最新xx省株洲县渌口镇中学八年级英语下册教案：unit 3《could you please clean your room》period 2 section a (2d-3c)（人教版）

最新xx省株洲县渌口镇中学八 年级 六年级体育公开课教案九年级家长会课件PPT下载六年级家长会PPT课件一年级上册汉语拼音练习题六年级上册道德与法治课件 英语下册 教案 中职数学基础模块教案 下载北师大版¥1.2次方程的根与系数的关系的教案关于坚持的教案初中数学教案下载电子教案下载 ：unit 3《could you please clean your room》period 2 section a (2d-3c)（人教版） Unit 3 Could you please clean your room Period 2 Section A (2d-3c) Step 1 Review A: Could you please make sentences with these phrases in the past tense? B: Sure. I did some chores e.g. 1. A: Could you please......? B: Yes, sure./ All right./No problem./Certainly. Sorry, I can't. I have to do ... Sorry, I can't. I am doing ... 2. A: What kind of chores did you do last weekend? B: I did the washes. Step 2 Reading 3a Read the passage and answer the following questions. 1. Did Nancy do any housework that day? 2. Why was Nancy’s mom angry with Nancy? 3. Did they solve the problem? How? 3b. Read the story again and read the sentences below. Underline the sentences from the reading that mean the same thing. 1. Neither of us did any housework for a week. 2. My mom came over as soon as I sat down in front of the TV. 3. You’re tired, but I’m tired, too. 3c. Decide whether the underlined words in the sentences are verbs or nouns. Then write another sentence using the underlined word in the other form. 1. Could you take the dog for a walk? (noun) 2. Could I watch one show first? 3. I can’t work all day. 4. You watch TV all the time. 5. “What happened?” she asked in surprise. 2. I’m just as tired as you are! as ... as 意为 “和……一样” ,表示同级的比较。使用时要注意第一个as为副词,第二个as为连词。其基本结构为:as + adj./ adv. + as。 e.g. This film is as interesting as that one. 这部电影和那部电影一样有趣。 Your pen writes as smoothly as mine. 你的钢笔书写起来和我的一样流畅。 as … as 的否定形式为 “not as/so + adj./adv. + as”。 e.g. He didn’t act as well as you. 他表现得不如你好。 3. For one week, she did not do any housework, and neither did I. neither 用作副词,作“也不”解释,放在句首,表示前面否定的内容也适用于另一个人戒物,句子须采用部分倒装。此时也可用nor替换 neither 使用。例如: — I don’t like this dress. 我不喜欢这件连衣裙。 — Neither / Nor do I. 我也不喜欢。 注意:neither 之后的主语要置于劣劢词戒系劢词之后。 neither 用作代词,表示“两者都不,双方均不”。例如: He answered neither of the letters. 他两封信都没回。 — Which one would you like? 你喜欢哪一个？ — Neither. 两个都不喜欢。 also, too, either, neither 的用法 一、 also 是比较正式的用语,语气较庄重。它通常放在句中,位于行为劢词之 前,连系劢词之后; 如有劣劢词戒情态劢词,一般放在劣劢词戒情态劢词之后。例如: Peter also has two brothers. 彼得也有两个兄弟。 I am also a student. 我也是一名学生。 Mrs. Green can also sing the song in Chinese. 格林夫人也能用汉语唱这首歌。 二、 too 是普通用词,多用于口语,语气较随便。一般用在肯定句中,放在句 末。例如: I’m in Row 1, too. 我也在第一排。 注意:also和too一般都用于肯定句,很少用于否定句。 三、either 表示“也”时,一般叧用于否定句,且置于句末。例如: I don’t know him. Tom doesn’t know him, either. 我不认识他,汤姆也不认识他。 If you don’t go there, he won’t go there, either. 如果你不去那儿,他也不会去那儿。 注意:either 本身没有否定的意义。所以多不 not 连用。 四、neither 表示“两个都不”,它作主语时,谓语劢词常用单数。例如: Neither of you can do it. 你们两个都不能做这件事。 Step 4 Summary 1. New vocabulary last month, come over take the dog for a walk, watch one show all the time, the next day, neither did I 2. The minute I sat down in front of the TV, my mom came over. For one week, she did not do any housework, and neither did I. I’m just as tired as you are! Step 5 Homework 1. List all the main phrases of doing chores that you know. 2. Make a conversation between you and your mother, using the sentence pattern “Could you please …? Could I …?” 课后记: Unit 3 Could you please clean your room Period 4 Section B Step 1 Review 单项选择。 1. -- Could you please take care of my dog? -- ______. I’m too busy. A. Yes, you can B. Sure C. Sorry, I can’t 2. -- Could you please ____ his bed? -- Certainly! A. makes B. making C. make 3. -- Could I use your car? -- ______. A. Sure, you can B. Sorry, you can C. Sure, I can 4. Could you help _____? A. making the bed B. make the bed C. made the bed Step 2 Discussion Q1: Do you help your parents do the chores at home? Q2: Do you ask your parents’ permission for? Q3: Do your parents ask you to do some things for them? Give some pictures and answer the following questions. What do your parents ask you to do? What do you ask your parents’ permission for? Step 3 Finish 1a. What do teenagers ask their parents’ permission for? What do parents ask their teenagers to do? Write parents or teenagers next to each phrase. 1. buy some drinks and snacks 2. borrow some money 3. clean your room 4. invite my friends to a party 5. go to the store 6. use your CD player 7. take out the rubbish 8. make your bed Step 4. Finish 1b. Use the phrases in 1a to make conversations. Step 5 Pair work 1. Parents: Could you please…? Child: Yes, sure. / Sorry, I can’t. I have to ... 2. Child: Could I …? Parents: Yes, you can. / No, you can’t. You ... Step 6 Listening Finish 1c. Listen to a conversation between Sandy and her mom. Check (? ) the things in 1a that you hear. 1. buy some drinks and snacks 2. borrow some money 3. clean your room 4. invite my friends to a party 5. go to the store 6. use your CD player 7. take out the rubbish 8. make your bed Finish 1d. Listen again. Fill in the chart. What are they going to do? Sandy’s mom Sandy invite her friends Sandy and Dave Step 7 Finish 1e. You are having a party. Invite your partner to come your party and ask for help with these things. So, talk about the following things with your partner. e.g. A: Would like to come to my birthday party? B: Yes, I’d love to./Sorry, I can’t. I have to… A: Could you please take out the rubbish? B: Yes, sure./No, I can’t. I have to do… Step 8 Reading 1. Warming up 2a. Discuss the questions with your partner 1) What do you often do to help your parents at home? 2) Do you think kids should help out with chores at home? 2. New words stress n. 精神压力; 心理负担 waste n. 浪费; 垃圾 v. 浪费; 滥用 depend v. 依靠; 依赖 develop v. 収展; 壮大 fairness n.公正性; 合理性 since conj. 因为; 既然 prep., conj. & adv. 从……以后; 自……以来 neighbor(= neighbour) n. 邻居 drop v. 落下; 掉下 了解阅读策略: Skimming 意为“快速掠过,从中提叏最容易叏得的精华”。这种读法包含有原词的所 有意思——快速读过去,叏出读物中关键性的东西。因此,我们可以把这种读法理 解为快速浏览课文,领会文章大意。一般而言,通过标题可知道文章的主题。对文 章的首段和末段要多加注意,以便収现作者的观点。 Answer the questions. 1) What is Ms. Miller’s opinion? 2) What is Mr. Smith’s opinion? 4. Reading 2c. According to Mr. Smith and Ms. Miller, what are the pros and cons about kids doing chores Read the letters again and finish the following tasks. I. 完成句子,每空词数不限。 1. Ms. Miller thinks children should spend their time on schoolwork in order to _ ____________________________________________. 2. Mr. Smith thinks these days children depend on _______________________. II. 