A Unit11教案

初中英语教学设计课程标准《义务教育英语课程标准(2011年版)》五级目标要求学生有较明确的英语学习动机、积极主动的学习态度和自信心。

能听懂有关熟悉话题的陈述并参与讨论。

能就日常生活的相关话题与他人交换信息并陈述自己的意见。

能读懂相应水平的读物和报纸、杂志，克服生词障碍，理解大意。

能根据阅读目的运用适当的阅读策略。

能根据提示独立起草和修改小作文。

能与他人合作，解决问题并报告结果，共同完成学习任务。

能对自己的学习进行评价，总结学习方法。

能利用多种教育资源进行学习。

进一步增强对文化差异的理解与认识。

语言技能分级目标中，五级目标对英语阅读的要求如下：1.能根据上下文和构词法推断、理解生词的含义。

2.能理解段落中各句子之间的逻辑关系。

3.能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局。

4.能读懂相应水平的常见体裁的读物。

5.能根据不同的阅读目的运用简单的阅读策略获取信息。

6.能利用词典等工具书进行阅读。

7.课外阅读量应累计达到15万词以上。

一、教学背景教学学科：初中英语教学年级：九年级课型：阅读课执教教师：克音河乡学校王明子【教材分析】教学内容:人教版 Go for it!九年级全一册 Unit 11 Sad movies make me cry SectionA (3a-3c)主题语境：快乐人的衬衫（叙述快乐人的衬衫这则故事，国王郁郁寡欢，医生告诉他只要找到一个快乐人的衬衫穿上，就可以治愈，国王找了首相，银行家，歌手，但是都没有成功，于是国王让将士三天内找到一个快乐的人...那么什么样的人快乐呢？你眼中的快乐是什么呢？）语篇类型：寓言故事（叙述快乐人的衬衫这一则寓言故事）【核心素养点】积累语言知识-锻炼语言能力-培养思维方式【语篇研读】[what]语篇的主题和内容：本单元主要研究的是不同的事物对情绪的影响，本阅读文段中选取了《快乐人的衬衫》中的一段，通过寓言故事告诉我们情绪影响。

[why]作者的意图、情感态度、价值取向：作者通过介绍国王郁郁寡欢以为生病，其实是情绪问题，突出情绪的重要性，故事推进国王寻找快乐人的衬衫，引人深思，促进同学们树立积极的情感态度价值观。

Unit 11 A boy and a girl教学目标：1．能听懂、会说:a man ,a woman ,a girl ,a boy , English ,Chinese,from ，tall, short, thin, fat, long, big, small, hair, eyes。

2.能听懂、会说: I’m not tall/short. I’m thin / fat. My hair is long. My eyes are small. He’s /She’s … His / Her …My name is ××. I’m a / Chinese / an English boy / girl.I’m from (London).I’m nine / ten.教学重难点：能进行简单的自我介绍；教学时间：四课时教学设计：第一课时教学目标：1.能听懂、会说:a man,a woman,a girl,a boy,English,Chinese, from .2. 能听懂、会说: My name is ... I’m a / Chinese / an English boy / girl.I’m from (London). I’m nine / ten. 教学重点：1.单词 a man,a woman,a girl, a boy 和English , Chinese2.用四句话进行自我介绍。

教学难点：自我介绍的四句话。

教学准备：磁带、卡片、录音机教学过程：Step 1. Greetings.(1)T: Good morning,boys and girls.S: Good morning, Miss Wang.T: How are you ?S: Fine, thank you. And you?T: I’m fine,too. Thank you.(2)T: （走向学生）Hi , I’m ××.S1: Hi, I’m ××.T: Hello, My name is ××.What’s your name？S2: I’m ××.T: Nice to meet you.S2:Nice to meet you, too.（要求用上My name is ××.）Step 2 Presentation1.出现人物像，T: Look, this is Mr Black. He is a man.( repeat)出现Mr Green,T: Look,this is Mr Green.He is a man .(repeat) Mr Black is a manTeach “a man ”同上出示Miss Li图片教学“a woman”。

