Unit1I’mMsSmart教学设计。
每个老师需要在上课前弄好自己的教案课件，大家在细心筹备教案课件中。我们制定教案课件工作计划，才能在以后有序的工作！哪些范文是适合教案课件？下面是小编为大家整理的“Unit1I’mMsSmart教学设计”，大家不妨来参考。希望您能喜欢！
三年级年级英语学科教案、学案一体化设计
课型
新授
课题
Module2Unit1I’mMsSmart
课时
第一课时
设计教师
教学目标设计
1能听懂和正确说出“Goodmorning,Goodafternoon”这些新短语。
2能运用句型Howareyou?I’mfine.Andhowareyou?I’mfine,too.
2.能力目标：发音准确，能听懂录音。会用本课词汇模仿录音语调
教学方法设计
情景教学法，游戏教学法，动作教学法、活动教学法等。
教学程序设计
教材处理设计
师生活动设计
一、导入
以复习第一模块第三单元的游戏的方式，选出四位同学，用手帕蒙住一位同学的眼睛，大家向他问Howareyou?,让他猜测是谁说的，并回应说I’mfine,thankyou.Howareyou?
二、Newteaching.
1、学习问候句：
Goodmorning.及I’mMsSmart.
2、学习：Howareyou?I’mfine.thankyou.Andhowareyou?I’mfine,too.thankyou.
1)、设置情境,导入新知
1、通过复习以前学过的歌曲《Goodmorningtoyou》，以“旧”引“新”，掌握“Goodmorning”
2、教师与分别与几名学生合作，示范Goodmorning,I’mMsJu.引导学生说Goodmorning,MsJu.
3．教师戴上Smart的头饰，向全体学生打招呼，Goodmorning,I’mMsSmart.学生回应Goodmorning,MsSmart.再单独和学生打招呼，巩固MsSmart.集体唱歌:
Goodmorningtoyou
Goodmorningtoyou
Goodmorning,DearMsJu.
Goodmorningtoyou
Sayandd
2)、学习单词：Howareyou?I’mfine.thankyou.Andhowareyou?I’mfine,too.thankyou.
1)、告诉学生，我们的新朋友SamAmyDamingLingling他们也刚开学，让我们来看一看他们开学是怎样的，并且找出和我们相似的地方。
2)、将找出的句型Howareyou?I’mfine.thankyou.Andhowareyou?I’mfine,too.thankyou.读出，比一比谁读的又好又对，表扬同学并给予奖励。
3)、用手指着重点句型，老师领读两遍，再请小老师教授。纠正发音，如girlsMsSmart.对读的好的同学，老师在这段文的旁边盖一朵小红花。
教学程序设计
教材处理设计
师生互动设计
三、Learnthetext.
1.presentingthenewtext.
2.Listenandpoint
3.Listenandrepeat.
4.Roleplay.
三、.阅读前活动
1.T:Lookatthepicturesinyourtextbook.Whoarethey?Whataretheydoing?Workingroups.
学生通过对话交流,有助于学生理解的同时认读课文。
2.听录音，跟读课文
3.Roleplay.
1）教师示范表演，然后分组表演，让学生在表演中学会运用语言。
2）游戏：找朋友。1、找发音较好的学生戴上人物头饰，教师就是Ms.Smart.让全班学生来参与表演。
2、找学生扮演Ms.Smart.表演。
3、四人小组，分组表演练习。
4、让学生在班上自由组合，根据今天所学句型，结合自己课外所学的知识，如：What’syourname?Howoldareyou?等一些简单日常用语，在最短的时间里找到自己的朋友。比一比，练一练，看谁的朋友最多，谁的对话最有意思。
四、Summingup
四、总结本课知识重点。五、Homework
把今天学的《Pointtothedoor》读给家长听。
板书设计
Module3Classroom
Unit1I’mMsSmar
Goodmorning.I’mMsSmart
Howareyou?
I’mfine.thankyou.Andhowareyou?
I’mfine,too.thankyou.
课后反思
相关推荐
鲁教版初二英语上册Unit1I’mwatchingTV.教案
课题
Unit1I’mwatchingTV.
课型
review
环节
教学内容
教法学法
研讨修改
教
学
目
标
Aim1revisethewordsandphrases:clean,read…
Aim2revisethetense(现在进行时):1构成
2用法
研
讨
修
改
Step2
Show
aims
ShowtheaimstotheSs:
1现在进行时构成
及表达的意义：
be(is,am,are)+ving
2ving的构成：
a:do/go/read+ing
b:write去掉e改为
writing
cswim----swimming
thenletthemreadthe
formsandrecitethe
forms.
LetSssaythe构成及意义
Letthemrecitetheforms
Anddosomeexercises
Likethis.
教学
重点
Aim1revisethewordsandphrases:clean,read…
Aim2revisethetense(现在进行时):1构成
2用法
教学
难点
Aim1revisethewordsandphrases:clean,read…
Aim2revisethetense(现在进行时):1构成
2用法
环节
教学内容
教法学法
研讨修改
Step1
Lead
Into
The
class
LetSsreadthenewwordsand
Phrasesinthisunit.thenhavea
Dictationabout
Them.
GiveSstwominutesto
Revisethewordsand
Phrases,preparefor
Thedictation.
环节
教学内容
教法学法
研讨修改
环节
教学内容
教法学法
研讨修改
Step3
Do
Exer-
cises
翻译词组：
1做作业
2看电视
3吃晚饭
4通过电话谈话
5写信
6等待
7与…人交谈
8与…物交谈
9打篮球
10为…感谢
汉译英：
1你正在干什么？
我在看电视。
FirstletSsdotheexercisesbythemselves
Thenchecktheanswers
1dohomework
2watchTV3eatdinner
4talkonthephone
5writetheletter
6waitfor7talkto
8talkabout9playbasket-ball
10thanksfor
Step4
Sum
up
step5
home
work
2那听起来不错。
3他正在等什么？
4他们正在谈论这部电影。
5我的爷爷正在游泳。
Sumuptheimportant
Structures.
A:recitethewords/phrases
B:writeacomposition
Answers:
Thatsoundsgood.
What’shewaitingfor?
They’retalkingabout
Themovie.
