Goforit8AUnit10全英文教案。
教案课件是老师需要精心准备的，规划教案课件的时刻悄悄来临了。只有规划好教案课件工作计划，才能规范的完成工作！你们了解多少教案课件范文呢？以下是小编收集整理的“Goforit8AUnit10全英文教案”，供您参考，希望能够帮助到大家。
Unit10I’mgoingtobeabasketballplayer.Part1:Teachingdesign(第一部分:教学设计)JaB88.cOm
Structures:Futurewithgoingto;Wanttobe;What,where,when,howquestions
Targetlanguage:Whatareyougoingtobewhenyougrowup?I’mgoingtobeacomputerprogrammer.Howareyougoingtodothat?I’mgoingtostudycomputerscience.Vocabulary:Computerprogrammer,professional,engineer,pilot,computerscience,dreamjob,moveto,fashionshow,retire,save,resolution,getgoodgrade,getapart-timejob,makemorefriendsLearningstrategies:
Usingcontext,Role-playingSECTIONA
Goals
●Tolearntoexpressfuturewithgoingto;Wanttobe;What,where,when,howquestions●Totalkaboutfutureintentions●ToreadaboutfutureintentionsProcedures
Warmingupbygreeting
Hello,everyone!Weknoweverychildhashisowngreatideal.Ithinkyoudothesame.Whenyougrowup,maybeyouwanttobeateacher,abusinessman,apilot,oranengineer.Todaywearegoingtotalkaboutthetopicaboutyourintentions.TurntolookatUnit10:I’mgoingtobeabasketballplayer.Lookattheblackboardandreadaftermethetargetlanguageforthisunit.Whenyouread,payattentiontogoingto,wanttobe,andwhat,where,when,howquestions.
Doyouknowwhatintentionmeans?Itmeanssomethingyouwanttodoorplantodointhefuture.Itisnotsomethingwhichwilldefinitelyhappen.Iwillgiveyouoneminutetothinkaboutwaysyoualreadyknowtotalkaboutfutureevents.Andyoucanusethequestionwordswhere,when,what,howlongtoaskandanswerquestions.Forexample:Q:Whereareyougoingnextweek?A:I’mgoingtosummercamp.Q:Howlongareyoustaying?A:I’mstayingforaweek.Q:Whataregoingtodo?A:I’mswimmingthere.Fromtheaboveweknowthat~ingwordsexpressthefuturetense.Nowlookatthesentencesinthespeechbubbleonpage59.Inthisunit,weareusing~ingwordstotalkaboutthingsthatmayormaynothappen.Wearetalkingaboutplans.1aRankingthejobs
Onpage59youwillfindaboxwithsixdifferentjobs.Nowyouaregoingtorankthesixjobsfromthemostinterestingtotheleastinteresting.Andafterthatyoushallfallintopairstotalkaboutthereasons.
