morning? 5. Who takes him to school every morning ? 6. What time is it when John gets to school? 7. Is he really late for school today? Why? Step3.Practice Exercise9 Reading and comprehension on the exercise book. Step4 Homework Finish off the exercises on the exercise book. 教学后记 (Postscript)
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Lesson 2 Does she always come here?
教学内容 (Teaching Material) 设计人（Designer） 教学目标 (Teaching Aims) Book Seven Lesson Two Does she always come here? 陈青集镇二中 王惠平 1、复习单词：always usually rice early wake up anyone wrong 2、复习句子：Do you usually have lunch at twelve？ Yes，I do.\\No, I don’t. 3、学习Let’s learn的重点句型。 4、通过创设情境，导入与拓展本课书的话题和主题句，逐步培养学生用英语交流的习惯。 5、能够运用主题句型Does she usually have lunch at twelve？ Yes，she does.\\No, she doesn’t.进行交际。 掌握主题句型Does she usually have lunch at twelve？ Yes，she does.\\No, she doesn’t 并能用替换词造句和做出正确回答。 单词图Period The first period 片、 基本教学过程（参考） (Teaching Procedure) 个性设计 (Personality Design） 教学重难点 (Main and Difficult Point) 教学准备(Teaching 录音机、Aids) Free talk: 学生表演课前准备的对话(叫三组学生) [学生养成良好的习惯，在课下也能主动的和同组的同学练习口语，激发学生学英语的兴趣。] Step1 Revision 一、听写单词：always usually rice early wake up anyone wrong 二、复习句型Do you usually have lunch at twelve？ Yes，I do.\\No, I don’t （用短语watch Tv do one’s homework do sports play football进行替换练习）同时进行板书 [复习第五册和上节课学过的重点句型，为传授新知，做对比练习做准备] Step2 Presentation
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一、Lean the short sentences: take a walk do sports watch TV after lunch\\supper\\class\\school 二、Practice 教师说汉语学生说英语或反之 三、Practice this sentences with these short sentences: Do you usually take a walk after supper? Yes,I do.\\ No,I don’t. 采用师生问答、生生问答的形式练习新学的短语。 四、出示两幅简笔画：小男孩作早操、一位男士散步 Ask: Does Mingming do morning exercises every morning?( 板书) Do you usually watch TV after supper？（板书） （让学生把这两句话进行比较 问：两句话有什么不同让学生进行讨论教师进行总结：在一般现在时态句子中当主语是第三人称单数时谓语动词要加s或es） [用对比的方法来学习新知，合理的利用了正迁移，让学生自己动脑筋来探究知识的不同，强化知识难点，使学生记忆更加深刻] 五、Practice these new sentences： Does Lele do morning exercises every morning？ Yes，he does.\\No,he doesn’t. (学生利用书中Let’s learn中的短语同桌两个人先进行练习，然后小组内进行) Step3 Practice 教师检查练习的效果 教师根据生活中的实际进行问答：如 问同桌两个人不同的问题：A：Do you usually do morning exercise？ B：Does she\\he usually do morning exercise? (还是利用对比的方法来强化本课知识的难点,让学生处处注意到本课的难点.) Step4 Let’s chant. 教师放两遍录音 do my best (尽力) worry about(担心) Step5 Homework 利用Let’s lean 中的短语编四句话写在作业本上.
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教学后记 (Postscript) Book Seven Lesson Two Does she always come here? 陈青集镇二中 王惠平 1、学习Let’talk. 2、运用自由对话、表演等教学活动形式，培养学生学习英语积极的情感态度。 4、通过创设情境，导入与拓展本课书的话题和主题句，逐步培养学生用英语交流的习惯 5、巩固练习 1、对本课知识点的巩固 2、培养学生的语感 教学内容 (Teaching Material) 设计人（Designer） 教学目标 (Teaching Aims) 教学重难点 (Main and Difficult Point) Aids) 教学准备(Teaching 录音机 多媒体 基本教学过程（参考） (Teaching Procedure) Period Second period 个性设计 (Personality Design） Free talk 日常交际对话（包含第一课中的主题句） Step1 Revision 1、Revise the sentences of Lesson One. T: Do you usually have breakfast at seven? Ss: Yes, I do. T: What do you have for breakfast? Ss: I usually hvee milk and bread. 3、Revise the sentences of Lesson Two.