整理笔记
独立完成
教学
反思
审阅签字：年月日
Unit8I’llhelpcleanupthecityparks教学设计
Unit8I’llhelpcleanupthecityparks．
The1stperiod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
cleanup,hunger,homeless,cheerup,giveout,volunteer,food,bank
（2）TargetLanguage
I’dliketoworkoutside．
Youcouldgiveoutfoodatafoodbank．
2．AbilityObjects
（1）Trainthestudentstoexpressofferingtohelpwiththetargetlanguage．
（2）Trainthestudents’listeningskill．
3．MoralObject
Offerhelptotheothersasmuchaspossible．
Ⅱ．TeachingKeyPoints
1．KeyVocabulary
cleanup,hunger,homeless,cheerup,giveup
2．TargetLanguage
Howtoexpressofferingtohelpwithtargetlanguage．
Ⅲ．TeachingDifficultPoints
1．Teachthestudentshowtousethenewphrasalverbs．
2．Teachthestudentstoexpressofferingtohelpwithtargetlanguage．
Ⅳ．TeachingMethods
1．Teachingbygivingsamplesentencesandmakingupsentences．
2．Teachingbyshowingpictures．
Ⅴ．TeachingAids
1．Ataperecorder
2．Somepicturesonvolunteer’sofferinghelp
Ⅵ．TeachingProcedures
StepⅠRevision
1．RevisethelanguagepointsinUnit7．
Asksomequestionslikethis:Wherewouldyouliketogoonvacation?Why?（Because…）
2．RevisethecontentsinUnit7．
3．Checkhomeworkbyaskingsomestudentstoreadtheirsentencesthey’vemadewiththeverbs．Letthemhandintheirhomework．
4．DictatetenwordsinUnit7．
StepⅡla
Inthisunitwelearntooffertohelp．
We’llusesomephrasalverbs．Eachphrasalverbshastwoorthreewords,suchascleanup,cheerup,giveout．
Hereisanexampleonhowtousecleanup．LookatthetitleofUnit8．I’llhelpcleanupthecityparks．Repeatittwice,please．
Askthechildrentoreadthetitletwice．
Thengoonsaying,"cleanupmeansmakeaplacecleanandtidy,putthingsthereinorder"．Let’sseeanotherexample,Weshouldalwayscleanupafterapicnic．
Whocanexplainthissentenceinyourown,words?
Askonestudenttoexplainthesentence．
Heorshemaysaylikethis．Thissentencesmeansweshouldburnwastepaper,collectlitterandemptybottles,etc．
Thenasktheclass．Whocanmakemoresentenceswithcleanup?
Askseveralstudentstosharetheirsentencestotheclass．
Dothesamewiththeotherphrasalverbs．
Readtheinstructionstothestudents．
Pleaselookatthepicturenow．Wecanseeabulletinboardandtwochildreninit．Whatisthebulletinboardabout?
Helpstudentstoanswer:VolunteerToday!
Thencontinuesaying,"Whocantellmethemeaningofvolunteer?"
Askonestudenttotrytoexplainit．Thentellthemthemeaningofit．Volunteermeansapersonwhoofferstodosomethingunpleasantordangerous．Itmeansapersonwhoofferstohelptheotherssometimes．Volunteerisusedasaverbinthislesson．
Drawthestudents’attentiontothethreepostersontheboard．
Wecanseeonesentenceineachposter．
Andwecanseesomepeopleineachposter,too．Whatarethevolunteersdoingineachposter?Pleaseworkinpairsandtalkabouttheposters．
Givethestudentsafewminutestotalkaboutwhattheywillsay．Letthemtalkaboutallthethreeitems．Movearoundandhelpthepairsasneeded．
Thenreadthesentencesintheposterstotheclass．Askthepairsofstudentstoexplainwhatthesentencemeansintheirownwords．Ortellwhatthevolunteersaredoingintheposters．
Forexample,forthefirstposter,apairmightsay:
Itmeansthereistrashinthepark．Therearepapersontheground．Wecanhelpcleanuptheparkbypickinguppapersandtrash．Wecanmaketheparkclean．
Afterthestudentshavefinishedalltheitems,askthestudentstoaddsomeotherwaystheycanhelppeople．Getthemtowritethewaysdownintheboxbelowthepicture．
Atlast,asksomestudentstosharetheirideaswiththeclass．Writeanynewwordsorphrasesontheboardandexplainthesewordstotheclass,ifnecessary．
StepⅢ1b
Callthestudents’attentiontothetwolistsintheboxinActivitylb．Asksomestudentstoreadtheeightsentencesontheliststotheclass．Explainanynewwordsandphrasesinit．
Makesurethatallthestudentscanunderstandthemeaningsoftheeightitems．
Thengetthechildrentoreadtheinstructionstogether．
Say,wewillhearfourconversations．
Yourtaskistomatchtheitemsinthetwolists．Wecanseetheblanksinfrontofthefirstlineofeachconversation．Listentotheconversationsandwritetheletterinfrontofthefirstlineofeachconversation．Putthelettersofthesecondlineofconversationsinrightplaces．
Pointoutthesampleanswertotheclass．
Playtherecordingthefirsttime．Tellthestudentstoonlylisten．
Thenplaytherecordingasecondtime．
Tellthemtowritealetterinfrontofeachnumberedsentencethistime．
Checktheanswers．
StepⅣ1c
Readtheinstructionswiththeclass．
CalltheirattentiontotheexampleinthespeechbubblesinActivityla．Askapairofstudentstoreadthisconversationtoaclass．Thenletthempracticeinpairs．
Notetheirpronunciationof"liketo"inphrasessuchas,I’dliketohelphungrypeople．TellthemEnglishspeakersusuallypronouncethewords"liketo"asiftheywerespelledlike-tuh．
PlaytheI’dliketostatementsontherecordingtodemonstratethispronunciation．
Afterthey’vefinishedpracticingthesampleconversation,askthemtomakeupsimilarconversationsbasedontheothertwoposters．Gettwopairstodemonstratetwoconversationsfirst．
Thenletthewholeclasspracticeinpairs．
Afterthat,playtherecordingofactivity1bandletthechildrenreadafterittwice．
ThenaskthemtopracticesimilarconversationsusingtheinformationinActivity1b．
StepⅤSummary
StepⅥHomework
1．Makeuponesentencewitheachofthefollowingphrasalverbs:
cleanup,cheerup,giveout
2．Writeoutthreeconversationsofactivity1c．
StepⅦBlackboardDesign
Unit8I’llhelpcleanupthecityparks,
SectionA
TheFirstPeriod
Phrasalverbs:
1．cleanup—makeaplacecleanandtidy,putthingsinorder
Weshouldalwayscleanupthedirtypartsofthesea．
2．cheerup—makesomeonefeelhappy
Thegoodnewscheerseveryoneup．
3．giveout—handout,distribute
LinTaohelpedtheteachergiveoutthenewtextbookstotheclass．
The2ndPeriod
Ⅰ．TeachingAimsandDemands
KnowledgeObjects
（1）KeyVocabulary
clean-up,sign,putoff,setup,establish,comeupwith
（2）TargetLanguage
I’llhelpcleanupthecityparks．
2．AbilityObjects
（1）Trainthestudents’listeningskill．
（2）Trainthestudents’communicativecompetenceusingthetargetlanguage．
（3）Trainthestudentstousethenewphrasalverbs:cheerup,setup,comeupwith,putoff/
3．MoralObject
PlanaCityParksClean-upDaywithyourgoodfriendsandcomeupwithsomeideastotellpeopleaboutit．
Ⅱ．TeachingKeyPoints
1．Listeningpracticewithtargetlanguage．
2．Makecommunicationswithtargetlanguage．
3．Howtousethephrasalverbs．
Ⅲ．TeachingDifficultPoints
1．Makecommunicationswithtargetlanguage．
2．Usethephrasalverbs．
Ⅳ．TeachingMethods
1．Listening
2．Pairwork
3．Roleplaytheconversation
Ⅴ．TeachingAids
Ataperecorder
Ⅵ．TeachingProcedures
StepⅠRevision
1．RevisetheknowledgepointsonPage60．Askseveralstudentstotellsomewaystheycouldhelppeoplewithbooksclosed．
2．Checkhomeworkbyaskingseveralpairstoreadtheirconversationswhichtheywrotedown．
3．Checkhomeworkbyaskingsomestudentstoreadtheirsentenceswiththephrasalverbs．Letthemhandintheirhomework．
StepⅡ2a
WecanseefivepicturesinActivity2a．
Whatcanyouseeineachpicture?
