下面是小编为大家带来的人教版新目标八年级上Unit 10 课文重难点解析，本文共7篇，希望大家能够喜欢!本文原稿由网友“若夏冬茗”提供。
篇1：人教版新目标八年级上Unit 10 课文重难点解析
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作者：齐法鸿
1、I'm going to be a basketball player. 我打算当一名篮球运动员。
【问】“be going to+动词原形”与我们以前学过的“be going to+名词”有何区别？
【答】“be going to+动词原形”在句中作谓语，是一般将来时态的一种表达形式，表示主语打算、准备或有信心去做某事，其中的going并不表示“去”；而以前学过的“be going to+名词”是表示主语打算、准备去某地的意思，其中going表示“去”，to是介词，后跟表示地点的名词。试比较：We are going to play tennis this afternoon. 今天下午我们要打网球。/ We are going to Beijing this afternoon. 今天下午我们要去北京。
2、We got over 1，000 letters，faxes...我们收到了1000多封信件、传真......
【问】get，over分别是“到达”、“在那边”的意思，但该句中的用法显然不同，对吗？
【答】get在该句的意思是“收到；得到”，其后常跟名词或代词。如：Did you get my letter？你收到我的信了吗？over在此是介词，意为“多于；超过”，相当于more than，如：We learned over / more than 500 English words last year. 去年我们学了五百多个英语单词。
同学们在学习中要注意归纳一些多义词的用法。
篇2：人教版新目标八年级上Unit 11 课文重难点解析
作者：攀传银 高庆宏 刘耀辉 自：本站原创 点击数：40 更新时间：-12-29 文章录入：admin
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1. Could you please clean your room？请你打扫一下你的房间好吗？
【问】“Could you please+动词原形...？”与“Could I please+动词原形...？”有何区别？
【答】前一句型在英语口语中常用来表示请求别人做某事，后一句型表示请求别人允许自己做某事，两句中的主语不同，但它们的应答方式基本相同。答语中要避免重复could，常见的答语有：Certainly./ Sure./ Of course./ With pleasure./ Yes, do please.等或I'm afraid I can't./ Certainly not./ I'm sorry, but... / You'd better not.等。
2. I agree. 我同意。/ No, I disagree. 不，我不同意。
【问】 agree和disagree在这里是不及物动词，如果它们有宾语时，又如何使用呢？
【答】 agree意思是“同意”，常用作不及物动词。若后跟宾语时须加介词，agree with sb.表示“与某人有相同的看法”，如：I quite agree with you.我完全同意你（的看法）。agree to sb's idea/ sb's words等表示“同意某人的建议、安排等”。如：They agreed to our plan at once.他们立刻同意了我们的计划。可以说：I agree to do it.但不能说：I agree him to do it.表示不同意对方时，常用： I really can't agree with you. / I disagree with you.
3. Don't forget to clean his bed.不要忘了把他的床铺打扫干净。
【问】该句中的forget后跟动词不定式（to do）形式，是否还可以跟动词的-ing形式呢？
【答】可以，但是表达的意义不同。forget后跟动词不定式（to do）形式，意为“忘记要做某事”（动作尚未发生）。如：You mustn't forget to bring your book when you come here tomorrow. 你明天来这儿时，不要忘了把你的书带来。后跟动词的-ing形式，表示“忘记了曾经做过某事”（动作已经发生）。如：I forgot cleaning his bed.我忘了曾把他的床铺打扫干净了。
篇3：人教版 高二 Unit 7 课文重难点解析
Unit 7 课文重难点解析
1. People transmit HIV by having unprotected sex... (Reading)
transmit... by doing sth.表“通过……传播疾病”。
People may transmit SARS by staying close to each other.
人们之间的密切接触可能会传播非典型性肺炎。
2. The disease is not the only thing that AIDS patients suffer from. (Reading)
suffer from表示“患有某种疾病;为……所苦;受……的折磨”,尤其指长期或习惯性地。如:
He suffers from several diseases at present.
目前他身患几种疾病。
Our business has suffered from lack of investment.
我们的企业因缺乏投资而日子不好过。
注意: suffer也可用作及物动词,表示“遭受;承受;蒙受”,多接pain, loss, defeat, punishment 等表示痛苦、不愉快的事。如:
He suffered the loss of a leg during the war.
在战争中,他失去了一条腿。
3. Living with cancer has... for us to take every chance to live life to the fullest. (Integrating skills)
take chance的热点用法有:
1. 利用机会
Please take every chance to improve your English.
请利用一切机会来提高你的英语成绩。
2. 碰运气
We can’t take chances; we should be well prepared.
我们不能碰运气,我们应做好充分准备。
to the fullest表示“达到最大程度”。
I should help her to the fullest.
我应尽最大能力帮助她。
Unit 7考点透视 考例回顾
1. AIDS is a disease that breaks down the body’s immune system and.... (Reading)
【考点】 break down可作及物动词,作“破坏;使失效”解。也可作不及物动词,常表示“(计划,谈判等) 受挫折、失败”或“感情失去控制”或“(机器)停止运转”。
【考例】 News reports say peace talks between the two countries______ with no agreement reached.(NMET )
A. have broken down
B. have broken out
C. have broken in
D. have broken up
【解析】由with no agreement reached (没达成任何协议)这一提示可知,全句要表达“和谈失败”之意。而break up“驱散,分开”;break in “插嘴”;break out“爆发”,都不符合句意,可排除。break down意为“(谈判等)失败”,符合句意,故选A。
2. She spends much of her time telling others about her disease and encouraging people to learn how to protect themselves. (Reading)
【考点】 及物动词encourage的意思是“鼓励”,表示“鼓励某人做某事”用encourage sb. to do sth.。
【考例】 My advisor encouraged ______ a summer course to improve my writing skills. (北京2004)
A. for me taking B. me taking
C. for me to take D. me to take
【解析】 根据短语encourage sb. to do sth.可知应选D。
3. I had been feeling sick for a long time and my mum had taken me to hospital to have me examined. (Integrating skills)
【考点】 过去完成进行时的构成是“had+ been+ doing”,表示从过去某时间开始到过去另一时间为止,该动作一直在持续进行着,它具有过去完成时和过去进行时二者的特征。
【考例】 The crazy fans ______ patiently for two hours’ and they would wait till the movie star arrived.(重庆2004)
A. were waiting
B. had been waiting
C. had waited
D. would wait
【解析】从and后的分句可知电影明星还没有到,所以当时还在“等”,体现了进行时态;从第一分句的时间状语for two hours可知是过去完成时,由此可知用过去完成进行时,故选B。
虚拟语气的几种常见句式
1. wish后的宾语从句
表示现在不能实现的愿望,从句的谓语用过去式;表示过去未能实现的愿望,从句的谓语用had + 过去分词;表示将来不太可能实现的愿望,从句的谓语用would + 动词原形。如:
I wish I knew the answer to the question.
我真希望知道这个问题的答案。
(事实上不知道)
I wish I had not wasted so much time.
我真希望没有浪费这么多时间。
(事实是已经浪费了)
I wish you would go with us tomorrow.
但愿你明天跟我们一起去。
(你去的可能性不大)
2. as if 或as though引导的表语从句和状语从句
表示与现在事实相反,从句的谓语用过去式;表示与过去事实相反,用had +过去分词;表示与将来事实可能相反,用would + 动词原形。如:
She looks as if she were sick.
她看起来像病了似的。 (其实没病)
He looks as if nothing had happened to him.
他看上去好像什么事都没发生似的。
(事实是出问题了)
He talks about the book as if he had written it.
他说起那本书来就好像是他写的。
(书不是他写的)
如果as if / as though引导的从句所表述的内容与事实相符,应用陈述语气。如:
It looks as if our team is going to win.
看来我们队要赢了。
(场上情况表明有可能)
3. if only后的句子
表示现在没有实现的愿望,动词用过去式;表示过去没有实现的愿望,动词用had+过去分词；表示与将来事实可能相反的假设,谓语动词使用would+动词原形，could+动词原形或虚拟语气过去时,常译为“要是……就好了”。如:
If only I could learn English well in one day.
要是能在一天内把英语学好就好了。
(事实上做不到)
If only I had not been late for the interview.
要是我面试没迟到就好了。(事实上迟了)
If only Simon would reply to my letter.
要是西蒙能给我回信就好了。
(事实上不会回信)
4. would rather后的从句
表示现在的愿望,动词用过去式;表示过去的愿望,动词用had + 过去分词。
I would rather she were not present.
我宁可她不在场。 (事实是她在场)
I would rather he had told me the truth.
我宁可他告诉我事实真相。
(事实是他没告诉我事实真相)
5. It is (about / high) time后的定语从句
表示该做某事而没做,从句谓语用过去式。
It is time that we went home.
我们该回家了。(实际没走)
It is high time that you went to bed.
你早该睡觉了。
6. advise， suggest， order， require， command， demand， desire， propose， insist， request等后的宾语从句常用虚拟语气,从句谓语动词用should+动词原形,should常被省略。
He proposes that we(should) discuss the problem further.
