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Unit3Growingsmart,growingstrong
一.本周教学内容：
Module3Unit3Growingsmart,growingstrong

一、重点词汇
afterwards以后concert音乐会entertainment娱乐活动
fallasleep入睡future将来guide向导、指南
midnight半夜neither也不outing远足
save节约smart聪明usedto曾经
war战争well好enough足够
less较少的child小孩spend花费
二、重点短语
1.Entertainmentguide娱乐指南
2.HistoryMuseum历史博物馆
3.footballmatch足球比赛
4.televisionprogramme电视节目
5.funnyfamily有趣的家庭
6.gotoaconcert去音乐会
7.seeafilm看电影
8.beon上映
9.atthecinema在电影院
10.gocycling去骑车
11.gotothebeach去海滩
12.goodidea好主意
13.enjoyswimming喜欢
14.haveabarbecue烧烤
15.inhotweather在热天
16.havesomeseafood吃海鲜
17.agreetodosth同意做某事
18.fallasleep入睡
19.feeltired感觉累
20.havetoothache牙痛
21.eatpizza吃比萨
22.playfootballforhalfanhour玩半个小时的足球
23.watchtelevisionfor2hours看两个小时的电视
24.playcomputergames玩电脑游戏
25.dosomerevision做复习
26.toomuch太多
27.doenoughexercise做足够的运动
28.decidetodo决定去做
29.getfat变胖
30.nolonger不再
31.pocketmoney零花钱
32.saveup储蓄
33.help…with帮助
34.rundownstairs跑下楼
35.badhabit坏习惯
36.usedto曾经
三、重点句型
1.WhatarewegoingtodothisSunday？这周日我们打算做什么？
2.Let’sgotoseeLeon’sconcert.让我们去看里昂的音乐会。
3.Let’snotgotoaconcert.让我们不去音乐会。
4.Whydon’twegotoseeafilminstead？我们为什么不看场电影代替呢？
5.There’safilmonatthecinemacalledcomputerwar.
有一场叫作电脑大战的影片在影院上映。
6.I’dratherdosomethingoutdoors.我宁愿做些户外运动。
7.Wouldyouliketogocycling？你想去骑自行车吗？
8.Ireallyenjoyswimming.我真的喜欢游泳。
9.SodoI.我也是。
10.NeitherdoI.我也不。
11.Shallwehavesomeseafoodforlunch？我们午餐吃些海鲜好吗？
12.Don’tfallasleep.不要入睡。
13.Myeyeshurt.我眼睛痛。
14.Iusedtorundownstairsatschool.我曾经在学校跑着下楼。
15.Idon’tspendallmymoneyanylonger.我不再花光我的零用钱。
16.Whatdidyoudo?你做了什么？
17.Whathaveyoudone?你已经做了什么？
四、相关语法
（一）提建议的几种方法
1.Shallwe+动词原形
Shallwegotothebeach?
2.Let’s+动词原形（Let’snot+动原）
Let’shaveabarbecue.
3.Wouldyoulike+todo
Wouldyouliketogocycling?
4.Whydon’t+句子
Whydon’twegototheconcert?
5.Whynot+动词原形
Whynothavesomeseafood?
6.Whatabout+动ing
Whataboutgoingswimming?
7.You’dbetter+动原
You’dbettergotherebybus.
（二）一般过去时
肯：主语＋动词过去式＋其它
YouatetoomuchseafoodlastSunday.
否：主＋didn’t+动词原形＋其它
Youdidn’tdoenoughexercise.
一般疑问Did+主＋动词原形＋其它
DidyouwatchtelevisionlastMonday?
特殊疑问句Whatdidyoudolastweek?
注：可与for连用表示动作做了多长时间
（三）Usedto表示过去常常
usedto+动词原形
Iusedtospendallmypocketmoney
五、重点难点
1.Whydon’twegotoseeafilminstead?我们为什么不去看场电影代替呢？
▲whydon’t…这一句型不是用来表示疑问，而是用来表示建议。有时whynot只能跟不带to的动词不定式连用：
