1、PAGE PAGE 69Unit 1 How do you study for a test ?Teaching goals:語言知識目標(biāo)：學(xué)會用by短語表達(dá)學(xué)習(xí)方法。Vocabulary: flashcard , take notes ,frustrating ,memorize ,aloud ,comma ,make mistakes ,pronunciation ,be afraid of ,Why dont you ?Pattern: How do you study for a test ? Well .I study by working with my classmates .

2、Have you ever studied with a group ? Yes , I have .Ive learned a lot that way .語言技能：學(xué)生能與同學(xué)們交流和討論學(xué)習(xí)方法。學(xué)習(xí)策略：使學(xué)生能根據(jù)自己的實(shí)際采用適當(dāng)?shù)膶W(xué)習(xí)方法，并形成個性化的學(xué)習(xí)。文化意識：了解英美國家學(xué)生學(xué)習(xí)的主要方法。情感態(tài)度：形成相互交流相互促進(jìn)的學(xué)習(xí)氛圍。Important and difficult points :Functions: Talk about how to study .Structures: Verb + by with gerund .Teaching aids: tap

3、e and tape recorder, some flashcards .Period 1Teaching contents :SectionA 1a, 1b, 1c, 2a, 2b, 2c.Teaching procedures:Step 1 Leading in Greetings .Ask some students about their summer holiday Step 2 Pre-taskSB Page 2, 1a .Ask several students to tell you how they study for a test .Write their answers

4、 on the blackboard .Call some volunteers to read the phrases on Page 2 .Explain something about the structures “verb + by with gerund ”.Read the phrases ,students repeat .Step 3 While-taskSB Page 2, 1b .Read the instructions to the students and make sure students know what to do .Then play recording

5、 and check the answers .SB Page 2 , 1c .First students work in pairs to talk about the picture .Then ask several pairs to present their dialogues .SB Page 3 , 2a & 2b .Read the instructions to students and ask some volunteers to read after you if necessary .Play the recording ,students finish the wo

6、rk .Check the answers .Ask some students to read the questions and answers in pairs .Step 4 Post-taskIn pairs ,students talk about how to study for several minutes .Ask some students how they study individually .SB Page 3 , 2c .Get students work in pairs .Ask a few pairs to present their conversatio

7、ns .Step 5 Grammar Focus Read the questions and answers in the grammar box .Students repeat .Explain something about them if it is necessary .Step 6 Homework1. I study English （看英語雜志）.2. I study English (記流行歌曲歌詞).3. I study English （加入英語俱樂部）.4. you , learn , by , do , English , aloud , reading 5. ca

8、nt , new , words , lots of , I , memorize .教學(xué)后記：Period 2Teaching contents: Section A 3a , 3b , 4 , Section B 1a , 1b , 1c , 2a , 2b ,2c .Teaching procedures :Step 1 Revision Ask some students how they study English ,get them to answer individually .Step 2 Reading SB Page 4 , 3a .First ,ask one volun

9、teer to read the article aloud to the class .Have students read through the passage one or two times and complete the chart on their own .Correct the answers .Step 3 PairworkSB Page 4 , 3b .Read the instructions to the class and ask a pair of students to practice the sample conversation .Then in pai

10、rs ,have students make their own conversation according to activity 3a .Ask some pairs to present their conversations .SB Page 4 , Part 4 .Ask students to check what they do to learn English in the chart .Then get them to work in pairs to interview their partner .Call some pairs to act out their dia

11、logues in front of the class .Step 4 Practice SB Page 5 , 1a & 1b .Ask one student to read the sentences to the class .Then have students check the statements which are true for them and ask them to add some other different things .Ask several students to write their lists on the blackboard and disc

12、uss them with the whole class .Step 5 Listening SB Page 5 , 2a & 2b .Ask two students to read the challenges and solutions .If necessary ,have students repeat after you .Play the recording two or three times ,let students listen and finish the work .Ask one student to have his/her answers with the c

13、lass .Correct the answers .Step 6 PairworkSB Page 5 , 2c .In pairs ,students role play conversations using the information from activity 2a and 2b .Then ask some pairs to present their dialogue to the class .Step 7 HomeworkWrite an article to introduce how you study English .教學(xué)后記：Period 3Teaching co

