Unit 6 Mainly revision（通用14篇）高二英语教案
Unit 6 Mainly revision（通用14篇）
Unit 6 Mainly revision 篇1
教学目标
教学目标与要求
通过本单元教学，全面复习本册书所列出的重点日常交际用语项目，如：命令与要求、提出建议与忠告、表示个人看法等。全面复习本册书中所列出的重点语法项目，如：定语从句、直接引语和间接引语、被动请态、过去完成时和动词不定式作主语等用法。
教学要点和重点
1.日常交际用语
(1) Can I ask you for some advice?
(2) What can you suggest?
(3)I suggest you (should) ask. . .
(4) I've got an idea.
(5)Why not do...?
(6)Why don't you do. . . ?
(7)That is why. . .
(8)I thought that. . .
2.单词
recently, weigh, measure, lovely, cousin, secret, invite, reply, illness, pattern, actor, junior
3.词组
ask sb. for advice, be tired of, be fun, make fun of, tell lies, laugh at, used to, keep quiet, worry about, consider doing, because of, a place of interest, reply to
4.语法
过去将来时的用法
教学建议
本单元建议
1.本单元的内容非常贴近中学生生活。可就“Friendship”，“Telling Lies”等话题展开讨论，在讨论中学会如何表述心情、如何给予忠告等。
2.对重点句型做句子操练，如完成句子、翻译等。特别注意动词的用法。
3.在口头操练的同时，注意引导学生使用正确的英语句型结构，如：Why not do…；Why don't you do…等等。必要时做笔头操练。
4.在学习过去将来时的时候，同时兼顾对过去完成时态的复习。
5.以给笔友写一封信的方式训练学生的书信表达能力。
重点难点讲解
辨析be tired of , be tired with
短语be tired of 意思为“厌倦或厌烦……”
I’m tired of his complaints.我对他的抱怨很反感。
He was tired of sleeping with the windows open.他讨厌开着窗户睡觉。
be tired with表示“因……而感到疲倦或劳累”
He was tired with such a long walk,走了这么长的路他感到很累。
We were quite tired with so much homework.做了如此多的作业 后我们相当疲劳。
辨析lovely/ beautiful/pretty//handsome/good-looking
lovely吸引人的视、听、嗅、触四觉的，引起喜悦、赞赏的人或物，都可用lovely修饰，尤其指外貌，不包括四德。主要用于修饰女子外貌、天气、景色等。如：
lovely hair/weather（秀发/好天气）。
beautiful 对人而言，指最能给人带来满足的最高尚的和精神的美，包括精致、温柔、愉快、可爱诸因素。形容人时，适合女性。
A beautiful girl /face /flower /picture /garden /place /voice /color/dress/weather等。
pretty意为“美丽的，漂亮的，可爱的”，指逗人喜欢的人或物的精致、优雅、小巧、娇嫩、雅致等属性，有“女子气”及“小巧俏皮”的含义，常修饰女性，不用于男性。
handsome意为“漂亮，英俊”，含匀称、对称、雅致、悦目、吸引人之意，尤指仪表堂堂，举止文雅，具有男性气质。其美大半是修养和训练的结果，常用以修饰男性。
“good-looking” 特指外表容貌的美，多用于指男性。
辨析used to, be used to doing 与be used to do
used to后接动词原形，表示“过去常常（做某事）”，而现在不再做；
He used to be a worker, but now he becomes the manager of the company.
be used to doing / sth. 表示“习惯于做某事”。
She has been used to living alone in the country.
be used to do为use（使用）的被动语态形式，表示“被用来做”；
The hammer is used to break nail into the wall.
辨析reply 和answer
这是一对近义词，都有“回答”之意，但其用各有不同。
1）用作动词，后面都可接that从句，两者可以相通。如：
He answered/replied that he knew nothing about it.
他回答说对此事一无所知。
2）如果加间接宾语时，要用：
answer sb. that. . . /reply to sb that. . .
3）当后面接名词或代词时，answer是及物动词, reply为不及物动词，是正式用语。如：
answer a question/reply to a question
answer a letter / reply to a letter
answer the door / doorbell / telephone
(不能说reply the door / doorbell / telephone)
4）作名词时，两者都可与介词搭配；answer还有“答案”之意。如：
the answer / rely / key to the problem. make no answer / reply
课文讲解
1.Well, I’ve recently started biology.我最近刚开始学生物。
Recently意为“近来，最近”多与现在时态连用。
He is not at home recently.他最近不在家。
How are you getting along recently?你近来过得还好吧？
2.You don’t need anything special.你不需要什么特别的东西。
用形容词修饰不定代词something, nothing, anything, somebody, anybody等时，这个形容词通常放在这类不定代词的后面。
Did you find anybody strange nearby? 你在附近看到过什么陌生人吗？
Do you have anything more to say? 你（们）还有什么话要说吗？
3.Then grow some tomatoes in one box,….然后在盒子里种上一些西红柿
Then see which plants grow higher.
第一句中的grow是及物动词，作“种植（花或庄稼）”解；第二句中的grow 是不及物动词，作“生长，成长”
The young trees are growing well.这些小树长得很好。（vi.）
We grew a lot of flowers this spring.今年春天我们种了许多花。（vt.）
此外，grow还可以作连系动词，作“逐渐变得”，后面跟表语。
She is growing healthy.她的身体逐渐变好了。
4.However, I find it hard. 然而我发现交朋友很难。
句中的it 指上句的making new friends（交新朋友）。全句相当于I find it hard to make new friends.由于it作形式宾语的用法还没有出现过，此处暂不宜向学生解释。
Find作“发现，觉得”，后面可以跟带形容词的复合宾语（宾语+宾补）
I found him very funny.我现他很滑稽可笑。
你觉得这个问题难吗？
5.This is secret, so please don’t tell anybody else.这是一个秘密，因此，请别告诉其它任何人。
句中anybody else=any other person(其它任何人) else是形容词，作“别的，其它的”，常用somebody, something, anybody, anything, nobody, nothing等不定代词连用，并置于不定代词之后。如：
Do you want to see anybody else? 你还想见见别的人吗？
I have bought lots of bread. I’d like to buy something else.我买了许多面包，我还想买点别的东西。
else还可以同what, who, when, where等疑问代词或疑问副词连用。
What else would you like to have? 你还想要点别的什么吗？
过去将来时
1) 过去将来时的基本形式：
基本形式
例子
would+动词原形
I thought I would make lots of new friends.
我曾经认为我会交上许多新朋友。
was/were + going to
I didn’t expect that I were to do the work by myself next week.我不希望下周自己做这个工作。
注意：would+动词原形。would可用于任何人称，这是美国英语的用法。在英国英语中，第一人称用 should，第二、三人称用 would。本教材采用美国英语的用法。此外，过去将来时还可以用“was/were + going to”来表示“原本打算干某事”的意思。另：be to do 不能用于人类不能控制的将发生的事情和动作；be about to do 不能和具体的时间连用。
2) 过去将来时的基本概念：
基本概念
例子
过去将来时表示对于过去某一时间而言将要发生的动作或存在的状态。它是一种相应的时态，总是同某一过去的时间或过去的动作相对应而存在。
The teacher told us he would give us a little test. 老师跟我们讲过，他将给我们来一次小测验。
He said he was going to start for Guangzhou next Monday. 他(曾经)说过他打算下星期身去广州。
3）“would+动词原形”还可表示过去的习惯动作，在这一点上同used to同义。 例如：
When we were children, we would/used to go swimming every summer. 我们小的时候， 每年夏天都去游泳。
4）一般过去时，（限某些动词，表示按计划或时刻要发生的事），也可表示过去将来时。
He wanted to be a scientist when he grew up.他长大了想当科学家。
5）过去将来时也可用来表示“愿望”或“倾向”，用于否定句，可译为“不会”，“不可能”等等。
We knew he would never permit such a thing.我们知道他绝不会允许发生此类事。
Unit 6 Mainly revision 篇2
教学目标
Teaching aims and demands:
本单元是复习课，复习的要点为第7至11单元中出现的语法现象和日常交际用语，学生在理解课文的基础上，能用自己组织的语言复述课文。
Teaching important and difficult points.
