中专生班级管理心得体会

网站：公文素材库　|　时间：2019-05-29 22:23:27　|　移动端：中专生班级管理心得体会

中专生班级管理心得体会

中专生班级管理心得体会有人说：“班主任是班级工作的教育者组织者和领导者，是学校进行班级教育工作的得力助手和骨干力量”。班级管理工作的确艰辛，千丝万缕、繁琐罗嗦，如何做好班级管理工作，做一名合格的班主任是我们一直探索的课题。下面我就中专生的特点，结合自己近年来担任班主任工作的经验，谈谈自己的工作体会：

一、准确把握学生特点，有针对性地开展工作

从我带的几届中专生来看，这些学生大多有这么些特点：独生子女多，女生多；以我为中心，斤斤计较，缺乏互助和团队精神，难以相处；法律意识淡漠，做事不计后果；学生成绩普遍不理想，厌学现象较为普遍；缺乏必要的毅力及意志，自我控制力差；有逆反心理等等。针对学生的这些特点，我通常是这样做的：1、教学生学会做人

学生的不文明的言行、自私自利、缺乏责任感、不能正确处理和同学的关系等等这些问题对我的工作触动很大。使我深切体会到教会学生学会做人至关重要，因此我经常以学生比较感兴趣的话题来开主题班会，比如：IQ和EQ哪个更重要、世界500强需要的13种人、比尔盖兹为什么会成功等等，以此开展教育，引导学生学会做人。2、激励善于发现学生的闪光点，给他们信心现在的中专生的确存在这样或那样的问题，让我们做班主任的绞尽脑汁也束手无策。但我认为这些学生内心还是希望自己成为好学生的，他们也有理想，也有人生目标，也渴望进步，关键在于他们对根深蒂固的不良习惯无能为力。以前，对于违纪、犯错的学生，我经常是说教或严厉批评，一开始这种办法有点效果，但是时间长了，学生逆反心理反而增强。后来，我发现觉得采取“肯定”学生的方法比较有效，也就是要尽量挖掘他们身上潜在的闪光点,一旦他们不经意的显露出丝毫好的迹象,我就好好加以利用,对其加以充分肯定,并大力扶植,一点点重树他们的自尊心与自信心。3、时刻关心学生，给学生帮助

每次开完班会或我要离开教室的时候，我一定会向全班学生问句话：你们有没有什么问题需要我帮忙解决的？有没有什么情况向我反应？问的次数多了，找我帮忙的学生也就多了，帮学生解决的问题多了，我便走进了很多学生的心里，得到了他们的信任，他们也就能真正接受我的劝导和教育。除此之外，我还经常会找学生谈心，了解他们的家庭经济状况心情状况健康状况、学习情况等。二、以身作则，树立威信

班主任要树立威信，我觉得靠对学生“严”或“凶”并不能取得长久的效果。班主任自身的言行举止对能不能树立威信非常重要，换句话说处处为人表率，以身作则才是树立威信的良方。比如，我定在七点钟开班会，我绝对不会七点以后到达教室，总是要提前到达。对于学生的请求，我总要记在手机的备忘录里，开好闹铃，定期提醒，以免忘记让学生失望。特别是学生急需解决的问题，我总要上紧帮忙，比如，有次四、六级考试，学生在考前一个小时打电话给我说准考证掉了，我二话没说，打的赶往学校，帮助找相关部门让学生准时参加考试，学生觉得我很负责，所以愿意听从我的教导，这样也就树立了我的威信。三、班级管理制度化，学生考核数量化俗话说：“无规矩不成方圆”。要搞好班级管理，班级管理一定要有章可寻、违纪必究，所以制定合理的班规是非常必要的。但班规的制定一定要适合班级大部分学生，也就是说大部分学生都能遵守，并不是越严越好，班规过于严格，多数学生都不能遵守，这会造成班规难以执行的尴尬局面。同时，制定班规不能是班主任说了算，更不是班干部说了算。我班在制定班规时，一般由我和班干部拟定草稿，交全班同学讨论决定，由全班同学来监督实施。对学生的迟到、早退、病事假、缺席、班会、校内外集体活动等出勤情况，晚自习、劳动卫生等分别进行量化考核，全班排名，奖励先进、带动中间、激励后进。四、要建设一支得力的班干部队伍

抓好了班干队伍的建设，将会事半功倍。首先选拔班干是关键的第一步，对于班干特别是新生班班干的选拔，我不会急于确定，一般找几个初认为还不错的学生，分配任务，多方考察，再推荐到班会选举。其次，对于确定好的班干，要经常给予指导，教其工作方法，给班干适当权力，以调动其积极性。其次，对班干部的工作要大力支持。当然，班干犯错误也是难免的，作为班主任要能理解并加以引导。五、经常与学生家长取得联系

与家长共同加强对学生的教育和管理，是我班级管理的一项重要内容，也是一项重要措施。中专生自控能力差，思想问题也比较多，难免会出现各种各样的违规违纪行为，与其家长取得联系，通报其在校的思想表现和学习情况，并请求家长配合和支持，这是十分必要的。但是，和家长联系并不一定就要在学生违纪的时候，在很多情况下，学生进步很快，表现突出，我也会及时和家长取得联系，在家长面前表扬学生，并让家长给学生打电话祝贺，以提高学生的积极性。

扩展阅读：班级管理心得体会

班级管理心得体会

班级管理有辛酸也有幸福，更有很多的心得体会，现在就如何抓班级的管理工作谈谈我的一点点体会。一、选拔班干部、鼓励班干大胆工作

我在本学期初先让学生自我推荐班委候选人，组织全班同学们来投票选举班干部。要选有头脑、有能力、有口才、有吃苦精神、有自信心、有主人翁意识的人才，通过民主评议，推选出班委成员。这样选出来的班干部有工作热情，责任心强，有强烈的竞争意识，有工作魄力。班委会成立之后，尽快使他们熟悉自己的岗位，明确自己的职责，每周末，我要求召开班委例会，每位班干部总结自己的工作，找出存在的问题，最后，我进行讲评。在讲评中，我侧重表扬，突出教育，重点是给予指导。这样，班干部的工作能力有了很大的提高，更重要的是培养他们的主人翁意识和责任心。二、制定规章制度、严加管理

俗语说得好：“没有规矩，不能成方圆”。在选好班干部的基础上，班集体已基本形成，现在该是规范学生言行的最佳时机。在新的学期中就必须有完整的规章制度出台来统一规范其学习、生活习惯，而这规矩的建立，又不能只凭班主任的主观臆断，闭门造车，必须在充分了解本班学生的实际情况的基础上，广泛听取班干部、学生、科任老师的意见，然后委任班干部针对自己所管的方面制订一些措施出来。然后逐条让全班同学讨论，老师补充成文，这样制订出来的班规可行性和操作性较强，管理才能到位，而才能真正做到行之有令，有令必行，有令必止，让学生在很短的时间内规范自己的言行，养成良好的习惯三、加强自身道德修养、言教与身教相结合

加强自身道德修养、言教与身教相结合，古人云：“以今率人，人若身先”，“身正”，对班主任来说尤为重要。班主任要为人师表，言行一致，以高尚的道德，良好的个性教育学生，做到“以德感人，以德服人，以德育人”，我要求学生做到的，我会首先做到，如我要求学生不迟到，我就会在学生到校之前到；我要求学生按时交作业，我就一定会按时批改完作业。做不到的事就不说，说到就一定要做到。老师的这种示范表率作用在学生的身上会转化为一种巨大的教育动力，这样班主任就能在他的学生中享有崇高的威信。四、严格要求，培养学生良好的学习和生活习惯

来自不同家庭的学生在其学习和生活中肯定会有许多不同，要想你所教的班级尽快形成良好的班风和学风，这时就必须进行严格要求，规范管理。我在教育学生时，首先教他们先成人，再成才，如果连起码的人都成不了，那还能成什么才呢？我利用班会或自习课对学生思想品德、人生观、爱国主义、集体主义、纪律和法制观念的教育，使学生在思想上、政治上有了很大的进步。让学生树立远大理想，激发学习的动力五、要做到“三勤”

班主任老师要做到“脚勤，嘴勤，眼勤”。脚勤就是要经常走到班级同学中去，多与学生接触，在开始习惯还未养成时，要多跟班进行督促检查；“眼勤”，要经常去观察同学们的情况，以便及时掌握第一手材料。“嘴还要勤”，就要多找学生谈心，了解他们的内心世界，多与家长沟通，掌握学生在家的情况，知道他们的家庭背景，这样你对学生的教育就能收到事半功倍的效果。

