Unit3 Computers
一、拓展性教学活动
Step1Draw on the blackboard a diagram to illustrate the influence of the computer and the Internet over the school education．Below is a diagram you may like to use．
Step 2Ask students to look at the diagram and consider, ”What c hanges have computers and the Internet brought to schools? What changes will they bring to schools in the future?”
Step 3 Ask them to work in groups and to make a list of the possible changes they can think of．
Step 4 When most of the groups have their lists ready, the teacher can hold a class discussion．Write down the major changes the students think of under / beside the diagram．The teacher can add one or two changes that may affect their own teaching．For example, “Computers and the Internet can help busy parents contact teachers by email．”
Step 5The teacher can end the task with a brief summary, or hold a further discussion to find out students' personal opinions about the changes．For example, ask them, “Do you like all these changes? Why and why not? Wh at changes do you like / dislike?”
二、自我评价建议
（一）非测试性评价
1．To what extent are the computer and Internet becoming part of your life?
I use the computer and / or Internet to:
□ type my homework．□ draw pictures．□ play games．□ communicate with my friends．
□ gath er related information for my lessons．□ buy the things I like, e.g. books and clothes．□ listen to music．□ watch movies．
2．What else do you think the computer and Internet will help you to do?
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3．Which part（s）of the computer do you think need（s）more improvement? Why? You can use Exercise 1 in the Workbook （p 56）as reference for the parts of the computer．
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（二）测试性评价
Explain how the computer technology has been developing and complete the flow chart below．Then give a brief oral presentation on the development of computer technology with the help of the chart．When you're preparing it, you can refer to the reading passage on Page 18 of the Student's Book．Your oral presentation will be less than three minutes．Then write a short passage based on your oral presentation.
三、补充注释
1．in common: for or by all of a group 共同的；共有的；共用的。
the land owned in common by the residents 居民共有的土地。
in common 常常同have连用，如：
have nothing in common 无共同之处
have little in common 几乎无共同之处
have something in common 有一些共同之处
have a lot in common 有许多共同之处
以下是从英国国家语料库中精选出来的几个例句：
（1）You know, Dorothy, you and I have one thing in common．
（2）We just had nothing in common and I couldn't communicate with his dull business friends．
（3）I suddenly felt we had a lot in common．
2．simple-minded: showing very little intelligence 头脑简单的；笨的。
Richard is smart but he has a lot of simple-minded friends．理查德很聪明，可是他有许多头脑简单的朋友。
simple-minded 是一个复合形容词，与它结构相同的复合形容词还有：
absent-minded 心不在焉的
open-minded 虚心的，没有偏见的
narrow-minded 心胸狭窄的
single-minded 一心一意的
strong-minded 意志坚强的
weak-minded 低能的，愚蠢的
3．make a decision: make up one's mind 作出决定。
与make a decision意思相近的词组有：arrive at / come to / reach a decision。
与make连用的常用词组有：make an attempt, make an effort, make an offer, make a suggestion, make a phone call, make a mistake, make progress 等。
4．in a way: to a certain extent 在某种程度上。
与in a way同义的词组有in one way 和in some ways。
容易与之混淆的词组是in the way意为“造成阻碍”，请比较：
In a way, I like this new textbook very much．从某种程度上说，我很喜欢这本新教材。
I'm afraid your bike is in the way．看来你的自行车挡着道了。
5．after all
1）in spite of what has been said, done or expected 毕竟；终究；归根结底。
So you've come after all! 你终究还是来了！
After all, what does it matter? 归根结底，那又有什么关系呢？
2）it should be remembered 别忘了。
She should have offered to pay — she's a millionaire, after all．她应该主动提出付款── 别忘了，她是个百万富翁。
6．watch over: take care of 照料；照管。
Could you watch over my dog while I am on holiday? 我度假的时候，你能帮我照料我的狗吗？
You go swimming, please．I'll watch over the clothes here．请你去游泳吧，我来照管这些衣服。
7．wander（v.）: to move around in an area or go from place to place without any special purpose; roam 游荡；闲逛。
He was wandering aimlessly up and down the road．他在路上无目的地来回溜达。
由于拼写相近，wander容易与wonder混淆。教师可以提醒学生注意区分，并同学生一起归纳整理wander和wonder各自的用法。
四、Teaching guide for the SB
WARMING UP
This section is an introduction to the topic．It is to get the students thinking about the different ways computers can be made．Do this part of the lesson in pairs and as a speaking activity．
PRE-READING
This can be a continuation of the Warming Up．Let the students discuss the questions set out in the Student's Book．
READING
This is a short history of the development of computers over the last 100 years．It introduces a lot of new and technical words, which are only used for computers （such as “artificial intelligence” or“network”）.
