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七年级上册英语Unit4集体备课教案

每个老师需要在上课前弄好自己的教案课件,是认真规划好自己教案课件的时候了。必须要写好了教案课件计划,未来的工作就会做得更好!究竟有没有好的适合教案课件的范文?以下是小编收集整理的“七年级上册英语Unit4集体备课教案”,供您参考,希望能够帮助到大家。

Unit4Where’smyschoolbag?

一.教学内容

本单元的主要内容是谈论物品所在的位置。通过这一话题,训练学生的听、说、读、写四项基本技能,让学生通过询问物品的位置,学习一些有关家居物品和学习用品的单词,以及方位介词in,on,under,等的用法;学习并掌握Where问句的问答,一般疑问句提问并用方位介词来回答;学习名词单复数及人称代词they的用法,同时培养学生养成干净、整洁、合理摆放物品的好习惯。

二.教学目标

1.知识目标:A.掌握有关物品的新单词:table,bed,,bookcase,sofa,chair,desk,room,hat,radio,clock,,tapeplayer,tape,modelplane,etc;

B.熟练运用in,on,under,等介词;

C.熟练运用Where问句和一般疑问句及其回答;

D.掌握名词单复数及人称代词they的用法。

2.能力目标:A.学会用英语准确描述物品所在的位置;

B.学会用英语询问自己的或他人物品的具体位置;

C.能够合理地描述和设计房间。

3.情感目标:A.培养学生整齐地摆放自己物品的生活习惯;

B.通过小组对话、讨论、调查和设计等一系列的课堂活动,培养学生的合作精神。

4.学习策略:A.交际策略:学会与他人合作交流,并能把语言材料用到真实的生活中去;

B.资源策略:学会利用一切可利用的学习资源,如词典,音像资料,网络等来获取更多的学习信息;

C.认知能力:积极思考,及时反馈;

D.调控策略:在反思,顿悟和自醒中不断调整自己的学习策略。

三.教学重点、难点

1.重点:A.方位介词:in,on,under,(add:behind,infrontof,nextto可以自己增或删)等的用法;

B.Where的特殊疑问句和一般疑问句:Isthe…in/on/underthe…?的肯定、否定回答;

C.新单词:table,bed,,bookcase,sofa,chair,desk,room,hat----

2.难点:A.能够准确运用方位介词描述物品所在的位置;

B.能够运用Where问句找到物品的位置。

四.教学方法

采用任务型语言教学,实施情景教学法、交际法、情感激励法等教学方法。

五.课时安排

第一课时:SectionA1a,1b,1c

第二课时:SectionA2a,2b,2c,2d

第三课时:SectionAGrammarFocus,3a,3b,3c

第四课时:SectionB1a,1b,1c,1d,1e

第五课时:SectionB2a,2b,2c

第六课时:SectionB3a,3b,self-check

英语课时授课计划

授课时间:2012年月日执教者:

课题

Unit4

课时

第1课时

课型

新授课

教学设计者

王玄军

教学

目标

1.Keyvocabulariesandphrases.

2.Targetlanguage:Whereistheschoolbag?It’sin/on/underthe---.Wherearetheplants?They’rein/on/underthe--.

教学

重点

1.Sscantalkaboutwherethethingsare.

2.Sscandesignroomsbyusingtheprepositions

教学

难点

1.能够用where引导的特殊疑问句中运用单复数形式来找到物品位置.

2.如何准确运用方位介词in,on,under描述物品所在位置

教学

方法

Kindsofmethods

教学

用具

Ataperecorder,aprojector,someobjects

集体备课稿

个案补充

Step1.Greetingandwarming-up

Hello,everyone!Howareyoutoday?

Step2.Revision

What’sthis/that?

Whatarethese/those?

ByusingPPTtorevisethewordsthatwelearned.

Step3.newteaching

LearningthenewwordsonPage19.(tablebedbookcasesofachairschoolbagbookskeysplantetc).havingstudentstrytosaytheminEnglish.

SectionA1a.

1.Focusstudentsonthewords(table,bed,sofa,chair,books,keys,schoolbag…),sayeachoneinEnglish,andaskstudentstorepeat.

2.Say,Lookatthepicture.Havestudentsfindtheobjectsinthepicture.

3.“Let’sfindthecat”usingthepicturestoteach“inonunder”.

4.praticeinpairs.

SectionA1b

Thisactivitygivesstudentspracticeinrecognizingspecificvocabularywordsinspokenconversation.

(1)Havestudentsreadthewordsin1aastheylookattheobjects.

(2)Playtherecordingforthefirsttime.Studentsonlylisten.

(3)Playtherecordingforthesecondtime.Thistimesay,Nowlistenagain,andnumberthethingsinthepicturewhenyouhearthem.

(4)Checktheanswers.

Step4.conclusion(SectionA1c)

(1)Learnandmasterthevocabularywords.

(2)Masterthetargetlanguages.

Where’smybackpack?

It’sunderthetable.

Wherearemybooks?

They’reonthesofa..

Step5.Homework

教学

反思

改进

建议

英语课时授课计划

授课时间:2012年月日执教者:

课题

Unit4

课时

第2课时

课型

新授课

教学设计者

王玄军

教学

目标

1.Keyvocabulariesandphrases.

2.Targetlanguage:Whereistheschoolbag?It’sin/on/underthe---.Wherearetheplants?They’rein/on/underthe--.

3.Studentcanaskandanswer:Isthebookonthetable?Arethesebooksonthesofa?

教学

重点

1.Sscantalkaboutwherethethingsare.

2.Sscandesignroomsbyusingtheprepositions

教学

难点

1.能够用where引导的特殊疑问句中运用单复数形式来找到物品位置.

2.如何准确运用方位介词in,on,under描述物品所在位置

教学

方法

Kindsofmethods

教学

用具

Ataperecorder,aprojector,someobjects

集体备课稿

个案补充

Step1.Greetingandwarming-up

Hello,everyone!Howareyoutoday?

Step2.Revision

1.Showsomepictures(table,bed,,sofa,chair,books,keys,schoolbag…)tothestudents.HavethemsaytheminEnglishandtrytospellthem.

2.Askstudentstomakeconversations:

Where’s…?It’s…

Where’re…They’re…

Step3.newteaching

havingstudentstrytosaytheminEnglish.

A:Isthe…on/in/under…?

B:Yes,itis./No,itisn’t.It’sin/on/under…(book/pencilbox/schoolbag/watch/computer…)

SectionA2a.

Thisactivitygivesstudentspracticeinrecognizingspecificvocabularywordsinspokenconversations.