Unit 11 Could you please tell me where the restrooms are?万州龙宝中学黄瑾【Teaching goals】nguage goals：Key words and phrases:restroom, shampoo, drugstore, café, department store, escalator, magic,fresh, block, oak, uncrowned, safe, waterslide, clown, staff, organized, dress up, market.Target language:Could you please tell me where I can get a dictionary?Sure. There’s a bookstore on the River Road.2. Ability goals:Students can ask for information politely by asking “Could you please tell me---?” “Can you tell me---?”“Do you know where I can---?”【Teaching important and difficult points】Could you please tell me ---?Can you tell me ---?Do you know where I can ---?【Teaching methods】Reading, listening, making conversations, discussion in groups 【Teaching aids】A recorder【Teaching procedures】Section AThe First Period (1a—1c)Step1: Greeting and duty reportOne student give a duty report, the other students can ask some questions according to the report.Step2:Lead-inAsk students to pretend they are new to this school.T: How can you ask where the library is?Ss: Can you tell me where the library is?T: There is another polite way you can ask: Could you pleasetell me where the library is?Write down the two questions on the board, and ask Ss to practice the questions.Step3:1aRead the instructions to the class.Read the list of things in the box. Review the meaning of each item.Point to the lettered parts of the picture one by one. What place is this? What do they sell there?Ask Ss to match each thing with a place in the picture, and tell them there may be more one correct answer for some blanks.Step4: 1b ListeningAsk Ss to look at the pictures. Point out the two conversations that are shown in the picture. Say, Listen to the conversations and fill in the blanks with the words you hear in the recording.Play the recording twice. Stop the recording from time to time to allow Ss enough time to fill in the blanks.Check the answers.Step5: 1c PairworkRead the instructions and ask Ss to read the sample conversation.Say, look at the list of things people need and the pictures of the places in 1a.Have a conversation with your partner. Ask your partner politely where you can do these things.Ask a few Ss to present their conversation.Homework:Make a dialogue like 1c and write down in the exercise book.Blackboard Designbuy shampoo /some writing paper/some stampsget some magazines/a dictionary/some informationsave moneyCan you tell me where the library is?Could you please tell me where the library is?--Could you please tell me where I can buy some stamps?--Yes. There’s a post office on the Center Street.The Second Period (2a—2c)Step1: Duty report and revisionOne student gives a duty report as usual.Check the homework. Ask some Ss to read their conversation in pairs.Step2: PresentationAsk Ss to look at the picture in2a.Introduce the places in it, especially the escalator and the elevator.Step3: Listening (2a)You will hear one boy ask another boy how to find something in a shopping mall. The sentences are in the wrong order. Number the directions from 1 to 4.Play the recording twice. Ss write the numbers.Check the answers.2b Listen again. Show how the boy walks to the drugstore. Draw a line on the picture.Play the recording again and ask Ss to draw the line on their own.Check the answers.Step4: PairworkAsk two Ss to read the sample conversation. Have Ss follow the directions by looking at the picture.Say, Make a conversation using information in the picture.Ask Ss to work in pairs, then get one or two pairs to present their conversations.Step5: Grammar FocusReview the grammar box. Ask Ss to read the questions.Write three questions starters on the board:Could you please tell me how to get to ---?Can you tell me where ---?Do you know where ---?Ask Ss to complete each sentence using their own words. Homework:Practice the conversation in 2a, 2b and try to recite it and write their own conversation like this.Blackboard Design1.Take the escalator to the second floor.2.Turn left.3.Go past the bank.4.The drugstore is between ---Q1. Could you please tell me how to get to ---?Q2. Can you tell me where ---?Q3. Do you know where --- ?The Third Period (3a—4)Step1: Duty report and revisionGive a duty report.Ask some Ss to read out their conversations.Step2: Reading (2a)Writing the words advantages and disadvantages on the board, and ask Ss to give examples from their lives. For example,What are the advantages and disadvantages to own a car?Read the first two sentences at the top of the article. Explain that the interviewer will talk to some teenagers.Ss read the article. When they have finished, ask if there are any words or sentences they don’t understand. Write them and ask other Ss to explain them