Household appliances
Teaching objectives:
To enable students to do the following:
1. talk about household appliances
2. describe processes
3. exclaim
Language focus and difficult points:
Words and expressions:
… …
Sentence pattern:
What … ! / How … !
It’s almost the same as an ordinary TV.
First, … . Next, … . Then, … . Finally, … .
What’s the use of this button? / What’s that button for?
How’s it different from an ordinary TV, then?
Structures:
Exclamations
Contents:
1. to learn the words and expressions, tuning in and have a brief introduction of the text
2. to learn the text and discovering language
3. to learn listening & speaking in Developing Skills
4. to learn Reading & Writing in Developing Skills
5. Revision and exercises
An English song: Two thousand miles to go
Step 1 Look at the pictures and tell the names of the household appliances
Ø Household appliance:
Ø Washing machine
Ø Digital TV remote control inch
Ø Vacuum cleaner
Ø Air-conditioner
Ø Refrigerator
Ø DVD player
Ø Dishwasher
Ø Microwave oven
Ø Toaster
Ø fan
Ø Turn on
Ø Turn up
Ø Select
Ø Press
Ø Power
Ø Volume
Which of these household appliance can you use to:
l wash clothes?
l clean your house?
l watch movies with better picture and sound?
l brown your bread?
l control a household appliance?
l play DVDs?
l clean your dishes?
l prepare food quickly?
l keep your food cold?
l make the air in your room colder or warmer?
Step 3 Talk about the usage of the household appliances in pairs.
1. Listen to the tape recorder of the text twice. (books shut)
2. Answer the following questions:
a. Where are Li Hui and his cousin?
b. Li Hui’s family have moved into a new housing estate, haven’t they?
c. What have they bought for their new flat?
d. What are they?
e. Which appliance is Li Hui’s cousin interested in?
3. Listen and read after the tape.
4. Do Comprehension Check
IV. Homework:
Oral work:
Read the words and text
Written work:
1. Copy the words and expressions
2. Comprehension check in workbook
I. Revision:
Read the words and expressions
1. Read the text once, then check the Comprehension Check
2. Language points:
the same as
e.g. Your computer is the same as mine.
Her hair is the same colour as her mother’s.
press vt.
e.g. He pressed the doorbell.
Just press this button, and you’ll start the air-conditioner.
turn on / off
e.g. He turned on his desk lamp and started to do his homework.
Shall we turn on the television and watch the news?
Please don’t turn off the radio.
select vt.
e.g. I’d like to select some cards for Christmas.
We selected eleven people for our class football team.
turn up / down ( the volume )
e. g. I can’t hear very well. Could you turn up the volume?
The room isn’t warm enough. Would you please turn up the air-conditioner?
It’s too noisy. Please turn down the TV.
way of life
e.g. Do you know anything about the American way of life?
Modern technology has caused great changes to people’s way of life.
What … ! / How … !
e.g. What a bright student he is!
How bright the student is!
How well you look!
First, …. Next, … . Then, … . Finally, … .
e.g. A: Could you tell me how to use the washing machine?
B: Sure. First, put in the clothes and soup powder. Next, press ON to turn on the power. Then, press START to start washing. Finally, press OFF to turn off the power.
3. Read and role play the text.
III. Discovering language:
1. Read the dialogue and answer the questions: (TB P.150 )
2. Rewrite the sentence:
a. T: Our classroom is very tidy!
S1: How tidy our classroom is!
S2: What a tidy classroom ours is!
b.
T:
S1:
How fast
c. T: We’ve read an interesting book.
S2: What an interesting book we have read!
3. (WB P.78 ) Language focus EX. II
4.
IV. Homework:
Oral work:
Read and recite the words and expressions.
Written work:
Language Focus in WB
I. Revision:
1. Recite the words and expressions
2. Role play the text
II. Developing skills:
1. Review numbers and the names of the counties
2. Listening: Listen to the dialogues, and complete the table about household appliances.
² Listen to tape recorder twice
² Check
² Listen to the tape recorder again
3. Speaking: Pair work: talking about how to use the household appliances after the model.
² Read the phrases in the box and the model
² Work in pairs
² Ask a few pairs to act out in class
² Ask the Ss to talk about some other household appliances
III. Homework:
Oral work:
Read and recite the text
Bring a small household appliance or find an introduction of a household appliance from home,
Give instructions about how to use it
Written work:
Skill Focus in WB
Period Four
I. Revision:
Dictation:
1. They have bought new household appliances for their new flat.
2. Li Hui’s cousin came to visit their new home this morning.
3. What a big TV is!
4. This new model of digital TV is made in
4. Do you know how to use this machine?
5. The new digital TV is almost the same as an ordinary TV.
6. First, press this button to turn on the TV. Next, you can use the remote control to select the channels. Then, press these buttons to turn up or down the volume. Finally, you use this button again to turn it off.
