第一冊 Unit（精選13篇）
第一冊 Unit 篇1
Teaching Plan of Fun with English 3A
Unit 5 How are you?
(Period 1)
l Teaching content:
Unit 5 How are you?
l Teaching targets:
1. Aim of knowledge:
Pupils are able to read and speak out drills: How are you? Fine, thank you. And you?Not bad, thank you. Not so good. I’m sorry.
2. Aim of ability:
Pupils are able to inquire someone’s health.
3. Aim of emotion:
Pupils are interested in singing : Goodbye
l Focal points:
Drills: How are you? Fine, thank you. And you?Not bad, thank you. Not so good. I’m sorry.
l Difficult points:
Answer one’s inquiring according one’s own status.
l Teaching aids:
Tape cassette, recorder
l Teaching steps:
Step 1. Singing
Sing a song: GoodbyeStep 2 Presentation(T) Hello, boys and girls, how are you today?
(Ss) Fine, thank you. And you?
(T) Not bad, thank you.
(S1) Hello, Miss Yang. How are you?
(T) (pretend to catch a cold)
Not so good.
(T Ss) I’m sorry.
Step 3 Practice
(T) How are you today?
(S1) Fine, thank you. /Not bad, thank you. / Not so good.
Step 4 Listening& Reading
(Ss) Read after the tape , then read after the teacher
Read together
Design of writing
Unit 5 How are you?
How are you?
Fine, thank you./ Not bad, thank you. / Not so good.
Teaching Plan of Fun with English 3A
Unit 5 How are you?
(Period 2)
l Teaching content:
Unit 5 How are you?
l Teaching targets:
1. Aim of knowledge:
Pupils are able to read and speak out new words: pencils, pens, rulers, pencil boxes, ball pens, pencil sharpeners, rubbers, books
2. Aim of ability:
Pupils are able to get idea about plural forms.
3. Aim of emotion:
Pupils are interested in asking and answering about their own stationaries.
l Focal points:
Words of plural forms: pencils, pens, rulers, pencil boxes, ball pens, pencil sharpeners, rubbers, books
l Difficult points:
Correct pronunciation of plural forms.
Teaching aids:
Tape cassette, recorder, some pictures.
l Teaching steps:
Step 1 Free talk:
How are you?
Fine, thank you. And you? Not bad, thank you. Not so good.
I’m sorry.
Step 2 Presentation
(T) ( Present a pen) What’s this?
( Present two pens) What are these?
( Read: pens)
(Same method as teaching : pencils, rulers, pencil boxes, ball pens, pencil sharpeners, rubbers, books)
Step 3 Practice
(Ss) Ask and answer about one’s stationary.
Step 4 A game
( Guess and say) ( Touch and say)
Step 6 Listen and circle
Design of Writing
Unit 5 How are you?
Teaching Plan of Fun with English 3A
Unit 5 How are you?
(Period 3)
l Teaching content:
Unit 5 How are you? (period 3)
l Teaching targets:
1. Aim of knowledge:
Revise words: pencils, pens, rulers, pencil boxes, ball pens, pencil sharpeners, rubbers, books and drills: How are you? Fine, thank you. And you?Not bad, thank you. Not so good. I’m sorry.
2. Aim of ability:
Pupils are able to get idea about plural forms.
3. Aim of emotion:
Pupils are interested in asking and answering about their own stationaries.
l Focal points:
Exercises of Unit 5
l Difficult points:
Correct pronunciation of plural forms.
l Teaching aids:
Tape cassette, recorder, some stationary.
l Teaching steps:
Step 1 Singing
Hello! How are you?
Step 2 Presentation
1. Listen and respond
2. Listen and colour
3. Listen and draw
Step 3 Practice
(Ss) Ask and answer about stationary.
Step 4 A game
( Guess and say) ( Touch and say)
Step 5 Listen and circle
Homework
1. Read Unit 5.
2. Copy the letters.
教學后記：Not so good. 和Not bad有個別學生搞不清楚，容易混淆，在接下來的每日英語中要多加練習。
第一冊 Unit 篇2
教學內容：Unit four I like Green Lesson One
This lesson covers “Let’s song”, Let’s play games and Activity 3 on P18 (Activity book)
教學目標 ：Hopefully the pupils will be able to:
☺ sing the rainbow song with actions.
☺ follow the teacher’s instructions
☺ understand the meaning of the key vocabulary and imitate t the pronunciation.
☺ enjoy the games and activities.
教學重點、難點：Vocabulary:
Productive: purple, blue, green, yellow, orange, red,
Receptive: colour, rainbow, up, down.
Structure and phrase:
Productive: words and chunks in the song.
Receptive: instructions in “Let’s move”.
教學媒體：a picture or a photo of a rainbow.
colour cards, word cards.
coloured flags.
crayons, a hand-made rainbow.
tape and recorder.
Ask the children to bring their crayons for activity 3.
教學步驟 ：[1] [2] 下一頁
第一冊 Unit 篇3
Unit 1 Good Friends
I. Learning Aim
1. Learn how to talk about friends and friendship.
2. Learn to discuss problems occurring in a friendship and suggest solutions.
II. Moral Education
From the learning, students can understand gradually that the meaning of “friends”.
III. Teaching Direction
1. key vocabularies and phrases.
honest brave wise handsome smart deserted in order to share
2. useful expressions
I think I can , , and .
I think he/she is , , and .
3. study strategies and thought techniques
(1) Guessing
(2) Discussion
4. the goals of quality education
(1) Help to improve the students’ capacities of communication.
(2) Help to improve the students’ abilities of reading.
5. teaching activities
1) teacher’s role
Teacher’s role is just the students’ learning guide and his take is to create real circumstance to let the students talk an active part in.
Teacher’s role is a friend of students’. He appreciates and evaluates the students’ performances actively and positively.
2) students’ roles
Students act as explorers to learn by themselves independently.
Students’ cooperate with their partners in groups during their study.
Students’ grasp the teaching contents in an investigational way.
6. teaching tools
recorder cassette pictures
IV the Design of Teaching Activities
Step 1 warming – up
1) Ask the students to describe a good friend or themselves encourage the students to try to use more adjectives.
2) Guessing Game
Ask the students to describe the appearance and characteristics of a friend or themselves. And let the other students guess who is being described.
This activity is used as a brainstorming session done either in groups or with the whole class. And it is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.
Step 2 Pre—reading
Explain the situation to the students and give them time to think about what they would bring. The activity should generate different choices and opinions, thus making it a good opportunity for discussion. Ask the students to work in groups.
The activity is designed to get the students to think about what it would be like to be alone on a deserted island. It is used as a previous part of the unit. And it gives the students an opportunity to practise giving opinions and making decisions.
Step 3 Reading
1) Scanning
2) Extensive reading
3) Ask the students to answer the questions.
4) Explain the new words and phrases in the content.
By doing this, students can improve their reading abilities.
Step 4 Post—reading
1) an interview
Ask two students to do this interview. One is a reporter. The other is Mr. Chuck Then make an interview according to the text.
By doing these, students can understand the main idea of the text better.
2) a debate
Create a real circumstance about the debate. Suppose four students represent four people and try to persuade the others that he or she should be given the parachute.
After doing the debate, students can consolidate what they’ve learned in class, and develop their capabilities of communication and the abilities of logical thought.
Step 5 Homework
an essay
Ask the students to write an essay about the debate. By writing it, students can raise the writing abilities.
第一冊 Unit 篇4
Goals:
1. Let students have a general understanding of how cell phones together with other new technology have changed the way people live.
