Growingsmart，growingstrong教案。
每个老师上课需要准备的东西是教案课件，大家在仔细规划教案课件。必须要写好了教案课件计划，才能促进我们的工作进一步发展！那么到底适合教案课件的范文有哪些？为了让您在使用时更加简单方便，下面是小编整理的“Growingsmart，growingstrong教案”，仅供参考，大家一起来看看吧。
Module1Foodanddrinks
Unit2Growingsmart,growingstrong
Thefirstperiod课型：新授
教学目标:LearntomakesuggestionsindifferentwaysinEnglish
教学重点:
1.用含有“为什么”的问句表示建议
Whydon’twedo……….?
2.用固定表达提出建议
Let’sdo………
Let’snotdo…………
Shallwedo……….?
3.用固定表达表示同意和反对
SodoI/NeitherdoI
教学难点:
1.学会用“SodoI”“NeitherdoI”表示同意或不同意
2.掌握以下形式的用法。
So/Nether/doI/we/they………/So/Neither/amI./
So/Neither/doeshe/she/Tom…….So/Neither/will…..
So/Neither/did…So/Neither/have/has………
掌握以下词和词组：insteadadv.“代替”单独位于句首或句尾。
insteadof用于名词，代词或介词短语前
gocyclinggoouting
课前预习:
1.Previewthenewwords
2.听力训练:Recognizedifferencesintheuseintonationinquestionsandstatements.
课后巩固
1．用两种不同的方式表达赞同或不赞同
1.Ilikehavingabarbecueinhotweather.(I)
2.Mymotheroftengoesoutforawalkafterdinner.(Heruncle)
3.IwillleaveforWashingtonD.Ctomorrow.(I)
4.Hewenttothecinemaonthatday.(I)
5．Idon’tlikehavingabarbecueinhotweather.(I)
6.Hedidn’tgotothecinema.(I)
III.Completethesentenceswiththegivenwordsintheirproperform
1.Thankyoufor____________(come)toseeus.
2.Thefoodtastes___________(well).
3.Thefilmis___________(call)“ComputerWar”.
4.Ifyoudo__________(little)exercise,you’llgetfatter.
IV.Rewritethesentenceasrequired.
1.Let’straveltoBeijingbytrain.(改为否定句)
2.Iwatchedtoomuchtelevisionlastnight.（对划线部分提问）
延伸阅读
Unit2Growingsmart,growingstrong（牛津７Ｂ）
Unit2Growingsmart,growingstrong1/5I.Languagefocus:
1.Usingformulaicexpressionstomakesuggestions
2.Asking‘Wh’questionstofindoutspecificinformationaboutsomething
3.Asking‘Wh’questionstomakesuggestions
4.Usingadverbstoexpressdegree
5.Usingformulaicexpressionstoindicateagreementanddisagreement
II.Languageskills:
Listening
lIdentifymainideasofanewtopic
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
Reading
lRecognizerecurrentpatternsinlanguagestructure
lRecognizeformatandlanguagefeaturesinnarrativeandnon-narrativetexts
Speaking
lMaintainaninteractionbyaskingandrespondingtoothers’opinions
lMaintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressions.
lCloseaninteractionbyusingappropriateformulaicexpressions
III.Materials:
lSBP8
lCassette7B
lPPP5
lWBP5
ProcedureI.Warming-up
1.Freetalk:
lAchant:Because
II.Pre-taskpreparation
1.Nametheactivitiesyouusuallydowithyourfamilyinyourleisuretime
List
2.Reviewindooractivitiesandoutdooractivities
3.Moreactivities:goingtoaconcert,watchingacircus
4.Lookandsay:1)listenandfollow
2)role-playthecharactersand
saytheconversations
5.Groupwork:1)discussanddecidetheactivityyouliketohaveusingthetargetlanguage
III.Consolidation
1.Oral:1)Listenandread5times
2)Actoutthedialogue
2.Written:1)Copywork:phrases
2)GBP7
IV.NotesUnit2Growingsmart,growingstrong2/5I.Languagefocus:
1.Asking‘Wh’questionstofindoutspecificinformationaboutsomething
2.Usingadjectivestodescribeamounts
3.Usingadverbstoexpressdegree
II.Languageskills:
Listening
lIdentifymainideasofanewtopic
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
Reading
lRecognizerecurrentpatternsinlanguagestructure
lReadwrittenlanguageinmeaningfulchunks
III.Materials:
lSBP10
lCassette7BProcedureI.Warming-up
1.Freetalk:
lAchant:Whowasthefirst?