Askfivedifferentstudentstodescribethepictures．
Afterthat,askastudenttoreadthewordsontheTVscreen,onthesignandinthenewspaper．
We’llhearsomestudentsataclubmeeting．Theyaretalkingabouthowtheirclubcanhelpcleanupthecityparks．
Asktheclasstoreadtheinstructionstogether．Tellthemtonotetheboxofeachpicture,theywillhavetotickintheboxesoftheitemstheyhearontherecording．
Nowlistentotheclubmemberstalkingaboutwhattheycandotocleanupthecityparksandtickintherightsmallboxes．
Playtherecordingthefirsttime．Studentsonlylisten．
Playtherecordingagain．Askstudentstocheckthethingstheyhear．
Checktheanswers．
StepⅢ2b
Readtheinstructionswiththeclass．Andletthemhavealookatthesentences．
Readthefirstsentencetothestudents．
Tellthemitisasampleanswer．
Say,Wewillhearthesamerecordingagain．Thistimelistencarefullytowhatthestudentssayandfillintheblanksinthesentences．
Playthetapeagainandthestudentswriteouttheanswers．
Checktheanswers．
StepⅣ2c
Askstudentstolookatthesampleconversationfirst．Askapairtoreadittotheclass．
Asktheclasstoreadtheinstructionstogether．
Say．You’llworkinpairstoroleplaytheconversationinActivity2b．
Eachpairwillmakeaconversationlikethesampleone．YoucanusethesentencesinActivity2basaguide．
Askthestudentstoworkinpairs．Morearoundtheclassroom,checkingtheprogressofthepairsandofferinghelpasneeded．
Askoneortwopairstosaytheirconversationstotheclass．
StepⅤGrammarFocus
Say,Doyourememberthemeaningofcheerup?Whocantellus?
Askastudenttoexplainthephrasalverbcheeruplikethis:
Cheerupmeansmakesomeonehappy．
Thengetstudentstomakeupsomesentenceswithit．
Say,Let’slearnsomemorephrasalverbstoday．Pleaseopenyourbooksatpage61．LookatthecontentinGrammarFocusandtrytotellmethemeaningsofsetupandcomeupwith．
Asktwochildrentotelltheirmeaningslikethis:
Setupmeansestablishorstart．
Comeupwithmeansthinkup．
Thengetstudentstoreadthesamplesentencesinthegrammarbox．
Writethephrasalverbsandthesentencesontheblackboard．
Getstudentstomakemoresentenceswiththesephrasalverbstogetafurtherunderstanding．
StepⅥSummary
Say,Inthisclass,we’vedonesomelisteningandwritingpracticewithtargetlanguage．Wealsodidsomeoralpracticeinpairs．Andwe’vediscussedsomephrasalverbsaswell．
StepⅦHomework
1．WritetwoconversationslikethesampleinActivity2c．
2．Makeuponesentencewitheachofthefollowingphrasalverbs:setup,comeupwith,putoff,handout,callup
StepⅧBlackboardDesign
Unit8I’llhelpcleanupthecityparks．
SectionA
TheSecondPeriod
Phrasalverb:
cheerupHelookssad．Let’scheerhimup．
setupWearegoingtosetupafood
banktohelpangrypeople．
comeupwithWeneedtocomeupwithsomeideas．
The3rdPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
major,commitment,veterinarian,coach
（2）TargetLanguage
I’dliketojointheschoolvolunteerproject．
Youcouldhelpcoachafootballteamforlittlekids．
2．AbilityObjects
Trainstudents’readingskill．
Trainstudents’speakingskillwithtargetlanguage．
Trainstudents’writingskillwithtargetlanguage．
3．MoralObject
Ifthereisastudentvolunteerprojectinyourschool,trytojoinit;ifnot,trytosetupone;beingavolunteerisgreat!
Ⅱ．TeachingKeyPoints
1．GuidestudentstoreadthearticleinActivity3a．
2．Helpstudentstousethetargetlanguagetoexpresswhatkindsofvolunteerworktheycoulddoandwhattheyliketodo．
1．TeachingDifficultPoints
1．Readthearticleforcomprehension．
2．Usethetargetlanguagetoexpresswhatkindsofvolunteerworktheycoulddoandwhattheyliketodo．
Ⅳ．TeachingMethods
1．Pairwork
2．Roleplay
Ⅴ．TeachingAids
Somepicturesthatthevolunteersareworking,orsomesignsofthevolunteers’clubs．
Ⅵ．TeachingProcedures
StepⅠRevision
1．Checkthehomeworkbyaskingsomechildrentoreadtheirconversation．
2．Checkthehomeworkbyaskingsomechildrentosharetheirsentenceswiththephrasalverbswiththeclass．
3．Revisethetargetlanguagetheylearnedlastclass．
StepⅡ3a
Havethestudentslookatthepictureofthethreechildren．Askthemwhotheythinkthechildrenare．
Thencallthestudents’attentiontothetitleofthearticleandaskthechildrentoreaditout．Askthemthequestionagain．
Thistimetheymayanswer．Theyarethreevolunteers．
Readtheinstructionstothestudents．
Thisisanarticleaboutvolunteers．Youhavetwotaskstodfirstunderlinethekindsofworkthevolunteersdo;secondcirclethereasonswhytheyliketheirwork．
Continuesaying．ThenamesofthethreevolunteersareLiHuiping,LanPeiandZhuMing．Thearticletellsyouaboutthedifferentthingstheydotohelppeople．
Pleasereadthearticlethefirsttimeandunderlinethethingstheydo．Therearethreequestionsontheblackboardtohelpyou．
Writethethreequestionsontheblackboardandtellthemtoscanthepassagetogettheanswersandunderlinethewords．
Questions
1．WhatdoesLiHuipingdotohelppeopleasavolunteer?
2．WhatdoesLanPeido?
3．WhatdoesZhuMingdo?
Checktheanswersbyaskingthreestudentstoanswerthequestions．
Readthearticletotheclassanddosomeexplanationonanynewwords．TellthestudentstoraisetheirhandswhenIcometoanywordorsentencetheydon’tunderstand．Pauseanddosomeexplanation．
TrytoexplainthenewwordsinEnglishlikethis:majormeansmoreimportant,forexample,amajoroperation,themajorroads;Aveterinarianmeansananimaldoctor,adoctorwhotreatsanimals．
Afterthat,getthestudentstoreadthearticleasecondtimetocirclethereasons．
Checktheanswerswiththeclass．
Thenhavethestudentsreadthearticleloudlytwice．Encouragethemtoaskquestionsiftheystillcan’tunderstandanywordsorsentences．
Movearoundtheclassroomandanswerthestudents’questions．
StepⅢ3b
Readtheinstructionstothestudents．
AndtellthemIloveEnglish．IcouldteachEnglishinanafter-schoolprogram．
Huilovesplayingfootball．WhatcouldHuidoifhewantstojointheschoolvolunteerproject?
