老师职责的一部分是要弄自己的教案课件，大家在认真准备自己的教案课件了吧。只有制定教案课件工作计划，才能对工作更加有帮助！你们知道多少范文适合教案课件？考虑到您的需要，小编特地编辑了“Unit11TheHand”，大家不妨来参考。希望您能喜欢！

Unit11TheHand

一、教学内容：

Unit11TheHand二、教学目标

①知识目标熟练掌握本单元的单词、短语、句型和语法②能力目标能够熟练运用老师所教的阅读技巧，高效地完成阅读任务三、教学重难点

重点：宾语从句难点：阅读技能的训练四、本单元重点知识：

1.单词:本单元中单词的音、形、意2.短语：1)feelnervous感觉紧张2)seemdisappointed似乎很失望3)atfirst首先4)playwith玩耍，和……一起玩儿5)beworriedabout为……担心6)duringthevacation在假期里7)tellmeastory给我讲故事8)onthefourthThursdayofNovember在十一月份的第四个星期四9)asksb.todosth.要求某人做某事10)mostofthem他们当中绝大部分人11)lookforwardtodoingsth.期望做某事12)handin上交13)thanksb.fordoingsth.感谢某人做某事14)bemadetodosth.被要求做某事15)talkinfrontoftheclass在全班面前说话16)goalongwith…赞同，符合17)nightandnight一个晚上接一个晚上18)burstintotears大哭起来19)keepbackthetears收住眼泪20)afriendofmine我的一个朋友21)inaweakvoice用微弱的声音22)forgettodosth.忘记做某事3.句型：1)Youseemtobeveryhappy.你似乎非常高兴。2)Youlooknervous.你看上去很紧张。3)Youareexcited.你很兴奋。4)Whathappened?发生什么事了？5)Idon’tknowwhetherIshouldtellmymotherthetruth.我不知道是否该和妈妈说实话。6)Idon’tunderstandwhymybossdidn’tletmegotoAmerica.我不理解为什么老板不让我去美国。7)Idon’trememberwhereIhaveputthebooks.我不记得我把书放哪里了。8)Theteacheraskedwhosehanditwas.老师问这是谁的手。9)ItistheircustomtogivethankstoGodfortheharvest.他们的风俗是感谢上帝给予他们的收获。10)Ateacherofanelementaryschoolaskedherfirstgraderswhattheywerethankfulfor.一位小学老师问她的一年级的学生们他们有什么需要感谢的。11)Sheaskedthemtodrawapictureofit.她让他们把所感谢的东西画出来。12)Theirfamiliescouldhardlyprovidethemwithabigdinnerfortheholiday.他们的家庭几乎不能为他们提供节日大餐。13)Shewonderedhowlittletheyhadtobethankfulfor.她在想他们想感谢的东西太少了。14)Sheknewthatmostofthemwoulddrawpicturesofturkeysontablesbecausetheyhadlookedforwardtohavingturkeyforalongtime.她知道学生中的大部分人都会画桌上放着的火鸡，因为他们早就盼望着吃火鸡了。15)TheteacherwassurprisedandpuzzledbythepicturethatJackhandedin—ahand,asimplechildishlydrawnhand!当老师看到杰克交上来的画时，却吃了一惊，他画的是一只手，一只简单的、出自孩子之手的手。16)Whenotherswerebackatwork,theteacherbentoverJack’sdeskandaskedwhosehanditwas,“It’syourhand,teacher,”hesaidinaweakvoice.当其他孩子回去画画时，老师在杰克的桌子旁边弯下腰来问他画的是谁的手。杰克小声说：“这是您的手，老师。”