1.单词
tank, breath, exercise, fire, plastic, flow, attack, frighten, bend
2.词组
at that very moment, before long, bend over, carry away/ off, escape from, fall over, fit into, for a moment, for one thing (one reason), get away from, hold one’s breath, in front of, jump off, keep fish, lie still, look into, make a noise, the other day, pick up, put…in order, shout at, so as to, speed up, stand still, stare at, struggle to one’s feet, throw at, worse still
3.交际用语与句型
1）交际用语
A.表示建议的交际用语：
I suggest (that) you do sth.
You should do sth.
You ought to do sth.
You need to do sth.
B.复习经七至十一单元出现过的日常交际用语。
2）句型
We need to find one about 30 centimetres (cm) by 30 cm by 50 cm.
For one thing they keep the water clean.
Thoughts rushed through her head.
4.语法
复习第七至十一单元出现过的重点语法项目。
教学建议
对话分析
本文对话通过表达建议及要求的问与应答，对话较容易理解，对话描述Kate,Li Qun谈论如何养鱼的过程，教材中归纳出这些用语和表达法，如：I suggest (that) …. You should….. You ought to…..等，这些用语，在教材中的练习中给学生提供了练习与帮助。
课文建议
在Lesson 46中，教师主要通过图片展示、问与答，讨论及多媒体的形式来完成此课的教学内容，如以下方法：
方法一、教师搜集本课相关的一些动物图片，作为导入 课给学生展示。
方法二、教师播放本课的多媒体视频，让学生从听与视觉了解本课的内容。
方法三、教师给学生一段的时间精读和略读本课文，给出问题让学生来回答。
方法四、教师把学生分成小组进行讨论：动物园与动物。练习复述整个故事经过。
重点难点
1.frighten v.
①使某人感到恐惧，使害怕
Sorry, I didn't mean to frighten you.
Loud traffic frightens horses.
②惊吓某人，使某人恐怖或惊愕
The children was frightened to death by the violent thunderstorm.
You frightened me out of my life by knocking on the window like that.
③吓得某人做某事 frighten sb. into doing
News of the robberies frightened many people into fitting new locks to their doors.
④其形容词frightened意为恐惧的，害怕的;frightening，引起恐惧的，惊恐的
Frightened children were calling for their mothers.
He looked very frightened as he spoke.
It is frightening even to think of the horrors of nuclear war.
2.fire n.
①火，不可数名词
There is no smoke without fire.
②火灾，火炉，火堆，可数名词
A big fire broke out last night.
They made a fire to keep the animals away.
v.③射击，开火
The officer ordered his men to fire.
They fired at the running animals.
④解雇，辞退
The boy was fired after his second time to be late.
3.enough
①n.足够，充足，后常接for短语或动词不定式，还可接of短语，of后接名词或代词，接名词时，名词前必须有限定词。
Enough has been said on how to do it.
He has had enough to eat.
He was enough of a fool to do that.
②adj.充足的，足够的，可修饰不可数名词或可数复数名词，可前置也可后置。
We have enough time to finish the work.
There are seats enough for the people coming to the meeting.
③adv.充足地，足够地，十分；修饰形容词、副词、动词，必须后置
The book is easy for me to read.
He knows well enough what I mean.
4.agree 同意，赞同，后可接with, to, on
agree with与某人意见一致，多接人或指气候、食物适合某人或指一物与另一物相符。
The professor agrees with what his students have said.
The climate here doesn't agree with Xiao Wang.
His stories agree with hers in everything.
agree to后接具体表建议、计划、安排办法意见之类的名词。
The patient doesn't agree to the doctor's plan.
All the pupils agree to our teacher's proposal.
agree on 就……取得一致意见
All the members agreed on the date of the next meeting.
Most of the workers agree on the plan of work.
5.very adv.很，非常，修饰形容词、副词，也可作形容词，常与the, this, that ,my等连用，以加强语气，意为”正是这个，正是所要的，恰好，极其”，相当于just,但just是副词，若与名词连用，必须放在冠词之前。
［辨析］
［误］This is the just book I want.
［误］This is very the book I want.
［正］This is just the book I want.
［正］This is the very book I want.
6.be about to 正准备做某事，即将做某事，通常与when连用，表示就要……突然……
I was about to leave when the telephone rang.
He was about to tell me the secret when she came back.
而句型be doing…when表示正在……突然……
I was going on my way home when I heard a call from behind.
The teacher was just beginning the lesson when the door opened.
第 1 2 3 页
Unit 6 Mainly revision 篇3
教学设计示例Lesson22
Step I.Introduction:Show some pictures about pollution.
StepII.Fast reading:
A. Search for answers:(Now, I’ll give you 2 minutes to find out the answers:
1.what international organization has been mentioned in the text?
2.In China, what is becoming a serious problem?
B. Read again and answerT or F:
1. If waste is poured into rivers or seas without being treated,what will happen?
2. How is dangerous waste uauslly dealt with?
3. What problems does throwing away rubbish cause in western countries?
4. What is the situation like in China?
5. What has been done for environmental protection?
Step III.Fill in blanks.
Dealing with waste
1.Waste must be__treated___ so that it doesnot become a danger to life.(paragraph1)
2.When this river finally reaches the sea, it pollutes the ocean. (paragraph1)
3.Human waste is piped directly into the sea without being treated. (paragraph2)
4.It is now against the law to throw anything into the sea within 5 kilomnetres of land. (paragraph3)
5.They seek to reduce waste, protect the earth, the oceans and all forms of life in them. (paragraph5)
The throw-away society
1.This causes many problems. (paragraph1)
2.This is a particular problem for large cities. (paragraph1)
3.InChina,rubbish,such as used plastic bags and boxes known as “whitepollution”. (paragraph1)
Step IV.Group work .(Divide the class into several groups and provide them with some topics of the text ,such as :
1)How do people pollute the Ocean?(based on the text,the Ss can add something.)
2)How do people protect the sea and stop the pollution? (based on the text,the Ss can add something.)
3)What are the problems in China? (based on the text,the Ss can add something.)
(Give them some minutes to prepare and say their opinions)
Step V. Languag points:
1.break down与 break up
break down:“分解”，可指物理变化或化学变化，如：
After many years,rocks broke down into dirt.（经过多年以后，岩石就分解成尘埃。）
Water can be broken down into hydrogen and oxygen.(水可以分解成氢和氧)
当表示“拆散”意思时，break down 与 break up 通用。如：
The old cars were broken down \up for their parts.(旧汽车被拆散以取得其零部件。)
break up:“撞毁，解体”如：
The ship was breaking up on the rock.(船在礁石上撞毁。)
2.depend on :“取决于…““靠…决定”如：
The price depends on quality.(价格取决于质量。)
3.without doing:通常在句中作方式状语。这里的动词-ing形式，可以是一般式，完成式，复合结构和被动语态等，表示“(某人)未做，未曾做，未经…，未被…”等意思。如：
He was lucky ; he escaped from the burning house without being injured.
Do you think we’ll get a seat without having to queue?
They went back to the hotel without speaking.
Step VI.Home work:
Search for more information by themselves about the enviormental problems in Beijing,China,the world and how to deal with them and what should we do in daily life.The Ss will deliver their speech at the beginning of next class.
教学设计示例Lesson23
StepI.Let the students deliver their speeches.
StepII.Fast reading and discuss: Discuss these questions in groups of four.
1 Is any pollution caused by waste in China?
2 Is too much waste thrown away in China?
3 What materials are recycled in China?
4 How many different things are reused in China?
5 Can you tell how paper is made and recycled after being used? You may
use the pictures as a guide
StepIII.Fill in blanks.
