第一册 Unit（通用8篇）

第一册 Unit（通用8篇）

1.第一册 Unit 篇一

　　Teaching Plan of Fun with English 3A

　　Unit 5  How are you?

　　(Period 1)

　　l              Teaching content:

　　Unit 5 How are you?

　　l              Teaching targets:

　　1. Aim of knowledge:

　　Pupils are able to read and speak out drills: How are you? Fine, thank you. And you?Not bad, thank you. Not so good. I’m sorry.

　　2. Aim of ability:

　　Pupils are able to inquire someone’s health.

　　3. Aim of emotion:

　　Pupils are interested in singing : Goodbye

　　l              Focal points:

　　Drills: How are you? Fine, thank you. And you?Not bad, thank you. Not so good. I’m sorry.

　　l              Difficult points:

　　Answer one’s inquiring according one’s own status.

　　l              Teaching aids:

　　Tape cassette, recorder

　　l              Teaching steps:

　　Step 1.  Singing

　　(T) Hello, boys and girls, how are you today?

　　(Ss) Fine, thank you. And you?

　　(T) Not bad, thank you.

　　(S1) Hello, Miss Yang. How are you?

　　(T) (pretend to catch a cold)

　　Not so good.

　　(T Ss) I’m sorry.

　　Step 3  Practice

　　(T) How are you today?

　　(S1) Fine, thank you. /Not bad, thank you. / Not so good.  

　　Step 4  Listening& Reading

　　(Ss) Read after the tape , then read after the teacher

　　Read together

　　Design of writing

　　Unit 5 How are you? 

　　How are you?

　　Fine, thank you./ Not bad, thank you. / Not so good.

　　Teaching Plan of Fun with English 3A

　　Unit 5  How are you?

　　(Period 2)

　　l              Teaching content:

　　Unit 5 How are you?

　　l              Teaching targets:

　　1. Aim of knowledge:

　　Pupils are able to read and speak out new words: pencils, pens, rulers, pencil boxes, ball pens, pencil sharpeners, rubbers, books

　　2. Aim of ability:

　　Pupils are able to get idea about plural forms.

　　3. Aim of emotion:

　　Pupils are interested in asking and answering about their own stationaries.

　　l              Focal points:

　　Words of plural forms: pencils, pens, rulers, pencil boxes, ball pens, pencil sharpeners, rubbers, books

　　l              Difficult points:

　　Correct pronunciation of plural forms.

　　Teaching aids:

　　Tape cassette, recorder, some pictures.

　　l              Teaching steps:

　　Step 1  Free talk:

　　How are you?

　　Fine, thank you. And you? Not bad, thank you. Not so good.

　　I’m sorry.

　　Step 2  Presentation

　　(T) ( Present a pen) What’s this?

　　( Present two pens) What are these?

　　( Read: pens)

　　(Same method as teaching : pencils, rulers, pencil boxes, ball pens, pencil sharpeners, rubbers, books)

　　Step 3  Practice

　　(Ss) Ask and answer about one’s stationary.  

　　Step 4  A game

　　( Guess and say) ( Touch and say)

　　Step 6  Listen and circle

　　Design of Writing

　　Unit 5  How are you? 

　　Teaching Plan of Fun with English 3A

　　Unit 5  How are you?

　　(Period 3)

　　l              Teaching content:

　　Unit 5 How are you? (period 3)

　　l              Teaching targets:

　　1. Aim of knowledge:

　　Revise words: pencils, pens, rulers, pencil boxes, ball pens, pencil sharpeners, rubbers, books and drills: How are you? Fine, thank you. And you?Not bad, thank you. Not so good. I’m sorry.

　　2. Aim of ability:

　　Pupils are able to get idea about plural forms.

　　3. Aim of emotion:

　　Pupils are interested in asking and answering about their own stationaries.

　　l              Focal points:

　　Exercises of Unit 5

　　l              Difficult points:

　　Correct pronunciation of plural forms.

　　l              Teaching aids:

　　Tape cassette, recorder, some stationary.

　　l              Teaching steps:

　　Step 1  Singing

　　Hello! How are you?

　　Step 2  Presentation

　　1.    Listen and respond

　　2. Listen and colour

　　3. Listen and draw

　　Step 3  Practice

　　(Ss) Ask and answer about stationary.  

　　Step 4  A game

　　( Guess and say) ( Touch and say)

　　Step 5  Listen and circle

　　Homework

　　1. Read Unit 5.

　　2. Copy the letters.

　　教学后记：Not so good. 和Not bad有个别学生搞不清楚，容易混淆，在接下来的每日英语中要多加练习。

2.第一册 Unit 篇二

　　Unit 1   Good Friends

　　I.                   Learning Aim

　　1.     Learn how to talk about friends and friendship.

　　2.     Learn to discuss problems occurring in a friendship and suggest solutions.

　　II.                Moral Education 

　　From the learning, students can understand gradually that the meaning of  “friends”.

　　III.             Teaching Direction

　　1.     key vocabularies and phrases.

　　honest  brave  wise  handsome  smart  deserted  in order to  share

　　2.     useful expressions

　　I think I can       ,       , and       .

　　I think he/she is        ,       , and       .

　　3.     study strategies and thought techniques

　　(1)   Guessing

　　(2)   Discussion

　　4.     the goals of quality education

　　(1)    Help to improve the students’ capacities of communication.

　　(2)    Help to improve the students’ abilities of reading.

　　5.     teaching activities

　　1)     teacher’s  role

　　Teacher’s role is just the students’ learning guide and his take is to create real circumstance to let the students talk an active part in.

　　Teacher’s role is a friend of students’. He appreciates and evaluates the students’ performances actively and positively.