以上五点，只是我做班主任时的一点体会，在实际班主任管理工作中，有很多工作做的不到位，不足之处请各位老师指正

英语教学反思

201*-12-8

和新教材同行，已近半载，个中滋味一言难尽。新教材是新颖的，形式活泼，内容丰富，融入了英美加拿大等多个西方国家的风土人情，语言习惯。整个教材编写的故事性，趣味性都和以往的老教材大相径庭，一眼望去，从封面设计到内容题材，所有的文字都在跳跃，人物也从四面八方跑过来，从国家大事到寻常小事，一口气谈下来。孩子们被这新奇的世界吸引，像是被刘姥姥领进了大观园一样，东看看西望望，呈现在他们眼前的是一片缤纷的世界。然而他们不像板儿那么老实，他们争着惊奇的眼睛不断的追问，这是什么，那是什么，为什么？

我不是孔夫子，我比孩子们更懵懂，刚刚拿起冀教版的时候，面对新教材的色彩斑斓，我颇有微词。走进课堂，我迷惑彷徨，我不知道怎么给他们面授机宜。如果把新教材拍成电视连续剧，一定是受欢迎的。如果我像放电影一样的给孩子们播放一节课，他们无疑是快乐的。故事里说说笑笑的内容很多，常常逗得孩子们捧腹大笑，但是笑过之后呢？拿来一张考试卷子，发到他们手里，他们的嘴角不再上翘而是以光速下滑，笑容瞬间凝固，眉毛像天津麻花一样拧起来，课堂效果如何，可见一斑。

我们没有办法选择新教材，只好听天由命。有句话说：“闭门常思己过，人前莫论他非”，从排斥，困惑中走出来，置身事外的去看，新教材是学生们了解世界的窗口，也是走向世界的必经之路。世界在变化，一切都在进步。公平的说，新教材是与时俱进的，对于孩子们还是有相当的引力的。她的灵动的旋律正适合活泼好动的孩子们。从孩子们兴高采烈的神情可以看出他们对新教材的喜爱。作为老师，固守着多年来的一点经验，习惯了拿起教鞭侃侃而谈，忽然要放下正襟危坐的架子，走入学生们中间，和他们一起欢呼跳跃，同悲同喜，从讲台上走到讲台下，虽一步之遥，却很难落下双脚。反思自我，如何和学生们打成一片，如何让他们高高兴兴的上课之后，也能同样欢欢喜喜的交上一份漂亮的答卷呢？

做老师做得久了，便生懒惰，以为课本里的东西尽在掌握之中。新教材丰富的内涵打破了这个宁静。很多新时代的东西，如果不闻不问还真是不能理直气壮地走上课堂。很多词典里都查不到的词语跑出来了，跟不上潮流，意味着被学生们淘汰，新的教学方法如百花齐放，多媒体开发做得热火朝天。面对新教材，探究新的教法，势在必行。但是只讲究华而不实的课堂却不能够让学生掌握扎扎实实地语言知识。反思的多了，也就总结一点，既哄的学生们心情愉快还要不失时机地把他们放到考试的小炉子里去练一练，使他们不知不觉地学会考试。都知道，说事容易做事难，要让学生轻松学习又要轻松考试谈何容易？这需要长时间不懈的努力，把课本的精髓掰开揉碎重新组和，变成一道道适合学生们口味的盘中餐，让他们遇到英语就像遇到色香味俱佳的美食一样迎上去，大快朵颐。不仅要爱吃，还要吃饱，吃好。吃的膘肥体胖，能征善战。这将是我在今后三年中追求的方向。

做好教师的反思

201*-12-8

我在教学中采用“四激”教学法，充分调动学生学习积极性，培养学生兴趣，让学生学得主动，学得轻松，学得高效。一、激情投入：

课堂教学中，教师的角色心理就必须适应教师与学生、学生与学生之间的多边关系，要创设民主、平等、和谐的教学氛围，激发学生求知欲，师生关系就必须架设在有充沛的感情之上，全身心地投入，真正地进入角色。“人非草木，熟若无情”。但要让学生有激情，这就是艺术，教师要动情，强烈的感情才会使学生受到感染，开启学生感情的门扉。激发学生“情商”，开发“智商”。教师在课堂教学中的行为要动情感人，每一动作做到恰到好处。教师在上课时激情高，语言简洁文明，生动形象，富有启发性、教育性和感染力；掌握语言技巧、抑扬顿挫，说普通话，语言规范。在课堂上，语言手段和非语言手段同时使用（如表情、姿态、手势），适时能起到画龙点睛的作用。根据教学内容、知识信息输出和反馈，正确控制和调节自己的语言和非语言手段，能激发学生情趣。二、激趣课堂：

“兴趣是最好的老师”，激发学生兴趣是数学课堂教学艺术之一。所谓兴趣一般是指个体积极探索某种事物的认识倾向，它使人对该事物予以优先的注意，并具有向往的心情。我们不难发现，儿童能够顺利地完成作业或活动，往往是他在这方面能力较强的表现，也是他感兴趣和爱好的表现；反之亦然，可见学生的能力的发展和兴趣紧紧相关的。因此，兴趣是学习的先导，它是开发人的潜能的有效手段。课堂教学要营造一个“趣”的氛围，那么在各课时精心钻研教材，导入新课时，应有充满情趣的新课导入，营造一个生动活泼、轻松愉快的课堂氛围，自始至终吸收住学生，使学生在愉悦的情境中高效地学习，这就是教学艺术。如在上课时，窗外球场上有一场球赛，要把学生的注意力吸收住，这就要一定艺术。三、激思启智：

英国教育家爱德华德波诺认为：“教育就是教人思维”。课堂教学中抓住重点、突出重点、突破难点，要充分发挥学生主体作用，教师就需要启发学生积极思维、主动获取知识和能力，就是课堂教学艺术。思维的艺术是课堂教学的重要组成部分，教师需“一法为主、多法相助”启发学生思维，促进学生智力的发展。爱因斯坦说过：“发展独立思考和独立判断的一般能力，应当始终放在首位，而不应当把获得专业知识放在首位”。课堂教学中先提出尝试问题，就是为了激发学生思维。设疑求思、以疑促思、思则解疑。鼓励学生大胆尝试，大胆向教师提出问题，主动向教师质疑问难。案例：在学习《一元二次方程根与系数的关系》时，采用提出问题、巧布悬念，先出示：弟弟解一元二次方程，X2-15X-100=0得出两个根，X1=20，X2=5，姐姐走过来刚看一眼就说，你做错了，姐姐是怎样看出来的，有的学生脱口而出：验根，姐姐是在一瞬间做出判断的，不可能是利用代入原方程的方法，当老师讲完一元二次方程根与系数的关系---韦达定理后，重新出示，让学生再次考虑课前提出的问题，学生恍然大悟，齐答是利用韦达定理。这种回应法的教学艺术就能使学生豁然开朗，顿开茅塞。同时有一种思路遥遥，惊回起点的喜悦感。四、激活双边：

课堂教学中，方法要活，教法要得法，师生双边关系要活，充满“活”的课堂，这也是课堂教学艺术。教师在教学过程中，备的课要“活”且要上得“活”，充分培养学生的自学能力、主张合作学习，通过讨论、又要注重独立思考；充分发挥学生主体作用，又要注重教师的主导作用；既要生动活泼又要严格要求。课堂教学中让学生小结有什么收获，有什么不同的见解。让学生自己去探索、去发现问题、解决问题，课堂教学显得生动活泼。

总之，课堂教学中应充分发挥学生的主动性，发展学生的智力，创造性和独立获取知识的能力，以适应社会发展的需要。继续坚持数学教育现代化的方向，重视培养学生的创新意识和实践能力。掌握一定的教学艺术，能优化课堂教学，提高教学质量，最大限度地发挥学生的潜意识能力，能减轻学生过重的课业负担，让学生接受适应未来的现代化教育。

教学反思

新课程改革，是一次深刻的改革。新课改倡导全人教学，强调课程学要促进每个学生身心健康的发展，培养学生良好的品质的终身学习的能力；新课改倡导建设性学习，注重科学探究的学习，提倡交流与合作、自主创新学习。课程改革的成败关键在于教师，教师是课程改革的实施者。作为教师我必须做好充分的准备，学习新课程改革理论，更新教学观念，迎接新课改的挑战。下面简单回顾一下我所做的一些英语教学工作。

