七年級(jí)英語預(yù)備單元教案范文

第第頁七年級(jí)英語預(yù)備單元教案范文七班級(jí)英語預(yù)備單元教案1

Languagegoal

Inthisunit,studentslearntotalkaboutjobs.

Newlanguage

Whatdoyoudo?Imareporter

Whatdoeshedo.Hesastudent.

Whatdoyouwanttobe?Iwanttobeanactor.

Whatdoesshewanttobe?Shewantstobeapoliceofficer

namesofjobsandprofessions

SectionA

Brainstormwithstudentsalistofjobsthatfriendsorrelativesdo.(Brainstormingisanactivityinwhichyousetatopicandstudentssaywhateverwordstheycanthinkofrelatingtothattopic.)Writethewordjobsontheboardandlistallthejobsstudentsmention.

Pointtothejobsonebyoneandaskstudentstosaywhatevertheycanaboutthesejobs.Acceptsinglewordanswersorsimplesentencessuchas,Itsfun.Itsagoodjob.

laThisactivityintroducesthekeyvocabulary.

Focusattentionontheart.Askstudentstotellwhattheyseeineachscene.Askstudentstonameasmanyofthejobsshownastheycan.Thenpointtoascene,namethejob,andaskstudentstorepeat.

Pointtothenumberedlistofwords.Sayeachoneandaskstudentstorepeat.

Thenaskstudentstomatcheachwordwllfaoneofthescenes.Say,Writetheletterofeachscenene*ttooneoftheivords.Pointtothesampleanswer.

1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Pointtothedifferentpeopleshowninthepicture.Askvariousstudentstotellwhattheydoasyoupointtoeachone,

Say,Nowyouwillhearthreeconversations.Theconversationsareaboutthreeofthepeopleinthispicture.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimeaskstudentstowriteanumber1ne*ttothepersonbeingtalkedaboutinconversation1.Havestudentsputa2and3ne*ttothepeoplebeingtalkedaboutinconversations2and3.

Correcttheanswers.

1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage-

Askastudenttoreadthee*ampleconversationwithyou.Holdupthebookandpointtothedoctorinthepicture.

Say,Nowworkwithyourpartner.Makeyourownconversationsaboutthepicture.Youcanusesentencesliketheonesinactivity1b.

Sayadialoguewithastudent.Pointtoapictureofoneofthepeople.Guidethestudenttoanswerusingoneofthewordsinactivity1a.

Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Onerlanguageorpronunciationsupportasneeded.

2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Askstudentstolookatthethreepictures.Askdifferentstudentstotellyouwhattheysecineachpicture.Whatarethepeopledoing?Whatjobsdotheyhave?

Playtherecordingthefirsttime.Studentsonlylisten.Say,Youwillhearconversationsaboutthepeopleinthesepictures.

Playtherecordingasecondtime.Say,Writethenumberofeachconversationbelowthepictureofthepersonbeingtalkedabout.

Correcttheanswers.

2bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Pointtothethreeheadingsinthechartandreadtheheadingstotheclass.Askstudents,Whatdoeswantstobemean?(ItisnottheJobthepersonliasnow.Itisthejobthepersonwantsinthefuture.)

Playtherecordingthefirsttime.Studentsonlylisten.Say,YouwiUhearaboutthepeopleinthesepictures.Youwillhearthejobtheyhawnowandthejobtheywantinthefuture.

Playtherecordingasecondtime.Thistimeaskstudentstofillintheblankswiththejobsthepeoplehavenowandtheonestheywantinthefuture.Pointoutthesample

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointoutthepicturesinactivity2a.Askwhoeachpersonis.(TheyareSusansbrother.Annasmother,andTonysfather.)

Say,Nowworkwithyourpartner.Askandanswerquestionsaboutthepictures.Ask,Whatdoesheorshedo?Thenask,Whatdoesheorshewanttobe?

Sayadialoguewithastudent.PointtoAnnasmotherandthentothee*ampleinthespeechballoons.Practicethedialoguewithastudent.

AsstudentsworkInpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.

3aThisactivityintroducesthenamesfortheplaceswherepeoplework,andgivesreadingpracticeusingthetargetlanguage.

Callattentiontothepictures.Askstudentstoreadthenameforeachplace.Astheynameeachplace,writethewordontheboardand-asktheclasstorepeatit.