　　2) students’  roles

　　Students act as explorers to learn by themselves independently.

　　Students’ cooperate with their partners in groups during their study.

　　Students’ grasp the teaching contents in an investigational way.

　　6.     teaching tools

　　recorder  cassette  pictures

　　IV  the Design of  Teaching  Activities

　　Step 1 warming­ – up

　　1)             Ask the students to describe a good friend or themselves encourage the students to try to use more adjectives.

　　2)             Guessing Game

　　Ask the students to describe the appearance and characteristics of a friend or themselves. And let the other students guess who is being described.

　　This activity is used as a brainstorming session done either in groups or with the whole class. And it is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.

　　Step 2  Pre—reading

　　Explain the situation to the students and give them time to think about what they would bring. The activity should generate different choices and opinions, thus making it a good opportunity for discussion. Ask the students to work in groups.

　　The activity is designed to get the students to think about what it would be like to be alone on a deserted island. It is used as a previous part of the unit. And it gives the students an opportunity to practise giving opinions and making decisions.

　　Step 3  Reading

　　1)  Scanning

　　2)  Extensive reading

　　3)  Ask the students to answer the questions.

　　4)  Explain the new words and phrases in the content.

　　By doing this, students can improve their reading abilities.

　　Step 4  Post—reading

　　1)  an interview

　　Ask two students to do this interview. One is a reporter. The other is Mr. Chuck Then make an interview according to the text.

　　By doing these, students can understand the main idea of the text better.

　　2)  a debate

　　Create a real circumstance about the debate. Suppose four students represent four people and try to persuade the others that he or she should be given the parachute.

　　After doing the debate, students can consolidate what they’ve learned in class, and develop their capabilities of communication and the abilities of logical thought.

　　Step 5  Homework

　　an essay

　　Ask the students to write an essay about the debate. By writing it, students can raise the writing abilities.

3.第一册 Unit 篇三

　　《灵通少儿英语》Book1

　　Unit6Let’sdo

　　授课人：郭囝囡2003年11月18日

　　地点：长春市安达小学（一年五班）

　　教学理念：

　　"创新是一个民族的灵魂，是一个国家兴旺发达的不竭动力"。教育要改革、创新，以培养和提高全民族的创新能力，这是我们肩负的光荣历史使命。

　　一个人的创新能力的形成要有一个过程，要从小培养其形成具有创新能力的个性品质，那么，在基础教育阶段，在英语教学中，如何有效地培养学生的创造个性，发展其创新能力，自然是我们广大英语教育工作者重要的研究课题，笔者认为，要从变革旧的教学方法、建立新的教学策略入手，努力为学生创设活动情境，诱发学生的好奇心，鼓励学生大胆尝试，丰富学生的想象力，以培养学生的创造个性。

　　用语篇学习理论，创设良好的英语学习语境----“人教版”《灵通少儿英语》第一册UNIT6教学意图：就英语课堂教学而言，教师讲英语时声音的大小，语调的变化，速度的快慢，节奏的变化，体态语言的表现等，对创设良好的外语学习环境，刺激学生的无意注意，引起学生学习外语的兴趣，都有很大的意义（特别是低年级学生）。

　　运用语篇学习理论，就是在教学中注意语音语调，讲究语言声情并茂的艺术，注意声调的抑扬顿挫，注意语言的内在连贯性，整体性，给学生以美的享受。

　　语言学家指出，英语篇章语调具有五个共同特征和运用规律：一是任何一类篇章的语调都有一个层次结构；二是任何一类篇章都采用重音和调式运动来突出最需要强调的内容；三是任何一类篇章都要运用调型的变化来表示话语的延续或终止；四是任何一类篇章都通过明显的语调反差来形成不同层次上的语音高潮；五是任何一类篇章都会运用上述的语调特征来表现同一语篇中各种不同功能的话语行为之间的过度与交替。

　　根据这样的理念，我运用自己在教学中积累的少儿英语CHANT的实践方式，引进语篇学习，对课文进行韵律性，节奏化改编，辅以肢体语言进行抑扬顿挫的语境创造性教学，使本堂课受到较好的效果。

　　课前准备：

　　（1）把人民教育出版社的《灵通少儿英语》UNIT6第一教时内容做以下改编，使它符合语篇学习的语境要求，更富韵律感，琅琅上口：A chair and a table. A chair and table. This is the kitchen. What are you doing? I’m eating. A bed and a lamp. A bed and a lamp. This is the bedroom. What are you doing? I’m going to bed.

　　（2）准备一张标有kitchen、bedroom两个房间的房屋教学挂图。（或板书于黑板）

　　（3）准备a chair、a table、a bed、a lamp的图片。

　　（4）准备正在吃饭和脱衣睡觉的Chip、爸爸、妈妈、爷爷、奶奶、唐老鸭、cat、dog等图片和他们的头饰。

　　教学过程 ：

　　（1）学生是共同管理学习过程的参与者，这个观点必须牢固地扎根于教师的头脑中，切实地贯彻于课堂教学的实践中。因此，我将导入  设计为：教师头戴Chip的头饰边贴chair和table图片于kitchen边介绍：A chair and a table. A chair and a table. This is the kitchen.一个头戴cat头饰的同学边敲门边问：“What are you doing?”教师回答道：“I’m eating.”