Helpthestudentsanswer．Hecouldcoachafcf6tballteamforlittlekids．
Tellthemcoachmeansteachortrain．
ThenaskthestudentstolookatthetableinActivity3b．
Wecanseethreecolumnsinthisform．
Therearefournamesinthefirstcolumn．
Andwecanknowwhateachofthemlovesdoingfromthesecondcolumn,thecolumnofloves．Nowourtaskistofillintheblanksinthethirdcolumn,thecolumnofCould．Getthestudentstodiscussinpairsandfilltheresultsoftheirdiscussionsintheblanks．
MovearoundtheclassroomtomakesurethattheyarediscussinginEnglishandofferthemhelpasnecessary．
Askseveralpairstoreporttheiranswerstotheclass．Answerswillvarybutshouldshowasenseofvolunteeringaswellasarelationshiptotheskill．
Theymaygiveanswersincompletelysentencesorallybutwriteinphrases．
StepⅣ3c
Askapairofthestudentstomodelthesampleconversationfirst．
Writetheconversationontheblackboard．
Modelfortherestoftheclass．
Thenletthewholeclasspracticeinpairs．Remindthemtousethesampleconversation,butreplacethewordslovesandskills．
Movearoundtheclassroomwhiletheyareworking,checkingtheprogressandofferinghelpasnecessary．
Asktwoorthreepairstosharetheirconversationstotheclass．
StepⅤPart4
Readtheinstructionstotheclass．
Callthestudents’attentiontotheclartontheleft．PointoutthetitlesThingsIliketodoandvolunteerworkIcoulddotothestudents．
Atfirst,eachofyouwritesdownthreethingsyouliketodoonthelinesinthecolumnofThingsIliketodo．Youcanwriteineithercompletesentencesorphrases．Forexample,youcanfillintheblankwithIlovedrawingpictures,orDrawingpictures．
Getthestudentstowritedowntheirownanswersindividually．
Asstudentswrite,movearoundtheroomhelpingwithvocabularyifnecessary．
Showsomepicturesofvolunteers’worktoremindthemaswell．Askseveraltoreadtheirthingstheyliketodototheclass．
Thenworkinpairsandgiveeachothersuggestionsaboutwhatvolunteerworkyoucoulddowiththoseinterests．Askapairtomodelthesampleconversationbeforetheybegintopractice．
Getstudentstopracticeinpairs．
Asthestudentspractice,movearoundtheclassroom,correctingsomemistakestheymaymakeandhelpingthemanswerthequestions．
TellthemtofillintheblanksinthecolumnofVolunteerworkIcoulddowiththesuggestionsthattheirpartnershavegiventhem．
Afterallofthemhavefinishedwriting,askoneortwopairstosharetheirconversationstotheclass．
StepⅥSummary
Inthisclass,we’velearnedmoreaboutthevolunteersandtheirwork．Andwe’vedonemuchoralandwrittenpracticeonvolunteerworkwithtargetlanguage．
StepⅦHomework
1．WriteaconversationlikethesampleoninActivity3c．
2．WriteaconversationlikethesampleoneinActivity4．
StepⅧBlackboardDesign
Unit8I’llhelpcleanupthecityparks．
SectionA
TheThirdPeriod
Targetlanguage:
1．I’dliketojointheschoolvolunteerproject,butI’mnotsurewhatIshoulddo．
Whatdoyoulikedoing?
Iloveplayingfootball．
Well,youcouldhelpcoachafootballteamforlittlekids．
2．IliketoreadaboutChinesehistory．
WhatkindofvolunteerworkdoyouthinkIcoulddo?
YoucouldstartaChineseHistoryClub．
The4thPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
runoutof,takeafter,fixup,giveaway,repair,not…anymore,similaradvertisements
（2）TargetLanguage
Whatdoyoudo,Jimmy?
Ifixupbikesandgivethemaway．
2．AbilityObjects
（1）Trainthestudents’reading,writing,speakingandlisteningskillswiththetargetlanguage．
（2）Trainthestudentstousethenewphrasalverbs．
3．MoralObject
Comeupwithagoodideatohelpothers．Itwillbringyoumuchenjoyment．
Ⅱ．TeachingKeyPoints
1．Trainthestudents’reading,writing,speakingandlisteningskillswiththetargetlanguage．
2．Teachthestudentstousethenewphrasalverbsproperly．
Ⅲ．TeachingDifficultPoint
Teachthenewphrasalverbs．
Ⅳ．TeachingMethods
1．Makingupsentences
2．Listening
3．Pairwork
Ⅴ．TeachingAid
A．taperecorder．
Ⅵ．TeachingProcedures
StepIRevision
1．RevisethecontentsofthearticleinActivity3a．SectionA
2．Checkthehomeworkbyaskingsomestudentstoreadtheconversationstheywrote．Correctanymistakestheymighthavemade．Letthemhandintheirhomework．
StepⅡ1a
Readtheinstructionstothestudents．
Makesurethateachoneknowswhattodo．
Letthestudentslookatthesentencesintheleftcolumnfirst．TrytoexplainthefoursentencesinEnglishforthechildren,especiallythenewphrasalverbsinthesentences．Saytothemlikethis:
Pleaselookatthesentencesontheleftcolumn．Let’sgetthemeaningsofthem．
Let’sseethefirstone．I’verunoutofit
Here,runoutofisaphrasalverb．Itmeansreachanendof,useuporbecomeshortof．I’verunoutofit,meansI’veuseditup,nothingleft．
Explaintheothersentencesinthesameway．
Afterexplainingthesentences,readeachsentenceintheboxandaskthestudentstorepeat．
Thenaskseveralstudentstoexplainthesentenceswithlettersinfrontofthem．
Tellthemtoexplainthemintheirownsentences．Forexample,Sentencea,thestudentmightrespond．Mybicyclewasbroken．Icouldn’trideit．Igotnewtiresandanewseat．Nowitworksfine．
Readtheinstructionsagainandaskthestudentstomatchthesentenceswithsimilarmeanings．
Say,Nowmatchthenumberedsentenceswiththeletteredsentencesinthebox．
Writetheletterofonesentenceinfrontofthenumberofthematchingsentence．
Lookatthefirstsentence．Theanswerhasbeengiven．It’sSentenceb．Findouttheanswerstotheothersentences．
Checktheanswersbyaskingdifferentstudentstoreadtheirmatchedsentences．
StepⅢ1b
Callthestudents’attentiontothephrasalverbsinthebox．Havefourdifferentstudentsexplaineachphrasesintheirownwords．
Makesureeachstudentknowsthephrasalverbs’meanings．
Thenaskthestudentstoreadtheinstructionstogether．
Nowlet’smakesentenceswiththewordsinthebox．Pleaselookatthesamplesentenceinyourbook．Whowouldliketoreaditandexplainitinyourownlanguage?