lGroupwork:PractisethedialogueonP9
II.Pre-taskpreparation
1.Writedownthethingsyoudoonthesedays:
SundayMondayTuesdayWednesday
ThursdayFridaySaturday
2.Practise:WhatdidyoudolastSunday/Monday?
IatepizzaslastSunday.
NB.Theuseofthepasttense!
3.ReviewthevocabularyitemsonP10
4.Read,thinkandwrite:1)readDanny’stimetable
2)listDanny’sactivities
3)identifythereasonsfor
Danny’ssickness
4)listenandfollow
III.While-taskprocedure
Write:writeanoutingplanonP9
IV.Consolidation
1.Oral:1)Listenandread5times
2)SaythereasonsforDanny’ssickness
2.Written:1)Copywork:phrases
2)GBP8,9
V.NotesUnit2Growingsmart,growingstrong3/5I.Languagefocus:
1.Usingconnectivestoshowacauseandeffectrelationship
2.Usingquantifierstodescribeamounts
3.Usingadverbstoexpressdegree
II.Languageskills:
Listening
lListenforspecificinformation
lUnderstandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases
Reading
lRecognizerecurrentpatternsinlanguagestructure
lReadwrittenlanguageinmeaningfulchunks
Speaking
lMaintainaninteractionbyaskingandrespondingtoothers’opinions
Writing
lDevelopwrittentextsbyusingappropriatelinkingwordsorphrases
III.Materials:
lSBP11
lCassette7B
lWBP6
lPPP6,7,8
ProcedureI.Warming-up
1.Freetalk:
lAchant:Whowasthefirst?
lGroupwork:DiscusswhatDannydidwronglastweek
II.While-taskprocedure
1.Readandwrite:readDanny’stimetableonPage10ofyourbookandcompletethereportonthethingsDannydidwronglastweek.
2.Design,askandwrite:designyourowntimetable,andthenaskandanswerinpairs:
WhatdidyoudolastSunday?
Iplayedcomputerfortwohours.
Finally,writeyourpartner’stimetable.
3.Compareanddecide:Compareyourtimetables
anddecidewhodidhealthierthingsinthepreviousweek.
4.Pairwork:talkaboutyourtimetables
5.Groupwork:discussandwriteaboutwhatDannyisgoingtodointhefuturePPP7
6.Individualwork:PPP8writeaboutwhatyouaregoingtodointhefuturetocorrectyourunhealthyhabits.
III.Consolidation
1.Oral:1)Listenandread5times
2)HelpDannytochangehisunhealthyhabits
2.Written:1)Copywork:phrases
2)WBP6
V.Notes
Unit2Growingsmart,growingstrong4/5I.Languagefocus:
1.Using‘usedto’todescribehabitualactionsinthepast
2.Usingthepresenttensetodescribepresentsituations
II.Languageskills:
Reading
lRecognizerecurrentpatternsinlanguagestructure
lReadwrittenlanguageinmeaningfulchunks
lIdentifydetailsthatsupportamainidea
lRe-readtoestablishandconfirmmeaning
III.Materials:
lSBP12
lCassette7B
lWBP7
ProcedureI.Warming-up
1.Freetalk:
lWhatdidyoudolastweekend?
lDidyoudoenoughexercise?
lDoyouhaveagoodhabit?
lWhatareyougoingtodotochangeyourunhealthyhabits?
lWhyareyougoingtochangeyourunhealthyhabits?