14、ntents: Section B 3a, 3b , 3c , 4 , selfcheck .Teaching procedures :Step 1 Revision Greetings .Check the homework .Step 2 Reading SB Page 6 , 3a .Read the instructions and make sure students know what to do .Give students several minutes to read the article and finish the task .After students finish

15、ed ,ask one student to write his/her answers on the blackboard.Correct the answers .Ask one volunteer to read the article aloud to the class ,offer assistance if necessary .Step 3 Writing SB Page 6 , 3b .First ,have students finish the letter on their own ,while they are working ,walk around and giv

16、e them some help .Then ask two students to read their letter aloud to the class .Finally answer some questions the students may have .Step 4 Interview SB Page 6 ,Part 4 .Read the instructions and explain how to finish this task .Divide the class into groups of four .In each group ,each student takes

17、 turn interviewing the other students and take notes .Ask some groups to tell the class about their answers .Step 5 SelfcheckSB Page 7 , Part 1 .Students finish it on their own first ,then check the answers with the whole class .Ask some students to make their own sentences with these words orally .

18、SB Page 7 , Part 2 .First ,read the instructions and explain something in the notes .Ask students to write an article .Ask someone to read his article to the class .Step 6 HomeworkSB Page 6 , 3c .Have students finish the article as their homework .教學(xué)后記：Period 4Teaching contents : Reading: How do you

19、 deal with our problems ?Teaching procedures :Step 1 Leading in Ask students to thing of some reading strategies they have learned before ,and write down them on the blackboard .Step 2 Pre-taskSB Page 8 , Section 1 .Let students think of some problems they have had recently .Then in pairs ,tell thei

20、r partner how they dealt with them .In pairs , get students to look up the words in activity 1b .Step 3 While-taskSB Page 8 , Section 2 .Explain something about the learning strategy .Let the students scan the passage for main idea .Explain some phrases:deal with try ones best to do sth be angry wit

21、h Its our duty to do sth complain about compare to change into think about Lets not worry about our problems ,lets face the challenges instead .Let students read the passage again ,this time read carefully .Ask some comprehension questions about the passage .Step 4 Post-taskSB Page 9, Section 3 .1.

22、3a .Students finish it first ,then check the answers with the whole class .2. 3b.Help students to finish the work .3. 3c.First let students do it on their own ,then check the answers .Step 5 HomeworkSB Page 9 ,Section 4 .First discuss it with the whole class ,then get the students to write a short p

23、assage about the ways of dealing with problems .Have them write it on their exercise books .教學(xué)后記： 課題 Unit 2 I used to be afraid of the dark. Period 1教學(xué)目標(biāo)1.Knowledge Objects (1)Key Vocabulary：used to, dark (2)Target Language2. Ability Objects (1) Train students listening skill. (2) Train students com

24、municative competence.3.Moral Object Dont judge a person by his appearance.教材分析1.Teaching Key PointsTarget languageThe structure: used to2. Teaching Difficult PointThe structure: used to實(shí)施教學(xué)過程設(shè)計(jì)Step Revision (1) Check the homework exercises. (2) Ask some individual students their ways of learning En

25、glish. T: How do you learn English, A? SA: I learn English by listening to cassettes. T: What about you, B? SB: I study with a group. T: Do you learn English by practicing conversations with friends, C? SC: Yes, I do. I think it helps. T:Step 1aThe activity introduces tile key vocabulary. Call stude

26、nts attention to the chart with the headlines Appearance and Personality.Say, You are to fill in the chart with words describing people. The words under Appearance will describe how people look and the words under Personality will describe what people are like. Ask two students to say the sample ans

27、wers. Then elicit one answer to each column from the class.Get students to fill in the chart individually.Check the answers by asking different students to read their lists to the class.Make sure that all the students understand what each word means.Note: Answers will vary from the sample answers be

28、low.Sample answersAppearance: tall, straight hair, long hair, short hair, curly hair, short, fat, thin, slim, good-looking, prettyPersonality: outgoing, funny, quiet, kind, warm-hearted, friendly, shy, easygoingStep 1bThe activity gives students practice in understanding the target language in spoke

