中專生班級管理心得體會
中專生班級管理心得體會有人說：“班主任是班級工作的教育者組織者和領導者，是學校進行班級教育工作的得力助手和骨干力量”。班級管理工作的確艱辛，千絲萬縷、繁瑣羅嗦，如何做好班級管理工作，做一名合格的班主任是我們一直探索的課題。下面我就中專生的特點，結(jié)合自己近年來擔任班主任工作的經(jīng)驗，談談自己的工作體會：
一、準確把握學生特點，有針對性地開展工作
從我?guī)У膸讓弥袑Ｉ鷣砜�，這些學生大多有這么些特點：獨生子女多，女生多；以我為中心，斤斤計較，缺乏互助和團隊精神，難以相處；法律意識淡漠，做事不計后果；學生成績普遍不理想，厭學現(xiàn)象較為普遍；缺乏必要的毅力及意志，自我控制力差；有逆反心理等等。針對學生的這些特點，我通常是這樣做的：1、教學生學會做人
學生的不文明的言行、自私自利、缺乏責任感、不能正確處理和同學的關系等等這些問題對我的工作觸動很大。使我深切體會到教會學生學會做人至關重要，因此我經(jīng)常以學生比較感興趣的話題來開主題班會，比如：IQ和EQ哪個更重要、世界500強需要的13種人、比爾蓋茲為什么會成功等等，以此開展教育，引導學生學會做人。2、激勵善于發(fā)現(xiàn)學生的閃光點，給他們信心現(xiàn)在的中專生的確存在這樣或那樣的問題，讓我們做班主任的絞盡腦汁也束手無策。但我認為這些學生內(nèi)心還是希望自己成為好學生的，他們也有理想，也有人生目標，也渴望進步，關鍵在于他們對根深蒂固的不良習慣無能為力。以前，對于違紀、犯錯的學生，我經(jīng)常是說教或嚴厲批評，一開始這種辦法有點效果，但是時間長了，學生逆反心理反而增強。后來，我發(fā)現(xiàn)覺得采取“肯定”學生的方法比較有效，也就是要盡量挖掘他們身上潛在的閃光點,一旦他們不經(jīng)意的顯露出絲毫好的跡象,我就好好加以利用,對其加以充分肯定,并大力扶植,一點點重樹他們的自尊心與自信心。3、時刻關心學生，給學生幫助
每次開完班會或我要離開教室的時候，我一定會向全班學生問句話：你們有沒有什么問題需要我?guī)兔鉀Q的？有沒有什么情況向我反應？問的次數(shù)多了，找我?guī)兔Φ膶W生也就多了，幫學生解決的問題多了，我便走進了很多學生的心里，得到了他們的信任，他們也就能真正接受我的勸導和教育。除此之外，我還經(jīng)常會找學生談心，了解他們的家庭經(jīng)濟狀況心情狀況健康狀況、學習情況等。二、以身作則，樹立威信
班主任要樹立威信，我覺得靠對學生“嚴”或“兇”并不能取得長久的效果。班主任自身的言行舉止對能不能樹立威信非常重要，換句話說處處為人表率，以身作則才是樹立威信的良方。比如，我定在七點鐘開班會，我絕對不會七點以后到達教室，總是要提前到達。對于學生的請求，我總要記在手機的備忘錄里，開好鬧鈴，定期提醒，以免忘記讓學生失望。特別是學生急需解決的問題，我總要上緊幫忙，比如，有次四、六級考試，學生在考前一個小時打電話給我說準考證掉了，我二話沒說，打的趕往學校，幫助找相關部門讓學生準時參加考試，學生覺得我很負責，所以愿意聽從我的教導，這樣也就樹立了我的威信。三、班級管理制度化，學生考核數(shù)量化俗話說：“無規(guī)矩不成方圓”。要搞好班級管理，班級管理一定要有章可尋、違紀必究，所以制定合理的班規(guī)是非常必要的。但班規(guī)的制定一定要適合班級大部分學生，也就是說大部分學生都能遵守，并不是越嚴越好，班規(guī)過于嚴格，多數(shù)學生都不能遵守，這會造成班規(guī)難以執(zhí)行的尷尬局面。同時，制定班規(guī)不能是班主任說了算，更不是班干部說了算。我班在制定班規(guī)時，一般由我和班干部擬定草稿，交全班同學討論決定，由全班同學來監(jiān)督實施。對學生的遲到、早退、病事假、缺席、班會、校內(nèi)外集體活動等出勤情況，晚自習、勞動衛(wèi)生等分別進行量化考核，全班排名，獎勵先進、帶動中間、激勵后進。四、要建設一支得力的班干部隊伍
抓好了班干隊伍的建設，將會事半功倍。首先選拔班干是關鍵的第一步，對于班干特別是新生班班干的選拔，我不會急于確定，一般找?guī)讉�初認為還不錯的學生，分配任務，多方考察，再推薦到班會選舉。其次，對于確定好的班干，要經(jīng)常給予指導，教其工作方法，給班干適當權(quán)力，以調(diào)動其積極性。其次，對班干部的工作要大力支持。當然，班干犯錯誤也是難免的，作為班主任要能理解并加以引導。五、經(jīng)常與學生家長取得聯(lián)系
與家長共同加強對學生的教育和管理，是我班級管理的一項重要內(nèi)容，也是一項重要措施。中專生自控能力差，思想問題也比較多，難免會出現(xiàn)各種各樣的違規(guī)違紀行為，與其家長取得聯(lián)系，通報其在校的思想表現(xiàn)和學習情況，并請求家長配合和支持，這是十分必要的。但是，和家長聯(lián)系并不一定就要在學生違紀的時候，在很多情況下，學生進步很快，表現(xiàn)突出，我也會及時和家長取得聯(lián)系，在家長面前表揚學生，并讓家長給學生打電話祝賀，以提高學生的積極性。
擴展閱讀：班級管理心得體會
班級管理心得體會
班級管理有辛酸也有幸福，更有很多的心得體會，現(xiàn)在就如何抓班級的管理工作談談我的一點點體會。一、選拔班干部、鼓勵班干大膽工作
我在本學期初先讓學生自我推薦班委候選人，組織全班同學們來投票選舉班干部。要選有頭腦、有能力、有口才、有吃苦精神、有自信心、有主人翁意識的人才，通過民主評議，推選出班委成員。這樣選出來的班干部有工作熱情，責任心強，有強烈的競爭意識，有工作魄力。班委會成立之后，盡快使他們熟悉自己的崗位，明確自己的職責，每周末，我要求召開班委例會，每位班干部總結(jié)自己的工作，找出存在的問題，最后，我進行講評。在講評中，我側(cè)重表揚，突出教育，重點是給予指導。這樣，班干部的工作能力有了很大的提高，更重要的是培養(yǎng)他們的主人翁意識和責任心。二、制定規(guī)章制度、嚴加管理
俗語說得好：“沒有規(guī)矩，不能成方圓”。在選好班干部的基礎上，班集體已基本形成，現(xiàn)在該是規(guī)范學生言行的最佳時機。在新的學期中就必須有完整的規(guī)章制度出臺來統(tǒng)一規(guī)范其學習、生活習慣，而這規(guī)矩的建立，又不能只憑班主任的主觀臆斷，閉門造車，必須在充分了解本班學生的實際情況的基礎上，廣泛聽取班干部、學生、科任老師的意見，然后委任班干部針對自己所管的方面制訂一些措施出來。然后逐條讓全班同學討論，老師補充成文，這樣制訂出來的班規(guī)可行性和操作性較強，管理才能到位，而才能真正做到行之有令，有令必行，有令必止，讓學生在很短的時間內(nèi)規(guī)范自己的言行，養(yǎng)成良好的習慣三、加強自身道德修養(yǎng)、言教與身教相結(jié)合
加強自身道德修養(yǎng)、言教與身教相結(jié)合，古人云：“以今率人，人若身先”，“身正”，對班主任來說尤為重要。班主任要為人師表，言行一致，以高尚的道德，良好的個性教育學生，做到“以德感人，以德服人，以德育人”，我要求學生做到的，我會首先做到，如我要求學生不遲到，我就會在學生到校之前到；我要求學生按時交作業(yè)，我就一定會按時批改完作業(yè)。做不到的事就不說，說到就一定要做到。老師的這種示范表率作用在學生的身上會轉(zhuǎn)化為一種巨大的教育動力，這樣班主任就能在他的學生中享有崇高的威信。四、嚴格要求，培養(yǎng)學生良好的學習和生活習慣
來自不同家庭的學生在其學習和生活中肯定會有許多不同，要想你所教的班級盡快形成良好的班風和學風，這時就必須進行嚴格要求，規(guī)范管理。我在教育學生時，首先教他們先成人，再成才，如果連起碼的人都成不了，那還能成什么才呢？我利用班會或自習課對學生思想品德、人生觀、愛國主義、集體主義、紀律和法制觀念的教育，使學生在思想上、政治上有了很大的進步。讓學生樹立遠大理想，激發(fā)學習的動力五、要做到“三勤”
班主任老師要做到“腳勤，嘴勤，眼勤”。腳勤就是要經(jīng)常走到班級同學中去，多與學生接觸，在開始習慣還未養(yǎng)成時，要多跟班進行督促檢查；“眼勤”，要經(jīng)常去觀察同學們的情況，以便及時掌握第一手材料�！白爝�要勤”，就要多找學生談心，了解他們的內(nèi)心世界，多與家長溝通，掌握學生在家的情況，知道他們的家庭背景，這樣你對學生的教育就能收到事半功倍的效果。
以上五點，只是我做班主任時的一點體會，在實際班主任管理工作中，有很多工作做的不到位，不足之處請各位老師指正
英語教學反思
201*-12-8
和新教材同行，已近半載，個中滋味一言難盡。新教材是新穎的，形式活潑，內(nèi)容豐富，融入了英美加拿大等多個西方國家的風土人情，語言習慣。整個教材編寫的故事性，趣味性都和以往的老教材大相徑庭，一眼望去，從封面設計到內(nèi)容題材，所有的文字都在跳躍，人物也從四面八方跑過來，從國家大事到尋常小事，一口氣談下來。孩子們被這新奇的世界吸引，像是被劉姥姥領進了大觀園一樣，東看看西望望，呈現(xiàn)在他們眼前的是一片繽紛的世界。然而他們不像板兒那么老實，他們爭著驚奇的眼睛不斷的追問，這是什么，那是什么，為什么？
我不是孔夫子，我比孩子們更懵懂，剛剛拿起冀教版的時候，面對新教材的色彩斑斕，我頗有微詞。走進課堂，我迷惑彷徨，我不知道怎么給他們面授機宜。如果把新教材拍成電視連續(xù)劇，一定是受歡迎的。如果我像放電影一樣的給孩子們播放一節(jié)課，他們無疑是快樂的。故事里說說笑笑的內(nèi)容很多，常常逗得孩子們捧腹大笑，但是笑過之后呢？拿來一張考試卷子，發(fā)到他們手里，他們的嘴角不再上翹而是以光速下滑，笑容瞬間凝固，眉毛像天津麻花一樣擰起來，課堂效果如何，可見一斑。
我們沒有辦法選擇新教材，只好聽天由命。有句話說：“閉門常思己過，人前莫論他非”，從排斥，困惑中走出來，置身事外的去看，新教材是學生們了解世界的窗口，也是走向世界的必經(jīng)之路。世界在變化，一切都在進步。公平的說，新教材是與時俱進的，對于孩子們還是有相當?shù)囊Φ�。她的靈動的旋律正適合活潑好動的孩子們。從孩子們興高采烈的神情可以看出他們對新教材的喜愛。作為老師，固守著多年來的一點經(jīng)驗，習慣了拿起教鞭侃侃而談，忽然要放下正襟危坐的架子，走入學生們中間，和他們一起歡呼跳躍，同悲同喜，從講臺上走到講臺下，雖一步之遙，卻很難落下雙腳。反思自我，如何和學生們打成一片，如何讓他們高高興興的上課之后，也能同樣歡歡喜喜的交上一份漂亮的答卷呢？