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T: Does she usually have breakfast at seven? Ss: Yes, she do. T: What does she have for breakfast? Ss: She usually have milk and bread. Step2 Presentation (Let’s talk) 1、Listen to the tape 2、Repeat. 3、让学生勾画出本课的主题句: Does she do morning exercises here every day? Yes,she does. Does she always come before six thirty? Yes,she does. (学生翻译句子教师强调本主题句需注意的地方) 4、以小组合作的形式翻译其余的句子 5、教师讲解知识点：Whattime is it? What’s the time? (以上两句为同意句都是“几点了”的意思) Step3 Practice Reading Read after the teacher. Read together [在操练时可采用多种形式，如跟读、分组读、分角色读，通过朗读培养学生正确的语音、语调，而小组内的合作学习，更是新课标中要求培养学生合作精神的具体体现] Step 5 Consolidation and Creation 1. Act the dialogue on the book （出示教学挂图或多媒体课件，男女生分开角色读） 2. Act the dialogue （学生不看书来表演） Step 6 Practice 学生再练习本上做题： 1I usually ( )lunch at twelve. 2 She usually( )lunch at twelve,too.
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Book Seven
Lesson 1 Do you alwayes have lunch at twelve? Book seven 教学内容 (Teaching Lesson 1 Do you alwayes have lunch at twelve? Material) 设计人（Designer） 教学目标 (Teaching Aims) Shiyanxiaoxue Shi Yongqin 1、复习What time is it?/It’s time for.... 2、通过音标认读本课新单词. 3、运用自由对话、表演等教学活动形式，培养学生学习英语积极的情感态度。 4、通过创设情境，导入与拓展本课书的话题和主题句，逐步培养学生用英语交流的习惯。 5、能够运用主题句型Do you always have lunch at twelve ? 进行交际 1.运用新单词就本课句型进行替换练习. 2.通过音标认读新单词. 3.培养学生语感,提高学习兴趣. 教学重难点 (Main and Difficult Point) 教学准备(Teaching Aids) 录音机 多媒体 单词卡片 Period First period 个性设计 (Personality Design) 基本教学过程（参考） (Teaching Procedure) Step1 Warm-up Free talk about personal informations (自由对话营造英语会话氛围，个人信息话题为本课 主题句奠定下基础) Step2 Revision Review summary of lesson1-6 Step3 Presentation 1.Learn new words of lesson one Read all the words of lesson one according to the phonetic symbles by themselves. (让学生根据音标自学单词，培养学生自学意识) 2. Learn black words.(Read and spelling) 3. Practice(read the word cards) Step4 Presentation(Let’s talk) 1. Guiding Take out a clock and ask : what time is it? The student will answer: It’s twelve. Then the teacher say:Oh, yes it’s time for lunch.The teacher ask:Do you always have lunch at twelve? Help the students anawer:Yes, I do. 2. Show the topic
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OK,today we will learn lesson one: Do you always have lunch at twelve? (Write the topic on the blackboard,以旧引新，循序渐进的导入，减低学习难度) 3．Let’talk__new dialogue a.Read the dialogue by themslves for one time b.Look at the books and listen to the tape C. Listen to the tape and repeat for twice. (学生先自渎可发现自己不会的地方，便会有目的的去听，然后再重点跟度自己不会的句子，有目的的去听会很有效的提高学生的听力。) d.Understand Explain difficult sentences: I usually have lunch at eleven thirty. Sometimes I have lunch at twelve. What do you usually have for lunch? e.Present__reading (为学生解决难点后再练读可提高学生阅读兴趣及能力) Step4 Practice Reading ［在操练时可采用多种形式，如跟读、分组读、分角色读，通过朗读培养学生正确的语音、语调，而小组内的合作学习，更是新课标中要求培养学生合作精神的具体体现］ Step 5 Consolidation and Creation（巩固与创新） 1.Act the dialogue on the book (电脑操作：屏幕显示本课对话画面，学生看画面进行对话) 2．Make up new dialogue (电脑操作：屏幕显示新画面，出示一块钟表及一种食物,学生仿照以上对话编排新的对话，培养学生创新精神及新知识运用能力) Step6 Class closing 1. Listen to the music__the music room 2.Homework, do exercise 7 on the exercises book. 2
教学后记 (Postscript) Book seven lesson 1 Do you always have lunch at twelve? Shi yan xiao xue Shi yongqin 1. 掌握本课主题句型，并进行替换练习。 2. 运用新句型编排对话。 3. 培养学生创造性思维。 1．掌握本课句型。并进行替换练习。 2．让学生创造性的学习新知。 教学内容 (Teaching Material) 设计人（Designer） 教学目标 (Teaching Aims) 教学重难点 (Main and Difficult Point) 教学准备(Teaching Aids) 录音机 多媒体 Period Second period 基本教学过程（参考） (Teaching Procedure 个性设计 Step1. Revision (Personality Design) 1. Read the “let’s talk”of this lesson 2. Free talk about dayly life. What time is it ? It’s time for... Do you always ...? Step2. Presentation 1.Guide Show pictures (电脑操作，屏幕显示let’s learn,model图片) Listen to the tape ,this is “a talk” between Eve and Tom. Let’s listen how do they Talk about the same topic about yourself. (通过本环节来拓展学生思维，同时有可把话题引入现实生活，使得学有所用) speak 3