五、本讲重点知识讲解

1.AfriendofminetoldmeastoryaboutThanksgiving,aholidayAmericanscelebrateonthefourthThursdayofNovember.ItistheircustomtogivethankstoGodfortheharvest.Abigdinnerisprepared,andturkeyisusuallythemaindish.我的一个朋友给我讲了一个感恩节的故事。美国人在11月的第4个星期四庆祝感恩节。他们的风俗是感谢上帝给予他们的收获。在这一天，人们准备了丰盛的晚餐，其中主要的食物是火鸡。afriendofmine我的一个朋友tellmeastory讲故事abigdinnerisprepared大餐已经准备好2.OneThanksgivingDay,ateacherofanelementaryschoolaskedherfirstgraderswhattheywerethankfulfor.Sheaskedthemtodrawapictureofit.Thesechildrenwerefrompoorneighborhoods.Theirfamiliescouldhardlyprovidethemwithabigdinnerfortheholiday.Shewonderedhowlittletheyhadtobethankfulfor.Sheknewthatmostofthemwoulddrawpicturesofturkeysontablesbecausetheyhadlookedforwardtohavingturkeyforalongtime.TheteacherwassurprisedandpuzzledbythepicturethatJackhandedin—ahand,asimplechildishlydrawnhand!有一次在感恩节那天，一位小学老师问她一年级的学生们他们有什么需要感谢的。她让学生们把所感谢的东西画出来。这些学生都是从贫困街区来的，他们的家庭几乎不能为他们提供节日大餐。老师在想他们所能感谢的东西太少了。她知道学生中的大部分人都会画桌上放着的火鸡，因为他们早就盼望着吃火鸡了。但是当老师看到杰克交来的画时，却吃了一惊，他画的是一只手，一只简单的，出自孩子之手的手。asksb.todosth.要求某人做某事mostofthem他们当中的绝大部分人lookforwardtodoingsth.期望做某事handin上交3.Butwhosehand?Theclasswasexcitedbythestrangepainting.“IthinkitmustbethehandofGodthatbringsusfood,”saidonechild.“itmustbethefarmer’shand,”saidanother,“becauseheraisesturkeys.”但这是谁的手呢？这幅奇怪的画令全班都很兴奋。一个孩子说：“我觉得这一定是给我们带来食物的上帝之手。”另一个孩子说：“这一定是农民的手，因为他饲养火鸡。”

IthinkitmustbethehandofGodthatbringsusfood,”mustbe...一定是……raiseturkeys养火鸡4.Finally,Whenotherswerebackatwork,theteacherbentoverJack’sdeskandaskedwhosehanditwas,“It’syourhand,teacher,”hesaidinaweakvoice.最后，当所有的孩子回去画画时，老师在杰克的桌子旁边弯下腰来问他画的是谁的手。杰克小声说：“这是您的手，老师。”5.SherememberedshehadtakenJack,apoorshychild,bythehandseveraltimes.Sheoftendidthatwiththechildren,butismeantsomuchtoJack.Perhapsthiswaseveryone’sThanksgiving,notforthematerialthingsgiventous,butforthechance,inwhateversmallway,togivetoothers.她想了起来，有好几次她都拉着这个既贫穷又腼腆的孩子—杰克的手，对其他孩子，她也经常这么做。但这对杰克竟有如此重要的意义。或许，这是每个人的感恩节，感谢的不是给予我们物质上的东西，而感谢的是这样一个机会—无论以怎样微不足道的方式去感谢其他人。