一．面向全体学生，为学生全面发展和终身发展奠定基础

1．创设各种情景，孤立学生大胆地使用英语，对他们在学习过程中的失误和错误采取宽容的态度。2．为学生提供自主学习和直接交流的机会，以及充分表现和自我发展的一个空间。3．孤立学生通过体验、实践、合作、探究等方式发展听、说、读、写的综合能力。4．创造条件让学生能够探究他们自己的一些问题，并自主解决问题。二．关注学生情感，创造民主、和谐的教学气氛

学生只有对自己、对英语及英文化有积极的情态，才能保持英语学习的动力并取得成绩、刻板的情态，不仅会影响其它发展是学好英语的重要因素，因此我努力创造宽松民主、和谐的教学空间，做到：1．尊重每个学生，积极鼓励他们在学习中的尝试，保护他们的自尊心和积极性。

2．把英语教学与情态有机的结合起来，创造各种合作学习的活动，促进学生互相学习、互相帮助、验成就感发展合作精神。

3．关注学生有困难或性格内向的学生，尽可能为他们创造语言的机会。

4．建立融洽、民主的师生交流渠道，经常和学生一起反思学习过程和学习效果；互相鼓励和帮助，做到教学相辅。

三．加强对学生学习策略的指导，让他们在学习和运用的过程中逐步学会如何学习，做到：1．积极创造条件，让学生参与到阶段性学习目标，以及实现目标的方法。2．引导学生结合语境，采用推测、查阅和协调的方法进行学习。

3．引导学生在学习过程中，进行自我评价，并根据需要调整自己的学习目标和学习策略。四．对学生进行有效的评价

评价可以使学生认识自我，树立自信，有助于反思及调整自己的学习过程。评价或采用测验及非测验形式，平时重视形成性评价，对学生回答学习过程中的表现所改进的成绩，及反映的情感、态度、策略某方面进行及时的评价，如有口头评价、等级评价、学生之间互相评价等方法，充分发觉学生的进步，鼓励学生自我反思、自我提高，测验以学生综合运用能力为目标、侧重于学生理解和获取信息的能力，减少客观题，增加主管题。通过评价学生学会分析自己的成绩和不足，明确努力方向。

新课程改革不是纸上谈兵，必须要与实践相结合，努力学习，积极进去，积极参与课程改革，在改革中不断学习，不断实践，不断反思，愿与新课程共同成长。教学日志

作为一名从事英语教育教学工作13年初中英语教师，我总朴素的认为，学生学习成绩的提高，关键在教师，虽说学生是主体，是内因，但没有教师主导作用的充分发挥，要想大面积提高学科教学质量是一句空话。再一点就是好的方法其实就是我们经常看到的或是我们正在使用的方法，但关键是我们怎样将其进一步细化落实，进一步增加其实效性的问题。所以只要我们英语学科教师在平时的工作中，切实以提高学生学习兴趣和学习积极性主动性为出发点，以提高学生英语学科学习成绩为目标，以使学生养成良好的学习习惯，掌握先进的学习方法为归结点，多学习别人先进经验、多反思自己教学得失、多改进自己教学方式、多总结自己教学方法，多提高自己教学水平，英语学科的现状就一定能改变，我们的目标就一定能实现。

Unit2WhatshouldIdo?

Period4

Teachingprocedures:Step1Leadingin

1.Greetings&freetalk.

2.Checkthehomework:Ileftmyhomeworkathome,whatshouldIdo?Sharesomestudents’advice.Step2While-taskSBPage14,3a.

1.Scanthisletter,underlinetheproblem.2.Readtheletteragain,tickoutthenewwords.3.Explainsomething:except=but除之外（不包括在内）besides除之外（包括在内）

Allthestudentswenttotheparkexcepthim.LucyandLilywillcometothepartybesidesme.findout=learned了解到find找到Ijustfindoutthereisadancetomorrow.4.Listentotherecording.Sspracticereading.SBPage14,3b.

1.Pairwork:Givesomeadvicetothelonelykidin3a.2.Supposeyou’reMary.Writethelettersonyourown.3.Readtheletterstotheclass.SBPage14,Part4.1.Readtheprobleminthebox.2.Twostudentsreadthedialogue.

3.Pairwork:Thinkthemoverandgiveyouradvice.4.Groupwork:Seewhichclassmatehasthebestadvice.Step3Post-taskSBPage15,Selfcheck.

1.Fillintheblankswiththewordsgiven.Trytomakeyourownsentenceswiththewords.

2.ReadthelettertoAuntChen’sadvicecolumnandthenwritesomeadvice.Homework:

What’syourproblem?Pleasewriteyourownlettertoanadvicecolumn

Unit2WhatshouldIdo?

Period3

Teachingprocedures:Step1Leadingin

1.Greetingsandfreetalk.2.Checkthehomework.Step2Pre-taskSBPage13,1a.

1.Readtheinstructionstothestudents.

2.Readthesentencesandaskastudenttoreadthesentencestotheclass.3.WriteNI,I,VIforeachstatement.

4.“Whatisimportanttoyouwhenyouchooseclothes?”Writeoneormoreoftheirstatementstotheclass.

Talkabouttheanswerswiththeclass.Step3While-taskSBPage13,2a.

1.Readtheinstructions.MakesuretheSsunderstandwhattheyshoulddo.

2.Readthethreesentencesinthebox.Youwillbelisteningtoaradioadviceprogram.Theywillbetalkingaboutoneoftheseproblems.3.Playthetapetwice.Sschecktheproblemtheyhear.4.Playthetapeagain,Sscorrecttheanswers.SBPage13,2b.1.Readtheinstructions.MakesureSsunderstandwhattheyshouldpayattentionto.2.Lookatthechart.Therearethreepersons,Kim,Nicole,Emilio.WhowillgiveErinsomeadvice?Whatarethey?Readeachnamefortheclass.3.Playtherecordingagain.Sswritetheiranswers.

4.Playtherecordingagain,onesentencebyonesentence.Checktheanswers.Step4Post-taskSBPage13,2c.

1.Pointouttheexampleinthesampledialogue.Sspracticereading.2.Pairwork:WhatdoyouthinkErinshoulddo?3.Sharetheirconversationswithwholeclass.Homework:

Youleftyourhomeworkathome,whatshouldyoudo?Pleasegiveyouradvice

Unit2WhatshouldIdo?

Period2

Teachingprocedures:Step1Leadingin

1.Greetingandfreetalk.

2.Checkthehomework.Collectthestudents’advice.WriteitdownontheBb.Step2Pre-task

1.Reviewthedifferencesbetween“could/should”.2.LearnthenewwordsinPage12.Step3While-taskSBPage12,3a.

1.Readtheinstructions.

2.ReadtheconversationsbySsorlistentothetape.Thenwrite“goodidea”“okayidea”or“badidea”.

3.Talkaboutthestudents’answers.

4.Makesurethestudentsunderstandthedialogue.PracticereadingStep4Post-taskSBPage12,3b.

1.Readtheinstructions.Pointouttheexampleconversationandasktwostudentstoreadittotheclass.

2.Useyourhead.Findsomeotherwaystogetmoneythataren’tinthebook.3.AskSstoworkwithpartnerastheyaskforandgiveadvice.4.Pairwork.

5.Actouttheconversationstotheclass.Step5While-taskSBPage12,Part4.

1.Readtheinstructions.MakesuretheSsunderstandwhattheyshoulddo.2.Tostudentsreadthedialogue.3.Practicereading.

4.Askanotherpairtogivetheiradviceonanothertopic.5.Pairwork.Homework:

将下列短语或句型译为汉语

1.keepout2.outofstyle3.What’swrong?4.callsbup5.payfor6.askforsomething7.summercamp8.stayathome

Unit2WhatshouldIdo?

Period1

Teachingprocedures:Step1Leadingin

1.Greetingsandfreetalk.2.Checkthehomework.Step2Pre-task

T:IwanttobuyanewguitarbutIdon’thaveenoughmoney.WhatshouldIdo?Ssthinkitover,andtrytogivehis/heradvice.WritetheiradviceontheBb.1.Borrowone.

2.Buyasecond-handguitar.3.Getapart-timejob.4.Don’tbuyaguitar.5.Waituntilnextyear.PracticereadingtheadvicebytheSs.

导入:Inthisunitwearegoingtotalkaboutproblemspeoplehaveandlearnhowtogivethesepeopleadvicetotellpeoplewhatwethinktheyshoulddo.Step3While-taskSBPage10,1a.

1.ReadtheinstructionstotheSs.2.ReadtheproblemsbytheSs.

3.AskSstowritetheproblemsinthe“Serious”or“Notserious”columns.4.Explain.

5.Talkabouttheanswerswiththeclass.Practicereading.SBPage10,1b.