　　（2）启发：“What is the meaning about this text?”学生可用中文把所说对话意思讲一遍。

　　（3）遇事好问、勇于探索固然重要，但不能以此为目的，仅停留在获取初步探索的结果上，要培养学生对已明白的事物继续探究的习惯，永不满足，这才能充分激发学生的好奇心和内在的创新欲望，培养学生探究性思维品质。在英语教学中，教师要针对学生已有的能力水平，利用青少年好奇的心理特点，充分运用教材里现成的材料将学生的思维逐步引向深入，继而提出探究性问题，这是创造个性的具体表现，我们要倍加爱护的引导。

　　基于这一理念教师应采用启发性朗读，用以下基本节奏方式“嘭恰恰嘭恰恰”与“嘭----恰----”分解跟读，配上一定的肢体语言或按节拍拍掌：A chair and a table. A chair and a table.前一句用拍掌，后一句用右手比画指向“a chair and a table” This is the kitchen.学生指向自己的胸口并拱手介绍Kitchen。学生起立敲桌子两下为敲门声并把右手至于嘴边：“What are you doing?”最后“I’m eating.”做吃饭状。（bedroom可用同样的方法教授。）

　　（4）实践证明，青少年具有好与人交往，好表现自己的心理特征。有计划地组织他们讨论，为他们提供思维磨擦与碰撞的环境，就是为学生的学习搭建了更为开放的舞台。学生在独立思考的基础上集体合作，有利于其思维的活跃。创造心理学研究表明：讨论、争论、辩论，有利于创造思维的发展，有利于改变"喂养式教学"格局。因此，在教学中我们要创设多种形式、多种目标的交流情境，以发展学生的创造个性。所以，我采用了分句分组操练。

　　（5）分句个人操练。

　　（6）陶行知说过："人生两个宝，双手和大脑。手和脑在一块干，是创造教育的开始，手脑双全，是创造教育的目的。"在教学中，尤其在教学的重点难点处，若能组织学生集体合作，则有利于发挥每个人的长处。在合作中，学生之间相互启发、相互讨论、学习，思维由集中而发散，又由发散而集中，个人的思维在集体的智慧中得到发展，这样同学间相互弥补、借鉴、启发、点拨，形成立体的交互的思维网络，往往会产生1+1>2的效果，而让每个学生在小组合作中动手动脑，更是发展其创造力的有效方法。在这一部分，我采用了pair work两两对话操练。

　　（7）整篇合成按音乐节奏（可放背景音乐）操练。

　　（8）分组对话操练。

　　（9）个人对话操练然后表演。

　　（10）按语境进行情景对话表演。

　　（11）教师纠音及朗读节奏指导。

　　（12）教师学生变换不同角色（如Chip、爸爸、妈妈、爷爷、奶奶、唐老鸭、cat、dog等）进行声音大小及声调变化训练。

　　教学处理设想：

　　对于课文中的生词，如，chair、table、kitchen、eating等，我认为不能用无意义联系的单纯跟读方式来建立认识关系，而是必须把生词放在特定的语境里，是单词在句子中建立语义上的联系，让学生形成良好的直接条件反射，培养从小用英语思维的习惯并通过琅琅伤口的语篇结构，韵律节奏使学生感到容易模仿记忆。

　　我认为，篇章结构的引进与运用，其目的归根到底是为了语境的创设，学习氛围的强化和兴趣的激发。

　　教学回顾：

　　本课教学音乐性强，表演效果好，适用于全班整体操练及个体表演。学生学了经过韵律化处理过的课文后，印象深刻，记忆效果良好。

　　当然，要培养学生的创造个性，仅停留在创设这些教学情境上是不够的。教师首先要具有创造的精神，注重创设宽松、民主、富于创新精神的教学氛围，尊重学生个体，注重抓住一切时机激发学生创新的欲望,注意对学生的学习行为和学习结果、反应等做出客观、公正、热情、诚恳的评价……只有教师在教学中真正树立了创新的意识，学生的创造意识才能得以培养，其创造个性才能得以弘扬。

4.第一册 Unit 篇四

　　一.教学目标 ：

　　谈论自己的喜好；

　　询问他人的喜好；

　　能够谈论喜爱某种动物的理由；

　　做出自己的行动计划。

　　二.教学向导

　　语言目标

　　学习策略与思维技巧

　　重点词汇

　　使用like的一般现在时句型

　　使用like的一般现在时的疑问句，并做出肯定和否定的回答。

　　使用what 和like的特殊疑问句

　　名词的单复数的使用

　　通过讨论，做出推理与判断，培养综合分析能力

　　tiger, elephant, koala bear, dolphin, panda, lion, penguin, giraffe,

　　smart, cute, ugly, intelligent, friendly, beautiful, shy, kind of, very, Africa, China

　　语言结构

　　语言功能

　　跨学科学习

　　Present tense to like

　　Yes/No questions and short answers

　　And/but

　　Adjectives of quality

　　Why do you like koala bears?

　　讨论喜好

　　陈述理由

　　文学：鼓励学生创作，根据自己调查的资料和感受写出对保护动物的理解

　　三.重点句型

　　Why do you want to see the pandas?

　　Because they’re cute.

　　Why does he like the koala bears?

　　Because they are kind of interesting.

　　What animals do you like?

　　I like penguins. They are cute.

　　What other animals do you like?

　　I like dogs, too.

　　Where are lions from?

　　They are from Africa.

　　四.教学步骤 ：

　　Step 1: Lead-in

　　Show parts of animal’s bodies by slide show, let students guess what animals they are.

　　Then students show the pictures of all kinds of animals they found before class, and do a brief introduction of the pictures.

　　Step 2: Task one: make a survey: what animals do your group mates want to see?

　　Listen to the tape and finish Section A, 2a and 2b;

　　Ask group mates what animals they want to see in a zoo, fill in the chart as below:

　　Name

　　Favorite animals

　　Why

　　Lucy

　　Pandas, monkeys

　　cute and friendly; smart and naughty

　　Presentation: show their pair work

　　report: Lucy wants to see pandas. She thinks pandas are very cute and friendly…

　　Step 3: Task two: make decision what animals your group wants to see in a zoo.

