Unit 4 Having Fun>Topic 1 How much is it? SectionA

Unit 4 Having fun
Topic 1 What can I do for you
I. 教学目标
技能目标
Listen, say and write the useful expressions about shopping
Learn how to say numbers 21-999
语言目标功能句式
Some expressions :- What can I do for you
(May I help you )
Thank you .Not at all.
- How much is it
- It’s only 70 yuan.
词汇
Shop,madam, try, buy, thirty, forty, fifty, sixty, seventy, eighty, ninety, hundred,
短语
how much, try on,
II. 教材分析
Section A 1a通过听录音，引出及购物用语，及How much is it 的句型；通过听读对主要功能句式进行初步理解；1b是合作练习，以完成句子的方式进一步熟练1a的内容；2a是通过听录音介绍21-1000之间数字的读音和拼写规律，学习并掌握一千以内的数字；2b是听录音分辨重音，掌握几十和十几在拼读方面的特点；2c通过听录音进行服装和其价格的搭配训练，是几十和十几的重音辨别练习。建议学生听力完成后，能用功能句型问答。
本话题教学过程是以口头、笔头、听力及谈论购物用语，以观察图片、听力理解、俩俩对话、等训练方式完成目标语言。通过体验、实践、参与、合作与交流，培养学生养成主动思维、敢于实践以及健康向上、热爱生活的情感，加强提升学生自主学习的能力。
III.教案
Section A
Target language
a. Words and expressions
numbers from 21-999,shop, madam, buy, try on, how much,
b. Key sentences
What can I do for you / May I help you
I want some … / I’d like the …
Can I try it on
How much is it
It’s …
Thank you .
Not at all.
Ability goals
Learn how to say numbers from 21 to 999.
Learn expressions of shopping.
Teaching aids
Tape recorder and projector
Teaching procedures
Step 1. Lead-in
Review the new words about. Write them on the blackboard in two lines:
T: Morning, class. When we need to buy something, where shall we to go Yes, to to the shop. Maria and her mother need something to buy. They go to a shop. Let’s listen to the tape and find out what they want to buy and what kind of shop they go to. How much is the thing Do they want to buy it
Step 2. Listening (1a, 1b)
Play the tape of 1a.
T: After listening to the tape, can you answer the questions I have just asked First, what do Maria and her mother want to buy
Ss: They want to buy some clothes.
T: Second, what shop do they go to
Ss: They go to a shop for clothes.
T: How much is the red dress
Ss: It’s only 70 yuan.
T: Do they buy it
Ss: Yes, they do.
Learn the new words in this part: shop,madam, try on,
Let Ss read the dialogue and then role-play the conversation in groups.
Then let Ss finish the conversation in 1b. This activity enhances their understanding of the key sentences:
What can I do for you （ May I help you ）
How much is it Can I try it on
I will take it.
Step 3. Presentation (2a, 2b and 2c)
Activities 2a, 2b and 2c provide practice with numbers.
T: Now boys and girls, can you tell us your telephone number I’ll ask some of you to tell them to the class, other students try to write what you hear.
Get Ss to review how to count numbers 1 to 20.
T: Good. Look at the pen. It’s nice, right Can you guess How much it is It’s twenty-one yuan. (write twenty-one on the Bb) Now let’s learn how to count numbers from 21 to 999. Look at 2a and listen to the tape.
Ss read after the tape.
Then ask Ss to tell the price of their school things or their clothes by using the numbers.
For example, - How much is your T-shirt
- It’s twenty-five yuan.
Note: three hundred√ three hundreds ×
one hundred and ten√ one hundred ten ×
Then list the following numbers on the Bb and let Ss read them by groups.
14 15 16 17 18 19
30 40 50 60 70 80 90
T: Boys and girls, can you find the differences in reading each group of numbers Now listen to the tape, pay attention to the stress.
Play the tape. Ss listen and repeat. Then ask some Ss to read the numbers with proper stress.
2c provides listening practice with these numbers.
Step 4. Homework
1. Review the expressions of shopping
2. Recite 1a
3.If you can write a dialogue between you and the salesman, using the words and expressions we learnt in this section.
Step5.Exercises 1.Do the exercises on the paper.
2.Do the exercises on the exercises book.
Step6.Design on the blackboard
Unit 4 Having fun
Topic 1 What can I do for you
Sectio A
Words and expressions
Shop∕ p∕
madam∕m d m∕
buy∕b ai∕
try∕tr ai∕ try on
S:What can I do for you May I help you
M：I want some … / I’d like the …
M:Can I try it on
M:How much is it
S: It’s....
M:.I will take it
.Step7.课后反思：
本课是学生熟悉的“购物”这一生活场景，在设计教案的时候，我就把一些学生平时用的表达写出来让学生自行掌握，在课后再进行强化的练习。但在讲课的过程中我发现学生对于问“How much is it ”很熟悉操练的也很好，但对于“What can I do for you Can I try it on ”练习的就不是很好，尤其是try it on和try on the ....名词和代词的位置问题。.这也是本课的重点和难点。
为了进一步解决这个问题，我想只能通过做习题了。
在操练的过程中，大部分学生还是能张嘴说的，问到钱也能回答的很好，有时数字说的不够准确，还得在课堂内外进行听读的训练。
我希望专家看过后能帮助我解决数字发音，以及代词在动词短语中的位置等问题。如果可以再上一次，我想在数字发音上我会再多设计一些题，训练他们的读和写吧！ 吴春娟 2011.12.2
Section B
Target language
a. Words and expressions
pants, running shoes, coat, dress, T-shirt, bag
b. Key sentences
I’m just looking.
How do you like … / What do you think of … / What about …
Why not try on that pair
I’ll think about it.
Ability goals
Learn how to make a shopping list
Learn more expressions of shopping
Teaching aids
Tape recorder and some pictures
Teaching procedures and ways
Step Ⅰ Revision
1. Review some useful expressions about going shopping in section A. Let Ss perform their dialogues.
2. Use the different school things in the bags and clothes the Ss wear to review the nouns about clothes. Talk about their prices.
T: Li Li is wearing a new dress today. It looks very nice. Let’s guess how much it is.
Ss: …
T: Li Li. How much is your new dress
Li: It’s one hundred and five yuan.
T: Who got the right price Wang Ling, You are the winner. Congratulations.
Then ask Ss to guess a few more students’ clothes and practice more.
Step Ⅱ Presentation (1, 2a and 2b)
In this step, Ss will learn how to make conversations with countable nouns of clothes.
Ask Ss what a salesman would say if a person walks in the shop.
