Unit 14 Mainly revision

Lesson 53 教学设计方案

　Teaching Objectives

　　Let the students know the usage of special questions

　Teaching Aids

　　Pictures, Blackboard

　Language Focus

　　What  Who  Which  When   Where  How

　Teaching Procedures

　　I. Organizing the class

　　Greetings and a duty report about everything in our daily life.

　　II. Revision

　　T: Review the sentences they have learnt with the question “wh…”

　　You can begin your lesson with a student’s day.

　　S1: Hello, What's your name?

　　S2: Hello, my name is ××.

　　S1: What time do you get up?

　　S2: At 6:00

　　SI: What time do you wash your face?/ brush your teeth?/ have breakfast?

　　S2: At …

　　S1: ①When do you go to school?

　　②How do you go to school?

　　 ③How long does it take you to go to school?

　　 ④How far is it away from your school?

　　 ⑤How much do you pay for the bus tickets?

　　 ⑥Whom do you go to school with?

　　 ⑦Where is your school?

　　 ⑧Which school are you in?

　　 ⑨What class are you in?

　　 ⑩What do you often do at eight o'clock every morning?

　　 11 )Where do you play on the playground?

　　 12 When do you go home/go to bed?

　　 III. Practice

　　 Ask the students to practise the pictures in the past tense

　　 Get them to know the different expressing ways between the Present tense and the Past tense.

　　 Then get them to practise in the same way. See if they can matter both of the two Tenses.

　　 ]V. Presentation

　　 Show the pictures to the students and ask them to retell the story using the 1st personal pronoun “I”.

　　 You can get a better student to talk about the pictures.

　　 And then choose one of them to ask questions with “wh”.

　　 V. Practice

　　 Get the students to draw pictures and then talk about them in their own words

　　 VI. Exercises in class

　　 1. —How often does your friend help you with your English?

　　 —Always.

　　 2. —How far is the park?

　　  —It's ten minutes’ walk.

　　 3. —How long have you been there?

　　  —For over two weeks.

　　 4. —What nationality are you?

　　  —Chinese.

　　 5. —When did you get up this morning?

　　  —At about six.

　　 6. —Why do you often watch TV?

　　    —Because I want to write a novel.

　　 7. —What do you mean by coming here so late?

　　   —Nothing.

　　8. —How soon will he be back?       

　　—In a month.

　　 Rewrite the sentences as required:

　　1. She often watches TV on Sunday.  ( last night)

　　2. Do you always go to school on foot? (yesterday)

　　3. Where are you? (two hours ago)

　　4. What time were he get up yesterday morning? ( tomorrow morning)

　　5. Why were they talking just now? (now)

　　 Answers:

　　1. She watched TV last night.

　　 2. Did you go to school on foot yesterday?

　　3. Where were you two hours ago?

　　4. What time will he get up tomorrow morning?

　　5. Why are they talking now?

　　VII. Homework.

　　Write down what you did yesterday.

　　VIII. The design of the blackboard

Lesson 53 　 What time did Bob get up? 　 How did he go to school yesterday? 　When did he have lunch? 　How long did he do his homework?

Lesson 54 教学设计方案

　教学目标

　　1．使同学掌握本课表示频率的重点单词：Never, sometimes, usually, often, always, how often,和部分特殊疑问句。

　　2．使同学能够运用本课所学的内容介绍其他学生在校学习情况。

　　教具：Picture and recorder

　教学过程

　　Step 1 Revision

　　1. Revise the dialogue.

　　教师出示上节课的图片，组织学生就“我的一天”进行对话练习，注意时态要一致，对话如下：

　　A: What time did you get up yesterday?

　　B: I got up at six.

　　A: When did you go to school?

　　B: I went to school at ten past eight.

　　A: How did you go to school?

　　B: I went to school by bus.

　　A: What time did you get to school?

　　B: …

　　2. 复习一般过去时态和一般现在时.

　　教师让学生写出下列动词的过去式和第三人称单数形式.

