教案课件是老师不可缺少的课件，大家应该在准备教案课件了。只有规划好教案课件工作计划，才能使接下来的工作更加有序！你们会写多少教案课件范文呢？为满足您的需求，小编特地编辑了“新目标九年级英语上重点内容(Unit1-4)”，供您参考，希望能够帮助到大家。

新目标九年级英语上重点内容(Unit1-4)

Unit1

一、重点词组：

1.bymakingflashcards通过做单词抽认卡

2.ask…forhelp向某人求助

3.readaloud朗读

4.thatway(=inthatway)通过那种方式

5.improvemyspeakingskills提高我的会话技巧

6.forexample(=forinstance)例如

7.havefun玩得高兴

8.haveconversationswithfriends与朋友对话

9.getexcited高兴，激动

10.endupspeakinginChinese以说汉语结束对话

11.doasurveyabout…做有关…的调查

12.keepanEnglishnotebook记英语笔记

13.spokenEnglish(=oralEnglish)英语口语

14.makemistakes犯错误

15.getthepronunciationright使发音准确

16.practisespeakingEnglish练习说英语

17.firstofall首先

18.beginwith以…开始

19.lateron随后

20.inclass在课堂上

21.laughtat嘲笑

22.takenotes记笔记

23.enjoydoing喜欢干…

24.writedown写下，记下

25.lookup(v+adv)查找，查询

26.nativespeakers说本族话的人

27.makeup编造，虚构，化妆，打扮

28.aroundtheworld全世界

29.dealwith对待，处理，解决

30.worryabout(beworriedabout)担心，担忧

31.beangrywith生某人的气

32.stayangry生气

33.goby消逝

34.regard…as…把…当做…

35.complainabout/of抱怨

36.change…into…把…变成…（=turninto）

37.withthehelpof在…的帮助下

38.compare…to(with)…把…和…作比较

39.thinkof(thinkabout)想起，想到

40.physicalproblems身体上的问题

41.breakoff中断，突然终止

42.not…atall根本不，全然不

二、重点句子：

1.Howdoyoustudyforatest?你怎样为考试做准备？

2.Ihavelearnedalotthatway.用那种方法，我已经学到了很多东西。

3.It’stoohardtounderstandthevoice.听懂那些声音太难了。

4.Memorizingthewordsofpopsongsalsohelpedalittle.记流行歌曲的词也起作用。

5.WeiMingfeelsdifferently.卫明有不同的感受。

6.Hefindswatchingmoviesfrustrating.他觉得看电影让人感到沮丧.

7.Sheaddedthathavingconversationswithfriendswasnothelpfulatall.她又说和朋友对话根本没用。

8.Idon’thaveapartnertopracticeEnglishwith.我没有搭档一起练习英语。

9.Lateron,Irealizedthatitdoesn’tmatterifyoudon’tunderstandeveryword.随后，我认识到听不懂每个词并没有关系。

10.It’samazinghowmuchthishelped.我惊异于这些方法竟如此有用。

11.Myteacherisveryimpressed.给老师留下了深刻的印象。

12.Shehadtroublemakingcompletesentences.她很难造出完整的句子。

13.Whatdoyouthinkyouaredoing?你在做什么？

14.MostpeoplespeakEnglishasasecondlanguage.英语对于大多数人来说是第二语言。

15.Howdowedealwithourproblem?我们怎样处理我们的问题？

16.Itisourdutytotryourbesttodealwitheachchallengeinoureducationwiththehelp

ofourteachers.在老师的帮助下尽我们最大的努力来应对挑战是我们的责任。

17.Hecan’twalkorevenspeak.他无法走路，甚至无法说话

Unit2

一、重点词组：

1.bemoreinterestedin对…更感兴趣.

2.ontheswimteam游泳队的队员.

3.beterrifiedof害怕.

4.gymclass体操课.

5.worryabout.担心.

6.allthetime一直,总是

7.chatwith与…闲聊

8.hardlyever几乎从不

9.walktoschool=gotoschoolonfoot

takethebustoschool=gotoschoolbybus步行去学校

10.aswellas不仅…而且

11.getintotrouble遇到麻烦

12.makeadecision做出决定

13.toone’ssurprise使某人吃惊的是

14.takepridein为…感到骄傲

15.payattentionto留心,注意

16.consistof由…组成/构成.

bemadeupof由…组成/构成.

17.insteadof代替,而不是

18.intheend最后,终于

19.playthepiano弹钢琴

二、重点句子：

1.Iusedtobeafraidofthedark.我以前害怕黑暗.

2.Igotosleepwithmybedroomlighton.我开着卧室的灯睡觉.

3.Iusedtospendalotoftimeplayinggameswithmyfriends.以前我常常花很多时间和我的朋友们玩游戏.

4.Ihardlyeverhavetimeforconcerts.我几乎没有时间去听音乐会.

5.Mylifehaschangedalotinthelastfewyears.

6.Itwillmakeyoustressedout.那会使你紧张的.

7.ItseemsthatYuMeihaschangedalot.玉梅似乎变化很大.

Unit3

一、重点词组：

1.beallowedtodosth被允许干…

allowsbtodosth允许某人干…

allowdoingsth允许干…

2.sixteen-year-olds=sixteen-year-oldboysandgirls16岁的孩子

3.part-timejobs兼职工作

4.adriver’slicense驾照

5.onweekends在周末

6.atthatage在那个年龄段

7.onschoolnights在上学期间的每个晚上

8.stayup熬夜

9.cleanup(相当与及物动词)清扫

10.fail(in)atest考试不及格

11.takethetest参加考试

12.theotherday前几天

13.allmyclassmates我所有的同学

14.concentrateon全神贯注于

15.begoodfor对…有益

16.ingroups成群的,按组的

17.getnoisy吵闹(系表结构)

18.learnfrom向某人学习

19.atpresent目前,现在

20.haveanopportunitytodosth有做…的机会

21.English-Englishdictionary英英词典

22.atleast至少

23.eighthours’sleepanight每晚8小时的睡眠

24.anoldpeople’shome敬老院

25.taketimetodosth花费时间干…

26.primaryschools小学

27.have…off放假,休息

28.replyto回答,答复

29.getinthewayof妨碍

30.aprofessionalathlete职业运动员

31.achieveone’sdreams实现梦想

32.thinkabout思考,考虑

33.intheend最后,终于

34.beseriousabout对…热忠/极感兴趣

35.spend…on+n.spend…(in)+v-ing在…上花费时间/金钱

36.careabout关心,担心,在乎

37.agreewith同意…

二、重点句子：

1.Idon’tthinktwelve-year-oldsshouldbeallowedtogettheirearspierced.我认为不应该允许12岁的孩子穿耳孔.

2.Theytalkinsteadofdoinghomework.他们聊天而不是做作业.

3.Heisallowedtostayupuntil11:00pm.允许他们熬到晚上11点.

4.Weshouldbeallowedtotaketimetodothingslikethatmoreoften.我们应该被允许更加经常的花些时间多做这类事情.

5.Whatschoolrulesdoyouthinkshouldbechanged?你认为学校的哪些制度应该改一改了?

6.Thetwopairsofjeansbothlookgoodonme.这两条牛仔裤穿在我身上都适合.

7.Theclassroomisarealmess.教室太脏了.

8.ShouldIbeallowedtomakemyowndecisions?

9.OnlythenwillIhaveachanceofachievingmydream.只有这样我才能实现我的梦想.

10.Theyshouldbeallowedtopracticetheirhobbiesasmuchastheywant.应该允许他们对业余爱好想练多长时间就练多长时间.

11.Wehavenothingagainstrunning.我们没有理由反对他跑步.

Unit4

一、重点词组：

1、giveittocharity把它捐给慈善机构

2、medicalresearch医学研究

3、Whatif……如果…怎么样？

4、getnervous紧张

5、takeabigexam参加大考

6、helpwith有助于

7、inpublic在公共场合

8、hardlyever几乎不

9、thewholeschool全校

10、withoutpermission为经许可

11、be(make)friendswith与…交朋友

12、askone’spermission请求××的允许

13、introduce…to…把…介绍给…

14、invite…todo…邀请…干…

15、socialsituations社会环境

16、not…intheslightest根本不，一点也不

17、rightaway立刻，马上

18、allday全天

19、befriendlyto对…友好

20、atlunchtime在午饭时间

21、abitshy有点害羞

22、Englishspeechcontest英语演讲比赛

23、representtheclass代表班级

24、cometop名列第一（前茅）

25、let…down使…失望

26、comeupwith提出、想出

27、besureof+n./pron.

