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发表时间：2021-05-02

Unit5EnglishandEnglish-speakingCountries教学设计。

教案课件是老师不可缺少的课件，大家应该开始写教案课件了。只有写好教案课件计划，才能够使以后的工作更有目标性！你们知道哪些教案课件的范文呢？下面是小编为大家整理的“Unit5EnglishandEnglish-speakingCountries教学设计”，希望对您的工作和生活有所帮助。

Unit5EnglishandEnglish-speakingCountries

一.教学内容：

Book15Unit5(I)

学会表达惊讶、烦躁、震惊等情感态度；学会使用反意疑问句。

二、本周教学重点：

1、感叹句的构成和使用

2、反意疑问句的构成和使用

3、重点词汇的学习

三、具体内容：

（一）感叹句的构成和使用：感叹句表示说话时的惊异,喜悦,气愤等情绪.这些句子常由what和how引起,what用来修饰一个名词,how用来修饰形容词,副词或动词.

What+名词（或形容词+名词）+陈述句（主语+谓语）！

How+形容词或副词+陈述句（主语+谓语）！

1.What+a/an+adj.+n.(single)+S.+Predicate!

Whatalovelyboyheis!

Whataneasyquestionitis!

2.What+adj.+n.(pl.)/n.(U.)+S+Predicate!

Whatgoodideasyouhave!

Whatbadweatheritwasyesterday!

3.How+adj.+a/an+n.(single)+S+Predicate!

Howdifficultaproblemitis!

Howbiganeggitis!

4.How+adj./adv.+S+Predicate!

Howbeautifulthecityis!

Howhardtheywork!

这两种感叹句在口语中常用简略式。

Howcold!

Whatheavytraffic!

比较感叹句和特殊疑问句：

Howbusyyouare!

Howbusyareyou?

（二）TagQuestions—反意疑问句

1、反意疑问句的意义及其构成

反意疑问句又叫附加疑问句，是指当提问的人对前面所叙述的事实不敢肯定，而需要向对方加以证实时所提出的问句。

其结构为：前一部分是一个陈述句，后一部分是一个简单的问句。

需要注意：

（1）要根据前面陈述句的动词时态和人称来选择适当的助动词进行提问，前后两部分的人称和动词时态要保持一致。

（2）前肯定后否定，前否定后肯定。

2、反意疑问句的运用

（1）当陈述句部分的主语是名词时，反意疑问句的主语必须用人称代词来代替。

Yourbrotherhasgonetothelibrary,hasn’the?

（2）当陈述句的主语是指示代词this,that时，反意疑问句的主语用it代替；指示代词是these,those时，反意疑问句的主语用they代替。

Thatisn’tausefulbook,isit?

Theseareimportantreadingmaterials,aren’tthey?

（3）当陈述句部分是Iam…时，反意疑问句部分通常要用aren’tI；如陈述句部分的主语是Iamnot时，反意疑问句部分通常要用amI。

I’mlateforthemeeting,aren’tI?

I’mnotdoingwell,amI?

（4）当陈述部分是everyone/everybody,someone/somebody,noone/nobody,none等表示人的不定代词时，反意疑问句部分的主语多用they，但也可用he；当陈述部分的主语是everything,anything,something,nothing等表示物的不定代词时，反意疑问句部分的主语用it。

NobodycamewhenIwasout,didthey?

Everythinghasgonewrongtoday,hasn’tit?

（5）当陈述部分有hardly,scarcely,barely,rarely,seldom,few,little,no,never,nothing,nobody,nowhere等否定词或半否定词时，或有包含否定前缀或后缀的词时，反意疑问句部分要用肯定形式。

It’simpossibleforhimtomakesuchamistake,isit?

（6）感叹句的反意疑问句一律使用否定式，并用be的一般现在时形式。

Whatafoolishchild(heis),isn’the?

（7）祈使句的反意疑问句遵循下列原则：

陈述句

反意疑问句

Let’s

shallwe?

Letus

willyou?

Letme

allright/

Let’snot

其他祈使句

willyouLet’sgo,shallwe?

Letusgo,willyou?

Passmethesugar,willyou?