Pointoutthelistofjobswiththenumbersne*ttoeach.Thencallattentiontothepeopleinthepicturesandthespeechbubbles.Pointoutthesampleanswerandhaveastudentreadoutthespeechbubble.

Askstudentstoworkalone.Say,Writethenumberofeachjobinthesquarene*ttoeachworkplace.

Checktheanswers.

3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointoutthepicturesinactivity3a.AskstudentstonametheworkplaceshownIneachpicture.

Thenpointouttheconversationinthespeechbubbles.AsktwostudentstoreadIttotheclass.

Say,Wowworkwithapartner.Firstpracticetheconversationinthepicture.Thenmakenewconversations.Usejobsandplacesfromactivity3a.

Sayadialoguewithastudent.Pointtothewordwaiterinactivity3aandthentothepictureoftherestaurant.Askastudent.Wheredoeshework?Guidethestudenttoanswerusingthecorrectplace:Heworksinarestaurant.Thenask.Whatdoeshedo?andguidethestudenttoanswer,Hesawaiter.

Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.

4Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.

Callattentiontothepicturesinthebookshowinghowtoplaythegame.Say,Youwilldrawapictureofsomeoneworking.Otherstudentswillaskquestionsaboutthekindofjobyouaredrawing.Aftertwoquestionssomeonecantrytoguessthejob.

Demonstratebydrawingapictureontheboardofastickfigurereporter.Adddetails(microphone,notebook,etc.)untilstudentsguesswhatjobitis.

Askastudenttogototheboard.Say,Drawapictureofapersonworking.Ifnecessary,helpthestudentadddetailsthatshowthejobthepersonisdoing.Heorshecanaddabankinteriortoshowthatthepersonisabankclerk.Astudentcouldalsouseaneyechartonthewalltoshowthattheplaceisadoctorsofficeandthepersonisadoctor.

AsktwodifferentstudentstoaskquestionsabouttheJob,andthenaskathirdstudenttoguesswhatjobitis.

Playthegameusingdrawingsbyseveraldifferentstudents.

Alternative:Ifyoudonotwantstudentstomovefromtheirseats,thenyoucanaskthemtodothisactivitysittingdowningroupsoffour.Theywillneedpiecesofpaperonwhichtodrawtheirpictures.Theywillalsoneedpencils.

SectionB

Newlanguage

Wordsthatdescribejobs,suchase*citing,dangerous,boring,difficult,busy,fun

Additionalmaterialstobringtoclass:

helpwantedadsfromanEnglish-languagenewspaper

1aThisactivityintroducesthekeyvocabulary.

Focusattentiononthesi*pictures.Ask,Whatjobdoesthepersonhave?Wheredoesthepersonivnrk?

Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.Thenusesimplee*planationsandshortsamplesentencestohelpstudentsunderstandwhateachwordmeans.Fore*ample,E*citingmeansveryinterestingandveryfast-moving.Apoliceofficerhasane*citingjob.Thejobisalwayschanging.Somethingisalwayshappening.Fordangerousyoumightsay,Dangerousmeansnotsafe.Youmightbehurtorkilledinadangerousjob.

Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachpicturene*ttooneofthewords.Pointoutthesampleanswer.

Checktheanswers.

1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

CallattentiontothepictureInthisactivityandaskastudenttoreadthestatementtotheclass.Thenpointtothepictureofthepoliceofficerandsay.Itsane*citingjob.Asktheclasstorepeat.Thensay,Whatelsecanyousayaboutbeingapoliceofficer?Someonemayanswer,Itsadangerousjob.Asktheclasstorepeateachcorrectanswer.

Thenaskstudentstoworkinpairs.Suggestthattheyeachpointtothepicturesoftheworkersandmakestatementsaboutthem.Asstudentspractice,movearoundtheclassroommonitoringtheirwork.

1cThisactivityprovidesanopportunityfororalpractice.

Say,Namesomeofthejobsfromthisunit.Writethislistofjobsontheboard.Say,Canyounamesomeotherjobs?Addanynewjobstothelist.

AsksomestudentstomakestatementsaboutJobsonthelistusingthewordsinactivityla.Youmaywishtowritesomeofthesentencesontheboardsothatstudentscancopythesentencesintotheirnotebooks.

