中專生班級管理心得體會

中專生班級管理心得體會有人說：“班主任是班級工作的教育者組織者和領(lǐng)導(dǎo)者，是學(xué)校進(jìn)行班級教育工作的得力助手和骨干力量”。班級管理工作的確艱辛，千絲萬縷、繁瑣羅嗦，如何做好班級管理工作，做一名合格的班主任是我們一直探索的課題。下面我就中專生的特點(diǎn)，結(jié)合自己近年來擔(dān)任班主任工作的經(jīng)驗(yàn)，談?wù)勛约旱墓ぷ黧w會：

一、準(zhǔn)確把握學(xué)生特點(diǎn)，有針對性地開展工作

從我?guī)У膸讓弥袑Ｉ鷣砜�，這些學(xué)生大多有這么些特點(diǎn)：獨(dú)生子女多，女生多；以我為中心，斤斤計(jì)較，缺乏互助和團(tuán)隊(duì)精神，難以相處；法律意識淡漠，做事不計(jì)后果；學(xué)生成績普遍不理想，厭學(xué)現(xiàn)象較為普遍；缺乏必要的毅力及意志，自我控制力差；有逆反心理等等。針對學(xué)生的這些特點(diǎn)，我通常是這樣做的：1、教學(xué)生學(xué)會做人

學(xué)生的不文明的言行、自私自利、缺乏責(zé)任感、不能正確處理和同學(xué)的關(guān)系等等這些問題對我的工作觸動很大。使我深切體會到教會學(xué)生學(xué)會做人至關(guān)重要，因此我經(jīng)常以學(xué)生比較感興趣的話題來開主題班會，比如：IQ和EQ哪個(gè)更重要、世界500強(qiáng)需要的13種人、比爾蓋茲為什么會成功等等，以此開展教育，引導(dǎo)學(xué)生學(xué)會做人。2、激勵(lì)善于發(fā)現(xiàn)學(xué)生的閃光點(diǎn)，給他們信心現(xiàn)在的中專生的確存在這樣或那樣的問題，讓我們做班主任的絞盡腦汁也束手無策。但我認(rèn)為這些學(xué)生內(nèi)心還是希望自己成為好學(xué)生的，他們也有理想，也有人生目標(biāo)，也渴望進(jìn)步，關(guān)鍵在于他們對根深蒂固的不良習(xí)慣無能為力。以前，對于違紀(jì)、犯錯(cuò)的學(xué)生，我經(jīng)常是說教或嚴(yán)厲批評，一開始這種辦法有點(diǎn)效果，但是時(shí)間長了，學(xué)生逆反心理反而增強(qiáng)。后來，我發(fā)現(xiàn)覺得采取“肯定”學(xué)生的方法比較有效，也就是要盡量挖掘他們身上潛在的閃光點(diǎn),一旦他們不經(jīng)意的顯露出絲毫好的跡象,我就好好加以利用,對其加以充分肯定,并大力扶植,一點(diǎn)點(diǎn)重樹他們的自尊心與自信心。3、時(shí)刻關(guān)心學(xué)生，給學(xué)生幫助

每次開完班會或我要離開教室的時(shí)候，我一定會向全班學(xué)生問句話：你們有沒有什么問題需要我?guī)兔�解決的？有沒有什么情況向我反應(yīng)？問的次數(shù)多了，找我?guī)兔Φ膶W(xué)生也就多了，幫學(xué)生解決的問題多了，我便走進(jìn)了很多學(xué)生的心里，得到了他們的信任，他們也就能真正接受我的勸導(dǎo)和教育。除此之外，我還經(jīng)常會找學(xué)生談心，了解他們的家庭經(jīng)濟(jì)狀況心情狀況健康狀況、學(xué)習(xí)情況等。二、以身作則，樹立威信

班主任要樹立威信，我覺得靠對學(xué)生“嚴(yán)”或“兇”并不能取得長久的效果。班主任自身的言行舉止對能不能樹立威信非常重要，換句話說處處為人表率，以身作則才是樹立威信的良方。比如，我定在七點(diǎn)鐘開班會，我絕對不會七點(diǎn)以后到達(dá)教室，總是要提前到達(dá)。對于學(xué)生的請求，我總要記在手機(jī)的備忘錄里，開好鬧鈴，定期提醒，以免忘記讓學(xué)生失望。特別是學(xué)生急需解決的問題，我總要上緊幫忙，比如，有次四、六級考試，學(xué)生在考前一個(gè)小時(shí)打電話給我說準(zhǔn)考證掉了，我二話沒說，打的趕往學(xué)校，幫助找相關(guān)部門讓學(xué)生準(zhǔn)時(shí)參加考試，學(xué)生覺得我很負(fù)責(zé)，所以愿意聽從我的教導(dǎo)，這樣也就樹立了我的威信。三、班級管理制度化，學(xué)生考核數(shù)量化俗話說：“無規(guī)矩不成方圓”。要搞好班級管理，班級管理一定要有章可尋、違紀(jì)必究，所以制定合理的班規(guī)是非常必要的。但班規(guī)的制定一定要適合班級大部分學(xué)生，也就是說大部分學(xué)生都能遵守，并不是越嚴(yán)越好，班規(guī)過于嚴(yán)格，多數(shù)學(xué)生都不能遵守，這會造成班規(guī)難以執(zhí)行的尷尬局面。同時(shí)，制定班規(guī)不能是班主任說了算，更不是班干部說了算。我班在制定班規(guī)時(shí)，一般由我和班干部擬定草稿，交全班同學(xué)討論決定，由全班同學(xué)來監(jiān)督實(shí)施。對學(xué)生的遲到、早退、病事假、缺席、班會、校內(nèi)外集體活動等出勤情況，晚自習(xí)、勞動衛(wèi)生等分別進(jìn)行量化考核，全班排名，獎(jiǎng)勵(lì)先進(jìn)、帶動中間、激勵(lì)后進(jìn)。四、要建設(shè)一支得力的班干部隊(duì)伍

抓好了班干隊(duì)伍的建設(shè)，將會事半功倍。首先選拔班干是關(guān)鍵的第一步，對于班干特別是新生班班干的選拔，我不會急于確定，一般找?guī)讉�(gè)初認(rèn)為還不錯(cuò)的學(xué)生，分配任務(wù)，多方考察，再推薦到班會選舉。其次，對于確定好的班干，要經(jīng)常給予指導(dǎo)，教其工作方法，給班干適當(dāng)權(quán)力，以調(diào)動其積極性。其次，對班干部的工作要大力支持。當(dāng)然，班干犯錯(cuò)誤也是難免的，作為班主任要能理解并加以引導(dǎo)。五、經(jīng)常與學(xué)生家長取得聯(lián)系

與家長共同加強(qiáng)對學(xué)生的教育和管理，是我班級管理的一項(xiàng)重要內(nèi)容，也是一項(xiàng)重要措施。中專生自控能力差，思想問題也比較多，難免會出現(xiàn)各種各樣的違規(guī)違紀(jì)行為，與其家長取得聯(lián)系，通報(bào)其在校的思想表現(xiàn)和學(xué)習(xí)情況，并請求家長配合和支持，這是十分必要的。但是，和家長聯(lián)系并不一定就要在學(xué)生違紀(jì)的時(shí)候，在很多情況下，學(xué)生進(jìn)步很快，表現(xiàn)突出，我也會及時(shí)和家長取得聯(lián)系，在家長面前表揚(yáng)學(xué)生，并讓家長給學(xué)生打電話祝賀，以提高學(xué)生的積極性。

擴(kuò)展閱讀：班級管理心得體會

班級管理心得體會

班級管理有辛酸也有幸福，更有很多的心得體會，現(xiàn)在就如何抓班級的管理工作談?wù)勎业囊稽c(diǎn)點(diǎn)體會。一、選拔班干部、鼓勵(lì)班干大膽工作

我在本學(xué)期初先讓學(xué)生自我推薦班委候選人，組織全班同學(xué)們來投票選舉班干部。要選有頭腦、有能力、有口才、有吃苦精神、有自信心、有主人翁意識的人才，通過民主評議，推選出班委成員。這樣選出來的班干部有工作熱情，責(zé)任心強(qiáng)，有強(qiáng)烈的競爭意識，有工作魄力。班委會成立之后，盡快使他們熟悉自己的崗位，明確自己的職責(zé)，每周末，我要求召開班委例會，每位班干部總結(jié)自己的工作，找出存在的問題，最后，我進(jìn)行講評。在講評中，我側(cè)重表揚(yáng)，突出教育，重點(diǎn)是給予指導(dǎo)。這樣，班干部的工作能力有了很大的提高，更重要的是培養(yǎng)他們的主人翁意識和責(zé)任心。二、制定規(guī)章制度、嚴(yán)加管理

俗語說得好：“沒有規(guī)矩，不能成方圓”。在選好班干部的基礎(chǔ)上，班集體已基本形成，現(xiàn)在該是規(guī)范學(xué)生言行的最佳時(shí)機(jī)。在新的學(xué)期中就必須有完整的規(guī)章制度出臺來統(tǒng)一規(guī)范其學(xué)習(xí)、生活習(xí)慣，而這規(guī)矩的建立，又不能只憑班主任的主觀臆斷，閉門造車，必須在充分了解本班學(xué)生的實(shí)際情況的基礎(chǔ)上，廣泛聽取班干部、學(xué)生、科任老師的意見，然后委任班干部針對自己所管的方面制訂一些措施出來。然后逐條讓全班同學(xué)討論，老師補(bǔ)充成文，這樣制訂出來的班規(guī)可行性和操作性較強(qiáng)，管理才能到位，而才能真正做到行之有令，有令必行，有令必止，讓學(xué)生在很短的時(shí)間內(nèi)規(guī)范自己的言行，養(yǎng)成良好的習(xí)慣三、加強(qiáng)自身道德修養(yǎng)、言教與身教相結(jié)合

加強(qiáng)自身道德修養(yǎng)、言教與身教相結(jié)合，古人云：“以今率人，人若身先”，“身正”，對班主任來說尤為重要。班主任要為人師表，言行一致，以高尚的道德，良好的個(gè)性教育學(xué)生，做到“以德感人，以德服人，以德育人”，我要求學(xué)生做到的，我會首先做到，如我要求學(xué)生不遲到，我就會在學(xué)生到校之前到；我要求學(xué)生按時(shí)交作業(yè)，我就一定會按時(shí)批改完作業(yè)。做不到的事就不說，說到就一定要做到。老師的這種示范表率作用在學(xué)生的身上會轉(zhuǎn)化為一種巨大的教育動力，這樣班主任就能在他的學(xué)生中享有崇高的威信。四、嚴(yán)格要求，培養(yǎng)學(xué)生良好的學(xué)習(xí)和生活習(xí)慣

來自不同家庭的學(xué)生在其學(xué)習(xí)和生活中肯定會有許多不同，要想你所教的班級盡快形成良好的班風(fēng)和學(xué)風(fēng)，這時(shí)就必須進(jìn)行嚴(yán)格要求，規(guī)范管理。我在教育學(xué)生時(shí)，首先教他們先成人，再成才，如果連起碼的人都成不了，那還能成什么才呢？我利用班會或自習(xí)課對學(xué)生思想品德、人生觀、愛國主義、集體主義、紀(jì)律和法制觀念的教育，使學(xué)生在思想上、政治上有了很大的進(jìn)步。讓學(xué)生樹立遠(yuǎn)大理想，激發(fā)學(xué)習(xí)的動力五、要做到“三勤”

班主任老師要做到“腳勤，嘴勤，眼勤”。腳勤就是要經(jīng)常走到班級同學(xué)中去，多與學(xué)生接觸，在開始習(xí)慣還未養(yǎng)成時(shí)，要多跟班進(jìn)行督促檢查；“眼勤”，要經(jīng)常去觀察同學(xué)們的情況，以便及時(shí)掌握第一手材料。“嘴還要勤”，就要多找學(xué)生談心，了解他們的內(nèi)心世界，多與家長溝通，掌握學(xué)生在家的情況，知道他們的家庭背景，這樣你對學(xué)生的教育就能收到事半功倍的效果。