做老師做得久了，便生懶惰，以為課本里的東西盡在掌握之中。新教材豐富的內(nèi)涵打破了這個寧靜。很多新時代的東西，如果不聞不問還真是不能理直氣壯地走上課堂。很多詞典里都查不到的詞語跑出來了，跟不上潮流，意味著被學生們淘汰，新的教學方法如百花齊放，多媒體開發(fā)做得熱火朝天。面對新教材，探究新的教法，勢在必行。但是只講究華而不實的課堂卻不能夠讓學生掌握扎扎實實地語言知識。反思的多了，也就總結(jié)一點，既哄的學生們心情愉快還要不失時機地把他們放到考試的小爐子里去練一練，使他們不知不覺地學會考試。都知道，說事容易做事難，要讓學生輕松學習又要輕松考試談何容易？這需要長時間不懈的努力，把課本的精髓掰開揉碎重新組和，變成一道道適合學生們口味的盤中餐，讓他們遇到英語就像遇到色香味俱佳的美食一樣迎上去，大快朵頤。不僅要愛吃，還要吃飽，吃好。吃的膘肥體胖，能征善戰(zhàn)。這將是我在今后三年中追求的方向。
做好教師的反思
201*-12-8
我在教學中采用“四激”教學法，充分調(diào)動學生學習積極性，培養(yǎng)學生興趣，讓學生學得主動，學得輕松，學得高效。一、激情投入：
課堂教學中，教師的角色心理就必須適應教師與學生、學生與學生之間的多邊關系，要創(chuàng)設民主、平等、和諧的教學氛圍，激發(fā)學生求知欲，師生關系就必須架設在有充沛的感情之上，全身心地投入，真正地進入角色�！叭朔遣菽�，熟若無情”。但要讓學生有激情，這就是藝術(shù)，教師要動情，強烈的感情才會使學生受到感染，開啟學生感情的門扉。激發(fā)學生“情商”，開發(fā)“智商”。教師在課堂教學中的行為要動情感人，每一動作做到恰到好處。教師在上課時激情高，語言簡潔文明，生動形象，富有啟發(fā)性、教育性和感染力；掌握語言技巧、抑揚頓挫，說普通話，語言規(guī)范。在課堂上，語言手段和非語言手段同時使用（如表情、姿態(tài)、手勢），適時能起到畫龍點睛的作用。根據(jù)教學內(nèi)容、知識信息輸出和反饋，正確控制和調(diào)節(jié)自己的語言和非語言手段，能激發(fā)學生情趣。二、激趣課堂：
“興趣是最好的老師”，激發(fā)學生興趣是數(shù)學課堂教學藝術(shù)之一。所謂興趣一般是指個體積極探索某種事物的認識傾向，它使人對該事物予以優(yōu)先的注意，并具有向往的心情。我們不難發(fā)現(xiàn)，兒童能夠順利地完成作業(yè)或活動，往往是他在這方面能力較強的表現(xiàn)，也是他感興趣和愛好的表現(xiàn)；反之亦然，可見學生的能力的發(fā)展和興趣緊緊相關的。因此，興趣是學習的先導，它是開發(fā)人的潛能的有效手段。課堂教學要營造一個“趣”的氛圍，那么在各課時精心鉆研教材，導入新課時，應有充滿情趣的新課導入，營造一個生動活潑、輕松愉快的課堂氛圍，自始至終吸收住學生，使學生在愉悅的情境中高效地學習，這就是教學藝術(shù)。如在上課時，窗外球場上有一場球賽，要把學生的注意力吸收住，這就要一定藝術(shù)。三、激思啟智：
英國教育家愛德華德波諾認為：“教育就是教人思維”。課堂教學中抓住重點、突出重點、突破難點，要充分發(fā)揮學生主體作用，教師就需要啟發(fā)學生積極思維、主動獲取知識和能力，就是課堂教學藝術(shù)。思維的藝術(shù)是課堂教學的重要組成部分，教師需“一法為主、多法相助”啟發(fā)學生思維，促進學生智力的發(fā)展。愛因斯坦說過：“發(fā)展獨立思考和獨立判斷的一般能力，應當始終放在首位，而不應當把獲得專業(yè)知識放在首位”。課堂教學中先提出嘗試問題，就是為了激發(fā)學生思維。設疑求思、以疑促思、思則解疑。鼓勵學生大膽嘗試，大膽向教師提出問題，主動向教師質(zhì)疑問難。案例：在學習《一元二次方程根與系數(shù)的關系》時，采用提出問題、巧布懸念，先出示：弟弟解一元二次方程，X2-15X-100=0得出兩個根，X1=20，X2=5，姐姐走過來剛看一眼就說，你做錯了，姐姐是怎樣看出來的，有的學生脫口而出：驗根，姐姐是在一瞬間做出判斷的，不可能是利用代入原方程的方法，當老師講完一元二次方程根與系數(shù)的關系---韋達定理后，重新出示，讓學生再次考慮課前提出的問題，學生恍然大悟，齊答是利用韋達定理。這種回應法的教學藝術(shù)就能使學生豁然開朗，頓開茅塞。同時有一種思路遙遙，驚回起點的喜悅感。四、激活雙邊：
課堂教學中，方法要活，教法要得法，師生雙邊關系要活，充滿“活”的課堂，這也是課堂教學藝術(shù)。教師在教學過程中，備的課要“活”且要上得“活”，充分培養(yǎng)學生的自學能力、主張合作學習，通過討論、又要注重獨立思考；充分發(fā)揮學生主體作用，又要注重教師的主導作用；既要生動活潑又要嚴格要求。課堂教學中讓學生小結(jié)有什么收獲，有什么不同的見解。讓學生自己去探索、去發(fā)現(xiàn)問題、解決問題，課堂教學顯得生動活潑。
總之，課堂教學中應充分發(fā)揮學生的主動性，發(fā)展學生的智力，創(chuàng)造性和獨立獲取知識的能力，以適應社會發(fā)展的需要。繼續(xù)堅持數(shù)學教育現(xiàn)代化的方向，重視培養(yǎng)學生的創(chuàng)新意識和實踐能力。掌握一定的教學藝術(shù)，能優(yōu)化課堂教學，提高教學質(zhì)量，最大限度地發(fā)揮學生的潛意識能力，能減輕學生過重的課業(yè)負擔，讓學生接受適應未來的現(xiàn)代化教育。
教學反思
新課程改革，是一次深刻的改革。新課改倡導全人教學，強調(diào)課程學要促進每個學生身心健康的發(fā)展，培養(yǎng)學生良好的品質(zhì)的終身學習的能力；新課改倡導建設性學習，注重科學探究的學習，提倡交流與合作、自主創(chuàng)新學習。課程改革的成敗關鍵在于教師，教師是課程改革的實施者。作為教師我必須做好充分的準備，學習新課程改革理論，更新教學觀念，迎接新課改的挑戰(zhàn)。下面簡單回顧一下我所做的一些英語教學工作。
一．面向全體學生，為學生全面發(fā)展和終身發(fā)展奠定基礎
1．創(chuàng)設各種情景，孤立學生大膽地使用英語，對他們在學習過程中的失誤和錯誤采取寬容的態(tài)度。2．為學生提供自主學習和直接交流的機會，以及充分表現(xiàn)和自我發(fā)展的一個空間。3．孤立學生通過體驗、實踐、合作、探究等方式發(fā)展聽、說、讀、寫的綜合能力。4．創(chuàng)造條件讓學生能夠探究他們自己的一些問題，并自主解決問題。二．關注學生情感，創(chuàng)造民主、和諧的教學氣氛
學生只有對自己、對英語及英文化有積極的情態(tài)，才能保持英語學習的動力并取得成績、刻板的情態(tài)，不僅會影響其它發(fā)展是學好英語的重要因素，因此我努力創(chuàng)造寬松民主、和諧的教學空間，做到：1．尊重每個學生，積極鼓勵他們在學習中的嘗試，保護他們的自尊心和積極性。
2．把英語教學與情態(tài)有機的結(jié)合起來，創(chuàng)造各種合作學習的活動，促進學生互相學習、互相幫助、驗成就感發(fā)展合作精神。
3．關注學生有困難或性格內(nèi)向的學生，盡可能為他們創(chuàng)造語言的機會。
4．建立融洽、民主的師生交流渠道，經(jīng)常和學生一起反思學習過程和學習效果；互相鼓勵和幫助，做到教學相輔。
三．加強對學生學習策略的指導，讓他們在學習和運用的過程中逐步學會如何學習，做到：1．積極創(chuàng)造條件，讓學生參與到階段性學習目標，以及實現(xiàn)目標的方法。2．引導學生結(jié)合語境，采用推測、查閱和協(xié)調(diào)的方法進行學習。
3．引導學生在學習過程中，進行自我評價，并根據(jù)需要調(diào)整自己的學習目標和學習策略。四．對學生進行有效的評價
評價可以使學生認識自我，樹立自信，有助于反思及調(diào)整自己的學習過程。評價或采用測驗及非測驗形式，平時重視形成性評價，對學生回答學習過程中的表現(xiàn)所改進的成績，及反映的情感、態(tài)度、策略某方面進行及時的評價，如有口頭評價、等級評價、學生之間互相評價等方法，充分發(fā)覺學生的進步，鼓勵學生自我反思、自我提高，測驗以學生綜合運用能力為目標、側(cè)重于學生理解和獲取信息的能力，減少客觀題，增加主管題。通過評價學生學會分析自己的成績和不足，明確努力方向。
新課程改革不是紙上談兵，必須要與實踐相結(jié)合，努力學習，積極進去，積極參與課程改革，在改革中不斷學習，不斷實踐，不斷反思，愿與新課程共同成長。教學日志
作為一名從事英語教育教學工作13年初中英語教師，我總樸素的認為，學生學習成績的提高，關鍵在教師，雖說學生是主體，是內(nèi)因，但沒有教師主導作用的充分發(fā)揮，要想大面積提高學科教學質(zhì)量是一句空話。再一點就是好的方法其實就是我們經(jīng)�？吹降幕蚴俏覀冋谑褂玫姆椒�，但關鍵是我們怎樣將其進一步細化落實，進一步增加其實效性的問題。所以只要我們英語學科教師在平時的工作中，切實以提高學生學習興趣和學習積極性主動性為出發(fā)點，以提高學生英語學科學習成績?yōu)槟繕耍允箤W生養(yǎng)成良好的學習習慣，掌握先進的學習方法為歸結(jié)點，多學習別人先進經(jīng)驗、多反思自己教學得失、多改進自己教學方式、多總結(jié)自己教學方法，多提高自己教學水平，英語學科的現(xiàn)狀就一定能改變，我們的目標就一定能實現(xiàn)。
Unit2WhatshouldIdo?
Period4
Teachingprocedures:Step1Leadingin
1.Greetings&freetalk.
2.Checkthehomework:Ileftmyhomeworkathome,whatshouldIdo?Sharesomestudents’advice.Step2While-taskSBPage14,3a.