（1）Whydon’twegothatway?=Whynotgothatway？何不走那条路呢？
（2）Whydon’tyouhaveapartyonyourbirthday?=Whynothaveapartyonyourbirthday?你的生日那天何不聚会一下呢？
2.SodoI/NeitherdoI.
▲So+连系动词（情态动词或助动词）＋另一主语
这一句型是主谓倒装结构，表示另一主语与前面所陈述的某人的动作或情况有着相同的肯定概念，其中so代表了上文句中所陈述的动作或状态，表示“也是这样”“也是如此”。如：
（1）“Iliketoeatfish.”“SodoI.”“我喜欢吃鱼。”“我也喜欢。”
（2）Istudyinthisschoolandsodoesmybrother.我在这所学校学习，我的弟弟也是如此。
（3）Ifyoucanfinishitintime,socanwe.如果你们能及时完成，我们也能。
▲句型Neither+连系动词（情态动词或助动词）＋另一主语，表示另一主语与前面所陈述的某人的动作或情况有着相同的否定概念，neither引导的结构与so引导的结构一样，但前者否定，后者肯定。例如：
（1）“Idon’tlikeplaybasketball.”“NeitherdoI.”“我不喜欢打篮球。”“我也不喜欢。”
（2）Heisn’twrong,neitherareyou.我没错，你也没错。
（3）Ifyoudon’tdoit,neitherwillI.如果你不干，我也不干。（这里主句要用will，不用do。）
3.I’mgoingtowatchlesstelevision.我打算少看电视。
▲形容词比较级less一般用在不可数名词之前，而形容词比较级fewer用在可数复数名词之前。例如：
（1）Hehaslessmoney.他的钱比较少。
（2）Therearefewerboysthangirlsinmyclass.我们班上男生比女生少。
（3）Theymadefewermistakesintheexam.他们在考试中犯的错误较少。
4.HedranktoomuchCoke.他喝了太多的可乐。
▲toomuch搭配中，too作much的修饰语，表示超越了much的正常程度。toomuch仍具有much的语法特点。本单元出现的toomany,toolittle,toolong都是此种用法。例如：
（1）Youareaskingtoomuch.你问得太多了。
（2）There’stoomuchsnowandice.这儿有太多的雪和冰。
（3）IswatchingTVtoomuchgoodorbadforyourhealth?
看电视太多对健康有益还是有害？
5.IusedtoeattoomanysweetswhenIwasachild.我小时候常常吃太多的糖。
▲usedto指的是过去的习惯性动作，目的在于与现在形成对照。Iusedtoeattoomanysweets…是说“我过去常常吃太多的糖”，暗含的意义是“我现在不吃太多的糖了。”从形态上看，usedto是个情态动词，其中的to是不定式符号，后面跟的是动词原形（eat）。eg.
（1）Whenhewasayoungboyheusedtoasklotsofquestions.他小时候常常提出许多问题。
（2）Weusedtogetupat5a.m.everymorningallthroughoutthesummer.
过去整个夏天我们都是每天早晨5点起床。
6.Idon’tsmokeanylonger.我不再吸烟了。
▲not…anylonger表示“时间上的不再”，即表示“过去发生的事情现在不再发生了”。类似说法还有nolonger,nomore,notanymore。
（1）Hurryup!Ican’twaitanylonger.赶快！我不能再等了。
（2）Anndoesn’tworkhereanylonger.安不在这儿工作了。
7.Ireallyenjoyswimming.我真的很喜欢游泳。
enjoy表示喜欢与like不同，enjoy强调享受其中乐趣
enjoy后加动词ingenjoysinging
enjoy+反身代词enjoyyourself
=haveagoodtime
8.Let’snotgotoaconcert.让我们别去音乐会了。
Let’s+动原＝shallwe+动原表示提建议
否定Let’snot+动词原形另外you’dbetter表示提建议时
否定为you’dbetternot＋动词原形
9.Youdidn’tdoenoughexercise.你没有做足够的运动。
exercise名词，运动
enough修饰名词时位于名词前enoughexercise
enough修饰形容词时位于形容词后bigenough
10.Dannyalwaysfeelstired.丹尼总是觉得累。
feel感觉，为感官动词，后加形容词做表语feeltired
getbecomesmelllooktaste都有类似用法。
11.Whydon’twegotobeachinstead?instead与insteadof，代替
instead位于句尾insteadof后加宾语
Whydon’tweuseapeninsteadofapencil?
Whydon’tweuseapeninstead?

