Unit
10
I’ve
had
this
bike
for
three
years.
Section
B
2a—2d
一、教学目标
1.
听懂并掌握下列词汇及常用表达：
nowadays,
search
for,
among,
crayon,
shame,
regard,
with
great
interest,
count,
century,
according
to,
opposite,
especially,
childhood
2.
能读懂并正确使用现在完成时表达生活环境的变化：
Perhaps
large
hospitals
and
new
roads
have
appeared.
In
many
places,
the
government
has
also
built
new
schools
and
sent
teachers
from
the
cities
to
help.
Children
have
learned
to
read
and
count
at
my
old
primary
school
since
the
mid-20th
century.
3.
能根据已有的背景知识预测文章内容。
4.
进一步培养学生珍惜自己周围事物的变化，感恩社会、回报社会、关爱他人的社会意识。
二、教学重点及难点
重点：
1.
核心词汇及常用表达。
2.
能正确使用现在完成时(Present
perfect
tense
with
since
and
for)
表达生活环境的变化。
难点：能根据已有的背景知识预测文章内容。
三、教学准备
1.
教学课件。
2.
学生课前预习。
四、教学过程
Step
1
Warming-up
Listen
and
learn
T:
Welcome
to
our
new
class.
Today
we’ll
continue
to
learn
Unit
10.
First,
listen
to
a
part
of
song
—
My
hometown
and
get
to
know
the
main
theme
of
this
lesson.
设计意图：吸引学生注意力，引出话题。
Step
2
Pre-reading
Free
talk
T:
When
we
talk
about
hometown,
what
will
you
think
of?
Food?
Weather?
Beautiful
scenery?
Have
great
changes
taken
place
in
your
hometown?
Can
you
say
something
about
your
hometown’s
changes?
设计意图：谈论家乡及其变化，为接下来的阅读做铺垫。
Discuss
and
answer
T:
Close
the
book.
Discuss
in
groups
of
four
and
answer
the
questions
using
the
knowledge
you’ve
learned
or
the
relevant
experience.
设计意图：激发学生的思考和想象，为接下来的文字阅读奠定基础。
Read
and
learn
T:
Next,
you
will
see
some
new
words
or
phrases
out
of
the
article
in
2a.
Read
and
learn
together
to
get
ready
for
reading
the
article.
nowadays
adv.
目前，当今
=
at
present
search
for
=
look
for
among
（三者或以上）在……之间
vs.
between
（两者间）
crayon
n.
蜡笔、彩铅
shame
n.
羞愧；惭愧
to
one’s
shame
令某人羞愧的是
It’s
a
shame
that
…
很遗憾……
regard
v.
将……认为；看待
regard
A
as
B
把A视为B
as
regards
=
as
for
至于；关于
with
great
interest
怀着极大的兴趣
count
v.
数数
e.g.
count
from
1
to
100
century
n.
纪；百年
e.g.
21st
century
according
to
依据；按照
e.g.
According
to
our
plan,
we
should
go
now.
opposite
prep.
在……对面
adj.
对面的
especially
adv.
尤其；特别
e.g.
I
made
it
especially
for
you.
childhood
n.
童年；幼年
e.g.
Everyone
has
only
one
childhood.
设计意图：扩充词汇量，为阅读文章扫清障碍。
Scan
and
answer
1.
T:
Here’re
three
questions
about
the
first
paragraph
of
the
article.
Scan
to
find
the
answers
to
the
questions.
2.
T:
Scan
the
second
and
the
third
paragraphs
to
find
the
answers
to
the
new
questions.
3.
T:
Scan
the
last
paragraph
and
answer
the
last
three
questions.
设计意图：分段阅读，降低难度，同时锻炼学生快速捕捉信息的能力。
Read
and
find
T:
Read
and
make
clear
what
you
are
asked
to
do
in
2b.
Work
in
pairs
to
discuss
and
find
expressions
in
the
passage
that
have
the
same
meanings
as
the
words
and
phrases.
设计意图：培养学生从细节入手进行阅读的能力，并进一步熟悉文章内容。
Read
again
and
find
T:
Read
the
article
one
more
time
and
find
the
sentences
with
the
present
perfect
tense,
and
then
read
and
translate
into
Chinese
one
by
one.
设计意图：巩固目标语言。
Read
and
complete
T:
Complete
the
summary
with
words
from
the
passage
by
yourselves
and
then
discuss
in
pairs.
Pay
much
attention
to
the
forms
of
the
words.
设计意图：检测并巩固本课时的目标语言。
Fill
in
the
blanks
T:
Have
you
grasped
the
main
idea
about
the
passage?
Now
please
fill
in
the
blanks
according
to
the
passage.
设计意图：通过对文章框架的梳理，以细节填空的方式，帮助学生整体把握文章结构，检测学生理解文章细节内容和概况大意的能力。
Step
4
Post-reading
Retell
the
passage
T:
Now
let’s
retell
the
passage
based
on
the
structure.
