Lesson 53-（精選14篇）
Lesson 53- 篇1
Teaching Objectives: Develop the skill of speaking: an interview
Properties: Maps, Pictures of Xinjiang and Tibet
Language Focus: go back in a hurry.
Teaching Procedures:
I. Revision
Check retelling given as homework last time
II. Leading - in
Have you ever been to Tibet or Xinjiang? Show pictures of the two places and ask the Ss to say sth. from their own knowledge. Tell Ss Erik has been there.
III. Practice
1. Ask the Ss to do the match exercise by themselves.
2. Check the answer
3. Pairwork: practise the interview between Li Weiyin and Erik.
4. Act out the interview.
IV. Practice
1. Interview Erik and Elsa. Ask one group of Ss to be interviewers and prepare interview possible questions. The other Ss are Erik and Elsa. They should be ready for being interviewed.
2. Act out the interview.
V. Exercise in class
Reorder the following sentences.
1. Erik went to Xinjiang by train.
2. He liked Tulufan best.
3. He went back to Sweden.
4. The people of Tulufan are friendly, and their music and dancing are beautiful.
5. Erik went to Tibet.
Key: l 2 4 5 3
VI. Homework
1. Writing; Interview Erik and Elsa
2.Wb
VII. The design of the blackboard
Did you visit any other part of China?
What did you see there?
I wasn’t in a hurry.
Lesson 53- 篇2
Teaching Objectives：
Go on learning the simple past tense and enable Ss to remember the past form of regular and some irregular verbs.
Talk something about robots.
Properties: Tape recorder, multi-media computer
Language Focus: go on a trip robot start doing finish doing
Teaching Procedures：
I. Revision
1. Suppose a student were the businessman in Lesson32, say something about himself.
2. Dictate the words in Unit 8.
II. Leading - in
1. In the nowadays world, science and technology are developing faster and faster.
Can you say some latest and most sophisticated technology?
Have you ever imagined that one day a memory robot can be taken with you and do many things for you? What can they do?
2. (With the help of multi-media) show some pictures of robots if possible.
III. Presentation
1. Today, we’ll meet Mr. Mott, his wife Susan and his memory robot. You’ll see what the memory robot can do for Mr. Mott.
2. Describe picture in the book.
3. Describe the robot.
4. What can a robot do and what do you want a robot to do for you?
IV. Reading
1. Listen and repeat the two dialogues in the book.
2. Ask the Ss the question: “what can the memory robot do for Mr. Mott?”
3. Ask the Ss to give the past form of the verbs in the dialogue.
(1) do (2)pack (3)get (4)go (5)buy (6)read (7)come (8) start ( 9 ) finish (10) teach
Keys: (1) did (2)packed (3)got (4)went (5)bought (6)read (7) came (8)started (9)finished (10)taught
4. Go over the language points
go on a trip: Mr. Mott will go to a trip tomorrow.
robot
start/finish doing
eg. Most Beijing students start learning English at the age of 10.
Jack started doing his homework at 5:00 and finished doing it at 6:00.
Have you finished writing your novel?
5. Listen and read after the tape.
V. Practice
1. Group work: ask the Ss to work in groups of three. Mr. Mott, Susan and the robot and act out the first dialogue
2. Pair work: ask the Ss to work in pairs. Mr. Mott and the robot act out the second dialogue, add something to continue the dialogue.
VI. Exercise in class
Dictation
Mr. Mott is very busy. He often has a lot to do, but his memory is poor. He always can't remember many things. The memory robot really helps him a lot.
Last week, Mr. Mott went to Beijing on business. He asked his robot for help. The robot remembered all the things he did, when he got up, what he did before and after breakfast, whether he packed his things and so on.
Mr. Mott thanks his memory robot a lot.
VII. Homework
1. Wb
2. Writing: A Robot Designed By Me
Write a short article about the robot you design. It’s appearance. What can it do. Why is it useful and anything you like.
You can draw a robot for your teacher.
VIII. The design of the blackboard
Lesson 53- 篇3
教學(xué)目標
學(xué)會描述四季天氣，信的基本寫法。
教學(xué)用具
投影儀、錄音機以及用過的外國的信封、信紙等。
教學(xué)步驟
step 1 revision
1. duty report: 讓值日生報告，包括以下問題： what day is it today / tomorrow？what day was it yesterday? what is the date today / tomorrow? what was the date yesterday?等，并問學(xué)生what’s the weather like today? 老師可自己回答 it’s fine / cold.
2. review the names of 12 months and four seasons.
step 2 presentation
1.通過敘述四季教新單詞。如能配合媒體效果會更好。老師可看著媒體描述四季，讓學(xué)生們注意聽。
spring is the first season of the year. the weather is very warm. 教warm, weather. i like spring best. everything begins to turn green. flowers come out. we can wear beautiful clothes, again. 教 come out. summer is the warmest season of the year. it often rains, sometimes quite heavily, in the south. 教 heavily. the crops grow very quickly. 教 crop. autumn is the busy season of the year. we often help them with their harvest. we really enjoy working on the farm. because i like working better than having classes in the classroom. 教really. winter is the coldest of the year. old people don’t like it, but children like it. because it sometime snows, sometimes very heavily. 教snow. children can make a snowman. 教snowman.
引導(dǎo)學(xué)生討論re-reading questions。先找一兩個較好的同學(xué)說一說，再找?guī)讉�小組的學(xué)生代表在全班展示。
2.觀察信的格式
信紙的右上角寫什么，稱呼用什么標點，落款寫什么。
閱讀p.12, p.69和p.153三封信。讓學(xué)生總結(jié)寫信應(yīng)有些什么套話。
老師可總結(jié)一封信的格式, 用你自己學(xué)校的地址。
觀察sb p132 信封的寫法。也可給讓學(xué)生看一個真正的用過的信封、信紙。
讓學(xué)生聽錄音，并跟讀。
step 3 practise
1）讓學(xué)生快速閱讀這封信，say something about the weather in spring, summer, autumn and winter in hangzhou.