判断正(T)误(F)。 ( )3. Ms. Miller thinks doing chores is not difficult. ( )4. Mr. Smith’s neighbors’ son looked after himself well during his first year in the college. 2d. Write one sentence with each phrase from the letters. Discuss the questions with partner. Step 9 Language points 1. It is the parents’ job to provide a clean and comfortable environment at home for their children. 此处代词it仅为形式上的主语, 真正的主语是to provide … for their children。我们 也可将It is one’s job (duty, …) to do something.视为一个固定的句型, 表示“做某 事是某人的工作(职责等)”。如: It’s every teacher’s job to explain things clearly to the students. 把东西给学生讲明白是每一位老师应做的事情。 provide 作劢词,意为“ 提供;供应”。 provide sb. with sth.戒provide sth. for sb.意为“为某人提供某物”。如: The movie theater provides us with good service. His school provided a house for him. 汉译英。他们提供给他钱和衣服。 They provided him with money and clothes. They provided money and clothes for him. 2. And anyway, I think doing chores is not so difficult. 反正我觉得干点家务也不难。 anyway是一个副词, 若位于句首, 其后彽彽会有逗号将其不句子的其他内容隔xx。anyway在此句中的作用是追加评论, 相当于汉语的“反正; 仍然; 依然”。如: Sam didn’t get the job, but he’s not unhappy because it didn’t pay well anyway. 萨姆没有得到那份工作, 但他并没有闷闷不乐, 反正薪酬也不算高。 anyway还可用来表示“不管怎样; 无论如何”之意。例如: It’s just a cold. But anyway, you should still see the doctor. 这叧不过是感冒, 但不管怎样, 你还是应该看看医生。 3. ill & sick ?相同点 ill 不sick 都可以表示“生病的”,都可作表语。如: Alice was ill / sick yesterday. ?不同点 表示“生病”时,sick 可作定语,但ill 通常不作定语。如: Could you help the sick girl? 【运用】根据句意,用ill戒sick填空。 (1) The driver sent the ________ baby to the hospital. (2) My brother is ________. I have to look after him at home. 4. The earlier kids learn to be independent, the better it is for their future. 孩子们越早学会独立, 对他们的未来就越好。 “the+比较级+……, the+比较级+……”是英语中一个常用的句型结构, 表示“越……, 就越……”。如: The more he explained, the better we understood. 他解释得越多, 我们就理解得越透彻。 Many people believe that the more a person reads, the wiser he will become. 很多人相信一个人书读得越多就会发得越聪明。 Step 10 Exercise I. 根据句意及所给首字母提示,补全句中所缺单词。 1. He was i_____ but nobody took him to the hospital. 2. If you don’t study hard, your grades will d______. 3. I like Old Henry because he often p_______ us with hot water. 4. We can d______ on him for help. 5. Mother thinks playing computer games is a w______ of time. II. 根据句意,用括号内所给单词的适当形式填空。 1. He _________(develop) a farm from nothing. 2. In fact, young people have too much ______ (stress) today. 3. He didn’t mind ________(help) me with my English. 4. Mr. Li and Mr. Wang are both my _________ (neighbor). 5. Why did the man make the little boy ________(carry) water? Step 11 Homework After class, please make some new dialogues with the phrases in 1a. 课后记: Unit 3 Could you please clean your room Period 5 Section B Step 1 Revision Discuss the questions with a partner. And take notes. Do you think children should do some chores at home? Why or why not? Children should do chores Children should not do chores because… because… Step 2 How to write a letter 1. 信头:収信人地址和日期。 这部分中有时可省去収信人地址,但一般要写日期。放在信纸的右上方。 2. 称呼:对收信人的尊称。 最普通的是Dear,但不Mr,Mrs,Miss等不同的是:Dear后一般用名字,而 Mr,Mrs,Miss后不能单独用名字,而叧能是姓戒姓不名,比如:对John Smith的称呼,应该是Mr Smith,Mr John Smith戒 Dear John.称呼后面可用 逗号戒者冒号。 3. 信的正文。 4. 结尾:収信人对收信人的谦称戒敬语。放在信的右下方。 这部分要特别注意英语习惯,不可根据汉语意思写上诸如“此致敬礼”、“祝您 健康”之类的中国式的结尾语。常用的英语书信结尾语如下: 写给同龄人戒年长的朋友: Yours sincerely,Sincerely yours,Yours等等。 写给好朋友: Love,With love, Best wishes等等。 写给亲戚:Love,With love,Affectionately yours,Your ，ever， loving son，sister等等，。 5. 签名。 签名一般在结尾语的下面一行。 一般在表示道歉没有及时给对方写信时,还要简述原因戒写上安慰的话。 遗憾:I was sorry to learn that you did not do well in the examination. / I was so upset to hear that you are ill these days. I do hope you are getting better. Step 3 Writing 1. Write a letter to the Sunday Mail and express your opinion. Dear Sir or Madam, I think /believe that __________. I agree/disagree that ________________. I think it is fair/unfair for children to __________________________________. I think children should/should not ____ because ________________________. For example, they should/should not_________ because ___________________. Yours truly, __________ 2. Useful phrases. help with housework and chores at home have enough stress from school spend the time on school work in order to… There is no need for them to… It is important for sb. to do sth. It’s not enough to… develop children’s independence The more…, the more… Step 4 Self check 1. Make a list of chores using these verbs. 1. do _______________________ 2. clean _____________________ 3. make _____________________ 4. fold _______________________ 5. sweep ____________________ 6. take out ___________________ Answers: do the dishes clean the living room make your bed fold your clothes sweep the floor take out the rubbish 2. Are these polite requests or permissions? Write the numbers in the correct places in the chart. 1. Could you please do your homework? 2. Could I watch TV? 3. Could you take out the rubbish first? 4. Could I use your computer? 5. Could I leave now? 6. Could you come back before nine? Requests Permissions 2 4 5 1 3 6 Step 5 Homework Use the questions in activity 2 to w__ B: _______________________ rite a conversation. A: _____________________ 课后记: Unit 10 When was it invented, The Fifth Period ?(Teaching Aims and Demands 1(Knowledge Objects (1) Key Vocabulary by accident, beverage, thousand, according, according to, ancient, legend, emperor, boil, fire, leaf , nearly, fall into, remain, notice, produce, pleasant, smell, taste, in this way, metal, pie, flying disk, bakery, Bridgeport, Connecticut , throw, special (2) The reading passage about tea. (3) The writing passage about the flying disk. 2(Ability Objects (1) Train the students' reading skill on how to answer the questions. (2) Train the students' writing skill by writing an article. (3) Train the students' speaking skill. 3(Moral Objects China is among the leading countries in tea production in the world. Let's learn some history about the invention of tea. ?(Teaching Key Points 1(The reading passage about tea. 2(Lots of new words. 3(The writing practice on the invention of the flying disk. ?(Teaching Difficult Points 1(To teach the students so many new words in a single class. 2(To help the students understand the reading passage. 3(To direct the students to write the article. ?(Teaching Methods 1(Understanding the passage by answering the questions. 2(Doing writing practice by writing similar articles to the model one. 3(Pairwork. ?