in their own words.Then Ss read the interview again and write the advantagesand disadvantages.Check the answers.Step3: GroupworkAsk Ss to read the sample conversation.You can talk about places where you usually hang out and the advantages and disadvantages of each place.Ask Ss to work in groups. As they work, move around the room offering help as needed.Ask a few groups to present their conversation.Step 4: DrillingRead the instructions to the class.Read the example in the box.Ask Ss to say the names of some stores and other places in the town and write them on the board.Divide the class into some groups. Each group chooses one place to write about. Write careful directions from the school to each place, but do not say the name of the place. When the groups are ready, they read their directions to the class and the other Ss guess the names of the places.HomeworkWrite a place you usually hang out and tell the reasons.Blackboard DesignAdvantages Disadvantages Friends hang out there air is not freshAlways something happening usually crowded Free contents, listen to CDs always spend too much moneyLook at books in the bookstore▲ Hang out The air is not fresh .I prefer being outside.Places: Xiangsheng Restaurant Huijia Store Longge BookstoreSection BThe First Period (1—2c)Step 1: Greeting and Duty reportSay hello to the Ss and a duty reporter is welcomed.Step 2: PresentationSs read the words in the box. If there are some words that Ss don’t understand, you can ask other Ss to explain the words.Read the instructions and point out the sample answer. Ask Ss to write words from the box in the blank on their own.Correct the answers by having Ss read the qualities he or she listed.Step 3: DrillingAsk Ss to read the sample conversation.Now work with a partner. Look at the words in the box and use them to talk about places in your own city.Ask a few pairs of Ss to present their conversations to the class.Step 4: ListeningAsk Ss to look at the picture and ask Ss to tell what is happening. Explain that the scene shows a family on vacation.They are asking the man for information about various things to do in Sun Ville.Read the instruction and say. You will hear three different conversations. Listen to the recording and write what place they ask about in each conversation.Play the recording twice. Ss write the places people ask about.Check the answers.Let Ss look at the chart in 2b.Say, listen again. This time listen carefully to the answers the clerk gives. Write the answers in the blanks.Play the recording again. Then check the answers.Step 5: PracticeLet Ss read after the tape twice. And try to role play theconversation between the man and the tourists.Ask one or two pairs to present their conversation. HomeworkWrite down the conversations they make.Blackboard DesignFascinating: having strong charm uncrowned: not crowdedSafe: not dangerous convenient: easy to get to, suitableClerk: person employed in a bank, office, shopConversation1: Green landConversation2: the corner of Market and Middle Streets Conversation3: the computer museumThe Second Period (3a-4)Step1: Greeting and reportSay hello to the Ss and one student give a duty report.Step2: lead-inSs look at the picture. Ask: Where can you guess is it? Introduce Watertown, water slides. Ask Ss to find out the Places in the picture, such as Café, Sports Museum, Science Museum and so on.Ask one student to read the passage aloud. Correct any pronunciation errors to make sure the student are providing a good model for the rest of the class.Ask Ss to complete the work individually. Then review the task. Ask a few students to tell the class about the answers in the chart.Step3: ReadingLet Ss look back at 2a and 2b.Say, Use this information to help you complete the guide to Sun Ville.Ask Ss to complete the Writing .As they work, move around the room offering help and answering questions as needed.Ask a student to read the completed article to the class.Step4: 3c PracticeAsk Ss to say the names of some of the places they might write about. Write a list of the places on the board.Ss work individually. Tell them that they can use what they wrote for 3b as a guide.Step5: PerformanceRead the instruction to the class. Ask Ss to look back the guides they wrote in 3c.Have different Ss take the role of the booth worker and the different tourists. Be sure every student has a chance to participate.Ask one or two groups to present their conversations, Homework:Practice the article in 3a and try to retell it.Blackboard DesignWatertown water slidesKids Teenagers ParentsEat Clown City CaféUncle Bob’s Farmer’s MarketHave fun organized games water slides dance lessonsClowns rock bandLearn Science Museum Sports Museum History Museum。