1.Pointtothethingsinthepictures.HavestudentssaytheirnamesinEnglish.2.Playtherecordingforthefirsttime.Studentsonlylisten.

3.Playtherecordingasecondtime.Thistimestudentsnumberthethings1-6whentheyhearthemintheconversation.

4.Checktheanswers.

SectionA2b

(1)Haveonestudentreadthenumberandsaythenameofeachitemin2a.(2)Askstudentstolookatthepicturecarefully.Say,Nowyou’llwritethesenumbersonthepicturein2b.(3)Playtherecordingthefirsttime.Studentslookatthepictureastheylisten.(4)Playtherecordingasecondtime.

Thistimestudentslistenandwritethenumbers.(5)Checktheanswers.

Step4.SectionA2d

(1)Learnandmasterthevocabularywords.

(2)Masterthetargetlanguages.

Step5.conclusion(SectionA2c)

Step6.Homework

教学

反思

改进

建议

英语课时授课计划

授课时间:2012年月日执教者:

课题

Unit4

课时

第3课时

课型

新授课

教学设计者

王玄军

教学

目标

1.Keyvocabulariesandphrases.

2.Targetlanguage:Whereistheschoolbag?It’sin/on/underthe---.Wherearetheplants?They’rein/on/underthe--.

3.Studentcanaskandanswer:Isthebookonthetable?Arethesebooksonthesofa?

教学

重点

1.Sscantalkaboutwherethethingsare.

2.Sscandesignroomsbyusingtheprepositions

教学

难点

1.能够用where引导的特殊疑问句中运用单复数形式来找到物品位置.

2.如何准确运用方位介词in,on,under描述物品所在位置

教学

方法

Kindsofmethods

教学

用具

Ataperecorder,aprojector,someobjects

集体备课稿

个案补充

Step1.Greetingandwarming-up

Hello,everyone!Howareyoutoday?

Step2.Revision

1.Where’sthe…?It’son/in/under….

Wherearethe…?Theyarein/on/underthe…

Isitonthetable?/No,itisn’t.

Isitunderthetable?/Yes,itis.

Aretheyonthesofa?/No,theyaren’t.

Aretheyinthebookcase?/Yes,theyare.

2.SectionA2d,listenandreadtogethertwice.

Step3.newteaching

SectionA3a.Lookatthepicturesandcompletetheconversations.

1.Havethestudentstofinishwithgroups.

2.Checktheanswers.

SectionA.3b.Askandanswerquestionsaboutthethingsontheright

1.Showthepictures,askandanswer.

2.Studentsworkinpairs.

SectionA3c.StudentA,lookatthepictureonpage19.StudentB,

lookatthepictureontheright.Askandanswerquestionstofindthedifferences.

Step4.conclusion

Where’s…?It’s…

Where’re…They’re…

A:Isthe…on/in/under…?

B:Yes,itis./No,itisn’t.It’sin/on/under…

Step5.Homework

教学

反思

改进

建议

英语课时授课计划

授课时间:2012年月日执教者:

课题

Unit4

课时

第4课时

课型

新授课

教学设计者

王玄军

教学

目标

1.Keyvocabulariesandphrases.

2.Targetlanguage:Whereistheschoolbag?It’sin/on/underthe---.Wherearetheplants?They’rein/on/underthe--.

3.Studentcanaskandanswer:Isthebookonthetable?Arethesebooksonthesofa?

教学

重点

1.Sscantalkaboutwherethethingsare.

2.Sscandesignroomsbyusingtheprepositions

3.listening

教学

难点

1.能够用where引导的特殊疑问句中运用单复数形式来找到物品位置.

2.如何准确运用方位介词in,on,under描述物品所在位置

教学

方法

Kindsofmethods

教学

用具

Ataperecorder,aprojector,someobjects

集体备课稿<m.jab88.com/p>

个案补充

Step1.Greetingandwarming-up

Hello,everyone!Howareyoutoday?

Step2.Revision

1.Where’sthe…?It’son/in/under….

Wherearethe…?Theyarein/on/underthe…

Isitonthetable?/No,itisn’t.

Isitunderthetable?/Yes,itis.

Aretheyonthesofa?/No,theyaren’t.

Aretheyinthebookcase?/Yes,theyare.

Step3.newteaching

SectionB.1a.Lookatthepicture,newwordsteaching(radioclocktapeplayermodelplanetapehat.).

1.Matchthewordswiththethingsinthepicture.

2.Checktheanswers.

SectionB.1b.Lookatthepicturein1aforthreeminutes.Thenclose

yourbooksandwritedownallthethingsyouremember.

SectionB.1c.ListenandcirclethethingsTomwantsfromhisroom.

SectionB.1d.Listenagain.WhereareTom’sthings?Writethemdown.

Step4.SectionB.1e

AskandanswerquestionsaboutthethingsinTom’sroom.

Step5.conclusion

Where’s…?It’s…

Where’re…They’re…

A:Isthe…on/in/under…?

B:Yes,itis./No,itisn’t.It’sin/on/under…

Step5.Homework

教学

反思

改进

建议

英语课时授课计划

授课时间:2012年月日执教者:

课题

Unit4

课时

第5课时

课型

新授课

教学设计者

王玄军

教学

目标

1.Keyvocabulariesandphrases.

2.Targetlanguage:Whereistheschoolbag?It’sin/on/underthe---.Wherearetheplants?They’rein/on/underthe--.

3.Studentcanaskandanswer:Isthebookonthetable?Arethesebooksonthesofa?

教学

重点

1.Sscantalkaboutwherethethingsare.

2.Sscandesignroomsbyusingtheprepositions

3.SectionB.2b.

教学

难点

1.能够用where引导的特殊疑问句中运用单复数形式来找到物品位置.

2.如何准确运用方位介词in,on,under描述物品所在位置

教学

方法

Kindsofmethods

教学

用具

Ataperecorder,aprojector,someobjects

集体备课稿

个案补充

Step1.Greetingandwarming-up

Hello,everyone!Howareyoutoday?

Step2.Revision

1.Where’sthe…?It’son/in/under….

Wherearethe…?Theyarein/on/underthe…

Isitonthetable?/No,itisn’t.

Isitunderthetable?/Yes,itis.

Aretheyonthesofa?/No,theyaren’t.

Aretheyinthebookcase?/Yes,theyare.

2.SectionB2d,listenandreadtogethertwice.

Step3.newteaching

SectionB.2a.Writethewordsyouknowforthethingsinthepicture.

SectionB.2b.Readthepassageandanswerthequestions:IsKatetidy?IsGinatidy?

1.Newwordsteaching.