MakesuretheSsunderstandwhatshouldtheydo.Playthetapetwice.Sscircletheproblemstheyhear.Playthetapeathirdtime.Checktheanswers.Step4Post-taskSBPage10,1c.

Lookattheproblemsinactivity1aandmakeconversations.Step5While-taskSBPage11,2a.

1.Readtheinstructions.MakesuretheSsunderstandwhatshouldtheydo.2.Pointtothesentencesbelow.

3.Playthetapethefirsttime.Ssonlylisten.PayattentiontoPeter’sfriend’sadvice.

4.Playthetapeagain.Sscircle“could”or“should”.5.Correcttheanswers.SBPage11,2b.

Readtheinstructions.PayattentiontoPeter’sanswers.Playthetapeagain.Checktheanswers.

Step7Post-task

Makeconversationswithpeterandhisfriendwiththehelpof2a&2b.Step8GrammarFocus

Reviewthegrammarbox.Sssaythequestionsandtheresponses.Explainthedifferencesbetweencould/should.Homework:

1.Gooverthewords.

2.Myclothesareoutofstyle,whatshouldIdo?Pleasegivetheadvice.

Unit11Couldyoupleasetellmewheretherestroomsare?

TheFirstPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyrestroom,shampoo,stamp（2）TargetLanguage

Excuseme．CanyoupleasetellmewhereIcangetadictionary?Sure．There’sabookstoreonRiverRoad．2．AbilityObjects

（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObject

Helpingeachotherisveryimportant．Itisagoodquality．Ⅱ．TeachingKeyPointTargetLanguage

Ⅲ．TeachingDifficultPoints

1．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．Ⅳ．TeachingProceduresStepⅠRevision

T:You’renewtothisschool．Youneedtoknowwherethemainofficeis．Howcanyouaskwherethemainofficeis?S1:Where’sthemainoffice?

T:That’sonewaytoask．Butthereisamorepolitewayyoucanask．Youcansay,"Canyoutellmewherethemainofficeis?"Classrepeat．Canyoutellmewherethemainofficeis?

Ss:Canyoutellmewherethemainofficeis?

T:That’scorrect．Nowlet’ssayyouwanttoknowwhereClassroom1is．Howcanyouask?

S2:CanyoutellmewhereClassroom1is?

T:Good!There’sanotherpolitewayyoucanask:CouldyoutellmehowtogettoClassroom1?Classrepeat．CouldyoutellmehowtogettoClassroom1?

Ss:CouldyoutellmehowtogettoClassroom1?T:That’sright．Verygood．StepⅡ1a

Gothroughtheinstructionswiththeclass．

Readthelistofthingstotheclass．Toreviewthemeaningofeachitemonthelist,invitedifferentstudentstosayeachphraseintheirownwords．

Pointtotheletteredpartsofthepictureonebyone．Askastudent:Whatkindofplaceisthis?

Whatdotheysellthere?Dowehaveoneinourcommunity?Whatisthenameoftheoneinourcommunity?

Pointoutthesampleanswer．Say,Thelettercisinfrontofthewords

buyshampoobecauseyoucouldbuyshampooinadepartmentstore．Theremaybemorethanonecorrectanswerforsomeblanks．

Whilestudentsareworking,movearoundtheroomofferinghelpasnecessary．StepⅢ1b

Readtheinstructionstostudents．Pointoutthetwoconversationsthatareshowninthepicture．

Asyoulisten,fillintheblankswithwordsyouhearintherecording．Playtherecordingthefirsttime．Studentsonlylisten．

Playtherecordingasecondtime．Thistimeaskthemtofillintheblankswiththewordsyouhear．

Checktheanswerswiththewholeclass．StepⅣ1c

Readtheinstructionstotheclass．

Pointoutthelistofthingspeopleneedandthepicturesoftheplacesinactivity1a．Say．Lookatactivityla．Haveaconversationwithapartner．Askyourparterpolitelywhereyoucandothesethingandthenansweryourpartner’squestions．

Asstudentswork,listentosomepairsinordertochecktheprogressandhelpwithpronunciationasneeded．

Afterstudentshavehadachancetopractiseseveralexchanges,asksomepairstocometothefrontoftheclassroomandactouttheirconversations．StepⅤHomeworkReviewthetargetlanguage．

Unit7Wherewouldyouliketovisit?

TheFirstPeriod

Ⅰ．TeachingAimsandDemandsKnowledgeObjects（1）KeyVocabulary

tiring,educational,fascinating,thrilling,peaceful,exotic,trek,jungle,takeiteasy,explore,historic,site（2）TargetLanguage

Wherewouldyouliketogoonvacation?

I’dliketotrekthroughthejungle,becauseIlikeexcitingvacations．2．AbilityObjects

（1）Trainstudentstotalkaboutplacestheywouldliketovisitwiththetargetlanguage．（2）Trainstudentstodescribevacationswithdifferentadjectives．（3）Trainstudents’listeningskill．3．MoralObject,

It′smoreinterestingtogoonvacatingsomewhereinsteadofstayingathome．Ⅱ．TeachingKeyPoints1．KeyVocabulary

tiring,educational,fascinating,thrilling,peaceful,exotic,trek,jungle,takeiteasy,explore,historic,site2．TergetLanguage

Talkaboutdifferentplaceswiththetargetlanguage．Ⅲ．TeachingDifficultPoints

1．Describevacationswithdifferentadjectives．2．Talkaboutdifferentplaceswiththetargetlanguage．Ⅳ．TeachingMethods1．Teachingbyillumination2．Teachingbydoingchaindrills3．TeachingbypairworkⅤ．TeachingAids1．Ataperecorder2．SomepicturesofdifferentplaceswithfamousviewsⅥ．TeachingProceduresStepⅠRevision

1．RevisethelanguagepointsinUnit6．

Providessomequestions,Whatkindofmusicdoyoulike/love/prefer?Whatkindofclothes/writers/movies/doyoulike/love/prefer?

Thenasktwopairstomakemodelconversationstotheclasstomakesuretheyanswer,Ilike/love/prefermusicthatIpreferwriterswhoNextaskstudentstopractiseinpairs．

Walkaroundtheclassroomlisteningtothem,correctsomeerrorstheymaymakeandbesuretheyareansweringwithsentenceswithrelativeclauses．

2．RevisethewordsandexpressionsinUnit6bydictatingthefollowing:

lyric,remindof,entertainment,exhibition,gallary,ondisplay,energy,suggest,photograph,suitStepⅡ1a

Atfirstintroducethekeyvocabulary．

Pointtothewordsandteachthechildrentoreadthemseveraltimestilltheycanpronouncethewordsfluentlyandcorrectly．Afterthat,trytoletstudentsexplaintheadjectivesandmakeupsentenceswiththem．Forexample,exciting,dolikethis:

Let’strytoexplainsomenewadjectivesinourownwordsandmakeupsomesentencesnow．Seeexcitingfirst．WhocanexplainitinyourownwordsinEnglish?Whatdoesexcitingmean?

Helpthechildrentoexplainit．Excitingmeansnotboring,ormeanshardtobequiet．Whocanmakeupasentencewithit?Giveanexamplesentencewithit,please．

Askseveralonestosaytheirsentencestotheclass．Forexample,Surfingmakesusexciting．

Theboyisveryexcitingwhenheiswatchingafootballmatch．Thendothesamewiththesenewwordsinthebox:tiring,educational,peaceful,fascinating,thrilling,exoticReadtheinstructionstothestudents．Besurethateveryoneknowswhattodo．Tellstudentstolookatthepostersinthepictureandcomparethem．Wecanseethreeposters．Tellmewhatyoucanseeineachone．

Thendiscussthethreeposterswithstudents．ForPosterOne,helpstudentstosay,Itisabeach．Amanwithsunglassesissleeping,etc．Dothesametotheothertwoposters．

Readthewordsoneachpostertostudentsandthenletthemreadtogetherseveraltimes．AsksomeonestotelltheChinesemeaningsofthewordstoseeiftheycanunderstandthem．Dosomeexplanationifnecessary．

Callthestudents’attentiontothechart．Pointtovacation1,2and3inthechart．

Say,Let’schoosetheadjectivesfromtheboxforthethreevacations．Theadjectivesyouchooseshouldcorrespondwiththeposters．Nowlet’suseVacation1asasample．Whichadjectivesshouldwechoose?Whocantellme?

Thenaskseveralstudentstotelltheclassthewordsthey’vechosen．Writedowntheiranswersontheblackboardlikethis:

Vacation1TakeiteasyonaFloridabeach!Adjectives:relaxing,peaceful,boring

Whohasgotsomeotheradjectivestodescribeit?Someotheradjectivesyouknow,butnotinthebox?