S: What can I do for you
S: May I help you
S: Can I help you
T: Right! They mean the same thing.
Call attention to picture A in activity 1.
T: Look! Where does this conversation take place
Ss: In a shop.
T: Yes. The boy and the salesgirl are talking. Does the boy want to buy something
Ss: No, he’s just looking.
T: How about picture B What shop is Michael in What does he want to buy
Ss: He’s in a clothing shop. He wants to buy pants.
T: Good. Let’s listen to the tape.
Then let Ss listen and read the dialogue in 2a.
Ask Ss: Which sentences in these conversations (1&2a) talk about clothing
Which sentences make suggestions
Learn the structures: How do you like … / What do you think of … / What about … Why not …
Tell Ss “Are you kidding ” is used when the speaker doesn’t believe what others say;
“Thanks all the same” is used when you ask for help but the others can’t help you.
T: (Then point at a student’s shoes, tell the Ss its price, much higher than the fact). Look at Wang ling’s shoes, they are 250 yuan. Am I right, Wang Ling
W: Are you kidding They are only 100 yuan.
Make several more dialogues like this. Let Ss practice in pairs about the clothes they wear.
Then come to 2b.
T: It is a clothing shop and there are many clothes in it like coat, pants and so on. Listen and fill in the price tags. Then check Ann’s choice.
Play the tape twice and check the answers.
Step Ⅲ Consolidation (3a, 3b)
In this step, review some nouns Ss have learnt.
First Ss write the names of the things in 3a. Point out which are countable nouns and which are uncountable nouns.
T: Maria’s father is in a shop. He wants to buy something for his family. Look at the pictures; write the names of the things above the line. After doing that, point out which are countable nouns and which are uncountable nouns.
Write the countable nouns and uncountable nouns on the blackboard (Bb) in two lines.
Then let them speak out the prices.
T: Let’s make some dialogues about shopping with your partners. Using what we learnt in Section A and Section B. Pay attention to “How much is it ” and “How much are they ”
Deal with activity 3b.
Ask Ss to look at the pictures in 3a and fill in the list in 3b.Then make a shopping list for Maria’s father.
Step Ⅳ Summary and homework
T: Now, class. We have learnt some new words about clothes. We reviewed some countable nouns and some uncountable nouns. We have learnt some more useful expressions of shopping. You should remember these useful expressions like by heart.
Homework:
Suppose you will go shopping this Sunday. Make a shopping list. How much is it/are they
Prepare to give a speech next time.
Section C
Target language
a. Words and expressions
pick up, help out, sugar, wheat, two bags of salt, two kilos of eggs, six bottles of milk
b. Grammar focus: the usage of “some”, “any”
Ability goals
Learn more expressions about shopping
Learn how to use “some” and “any”
Teaching aids
Tape recorder and projector
Teaching procedures and ways
Step Ⅰ Revision and lead-in
Review the new words we learnt in Section A and Section B. Check a shopping list students made after class. Report like this:
My father wants a new T-shirt. It’s one hundred and forty yuan. My mother needs a new hat. It’s …
T: Hello! Boys and girls, I have a problem because I forgot to bring my English book here. I have no book now. Could you help me out (Write “help … out” on the Bb) Here “Could you help me out ” means “Can you help me ” or “Could you help me ” If you want to ask for help, you can use these expressions. Now here are two more new expressions: pick up and a few. Let’s listen to the tape and try to answer these questions:
Why does Ben’s father want some help What does he need How many things does Ben need to buy
Step Ⅱ Presentation and practice( 1a, 1b and 1c)
Play the tape.
T: After listening to the tape. Can you answer the questions I have just asked
Ss: …
T: You did quite well. Who knows the meaning of the new expressions In this dialogue “pick up” means “buy”. And “a few” is similar to “some”, but less than “some”. For example:
I have a few friends. Tom has some friends. Mike has many friends.
Now let’s listen to the tape 1a again and fill in the shopping list.
Listen again and check the answers. Then ask Ss to write down what Ben needs to buy in details and explain how to express quantity of nouns like: two bags of salt, two kilos of eggs, six bottles of milk, a few things, some salt, some apples, any milk, any pears and so on.
Then deal with 1b.
Explain the differences between “some” and “any”.
some: I have some good books, and Tom has some good coffee.
any: I don’t have any books in my bag.
“some” is used in definite sentence and declarative sentence while “any” is used in negative sentence an interrogative sentence.
Then ask Ss to role-play the parent and the child in 1c according to the shopping list.
Check their use of some and any.
Step Ⅲ Reading (2)
This activity provides practice with understanding and grasping key information.
T: Boys and girl, Mickey opens a new shop. He sells all kinds of things. First, read the first conversation and find out what Mr. Rabbit wants to buy and how much they are.
Ss: …
T: Yes, Mr. Rabbit wants to buy some vegetables. They are fifty fen. Here comes the ant. Does he want to buy some sugar and wheat Let’s go on reading the second conversation.
Ss: The ant needs some sugar and some wheat.
T: Yes, but they are too heavy for the ant to carry. So Mr. Rabbit help him to carry them home. We should help those who are in trouble. Look! Mr. Cat is coming. What does he want to buy
Ss: …
T: Mr. Cat wants a fat mouse. Cats like eating mice. They don’t like any other things. Now let’s fill in the blanks in 2.
The teacher can also show a table for Ss to fill in.
Who What to buy How much
The rabbit
The ant
The cat
Then summaries the expressions that make suggestions:
Would you like some …
How about some …
Finally let Ss act out the dialogues in groups.
Step Ⅳ Summary and homework
T: In this section, we learnt words and expressions: pick up, help out, sugar, wheat, two bags of salt, two kilos of eggs, six bottles of milk; the use of “some”, “any”, “few” and” “ a few”, please learn them by heart after class. We have also learnt about how to ask the others to help us go shopping like “Could you help me out ”, “Could you run over to the store ” If you need someone to help you do some shopping, do like this.
Homework:
Practice the short play “Welcome to Mickey’s Shop” with your partners, perform it in next class.
Exercises
用few, a few, some, any填空
There is _______ milk in the glass.
Tom is new here, he has ______ friends here.
Does she have ______　new books
He doesn’t talk too much. He is a man of _______ words.
I have only _______ books about history, but Ann has many books about history.
Key: 1.some 2.few 3.any 4.few 5.a few/some
Section D
Target language
Grasp four consonants: /p/ /b/ /t/ /d/
Grammar focus: some/any
Uncountable nouns and countable nouns
Ability goals
Review the grammar and useful expressions in this topic
Teaching aids
Tape recorder and some pictures.