28、therestofthestudents其余的学生

besuretodo相信…

besure+that从句

29、havealotofexperience(in)doingsth在做某事方面有经验

30、dealwith对付，处理

31、comeout出版

32、giveadviceon…在…方面提出意见、建议

33、byaccident偶然地，无意之中

34、hurrytodosth匆匆忙忙干…

35、aninternetfriend网友

二、重点句子：

1、Hedoesn’tknowifheshouldbringapresent.他不知道是否该带礼物。

2、Youshouldn’tworryaboutwhatotherpeoplesay.你不应该考虑别人说什么。

3、Whatwillyoudoifyouhadamilliondollars?如果你有一百万美元，你会干什么？

4、IfIwereyou,I‘dtakeasmallpresent.如果我是你，我会带一个小礼物。

5、I’mtootiredtodowell.我太累了，没考好。

6、Dogscanbealotoftrouble.狗会带来很多麻烦。

7、Whatareyoulike?你是什么样的人？

8、I’dinvitehim/hertohavedinneratmyhouse.我会邀请他（她）到我家吃饭。

9、Youenjoythecompanyofotherpeople.你喜欢别人的陪伴。

10、Ifeelnervoustalkinginfrontofmanypeople.我在众人面前讲话时感到紧张。

11、Shealwayscomestopintheschoolexams.她在学校的考试中总是名列前茅。

12、Shedoesn’twanttoletherfriendsdown.她不愿让朋友失望。

13、IfIwereyou,I’llgetoutofhere.如果我是你，我会离开这里

精选阅读

新目标七年级英语下册unit1-4英文教案

每个老师不可缺少的课件是教案课件，规划教案课件的时刻悄悄来临了。需要我们认真规划教案课件工作计划，这样我们接下来的工作才会更加好！你们会写适合教案课件的范文吗？请您阅读小编辑为您编辑整理的《新目标七年级英语下册unit1-4英文教案》，欢迎大家阅读，希望对大家有所帮助。

Unit1Whereisyourpenpalfrom?
TeachingGoal:
Topic:Countries,nationalities,andlanguages
Generalaims:
A.Talkaboutwherepeoplearefrom
B.Talkaboutnationality,nationandlanguage
C.Talkaboutwherepeoplelive
Functions:
Talkaboutcountries,nationalitiesandlanguages
Askandtellaboutwherepeoplelive
Targetlanguage:
A.LanguageFocus.
(1).Talkaboutnationality,peoplesandlanguages/
(2).Askandanswerwherepeoplelive.
B.Languagegoals
(1).Changeyourowninformationwithyourpenpals.
(2).Asksomequestionsusingwhere.
(3).Askwordssomebodytalkabout.
C.Languagestructure:
Where’s/Where’re...from?
Wheredoes/do...from?
Whatquestions----Whatlanguagedoes/do...speak?
D.Languagepoints:
Whereisshefrom?Sheisfrom....
Wheredoesshelive?Shelivesin....
Whatlanguagedoesshespeak?Shespeaks....
Vocabulary:Wordsaboutcountries,languages
Teachingdesign:Thewholeunitneeds5periods,4fornewlessonsand1fortest

Period1(1a----GrammarFocus)
Keypoints:
Whereisyour/Johnspenpalfrom?He/Sheisfrom...
Wheredoeshe/shelive?He/Shelivesin....

Pre-task(Homeworkforpreview):
LettheSsgivethemselvespenpalsandtheyshouldwritedowntheirpenpalsinformation,suchastheirnames,countriesandcitiestheyliveeventhelanguagetheyspeak.
TcangivetheSsanexamplemeanwhileTgivesthedifferentcountrieswhichcanbeusedbytheSs.TgivestheSsChinesewordsforthecountries,theyarefollowing:加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国(TheSscanlookthemupinthedictionaryiftheyarenewforthem)
Theexampleisfollowing:
Name:CurryMuray
Age:75
From(Nationality):theUnitedStates
City:NewYork
Language:English
TeachingSteps:
Step1Leading-inTheinformationoftheteachersownpenpalsinformation.
“Ihaveapenpal.HisnameisCurryMuray.HeisfromtheUnitedStates.Doyouhaveapenpal?Whereisyourpenpalfrom?Whatsyourpenpalsname?”
Differentstudentssaytheinformationabouttheirownpenpals.Tshouldchoosethedifferentcountries.TwritesthedifferentcountriesontheBb(bothChineseandEnglish)

Step2Learning
SectionA1aLearnthenewwordsontheBb.Thenewwordsare:
penpal;Canada;France;Japan;theUnitedStates(theUS/theUSA/America);Australia;Singapore;theUnitedKingdom(theU.K./GreatBritain/England)
Payattentiontothepronunciationofthenewwords.

Step3Listening
1bListenandcirclethecountriesin1atheylearned

Step4Competition
Twogroupsofstudentstowritethenewwordstoseewhichgroupdoesbetter.FirstwritedowntheChinesewordswithlookingattheEnglishmeanings,thenwritedowntheEnglishwordswithlookingattheChinesemeanings.
(Thisstepisamemorygame.ItcanhelptheSsconsolidatethenewwordstheylearned)

Step5Pairwork
1cPracticethefollowingconversation:
---Doyouhaveapenpal?---Yes,Ido.
---Where’syourpenpal’sfrom?----He/Sheisfrom....(WriteitdownontheBb)
FirstThasaconversationwithonestudentasanexamplethenlettheSspracticeinpairs.
Atlastletseveralpairsdoitagaininclass.

Step6Leading-in
RevisethecountriesnameswithlookingattheBb.ThenTwritesdownthecitynamesontheBb.LettheSstrytofindoutwhichcountriesthecitiesarein.Thecitynamesarefollowing:
Toronto;Paris;Tokyo;NewYork;Sydney;Singapore;London

Step7Learning
2aLearnthecitynamestogetherwiththewholeclassjustlikeStep2
2bListenandcirclethecitiesandcountries
2cListenandcompletethechart
Haveasimilarcompetitiontoconsolidatethenewwordsinthispart.
Step8Pairwork
Thasaconversationwithonestudentlikethefollowing:
---Doyouhaveapenpal?---Yes,Ido.
---Whatsyourpenpalsname?---His/Hernameis....
---Whereisyourpenpalfrom?---He/Sheisfrom...
---Wheredoeshe/shelive?---He/Shelivesin....(WriteitdownontheBb)
LettheSspracticeaftertheTsexampleinpairsthenseveralpairsdoitinclass.

Step9Exercise
1.MypenpalisfromAustralia.(划线提问)
2.John’spenpalisfromJapan.(划线提问)
3.HelivesinParis.(划线提问)

Homework:
Readandcopythenewwords.
CopythesentencesinGrammarFocus
MakeupthequestionsaboutJodiein2cThequestionsare:
DoesJodiehaveapenpal?WhereisJodiespenpalfrom?Wheredoeshe/shelive?Whatshis/hername?(Thisonecanbechosenbythemselves)

Period2(3a----SectionB2c)
Preview(Pre-task):
Addanotherinformationabouttheirpenpals----theirlanguageonthecard
Keypoints:
Whatlanguagedoesshe/hespeak?She/Hespeaks….
Doesshe/hehaveanybrothersandsisters?
Doesshe/hespeakEnglish?
TeachingSteps:
Step1Revision
1.Revisionanddictationofthenewwords
2.Revisethedrillstheylearnedyesterday.(bypairworkandgrammarexercise)

Step2Leading-in
Thasaconversationwithonestudent.Theconversationisfollowing:
---Doyouhaveapenpal?---Yes,Ido.
---What’syourpenpal’sname?---His/Hernameis….
---Whereisyourpenpalfrom?---He/Sheisfrom…
---Wheredoeshe/shelive?---He/Shelivesin….
---Whatlanguagedoeshe/shespeak?He/Shespeaks…
WritethenewwordsontheBb.Theyarefollowing:EnglishChineseJapaneseFrench

Step3Learn
Learnthenewwordswiththewholeclass.
Finish3awiththestudents
3bPairworkTstilldoesanexamplewithonestudentThentheSspracticeinpairs.
Theexampleisfollowing:
--CurryMurayismypenpal.HeisfromtheUnitedStates.
---Whatlanguagedoeshespeak?
---HespeaksEnglish.