1.Scanthisletter,underlinetheproblem.2.Readtheletteragain,tickoutthenewwords.3.Explainsomething:except=but除之外（不包括在內(nèi)）besides除之外（包括在內(nèi)）
Allthestudentswenttotheparkexcepthim.LucyandLilywillcometothepartybesidesme.findout=learned了解到find找到Ijustfindoutthereisadancetomorrow.4.Listentotherecording.Sspracticereading.SBPage14,3b.
1.Pairwork:Givesomeadvicetothelonelykidin3a.2.Supposeyou’reMary.Writethelettersonyourown.3.Readtheletterstotheclass.SBPage14,Part4.1.Readtheprobleminthebox.2.Twostudentsreadthedialogue.
3.Pairwork:Thinkthemoverandgiveyouradvice.4.Groupwork:Seewhichclassmatehasthebestadvice.Step3Post-taskSBPage15,Selfcheck.
1.Fillintheblankswiththewordsgiven.Trytomakeyourownsentenceswiththewords.
2.ReadthelettertoAuntChen’sadvicecolumnandthenwritesomeadvice.Homework:
What’syourproblem?Pleasewriteyourownlettertoanadvicecolumn
Unit2WhatshouldIdo?
Period3
Teachingprocedures:Step1Leadingin
1.Greetingsandfreetalk.2.Checkthehomework.Step2Pre-taskSBPage13,1a.
1.Readtheinstructionstothestudents.
2.Readthesentencesandaskastudenttoreadthesentencestotheclass.3.WriteNI,I,VIforeachstatement.
4.“Whatisimportanttoyouwhenyouchooseclothes?”Writeoneormoreoftheirstatementstotheclass.
Talkabouttheanswerswiththeclass.Step3While-taskSBPage13,2a.
1.Readtheinstructions.MakesuretheSsunderstandwhattheyshoulddo.
2.Readthethreesentencesinthebox.Youwillbelisteningtoaradioadviceprogram.Theywillbetalkingaboutoneoftheseproblems.3.Playthetapetwice.Sschecktheproblemtheyhear.4.Playthetapeagain,Sscorrecttheanswers.SBPage13,2b.1.Readtheinstructions.MakesureSsunderstandwhattheyshouldpayattentionto.2.Lookatthechart.Therearethreepersons,Kim,Nicole,Emilio.WhowillgiveErinsomeadvice?Whatarethey?Readeachnamefortheclass.3.Playtherecordingagain.Sswritetheiranswers.
4.Playtherecordingagain,onesentencebyonesentence.Checktheanswers.Step4Post-taskSBPage13,2c.
1.Pointouttheexampleinthesampledialogue.Sspracticereading.2.Pairwork:WhatdoyouthinkErinshoulddo?3.Sharetheirconversationswithwholeclass.Homework:
Youleftyourhomeworkathome,whatshouldyoudo?Pleasegiveyouradvice
Unit2WhatshouldIdo?
Period2
Teachingprocedures:Step1Leadingin
1.Greetingandfreetalk.
2.Checkthehomework.Collectthestudents’advice.WriteitdownontheBb.Step2Pre-task
1.Reviewthedifferencesbetween“could/should”.2.LearnthenewwordsinPage12.Step3While-taskSBPage12,3a.
1.Readtheinstructions.
2.ReadtheconversationsbySsorlistentothetape.Thenwrite“goodidea”“okayidea”or“badidea”.
3.Talkaboutthestudents’answers.
4.Makesurethestudentsunderstandthedialogue.PracticereadingStep4Post-taskSBPage12,3b.
1.Readtheinstructions.Pointouttheexampleconversationandasktwostudentstoreadittotheclass.
2.Useyourhead.Findsomeotherwaystogetmoneythataren’tinthebook.3.AskSstoworkwithpartnerastheyaskforandgiveadvice.4.Pairwork.
5.Actouttheconversationstotheclass.Step5While-taskSBPage12,Part4.
1.Readtheinstructions.MakesuretheSsunderstandwhattheyshoulddo.2.Tostudentsreadthedialogue.3.Practicereading.
4.Askanotherpairtogivetheiradviceonanothertopic.5.Pairwork.Homework:
將下列短語或句型譯為漢語
1.keepout2.outofstyle3.What’swrong?4.callsbup5.payfor6.askforsomething7.summercamp8.stayathome
Unit2WhatshouldIdo?
Period1
Teachingprocedures:Step1Leadingin
1.Greetingsandfreetalk.2.Checkthehomework.Step2Pre-task
T:IwanttobuyanewguitarbutIdon’thaveenoughmoney.WhatshouldIdo?Ssthinkitover,andtrytogivehis/heradvice.WritetheiradviceontheBb.1.Borrowone.
2.Buyasecond-handguitar.3.Getapart-timejob.4.Don’tbuyaguitar.5.Waituntilnextyear.PracticereadingtheadvicebytheSs.
導入:Inthisunitwearegoingtotalkaboutproblemspeoplehaveandlearnhowtogivethesepeopleadvicetotellpeoplewhatwethinktheyshoulddo.Step3While-taskSBPage10,1a.
1.ReadtheinstructionstotheSs.2.ReadtheproblemsbytheSs.
3.AskSstowritetheproblemsinthe“Serious”or“Notserious”columns.4.Explain.
5.Talkabouttheanswerswiththeclass.Practicereading.SBPage10,1b.
MakesuretheSsunderstandwhatshouldtheydo.Playthetapetwice.Sscircletheproblemstheyhear.Playthetapeathirdtime.Checktheanswers.Step4Post-taskSBPage10,1c.
Lookattheproblemsinactivity1aandmakeconversations.Step5While-taskSBPage11,2a.
1.Readtheinstructions.MakesuretheSsunderstandwhatshouldtheydo.2.Pointtothesentencesbelow.
3.Playthetapethefirsttime.Ssonlylisten.PayattentiontoPeter’sfriend’sadvice.
4.Playthetapeagain.Sscircle“could”or“should”.5.Correcttheanswers.SBPage11,2b.
Readtheinstructions.PayattentiontoPeter’sanswers.Playthetapeagain.Checktheanswers.
Step7Post-task
Makeconversationswithpeterandhisfriendwiththehelpof2a&2b.Step8GrammarFocus
Reviewthegrammarbox.Sssaythequestionsandtheresponses.Explainthedifferencesbetweencould/should.Homework:
1.Gooverthewords.
2.Myclothesareoutofstyle,whatshouldIdo?Pleasegivetheadvice.
Unit11Couldyoupleasetellmewheretherestroomsare?
TheFirstPeriod
Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyrestroom,shampoo,stamp（2）TargetLanguage
Excuseme．CanyoupleasetellmewhereIcangetadictionary?Sure．There’sabookstoreonRiverRoad．2．AbilityObjects
（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObject
Helpingeachotherisveryimportant．Itisagoodquality．Ⅱ．TeachingKeyPointTargetLanguage
Ⅲ．TeachingDifficultPoints
1．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．Ⅳ．TeachingProceduresStepⅠRevision
T:You’renewtothisschool．Youneedtoknowwherethemainofficeis．Howcanyouaskwherethemainofficeis?S1:Where’sthemainoffice?
T:That’sonewaytoask．Butthereisamorepolitewayyoucanask．Youcansay,"Canyoutellmewherethemainofficeis?"Classrepeat．Canyoutellmewherethemainofficeis?
Ss:Canyoutellmewherethemainofficeis?
T:That’scorrect．Nowlet’ssayyouwanttoknowwhereClassroom1is．Howcanyouask?
S2:CanyoutellmewhereClassroom1is?
T:Good!There’sanotherpolitewayyoucanask:CouldyoutellmehowtogettoClassroom1?Classrepeat．CouldyoutellmehowtogettoClassroom1?
Ss:CouldyoutellmehowtogettoClassroom1?T:That’sright．Verygood．StepⅡ1a
Gothroughtheinstructionswiththeclass．
Readthelistofthingstotheclass．Toreviewthemeaningofeachitemonthelist,invitedifferentstudentstosayeachphraseintheirownwords．
Pointtotheletteredpartsofthepictureonebyone．Askastudent:Whatkindofplaceisthis?
Whatdotheysellthere?Dowehaveoneinourcommunity?Whatisthenameoftheoneinourcommunity?
Pointoutthesampleanswer．Say,Thelettercisinfrontofthewords
buyshampoobecauseyoucouldbuyshampooinadepartmentstore．Theremaybemorethanonecorrectanswerforsomeblanks．
Whilestudentsareworking,movearoundtheroomofferinghelpasnecessary．StepⅢ1b
Readtheinstructionstostudents．Pointoutthetwoconversationsthatareshowninthepicture．
Asyoulisten,fillintheblankswithwordsyouhearintherecording．Playtherecordingthefirsttime．Studentsonlylisten．
Playtherecordingasecondtime．Thistimeaskthemtofillintheblankswiththewordsyouhear．
Checktheanswerswiththewholeclass．StepⅣ1c
Readtheinstructionstotheclass．
Pointoutthelistofthingspeopleneedandthepicturesoftheplacesinactivity1a．Say．Lookatactivityla．Haveaconversationwithapartner．Askyourparterpolitelywhereyoucandothesethingandthenansweryourpartner’squestions．
Asstudentswork,listentosomepairsinordertochecktheprogressandhelpwithpronunciationasneeded．
Afterstudentshavehadachancetopractiseseveralexchanges,asksomepairstocometothefrontoftheclassroomandactouttheirconversations．StepⅤHomeworkReviewthetargetlanguage．
Unit7Wherewouldyouliketovisit?
TheFirstPeriod
Ⅰ．TeachingAimsandDemandsKnowledgeObjects（1）KeyVocabulary
tiring,educational,fascinating,thrilling,peaceful,exotic,trek,jungle,takeiteasy,explore,historic,site（2）TargetLanguage
Wherewouldyouliketogoonvacation?
I’dliketotrekthroughthejungle,becauseIlikeexcitingvacations．2．AbilityObjects
（1）Trainstudentstotalkaboutplacestheywouldliketovisitwiththetargetlanguage．（2）Trainstudentstodescribevacationswithdifferentadjectives．（3）Trainstudents’listeningskill．3．MoralObject,
It′smoreinterestingtogoonvacatingsomewhereinsteadofstayingathome．Ⅱ．TeachingKeyPoints1．KeyVocabulary
tiring,educational,fascinating,thrilling,peaceful,exotic,trek,jungle,takeiteasy,explore,historic,site2．TergetLanguage
Talkaboutdifferentplaceswiththetargetlanguage．Ⅲ．TeachingDifficultPoints
1．Describevacationswithdifferentadjectives．2．Talkaboutdifferentplaceswiththetargetlanguage．Ⅳ．TeachingMethods1．Teachingbyillumination2．Teachingbydoingchaindrills3．TeachingbypairworkⅤ．TeachingAids1．Ataperecorder2．SomepicturesofdifferentplaceswithfamousviewsⅥ．TeachingProceduresStepⅠRevision
1．RevisethelanguagepointsinUnit6．
Providessomequestions,Whatkindofmusicdoyoulike/love/prefer?Whatkindofclothes/writers/movies/doyoulike/love/prefer?
Thenasktwopairstomakemodelconversationstotheclasstomakesuretheyanswer,Ilike/love/prefermusicthatIpreferwriterswhoNextaskstudentstopractiseinpairs．
Walkaroundtheclassroomlisteningtothem,correctsomeerrorstheymaymakeandbesuretheyareansweringwithsentenceswithrelativeclauses．
2．RevisethewordsandexpressionsinUnit6bydictatingthefollowing:
lyric,remindof,entertainment,exhibition,gallary,ondisplay,energy,suggest,photograph,suitStepⅡ1a
Atfirstintroducethekeyvocabulary．
Pointtothewordsandteachthechildrentoreadthemseveraltimestilltheycanpronouncethewordsfluentlyandcorrectly．Afterthat,trytoletstudentsexplaintheadjectivesandmakeupsentenceswiththem．Forexample,exciting,dolikethis:
Let’strytoexplainsomenewadjectivesinourownwordsandmakeupsomesentencesnow．Seeexcitingfirst．WhocanexplainitinyourownwordsinEnglish?Whatdoesexcitingmean?