1.European countries are now making an active effort to reuse materials more than they used to .(paragraph1)
2.Materials are collected, sorted,treated and used again. (paragraph1)
3.In many cities in Europe rubbish is collected separately. (paragraph1)
4.However, no single country can save the environment alone. (the last paragraph)
StepIV.教师可自己选用教学建议中的词语辨析或语法：过去分词的用法
StepV.Homework:
P 35: Exs3,4,5&P34:Exs2.
听力完形教案
StepI.Listening:Listen for three times and finish filling the blanks.
Waste watch
A newspaper reporter is interviewing someone from “waste watch” in New York.
(J=Journalist P=Person)
J: What exactly is your job?
P: Our job is to make sure that the laws about pollution and waste are not broken. There are over thirty different pollution laws in the state of New York.
J: when was the “Waste Watch”section started?
P:In 1981.There had been a lot of reports of pollution. So the government told the police force to start up a special section.
J:How bad was the situation?
P: It was pretty bad. Some firms were pouring waste straight from their factories into the rivers. Some were pouring liquid waste onto dry land inside the factory. Others were paying truck companies to take the waste out o town.
J:So what do you do now?
P: We look out for companies driving waste out of town. They need permission to do this. And we check on companies whenever we get reports.
J: Can you give an example?
P: Yes. We had an idea one company was breaking the law. Once a week a truck used to call at the company’s factory. It never delivered anything, but we thought it was taking away waste. .So we followed the truck..We used an ordinary car,not a police car, of course. At four o’clock the next morning, the truck drove to the port and started to pump the liquid into the sea. We stopped the driver, turned off the pump and took him to the police station.We had everything we needed, a bottle of the liquid and a photograph of the liquid being pumped into the sea.
StepII.完形填空
The clock had just struck eleven when I first heard a noise coming from the lift. I opened the door of our room and listened: someone was 1 against the door of the 2 and calling out at the same time.
“What’s 3 ?” I shouted. “The door has been 4 and I can’t get out,” the answer came back. The voice, which 5 like that of a girl, came from several 6 below.
My wife had now 7 me and she went off directly in search of the night porter (值班人) . After calling to the girl that 8 was on its way, I went back into the 9 to get some tools. Then I too hurried 10 the stairs until I reached the place 11 the lift was stuck.
I tried my hand at forcing to 12 the lift door, talking all the while to the girl trapped inside, 13 my tools were of no use for this purpose. Very 14 , however, my wife returned. 15 to find the porter, she had called the police, who agreed to send an engineer? 16 she has also got in touch with the fire service.
In a short time the engineer appeared, followed by two 17 . Almost immediately afterwards the firemen 18 too. With his special equipment it 19 the engineer only a short while to get the door open. In spite of her experience, the girl was in good 20 . “I’m hungry,” was her only remark as she stepped out of her cage.
1. A. standing B. beating C. sitting D. shouting
[解析]从空后的against the door…and calling out at the same time我们得此答案, beat在此意“敲、击”。. 答案：B
2.A.flat B. room C .house D .lift
[解析]从首句…when I first heard a noise from the lift. 我们得知，此时那人敲的是电梯的门。
3. A. matter B. wrong C. accident D. question
[解析]在深夜11点钟有人敲电梯的门，“我”感到不解，因此问“怎么了？”在此A有干扰性，matter用作名词时，前面要有冠词the。 答案：B
4. A. opened B. broken C. stuck D. stopped
[解析]stuck在此意为“卡住、陷住”。 答案：C
5. A. sounded B. heard C. listened D. looked 答案：A
6. A. stairs B. floors C. roofs D .flights
[解析]“声音来自几层楼下”。在此A，C均有干扰性，floor指整个楼房的一层，从电梯的位置看，电梯应是在楼梯口，因此B不合题意。stair指楼梯台阶，因此A也不合题意。a flight指楼梯的一段。 答案：D
7. A. called B. stopped C .seen D. joined
[解析]“我妻子也加入进来……”。join sb. 加入到某人的行列中；和某人一起…。答案：D
8.A.It B. nothing C .lift D .help
[解析]“在告诉她救助就要来之后，……”。on the/one’s way, 即将到来 答案：D
9.A.lift B. door C. flat D. way 答案：C
10. A. down B. up C. on D. from
[解析]“我”从家里赶快返回电梯，从前文我们得知此时电梯在several flights below, 因此I hurried down the stairs . 答案：A
11.A.that B. where C. which D. there
[解析] where引导定语从句修饰place, where在句中作状语。答案：B
12. A. open B. close C. shut D. turned
[解析]电梯的门一直紧闭，“我”想撬开门。force to do sth. 强行做某事。答案：A
13.A.though B. if C . but D. because 答案：C
14. A. quickly B. fast C .well D .soon
[解析]A、B也都可以表示“快”但quickly多侧重行动的敏捷，而fast指速度快，在此作者指不大会儿工夫，“我”妻子回来了，因此用soon一词。 答案：D
15. A. Able B. Unable C. Glad D. Sony
[解析]从she had called the police, …看，“我”妻子没有找到值班人.答案：B
16. A. Besides B. Instead C. Still D. But
[解析]besides在此为副词，意思是“另外”。 答案：A
17. A. porters B. men C. policemen D. firemen
[解析]她没有找到值班人，因此A不合题意。从空后的almost immediately afterwards the firemen 18 (arrived) too. 得知D也不合题意。 答案：C
18. A. reached B. arrived C. got D. left
[解析]A,C都可以表示到达，但reach当“到达”解时是及物动词，get to + n. 或get后直接跟副词才可表示“到达”。答案：B
19. A. spent B. took C. passed D. stayed
[解析]It took sb. some time to do sth. 花某人一段时间做某事。spend也可表示“花费”，但其主语是人而不是it或物。 答案：B
20. A. spirits B. health C. conditions D. manners
[解析]“尽管有这次（不愉快的经历），女孩的情绪很好。” 答案：A
探究活动
What's your opion on dealing with waste in China, or in Beijing?
What do you think about the "White Pollution"? Do you have some suggestion?
Unit 6 Mainly revision 篇4
Lesson 90 教学设计示例（一）
一、教学内容
1.复习现在进行时。
2.复习描述人物用语。
二、教具
录音机、几张画有不同人物的图片。
三、课堂教学设计
1.值日生报告。
2.教师请一位女同学到前面来（这位女同学的身材条件要基本符合本课第1部分内容中的描述）。教师与全班同学（或某个同学）进行问答，从而引出本课复习内容。
T：What’s her name？
Ss：Her name is .
T：How old is she？
Ss：She is twelve/thirteen.
T：Is she tall？
Ss：Yes，she is.
（这时，教师请某位学生把这三个问题的答案综合在一起，形成以下内容）：
S1：Her name is . She is twelve/thirteen.She is tall.（教师可多请几位学生这样演练）
继续与学生进行问答：
T：Is her hair long？
Ss：Yes.Her flair is long.
T：What colour is her hair？
Ss：It’s black.
引导学生将这两句说成：
Ss：She has long hair.Her hair is clack.
用同样方法，引导出下面各句：
Her mouth is small.She has long arms and legs.She is wearing…
在此过程中，不断请学生将各个答句组织在一起，形成对这位女同学进行描写的一段短文，可鼓励学生增加其他内容。例如：
Her name . She is twelve/thirteen，She is In Row 5 and her number is 14.She is tall.She has long hair，and her hair is black.Her eyes are big and black.Her mouth is small.She has long arms and legs.She is wearing…She likes singing very much.She can draw pictures， too…
与此同时，可让该学生本人以第一人称形式，利用上述内容，来描述自己。
3.打开书。学生两人一组，描述本课所提供图片中人物，教师予以帮助。教师也可考虑利用自己带来的人物图片，请学生描述。如在描述中学生有困难，教师可采用提问形式，逐步引导出所描述内容。数分钟后，请几位学生试着描述。教师予以讲评。
4.教师采用同样提问方式，与学生进行问答，从而引出本课第2部分内容：
T：Now look at Picture l.What are they doing？
Ss：They’re going to the park.