Step4Practice
1.SectionB1aMatchthecountrieswiththeirlanguages.
2.MemorygameLettheSsrepeatthefollowingsentences:
PeopleinChinaspeakChinese.PeopleinJapanesespeakJapanese.PeopleintheUSA,UK,AustraliaandCanadaspeakEnglish.PeopleinSingaporespeakEnglishandChinese.PeopleinFrancespeakFrench.
3.2aListenandnumberthequestionstheyhear
4.2bListenagainandwriteshortanswerstothequestionsin2a
(Goodstudentscanfinishthetwotasksforonetime)

Step5Pairwork
Practicetheconversationof2ainpairs
Payattentiontothelanguagepoints:
Doesshehaveanybrothersandsisters?(anyand)
DoesshespeakEnglish?(WritethemontheBb)
2cTheSsmakesuptheirowndialogueaboutmoreinformationoftheirpenpalsbyusingthedrillsin2a.

Step6Groupwork
Fourstudentsasagroupmakeasurveyaboutpenpalsbyaskingandansweringeachother.
Theirquestionsareabouttheirpenpals’names,nationalities,cities,languagesandtheirfavoritesubjectsormoreinformation
Atlastiftimepossibleseveralstudentsdothereportinclassabouttheirsurveys.

Step7Homework
Copythenewwordstheylearnedtodayandthesentencesin2a
Goodstudentscanwriteareportabouttheirsurveysaboutpenpalsoftheirowngroups.

Period3(3a----3c)Areadinglesson
Step1Revision
1.Revisionanddictationofthenewwordsandexpressions
2.Reviseconversationstheylearnedyesterday.
3.Revisethekeypointsbygrammarexercise
HespeaksEnglish.(变一般疑问句和特殊疑问句)

Step2Reading
3aReadtheletterandwriteanswerstothequestionsinthebox.
ReaditagainandlettheSsdiscussingroups(4asagroup)todesignaninformationcardforBob.
LettheSsreadaloud.FirstaftertheTorthetapethenbythemselves.
TmustmakesuretheSscanreaditcorrectlyandfluently.
TwritethekeywordsontheBbtohelptheSsretelltheletter.
Thekeywordsarefollowing:
Bob,Toronto,want,averyinterestingcountry,14,inNov.,canspeak,brother,Paul,sister,Sarah,penpalsintheUKandAustralia,likegoing…andplaying…,favoritesubject,fun,math,difficult,writeto
Learnthelanguagepointsintheletter:
1)Iwantapenpal.
wantsth./sb.(musicianwanted)
wanttodosth.Iwanttoplaysoccerwithmyfriends.
wantsb.todosth.Myparentswantmetodohomeworknow.
2)Ilikegoingtothemovies…
3)Myfavoritesubjectinschoolis…
4)writetosb.soon

Step3Practice
3bCompletethepenpalletterwiththeinformationonthecard.

Step4Writing
1.Makeaninformationcardjustlikethecardin3b.
2.Writealetterorane-mailtoyourpenpal.

Step5Homework
Writealetterorane-mailtoyourpenpal.

Period4(Self-check)
Step1Revision
1.Readingpractice(Readaloudthepassage)
2.Dictationfortheusefulexpressions

Step2WordsRevision
Completethewordsbuilder.
(Somegoodstudentscanexpresstheirvocabularyaboutcountriesandlanguages)

Step3Writing
P6Part3Firstdiscussandthencompletethewriting

Step4Grammar
Dotheextragrammarexercises:
1.Ihaveapenpal.
2.Hehasapenpal.
3.MypenpalisfromAustralia.
4.Jim’spenpalisfromCanada.
5.HispenpallivesinSingapore.
6.HerpenpalspeaksFrench.
7.PeopleinJapanspeakJapanese.
(以上各句都做变否定句、一般疑问句和划线提问的句式变化)

教学反思：
这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高。如果让他们把每单元几句重点句背下来，学习效果是不是更好呢？单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们那些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。
另外，在本单元的教学中我还补充了相关知识，让学生对各地的名胜古迹、历史风情、地理知识等知识的进一步了解，从而实现英语与其他各学科之间的渗透。
让学生死记硬背是不对的，但不让学生背也是不对的。
Unit2Wheresthepostoffice?
Languagegoal
Thisunitstudentslearntoaskforandgivedirections(方向)onthestreet.

Newlanguage
Isthereabanknearhere?Yes,theresabankonCenterStreet,Wheresthesupermarket?Itsnexttothelibrary.Isthereapayphoneintheneighborhood?Yes,it’sonBridgeStreetontheright.
locationsintheneighborhoodsuchaspostoffice,hotel,videoarcade.
Descriptivewordssuchasnew,old,dirty,clean.
Descriptionsoflocationsuchasacrossfrom,nextto,between.

Recycledlanguage
Whatareyoudoing?
Doyouwantto...?

SectionA

Asktworowsofthreestudentseachtostandfacingeachotherinthefrontoftheclassroom.Pointtostudentsstandinginfrontandasktheclasstorepeatthequestionsandanswers.
Example1
Teacher:WheresYangLi?(Pointtotwostudentsstandingbesideeachother.)YangLiisnexttoLiPeng.
Example2
Teacher:WheresZhengWen?(Pointtotwostudentsindifferentlinesfacingeachother.)ZhengWenisacrossfromShengLin.
Example3
Teacher:WheresLinJiahui?(Pointtoonestudentstandingbetweentwootherstudents.)LinJiahuiisbetweenShengLinandLiDai.

laThisactivityintroducesthekeyvocabulary.
Focusattentiononthepicture.Askstudentstonameasmanyoftheplacestheyseeinthepictureastheycan.Thennamealltheplacesandaskstudentstorepeat.
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.
Thenaskstudentstomatcheachwordorphraseonthelistwithoneofthepictures.Say,Writetheletterofeachplaceinthepicturenexttothecorrectwordorwordsonthelist.PointoutthesampleanswerChecktheanswers.

1bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.
Pointoutthebuildingsandotherlocationsinthepicture.Saythenameofeachonetotheclass.
Say,NowIwillplayrecordingsofthreeconversations.Listencarefullyandcirclethepictureofeachplaceyouhearonthetape..
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.ThistineaskSstolistenandcircletheitemstheyhearonthepicture.
Correcttheanswers.
Theseitemsshouldbecircle:videoarcade,postoffice,supermarket.
Tapescript(录音稿)
Conversation1
A:IsthereavideoarcadeonFifthAvenue?
B:Yes,thereis.
Conversation2
A:Isthereapostofficenearhere?
B:Yes,thereis.TheresoneonBridgeStreet.
Conversation3
A:IsthereasupermarketonCenterStreet?
B:No,thereisnt.

1CThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtothedifferentlocationsshowninthepicture.Askdifferentstudentstonameeachone.Ifnecessary,saythenameandaskthestudenttorepeat.
PointtothequestionandanswerIntheexampleconversationandaskapairofstudentstoreadtheconversationtotheclass.Askotherpairsofstudentstorepeattheactivityifyouwish.
Askstudentstoworkinpairs.Say,Firstonepersonasksaquestionandthentheotherpersontakesaturn.
Demonstratetheactivity.Pointtothepictureandask.Isthereapostofficenearhere?Thenchooseastudenttoanswer.Guidethestudenttosay,Yes,theresapostofficeonBridgeStreet.
Asstudentswork,movearoundtheroomandcheckprogress.Helpstudentsunderstandhowtolocatethingsonthemap,ifnecessary.
Askseveralstudentstosaysomeoftheirquestionsandanswersfortheclass.

2aThisactivityintroducesthetermsacrossfrom,nextto,between,andon.
Focusattentiononthepictures.Askstudentstotalkaboutthepictures,namingasmanyplacesastheycan.Thennamealltheplacesinthepicturesandaskstudentstorepeat.
Pointoutthefoursentences.Sayeachoneandaskstudentstorepeat.
Thenaskstudentstomatcheachsentencewithoneofthepictures.Say,Eachsentencetalksaboutoneofthepictures.Writethenumberofthesentenceintheboxonthepicturethatitistalkingabout.Pointoutthesampleanswer1.
Checktheanswers.

2bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.
Pointoutthebuildingsandstreetnamesinla.Sayeachoneandaskstudentstorepeat.
Callattentiontothefoursentencesin2b.Readthemtotheclasssayingblankeachtimeyoucometoablankline.
Say.NowIwillplayrecordingsofthreeconversations.Listencarefullyandwriteawordfromtheboxoneachblankline.Pointoutthesampleanswer.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimeaskstudentstofillintheblanksbylisteningtotheitemsonthetape.
Correcttheanswers.
Tapescript(录音稿)
Conversation1
A:Excuseme.Istherealibraryaroundhere?
B:Yes.Itsbetweenthevideoarcadeandthesupermarket.
Conversation2
A:Wheresthepark?
B:Thepark?Oh,itsacrossfromthebank.
Conversation3
A:Excuseme.Isthereasupermarketaroundhere?
B;Yes,itsonFifthAvenue.
Conversation4
A:Wheresthepayphone?
B:Itsnexttothepostoffice.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtothelistofbuildingsinla..Askastudenttoreadthelistaloud.
Pointtothequestionandanswerinthespeechbubbles(泡沫)in2candaskapairofstudentstoreadtheconversationtotheclass.Askotherpairsofstudentstorepeattheactivityifyouwish.
Askstudentstoworkinpairs.Say,Firstonepersonasksaquestionandthentheotherpersontakesaturn.Askaboutthebuildingsin1a.
Demonstrate（示范）theactivity.Pointtothemapandask,Wheresthepark?Thenchooseastudenttoanswer.Guidethestudenttosay,Itsacrossfromthebank.
Asstudentswork,movearoundtheroomandcheckprogress.（进度）
Askseveralstudentstosaysomeoftheirquestionsandanswersfortheclass.

Grammarfocus
Reviewthegrammarbox.Askstudentstosaythequestionsandanswers.
Askstudentstocirclethesewordsinthegrammarfocussectionoftheirbooks:on,acrossfrom,nextto,andbetween.
Ask,Whichwordstalkabouttwodifferentbuildings?(across/row,nextto,andbetween)
Ask,Whichonetalksaboutonebuildingallalone.(on)

Culturenote
ManyvisitorstotheUnitedStatesbelievethatAmericansdontliketoanswerquestionsorgivedirections(方向)totourists（旅行者）andothervisitors.Thisisnotnecessarilytrue.ThepaceoflifeisfastintheUnitedStates,especially（特别）inbigcities.Mostpeoplewalkquickly,talkquickly,andareinahurrytogetwherevertheyaregoing.Also,mostAmericansspeakonlyonelanguageandarentusedtotalkingwithspeakersofotherlanguages.However,whenavisitorasksaquestion,manypeoplearepleasedtobeabletosharetheirknowledgeoftheircityortheirneighborhood.Apleasantsmileandashort,directquestionwillalmostalwaysgetyoutheinformationyouneed.

3aThisactivityprovidestarget-orientedreadingpracticeusingthelanguageitemstaughtinthisunit.
Drawattentiontotheconversationinthebox.Askstudentstoreaditoutloud.
AskastudenttopointouttheplacethatPaulwantstogetto.Guidethestudenttopointtothebookandsay,Heresthehotel.HeresBridgeStreet.
Pointtothetwoarrows(箭头).Askstudentstorepeatleftandright.Thenaskthemtoholduptheirlefthandsandthentheirrighthands.Xkb1.cm
Askstudentstoreadtheconversationagain.ThenaskthemtofindPaulandNancyinthepicture.
Answer:
PaulandNancyarethetwofiguresoutsidetheentrancetothepark.

3bThisactivityprovidesguidedwritingpracticeusingthetargetlanguage.
Callattentiontothethreepictures.Explainthatthethreepairsinthesepicturescorrespondtothreepairsinthelargepictureabove.Askstudentstofindthepairsinthebigpicture.
Pointtothequestionsbeloweachpictureandaskastudenttoreadthemaloud.
Pointtothethreewrite-onlinesinthespeechbubbles.Say,Writetheanswerstothequestionshere.
Askstudentstocompletethewritingindividually.(个别的)
Correcttheanswers.
1.Yes,thereis.GostraightdownNewStreetandturnright.Theresapayphoneontheright.
2.GostraightdownNewStreetandturnright.TurnleftatBridgeStreet.Thebankisacrossthestreet.
3.Yes,thereis.Turnright,thengostraightdownBridgeStreet.Thepostofficeisontheleft.Itsacrossfromthevideoarcade,nexttothesuper-market.
4Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontothepictureinla.Askstudentstonameallthebuildingsinthepicture.
PointouttheconversationInthepicturein4.Askdifferentstudentstoreadeachline.
HavethestudentsworkIngroups.Onepersonchoosesabuildinginthelapicturebutdoesnttellanyonewhichbuildingitis.Theothersaskquestionslikethoseintheactivity4pictureuntiltheyguesswhichbuildingitis.
Severalstudentscantaketurnschoosingthebuildingfortheotherstoguess.

SectionB
laThisactivityintroducesthekeyvocabulary.
Focusattentiononthepictures.Askdifferentstudentstonametheplacesshowninthepictures.Theywillprobablynotincludewordssuchasold,new,busy,quiet,big,small,dirty,andcleanintheirstatements.
Pointtoandnamealltheplacesinthepicturesagainwithoutthedescribingwordsandhavestudentsrepeat.
Nowpointtoeachhalfofeachpictureandaskaboutthedifferencebetweenthehalves.Forexample,youmightsay;“Thisisapark.Isitacleanparkoradirtypark?”Clarifythemeaningofthewordscleananddirtybypointingoutdetailsinthepictures.
Pointoutthepairsofwordsorphrases.Sayeachoneandaskstudentstorepeat,
Thenaskstudentstomatcheachwordorphraseonthelistwithoneofthepictures.Pointoutthesampleanswer.
Checktheanswers.

1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheconversationinthepicture.Askapairofstudentstoreaditaloud.Thenaskseveraldifferentstudentsthesamequestion.Askthemtotellthetruth.
Pointoutthelistofphrasesin1a.AskstudentstoworkinpairsThentaketurnsaskingeachotherquestionsaboutthethingsonthislist.Askthemtotelleachotherthetruth.
Asstudentsworktogether,movearoundtheroomcheckingontheirprogress.
Askseveralstudentstopresentsomequestionsandanswerstotheclass.

2aThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.
Pointoutthelistofplacesinla.Saydienameofeachonetotheclass.
Say,NowIwillplayarecordingofaconversation.Listencarefullyandcirclethewordsin1athattellaboutMichaelsstreet.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimeaskstudentstolistenandcircletheplacestheyhear.
Correcttheanswers.

2bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.
Callattentiontothestreetmapinthebox.
Say,NowIwillplaytheconversationagain.ListentoifanddrawtheplacesinMichaelsneighborhoodonthestreetmap.
Playtherecording.Studentsonlylisten.
Demonstratetheactivitybysaying.Whatarethethreeplacesonthetape?(ahotel,asupermarket,Michaelshouse).Answeranyquestionsstudentsmayhave.
Playtherecordingagain.StudentsdrawmapsofMichaelsneighborhood.
Movearoundtheroom,offeringassistanceifneeded.
Havesomestudentsshowtheircompleteddrawingstotheclass.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Say,Nowletsworkinpairs.Thefirstpersonmakessomestatementsaboutthepicturein2b.Thesecondspersonsays"true"ifthestatementistrueand"falseifthestatementisfalse.Thesecondpersonalsochangeseachfalsestatementintoatrueone.
Callattentiontotheconversationinthepicturein2c.Askapairofstudentstoreaditaloud.
Demonstrate(示范)theactivitywithastudent.Havethestudentclosethebook.Thensayonetruethingandonefalsethingaboutthepicture.Guidethestudenttoanswer“true”forthetruestatementandtosay“false”forthefalsestatementandchangeitintoatrueone.
Askstudentstopracticeinpairsandtotakebothroles.Movearoundtheroomhelpingstudentsgetstartedandansweringanyquestionstheymayhave.
Askseveralpairsofstudentstopresentsomestatementsandresponsestotheclass.Askstudentstocorrectanymistakestheyhear.