以上五點(diǎn)，只是我做班主任時(shí)的一點(diǎn)體會，在實(shí)際班主任管理工作中，有很多工作做的不到位，不足之處請各位老師指正

英語教學(xué)反思

201*-12-8

和新教材同行，已近半載，個(gè)中滋味一言難盡。新教材是新穎的，形式活潑，內(nèi)容豐富，融入了英美加拿大等多個(gè)西方國家的風(fēng)土人情，語言習(xí)慣。整個(gè)教材編寫的故事性，趣味性都和以往的老教材大相徑庭，一眼望去，從封面設(shè)計(jì)到內(nèi)容題材，所有的文字都在跳躍，人物也從四面八方跑過來，從國家大事到尋常小事，一口氣談下來。孩子們被這新奇的世界吸引，像是被劉姥姥領(lǐng)進(jìn)了大觀園一樣，東看看西望望，呈現(xiàn)在他們眼前的是一片繽紛的世界。然而他們不像板兒那么老實(shí)，他們爭著驚奇的眼睛不斷的追問，這是什么，那是什么，為什么？

我不是孔夫子，我比孩子們更懵懂，剛剛拿起冀教版的時(shí)候，面對新教材的色彩斑斕，我頗有微詞。走進(jìn)課堂，我迷惑彷徨，我不知道怎么給他們面授機(jī)宜。如果把新教材拍成電視連續(xù)劇，一定是受歡迎的。如果我像放電影一樣的給孩子們播放一節(jié)課，他們無疑是快樂的。故事里說說笑笑的內(nèi)容很多，常常逗得孩子們捧腹大笑，但是笑過之后呢？拿來一張考試卷子，發(fā)到他們手里，他們的嘴角不再上翹而是以光速下滑，笑容瞬間凝固，眉毛像天津麻花一樣擰起來，課堂效果如何，可見一斑。

我們沒有辦法選擇新教材，只好聽天由命。有句話說：“閉門常思己過，人前莫論他非”，從排斥，困惑中走出來，置身事外的去看，新教材是學(xué)生們了解世界的窗口，也是走向世界的必經(jīng)之路。世界在變化，一切都在進(jìn)步。公平的說，新教材是與時(shí)俱進(jìn)的，對于孩子們還是有相當(dāng)?shù)囊�力的。她的靈動的旋律正適合活潑好動的孩子們。從孩子們興高采烈的神情可以看出他們對新教材的喜愛。作為老師，固守著多年來的一點(diǎn)經(jīng)驗(yàn)，習(xí)慣了拿起教鞭侃侃而談，忽然要放下正襟危坐的架子，走入學(xué)生們中間，和他們一起歡呼跳躍，同悲同喜，從講臺上走到講臺下，雖一步之遙，卻很難落下雙腳。反思自我，如何和學(xué)生們打成一片，如何讓他們高高興興的上課之后，也能同樣歡歡喜喜的交上一份漂亮的答卷呢？

做老師做得久了，便生懶惰，以為課本里的東西盡在掌握之中。新教材豐富的內(nèi)涵打破了這個(gè)寧靜。很多新時(shí)代的東西，如果不聞不問還真是不能理直氣壯地走上課堂。很多詞典里都查不到的詞語跑出來了，跟不上潮流，意味著被學(xué)生們淘汰，新的教學(xué)方法如百花齊放，多媒體開發(fā)做得熱火朝天。面對新教材，探究新的教法，勢在必行。但是只講究華而不實(shí)的課堂卻不能夠讓學(xué)生掌握扎扎實(shí)實(shí)地語言知識。反思的多了，也就總結(jié)一點(diǎn)，既哄的學(xué)生們心情愉快還要不失時(shí)機(jī)地把他們放到考試的小爐子里去練一練，使他們不知不覺地學(xué)會考試。都知道，說事容易做事難，要讓學(xué)生輕松學(xué)習(xí)又要輕松考試談何容易？這需要長時(shí)間不懈的努力，把課本的精髓掰開揉碎重新組和，變成一道道適合學(xué)生們口味的盤中餐，讓他們遇到英語就像遇到色香味俱佳的美食一樣迎上去，大快朵頤。不僅要愛吃，還要吃飽，吃好。吃的膘肥體胖，能征善戰(zhàn)。這將是我在今后三年中追求的方向。

做好教師的反思

201*-12-8

我在教學(xué)中采用“四激”教學(xué)法，充分調(diào)動學(xué)生學(xué)習(xí)積極性，培養(yǎng)學(xué)生興趣，讓學(xué)生學(xué)得主動，學(xué)得輕松，學(xué)得高效。一、激情投入：

課堂教學(xué)中，教師的角色心理就必須適應(yīng)教師與學(xué)生、學(xué)生與學(xué)生之間的多邊關(guān)系，要?jiǎng)?chuàng)設(shè)民主、平等、和諧的教學(xué)氛圍，激發(fā)學(xué)生求知欲，師生關(guān)系就必須架設(shè)在有充沛的感情之上，全身心地投入，真正地進(jìn)入角色�！叭朔遣菽�，熟若無情”。但要讓學(xué)生有激情，這就是藝術(shù)，教師要?jiǎng)忧�，�?qiáng)烈的感情才會使學(xué)生受到感染，開啟學(xué)生感情的門扉。激發(fā)學(xué)生“情商”，開發(fā)“智商”。教師在課堂教學(xué)中的行為要?jiǎng)忧楦腥�，每一動作做到恰到好處。教師在上課時(shí)激情高，語言簡潔文明，生動形象，富有啟發(fā)性、教育性和感染力；掌握語言技巧、抑揚(yáng)頓挫，說普通話，語言規(guī)范。在課堂上，語言手段和非語言手段同時(shí)使用（如表情、姿態(tài)、手勢），適時(shí)能起到畫龍點(diǎn)睛的作用。根據(jù)教學(xué)內(nèi)容、知識信息輸出和反饋，正確控制和調(diào)節(jié)自己的語言和非語言手段，能激發(fā)學(xué)生情趣。二、激趣課堂：

“興趣是最好的老師”，激發(fā)學(xué)生興趣是數(shù)學(xué)課堂教學(xué)藝術(shù)之一。所謂興趣一般是指個(gè)體積極探索某種事物的認(rèn)識傾向，它使人對該事物予以優(yōu)先的注意，并具有向往的心情。我們不難發(fā)現(xiàn)，兒童能夠順利地完成作業(yè)或活動，往往是他在這方面能力較強(qiáng)的表現(xiàn)，也是他感興趣和愛好的表現(xiàn)；反之亦然，可見學(xué)生的能力的發(fā)展和興趣緊緊相關(guān)的。因此，興趣是學(xué)習(xí)的先導(dǎo)，它是開發(fā)人的潛能的有效手段。課堂教學(xué)要營造一個(gè)“趣”的氛圍，那么在各課時(shí)精心鉆研教材，導(dǎo)入新課時(shí)，應(yīng)有充滿情趣的新課導(dǎo)入，營造一個(gè)生動活潑、輕松愉快的課堂氛圍，自始至終吸收住學(xué)生，使學(xué)生在愉悅的情境中高效地學(xué)習(xí)，這就是教學(xué)藝術(shù)。如在上課時(shí)，窗外球場上有一場球賽，要把學(xué)生的注意力吸收住，這就要一定藝術(shù)。三、激思啟智：

英國教育家愛德華德波諾認(rèn)為：“教育就是教人思維”。課堂教學(xué)中抓住重點(diǎn)、突出重點(diǎn)、突破難點(diǎn)，要充分發(fā)揮學(xué)生主體作用，教師就需要啟發(fā)學(xué)生積極思維、主動獲取知識和能力，就是課堂教學(xué)藝術(shù)。思維的藝術(shù)是課堂教學(xué)的重要組成部分，教師需“一法為主、多法相助”啟發(fā)學(xué)生思維，促進(jìn)學(xué)生智力的發(fā)展。愛因斯坦說過：“發(fā)展獨(dú)立思考和獨(dú)立判斷的一般能力，應(yīng)當(dāng)始終放在首位，而不應(yīng)當(dāng)把獲得專業(yè)知識放在首位”。課堂教學(xué)中先提出嘗試問題，就是為了激發(fā)學(xué)生思維。設(shè)疑求思、以疑促思、思則解疑。鼓勵(lì)學(xué)生大膽嘗試，大膽向教師提出問題，主動向教師質(zhì)疑問難。案例：在學(xué)習(xí)《一元二次方程根與系數(shù)的關(guān)系》時(shí)，采用提出問題、巧布懸念，先出示：弟弟解一元二次方程，X2-15X-100=0得出兩個(gè)根，X1=20，X2=5，姐姐走過來剛看一眼就說，你做錯(cuò)了，姐姐是怎樣看出來的，有的學(xué)生脫口而出：驗(yàn)根，姐姐是在一瞬間做出判斷的，不可能是利用代入原方程的方法，當(dāng)老師講完一元二次方程根與系數(shù)的關(guān)系---韋達(dá)定理后，重新出示，讓學(xué)生再次考慮課前提出的問題，學(xué)生恍然大悟，齊答是利用韋達(dá)定理。這種回應(yīng)法的教學(xué)藝術(shù)就能使學(xué)生豁然開朗，頓開茅塞。同時(shí)有一種思路遙遙，驚回起點(diǎn)的喜悅感。四、激活雙邊：

課堂教學(xué)中，方法要活，教法要得法，師生雙邊關(guān)系要活，充滿“活”的課堂，這也是課堂教學(xué)藝術(shù)。教師在教學(xué)過程中，備的課要“活”且要上得“活”，充分培養(yǎng)學(xué)生的自學(xué)能力、主張合作學(xué)習(xí)，通過討論、又要注重獨(dú)立思考；充分發(fā)揮學(xué)生主體作用，又要注重教師的主導(dǎo)作用；既要生動活潑又要嚴(yán)格要求。課堂教學(xué)中讓學(xué)生小結(jié)有什么收獲，有什么不同的見解。讓學(xué)生自己去探索、去發(fā)現(xiàn)問題、解決問題，課堂教學(xué)顯得生動活潑。

總之，課堂教學(xué)中應(yīng)充分發(fā)揮學(xué)生的主動性，發(fā)展學(xué)生的智力，創(chuàng)造性和獨(dú)立獲取知識的能力，以適應(yīng)社會發(fā)展的需要。繼續(xù)堅(jiān)持?jǐn)?shù)學(xué)教育現(xiàn)代化的方向，重視培養(yǎng)學(xué)生的創(chuàng)新意識和實(shí)踐能力。掌握一定的教學(xué)藝術(shù)，能優(yōu)化課堂教學(xué)，提高教學(xué)質(zhì)量，最大限度地發(fā)揮學(xué)生的潛意識能力，能減輕學(xué)生過重的課業(yè)負(fù)擔(dān)，讓學(xué)生接受適應(yīng)未來的現(xiàn)代化教育。

教學(xué)反思

新課程改革，是一次深刻的改革。新課改倡導(dǎo)全人教學(xué)，強(qiáng)調(diào)課程學(xué)要促進(jìn)每個(gè)學(xué)生身心健康的發(fā)展，培養(yǎng)學(xué)生良好的品質(zhì)的終身學(xué)習(xí)的能力；新課改倡導(dǎo)建設(shè)性學(xué)習(xí)，注重科學(xué)探究的學(xué)習(xí)，提倡交流與合作、自主創(chuàng)新學(xué)習(xí)。課程改革的成敗關(guān)鍵在于教師，教師是課程改革的實(shí)施者。作為教師我必須做好充分的準(zhǔn)備，學(xué)習(xí)新課程改革理論，更新教學(xué)觀念，迎接新課改的挑戰(zhàn)。下面簡單回顧一下我所做的一些英語教學(xué)工作。

一．面向全體學(xué)生，為學(xué)生全面發(fā)展和終身發(fā)展奠定基礎(chǔ)

1．創(chuàng)設(shè)各種情景，孤立學(xué)生大膽地使用英語，對他們在學(xué)習(xí)過程中的失誤和錯(cuò)誤采取寬容的態(tài)度。2．為學(xué)生提供自主學(xué)習(xí)和直接交流的機(jī)會，以及充分表現(xiàn)和自我發(fā)展的一個(gè)空間。3．孤立學(xué)生通過體驗(yàn)、實(shí)踐、合作、探究等方式發(fā)展聽、說、讀、寫的綜合能力。4．創(chuàng)造條件讓學(xué)生能夠探究他們自己的一些問題，并自主解決問題。二．關(guān)注學(xué)生情感，創(chuàng)造民主、和諧的教學(xué)氣氛

學(xué)生只有對自己、對英語及英文化有積極的情態(tài)，才能保持英語學(xué)習(xí)的動力并取得成績、刻板的情態(tài)，不僅會影響其它發(fā)展是學(xué)好英語的重要因素，因此我努力創(chuàng)造寬松民主、和諧的教學(xué)空間，做到：1．尊重每個(gè)學(xué)生，積極鼓勵(lì)他們在學(xué)習(xí)中的嘗試，保護(hù)他們的自尊心和積極性。

