下面是小编为大家收集的人教Book2 unit20 Mainly Revision-人教版[]，本文共6篇，仅供参考，欢迎大家阅读，希望可以帮助到有需要的朋友。
篇1：人教Book2unit25-26 -人教版
Unit 25 The Accident
Unit 26 Mainly Revision
Teaching Plan
Tianjin Experimental High School
Xiejing/谢静
天津市实验中学 英语 学科课堂教学素质教育目标
章、节课 题 Unit 25 The Accident& Unit 26 Mainly Revision
教养性目标 基础知识 To master the following new words and phrases: It’s really nice of you. Don’t mention it. hurry off, after a while, at once, come to oneself.
学科能力 To master the following: Past Continuous Tense: statement forms and question forms.To revise the following: 1. 5 basic sentence structures; useful expressions in checkpoints 2. Modal verbs-can & may. 3. Talk about food and ways to a certain destiny.
思想方法 To use the language and fulfill the tasks of listening, speaking, writing and other exercises in the unit.Revision and Self-testing.
教育性目标 德育渗透 通过课文的学习，增强助人为乐的精神。
发展性目标 良好心理素质的培养 1. 通过比较现在进行时态和过去进行时态，能体会两者之间的相似点和不同点。2. 通过复习15单元至22单元，培养学生的自学能力
Unit 24 What were they doing?
I. Teaching Aims and Demands:
1. The Ss learn the new words and expressions of the units.
2. The Ss learn to use the Past Continuous Tense according to different tasks.
3. The Ss learn to self-revise what they learnt in unit 15 and unit 16.
II. Teaching Key Points:
1. Reading comprehension of “A Traffic Accident”, “Mr Jackson Saves Mrs Beet”
2. Reading comprehension of “Miss Evans”, “We live in an Icebox!”.
III. Teaching Difficulties:
1. How to grasp the language used in the texts of lessons.
IV. Teaching Methods:
Reductive approach and other activities.
V. Teaching Media:
Tape, tape recorder, computer, courseware.
VI. Time Allocation:
Period 1: Finish off unit 23; Lesson93 and 95; demands for the Revision Periods.
Period 2: Lesson 94 and revision of unit 15 and unit 16.
Period 3: Lesson 94 and revision of unit 17 and unit 18.
Period 4: Lesson 96 and revision of unit 19 and unit 20.
[From June 9th to June 14th]
Three Levels of Learning Goals for Unit 23
Contents of learning Basic Goals Higher Goals Top Goals
New Words I can spell them. I can use them. I can use them and their changed forms.
Useful Expressions in unit15-22; unit 24 I can understand them. I can use them. I know other phrases related to them.
Dialogues I can understand them. I can recite some of them. I can recreate similar dialogues.
Text I can understand it. I can retell it with the help of key words. I can retell it and tell another related story.
Grammar 1. Five basic sentence structures. 2. Modal verbs: can; may; must; have to.3. Past Continuous Tense. 1. Adverbial clauses for time and condition.2. Use of link verbs.3. Using indefinite pronouns/adverbs. 1. The compound sentences.2. Using reflexive pronouns.3. Comparison structures.
Others I can understand what the teacher said about the unit. I can react to what the teacher said in class. I can fulfill all the tasks the teacher asks us to do.
Demands for Unit 23
1. Read all the dialogues and texts 3 times and have one of your parents sign his/her name. Group leader checks the next day. Copy the new words of this unit.
2. Duty tasks: a. Prepare an English Song for your classmates to learn.
b. Lesson 94: Role-play the text.
c. Lesson 96: Role-play the text.
d. Tell something about your neighborhood.
e. Finish the story in Ex 3. (WB-P116)
3. Individual tasks: a. Revise unit15-unit22 and design test paper for each unit.
4. Group task: Design a test for unit15-unit22.
Period 1: Finish off unit 23; Lesson93 and 95; demands for the Revision Periods
I. Teaching Aims and Demands:
1. Finish off unit23-lesson 92.
2. Learn the dialogues of lesson 93 and 95.
II. Teaching Key Points:
1. Lesson 92; lesson 93 and lesson 95.
2. Practice using the Past Continuous Tense.
III. Teaching Difficulties:
The Ss can recite the dialogue and use the Past Continuous Tense.
IV. Teaching Medias:
Tape, tape recorder, computer, flash-disc, multi-media sys.
V. Teaching Procedures:
Step1. English Song Enjoyment
Step2. Lesson 92
1. Puzzle Dialogue.
Check it and mention the phrases “match … with…”, “What size does she wear?”, “almost/nearly”.
2. Read “Mark Twain”
播放视频文件：Mark Twain，让学生对整个故事有个大概了解，然后找出答案。
Teach the new words: speaker, lose, hide, conductor, check, lie, deaf
Explain the phrases: make sb. do sth., play a joke on sb.(可播放音频进行讲解)
Play the tape again and have the students listen and repeat. And answer the following questions.
○1What does Mark Twain like to do?
○2 What did his friend ask him to do?
○3 What did Mark Twain say to his friend?
○4 How many tickets did he buy at last?
○5Was his friend a really strange man?
○6 Why did everyone laugh?
○7 What do you think his friend’s feeling is?
○8 What do you think of Mark Twain from this story?
Give the key words and have the Ss retell the story.
Step3. Duty Report: talk about a famous person you know to your classmates.
Step4. Exercise Checking
1. SB-P45-Write.
2. WB-P110-Ex3; P111-Ex1; P112-Ex2; P112-Ex3, Ex5
3. Duty Report: Ex4 on P113.
4. WB-P114-Ex7.
Step5. Lesson 93
1. Ask and answer: Look at the pictures and talk in groups about it.
Ask a group to represent their talk.
2. Play the tape and teach the new phrase.
○1 try to do sth. The boy is trying to climb the tall tree.
○2 quite a nice. . . He owns quite a nice car. (rather)
3. Ask the student the change the dialogue into the situation of Wednesday.
Step6. Lesson 95
1. Divide the whole class into two groups and read the dialogue in roles.
2. Teach the new phrases.
○1 at noon, last night, in the morning/afternoon, yesterday morning/afternoon.
○2 be having a PE(physical education) class.
○3 chemistry lab; physics, history, geography, English, Chinese, Politics
○4 feed – fed –fed = give food to
○5 sweep- swept-swept = clean the floor with a broom/mop
3. Look at the pictures and write as many sentences as you can.
Step7. Homework
1. WB-P115-Ex3 & P117-Ex1: in Homework Book; 2. WB-P117-Ex3: in WB.
3. Design a test paper: 关于Unit15&16, QTB的综合练习1、2和形成性中每单元25道题，5道词汇词组翻译，5道单选题，5道单纯填空，5道正确形式填空，5道翻译或完成句子。用所给纸张大小1-2页，标明单元、题型及出题名。
Period 2 Lesson 94
I. Teaching Aims and Demands:
1. Learning the text “The Man Upstairs”
2. Finish off Lesson 93 and Lesson 95.
II. Teaching Key Points:
1. Finish learning “The Man Upstairs”;
III. Teaching Difficulties:
1. How to finish so many items within one period.
IV. Teaching Medias:
Tape, tape recorder, computer, flash-disc, multi-media sys.
V. Teaching Procedures:
Step1. Enjoy the English Song (5min)
Step2. Quiz about unit23. (QTB; QFT. 10min)
Fill in the blankets with the right articles if necessary.
1. _______ English is ________ useful language.
2. _______ China is one of ________ largest countries in _______world.
3. He borrowed _______ dictionary from ________ school library.
4. _______ book on ________ desk is mine.
5. _______ Blacks visit China every year.
6. I’m good at playing ________ football but he isn’t.
7. What ________ exciting match it is!
8. ________ sun is much bigger than ________ moon.
9. She likes playing ________ piano very much.
10. He went to school before ________ breakfast this morning.
Write the correct word according to demands(要求).
11. The car runs at the _______ of 80 miles per hour.
12. I dream to be a scientist in the f______.
13. It was an u________ trip. I will not forget it forever.
14. I hate the d______ called TB.
15. _______(几乎) nobody believes him.
16. Bill Gates d______ to give millions of dollars to help those poor people.
17. Mark Twain was also a good _______(演说家).
18. I am very ______ (please) to hear the _______ (excite) news.
19. An old man ______(躺) on the ground. Let’s go to see what is the matter with him.
20. In 1975, Bill Gates began _______ (开发) software ______ ______ computers(为个人电脑).
答案：
1. /, a 2./, the, the 3.a, the 4.The, the 5.The
6./ 7.an 8.The, the 9.the 10./
11. speed 12. future 13. unusual 14. disease 15. Almost
16. decided 17. speaker 18. pleased; exciting 19. was lying
20. developing; for personal
Step3. Lesson 93 (5min)
1. Teach the new phrase.
○1 try to do sth. The boy is trying to climb the tall tree.
○2 quite a nice. . . He owns quite a nice car. (rather)
2. Ask the student the change the dialogue into the situation of Wednesday.
Suppose it is now Wednesday, and what were they doing when the teacher came in on Monday? (Slides) Answer together.
Discuss the form of the Past Continuous tense.
Step4. Lesson 95 (5min)
1. Divide the whole class into two groups and read the dialogue of part1 in roles.
2. Teach the new phrases.
○1 at noon, at night, in the morning/afternoon, (/)yesterday morning/afternoon.
○2 be having a PE(physical education) class.
○3 chemistry lab; physics, history, geography, English, Chinese, Politics
○4 feed – fed –fed = give food to
○5 sweep- swept-swept = clean the floor with a broom/mop
3. Look at the pictures and make as many sentences as you can.
4. Watch the video and answer the questions.
Step5. Lesson 94 (15min)
1. Pre-read: This story is about a man who lived in a tall building in Moscow. He liked living there. It was usually very quiet, and he could see the park from his window. There was one problem for him. That is, he couldn’t sleep well.
Duty Report: role-play the text “The Man Upstairs”.
2. Watch the video of the text and explain the difficult points:
How can you get along/on well with your neighbors? Do your neighbors ever do anything that disturbs you?
Then explain the language points paragraph by paragraph.
3. Do the in-class exercise by the video.
Step6. Homework
1. QTB and QFT: Test Paper of Unit 17 and Unit 18.
2. English Weekly: till Vol41.
3. Check everything on Monday; and test about unit15 and 16 on Monday.
4. Group A come to my office for help.
Period 2 Lesson 94 and Lesson 96
I. Teaching Aims and Demands:
1. The Ss learn the phrases as following: get on well with, disturb, the city of…, upstairs/downstairs, take off, one…the other, be angry with, one day, decided to, trouble, happen, when, every time.
2. The Ss can retell the story “The Man Upstairs” and they can say something of their neighbor.
II. Teaching Key Points:
1. Reading comprehension of Lesson 94, the difficult language points in the story.
2. Checking of the test for Unit 23.
III. Teaching Difficulties:
1. Two ways of using “when”. 2. Use of past continuous tense.
IV. Teaching Medias:
Multi-media system, flash courseware, etc.
V. Teaching Procedures:
Step1. Enjoy the English Song (5min)
Step2. Check the test for Unit 23 by showing the slides. (5min)
Step3. Pre-read (3min)
1. We have enjoyed the play acted by the group on duty. The story that we are going to study is about a trouble between neighbors. Now discuss in group about the following questions:
How do you get on/along with your neighbors?
Do your neighbors do anything that troubles/disturbs you?
2. Ask two students to answer them after 2 minutes’ discussion.
Step4. Read (7min)
1. Now let’s watch a flash about the text and I will write the key words on the Bb. After watching it, you are going to answer my questions and retell it in your own words.
○1 Where did this story happen? ○2How did he try to solve the problem?
○3 Was the problem solved successfully? Why not?
2. The key phrases needed:
lived… usually quiet… one problem… came home late… threw his boots on… noise… woke up… decided to talk to… the next evening… as usual… took off the first boot and dropped…remembered… put the other boot under his bed very quietly… was just falling asleep when… waiting for the sound of…
3. Help the students to go through the text carefully paragraph by paragraph.
Step5. Language points (15min)
1. get on/along (well) with = to have a friendly/nice relationship with sb.
e.g. He is easy-going and gets on/along very well with his classmates.
2. disturb [v.] to interrupt or trouble sb.
e.g. I am sorry to disturb you but you are making a lot of noise and I can’t go to sleep downstairs.
3. in the city of Moscow = in Moscow City (同位语)
4. upstairs à downstairs [adv.,adj.]
5. take off à put on
6. one … the other…/ one … another…/ one… the others/the other +pl. n.
e.g. Two students came to my office. One is Jack, the other is Judy.
I have given you one apple. If it is not enough, I can give you another (one).
One student is going to stay here and look after our bags while the others/the other students are going to visit the museum.
7. be angry with sb./at sth. = be mad with/at
e.g. He didn’t come to school yesterday and went to a net-bar instead. The teacher got very angry at that and even angrier with him because he lied that he had been sick all day yesterday.
8. decide to do = make up one’s mind to do
9. knock at/on
10. With a smile, with these words, with a good-bye, with a book in his hand
11. every time + adverbial clause for time
e.g. Every time my mother goes shopping, I go with her.
12. trouble [v./n. ] e.g. What’s the trouble with you?
May I trouble you to pass me the book?
Don’t trouble about that.
[Proverb] Never trouble a trouble till trouble troubles you.