相关阅读

Unit2Growingsmart,growingstrong（牛津７Ｂ）

Unit2Growingsmart,growingstrong1/5I.Languagefocus:

1.Usingformulaicexpressionstomakesuggestions

2.Asking‘Wh’questionstofindoutspecificinformationaboutsomething

3.Asking‘Wh’questionstomakesuggestions

4.Usingadverbstoexpressdegree

5.Usingformulaicexpressionstoindicateagreementanddisagreement

II.Languageskills:

Listening

lIdentifymainideasofanewtopic

lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately

Reading

lRecognizerecurrentpatternsinlanguagestructure

lRecognizeformatandlanguagefeaturesinnarrativeandnon-narrativetexts

Speaking

lMaintainaninteractionbyaskingandrespondingtoothers’opinions

lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressions.

lCloseaninteractionbyusingappropriateformulaicexpressions

III.Materials:

lSBP8

lCassette7B

lPPP5

lWBP5

ProcedureI.Warming-up
1.Freetalk:

lAchant:Because

II.Pre-taskpreparation

1.Nametheactivitiesyouusuallydowithyourfamilyinyourleisuretime

List

2.Reviewindooractivitiesandoutdooractivities

3.Moreactivities:goingtoaconcert,watchingacircus

4.Lookandsay:1)listenandfollow

2)role-playthecharactersand

saytheconversations

5.Groupwork:1)discussanddecidetheactivityyouliketohaveusingthetargetlanguage

III.Consolidation

1.Oral:1)Listenandread5times

2)Actoutthedialogue

2.Written:1)Copywork:phrases

2)GBP7

IV.NotesUnit2Growingsmart,growingstrong2/5I.Languagefocus:

1.Asking‘Wh’questionstofindoutspecificinformationaboutsomething

2.Usingadjectivestodescribeamounts

3.Usingadverbstoexpressdegree

II.Languageskills:

Listening

lIdentifymainideasofanewtopic

lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately

Reading

lRecognizerecurrentpatternsinlanguagestructure

lReadwrittenlanguageinmeaningfulchunks

III.Materials:

lSBP10

lCassette7BProcedureI.Warming-up
1.Freetalk:

lAchant:Whowasthefirst?

lGroupwork:PractisethedialogueonP9

II.Pre-taskpreparation

1.Writedownthethingsyoudoonthesedays:

SundayMondayTuesdayWednesday

ThursdayFridaySaturday

2.Practise:WhatdidyoudolastSunday/Monday?

IatepizzaslastSunday.

NB.Theuseofthepasttense!

3.ReviewthevocabularyitemsonP10

4.Read,thinkandwrite:1)readDanny’stimetable

2)listDanny’sactivities

3)identifythereasonsfor

Danny’ssickness

4)listenandfollow

III.While-taskprocedure

Write:writeanoutingplanonP9

IV.Consolidation

1.Oral:1)Listenandread5times

2)SaythereasonsforDanny’ssickness

2.Written:1)Copywork:phrases

2)GBP8,9

V.NotesUnit2Growingsmart,growingstrong3/5I.Languagefocus:

1.Usingconnectivestoshowacauseandeffectrelationship

2.Usingquantifierstodescribeamounts

3.Usingadverbstoexpressdegree

II.Languageskills:

Listening

lListenforspecificinformation

lUnderstandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases

Reading

lRecognizerecurrentpatternsinlanguagestructure

lReadwrittenlanguageinmeaningfulchunks

Speaking

lMaintainaninteractionbyaskingandrespondingtoothers’opinions

Writing

lDevelopwrittentextsbyusingappropriatelinkingwordsorphrases

III.Materials:

lSBP11

lCassette7B

lWBP6

lPPP6,7,8

ProcedureI.Warming-up
1.Freetalk:

lAchant:Whowasthefirst?

lGroupwork:DiscusswhatDannydidwronglastweek

II.While-taskprocedure

1.Readandwrite:readDanny’stimetableonPage10ofyourbookandcompletethereportonthethingsDannydidwronglastweek.

2.Design,askandwrite:designyourowntimetable,andthenaskandanswerinpairs:

WhatdidyoudolastSunday?

Iplayedcomputerfortwohours.

Finally,writeyourpartner’stimetable.