2）say something about the four seasons in beijing. 可以小組討論后，代表發(fā)言，也可個人發(fā)言。
1. there are four seasons in beijing.
2. it’s windy in spring. it’s warm in autumn.
it’s hot in summer. it’s cold in winter.
3. people like to have a picnic in spring.
they like to swim in summer.
they like to go outing in autumn.
they like to go skiing in winter.
addition: how many kinds of sports do you know?
eg. running, skating, playing basketball, playing football, playing volleyball, the high jump, the long jump, relay race.
3）做workbook
step 4 exercises in class
t: let the students close their english books and fill in the missing words according to the letter. then check the answers.
___1__helen,i___2___you are well. thank you___3__your last letter. you__4___me about the weather here in china. there__5__four seasons in a year___6__spring,__7__, autumn and winter.
i think spring is the___8__season of the year. the weather___9___warmer, and the days___10__longer.___11__the fields everything begins to___12__. trees__13__green, and flowers start to come__14__.
summer__15___after spring. it is the__16__season. it often reins .sometimes quite__17___ the crops grow very quickly. many people love this__18__of year, __19__it is good for___20__. i often go___21__, sometimes in a___22_near my home, and sometimes in a___23__. i enjoy it very___24__.
___25__is a busy season. the days get___26___and the nights get__27__. it is the harvest time, and all farmers are___28__.often, we help them___29_the harvest.__30__month we helped them with the rice harvest. we really enjoyed__31__on the farm.
the coldest season of the year is winter. some people___32___like winter, __33_i like it. sometimes it snows, and the land is___34__white. then we can play in the mow. i like to___35___snowmen.
how many seasons are__36___in your country? i___37__it is cold all the year __38__.there are not four seasons,__39__there?
_____40___
wang wei.
keys: 1. dear 2. hope 3. for 4. asked 5. are
6.here 7.summer 8.best 9.gets 10. get
11. in 12.grow 13.turn 14.out 15.comes
16.waimest 17.heavily 18. time 19.because 20.sports
21.swimming 22.lake 23.river 24.much 25.autumn
26. shorter 27. longer 28. busy 29. with 30. last
31.woiking 32.don’t 33.but 34.all 35.make
36.there 37.hear 38.round 39.are 40.yours
step 5 homework
1. read the letter fluently.
2. make sentences with the useful expressions.
3. try to write a short english letter.
假如helen 給你也寫了一封信，讓你談?wù)勀慵亦l(xiāng)的四季，請你回一封信。
step 6 the design of the blackboard
Lesson 53- 篇4
Period: The Fourth Period
Content:
Properties: Recorder; Overhead Projector.
Teaching Objectives:
1. Practise listening.
2. Do the writing according to the diagram.
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Choose some useful sentences from the students' homework and read them to class, then do more oral practice using the Future -in-the- Past Tense.
III. Leading in
Say: today we're going to hear about different languages in the world, and have the students look at the Exercise 1 in the workbook, read all the questions first, then read the numbers aloud. Try to guess the answers before listening.
IV. Listening
Listen to the tape and do Exercises. The answers are: 1.A 2.B 3.A 4.C 5.B 6.B 7.C 8.A
Check the answers with the whole class.
V. Practice
Ask the students to look at the diagram in Part 2. Discuss it with the students, let them understand the information. Ask the students to do the exercise in pairs. Then check the answers orally. Finally get them to write down the whole passage. Pay attention to the first sentence, it means the people will not be able to find room to stand in if the population is too large. The answers are: small, slowly, quickly, faster, more, smaller, fewer, healthier
VI. Look and ask
Ask the students to look at the list of cards and let the students ask and answer in Pairs. For example: A: How much is the car? Or what’s the price of the car? Or how much does the car cost? B: It’s… Then discuss about why your car is the best.
VII. Presentation
Ask the students: Do you like travelling in your holiday, let the students discuss. Then tell the students we'll learn something about Sam, ask the questions:
1. Which countries would he travel to for holiday?
2. Was his plan very good?
Listen to the tape and answer the questions. Play the tape for the students to listen and repeat. Explain some language Points:
1. travel to…
Last year Sam travelled to Beijing.
2. become interested in:
He became interested in science when he was eight years old.
3. be busy doing something:
The students are busy reading English now.
VIII. Checkpoint 13
Go through Checkpoint 13 and make sure the students can understand the grammar and useful expressions.
IX. Workbook
Do Exercises 2 and 3, ask the students to do them in pairs.
Do Exercise 4. The answers are: 1. would go, would get 2 would be, would be, said, would be, received 3 decided, didn't know, would teach, said, would leave, wouldn't be 4 was, found, would use, down loaded, made
Exercises in class
Rewrite the sentences.
1. What’s the population of the world?
_________ _________ people _________ _________ in the world?
2. My home is twenty minutes on foot.
It __________________ 20 minutes to go home.
3. I forgot everything, so did Jim.
________I ________ Jim could ________ everything.
4. He was late for school, I was late, too.
He was late for school, I ________ ________ ________, ________.
X. Homework
1. Revise the whole unit.
2. Use the useful expressions to make up a story.
3. Finish off the exercises in the workbook.
Lesson 53- 篇5
一、教學(xué)目的
1.掌握四會單詞、詞組，了解詞義，搭配及用法。
be small with tree house
have a look in the tree
2.鞏固There be句式。
3.了解選擇疑問句及回答。
二、本課重點
1.掌握四會詞，詞組。
2.靈活、正確使用There be句式。
三、本課難點
選擇疑問句。
四、教師教法
本課與上兩課在內(nèi)容上沒有聯(lián)系。但是，對于句式學(xué)生已經(jīng)比較熟練了。看到本課的掛圖，通過教師的介紹，本課生動有趣，符合學(xué)生們的心理年齡特點，學(xué)生們的興趣會很高，會主動去思維，回答、猜想問題的答案，在問答過程中自然而然的解決本課知識點。
五、教具
掛圖，投影片。
六、教學(xué)過程
Step 1 Revision
1.Free talk
學(xué)生自由表演本單元對話。
2.利用班級實物以列為單位進行連鎖式快速問答比賽。
3.教師同時掛出第43課掛圖。Look at the picture, today we’ll learn lesson 43（板書）。
Step 2 Presentation
T：Look at the picture. It is a tree house. Do you like to play in the tree house?