13. drop [v.] = let sth. fall
e.g. Look out for dropping the glass on the ground.
You’d better drop the bad habit of throwing your shoes everywhere.
a drop [n.] of water/tear
14. happen [vi.] e.g. The accident happened at night.
It happened to rain hard when the class was over.
I happened to meet a good friend of mine on my way here.
15. wake sb. up / wake up
e.g. We need not wake him up in the morning because he can wake up by himself at six o’clock.
16. as (it is) usual
e.g. She did her homework first thing after she got home from school as usual.
17. was/were about to do….; was/were doing when …did… =at that moment, suddenly, 注意when 分句一般在句尾，后面是一般过去时态； 表示在前一个动作过程中或即将发生第一个动作时，第二个动作突然发生，when后跟第二个动作。（一般考试中when后没有用过去进行时的，如果见到，相当于while, during the time when）
e.g. I was walk along the river when I met her.
We were playing cards when the light went out.
He was just about to work out the problem when the bell rang.
Step6. Check the homework (5min)
1. P115-Ex3:
When the teacher came into the classroom, Lin Feng was drawing a horse on the blackboard.
When I came home, grandpa was reading a newspaper.
We were holding a sports meeting when it started to rain yesterday morning.
Her mother was cooking when the telephone rang.
The painter was painting at home on Saturday morning.
She was wearing/wore a red short skirt when she went dancing last night.
2. P117-Ex3：See WB.
Step7 Lesson 96
1. Duty report 3 and 4: a role-play about a police issue
a report on the neighborhood
Step8 Homework
1. Test paper for Unit 19-20.
2. Big checking this noon: group A comes for help.
3. WB-P116-Ex2; WB-P118-Ex2; WB-P119-Ex3;
4. Read the passage on P119-Ex4, answer the questions after it. [Check on Tuesday.]
Period 3 Lesson 96 and Lesson 97
I. Teaching Aims and Demands:
1. The Ss can use past continuous tense in asking questions and answering them.
2. Finish off Unit24.
II. Teaching Key Points:
1. Test of unit17 and 18. 2. Listening of lesson 96; checking exercises.
3. Read “A Bad Neighbor” 4. Practice making dialogues of lesson 97.
III. Teaching Difficulties:
1. Run-on questioning and answering. (For practicing the Past Continuous Tense.)
IV. Teaching Medias:
Multi-media system, flash courseware, etc.
V. Teaching Procedures:
Step1. Enjoy the English Song (5min)
Step2. Finish the 94th lesson (10min)
1. happen [vi.] e.g. The accident happened at night.
It happened to rain hard when the class was over.
I happened to meet a good friend of mine on my way here.
2. wake sb. up / wake up
e.g. We need not wake him up in the morning because he can wake up by himself at six o’clock.
3. as (it is) usual
e.g. She did her homework first thing after she got home from school as usual.
There are more people in the supermarket than usual.
4. was/were about to do….; was/were doing when …did… =at that moment, suddenly, 注意when 分句一般在句尾，后面是一般过去时态； 表示在前一个动作过程中或即将发生第一个动作时，第二个动作突然发生，when后跟第二个动作。when 引起的是过去的时间点，所以通常用一般过去时态；而主句是指这个时间点上正在发生的事，所以用过去进行时态。如果主从句颠倒一下，则可用while引导过去进行时。（一般考试中when后没有用过去进行时的，如果见到，相当于while, during the time when）
e.g. I was walking along the river when I met her. /at 5 o’clock.
While I was walking along the river, I met her. (侧重I met her)
We were playing cards when the light went out.
He was just about to work out the problem when the bell rang.
5. Check the homework on page 115.
Step3. Listening text of Lesson 96 (5min)
Step4. Duty Report 3: a role-play about a police issue (3min)
Step5. Run-on Questioning: (5min)
1. P49-Part3: one student asks a question like “What was David doing at 8 o’clock yesterday morning?”, the following students answers “ He is having an English class. “ and then the second student goes on to ask another question to the third student.
2. So shall we do with the first part of lesson97 on P51.
Step6. Quick reading of “A bad neighbor” (5min)
1. What was the trouble for Masha and Sasha?
2. be fed up with = be tired of/about
e.g. I am fed up with your lies. I’m rather fed up with your restless talk in class.
3. be doing sth + always 有时可以表达厌烦和埋怨或称赞的语气。
e.g. He used to be my neighbor but because he was always talking to me in class, Mr. Liu moved him to the front.
You are making a lot of noise in class again.
He is always thinking of others first.
4. return = give back return sth. to sb.
5. refuse + sb. / + to do sth. [反：agree]
e.g. If he invites you to his party, don’t refuse him.
She refused to go with us.
6. Duty Report 4: My neighbors
Step7. Check the exercises of unit24 (10min)
1. WB-P116-Ex2; WB-P118-Ex2; WB-P119-Ex3.
2. P119-Ex4: answer the questions after it.
3. Duty report on Ex3 on P116.
Step8. Part 2 (5min)
1. Listen to the dialogue and explain the language to the students.
2. Work in pairs and change the dialogue with the phrases in the boxes.
Step7. Test for Unit17-18(at noon)/Homework
1. Grade your own paper unit 17-18 and correct the mistakes.
2. Design the test paper for unit 21-22.
3. WB-P122-Ex1. (On your own workbook and be checked tomorrow)
4. 课后收条测修改后的和Test paper of unit 19-20.
5. 提醒：下周二中午英文拉歌比赛。可用大课间练习。
听英文歌在课前5 分钟，unit26 没有duty。
周三quiz of unit23 and 24. 单词和课文句子。
中韩对抗赛。
复习重点还是在unit21-unit26.
周三教案（简明）
UNIT 25 THE ACCIDENT
Lesson 97, 99 and listening
Step1. Watch the video of the dialogue on P51.
Step2. Replacing Drill the dialogue.
Step3. WB-P121-Ex2: (flash-exercise).
Step4. Listening (flash/WB-P124-Ex1).
Step5. Duty-report of Lesson99.
Check Part 2.
Step6. Quiz for unit 23-24.
1. 当老师进教室时，李蕾正努力在黑板上画一匹马。
2. 你可以花一个月来尝试以一种新方法来学英语。一个月是一段相当长的时间了。
3. 每次小明上课迟到，老师对他都相当生气。
4. 那个街道小贩正在卖菜，一辆车在他面前突然停了下来。
5. 他喜欢物理胜过生物。
6. 当楼上的人正要扔另一只靴子，他突然想起楼下的人跟他说的话。
7. 他们烦透了那个邻居因为他总是从他们那儿借走东西而且从来不还。
8. 他买给她一副园丁剪刀，但她礼貌地拒绝接受。
9. 你穿多大尺码的衣服？6号。看这件，它可以很好地与你的鞋子搭配。
10. 我认为数学比英语有用， 但我还认为数学没有英语有意思。
Step7. Homework
1. WB-P123-Ex2.
2. Design test paper for unit23-24.
篇2：人教Book2 unit20 Mainly Revision-人教版[]
Unit 20 Mainly Revision
Teaching Plan
Tianjin Experimental High School
Xiejing/谢静
天津市实验中学 英语 学科课堂教学素质教育目标
章、节课 题 Unit 20 Mainly revision
教养性目标 基础知识 To master the following new words and phrases: yet, myself, cousin, cousin, engineer, cancer, care, take care of , sad, death, page, palace, the Summer Palace, herself, turn on, while, after a while, turn off, any more, make faces, whole, wonderful, have a cold, once, himself, tooth, kill, etc.
学科能力 To master the following sentences: Your parents must be worried. I can’t leave her by herself. But she looked at me and cried harder and harder. It broke in the wind. He told me not to bring you anything. With these words the tiger jumped into the river.Grammar:Revise the grammatical items in the unit15, unit16, unit17, unit18, unit19.
思想方法 To use the language and fulfill activities of listening, speaking, writing and other exercises in the unit.
教育性目标 德育渗透 1. 通过凌峰的故事培养学生乐于助人的好品质。2. 通过猴子战胜老虎的故事培养学生机智勇敢、不畏强敌的精神。
发展性目标 良好心理素质的培养 1. 通过凌峰想方设法哄孩子的故事，培养学生的挑战性。2. 通过Word Puzzle，Word game培养学生的瞬时记忆能力。3. 通过对以前知识的复习培养学生思维的准确性。
Unit 20 Mainly Revision
I. Teaching Aims and Demands:
1. The Ss revise the words and expressions in the last 5 units and learn to use them.
2. The Ss learn to use the language and fulfill activities of listening, speaking and exercises.
3. Practice the use of modal verbs, the basic 5 sentence types, use of linking verbs and predicative, indefinite pronouns and reflexive pronouns(不定代词与反身代词).
II. Teaching Key Points:
1. The ways of expressing the happy and sad things.
2. Reading the text “A Page From a Student’s Diary” and the text “The Tiger and the Monkey”
3. Revise the use of modal verbs, the basic 5 sentence types, use of linking verbs and predicative, indefinite pronouns and reflexive pronouns.
III. Teaching Difficulties:
1. To consolidate the grammar in the past 5 units.
2. To let the Ss understand the fable moral of the stories learnt in the unit..
3. To use what they have learnt to fulfill the tasks the teacher gives.
IV. Teaching Methods:
Group cooperation, task-based learning, drill and practice.
V. Teaching Media:
Tape, recorder, computer, multi-media sys. courseware.
VI. Time Allocation:
Period 1: Lesson 77 of TB, WB, QTB(《质量监测》).
Period 2: Lesson 78 of TB, WB, QTB(《质量监测》).
Period 3: Lesson 79 of TB, WB, QTB(《质量监测》).
Period 4: Lesson80 of TB, WB, QTB(《质量监测》).
Period 5: Revision on English Weekly and other exercises
Period 6: Revision for the Mid-term Examinations
Period 1 Lesson 77
I. Teaching Aims and Demands:
1. The Ss can read and act out the dialogues.
2. The Ss learn the language to express happy and sad things.
II. Teaching Key Points:
The daily expressions about happy things and sad things.
III. Teaching Difficulties:
To use the language freely when making sentences according to the situations.
IV. Teaching Medias:
Tape, tape recorder, computer, flash-disc, multi-media sys.
V. Teaching Procedures:
Step1. English Song learning (5min)
1. Listen to the “If you are happy” and learn to sing along.
Step2. Revision (10min)
1. Ask one student from each group to recite the rhyme “Wake-up Time”.
2. Do some exercises in class. (slide)
Step3. Read and act(15min)
1. Listen to the first dialogue and finish the listening exercise in QTB(《质量监测》).
2. Answer the questions:
Does Han Mei know how to use it? No, she doesn’t.
What does Han Mei’s cousin do? She is a computer engineer.
3. Language points:
○1 buy sth. for sb. = buy sb. Sth.
e.g. He bought a new shirt for his father. àHe bought his father a new shirt.
Who do you buy them for?
○2 how to use it wh-word + to do复合不定式结构, 可以变成由wh-word引 导的从句。
e.g. Where to go tomorrow is still a question.
à Where we shall go tomorrow is still a question.
My question is how we can get there. à My question is how to get there.
I don’t know how I can write. à I don’t know how to write.
He showed me how I can use the computer.
à He showed me how to use the computer.
○3 yet adv. until now, now (often in questions and negative sentences) 还，尚
e.g. Have you read the book, yet? Not yet.
He is yet a child. It was not yet dark.
○4 learn ...... by oneself = teach oneself
e.g. I learned English by myself when I was a child.
àI taught myself English when I was a child.
He learned to use the computer all by himself.
àHe taught himself to use the computer.
learn/teach to do
swimming, skating , driving等具有技术含义的词已被看作名词，可直接用。但 是如果要说某个特指的动作，则用to do形式。
e.g. He learns swimming by himself. He teaches himself swimming.
Do you learn driving all by yourself？ I learned to drive this car by myself.
He taught me to swim in the sea.
○5 learn & study : learn指在人指导下学习，通常指为了获得基础知识或技能，也有 学习精神或教训，或获取信息。study是在导师指导下或自己对某领域的内容进行 学习和研究。
e.g. We have learned/studied English for five years.
Scientists(科学家) are studying the universe(宇宙) these years.
He is learning how to mend the computer.
It’s never too late to learn. You should learn from each other.
I am studying the reasons(原因) for the death of the animals.
I learned from your letter that you were ill again.
4. Listen to the second dialogue and finish the listening exercise in QTB(《质量监测》).
5. Answer the questions:
Why did Paul have to take care of himself and his little brother?
His uncle is ill because he has cancer. So Paul has to take care of his younger brother and do some cooking.
6. Language points:
○1 must be 表示推测语气
e.g. He must be sixty now. You must stay here until 5 o’clock.
○2 take care of = look after / take good care of = look after …. well
e.g. Please take care of your brother. à Please look after your brother.
We must take good care of the young trees.
à We must look after the young trees well .
care [n.] careful [adj.] careless [adj.] carefully [adv.] carelessly [adv.]
e.g. Take care not to get lost. Who cares! 管他呢。
Do you care for a cup of tea? = Would you like a cup of tea?
○3 do the cooking; do the cleaning; do some washing; do some shopping/ reading
○4 * think of , think about, think [vi]
e.g. I think (that) he is good at studying. I don’t think you are right.
She is thinking what to do next. He is thinking about the plan.