29、n conversation.Write two dates side by side on the blackboard. The first is todays date, including the year, and the second is the same day, but ten years ago.Ask a student to stand up. Use words or phrases to describe that student now. Ask students to suggest words Or phrases that describe him/her

30、ten years ago.T: Liu Chang is tall now. Was she tall ten years ago?S1: No, she was short.T: She has long hair. Did she have long hair ten years ago?S2: No, she has short hair. (You may wish to ask Liu Chang to answer the question)T: Ask some more questions and add more examples to both columns.Ensur

31、e that the blackboard ends up like this: Sep. 10,2004 Sep. 10,1994 Tall short long hair short hair Say, we use used to to talk about things that have changed.Write the following on the blackboard:Liu Chang used to be short, but she is tall now.She used to have short hair, but she has long hair now.R

32、ead the instructions to the class.Point out the sample answer. Say, You will hear someone in the recording say that Mario used to be short. Listen and fill in the other blanks with words you hear.Play the recording for the first time.Students only listen.Play the recording again. This time, students

33、 listen and fill in the blanks.Check the answers. AnswersMario used to be short. He used to wear glasses.Amy used to be tall. She used to have short hair.Tina used to have red and curly hair.Step 1cThis activity provides oral practice using the target language.Read the instructions to the class.Call

34、 students attention to the conversation in the box. Invite a pair of students to read it to the class.SA: Mario used to be short.SB: Yes, he did. Now he is tall.Write it on the blackboard. Then demonstrate a new conversation with another student.T: Mario used to wear glasses.SC :Yes, he did. Now he

35、wears contact lenses.Say, look at the picture in Activity 1b.Have a conversation with a partner about people in the picture. Talk about how the People look now and how they used to look.As students work, listen in on various pairs checking progress and helping with pronunciation as needed.After stud

36、ents have had a chance to practice several exchanges, ask pairs to come the front of the room and act out their conversations.Step SummarySay, In this class, weve learned the key vocabulary words used to and dark. And weve also learned the target language Mario used to be short. Yes, he did. Now hes

37、 tallStep HomeworkTake out the pictures of people cut out from magazines or newspapers. Hand them out to students. Its better to find colorful, full-length photos. Ask students to write about the person in the picture as they are now and as they were ten years ago. Students may collect pictures and

38、information of the person they like best.Then write a passage about the person.教學(xué)反思教學(xué)目標(biāo)1. Knowledge Objects (1)Key Vocabulary：be interested in, sure (2)Target Language2. Ability Objects (1) Train students listening skill. (2) Train students integrating skills.3. Moral Object You should have the cour

39、age of your opinions.教材分析1. Teaching Key PointsI used to be really quiet. I know. Now you are very outgoing. Did you use to have straight hair? Yes, I did.2. Teaching Difficult Points Yes/No questions with used to Statements with used to實(shí)施教學(xué)過程設(shè)計(jì)Step RevisionCheck homework. Ask a student to hold up t

40、he picture given to him yesterday or a picture he/she collected himself/herself to the class. Then let him/her read out his/her article about the person in the picture.Step 2aThis activity provides listening practice using the target language. Point to the picture and ask students what is happening.

41、 Elicit answers from students.T: Where do you think they are?Ss: They are in a family room.T: What are they doing?Ss: They are having a party.Point to the six words in the box and ask students to repeat each one. Make sure students know the meaning of each word.Say, You will hear a boy and a girl ta

42、lking to each other at a party. Listen to the recording and check the words you hear they say. Point out the sample answer.Play the recording for the first time.Students only listen.Play the recording a second time. This time ask students to put a check in front of the words they hear.Check the answ

43、ers.AnswersChecked words: quiet, outgoing, friendlyCulture note Many houses in the United States have a family room. The family room is where families relax. Watch TV, play games, and listen to music every day. It is a very informal room. Most families use the family room more often than the other r

44、ooms.Step 2bThis activity gives students practice understanding the target language in spoken Conversation.Ask students to point to the blank lines in the conversation. Say, You will writeone word on each blank line.Read the conversation aloud saying blank when coming to a blank line.Play the record

45、ing. Students fill in the blanks with the words they hear.Correct the answers. Read the conversation aloud, filling in the missing words.Students check their answers.Answersquiet outgoing friendly sportsStep 2cThis activity provides oral practice using the target language. Focus students on the conv