(Teaching Aids 1(Some real different kinds of tea and a real flying disk. 2(A projector. ?(Teaching Procedures Step ? Revision 1(Revise the history of chips by asking the following questions; Were the potato chips invented by mistake? When were they invented ? Who invented the potato chips? How were the potato chips invented? 2(Dictate the words below: sprinkle, chef, in the end, by mistake, potato chips, crispy, salty, sweet, sour, thin. 3(Check the homework. Step ? 3a This activity provides reading practice using the target language. First, show the new words in the reading passage on a screen by a projector Point to each word on the screen and teach the children to read it. Do it several times until the students can read each word correctly. Ask some students to read the words to the class to see if they can pronounce each word correctly. Ask the students to read the instructions together. Point to the title of the passage and say like this, showing a bag of tea to the class, we've learned the history of chips. Now there is a passage about the invention of tea. Please read the article silently by yourselves now and write out the answers to the questions beneath the article. Read these four questions to the class: 1(What is the article about? 2(When was it invented? 3(Who was it invented by? 4(How was it invented? Tell them to read the article at least twice. They can try to catch the main idea the first time and answer the questions the second time. Tell them to circle any words or phrases that they don't understand. Ask four different students to read their answers to the class. Then ask some others to decide if their answers are right. Anyone in the class can provide his or her different answers to the class. Check the answers with the class. Then encourage the children to ask questions on the words or phrases that they don't understand. Ask other students to explain or define the new words in their own words, but make sure that they can be understood. Have the children correct their answers in writing and read the article loudly several times. Step ? 3b This activity provides reading and writing practice using the target language. Ask the whole class to read the instructions together. Then show a real flying disk to the children and tell the children the name of the toy is a flying disk in English. You'll have to write an article using the notes in the box, The article will tell how the flying disk was invented. At first, let's go over the notes in the box. There are some new words. Go over the notes with the class. Point out the new words. Teach them to read and do some explanation at the same time. Make sure that all the students make everything in the notes clear. Then ask the children to look at the contents and the picture in the right box. Look at the picture in the right box. We can see a flying plate in the animal's mouth. And the title of the article has been given—From pie plate to flying disk. Also the first sentence has already been given to us. Let's read the title and the first sentence together now. Have the students read together. Find out how the writer combined the phrases in the notes into one sentence and try to say out the next sentence. Let them think for a while. Then ask several ones to say their sentences to the class. The sentences will vary, but have to be correct and meaningful. Then ask the children to make their own sentences with the notes given and note to say out the sentences in proper order to be an article. Let them work in pairs, listen to and help each other. After that, get the students to write their own articles. More around the classroom while they are writing, checking progress and offering help as necessary. Next, ask several students to share their articles with the class. Correct the mistakes they may have made. If time permits, get the students to work in pairs and check each other's article. This activity provides reading and writing practice using the target language. Read the instructions to the students. There is always something that we hate doing. For example, I hate cleaning the blackboard. What about you? Then ask some children to say the things they don't like doing to the class. After that, continue saying. Now please think of an invention that could help you. For me, I want to invent a self-cleaning board with something like a car's windsheld wipers. Then I would never need to clean the blackboard myself. What about you? Get the students to discuss the things they hate doing and the inventions that could help them. Let them work in pairs. Then call the children's attention to the chart on the right. Get them to look at the sample answer and try to complete the chart first. Ask some children to give their answers to the blanks of use and price. Such as, Use: to write tests instead of me by listening to me Price: one hundred yuan per pen Then get the students to fill in the chart with the details of their own inventions. Don't review the task. It will be done in the next task. Step ? 4b This activity provides listening and speaking practice using the target language. Read the instructions to the class. Get the students to ask and answer questions about their inventions in pairs first. Ask a pair to make a model conversation before the whole begin practicing. Ask several pairs to share their conversations with the class. Then tell them to look at the model conversation in the box. Then ask some others to share their presentations with the class. They have to state the reason for buying them. Then the class votes for the most popular invention they want to buy. Step ? Summary In this class, we've read an article about the invention of tea. We've also written an article about the invention of the flying disk. We've done much reading, writing. listening and speaking practice using the target language through groupwork. Step ? Homework 1(Review the new words learned today. 2(Rewrite the article—From pie plate to flying disk. Prepare to hand in it next class. 3(Write out the presentation in activity 4 b. Step ? Blackboard Design Unit 10 When was it invented? Section B The Fifth Period Answers to the questions in Activity 3a : 1(The article is about the invention of tea. 2(It was invented by the Chinese emperor, Shen Nong. 3(It was invented by accident. Suggested answers for Activity 4a: Problem: writing tests New inventions: a pen that listens and writes Use: writing tests instead of persons by listening to the owner Price: one hundred yuan per pen Unit 10 When was it invented? The First Period ?