I am thinking what to say. I am thinking about my speech.
He is thinking about/of changing his job. He always thinks much of others.
The old photo makes me think of my childhood.
Step4. Write (10min)
Write your answers in the exercise book.
What makes you happy? What makes you sad?
What makes her happy?
What makes her sad? It makes … happy when Yao-ming wins a basketball match.
Think of Mei Yanfang’s death… I felt … when I came back from the space.
Step5. In-class Exercises (5min)
1. Gap filling and language use.
2. Check the exercises in WB：page91-Ex2
Step6. Homework (1min)
Write in the same exercise book a chart like this:
name
What makes you happy?
What will you do if you are happy?
What makes you sad?
What will you do if you are sad?
Ask other members in your group these questions and make the form.
Each group turn in the exercise book as a group. 每组六张表一起交。
Period 2 Lesson 78
I. Teaching Aims and Demands:
1. The Ss can retell the story and learn the format of writing an English diary..
2. Give the Ss the demands about the mid-term exams.
II. Teaching Key Points:
1. The way to write an English diary.
2. join, leave, talk to, -er+-er, not…ant more/longer, face, whole and all.
III. Teaching Difficulties:
The Ss learn the different use of the same words or different words for the same meaning.
IV. Teaching Medias:
Tape, tape recorder, computer, flash-disc, multi-media sys.
V. Teaching Procedures:
Step1. Enjoy the English Song
“Seasons in the sun”, if they find it difficult to write the lyrics, give them the words as the gap filling.
Step2. Pre-read
1. Learn how to write an English diary.
First, note down the day of the week and the date on the top right hand corner of the page.
Monday April 18th, (We needn’t write about the weather, but you can write it as your own habit.)
Today…
2. What can be written in a diary?
What you did in the daytime, what you think about your schoolmates or classmates, what you learn through the days, or just your feelings about something that happened to other people. Anything as you like will do. It’s your own diary. Often the English-speaking people will mainly use past tense in the dairy and “I” is often omitted.
Today we are going to learn a page from a student’s diary. What did he write about in this page of diary? Listen to the tape and try to answer the questions here.
Step3. Read
1. Listen and answer?
○1 Where did Ling Feng’s classmates go that afternoon? The Summer Palace.
○2 What about Ling Feng ? Why not? He helped Aunt Wang to look after her baby.
○3 How old was the baby? She was about ten months old.
○4 Why did the baby begin to cry when she woke up? Because she didn’t see her mother.
○5 How did Ling Feng make her stop crying at last?
Ling Feng sang songs for her, made faces , jumped like a monkey and did all kinds of funny things to make the baby stop crying.
2. Gap-filling(slides)
3. Using the key words or phrases, try to retell the story.
Step4. Language points
1. join v. to be a member of some people or a group
join in (doing) to do something together with somebody else
e.g. 他们去踢足球了，但我没有合他们一起去。
They went to play football, but I didn’t join them.
你愿意和我们一起去散步吗？Will you join us in a walk?
你什么时候入队的？When did you join the Young Pioneer?
他们把两个城市用一条铁路连接起来。They joined the two big cities by a railway.
Where do the two rivers join? 这两条河在哪里会合？
take part in / attend take part in the school’s sport meet attend Ms Xie’s English class
2. leave (left)one by oneself to let someone stay by himself
e.g. = go away: She is going to leave for England in a week. My uncle left his job yesterday.
She has been away from here for a year.
Never leave the baby by himself. He left the windows open and left.
Some things are better left unsaid.
Don’t touch anything here, just leave them as they are.
His father died and left him a lot of money.
Oh, dear me! I left my bag in the taxi! I forget (to bring) my watch. (* at home)
3. talk to sb. 同某人谈，侧重一方说一方听。 Listen to the teacher, don’t talk to me!
talk with sb. 与某人交谈，双方相互交谈。 May I talk with your boss?
talk about sth./sb. = discuss 谈论 The students are talking about their hobbies.
-Look, Mike is talking with a man.
-The man is his father. He is now talking to Mike.
- They are talking about Mike’s study at school.
4. harder and harder à -er and –er
e.g. The little girl is becoming more and more beautiful.
It’s getting warmer and warmer these days.
He had more and more money. You are growing taller and taller.
The train went faster and faster and soon went far away.
5. not … any more = no more, not … any longer = no longer (延续性动词)
e.g. After that, he came no more. / He didn’t come any more after that.
You are no longer a little boy/ not a little boy any longer. You have grown up now.
6. make faces = make a face
e.g. The two big buildings stand face to face on each side of the street.
Kate has a round face. [c.n.] I don’t have the face to laugh at him.
He came in with a smile on his face. He hit me in the face.
My house faces the south. We are facing a lot of difficulties.
7. all + 定冠词（指示、物主代词）+ 名词，侧重数量之和；可以指未分割或已分割的，既可以修饰可数名词复数，也可修饰不可数名词或物质名词。
定冠词（指示、物主代词）+ whole + 名词，侧重整体；只可以指未分割的事物，不能修饰不可数名词或物质名词，修饰复数名词时前面有数量名词。
e.g. the whole story à all the story ; my/the whole family à all my/the family
all the classes; all the students; all the people; all our books; the whole class/all the class
all the money; five whole days à all five days
Step5. Exercises in class
WB-page 92- Ex2
Step6. Homework
1. Review the diary and try to retell it in your own words.
2. Write a diary in the writing exercise book according to WB-page 3 on page 92.
Step7. Supplementary demands for the study after the Mid-term exams. (print)
1. Adapt the groups and your English names. A new form is going to be done.
2. No.3s gives the scores for the group members for these two weeks. (By the end of this week)
3. After the exams and May-first holidays, we are going to start duty. At least 5 tasks will be given to the group on duty. And the group leader on turn will assign these tasks to different students. One group for one week. We’ll draw lots to decide the group on duty. The students who represents the duty tasks will gain at least 5 points; if they use Aiding PPT courseware, 1 more point; date, the day and the weather report, 1 more point; any games or something that can ask more other students to take part in, 2 more points; the fluency of your spoken English, 1 more point.
The tasks are different from unit to unit. One is unchanged: English song learning. For the week you are on duty, your group must prepare an English Song and give other students the lyric before the class. At the very beginning of the class, teach them sing the song. Other tasks are related to our unit learning, so I will give time for you to represent your duty when I reach the exact part of the unit. Each duty is given 5 minutes to the most. Come to me and ask for tasks of your group when it’s your turn by drawing lots, which takes place a week ahead of the time. And if you have any PPT courseware to link to mine, turn in before I start a new lesson.
4. Copying the new words of each unit: the assistants of English help make the records of the dictation and the new-word-copying.
5. The texts in each lesson must be read 3 times and ask your parents to sign the name on each page of the texts. The group leaders check the signatures of your exchange group on the Friday Morning. The assistants of English or I will check the work from time to time. If anyone doesn’t finish this work and the group leader hasn’t report to me or the assistant of English, both the two will lose points.
Period 3 Lesson 79 & 80
I. Teaching Aims and Demands:
1. The Ss can finish the exercises by themselves and check the answers in group work.
2. Give the Ss the correct answers to the exercises in TB, WB, and QTB.
3. If time available, give the answers to the white papers. （形成性练习）
II. Teaching Key Points:
1. Dialogues about the May 1st holiday and use the target language about planning.
2. Listening text.
III. Teaching Difficulties:
The Ss can practice and review the use of the language learned in the previous units and fulfill the tasks given by the teacher.
IV. Teaching Medias:
Tape, tape recorder, computer, flash-disc, multi-media sys.
V. Teaching Procedures:
Step1. Enjoy the English Song
“Seasons in the sun”, if they find it difficult to write the lyrics, give them the words as the gap filling.
Step2. Read and act
1. Divide the whole class into two groups and read the dialogue for the first time; and ask the boys and the girls read it again as two parts.
2. Explain the following points:
a. “and me”
e.g. You, Linda and I are in the same class.
They will take Tom and me to Shanghai.
b. “find one’s way to a place”
e.g. lose one’s way to make one’s way to
the way to Rome the answer to the question the key to the door the visit to N.Y.
Step3. Listening text
（WB: P94）Listen to the text and check the answers with the class.
Step4. Checking the exercises
1. The Ex2 on page 28, Ex3 on page28, Ex1 on page 29 and give 2 more examples for each type of sentences, Ex3 on page 29 and ask one member to write the answer on the Bb, the Ex 4 on page 29.
2. The Ex2 on page91, Ex2 on page 92, Ex2 on page 2, Ex2, 3 on page 94, Ex 4, 5 and 6 on page 95.
Step5. Group-work
1. Group A-C: Role play the text of “The Tiger and the Monkey”.
2. Group D-F: Role play the story according to Ex3 on page 93.
3. Group G: Read the story of Ex7on page96, one read the story, one act out, and the third write down the unlucky things that happened to Ted.
4. Group H: Give the ending to the 1st story in Ex8 and read the whole story together.
5. Group I: give the ending to the 2nd story in Ex8 and read the whole story together.
I will give the whole class 10 minutes to prepare, if you have finished your own tasks, you may discuss about any exercises of other groups.
Step5. Task report (Time not defined)
Step6. Checking
1. The teacher check up any incorrect points left among the tasks.
2. Check the exercise in QTB.
Step7. Homework
1. Preview the story and finish all the exercises in QTB about Unit20.
2. 完成形成性练习上所有的单选，阅读和带提示语的作文。组长明天检查。
3. 周二、周五早自习对QTB答案，和对形成性答案。
篇3：新课标人教版三年级数学下册教学计划 (人教新课标三年级下册)
一、学生基本情况分析：
三年级共有学生 人，其中男生 人，女生 人，他们的年龄大多数在10岁左右，是一群活泼、天真、烂漫的少年儿童。虽然村籍不同，但是他们却关系融洽，团结一致，有强烈的集体荣誉感。
思想方面：本班这些同学天真伶俐，品德良好，乐于助人，能团结友爱，互帮互助，多数学生有强烈的进取心。他们通过学习课本的有关文章，受到一定的教育：如热爱劳动、热爱祖国、热爱人民，奋发向上，关心他人，做事一丝不苟，待人真诚，做事认真负责等。多数同学认识到学习的重要性，不学习就落后，就没有本领，将来就无法建设自己的家园。但个别同学认识不够，纯粹是做一天和尚撞一天钟--得过且过。这样的学生应该给予正面引导。
纪律方面：大部分同学能够遵守学校纪律和学校的规章制度，按时到校上课，不迟到，不早退，定时上好早读，遵守《教室规则》和《小学生守则》，同学之间不打架，不骂人，尊敬师长，文明守纪。
学习方面：经过五年多的学习，大部分同学掌握了一定的独立学习的方法，数学水平有了较大的提高，计算、理解能力也具备了一定的水平，他们不需要教师监督，就指导应该学什么，应该怎样学，能自觉主动的学习，上课时，他们思维敏捷，迅速，回答问题积极踊跃，能按时完成教师布置的作业，并自觉的预习功课，是些优秀学生，像韩啸林、刘蒙蒙、韩英胜等同学。大部分学生，上课时能比较积极的回答问题，但思考问题较慢，作业需老师叮咛才能完成，有凌日盛、韩凤云等同学。当然，也有一部分同学，头脑灵活，思维敏捷，但缺乏稳定性，自立意识不强，懒于动脑，有韩超、张鑫等；还有一部分学生，头脑思维较慢，反映不灵活，基础知识掌握特不好，虽然干劲比较大，但成绩总是提不高，有张倩倩等。
总体上，从上学期成绩分析看， 成绩较理想但还需继续努力，本学期要因材施教，分别对待。对于自己认为聪明得很，平时懒读、懒写、懒做题，成绩也不会好到哪儿去的学生，可以引导多自学，自己悟出道理，小组展开讨论，比教师苦口婆心的说教会更有效。对于基础很差、干劲更差，上课不遵守纪律，作业叮嘱再三都不能完成的十多个同学，更要认真对待，发现他们思想、学习中的闪光点，鼓励他们的点滴进步，与家长联系沟通，与优生结对子，力争使他们成为砌墙的砖头--后来居上。
在小学阶段的最后一个学期，要继续发挥学生的主体作用，培养学生的自学能力，提高学生的思维能力和实践能力。
教材分析
本册教材内容包括下面一些内容：除数是一位数的除法，两位数乘两位数，小数的初步认识，位置与方向，面积，年、月、日，简单的数据分析和平均数，用数学解决问题，数学广角和数学活动等等。
二、本册教学的主要目的要求
1、会笔算一位数除多位数的除法、两位数乘两位数的乘法，会进行相应的乘、除法估算和验算。2、会口算一位数除商是整十、整百、整千的数，整十、整百数乘整十数，两位数乘整十、整百数（每位乘积不满十）。
3、初步认识简单的小数（小数部分不超过两位），初步知道小数的含义，会读、写小数，初步认识小数的大小，会计算一位小数的加减法。
4、认识东、南、西、北、东北、西北、东南和西南八个方向，能够用给定的一个方向（东、南、西或北）辨认其余的七个方向，并能用这些词语描述物体所在的方向；会看简单的路线图，能描述行走的路线。
5、认识面积的含义，能用自选单位估计和测量图形的面积，体会并认识面积单位，会进行简单的单位换算；掌握长方形、正方形的面积公式，会用公式正确计算长方形、正方形的面积，并能估计给定的长方形、正方形的面积。
6、认识时间单位年、月、日，了解它们之间的关系；知道各月以及全年的天数；知道24时计时法，会用24时计时法表示时刻。
7、了解不同形式的条形统计图，初步学会简单的数据分析；了解平均数的意义，会求简单数据的平均数；进一步体会统计在现实生活中的作用。
8、经历从实际生活中发现问题、提出问题、解决问题的过程，体会数学在日常生活中的作用，初步形成综合运用数学知识解决问题的能力。
9、初步了解集合和等量代换的思想，形成发现生活中的数学的意识，初步形成观察、分析及推理的能力。
10、体会学习数学的乐趣，提高学习数学的兴趣，建立学好数学的信心。
11、养成认真作业、书写整洁的良好习惯。
三、教学的重点、难点
教学重点：位置与方向，年、月、日，除数是一位数的除法，两位数乘两位数。
教学难点：位置的确认，计算的算理，时间的计算。
四、全册课时安排：（约60课时）
单 元
章 节
课 时
一
位置与方向
4课时
二
口算除法
3课时
笔算除法
9课时
整理和复习
1课时
三
简单的数据分析
3课时
平均数
2课时
四
年、月、日的认识
2课时
24时计时法
2课时
制作年历
1课时
五
口算乘法
3课时
笔算乘法
4课时
整理与复习
1课时
六
面积和面积单位
2课时
长方形和正方形面积计算
3课时
面积单位间的进率
3课时
七
小数的初步认识
3课时
小数的简单计算
3课时
八 解决问题 4课时
九 数学广角 2课时
十 总复习4课时
篇4：人教五年级第二单元教案 (人教版五年级上册)
5古诗词三首
学习目标
1.识记本课四个生字并正确书写、运用.