Askonestudenttoreadthesamplesentenceandexplainit．Heorshemightexplainlikethis:
ThemeaningofthissentenceisIgivemybicycletocharitieswithoutmoney．
Whocanmakeanothersentencewithgiveaway?Pleaseputupyourhands．
Asktwoorthreestudentswhohaveputuptheirhandstosaytheirsentencestotheclass．Correctanymistakestheymaymake．
Thenhavethestudentsworkindividually．Makeonesentencewitheachphrasalverbinthebox．Tellthemtowritedowntheirsentencesonthelinesnexttothebox．
Walkaroundtheclassroomastheywrite．Offersomehelptothemiftheyneed．Trytorememberwhohavemadesomewonderfulsentencesatthesametime．
Afterallofthemhavefinishedwriting,choosesomechildrenwhohavemadesomewonderfulsentencestosharetheirswiththeclass．Choosesomeofthebestsentences．Writethemontheblackboard．
Atlast,askthewholeclasstoworkinpairsandhelpeachother．Letthemcheckeachother’ssentencesverycarefully．
Correctallthemistakesinwritingorsentencestructuresthattheirpartners’mayhavemade．
StepⅥ2a
Callthestudents’attentiontothefourpictures．Tellthemtheboy’snameisJimmy．Readtheinstructionstotheclass．Yourtaskistonumberthepicturesthecorrectorderwhileyouarelisteningtotheconversationonthetape．ButIwanttoaskyoutoguesstheanswerwithoutlisteningnow．
TrytoputthefourpicturesinacertainordertoshowastoryofJimmybyyourselvesnow．I’llseewhoseanswersantcorrectafterwefinishdoingthelisteningpractice．
Thenhavethemgivetheirownorderbyguessing．Afterawhile,askseveralonestotelltheiranswerstothewholeclass．
Collecttwoorthreeanswerswhichmanystudentssupportontheblackboard．
Next,asksomestudentstotelltheirownstoriesonthepicturesaccordingtotheirownorders．
Afterthat,askthestudentstogetreadytolisten．
Say,Wewillheararadioprogram．Amanisinterviewingaboy．Writeanumberineachshortlinenexttoeachpicturewhileyouarelistening．Yournumbersshouldbefrom1through4andshowwhichthingtheytalkaboutfirst,second,thirdandfourth．
Playtherecordingthefirsttime．
Studentsonlylisten．
Thenplaytherecordingagain．Askstudentstonumberthepictures．
Checktheanswers．Remembertosaycongratulationstothechildrenwhoguessedcorrectly．
StepⅤ2b
Readtheinstructionstogetherwiththechildren．Makesurethateveryoneknowswhattodo．
Callthestudents’attentiontothebox．
Askfourstudentstoreadthefoursentencestotheclass．
Pointtothelistofstatementsandtrue/falsechoices．
Wewilllistentothesamerecordingagain．BeforeIplaytherecording,let’sdolikethis．—Ifyoucanrememberthecontentsoftheconversation,pleaseyou’reyouranswers;ifyoucan’trememberthecontents,pleasejustguesstheanswers．Itdoesn’tmatterwhetheryouranswersarerightorwrong．
Afterawhile,havethestudentsgetreadytolisten．
Playtherecordingagain．Askthestudentstocirclethecorrectanswertoeachquestion—TfortrueorFforfalse．
Checktheanswer．Remembertosaycongratulationstothestudentswhohadagoodguessbeforelistening．
StepⅥ2c
First,playtherecordingofthislessonagain，Thestudentsrepeatafterit．Letthestudentsreadafterthetapeatleasttwice．Tellthemtotrytheirbesttocopythepronunciationoftherecording．
Readtheinstructionstotheclass．TellthemtheywillpracticetheconversationbetweenJimmyandthereporter,usingtheinformationintheActivities2aand2b．
Askapairofthestudentstoreadthemodelconversation．
Writetheconversationontheblackboard．
Thenletthempracticetheirownconversationsinpairs．
Asthepairsworktogether,morearoundtheroomofferinghelpasneeded．
Askseveralpairstosharetheirconversationswiththeclass．
StepⅦSummary
Say,Inthisclass,we’velearnedhowtousesomenewphrasalverbsfirst．And
we’vedonemuchlisteningpracticeonthetargetlanguage．Atlast,wedidsomeoralpracticebymakingourownconversations．
StepⅧHomework
1．MakeuponemoresentencewitheachofthephrasalverbsinActivitylb．
2．WriteouttheconversationsthatyoumadebyyourselvesinActivity2c．
StepIXBlackboardDesign
Unit8I’llhelpcleanupthecityparks．
SectionB
TheFourthPeriod
Targetlanguage:
A:Whatdoyoudo,Jimmy?
B:Ifixupbikesandgivethemaway．
The5thPeriod
Ⅰ．TeachingAimsandDemands
KnowledgeObjects
（1）KeyVocabulary
callup,handout,call-in（=phonein）,strategy,workout
（2）Thenewandoldphrasalverbs．
（3）Thereadingpassage．
2．AbilityObjects
（1）Trainthestudents’readingskillonhowtomakenotes．
（2）Trainthestudentshowtousethephrasalverbs．
（3）Trainthestudents’writingandspeakingskills．
3．MoralObject
Ifyougetintroubleinyourvolunteerwork,gotothepeoplearoundyoutoaskforhelp．
Ⅱ．TeachingKeyPoints
1．Tohelpthechildrenunderstandthearticle．
2．Toteachthenewphrasalverbs．
3．Todirectthestudentshowtomakenotesbasedonanarticle．
Ⅲ．TeachingDifficultPoints
1．Teachingthenewphrasalverbs．
2．Directingthechildrentomakenotesbasedonanarticle．
Ⅳ．TeachingMethods
1．Givingexamples
2．Askingquestions
3．Makingnotes
4．Brainstorming
Ⅴ．TeachingAids
Somepicturesonvolunteerwork,especiallyapictureonrepairingbikes．
Ⅵ．TeachingProceduresStepIRevision
1．Revisethephrasalverbsthattaughtlastclassbyaskingstudentstomakesentenceswiththemagain．
2．Checkhomeworkbyaskingstudentstoreadtheirsentencesandconversationstotheclass．
3．RevisethestoryaboutJimmy．
StepⅡ3a
WehavelearnedsomethingaboutJimmy．
WeknowheisaBikeboy．Hefixesupoldbikesandgivesthemaway．Butheranoutofhismoneytobuyoldbikeslastweek．Hashecomeupwithanywayofgettingmoney?orWillhehavetostop?