　　1. choose the most popular three animals in one’s group;

　　2. listen to the tape, finish Section B, 2a and 2b;

　　3. make a plan when you go to a zoo with your group mates.

　　Give a dialogue sample:

　　Boy: Where do you want to go now?

　　Girl: Let’s see the elephants.

　　B: The elephants? Why do you like elephants?

　　G: Oh, they’re interesting. And they are really intelligent.

　　B: Yes, but they are ugly, too.

　　G: Oh, Tony! So, where do you want to go?

　　B: Let’s see the pandas. They are kind of cute.

　　G: Oh, yeah. I love pandas. They’re beautiful. But they are also kind of shy. Where are they?

　　B: They’re over there on the left, just across from the koala bears.

　　Step 4: Task three: We are going to the Beijing zoo for Autumn Outing, draw the order your group see animals at the zoo and state your reasons.

　　Group work:

　　1. draw a map of the zoo like the picture on P7; (according to the map of Beijing zoo)

　　2. mark the order your group see animals;

　　3. state the reasons like: Lucy, Mary and I like pandas best because they are lovely and beautiful, so we go to see pandas first. Then…

　　Step 5: Homework: Task:

　　If you have a wild animal zoo, what animals do you want to put in your zoo?

　　Draw a map of your zoo and state why you have these wild animals.

　　教学点评及反思：

　　一.环节设计思路：

　　本课以游戏形式的猜动物名称引入，首先让学生通过游戏中的练习，尽快熟悉各种动物的英文名称。然后导入  到三个链状承接的任务上。第一个任务通过听力引入本课的第一组重点句型，即询问喜欢何种动物及其原因。然后在同学中做一个调查，看看大家都喜欢些什么动物以及喜欢的原因，为第二个任务积累资料。任务二是真实任务前的模拟，让学生从大家喜欢的动物中挑选两至三种安排小组去动物园的参观路线。真实任务是来源于对秋游的设想，打算组织学生去北京动物园，分小组活动，要求各小组有自己的参观计划，必须明确列出参观各种动物的顺序以及原因，并根据地图说出大致的方位。课堂完成任务后，课后任务对课堂的延伸和巩固，因此选择了学生较感兴趣的野生动物问题，同时兼有美术和生物学科的学习，一举多得。

　　二.课后反思：

　　本课设计上思路非常明晰，由潜入深，教师带领着学生一步一个脚印，渐渐进入任务，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用，学生的参与非常热烈。教师对课堂的把握非常到位，收放自如。不足之处在于野生动物的话题过于广泛，教师可给与适当的指导，提供方向性的资料利于学生课下任务的完成。

　　教案点评：

　　本课以游戏形式的猜动物名称引入，让学生熟悉各种动物的英文名称。然后导入  到三个链状承接的任务上。课堂完成任务后，选择了学生较感兴趣的野生动物问题，对课堂进行延伸和巩固，同时兼有美术和生物学科的学习，一举多得。本课设计上思路非常明晰，由潜入深，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用。

5.第一册 Unit 篇五

　　step1.

　　first review some words that we have learned.(my web)

　　then come to unit 1. good friends

　　t:do you have friends?

　　who is your best friend?

　　why do you like him/her best?

　　how to be a friend

　　too many people want others to be their friends,but they don’t give friendship back.that is why some friendships don’t last very long. to have a friend,you must learn to be one. you must learn to treat your friend the way you want your friend to treat you.learning to be a good friend means learning three rules:be honest,be generous,be understanding.

　　t:i’ll tell you a short story:

　　man’s best friend

　　a long time ago，in a small house in scotland，two friends lived together.their names were john and bobby.john and bobby were not rich，but they were happy.they had a warm fire when it was cold outside.they had good food to eat when they were hungry.they were never lonely because they had each other.

　　john and bobby liked to take long walks together.after their walk，john usually cooked dinner.john and bobby ate dinner and then sat in front of the fire.they had a simple but good life.

　　then，in the spring of 1858，john got sick and died.he was buried in a cemetery in edinburgh，scotland.after john was buried，bobby stood at john’s grave and cried.“come on，bobby，”friends said.“it’s time to go home.”bobby went home，but later he returned to the cemetery.he sat down near john’s grave.he stayed there all night.

　　bobby stayed at the cemetery the next day，and the next day，and the next.for the next 14 years，bobby never left the cemetery.when the weather was cold or rainy，he slept in a small house at the cemetery.when the weather was warm，he slept on the ground near john’s grave.

　　finally，in 1872，bobby died，too.friends buried him in a little grave near john.why was bobby’s grave little?bobby，john’s best friend，was a dog.

　　step2.let’s come to warming up.

　　t:ok.now i want you to discuss two questions.

　　1.what should a good friend be like?

　　2.what qualities should a good friend have?

　　discuss them in groups of four.after a while,everyone is asked to make a sentence using the words in the box below. of course,you can use other words if you like.

　　add some words to describe persons:

　　diligent,confident,silent,selfish,unselfish,patient,easy-going,out-going(外向),talkative,humourous,strict,naughty,gentle,shy,quiet,warm-hearted,good-tempered,reliable

　　now,ask ss to describe a good friend.time permitting,ask more while speaking,ss can use such phrase as”i think…/in my opinion…”

　　s1:…     s2:….

　　then ss describe themselves in three adjective?

　　step3.listening

　　you are going to hear two friends arguing.they are talking about some common problems that may occur in a friendship.

　　what are they arguing about?

　　how to solve their problems?

　　now listen carefully,write down what you hear.play each situation twice.at last i’ll check the answer with the whole class,is that clear?

