Unit2Ourdailylife。
每个老师上课需要准备的东西是教案课件，规划教案课件的时刻悄悄来临了。是时候对自己教案课件工作做个新的规划了，接下来的工作才会更顺利！你们了解多少教案课件范文呢？考虑到您的需要，小编特地编辑了“Unit2Ourdailylife”，希望对您的工作和生活有所帮助。
Unit2Ourdailylife
（一）
Adayinthelifeof…whiz-kidChengNa神童程娜的一天
titlen.标题
subtitlen．副标题
similaradj．相似的，类似的
besimilarto与……相似
bedifferentfrom与……不同，不同于
expectv.期待
whiz-kid．神童
businessn．生意，公司（=company）
managern．经理
clientn.客户，顾客，主顾
achievev.得到，实现
graden．分数
failv.失败，不及格
examn．考试
collectv.接走
returnv．回，返回
attendv．参加，出席
continuev.继续
（二）
combn.梳子v.梳头
nearby和nearby
arrivev.到达
get的用法
walkhome步行回家
onceaweek一周一次
spend……on花费……在……上
theonlychild独生子女
makebreakfast做早饭
（三）
inthegreendress穿着绿色礼服的,intheredshirt穿着红色衬衫的（在此注意in的用法）
hold
cousin表兄妹或表姐弟,nephew外甥或外甥女
exceptfor除……之外
（四）
complete
timetable
quarter,aquarter一刻钟（=15分钟）
biology生物-----其它科目？
goonfoot=walk走路去，步行前往
onweekdays和ontheweekend
二重点难点解析
(一)
1.ChengNa,oneofthetopstudentsinGuangzhou．程娜，广州的高材生之一。
*oneofthetopstudents=oneofthebeststudents高材生之一
"oneof＋名词复数”表示“……之一”
2.allofherfamilyworkinherbusiness．她所有的家人都在她的公司工作。
☆family表示“家庭”或“家人”，是集合名词，若视为整体，动词用单数；若逐个考虑其个体，则动词用复数。例：Myfamilyisverylarge．我家是个大家庭。Myfamilyareallverywell．我的家人都很好。
☆businessn．生意businessmann．商人（男）businesswomann．商人（女）
busyadj．忙的busilyadv．忙地
3.inmyowncar.owna.自己的
inonescar=bycar坐小汽车
4.辨析：attend，takepartin，join
☆三者都有“参加”之意。attend指参加、出席会议；takepartin多指参加活动；join指加入组织、团体、党派。例：MyfatherattendsameetingeveryThursdayafternoon.我爸爸每周四下午要去开会。
You’dbettertakepartinalltheactivitiesatschool.你最好参加学校的各项活动。
DoyouwanttojointheLeague?你想入团吗？
5.OnFridaywehaveComputerClubmeetings.每周五我们都参加电脑社会议。
☆have用作行为动词，常与一名词连用表示与该名词相当的动词意义，如：haveameeting/aswim/awalk/alesson…开会/游泳/散步/上课……。否定句和疑问句中要用助动词do/does/did。例：-Doyouoftenhaveawalkaftersupper?–Yes,Ido./No,Idon’t.
6.Igotomyofficeandcontinueworkingonmygames.然后我到办公室继续设计电脑游戏。
☆continuedoingsth.继续做某事。例：Howcanyoucontinuewritinginsuchdimlight？这么暗的光线你怎么能继续写呢？
☆workon从事（某工作）
（二）
1.combherhair梳头
2.twopiecesofbread:两片面包不可数名词的记数方法：
piece
apieceofpaper,twopiecesofwood,threebottlesofmilk
3.Shelivesnearbyandalwayswalkstoschool.她就住在（学校）附近因此总是步行去上学。
4.ZhouHuiusuallywalkshomeatfouro’clockintheafternoon.周慧通常是下午四点钟步行回家。注意Walkhome中，home前不用to。
5.Sheusuallyspendsoneortwohoursonit.她通常那上面花费一到两个小时的时间。
（三）
1．Mygrandmotheristhesmallladywiththewhitehair.我的奶奶是那个长有一头白发的女士。注意withthewhitehair这个短语的用法，它被放在lady的后面，作定语，因此叫做后置定语，限定和表现lady的外观和年龄。
2．Oh,Isee.哦，我明白了。注意see在此具体环境下的翻译。
3．Sheistheyoungest,exceptforthebaby.除了小宝宝，她（就）是最年轻的。
三语法讲解
1．一般现在时
一般现在时表示目前的状态及经常发生或习惯性的动作，常与usually,often,sometimes,everyday等状语连用。也可用于表达一种客观事实、习惯和作息时间表。
1)谓语用动词原形；当主语为第三人称时，动词后＋s/es.