3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Askastudenttoreadtheparagraphtotheclassorreadityourself.
Answeranyquestionsstudentsmayhave.
ReadtheInstructionsaloud.Pointoutthesampleofthecircleddescriptionword(busy),andmakesurestudentsunderstandwhattheyhavetodo.
Correcttheanswers.

3bThisactivityprovidesguidedreadingandwritingpracticeusingthetargetlanguage.
Pointouttheguideandtheblankspacesinit.Readitaloudsayingblankeachtimeyoucometoablankline.
Say,Nowpleasewriteonewordineachblankspaceintheguide.Lookatthepicture/ortheanswers.
Pointoutthesampleanswerintheblank.
Correcttheanswers.

3cThisactivityprovidesguidedwritingpracticeusingthetargetlanguage.
Askstudentstoworkontheirown.Pointoutthedescriptionin3bandsay.Nowwriteaboutyourownneighborhood.Usesentenceslikethese.

4Thisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.
CallattentiontowhatthepersonInthepictureissaying.Askastudenttoreadthestatementtotheclass.
Say,Nowyoucantalkwithyourpartneraboutyourownneighborhood.Tellaboutthestreetsandbuildings.Yourpartnerwilldrawapictureoftheneighborhood.
Demonstratetheactivitywithastudent.Havehimorhermakesomestatementsanddrawontheboardwhatyouhear.Forexample,youmightdrawasmallsupermarketacrossfromapostoffice.
Asstudentswork,movearoundtheroomofferingassistanceandansweringquestions.
Asksomestudentstosharethecompleteddrawingsandtomakesomestatementstoaccompanythem.

Selfcheck新课标第一网
1Thisactivityprovidesacomprehensivereviewofallkeyvocabularypresentedinthisunit.
Askstudentstocheckallthewordstheyknow.Youmaywishtohavethemcircleanywordsthattheydontknow.
Askstudentstofindoutthemeaningsofanywordstheydontknow.Theycandothisbyreviewingtheunit,askingyou,askingtheirclassmatesorusingalearnersdictionaryorbilingualdictionary.

2Thisactivityhelpsbuildvocabularybyprovidingaspecifictimeandplaceforstudentstorecordnewwords.
AskstudentstoenterfivenewwordsintheirVocabuilderonpage108.
Afterstudentshaverecordedtheirnewwords,askthemtosharetheirlistswithotherstudents.Thiscanbedonewiththewholeclassorinformally,inpairsorsmallgroups.

3Thisactivityprovidesreadingpracticefocusingonthestructuresusedtoaskandsaywherethingsare.
Askstudentstoreadtheletteranddrawtherouteonthemap.Answeranyquestionsstudentsmayhave.
Checktheanswers.(Youmaywanttodrawasimplecopyofthemapontheboard,andthenhaveonestudentcomeanddrawtherouteonit.)
课后反思：
由于本单元的内容和学生的实际生活息息相关，所以在课程的设计上给了教师更多的设计空间。同时在实际的操作中也显得流畅、自然。
在教学活动的设计上采用以学生对话和小品为主的活动课，能够更好地调动学生学习的积极性。通过调查，学生以小组的方式来开展问路的对话训练，让小组的同学在自己编排的活动中运用到相关的不同单词，可以帮助学生更加生动地掌握新单词。
在教学的整个过程中，充分发挥学生主动性，并鼓励学生体现个性化。得到了学生的热情响应，取得了很好的教学效果。但是由于是活动课，在课堂秩序的维护和时间的有效利用上仍然需要近一步地改进。

Unit3:Whydoyoulikekoalas?
Languagegoals
Inthisunitstudentslearntodescribeanimalsandexpresspreferencesandgivereasons,

Newlanguage
Whydoyoulikekoalabears?Becausethey’recute.They’reprettyinteresting.They’rekindofshy,They’reverybig.
Namesofanimalssuchastiger,elephant,koalabear,dolphin
Descriptionwordssuchassmart,cute,intelligent
Namesofcountries:Australia,SouthAfrica,

Recycledlanguage
between,acrossfrom
He’s/She’sfrom...He’s/She’sfiveyearsold.
Namesofcountries;China,Japan,Brazil

SectionA
Additionalmaterialstobringtoclass:
coinsorothermarkersfortheBingogamein4.
AskstudentstonameasmanyanimalsastheycaninEnglish.Writethelistontheboard,
Askstudentstodescribeeachanimalinsomeway.Theymaytellitscolorortellifitisbigorsmall.
Say,Todaywearegoingtolearnthenamesofsomemoreanimals.Wellalsoleamhowtosaywhichoneswelikeandtellwhywelikethem.

laThisactivityintroducesthekeyvocabulary.
Focusattentiononthemapofthezooshowingpicturesofanimals.Askstudentstopointtoandnameanyanimalstheycan.
Pointtotheanimalsonebyoneandsaythenameofeach.Askstudentstorepeal.
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.
Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachanimalintheblankbythatanimalsname.Pointoutthesampleanswer.
Checktheanswers.

1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtotheanimalsin1a-Askstudentstopointtoandnametheanimals.
Say,Imgoingtoplayrecordingsofthreeconversations.Listencarefullyasyoulookatthewordsinla.Putacheckmarkinfrontofthenameofeachanimalyouhear.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimestudentscheckeachanimalnametheyhear.
Correcttheanswers.

1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheexampleconversationinthepicture.Asktwostudentstoreadittotheclass.Answeranyquestionstheymayhave.
Pointoutthefourdescriptionwords.Askastudenttoreadthemaloud.Reviewthemeaningofeachword.
Say,Nowyoucanmakeconversationsaboutanimals.Yourconversationscanbeliketheexample.Usethesedescriptionwords.
Askstudentstoworkinpairs.Havethemtaketurnssayingbothparts.
Ifstudentsneedhelpgettingstarted,demonstrateanotherconversationwithastudent.Forexample:
Teacher:letsseetheelephant.
Student:Whydoyouwanttoseetheelephant?
Teacher:Becauseitsverysmart.
Asksomestudentstopresenttheirconversationstotheclass.

2aThisactivityprovideslisteningpracticeusingthetargetlanguage.
Callattentiontothetwoblanklinesontheleft.Say,Youwillheararecordingofaconversation.Listencarefully.Thenwritethenamesofthetwoanimalsyouhearontheselines.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimestudentswriteinthenamesoftheanimals.
Checktheanswers.
Pointouttheadjectiveslistedontheright.Askastudenttosaythewords.
Say,NowIwillplaytherecordingagain.Thistimedrawalinebetweeneachanimalandtheadjectiveyouhear.
Playtherecordingandhavestudentsmatcheachanimalwithanadjective.
Correcttheanswers.
新课标第一网
2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
CallattentiontotheconversationandtheblanklinesinitSay,Youwillheartherecordingagain.Thistimepleasewriteawordfromtheboxoneachblankline.Somewordscanbeusedmorethanonetime.
Askastudenttoreadthewordsinthebox.
Playtherecording.Checktoseethatstudentsarewritingawordfromtheboxoneachlineoftheconversation.
Goovertheanswers.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheconversationinthepicture.Asktwostudentstoreadittotheclass.
Say,Nowyoucanhaveconversationslikethisone.UsethewordsinBox1,Box2,andBox3inyourconversations.
Demonstrateaconversationwithastudent.Forexample:

Student:Doyoulikepenguins?
Teacher:Yes,Ido.
Student:Why?
Teacher:Becausetheyreverycute.

3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Pointtoandsaythenamesofthethreecountriesonthemapsandaskstudentstorepeat
Pointtothethreeanimalsandaskastudenttonamethem.
Say,Nowdrawalinebetweeneachanimalandthecountryitcomesfrom.
Correcttheanswers.

3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtotheconversationinthepicture.Askapairofstudentstoreadittotheclass.
Askstudentstoworkinpairs.Say,Nowyoucantalkaboutwhereanimalscomefrom.Pointtothemapandanimalsstudentsmatchedupin3a-
Say,Workwithapartner.Taketurnsaskingandansweringquestionsaboutthecountriesandanimalsin3a.
Afterafewminutes,askseveralpairstosaytheconversationfortheclass.

