教學目標
教學目標
1．知識目標
（1）New words and phrases: less, less than, be late for, beef, help yourself to, Christmas, during, Spring festival, exam, get- together, put on, play, shower, showery, magical, Berlin, Cairo, Cape Town, Moscow, Rome.
（2）日常交際用語：復習第八至13單元的日常交際用語.
（3）語法項目:復習第至13單元的語法項目.
2．能力目標；
（1）幫助學生復習本學期所學交際用語，并且能熟練運用這些交際用語進行口頭和筆頭練習。
（2）使學生能聽懂與課文難易程度相當的聽力材料.回答教師提出的問題.
（3）對本學期所學的語法項目進行總結和歸納, 并使學生根據教師創設的情景進行練習.
（4）能讀懂課文并根據上下文判斷出課文中單詞的含義，并回答課后的問題
教學建議
教材分析
本單元教學是復習單元，主要是復習從第八單元到第十三單元的主要語法項目和交際用語.第53課主要通過對照片的討論，使學生能熟練運用一般過去時進行討論。第54課是通過一份調查報告的形式既練習了一般過去時又練習它的特使疑問句形式和部分表示頻率的狀語。第55課主要是通過購物及餐桌的一般用語練習本學期的交際用語。第56 課主要通過學寫書信使同學們近一步練習各種時態。在第五部分中還復習了有關天氣預報的交際用語，需要教師設計情景幫助學生進行練習。
教學重點和難點：有關第八至13單元的日常交際用語和復習一般現代時，一般過去時，一般將來時并比較這三種時態區別是本單元的重點和難點。
語法教學建議
本課的主要語法項目是復習一般現在時，一般過去時， 一般將來時的用法。
（1）建議教師先設計下列練習：
A. 為下列句子選擇合適的時間狀語
I will go to the zoo with my classmate Last year
My parents took me to Beijing tomorrow
I get up at six every morning
B. 將下列句子變成一般疑問句形式
My brother will come to our hometown next week.
Our school team had an exciting match with our teacher’s team yesterday.
I often go to school at seven.
（2）列出此表對三種時態從意義，結構，時間狀語等方面進行歸納和比較。
（3）建議教師創設多種情景幫助學生練習這三種時態.
本學期將要結束要求學生寫一份總結簡單介紹本學期情況和下一學期的計劃，教師可以先設計幾個問題，然后指導學生進行討論。
A. Did you make any progress this term?
B. How Many subjects did you have? Which do you like best? Why?
C. What will you do next term?
D. Did you travel with your classmate? Where did you go?
口語教學建議
本單元口語教學教師應指導學生圍繞餐桌和購物和天氣預報兩個主題展開。
（1）在第一個主題中教師在訓練學生口語的同時可以將表示食物的單詞進行一下小結.
教師在操練時可以準備一些實物讓學生進行現場購物的表演，看那一位同學先將物品售出。
（2）有關天氣預報的教學時教師可以準備相關天氣的圖片如下：
5 Day Forecast
教師可以將學生分成兩組，一組同學對上圖的天氣情況進行討論，按照上面的圖編成一個小對話以第一行表格為例：.
Li Lei: Hello, Mary. What is the weather like today?
Mary ：Let me look at the weather report.
Li Lei: Oh, the weather is not good. It is rainy today.
Mary: I hope you’re wrong. I don’t like rain.
Li Lei: How about the temperature?
Mary: The high temperature is 48 and the low temperature is 33.
Li Lei: What is the weather like tomorrow?
Mary: The radio says it will be cloudy tomorrow.
Li Lei: What was the weather like yesterday?
Mary: …
some more的用法：
讓我們先來分析以下的兩個句子。
(1) Let’s get some fruit.
(2) Let’s get some more fruit.
句(1) 的意思是“我們買點水果吧。”，句(2)的意思是“我們再買點水果吧”。句(1)隱含了“沒有水果”之意，句(2)隱含了“原來有些水果，但不夠了”。表示在原基礎上增加，可以用比較級more，修飾可數或不可數名詞。注意詞序是some more，不能用more some，這里的some修飾more。除了some外，還可以用a little (修飾不可數名詞)，a few(修飾可數名詞)，much(修飾不可數名詞)，many(修飾可數名詞)或a lot(修飾可數或不可數名詞)來修飾，表達不同的程度。
Help yourself to…
表示隨意。
當你應邀參加宴會時，主人會對你說這樣的話。意思是讓你隨便吃飯和菜，有對也表示隨便取某物。
(1) -Help yourself to some chicken, Jim. 基姆，你隨便吃些雞肉吧。
-Yes, I will. 是的，我會的。
(2) -Help yourself to some rice, Tom. 湯姆，隨便吃點米飯吧。
-Oh, no, thanks. 哦，不，謝謝。
(3) -May I use your ruler? 我可以用你的尺子嗎?