从下列各句所给的A、B、C、D四个选项中,选出可以填入空白处的最佳选项。1.—HaveyouheardofthenewsaboutJaneandLiLei?—News?No,Ihaven’t.Tellmeabout______.A.themB.herC.itD.him2.—Whoisyourfavoritetabletennisstar?—ZhangYining.She__WangNaninwomen’ssingles(女单)atthe10thNationalGames.A.beatB.wonC.beatedD.lost3.Theguidehas______.Shewillshowthemtous.A.someoldpaperB.somebeautifulpicturesC.somespecialfoodD.anewjacket4.—WhoisRenChangxia?—Agreatpolicewoman.Shealwaysthought______ofothersthanherself.A.moreB.muchC.lessD.most5.Asagoodteacher,Mr.Caooftensays,“I______onemillionsmilesinmyheart______onemilliondollarsinmypocket.”A.like,lessthanB.don’tlike,butC.prefer,toD.prefer,than6.—Hasthematchstarted?—Started?Finished!WangLiqin_____it.A.winsB.iswinningC.willwinD.won7.—Howdoyoulikethetwopairsofshoes?—Theydon’tfitmewell.Theyare______toobig______toosmall.A.notonly,butalsoB.both,andC.neither,norD.either,or8.—______willforeignstudentsbebackfromKenya?—Intwodays,Ithink.A.HowoftenB.HowfarC.HowsoonD.Howlong9.—Ihearwe’llhaveanewbiologyteacherthisterm.—Really?Doyouknow______?A.wherehecomesfromB.whichsubjectheteachesC.thatheisabiologyteacherD.whatclassesdoesheteach10.—WhatisMumcookinginthekitchen?—Chicken,Iguess.Howniceit______!A.looksB.smellsC.tastesD.sounds11.—Howaboutyourparents?—Sofarthere______nowordfromthem.A.isB.hasbeenC.willbeD.was12.—Themathproblemisn’teasyforJacktoworkout,isit?—______.A.No,itisB.I’mafraidnotC.Idon’tthinkitisD.Yes,itis13.—HaveyouheardthenewsaboutTyphoonKhanun(卡努)?—Yes.IthitEastChina.InShanghai,alltheschools___foradayonSeptember11,2005.A.wereclosedB.areclosedC.closeD.closed14.—MustIreturnthebooktomorrowmorning?—No,you______.You______keepitforthreedays.A.mustn’t;mayB.mustn’t;mustC.needn’t;mustD.needn’t;can15.—It’snearlyteno’clock.It’stimeforyoutogotobed,Jenny.—OK.______,Mum.A.GoodbyeB.GoodeveningC.SeeyouD.GoodnightM.jAB88.COM

延伸阅读

Unit11WorkingwithAnimals-

Unit11WorkingwithAnimals

一.教学内容：

Unit11Part2

学会使用现在完成时描述经历及使用形容词最高级进行三者以上的比较

二.本周教学重点：

1.形容词最高级的使用。

2.冠词的使用。

3.课文解析。

三.具体内容：

（一）形容词比较级和最高级。

1.大多数形容词都有三个等级的变化：原级，比较级和最高级。原级即原形；比较级表示“较……”或“更……一些”的意思；最高级表示“最……”的意思。

2.形容词比较级最高级构成的规则变化。

形容词最高级用于三者或三者以上的人或事物的比较，表示在一群人或事物中，其中一个“最……”。最高级前一般要用定冠词the,句中一般有一个表示比较范围的介词of或in短语，of后面一般接表示一群人或事物的代词或名词，in后面一般接表示一个单位或场所的名词。

构成法

原形

比较级

最高级

一般单音节词和部分双音节词在词尾加-er/est

tall

great

fast

near

taller

greater

faster

nearer

tallest

greatest

fastest

nearest

以不发音的字母e结尾的单音节词只在词尾加-r/st

nice

large

late

nicer

larger

later

nicest

largest

latest

“辅音字母+y”结尾的双音节词将词尾的y改为i，再加er/est

easy

busy

early

happy

easier

busier

earlier

happier

easiest

busiest

earliest

happiest

重读闭音节词，末尾只有一个辅音字母，双写该辅音字母。再加er/est

big

hot

thin

fat

bigger

hotter

thinner

fatter

biggest

hottest

thinnest

fattest

3.形容词比较级构成的不规则变化。

原形

比较级

最高级

good/well

better

best

bad

worse

worst

many

more

most

far

farther/further

farthest/furthest

little

less

least

4.多音节词和部分双音节词要在其前加more,most变成比较级和最高级。

popular—morepopular—themostpopular

important—moreimportant—themostimportant

serious—moreserious—themostserious

outgoing—moreoutgoing–themostoutgoing

5.最高级的基本用法：

1）三者或三者以上相比较用“the+最高级+名词+范围”。

Thisisthecleanestplaceofthecity.

Jackisthetallestboyinourclass.

2）表示“最……之一”，用“oneofthe+形容词最高级+复数名词”

ThisisoneofthemostinterestingbooksthatI’veeverread.

3）形容词的最高级前面必须加定冠词the,但当形容词最高级前面有物主代词修饰时，则不加the.

Thisismythebestfriend.