46、ersation in Activity 2b. Ask a pair of students to read it to the class.SA: Hey, Steve! Over here! Dont you remember me?SB: Oh, wow! Youre Paula, arent you?SA: Thats right.SB: You used to be really quiet, didnt you?SA: Yeah, I wasnt very outgoing.SB: No, you werent. But you were always friendly. Wai

47、t a minute. Did you use to play the piano?SA: Yes, I did. But now Im more interested in sports. I play soccer and Im on the swim team.SB: Wow! People surely Change.Point to the sample conversation. Get another pair of students to read it to the class.SC :I used to be really quiet.SD: I know. Now you

48、re very outgoing.Say, Now work with a partner. Start by reading the conversations in Activities 2b and 2c. Then make conversations about yourselves.Have students work in pairs. Move around the room listening in on various pairs and offering help if necessary.Check the answers by calling on different

49、 pairs to say their conversations to the class. Note: Answers will vary.Sample answersA: I used to play the piano.B: I know. Now youre busy with your subjects.Step Grammar FocusAsk different students to say the statements and the questions and answers.S1:I wasnt very outgoing.S2: You used to have lo

50、ng hair.S3: Did you use to have straight hair?S4: Yes, I did.S3: Did you use to play the piano?S4: No, I didnt.Write them on the blackboard. Ask a student to circle the words used to, use to, did and didnt. The following are noteworthy: 1. When we write statements, we use the words used to. 2. When

51、we write questions, we use the words did + use to. 3. When we answer a question with used to, we use did or didnt. Dictate the following for further understanding: 1. You used to be short. 2. He used to play soccer. 3. Did you use to draw pictures? Yes. I did. 4. Did she use to have long hair? No, s

52、he didnt. Pronunciation note English speakers usually pronounce the words used to and use to exactly the same way. They run the words together and pronounce these words as if they were spelled ustuh. say the statements and questions and answers in the grammar box to demonstrate this pronunciation. G

53、et students to repeat several times using the ustuh.Step Summary Say, In this class, weve mainly learned the use to questions and used to statements.Step Homework Ask students to write a short report about what a favorite film star or a famous scientist was like when he/she was a child. Suggest stud

54、ents to add pictures to their written work.教學(xué)反思課題 Unit 2 I used to be afraid of the dark. Period 3教學(xué)目標(biāo)1. Knowledge Objects (1)Talk about what you used to be afraid of and what you are still afraid of. (2) Key Vocabulary：terrify, be terrified of, on2. Ability Object Train students integrating skills.

55、3. Moral Object Are you afraid of speaking in front of a group? Dont be so shy. Be confident of yourself. Practice more, and you will sure change.教材分析1. Teaching Key PointsTarget Language2. Teaching Difficult PointTalk about what you used to be afraid of and what you are still afraid of using the ta

56、rget language.實(shí)施教學(xué)過程設(shè)計(jì)StepRevisionCheck homework. Ask different students to read their reports about his favorite film star or a scientist. Then collect their writings and write comments on each paper before returning them, Display some better ones in the classroom.Show a students work on the screen

57、 by a projector. Help him/her correct any errors. Stephen Hawking was born in Oxford, England in 1942. As a student, he didnt use to work hard. He used to be a lazy student and do very little work. At the age of 20,he got an incurable illness. At first, he used to be very depressed. But he didnt los

58、e heart. He went on to do some of the most important scientific research after coming out of hospital. Now he works at Cambridge University as a professor.Step 3aThis activity provides reading and writing practice using the target language.Point to the pictures and ask students to tell what is happe

59、ning.S1:In Picture 1, the person is afraid of the dark.S2:In Picture 2, the person is afraid of flying in an airplane.S3:In Picture 3, the person is afraid of high places.Draw students attention to the chart. Read each of the four headlines and the list of items in the first column to the class.Demo

60、nstrate how to fill in the chart with a good student orally.T: Did you use to be afraid of the dark?S: Yes. I was afraid to walk home when it was dark.T: Are you still afraid of the dark?S: No, Im not.Tell students where to put a check in the chart.Ask students to complete the I column of the chart