3、反意疑问句的回答

对反意疑问句的回答，无论问题的提法如何，如果事实是肯定的，就用yes，事实是否定的，就要用no。要特别注意陈述句部分是否定结构，反意疑问句部分用肯定式提问时，回答yes或no与汉语正好相反。这种省略回答的yes要译成“不”，no要译成“是”。

Helikesplayingfootball,doesn’the?

Yes,hedoes./No,hedoesn’t.

Hissisterdidn’tattendthemeeting,didshe?

Yes,shedid./No,shedidn’t.

（三）词汇。

1.beusedas被作为……使用

Thisbookisusedasourtextbook.

ThissongwillbeusedasthenationalAntheminthatcountry.

2.asfor至于,就……方面说

Asforyou,Ineverwanttoseeyouhereagain.

3.apartfrom除去，撇开

Apartfromthefoodanddrink,therearealsodifferencesinthenamesofitemsofclothing.

4.whatismore而且，此外

Sheisaveryexcellentstudent.Whatismore,sheisalwaysreadytohelpothers.

5.notonly…butalso…放句首，需倒装。

Notonlydidhespeakmorecorrectly,butalsospokemorefluentlythanbefore.

［课堂练习］

一、将下列句子改写成感叹句：

1.Chinesepeopleareverybrave.（用how引导）

2.Thisbookisveryinteresting.（用what引导）

3.Tomhasdrawnabeautifulpicture.（用how引导）

4.It’squiteaniceskirt.（用how引导）

5.Theweatherisquitecold.（用what引导）

二、完成反意疑问句。

1.“Trousers”isaBritishEnglishword,________?

2.TheyliveinBeijing,________?

3.Shecan’tunderstandEnglishverywell,________?

4.ItwouldbenicetoliveinEngland,_________?

5.Hewillcalluslater,________?

6.Youdidwellonthetest,________?

7.HeseldomgoeshomeonSundays,________?

8.Littleworkhasbeendoneontheproject,__________?

9.Thereareveryfewpeopleinthetheater,__________?

10.YouhaveneverbeentoHainan,__________?

11.Noneofyouhavefinishedyourhomework,__________?

一.教学内容：

Book15Unit5(II)

学习定语从句、不定代词。

二、本周教学重点：

1、定语从句的构成。

2、不定代词的用法。

3、重点词汇。

三、具体内容：

（一）定语从句

1.在复合句中作定语，修饰主句中某一名词或代词的从句，叫定语从句。被定语从句所修饰的词叫先行词，通常位于定语从句之前。引导定语从句的是关系代词that,which,who,(whom,whose)和关系副词when,where,why。关系代词和关系副词位于先行词和定语从句之间，它既起联系作用，又充当从句中的一个成分。

定语从句的基本结构：先行词＋关系词＋定语从句。

关系代词

作用

先行词

例句

that,whowhom(只做宾语)

主语、宾语、表语

人

Doyouknowthegirlwho/thatisstandingunderatree?你知道站在树下的女孩是谁吗？

that,which

主语、宾语、表语

物、时间、地点、原因

Shegotacomputerwhich/thatherparentsboughtforher.她有一台父母买给她的电脑。

whose

定语

人

Theboywhosefatherisadoctorstudiesveryhard.他爸爸是医生的男孩学习非常刻苦。

Thisisthemanwhohelpedme.who代表人，可做主语或宾语。

Thedoctorwhomyouarelookingforisintheroom.whom代表人，做宾语。

DoyouknowthemanwhosenameisWangYun?whose表示……的，作定语，既可以指人，也可以指物。

Thebuildingwhichstandsneartheriverisourschool.

Thisisthebookwhichyouwant.

ThisisthepaninwhichIboiledthemilk.

Thatisthedictionarywhichyouarelookingfor.

which代表物，在句中可做主语，宾语和介词宾语。

注：which作宾语时，介词可以放在which之前，也可以放在从句原来的位置上；在固定词组中介词只能放在原来的位置上。

Alltheapplesthatfallareeatenbythepigs.

