Lesson（精选12篇）
Lesson 篇1
教学目标 ：
1.使同学掌握本课表示频率的重点单词：Never, sometimes, usually, often, always, how often,和部分特殊疑问句。
2.使同学能够运用本课所学的内容介绍其他学生在校学习情况。
教具：Picture and recorder
教学过程 ：
Step 1 Revision
1. Revise the dialogue.
教师出示上节课的图片，组织学生就“我的一天”进行对话练习，注意时态要一致，对话如下：
A: What time did you get up yesterday?
B: I got up at six.
A: When did you go to school?
B: I went to school at ten past eight.
A: How did you go to school?
B: I went to school by bus.
A: What time did you get to school?
B: …
2. 复习一般过去时态和一般现在时.
教师让学生写出下列动词的过去式和第三人称单数形式.
Eat, get, go, swim, fly, slept, run, begin, catch, have.
Step 2 Presentation
1. 教师引入
This term will be over, we want to know something about you. Now, look at the survey, work in pairs and ask the following question.
教师指导学生先填写调查表。
(1)教师帮助学生解决调查表中的生单词和词组。
(2)教师指导学生根据调查表两人进行问答练习，要求学生尽量使用完整句子来回答。
(3)教师挑选对话情况较好的组进行表演。
(4)组织学生统计一份本班个人情况调查结果报告表。
Like watching TV
Twenty nine students
Like eating fruit
Ten students
Get to school late
Only three students sometimes
Away from school
Never
Often be ill
None
如下：
Step 3 Writing
教师组织学生写一份详细的关于你的同伴的个人情况报告。
例如：
Tom was never away from school last year. He sometimes was ill. He always got to school early. He wet to bed before 9:30.
He watched TV quite often. Every day he did sport less than five hours. He ate a lot of fruit and vegetables.
Step 4 Summary
学生自己总结特殊疑问句的句子结构.
Step 5 Exercise in class
汉译英
1. 他们经常访问英国。
2. 我们有时外出就餐。
3. 她晚上总是在家。
4. 我从来不能在家做事。
5. 我有时整个周末都在睡觉。
Keys：
1. They often visit Britain.
2. We sometimes eat out.
3. She is always at home in the evening.
4. I can never work at home.
5. Sometimes I sleep all weekend./I sleep all weekend sometimes.
Step 6 Homework
(1) Copy the new words and phrase.
(2) Do the exercise 1 in page 150 of your text book .
Step 7 The design of the blackboard
How long…？ Less/ More than a week.
How often…? Never/ Always / Sometimes.
How many…? Six hours or more.
Lesson 篇2
Properties: Recorder; Overhead Projector; Pictures.
Teaching Objectives:
I. Practise listening ability.
2. Learn some dialogues.
Language Focus: Checkpoint 11.
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Revise the dialogues and some sentences orally. Then choose some good sentences from the students’ homework and read them to the class.
III. Leading in
Tell the students today they are going to hear about Tree Planting Day. Think about the two questions: What happens on Tree Planting Day? How do you plant a tree?
Books open, Look at Exercise, and read through the questions, make sure they can understand them.
Get the students to read the dates and numbers about.
IV. Presentation
Play the tape for the students to listen and check the answers;
1.A 2.B 3.A 4. B 5.C 6.A
Get the students to listen to the tape again, then read and repeat the sentences.
V. Dialogues
Listen to three dialogues, and then repeat after the cassette. Get the students to practise the dialogues in pairs, and then let them act it out in class.
VI. Practice
Ask the students to do Exercise 3, Write down their answers in the table.
VII. Checkpoint 11
Go through Checkpoint 11. Revise the formation of the Passive Voice with “must/ should /can /may + past participle. Get the students to say some rules for the class using the structure, e. g.
1. English should be spoken everywhere at school.
2. Windows may be cleaned after class.
3. Teeth must be cleaned everyday.
Remind the students of the difference in the meaning of “must” (obligation) should (ought to) “can” and “may” (possible). Make sure the students can understand the meaning and the use of the useful expressions.