7. The picture and sound are far better on a digital TV than on an ordinary one.
II. Developing skills:
Ex.3 Bring a small household appliance from your home. Work in groups of four and take
turns to give instructions about how to use it after the model.
Ex.4.
Notes to the reading:
get rid of
e.g. It’s time to get of all those old toys.
You should get rid of your bad habits.
by hand
e.g. This wooden sweater is knit by hand.
These toys are all made by hand.
With the help of
e.g. You can find more information with the help of the Internet.
With the help of the medicine, he got better very soon.
III. A survey:
YEARS
HOUSEHOLD APPLIANCES
1960-1969
1970-1979
1980-1989
1990-1999
2000-
Additional words and expressions
VCR/ videocassette recorder answering machine
(blank) videotape cable TV
video camera Iron
stereo system hair dryer
speaker electric fan
tape recorder electric razor
tape / cassette coffeemaker
Questions:
1. Do Chinese families use more household appliances than before?
2. What does that mean? Does it mean that Chinese people’s lives are getting better and better?
3. Is our country developing very fast?
4. What shall we do to help our country develop even faster in the future?
Writing: Write six to eight sentences about household appliances.
Complete the exercises in Lesson by lesson practice
I. Warming up:
A report on the survey
Skill Focus in WB
1. Listen to the following dialogues and choose the vest answers
2. Suppose your partner does not know how to use the following appliances. First complete the instructions below with sentences from the box. Then practise in pairs after the model.
3. Work in pairs and talk about household appliances in your homes after the model.
4. Read the passage and decide whether the following statements are true or false.
III. Homework:
Review L.3
Robots
Teaching objectives
To enable students to the following:
l Talk about robots
l Ask for clarification
l Use indefinite pronouns: somebody/someone, anybody/anyone, nobody/no one, every body/everyone, something, anything, nothing, everything.
Words and expressions:
From the text:
tidy up
prepare
make the bed
perform and operation ( on sb. )
with pleasure
difference(s) between
Something/anything/nothing+ adj.
be different from
from the reading
be full of
all kinds of
keep doing sth.
carry out
Sentence patterns:
There’s something/anything/nothing interesting about it.
Robots are different from ordinary machines.
What’s the difference between robots and ordinary machines?
Do you mean…?
With pleasure.
1. New words and expressions & Tuning in.
2. Text & Discovering Language
3. Developing Skill ? Listening & Speaking
4. Developing Skill ?listening& Reading & Writing
5. Comments on the exercises
Warm up:
Could you describe your favourite robot.
Include the robot’s name, appearance, character, ability
Tuning in:
Answer the questions below. Use the picture and word cues.
Read the expressions according to the pictures.
tidying up a room
preparing food
doing and experiment in space
doing a dangerous job
making the bed
performing an operation
Answer the questions in pairs:
1. What’s the robot in each picture doing?
2. Which ones are home-help robots?
3. What can robots help people with?
4. Are robots different from ordinary machines?
Vocabulary list:
robot
tidy
tidy up
prepare
dangerous
make the bed
operation
perform/ perform an operation
home-help
pleasure/ with pleasure
difference/ be different from
ordinary
housework
somebody
memory
fantastic
factory
Read the words together.
Listen to the text and read after the tape one sentence by one sentence.
Assignment:
Oral: Recite the new words and read the words and text after the tape for 45 minutes.
Written: Copy the text and complete the comprehension check.
Warm up :
Children’ rhyme
Life can be good,
Life can be bad;
Life is mostly cheerful,
But sometimes sad.
Life can be dreams.
Life can be great thoughts;
Life can mean a person
Sitting in court.
Life can be dirty,
Life can even be painful;
But life is what you make it,
So try to make it beautiful.