2.Askandanswer.

SectionB.2c.CompletethechartaboutthethingsKateandGinahaveandwheretheyare..

Step4.conclusion

1.Where’s…?It’s…

Where’re…They’re…

A:Isthe…on/in/under…?

B:Yes,itis./No,itisn’t.It’sin/on/under…

1.在课桌下面______________

2.在沙发上面____________

3.在书包里______________

4.在书柜里_____________

5.在椅子下_______________

6.在房间里______________

7.在图片里_____________

Step5.Homework

教学

反思

改进

建议

英语课时授课计划

授课时间:2012年月日执教者:

课题

Unit4

课时

第6课时

课型

新授课

教学设计者

王玄军

教学

目标

1.Keyvocabulariesandphrases.

2.Targetlanguage:Whereistheschoolbag?It’sin/on/underthe---.Wherearetheplants?They’rein/on/underthe--.

3.Studentcanaskandanswer:Isthebookonthetable?Arethesebooksonthesofa?

教学

重点

1.Sscantalkaboutwherethethingsare.

2.Sscandesignroomsbyusingtheprepositions

3.Writing

教学

难点

1.能够用where引导的特殊疑问句中运用单复数形式来找到物品位置.

2.如何准确运用方位介词in,on,under描述物品所在位置

教学

方法

Kindsofmethods

教学

用具

Ataperecorder,aprojector,someobjects

集体备课稿

个案补充

Step1.Greetingandwarming-up

Hello,everyone!Howareyoutoday?

Step2.Revision

1.Where’sthe…?It’son/in/under….

Wherearethe…?Theyarein/on/underthe…

Isitonthetable?/No,itisn’t.

Isitunderthetable?/Yes,itis.

Aretheyonthesofa?/No,theyaren’t.

Aretheyinthebookcase?/Yes,theyare.

2.SectionB2d,listenandreadtogethertwice.

Step3.newteaching

Selfcheck1.1.Writethewordsyouknowforthethingsinyourbebroom..

SectionB.3aDoyouhavethesethings?Wherearethey?

SectionB.3bWriteaboutwherethethingsareinyourroom.Usethewordandifyoucan.

Selfcheck2.Writeaboutthethingsinyourclassroomwithin,onandunder.

Step4.conclusion

Revisiethewordsinthisunit.

Step5.Homework

教学

反思

改进

建议

扩展阅读

七年级地理上册第一周集体备课教案


老师会对课本中的主要教学内容整理到教案课件中,大家应该开始写教案课件了。我们制定教案课件工作计划,才能对工作更加有帮助!你们会写多少教案课件范文呢?为了让您在使用时更加简单方便,下面是小编整理的“七年级地理上册第一周集体备课教案”,仅供您在工作和学习中参考。

七年级地理上册第一周集体备课教案

教学内容
初中地理会考复习七年级上册第一章地球和地图
二次备课记录
教案设计与学法指导
教学内容:初中地理会考复习七年级上册

第一章地球和地图

教学目标:

(一)知识与技能

1.认识地球的形状和大小。2.地球的模型——地球仪,纬线和经线。

3.地球的运动:自传和公转。4.地图的基本要素。地形图的判读。

(二)过程与方法:

通过课堂教学活动,逐一疏通主要知识点,继续加强对学生的各种地图的识图、用图能力的培养与训练。

(三)情感态度与价值观:

1.激发学生学习地理知识的兴趣和强烈的求知欲。

2.树立正确的、科学的世界观,并不断培养学生的团体意识,适应中考的考试要求。

3.引导学生主动参与课堂讨论、小组合作,形成积极思考与乐于探究的学习态度、学会倾听与尊重。

[教学重难点]

重点:1.认识地球的形状和大小。2.地球的模型——地球仪,纬线和经线。3.地球的运动:自传和公转。

难点:1.地图的基本要素。2.地形图的判读。

[教学课时]1课时

[教学过程]

(导入新课)

1.讲解本次中考复习的方法、设想,以及复习中要注意的一些问题。

2.提问:

讲解知识要点:

一、地球和地球仪

1.认识地球的形状和大小(P3中的图1.2)

⑴形状:地球是一个两极稍扁赤道略鼓的不规则球体。

⑵大小:表面积=5.1亿平方公里;平均半径=6371千米;赤道周长=4万千米

⑶能证明地球是球体的事实:麦哲伦环球航行的成功;地球的卫星照片;月食照片,是地球影子遮挡了照射的阳光。

⑷麦哲伦环球航行路线:西班牙→大西洋→麦哲伦海峡→太平洋→菲律宾群岛→印度洋→好望角→大西洋→西班牙。

2.地球的模型——地球仪

⑴含义:仿照地球的形状,按照一定的比例进行缩小的模型。

⑵意义:可以方便我们知道地球的面貌,了解地球表面各种地理事物的分布。

3.纬线和经线(P5中的图1.7)

⑴纬线:与地轴垂直并且环绕地球一周的圆圈。

⑵经线:连接南北两极并且与纬线垂直相交的半圆。

⑶地轴:假想的地球自转轴。

⑷两极:地轴与地球表面的交点。

⑸经、纬线的特点:

特点
经线
纬线
形状特征
半圆,两条相对应的经线组成经线圈,把地球平分为相等的两个半球
圆,每一条纬线自成纬线圈
长度特征
经线长度都相等
纬度相同,长度相等,赤道最长,向两极渐短收缩成一点
指示方向
南北方向
东西方向
⑹特殊的经、纬线

①特殊纬线

赤道——是最长的纬线,既是纬度的起始点,以北为北纬用字母N表示;赤道以南为南纬用字母S表示,也是南北半球的划分界线。

30°纬线——是低纬度与中纬度的分界线

60°纬线是中低纬度与高纬度的分界线

②特殊经线

0经线——也叫本初子午线,是经度的起始点,以东为东经用字母E表示,以西为西经用字母W表示,通过英国伦敦格林尼治天文台的旧址。

180°经线——大致与“国际日期变更线”一致;20°W——以东是东半球,以西是西半球;160°E——以东是西半球,以西是东半球。

⑺南北半球的分界线:赤道(0°纬线);东西半球的分界线:20°W、160°E。

⑻经度和纬度的变化规律:

(西经)(东经)


10°
20°
180°
10°
20°
180°

愈向西愈大愈向东愈大


10°
10°
20°
20°
90°
90°

赤道

4.利用经纬网定位

⑴经纬网的含义:在地球仪或地图上经线和纬线相互交织所构成的网格。

⑵经纬网的作用:确定地球表面某一点的位置。

二、地球的运动

1.地球的自转(P9中的图1.15)