3. Act Now I am Eve ,and you are Tom, please answer my questions. T: Do you usually have breakfsat at seven? Ss: Yes, I do. T: What do you have for breakfast? Ss: I usually hve milk and bread. 4. Practice Ask and answer questions about the other two pictures,as same as last step, in their groups 5. Check Ask some students to stand up and act their dialogues. Step3.communication Talk about the same topic about yourself. (通过本环节来拓展学生思维，同时有可把话题引入现实生活，使得学有所用) Step4 Writing Copy the model dialogue of let’s learn on the exercise books. (在学生问答，听说操练到一定程度是，让学生练习一些句子的书写，进一步加强对该句子的理解和巩固，以真正达到听说为先，读写跟上。) Step5.Homework Finish off writing about let’s learn. 教学后记 (Postscript) Book seven 教学内容 lesson 1 Do you always have lunch at twelve? (Teaching Material) 设计人（Designer） 教学目标 (Teaching Aims) Shi yan xiao xue Shi Yongqin 1. Read and understand “Read for fun” 2. Answer some questions about “Read for fun” 3. Grasp some phrases 4. Improve the reading and comprehention ablity. 4
教学重难点 (Main and Difficult Point) 教学准备(Teaching Aids) Improve the reading and comprehention ablity 录音机 多媒体 图片 Period The third period 个性设计 (Personality Design) 基本教学过程（参考） (Teaching Procedure) Step1.Warm up (free talk) What time is it? Do you always have breakfast at seven? What do you usually have for lunch? Do you always get to school at seven? Are you always late for school? (The last question should be asked some more times, in order to guid ethe new topic) Step2.New content 1. Guide T: OK, I know all of you don’t like being late for school. But maybe today John is late for school, is Jihn really late for school? Now please listen to his story. 2. Introduce Ask the Ss look at thir books, the teacher intrduce “read for fun”,picture by picture. (学生知道故事大概意思) 3.Listen to the tape If you don’t know the story so well now ,please listen to thr tape carefully. (学生再次了解课文) 3．Reading and comprehension a. If you want to understand it well enough,you must read it by yourself (进一步了解课文，同时训练学生的阅读能力) b. Reading the quedtions at first then read the text again, then answer the questions. (带着问题去读，促使学生在阅读的同时加以理解，培养学生的阅读理解能力) Questions: 1. What time is it when John wakes up? 2. Does John do morning exercises every day? 3. Does John do morning exercises today? 4. Is his mother in the kitchen this
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3 We’re ( )have lunch now. 4 ( )you usually do morning every morning. 5 ( )Lele always watch tv after supper. 6 She is ( )TV every morning. Step7 Homework 学生练习册第九题 教学后记 (Postscript)
教学内容 (Teaching Material) 设计人（Designer） 教学目标 (Teaching Aims) Book Seven Lesson Two Does she always come here? 陈青集镇二中 王惠平 1、复习单词：always usually rice early wake up anyone wrong 2、复习句子：Do you usually have lunch at twelve？ Yes，I do.\\No, I don’t. 3、学习Read for fun “A bark dog doesn’t bite.” 5、能够理解主题句型Does she usually have lunch at twelve？ Yes，she does.\\No, she doesn’t.在课文中的运用。 能听懂、读懂阅读内容，并会回答问题 能知道本课新出现的知识点 教学重难点 (Main and Difficult Point) Aids) 教学准备(Teaching 录音机、单词图片、 基本教学过程（参考） (Teaching Procedure) Period The third period 个性设计 (Personality Design） 11
Free talk: 学生表演课前准备的对话(叫三组学生) [学生养成良好的习惯，在课下也能主动的和同组的同学练习口语，激发学生学英语的兴趣。] Step1 Revision 1听写单词：always usually rice early wake up anyone wrong before 2复习句型Does she usually have lunch at twelve？ Yes，she does.\\No, she doesn’t （用短语watch Tv do one’s homework do sports play football进行替换练习） Step2 Presentation Lean the new words: put on afraid be afraid of suddenly begin bark old saying bite Practice 教师说汉语学生说英语或反之 New content 1 Introduce 学生默读5分钟阅读内容 教师简单介绍本课阅读的大概内容 2.Listen to the tape If you don’t know the story so well now ,please listen to the tape carefully. (学生再次了解课文) 3、Reading and comprehension a. If you want to understand it well enough,you must read it by yourself (进一步了解课文，同时训练学生的阅读能力) b. Reading the quedtions at first then read the text again, then answer the questions. (带着问题去读，促使学生在阅读的同时加以理解，培养学生的阅读理解能力) 4 教师边讲重点词汇学生边记录 go for a walk put on go with go out Don’t be afraid of. the old saying A barking dog doesn’t bite. Questions: 1. Does Mr Brown go for a walk after supper every day? 2. Who go with him?
