老师在新授课程时，一般会准备教案课件，大家在用心的考虑自己的教案课件。写好教案课件工作计划，才能使接下来的工作更加有序！你们清楚有哪些教案课件范文呢？下面是小编为大家整理的“MeandMyClass教案”，希望能为您提供更多的参考。

MeandMyClass教案
Unit1MeandMyClass
Lesson1LiMingIsBacktoSchool
TeachingSteps
Step1.Listening
Thisisthefirstlessonofthisterm,therearemanystudentsIdon’tknow,solisttheirname.Whenclassbegin,say:“Thisisthefirstlessonofthisschoolyear,soIdon’tknowalyournames.NowIwillcallyournames,pleasestandupandsay“Iamhere”whenyouarecalled..Thencalltheirnames,andoftensay”Nicetomeetyou!Howareyou!”andsuchgreets.Thenplaytheaudios,letthestudentslistenonce,thenopentheactivitybookandreadthroughExercise2oneortwominutes,playtwice.Whenitisdone,checktheanswersonebyone..Makesurethestudentsallunderstandtheparagraph.
Step2.Revision
1.Playthevideoandaskthestudents“Howdidyouspendyourholiday”Operation：Howdidyouspendyourholiday
Aim：PracticehowtousethePresentpasttense，Describehowtosaysentencesusingthetense.
Talkabouthowtospendtheholidayandtalkaboutstudents’interestingdayduringtheholiday.
Discussthequestionsbelow:。
（1）Whatdidyoudoonholiday?
（2）Wherewereyougo?
（5）Whydidyougothere?
（7）Didyoulikeit?
（8）Wasitveryinteresting?
Afterthestudentsanswerthequestions，Askthestudentsmaketheanswersintocomposition.
2..LattermwehaveleanedthatLiMingwenttoCanadatolearnEnglishandlivedwithJennyandDanny.Helivedthereforabout1year.Therehelivedhappilywithhisfriends.NowitisSeptemberagain,whereisLiMingnow?ReadtheLesson1,andfindoutwhereLiMingis.Givethestudentsthreeminutestofindtheanswer,thenplaythetapeandaskthestudentstofollowthetapeandreadaloud.
Step3.Presentation
1.Theformofthee-mail.FromToSubjectDateTellthestudentshowtosende-mailsinEnglish..
2.backbeback=comeback
JennyisbackfromCanada=JennycomesbackfromCanada.
3.It’sbiggerthanyours.Biggerrelatedtobetter,whenadjectivesmeetthanweshouldadd–ertotheadjectives.Suchasmore.
4.Therebe
5.Iwashappytoseethee-mail.Itisfuntogete-mailfromChina..
6.justlikeme.
Step4.ReadandAct
Askonegrouptoreadthefistletter,andaskanothergrouptoreadthesecondletter.Thenletthestudentsreadaloudthee-mails.AndrememberwhereBriancomesfrom.
Step5.Explanation
1.“LiMingisbacktoschool!”(1)bebackto…意为“回到什么地方”，to后接名词
如：ImRladyouarebacktoWuhan.很高兴你回到武汉。
(2)后面的地点如果是home,here,there等副词，则不用to。
如：Heisbackhome.他回家了。
LiMingwasbackthere.李明昨天回那儿了。
在发电子邮件时一般要填写的四个项目：
From：表示由谁发出邮件，在此填写发件人的电子邮箱地址。
To：表示邮件发给谁，在此填写收件人的电子邮箱地址。
Subject：主题填写“家信”、“友谊”、“回复”等。
Date：时间。顺序一般为日/月/点/分，如：03/089：50。
PM表示下午，AM表示上午。
2.Date:01/099:04PM
(1)这句话的主语是today(今天)，而be动词用了过去式was，表明这封e-mail是在晚上写的，“白天上学”已成为“过去”。当一天快结束时，描述白天的活动通常用一般过去时。相反，在一天开始之际，预测、描述将要发生的活动时，可用一般将来时。
如：Todaywasmyluckydayinschool．IgotanAinthetest．今天是我在学校中幸运的一天。我测验得了A。
(2)Todayis／isnotmyday．是一句常用口语，表示“今天我运气好／不好。”如：Todayismyday.Ipassedtheexam今天是我的好日子。我考试及格了。
3.TodaywasmyfirstdayofschoolinChina.
(1)在本句中，bigger是big的比较级，表示“大一些”。
在它后面的连接词than所引导的是比较对象。这种句
型，用主语+动词+形容词或副词的比较级+than+比较对象：表示前者比后者“……一些”。
如：Thisroomisbiggerthanthatone.这个房间比那个房间大。
Sheistallerthanme.她比我高。
(2)此句中yours你的，是名词性物主代词，在此意为"yourschool"。
名词性物主代词在句中相当于一个名词。它可以在句中充当下列成分：
4.It’sbiggerthanyours
1)作表语：
如：Whosedictionaryisthis?——Itsmine.这词典是谁的?一我的。
2)作主语：
如：Ourroomisonthefirstfloorandtheirs(is)onthesecond.我们的房间在二楼，他的房间在三楼。
3)作宾语：
如：Youmayusemypen.Illusehers.你可以用我的笔，我用她的好了。
4)与of连用作定语。
如：Heisaclosefriendofours.他是我们的一位亲密的朋友。
Thisisnofaultofyours.这不是你的错。5.Thereareabout900studentsinmyschool.
此句为表达“在……有……”的句型，简称为存在有的句型。其基本结构为：
“Thereis十单数名词+地点状语”或者“Thereare+复数名词+地点状语”。
注意：当be动词后的主语为单数名词，动词用is；当主语为复数名词时，动词用are。
如：Thereisabedinmybedroom.我的卧室里有一张床。
TherearethreepicturesOnthewall.墙上有三幅图画。
ThereisapenandtwobooksOnthedesk.书桌上有一支笔、两本书。
(虽然有三件物品，但be随相邻的名词的数变化)
6.haveourclass
(1)此句中haveourclass意为“上课”。
have除了“有”的意思，还根据其后所跟的名词表示许多其它意思。
如：havelunch吃午饭；havealook看一看；
haveawordwith…和……讲句话。
(2)当have表示“有”的意思时，指的是“某某拥有……’’。而存在有的句型thereis…或thereare…，表示的是“在……有……”。
如：Ihavetwobooks.我有两本书。
Therearetwobooksonthedesk.书桌上有两本书。
7.Iwashappytoseeyoure-mail.
behappytodosth．表示“很高兴做某事”。这是一个常用句型，即：be+形容词+todosth．该句型的主语是人，形容词指happy，glad，sad，surprised，thankful等描述人的情感的词。
如：I‘msogladtoseeyouagain.再次见到你真是太高兴了。
Hewassurprisedtomeethissoninthenetbar.在网吧里遇见了儿子，他很吃惊。
8.It’sfuntogete-mailfromChina!
(1)fun多用在be动词后面作表语，常用句型为：Itsfuntodosth.／sthisfunforsb。
如：Surfingisgreatfun.冲浪太有趣了。
Itsfuntoplaycomputergames.打电玩很有趣。
Cartoonmovieisfunforchildren.对孩子们来说，卡通片是一种乐趣。
Whatfun!多么有趣呀!
(2)fun可以用作定语，修饰名词，表示“有趣的”，相当于interesting。
(3)在这个句型中，it为形式主语，真正的主语是后面的动词不定式，这样使句子显得平稳一些。
其句型为：It+is+名词形容词+to不定式
如：Itisourdutytosavethesechildren.拯救这些孩子们是我们的责任。
9.Wegofromroomtoroomforourclass
(1)from…to…意为“从……到……”，“一……一……地”。常用于连接两个相同的名词，作状语修饰谓语动词，并且名词前不用冠词。
如：SheissurfingtheInternet，goingfromwebsitetowebsitefornewsaboutherfavoritestar.她在网上冲浪，一个网站一个网站地搜寻她所喜爱的明星的消息。
Theywentfromdoortodoortobegforfood.他们挨家挨户地讨饭。
(2)句中for接名词，构成介词短语，表示动作的目的。
如：Icomebackformycar.我是回来取车的。
Hegoesthereforavisit.他是去那里旅游的。
arrive属不及物动词，意为“到达”，需与介词连用，表示到达某地。
10.mycousinBrainarrivesfromtheU.K.
(1)arriveat+小地点(如小城，村子、车站等)
如：Iarrivedatmyhometownthatevening.我那天晚上到达我的家乡。
(2)arrivein+大地点(如州，国家，大城市)
如：WearrivedinLondoninthemorning.我们早晨到达伦敦。
(3)但是如果是接副词表示地点，则不需加介词，必须说arrivehere，arrivethere，arrivehome．
11.justlikeme!
(1)此处like的意思是“象”，是介词。
如：Theskywaslikeinkovermyhead．我头上的天空漆黑一片。
ShewasverymuchlikeMaximabouttheeyesandjaw.她的眼睛和下巴非常像马克西姆。
Mary，likehermother，likesdressingup.玛丽像她母亲一样，也喜欢打扮。
Likethefather,liketheson.有其父，必有其子。
That’sjustlikehim!他就是干那种事情(或说那种话)的人!
(2)此处just用于修饰like，加强语气。
如：That’sjustwhatIwant.那正是我想要的。
Thisisjustthepoint.这正是关键所在。
Step6.Exercises
1.Theyhavealotof(不同)teachers.
2.Sheisgetting（更）beautiful.
3.I’mvery/glAd/toseeyou.
4.Shehasa/5fEutgra:f/forthatpicture.
Step7.Homework
FinishofftheactivitybookandreadLessononebyheart.ThenpreviewLesson2:Manyfaces,onepicture.