ThisisthebesthotelthatIknow.that既可以指人也可以指物，在从句中做主语或谓语动词的宾语，但不能直接放在介词后面做介词宾语。

注：which/that在从句中作宾语时，可以省略，做主语不可省。

关系副词

作用

先行词

例句

whose

定语

物

Theclassroomwhosewindowisopenismine.窗户开着的那个教室是我的教室。

when

状语

时间

IstillrememberthedaywhenyouleaveforBeijing.我仍然记得你去北京的那一天。

where

状语

地点

Thisistheschoolwheremymotherworks.这就是我妈妈工作的学校。

2.限定性定语从句是对先行词进行修饰、限制说明的，是句中不可缺少的组成部分，主句和从句之间不用逗号隔开。

e.g.Ihaveabrotherwhoisastudent.

非限定性定语从句是对主句先行词的补充说明。没有从句不影响主句意思的完整，一般用逗号把主句和从句分开。引导非限定性定语从句的关系代词有who,whom,whose,which等。这些关系代词都不能省略，通常不用关系代词that。

e.g.Ihaveabrother,whoisastudent.

Ihavelostapen,whichIlikeverymuch.

3.在下面几种情况中必须用that引导定语从句

先行词是不定代词

Ineedsomethingthatcanhelpmefinishthework.

先行词被序数词或形容词最高级所修饰

ThefirstlessonthatIlearnedwillneverbeforgotten.

SheisthecleverestgirlthatIhaveeverknown.

先行词被all,few,every,any,little,no,some等修饰

Ihavereadallthebooksthatyougaveme.

TherewasnoonethatIcouldaskforhelp.

Ex.

I.Fillintheblanks.

1.I’dliketowelcomeallofyoutoNo.1MiddleSchool______isoneoftheoldestschoolsinBeijing.

2.Toyourleftistheauditorium______wehavemeetingsandholdparties.

3.Look!Therearesometeachersintheoffice.Thewoman_____hairiscurlyusedtoteachmeEnglish.

4.Thethings___wecallcandies,theycallsweets.

5.Thewoman_____livesacrossthestreethasvisitedChinamanytimes.

6.“Gas”istheword_____Americansusefor“petrol”.

7.ThisisthePalace_____theEmperorslivedmanyyearsago.

8.Websteristheman____nameappearsonmanyAmericandictionaries.

II.Fillinblankswithwhich/where/who/whose

WilliamShakespearemightbethemostfamousBritishplaywright[]wrotelotsoffamousplays.Stratfordistheplace[]hewasborn.And1564wastheyear[]hewasborn.AnneHathaway[]washiswifemarriedhimin1582.Susanna[]wasthefirstchildofWilliamwasbornin1583.RomeoandJuliet[]waswrittenbyhimin1595wasalovetragedy(悲剧).

（二）不定代词

1.one…theother=一个…另一个

some…others=　一些…另一些

another=　另一个　（同一类）

other=theremainingones

none=notone,notany(人或物)

neither=notoneandnottheother

both=thetwotogether

any=one,nomatterwhich

all=everythingoreveryperson

every=allpossible

each=oneortwoormorepersonsorthingsconsideredseparately

noone=nobody,noperson(人)

2.something,somebody,someone用于肯定句

Somebody/Someonerangyouupjustnow.

Somethingiswrongwithmywatch.

用在表示“请求，建议”或希望得到对方肯定答复的疑问句

Wouldyoulikesomethingtodrink?

Canyoucarrysomethingforme?

3.anything,anybody,anyone

用在否定句中

Youmustn’ttellittoanybody.

Ican’tseeanything.

not+any可转换为no-的复合不定代词。

Youmusttellittonobody.

Icanseenothing.

用于疑问句中

Can’tyouhearanything?

用于肯定句，强调“任何人，任何事”

Anybodywilltellyoutheway.

Ex.1.wayofsayingexamisexamination.

A.TheB.AnotherC.TheotherD.Theanother

2.Therearesomanybuildingsonsideoftheroad.

A.allB.bothC.eitherD.every

3.–Haveyoureadtoday’snewspaper?

–Yes,thereisinit.

A.somethinginterestingB.interestingsomething

C.anythinginterestingD.interestinganything

4.Ihaveboughtanewwatchbecausemyolddoesn’twork.

A.itB.oneC.thatD.this

5.--oftheanswersisright.Haveathirdtry.

--Ok.Wemustfindtherightone.

A.AllB.BothC.NeitherD.Either

6.Look!Thereare__________picturesonthewall.（北京）

A.anyB.someC.muchD.both

7.--DoyoulikethepopstarZhouJielunorthemoviestarLiuDehua?