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3. Is Ann happy to go out with her father? 4. Suddenly what can you see? 5. Is Ann afraid of the dog ? 6. What did Mr Brown say ? 7. What did Ann say? 学生回答以上问题 Step3.Practice 书上Listen and match 练习册听力部分 Step4 Homework Finish off the exercises on the exercise book. 教学后记 (Postscript)
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Lesson 3 Where do you live ?
教学内容 (Teaching Material) 设计人Lesson 3 Where do you live ? Let’s talk and Let’s sing （Designer） 五堡学区 王丽君 1 复习一般现在时的一般疑问句及肯否回答 教学目标 2 掌握词汇live ,month , start , USA, (Teaching 3 了解New York ,Washington等异地风情，扩大视野增长Aims) 知识，养成对异国文化的正确态度。 4 能听懂、会说并能用以下句子进行会话：Where do you come from ?I come from … Where do you live ? I live in … 5 能理解一般现在时（包括第三人称单数）的特殊疑问句及相关答语（where 引导）Where does Miss Green come from ?She comes from… 主语是第三人称单数，实意动词加s,es 教学重难点 (Main Point) 教学准备录音机，单词卡片，多媒体（关于USA, (Teaching Aids) New York ,Washington ）也可是图Period 片 基本教学过程（参考） (Teaching Procedure) The first 个性设计 (Personality Design） 14
Step 1 : Warm up and Review 1 Greeting :We are the best.(给学生信心，使学生情绪高涨) 2 sing a song :The music room（集中学生注意力，调动积极性，同时让学生有良好的心理准备进入新课的学习当中。 ） 3 talk : A： I usually have breakfast at 7:00. Do you usually have breakfast at 7:00? Yes ,I do . /No, I don’t . B： Does he usually…? Yes ,he does . /No,he doesn’t. [复习第一、二课主题句形，巩固旧知 ] 4 复习集中识词时学的本课生词[利用单词卡片，以组或个别学生读并说出中文，四会词需拼写] 1 show the pictures about the USA ,Washington ,New York , Great Wall of China, the Palace Museum … 放映课件或出示图片， 讲清楚 New York 是美国最大的城市，Washington是美国首都。[缓解疲劳，扩大视野，激发兴趣，但不可喧宾夺主] 2 Introduction :手指木偶导入法：师配音，让学生初步感知对话内容。 3 听录音，学生进一步熟悉对话。 4 逐句放录音，学生跟说两遍，并译成中文。 [注意：突出重点，She comes from the USA.讲清实义动词第三人称单数的变化，加s或es] Step 3: Drill 1Team work, 以行为组操练 2 pair work ,同桌操练 3 read by oneself 4 look at the key words and match pictures , retell the text. Step 4 ：Consolidation and creation. 3人一组， 根据实际情况编对话，运用以下模式： A : Excuse me . Where do you come from ? B : I come from ______________. A : Where do you live ? B :I live in _____________. 指C,A 问 Where does she/he come from ? B: She /He comes from ___________. A : Where does she /he live ? B : She /He lives in _____________. Step 5：Let’s sing : Where do you come from ? [此 歌曲紧扣本课主题句，复习句形并可减轻上课以来的疲劳，活跃气氛，将快乐延伸到课外，让学生期待下一节英语课的到来。] Step 6 :Class Closing 布置作业： 1小组课下编对话
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2 Do Ex.5and Ex 7 Lesson 3 Where do you live ? Let’s learn and Let’s practise 教学后记 (Postscript) 教学内容 (Teaching Material) 设计人（Designer） 五堡学区 王丽君 1让学生理解并掌握一般现在时的特殊疑问句及其答教学目标 (Teaching Aims) 语，特别是第三人称单数实义动词的变化。 2了解世界各国的标志性建筑及其首都，增长知识，扩大视野，激发并保持英语学习的兴趣，学好英语可以去世界各地旅游，留学以及中国的省份，名胜古迹培养对祖国大好河山的热爱，培养对待异国文化的正确态度。 3 能用以下用语自由交际： Where do you come from? I come from Sichuan. Where do you live? I live in Chengdu 用人名操练第三人称单数does的用法 同教学目标3 教学重难点 (Main Point) 教学准备(Teaching 小黑板 录音机 课件 国家名称 Aids) 省份名称 首都名称或省会名称16 Period 的卡片 基本教学过程（参考） (Teaching Procedure) 个性设计 (Personality Design） Step 1:Review 1:Sing a song: Where do you come from ?(边唱边回想上节课所学内容，在轻松的语境中做好上课的心理准备) 2：Practise: 小黑板上出示一些题 ,题型有填空，选择填空等 1。Where_________ you come from ? A do B are C can 2.I________from ________USA. 3.Ilive______ New York 4.She_____from the USA 5.She ______________in Hebei A live B lives C living [课始的笔头作业，学生可以全体参与，口头和笔头相结合，既复习了知识，以避免了只会说不会写的现象，实用性强。] Step2: Presentation 1.