3.Compareanddecide:Compareyourtimetables

anddecidewhodidhealthierthingsinthepreviousweek.

4.Pairwork:talkaboutyourtimetables

5.Groupwork:discussandwriteaboutwhatDannyisgoingtodointhefuturePPP7

6.Individualwork:PPP8writeaboutwhatyouaregoingtodointhefuturetocorrectyourunhealthyhabits.

III.Consolidation

1.Oral:1)Listenandread5times

2)HelpDannytochangehisunhealthyhabits

2.Written:1)Copywork:phrases

2)WBP6

V.Notes

Unit2Growingsmart,growingstrong4/5I.Languagefocus:

1.Using‘usedto’todescribehabitualactionsinthepast

2.Usingthepresenttensetodescribepresentsituations

II.Languageskills:

Reading

lRecognizerecurrentpatternsinlanguagestructure

lReadwrittenlanguageinmeaningfulchunks

lIdentifydetailsthatsupportamainidea

lRe-readtoestablishandconfirmmeaning

III.Materials:

lSBP12

lCassette7B

lWBP7

ProcedureI.Warming-up
1.Freetalk:

lWhatdidyoudolastweekend?

lDidyoudoenoughexercise?

lDoyouhaveagoodhabit?

lWhatareyougoingtodotochangeyourunhealthyhabits?

lWhyareyougoingtochangeyourunhealthyhabits?

II.Pre-taskpreparation:

lPractise:takeoutyourphotosandanswer:

Whatbadhabitsdidyouhavewhenyouwerealittleboy/girl?

Iusedto……

lPlayaconfessiongame:IwillconfesswhatIdidwronginthepast,youdothesame,likethis:

1.Iusedtoeattoomanysweets.Idon’teattoomanysweetsanylonger.

2.NowIdon’teattoomanysweets

Ingroupscompete:anyoneinthegrouprepeatsother’s,

leavesthegroup.Thegroupwiththemost

memberswins.

lLookandread:listenandfollow

lPairwork:actouttheconversationsofthecharacters

III.Consolidation

1.Oral:1)Listenandread5times

2)Role-playtheconversationandrecite

2.Written:1)Copywork:phrases

2)WBP7

3)GBP10

IV.NotesUnit2Growingsmart,growingstrong5/5I.Languagefocus:

1.Usinginvertedwordordertoaskquestions

2.Using‘usedto’todescribehabitualactionsinthepast

3.Asking‘Wh-’questionstofindoutspecificinformation

4.Using‘goingto’todescribeeventsthatwilloccurquitesoon

II.Languageskills:

Listening

lListenforspecificinformation

lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately

Speaking

lMaintainaninteractionbyaskingandrespondingtoothers’opinions

Writing

lDevelopwrittentextsbyexpressingownideasandfeelings

lGatherandshareinformation,ideasandlanguagebybrainstorming,listingandobserving

lReviseandeditshortwrittentextsbymakingchangestoincorrectspelling,punctuationandgrammar,andaddingdetailsifnecessaryinresponsetosuggestionsfromtheteacher

III.Materials:

lSBP13

lCassette7B

lWBP8

ProcedureI.Warming-up
1.Freetalk:

lAchant:Whowasthefirst?

II.While-taskprocedure:

lPairwork:talkaboutyourbadhabitsinthepastandthebadhabitsyoustillhaveandthereasonswhyyoufinditdifficulttoovercomethem.Giveeachothersuggestions.

lAboutyou:completethechecklistonP13bywritingdownwhatyouhavediscussed.

III.Consolidation

1.Oral:1)ListenandreadTommyTarget5times

2)Pairwork:askandanswerusingthetarget

language

2.Written:1)Copywork:phrasesandsentences

2)WBP8

3)GBP19

IV.Notes

Growingsmart教案

Module1Foodanddrinks
Unit2Growingsmart,growingstrong
1
Languagefocus:
Asking‘Wh-’questionstofindoutspecificinformationaboutsomething.
e.g.WhatarewegoingtodothisSunday?
Asking‘Wh-’questionstomakesuggestions
e.g.Whydon’twegotoseeafilminstead?
Usingformulaicexpressionstomakesuggestions
e.g.Let’snotgotoaconcert.
Usingformulaicexpressionstoindicateagreementanddisagreement.
e.g.SodoI./NeitherdoI.