1bListeningandtalking
Readthephrasesinthetwocolumnsfirst.Thenlistentofourconversationsanddrawlinesconnectingthejobsandtheactivities.Let’schecktheanswers!Keys:1→b;2→c;3→d;4→aNowit’stimetoreadthetapescript,underliningtheexpressions,andshadowingsentencesexpressingfuturewithgoingto.1cDoingpairwork
Nowinpairsgoontoaskyourpartnerwhattheyaregoingtobeandhowtheyaregoingtodo.NowI’llgiveyouamodelconversationandyoumaypracticelikethis2aListeningandchecking
Nowlet’sgotopage60.Pleasetalkaboutwhatyouseehereinthepicture.1.He’saprofessor.2.He’sateacher.3.He’sanactor.4.He’sastudent.Nowlistentothetapeandcheck√thecorrectboxes,thethingsChengHanisgoingtodo.Nowyoushallreadthetapescript,tryingtounderlinetheexpressionsandshadowsentencesexpressingfuturewithgoingto.2bListeningandfilling
Listenagainandfillinthechart.2cDoingpairwork
NextwearegoingtomakeaconversationinpairsAskandanswerquestionsaboutwhatyoutwoaregoingtodo.3aReadingandunderling
Thereisadiaryonpage61inwhichTianTianwritesabouthisdreamjob.Nowyouaregoingtoreaditandunderlinethethingsthatsheisgoingtodo.Firstreadthediarytothetapetogether.Thatis,youstartreadingaloudastherecordergoes,andyoustopreadingaloudastherecorderstops.Whilereading,payenoughattentiontothepauses,thepronunciationandtheintonationofthenativereader.Makeyourreadingaloudasthesameasthereader’s.Nowreadthediarythrough.Whilereadingtrytodivide/itintopartsandunderlinethethingsthatTianTianisgoingtodo.3bDoingpairwork
Silence,please!Wearegoingtohavearole-playinpairs.SupposeoneofyouisTianTian,theotherwillinterviewyouaboutyourdreamjob.Nextlet’stalkaboutyourowndreaminthefutureusingthequestionwordswhat,where,howandetc.4Doinggroupwork
Whatwillhappenin2008?Yeah,Beijingishostingthe2008OlympicGames.WhatcanyouandyourclassmatesdotohelpmaketheOlympicsasuccess?Nowdiscussingroupsofthreeorfourandmakealistwithbegoingto.ClosingdownbyplayingavideooftheOlympicGames
Well,toknowmoreabouttheOlympicGameslet’sseeavideoofthe2004OlympicGames.Doyouknowwhereitwasheld?
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牛津英语StarterU10全英文精品教案
牛津英语七年级预备课程Unit10教案
TheFirstLesson
[Teachingcontent]
Unit10WelcomeandListening
[Teachingaimsanddemands]
Knowledgeaims:1.Enablethestudentstomastersomenewwords.
2.TeachSstoaskaboutthetime,andhowtosaythetime
3.Reviewimperativesentences
abilityaims:1.Ssgettoknowsomeactivitiesbothinclassandatschool.
2.TraintheSstohavesomesocialmoralities.
[Teachingdifficultiesandimportance]
Saythetimeindifferentways.
[Teachingtools]Aclockmadebypaper,Projector,WorkbookandStudents’book
[Teachingprocedure]
Step１ welcomeandpresentation
1.Setatimeseventhirtyonapaperclock,andholditup.LookatthepaperclockandaskSs,“What’sthetime?(Whattimeisit?)”Thenpresentthosetimes7.50,7.00,8.15inthesameway.
2.GuideSstohavethesimilardialoguewitheachother,sothattheycantotallymasterthesentencepattern.
3.BeforelearningthedialoguesofWelcomePart,teachsomeimportantphrasesbydoingtheseactions:Pointtotheclockandsay,“Oh,it’sseveno’clock.Imustgetup.”Introducethefollowingphrasesinthesameway:hurryup,gotoschool,havebreakfast.
4.AskSstolistentothetapeandanswer:
Whattimeisit?
Itistimetodowhat?
IsLilylateforschool?
Bytheway,reviewtherhymeonP21withinaveryshorttime.
5.TellSsthattheycansaythetimeindifferentways.Forexample,sevenfifty=tentoeight,seventhirty=halfpastseven,eightfifteen=aquarterpasteight
ManySsfeelitdifficulttousethemcorrectly,becausethereare“to”and“past”.ThefollowingisthewaywhichIuseandsuggest:
past表示“路过”，halfpastseven，把half想象成一个人，他散步路过seven，所以halfpastseven表示“过了七点半个小时”
to表示“到达”，tentoeight，把ten也想象成一个人，他朝eight走，但还没到eight，所以表示“离八点还差十分钟”
6.Withthehelpofthepaperclock,pointtoanytimeandaskthestudentstosaythetimesinvariouswaysonebyone,suchas12:30,6:15,4:40,4:45,2:50,2:00,etc.