2．把英語教學(xué)與情態(tài)有機(jī)的結(jié)合起來，創(chuàng)造各種合作學(xué)習(xí)的活動，促進(jìn)學(xué)生互相學(xué)習(xí)、互相幫助、驗(yàn)成就感發(fā)展合作精神。

3．關(guān)注學(xué)生有困難或性格內(nèi)向的學(xué)生，盡可能為他們創(chuàng)造語言的機(jī)會。

4．建立融洽、民主的師生交流渠道，經(jīng)常和學(xué)生一起反思學(xué)習(xí)過程和學(xué)習(xí)效果；互相鼓勵(lì)和幫助，做到教學(xué)相輔。

三．加強(qiáng)對學(xué)生學(xué)習(xí)策略的指導(dǎo)，讓他們在學(xué)習(xí)和運(yùn)用的過程中逐步學(xué)會如何學(xué)習(xí)，做到：1．積極創(chuàng)造條件，讓學(xué)生參與到階段性學(xué)習(xí)目標(biāo)，以及實(shí)現(xiàn)目標(biāo)的方法。2．引導(dǎo)學(xué)生結(jié)合語境，采用推測、查閱和協(xié)調(diào)的方法進(jìn)行學(xué)習(xí)。

3．引導(dǎo)學(xué)生在學(xué)習(xí)過程中，進(jìn)行自我評價(jià)，并根據(jù)需要調(diào)整自己的學(xué)習(xí)目標(biāo)和學(xué)習(xí)策略。四．對學(xué)生進(jìn)行有效的評價(jià)

評價(jià)可以使學(xué)生認(rèn)識自我，樹立自信，有助于反思及調(diào)整自己的學(xué)習(xí)過程。評價(jià)或采用測驗(yàn)及非測驗(yàn)形式，平時(shí)重視形成性評價(jià)，對學(xué)生回答學(xué)習(xí)過程中的表現(xiàn)所改進(jìn)的成績，及反映的情感、態(tài)度、策略某方面進(jìn)行及時(shí)的評價(jià)，如有口頭評價(jià)、等級評價(jià)、學(xué)生之間互相評價(jià)等方法，充分發(fā)覺學(xué)生的進(jìn)步，鼓勵(lì)學(xué)生自我反思、自我提高，測驗(yàn)以學(xué)生綜合運(yùn)用能力為目標(biāo)、側(cè)重于學(xué)生理解和獲取信息的能力，減少客觀題，增加主管題。通過評價(jià)學(xué)生學(xué)會分析自己的成績和不足，明確努力方向。

新課程改革不是紙上談兵，必須要與實(shí)踐相結(jié)合，努力學(xué)習(xí)，積極進(jìn)去，積極參與課程改革，在改革中不斷學(xué)習(xí)，不斷實(shí)踐，不斷反思，愿與新課程共同成長。教學(xué)日志

作為一名從事英語教育教學(xué)工作13年初中英語教師，我總樸素的認(rèn)為，學(xué)生學(xué)習(xí)成績的提高，關(guān)鍵在教師，雖說學(xué)生是主體，是內(nèi)因，但沒有教師主導(dǎo)作用的充分發(fā)揮，要想大面積提高學(xué)科教學(xué)質(zhì)量是一句空話。再一點(diǎn)就是好的方法其實(shí)就是我們經(jīng)�？吹降幕蚴俏覀冋�在使用的方法，但關(guān)鍵是我們怎樣將其進(jìn)一步細(xì)化落實(shí)，進(jìn)一步增加其實(shí)效性的問題。所以只要我們英語學(xué)科教師在平時(shí)的工作中，切實(shí)以提高學(xué)生學(xué)習(xí)興趣和學(xué)習(xí)積極性主動性為出發(fā)點(diǎn)，以提高學(xué)生英語學(xué)科學(xué)習(xí)成績?yōu)槟繕?biāo)，以使學(xué)生養(yǎng)成良好的學(xué)習(xí)習(xí)慣，掌握先進(jìn)的學(xué)習(xí)方法為歸結(jié)點(diǎn)，多學(xué)習(xí)別人先進(jìn)經(jīng)驗(yàn)、多反思自己教學(xué)得失、多改進(jìn)自己教學(xué)方式、多總結(jié)自己教學(xué)方法，多提高自己教學(xué)水平，英語學(xué)科的現(xiàn)狀就一定能改變，我們的目標(biāo)就一定能實(shí)現(xiàn)。

Unit2WhatshouldIdo?

Period4

Teachingprocedures:Step1Leadingin

1.Greetings&freetalk.

2.Checkthehomework:Ileftmyhomeworkathome,whatshouldIdo?Sharesomestudents’advice.Step2While-taskSBPage14,3a.

1.Scanthisletter,underlinetheproblem.2.Readtheletteragain,tickoutthenewwords.3.Explainsomething:except=but除之外（不包括在內(nèi)）besides除之外（包括在內(nèi)）

Allthestudentswenttotheparkexcepthim.LucyandLilywillcometothepartybesidesme.findout=learned了解到find找到Ijustfindoutthereisadancetomorrow.4.Listentotherecording.Sspracticereading.SBPage14,3b.

1.Pairwork:Givesomeadvicetothelonelykidin3a.2.Supposeyou’reMary.Writethelettersonyourown.3.Readtheletterstotheclass.SBPage14,Part4.1.Readtheprobleminthebox.2.Twostudentsreadthedialogue.

3.Pairwork:Thinkthemoverandgiveyouradvice.4.Groupwork:Seewhichclassmatehasthebestadvice.Step3Post-taskSBPage15,Selfcheck.

1.Fillintheblankswiththewordsgiven.Trytomakeyourownsentenceswiththewords.

2.ReadthelettertoAuntChen’sadvicecolumnandthenwritesomeadvice.Homework:

What’syourproblem?Pleasewriteyourownlettertoanadvicecolumn

Unit2WhatshouldIdo?

Period3

Teachingprocedures:Step1Leadingin

1.Greetingsandfreetalk.2.Checkthehomework.Step2Pre-taskSBPage13,1a.

1.Readtheinstructionstothestudents.

2.Readthesentencesandaskastudenttoreadthesentencestotheclass.3.WriteNI,I,VIforeachstatement.

4.“Whatisimportanttoyouwhenyouchooseclothes?”Writeoneormoreoftheirstatementstotheclass.

Talkabouttheanswerswiththeclass.Step3While-taskSBPage13,2a.

1.Readtheinstructions.MakesuretheSsunderstandwhattheyshoulddo.

2.Readthethreesentencesinthebox.Youwillbelisteningtoaradioadviceprogram.Theywillbetalkingaboutoneoftheseproblems.3.Playthetapetwice.Sschecktheproblemtheyhear.4.Playthetapeagain,Sscorrecttheanswers.SBPage13,2b.1.Readtheinstructions.MakesureSsunderstandwhattheyshouldpayattentionto.2.Lookatthechart.Therearethreepersons,Kim,Nicole,Emilio.WhowillgiveErinsomeadvice?Whatarethey?Readeachnamefortheclass.3.Playtherecordingagain.Sswritetheiranswers.

4.Playtherecordingagain,onesentencebyonesentence.Checktheanswers.Step4Post-taskSBPage13,2c.

1.Pointouttheexampleinthesampledialogue.Sspracticereading.2.Pairwork:WhatdoyouthinkErinshoulddo?3.Sharetheirconversationswithwholeclass.Homework:

Youleftyourhomeworkathome,whatshouldyoudo?Pleasegiveyouradvice

Unit2WhatshouldIdo?

Period2

Teachingprocedures:Step1Leadingin

1.Greetingandfreetalk.

2.Checkthehomework.Collectthestudents’advice.WriteitdownontheBb.Step2Pre-task

1.Reviewthedifferencesbetween“could/should”.2.LearnthenewwordsinPage12.Step3While-taskSBPage12,3a.

1.Readtheinstructions.

2.ReadtheconversationsbySsorlistentothetape.Thenwrite“goodidea”“okayidea”or“badidea”.

3.Talkaboutthestudents’answers.

4.Makesurethestudentsunderstandthedialogue.PracticereadingStep4Post-taskSBPage12,3b.

1.Readtheinstructions.Pointouttheexampleconversationandasktwostudentstoreadittotheclass.

2.Useyourhead.Findsomeotherwaystogetmoneythataren’tinthebook.3.AskSstoworkwithpartnerastheyaskforandgiveadvice.4.Pairwork.

5.Actouttheconversationstotheclass.Step5While-taskSBPage12,Part4.

1.Readtheinstructions.MakesuretheSsunderstandwhattheyshoulddo.2.Tostudentsreadthedialogue.3.Practicereading.

4.Askanotherpairtogivetheiradviceonanothertopic.5.Pairwork.Homework:

將下列短語或句型譯為漢語

1.keepout2.outofstyle3.What’swrong?4.callsbup5.payfor6.askforsomething7.summercamp8.stayathome

Unit2WhatshouldIdo?

Period1

Teachingprocedures:Step1Leadingin

1.Greetingsandfreetalk.2.Checkthehomework.Step2Pre-task

T:IwanttobuyanewguitarbutIdon’thaveenoughmoney.WhatshouldIdo?Ssthinkitover,andtrytogivehis/heradvice.WritetheiradviceontheBb.1.Borrowone.

2.Buyasecond-handguitar.3.Getapart-timejob.4.Don’tbuyaguitar.5.Waituntilnextyear.PracticereadingtheadvicebytheSs.

導(dǎo)入:Inthisunitwearegoingtotalkaboutproblemspeoplehaveandlearnhowtogivethesepeopleadvicetotellpeoplewhatwethinktheyshoulddo.Step3While-taskSBPage10,1a.

1.ReadtheinstructionstotheSs.2.ReadtheproblemsbytheSs.

3.AskSstowritetheproblemsinthe“Serious”or“Notserious”columns.4.Explain.

5.Talkabouttheanswerswiththeclass.Practicereading.SBPage10,1b.

MakesuretheSsunderstandwhatshouldtheydo.Playthetapetwice.Sscircletheproblemstheyhear.Playthetapeathirdtime.Checktheanswers.Step4Post-taskSBPage10,1c.

Lookattheproblemsinactivity1aandmakeconversations.Step5While-taskSBPage11,2a.

1.Readtheinstructions.MakesuretheSsunderstandwhatshouldtheydo.2.Pointtothesentencesbelow.

3.Playthetapethefirsttime.Ssonlylisten.PayattentiontoPeter’sfriend’sadvice.

4.Playthetapeagain.Sscircle“could”or“should”.5.Correcttheanswers.SBPage11,2b.

Readtheinstructions.PayattentiontoPeter’sanswers.Playthetapeagain.Checktheanswers.

Step7Post-task

Makeconversationswithpeterandhisfriendwiththehelpof2a&2b.Step8GrammarFocus

Reviewthegrammarbox.Sssaythequestionsandtheresponses.Explainthedifferencesbetweencould/should.Homework:

1.Gooverthewords.

2.Myclothesareoutofstyle,whatshouldIdo?Pleasegivetheadvice.

Unit11Couldyoupleasetellmewheretherestroomsare?

TheFirstPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyrestroom,shampoo,stamp（2）TargetLanguage

Excuseme．CanyoupleasetellmewhereIcangetadictionary?Sure．There’sabookstoreonRiverRoad．2．AbilityObjects

（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObject

Helpingeachotherisveryimportant．Itisagoodquality．Ⅱ．TeachingKeyPointTargetLanguage

Ⅲ．TeachingDifficultPoints

1．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．Ⅳ．TeachingProceduresStepⅠRevision

T:You’renewtothisschool．Youneedtoknowwherethemainofficeis．Howcanyouaskwherethemainofficeis?S1:Where’sthemainoffice?

T:That’sonewaytoask．Butthereisamorepolitewayyoucanask．Youcansay,"Canyoutellmewherethemainofficeis?"Classrepeat．Canyoutellmewherethemainofficeis?

Ss:Canyoutellmewherethemainofficeis?

T:That’scorrect．Nowlet’ssayyouwanttoknowwhereClassroom1is．Howcanyouask?

S2:CanyoutellmewhereClassroom1is?

T:Good!There’sanotherpolitewayyoucanask:CouldyoutellmehowtogettoClassroom1?Classrepeat．CouldyoutellmehowtogettoClassroom1?

