人教版一年级复韵母OU拼音教案设计
活动构思：
拼音这门课非常重要，它将为入小学的汉字学习打下基础，但同时也是一门枯燥乏味的课，幼儿已学过几个复韵母，用一贯的教学模式教学幼儿兴趣不浓，易学易忘。游戏是幼儿最感兴趣的活动，本课将几个环节中都渗入游戏，调动幼儿的积极性，让幼儿主动地参与活动，形象地理解和运用复韵母。
活动目标：
1、学习复韵母ou及四声，能正确认读。
2、能拼读声母与复韵母ou组成的音节。
3、尝试看图片或汉字拼读音节、组词并说一句话。
活动准备：
2、海鸥图片一幅，浪花图案的声韵母卡片12张，黑板板书。
3、5个射击靶、5幅图(猴、狗、口、藕、豆)、2个字卡（手、有）
活动过程：
一、复习检查。
1、律动：手腕转动。
2、复习单韵母和已学的复韵母ɑieiuiɑo
1、出示海鸥图片，引出复韵母ou
2、分析字母组成，指导发音。
3、利用顺口溜记住发音。
三、学习ou的四声。
1、朗颂《标调口诀》后给ou标调。
2、集体练读四声，分组轮读，师生互读。
四、拼读音节。
1、出示浪花图案的声韵母12张，幼儿一一认读。
2、幼儿集体或单个拼读出各音节。
3、分男女生齐读各音节，开火车纠正读音。
4、全班幼儿看书读一遍。
五、游戏：打靶。
1、全班幼儿射击，打中靶后读出藏在靶后的字和音节。
2、教师示范：ou—藕汤—排骨藕汤有营养，指导幼儿用各音节组词并说一句话。
3、全班幼儿分组练习新句式。
六、拓展练习。
拿出藏在海鸥图片后的“手”和“有”字卡请幼儿用两个字说一句话。为下节的写字活动课做铺垫。
拓展阅读
1、人教版新目标九年级英语教案Unit 9第九单元教学设计
一、教材分析
定语从句是本单元的语法要点，是在1-8单元已经对该语法知识有所渗透的前提下安排的。本节课话题是让学生体会音乐在生活中无处不在，体会不同类型音乐的特点，学会热爱生活；能用简单的定语从句形式表述自己的观点。通过本节的学习，增强学生对复合句的理解，提高其对此句式的应用能力。
二、学生分析
学生们已经有了初步的复合句的知识。
掌握本单元基本词汇，学会恰当的使用引导词that ,who
1）掌握功能句“What kind of music do you like ? I like music that I can dance to .
I love singers who can write their ownmusic.”
2）能够自如地谈论自己所喜欢的音乐和音乐家。
通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。
四、教学重点 1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ,who ”的使用方法。 2）“prefer „to„”的用法
3）掌握有关音乐的词汇和相关的词组，能够比较流利地描述自己喜欢的音乐，运用功能句 “What kind of music do you like ? I like music that I can dance to .
I love singers who can write their own music.”
五、教学难点
定语从句运用
六、教学策略
采用任务型语言教学，实施情境教学法、小组合作探究法、情感激励法。
七、教学准备
自制多媒体课件（PowerPoint）；录音机(A tape recorder)
八、教学环节
1、课堂导入 ⑴ Warming up ⑵ Discuss: Do you like music? What kind ofmusic do you know? ⑶ There aremany kinds of music such as pop ,jazz, rock„„. Let Sstalk about the kinds of music..（多媒体出示）
⑷Let Ss read 1a. Explain the sentences: I prefermusic that has great lyrics=I like music that has great lyrics better. lyrics:the plural form is often used. Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen.
2、课堂讲授
Explain attributive clauses.
定语从句：在复合句中修饰名词或者代词的从句叫做定语从句。先行词是“人”时，用关系代词who引导，先行词是“物”时，用关系代词that来引导 I love singers who write their ownmusic I like music that I can dance to. a. that即可代表事物也可代表人，which代表事物；它们在从句中作主语或宾语，that在从句中作宾语时常可省略关系词，which在从句中作宾语则不能省略。而且，如果which在从句中作“不及物动词＋介词”的介词的宾语，注意介词不要丢掉，而且介词总是放在关系代词which的前边，但有的则放在它原来的位置
b. which作宾语时，根据先行词与定语从句之间的语义关系，先行词与which之间的介词不能丢
c. 代表物时多用which，但在带有下列词的句子中用that而不用which，这些词包括all,anything, much等，这时的that常被省略
d. who和whom引导的从句用来修饰人，分别作从句中的主语和宾语，whom作宾语时，要注意它可以作动词的宾语也可以作介词的宾语 e. where是关系副词，用来表示地点的定语从句
3、课堂练习
Fill inthe blank with who that 1）.I have a brother _______likes soccer. 2）Tom doesn’t like movies_______are too long and too scary. 3） We prefer groups ________ play loud and energetic songs. 4） He likes friends_________ often help each other
4、课堂活动
1) Askand answer in pairs:
What kindof music do you like best? Why? I like popmusic/classical music/jazz music/country music/dance music, etc. And tell thereasons. 2) Listento four pieces of music .Then practice the conversation in pairs. 3) Showseveral pictures and introduce their favorite singers ,groups and so on.. 4) Practice in pairs and talk about their favorite kinds ofsongs, singers and groups. 5) Listenand complete 1b,2a and 2b.