　　Eat, get, go, swim, fly, slept, run, begin, catch, have.

　　Step 2 Presentation

　　1. 教师引入

　　This term will be over, we want to know something about you. Now, look at the survey, work in pairs and ask the following question.

　　教师指导学生先填写调查表。

　　(1)教师帮助学生解决调查表中的生单词和词组。

　　(2)教师指导学生根据调查表两人进行问答练习，要求学生尽量使用完整句子来回答。

　　(3)教师挑选对话情况较好的组进行表演。

　　(4)组织学生统计一份本班个人情况调查结果报告表。

Like watching TV	Twenty nine students
Like eating fruit	Ten students
Get to school late	Only three students sometimes
Away from school	Never
Often be ill	None

　　如下：

　　Step 3 Writing

　　教师组织学生写一份详细的关于你的同伴的个人情况报告。

　　例如：

　　Tom was never away from school last year. He sometimes was ill. He always got to school early. He wet to bed before 9:30.

　　He watched TV quite often. Every day he did sport less than five hours. He ate a lot of fruit and vegetables.

　　Step 4 Summary

　　学生自己总结特殊疑问句的句子结构.

　　Step 5 Exercises in class

　　汉译英

　　1. 他们经常访问英国。

　　2. 我们有时外出就餐。

　　3. 她晚上总是在家。

　　4. 我从来不能在家做事。

　　5. 我有时整个周末都在睡觉。

　　Keys

　　1. They often visit Britain.

　　2. We sometimes eat out.

　　3. She is always at home in the evening.

　　4. I can never work at home.

　　5. Sometimes I sleep all weekend./I sleep all weekend sometimes.

　　Fill in the blanks.

　　1. ____ ____ hours of sport do you do every week?

　　 Three to six hours.

　　2. ____ ____ was he not at school last year?

　　 Over two weeks.

　　3. ____ ____ were you ill last week?

　　 About three days.

　　4. ____ ____ is your home from the school?

　　 Only about a few kilometres.

　　5. ____ ____ did you watch TV?

　　 Quite often.

　　6. ____ ____ bread is there on the plate?

　　 Only a little.

　　  Answers: 1.How many 2.How long 3.How long 4.How far  5.How often 6.How much

　　Step 6 Homework

　　(1)Copy the new words and phrase.

　　（2） Do the exercise 1 in page 150 of your text book .

　　The design of the blackboard

Lesson 54 　How long…？    Less/ More than a week. 　How often…?     Never/ Always / Sometimes. 　How many…?     Six hours or more.

Lesson 55 教学设计方案

　Teaching Objectives

　　Countable nouns & uncountable nouns and measure words

　Language Focus

　　a piece of   the other, another

　Teaching Procedures

　　I. Organizing the class

　　Teacher: Good morning, class.

　　Students: Good morning, teacher

　　Teacher: Who’s on duty?

　　Student 1: I am.

　　The student will give a duty report about shopping.

　　Teacher: Very Good. Thank you very much.

　　II. Revision

　　Teacher: If you need some more food, where can you buy them?

　　If you need some more clothes.

　　Where to buy, in the shop?

　　Student 1 is to be a buyer.

　　We call him “customer”.

　　Student 2 is to be a seller.

　　We call him “shop assistant”.

　　Suppose you were a customer you want something to buy. Helping the customer in making a decision

　　1. What do you think of the color/style?

　　2. What size do you take/wear?

　　3. This T - shirt/skirt/woolen/sweater looks good/too big/too small/too tight/ just right on(正好适合) you.

　　4. You may try it on, the fitting room is over there.

　　5. It’s very fashionable, it looks wonderful on you.

　　6. It fits you very well.

　　7. I thinks it also suits you.

　　8. You look great/nice in red/in blue/in gray etc.

　　IIII. Leading - in

　　Get the students to understand the main ideas about Lesson 55.

　　Ask them to read the text and questions about Part 1.