2.体会诗人借不同景物抒发情怀的写法.
3.感受诗人暗藏于诗中无限的思乡之情.
课前准备
1.了解王安石的生平.
2.了解宋朝诗人张籍、清朝纳兰性德.
教学过程
第一课时
导游介绍，激趣导入
(出示地图，标明“瓜洲”“京口”的大略位置.)
1.谈话：今天老师给你们当导游，好不好?
a．“汴水流，泗水流，流到瓜洲古镇头.”这首传唱了千年的歌谣向我们介绍的是瓜洲.瓜洲位于江苏省扬州南面，长江北岸.川流不息的长江水见证了瓜洲的兴衰，瓜洲曾经是“江北重镇、千年古渡”.
b．而“京口”不仅是东汉吴国第一古都，更是文气洋溢的灵秀之地.许多诗人在此留下了千古绝唱的诗句：王昌龄的“洛阳亲友如相问，一片冰心在玉壶”，苏东坡的“但愿人长久，千里共婵娟”，(if-件展示诗句.)还有一首广为传诵的就是--王安石的《泊船瓜洲》.
2.板书诗题，读题.
3.过渡：为什么人们喜欢这首诗呢?先去读一读吧.
整体感知.直奔重点
1.学生用自己喜欢的方式读古诗.
2.指名读，正字音.尤其注意“一水间、数重山、照我还”.
3.反复多读几遍这首诗，结合课文注释，想想诗句的意思.你会有怎样的感受呢?
4.指名交流.(我觉得诗写得很关，写出了诗人想念家乡的感情.)
5.你最欣赏诗中的哪一句呢?
赏析诗句.感悟诗境
1.刚刚同学说得最多的就是这句诗，(课件出示“春风又绿江南岸，明月何时照我还”.)我们一起来读一读吧.(生齐读.)
2.能说说为什么喜欢这句诗吗?(指名答.)
3.有同学说，这句诗写出了江南美丽的景色.那就和你的同桌再互相读一读，说一说：在你的头脑中出现了怎样的一派景色呢?想到什么说什么.
4.同桌之间互读、练说.
5.指数名学生说.
6.小结：你们的回答很精彩!原来短短一句诗可以在人的头脑中出现这么多不同的画面，文字的魅力真是无法想象.
7.那就用朗读把感受表达出来吧.小组内练读，指名读.
8.听了同学们的描述，我仿佛看见了一派色彩斑斓的绮丽风光.
种“绿”色呢?仔细观察书上的插图，对你会有所帮助的.
9.指名答.(在江岸两边大面积出现的是草地、树木、青山……)
1◆.是呀，作者放眼望去，看见了--
练习题：你能填入表示不同绿色的词吗?
近处( )的小草( )的柳树，远处( )的树林( )高山.(学生口述)
11.诗人此时正遇早春时节，站在小船上举目四眺，满眼皆是绿色，让作者明显地感受到春天到了.
12.可别小看了这个“绿”字，它仅仅是告诉你春天来了吗?它还能让你感受到什么呢?
13.指名答.(感受到春天里的“绿”有着层次关，远近各不相同；“绿”还写出了春天景物的变化……)
14同学们理解得多丰富呀!把你感受到的“绿”读出来吧.男女生赛读.
15.小小的“绿”字却有大大的文章!引导阅读“资料袋”，介绍王安石推敲用“绿”字的故事.
16.听完“绿”字的故事后，你感受最深的是什么?(指名答.)
17.小结：是呀，一位如此优秀的诗人能为了一个字修改十多次，难道我们在平时的习作中不能做到吗?“世上无难事，只怕有心人.”
18.这首诗正是因为这个故事，让人们更加赞赏.那就让我们一起读出你的赞叹吧.
品评诗句.升华情感
1.过渡：这么美的绿，这么迷人的风光，谁不想多看两眼?谁不想留恋其中?诗人和我们一样陶醉在景色中忘乎所以了吗?(指名答.)
2.诗人想回哪里去?诗中的家乡是指哪儿?引导从课题“泊船瓜洲”和诗句“钟山只隔数重山”等处理解.
3.你能在地图上找到它大概的位置吗?先好好读读古诗.
4.学生上台指明.(老师点击课件，显示“钟山”的位置.)
简介：王安石的父亲曾在江苏南京为官，王安石是在那里长大的，对钟山即现在的南京
有着深厚的感情，可以说那里是他的第二故乡.
5.你从哪里能读出诗人急切地想回到家乡呢?
6.引导学生从“一水间”“只隔数重山”“又”“何时照我还”这些词句理解.(指名答.)
7.练习读出诗人无限的思乡情绪和急切盼望回家的感情.
回归整体.深化体验
1.这真是“露从今夜白，月是故乡明.”漂泊在外的游子对家乡是多么的牵肠挂肚呀!让
我们一起再来有感情地朗读这首诗.
2.练习背诵.
3.王安石，北宋时期著名的文学家、诗人、政治家，立志于国家改革.这首诗是他第二次出任宰相途经瓜洲时所写.短短28个字，展现了早春江南的一片嫩绿，抒发了久思故乡的一寸衷肠，更暗示了他对自己前途的担忧.此去京城，真能大展宏图吗?千头万绪涌上心头
……更让我们惊叹的还是他对文字的讲究，一个“绿”字令人不得不佩服他的风范!
第二课时
乐调情
1.播放歌曲《故乡的云》.
2.听!来自远离家乡游子们的声声呐喊.故乡的云总是那样的白，故乡的人总是无比的亲!王安石借春风问明月，何时才能荣归故里?那么，宋朝诗人张籍、清朝的纳兰性德又是如何表达胸中满溢的情怀呢?
读入情
1.读一读《秋思》和《长相思》，要求读准、读通，看看注释或借助字典查不懂的词.
2.指数名学生读，正音.(注意读准“意万重”“聒”.)
3.看看诗词的题目，你能发现什么?(指名答.)
4.这相同的两个“思”表达了诗人怎样的感情呢?和你的伙伴一起反复读上三遍之后，再好好想想.
5.读了这么多遍，让你感受最深的是什么?任选一首说.(指数名答.)
品悟情
1.诗人那浓厚的化不开的思乡之情，都藏在哪个句子中呢?默读，画出来.
2.指名答.
3.“洛阳城里见秋风，欲作家书意万重.”从这句诗中你读懂了什么?
4.学生同桌互相说一说；指名说.
5.指导朗读，读出诗人满腹惆怅、心事重重的感觉.
6.这句诗中诗人是借什么景物来抒发情感的呢?(指名答.)
7.你能用自己的话说说下面那句诗的意思吗?小组内交流.
8.引读“复恐匆匆说不尽，行人临发又开封”.
9.这一次又一次的封信、拆信、封信的过程，让我们深深感受到了诗人对家乡亲人的
挂念.
1◆.就让我们一起走入作者的情感中，去感同身受一番吧.(齐读.)
11.王安石见明月而惆怅，张籍见秋风而感慨.那么，清朝的纳兰性德又是如何将情巧妙的藏与诗中的呢?你能感受到吗?
12.小组内讨论交流，各抒己见.
13.全班交流，师引导注重体会“风一更，雪一更，聒碎乡心梦不成，故园无此声”.
议深情
1.学生任选一首配乐背诵.
2.在你背诵时，眼前出现了怎样的画面呢?(指名答.)
3.总结：读诗的人不同，想象到的画面就不同.我们不可能到诗人生活当中去，不可能看到那个朝代诗人面前真实的景色，但是，诗人们那份浓浓的思乡情，我想无论是谁都能感悟得到!因为诗中的字字句句无不包含着对故乡的想念、对家乡的思念.让我们一起再来背
一背这首感人的诗词吧.
记生字
1.找到本课四个生字，读读相关句子.
2.说说你有什么好办法记住它们?(指名答.)
3.指导书写：都是左右结构的字，注意写得左窄右宽.
4.学生练写.
6 梅 花 魂
学习目标
1.认识“魂、幽”等12个生字，会写“魂，缕”等14个生字，能正确读写“幽芳、漂泊”等词语.
2.有感情地朗读课文，读懂课文，感受外祖父的思乡之情.
3.领悟梅花不畏“风欺雪压”的品格.
课前准备
1.查找有关梅花的资料.了解梅花的特点.
2.自学生字词.
教学过程
第一课时
导入揭题
1.(教师板书“梅花”二字.)你见过梅花吗?你知道梅花的品格吗? 学生相互交流课前查找的有关资料.
2.(教师板书“魂”字.)查字典说说“魂”字的意思.
3.揭题释题.
a．读课题，你的心中有疑问吗?
b．学生针对课题进行质疑.
教师过渡语：是啊，梅花只不过是一种植物，它何来之魂?让我们带着疑问走进课文，解答心中的困惑.
初读感知
1.自由朗读课文，注意读准字音，读通句子，画出生字新词.
2.小组伙伴之间互相读课文，交流自读生字新词的效果.
3.全班交流，指名分段读.
4.用较快的速度再次阅读全文，想一想课文主要写了几件事?(五件事：a．外祖父常常教“我”读唐诗宋词，还常流眼泪.b．外祖父对墨梅图分外珍惜，“我”不小心弄脏，他竞大发脾气.c．外祖父因不能回国而难过得哭了.d．外祖父将最宝贵的墨梅图送给了“我”.e．分别那天，外祖父又把绣着梅花的手绢送给“我”.)
合作交流
1.讨论交流：比较课文中首尾两段，你发现了什么?(第一自然段作者由梅花想到了外祖父，最后一个自然段作者又由梅花图想到了外祖父那颗眷恋祖国的心.在写法上这是首尾呼应.)
2.过渡：是啊，看到梅花，看到那朵朵冷艳、缕缕幽芳的梅花，会让作者忆起已葬身异国的外祖父，外祖父留下的一方梅花图与手绢，让作者永远感受到外祖父那颗眷恋祖国的心.让我们和作者一起穿越时空隧道，走近外祖父，去感受一下吧!
3.分小组学习课文，画出令自己深受感动的句子，在旁边做简单的批注.
4.全班交流.
第二课时
听写词语
(“词语盘点”中“读读写写”里的词语.)
读“三哭”.感悟真情
1.读课文，画出有关描写外祖父哭了的语句，读一读，共有几处?(共有三处：教我读诗词时；得知不能回国时；送“我们”上船时.)
2.学生听录音跟读第2自然段，交流体会外祖父第一次哭时的情感.
a．了解外祖父教我吟诵的三句诗的出处，读懂它们的意思.
b．体会外祖父教我读唐诗宋词的用意所在.(这三句诗都表达了游子对家乡的思念之情，外祖父教“我”的目的在于借诗句表达他对家乡的思念.)
c．说说“外祖父哭了”的原因.(因为这些诗句触动了他思乡的情感，教“我”读着诗句，他心里涌动的是对家乡、对家乡亲人的怀念，泪水就不知不觉流了下来.)
3.探究外祖父的第二次落泪，体会他无法回到家乡的伤感.
a．教师朗读这部分内容，学生闭上眼睛想象：你看见了什么?用自己的话说一说.
b．你能理解这位老人此刻的心情吗?
久居异乡的外祖父日夜思念着自己的家乡，然而由于种种原因，他无法回到故里，于是他将这种思乡之情寄托在某种事物之上，请大家再认真读读课文，想一想：
(1)从哪些词句中可以看出外祖父对梅花的珍爱?找到有关的句子读一读，读出体会和感受.
“唯独书房里那一幅墨梅画，他分外爱惜，家人碰也碰不得.”
◆出示一个句子进行比较：“书房里那一幅墨梅画，他很爱惜.”