Igetupatsixeverymorning·
Thesunrisesintheeastandsetsinthewest．
2)动词第三人称单数变化规则如下：
（1）一般动词后＋s;
（2）以s/x/ch/sh结尾的动词＋es.mixes/discusses/washes/teaches
（3）go/do十es，goes/does
（4）一些以y结尾的动词如y前是辅音字母，则将Y改成i+es.studies/hurries/worries
（5）如y前是元音字母就加s.plays/stays
3)其否定句或疑问句是用助动词do或does构成。
Doyouhavelunchatschool?Yes，Ido./No,Idont．
Doeshegotoworkonfoot?Yes，hedoes．/No,hedoesnt．
IdontgotoschoolonSundays．
Shedoesntdoherhomeworkathome．
2.频度副词（always,usually,sometimes,seldom,often...）在句子中的位置
1)位于主要行为动词的前面。例：Heoftendoeshishomeworkintheevening.(does是行为动词）
2)位于be动词的后面。例：Sheisalwayslateforschool.（is是be动词）
3)位于助动词和主要行为动词之间。例：Idontusuallygotoschoolbybus.(dont是助动，go是行为动词)
3.howoften来询问动作所发生的频率。
4.时间状语（once一次twice两次threetimes三次fourtimes四次onMonday/everyday，etc.）常位于句首或句末。
补充阅读一篇：
MyDailyLife
Igetupatsixeveryday.Idressmyselfquicklyandhavebreakfastathalfpastsix.AfterbreakfastIgotoschool.
Ihavefourlessonsinthemorningandthreeintheafternoon.Istudyhardandalwayshelpmyclassmatewiththeirlessons.Ihavelunchatschool.Schoolisoveratfive.
AftersupperIreadnewspapersorwatchTVforhalfanhour.Ipreparemylessonsbetweenhalfpastsevenandnine.Igotobedatnine.
Theaboveisabriefaccountofmydailylifeonweekdays.ThereisnoschoolonSundays.Iusuallyreviewmylessonsinthemorningandcallonsomefriendsortogotoseeafilmintheafternoon.
补充材料B
一、usually,sometimes,always,often等词在英文中被称为“频度副词”，是用来表示动作频率的，但程度上有别。一般说来可按频率大小排列：
always＞usually＞often＞sometimes＞seldom（很少）＞never（决不）
其中：
always是频度最大的词,意为"总是；永远"。如:
Ishallalwaysremembermyfirstdayatschool.我将永远记住我上学的第一天。
usually意为"通常",即很少例外,频度仅次于always。如:
Whatdoyouusuallyhaveforbreakfast?你通常早餐吃什么？
often意为"经常",在频度上不如usually那么频繁。如:
LiPingoftendoeshishomeworkintheafternoon.李平经常在下午做作业。
sometimes意为"有时候",频度比often小,表示动作偶尔发生,间断较大。如:
1.Isometimesgotothelibrary.我有时去图书馆。
2.SometimesIreadabookintheevening.我有时在晚上看书。
二、频度副词的位置
1.在be动词之后。如：
Sheissometimesverybusy.她有时很忙。
2.在第一个动词或情态动词之后。如：
IwillneverforgetthefirsttimeImetyou.我将永远忘不了和你的第一次见面。
3.在实义动词之前。如：
Weoftengothere.我们常去那儿。
4.sometimes也可放在句首、句中或句末，often也可放在句末。如：
Sometimesshewritestome.她有时候给我写信。
Shewritestomeoften.她经常给我写信。
三、用法
1.often,always,usually等通常和一般现在时连用，表示现在经常或反复发生的动作。如：
ItoftenrainshereinApril.这儿四月份常下雨。
2.always与进行时连用时，并不强调动作正在进行，而是表示赞叹、厌烦等情绪。如：
Heisalwaysthinkingofothers.他总是想着别人。（赞叹）
Sheisalwaysaskingsillyquestions.她老是问些愚蠢的问题。（厌烦）
3.对这些频度副词提问时，用howoften。如：
Iwritetomybrothersometimes.
Howoftendoyouwritetoyourbrother?
1.Tomusuallydoeshislessonsaftersupper．汤姆通常在晚饭后做功课。
HowoftendoesTomdohislessonsaftersupper？
2.Katesometimesplaysgameswithhereldersister．凯特有时和她的姐姐做游戏。
HowoftendoesKateplaygameswithhereldersister？
四、时态：频度副词常与一般时态连用，如果带某种情感时则与进行时态连用。如：
1．MyfatherusuallytellsmeastoryonSundayevenings．我爸爸通常在星期天晚上给我讲一个故事。
2．Whenhewasachild，hewasalwaysaskingquestionsandtryingoutnewideas．他小的时候，总是问一些问题，并试验一些新的观点。
pretty和beautiful
beautiful
adj.
美丽的,很好的
pretty
adj.