2. Let students learn to use key words and phrases.
3. Train students reading ability, such as summarizing the outline of the whole text.
A brief arrangement of the lesson:
1. Lead into the lesson by a free talk about cell phones.
2. Deal with key words and phrases: providing some sentences for students to complete or to translate into Chinese.
3. Reading comprehension: fast reading to get a rough picture of the passage
detailed reading to get the main points of important paragraphs
4. Discussion: Is it necessary for teenagers to have buy cell phones?
Key words and phrases: press, image, function, add, feature, dial, emergency, whatever, obey the rules, in case of, on the go, remind somebody of.
The outline of the text:
Para. 1 Wang Mei is an example of Chinese teenagers who have cell phones
Para. 2. Cell phones can be used for many things.
For example: talking to people, sending messages and passages, playing games, listening to music, keeping appointments.
Para. 3 Cell phones also cause problems.
1. In school, cell phones may disturb class
2. At home, students may spend too much time and money on cell phones.
Para. 4 There are several reasons why teenagers like cell phones.
1.Cell phones help us stay in touch with friends and family
2. Cell phones make us feel safe.
3. Cell phones are fun and cool.
Para. 5 Wang Mei explains why she likes her cell phones and what she uses it for.
第一冊 Unit 篇5
一.教學目標 ：
談論自己的喜好；
詢問他人的喜好；
能夠談論喜愛某種動物的理由；
做出自己的行動計劃。
二.教學向導
語言目標
學習策略與思維技巧
重點詞匯
使用like的一般現在時句型
使用like的一般現在時的疑問句，并做出肯定和否定的回答。
使用what 和like的特殊疑問句
名詞的單復數的使用
通過討論，做出推理與判斷，培養綜合分析能力
tiger, elephant, koala bear, dolphin, panda, lion, penguin, giraffe,
smart, cute, ugly, intelligent, friendly, beautiful, shy, kind of, very, Africa, China
語言結構
語言功能
跨學科學習
Present tense to like
Yes/No questions and short answers
And/but
Adjectives of quality
Why do you like koala bears?
討論喜好
陳述理由
文學：鼓勵學生創作，根據自己調查的資料和感受寫出對保護動物的理解
三.重點句型
Why do you want to see the pandas?
Because they’re cute.
Why does he like the koala bears?
Because they are kind of interesting.
What animals do you like?
I like penguins. They are cute.
What other animals do you like?
I like dogs, too.
Where are lions from?
They are from Africa.
四.教學步驟 ：
Step 1: Lead-in
Show parts of animal’s bodies by slide show, let students guess what animals they are.
Then students show the pictures of all kinds of animals they found before class, and do a brief introduction of the pictures.
Step 2: Task one: make a survey: what animals do your group mates want to see?
Listen to the tape and finish Section A, 2a and 2b;
Ask group mates what animals they want to see in a zoo, fill in the chart as below:
Name
Favorite animals
Why
Lucy
Pandas, monkeys
cute and friendly; smart and naughty
Presentation: show their pair work
report: Lucy wants to see pandas. She thinks pandas are very cute and friendly…
Step 3: Task two: make decision what animals your group wants to see in a zoo.
1. choose the most popular three animals in one’s group;
2. listen to the tape, finish Section B, 2a and 2b;
3. make a plan when you go to a zoo with your group mates.
Give a dialogue sample:
Boy: Where do you want to go now?
Girl: Let’s see the elephants.
B: The elephants? Why do you like elephants?
G: Oh, they’re interesting. And they are really intelligent.
B: Yes, but they are ugly, too.
G: Oh, Tony! So, where do you want to go?
B: Let’s see the pandas. They are kind of cute.
G: Oh, yeah. I love pandas. They’re beautiful. But they are also kind of shy. Where are they?
B: They’re over there on the left, just across from the koala bears.
Step 4: Task three: We are going to the Beijing zoo for Autumn Outing, draw the order your group see animals at the zoo and state your reasons.
Group work:
1. draw a map of the zoo like the picture on P7; (according to the map of Beijing zoo)
2. mark the order your group see animals;
3. state the reasons like: Lucy, Mary and I like pandas best because they are lovely and beautiful, so we go to see pandas first. Then…
Step 5: Homework: Task:
If you have a wild animal zoo, what animals do you want to put in your zoo?
Draw a map of your zoo and state why you have these wild animals.
教學點評及反思：
一.環節設計思路：
本課以游戲形式的猜動物名稱引入，首先讓學生通過游戲中的練習，盡快熟悉各種動物的英文名稱。然后導入 到三個鏈狀承接的任務上。第一個任務通過聽力引入本課的第一組重點句型，即詢問喜歡何種動物及其原因。然后在同學中做一個調查，看看大家都喜歡些什么動物以及喜歡的原因，為第二個任務積累資料。任務二是真實任務前的模擬，讓學生從大家喜歡的動物中挑選兩至三種安排小組去動物園的參觀路線。真實任務是來源于對秋游的設想，打算組織學生去北京動物園，分小組活動，要求各小組有自己的參觀計劃，必須明確列出參觀各種動物的順序以及原因，并根據地圖說出大致的方位。課堂完成任務后，課后任務對課堂的延伸和鞏固，因此選擇了學生較感興趣的野生動物問題，同時兼有美術和生物學科的學習，一舉多得。
二.課后反思：
本課設計上思路非常明晰，由潛入深，教師帶領著學生一步一個腳印，漸漸進入任務，讓學生非常自然的領會本課的知識點。任務的設計貼近學生生活，有趣又實用，學生的參與非常熱烈。教師對課堂的把握非常到位，收放自如。不足之處在于野生動物的話題過于廣泛，教師可給與適當的指導，提供方向性的資料利于學生課下任務的完成。
教案點評：
本課以游戲形式的猜動物名稱引入，讓學生熟悉各種動物的英文名稱。然后導入 到三個鏈狀承接的任務上。課堂完成任務后，選擇了學生較感興趣的野生動物問題，對課堂進行延伸和鞏固，同時兼有美術和生物學科的學習，一舉多得。本課設計上思路非常明晰，由潛入深，讓學生非常自然的領會本課的知識點。任務的設計貼近學生生活，有趣又實用。
第一冊 Unit 篇6
《靈通少兒英語》Book1
Unit6Let’sdo
授課人：郭囝囡2003年11月18日
地點：長春市安達小學（一年五班）
教學理念：
"創新是一個民族的靈魂，是一個國家興旺發達的不竭動力"。教育要改革、創新，以培養和提高全民族的創新能力，這是我們肩負的光榮歷史使命。
一個人的創新能力的形成要有一個過程，要從小培養其形成具有創新能力的個性品質，那么，在基礎教育階段，在英語教學中，如何有效地培養學生的創造個性，發展其創新能力，自然是我們廣大英語教育工作者重要的研究課題，筆者認為，要從變革舊的教學方法、建立新的教學策略入手，努力為學生創設活動情境，誘發學生的好奇心，鼓勵學生大膽嘗試，豐富學生的想象力，以培養學生的創造個性。
用語篇學習理論，創設良好的英語學習語境----“人教版”《靈通少兒英語》第一冊UNIT6教學意圖：就英語課堂教學而言，教師講英語時聲音的大小，語調的變化，速度的快慢，節奏的變化，體態語言的表現等，對創設良好的外語學習環境，刺激學生的無意注意，引起學生學習外語的興趣，都有很大的意義（特別是低年級學生）。
運用語篇學習理論，就是在教學中注意語音語調，講究語言聲情并茂的藝術，注意聲調的抑揚頓挫，注意語言的內在連貫性，整體性，給學生以美的享受。
語言學家指出，英語篇章語調具有五個共同特征和運用規律：一是任何一類篇章的語調都有一個層次結構；二是任何一類篇章都采用重音和調式運動來突出最需要強調的內容；三是任何一類篇章都要運用調型的變化來表示話語的延續或終止；四是任何一類篇章都通過明顯的語調反差來形成不同層次上的語音高潮；五是任何一類篇章都會運用上述的語調特征來表現同一語篇中各種不同功能的話語行為之間的過度與交替。
根據這樣的理念，我運用自己在教學中積累的少兒英語CHANT的實踐方式，引進語篇學習，對課文進行韻律性，節奏化改編，輔以肢體語言進行抑揚頓挫的語境創造性教學，使本堂課受到較好的效果。
課前準備：
（1）把人民教育出版社的《靈通少兒英語》UNIT6第一教時內容做以下改編，使它符合語篇學習的語境要求，更富韻律感，瑯瑯上口：A chair and a table. A chair and table. This is the kitchen. What are you doing? I’m eating. A bed and a lamp. A bed and a lamp. This is the bedroom. What are you doing? I’m going to bed.