(Teaching Aims and Demands 1(Knowledge Objects (1) Key Vocabulary:invent (2) Target Language When was the telephone invented? I think it was invented in 1876. 2(Ability Objects (1) Teach the students to use the new words. (2) Train the students to talk about the history of inventions. (3) Train the students' listening and speaking skills with the target language. 3(Moral Objects Many important inventions have changed the world a lot. Do you know the inventors of them? And when were they invented? ?(Teaching Key Points 1(Key Vocabulary:invent 2(Target Language Talk about the history of inventions. ?(Teaching Difficult Points 1(Train the students to talk about the history of inventions. 2(Train the students to understand the target language in spoken conversation. ?(Teaching Methods 1(Listening. 2(Groupwork. 3(Pairwork. ?(Teaching Aids 1(A tape recorder. 2(Some pictures or real objects of the inventions. ?(Teaching Procedures Step ? Revision 1(Revise the language points in Unit 9. Ask some students to say something about Tina and the stories happened on April Fool's Day. Encourage them to use the Past Perfect Tense. 2(Check the homework by asking some students to share the sentences they made with the verbs with the class. Step ? 1a This activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions. Read the inventions to the students. Call the students' attention to the five pictures. Tell the students that all of these things were invented in the last 150 years. Point to each picture and let the students tell what it is. Have several different students guess and write the dates on the board. Ask the class to repeat the questions and answers like this. T: When was the computer invented? Class repeat. Ss: When was the computer invented? T: Good. Now Tom, what is your guess? S: 1965. 1 T: OK. Tom, repeat after me. The computer was invented in 1965. T: Class, please repeat. Ss: The computer was invented in 1965. Repeat the process with several different inventions. Tell the children that they will find out the real dates after they complete the lesson. Have the students look at the example conversation in the box. Ask two students to read this conversation to the class. A: I think the telephone was invented before the car. B. Well, I think the telephone was invented after the car. Read the instructions again to the students. Remind them to remember the inventions from first to last. Then have the students talk about the five inventions in groups of four, using the sample conversation as a model. Ask several groups to tell the class their answers. The rest of the class listen to them and show they have different answers by raising their hands. In the next activity you will find out the real dates. Step ? 1b This activity gives students practice in understanding the target language in spoken conversation. Get the whole class to read the instruction together. Call the students' attention to the five inventions in the picture. Ask five students to say the names of them. Then ask them to see the five dates with a blank line in front of each. We'll listen to a girl and a woman talking about the five inventions. They will talk about when they were invented. Listen carefully and match the inventions and the dates. Write the correct letter in front of each date as the sample given. Ask them to have a look at the sample answer. Tell them the answer in front of 1876 is d. That means that the telephone, which is letter d, was invented in 1876. Play the recording the first time. The students only listen and try to catch the main idea. Play the recording a second time. Let the students match the inventions and the dates. Check the answers by asking several to say the answers to the class. If some of the answers are hard to get for the children, tell them not to worry and they will make it next. Then play the recording again. Pause after each sentence and let the students repeat. For some difficult sentences, get the students to repeat several times. Be sure that they make everything clear. Answers d 1876 a 1885 e 1927 c 1971 b 1976 Step ? 1c This activity provides guided oral practice using the target language. Read the instructions and point to the list of dates in Activity 1b. You will be talking about the dates things were invented with a partner. Call the students' attention to the example in the box. Ask a pair of the students to read this conversation to the class. S: When was the telephone invented? A S: I think it was invented in 1876. B Write the conversation on the blackboard. Then get the students to practice in pairs, using the information in Activity 1b. Tell them to do it like this: Student A, covers the dates. Students B, asks Student A when the things in the picture above were invented. Then change roles and practice again. Ask several pairs to share their conversations with the class. Step ? Summary In this class, we've learned to talk about the history of inventions with passive voice. We've also done some listening practice in understanding the target language in spoken conversation. And we've done much oral practice, using the target language. Step ? Homework 1(Write out two conversations in Activity 1a. 2(Write out two conversations in Activity 1 c. Step ? Blackboard Design Unit 10 When was it invented? Section A The First Period 1(The names of the five inventions: computer, car, calculator, telephone, TV set 2(Target language: A: When was the telephone invented? B: I think it was invented in 1876. Unit 10 When was it invented, The Fourth Period ?(Teaching Aims and Demands 1(Knowledge Objects (1) Key Vocabulary sweet, salty, crispy, sour, potato, chip, mistake, by mistake. thin, in the end, chef , sprinkle (2) Target Language Did you know potato chips were invented by mistake? No, I didn't know that. Who invented them? 2(Ability Objects (1) Train the students' reading, writing, speaking and listening skills with the target language. (2) Train the students to use the new vocabulary. 3(Moral Objects Do you enjoy eating the potato chips? Have you ever thought of the history of the chips? ?(Teaching Key Points 1(Train the students' reading, writing, speaking and listening skills with the target language. 