他建议我们进一步讨论那个问题。
篇4：人教版初三Unit 18 重难点解析
作者：刘世一
1. [原文] I'm beginning to get angry with him. (L.69)句中begin是终止性动词，却用了进行时态，怎么理解这一语法现象？
[精析] 在英语中，终止性动词由于动作不能延续的特性，一般情况下没有进行时态，也不与时间段状语连用。而英语中某些终止性动词如come, go, leave, begin, start, return, move等的进行时态形式，可用来表达将来的含义，本句就是这一用法。如：
They are leaving for Beijing on business.他们要出差去北京。
The Greens are moving into a new flat.格林家准备搬进新公寓。
2. [原文] However, it is still not known whether he and Irvine ... (L.70)本句是什么句子结构？
[精析] 这是一个主从复合句，whether引导的是主语从句，句首的it是形式主语。在英语中，往往采用“it is +过去分词+从句”这一结构。如“据说，据报道，据以为”等含义。如：
It is said that he is a good doctor.据说他是个好医生。
It is reported that China has sent another man-made earth satellite into orbit. 据报道，我国又发射了一颗人造地球卫星进入轨道。
3. [原文] ..., but some people wondered whether .... (L.70)动词wonder有哪些用法？
[精析] wonder这一动词在不同的句子结构中表达的意思不同：
(1) 后接“who, what, why等疑问词引导的宾语从句”、“疑问词+不定式”时，表示“想知道”。如：
The teacher wondered why she was late. 老师想知道她为什么迟到。
He wondered what happened. 他想知道发生了什么事情。
I'm just wondering how to do it. 我正想知道怎么做那件事。
（2）后接“that引导的宾语从句”、“不定式短语”时，表示“感到惊奇；对......感到惊讶”。如：
I wonder that he was off office.我对他下岗感到惊讶。
I wonder to see her looking so cheerful. 我很惊讶地发现她如此高兴。
（3）后接if或whether引导的宾语从句时，表示一种委婉的请求或疑问。如：
I wonder if you would mind giving me a hand. 我想知道你是否介意助我一臂之力。
（4）后接at 或about表示“感到惊异；感到疑惑”的意思。如：
I wonder at your allowing her to do such a thing. 我对你允许她做那样的事感到惊异。
I wonder about my future.我对我的未来感到疑惑。
4. [原文] ... live in less developed countries are quite poor. (L.71)句中developed可改为developing吗？
[精析] developed和developing是动词develop的过去分词和现在分词形式，在句中作定语，两者的区别是：（1）在时间上，现在分词表示动作正在进行，过去分词表示动作已经完成。（2）在语态上（这条规则只符合及物动词）, 现在分词表示主动，过去分词表示被动。所以developed countries是“已经发展了的国家，即发达国家”，改为developing countries是“正在发展的国家，即发展中国家”，这样句意就发生了改变。再如：
We knew the surprising fact.我们知道了那个使人感到惊讶的事实。
Those surprised people didn't move at all.那些受了惊的人们呆在那儿一动不动。
篇5：人教版初三Unit 17重难点解析
作者：吕新军
1．[原文] ① But I heard him speak.(L.65) ② Suddenly, they hear someone outside shouting: ...(L.66)为什么①句中speak用原形，而②句中shouting用的是V-ing形式？
[精析] 感官动词hear后可以接动词原形和V-ing作宾语补足语，即hear sb. do或hear sb. doing。二者的区别是：前者表示后边的动作已经完成，后者表示后边的动作正在进行。试比较：
I heard him say that the matter was yet undecided. 我听见他说那件事还没决定。
I heard somebody laughing. 我听见有人在笑。
2．[原文] I'll shoot anyone who moves!
(L.66)动词shoot后如果加一个介词at，意思有变化吗？
[精析] 有。 shoot作及物动词，表示“击中”，后接被击中的对象。如：
He shot the bird dead. 他把那只鸟射死了。
当表示“向......射击”时，要用短语shoot at，此时不强调结果。如：
He shot at a dog, but missed it. 他朝狗开枪，但没打中。
3．[原文] Who would you ask for help if you were robbed? (L.66)这句话在本课中并不表示过去，而谓语动词却用的是would ask和were，这是什么语法现象？
[精析] 这是一个含虚拟语气的句子。在英语中，表达的假设或不大可能发生的事时，要使用虚拟语气。如果假设与现在事实相反或与将来事实可能相反，条件从句为“if +主语+动词过去式”, 主句为“主语+should (would)+动词原形”。（这种语法现象在以后会学习到。）如：
If I were you, I would leave him at once. 如果我是你，就立刻离开他。
句中ask sb. for help是“向某人求助”。ask sb. for sth. 是“向某人要求某物”，ask for sb. / sth. 表示“要求见某人；要求与某人谈话；要某事物”等等。如：
She asked him for advice. 她向他征询高见。
Did anyone ask for me? 有人找我吗？
Did you ask your boss for a pay increase? 你请求老板加薪了吗？
篇6：八年级语文课文桃花源记重难点详解
八年级语文课文桃花源记重难点详解
一、相关背景：
1、关于作者：
陶渊明(约365～427)，东晋大诗人。一名潜，字元亮，私谥靖节，浔阳柴桑(今江西九江市)人。出身于破落官僚地主家庭。曾任江州祭酒、镇军参军、彭泽令等职。因不满当时士族地主把持政权的黑暗现实，任彭泽令不足三月即辞官归隐，作《归去来兮辞》以明志。从此'躬耕自资'，直至63岁在贫病交迫中去世。他长于诗文辞赋，多描写自然景色及其在农村生活的情景，其中的优秀作品隐寓着他对腐朽统治集团的憎恶和不愿同流合污的精神。散文以《桃花源记》最有名。有《陶渊明集》。
2、相关知识：
本文原是陶渊明《桃花源》诗前的序文，大约作于南朝宋武帝永初二年(421)，其时57岁，因为此时正处于东晋末期，社会环境是战乱纷呈，生灵涂炭。他拒绝同统治者合作，不满黑暗的政治现实，隐居农村已十余年，对农村的现实有更深的了解，对人民的愿望更有切身体会，于是构想出他心目中的理想社会——世外桃源。在这个社会里，没有压迫，没有剥削，没有纷扰;人人各尽所能地参加劳动，老人和孩子都生活得幸福、愉快，人与人之间都极其融洽而友好。但作者又十分清楚地看到，在当时的条件下这样的理想社会是无法实现的。
课文所叙述的故事纯属虚构。读这篇课文，既要看到作者的美好理想，又要看到他的无能为力的思想矛盾。
二、请掌握下列重点字词
1、缘溪行：缘：顺着、沿着。
2、落英：落花。一说，初开的花。
3、缤纷：繁多的样子。
4、林尽水源：林尽于水源，意思是桃林在溪水发源的地方就到头了。
5、仿佛：隐隐约约，形容看得不真切的样子。
6、才通人：仅容一人通过。才：仅
7、豁然开朗：形容由狭窄幽暗突然变得宽阔明亮的样子。
8、俨然：整齐的'样子。
9、属：类。
10、阡陌交通：田间小路交错相通。阡陌：田间小路。
11、相闻：可以互相听到。
12、外人：桃花源以外的世人。
13、黄发垂髫：指老人和小孩。黄发：旧说是长寿的特征，所以用来指老人。垂髫：垂下来的头发，用来指小孩。
14、要：通“邀”，邀请。
15、绝境：与人世隔绝的地方。
三、古今异义词
1.阡陌交通交通：
古义：交错相通，指道路纵横交错，四通八达。
今义：运输和邮电事业的总称。
2.率妻子邑人来此绝境。
妻子：古义：指妻子和儿女
今义：专指男子的配偶。
绝境：古义：与世隔绝的地方;
今义：毫无出路的境地
3.乃不知有汉，无论魏晋。
无论：古义：不要说，(更)不必说。
今义：表示条件的连词
篇7：人教版新目标英语八年级（上）教案
教 案 正 文 随堂记录
Unit 1 How often do you exercise ?Teaching goals:1. Words &phrases: how often , hardly , twice , once , difference , look after , although ,etc .2. Learn to talk about how often do you do things .3. 一些表示频率的副词: always , usually , often , never , hardly ever , sometimes .4. 句子结构: What do you usually do on weekends ? How often ?及回答.Important and difficult points :What does she /he do on weekends ?She often goes to the movies .How often do you shop ?Once a week / Twice a week .Teaching aids : cards , pictures and a tape recorder .Period 1Teaching procedures :Step 1 Leading-in1.Greetings:Talk about something the students did on
教 案 正 文 随堂记录
summer vacation .Step 2 Pre-taskSB Page 1 , 1a .1. Look at the picture (学生识图).2. Name each activity .T: What are they doing ?They are shopping /reading /exercising /watching TV /skateboarding .(Help the students to answer )3. Write the activities on the line .4. Check the answers on the Bb .Correct their own activities .5. Practise reading .SB Page 1 , 1c .1. Focus on the conversation in the box .2. Practise reading .3. Pairwork : What do you do on weedends ? I .4. Groupwork :Divide the class into groups of four or five .Make conversations .First S1 to S2:S1:What do you do on weekends ?
教 案 正 文 随堂记录
S2:I .S1:What does she /he do on weekends ?S2:She /He .5. Act out their own dialogues .Step 3 While-task SB Page 1 , 1b .1. Look at each picture in 1c.Tell what the person does on weekends .Check the Ss orally.2. Make sure what they will hear and do .3. Read these adverbs and explain.4. Play the tape twice .Write the letters on the line.SB Page 2 , 2a & 2b .1. read the activities and the answers of “how often” first .2. Practise reading .3. In 2a we should know the activities you hear .In 2b we should know the answers of how often he does the activities.4. Play the tape for a first time .Ss only listen .5. Play the tape a second time .Ss do 2a .