Let’sfindouttheanswerinthearticleinActivity3a．Pleasereadthearticleoncequicklyandtellmetheanswer．
Havethestudentsscanthepassageandcatchthemainideaofit．Afteraroundtwominutes,Askthequestionagain．
StepⅢ3h
WeknewJimmyhadsolvedhisproblem．
Whatthingsdidhedotosolvehisproblem?PleasemakeanoteofthethingsthatJimmydidtosolvehisproblem．
Askastudenttoreadthesamplesentenceinthebook．TellthemtowriteoutthethingsthatJimmydid．Usethesamplesentenceasamodel．Andtheycanrereadthearticletosearchfortheanswers．Letthestudentscompletetheworkontheirown．
Walkaroundtheroomwhiletheyarewriting,checkingprogressandcorrectingthemistakestheymaymakewhilewriting．
Aftertheyallfinishwriting,askafewstudentstogivetheiranswers．Pointoutthemistakestheymayhavemadeinwriting．
Afterthat,writethefollowingwordsandphrasesontheblackboard．
callup,handout,workOut,call-in,strategy
Tellthemtonotethesenewwordsandphrasesinthearticle,askchildrentoreadthearticleagain．Tellthemtoreadincontext,guessingthemeaningsofnewwords
andphrasesfromtheotherwordsaroundthem．
Studentsreadthearticleagainforcomprehensionthistime．Allowthemtoreadalittlelongerthistime．
Afterawhile,pointtothenewwordsandphrasesontheblackboardandletthestudentsguessthemeaningsofthem．Theteacherdoessomeexplanationatthesametime．
Lookattheblackboardnow．Let’sexplainthesenewwordsandphrasesonebyone．
Askthestudentstomakesomesentenceswithitiftimepermits．Letthemdoitashomeworkifthereisnoenoughtimeinclass．
Getthestudentstoreadtheinstructionstogether．
Say,Readthearticleathirdtimenow．
Pleaseunderlineallthephrasalverbswhileyouarereading．
Askstudentstocompletetheworkontheirown．
Getsomestudentstotelltheclasstheiranswers．Checktheanswerswiththewholeclass．
Thenhavethemworkinpairs．Tellthemtocheckeachother’sanswerscarefullyandpointoutthemistakestheirpartnersmayhavemade．Tellthemtohelpeachotherlikethisasoftenaspossible．
Writethecorrectanswersontheblackboardtohelpthem．
Aftercheckingtheanswers,askthestudentstoreadthearticleloudly．Teachthemtoreadthenewwordsoreventhewholetextbeforetheystartreadingifnecessary．
Askthemtoreadforawhile,askoneortwotoreadittotheclass,correctinganypronunciationerrorstheymaymake．
Thenaskthewholeclasstopracticereadinginpairs．Tellthemtoreadthearticleloudlyinturnsinpairs．Theonewhoislisteninghastopointouthisorherpartner’spronunciationerrorsandhelptocorrectthem．Iftheyarenotsureaboutanywords,tellthemtoaskforhelpfromtheteacher．
Afterpracticereadingthearticle,askiftheyhaveanywordsorsentencestheydon’tunderstand．Tellthemtoraisetheirhandsandsaywhichwordsandsentencestheydon’tunderstand．
Helpsolvetheproblems．
StepⅣPart4
Let’sdoitingroupsoffour．Eachgroupwillhavetobrainstormaplanforhelpingoutinyourcommunity．Talkaboutitandmakenotesonwhereyouwillhelpandwhatyouwilldo．
Eachgrouphastowriteoutyourownlistofpossibleplacesandvolunteeractivitiesfirst．
PointoutthechartinActivity4．TellthemtonotethetwogivenstatementsWhereandWhat．
YourtaskistowritetheplacesafterthewordWhereandthevolunteeractivitiesafterthewordWhat．
Showsomepicturesorsignsonvolunteeractivitiestohelpthechildrencomeupwithsomeideas．
Letthestudentsworkinfours．Brainstormtheirplansandwritetheirownlists,usingtheanswersontheblackboardasamodel．
Walkaroundtheclassroom,offeringhelpasnecessary．
Aftertheyallfinishbrainstormingandwriting,tellthemtopracticetogetherwhattheywillsaytotheclass．
Eachgroupwillhavetoreportyourplantotheclass．Nowpracticetogetherwhatyouwillsay．Youcanselectonetoreportmainlyandtheotherscompleteoryoucansayinturns．Eachonetellsaboutoneplace．Andyoucanalsohaveonewritenotesontheboardifyouwish．
Letthempracticeforawhile．Thenaskeachgrouptomaketheirpresentations．
StepⅤSummary
Say,Inthisclass,we’vereadanarticleaboutJimmy．We’veknownJimmyhasgotsixteenbikestofixupandgiveaway．
Andwe’velearnedtomakereadingnotes．Wehavedonesomereading,writing,listeningandspeakingpracticeusingthetargetlanguagethroughgroupwork．
StepⅥHomework
1．Makeonesentencewitheachofthephrasalverbsbelow,callup,handout,workout,runout,setup,fixup．
2．Trytorememberthenewwordsonpage64．
StepⅦBlackboardDesign
Unit8I’llhelpcleanupthecityparks．
SectionBTheFifthPeriod
NewwordsandphrasesinActivity3a:
callup,handout,workout,call-in,strategy．
AnswertoActivity3a:
cheerup,runout,putup,calledup,handedout,setup,comeupwith,fixup,giveaway．
AnswerstoActivity3b:
1．Hedidaradiointerview．
2．Heputupsigns．
3．Hecalledupfriends．
4．Hehandedoutadvertisements．
5．Hetoldteachers．
SampleanswerstoActivity4:
Where：1．thecityparks2．…
What：1．pickupplasticbagsandpapers
The6thPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）Usingthesephrasalverbscorrectly．
giveaway,takeafter,comeupwith,giveout,hangout
（2）Writinganarticleusingthenotesgiven
2．AbilityObjects
（1）Trainthestudentstousethephrasalverbs．
giveaway,takeafter,comeupwith,giveoutandhangout．
（2）Trainstudents’writingskill．
3．MoralObject
Whatdoyouwanttobeinthefuture?Trytocomeupwithanideatogetmuchvolunteerexperience．Itwillbegoodforbothyouandtheothers．
Ⅱ．TeachingKeyPoints
1．Helpthestudentshaveaselfcheckonthekeywordsandtargetlanguageofthisunit．
2．Practiceusingthephrasalverbsgiveaway,takeaftercomeupwith,giveoutandhangout．
3．Directthestudentstowriteanarticleaccordingtothenotesgiven．
Ⅲ．TeachingDifficultPoints
1．Thestudentsmakesentenceswiththephrasalverbs．
2．Writethearticlewiththenotesgiven．
Ⅳ．TeachingMethods
1．Teachingbyprovidingsamplesentences
2．Teachingbyprovidingsamplearticle
Ⅴ．TeachingAid
Apictureofayoungwomanwhoissinging．
Ⅵ．TeachingProcedures
StepIRevision
1．Checkthehomeworkbyaskingthechildrentoshowtheirsentences．Asksometosharetheirsentenceswiththeclass．
2．Dictatesomenewwordsonpage64．
StepⅡPart1
Thisactivityfocusesorvocabularyintroducedintheunit．Askastudenttoreadtheinstructions．
Wehavetwotasksnow．Firstlet’sfillintheblanks．Lookatthewordsgiveninthebox．Theyareallphrasalverbs．Doyouknowthemeaningofeachphrasalverb?