漂亮的,可爱的,优美的,机灵的,恰当的
PS.pretty可以修饰形容词prettyyoung是相当年轻的意思．
Sheispretty.她好漂亮.Pretty当作漂亮解时,和beautiful程度上差不多,但如果真的要比的话,beautiful还是比pretty要beautiful一点.另外还有一种用法就是当球赛有精采的表现时,你就可以说,Oh!That’spretty.但是不能说,That’sbeautiful,跟中文是不是有点类似呢?
pretty和beautiful在汉语的意思上没有太大的分别。但是在英语里有不同。后者的程度比较深。人家外国人见了人会夸pretty，但是很少用beautiful。除非是那种巨美的。
pretty在某种程度上来说，没有beatuiful好看，一般外国人不太用beautiful来形容人的，一般只会说prettygirl。
另外的一个区别是beautiful只能做形容词，修饰名词，做定语。而pretty除此种用法外，还能做副词=very，eg：That’saprettygoodidea。
总的来说pretty单指长得美
beautiful包括心灵美
所以称赞人还是beautiful好
Pretty和Beautiful
还是几年前，和两个同事聊天，聊起了这两个词的区别，记得当时我是这么信嘴胡咧咧的：“Pretty是指后天的教养，是指一个人为人做事很漂亮，让人舒服，比如说漂亮人物。而Beautiful主要是指天生的、有力量的、能震撼人心的美。”今天又想起这件事，是因为这两天看了英国BBC出品的6集《傲慢与偏见》，我实在是喜欢《傲慢与偏见》，不同版本的小说和影视作品都搜罗来看，而它令我着迷的原因，就是因为它从满眼的Pretty不经意间就落到了Beautiful上。
绅士和淑女的生活，讲究的就是一个Pretty，虽然这种生活有些令人乏味。丽萃和她姐姐简是班纳特一家最Pretty的两个人物了，而且简还是公认的美人，然而她们的妈妈和妹妹们却很让人胸闷，言谈举止几乎处处失当，因此也造就了简和丽萃婚姻上的一波三折。简和彬格莱先生一见钟情，然而一场舞会，一次全家人的集体出丑，彬格莱先生热心的朋友达西和高傲的妹妹有心的劝阻，就促成了彬格莱先生弃简而去，而简对这个结果几乎一直是听天由命、逆来顺受。后来多亏了达西的良心发现，才促成了彬格莱和简最后的喜结良缘。无可否认彬格莱和简是一对漂亮人物，可是一直到结束，他们也仅仅让我觉得是一对漂亮人物而已。丽萃和达西就给了我完全不一样的感觉，丽萃从长相上也许不能算是一个美人，可是她有力量，所以她敢于做自己想做的事，不畏惧地位比自己高的人。她拒绝达西的求婚，因为达西对待简不公正，因为达西不接受她的家人。她也拒绝达西的姨妈对她提出的不许接受达西求婚的不合理要求，因为她要对自己的幸福负责。随着丽萃一点一点显露她的力量和勇气，她也变得越发光彩照人起来。丽萃对达西的偏见和达西为人的傲慢，原本是两人很大的缺点，而达西第一次求婚的失败促使了两人对各自缺点的觉悟，接下来两人的转变就顺理成章，结局就让我觉得无比的Beautiful了。
写到这里突然想到了城市气质，这是很多人写过也有很多人响应的话题，我觉得上海是很偏重Pretty的城市，这大概也是外乡人到上海不适应的原因，可是过分的追求Pretty就会像彬格莱小姐或达西的姨妈咖苔琳夫人一样惹人反感或逗人发笑。而中国能够称上Beautiful的城市，我因为孤陋寡闻，不敢妄说，大家不妨评评看。
精选阅读
Chapter2OurDailyLife
Chapter2OurDailyLife
PartOneNewwordsandwarmingup
Teachingcontents
1.Tolearnbyheart18newwordsinChapter2;
2.Tolearntodescribepeople’sdailylifeandregularactivities.
Mainpoints
Describepeople’sdailylife
Difficultpoints
Torememberthephrasesaboutdailylife
Teachingaids
PPTandblackboard
Teachingprocedures
Step1:newwords
letstu.toreadthenewwords(18)andtheteachershouldmakesomeexplanationswhenit’snecessarytohelpstu.learnthewordsbyheartassoonaspossible.
Tostartwith,let’sfirstgotopage85togooverthevocabularyforthischapter.Readthemaloudtothetapeandtrytolearnthembyheart.