设计意图：通过复述文章，锻炼学生对文本的概括能力和口头表达能力。
Look
and
learn
T:
When
we
read
an
article,
we
can
often
guess
what
a
text
is
about
by
using
what
we’ve
already
known.
Let’s
learn
this
reading
skill
with
an
example.
设计意图：讲授根据已有知识预测文章内容的阅读技巧，培养学生阅读文章的新技能。
Think
and
say
T:
Discuss
the
changes
that
happening
in
your
town
or
city
today
in
groups
of
four.
And
then
discuss
and
evaluate
which
changes
are
good
and
which
could
be
seen
as
bad.
设计意图：综合输出目标语言，并培养学生的批判性思考能力。
Choose
and
fill
in
the
blanks
T:
Now
fill
in
the
blanks
to
take
a
test.
hold,
search,
among,
opposite
1.
_________
the
people
in
the
city,
Jack
is
the
luckiest.
2.
Millions
of
people
leave
to
_______
for
work.
3.
There
was
a
big
old
tree
_______
the
school.
4.
The
hometown
will
_______
all
his
childhood
memories.
设计意图：检测学生本课时的掌握程度。
Step
5
Summary
T:
At
last,
let’s
summarize
the
key
points
of
this
lesson.
nowadays,
search
for,
among,
crayon,
shame,
regard,
with
great
interest,
count,
century,
according
to,
opposite,
especially,
childhood
Perhaps
large
hospitals
and
new
roads
have
appeared.
In
many
places,
the
government
has
also
built
new
schools
and
sent
teachers
from
the
cities
to
help.
Children
have
learned
to
read
and
count
at
my
old
primary
school
since
the
mid-20th
century.
设计意图：总结本节课的重要内容.
Step
6
Homework
1.
Recite
the
key
words
and
phrases.
2.
Read
Section
B
2a
aloud.
3.
Review
Grammar
Focus.
设计意图：复习、巩固所学知识。
五、板书设计
Unit
10
I’ve
had
this
bike
for
three
years.
Section
B
2a—2d
nowadays,
search
for,
among,
crayon,
shame,
regard,
with
great
interest,
count,
century,
according
to,
opposite,
especially,
childhood
Perhaps
large
hospitals
and
new
roads
have
appeared.
In
many
places,
the
government
has
also
built
new
schools
and
sent
teachers
from
the
cities
to
help.
Children
have
learned
to
read
and
count
at
my
old
primary
school
since
the
mid-20th
century.Unit
10
I’ve
had
this
bike
for
three
years.
Section
A
3a—Grammar
Focus
一、教学目标
1.
听懂并掌握下列词汇及常用表达：
grow
up,
junior
high
school,
clear
out,
at
first,
own,
railway,
part
with,
certain,
as
for,
give
up,
to
be
honest,
while
2.
能够正确使用现在完成时问答身边的物品拥有的时间或持续的状态：
—How
long
have
you
had
…?
—I’ve
had
…
for
+
时间段.
/I’ve
had
...
since
+
时间点.
3.
能够读懂有关庭院售卖的文章。
4.
培养学生善于处理身边废旧物品的意识。
5.
提高学生的慈善捐赠意识。
二、教学重点及难点
重点：
1.
核心词汇及常用表达。
2.
能正确使用现在完成时(Present
perfect
tense
with
since
and
for)表达身边的物品拥有的时间或持续的状态。
难点：
1.
区分并正确使用since和for。
2.
理解并区分延续性动词和非延续性动词在现在完成时态中的转换运用。
三、教学准备
1.
教学课件、“庭院售卖”图片、旧书。
2.
学生课前预习。
四、教学过程
Task
1
Step
1
Warming-up
Look
and
say
T:
Welcome
to
our
new
class.
Today
we’ll
continue
to
learn
Unit
10.
First,
let’s
look
at
some
pictures
and
review
what
a
yard
sale
means.
设计意图：借用图片，复习并引出本课时的阅读话题。
Step
2
Pre-reading
Look
and
discuss
T:
We
learned
something
about
a
yard
sale
last
lesson.
Do
you
still
remember?
Let’s
look
at
some
pictures
and
discuss
the
questions.
1.
What
are
they
selling?
2.
Why
are
the
sales
called
“yard
sale”?
3.
Why
do
people
like
to
buy
things
at
a
yard
sale?
设计意图：活跃课堂气氛，让学生进一步深入地了解庭院售卖，并为接下来的短文学习奠定基础。
Step
3
While-reading
Work
on
3a
Scan
and
answer
T:
The
article
in
3a
is
written
by
a
father
for
a
newspaper.
Here
is
the
question
about
the
article.
Scan
the
article
and
answer
the
question.
设计意图：锻炼学生快速捕捉目标信息和能力。
Work
on
3b
Read
and
answer
T:
Read
the
article
again
and
answer
the
first
four
questions
in
3b.
And
then
discuss
about
the
answers
in
pairs.