◆说说这两个句子的异同，哪个句子更好?为什么?
“有生以来，我第一次听到他训斥我妈：‘孩子要管教好，这清白的梅花，是玷污得的吗?’
训罢，便用保险刀片轻轻刮去污迹，又用细绸子慢慢抹净.”
◆从外祖父的话中你感受到了什么?从外祖父的动作中你看出了什么?你能读好这句话吗?
(2)品读外祖父送画时的话，体会老人对梅花别样的情感.
“旁的花，大抵是春暖才开花，她却不一样，愈是寒冷，愈是风欺雪压，花开得愈精神，愈秀气.”
◆这句话中哪个词用得最多?
◆再读一读这句话，说说有怎样的感受?
◆此刻，在你的心目中，梅花具有怎样品格呢?用外祖父的话来回答.(她是最有品格、最有灵魂、最有骨气的!)
“他们就像这梅花一样.”
◆“他们”是指谁?为什么把他们比喻成“梅花”?
◆你知道中华民族有哪些有气节的人物?学生交流之后指导朗读.
“一个中国人，无论在怎样的境遇里，总要有梅花的秉性才好!”
◆作为一个中国人，你怎样理解外祖父的这句话?
◆在外祖父的眼里，梅花代表着什么?(外祖父把梅花看做是中华民族精神的象征，是千千万万华夏子孙的“魂”.他珍爱梅花，赞美梅花，实则是在表现他那颗拳拳爱国之心.)
◆美读升华：你能似外祖父般把他的这番话读出来吗?
4.在何情况下，外祖父第三次掉泪?读一读，深人体会外祖父的思想感情.
a．哪个词使我们感受到了老人的“哭”?(泪眼朦胧.)
b．外祖父把珍爱的梅花图及手绢送给“我”，是不是不再思念家乡了?你如何理解外祖父的这一举动?
品语句，升华情感
1.从外祖父的一言一行中，我们不仅深深体会到了他对梅花的爱，对具有梅花秉性的中华儿女的爱，更体会到了他的爱是对中华民族精神的爱，是对祖国的深深的眷恋.请你有感情地朗读外祖父说的话和外祖父为作者送行的有关语句.
2.面对这样一位身居异乡的老人，我们的心中能不对他产生敬意吗?让我们饱含敬意朗读课文中首尾两段.
归整体，理清层次
1.读到这里，你发现课文首尾两个自然段有什么联系吗?这样写有什么作用呢?
2.尝试分段，说说每部分的意思.
重积累，延伸拓展
1.把文中使自己感动的语句或段落抄写下来.
2.故乡，祖国，让多少身居在外的旅人、游子产生了无尽的思念与眷恋；几千年来，多少文人墨客吟诵出了无数思乡爱国的诗篇，你会吟诵吗?
3.学生吟诵熟知的有关诗篇.
7桂 花 雨
学习目标
1.学会“箩、杭”2个生字.
2.正确、流利、有感情地朗读课文.
3.学会边读边想象课文描述的情景，边读边体会作者通过景物表达的思想感情.
4.培养热爱生活的情趣和热爱家乡的思想感情.
课前准备
1.按要求预习课文，自学生字词.
2.查找有关桂花的资料.
3.准备“摇花乐”的课件.
教学过程
自读提示明要求
◆师生谈话：说说在儿时曾发生过哪些有趣的事?
◆教师导语：童年曾发生过的趣事令我们难忘，只要一想起它，我们仍会感受到一种快乐.今天我们要读的课文的作者就用手中的笔把童年趣事记录了下来，让我们走进课文，共同感受作者表达的情感.(板书课题：桂花雨)
◆交流课前查找的有关桂花的资料后，针对课题说说想了解哪些内容.
初读课文知大意
◆用较快的速度默读课文，一边读一边想：课文主要写了什么内容?
◆小组合作交流学习：伙伴之间互相读课文，纠正字音，再说一说课文的主要内容.
◆全班交流：指名分自然段读课文，概括课文的主要内容.
N品读语句悟情感
◆读课文，看“摇花乐”的挂图，在课文中找出有关的语句画下来.
a．“这下，我可乐了，帮大人抱着桂花树，使劲地摇.”
b．“摇呀摇，桂花纷纷落下来，我们满头满身都是桂花.”
c．“我喊着：‘啊!真像下雨，好香的雨啊!”’
◆分小组读所画的句子，边读边想象语句所描绘的情景，再说一说此刻在脑海中出现了
一幅怎样的画面，从画面中感受到了什么.(有感情朗读“摇花乐”这一段.)
◆教师导语：多么令人难忘的摇花乐，它同样也把童年的快乐带给了我们.然而，作者
仅仅为了写摇落的阵阵桂花雨吗?联系上下文，读读有关语句，再说说你的感受.
a．“我喜欢的是桂花.”
b．“可是桂花的香气，太迷人了.”
c．“桂花盛开的时候，不说香飘十里，至少前后十几家邻居，没有不浸在桂花香里的.”
d．“全年，整个村子都浸在桂花的香气里.”
◆学生边读有关语句，边谈自己的体会.教师适时引导学生通过这几句话，联系上下文，如与“梅花、梅树”的对比，体会出作者对家乡的怀念.
◆体会母亲对故乡的怀念.
a．找出有关描写母亲的语句.
b．读母亲的话“这里的桂花再香，也比不上家乡院子里的桂花”.说说自己的感受.
试着用“这里的--再--，也比不上--”这样的句式说说母亲还可能会说些
什么.
c．与同学交流：母亲的话要表达怎样的情感?
◆【听着母亲的话，“我”不禁又想起了“摇花乐”，你能通过朗读向同学们表达出“我”的思乡之情吗?(引导学生练习有感情地朗读课文最后一段.)
◆难忘童年的画面，难忘母亲的话语，更难忘故乡的桂花，读读课文中的语句，想一想，课文中是否还有让你回味无穷的句子?找出来并有感情地读一读，再交流为什么要这样读.
积累语言求发展
◆读了这篇课文，你的内心产生了怎样的感受呢?
◆在课外阅读中，在你的生活实际中，你有没有感受到人们对家乡的怀念呢?说一说.
◆把自己的感受记录下来.
8小桥流水人家
学习目标
1.认识7个生字.
2.正确、流利、有感情地朗读课文.
3.把握课文主要内容，体会作者是怎样表达思乡之情的.
4.欣赏课文中优美的语言积累.
课前准备
1.学生预习课文，遇到不理解的词查字典理解.
2.学生搜集表达思乡之情的古诗句.
3.老师准备古诗文《天净沙》.
教学过程
读诗，了解课题出处
◆谈话：(板书课题：小桥流水人家)读一读课题，说一说看到这个课题你有什么想法?(或想说点什么?)
◆出示古诗文《天净沙》，全班齐读.
“枯藤老树昏鸦，小桥流水人家，古道西风瘦马.夕阳西下，断肠人在天涯.”
◆请读过这首诗的同学试着说说对这首诗的理解.
◆导题：这篇以古诗句为题的文章写的是什么呢?让我们一起翻开书读一读.
初读，把握课文主旨
◆自主学习：读准字音，读通句子，想一想课文主要写了什么内容?表达出作者怎样的
情感?
◆同伴互助：同桌轮读课文，相互正音，说说课文主要写了什么内容，表达了怎样的情感.
◆全班交流：
a．指名分自然段朗读课文，师生共同正音.
b．概括课文主要内容，说说课文表达的情感.
交流.探究表达方式
◆默读课文，想象文章描写的情景，体会作者是怎样表达思乡之情的，边读边在句段旁作批注.
◆小组交流，合作探究.
◆展示交流探究学习的成果.以小组为单位派出中心发言人汇报探究学习中的发现和体会.
◆根据学生发言，老师相机点拨，引导学生体会作者表达思乡之情的方法.
a．“婀娜的舞姿，是那么美，那么自然……当水鸟站在它的腰上歌唱时，流水也唱和着，发出悦耳的声音.”(运用拟人的手法，描绘溪边飘动的柳枝、小鸟的叫声、溪水流动的声音，表达了作者对家乡景物的喜爱与赞美.)
b．“一条小小的木桥，横跨在溪上.我喜欢过桥，更高兴把采来的野花丢在桥下，让流水把它们送到远方.”(先写了桥的样子，再描绘在小桥上丢花的情景，给人一种诗情画意的享受，令人神往.)
c．“我家只有几间矮小的平房，我出生的那间卧室，光线很暗，地面潮湿……那是一座空气流通、阳光充足、有东南两面大窗的漂亮房子.”(用对比的方法写出了农家卧室与书房的不同特点，让人感到家的亲切，引发美好回忆.)
d．“大家过着‘日出而作’‘日入而息’‘守望相助’的太平生活.那段日子，深深地印在我的脑海中.”(用三个成语概括了农村人家日常生活的特点，“深深地印在’’表达了作者对它的留恋和热爱.)
赏读，积累优美句段
◆配乐朗读：作者用生动的语言，向我们描绘了一幅优美的乡村画卷，让我们一起随着音乐有感情地朗读全文.
◆选择自己喜欢的句段读几遍，熟读成诵.
◆摘抄课文中生动优美的语句.
◆拓展：你知道哪些表达思乡之情的古诗句?读一读，说一说.
口语交际习作二
教学过程
学习目标
1.能围绕“浓浓的乡情”这个主题讲清楚自己的活动安排.
2.能与同学进行商讨，培养自主合作的参与意识.
3.通过活动，培养对家乡的热爱之情.
4.能就口语交际的内容，大胆发挥想象，写出家乡的变化，表达对家乡的热爱之情.
课前准备
◆收集与“浓浓的乡情”相关的诗词、歌曲、故事等.
◆了解班级同学的特长，以便策划活动.
◆通过书籍、电视、网络等媒介，了解怎样策划才能搞好一次活动，可以事先参阅一些好的经验.
第一课时 口语交际
黧谈话导入.激发兴趣
俗话说得好：一方水土养一方人.每个人对自己的家乡都有着深厚的感情.大诗人李白用诗句“举头望明月，低头思故乡”来表达自己对家乡的思念，而这诗句也成了表达思乡之情的千古名句.今天也让我们来畅谈一下对家乡的热爱之情吧.
畅所欲言.抒发情感
1.同学们，请你们来说说对家乡的热爱之情吧.
2.现然大家都这么热爱家乡，那么我们就以“浓浓的乡情”为主题来策划一次活动.既然是活动，形式就要丰富多彩，要通过丰富的内容、精彩的节目来表达对家乡的热爱之情.
小组交流讨论
◆明确小组讨论的内容：表演哪些节目；由哪些同学表演；怎样表演才能使节目更精彩.
◆重点讨论怎样演才能使节目更精彩，根据讨论情况列出节目表.老师参与部分小组的交流，给予指导.
◆小结过渡：刚才老师参与了部分小组的讨论，看得出来同学们事先都做了精心的准备，而且在讨论的过程中非常热烈，方方面面的问题都能考虑到.每个小组都希望通过策划这次活动来表达对家乡的热爱，那现在就请同学们来展示一下你们小组策划的活动方案吧.
展示活动方案
◆以小组为单位展示活动方案.
◆其他同学可以质疑，也可以和同学进行深入的交流.
◆师生共同评议.综合大家的意见，全班制定一个活动方案.
总结
同学们，这节课，通过策划“浓浓的乡情”这个活动，不仅锻炼了我们的组织策划能力，而且还激发了大家对家乡的热爱之情，相信“浓浓的乡情”这个活动一定能够获得成功.
第二、三课时 习作
谈话导课，激发兴趣
在策划“浓浓的乡情”活动中，同学们尽情抒发了自己对家乡的热爱之情.是呀，谁不爱自己的家乡呢?今天让我们大胆地想象一下，通过我们的努力，二十年以后的家乡会是什么样子?
大胆想象
◆想象家乡发生的巨大变化.
◆想象儿时的小伙伴会是怎样的.
◆想象久别重逢的亲人会有怎样的感慨.
阅读提示，明确要求
学生默读提示，明确习作要求及内容.
小组互说.打开思路
全班交流，教师适时点拨.
试写初稿.自行修改
◆回忆这组课文中作者运用的表达感情的方法，试着在自己的习作中加以运用.
◆要求书写工整，语句通顺.
小组评议，互改
◆小组内互读互改，提出修改建议.
◆根据同学的建议再次进行修改.
佳作赏评
每个小组推选好的作品进行全班赏评，可以是全文，可以是片断.
赏评.
回顾拓展二
学习目标
◆回顾本组课文内容，引导学生用心体会课文作者是怎样用具体的景物或事情表达思乡之情的.
◆拓展学生视野，引领学生积累有关抒发思乡之情的诗文、佳句、激发学生热爱家乡之情.
教学过程
谈话导入，明确内容
◆“望着云彩，思念故乡.思念故乡，望着云彩”这诗句表达了一种什么情感?
◆这思乡情是人世间一种美好的情感，本组课文表达的都是思乡之情.通过课文的学习，我们收获了什么呢?让我们共同走进.(板书课题：回顾拓展)，赏读片段.感悟乡情
◆读着一篇篇思乡的课文，一些感人的描写深深地印在了我们的脑海里，下面这些内容还记得吗?出示相关语句.
“春风又绿江南岸，明月何时照我还.”