Asksometosaymorebesidestheonesinthebox,suchasquiet,lazy．Writethemontheblackboard,too．

Pleasefillinthechartwiththeadjectivesnow．Notetomatchtheposters．

Getthemtofillintheanswersbythemselves．Astheywork,movearoundtheroomcheckingtheirprogressandansweringquestionstheymayhave．Checktheanswers．StepⅢ1b

We’lllistentothreestudentstalkingaboutwheretheywouldliketogoonvacationandwhy．Seethesampleanswersinthechart．Writeyouranswerslikethatwhileyouhear．LookatthethreepostersinActivitylaanddothispart．Eachoneofthethreestudents,Sam,GinaandLydia,wantstogotooneofthethreeplaces．

Playthetapeforthefirsttime,andtellthestudentsnottowriteinahurry,justtrytocatchthemainideaofthedialogue．

Thenplaytherecordingagain．Askthemtowritetheiranswersthistime．Checktheanswers．StepⅣ1c

Presentatethisdialogue,showingsomepicturesoftheplaceswithgreatinterestallovertheworldandsaylikethis:

I’dliketotraveltoFrance．I’dlovetovisitParis,becauseIlikerelaxingvacations．Wherewouldyouliketogoonvacation,Sam?Askonestudenttoanswerthequestion．

Afterthatlethimorheraskanotherstudent．Setoffachaindrilllikethis:

T:I’dlovetovisitParis,becauseIlikerelaxingvacations．Wherewouldyouliketogoonvacation,S1?S1:I’dliketoclimbMountEmei,becauseIlikedangerousvacations．Wherewouldyouliketogoonvacation,S2?

Ss:IprefertotraveltotheUSA,becauseIlikeexoticvacations．Wherewouldyouliketogoonvacation,S3?S3

Afterateamfinishedgetthechildrentomaketheirownconversationsinpairs．

AsktwostudentstoreadtheexampleinthespeechbubblesinActivityla．Tellthemtotalkabouttheposterswiththeirpartnersthistime．

Asstudentsworktogether,movearoundtheclassroom,offeringlanguagesupportasneeded．Asksomepairstosaytheirconversationstotheclass．StepⅤSummary

Inthisclass,we’velearnedsomeadjectivesthatareusedtodescribevacationsandsomeotherwords．WehavealsolearnedthetargetlanguageWherewouldyouliketogoonvacation?I’dliketotrekthroughthejunglebecauseIlikeexcitingvacations．StepⅥHomework

1．Trytorememberthenewkeyvocabulary．

2．WriteoutthreesimilarconversationstotheexampleinthepictureinActivity1a．

Unit11Couldyoupleasetellmewheretherestroomsare?

Unit11Couldyoupleasetellmewheretherestroomsare?TheFirstPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyrestroom,shampoo,stamp（2）TargetLanguage

Excuseme．CanyoupleasetellmewhereIcangetadictionary?Sure．There’sabookstoreonRiverRoad．2．AbilityObjects

（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObject

Helpingeachotherisveryimportant．Itisagoodquality．Ⅱ．TeachingKeyPointTargetLanguage

Ⅲ．TeachingDifficultPoints

1．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．Ⅳ．TeachingProceduresStepⅠRevision

T:You’renewtothisschool．Youneedtoknowwherethemainofficeis．Howcanyouaskwherethemainofficeis?S1:Where’sthemainoffice?

T:That’sonewaytoask．Butthereisamorepolitewayyoucanask．Youcansay,"Canyoutellmewherethemainofficeis?"Classrepeat．Canyoutellmewherethemainofficeis?

Ss:Canyoutellmewherethemainofficeis?

T:That’scorrect．Nowlet’ssayyouwanttoknowwhereClassroom1is．Howcanyouask?

S2:CanyoutellmewhereClassroom1is?

T:Good!There’sanotherpolitewayyoucanask:CouldyoutellmehowtogettoClassroom1?Classrepeat．CouldyoutellmehowtogettoClassroom1?

Ss:CouldyoutellmehowtogettoClassroom1?T:That’sright．Verygood．StepⅡ1a

Gothroughtheinstructionswiththeclass．

Readthelistofthingstotheclass．Toreviewthemeaningofeachitemonthelist,invitedifferentstudentstosayeachphraseintheirownwords．

Pointtotheletteredpartsofthepictureonebyone．Askastudent:Whatkindofplaceisthis?

Whatdotheysellthere?Dowehaveoneinourcommunity?Whatisthenameoftheoneinourcommunity?

Pointoutthesampleanswer．Say,Thelettercisinfrontofthewordsbuyshampoobecauseyoucouldbuyshampooinadepartmentstore．Theremaybemorethanonecorrectanswerforsomeblanks．

Whilestudentsareworking,movearoundtheroomofferinghelpasnecessary．StepⅢ1b

Readtheinstructionstostudents．Pointoutthetwoconversationsthatareshowninthepicture．

Asyoulisten,fillintheblankswithwordsyouhearintherecording．Playtherecordingthefirsttime．Studentsonlylisten．

Playtherecordingasecondtime．Thistimeaskthemtofillintheblankswiththewordsyouhear．

Checktheanswerswiththewholeclass．StepⅣ1c

Readtheinstructionstotheclass．

Asstudentswork,listentosomepairsinordertochecktheprogressandhelpwithpronunciationasneeded．

Afterstudentshavehadachancetopractiseseveralexchanges,asksomepairstocometothefrontoftheclassroomandactouttheirconversations．StepⅤHomework

Reviewthetargetlanguage．

TheSecondPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary

escalator,furniture,exchangemoney,elevator（2）TargetLanguage

Excuseme．DoyouknowwhereIcanexchangemoney?Sure．There’sabankonthesecond

floor．Taketheescalatortothesecondfloorandturnright．Thebankisnexttothebookstore．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObjects

Ifsomeoneasksyouhowtogettotheplacehewantstogoto,youshouldtellhimthewaycorrectly．Ⅱ．TeachingKeyPoints1．KeyVocabularyexchangemoney2．TargetLanguage

Excuseme．DoyouknowwhereIcanexchangemoney?Sure．There’sabankonthesecondfloor．3．Structures

DoyouknowwhereIcanbuyshampoo?

Couldyoutellmehowtogettothepostoffice?CanyoupleasetellmewhereIcangetadictionary?Ⅲ．TeachingDifficultPoints1．Indirectquestions．

2．Howtoimprovestudents’listeningability．Ⅳ．TeachingProceduresStepⅠRevisionCheckhomework．StepⅡ2a

Readtheinstructionsandpointtothelistofdirections．

Getstudentstonametheitemsinthepicturesuchasescalator,elevator,shoestore,andsoon．

Playtherecording．Studentsonlylisten．

Tellthemthatthepicturemayhelpthemunderstandwhattheyarehearing．Playtherecordingagain．Thistimeaskstudentstowriteanumbernexttofourofthedirections．

Checktheanswerswiththewholeclass．StepⅢ2b

Pointtothepicture．Say,nowyouwillheartherecordingagain．Thistimeshowwheretheboywentashefollowedthedirectionstothedrugstore．Drawalineonthepictureinyourbook．

Playtherecordingagainandaskstudentstodrawthelineontheirown．Checktheanswerwiththeclass．StepⅣ2cAskapairofstudentstoreadthesampleconversationaloudtotheclass．Readtheinstructionsaloud．Say．Makeconversationsusinginformationabouttheplacesinthepicturewithyourpartners．

Asstudentswork,movearoundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．

Askoneortwopairstosaytheirconversationstotheclass．Asktherestoftheclasstolookatthepictureastheylisten．StepⅤHomework

Askthestudentstowritethreesentenceswiththestartersofthestructures．

TheThirdPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary

hangout,fresh,advantage,disadvantage,block（2）TargetLanguage

Gooutthefrontdoorandtakearight．Walkaboutthreeblocks．Gopastthepark,andturnleftontoOakStreet．3．MoralObjects

Anythinghasbothadvantagesanddisadvantages．Weshouldtreateverythingcorrectly．

Ⅱ．TeachingKeyPoint

Trainstudents’listening,speaking,readingandwritingability．Ⅲ．TeachingDifficultPoints

Howtoimprovestudents’integratingskills．Ⅳ．TeachingProceduresStepⅠRevision

T:Yesterdaywelearnedthestructures．

Doyouknowwhere?Couldyoutellmehowtogetto?Canyoupleasetellmewhere?Nowwhocanmakesentencesbyusingthestructures?StepⅡ3a