扩展阅读

八年级英语MeandMyClass教案

冀教八年上Unit1MeandMyClass教案

Unit1MeandMyClass

Lesson1LiMingIsBacktoSchool

Ⅰ.Teachingcontent:

1.Newwordsandphrases:grade,student,class,pupil,cousin;beback,havelessons/classes

2.Introduceyourselfandyourschool

Ⅱ.Teachinggoals

1.Learnnewwords:backgrade,student,class,pupilcousin

2.MakesuretheSscanintroducethemselvesandtheirschool

3.TalkaboutthedifferencesbetweenschoolsinChinaandothercountries.

Ⅲ.Keypoints:

1)Somenewwordsandphrases

2)Introduceaschoolbymail

Ⅳ.Difficultpoints:CompareschoolsinChinaandCanada

Ⅴ.Preparation:somewordcards,pictures

Ⅵ.Teachingresources:recorder,picturesorcards

Ⅶ.Typeofthelesson:listeningandspeaking

Ⅷ.Teachingprocedure

1:Classopening

1)Teacher’sandSs’self-introductions.

T:I’myour(new)Englishteacherfromtoday.Mynameis….YoucancallmeMr./Ms.x.I’mgladtolearnEnglishwithyou.Ihopetobeyourfriend,soIwanttoknowyounow.Pleaseintroduceyourselftome.Whowantstobemyfirstfriend?

S1:MynameisWangWei.

T:Good,thankyouWangWei.Youareahandsomeboy.　.

S2:MynameisLiXiaohua.

T:Verygood.Gladtogetmysecondfriend.Thanks,Xiaohua.Yourredskirtissobeautiful.Ilikeredverymuch.Whereareyoufrom?

…

(TheteachercanaskSssomeotherquestions,suchas:Howoldareyou?DoyoulikeEnglish?What’syourfavoritecolor?etc.butdoremembertopraiseeachstudentforwhateverhe/shesaysinEnglish.)

2)Leadintoday’snewlesson

T:Afteryouintroducedyourselves,Ihaveknownsomeofyou.NowIwanttoknowsomethingaboutourschool.Whocantellme?Isitbig?

S3:Yes,It’sverybig.

T:oh?Howbigisit?

S4:Everygradehas8classes.

T:Wow,yeah.It’squitebig.Thenwehave24classes(theteachercanpausealittlehere,waitingfortheSsspeaktogether)altogether.Verygood,Whocantellmehowmanystudentsinourclass?

S5:Forty-eight.

T:Thankyou,S5.Youknowourclasswell.Howmanygirlsinourclass?

S6:twenty-five.

…

T:Thankyouallfortellingmeaboutourschool.Whoknowsschoolsinsomeothercountries?Forexample,inCanada,theirschoolsarebiggerorsmaller?Youcanguesstheanswer.Whowantstohaveatry?

S7:bigger?

T:Good!Anicetry.Thanks.

S8:Ithink,smaller.

T:Good,it’sadifferentanswer.Thankyou.We’llgettheanswerafterwelearnthislesson.PleaseturntoPage2ofyourtextbook.Wehavemorequestionstodiscuss.

2.Newlesson

Step1:AsktheSstodiscussthequestionsin“ThinkAboutIt.”

Takethefirstquestionasanexample:

T:Haveyouchangedoverthesummerholiday?S9,whataboutyou?

S9:Yes,Mr/Ms.x.I’mtaller.Ioftenwentswimmingwithmybrother.

T:Swimmingisgoodexerciseinsummer.Whataboutothers?

S10:I’mthinnerbuttaller.Iplayedfootballeverydaywithmyfriends.

S11:I’msorrytosayI’mfatternow.IlikewatchingTVathomeinthesummerholiday.

…

Step2:Listeningandanswering:

A)Listentothetape(ofthefirste-mail)withsomequestions

T:We’vetalkedaboutourschoolandclass.Next,let’slistentoLiMing’se-mailthenyoucanknowschoolsinCanadaarebiggerandsmaller.Pleaselistencarefullyandanswerthefollowingthreequestions:

1)WheredidLiMingwritetheletter/mail?

2)HowmanypupilsarethereinLiMing’sclass?

(Playthetape)

T:JennyisinCanada.DoyouthinkschoolsinCanadaisbiggerorsmaller?

Ss:(together)smaller.

T:Verygood.S12,answerquestion1,please.

S12:(LiMingwrotetheletter)InChina.

T:Good,S13,HowmanypupilsarethereinLiMing’sclass?Doyouknow“pupils”?Yes,“pupil”meansstudent.

S14:Therearefiftypupilsinhisclass.

T:Right,verygood.

B)Listentothetape(oftheseconde-mail)andanswerthefollowingquestion.(DothesameasinsectionA)

WhowillcomefromtheU.K.?

Step3:Readinganddiscussing

A)Fastreading

T:Readthetwoe-mailsfastandsilently.Thenlet’sdiscussmoreaboutthem.Herearesomemorequestions:

1)Whoisthee-mailfromandto?

2)Whatcanyoulearnfromthetwoe-mails?

3)DoyoulikeschoolsinCanada?

4)Doyougoingfromroomtoroomforyourclass?Isitgoodexercise?

5)WhoisBrianinthesecondmail?Howoldishe?

…

B)Secondreadingandfurtherdiscussing

T:Readthetextasecondtime.Thenwe’llhaveafurtherdiscussioningroupsof4students.Thequestionforyouis:WhatarethesameordifferentthingsbetweentheschoolsinChinaandCanada.I’llgiveyou5minutestodiscuss.Thenyoushouldreportyourdiscusstoourclass.

(Fiveminuteslater,collecttheresultoftheirdiscussion.)

T:group1,whatarethesamethingsbetweentheschoolsinChinaandCanada?

S15(fromgroup1):Thereareclassroomsinalltheschools.

T:Good!Anythingelse?Group2?

S16(fromgroup2):Therearemanyteachers.

T:Verygood!What’sthedifferentthingsthen?

S17(fromgroup3):SchoolsinChinaarebigger.

S18(fromgroup4):EveryteacherhasadifferentclassroominCanada.

S19(fromgroup5):StudentsinCanadagofromroomtoroomfortheirlessons.StudentsinChinahaveclassinoneroom.

S20(fromgroup6):InCanada,therearemoreteachersintheirschools.

Schoolbeginsat8:30inCanada,laterthaninChina.

…

Step4:Answeringquestions

EncouragetheSstoaskquestionsaboutthetext,includingthemeaningorusageofthenewwordsandphrasesinthislesson.Explaintothestudentsandmakenotesontheblackboard.(seetheexplanationsintheattachedreferencematerials)

Step5:“Let’sDoIt”section

T:It’sournewschoolterm.It’sourfirstlessontoday.Thenlet’stalkaboutthenewterm.Lookatthequestionsin“Let’sDoIt!”andtalkmore.

3questionyou’llget:Whatisthesameinthenewterm?Whatwillbedifferent?Whatwillyoudodifferently?

Step6:Homework

1)Writeane-mailtoyourfriend

2)Finishofftheexercisesintheactivitybook

3.Classclosing

Sumupthislessonandendit.

T:Todaywelearnedtwoe-mails.Therearesomenewwordsandphrasesweshouldremember:grade,student,class,pupil,cousin;beback,havelessons/classes.WealsoknowaboutthedifferencesbetweenschoolsinChinaandCanada.Pleasepractisewritingane-mailtoyourfriendsafterclassandfinishyourhomework.That’sallfortoday.

lesson2ManyFaces,OnePicture

Ⅰ.Teachingcontent:

1.Newwordsandphrases:photo,looklike(fourskills);photograph,wish

2.Likesanddislikes

3.TheSimplePresentTense(positiveandnegativeforms)

Structures:Ilike…/Idon’tlike…

Ⅱ.Teachinggoals

1.Mastersomenewwordsandphrases:photo,looklike,takepictures/photos

2.Gettoknowsomeotherwords:wish,photograph

3.Learntoexpresslikesanddislikes

1.MasterthenegativeformoftheSimplePresentTense

Ⅲ.Keypoints:

1)looklike

2)likesanddislikes

Ⅳ.Difficultpoints:Expressone’sdislikes:Idon’tlike…

Ⅴ.Preparation:

1)Onephotoofyou

2)Somerealthingssuchasabanana,abookandsomeclothes

3)Somecardswithwordsofdescribingyourself

4)Abigpieceofpaperandglue

Ⅵ.Teachingresources:recorder,tape,somecards,abigpieceofpaper

Ⅶ.Typeofthelesson:listeningandspeaking

Ⅷ.Teachingprocedure

1:Classopening

1)Greetthestudentsandcheckthehomework

T:Hi/Hello/Goodmorning,everyone/class!Howareyoutoday?It’sabeautifulday,isn’tit?