--_______.I’mnottheirfan.（重庆）

A.BothB.EitherC.NeitherD.All

8.--GotanyinformationaboutHighSchoolExamination?

--Well,Iwastryingto,butfound___________.（武汉）

A.oneB.nooneC.noneD.some

9.--Whichofthetwinsistersisadoctor?---_______are.（福州）

A.AllB.BothC.EitherD.Neither

10.--DidyourparentsgotoclimbtheZijinMountainlastSunday?（南京）

--No,they______wenttoseeafilm.

A.bothB.allC.eitherD.every

（三）词汇

1.dependon取决于,决定于

Heisagrow-upanddoesn’twanttodependonhisparents.

他已经是成人了，依靠自己的父母.

Goodhealthlargelydependsonproperdiet.

身体健康很大程度上要取决于膳食.

2.giveup放弃,不再做某事

Theyhavealreadygivenupallhopesofseeingmeagain.

他们全都觉得再也看不到我了.

Allthepeopleswamacrossthelakeexpecttwogaveuphalfway.

除了两个半途放弃的人，他人都游过了那个湖.

3.Lookforwardto+名词盼望(做)某事

Wearealllookingforwardtovisitingyourbeautifulcountry.

我们都盼望着有机会游览你们美丽的祖国.

4.whatismore更重要的，更有甚者

5.asfor…至于，就……方面

Asforyou,Ineverwanttoseeyouhereagain.

6.apartfrom除去，撇开

Apartfromthisconsideration,thereisnoreasonwhyweshouldnotdoso.

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Unit5Whenwasheborn?教学设计
SectionB

一、教材分析
本单元主要围绕谈论自己崇拜的名人及有关名人的职业生涯而展开的。通过SectionA的学习，让学生初步了解了成功人士的生活经历，及学习有关职业的英文表达方式，SectionB则是在SectionA的基础上，通过让学生根据教材所提供的名人的过去生活经历的学习，谈论自己和别人的成就，并学会介绍自己和周围人的生活经历。
二、教学目标、
１、知识目标
（1）掌握由when，where引导的状语从句
attheageof,70—yearhistory等知识点的运用。
cantalkabouttheachievementofthefamouspeople,andlearntotalkabouttheexperienceofthepeoplearoundus.
（2）重点词汇：
talented,loving,creative,outstanding,unusual,kind,beautiful,
famous……
（3）学习句型：
Hespendsallhisfreetimewithhisgrandson.
hestartedtolearnthepianowhenhewasseven.
Hebegantolearntheaccordionattheageoffour
HewasalsothefirstChinesepianistinthe70-yearhistoryofthecompetitiontowinthisprize.
2、能力目标
学会描述人的生活经历。培养学生的理解和表达能力以及基本的逻辑思维能力,做到学以致用.
3、情感目标
利用榜样的力量来激励自己不断进步。培养学生吃苦耐劳精神和树立远大的理想。
三．教学手段：acomputer,CAI课件
四．教学内容：SectionB：1a—2c3a,3b,3c
五．教学过程：
Warmingupbyasking:Whenwereyouborn?Howoldareyou？
Introducemyself.askforhope
1.Workon1a
Doyouknowwhatarethemeaningsofthewords?
talented,loving,outstanding,unusual,creative,kind,famous
Lookingatthesepeopleanddescribingwiththewords
2.Workon1b
Imagineyouknowthepeopleinthepicturesabove.Telltheclassaboutthepeople
Forexample,Tonyisanoutstandingpianist.Heiscreativeandlovesmusicverymuch.Hespendsallhisfreetimeonit.