⑴含义:地球绕着地轴不停地旋转。

⑵方向:自西向东。

⑶周期:一天(约为24小时)。

⑷产生的现象:昼夜更替、地方时差。

2.地球的公转(P11中的图1.19)

⑴含义:地球围绕太阳不停地旋转。

⑵方向:自西向东。

⑶周期:一年(约为365天)。

⑷特点:地球公转的轨道平面与地轴的夹角是66.5°

⑸产生的现象:

①太阳直射点在南北回归线之间来回移动;

②同一地点,太阳高度角的变化;

③同一地点,昼夜长短的变化;

④同一地点,不同季节太阳光热不同,即春夏秋冬四季的形成。

⑹二分二至:春分日(3月21日前后)、夏至日(6月22日前后)、秋分日(9月23日前后)、冬至日(12月22日前后)

⑺四季的划分(以北半球为例,南半球正相反):

3、4、5三个月是春季;

6、7、8三个月是夏季;

9、10、11三个月是秋季;

12、1、2三个月是冬季。

3.地球的五带(P12中的图1.20)

热带
北温带动
南温带
北寒带
南寒带


有极昼极夜
有极昼极夜


有阳光直射
无极昼极夜、直射
无极昼极夜、直射
90°
90°
(北极圈)66.5°
(南极圈)66.5°
(北回归线)23.5°
(南回归线)23.5°


(赤道)0°

三、地图

1.地图的基本要素(地图三要素)

⑴比例尺

①概念:图上距离与实际距离之比

②表现形式:数字式、文字式、线段式

表示范围的大或小
表示内容的详或略
大比例尺

详细
小比例尺

简略
在图幅一样大的情况下,选取的比例尺越大,反映的实地范围越小,反映的地理信息就越详细;反之亦然。

⑵方向及判读:

①一般地图:面向地图上北下南、左西右东

②有指向标的地图:根据指向标定方向,指向标箭头一般指向北方

③有经纬网的地图:根据经纬网定方向,经线指示南北方向,纬线指示东西方向

⑶图例和注记

①图例:用来表示地理事物的各种符号。

②注记:用来说明地理事物名称的文字或用说明地理事物数量的数字,称之为地图的“语言”。

③常用图例:(P14中的图1.24)

铁路国界山峰

2.地形图的判读

⑴地面高度的计算方法(P16中的图1.27)

①海拔(绝对高度):地面某个地点高出海平面的垂直距离。

举例:珠穆朗玛峰海拔8844.43米,吐鲁番盆地海拔-155米

②相对高度:某个地点高出另一地点的垂直距离。

举例:旗杆高出地面15米

⑵地形图的类型:等高线地形图、分层设色地形图、地形剖面图。

等高线:在地图上把海拔相同的各点连成的线。

等深线:在地图上把海洋中深度相同的各点连接成线。

⑶等高线地形图的判读:(P16中的图1.29)

①根据等高线的疏密程度判断坡度的陡缓:等高线稀疏,表示坡缓;等高线密集,表示坡陡。

②根据等高线形状判断地形类型:山顶、山脊、山谷、鞍部、陡崖。等高线的弯曲部分向高处凸出表示山谷,向低处凸出表示山脊;两个山顶之间的部位是鞍部;等高线重叠的地方表示陡崖。

⑷陆地上的五种基本地形:平原、高原、山地、丘陵、盆地。地形图上用海拔来表示地面的高低起伏。分层设色地形图上,绿色表示平原、蓝色表示海洋、黄色表示高山高原、白色表示冰川。

3.从地图上获取信息

⑴地图常见种类:导游图、交通图、政区图

⑵比例尺大小与地图范围、详略的对应关系:

●教学板书:

七年级上册第一章地球和地图

1.认识地球的形状和大小。

2.地球的模型——地球仪,纬线和经线。

3.地球的运动:自传和公转。

4.地图的基本要素。地形图的判读。

●课堂小结:

结合板书,概括知识要点。布置作业。

●教学探讨与反思:

新目标九年级英语上册Unit7集体备课教案


为了促进学生掌握上课知识点,老师需要提前准备教案,大家应该在准备教案课件了。用心制定好教案课件的工作计划,这对我们接下来发展有着重要的意义!有没有出色的范文是关于教案课件的?为满足您的需求,小编特地编辑了“新目标九年级英语上册Unit7集体备课教案”,供大家借鉴和使用,希望大家分享!

Unit7Wherewouldyouliketogo?

第一课时

——新授课

——本节课学生达到的知识能力水平等级,如:

知识板块学习内容学习目标

知识性考试水平技能性考试水平体验性考试水平

abcabcabc

Unit71.重点词汇

beautiful,relaxing,tiring,dangerous,educational,peacefulinteresting,boringthrilling,exciting√√√

2.重点句型

Wherewouldyouliketogoonvacation?

I’dliketotrekthroughthejungle,becauseIlikeexcitingvacations.√√√

——掌握新的词汇和短语极其相关用法,并能灵活运用。

渗透德育教育,引导学生无论到何处旅游都要保护好环境!

——使学生能口头、笔头熟练地运用新学的词汇、短语和句型来描述一个地方

——mindmap,3Ps(presentation,practice,production)teaching,task-basedlearningteaching

——individualwork,pairwork,groupwork(discuss,makeaconversationetc.)

——multi-media,taperecorder,students’book

教学内容及教师活动学生活动设计意图

StepILead-in

Showthemapoftheworld.

T:Whatkindofcountriesdoyouknowinthemap?

T:Whatkinddocitiesdoyouknow?

T:Whatdoyouthinkaboutthecountriesandcities?

StepIIPresentation

(1)T:Wherewouldyouliketovisit?IwouldliketovisitU.S.ABecauseitisbeautiful.

T:Wherewouldyouliketovisit?

T:WhywouldyouliketovisitU.S.A.

(2)ShowsomepicturesandletSspractice:

StepⅢListening

(1)ShowtwopicturesofFloridaBeachandAmazonJungleandletSstrytheirbesttodescribethem.

(2)WherewouldSamandGinaliketogoonvacation?

Listenandfillinthechart.

(3)Listenandreadafterthetape.

(4)LetSsretellthelisteningmaterial.

StepⅣSurvey

Makeasurvey:letSsworkingroup:

Wherewouldyouliketovisit?

Whywouldyouliketovisitit?

Whowouldyouliketogowith?

Howwouldyouliketogothere?

Whatwouldyouliketodothere?

Report:

…wouldliketovisit…Becauseitis…

StepⅤSummary

Whatdowelearntoday?Theytalkaboutcountriesthattheyknow.