Helpthechildrentoexplainit．Excitingmeansnotboring,ormeanshardtobequiet．Whocanmakeupasentencewithit?Giveanexamplesentencewithit,please．
Askseveralonestosaytheirsentencestotheclass．Forexample,Surfingmakesusexciting．
Theboyisveryexcitingwhenheiswatchingafootballmatch．Thendothesamewiththesenewwordsinthebox:tiring,educational,peaceful,fascinating,thrilling,exoticReadtheinstructionstothestudents．Besurethateveryoneknowswhattodo．Tellstudentstolookatthepostersinthepictureandcomparethem．Wecanseethreeposters．Tellmewhatyoucanseeineachone．
Thendiscussthethreeposterswithstudents．ForPosterOne,helpstudentstosay,Itisabeach．Amanwithsunglassesissleeping,etc．Dothesametotheothertwoposters．
Readthewordsoneachpostertostudentsandthenletthemreadtogetherseveraltimes．AsksomeonestotelltheChinesemeaningsofthewordstoseeiftheycanunderstandthem．Dosomeexplanationifnecessary．
Callthestudents’attentiontothechart．Pointtovacation1,2and3inthechart．
Say,Let’schoosetheadjectivesfromtheboxforthethreevacations．Theadjectivesyouchooseshouldcorrespondwiththeposters．Nowlet’suseVacation1asasample．Whichadjectivesshouldwechoose?Whocantellme?
Thenaskseveralstudentstotelltheclassthewordsthey’vechosen．Writedowntheiranswersontheblackboardlikethis:
Vacation1TakeiteasyonaFloridabeach!Adjectives:relaxing,peaceful,boring
Whohasgotsomeotheradjectivestodescribeit?Someotheradjectivesyouknow,butnotinthebox?
Asksometosaymorebesidestheonesinthebox,suchasquiet,lazy．Writethemontheblackboard,too．
Pleasefillinthechartwiththeadjectivesnow．Notetomatchtheposters．
Getthemtofillintheanswersbythemselves．Astheywork,movearoundtheroomcheckingtheirprogressandansweringquestionstheymayhave．Checktheanswers．StepⅢ1b
We’lllistentothreestudentstalkingaboutwheretheywouldliketogoonvacationandwhy．Seethesampleanswersinthechart．Writeyouranswerslikethatwhileyouhear．LookatthethreepostersinActivitylaanddothispart．Eachoneofthethreestudents,Sam,GinaandLydia,wantstogotooneofthethreeplaces．
Playthetapeforthefirsttime,andtellthestudentsnottowriteinahurry,justtrytocatchthemainideaofthedialogue．
Thenplaytherecordingagain．Askthemtowritetheiranswersthistime．Checktheanswers．StepⅣ1c
Presentatethisdialogue,showingsomepicturesoftheplaceswithgreatinterestallovertheworldandsaylikethis:
I’dliketotraveltoFrance．I’dlovetovisitParis,becauseIlikerelaxingvacations．Wherewouldyouliketogoonvacation,Sam?Askonestudenttoanswerthequestion．
Afterthatlethimorheraskanotherstudent．Setoffachaindrilllikethis:
T:I’dlovetovisitParis,becauseIlikerelaxingvacations．Wherewouldyouliketogoonvacation,S1?S1:I’dliketoclimbMountEmei,becauseIlikedangerousvacations．Wherewouldyouliketogoonvacation,S2?
Ss:IprefertotraveltotheUSA,becauseIlikeexoticvacations．Wherewouldyouliketogoonvacation,S3?S3
Afterateamfinishedgetthechildrentomaketheirownconversationsinpairs．
AsktwostudentstoreadtheexampleinthespeechbubblesinActivityla．Tellthemtotalkabouttheposterswiththeirpartnersthistime．
Asstudentsworktogether,movearoundtheclassroom,offeringlanguagesupportasneeded．Asksomepairstosaytheirconversationstotheclass．StepⅤSummary
Inthisclass,we’velearnedsomeadjectivesthatareusedtodescribevacationsandsomeotherwords．WehavealsolearnedthetargetlanguageWherewouldyouliketogoonvacation?I’dliketotrekthroughthejunglebecauseIlikeexcitingvacations．StepⅥHomework
1．Trytorememberthenewkeyvocabulary．
2．WriteoutthreesimilarconversationstotheexampleinthepictureinActivity1a．
Unit11Couldyoupleasetellmewheretherestroomsare?
Unit11Couldyoupleasetellmewheretherestroomsare?
Unit11Couldyoupleasetellmewheretherestroomsare?TheFirstPeriod
Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyrestroom,shampoo,stamp（2）TargetLanguage
Excuseme．CanyoupleasetellmewhereIcangetadictionary?Sure．There’sabookstoreonRiverRoad．2．AbilityObjects
（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObject
Helpingeachotherisveryimportant．Itisagoodquality．Ⅱ．TeachingKeyPointTargetLanguage
Ⅲ．TeachingDifficultPoints
1．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．Ⅳ．TeachingProceduresStepⅠRevision
T:You’renewtothisschool．Youneedtoknowwherethemainofficeis．Howcanyouaskwherethemainofficeis?S1:Where’sthemainoffice?
T:That’sonewaytoask．Butthereisamorepolitewayyoucanask．Youcansay,"Canyoutellmewherethemainofficeis?"Classrepeat．Canyoutellmewherethemainofficeis?
Ss:Canyoutellmewherethemainofficeis?
T:That’scorrect．Nowlet’ssayyouwanttoknowwhereClassroom1is．Howcanyouask?
S2:CanyoutellmewhereClassroom1is?
T:Good!There’sanotherpolitewayyoucanask:CouldyoutellmehowtogettoClassroom1?Classrepeat．CouldyoutellmehowtogettoClassroom1?
Ss:CouldyoutellmehowtogettoClassroom1?T:That’sright．Verygood．StepⅡ1a
Gothroughtheinstructionswiththeclass．
Readthelistofthingstotheclass．Toreviewthemeaningofeachitemonthelist,invitedifferentstudentstosayeachphraseintheirownwords．
Pointtotheletteredpartsofthepictureonebyone．Askastudent:Whatkindofplaceisthis?
Whatdotheysellthere?Dowehaveoneinourcommunity?Whatisthenameoftheoneinourcommunity?
Pointoutthesampleanswer．Say,Thelettercisinfrontofthewordsbuyshampoobecauseyoucouldbuyshampooinadepartmentstore．Theremaybemorethanonecorrectanswerforsomeblanks．
Whilestudentsareworking,movearoundtheroomofferinghelpasnecessary．StepⅢ1b
Readtheinstructionstostudents．Pointoutthetwoconversationsthatareshowninthepicture．
Asyoulisten,fillintheblankswithwordsyouhearintherecording．Playtherecordingthefirsttime．Studentsonlylisten．
Playtherecordingasecondtime．Thistimeaskthemtofillintheblankswiththewordsyouhear．
Checktheanswerswiththewholeclass．StepⅣ1c
Readtheinstructionstotheclass．
Pointoutthelistofthingspeopleneedandthepicturesoftheplacesinactivity1a．Say．Lookatactivityla．Haveaconversationwithapartner．Askyourparterpolitelywhereyoucandothesethingandthenansweryourpartner’squestions．
Asstudentswork,listentosomepairsinordertochecktheprogressandhelpwithpronunciationasneeded．
Afterstudentshavehadachancetopractiseseveralexchanges,asksomepairstocometothefrontoftheclassroomandactouttheirconversations．StepⅤHomework
Reviewthetargetlanguage．
TheSecondPeriod
Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary
escalator,furniture,exchangemoney,elevator（2）TargetLanguage
Excuseme．DoyouknowwhereIcanexchangemoney?Sure．There’sabankonthesecond
floor．Taketheescalatortothesecondfloorandturnright．Thebankisnexttothebookstore．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObjects
Ifsomeoneasksyouhowtogettotheplacehewantstogoto,youshouldtellhimthewaycorrectly．Ⅱ．TeachingKeyPoints1．KeyVocabularyexchangemoney2．TargetLanguage
Excuseme．DoyouknowwhereIcanexchangemoney?Sure．There’sabankonthesecondfloor．3．Structures
DoyouknowwhereIcanbuyshampoo?