（2）準備一張標有kitchen、bedroom兩個房間的房屋教學掛圖。（或板書于黑板）
（3）準備a chair、a table、a bed、a lamp的圖片。
（4）準備正在吃飯和脫衣睡覺的Chip、爸爸、媽媽、爺爺、奶奶、唐老鴨、cat、dog等圖片和他們的頭飾。
教學過程 ：
（1）學生是共同管理學習過程的參與者，這個觀點必須牢固地扎根于教師的頭腦中，切實地貫徹于課堂教學的實踐中。因此，我將導入 設計為：教師頭戴Chip的頭飾邊貼chair和table圖片于kitchen邊介紹：A chair and a table. A chair and a table. This is the kitchen.一個頭戴cat頭飾的同學邊敲門邊問：“What are you doing?”教師回答道：“I’m eating.”
（2）啟發：“What is the meaning about this text?”學生可用中文把所說對話意思講一遍。
（3）遇事好問、勇于探索固然重要，但不能以此為目的，僅停留在獲取初步探索的結果上，要培養學生對已明白的事物繼續探究的習慣，永不滿足，這才能充分激發學生的好奇心和內在的創新欲望，培養學生探究性思維品質。在英語教學中，教師要針對學生已有的能力水平，利用青少年好奇的心理特點，充分運用教材里現成的材料將學生的思維逐步引向深入，繼而提出探究性問題，這是創造個性的具體表現，我們要倍加愛護的引導。
基于這一理念教師應采用啟發性朗讀，用以下基本節奏方式“嘭恰恰嘭恰恰”與“嘭----恰----”分解跟讀，配上一定的肢體語言或按節拍拍掌：A chair and a table. A chair and a table.前一句用拍掌，后一句用右手比畫指向“a chair and a table” This is the kitchen.學生指向自己的胸口并拱手介紹Kitchen。學生起立敲桌子兩下為敲門聲并把右手至于嘴邊：“What are you doing?”最后“I’m eating.”做吃飯狀。（bedroom可用同樣的方法教授。）
（4）實踐證明，青少年具有好與人交往，好表現自己的心理特征。有計劃地組織他們討論，為他們提供思維磨擦與碰撞的環境，就是為學生的學習搭建了更為開放的舞臺。學生在獨立思考的基礎上集體合作，有利于其思維的活躍。創造心理學研究表明：討論、爭論、辯論，有利于創造思維的發展，有利于改變"喂養式教學"格局。因此，在教學中我們要創設多種形式、多種目標的交流情境，以發展學生的創造個性。所以，我采用了分句分組操練。
（5）分句個人操練。
（6）陶行知說過："人生兩個寶，雙手和大腦。手和腦在一塊干，是創造教育的開始，手腦雙全，是創造教育的目的。"在教學中，尤其在教學的重點難點處，若能組織學生集體合作，則有利于發揮每個人的長處。在合作中，學生之間相互啟發、相互討論、學習，思維由集中而發散，又由發散而集中，個人的思維在集體的智慧中得到發展，這樣同學間相互彌補、借鑒、啟發、點撥，形成立體的交互的思維網絡，往往會產生1+1>2的效果，而讓每個學生在小組合作中動手動腦，更是發展其創造力的有效方法。在這一部分，我采用了pair work兩兩對話操練。
（7）整篇合成按音樂節奏（可放背景音樂）操練。
（8）分組對話操練。
（9）個人對話操練然后表演。
（10）按語境進行情景對話表演。
（11）教師糾音及朗讀節奏指導。
（12）教師學生變換不同角色（如Chip、爸爸、媽媽、爺爺、奶奶、唐老鴨、cat、dog等）進行聲音大小及聲調變化訓練。
教學處理設想：
對于課文中的生詞，如，chair、table、kitchen、eating等，我認為不能用無意義聯系的單純跟讀方式來建立認識關系，而是必須把生詞放在特定的語境里，是單詞在句子中建立語義上的聯系，讓學生形成良好的直接條件反射，培養從小用英語思維的習慣并通過瑯瑯傷口的語篇結構，韻律節奏使學生感到容易模仿記憶。
我認為，篇章結構的引進與運用，其目的歸根到底是為了語境的創設，學習氛圍的強化和興趣的激發。
教學回顧：
本課教學音樂性強，表演效果好，適用于全班整體操練及個體表演。學生學了經過韻律化處理過的課文后，印象深刻，記憶效果良好。
當然，要培養學生的創造個性，僅停留在創設這些教學情境上是不夠的。教師首先要具有創造的精神，注重創設寬松、民主、富于創新精神的教學氛圍，尊重學生個體，注重抓住一切時機激發學生創新的欲望,注意對學生的學習行為和學習結果、反應等做出客觀、公正、熱情、誠懇的評價……只有教師在教學中真正樹立了創新的意識，學生的創造意識才能得以培養，其創造個性才能得以弘揚。
第一冊 Unit 篇7
Unit 13 Healthy eating
Teaching Aims and Demands
Words and Phrases
Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then
Three Skills: energy soft bar fuel chemical balance tasty boil mixture
Spoken English:
In the clinic / seeing a doctor:
What’s wrong with you?/What’s the matter with you?
Lie down and let me examine you.
Let me have a look.
Where does it hurt?
Drink plenty of water and get some rest.
I’ve got a pain here. This place hurts.
There’s something wrong with back/my knee/my arm.
I don’t feel well.
Grammar:
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.
Important points:
1. Talk about different kinds of food that one favorites.
2. learn the basic knowledge of healthy eating.
3. learn how to say in the clinic.
4. Grasp the language points and grammar in the text.
Difficult points: The use of modal verbs --- had better, should and ought to.
Teaching aids: computer or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1
Step 1 Warming-Up
First show the students some pictures of dishes and so to introduce the topic of this unit.
And then show the pictures on their text books and let them to decide what is junk food and what is not.
Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.
Step 2 Listening
Let the students listen to the tape and be prepared to answer the questions below.
Step 3 Speaking
Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue
After that list the useful expressions in their dialogue.
Step 4 Homework
Prepare for the next class.
Collect some menus if possible for the next class.
Lesson 2
Step 1 Introduction
Using the questions on P3 to introduce the new text.
Step 2 Fast-reading
1.What does the “fuel ” mean in the first paragraph?
(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)
2.What do we have to consider when we choose to buy or eat?
(What kinds of nutrients that the food contain.)
3.What made our eating habit changing?