　　1. Who's Ann?

　　2. Why does Ann need to buy some meat?

　　3. Who has bought it?

　　4. When did she buy it?

　　5. Did Ann buy sth. for her party?

　　6. What party?

　　7. How many friends of hers are coming for the party?

　　8. What else did Ann need?

　　9. Where?

　　10. Are the oranges still there?

　　  …?

　　IV. Presentation

　　Get the students to know the word ‘buy’, past form ‘bought’. you can't have it in the following sentence.

　　“I have bought it for half a day.”

　　You Should say “I have had it for half a day.” The second word “more” not a comparative degree, but sth you get again.

　　 eg. —Is there anyone in the room?

　　—One more.

　　It means there is still one.

　　The word “have” in the text means “eat”.

　　  eg. What did you have/eat for breakfast?

　　Get the students to master another usage of this word “have”.

　　  eg. P.E teacher had his students trained just now.

　　V. Learn Part 1. 2. 3

　　Use these dialogues as models for revision. Get them to make up similar dialogues, and then give them 2 or 3 minutes to work in pairs.

　　Here is a dialogue for reference.

　　Shop assistant: Good evening. Can I help you?

　　Customer: Yes, would you please show me that sweater?

　　S: Sure.

　　C: It s very fashionable, isn't it?

　　S: Yes, it is.

　　C: But do you have a yellow one of the same style (风格)? I want it to match my jeans.

　　S: We do (强调)have yellow ones, here you are.

　　C: May I try it on?

　　S: Yes, please.

　　C: Oh, I think the color and the style suit me very well, but the size doesn’t fit me.

　　Why don't you show me a looser one, size M.

　　S: All right. There you go.

　　C: This is better, much better.

　　S: It looks great on you.

　　C: Thank you. I'd take it.

　　  VI. Practice

　　Call out some pairs to act out the dialogues in front of the class.

　　Make sure they really understand the 1st 2nd 3rd part. Ask them to make new dialogues as they like.

　　  VI. Exercises in class

　　1. have sb. do/have sb. done.

　　2. have sth. done.

　　3. help oneself to sth.

　　(1)You must have your hair cut.

　　(2)He has the horse trained.

　　(3) Mary! Help yourself to some beef.

　　(4) Help yourselves to some fish, Susie and Jack.

　　(5) Would you give me another cup of tea?

　　(6) Here are some/a number of pieces of news.

　　(7) It's a piece of cake.

　　这里有两层意是，其一是“一块蛋糕”；其二是“小菜一碟”，言外之意是“小事情”。

　　Rewrite the drills without changing their meanings.

　　1. How delicious the food is!

　　____ ____ ____ it is!

　　2. We need two more grapes.

　　We need ____ ____ grapes.

　　3. What’s the price of the coat?

　　____ ____ ____ the coat?

　　4. We all enjoyed ourselves at the get - together.

　　   We all ____ ____ ____ ____ at the get - together.

　　5. Don’t forget to bring some food.

　　____ to bring some food.

　　Answers: 1. What delicious food 2. another two 3. How much is 4. had lots of fun/had a great time 5. Remember

　　Ⅷ. Homework

　　1. Recite the dialogues in the text.

　　2. Make his own dialogue.

　　The design of the blackboard

Lesson 55 　need to buy…　　　Ten people are coming for dinner. 　need some more　　Help yourself to… 　have to　　　　　What delicious food!

Lesson 56 教学设计方案

　Teaching Objectives

　　How to write a letter.

　Teaching Aids

　　Letters, tape.

　Language Points

　　everything  anything  nothing    something   work hard on …    bring, take, carry, fetch

　Teaching Procedures

　　1. Organizing the class

　　Greetings and a duty report

　　2. Revision

　　Get the students to go over 26 English letters and 48 phonemes.

　　Ask them to read spelling and pronunciation with books open.

　　And then tell them how to pronounce the words

　　eg.