1Teaching new words and structures
2Understanding ideas
This is the purpose of the reading and so it is important that the students learn to use all the clues in the text to help them understand the gist of what they are reading．So encourage them to look at the pictures and the heading and guess what the text might be about．Then ask the class to read the passage silently．Make sure the students have the chronology of the development of computers in their minds．Ask them:
1Who was the first person to devise the earliest computer?
2What did he make and what did it do?
3Who was the next important person to design computers?
COMPREHENDING
1Three reasonable answers are acceptable, each of which needs a reason with it．The three possible answers are given below:
It is a computer because it describes:
●itself as the analytical machine designed by Charles Babbage （which was the first design of a computer）．“Then in 1822 I was built as an Analytical Machine by Charles Babbage．”
●Alan Turing as its real father （and he designed the first real computer）．“My real father was Alan Turing ....”
●having ar tificial intelligence （which only computers have）．People have natural intelligence．“However, people thought I was simple-minded until they discovered I had ‘artificial intelligence’.”
2Answer key:
1642: The computer began as a calculating machine．
1822: The Analytical Machine was made by Charles Babbage．
1936: Alan Turing wrote a book to describe how computers could be made to work．
1960s: Computers had new transistors and became smaller．
1960s: The first family of computers connected to each other．
1970s: Computers were brought into people's homes．
Now: Computers connect people all over the world together
LEARNING ABOUT LANGUAGE
Discovering useful words and expressions
Answer key for Exercise 1:
1 totally
2 revolution
3 artificial intelligence
4 birth
5 simple-minded
6 go by
7 deal with
8 network
9 truly 10 anyway
Answer key for Exercise 2:
revolution; network; went by; totally; truly; simple-minded; Anyway; deal with
Answer key for Exercise 3:
1 totally
2 amazed
3 exciting
4 excited
5 cheaply
6 unlucky
Discovering useful structures
Answer key for Exercise 1:
1... my family and I have been used by billions of people to deal with information ....
2I have truly been built to serve the human race ....
Answer key for Exercise 2:
1 A new personal computer has been bought by us．
2Many problems have been found with our new computer．
3 A PC has been built the way we wanted．
4Our computer has just been joined to the Internet．
5The computer has been used every day by us since we bought it．
6 A lot of e-mails have been written on the computer in the past year．
USING LANGUAGE
Listening and writing
The purpose of this exercise is to encourage students to listen and then use what they have heard to help them fill in a chart about computers．It is an important exercise because it links skills together and uses them to produce a useful piece of writing．
Make sure the students look at the chart before they listen to the tape．This is to sharpen their attention and listen for the answers．This will also help them get the gist of the text．When filling in the chart, the students will have to use their own experience as well as information from the listening text．
LISTENING TEXT
LI MING: What are you doing Dave?
DAVE: I'm reading about information technology．
LM: You mean things like computers? In my opinion they're so boring to read about．They're only good to use．
D: But they're just one kind of IT．
LM: Really? So what else is part of IT?
D: We've had IT for a long time．Books, radios and TVs are also kinds of IT．
LM: Oh．I never thought of that before．Books are a wonderful way for us to get information．
D: Yeah, I believe that too．They are cheap and easy to take with you but sometimes the information is out of date．
LM: I agree．The world is changing so fast．But in my opinion listening to sports on the radio is better than anything else．Sometimes I also listen to English programmes on the radio．But they speak so fast and sometimes it's difficult to understand everything．
D: Yes．I also listen to English on the radio but it's easier to follow on TV because you can also see what is going on．Sometimes it is more interesting to watch sports on TV than just listen to them on the radio．
LM: I disagree because you get such a lot of information on the technical aspects of a game on the radio．You don't get that on TV．But I still think that the computer is the best kind of IT．You can watch a film on it, write to friends, get information, and find out what is going on in the world．
D: I know, but it is also the most expensive and it is too big to carry with you everywhere．Also the Internet has nobody to check whether that information you find there is correct．So you have to be careful．
LM: Well, I suppose all kinds of IT have both disadvantages and advantages．Suggested answers:
Speaking and writing
The purpose of this exercise is to discuss together and then decide which kind of computer you would like to buy for your school．Think about what the school needs as well as what you like．
Let the students do the exercise in pairs and share their ideas with others．Finally they should write the report．Remember to say which computer you have chosen and give a reason．You should also say why you did not choose the other computers．
Sample dialogue:
A: Look at this computer．It has been given a smaller monitor．
B: That's good because we can then have more computers in the school．Does it have the Internet as well?