Thisismybestfriend.

Todayishappiestdayofmylife.

Todayisthehappiestdayofmylife.

（二）冠词的用法：

不定冠词的用法：

1）用于第一次提到的单数可数名词前，表示类别，泛指某一类人或物。

Heisaworker.

Givethechildapencil,please.

2）表示任何一类人或物中的任何一个。

Ahorseisausefulanimal.

Aworkerworkswithhishands.

Ahorseissmallerthananelephant.

3）与序数词连用表示“再一，又一”。

I’llstayhereforasecondweek.

4）与某些表示数量的名词连用，构成某些习语。

quiteafew,alittle,agreatdealof,agreatnumberof,agreatmany,manya

定冠词的用法：

1）用于特指的事物或说话双方都清楚的事物名词前。

Whoinvitedthecomputer?

Pleaseclosethedoor.

2）用于第二次提到的人或事物前。

Heplantedatreebytheriverlastyear.Nowthetreegrowswell.

3）用于世界上独一无二的事物前。

Theearthgoesaroundthesun.

4）用于序数词前表示“第几”

Heisalwaysthefirsttocomeandthelasttoleave.

5）用于形容词最高级前。

Heisthetallestboyinourclass.

6）用于乐器前。

Myauntlikesplayingtheviolin.

（三）课文解析。

1)sharewithsb.

Davidsharedhiscandieswithme.

Hehastoshareabathroomwithhisroommateandhehatesit.

2)abit

Iamabittired.

Iamabitsickaboutit.

I’mnotabithungrysomehowtonight.

Hesaidhewasnotabitcold.

3)looklike

Theylooklikethesticksandleaves.

4)startdoing

Theystarttakingphotosofme.

5)protectanimals

Weshouldprotectanimalsbecausethey’reourfriends.

6)trainanimals

Iamadolphintrainer.Iliketrainingthem.

［课堂练习］

I.用所给形容词或副词的适当形式填空

1.Whichis(fast)acheetahorakangaroo?

2.Thecountryisgettingand(rich).

3.Lookatthoselittleyellowflowers.

Theyarethe(beautiful)flowersIhaveeverseen.

4.Hebrokehisleg.Thenextmorninghefelteven(painful).

5.Heraisedhisvoice,tryingtospeak(clearly).

6.Itis(warm)todaythanyesterday.

7.Juneisthe(hot)monthinayear.

8.Thegiraffeisthe(tall)animalintheworld.

9.Thestickinsectistheworld’s(long)insect.

10.Withthehelpofthenewteacher,hefelt(interested)inphysics.

II.单项填空

1.haveyoulivedinBeijing?

A.HowlongB.HowoftenC.HowmuchD.Howsoon

2.He’sbeenbackhome,?

A.isn’theB.isheC.hasheD.hasn’the

3.Theyhavestayedherelastyear.

A.forB.sinceC.fromD.ever

4.MaryhasShanghaiforsixmonths.

A.cometoB.arrivedatC.leftDstayedin

5.Idon’twantyouyourselves.

A.hurtingB.hurtC.tohurtD.hurted

6.Ihavenotseenher1991.

A.forB.sinceC.inD.about

7.HetheLeagueforthreeyears.

A.joinedB.hasjoinedC.isinD.hasbeenin

8.Hehashadthebiketwoyearsago.

A.forB.sinceC.aboutD.

9.Haveyouever_______toAmerica？

A.goB.goneC.beenD.went

10.Everybody________.Hefeelsverylonely.

A.goB.hasgoneC.havegoneD.goes

III.用动词的正确形式填空。

see

1.Canyou______thebirdinthetree?

2.Mygrandpa______adoctorwhenheisill.

3.He_________adoctoratthemoment.

4.We________amovielastnight.

5._______youever_______anostrich?

6.Ihope________yousoon.

7.I_____himinthestreetyesterday.

8.I_____just_____himonthestreet.

9.Thewoman_____adoctorthreedaysago.

10.Theman____________(notsee)adoctorforfiveyears.

Unit11:Whatdoyouthinkofgameshows?