VIII. Workbook
Let the students do Exercise 3 in the workbook.
Answers: 1. be grown, is grown, be harvested, be harvested
2. be dug, have finished, dig, be finished
Exercises in class
Rewrite the sentences in the Passive Voice.
1. You mustn't say dirty words to us.
2. We should water plants often.
3. Mary may put on her dress tomorrow.
4. They can climb that mountain.
5. Teacher should correct the homework.
6. You must keep the office clean.
IX. Homework
1. Review the contents of Checkpoint 11.
2. Finish Exercises 4 and 5.
Lesson 篇3
Step 1 Revision
1 Check the homework .
2 Practise the dialogue in SB page 22, Part 1.
Step 2 Revision
Revise the different responses to suggestions： Good idea! OK! All right! Practise, by saying Let's go shopping! or Shall we go to the zoo? to Ss and getting them to respond.
Then get the Ss to make a counter-proposal： No, let's go to Zhongshan Park .
Pairwork: get the Ss to make up dialogues in this pattern:
A： Shall we go to the zoo?
B： No, let's go to Zhongshan Park!
A： OK! .
Get some pair to perform their dialogues .
Step 3 Reading
SB page 23, Part 1. Do the first as an example, then let the Ss complete the exercise alone. They check the answers in pairs, then with the whole class. Note that at a quarter to is short for at a quarter to ten.
For some questions there may be alternative answers, e.g. Shall we have supper at six?.
The answer could be Good idea! or No, let's make it half past.
Step 4 Read and act
SB page 23, Part 2. Speech Cassette .
Ask What can you, see in the picture? Teach This boat looks like a duck. This one looks like a chicken, pointing to the appropriate boats. Ask Do they go in a boat? Let the Ss read the dialogue quickly to find the answer.
Play the tape for the Ss to listen and repeat.
Ask comprehension questions, such as Are English people good at boating? What do the boats look like? Then ask some Ss Are you good at boating? What are you good at?
Let the Ss practise the dialogue in pairs in the usual way, and then ask some pairs to act it out dramatically.
Step 5 Workbook
Wb , Ex. 1. Ss ask and answer in pairs . Check the answers with the whole class .
Step 6 Listening
Wb , Ex. 2. Listening Cassette , Part 3. Look at the form before playing the tape. Play the tape as many times as necessary.
Listening text:
The Greens and the Kings live in the same road.
The Kings usually get up at about a quarter to seven, and have breakfast at about a quarter past seven. They have lunch at a quarter past twelve, and usually have supper quite early----at about a quarter to six . They go to bed at about ten o'clock at night. The Greens usually have breakfast a little later----at about half past seven. They have their lunch at about half past twelve. They usually have supper quite late----at about a quarter to seven. At night they go to bed at about a quarter to eleven.
The answers are: The Kings----12:15, 5:45, 10:00; The Greens----7:30, 12:30, 6:45, 10:45.
Step 7 Workbook
Wb , Ex. 3 (orally). Do the first one of each section as a model, then Ss work in pairs. The answers to What does that look like are： 1 a tiger, 2 a dog, 3 a monkey, 4 a panda, 5 the moon, 6 a chicken, 7 a duck, 8 a house. The answers to Are you good at…?
1 running, 2 playing football, 3 flying a kite, 4 jumping.
Homework
Finish off the Workbook exercises .
Revise the language items in Lessons 21-23.
Write down the questions and answers in Wb Ex. 1 in the exercise books.
Lesson 篇4
Step 1 Revision
Write up on the board： Lesson Ten, the____ lesson. Get a student to write in the missing word. Check the homework.
Revise the comparative forms in Lesson 9. Get the Ss to compare objects using the comparative forms of adjectives they know.
Step 2 Presentation
Review the story in Lesson 9. Ask Where are the twins going? What food is there to eat? What day is it?