SectionB
Additionalmaterialstobringtoclass:
PicturesofhouseholdpetsandzooanimalscutoutofmagazinesforFollow-upactivity1.
Thisactivityintroducesmorekeyvocabulary,
Callattentiontotheanimalsinthepictureandaskastudenttosaythenameofeachone.
Pointoutthelistofeightnumberedadjectivesatthetop.
Say,Nowpleasematchtheadjectivesatthetopwiththeanimalsinthepicture.Writetheletteroftheanimalonthelineaftertheadjective.Pointoutthesampleanswer.
Asstudentswork,movearoundtheroomofferingtoanswerquestionsasneeded.
Correcttheanswers-

2aThisactivityprovideslisteningpracticewiththetargetlanguage.
Say,NowIwillplayarecordingofaconversationbetweenTonyandMaria.Thistimecircletheadjectivesyoubearonthelistforla.
Playtherecordingagain.Studentscircletheadjectivestheyhear.ThenCorrecttheanswers.
2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
Callattentiontothethreeheadings.Animal,MariasWordsandTonysWords,andthewrite-onlinesundereach.
Say,NowIwillplaytherecordingagain.Thistimepleasewritethenameoftheanimalseachpersontalksaboutandthewordstheysay.
Playthefirstfourlinesofrecordingandstopthetape.Ask,Whatanimalaretheytalkingabout?(theelephant)WhatwordsdoesMariausetodescribetheelephant?(interesting,intelligent)
Pointoutthewrite-onlineswherestudentscanwritethesewords.
Playthewholerecordingandhavestudentswritethewordstheyhearonthechart.
Checktheanswers.

3Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontothedialoguenexttothepicture.Asktwostudentstoreadittotheclass.
Say,Workinpairs.Usesentenceslikethesetosaywhatyouthinkaboutdifferentanimals.
Demonstratetheactivitywithoneortwostudents.Forexample,say,Ilikedolphins.Theyreintelligent.
Askstudentstoworkinpairs.Astheywork,movearoundtheroomcheckingonprogress.
Asksomepairstopresenttheirconversationstotheclass.

3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Pointoutthethreedescriptionsofanimals.Askstudentstotaketurnsreadingonealoud.
Thendrawattentiontothepicturesofanimalsbelow.Say,Writetheletteroftheanimalintheblanklinesaboveitsdescription.Thereisoneanimalthatisnotdescribed.
Checktheanswers.

3bThisactivityintroducessomenewvocabularywordsandprovidesreadingandwritingpracticeusingthetargetvocabulary.
Callattentiontothepicturesofanimalsin3a,anddrawattentiontothegrass,leaves,andmeat.Askastudenttoexplaineachwordoruseitinasentencetoshowheorsheunderstandswhatitmeans.Teachtheexpressionsleeps.
Pointoutthedescriptionin3bwithblanklineswheresomewordsaremissing.Readittotheclasssayingblankeachtimeyoucometoablankline.
Pointoutthesixwordsinthebox.Say,Youcanwritethesewordsintheblanks.Useeachwordonlyonce.
Asstudentswork,movearoundtheroomcheckingprogressandofferinglanguagesupportasneeded.
Checktheanswers.

3cThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage,
Say,Nowyoucanwriteadescriptionliketheonein3b.Youcanusesomeofthesamewords.Writeaboutanyanimalyoulike.
Youmaywishtodoasampledescriptionwiththeclass.Chooseananimalsnameandwriteitontheboard.Thenaskstudentstomakestatementsabouttheanimal.Repeateachstatementandthenwriteontheboard.Youcanaskleadingquestionssuchas.Isitbig?Isitlazy?Doesiteatgrass?
Askstudentstowritetheirowndescriptions.Youmaywishtohavelessfluentstudentsworkwithamorefluentpartner,
Askstudentstosharetheirwritingwithothersintheclass.
Afteryouhavereviewedthestudentswork,youmaywishtohavesomestudentsrecopytheirworksothatyoucanpostitontheclassroombulletinhoard.
教学点评及反思：
一．环节设计思路：
本课以游戏形式的猜动物名称引入，首先让学生通过游戏中的练习，尽快熟悉各种动物的英文名称。然后导入到三个链状承接的任务上。第一个任务通过听力引入本课的第一组重点句型，即询问喜欢何种动物及其原因。然后在同学中做一个调查，看看大家都喜欢些什么动物以及喜欢的原因，为第二个任务积累资料。任务二是真实任务前的模拟，让学生从大家喜欢的动物中挑选两至三种安排小组去动物园的参观路线。真实任务是来源于对秋游的设想，打算组织学生去北京动物园，分小组活动，要求各小组有自己的参观计划，必须明确列出参观各种动物的顺序以及原因，并根据地图说出大致的方位。课堂完成任务后，课后任务对课堂的延伸和巩固，因此选择了学生较感兴趣的野生动物问题，同时兼有美术和生物学科的学习，一举多得。
二．课后反思：
本课设计上思路非常明晰，由潜入深，教师带领着学生一步一个脚印，渐渐进入任务，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用，学生的参与非常热烈。教师对课堂的把握非常到位，收放自如。不足之处在于野生动物的话题过于广泛，教师可给与适当的指导，提供方向性的资料利于学生课下任务的完成。
教案点评：
本课以游戏形式的猜动物名称引入，让学生熟悉各种动物的英文名称。然后导入到三个链状承接的任务上。课堂完成任务后，选择了学生较感兴趣的野生动物问题，对课堂进行延伸和巩固，同时兼有美术和生物学科的学习，一举多得。本课设计上思路非常明晰，由潜入深，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用。

Unit4:Iwanttobeanactor.
Languagegoal
Inthisunit,studentslearntotalkaboutjobs.
Newlanguage
Whatdoyoudo?Imareporter
Whatdoeshedo.Hesastudent.
Whatdoyouwanttobe?Iwanttobeanactor.
Whatdoesshewanttobe?Shewantstobeapoliceofficer
namesofjobsandprofessions

Teachingprocedure:
SectionA
Brainstormwithstudentsalistofjobsthatfriendsorrelativesdo.("Brainstorming"isanactivityinwhichyousetatopicandstudentssaywhateverwordstheycanthinkofrelatingtothattopic.)Writethewordjobsontheboardandlistallthejobsstudentsmention.
Pointtothejobsonebyoneandaskstudentstosaywhatevertheycanaboutthesejobs.Acceptsinglewordanswersorsimplesentencessuchas,Itsfun.Itsagoodjob.

laThisactivityintroducesthekeyvocabulary.
Focusattentionontheart.Askstudentstotellwhattheyseeineachscene.Askstudentstonameasmanyofthejobsshownastheycan.Thenpointtoascene,namethejob,andaskstudentstorepeat.
Pointtothenumberedlistofwords.Sayeachoneandaskstudentstorepeat.
Thenaskstudentstomatcheachwordwithoneofthescenes.Say,Writetheletterofeachscenenexttooneofthewords.Pointtothesampleanswer.

1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothedifferentpeopleshowninthepicture.Askvariousstudentstotellwhattheydoasyoupointtoeachone,
Say,Nowyouwillhearthreeconversations.Theconversationsareaboutthreeofthepeopleinthispicture.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimeaskstudentstowriteanumber1nexttothepersonbeingtalkedaboutinconversation1.Havestudentsputa2and3nexttothepeoplebeingtalkedaboutinconversations2and3.
Correcttheanswers.

1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage-
Askastudenttoreadtheexampleconversationwithyou.Holdupthebookandpointtothedoctorinthepicture.
Say,Nowworkwithyourpartner.Makeyourownconversationsaboutthepicture.Youcanusesentencesliketheonesinactivity1b.
Sayadialoguewithastudent.Pointtoapictureofoneofthepeople.Guidethestudenttoanswerusingoneofthewordsinactivity1a.
Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Onerlanguageorpronunciationsupportasneeded.

2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Askstudentstolookatthethreepictures.Askdifferentstudentstotellyouwhattheyseeineachpicture.“Whatarethepeopledoing?Whatjobsdotheyhave?”
Playtherecordingthefirsttime.Studentsonlylisten.Say,Youwillhearconversationsaboutthepeopleinthesepictures.
Playtherecordingasecondtime.Say,Writethenumberofeachconversationbelowthepictureofthepersonbeingtalkedabout.
Correcttheanswers.

2bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothethreeheadingsinthechartandreadtheheadingstotheclass.
Askstudents,Whatdoes“wantstobe”mean?
(ItisnottheJobthepersonhasnow.Itisthejobthepersonwantsinthefuture.)
Playtherecordingthefirsttime.Studentsonlylisten.Say,Youwillhearaboutthepeopleinthesepictures.Youwillhearthejobtheyhawnowandthejobtheywantinthefuture.
Playtherecordingasecondtime.Thistimeaskstudentstofillintheblankswiththejobsthepeoplehavenowandtheonestheywantinthefuture.Pointoutthesample.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointoutthepicturesinactivity2a.Askwhoeachpersonis.(TheyareSusansbrother.Annasmother,andTony’sfather.)
Say,Nowworkwithyourpartner.
Askandanswerquestionsaboutthepictures.Ask,"Whatdoesheorshedo?"
Thenask,"Whatdoesheorshewanttobe?"
Sayadialoguewithastudent.PointtoAnnasmotherandthentotheexampleinthespeechballoons.Practicethedialoguewithastudent.
AsstudentsworkInpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.

3aThisactivityintroducesthenamesfortheplaceswherepeoplework,andgivesreadingpracticeusingthetargetlanguage.
Callattentiontothepictures.Askstudentstoreadthenameforeachplace.Astheynameeachplace,writethewordontheboardand-asktheclasstorepeatit.
Pointoutthelistofjobswiththenumbersnexttoeach.Thencallattentiontothepeopleinthepicturesandthespeechbubbles.Pointoutthesampleanswerandhaveastudentreadoutthespeechbubble.
Askstudentstoworkalone.Say,Writethenumberofeachjobinthesquarenexttoeachworkplace.
Checktheanswers.

3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointoutthepicturesinactivity3a.AskstudentstonametheworkplaceshownIneachpicture.
Thenpointouttheconversationinthespeechbubbles.AsktwostudentstoreadIttotheclass.
Say,Wowworkwithapartner.Firstpracticetheconversationinthepicture.Thenmakenewconversations.Usejobsandplacesfromactivity3a.
Sayadialoguewithastudent.Pointtothewordwaiterinactivity3aandthentothepictureoftherestaurant.Askastudent.Wheredoeshework?Guidethestudenttoanswerusingthecorrectplace:Heworksinarestaurant.Thenask.Whatdoeshedo?andguidethestudenttoanswer,Hesawaiter.
Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.

4Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.
Callattentiontothepicturesinthebookshowinghowtoplaythegame.Say,Youwilldrawapictureofsomeoneworking.Otherstudentswillaskquestionsaboutthekindofjobyouaredrawing.Aftertwoquestionssomeonecantrytoguessthejob.
Demonstratebydrawingapictureontheboardofastickfigurereporter.Adddetails(microphone,notebook,etc.)untilstudentsguesswhatjobitis.
Askastudenttogototheboard.Say,Drawapictureofapersonworking.Ifnecessary,helpthestudentadddetailsthatshowthejobthepersonisdoing.Heorshecanaddabankinteriortoshowthatthepersonisabankclerk.Astudentcouldalsouseaneyechartonthewalltoshowthattheplaceisadoctorsofficeandthepersonisadoctor.
AsktwodifferentstudentstoaskquestionsabouttheJob,andthenaskathirdstudenttoguesswhatjobitis.
Playthegameusingdrawingsbyseveraldifferentstudents.
Alternative:Ifyoudonotwantstudentstomovefromtheirseats,thenyoucanaskthemtodothisactivitysittingdowningroupsoffour.Theywillneedpiecesofpaperonwhichtodrawtheirpictures.Theywillalsoneedpencils.

SectionB
Newlanguage
Wordsthatdescribejobs,suchasexciting,dangerous,boring,difficult,busy,fun
Additionalmaterialstobringtoclass:
HelpwantedadsfromanEnglish-languagenewspaper

1aThisactivityintroducesthekeyvocabulary.
Focusattentiononthesixpictures.Ask,Whatjobdoesthepersonhave?Wheredoesthepersonivnrk?
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.Thenusesimpleexplanationsandshortsamplesentencestohelpstudentsunderstandwhateachwordmeans.Forexample,Excitingmeansveryinterestingandveryfast-moving.Apoliceofficerhasanexcitingjob.Thejobisalwayschanging.Somethingisalwayshappening.Fordangerousyoumightsay,Dangerousmeansnotsafe.Youmightbehurtorkilledinadangerousjob.
Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachpicturenexttooneofthewords.Pointoutthesampleanswer.
Checktheanswers.

1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
CallattentiontothepictureInthisactivityandaskastudenttoreadthestatementtotheclass.Thenpointtothepictureofthepoliceofficerandsay.Itsanexcitingjob.Asktheclasstorepeat.Thensay,Whatelsecanyousayaboutbeingapoliceofficer?Someonemayanswer,Itsadangerousjob.Asktheclasstorepeateachcorrectanswer.
Thenaskstudentstoworkinpairs.Suggestthattheyeachpointtothepicturesoftheworkersandmakestatementsaboutthem.Asstudentspractice,movearoundtheclassroommonitoringtheirwork.

1cThisactivityprovidesanopportunityfororalpractice.
Say,Namesomeofthejobsfromthisunit.Writethislistofjobsontheboard.Say,Canyounamesomeotherjobs?Addanynewjobstothelist.
AsksomestudentstomakestatementsaboutJobsonthelistusingthewordsinactivityla.Youmaywishtowritesomeofthesentencesontheboardsothatstudentscancopythesentencesintotheirnotebooks.

2aThisactivityprovideslisteningandwritingpracticewiththetargetlanguage.
Callattentiontothetwoheadingsandaskastudenttoreaddieheadingstotheclass.
Pointouttheblanklineswherestudentswillwritethenameofajob(underthewordswantstobe).
Playtherecordingthefirsttime.Studentsonlylisten.
Say,NowIwillplaythetapeagain.Thistimewritethenameofajobunderthewords“wantstobe.”

2bThisactivityprovideslisteningandwritingpracticewiththetargetlanguage,
Callattentiontothesecondheadingandaskastudenttoreadittotheclass.Say,Thistimeyouwillunitewhyeachpersonwantsthejob.
Playtherecordingagain.Studentsonlylisten.
Thensays,NowIwillplaythetapeagain.Thistimewritethereasonthepersonwantsthejobundertheword“Why?”
Playtherecording.Studentswritetheiranswers.
Checktheanswers.

2CThisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.
Say,Whatdoyouwanttobe?Whatwordsdescribeeachjob?
Helptheclassmakeupalistofjobstheymightliketodo.Asstudentssuggestpossiblejobs,asktheclasstosuggestwordstodescribethem.Useabilingualdictionary,ifnecessary,tofindthenamesofjobsandwordstodescribeeachone.
Thenaskstudentstoworkinsmallgroups.Theytelleachotherwhattheywanttodoandwhy.Encouragestudentstousedictionariesifnecessary.Movefromgrouptogroupofferingassistanceasneeded.
Askindividualstudentstotelltheclassaboutwhattheywanttobeandwhy.

3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Callattentiontothethreenewspaperadsandreadtheseadstotheclass.Sayblankeachtimeyoucometoablankline.
Thenreadeachadagainseparately,pausingtoallowstudentstoaskquestionsaboutanythingtheydontunderstand.Forexample,inthefirstad,studentsmaynotknowthatworkinglatemeans“workingatnight.”Toworkhardmeanstousealotofenergytodothejob.
AskstudentstofillIn(heblanksintheadsusingthewordsactor,reporter,andwaiter.
Checktheanswers.

3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Callattentiontothenewspaperadandaskastudenttoreadit,sayingblankforeachblankline.
Askstudentstofillintheblanksusingwordsfromthissection.
Say,Lookatthepicturesnexttoeachblankline.Thepictureswillhelpyouguessthecorrectword.SuggestthattheylookatthenamesofjobsandthewordsthatdescribejobsinthefirstpartofSectionB.
Checktheanswers.