教 案 正 文 随堂记录
6. Play the tape a third time .Check the answers .7. Play the tape .Ss do 2b .8. Check the answers .In this part ,we should pay attention to how often引起的特殊疑问句及回答.Step 4 Post-taskSB Page 2 , 2c .1. Focus on the conversation .2. Practice reading .3. Read the activities in the left box .4. Fill in the chart .5. Pairwork: Make conversations .
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Period 2Teaching procedures :Step 1 Leading-in1. Greetings2. Drills:T: What do you usually do on weekends ?S1: I usually play soccer .T: How often do you play soccer ?S1: I play soccer twice a week .T: How often does he play soccer ?The other Ss: He plays soccer twice a week .Repeat for three times .Step 2 Pre-taskSB Page 2 ,Grammar Focus .1. Review the grammar box .Ss say the questions and answers .2. Practise reading .Step 3 While-taskSB Page 3 , Part 3 .
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1. Call attention to the survey .Make sure the Ss understand the chart .T: What activity do ninety-five percent of Green High students do every day ?Ss answer .If necessary , give them help .2. Review the information in the green box with Ss .3. Read the article first by the Ss .4. Read it to the class .5. Look at the survey and fill in the blanks in the article .6. Finish the activity individually .7. Check the answers .8. Practise reading .Step 4 Post-taskSB Page 3,Part 4 .1. T: What can you do to improve your English ?(e.g. read English books, practice reading and speaking ) How often do you ?2. Think of more things you can do to improve your English and write them here .
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3. Ask several Ss each question .4. See: Who is the best English students in the class Homework:Revise the new words .
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Period 3Teaching procedures :Step 1 Leading in1. Greetings & free talk .2. Practise reading the article in Page 3.3. Check the homework.Step 2 Pre-taskSB Page4 , 1a .1. Point out the five phrases .2. Ss read after the teacher .3. Make sure the Ss understand what do they mean .4. Call attention to the pictures .Say something about the pictures .5. Match the words with the pictures .6. Check the answers .7. Practice reading .Step 3 While-taskSB Page 4 , 1b .1.pay attention to the conversation in the box on the right .
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2. Read it to the class .3. Explain : “be good for” means :有益于…，对…有好处.4. Pairwork. Choose a new partner .Use the words in Activity 1a to make conversations .5. Share the students’ conversations.SB Page 4 ,2a&2b .1. T : Now you will hear a reporter interview two people ,Katrina & Bill .Read the two names for the Ss. In 2a ,we’ll know who is healthy , Bill or Katrina ?2. Read the questions in 2a .3. Listen to the tape carefully twice .Circle “yes” , “no” or “I don’t know” in the chart .4. Before we check the answers in 2a,we’ll read through the questions in 2b .Pay attention to Katrina’s and Bill’s answers .5. Play the tape again .This time ,if we have heard one questions and we have a pause .Make sure Katrina’s and Bill’s answer.
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6. From the answers in 2b ,we can tell who is healthy Bill or Katrina ?Step 4 Post-taskRole-play .Groupwork .Divide the Ss into groups of three .S1 is interview,S2 is Katrina ,S3 is Bill .S1: How often do you exercise ?S2: I exercise every day .S3: … .With the help of 2b .Homework 请同学们用2b里面的问题调查你熟悉的两位同学，写出答案并做比较.
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Unit 2 What’s the matter ?Teaching goals: 1. 词汇.让学生熟记这些单词，能够很熟练地指出表示身体部位的某些单词.2. 能够用所学的单词谈论身体并且能给出中肯的建议.3. 通过听力练习，争取能够提高学生的听力能力.4. 文化欣赏，中国文化.Important and difficult points:1. words .2. How to talk about the health and give the advice .Period 1Teaching procedures:Step 1 Leading in1.T :How many parts of the body can you name ?What’s this ?(head , mouth etc.)Today we’ll learn some parts of the body .2.This is my head .Oh ,I have a headache .Step 2 Pre-task1.Read the new words by the Ss first .
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2. Then check the Ss if they can read the new words by themselves correctly .if there is a mistakes ,correct .3. Practice reading the new words .Give them 6 minutes .4. Have a competition between boys and girls .Write the words you remembered just now on the blackboard .5. Page7,1a.Do this part by the Ss first. Write the correct letter after the name of each body part on the list .6. Check the answers .7. Play a game .All the Ss close your books ,we’ll have a instructor to say :Touch your nose /head /right ear … .Let’s see which student do it correctly and quickly .First all the Ss do this game .Then have competitions between boys and girls .5 boys and 5girls to the front to do what the instructor said .if you are wrong ,please go back to your seats ,the last one who stands at the front is the winner .Step 3 While-taskSB Page 7, 1b .Listen and check the answers .SB Page 7,1c .Work in pairs and act out .
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SB Page 8, 2a .1. Point out the eight items in this activity .Read the item to the class .Ss repeat .2. There are different conversations .Listen carefully . people are talking about health problems they have and getting advice .3. Match the problems with the advice .4. Play the tape twice .5. Check the answers .Step 4 Post-task 同桌之间设计一个医生与病人之间的对话.Step 5 Homework 1. Remember the name of your body part .2. Write conversations between the doctor and the patient .
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Period 2Teaching procedures :Step 1 Leading in 1. Free talk .2. Revise playing the game .3. Practice reading the dialogues .Step 2 Pre-task SB Page 8, 2b .1. Pay attention to the four pictures .Each of these pictures illustrates one of the conversations .2. Play the tape ,write the missing words on the blank lines .3. Play the tape again and check the answers .4. Pairwork .Practice reading the dialogues in the pictures .Take turns having the problem and giving the advice .5. Practice reading the dialogue in 2c ,and make their onw conversations .6. Act out the dialogue .
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Step 3 While-taskSB Page 9, 3a .1. Point out the picture and ask Ss to describe it .(There is a boy sitting on a bench .He’s sick .A teacher is talking to him )2. Pay attention to the dialogue and the blanks in the dialogue .3. Fill in the blanks in the conversation .4. Go over the answers.5. Practice reading the dialogue with a student, then work in pairs .Step 4 Post-taskSB Page 9 , 3b .1. Look at the picture with activity .A: What’s the matter ?B: I’m not feeling well . I have a toothache /fever/sore throat /sore back .2. Pairwork.Make your own dialogues setting 3a as an example .
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3. Act out the dialogue .Ask some pairs to come to the front to act out their onw dialogues .SB Page 9, Part 4.1. Read the instructions and demonstrate what a “mime” is .2. Read the dialogue by the Ss .3. Ask a student to come to the front and mime an illness ,the other Ss guess what the illness is .4. Ask one student to give advice .5. Give several students an opportunity to come to the front and mime an illness .Step 5 Homework 1. When you had some problems.please remember what the doctor said .2. Remember the new words .
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Period 3Teaching procedures :Step 1 Leading in1. Free talk .2. Play the game :One student mimes an illness , the other students guess the illness and give advice .What’s the matter? Do you have a sore throat ?Step 2 Pre-taskSB Page 10 ,1a .1. Look at the picture .Point out the four new words and expressions .Say each word and ask Ss to repeat .2. The first picture .Explain something about it using one of the four words and expressions .3. Match the words with the pictures by the Ss .4. Check the answers .5. Practice reading and make sure the Ss understand the meaning of the words .Step 3 While-taskSB Page 10,1b .
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1. Read the four sentences ,Ss practice reading .2. Look at the picture and match each picture with advice.3. Check the answers .SB Page 10 ,2a & 2b .1. First ,make sure the Ss understand what they will hear .2. Then read the four names 3. Listen and write the problems on the bland lines .If possible ,write what each person “should” and “shouldn’t” do for their problem.4. Check the answers .Step 4 Post-taskSB Page 10,2c .1. Ask two students to read the conversation to the class .2. Pairwork .Make conversations with your partner .3. Act out the conversations for the class .4. Write two dialogues in the exercise book .SB Page 11, 3a &3b .1.3a .Read the article and underline the things you should do . Check the answers .
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2.3b .Let the Ss read the paragraph and fill in the blanks .Check the answers .SB Page 11 ,Part 4.Play the game Step 5 Selfcheck SB Page 12 ,Part 1 .1. Fill in the blanks on their own .2. Make your own sentences with the words .SB Page 12,Part 2.Read the letter .Make sure Ss can understand it .Step 6 Homework1. Remember the words in this unit .2. Do the exercises on Pages 6-8of the workbook .
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Unit 3 What are you doing for vacation ?Teaching goals :1. Words & phrases: babysit ,get back , fishing , rent , think about , decide(on) , tourist etc.2. How to talk about future plans .3. 现在进行时表示将来计划或行动.4. 特殊疑问句（where , when , how long引导）Important and difficult points :Drills :What are you doing for vacation ? I’m watching TV . When are you going ? I’m going … . How long are you staying ? We’re staying for five days .Teaching aids : cards and a tape ,a large wall calendar .Period 1Teaching procedures :Step 1 Leading in
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1. Free talk .2. Put up the wall calendar .T: I’m staying home on Saturday (pointing to next Saturday ). Ss repeat . Ss: I’m staying home on Saturday . T: OK. Today we’ll learn how to talk about future plans.Step 2 Pre-taskSB Page 13 , 1a .1. Look at the picture carefully and tell what you see in the picture .2. Write the activities from the pictures in the box and add some more .3. Practice reading .Step 3 While-task 1. Using the activities we write in 1a to make conversations .For example :What are you doing for vacation ? I’m visiting my uncle .2. Pairwork .Practice in pairs .