(Many things: what people believe, advice from companies and stores.)
4. How can we feel and look fine?
(We ought to learn about our body and the fuel it needs to keep fit.)
Explain the language points if necessary.
Step 3 Carefully-reading
How many parts can be divided into?
(Three parts.)
What’s the main idea of each part?
(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)
Step 4 Talking
Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.
Step 5 Homework
Finish the exercise --- Vocabulary on P5. and P72-73
Lesson 3
Step 1 Revision
Check the homework.
Step 2 Grammar
First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.
Step 3 Consolidation
(1) Finish the exercise on P5 and on P74
(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.
1.give advice that will really help the person.
2. be polite and sincere
at last get the students to finish the following practice.
Step 4 Homework
Finish the exercise 3 on P74 in the students’ workbook.
Lesson 4
Step 1 Revision
Let some students read their reply to the letters on P74.
Step 2 Reading
Read the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)
Step 3 Writing
Ask the students to work in pairs to write the recipe for their favourite dish.
We may first give the tips on P7 as a guide.
Step 4 Discussion
First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?
What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)
Step 5 Homework
Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.
第一冊 Unit 篇8
lesson type: revision
topic: revision of unit 1—unit 8
teacher: wang sanchuan
teaching objectives:
1.revise letters.
2.the sounds of letters.
3.listening ability.
4.communicative conversation.
5. personal pronoun.
teaching materials: computer and tape recorder
teaching method: the english“four-in-one” teaching approach
teaching procedure:
i. i show some national flags and logos to students, students say the english abbreviation in letters. it doesnt confirm my stu-dents learning about letters,but also stimulate their interests about english. help students find our the five vowel letter a , e, i, o, u and their sounds. to let my students tell me the words for each sound,i will ask five students to type the english words on my computer.
ii. listen to the tape and write the order of the pictures.it includes 4 dialogues.
iii. revise making calls and help students to make a dialogue on how to make a call.revise polite words when meeting new peo-ple.
iii. revise the plural forms of nouns and do some exercises.
vi. revise the personal pronoun and do some exercises.
v. revise numbers: including plus and minus.
vi. get the students to say something about themselves and their families.
vii. get the students to write what they said as homework.
第一冊 Unit 篇9
teaching plan for unit 11
the sounds of the world
this unit mainly talks about different kinds of music with the title the sounds of the world.
1. teaching aims and demands
類 別
課程標準要求掌握的項目
話 題
1) talk about different kinds of music
2) discuss characteristics of different kinds of music and differences between them
3) write a comparison essay
功 能
giving advice and making suggestions
you’d better (not)…
you should/ought to…
you need (to) …
shall we…?
let’s…
what/how about…?
why not…?
why don’t you…?
i think …
i am sure (that)…
maybe you could…
詞匯
suggestion musical instrument perform performer blues characteristic slave jazz contain traditional spread variety universal folk guitar record satisfy inner desire emotion process musician totally express intelligence chant
in common turn into
語法
the passive voice in different tenses
1) 一般現在時（am\is\are done）
our monitor keeps the key to the classroom.→the key to the classroom is kept by our monitor.
2) 一般過去時（was\were done）
ricky martin performed the song of the 1998 world cup. →the song of the 1998 world cup was performed by ricky martin.
3) 現在進行時（am\is\are being done）
everyone in the country is singing the beautiful song. →the beautiful song is being sung by everyone in the country.
4) 過去進行時（was\were being done）
smith was weighing the baby elephant. →the baby elephant was being weighed by smith.
5) 一般將來時（will be done）
the famous band will give a performance in the capital concert hall. →a performance will be given by the famous band in the capital concert hall.
6) 過去將來時（would be done）
he knew that they would invite him to perform in the new year’s concert.
→he knew that he would be invited to perform in the new year’s concert.
7) 現在完成時（have\has been done）
they have picked out the top ten pop songs →
the top ten pop songs have been picked out.
8) 過去完成時（had been done）
the headmaster had given the boy a golden pen. →
the boy had been given a golden pen by the headmaster.
2. 教學內容分析
本單元的中心話題是“音樂”。語言技能和語言知識幾乎都圍繞“音樂”這一中心話題設計的。由熱身、聽力、口語、讀前、閱讀、讀后、語言學習、綜合技能、學習建議、復習要點等十個部分組成。
“熱身”(warming up)部分提供了地圖，然后聽音樂，要求學生明白所聽音樂來自哪里，并展開討論。這部分的目的是呈現本單元的中心話題——音樂，幫助學生在大腦中形成一個有關“音樂”的信息包，并復習或學習有關音樂的詞和句型。
“聽力”(listening)部分提供了三首歌曲，要求學生通過聽弄清歌名，歌詞大意并對這些歌曲談感受。
“口語”(speaking)部分提供了joe和susan之間的對話。peter的生日就要到了，joe想送peter生日禮物，于是征求susan的意見，從而引出了asking and giving advice.整個活動以說為主，同時涉及了聽、讀、寫的技能。這一設計訓練學生在比較真實情景中口頭表達的能力和豐富他們asking and giving advice的句型。
“讀前”(pre-reading)提供了有關“音樂”話題的四個問題。引導學生為下一不“閱讀”作好思想準備。
“閱讀”(reading)部分介紹了一些有趣的音樂風格，如blues\hip-hop\rap\latin music等。
“讀后”(post-reading)部分分兩塊。第一塊要求學生在小組里討論四個問題，其中前兩個問題是針對文章的理解，評價學生對文章理解的程度；第三個問題要求學生結合文章談論自己的看法；第四個問題是開發性的，目的在于培養學生的思辯能力。第二塊要求學生根據課文對所設計的六個句子先判斷正誤，然后加以改正。
“語言學習”(language study)分詞匯和語法兩部分。判斷一個人詞匯量的大小，應該看兩個方面，一個是外在數量，即單詞的個數；另一個是內在數量，即單詞詞義的個數。本教材與舊教材相比，大大重視單詞詞義的個數，本單元講解了四個詞匯：beat\pick\rock\style,每個詞都講解了三個用法。語法部分是各種時態的主動語態和被動語態的轉換。
“綜合技能”(integrating skills)提供了一篇北京師范大學2001級學生曹向前同學寫的文章（經過改寫）pop versus rock。文中著重闡述了pop songs 和rock songs之間的區別。通過對這篇文章的學習，要求學生寫一篇題為traditional chinese music vs modern chinese music的文章。
“學習建議”（tips）部分提供了有關話題“音樂”的總結性語言。
“復習要點”(checkpoint)部分簡要地總結了本單元的語法要點——the passive voice in different tenses,并且設計了練習，幫助學生自評。同時通過兩個問題引導學生對本單元所學的詞匯作一次小結。
3. teaching procedures:
this unit consists of 10 parts: warming up\listening\speaking\pre-reading\reading\post-reading \ language study \ integrating skills \ tips\ and checkpoints. i plan to cover this unit in 6 periods. period one: warming up and listening \ period two: speaking \ period three: pre-reading reading and post-reading \ period four:post-reading and word-study \period five: grammar\ period six: integrating skills
4. 教學評估(assessment)
1) 自我評估(self-assessment)（了解學生對本單元的學習情況）
要求學生自我評估可以提高學生學習的主動性和積極性，促進學生對自己的學習進行反思，并能幫助學生掌握評估技術，增加教師的評估信息。通過自我評估，學生可設定目標，并更清楚地認識到自己的優勢與不足。
設計本單元的自我評價：根據自己的實際情況回答下列問題，并存入個人學習檔案：
(1) what is the most important thing you learned in this unit?