A: You can have it fitted but it is not included in the price．Now look at this one．Both a small monitor and a flat screen have been included．It can be joined to the Internet straight away and it has been given a large hard disc capacity．That's good of course．
B: Do you think we should buy laptop computers for our school? They are more useful because they can be moved from room to room．The school would not need to provide a special room for computers．They are also smaller and can be stored away more easily．But they have proved to be much more expensive than a personal computer．
A: Yes, that is why the principal told me we could not buy them．He would not be able to afford enough for the school so we had better look at the personal computers．This one is very fast and uses discs which can store more information．Also it is neither too large nor too expensive．Let's see what it's made of．Why it's perfect! It's been made from recycled materials so our headmaster will be very pleased．He will have killed two birds with one stone! The school will have new computers and have saved the earth's materials as well．
B: Let's choose this one, OK?
A: I think it is a good decision．
Sample report:
We looked at many different computers．The one we have chosen is the PEP personal computer．One of the main reasons is that it is suitable for schools．We found that it has been built with a smaller monitor and a flat screen．We think these things will save space so that the school can find room for more computers．This computer also has been fitted with an improved disc．The students will be able to put more information on one disc．This computer is also good because it has been made from
recycled materials．Both my partner and I suggest the school should buy this computer．
Reading and speaking
This is a speaking activity about designing an android．The purpose of the activity is not the design but the quality of the discussion．So try to make sure each pair makes a contribution to the finished design．Then let them discuss their ideas with another pair．Perhaps that will give each pair some more ideas for their android．Finally let students share their ideas with the class．
Sample dialogue:
S1: What kind of robot have you decided to make?
S2: I've decided that we should have a homework android．It could do all our work after class and leave us more time to do football．
S1: OK．But what do you think it should look like?
S2: In my opinion, it should have four arms to carry the books, a large head to remember all the lessons and a printer to write out the answers．What do you think?
S1: Well, that sounds sensible．Perhaps it could also put all the exercises into specially marked boxes for each subject so we could find them quickly．What about putting that in its stomach area?
S2: Do you want it to be a man or a woman? You can choose．
S1: I've decided it should be a girl．
S2: What's your reason?
S1: Girls are so hard-working．
S2: Sounds good to me! Let's draw it now!
Writing
The purpose of this piece of writing is to develop empathy in the students．They have to imagine they are androids looking after a family with one child．They need to imagine what problems and delights this android might have to deal with．Putting yourself in someone else's shoes is a very important way of understanding how other people feel．This is a very useful exercise．
Sample writing:
Hello everybody, my name is Liu Yan．I am a 321 model android．I work for the Li family and I look after their library．My job is to store all the books that they borrow from their school or friends in my brain．Of course my brain is as large as a mountain so work like that is no trouble to me．I really eat books just like people eat food．
The Lis have a child who needs me to remember all his school textbooks so I can do his homework for him．He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends．Sometimes I don't think it is right to do his homework for him — it's somewhat cheating. However, his parents are very concerned at the pressure of work in school these days．The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!
Mr. and Mrs Li work very hard too．Mr. Li is an architect and designs great tall apartment blocks．Mrs Li is a doctor and has to look after many patients．I remember all the plans for Mr. Li's projects and can tell Mrs Li which drugs are the best to give any particular patient．Mrs Li no longer has to read all those medical journals
because I can do it for her．She and Mr. Li can have some time together to enjoy life too．
So they consider me the most important person in the family after themselves．I am always introduced to their friends and play with visiting children．I am the perfect family academic aid and, although I was not cheap to buy, Mr. Li says I was worth every yuan!