3.Workon2a
IntroduceMidoriandLaura
Listen,twopeoplearetalkingaboutpeopletheyadmire.Circlethewordsyouhear
checktheanswers:talentedlovingoutstandingunusualbeautifulcreativekindfamous
4.Workon2b
Listeningandwriting“M”or“L”onthelines.
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2.MShewasbornin1971.
3.LShestartediceskatingwhenshewasfour.
4.MIsawherplaywhenIwaseight.
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6.LShewasbornin1932.
7.LShebecameaskatingchampionwhenshewasfourteen.
8.MShetouredtheU.S.whenshewasfourteen.
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DisscussandspeaksomethingaboutSauraaccordingtotheinformationwiththepartners.justlike:Laurawasbornin1932,Sheisaniceskatingplayer,attheageoffourshestarted…….
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.writethepeopleyouadmire
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OfferanarticleaboutDengYapingtoshowtostudents.
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Workhard!
Anythingispossible
10.homework
entrenchedhomework:writesomethingaboutYaoMing.
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Unit5Howwasyourweekend?教学设计

作为老师的任务写教案课件是少不了的，大家在认真写教案课件了。各行各业都在开始准备新的教案课件工作计划了，我们的工作会变得更加顺利！你们知道哪些教案课件的范文呢？为此，小编从网络上为大家精心整理了《Unit5Howwasyourweekend?教学设计》，供大家参考，希望能帮助到有需要的朋友。

Unit5Howwasyourweekend?TeachingGoal:

1.Generalaims:Talkaboutrecentpastevents2.Particularaims:A.LanguageFocus.Talkaboutrecentpasteventsandthinkofthepastevents.B.LanguagegoalsHowwas….?Itwas…Whatdid…doovertheweekend?C.Languagestructures:(1).Howwasyourweekend?Iwasgreat.Payattentiontonoform.(2).Whatdidyoudoovertheweekend?Iplayedsoccer.Wewenttothebeach.D.Usefulwordsandphrases:Words:was,did,went,beach,over,project,test,wasn’t,false,number,geography,spend,week,most,mixture,their,had,little,cook,read,saw,change,everyone,sit,sat,no,anythingPhrases:didone’shomework,playedsoccer,cleanedmyroom,wenttothebeach,playedtennis,wenttothemovies,onSaturdaymorning,overtheweekend,cook…for,whatabout,dosomereading,haveaparty,talkshow,goshoppingE.Grammarlanguage:PresentsimplepasttenseRegularandirregularverbsF.Learningstrategies:TourandholidaysG.Interdiscipinary:H.Emotionandmanner:Teachingtime:5periodsTeachingprocedures:

PeriodOne(pp31-32)教学步骤、时间

教师活动

学生活动

媒体应用

Step1

Freetalk3’

Asksomequestionslike:

Who’sondutytoday?

What’stheweatherlike?

Answerandtalkaboutsomething.

让同学们回答下列问题

1.Doyoulikeweekend?(Letsomestudentsanswer)

Ittakesthemthreeminutestotalkaboutthequestion.

2.Whydoyoulikeweekend?(letthestudentsanswer)Mostofthestudentsliketheweekend

此时教师用汉语问：

“在周末期间问你干了什么？

这句话用英语这么回答？

Letthestudentsguess.

Atlasttheteachergivethemrightanswer

3.Whatdidyoudoovertheweekend？（板书、学习）

4.Whatdidyoudoovertheweekend?(Letsb.answerthequestion)I-playedbasketball.

5.出示三张照片（有各种活动）

6.Matchthewordswiththepicture

7.Letthestudentslistenandwritecarefully.Firstlisten,thenlistenandwritethewordslike“morningafternoon”or“night”等

Findsomestudentstoanswer.

Thestudentstalkaboutitinpairs.

Studentsthinkofthesentences.

Studentsstudyandreadthesentences

Firstthestudentsreadaftertheteacher,thepracticeinpairs.

学生看图，互相问答：Whatdidyoudo?

Thestudentslookatthepictureonpage29anddoit.

Listenandwritecarefully.

媒体展示问题

多媒体放映图一、图二、图三（关于周末的活动）

Step3

Practice(5’)

Pairwork

RoleplaystudentsAaskandstudentBanswer

Thenletthemdoitinpairs

A:Whatdidyoudoovertheweekend,Lucy?

B:Iplayedtennis.

Studentsdoitinpairs.

Steplistento

2aand2b(5’)

Listenandunderlinethewordsyouhear,thenlistenagainandwrite.

Listenandunderline

ListenandwriteABScarefully

Step5

Summary(2’)

1.Wordsandphrasesoftheclass.

2.Whatdidyoudoovertheweekend?

Iplayed—.

