Step 4 Presentation
指著教室問Are there any windows and desks in the classroom？讓學生回答Yes，there are./Yes，there is one.再問Are there any birds in the classroom？讓學生回答No，there aren’t.
教師可以指著教室里的物體，按教師一全班一半班一組進行問答練習，待熟練上口后，兩人一組一問一答。
Step 5 Practice
學習用書第58頁第2部分。兩人一組進行問答練習。待學生熟練后，脫離課本，根據教師提供的掛圖，進行問答練習，要注意學生對any用法的理解。
Step 6 Presentation
利用實物來復習How many…？句型，指出How many之后要接可數名詞復數形式的用法。
例如：T：How many boys are there in the classroom？
S: There are…
T: How many teachers are there?
S: There is only one.
Step 7 Practice
1.首先幫助學生回答課本第58頁第3部分的一些問題，然后兩人一組進行練習。
2.把課本的3個部分合在一起，運用所學的句型Are there any…? How many…?
學生兩人一組編一個自己的對話，例如：
A: Look at the picture. Are there any birds /…in the picture?
B: Yes, there are.
A: How many birds /… are there in the picture?
B: There are…/There is only one. / There aren't any.
Step 8 Consolidation
Ⅰ.句型轉換。叫幾個學生到黑板做，大家一起檢查。
Model: There are some boats in the river. (five)
Are there any boats in the river?
Yes, there are. / No, there aren't.
How many boats are there in the river?
There are five.
1. There are some old men under the big tree. (nine)
2. There are some boxes in the car. (twenty)
3. There are some jeeps near the house. (twelve)
4. There are some cups on the table (eight)
II.句型轉換
1. There are some boats on the river. (改為否定句)
2. There are some houses in the picture. (改為一般疑問句并肯定回答)
3. There are three people in my family. (對畫線部分提問)
4. Are there any apples on the tree? (改為單數形式)
5. There are some hills in the picture. (與trees構成選擇疑問句)
Step 9 Workbook
1.練習冊第47課練習1，口頭做，然后留書面作業 ，落實在筆頭。
2.練習三，教師先和個別學生口頭問答一、兩幅圖，然后讓學生兩人一組進行問答。
Step 10 Summary
1.讓學生總結本課的句型Are there any…? How many…? 并提醒學生any的用法和How many后應接可數名詞復數。
Step 11 Homework
1.口語作業 ：準備Free talk，運用句型Are there any…？How many…？
2.書面作業 ：練習冊里的第1、2題。
七.板書
Lesson 篇15
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 篇16
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.