Teaching procedures and ways
Step Ⅰ Review (3a)
Check the homework. Let Ss perform the short play “Welcome to Mickey’s Shop” with their partners. After that, review the useful expressions about shopping:
Can I help you
What can I do for you
What would you like
How much is it/are they
Use the pictures you prepared to teach countable nouns and uncountable nouns in this section. And ask Ss to write countable nouns and uncountable nouns on the blackboard. Ask Ss to tell the usage of countable nouns and uncountable nouns. Then do some exercises to practice the nouns in 3a. Emphasize the usage of “some”, “any”, and explain when the subject changes the verbs or link verbs change at the same time.
Step Ⅱ Presentation and practice( 1 and 2)
In this step, read the words in activity 1, try to help them with the proper pronunciation of the four consonants: /p/ /b/ /t /d/, then play the tape and Ss read after it.
T: Boys and girls. Look at the pictures in 2. There is a shop in the picture. What does the woman want to buy How much are they Listen to the tape and complete the bill.
Listen to the tape again and check the answer.
Step Ⅲ Consolidation(3b)
In this part, review the useful shopping expressions by acting out the short plays. Divide the students into two group, each group will perform a short play about shopping. They should use “some”, “any” and the useful expressions in the play. The group which does better will be the winners.
For example:
A: What can I do for you /Can I help you
B: Yes, do you have any … / I would like some …
A: Yes, we have some good wheat here.
B: How much is it
A: Six yuan a kilo./Twenty yuan a kilo.
B: It’s a good price. I want ten kilos. / Are you kidding I’m just looking. Thanks all the same.
A: Here you are.
B: Thanks.
Step Ⅳ Project ( 4 )
This is a class activity.
First, Ss collect things on their desks or in their backpacks, and the clothes they wear to sell.
Second, make price tag and write an ad for each thing.
Then, Ss can choose to be either salesperson or customer and do the role-play.
Teacher can walk around and take an active part in the activity as a customer, taking with the salespersons.
Step Ⅴ Homework
Write a shopping list before going shopping and write a shopping dialogue after shopping.
Exercises:
A: 用 am, is, are填空
There _______ some water in the glass.
Few students _______ playing on the playground, they are busy doing their homework in the classroom.
______ there any sheep behind the house
Some of the bread _______ on the plate.
Look! A few boys _______ in the tree. They are dangerous.
B: 同意句转换
What can I do for you
_______ _______ ________ ________
What’s the price of the bag
_______ ________ _______ the bag
I want some clothes for my daughter.
I _______ _______ some clothes for my daughter.
How do the pants fit
_______ _______ you _______ _______ the pants
5. Would you like to try another pair
_______ you _______ to try another pair
Key:
A: 1. is 2. are 3. are 4. is 5. are
B: 1. Can I help you 2. How much is
3. would like 4. What do you think of 5. Do, want
Topic 2 Would you like to go for a picnic
I. 教学目标
技能目标 Listen to the dialogue about making phone calls.Make telephone call calls and take telephone messagesMake invitationWrite telephone conversation and telephone message. Read about picnic plan
语言目标 功能句式 Make telephone callsHello Hello, Jane! This is Kangkang.Hi, Kangkang.Hello, May I speak to Maria / I’d like speak to …Just a moment, please. Who’s this/that I’m afraid you have the wrong number. Take telephone messagesCan I take a message Can you ask him to give me a call I’ll give him the message.InvitationWould you like to … with me How about … / What about …
词汇 四会词汇free, Sunday, picnic, forget, guitar, swim, plan, time, other, kite, message,ask, back, pardon, afraid, wrong, sing, song, fun, fly, carry, lonely, next, day认读词汇West Hill, soccer, bow, French fries 短语go swimming, speak to, have to
语法 WouldHow questions
II. 教材分析
Section A 通过1a的看听说初步了解如何进行电话会话，1b 是对电话用语的训练，让学生熟悉打电话的套话，注意电话用语的特点；2是通过听录音填空，掌握建议和邀请及其答语的语境。注意Would you like to do … How about doing… What about doing… 句型及答语的具体应用。通过操练，让学生掌握基本知识，进一步拓展练习，通过3 的提示，让学生编写一个打电话的对话，在练习电话用语的同时又训练了表示建议的句型。本节要求掌握的祈使句通过4a的练习完成。最后通过小组活动4b完成对本节所学祈使句知识的拓展。
Section B 1a着重介绍电话用语中如何进行电话留言的表达方式。通过听说，让学生熟悉电话留言。1b通过俩俩对话巩固1a所学知识；2学生听录音，根据语境选择正确的句子完成对话，让学生在做中学会本小节知识；在听3的录音过程中，让学生归纳总结连读规则，并跟读进一步体会连读的特点；4a是电话用语的又一个语境，拨错电话号码应如何应对；4b 是一段电话留言，根据留言编写相关的电话用语。
Section C 通过1a 的猜活动和人与物的搭配练习，引出1b 中的词组fly a kite，sing songs，cook food，carry water进而进行1b的听说练习，判断1a 的搭配推断是否正确。通过1b的听力练习和跟读训练熟悉和掌握提建议及答语的应用。重点把握向他人提建议，提出邀请和接受建议或拒绝邀请的基本句型。根据2a的阅读进一步熟悉本节基本句型。根据2a 完成2b的短剧表演。注意本文中出现的表示食品的名词，并可以按可数名词和不可数名词加以分类。建议用课上或课下进行情景表演，通过打电话，邀请朋友周日野炊，嘱咐别忘了要带的食品等等，进一步提高学生的实际语言应用能力。
Section D 通过听录音和跟读掌握1中的/k/g/f/v/四个辅音，了解并归纳它们的读音规则。通过复习89页的1b 内容，过度到本节的2，通过听录音完成表格。总结3a 与89页1b 内容，总结表示邀请及同意和拒绝邀请的句型。通过3b 的总结复习电话用语的三种语境，并让学生自创情景进行电话会话。注意3a 和3b 在自创对话中的正确应用。4是通过课堂活动活跃课堂气氛。5是通过打电话的方式讨论并完成野餐计划，自编一段电话用语，完成电话留言。该环节综合了前几小结的中心内容，活跃学生思维，给学生充分的思维空间。发挥学生的创造力和想象力。
本话题教学过程是以口头、笔头练习、听录音总结了电话用语的三种情况，以观察图片、听力理解、俩俩对话及填空等训练方式完成目标语言的输入教学。通过体验、实践、参与、合作与交流，培养学生养成主动思维的能力，加强提升学生自主学习的能力。
III. 分课时教案
Section A
Target language
a. Words and expressions
free, Sunday, picnic, guitar, forget, What’s up
b. Key sentences
1) Hello Hello! This is….