II.Pre-taskpreparation:
lPractise:takeoutyourphotosandanswer:
Whatbadhabitsdidyouhavewhenyouwerealittleboy/girl?
Iusedto……
lPlayaconfessiongame:IwillconfesswhatIdidwronginthepast,youdothesame,likethis:
1.Iusedtoeattoomanysweets.Idon’teattoomanysweetsanylonger.
2.NowIdon’teattoomanysweets
Ingroupscompete:anyoneinthegrouprepeatsother’s,
leavesthegroup.Thegroupwiththemost
memberswins.
lLookandread:listenandfollow
lPairwork:actouttheconversationsofthecharacters
III.Consolidation
1.Oral:1)Listenandread5times
2)Role-playtheconversationandrecite
2.Written:1)Copywork:phrases
2)WBP7
3)GBP10
IV.NotesUnit2Growingsmart,growingstrong5/5I.Languagefocus:
1.Usinginvertedwordordertoaskquestions
2.Using‘usedto’todescribehabitualactionsinthepast
3.Asking‘Wh-’questionstofindoutspecificinformation
4.Using‘goingto’todescribeeventsthatwilloccurquitesoon
II.Languageskills:
Listening
lListenforspecificinformation
lRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
Speaking
lMaintainaninteractionbyaskingandrespondingtoothers’opinions
Writing
lDevelopwrittentextsbyexpressingownideasandfeelings
lGatherandshareinformation,ideasandlanguagebybrainstorming,listingandobserving
lReviseandeditshortwrittentextsbymakingchangestoincorrectspelling,punctuationandgrammar,andaddingdetailsifnecessaryinresponsetosuggestionsfromtheteacher
III.Materials:
lSBP13
lCassette7B
lWBP8
ProcedureI.Warming-up
1.Freetalk:
lAchant:Whowasthefirst?
II.While-taskprocedure:
lPairwork:talkaboutyourbadhabitsinthepastandthebadhabitsyoustillhaveandthereasonswhyyoufinditdifficulttoovercomethem.Giveeachothersuggestions.
lAboutyou:completethechecklistonP13bywritingdownwhatyouhavediscussed.
III.Consolidation
1.Oral:1)ListenandreadTommyTarget5times
2)Pairwork:askandanswerusingthetarget
language
2.Written:1)Copywork:phrasesandsentences
2)WBP8
3)GBP19
IV.Notes
Growingsmart教案
Module1Foodanddrinks
Unit2Growingsmart,growingstrong
1
Languagefocus:
Asking‘Wh-’questionstofindoutspecificinformationaboutsomething.
e.g.WhatarewegoingtodothisSunday?
Asking‘Wh-’questionstomakesuggestions
e.g.Whydon’twegotoseeafilminstead?
Usingformulaicexpressionstomakesuggestions
e.g.Let’snotgotoaconcert.
Usingformulaicexpressionstoindicateagreementanddisagreement.
e.g.SodoI./NeitherdoI.
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Identifymainideasofanewtopic.
Speaking
Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Useappropriateintonation,stress,andvaryvolume,toneofvoiceandspeedtoconveyintendedmeaningsandfeelings.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate
Closeaninteractionbyusingappropriateformulaicexpressions.
Reading
Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types
Recognizeformatandlanguagefeaturesinnarrativeandnon-narrativepage5
Materials:
Student’sBook7Bpage8
Cassette7Bandacassetteplayer
Workbook7Bpage5
Photocopiablepage5
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage5foreachgroup.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows
1.Askstudentstotalkabouttheactivitiestheyusuallydointheirleisuretimewiththeirfamilies.Listthemontheboard.Conductasimplesurveytofindoutwhichactivitiesarethemostpopularamongthestudents.Asksomestudentswhytheylikeordislikeaparticularactivity.Helpthemdistinguishoutdooractivities,suchascyclingorhavingabarbecue,fromindooractivities,ascyclingorhavingabarbecue,fromindooractivities,suchasvisitingormuseumorseeingafilm.