S：Yes, we do.（把學(xué)生的興趣調(diào)動起來）
T：There is a big tree behind Li Lei’s house. In the big tree, there is a small play house. Do you know big and small？（輔以手勢，讓學(xué)生明白）It is a tree house（稍作解釋tree house）Li Lei and his friends like to play in the tree house（解釋like to play，例：Do you like to swim？…）問學(xué)生Do you like to play in the tree house？Why？What’s in the tree house？Can you Guess？教師提出問題后，由學(xué)生自由想象，發(fā)揮回答，練習(xí)There be句式。
Step 3 Drill
1.讓學(xué)生兩人一組，一問一答練習(xí)。
2.抽出幾組問答。
Step 4 Presentation
Look at the picture. Can you find Tom and Bill? Where are Tom and Bill?
Yes, they are up there in the tree. Pay attention to the prepositional phrases in the tree and on the tree.
例：The apples are on the tree.蘋果在樹上。
I’m in the tree.我在樹上。
強調(diào)外來的東西在樹上用 in the thee，屬于樹本身的東西在樹上用on the tree.
Tom is in the tree will Bill. Pay attention to “with”. It is a preposition. It means“和、跟” in Chinese，表示伴隨。
例：Go with me. 跟我走。
The teacher came in with a book. 老師拿著一本書進來了。
1. Open the books, 學(xué)生自讀，教師答疑。
(1) Great! 太好了，表示語氣驚嘆。
(2) have a look 看一看。
例: Is this your book? Let me have a look. 這是你的書嗎？讓我看一看。
have a look 與 look 同義。
例: Look at your book.
Have a look at your book.
(3) 選擇疑問句，由一般疑問句 + or…？構(gòu)成。語調(diào)是or前面為升調(diào)，or后面為降調(diào)。回答時不能用Yes或No, 應(yīng)從兩個選項中擇其一。
例: Are you a boy or a girl?
I'm a boy. 我是男孩。強調(diào)不能說 Yes, I’m a boy.
Is it a desk or a chair? It is a desk.
Step 5 Practice
Step 6 Consolidation
I. 選擇正確答案
1. Are you Li Ming or Li Lei?
A. Yes, I am Li Ming. B. No, I am not Li Lei.
C. I'm Li Ming. D. Yes, I am.
2. Can you see the apples __________ the tree?
A. in B. on C. with D. at
3. That coat is nice. Please let me ___________.
A. see B. look C. have a look D. look at
4. Li Lei ___________ Li Ming go there _________ the teacher.
A. and, and B. with, and C. and, with D. with, with
5. There __________ a table, two beds and a clock in the room.
A. am B. is C. are D. be
6. There ________ two beds, a table and a clock in the room.
A. am B. is C. are D. be
II.句型轉(zhuǎn)換
1. He's up there in the tree. (就畫線部分提問)
2. There's a tree house in the tree. (就畫線部分提問)
3. Lily and Lucy are under the tree. (就畫線部分提問)
4. The table is big. (與Small構(gòu)成選擇疑問句)
Step 7 Workbook
1. Do Ex. 2: Key words: Who, What, Where, Which, How.
2. Do Ex. 3: Key words: There, are, some, boys, and, girls, in, it.
Step 8 Summary
1.選擇疑問句的構(gòu)成，語調(diào)及回答。
2.big- small 互為反義詞，big means not small.
3.知識點：have a look in the tree with there
Step 9 Homework
1.記憶本課單詞，詞組。
2.改編、擴充本課對話。
3.預(yù)習(xí)下課單詞及課文。
4.書面完成Workbook.
七、板書
Lesson 53- 篇6
教學(xué)目的(Teaching Objectives)
（1）掌握重點單詞和詞組hurry up. go the wrong way, be tired。
（2）熟練掌握be going to 結(jié)構(gòu)的用法
（3）能回答課文的問題并能根據(jù)上下文判斷單詞的意思。
教具(Properties) 教學(xué)磁帶，圖片和卡片。Properties: tape recorder, calendar. .
教學(xué)過程 (Teaching Procedures)
Step 1 Organizing the class
Greeting end a duty report
Step 2 Review
1. To say sentences according to the calendar about Charlie’s holiday plan.
eg. Charlie is going to catch the nine o’clock train to his uncle’s home. etc.
Step 3 Leading - in
T: Last lesson, we have known the students are going to have a field trip to mountain. Today we’re going to see what they met on their trip.
Do you think they have a good time? Are there any problems? (Encourage students to guess about their trip.)
Students Listen to the tape with their books closed and try to write down the problems. Call one student to write on the blackboard.
Step 4 Presentation
學(xué)生默讀課文，了解課文大意。并對下列句子進行判斷。
A: they go to the top of the mountain to have a picnic.
B: they have no problem getting there.
教師就生詞和難點進行舉例解釋。
To draw a mountain on the blackboard, teach the phrase “on the top of” pointing to the top and “at the foot of the mountain” pointing to the loot of it “To have a picnic means to carry your food. and eat in out doors” “To trip over sth means to fall down because of sth”
e.g. I want to climb to the top of the mountain first.
Tomorrow we are going to have a picnic in a park.” “The boy trips over a lying tree.
Step 5 Practice
Students listen and read the article.
Then they ask and answer about the problems in pairs “What s the matter with Jill?”
“She often goes the wrong way.” etc.
并就教科書78頁的練習(xí)2進行討論。然后兩人一組問答練習(xí)。
Step 6 Practice
教師將課文第七頁的1，2，3，4，5副圖放大后掛在黑板上。告訴同學(xué)這就是當時爬山的情景。
Students guess what the people in each picture are going to say. Then check the answers.