5、课堂小结
在定语从句中，先行词是“人”时，用关系代词who引导，先行词是“物”时，用关系代词that来引导。
I love singers who write their ownmusic I like music that I can dance to. who / that 在定语从句中做主语时，谓语动词的单复数应与先行词保持一致 I prefershoes that are cool.
I like apizza that is really delicious. I lovesingers who are beautiful. I have afriend who plays sports.
6、作业布置
Write a composition about the kinds of the friends they likeand dislike
Unit9 I like music that I can dance to
1.prefer….to….=like …better than……
Iprefer singing to dancing 2.Attributiveclauses(定语从句). I love singers who write their ownmusic
先行词
I like music that I can danceto.
先行词
“物”
十、教学反思
通过本单元的学习，不仅能使学生学会本单元的功能句，而且通过创设情境调动学生的积极性和自主性，使学生敢于用英语交流和表达，学习中遇到困难，愿意主动向他人请教，并有较强的合作精神，使学生进一步体会到英语学习的快乐与成就。
2、人教版新目标九年级英语教案Unit 9第九单元教学设计
（SectionA1a----2c）
郑富平 学校： 新郑市龙湖镇第二初级中学 授课班级： 九三
62 课题：
It must belong to Carla. 课型：
听说课
授课日期：2015.11.24
一、教材分析
本单元中心话题是“神秘事件”，能根据相关信息对事物做推断，主要语法是情态动词might could must can’t表示推测的用法。情态动词是一种重要的词法，只有掌握好它，才能更好地进行交际和阅读。本节是本单元的第一节，本节的重点是使学生能运用情态动词might could must can’t对物品所属进行推测，通过学习用相关信息对物主的推测来提高学生的逻辑思维能力和推断能力。难点是区分belong to 和名词所有格表所属关系的运用。利用反复操练的形式来突难教学难点。
1. 能正确使用本单元的词汇和常用表达：truck, picnic, rabbit, noise, policeman, wolf …
run after, at the same time, belong to, thousands of 2. 能正确运用must, might/could, can’t 进行推断 3. 能根据相关信息预测，推断或续写故事 4. 能有效获取阅读信息，归纳主题
5. 能通过相关的连接词理解句子间的逻辑关系
三、学情分析
本班学生总体英语基础水平薄弱，学习方法欠佳，学困生较多，中等生为少数。学习兴趣的激发和树立学习信心是很重要的。因此，教师要创造有趣的教学情景和设计难易适宜的任务，让全班学生都能参与到活动中来，创造更多的机会让他们说英语，通过小组合作学习降低学习难度，使他们体验成功的喜悦。我主要采用任务型教学法结合情景教学、交际教学、视听说的教学法。
1、知识目标 a .识记词汇
Whose volleyball is this? It must be Carla’s. She loves volleyball. Whose hair band is this?
It could be Mei’s hair band. Or it might belong to Linda.
They both have long hair.
a.学生能用情态动词并根据相关信息对物品所属进行推测。
b.学生能听懂录音并做简单的记录。
通过开展对物品的推论，培养学生的逻辑思维能力和推断能力。
五、评价方案
提问；小组评比；巩固检测
六、教学重难点
重点：学生能用情态动词并根据相关信息对物品所属进行推测。
能听懂录音并做简单的记录。
难点：正确区别运用belong to 和名词所有格表示所属关系。
Step 1 revision--------检测与铺垫
1、复习名词性物主代词（ mine ,yours ,his ,hers），教师举起自己的书说：This is my book. It’s mine. It isn’t yours.接着教师走到前几位同学面前，拿起桌上的物品问其本人，然后再问其他人。
教师问： Is this your notebook? 学生答： Yes . It’s my notebook. Oh! Yes. It’s mine.教师问： Is this his/her eraser? . 其他学生答： Yes. It’s his/hers.