2) Are you free this Sunday
Yes. What’s up
3) Would you like to go for a picnic
I’d love to.
4) Don’t forget to bring your guitar.
OK, Thanks.
Ability goals
Learn how to make a telephone call
Learn how to make an invitation
Teaching aids
Tape recorder and cards
Teaching procedures and ways
Step Ⅰ Lead-in
T: Now, boys and girls, I have a useful thing in my hand. It is not big, but we can use it to talk to someone who is not here. Can you guess what it is Yes, you are clever. It’s a telephone. It is used for talking to someone who is not here, no matter how far he or she is. All of you can make a telephone call in Chinese. But do you know how to make a telephone call in English Let’s listen to the tape, learn how to make a telephone call in English.
Step Ⅱ Presentation (1a, 1b and 2)
Play the tape.
T: After listening to the tape. We know some useful expressions about how to make a telephone call in English. We use “This is Kangkang” instead of “I’m Kangkang.”
Learn some new words in this section: free, Sunday, picnic, guitar, forget, What’s up And some useful expressions like:
1. Hello Hello! This is…
2. Are you free this Sunday
Yes. What’s up
Would you like to go for a picnic
I’d love to.
3. Don’t forget to bring your guitar.
OK, Thanks.
Ask Ss to listen to the tape. Then read 1a. Practice the telephone conversation with their partner. After that, let Ss listen to the tape of 2 and fill in the blanks. Listen to the tape again and check the answers. Then sum up the sentence patterns like:
Would you like to …
Oh, I’d love to.
How about… / What about…
That would be very nice.
Ask Ss to master them by making some more sentences. Then leave Ss some time to make a telephone call, using Would you like… What (How) about … And ask and answer. Finish 1b.
Step Ⅲ Practice (3)
T: Now boys and girls, can you tell us what your telephone number is I’ll ask some of you to tell them to the class, other students try to write what you hear (…) Look at 3. Tom is free this Sunday morning. He would like to invite Mary to go swimming with him. Make a telephone call between Tom and Mary. Use the information in the table.
Sample conversation:
T: Hello Mary. This is Tom. I’m free this Sunday morning. Would you like to go swimming with me
M: I’d love to.
T: Don’t forget to bring your swimming suit.
M: OK, Thanks, Tom.
Let Ss pay attention to: Don’t forget to do sth.
Ask Ss to make a telephone call according to 3. Then let Ss invite some of their classmates to do some other things this Sunday by making a telephone call with the telephone numbers they have just heard.
Step IV Make a plan (4a, 4b)
T: Kangkang is going to have a picnic. Read the not in 4a. Who does he invite
Ss: Jane, Michael, Maria, Wang Junfeng, Steve.
T: When and where will they have the picnic
Ss: 8:00-16:00 this Sunday, West Hill.
T: Look at the notes in the box on the right. Can you give him some suggestions on the picnic
S1: Don’t forget to bring some bowls and salt.
S2: Don’t forget to bring some cups and vegetables.
S3: Don’t forget to bring a kite, a dog and some chicken.
S4: Don’t forget to bring a knife and some hamburgers.
T: Good suggestions! Do you want to have your own picnic
Ss: Yes!
T: OK, now work in groups, discuss and make a picnic plan. Let’s see which group makes the best plan.
Ss work in groups and make a picnic plan. Then let each group report it to the whole class. At last, vote for the best picnic plan.
Step V Homework
Suppose you are inviting some friends for a picnic by making phone calls. Write a conversation based on the picnic plan in activity 4b.
Section B
Target language
a. Words and expressions
speak, message, ask, call sb. back
b. Key sentences
Hello! May I speak to Maria
Sorry, she isn’t in now.
Who is that
This is Jane.
Can I take a message
Thanks.
Could you ask her to call me back this evening
Ability goals
Master how to take telephone messages
Learn how to deal with wrong phone calls
Teaching aids
Tape recorder and pictures
Teaching procedures and ways
Step Ⅰ Function introduction (1a,1b)
In this step, first review how to make a telephone call in Section A. Then go over the sentence patterns about suggestions: Would you like to… How (What) about…
Check the homework. Ask several Ss to read their conversations about picnic plan.
T: Boys and girls, we learnt how to make phone call in English in last class. Suppose you are calling someone, but he/she is not at home. Someone else is on the phone, what would you say Now let’s learn how to take phone messages.
Play the tape of 1a. Let Ss find out:
Who is the message from
Who is the message to
Who takes the message
If they can’t find the answers, let them read the conversation to find the answers.
Then call attention to the key expressions:
May I speak to …
She/He isn’t in.
Can I take a message
Could you ask her/him to …
Important phrases:
be (not) in, take a message, ask sb. to do sth., call sb. back.
T: Now suppose you are Jane, and your partner is Maria. Maria calls you back in the evening and you tell her about the picnic.
Ss work in pairs and make conversations. (This activity helps Ss review the expression of making phone call and invitation.)
Step Ⅱ Practice and pronunciation (2, 3)
In this step, Ss will do some practice with the expressions about making phone call and taking messages.
Play the tape. Ss listen and choose the correct sentences to fill in the blanks.
Play the tape again. Ss check their answers.
Then let them practice the conversation orally in pairs.
Note: take a message VS give message
Activity 3 provides practice with pronunciation. Play the tape and let Ss read after it.
Step Ⅲ Function ( 4a, 4b)
T: We have learnt how to take a message when he or she isn’t in. You can leave a message and ask him or her to call you back. But if you dial a wrong number, what should you do Let’s listen.
Play the tape of 4a. Then let Ss read the conversation and pick out the important expressions:
Pardon
There is no … here.
I am afraid you have the wrong number.
Then pair work to practice this dialogue.
After that, ask some pairs to act it out.
Activity 4b provides writing practice with taking phone messages.
T: Now look at the message in 4b. Then finish the telephone call conversation below.
Sample conversation:
Lucy: Hello!
Mary: Good morning! This is Mary. Is that Lisa
Lucy: Sorry, she isn’t in. Can I take a message
Mary: Yes, thanks. Could you ask her to call me back
Lucy: Sure. Does she have your phone number
Mary: No, she doesn’t. My phone number is 5877-3677.
Lucy: OK, I will tell her. / I will give her the message.
Mary: Thanks.
Lucy: You are welcome.
Section C
Target language
a. Words and expressions
lonely, the next day
b. Key sentences
Would you like to…
What about…
How about…
Ability goals
Be able to make invitation and answer an invitation.