Show the Ss some pictures of food(or bring the real thing if possible). Ask What's this in English?
Teach hungry with a gesture. Ask Ss Are you hungry? Help them to answer Yes, a little/very! Then ask What would you like to eat? Get them to say I'd like a/some/one o those….
You may bring peanuts or walnuts into class to teach the word nut.
Step 3 Reading
SB page 10, Part 1. Ask What does Lucy have to eat? Lei the Ss read the dialogue silently to find the answer. Let them guess the meaning of round and Have one! (=Eat a mooncake!)
Speech Cassette . Play the tape for the Ss to listen and repeat, then practise the dialogue in pairs.
Get some pairs to act it out, with appropriate gestures and actions.
Step 4 Presentation
Ask three Ss to come to the front： they should all be quite tall. Say A is tall. B is taller than A. C is the tallest of all. Say it again; the Ss listen and repeat. Point out the use of the and of all in the tallest of them all. Ask three other Ss (D, E and F) to come to the front and teach short/shorter than/the shortest of all in the same way.
Use objects to give other examples for comparison.
Step 5 Drill
Get the six “tall”and“short”Ss to stand at the front of the class. Call out their names as a drilling cue:
T：B
Ss：B is taller than A.
T：C
Ss：C is the tallest of all.
T：D
Ss：D is short. etc.
Step 6 Read and learn
SB page 10, Part 2. Speech Cassette .Play the tape. Ss listen and repeat. Allow the Ss a minute or two to learn the sentences, then say Books closed! Tell me about Jim's box/cake, etc. Ss must say Jim's box/cake is the heaviest/biggest of all.
Step 7 Read and act
SB page 10, Part 3. Speech Cassette .
Books closed! Ask Which mooncake is the nicest of all? The Ss listen to the tape to find the answer. Books open! Read. through the dialogue with the Ss. See if they can guess the meaning of delicious. Explain that people say Mmm! when they see or hear about delicious food. Let them practise in pairs. Then ask Whick mooncakes do you like? Help them answer I like mooncakes with nuts/an egg.
Step 8 Workbook
Wb , E.1, 2 and 3. Do these exercises orally in class. Get Ss to act out their dialogues in Ex. 2.
Ex. 3 is optional. If time permits, get the Ss to read the dialogue in pairs and act it out.
Homework
Do Wb , E. 1 and 2. Learn the words in Ex. 1 and write out a dialogue for Ex. 2.
Lesson 篇5
教学目的(Teaching Objectives)
（1）掌握重点单词和词组hurry up. go the wrong way, be tired。
（2）熟练掌握be going to 结构的用法
（3）能回答课文的问题并能根据上下文判断单词的意思。
教具(Properties) 教学磁带，图片和卡片。Properties: tape recorder, calendar. .
教学过程 (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
学生默读课文，了解课文大意。并对下列句子进行判断。
A: they go to the top of the mountain to have a picnic.
B: they have no problem getting there.
教师就生词和难点进行举例解释。
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.
并就教科书78页的练习2进行讨论。然后两人一组问答练习。
Step 6 Practice
教师将课文第七页的1，2，3，4，5副图放大后挂在黑板上。告诉同学这就是当时爬山的情景。
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.