Step2Listening
1.Dopre-listeningwork.AskSstoreadthepairsofwordsandphrases.Afterthat,pointto“we”assubject,andaskSstomakethreesentenceswiththewordsandphraseswhichshowtheschoollife,like
WehaveaChineselessononMonday.
OnTuesday,wehaveamathslesson.
OnFriday,wehaveaComputerlesson.
Atthesametime,askthestudentstopayattentiontothepreposition“on”
2.Asforthenamesofsubjects,theteachercanaddart,chemistry,history,P.E.physics,biology,geography,algebra(代数),andgeometry(几何)
3.DothelisteningexerciseofPartB.TellSsnotonlyknowwhetherthesentencesaretrueorfalse,butalsoknowwhat’swrongwitheachfalsesentence.
Step3Summaryanddoworkbook.
Step4Homework
TheSecondLesson
[Teachingcontent]
Unit10speakingandreading
[Teachingaimsanddemands]
Knowledgeaims:Gettoknowthesimplepresenttenseandtherelativefrequencywords.
Abilityaims:1.Sstrytodescribeone’sschoollifewiththesimplepresenttense.
2.Knowtheimportanceofthetimeandcherishthetime.
[Teachingdifficultiesandimportance]
1.Theusagesandformationofthesimplepresenttense.
2.Thesentencetransformationsofthesimplepresenttense.
[Teachingtools]Projector,WorkbookandStudents’book
[Teachingprocedure]
Step1.Speaking
1.Writesometimesontheblackboard,suchas7:00,6:10,6:30,6:45,letstudentssaytheminEnglish
2.AskSstoreadthedialogueofthispart,playtherole,andatthesametimegetreadyforthesequestionsaboutthedialogue:
WhendoesPetergotoschooleveryday?
WhendoesNickgotoschooleveryday?
Dotheyplaybasketballeveryday?
Whendotheyplaybasketball?
Dotheyhaveacomputerlessontoday?
Whatlessondotheyhave?
Dothetwoboysoftenchatwitheachotheratlunchtime?
3.GuideSstoreplacethebluewordswithotherwords,sothattheycanmaketheirowndialogue.
4.Whentheydowith“everyday”,theconceptoffrequencywordoccurs,givingtheteacherachancetoteachitandintroduceotherfrequencywords,likeusually,often,sometime,everyday,everyweek,everymorning,everyevening,onceaday,twiceamonth,etc.
Step2Reading
1.Reviewthemainstructure“Doyou…?”byaskingSssomequestions,andthenintroduceNick’sday.
Getthestudentstoreadthetextthemselves,andanswerthefollowingquestions:
What’sthenameoftheboy?
Whendoeshegetupeverymorning?
Whendoeshehavebreakfast?
Whendotheclassesbegin?
Whatclassesdoeshehaveinthemorning?
Afterclass,whatdotheydo?
Afterlunch,whatdotheydo?
From1.30to3.50p.m,whatdotheydo?
Afterschool,whatdoesheoftendo?
Whatsportsdoeshelike?
Whendoeshegohomeanddohishomework?
Whendoesheusuallyhavedinner?
Afterdinner,whatdoeshedo?
Whendoeshegotobed?
2.HelpNicktofillinthetimetableofNick.