Lookandlistencarefully

Step6

Test(5’)

Selfcheck1and2c

Studentsdoit

放映多媒体

Step7

Consolidation

Makeadialogueuse“Whatdid—？”atleastfivequestions.

Dividethestudentsinto7groups.

Step8

拓展练习(3’)

1.WhatdidyoudoovertheWeekend?

2.Whatdidyoudoovertheweekday?

Studentsanswerdidthingsindifferenttimes.

多媒体展示、总结

Step9

Homework(1’).

1.Practisethedialogue.

2.GraspthegrammarFocus.

多媒体放映

PeriodTwo(p33)教学步骤、时间

教师活动

学生活动

媒体应用

Step1

Freetalk(2’)

Askastudent“Doyoulikeweekend”?

Doyoulikeweekday?

Thestudentsanswerandtalk.

Step2

Presention(10’)

(用班里学生为例作下列练习)

1.Whatdidyoudoovertheweekend?

2.Firstletthestudentsdrawapictureofweekend然后让他们利用实物投影向我们说明

3.用“Whatdidyoudoovertheweekend?”询问几个学生后，这着一个学生问“你的周末怎么样？”

4.LetthestudentschangeitintoEnglish.

板书“Howwasyourweekend?”

Thenletthestudentspracticeinpairs.

5.Writenumber(1-3)intheblanks.

1.Drawapictureofweekend

2.Telltheclassaboutyourweekendlike”Iplayedbasketballinthemorning.

3.Thestudentanswers.(haveatry)

Guess:

Howwasyourweekend?

Readandstudy

Thendoitinpairs.

Ex:Howwasyourweekend?

It’sgreat.

Iplayedbasketball.

Lookatthepicturein3a.andwriteunmbers.

实物投影

媒体展示

媒体展示答案

Step3

Game6’

LetSswrite3thingstheydidovertheweekend.

Oneisfalse,theothersaretrue.然后把学生的描述利用实物投影机投到大屏幕上。

Write3sentencesiontheirpaper.

Lookatthescreen.

LettheotherSsguesswhichoneistrue/false.

实物投影

Step4

Summary3’

1.words

2.Grammar:

Howwasyourweekend?

Iwasgreat./Idid…

Readandremember

媒体显示

Step5

Consolidation10’

DividetheSsintoseveralgroups.Everygroupmustmakeupadialogue.

Use“Whatdidyoudoontheweekend?”/Howwasyourweekend?Andsoon.

Makeupadialogueingroupsandactit.

Step6

拓展练习5’

1.让学生回忆一般过去时态。

2.对照一般现在时和一般过去时，找出差异。

3.总结“be”动词的变化。

1.回忆

2.讨论

3.总结

媒体显示

Step7

Homework

PractisethedialogueAndanswersomequestionsaboutthelesson.

PeriodThree(pp34-35)教学步骤、时间

教师活动

学生活动

媒体应用

Step1

Freetalk(2’)

1.AsktheSssomequestion.

2.checksomequestions.

Putuphandsandanswer.

Step2

Presention(10’)

(问班里的学生)

1.whatdidyoudoovertheweekend?

2.昨天你做了什么？↓引出

Whatdidyoudoyesterday?---Aplayed….(板书/学习)

3.LettheSslookatthescreen.

Therearefourpicturesonthescreen.ThesethingsthatSallyandJimdidyesterday,thenmatch.

4.Givetherightanswers.1b,2b,3a,4c

5.lookatthe1b,lettheSsdrawhappyfacesorunhappyfaces.

6.listentothetapstwice,firstlistencarefully,thenlettheSstolistencarefullyandwritetherightanswers.

Answeronebyone

TranslateitintoEnglish

Lookatthescreencarefullyandmatchthewordswiththepictures.

Listentothetapecarefully.

Writetherightanswers.

媒体显示4幅画

媒体显示

Step3

Practice(5’)

1.HaveaconversationtotellwhatSallyandJimdo?

2.WhatdidJimdo?

Jimwenttothemovies.

3.LettheSsaskfreely

4.Ask:WhatdidtheSsdoovertheweekend?

ex:

practice

Thestudentspracticeinpairs

Actoutinpairsorgroups.

Answertheteacher’squestions

Asksomepairstothefronttoactout.

Step4

Summary3’

Phrases:playedtheguitar.