最后教师让学生合上课文，根据图片复述课文。
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 篇6
lesson 34class opening1. greeting.remember to greet your students with phrases they have learned.2. duty report.3. act out the dialogue in lesson 33.4. sing “find a friend”.what would you like for breakfast/lunch/supper?i would like .mine, yours.step1: presentationshow some pictures.teacher: what’s this? it’s a stove. we cook on the stove.look at this picture. it’s a refrigerator/sink.step 2: drillteacher: stove.students: stove.teacher: this is the stove.students: this is the stove.teacher: refrigerator.students: this is the refrigerator.step3: presentation1. draw a big clock on the blackboard.teacher: (point to the clock.) what time is it now? students: it’s seven o’clock.teacher: right. it’s seven in the morning. it’s time for breakfast. i would like some bread and eggs for breakfast. what would you like for breakfast?student1: i would like some eggs, toast and jam.teacher: what would you like? (to student2)student2: i would like 2.talk with a volunteer about mine and yours as follows: teacher: (hold up your pencil.) this is my pencil.this pencil is mine. it’s mine.where is your pencil? (to the volunteer)volunteer: (hold up his/her pencil.) teacher: (point to your pencil.) this is my pencil.that is your pencil. this is mine, that is yours.step4: practice.1. drill1)teacher: i would like some eggs. what would you like?student1: i would like some bread. what would you like?student2: i would like some bread. what would you like?student3: i would like some juice. what would you like?2) teacher: (to a) this is mine. that is yours.student a: (to b)this is mine. that is yours.student b: (to c) this is mine. that is yours.2. books closed! ask this question: what would li ming like? play the audiotape.3. check the answer.4. play the audiotape again as the students follow along in their student books.5. students listen and repeat.6. get some students to act out the dialogue.7. make up a similar dialogue then act it out in front of the class.class closing1. finish off the activity book.2. practice the dialogue in this lesson.
Lesson 篇7
Step 1 Revision
1 Revise the dialogue and picture in SB page 23, Part 2.
2 Revise the dialogue in Lesson 23, Step 2 and add a further suggestion using Why not…?
A： Shall we go to the zoo?
B： No, let's go to Zhongshan .Park!
A： OK! Why not ask the twins too?
B： Good idea!
Step 2 Word families
SB page 24, Part 1. Speech Cassette .
Ss listen and repeat. Remember that, for each group, the pronunciation is the same but the spelling varies： toilet, boy. Practise the individual sounds and the words with flashcards in the usual way.
Wb , Ex. 1. The answers are： meal, twin, toilet, from.
Step 3 Stress and intonation
SB page 24, Part 2. Speech Cassette .
Ss listen and repeat. Get them to use gestures to show the stress and intonation as they speak.
Step 4 Reading
Ask What animals live in a zoo? Make a list of the Ss' answers on the Bb.
SB page 24, Part 3. Ask Which animals do Lin Tao and Jim see? Get the Ss to read the dialogue quickly to find the answer. Then the Ss do Wb , Ex . 2 in pairs . Check the answers with the whole class .
Speech Cassette . Play the tape. Ss listen and repeat.
Step 5 Acting
Ss practise the dialogue in pairs in the usual way. Get some pairs to act it out dramatically (using books for reference only ) .
Step 6 Checkpoint 6
Go through Checkpoint 6 and explain any problems arising.
Practise telling the time.
Step 7 Test
1 Dictate the following words and expressions：
a quarter past nine, half past eleven, ten minutes to four, a little earlier.
2 Write the following on the Bb：
1 A： ______?
B： No, thank you .
2 A： ______?
B： I would love to.
3 A： ______?
B： All right .
Get the Ss to complete the above dialogues.
Step 8 Workbook
Do Wb , Ex . 3, if time permits .
Do Ex . 3 in writing first, then the Ss practise the dialogues in pairs .
The answers are:
1 Would/Could; Yes/Certainly; Shall;
Good idea .
2 is going; great/good; Shall; Let's; All right/OK/Great .
Homework
Learn the contents of Checkpoint 6.
Revise the language items in this unit .
Lesson 篇8
Step 1 Revision
Revise the dialogues in SB Lesson 34.
Check the homework.
Step 2 Reading
SB page 35, Part 1. Speech Cassette . Look at the street map on colour page iv and listen to Number 1： Ss trace the route as they listen . They check their answers in pairs using the reading text . The answer is ： at the Zoo . Play the tape and listen to Number 2, then check the answer with the class. The answer is： at the post office . Repeat the procedure.
Step 3 Write and talk
SB page 35, Part 1. Ss write a puzzle. using the ones in Part 1 as a model. They can take any place on the map on colour page iv as their starting point. They work in pairs. Get some Ss to read out their puzzle for the whole class.