Couldyoutellmehowtogettothepostoffice?CanyoupleasetellmewhereIcangetadictionary?Ⅲ．TeachingDifficultPoints1．Indirectquestions．
2．Howtoimprovestudents’listeningability．Ⅳ．TeachingProceduresStepⅠRevisionCheckhomework．StepⅡ2a
Readtheinstructionsandpointtothelistofdirections．
Getstudentstonametheitemsinthepicturesuchasescalator,elevator,shoestore,andsoon．
Playtherecording．Studentsonlylisten．
Tellthemthatthepicturemayhelpthemunderstandwhattheyarehearing．Playtherecordingagain．Thistimeaskstudentstowriteanumbernexttofourofthedirections．
Checktheanswerswiththewholeclass．StepⅢ2b
Pointtothepicture．Say,nowyouwillheartherecordingagain．Thistimeshowwheretheboywentashefollowedthedirectionstothedrugstore．Drawalineonthepictureinyourbook．
Playtherecordingagainandaskstudentstodrawthelineontheirown．Checktheanswerwiththeclass．StepⅣ2cAskapairofstudentstoreadthesampleconversationaloudtotheclass．Readtheinstructionsaloud．Say．Makeconversationsusinginformationabouttheplacesinthepicturewithyourpartners．
Asstudentswork,movearoundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．
Askoneortwopairstosaytheirconversationstotheclass．Asktherestoftheclasstolookatthepictureastheylisten．StepⅤHomework
Askthestudentstowritethreesentenceswiththestartersofthestructures．
TheThirdPeriod
Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary
hangout,fresh,advantage,disadvantage,block（2）TargetLanguage
Gooutthefrontdoorandtakearight．Walkaboutthreeblocks．Gopastthepark,andturnleftontoOakStreet．3．MoralObjects
Anythinghasbothadvantagesanddisadvantages．Weshouldtreateverythingcorrectly．
Ⅱ．TeachingKeyPoint
Trainstudents’listening,speaking,readingandwritingability．Ⅲ．TeachingDifficultPoints
Howtoimprovestudents’integratingskills．Ⅳ．TeachingProceduresStepⅠRevision
T:Yesterdaywelearnedthestructures．
Doyouknowwhere?Couldyoutellmehowtogetto?Canyoupleasetellmewhere?Nowwhocanmakesentencesbyusingthestructures?StepⅡ3a
Readtheinstructions．PointouttheblanklinesunderthewordsAdvantagesandDisadvantagesbelowtheinterview．Youwillwriteyouranswersintheseblanks．
Readthefirsttwosentencesatthetopofthearticle．Explainthattheinterviewerwilltalktoseveralteenagers．Getstudentstoreadtheinterviewontheirownquickly．
Whentheyhavefinished,askifthereareanywordsorsentencestheydon’tunderstand．Ifthereare,explainthem．
Askstudentstoreadtheinterviewagainandwritetheadvantagesanddisadvantages．Checktheanswerswiththewholeclass．StepⅢ3b
Readtheinstructions．Pointouttheconversationintheboxandinvitetwostudentstoreadittotheclass．
PointoutthelistofadvantagesanddisadvantagesinActivity3a．Say,Youcanusetheseitemsandanyotheritemsyoucanthinkofasyoutalkaboutplacesyouusuallyhangout．
Askstudentstoworkingroupsoffourorfive．Astheywork,movearoundtheclassroomhelpingthegroupsasnecessary．Makesuretheytalkaboutbothadvantagesanddisadvantages．
Askseveralgroupstoactoutpartoftheirconversationtotheclass．StepⅣ4
Readtheinstructionstotheclass．Getstudentstolookbackatthepictureandactivitiesonthefirstpageofthisunit．
Pointoutthesamplelanguageinthebox．Inviteastudenttoreadittotheclass．
Askstudentstosaythenamesofsomestoresandotherplacesinthecommunityandwritethemontheboard．Say,
Eachgroupcanchoosethreeoftheseplacestowriteabout,oryoucanchooseanotherplaceyouknowof
Writecarefuldirectionsfromtheschooltoeachplace,butdonotsaythenameoftheplace．Youcanusethewordsthisplaceinstead．Inordertohelpstudentswork,drawasimplemapshowingtheschoolandseveralnearbystreets．
Whenthegroupsareready,theyreadtheirdirectionstotheclassandtheotherstudentsguessthenameoftheplacetheyaretalkingabout．StepⅤHomework
1．Askstudentstochoosetwoplacesinthecommunityandwritecarefuldirectionsfromtheschooltoeachplace．
2．Finishofftheexercisesonpages46～47oftheworkbook．
TheFourthPeriod
Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary
fascinating,convenient,safe,restroom,inexpensive（2）TargetLanguage
Canyoutellmewherethere’sagoodplacetoeat?Ofcourse．Whatkindoffooddoyoulike?2．AbilityObjects
（1）Trainstudents’writingandspeakingability．
（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation．
（3）Trainstudents’abilitytousethetargetlanguage．Ⅱ．TeachingKeyPoints1．KeyVocabulary
convenient,safe,restroominexpensive2．TargetLanguage
Canyoutellmewherethere’sagoodplacetoeat?Ofcourse．Whatkindoffooddoyoulike?Ⅲ．TeachingDifficultPoints
1．Howtoimprovestudents’writingandspeakingability．2．Howtousethetargetlanguage．Ⅳ．TeachingProceduresStepⅠRevisionCheckhomework．StepⅡ1a
Gothroughtheinstructionswiththeclass．
Readthewordsintheboxtotheclassandaskifthereareanyofthesewordsthatstudentsdon’tunderstand．Ifso,helpstudentstoexplainthemeaningoftheword．
Thenreadtheinstructionsagainandpointoutthesampleanswer．Getastudenttoreadthesampleanswertotheclass．Pointoutthatstudentscanalsowriteotherwordsafterthewordclean．
Askstudentstowritewordsfromtheboxintheblanksontheirown．Helpstudentsifneeded．
Correcttheanswersbyhavingstudentsreadwhatqualitiesheorshelisted．StepⅢ1b
Readtheinstructionstotheclass．Pointouttheexampleinthebox．Invitetwostudentstoreadittotheclass．
Nowworkwithapartner．Lookatthewordsintheboxandusethemtotalkaboutplacesinyourowncity．Asstudentstalk,movearoundtheclassroomcheckingtheirwork．Offerlanguagesupportasneeded．
Inviteseveralpairsofstudentstosaytheirconversationstotheclass．StepⅣ2a
Pointtothepictureandaskstudentstotellwhatishappening．Ifnecessary,explainthatthesceneshowsafamilyonvacation．TheyareaskingthemanforinformationaboutvariousthingstodoinSunville．Gothroughtheinstructionsandpointtothechart．Playtherecording．Studentsonlylistenthefirsttime．
Playtherecordingagain．Askstudentstowritetheplacespeopleaskabout．
Checktheanswerswiththewholeclass．StepⅤ2b
Readtheinstructionsandpointtothechart．Youwillhearthesamerecordingagain．
Thistimelistencarefullytotheanswersthecleckgives．Writetheanswersintheblanksalone．Pointoutthesampleanswer．
Playtherecordingagain．Askstudentstowritetheiranswersintheblanks．
Checktheanswers．StepⅥ2c
Pointtothesampleconversation．Invitetwostudentstoreadittotheclass．
Readtheinstructions．Roleplaytheconversationsyouhearonthetape．Getstudentstoworkinpairs．Movearoundtheroomcheckingtheprogressofthepairsandofferinghelpasneeded．
Askoneortwopairstosaytheirconversationstotheclass．StepⅦHomework
Talkaboutsomeplacesusingthewordsinla,thenwritedowntheconversations．
TheFifthPeriod
Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary
waterslide,clown,dressup,havefun（2）Practisereadinganarticle．
（3）Practisewritingsomethingusingthetargetlanguage．2．AbilityObjects
（1）Trainstudents’readingability．（2）Trainstudents’writingability．Ⅱ．TeachingKeyPoint
Practisereadingandwritingusingthetargetlanguage．Ⅲ．TeachingDifficultPointHowtowriteaguidetoaplace．Ⅳ．TeachingProceduresStepIRevision
Reviewthetargetlanguagepresentedinthisunit．Checkhomework．StepⅡ3a
Inviteastudenttoreadthearticlealoudtotheclass．Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．
Askstudentstoreadthearticleagainandcompletethechart．Getstudentstodotheworkontheirownorinpairs．Astheywork,movearoundtheclassroomandofferhelpasnecessary．Checktheanswers．Stepm3b
Readtheinstructionstotheclass．Pointtothefirsttwosentencesandaskastudenttoreadthesesentencestotheclass．
LookbackatActivities2aand2b．UsethisinformationtohelpyoucompletetheguidetoSunville．
Askthestudentstocompletethebrochureontheirown．Astheywork,walkaroundtheclassroomofferinghelpandansweringquestionsasneeded．Inviteastudenttoreadthecompletedarticletotheclass．StepⅣ3c
Readtheinstructionstotheclass．
Askstudentstosaythenamesofsomeoftheplacestheymightwriteabout．Writealistoftheseplacesontheboardforstudentstouseastheywritetheirguides．
Askstudentstoworkontheirown．Tellthemthattheycanusewhattheywroteforactivity3basaguide．Theycanwritetheguideforalltourists,teenagers,families,orpeopleonabudget．Astheywork,movearoundtheroomofferinghelpasneeded．Correctthestudents’work．Asksomestudentstoreadtheirguidesandcorrectthem．StepⅤPart4
Gothroughtheinstructionswiththeclass．
GetstudentstolookbackattheguidestheywroteinActivity3c．Askstudentstoworkingroupsoffourorfivestudents．Letdifferentstudentsplaytheroleoftheboothworkerandthedifferenttourists．Makesureeverystudenthasachancetoparticipate．
Askoneortwogroupstosayoneoftheirconversationstotheclass．StepⅥHomework
1．Readthearticlein3aagain．2．Writeaguidetoourcity．
TheSixthPeriod
Ⅰ．TeachingAimsandDemands1．KnowledgeObjects
（1）Fillinblanksandmakesentencesusingbeautiful,safe,delicious,convenient,fascinating．
（2）Writesomequestionsusingthetargetlanguage．2．AbilityObjects
Trainstudents’writingability．Ⅱ．TeachingKeyPoints
1．Fillinblanksandmakesentences．2．Writequestionsusingthetargetlanguage．Ⅲ．TeachingDifficultPoint
Makesentencesusing"beautiful,safe,delicious,convenient,fascinating"．
Ⅳ．TeachingProceduresStepⅠRevision
Checkhomework．Askafewstudentstoreadthearticlein3a．Thenaskafewstudentstoreadtheirguides．StepⅡPart1
Lookatthewordsinthebox．Askastudenttoreadthem．Makesurethestudentsunderstandthemeaningofthewords．Youaretofillintheblankswiththewords．Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement．
Askstudentstofillintheblanksontheirown．Checktheanswers．StepⅢPart2
Gothroughtheinstructionswiththeclass．Lookattheexamplewiththestudents．Askstudentswhattheanswerwouldbe．
Askastudenttoreadthequestionandanswerit．Excuseme,couldyoutellmewherethebankis,please?Thebankisacrossthestreetfromtheshoppingmalt．Getstudentstocompletetheworkinpairs．
Checktheanswers．Askafewstudentstoreadtheirquestions．StepⅣJustforFun!
Askallthestudentstoreadtheconversation．Ask:Whatisfunnyaboutthiscartoon?Helpstudentstoexplain．AMartianisapersonfromtheplanetMars．
ThereisnosuchthingasMartianfoodonEarth,andtheclerklookssillybecauseheistryingtothinkofwherethereisaMartianrestaurant．Invitesomepairsofstudentstopresentthisconversationtotherestoftheclass．
StepⅤSummaryandHomework
Inthisclass,we’vedonemuchwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit．Afterclass,pleasefinishthequestionsin2inyourexercisebooks．Thenfinishtheexercisesonpages47～48oftheworkbookaswell．
TheSeventhPeriod
ⅠTeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary
image,adventure,jealousy,hero,crime,journey,brave,nolonger,showinterest
in,takeiteasy,becomeinterestedin,plainlooks（2）Text:
Grown-upslikecartoons,too．2．AbilityObjects
（1）Fast-readingtogetageneralideaofthetext．
（2）Careful-readingtogetthedetailedinformationinthetext．（3）Learnthewordsandphrasesfromthecontext．Ⅱ．TeachingKeyPoints1．Keyvocabulary．
2．Trainstudents’readingandwritingskills．Ⅲ．TeachingDifficultPoint
Trainstudents’readingandwritingskills．Ⅳ．TeachingProceduresStepIKeyVocabulary
Saythewordsandhavestudentsrepeatthemagainandagainuntiltheycanpronouncethemfluentlyandaccurately．StepⅡPart1
ReadthetitleGrown-upslikecartoons,too．Totheclass．Ask,whatdoyouthinkthearticleisabout?