Didmyhomework.

Studiedgeography.

Wenttothelibrary.

WhatdidJimdoyesterday?

Readandremember.

Step5

Test1

见题后组1

Dosomeexercises.

多媒体展示

Step6

consolidation

DividethestudentsintoseveralgroupsAndletthemmakedialoguesusingthesesentences:Whatdidyoudoyesterday?

Howwasyourweekend?Whatdidyoudoovertheweekend?

Writethedialoguesandpracticeingroups.

Step7

拓展显示

根据下列句子：

1.Whatdidyoudoovertheweekend?

2.Howwasyourweekend?考虑“昨天或周末你去了哪里？”用英语怎样表达？

1.lookatsomesentencesandthinkitover.

2.讨论/交流

3．总结

媒体展示

Step8

Homework

Graspthenewwordsandexpressionsentences.

PeriodFour(p36)教学步骤、时间

教师活动

学生活动

媒体展示

Step1

Freetalkand

Check

3’

1.asksomequestions:

1)Howmanystudentsarethereinourclassroom?

2)Whatdidyoudoovertheweekend?

3)Howwasyourweekend?

2.Checkupthelastlesson’sknowledges

Answertheteacher’squestionsonebyone.

Answerandrepeat.

Step2

Presentation

1.Makeasurvey

1)Howmanystudentsdidtheirhomeworklastweekend?

2)Howmanystudentswatchedamovie?

3)Howmanystudentswentshopping?

2.问学生想不想知道西方的孩子怎样度周末？

3.本班学生和西方学生作比较

4.Askthestudents

Didyouhaveabusyweekendorfreeweekend?利用多媒体把课本中的六幅画（3b）投在屏幕上

5.Letstudentsguesswhattheydid.Thenletstudentsturnon

Page33.

Lookatthepicturesforideas.

6.Givestudentstherightanswers:

1.讨论发言

2.Lookatthe2acarefully.

3.TranslateitintoChinesebythemselves

4.学生取长补短，提高自己

Someofanswers:

Free.

Someanswers:

Busy.

Lookatthescreencarefullyandanswer.

LookattheSBandfillintheblanks

媒体展示

图画

Step3

Practice

8’

7.(投在屏幕上)

2)Didmyhomework

3)Visitedmyaunt

4)Wenttothelibrary

5)Playedfootball

6)WatchTV

8.教授：afew/alittle

1）给学生几个句子，让学生其别一下。

There’reafewpeopleintheclassroom.

Thereisalittlewater

Inthecup.

2)教师归纳总结

1afew+可数名次

alittle+不可数名词

2都表示不多

Lookatthe3c.

First,letthestudentswriteaboutwhatyoudidlastweekend.

Then,letthestudents

Actitinpairs.

StudentAaskstudentB

Lookatthescreenandreadtheanswer

Lookatthetwosentencesandfindthedifferences

Writedownthenotebook.

1.Writeaboutwhattheydidlastweekend.

2.Practiceinpairs.

媒体展现

媒体显示

Step4

Summary

3’

Answerthenchange.

Expressions:

Afewalittle

Takeaway

HowdokidsspendstheWeekend?

1.Lookatthescreenandask

媒体展现

Step5

Test

4’

Do“Justforfun”

1.Fillintheblanks.

2.TranslateitintoChinese

媒体展现

Step6

拓展

5’

通过学习afew/alittle的区别，让学生考虑few/little有什么不同。

Givesomesentences

Writeanoteyourweekend.

1.Lookandthink.

2.answer.

媒体展示

Step7

consolidation

Lastweekend.

Writeanote

媒体展示

Step8

Self—check3

PeriodFiveTesting(WeeklypaperandNan’anpaper)Note:

Unit5CheapandFun!教学设计

老师工作中的一部分是写教案课件，大家应该要写教案课件了。只有制定教案课件工作计划，可以更好完成工作任务！你们到底知道多少优秀的教案课件呢？小编特地为您收集整理“Unit5CheapandFun!教学设计”，欢迎阅读，希望您能够喜欢并分享！

Unit5CheapandFun!

课题

Unit5CheapandFun!Lesson4

授课类型

Review

能力方法目标

Totraintheabilityofwritingapassageusingthematerialonpage39.