-Help yourself, please. 請隨便用。
此句型用于主人招待客人時，意為：別客氣，隨便吃(喝)……= take what you want.讓對方別拘束，請隨便動手拿時也可用此語。這時意為：自便。此句型是一句常用的客套語。主人請客人不必拘束或客氣(跟在家一樣)。
Lesson 53 教學設計方案
Teaching Objectives
Let the students know the usage of special questions
Teaching Aids
Pictures, Blackboard
Language Focus
What Who Which When Where How
Teaching Procedures
I. Organizing the class
Greetings and a duty report about everything in our daily life.
II. Revision
T: Review the sentences they have learnt with the question “wh…”
You can begin your lesson with a student’s day.
S1: Hello, What's your name?
S2: Hello, my name is ××.
S1: What time do you get up?
S2: At 6:00
SI: What time do you wash your face?/ brush your teeth?/ have breakfast?
S2: At …
S1: ①When do you go to school?
②How do you go to school?
③How long does it take you to go to school?
④How far is it away from your school?
⑤How much do you pay for the bus tickets?
⑥Whom do you go to school with?
⑦Where is your school?
⑧Which school are you in?
⑨What class are you in?
⑩What do you often do at eight o'clock every morning?
11 )Where do you play on the playground?
12 When do you go home/go to bed?
III. Practice
Ask the students to practise the pictures in the past tense
Get them to know the different expressing ways between the Present tense and the Past tense.
Then get them to practise in the same way. See if they can matter both of the two Tenses.
]V. Presentation
Show the pictures to the students and ask them to retell the story using the 1st personal pronoun “I”.
You can get a better student to talk about the pictures.
And then choose one of them to ask questions with “wh”.
V. Practice
Get the students to draw pictures and then talk about them in their own words
VI. Exercises in class
1. -How often does your friend help you with your English?
-Always.
2. -How far is the park?
-It's ten minutes’ walk.
3. -How long have you been there?
-For over two weeks.
4. -What nationality are you?
-Chinese.
5. -When did you get up this morning?
-At about six.
6. -Why do you often watch TV?
-Because I want to write a novel.
7. -What do you mean by coming here so late?
-Nothing.
8. -How soon will he be back?
-In a month.
Rewrite the sentences as required:
1. She often watches TV on Sunday. ( last night)
2. Do you always go to school on foot? (yesterday)
3. Where are you? (two hours ago)
4. What time were he get up yesterday morning? ( tomorrow morning)
5. Why were they talking just now? (now)
Answers:
1. She watched TV last night.
2. Did you go to school on foot yesterday?
3. Where were you two hours ago?
4. What time will he get up tomorrow morning?
5. Why are they talking now?
VII. Homework.
Write down what you did yesterday.
VIII. The design of the blackboard
Lesson 53
What time did Bob get up?
How did he go to school yesterday?
When did he have lunch?
How long did he do his homework?
Lesson 54 教學設計方案
教學目標
1．使同學掌握本課表示頻率的重點單詞：Never, sometimes, usually, often, always, how often,和部分特殊疑問句。
2．使同學能夠運用本課所學的內容介紹其他學生在校學習情況。
教具：Picture and recorder
教學過程
Step 1 Revision
1. Revise the dialogue.
教師出示上節課的圖片，組織學生就“我的一天”進行對話練習，注意時態要一致，對話如下：
A: What time did you get up yesterday?
B: I got up at six.
A: When did you go to school?
B: I went to school at ten past eight.
A: How did you go to school?
B: I went to school by bus.
A: What time did you get to school?
B: …
2. 復習一般過去時態和一般現在時.
教師讓學生寫出下列動詞的過去式和第三人稱單數形式.
Eat, get, go, swim, fly, slept, run, begin, catch, have.
Step 2 Presentation
1. 教師引入
This term will be over, we want to know something about you. Now, look at the survey, work in pairs and ask the following question.
教師指導學生先填寫調查表。
(1)教師幫助學生解決調查表中的生單詞和詞組。
(2)教師指導學生根據調查表兩人進行問答練習，要求學生盡量使用完整句子來回答。
(3)教師挑選對話情況較好的組進行表演。
(4)組織學生統計一份本班個人情況調查結果報告表。
Like watching TV
Twenty nine students
Like eating fruit
Ten students
Get to school late
Only three students sometimes
Away from school
Never
Often be ill
None
如下：
Step 3 Writing
教師組織學生寫一份詳細的關于你的同伴的個人情況報告。
例如：
Tom was never away from school last year. He sometimes was ill. He always got to school early. He wet to bed before 9:30.
He watched TV quite often. Every day he did sport less than five hours. He ate a lot of fruit and vegetables.