Ss:CouldyoutellmehowtogettoClassroom1?T:That’sright．Verygood．StepⅡ1a

Gothroughtheinstructionswiththeclass．

Readthelistofthingstotheclass．Toreviewthemeaningofeachitemonthelist,invitedifferentstudentstosayeachphraseintheirownwords．

Pointtotheletteredpartsofthepictureonebyone．Askastudent:Whatkindofplaceisthis?

Whatdotheysellthere?Dowehaveoneinourcommunity?Whatisthenameoftheoneinourcommunity?

Pointoutthesampleanswer．Say,Thelettercisinfrontofthewords

buyshampoobecauseyoucouldbuyshampooinadepartmentstore．Theremaybemorethanonecorrectanswerforsomeblanks．

Whilestudentsareworking,movearoundtheroomofferinghelpasnecessary．StepⅢ1b

Readtheinstructionstostudents．Pointoutthetwoconversationsthatareshowninthepicture．

Asyoulisten,fillintheblankswithwordsyouhearintherecording．Playtherecordingthefirsttime．Studentsonlylisten．

Playtherecordingasecondtime．Thistimeaskthemtofillintheblankswiththewordsyouhear．

Checktheanswerswiththewholeclass．StepⅣ1c

Readtheinstructionstotheclass．

Pointoutthelistofthingspeopleneedandthepicturesoftheplacesinactivity1a．Say．Lookatactivityla．Haveaconversationwithapartner．Askyourparterpolitelywhereyoucandothesethingandthenansweryourpartner’squestions．

Asstudentswork,listentosomepairsinordertochecktheprogressandhelpwithpronunciationasneeded．

Afterstudentshavehadachancetopractiseseveralexchanges,asksomepairstocometothefrontoftheclassroomandactouttheirconversations．StepⅤHomeworkReviewthetargetlanguage．

Unit7Wherewouldyouliketovisit?

TheFirstPeriod

Ⅰ．TeachingAimsandDemandsKnowledgeObjects（1）KeyVocabulary

tiring,educational,fascinating,thrilling,peaceful,exotic,trek,jungle,takeiteasy,explore,historic,site（2）TargetLanguage

Wherewouldyouliketogoonvacation?

I’dliketotrekthroughthejungle,becauseIlikeexcitingvacations．2．AbilityObjects

（1）Trainstudentstotalkaboutplacestheywouldliketovisitwiththetargetlanguage．（2）Trainstudentstodescribevacationswithdifferentadjectives．（3）Trainstudents’listeningskill．3．MoralObject,

It′smoreinterestingtogoonvacatingsomewhereinsteadofstayingathome．Ⅱ．TeachingKeyPoints1．KeyVocabulary

tiring,educational,fascinating,thrilling,peaceful,exotic,trek,jungle,takeiteasy,explore,historic,site2．TergetLanguage

Talkaboutdifferentplaceswiththetargetlanguage．Ⅲ．TeachingDifficultPoints

1．Describevacationswithdifferentadjectives．2．Talkaboutdifferentplaceswiththetargetlanguage．Ⅳ．TeachingMethods1．Teachingbyillumination2．Teachingbydoingchaindrills3．TeachingbypairworkⅤ．TeachingAids1．Ataperecorder2．SomepicturesofdifferentplaceswithfamousviewsⅥ．TeachingProceduresStepⅠRevision

1．RevisethelanguagepointsinUnit6．

Providessomequestions,Whatkindofmusicdoyoulike/love/prefer?Whatkindofclothes/writers/movies/doyoulike/love/prefer?

Thenasktwopairstomakemodelconversationstotheclasstomakesuretheyanswer,Ilike/love/prefermusicthatIpreferwriterswhoNextaskstudentstopractiseinpairs．

Walkaroundtheclassroomlisteningtothem,correctsomeerrorstheymaymakeandbesuretheyareansweringwithsentenceswithrelativeclauses．

2．RevisethewordsandexpressionsinUnit6bydictatingthefollowing:

lyric,remindof,entertainment,exhibition,gallary,ondisplay,energy,suggest,photograph,suitStepⅡ1a

Atfirstintroducethekeyvocabulary．

Pointtothewordsandteachthechildrentoreadthemseveraltimestilltheycanpronouncethewordsfluentlyandcorrectly．Afterthat,trytoletstudentsexplaintheadjectivesandmakeupsentenceswiththem．Forexample,exciting,dolikethis:

Let’strytoexplainsomenewadjectivesinourownwordsandmakeupsomesentencesnow．Seeexcitingfirst．WhocanexplainitinyourownwordsinEnglish?Whatdoesexcitingmean?

Helpthechildrentoexplainit．Excitingmeansnotboring,ormeanshardtobequiet．Whocanmakeupasentencewithit?Giveanexamplesentencewithit,please．

Askseveralonestosaytheirsentencestotheclass．Forexample,Surfingmakesusexciting．

Theboyisveryexcitingwhenheiswatchingafootballmatch．Thendothesamewiththesenewwordsinthebox:tiring,educational,peaceful,fascinating,thrilling,exoticReadtheinstructionstothestudents．Besurethateveryoneknowswhattodo．Tellstudentstolookatthepostersinthepictureandcomparethem．Wecanseethreeposters．Tellmewhatyoucanseeineachone．

Thendiscussthethreeposterswithstudents．ForPosterOne,helpstudentstosay,Itisabeach．Amanwithsunglassesissleeping,etc．Dothesametotheothertwoposters．

Readthewordsoneachpostertostudentsandthenletthemreadtogetherseveraltimes．AsksomeonestotelltheChinesemeaningsofthewordstoseeiftheycanunderstandthem．Dosomeexplanationifnecessary．

Callthestudents’attentiontothechart．Pointtovacation1,2and3inthechart．

Say,Let’schoosetheadjectivesfromtheboxforthethreevacations．Theadjectivesyouchooseshouldcorrespondwiththeposters．Nowlet’suseVacation1asasample．Whichadjectivesshouldwechoose?Whocantellme?

Thenaskseveralstudentstotelltheclassthewordsthey’vechosen．Writedowntheiranswersontheblackboardlikethis:

Vacation1TakeiteasyonaFloridabeach!Adjectives:relaxing,peaceful,boring

Whohasgotsomeotheradjectivestodescribeit?Someotheradjectivesyouknow,butnotinthebox?

Asksometosaymorebesidestheonesinthebox,suchasquiet,lazy．Writethemontheblackboard,too．

Pleasefillinthechartwiththeadjectivesnow．Notetomatchtheposters．

Getthemtofillintheanswersbythemselves．Astheywork,movearoundtheroomcheckingtheirprogressandansweringquestionstheymayhave．Checktheanswers．StepⅢ1b

We’lllistentothreestudentstalkingaboutwheretheywouldliketogoonvacationandwhy．Seethesampleanswersinthechart．Writeyouranswerslikethatwhileyouhear．LookatthethreepostersinActivitylaanddothispart．Eachoneofthethreestudents,Sam,GinaandLydia,wantstogotooneofthethreeplaces．

Playthetapeforthefirsttime,andtellthestudentsnottowriteinahurry,justtrytocatchthemainideaofthedialogue．

Thenplaytherecordingagain．Askthemtowritetheiranswersthistime．Checktheanswers．StepⅣ1c

Presentatethisdialogue,showingsomepicturesoftheplaceswithgreatinterestallovertheworldandsaylikethis:

I’dliketotraveltoFrance．I’dlovetovisitParis,becauseIlikerelaxingvacations．Wherewouldyouliketogoonvacation,Sam?Askonestudenttoanswerthequestion．

Afterthatlethimorheraskanotherstudent．Setoffachaindrilllikethis:

T:I’dlovetovisitParis,becauseIlikerelaxingvacations．Wherewouldyouliketogoonvacation,S1?S1:I’dliketoclimbMountEmei,becauseIlikedangerousvacations．Wherewouldyouliketogoonvacation,S2?

Ss:IprefertotraveltotheUSA,becauseIlikeexoticvacations．Wherewouldyouliketogoonvacation,S3?S3

Afterateamfinishedgetthechildrentomaketheirownconversationsinpairs．

AsktwostudentstoreadtheexampleinthespeechbubblesinActivityla．Tellthemtotalkabouttheposterswiththeirpartnersthistime．

Asstudentsworktogether,movearoundtheclassroom,offeringlanguagesupportasneeded．Asksomepairstosaytheirconversationstotheclass．StepⅤSummary

Inthisclass,we’velearnedsomeadjectivesthatareusedtodescribevacationsandsomeotherwords．WehavealsolearnedthetargetlanguageWherewouldyouliketogoonvacation?I’dliketotrekthroughthejunglebecauseIlikeexcitingvacations．StepⅥHomework

1．Trytorememberthenewkeyvocabulary．

2．WriteoutthreesimilarconversationstotheexampleinthepictureinActivity1a．

Unit11Couldyoupleasetellmewheretherestroomsare?

Unit11Couldyoupleasetellmewheretherestroomsare?

Unit11Couldyoupleasetellmewheretherestroomsare?TheFirstPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyrestroom,shampoo,stamp（2）TargetLanguage

Excuseme．CanyoupleasetellmewhereIcangetadictionary?Sure．There’sabookstoreonRiverRoad．2．AbilityObjects

（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObject

Helpingeachotherisveryimportant．Itisagoodquality．Ⅱ．TeachingKeyPointTargetLanguage

Ⅲ．TeachingDifficultPoints

1．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．Ⅳ．TeachingProceduresStepⅠRevision

T:You’renewtothisschool．Youneedtoknowwherethemainofficeis．Howcanyouaskwherethemainofficeis?S1:Where’sthemainoffice?

T:That’sonewaytoask．Butthereisamorepolitewayyoucanask．Youcansay,"Canyoutellmewherethemainofficeis?"Classrepeat．Canyoutellmewherethemainofficeis?

Ss:Canyoutellmewherethemainofficeis?

T:That’scorrect．Nowlet’ssayyouwanttoknowwhereClassroom1is．Howcanyouask?

S2:CanyoutellmewhereClassroom1is?

T:Good!There’sanotherpolitewayyoucanask:CouldyoutellmehowtogettoClassroom1?Classrepeat．CouldyoutellmehowtogettoClassroom1?

Ss:CouldyoutellmehowtogettoClassroom1?T:That’sright．Verygood．StepⅡ1a

Gothroughtheinstructionswiththeclass．

Readthelistofthingstotheclass．Toreviewthemeaningofeachitemonthelist,invitedifferentstudentstosayeachphraseintheirownwords．

Pointtotheletteredpartsofthepictureonebyone．Askastudent:Whatkindofplaceisthis?

Whatdotheysellthere?Dowehaveoneinourcommunity?Whatisthenameoftheoneinourcommunity?

Pointoutthesampleanswer．Say,Thelettercisinfrontofthewordsbuyshampoobecauseyoucouldbuyshampooinadepartmentstore．Theremaybemorethanonecorrectanswerforsomeblanks．

Whilestudentsareworking,movearoundtheroomofferinghelpasnecessary．StepⅢ1b

Readtheinstructionstostudents．Pointoutthetwoconversationsthatareshowninthepicture．

Asyoulisten,fillintheblankswithwordsyouhearintherecording．Playtherecordingthefirsttime．Studentsonlylisten．

Playtherecordingasecondtime．Thistimeaskthemtofillintheblankswiththewordsyouhear．

Checktheanswerswiththewholeclass．StepⅣ1c

Readtheinstructionstotheclass．

Pointoutthelistofthingspeopleneedandthepicturesoftheplacesinactivity1a．Say．Lookatactivityla．Haveaconversationwithapartner．Askyourparterpolitelywhereyoucandothesethingandthenansweryourpartner’squestions．

Asstudentswork,listentosomepairsinordertochecktheprogressandhelpwithpronunciationasneeded．

Afterstudentshavehadachancetopractiseseveralexchanges,asksomepairstocometothefrontoftheclassroomandactouttheirconversations．StepⅤHomework

Reviewthetargetlanguage．

TheSecondPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary

escalator,furniture,exchangemoney,elevator（2）TargetLanguage

Excuseme．DoyouknowwhereIcanexchangemoney?Sure．There’sabankonthesecond

floor．Taketheescalatortothesecondfloorandturnright．Thebankisnexttothebookstore．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObjects

Ifsomeoneasksyouhowtogettotheplacehewantstogoto,youshouldtellhimthewaycorrectly．Ⅱ．TeachingKeyPoints1．KeyVocabularyexchangemoney2．TargetLanguage

Excuseme．DoyouknowwhereIcanexchangemoney?Sure．There’sabankonthesecondfloor．3．Structures

DoyouknowwhereIcanbuyshampoo?