(with a piece of music)
Revision:
Dictate the words and expressions
Text.
Read the text after the tape.
Complete the comprehension check and check out the answer.
Language highlights and useful phrases.
Tidy up
Example: She tidied up the room this morning.
You’d better tidy yourself up now.
Prepare/prepare for…
Example: He is preparing his lessons for the examination.
Please prepare the table for dinner.
She has prepared a lot of information for her project.
Make the bed
Do you make the bed yourself after you get up?
Although she is young, she is able to make the bed by herself.
Indefinite pronouns:
How to use indefinite pronouns .
Which of these pronouns do we use to talk about people?
Which of these pronouns do we use to talk about things?
People:
Someone/somebody/everybody/everyone (肯定)
Anyone/anybody（疑問(wèn)）
No one/nobody （否定）
Things:
Anything/anyone（疑問(wèn)）
Nothing/no one （否定）
Group work:
Make the positive sentences, negative sentences and questions with indefinite words.
Make the sentences with “ be different from”, “tidy up”
“prepare for”, “with pleasure”, “Do you mean”+
Role-read the text.
Assignment:
Written: comprehension exercises in the book.
Page 70 exercises in the workbook.
Copy the text and translate it.
Oral: Read the new words and text about 45 minutes and recite all the words.
Warm up:
Personal Robot PaPeRo,
Creating better human-machine
interface 界面through
"living with robots"
NEC's new robot PaPeRo is smaller and lighter with many improved features on our first generation prototype - 'Personal Robot R100'. PaPeRo's stand-alone architecture means it can easily be taken out of the laboratory, which allows the robot to be taken home, and to many other locations where we can conduct two main types of research. First, the technology issue, such as improving its recognition and sensing ability, and the other, is relationships between humans and robots. Through this fieldwork, we are hoping further the possibilities of introducing robots into our lives.
Revision:
Dictate the words.
Role-read the text.
Developing Skills
l Listen to the dialogue at a robot shop and complete the information about a new model of home-help robot below.
l Analyse the table, read some words: advantages, uses, cost
l Listen to the tape twice and check the answer.
Work in pairs and talk about robots after the model. Use the word cues below.
Practice the following main sentences.
l “With pleasure”
l “Do you mean….”
Read the words, phrases cues in pairs.
Role-play in pairs.
Read the passage and decide if the following statements are true or false.
Listen to the tape.
Read after tape one sentence by one sentence.
Check out the answers.
Assignment:
Do exercises in the workbook.
Read reading for 45 minutes.
Recite the text.
Fourth Period
Warm Up:
Read reading.
Revision:
Dictate the text.
Group work. Suppose you are robotic scientists. You want to develop different types of robots to meet the needs of various kinds of people. Discuss and decide what types of robots you should develop.
Step 1. Discuss your ideas in groups of four after the model. Use the table cues. Then complete the different uses of robots.
Model:
Let’s develop a robot to help students practise English, shall we?
Yes, let’s. Maybe we could also develop a robot to help policemen control traffic.
I agree. Shall we develop a robot to help firemen put out fires, too?
Yes, why not? I feel we also ought to develop a robot to help scientists do experiments in space.
Discuss the users and uses in groups and complete the table.
Report your group discussion to the whole class after the model
Read the words and phrases.
Read reading after the tape.
Check out the statements
Pair work ask and answer the questions according to the reading in pairs.
Assignment:
Read reading.
Finish the exercises in the workbook.
Fifth period
Warm up:
Read reading.
Additional words:
Listening comprehension.
Listen and check two listening exercises in the workbook.
Comment the exercises in the workbook.
Unit Four Science in English
Lesson Two Seasons
1. Talk about seasons
2. Patterns:
(1) So / Neither am / do / have I.
(2) What’s your favorite season?
(3) I like summer better than spring.
(4) I like winter best.
3. Comparisons
Daily talk
Learning the new words and phrases by questions and answers.
1. How many people are there in your family?
2. How many students are there in your class?
3. How many days ate there in a week?
4. What are they?
5. How many months are there in a year?
6. How many seasons are there in a year?
7. What are they?
8. What’s the weather like in spring / summer / autumn / winter?
9. What’s your favourite season?
10. Why do you like spring / summer / autumn / winter best?
11. Is it warm in spring?
hot in summer?
cool in autumn?
cold in winter?
will
So am I
do they
have
Neither did
does she / he / it
12. I like sports in winter. What about you? (So do I.)
13. He is a teacher. (So am I.)
14. You won’t go to school on Sunday. (Neither will I.)
15. You have two books. (So have we.)
16. We often go to the beach and swim in the sea. And you?
(So do I. / Me too.)