Unit11:Whatdoyouthinkofgameshows?
Languagegoals
tothisunitstudentslearntostatetheiropinionsandtalkaboutlikesanddislikes.
Newlanguage
Whatdoyouthinkofsoapoperas?Idontlikesoapoperas.
Whatdoeshethinkofsportsshows?Helovessportsshows.
WhatdoesshethinkofMaria?ShelikesMaria.
WhatdotheythinkofTommy?TheycantstandTommy.

SectionA
Additionalmaterialstobringtoclass:
alocaltelevisionlisting
listthenamesofseveralfoodsontheboard.Forexample:pizza,broccoli,icecream,mushrooms.
Nexttothatlist,writethesentence,Whatdoyouthinkof___?andleaveablankattheend.Askastudentthequestion,substitutingthewordpizza:Whatdoyouthinkofpizza?Helphimorheranswer/likepizzaotIdontlikepizza,
Pointtotheotherfoodsonebyone.AskastudentthequestionandhelphimorheranswerJlike...orIdontlike....
Thenpointtothesentence.Whatdoyouthinkof___?Pointtoafoodnameontheboardandchooseastudenttoaskthequestion:Whatdoyouthinkof(mushrooms)?Thenpointtoastudentto
answer.
Repeattheactivityseveraltimes,givingseveralstudentschancestoaskandanswerthequestion.
1aThisactivityintroducesthekeyvocabulary.
FocusattentiononthefiveTVs.Say,EachTVshowsdifferentkindofTVshow.InTVpicturea,thereisaanplayingbaseball.Thisiscalledasportsshow.
Talkabouttheotherkindsofshowsandaskstudentswhattheysee.Tellthenameofeachkindofshowasyoudiscussthepicture.Askstudentstorepeatthenamesoftheshows.
Writethewordsitcomontheboard.Underitwritethewordssituationcomedy.Say,Thewordsitcomcomesfromthetwowordssituationcomedy.Asitcomisafunnyshow.ThepeopleinsitcomsdoorsaythingsthatmakeTVwatcherslaugh.
Pointoutthenumberedlistofshows.Sayeachoneagainandaskstudentstorepeatit.
ThenaskstudentstomatcheachTVpicturewithoneofthewords.Say,Writetheletterofeachkindofshownexttothecorrectword.Pointoutthesampleanswer.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothesmileyfacesandthefrownyfacesandthewordsnexttothem.Readthewordstotheclassorhaveastudentdothis.Say,Thesefacesshowyouwhatthewordsmean.Ifyoudontmindsomething,youdonteitherlikeitordislikeit.Ifyoucantstandsomething,youdislikeitverystrongly.Yourleastfavoritefoodissomethingyoucantstand.Ifyoulovesomething,youlikeitvery,verymuch.Yourfavoritefoodissomethingyoulove.
Say,NowIwillplayarecording.ListentowhatMarksaysabouttheTVshowsinla.WritetheletteroftheTVshowsnexttothewordsheuses.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Pointtotheletteredpictures.Say,Eachpicturehasaletter.Pointouttheblankspacesbeforethewords.Say,Eachwordorphrasehasaspaceinfrontofit.ListentothetapeandwritetheletterofaTVshowpictureineachblank.Pointoutthesampleanswer.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
PointtothepicturesofTVshowsinactivitylaandaskstudentstosaythenameofeachkindofshow.
Pointouttheexampleconversation.Asktwostudentstoreadittotheclass.Thenasktheclasstopointtothepictureofthesitcom.
Sayadialoguewithastudent.Havethestudentaskouaquestion.Thenanswerittruthfully.Pointtotheppropriatepictureasyouanswer.
Say,Nowworkwithapartner.Askandanswertheqstions.
Havestudentsworkinpairs.Astheytalk,moveroundtheroommonitoringtheirwork.Offeranguageorpronunciationsupportasneeded.
2aThisactivityprovideslisteningpracticeusingthetargetlanguage.
Callattentiontothelistoffive"wordsandexpressions.Pointouttheblankinfrontofeachone.Askastudenttoreadthelisttotheclass.
Say,ThepeopleontherecordingaretalkingaboutTVshows.Theyusethesewordsandphrasesastheytalkabouttheshows.Youwillnumberthesewordsandphrases1-5intheorderyouhearthemontherecording.
Playtherecordingthefirsttime.Studentsonlylisten.