设计意图：提高学生阅读文章细节的能力。
Discuss
in
groups
T:
Have
you
ever
thought
about
having
a
yard
sale
to
sell
your
things?
What
would
you
do
with
the
money
you
raise?
Discuss
the
questions
in
groups
of
four
and
then
the
representative
of
each
group
can
share
the
viewpoint
in
the
class.
设计意图：引发学生对如何处理闲置物品的思考。
Fill
in
the
blanks
T:
Have
you
grasped
the
main
idea
about
the
passage?
Now
please
fill
in
the
blanks
according
to
the
passage.
设计意图：通过对文章框架的梳理，以细节填空的方式，帮助学生整体把握文章结构，检测学生理解文章细节内容和概况大意的能力。
Step
4
Post-reading
Retell
the
passage
T:
Now
let’s
retell
the
passage
based
on
the
structure.
设计意图：通过复述文章，锻炼学生对文本的概括能力和口头表达能力。
Read
and
learn
T:
Now
look
at
these
words
and
phrases.
Guess
and
learn
according
to
the
context.
grow
up
成长；长大成人
vs.
grow
v.
生长
junior
high
school
初中
vs.
senior
high
school
高中
clear
out
清理
clear
v.
清除
adj.
晴朗的；清楚的
at
first
首先
=
at
the
beginning
own
v.
拥有
adj.
自己的
railway
铁路
railway
station
火车站；railway
set
轨道装置
part
with
（不情愿）放弃；交出
vs.
part
v.
离开
n.
部分
certain
adj.
某种；有把握的
as
for
至于；关于
give
up
放弃（+n.
/
v.ing）
vs.
give
away
捐赠
to
be
honest
老实说
honest
adj.
老实的；诚实的
while
n.
一段时间
conj.
当……时候
设计意图：强化记忆，扩大词汇储备量，为接下来的词语活动奠定基础。
Work
on
3c
Read
and
find
T:
Read
the
words
and
phrases
in
3c.
And
then
find
the
words
or
phrases
in
the
article
which
can
be
replaced
with
them
and
write
the
words
or
phrases
next
to
them.
truth
n.
事实；真理
truthful
adj.
诚实的；真实的
设计意图：检测学生对单词、短语的理解程度。
Task
2
Step
1
Presentation
Read
again
and
find
T:
Before
we
start
to
learn
Grammar
Focus,
read
the
article
again
and
find
the
sentences
using
present
perfect
tense.
设计意图：培养学生捕捉语法点的能力，为接下来的语法学习做好准备。
Work
on
Grammar
Focus
Read
and
learn
1.
T:
Now
read
the
sentences
in
Grammar
Focus.
Pay
much
attention
to
the
red
structures.
2.
T:
Look
at
the
book!
I
have
had
it
for
three
years.
“for”
here
means
the
time
I
have
had
the
book.
When
we
question
about
it,
we
can
use
“how
long”.
How
long
have
you
had
the
book?
3.
T:
When
we
answer
“how
long”
questions,
we
can
also
use
these
sentence.
“since”
here
means
from
a
definite
past
time
until
now.
It
can
be
followed
by
the
past
time.
T:
Who
can
tell
us
the
difference
between
“for”
and
“since”
from
these
two
sentences?
“for”
is
followed
by
a
period
of
time,
“since”
is
just
followed
by
a
certain
point
of
past
time.
设计意图：通过阅读，感知句意，在此基础上学习语法，逐层深入，并通过对比学习，易于学生理解并掌握。
Discuss
and
learn
1.
T:
Here’re
two
groups
of
questions
and
answers.
Discuss
in
groups
of
four
to
find
why
the
first
sentence
of
each
group
is
wrong.
2.
T:
The
underlined
word
in
the
first
sentence
of
each
group
can
be
called
non-durative
verb.
On
the
contrary,
the
underlined
word
in
the
second
sentence
of
each
group
is
called
durative
verb.
A
durative
verb
can
continue
for
some
time,
while
a
non-durative
verb
can’t.
Look
and
learn
T:
Let’s
learn
the
usage
of
the
durative
verb
and
non-durative
verb.
设计意图：通过学生的思考，培养学生发现并总结规律的能力，掌握延续性动词和非延续性动词的用法区别。
Read
and
learn
T:
Here’re
some
common
non-durative
verbs
and
the
corresponding
durative
expressions.
Read
and
learn.
come
—
be
leave
—
be
away
buy
—
have
borrow
—
keep
die
—
be
dead
become
—
be
open
—
have
been
opened
join
—
have
been
a
member
of
begin/start
—
be
on
get
up
—
be
up
设计意图：增加学生的词汇储备量，巩固目标语言。
Step
2
Practice
Play
and
make
sentences
T:
Now
you
will
play
a
snowball
game
to
make
new
sentences
using
the
target
language
in
groups.
设计意图：综合输出目标语言，锻炼学生的语言组织能力并提高学生的记忆力。
Do
grammar
exercises
T:
Now
let’s
finish
the
test.