Readtheinstructions．PointouttheblanklinesunderthewordsAdvantagesandDisadvantagesbelowtheinterview．Youwillwriteyouranswersintheseblanks．

Readthefirsttwosentencesatthetopofthearticle．Explainthattheinterviewerwilltalktoseveralteenagers．Getstudentstoreadtheinterviewontheirownquickly．

Whentheyhavefinished,askifthereareanywordsorsentencestheydon’tunderstand．Ifthereare,explainthem．

Askstudentstoreadtheinterviewagainandwritetheadvantagesanddisadvantages．Checktheanswerswiththewholeclass．StepⅢ3b

Readtheinstructions．Pointouttheconversationintheboxandinvitetwostudentstoreadittotheclass．

PointoutthelistofadvantagesanddisadvantagesinActivity3a．Say,Youcanusetheseitemsandanyotheritemsyoucanthinkofasyoutalkaboutplacesyouusuallyhangout．

Askstudentstoworkingroupsoffourorfive．Astheywork,movearoundtheclassroomhelpingthegroupsasnecessary．Makesuretheytalkaboutbothadvantagesanddisadvantages．

Askseveralgroupstoactoutpartoftheirconversationtotheclass．StepⅣ4

Readtheinstructionstotheclass．Getstudentstolookbackatthepictureandactivitiesonthefirstpageofthisunit．

Pointoutthesamplelanguageinthebox．Inviteastudenttoreadittotheclass．

Askstudentstosaythenamesofsomestoresandotherplacesinthecommunityandwritethemontheboard．Say,

Eachgroupcanchoosethreeoftheseplacestowriteabout,oryoucanchooseanotherplaceyouknowof

Writecarefuldirectionsfromtheschooltoeachplace,butdonotsaythenameoftheplace．Youcanusethewordsthisplaceinstead．Inordertohelpstudentswork,drawasimplemapshowingtheschoolandseveralnearbystreets．

Whenthegroupsareready,theyreadtheirdirectionstotheclassandtheotherstudentsguessthenameoftheplacetheyaretalkingabout．StepⅤHomework

1．Askstudentstochoosetwoplacesinthecommunityandwritecarefuldirectionsfromtheschooltoeachplace．

2．Finishofftheexercisesonpages46～47oftheworkbook．

TheFourthPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary

fascinating,convenient,safe,restroom,inexpensive（2）TargetLanguage

Canyoutellmewherethere’sagoodplacetoeat?Ofcourse．Whatkindoffooddoyoulike?2．AbilityObjects

（1）Trainstudents’writingandspeakingability．

（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation．

（3）Trainstudents’abilitytousethetargetlanguage．Ⅱ．TeachingKeyPoints1．KeyVocabulary

convenient,safe,restroominexpensive2．TargetLanguage

Canyoutellmewherethere’sagoodplacetoeat?Ofcourse．Whatkindoffooddoyoulike?Ⅲ．TeachingDifficultPoints

1．Howtoimprovestudents’writingandspeakingability．2．Howtousethetargetlanguage．Ⅳ．TeachingProceduresStepⅠRevisionCheckhomework．StepⅡ1a

Gothroughtheinstructionswiththeclass．

Readthewordsintheboxtotheclassandaskifthereareanyofthesewordsthatstudentsdon’tunderstand．Ifso,helpstudentstoexplainthemeaningoftheword．

Thenreadtheinstructionsagainandpointoutthesampleanswer．Getastudenttoreadthesampleanswertotheclass．Pointoutthatstudentscanalsowriteotherwordsafterthewordclean．

Askstudentstowritewordsfromtheboxintheblanksontheirown．Helpstudentsifneeded．

Correcttheanswersbyhavingstudentsreadwhatqualitiesheorshelisted．StepⅢ1b

Readtheinstructionstotheclass．Pointouttheexampleinthebox．Invitetwostudentstoreadittotheclass．

Nowworkwithapartner．Lookatthewordsintheboxandusethemtotalkaboutplacesinyourowncity．Asstudentstalk,movearoundtheclassroomcheckingtheirwork．Offerlanguagesupportasneeded．

Inviteseveralpairsofstudentstosaytheirconversationstotheclass．StepⅣ2a

Pointtothepictureandaskstudentstotellwhatishappening．Ifnecessary,explainthatthesceneshowsafamilyonvacation．TheyareaskingthemanforinformationaboutvariousthingstodoinSunville．Gothroughtheinstructionsandpointtothechart．Playtherecording．Studentsonlylistenthefirsttime．

Playtherecordingagain．Askstudentstowritetheplacespeopleaskabout．

Checktheanswerswiththewholeclass．StepⅤ2b

Readtheinstructionsandpointtothechart．Youwillhearthesamerecordingagain．

Thistimelistencarefullytotheanswersthecleckgives．Writetheanswersintheblanksalone．Pointoutthesampleanswer．

Playtherecordingagain．Askstudentstowritetheiranswersintheblanks．

Checktheanswers．StepⅥ2c

Pointtothesampleconversation．Invitetwostudentstoreadittotheclass．

Readtheinstructions．Roleplaytheconversationsyouhearonthetape．Getstudentstoworkinpairs．Movearoundtheroomcheckingtheprogressofthepairsandofferinghelpasneeded．

Askoneortwopairstosaytheirconversationstotheclass．StepⅦHomework

Talkaboutsomeplacesusingthewordsinla,thenwritedowntheconversations．

TheFifthPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary

waterslide,clown,dressup,havefun（2）Practisereadinganarticle．

（3）Practisewritingsomethingusingthetargetlanguage．2．AbilityObjects

（1）Trainstudents’readingability．（2）Trainstudents’writingability．Ⅱ．TeachingKeyPoint

Practisereadingandwritingusingthetargetlanguage．Ⅲ．TeachingDifficultPointHowtowriteaguidetoaplace．Ⅳ．TeachingProceduresStepIRevision

Reviewthetargetlanguagepresentedinthisunit．Checkhomework．StepⅡ3a

Inviteastudenttoreadthearticlealoudtotheclass．Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．

Askstudentstoreadthearticleagainandcompletethechart．Getstudentstodotheworkontheirownorinpairs．Astheywork,movearoundtheclassroomandofferhelpasnecessary．Checktheanswers．Stepm3b

Readtheinstructionstotheclass．Pointtothefirsttwosentencesandaskastudenttoreadthesesentencestotheclass．

LookbackatActivities2aand2b．UsethisinformationtohelpyoucompletetheguidetoSunville．

Askthestudentstocompletethebrochureontheirown．Astheywork,walkaroundtheclassroomofferinghelpandansweringquestionsasneeded．Inviteastudenttoreadthecompletedarticletotheclass．StepⅣ3c

Readtheinstructionstotheclass．

Askstudentstosaythenamesofsomeoftheplacestheymightwriteabout．Writealistoftheseplacesontheboardforstudentstouseastheywritetheirguides．

Askstudentstoworkontheirown．Tellthemthattheycanusewhattheywroteforactivity3basaguide．Theycanwritetheguideforalltourists,teenagers,families,orpeopleonabudget．Astheywork,movearoundtheroomofferinghelpasneeded．Correctthestudents’work．Asksomestudentstoreadtheirguidesandcorrectthem．StepⅤPart4

Gothroughtheinstructionswiththeclass．

GetstudentstolookbackattheguidestheywroteinActivity3c．Askstudentstoworkingroupsoffourorfivestudents．Letdifferentstudentsplaytheroleoftheboothworkerandthedifferenttourists．Makesureeverystudenthasachancetoparticipate．

Askoneortwogroupstosayoneoftheirconversationstotheclass．StepⅥHomework

1．Readthearticlein3aagain．2．Writeaguidetoourcity．

TheSixthPeriod

Ⅰ．TeachingAimsandDemands1．KnowledgeObjects

（1）Fillinblanksandmakesentencesusingbeautiful,safe,delicious,convenient,fascinating．

（2）Writesomequestionsusingthetargetlanguage．2．AbilityObjects

Trainstudents’writingability．Ⅱ．TeachingKeyPoints

1．Fillinblanksandmakesentences．2．Writequestionsusingthetargetlanguage．Ⅲ．TeachingDifficultPoint

Makesentencesusing"beautiful,safe,delicious,convenient,fascinating"．

Ⅳ．TeachingProceduresStepⅠRevision

Checkhomework．Askafewstudentstoreadthearticlein3a．Thenaskafewstudentstoreadtheirguides．StepⅡPart1

Lookatthewordsinthebox．Askastudenttoreadthem．Makesurethestudentsunderstandthemeaningofthewords．Youaretofillintheblankswiththewords．Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement．

Askstudentstofillintheblanksontheirown．Checktheanswers．StepⅢPart2

Gothroughtheinstructionswiththeclass．Lookattheexamplewiththestudents．Askstudentswhattheanswerwouldbe．

Askastudenttoreadthequestionandanswerit．Excuseme,couldyoutellmewherethebankis,please?Thebankisacrossthestreetfromtheshoppingmalt．Getstudentstocompletetheworkinpairs．

Checktheanswers．Askafewstudentstoreadtheirquestions．StepⅣJustforFun!