Wordschallege:
Nowwearegoingtochallegeoneanother.I’llreadsomecluestoyou,trytotellmewhichworditisasquicklyasyoucan.
a.Anoun—woodenmusicalinstrumentwithstringsandabowviolin
b.Anoun—ateenageroryoungadultwhoisverygoodorquickatdoingsomething
whizz-kid
c.Averb—get,receive,succeedindoingsomethingachieve
d.Anoun—customer;someonewhobuyssomethingorusesaserviceclient
e.Averb—talkaboutsomethingdiscuss
f.Anoun—apersonwhocontrolsabusinessorpartofit.manager
g.Anoun—theperson(inacompany)wholooksafterthemoneyandkeepsthefinancialrecordsaccountant
h:inthemorninga.m.
i:intheafternoonp.m.
j:helpsb.dosth.assist
k:gotoattend
l:acompanybusiness
Step2:warming-upbylookingatthepictures
Lookatthepicturesandtoknowthephrasesaboutdailylifedescribingonthepictures
Thenaskthestudentswhatdotheydoeveryday,everyweek(usephrase)
showPPTtostudentswhentheyanswerthequestions（thephrasesaboutdailylifedescribing）
Step3:workinpairstodescribingSs’dailylife
let’sSsworkinpairstodescribeWhatkindofthingsdotheydoeveryday?Whatkindofthingsdotheydoonceortwiceaweek?Andwhatkindofthingsdotheyneverdo?
writethesepatternsontheblackboard:
I……everyday.
I……onceortwiceaweek.Inever……
(Encouragestudentstospeakuptheirdailyactivitiesasmanyaspossible.)
e.g.A:Whatkindofthingsdoyoudoeveryday?
B:Icleanmyteeth,washmyfaceandhands,makeatelephonetomyparents,watchtelevision,gotoschool,domyhomeworkeveryday.
A:Whatkindofthingsdoyouneverdoeveryday?
B:Ineverplaythepiano,rideabike,gotothesupermarket,arguewithotherclassmates,cometoschoollate.
A:Whatkindofthingsdoyoudoonceortwiceaweek?
B:Ieatfish,playtennis,playcomputergames,gototheconcert,eatchocalates,takeabusonceortwiceaweek.
Step4:Homework
1.PreviewtheReadinginChapter2;
2.Learnthenewwordsbyheart.
PartTwoReading(1)
Teachingcontents:
1．Howtodescribeoureverydayactivitiesandhowoftenwedothings.
2．Thedailylifeofa‘whizz-kid’student
Mainpoints
Readthetextandabstracttheimportantinformationfromthetext
Difficultpoints
Changetheinformationintochart
Teachingaids
multimedia,tape-recorder,PPT
Teachingproducedures
Step1:leading-in
Askthestudentswhentheyusuallygetupinthemorning,whentheygotoschoolandsoon.Thenleadinthetopicofthischapter‘OurDailyLife’.Andshowthemsomepicturesandletthemdothe‘askandanswer’activity.
Whichofthesethingsdoyoudoeveryday/doonceortwiceaweek/neverdo?
Step2:pre-reading
Letstudentstalkabouttheirdailylife,andthencomparewiththelifeofWendy(lookatthepicture).
Step3:while-reading
a.Skimthetextanduseonesentencetoabstractthemainideaofthetext.
b.Scanthetextandtogetthemainideaofeachparagraph,finishthischart
P1Wendydescribesherschool.Shefindssomeschoolworkeasybutboring.
P2Atlunch-timeshesometimeshaslunchwithabusinessclient.
P3Wendydescribeshermorningroutinandthebackgroundtoherfamilycomputerbusiness.
P4Wendy’sdrivertakeshertoschoolinherowncar.
P5Intheeveningssheworksonhercomputergames.
P6Wendydescribesherafter-schoolactivities.
c.Readthetextagainandfindthefacts.Turntopage18completethelistwithinformationthatWendygivesusinherarticle.Writeonlynotes(onetothreewordsorfigures)foreachanswer.
1.Whatshewritescomputergames
2.whenshegetsup6a.m.
3.Howshegetstoschool7.30a.m
4.Howshegetstoschoolinhercar
5.Whatshedoesonthewaymakesphonecalls
6.HerusualgradeatschoolA
7.whenshegoestoComputerClubFriday
8.whenshehasdinner7p.m.
9.Herworkafterdinnerwritingcomputergames
10.whenshegoestobed11p.m.
Step4:post-reading
Askthestudentstoreadthepassageagainanddotheexercisesonpage19inthebook.
Stepfive:summary
1.howtotalkaboutourregularactivitieswedoeverydayoreveryweek/month
2.whatdoesWendydoeveryday?