T：Now look at Picture 2.What are they doing now？
Ss：They’re boating in the middle of the lake.
教师可以将每三张图为一组，要求学生将这三张图的答案集中起来，形成连贯的句子。如：
It’s Saturday.Han Mei and her parents are going to the park.Look！They’re boating in the middle of the lake.Now they’re eating bread，because they’re hungry….
如果所教学生程度好，整体水平高，可以让学生自行根据图片内容，两人一组进行描述。
数分钟后，请几位同学在班上给出自己的描述，教师予以讲评。
5.要求学生用书面形式，将上面进行的口头描述写出。
6.指导学生做练习册习题（用笔头形式）。
7.布置作业
完成练习册习题。
Lesson 90 教学设计示例（二）
●Teaching Objectives
复习描述人物用语，进一步巩固描述物品、叙述事件的相关知识，以及现在进行时的语法项目。
●Main Points
1.学会“四会”单词。
2.复习、巩固现在进行时的用法。
3.学会描述人物。
●Difficult Points
一般现有时与现有进行时的区别。
● Teaching Aids
a tape-recorder, cards, pictures, slide projector
● Teaching Procedure
Step 1 Revision
1. Check the students homework.
Make a short play according to Ex. 3 of Lesson 89.
2 .Ask the students some questions according to the dialogue they played.
Step 2 Presentation
1. Show a picture of a girl, ask the students to describe her.
2. The teacher conclude the sentences.
Step 3 Describe people
1. Show more pictures , let the students describe them.
2. Finish Ex. 1 on page of 108.
Let the students describe one of the classmates.
Step 4 Look and say
1. Show the pictures of Part 2 one by one.
Let the students discuss what is happening in each picture.
2. Ask the students to describe each picture.
3. Let the students tell a story according to the whole pictures.
4. Explain some useful words:
in the middle of, throw sth. to sb. , jump into, be worried about, worry about
5. The teacher conclude the description.
Step 5 Workbook
Do Ex.2.
Step 6 Practice
The teacher show more pictures with computer and let the students talk about them.
Step 7 Homework
Do Ex. 3.
板书设计 ：
Writing on blackboard
Lesson 90
in the middle of
throw sth. to
jump into
be worried about
Lesson 90 教学设计示例（三）
● Teaching aims
1.掌握“四会”单词、词组，了解词义及用法。
2.掌握现在进行时的陈述句、疑问句及其答语。
3.学会描述人物。
● Key points
描述人物
描述物品
叙述事件经过
● Difficult points
叙述时所用词汇及时态的选择。
● Teaching methods
复习法，情景演示法。
● Teaching aids
幻灯片、投影仪、微机、课件Lesson 90教学演示.ppt。
● Teaching procedures
Step 1 Revision
Show the sounds Listening can，复习用一般现在时，描述某人能做什么的常用语。
Step 2 Presentation
1.Show the Film <1-23-3describe pictures> People ，Show pictures of persons without any sounds, ask the students to describe them.
2. The teacher play the sounds or show the text to students.
Step 3 Presentation
1.Show the Film <1-23-5go to the park> Pictures, Show the pictures without any sounds,Let the students discuss what is happening in each picture.
2. Ask the students to describe each picture.
3. Let the students tell a story according to the whole pictures.
4. Explain some useful words:
in the middle of, throw sth. to sb. , jump into, be worried about, worry about
5. The teacher play the sounds or show the text to students.
Step 4 Summary
•The girl has long hair. Her hair is yellow. Her eyes are big and brown. Her mouth is small. She is tall. She is wearing a red dress.
•This box is heavy.
It’s too big.
It’s light.
Step 5 Practice
Let the students describe one of the classmates, describe her/his favourite things, such as a box, a bag, a building, clothes, etc. Show the Film <1-23-4can not find box> Things, explain the main points of describe something. Let students answer:
Where is Wang Ling from?
Describe her box.
What’s her telephone number?
Step 6 Exercises
根据首字母和句意，填入相应的单词。
1. The homework is e____ . I think you can do it.
2. The shop is closed at half past six. But the supermarket is o ____twenty-four hours.
3. The robot is b____ . It can’t work.
4. My brother h____ two pens.
5. In our class there are five A ________boys.
6. Mum, r m h______ . Can I have supper now?
7. I can see some k____ on the table.
8. All the c_______ are Young Pioneers.
9. The water in the lake is c______ . I can see the fish in it.
10. I have only one p____ of meat for supper.
Answers: 1. easy 2. open 3. broken 4. has 5. American 6. hungry 7. kites 8. children 9. clear 10. piece
Unit 6 Mainly revision 篇5
Lesson 91 教学设计示例（一）
一、教学内容
复习表示询问，请求帮助等用语。
二、教具
录音机；供表演本课对话的小手提箱（或以书包代替）。
三、课堂教学设计
1.值日生报告。
2.参阅上课教案，对90课第二部分图画进行问答。请几位同学对照图画进行描述。
3.做本课听力练习。根据所听内容，填写109页表格。
4.打开书，学生就本课第 2部分内容中的插图进行问答，使用 What can you see…？/How many…are there in the picure？等提问方式。
教师放录音，学生跟读两至三遍。三人一组进行问答练习。数分钟后，请几组同学表演。
5.指导学生做练习册其他习题。
6.布置作业
1）练习朗读本课对话；2）完成练习册习题。
Lesson 91 教学设计示例（二）
●Teaching Objectives
1.掌握“四会”单词、词组，了解词义及用法。
2.复习“描述人物”。
3.复习有关“帮助”和“求助”的对话。
●Main Points
1.学会“四会”单词。
2.“询问”的习惯表达。
●Difficult Points
1. be going to 表示将来。
2. 事件描述。
● Teaching Aids
a tape-recorder, pictures
● Teaching Procedure
Step 1 Revision
1. Check the students’ homework.
2. Free talk (ask and answer sonic questions) .
Step 2 Presentation
1. Show a picture of a woman and a box.
Let the students describe it.
2. Revise how to ask the address.
Step 3 Read and act
1. Listen to the tape and answer these questions.
Where is Wang Ling from?
Describe her box.
What’s her telephone number?
2. Explain some phrases.
have a look at
be going to do
be full of
look like
Thank goodness!
Step 4 Practice
Make a similar dialogue and ask the students some questions according to the dialogue.
Step 5 Listen and answer
Listen to the tape. Fill in the form on Page 109.Then the teacher check the answer.
Step 6 Workbook
Do Ex. 2.
Step 7 Summary
Let the students conclude how to describe things in our life.
Step 8 Homework
Do Ex.3.
板书设计 ：
Writing on blackboard
Lesson 91
have a look at
be going to do
be full of
look like
Thank goodness!
Lesson 91 教学设计示例（三）
● Teaching aims
复习关于约定时间、谈论商店开门关门的时间
● Key points
星期几的表达、钟点的表达、约定见面时间
● Difficult points
It’s time to, on的用法
● Teaching methods
复习法，情景演示法。
● Teaching aids
录音机及听力训练磁带、图片、微机、相关动画。
● Teaching procedures
Step 1 Revision
展示关于丢皮箱场景的影片，复习有关描述物品的用语。
Step 2 Presentation
展示动画《Talk about time.swf》Open & Closed, 先隐藏文字播放，让学生填写商店开门和关门的时间表：
OPEN CLOSED
Mon. 9:00 a.m. 9:00 p.m.
Tue. 9:00 a.m. 9:00 p.m.
Wed. 9:00 a.m. 10:00 p.m.
Thu. 9:00 a.m. 8:00 p.m.
Fri. 9:00 a.m. 5:00 p.m.
Sat. 10:00 a.m. 5:30 p.m.
Sun. 11:30 a.m. 4:00 p.m.
再播放一遍声音，然后点击Text, 展示出文字的答案。
Step 3 Presentation
展示动画《Talk about time.swf》What time，然后让学生总结此对话中关于约定时间的说法，或提议约定时间的说法：
May I come on Monday evening?
How about…？
Could you come on Thursday afternoon?