2.Introducemoreactivitiesonpage8inLookandsay,e.g.concert,circus.Askstudentswhethertheyhaveeverenjoyedanyoftheseactivities.Invitethemtotalkabouttheirexperience.
3.Playtherecording:Lookandsay.Studentslistenandfollowintheirbooks.
4.Invitesomestudentstorole-playthecharactersandsaytheconversationsinLookandsay.
5.Studentsworkingroupsoffour.DistributeacopyofPhotocopiablepage5toeachgroup.Studentsdiscussandagreeontheactivitiestheywouldliketodotogetherwiththehelpofthepicturecards.Theymaymaketheirownpicturecardsifnecessary.TheyarerequiredtousethetargetlanguageinLookandsayduringtheirdiscussion.
Post-taskactivity
Workbookpage1
GrammarPracticeBook7Bpage7
2
Languagefocus:
Asking‘WH-’questionstofindoutspecificinformationaboutsomething
e.g.WhatarewegoingtodothisSunday?
Asking‘Wh-’questionstomakesuggestions
e.g.Whydon’twe_______instead?
Usingformulaicexpressionstomakesuggestions
e.g.Let’sgoto________.
Usingmodalstomakesuggests
e.g.Shallwehavesome______forlunch/dinner?
Usingformulaicexpressionstoindicateagreementanddisagreement.
e.g.SodoI./NeitherdoI.
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gestureandfacialexpression
Speaking
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic
Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate
Closeaninteractionbyusingappropriateformulaicexpressions
Writing
Useappropriateformat,conventionsandlanguagefeatureswhenwrittennon-narrativetextssuchasadescriptionandasimplereport
Reviseandeditshortwrittentextsbymakingchangestoincorrectspelling,punctuationandgrammar,andaddingdetailsifnecessaryinresponsetosuggestionsfromtheteacher
Materials:
Student’sBook7Bpage9
Cassette7Bandacassetteplayer
Preparation:
Cuethecassette.
Pre-taskpreparation
1.AskstudentstothinkabouttheplacestheyhavevisitedandtheactivitiestheyhaveenjoyedmostonaSundayorpublicholidayandtowritethemdownonapieceofpaper.Inviteseveralstudentstotalkabouttheplacesandtheactivities.
2.Showstudentssomepicturesofinterestingplacesthatcanbeconsideredforanouting.Askstudentstosuggestpossibleactivitiestobedoneintheseplace.Listontheboardthesuggestionsabouttheplacestovisitandactivitiestodo.
3.TellstudentstoplanforaclassoutingonaSunday.Encouragethemtothinkofplacestheywanttovisitandactivitiestheywanttodo.Theplanshouldincludethedateandplacefortheouting.Tellthemtheycanalsothinkofthefoodanddrinksforlunchordinner.
Consolidation
GrammarPracticeBook7Bpage8
3
Languagefocus:
Usingadverbstoexpressdegree
e.g.Youwatchedtoomuchtelevisionlastweek.
Usingadjectivestodescribeamouts
e.g.Youdidn’tdoenoughexercise.
Asking‘WH-’questionstofindoutspecificinformationaboutsomething.
e.g.Whatdidyoudolastweek?
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Identifymainideasofanewtopic
Reading
Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types.
Readwrittenlanguageinmeaningfulchunks
Materials:
Student’sBook7Bpage10
Cassette7Bandacassetteplayer
Preparation:
Cuethecassette.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Drawatimetablewiththedaysoftheweekontheboard.Invitesomestudentstotalkaboutseveralthingstheydidinthepreviousweek.Askquestions:WhatdidyoudolastSunday/Monday/Tuesday?etc.toelict:IatepizzaslastSunday/Monday/Tuesday,etc.Writethethingstheydidinthecorrespondingtimeslotsontheboard.Remindstudentsoftheuseofthepasttensetodescribehappeningsinthepast.