2、复习名词所有格，教师到学生当中，拿起不同学生桌上的物品问其他的学生。
教师问：whose book /ruler / backpack /… is this ? 或whose is this book/ruler/… ?
学生答：It’ s Si Huishang’s / Li Long ’s/ Gao Shang’s/… Step2 Leading in ―――自然过渡，介绍新知
1、Teach belong to 教师走到一个学生身边,然后举起他的一支笔说:The pen is He Dong’s .We can also say The pen belongs to He Dong./It belongs to him. 教师再指着更多的物品让学生说 belong to 的句子。
2、Using could/might /must/can’t to guess sth.
Say: Close your eyes .Then go to students and get some their school things. After a while, ask them to open their eyes and guess. T: Whose ruler is this? S: It might/could be ____________’s.被猜到的人站起来说True（ 表示猜对）/False（表示猜错）。其他学生就补充说：It must be ______’s./It can’t be _________’s.
Note: must (100%) might, could (20-80%) can’t (0%) It must/could /might be Han Lei’s = It must/could/might belong to Han Lei. Step 3 Game “Who is it?”―――创设语言环境，激发学生兴趣
让一个学生背向着全班站在讲台上，在座的任何一位学生都可以向他/她挑战用各种声音向其说一句英语，黑板上的学生必须听声音猜人，而且每人只有三次猜的机会，猜对的被评为“火眼真金”奖励一支笔。 Ｓ：It might /could be ______. Ss: True. It must be ___ 或 False. It can’t be ______. Step4 Practice-------体验实践，使用语言
1. Look at the picture and fill in the chart.(1a) 2. Listening (1b) Listen and match persons with things.
Read the dialogue and ask students to do pair work. 3. Listening (2a&2b) Say: We’ll listen to a conversation between Bob and Anna. They found a backpack in front of school gate, whose is it? Listen carefully and find out whose it is. And make notes as you listen. While listening, ask student to repeat some sentences. Check the answers and read the conversation with you. Step5 Group work――――――布置任务，语言交际
“Find the owner”
全班分为15组 ，让学生4人一组来寻找其他组的物主，每组每人准备两样物品，物品放入一个袋子内，两个小组交换袋子一起来做推测。并把物品和人记录好，最后选代表做报告。
Step 6 Exercises―――――巩固知识
Fill in the blanks with “ must , might , could., can’t ”
（１）The notebook ________ be Ming’s. It was on her desk. （２）The homework ________be Carol’s. She wasn’t at school today.
（３）The soccer ball _________be Jhon’s or Tony’s. They both play soccer, don’t they? （４）The French book ________be Li Ying’s. She’s the only one who’s studying French. （５）I can’t find my backpack. It ________be still at school. （６）The photo _________be Lu’s. Those are his parents. （７）The red bicycle ________be Hu’s. She has a blue bicycle. （８）This ticket _______be my aunt’s or uncle’s. They’re both going to the concert. Step 7 Summary―――强调重点
通过询问的方式来指出本节的重点。用名词所有格和 belong to表示物品的所属，根据相关信息用情态动词对物品进行推测。
八、 作业设计―――拓展运用
猜猜你的朋友和家人晚上在家可能做什么，运用表推测的情态动词写一篇短文。
Unit 8 It must belong to Carla. Section A (1a---2c)听说课
truck
picnic rabbit hair band whose Whose volleyball is this? It must be Carla’s. She loves volleyball. Whose hair band is this? It could be Mei’s hair band. Or it might belong to
Linda. They both have long hair.
Note: be + sb.’s ;
belong to sb. must (100%) might, could (20-80%) can’t (0%) It must/could /might be Han Lei’s = It must/could/might belong to Han Lei.
十、教学反思
本节课教学过程自然、紧凑，学生学习氛围活跃，成功之处在于巧妙运用游戏激起学习兴趣，充分发挥了主体作用，教学重难点也在教师的引导和实践中被攻破，使学生在轻松愉快的环境中学到知识和初步运用语言。
在进行听说读写综合技能课之前，一定要做到老师和学生的课前准备，即要未雨绸缪；再有就是要根据知识目标和学生需要，适当拓展教学内容，进行有主有次、有轻有重的设计。英语学习有时真的像语文学习，需要大量的阅读与积累。 看到学生兴趣盎然地讨论，交流，我真的觉得自己平时做的太少了，公开课的精心准备让我发掘出了许多除了考试之外的东西。作为一名英语教师，学生的客观情况和教学内容的特点让我们不能就教材而教教材，而是要拓展教材，适当的整合教材。这就要求我们的教师不断学习，注意时时提高自己，广泛涉猎，不断创新。
让我们每节课不妨都写好“剧本”，做好“编导”，把英语课的听、说、读、写上得生动、活泼、有内容且贴近学生的实际！
3、人教版新目标九年级英语教案Unit 9第九单元教学设计
The First Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary restroom, shampoo, stamp （2） Target Language
Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．
2． Ability Objects
（1）Train students’ listening ability．
（2）Train students’ communicative competence．
3． Moral Object
Helping each other is very important． It is a good quality．
Ⅱ． Teaching Key Point Target Language
Ⅲ． Teaching Difficult Points
1． How to train students’ listening ability．
2． How to train students’ communicative competence．
Ⅳ． Teaching Procedures Step Ⅰ Revision
T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office?