选择正确的答案。
1.
—Where
is
your
uncle,
Jane?（2017?湖北黄石）
—He
is
in
Guangzhou.
He
______
for
a
month.
A.
has
left
B.
has
gone
C.
left
D.
has
been
away
2.
—It’s
time
to
work
now.
（2018?山东青岛）
—OK.
I’ll
wake
Carl
up.
He
______
for
an
hour.
A.
has
fallen
asleep
B.
has
been
asleep
C.
fell
asleep
D.
falls
asleep
3.
—Your
new
watch
is
so
nice!
When
did
you
buy
it?
（2018?湖北黄冈）
—In
April.
Ⅰ
_____
it
for
two
months.
A.
have
had
B.
had
C.
have
bought
D.
bought
设计意图：通过让学生做近年中考题巩固延续性动词和非延续性动词的知识点，在体验中考题型的过程中加深对该语法点的理解。
Read
and
choose
T:
Now
read
and
choose
to
take
a
test.
Fill
in
the
blanks
using
for
or
since.
1.
I’ve
had
the
bread
maker
_______
I
was
thirty.
2.
He’s
played
the
railway
set
_______
2
years.
3.
My
mom’s
used
it
_______
a
long
time.
4.
Amy’s
had
the
magazine
_______
a
couple
of
months
ago.
5.
I’ve
been
here
_______
2003.
设计意图：检测学生本课时的掌握程度。
Step
3
Summary
T:
At
last,
let’s
summarize
the
key
points
of
this
lesson.
Words
&
Phrases:
grow
up,
junior
high
school,
clear
out,
at
first,
own,
railway,
part
with,
certain,
as
for,
give
up,
to
be
honest,
while
Sentence
patterns:
—How
long
have
you
had
…?
—I’ve
had
…
for
+
时间段.
/I’ve
had
...
since
+
时间点.
设计意图：总结本课时的主要内容。
Step
4
Homework
1.
Recite
the
key
words
and
phrases.
2.
Read
Section
A
3a
aloud.
3.
Review
Grammar
Focus.
设计意图：复习巩固本课时的主要内容。
五、板书设计
Unit
10
I’ve
had
this
bike
for
three
years.
Section
A
3a
—
Grammar
Focus
grow
up,
junior
high
school,
clear
out,
at
first,
own,
railway,
part
with,
certain,
as
for,
give
up,
to
be
honest,
while
—How
long
have
you
had
…?
—I’ve
had
…
for
+
时间段.
/I’ve
had
...
since
+
时间点.
come
—
be
leave
—
be
away
buy
—
have
borrow
—
keep
die
—
be
dead
become
—
be
open
—
have
been
opened
join
—
have
been
a
member
of
begin/start
—
be
on
get
up
—
be
upUnit
10
I’ve
had
this
bike
for
three
years.
Section
A
(1a—2d)
一、教学目标
1.
听懂并掌握下列词汇及常用表达：
yard,
sweet,
memory,
cent,
toy,
bear,
maker,
scarf,
soft,
check,
board,
yard
sale,
give
away,
a
couple
of,
welcome
to,
a
bit,
check
out
2.
能听懂并谈论使用现在完成时表达身边的物品拥有的时间：
—How
long
have
you
had
…?
—I’ve
had
…
for
…
3.
了解国外的庭院售卖、慈善捐赠活动。
4.
培养学生正确处理并充分利用自己的废旧物品的能力。
二、教学重点及难点
重点：
1.
听懂并掌握核心词汇及常用表达。
2.
能听懂并谈论使用现在完成时表达身边的物品拥有的时间。
难点：
能听懂并谈论使用现在完成时表达身边的物品拥有的时间。
三、教学准备
1.
教学课件、主题图片、旧物品或旧书等。
2.
学生课前预习。
四、教学过程
Task
1
Warming-up
Look
and
guess
T:
Welcome
to
our
new
class.
Today
we’ll
learn
the
last
unit
of
this
book.
Can
you
ride
a
bike?
Do
you
have
a
bike?
When
did
you
have
it?
Look!
This
is
my
bike.
I
bought
it
in
2016.
I
have
had
this
bike
for
three
years.
So
the
topic
of
this
unit
is
“possessions”
and
“how
long”.
设计意图：借用图片，引出本课时有关谈论拥有物品多久的话题。
Step
2
Pre-listening
Look
and
say
T:
Look
at
the
scene
picture
of
this
unit.
Two
children
are
standing
outside
and
talking
about
something.
There
is
a
table
between
them.
The
table
is
covered
with
many
things.
What
things
are
they?
设计意图：通过观看主情景图说出物品的英文名称，激活学生的词汇量。
Look
and
learn
T:
Where
are
they?
What
are
they
doing?
A
yard
is
an
area
outside
a
building,
usually
with
grass
and
a
surrounding
wall.
Yard
sales
are
events
in
the
US
and
Canada.