Ss:Yes,it’ssunny.

T:Ok,Letmecheckyourhomeworkfirst.

(afewminuteslater)

2)Prepareforthenewlesson

T:let’strytorememberwhatwelearnedyesterday.WetalkedaboutLiMing’sschool.Inthislesson,wewilltalkaboutsomethingnew.

(Takeoutthebanana,bookandapieceofclothesofthebag)

T:CananyoneguesswhyIhavebroughtthesethings?Whatistheconnectionbetweenthesethings?Pleaseguess.Look,thisismyredblouse,I’vetoldyouIlikeredverymuch.Andthebook,it’smybirthdaypresentlastyear.Yes,thisisabanana.IoftenbuybananasbecauseIlikeeatingbananas.

Ss:Youlikeallofthem!

T:Verygood,yougotit!

2.Newlesson

Step1:leadin

(Showthethreethings)

T:ThesearethethingsIlikebest.NextIwanttoknowmoreaboutyou.

Step2:Discussionbeforethenewlesson

T:Lookatthequestionsin“ThinkAboutIt!”anddiscussaboutthem.

(introducethequestionstotheSsandgivethemfiveminutestodiscuss)

T:Allright!Timeformetoknowhowwellyouknowaboutyourfriends.S1,whoisyourbestfriend?

S1:WangGang.

T:Whatdoyouknowabouthim?

S1:Helikesbasketballverymuch.

T:Whataboutyou,S2?

S2:Mybestfriendismycousin,shelikesschool.

T:Good!S3,talkaboutthefavouritephotoofyourself,please.Whenwasittaken?

S3:Justinthesummerholiday.

T:Good!Whataboutyou,S4?Whenwasyourfavouritephototaken?Andwhere?

S4:ItwastakeninBeijinglastyear.Myfathertookthephotoforme.

Step3:Discussionaboutthepictureinthetextbook

T:Lookatthepictureinyourbooksandlet’stalkaboutit:whatisinthegirl’shands?Whatisshedoing?

(introducetheword“wish”tothestudentsandmakesuretheyknowthemeaningof“photo”)

Step4:Furtherdiscussion

Askaboutthetitleofthislesson:Whyisthelessoncalled“Manyfaces,Onepicture?”

Step5:listenandfindtheanswer

AsktheSstolistentothetapeandfindtherightanswer;theanswerisinthetext.ChecktheanswerwiththeSs:

Answer:Everyonebringsaphotoofhimorher.Weputthemtogetherandmakeabigpictureofourclass.Therearemanyfacesofthestudentsinthebigpicture.

Step6:Project1:Makeaclasspicture

MakesuretheSsunderstandwhattheymustdointheproject.Explainwhatacollageis.(inChineseifnecessary)Acollageisapicturemadeofmanylittlepictures.

T:Drawapictureofyourselfifyoudon’thaveaphoto.Writedownatleastthreesentencesaboutyourselfonasmallpieceofpaper.That’syournamecard.Ofcourse,ourcardsarebetter.

(Afterafewminutes,AskseveralSsafewquestionstohelpthemdescribethemselves.)Thequestionscangolikethis:

1.Whatisyourname?

2.Howoldareyou?

3.Howtallareyou?

4.Whatareyouwearinginyourpictureorphotograph?

5.Whatdoyouliketodo?

6.Wheredoyoulive?

(Theclasswillmakeacollage.

T:First,workinpairsplease!Askyourdeskmatequestionsaboutthemselves.Thenaskothermembersinyourgroupsimilarquestions.

(LettheSsfindtheirownpartnertopractise.Usingthesentencesintheircards.EncouragetheSstoreadwhattheyhavewrittendown.Thenusetheirownwords.)

T:Now,it’sthetimeforustointroduceyourpartnerstooutclassnow.S5,introduceyourclassmates,please.

(AftertheSs’introductions,askthemtogluethepicturestoabigsheetofpaperforthewholeclass.SeveralSscanglueatthesametime.)

Attheend,theclasshasacollage!Postthecollageintheclassroomorthehalfwayforeveryonetosee.

Step7:Homework

1)ReadthetextinLesson2

Dotheremainingexercisesintheactivitybook

Lesson3GettingtoKnowYou!

Ⅰ.Teachingcontent:

1.Newwordsandphrases:Miss,married/bemarried,either,glad,really,also,dislike,hate,interest,violin,music,comb

2.Likesanddislikes

2.Idon’tknowher.

Shedoesn’tlikepurple.

Whatdoesshehatetodo?

Whatfoodsdoyoulove?

Ⅱ.Teachinggoals

1.Learntheusageofthefollowingnewwords:Miss,married/bemarried,either,glad,really,also,dislike,hate,interest,violin,music,comb

2.Learnhowtoexpresslikesanddislikes(oneselfandothers)

3.ConsolidatetheusageofthenegativequestionformoftheSimplePresentTense

Ⅲ.Keypoints:

IwanttotalktoSandra

Idon’tknowher,either.

Ilikedonutsbest

Ⅳ.Difficultpoints:Expressone’sdislikes:Idon’tlike…,either.

Whatdoyouhate?

Ⅴ.Preparation:

1)Drawsomepicturesorfindsomepicturesforthecharactersinthislesson:Danny,Jenny,MissCoxandBrain.

2)Writedownthekeynewwordsoncards.

1)Arubbertoyofdinosaur

Ⅵ.Teachingresources:recorder,tape,wordcards,somepictures

Ⅶ.Typeofthelesson:listening,speakingandreading

Ⅷ.Teachingprocedure

1.Classopening

1)GreettheSsineverydayEnglish.Helpthemrespondincorrectway.

2)Correcttheexercisesofactivitybooks

3)Ask“Who’sonduty?”Listentothestudents’report.Theymaytalkaboutthedate,theweather,theirfavouritecolour,book,sportsorfilm.Givethemwordsandexpressionswhennecessarytohelpthem.

4)Drawapicture“anunhappyartist”ontheblackboard.

T:Lookatthe“long”faceoftheartist.Heisunhappy,yes?Whenisheunhappy?Guessthereason,please

GivetheSsafewminutestotalkaboutthereasoninordertostartthenewlesson.

2.Newlesson

Step1:leadin

T:DoyoulikewatchingTV?Ilikesomeprogramsverymuch.Forexamples,“TalkingStraight”(shihuashishuo)and“SonsandDaughtersoftheEast”(dongfangzhizi).Doyoulikethem?Theprojectyouaregoingtodoistointervieweachother.YoucanaskyourclassmatesmanyquestionsjustlikethehostsorhostessdointheTVprograms,suchasWangXiaoya,Liyongandsoon.Ofcourse,youhavetouseEnglish!Butit’sfun!I’msureyouwilllikeit.

Step2:Listenandfinduseinformation

T:Listentothetapepleaseandfindtheanswerofthisquestion:WhodoesDannywanttointerview?

(showtherubberdinosauranddrawsome“tears”onitsface)

T:TheseareDanny’stears.Doyoulikedinosaurs?(Yes!)butDannyisunhappynow.Doyouwanttoknowthereason?ReadthetextonPage4withthetitleof“She’ssoBeautiful!”

Step3:Readanddiscuss

AftertheSsreadthetextfastandsilently,lettheSsdiscussthefollowingquestion:

WhyisDannyscared?(BecausehewantstotalktoSandra)

DoyouthinkDannyandSandrawillbecomegoodfriends?Why?(Yes,theywillbecomegoodfriends.Becausegirlslikedinosaursandtheyhaveanicetalktoeachother)

WhatisSandralike?(She’sbeautiful.)

Checktheanswerswiththewholeclass.

Step4:Furtherreadingandfurtherdiscussion

T:Readthetextasecondtimeandhaveafurtherdiscussionaboutit.Answermorequestionsaboutit.

1)DotheylikeMissCox’ssurpriseintheirEnglishlesson?

2)WhycanthestudentscalltheirEnglishteacher“Miss”Cox?

3)WhatcolourdoesSandralove?

4)WhatdoesSandradislike?

5)WhatareSandra’sinterests?

Step5:Explainsomenewwordsandphrases(seeTextExplanationofLesson3)

Step6:Project2

1)T:It’sainterviewproject.Soyoucanbethehostorhostessnow.Youcanaskanyquestionthatyouareinterestedin.Let’spreparesomesmallcardsfortheinterviewfirst.

2)GuidetheSstomakeinterviewcardslikethis:

InterviewChart1

NameWhatHe/SheLoves?WhatHe/SheHates?

InterviewChart2

NameWhatHe/SheLovestoDo?WhatHe/SheHatestoDo?

HelptheSsremembersomeusefulwordsforthecharts.suchas“food”,“clothes”,“animals”and“colours”.Listtheverbsthatstudentsknowtofillinthecharts.