17. We can make snowman in winter. What about you? (So can we.)
18. You can go skiing in winter. (So can we.)
19. We can’t swim in winter. (Neither can we.)
20. Is it a good time for outdoor activities in spring or in autumn?
21. What is spring / summer / autumn / winter like?
22. Are birds singing in spring?
23. Flowers are blooming, aren’t they?
24. What are your favorite outdoor activities?
25. Do you like summer better than spring?
26. You prefer summer to spring, don’t you?
27. Who can tell me how many long holidays we have in a year?
28. What are they?
29. You can go sightseeing during the long holidays, can’t you?
30. Where do you go for the holidays?
31. Have you been to Harbin for holidays?
32. What is the weather like there?
33. What is the highest / lowest temperature there?
34. Christmas day is coming, isn’t it?
35. Will you have a long Christmas holiday?
36. Where will you go for the holiday?
37. I will go to Guilin for this holiday. What about you? (So will I.)
38. Can you tell us something about Li Hui, Linda, Li Jin and Julia’s talk?
Reading the new words after the tape.
Reading the text
Dialogue:
Can you have a discussion about your plan for the long Christmas holiday?
Comprehension check (p143)
1. Recite the text and talk about seasons
2. Copy the new words and text and discovering language
Daily talk
Review the text by questions and answers.
1. How many people are there in our text?
2. Who are they?
3. Where are they?
4. What are they doing?
5. Which season does Li Hui like best?
6. What’s Li Hui’s favorite season?
7. What’s your favorite season?
Now let’s talk about seasons in groups, shall we?
1. I like spring.
2. I am a student.
3. I went to the park yesterday.
4. I don’t like English.
5. I didn’t go to school yesterday.
6. I am not a teacher.
7. I haven’t seen the film yet.
8. What kind of verbs do we use after “so” and “neither” in the above sentences?
9. Do we put the verbs before or after the subjects in the above sentences?
10. Do we use “so” in response to a positive sentence?
11. Do we use “neither” in response to a negative sentence?
12. How to use “so” and “neither”?
Developing skills
Now let’s talk about all there clothes
Where to put them, in shop window 1 or 2?
When to wear these clothes in winter or in summer?
Filling in the blanks:
1. How many months are there in winter?
2. What’s the weather like in these months?
3. What kinds of clothes do we wear in these months?
4. What kinds of activities do we have?
5. How many months are there in summer?
6. How is the weather in these months?
7. What kinds of clothes do we usually wear in these months?
8. What kinds of activities do we have?
Give responses to what you have heard with so… I or neither… I.
1. My cousin is very interested in outdoor games and sports.
2. I’m not going sightseeing during my summer holidays.
3. I often go to the beach in summer.
4. I don’t like making snowman.
5. I’ve booked a package tour for my winter holidays.
6. I haven’t surfed the Internet for a long time.
1. Ex. 4 5 (p146)
2. Reading
3. Write a composition
Warming-up
Daily talk
1. New words of Part II.
2. Where is New Zealand?
3. Where is Britain?
4. Where is China?
5. How many months are cold in Britain?
6. What about New Zealand?
7. What do the people in New Zealand do in December and January?
8. Where do they go for their holidays?
9. In which season does it snow?
10. What kind of clothes do the people in New Zealand wear in June, July and August?
11. Now let’s do task 1, task 2 in pairs, shall we?
Writing on the blackboard.
Check up the “Comprehension” in workbook
.
Check up Ex.1 of language focus.
Homework
Exs in WB
Daily talk
Check up Ex 2 3 of language focus
Skill focus
Listening 1
Work in pairs and talk about your favorite activities for different seasons.
Conduct a survey.
Ex 4 5
Daily talk
Preview the next text
Daily talk
“Christmas is coming”
Go over the text
Teaching Plan
Teacher: Bai Yinghua, No. 79 Middle School
Unit One
Teaching aims
Knowledge and ability:1. Aa~Nn 14 English letters
2. English vowels (20)
(front, central, back and diphthongs )
3. Some short and easy words.
3. Some greeting sentences.
Key words: Greeting
Moral, attitude and value: how to greet people
Culture conscious: to teach Ss how to begin English study.