Step 4 Listening
SB page 35, Part 2. Wb , Ex. 1. Listening Cassette . Play the tape three times, if necessary. Ask the Ss to look at the map on page iv .
Listening text:
1 You are at C.Go along the road, and take the first turning on the left, the second on the left . Where are you?
2 You are at D . Walk along the street. Take the second turning on the right, and the third turning on the left . What can you see on your left?
3 You are at E . Walk along the street, and take the third turning on the left, the second turning on the right . Where are you?
The answers are： 1 at the train station,
2 People's Hospital, 3 at the bookshop/ the bus station .
Step 5 Workbook
Wb , E . 2-4.
Do Ex . 2 orally with the whole class . Ss may trace the route on the map on colour page iii and use the expressions of position to ask and answer questions .
T： Which way can you find to the tigers?
SA： Three ways , I think .
T： Please tell me one of the ways .
SA： Go into the gate, walk along the road and then cross the bridge, take the first turning on the left, go along the road. Then you can see the tigers there .
There are no unique answers to these questions . Teachers can encourage Ss to find more answers . For Ex. 3, let the Ss write the missing words into the blanks before practising the dialogues. The answers are： Excuse me; I'm sorry/ Sorry ; better; quite/ very far; 'd/ had; kilometres; shall/ can; better .
Ex. 4 is optional. If possible, get one of the Ss to draw the finished map on the Bb while the other Ss draw the map in pencil in the workbook .
Homework
Finish off the Workbook exercises .
Revise the new vocabulary and structures in this unit.
Lesson 篇9
教学目标
学会介绍自己和家人以及周围的环境。
复习语音
教学用具
课件、投影仪、录音机
教学步骤
Step 1 Review
Review colours and dialogues SB L.49,50,51.
there+be 句型
Step 2 Presenttation
Listen to the tape to read phonics.
老师用投影仪打出这九幅图，先不图颜色。让一学生用图1做示范练习说物品和颜色。并涂上颜色。然后让其他学生练习剩下的几幅图。最后听录音并跟读。
Step 3 Drill
Listen to the tape and repeat. After that, answer the questions.
根据这12个问题，又可组成一篇短文，可让学生练习说,并可加以想象。
参考范文
There are five people in Bill’s family. They are his grandmother, grandfather, his father, mother, and he. Behind his house, there is a big garden. There are many red flowers in it, but there aren’t trees in it. In his bedroom there is a bed, a desk and two chairs. They are all brown. It’s a nice room. He likes his room.
Step 4 Practise
谈谈自己的家庭。向同学们和老师们介绍一下自己的家庭。可介绍一下几个方面;家庭成员，工作，家有几间房，周围的环境等。可用画图的形式向大家介绍。
参考范文
My name is X X X. There are three people in my family. They are my father, my mother and I. We have a new flat with one living room and two bedrooms in a big new building. I have a small bedroom. I can do my homework in it. There is a bed, a writing-table, two chairs and bookshelf in my bedroom. They are all yellow. I like yellow. On my writing- table there is a computer, some flowers and some books. It’s a very nice room.
There is a garden before our building. There are many flowers, grass and trees in it. Behind the building there is a playground. After school we often play basket and football on it.
Step 5 Consolidation
Listen to the tape and repeat. Do WB.
Homework
Blackboard handwriting
Colour it red / green / yellow / black / blue / white / brown / grey / purple
Lesson 篇10
Step 1 Revision
1 Check the homework .
2 Practise the dialogue in SB page 22, Part 1.
Step 2 Revision
Revise the different responses to suggestions： Good idea! OK! All right! Practise, by saying Let's go shopping! or Shall we go to the zoo? to Ss and getting them to respond.
Then get the Ss to make a counter-proposal： No, let's go to Zhongshan Park .
Pairwork: get the Ss to make up dialogues in this pattern:
A： Shall we go to the zoo?