3.DoexerciseofPartB
Step3Grammar
1．Whenteachingtheusagesandformationofthesimplepresenttense,theteacherhastodothatinasimplewaythatcanbeeasilyunderstoodbycommonSsincommonschool.ThefollowingiswhatIuseandsuggest:
1）“时态”，就是动作发生的时间和状态。
2）“一般现在时”名称中“现在”代表现在做的动作，“一般”代表常常做，连起来，“一般现在时”就是“现在常常做的动作”，这样比较容易通过概念名称记住时态用法。
3）一般现在时态的结构，强调“主语控制谓语，口诀是：主语单数，谓语加s，主语复数，谓语用原形，I和you，用原形。”也就是说，把I和you单列出来特别记忆，而其它形式的主语只要数清个数就行了。
（我刻意回避“第三人称单数”这个名称，因为我认为，对于基础不好的普通学校学生，“第三人称单数”这个概念太复杂了，为了理解这个概念，学生必须弄懂三层含义：“人称”、“第三人称”、“单数”。
4）“频率”就是次数，频率高就是次数多，频率低就是次数少。
“频率词”的记忆：分为三大“护法”——usually,often,sometimes，以及两大“军团”——everyday,onceaday，因为把划横线的词替换成其它时间或次数，就能使频率词发展壮大成为“军团”。
5)频率词和一般现在时的关系：频率词和一般现在时是形影不离的好朋友，看见频率词，就要用一般现在时。
6）一般现在时的句型转换特别难，因为需要引进“助动词”的概念，尽管它是教材后两个单元的重点，但是因为在Speaking和Grammar部分出现了一般疑问句，肯定回答和否定回答，所以也无法回避了。稍微提一下：“口诀：谓语加s的，does提前；谓语用原形的，do提前”。
2.Thesentencetransformationsofsimplepresenttense,suchastheinterrogativeform,affirmativeandnegativereply,isveryimportantbutalittledifficulttomaster.Soplentyofexercisesonsentencetransformationsarebadlyneeded.
Step4Consolidationandsummary
ShowingthetimetableofNick’sschoollife,directSstoretellNick’sschooldaywithoutreferringthetext.
Step5Homework
Makestudentstodescribetheirowntimetables,followingthemodelofNick’stimetable.
TheThirdLesson
[Teachingcontent]
Unit10grammarandtask
[Teachingaimsanddemands]
Knowledgeaims:1.Reviewtheusagesandformationofthesimplepresenttense.
2.Revisethesentencetransformationsofthesimplepresenttense.
3.Recalltheusualfrequencywords.
Abilityaims:Sstrytoaskeachotheraboutschoollifewiththesimplepresenttense.
[Teachingdifficultiesandimportance]
Stillthesentencetransformationsofthesimplepresenttense.
[Teachingtools]Projector,WorkbookandStudents’book
[Teachingprocedure]
Step1Grammar
1.DoPartA,sothattheteacherenableSstorecallhowtosaythetim,accordingthethreeclocksinthepicture.
2.Doanask–and-answerexercisetoreviewtheusagesandformationofthesimplepresenttense.
3.ChoosesomesentencesfromtheReadingPartandGrammarPartBinadvance,andguideSstodothefill-in–blankexercisesonthesimplepresenttense.
1)I______(have)sixclasseseveryday.
2)He_______(have)threegoodfriends.
3)She______(get)upat7.00a.m.everymorning.
4)Weoften_______(chat)atlunchtime.
5)Theyoften_____(play)basketballafterschool.
4.MakeSsdothesentencetransformationsofthesentencesabove.Theycanwriteintheirbooksfirst,andthencopysentencesontheblackboard,sothatthewholeclasscanchecktheanswers.
Step4Task
1.Studentstrytoaskeachotherabouttheirclassactivitiesandschoollife,anddescribeone’sschoollifewiththesimplepresenttense.
2.Knowtheimportanceofthetimeandcherishthetime.
2.TheteacherguidesthemtofillintheformofTaskPart.
3.Accordingtotheform,theteacherinstructsSstowriteareportaboutclassmates’dailylifeandschoollife.
4.HelpSstodoasurveywiththreeorfouroftheirclassmatesaccordingtotheexampleinbooks.Letonestudentreportorallyinfrontoftheclass.
Step5Homework
Anarticleandareportonclassmates’dailylifeandschoollife.
Unit1Howdoyoustudyforatest？全英文教案
Unit1Howdoyoustudyforatest？
Ⅰ.AnalysisoftheTeachingMaterials
Inthisunit,studentslearntotalkabouthowtostudy.Suchtopicisveryusefultostudents.It’shelpfultoraiselearninginterestofallthestudents.Eithermoreorlessadvancedstudentswillbenefitalot.
1.Thefirstperiodmainlygivesstudentslisteningandoralpracticeusingthetargetlanguage"Howdoyoustudyforatext?Istudybydoing…".