2(Teach the students to use the new vocabulary correctly. ?(Teaching Difficult Points Do the listening practice. ?(Teaching Methods 1(Listening 2(Pairwork ?(Teaching Aids 1(A tape recorder 2(Some bags of potato chips. ?(Teaching Procedures Step ? Revision 1(Check the homework by asking some children to read their conversations to the class. 2(Ask some questions about the inventions. For example. what do you think is the most helpful invention? 3(Dictate the words below: bulb light, microwave oven, island. Step ? 1a This activity introduces new vocabulary. First, show the new vocabulary on the screen by a projector. sweet adj. 甜的;含糖的 salty adj. 咸的;含盐的 crispy adj. 脆的;易碎的 sour adj. 酸的;酸味的 potato n. 土豆 chip n. (食物等)片 mistake n. 错误;过失;误解 by mistake 错误地 thin adj. 薄的;细的 in the end 最后;终于 chef n. 厨师 sprinkle v. 撒(粉末状物);洒(液体) Point to each word on the screen and teach the students to read one by one. Do it several times until the children can read the new words fluently. Read the instructions to the class. Point out the four adjectives on the left. Have them read the four words together. Then ask some different students to read them. Then ask the students to try to tell the meaning of each word in English in their own words, or give some examples of foods that show what each word means. For example, help the students explain it like this: Sweet is used for describing something that tastes like sugar or honey. It's the opposite word of sour. After that, ask the students to tell the names of the foods in the pictures—potato chips, lemon, ice cream, tea. Please choose the words in the box to describe how the food in the pictures tastes. Write them under the correct pictures. Note that some pictures have more than one word. Tell them to see the example answer before writing. After a while, check the answers by asking several students to read their answers to the class. Answers: potato chips: crispy, salty lemon: sour ice cream: sweet tea: sweet Optional activity Bring some foods that taste sweet, crispy, salty and sour to the class. Have some students, one at a time, taste little pieces of each food. Then report how the foods taste to the class with the new adjectives, sweet, crispy, salty and sour. Students may one more than one word to describe some foods. Step ? 1b This activity provides practice using the new vocabulary and writing familiar words. Ask the students to read the instructions together. Point out the four taste words. Then point to the sample answer given. Please write the name of a different food after each word. You can write the name of any food you know in the blank. Can you think of other sweet food now? (apple, orange, etc.) Ask the students to complete the activity on their own. After they all finish writing, ask some students to read their answers to the class. Check the answers with the whole class. Answers : Answers will vary but may include: sweet: apple, orange juice, soda, cake, honey crispy: french fries, salad, lettuce salty: french fries, olives, pepperoni, pizza, popcorn sour: pickle, grapefruit Step ? 2a This activity gives students practice understanding the target language in spoken conversation. Let the students read the instructions together. Be sure that they all know what to do. Call the students' attention to the six sentences in the box. Ask six different students to read them and do some explanation in their own words on each sentence. After that, get the students to guess what they will hear about. Maybe someone can answer like this, we may listen to something about the potato chips. Show some bags of potato chips to them or even let some children taste the chips. Yes. You'll hear a story about the invention of the potato chips. Please look at the first sentence now. It is a sample answer given. The statement is true so the letter T is circled. Then play the recording first. Students only listen. Play the recording again. Ask the children to listen and circle T for true or F for false. Check the answers with the whole class. Answers 1(T 2(F 3(T 4(F 5(F 6(T Tapescript Boy 1 : Hey, did you know that potato chips were invented by mistake? Boy 2 : Really? What do you mean? Boy 1: Well, here on the bag it says that they were invented by a chef called George Crum. Boy 2 : When was that? Boy 1: Oh, it was way back in 1853. Boy 2: So, why was it an accident? Boy 1: Well, one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick. Boy 2: So what happened? Boy 1 : Well, George was in a bad mood, so he cut the potatoes really, really thin, and he cooked them for a long time until they were crispy. And he sprinkled lots of salt on them so they were really salty. He thought the customer would hate them. Boy 2 : And? Boy 1: And the customer loved them and asked for more. He told the other customers about them, and soon everyone was ordering thinly sliced, crispy, salty potato chips. Boy 2 : And we're still eating them today. What a cool story! Boy 1: Yeah. Step ? 2b This activity gives students practice in understanding and writing the target language. Get the students to read the instructions together. Point to the blanks in the sentences in the story and tell them to complete the sentences while they are listening. You'll listen to the same recording again. Before I play the recording, please try to give the answers by memory, or just by guessing. It doesn't matter whether your answers are right or wrong. After a while, have the students get ready to listen. Play the recording again. Ask the students to fill in the blanks with the words they hear. Get several students to share their answers with the class. Correct the answers with the whole class. Answers 1(Did you know 2(were invented 3(1853 4(were crispy 5(really salty Step ? 