Teaching aids
Tape recorder and pictures
Teaching procedures and ways
Step Ⅰ Review
Ask some Ss to make a telephone call when he or she has a wrong number. The teacher can ask some of the students to tell their telephone numbers, when making a phone call to one of them, dial a wrong number: Do like this:
A: Hello! May I speak to Li Li
B: Pardon
A: I would like to speak to Li Li.
B: Li Li There is no Li Li here. I’m afraid you have a wrong. This is 64227601
A: Oh, I’m sorry.
B: That’s OK.
Step Ⅱ Function Presentation (1a and 1b)
This step provides practice with making invitations.
First introduce some verb phrases.
Call Ss’ attention to the pictures in 1a and ask them to guess the action of the pictures. Match the people with the things. Elicit and learn the phrases:
sing songs, fly a kite, carry water, cook food
T: Look! Kangkang, Jane, Michael, Wang Junfeng, Maria, Steve and Bobby are having a picnic. Let’s see what they are talking about.
Play the tape of 1b.
Then let Ss read the conversation and pick out the expressions that are used to make invitation.
Making invitation: Would you like to …
How about …
T: You should remember that “Would you like to” is followed by V. While “How about” is followed by V-ing.
Then let Ss work in groups and practice the conversation.
Sum up sentence patterns (questions and answers):
1. Would you like to… /How about…
Yes, I’d love to./ I’d like that, thanks.
2. Would you like to… /How about…
Sorry, I can’t. I have to …/ I’d love to. But …
Step Ⅲ Reading and short play (2a, 2b)
This step provides reading practice with the target language.
T: Now boys and girls, please read the speech bubbles in 2a, try to answer these questions:
1. Why would old McDonald like to have a picnic
2. Would the animals like to have a picnic with him
3. What would they like to take to the picnic
4. Are they happy
After reading, ask some Ss to answer the questions.
T: Can you pick out the expressions about making invitation and answering invitation
Questions Answers
Would you like to … Yes, I’d love to.
What about … (How about) Thanks. That would be very nice.
I’d like that, thanks.
T: OK, now think what you would like to do this weekend. Then invite your classmates to come with you. Use these expressions to make dialogues.
After that, let Ss work in groups of five and work on a similar short play. They can either act the one in 2a out or make a new one.
Choose the best actor or actress.
Section D
Target language
Grasp four consonants: /k/ /g/ /f/ /v/.
Grammar focus: make invitation with would, how about and what about
Ability goals
Learn the pronunciation rules of the four consonants.
Review how to make invitation and the useful expressions in this topic.
Teaching aids
Tape recorder and cards
Teaching procedures and ways
Step Ⅰ Grammar focus review (3a)
Look at 1b on page 89 and 3a on page 91. Review how to make invitation with “would”, “how about” and “what about”, and how to answer an invitation (positive and negative).
Would you like to (v)… I’d love to.
I’d love to, but I’m afraid I have no time.
What/How about (v-ing)… Thanks. That would be nice.
I’m sorry I can’t. I have to cook food.
Step Ⅱ Listening practice (1, 2)
In this step, write some new words with consonants /k/ /g/ /f/ /v/ on the Bb. First let Ss read the words. Then play the tape, Ss read after it.
Then let them say more words they have learnt with consonants: /k/ /g/ /f/ /v/.
T: Now turn to page 91. Let’s listen to 2. Then fill in the chart.
After that, listen to the tape again and check the answers.
Ss can also do some oral practice with it.
Step Ⅱ Useful expressions review (3b)
Ask Ss to make dialogues with these expressions in pairs for different situations.
1. Make a phone call to someone, and he or she answers the phone.
2. Make a telephone call to someone who isn’t in.
3. Make a telephone call to someone, but you have the wrong number.
Then practice and act them out.
Step Ⅳ Chant and Project (4, 5)
Practice the chant in activity 4. Help Ss to appreciate the rhythm. “Fun” rhymes “sun”.
Then help Ss to deal with project in activity 5.
First Ss discuss and complete the picnic plan.
T: Tony is planning on a picnic. He will invite Jack, Alice and Lisa to the picnic. First help him complete the picnic plan.
Get Ss work in group to finish the plan. Then let groups share their complete plans with each other.
T: Now Tony wants to Alice about the plan. But Alice isn’t in. Her mother answers Tony’s phone call. Now write a telephone conversation between Alice’s mother and Tony.
After they finish, ask some groups to read their conversations.
T: OK, now help Alice’s mother write a message for Alice according to your conversation.
Check the message.
Exercise:
A. 根据下列信息编一段打电话的对话
A telephone message
From: Tom
To : Ann
Message: call him back at 56456438
Cell phone: 13765478886
B. 句型转换
1. Would you like to go swimming with us (同意句)
_______ _______ ________ swimming with us
2. Remember to bring your guitar. (同意句)
_______ ________ _______ bring your guitar. (同意句)
3. How about playing soccer
_______ you ______ ______ play soccer
4. Would you like to have a picnic with us (肯定答语)
Yes, _____ ______ ______.
5. What about flying a kite with me (否定答语)
I’d love to, but I ______ ______ I _______ ________ look after my sister at home.
Key:
A. 略
B: 1. What/How about going 2. Don’t forget to 3. Would, like, to
4. I’d love to 5. am, afraid, have to
Topic 3 What are your favorite animals
I. 教学目标
技能目标 Enable the students to talk about the animals they like.Learn how to express “time” and preference. Learn the use of present tense.Grasp four consonants: /s/ /z/ /θ/ / /
语言目标 功能句式 Express preferenceWhat … do you like best What are your favorite … I like … best.My favorite … is …What … does … like best He/She likes … best. Describe animalsIt’s very cute animal. It lives in China. It eats bamboo.It’s a very clever animal. It sleeps in tress and it likes eating bananas.It’s clever and cute.It can help us and lives with us.Tell the timeWhat time is it /What’s the time It’s one o’clock /half past one /a quarter to two /…It’s time to go home /start school /have lunch /…
词汇 四会词汇zoo, sound, animal, best, elephant, lion, panda, because, clever, horse, pig, past, quarter, half, start, sport, bed, homework, watch, baby, lost, way, cry, bamboo, sleep, fruit, thin, every认读词汇o’clock短语It’s time to…, next time, get up, watch TV
语法 What questions and expressions of timeWhat time is it It’s six (o’clock).What’s the time It’s half past six. /It’s six thirty. What time is it It’s a quarter past six. / It’s six fifteen.What’s the time It’s twenty to six. /It’s five forty.Present tenseI get up at 6:40 in the morning.I do my homework at 6:00 in the evening.