People
sell
old
things
that
they
no
longer
use.
They
just
put
things
on
the
grass
or
on
a
table
in
front
of
their
yard.
They
often
hold
yard
sales
at
weekends
or
in
spring
when
they
clean
out
their
houses.
设计意图：通过呈现有关yard
sale的相关知识，为学生后续的听力活动储备背景知识。
Work
on
1a
Look
and
say
T:
Do
you
have
any
of
the
things
at
the
yard
sale?
Read
the
conversation
between
the
girl
and
the
boy.
And
then
ask
and
answer
in
pairs
using
the
sentences
and
words.
—
Do
you
have
…?
—
Yes,
I
do.
—
How
long
have
you
had
…?
—
For
…
bike,
old
clothes,
toys
cups
and
glasses,
books,
vase,
lamp,
clock,
candle,
mirror,
plates
and
bowls
设计意图：结合对话，初步感知目标语言，为听力活动奠定基础。
Read,
underline
and
guess
T:
There’re
five
sentences
in
1b.
Read
by
yourselves
and
get
to
know
what
each
sentence
mean.
And
then
underline
the
key
word
of
each
sentence
and
guess
the
content
of
the
conversation.
sweet
memories
甜蜜的回忆
give
away
捐赠、分发
设计意图：锻炼学生的观察能力和预测能力，同时为听力活动做好准备。
Step
3
While-listening
Listen
and
check
T:
Now
please
listen
to
the
conversation
and
check
the
facts
you
hear.
设计意图：通过听力进一步了解家庭售卖的情况，同时输入目标语言。
Step
4
Post-listening
Read
and
learn
T:
Look
at
the
conversation
in
1c.
Read
first
and
get
to
know
the
content.
And
then
you
will
read
the
conversation
in
pairs.
anymore
=
any
more
再也不
常用于否定句末尾
not
…
anymore
(any
more)
=
not
…
any
longer
设计意图：内化语言，为接下来的创编对话奠定基础。
Do
an
oral
practice
T:
It’s
your
turn
to
do
an
oral
practice
in
pairs.
You
can
talk
about
the
pictures
according
to
the
expressions.
设计意图：通过让学生根据图片信息和句型完成对话，完成现在完成时的口语输出练习。
Task
2
Step
1
Pre-listening
Look
and
learn
T:
In
the
conversation
in
2a,
Amy
and
her
mother
are
talking
about
the
old
things
they
don’t
want
any
more.
Read
the
words
in
the
box
first.
And
then
look
at
the
pictures
and
learn
the
new
words.
设计意图：学习新词，为听力活动扫清障碍。
Ask
and
answer
T:
Look
at
all
the
things.
Ask
and
answer
the
questions
in
pairs
based
on
the
structure.
book
magazine
toy
bear
toy
lion
toy
tiger
bread
maker
sweater
dress
hat
scarf
—Do
you
have
…?
—
Yes,
I
do.
—
How
long
have
you
had
…?
—
For
…
—
Which
one
will
you
give
away?
—
I’ll
give
away
…
设计意图：巩固所学的单词，为听力活动做好准备。
Step
2
While-listening
Work
on
2a
Listen
and
check
T:
Read
the
activity
requires
in
2a
and
get
to
know
what
you
should
pay
attention
to.
And
then
listen
to
the
conversation
for
the
first
time
and
check
the
things
Amy’s
family
are
giving
away.
设计意图：分段进行听力，降低听力难度，便于学生理解对话内容。
Listen
and
circle
T:
Now
listen
to
the
conversation
for
the
second
time
and
circle
the
things
Amy’s
family
are
keeping.
设计意图：逐层深入，提升学生的听力和获取信息的能力。
Work
on
2b
Read
and
guess
T:
Read
the
sentences
in
2b
and
guess
the
part
of
speech
of
each
word
in
the
blank.
设计意图：为听力活动奠定基础。
Listen
and
fill
in
the
blanks
T:
It’s
time
to
listen
to
the
recording
and
fill
in
the
blanks.
设计意图：核对预测信息，锻炼听力。
Step
3
Post-listening
Work
on
2c
Do
an
oral
practice
T:
It’s
your
turn
to
do
an
oral
practice
in
pairs.
You
can
talk
about
the
pictures
according
to
the
expressions.
设计意图：输出语言，锻炼学生的语言组织能力。
Work
on
2d
Watch
and
answer
T:
Next,
let’s
watch
a
video
of
the
conversation
in
2d
and
then
answer
the
question.
What
are
Amy
and
Linda
talking
about?
A.
Amy
is
giving
away
something.
B.
Children
like
reading.
C.
The
kids
in
Sunshine
Home
for
Children
need
help.
设计意图：通过观看视频，让学生感知2d的内容并锻炼学生获取对话大意的能力。
Read
and
answer
T:
Here’re
four
questions
about
the
conversation
in
2d.
Now
please
read
the
conversation
with
the
questions
and
find
the
answers
to
them.