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3. 用第三人称练习对话.4. Groupwork . Divide the Ss into groups of four or five .Make conversations .5. Listening Page 13,1b. Check the answers .SB Page 14 ,2a & 2b .1. First ,read the names of the people .2. Play the recording and let Ss fill in the chart .3. Check the answers .Step 4 Post-task SB Page 14,2c .Read the conversations first .Groupwork and fill in the chart .Step 5 Homework1. 如果没填完上面的表格回去接着做完.2. 记单词.
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Period 2Teaching procedures :Step 1 Leading in 1. Free talk .2. Revise : Make conversations with the setences what are you doing for vacation ?When are you going ?Who are you going with?Step 2 Pre-taskSB Page 14,Grammar focus .1. Call attention to the sentences together .Read them by the Ss .Ask a student to say the question using the word he and then again using a boy’s name .2. Do in the same way with “she” and a girl’s name.Step 3 While-taskSB Page 15, 3a .1. Read the conversation by the Ss and practice reading .2. Listen and fill in the chart .3. Check the answers .SB Page 15, 3b .
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1. Look at the conversation in the box .2. Practice reading .3. Pairwork . Make conversations using the information in 3b .4. Act out your conversations .Step 4 Post-task Vacation Dreams .Imagine your dream vacation .Write something on a piece of paper using what we learnt .Share the dreams .Step 5 HomeworkWrite 2 conversations about 3b in the exercise books .If you don’t finish your dream writing, do it at home .
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Period 3Teaching procedures :Step 1 Leading in 1. Free talk .2. Check the homework :Ask one or two Ss to say something about their dream vacation .并给出全适的评价.Step 2 Pre-taskSB Page 16, 1a .1. Say each phrase and ask Ss to repeat .2. Call attention to the pictures .Say something about the pictures .Match each phrase with a picture .3. Check the answers .Step 3 While task1. Make conversation. Work with your partner .Talk about what you would like to do on vacation .2. Share their conversations.SB Page 16 , 2a&2b .1.Read the reporter’s questions together .
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2. Play the recording and check the answers .Step 4 Post-task 1. Find a new partner . Student A is the reporter .Student B is He Yu . A interview B . 2. Read the conversation in 2c and with the help of the listening .Step 5 Homework 1. Remember the new words .2. Write the conversations about your interview .
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Period 4Teaching procedures :Step 1 Leading in1. Greetings .2. Make an interview with a student .Step 2 Pre-taskSB Page 17 ,Part 4 .T: What are you doing this weekend ?1. Ask each other ,write down their answers .2. One student to present his /her exercise .Step 3 While-task SB Page 17 , 3a .1. Read the article about Ben Lambert’s vacation plans by the Ss .Tick out the new words .2. Read the article to the class .3. Explain the new words .4. Play the tape .Ss listen and repeat .5. Point out the five numbered pictures .Ss identify the items .
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6. Check the answers .7. Play the tape again .Practice reading .SB Page 17, 3b .T: This is an article about Julia’s vacation plans .Call attention to the blanks in the paragraph .Read the paragraph to the class ,saying blank each time when we come to a bland line .Read the paragraph and fill in the blanks .Step 4 Post-taskSB Page 17 , 3c .T: We read about Julia’s vacation and Ben’s vacation .If you are a famous singer or football player ,What are your vacation plans ?Write about your vacation plans .Give them help if they need .Step 5 Homework Complete the Selfcheck .
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Unit 4 How do you get to school?Teaching goals :1. Words & phrases: get to , how far , bicycle , subway , minute , mile , bus stop .2. Talk about how to get to places (谈论出行方式)take the bus /subway /train /taxi , ride a bike /walk .3. how引导的特殊疑问句，表示乘坐何种交通工具的方式.how far ,how long 引导的特殊疑问句.4. 复习基数词及时间的表示方法.5. 了解中外文化的差异.Important and difficult points :1. how /how far /how long 引导的特殊疑问句.2. 乘坐交通工具的表示方法.3. It takes /will take/took sb some time to do sth .Teaching aids: cards and a tape-recorder .Period 1Teaching procedures :Step 1 Leading in1.Greetings and free talk .
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3. T: How do we get to school ? Some students walk ,some students take the bus ,some students ride a bike .Does anyone take the subway ? No , we have no subway .OK ,today we will learn Unit 4 .Explain : get to Step 2 While-task SB Page19 ,1a&1c .1. Write down how you get to school .2. Look at the picture .Write down how the students get to school.3. Make dialogues with the phrases .4. Groupwork: Divide the students into groups of three or four .Practice reading the dialogues.5. Act out their dialogues .SB Page 19 , 1b .Listening 1. Make sure the Ss know what ot do .Give them an example orally if possible .2. Read the names .3. Play the tape and check the answers .
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SB Page 20 , 2a&2b .1. Revise the numbers .2. Teach the new word :minute .3. Play the tape for the students to finish 2a&2b .Then play again and check the answers .Step 3 Post-taskIf there is time ,make conversations .Step 4 Homework用对话的形式告诉老师你是怎么到达学校并需要多长时间，then please tell me how you get to school and how long it takes .
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Period 2Teaching procedures :Step 1 Leading in 1. Greetings .2. Check the homework .3. Go over the dialogue in Page20 ,2c .Step 2 Pre-taskSB Page 20 ,Grammar focus .1. Review the grammar box .Ask students to say the statements and responses .2. Practice reading .3. Explain the usage of “take” in “take the train” and “take sb some time to do sth” .Step 3 While-taskSB Page 21,3a .1. Pay attention to the speech bubbles .Read the questions .2. Read the passage by the Ss. Find the answers to the questions and write the answers on the lines .
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3. Check the answers .SB Page 21, 3b .1. Show Ss the example in the box .Two students read it to the class .2. Pairwork: Make your own conversations using the information in the left box.3. Ask some pairs to present the conversations to the classStep 4 Post-taskSB Page 21 ,Part 4 .Groupwork.Divide the Ss into groups of three .In each group ,one is A,who look at Page 21.One is B,who look at Page 85,the other is C,who look at Page 86 .Fill in the blanks .The group who fill in the blanks first wins .Step 5 HomeworkWrite two conversations in 3b in the exercise books .
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Period 3Teaching procedures :Step 1 Leading in1. Greetings and free talk .2. Check the homework.3. Go over the passage in 3a Page 21 .Step 2 Pre-task SB Page 22 ,1a .1. Say the four new phrases and Ss repeat .2. Match the words with the pictures .3. Check the answers .Step 3 While-taskSB Page 22,2a&2b .1. Play the tape for the students to finish them .2. Point out the two sets of pictures with a blank line in front of each .3. Check the answers .SB Page 22, 2c .Talk about how Nina gets to school .Step 4 Post-task
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SB Page 23, 3a .1. Read the instructions to the class and read through the statements abut the article .2. Read the article again by the Ss .Write if the statements are true or false in your exercise books.3. Do the activity individually and check the answers .SB Page 23 ,3b .Read the article and fill in the blanks .Check the answers.Selfcheck Part 2 .1. Look at the picture .Make sure what the people in the picture doing .2. Finish the conversation .3. Practice reading .Step 5 Homework1. Write a newspaper article .2. Go over this unit .
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Unit 5 Can you come to my party ?Period 1Teaching contents :Section A:1a , 1b ,1c ,2a ,2b.Teaching goals :1. vocabubary: lesson , hey , baseball game ,test , piano , guitar , aunt , concert , party .2. Patterns: Can you come to my party ?z Sure, I’d love to . Sorry ,I can’t . I have to … .3. 能力目标:学会邀请别人以及回答的方式.4. 情感目标:培养学生礼貌用语的习惯.Teaching procedures :Step 1 leading in Play the song : Happy birthday .Say ,today it’s Meimei’s birthday .She wants to invite you to her birthday party .Can you tell me what she should say ?Ask students to say .
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Step 2 Pre-taskPage 25 ,1a ,1b .Ask ,Can you come to my party ?Ask some students to answer .Ask the students who say I can’t go to say why .Call attention to the words in Activity 1a. Read together .Say ,look at the picture .Ask Ss to tell what they see in each scene .Match the words with the picture and check the answers .Say ,now listen to the recording .Write the name of each person next to his or her picture .Play the recording .Ask Ss to complete the activity individually .Correct the answers .Step 3 While-taskSB Page25 , 1c.Point to the example in the box .Ask Ss to do a practice with partners .Ask some groups to act .Game:
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One student invite some students to his/her party .The other students answer .SB Page 26, 2a .Point to the five sentences .Say ,listen to each conversation and then circle the word that makes the sentences correct .Play the recording .Check the answers .SB Page 26 ,2b .Call attention to the five sentences in activity 2a ,ask a student to read these sentences to the class saying the correct word “can” or “can’t” .Say ,now listen to the recording again .Write the number of the conversation (1 through 3) in front of the reasons .Play the recording .Write down these answers .Check the answers .Step 4 Post-taskSB Page 26 ,2c .Call attention to the points listed in activity 2b .