3cThisactivityprovideswritingpracticeusingthetargetlanguage.
Pointouttheblankstripofnewspaperwherestudentscanwritetheirownads.
Askoneortwostudents,Whatareyougoingtowriteabout?
Repeateachofthestudents’sentencesandasktheclasstorepeatthesentencesafteryou.Forexample:Doyouwantaninterestingbutdangerousjob?Doyouwanttomeetnewpeople?Weneedapoliceofficer.CalltheSmithtownPoliceStationat555-2323.
Askstudentstoreadtheiradstoapartner.Askthepairstocorrecteachotherswork.

4Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Asktwostudentstoreadtheconversationinthespeechbubbles.Answeranyquestionsstudentsmayhaveaboutit.
Thensay,Newpleaseworkingroups.Askquestionstofindoutwhatjobseachpersonwroteabout.Youcanusesentencesliketheoneswejustread.
Asstudentsaskquestions,movefromgrouptogroup.Rephraseanyincompleteorincorrectquestions.Alsorephraseanyinaccurateanswers.

教学反思：
初中生都喜欢看电视电影，而且都有自己喜欢的电视或电影明显，所以这个单元的话题也对学生有足够的吸引力，能够引起他们的兴趣。在课堂口语训练和表演上，我尽量给学生们的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演。因为学生的表演欲望很强，所以，虽然在这个活动上要花比较多的时间，但是能够让学生对学英语更加感兴趣，更喜欢英语课，所以我觉得这是很值得。
除了表演和对话之外，我还叫学生口头造句（一些有关职业的句子），争取大部分的同学都有回答的机会，多次重复加大练习。另外还采用一些游戏的形式，让尽可能多同学参与。在每节课的最后五分钟我以提问的形式来进行复习总结，在让学生有一个巩固的机会。
在小组活动中我设计了“找工作”的任务型教学活动：以小组为单位讨论，个人介绍推销自己。活动之后要求学生口头汇报任务完成的情况，让他们把学到的知识系统地用到自己的作文中来，练习关于职业以及工作地点的表达。最后要求他们写出书面的作文作为家庭作业，达到笔头方面的训练目的。
我们在教学中不能只是课堂上热闹而已。课堂上的热闹应该是起到调动学生学习积极性的作用，更重要的是要趁势把这种积极性正确地引导到努力巩固所学知识上面来，并要培养他们刻苦努力地学习和追求上进的精神。

七年级英语下册单词表汇总（新目标英语Unit1-4）

七年级英语下册单词表汇总（新目标英语Unit1-4）

Unit1

pal[pl]n.好朋友

penpal笔友

Canada[knd]n.加拿大

France[frns][fra:ns]n.法国

Japan[dpn]n.日本

theUnitedStates美国

Australia澳洲;澳大利亚

Singapore新加坡

theUnitedKingdom英国

country国家

Sydney悉尼

NewYork纽约

Paris巴黎

Toronto多伦多

Tokyo东京

live居住

language语言

Japanese日语;日本人

would世界

French法国人;法语

like爱好

dislike讨厌;不喜欢

Unit2

post邮件;邮递

office办公室;事务所

postoffice邮局

library图书馆

restaurant餐馆;饭店

bank银行

supermarket超级市场

St.=street街;街道

pay付钱;支付

payphone投币式公用电话

park公园

ave=avenue大街;林荫道

center中央;中心

bridge桥

mail邮件;邮政

there在那里

near在---近旁

across横过;在对面

acrossfrom在---对面

next紧靠---的旁边;贴近

nextto紧靠---的旁边;贴近;最接近

between介于---之间

front前面;前边

infrontof在---前面

behind在---之后

neighborhood附近;邻近

just直接地;就;只;仅仅

straight一直;直接

turn转弯;转变方向

left向左;左边

down向下;下去;沿着

right向右;右边

ontheright在右边

open开着的;营业中的

market市场;市集

clean清洁的;干净的

quiet宁静的

dirty肮脏的

house房子;住宅

welcome欢迎

garden菜园;花园

district区域;地方

enjoy享受---的乐趣;欣赏

walk散步;步行

takeawalk散步

through穿过;通

beginning过开

tour旅行;游历

visit参观;游览

place地方;地点

fun愉快;开心

havefun玩得开心

if如果

hungry饥饿的

arrive到达;抵达

way路;路线;路途

take乘;坐;搭

taxi出租车;的士;计程车

airport私人飞机;小型民用机场

pass通过

hope希望;盼望;期待

yours用在信末署名前,做客套语

Unit3

koala(澳洲)树袋熊

tiger老虎;虎

elephant大象

dolphin海豚

panda熊猫

lion狮子

penguin企鹅

giraffe长颈鹿

zoo动物园

cute可爱的;聪明的

map地图;图

smart聪明的;漂亮的

animal动物

box方格;方框

kindof有几分

south南;南方;在南方的;南部

Africa非洲

bingo宾戈

ugly丑陋的;难看的

clever聪明的;机灵的

friendly友好的

beautiful美丽的;美好的

shy害羞的;怕羞的

other其他的;另外的

grass草

sleep睡;睡觉

during在---期间

atnight在晚上;在夜里

leaf叶;树叶

lazy懒惰的;懒散的

meat肉;肉类

relax放松;休息

Unit4

shop商店;店铺

assistant助手;助理

shopassistant店员

doctor医生

reporter记者;通讯员

policeman男警察

waiter侍者;服务员

bankclerk银行职员

hospital医院

now现在;此时

star担任主角;主演

policewoman女警官;女警察

nurse护士

money钱;金钱;货币

give给;授予

get获得;得到;购买;拿来

wear穿;戴

uniform.制服

sometimes不时;有时

in在---期间;在(一段时间)之内

dangerous危险的

thief小偷;贼

late晚;晚于通常时间

out在外;向外

talk谈话;谈论

station车站;政府机关的署;局

TVstation电视台

police警方;警察

policestation警察局

newspaper报纸

hard辛苦地;努力地

as作为

at按照;根据

summer夏季;夏天

story故事;事迹;小说

magazine杂志;期刊

young年轻的,年纪小的

play戏剧;剧本

news新闻;消息

children孩子(复数)

international国际的

teach教;讲授

skill技能;技巧

sir先生;阁下

madam女士;夫人

2015年九年级上英语unit4sectionA-1（人教新目标）

Unit4SectionA-1

ClassType

Listening,readingandspeaking

Objectives

1.Tolearntodescribepeople.

2.ToknowaboutwhatBob’sfriendsusedtolooklike.

3.Topracticetalkingabouttheconversationbylistening.

Keystructure

1.DidMariousetobeshort?

—Yes,hedid.

2.What’shelikenow?

—He’stallnow.

Difficulties

Howtodescribetheexpressionofwhatpeoplelooklikebyusing“usedto”.

Vocabulary

humorous,silent,helpful,score

fromtimetotime,getscores

Period

1

Procedure

Lead-in

Freetalk.

LetSsthinkandtalkaboutthequestion“howdowedescribepeople”?

Step1

ShowSssomevividpicturesandthenaskSstofillinachartwithwordstodescribepeople.

Step2

ListSsapictureofthelooksofpeoplewithaccordinglywords.

Step3

Freetalk.

ShowSssomepicturesaboutSs’favoritepeople,andthenaskSstodescribewhatthesepeopleusedtobelike.

Step4

Activity.

Choosethecorrectanswerstocompletethesesentences.

Step5

Activity1b.

ListenandtocompletethesentencesofwhatBob’sfriendsusedtolooklikewithwhatyouhear.

Step6

Pairworks.

ShowSssomecomparingpicturesofsomefamousstarsandaskSstomakeconversationswiththesentencestructuresin1c.

Step7

Activity2a.

Listenandcheckthewordsyouhear.

Step8

Activity2b.

ListenagainandcompletethechartabouthowPaulahaschanged.

Step9

Pairworks.

LetSsmakeconversationsaboutyourselforotherpeopleusedtolooklikeusingtheinformationin2b.

E.g.:

A:Iusedtobereallyquiet.

B:Iknow.Nowyou’reveryoutgoing.

Step10

Activity2d.

Readtherole-playconversationandanswerthequestions.

Step11

Pairworks.

LetSsmakerole-playconversationsusingtheinformationin2d.

Step12

Languagepoints:explainthekeywordsandphrasesinsectionA-1.

Step13

Moreexercisesaboutlanguagepoints.

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