What about…？
What time?
Step 4 Practice
Make a similar dialogue and ask the students some questions according to the dialogue.
Step 5 Listen and sing
Listen to the sounds of 《Talk about time.swf》song, try to follow the words and sing the song.
Step 6 Summary
Let the students conclude how to speak about time.
Step 8 Exercises
完成下列对话：
Mary: ____________ . Do you have a ruler?
Ann: Sorry, I have ______ruler.
Mary: So I must go ______the shop. I want a ruler.
Ann: I _____ the shop is open at this ______of day.
Mary: Yes, I think it s open.
Ann: No, look, it____________ .
Mary: Oh, dear.
Ann: Let’s go and ______ Kate.
Mary: ______she have a ruler?
Ann: I think she ______ one.
Mary: OK. Let's go.
Answers: Excuse me; no; to; think; time; is closed; ask; Does; has
Unit 6 Mainly revision 篇6
教学目标
Teaching aims and demands:
本单元是复习课，复习的要点为第7至11单元中出现的语法现象和日常交际用语，学生在理解课文的基础上，能用自己组织的语言复述课文。
Teaching important and difficult points.
1.单词
tank, breath, exercise, fire, plastic, flow, attack, frighten, bend
2.词组
at that very moment, before long, bend over, carry away/ off, escape from, fall over, fit into, for a moment, for one thing (one reason), get away from, hold one’s breath, in front of, jump off, keep fish, lie still, look into, make a noise, the other day, pick up, put…in order, shout at, so as to, speed up, stand still, stare at, struggle to one’s feet, throw at, worse still
3.交际用语与句型
1）交际用语
A.表示建议的交际用语：
I suggest (that) you do sth.
You should do sth.
You ought to do sth.
You need to do sth.
B.复习经七至十一单元出现过的日常交际用语。
2）句型
We need to find one about 30 centimetres (cm) by 30 cm by 50 cm.
For one thing they keep the water clean.
Thoughts rushed through her head.
4.语法
复习第七至十一单元出现过的重点语法项目。
教学建议
对话分析
本文对话通过表达建议及要求的问与应答，对话较容易理解，对话描述Kate,Li Qun谈论如何养鱼的过程，教材中归纳出这些用语和表达法，如：I suggest (that) …. You should….. You ought to…..等，这些用语，在教材中的练习中给学生提供了练习与帮助。
课文建议
在Lesson 46中，教师主要通过图片展示、问与答，讨论及多媒体的形式来完成此课的教学内容，如以下方法：
方法一、教师搜集本课相关的一些动物图片，作为导入 课给学生展示。
方法二、教师播放本课的多媒体视频，让学生从听与视觉了解本课的内容。
方法三、教师给学生一段的时间精读和略读本课文，给出问题让学生来回答。
方法四、教师把学生分成小组进行讨论：动物园与动物。练习复述整个故事经过。
重点难点
1.frighten v.
①使某人感到恐惧，使害怕
Sorry, I didn't mean to frighten you.
Loud traffic frightens horses.
②惊吓某人，使某人恐怖或惊愕
The children was frightened to death by the violent thunderstorm.
You frightened me out of my life by knocking on the window like that.
③吓得某人做某事 frighten sb. into doing
News of the robberies frightened many people into fitting new locks to their doors.
④其形容词frightened意为恐惧的，害怕的;frightening，引起恐惧的，惊恐的
Frightened children were calling for their mothers.
He looked very frightened as he spoke.
It is frightening even to think of the horrors of nuclear war.
2.fire n.
①火，不可数名词
There is no smoke without fire.
②火灾，火炉，火堆，可数名词
A big fire broke out last night.
They made a fire to keep the animals away.
v.③射击，开火
The officer ordered his men to fire.
They fired at the running animals.
④解雇，辞退
The boy was fired after his second time to be late.
3.enough
①n.足够，充足，后常接for短语或动词不定式，还可接of短语，of后接名词或代词，接名词时，名词前必须有限定词。
Enough has been said on how to do it.
He has had enough to eat.
He was enough of a fool to do that.
②adj.充足的，足够的，可修饰不可数名词或可数复数名词，可前置也可后置。
We have enough time to finish the work.
There are seats enough for the people coming to the meeting.
③adv.充足地，足够地，十分；修饰形容词、副词、动词，必须后置
The book is easy for me to read.
He knows well enough what I mean.
4.agree 同意，赞同，后可接with, to, on
agree with与某人意见一致，多接人或指气候、食物适合某人或指一物与另一物相符。
The professor agrees with what his students have said.
The climate here doesn't agree with Xiao Wang.
His stories agree with hers in everything.
agree to后接具体表建议、计划、安排办法意见之类的名词。
The patient doesn't agree to the doctor's plan.
All the pupils agree to our teacher's proposal.
agree on 就……取得一致意见
All the members agreed on the date of the next meeting.
Most of the workers agree on the plan of work.
5.very adv.很，非常，修饰形容词、副词，也可作形容词，常与the, this, that ,my等连用，以加强语气，意为”正是这个，正是所要的，恰好，极其”，相当于just,但just是副词，若与名词连用，必须放在冠词之前。
［辨析］
［误］This is the just book I want.
［误］This is very the book I want.
［正］This is just the book I want.
［正］This is the very book I want.
6.be about to 正准备做某事，即将做某事，通常与when连用，表示就要……突然……
I was about to leave when the telephone rang.
He was about to tell me the secret when she came back.
而句型be doing…when表示正在……突然……
I was going on my way home when I heard a call from behind.
The teacher was just beginning the lesson when the door opened.
教学设计方案Lesson 45
Teaching Aims:
1.Practise on offering suggestions.
2.Make dialogues about keeping fish, binds, etc.
3.Study the language items in the lesson.
Step I Warming--up
The teacher asks the students the questions:
Do you keep animals?
If yes, what kind of animal do you keep?
Do you find keeping animals interesting?
Tell us something important about keeping fish, birds or other animals. Divide the class into four groups. Give them a few minutes for the discussion. Then collect answers from the class. Get several students to report their discussion.
The teacher sums up and says, “Today, we are going to learn Lesson 45. In the dialogue, two friends, Kate and Li Qun, are talking about keeping fish.”
Step II Watching
Page 67. Part one. Read the introduction to the dialogue aloud. Ask the Students to cover the dialogue silently and quickly to find out the answer to the question:
What does Li Qun advise Kate to do?
Allow them a few moments to carry out the task. Check the answer.
Get a large tank to keep the fish.
Step III Listening
Books closed. Present more questions before playing the tape:
Where does Kate want to keep the fish?
What’s wrong with keeping fish in a bowl?
What size tank should she get?
What should she put in the tank,
Play the tape of the dialogue. Get another 4 students to give out the answers.
——In a round bowl. The fish can’t get enough air in a bowl. She should get one about 30 centimetres by 30 cm by 50 cm. A few large rocks and some underwater plants.
Step ⅣLanguage points
A. the other day =a few days ago
B. So are the fish; the fish are small, too.
C. They don’t get enough air: with a bowl, only a small surface area of the water is in contact with the air. So the water does not receive any oxygen.
D.30 cm by 30 cm by 50 cm:
We describe two - dimensional and three - dimensional measurements using the word by. So the length of the tank is 50 cm, and the width and height both 30 cm.
E. underwater plants: These plants oxygenate the water and keep it clear.
F. for one thing =one reason (for putting plants in the tank)
Step V Practice
Page 67. Part 2. Write the question on the Bb:
What should I do to keep a dog / a cat, etc.?
Ask the Students to choose a specific kind of animal, and offer their suggestions by using the following expressions:
I suggest (that) …
You should …
You ought to…
You need to…
First the teacher practises the dialogue with a good student as an example. Then the class do it in pairs. Get 2 pairs of students to come to the front and demonstrate their dialogues.
Do similar practice using the words and phrases in part 2. This time get the students to change roles.