T: That’s one way to ask． But there is a more polite way you can ask． You can say, "Can you tell me where the main office is?" Class repeat． Can you tell me where the main office is?
Ss: Can you tell me where the main office is?
T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?
S2: Can you tell me where Classroom 1 is? T: Good! There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．
Step Ⅱ 1a
Go through the instructions with the class．
Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．
Point to the lettered parts of the picture one by one．
Ask a student: What kind of place is this?
What do they sell there? Do we have one in our community? What is the name of the one in our community?
Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．
While students are working, move around the room offering help as necessary．
Step Ⅲ 1b
Read the instructions to students． Point out the two conversations that are shown in the picture．
As you listen, fill in the blanks with words you hear in the recording．
Play the recording the first time．Students only listen．
Play the recording a second time．This time ask them to fill in the blanks with the words you hear．
Check the answers with the whole class．
Step Ⅳ 1c
Read the instructions to the class．
Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．
As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．
After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．
Step Ⅴ Homework
Review the target language．
The Second Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary
escalator, furniture, exchange money, elevator （2） Target Language
Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second
floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．
2． Ability Objects
（1）Train students’ listening ability．
（2）Train students’ communicative competence．
3． Moral Objects
If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．
Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money
2． Target Language
Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor．
3． Structures
Do you know where I can buy shampoo?
Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary?
Ⅲ． Teaching Difficult Points 1． Indirect questions．
2． How to improve students’ listening ability．
Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．
Step Ⅱ 2a
Read the instructions and point to the list of directions．
Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．
Play the recording． Students only listen．
Tell them that the picture may help them understand what they are hearing．
Play the recording again． This time ask students to write a number next to four of the directions．
Check the answers with the whole class．
Step Ⅲ 2b
Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．
Play the recording again and ask students to draw the line on their own． Check the answer with the class．
Step Ⅳ 2c
Ask a pair of students to read the sample conversation aloud to the class．
Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．
As students work, move around the classroom checking the progress of the pairs and offering help as needed．
Ask one or two pairs to say their conversations to the class． Ask the rest of the
class to look at the picture as they listen．
Step Ⅴ Homework
Ask the students to write three sentences with the starters of the structures．
The Third Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary
hang out, fresh, advantage, disadvantage, block （2）Target Language
Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．
（3） Moral Objects
Anything has both advantages and disadvantages． We should treat everything correctly．
Ⅱ． Teaching Key Point
Train students’ listening, speaking, reading and writing ability．
Ⅲ． Teaching Difficult Points
How to improve students’ integrating skills．
Ⅳ． Teaching Procedures Step Ⅰ Revision
T: Yesterday we learned the structures．
Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?