Whohasanyproblem?Showmebyraisingyourhands．
Helpsolvetheproblems．Dosomeexplanationifnecessary．Forexample,ifsomeoneisnotsureabouthangout,tellhimorher,hangoutmeansspendone’stimelazily．
Letthemdotheworkindividually．Tellthemtochooseacorrectverbforeachblankandnotetousethecorrectformsoftheverbs．
Insomecases,youmayneedtouseanotherformoftheword,forexampleadjustingfortense,subjectorverbagreement．Movearoundtheroomastheywrite,offeringhelpasneeded．Trytorememberthecommonmistakestheymaymake．
Aftertheyarefinished,askfivedifferentstudentstoreadtheiranswerstotheclass．Correctanymistakestheymayhavemade,especiallytheverbforms．Encouragetheotherstudentstopointouttheirmistakesandhelpcorrectthem．Pointoutthecommonmistakestheymayhavemadeatlast．Aftercheckingtheanswerstogether,askthewholeclasstochecktheanswersinpairs,exchangingtheirbooksandhaveacarefulcheck．Pointouttheirpartner’smistakesandhelpcorrectthem．
Letthestudentsreadthefivesentencesloudlyseveraltimesaftermakingsuretheyallhavegotrightanswers．
Thengoonwiththesecondtask．Usethefirstphrase,giveaway,asanexample．
Askseveralstudentstomakesentenceswithitorally．
Suchas,Jimmygivesawayoldbikes．
Thenaskthechildrentomaketheirownsentenceswiththephrasalverbsgiven．
Eachonewritesthesentencesonapieceofpaper．
Movearoundtheclassroomwhiletheyarewriting,checkingprogressandofferinghelp．
Asksomestudentstosharetheirsentencestotheclassbyreadingtheirsentencestotheclass．Correctanymistakestheymayhavemade．
Askallthechildrentohandintheirpapers．
StepⅢPart2
We’llhavetowriteanarticleusingthenotesinthebox．ThearticlewilltellwhathappenstoSally．Atfirst,let’sseethefirstsamplesentencegiveninthebook．
Askastudenttoreadthesentence．Tellthemtonotehowthewritercombinedthesephrasesintoonesentence．
Thentellthestudentstotrytosayoutthenextsentence．Letthemthinkforawhilefirst．Thenaskseveralchildrentosaytheirsentences．
Thengoonwiththethirdsentence,thenthefourthone．Helpthestudentstothinkoutandsayoutallthesentences．
Aftercombiningthephrasesintosentencesorally,tellthestudentstoputallthesentencestogethertowriteanarticlebythemselves．Tellthemtogoonwritingafterthefirstsamplesentenceontheirbooks．
Movearoundtheclassroom．Notetorememberwhosearticlesareverysuccessfulandwhosehavesomemistakes．
Thenasksomestudentswhohavewrittensuccessfullytoreadtheirs．Atlast,theteacherreadsthesamplearticleintheteacher’sbooktotheclass,showingapictureinwhichayoungwomanissinging．
Tellthemtoexchangetheirarticleswiththeirpartnersandhelpeachother．
Askthestudentstorewritetheirarticlestomakethearticleperfectafterclass．
StepⅣJustforFun!
Callthestudents’attentiontothecartoonpictures．Tellthemtoseewhathappens．
Askthestudentstoreadtheconversationinthefirstpicturetogether．
Thenaskthemwhatisfunnyaboutthiscartoon．Helpthestudentstoanswerlikethis:
Theboyhasbeentryingtomakethepersonstopcryingbecausehethinksthepersonissad,butthepersonisreallycryingbecauseoftheonions．
StepⅤSummary
Say,Inthisclass,we’vepracticedusingsomephrasalverbsandwe’vewrittenanarticlebasedonthenotesgiven．Atlast,weenjoyedafunnycartoon．Allofyouhavedoneverywell．
StepⅥHomework
1．Reviseallthelanguagepointsinthisunit．
2．Finishofftheexercisesonpages32～34oftheworkbook．
3．Makeanothermoresentencewitheachphrasalverbsbelow,giveaway,takeafter,comeupwith,giveout,hangout．
4．Rewritethearticle．
StepⅦBlackboardDesign
Unit8I’llhelpcleanupthecityparks．
Selfcheck
TheSixthPeriod
AnswerstoActivity1:
1．giveout2．cameupwith
3．gaveaway4．hangout
5．takesafter
SomesamplesentencestoActivity1:
1．Jimmygivesawayoldbikestochildrenwhodon’thavebikes．
2．Tomtakesafterhisuncle．
3．Theboyhascomeupwithagoodplantoenjoyhisholiday,
4．Thevolunteersaregivingouttheadvertisementsnow．
5．Ladiesalwayslikehangingoutattheshopsonweekends．
The7thPeriod
Reading:Noproblem!
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
solve,complain,yourconcern,trust,wheelchair,brilliantandsoon．
（2）Text
2．AbilityObjects
Trainstudents’abilityofidentifymainidea．
Trainstudents’abilityofunderstandingwordsincontext．
Trainstudents’abilityofreadingforspecialinformation．
3．MoralObject
Helpyourfamilyandfriendstosolvethelife’sbigorsmallproblemswiththewaysyouhavelearnt．
Ⅱ．TeachingKeyPoints
1．Keyvocabulary．
2．Readthetexttoidentifymainidea．
3．Readthetexttounderstandwordsincontext．
4．Readthetextforspecialinformation．
Ⅲ．TeachingDifficultPoints
1．Trainstudents’readingskill．
2．Trainstudents’writingskill．
Ⅳ．TeachingProcedures
StepⅠPart1
Callthestudents’attentiontothetitleofthearticle．
Tellmethetitleofthearticle,please．
Yes,it’sNoproblem．Whatdoyouthinkthearticleisaboutbasedonthetitle?
Askoneortwototellwhattheythinkofbasedonthetitle．
Thenaskthestudentstolookatthepictureonthispage．Say,Lookatthepicture,please．Whatcanyouseeinit?
Whatishappening?