Step6:homework
Exercisebookpage13-14
Doasurveyof“howoftendoyou…”(seeinPPT)
PartThreeReading(2)
Teachingcontents
Languagepointsinthetext
Teachingaimsanddemands
Tofindoutandanalysistheusageoflanguagepoints(phrasesandwords)
Mainpoints
14phrasesand4wordsusages
Difficultpoints
Puton/wear/haveonthedifferenceamongthem,assist,attend
Teachingaids
PPTandblackboard
Teachingprocedures
Step1:warming-up
Listentoasong:HereIam
Step2:languagepointslearning
a.thetopstudent
b.mustbe
c.business
d.puton/wear/haveon
e.havebreakfast/lunch/dinner
f.discuss
g.inmyowncar
h.makeaphonecall
i.onthewayto
j.enjoydoingsth
k.achieve
l.failanexam
m.twiceaweek
n.attend
o.havecomputerclubmeeting
p.assistsbwithsth
q.continuetodosth/continuedoingsth
Expainthemonebyone
Step3:Homework
Exercisebookpage15;
PreviewtheLanguageinChapter2.
PartFourLanguage
Teachingcontents
1.Howtouseverbsinthesimplepresenttensetotalkorwriteaboutthingshappeningallthetimeoranumberoftimes.
2.Howtouseadverbsandadverbialphrasestosayhowoftenthingshappen.
Teachingaids
multimedia,tape-recorder,PPT
Teachingproducedures
Step1:leading-in
AskthestudentswhatWendyusuallydoinhisdailylife.Thenleadinthelanguageofthischapter‘thesimplepresenttense’.Givethemsomesentencesofthesimplepresenttense,andaskthemtofindoutthestructureofthetense.
Step2:
1.helpthemfindoutthestructureofthesimplepresenttense
肯定句：主语＋am/is/are＋其它成分.
主语(除第三人称单数)＋动词原形＋其它成分.
否定句：主语＋am/is/arenot＋其它成分.
主语(除第三人称单数)＋don’t＋动词原形＋其它成分.
一般疑问句：Am/Is/Are+主语＋其它成分?
Do+主语(除第三人称单数)＋动词原形＋其它成分?
特殊疑问句：疑问词＋is/am/are+主语＋(其它成分)？
疑问词＋do+主语＋动词原形＋(其它成分)？
Theconsistentofsimplepasttense
a.Ilikefish./helikesfish.
Iamastudent.
b.Idon’tlikeswimming./theyarenotinthelibrary.
c.isitatalltree?/doestheearthgoaroundthesun?
d.Whattimeisitnow?
2.helpthemtofindouttherulesofverbchange
a.–s
b.s,x,sh,ch,o–es
c.constantsongs+y-ies
3.dosomeexercises
Step3:
1.readthesentensesinthebookandfindouttheusageoftheadverbsandadverbialphrases
Findoutthedifferenceofthewords:
always---usually---often---sometimes---seldom---never
2.dosomeexercises
Step4:consolidation
Doexercises
Step5:summary
1.Howtouseverbsinthesimplepresenttensetotalkorwriteaboutthingshappeningallthetimeoranumberoftimes.
2.Howtouseadverbsandadverbialphrasestosayhowoftenthingshappen.
Step6:homework
Exercisebookpage15-16
PartFourListeningSpeaking
Teachingcontents:
Getthestudentstoknowsomelisteningskill(makenotes).
Getthestudentstoknowhowtodescribeadailylife.
Howtodescribeoureverydayactivitiesandhowoftenwedothings.
Teachingaids
multimedia,tape-recorder,PPT
Teachingproducedures:
Stepone:Leadinandpre-listening
whatdoesyourfatherormotherdoeveryday?
Predicting:where,when,what
Steptwo:while-listening
1.playthetapeforthefirsttime.Getthestudentstoknowthegeneralideaofthelisteningmaterialwithwritinganything.
2.studentslistenforthesecondtimeandworkoutwhichpersonistalking.Thenchecktheanswer.
3.playtherecordingagainandaskstudentstocompletepartB.
Step3:post-listening
1.handoutthetapescriptandfindoutthewordstheylistento.
2.readthetapescript.
Step4:speaking
AskthestudentsaboutthedailylifeofWendy,letthemusetheYes/Notoanswerthequestions.
1.IsWendystillastudent?
2.DoesWendydriveherselftoschool?
3.DoesWendyfailanexam?
4.CanWendyplaytheviolin?
5.DoesWendyhavebreakfastat7:30a.m.?
6.DoesWendylikeherschoolfriends?
Step5:presentation
1.Askthestudentstopayattentiontotheteacher’svoices.
WhenweaskaYes/Noquestion,wemakeourvoicesriseattheend.Alsowemakeourvoicesrisetoshowpoliteness.
2.askthemtodosomepractice.
Step6:speak-up
Workinpairstofindoutaboutyourclassmate’shabits.Askyourpartnerthequestionsandwritedowntheanswers.
Step7:homework
Exercisebookpage18-19
PartFiveWriting
Teachingcontents
Howtowriteaboutaperson’sdailylife.