　　(while playing the tape,pause for ss to write down the information).then check.

　　step4.speaking

　　t:now.i’d like to know something about your favourite hobbies?

　　(come up to one boy).what are your favourite hobbies?

　　what about you?(to another s)

　　t:yes,we know different people can have different hobbies.now look at the part—“speaking” on p2.you are given four minutes to read the following self-introduction.after that,fill in the following form.

　　……

　　check their answers.

　　now discuss in pairs who could be friends according to the form which you filled in just now. of course,you’d better give your partner your reasons.when you express your ideas,you can use such sentence structure.

　　1.       i’m sure_____and_____could be friends,because…

　　2.       i’m not sure if____and____could be friends,because…

　　3.       perhaps____and_____could be friends because…

　　the second period

　　step1.check the pre-reading

　　step2.come to reading.

　　first listen to the tape and then answer the three questions on the screen:

　　1. what does chuck noland do?

　　2. does chuck have any friend on the island? who?

　　3.what does chuck learn about himself when he is alone on the island?

　　then ss read the text again

　　step3.fill in the blanks according to the text:

　　in the movie cast away tom _____a man ______chuck noland. chuck is a __________who is always___ busy _____he has little time for his friends. his company is to send____ all over the world. one day chuck is on a_____ across the pacific ocean______ suddenly his plane______ and he lands on a_______ island.so chuck has to learn to _______all alone. perhaps the most difficult challenge is how to survive without friends.

　　in order to survive, chuck_______ a friendship with an_______ friend – a _________he calls wilson. he________ that he hasn’t been a good friend, because he has always been_______ about himself. during his five years on the island, chuck learns____ to be a good friend___wilson. he learns that we need friends to______ happiness and sorrow. when he makes friends with wilson, he understands that friendship is about feelings and ______we must give as much as we______.

　　most of our friends are human beings, but we also make friends with____ and_____ things. what we can learn from chuck is______ friendship helps us understand _____ kind of people we are, _____we need each other and ______we can do for each other.

　　after finishing the work,let ss read this whole passage again.

　　step4.show ss the key words and retell the text:

　　movie…plays a man…businessman…busy…time…

　　company…mail…flight…crashes…lands…deserted.  learn…survive…challenge…without friends

　　in order…develops…unusual…calls…realizes…

　　has not…because…been thinking…during…

　　learns how…learns…need…share…makes friends…

　　understands that…friendship…feelings…and that

　　…give…take

　　most of…human beings…also make…animals…

　　even things…what…learn from…that…helps…

　　understand what…why…what…

　　ask ss to blurt out the text in groups/rows/teams/lines

　　step 5.reciting and translating

　　now let ss recite the whole text without referring to the key words.

　　then translate the chinese together with the ss.

　　step6.homework:

　　1.       recite the passage.

　　2.       rewrite the passage without referring to the chinese.

　　the third period

　　step1.revision:ask ss to recite the text

　　step2.language points:

　　1.so+形容词/副词+that从句

　　so+形容词+a/an+可数名词单数+that从句

　　so+many/much/few/little(表数量)+名词+that从句

　　such+a/an+形容词+可数名词单数+that从句

　　such+形容词+复数名词/不可数名词

　　such+a lot of/lots of+名词+that从句

　　1).汉译英

　　①我们都那麽兴奋，以致我们高兴得跳了起来。

　　②那个湖那麽美，我们都被迷住了。

　　③他跑得那麽快，我追不上他。

　　2) 单项选择

　　④it’s ____that most of us want to go outing.

　　a.such fine weather    b.such a fine weather

　　c.so fine weather        d.so fine a weather

　　⑤there were___radios in the shop__i couldn’t decide which to choose.

　　a.such much,that  b.so much,that  c.such many,that d.so many,that

　　改错

　　⑥there is such much water in the bottle that you can drink some.

　　⑦he is such good a student that all the teachers like him.

　　替换练习

　　⑧she got up early so that she could catch the train.

　　she got up early____  ______  _____catch the train.

　　*she got up so early_____  ______catch the train   

　　扩展:1.”so+adj./adv”放在句首时，主谓部分用倒装。

　　so fast did he run that i couldn’t catch up with him.

　　2.so+adj.+an/a+n.+that…

　　too+adj.+an/a+n.+to do

　　as+adj.+an/a+n.+as

　　3.so that表目的时可换成 in order that

　　in order (not) to/so as(not) to

　　2.when:and then/and at that time(高考考点)

　　1).汉译英

　　①我正要离去，就在这时电话铃响了。

　　②他们正举行舞会，突然发生了火灾。

　　③她们没走多远，就发现钱包被盗。

　　2).单项选择

　　④we were swimming in the lake____suddenly the storm started.

　　a.when   b.while   c.until    d.before

　　⑤ he was about to tell me the secret____someone patted himon the shoulder.

　　a.as        b.that      c.when   d.while

　　改错

　　⑥i was watching tv when he was doing some washing.

　　⑦tom was about to leave as the teacher came in.

　　简析：when:something unexpected happens

　　常用三种时态：was about to do sth.when…

　　was doing sth.when…

　　hadn’t done when…

　　3. have been thinking

　　have done

　　1).汉译英

　　①他现在一定很累，因为他一直工作了一整天。

　　②我教学已经有十年了。

　　③那个男孩等家长等了两个小时了。

　　2). ④ all these days these boys ___ football on the playground.

　　a.have always played      b.have been playing 

　　c.always played          d.are always playing

　　⑤ --hi, tracy, you look tired.