Couldyoutellmehowtogettothepostoffice?CanyoupleasetellmewhereIcangetadictionary?Ⅲ．TeachingDifficultPoints1．Indirectquestions．

2．Howtoimprovestudents’listeningability．Ⅳ．TeachingProceduresStepⅠRevisionCheckhomework．StepⅡ2a

Readtheinstructionsandpointtothelistofdirections．

Getstudentstonametheitemsinthepicturesuchasescalator,elevator,shoestore,andsoon．

Playtherecording．Studentsonlylisten．

Tellthemthatthepicturemayhelpthemunderstandwhattheyarehearing．Playtherecordingagain．Thistimeaskstudentstowriteanumbernexttofourofthedirections．

Checktheanswerswiththewholeclass．StepⅢ2b

Pointtothepicture．Say,nowyouwillheartherecordingagain．Thistimeshowwheretheboywentashefollowedthedirectionstothedrugstore．Drawalineonthepictureinyourbook．

Playtherecordingagainandaskstudentstodrawthelineontheirown．Checktheanswerwiththeclass．StepⅣ2cAskapairofstudentstoreadthesampleconversationaloudtotheclass．Readtheinstructionsaloud．Say．Makeconversationsusinginformationabouttheplacesinthepicturewithyourpartners．

Asstudentswork,movearoundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．

Askoneortwopairstosaytheirconversationstotheclass．Asktherestoftheclasstolookatthepictureastheylisten．StepⅤHomework

Askthestudentstowritethreesentenceswiththestartersofthestructures．

TheThirdPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary

hangout,fresh,advantage,disadvantage,block（2）TargetLanguage

Gooutthefrontdoorandtakearight．Walkaboutthreeblocks．Gopastthepark,andturnleftontoOakStreet．3．MoralObjects

Anythinghasbothadvantagesanddisadvantages．Weshouldtreateverythingcorrectly．

Ⅱ．TeachingKeyPoint

Trainstudents’listening,speaking,readingandwritingability．Ⅲ．TeachingDifficultPoints

Howtoimprovestudents’integratingskills．Ⅳ．TeachingProceduresStepⅠRevision

T:Yesterdaywelearnedthestructures．

Doyouknowwhere?Couldyoutellmehowtogetto?Canyoupleasetellmewhere?Nowwhocanmakesentencesbyusingthestructures?StepⅡ3a

Readtheinstructions．PointouttheblanklinesunderthewordsAdvantagesandDisadvantagesbelowtheinterview．Youwillwriteyouranswersintheseblanks．

Readthefirsttwosentencesatthetopofthearticle．Explainthattheinterviewerwilltalktoseveralteenagers．Getstudentstoreadtheinterviewontheirownquickly．

Whentheyhavefinished,askifthereareanywordsorsentencestheydon’tunderstand．Ifthereare,explainthem．

Askstudentstoreadtheinterviewagainandwritetheadvantagesanddisadvantages．Checktheanswerswiththewholeclass．StepⅢ3b

Readtheinstructions．Pointouttheconversationintheboxandinvitetwostudentstoreadittotheclass．

PointoutthelistofadvantagesanddisadvantagesinActivity3a．Say,Youcanusetheseitemsandanyotheritemsyoucanthinkofasyoutalkaboutplacesyouusuallyhangout．

Askstudentstoworkingroupsoffourorfive．Astheywork,movearoundtheclassroomhelpingthegroupsasnecessary．Makesuretheytalkaboutbothadvantagesanddisadvantages．

Askseveralgroupstoactoutpartoftheirconversationtotheclass．StepⅣ4

Readtheinstructionstotheclass．Getstudentstolookbackatthepictureandactivitiesonthefirstpageofthisunit．

Pointoutthesamplelanguageinthebox．Inviteastudenttoreadittotheclass．

Askstudentstosaythenamesofsomestoresandotherplacesinthecommunityandwritethemontheboard．Say,

Eachgroupcanchoosethreeoftheseplacestowriteabout,oryoucanchooseanotherplaceyouknowof

Writecarefuldirectionsfromtheschooltoeachplace,butdonotsaythenameoftheplace．Youcanusethewordsthisplaceinstead．Inordertohelpstudentswork,drawasimplemapshowingtheschoolandseveralnearbystreets．

Whenthegroupsareready,theyreadtheirdirectionstotheclassandtheotherstudentsguessthenameoftheplacetheyaretalkingabout．StepⅤHomework

1．Askstudentstochoosetwoplacesinthecommunityandwritecarefuldirectionsfromtheschooltoeachplace．

2．Finishofftheexercisesonpages46～47oftheworkbook．

TheFourthPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary

fascinating,convenient,safe,restroom,inexpensive（2）TargetLanguage

Canyoutellmewherethere’sagoodplacetoeat?Ofcourse．Whatkindoffooddoyoulike?2．AbilityObjects

（1）Trainstudents’writingandspeakingability．

（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation．

（3）Trainstudents’abilitytousethetargetlanguage．Ⅱ．TeachingKeyPoints1．KeyVocabulary

convenient,safe,restroominexpensive2．TargetLanguage

Canyoutellmewherethere’sagoodplacetoeat?Ofcourse．Whatkindoffooddoyoulike?Ⅲ．TeachingDifficultPoints

1．Howtoimprovestudents’writingandspeakingability．2．Howtousethetargetlanguage．Ⅳ．TeachingProceduresStepⅠRevisionCheckhomework．StepⅡ1a

Gothroughtheinstructionswiththeclass．

Readthewordsintheboxtotheclassandaskifthereareanyofthesewordsthatstudentsdon’tunderstand．Ifso,helpstudentstoexplainthemeaningoftheword．

Thenreadtheinstructionsagainandpointoutthesampleanswer．Getastudenttoreadthesampleanswertotheclass．Pointoutthatstudentscanalsowriteotherwordsafterthewordclean．

Askstudentstowritewordsfromtheboxintheblanksontheirown．Helpstudentsifneeded．

Correcttheanswersbyhavingstudentsreadwhatqualitiesheorshelisted．StepⅢ1b

Readtheinstructionstotheclass．Pointouttheexampleinthebox．Invitetwostudentstoreadittotheclass．

Nowworkwithapartner．Lookatthewordsintheboxandusethemtotalkaboutplacesinyourowncity．Asstudentstalk,movearoundtheclassroomcheckingtheirwork．Offerlanguagesupportasneeded．

Inviteseveralpairsofstudentstosaytheirconversationstotheclass．StepⅣ2a

Pointtothepictureandaskstudentstotellwhatishappening．Ifnecessary,explainthatthesceneshowsafamilyonvacation．TheyareaskingthemanforinformationaboutvariousthingstodoinSunville．Gothroughtheinstructionsandpointtothechart．Playtherecording．Studentsonlylistenthefirsttime．

Playtherecordingagain．Askstudentstowritetheplacespeopleaskabout．

Checktheanswerswiththewholeclass．StepⅤ2b

Readtheinstructionsandpointtothechart．Youwillhearthesamerecordingagain．

Thistimelistencarefullytotheanswersthecleckgives．Writetheanswersintheblanksalone．Pointoutthesampleanswer．

Playtherecordingagain．Askstudentstowritetheiranswersintheblanks．

Checktheanswers．StepⅥ2c

Pointtothesampleconversation．Invitetwostudentstoreadittotheclass．

Readtheinstructions．Roleplaytheconversationsyouhearonthetape．Getstudentstoworkinpairs．Movearoundtheroomcheckingtheprogressofthepairsandofferinghelpasneeded．

Askoneortwopairstosaytheirconversationstotheclass．StepⅦHomework

Talkaboutsomeplacesusingthewordsinla,thenwritedowntheconversations．

TheFifthPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary

waterslide,clown,dressup,havefun（2）Practisereadinganarticle．

（3）Practisewritingsomethingusingthetargetlanguage．2．AbilityObjects

（1）Trainstudents’readingability．（2）Trainstudents’writingability．Ⅱ．TeachingKeyPoint

Practisereadingandwritingusingthetargetlanguage．Ⅲ．TeachingDifficultPointHowtowriteaguidetoaplace．Ⅳ．TeachingProceduresStepIRevision

Reviewthetargetlanguagepresentedinthisunit．Checkhomework．StepⅡ3a

Inviteastudenttoreadthearticlealoudtotheclass．Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．

Askstudentstoreadthearticleagainandcompletethechart．Getstudentstodotheworkontheirownorinpairs．Astheywork,movearoundtheclassroomandofferhelpasnecessary．Checktheanswers．Stepm3b

Readtheinstructionstotheclass．Pointtothefirsttwosentencesandaskastudenttoreadthesesentencestotheclass．

LookbackatActivities2aand2b．UsethisinformationtohelpyoucompletetheguidetoSunville．

Askthestudentstocompletethebrochureontheirown．Astheywork,walkaroundtheclassroomofferinghelpandansweringquestionsasneeded．Inviteastudenttoreadthecompletedarticletotheclass．StepⅣ3c

Readtheinstructionstotheclass．

Askstudentstosaythenamesofsomeoftheplacestheymightwriteabout．Writealistoftheseplacesontheboardforstudentstouseastheywritetheirguides．

Askstudentstoworkontheirown．Tellthemthattheycanusewhattheywroteforactivity3basaguide．Theycanwritetheguideforalltourists,teenagers,families,orpeopleonabudget．Astheywork,movearoundtheroomofferinghelpasneeded．Correctthestudents’work．Asksomestudentstoreadtheirguidesandcorrectthem．StepⅤPart4

Gothroughtheinstructionswiththeclass．

GetstudentstolookbackattheguidestheywroteinActivity3c．Askstudentstoworkingroupsoffourorfivestudents．Letdifferentstudentsplaytheroleoftheboothworkerandthedifferenttourists．Makesureeverystudenthasachancetoparticipate．

Askoneortwogroupstosayoneoftheirconversationstotheclass．StepⅥHomework

1．Readthearticlein3aagain．2．Writeaguidetoourcity．

TheSixthPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects

（1）Fillinblanksandmakesentencesusingbeautiful,safe,delicious,convenient,fascinating．

（2）Writesomequestionsusingthetargetlanguage．2．AbilityObjects

Trainstudents’writingability．Ⅱ．TeachingKeyPoints

1．Fillinblanksandmakesentences．2．Writequestionsusingthetargetlanguage．Ⅲ．TeachingDifficultPoint

Makesentencesusing"beautiful,safe,delicious,convenient,fascinating"．

Ⅳ．TeachingProceduresStepⅠRevision

Checkhomework．Askafewstudentstoreadthearticlein3a．Thenaskafewstudentstoreadtheirguides．StepⅡPart1

Lookatthewordsinthebox．Askastudenttoreadthem．Makesurethestudentsunderstandthemeaningofthewords．Youaretofillintheblankswiththewords．Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement．

Askstudentstofillintheblanksontheirown．Checktheanswers．StepⅢPart2

Gothroughtheinstructionswiththeclass．Lookattheexamplewiththestudents．Askstudentswhattheanswerwouldbe．

Askastudenttoreadthequestionandanswerit．Excuseme,couldyoutellmewherethebankis,please?Thebankisacrossthestreetfromtheshoppingmalt．Getstudentstocompletetheworkinpairs．

Checktheanswers．Askafewstudentstoreadtheirquestions．StepⅣJustforFun!

Askallthestudentstoreadtheconversation．Ask:Whatisfunnyaboutthiscartoon?Helpstudentstoexplain．AMartianisapersonfromtheplanetMars．

ThereisnosuchthingasMartianfoodonEarth,andtheclerklookssillybecauseheistryingtothinkofwherethereisaMartianrestaurant．Invitesomepairsofstudentstopresentthisconversationtotherestoftheclass．

StepⅤSummaryandHomework

Inthisclass,we’vedonemuchwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit．Afterclass,pleasefinishthequestionsin2inyourexercisebooks．Thenfinishtheexercisesonpages47～48oftheworkbookaswell．

TheSeventhPeriod

ⅠTeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary

image,adventure,jealousy,hero,crime,journey,brave,nolonger,showinterest

in,takeiteasy,becomeinterestedin,plainlooks（2）Text:

Grown-upslikecartoons,too．2．AbilityObjects

（1）Fast-readingtogetageneralideaofthetext．

（2）Careful-readingtogetthedetailedinformationinthetext．（3）Learnthewordsandphrasesfromthecontext．Ⅱ．TeachingKeyPoints1．Keyvocabulary．

2．Trainstudents’readingandwritingskills．Ⅲ．TeachingDifficultPoint

Trainstudents’readingandwritingskills．Ⅳ．TeachingProceduresStepIKeyVocabulary

Saythewordsandhavestudentsrepeatthemagainandagainuntiltheycanpronouncethemfluentlyandaccurately．StepⅡPart1

ReadthetitleGrown-upslikecartoons,too．Totheclass．Ask,whatdoyouthinkthearticleisabout?