READING TASK
The purpose of this reading passage is to encourage students to think about how robots might develop in the future．It introduces students to Hua Fei, a high flying robot expert of the 22nd century．His story forms the basis for related tasks in speaking and writing．
Suggested answers to Exercise 1:
Answer key for Exercise 2:
This year I ha(d) the honour to be chosen again．I wante(d) to meet robots from other countries and explore ideas about our sport．However, my programmer fell ill the wee(k) before we were going to leave．It was very painful for her and I fel(t) very frightened．I no longer fel(t) so confident(t) that I would(d) win．
Unit 10 How can I improve my English? 教学内容： Unit 10: Lead in; Listening and Speaking; Reading and Writing; Language in use 语言知识目标：学生能够理解并运用与英语学习相关的词汇和情态动词就英语学习中的各种困难进行讨论并提出建议。 语言技能目标： 听——学生能够听懂有关英语学习中各种困难的描述及建议的对话。 说学生能够运用相关词汇和情态动词谈论英语学习中的各种困难并提出建议。读学生能够读懂描述英语学习中的常见困难及相关建议的短文。 写学生能够运用相关词汇和情态动词写出在英语学习中面临的困难及建议。学习策略：学生能够反思自己的英语学习，对所面临的问题和困难进行分析并选择有效的学习策略。 情感态度：学生能够了解从事不同职业的人在不同场合运用英语的情况，进一步认识英语学习的重要性。 单元任务：能够运用所学语言知识制订自己的英语学习目标及相应措施并通过征求同学建议拟订合理的学习计划。 Lesson One 教学内容：Lead in; Listen and Speaking Dialogue A 教学目标： 1知识目标：words and expressions;Asking for and giving advice 2 能力目标：Understand talks about learning difficulties and advice. 教学重点：Understand short passages on learning difficulties and advice. 教学难点：Four-skill words and expressions
Unit5 Why do you like pandas? Period 1 Section A(1a-2c) Teaching aims: 1. Know the words about animals and their personalities. 2. Enable the students to talk about and describe their favorite animals. 3. Educate the students to love and protect animals. Key points: 1. Master these words: zoo, animals, panda, tiger, elephant, koala, lion, giraffe, cute, beautiful, smart, lazy, scary, kind of, South Africa, Australia. 2. Master the following sentence patterns: ------ Why do you/don’t you like …? Why does /doesn’t he /she like …? Because they are … ------ Where are … from? They are from … Teaching aids: a tape recorder, pictures, ppt. Teaching steps: Step One Greetings Say Hello to the students. Step Two Lead-in Play a short video for the students. What animals do you know? Step Three Presentation 1. Teach new words with pictures. 2. Present the following sentences with pictures. Why do you/don’t you like …? Because they are … Step Four Listening Play the recorder and ask students to do activity 1b. Step Five pair work. Show some pictures and a sample dialogue to the students, then ask them to make more conversations and act them out. A: Let’s see the lions. B: Why do you want to see them? A: Because they are interesting. cute interesting fun smart beautiful friendly shy… Step Six Work in groups. Ask and answer Show a sample dialogue to the students, then ask them to make more conversations and act them out. A:I like dogs. B:Why do you like dogs? A:Because they are cute and friendly. B: What animals does she like? Why does she like them? A:She likes panadas. Because they’re cute
Unit 3 Weather 单元整体教案 一、教材分析： 单元教学内容：本单元主要学习有关天气的单词与句型及相关的法。要求学生能用本单元所学句型与单词进行有关天气的熟练对话。在教学过程中，对于学习困难的学生，可通过请学生复述老师的话或是复述同学的回答，让学生对老师和同学的发言引起注意，让学生意识到要仔细听别人的说话。对于学习还不错，但是不愿或害怕发言的学生，课堂中教师主动请他们表达其意见，培养他们良好的学习英语的习惯。充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染的机会。还可开展各种活动，鼓励学生交际.吟唱等形式，让学生在玩中学，在学中学，在学中玩。 二、单元教学目标 1、能力目标： （1）能够简单介绍天气情况。 （2）能说出不同天气情况下该穿什么衣服。 （3）能听懂并回答一些问题，如：What's the weather like in Beijing? （4）会规范书写句子：Is it sunny ? Yes, it is . \ No , it isn’t . （5）会唱歌曲“Thunder”。 2、知识目标： 1、能够在情景中运用句型Can I go outside/have some soup? 征求对方许可，并用Yes, you can. / No, you can’t.作答；能在情景中恰当运用句型It’s very hot/cold. 描述天气及温度状况。
2、掌握What’s the weather like in New York? It’s rainy. 问答某地天气情况；能够运用句型Is it cold? Yes, it is. No, it isn’t. 确认某地天气状况并能运用句型It’s 26 degrees.表述气温。 3、掌握单词rainy, snowy, cloudy, sunny, windy 3、情感目标： （1）情感态度：注重培养学生学习的愿望，鼓励学生参与实践活动。（2）学习策略：注重观察、交际功能，学会观察、提问等策略。（3）文化目标：了解世界主要城市的天气差异和谈论天气所具有的寒暄功能。 三、学情分析 天气与人类的生活紧密相关，在教学中，教师注意利用已学的知识来引出新知识，利用地图并收集有关天气的图片、单词卡等来传授新知识，多创设一些真实的情景，让学生在真实情境中体会到语言学习的真实性。教师应当适当拓展学生的知识面，告诉学生生活小常识，教育学生注意天气变化，关爱自己和他人。 四．课时安排 第一课时：ALet's talk Let’s play 第二课时：ALet's learn Let’s chant 第三课时：A Let's spell 第四课时：B Let's learn Let’s play Let’s sing 第五课时：B Let's talk Let’s play Let’s check 第六课时：B Read and write C story time
Unit 3 Computers Period 1: Listening & Speaking GOALS: 1. To practise listening comprehension. 2.To practise making decisions and reasoning TEACHING PROCEDURES: Step1. revision 1. check the homework exercises. 1). It has been reported that children will be offered free education． It has been reported that free education will be offered to children． 2). It has been said that we will be offered the latest computer science course book． It has been planned that the latest computer science course book will be offered to us． 3). I have been told by Peter that I will be lent his notebook computer for a week． I have been told by Peter that his notebook computer will be lent to me for a week． 2. Question: What can computers be used as? Step2. Lead-in As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it
Unit 10If you go to the party，you'll have a great time!