Askallthestudentstoreadtheconversation．Ask:Whatisfunnyaboutthiscartoon?Helpstudentstoexplain．AMartianisapersonfromtheplanetMars．

ThereisnosuchthingasMartianfoodonEarth,andtheclerklookssillybecauseheistryingtothinkofwherethereisaMartianrestaurant．Invitesomepairsofstudentstopresentthisconversationtotherestoftheclass．

StepⅤSummaryandHomework

Inthisclass,we’vedonemuchwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit．Afterclass,pleasefinishthequestionsin2inyourexercisebooks．Thenfinishtheexercisesonpages47～48oftheworkbookaswell．

TheSeventhPeriod

ⅠTeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabulary

image,adventure,jealousy,hero,crime,journey,brave,nolonger,showinterest

in,takeiteasy,becomeinterestedin,plainlooks（2）Text:

Grown-upslikecartoons,too．2．AbilityObjects

（1）Fast-readingtogetageneralideaofthetext．

（2）Careful-readingtogetthedetailedinformationinthetext．（3）Learnthewordsandphrasesfromthecontext．Ⅱ．TeachingKeyPoints1．Keyvocabulary．

2．Trainstudents’readingandwritingskills．Ⅲ．TeachingDifficultPoint

Trainstudents’readingandwritingskills．Ⅳ．TeachingProceduresStepIKeyVocabulary

Saythewordsandhavestudentsrepeatthemagainandagainuntiltheycanpronouncethemfluentlyandaccurately．StepⅡPart1

ReadthetitleGrown-upslikecartoons,too．Totheclass．Ask,whatdoyouthinkthearticleisabout?

Lookatthepicture．Askstudentstodescribewhatishappeninginthepicture．

Askstudentstoanswerthefivequestions．Butdon’tlookatthereadingtext．

Instead,theyusetheirbackgroundknowledgetotrytoanswerthequestions．Asstudentswork,walkaround,lookingattheirprogress．Whenmoststudentsfinishthetask,askstudentstoanswerthequestionswithaparter．

Elicitanswersfromthestudents．Askifotherstudentshavethesameordifferentanswers．Donotgivethecorrectanswerstothestudentsatthispoint．Waituntilstudentshavefinishedthereadingandletthemrevisetheiranswersaccordingly．StepⅢPart2

Readthetextquickly,thensummarizeeachparagraphinyourownwords．Asthestudentsaredoingthis,movearoundtheclassroomtomakesuretheycandothetaskinEnglish．

Askfivestudentstoreporttheiranswers．Drawstudents’attentiontotheinstructions．

Askstudentstocompletethetaskindividuallyorinpairs．

Astheywork,walkaroundtheclassroomtomakesurestudentsdiscusstheirreasonsinEnglish．Havestudentsreporttheiranswers．Encouragestudentstousecompletesentences．StepⅣPart3

Pointtothestory．Lookatthewordsindicatedinbold．Askdifferentstudentstoguessthemeaning．Don’tgivethemthecorrectanswers．Askstudentstoreadthearticleonce．Say,payattentiontotheboldwordsandexpressions．Andnoteanyotherwordsorsentences,youdon’tunderstand．Readincontext,guessingtheirmeaningsfromtheotherwordsaroundthem．Askstudentstoreadthearticleagainforcomprehension．Readtheinstructionswiththestudentsandhavethemlookattheexample．Thenaskstudentstomatchthecorrectmeaningswiththecorrectwordsandexpressions．Allowthemoneortwominutestodothis．Checktheanswers:

Getstudentstomakesentenceswiththewordsandexpressions．Remindthemtolookatthearticleagainforextrahelp．

Answerstothisactivitywillvary．Thenaskastudentstowritehis/heranswersontheblackboard．Helpcorrectanymistakes．StepⅤPart4

Readtheinstructionstotheclass．Elicitthefirstanswerfromthestudentsfrommemory．Makesurethattheyunderstandwhattheyneedtodo．Askstudentstodotheactivityontheirownorinpairs．Astheywork,walkaroundtheclassroomofferinghelpstudentsmayneed．Checktheanswers．StepⅥPart5

Readthetaskwiththestudents．

Askstudentstodotheactivityinsmallgroups．Trytoputcreativeandartisticstudentsineachgroup．

Checktheanswersandhavestudentsshoworactouttheircartoonsfortheclass．

Optionalactivity

Asanoptionalin-classorhomeworkactivity,remindstudentstofindsomecartoonsandcutoutthespeechbubbles．

StudentscanthenwritetheirownEnglishstoriesinthespeechbubbles．StepⅦHomework

1．Readthestoryin2againforfurthercomprehension．2．Revisethetargetlanguageinthisunit．

Unit2Iusedtobeafraidofthedark教案

一.本周教学内容：

[话题](Topic)Howwehavechanged

[重点词组](KeyPhrases)

1.intheend最后,终于2.makeadecision3.toone’ssurprise令某人惊奇的事4.beafraidof5.beterrifiedof害怕6.withthelighton7.worryabout担心8.chewgum9.thesedays目前，如今11.usedtodosth.过去经常12.beinterestedin13.beontheswimteam是游泳队成员14.chatwithsb.15.stressedout忧虑不安的16.beusedto[交际用语]

1.IusedtobeshortwhenIwasyoung.我年轻时个子很矮。

2.Didyouusetohavestraighthair?你过去是直发吗？Yes,Idid.是的。

3.Didyouusetoplaythepiano?你过去弹钢琴吗？

No,Ididn’t.不，我不弹。4.Iusedtobeafraidofdark.我过去害怕黑暗。

5.I’mterrifiedofthesnakes.我害怕蛇。

6.Didyouusetobeafraidofbeingalone?你过去害怕独自一人呆着吗？Yes,Idid.是的，我怕。7.Iusedtowalktoschool.我过去走着上学。

[重点难点释义](LanguagePoints)

下决定害怕

灯开着做嚼口香糖10.notanymore不再

对感兴趣同聊天习惯于1.“主语+usedto+动词原形+其它”。在这个句型结构中usedto的含义为“过去常常”。表示过去的习惯，暗示现在已无此习惯，请看图：

Dave在过去几年中一直在factory（工厂）中工作，但现在他在Supermarket（超市）中工作，所以Dave

usedtoworkinafactory.隐含的意思是：Daveworkedinafactorybeforebuthedoesn’tworktherenow.

如果用时间轴表示的话，应该是这样的。

2.","p":{"h":13.5,"w":33.916,"x":135.036,"y":373.633Weusuallygetupearly.（不说Weusetogetupearly）二、anymore

我们用anymore来表示情况或活动的变化。（Weuseanymoretoshowachangeinasituationor

activity.）

SheusedtoliveinNewYork,butshedoesn’tlivethereanymore.

如果动词（或动词短语）相同，则第二个动词可省略。（IftheSecondVerbphrasehasthesameverb,youcanomitit.）

SheusedtoliveinLondon,butshedoesn’tanymore.

anymore可不与usedto连用（Youcanuseanymorewithoutusedto）Shedoesn’tliveinNewYorkanymore.anymore只能和否定词连用Wedon’tgothereanymore.Theynevertalktomeanymore.Noonelikeshimanymore.三、still

我们用still来说明某人或某物没有变化。（Usestilltoshowthatsomethingorsomeonehasnotchanged）

ShestilllivesinMexico.

still应放在主要动词前面（Usestillbeforethemainverb）HestilllivesinNewZealand.still应放在be动词后面。

Heisstillcrazyafteralltheseyears.still应放在像can,may,should这样的助动词之后Shecanstillplaythepiano.四、频率副词

频率副词（如always）在句中位置不同。（Adverbsoffrequencycanappearindifferentpositionsinasentence.）

它们的位置应是：在主要动词之前，在be动词之后，在助动词（will,can,have等）之后，在usedto之前。

Iusuallygetupatsix.

Youwererarelyhappy.你很少高兴。Youwillsometimeshearfromthem.Ihaveseldomspokentoher.Theyneverusedtodance.