Step VI Exercises
Ex.1 Call the students’ attention to the changes of the verb tenses, personal pronouns and word older. After doing the exercise orally, ask them to do it as written work.
Ex. 2 Let’s the students work in pairs and then check with the whole class.
Ex. 3 Get the students to read aloud the words and tell what each of them means.
Step VII Homework
1. Finish the Workbook exercises.
2. Read the dialogue
3.Preview Lesson 46.
教学设计方案Lesson 46
Teaching Aims
1.Review the language points and sentence patterns through the study of the text.
2.Grammar- The Past Participle as Attribute and Object Compliment.
Step I Revision
1. Check the homework exercises.
2. Get the students to act out their dialogue about the bird or fish.
Step II Warming-up
The teacher may ask the questions:
How many animals do you know? Give out their names.
…Dog, cat, tiger, lion, pig, rat, rabbit, cow, elephant, crocodile, monkey, ape, kangaroo, wolf, parrot, …
What animals are dangerous? How dangerous are they?
Present a diagram on the Bb to help the students:
NOT DANGEROUS VERY DANGEROUS
1 2 3 4 5 6 7 8 9 10
Ask the students to put the names in the right order to show how dangerous the animal is. For example, a parrot might be 2 on the scale, for it can bite your finger. Then put the students into groups of four to carry out the task. The teacher goes around and helps them with spelling if necessary. Get one student from each group to report their discussion. Collect some names of animals on the Bb.
Step III Watching
Page 68. Read the picture on top of the page. Answering the following questions:
What can you see in the picture?
…House, garden, a big tree, a woman, a sleeping baby, a lion bending over the baby.
Imagine what will be the story. Appoint a bunch of students to make up a simple story according to the picture. There stories may be different from the text.
Step IV Listening
Tell the students “we are going to read a story called Escape from the zoo”. Give them to read the text quickly to work out the question:
How did the lion escape?
…A tree fell onto its cage in the hurricane.
Step V Reading
Show a list of comprehension questions :
1. What did the radio ask people to do if they saw the lion?
2. What happened to the baby when she was cooking in the kitchen?
3. How did Mrs. Cousins feel at the moment when she saw the animal bending over the baby?
4. How did Mrs. Cousins manage to get the lion away from her baby?
5. What did Mrs. Cousins do after the lion went into the bush with the meat?
Answer:
1. asked the people to telephone the zoo and the police
2.A lion had got into her garden, jumped onto the table and was looking at her baby.
3.She held her breath, and her whole body went cold.
4.She picked up the leg of pork, went to the back door and opened it .
5.Mrs. Cousins ran to the table, picked up her baby in her arms, ran inside and shut the door.
Step VI Language points
Go over the questions with the whole class. Make sure the students understand and what to do. Ask them to read the text carefully to figure out the answers. Check the answers with the students. Deal with language points briefly.
A.the surprise of her life: a very great surprise
B.stood quite still: stood without moving
C.stared =looked in a fixed way
D.held her breath: stopped breathing
E.at that very moment: note the use of very to add emphasis
F.her whole body went cold: her whole body became cold with fear
G.worse still: what would be even worse
H.There was not a moment to lose: she had to act quickly
Step VII Practice
One night a hurricane struck Green Park Zoo. A big tree _____ onto the lion’s cage, and a young lion______ from the zoo. It might be dangerous to people and animals. The radio asked people to ______ the zoo and police when they ______ it.
The next day it was sunny. Mrs Cousins _______ her baby out into the garden. She ______ the baby in a basket on the table under a tree and ______ into the kitchen to ______ vegetables for lunch. When she had almost ______ the cooking, she ______ to the window to see. The everything was all right. She______ the young lion ______ beside her baby. She was so frightened that she did not know what to ______ . Suddenly she had an idea. She quickly took out a leg of pork from the fridge and ______ it in her hand so as to ________ the lion’s attention. Then she threw it as far as she could. The lion ______ off the table and _____ to the meat. Mrs Cousins ______ her baby buck inside the house and closed the door.
Answers: fell escaped telephone/call saw/found took put went cook finished went saw standing do swung attract jumped ran carried
Step VIII Exercises
Part 3. Go over the instructions with the whole class. Let the students do this exercise individually. Check the answers in pairs. Then check with the whole class. Focus on the structure: The Past Participle as Attribute. Ask the class to give more phrases with the same pattern. For example, a weather-beaten lace, a bent branch, sliced meat, dried food, etc.
Part 4. Read the instruction and go over the example with the class. Make sure the students understand what to do. Try the first two with the whole class, then let the students work through the exercise. Check the answers at the end.
Ex. 2 Read aloud the instructions of Ex.2 and check that the students understand the meaning. Then allow them several minutes to go over all the sentences and work out the correct order. Get a couple of the students to read the whole story.
Step ⅨHomework
1. Read the passage again.
2. Finish off the workbook exercises.
3. Preview the next lesson
探究活动
1.Suppose you are a keeper working in the zoo in southeast London. Say something about the young lion that escaped from the zoo and how your colleague and you caught the lion at last.
For example:1. go to work as usual, 2. get the news---the lion had escaped 3. be told to get the “ pipes” ready 4. go out at 1:30 ,the lion appeared 5. catch the lion
I’m a keeper working in the zoo in southeast London. This morning I drove to our zoo to work as usual. When I arrived at the zoo, my colleague, Bob, told me that a young lion had escaped from the zoo as a result of the …..
2.假如你喜欢养鱼或其它的小动物，你如何向别人介绍养鱼的要点和经过，你可以说出共有四点：
如：1)First you should get a tank if you want to keep fish. Do not use a small round bowl, otherwise the fish will not get enough air.2)The tank can be about 30 centimetre (cm)by 30 cm by 50 cm.. Check the prices before you decide to buy one tank……….
Unit 6 Mainly revision 篇7
Lesson 92 教学设计示例（一）
一、教学内容
1.复习课文第一部分中列出的元音字母和字母组合的读音。
2.小结现在进行时的陈述句和疑问句形式。
二、教具
录音机
三、课堂教学设计
1.值日生报告。
2.放课文第一部分录音，学生边读边注意观察所列单词中元音字母和字母组合的读音。跟读两至三遍。要求学生将各组单词中的发音部分相同的字母或字母组合用线划出，并注上音标(如果有的音标同学在注音时困难大些，教师要给予帮助，允许学生查书)。
3.给学生几分钟时间，观察课文第二部分列出的单词。教师简单地讲解题目意义。放这部分录音，学生跟读一遍。教师可再给几个例词：1)four----book----let→foot 2)three----girl----bed→third 3)she----know→show
指导学生根据已学过单词的读音，推断出生词的读音。打开练习册，做习题2，尽量让学生试着拼读练习2中列出的生词。可以两人一组相互启发。
4.组织学生两人一组，练习本课第3部分对话。并利用本课插图中所给出的时间替换词，演练新对话。
5.放本课第4段对话录音，学生跟读两遍。两人一组进行练习。数分钟后，请两组同学表演。
6.指导学生填空，并请一位同学公布自己答案，教师予以讲评。
7.学生阅读复习要点（23），教师解答学生问题。并指导学生阅读书后178～179页的相关语法项目。
8.布置作业
1)练习朗读本课短文；2)完成练习册习题。
Lesson 92 教学设计示例（二）
● Teaching aims
1.掌握“四会”单词、词组，了解词义及用法。
2.现在进行时的应用。
● Key points
1.掌握“四会”单词、词组，了解词义和用法。
2.关于时间的交际用语。
● Difficult points
掌握时间的表示法。
● Teaching methods
复习法，情景教学法，归纳法。
● Teaching aids
投影片、投影仪、录音机及听力训练磁带、图片。
● Teaching procedures
Step 1 Revision
Let the students act the dialogue of the homework.
Show a picture and let the students describe it.
Step 2 Presentation
Show some words and let the students read them.
Step 3 Spelling and pronunciation
1. Listen to the tape and find the right pronunciation of each word.
Let the students find different spelling can have the same pronunciation.
Let the students find out the relation between spelling and pronunciation.