2aThisactivityprovideslisteningandwritingpracticewiththetargetlanguage.

Callattentiontothetwoheadingsandaskastudenttoreaddieheadingstotheclass.

Pointouttheblanklineswherestudentswillwritethenameofajob(underthewordswantstobe).

PlayIherecordingthefirsttime.Studentsonlylisten.

Say,NowIwillplaythetapeagain.Thistimewritethenameofajobunderthewordswantstobe.

2bThisactivityprovideslisteningandwritingpracticewiththetargetlanguage,

Callattentiontothesecondheadingandaskastudenttoreadittotheclass.Say,Thistimeyouwillunitewhyeachpersonwantsthejob.

Playtherecordingagain.Studentsonlylisten.

Thensay,NowIwillplaythetapeagain.ThistimewritethereasonthepersonwantsthejobunderthewordWhy?

Playtherecording.Studentswritetheiranswers.

Checktheanswers.

2CThisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.

Say,Whatdoyouwanttobe?Whatwordsdescribeeachjob?Helptheclassmakeupalistofjobstheymightliketodo.Asstudentssuggestpossiblejobs,asktheclasstosuggestwordstodescribethem.Useabilingualdictionary,ifnecessary,tofindthenamesofjobsandwordstodescribeeachone.

Thenaskstudentstoworkinsmallgroups.Theytelleachotherwhattheywanttodoandwhy.Encouragestudentstousedictionariesifnecessary.Movefromgrouptogroupofferingassistanceasneeded.

Askindividualstudentstotelltheclassaboutwhattheywanttobeandwhy.

3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

Callattentiontothethreenewspaperadsandreadtheseadstotheclass.Sayblankeachtimeyoucometoablankline.

Thenreadeachadagainseparately,pausingtoallowstudentstoaskquestionsaboutanythingtheydontunderstand.Fore*ample,inthefirstad,studentsmaynotknowthatworkinglatemeansworkingatnight.Toworkhardmeanstousealotofenergytodothejob.

AskstudentstofillIn(heblanksintheadsusingthewordsactor,reporter,andwaiter.

Checktheanswers.

3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

Callattentiontothenewspaperadandaskastudenttoreadit,sayingblankforeachblankline.

AskstudentstofillintheblanksusingwordsfromThissection.Say,Lookatthepicturesne*ttoeachblankline.Thepictureswillhelpyouguessthecorrectword.SuggestthattheylookatthenamesofjobsandthewordsthatdescribejobsinthefirstpartofSectionB.

Checktheanswers,

3cThisactivityprovideswritingpracticeusingthetarget

language.

Pointouttheblankstripofnewspaperwherestudentscanwritetheirownads.

Askoneortwostudents,Whatareyougoingtowriteabout?Repeateachofthestudentssentencesandasktheclasstorepeatthesentencesafteryou.Fore*ample:Do^OMwantaninterestingbutdangerousjob?Doyouwanttomeetnewpeople?Weneedapoliceofficer.CalltheSmithtownPoliceStationat555-2323.

Askstudentstoreadtheiradstoapartner.Askthepairstocorrecteachotherswork.

4Thisactivityprovidesguidedoralpracticeusingthe

targetlanguage.

Asktwostudentstoreadtheconversationinthespeechbubbles.Answeranyquestionsstudentsmayhaveaboutit.

Thensay,Newpleaseworkingroups.Askefuestionstofindoutwhatjobseachpersonwroteabout.Youcanusesentencesliketheoneswejustread.

Asstudentsaskquestions,movefromgrouptogroup.Rephraseanyincompleteorincorrectquestions.Alsorephraseanyinaccurateanswers.

七班級(jí)英語預(yù)備單元教案2

第2課時(shí)Unit1MynamesGina.(總第2課時(shí))

SectionA(1a—2c)

【學(xué)習(xí)目標(biāo)】：1、嫻熟掌控本課6個(gè)單詞.

2、學(xué)會(huì)詢問他人姓名及介紹他人姓名.

3、能聽懂有關(guān)談?wù)撍诵彰膶υ挷⑦M(jìn)行自由交際.

【學(xué)習(xí)重點(diǎn)】：詢問他人姓名及介紹他人姓名的句型.

一、自主學(xué)習(xí)(老師寄語：Knowledgeispower.)