Examplesofpossiblequestionsandanswers:

Q:Whatisyourfavourite?

A:Myfavouriteis.

Q:Whatdoyoulove/hatetodo?

A:Ilove/hateto.

Q:Doyouliketo?

A:Yes,Iliketo/No,Idon’tliketo.

Q:Whatdoyoulikebestaboutyourschool?

A:Ilikebest.

Q:Whoisyourbestfriend?

A:ismybestfriend.

(HaveSsfindapartnerandtaketurnsinterviewingeachother.)

T:Askyourpartnerthosequestionsandwritedowntheiranswers.Thenfillinyourcharts.

(Iftimepermits,collecttheSsanswersandtalkabouttheresultsoftheirinterviews.)

3.ClassClosing

T:Practiseyourlikesanddislikesafterclass,It’syouroralhomeworkanddon’tforgetthewrittenhomeworkinyouractivitybooks.Let’scallitaday.Bye,boysandgirls!

Lesson4OnaSchoolDay

Ⅰ.Teachingcontent:

1.Newwordsinthislesson：A：jeans，weekend，wool，cotton，blouse，bemadeof（fourskills）B：round/allyeararound，iron，tidy（getfamiliarwiththem）

2.weatherandclothes

Ⅱ.Teachinggoals

1.Masterthenewsinthislesson:jeans，weekend，wool，cotton，blouse，bemadeof

2.Talkaboutweatherandclothes

3.LearntheEnglishsong

Ⅲ.Keypoints:

Hewearspantsonaschoolday/bluejeansontheweekend

Somethingdifferentallyeararound

Ⅳ.Difficultpoints:Weardifferentclothesindifferentweathers

Ⅴ.Preparation:

1）Preparesomeclothesindifferentseasons：someinwinneragainstcold，someinsummerforkeepingcool；

2）Somecolorchalks；Somepictureswithdifferentclothes

3）Drawsomesketchesoftypicalclothesin4seasonsofayear

Ⅵ.Teachingresources:wordcards,somepictures，someclothes，slideprojector

Ⅶ.Typeofthelesson:listening,andsinging

Ⅷ.Teachingprocedure

1.Warmingup

(Singing“Goodmorning”song,whosetuneisfrom“Happybirthday”song.Teacherenteredtheclassroom.)

T:Doyoulikesinging?Whocansingasongforus?WhataboutEnglishsongs?IntroducesomefamousbutsimplesongstotheSssuchas“Twinklestars”,“Jinglebell”,“Maryhasalittlelamb”,etc.Whocansingasongforus?

(MaybemostoftheSscanonlysingsomeChinesesongs.Itdoesn’tmatter,praisetheSswhohavesungtogetthemexcited.It’sgoodfortoday’slesson)

T:Yeah,youcansingChinesesongsverywell.Todaylet’slearnanEnglishsong,thenyoucansingtoyourparentsinfuture.Butwhatkindofsongsdoyoulike?

2.Newlesson

Step1:leadin

T:What’stheweatherliketoday?Whatclothesareyouwearingonschooldaysorontheweekend?There’sasongaboutit.Wouldyouliketolearnthesong?

(showtheSstheclothesandthewordcardstoprepareforlearningthenewwordsaboutclothes.Makesuretheyknowthemeaningofthesong)

Step2:Aquickreviewaboutclotheswords

Reviewsomeoldwordsforclothing,thenlearnthenewwordsinthislesson:blouse,jeans,bemadeof,cotton,wool

Step3:Readandunderstand

T:Let’sreadthelyricsofthesong.Payattentiontothenewwordswelearnedjustnow.Noticetherhyme,rhythmandrepetitioninthesong.(It’sagoodpreparationforlearningthesongfast)

Step4:Explanation

1)Explainthemeaningofthelyrics,especiallysomesentencestructures.AlsohelpSstogroupwordsinthesong.Forinstance:Hewearspants/onaschoolday,Bluejeans/ontheweekend,somethingdifferent/allyeararound.

1)AsksomequestionsaboutthesongtomaketheSsunderitwell

Whatdoeshewearonaschoolday?(Pants)

Doeshewearpantseveryday?(No,hewearsbluejeansontheweekend)

Whatishisclothingmadeinwinter?(wool)

Doeshealwayswearthesameclothesallyeararound?(No,hewearsdifferent)

Step5:listenandlearn

T:Nowlet’slistentotape.Youcanjustlistenforthefirsttimetogetthetune.Thensinginalowvoicewiththetape.

Step6:Practisesinging

AsktheSsthemselvesafterhavinglistenedtothesongsforseveraltimes.Thenlistentothetapeonceagain.Selectoneparticularstudentwhosingswelltobeanexampleorleadtosingfortheotherstudents.

Step7:Discussion

Don’tmissthe“speechbubbles”!Talkaboutthemwiththestudents.Askquestionslikethese:

Doboysweardresses?(No,girlsweardresses.)

What’sinthegirlshands?(Asweater.)

Doyoulovesweaters?

Doyoulikeitscolour?What’syourfavouritecolour?

3.Endingclass

1)Homework:finishtheremainingexercisesinactivitybook

2)Learnthesongafterclass

Prepareanothersongtosharewithclassnextlessonforsinging.

Lesson5TheBestClothes

Ⅰ.Teachingcontent:

1.Newwordsandexpressions：A：anymore/not…anymore,gray=grey,paint,verymuch,voice,silly,classmates（fourskills）B：backpack（getfamiliarwiththem）C:namesofpersons:Peter,Gina(read)

2.Likesanddislikesaboutclothes

Ⅱ.Teachinggoals

1.Learntousethenewwordsandphrases:anymore/not…anymore,gray=grey,paint,verymuch,voice,silly,classmates

2.Learntomakecommentsonclothes

3.Sentencesstructuresaboutcommentsonclothes

Ⅲ.Keypoints:

Idon’tlikethispair.

Whatdidyoudotoyourrunners?

Theylooksilly.

Kristacouldnotthinkofananswer.

Ⅳ.Difficultpoints:

1)Therightattitudetowardsnewclothes

2)befriendlytoclassmates

Ⅴ.Preparation:

Prepareanewpairofshoesandoldonesandabigpaperforasketchofadress

Ⅵ.Teachingresources:abigpieceofpaper,somemarksandpaints,apairofoldshoes.

Ⅶ.Typeofthelesson:readingandcomprehending

Ⅷ.Teachingprocedure

1.Classopening

1)Maketheclasswarmbysingingthesong“OnaschoolDay”togetherwiththestudents.

2)Checkuptheirhomeworkintheactivitybook.Givethemsomeexplanationwhennecessary

2.Newlessons

Step1:Leadin

T:Todaylet’scontinuetotalkaboutclothes.Lookatmyoldshoes.Oh!Theyaregray,reallytooold.Ilikenewclothesandshoes.Whataboutyou?Ialsohavesomenicepictureshereforfashionableclothing.(showthepicturestothestudents.)

Step2:Discussionin“ThinkAboutIt!”

T:We’vegotsomequestionstodiscussin“ThinkAboutIT!”Readthoughallthequestionsanddiscusswithyourpartners.I’llgiveyou5minutesinthissection.

(Fiveminuteslater,checkoutSs’resultsofdiscussion)

Step3:Listenandgetkeypoints

T:Listentotherecorder,please.Andanswertwoquestionsafterthat.

Q1:WhotoldKristatopainthershoes?(Peter)

Q2:WhosaidKrista’sshoesweresilly?(Gina)

Step4:Readandunderstand

T:Readthetextfastandsilentlybyyourselvesthenhaveadiscussionaboutthestory.Therearemorequestionsforyou:

1)WhatdoKrista’srunnerslooklike?(Theyareoldandgray.)

2)WhatdoesKristadotoherrunners?(Shepaintsherrunnerswithmarksandpaints.)

3)IsGinaKrista’sgoodfriend?(No,Kristadoesn’tlikeGina.)

4)WhydoesGinalaughatKrista?Isitright?(BecauseKristapaintshershoesandtheylooksilly.No,it’swrongtolaughatothers.)

Step5:Furtherdiscussion

T:Discussthestorymoredeeply.Thinkaboutthetwoquestions:

1)IfyouwereKristawhatwouldyoudo?(suggestedanswer1:IfIwereKristaIwouldn’tpaintmyshoes.Iwilljustkeepthemcleanandtakegoodcareofthem.Wefeelverycomfortablewhenwearingoldshoes.Suggestedanswer2:Iwouldalsopaintmyshoes.BecauseIthinkit’sfunnytomakeoldshoeshaveadifferentcolor.)

2)IfyouwereGinawhatwouldyousaywhenyouseeKrista’spaintedshoes?(suggestedanswer1:IfIwereGinaIwouldsay:”Hi,Gina,youdidagoodjob.Yourrunnerslooksonicenow.”suggestedanswer2:IfIwereGinaIwouldsay:”Pleasebuyapairofnewshoes.Oldonearestilloldafterpainted”)

Step6:Meaningofthestory

T:Readthetextonceagain,please.Trytogetthemeaningofthestory.Thendiscusswhat’stherightattitudetowardsappearanceandclassmates.