2. Give some old words and the new words.
Let the students guess the pronunciation of the new words.
Step 4 Read and say
1. Listen to the tape and let the students answer the questions.
What does A want to do?
What happens to the shop?
2. Let the students look at the form in Part 3 and see if they can understand the meaning.
Step 5 Read and learn
1. Listen to the tape and fill in the blanks.
Jeff on Monday evening
Jeff on Wednesday afternoon
Li Fen on Thursday
Li Fen on Friday evening
2. Check the answers.
3. Explain some words.
on
a.m. p.m.
half past . . .
What time. . . ?
How about. . . ?
bring sth. back
borrow & lend
Step 6 Complete and read
Let the students fill in the blanks of Part 5.
Check the answers.
Step 7 Practice & Workbook
1. Let the students make a similar dialogue like Part 4.
2. Do Ex. 1-5 and Ex. 11.
Step 8 Homework
完成练习册上的练习题。
板书设计 ：
Writing on blackboard
Lesson 92
on
a.m. p.m.
half past . . .
What time. . . ?
How about. . . ?
bring sth. back
borrow & lend
Unit 6 Mainly revision 篇8
Lesson 91 教学设计示例（一）
一、教学内容
复习表示询问，请求帮助等用语。
二、教具
录音机；供表演本课对话的小手提箱（或以书包代替）。
三、课堂教学设计
1.值日生报告。
2.参阅上课教案，对90课第二部分图画进行问答。请几位同学对照图画进行描述。
3.做本课听力练习。根据所听内容，填写109页表格。
4.打开书，学生就本课第 2部分内容中的插图进行问答，使用 What can you see…？/How many…are there in the picure？等提问方式。
教师放录音，学生跟读两至三遍。三人一组进行问答练习。数分钟后，请几组同学表演。
5.指导学生做练习册其他习题。
6.布置作业
1）练习朗读本课对话；2）完成练习册习题。
Lesson 91 教学设计示例（二）
●Teaching Objectives
1.掌握“四会”单词、词组，了解词义及用法。
2.复习“描述人物”。
3.复习有关“帮助”和“求助”的对话。
●Main Points
1.学会“四会”单词。
2.“询问”的习惯表达。
●Difficult Points
1. be going to 表示将来。
2. 事件描述。
● Teaching Aids
a tape-recorder, pictures
● Teaching Procedure
Step 1 Revision
1. Check the students’ homework.
2. Free talk (ask and answer sonic questions) .
Step 2 Presentation
1. Show a picture of a woman and a box.
Let the students describe it.
2. Revise how to ask the address.
Step 3 Read and act
1. Listen to the tape and answer these questions.
Where is Wang Ling from?
Describe her box.
What’s her telephone number?
2. Explain some phrases.
have a look at
be going to do
be full of
look like
Thank goodness!
Step 4 Practice
Make a similar dialogue and ask the students some questions according to the dialogue.
Step 5 Listen and answer
Listen to the tape. Fill in the form on Page 109.Then the teacher check the answer.
Step 6 Workbook
Do Ex. 2.
Step 7 Summary
Let the students conclude how to describe things in our life.
Step 8 Homework
Do Ex.3.
板书设计 ：
Writing on blackboard
Lesson 91
have a look at
be going to do
be full of
look like
Thank goodness!
Lesson 91 教学设计示例（三）
● Teaching aims
复习关于约定时间、谈论商店开门关门的时间
● Key points
星期几的表达、钟点的表达、约定见面时间
● Difficult points
It’s time to, on的用法
● Teaching methods
复习法，情景演示法。
● Teaching aids
录音机及听力训练磁带、图片、微机、相关动画。
● Teaching procedures
Step 1 Revision
展示关于丢皮箱场景的影片，复习有关描述物品的用语。
Step 2 Presentation
展示动画《Talk about time.swf》Open & Closed, 先隐藏文字播放，让学生填写商店开门和关门的时间表：
OPEN CLOSED
Mon. 9:00 a.m. 9:00 p.m.
Tue. 9:00 a.m. 9:00 p.m.
Wed. 9:00 a.m. 10:00 p.m.
Thu. 9:00 a.m. 8:00 p.m.
Fri. 9:00 a.m. 5:00 p.m.
Sat. 10:00 a.m. 5:30 p.m.
Sun. 11:30 a.m. 4:00 p.m.
再播放一遍声音，然后点击Text, 展示出文字的答案。
Step 3 Presentation
展示动画《Talk about time.swf》What time，然后让学生总结此对话中关于约定时间的说法，或提议约定时间的说法：
May I come on Monday evening?
How about…？
Could you come on Thursday afternoon?
What about…？
What time?
Step 4 Practice
Make a similar dialogue and ask the students some questions according to the dialogue.
Step 5 Listen and sing
Listen to the sounds of 《Talk about time.swf》song, try to follow the words and sing the song.
Step 6 Summary
Let the students conclude how to speak about time.
Step 8 Exercises
完成下列对话：
Mary: ____________ . Do you have a ruler?
Ann: Sorry, I have ______ruler.
Mary: So I must go ______the shop. I want a ruler.
Ann: I _____ the shop is open at this ______of day.
Mary: Yes, I think it s open.
Ann: No, look, it____________ .
Mary: Oh, dear.
Ann: Let’s go and ______ Kate.
Mary: ______she have a ruler?
Ann: I think she ______ one.
Mary: OK. Let's go.
Answers: Excuse me; no; to; think; time; is closed; ask; Does; has
Unit 6 Mainly revision 篇9
Lesson 92 教学设计示例（一）
一、教学内容
1.复习课文第一部分中列出的元音字母和字母组合的读音。
2.小结现在进行时的陈述句和疑问句形式。
二、教具
录音机
三、课堂教学设计
1.值日生报告。
2.放课文第一部分录音，学生边读边注意观察所列单词中元音字母和字母组合的读音。跟读两至三遍。要求学生将各组单词中的发音部分相同的字母或字母组合用线划出，并注上音标(如果有的音标同学在注音时困难大些，教师要给予帮助，允许学生查书)。
3.给学生几分钟时间，观察课文第二部分列出的单词。教师简单地讲解题目意义。放这部分录音，学生跟读一遍。教师可再给几个例词：1)four----book----let→foot 2)three----girl----bed→third 3)she----know→show
指导学生根据已学过单词的读音，推断出生词的读音。打开练习册，做习题2，尽量让学生试着拼读练习2中列出的生词。可以两人一组相互启发。
4.组织学生两人一组，练习本课第3部分对话。并利用本课插图中所给出的时间替换词，演练新对话。
5.放本课第4段对话录音，学生跟读两遍。两人一组进行练习。数分钟后，请两组同学表演。
6.指导学生填空，并请一位同学公布自己答案，教师予以讲评。
7.学生阅读复习要点（23），教师解答学生问题。并指导学生阅读书后178～179页的相关语法项目。
8.布置作业
1)练习朗读本课短文；2)完成练习册习题。
Lesson 92 教学设计示例（二）
● Teaching aims
1.掌握“四会”单词、词组，了解词义及用法。
2.现在进行时的应用。
● Key points
1.掌握“四会”单词、词组，了解词义和用法。
2.关于时间的交际用语。
● Difficult points
掌握时间的表示法。
● Teaching methods
复习法，情景教学法，归纳法。
● Teaching aids
投影片、投影仪、录音机及听力训练磁带、图片。
● Teaching procedures
Step 1 Revision
Let the students act the dialogue of the homework.
Show a picture and let the students describe it.
Step 2 Presentation
Show some words and let the students read them.
Step 3 Spelling and pronunciation
1. Listen to the tape and find the right pronunciation of each word.
Let the students find different spelling can have the same pronunciation.
Let the students find out the relation between spelling and pronunciation.
2. Give some old words and the new words.
Let the students guess the pronunciation of the new words.
Step 4 Read and say
1. Listen to the tape and let the students answer the questions.
What does A want to do?
What happens to the shop?