II. 教材分析
Section A 1a 通过规划呈现本课时的目标句型：喜好表达及描述喜欢的动物；1b 要求学生俩俩对话，谈论自己最喜欢的动物及理由，并完成表格，加强对1a的理解；1c 让学生运用所学句型结对谈论最喜欢的动物；2 是听力练习，集中学习一些动物名称的词汇；3 也是听力练习，通过听录音来完成表格，要求学生填出谁最喜欢什么动物及喜欢的原因；4 是一个游戏：选一些学生模仿某种动物的动作或声音，让全班猜并拼出其动物的英语单词，学生在趣味游戏中巩固所学单词。
Section B 1和2让学生通过听、看、说等形式学习怎样询问时间及传统式、现代式表达时间的句式和方法；3 是看图会话练习，要求学生在学习了六个词组后，运用1和2所学的句型做口头练习；4 图文搭配练习，让学生学会简单描述自己的日常作息，也是对一般现在时的学习。
Section C 1a 阅读理解简单的短文，掌握主要信息，完成对其文的正误判断；1b 小组活动，要求学生演出上文内容；2 是图文连线，学生学习如何描述动物；3是在掌握2的基础上的写作训练，描写自己最喜欢的动物。
Section D 1 主要是学习掌握辅音/s/ /z/ /θ/ / /音标，要求学生通过听、看归纳出每个音素在单词里的发音规律；2 听力练习，让学生听录音完成一份日常作息时间表，培养学生从听力内容中获取时间信息的能力；3a 和3b 是对本话题语法重点和一些表达法的总结复习； 4 学唱一首英文歌曲，培养学生的语感及兴趣；5 要求学生通过认真阅读文字和仔细观看图片，根据时间猜出所缺的插图，把它们排列整理成一个通顺的故事，并能够讲述出来，是对本话题所学知识的综合检验。
III. 分课时教案
Section A
Target language
a. Words and expressions
zoo, sound, animal, best, elephant, lion, panda, because, clever, horse, pig
b. Key sentences
What animals do you like best
I like ... best.
What are your favorite animals
My favorite animal is …
Ability goals
Enable the students to talk about their favorite animals.
Enable the students to learn the names of different animals.
Teaching aids
Tape recorder, pictures and cards
Teaching procedures and ways
Step I New function (1a)
Get Ss to know the names of some animals.
The teacher shows the pictures of the animals Ss and some word cards. Ss repeat after the teacher.
T: Animals are our good friends. Do you love animals “What are your favorite animals Today, we will talk about animals.
Write the title “What are your favorite animals ” on the Bb.
Then get students to listen to the tape of 1a twice without books, and try to answer these questions:
How many people are speaking in the conversation
Where do they plan to go
How many kinds of animals are mentioned in the conversation What are they
After listening, students answer the questions.
The teacher explains the important patterns: (on the blackboard)
Let's go to the zoo. (Make suggestion)
Sound great!
What animals does he like best (Express preference)
He likes monkeys best.
Why do you like monkeys (Give reasons)
Because they are very clever.
Step II Pair work (1b, 1c)
1b and 1c provide oral practice with the target language.
Call Ss’ attention to the following sentences:
What animals do you like best I like … best.
What animals does … like best He/She likes … best.
Then get Ss work in pairs, ask and answer the questions about Kangkang, Michael, Maria and Jane. Then complete the chart.
T: Now we know about Kangkang, Michael, Maria and Jane’s favorite animals. What about your favorite animals Now talk about your favorite animals with your partner.
Model:
S1: What animals do you like best
S2: I like...
S1: Why do you like...
S2: Because they are (very)...
Remind Ss another way to express preference:
What is your favorite animal
My favorite animal is …
Then ask some pairs to act it out.
Step III Listening (2, 3)
Students will do some listening practice with the target language in this step.
Activity 2 focuses on vocabulary of animals.
Students listen to the tape, and finish 2. Check the answer.
Go on the listening practice in 3. Play the tape. Students listen and fill in the chart.
Then check the answers by asking questions:
What animals does Tony/Jenny/ Mary like best
Why dose he/she like ...
Step IV Class activities (4)
Play a guessing game: Choose some students to imitate a certain kind of animal. Other students guess what animal it is and spell the word.
Section B
Target language
a. Words and expressions
o'clock, past, quarter, half, start, sport, bed, homework, watch, next time, get up, watch, TV, It's time to...
b. Key sentences
What time is it /what's the time
It's …
It's time to ...
Ability goals
Learn and grasp how to express "time”.
Teaching aids
Tape recorder, a model clock, pictures and cards
Teaching procedures and ways
Step I Revision
Review the numbers 1-60 that may be used to express "time＂.
Then divide students into six groups. Get every group to say out 10 numbers. They are 1-10, 11-20, 21-30, 31-40, 41-50, 51-60.
Let several students write 6,12,15,21,30,40,45 and 59 in English on the black board, then the whole class read them out.
Step II New function introduction (1, 2)
Learn how to express "time＂. The teacher takes out a model clock. Set the clock at six o'clock/ six ten/six fifteen/six thirty/six forty-five/six fifty-five.
T: Look, What time is it
It's six (o'clock).
It's six ten/ten past six.
It's six fifteen/a quarter past six.
It's six thirty/half past six.
It's six forty-five/a quarter to seven.
It's six fifty-five/five to seven.
Then write them on the blackboard. Let students repeat after the teacher.
After practicing the patterns for a while, let students summarize when to use past and to in the patterns above with the teacher by drawing a diagram like this:
12
to
past
6
Teach the new words and expressions using the model clock or pictures.
T: What time is it
S: It's six thirty/half past six.
T: It's time to get up. (performing the action of getting up)
Ask students to follow you.
Repeat with have lunch, go to school, play sports, start school, go to bed, watch TV ect., changing the time on the clock each time.
Listening:
T: Michael, Maria and Kangkang are in the zoo. What are they talking about Let’s listen.
Play the tape for students.
T: What are they talking about
Ss: Time.
T: What time is it
Ss: Six o’clock.
T: What do they plan to do
Ss: Go home.
T: Yes, it’s time to go home.
Write the structure “It’s time to …” on the Bb and explain its meaning and usage.
Explain: "See you next time!＂in Chinese.
Tell students "What time is it ═ What's the time ＂
Get students to listen to the tape of 2, and follow it. Tell students to pay attention to past and to.
Step III Pair work (3)
This activity provides oral practice with the structures:
What time is it
It’s …
It’s time to …
Let students look at pictures and practice the patterns above. Choose some pairs to act it out before the class.
Step IV Speaking (4)
T: Let’s talk about daily routines. Look at the pictures in activity 4.