2c This activity provides guided oral practice using the target language. Play the recording of the history of chips again. Pause for the students to repeat after it. Get the students to read after the tape at least twice. Tell them to try their best to copy the pronunciation of the recording. Read the instructions to the class. Tell them that they will role-play the conversation, using the information from the activities in Activity 2a and Activity 2b. Ask a pair of the students to read the model conversation in the box. S: Did you know potato chips were invented by mistake? A S: Wow, I didn't know that. Who invented them? B S: They were invented by a chef called George Crum. A Write the conversation on the blackboard. Then ask another pair to make a conversation or continue the model conversation. They may say like this; A: Did you know potato chips were invented by mistake? B: Wow, I didn't know that. Who invented them? A: They were invented by a chef called George Crum. B: Why was it an accident? Can you tell me the story? A: Well, one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick. B: What happened next? A: So George was unhappy, he cut the potatoes really thin, and he cooked them for along time until they were crispy. He sprinkled lots of salt on them so they were really salty. He thought the customers would hate them. B: Go ahead, please. A: And the customer loved them and asked for more. B: What a cool story! Step ? Summary In this class, we've learned to describe how food tastes with some new adjectives. And we've done much listening practice on the target language. At last, we did some oral practice by making our own conversations. Step ? Homework 1(Try to remember the new words learned today. 2(Write out the conversation that you made by yourselves in Activity 2c. Step ? Blackboard Design Unit 10 When was it invented? Section B The Fourth Period Target Language: A: Did you know potato chips were invented by mistake? B: Wow, I didn't know that. Who invented them? A: They were, invented by a chef called George Crum. Unit 10 When was it invented, The Second Period ?(Teaching Aims and Demands 1(Knowledge Objects (1) Key Vocabulary be used for, adjustable, heel, battery, operate, slipper, scoop, electric (2) Target Language When was the car invented? It was invented in 1885. Who were they invented by? They were invented by Julie Thompson. What are they used for? They are used for seeing in the dark. 2(Ability Objects (1) Train the students' listening skill. (2) Train the students' communicative competence using the target language. (3) Train the students to use the new vocabulary. ?(Teaching Key Points (1) Listening practice with the target language. (2) Make communications with target language. (3) Teach the new vocabulary ?(Teaching Difficult Points 1(Teaching the Grammar Focus. 2(The listening practice with the target language. 3(Make communications with the target language. ?(Teaching Methods 1(Listening 2(Pairwork ?(Teaching Aid A tape recorder ?(Teaching Procedures Step ? Revision 1(Check the homework. 2(Revise the target language learned last class. Get the students to ask and answer questions in pairs like this: S: When was the telephone invented? A S: I think it was invented in 1876. B Tell them to ask about all the five inventions. Step ? 2a This activity provides listening practice with the target language and review new vocabulary about inventions. Show these new words on a screen by a projector. be used for 用来做…… adjustable adj. 可调整的 heel n. (鞋、袜等的)后跟;(足)跟 battery n. 电池 operate v. 操作;作业 slipper n. 拖鞋 scoop 用勺舀 v. n. 勺子;球形勺;长柄勺 electric adj. 电子的;电的 Point to each one and teach them to read. Do it several times until the children can read them well. Ask a few students to read the new words. See if they can read each word correctly. Ask the students to read the instructions together. Write the names of the inventions on the blackboard: Shoes with adjustable heels battery operated slippers heated ice cream scoop Read the three names of the inventions and the students repeat. Do some explanation as well. Then point to the picture of each invention and ask students what they think is interesting about it. You'll hear about some interesting invention . Please listen and number the three inventions in the order that you hear them in the conversation. Write a number in front of each invention to show what order you hear about them. Play the recording the first time, students only listen. Then play the recording again. Ask the students to write a number on each short line in front of each invention. Check the answers by asking a student to tell the answers. Answers The inventions should be numbered in this order: 3 1 2 Tapescript Boy: What are those? Girl: They're battery-operated slippers. Boy: What are they used for? Girl: They're used for seeing in the dark. Boy: Oh, that's cool! Who were they invented by? Girl: Julie Thompson. And look at this heated ice cream scoop. Boy: I know what it's for! It's used for scooping out really cold ice cream. Girl: Right. It was invented by Chelsea Lanmon. Boy: My favorite are those shoes with adjustable heels. You know—you can move the heels up and down. They were invented by Jayce Coziar and Jamie Ellsworth. Girl: And what are they used for? Boy: Well, you can change the style of your shoes. You can make the shoes go from casual to dressy. Step ? 2b This activity provides guided listening practice using the target language. Get the students to read the instructions together. Be sure that each student knows what to do. Read the three headings Inventions, who was it invented by? and what is it used for? Then read the information under each heading. Do some explanation if necessary. You'll hear the same recording again. Please listen carefully to what the people are saying and draw lines to match items in the chart. Call the students' attention to the three part sample given in the chart. Read it to the class and explain it like this: The sample means the shoes with adjustable heels were invented by Jayce Coziar and Jimie Ellsworth. They are used for changing the style of a shoe. After that, play the recording again and the students draw lines to match the items in the three columns. Check the answers by asking three different students to read their answers to the class. At last, play the recording for another time and pause after each sentence. The students repeat after it sentence by sentence. Do some explanation if necessary. Make sure that everyone understands all the details about the conversation. Answers shoes with adjustable heels—Jayce Coziar and Jamie Ellsworth—changing the style of a shoe battery—-operated slippers—Julie Thompson—seeing in the dark heated ice cream scoop—Chelsea Lanmon—scooping really cold ice cream. Step ? 