2.Thesecondperiodgivesstudentsmorelisteningandoralpracticeusingmoretargetlanguages.Theyarehelpfultoimprovestudents’listeningandspeakingskills.
3.Inthethirdperiod,studentslearntogetdetailedinformationfromanarticle.Itisabasicreadingskillandisagreathelptoimprovestudents’readingskills.
4.Thefourthperiodnotonlyintroducessomenewwordsbutalsoprovidesstudentswithmanydifferentkindsofactivities.Inthisclass,studentslearntogiveadvicetothosewhohavedifficultyinstudying.
5.Thefifthperiodisdesignedtotrainstudents’readingandwritingskills.
Ⅱ.LanguageFunction
Talkabouthowtostudy.
Ⅲ.TargetLanguage
1.Howdoyoustudyforatest?
Istudybyworkingwithfriends.
2.Haveyoueverstudiedwithagroup?
Yes,Ihave.I’velearnedalotthatway.
3.Idon’thaveapartnertopractiseEnglishwith.
MaybeyoushouldjoinanEnglishlanguageclub.
Ⅳ.Structure
verb+bywithgerund
Ⅴ.Vocabulary
flashcard,takenotes,frustrating,memorize,aloud,comma,makemistakes,pronunciation,beafraidto,Whatabout…?Whydon’tyou…?
Ⅵ.TeachingTime
Fiveperiods
TheFirstPeriod
Ⅰ.TeachingAims
1.KeyVocabulary:flashcard
2.TargetLanguage:Howdoyoustudyforatest?
Istudybyworkingwithagroup.
Ⅱ.TeachingkeyPoint
Talkabouthowtostudyfoaatest.
Ⅲ.TeachingMethod
Task-basedapproach
Ⅳ.TeachingAids
1.Ataperecorder
2.Realobjects
Ⅴ.TeachingProcedures
StepⅠGreetings
T:Didyouhaveagoodtimeduringthesummerholidays?
Wheredidyougo?Whatdidyoudo?
Asksomestudentstodescribetheirsummerholidays.
StepⅡLead-in
T:Istodayaspecialday?
(Leadthestudentstoanswer:It’sthefirstdayofthenewterm)
T:Whatareyournewterm’sresolutions?
(Leadthestudentstoanswer:I’mgoingtogetgoodgrades.)
T:Lastterm,WangLinyuanandZhaoTinggotgoodgradesinEnglish;let’saskthemhowtostudyEnglishwell.
T:WangLinyuan,howdoyoustudyforanEnglishtest?
(Withtheshortconversationsbetweentheteacherandthestudents,theteacherleadinthenewtext----howtostudyforatext.)
StepⅢTeach1a
T:Howdoyoustudyforatest?(Writeontheblackboard)
S:Istudyforatestreadthetextbook.
Teachercorrecttheanswer:Oh,youstudybyreadingthetextbook.
(Letstudentsgivedifferentanswers,andemphasizeverb+bywithgerund.)
1.Showsomerealthings,likeflashcards,tapes,thetextbookandvocabularylists,tointroducethewaysin1a.
2.AskthestudentstotellotherwaysoflearningEnglish.
Sampleanswers
a.byjoiningastudygroup
b.bypractisingconversationswithmyfriends
c.byreadingaloudeverymorning
d.bywatchingEnglish-languageTV
Note:
Aflashcardisapieceofpaperorcardwhichstudentswriteawordonanduseit
tomemorizeinformation.
StepⅣ1b
Thisactivityprovidesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
1.Letthestudentslookatthepicturesin1b,askthemtotellthewaysoflearning:
bymakingflashcards,bylisteningtotapes,byaskingtheteacherforhelp
2.listentothetape,letstudentswritethecorrectletters.
(Combinethelisteningtaskandspeakingtask.)
T:Youwillhearoneconversation.Youareaskedtowritetheletterofeachpictureinfrontofthenameofthepersonwhostudiesthatway.