Main and difficult points
1. How to pronounce and write Aa~Nn 14 English letters
2. How to pronounce, write and use phonetic scripts
3. What should Ss say when they greet someone.
Teaching tools
A multi-media computer
Tapes, cards and pictures
Teaching
procedure
1. Divide this unit into 2 lessons, the first lesson contains: lesson 1, first part of lesson 2 and first part of lesson 3. the second lesson contains: the second and third parts of lesson 2 and lesson 3, and the whole lesson 4.
2. when we teach Ss English letters, we should teach them not only the writing and pronunciation of English letters, but also let the Ss write some words which has these English letters and remember them.
3. when we teach Ss English scripts, pay more attention to the pronunciation of each script. And make differences between Chinese ones and English ones.
4. let Ss prepare some word cards, phonetic script cards, so that they can practice at anytime.
5. when we teach Ss greeting sentences, we need more practice and exercises to grasp them in different ways to enlarge Ss’ vocabulary.
6. give Ss effective homework related with more practice.
Evaluation tools
1. evaluation forms, teacher to Ss, student to student.
2. give value conclusions to every Ss after class.
3. set files for every Ss.
Personal teaching
1. A letter means ten more words
Eg: Aa => apple, father, map, bag, name, class, and, are, grade, cake, car, at, thank, teacher …… (Ss do this part by themselves.)
So Ss can learn and grasp the words before they learn them.
2. cards making
different kinds of card have different kinds of functions.
Script cards letter cards word cards.
1. 此單元為初中英語(yǔ)教學(xué)的起始單元，對(duì)英語(yǔ)教學(xué)的最基礎(chǔ)教學(xué)，應(yīng)該更具有穩(wěn)固性，更具有吸引力。
2. 通過(guò)此單元的教學(xué)，初步掌握學(xué)生的英語(yǔ)水平和能力。
3. 針對(duì)學(xué)生的狀況，對(duì)自己的教學(xué)方法和方式及時(shí)的進(jìn)行調(diào)整。
Teaching Plan
Teacher: Zhang Bin No.79 Middle School
Topic
Lesson 7&8 (Unit 2)
Teaching aims
Knowledge and ability 1 know the letters from U to Z
2 know some simple words with the letters
above in them
3 learn some phonetic symbols
4 can use everyday English easily.
Process and mothord: set an example to let them use daily English, then they practice using the language.
Moral, attitude and value: to be polite to others
Main and difficult points
1 remember some new words
2 recognize the phonetic symbols clearly
3 use everyday English
Teaching tools
A multi-media computer and some pictures
Teaching procedure
Content
Teacher’s
activities
Students’
activities
Intention
Timeme
Pre-task
Know the
Six letters
Ask a student to
write a letter on
the blackboard
Write
them
on their
exercise
books
Practice
The
letters
15’
Some
Simple
words
Remember some
simple words
with the letters
we learn
Box
Pencil
rest
------
enlarge
their
words
Phonetic
symbols
write
Read and
write
recognize them
While-task
Everyday
English
Excuse me, where
Is the guest?
Are you---?
Good! I am--,
Welcome to ---!
Can you spell
Your name?
-------
See you later!
over there
Yes, I am
Thanks
Yes---
See you!
open
their
mouths
and do
more
practice
20’
Post-task
1--- ___you Mary? ---No, my name ___Kate
A Are, is B Is, am C Is,is D Are,am
2―Where is “T”---_____
A This is here B No, it’s not here
C It’s here D Here it is
3 ?Hello, boys and girls --_____
A Good morning, teacher B Hello,teacher
C Thanks, teacher D How are you teacher
4 ?Sit down, please.---_____
A Hello B That’s a book C Thank you
D Fine, thanks
5 ---Nice to meet you!--_____
A Fine, thank you B How are you
C I’m fine, too D Nice to meet you,too
Practice
more
5’
homework
Remember the letters, phonetic symbols and the news words;
Make a dialogue with everyday English
4
4
New
1
The Object Clouse (1)
Drill
Came about others
as soon as
{
possible
sb can
except…
He says(that) …
Tape
I. Revision
1. Are you a member of the League? Yes.
What
{
does
}
he say?