Step Ⅱ 3a
Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．
You will write your answers in these blanks．
Read the first two sentences at the top of the article．
Explain that the interviewer will talk to several teenagers．
Get students to read the interview on their own quickly．
When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．
Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．
Step Ⅲ 3b
Read the instructions． Point out the conversation in the box and invite two students to read it to the class．
Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．
Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．
Ask several groups to act out part of their conversation to the class．
Step Ⅳ 4
Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．
Point out the sample language in the box． Invite a student to read it to the class．
Ask students to say the names of some stores and other places in the community and write them on the board． Say,
Each group can choose three of these places to write about, or you can choose another place you know of
Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．
When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．
Step Ⅴ Homework
1． Ask students to choose two places in the community and write careful directions from the school to each place．
2． Finish off the exercises on pages 46～47 of the workbook．
The Fourth Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1）Key Vocabulary
fascinating, convenient, safe, restroom, inexpensive （2）Target Language
Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects
（1） Train students’ writing and speaking ability．
（2） Train students’ ability to understand the target language in spoken conversation．
（3） Train students’ ability to use the target language．
Ⅱ． Teaching Key Points 1． Key Vocabulary
convenient, safe, restroom inexpensive 2． Target Language
Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points
1． How to improve students’ writing and speaking ability．
2． How to use the target language．
Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．
Step Ⅱ 1a
Go through the instructions with the class．
Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．
Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．
Ask students to write words from the box in the blanks on their own． Help students if needed．
Correct the answers by having students read what qualities he or she listed．
Step Ⅲ 1b
Read the instructions to the class．
Point out the example in the box． Invite two students to read it to the class．
Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．
Invite several pairs of students to say their conversations to the class．
Step Ⅳ 2a
Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．
Go through the instructions and point to the chart．
Play the recording． Students only listen the first time．
Play the recording again． Ask students to write the places people ask about．
Check the answers with the whole class．
Step Ⅴ 2b
Read the instructions and point to the chart．
You will hear the same recording again．
This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．
Point out the sample answer．
Play the recording again． Ask students to write their answers in the blanks．
Check the answers．
Step Ⅵ 2c
Point to the sample conversation． Invite two students to read it to the class．
Read the instructions． Role play the conversations you hear on the tape．
Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．
Ask one or two pairs to say their conversations to the class．
Step ⅦHomework
Talk about some places using the words in la, then write down the conversations．
The Fifth Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary
water slide, clown, dress up, have fun （2） Practise reading an article．
（3） Practise writing something using the target language．
2． Ability Objects
（1） Train students’ reading ability．
（2） Train students’ writing ability．
Ⅱ． Teaching Key Point
Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place．
Ⅳ． Teaching Procedures Step I Revision
Review the target language presented in this unit． Check homework．
Step Ⅱ 3a
Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．
Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．
Step Ⅲ 3b
Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．
Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．
Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．
Invite a student to read the completed article to the class．
Step Ⅳ 3c
Read the instructions to the class．
Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．
Ask students to work on their own． Tell them that they can use what they wrote
for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．
Step Ⅴ Part 4
Go through the instructions with the class．
Get students to look back at the guides they wrote in Activity 3c．
Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．
Ask one or two groups to say one of their conversations to the class．
Step Ⅵ Homework
1． Read the article in 3a again．
2． Write a guide to our city．
The Sixth Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects
（1） Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．
（2）Write some questions using the target language．
2． Ability Objects
Train students’ writing ability．
Ⅱ． Teaching Key Points
1． Fill in blanks and make sentences．
2． Write questions using the target language．
Ⅲ． Teaching Difficult Point
Make sentences using "beautiful, safe, delicious, convenient, fascinating"．
Ⅳ．Teaching Procedures Step Ⅰ Revision
Check homework． Ask a few students to read the article in 3a．
Then ask a few students to read their guides．
Step Ⅱ Part 1
Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．
Ask students to fill in the blanks on their own．
Check the answers．
Step ⅢPart 2
Go through the instructions with the class．
Look at the example with the students．
Ask students what the answer would be．
Ask a student to read the question and answer it．
Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt．
Get students to complete the work in pairs．
Check the answers． Ask a few students to read their questions．
Step Ⅳ Just for Fun!
Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．
There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．
Invite some pairs of students to present this conversation to the rest of the class．
Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．
The Seventh Period
Ⅰ Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary
image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks （2）Text:
Grown-ups like cartoons, too．
2． Ability Objects
（1） Fast-reading to get a general idea of the text．
（2） Careful-reading to get the detailed information in the text．
（3） Learn the words and phrases from the context．
Ⅱ． Teaching Key Points 1． Key vocabulary．
2． Train students’ reading and writing skills．
Ⅲ． Teaching Difficult Point
Train students’ reading and writing skills．
Ⅳ． Teaching Procedures Step I Key Vocabulary
Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．
Step Ⅱ Part 1
Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture．
Ask students to answer the five questions． But don’t look at the reading text．
Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．
When most students finish the task, ask students to answer the questions with a parter．
Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．
Step Ⅲ Part 2
Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．
Ask five students to report their answers．
Draw students’ attention to the instructions．
Ask students to complete the task individually or in pairs．
As they work, walk around the classroom to make sure students discuss their reasons in English．
Have students report their answers． Encourage students to use complete sentences．
Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．
Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．
Check the answers:
Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．
Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．
Step Ⅴ Part 4
Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．
Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．
Check the answers．
Step Ⅵ Part 5
Read the task with the students．
Ask students to do the activity in small groups． Try to put creative and artistic students in each group．
Check the answers and have students show or act out their cartoons for the class．
Optional activity
As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．
Students can then write their own English stories in the speech bubbles．
Step Ⅶ Homework
1． Read the story in 2 again for further comprehension．
2． Revise the target language in this unit．
转载请注明出处：https://www.dmkc.cn/articles/66293.html