本单元以“If you go to the party，you'll have a great time！”为话题，通过“Talk about consequences”来学习if引导的条件状语从句，掌握用be going to 表示将来的时态，正确使用情态动词should。从学生熟悉的party出发到对未来职业选择的探讨，鼓励学生作出自己的决定，并对这一决定所带来的结果进行讨论和评判。该话题贴近学生生活，鼓励学生对未来的生活展开丰富的想象。其中，对于生活中重要内容的探讨和为慈善活动寻找新点子设计海报等不失为德育教育的好素材。
第一课时Section A(1a－2d) Teaching Goals【教学目标】 Key words & phrases： meeting，video，organize，chocolate，go to the party，have a great time，stay at home，take the bus，watch a video，potato chips Key sentences： 1. If you go to the party，you'll have a great time. 2. I think I'll go to the party with Karen and Anna. 3. If we ask people to bring food，they'll just bring potato chips and chocolate because they'll be too lazy to cook.
Unit 5 There is a big bed 第一课时 一、教学内容：A. Let’s try& Let’s talk 二、教学目标 1. 能听、说、认读单词“there”。 2. 能灵活运用There be句型介绍房间内有什么，并用适当的形容词描述房间内的物体。 3. 能完成“Let’s try”部分的听力任务。 4. 激发学生与他人合作、交流的欲望，加强学生对彼此的了解。 三、教学重难点 1. 能听、说、认读单词“there”。 2. 能灵活运用There be句型介绍房间内有什么，并用适当的形容词描述房间内的物体。 四、教学准备 1. 教师准备多媒体课件、录音机和录音带、图片。 2. 学生准备画笔和画纸、人物头饰。 五、教学过程 Step1 Warming-up 1. Free talk T: Hello, boys and girls. Ss: Hello, teacher. T: How are you today?
Ss: Fine, thank you. And you? T: I’m fine, too. 2. 活动：猜一猜。教师出示六幅卧室图，与学生进行对话，如： T: I have six photos of bedroom. Do you know which one is my bedroom? You can ask me: What’s in your bedroom? Who want to have a try? S1: What’s in your bedroom? T: There is … S2: Oh, the second photo is your bedroom. T: Yes, the second photo is my bedroom. You’re right. Step 2 Presentation 1. Let’s try的学习 （1）先让学生观察图片，然后播放教学录音。播放第一遍录音，学生选出正确的图片，师生一起核对答案。 （2）播放第二次录音时，学生跟读。 2. Let’s talk的学习 （1）教师再次出示自己的卧室图片，让学生同桌用There be句型说一说卧室里面有什么，并对卧室里的物体进行评价，如：S1: There is a water bottle in the bedroom. S2: Oh, it’s nice. S1: There is a photo on the wall. S2: I like the photo. （2）介绍对话情景
教案 1人教选修 6 Unit3 Speaking and writing Teaching material NSEFC Book 6 —— Unit 3 Teaching Aims Enable the students to give advice on quitting smoking. Teaching Important & Difficult Points How to help the students to write a letter of giving advice on quitting smoking. Teaching aids A puter and a projector Teaching Procedure Step1 Letter reading T:Read this letter and imagine you are the adviser who deals with students ’ problems. List some helpful advice to give Xiao lei. Slide show Li Xiaolei 203 Thames Street Oxford, OX41LF Class 2 Grade 2 GZ Middle School, GZ, GD, China 518036 203 Thames Street Oxford, OX41LF Friday 11 Nov. Dear students in Class 20 Grade 2, Can you help me, please? I have tried to stop smoking several times. I am OK for two days and then I feel really sick and irritable and I have to start smoking again. I know smoking is a bad habit, but I just can’ t seem to give it up. Do you have any useful tips? Yours sincerely Li Xiaolei Step 2 Discussion T:Discuss with your partner and make a list of the tips to quit smoking. Slide show Tips on how to quit smoking Write down why you want to quit (the benefits of quitting): live longer, feel better, for your family, save money, smell better, find a mate more easily, etc. You know what's bad about smoking and you know what you'll get by quitting. Put it on paper and read it daily. Set a quit date. Decide what day you will extinguish your cigarettes forever. Plan for it. Ask your family and friends