He
{
says
}
(that) he
{
is
}
a…
did
said
was
2. How long lave you been in the…for…
He
{
says
}
(that) he
{
has
}
been in…for…
said
had
3. Do you want to join the League? Yes.
1
4
4
New
2
The Object Clause
Reading comprehension
Travelling
keep doing sth, offer ob sth
Practice doing sth
enjoy able, comfortable
Tape
I. Revision
1. Have you ever seen a train / a plane?
2. If you want to take a train, which station do you have to go to, the bus station or railway station?
3. Are there may {
people at the railway station?
shops selling all kinds of drinks, food or fruit?
So we say it is very lively.
4. Have you ever traveled {
by
} train {
by
} air?
on a
on a
5. Which is more popular, traveling by train or by air? Why?
4
4
4
New
3
The Object Clause (1)
Practise
Sports
What a pity!
The score is 2-1
his own team
Tape
I. Revision
Ask and answer the questions of Lesson 14
II. Presentation
1. Did you have a football match?
2. Did your own football team win (the match)?
3. What was the score?
The score was 3-2
7
He
{
says
}
(that) he
{
wants
}
to join…
said
wanted
4. What will you do if you want to be a…?
He
{
says
}
(that) he
{
will
}
work hard
said
would
II. Presentation
1. Part 1
1) Who is the telephone from / to?
2) Why does he call Mr Song Jia?
2. Guers: headmaster, mount, except
as
{
soon
}
as
{
possible
指（時(shí)間）
quickly
sb can
指（立即）
fast
指（速度）
3. What
{
does
}
Mr Green Say?
did
4. When is Mr. Green free?
except…
III. Practice
Part 2
IV. Homework
2
II. Presentation
Jim Green went to Sichuan Province on a train
Why did like to take a train there?
1. much cheaper and safer
2. far more enjoyable and comfortable
3. stand up and walk around
4. talk laugh and play cards, read magazines
5. keep watching the beautiful scenery out of the window
6. Not a
hurried
} trip / ride / journey
rushed
7. a sleeping car
8. like a moving party (a moving story)
III. Read
Guess: offer sb sth
practive doing
the click of the rails
IV. Practise
V. Home work
5
4. If someone missed the match, what would you say to him?
What a pity?
III. Read and act
1. Why did Jim and Lin Tao have to stop talking?
The bell rang
2. What did Lin Tao say
{
when he mot Jim?
about the football {
match?
team?
score?
the football match?
3. What did Jim say about {
Mount Emei?
his trip to Mount Emei?
his photos?
IV. Practice
V. Homework
8
he{
is
}a…
headmaster
was
mount, except
he{
has
}been in…
He{
says
}(that){
had
said
he{
wants
}to join…
wanted
he{
will
}work…
would
soon
}as
{
possible
時(shí)間
as{
quick
sb can
立即
fast
速度
1. Pleare write to me as soon as {
possible
you can
2. I’ll go as quickly as{
possible
I can
3. He can as fast as{
possible
he could
3
the railway station
far more enjoyable and comfortable
all kind of
much cheaper and safer
lively province
read magazines
offer sb sth
keep watching
practise doing
not a {
hurried
} trip / ride / journey
the click of the rails
rushed
like a moving party
1. None of us know (s) him
No one
} knows him
Nobody
2. Every one
} of us knows him
Each
3. I’m ill, He often comforts me, so 2 feel comfortable a comfortable chair
4. I enjoy taking a train, and I think it’s enjoyable
5. He told us a moving story
6. He offered {
me 10 yuan for the book
to buy my book for 10 yuan
6
here
} a football match
hold
your own football team
The score was 3-2
What a pity!