B： No, let's go to Zhongshan Park!
A： OK! .
Get some pair to perform their dialogues .
Step 3 Reading
SB page 23, Part 1. Do the first as an example, then let the Ss complete the exercise alone. They check the answers in pairs, then with the whole class. Note that at a quarter to is short for at a quarter to ten.
For some questions there may be alternative answers, e.g. Shall we have supper at six?.
The answer could be Good idea! or No, let's make it half past.
Step 4 Read and act
SB page 23, Part 2. Speech Cassette .
Ask What can you, see in the picture? Teach This boat looks like a duck. This one looks like a chicken, pointing to the appropriate boats. Ask Do they go in a boat? Let the Ss read the dialogue quickly to find the answer.
Play the tape for the Ss to listen and repeat.
Ask comprehension questions, such as Are English people good at boating? What do the boats look like? Then ask some Ss Are you good at boating? What are you good at?
Let the Ss practise the dialogue in pairs in the usual way, and then ask some pairs to act it out dramatically.
Step 5 Workbook
Wb , Ex. 1. Ss ask and answer in pairs . Check the answers with the whole class .
Step 6 Listening
Wb , Ex. 2. Listening Cassette , Part 3. Look at the form before playing the tape. Play the tape as many times as necessary.
Listening text:
The Greens and the Kings live in the same road.
The Kings usually get up at about a quarter to seven, and have breakfast at about a quarter past seven. They have lunch at a quarter past twelve, and usually have supper quite early----at about a quarter to six . They go to bed at about ten o'clock at night. The Greens usually have breakfast a little later----at about half past seven. They have their lunch at about half past twelve. They usually have supper quite late----at about a quarter to seven. At night they go to bed at about a quarter to eleven.
The answers are: The Kings----12:15, 5:45, 10:00; The Greens----7:30, 12:30, 6:45, 10:45.
Step 7 Workbook
Wb , Ex. 3 (orally). Do the first one of each section as a model, then Ss work in pairs. The answers to What does that look like are： 1 a tiger, 2 a dog, 3 a monkey, 4 a panda, 5 the moon, 6 a chicken, 7 a duck, 8 a house. The answers to Are you good at…?
1 running, 2 playing football, 3 flying a kite, 4 jumping.
Homework
Finish off the Workbook exercises .
Revise the language items in Lessons 21-23.
Write down the questions and answers in Wb Ex. 1 in the exercise books.
Lesson 篇11
Step 1 Revision
Write up on the board： Lesson Ten, the____ lesson. Get a student to write in the missing word. Check the homework.
Revise the comparative forms in Lesson 9. Get the Ss to compare objects using the comparative forms of adjectives they know.
Step 2 Presentation
Review the story in Lesson 9. Ask Where are the twins going? What food is there to eat? What day is it?
Show the Ss some pictures of food(or bring the real thing if possible). Ask What's this in English?
Teach hungry with a gesture. Ask Ss Are you hungry? Help them to answer Yes, a little/very! Then ask What would you like to eat? Get them to say I'd like a/some/one o those….
You may bring peanuts or walnuts into class to teach the word nut.
Step 3 Reading
SB page 10, Part 1. Ask What does Lucy have to eat? Lei the Ss read the dialogue silently to find the answer. Let them guess the meaning of round and Have one! (=Eat a mooncake!)
Speech Cassette . Play the tape for the Ss to listen and repeat, then practise the dialogue in pairs.
Get some pairs to act it out, with appropriate gestures and actions.
Step 4 Presentation
Ask three Ss to come to the front： they should all be quite tall. Say A is tall. B is taller than A. C is the tallest of all. Say it again; the Ss listen and repeat. Point out the use of the and of all in the tallest of them all. Ask three other Ss (D, E and F) to come to the front and teach short/shorter than/the shortest of all in the same way.
Use objects to give other examples for comparison.
Step 5 Drill
Get the six “tall”and“short”Ss to stand at the front of the class. Call out their names as a drilling cue:
T：B
Ss：B is taller than A.