Step7:“Let’sDoIt!”section

T:Let’sseewhatweshoulddointhispart.1

1)FindthereasonwhyKristawantstocry.Doesitrecallthesimilarfeelingwhenyoufeelembarrassed?Didthefeelinglastalongtime?

2)GuesshowthestorywillgowithoutreadingthesecondpartintheReader.Readitforyourpartnerandcheckwhetheryourguessisrightorwrong.

3.Classclosing

T:let’sseeourhomeworkfortoday.

1)Thethirdreadinginthereader

2)Otherexercisesintheactivitybook

3)Thenextreadinginthestudentsbook

Sometimeswenotonlygetfunfromsomestoriesbutalsosignificantexperience.“Readingmakesawiseperson.”Solet’senjoyreadingandleaning.Haveaniceday.Byefornow.

Lesson6MeetMs.Liu

Ⅰ.Teachingcontent:

1.Newwordsandphrases:A:Mr./Mrs./Ms.,special,husband,piano,singer,nervous.(usedfreely)B:finish,introduce,English(fororalEnglish)

1.Introductionofateacher

Ⅱ.Teachinggoals

1.Masterthenewwords:Mr./Mrs./Ms.,special,husband,piano,singer,nervous.

2.Learnhowtointroduceateacher.

3.Someusefulexpressions:usingMr./Mrs./Ms.inthecorrectway

Ⅲ.Keypoints:

Nowheisreadytointroducesomeonetotheclass

Italkedtosomeoneveryspecial.

WalkingtoschoolinJanuary.

Don’tbenervous.

Ⅳ.Difficultpoints:Howtopresentagoodintroductionofateacher

Ⅴ.Preparation:

1.Writedownthekeynewwordsoncards.

2.Preparesomethinginourdailylifeordrawsomepictures

3.Findsomephotosoffamoushostsorhostessesinmagazines,likeWangXiaoya,LiYongandsoon

Ⅵ.Teachingresources:photo,wordcards,somepictures,recorderandslideprojector

Ⅶ.Typeofthelesson:speakingandpractising

Ⅷ.Teachingprocedure

1.Warmingup

1)Greetings

T:Hi,class!Goodmorning.Howareyoudoingtoday?It’sSeptembernow,nothotandcold.Ilikeautumninthefourseasonsofyear.Andrememberweneedtoweardifferentclothesindifferentseasons.

2)Abriefreviewofyesterday’slesson

3)Dutyreport

T:Who’sondutytoday?Introducetheweathertoustoday.Anddescribewhatclothesyourclassmatesarewearing.

2.Newlesson

Step1:Leadin

(ShowthephotoofWangXiaoya)

T:Youlikeherverymuch,yes?Me,too!Wouldyouliketotalktoher?We’velearnedhowtointerviewsomeone.Imagineyou’veinterviewedWangXiaoya.Andthenyouareaskedtointroducehertoyourclass.Doyouknowwhatwewanttoknowabouther?

GuidetheSstoknowthewayofintroducingsomeonewithsomequestions:

1)Wheredoesshelive?(SheworksinCCTV,soshelivesinBeijing.)

2)Whatdoesshedo?(Sheagoodhostessof“QuizShow”onTV.)

3)Whatisshegoodat?(Sheisgoodathosting.)

4)Howisshedoingherwork?(Sheworksverywell.Othersevenlearnfromherandherprogram)

5)Howdoyoulikeher?(ShealwayssmilesandIlikeherverymuch.)

Step2:keypoint:introducehowtouseMr./Mrs./Mscorrectly

(Showaphotoofafamily)

T:Lookatthisphoto,please.It’saphotoofthefamoushostofLiYong.Whoistheladybesideshim?Yes,hiswife.Andthislittlegirlistheirdaughter.IcancallLiYong“Mr.Li”.Doyouknowwhatwecancallhiswife?Right!“Mrs.Li”.Sowhatabouthisdaughter?

(LettheSstrytoguess.Maybesomeofthemknowtheanswer.Thenguidethemtobeawareofthedifferencesofthethreewords.)

T:Good,solet’ssummarizetheusageofthethreewords:Weuse“Mr.”beforehisfamilyname.Nomatterheismarriedornot.Butweonlycallamarriedwoman“Mrs.”Right?Thenwhataboutagirl,anunmarriedone?Yes.Verygood.Wecallagirl“Miss”.Wecancallalady“Ms.x”ifwedon’tknowwhethersheismarriedornot.

Step3:Discussionofquestionsin“ThinkAboutIt!”

T:TherearesomequestionsforustodiscussontopofPage8.Readthemandthinkaboutit.Youcandiscusswithyoupartners.Thentaketurnstospeakforaintroduction.

Step4:Listenandusefulinformation

T:LiMingwilltalkonthetape.Healsointroducedateacher,Ms.Liu.Listenforthefirsttimeandgettheanswertothisquestion:HowlonghasMs.LiulivedinShijiazhuang?(Fortwoyears)

Step5:Furtherstudyofthetext

T:Readthetextbyyourselves,please,andtrytogettheinformationaboutMs.Liuasmuchaspossible.Askmewhatyoucan’tunderstand.

Step6:Discussionandunderstanding

GuidetheSstodiscussthetextaboutMs.Liu.Checkthemwhethertheycanunderstandthetextwell.Thefollowingdetailedquestionsareavailable:

1)HowdoesMsLiu’sstudentslikeher?(Herstudentslikeherverymuch.)

2)HowlonghasshebeenanEnglishteacher?(Forsevenyears.)

3)DoesshealwaysliveinChina?(No.SheoncewenttoschoolinLondontolearnEnglish.)

4)WhatfooddoesMs.Liulike?(Dumplings)

5)What’sherfavouriteanimal?(Monkeys)

6)Doesshehavemanyinterests?Giveussomeexamples.(Yes.Ms.Liuhasmanyinterests.Shelikesswim,thepianoandshesingswell.)

7)WhatdoesMs.Liuhatetodo?(ShehateswalkingtoschoolinJanuary,becauseit’scold.)

Step7:card-making

T:Afterthediscussion,wehaveknowMs.Liuverywell.Nowtakeoutapieceofpaper.Let’smakeapersonalcardforMs.Liu.

(Presentthecardbyusingtheslideprojector)

NameTeachingEnglishLivinginShijiazhuangForEnglishLikesDislikes

Ms.LiuSevenyearsTwoyearsStudiedinLondonSummer/monkeys/students

/swim/playingthepiano/singingLoudpeople

WalkinginJan.

Step8:“Let’sDoIt!”section

GivetheSstheseexpressionsforintroducingtheirteacher:Myfavouriteteacheris.He/Shelikesandhates.His/Herfavouriteis.

3.Homework

1)Readthetext

2)MakeacardliketheoneofMs.Liuafterclass

Finishofftheexercisesinactivitybook.

Lesson7Jenny’sWeek

Ⅰ.Teachingcontent:

1.Vocabulary：A：diary,name,later,parent,invite（fourskills）B:one…theother…,gotothemoviesC:Name:Mary(girl)

2.Adiary

Ⅱ.Teachinggoals

1.Masterthefour-skillwordsinthislesson:diary,name,later,parent,invite

2.Learntowriteadiaryaboutactivities

3.LearntousethePresentPastTense

Ⅲ.Keypoints:

1)Writingadiary

2)Differencebetweenthepresenttenseandthepasttense:

Weplayedbasketball.

LastSaturday,mymotherboughtapairofjeansforme.

ShehasinvitedmetogotothemoviesnextSunday.

Mary’sparentsworkinarestaurant.

Ⅳ.Difficultpoints:

1)Learntowriteadiarytalkingaboutdailyactivities.

2)LearntousetheGeneralPastTensetodescribeactivitiesinthepast.

Ⅴ.Preparation:

Preparesomepaperforletters

Ⅵ.Teachingresources:wordcards,taperecorder,paperforletters.

Ⅶ.Typeofthelesson:learningandwriting

Ⅷ.Teachingprocedure

1.Warmingup:

1)CheckthehomeworkofLesson6intheactivitybook,givingthemsomeexplanationsifnecessary.

2)Reviewyesterday’slessonbyusingthecardforinducingateacher.

3)Talkaboutdailyactivitiestopreparefortoday’slesson.

2.Newlesson:

Step1:Leadin

T:I,togetherwithmyson,wenttovisitmyparentslastweek.Wehadagoodtimethere.It’sasmallvillageandIenjoyedthefreshair.Wealsowenttothefields.Mysonwasveryinterestedintheinsects;heknewlotsofplants,too.

Whatdidyoudolastweek?Wheredidyougo?Didyouenjoyyourtimethere?Whathappenedtoyou?

(Asksomevolunteerstointroducetheiractivitiesinthelateweeks,guidingthembytheabovequestions.Remembertopraisethemfortheirperformance.Thenotherswillbeencouragedtosharetheirexperiences.Try“pairwork”later.)