Unit 11 Could you please tell me where the restrooms are?The First PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyrestroom, shampoo, stamp（2） Target LanguageExcuse 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 ObjectHelping each other is very important． It is a good quality．Ⅱ． Teaching Key PointTarget LanguageⅢ． Teaching Difficult Points1． How to train students’ listening ability．2． How to train students’ communicative competence．Ⅳ． Teaching ProceduresStep Ⅰ RevisionT: You’re new to this school． You need to know where the main office is．How can you ask where the main office is?: Where’s the main office?S1T: 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?S: Can you tell me where the main office is?sT: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?S: Can you tell me where Classroom 1 is?2T: Good! There’s another polite way you can ask: Could you tell me how to get to Classroom1? Class repeat． Could you tell me how to get to Classroom 1?: Could you tell me how to get to Classroom 1?SsT: That’s right． Very good．Step Ⅱ 1aGo 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 1bRead 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 1cRead 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 HomeworkReview the target language．The Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyescalator, furniture, exchange money, elevator（2） Target LanguageExcuse me． Do you know where I can exchange money?Sure． There’s a bank on the secondfloor． 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 ObjectsIf someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ． Teaching Key Points1． Key Vocabularyexchange money2． Target LanguageExcuse me． Do you know where I can exchange money?Sure． There’s a bank on the second floor．3． StructuresDo 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 Points1． Indirect questions．2． How to improve students’ listening ability．Ⅳ．Teaching ProceduresStep Ⅰ RevisionCheck homework．Step Ⅱ 2aRead 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 2bPoint 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 2cAsk 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 HomeworkAsk the students to write three sentences with the starters of the structures．The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyhang out, fresh, advantage, disadvantage, block（2）Target LanguageGo out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．3． Moral ObjectsAnything has both advantages and disadvantages． We should treat everything correctly．Ⅱ． Teaching Key PointTrain students’ listening, speaking, reading and writing ability．Ⅲ． Teaching Difficult PointsHow to improve students’ integrating skills．Ⅳ． Teaching ProceduresStep Ⅰ RevisionT: 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 3aRead 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 3bRead 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 usuallyhang 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 4Read 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 ofWrite 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 Homework1． 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 PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1）Key Vocabularyfascinating, convenient, safe, restroom, inexpensive（2）Target LanguageCan 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 Points1． Key Vocabularyconvenient, safe, restroom inexpensive2． Target LanguageCan you tell me where there’s a good place to eat?Of course． What kind of food do you like?Ⅲ． Teaching Difficult Points1． How to improve students’ writing and speaking ability．2． How to use the target language．Ⅳ． Teaching ProceduresStep Ⅰ RevisionCheck homework．Step Ⅱ 1aGo 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 1bRead 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 2aPoint 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 2bRead 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 2cPoint 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 ⅦHomeworkTalk about some places using the words in la, then write down the conversations．The Fifth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularywater 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 PointPractise reading and writing using the target language．Ⅲ． Teaching Difficult PointHow to write a guide to a place．Ⅳ． Teaching ProceduresStep I RevisionReview the target language presented in this unit． Check homework．Step Ⅱ 3aInvite 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 m 3bRead 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 3cRead 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 wrotefor 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 correctthem．Step Ⅴ Part 4Go 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 Homework1． Read the article in 3a again．2． Write a guide to our city．The Sixth PeriodⅠ． Teaching Aims and Demands1． 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 ObjectsTrain students’ writing ability．Ⅱ． Teaching Key Points1． Fill in blanks and make sentences．2． Write questions using the target language．Ⅲ． Teaching Difficult PointMake sentences using "beautiful, safe, delicious, convenient, fascinating"．Ⅳ．Teaching ProceduresStep Ⅰ RevisionCheck homework． Ask a few students to read the article in 3a．Then ask a few students to read their guides．Step Ⅱ Part 1Look 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． Insome 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 2Go 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 HomeworkIn 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 PeriodⅠ Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyimage, 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 Points1． Key vocabulary．2． Train students’ reading and writing skills．Ⅲ． Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ． Teaching ProceduresStep I Key VocabularySay the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step Ⅱ Part 1Read 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 2Read 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 reasonsin English．Have students report their answers． Encourage students to use complete sentences．Step Ⅳ Part 3Point 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 4Read 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 5Read 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 activityAs 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 Homework1． Read the story in 2 again for further comprehension．2． Revise the target language in this unit．。