T：C
Ss：C is the tallest of all.
T：D
Ss：D is short. etc.
Step 6 Read and learn
SB page 10, Part 2. Speech Cassette .Play the tape. Ss listen and repeat. Allow the Ss a minute or two to learn the sentences, then say Books closed! Tell me about Jim's box/cake, etc. Ss must say Jim's box/cake is the heaviest/biggest of all.
Step 7 Read and act
SB page 10, Part 3. Speech Cassette .
Books closed! Ask Which mooncake is the nicest of all? The Ss listen to the tape to find the answer. Books open! Read. through the dialogue with the Ss. See if they can guess the meaning of delicious. Explain that people say Mmm! when they see or hear about delicious food. Let them practise in pairs. Then ask Whick mooncakes do you like? Help them answer I like mooncakes with nuts/an egg.
Step 8 Workbook
Wb , E.1, 2 and 3. Do these exercises orally in class. Get Ss to act out their dialogues in Ex. 2.
Ex. 3 is optional. If time permits, get the Ss to read the dialogue in pairs and act it out.
Homework
Do Wb , E. 1 and 2. Learn the words in Ex. 1 and write out a dialogue for Ex. 2.
Lesson 篇12
一.教学目的
1.掌握四会句型和短语：There is a map on the wall in the classroom. a man of China, Let’s look at the map. Where is/are + 介词短语？a map of, in China, on the wall（注意介词on, in, of的用法）。
2.掌握四会单词：China, let, us, Let’s＝Let us，三会词turn, now和三会句型It’s your turn now.
3.掌握字母e在开音节和闭音节读音规则，以及辅音k，g，s，z的发音。
二.本课重点
l.课文第一部分句子：There is a map on the wall in the classroom.It’s a map of China. Let’s look at it.
2.on the wall, in the wall, a map of, look at, in China.掌握介词的用法。
3.讲解地点名词的拼写方法。
三.本课难点
1.It’s a map of China. China是专有名词，开头字母必须大写。of China是介词短语作定语，修饰名词map, of表所属关系。
2.Let’s＝Let us
3.字母e在开音节和闭音节读音规则，以及辅音k, g, s, z的发音。
四.教师教法
本课可以利用图表进行实际的交际训练。选择一些城市，用图表显示出分别在哪个省，让学生根据图表进行问答，也可以询问学生特别熟悉的城市进行问答，形成真实交际的感受。
五.教具
录音机、幻灯、地图、图片。
六.教学设计
Step 1 Revision
1.Duty report.根据值日生报告提出几个问题，叫其他学生回答，或者让值日生本人提问其他学生。
2.Free all根据39课第三部分内容，利用实物自编自演对话。（检查家庭作业 ）
3.运用图片复习单词wall，clock，flower，blackboard，chair…和介词in/ on/ behind可以通过以下对话进行：
T：What’s this in English？/ What are these in English?
S：It’s a …/ They are some…
T：Where is it? Where are they？
S：It’s / They’re on/ in/ behind under…
Step 2 Presentation
教师把一张标有本省本市的地图挂在墙上，说：This is a map.It’s a map of China.
Now let’s look at the map.（板书并解释China是专有名词，Let’s＝let us，是缩略形式，讲解a map of）领读这几个句子。指着地图上几个地点说：This is Beijing.This is Daqing and we are here.然后叫起一名学生问答：
T：Where is Beijing？
S1：It’ here.（用手指着地图）
T：（问所有学生）Is that right or wrong?
Ss：It’s right.
（叫起另一名学生问）
T：Where is Daqing？
：It’s here.
T：Where are we？
：We are in Daqing.
Step 3 Practice
1.合上书（听课文第一部分录音），问下列问题：Where is the map？Is it a map of China？放录音，第一遍听，注意语音、语调，第二遍跟读，模仿语调，听完录音后，找学生回答问题。
2.打开书齐读第一部分课文（解释Class Three是指三班全体学生，a map换成the map的原因），把全班分成两组（男生一组，女生一组）朗读并背诵课文。
3.让学生根据班级的实际情况，争取说出下列话语：There is a tap on the wall in our classroom.It’s a map of china.