Pointoutthesampleanswer1infrontofthewordlove.Say,ThefirstwordontherecordingisloveinthesentenceIloveit.Sotheanswerinfronto/"loveisnumber1.
Playtherecordingagain.Askstudentstowriteanumberfrom1to5infrontofeachofthewordsandphrases.
Checktheanswers.
2bThisactivityprovidesmorelisteningpracticeusingthetargetlanguage.
Pointoutthedialoguewithblanks.Readittotheclasssayingblankeachtimeyoucometoablank.
Say,Listentotherecordingagain.Thistime/illineachblankwithawordorphrasefromthelistin2a.
Playtherecording.Studentswritewordsintheblanks.
Checktheanswers.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontothedialoguestudentscompletedinactivity2b.Say,Readthedialoguewithapartner.
Helpstudentsfindpartners.Havethestudentspractice
thedialogueseveraltimes.
Thensay,NowtalkaboutaTVshowyoubothknow.Tellwhatyoulikeanddontlikeabouttheshowandthepeopleinit.Asstudentsworktogether,movearoundtheroomansweringquestionsandofferinglanguagesup-sportasneeded.
Asksomepairsofstudentstopresenttheirdialogue!totheclass.
3aThisactivityprovidespralandwritingpracticeusingthetargetlanguage.
CallattentiontothelistofTVshowsandaskastudenttoreadthenamestotheclass.Say,InthisactivityyouaskeachotherquestionsaboutTVshows.

Askstudentstoworkinpairs.AskstudentAineachpairtolookatthechartonpage67.AskstudentBtolookatthechartonpage86.Remindstudentsnottolookattheirpartnerspages.
Saythefirstquestionandanswerwithastudent.PretendyouarestudentAandworkwithastudentpartner.SayWhatdoesStuartthinkof"SportsNews"?HavestudentBlookattheansweronhisorherchartonpage86.StudentBanswers,Stuartloves"SportsNews".ShowstudentsthatyouarewritinginthewordlovesafterStuartsnameonthechartonpage67.
Thensaytoyourpartner,AskmeaboutStuartStudentBasks,WhatdoesStuartthinkof"SportsNews"?Youanswer,Stuartlikes"SportsNews".HavethestudentwritethewordlikesafterStuartsnameonthechartonpage86.
Askthepairstocontinueontheirown.Movearoundtheroommonitoringtheprogressofthepairs.
Goovertheanswers.
3bThisactivityprovidesguidedreadingpracticeusingthetargetlanguage.
Readthedialoguewithastudent.Everytimeoneofyouconiestoablank,sayblank.
Callattentiontothechartstudentscompletedinactivity3a.Say,Usethewordsinthischarttofillintheblanksinthedialogueinactivity3b.
4Thisactivityprovideslistening,speaking,andwritingpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.ThenaskstudentstonamesomeTVshowstheyknowabout.Writethelistontheboard.Trytoincludesomethatstudentslikeandsometheydontlike.
Pointoutthedialogueinthespeechbubbles.Havetwostudentsreadittotheclass.

Thenpointoutthesampleanswerinthechart.Say,ThisTVshowiscalled"Tellitlikeitis!"Iloveit,andLinPengdoes,too.Iwrite"Iloveit"under"WhatIthink"andIwrite"LinPeng"under"Studentwhoagreeswithme".
Say,Nowgoaroundtheclass.AskstudentsaboutTVshowsyouknow.Findstudentswhoagreewithyou.
Afterfiveminutesaskstudentstositdown.Thenasksomestudentstoreadtheinformationfromtheirchartstotheclass.AskstudentstomakestatementssuchasIdontlike"TheCrimeFiles".Carlosdoesntlike"TheCrimeFiles",too.
Alternative:Ifyoudonotwantstudentstogetupand
movearoundtheclass,youcanaskthemtodothisactivity
ingroupsoffour.