1. He fell ill. ×→ He felt ill
2. He felt sleep. ×→ He fell asleep
3. He will call (call) you as soon as he arrives (arrive) there
4. He said he would call (call) you as soon as he arrived (arrive) there
5. He said he was going (go) there {
by car
in his car
6. all kinds of books
this kind of book(s) =
books
} of this kind
a book
9
Teaching Plan
Teacher: Sun Lili,No.52 Middle School
Lesson 29(Unit 8,Book Ⅱ)
Teaching aims
Knowledge and ability:1.The Simple Past Tense ? be
2.Statement forms of SPT
Process and method: Students grasp the new tense smoothly and can use it
Moral, attitude and value: hand in the homework
Main and difficult points
1. The difference between the Simple Present Tense and the Simple Past Tense
2. Learn how to use the Simple Past Tense
Teaching tools
A multi-media computer
Teaching procedure
Content
Teacher’s activities
Students’ activities
Intention
Time
task
The date and the absentees
1. Who’s on duty today?
2. What day is it today?
3. What day is it tomorrow?
4. What day was it yesterday?
5. Who isn’t here today?
6. Today is Tuesday.
7. Chen Hong is away.
1. I am.
2. It’s …
3. It’s …
4. It was …
5. (the duty report)
6. Yesterday was Monday.
7. Chen Hong was away yesterday.
Know verbs change when talk about the past
15’
While-
task
(The dialogue in the text book)
learn the Simple Past Tense
1.Yesterday I was ill, but today I am better.
2. Act out the dialogue with your partners
1. Yesterday you were ill, but you are better, you are healthy.
He/She……
2. …
Can use the Simple Past Tense easily and freely
20’
task
Exercises
A: Where’s your homework, Jim?
B: Sorry, Mr Hu. I was not ____ yesterday.
A: Yes, I __. You were not here yesterday. Were you ill?
B: Yes, I was a ___ ill.
A: I’m sorry to hear that. I __ you are better now.
B: Yes, I am. Thank you.
A: You’d ___ finish the work today, and bring it tomorrow.
B: Certainly.
Practice
10’
1. We are all here, ___ Jim is away.
A. or B. and C. but D. so
2. The teachers had a meeting __ two hours. They talked __ English teaching.
A. for, for B. for, about C. about, about D. about, for
3. The lift ___ her down to the first one.
A. brings B. takes C. bringing D. taking
4. When you go out, please remember __ the door.
A. closing b. close c. will close D. to close
5. You must look after ___ and keep ___
A. you, health B. yourself, health C. you, healthy D. yourself, health
Check the result of learning
Lesson 29
1.What day is it today?
What day was it yesterday?
2. hope remember composition
3. I’m sorry to hear that.
4. I hope you’re better now.
5. keep healthy
Write the answers to Wb Lesson 29, Ex.2 in the exercise book.
Review the past tense of be
1．本節(jié)課從授課內(nèi)容來(lái)看相對(duì)容易是be動(dòng)詞的過(guò)去時(shí)，從一般現(xiàn)在時(shí)開(kāi)始轉(zhuǎn)入問(wèn)過(guò)去的時(shí)間，易于理解
2．教師應(yīng)在適當(dāng)?shù)臅r(shí)候給學(xué)生做一個(gè)簡(jiǎn)單的解釋，但要注意單純的講語(yǔ)法會(huì)把學(xué)生搞糊涂，只須畫(huà)龍點(diǎn)睛地提一下即可
3．注意平時(shí)知識(shí)的積累
Teaching Plan
Teacher: Sun Lili,No.52 Middle School
Lesson 30 (Unit 8,Book Ⅱ)
Teaching aims
Knowledge and ability:1.Some times phrases used in The Simple Past Tense
2.Some Drills to use The Simple Past Tense
Process and method: Students base on their own contribution, organize the language themselves, and use The Simple Past Tense freely
Moral, attitude and value: Pay more attention about the people near themselves
Main and difficult points
1. know some time phrases in The Simple Past Tense
2. know how to change The Simple Present Tense into the Simple Past Tense
Teaching tools
A multi-media computer
Teaching procedure
Content
Teacher’s activities
Students’ activities
Intention
Time
task
The time phrases of The Simple Past Tense
1. last Monday
2. three days ago
3. the day before yesterday
4. last night
(make sentences by using these phrases freely)
Know how to use the new tense smoothly
15’
While-
task
From the text to know more about the new tenses
1. pre-read(from the book there are three questions, let the students answer)
2. listen to the tape and answer the questions
1) What is my uncle?
2) Is he busy?
3. study the text and learn the language
1. I think ….
1)a businessman
2)Yes.