　　　　　　

　　III. Leading - in

　　Get some letters to show the students. Help them practise writing letters.

Dear… 　　………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… Yours,　　　 ……

　　  Let students talk about their summer vacations

　　  From: Susie. To: Jim

　　  IV. Presentation    

　　   Student E's birthday is coming .You sent a birthday card to student E several days ago. You want to write a letter to ask him whether he has got it or not.

　　   V. Practice

　　   Give students 3 minutes to make main notes. And get them to pratise speaking it out without looking at anything.

　　   VI. Learn Part 3

　　   1. Ask them to read it first. And ask questions about it. Tell the differences between ‘every’ and ‘each’.

　　   2. Explain each, every.

　　   二者都有“每一个”的意思，都和单数动词连用。each所指的“每一个”，“个别”意义较重；every所指的“每一个”着重在“全体”而不在“个别”。另外，each可以用作代词，直接作主语或宾语；every则是形容词，只有与名词连用或构成复合词时，才能用作主语或宾语。                 

　　   Exercises

　　   1. ____ of the boys was asked to recite a poem in English.

　　   2. You must try to pronounce ____ word correctly.

　　   3. The students write a composition ____ other week(每隔一周 ) .

　　   4. Our principle is: “From ____ according to his ability, to ____ according to his work.”

　　   5. I meet her almost ____ day on my way to school.

　　    Keys: 1. Each 2. every 3. every 4. each, each 5. every

　　   VI. Practice writing

　　    Suppose you' ll write a letter to your best friend in Shanghai. Say sth. about your last weekend. Tell your friend what you did at weekend (Went Camping).

　　You are sure they write letters easily. Get them to talk about the weather, you can have them based on the weather of that day, vacation, if the condition is OK. You play the video for the students to watch on. Thus, they can watch the real scenes on it. And for them it s easier to say.

　　VIII. Learn Part 6.

　　Get the student who sounds beautiful to read it. And ask them to practice translating.

　　IX. Practice

　　Notes (on the blackboard)

　　adj. sun-ny

　　1) It’s a sunny day.

　 　storm-y

　　2) It was a stormy day yesterday.

　　  rain – y(=wet)

　　3) Look at the sky? It is going to be a rainy day.

　　 wind-y

　　4) On a windy day, we can’t do much sport.

　 　fog-gy

　　5) Everybody knows the weather in London is foggy.

　 　Shower-y

　　6) I enjoy walking on a showery day.

　 　snow - y

　　7)—It's a snowy day, isn't it?

　 　 —So it is.

　　  cloud - y

　　8) We should put on more clothes on a cloudy day.

　　X. Exercises in class

　　Translation Exercises.

　　1. I often heard him sing in the next room.

　　2. Did you notice the thief steal into the room?

　　3. —Look! It's going to rain.

　　  —Yes, it's a rainy day.

　　4. We just watched him kicking a goal when we got there.

　　5. Teacher Su is listening to Xiao Wang reading in Room 2.

　　Translation:

　　1．近况如何？很好。

　　 How _______ everything ________? ________ ________.

　　2．我们正在努力学习准备迎考。

　　 We are _______ _______ _______ our exams.

　　3．划船太有趣了，我等不及了。

　　 Boating is _______. I _______ _______.

　　4．我们每一个人都认为春节是一年中最快乐的日子。

　　 _______ of us _______ Spring _______ is the _______ day of the year.

　　5．今年是马年。

　　It’ll _______ _______ _______ _______ _______ this years.

　　Answers: 1. is, going, Very well   2. working hard on   3. interesting, can’t wait   4. Each, thinks, Festival, happiest   5. be the year of horse

　　XI. Homework

　　1)Get some extracts from the books.

　　2) Recite the rhyme

　　3) Finish off WB.

　　4) Review the whole unit.

　　The design of the blackboard

Lesson 56 ( Revision) during the Christmas holiday the end of the term have a longer holiday the year of horse work hard on the exams on the afternoon of January 19th put on plays I can’t wait