to support your decision to quit. Talk with your doctor about quitting. Begin an exercise program. Do some deep breathing each day for 3 to 5 minutes. Cut back on cigarettes gradually. Drink lots of water. Find something to hold in your hand and mouth, to replace cigarettes. Whenever you have a craving for a cigarette,instead of lighting up, writedown or whatever is on your mind. Write it down. your feelings T:Choose 3 pieces of most useful advice and write 2 or 3 sentences to explain how to do it. Step3 Writing T:Write a letter to give Xiao lei some helpful advice. You can refer to the structure and useful expressions below. Slide show structure
Unit 3 Computers Extensive Reading The General Idea of This Period： This period includes revision of the text，Reading and speaking on Page 22、Reading task on Page 58.In this period the students will be involved in a speaking activity about designing an android after reading the story of Andy，and learn something about the performances of a sporting robot of the 22nd century，Hua Fei in 78th Olympics and 79th Olympics，so that the students will not only improve their reading and speaking，but also their creative thinking. Teaching Aims： 1.Help the students to learn about the different ways of designing the robots and give their opinions to the class. 2.Enable the students to discuss to design their own robots. Talk about the different ways of designing the robots. Teaching Important and Difficult Points： How to design their own robots and report their designing to the class. Teaching Methods： 1.Task-based learning. 2.Cooperative learning. Teaching Aids： 1.A tape recorder. 2.A multimedia. Teaching Procedures： Step 1 Greetings Step 2 Reading （1） We’ve learned a lot about computers，but can you imagine that computers could be put into androids or robots.Think of the fun you could have!Now let’s first read the passage about a robot called Andy—what it looks like and what it can do on Page 22，and then we’ll have a designing competition to see who will design the best robots.
【人教版】新目标2019年八年级英语上册Unit10 单元教案 Unit 10If you go to the party，you'll have a great time!
本单元以“If you go to the party，you'll have a great time！”为话题，通过“Talk about consequences”来学习if引导的条件状语从句，掌握用be going to 表示将来的时态，正确使用情态动词should。从学生熟悉的party出发到对未来职业选择的探讨，鼓励学生作出自己的决定，并对这一决定所带来的结果进行讨论和评判。该话题贴近学生生活，鼓励学生对未来的生活展开丰富的想象。其中，对于生活中重要内容的探讨和为慈善活动寻找新点子设计海报等不失为德育教育的好素材。
第一课时Section A(1a－2d) Teaching Goals【教学目标】 Key words & phrases： meeting，video，organize，chocolate，go to the party，have a great time，stay at home，take the bus，watch a video，potato chips Key sentences： 1. If you go to the party，you'll have a great time. 2. I think I'll go to the party with Karen and Anna. 3. If we ask people to bring food，they'll just bring potato chips and chocolate because they'll be too lazy to cook. Teaching Key Points【教学重点】 The vocabulary： meeting，organize，have a great time Target language： —I think I'll go with Karen and Anna. —If you do，you'll have a great time. If we have it today，half the class won't come. If we ask people to bring food，they'll just bring potato chips and chocolate because they'll be too lazy to cook. Teaching Difficult Points【教学难点】 1. Future tense with “will”． 2. If－adverbials，conditional adverbials.