Pointoutthesampleanswertotheclass.
T:Meisays,"Istudybymakingflashcards."sotheanswertonumber1isa.
Playtherecordingforthefirsttime.
Studentsonlylisten.Playtherecordingasecondtime.Studentswritedowntheiranswers.Checktheanswerswiththewholeclass.
Answers
1.a2.c3.b
StepⅤ1c
Thisactivitygivesstudentsoralpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.
1.Inviteapairofstudentstoreadtheconversationtotheclass,
S1: Howdoyoustudyforatest?
S2:Istudybyworkingwithagroup.
2.Writetheconversationontheblackboard.Thendemonstrateanewconversationwithanotherstudent.
T:Howdoyoustudyforatest?
S3:Istudybymakingflashcards.
3.Studentsworkinpairs,andexchangethewaysofstudying.
Asstudentswork,teacherwalksaroundandhelpswithpronunciationasneeded.
4.Askpairsofstudentstocometothefrontoftheclassroomandactouttheirconversations.
StepⅥSummary
T:Inthisclass,we’velearnedsomekeyvocabularywords,suchasflashcard.Andwe’vealsolearnedthetargetlanguagesHowdoyoustudyforatest?Istudybyworkingwithagroup.
StepⅦHomework
Askstudentstointerviewstudentsinotherclasses,familymembers,andfriendstotrytodiscoversomenewwaysofstudyingthathaven’tbeenintroducedinthebookorinclass.
StepⅧBlackboardDesign
Unit1Howdoyoustudyforatest?
SectionA
TheFirstPeriod
1.Targetlanguages
A:Howdoyoustudyforatest?
B:Istudybyworkingwithagroup.
2.Waysofstudying:
byworkingwithFriends
bymakingflashcards
byreadingthetextbook
bymakingvocabularylists
bylisteningtotapes
byaskingtheteacherforhelp
牛津英语StarterU3全英文教案
老师在新授课程时，一般会准备教案课件，大家在用心的考虑自己的教案课件。写好教案课件工作计划，才能使接下来的工作更加有序！你们清楚有哪些教案课件范文呢？下面是小编为大家整理的“牛津英语StarterU3全英文教案”，希望能为您提供更多的参考。
牛津英语七年级预备课程Unit3教案
TheFirstLesson
[Teachingcontent]
Unit3WelcomeandListening
[Teachingaimsanddemands]
Knowledgeaims:
1.learnthenewwords,especially,somepersonalpronounsandsomeusefuladj,likebigandstrong,smallandthin,tallandthin,tallandslim,shortandpretty.
2.Ssgettoknowthegrammar:Inasimplepresenttensesentence,whichincludes“be”,whencanSsuse“am,is,are”?
Abilityaims:
1.Communicativeability,teachstudentshowtogreetsuitablyandhowtoaskone’sages.
[Teachingdifficultiesandimportance]
1.Thespellingofsomewords,suchas,classmate,twelve,polite,helpful,England,English,America,Americanandknow.
2.Learnpersonalpronouns“we,they,me”
3.Thisisthemostdifficult:Inasimplepresenttensesentence,whichincludes“be”,whencanSsuse“am,is,are”?
[Teachingtools]ProjectorandStudents’book
[Teachingprocedure]
Pre-teaching
1.Teachthenewwords
Askthestudentstoreadallofthenewwordsbeforeteaching.Onestudentreadsfivewords,sothattheteachercancorrecttheirmistakesinphonetics.
2.Askstudentstoreadallofthenewwords,sothattheyarefamiliarwiththembeforecomingintothetext.
3.Theteacherneedn’tleadthembyhimself/herself,becausestudentshavealreadylearnedthewordsintheprimaryschool,andtheyareallveryeasyandusualwords.
4.Asforthespellingofthenewwords,therearesomeinwhichstudentsalwayshavedifficulty,suchas,classmate,twelve,polite,helpful,England,English,America,Americanandknow.