“我很小的时候，外祖父常常抱着我，坐在梨花木大交椅上，一遍又一遍地教我读唐诗宋词.每当读到‘独在异乡为异客，每逢佳节倍思亲’‘春草明年绿，王孙归不归’‘自在飞花轻似梦，无边丝雨细如愁’之类的句子，常会有一颗两颗冰凉的泪珠落在我的腮边、手背.”
“夏天，凉爽的清风从南窗里吹进来，太舒服了!更美的是，我由东窗可以望到那条小溪和小桥，还有那几株依依多情的杨柳.”
◆这些语句出自哪些课文?从这些描写中我们感受到了什么?(诗人触景生情；通过写具体的事表达外祖父的思乡之情；通过写景物抒发怀念故乡之情.)
过渡：课文中这样的描写还有哪些呢?本组的几篇课文是通过哪些人、事、景、物来表达思乡之情的?
互相交流，各抒己见
◆回顾课文内容，找出作者或写事或写景表达思乡之情的内容读一读，边读边批注.
◆你找到了哪些这样的描写?小组里互相交流，畅所欲言.
◆全班交流.小组派代表发言.
a．课文中通过描写具体的事物表达思乡之情的语句.
b．课文中通过写景表达思乡之情的语句.
◆小结：表达思乡之情不是空泛地抒情，应通过描写具体的事物或景物来体现.作家的作品是这样，我们的习作也要这样.
◆平时我们的习作是怎样表达感情的?(结合本次习作中的典型例子进行交流.)
诗文链接，内化积累
◆回顾课文的学习，通过充分交流，我们收获了很多，不仅明白了抒情要用具体的事物
或景物来表达，还积累了不少感人的片段.谁能背诵一两段?
◆表达思乡情的诗文还有很多很多，读一读下面的诗句(日积月累中的)，你能把它们印在脑海里吗?练习背诵.(个人背，同桌背.)
◆你还读到过这样的诗文吗?能向同学们介绍介绍吗?(指名读背.)
趣味语文.激发兴趣
◆学生自读“推敲的来历”一文，不认识的字查字典.
◆同桌互读，纠正字音；小组互问，解决不懂的问题.
◆全班交流对“推敲”的理解，以及在生活中对语言文字进行推敲的实例.
[人教五年级第二单元教案 (人教版五年级上册)]
篇5：八年级上册英语教案（人教） (人教版英语八年级)
Unit 1 Where did you go on vacation?
Period 1
Section A (1a-2d)
一、教学目标：
1. 语言知识和能力目标：
1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, etc
能掌握以下句型：
① -Where did you go on vacation? -I went to the mountains.
② -Did you go with anyone? -Yes, I did./No, I didn’t.
2) 能了解以下语法：
-复合不定代词someone, anyone, something, anything等 的用法。
-yourself, myself等反身代词的用法。
3） 一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。
2. 情感态度价值观目标：
学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。
二、教学重难点
1. 教学重点：
1) 用所学的功能语言交流假期去了什么旅行。
2) 掌握本课时出现的新词汇。
2. 教学难点：
1) 复合不定代词someone, anyone, something, anything等 的用法。
2) yourself, myself等反身代词的用法。
三、教学过程
Ⅰ. Lead-in
1. 看幻灯片来进入本课时的主题，谈论上周末做了些什么事情。
Ⅱ. Presentation
1. Show some pictures on the big screen. Let Ss read the expressions.
2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows
something a person did in the past.
3. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d
III. Listening
1. Point to the picture on the screen.
2. Play the recording the first time.
3. Play the recording a second time.
Listen to the recording and write numbers of the names in the right boxes of the picture.
4. Check the answers.
IV．Pair work
1. Point out the sample conversation.
2. Now work with a partner. Make your own conversation about the people in the picture.
3. Ss work in pairs. As they talk, move around the classroom and give any help .
4. Let some pairs act out their conversations.
V. Listening
1. Tell Ss they will hear a conversation about three students’ conversations.
2. Play the recording the first time. Ss listen and fill in the chart.
3. Play the recording a second time for the Ss to check “Yes, I did.” or “No, I didn’t. ”
4. Check the answers with the Ss.
VI. Pair work
1. Let two Ss read the conversation between Grace, Kevin and Julie.
2. Let Ss work in pairs and try to role-play the conversation.
3. Ask some pairs to act out their conversations.
VII. Role-play
1. First let Ss read the conversation and match the people and places they went.
2. Let Ss act out the conversations in pairs.
3. Some explanations in 2d.
Homework:
用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。
A: Where did you go…？
B: I went to…
A: Did you see…
B: Yes, I did. / No, I didn’t.
板书设计：
教学反思：
Period 2
Section A (Grammar focus-3c)
一、教学目标：
1. 语言知识和能力目标：
1) 复习所学的重难点句型及句式结构。
2）总结学习anyone, someone, everyone, something等不定代词的用法。
3）能练习运用所学的句型及句式结构。
2. 情感态度价值观目标：
学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。
二、教学重难点
1. 教学重点：
1) 用所学的功能语言交流假期去了什么旅行。
2) 复习运用本课时出现的新词汇。
2. 教学难点：
1) 复合不定代词someone, anyone, something, anything等 的用法。
2) 阅读填空能力的提高。
三、教学过程
Ⅰ. Warming- up and revision
Ⅱ. Grammar focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
Ⅲ. Try to Find
一、复合不定代词总结：
二、学生们读上面的探究试题，并合作探究完成。
三、看大屏幕，校对答案。
Ⅳ. Practice
Work on 3a:
1. Let Ss look at the conversation in 3a. First let one student read the words in the box.
2. Tell Ss to read the conversation and fill in the blanks.
3. 方法指导：
Work on 3b:
1. Tell Ss to fill in the blanks in the e-mail message with the words in the box.
2. 方法指导：
Ⅴ. Group work
1. Work on 3c: Ask your group questions about their vacation. Then tell the class your results.
2. Fill in the blanks according to the answers.
3. Try to make a report in each group. Then let one student read the report to the class.
Ⅵ. Exercises
1. If time is enough, do some more exercises on big screen.
Homework
1. 背诵Grammar focus 部分。
2. 复习复合不定代词及反身代词的用法。
板书设计
教学反思：
Period 3
Section B 1a-2e
一、教学目标：
1. 语言知识和能力目标：
1) 能掌握以下单词：decide, try, paragliding, feel like, bird, etc.
2) 能掌握以下句型：
① Where did…?
② What did…?
2. 情感态度价值观目标：
帮助贫困地区孩子
二、教学重难点
1. 教学重点：
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
2. 教学难点
1. 听力训练
2. 阅读2b部分的短文并完成相关要求。
三、教学过程
Ⅰ. Warming- up and revision
Ⅱ. Writing
Work on 1a:
1. Point to the six words. delicious, expensive, exciting, cheap, terrible, boring
2. Read the words and let Ss read after the teacher.
Work on 1b:
Ⅲ. Listening
Work on 1c:
1. T: Now let's work on 1c. 2. Play the recording for the Ss listen.
Work on 1d:
1. Tell Ss this time they have to write down .
2. Then play the recording for the second time.
Ⅳ. Pair work
1. Tell Ss to ask and answer about Lisa’s vacation.
2. Ss work in pairs and ask and answer about Lisa’s vacations.
Ⅴ. Discussion
1. Tell Ss to work in groups. Discuss the questions together.
2. Give Ss some possible answers:
3. Ss discuss the two questions.
VI. Reading
Work on 2b:
Work on 2c:
Work on 2d:
1. Tell Ss they should read the conversation about Jane’s trip to Penang 2. Ss read the conversation about Jane’s trip to Penang
Work on 2e:
Homework
用所给动词的适当形式填空。
板书设计：
Section B 2 3a-Self check
教学
Period 4
Section B 3a-Self check
一、教学目标：
1. 语言知识和能力目标：
1) 复习询问或谈论假期去某地旅行的经历。
2) 能够综合运用动词的一般过去时形式，并能正确填空。
3) 总结回顾动词过去式的规则变化和不规则变化。
2. 情感态度价值观目标：
1) 学生了解我国不同地方的人们上学的方式，
2）通过谈论假期旅行的经历，明白在旅行时应注意保护环境。
二、教学重难点
1. 教学重点：
1) 能综合运用所的重难点词汇来完成相关任务。
2）能运用英语根据相关提示来记自己某次旅行的经历。
2. 教学难点：
能运用英语根据相关提示来记自己某次旅行的经历。
三、教学过程
Ⅰ. Warming- up and revision
Ⅱ. Discussion
Ⅲ. Writing
1. Tell Ss they went to one of these places of interest last summer vacation.
2. Let some Ss read the words in the box.
3. Ss read the diary and try to fill in the blanks with the words in the box.
4. Check the answers.
Ⅳ. Practice
Work on 3b: Let Ss work in pairs to ask and answer the questions. Write their answers on a piece of paper.
Work on 3c:
1. Tell Ss to write a travel diary like Jane’s on Page 5. Use your notes in 3b.
2. 写作指导：
Ⅴ. Self check 1
1. 让学生们看自己的笔记，复习相关复合不定代词的用法。
2. Let Ss read the small conversation and choose the correct words in the box to fill in the blanks.
3. Check the answers with the Ss.
4. Explain any problem that Ss can’t understand.
Ⅵ. Self check 2
1. 让学生们看自己的笔记，复习相关动词过去式的规则变化及不规则变化。
2. Ss read the passage and fill in the blanks.
Ⅶ. Group work
1. Tell Ss what they should in this activity.
2. Ss work in groups of four and ask and answer about their vacations in China.
3. Let some pairs act out their conversations in front of the class.
Homework
1. Review Section B.
2. 阅读Self check 2 的短文，并强化记忆所列举动词的一般过去式形式。
3. 总结全单元出现的不规则变化的动词的一般过去式，并努力记住他们。
板书设计：
教学反思：
Unit 2 How often do you do exercise？
Period 1
Section A (1a-2d)
一、教学目标：
1. 语言知识和能力目标：
1) 能掌握以下单词：housework, hardly, ever, hardly ever, once, etc.
能掌握以下句型：
① -What does he do on weekends? -He usually watches TV.
② -How often do you watch TV? -I watch TV every day.
③ -Does he go shopping? -No, he never go shopping.
2) 能了解以下语法：频度副词及一般现在时简单谈论周末活动情况。
2. 情感态度价值观目标：
养成健康的饮食习惯，保证充足的睡眠时间，进行合理的运动锻炼
二、教学重难点
1. 教学重点：
1) 对6个频度副词细微差异的理解及使用。
2) 弄清一般现在时在不同人称下动词形式及提问的变化。
2. 教学难点：
1) 第三人称单数谓语动词在此核心句型中的运用。
2) 谈论课余时间的各项活动，以及初步认识和使用频率副词。
三、教学用具
录音机，多媒体，幻灯片，课本
四、教学过程
Ⅰ. Lead in
Talk about your last weekend’s activities.
Ⅱ. Presentation
1. “What do you usually do on weekends? ” I usually …… on weekends.
2. 教师出示动词卡片 watch TV，read books，exercise，swim, play football、go shopping、 go to movies让学生回答。
3. 点击鼠标屏幕上出现频率副词及相关的百分比。
always (100%)usually(80%) often (30-50%)
sometimes (20%) hardly ever(5%) never (0%)
领读频率副词，让学生快速认读。
Ⅲ. Writing
1. Look at the picture. Discuss with your partners. Make a list of the weekend activities.
2. Let some Ss read out their activities. Let other Ss add more activities.
Ⅳ. Listening
1. Let a student read the words aloud. Make sure all the Ss know the meaning of the words.
2. Tell Ss to listen and write the letters from the picture above on the line below.
3. Play the tape for the first time. Ss listen and fill in the blanks.
4. Play the tape for the second time for the Ss to check the answers.
Ⅴ. Pair work
1. Act out the conversation with a student.
2. Let Ss talk about the pictures in 1a in pairs.
3. Let some Ss act out their conversations.
Ⅵ. Listening
Work on 2a:
1. Let Ss read the phrases in the chart.
2. Tell Ss that Cheng Tao is taking about how often he does these activities.
3. Play the recording for the second time for the Ss to check the answers.
Work on 2b:
1. Tell Ss they will hear the recording again.
2. Ss listen and math the activities with the phrases.
3. Check the answers.
Ⅶ. Pair work
1. Ask one student how often he/she watch TV as a model.
T: Hi, S1. How often do you watch TV?
S1: I watch TV every day.
2. Let one student read the activities in the chart.
3. Ss work with their partners. Then ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Read the conversation by themselves, then match the activity with the right time.
2. Let the Ss read the conversation after you.
3. Ss work with a partner and act out the conversation.
Homework:
Act out the conversation after class.
板书设计：
教学反思：
Period 2
Section A (Grammar Focus-3c)
一、教学目标：
1. 语言知识和能力目标：
1) 复习运用频率词汇及询问活动频率。
2) 一般现在时态的熟练运用。
2. 情感态度价值观目标：
通过本单元的学习，养成健康的饮食习惯，保证充足的睡眠时间，进行合理的运动锻炼，以保持健康的体魄。
二、教学重难点
1. 教学重点：
1) -How often do you /does he(she)….? -He usually…
2) 频度副词的用法:
2. 教学难点：
1) 第三人称单数谓语动词在此核心句型中的运用。
2) 能够谈论课余时间的各项活动，以及初步认识和使用频率副词。
三、教学用具
录音机，多媒体，幻灯片，课本
四、教学过程
Ⅰ. Warming- up and revision
1. Ask and answer some oral questions on how often exercise.
2. Check the homework and have a dictation of some new words.
Ⅱ. Grammar Focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
2. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
Ⅲ. Try to Find
Tell Ss try to find the answers.