2.Introduceandreviewvocabularyonthepage10inRead,thinkandwrite.GivestudentssometimetoreadDanny’stimetabletounderstandwhatDannydidinthepreviousweek.ListDanny’sproblemontheboard.InvitesomestudentstoidentifythereasonsforDanny’ssickness.
3.Playtherecording:Reading,thinkandwrite.Studentslistenandfollowintheirbooks.
Consolidation
GrammarPracticeBook7Bpage9
4
Languagefocus:
Usingadverbstoexpressdegree
e.g.Youwatchedtelevisionfortoolong.
Usingquantifierstodescribeamounts.
e.g.I’mgoingtowatchlesstelevision.
Usingconnectivestoshowacauseandeffectrelationship
e.g.Dannyalwaysfeelstired,sohehasdecidedtowatchlesstelevision.
Languageskills:
Listening
Understandtheconnectionbetweenideasbyrecognizelinkingwordsandphrases
Listenforspecificinformation
Speaking
Maintainaninteractionbyaskingandrespondingtoother’opinions
Reading
Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types
Writing
Developwrittentextsbyusingappropriatelinkingwordsorphrases.
Materials:
Student’sBook7Bpage11
Cassette7Bandacassetteplayer
Workbook7Bpage6
Photocopiablepage6,7and8.
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage7foreachgroupandpage6and8foreachstudent.
Pre-taskpreparation
1.AskstudentstoreadDanny’stimetableagainonpage10oftheStudent’sBook.GivesometimetostudentstocompleteareportonthethingsDannydidwronglastweek.Askindividualstudentstoreadoutthesentencestochecktheanswers.
2.DistributeacopyofPhotocopiablepage6toeachstudent.Havethemdesigntheirowntimetableandwritedownthethingstheydidinthepreviousweek.Afterthat,studentsinpairsaskeachotherquestions,likethis:WhatdidyoudolastSunday/Monday/Tuesday?Etc.toelict:Iplayedcomputergamesfor2hourslastMonday.Studentsthenwrittendowninthetimetablethethingstheirpartnersdidinthepreviousweek.
3.Thepaircomparestheirtimetablesanddecideswhodidhealthierthingsinthepreviousweek.
4.Pairsofstudentscomeupandtalkabouttheirtimetablesandwhattheydidinthepreviousweek,tellingtheclasswhodidhealthierthingsinthepreviousweek.
5.Studentsworkingroupsofthree.DistributeacopyofPhotocopiablepage7toeachgroup.AskstudentstodiscussandwriteaboutwhatDannyisgoingtodointhefuturebureferringtothereporttheywrote.
6.Stillinthesamegroup,studentstalkaboutthereasonsforDanny’sdecisiontochangehisunhealthyhabitsandwriteareport.
7.DistributeacopyofPhotocopiablepage8toeachstudent.Havewhattheyaregoingtodointhefuturetocorrecttheirunhealthyhabits.
8.Invitesomestudentstocometothefronttotalkaboutwhattheyaregoingtodotochangetheirunhealthyhabitsandthereasons.
Consolidation
Workbookpage1
5
Languagefocus:
Using‘usedto’todescribehabitualactionsinthepast
e.g.Iusedtospendallmypocketmoney.
Usingthepresenttensetodescribepresentsituations
e.g.NowIeatsomemeatandplentyofvegetables./Idon’tsmokeanylonger.
Languageskills:
Reading
Readwrittenlanguageinmeaningfulchunks
Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types
Identifydetailsthatsupportamainidea
Re-readtoestablishandconfirmmeaning
Materials:
Student’sBook7Bpage12
Cassette7Bandacassetteplayer
Workbook7Bpage7
Preparation:
Cuethecassette.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Askstudentstobringtotheclassaphotoofthemselvestakenalongtimeagoandaphototakenrecently.Asksomestudentswhatbadhabitstheyhadinthepastandhavewhenyouwerealittleboy/girl?Writethebadhabitsintheboardandhelpstudentstoproducethetargetlanguage,likethis:Iusedto______.Writethesentenceontheboard.