放课件，法国巴黎的艾菲尔铁塔，英国伦敦塔 ,俄罗斯莫斯科，中国香港，北京长城，故宫等。 2 放录音，Paris, France, Moscow,Russia, Hong Kong ,China 3.示例代入主题句型 A：Where do you come from? B：I come from ____ A：Where do you live? B：I live in______ A：Where does she come from? B：She come from … A：Where does she live? B：She live in … 4.小结：特殊疑问词where + do(does)+主语+动词（原形）+其他？ 列表替换 China The USA England China Hebei Beijing Washington London Shanghai Shijiazhuang Sichuan Shanxi Zhangjiakou Chengdu Taiyuan Zhuolu Step4:Consolidation Make up dialogues 3 people each group. [师给学生发一些国家名称，省份，首都或省会名称，自由编对话] 1.和两个学生先做示范：
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Excuse me ,Where do you come from? I come from... Where do you live ? I live in ... Where does she come from ? She comes from... 2.小组编对话，师巡行，并随机指导纠正。 Step5:Class Closing ：Homework: 1.Do Ex.6.8.9 2.词汇写本课词汇 3预习Read部分 Lesson 3 Where do you live ? Read: Looking for a job. 教学后记 (Postscript) 教学内容 (Teaching Material) 设计人（Designer） 五堡学区 王丽君 1、能理解课文大意，能回答与课文有关的问题，理解幽教学目标 (Teaching Aims) 默之处。 2、能听懂、会说，并能用来进行交际下列用语： a、Take a seat, please. b、May I know your name and age? c、Would you please type it? d、By the way, how much can you pay me? 3、进一步掌握一般现在时。 同教学目标2，3 教学重难点 (Main Point) Point) 教学准备(Teaching 简笔画 录音机 单词卡片 Aids) 基本教学过程（参考） (Teaching Procedure) Period The third 个性设计 (Personality Design）
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Step 1:Review 1、复习主题句型：学生手拿不同国家及首都名称卡片三人一组问答。（抽几组上台表演） 2、复习本课单词：重点是Read部分的词汇：typist， age ，type ，dollars ， months ，pay ，start Step 2:Presentation 1、学习词组：look for, take a seat, Apple street, computer school, by the way, in three months, typist wanted. 2、导入新课： 1）教师放录音，学生听两遍，初步感知故事内容。[培养认真听的习惯，让学生感受语流语速，体会语言美并训练听力] 2）再放录音，学生看书，边听边看书，进一步熟悉对话内容。 3）逐句放录音，学生跟说，并译成汉语。 4）再放录音，分段跟读，学习，操练。（半班或男女分组，然后两人一组朗读） 3、Answer the questions. 1、Does the girl want the job? 2、Does she want to be a typist? 3、What is the girl’s name? 4、Where does she live? 5、What school is she from? 6、Can she type a letter? 7、Can she get the job? 8、How much can the man pay her? 9、When will she start the work? [此部分要求所有学生能找到相关的答案回答问题，上中等学生能独立说出或写出答案] 4、复述课文。 逐段出示简笔画，并放录音，学生跟说，师写关键词，两人一组进行分段复述，然后整体复述。 Step 3: Class Closing 1、 Summary:词组 by the way, look for等。 2、Homework: Do Ex.10,预习lesson 4. 3、Sing a song： Where do you come from? [以歌曲结束，复习旧知，余趣无穷] 教学后记 (Postscript)
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Lesson 4 When do you usually get up ? Lesson 4 when do you usually get up ? 教学内容 ---------Let’s learn and A game (Teaching Material) 设计人（Designer） 教学目标 (Teaching Aims) 张家堡学区 杨静 熟练掌握日常行为词汇及熟练运用句型： What time do you usually get up ? I usually get up at --- What time does he usually go to school ? He usually goes to school at---- What time do you usually get up ? I usually get up at --- What time does he usually go to school ? He usually goes to school at---- 教学重难点 (Main and Difficult Point) Aids) 教学准备(Teaching 时间卡片，奖品，冬冬起床的图片，一名Period First 学生 教学内容 (Teaching Material) 设计人（Designer） 教学目标 (Teaching Aims) 基本教学过程（参考） (Teaching Procedure) 个性设计 (Personality Design) Lesson 4 when do you usually get up ? ----Let’s talk 张家堡学区 杨静 掌握单词weekday 灵活应用语言When do you usually get up ? I usually get up at --- What time does she get up ? She always gets up at---- 同上 教学重难点 (Main and Difficult Point) 教学准备(Teaching Picture , radio , Aids) Word cards. 基本教学过程（参考） (Teaching Procedure) Period The second 个性设计 (Personality Design) Ⅰ.Class Opening and greeting. ---hi ,boys and girls . ---hi,Miss— ---How are you doing ? ---We are very well./We are fine. Thank you.