Lookatthepicture．Askstudentstodescribewhatishappeninginthepicture．
Askstudentstoanswerthefivequestions．Butdon’tlookatthereadingtext．
Instead,theyusetheirbackgroundknowledgetotrytoanswerthequestions．Asstudentswork,walkaround,lookingattheirprogress．Whenmoststudentsfinishthetask,askstudentstoanswerthequestionswithaparter．
Elicitanswersfromthestudents．Askifotherstudentshavethesameordifferentanswers．Donotgivethecorrectanswerstothestudentsatthispoint．Waituntilstudentshavefinishedthereadingandletthemrevisetheiranswersaccordingly．StepⅢPart2
Readthetextquickly,thensummarizeeachparagraphinyourownwords．Asthestudentsaredoingthis,movearoundtheclassroomtomakesuretheycandothetaskinEnglish．
Askfivestudentstoreporttheiranswers．Drawstudents’attentiontotheinstructions．
Askstudentstocompletethetaskindividuallyorinpairs．
Astheywork,walkaroundtheclassroomtomakesurestudentsdiscusstheirreasonsinEnglish．Havestudentsreporttheiranswers．Encouragestudentstousecompletesentences．StepⅣPart3
Pointtothestory．Lookatthewordsindicatedinbold．Askdifferentstudentstoguessthemeaning．Don’tgivethemthecorrectanswers．Askstudentstoreadthearticleonce．Say,payattentiontotheboldwordsandexpressions．Andnoteanyotherwordsorsentences,youdon’tunderstand．Readincontext,guessingtheirmeaningsfromtheotherwordsaroundthem．Askstudentstoreadthearticleagainforcomprehension．Readtheinstructionswiththestudentsandhavethemlookattheexample．Thenaskstudentstomatchthecorrectmeaningswiththecorrectwordsandexpressions．Allowthemoneortwominutestodothis．Checktheanswers:
Getstudentstomakesentenceswiththewordsandexpressions．Remindthemtolookatthearticleagainforextrahelp．
Answerstothisactivitywillvary．Thenaskastudentstowritehis/heranswersontheblackboard．Helpcorrectanymistakes．StepⅤPart4
Readtheinstructionstotheclass．Elicitthefirstanswerfromthestudentsfrommemory．Makesurethattheyunderstandwhattheyneedtodo．Askstudentstodotheactivityontheirownorinpairs．Astheywork,walkaroundtheclassroomofferinghelpstudentsmayneed．Checktheanswers．StepⅥPart5
Readthetaskwiththestudents．
Askstudentstodotheactivityinsmallgroups．Trytoputcreativeandartisticstudentsineachgroup．
Checktheanswersandhavestudentsshoworactouttheircartoonsfortheclass．
Optionalactivity
Asanoptionalin-classorhomeworkactivity,remindstudentstofindsomecartoonsandcutoutthespeechbubbles．
StudentscanthenwritetheirownEnglishstoriesinthespeechbubbles．StepⅦHomework
1．Readthestoryin2againforfurthercomprehension．2．Revisethetargetlanguageinthisunit．
Unit2Iusedtobeafraidofthedark教案
Unit2Iusedtobeafraidofthedark教案
一.本周教學內(nèi)容：
[話題](Topic)Howwehavechanged
[重點詞組](KeyPhrases)
1.intheend最后,終于2.makeadecision3.toone’ssurprise令某人驚奇的事4.beafraidof5.beterrifiedof害怕6.withthelighton7.worryabout擔心8.chewgum9.thesedays目前，如今11.usedtodosth.過去經(jīng)常12.beinterestedin13.beontheswimteam是游泳隊成員14.chatwithsb.15.stressedout憂慮不安的16.beusedto[交際用語]
1.IusedtobeshortwhenIwasyoung.我年輕時個子很矮。
2.Didyouusetohavestraighthair?你過去是直發(fā)嗎？Yes,Idid.是的。
3.Didyouusetoplaythepiano?你過去彈鋼琴嗎？
No,Ididn’t.不，我不彈。4.Iusedtobeafraidofdark.我過去害怕黑暗。
5.I’mterrifiedofthesnakes.我害怕蛇。
6.Didyouusetobeafraidofbeingalone?你過去害怕獨自一人呆著嗎？Yes,Idid.是的，我怕。7.Iusedtowalktoschool.我過去走著上學。
[重點難點釋義](LanguagePoints)
下決定害怕
燈開著做嚼口香糖10.notanymore不再
對感興趣同聊天習慣于1.“主語+usedto+動詞原形+其它”。在這個句型結(jié)構(gòu)中usedto的含義為“過去常常”。表示過去的習慣，暗示現(xiàn)在已無此習慣，請看圖：
Dave在過去幾年中一直在factory（工廠）中工作，但現(xiàn)在他在Supermarket（超市）中工作，所以Dave
usedtoworkinafactory.隱含的意思是：Daveworkedinafactorybeforebuthedoesn’tworktherenow.
如果用時間軸表示的話，應該是這樣的。
2.","p":{"h":13.5,"w":33.916,"x":135.036,"y":373.633Weusuallygetupearly.（不說Weusetogetupearly）二、anymore
我們用anymore來表示情況或活動的變化。（Weuseanymoretoshowachangeinasituationor
activity.）
SheusedtoliveinNewYork,butshedoesn’tlivethereanymore.
如果動詞（或動詞短語）相同，則第二個動詞可省略。（IftheSecondVerbphrasehasthesameverb,youcanomitit.）
SheusedtoliveinLondon,butshedoesn’tanymore.
anymore可不與usedto連用（Youcanuseanymorewithoutusedto）Shedoesn’tliveinNewYorkanymore.anymore只能和否定詞連用Wedon’tgothereanymore.Theynevertalktomeanymore.Noonelikeshimanymore.三、still
我們用still來說明某人或某物沒有變化。（Usestilltoshowthatsomethingorsomeonehasnotchanged）
ShestilllivesinMexico.
still應放在主要動詞前面（Usestillbeforethemainverb）HestilllivesinNewZealand.still應放在be動詞后面。
Heisstillcrazyafteralltheseyears.still應放在像can,may,should這樣的助動詞之后Shecanstillplaythepiano.四、頻率副詞
頻率副詞（如always）在句中位置不同。（Adverbsoffrequencycanappearindifferentpositionsinasentence.）
它們的位置應是：在主要動詞之前，在be動詞之后，在助動詞（will,can,have等）之后，在usedto之前。
Iusuallygetupatsix.
Youwererarelyhappy.你很少高興。Youwillsometimeshearfromthem.Ihaveseldomspokentoher.Theyneverusedtodance.
Healwaysusedtocallher.五、詞語辨析1.usedto和would
①usedto和would都可表示過去的習慣或行為，常可換用。
Whenwewerechildrenweusedto/wouldgoskatingeverywinter.我們小時候每年冬天都去滑冰。
②usedto含有較強的“今昔對比”的含義，而would無此含義IdonotswimsooftenasIusedto
我不像過去那樣常游泳了。（不能用would代替）Hewouldsometimesworkintothenight.
以前他常工作到深夜。（不表示現(xiàn)在他不工作到深夜）
③用would時，有時應有時間狀語來加以限制，而usedto則可無時間狀語HewouldgotoseeMothereveryvacation.（那時）他每個假期去看望媽媽
Heisn’twhatheusedtobe.他不再是過去的他。2.usedtodo和beusedtodoing.
①beusedto是“習慣于”某一客觀事實和狀態(tài)，不強調(diào)動作，to是介詞，后面接名詞或動名詞，如：
Iamusedtotheweatherhere.我已經(jīng)習慣于這里的天氣了。
Heisusedtohardwork.他習慣于艱苦的工作。
②get（或become）usedto指的是從不習慣到習慣這一過程的轉(zhuǎn)變，另外，它往往包含著克服困難去適應的意思。
如：Youwillsoongetusedtotheweatherhere.你會習慣于這里的天氣的。
Intheend,Igotusedtodoingthehardwork.最后，我終于習慣干苦活了。［單元課文重點分析］
1.I’montheswimteam.(SectionA2b)我是游泳隊成員。
類似的說法還有：I’monthesoccerteam或Iplayonthesoccerteam.2.Peoplesurechange.(SectionA2b)人們的確是要變的。sure在這里為副詞。
如：Itsurewascold.天氣確實很冷。3.Areyoustillafraidofthedark?I’mterrifiedofthedark.（SectionA3b）
afraid的詞組有beafraidofsth害怕某物
如：She’safraidofdogs.He’safraidofseeingstrangers.
在口語中也說I’mafraidhe’soutatthemoment.我想他現(xiàn)在出去了。
beterrifiedofdoingsth是個同義詞組。如：I’mterrifiedofbeingalone.我害怕獨自一人呆著。
4.Igotosleepwithmybedroomlighton.(SectionA3b)我把臥室的燈開著睡覺。with的短語表方式5.課文SectionB3a難點5.thesedays
“butthesedaysIgetupearlyandstayinschoolallday.”thesedays是個詞組，意思是“現(xiàn)在，這幾天”Yourson’stroubleisverycommonthesedays.你兒子的毛病現(xiàn)在是極常見的。6.right
ThenIgorighthomeandeatdinner.right在這里是副詞，意為“直接地”。如：Thewindblewrightinourfaces.風迎面吹來。7.haveto
butnow.Ihavetostudy.
haveto意為“必須”側(cè)重于客觀上的必要。其句型為have(has)to+動詞原形如：Wehavetoleavenow.HehastoworkonSunday.
IhadtodomyhomeworklastSunday.8.hardlyever.
Thesedays,Ihardlyeverhavetimeforconcerts.hardlyever=veryseldom.很少
Hehardlyevergoestobedbeforemidnight.他很少在午夜以前就寢。9.miss
Ireallymisstheolddays.①miss在這里為“懷念”的意思。
HowhemisseshismotherwhilesheisawayinLondon!他媽媽在倫敦期間，他多么想念她�。、诖送鈓iss還有“缺”的意思。
I’mafraidthatJimwillmissalotofhislessons.恐怕Jim會缺很多課。③錯過
Imissedcatchingthe2：15train.我未趕上2點15分的火車。
④missing失去的，缺少的，不在的，失蹤的。Theyarelookingforthemissingchild.他們在尋找失蹤的孩子。10.Itseemsthat(Selfcheck)
ItseemsthatYuMeihaschangedalot.
Itseemsasifhewouldrecover.看來他好像會康復的。
Itseemedthatthedaywouldneverend.那天好像沒有盡頭似的。
教案
Unit5ItmustbelongtoCarla.它一定屬于卡拉。
SectionA
1.belongto屬于2.atthepicnic=haveapicnic在野餐3.makeup形成；組成；構(gòu)成4.becauseof因為5.beanxiousfor/about為而擔憂；為著急；渴望SectionB
1.atfirst首先，開始2.nomore不再3.anoceanofpaper紙的海洋4.catchupwithsb.趕上某人5.awomanwithacamera一個帶相機的女人6.interviewsb.采訪某人7.escapefrom從逃走SelfCheck
1.becarefulof小心；當心2.useup用完；用光；耗盡3.pretendtodosth.假裝做某事4.attempttodosth.試圖做某事
Usefulexpressions:
1.Whosevolleyballisthis?這是誰的排球？
2.ItmustbeCarla’s.Shelovesvolleyball.它一定是卡拉的。她喜歡排球。3.ItcouldbeTed’s.它可能是泰德的。
佳文共賞：
Whosejacketisthis?
Thereisabluejacketontheplayground.Wedon’tknowwhomitbelongsto.Lucysaysitcan’tbeMike’s,becauseit’smuchtoosmallforhim.AlicesaysitmightbelongtoTom,becausehelikesblue.JimthinksitmustbeDave’sbecauseheisplayingbasketballnowwithhisfriendsontheplayground.ButIthinkitbelongstoJohn.Hemighthavetakenitoffandleftitontheplayground.
Thepollution
Withthedevelopmentofeconomy,theproblemofpollutionisbecomingmoreserious,especiallytheairpollution,waterpollutionandfoodpollution.Theyhavebroughtusmanyterribleillnessessuchascancer.Ifwedidn’tpaymoreattentiontoourenvironment,therewouldnotbelivingthingsleftontheearth.Manyfactoriesshouldchangesomethingthattheyusedtodo.Theyshouldn’tpourdirtywaterintorivers.Thepollutedfoodshouldn’tbeallowedtoentermarkets.Ihopeourlifestylewillbecomehealthier.
ThefriendsthatIlike
Doyouhavegoodfriends?Ilikemakingfriends.Ithinkfriendshipisgoodforourdevelopment.ButIdon’tthinkeveryonecanbecomemyfriend.IlikethepeoplewhocanhelpmewhenIamintrouble,becausetheyarekindenoughtohelpmeout.Ipreferthepeoplethatarefriendlyandoutgoing.ButIdon’tlikethepeoplewhoaredishonest,becausetheyalwaysmakemefeelunsafe.