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Ask students to make their own conversation like the example .As students work ,move around the room and monitor .Ask some students to present their dialogue .Step 5 HomeworkPractice :Invite your friends to come to your party .Write down their answers .
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Period 2Teaching contents :Section A Grammar focus , 3a , 3b , 4 .Teaching goals :1. vocabulary : whom , start , join , practice , math test , mall , calendar .2. Patterns : Can you go to the mall this week ? Can she/he/they go to movies ?3. 能力目标:学会写请贴，会制做日程表.4. 情感目标:学会人际交往的基本常识.Teaching procedures :Step 1 Leading in Ask :How many people did you invite yesterday ?What did they say ?Ask one student to show his answer .Step 2 Pre-taskSB Page 26 , Grammar focus .Review the grammar box .Ask Ss to say the questions and answers .
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Talk about the two ways people give reasons for saying no to an invitation .Call attention to “has to” and “have to” ,under the words write “I’m ing , and she’s ing .”Step 3 While-taskSB Page 27 , 3a .Call attention to the invitation .Ask questions about it .eg.What kind of invitation is it ?Call attention to the dialogue .Ask a pair of students to read it to the class ,saying blank each time they come to a blank line .Ask students to fill in the blanks according to the invitation .Check the answers .SB Page 27 , 3b .Ask two students to act the conversation you just completed .Call attention to the blank invitation card .Complete this card .
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Ask some pairs to present their conversations to the class .Step 4 Post-task SB Page 27 ,Part 4 .Read the instructions for this activity to the class .Read the dialogue with a student .Point out Eliza’s calendar on page 27 and Lu Qing’s calendar on Page 87.Ask students to make conversations.Discuss the answer with the class .Step 5 Homework1. Make your own calendar .2. Make an invitation .
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Period 3Teaching contents: Section A 1a,1b,1c,2a,2b,2c.Teaching goals:1. vocabulary:Sunday ,Monday ,Tuesday ,Wednesday , Thursday ,Friday ,Saturday ,tomorrow .2. Pattern: Can you play tennis with me ? What’s today ?3. 能力目标:能训练地用英语和别人进行交际.Teaching aids :Step 1 Leading inAsk the student who is on duty to say something to the class .Step 2 Pre-taskSB Page 28 ,1a , 1b .Show the days of the week in a large monthly calendar .Point out the days of the week at the top of the calendar and ask a student to read these words aloud .Ask a student to point out today’s date ,tomorrow’s date ,the day after tomorrow’s date and yesterday’s date .
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Complete activity 1a ,check the answer .Ask students to write the words today ,tomorrow , yesterday and the day after tomorrow in the correct spaces on the calendars in their books .Step 3 While-task SB Page 28, 1c .Call attention to the example in the box .Ask two students to read it to the class .Ask Ss to work in pairs .Ask :What do you want to do on Monday , Tuesday … ?Write down your answers .Make some conversations with your partner .Ask some Ss to present their conversations .SB Page 28, 2a, 2b .Point to the picture .Listen to the conversation .Can Vince play tennis with Andy ?Circle “yes” or “no” .Play the recording .Ask what can Vince do today .Pay attention to the list of five activities ,and the three
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lettered words .Point out the sample answer ,say, Number 1 is b ,that means that Vince is playing soccer tomorrow .Play the recording .Correct the answers .Step 4 Post-taskSB Page 28, 2c .Help student find partners .Say ,one student is Andy ,the other is Vince .Ask the pairs to practice for a few minutes like the example.Ask some pairs to present their conversation .
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Period 4Teaching contents :Section B 3a, 3b ,3c ,4, selfcheck .Teaching goals :1. vocabulary: e-mail message , invitation , science , match ,whole ,come over to ,till 2. Patterns: Thank you for your invitation. I’m sorry I can’t . I have to … .3. 能力目标:学会以“邀请”为主题的书面表达形式，弄懂E-mail 的写作法.4. 情感目标:理解“义务”涵义.Teaching aids : tape , tape-recorder , cards .Teaching procedures:Step 1 Leading inShow an article to the class .Say ,this is a e-mail message .Call attention to the form .Read the article individually .Step 2 Pre-taskSB Page 29 ,3a .
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Say ,there is another e-mail message .Ask a student to read it to the class .Call attention to the blank calendar .Say ,Now read it again .Then complete Sonia’s calendar .Check the answers .Step 3 While-task SB Page 29 ,3b .Point out the e-mail message .Ask a student to read it aloud .Say ,Fill in the blanks in the e-mail message ,use “I’m+verb+ing” or “I have to +verb”.Ask students to complete the activity on their own .Ask some Ss to present the answers to the class .SB Page 29 ,3c .Say ,now write your own e-mail message to a friend .say why you can’t visit next week , give some reasons you wish .As Ss work ,move around the room monitoring their work.Ask some Ss to read their message to the class .
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Step 4 Post-task SB Page 29 ,Part 4 .Read the instruction to the class.Complete the calendar on Page 88 .Say ,now go around the class .Ask Ss if they can come to your party at the time you are free .Step 5 ExerciseSelfcheckThen ask some students to present their answers .Check the answers .
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Unit 6 I’m more outgoing than my sister .Period 1Teaching contents : Section A 1a , 1b, 1c ,2a ,2b ,2c .Teaching goals :1. vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin .2. Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ?3. 能力目标:能对人物的外表进行描绘，个性进行比较.Teaching procedures:Step 1 Leading in Ask a student to introduce herself/himself .Step 2 Pre-task SB Page 31 , 1a .Show some pictures to Ss .Say ,They are stars .Ask Ss to tell what they see .Ask Ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on .
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Then ask Ss to repeat these sentences :Yao Ming is taller than Ronaldo .Step 3 While-taskSB Page 31 , 1c , 1b .Call attention to the picture .Point out the sample conversation in activity 1c .Say ,Now work with a partner .Make your own conversation about the twins .Ask several pairs to say one or more of their conversations .Then listen to the recording .Ask Ss to number the twins .Check the answers .SB Page 32 ,2a .Point out the two columns and read the headings :-er , -ier and more .Then point out the words in the box .Read .Say ,now listen and write the –er and –ier words in the first column and the words that use more in the second column .Play the recording and check the answers .
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SB Page 32 , 2b .Point out the picture and the two boxes with the headings Tina is and Tara is .Say ,listen to the recording .Write word in the boxes .The words are from the list in activity 2a .Play the recording and check the answers .Step 4 Post-task SB Page 32 , 2c .Point out the chart in activity 2c and on Page 89 . Say , Make your own conversations according to the information. Ask pairs to continue on their own .Correct the answers .Step 5 HomeworkHow are you and your sister /brother different ?Write down .
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Period 2Teaching contents: Grammar focus , 3a , 3b ,4 .Teaching procedures:Step 1 Leading inAsk ,How are you and your mother/father different ?Ask some Ss to answer .Step 2 Pre-task Grammar focus . Review the grammar box .Ask Ss to read the sentences to the class .Call attention to the word “funny”,circle “y” and say when a word ends in y ,change “y” to an “i” and add –er .Write the phrases “more athletic than” .Say,when you complete things using words with three or more syllables ,you use the word more .Practice : happy , outgoing , short , thin , good .Step 3 While-taskSB Page 33 , 3a .Call attention to the letter .Ask a student to read it to the class .Say, now read the article ,then answer the questions .
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Write if the statements are true ,or false ,or “don’t know” if you don’t know the answer .Check the answers .SB Page 33 , 3b .Say ,tell your partner about things that are the same and different between you and a member of your family or a friend .You can make a conversation like the example .Ask two Ss to read the sample conversation in the box .Have Ss work and ask some pairs to say their dialogues .Step 4 Post-taskRead the instruction to the class .Ask pairs of Ss how many same and different examples they found .Work in pairs and ask some pairs to read their lists .Step 5 HomeworkWrite down the same and different between you and a friend .
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Period 3Teaching contents : Section B 1a , 1b , 2a , 2b , 2c .Teaching procedures :Step 1 Leading in Show a maxim to Ss : A friend indeed is a friend in need .Ask ,What kind of things are important in a friend ?Step 2 Pre-task SB Page 34 , 1a .Read each description to the class and ask the Ss to repeat.What kind of things are important in a friend .Rank the things below 1-6 (1 is most important )Ask different Ss to copy the six phrases on the Bb .Then read the phrases together .Step 3 While-taskSB Page 34 , 1b .Say , Now make your own statements about friends using the phrases in activity 1a .Ask some Ss to tell the class what they look for in a friend .And say ,who is your best friend ?
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SB Page 34 , 2a .Play the recording and check the answers .SB Page 34 , 2b .Play the recording and check the answers .Step 4 Post-taskSB Page 34 , 2c .Say , Now work with your partner .Make a conversation using information in the chart .Ask several pairs to say their conversations to the class .Step 5 Homework 连词成句:1. Tom , Sam , intellectual , more , than , is .2. her sister , as … as . not, sports , at , good, is ,Liu Ying.3. me , same , as , the , friend , my , is .4. makes , laugh , a , me , good , I , think , friend .5. outgoing , are , both , we .
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Period 4Teaching procedures :Step 1 Leading in Greeting .Step 2 Pre-task SB Page 35 , 3b .Read the instruction to the class .Ask Ss to look at the chart on Page 34 .Ask a student to read the example to the class .Say ,now write your own sentences .Ask students who finish first to write sentences on the Bb.Ask some Ss to read the sentences ,each student read one sentence one by one .Step 3 While-task SB Page 35 , 3a .Read the instruction .Point out the sample answer .Say , Now read the article .Explain the words and sentences in your own words .Listen to the recording .