Lookatthepicture．Askstudentstodescribewhatishappeninginthepicture．

Askstudentstoanswerthefivequestions．Butdon’tlookatthereadingtext．

Instead,theyusetheirbackgroundknowledgetotrytoanswerthequestions．Asstudentswork,walkaround,lookingattheirprogress．Whenmoststudentsfinishthetask,askstudentstoanswerthequestionswithaparter．

Elicitanswersfromthestudents．Askifotherstudentshavethesameordifferentanswers．Donotgivethecorrectanswerstothestudentsatthispoint．Waituntilstudentshavefinishedthereadingandletthemrevisetheiranswersaccordingly．StepⅢPart2

Readthetextquickly,thensummarizeeachparagraphinyourownwords．Asthestudentsaredoingthis,movearoundtheclassroomtomakesuretheycandothetaskinEnglish．

Askfivestudentstoreporttheiranswers．Drawstudents’attentiontotheinstructions．

Askstudentstocompletethetaskindividuallyorinpairs．

Astheywork,walkaroundtheclassroomtomakesurestudentsdiscusstheirreasonsinEnglish．Havestudentsreporttheiranswers．Encouragestudentstousecompletesentences．StepⅣPart3

Pointtothestory．Lookatthewordsindicatedinbold．Askdifferentstudentstoguessthemeaning．Don’tgivethemthecorrectanswers．Askstudentstoreadthearticleonce．Say,payattentiontotheboldwordsandexpressions．Andnoteanyotherwordsorsentences,youdon’tunderstand．Readincontext,guessingtheirmeaningsfromtheotherwordsaroundthem．Askstudentstoreadthearticleagainforcomprehension．Readtheinstructionswiththestudentsandhavethemlookattheexample．Thenaskstudentstomatchthecorrectmeaningswiththecorrectwordsandexpressions．Allowthemoneortwominutestodothis．Checktheanswers:

Getstudentstomakesentenceswiththewordsandexpressions．Remindthemtolookatthearticleagainforextrahelp．

Answerstothisactivitywillvary．Thenaskastudentstowritehis/heranswersontheblackboard．Helpcorrectanymistakes．StepⅤPart4

Readtheinstructionstotheclass．Elicitthefirstanswerfromthestudentsfrommemory．Makesurethattheyunderstandwhattheyneedtodo．Askstudentstodotheactivityontheirownorinpairs．Astheywork,walkaroundtheclassroomofferinghelpstudentsmayneed．Checktheanswers．StepⅥPart5

Readthetaskwiththestudents．

Askstudentstodotheactivityinsmallgroups．Trytoputcreativeandartisticstudentsineachgroup．

Checktheanswersandhavestudentsshoworactouttheircartoonsfortheclass．

Optionalactivity

Asanoptionalin-classorhomeworkactivity,remindstudentstofindsomecartoonsandcutoutthespeechbubbles．

StudentscanthenwritetheirownEnglishstoriesinthespeechbubbles．StepⅦHomework

1．Readthestoryin2againforfurthercomprehension．2．Revisethetargetlanguageinthisunit．

Unit2Iusedtobeafraidofthedark教案

Unit2Iusedtobeafraidofthedark教案

一.本周教學(xué)內(nèi)容：

[話題](Topic)Howwehavechanged

[重點(diǎn)詞組](KeyPhrases)

1.intheend最后,終于2.makeadecision3.toone’ssurprise令某人驚奇的事4.beafraidof5.beterrifiedof害怕6.withthelighton7.worryabout擔(dān)心8.chewgum9.thesedays目前，如今11.usedtodosth.過去經(jīng)常12.beinterestedin13.beontheswimteam是游泳隊(duì)成員14.chatwithsb.15.stressedout憂慮不安的16.beusedto[交際用語]

1.IusedtobeshortwhenIwasyoung.我年輕時(shí)個(gè)子很矮。

2.Didyouusetohavestraighthair?你過去是直發(fā)嗎？Yes,Idid.是的。

3.Didyouusetoplaythepiano?你過去彈鋼琴嗎？

No,Ididn’t.不，我不彈。4.Iusedtobeafraidofdark.我過去害怕黑暗。

5.I’mterrifiedofthesnakes.我害怕蛇。

6.Didyouusetobeafraidofbeingalone?你過去害怕獨(dú)自一人呆著嗎？Yes,Idid.是的，我怕。7.Iusedtowalktoschool.我過去走著上學(xué)。

[重點(diǎn)難點(diǎn)釋義](LanguagePoints)

下決定害怕

燈開著做嚼口香糖10.notanymore不再

對感興趣同聊天習(xí)慣于1.“主語+usedto+動詞原形+其它”。在這個(gè)句型結(jié)構(gòu)中usedto的含義為“過去常常”。表示過去的習(xí)慣，暗示現(xiàn)在已無此習(xí)慣，請看圖：

Dave在過去幾年中一直在factory（工廠）中工作，但現(xiàn)在他在Supermarket（超市）中工作，所以Dave

usedtoworkinafactory.隱含的意思是：Daveworkedinafactorybeforebuthedoesn’tworktherenow.

如果用時(shí)間軸表示的話，應(yīng)該是這樣的。

2.","p":{"h":13.5,"w":33.916,"x":135.036,"y":373.633Weusuallygetupearly.（不說Weusetogetupearly）二、anymore

我們用anymore來表示情況或活動的變化。（Weuseanymoretoshowachangeinasituationor

activity.）

SheusedtoliveinNewYork,butshedoesn’tlivethereanymore.

如果動詞（或動詞短語）相同，則第二個(gè)動詞可省略。（IftheSecondVerbphrasehasthesameverb,youcanomitit.）

SheusedtoliveinLondon,butshedoesn’tanymore.

anymore可不與usedto連用（Youcanuseanymorewithoutusedto）Shedoesn’tliveinNewYorkanymore.anymore只能和否定詞連用Wedon’tgothereanymore.Theynevertalktomeanymore.Noonelikeshimanymore.三、still

我們用still來說明某人或某物沒有變化。（Usestilltoshowthatsomethingorsomeonehasnotchanged）

ShestilllivesinMexico.

still應(yīng)放在主要?jiǎng)釉~前面（Usestillbeforethemainverb）HestilllivesinNewZealand.still應(yīng)放在be動詞后面。

Heisstillcrazyafteralltheseyears.still應(yīng)放在像can,may,should這樣的助動詞之后Shecanstillplaythepiano.四、頻率副詞

頻率副詞（如always）在句中位置不同。（Adverbsoffrequencycanappearindifferentpositionsinasentence.）

它們的位置應(yīng)是：在主要?jiǎng)釉~之前，在be動詞之后，在助動詞（will,can,have等）之后，在usedto之前。

Iusuallygetupatsix.

Youwererarelyhappy.你很少高興。Youwillsometimeshearfromthem.Ihaveseldomspokentoher.Theyneverusedtodance.

Healwaysusedtocallher.五、詞語辨析1.usedto和would

①usedto和would都可表示過去的習(xí)慣或行為，�？蓳Q用。

Whenwewerechildrenweusedto/wouldgoskatingeverywinter.我們小時(shí)候每年冬天都去滑冰。

②usedto含有較強(qiáng)的“今昔對比”的含義，而would無此含義IdonotswimsooftenasIusedto

我不像過去那樣常游泳了。（不能用would代替）Hewouldsometimesworkintothenight.

以前他常工作到深夜。（不表示現(xiàn)在他不工作到深夜）

③用would時(shí)，有時(shí)應(yīng)有時(shí)間狀語來加以限制，而usedto則可無時(shí)間狀語HewouldgotoseeMothereveryvacation.（那時(shí)）他每個(gè)假期去看望媽媽

Heisn’twhatheusedtobe.他不再是過去的他。2.usedtodo和beusedtodoing.

①beusedto是“習(xí)慣于”某一客觀事實(shí)和狀態(tài)，不強(qiáng)調(diào)動作，to是介詞，后面接名詞或動名詞，如：

Iamusedtotheweatherhere.我已經(jīng)習(xí)慣于這里的天氣了。

Heisusedtohardwork.他習(xí)慣于艱苦的工作。

②get（或become）usedto指的是從不習(xí)慣到習(xí)慣這一過程的轉(zhuǎn)變，另外，它往往包含著克服困難去適應(yīng)的意思。

如：Youwillsoongetusedtotheweatherhere.你會習(xí)慣于這里的天氣的。

Intheend,Igotusedtodoingthehardwork.最后，我終于習(xí)慣干苦活了。［單元課文重點(diǎn)分析］

1.I’montheswimteam.(SectionA2b)我是游泳隊(duì)成員。

類似的說法還有：I’monthesoccerteam或Iplayonthesoccerteam.2.Peoplesurechange.(SectionA2b)人們的確是要變的。sure在這里為副詞。

如：Itsurewascold.天氣確實(shí)很冷。3.Areyoustillafraidofthedark?I’mterrifiedofthedark.（SectionA3b）

afraid的詞組有beafraidofsth害怕某物

如：She’safraidofdogs.He’safraidofseeingstrangers.

在口語中也說I’mafraidhe’soutatthemoment.我想他現(xiàn)在出去了。

beterrifiedofdoingsth是個(gè)同義詞組。如：I’mterrifiedofbeingalone.我害怕獨(dú)自一人呆著。

4.Igotosleepwithmybedroomlighton.(SectionA3b)我把臥室的燈開著睡覺。with的短語表方式5.課文SectionB3a難點(diǎn)5.thesedays

“butthesedaysIgetupearlyandstayinschoolallday.”thesedays是個(gè)詞組，意思是“現(xiàn)在，這幾天”Yourson’stroubleisverycommonthesedays.你兒子的毛病現(xiàn)在是極常見的。6.right

ThenIgorighthomeandeatdinner.right在這里是副詞，意為“直接地”。如：Thewindblewrightinourfaces.風(fēng)迎面吹來。7.haveto

butnow.Ihavetostudy.

haveto意為“必須”側(cè)重于客觀上的必要。其句型為have(has)to+動詞原形如：Wehavetoleavenow.HehastoworkonSunday.

IhadtodomyhomeworklastSunday.8.hardlyever.

Thesedays,Ihardlyeverhavetimeforconcerts.hardlyever=veryseldom.很少

Hehardlyevergoestobedbeforemidnight.他很少在午夜以前就寢。9.miss

Ireallymisstheolddays.①miss在這里為“懷念”的意思。

HowhemisseshismotherwhilesheisawayinLondon!他媽媽在倫敦期間，他多么想念她啊�、诖送鈓iss還有“缺”的意思。

I’mafraidthatJimwillmissalotofhislessons.恐怕Jim會缺很多課。③錯(cuò)過

Imissedcatchingthe2：15train.我未趕上2點(diǎn)15分的火車。

④missing失去的，缺少的，不在的，失蹤的。Theyarelookingforthemissingchild.他們在尋找失蹤的孩子。10.Itseemsthat(Selfcheck)

ItseemsthatYuMeihaschangedalot.

Itseemsasifhewouldrecover.看來他好像會康復(fù)的。

Itseemedthatthedaywouldneverend.那天好像沒有盡頭似的。

教案

Unit5ItmustbelongtoCarla.它一定屬于卡拉。

SectionA

1.belongto屬于2.atthepicnic=haveapicnic在野餐3.makeup形成；組成；構(gòu)成4.becauseof因?yàn)?.beanxiousfor/about為而擔(dān)憂；為著急；渴望SectionB

1.atfirst首先，開始2.nomore不再3.anoceanofpaper紙的海洋4.catchupwithsb.趕上某人5.awomanwithacamera一個(gè)帶相機(jī)的女人6.interviewsb.采訪某人7.escapefrom從逃走SelfCheck

1.becarefulof小心；當(dāng)心2.useup用完；用光；耗盡3.pretendtodosth.假裝做某事4.attempttodosth.試圖做某事

Usefulexpressions:

1.Whosevolleyballisthis?這是誰的排球？

2.ItmustbeCarla’s.Shelovesvolleyball.它一定是卡拉的。她喜歡排球。3.ItcouldbeTed’s.它可能是泰德的。

佳文共賞：

Whosejacketisthis?