(2) what do you think you did best in this unit?
(3) what do you find the most difficult in this unit?
(4) where do you see the most improvement?
(5) where do you need to work harder?
2) 同伴評估(peer-assessment)（了解學生的學習情感、策略）
溝通技能和合作技能在同伴評估中十分重要。同學間彼此信任和真誠的互相評估需要長時間來培養。但是同伴評估可以通過簡單的活動來實施。例如：如果一個小組要完成一項任務，組中每個成員都要做出貢獻，共同完成任務。每個成員都要評估自己和他人的貢獻。也可以由一組或幾組同學在班上演示他們完成的任務，有其他同學根據制定好的表格對他們做出評價。
設計本單元的同伴評估：由組長或指定學生負責，組織小組反思，填寫下表，并存入小組學習檔案：
period one
(warming up and listening)
step 1 warming-up
before class, t plays a song ss are familiar with till the bell for class rings. then t asks ss some questions: (1) do you know the name of the song? (you’ll be in my heart from the film named tarzan,《人猿泰山》)(2) where do you think the song comes from? (3) do you like the song? why or why not? etc. ss answer all these questions.
step 2 brainstorming
do you know any other songs? in this way, ss think about as many songs as possible.
step 3 discussion
ss work in groups of 4. they talk about the songs they are interested in.
step 4 demonstration
after discussion, choose one of the students in their group to report the result of their discussion.
step 5 finding a place
(show a map of picture)
t shows the map of the world. while the student is reporting the result, others should listen carefully. ask a student to find the place in the map where the song comes from.
step 6 listening
ask ss to listen to the music on the tape to find where the music comes from.
song 1 二泉映月 (folk music)
song 2 beat it by michael jackson from america (rock music)
song 2 take me home, country roads by john denver from europe (american country music)
step 7 listening and discussion
listen to the music several times and then discuss the following questions with group members. (1) which piece of music do you like best? why? (2) what makes you think this music comes from… (3) what are the differences between the songs you have heard? (4) can you guess what the songs are about?
step 8 demonstration
after discussion, ss choose one of the students in their group to report the result of their discussion.
step 9 listening
listen to the three songs on the tape and then fill out the form below.
1
2
3
what would be a good title for the song?
what is the song about?
how does the song make you feel?
do you like the song?
(1=not at all, 10=very much
how would you describe the song?
play the tape several times so that ss can fully understand them.
song 1: edelweiss
song 2: i’m right here waiting
song 3: love me tender
step 10 group-work
when ss fill out the form above, they discuss each question and then report the result each other.
step 11 demonstration
choose one of the students in their group to report the result of their discussion.
step 12 listening
if time permits, finish the workbook listening exercises in class. if there is no time left in class, leave them as homework.
homework:
1. finish off the workbook exercises.
find as many kinds of musical instrument as possible.
第一冊 Unit 篇10
No. 110 Middle School by Cao Yi
單元整體說明
單元教材分析
本單元主要學習使用want來談論和表達自己的喜好；學習運用表示品質的形容詞來表達自己喜好的理由；學習連詞and和but的用法；鞏固行為動詞一般現在時的結構和名詞單、復數的構成。本單元通過“介紹電影，談論喜好”和“制定計劃”這兩個話題，設計了三個任務型活動：任務一是：根據自己的喜好，搜集奧斯卡電影資料，進行介紹；任務二是：我不確定，學習“表達計劃安排”的有關知識；任務三是：學寫小作文，讓學生掌握“陳述理由”的方法和正確使用表示品質的形容詞。
單元知識系統(樹)
Do you want to go to a movie? Yes, I do. No, I don’t.
Does he /she want to go to a movie? Yes, he /she does. No, he /she doesn’t.
What kind of movies do you want? I like action movies and documentaries.
單元總體目標
通過本單元的學習讓學生掌握所學目標語言；學會詢問他人的喜好和談論自己的喜好，并能夠表達自己喜好某一類電影的理由；能根據自己的愛好制訂出周末或節假日的行動計劃。
單元重難點一覽
重點
難點
1.復習詞匯：want，like，and，but，interesting，boring
2.詞匯：go，movie，action，comedy，documentary，thriller，Beijing
Opera，scary，funny，sad，exciting，kind
3.句型：Do you want to go to a movie? Yes，I do./No，I don’t.
Does he/she want to go to a movie?
Yes.he/she does./No.he/she doesn’t.
What kind of movies do you want?
I like action movies and documentaries.
語法重點：行為動詞一般現在時的結構；名詞單、復數的構成
和使用。
每單元學情分析
本單元的主題是談論喜好和制訂計劃，圍繞這兩個主題進行一系列的交際活動，使學生正確使用want來談論和表達自己的喜好并學會制訂計劃；同時復習了行為動詞一般現在時的結構和名詞單、復數的構成。對于行為動詞一般現在時的構成，我們已經在第五、六單元學習過，教師一定要根據學生的實際掌握情況進行引導，尤其是“三單”形式的變化；對于名詞的復數，教師要進行總結以掌握其變化規律，但重要的是讓學生正確運用。
單元教學建議
采用Discussing和Concluding的學習策略，利用教學圖片、幻燈片、實物(電影廣告、海報等)或制作課件(各種電影的精彩片段)等來展開課堂教學、Pairwork問答式的口語交際活動和小組活動，進行“詢問和談論喜好”和“制訂計劃”的課堂教學和練習。本單元的教學法建議：語音教學——讓學生進行模仿操練；詞匯教學——采取情景介紹或演示對比的方式進行教學，讓學生在情境中操練、理解含義并學會運用；口語教學——采取pairwork問答式的口語交際活動和小組活動互相操練；聽力教學——采取圖文配對和填寫表格的方式；閱讀教學：采取比較差別和尋找關鍵詞的練習；寫作教學——以模仿、填詞為主；語法教學——總結規律、在運用中掌握。
單元課時分配
本單元用3課時教學
Section A用1課時
Section B部分用l課時
Self Check用l課時。
Section A
教學內容
Section A(教材P53～55)
教學目標
知識與能力
Section A的主要內容是運用want制訂計劃和打算，并談論喜好和偏愛及其理由；學會運用連詞and和but談論喜好。
過程與方法
采用Discussing和Concluding的學習策略，利用教學圖片、幻燈片、實物(電影廣告、海報等)或制作課件(各種電影的精彩片段)等來展開課堂教學、Pairwork問答的口語交際活動和小組活動，進行“詢問和談論偏愛”和“制訂計劃”的課堂教學和練習。
情感態度價值觀
Section A是通過“介紹電影”來學習“談論喜好”和“制定計劃”這兩個話題，學內容是學生非常感興趣的話題，貼近學生的生活。通過互相介紹自己的喜好和偏愛，可以增進同學之間的了解和友情，并幫助學生找到彼此的共同點，加深溝通。
教學重、難點及教學突破
重點
通過“介紹電影”，運用動詞want談論喜好和制訂計劃；學會運用連詞and和談論喜好。
語法難點
行為動詞一般現在時的構成和應用；名詞復數的構成；連詞and和but的用法教學突破
Section A重在通過使用動詞want來談論喜好、偏愛和制訂計劃，而進行交流載體是已經學過的行為動詞一般現在時的結構，因此在教學中教師只要善于引導學生很容易接受教學內容。
教學準備
第一冊 Unit 篇11
教學目標 ：
1、掌握表示地點的詞匯；
2、掌握where 引導的特殊疑問句；
3、能夠簡單地描述地點方位；
4、能夠畫出簡單的示意圖。
教學向導：
語言目標
學習策略與思維技巧
重點詞匯
表示地點的詞匯
where 引導的特殊疑問句
個體、群體思維；
看圖作答；
交換信息；
Post office; library; hotel…
Between; on; next to；across from…
語言結構
語言功能
跨學科學習
There be 句型
Where句型的問答
詢問路線
指出方位
通過繪畫激發學生學習興趣
教學過程 設計：
Steps
Teacher’s activity
Students’ activity
Preparation
Brain storm
Look at some pictures and know the words of these places
Look and read and learn
Ppt.