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Ⅱ.Warm up and Review a. sing a song . “Where do you come from?” (激发学生的学习热情，缓解上课的紧张情绪，以快乐的心情开始学习) b. Ask and answer. (Use the key sentences ask and answer,or the teacher give the modle ,the students to copy ,but use the different words,or give the students right to make dialogues then show it.) For example : ---How do you do? --- How do you do? ---Where do you come from ? ---I come from --- ---Where do you live ? ---I live in--- ---Do you usually get up at six ? ---Yes I do ./No, I get up at--- (也可用第三人称单数来进行问答练习。给学生自由发挥的空间，让他们做学习的主人，培养他们的自学乐学的能力。) Ⅲ、New contents a. Study the new words : weekday. (应为此单词为复合单词，意思很容易被学生猜出来，教师可制作一个可以折叠的单词卡片，给学生先出示左边的单词再出示右边的单词，把他们放在一块来读并猜其意思。) b. Lead to the dialogue . (The teacher act the dialogue with a student,give all the students the key meaning of the dialogue, the dialogue is easy to be understand, because it is show by “ Let’s learn.”.Then listen to the tape and put it into Chinese, following the tape one sentence by one sentence until master it.) Ⅳ.practise. a. Listen to the tape ,the teacher give the key sentences and paste the picture on the blackboard. b. Divide the students into groups by classmates, begin to practise. c. Repeat the dialogue by the helping of the dialogue together.
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d. Check the students . Ⅴ.Acting. Who want to try ? (叫有能力者及自愿上前的学生进行单独复述，以加深学生对语言的记忆能力。) Ⅵ.Close and homework. （学生两人一组下去练习复述，再上课时表演。） 教学后记 (Postscript) Lesson 4 when do you usually get up ? 教学内容 ---------Read. (Teaching Material) 设计人（Designer） 教学目标 (Teaching Aims) 教学重难点 (Main and Difficult Point) 教学准备(Teaching Time Aids) cards, Period The third 张家堡学区 杨静 熟练掌握year, factory,by, time different…日常行为词汇及能够知道故事的主要意思，并能根据故事进行问答。. 时差问题 picture,word cards.radio. 基本教学过程（参考） (Teaching Procedure) 个性设计 (Personality Design） 22
Ⅰ.Class Opening and greeting. --- hi ,boys and girls . --- hi, Miss — --- How are you doing ? --- We are very well ./ We are fine. Thank you. Ⅱ.Warm up and Review a.A game. T: Hi, class . Are you free now ? S: Yes . T: Let’s play a game ,ok H? S: Ok! (做猜时间的游戏，由于再前面已经作过这个游戏所以老师不必说游戏规则。以这种形式进行学习之前的热身，使学生很快容入到学习的气氛当中，激发学生的学习兴趣。) c. Review the words. (教师提前打印小卡片，一人一张，进行英译汉练习，巩固以前所学单词及短语，为下面所学内容奠定基础。) For example : London New York Have breakfast Have lunch Factory year by Ⅲ、New contents a. Study the key words: sixty years old, Talk with , for a moment, by my clock. ( 让学生猜其意思，教师示范造句子，学生模仿造不同形式的句子。) c. Lead to read. Listen to the tape carefully. Talk the key meaning of the story. The teacher give the key meaning of the story . Listen to the tape again , and put it into Chinese. Ⅳ. Practise . a. Listen to the tape and following . b. Read it together , then read in different rules. c. Answer the following questions. 1. How old is Mr Brown ? 2. Where does he come from ? 3. When does he usually get up ? 4. Who calls Mr Brown ?