Then students try to find ways to help them. They work in small groups.
最后教師讓學(xué)生合上課文，根據(jù)圖片復(fù)述課文。
If time permits, they act it out as a role play.
Step 7 Exercises in class
Ed trips over his shoes, so he has to 1 . Jiang Wei is very tired, he wants to 2 . Li Mu has too many things in his bag and it’s too heavy, he needs 3 . Katy wants to hike quickly, she always says 4 . But Jill often goes 5 .
Answers:1. Wear his shoes 2. have a rest 3. help 4. hurry up! 5. the wrong way
Step 8 Homework
1.Do the exercise 2 in page 78 of the textbook
2.To make a role play according to the pictures.
Step 9 The design of the blackboard
Lesson six
be going to
be doing
the word and phrase.
the pictures of the text.
Lesson 53- 篇7
Lesson 12教案示例
重點：復(fù)習(xí)鞏固本單元重點內(nèi)容
難點：語音
過程：
一、 熱身/復(fù)習(xí)
1. 組織學(xué)生唱英文歌曲Happy Teacher’s Day和 韻文Who’s he? Who’s she?
教學(xué)開始時，為了幫助學(xué)生很快的進入學(xué)習(xí)狀態(tài)，唱首英文歌曲，起到活躍課堂氣氛以及復(fù)習(xí)知識的作用。
2.師生之間、學(xué)生之間進行問答練習(xí)（結(jié)合本單元所學(xué)的重點句子。）
二、 會話練習(xí)與教學(xué)方法
1. 聽本課的會話整體錄音一遍(配套教材錄音)
2. 然后讓學(xué)生模仿錄音進行跟讀
3. 最后讓同桌的兩個學(xué)生結(jié)合成小組進行練習(xí)
4. 教師針對課文進行提問，請個別學(xué)生回答。從回答中教師可以了解到學(xué)生是否理解了課文內(nèi)容
How many people?
Who’s the boy over there?
Is he American?
Who’s the girl?
5.學(xué)生之間問答
找學(xué)生到教室前面對其他學(xué)生提問題，問題范圍：Who’s he/she?
Who’s the boy/girl/woman/man?
Who’s that/this?
Is he/she at home?
學(xué)生之間進行問答，可以提問本組成員，也可以提問自己的好朋友，更鼓勵學(xué)生按學(xué)號找學(xué)生回答。（提問時可以用自己帶來的照片，也可以借用別人的照片）
5. 對話表演
請學(xué)生從學(xué)過的五篇對話中找出自認為掌握的最好的一篇，找自己座位周圍的同學(xué)結(jié)合成小組，準備對話表演。
對話表演 （三至四組）
三、 語音及拼讀練習(xí)
1.教師板書字母Oo，并標上讀音[EU]，然后對全班說：Read it please.
依照此法復(fù)習(xí)其他音標
2.游戲：音標和單詞配對
準備：自制36張游戲紙牌（也可用舊紙牌進行修改），其中的一半，每張寫一個英語單詞；紙牌的另一半，每張寫一個與這些單詞相適應(yīng)的國際音標。例如：一張blue，一張[blu:]。
操作：開始時，把紙牌洗勻，全部背向上一張一張扣在桌面上。每人輪流翻看兩張紙牌，凡是翻到單詞和國際音標配對的，就把兩張取出，放在自己身邊，并且還有翻看紙牌的權(quán)利。直到紙牌全部翻完，都被取走為止。誰取到的卡片多，誰就是優(yōu)勝者。
說明：如果背學(xué)生翻開的兩張不配對，仍須合在原處。所以，玩這個游戲必須集中注意力，盡量記住已經(jīng)翻過的紙牌內(nèi)容，以便輪到自己再翻時可以及時找對。
三到四人一小組，人數(shù)太多就沒有操作的意義了。
單詞的范圍為本課2 (Read and listen)中的詞匯
教師應(yīng)多準備幾套這樣的紙牌，或提前發(fā)動學(xué)生準備好紙牌
教師應(yīng)與其中一組做此項練習(xí)，做完后將單詞貼在黑板上
3.聽錄音兩遍（配套錄音）
小組內(nèi)部再次練習(xí)讀這些單詞（還是剛才做游戲的小組）
板書兩個原因字母在單詞中的發(fā)音，帶讀兩遍
四、興趣活動
1. 做“猜人”游戲：目的是為了復(fù)習(xí)Who’s this/that? That’s/It’s…
Who’s he/she? She’s/He’s…
2.師生之間，學(xué)生之間打電話：目的是為了復(fù)習(xí)Is he/she at home? No, he/she isn’t at home.
五、練一練（做課堂練習(xí)第十二課內(nèi)容）
根據(jù)錄音的順序，在每組單詞后面的括號內(nèi)標出相應(yīng)的序號
根據(jù)錄音內(nèi)容，在每個句子中的空白處填上所缺的單詞
六、作業(yè) ：朗讀并抄寫課堂練習(xí)中歸納的本單元的句子
七、板書設(shè)計 ：
教案點評：
本課綜合了本單元前五課的重點句型、重點詞匯I、you、he、she、it以及重點語音知識。在歌曲聲中開始本課學(xué)習(xí)，有利于活躍課堂氣氛。在呈現(xiàn)新課時，可先放錄音，讓學(xué)生猜猜都有些什么人物。教師可直接提問Who is he? Who's this?等。再結(jié)合小組活動，如表演對話、配音、綜合語言接龍等，來復(fù)習(xí)本單元的語言點。最后，進行總結(jié)，包括知識總結(jié)、學(xué)生的能力總結(jié)，還可談?wù)動行У膶W(xué)英語的方法等。
訓(xùn)練聽說的探究活動
1.形式：小組對話
用具：玩具電話數(shù)臺
操作：發(fā)給每組學(xué)生一臺玩具電話（也可自備），并給學(xué)生提供幾個不同場景的圖片（例如：課文中出現(xiàn)的是：He’s at the zoo. 新提供的就可以是park、school、cinema），以小組為單位，模仿課文對話組織新的語言材料。
2.形式：打電話
用具：玩具電話數(shù)臺、每個小組一張表格
操作：同樣還是以小組位單位可根據(jù)教師提供的場景進行對話，準備完畢后，每組輪流到教室前面表演，其他學(xué)生在聽對話的同時要完成一個有關(guān)對話內(nèi)容表格的填寫，具體有關(guān)哪個對話，由學(xué)生從表演過的對話中自由選擇。待所有對話都表演完畢，請幾個學(xué)生公布他們所填表格內(nèi)容，從而檢查他們是否聽清或聽懂了對話。
表格內(nèi)容：
Group number
Who?