Askonestudenttoanswerthequestions．
Chooseonestudenttotellhisownanswer．
Thentellthestudentstodiscussthequestionswiththeirpartners．
Tellthemtogivetheirownanswersandnottoreadthearticle．
Astheydiscuss,walkaroundtheroomlookingattheirprogress．Oncemoststudentsarefinished,askseveralpairstoreporttheirresultstotheclass．Letthewholeclasscomparetheiranswers．
StepⅡPart2
Askonestudenttoreadtheinstructionstotheclass．Makesurethatallthechildrenknowwhattodo．
Callthestudents’attentiontothechart．
Havethestudentsreadthefourheadingstogether．ThentellthemtoseetheexampleanswerinthecolumnofExplanation．
Say,Nowpleasereadthearticlequicklyandnotetocatchthemainideaofeachpart．Fillintheformswithcompletesentencesliketheexamplegiven．
Askthestudentstocompletethetaskindividually．Morearoundtheclassroomwhiletheyarereadingandwriting,checkingtheirprogressandtryingtofindoutwhataredifficultforthem．Aftertheyallfinishfillingintheblanks,havesomestudentstoreporttheiranswerstotheclass．
Theanswerscanvary,buttheyhavetoexpressthemainideawithcorrectcompletesentences．
Lettheotherstudentsdecidewhethertheiranswersarerightorwrongandhelpcorrectthemistakestheymaymake．
Offersomehelpincombiningsentencestothechildren．
Thenaskthechildrentoexchangetheirwritingwiththeirpartners．
Helpchecktheanswerscarefully．Pointoutanymistakesandhelpcorrectthem．
StepⅢIPart3
Wecanseesomewordsindicatedinboldinthearticle．
Pleaseguessthemeaningsofthemnow．
Thenasksomechildrentoguessthemeaningsoftheboldwords．Don’tgivethemthecorrectanswers．
Doyouwanttoknowmoreabouthowtodealwiththelife’sproblems?Pleasereadthearticlemorecarefullythistimeandyou’llgetmorewaysaboutit．Notetoreadincontext．Trytoguessthemeaningsofthewordsinboldfromtheotherwordsaroundthem．Youcanalsoguessthemeaningsofanywordsandphrasesyoucan’tunderstandfromtheotherwordsaroundthem．
Askthestudentstoreadthearticleagainforcomprehension．
Afterawhile,asksomestudentstotellthemeaningsofthewordsinbold．Discusstheiranswerswiththewholeclass．
Checktheiranswers
Askstudentstoraisetheirhandsandsaywhichsentencesandwordstheystilldon’tunderstand．Helpthemsolvetheproblems．
Readtheinstructionswiththestudentsandhavethemlookattheexample．
Askthestudentstomatchthewordswiththeirmeanings．Remindthemtoreadthestoryagainforextrahelp．
Checktheanswers．
StepⅣPart4
Readtheinstructionstothestudents．Askthefirstquestionasasampletocheckiftheyknowwhattodo．
Askthestudentstodotheactivityindividually．Tellthemtoreadthearticleagaintogethelp．
Checktheanswersbyaskingdifferentstudentstoanswerthequestions．
Youshouldtrytoremembertheanswersbeforelookingatthereading．
Thenletthestudentsaskandanswerthequestionsinpairsloudly．
StepⅤPart5
Readthetaskstothestudents,andaskthemtohavealookatthesampleanswers．
Askthestudentstodotheactivityingroupsoffive．Encourageeachstudenttocomeupwithaproblemandasolution,andreportthemtotheirowngroup．Thegroupsdiscusstheproblemsandsolutionstogether,explainingtheproblemsandsolutions．
Checktheanswersbyaskingeachgrouptoexplaintheproblemsandsolutions．
Trytoaskformoresolutionsfromothergroupsforeachproblem．
StepⅥSummary
Wehavereadaveryhelpfularticleinthisclass．Andwe’velearnedhowtosolvetheproblems．Wediscussedtheproblemswehadatschoolandthesolutions．Wehavedonemuchpracticeoncomprehension．
StepⅦHomework
ReadthearticleinActivity2againforfurthercomprehension．
Trytosolveyourownproblemsandhelptheothers．
StepⅧBlackboardDesign
Reading
TheSeventhPeriod
AnswerstoActivity3:
solveb;complaina;yourconcernc;truste;wheelchairf;brilliantd
Sampleanswerstoactivity4:
1．Tellyourselftoforget．
2．Heisstillaverysuccessfulwriterandteacher．
3．Angryorunhappypeoplemaydothingstomakeyouangry．
4．Youprobablydon’tneedawheelchairtomoreoracomputertohelpyoutalk．
5．Astudent’smostimportantjobistolearnandshowhowheorshelearnsontests．
Unit1I'mwatchingTV.教案设计
Unit1I’mwatchingTv.
SectionA3a-4
1. 教学目标
本课的主要内容是进一步理解和运用现在进行时,通过多边活动促使学生掌握所学知识，并能使用所学知识进行交际活动。
掌握句型——Whatishedoing?
Wherearetheygoing?
Whoaretheytalkingto?
Whataretheytalkingabout?
2.重点
句型的灵活应用及其回答，并注意动词现在分词的变化规则。
3.难点：
初次接触现在进行时，需掌握它的结构。
现在进行时与一般现在时的综合运用。
4.教学过程
一、复习
播放歌曲：Areyousleeping?帮助学生回顾上节课的重点句型；然后教师出示几张图片，让学生进行口语操练：
A:What’she/she/itdoing?A:Whataretheydoing?
B:He/She/it’s...B:Theyare...
说明：通过看图谈论，直观地将上节课的内容展现出来。同时学生很自然地被吸引到了新课中来。
二、巩固句型操练
为了激发学生的学习兴趣，进行课本提供的guessinggame，让学生上台表演动作，要求其他学生进行猜测练习：
A:Areyou...?
B:Yes,Iam./No,I’mnot.
说明：通过游戏的趣味性，让学生在玩中学，在做中学，进一步强化现在进行时的用法，该活动具有真实性和可操作性,能引起学生的学习积极性，激发学生积极参与活动的欲望。
三、教学SectionB-3a,3b
放课文3a录音，让学生看练习，听后把图片和对话连起来。任务布置：Let’slistentothetapeandthenwritethenumberofthepicturenexttothecorrectconversation.接下来鼓励学生看图，根据刚才的听力进行roleplay，完成3b。
说明：利用模拟情景，可以培养学生初步综合运用语言的能力，同时巩固本节课的重点句型，达到学以致用的目的。
四、口语训练
让学生仔细观察图片，并通过小组讨论找出课本提供问题的答案。任务布置：lookatthepicturesandaskansweringroups.同学们可以给出不同的回答，教师点拨，注意正确运用现在进行时。
五、教学FocusGrammar
现在进行时态：
1.谓语动词：be+V-ing
1).be动词要受主语影响变为am,is,are.
2).V-ing又叫现在分词。
2.现在分词的构成规则如下：
1).一般动词后直接加-ing.如：
reading,watching,seeing
2).以不发音的e结尾的词去掉e再加-ing.如：make—makingwrite—writing
3).以重读、闭音、单辅音字母结尾的词，双写这个辅音字母，再加-ing.如：
get-gettingswim-swimmingput-puttingrun-running
3.用法：1）表示现在（说话瞬间）正在进行或发生的动作。（不能指状态。）
2）表示现阶段正在进行，而此刻不一定在进行的动作。（以thesedays为代表）
3）表即将发生的动作。这类词有：come,go,leave,arrive等，常与表将来的时间状语连用。
4.相应练习：
1．I’mputtingonmyclothes.（变为一般疑问句）
______________on______clothes?
2．Wearelisteningtothemusic.（变为否定句）
We_____________tothemusic.
3．Jimisreading.（用write改为选择疑问句）
___Jim_________________?
4．Mysisterisdoingherhomework.（就划线部分提问）
__________yoursister_______?
六、作业（Homework）
1.Roleplay:Actoutthefourpictures.
2.Makeasurvey:Whatareyourfamilydoingat7:00pm?
Giveareportlikethis:
Myfatheris...Mymotheris...Iam...
说明：通过学生对家人的调查了解，以增进对家人的关心。