SectionB
Newlanguage
hairclip,sunglasses,scarf,watch,wallet,belt,keyringAdditionalmaterialstobringtoclass:
mailordercatalogscontainingwatches,jewelry,etc.
1aThisactivityintroducesmorekeyvocabulary.Pointoutthesevenwords.Sayeachwordandaskstudentstorepeatit.
Callattentiontothefirstpicture.Say,Lookatpicturea.Thisisabelt.Isanyoneintheclasswearingabelt?Dothesamethingfortheothersixpictures.
Thenpointouttheblanklineinfrontofeachnumberedword.Askstudentstomatcheachwordwithapicturebywritingtheletterofthepictureintheblankinfrontofthecorrectword.
Pointoutthesampleanswer.Asstudentswork,movearoundtheroomansweringquestionsasneeded.

Checktheanswers.
1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.Thenfollowtheinstructionsyourself.Holduporpointtoeachitemyouhave.Then,callonstudentstoholdupitemsandrespond.Forexample,holdupyourwalletandpointtoyourwatch.Say,Ihaveawalletandawatch.Whatdoyouhave?
Askstudentstoholdupitemsandtelltheclasswhattheyhave.
2aThisactivityprovidesguidedlisteningandwritingpracticeusingthetargetlanguage.
Say,Youivillhearaconversation.MariaisaskingCarolandEvanwhattheythinkaboutdifferentfhings.Writethenameofeachitemunder"Thing"inthechart.
Playtherecordingthefirsttime.Studentsonlylisten.
Pointouttheexample.Say,Onethingtheyaretalkingaboutisawatch."Watch"iswritteninforyou.
Playtherecordingasecondtime.Studentswritethenamesofthethingsthatarebeingtalkedabout.
Checktheanswers.
2bThisactivityprovidesmoreguidedlisteningandwritingpracticeusingthetargetlanguage.
Say,NowIwillplaytherecordingagain.Thistime,writedownwhatCarolandEvanthinkabouteachthing.
Askastudenttoreadthewordsinthecharttotheclass.
Pointoutthesampleanswersasyousay,Theyaretalkingaboutawatch.Carollovesthewatch.Evandoesntmindthewatch.
Playtherecordingagain.Thistime,havestudentsfillinwhatCarolandEvanthink.
Checktheanswers.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointouttheexampleinthespeechbubbles.Asktwostudentstoreadit.Showstudentshowitconnectswiththechartinactivity2a.
Say,Nowworkwithapartner.Talkaboutwhathisorherparentsthinkaboutthethingsinactivity2a.Youcanusequestionsandanswersliketheonesinthespeechbubbles.
Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded,watchsunglassesscarfwallet
3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Askstudentstoreadthearticleindividually.Thenaskthemtosayanywordsorsentencestheydontunderstand.Explainthewordsandsentencesinyourownwords.Forexample,ifastudentasks,Whatdoes"Itsformoms!"mean?Say,"Itsformoms!"meansthatthescarfissomethingthatamotherwears,notsomething,that
ayoungpersonwears.
Readthearticletotheclass.Afteryoufinish,askforanymorequestions.
Callattentiontothechartonpage88.Pointtoandreadtheheadingofeachcolumn.Say,Thefirstcolumnisalistofthingsinthearticle;thesecondcolumnisloves;thethirdcolumnislikes;thefourthcolumnisdoesntmind;thefifthcolumnisdoesntlike;thesixthcolumniscantstand.
Say,Nowreadthearticleagain.Writethenameofeachpersoninthearticleintheblankaftereachitem.Asstudentswork,movearoundtheroomclarifyingtheinstructionsandofferingotherhelp.
Checktheanswers.
4Thisactivityprovidesreading,speaking,andlistening
practiceusingthetargetlanguage.
Readthedirectionstotheclass.Pointoutthespeechbubbles.Havetwostudentsreadthedialoguetotheclass.
Say,Thinkofsixthingstoaskeachotherabout.Whataresomethingsyoucanthinkof?Writethewordsontheboard,providingtranslationhelpwithnewwordsifnecessary.
Thensay,Nowgoaroundtheclassroom.Askstudentswhattheythinkaboutsixdifferentthings.Youcanusethewordsontheboardoryoucanusedifferentones.
Asstudentstalk,movearoundtheroom,monitoringconversationsandofferingassistancewithvocabularyandpronunciationifneeded.
Alternative:Ifyoudonotwantstudentstogetupandmovearoundtheclass,youcanaskthemtodothisactivityingroupsoffour.