Ihopeallofuscanmakemorefriendsinthefuture.Grammar現(xiàn)在完成時態(tài)
⑴由have/has＋過去分詞
⑵表示過去發(fā)生或已經(jīng)完成的某一動作對現(xiàn)在造成的影響或結(jié)果常與already,just,yet,ever,never連用
Haveyoufinishedyourworkyet？你完成了你的工作了嗎？Yes,Ihave.Ihavejustfinishedit.是的。我剛剛完成了。Ihavealreadyfinishedit.我已經(jīng)完成了。HaveyoueverbeentoChina?你曾經(jīng)去過中國嗎？No,Ihaveneverbeenthere.沒有，我從來也沒有去過。
⑶①表示過去已經(jīng)開始，持續(xù)到現(xiàn)在的動作或狀態(tài)和表示過去某一時刻延續(xù)到現(xiàn)在（包括現(xiàn)在在內(nèi)）的一段時間的狀態(tài)連用如：（for+時間段，since+時間點，或過去某一動作，以及howlong）②注：非延續(xù)性動詞在現(xiàn)在完成時態(tài)中不能和for,since引導的表示一段時間的狀語的肯定句連用。應轉(zhuǎn)為相應的延續(xù)性動詞如：
buy----havedie----bedeadjoin----beinborrow-----keepleave----beaway
Ihaveboughtapen.------Ihavehadapenfor2weeks.Thedoghasdied.-------Thedoghasbeendeadsincelastweek.⑷①have(has)beento+地點去過某地已經(jīng)回來②have(has)goneto+地點去了某地沒有回來
③havebeenin+地點一直呆在某地沒有離開過如：ShehasbeentoShanghai.她去過上海。(已經(jīng)回來)ShehasgonetoShanghai.她去了上海。(沒有回來)
ShehasbeeninShanghaifor2days.她呆上海兩天了。(沒有離開過上海)
1.情態(tài)動詞must,may,might,could,may,can’t表示推測含義與用法后面都接動詞原形，都可以表示對現(xiàn)在情況的揣測和推斷但他們含義有所不同must一定肯定(100%的可能性)
may,might,could有可能，也許(20%－80%的可能性)can’t不可能，不會(可能性幾乎為零)
Thedictionarymustbemine.Ithasmynameonit.
TheCDmight/could/maybelongtoTonybecausehelikeslisteningtopopmusic.Thehairbandcan’tbeBob’s.Afterall,heisboy!.2.當play指彈奏樂器時，常在樂器前用定冠詞如：playtheguitarplaythepianoplaytheviolin當play指進行球類運動時，則不用定冠詞如：playfootballplaybasketballplaybaseball
Unit11Couldyoupleasetellmewheretherestroomsare?
Unit11Couldyoupleasetellmewheretherestroomsare?TheFirstPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyrestroom,shampoo,stamp（2）TargetLanguage
Excuseme．CanyoupleasetellmewhereIcangetadictionary?Sure．There’sabookstoreonRiverRoad．2．AbilityObjects
（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObject
Helpingeachotherisveryimportant．Itisagoodquality．Ⅱ．TeachingKeyPointTargetLanguage
Ⅲ．TeachingDifficultPoints
1．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．Ⅳ．TeachingProceduresStepⅠRevision
T:You’renewtothisschool．Youneedtoknowwherethemainofficeis．Howcanyouaskwherethemainofficeis?S1:Where’sthemainoffice?
T:That’sonewaytoask．Butthereisamorepolitewayyoucanask．Youcansay,"Canyoutellmewherethemainofficeis?"Classrepeat．Canyoutellmewherethemainofficeis?
Ss:Canyoutellmewherethemainofficeis?
T:That’scorrect．Nowlet’ssayyouwanttoknowwhereClassroom1is．Howcanyouask?
S2:CanyoutellmewhereClassroom1is?
T:Good!There’sanotherpolitewayyoucanask:CouldyoutellmehowtogettoClassroom1?Classrepeat．CouldyoutellmehowtogettoClassroom1?
Ss:CouldyoutellmehowtogettoClassroom1?T:That’sright．Verygood．StepⅡ1a
Gothroughtheinstructionswiththeclass．
Readthelistofthingstotheclass．Toreviewthemeaningofeachitemonthelist,invitedifferentstudentstosayeachphraseintheirownwords．
Pointtotheletteredpartsofthepictureonebyone．Askastudent:Whatkindofplaceisthis?
Whatdotheysellthere?Dowehaveoneinourcommunity?Whatisthenameoftheoneinourcommunity?
Pointoutthesampleanswer．Say,Thelettercisinfrontofthewordsbuyshampoobecauseyoucouldbuyshampooinadepartmentstore．Theremaybemorethanonecorrectanswerforsomeblanks．
Whilestudentsareworking,movearoundtheroomofferinghelpasnecessary．StepⅢ1b
Readtheinstructionstostudents．Pointoutthetwoconversationsthatareshowninthepicture．
Asyoulisten,fillintheblankswithwordsyouhearintherecording．Playtherecordingthefirsttime．Studentsonlylisten．
Playtherecordingasecondtime．Thistimeaskthemtofillintheblankswiththewordsyouhear．
Checktheanswerswiththewholeclass．StepⅣ1c
Readtheinstructionstotheclass．
Pointoutthelistofthingspeopleneedandthepicturesoftheplacesinactivity1a．Say．Lookatactivityla．Haveaconversationwithapartner．Askyourparterpolitelywhereyoucandothesethingandthenansweryourpartner’squestions．
Asstudentswork,listentosomepairsinordertochecktheprogressandhelpwithpronunciationasneeded．
Afterstudentshavehadachancetopractiseseveralexchanges,asksomepairstocometothefrontoftheclassroomandactouttheirconversations．StepⅤHomework
Reviewthetargetlanguage．
TheSecondPeriod
Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyescalator,furniture,exchangemoney,elevator（2）TargetLanguage
Excuseme．DoyouknowwhereIcanexchangemoney?Sure．There’sabankonthesecond
floor．Taketheescalatortothesecondfloorandturnright．Thebankisnexttothebookstore．2．AbilityObjects
（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObjects
Ifsomeoneasksyouhowtogettotheplacehewantstogoto,youshouldtellhimthewaycorrectly．Ⅱ．TeachingKeyPoints1．KeyVocabularyexchangemoney2．TargetLanguage
Excuseme．DoyouknowwhereIcanexchangemoney?Sure．There’sabankonthesecondfloor．3．Structures
DoyouknowwhereIcanbuyshampoo?
Couldyoutellmehowtogettothepostoffice?CanyoupleasetellmewhereIcangetadictionary?Ⅲ．TeachingDifficultPoints1．Indirectquestions．
2．Howtoimprovestudents’listeningability．Ⅳ．TeachingProceduresStepⅠRevisionCheckhomework．StepⅡ2a
Readtheinstructionsandpointtothelistofdirections．
Getstudentstonametheitemsinthepicturesuchasescalator,elevator,shoestore,andsoon．
Playtherecording．Studentsonlylisten．
Tellthemthatthepicturemayhelpthemunderstandwhattheyarehearing．Playtherecordingagain．Thistimeaskstudentstowriteanumbernexttofourofthedirections．
Checktheanswerswiththewholeclass．StepⅢ2b
Pointtothepicture．Say,nowyouwillheartherecordingagain．Thistimeshowwheretheboywentashefollowedthedirectionstothedrugstore．Drawalineonthepictureinyourbook．
Playtherecordingagainandaskstudentstodrawthelineontheirown．Checktheanswerwiththeclass．StepⅣ2c
Askapairofstudentstoreadthesampleconversationaloudtotheclass．Readtheinstructionsaloud．Say．Makeconversationsusinginformationabouttheplacesinthepicturewithyourpartners．
Asstudentswork,movearoundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．
Askoneortwopairstosaytheirconversationstotheclass．Asktherestoftheclasstolookatthepictureastheylisten．StepⅤHomework
Askthestudentstowritethreesentenceswiththestartersofthestructures．
TheThirdPeriod
Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary
hangout,fresh,advantage,disadvantage,block（2）TargetLanguage
Gooutthefrontdoorandtakearight．Walkaboutthreeblocks．Gopastthepark,andturnleftontoOakStreet．3．MoralObjects
Anythinghasbothadvantagesanddisadvantages．Weshouldtreateverythingcorrectly．
Ⅱ．TeachingKeyPoint
Trainstudents’listening,speaking,readingandwritingability．Ⅲ．TeachingDifficultPoints
Howtoimprovestudents’integratingskills．Ⅳ．TeachingProceduresStepⅠRevision
T:Yesterdaywelearnedthestructures．
Doyouknowwhere?Couldyoutellmehowtogetto?Canyoupleasetellmewhere?Nowwhocanmakesentencesbyusingthestructures?StepⅡ3a
Readtheinstructions．PointouttheblanklinesunderthewordsAdvantagesandDisadvantagesbelowtheinterview．Youwillwriteyouranswersintheseblanks．
Readthefirsttwosentencesatthetopofthearticle．Explainthattheinterviewerwilltalktoseveralteenagers．Getstudentstoreadtheinterviewontheirownquickly．
Whentheyhavefinished,askifthereareanywordsorsentencestheydon’tunderstand．Ifthereare,explainthem．
Askstudentstoreadtheinterviewagainandwritetheadvantagesanddisadvantages．Checktheanswerswiththewholeclass．StepⅢ3b
Readtheinstructions．Pointouttheconversationintheboxandinvitetwostudentstoreadittotheclass．
PointoutthelistofadvantagesanddisadvantagesinActivity3a．Say,Youcanusetheseitemsandanyotheritemsyoucanthinkofasyoutalkaboutplacesyouusuallyhangout．
Askstudentstoworkingroupsoffourorfive．Astheywork,movearoundtheclassroomhelpingthegroupsasnecessary．Makesuretheytalkaboutbothadvantagesanddisadvantages．
Askseveralgroupstoactoutpartoftheirconversationtotheclass．StepⅣ4
Readtheinstructionstotheclass．Getstudentstolookbackatthepictureandactivitiesonthefirstpageofthisunit．
Pointoutthesamplelanguageinthebox．Inviteastudenttoreadittotheclass．
Askstudentstosaythenamesofsomestoresandotherplacesinthecommunityandwritethemontheboard．Say,
Eachgroupcanchoosethreeoftheseplacestowriteabout,oryoucanchooseanotherplaceyouknowof
Writecarefuldirectionsfromtheschooltoeachplace,butdonotsaythenameoftheplace．Youcanusethewordsthisplaceinstead．Inordertohelpstudentswork,drawasimplemapshowingtheschoolandseveralnearbystreets．
Whenthegroupsareready,theyreadtheirdirectionstotheclassandtheotherstudentsguessthenameoftheplacetheyaretalkingabout．StepⅤHomework
1．Askstudentstochoosetwoplacesinthecommunityandwritecarefuldirectionsfromtheschooltoeachplace．
2．Finishofftheexercisesonpages46～47oftheworkbook．
TheFourthPeriod
Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary
fascinating,convenient,safe,restroom,inexpensive（2）TargetLanguage
Canyoutellmewherethere’sagoodplacetoeat?Ofcourse．Whatkindoffooddoyoulike?2．AbilityObjects
（1）Trainstudents’writingandspeakingability．
（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation．
（3）Trainstudents’abilitytousethetargetlanguage．Ⅱ．TeachingKeyPoints1．KeyVocabulary
convenient,safe,restroominexpensive2．TargetLanguage
Canyoutellmewherethere’sagoodplacetoeat?Ofcourse．Whatkindoffooddoyoulike?Ⅲ．TeachingDifficultPoints
1．Howtoimprovestudents’writingandspeakingability．2．Howtousethetargetlanguage．Ⅳ．TeachingProceduresStepⅠRevisionCheckhomework．StepⅡ1a
Gothroughtheinstructionswiththeclass．
Readthewordsintheboxtotheclassandaskifthereareanyofthesewordsthatstudentsdon’tunderstand．Ifso,helpstudentstoexplainthemeaningoftheword．