Step 4 Summary
學生自己總結特殊疑問句的句子結構.
Step 5 Exercises in class
漢譯英
1. 他們經常訪問英國。
2. 我們有時外出就餐。
3. 她晚上總是在家。
4. 我從來不能在家做事。
5. 我有時整個周末都在睡覺。
Keys
1. They often visit Britain.
2. We sometimes eat out.
3. She is always at home in the evening.
4. I can never work at home.
5. Sometimes I sleep all weekend./I sleep all weekend sometimes.
Fill in the blanks.
1. ____ ____ hours of sport do you do every week?
Three to six hours.
2. ____ ____ was he not at school last year?
Over two weeks.
3. ____ ____ were you ill last week?
About three days.
4. ____ ____ is your home from the school?
Only about a few kilometres.
5. ____ ____ did you watch TV?
Quite often.
6. ____ ____ bread is there on the plate?
Only a little.
Answers: 1.How many 2.How long 3.How long 4.How far 5.How often 6.How much
Step 6 Homework
(1)Copy the new words and phrase.
（2） Do the exercise 1 in page 150 of your text book .
The design of the blackboard
Lesson 54
How long…？ Less/ More than a week.
How often…? Never/ Always / Sometimes.
How many…? Six hours or more.
Lesson 55 教學設計方案
Teaching Objectives
Countable nouns & uncountable nouns and measure words
Language Focus
a piece of the other, another
Teaching Procedures
I. Organizing the class
Teacher: Good morning, class.
Students: Good morning, teacher
Teacher: Who’s on duty?
Student 1: I am.
The student will give a duty report about shopping.
Teacher: Very Good. Thank you very much.
II. Revision
Teacher: If you need some more food, where can you buy them?
If you need some more clothes.
Where to buy, in the shop?
Student 1 is to be a buyer.
We call him “customer”.
Student 2 is to be a seller.
We call him “shop assistant”.
Suppose you were a customer you want something to buy. Helping the customer in making a decision
1. What do you think of the color/style?
2. What size do you take/wear?
3. This T - shirt/skirt/woolen/sweater looks good/too big/too small/too tight/ just right on(正好適合) you.
4. You may try it on, the fitting room is over there.
5. It’s very fashionable, it looks wonderful on you.
6. It fits you very well.
7. I thinks it also suits you.
8. You look great/nice in red/in blue/in gray etc.
IIII. Leading - in
Get the students to understand the main ideas about Lesson 55.
Ask them to read the text and questions about Part 1.
1. Who's Ann?
2. Why does Ann need to buy some meat?
3. Who has bought it?
4. When did she buy it?
5. Did Ann buy sth. for her party?
6. What party?
7. How many friends of hers are coming for the party?
8. What else did Ann need?
9. Where?
10. Are the oranges still there?
…?
IV. Presentation
Get the students to know the word ‘buy’, past form ‘bought’. you can't have it in the following sentence.
“I have bought it for half a day.”
You Should say “I have had it for half a day.” The second word “more” not a comparative degree, but sth you get again.
eg. -Is there anyone in the room?
-One more.
It means there is still one.
The word “have” in the text means “eat”.
eg. What did you have/eat for breakfast?
Get the students to master another usage of this word “have”.
eg. P.E teacher had his students trained just now.
V. Learn Part 1. 2. 3
Use these dialogues as models for revision. Get them to make up similar dialogues, and then give them 2 or 3 minutes to work in pairs.
Here is a dialogue for reference.
Shop assistant: Good evening. Can I help you?
Customer: Yes, would you please show me that sweater?
S: Sure.
C: It s very fashionable, isn't it?
S: Yes, it is.
C: But do you have a yellow one of the same style (風格)? I want it to match my jeans.
S: We do (強調)have yellow ones, here you are.
C: May I try it on?
S: Yes, please.
C: Oh, I think the color and the style suit me very well, but the size doesn’t fit me.
Why don't you show me a looser one, size M.
S: All right. There you go.
C: This is better, much better.
S: It looks great on you.
C: Thank you. I'd take it.
VI. Practice
Call out some pairs to act out the dialogues in front of the class.
Make sure they really understand the 1st 2nd 3rd part. Ask them to make new dialogues as they like.
VI. Exercises in class
1. have sb. do/have sb. done.
2. have sth. done.
3. help oneself to sth.
(1)You must have your hair cut.
(2)He has the horse trained.
(3) Mary! Help yourself to some beef.
(4) Help yourselves to some fish, Susie and Jack.
(5) Would you give me another cup of tea?
(6) Here are some/a number of pieces of news.
(7) It's a piece of cake.
這里有兩層意是，其一是“一塊蛋糕”；其二是“小菜一碟”，言外之意是“小事情”。
Rewrite the drills without changing their meanings.