课题 7B Unit 5 Amazing things Comic strip ＆Welcome to the unit 课时分配 本课（章节）需7 课时 本节课为第 1 课时 为本学期总第课时 教学目标1.To know more about amazing things 。 2.To express the feelings of surprise。 重点To know more about amazing things 。难点To express the feelings of surprise。 教学方法1．Task-based met hod； 2．Discussion method. 课型dialogue 教具 1.the multimedia 2.the blackboard 教师活动学生活动 Teaching procedures Step 1: talking about what happened to Eddie and Hobo Do you still remember the two lovely dogs? What are their names? Would you like to know what happened to them today? Today, Eddie and Hobo met an amazing thing. They met a UFO. How will they feel? Let’s try to find out it. First, let’s listen to the tape recorder of the text. And then try to answer my questions. Listen to the recorder twice. Questions: 1). What are Eddie and Hobo doing? 2). What did Eddie think it is? 3). What did Hobo think it is? 4). Did Eddie think it is a plane? Why not? 5). Do you think Eddie is a clever dog? Read the text as the role of Eddie and Hobo. Act a short play with your partner. (ask two or three groups of students to do it.) Would you like to see a UFO? Why? Maybe the UFO would take you to travel in space and visit other planet. If it happened one day, it is an amazing thing. Step 2: welcome to the Unit （show some pictures to teach the new words） Actually there are lots of amazing things in the world. Here are lots of surprising things. For example: 1). Do you know if plants can grow without the lightning? 2). Do you know how long it takes to travel from the Earth to the moon? 3). Do you know if you can sneeze and open your eyes at the same time? 4). Do you know who is the tallest man in the world? 5). Do you know how the elephants walk? Answer the questions. match the logos with the charities Discuss Listen to the tape, and try to
Unit 3 The Million Pound Bank-Note I．教学内容分析 本单元的主要内容是根据马克·吐温的名著《百万英镑》改编而成的剧本中的几个片断以及马克·吐温的生平简介。 Warming Up通过对马克·吐温及其作品的讨论引发学生学习兴趣，使学生对马克·吐温及其作品有个初步的了解。 Pre-reading首先要求学生回答几个相关的问题，并让他们展开想象，借助讨论引入到《百万英镑》的情节。 Reading部分是详细介绍富商兄弟俩打赌把一张百万英镑的钞票给一个一无所有、诚实可靠的穷人，想看看会发生什么事。最后他们物色到一个穷困潦倒、流落伦敦街头的美国小伙子Henry Adams。本部分可以通过先熟读后改编的形式，让学生登台表演，培养学生的调控能力和交际能力，然后再利用多种形式的练习让学生深入理解课文。 Learning about Language部分突出了词汇和语法的学习与训练。本单元的语法是名词性从句中的宾语从句和表语从句的具体用法。 Using Language部分中包括了听、读、写三个部分的内容，是本单元主要篇章的延伸。学生通过感受百万英镑给亨利带来什么样的待遇而进一步理解作者诙谐讽刺的写作风格。该部分比较连贯，提出的一些问题有利于培养学生独立思考的能力和文学素养。其中写作部分是训练学生选取和组织材料的能力，通过前面的学习，结合独立的思考，写出形象鲜明且语言流畅的戏剧。 Learning Tip指导学生掌握对话的技巧，了解如何使用相应的语音和语调来编排戏剧，提高学生的写作水平。 II．教学重点和难点 1. 教学重点 (1) 本单元教学目的和要求中的生词和短语； (2) 掌握名词性从句中的宾语从句和表语从句的具体用法； (3)了解戏剧（剧本）语言的特点，如舞台说明（stage directions）用一般现在时态， 台词中有很多的省略句等。 2. 教学难点 (1)了解《百万英镑》及其作者马克·吐温的时代背景，提高学生的文学修养和培养学生 的跨文化意识； (2) 学习语言交际中委婉请求、请求允许和点餐的表达法； (3) 学习怎样去写或编一个短剧和更难的比较长的戏剧。 III．教学计划 本单元建议分六课时： 第一、二课时：Pre-reading, Reading & Comprehending 第三课时：Using Language 第四课时：Learning about Language 第五、六课时：Workbook IV．教学步骤： Period 1 & 2 Pre-reading, Reading & Comprehending Teaching Goals: 1. To talk about short stories and plays. 2. To develop S s’ reading skills.
Unit 3 Computers Section Ⅴ Writing-想象类作文 想象类作文是作者根据已有的生活经验和知识，超越现实生活来勾画出从未见过或者不曾出现过的生活图景的文章。 一、基本结构 想象类作文可分为三段：首段，进行概述；中间部分，具体描述；结尾，对文章进行总结。 二、增分佳句 1．My ideal robot in the future will be like ...and ...or perhaps it will help me ... 2．My ideal robot in the future is called ... 3．He/She does all the work around the house. 4．He/She is very patient and never complains ... 5．He/She can be with me whenever I feel lonely. 6．My ideal robot in the future can work as/serve as/be used as ... 7．Great changes will take place in the future. 8．I believe our dream will come true some day. 9．Have you ever thought about ... in the next 30 or 50 years? 10．In addition, there will be super computers or robots which can help us do ... [题目要求] 你们班进行了一次关于未来机器人的讨论。作为你们小组的代表，请你以“My ideal robot in the future”为题写一篇英语短文，向同学们介绍你心目中的理想机器人。 第一步：审题构思很关键 一、审题 1．确定体裁：本文为说明文； 2．确定人称：本文的主要人称应为第三人称； 3．确定时态：本文的主要时态应用一般现在时态。 二、构思 开头：对我理想的机器人进行总体说明。 主体：对我理想的机器人的形态、功能作细致描述。 结尾：再次概括评价。 第二步：核心词汇想周全