At home?
Where?
Lesson 53- 篇8
Step 1 Revision
1 Check the homework .
2 Let the Ss look at the picture in SB page 17, Part 2 for half a minute. Then books closed!
Ask questions about the picture： Who is holding the ladder? etc.
Ss have to answer from memory.
Step 2 Presentation
Call three Ss to the front of the class.
Give the first student a small pile of books, the second a bigger pile and the third a very big pile.
Ask each of them： How many books do you have? Answer this question. Then say： A has some books. B has more books than A. C has the most of all. Repeat. Get the Ss to listen and repeat. Repeat with groups of three Ss and other objects (pens, apples, rulers, etc).
Practise thoroughly. Point to a group of three at the front . The class says： D has some pens. E has more pens than D . F has the most of all. Write these sentences on th Bb .
Teach few/fewer/fewest in the same way.
Step 3 Read and practise
SB page 18, Part 1. Speech Cassette .
Books closed! Play the tape.
Ss listen and repeat. Books open. Talk about each picture. Say to individual Ss： Tell me about Jim. Tell me about the first truck. etc.
Step 4 Ask and answer
SB page 18, Part 2. Speech Cassette .
Ss look at the pictures as they listen and repeat.
Practise the dialogues with the Ss. Let the Ss guess the meaning of strong. Explain He's stronger than her or He's stronger than she are both acceptable. Ask and answer questions according to the text.
Play the part of A and ask： Is Kate picking more apples than Jim? Is the small truck carrying more ladders than the big one? Get the Ss to answer them. Then the Ss practise the dialogues in pairs.
Step 5 Presentation
Call out three Ss and give each one some books, pens and rulers (a different number to each) .
Ask Who has the most books? Who has more pens, A or B? Who has the fewest rulers? etc.
Make sure the Ss understand the questions and get them to ask and answer in the same way.
SB page 18, Part 3. Demonstrate some questions and answers with individual Ss in pairs . Ss ask and answer about the pictures, then make up their own dialogues in pairs .
Step 6 Practise
Groups of three. Each group has to make up four sets of sentences about themselves using some/more/most, few/fewer/fewest or adjectives such as tall, young, short, heavy, etc.
Get some groups to present their sentences.
Step 7 Workbook
Wb , E. 1-2.
Ex. 1 may be done orally. Do the first one with the whole class, then Ss can work in pairs .
Ex.2 may be done orally first in pairs. Check the answers with the whole class.
Homework
Finish off the Workbook exercises .
Learn the sentences in SB page 18, Part 1.
Write down the questions and answers in Wb Ex. 1 in the exercise books.
Lesson 53- 篇9
(一課時或兩課時)
教學(xué)目標
掌握語音；談?wù)勛约簩λ募镜目捶ǎf說自己最喜歡那個季節(jié)，并說明理由。
教學(xué)用具
錄影機、媒體設(shè)備。
教學(xué)步驟
Step 1 Revision
四季和12個月份。
Step 2 Presentation
老師朗讀這些句子，朗讀兩遍，重讀動詞及反意部分。
It’s fine today, isn’t it? Yes, it is.
You’re from Japan, aren’t you? Yes, I am.
They are waiting, aren’t they? No, they aren’t.
He’s a middle school student, isn’t he? Yes, he is.
She is at home now, isn’t she? No, she isn’t. She is at school.
It was Sunday yesterday, wasn’t it? Yes, it was.
Jim knows the way Australians speak, doesn’t he? Yes, he is.
Han Meimei knows Jim a lot, doesn’t she?
They were watching TV yesterday evening, weren’t they? Yes, they were.
You like spring best, don’t you? No, I don’t. I like summer.
將這些句子用投影儀打出，讓學(xué)生觀察，并總結(jié)反意問句的構(gòu)成，以及它的回答方式。
Step 3 Drill
然后可采用老師說主句部分，由學(xué)生練習(xí)縮略部分的方式練習(xí)。練熟后由學(xué)生說主句部分，老師說從句部分，直至練熟。也可在黑板上出一部分句子，寫出主句部分，讓學(xué)生寫反意部分。目前只讓學(xué)生練習(xí)前肯定后否定的反意問句，回答部分不必多花時間。
聽錄音，并跟讀。
Step 4 Practise pair work
聯(lián)系Part 2 可讓學(xué)生自由發(fā)揮，如兩人談?wù)劚本┑乃募荆湍慵亦l(xiāng)的季節(jié)，但主要練習(xí)反意問句及其回答。
教單詞：true near nearly like unlike opposite
Step 5 Listen and repeat
Open your books and do Exercise One, Lesson 44
Pay attention to these pronunciations.
Read the words again.
T: Now let’s do Exercise Two. Listen to the tape and choose the correct answers on Page 134.
Then check the answers together.
Step 6 Consolidation
1.看圖并談?wù)劚本┑乃募尽Ｒ粋�學(xué)生可重點談一個季節(jié)。練習(xí)Lesson 43 Part3.
2.讓學(xué)生編一個對話，談?wù)勛约核矏鄣募竟?jié)。引出一個十分有用的句型：That’s true.
仿照Lesson 44 Part3.