　　--i’m tired. i___the living room all day.

　　a.painted    b.had painted  c.have been painting   d.have painted

　　4.should have done:express”unpleased”or”scold”

　　1).汉译英

　　①所有的票都卖光了，你应该早点来

　　②植物都死了，我本该早点儿给它们浇水的

　　③你又迟到了，你本该早点儿来的

　　④作为朋友，我本应该给他一些帮助

　　2). ⑤ i told sally how to get there, but perhaps i __ for her.

　　a.had to write it out          b.must have written it out

　　c.should have written it out    d.ought to write it out

　　⑥ i was really anxious about you. you__home without a word.

　　a.mustn’t have            b.shouldn’t have left   

　　c.couldn’t have left        d.should leave

　　⑦ oh, i’m not feeling well in the stomach. i __so much friedchicken just now.

　　a.shouldn’t eat            b.mustn’t have eaten   

　　c.shouldn’t have eaten      d.mustn’t eat

　　5.even if=even though

　　as if=as though

　　it looks as if it is going to rain.=it looks like rain.

　　he treats the girl as if she were his own daughter.

　　1)汉译英

　　①即使明天下雨，我也要去那儿。

　　②即使我一夜不睡觉，我也要帮你完成它。

　　③尽管他很累，他还是做完了它。

　　2)单项选择

　　③ john is an honest man. i say it,___i have opposed him.

　　a.as if      b.so that     c.even though     d.while

　　④ i won’t attend her party,___i am invited.

　　a.but       b.even if     c.while          d.when

　　⑤ i’ll do it carefully ___ it will take more hours.

　　a.even     b.till        c.if             d.even though

　　改错

　　⑥even though she is a little girl, but she knows a lot.

　　⑦ she won’t leave the tv, as if her husband is waiting

　　for his supper.

　　6.对比：so/neither(nor)

　　强调：so he did./so it is.

　　复杂对比：so it is with…/it is the same with…

　　7.i’m not into classical music.

　　=i’m not fond of…

　　the fourth period

　　step1.ss recite the passage.

　　show ss a passage and ask ss to find out the mistakes in it:

　　in the movie cast away tom plays a man named chuck noland. chuck is a busnessman who is always so busy that he has little time for his friends. his company is send mail all over the world. one day chuck is on a flight accross the pacific ocean when suddenly his plane crashes and he lands on a deserted island where chuck has to learn to servive all alone. perhaps the most diffcult challange is that how to survive without friends.

　　in order to survive, chuck developes a friendship with a unusual friend – a volleyball he calls wilson. he realizes that he hasn't been a good friend, because he has always been thinking himself. during his five years on the island, chuck learns how to be a good friend to wilson. he learns that we need friends to share happiness and sorrow. when he make friends with wilson, he understands that friendship is about feelings and we must give as much as we take.

　　most of friends are human beings, but we also make friend with animals and even things. what can we learn from chuck is friendship helps us understand who we are, why we need each other and what we can do for each other.

　　(businessman,加to,across,survive,difficult,challenge,去掉that,develops,an,加about,makes,加that,加our,friends,we can,加that)

　　step2.grammar

　　show the following test to check what they remember about the grammar.

　　direct speech and indirect speech

　　一、陈述句（statements）

　　变为间接引语时，要用连词_________引导，从句中的____、______、_______、________、_______等要作相应的变化。

　　二、疑问句（questions）

　　变为间接引语时，要把疑问句语序改为___________,句末用________,主语的人称、时态和状语等也要作相应的变化。

　　1）              一般疑问句：变为间接引语时，要用连词_________或 ______引导。主句中的谓语动词是said时，要改为_________。没有间接宾语，可以加一个间接宾语（me,him或us等）。

　　2）              特殊疑问句：变为间接引语时，仍用原来的疑问词引导。

　　二、祈使句（imperatives）

　　变为间接引语时,要将祈使句的动词原形变为_________,并在不定式的前面根据句子的意思加上_______、 _________、 ________等动词，其句型是：____________________________、其否定式是：___________________________。

　　时态变化：

　　1）  如主句的谓语动词是现在时，从句的时态____________。

　　2）  如主句的谓语动词是一般过去时，变间接引语时，从句的谓语动词在时态上要作如下变化：

　　①一般现在时变为

　　②现在进行时变为

　　③现在完成时变为

　　④一般过去时变为

　　⑤一般将来时变为

　　⑥过去完成时变为

　　⑦过去进行时变为

　　⑧过去将来时变为

　　指示代词、时间状语、地点状语和动词的变化：

　　1.this                   2.these               3.now

　　4.today                                5.yesterday                   6.tomorrow

　　7.ago                                  8.here                          9.come

　　注意：

　　1）  直接引语如果是客观真理时，变为间接引语时，__________.

　　2）  如果在当地转述，here不必改为_______,动词come不必改为______。如果在当天转述，yesterday,tomorrow等时间状语也不必改变。

　　直接引语中如果有具体的过去时间状语，如：in 1998,一般过去时不变。

　　he said he was born in 1980.

6.第一册 Unit 篇六

　　lesson type: revision

　　topic: revision of unit 1—unit 8

　　teacher: wang sanchuan

　　teaching objectives:

　　1.revise letters.

　　2.the sounds of letters.

　　3.listening ability.

　　4.communicative conversation.

　　5. personal pronoun.

　　teaching materials: computer and tape recorder

　　teaching method: the english“four-in-one” teaching approach

　　teaching procedure:

　　i. i show some national flags and logos to students, students say the english abbreviation in letters. it doesnt confirm my stu-dents learning about letters,but also stimulate their interests about english. help students find our the five vowel letter a , e, i, o, u and their sounds. to let my students tell me the words for each sound,i will ask five students to type the english words on my computer.

　　ii. listen to the tape and write the order of the pictures.it includes 4 dialogues.

　　iii. revise making calls and help students to make a dialogue on how to make a call.revise polite words when meeting new peo-ple.

　　iii. revise the plural forms of nouns and do some exercises.

　　vi. revise the personal pronoun and do some exercises.

　　v. revise numbers: including plus and minus.

　　vi. get the students to say something about themselves and their families.

　　vii. get the students to write what they said as homework.