Teachingaids
multimedia,PPT
Teachingproducedures
Step1:leading-in
RetellthestoryofWendyusingthesimplepresenttense.
Reviewwhatwelearntinchapter2andarousestudentsinteresttowardsthetopic.
Step2:discussion
Givesomekeywordsandaskthemhowtowritethemintoacorrectsentence.
1.playbasketball,herfriend,from4.00to4.30p.m.,atschool,onceaweek
Sheplaysbasketballwithherfriendfrom4.00to4.30p.m.atschoolonceaweek.
2.livenearby,alwayswalktoschool,gotoschool,7.45a.m.,usuallyarrive,8a.m.
Shelivesnearbyandalwayswalkstoschool.Shegoestoschoolat7.45a.m.andusuallyarrivesat8a.m.
Step3:writeasentencecorrectly
Exerciseinthebookonpage27.
Step4:writingashortstoryaboutagirl’severydaylife.
Fangfangismybestfriend.Shelivesahealthylife.Shegetsupatsixo’clockeverymorning…
Step5:summary
1.howtowriteaboutourregularactivitieswedoeverydayoreveryweek/month
2.whatdoesWendydoeveryday?
Step6:homework
Exerciseinthestudent’sbookpage27
Chapter2Ourdailylife教学设计
为了促进学生掌握上课知识点，老师需要提前准备教案，准备教案课件的时刻到来了。在写好了教案课件计划后，新的工作才会如鱼得水！你们知道哪些教案课件的范文呢？以下是小编为大家收集的“Chapter2Ourdailylife教学设计”但愿对您的学习工作带来帮助。
Chapter2OurdailylifeChapter2OurdailylifePeriod1知识目标：（1）学生了解Wendy一天的生活。（2）学生学习新词汇技能目标：（1）用英语解释词汇（2）阅读技巧过程与方法：（1）通过brain-storming了解学生们的日常生活。（2）通过粗略地看课文，了解wendy不同寻常的一天生活。（3）通过精读课文，深入理解课文内容预习任务：1.四会单词：business,uniform,discuss,achieve,fail,exam,collect,return,violin2.划出你在课文中不认识的单词。教学步骤：
Step1:Pre-reading
(1)Askstudentssth.abouttheirdailylife.
(2)FinishpartAonP16.
①whatdoyoudoeveryday?
②Whatdoyoudoonceortwiceaweek?
③Whatdoyouneverdo?
Step2:While-reading
Skimming
1)Beforeyoureadthearticleonthenextpage,lookatthetitle,thesubtitleandthepicture.FinishpartBonPage16-17,andthenchecktheanswers.
2)Whatisthemainideaofthepassage?
Thepassagetalksaboutwendy’s___________________.
Scanning
1)Readagainandfinishthefollowingquestions.
①DoesWendyhavebreakfastat7.30a.m.?
②Doeswendydiscussherstudieswithherparentsatbreakfast?
③Doeswendydriveherselftoschool?
④Doeswendypassallofherexams?
⑤Iswendygoodatplayingbasketball?
⑥Canwendyplaythepiano?
2)FinishpartConP18.FindthesewordsinWendy’sarticle.Thenreadthe
wordsroundthemandchoosetherightmeaning.
Step3:Post-reading
WhatdoyouthinkofWendy’slife?
Step4:what’sthemeaningofwizz-kid?Summary:Wendy’sdailylifeTimeactivites6a.m.7.30a.m.8a.m.12.30a.m.4.15a.m.7p.m.Homework:1.抄单词，读课文3遍。并根据表格复述课文，明天检查。家长签字。
Chapter2OurdailylifePeriod2知识目标：引领学生精读课文，结合已有学习经历在进一步理解课文内容的基础上，借助特定语言环境学习新的词汇、句型及表达。技能目标：（1）用英语准确解释词汇及句子。流程与学法：1．精读课文，培养学生语感，在具体情境中掌握语言（词汇、句型等）。2．通过精读课文，掌握一般现在时态的准确应用；3．学生小组讨论如何让自己的日常生活更加丰富多彩。情感、态度、道德、价值观培养主动参与、小组协作精神预习任务：根据中文，在文章P17中找出如下短语。1….中的一个_________________2.在上学_________________3．起床_________________4.吃早餐_________________5．打电话给某人_________________6.在……路上_________________7．两周一次_________________8.返回学校_________________9．在星期五_________________10.继续工作_________________教学步骤：Pre-taskpreparation1.Reviewwordsandexpressions.2.Checktheanswersoftranslation.While-taskProcedure1.Readthetext,andexplainthekeypointsineachparagraph.2.PutthefollowingChinesesentencesintoEnglish.(1)每天我们在吃饭的时候讨论生意。___________________________________________________(2)Wendy从来没有考试不及格。___________________________________________________(3)Wendy和她的司机一起返回学校。___________________________________________________(4)我有时候个客户打电话。___________________________________________________(5)我总是在我所以的学科中获得A等级。___________________________________________________Post-taskActivitiesReadthetextafterthetape,andtrytoreciteitatlast.