Step2:Listeningthetape

T:I’veknownwhatyoudidlastweek.Today’swe’vegotapagefromJenny’sdiarybook.Let’ssharewhathappenedtoJenny.Therearetwoquestionsforyouafterlisteningtothetape.

1)WhatdidJennydoafterschoolyesterday?

2)WheredoMary’sparentswork?

Ok,let’slistentothetapeandgettheanswerstothequestions.

(Checktheanswerwiththeclass.1)Jennyplayedbasketballafterschool.2)Mary’sparentsworkinarestaurant.)

Step3:Readinganddiscussion

T:Nowit’stimeforyoutoreadthetextbyyourselves.Readitsilently,please.YoucangetmoreaboutwhatJennydid.Thenhaveadiscussionwiththefollowingquestions:

1)Aboutbasketball:DidJennymakeanynewfriends?WhowasonJenny’steam?Whowasontheotherteam?DidJenny’steamwinthegame?

2)AboutlastSaturday:WhoboughtJennyapairofjeans?Didshewearthemtoschool?WhatotherdidJennyandhermotherbuy?

3)Aboutyesterday’slesson:Whatdidtheydointoday’sEnglishlesson?WhodidJennytalkto?WheredidthatgirlinviteJennygonextSunday?

(Afterthestudentspractiseinpairs,askseveralpairstodiscussinfrontoftheclass.Encourageanynewquestionsfromthestudents.)

Step4:Practice

Tomakethestudentsrememberthetextwell.Helpthemtoretellthediary.

T:Iwillgiveyousomekeywordsaboutthediary.ThentrytoretellwhathappenedtoJenny.

Paragraph1:basketball,newfriend,ononeteam,ontheotherteam,lost,hate.

Paragraph2:jeans,lovetoshop,apurpleblouse,woretoschool,liked.

Paragraph3:Englishclass,talkedto,agirl,lunchtogether,invite.

Step5:Explanationaboutthetense

ExplainthedifferencebetweentheGeneralPresentTenseandtheGeneralPastTense.UseChineseifnecessary.

T:InEnglish,weusedifferenttensestodescribethingshappeningindifferenttime.WeusetheGeneralPresentTensetoexpresstheusualstateandactivitieshappeningoftenorregularly.Ifwedescribesomethinginthepaste,weshouldusetheGeneralPastTense.Thekeydifferencebetweenthetwotensesisthedifferentformsoftheverbsusedaspredicate.Forthe“usualthings”,weusetheverbsthemselvesandverbs’pastformsforthingshappeninginthepast.Soweshouldrememberthepastformsofthewords.Lookatthelistbelow:

play---played;introduce---introduced;are---were;is/am---was;buy---bought;lose---lost;buy---bought;wear---wore;like---liked;talk---talked;have---had;invite---invited.(introducetherulesofgettingthepastformofverbs;makesurethestudentstherearesomespecialpastformsthattheyshouldremember.)

Step6:“Let’sDoIt”section

T:Allright,we’velearntJenny’sdiary.Andwe’veknownwhatshedidafterschool,lastSaturdayandwhathappenedinthismorning’sEnglishlesson.Nowlet’strytowritealettertoonefriendofyours.JustlikewhatJennywroteinherdiary,youcantellyourfriendsomethingaboutyourfirsttwoweeksinschool,forexample,aboutlessons,teachers,classmates,orwhatyoudidafterschool.Alsoafunnystoryyougottoknow.

3.Classclosing

Homework:exercisesinSs’activitybook.

Thenextlessoninthestudents’book

Endingtoday’slessonbysingingthesong---“OnaSchoolDay”.

Lesson8UnitReview

Ⅰ.Teachingcontent:

1.ImportantwordsandphrasesinUnit1:also;bemadeof;either;have/haveclasses;hate/dislike;looklike;Miss/Mr./Mrs./Ms.;not…anymore;paint;pair/apairof;pupil/student.

2.Usefulsentencestructuresaboutthekeywordsandexpressions:

1)Likesanddislikes

2)Talkingaboutduration

3)Doyouknow?

4)TheSimplePresentTense

Ⅱ.Teachinggoals

1.MasterthekeywordsandphrasesinUnit1

2.Learntousethem

3.Remembersomeusefulsentences

Ⅲ.Keypoints:

1)Practiseusingtheimportantwordsandphrases

2)Makingsentenceswiththemaftertheexamples:

Ⅳ.Difficultpoints:

Makingsentenceswithallthekeywords.

Ⅴ.Preparation:

Preparesomeexercisestoreviewthewholeunitandsomepicturesabouttheclassandsomebeautifulclothes.

Ⅵ.Teachingresources:wordcards,exercises,sentencesamples.

Ⅶ.Typeofthelesson:reviewingandpractising

Ⅷ.Teachingprocedure

1.Classopening:

1)Homeworkcheckingfortheactivitybook

2)Letseveralstudentsreadtheirlettersinyesterday’slesson.

3)Dutyreport

2.Keysteps:

Step1:Briefreview

T:Let’shavearevisionaboutUnit1,sinceit’sthelastlessoninthisunit.We’vegotasummaryinthetextbook.I’llgiveyou5minutestogooverwordsandphrasesinthisunit.TurntoPage10,please.

Step2:Exercisesbeforeclass:

Ⅰ.Findingoutwhichchoicehasthesameorsimilarmeaningastheunderlinedpartineachsentence.

()1.Thestudentsgotoschoolat7:00.

AchildBpupilsCboysDgirls

()2.Theyarewearinguniformsatwork.

AinBonCputonDtakingoff

()3.Jimmyhasapairofbluerunners.

AmanyBsomeCtwoDdifferent

()4.Peoplehateclothesmadeoffiber(化纤).

AloveBdislikesCliketowearDdon’tlike

()5.MrsLiuhaslivedinShanghaifortwoyears.

AcomeBhasbeenCbeDwas

Ⅱ.Multiplechoice:

()1.YoulikeChinesefood,Ilikeit.

Abut,tooBbut,alsoCand,alsoDand,too

()2.Theboysandthegirlsatschoolnow.

AallareBareallCallgoDgoall

()3.–HowmanymoreorangescanIhave?---Onemore.areforTom.

ATheothersBAnotherCOthersDTheother

()4.Whoseclothesareinyourclass?

AgoodBbetterCbestDthebest

()5.didyoudowiththemeat?Ateit?

AWhatBHowCWhenDWhen

()6.TheChineseping-pongplayerswilljointhemath.Let’sthemsuccess(成功).

AwantBwishChopeDthink

()7.---Whichteamthegameyesterday?---Ours.Theirteamdidbadly.

AlostBloseCwonDwin

()8.Hewas.Hecouldn’tmove.

AillBsadChappyDscared

(Keys:Ⅰ.1.B2.A3.A4.D5.B

Ⅱ.1.C2.B3.A4.D5.A6.B7.C8.D)

Step3:vocabularyexercise

Givethestudentsafewminutestofinishtheexerciseonpage10aboutvocabulary.Makethempayattentiontotherightformofthewords.Forexample,thesecondwordshouldbe“friends”---thepluralformoffriendbecause“friend”isacountablenounandismodifiedby“some”.Forthethirdandfifthblankets,weshouldusethe“singularform”becausetheusageofthesimplepresenttense.Remindthestudentsofthesubjects.Ensurethestudentscanunderstandthemeaningofallthesentences.

Step4:Practice

1)Projectsomepicturesabouttheclassfirst.Askthestudentstodescribewhattheyseeinthepicturesandtalkabouttheirlikesanddislikes.

2)Showthepicturesofclothesindifferentcolours.Makethestudentsmakeupdialoguesinpairs.Thenwriteashortpassageaboutwhattheytalkedwitheachother.

Step5:Reviewexercise

Dowhatisrequiredinthetextbook.DrawatimelinetoshowthefirsttwoweeksofusingthisStudentBook.Onthebottomofthetimeline,writewhathappenedtothecharactersinthebook.Onthetop,writewhathappenedtothestudent.Guidethestudentsfulfillthetasksuccessfully.Helpthemusetheproperformoftheverbs(pastforms).

Step6:Activitybook

Finishoffalltheexercisesinstudents’activitybook.

Step7:ClassReviewActivity

Havetheclassgamesasareviewactivity.

1)“Drawme”game:

Thepurposeofthisgameistoreviewclothesandpersonaldescription.Reviewnewwordsfromthisunitaswellassomeotherverbsthatstudentsalreadyknow.

Beltcapmakeupteenageinfashioncoatdress

blousehatapairofskirtswimsuitscarfjacket

girlboyT-shirtredgreenyellowgreen

whiteblackbrownoldtallshortthinfat

2)“Stop!GO!”game:

Thepurposeofthisgameistoreviewthephrasesofintroductionforthisunit.

Howdoyoudo?

Nice/gladtosee/meetyou.

Mynameis.I’mastudenthere.

3)CategoryDrill:

Practisinguse“Miss/Mrs./Mrs/Ms”

3.Classclosing:

1)Askingforvolunteerstosumup,intheirownwords,whattheylearnedinthisunit.