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Identifymainideasofanewtopic.
Speaking
Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Useappropriateintonation,stress,andvaryvolume,toneofvoiceandspeedtoconveyintendedmeaningsandfeelings.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate
Closeaninteractionbyusingappropriateformulaicexpressions.
Reading
Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types
Recognizeformatandlanguagefeaturesinnarrativeandnon-narrativepage5

Materials:
Student’sBook7Bpage8
Cassette7Bandacassetteplayer
Workbook7Bpage5
Photocopiablepage5

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage5foreachgroup.

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows
1.Askstudentstotalkabouttheactivitiestheyusuallydointheirleisuretimewiththeirfamilies.Listthemontheboard.Conductasimplesurveytofindoutwhichactivitiesarethemostpopularamongthestudents.Asksomestudentswhytheylikeordislikeaparticularactivity.Helpthemdistinguishoutdooractivities,suchascyclingorhavingabarbecue,fromindooractivities,ascyclingorhavingabarbecue,fromindooractivities,suchasvisitingormuseumorseeingafilm.
2.Introducemoreactivitiesonpage8inLookandsay,e.g.concert,circus.Askstudentswhethertheyhaveeverenjoyedanyoftheseactivities.Invitethemtotalkabouttheirexperience.
3.Playtherecording:Lookandsay.Studentslistenandfollowintheirbooks.
4.Invitesomestudentstorole-playthecharactersandsaytheconversationsinLookandsay.
5.Studentsworkingroupsoffour.DistributeacopyofPhotocopiablepage5toeachgroup.Studentsdiscussandagreeontheactivitiestheywouldliketodotogetherwiththehelpofthepicturecards.Theymaymaketheirownpicturecardsifnecessary.TheyarerequiredtousethetargetlanguageinLookandsayduringtheirdiscussion.

Post-taskactivity
Workbookpage1
GrammarPracticeBook7Bpage7

2
Languagefocus:
Asking‘WH-’questionstofindoutspecificinformationaboutsomething
e.g.WhatarewegoingtodothisSunday?
Asking‘Wh-’questionstomakesuggestions
e.g.Whydon’twe_______instead?
Usingformulaicexpressionstomakesuggestions
e.g.Let’sgoto________.
Usingmodalstomakesuggests
e.g.Shallwehavesome______forlunch/dinner?
Usingformulaicexpressionstoindicateagreementanddisagreement.
e.g.SodoI./NeitherdoI.

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gestureandfacialexpression
Speaking
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic
Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate
Closeaninteractionbyusingappropriateformulaicexpressions
Writing
Useappropriateformat,conventionsandlanguagefeatureswhenwrittennon-narrativetextssuchasadescriptionandasimplereport
Reviseandeditshortwrittentextsbymakingchangestoincorrectspelling,punctuationandgrammar,andaddingdetailsifnecessaryinresponsetosuggestionsfromtheteacher
Materials:
Student’sBook7Bpage9
Cassette7Bandacassetteplayer

Preparation:
Cuethecassette.

Pre-taskpreparation
1.AskstudentstothinkabouttheplacestheyhavevisitedandtheactivitiestheyhaveenjoyedmostonaSundayorpublicholidayandtowritethemdownonapieceofpaper.Inviteseveralstudentstotalkabouttheplacesandtheactivities.
2.Showstudentssomepicturesofinterestingplacesthatcanbeconsideredforanouting.Askstudentstosuggestpossibleactivitiestobedoneintheseplace.Listontheboardthesuggestionsabouttheplacestovisitandactivitiestodo.
3.TellstudentstoplanforaclassoutingonaSunday.Encouragethemtothinkofplacestheywanttovisitandactivitiestheywanttodo.Theplanshouldincludethedateandplacefortheouting.Tellthemtheycanalsothinkofthefoodanddrinksforlunchordinner.

Consolidation
GrammarPracticeBook7Bpage8

3
Languagefocus:
Usingadverbstoexpressdegree
e.g.Youwatchedtoomuchtelevisionlastweek.
Usingadjectivestodescribeamouts
e.g.Youdidn’tdoenoughexercise.
Asking‘WH-’questionstofindoutspecificinformationaboutsomething.
e.g.Whatdidyoudolastweek?