A: Which season do you like best, spring, summer, autumn or winter?
B: That’s an easy question. I think I like spring best.
A: Why?
B: Well, I like travelling. You can do a lot of sightseeing in spring. What about you?
A: Can you guess?
B: You like winter, don’t you?
A: Yes. How did you guess?
B: Because you like skiing.
A: That’s true, but I like summer better than winter.
B: Why?
A: Because I can have a long holiday in Summer then.
3.Listen Lesson 44 Part 4 Read.
把你聽到的填寫在下列表格中，對比中國，美國和澳大利亞。
Spring
Weather
Summer
Weather
Autumn
Weather
Winter
Weather
China
Mar—
May
Warm
England
Amer-
ica
Mar—
May
Austra-
lia
Keys
Spring
Weather
Summer
Weather
Autumn
Weather
Winter
Weather
China
Mar—
May
warm
short
June—
August
hot
Aug.—
Nov.
quite warm
Dec.—
Feb.
very cold
England
Mar.-- May
longer than in China and USA
Not too hot or too cold
Amer-
ica
Mar—
May
A nearly the same as China.
Austra-
lia
Dec.—Feb.
The seasons are opposite of China.
June—Aug.
Ask the students to look at the two pictures in students Book and describe the pictures in their own words.
Let them talk about the weather in China, in England, in the U. S. A. and in Australia.
4. Go over Checkpoint 11
A: Grammar
1. disjunctive questions 2. the prepositions: in, on and at
B: Useful expressions
1. turn green/yellow/… 2. this year/month/… 3. the next year/month/…
4. be different from 5. What is the date today? 6. What’s the weather like?
Step 7 Exercises in class
Listening practice.
Listen to a story and try to answer the following questions.
Everybody talks about weather. “Isn’t it a nice day?” “Do you think it will rain?” I think it s going to snow. These are common ways of starting a conversation in England.
Many people think that they can tell what the weather is going to be like. But they hardly ever agree with each other. One man may say, “Do you see it is cloudy in the east? It’s going to rain tomorrow.” Another man will say, “Yes, it’s cloudy in the east. We’re going to have fine weather tomorrow.”
People often look for the weather they want. When farmer needs water, he looks for something to tell himself that it's going to rain. When people play in a park on a rainy day, they are sure that the weather is going to be fine soon. They even sit eating their lunch while it rains.
Most people listen to what the weatherman says on the radio. But he doesn’t always tell them what they want to hear. Sometimes he makes a mistake, but he is still right more often than anyone else.
Questions.
1. How do English people start a conversation?
2. Do many of them think they can tell what the weather is going to be like?
3. Why do they hardly agree with each other?
4. What kind of weather do people think it’s going to be if they go out to play in a park in the rain?
5. Who is right more often about the weather?
Keys:
1. They usually talk about the weather.
2. Yes, they do.
3. Because each of them is so sure of himself that only he knows about the weather.
4. They think it s going to be fine.
5. The weatherman is.
Step 8 Homework
1. Make up a new dialogue according to Exercise Three.
2. Write about the weather of four seasons in China.
3. Read the text fluently and try to recite it.
4. Review Checkpoint 11 and the whole unit.
5. Go over disjunctive questions.
Step 9 Blackboard Handwriting
Lesson 53- 篇10
Teaching Objectives: Students should grasp the pronunciation of some letter clusters and understand the article.
Language Focus:
I. Pronunciation:
[ : ] er, ur, ir, or, ear [a:]ar, a(ss),al [ u:]ou, ow
II. Useful expressions :
① make sb sth, - make sth for sb ② try to do sth ③ friendly, unfriendly ④ not…any more ⑤ ask sb, to do sth ⑥ help sb, (to) do sth ⑦ a waste of time
Properties: Tape recorder, Overhead projector, cards
Teaching Procedures:
I. Organizing the class
Greeting and a duty report
II. Review
1. Give some names for them to say which is the family name and which is the given name. And how to use the titles Mr./ Mrs./ Miss/ Ms. Remind them that the titles can only be used with a family name.
2. Show a picture for the students to describe in present continuous tense “be doing sth”.
III. Pronunciation
1. Students follow the tape
2. More words to read (on cards)
IV. Listening
Students listen to the tape and do the exercise
V. Leading - in
Teacher: What are you going to do on Saturday?
Student: I’m going to…
T: Can you make a card?
S: Yes, I can.
T: Will you please show us your card?
S: Sure! (They have done that as homework some days before.)
T: Oh, it’s really a nice card. Now let’s see what Tom is going to do before Teachers’ Day (with the questions)
① What does Tom’s mum want him to do?
② Can he do it? why? or why not ?
③ What is the idea Mum thinking out for Tom?
④ Do you think it’s a good idea?
After answering the questions, students follow the tape and act it out in pairs.
VI. Reading practice
Students read the text by themselves and answer the questions:
① Who’s in the story?
Say something about him, eg, name, nationality, likes, etc.
② What’s the mistake the students often make?
③ What does he want now?
④ Who helps him?
⑤ Does he get what he wants?
⑥ Can you help him?
Then play the tape for them to follow.
Students try to retell the story with the questions as clues.
VII. Language Practice
Let’s learn seven useful expressions of this lesson
① make sb sth ____ make sth for sb.
② try to do sth.
③ friendly opposite unfriendly (adj)
④ not… any more
⑤ ask sb. to do Sth.
⑥ help sb. (to) do Sth.
⑦ a waste of time
Listen to my sentences and try to understand them
eg ①I’ll make you a new paper boat→
I’ll make a new paper boat for you.
②The boy is trying to climb the tree.
③The people are friendly to me.
④You’re not a child any more.
⑤My Dad asks me to buy him some newspapers.
⑥Will you please help me do the cleaning?
⑦It’s a waste of time to listen to him.
Then ask the students to make their own sentences with the phrases given above.