知识技能目标

Toreviewtheknowledgeinthisunit.

情感态度价值目标

Tosharedifferentideasaboutthewaytosomeplaces.

教学重点

Never;late;stop/cease/pause;decide;each;etc.

教学难点

Writeagoodcompostion.

教学方法

presentation-practice-production，简称3Ps

媒体使用

Tape,computer

教学流程设计

教学活动设计

设计意图

Review

Havethestudentsanswersomecomprehensionquestionsaboutthemaintext.

T:WhereisMikegoingnextsummer?

S:HeisgoingtoShanghai.

T:WhydoesMike’sfatherprefertotravelbyairplane?

S:Becauseit’sfaster.

T:WhydoesWangDandanthinktravelingbytrainisgreat?

S:Becausewecanlookoutthewindowandseethecities,hills,andfarms.

Onyourown

Havethestudentscompletethedialogueusingtheexpressionsgiven.

T:Choosetheproperexpressionforeachblank.

T:Checkyouranswerswithyourpartner.

Havethestudentsrole-playthedialoguewiththeirpartner.

Pairwork

Someunderlinedpartsofthedialogueshouldbechangedtomeetstudents’newideas.Letthestudentspracticethedialoguewiththeirpartner.

T:Iwantyoutoreadthequestionsintheboxandwriteyourownanswers.

T:Readthesampledialogueandpracticeitwithyourpartner,takingthetworoles(AandB)inturn.Useyourownwordstoexplainwhyyoupreferonekindoftravel.

Iftimeallows,askforvolunteerstoactoutthedialogue.

T:Let’shavesomevolunteers.Whowantstoactoutthedialoguewiththepartner?

ModelDialogue

A:Whatarethetwowaysyouusuallytravel?

B:Iusuallyridethebusorridethetrain.

A:Howdoyouprefertotravel?

B:Iprefertoridethetrain.

A:Why?

B:It’sfunandfast.Whataboutyou?

A:Iprefertotakeaplane.It’sfasterthanthetrain.

Groupwork

ActivityA

1.Askthestudentstolookatthepicturesonthetopofthepage.Askwhatkindoftransportationisshownineach.

T:Let’stalkaboutthepictures.Whatistheboyinthefirstpicturedoing?

S:Heiswalking.

T:Whatabouttheotherpictures?Whatarethey?

S:Theyshowaplane,abike,ataxi,abus,asubway,andatrain.

2.Putthestudentsintogroupsoffour.Telleachgrouptochoosethreewaystotravel.Theyshouldwritedownthegoodthingsandbadthingsaboutthreewaysforeach.

T:Youaregoingtoworkingroupsoffour.Fromthepictureabovethisexercise,choosethreewaystotravel.Thinkaboutgoodthingsandbadthingsabouteachofyourchoices.Writetwogoodorbadthingsforeachchoice.

ModelDialogue

A:Let’spickthreedifferentwaystotravel.Whatdoyouwanttochoose?

B:Howaboutwalking?It’sgoodforourhealthandveryinexpensive.

C:Goodidea.Whatarethebadthingsaboutwalking?

D:It’shardtowalkinbadweather.

A:Right.Andwecaneasilygettired.

ActivityB

Nowleteachstudentchangetoanewgroup.Eachstudentshouldreadthegoodandthebadthingsaboutonewayoftraveling.Therestofthegroupmembersshouldguesswhatformoftransportationheorsheisdescribing.

T:Forthisactivity,youneedtogetinanewgroup.Eachofyoushouldtaketurnstellingthegoodthingsandbadthings.Theothersshouldguesswhatformoftransportationitis.

ModelDialogue

A:Letmegofirst.Thisisgoodforourhealth.Wedon’tneedmoney.It’stiringforalongtrip.It’snotgoodforbadweather.Whatisit?

B:It’swalking.

A:Right.Tellmeaboutonewaytotravel.

B:It’sfast.It’snotsoexpensive.It’ssometimescrowded.It’ssometimeslatebecauseofthetraffic.

C:Isitthebus?

B:Yes.That’sit!

Reviewwhatweleantinthisunit.

Practiceactingthedialogue.

Practicetheabilityofwritingapassageusingthemessageonpage39.

问题预测