S:China,theU.S.A,theU.K,Canada,Australian,France,Germany,Mexico…

Theytalkaboutcitiesthattheyknow.

S:Beijing,NewYork,London,Toronto,Sydney,Paris…

Theytalkaboutsomeadjs.

S:thrilling,fascinating,peaceful,tiring,educational,exotic,boringfun,

S:Iwouldliketovisit….

S:Becauseitis…..

A:Whatwouldyouliketovisit?

B:I’dliketovisit…

A:Whywouldyouliketovisitthere?

B:Because…

Sstrytheirbesttodescribethembyusingsomeadjsthattheyhavelearnt.

LetSslistenandfillinthechart.

Afterit,makeSsreadafterthetape.

Retellthelisteningmaterial.

Makeasurveyanddoareportaboutoneoftheirpartners.

Sssumupthekeywordsandsentences.

通过世界地图让学生复习以前曾经学过的国家和地名,并教授相关的新单词,本环节对学生的自学作出了检测,同时也复习了旧的知识,达到温故而知新的目的。

让学生给出不同的回答,强调Iwouldliketo=I’dliketo和其他动词的搭配)

老师不断强化句型,让学生有个模式进行下面的训练

通过反复操练,巩固句型,体会I’dliketo的结构,为后面的讨论作铺垫,通过两两合作达到议学的目的,为后面的悟学做铺垫。

听力练习前先进行预测有助于学生集中注意力听录音,养成良好的听旅游习惯,同时也降低听力难度。体现了议学。

通过听力策略的运用,让学生强化训练听力能力。

让学生运用调查报告的形式输出语言,并渗透德育教育,引导学生到任何地方旅游都要保持环境的干净。

在课堂交流中体现议学和悟学。

总结熟悉所学词汇和本课的新语言现象,体现悟学

作业设置

1.完成作业本1

2.预习Period2(划出词组及重要的句型)

课堂上用生动的图片导入本节课的重、难点的句型,让学生容易接受,而且能够提高学生的兴趣。并且本节课运用思维导图将七、八年级所学过的一些词汇与句型有效地导入并运用起来,让整堂课将知识点串起来,形成一个知识脉络,便于学生运用知识,本节课应该是有效的课堂!

牛津译林版八年级上英语Unit4集体备课表格式教案


课题

8AUnit4Welcometothisunit

课型

New

教学目标

Tolearnaboutthenamesofcommontools.

TotalkaboutDIYinEnglish.

教学重点

Usefulexpression

教学难点

TotalkaboutDIYinEnglish

教学过程

教师内容

备课札记

Comicstrip

Step1Presentation

1.1.Haveafreetalk:There’ssomethingwrongwithmycomputer.I’mgoingtofixittoday.I’mgoingtodosomeDIYwork.DoyouknowwhatDIYstandsfor?

Write“standfor”onBb.

2.Ask:WhenyoudoDIYwork,youdothingsyourself.CanyoudoanyDIYwork?

Whatcanyoudo?

Step2Listening

1.ShowthepicturesofHoboandEddiewithoutrthescript,say:Lookatthesepictures,please.Hobohassomeworktodotoday.DoyouthinkEddiewillhelphim?

2.Say:Nowlet’slistentothedialoguebetweenEddieandHobo.Pleaseanswersomequestionsafterlistening.

Playthetape.

What’sHobogoingtodo?

WhatshouldHobodofirst?

WhatdoesHoboprobablyneed?

Step3Activities

1.Say:Nowopenyourbooks.Let’srepeatEddieandHobo’sdialogueafterthetape.Payattentiontoyourpronunciationandintonation.

2.Afterreading,T:Welldone!Nowlet’sworkinpairsandactoutthedialogue.Youcanaddyourownideas.

3.Walkaroundtheclassroomandinviteseveralpairstoactoutinfrontoftheclassroom.T:Ok,someofyouwillcometothefrontandactoutyourdialogue.

Praisestudents:Goodjob!/Welldone!

Welcometotheunit

Step1Presentation

1.T:Hobohastobuildhisnewhouseonhisown.Heneedssometools.Whattoolsdoyouthinkheneeds?

Givesomehints:Ithinkheneedsahammertohitnailswith./Ithinkheneedsascrewdrivertoputallthepartstogether./…

2.Askstudentstoturntopage43,T:Pleaseopenyourbooks.Lookattheyoungmaninthispicture.HelovesDIYalot./Hehaslotsoftools.

Leadthereadingandexplainthewords.

AsksstocompletePartA.

3.Asksstototalkabouttheuseofthesetools:Boysandgirls,doyouknowwhatthesetoolsareusedfor?

Step2Activities

1.T:MillieandSuzyarealsotalkingaboutDIY.ListentothemandtellmewhatSuzyisgoingtodotoday.Playthetape.

2.Havessturntopage43,T:Openyourbooks,pleaseThesetwoteamswillreadMillie’spartandthosetwowillreadSuzy’spart.Thenchangeparts.

3.T:Boysandgirls,it’syourturntotalkaboutsomeDIYworkthatyouwouldliketodo.Youhavethreeminutes.YoucanuseMillieandSuzy’sconversationasamodel.

Sscanprepareforthreeminutes,Twalkaroundtheclassroomandchooseseveralpairstoactout.

Praisessthatdowell:Verygood/Great!

Step3Homework

1.Readthewords,phrasesandsentencesfluently.

2.MemorizeComicstripandpartB.

3.PreviewReading.

板书设计

教学反思

课题

8AUnit4Reading(1)

课型

New

教学目标

TolearnaboutvocabularyaboutDIY.

Tounderstandthearticleandfinishrelativeexercise.

TocultivatethesenseofDIY.

教学重点

Tounderstandthearticleandfinishrelativeexercise.

教学难点

TocultivatethesenseofDIY

教学过程

教师内容

备课札记

Step1Presentation

1.Reviewthevocabularyoftools.

2.T:Suzy’scousinAndrewlikesDIYalot.He’scrazyaboutDIY.Write“becrazyabout”onBb.

3.PresentapictureofAndrewandask:Lookatthispicture.WhathappenedtoAndrew?

Encouragesstoanswer.

Write“pipe,fill…with…”onBb.

T:Yes,it’sterrible.

Write“terrible”onBbandasksstoguessitsmeaning.

Leadthereading.

Step2Practice

1.T:MilliewantstoretellSuzy’sstoryaboutDIY.ListentoSuzy’sarticlecarefullyandreadthesentencesinPartB3onpage46.WriteaTifthesentenceistrueoranFifitisfalse.