學(xué)習(xí)任務(wù)一:嫻熟讀寫本課6個(gè)單詞.

1.個(gè)人自瀆，記憶本課單詞.

2.小組相互檢查單詞讀寫狀況.

3.依據(jù)漢語寫出以下英語單詞并展示.

學(xué)習(xí)任務(wù)二:運(yùn)用句型：Whatshis/hername?

His/Hernameis進(jìn)行自由交際.

1.小組合作，理解并熟讀以下短語，并寫出漢語意思.

mynane()yourname()

hisname()hername()

2.個(gè)人理解以下對話，并且兩人合作練習(xí).

A：Hello!Whatsyourname?

B：MynameisGina.

A：Nicetomeetyou.

B：Nicetomeetyou,too.

A：Whatshername?

B：HernameisJenny.

3.小組合作，練習(xí)自己的對話.

4.對抗組開展競賽，展示自己的對話.

學(xué)習(xí)任務(wù)三:聽聽力完成2a,2b.

1.個(gè)人看圖，理解四幅圖畫，思索圖畫中人是在談?wù)撍诉€是對方.

2.聽聽力，給四幅圖畫編號(hào).

3.小組為單位，熟讀2b中的名字。

4.聽聽力，完成2b.

二、合作共建(老師寄語：Manyhandsmakelightwork.)

爭論下面兩句話如何用英語表達(dá).

1.他叫Bob.

2.她叫Jenny.

三、系統(tǒng)總結(jié)(老師寄語：Nomancandotwothingsatonce.)

依據(jù)提示，完成以下問答.

______________

Whats_______name?_______is

_______________

四、診斷評(píng)價(jià)

1、寫出以下短語.

(1)我的時(shí)鐘(2)你的問題

(3)他的名字(4)她的回答

2、依據(jù)句意及首字母補(bǔ)全單詞。

(1)_________isyourname?

(2)Nicetom________you.

(3)Hisa_________isgood.

(4)L______!Hisclockisbeautiful(美麗的).

三、選擇

1._______,Whatshisname?HisnameisJohnGreen.

A.HiB.OhC.SorryD.OK

2.Sheisagirl(女孩).Whats______name?

A.herB.sheC.shesD.his

五、【課后反思】(老師寄語：Neverdothingsbyhalves)

七班級(jí)英語預(yù)備單元教案3

一、教學(xué)目標(biāo)：

1.語言知識(shí)目標(biāo)：

1)能掌控以下單詞：

guitar,sing,swim,dance,chess,playchess,draw,speak,speakEnglish,join,club

能掌控以下句型：

①—Canyouplaytheguitar?—Yes,Ican./No,Icant.

②—Whatcanyoudo?—Icandance.

③—Whatclubdoyouwanttojoin?—Iwanttojointhechessclub.

2)能了解以下語法：情態(tài)動(dòng)詞can的用法

wanttodosth.的用法

2.情感立場價(jià)值觀目標(biāo)：

以培育同學(xué)的一種群體意識(shí)。

二、教學(xué)重難點(diǎn)

1.教學(xué)重點(diǎn)：

1)學(xué)習(xí)詢問和談?wù)摫舜说募寄芎吞亻L;2)

2.教學(xué)難點(diǎn)：

情態(tài)動(dòng)詞can的構(gòu)成和運(yùn)用。

三、教學(xué)過程

Ⅰ.Leadin

1.:Icanplaythe

guitar.…等;再指著圖片說：He/Shecanplaytheviolin.Canyouplaytheguitar?….并引導(dǎo)同學(xué)進(jìn)行簡約的回答。

ThenChecktheanswerswiththeclasstogether.

Ⅱ.Presentation

He/Shecandance/swim/sing//...等，學(xué)習(xí)表達(dá)活動(dòng)的動(dòng)詞短語。

Ⅲ.Game(WhatcanIdo?)

T:Tellyourpartnerswhatyoucando.Fore*ample:

Icanplaytheguitar.Icansinganddance.

Ⅳ.Listening

1.T:Nowlet’

(播放lb1b部分的教學(xué)任

務(wù)。)

Ⅴ.Pairwork

(lc部分口語交際的教學(xué)任務(wù)，學(xué)會(huì)運(yùn)用can詢問和表達(dá)技能。)Ⅵ.Listening

力和寫作技能，完成2b部分的教學(xué)任務(wù)。

ChecktheanswerswiththeSs.