设计意图：锻炼学生的细节阅读和信息捕捉能力。
Read
and
learn
T:
Look
at
these
words
and
expressions
from
the
conversation.
Let’s
read
and
learn
together.
welcome
to
welcome
sb.
to
some
place
欢迎某人到某地
a
couple
of
a
couple
of
years
几年；a
couple
of
times
几次
a
bit
a
bit
=
a
little
adv.
稍微
a
bit
hot
a
bit
of
+
n.
a
bit
of
music
check
out
检验；核对；结账退房
it
still
works
它还能运转、工作
设计意图：储备词汇，扫清阅读障碍。
Listen
and
follow
T:
Now
please
listen
to
the
recording
of
2d
and
follow
it.
设计意图：感知语音、语调，内化语言。
Role-play
T:
Now
it’s
time
to
role-play
the
conversation.
设计意图：通过角色扮演，调动学生学习的积极性，并锻炼口语输出能力。
Read
and
choose
T:
Now
read
and
choose
to
take
a
test.
check
sale
anymore
long
maker
1.
My
mom
has
the
bread
_________
for
a
long
time.
2.
He
doesn’t
want
the
scarf
_________.
3.
How
_________
have
you
had
the
toy
bear?
4.
Please
_________
out
these
old
clothes
now.
5.
They’re
having
a
yard
_________
over
there.
设计意图：检测学生本课时的掌握程度。
Step
4
Summary
T:
At
last,
let’s
summarize
the
key
points
of
this
lesson.
Words
&
Phrases:
yard,
sweet,
memory,
cent,
toy,
bear,
maker,
scarf,
soft,
check,
board
yard
sale,
give
away,
a
couple
of,
welcome
to,
a
bit,
check
out
sentence
patterns:
How
long
have
you
had
…?
I’ve
had
…
for
…
设计意图：总结本课时的主要内容。
Step
5
Homework
1.
Recite
the
key
words
and
phrases.
2.
Read
Section
A
2d
aloud.
3.
Preview
Section
A
3a.
设计意图：复习旧知并预习新课。
五、板书设计
Unit
10
I’ve
had
this
bike
for
three
years.
Section
A
(1a—2d)
yard,
sweet,
memory,
cent,
toy,
bear,
maker,
scarf,
soft,
check,
board
yard
sale,
give
away,
a
couple
of,
welcome
to,
a
bit,
check
out
—How
long
have
you
had
…?
—I’ve
had
…
for
…Unit
10
I’ve
had
this
bike
for
three
years.
Section
A
4a—Section
B
1d
一、教学目标
1.
听懂并掌握下列词汇及常用表达：
hometown,
museum,
primary
school,
bridge,
zoo,
park,
hill,
library,
river
2.
能听懂并正确使用现在完成时问答身边的物品拥有的时间或持续的状态：
—How
long
have
you
had
…?
—I’ve
had
…
for
+
时间段./I’ve
had
...
since
+
时间点.
3.
通过听说训练，能够以对话的方式谈论自己家乡的变化或居住城市的变化。
4.
学会利用图表内关键词语来预测听力答案。
5.
培养学生珍惜自己周围事物的变化，感恩社会、回报社会、关爱他人的社会意识。
二、教学重点及难点
重点：
1.
核心词汇及常用表达。
2.
能正确使用现在完成时(Present
perfect
tense
with
since
and
for)表达身边的物品拥有的时间或持续的状态。
难点：
1.
区分并正确使用since和for。
2.
能区分并正确将现在完成时态中的非延续性动词转换成延续性动词。
三、教学准备
1.
教学课件。
2.
学生课前预习。
四、教学过程
Step
1
Revision
Do
and
review
T:
Hello,
boys
and
girls.
Today
we’ll
continue
to
learn
Unit
10.
First,
let’s
do
some
grammar
exercises
to
review
what
we
learned
last
time.
设计意图：复习上节课所学的语法。
Read
and
review
T:
Last
time,
we
also
learned
the
conversion
between
some
non-durative
verbs
and
the
corresponding
durative
expressions.
Read
and
review.
设计意图：朗读目标语言，复习语法内容，为接下来的语法练习奠定基础。
Read
and
discuss
1.
T:
Read
the
sentences
in
4a
first
in
pairs
to
make
sure
the
right
verb
structures
after
rewriting.
设计意图：从部分到整体，从简单到复杂，逐步引导学生完成语法练习。
2.
T:
Continue
to
discuss
in
pairs
to
make
sure
what
the
adverbial
of
time
should
be
in
each
sentence
after
writing.
设计意图：进一步区分并感知for和since的区别。
Work
on
4a
Rewrite
the
sentences
T:
Now
it’s
time
to
rewrite
the
sentences
in
4a
using
for
or
since.
And
then
read
and
check.
设计意图：让学生整体感知目标语言的运用。
Work
on
4b
Read,
circle
and
fill
in
the
blanks
T:
Read
the
sentences
in
4b
first
and
circle
the
key
adverbials
of
time.