2.Playaconfessinggame.Teacherstartsthegamebytalkingabouthis/herbadhabitsthathe/shehasstoppeddoing,likethis:Iusedtoeattoomanysweets.Idon’teattoomanysweetsanylonger./NowIdon’teatsweets.Writethesentencesontheboardtogetstudentsfamiliarwiththetargetlanguage.Studentsformabugcircleandcalloutanumberfrom1to5byturnstogetintogroups.Oneatatime,studentssaytwosentencesaboutabadhabittheyusedtohaveandhavenowovercome.Astudentwhorepeatsanotherclassmate’sbadhabitlosesthegameandleavethecircle.Thegamethencontinueswiththenextpersoninthecircle.Aftertenminutes,thegroupwithmostmembersremaininginthecirclewinsthegame.
3.Playtherecording:Lookandread.Studentslistenandfollowintheirbooks.
4.Askforvolunteerstoactouttheconversationsofthecharacters.
Consolidation
GrammarPracticeBook7Bpage10
Workbookpage7
6
Languagefocus:
Usinginvertedwordordertoaskquestions
e.g.Doyouhaveanybadhabits?
Asking‘WH-’questionstofindoutspecificinformationaboutsomeone.
e.g.Whatareyougoingtodo?
Using‘usedto’todescribehabitualactionsinthepast.
e.g.Iusedtospendallmypockedmoney.
Using‘goingto’todescribeeventsthatwilloccurquitesoon
e.g.Iamgoingto_____.
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.
Listenforspecificinformation
Speaking
Maintainaninteractionbyaskingandrespondingtoother’sopinions
Writing
Gatherandshareinformation,ideasandlanguagebybrainstorming,listeningandobserving
Developwrittentextsbyexpressingownideasandfeelings.
Reviseandeditshortwrittentextsbymakingchangestoincorrectspelling,punctuationandgrammar,andaddingdetailsifnecessaryinresponsetosuggestionsfromtheteacher
Materials:
Student’sBook7Bpage13
Cassette7Bandacassetteplayer
Workbook7Bpage8
Preparation:
Cuethecassette.
Consolidation
GrammarPracticeBook7Bpage19
Workbookpage8
七年级英语上Unit8Growinghealthy,growingstrong（牛津上海版）
老师会对课本中的主要教学内容整理到教案课件中，是认真规划好自己教案课件的时候了。只有规划好了教案课件新的工作计划，我们的工作会变得更加顺利！那么到底适合教案课件的范文有哪些？下面的内容是小编为大家整理的七年级英语上Unit8Growinghealthy,growingstrong（牛津上海版），仅供参考，希望能为您提供参考！
Unit8Growinghealthy,growingstrong教学目标
Studentsareexpectedto
1.knowsomeinformationaboutpotatoesandsocks.
2.learnhowtousesound+adj,makesth+adjcorrectly.
3.knowaboutthreeexpressionsaboutpotatoes.
学情分析
MystudentsarepooratEnglish,soIdidn’tdesigntoomanycomplicatedactivities.Theyaresuitableformystudents.Ifocusonthebasicknowledgeofthetextbook.Ialsopayattentiontothestudentsindifferentlevels.Everystudentcanlearnsomethingfromtheperiod,andtheycanlearnhappilyinthisclass.
重点难点
1.Understandingthemainideaofthreepassages.
2.Usingsound+adj,makesth+adjcorrectly.
3.learningsomerelatedexpressionsaboutpotatoes.
教学活动
猜个简单的谜语来揭示今天的主要知识结构“used to do sth.”。学会分析和替换,进行练习
I.Pre-taskpreparation:
Tobringintoday’stopic----“usedtodosth.”byhavingstudentsguessariddlewiththehelpofsomepicturesaswell.——(theansweris“anEnglishteacher——Ms.Zhu”)
Tohavethemcomparethetwoclausesofthesentencesintheriddle.Andthenmakeachoiceaboutthetimeoftheaction“answeringquestionsinclass”,inthefuture,noworinthepast?