B: 一般现在时态
他们通常在周未锻炼吗？
___ they often ________ on weekends?
她一周上网二次吗？
_____ she _____ the Internet twice a week?
Ⅳ. Practice
1. Tell Ss to make questions.
2. Then try to ask and answer questions about the questions.
3. Ask some Ss to ask and answer with their partners in front of the class.
Ⅴ. Group work
1. Let Ss work in groups of six or eight.
2. Tell Ss discuss what activities they do to improve their English. Then write the activities in the chart.
3. Ask their group mates the questions and fill in the chart.
4. Try to make a report about their partners.
Ⅵ. Homework
Do a survey: What does he/she do on weekends?
板书设计：
教学反思：
Period 3
Section B (1a-2e)
一、教学目标：
1. 语言知识和能力目标：
1) 能掌握以下单词：percent，online , etc.
2) 能掌握以下句型：
not …at all The best way to … is …. such as…
2. 情感态度价值观目标：
了解其他学生们的日常生活情况，让学生们知道应如何安排日常生活。
二、教学重难点
1. 教学重点：
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
3) 阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点
1) 听力训练
2) 阅读2b部分的短文并完成相关要求。
三、教学用具
录音机，多媒体，幻灯片，课本
四、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting.
2. Check the homework. Let some Ss report what he/she does on weekends.
Ⅱ. Presentation
1. T: Show some pictures of food or drink on the big screen. Ss read the words then discuss they are healthy or unhealthy.
2. Work on 1a. Read the words with the pictures then match the words with the pictures.
Ⅲ. Find
1. Show a list of words of food and drinks on the big screen. Then list them into “healthy” or “unhealthy”
2. Check the answer with the Ss.
3. Ask and answer questions about the pictures on 1a.
Ⅳ. Listening
Work on 1c:
1. Tell Ss that a reporter is interviewing Bill and Tina what their eating habits are. Listen to the recording and find the answer to these two questions: Is Bill healthy? Is Tina healthy? Listen and find the answers to the questions.
3. T: Now let's work on 1d. First, let one student read the sentences and try to know the meaning of the sentences.
4. Play the first time, Ss just listen. Play the tape for the second time for the Ss to listen and find the answers.
5. Check the answers:
Ⅴ. Pair work
1. Work in pairs. Ask and answer questions. SA is the reporter. SB is Tina or Bill. Ask and answer questions. Then change roles.
2. Teacher can walk around the classroom, and give some help to the Ss.
Work on 2a:
1. Let Ss discuss the activities with their classmates and rank these activities according to how often you think your classmates do them.
2. Let some Ss tell their answers.
Ⅵ. Reading
1. T: Read the passage quickly and find the answers to the two questions:
How many kinds of free time activities are mentioned in the passage?
What is the best way to relax?
2. Read the passage carefully and complete the pie chart below.
Ss read the passage and try to fill in the pie chart. Then check the answers together.
Ⅶ. Reading
1. T: Now let’s read through the five questions.
2. Ss read carefully and try to find the answers to the questions.
3. Check the answers with the class.
Ⅷ. Practice
Work on 2d:
1. T: Now let’s make some sentences with the percentages using always, usually or sometimes.
2. Ss read the passage again and try to make some new sentences. Check the answers with each others.
Work on 2e:
1. Let Ss read through the activities in the chart first.
2. Ss work in groups.
Homework
1. 读2b中的短文。
2. 根据2e的调查结果写一个报告。
板书设计：
教学反思：
Period 4
Section B (3a-Self Check)
一、教学目标：
1. 语言知识和能力目标：
1) 复习询问或谈论别人饮食。
2) 能够运用所给的提示，完成对某人饮食习惯的描写。
3) 总结回顾所有的频率副词，并学会运用所学的频率副词。
2. 情感态度价值观目标：
1) 通过小组活动，培养学生们的合作意识和团队精神。
2）提倡合理安排自己的生活，养成良好的生活习惯。
二、教学重难点
1. 教学重点：
1) 能运所给的提示词来描写个人的饮食起居等方面的习惯。
2) 能运用一些相关资料对他人进行好习惯与坏习惯的调查。
2. 教学难点：
能运所给的提示词来描写个人的饮食起居等方面的习惯。
三、教学用具
录音机，多媒体，幻灯片，课本
四、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words and expressions.
2. Let some Ss read the passage in 2b.
3. Check the homework.
Ⅱ. Presentation
1. Show some pictures of your daily activities. Tell Ss your good activities and bad activities.
2. Let some Ss tell about how often they do some activities and judge they are good habits and bad habits.
Ⅲ. Practice
1. Look at the information in the chart and complete the report.
2. Ss read the passage then fill in the blanks with the words in the box.
3. Check the answers.
Ⅳ. Writing
Work on 3b:
1. Complete the chart with your own information. Then in the last column, use expressions like always, every day, twice a week and never.
2. Then let some Ss show their chart to the class.
Work on 3c:
1. Let Ss write a report about their good habits and bad habits. Say how often they do things using the report in 3a as an example.
2. Check the compositions and let some Ss read their compositions.
Ⅴ. Quiz
1. Tell Ss to take the health quiz. Compare your results with your partner’s. Who’s healthier?
2. Read the quiz and the chart first and make sure all the students know how to take the health quiz.
3. Work in groups and take the quiz in your group. See who is healthier?
Ⅵ. Practice
Self Check 1 and 2
1. 让学生相互讨论并在表格中填写出自己及自己的父母亲所做的活动。
2. Let some Ss read aloud their chart. Then try to write five sentences using the information above.
3. Make sure they use the correct forms of the verbs.
Self check 3
1. Tell Ss that they should read the conversation and then fill in the blanks with the right forms.
2. Ss read the conversations and try to fill in the blanks.
3. Check the answers:
usually, How often, Hardly, How often, once a; never
4. Let Ss practice the conversation with their partner.
Homework
1. Review Section B.
2. Write a short passage your father or mother’s good habits or bad habits.
板书设计：
教学反思：
Unit 3 I’m more outgoing than my sister.
Period 1
Section A (1a-2d)
一、教学目标：
1. 语言知识和能力目标：
1) 能掌握以下单词：outgoing, better, loudly, quietly, hard-working，etc.
2) 能掌握以下句型：
Tina is taller than Tara.
Sam has longer hair than Tom.
3) 能掌握以下语法：
形容词或副词比较级形式的构成。
表示两者进行比较的句式结构。
2. 情感态度价值观目标：
能对人物的外表进行描绘，个性进行比较。
二、教学重难点
1. 教学重点：
1) 形容词或副词比较级形式的构成。
2) 表示两者进行比较的句式结构。
2. 教学难点：
He has shorter hair than Sam.
She also sings more loudly than Tara.
三、教学用具
录音机，多媒体，幻灯片，课本
四、教学过程
Ⅰ. Lead-in
Ask Ss to write down as many adj. about people as possible. Check the adj.
Give Ss an example by comparing Old Henry and Santa Claus.
Ⅱ. Presentation
Ask Ss to see the pix about apples and pears to see the differences. Then compare some of their things with each other.
e.g. The apples are bigger than the pears.
Summarize the Comparatives. Group competition.
A + be(V) + 比较级 + than + B.
Ⅲ. Game (I and my desk mate)
Ask Ss to compare with their partners and find out the differences.
e.g. She is heavier than me. I am more outgoing than her.
Ⅳ. Listening
Then listen to the recording. Ask Ss to number the twins.
Check the answers.
Ⅴ. Pair work
Point out the sample conversation in activity 1c.
Say, now work with a partner. Make your own conversation about the twins.
Ask several pairs to say one or more of their conversations.
Ⅵ. Listening
1. Work on 2a:
Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them.
Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column.
Play the recording and check the answers.
2. Work on 2b.
Point out the picture and the two boxes with the headings Tina is and Tara is.
Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a.
Play the recording and check the answers.
Ⅶ. Pair work
1. Point out the chart in activity 2c. Say, Make your own conversations according to the information. Ask pairs to continue on their own.
2. Ss practice their conversations.
3. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Read the conversation first and try to match the people with the right things.
2. Let Ss read the conversations after the teacher.
3. Let Ss practice the conversation.
4. Then let some pairs act out their conversations in front of the class.
Homework:
Write six sentences:
Write about the things that are the same and different between you and your best friend.
板书设计：
教学反思：
Period 2
Section A (Grammar focus-3c)
一、教学目标：
1. 语言知识和能力目标：
1) 复习巩固形容词的比较形式及对两者进行对比。
2) 进一步总结所学的对两者进行比较的句式结构。
3) 能运用所学的目标语言，进行说与写的活动，完成相关任务。
2. 情感态度价值观目标：
学会与朋友友好相处，培养乐观，积极向上的性格。
二、教学重难点
1. 教学重点：
1) 总结形容词及副词比较级的构成方式。
2) 进一步总结对两者进行比较的句式结构。
2. 教学难点：
1) 总结形容词及副词比较级的构成方式。
2) 能运用所学的目标语言，进行说与写的活动，完成相关任务。
三、教学用具
录音机，多媒体，幻灯片，课本
四、教学过程
Ⅰ. Warming- up and revision
1. Ask some Ss compare he/she with his/her desk mates.
2. Show some pictures on the big screen. Let some Ss compare the things.
3. Show some adjectives or adverbs. Let Ss add -er, -r or -ier to them.
Ⅱ. Grammar Focus
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
(1) 汤姆比萨姆更聪明吗？
Is Tom _______ _____ Sam?
(2) 不是。萨姆比汤姆更聪明。
No, he isn’t. Sam is ______ _____ Tom.
(3) 塔拉比蒂娜更外向吗？
Is Tara ____ ________ ______ Tina？
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单
独进行强化记忆。
Ⅲ. Try to Find
两者进行比较, 表示“一方比另一方更……”的句型：
1. A + be + 形容词比较级 + than + B
2. A + 实义动词 + 副词比较级 + than + B
两者进行比较, 表示“一方与另一方一样……”的句型：
1. A + be + as 形容词原形 + as + B
2. A + 实义动词 + as 副词原形 + as + B
Ⅳ. Practice
Work on 3a:
1. 读下列句子，根据提示词完成一般疑问句，并做回答。
2. 看所给的第一例句，让一名学生读例句，确定所有的学生都明白本题的做法。
3. 学生们按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。
4. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
Work on 3b:
1. Ask Ss to think of himself/herself two years ago. Write about how they are different now.
2. Give an example:
T: S1, Are you taller now?
S1: Yes, I am. I’m taller than I was two years ago.
T: Pay attention to the tense. “I was two years ago.”
3. Ss work by themselves. Read the sentences in 3b and write the other four sentences.
4. Check the answers with the class.
Ⅴ. Group work
1. Tell Ss to read the chart first in 3c. Make sure they know the meaning of the words in the chart.
2. Ask one student the question:
T: Who is smarter, your mother or your father？
S1: I think my mother is smarter than my father.
3. Ss read the chart and check √ in the chart.
4. Work in groups. Ask and answer the questions with their partners.
5. Try to make a report.
(最后，可以经学生们评议来推举最有能力的小组）
Ⅵ. Homework
1. Review the grammar focus after class.
2. Write down the same and different between you and a friend.
板书设计：
教学反思：
Period 3
Section B (1a-2e)
一、教学目标：
1. 语言知识和能力目标：
1) 能掌握以下单词：talented, truly, care, care about, serious, mirror, etc.
2) 能掌握以下句型：
① I think a good friend makes me laugh.
② For me, a good friend likes to do the same things as me.
③ And a good friend is talented in music.
3) 阅读短文获得正确的信息的能力。
4) 阅读短文并能完成相关任务。
2. 情感态度价值观目标：
了解人与人之间的差异性，了解自己对朋友的看法。
二、教学重难点
1. 教学重点：
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
3) 阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点：
1) 听力训练
2) 阅读2b部分的短文并完成相关要求。
三、教学用具
录音机，多媒体，幻灯片，课本
四、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting.
2. Check the homework. Let some Ss report what his/her father and mother are like.
Ⅱ. Presentation
1. Show a maxim to Ss: A friend indeed is a friend in need.
Ask, what kind of things are important in a friend?
Ⅲ. Reading and writing
Work on 1a:
Read each description to the class and ask the Ss to repeat.
What kind of things is important in a friend? Rank the things below 1-6 (1 is most important)
Work on 1b:
1. Well, every one of you has his own idea. Now please talk about what you think a good friend should be like in groups of four.
2. Ss try to write their own sentences.
Ⅳ. Listening
1. T: Now let's work on 1c. Let’s listen to the tape again and fill in the rest of the chart in 1c.
2. Ss listen to the tape and fill in the chart.
3. Check the answers:
Ⅴ. Group work
Work on 1e:
1. Work in groups. Make a conversation using information in the chart.
2. Teacher can walk around the classroom, and give some help to the Ss.
Work on 2a:
1. Write the comparative forms of the following adjectives.
2. Ss work in a group. Check each other’s answers.
3. Let some Ss read their sentences.
Ⅵ. Reading
Quickly reading
1. Let some Ss read the passage quickly and underline the differences and circle the similarities. Then let another Ss read aloud these sentences.