Ⅶ.Pairwork

1.Lookat2bandtalkaboutwhatthepeoplecandoandtheclubstheywanttojoin.

老師可以和一名優(yōu)秀的同學(xué)做一個(gè)對話的例子，讓同學(xué)們明白如何去問答，例如：

T:WhatclubdoesLisawanttojoin?

S1:Shewantstojointhechessclub.

T:Cansheplaychess?

S1:No,shecant.

2.SsworkinpairstopracticeaskingandansweraboutLisa,BobandMary.

3.Asksomepairstoactouttheirconversations.

Ⅷ.Role-play

1.AskSstolookatthepicturein2d.ThenSsreadthedialoguebythemselvesandtrytofindouttheanswersto

thesequestions.

①WhatclubdoesBobjoin?

②WhatclubdoesJanejoin?

Ssreadtheconversationbythemselvesandfindtheanswerstothequestions.Thenchecktheanswers:

①Bobjoinsthesoccerclub.②JanejoinstheEnglishandartclub.

2.E*plainsomethingthatSscantunderstand.

3.LetSsreadaftertheteacherorplaytherecordingandletSsreadaftertherecording.

4.Ssworkinpairstoactouttheconversation.

best.

Homework:

1.Rememberthenewwordsande*pressionsafterclass.

2.WriteEnglishnamesasmanyaspossibleinthee*ercisesbook.

七班級(jí)英語預(yù)備單元教案4

一、教學(xué)目標(biāo)：

1.語言知識(shí)目標(biāo)：

1)繼續(xù)練習(xí)運(yùn)用情態(tài)動(dòng)詞can。學(xué)會(huì)詢問和談?wù)摫舜说募寄芎吞亻L。①—Canyouplaytheguitar?—Yes,Ican./No,Icant.

②—Whatcanyoudo?—Icandance.

③—Whatclubdoyouwanttojoin?—2.情感立場價(jià)值觀目標(biāo)：

對自身的認(rèn)識(shí)，為將來的自我進(jìn)展奠定基礎(chǔ)。

二、教學(xué)重難點(diǎn)

1.教學(xué)重點(diǎn)：

1)讓同學(xué)重點(diǎn)總結(jié)、發(fā)覺情態(tài)動(dòng)詞can2)

2.教學(xué)難點(diǎn)：

1)情態(tài)動(dòng)詞can的用法;2)在實(shí)際交際活動(dòng)中運(yùn)用來詢問與表達(dá)自己或他人的技能。

三、教學(xué)過程

Ⅰ.Warming-upandrevision

T:Hi,S1!Whatcanyoudo?

S1:Icansinganddance?

2.Role-play.

Ⅱ

1.2.中的句子，然后做填空練習(xí)。

①

②/不，我不會(huì)。

Yes,___________./No,I_______.

…(其余試題見課件部分)

3.同學(xué)們完成填空試題后，可以打開課本檢查答案，對錯(cuò)誤的句子，單獨(dú)進(jìn)行強(qiáng)化記憶。

Ⅲ.TrytoFind

老師將情態(tài)動(dòng)詞的can的用法，以學(xué)案的方式呈現(xiàn)在大屏幕上，讓同學(xué)自主學(xué)習(xí)，并發(fā)覺其用法。

1.可以看出，在Can…?句型中，情態(tài)動(dòng)詞can沒有________和_______的改變。

2.用情態(tài)動(dòng)詞can來詢問他人的技能可以歸納為以下句型：

Can+_______+_________+其他?

確定回答：_________________

否定回答：_________________

What+can+_______+________?

同學(xué)們合作學(xué)習(xí)爭論上面學(xué)案的答案，總結(jié)情態(tài)動(dòng)詞can的用法。

老師找部分同學(xué)對上述問題作答，并一起爭論總結(jié)情態(tài)動(dòng)詞can的用法。

Ⅳ.Practice

1.Lookat3a.告知同學(xué)們用所給的詞匯來造句子。首先，用情態(tài)動(dòng)詞can及所給的第一個(gè)動(dòng)詞詞組來造一個(gè)一般疑問句，并作出一個(gè)否定的回答。然后，用轉(zhuǎn)折連詞but及第二個(gè)詞組造一個(gè)確定句。

Teachermakesthefirstoneasamodel:

CanWuJunspeakEnglish?No,hecant,buthecanspeakChinese.