2)Askingthestudentswhattheylikesbestaboutthisunit

singing“OnaSchoolDay”

教案

目的要求：
一、认识鲁迅。
了解童年时鲁迅爱美丽的自然景物，爱动人的民间传说，爱读书学习，恭敬学识渊博的人，爱绘画，爱一切新鲜活泼的生活的性格和生活情趣。
理解鲁迅在永别故乡和流离颠沛中，追忆童年生活时的一种惆怅的失落感。
明白鲁迅“夕拾”“朝花”的深刻的批判精神和强烈的爱憎感情。
二、学习本文依照时间、空间顺序有层次的记叙和生动、具体的描写。
三、能够记叙自己经历的印象深刻的人和事，要求内容充实，增进记叙的兴趣。
要点难点
学习要点应放在第一大段“百草园”。即作家抓住特点写景和写景中确切使用形容词、动词这一部分。只有深刻体味到在“百草园”这个自由广阔的天地里能够享受到无穷乐趣这一点，才能进一步理解“三味书屋”单调、沉闷、枯燥的生活是怎样束缚和摧残着儿童身心健康的发展的。
难点：
1.弄懂插叙美女蛇的故事的作用，特别是理解插叙后的一段议论的含义。
2.正确理解鲁迅对三味书屋生活的态度。
3.理解结尾的话。
4.理解行文中叙述口吻的变化。
写作背景
本文的发表、结集和写作背景这是一篇回忆性的散文，写于1926年9月18日，最早发表于同年10月10日《莽原》半月刊第十九期上，副题：《旧事重提之六》，后由作者收入散文集《朝花夕拾》。
从当时的社会政治形势看，我国正处在第一次国内革命战争高潮时期，国共合作的国民革命军顺利北伐，冲击着北洋军阀的统治。另一方面，封建军阀和帝国主义势力加紧迫害革命力量，斗争很尖锐。无论是在1924年的女师大事件中，还是1926年发生的“三·一八”惨案中，鲁迅先生始终坚定地站在爱国青年学生一边，站在斗争的最前列，写下了《纪念刘和珍君》、《无花的蔷薇之二》、《死地》、《可惨与可笑》等一系列文章，与反动势力进行了毫不妥协的战斗。当然，这也就更加触怒了封建军阀，而被诬陷，被通缉。为了安全起见，鲁迅先生在许寿裳等友人的敦促和帮助下，先是暂避在西城锦什坊的莽原社里，后又辗转住进几家外国医院，最后于9月初到达厦门，经林语堂推荐，在厦门大学国文系任教。
鲁迅在厦大仅一百三十多天的日子里，一方面为革命风暴在南方的兴起而欢欣鼓舞，正如9月14日给正在广州的许广平的信中所说；”此地北伐顺利的消息也甚多，极快人意。”
可是，另一方面，鲁迅不久就发现，厦门也骨子里和北京没有什么两样，“沉沉如死”。厦大校长兼国学院院长林文庆，是个顽固守旧分子，他使厦大弥散着尊孔复古的空气，令人窒息。林文庆与跟踪鲁迅而来的“现代评论派”分子串通起来，以种种卑劣手段排挤鲁迅。鲁迅此时又陷入渴望战斗而不可得的新的孤寂与苦闷之中，于是，对于往事的回忆便开始在他心中酝酿了，这正如《故事新编·序言》中所说：“直到1926年的秋天，一个人住在厦门的石屋里，对着大海，翻着古书，四近无生人气，心里空空洞洞。”“这时我不愿想到目前，于是回忆在心中出土了”。《朝花夕拾》小引中还有如下说明：“……这回便轮到陆续载在《莽原》上的《旧事重提》，我还替他改了一个名称：《朝花夕拾》。”“这十篇就是从记忆中抄出来的，……后五篇却在厦门大学的图书馆的楼上，已经是被学者挤出集团之后了。”“朝花”，即清晨带露珠、色香“自然要好得多”的鲜花，指鲁迅青少年时的事；“夕拾”，是说直到中年以后才在回忆中把它们写出来
借以慰藉“夕时”“离奇和芜杂”的心情。
鲁迅在厦大期间写的后五篇回忆性散文是：《从百草园到三味书屋》、《父亲的病》、《琐记》、《藤野先生》、《范爱农》；此前在北京期间写的前五篇回忆性散文有：《狗·猫·鼠》、《阿长与?山海经?》、《二十四孝图》、《五猖会》、《无常》。《朝花夕拾》中的散文，形式多样，笔法灵活，抒情之中见讽刺，叙述之中显深意，严肃的内蕴常以幽默诙谐的语言出之，构成了独特的艺术风格。
段落大意
百草园和三味书屋是鲁迅童年生活过的两个地方。阅读时抓住地点的变化可将全文分为两部分。每部分又可按时间和事情的不同分为几层。
全文可分两部分。
第一部分（1—8段）：回忆百草园的有趣生活。又可分四层。
一层（1段）：总的介绍百草园情况。点出是“我的乐园”，充满留恋之情。
二层（2段）：写热天百草园充满无限乐趣。
三层（3—6段）：写长妈妈讲的美女蛇故事及“我”的感慨。
四层（7—8段）：写冬天百草园雪地捕鸟的乐趣。
第二部分（9段—结束）：回忆在三味书屋读书的经历。可分五层。
一层（9段）：是过渡段，告别百草园去书塾读书。
二层（10—11段）：写入学的情形。介绍了书屋和先生。
三层（12—16段）写不准提课外的问题。
四层（17—20段）：写不准去后园玩。
五层（21—24段）：写师生读书的可笑情景“我”趁先生读书入神时画画儿。
主题思想
作者通过在百草园和三味书屋截然不同的生活描写，表现了少
，年儿童热爱大自然，探求各种知识的广泛的生活兴趣，并揭露批判了束缚儿童身心健康发展的封建教育。
写作特点
课文说的是“我家”后面的一个“很大的园”，里面植物、动物很多，在童年鲁迅来说，有趣的事情很多，如果不能按照一定的时间空间顺序来安排材料，势必写得杂乱无章，百草园为什么说是“乐园”，读者也就很难从记叙中获得清晰的感受了。
本文采取了由远及近、由高到低、从静到动、先夏后冬的顺序，对百草园的景物作了有层次的描述。先写远远望见的、粗线条的景物，如菜畦、皂荚树、鸣蝉，再写身边、脚下、眼前的景物，如斑蝥、何首乌根、覆盆子果实；先写静止的，如石井栏，再写动态的，如叫天子；先写生机勃勃的夏季，再写别有情趣的冬季。又如作者对捕鸟经过的记叙，虽然仅仅用了两个句子共100个字，但写得很细致，很有层次。第一句，简洁交代了冬季捕鸟的条件。第二句，着重写捕鸟经过。这之中，又是先写捕前必要的准备，创造招鸟环境和确保来鸟落网的可能，强调要先露出一块地面再撒些秕谷，支棒要短，竹筛大而多孔，绳长，人远远牵着，看鸟雀下来后再猛然一拉。最后说明，只要掌握好以上要领，罩住鸟是不成问题的。这一小段记叙，语序顺正而严格，绝不能任意调换。
文章像是一位精明热心的导游，引导我们对百草园的环境和童年时代鲁迅在这里充满情趣的活动，一步步地有了深切的了解。
全文前写百草园，后写三味书屋。就局部而言，写百草园含三大块内容：夏天的百草园、美女蛇的传说、冬天的百草园。写三味书屋，先写三味书屋座落的位置及格局陈设，写第一次行礼、第二次行礼，插叙“怪哉”虫的传说，后写读书生活（读书、习字、对课），写溜到后园里玩耍，再写师生朗读，写孩子们偷偷在课堂上做戏、描绣像。作者就是这样，把一幅幅生活图画展现在我们面前。
这一幅幅画面，按照作者的思路，是有其内在联系排列在一起
的。这种联系主要表现为内容上合乎逻辑、顺乎情理的承前启后，同时作为一篇好文章，在形式上也要求有相应的过渡文字，起到结构全文的粘合剂的作用。
文章第一段，以回忆的口吻，简洁概括介绍百草园的位置、规模、名称、变迁、景观，特别点出“那时却是我的乐园”。那么，“乐”在何处呢？带出下文。第二段写乐在夏季。第三段，由“长的草”不去，因为相传有“赤练蛇”，为下段写美女蛇搭了“桥”。第四、五段正好写乐在关于美女蛇的奇妙传说。这传说写完，第六段稍加议论，作为前面的收束。第七段，以“冬天的百草园比较的无味”一句起步。关键是“比较”二字，跟谁比呢？显然，是跟刚刚写完的夏天的百草园比。于是第七、八段写雪地捕鸟之乐。一直到第九段将被送进书塾而无限留恋地告别百草园一虫一鸟，一草一木，几行动人的抒情，完成转而记叙三味书屋生活的过渡。
作业练习
1.选出下面字形、读音完全正确的一项：
A.竹筛ｚｈúｓāｉ签赏ｊｉàｎｓｈǎｎｇ
绣像ｘｉùｘｉàｎｇ
B.菜畦ｃàｉｗā渊博ｙｕāｎｂó
脑髓ｎǎｏｓｕí
C.确凿ｑｕèｚáｏ盔甲ｈｕīｊｉǎ
蝉锐ｃｈáｎｔｕì
D.秕谷ｂǐｇǔ锡箔ｘīｂó倜傥ｔìｔǎｎｇ
2.选出下面加黑字注音、解释不全对的一项：
A.人迹罕至（ｈàｎ稀少）
人声鼎沸（ｆèｉ水开）
B.拗过去（ǎｏ用力弯曲）
敛在盒里（ｌｉǎｎ放）
C.攒成小球（ｃｕáｎ凑在一块）
高枕而卧（ｗò睡）
D.总而言之（ｙáｎ说）
无处觅食（ｍì寻找）
3.选出下面全是形声字的一项：
A.拥肿轻捷木莲珊瑚
B.机关斑蝥消释戒尺
C.和蔼绅士宿儒方正
D.油蛉蟋蟀莲房弹琴
4.选出下面说法不正确的一项：
A.鲁迅原名周树人，浙江绍兴市人，是我国现代著名的文学家、思想家、革命家。
B.本文选自鲁迅的《朝花夕拾》，是一篇回忆童年生活的小说。
C.本文表现了儿童热爱大自然，喜欢自由快乐生活的心理，同时对束缚儿童身心发展的封建教育表示不满。
D.“三味书屋”不是“我”的乐园，但其中也不乏乐趣，如大家放开喉咙读书的情形以及到后园去折梅花、寻蝉蜕都是好玩的事情。
5.“三味书屋”的先生是一位学问渊博的老者，文中鲁迅对他的看法是：
A.他挫伤了学生的求知欲，鲁迅很讨厌他。
B.他对鲁迅很严厉，鲁迅认为这束缚了儿童的身心发展，所以对他很不满。
C.他没有多少真才实学，只是常读些令学生难懂的文章，鲁迅觉得他很可笑。
D.他很博学，对学生又有一些开明的思想，鲁迅对他很恭敬。
6.文章在写百草园时插入了美女蛇的故事，选出下面分析正确的一项：
A.这个故事是长妈妈讲的，目的是使鲁迅懂得做人之险。
B.这个故事是长妈妈讲的，它表明了劳动人民的智慧。
C.这个故事给百草园增添了神秘感，也给这个儿童乐园增添了情趣。
D.这是一个迷信故事，鲁迅有力地批判了长妈妈的迷信思想。
阅读文段，回答7—8题。
扫开一块雪，露出地面，用一枝短棒起一面大的竹筛来，下面些秕谷，棒上一条长绳，人远远地着，看鸟雀下来啄食，走到
竹筛底下的时候，将绳子一拉，便罩住了。
7.选择最准确的动词填空，恰当的一项是：
A.撑放系拉B.支撒