VIII. Exercises in class
1. Write out the phonetic symbols.
① bird ② part ③ grass ④how ⑤ trousers ⑥world ⑦ learning ⑧ clerk ⑨ birthday ⑩ blouse
2. To introduce Phillip in 40 words.
Answers: ① [ :] ② [a:] ③[a:] ④[ u] ⑤[ u] ⑥[ :] ⑦[ :] ⑧[ :] ⑨[ :] ⑩[ u]
3. Omit
IX. Homework
1. , exercise 4, to make up a dialogue in pairs and be ready to act (write out script)
2. If they don’t like their English name, they may change it to a new one and make a name card to be placed on the desk.
3. Finish off the workbook
4. Go through the checkpoint, answer any question.
Lesson 53- 篇11
Teaching Objective: Read a passage about the memory robot invent.
Properties: Tape recorder, pictures
Language Focus: bad memory all the time =always watch sb. do
Teaching Procedures：
I. Revision
Ask the students to recall Mr. Mott’s robot: its appearance, functions, etc.
II. Leading - in
1. In the last period, we learnt something about Mr. Mott’s robot, today we’ll know more about it.
2. Talk about students’ writings. In the last period, Ss were assigned a writing. After correcting, the teacher summarizes the Ss’ writings.
What can robots do and why are they useful?
III. Reading
1. Ask Ss to read the text by themselves and finish Ex. 2
2. Check the answers
3. Chain reading the text again
4. Language points
(1) invent v - invention n.
Light is invented by Edison. Light is Edison's invention.
(2) had memory/poor memory
eg. My brother has a poor/bad memory, but I have a very good memory.
(3) all the time =always
eg. It seems that she's studying all the time.
(4) watch sb. doing
eg. Every morning, I can hear my neighbour sing in the kitchen.
I saw him running on the playground when I came into the school.
All the students watched their chemistry teacher doing the experiment carefully in the lab when the bell rang.
5. Retell the lesson
IV. Exercise in class
The Memory Robot
Susan 1 the memory robot, because her husband, Mr. Mott 2 a very 3 memory. The memory robot followed Mr. Mott 4 . It listened to everything he 5 and saw everything he 6 It watched him 7 to his students, 8 his meals, and 9 at night. In a word, the memory robot know 10 about Mr. Mott, 80 did Mr. Mott’s wife.
1. A. invents B. invented c. inventing
2 .A. have B. had C .having
3. A. good B. bad C. well
4. A. all the time B. at times C. sometimes
5. A. says B. said C. saying
6. A.does B. did C. doing
7. A.talk B. talked C. talking
8. A. eat B. ate C. eating
9. A. sleep B. slept C. sleeping
10. A. nothing B. anything C. everything
Key: 1B 2B 3B 4A 5B 6B 7A 8A 9A 10C
V. Homework
1. Wb
2.Retell the lesson
VI. The design of the blackboard
Lesson 53- 篇12
Teaching Objectives：
Go on learning the simple past tense and enable Ss to remember the past form of regular and some irregular verbs.
Talk something about robots.
Properties: Tape recorder, multi-media computer
Language Focus: go on a trip robot start doing finish doing
Teaching Procedures：
I. Revision
1. Suppose a student were the businessman in Lesson32, say something about himself.
2. Dictate the words in Unit 8.
II. Leading - in
1. In the nowadays world, science and technology are developing faster and faster.
Can you say some latest and most sophisticated technology?
Have you ever imagined that one day a memory robot can be taken with you and do many things for you? What can they do?
2. (With the help of multi-media) show some pictures of robots if possible.
III. Presentation
1. Today, we’ll meet Mr. Mott, his wife Susan and his memory robot. You’ll see what the memory robot can do for Mr. Mott.
2. Describe picture in the book.
3. Describe the robot.
4. What can a robot do and what do you want a robot to do for you?
IV. Reading
1. Listen and repeat the two dialogues in the book.
2. Ask the Ss the question: “what can the memory robot do for Mr. Mott?”
3. Ask the Ss to give the past form of the verbs in the dialogue.
(1) do (2)pack (3)get (4)go (5)buy (6)read (7)come (8) start ( 9 ) finish (10) teach
Keys: (1) did (2)packed (3)got (4)went (5)bought (6)read (7) came (8)started (9)finished (10)taught
4. Go over the language points
go on a trip: Mr. Mott will go to a trip tomorrow.
robot
start/finish doing
eg. Most Beijing students start learning English at the age of 10.
Jack started doing his homework at 5:00 and finished doing it at 6:00.
Have you finished writing your novel?
5. Listen and read after the tape.
V. Practice
1. Group work: ask the Ss to work in groups of three. Mr. Mott, Susan and the robot and act out the first dialogue
2. Pair work: ask the Ss to work in pairs. Mr. Mott and the robot act out the second dialogue, add something to continue the dialogue.
VI. Exercise in class
Dictation
Mr. Mott is very busy. He often has a lot to do, but his memory is poor. He always can't remember many things. The memory robot really helps him a lot.
Last week, Mr. Mott went to Beijing on business. He asked his robot for help. The robot remembered all the things he did, when he got up, what he did before and after breakfast, whether he packed his things and so on.
Mr. Mott thanks his memory robot a lot.
VII. Homework
1. Wb
2. Writing: A Robot Designed By Me
Write a short article about the robot you design. It’s appearance. What can it do. Why is it useful and anything you like.
You can draw a robot for your teacher.
VIII. The design of the blackboard
Lesson 53- 篇13
（一或兩課時）
教學(xué)目標
學(xué)會打電話常用的基本用語，你要找的人在和不在兩種情況的電話用語。不在的情況下，要會填寫電話留言條。
別人邀請你去他家，你有事不能去，如何客氣、婉轉(zhuǎn)的拒絕。
會正確應(yīng)用：May I speak to..., please?
Hold on, please.
…speaking.