Thenreadtheinstructionsagainandpointoutthesampleanswer．Getastudenttoreadthesampleanswertotheclass．Pointoutthatstudentscanalsowriteotherwordsafterthewordclean．
Askstudentstowritewordsfromtheboxintheblanksontheirown．Helpstudentsifneeded．
Correcttheanswersbyhavingstudentsreadwhatqualitiesheorshelisted．StepⅢ1b
Readtheinstructionstotheclass．
Pointouttheexampleinthebox．Invitetwostudentstoreadittotheclass．
Nowworkwithapartner．Lookatthewordsintheboxandusethemtotalkaboutplacesinyourowncity．Asstudentstalk,movearoundtheclassroomcheckingtheirwork．Offerlanguagesupportasneeded．
Inviteseveralpairsofstudentstosaytheirconversationstotheclass．StepⅣ2a
Pointtothepictureandaskstudentstotellwhatishappening．Ifnecessary,explainthatthesceneshowsafamilyonvacation．TheyareaskingthemanforinformationaboutvariousthingstodoinSunville．Gothroughtheinstructionsandpointtothechart．Playtherecording．Studentsonlylistenthefirsttime．
Playtherecordingagain．Askstudentstowritetheplacespeopleaskabout．
Checktheanswerswiththewholeclass．StepⅤ2b
Readtheinstructionsandpointtothechart．Youwillhearthesamerecordingagain．
Thistimelistencarefullytotheanswersthecleckgives．Writetheanswersintheblanksalone．Pointoutthesampleanswer．
Playtherecordingagain．Askstudentstowritetheiranswersintheblanks．
Checktheanswers．StepⅥ2c
Pointtothesampleconversation．Invitetwostudentstoreadittotheclass．
Readtheinstructions．Roleplaytheconversationsyouhearonthetape．Getstudentstoworkinpairs．Movearoundtheroomcheckingtheprogressofthepairsandofferinghelpasneeded．Askoneortwopairstosaytheirconversationstotheclass．StepⅦHomework
Talkaboutsomeplacesusingthewordsinla,thenwritedowntheconversations．
TheFifthPeriod
Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary
waterslide,clown,dressup,havefun（2）Practisereadinganarticle．
（3）Practisewritingsomethingusingthetargetlanguage．2．AbilityObjects
（1）Trainstudents’readingability．（2）Trainstudents’writingability．Ⅱ．TeachingKeyPoint
Practisereadingandwritingusingthetargetlanguage．Ⅲ．TeachingDifficultPointHowtowriteaguidetoaplace．Ⅳ．TeachingProceduresStepIRevision
Reviewthetargetlanguagepresentedinthisunit．Checkhomework．StepⅡ3a
Inviteastudenttoreadthearticlealoudtotheclass．Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．
Askstudentstoreadthearticleagainandcompletethechart．Getstudentstodotheworkontheirownorinpairs．Astheywork,movearoundtheclassroomandofferhelpasnecessary．Checktheanswers．Stepm3b
Readtheinstructionstotheclass．Pointtothefirsttwosentencesandaskastudenttoreadthesesentencestotheclass．
LookbackatActivities2aand2b．UsethisinformationtohelpyoucompletetheguidetoSunville．
Askthestudentstocompletethebrochureontheirown．Astheywork,walkaroundtheclassroomofferinghelpandansweringquestionsasneeded．Inviteastudenttoreadthecompletedarticletotheclass．StepⅣ3c
Readtheinstructionstotheclass．
Askstudentstosaythenamesofsomeoftheplacestheymightwriteabout．Writealistoftheseplacesontheboardforstudentstouseastheywritetheirguides．
Askstudentstoworkontheirown．Tellthemthattheycanusewhattheywrote
foractivity3basaguide．Theycanwritetheguideforalltourists,teenagers,families,orpeopleonabudget．Astheywork,movearoundtheroomofferinghelpasneeded．Correctthestudents’work．Asksomestudentstoreadtheirguidesandcorrectthem．StepⅤPart4
Gothroughtheinstructionswiththeclass．
GetstudentstolookbackattheguidestheywroteinActivity3c．Askstudentstoworkingroupsoffourorfivestudents．Letdifferentstudentsplaytheroleoftheboothworkerandthedifferenttourists．Makesureeverystudenthasachancetoparticipate．
Askoneortwogroupstosayoneoftheirconversationstotheclass．StepⅥHomework
1．Readthearticlein3aagain．2．Writeaguidetoourcity．
TheSixthPeriod
Ⅰ．TeachingAimsandDemands1．KnowledgeObjects
（1）Fillinblanksandmakesentencesusingbeautiful,safe,delicious,convenient,fascinating．
（2）Writesomequestionsusingthetargetlanguage．2．AbilityObjects
Trainstudents’writingability．Ⅱ．TeachingKeyPoints
1．Fillinblanksandmakesentences．2．Writequestionsusingthetargetlanguage．Ⅲ．TeachingDifficultPoint
Makesentencesusing"beautiful,safe,delicious,convenient,fascinating"．
Ⅳ．TeachingProceduresStepⅠRevision
Checkhomework．Askafewstudentstoreadthearticlein3a．Thenaskafewstudentstoreadtheirguides．StepⅡPart1
Lookatthewordsinthebox．Askastudenttoreadthem．Makesurethestudentsunderstandthemeaningofthewords．Youaretofillintheblankswiththewords．Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement．
Askstudentstofillintheblanksontheirown．Checktheanswers．StepⅢPart2
Gothroughtheinstructionswiththeclass．Lookattheexamplewiththestudents．Askstudentswhattheanswerwouldbe．
Askastudenttoreadthequestionandanswerit．Excuseme,couldyoutellmewherethebankis,please?Thebankisacrossthestreetfromtheshoppingmalt．Getstudentstocompletetheworkinpairs．
Checktheanswers．Askafewstudentstoreadtheirquestions．StepⅣJustforFun!
Askallthestudentstoreadtheconversation．Ask:Whatisfunnyaboutthiscartoon?Helpstudentstoexplain．AMartianisapersonfromtheplanetMars．
ThereisnosuchthingasMartianfoodonEarth,andtheclerklookssillybecauseheistryingtothinkofwherethereisaMartianrestaurant．Invitesomepairsofstudentstopresentthisconversationtotherestoftheclass．
StepⅤSummaryandHomework
Inthisclass,we’vedonemuchwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit．Afterclass,pleasefinishthequestionsin2inyourexercisebooks．Thenfinishtheexercisesonpages47～48oftheworkbookaswell．
TheSeventhPeriod
ⅠTeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary
image,adventure,jealousy,hero,crime,journey,brave,nolonger,showinterest
in,takeiteasy,becomeinterestedin,plainlooks（2）Text:
Grown-upslikecartoons,too．2．AbilityObjects
（1）Fast-readingtogetageneralideaofthetext．
（2）Careful-readingtogetthedetailedinformationinthetext．（3）Learnthewordsandphrasesfromthecontext．Ⅱ．TeachingKeyPoints1．Keyvocabulary．
2．Trainstudents’readingandwritingskills．Ⅲ．TeachingDifficultPoint
Trainstudents’readingandwritingskills．Ⅳ．TeachingProceduresStepIKeyVocabulary
Saythewordsandhavestudentsrepeatthemagainandagainuntiltheycanpronouncethemfluentlyandaccurately．StepⅡPart1
ReadthetitleGrown-upslikecartoons,too．Totheclass．Ask,whatdoyouthinkthearticleisabout?
Lookatthepicture．Askstudentstodescribewhatishappeninginthepicture．
Askstudentstoanswerthefivequestions．Butdon’tlookatthereadingtext．
Instead,theyusetheirbackgroundknowledgetotrytoanswerthequestions．Asstudentswork,walkaround,lookingattheirprogress．Whenmoststudentsfinishthetask,askstudentstoanswerthequestionswithaparter．
Elicitanswersfromthestudents．Askifotherstudentshavethesameordifferentanswers．Donotgivethecorrectanswerstothestudentsatthispoint．Waituntilstudentshavefinishedthereadingandletthemrevisetheiranswersaccordingly．StepⅢPart2
Readthetextquickly,thensummarizeeachparagraphinyourownwords．Asthestudentsaredoingthis,movearoundtheclassroomtomakesuretheycandothetaskinEnglish．
Askfivestudentstoreporttheiranswers．Drawstudents’attentiontotheinstructions．
Askstudentstocompletethetaskindividuallyorinpairs．
Astheywork,walkaroundtheclassroomtomakesurestudentsdiscusstheirreasonsinEnglish．
Havestudentsreporttheiranswers．Encouragestudentstousecompletesentences．StepⅣPart3
Pointtothestory．Lookatthewordsindicatedinbold．Askdifferentstudentstoguessthemeaning．Don’tgivethemthecorrectanswers．Askstudentstoreadthearticleonce．Say,payattentiontotheboldwordsandexpressions．Andnoteanyotherwordsorsentences,youdon’tunderstand．Readincontext,guessingtheirmeaningsfromtheotherwordsaroundthem．Askstudentstoreadthearticleagainforcomprehension．Readtheinstructionswiththestudentsandhavethemlookattheexample．Thenaskstudentstomatchthecorrectmeaningswiththecorrectwordsandexpressions．Allowthemoneortwominutestodothis．Checktheanswers:
Getstudentstomakesentenceswiththewordsandexpressions．Remindthemtolookatthearticleagainforextrahelp．
Answerstothisactivitywillvary．Thenaskastudentstowritehis/heranswersontheblackboard．Helpcorrectanymistakes．StepⅤPart4
Readtheinstructionstotheclass．Elicitthefirstanswerfromthestudentsfrommemory．Makesurethattheyunderstandwhattheyneedtodo．Askstudentstodotheactivityontheirownorinpairs．Astheywork,walkaroundtheclassroomofferinghelpstudentsmayneed．Checktheanswers．StepⅥPart5
Readthetaskwiththestudents．
Askstudentstodotheactivityinsmallgroups．Trytoputcreativeandartisticstudentsineachgroup．
Checktheanswersandhavestudentsshoworactouttheircartoonsfortheclass．
OptionalactivityAsanoptionalin-classorhomeworkactivity,remindstudentstofindsomecartoonsandcutoutthespeechbubbles．
StudentscanthenwritetheirownEnglishstoriesinthespeechbubbles．StepⅦHomework
1．Readthestoryin2againforfurthercomprehension．2．Revisethetargetlanguageinthisunit．
Unit8I’llhelpcleanupthecityparks
Teachingobjectives:
Knowledgeaims:newwords,phrasesandgrammarAbilityaims:skilled-useofthewords,phrasesandsentences
Emotionaims:loveforlife
Focalpoints:graspthewords,phrasesandgrammar,applythephrasesandsentencescorrectlyandskillfully
Difficultpoints:improveoralEnglish,listeningandreadingabilities
Teachingmethods:task-basedteaching,communicativeteachingTeachingprocedure:Step1Warm-up1.Greeting2.Revision
Step2Presentation(SectionB)1.Match(1a)
2.Makesentences(1b)3.Listen(2a&2b)4.Pairwork(2c)5.Thearticle(3a)6.Makeanote(3b)7.Groupwork(4)Step3Homework1.Exercise2.Review3.Preview
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