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Say ,Now read the article again .Underline all the words that describe what people are like .Check the answers .SB Page 35 ,3c .Ask Ss to choose a friend to write about .Ask Ss to try to tell the truth .Say ,Now finish the activity on your own .Ask some Ss to read their sentences to the class .Step 4 Post-taskSB Page 35 ,Part 4 .Write the names of two outgoing students on the Bb .Say ,Who do think should get the job , A or B ?Ask Ss to work in pairs .Ask some pairs who they thought should get the job and why .Step 5 Exercise Selfcheck .Ask Ss to work on their own .Check the answers .
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Unit 7 How do you make a banana smoothie ?Period 1Teaching contents :Section A 1a ,1b ,1c ,2a ,2b , 2c .Teaching goal :1. vocabulary :blender , yogurt , turn on , cut up , peel , pour , put into , ingredient , cinnamon , teaspoon , amount ,watermelon .2. Patterns: How do you make a banana smoothie ? How many bananas do we need ? How much cinnamon do we need ?3. 能力目标:学会使用how many 和how much 分别对可数名词和不可数名词的量提问.4. 情感目标:培养学生热爱劳动的习惯.Teaching aids : tape , tape-recorder , cards .Teaching procedures:Step 1 Leading inGreeting .Step 2 Pre-task
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SB Page 41 , 1a .Look at the picture .What can you see ?Point out the blank likes in the picture .Ask Ss to write the names of the actions .Choose the correct words .Ask Ss to fill in the blanks on their own .Check the answers .SB Page 41, 1b .Point out the actions in the picture and the list of actions in activity 1b .Play the recording and check the answers .Step 3 While-task SB Page 41 , 1c .Point out the instructions in activity 1b .Ask Ss to talk with a partner .SB Page 42 , 2a .Point out the two columns in the chart and read the headings .Say , Maria and Katie are talking about making fruit salad .Listen carefully .What do they need ?Write the names of the ingredients .
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Play the recording and check the answers .SB Page 42 , 2b .Say ,Now listen again .This time listen to the amout of each ingredient the girls talk about .Write the name of each ingredient next to the correct amount .Ask a student to read the amounts in the first column .Play the recording .Ss work .Check the answers .Step 4 Post-task SB Page 42 ,2c .Read the instruction for the activity .Point to the sample conversation .Ask two students to read the questions and answers to the class .Have Ss work in pairs .Ask some pairs to present their conversations .Step 5 Homework Make a banana smoothie or fruit salad with your friends .
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Period 2Teaching procedures :Step 1 Leading inGreeting .Ask two students to present their conversation about how to make a banana smoothie or fruit salad .Step 2 Pre-taskGrammar focus .Review the grammar box .Ask Ss to say the questions and answers .Write the words countable and uncountable on the Bb .Ask one or two students to explain what these words meanCall attention to the verb .Say , there are imperative sentences .Ask some students to say sentences like these .Step 3 While-taskSB Page 43 , 3a .Point out the picture and ask Ss what the boy and girl are doing .Point to the four words at the beginning of the activity .Ask Ss to number the words to show the order .Read the conversation .Ask Ss to complete it .
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Check the answers .Ask Ss to read the conversation with their partner .SB Page 43 , 3b .Point out the picture .Ask Ss to tell what is happening in each picture. Review the words :popcorn , popcorn popper ,salt , bowl .Ask a student to read the directions in the box .Ask Ss to work with partner ,then ask one or two students to tell the class how to make popcorn .Step 4 Post-taskSB Page 43 , Part 4 .Ask Ss to work in teams of three .Read the instructions. Ask Ss to work in pairs .Then ask some pairs to present their questions and answers to the rest of the class .Step 5 HomeworkWrite your own recipe about a sandwich .
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Period 3Teaching contents :Section B 1a , 1b , 2a , 2b , 2c .Teaching procedures :Step 1 Leading in Review how to make fruit salad .Ask Ss to answer .Step 2 Pre-task Say ,Let’s make a sandwich .Ask Ss that what ingredients they need .Ask two students to say and write the ingredients on the Bb .Then ask ,How do you make your favorite sandwich ?Ask one student to answer .Say , let’s make it together .Step 3 While-task SB Page 44 , 1a ,1b .Point to the sandwich ingredients in the picture .Say each word and ask Ss to repeat it .Read the instructions and point to the lines where Ss write the things they like in a sandwich .Students work .After that .Say, Now ask and answer .Point
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out the conversation in the box .Ask Ss to work with a partner .As Ss work ,move around the room monitoring .Ask some pairs to say their conversations to the class .SB Page 44 , 2a .Read the instructions to the class .Point to the foods in activity 1a .Play the tape the first time .Ss only listen .Play the tape again .Ss circle the words in activity 1a .Check the answers .SB Page 44 ,2b .Listen carefully and write the ingredients on the correct lines in the chart .Check the answers .Step 4 Post-taskSB Page 44 , 2c .Ss work in pairs .Ask several pairs to act out .Step 5 Homework Make a sandwich .
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Period 4Teaching contents :Section B 3a,3b ,3c , 4 , selfcheck .Teaching procedures :Step 1 Leading inAsk some students to show the sandwiches they made .Step 2 Pre-taskSB Page 45 , 3a .Read the instructions to the class .Have a student to read the recipe to the class .Point to the words vegetables ,meat and others in the chart .Point to the example answer .Say ,Now read the recipe and write the ingredients under the correct words in the chart .Check the answers .Step 3 While-task SB Page 45 , 3b .Read the instructions to the class .Read the recipe to the class .Say “blank” each time when coming to a blank line .Say ,Now write a word in each blank .Check the answers .
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SB Page 45 , 3c .Read the instructions to the class .Then ask students to write their recipes .As students work ,move around the room offering assistance as needed .Ask students to read their recipes to a partner .Ask some students to read their recipes to the class .Step 4 Post-task Selfcheck .Ask students to finish the work .Ask some students to present their answers to the class .Check the answers .Step 5 Homework SB Page 45 , Part 4 .Ask students to work with a partner .Tell your partner how to make a sandwich with the ingredients in your list .
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Unit 8 How was your school trip ?Teaching goals :1. words & phrases : shark , seal , ate , win , won , got , visitor , drive , at the end of .2. Use the past tense to talk about things .3. 掌握由there be 结构和行为动词构成的一般过去时.4. 掌握规则和不规则动词的过去时.Important and difficult points :How to use the past tense correctly .The form of the past tense .Teaching aids : card , picture and a tape recording .Period 1Teaching procedures :Step 1 Leading in Greeting : talk about something the Ss did last week .Step 2 Pre-task SB Page 47 , 1a , 1c .T: What did you do on your last school trip ?Look at the picture .Guess :What did Tina … do ?
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Pairwork : Did Tina buy a souvenir ? No , … .Step 3 While-taskSB Page 47 , 1b .Listen and check the answers .SB Page 48 , 2a , 2b .Play the recording and correct the answers.Step 4 Post-task SB Page 48 , 2c .Pairwork : Make conversations .Ask several students to present their conversations .Step 5 Conclusion Grammar focus .Review the grammar box .Ss say the questions and answers .Practice reading .
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Period 2Teaching procedures :Step 1 Leading in Greeting : talk about what last day off was like .Was it a good day off or a terrible day off ?Step 2 Pre-taskSB Page 50 , 1a , 1b .Look at the pictures .say something about the pictures .Point out the five phrases .Ss read after teacher .Make sure Ss understand what they should do .Rank them from 1-5 .Pay attention to the conversation in the box on the right .Read .Pairwork : make conversations .Share the students’ conversations .Step 3 While-taskSB Page 50 , 2a , 2b .Say , Now you will hear a conversation about what Tina and Tony did on their last day off .Point out the sample answer in 2a .
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Listen carefully twice .Fill in the chart.Read the sentences in 2b .Pay attention to who said these things .Play the tape again .Listen carefully .Check the answers .SB Page 49 , 3a .Ask one student to read the article .Ss read and work : correct the statements below .Listen to the recording .Read after it .Ask Ss to read together .Step 4 Post-task Pairwork: Make conversations with your partner using these phrases : Were there … ? Did you see … ? Did you go … ?Step 5 Homework Make up a story .
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Period 3Teaching procedures:Step 1 Leading in Free talk .Check the homework .Step 2 Pre-taskSB Page 51, Part 4 .Say ,Here are some photos of your last vacation .What did you do ?Ask and answer with your partner .Question like this : Did … ? What … ? Were there … ? Where … ? How was … ?Pairwork .Step 3 While-taskSB Page51 ,3a .Read the letter about the things Nick did by Ss .Explain the new words .Play the tape .Ss listen and repeat .Point to the number 1-5 .Point out the sample answer.
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Ss work .Then check the answers .Play the tape again .Practice reading .SB Page 51 , 3b .Say , Imagine you are Tony and you’ll give Nick a letter .Point out the letter .Read the letter to the class .saying blank each time when come to a blank line .Read the letter and fill in the blank .Ask one student to present the answers .Step 4 Post-task SB Page 51, 3c .Say :We read about the things Tony and Nick did .What did you do on your last day off .Let’s write a letter about them .Give them help if they need .Ss work .Step 5 HomeworkComplete the selfcheck .