1. How delicious the food is!
____ ____ ____ it is!
2. We need two more grapes.
We need ____ ____ grapes.
3. What’s the price of the coat?
____ ____ ____ the coat?
4. We all enjoyed ourselves at the get - together.
We all ____ ____ ____ ____ at the get - together.
5. Don’t forget to bring some food.
____ to bring some food.
Answers: 1. What delicious food 2. another two 3. How much is 4. had lots of fun/had a great time 5. Remember
Ⅷ. Homework
1. Recite the dialogues in the text.
2. Make his own dialogue.
The design of the blackboard
Lesson 55
need to buy… Ten people are coming for dinner.
need some more Help yourself to…
have to What delicious food!
Lesson 56 教學設計方案
Teaching Objectives
How to write a letter.
Teaching Aids
Letters, tape.
Language Points
everything anything nothing something work hard on … bring, take, carry, fetch
Teaching Procedures
1. Organizing the class
Greetings and a duty report
2. Revision
Get the students to go over 26 English letters and 48 phonemes.
Ask them to read spelling and pronunciation with books open.
And then tell them how to pronounce the words
eg.
III. Leading - in
Get some letters to show the students. Help them practise writing letters.
Dear…
…………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
Yours,
……
Let students talk about their summer vacations
From: Susie. To: Jim
IV. Presentation
Student E's birthday is coming .You sent a birthday card to student E several days ago. You want to write a letter to ask him whether he has got it or not.
V. Practice
Give students 3 minutes to make main notes. And get them to pratise speaking it out without looking at anything.
VI. Learn Part 3
1. Ask them to read it first. And ask questions about it. Tell the differences between ‘every’ and ‘each’.
2. Explain each, every.
二者都有“每一個”的意思，都和單數動詞連用。each所指的“每一個”，“個別”意義較重；every所指的“每一個”著重在“全體”而不在“個別”。另外，each可以用作代詞，直接作主語或賓語；every則是形容詞，只有與名詞連用或構成復合詞時，才能用作主語或賓語。
Exercises
1. ____ of the boys was asked to recite a poem in English.
2. You must try to pronounce ____ word correctly.
3. The students write a composition ____ other week(每隔一周 ) .
4. Our principle is: “From ____ according to his ability, to ____ according to his work.”
5. I meet her almost ____ day on my way to school.
Keys: 1. Each 2. every 3. every 4. each, each 5. every
VI. Practice writing
Suppose you' ll write a letter to your best friend in Shanghai. Say sth. about your last weekend. Tell your friend what you did at weekend (Went Camping).
You are sure they write letters easily. Get them to talk about the weather, you can have them based on the weather of that day, vacation, if the condition is OK. You play the video for the students to watch on. Thus, they can watch the real scenes on it. And for them it s easier to say.
VIII. Learn Part 6.
Get the student who sounds beautiful to read it. And ask them to practice translating.
IX. Practice
Notes (on the blackboard)
adj. sun-ny
1) It’s a sunny day.
storm-y
2) It was a stormy day yesterday.
rain – y(=wet)
3) Look at the sky? It is going to be a rainy day.
wind-y
4) On a windy day, we can’t do much sport.
fog-gy
5) Everybody knows the weather in London is foggy.
Shower-y
6) I enjoy walking on a showery day.
snow - y
7)-It's a snowy day, isn't it?
-So it is.
cloud - y
8) We should put on more clothes on a cloudy day.
X. Exercises in class
Translation Exercises.
1. I often heard him sing in the next room.
2. Did you notice the thief steal into the room?
3. -Look! It's going to rain.
-Yes, it's a rainy day.
4. We just watched him kicking a goal when we got there.
5. Teacher Su is listening to Xiao Wang reading in Room 2.
Translation:
1．近況如何？很好。
How _______ everything ________? ________ ________.
2．我們正在努力學習準備迎考。
We are _______ _______ _______ our exams.
3．劃船太有趣了，我等不及了。
Boating is _______. I _______ _______.
4．我們每一個人都認為春節是一年中最快樂的日子。
_______ of us _______ Spring _______ is the _______ day of the year.
5．今年是馬年。
It’ll _______ _______ _______ _______ _______ this years.
Answers: 1. is, going, Very well 2. working hard on 3. interesting, can’t wait 4. Each, thinks, Festival, happiest 5. be the year of horse
XI. Homework
1)Get some extracts from the books.
2) Recite the rhyme
3) Finish off WB.
4) Review the whole unit.
The design of the blackboard
Lesson 56
( Revision)
during the Christmas holiday
the end of the term
have a longer holiday
the year of horse
work hard on the exams
on the afternoon of January 19th
put on plays
I can’t wait