Unit11EnjoyingTaiChi--

教案课件是老师需要精心准备的，大家应该开始写教案课件了。只有写好教案课件计划，可以更好完成工作任务！你们会写教案课件的范文吗？下面是小编帮大家编辑的《Unit11EnjoyingTaiChi--》，欢迎阅读，希望您能阅读并收藏。

Unit11EnjoyingTaiChi

一.教学内容：

Unit11EnjoyingTaiChi

二、重点、难点：

Words，PhrasesandSentences

三、具体内容：

LessonOne

（一）大声读单词：

1.TaiChin.太极，太极拳

2.KungFun.徒手功夫

3.fightn./v.搏斗，作战

4.preferv.更喜欢

（二）重点词汇：

1.动词变化：

以不发音e结尾的单词–去e再加ing

exercise–exercising

hike–hiking

lose–losing

重读闭音节–双写尾字母再加ing

run–running

swim–swimming

2.fight

要点：

vi.

1）打仗；搏斗；打架；奋斗

Youhavetofightforyourrights.你必须为你的权利而奋斗。

2）争吵

Heandhiswifearefighting.他和他妻子正在争吵。

vt.

1）打（仗）；进行（战斗，决斗等）

Thebattlewasfoughtinthemountains.这一仗是在山里打的。

n.

1）战斗；搏斗；打架

Whowonthefight?谁赢得了这场战斗?

2）争吵；争论

Theirfightswerealwaysovermoney.他们的争吵总是为了钱的问题。

3.prefer

要点：

1）宁可，宁愿（选择）；更喜欢

Ipreferthequietcountrysidetothenoisycities.我喜欢安静的乡村胜过喧闹的城市。

Soyoupreferlivingabroad?那么你是宁愿旅居海外啦?

Ipreferredthejobofreporter.我更喜欢记者这个工作。

（三）课文解析：

1.Ilikeexercisingthisway.

译文：我喜欢这样的锻炼方式

要点：way

n.

1）路，通路，道路

Canyoushowmethewaytothepostoffice?你能否告诉我去邮局的路?

2）路程，距离

Itsalongwaytotherailroadstation.到火车站路程很远。

3）方法，方式

Scientistsaretryingtofindwaystopreventdisease.科学家们正试图找到防止疾病的方法。

4）习惯；作风

Ididnotlikethewayhetalkedtome.我不喜欢他跟我讲话的方式。

5）路途，路线

Doyouknowthewaytothepostoffice?你知道去邮局怎么走吗?

2.Whichexercisesdoyounotenjoy?

译文：哪项运动你不喜欢？

要点：exercise–exercises

n.

1）运动，锻炼

Swimmingisoneofthehealthiestformsofexercise.

游泳是最有益于健康的运动方式之一。

IgetupearlysothatIcandosomeexercises.我早起为的是能锻炼一下身体。

2）练习；习题

Dothevocabularyexerciseattheendofthechapter.做这一章末尾的词汇练习。

3.Doyouwantmetoteachyou?

译文：你想让我教你吗？

要点：wantsb.todosth.想让某人做某事

Mymomwantsmetopracticethepiano.我的妈妈想让我练习弹钢琴。

Idon’twanthimtoplaycomputergames.我不想让他玩电脑游戏。

4.Howabouttomorrowafternoon?

译文：明天下午怎么样？

要点：howabout=whatabout…怎么样

Howaboutdrinkingsomecoffee?=Whataboutdrinkingsomecoffee?喝点咖啡怎么样？

5.IalsolikedoingTaiChi.

译文：我也喜欢打太极拳。

要点：also放在be动词后面，do动词前面

IamalsoastudentfromChina.我也是来自中国的学生。

Healsolikesplayingsoccer.他也喜欢踢足球。

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