Healwaysusedtocallher.五、词语辨析1.usedto和would

①usedto和would都可表示过去的习惯或行为，常可换用。

Whenwewerechildrenweusedto/wouldgoskatingeverywinter.我们小时候每年冬天都去滑冰。

②usedto含有较强的“今昔对比”的含义，而would无此含义IdonotswimsooftenasIusedto

我不像过去那样常游泳了。（不能用would代替）Hewouldsometimesworkintothenight.

以前他常工作到深夜。（不表示现在他不工作到深夜）

③用would时，有时应有时间状语来加以限制，而usedto则可无时间状语HewouldgotoseeMothereveryvacation.（那时）他每个假期去看望妈妈

Heisn’twhatheusedtobe.他不再是过去的他。2.usedtodo和beusedtodoing.

①beusedto是“习惯于”某一客观事实和状态，不强调动作，to是介词，后面接名词或动名词，如：

Iamusedtotheweatherhere.我已经习惯于这里的天气了。

Heisusedtohardwork.他习惯于艰苦的工作。

②get（或become）usedto指的是从不习惯到习惯这一过程的转变，另外，它往往包含着克服困难去适应的意思。

如：Youwillsoongetusedtotheweatherhere.你会习惯于这里的天气的。

Intheend,Igotusedtodoingthehardwork.最后，我终于习惯干苦活了。［单元课文重点分析］

1.I’montheswimteam.(SectionA2b)我是游泳队成员。

类似的说法还有：I’monthesoccerteam或Iplayonthesoccerteam.2.Peoplesurechange.(SectionA2b)人们的确是要变的。sure在这里为副词。

如：Itsurewascold.天气确实很冷。3.Areyoustillafraidofthedark?I’mterrifiedofthedark.（SectionA3b）

afraid的词组有beafraidofsth害怕某物

如：She’safraidofdogs.He’safraidofseeingstrangers.

在口语中也说I’mafraidhe’soutatthemoment.我想他现在出去了。

beterrifiedofdoingsth是个同义词组。如：I’mterrifiedofbeingalone.我害怕独自一人呆着。

4.Igotosleepwithmybedroomlighton.(SectionA3b)我把卧室的灯开着睡觉。with的短语表方式5.课文SectionB3a难点5.thesedays

“butthesedaysIgetupearlyandstayinschoolallday.”thesedays是个词组，意思是“现在，这几天”Yourson’stroubleisverycommonthesedays.你儿子的毛病现在是极常见的。6.right

ThenIgorighthomeandeatdinner.right在这里是副词，意为“直接地”。如：Thewindblewrightinourfaces.风迎面吹来。7.haveto

butnow.Ihavetostudy.

haveto意为“必须”侧重于客观上的必要。其句型为have(has)to+动词原形如：Wehavetoleavenow.HehastoworkonSunday.

IhadtodomyhomeworklastSunday.8.hardlyever.

Thesedays,Ihardlyeverhavetimeforconcerts.hardlyever=veryseldom.很少

Hehardlyevergoestobedbeforemidnight.他很少在午夜以前就寝。9.miss

Ireallymisstheolddays.①miss在这里为“怀念”的意思。

HowhemisseshismotherwhilesheisawayinLondon!他妈妈在伦敦期间，他多么想念她啊！②此外miss还有“缺”的意思。

I’mafraidthatJimwillmissalotofhislessons.恐怕Jim会缺很多课。③错过

Imissedcatchingthe2：15train.我未赶上2点15分的火车。

④missing失去的，缺少的，不在的，失踪的。Theyarelookingforthemissingchild.他们在寻找失踪的孩子。10.Itseemsthat(Selfcheck)

ItseemsthatYuMeihaschangedalot.

Itseemsasifhewouldrecover.看来他好像会康复的。

Itseemedthatthedaywouldneverend.那天好像没有尽头似的。

教案

Unit5ItmustbelongtoCarla.它一定属于卡拉。

SectionA

1.belongto属于2.atthepicnic=haveapicnic在野餐3.makeup形成；组成；构成4.becauseof因为5.beanxiousfor/about为而担忧；为着急；渴望SectionB

1.atfirst首先，开始2.nomore不再3.anoceanofpaper纸的海洋4.catchupwithsb.赶上某人5.awomanwithacamera一个带相机的女人6.interviewsb.采访某人7.escapefrom从逃走SelfCheck

1.becarefulof小心；当心2.useup用完；用光；耗尽3.pretendtodosth.假装做某事4.attempttodosth.试图做某事

Usefulexpressions:

1.Whosevolleyballisthis?这是谁的排球？

2.ItmustbeCarla’s.Shelovesvolleyball.它一定是卡拉的。她喜欢排球。3.ItcouldbeTed’s.它可能是泰德的。

佳文共赏：

Whosejacketisthis?

Thereisabluejacketontheplayground.Wedon’tknowwhomitbelongsto.Lucysaysitcan’tbeMike’s,becauseit’smuchtoosmallforhim.AlicesaysitmightbelongtoTom,becausehelikesblue.JimthinksitmustbeDave’sbecauseheisplayingbasketballnowwithhisfriendsontheplayground.ButIthinkitbelongstoJohn.Hemighthavetakenitoffandleftitontheplayground.

Thepollution

Withthedevelopmentofeconomy,theproblemofpollutionisbecomingmoreserious,especiallytheairpollution,waterpollutionandfoodpollution.Theyhavebroughtusmanyterribleillnessessuchascancer.Ifwedidn’tpaymoreattentiontoourenvironment,therewouldnotbelivingthingsleftontheearth.Manyfactoriesshouldchangesomethingthattheyusedtodo.Theyshouldn’tpourdirtywaterintorivers.Thepollutedfoodshouldn’tbeallowedtoentermarkets.Ihopeourlifestylewillbecomehealthier.

ThefriendsthatIlike

Doyouhavegoodfriends?Ilikemakingfriends.Ithinkfriendshipisgoodforourdevelopment.ButIdon’tthinkeveryonecanbecomemyfriend.IlikethepeoplewhocanhelpmewhenIamintrouble,becausetheyarekindenoughtohelpmeout.Ipreferthepeoplethatarefriendlyandoutgoing.ButIdon’tlikethepeoplewhoaredishonest,becausetheyalwaysmakemefeelunsafe.

Ihopeallofuscanmakemorefriendsinthefuture.Grammar现在完成时态

⑴由have/has＋过去分词

⑵表示过去发生或已经完成的某一动作对现在造成的影响或结果常与already,just,yet,ever,never连用

Haveyoufinishedyourworkyet？你完成了你的工作了吗？Yes,Ihave.Ihavejustfinishedit.是的。我刚刚完成了。Ihavealreadyfinishedit.我已经完成了。HaveyoueverbeentoChina?你曾经去过中国吗？No,Ihaveneverbeenthere.没有，我从来也没有去过。

⑶①表示过去已经开始，持续到现在的动作或状态和表示过去某一时刻延续到现在（包括现在在内）的一段时间的状态连用如：（for+时间段，since+时间点，或过去某一动作，以及howlong）②注：非延续性动词在现在完成时态中不能和for,since引导的表示一段时间的状语的肯定句连用。应转为相应的延续性动词如：

buy----havedie----bedeadjoin----beinborrow-----keepleave----beaway

Ihaveboughtapen.------Ihavehadapenfor2weeks.Thedoghasdied.-------Thedoghasbeendeadsincelastweek.⑷①have(has)beento+地点去过某地已经回来②have(has)goneto+地点去了某地没有回来

③havebeenin+地点一直呆在某地没有离开过如：ShehasbeentoShanghai.她去过上海。(已经回来)ShehasgonetoShanghai.她去了上海。(没有回来)

ShehasbeeninShanghaifor2days.她呆上海两天了。(没有离开过上海)

1.情态动词must,may,might,could,may,can’t表示推测含义与用法后面都接动词原形，都可以表示对现在情况的揣测和推断但他们含义有所不同must一定肯定(100%的可能性)

may,might,could有可能，也许(20%－80%的可能性)can’t不可能，不会(可能性几乎为零)

Thedictionarymustbemine.Ithasmynameonit.

TheCDmight/could/maybelongtoTonybecausehelikeslisteningtopopmusic.Thehairbandcan’tbeBob’s.Afterall,heisboy!.2.当play指弹奏乐器时，常在乐器前用定冠词如：playtheguitarplaythepianoplaytheviolin当play指进行球类运动时，则不用定冠词如：playfootballplaybasketballplaybaseball

Unit11Couldyoupleasetellmewheretherestroomsare?

Unit11Couldyoupleasetellmewheretherestroomsare?TheFirstPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyrestroom,shampoo,stamp（2）TargetLanguage