Unit 10 You’re supposed to shake hands. Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：custom, bow, kiss, greet, be supposed to, 2）掌握be supposed to句型的用法。 2. 情感态度价值观目标： 1. 学习一些见面礼仪，生活习俗和对时间的看法。 2. 了解西方国家的风土人情和习俗。 二、教学重难点 1. 教学重点：be supposed to的用法 2. 教学难点：中西方人们见面礼仪的差别。 培养学生跨文化交际意识。 三、教学过程 I. Lead-in 师生讨论：学生在学校应该做哪些事情？引出新句型。 如：Is it a good idea to come to class late? S: No. T: That’s right. It’s not a good idea to come late. You’re not supposed to come to class late. You’re supposed to … eat in class, do homework every day, raise your hand before talking等做更多的练习，引出be supposed to句型 II. Discussion 1. 大屏幕展示一张世界地图，师生对话： T: Do you know where Brazil/ the United States/ Japan/Mexico/Korea is? S:… T: Do you know what people do when they meet for the first time? S: … 2. 利用多媒体播放各国初次见面的礼仪，学习新单词：custom, bow, kiss, greet,
2. Skimming (What is the text about? And three stages of the archaeologist’s part of the dialogue: An archeologist is showing a group of students from England around the Zhoukoudian Caves and telling them something bout the caves.) 3. Scanning (Ask them to write down the three ways in which the life of early people differs from modern ones. Ask them to work in pairs and discuss the questions. Homes: Peking man lived in Zhoukoudian Caves of rocks and trees. Tools: They used needle that was made of bone sharpened stone tools and scraper made by stones. Dress: They wore clothes form animal skins and they also wore necklace made from seashells or animal teeth. 4. Careful reading Step IV Post-reading Ask Ss to fill in the chart on the life and habits of Peking man on page 37 and compare it with the list they made in the pre-reading. What differences are there? And then to clarify Ss’ difficult points in the text. Step V Homework Write a brief introduction to the Zhoukoudian Cave. The Third Period Language Points 一．Aims: Teaching aims 教学目标 1.Ability aims能力目标 Enable the students to use the Present Perfect Continuous tense. 2. Learning ability aims 学能目标 Help the students lean how to use the Present Perfect Continuous tense. Content 教学内容
Unit3 Where did you go 单元教学目标： 知识目标： 1、掌握一般动词过去式的变化规则以及部分不规则的过去式形式，并得出相关规律。 2、掌握四会单词和重点句子。 3、能运用所学句型来询问他人在过去的时间里所做的事情并作答，以及描述自己在过去的时间里所做的事情。 4、会唱歌曲《Tell me about your holiday》。 5、能独立完成Let’s try, Read and write, Let’s check, Let’s wrap it up中练习 6、能理解story time部分的故事内容并进行故事表演。 能力目标： 1、培养学生听说读写等综合运用知识的能力。 2、培养学生的阅读理解能力 情感目标： 教育学生要合理安排时间，使自己假期的活动丰富多彩起来。 教学重难点: 一般过去时的构成结构极不规则动词的过去式。 课时分配(六课时） 第一课时’s learn ,answer and write 第二课时’ try ’s talk 第三课时’s learn and say 第四课时’ try ’s talk 第五课时and write 第六课时 B let’s check ’s wrap it up time
The first period 教学内容：Let’s learn Listen, answer and write 教学目标： 1.能听说读写单词及词组: rode, rode a horse, rode a bike, went ,went camping, hurt, hurt my foot and went fishing. 2.能听说认读句子：Where did you go last Saturday I went to a forest park. What did you do there I rode a bike. 3.会唱歌曲《Tell me about your holiday》 教学重点： 1.学习五个短语，注意ride, go, hurt的过去式。 2.学生能用句型进行简单的对话。 教学重点： 学生能用句型进行简单的对话 教学准备：PPT, CD, word Cards 教学过程： 一、Warming up 1.、Greeting T：Good morning\afternoon, boys and girls. S：Good morning\afternoon, Miss Chen. T: Welcome back to our class. Glad to see you again. S: Glad to see you, too. T: How are you today S: Fine, thanks. …. 2、Show the pictures and Go over the phrases of Unit 2 S1: watched TV. S2: I wathched TV S3: I wathced TV last weekend. (同样的方法复习cleaned my room, washed my clothes, stayed at home, read a book, saw a film, had a cold and slept. ) 3、Free talk. --- What did you do last weekend --- I watched TV./ ... (用句式来进行提问，帮助孩子们尽快的进入学习状态) 二、Presentation 1、Let’s learn 1) 教学短语:出示本部分的教学挂图， T：Where did John go last Tuesday and Saturday引导学生先说出已经认识的词组：went fishing 然后出示新单词rode a horse, went camping, rode a bike, hurt my foot, 依次认读学习新单词。学习过去式：rode—ride; went---go; hurt—hurt(并在黑板上板书)