Task I pair work: Is there ….
Aim
Use ‘there be’ sentences, familiar with the new words
1
Read and match the new words in 1a
Read and finish the work
Picture
2
Show the target language:
Is there a bank near here?
Look at the sentence and the answer
3
Ask Ss to talk about the places in the picture
Pair work to talk about the places and streets
Pair work
4
Move around the room and give support as needed
Talk to each other
5
Ask pairs of students to show their works
Pairs of Ss show their works
Check out the conversations
Task II Listening comprehensions
Aim
Familiar with the prepositions in the sentences
1
Look at the picture in 2a and explain the prepositions
Look and learn
Write on the blackboard
2
Listen to the tape for two times
Fill in the blanks and know the meaning
Recorder
3
Move around the room and give support as needed
Write down the answer
4
Check the answer and point out the mistakes
Check the answers
Task III group work: our school
Aim
Use the target language and familiar with our school and places
1
Teach some more words to the Ss and read
Learn the new words
Pictures
2
Ask Ss to draw a picture of our school and to introduce it
Draw the picture
3
Move around the room and give support as needed
Discuss in groups and finish the picture
4
Ask Ss to show their works and talk about it
Introduce their works
Task IV pair work: talk about the pictures
Aim
Use ‘where’ question, and know how to answer it.
1
Target language: where is the bank?
Learn the sentences
2
Ask Ss to talk about the pictures
Pair work to talk about the places
Ss’ pictures or the picture in 1a
3
Move around the room and give support as needed
Discuss in pairs and
4
Ask Ss to show their works and perform it
Show the conversation with the picture
Homework
Draw a picture of your neighborhood and write a short passage to introduce it
教學反思：本單元的主題是方位，所以很多地點的名詞是學生單詞突破的重點，與學生的生活相結合，要擴充一些詞匯，如學校的教學樓、操場，社區里的飯店、醫院等，讓學生學到的句子能夠用的靈活。介詞表示的方位應該講解清楚，這樣學生才能更加明確的表述各個建筑所處的位置。這些知識不能死板的傳授，一定要在任務中完成，讓學生不知不覺地學習目標語言。圖片的展示能給學生更立體的感受，更加明確空間位置關系。運用畫圖的輔助形式，激發學生的興趣，能夠達到更好的效果。
教案點評：
本單元的主題是方位，地點名詞是學生單詞突破的重點，與學生的生活相結合，擴充一些詞匯，明確的表述各個建筑所處的位置。圍繞這幾點設置了四個活動，利用多媒體素材，以任務型的教學模式來完成整個教學。其中圖片的展示能給學生更立體的感受，更加明確空間位置關系。運用畫圖的輔助形式，激發學生的興趣，能夠達到更好的效果。
第一冊 Unit 篇12
《靈通少兒英語》Book1
Unit6Let’sdo
授課人：郭囝囡2003年11月18日
地點：長春市安達小學（一年五班）
教學理念：
"創新是一個民族的靈魂，是一個國家興旺發達的不竭動力"。教育要改革、創新，以培養和提高全民族的創新能力，這是我們肩負的光榮歷史使命。
一個人的創新能力的形成要有一個過程，要從小培養其形成具有創新能力的個性品質，那么，在基礎教育階段，在英語教學中，如何有效地培養學生的創造個性，發展其創新能力，自然是我們廣大英語教育工作者重要的研究課題，筆者認為，要從變革舊的教學方法、建立新的教學策略入手，努力為學生創設活動情境，誘發學生的好奇心，鼓勵學生大膽嘗試，豐富學生的想象力，以培養學生的創造個性。
用語篇學習理論，創設良好的英語學習語境----“人教版”《靈通少兒英語》第一冊UNIT6教學意圖：就英語課堂教學而言，教師講英語時聲音的大小，語調的變化，速度的快慢，節奏的變化，體態語言的表現等，對創設良好的外語學習環境，刺激學生的無意注意，引起學生學習外語的興趣，都有很大的意義（特別是低年級學生）。
運用語篇學習理論，就是在教學中注意語音語調，講究語言聲情并茂的藝術，注意聲調的抑揚頓挫，注意語言的內在連貫性，整體性，給學生以美的享受。
語言學家指出，英語篇章語調具有五個共同特征和運用規律：一是任何一類篇章的語調都有一個層次結構；二是任何一類篇章都采用重音和調式運動來突出最需要強調的內容；三是任何一類篇章都要運用調型的變化來表示話語的延續或終止；四是任何一類篇章都通過明顯的語調反差來形成不同層次上的語音高潮；五是任何一類篇章都會運用上述的語調特征來表現同一語篇中各種不同功能的話語行為之間的過度與交替。
根據這樣的理念，我運用自己在教學中積累的少兒英語CHANT的實踐方式，引進語篇學習，對課文進行韻律性，節奏化改編，輔以肢體語言進行抑揚頓挫的語境創造性教學，使本堂課受到較好的效果。
課前準備：
（1）把人民教育出版社的《靈通少兒英語》UNIT6第一教時內容做以下改編，使它符合語篇學習的語境要求，更富韻律感，瑯瑯上口：A chair and a table. A chair and table. This is the kitchen. What are you doing? I’m eating. A bed and a lamp. A bed and a lamp. This is the bedroom. What are you doing? I’m going to bed.
（2）準備一張標有kitchen、bedroom兩個房間的房屋教學掛圖。（或板書于黑板）
（3）準備a chair、a table、a bed、a lamp的圖片。
（4）準備正在吃飯和脫衣睡覺的Chip、爸爸、媽媽、爺爺、奶奶、唐老鴨、cat、dog等圖片和他們的頭飾。
教學過程 ：
（1）學生是共同管理學習過程的參與者，這個觀點必須牢固地扎根于教師的頭腦中，切實地貫徹于課堂教學的實踐中。因此，我將導入 設計為：教師頭戴Chip的頭飾邊貼chair和table圖片于kitchen邊介紹：A chair and a table. A chair and a table. This is the kitchen.一個頭戴cat頭飾的同學邊敲門邊問：“What are you doing?”教師回答道：“I’m eating.”