And
then
fill
in
the
blanks
with
the
correct
forms
of
the
verbs
in
brackets.
设计意图：引导学生根据关键的时间状语判断谓语动词的具体形式，进一步巩固目标语言的运用。
Work
on
4c
Ask
and
answer
T:
It’s
time
to
do
the
activity
in
4c.
Here’s
the
sample
conversation.
Interview
two
classmates
and
fill
in
the
questions.
And
then
complete
the
chart.
At
last,
report
the
results
referring
to
the
sentences
in
the
white
box.
设计意图：综合输出目标语言。
Step
2
Pre-listening
Work
on
1a
Brainstorm
and
check
T:
We’ve
learned
something
about
the
old
things
we
have
had
for
a
long
time
in
Section
A.
Now
we
will
talk
about
our
neighborhood
or
the
city
we
have
lived
so
far.
Before
learning
new
knowledge,
say
the
names
of
places
in
groups
through
brainstorming.
And
then
check
the
places
or
things
you
can
find
in
your
town
or
city
in
1a.
设计意图：调动课堂气氛的同时复习地点名称，为接下来的听力活动奠定基础。
Read
and
guess
T:
Read
the
contents
of
1b
and
1c
and
guess
what
the
topic
of
the
recording
must
be
about.
设计意图：培养学生结合现有的信息进行综合分析和逻辑推断的能力。
Step
3
While-listening
Work
on
1b
Listen
and
answer
T:
Listen
to
the
recording
and
answer
the
questions.
设计意图：检测学生的听力以及对目标语言的掌握程度。
Work
on
1c
Listen
again
and
complete
T:
Listen
to
the
recording
again.
You’d
better
not
catch
and
figure
out
every
word,
but
catch
the
key
words
for
and
since
and
the
following
time
words
to
complete
the
third
column
of
the
chart.
设计意图：培养学生跳过暂时无用的细节抓重点的听力技巧。
Listen
again
and
fill
in
the
second
column
T:
Guess
and
make
sure
what
the
answers
in
the
second
column
should
be
according
to
the
information
in
the
first
and
third
column.
And
then
listen
to
the
conversation
for
the
third
time
to
check
your
answers.
设计意图：帮助学生提高听力技巧。
Step
4
Post-listening
Look
and
learn
T:
Just
now
we
did
the
listening
task.
Now
let’s
learn
the
listening
skills.
设计意图：帮助学生学习听力技能，提高听力水平，为接下来的听力活动奠定基础。
Do
an
oral
practice
T:
It’s
your
turn
to
do
an
oral
practice
in
pairs.
You
can
talk
about
the
pictures
according
to
the
expressions.
设计意图：通过让学生根据图片信息和句型完成对话，完成谈论家乡/城市的口语输出练习。
Translate
T:
Now
translate
to
take
a
test.
1.
这个公园已经在这里20年了。
__________________________________________
2.
自我记事起它就在这里了。
__________________________________________
3.
我从未见过像它这样的建筑。
__________________________________________
设计意图：检测学生本课时的掌握程度。
Step
5
Summary
T:
At
last,
let’s
summarize
the
main
content
of
this
lesson.
hometown,
museum,
primary
school,
bridge,
zoo,
park,
hill,
library,
river
—How
long
have
you
had
…?
—I’ve
had
…
for
+
时间段.
/I’ve
had
...
since
+
时间点.
设计意图：总结本节课的重要内容。
Step
6
Homework
1.
Recite
the
key
words
and
phrases.
2.
Preview
Section
B
2b.
设计意图：复习旧知，预习新知。
五、板书设计
Unit
10
I’ve
had
this
bike
for
three
years.
Section
A
4a
—
Section
B
1d
hometown,
museum,
primary
school,
bridge,
zoo,
park,
hill,
library,
river
—How
long
have
you
had
…?
—I’ve
had
…
for
+
时间段.
/I’ve
had
...
since
+
时间点.Unit
10
I’ve
had
this
bike
for
three
years.
Section
B
3a—Self
Check
一、教学目标
1.
能掌握并正确运用本单元的重点词语。
2.
能正确使用现在完成时描述拥有物品的时间：
I’ve
had
…
for
+
时间段.
/I’ve
had
...
since
+
时间点.
3.
能使用目标语言就自己喜爱的物品进行写作。
4.
感受我国乡村生活的变迁，培养学生热爱家乡的意识。
二、教学重点及难点
重点：
1.
能掌握并正确运用本单元的重点词语。
2.
能正确使用现在完成时描述拥有物品的时间：
I’ve
had
…
for
+
时间段.
/I’ve
had
...
since
+
时间点.
难点：能使用目标语言就自己喜爱的物品进行写作。
三、教学准备
1.
教学课件、旧物品、旧书等。
2.
学生课前预习。
四、教学过程
Step
1
Warming-up
Look
and
discuss
T:
Welcome
to
our
new
class.