7.第一册 Unit 篇七

　　《灵通少儿英语》Book1

　　Unit6Let’sdo

　　授课人：郭囝囡2003年11月18日

　　地点：长春市安达小学（一年五班）

　　教学理念：

　　"创新是一个民族的灵魂，是一个国家兴旺发达的不竭动力"。教育要改革、创新，以培养和提高全民族的创新能力，这是我们肩负的光荣历史使命。

　　一个人的创新能力的形成要有一个过程，要从小培养其形成具有创新能力的个性品质，那么，在基础教育阶段，在英语教学中，如何有效地培养学生的创造个性，发展其创新能力，自然是我们广大英语教育工作者重要的研究课题，笔者认为，要从变革旧的教学方法、建立新的教学策略入手，努力为学生创设活动情境，诱发学生的好奇心，鼓励学生大胆尝试，丰富学生的想象力，以培养学生的创造个性。

　　用语篇学习理论，创设良好的英语学习语境----“人教版”《灵通少儿英语》第一册UNIT6教学意图：就英语课堂教学而言，教师讲英语时声音的大小，语调的变化，速度的快慢，节奏的变化，体态语言的表现等，对创设良好的外语学习环境，刺激学生的无意注意，引起学生学习外语的兴趣，都有很大的意义（特别是低年级学生）。

　　运用语篇学习理论，就是在教学中注意语音语调，讲究语言声情并茂的艺术，注意声调的抑扬顿挫，注意语言的内在连贯性，整体性，给学生以美的享受。

　　语言学家指出，英语篇章语调具有五个共同特征和运用规律：一是任何一类篇章的语调都有一个层次结构；二是任何一类篇章都采用重音和调式运动来突出最需要强调的内容；三是任何一类篇章都要运用调型的变化来表示话语的延续或终止；四是任何一类篇章都通过明显的语调反差来形成不同层次上的语音高潮；五是任何一类篇章都会运用上述的语调特征来表现同一语篇中各种不同功能的话语行为之间的过度与交替。

　　根据这样的理念，我运用自己在教学中积累的少儿英语CHANT的实践方式，引进语篇学习，对课文进行韵律性，节奏化改编，辅以肢体语言进行抑扬顿挫的语境创造性教学，使本堂课受到较好的效果。

　　课前准备：

　　（1）把人民教育出版社的《灵通少儿英语》UNIT6第一教时内容做以下改编，使它符合语篇学习的语境要求，更富韵律感，琅琅上口：A chair and a table. A chair and table. This is the kitchen. What are you doing? I’m eating. A bed and a lamp. A bed and a lamp. This is the bedroom. What are you doing? I’m going to bed.

　　（2）准备一张标有kitchen、bedroom两个房间的房屋教学挂图。（或板书于黑板）

　　（3）准备a chair、a table、a bed、a lamp的图片。

　　（4）准备正在吃饭和脱衣睡觉的Chip、爸爸、妈妈、爷爷、奶奶、唐老鸭、cat、dog等图片和他们的头饰。

　　教学过程 ：

　　（1）学生是共同管理学习过程的参与者，这个观点必须牢固地扎根于教师的头脑中，切实地贯彻于课堂教学的实践中。因此，我将导入  设计为：教师头戴Chip的头饰边贴chair和table图片于kitchen边介绍：A chair and a table. A chair and a table. This is the kitchen.一个头戴cat头饰的同学边敲门边问：“What are you doing?”教师回答道：“I’m eating.”

　　（2）启发：“What is the meaning about this text?”学生可用中文把所说对话意思讲一遍。

　　（3）遇事好问、勇于探索固然重要，但不能以此为目的，仅停留在获取初步探索的结果上，要培养学生对已明白的事物继续探究的习惯，永不满足，这才能充分激发学生的好奇心和内在的创新欲望，培养学生探究性思维品质。在英语教学中，教师要针对学生已有的能力水平，利用青少年好奇的心理特点，充分运用教材里现成的材料将学生的思维逐步引向深入，继而提出探究性问题，这是创造个性的具体表现，我们要倍加爱护的引导。

　　基于这一理念教师应采用启发性朗读，用以下基本节奏方式“嘭恰恰嘭恰恰”与“嘭----恰----”分解跟读，配上一定的肢体语言或按节拍拍掌：A chair and a table. A chair and a table.前一句用拍掌，后一句用右手比画指向“a chair and a table” This is the kitchen.学生指向自己的胸口并拱手介绍Kitchen。学生起立敲桌子两下为敲门声并把右手至于嘴边：“What are you doing?”最后“I’m eating.”做吃饭状。（bedroom可用同样的方法教授。）

　　（4）实践证明，青少年具有好与人交往，好表现自己的心理特征。有计划地组织他们讨论，为他们提供思维磨擦与碰撞的环境，就是为学生的学习搭建了更为开放的舞台。学生在独立思考的基础上集体合作，有利于其思维的活跃。创造心理学研究表明：讨论、争论、辩论，有利于创造思维的发展，有利于改变"喂养式教学"格局。因此，在教学中我们要创设多种形式、多种目标的交流情境，以发展学生的创造个性。所以，我采用了分句分组操练。