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Identifymainideasofanewtopic
Reading
Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types.
Readwrittenlanguageinmeaningfulchunks
Materials:
Student’sBook7Bpage10
Cassette7Bandacassetteplayer
Preparation:
Cuethecassette.

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Drawatimetablewiththedaysoftheweekontheboard.Invitesomestudentstotalkaboutseveralthingstheydidinthepreviousweek.Askquestions:WhatdidyoudolastSunday/Monday/Tuesday?etc.toelict:IatepizzaslastSunday/Monday/Tuesday,etc.Writethethingstheydidinthecorrespondingtimeslotsontheboard.Remindstudentsoftheuseofthepasttensetodescribehappeningsinthepast.
2.Introduceandreviewvocabularyonthepage10inRead,thinkandwrite.GivestudentssometimetoreadDanny’stimetabletounderstandwhatDannydidinthepreviousweek.ListDanny’sproblemontheboard.InvitesomestudentstoidentifythereasonsforDanny’ssickness.
3.Playtherecording:Reading,thinkandwrite.Studentslistenandfollowintheirbooks.

Consolidation
GrammarPracticeBook7Bpage9

4
Languagefocus:
Usingadverbstoexpressdegree
e.g.Youwatchedtelevisionfortoolong.
Usingquantifierstodescribeamounts.
e.g.I’mgoingtowatchlesstelevision.
Usingconnectivestoshowacauseandeffectrelationship
e.g.Dannyalwaysfeelstired,sohehasdecidedtowatchlesstelevision.

Languageskills:
Listening
Understandtheconnectionbetweenideasbyrecognizelinkingwordsandphrases
Listenforspecificinformation
Speaking
Maintainaninteractionbyaskingandrespondingtoother’opinions
Reading
Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types

Writing
Developwrittentextsbyusingappropriatelinkingwordsorphrases.
Materials:
Student’sBook7Bpage11
Cassette7Bandacassetteplayer
Workbook7Bpage6
Photocopiablepage6,7and8.
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage7foreachgroupandpage6and8foreachstudent.

Pre-taskpreparation
1.AskstudentstoreadDanny’stimetableagainonpage10oftheStudent’sBook.GivesometimetostudentstocompleteareportonthethingsDannydidwronglastweek.Askindividualstudentstoreadoutthesentencestochecktheanswers.
2.DistributeacopyofPhotocopiablepage6toeachstudent.Havethemdesigntheirowntimetableandwritedownthethingstheydidinthepreviousweek.Afterthat,studentsinpairsaskeachotherquestions,likethis:WhatdidyoudolastSunday/Monday/Tuesday?Etc.toelict:Iplayedcomputergamesfor2hourslastMonday.Studentsthenwrittendowninthetimetablethethingstheirpartnersdidinthepreviousweek.
3.Thepaircomparestheirtimetablesanddecideswhodidhealthierthingsinthepreviousweek.
4.Pairsofstudentscomeupandtalkabouttheirtimetablesandwhattheydidinthepreviousweek,tellingtheclasswhodidhealthierthingsinthepreviousweek.
5.Studentsworkingroupsofthree.DistributeacopyofPhotocopiablepage7toeachgroup.AskstudentstodiscussandwriteaboutwhatDannyisgoingtodointhefuturebureferringtothereporttheywrote.
6.Stillinthesamegroup,studentstalkaboutthereasonsforDanny’sdecisiontochangehisunhealthyhabitsandwriteareport.
7.DistributeacopyofPhotocopiablepage8toeachstudent.Havewhattheyaregoingtodointhefuturetocorrecttheirunhealthyhabits.
8.Invitesomestudentstocometothefronttotalkaboutwhattheyaregoingtodotochangetheirunhealthyhabitsandthereasons.

Consolidation
Workbookpage1

5
Languagefocus:
Using‘usedto’todescribehabitualactionsinthepast
e.g.Iusedtospendallmypocketmoney.
Usingthepresenttensetodescribepresentsituations
e.g.NowIeatsomemeatandplentyofvegetables./Idon’tsmokeanylonger.

Languageskills:
Reading
Readwrittenlanguageinmeaningfulchunks
Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types
Identifydetailsthatsupportamainidea

Re-readtoestablishandconfirmmeaning

Materials:
Student’sBook7Bpage12
Cassette7Bandacassetteplayer
Workbook7Bpage7

Preparation:
Cuethecassette.