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Unit 9 When was he born ?Teaching goals: 1. Learn to use “be born” to ask sb sth2. 掌握一般过去时态的以how long , when , where 等疑问词开头的特殊疑问句.3. 能用有关的形容词来描述人，并能用一般过去时来谈论熟知的、敬佩的人物.Period 1Teaching procedures :Step 1 Leading in Greeting .Ask Ss when they were born and which sports stars they like.Step 2 Pre-taskSB Page53,1a &1b.Ask Ss to make a list of international sports stars they know.Show some sports stars photos to Ss Ask :T: Who’s that ? S: That’s … .T:When was he born ? S: She was born in … .Pairwork :make conversations .
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Step 3 While-taskSB Page 53 , 1b .Look at the pictures .Read the names and the occupation .Make sure what Ss should do .Listen carefully.Complete the exercise .Check the answers.SB Page 53 , 2a & 2b .Point out the columns and read the headings to class .Explain the meaning of the words at the top of each column if necessary .Say ,this time fill in the information under How long .Play the recording,Ss complete activity 2b .Correct the answers .Step 4 Post-taskPoint to the chart in activity 2a .Point out the fill-in lines in the conversation in activity 2c .Show Ss how to do the activity .Ask Ss to work in pairs .Then make their own conversation .Correct the answers .Step 5 Homework Collect the information about sports stars.Then make cards .
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Period 2Teaching contents: Grammar focus , Section A 3a, 3b , 4a , 4b .Teaching procedures :Step 1 Leading in Revise the past tense .Step 2 Pre-taskSBPage54,Grammarfocus.AskSs to say the questions and responses .Answer the questions the Ss might have . Step 3 While-taskSB Pag3 55 , 3a .Ask Ss to point to the names in the chart below the article .Read the name to the class .Explain the word achievement .Divide the class into two groups -A and B .Have them continue filling in their own charts , on their own .SB Page 55 , 3b .After Ss have finished reading and filling their answers , ask Ss to work in pairs .Draw the chart on the Bb .Ask the Ss who finish first to write the answers in the chart .
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Correct the answers .Step 4 Post-taskSB Page 55 , 4a .Write this sample question on the Bb .Then ask two Ss to ask and answer these questions .Ask Ss to talk to several other Ss .Move around the room checking their progress .SB Page 55 , 4b .Ask Ss to tell the class what they learned about a student. Allow other Ss to ask questions if they don’t understand something another student says .Ask each student to read at least one statement from his chart .Step 5 Homework( 改错 )1. I went to the classroom , but no one were there .2. Last summer I go to HongKong .3. Lucy and Lily didn’t late for school last week .4. Did your friend bought a new watch yesterday ?
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Period 3Teaching contents : Section B 1a , 1b ,2a , 2b , 2c .Teaching procedures :Step 1 Revision Check the homework .Step 2 Pre-taskSB Page 56 , 1a .Write on the Bb the eight words at the top of the page .Ask a student to the names of the people in the pictures .Ask Ss to write one or two words from the list under each person’s picture .SB Page 56 , 1b .Ask several Ss to read the class the words they wrote under each picture .Say , Now work with a group .Make your own statements about the people in the pictures ,using the words you wrote in your book .Ask Ss to tell the class what they said about some of the people.Step 3 While-taskSB Page 56, 2a .
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Read the instructions and point out the words in the list in activity 1a .Play the recording .Ss listen and circle the words they hearCheck the answers.SB Page 56 , 2b .Point out the eight sentences .Ask two Ss to read them .Play the recording and have Ss write down the answers .Correct the answers .Step 4 Post-taskSB Page 56 , 2c .Ask two Ss to read the sample conversation .Have Ss work with a partner .Ask and answer questions using the sentences in activity 2b .Ask several pairs to say a conversation to the class.Step 5 HomeworkRemember the words learned in this class .
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Period 4Teaching contents: Section B 3a ,3b ,3c ,4 , selfcheck .Teaching procedures :Step 1 Leading inAsk some Ss some questions :When were you born ? When did you get to school yesterday ? etc .Step 2 Pre-taskSB Page 57, 3a .Ask Ss to read the phrases in the chart .Then have Ss to read the article on their own ,ask Ss to circle any words or phrases they don’t understand .Ask Ss to read to the class any words or phrases they circled .Write them on the Bb .Ask other Ss to explain what they mean .Ask Ss to read the article again and fill in the information in the chart .Correct the answers .Step 3 While-taskSB Page 57 , 3b .
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Ask Ss to use these sentences to start their articles .Ask Ss to use the article about Midori as an example .SB Page 57 , 3c .Read the instructions and ask Ss who they write about .Ask Ss to work on their own .When they finish,ask the Ss to read the article to a partner and to talk about the person in the article .Step 4 Post-taskSB Page 57 , Part 4 .Ask Ss to work in groups of four .Point out the sample conversation .Ask three Ss to read it to the class .Then ask Ss to work with their groups .Step 5 HomeworkGet Ss to finish the selfcheck on their own .
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Unit 10 I’m going to be a basketball player .Teaching contents: Section A 1a ,1b ,1c ,2a , 2b ,2c .Teaching goals:1. vocabulary :programmer ,engineer ,pilot ,professional2. Pattern: I am going to do sth .3. 能力目标:掌握一般将来时的用法.Important and difficult points : be going to 的用法.Teaching procedures :Step 1 Leading in 复习一般现在时表示计划、打算做某事的用法.Step 2 Pre –taskSB Page 59 , 1a .Read each of the words to the class .Teach the new words Have Ss complete activity 1a .Check the answers .SB Page 59 , 1b .Play the recording .Ss listen and write down the answers .Correct the answers .Step 3 While-taskSB Page 59,1c .In pairs ,Ss look at the jobs in activity
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1a and have conversations about these jobs .SB Page 60 , 2a .Point to the picture .Ask Ss to say what they see .Play the recording .Ss listen and write down the answers .Check the answers .SB Page 60 , 2b .Ask a student to read the sample question and sample answer to the class .Play the recording .Ask Ss to write their answers in the chart .Correct the answers .Step 4 Post-taskSB Page 60 , 2c .Ask two Ss to read the sample conversation to the class .Point to the questions and answers in activity 2b .Ask Ss to make conversation about Cheng Han .Ask several pairs to say their conversations to the class .Step 5 HomeworkPreview the grammar box .
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Period 2Teaching contents : Grammar focus,Section B 3a,3b,4.Teaching goals:1. vocabulary :sound like , fashion show , part-time , save , at the same time , hold , rich ,retire .2. 能力目标: 谈论未来自己与他人的理想职业及原因.Teaching procedures :Step 1 Leading inHave Ss make sentences with “be going to” .Step 2 Pre-taskSB Page 61, 3a .Call attention to the diary .Read the paragraph to the class.Then read the instructions to the class .Have them know what to do .Ask Ss to finish the activity on their own .Correct the answers .Step 3 While-taskSB Page 61 , 3b .Point to the questions .Say , Answer these questions .Tell the truth about your life .What do you plan to do ?
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As Ss write ,move around the room offering help if neededPoint out the sample conversation .Ask two Ss to read it to the class .Ss work in pairs .Ask some pairs to say their conversations to the class .Step 4 Post-taskSB Page 61 ,Part 4 .Write the year 2008 on the Bb .Ask the class why that is an important date for Beijing and China .(China is hosting the Olympic Games in 2008)Divide the class into small groups .Ask them to talk about what they are going to do for the Olympics and make a list.Step 5 HomeworkWrite the sentences in Part 4 on the exercise books .
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Period 3Teaching contents :Section B 1a , 1b , 2a , 2b , 2c .Teaching goals:1. vocabulary :resolution , instrument , fax .2. 能力目标:谈论为实现理想所做出的的打算和安排.Teaching procedures :Step 1 Leading inAsk some Ss to say the statement on their exercise books.Step 2 Pre-taskSB Page 62, 1a.Point to the resolutions and ask different Ss to explain in their own words what each one means .Point out the box next to each picture and ask some Ss to read the phrases .Ask Ss to match the phrases and pictures on their own .SB Page 62, 1b .Ask two Ss to read the sample conversation to the class .Then ask Ss to find partners to have a conversation .Ask several pairs to say their conversations to the class .Step 3 While-task
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SB Page 62, 2a .Read the instructions and point out the phrases in the list in activity 1a .Play the recording .Ss listen and circle the phrases on the list in activity 1a they hear .Check the answers .SB Page 62 , 2b .Play the recording .Ask Ss to write their answers on the blank lines after each person’s name .Ask three Ss to write one answer each on the Bb .Check the answers .Step 4 Post-taskSB Page 62, 2c .Ask two Ss to read the sample conversations .Then ask Ss to work with a partner .Step 5 HomeworkHave Ss write their resolutions on the exercise books .
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Period 4Teaching contents: Section B 3a,3b,3c,4 ,selfcheck.Teaching goals:1. vocabulary: reader , keep , fit , keep fit , build .2. 能力目标:学习制定未来一段时间的计划.Teaching procedures :Step 1 Leading inCheck homework.Step 2 Pre-taskSB Page 63 , 3a .Call attention to the magazine article .Ask a student to read it .Ask Ss to make a list of the New Year’s resolutions in this article .Check the answers.Step 3 While-taskSB Page 63, 3b .Have Ss turn back to Page 62 and call on some individuals to say each person’s name and what that person’s
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resolution was .Then ask some other Ss to tell how each person was going to make his or her resolution work .Point to the magazine article in activity 3a .Ask Ss to write an article like this one .Step 4 Post-taskSB Page 63 , 3c .Ask some Ss to tell the class about their New Year’s resolutions .Then ask Ss to write about their resolutions on their own .SB Page 63 , Part 4 . Divide Ss into small groups to do the activity .Ask some groups to write their plans on the Bb .Step 5 SelfcheckAsk Ss to finish the selfcheck on their own .Step 6 HomeworkWrite the article in activity 3c on the exercise books .