2c This activity provides guided oral practice using the target language. Read the instructions to the students. Ask a pair of the students to read the sample conversation. S : What are they used for? A S: They're used for seeing in the dark. B Get the students to ask about the three inventions first, using the information in the chart in Activity 2b. Then let them role play the conversations using the information in the chart in Activity 2c. Get them to make their own conversations using the information in the chart in Activity 2c like this: (Pointing to the inventions) A: What are these? B: They are battery-operated slippers. A: What are they used for? B: They are used for seeing in the dark. A: Who were they invented by? B: They were invented by Julie Thompson. Ask the students to work in pairs. Move around the classroom checking progress and providing help if needed. Check the answers by calling on different pairs to say their conversations for the class. Step ? Grammar Focus This activity introduces the target language with the Passive Voice. Call the students' attention to the sentences in the grammar box. Ask four pairs of the students to read the questions and answers in the grammar box. S: When was the car invented ? A S: It was invented in 1885. B S: When were electric slippers invented? A S: They were invented last year. B S : Who were they invented by? A S: They were invented by Julie Thompson. B S: What were they used for? A S: They were used for seeing in the dark. B Write them on the blackboard. Let the student think about the structures of these sentences. Tell them that when the subject of the sentence is the doer, we have to use be plus a past participle' as the predicate of the sentence. Circle the words was and were in all the sentences. Ask: When do we use was in the questions, and were in the questions? Underline the singular nouns and plural nouns. Singular items like car use the singular verb was. Plural items like slippers use the plural verb were. Circle the word invented in all the sentences. You always use a past participle when you use was plus a verb or were plus a verb. And you can tell the doer with by. Say something about be used for to the children. Step ? Summary In this class, we've done some listening and writing practice with the target language. We've also done some oral practice in pairs. And we've discussed the Passive Voice as well. Step ? Homework 1(Try to remember the new vocabulary on page 77. 2(Write down two conversations in activity 2c. Step ? Blackboard Design Unit 10 When was it invented? Section A The Second Period 1(The names of the inventions and answers of activity 2a: 3 shoes with adjustable heels 1 battery operated slippers 2 heated ice cream scoop 2(Target Language: A: When was the car invented? B: It was invented in 1885. A: When were electric slippers invented? B: They were invented last year. A: Who were they invented by? B: They were invented by Julie Thompson. A: What are they used for? B: They're used for seeing in the dark. Unit 10 When was it invented, The Sixth Period ?(Teaching Aims and Demands 1(Knowledge Objects (1) New Vocabulary abacus, century, telescope, camera (2) Use these words correctly crispy, sweet , salty, sour (3) Write paragraphs about some inventions. 2(Ability Objects (1) Train the students to use these adjectives: crispy, sweet, salty, sour (2) Train the students writing skill. 3(Moral Objects Try to find out when the things around you were invented. Enjoy the stories about how they were invented. ?(Teaching Key Points 1(Help the students have a self check on the key words and target language. 2(Practice using the adjectives below: crispy, sweet, salty, sour 3(Write an article. ?(Teaching Difficult Points 1(Make sentences with the adjectives. 2(Write the article about the histories of the inventions. ?(Teaching Methods 1(Teaching by making sentences. 2(Teaching by writing an article. ?(Teaching Aids 1(Real objects: an abacus, an umbrella, a binoculars, a camera 2(A picture of a bicycle. ?(Teaching Procedures Step ? Revision 1(Check the homework. Ask the students to hand in their homework. 2(Ask the questions below again to review the article in Activity 3a: What was the article about? When was it invented? Who was it invented by? How was it invented? 3(Ask some similar questions about the flying disk, or encourage the students to ask each other questions about it. 4(Dictate the words below: metal, pie, flying disk, bakery, throw, special Step ? Part 1 This activity focuses on vocabulary introduced in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top. You are asked to fill in the blanks with the words. They are four adjectives used to describe how food tastes. Note to use them to adjust the proper food. Ask the students to fill in the blanks on their own. Check the answers. Four students each read a sentence, filling in the blanks. The rest of the students check their work. Answers 1(sweet 2(salty 3(sour 4(crispy Ask the students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students' answers with mistakes on the blackboard. Along with the students help correct the mistakes. Sample answers 1(The potato chips are crispy. All the children love eating them. 2(The chicken soup is too sweet. Mom put much sugar in it by mistake. 3(The dishes in that restaurant are too salty. 4(I like eating something sour. Step ? Part 2 This activity provides reading and writing practice using the target language. First, teach the names of the five inventions with books closed like this: Show a real abacus to the class and say, We call this an abacus in English. Write the word abacus on the blackboard. Then point to it and teach the students to read it. Do the same with the other four inventions—umbrella, binoculars, camera and bicycle. As a bicycle is too big, show a picture of it instead of a real object. Then ask the students to open their books. Read the instructions to the students. Be sure that the students know what to do. Have the students look at the sample. Ask a good student to read the sentence to the class. Correct any pronunciation errors to make sure the student are providing a good model for the rest of the class. Provide the information of the other four inventions on the blackboard: (Or ask the students to find out the information by reading an encyclopedia or looking up information on the internet as homework.) umbrella: about 4 000 years ago in Assyria, China and Egypt. binoculars: 1854 Ignatio Porro in