（2）啟發：“What is the meaning about this text?”學生可用中文把所說對話意思講一遍。
（3）遇事好問、勇于探索固然重要，但不能以此為目的，僅停留在獲取初步探索的結果上，要培養學生對已明白的事物繼續探究的習慣，永不滿足，這才能充分激發學生的好奇心和內在的創新欲望，培養學生探究性思維品質。在英語教學中，教師要針對學生已有的能力水平，利用青少年好奇的心理特點，充分運用教材里現成的材料將學生的思維逐步引向深入，繼而提出探究性問題，這是創造個性的具體表現，我們要倍加愛護的引導。
基于這一理念教師應采用啟發性朗讀，用以下基本節奏方式“嘭恰恰嘭恰恰”與“嘭----恰----”分解跟讀，配上一定的肢體語言或按節拍拍掌：A chair and a table. A chair and a table.前一句用拍掌，后一句用右手比畫指向“a chair and a table” This is the kitchen.學生指向自己的胸口并拱手介紹Kitchen。學生起立敲桌子兩下為敲門聲并把右手至于嘴邊：“What are you doing?”最后“I’m eating.”做吃飯狀。（bedroom可用同樣的方法教授。）
（4）實踐證明，青少年具有好與人交往，好表現自己的心理特征。有計劃地組織他們討論，為他們提供思維磨擦與碰撞的環境，就是為學生的學習搭建了更為開放的舞臺。學生在獨立思考的基礎上集體合作，有利于其思維的活躍。創造心理學研究表明：討論、爭論、辯論，有利于創造思維的發展，有利于改變"喂養式教學"格局。因此，在教學中我們要創設多種形式、多種目標的交流情境，以發展學生的創造個性。所以，我采用了分句分組操練。
（5）分句個人操練。
（6）陶行知說過："人生兩個寶，雙手和大腦。手和腦在一塊干，是創造教育的開始，手腦雙全，是創造教育的目的。"在教學中，尤其在教學的重點難點處，若能組織學生集體合作，則有利于發揮每個人的長處。在合作中，學生之間相互啟發、相互討論、學習，思維由集中而發散，又由發散而集中，個人的思維在集體的智慧中得到發展，這樣同學間相互彌補、借鑒、啟發、點撥，形成立體的交互的思維網絡，往往會產生1+1>2的效果，而讓每個學生在小組合作中動手動腦，更是發展其創造力的有效方法。在這一部分，我采用了pair work兩兩對話操練。
（7）整篇合成按音樂節奏（可放背景音樂）操練。
（8）分組對話操練。
（9）個人對話操練然后表演。
（10）按語境進行情景對話表演。
（11）教師糾音及朗讀節奏指導。
（12）教師學生變換不同角色（如Chip、爸爸、媽媽、爺爺、奶奶、唐老鴨、cat、dog等）進行聲音大小及聲調變化訓練。
教學處理設想：
對于課文中的生詞，如，chair、table、kitchen、eating等，我認為不能用無意義聯系的單純跟讀方式來建立認識關系，而是必須把生詞放在特定的語境里，是單詞在句子中建立語義上的聯系，讓學生形成良好的直接條件反射，培養從小用英語思維的習慣并通過瑯瑯傷口的語篇結構，韻律節奏使學生感到容易模仿記憶。
我認為，篇章結構的引進與運用，其目的歸根到底是為了語境的創設，學習氛圍的強化和興趣的激發。
教學回顧：
本課教學音樂性強，表演效果好，適用于全班整體操練及個體表演。學生學了經過韻律化處理過的課文后，印象深刻，記憶效果良好。
當然，要培養學生的創造個性，僅停留在創設這些教學情境上是不夠的。教師首先要具有創造的精神，注重創設寬松、民主、富于創新精神的教學氛圍，尊重學生個體，注重抓住一切時機激發學生創新的欲望,注意對學生的學習行為和學習結果、反應等做出客觀、公正、熱情、誠懇的評價……只有教師在教學中真正樹立了創新的意識，學生的創造意識才能得以培養，其創造個性才能得以弘揚。
第一冊 Unit 篇13
step1.
first review some words that we have learned.(my web)
then come to unit 1. good friends
t:do you have friends?
who is your best friend?
why do you like him/her best?
how to be a friend
too many people want others to be their friends,but they don’t give friendship back.that is why some friendships don’t last very long. to have a friend,you must learn to be one. you must learn to treat your friend the way you want your friend to treat you.learning to be a good friend means learning three rules:be honest,be generous,be understanding.
t:i’ll tell you a short story:
man’s best friend
a long time ago，in a small house in scotland，two friends lived together.their names were john and bobby.john and bobby were not rich，but they were happy.they had a warm fire when it was cold outside.they had good food to eat when they were hungry.they were never lonely because they had each other.
john and bobby liked to take long walks together.after their walk，john usually cooked dinner.john and bobby ate dinner and then sat in front of the fire.they had a simple but good life.
then，in the spring of 1858，john got sick and died.he was buried in a cemetery in edinburgh，scotland.after john was buried，bobby stood at john’s grave and cried.“come on，bobby，”friends said.“it’s time to go home.”bobby went home，but later he returned to the cemetery.he sat down near john’s grave.he stayed there all night.
bobby stayed at the cemetery the next day，and the next day，and the next.for the next 14 years，bobby never left the cemetery.when the weather was cold or rainy，he slept in a small house at the cemetery.when the weather was warm，he slept on the ground near john’s grave.
finally，in 1872，bobby died，too.friends buried him in a little grave near john.why was bobby’s grave little?bobby，john’s best friend，was a dog.
step2.let’s come to warming up.
t:ok.now i want you to discuss two questions.
1.what should a good friend be like?
2.what qualities should a good friend have?
discuss them in groups of four.after a while,everyone is asked to make a sentence using the words in the box below. of course,you can use other words if you like.
add some words to describe persons:
diligent,confident,silent,selfish,unselfish,patient,easy-going,out-going(外向),talkative,humourous,strict,naughty,gentle,shy,quiet,warm-hearted,good-tempered,reliable
now,ask ss to describe a good friend.time permitting,ask more while speaking,ss can use such phrase as”i think…/in my opinion…”
s1:… s2:….
then ss describe themselves in three adjective?
step3.listening
you are going to hear two friends arguing.they are talking about some common problems that may occur in a friendship.
what are they arguing about?
how to solve their problems?
now listen carefully,write down what you hear.play each situation twice.at last i’ll check the answer with the whole class,is that clear?
(while playing the tape,pause for ss to write down the information).then check.
step4.speaking
t:now.i’d like to know something about your favourite hobbies?
(come up to one boy).what are your favourite hobbies?
what about you?(to another s)
t:yes,we know different people can have different hobbies.now look at the part—“speaking” on p2.you are given four minutes to read the following self-introduction.after that,fill in the following form.
……
check their answers.
now discuss in pairs who could be friends according to the form which you filled in just now. of course,you’d better give your partner your reasons.when you express your ideas,you can use such sentence structure.
1. i’m sure_____and_____could be friends,because…
2. i’m not sure if____and____could be friends,because…
3. perhaps____and_____could be friends because…
the second period
step1.check the pre-reading
step2.come to reading.
first listen to the tape and then answer the three questions on the screen:
1. what does chuck noland do?
2. does chuck have any friend on the island? who?
3.what does chuck learn about himself when he is alone on the island?
then ss read the text again
step3.fill in the blanks according to the text:
in the movie cast away tom _____a man ______chuck noland. chuck is a __________who is always___ busy _____he has little time for his friends. his company is to send____ all over the world. one day chuck is on a_____ across the pacific ocean______ suddenly his plane______ and he lands on a_______ island.so chuck has to learn to _______all alone. perhaps the most difficult challenge is how to survive without friends.
in order to survive, chuck_______ a friendship with an_______ friend – a _________he calls wilson. he________ that he hasn’t been a good friend, because he has always been_______ about himself. during his five years on the island, chuck learns____ to be a good friend___wilson. he learns that we need friends to______ happiness and sorrow. when he makes friends with wilson, he understands that friendship is about feelings and ______we must give as much as we______.
most of our friends are human beings, but we also make friends with____ and_____ things. what we can learn from chuck is______ friendship helps us understand _____ kind of people we are, _____we need each other and ______we can do for each other.
after finishing the work,let ss read this whole passage again.
step4.show ss the key words and retell the text:
movie…plays a man…businessman…busy…time…
company…mail…flight…crashes…lands…deserted. learn…survive…challenge…without friends
in order…develops…unusual…calls…realizes…
has not…because…been thinking…during…
learns how…learns…need…share…makes friends…
understands that…friendship…feelings…and that
…give…take
most of…human beings…also make…animals…
even things…what…learn from…that…helps…
understand what…why…what…
ask ss to blurt out the text in groups/rows/teams/lines
step 5.reciting and translating
now let ss recite the whole text without referring to the key words.
then translate the chinese together with the ss.
step6.homework:
1. recite the passage.