Step 4 Presentation
打出幻灯，显示图表（一些城市名称和省名称），看地图，叫一名学生和教师进行示范对话：
T：Where’s Shenzhen？Do you know？ Harbin → Heilongjiang
S：It’s here. Guilin → Yunnan
T：Er, is it near Chinese Taiwan? Guangzhou → Guangdong
S：No, it’s near Hong Kong. Chengdou → Sichuan
T：Where is Macao? Shenyang → Liaoning
S：Is it in Guangdong? Wuhan → Hubei
T：Oh, no, it’s an SAR.
（讲解地名的拼写方法和汉语拼音方式相同，所有地名像人名一样，第一个字母要大写）
Step 5 Practice
1.给学生几分钟时间，根据图表和地图，按照上面对话进行分组练习，然后叫两组表演。
2.放课文第二部分录音，先让学生听，注意语音、语调，打开书，再放一遍录音，学生跟读，注意模仿语音、语调，然后齐读。
3.两人一组朗读对话并交换角色。
4.给学生两分钟时间，指图自由问答各省、市位置，然后叫几组表演。
Step 6 Listen, read and say
1.教师出示一组单词卡片让学生朗读，然后板书he these see jeep e [i:]
再出示下组单词卡片让学生朗读，然后板书：egg desk pen spell e [e]
引导学生总结两组单词读音规则，然后写出音标[i:] [e]。讲解字母e在开音节和闭音节中的读音规则。打乱卡片次序，让学生读准单词。
2.幻灯显示下列两组单词，用对比的方法教学字母k，g与t，d的发育［k］［g］与[t][d]，并指发育要领。打乱单词顺序，出示卡片，让学生朗读，并纠正错误发音。
Step 7 Listen and answer
1.对学生说：Open your workbook at Page 139, Listen.
2.先放两遍录音，回答问题，然后再放录音，让学生跟读。
3.找学生答出正确答案。
Step 8 Presentation
教师把一块表放进文具盒里说：This is my watch.Now it is in the pencil－box.然后叫一学生到讲台和老师进行下列对话：
T：Where’s the watch? Is it under the bag？
S：No, it isn’t. It’s in the pencil – box.
T：（把表拿出来放到书包下面）Is it in the pencil-box, now？
S：No, It isn’t. It’s under the bag.
蒙住该学生的眼睛，用玩具猫和鱼缸进行上面对话。然后板书并领读句子。
Step 9 Checkpoint
和学生一起讨论复习要点，如有疑难问题解答。
Step 10 Consolidation
放幻灯片
翻译下列词组：
1.三班的学生__________ 2.他们教室的墙___________
3.他们教室的门_________ 4.在中国_________________
5.两张中国地图_________ 6.窗下___________________
7.在河北______________ 8.在门后________________
9.在墙上______________ 10.看一看图片___________
Step 11 Summary
让学生总结本课所学四会词和四会句型：There is a map on the wall in the classroom，a map of China，Let’s look at it.fish bowl，如有漏掉，教师补充。
Step 12 Homework
1.笔头作业 ：Workbook Ex. 5 and 6. 做在作业 本上，其他的直接写在练习册上。
（Key：Ex 5 I can’t/No/ No; Ex 6 in the box/ on the floor/ on the/ desk/ near the door/ under the bed/in the book/ in the toilet/ on the hill
2.口头作业 ：（l）根据本课对话，按照地图，两人一组自由谈论各地位置。（2）根据本单元所学课文，两人一组或三人一组自编对话。
七.板书
Lesson 40 (I)
New words:
This is a map.
china It a map of China.
let Let’s look at the map.
us a map of
let’s =let us in China
Macao look at
SAR fish bowl
watch