Tohelpthemexplainorparaphrasethephrasebyusing“usedtodosth.=oftendidsth.inthepast”.Keepitontheblackboard
Tohavestudentsfinishparaphrasingtherestoftheriddlebyusingwhatthey’velearned.
Tohavethemreadaftertheteacher——“usedtodosth.”
通过让学生猜个简单的谜语来揭示今天的主要知识结构“usedtodosth.”。通过对于句中前后两个分句的对比让学生自己很容易地猜出此结构的大概含义和用法，并且学会使用另一种方法区揭示和替换。进行必要的理解性保持句意的操练进行巩固，并通过板书体现并留下供学生之后操练中作为参考。
教师引导下的句型拓展,pair work要求先听后说
II.While-taskprocedures:
Topracticethephrase“usedtodosth.”inasentence.
Tohavestudentspractice“usedtodo”withthehelpofsomepicturesandthephrasesgivenonthescreen.
Toletstudentsthinkaboutaquestionwhichcanbeusedtoaskforthethingstheyusedtodo.—“Whatdidtheyusetodo?”(Payattentiontotheuseof“did”.)
Todevelopthesentenceswiththestructuresof“not…anylonger/more”andtheadverb“instead”.
Toshowanothertwopicturesaboutapairofchildrenwithsomebadhabits.Havestudentsfinishthefirstpartofthesentencewith“beusedtodo”.Andaccordingtothesecondpicture,toshowthemhowtodevelopthesentencewith“not…anylonger/more”and“instead”.(Becausethetwothingsarenotnewtothem,teachershouldhavethemthinkoverandtrytofindtheanswerthemselves.Ifnecessary,somehintscanbegiventothem.)把此两者也写进板书。
Whilemakingthesentences,thenewvocabulary“asleep”anditswordderivationshouldbetaughtaswell.Givethemasentenceandchoosesomeonetoshowthemeaningofitbybodylanguagetocheckunderstanding.
Toshowthetargetpatternsonthescreenandsomeotherpictures,andhavestudentspracticefollowingtheexample.
(pairwork)A.Beforethepairwork:Teacherwillemphasizeonthestructureweusedandintroducethenegativeformofit.Andofcourseitisveryimportanttoputitontotheblackboard.“didn’tusetodosth.=didn’toftendosth.inthepast”(1.要注意先由后面引出前面；2.让学生注意后面结构中副词often所摆放的位置。)
B.Togivethem2minutestoprepareforthedescriptionofthemselvesbyusingthesamestructure.Andthenwhentheystarttodothepresentation,theywillrequiredtointroducetheirpartners’insteadoftheirs.(陈述时介绍对方的内容目的让所有人学会倾听对方的发言；学生准备时两种结构始终显示在屏幕上以示提醒。)
注意在操练过程中始终在板书或投影上有所要操练的巨型的基本结构可供学生参考。而学习和操练的过程也是由易到难，句子由短到长。
主题讨论：good habits and bad habits
III.Post-taskactivity
Pairwork:Discussion:Tomakeadialogueabout“badhabits,goodhabits!”
1)Another2minutesforpreparationforadialogueaboutbadhabitsandgoodhabits.Inthedialogue,studentswilltalkaboutthebadhabitstheyusedtohaveandwhattheyhavedoneaboutthem.Andalsotheywilltalkaboutthebadhabitstheystillhavetodayandwhattheyaregoingtodoaboutthem.(Paymoreattentiontothetensestheywilluseinthedialogue.)
在课结束前根据板书上本节课的知识技能的重点老师带领学生朗读并再次突出重点。
归纳总结，作业布置
IV.Assignment
Writeashortpassagewithatleast10sentencesaboutthetopic“Badhabits,goodhabits!”
Givestudentsasentencetothinkabout——“Usedtoisusedtoexpresswhatweoftendidinthepast.”Thereare2“use”sinthesentence,andhavestudentsthinkitoverandtrytofindoutthedifferencebetweenthetwouse-phrases.