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Askstudentstobringtotheclassaphotoofthemselvestakenalongtimeagoandaphototakenrecently.Asksomestudentswhatbadhabitstheyhadinthepastandhavewhenyouwerealittleboy/girl?Writethebadhabitsintheboardandhelpstudentstoproducethetargetlanguage,likethis:Iusedto______.Writethesentenceontheboard.
2.Playaconfessinggame.Teacherstartsthegamebytalkingabouthis/herbadhabitsthathe/shehasstoppeddoing,likethis:Iusedtoeattoomanysweets.Idon’teattoomanysweetsanylonger./NowIdon’teatsweets.Writethesentencesontheboardtogetstudentsfamiliarwiththetargetlanguage.Studentsformabugcircleandcalloutanumberfrom1to5byturnstogetintogroups.Oneatatime,studentssaytwosentencesaboutabadhabittheyusedtohaveandhavenowovercome.Astudentwhorepeatsanotherclassmate’sbadhabitlosesthegameandleavethecircle.Thegamethencontinueswiththenextpersoninthecircle.Aftertenminutes,thegroupwithmostmembersremaininginthecirclewinsthegame.
3.Playtherecording:Lookandread.Studentslistenandfollowintheirbooks.
4.Askforvolunteerstoactouttheconversationsofthecharacters.

Consolidation
GrammarPracticeBook7Bpage10
Workbookpage7

6
Languagefocus:
Usinginvertedwordordertoaskquestions
e.g.Doyouhaveanybadhabits?
Asking‘WH-’questionstofindoutspecificinformationaboutsomeone.
e.g.Whatareyougoingtodo?
Using‘usedto’todescribehabitualactionsinthepast.
e.g.Iusedtospendallmypockedmoney.
Using‘goingto’todescribeeventsthatwilloccurquitesoon
e.g.Iamgoingto_____.
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.
Listenforspecificinformation
Speaking
Maintainaninteractionbyaskingandrespondingtoother’sopinions
Writing
Gatherandshareinformation,ideasandlanguagebybrainstorming,listeningandobserving
Developwrittentextsbyexpressingownideasandfeelings.
Reviseandeditshortwrittentextsbymakingchangestoincorrectspelling,punctuationandgrammar,andaddingdetailsifnecessaryinresponsetosuggestionsfromtheteacher

Materials:
Student’sBook7Bpage13
Cassette7Bandacassetteplayer
Workbook7Bpage8
Preparation:
Cuethecassette.

Consolidation
GrammarPracticeBook7Bpage19
Workbookpage8

七年级英语上Unit8Growinghealthy,growingstrong（牛津上海版）

老师会对课本中的主要教学内容整理到教案课件中，是认真规划好自己教案课件的时候了。只有规划好了教案课件新的工作计划，我们的工作会变得更加顺利！那么到底适合教案课件的范文有哪些？下面的内容是小编为大家整理的七年级英语上Unit8Growinghealthy,growingstrong（牛津上海版），仅供参考，希望能为您提供参考！