　　（5）分句个人操练。

　　（6）陶行知说过："人生两个宝，双手和大脑。手和脑在一块干，是创造教育的开始，手脑双全，是创造教育的目的。"在教学中，尤其在教学的重点难点处，若能组织学生集体合作，则有利于发挥每个人的长处。在合作中，学生之间相互启发、相互讨论、学习，思维由集中而发散，又由发散而集中，个人的思维在集体的智慧中得到发展，这样同学间相互弥补、借鉴、启发、点拨，形成立体的交互的思维网络，往往会产生1+1>2的效果，而让每个学生在小组合作中动手动脑，更是发展其创造力的有效方法。在这一部分，我采用了pair work两两对话操练。

　　（7）整篇合成按音乐节奏（可放背景音乐）操练。

　　（8）分组对话操练。

　　（9）个人对话操练然后表演。

　　（10）按语境进行情景对话表演。

　　（11）教师纠音及朗读节奏指导。

　　（12）教师学生变换不同角色（如Chip、爸爸、妈妈、爷爷、奶奶、唐老鸭、cat、dog等）进行声音大小及声调变化训练。

　　教学处理设想：

　　对于课文中的生词，如，chair、table、kitchen、eating等，我认为不能用无意义联系的单纯跟读方式来建立认识关系，而是必须把生词放在特定的语境里，是单词在句子中建立语义上的联系，让学生形成良好的直接条件反射，培养从小用英语思维的习惯并通过琅琅伤口的语篇结构，韵律节奏使学生感到容易模仿记忆。

　　我认为，篇章结构的引进与运用，其目的归根到底是为了语境的创设，学习氛围的强化和兴趣的激发。

　　教学回顾：

　　本课教学音乐性强，表演效果好，适用于全班整体操练及个体表演。学生学了经过韵律化处理过的课文后，印象深刻，记忆效果良好。

　　当然，要培养学生的创造个性，仅停留在创设这些教学情境上是不够的。教师首先要具有创造的精神，注重创设宽松、民主、富于创新精神的教学氛围，尊重学生个体，注重抓住一切时机激发学生创新的欲望,注意对学生的学习行为和学习结果、反应等做出客观、公正、热情、诚恳的评价……只有教师在教学中真正树立了创新的意识，学生的创造意识才能得以培养，其创造个性才能得以弘扬。

8.第一册 Unit 篇八

　　Unit 13 Healthy eating

　　Teaching Aims and Demands

　　Words and Phrases

　　Four Skills: stomach  fever  ought  ought to  examine  plenty  plenty of  diet  keep up with  make a right choice  short of  fit  gain  now and then 

　　Three Skills: energy  soft  bar  fuel  chemical  balance  tasty  boil mixture

　　Spoken English:

　　In the clinic / seeing a doctor:

　　What’s wrong with you?/What’s the matter with you? 

　　Lie down and let me examine you.

　　Let me have a look.

　　Where does it hurt?

　　Drink plenty of water and get some rest.

　　I’ve got a pain here. This place hurts.

　　There’s something wrong with back/my knee/my arm.

　　I don’t feel well.

　　Grammar:

　　Use of Language:

　　1. Master the function use of language as defined above.

　　2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.

　　Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.

　　Important points:

　　1. Talk about different kinds of food that one favorites.

　　2. learn the basic knowledge of healthy eating.

　　3. learn how to say in the clinic.

　　4. Grasp the language points and grammar in the text.

　　Difficult points:  The use of modal verbs --- had better, should and ought to.

　　Teaching aids: computer or slider-projector

　　Way of Teaching: Communication way of teaching, discussion and group work.

　　Lesson 1

　　Step 1 Warming-Up

　　First show the students some pictures of dishes and so to introduce the topic of this unit.

　　And then show the pictures on their text books and let them to decide what is junk food and what is not.

　　Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.

　　Step 2 Listening

　　Let the students listen to the tape and be prepared to answer the questions below.

　　Step 3 Speaking

　　Show the students the three situations as on P2.  Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue

　　After that list the useful expressions in their dialogue.

　　Step 4 Homework

　　Prepare for the next class.

　　Collect some menus if possible for the next class.

　　Lesson 2

　　Step 1 Introduction

　　Using the questions on P3 to introduce the new text.

　　Step 2 Fast-reading

　　1.What does the “fuel ” mean in the first paragraph?

　　(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)

　　2.What do we have to consider when we choose to buy or eat?

　　(What kinds of nutrients that the food contain.)

　　3.What made our eating habit changing?

　　(Many things: what people believe, advice from companies and stores.)

　　4. How can we feel and look fine?

　　(We ought to learn  about our body and the fuel it needs to keep fit.)

　　Explain the language points if necessary.

　　Step 3 Carefully-reading

　　How many parts can be divided into?

　　(Three parts.)

　　What’s the main idea of each part?

　　(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)

　　Step 4 Talking

　　Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.

　　Step 5 Homework

　　Finish the exercise --- Vocabulary on P5. and P72-73

　　Lesson 3

　　Step 1 Revision

　　Check the homework.

　　Step 2 Grammar

　　First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.

　　Step 3 Consolidation

　　(1) Finish the exercise on P5 and on P74

　　(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.

　　1.give advice that will really help the person.

　　2. be polite and sincere

　　at last get the students to finish the following practice.

　　Step 4 Homework

　　Finish the exercise 3 on P74 in the students’ workbook.

　　Lesson 4

　　Step 1 Revision

　　Let some students read their reply to the letters on P74.

　　Step 2 Reading

　　Read the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)

　　Step 3 Writing

　　Ask the students to work in pairs to write the recipe for their favourite dish.

　　We may first give the tips on P7 as a guide.

　　Step 4 Discussion

　　First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?

　　What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)

　　Step 5 Homework

　　Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.