《电压》教案

老师会对课本中的主要教学内容整理到教案课件中，到写教案课件的时候了。将教案课件的工作计划制定好，才能够使以后的工作更有目标性！你们清楚有哪些教案课件范文呢？为满足您的需求，小编特地编辑了“《电压》教案”，欢迎阅读，希望您能够喜欢并分享！

《电压》教案

教学目标

1.知道电压的意义、符号、单位及常见电压值.

2.知道电压表的作用与符号，知道正确使用电压表的规则，能识别和选择电流表量程，会正确读数.

教学过程

一、电压

自主预习

阅读课本第55、56页，完成下列填空：

1.要让一段电路中有电流，它的两端就要有电压.电源的作用就是给用电器两端提供电压.

2.通常用字母U表示电压，它的单位是伏特，简称伏，符号是V；常用符号还有千伏和毫伏.

3.我国家庭电路的电压是220V，一节新的干电池的电压是1.5V.

小组讨论

取一个灯泡用导线跟一节电池连通，再把这个小灯泡跟两节串联电池连通.观察两次小灯泡的发光亮度有何不同？说明电路中电流的强弱与电源的什么量有关？

解：第2次灯泡更亮，说明不同的电源提供的电压不同，使电路中形成的电流大小也不相同.

教师点拨

1.电压使电路中形成电流，电源是提供电压的装置.

2.电路中获得持续电流的条件:

(1)电路中有电源(或电路两端有电压)

(2)电路是连通的.

3.不同的电源提供的电压不同，使电路中形成的电流大小也不相同.

跟踪练习

1.干电池是一种常用、方便的电源.下列关于干电池的说法正确的是(D)

A.有的干电池提供直流电，有的干电池提供交流电

B.常用的1号、2号、5号、7号干电池的电压随号数的增大而增大

C.干电池是把电能转化为化学能的装置

D.多数干电池中有汞、镉等重金属元素，随便丢弃会污染环境.所以,废弃的干电池应该集中分类处理

2.(2012黄冈)下列有关“电”的说法正确的是(D)

A.摩擦起电的实质是创造了电荷

B.运动的电荷一定形成电流

C.电路两端有电压就一定有电流

D.电阻中有电流，它的两端一定有电压

二、电压表的连接

自主学习

阅读课本第57、58页，完成下列填空：

测量电路中电压的仪表叫电压表，要测量电路中的电压，必须使它跟这部分电路并联连接，并使电流从正接线柱流入，从负接线柱流出，还要注意被测电压不能超过它的量程.

小组讨论

观察如图所示的电压表的外形，它有V字标记，表盘上有两种刻度，“表座”上有3个接线柱，一个是“-”接线柱，两个正接线柱(3、15)，“表头”表盘的示数分别是：(1)0~1~2~3，(2)0~5~10~15，表的正中央有一个调节旋钮.

然后阅读课本上电压表的三个使用特点及图16.1-4，回答下列几个问题：

(1)电压表应该怎样跟被测用电器连接？

(2)电压表的“＋”“-”接线柱应该摆在什么位置？

(3)电压表能否直接接到电源的两极？

解：(1)与被测用电器并联；(2)“＋”接线柱与电源的正极方向相连，“-”接线柱与电池的负极方向相连；(3)可以.

教师点拨

1.在将电压表连入电路的时候，要同时注意接线柱的连接及量程的选择，不可顾此失彼，更不能将电压表与用电器串联，可将电压表直接接到电源两极上.

2.电压表量程的选择顺序是：

(1)估计被测电路中电压的大小；

(2)在不能估计的情况下，拿电路中的开关试触大量程接线柱；

(3)如果被测电压超过小量程，则选择较大量程，如果在较小量程内则使用较小量程.选择较小量程是为了减小误差.

跟踪练习

1.(2012南昌)请完成下表中两电表正确使用的异同点：

电表

比较

连接方式串联在被测电路中并联在被测电路两端与电源

与电源

相连接绝对不允许不经过用电器直接连在电源两极能直接连在电源两极

相同点使用前都要把指针调到零刻度，弄清分度值，使用时都要选择合适的量程，都要让电流从正接线柱流进负接线柱流出.

2.(2012福州)果汁也能做电池.先向杯中倒入芭乐汁，再把分别接有导线的铜棒和铝棒插入芭乐汁中，作为电池的正负极，如图所示，一个芭乐电池就做成了.那么芭乐电池的正极是铜棒还是铝棒呢？给你电流表、电压表、低压发光二极管、开关各一个，导线若干，请选择其中合适的器材设计一个实验方案进行探究.(也可画图辅助说明)

解：将芭乐电池的铝棒用导线和电流表的负接线柱连接，然后用与铜棒连接的导线跟电流表的正接线柱试触，如果电流表指针正向偏转，说明铜棒是电池的正极；若电流表反向偏转，铝棒是电池的正极.

三、电压表的读数

自主学习

阅读课本第57、58、59页，完成下列填空：

(1)实验室里常用电压表有3个接线柱2个量程.

(2)大量程为0~15V，分度值为0.5V；小量程为0~5V，分度值为0.1V.

(3)读数时，先明确电压表的量程，再确定电流表的分度值，最后看表针向右总共偏了多少小格，就能知道电压的多少.

小组讨论

如图所示的电压表用的接线柱被一片厚布盖着，不知道用了哪两个接线柱与电路连接，我们都知道，电流表的指针向右偏得越多，表示电流越大，但是如图所示的电压到底是多大呢？

思考下列问题：

(1)图中的电压表读数可能有几个？为什么会出现这种情况？

(2)图中电压表有几个量程？它们对应的分度值是多少？二者有什么关系？

解：(1)2个，因为电压表所选的量程没有确定；(2)2个，0.1V和0.5V，大量程的分度值是小量程分度值的5倍.

教师点拨

1.电压表读数时，不要求估读，表针的位置离哪条刻度线近，就按那条刻度线进行读数.

2.某一电压值用大小量程均可测量时，应选用小量程.因为若使用大量程，电压表指针偏转幅度较小，读数不精确.

跟踪练习

1.事先不能估测出电压大小，一般先试用大量程试触,如电压表的示数在小量程范围内，则改用小量程.

2.(2012广东)如图的电压表，若选0~3V的量程，读数为2.6V；若选0~15V的量程，读数为13V.

文章来源：http://m.jab88.com/j/83656.html

更多