Step1Presentation
Haveacasualchatwithstudents,askingthesequestions:
Doyouhavefriends?
Whoarethey?
Whoisyourbestfriend?
What’shis/hername?
Sothattheteachercanleadtothesubjectofthisunit.
Step2Welcometotheunit
1.Askthestudentstoreadthedialoguesofthispartfirst,andseeiftheycanreaditcorrectly.
2.Askthemtoreadthedialoguesagaintograspthemeaningofit,andanswerthesequestions:
What’sthenameofthegirlinapinkdress?
Whoisthegirlinayellowdress?
WhoisAndy?
HowoldisMillie?
HowoldisJill?
AreJillandMillieclassmates?
HowisAndy?
3.Guidestudentstoreplaceallofthenamesinthedialogueswiththenamesoftheirclassmatesandusesomesimilarwordsandsimilarsentencestomakeanotherdialogueoftheirown.
Forexample,I’mtwelve=I’m12yearsold,I’m12years.
I’mtwelvetoo=I’malso12.
Heispoliteandhelpful=Heishelpfulandheispolite
4.LetSsdoPairworkandgivestudentschancestoshowtheirdialogues.
Step3Listening
1.Pre-listening.
1）AskstudentstoreadthepairsofwordsinPartA,andtheninstructthemtofindtheoppositewordofeachword.
2）Afterwards,askstudentstomakesentenceswitheachwordandeachpair,usingthestructure:“sb.is…”“sb.is…and…”
3)Atlast,theteacherasksquestionslike:
Whoisbigandstronginourclass?
Whoissmallandthininourclass?
Whoistallandsliminourclass?
Whoisshortandprettyinourclass?
SothattheycanunderstandthewordswellandatthesametimelearntouseEnglish.
2.DotheexercisesofPartB.
3.Post-listening.Takethechancetoteachstudentsgrammarofasimplepresenttensesentence,whichincludes“be”.
主语控制谓语，谓语动词什么时候用am,is,are,要看主语，口诀：
单数is，复数are，I配am，you配are。
（说明：在教一般现在时态的be动词形式时，我要求学生把you和I单列出来特别记忆，而其它形式的主语只要数清个数就行了。我刻意回避“第三人称单数”这个名称，因为我认为，对于基础不好的普通学校学生而言，“第三人称单数”这个概念太复杂了，为了理解这个概念，学生必须弄懂三层含义：“人称”、“第三人称”、“单数”，而口诀简单易学。）
Step4Summary,furtherlearninganddoworkbook.
TellSsthedifferencebetweenslimandthin,thedifferencebetweentallandhigh,andthedifferencebetweenshortandlow.
Step5Homework
TheSecondLesson
[Teachingcontent]
Unit3SpeakingandReading
[Teachingaimsanddemands]
Knowledgeaims:1.Learnthenewwords.
2.Knowthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.
Abilityaims:
1.Communicativeability,teachstudentstogreetsuitablyandtodescribeone’sfriends’appearanceorpersonality..
2.Sswriteanarticleofintroducingone’sfriends.
[Teachingdifficultiesandimportance]
1.Inasimplepresenttensesentence,whichincludes“be”,whencanSsuse“am,is,are”?
2.Knowthedifferencebetween“England”and“English”,thedifferencebetween“America”and“American”.
3.Hereisthegreatestdifficulty:thetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.
[Teachingtools]ProjectorandStudents’book
[Teachingprocedure]
Step1.RevisionandPre-speaking
1.Reviewgrammar.
主语控制谓语，谓语动词什么时候用am,is,are,要看主语，口诀：
单数is，复数are，I配am，you配are。
2.Teachthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.
含有be的句子的一般疑问句，肯定回答，否定回答，
Areyouhappy?Yes,Iam.No,I’mnot.
AmIhappy?Yes,youare.No,youaren’t.
Ishehappy?Yes,heis.No,heisn’t.
Isshehappy?Yes,sheis.No,sheisn’t.
Arewehappy?Yes,youare.No,youaren’t.