Thereisabluejacketontheplayground.Wedon’tknowwhomitbelongsto.Lucysaysitcan’tbeMike’s,becauseit’smuchtoosmallforhim.AlicesaysitmightbelongtoTom,becausehelikesblue.JimthinksitmustbeDave’sbecauseheisplayingbasketballnowwithhisfriendsontheplayground.ButIthinkitbelongstoJohn.Hemighthavetakenitoffandleftitontheplayground.

Thepollution

Withthedevelopmentofeconomy,theproblemofpollutionisbecomingmoreserious,especiallytheairpollution,waterpollutionandfoodpollution.Theyhavebroughtusmanyterribleillnessessuchascancer.Ifwedidn’tpaymoreattentiontoourenvironment,therewouldnotbelivingthingsleftontheearth.Manyfactoriesshouldchangesomethingthattheyusedtodo.Theyshouldn’tpourdirtywaterintorivers.Thepollutedfoodshouldn’tbeallowedtoentermarkets.Ihopeourlifestylewillbecomehealthier.

ThefriendsthatIlike

Doyouhavegoodfriends?Ilikemakingfriends.Ithinkfriendshipisgoodforourdevelopment.ButIdon’tthinkeveryonecanbecomemyfriend.IlikethepeoplewhocanhelpmewhenIamintrouble,becausetheyarekindenoughtohelpmeout.Ipreferthepeoplethatarefriendlyandoutgoing.ButIdon’tlikethepeoplewhoaredishonest,becausetheyalwaysmakemefeelunsafe.

Ihopeallofuscanmakemorefriendsinthefuture.Grammar現(xiàn)在完成時(shí)態(tài)

⑴由have/has＋過去分詞

⑵表示過去發(fā)生或已經(jīng)完成的某一動作對現(xiàn)在造成的影響或結(jié)果常與already,just,yet,ever,never連用

Haveyoufinishedyourworkyet？你完成了你的工作了嗎？Yes,Ihave.Ihavejustfinishedit.是的。我剛剛完成了。Ihavealreadyfinishedit.我已經(jīng)完成了。HaveyoueverbeentoChina?你曾經(jīng)去過中國嗎？No,Ihaveneverbeenthere.沒有，我從來也沒有去過。

⑶①表示過去已經(jīng)開始，持續(xù)到現(xiàn)在的動作或狀態(tài)和表示過去某一時(shí)刻延續(xù)到現(xiàn)在（包括現(xiàn)在在內(nèi)）的一段時(shí)間的狀態(tài)連用如：（for+時(shí)間段，since+時(shí)間點(diǎn)，或過去某一動作，以及howlong）②注：非延續(xù)性動詞在現(xiàn)在完成時(shí)態(tài)中不能和for,since引導(dǎo)的表示一段時(shí)間的狀語的肯定句連用。應(yīng)轉(zhuǎn)為相應(yīng)的延續(xù)性動詞如：

buy----havedie----bedeadjoin----beinborrow-----keepleave----beaway

Ihaveboughtapen.------Ihavehadapenfor2weeks.Thedoghasdied.-------Thedoghasbeendeadsincelastweek.⑷①have(has)beento+地點(diǎn)去過某地已經(jīng)回來②have(has)goneto+地點(diǎn)去了某地沒有回來

③havebeenin+地點(diǎn)一直呆在某地沒有離開過如：ShehasbeentoShanghai.她去過上海。(已經(jīng)回來)ShehasgonetoShanghai.她去了上海。(沒有回來)

ShehasbeeninShanghaifor2days.她呆上海兩天了。(沒有離開過上海)

1.情態(tài)動詞must,may,might,could,may,can’t表示推測含義與用法后面都接動詞原形，都可以表示對現(xiàn)在情況的揣測和推斷但他們含義有所不同must一定肯定(100%的可能性)

may,might,could有可能，也許(20%－80%的可能性)can’t不可能，不會(可能性幾乎為零)

Thedictionarymustbemine.Ithasmynameonit.

TheCDmight/could/maybelongtoTonybecausehelikeslisteningtopopmusic.Thehairbandcan’tbeBob’s.Afterall,heisboy!.2.當(dāng)play指彈奏樂器時(shí)，常在樂器前用定冠詞如：playtheguitarplaythepianoplaytheviolin當(dāng)play指進(jìn)行球類運(yùn)動時(shí)，則不用定冠詞如：playfootballplaybasketballplaybaseball

Unit11Couldyoupleasetellmewheretherestroomsare?

Unit11Couldyoupleasetellmewheretherestroomsare?TheFirstPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyrestroom,shampoo,stamp（2）TargetLanguage

Excuseme．CanyoupleasetellmewhereIcangetadictionary?Sure．There’sabookstoreonRiverRoad．2．AbilityObjects

（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObject

Helpingeachotherisveryimportant．Itisagoodquality．Ⅱ．TeachingKeyPointTargetLanguage

Ⅲ．TeachingDifficultPoints

1．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．Ⅳ．TeachingProceduresStepⅠRevision

T:You’renewtothisschool．Youneedtoknowwherethemainofficeis．Howcanyouaskwherethemainofficeis?S1:Where’sthemainoffice?

T:That’sonewaytoask．Butthereisamorepolitewayyoucanask．Youcansay,"Canyoutellmewherethemainofficeis?"Classrepeat．Canyoutellmewherethemainofficeis?

Ss:Canyoutellmewherethemainofficeis?

T:That’scorrect．Nowlet’ssayyouwanttoknowwhereClassroom1is．Howcanyouask?

S2:CanyoutellmewhereClassroom1is?

T:Good!There’sanotherpolitewayyoucanask:CouldyoutellmehowtogettoClassroom1?Classrepeat．CouldyoutellmehowtogettoClassroom1?

Ss:CouldyoutellmehowtogettoClassroom1?T:That’sright．Verygood．StepⅡ1a

Gothroughtheinstructionswiththeclass．

Readthelistofthingstotheclass．Toreviewthemeaningofeachitemonthelist,invitedifferentstudentstosayeachphraseintheirownwords．

Pointtotheletteredpartsofthepictureonebyone．Askastudent:Whatkindofplaceisthis?

Whatdotheysellthere?Dowehaveoneinourcommunity?Whatisthenameoftheoneinourcommunity?

Pointoutthesampleanswer．Say,Thelettercisinfrontofthewordsbuyshampoobecauseyoucouldbuyshampooinadepartmentstore．Theremaybemorethanonecorrectanswerforsomeblanks．

Whilestudentsareworking,movearoundtheroomofferinghelpasnecessary．StepⅢ1b

Readtheinstructionstostudents．Pointoutthetwoconversationsthatareshowninthepicture．

Asyoulisten,fillintheblankswithwordsyouhearintherecording．Playtherecordingthefirsttime．Studentsonlylisten．

Playtherecordingasecondtime．Thistimeaskthemtofillintheblankswiththewordsyouhear．

Checktheanswerswiththewholeclass．StepⅣ1c

Readtheinstructionstotheclass．

Pointoutthelistofthingspeopleneedandthepicturesoftheplacesinactivity1a．Say．Lookatactivityla．Haveaconversationwithapartner．Askyourparterpolitelywhereyoucandothesethingandthenansweryourpartner’squestions．

Asstudentswork,listentosomepairsinordertochecktheprogressandhelpwithpronunciationasneeded．

Afterstudentshavehadachancetopractiseseveralexchanges,asksomepairstocometothefrontoftheclassroomandactouttheirconversations．StepⅤHomework

Reviewthetargetlanguage．

TheSecondPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyescalator,furniture,exchangemoney,elevator（2）TargetLanguage

Excuseme．DoyouknowwhereIcanexchangemoney?Sure．There’sabankonthesecond

floor．Taketheescalatortothesecondfloorandturnright．Thebankisnexttothebookstore．2．AbilityObjects

（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObjects

Ifsomeoneasksyouhowtogettotheplacehewantstogoto,youshouldtellhimthewaycorrectly．Ⅱ．TeachingKeyPoints1．KeyVocabularyexchangemoney2．TargetLanguage

Excuseme．DoyouknowwhereIcanexchangemoney?Sure．There’sabankonthesecondfloor．3．Structures

DoyouknowwhereIcanbuyshampoo?

Couldyoutellmehowtogettothepostoffice?CanyoupleasetellmewhereIcangetadictionary?Ⅲ．TeachingDifficultPoints1．Indirectquestions．

2．Howtoimprovestudents’listeningability．Ⅳ．TeachingProceduresStepⅠRevisionCheckhomework．StepⅡ2a

Readtheinstructionsandpointtothelistofdirections．

Getstudentstonametheitemsinthepicturesuchasescalator,elevator,shoestore,andsoon．

Playtherecording．Studentsonlylisten．

Tellthemthatthepicturemayhelpthemunderstandwhattheyarehearing．Playtherecordingagain．Thistimeaskstudentstowriteanumbernexttofourofthedirections．

Checktheanswerswiththewholeclass．StepⅢ2b

Pointtothepicture．Say,nowyouwillheartherecordingagain．Thistimeshowwheretheboywentashefollowedthedirectionstothedrugstore．Drawalineonthepictureinyourbook．

Playtherecordingagainandaskstudentstodrawthelineontheirown．Checktheanswerwiththeclass．StepⅣ2c

Askapairofstudentstoreadthesampleconversationaloudtotheclass．Readtheinstructionsaloud．Say．Makeconversationsusinginformationabouttheplacesinthepicturewithyourpartners．

Asstudentswork,movearoundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．

Askoneortwopairstosaytheirconversationstotheclass．Asktherestoftheclasstolookatthepictureastheylisten．StepⅤHomework

Askthestudentstowritethreesentenceswiththestartersofthestructures．

TheThirdPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary

hangout,fresh,advantage,disadvantage,block（2）TargetLanguage

Gooutthefrontdoorandtakearight．Walkaboutthreeblocks．Gopastthepark,andturnleftontoOakStreet．3．MoralObjects

Anythinghasbothadvantagesanddisadvantages．Weshouldtreateverythingcorrectly．

Ⅱ．TeachingKeyPoint

Trainstudents’listening,speaking,readingandwritingability．Ⅲ．TeachingDifficultPoints

Howtoimprovestudents’integratingskills．Ⅳ．TeachingProceduresStepⅠRevision

T:Yesterdaywelearnedthestructures．

Doyouknowwhere?Couldyoutellmehowtogetto?Canyoupleasetellmewhere?Nowwhocanmakesentencesbyusingthestructures?StepⅡ3a

Readtheinstructions．PointouttheblanklinesunderthewordsAdvantagesandDisadvantagesbelowtheinterview．Youwillwriteyouranswersintheseblanks．

Readthefirsttwosentencesatthetopofthearticle．Explainthattheinterviewerwilltalktoseveralteenagers．Getstudentstoreadtheinterviewontheirownquickly．

Whentheyhavefinished,askifthereareanywordsorsentencestheydon’tunderstand．Ifthereare,explainthem．

Askstudentstoreadtheinterviewagainandwritetheadvantagesanddisadvantages．Checktheanswerswiththewholeclass．StepⅢ3b

Readtheinstructions．Pointouttheconversationintheboxandinvitetwostudentstoreadittotheclass．

PointoutthelistofadvantagesanddisadvantagesinActivity3a．Say,Youcanusetheseitemsandanyotheritemsyoucanthinkofasyoutalkaboutplacesyouusuallyhangout．

Askstudentstoworkingroupsoffourorfive．Astheywork,movearoundtheclassroomhelpingthegroupsasnecessary．Makesuretheytalkaboutbothadvantagesanddisadvantages．

Askseveralgroupstoactoutpartoftheirconversationtotheclass．StepⅣ4

Readtheinstructionstotheclass．Getstudentstolookbackatthepictureandactivitiesonthefirstpageofthisunit．

Pointoutthesamplelanguageinthebox．Inviteastudenttoreadittotheclass．

Askstudentstosaythenamesofsomestoresandotherplacesinthecommunityandwritethemontheboard．Say,

Eachgroupcanchoosethreeoftheseplacestowriteabout,oryoucanchooseanotherplaceyouknowof

Writecarefuldirectionsfromtheschooltoeachplace,butdonotsaythenameoftheplace．Youcanusethewordsthisplaceinstead．Inordertohelpstudentswork,drawasimplemapshowingtheschoolandseveralnearbystreets．