2. Check the answers with the Ss.
Careful reading
1. Let Ss read the sentences in 2c. Make sure they know the meaning .
2. Let Ss read the passages again and judge these sentences are True or False.
3. Ss read and find the answers to the questions.
4. Check the answers.
Ⅶ. Writing
1. Ss try to write their sentences.
2. Let some Ss read aloud their sentences to the class.
Ⅷ. Talking
1. Let some Ss translate the sentences into Chinese.
2. Give the Ss an example. Ss think about it and try to tell something.
3. Let some Ss talk about it.
Homework
1. Read the passages after class.
2. Make sentences with the phrase below:
as long as, be different from, bring out, be similar to, etc.
板书设计：
教学反思：
Period 4
Section B (3a-Self check)
一、教学目标：
1. 语言知识和能力目标：
1) 掌握下列词汇：primary, primary school, information
2) 复习如何对两者进行比较。
3) 总结回顾形容词或副词的比较级形式。
2. 情感态度价值观目标：
1) 能了解人与人之间的差异性，能做到相互理解相互学习。
2) 能正确看待自己和他人的优缺点，学人之长，补己之短。
二、教学重难点
1. 教学重点：
1) 能运用所学的知识对事物或人物进行对比。
2) 能正确运用形容词或副词的比较级形式。
2. 教学难点：
能根据提示信息，对两个人物或事物进行对比。
复习运用形容词或副词的比较级形式。
三、教学用具
录音机，多媒体，幻灯片，课本
四、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words and expressions.
2. Let some Ss read their passages to the class.
3. Ask some Ss to compare themselves and their friends.
Ⅱ. Presentation
1. Show some pictures of the students of your class. Describe the Ss.
2. Let some Ss describe the student in the big screen.
Ⅲ. Writing
1. T: Wang Lingling and Liu Lili are best friends. Look at the chart below and compare them.
2. Ss try to write these sentences.
3. Check the answers.
Ⅳ. Writing
Work on 3b:
1. Think of your friends. Make notes about two of your friends.
2. Give some examples: popular, outgoing, serious, hard-working,etc.
3. Check the answers with each other.
Work on 3c:
1. Write two paragraphs describing your friends.
2. Show some Ss’ compositions on the big screen. Correct the mistakes in the composition.
Ⅴ. Practice
1. Ask the questions about the ad.
What do the English Study Center need?
Should the student be outgoing?
2. Let Ss read the ad and answer the questions.
3. Let Ss think about what the student like?
Give Ss some examples:
He/She should be outgoing. He/She should be good with children.
4. Tell Ss to compare two of their classmates. They can use the real names.
5. Ss talk with their partners and compare two of their classmates.
Ⅵ. Self Check
Work on Self Check 1
1. Look at the chart. Let one student read the words in the box first.
2. Tell Ss to put the words in the correct columns in the chart.
3. Ss work by themselves and then check the answers with the Ss.
Work on Self check 2
1. Tell Ss to fill in the blanks using the correct forms of the words in the brackets.
2. Ss work by themselves and fill in the blanks.
3. Check the answers with the Ss.
Work on Self check 2
1. Have a writing test.
2. Ss write the sentences quickly and see who writes best.
3. Encourage some Ss to work harder.
Homework
1. Review Section B.
2. Write about six sentences about their parents. Compare them.
板书设计：
教学反思：
Unit 4 What’s the best movie theater?
Period 1
Section A (1a-2d)
一、教学目标：
1. 语言知识和能力目标：
1) 能掌握以下单词：theater, comfortable, seat, screen, close, ticket,etc.
能掌握以下句型：
① It has the biggest screens.
② It’s the most popular.
2) 能了解以下语法：
掌握形容词及副词的最高级形式；用最高级形式来描述人或物的特殊。
2. 情感态度价值观目标：
了解我们周围中有那些最出色的人或物。
二、教学重难点
1. 教学重点：
1) 形容词及副词最高级形式的构成。
2) 用形容词或副词的最高级形式来描述人或事物。
2. 教学难点：
用形容词或副词的最高级形式来描述人或事物。
三、教学过程
Ⅰ. Lead-in
向学生们介绍一座大家都很熟悉的电影院，谈论自己对这座建筑物的感受。
Ⅱ. Presentation
Learn the new words.
Ⅲ. Discussion
1. How do you choose which movie theater to go to?
2. Ss discuss with their partners and write the words in the box in the chart.
Ⅳ. Listening
1. T: Tell Ss to read the sentences in the chart.
2. Play the recording for the Ss to listen and match the statement with the right movie theaters.
3. Play the recording again. Check the answers with the Ss.
Ⅴ. Pair work
1. Let Ss read the model with a partner.
2. Use the information in the chart of 1b. Ask and answer with a partner.
3. Let some pairs ask and answer about the chart.
Ⅵ. Listening
Work on 2a and 2b.
Ⅶ. Pair work
1. Role-play the conversation.
2. Ss act the conversation in pairs. Ask some pairs to act out their conversations.
Ⅷ. Role-play
Homework:
写六个句子来说一下你们班的“最……”。
板书设计：
教学反思：
Period 2
Section A (Grammar focus-3c)
一、教学目标：
1. 语言知识和能力目标：
1) 学习掌握下列词汇：worse, service, pretty, menu, act
2）进行一步复习巩固学习Section A 部分所学的生词和词组。
3）对形容词及副词的最高级形式的构成进行总结，掌握其构成规则。
4) 总结用形容词及形容词的最高级形式来描述人物或事物的句型结构。
2. 情感态度价值观目标：
了解我们周围中有那些最出色的人或物，知道生活中有很多值得我们去学习的人。周围环境中有很多值得我们去珍惜的事物。
二、教学重难点
1. 教学重点：
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 掌握和运用形容词和副词的最高级形式来描述人物或事物。
2. 教学难点：
1) 掌握一些特殊形容词或副词的最高级形式。
2) 运用形容词和副词的最高级形式来描述人物或事物。
三、教学过程
Ⅰ. Lead-in
Answer some questions.
Ⅱ. Grammar Focus
1. 学生阅读Grammar Focus中的句子，然后做练习：
2. 学生们根据记忆，看大屏幕来完成填空练习。
Ⅲ. Try to Find
一、形容词和副词的最高级形式的构成：
1. 学生们观察例词，发现他们的规则，与同学们讨论，并记下来。
2. 最后，由各小组长来说一说他们小组所做的总结。
二、用最高级来描述人物或事物的句型小结：
1. A + be + the 形容词最高级 + 表示范围的介词词组
2. A + 动词+ (the) 副词最高级 +（表示范围的介词词组）
Ⅳ. Practice
Work on 3a:
1. Tell Ss to read the sentences in 3a and try to fill in the blanks with correct forms of the words in brackets.
2. 方法指导：
Work on 3b:
1. 让学生们阅读表格中词语，并记忆这些词语的形式。
2. 让学生们思考一下他们居住地周围的一些商店的情况，并填写在表格中。
Ⅴ. Group work
1. 让一名学生读表格中的内容。并告诉学生们本学习活动的要求。
2. 学生们与自己的小组成员一起来讨论自己居住地周围的饭店的情况。
Ⅵ. Exercises
If time is enough, do some more exercises on big screen.
Homework
谈论一下自己班级的“班级之最” Who’s the tallest? (the ...)
板书设计
教学反思：
Period 3
Section B 1a-2e
一、教学目标：
1. 语言知识和能力目标：
1) 能掌握以下单词：creative, performer, talent，etc.
2) 能掌握以下句型：
① Who was the best performer？
② All these shoes have one thing in common.
2. 情感态度价值观目标：
了解一些选秀节目的实质及目的，正确对待生活中的一些歌星。
二、教学重难点
1. 教学重点：
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
3）阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点
1). 听力训练
2). 阅读2b部分的短文并完成相关要求。
三、教学过程
Ⅰ. Warming- up and revision
Ⅱ. Presentation
1. T: Show some movie theater or restaurant in the neighborhood .
2. Talk about the clothes stores or food stores in your neighborhood.
Ⅲ. Game
Ⅳ. Listening
Work on 1c:
Work on 1d:
1. Ss listen to the recording carefully and try to fill in the blanks.
2. Play the recording again and check the answers with the class.
Ⅴ. Group work
1. Work in groups.
2. Make a model for the Ss.
Ⅵ. Reading
1. Let Ss read the passage quickly .
2 Ss read the passage quickly and find the answers to the questions.
Ⅶ. Reading
1. T: Now let’s work on 2c.
2. Ss read carefully and try to find the answers to the questions.
Ⅷ. Reading
1. T: Read the passage again.
2. Ss find the superlatives in the passage.Try to write their sentences.
Homework
1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。
2. 完成2e中的调查，并写出一个调查报告。
板书设计：
教学反思：
Period 4
Section B 3a-Self check
一、教学目标：
1. 语言知识和能力目标：
1) 复习形容词及副词的比较的构成规则。掌握生词crowded。
2) 能够综合运用所掌握的知识来描述周围的地点及事物的特点。
3) 通过描述周围的地点及事物来综合运用所学的形容词及副词的比较的用法。
2. 情感态度价值观目标：
让学生认识到每个人都有自身的特长、优点和特点。
二、教学重难点
1. 教学重点：
1) 能运用所学的形容?
篇6：小学数学（人教版）教学计划 (人教新课标五年级上册)
一、教学内容
这一册教材包括下面一些内容：小数的乘法和除法，整数、小数四则混合运算和应用题，多边形面积的计算，简易方程。
二、教材简析：
教学中应该注意的几个问题
1、加强小数与整数、分数的联系
2、改进应用题的编排，加强解题方法的教学
3、加强发展空间观念
4、适当加强简易方程
5、增加实践活动，培养学生应用数学的意识和初步的解决问题的能力
6、加强能力、良好思想品德和学习习惯的培养
三、教学要求
1、使学生在理解小数的意义和性质的基础上，比较熟练地进行小数乘法和除法的笔算和简单的口算。
2、使学生认识中括号，能够正确地进行整、小数四则混合运算（不超过四步）。
3、使学生掌握解应用题的一般步骤，会分析、会列综合算式解答三步计算的应用题，以及相遇的行程问题，能够初步运用所学的知识解决生活中一些简单的实际问题。
4、使学生学会用字母表示数，表示常用的数量关系，初步理解方程的含义，会解简易方程。
5、使学生掌握平行四边形、三角形和梯形面积的计算公式，会计算它们的面积。
6、使学生在掌握用算术方法解应用题的基础上，初步学会列方程解两、三步计算的应用题，初步能够根据应用题的具体情况灵活地选用算术解法和方程解法。
7、通过实践活动，使学生体验数学与日常生活的密切联系，培养学生的数学应用意识和动手操作能力。
8、结合有关内容，进一步培养学生检验的习惯，进行爱祖国、爱社会主义的教育和唯物辩证观点的启蒙教育。
这一册中口算、笔算、解方程、应用题的分阶段要求初步拟定如下表：
单元教学结束 期末
平均
错误率 速度平均错误率 速度
小数乘、除法口算（包括能用简便算法的） 15%以内 绝大多数达到每分做3题 10%以内
小数乘、除
法笔算 18%以内 绝大多数达到每2.5分做1题 15%以内 绝大多数达到每2分做1题
解方程 20%以内 15%以内
应用题 25%以内（列算式或方程错误） 18%以内（列算式或方程错误）
四、教学措施：
（一）切实加强基础知识和基本技能的教学。
1、数学基础知识的理解。
2、处理好基本训练与创造性思维发展及后继学习的关系。
（二）重视引导学生自主探索，培养学生的创新意识和学习数学的兴趣。
1、本册教材设计了适量探索性和开放性的数学问题，给学生提供自主探索的机会和一个比较充分的思考空间。培养学生肯于钻研、善于思考、勤于动手的科学态度。
2、教师要关注学生的个体差异，尊重学生的创造精神。对学生在探索过程中遇到的问题，要适时，有效的帮助和引导。
（三）重视培养学生的应用意识和实践能力。
1、数学教学应体现“从问题情境出发，建立模型，寻求结论，应用与推广”的基本过程。
2、在日常的数学活动中要注意小课题研究和实习作业等实践活动，对这方面的内容不但不能随意删减，而且要加强这方面内容安排的密度和强度。
（四）把握教学要求，促进学生发展。
1、教师要善于驾驭教材，把握知识的重点和难点以及知识间的内在联系，根据学生的年龄特点和教学要求，开展教学活动。
2、要注意在直观感知广泛的背景下，通过自身体验在分析、整理的过程中学习概念，不要用死记硬背的方法。
（五）改进教学评估方法。
1、教学评估要有利于学生的发展，注重对学生学习过程的考察。
2、知识和技能的评估，试题类型要多样化。
3、评价应体现激励的作用。
五、教学进度：
第一单元：小数的乘法（8课时）
第二单元：小数除法（11课时）
第三单元：观察物体（3课时）
第四单元：简易方程（16课时）
1.用字母表示数（3课时）
2.解简易方程（12课时）
.整理和复习（1课时）
量一量 找规律（1课时）
第五单元：多边形面积（9课时）
第六单元：统计与可能性（4课时）
铺一铺（1课时）
第七单元：数学广角（3课时）
第八单元：总复习（4课时）
文档为doc格式