2. rewrite the passage without referring to the chinese.
the third period
step1.revision:ask ss to recite the text
step2.language points:
1.so+形容詞/副詞+that從句
so+形容詞+a/an+可數名詞單數+that從句
so+many/much/few/little(表數量)+名詞+that從句
such+a/an+形容詞+可數名詞單數+that從句
such+形容詞+復數名詞/不可數名詞
such+a lot of/lots of+名詞+that從句
1).漢譯英
①我們都那麼興奮，以致我們高興得跳了起來。
②那個湖那麼美，我們都被迷住了。
③他跑得那麼快，我追不上他。
2) 單項選擇
④it’s ____that most of us want to go outing.
a.such fine weather b.such a fine weather
c.so fine weather d.so fine a weather
⑤there were___radios in the shop__i couldn’t decide which to choose.
a.such much,that b.so much,that c.such many,that d.so many,that
改錯
⑥there is such much water in the bottle that you can drink some.
⑦he is such good a student that all the teachers like him.
替換練習
⑧she got up early so that she could catch the train.
she got up early____ ______ _____catch the train.
*she got up so early_____ ______catch the train
擴展:1.”so+adj./adv”放在句首時，主謂部分用倒裝。
so fast did he run that i couldn’t catch up with him.
2.so+adj.+an/a+n.+that…
too+adj.+an/a+n.+to do
as+adj.+an/a+n.+as
3.so that表目的時可換成 in order that
in order (not) to/so as(not) to
2.when:and then/and at that time(高考考點)
1).漢譯英
①我正要離去，就在這時電話鈴響了。
②他們正舉行舞會，突然發生了火災。
③她們沒走多遠，就發現錢包被盜。
2).單項選擇
④we were swimming in the lake____suddenly the storm started.
a.when b.while c.until d.before
⑤ he was about to tell me the secret____someone patted himon the shoulder.
a.as b.that c.when d.while
改錯
⑥i was watching tv when he was doing some washing.
⑦tom was about to leave as the teacher came in.
簡析：when:something unexpected happens
常用三種時態：was about to do sth.when…
was doing sth.when…
hadn’t done when…
3. have been thinking
have done
1).漢譯英
①他現在一定很累，因為他一直工作了一整天。
②我教學已經有十年了。
③那個男孩等家長等了兩個小時了。
2). ④ all these days these boys ___ football on the playground.
a.have always played b.have been playing
c.always played d.are always playing
⑤ --hi, tracy, you look tired.
--i’m tired. i___the living room all day.
a.painted b.had painted c.have been painting d.have painted
4.should have done:express”unpleased”or”scold”
1).漢譯英
①所有的票都賣光了，你應該早點來
②植物都死了，我本該早點兒給它們澆水的
③你又遲到了，你本該早點兒來的
④作為朋友，我本應該給他一些幫助
2). ⑤ i told sally how to get there, but perhaps i __ for her.
a.had to write it out b.must have written it out
c.should have written it out d.ought to write it out
⑥ i was really anxious about you. you__home without a word.
a.mustn’t have b.shouldn’t have left
c.couldn’t have left d.should leave
⑦ oh, i’m not feeling well in the stomach. i __so much friedchicken just now.
a.shouldn’t eat b.mustn’t have eaten
c.shouldn’t have eaten d.mustn’t eat
5.even if=even though
as if=as though
it looks as if it is going to rain.=it looks like rain.
he treats the girl as if she were his own daughter.
1)漢譯英
①即使明天下雨，我也要去那兒。
②即使我一夜不睡覺，我也要幫你完成它。
③盡管他很累，他還是做完了它。
2)單項選擇
③ john is an honest man. i say it,___i have opposed him.
a.as if b.so that c.even though d.while
④ i won’t attend her party,___i am invited.
a.but b.even if c.while d.when
⑤ i’ll do it carefully ___ it will take more hours.
a.even b.till c.if d.even though
改錯
⑥even though she is a little girl, but she knows a lot.
⑦ she won’t leave the tv, as if her husband is waiting
for his supper.
6.對比：so/neither(nor)
強調：so he did./so it is.
復雜對比：so it is with…/it is the same with…
7.i’m not into classical music.
=i’m not fond of…
the fourth period
step1.ss recite the passage.
show ss a passage and ask ss to find out the mistakes in it:
in the movie cast away tom plays a man named chuck noland. chuck is a busnessman who is always so busy that he has little time for his friends. his company is send mail all over the world. one day chuck is on a flight accross the pacific ocean when suddenly his plane crashes and he lands on a deserted island where chuck has to learn to servive all alone. perhaps the most diffcult challange is that how to survive without friends.
in order to survive, chuck developes a friendship with a unusual friend – a volleyball he calls wilson. he realizes that he hasn't been a good friend, because he has always been thinking himself. during his five years on the island, chuck learns how to be a good friend to wilson. he learns that we need friends to share happiness and sorrow. when he make friends with wilson, he understands that friendship is about feelings and we must give as much as we take.
most of friends are human beings, but we also make friend with animals and even things. what can we learn from chuck is friendship helps us understand who we are, why we need each other and what we can do for each other.
(businessman,加to,across,survive,difficult,challenge,去掉that,develops,an,加about,makes,加that,加our,friends,we can,加that)
step2.grammar
show the following test to check what they remember about the grammar.
direct speech and indirect speech
一、陳述句（statements）
變為間接引語時，要用連詞_________引導，從句中的____、______、_______、________、_______等要作相應的變化。
二、疑問句（questions）
變為間接引語時，要把疑問句語序改為___________,句末用________,主語的人稱、時態和狀語等也要作相應的變化。
1） 一般疑問句：變為間接引語時，要用連詞_________或 ______引導。主句中的謂語動詞是said時，要改為_________。沒有間接賓語，可以加一個間接賓語（me,him或us等）。
2） 特殊疑問句：變為間接引語時，仍用原來的疑問詞引導。
二、祈使句（imperatives）
變為間接引語時,要將祈使句的動詞原形變為_________,并在不定式的前面根據句子的意思加上_______、 _________、 ________等動詞，其句型是：____________________________、其否定式是：___________________________。
時態變化：
1） 如主句的謂語動詞是現在時，從句的時態____________。
2） 如主句的謂語動詞是一般過去時，變間接引語時，從句的謂語動詞在時態上要作如下變化：
①一般現在時變為
②現在進行時變為
③現在完成時變為
④一般過去時變為
⑤一般將來時變為
⑥過去完成時變為
⑦過去進行時變為
⑧過去將來時變為
指示代詞、時間狀語、地點狀語和動詞的變化：
1.this 2.these 3.now
4.today 5.yesterday 6.tomorrow
7.ago 8.here 9.come
注意：
1） 直接引語如果是客觀真理時，變為間接引語時，__________.
2） 如果在當地轉述，here不必改為_______,動詞come不必改為______。如果在當天轉述，yesterday,tomorrow等時間狀語也不必改變。
直接引語中如果有具體的過去時間狀語，如：in 1998,一般過去時不變。
he said he was born in 1980.