课题Unit 11 Let’s go to the theme park.课时数4教材解读本单元主要学习有关娱乐场所的词汇，如roller coaster、teacups、bumper car、big wheel、merry-go-round等，要求学生在听、说、认、读之后能达到正确书写的程度。

对于本课中出现的句型，如I want to ride on the roller coaster./ I want to ride on the merry-go-round./I want to ride in the bumper car.要求学生能熟练运用，并能由此拓展，进行交流。

通过谈论主题公园中的各种设施，培养他们自由表达个人游乐兴趣的能力。

教学目标A类：1、掌握五会（听、说、读、写、译）单词roller coaster、teacups、bumper car、big wheel、theme park、ride2、掌握四会（听、说、读、译）单词Children's Day、merry-go-round、Wow！3、能够运用所学音标独立完成单词的发音。

B类：1、熟练运用句型I want to ride... 我想要乘坐...2、Lesson 31 Look, listen and read 部分课文的熟练朗读及其意的理解。

3、Lesson 32 Listen and read部分的认读及其意的理解。

C类：1、通过让学生动手设计理想的主题公园，培养他们的创新意识。

2、通过多种形式的活动，激发学生学习英语的兴趣。

第一课时个体学习清单教学目标1、能够认读、英汉互译roller coaster、teacups、bumper car、big wheel、merry-go-round、theme park这六个短语以及单词ride.2、掌握句型I want to ride on / in the... 我想乘坐...教学版块一：导入（1’）1.师生问候和老师打招呼教学版块二：Learn the new words and sentence.(24’)1.出示PPT呈现大标题Let’s go to the theme park.让我们一起去主题公园吧。

Unit 11 Section A 教学参考·Ask students to pretend they are new to this school. Say, You need to ask teachers and other students where to find places like the library. Let's practice some polite ways to ask for information. [T=Teacher, S=Student]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 to 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 the library is. How can you ask?S2: Can you tell me where the library is?T:Good! There's another polite way you can ask:Could you tell me how to get to the library? Class repeat. Could you tell me how to get to the library?SS: Could you tell me how to get to the library?T: That's right.·Ask students what other places they might need to find. Write the names of these places on the board.·Ask different students to ask politely how to find these places. Practice both the Can you tell me where… and the Could you tell me how to get to … forms.1a This activity reviews earlier vocabulary and introduces some new words.·Read the instructions to the class.·Read the list of things to the class. To review the meaning of each item on the list, ask 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 needed.·Check the answers.Answersshampoo: a or c information: d or emagazines: a or d writing paper: a or cdictionary: d stamps: etelephone call: a or e save money: b1b This activity gives students practice in understanding the target language in spoken conversation.·Read the instructions to students. Point out the two conversations that are shown in the picture.·Say, 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. Say, Now listen to the conversation again. This time fill in the blanks with the words you hear.·You may wish to stop the recording from time to time to allow students enough time to fill in the blanks.·Correct the answers.Answers1．buy some stamps2．post office3．Center Street4．save money5．bank6．Main StreetTapescriptConversation 1Girl 1:Excuse me. Could you tell me where I can buy some stamps?Boy 1: Yes. There's a post office on Center Street.Girl 1: Oh. Can you tell me where Center Street is?Boy 1:Sure. Go past the bank. Center Street is on your right.Girl 1: Thanks a lot.Boy 1: No problem.Conversation 2Girl 2: Excuse me. Do you know where I can save money?Boy 2: Sure. There's a bank on Main Street.Girl 2: Oh. Could you please tell me how to get there?Boy 2: Yes… Go straight ahead. The bank is on your left.Girl 2: Thank you.Boy 2: You're welcome.1c This activity provides guided oral practice using the targetlanguage.·Read the instructions.·Point out the example in the box. Ask two students to read it to the class.·Point out the list of things people need and the pictures of the places in activity 1a. Say, Look at activity 1a. Have a conversation with a partner. Ask your partner politely where you can do these things and then answer your partner's questions.·Ask some students to say their conversations to the class.2a This activity provides listening practice using the target language.·Read the instructions and point to the list of directions. Point out that there is a blank line in front of each direction where students can write in a number from 1 to 4.They will hear only four directions, so two blank lines will not be used.·Then say, You will hear one boy ask another boy how to find something in a shopping mall, The sentences in your book are in the wrong order. Number the directions from 1 to 4 to show the correct order.·Point out the picture. Ask students to name the items in the picture such as escalator, elevator, shoe store, and so forth.·Play the recording. Students only listen the first time. 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.AnswersThe directions should be numbered in this order: blank 2 1 blank 4 3TapescriptBoy 1:Excuse me. Can you tell me where I can buy some shampoo?Boy 2: Yes. There's a drug store on the second floor. Um. Let me think…. Take the escalator to the second floor and then… then you turn left. Let's see…. Then go past the bank. And um…. The drug store is between the furniture store and the bookstore. You should be able to get shampoo there.Boy 1: OK, great. Thanks a lot.Boy 2: You're welcome.2b This activity gives students practice in understanding the target language in spoken conversation.