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Unit 11 Could you please clean your room ?Period 1Teaching contents: Section A 1a ,1b ,1c ,2a ,2b ,2c .Teaching goals :1. vocabulary : trash , chore , do chores , dish , sweep , fold , hate , meeting .2. patterns : Could you please + do sth ? Could you + do sth ?3. 能力目标:学习有礼貌地提出请求.Important and difficult points :请求允许做某事.Teaching procedures :Step 1 Leading in Greetings .Step 2 Pre-taskTeach the new words .Step 3 While-taskSB Page65,1a & 1b.Point to the items and ask someone to read the each one to the class . Play the
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recording and let Ss fill in the chart .Check the answers .SB Page 65 , 1c .Point out the sample conversation in activity 1c .Ask two Ss to read it to the class .Have Ss work in pairs .Step 4 Post-taskSB Page 66 , 2a & 2b .First point to the chart in activity 2a and get Ss to know what to do ,then play the recording and ask Ss to check “yes” or “no” .Correct the answers .Do with activity 2b in the same way .Step 5 Pairwork SB Page 66 , 2c .Ss work in pairs , then ask some pairs to act out their conversations .Step 6 HomeworkIn pairs make a conversation using “Could you please …?Could you … ?”.
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Period 2Teaching contents:Section A Grammar focus,3a ,3b,4 .Teaching goals :1. Vocabulary :work on , laundry , do the laundry , wash .2. Master and use : I like doing sth because … . I don’t doing sth because … .3.情感态度目标:教育学生在人际交往中要有礼貌.Teaching procedures :Step 1 Leading inRevise the pattern : Could you please … ? Could you … ?Step 2 Pre-taskSB Page 66 , Grmmar focus .Ask Ss to say the questions and answers .Explain :the questions use the word could and the answers use the words can and can’t .Step 3 While-taskSB Page 67 , 3a .Read the conversation to class with a student .Say blank every time you come to a blank .Ask Ss to fill in each blank with the work make or do .Correct the answers .
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SB Page 67 , 3b .Ask two Ss to read the sample phrases . Say ,Now write a list of chores you have to do ,you can use the list of chores in 1a .Ask a student to say the name of a chore .Then ask another student to say I like or I don’t like .Then ask a third student to give a reason .Step 4 Post-taskSB Page 67 , Part 4 .In groups of five , give each group a set of blank cards .Ask Ss in each group to write one core onto a card .In turns , one student turns over a card and asks the person next to him to do the chore , that person must say no and give a reason .Step 5 Homework Make some sentences with “I like doing sth because … .” or “I don’t like doing sth because … .”
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Period 3Teaching contents :Section B 1a ,1b,2a,2b,2c.Teaching goals :1. vocabulary: snack ,borrow ,invite ,disagree ,teenager2. 能力目标:熟悉并能灵活运用Could you (please)… ?Teaching procedures :Step 1 Leading inAsk some Ss with questions :Could you please … ? Could you … ?Step 2 Pre-taskSB Page 68 ,1a . Say , Look at the items on the list ,ask Ss to complete the writing on their own .Correct the answers .Step 3 While-taskSB Page 68, 1b . Read the instructions and point out the sample conversation.Ask Ss to work with a partner and make their own conversations about the items in activity 1a .Call several pairs to say one or more of their conversations
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to the class .SB Page 68, 2a & 2b . Read the instructions and have Ss know what to do .Play the recording and ask Ss to write their answer on their own .Ask two Ss to write their answers on the Bb .Correct the answers.Step 4 Post-taskSB Page 68, 2c . Point out the sample conversation and ask two Ss to read it to the class .Then point to the phrases in the box .Ask Ss to ask and answer with a partner .Ask several pairs to say their questions and answers to the class .Correct any incorrect questions or answers .Step 5 Homework 英汉互译: 1.洗餐具 2.处理琐事，干家务3.购物 4.take out the trash 5.make the bed 6.fold your clothes
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Period 4Teaching contents:Section B 3a, 3b , 3c, 4 , Selfcheck .Teaching goals :1. vocabulary :take care of ,feed ,mine ,weren’t=were not2. 能力目标:学习写留言条以请求他帮助.Important and difficult points : 留言条的书写.Teaching procedures :Step 1 Leading inAsk Ss to translate some Chinese phrases .Step 2 Pre-taskSB Page 69 , 3a . Read the instructions and have Ss know what to do .Ask Ss to read the letter on their own and complete the chart .Ask two Ss to write their answers on the Bb .Correct the answers .Step 3 While-taskSB Page 69 , 3b .Ask a student to read the beginning of the e-mail message.
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Have Ss finish the message .Tell them they can look at theChart in activity 2b for ideas .Ask some Ss to read their message to the class.SB Page 69 , 3c .Ask Ss to finish the e-mail message on their own and call some Ss to read their messages to the class .Step 4 Post-taskSB Page 69 , Part 4 .Point out the sample conversation and read the instructions to have Ss know what to do .Divide Ss into groups of three and ask them to make conversations .Ask several groups to say their conversations to the class .Step 5 Homework Finish the selfcheck .
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Unit 12 What’s the best radio station ?Period 1Teaching contents: Section A 1a ,1b ,1c ,2a ,2b , 2c .Teaching goals :1. vocabulary: comfortable , seat , screen , close , close to , quality , theater , cinema , radio , radio station .2. 能力目标:掌握一些形容词的比较级和最高级.Difficult points : 特殊形容词的比较级和最高级.Teaching procedures :Step 1 Leading in Revise the comparative forms and superlative forms of some adjectives .Step 2 Pre-taskSB Page 71 , 1a . Ask Ss to explain what the word or phrases means in their own words .Then ask Ss to decide which of the things are important or unimportant .Step 3 While-taskSB Page 71 ,1b .Ask some Ss to read the sentences,then
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play the recording .Correct the answers .SB Page 71, 1c . Ask Ss to make a list of real movie theaters they know .In pairs ,Ss read the conversation in the box ,then get them to make their own conversations according to the list of real movie theaters .Step 4 Post-taskSB Page 72, 2a & 2b . Ask some Ss to read the phrases and sentences .Play the recording ,Ss listen and write down their answers .Check the answers .Step 5 Role play SB Page 72 , 2c . Have Ss work in pairs .Check the progress and offering help as needed .Ask some pairs to say their conversations to the class.Step 6 HomeworkPreview the grammar box .
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Period 2Teaching contents :Grammar focus, Section A 3a,3b,4.Teaching goals :1. vocabulary :teen ,bargain , delight , by bus .2. 能力目标:学习进行简单的比较并表达自己的好恶.Teaching procedures:Step 1 Leading inAsk a student to say something about the comparative and superlative forms of adjectives .Step 2 Pre-taskSB Page 72, Grammar focus .Ask a student to read the sentences to the class .Say ,these sentences show different grammar points .Explain the two grammar points .Answer questions the Ss might have .Step 3 While-taskSB page 73 , 3a .Point to the chart .Ask Ss what they will write in the chart.Ask Ss to read the article on their own .
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Ask Ss to read the article again and complete the chart on their own .Correct the answers .SB Page 73,3b . Point out the sample conversation and ask two Ss to read it to the class .Ask Ss to say the names of stores in your town and write the names on the Bb .Step 4 Post-taskSB Page 73, Part 4 .Ask the class for the names of three places to have lunch near the school and write them on the Bb .Divide the class into small groups .Ask them to choose three restaurants and fill in the chart .Step 5 Homework写出下列单词的比较级和最高级：happy , late , good , bad , beautiful , heavy , big , wet , small , much .
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Period 3Teaching contents :Section B 1a , 1b, 2a , 2b , 2c .Teaching goals :vocabulary: positive , negative , dull , performerTeaching procedures :Step 1 Leading inCheck the homework.Step 2 Pre-taskSB Page 74, 1a .Point to the sample answer in the chart and ask a student to read the pair of words to the class.Ask Ss to complete activity 1a on their own .Correct the answers .SB Page 74 , 1b .Explain that positive words are words that you can use to say good things about people ,ask Ss to say only good things about people as they talk with partner .Ss work in pairs to talk about the people they know .Ask several Ss to say their sentences to the class .
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Step 3 While-taskSB Page 74 , 2a .Ask Ss what a “talent show” is and ask Ss to tell what people do at talent show .Point to the five pictures .Ask different Ss to say what the people are doing in each picture .Play the recording .Ss listen and write the correct name .Check the answers .SB Page 74 , 2b .Play the recording and ask Ss to write what different people say about the performers .Correct the answers .Step 4 Post-taskSB Page 74 ,2c .Ask two Ss to read the sample conversation to the class .Then Ss work in pairs .Step 5 HomeworkAsk Ss to write their questions and answers in activity 2c on the exercise books .
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九年级英语上 unit 8 section A-2(人教新目标)
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