Study the text in details
20’
task
Exercises
1. We can see the ______on TV.
2. We _______ to the Great Wall last week.
3. She enjoys ______ at home on Sundays.
4. They ______ here last night.
5. His ________ is better than mine.
Practice
10’
Test
1. It ___ ___ two hours to ___ ___ the magazine.
2. You’d ____ ____ a ____ ____.
3. It’s ____ ___ than ____ ___ yesterday.
4. There was ___ ___ ___ the computer.
5. The businessman often ___ ___ and ___ ___.
Check the result of learning
Lesson 30
1. grow up
2. have a meeting
3. enjoy doing
4. a lot
Finish off the workbook exercises. Write down 5 sentences from Wb Lesson 30, Ex. 2 in the exercises book.
1．閱讀前的提問(wèn)要達(dá)到啟發(fā)學(xué)生用已有的經(jīng)驗(yàn)推測(cè)課文的內(nèi)容。
2．幫助學(xué)生運(yùn)用書(shū)中的圖片談?wù)撨^(guò)去時(shí)，以達(dá)到熟練的運(yùn)用過(guò)去時(shí)的目的。
Topic
Lesson 37 (Unit 10, BookⅡ)
Teaching aims
Knowledge and ability: 1. Some words related to the concert.
2. Some drills about how to interview.
3. Improve the ability of oral English.
Process and method: Improve the ability of listening and speaking and try to express the report clearly.
Moral, attitude, Know something about many kinds of culture and value: in some places all over the world and know something about the culture in some places
Main and difficult points
1. Know all the words of the Swedish Rock Band.
2. Know how to report news.
3. Master the Simple Past Tense.
Teaching tools
Text book and recorder
Teaching procedure
Content
Teacher’s activities
Students’ activities
Intention
time
Pre-task
The words of the Swedish Rock Band
1. How many kinds of music do you know?
Say something about it
1. Pop music.
2. Rock music.
3. Jazz music.
4. Country music.
5. Classical music.
Know words of many different kinds of music.
Say something about it.
15’
While-task
①. Dialogue 1. Say something about the report. Then introduce different kinds of music.
②. There was/were
1. Ask some questions: eg.① Do you like music?
②What kind of music do you like? …
2. Then introduce many kinds of music.
3. Practice there be (was/were…)
①. Learn Part 1. A dialogue about a Rock Band.
②. There was(wasn’t)/were(weren’t)…
Practice the dialogue in pairs.
20’
Post-task
Exercises
1. How to interview.
2. How many kinds of music do you know ? Say something about it.
3. Practice the dialogue in pairs
4. Make up a new dialogue in pairs.
Practice
5’
Test
1. There are many _________ stars in the sky at night
2. There _______ any rice in the kitchen. Please go and get some.
3. The _________(瑞典人) are my friends.
4. The ___________(新聞工作者) from CCTV ask that scientist many questions.
5. Some __________(樂(lè)隊(duì)) often give concerts here.
Blackboard design
Lesson 37
1. rock band 4. tonight 7. famous 10. Beatles
2. concert 5. singer 8. song
3. give a concert 6. journalist 9. Swedish
Homework
Make up a dialogue about a report
Lesson 42 (Unit 11, Book 2)
Teaching aims
Knowledge
And
Ability:
1. Some words related to seasons
2. Some drills to introduce the seasons
3. Improve the ability of oral English
Precess and method: Ss base on the seasons organize the language and try to express clearly
Moral, attitude and value: Love nature
Main and difficult points:
1.Know all the words of weather, seasons
2.Know how to tell the seasons
3.Learn how to write a letter
Teaching tools:
A multi-media computer
Teaching procedure:
Content
Teacher’s activities
Students’ activities
Intention
Time
Prêt ask
The words of seasons
1. How many seasons
2. What do people do in Spring
There’re four seasons in a year
Try to remember the different seasons
15’
While-task
The text
Introduce seasons
Give an example of introducing the seasons
There’re four seasons
Spring is…
Can introduce seasons easily and fluently
20’
Post-task
Exercises: Which is your favourite season?
What do you do in spring/summer/autumn/winter?
Practice
5’
Test:
1. Flowers start to ______(開(kāi)) out in spring.
2. It never rains_______（大）in our city.
3. The days get longer and the nights get _____（短）in summer.
4. Could you help the farmers with the rice _______(收割)？
Blackboard
Design
Lesson 42
Spring Weather Activities
Summer
Autumn
Winter
Homework
1. Say something about the seasons
2. Write a letter.
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