Lesson（精選12篇）
Lesson 篇1
教學目標 ：
1.使同學掌握本課表示頻率的重點單詞：Never, sometimes, usually, often, always, how often,和部分特殊疑問句。
2.使同學能夠運用本課所學的內容介紹其他學生在校學習情況。
教具：Picture and recorder
教學過程 ：
Step 1 Revision
1. Revise the dialogue.
教師出示上節課的圖片，組織學生就“我的一天”進行對話練習，注意時態要一致，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. 復習一般過去時態和一般現在時.
教師讓學生寫出下列動詞的過去式和第三人稱單數形式.
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.
教師指導學生先填寫調查表。
(1)教師幫助學生解決調查表中的生單詞和詞組。
(2)教師指導學生根據調查表兩人進行問答練習，要求學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行表演。
(4)組織學生統計一份本班個人情況調查結果報告表。
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
教師組織學生寫一份詳細的關于你的同伴的個人情況報告。
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
學生自己總結特殊疑問句的句子結構.
Step 5 Exercise in class
漢譯英
1. 他們經常訪問英國。
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 篇2
Properties: Recorder; Overhead Projector; Pictures.
Teaching Objectives:
I. Practise listening ability.
2. Learn some dialogues.
Language Focus: Checkpoint 11.
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Revise the dialogues and some sentences orally. Then choose some good sentences from the students’ homework and read them to the class.
III. Leading in
Tell the students today they are going to hear about Tree Planting Day. Think about the two questions: What happens on Tree Planting Day? How do you plant a tree?
Books open, Look at Exercise, and read through the questions, make sure they can understand them.
Get the students to read the dates and numbers about.
IV. Presentation
Play the tape for the students to listen and check the answers;
1.A 2.B 3.A 4. B 5.C 6.A
Get the students to listen to the tape again, then read and repeat the sentences.
V. Dialogues
Listen to three dialogues, and then repeat after the cassette. Get the students to practise the dialogues in pairs, and then let them act it out in class.
VI. Practice
Ask the students to do Exercise 3, Write down their answers in the table.
VII. Checkpoint 11
Go through Checkpoint 11. Revise the formation of the Passive Voice with “must/ should /can /may + past participle. Get the students to say some rules for the class using the structure, e. g.
1. English should be spoken everywhere at school.
2. Windows may be cleaned after class.
3. Teeth must be cleaned everyday.
Remind the students of the difference in the meaning of “must” (obligation) should (ought to) “can” and “may” (possible). Make sure the students can understand the meaning and the use of the useful expressions.
VIII. Workbook
Let the students do Exercise 3 in the workbook.
Answers: 1. be grown, is grown, be harvested, be harvested
2. be dug, have finished, dig, be finished
Exercises in class
Rewrite the sentences in the Passive Voice.
1. You mustn't say dirty words to us.
2. We should water plants often.
3. Mary may put on her dress tomorrow.
4. They can climb that mountain.
5. Teacher should correct the homework.
6. You must keep the office clean.
IX. Homework
1. Review the contents of Checkpoint 11.
2. Finish Exercises 4 and 5.
Lesson 篇3
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 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
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 篇6
lesson 34class opening1. greeting.remember to greet your students with phrases they have learned.2. duty report.3. act out the dialogue in lesson 33.4. sing “find a friend”.what would you like for breakfast/lunch/supper?i would like .mine, yours.step1: presentationshow some pictures.teacher: what’s this? it’s a stove. we cook on the stove.look at this picture. it’s a refrigerator/sink.step 2: drillteacher: stove.students: stove.teacher: this is the stove.students: this is the stove.teacher: refrigerator.students: this is the refrigerator.step3: presentation1. draw a big clock on the blackboard.teacher: (point to the clock.) what time is it now? students: it’s seven o’clock.teacher: right. it’s seven in the morning. it’s time for breakfast. i would like some bread and eggs for breakfast. what would you like for breakfast?student1: i would like some eggs, toast and jam.teacher: what would you like? (to student2)student2: i would like 2.talk with a volunteer about mine and yours as follows: teacher: (hold up your pencil.) this is my pencil.this pencil is mine. it’s mine.where is your pencil? (to the volunteer)volunteer: (hold up his/her pencil.) teacher: (point to your pencil.) this is my pencil.that is your pencil. this is mine, that is yours.step4: practice.1. drill1)teacher: i would like some eggs. what would you like?student1: i would like some bread. what would you like?student2: i would like some bread. what would you like?student3: i would like some juice. what would you like?2) teacher: (to a) this is mine. that is yours.student a: (to b)this is mine. that is yours.student b: (to c) this is mine. that is yours.2. books closed! ask this question: what would li ming like? play the audiotape.3. check the answer.4. play the audiotape again as the students follow along in their student books.5. students listen and repeat.6. get some students to act out the dialogue.7. make up a similar dialogue then act it out in front of the class.class closing1. finish off the activity book.2. practice the dialogue in this lesson.
Lesson 篇7
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8
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 篇9
教學目標
學會介紹自己和家人以及周圍的環境。
復習語音
教學用具
課件、投影儀、錄音機
教學步驟
Step 1 Review
Review colours and dialogues SB L.49,50,51.
there+be 句型
Step 2 Presenttation
Listen to the tape to read phonics.
老師用投影儀打出這九幅圖，先不圖顏色。讓一學生用圖1做示范練習說物品和顏色。并涂上顏色。然后讓其他學生練習剩下的幾幅圖。最后聽錄音并跟讀。
Step 3 Drill
Listen to the tape and repeat. After that, answer the questions.
根據這12個問題，又可組成一篇短文，可讓學生練習說,并可加以想象。
參考范文
There are five people in Bill’s family. They are his grandmother, grandfather, his father, mother, and he. Behind his house, there is a big garden. There are many red flowers in it, but there aren’t trees in it. In his bedroom there is a bed, a desk and two chairs. They are all brown. It’s a nice room. He likes his room.
Step 4 Practise
談談自己的家庭。向同學們和老師們介紹一下自己的家庭。可介紹一下幾個方面;家庭成員，工作，家有幾間房，周圍的環境等。可用畫圖的形式向大家介紹。
參考范文
My name is X X X. There are three people in my family. They are my father, my mother and I. We have a new flat with one living room and two bedrooms in a big new building. I have a small bedroom. I can do my homework in it. There is a bed, a writing-table, two chairs and bookshelf in my bedroom. They are all yellow. I like yellow. On my writing- table there is a computer, some flowers and some books. It’s a very nice room.
There is a garden before our building. There are many flowers, grass and trees in it. Behind the building there is a playground. After school we often play basket and football on it.
Step 5 Consolidation
Listen to the tape and repeat. Do WB.
Homework
Blackboard handwriting
Colour it red / green / yellow / black / blue / white / brown / grey / purple
Lesson 篇10
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 篇11
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12
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？
：It’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.
（講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