Chapter2OurdailylifePeriod3知识目标：学生理解听力材料；学生学习新词汇。技能目标：听力---学会在听前预测答案，在听中获取信息。学生学会正确使用时态。过程与方法：1.通过听力练习，学生学习捕抓重点信息的技巧。2.在听力过程中，学生注意去捕捉特定的词并做出判断。教学步骤：Pre-taskPreparation1.Whenyoulistentopeopletalkabouttheirjobs,youneedtopayattentiontothefollowinginformation:﹡theworkingplace;﹡theworkingtime;﹡theirduties.2.Askstudentstoreadthearticlequicklyandteachersexplainthewordsthestudentsmaynotunderstand.While-taskprocedure
Step1:Readtheinstructionsandgetwhattodo.
Step2.Listencarefully.Trytowritethenumbers1-6inthecirclestoshowthespeakers.Then,checktheanswers.
Step3.ListenagainandmatchthewordsandphrasesbelowthepersoninA.
Checktheanswers.
Step4:Mastersomeimportantwordsandphrasesfromthelisteningmaterials.
inchargeoflookafterPost-taskprocedureSpeakingAsksstosaysth.abouttheirparents’jobs,containingthefollowinginformation:theworkingplace,theirworkingtimeandtheirduties.
Chapter2OurdailylifePeriod4
知识目标：1.掌握第三人称单数的动词变化规律。
2．正确使用在一般现在时中出现的常用频率副词。技能目标：在日常的交际写作中，正确使用一般现在时。过程与方法：归纳法和演绎法预习任务：fillinthefollowingblanks.1.我总是每天6点起床。I_______getupat6everyday.2.我们经常周末去购物。We______goshoppingonweekends.3.他们有时候步行去学校。They______walktoschool.4.老人们几乎不玩电脑。Theoldpeople________playcomputergames.5.我上学从不迟到。Iam_________latefromshool.教学步骤：Pre-taskPreparationgotothesupermarketSundayMondayTuesdayWednesdayThursdayFridaySaturdayalwaysusally/oftensometimesseldomneverWhile-taskProcedure.Step1.Lookatthefollowingsentencesinpairs,trytofindoutthedifferences(不同点).Thenfinishthetablebelow.1.Ineverwalktoschool.Heneverwalkstoschool.2.TheysometimesgoshoppingonSundays.ShesometimesgoesshoppingonSundays.3.IusuallywatchTVtohavefun.HeusuallywatchesTVtohavefun.4.Wealwaysstudyhard.Shealwaysstudieshard.5.Theyseldomdohousework.Heseldomdoeshousework.
第三人称单数的动词变化规律总结变化规律例子以-s,-x,-ch,-sh结尾的动词mix→mixes以-o结尾的动词go→goes,do→does以-y结尾的动词hurry→hurriesStep2.Morepractise.1.Fillintheproperformsofthewordsinbrackets.(P16onworkbook)2.Fillintheblanksusingthesimplepresenttense.(P17onworkbook)3.Dosomemultiplechoice.(P16onworkbook)Homework
Chapter2OurdailylifePeriod5知识目标：1.如何通过语调表达自己的情感。2.掌握在不同的句型中使用升降调。技能目标：语音语调的准确性。过程与方法：通过对话练习，熟练自然的掌握如何使用升调。教学步骤：Pre-taskPreparationAsksstoreadthroughP24-25bythemselves.While-taskProcedure
Step1.Letstudentsknowwhentousetheriseintonationthroughsomeexamples.Thenaskthemtoreadthesesentencesbythemselves.
Step2.AskstudentstopracticetheconversationA1inpairs.ThenaskstudentstomakeconversationliketheoneinA1.trytomakethevoicesriseandfallcorrectly.
Step3:1.Workinpairstofindoutyourclassmate’shabits.AsktheirpartnerthequestionsandwritedowntheanswersonP25.
2.choosefiveinterestingfactsfromthequestionaireabove.Tellthemtotheclass,butdonottellthemthenameofyourfriend.Askthemtoguesshisorhername.
Thesentencepatternsbelowmayhelpyou.Post-taskProcedureGivethemmorepractise,andaskstudentstoreadthembeforeotherclassmatestomakesurethattheyhavemastertheusage.Summary1.whenweaskayes/noquestion,wemakeourvoicesriseattheend.2.wealsomakeourvoicesrisetoshowpoliteness.
Homework.PractiseP19speakingonworkbook.
Unit2Weloveallfourseasons2
Module3Change
Unit2Weloveallfourseasons
1
Languagefocus:
Usingthesimplepresenttensetoexpressthoughts
e.g.Springmakesmethinkofrain.