Playtherecordingofpage44,asksstodoPartB3onpage46.

2.T:Readthesentencesandcorrectthosewithwronginformation:

(3)Suzy’scousinwantedtoputupapictureonthewall.

(4)Suzy’scousinthoughtthelivingroomwasboring,sohepainteditblue.

(5)IttookSuzy’scousinfivehourstoputuptheshelfonthewall.

(6)Suzy’scousinthinkshealreadyknowseverythingaboutDIY.

Thenreadthecorrectedsentencestogether.

Step3Reading

1.T:Listentothearticleagainandmakesomenotesaboutit.Playthetapeagain.Pausebetweenthemiddle,givethessenoughtimetofinishthenote.

2.T:Pleaseopenyourbooksandturntopage44.

Let’srepeatthearticleafterthetapesentencebysentence.Payattentiontoyourpronunciationandintonation.

Playthetape.

Showsomekeywordsandphrasesineachparagraph.

3.Presentallthekeywordsandphrases.

T:Closeyourbooks,please.Usethesekeywordsandusefulphrasestoretellthearticle.

Paragraph1:becrazyabout,repair,decorate,lookterrible

Paragraph2:abrighterlight,makeamistake,powercut,putupapicture,hitapipe,fill…with…

Paragraph3:livingroom,boring,paint…blue,ceiling,floor,cat

Paragraph4:ashelf,above,spendfivehours,notstay,muchhigher

Paragraph5:buy,advise,makehimangry,attendlessons,knowmuchmore

4.T:CanyouretellSuzy’sstoryabouthercousininyourownwords?Praisesswhocanorganizetheirlanguagewellandretellthearticlefluently.

Jobs

Problems

Putinabrighterlightinhisbedroom

Thewholehousehadapowercut.

Putupapictureonhisbedroomwall.

Hitapipeandfilledtheroomwithwater.

Paintedthewallsinthelivingroomblue.

Paintedtheceiling,thefloor,andevenhiscatblue.

PutupashelfforSuzy.

Thebookscouldn’tstaytherebecauseoneendoftheshelfwasmuchhigherthantheother.

Step4Homework.

1.Readthearticlefluently,memorizethevocabulary,phrasesandsentences.

2.Moreablestudentstorecitethetext.

3.Finishtherelativeexercise.

板书设计

教学反思

课题

8AUnit4Reading(2)

课型

New

教学目标

1.TolearnaboutvocabularyaboutDIY.

2.Tounderstandthearticleandfinishrelativeexercise.

3.TocultivatethesenseofDIY.

教学重点

Tolearnsomeusefulexpressionsandusethemindifferentcontext

教学难点

TocultivatethesenseofDIY

教学过程

教师内容

备课札记

Step1.Leadingin

T:YesterdaywelearntthestoryofAndrewandhisDIYjobs.CanyousaysomethingaboutAndrew?

Step2.Presentation

A.Reading:LettheSsreadthecontextcarefullyandthenanswertheQS.

1.)WhatisAndrewcrazyabout?

2.)Whatdoeshelovetodo?

3.)IshegoodatDIY?Why?

4.)HowlongdidAndrewputuptheshelfonthewall?

5.)IfyouwereAndrew,howwouldyoupaintthelivingroom?

6.)WhatdidSuzyadvisehimtodo?

B、SayAndrewandhisDIYjobsandwhatproblemshecaused,thendiscusshowtosolvetheseproblems.

C、Translatetheusefulexpressions:

1.putinabrighterlight2.haveapowercut

3.makeamistake4.putupapictureonthewall

5.hitapipe6.filltheroomwithwater

7.keepondoingsth.8.notonly...butalso...

9.putuptheshelf10.advisesb.todo

11.takeacourseinDIY12.makehimangry

13.attendlessons

D、Languagepoints

AskSstohighlightthewords、phrases、sentencestheydonotknow.Thenaskthemtodiscusstheminpairsandtrytoworkoutthemeaningsfromthecontext.Atlasttheteachertriestohelpthemandexplainthelanguagepoints.

Step3.practice

Getthestudentstoreadthepassagetogetheraloudagain,

1)NowyouknowAndrewandhisDIYjobswell.Canyouretellthetext?

2)CompletetheconversationonPage46B4.

3)HereisaDIYadvertisements,canyoufinishit?

Wantto(安装电灯).(putinalight)

Wantto(修理坏掉的水管).(repairthebrokenpipe)

Don'tknowhowtodealwith(停电).(apowercut)

We(建议)you(修一门课程)inDIY.(advise,takeacourse)

Youcan(上课)everyweekend.(attendlessons)

Calluson88221546.

Step4.Activities

EnjoyDIY:

AskSstoworkingroups,accordingtotheteacher'sinstructionstodotheirDIYjobs

A:Havingadiscussioningroups

Group1:makingalovelyenvelope

Group2:makingabirthdaycard

Group3:paintingthepaper

B:Grouppresentation

Step5Exercise

Finishtherelativeexercise.

Step6Homework

1、Torecitethetext.

2、WriteapassageabouthowtodoyourDIYjobs(suchaspaintingaroom,fixingabicycle,makingcakes,repairingcomputers)

3、PreviewGrammar

板书设计

教学反思

课题

8AUnit4GrammarA

课型

New

教学目标

1.Tomasterthenewwords.

2.Touseimperativesentencestogiveinstructions.

3.Touseimperativesentencestogiveinstructionsincorrectcontext.

教学重点

1.Touseimperativesentencestogiveinstructions.

2.Touseimperativesentencestogiveinstructionsincorrectcontext.

教学难点

Asabove

教学过程

教师内容

备课札记

Step1Greetings

One-minutespeechaboutthearticle.

Step2Leadin

1.Playagame

Giveinstructions.

E.g.Pleasehaveaseat!

Sitdownplease!

Openthedoor!

Pleasedon’tclosethewindow!

………

Step3Presentation

1.WritethesesentencesonBbandasksstodiscussthestructure.

Putupapictureonthewall.

Don’tstandonthedesk.

Pleasepassthebooktome.

2.Sumupthestructure:Westartasentencewiththebaseformofaverbwhenwewanttotellpeoplewhattodo.Weadddonot/don’tinfrontoftheverbwhenwewanttotellpeoplenottodosomething.Weoftenaddpleaseinasentenceifwewanttogiveinstructionspolitely.

3.T:Nowopenyourbooksandturntopage47,please.Let’sreadthesentencestogether.

Step4Practice

1.Presentthepicturesofmakingcards:Pleaselookatthesefourpictures.What’sMilliedoing?

Thenask:Doyouknowhowtomakecards?Whatshouldwedofirst?