Areyouhappy?Yes,weare.No,wearen’t.
Aretheyhappy?Yes,theyare.No,theyaren’t.
3.Askstudentstoreadthemandcopythemagainandagain.
Step2Speaking
1.Askthestudentsreadthedialoguemodelsinthispart,andcorrecttheirmistakesinphonetics.
2.Directthemtoplaytheroleinordertobefamiliarwiththestructureofthedialogue.
3.Guidestudentstoreplacethebluewordsandphrasestomaketheirowndialoguesaccordingthepicturesinthispart,followingthedialoguemodels.
4.Pairworkandgivestudentschancestoshowtheirdialogues.
Step3Reading
2.Askstudentstoreadthedialogueinthispartbythemselvestwice,andgetreadytoanswerthesequestions:
What’sthenameofthegirl?
Whoisthewoman?
HowmanynewfriendsdoesJillhave?
Whoarethey?
IsSammiagirloraboy?
Howoldisshe?
Issheshortandslim?
Whereisshefrom?
IssheanEnglishgirloranAmericangirl?
IsPatagirloraboy?Howoldishe?
Isheshortandslim?
Whereishefrom?
IsheanEnglishboyoranAmericanboy?
3.Guidestudentstodotheexerciseunderthedialogue.
4.Directstudentstousesomesimilarwords,similarsentencesandothernamestoreplacethedialogue,makinganotherdialogueoftheirown.
Forexample,thankyou=thanks,she’sshortandslim=she’sshortandshe’sslim,
SheisfromEngland=ShecomesfromEngland,SheisEnglish=SheisanEnglishgirl,
He’stwelvetoo=Heisalsotwelve,He’sfromAmerica=hecomesfromAmerica,
HeisAmerican=HeisanAmericanboy.
5.Askstudentstorewritethedialoguedownintheexercisebook,sothattheycanfinishanarticleoftheirown.
Step4Grammar
1.Reviewgrammar.
谓语动词什么时候用am,is,are,要看主语，主语控制谓语，口诀：
单数is，复数are，I配am，you配are。
Reviewthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.
含有be的句子的一般疑问句，肯定回答，否定回答，Areyouhappy?Yes,Iam.No,I’mnot.
AmIhappy?Yes,youare.No,youaren’t.
Ishehappy?Yes,heis.No,heisn’t.
Isshehappy?Yes,sheis.No,sheisn’t.
Arewehappy?Yes,youare.No,youaren’t.
Areyouhappy?Yes,weare.No,wearen’t.
Aretheyhappy?Yes,theyare.No,theyaren’t.
Bytheway,tellSsthat“Yes,Iam.Yes,heis.当Iam,heis在句末时，不能合并。”
2.DotheexerciseofPartA.Afterthat,spendsometimeteachingthephrase“Letsb.dosth.”
3.TeachSspersonalpronouns,andguidethemtofillintheformwithpersonalpronounsofPartB,includingbothsubjectformsandobjectsubjectforms.
3.Askstudentstoreadtheexerciseagainandagain.
Step5Task
1.Explainwhattheformofthispartisabout,andfirstly,askstudentssomequestionsorallyaccordingtotheform.
2.Guidestudentstofinishtheblank-fillingexercise.
3.Afterthat,leadstudentstoreadthearticleagainandagain.
Step6Summary,andfurtherknowledgeandability
1.WeareallChinese.=WeareallChinesestudents
2.Englandhasothernames,suchasBritain,UK
3.Englishmeans“英国的，英国人的，英语”,butitdoesn’tmean“英国人”.SoSscansay“sheisEnglish.”or“SheisanEnglishgirl.”,butcan’tsay“SheisanEnglish”
4.TeachSsthecorrectwordorderofthephrase“fournewclassmates”.
5.并列成分的最后一个之前加and，如:Sheissmall,thinandpolite.
Step7Homework
1.Copythetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.
2.AskstudentstorewritethedialogueofReadingpart,soastofinishanarticleoftheirown.