Unit8Growinghealthy,growingstrong
教学目标
Studentsareexpectedto
1.knowsomeinformationaboutpotatoesandsocks.
2.learnhowtousesound+adj,makesth+adjcorrectly.
3.knowaboutthreeexpressionsaboutpotatoes.
学情分析
MystudentsarepooratEnglish,soIdidn’tdesigntoomanycomplicatedactivities.Theyaresuitableformystudents.Ifocusonthebasicknowledgeofthetextbook.Ialsopayattentiontothestudentsindifferentlevels.Everystudentcanlearnsomethingfromtheperiod,andtheycanlearnhappilyinthisclass.
重点难点
1.Understandingthemainideaofthreepassages.
2.Usingsound+adj,makesth+adjcorrectly.
3.learningsomerelatedexpressionsaboutpotatoes.
教学活动
猜个简单的谜语来揭示今天的主要知识结构“used　to　do　sth.”。学会分析和替换,进行练习
I.Pre-taskpreparation:
Tobringintoday’stopic----“usedtodosth.”byhavingstudentsguessariddlewiththehelpofsomepicturesaswell.——(theansweris“anEnglishteacher——Ms.Zhu”)
Tohavethemcomparethetwoclausesofthesentencesintheriddle.Andthenmakeachoiceaboutthetimeoftheaction“answeringquestionsinclass”,inthefuture,noworinthepast?
Tohelpthemexplainorparaphrasethephrasebyusing“usedtodosth.=oftendidsth.inthepast”.Keepitontheblackboard
Tohavestudentsfinishparaphrasingtherestoftheriddlebyusingwhatthey’velearned.
Tohavethemreadaftertheteacher——“usedtodosth.”
通过让学生猜个简单的谜语来揭示今天的主要知识结构“usedtodosth.”。通过对于句中前后两个分句的对比让学生自己很容易地猜出此结构的大概含义和用法，并且学会使用另一种方法区揭示和替换。进行必要的理解性保持句意的操练进行巩固，并通过板书体现并留下供学生之后操练中作为参考。
教师引导下的句型拓展,pair　work要求先听后说
II.While-taskprocedures:
Topracticethephrase“usedtodosth.”inasentence.
Tohavestudentspractice“usedtodo”withthehelpofsomepicturesandthephrasesgivenonthescreen.
Toletstudentsthinkaboutaquestionwhichcanbeusedtoaskforthethingstheyusedtodo.—“Whatdidtheyusetodo?”(Payattentiontotheuseof“did”.)
Todevelopthesentenceswiththestructuresof“not…anylonger/more”andtheadverb“instead”.
Toshowanothertwopicturesaboutapairofchildrenwithsomebadhabits.Havestudentsfinishthefirstpartofthesentencewith“beusedtodo”.Andaccordingtothesecondpicture,toshowthemhowtodevelopthesentencewith“not…anylonger/more”and“instead”.(Becausethetwothingsarenotnewtothem,teachershouldhavethemthinkoverandtrytofindtheanswerthemselves.Ifnecessary,somehintscanbegiventothem.)把此两者也写进板书。
Whilemakingthesentences,thenewvocabulary“asleep”anditswordderivationshouldbetaughtaswell.Givethemasentenceandchoosesomeonetoshowthemeaningofitbybodylanguagetocheckunderstanding.
Toshowthetargetpatternsonthescreenandsomeotherpictures,andhavestudentspracticefollowingtheexample.
(pairwork)A.Beforethepairwork:Teacherwillemphasizeonthestructureweusedandintroducethenegativeformofit.Andofcourseitisveryimportanttoputitontotheblackboard.“didn’tusetodosth.=didn’toftendosth.inthepast”(1.要注意先由后面引出前面；2.让学生注意后面结构中副词often所摆放的位置。)
B.Togivethem2minutestoprepareforthedescriptionofthemselvesbyusingthesamestructure.Andthenwhentheystarttodothepresentation,theywillrequiredtointroducetheirpartners’insteadoftheirs.(陈述时介绍对方的内容目的让所有人学会倾听对方的发言；学生准备时两种结构始终显示在屏幕上以示提醒。)
注意在操练过程中始终在板书或投影上有所要操练的巨型的基本结构可供学生参考。而学习和操练的过程也是由易到难，句子由短到长。
主题讨论：good　habits　and　bad　habits
III.Post-taskactivity
Pairwork:Discussion:Tomakeadialogueabout“badhabits,goodhabits!”
1)Another2minutesforpreparationforadialogueaboutbadhabitsandgoodhabits.Inthedialogue,studentswilltalkaboutthebadhabitstheyusedtohaveandwhattheyhavedoneaboutthem.Andalsotheywilltalkaboutthebadhabitstheystillhavetodayandwhattheyaregoingtodoaboutthem.(Paymoreattentiontothetensestheywilluseinthedialogue.)
在课结束前根据板书上本节课的知识技能的重点老师带领学生朗读并再次突出重点。
归纳总结，作业布置
IV.Assignment
Writeashortpassagewithatleast10sentencesaboutthetopic“Badhabits,goodhabits!”
Givestudentsasentencetothinkabout——“Usedtoisusedtoexpresswhatweoftendidinthepast.”Thereare2“use”sinthesentence,andhavestudentsthinkitoverandtrytofindoutthedifferencebetweenthetwouse-phrases.

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