Havessguessthemeaningof“cut”,leadthereading.

2.T:Openyourbooksandturntopage47.Lookatthepicturescarefully.CanyouhelpMilliecompletetheinstructions?

Havesswatchthepicturesandfinishtheexercise.

3.T:Let’sreadthesentencestogether.

Checkanswerstogether.

Step5Activities

1.T:Nowlet’splayagame.I’lltellyouwhattodoandpleasefollowmyinstructions.

(1)Touchyournose.

(2)Standup.

(3)Putupyourbooksopen.

(4)Don’tkeepyourbooksopen.

(5)Don’tcloseyoureyes.

2.Playagamecalled“Eddiesays…”Askallthestudentstostandup,theteacheristhejudge.

Gamebegins,theteachergivetheinstructions.E.g.

Eddiesays“standup”

Asksstorespondtoteacher’sinstructionsquickly.

3.将下列句子改成肯定否定祈使句

Comehereearly.

Askhim.

Don’tclimbthetree.

Readthebookcarefully.

Don’twaitforher.

Homework

1.PreviewGrammarB

2.Finishtherelativeexercise.

板书设计

教学反思

课题

8AUnit4GrammarB

课型

New

教学目标

1.Tomasterthenewwords.

2.Touseshould/hadbettertogiveadvice.

3.Touseshould/hadbettertogiveadviceincorrectcontext.

教学重点

1.Touseshould/hadbettertogiveadvice.

2.Touseshould/hadbettertogiveadviceincorrectcontext.

教学难点

Asabove

教学过程

教师内容

备课札记

Step1Presentation

1.ReviewReadingtointroducetheusageof“should”

T:Suzydoesn’tthinkhercousinknowsmuchaboutDIYeither.Whatdidsheadvisehimtodo?

T:Whatdoyouthinkshesaidtohimaboutthis?

WritethissentenceonBbandmarkthewordshouldinred.

2.T:Doyouthinkwecanusehadbetterinsteadofshouldinthissentence?

Write“YouhadbettertakeacourseinDIY.”

Asksstothinkandunderstandthemeaningofthetwosentences.

3.Presentmoresentences,encouragesstosumuptherule:Herearesomemoresentences.Canyouworkoutwhentouseshouldandhadbetter?

(1)Tokeepfit,youshould/hadbetterhaveahealthydiet.

(2)Youshouldnot/hadbetternotleavelitter.

(3)It’sgoingtorain.Youshould/hadbettertakeanumbrella.

4.Workouttherulewithss:Weuseshouldandhadbetterwhengivingadviceandtellingpeoplewhatwethinkisthebestorrightthingtodo.Thetoneofhadbetterisstrongthanshould.

5.Pleaseopenyourbooksandturntopage48.Let’sreadthesentencestogether.

Step2Practice

1.T:SuzyisgivingDIYadvicetoherclassmates.Canyouhelphermakesentenceswithshould(not)andhadbetter(not)?

Havessdoexerciseonpage48,andthenreadandcheckanswerstogether.

2.T:You’regivingadvicetoyourfriends.Rewritethefollowingsentencesusingshould(not)andhadbetter(not):

(1)It’stimeforclass.Putyourcomicbooksaway.

(Youshould/hadbetterputyourcomicbooksaway.)

(2)YourEnglishisnotgoodenough.Readmoretoimproveit.(Youshould/hadbetterreadmoretoimproveit)

(3)Turnyourmobilephoneoffinclass.

(Youshould/hadbetterturnyourmobilephoneoffinclass.)

(4)Don’tmakethemistakeagain.

(Youshould/hadbetternotmakethemistakeagain.)

3.T:Boysandgirls,youhavelearnthowtogiveadvice.IhaveaproblemandIneedyourhelp.Ican’tsleepwellatnightandIfeeltiredduringtheday.Canyougivemesomeadvice?

Encouragesstogiveadvice:

Youshoulddrinkaglassofmilkbeforegoingtobed./YoushouldnotwatchTVjustbeforegoingtosleep./Youhadbetterdosomereadingbeforeyougotosleep./…

4.T:Workinpairs.Talkaboutyourproblemsandtrytogiveusefuladvice.

Homework

1.PreviewGrammar

2.Finishtherelativeexercise.

板书设计

教学反思

课题

8AUnit4Integratedskills

课型

New

教学目标

1.Toobtainrelativeinformationthroughlistening.

2.TotalkaboutDIYinEnglish.

3.Tostrengththelistening,speaking,readingandwritingskills.

教学重点

1.TotalkaboutDIYinEnglish.

2.Tostrengththelistening,speaking,readingandwritingskills.

教学难点

Asabove

教学过程

教师内容

备课札记

A.Howtomakeafruitsalad

Step1Presentation

1.Communicatewithsstoleadinnewlessons:Whatdidyouhaveforbreakfast/lunchtoday?Whatfooddoyoulikebest?Doyouhaveahealthydiet?Canyoucookdinneronyourown?

2.Presentthepictureofsaladandask:Lookatthepicture.Thisismyfavoritefood.Whatisit?Yes,it’sasalad.

WritesaladonBbandteachthenewwords.

T:Saladishealthy.Doyoulikeit?Doyouthinkit’seasytomakeasalad?Canyoumakeasalad?

3.T:Whatdoyouneedwhenmakingasalad?

WritespoonandcreamonBb,teachthenewwordsandexplain.

Step2Listening

1.T:Openyourbooksandturntopage49.LookatthepicturesinPartA1.

T:Whenwemakeasalad,weneedsometoolsandwecanaddanythingwelike.Canyounamethethingsinthepictures?

Writegrapeandstrawberry.

2.T:AnyandSuzyaremakingafruitsalad.They’retalkingaboutwhattheyneed.Listentotheirconversationandtickthethingstheyneed.

Playthetape.

3.T:Anyvolunteers?Haveatry.Therestofyoucanchecktheanswerstogether.

Iftheycan’tobtaincorrectinformation,playthetapeagain,pauseifnecessary.

4.T:Amyismakingsomenotesofhowtomakeafruitsalad.Readhernotesandputthesentencesinthecorrectorder.

Playthetapeagain,asksstofinishPartA2onpage49.

5.Asksstoreadtogetherandcheckanswers.

Step3Listening

1.T:Amywantstomakeafruitsalad.She’saskingSuzyforsometips.PleaselistentotheirconversationandhelpAmycompletehernotesinPartA3onpage50.

2.Asksstoreadtogetherandcheckanswers.

B.Speakup

Step4Activities

1.Haveafreetalk.