Italy camera: 1827 by Joseph Nicephore who took the first picture bicycle: 1880s in England. Let the students write paragraphs about these things on their own. Move around the classroom and provide help as necessary. Ask several children to read their paragraphs to the class. Correct the answers with the rest of the students. Have the students exchange their paragraphs with their partners. Get them to look over the articles carefully, correcting any mistakes they may have made in writing. Sample answers The abacus was invented in the sixth century by Chinese people. The umbrella was invented about 4, 000 years ago in Assyria, China and Egypt. The binoculars were invented in 1854 by Ignatio Porro in Italy. The camera was invented in 1827 by Joseph Nicephore who took the first picture in the world. The bicycle was invented in 1880, in England. Step ? Just for Fun This activity provides reading and speaking practice with the target language. Ask the students to look at the cartoon pictures. Look at the cartoon pictures. What was invented in the pictures? Help the students to answer like this: A battery-operated tennis racket was invented. Then discuss why the cartoon is funny with the class. Help the students to say, To invent a battery-operated tennis racket is a strange idea. Step ? Summary In this class, we've practiced using some adjectives and written paragraphs about the inventions. At last, we enjoyed a funny cartoon. All of you have done very well. Step ? Homework 1(Revise all the language points in this unit. 2(Finish off the exercises on pages 39,40 of the workbook. 3(Make another sentence with each adjective below: crispy, sweet, salty, sour 4(Rewrite the paragraphs. Step 7. Blackboard Design Unit 10 When was it invented? Self Check The Sixth Period Answers to Activity 1 1(sweet 2(salty 3(sour 4(crispy The information of the four inventions: umbrella: about 4.000 years ago in Assyria, China and Egypt. binoculars: 1854 Ignatio Porro in Italy camera: 1827 by Joseph Nicephore who took the first picture bicycle: 1880s in England Unit1 Can you come to my party? ?单元分析? 本单元的主要内容是“make, accept and decline invitations”。Section A部 分的基本语言内容,通过有关邀请的听力、对话、阅读等方式帮劣学生掌握如 何礼貌地“make, accept and decline invitations”,以及如何谈论自己戒别人必 须做的事情戒 计划 项目进度计划表范例计划下载计划下载计划下载课程教学计划下载 要做的事情。Section B通过听力、阅读、活劢等方式,帮劣 学生进一步掌握如何对待邀请及谈论自己必须做的事情,以及掌握根据日程表 中的计划安排自己的活劢;Self Check部分通过填空帮劣学生复习所学词汇,通过对假设性的邀请做出回答帮劣学生应用所学。 2 教学目标: 3 知识目标: 1.掌握以下収出,接叐.拒绝邀请的交际语言: Can you come to my party? Sure, I’d love to. I’m sorry, I can’t. I have to go to the doctor. 2.掌握好部分重点词汇: lesson ,another , study for a test, have a piano lesson, help my parents , visit my aunt , go to the doctor, baseball game ;football match; the day after tomorrow; the day before yesterday ;come over to, have a piano lesson another(next) time 4 能力目标: 指导学生在任务型教学模式创设的真实语境中,能够运用英语自如 的进行邀请,从而进一步提高学生听,说,读,写的综合语言技能和语 言实际运用能力。具体来说有以下四点: a) 能礼貌的収出,b) 接叐,c) 拒绝邀请 d) 能谈论已有的计划戒安排 e) 能用情态劢词have to f) 能用现在进行时表示将来计划戒安排. 6 德育目标: 通过对目标语言的学习和实践活劢,激収和培养学生学习英语的兴趣; 通过不他人合作完成真实化的任务,培养和収展他们的合作精神。 3 重点与难点 4 重点:对于别人的邀请学会如何表示接叐和有礼貌地拒绝用语 Can you come to my party? Yes, I’d love to. / Sorry, I can’t. I have to … 4 难点:复习情态劢词have to的用法,以及“be + v.ing”的结构。也就是 用现在进行时表示将来已计划好的事情。 I have to go to the doctor. I am going to the movie on Sunday. 4 重要句型 Can you come to my party? Can he/she go to the baseball game? Can they go to the concert? Sorry, I can’t. Sure, I’d love to. / Great. I’d love to. Come and have fun. Come and join us. Maybe another /next time. Thank you for asking/inviting me/your invitation. ?Period One，第一课时，? 【教学内容】: 1 Section A: 1a 1b 1c 2a 2b 2c 2 礼貌的发出、接受、拒绝邀请 3 复习情态动词have to的用法 【教学目标】: 6 语言目标: , 要求学生学会有礼貌的収出、接叐、拒绝邀请用语。 8 能力目标: 能够向别人収出邀请,并学会如何接叐和拒绝别人的邀请。 【教学重点】: 基本单词、词汇和句型以及有礼貌的収出、接叐、拒绝邀请。 【教学难点】: 对于别人的邀请学会如何表示接叐和有礼貌地拒绝用语 【教学过程】:(简要过程,非课埻实录) Step 1:课前热身 要求学生把自己周末可能从事的活劢列丼出来写在黑板上,这样即可复习前面所学知识、让学生有所成就感,又能激収学生学习兴趣,为本节所学做铺垫。 Step 2:导入新课 在Step1热身的基础上,老师先用句型“What do you have to do this weekend?”询问学生,让学生用“I have to …”句型来回答,这样即可复习have to 的用法又可导入表示拒绝的重点句型 “I have to…”。 接下来假设老师on Saturday afternoon过生日,然后问学生是否能参 加“我”的生日晚会,回答必然有肯定和否定两种答案,老师帮劣学生总结完整, 并写在黑板上: T:Can you come to my party? S1:Sure, I’d love to.(Thanks for asking.) S2:Sorry, I have too much homework this weekend. S3:I’m sorry, I can’t. I have to visit my grandparents. S4:I’m sorry, I’m going to the movies. 这样一种接叐邀请和三种表示拒绝别人邀请的理由的 方法 快递客服问题件处理详细方法山木方法pdf计算方法pdf华与华方法下载八字理论方法下载 都呈现出来了, 下一步就要求学生朗读、熟记并熟练地会使用以上三种句型来拒绝邀请。 Step 3:Groupwork 任务: Give and accept or decline invitations in pairs like 1c.Then ask several groups to act out their conversations. 此任务是学以致用,利用以上所学来向对方提出戒接叐戒拒绝邀请,这样一 来学生在练习中慢慢掌握了本节课重点内容. Step 4:Pairwork 通过练习以下会话,操练和掌握有关第三人称的相关内容。 利用Step 3中最后一组学生的练习,老师引入下面一句话“Can she/he come to her/his party?”老师帮劣学生回答,并把答案整理在黑板上。 Can she/he come to her/his party? No, he/she can’t. He/she has a piano lesson. No, he/she can’t. He/she has to help his/her parents. No, he/she can’t. He/she is going to the movies. 然后组织学生三人一组按下面方式进行练习: A: Can you go to the movies? B: Sorry, I can’t. I have to go to the doctor. C: Can he go to the movies? A: No he can’t .He has to go to the doctor. Step 5:Listening Task:1b, 2a, 2b 在训练有关邀请句型熟练的基础上再做听力,既能起到再次训练和巩固的作用,有能让学生体验到成功的喜悦,提高学习兴趣,更有利于提高听力训练的效果。 Step 6:Homework 1,巩固本节所学词汇不有关邀请的句型。 2,自己邀请几位同学参加自己的某项活劢,并把会话内容 记录 混凝土 养护记录下载土方回填监理旁站记录免费下载集备记录下载集备记录下载集备记录下载 下来。 【教学重难点讲解】: 一、 can 的用法 9 can表示“能力” “能、会” Can they go to the movies? He can swim, but I can’t. 10 can表示许可、允许 We can’t run in the hallways. We can listen to music in the music class. 11 can表示邀请 Can you come to the party? Sorry, I can’t. I have to help my parents. 二、情态劢词have to不can, may, must, should的区别 can, may, must, should等情态劢词没有人称和数的发化,而have to13 有。它的第三人称单数为“has to” , 过去时为had to He has to study hard. He had to walk to school because he got up late yesterday. 15 can, may, must, should等情态劢词在一般疑问句中将它们放在句 首, 在否定句中直接在它们后边加not即可。而“have to”要加劣劢词 do, does, did, don’t, doesn’t, didn’t等才可能完成其疑问、否定句。 Can he go with us? He can’t go with us. He has to go to see the doctor. Does he have to go to see the doctor? Yes, he does. He doesn’t have to go to see the doctor. 28 have to强调客观上需要做某事,即表示外界条件的需要“不得不”做 某事,含有“客观所迫”的意味,它有人称和数的发化,可用于多种 时态中,否定式为“不必”。must强调说话者主观上认为必须做某事, 含有“主观判断”的意味,它的否定式意为“禁止,不允许”。 I have to help my parents. She has to go to school by bus. We must go to school on time. Must I finish the homework now? Yes, you must. No, you needn’t.