Let students match the pictures with sentences. Check the answers.
T: In these sentences, we use present tense to talk about daily routines. Pay attention to the preposition “at” and “in” in the sentence. Then tell your partner your own daily activities.
Ask students to describe their own daily activities without looking at their books in pairs.
At last, ask two or three students to describe their daily activities to the whole class.
Step V Homework
Write a short passage about your mother or father’s daily routines.
Section C
Target language
a. Words and expressions
baby, lost, way, cry, bamboo, sleep, fruit
b. Key sentences
What's wrong with you
I'm lost. I can't find my way home.
Here we are.
It's very kind of you to help us.
Ability goals
Read a passage about a baby monkey and pick out the key information.
Read and write descriptions of animals.
Teaching aids
Tape recorder, pictures and cards
Teaching procedures and ways
Step I Revision and Lead-in
Review the words about animals.
T: What's your favorite animal
S: It's lion/elephant/...
T: How do you spell it
S: L-I-O-N, lion./...
T: Do you like monkeys
Ss: …
T: Why do you like them
Ss: …
T: Today we will read a story about a baby monkey.
Step II Read and understand (1a, 1b)
T: Turn to page 97, activity 1a. We know that Kangkang and his friends go to the zoo. Now Kangkang meets a baby monkey on his way home. Read and find out what happens.
Let students read the story quickly and catch the main idea.
Then ask some questions to check their understanding.
Qs: What’s wrong with the baby monkey
How many animals do Kangkang and baby monkey meet on the way
Does the baby monkey find his home at last
Check the answers.
Then let Ss mark the sentences T or F. Correct the false ones.
Note:
1. What’s wrong with you 你怎么了？
2. Here we are. 我们到了。
3. over there 在那里
After Ss get a good understanding of the story, let them work in groups of five and act the story out.
Step III Reading and writing (2, 3)
This step provides reading and writing practice with descriptions of animals.
First ask the class to close their books. The teacher reads the three descriptions of animals in 2 and let Ss guess what animals they are. Then let Ss open their books and read the descriptions.
T: Some adjectives are used to describe animals, like cute and clever. Can you tell me more adjectives to describe animals
Ss: lovely, bog, strong, small, tall, short, fat …
Then deal with activity 3.
T: Now think what your favorite animal is and write a short description about it. Don’t write its name in your description.
After Ss finish writing, ask some to read their descriptions and others guess what animal it is.
Step IV Homework
Find or make a story about animals. Tell it to the class next time.
Section D
Target language
Consonants: /s / /z/ / θ/ / /
Review grammar and useful expressions
Ability goals
Grasp four consonants and their pronunciation rules.
Review the grammar and useful expressions in this topic.
Teaching aids
Tape recorder and screen
Teaching procedures and ways
Step I Listening (2)
This procedure provides listening practice with the target language of Section B in this topic.
T: Look at the verb phrases in activity 2.You'll hear about Michael’s daily activities. Listen and write the time next to his daily activities.
Play the tape twice. Then check the answers.
Then let students work in pairs, asking and answering about them like this:
S1: What time does Mikchael get up
S2: At half past six.
....
S1: What time does Michael go to bed
S2: At nine o'clock.
Step II Grammar and expressions review (3a, 3b)
Ask the students to review the whole topic by themselves.
Then discuss in groups. Each group find out the grammar focus and useful expressions which they think are important.
Then let them compare their results with 3a and 3b.
Explain:
on one’s way home 在某人回家的路上
What’s wrong with you =What’s up
Here we are. 是一个倒装句，为We are here.的倒装。
See you next time.=See you.
Step III Pronunciation (1)
Play the recording of 1 for the class twice. Ask students to read aloud after the tape.
Then help them summarize the four consonants' pronunciation rules.
Step IV Class activities (4, 5)
First finish activity 5 and then learn to sing that song.
T: Do you know Garfield He is a famous cartoon cat. Have you even watched the cartoon How will you describe him
Ss: …
T: Yes, we know hi is clever but very lazy. Garfield likes eating very much. Do you want to know his daily activities Look at the pictures in activity 5. Now match the pictures with the right time above. Two activities are missing. Guess what they are and draw them.
Ss may have different answers to this activity. As long as it makes sense, it’s a right answer.
Then let Ss make a story according to the pictures. Pick some Ss to tell the story to the class.
Finally, end the lesson by singing the song in activity 4.
Let the class listen to the tape, and sing after it.
Sept V Homework
Read stories about Garfield. Tell if you like him or not, and why
Exercises:
A.根据要求完成下列各句。
What’s your favorite animal (同意句)
_______ _______ _______ you _______ ______
I like pandas best because they are very cute. (对划线部分提问)
______ _______ you ______ pandas
What time is it (同意句)
_______ _______ _______ _______
It’s six forty. (同意句)
It’s ______ _______ ______.
It’s time for class. (同意句)
It’s time ______ ______ ______ ______.
B.根据下列信息，以Tom’s Day为题写一篇60~70个词左右的短文。
get up 6:50 play games
have breakfast go home
go to school have dinner
have classes do one’s homework
have lunch go to bed
Beginning with:
Tom’s Day
Tom gets up at ten to seven every morning. Then he…
Key:
A. 1. What animals do, like, best 2. Why do, like 3. What’s the time
4. twenty to seven 5. to have a class
教学资源库
I. 重难点解析
1. 如何购物？
在英语国家，到了商店，售货员会礼貌地问你：Can / May I help you 或What can I do for you 这是服务行业常用的两句话，可译为“您想买点什么？”。此时你可根据售货员的问话，说明你想要买什么：他/她若用一般疑问句，你就说Yes, please. I want / would like...；他/她若用特殊疑问句，你就直接说I want / would like...。
售货员还可能问你对商品的颜色、尺寸等有什么要求，比如：What color would you like （你想要什么颜色的？）或者你也可以自己选择颜色，如：The blue one looks very nice.（蓝色的那个看起来挺漂亮。）
选好货物之后，价格不能不问。首先你要明确，money（钱）是不可数名词，问“……多少钱 ”只能用How much…
如果你决定购买，可说OK, I'll take it.（好，我买了。）并表示感谢：Thank you. / Thanks. 售货员会说：You’re welcome. 然后还可以相互道别。
2. 如何打电话？
当你拿起话筒用英语打电话时，开头打招呼的第一个词便是Hello。习惯上，英语国家的人（特别是美国人）打电话一开始就自报姓名或自己的电话号码，如：Hello (Good morning, …)、This is 2856123 （喂，你好，我这儿的电话号码是2856123。）或“This is Mike’s phone or This is Mike speaking”（我是迈克）。用中文打电话或接电话时，可以问：“你是谁？”但用英语通话时，则千万不可以问：“Who are you？”。问对方是哪一位时，可以用以下几种方式：
1) Who’s that / who’s speaking , please 请问你是谁？
2) Whom an I speaking to 跟我通话的是谁？
3) May I have your name 我可以问你的名字吗？
4) Is that you , … / Is … there, please 某某在吗
回答对方问话或自我介绍时，可用This is … / It’s… speaking . It is (Mary) here / Hello,
Mary here. This is 3132459 等等，不能用“I am …”。如果对方找的正是本人，用“Yes,
speaking”即可。转告某人接电话时，可用You’re wanted on the phone或Someone wants you
on the phone（有人打电话找你）。也可说There’s telephone call for you（有你的电话）。
如果此人就在身边时可以说“It’s for you , Tom .”或“For you Tom”（汤姆，找你的），
若来电话时对方要找的人正在隔壁房间或在别处办事，你接了电话以后要过去叫他，请对
方稍等一下时，可用Hold on (the time)please. / Hold on a moment, please. / Just a moment,
Please. / Don’t hang up please.等。
结束通话时，可以说：“Call me at any time.”（随时打电话来），“Please say hello to everyone.