Whatdoyouoftenhaveforlunch?

Doyoulikesandwichesforlunch?

Sandyandhermumaretalkingaboutwhattoeatforlunch.

2.Playthetape.

Aresandwichesquickandeasytomake?

Whatdotheyputonthebread?

Dotheyjustneedonepieceofbread?

3.Playthetapeandasksstorepeatafterthetape.

4.Workinpairs:Workinpairs.It’syourturntomakesimilardialogues.Talkaboutwhatyoucanmakeforlunch.YoucanuseSandyandhermother’sconversationasamodel.

Homework

1.Memorizewords,phrasesandsentences.

2.ReciteSpeakup.

3.PreviewStudyskills.

板书设计

教学反思

课题

8AUnit4Studyskills

课型

New

教学目标

1.Toaddun-,in-andim-toformanewword.

2.Touseadjectiveswithun-,in-andim-toexpressnegativemeanings.

教学重点

1.Toaddun-,in-andim-toformanewword.

2.Touseadjectiveswithun-,in-andim-toexpressnegativemeanings.

教学难点

Asabove

教学过程

教师内容

备课札记

Step1Presentation

1.Showsomewordsontheblackboard

old-youngeasy-hardtall-short

rude/impolite-politehappy-unhappykind-unkind

Now,weknowtheyareprefixes.

2.Presentation

Say:Withsomeadjectives,wecanchangethemeaningbyaddingaprefix.Addingtheprefixes“dis”,“im”“in”or“un”toanadjectivewillexpresstheoppositemeaningoftheword.Theseprefixesmean“not”or“theoppositeof”

e.g.Trainersarecomfortabletowear.Butsmallonesareuncomfortable.

Ifsomeoneshowsgoodmannerstoothers,heisapoliteperson.

Ifsomeonedoesnotshowgoodmannerstoothers,heisimpolite.

Step2Practice

1.Tellthestudentsthat“un-”isnottheonlyprefix.Therearemoreprefixeslikethis.Invitethestudentstoopentheirbookandaskthemtomatchthewordsontheleftwiththeiroppositesontheright.

1.certain—uncertain

2.important—unimportant…

2.Showsomesentencesandfillintheblankswithprefixes.

Zhalongisaprotectedarea.Itisn’tallowedtohuntorfishthere.Itisincorrecttokillwildanimals.(correct)

Thesetrainersarecomfortabletowear.Butthoseareuncomfortable.(notcomfortable).

Ifsomeoneshowsgoodmannerstoothers,heisapoliteperson.Ifsomeonedoesn’tshowgoodmannerstoothers,heisimpolite.(notpolite)

3.Trytopronouncetheunderlinedwords。

1.TheboyinthispictureisJake.Heoftenplayswithhiscatafterschool.

2.TennisisLily’sfavoritesport.Shelikesplayingtenniswithherfather.

3.Whatdoesshelooklike?

Shelooksslim.

4.Thegirlhasalotofbagsinherhand.

Sheisshopping.

5.Iamastudent.Igotoschoolbybuseveryday.

Step3Groupwork

用否定前缀的形容词造句。

(1)Waterisveryimportanttous.

(2)Thischairistoosmall.

(3)Ihaveneverseensuchheavysnowhere.

(4)Therestaurantisquitenearhere.

(5)Idon’tlikehimbecauseheisrude.

Step4Exercise

TrytofinishtheexercisesonPage51andchecktheanswers.

usual-unusualpossible-impossible

certain-uncertaintidy-untidy

写出下列词的反义词.

necessary--_________important--_________happy--_________comfortable--_________friendly--__________common--_________

welcome--__________able--_________well--__________popular--__________true--__________tidy--__________

板书设计

教学反思

课题

8AUnit4Task

课型

New

教学目标

1.Tocultivatetextualawareness.

2.Tolearnhowtokeepadiary.

3.TowriteadiaryaboutDIY.

教学重点

1.Tolearnhowtokeepadiary.

2.TowriteadiaryaboutDIY.

教学难点

Tocultivatetextualawareness

教学过程

教师内容

备课札记

Step1Leadin

1.T:We’velearntalotaboutSuzy’scousin.HelovesDIYverymuch.WhathappenseverytimehedoesDIY?

2.Presentmorequestions,

(1)WhathappentothecatwhenSuzy’sfinishedpaintingthewholelivingroomblue?

(2)CouldSuzyputthebooksontheshelfmadebyhercousin?

(3)WhydidSuzy’scousinfeelunhappywhenSuzyadvisedhimtotakeacourseinDIY?

(4)IsSuzyalsoweakatDIY?

3.T:WeknowSuzyisgoodatDIY.Hermother’sbirthdayiscoming.Doyouknowwhathedecidedtogivehermother?DidshedosomeDIY?

Encouragesstoguessthepossibility.

Step2Reading

1.T:Suzymadeabirthdaycardattheweekend.Listentoherdiaryentrycarefullyandfindtheanswerstothesequestions.

(1)Whydidn’tSuzymakethecardathome?

(Becauseshewantedtokeepitsecret.)

(2)DidSandyhelp?

(Yes.Sandyhelpedherwiththedrawing.)

(3)HowlongdidSuzyandSandyspendmakingit?

(Theyspenttwohoursmakingit.)

(4)WhatmistakesdidSuzykeepmakingwhenworkingonit?

(Shekeptspellingthewordswrongbecauseshewastooexcited.)

(5)Whatcolourdidsheusefortheroses?

(Shecolouredthemred,blueandpink.)

(6)Didtheymakeamessinthehouse?

(Yes.Therewaspaintoneverything.)

2.Playthetape.

T:Openyourbooksandturntopage52,please.Let’srepeatafterthetapesentencebysentence.

3.Asksstoreadthearticleparagraphbyparagraphandthinkoverthecontentofeachparagraph.

4.Makessunderstandthecontentofadiary.

Para1:ThereasonwhySuzymadeabirthdaycard.

Para2:Howshemadethecard.

Para3:Whathappenedintheend.

Para3:Suzy’shope.

Step3Writing

1.Asksstoturntopage53,partB.

T:WriteyourowndiaryentryaboutoneoftheDIYjobsyoudid.UsethediaryentryinPartAasamodelandusetheusefulexpressionsonpage52tohelpyou.LookattheideasinPartB.Youcanchoosetowriteaboutoneofthemoruseyourownideas.

2.Checkthecomposition.

Commentontwooftheirarticles.

3.Readthesampletogether.

Homework

1.Memorizewords,phrasesandsentences.

2.Readandrecitethesamplewriting.

3.Finishrelativeexercises.

板书设计

教学反思

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