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5. What does Lily doing ? 6. Why is Lily still having breakfast at lunch time ? Ⅴ.Close and homework 教学后记 (Postscript)
Lesson 5 How do you go to school ? Book Seven 教学内容 Lesson Five How do you go to school ? (Teaching Material) (Let′s talk) 设计人（Designer） 教学目标 (Teaching Aims) 黑山寺学区 姓名 庄爱军 1、复习并掌握四会单词far last window ；两会单词：ant travel train worried safe agree 2、学习Paris一词； 3、运用歌曲、自由对话、表演等教学活动形式，培养学生学习英语的积极的情感态度； 4、通过创设情境，导入与拓展本课书的话题和主题句，逐步培养学生用英语交流的习惯； 5、继续学习一般现在时态； 6、能够运用主题句型： How do you usually go to school ？ I usually go to school by bike. 24 教学重难点 (Main and Difficult Point) How does he usually go to school ？ He usually goes to school on foot . 进行交际。 掌握主题句型： How do you usually go to school ？ I usually go to school by bike. How does he usually go to school ？ He usually goes to school on foot. 并能用替换词造句和做出回答。 头饰 (课时) The first period 教学准备(Teaching 录音机、单词卡片、Period Aids) 基本教学过程 (Teaching Procedure) 个性设计 Personality Design 一Step One: Class opening and Review(复习) 1 Sing a song :Where do you come from ？ ［歌曲是学生喜闻乐见的课堂活动形式之一，课前组织学生唱英文歌曲不仅充分调动学生的情感因素、激发其学习兴趣，而且复习了前面所学的句型。］ 2 Revision a. Short dialogue (师生对话) ［通过师生之间简单的问候，让学生立刻融入到学英语的氛围中，加强了师生之间的亲和力］ b.Prepared talk (课始三分钟小组会话) [此时的 Prepared talk是由各个小组利用课前或课余时间根据以前所学内容精心准备的，这种练习方式，长期坚持下去，不但训练学生的语言表达能力，而且对旧知识进行了进一步的巩固与加深，为学习新课奠定基础] 3.复习集中识词中所学本课的9个单词。 教师领读Paris一词，学生能听懂，会说即可。 4、复习一般现在时：
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3. 为了防止学习的枯燥，我把前面学过的一首旧歌加上本课的句型来加深巩固练习。 Is this a dog? — Is she tall or short? (提高了学生兴趣，从而温故知新) Step6.Exercises 做练习册的练习五。 教学后记 (Postscript) Book seven Lesson Eight Is she tall or short ? (Teaching Material) (Let’s learn) 教学内容 设计人（Designer） 教学目标 (Teaching Aims) 武家沟学区 姓名 赵磊 1、通过句型复习选择疑问句 2、通过自由对话、表演等教学活动形式，培养学生学习英语积极的情感态度。 3、通过创设情境，导入与拓展本课书的话题和主题句，逐步培养学生用英语交流的习惯。 教学重难点 (Main and Difficult Point) Aids) 掌握主题句型为选择疑问 Is it long or short? She is tall. 并能用替换词造句和做出正确回答。 The period 个性设计 (Personality Design） 一Step One: Warm up a. Short dialogue