Can I take a message?等等。
教學(xué)用具
錄音機，投影儀，實物電話
教學(xué)方法
將對話放入真實的生活情景中演練
教學(xué)建議
建議Lesson 50和Lesson 52一起課講。
教學(xué)步驟
Step 1 Revision
讓同學(xué)們復(fù)習(xí)以前接觸的電話常用語。可組一組對話，如：
A: Hello, this is Kate. Who is it?
B: This is Hanmei. Kate, would you like to come to my home and do homework with me? I want you to help me with my English.
A: Ok. I’d love to, when?
B: What about 3 o’clock?
A: All right, see you then.
B: See you.
注：類似的一組對話可以復(fù)習(xí)到：This is…, Who is it? Would you like to…等以前的知識。
復(fù)習(xí)反意問句。讓學(xué)生們先觀察以下句子。它們有些什么共同點。
It starts at 4:30, doesn’t it?
It rains every day here, doesn’t it?
He works very hard, doesn’t he?
She gets up early every day, doesn’t she?
練習(xí)
Ann studies very hard, ________ she?
Miss Gao loves us, ________ she?
Li Lei is a good student, __________ she?
It’s a fine day, ________ it?
They all like English very much, _______ they?
Step 2 Presentation
Teacher: Do you like giving phone calls to your classmates or friends? If yes, what would you say first?
1) Hello.
2) May I speak to?
3) This is ××speaking!
4) Who is it? And so on.
You ask the students to understand what to say, and what the purpose of the phone call is.
聽第一段錄音2遍，請同學(xué)們復(fù)述（最好用英文）電話中的有關(guān)內(nèi)容，了解這段話發(fā)生的環(huán)境和結(jié)果。
聽第二段錄音2遍，請同學(xué)們復(fù)述第二段電話的發(fā)生環(huán)境和結(jié)果。并說出與第一段有什么不同的地方。（第二段要找的人沒在）。
打開書，教師解釋：take a message和give the message
Step 3 Practice
跟讀錄音一至兩遍。
同學(xué)們兩兩做pairs work, 練習(xí)第一段和第二段，直到較熟悉為止。
Step 4 presentation
教單詞：telephone: phone double: two times
老師事先和一位同學(xué)準備好Lesson 52 對話，雙方拿電話機在班上展示。讓這位同學(xué)在投影片填好電話留言卡，其他同學(xué)在老師事先印好的電話留言卡上填寫，然后老師在投影儀上訂正。提醒學(xué)生填寫電話留言卡要簡單扼要，它的讀者只有一個人。如果大都知道Zhang Yujing 是誰，用一句祈使句即可。如：本課的電話卡message內(nèi)容：
She called you. Please call her.
打開書，跟讀錄音，pair work，直到較熟悉為止。
Step 5 Practice
1.根據(jù)已熟練的知識，請同學(xué)們兩兩設(shè)計一段真實的對話，用真實的姓名和實物電話進行表演，全部或部分用上本課重點詞語。（此環(huán)節(jié)可找些學(xué)習(xí)較好、接受能力強的學(xué)生先演練）
2.教師隨機叫同學(xué)們進行對話練習(xí)，學(xué)生可自主選擇本人接聽或非本人接聽兩種情況進行對話。
Step 6 Consolidation
Rewrite the sentences without changing their meanings.
1. I’m afraid I may be a little late.
I’m afraid ______ I ______ ______a little late.
2. She isn’t here right now.
She is ______ ______ ______ ______.
3. Can I take her a message?
Can I take a message ______ ______?
4. I’m very sorry, but I can’t come.
I’m ______ I can’t come.
5. I’ll get her the message.
I’ll ______ the message ______ ______.
Answers: 1. maybe, will be 2. away at the moment 3. for her 4. afraid 5. give, to her
Step 7 Homework
將課上兩兩做的pairs work整理成系統(tǒng)完整的邀請對話，內(nèi)容不限，可以是邀請聚會，去你家做客，一起去買東西等。此作業(yè) 可以讓學(xué)生2人或3人一組共同做一份。
Step 8 Blackboard handwriting
May I speak to …please?
Hold on, please.
... speaking.
I’d love to.
Can I take a message?
Could I speak to …please?
I’m afraid he / she isn’t here.
Thank you for doing…
I’ll give her / him the message.
I’m sorry, but I cannot…
Lesson 53- 篇14
Period: The Third Period
Content:
Properties: Recorder; Overhead Projector.
Teaching Objectives: Revise the distance and dialogues.
Language Focus: the modal verbs, numbers.
Teaching Procedures:
Ⅰ。Showing the teaching aims
Ⅱ。Revision
Revise the text and ask some students to read their retellings in class. Then practise the Present -Perfect Tense.
Ⅲ。Leading in
Get the students to look at the Exercise
1 ) How many kilometres by train is it from… to…?
2) How far away is…from…?
3) What about …?
Tell the students to read the model question. Let them understand this exercise, then get the students to ask and answer in pairs. Finally check the answers with the whole class.
Ⅳ。Practice
Part.2, Let the students look at the diagram, It tells us the distance between cities. Let’s look at the model first.
A: How many kilometres by train is it from Nanjing to Wuhan?
B: 1229. (One thousand two hundred and twenty nine)
A: How many kilometres is it from Kunming to Shanghai?
B: 2677. How many....?
Ask the whole class some questions about the distance. Make sure the students can say numbers correctly. Then divide them into small groups to make up questions. At last, report their work in class.
Ⅴ。Acting
Let the students read Part 3 silently. Ask them to practise in pairs. Pay attention to the modal verbs.
Ⅵ。Workbook
For Exercise 1, ask and answer in pairs.
For Exercise 3. Get the students to read over the sentences and fill in the blanks.
The answers are: was ...repaired, began, make, was told, got, decided, received, found, would be repaired
Exercises in class
Change the following sentences into Passive Voice
1. Bruce writes a letter to his parents every week.
2. Lilei mended the broken kite this morning.
3.1 must buy a Christmas present for Mr. Green.
4. Li Ming can't finish the homework on time.
5. We should water the flowers twice a day.
Ⅶ。Homework
Finish off the exercises in the workbook.