（请代我向大家问好），Nice talking to you.（很高兴与你通话）等等。电话中的告别一般
用Good bye！或See you！
另外，电话号码在英语中的读法。一般按号码的顺序读数字的读音即可。数字0，即可
读作zero，连在一起的相同的数字还可读成double…。如0771-5678900 读作zero double
seven one five six seven eight nine zero zero。
3. 可数名词与不可数名词
英语中名词有可数名词与不可数名词之分。物质名词和抽象名词一般属于不可数名词，通常只有单数形式；个体名词和集体名词一般是可数名词，通常有单数和复数两种形式。可数名词复数形式的变化可分为规则变化和不规则变化，多数可数名词的复数形式属于规则变化，便复数时一般在单数名词后加-s或-es。如：
1）规则变化：day – days bus – buses knife – knives family – families
2) 不规则变化：foot–feet man – men woman – women child – children
3) 单复数同形：sheep fish deer Chinese Japanese
4) 只有复数形式：people glasses（眼镜） trousers clothes goods
5) 修饰词与被修饰词都用复数：a woman doctor – two women doctors
6) 合成名词的复数形式：looker-on – lookers-n (旁观者) son-in-law – sons-in-law (女婿)
4. Can I try it on？我可以试一试吗？
短语中on是副词，含有“穿”之义。该短语可分开使用。如：Let me try it on.
5. How many 与How much意为“多少……”。how many 问多少时，常用于修饰可数名词复数，且与可数名词复数不可分割。问句的谓语也常用复数。而how much 是对不可数名词的询问，后面接不可数名词。另外how much还可以用于询问价格。如：
How many people are three under the tree
How much milk is there in the glass？
How much is the dress
6. He wants to buy something for his family. 他想给家里买些东西。
want to do something“想要做某事”。句中宾语由不定式短语担任。可带此类宾语的动词有：agree, decide, hope, want, wish等。如：They want to go. They hope to visit Beijing.
7. 如何区别That’s right.，You are right 和All right.的用法？
1) That’s right. 此句中的right的意思是“对的”，“正确的”。在日常言谈中，如果对方讲的道理或理由你认为是正确的，那么就说That’ right . 如：
A: The earth is bigger than the moon. B: That’s right.
2) That’s all right. 此句可用于：当你为别人做了好事，而别人向你表示感谢时，你可以用此语回答。当别人道歉时，用此语做出礼貌的回答。如：
A: Thanks for your help. B: That’s all right.
A: I’m sorry I’m late. B: That’s all right.
3) All right主要用来表示赞同，其意为“好吧”，“可以”，“行啦”，不含对不对的意思。有时All right也可以替代yes，如：
A: Let’s get to the park, shall we B: All right.
8. What animals do you like best = What are your favorite animals
9. What about. + n./doing sth. = How about. + n./doing sth.
10. Say “Thank you” to sb. 向某人致谢； Say “Good-bye” to sb. 向某人道别。
II. 背景知识
In the United States, people may choose different shopping places according to their economic conditions. Wealthy people often go to large shopping centers. But many people usually shop at discount shores, thrift shops of supermarkets because things at these stores are not so expensive and the prices are more reasonable. Some people prefer to buy second-hand clothing, furniture and other household items, because they are in good condition and the price are very reasonable.
Many stores will have various items on sale during holiday seasons. The prices may be reduced from 10% up to 50% from the original prices, so shopping during holiday seasons may be a good idea.说课
本课是本册书的最后一个单元Unit4Having Fun的Topic1What can I do for you 讲的是有关于“购物”的事情，这是学生熟悉的生活事物，通过听录音和看影片，引出购物用语，What can I do for you 及How much is… It’s……的句型，通过听读对主要功能句式进行初步理解， 1b是合作联系，以完成句子的方式进一步熟练1a的内容，2a是通过听录音介绍21-1000之间的数字的读音和拼写规律，学习并掌握一千以内的数字，2b是听录音分辨重音，掌握几十和十几在拼读方面的特点，2c是通过录音进行服装和其价格的搭配训练, 是几十和十几的重音分辨练习。学生听力完成后，能用功能句型问答，
本课教学过程中我从口头，笔头，以观察，朗读图片，观看影片，两两对话，填空训练，习题训练等多种方式方法，解决本科的教学重难点，学生大部分能够顺利理解和应用。
学习方法的指导，在讲课的过程中，我以学生为主体，尽量的让学生自我练习，自我总结，自我学习，当讲到How much is… It’s……利用多个图片使学生更能明确的知道这个句式的真正使用含义，最后的作业也是根据学生的理解程度设计的。
吴春娟2011.11.28课后反思
本节课讲课过后，我自认为总体还是把本科的教学难点和重点讲授的很清楚了，其中我比较满意的是，板书设计上我把新单词的学习用了四线三格的形式书写出来，可以让学生更好的注意单词的书写，再有是关于-teen和-ty的读音辨别上练习的很充分。
但同时觉的还有一些美中不足的地方。比如在读-teen和-ty是我进行的总结，要是让学生自己总结就更好了，这样可以锻炼学生自己的学习能力。另外，在听力的训练上虽然我已经把书上较难的部分进行了分解，进行了难度减低的作为，可是由于学生基础差，听的还是不够充分，我想在以后的教学中还要继续训练听听力了。
吴春娟 2011.12.2