Today
we’ll
learn
the
last
lesson
of
Unit
10.
First,
look
at
these
old
toys
and
books.
They’re
my
favorites
from
my
childhood
but
I
still
own
them.
What’s
your
favorite
thing
you
still
have
from
your
childhood?
设计意图：引入话题，激发学生的回忆，为接下来的写作奠定基础。
Step
2
Pre-writing
Think
and
answer
T:
Here’re
four
questions
about
your
favorite
things.
Think
first,
and
then
several
of
you
will
answer
the
questions.
Make
your
own
respective
notes
for
the
four
questions
in
the
textbook.
At
last,
ask
and
answer
in
pairs.
设计意图：通过问答，锻炼学生的口语，进一步强化学生对写作材料的认识，为写作准备好素材。
Look,
think
and
write
T:
Look
at
the
circle
including
three
aspects
—
Thing
means
your
favorite
thing
from
childhood,
including
how
long
you
have
had
it
and
how
you
got
it.
In
terms
of
Reason,
talk
about
why
you
like
it
so
much
and
why
it’s
special.
The
last
aspect
involves
a
story
about
your
favorite
thing
or
the
memories
your
favorite
thing
has
given
to
you.
设计意图：帮助学生形成写作大纲，理清思路，为接下来的写作任务做好铺垫。
Step
3
While-writing
Read
and
write
T:
Next,
you’ll
write
an
article
about
your
favorite
thing.
You
can
write
three
paragraphs
according
to
the
above
three
aspects.
Use
your
notes
in
3a
to
help
you.
Pay
attention
to
the
table
T:
Pay
attention
to
this
table.
We
will
evaluate
your
writing
according
to
this
table.
Make
sure
you
write
all
the
main
points.
Try
to
use
correct
expressions
and
not
to
make
mistakes.
Remember
to
have
a
good
handwriting.
If
you
have
excellent
expressions
and
good
ideas,
you’ll
get
extra
points.
Item
Point
Main
points
1.
introduce
your
favorite
thing
2.
talk
about
why
it
is
special
3.
write
about
a
story
or
memories
about
your
favorite
thing
5
Writing
Write
in
the
letter
form.
2
Use
correct
and
beautiful
expressions.
4
Make
no
mistakes.
5
Have
a
good
handwriting.
2
Adding
Have
excellent
expressions
and
good
ideas.
2
Sample
writing
T:
Before
our
writing,
let’s
look
at
a
sample
writing.
设计意图：分步骤一步步引导学生进行写作，此外，向学生呈现写作评分标准，让学生在写作过程中知道需要注意哪些方面，规范其写作。
Step
4
Post-writing
1.
T:
Please
exchange
your
articles
with
your
partners
and
grade
it
according
to
the
table.
2.
T:
After
grading,
please
write
down
your
advice
on
your
partners’
articles.
3.
T:
If
your
partners’
articles
get
18-20
points,
please
stand
up
and
read
them
aloud.
设计意图：同伴之间相互交换作文，根据评分标准打分并给出相应的意见，调动了学生的兴趣，也使学生更加清楚如何写好一篇规范的文章。通过批改他人的作文，学生也在内心检视了自己的作文，起到了取长补短的作用。
Work
on
Self
Check
Read
and
complete
1.
T:
Now
complete
the
sentences
of
the
first
part
using
for
or
since.
And
then
check
in
pairs.
设计意图：检测学生对本单元目标语言的具体掌握程度。
2.
T:
Read
the
sentences
in
the
second
part
by
yourselves,
and
then
complete
the
conversation
according
to
the
key
words.
After
completing,
you
will
role-play
the
conversation
in
pairs.
设计意图：进一步强化本单元目标语言的实际运用。
Make
sentences
T:
Now
make
sentences
to
take
a
test.
three,
in,
has,
for,
Chinese,
Anna,
years,
been
______________________________________________.
long,
that,
have,
how,
blue,
had,
you,
bike
______________________________________________?
owned,
birthday,
he,
since,
it,
fourth,
has,
his
______________________________________________.
haven’t,
long,
for,
to,
I,
museum,
been,
a,
a,
time
______________________________________________.
设计意图：检测学生本课时的掌握程度。
Step
5
Summary
T:
At
last,
let’s
summarize
the
key
points
of
this
lesson.
I’ve
had
…
for
+
时间段.
I’ve
had
...
since
+
时间点.
1.
Favorite
thing
2.
Reason
3.
Memories
Step
6
Homework
1.
Recite
the
key
words
and
phrases.
2.
Review
the
grammar
of
Unit
10.
3.
Write
an
article
about
the
changes
of
your
hometown.
五、板书设计
Unit
10
I’ve
had
this
bike
for
three
years.
Section
B
3a
—
Self
Check
I’ve
had
…
for
+
时间段.
I’ve
had
...
since
+
时间点.
1.
Favorite
thing
2.
Reason
3.
Memories