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教学准备(Teaching 录音机、实物教具、单词图片、 基本教学过程（参考） (Teaching Procedure) Period Second (师生对话) ［通过师生之间简单的问候，让学生立刻融入到学英语的氛围中，加强了师生之间的亲和力］ b.Sing a song “Food song” c.Prepared talk (课始三分钟小组会话) [此时的 Prepared talk是由各个小组利用课前或课余时间根据以前所学内容精心准备的，这种练习方式，长期坚持下去，不但训练学生的语言表达能力，而且对旧知识进行了进一步的巩固与加深，为学习新课奠定基础] Step2.Revision 1.复习本课生词 young hair (四会) （教师出示单词卡片，学生认读，要求说出汉语意思并拼写） 2．角色表演对话，先放一遍录音，学生看挂图集体复述对话，再叫几组学生上前边表演对话。 Step3.presentation 1. 复习句型Is it long or short? She is tall. 2. 教师出示图片并和学生一起做替换练习 让学生根据图片两两做问答练习。 3．导入新课Let’s learn A．（教师出示挂图） 师问：Is it long or short? 帮学生一起回答: She is tall. 同一个问题问不同的学生，让学生自己回答。 用挂图上的词做替换问答练习（先师问生答，再生问生答） 4.同桌做问答练习。 Step4.Let’s practice 4. 学生小组就本课句型遍对话进行扩展练习。 5. 叫几组表演优异的学生到前边表演。 6. 为了防止学习的枯燥，我把前面学过的一首旧歌加上本课的句型来加深巩固练习。 Is this a dog? —Is she tall or short? (提高了学生兴趣，从而温故知新) Step4.A game 三问猜人游戏
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a. 介绍游戏规则，示范游戏 b. 指导学生小组形式完成游戏，练习句型 c. 给于表现好的组奖励 Step5)Exercises 做练习册的练习6。 教学后记 (Postscript) Book seven Lesson Eight Is she tall or short ? (Teaching Material) (Read for fun) 教学内容 设计人（Designer） 教学目标 (Teaching Aims) 教学重难点 (Main and Difficult Point) 教学准备(Teaching 挂图 录音机 小黑Aids) 板 基本教学过程（参考） (Teaching Procedure) Period The period 个性设计 (Personality Design） third 武家沟学区 姓名 赵磊 1．理解课文大意，并能回答与课文有关的问题或能根据图片及关键词进行复述。 2. 培养学生阅读能力。 理解课文大意，并能回答与课文有关的问题 48
一Step One: Warm up a.Sing an English song b. Short dialogue (师生对话) ［通过师生之间简单的问候，让学生立刻融入到学英语的氛围中，加强了师生之间的亲和力］ c.Prepared talk (课始三分钟小组会话) [此时的 Prepared talk是由各个小组利用课前或课余时间根据以前所学内容精心准备的，这种练习方式，长期坚持下去，不但训练学生的语言表达能力，而且对旧知识进行了进一步的巩固与加深，为学习新课奠定基础] Step2.Revision 1．利用卡片复习上节课词汇。 2．叫几组同学到前边来表演上节课句型拓展练习对话。 3．复习句型问答练习 Step 3.Presentation 利用简笔画进行导入。 1．教师在黑板上画出简笔画，用汉语讲述本课故事。 2．教师结合简笔画再用英语讲述，重复重难点句子，并给出中文意思。同时给出各幅图关键词。 3．出示挂图，放一遍此故事录音学生静听。再逐句播放，学生逐句跟读并说出中文意思。确保学生能理解此故事。 4．回答问题，进一步理解课文。 a. Does Green Frog meet Blue Frog? What are they doing? b. Is Green Frog big or little? c. Who is pretty? Who is ugly? d. Who laughs at Blue Frog? Is Blue Frog sad or happy? e. What does the hungry bird like? f. Is Green Frog happy or sad now? Step 4 practice 1. 学生小组活动，根据关键词简化此故事，要
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求能把故事大意表演出来即可。 （因为本故事难度较大，降低难度更有利于培养学生成功感，从而提高学生学习兴趣。） 2．学生到前边表演故事。 3.全班复述此故事内容。 Step 5.Check a. 做练习册中的听力练习一至四。 b. 做练习册中的阅读理解练习。 教学后记 (Postscript)
Lesson 9 Whice hotel is nicer?
教学内容 Book7 lessen9 Whice hotel is nicer 涿鹿县五堡学区 张胜利 设计人 教学目标 1、掌握四会单词cheap 和hear 2、形容词和副词的比较级及其变化形式 教学难点 1．字母组合ea在单词中的读音 2．形容词和副词比较级的构成及其变化形式 3．简单学习一些短语如：get on 等的用法和汉语意思 教学准备 录音机,单词卡片,小黑板 课型:new 第一课时 50