Usingadjectivestodescribeevents.
e.g.Itisawfultowalkintensetoexpressionsimpletruths.
Usingthesimplepresenttensetoexpresssimpletruths
e.g.Theweatherstartsgettingwarm.
Usingpropernounstorefertoevents
e.g.Easterisspring.
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriately
Identifydetailsthatsupportamainidea
Listenforspecificinformation
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings
Reading
Readwrittenlanguageinmeaningfulchunks.
Materials:
Student’sBook7Bpage53
Cassette7Bandacassetteplayer
Preparation:
Cuethecassette.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Playtherecording:Lookandread.StopafterPicture2.Studentslistenandfollowintheirbooks.
2.Playtherecordingagain.Studentslistenandrepeat.
3.Ask:Whatdoesspringmakeyouthinkof?toelicit:Springmakesmethinkof…Encouragestudentstovolunteeranythingthatcomestomind.Helpthemwritealistontheboard.ThendrawaspidergramliketheoneintheStudent’sBookandinviteamoreablestudenttocomeforwardandcompletethespidergramwiththeinformationgivenonthelist.
Consolidation
GrammarPracticeBook7Bpage41.
2
Languagefocus:
Usingthesimplepresenttensetoexpresssimpletruths
e.g.Inwriter,theweatherstartsgettingcoldanddry.
Usingadjectivestoshowquantities
e.g.Someleavesbecomebrown,redoryellow.
Usingadjectivestodescribeevents
e.g.Itisfuntogotothebeachinsummer.
Languageskills:
Listening
Identifythemainideasofanewtopic
Identifydetailsthatsupportamainidea
Listenforspecificinformation
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings
Reading
Readwrittenlanguageinmeaningfulchunks
Recognizerecurrentpatternsinlanguagestructure
Skimatexttoobtainageneralimpressionandthemainideas.
Writing
Developwrittentextsbyexpressingownideasandfeelings
Writeoutpieceofworkbypresentingwritingusingappropriatelayoutandvisualsupportincludingillustrations,tables,chartswherenecessary
Materials:
Student’sBook7Bpages53and54
Cassette7Bandacassetteplayer
Workbook7Bpage27
Photocopiablepages47and48
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepages47and48foreachstudent.
Pre-taskpreparation
1.PlaytherestoftherecordingforLookandread.Studentslistenandfollowintheirbooks.
2.Playtherecordingagain.Studentslistenandrepeat.
3.Writethefollowingadjectives:awful,interesting,nice,fun,important,hadanddangerousontheboard.Askforstudents’opinions:Isitawful/interesting/nice/fun/important/bad/dangerousto…?
4.Writethreeverbs:start,likeandloveontheboard.Say:Istartworkingat8a.m.Ilikewalkingtoschool.Ihavedoingexercise.Ask:Whatformofverbshouldweuseafter‘start’,‘like’and‘love’?toelicit:Weshouldusethe-ingformofverb.Inviteafewofthemoreablestudentstothinkofsomemoresamplesentencesusingthethreeverbs.
Post-taskactivity
Workbookpage27
Consolidation
GrammarPracticeBook7Bpages42and43.
3
Languagefocus:
Asking‘Wh-’questionstofindoutaboutaspecificobject
e.g.Whichonecouldbethefirstslide?
Usingadjectivestoshoworder.
e.g.Picture2couldbethefirstslide.
Usingthesimplepresenttensetoexpresspreferences
e.g.IpreferPicture11toPicture4.
Languageskills:
Speaking
Openaninteractionbyelicitingaresponsebyaskingquestions
Maintainaninteractionbyagreeingordisagreeing,replying.
Maintainaninteractionbyaskingandrespondingtoothers’opinions
Writing
Gatherandshareinformation,ideaandlanguagebyusingstrategiessuchasbrainstorming,listing.
Planandorganizeinformationandideasbydecidingonthesequenceofcontent
Developwrittentextsbyexpressingownideasandfeelings
Reviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguage.
Materials:
Student’sBook7Bpage55
Cassette7Bandacassetteplayer
Workbook7Bpage28
Photocopiablepage49
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage49foreachstudent.
Pre-taskpreparation
1.Introducethetwonewlanguagestructurestostudents:‘either…or…’and‘prefer…to…’Tointroducethefirststructure,say:I’velostmypen.Itcouldeitherbeinthestaffroomorinthelaboratory.Tointroducethesecondstructure,say:Iprefercoffeetotea.Giveafewmoreexamplesyoucanthinkof.
2.Alsoreviewtheordinalandcardinalnumberswithstudentsifnecessary.
Post-taskactivity
Workbookpage28
Consolidation
GrammarPracticeBook7Bpage44,46and47.