·Read the instructions. Point to the picture. Say, Now you will hear the recording again. This time show where the boy wentas 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.·Correct the answer.AnswersThe line goes from where the boy is standing, over to the escalator, up the escalator to the second floor, to the left and past the bank. The line stops in front of the drug store between the furniture store and the bookstore.2c This activity provides guided oral practice using the target language.·Point to the sample conversation. Ask two students to read it to the class. Have students follow the directions by looking at the picture.·Read the instructions. Say, Each pair of students can make a conversation using information about the places in the picture.·Ask 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. Ask the rest of the class to look at the picture as they listen.[See Follow-up activity 1. ]Grammar Focus·Review the grammar box. Ask students to read the questions to the class.·Write these three question starters on the board:Do you know where…, Could you tell me how to get to…, Can you please tell me where ….·Ask students to think of different ways of completing each sentence. Ask a student to name something that he or she is looking for, such as a new notebook. Then ask other students to try to use all three sentence starters to form questions. (Possible questions are:Do you know where I can buy a notebook? Could you tell me how to get to the bookstore? Can you please tell me where I can get a notebook? )Pronunciation noteWith most questions that use the words how and where, your voice drops at the end. For example, when you say Where are you going? your voice goes lower at the end of the sentence. The same is true for the question How are you? Point out to students that the voice rises at the end of the polite questions in this chapter. Eventhough the questions contain the words how and why, the voice rises at the end. If you allow your voice to fall at the end, the questions will no longer sound as polite.3a This activity provides reading practice using the target language.·Write the words advantages and disadvantages on the board and ask students to explain them in their own words. You may want to put a plus sign (+) overadvantages and a minus sign (-) over disadvantages. Ask students to give some examples. To get started, you might ask, What are some advantages and disadvantages to owning a car?·Read the instructions. Help students give examples of advantages and disadvantages from their own lives.·Point out the blank lines under the words Advantages and Disadvantages below the interview. Say, 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.·Ask students to read the interview on their own. When they have finished, ask if there are any words or sentences they don't understand. Write these words or sentences on the board and discuss them. Ask other students to explain them in their own words, if possible.·Then ask students to read the interview again and write the advantages and disadvantages.·Correct the answers.AnswersAnswers should include the following information:Advantages: friends hang out there, always something happening, free concerts, fun to people-watch, I like to go in the music store, listen to CDs, look at books in the bookstore.Disadvantages:air isn't fresh, usually crowded, always spend too much money.[See Follow-up activity 2. ]3b This activity provides oral practice using the target language.·Read the instructions. Point out the conversation in the box and ask 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 room helping the groups as necessary. Make surethey talk about both advantages and disadvantages.·Ask several groups to share part of their conversation with the class.4This activity provides reading, writing, listening, and speaking practice using the target language.·Read the instructions to the class. Ask students to look back at the picture and activities on the first page of this unit.·Point out the sample language in the box. Ask 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. It may help students if you 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.Your students can use the exercises on pages 46-47 of the workbook to practice the language presented in this unit. Answer keys for the workbook are on page 137 of this Teachers' Edition.。

Unit11 Children’s Day (Period 1)教学设计法库县秀水河子镇中心小学周阳2、Fill in the blanks.On Children's Day, I __________in the morning.I can__________. In the afternoon, I can go to the _________ with ________.I can ________.I like _________. It's a happy day.I love Children's Day. On Children's Day, Ihave a party in themorning. I can sing asong. In theafternoon, I can go tothe cinema with mysister. I can see afilm. I like watchingSuperman. It's ahappy day. I loveChildren's Day.巩固本文已学重点知识。

Step 5 Summary Let Ss try to say what welearnt today and give themencourage.Try to read the wordsand sentences,talkabout the text.鼓励学生自己总结新课,复述课文,有利于帮助学生形成知识体系,培养学生的概括能力。

Step6 Homework 1、Tell your Children’sDay with your parents andfriends.2、Write down yourChildren’s Day on thepaper.Students write downthe homework.布置作业既有口头的又有笔头的,既有利于中年段学生开口说英语,又有利于培养一定的英语思维能力和初步的写作能力。