Sstrytomakesentencesusingthephrasesin2~5.Theycandiscusswiththeirpartners.

ThenletsomeSstelltheiranswerstotheclass.

Checktheanswerswiththeclass.

oucanshowandtrytocompletetheposterwiththewordsinthebo*.

第三空格后有g(shù)uitar一詞，可知些空格應(yīng)填play一詞。其他類似。

分析技能及綜合運(yùn)用技能。

最末，老師與同學(xué)們一起校對答案，并對同學(xué)們有疑問的地方進(jìn)行說明。

Ⅴ.Groupwork

2.First,workingroupaskandansweraboutwhatyoucando?e.g.

S1:Whatcanyoudo,S2?

S2:Icandokongfu.

S1:Great!WhataboutyouS3?

S3:Icansingverywell.

…

3.Thenmakealisttogether.

…

(最末，可以經(jīng)同學(xué)們評(píng)議來推舉最有技能的小組)Ⅵ.E*ercises

1.Iftimeisenough,dosomemoree*ercisesonbigscreen.

Homework

1.Writeareportaboutwhatyourfamilymemberscando.

七班級(jí)英語預(yù)備單元教案5

一、教學(xué)目標(biāo)：

1.語言知識(shí)目標(biāo)：

1)

2)

①—No,Icant./Yes,Ican.

②…

③help2.

可以培育同學(xué)的社會(huì)責(zé)任意識(shí)，為他人做自己力所

二、

1.教學(xué)重點(diǎn)：

1)能過聽力訓(xùn)練來提高同學(xué)們聽說技能。

2)進(jìn)行閱讀訓(xùn)練，通過閱讀簡短的文章來學(xué)習(xí)語言知識(shí)，提高綜合運(yùn)用技能。

2.教學(xué)難點(diǎn)

1.聽力訓(xùn)練

2.閱讀2b部分的短文并完成相關(guān)要求。

三、教學(xué)過程

Ⅰ.Warming-upandrevision

1.Dailygreeting.

2.Checkthehomework.LetsomeSsreportwhathis/herfamilymemberscando.

Ⅱ.Presentation

1.T:Showsomereallyinstrumentslikeviolin,drums.Thenplaysomeofthem.TellSsIcanplaythedrums,Ican

playtheviolin,Icanplaytheviolin…

Ss:Doaftertheteacher,Actashe/sheareplayinganinstrument.Thesay:Icanplaythepiano,Icanplaythepiano,

Icanplaythedrums…

Ⅲ.Game(Talentshow)

1.Actandshowyourclassmatesyourtalent.

T:Pleasestandinfrontofyourclassmate.Actandsaywhatyoucan.e.g.

S1:(singanddance)Icansinganddance.

S2:(playthedrum)Icanplaythedrum.

S3:…

2.Askasmanystudentsaspossibletosaytheirabilities.

Ⅳ.Listening

thesoundsyouhearin1a.

2.Playtherecordingagainandchecktheanswers.

3.T:Nowletsworkon1c.First,letonestudentreadthewordsandphrasesaloud.

Thenlistentothetapeandcirclethewordsandphraseyouhear.

4.Sslistentothetapeandcirclethewordsandphrasestheyhear.

5.Checktheanswers:

tapeagain.Thentrytofillintheblanks.

動(dòng)作這兩個(gè)方面的聽清，其他作為非重點(diǎn)內(nèi)容。

7.Sslistentotherecordingcarefullyandtrytofillintheblanks.

8.Checktheanswerswiththeclass.

Ⅴ.Groupwork

S1:Billcanplaytheguitar,buthecantsing.

S3:Frankcanplaythepiano,buthecantsingordance.S4:…

Ⅵ.Reading

1.T:Letsmeetthreenewfriends,Peter,AlandandMaHuan.Whatcantheydo?

S2:WhatcanAlando?

Ⅶ.Reading

Whatseachadstitle?Nowletsreadthethree

2.綜合廣告內(nèi)容與三個(gè)題目，看每個(gè)題目與廣告的內(nèi)容是否最為貼切。

4.Checktheanswerswiththeclass.

Ⅷ.Reading

1.T:Supp