Whenthegroupsareready,theyreadtheirdirectionstotheclassandtheotherstudentsguessthenameoftheplacetheyaretalkingabout．StepⅤHomework

1．Askstudentstochoosetwoplacesinthecommunityandwritecarefuldirectionsfromtheschooltoeachplace．

2．Finishofftheexercisesonpages46～47oftheworkbook．

TheFourthPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary

fascinating,convenient,safe,restroom,inexpensive（2）TargetLanguage

Canyoutellmewherethere’sagoodplacetoeat?Ofcourse．Whatkindoffooddoyoulike?2．AbilityObjects

（1）Trainstudents’writingandspeakingability．

（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation．

（3）Trainstudents’abilitytousethetargetlanguage．Ⅱ．TeachingKeyPoints1．KeyVocabulary

convenient,safe,restroominexpensive2．TargetLanguage

Canyoutellmewherethere’sagoodplacetoeat?Ofcourse．Whatkindoffooddoyoulike?Ⅲ．TeachingDifficultPoints

1．Howtoimprovestudents’writingandspeakingability．2．Howtousethetargetlanguage．Ⅳ．TeachingProceduresStepⅠRevisionCheckhomework．StepⅡ1a

Gothroughtheinstructionswiththeclass．

Readthewordsintheboxtotheclassandaskifthereareanyofthesewordsthatstudentsdon’tunderstand．Ifso,helpstudentstoexplainthemeaningoftheword．

Thenreadtheinstructionsagainandpointoutthesampleanswer．Getastudenttoreadthesampleanswertotheclass．Pointoutthatstudentscanalsowriteotherwordsafterthewordclean．

Askstudentstowritewordsfromtheboxintheblanksontheirown．Helpstudentsifneeded．

Correcttheanswersbyhavingstudentsreadwhatqualitiesheorshelisted．StepⅢ1b

Readtheinstructionstotheclass．

Pointouttheexampleinthebox．Invitetwostudentstoreadittotheclass．

Nowworkwithapartner．Lookatthewordsintheboxandusethemtotalkaboutplacesinyourowncity．Asstudentstalk,movearoundtheclassroomcheckingtheirwork．Offerlanguagesupportasneeded．

Inviteseveralpairsofstudentstosaytheirconversationstotheclass．StepⅣ2a

Pointtothepictureandaskstudentstotellwhatishappening．Ifnecessary,explainthatthesceneshowsafamilyonvacation．TheyareaskingthemanforinformationaboutvariousthingstodoinSunville．Gothroughtheinstructionsandpointtothechart．Playtherecording．Studentsonlylistenthefirsttime．

Playtherecordingagain．Askstudentstowritetheplacespeopleaskabout．

Checktheanswerswiththewholeclass．StepⅤ2b

Readtheinstructionsandpointtothechart．Youwillhearthesamerecordingagain．

Thistimelistencarefullytotheanswersthecleckgives．Writetheanswersintheblanksalone．Pointoutthesampleanswer．

Playtherecordingagain．Askstudentstowritetheiranswersintheblanks．

Checktheanswers．StepⅥ2c

Pointtothesampleconversation．Invitetwostudentstoreadittotheclass．

Readtheinstructions．Roleplaytheconversationsyouhearonthetape．Getstudentstoworkinpairs．Movearoundtheroomcheckingtheprogressofthepairsandofferinghelpasneeded．Askoneortwopairstosaytheirconversationstotheclass．StepⅦHomework

Talkaboutsomeplacesusingthewordsinla,thenwritedowntheconversations．

TheFifthPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary

waterslide,clown,dressup,havefun（2）Practisereadinganarticle．

（3）Practisewritingsomethingusingthetargetlanguage．2．AbilityObjects

（1）Trainstudents’readingability．（2）Trainstudents’writingability．Ⅱ．TeachingKeyPoint

Practisereadingandwritingusingthetargetlanguage．Ⅲ．TeachingDifficultPointHowtowriteaguidetoaplace．Ⅳ．TeachingProceduresStepIRevision

Reviewthetargetlanguagepresentedinthisunit．Checkhomework．StepⅡ3a

Inviteastudenttoreadthearticlealoudtotheclass．Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．

Askstudentstoreadthearticleagainandcompletethechart．Getstudentstodotheworkontheirownorinpairs．Astheywork,movearoundtheclassroomandofferhelpasnecessary．Checktheanswers．Stepm3b

Readtheinstructionstotheclass．Pointtothefirsttwosentencesandaskastudenttoreadthesesentencestotheclass．

LookbackatActivities2aand2b．UsethisinformationtohelpyoucompletetheguidetoSunville．

Askthestudentstocompletethebrochureontheirown．Astheywork,walkaroundtheclassroomofferinghelpandansweringquestionsasneeded．Inviteastudenttoreadthecompletedarticletotheclass．StepⅣ3c

Readtheinstructionstotheclass．

Askstudentstosaythenamesofsomeoftheplacestheymightwriteabout．Writealistoftheseplacesontheboardforstudentstouseastheywritetheirguides．

Askstudentstoworkontheirown．Tellthemthattheycanusewhattheywrote

foractivity3basaguide．Theycanwritetheguideforalltourists,teenagers,families,orpeopleonabudget．Astheywork,movearoundtheroomofferinghelpasneeded．Correctthestudents’work．Asksomestudentstoreadtheirguidesandcorrectthem．StepⅤPart4

Gothroughtheinstructionswiththeclass．

GetstudentstolookbackattheguidestheywroteinActivity3c．Askstudentstoworkingroupsoffourorfivestudents．Letdifferentstudentsplaytheroleoftheboothworkerandthedifferenttourists．Makesureeverystudenthasachancetoparticipate．

Askoneortwogroupstosayoneoftheirconversationstotheclass．StepⅥHomework

1．Readthearticlein3aagain．2．Writeaguidetoourcity．

TheSixthPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects

（1）Fillinblanksandmakesentencesusingbeautiful,safe,delicious,convenient,fascinating．

（2）Writesomequestionsusingthetargetlanguage．2．AbilityObjects

Trainstudents’writingability．Ⅱ．TeachingKeyPoints

1．Fillinblanksandmakesentences．2．Writequestionsusingthetargetlanguage．Ⅲ．TeachingDifficultPoint

Makesentencesusing"beautiful,safe,delicious,convenient,fascinating"．

Ⅳ．TeachingProceduresStepⅠRevision

Checkhomework．Askafewstudentstoreadthearticlein3a．Thenaskafewstudentstoreadtheirguides．StepⅡPart1

Lookatthewordsinthebox．Askastudenttoreadthem．Makesurethestudentsunderstandthemeaningofthewords．Youaretofillintheblankswiththewords．Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement．

Askstudentstofillintheblanksontheirown．Checktheanswers．StepⅢPart2

Gothroughtheinstructionswiththeclass．Lookattheexamplewiththestudents．Askstudentswhattheanswerwouldbe．

Askastudenttoreadthequestionandanswerit．Excuseme,couldyoutellmewherethebankis,please?Thebankisacrossthestreetfromtheshoppingmalt．Getstudentstocompletetheworkinpairs．

Checktheanswers．Askafewstudentstoreadtheirquestions．StepⅣJustforFun!

Askallthestudentstoreadtheconversation．Ask:Whatisfunnyaboutthiscartoon?Helpstudentstoexplain．AMartianisapersonfromtheplanetMars．

ThereisnosuchthingasMartianfoodonEarth,andtheclerklookssillybecauseheistryingtothinkofwherethereisaMartianrestaurant．Invitesomepairsofstudentstopresentthisconversationtotherestoftheclass．

StepⅤSummaryandHomework

Inthisclass,we’vedonemuchwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit．Afterclass,pleasefinishthequestionsin2inyourexercisebooks．Thenfinishtheexercisesonpages47～48oftheworkbookaswell．

TheSeventhPeriod

ⅠTeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary

image,adventure,jealousy,hero,crime,journey,brave,nolonger,showinterest

in,takeiteasy,becomeinterestedin,plainlooks（2）Text:

Grown-upslikecartoons,too．2．AbilityObjects

（1）Fast-readingtogetageneralideaofthetext．

（2）Careful-readingtogetthedetailedinformationinthetext．（3）Learnthewordsandphrasesfromthecontext．Ⅱ．TeachingKeyPoints1．Keyvocabulary．

2．Trainstudents’readingandwritingskills．Ⅲ．TeachingDifficultPoint

Trainstudents’readingandwritingskills．Ⅳ．TeachingProceduresStepIKeyVocabulary

Saythewordsandhavestudentsrepeatthemagainandagainuntiltheycanpronouncethemfluentlyandaccurately．StepⅡPart1

ReadthetitleGrown-upslikecartoons,too．Totheclass．Ask,whatdoyouthinkthearticleisabout?

Lookatthepicture．Askstudentstodescribewhatishappeninginthepicture．

Askstudentstoanswerthefivequestions．Butdon’tlookatthereadingtext．

Instead,theyusetheirbackgroundknowledgetotrytoanswerthequestions．Asstudentswork,walkaround,lookingattheirprogress．Whenmoststudentsfinishthetask,askstudentstoanswerthequestionswithaparter．

Elicitanswersfromthestudents．Askifotherstudentshavethesameordifferentanswers．Donotgivethecorrectanswerstothestudentsatthispoint．Waituntilstudentshavefinishedthereadingandletthemrevisetheiranswersaccordingly．StepⅢPart2

Readthetextquickly,thensummarizeeachparagraphinyourownwords．Asthestudentsaredoingthis,movearoundtheclassroomtomakesuretheycandothetaskinEnglish．

Askfivestudentstoreporttheiranswers．Drawstudents’attentiontotheinstructions．

Askstudentstocompletethetaskindividuallyorinpairs．

Astheywork,walkaroundtheclassroomtomakesurestudentsdiscusstheirreasonsinEnglish．

Havestudentsreporttheiranswers．Encouragestudentstousecompletesentences．StepⅣPart3

Pointtothestory．Lookatthewordsindicatedinbold．Askdifferentstudentstoguessthemeaning．Don’tgivethemthecorrectanswers．Askstudentstoreadthearticleonce．Say,payattentiontotheboldwordsandexpressions．Andnoteanyotherwordsorsentences,youdon’tunderstand．Readincontext,guessingtheirmeaningsfromtheotherwordsaroundthem．Askstudentstoreadthearticleagainforcomprehension．Readtheinstructionswiththestudentsandhavethemlookattheexample．Thenaskstudentstomatchthecorrectmeaningswiththecorrectwordsandexpressions．Allowthemoneortwominutestodothis．Checktheanswers:

Getstudentstomakesentenceswiththewordsandexpressions．Remindthemtolookatthearticleagainforextrahelp．

Answerstothisactivitywillvary．Thenaskastudentstowritehis/heranswersontheblackboard．Helpcorrectanymistakes．StepⅤPart4

Readtheinstructionstotheclass．Elicitthefirstanswerfromthestudentsfrommemory．Makesurethattheyunderstandwhattheyneedtodo．Askstudentstodotheactivityontheirownorinpairs．Astheywork,walkaroundtheclassroomofferinghelpstudentsmayneed．Checktheanswers．StepⅥPart5

Readthetaskwiththestudents．

Askstudentstodotheactivityinsmallgroups．Trytoputcreativeandartisticstudentsineachgroup．

Checktheanswersandhavestudentsshoworactouttheircartoonsfortheclass．

OptionalactivityAsanoptionalin-classorhomeworkactivity,remindstudentstofindsomecartoonsandcutoutthespeechbubbles．

StudentscanthenwritetheirownEnglishstoriesinthespeechbubbles．StepⅦHomework

1．Readthestoryin2againforfurthercomprehension．2．Revisethetargetlanguageinthisunit．

Unit8I’llhelpcleanupthecityparks

Teachingobjectives:

Knowledgeaims:newwords,phrasesandgrammarAbilityaims:skilled-useofthewords,phrasesandsentences

Emotionaims:loveforlife

Focalpoints:graspthewords,phrasesandgrammar,applythephrasesandsentencescorrectlyandskillfully

Difficultpoints:improveoralEnglish,listeningandreadingabilities

Teachingmethods:task-basedteaching,communicativeteachingTeachingprocedure:Step1Warm-up1.Greeting2.Revision

Step2Presentation(SectionB)1.Match(1a)

2.Makesentences(1b)3.Listen(2a&2b)4.Pairwork(2c)5.Thearticle(3a)6.Makeanote(3b)7.Groupwork(4)Step3Homework1.Exercise2.Review3.Preview

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