2. Let the students look at the form in Part 3 and see if they can understand the meaning.
Step 5 Read and learn
1. Listen to the tape and fill in the blanks.
Jeff on Monday evening
Jeff on Wednesday afternoon
Li Fen on Thursday
Li Fen on Friday evening
2. Check the answers.
3. Explain some words.
on
a.m. p.m.
half past . . .
What time. . . ?
How about. . . ?
bring sth. back
borrow & lend
Step 6 Complete and read
Let the students fill in the blanks of Part 5.
Check the answers.
Step 7 Practice & Workbook
1. Let the students make a similar dialogue like Part 4.
2. Do Ex. 1-5 and Ex. 11.
Step 8 Homework
完成练习册上的练习题。
板书设计 ：
Writing on blackboard
Lesson 92
on
a.m. p.m.
half past . . .
What time. . . ?
How about. . . ?
bring sth. back
borrow & lend
Unit 6 Mainly revision 篇10
教学目标
1.重点词汇：
express ,advantage, blame, hand in hand ,bring in ,try out, give out,gift, work out, stick to, lead to, be content with, respect,prove, breakdown, nature, gather, rubbish, seek, get rid of, break up
2.重点句型：
1)It’s possible that the reader or viewer will remember the advertisement but not the name of the product.
2)Isn’t it time you made someone’s life a bit easier?
3)It has been proved again and again that repeated advertising increases product sales.
3.交际用语：
Agreement & disagreement
I think it would be a good idea to …
I agree./I agree with…
That’s true/right.
Of course./No problem./I think so./I don’t think so.
I don’t agree with…
I’m afraid I can’t agree with you.
4.复习运去分词作定语、表语、宾语补足语和状语的用法
教学建议
教材分析
本单元课文词汇，内容较浅显，课文亮点不多，建议教师快速处理完课文，把重点放在“环境保护”这个话题以及对第一-------第六单元的复习提高上。
过去分词概念&过去分词作表语，定语：
I.过去分词也是一种非限定动词，一般只有一种形式，但少数过去分词有两种不同的形式，如：
born（生）——————————borne（负担）
got（得到）——————————gotten（得到的）
hung（悬挂）——————————hanged（绞死）
lit（燃着）——————————lighted（燃着）
rotted（被腐烂）——————————rotten（腐烂的）
shrunk（被收缩）——————————shrunken（已收缩的）
struck（被打击）——————————stricken（被打击的）
sunk（陷下）——————————sunken（陷下的）
II.special Focus:
由以上例词可以看出不同形式的过去分词可具有不同的意义。有时二者的用法也不一样。现仅以sunk和sunken为例：
（1）His cheeks have sunk in.
他的两颊陷了下去。（过去分词sunk是主要动词，与助动词have构成谓语动词）
（2）He was sunk in thought.
他陷入沉思。（过去分词sunk是非限定动词，用作表语）
（3）The old man has sunken cheeks.
那位老人的双颊陷了下去（过去分词sunken是非限定动词，相当于形容词，用作定语）
III.Conclusion:
由此可以看出，作为非限定动词，过去分词sunk与sunken的区别在于：前者的动词性质较强，后者则已相当于形容词。
IV.过去分词也有双重性:
一方面有动词的性质，另一方面相当于形容词。如：
（1）I saw the ball thrown into the garden. 我看见那球被扔进了花园。（有动词的性质）
（2）She’s very worried. 她很担心。（相当于形容词）
V.句法功能:A:过去分词用作表语
Fill in the blank with past participle. Pay attention to their meanings.
A. mistaken B. Gone C. broken D. satisfied E. gone
(1) Never touch an electric wire when it is__________. 决不要触摸断了的电线。（表示状态）
(2) He’s ________________. 他走了。（不久前发生的动作）
(3) You’re _______________. 你错了。（非永久性）
(4) Are you ___________ that I am telling the truth?你相信我说的是实话吗？（后接that从句）
(5) _______________are the days when they could do what they liked.
他们为所欲为的日子一去不复返了。（用作表语的过去分词可用于倒装句中，置于句首）
(1) C (2) E (3) A (4) D (5)B
B.过去分词用作定语
过去分词可用作定语。如是单词，常置于其所修饰的名词之前，如：
(1) Did you pay a visit to the tomb of the Unknown Soldier?
你去看了无名英雄之墓吗？（永久性）
(2) Her job was to take care of the wounded soldier.
她的工作就是照料这个伤员。（不久前发生的动作）
过去分词短语用作定语时，一般置于其所修好的等词之后，其意义相当于一个定语从句，如：
(1) Trucks and buses were driven on gas carried in large bags on the roof.
卡车和公共汽车都烧煤气，煤气是装在车顶上的袋中。（相当于：
Trucks and buses were driven on gas which was carried in large bags on the roof. )
(2) The meeting, attended by over five thousand people, welcomed the Chinese delegation.
他们举行了欢迎中国代表团的大会，到会的有5千多人。（相当于meeting, which was attended by over five thousand people, welcomed the Chinese delegation. ）
词语辨析：
1. fix, mend与repair
A.fix“修理，整理”主要指修理机器、表、机件，修补房层、车胎、玩具等。fix常可代替repair。如:
I am going to have my watch fixed. 我要把我的手表修一修。
You must get the radio fixed. 你得修一修这个收音机。
B.mend“修理，修补，缝补”，多指对玩具、衣服、鞋袜等的修补，有时也可指对道路、门窗及电器的修理。如：
Mary is mending her skirt.玛丽正在补裙子。
He has sent his shoes there to be mended.他把鞋子送到那边补去了。
C.repair“修，修理，修补”，多指对机械、车辆、无线电、建筑物，道路等比较复杂的修理，对衣服。鞋袜的修补也可用repair，但mend更常用。如
Some workers are repairing the road.一些工人在修路。
Has the television set been repaired yet? 电视机修好了吗？
2.agree的各种搭配
A.agree with sb.表示“同意某人的意见”；也可接表示意见、想法、观点、决定的词，即 agree with one’s views / opinions / words / what one says / decision等。如：
She always agrees with us in words but opposes in deeds.她总是口头上赞成我们，行动上反对。
I completely agree with what you said. 我完全同意你所说的。
I completely agree with your views on the question.我完全同意你对这个问题的看法。
agree with还可表示“相一致，符合”（不能用于被动语态）。如：
The climate here doesn’t agree with me. 这里的气候对我不合适。
B.agree to，to是介词，后面常跟plan，proposal, suggestion, arrangement等。如：
We all agree to your proposal. 我们都同意你的提议。
They agreed to Mary’s plan for the summer holidays.他们同意玛丽的暑假计划。
C.agree to do sth.同意做某事。如：They agreed to leave at once.
D.agree on/ upon就……达成协议（双方决定，可用被动语态）。如：
I don’t agree with you on this problem. 在这问题上，我不同意你的意见。
We agreed on how to protect the environment. 就如何保护环境一事，我们取得了一致的意见。
4.“找”search, seek, hunt for, find, find out, look for
A.search通常指对某处、某地进行搜查或搜索；对人时为“搜身”。常接for构成短语search for，作“寻找；搜寻”解，其对象多为一个或一批人或物，如找矿，找资料，找文件，找工作等。它强调寻找的行为，不着重结果。如：
The police searched him but nothing was found on him. 警方搜了他的身，但什么也没找到。
They are searching for the missing child.他们在寻找失踪的孩子。
B.seek一般用于抽象意义，有时也表示渴望得到某一具体的东西，是比较正式的书面用法。可构成seek for，seek after等短语，作“寻找，设法得到”等解。其后可接动词不定式，此时表示“试图，企图”。如：
They seek information from various sources. 他们从各种来源收集信息。
They seek after the truth. 他们追求真理。
C.hunt for指竭力搜寻，其搜寻对象往往是某种迫切需要的东西或人。如：
This is just the thing I am hunting for. 这正是我在找的东西。
They’ve been hunting for you everywhere. 他们一直在到处找你。
D. look for强调找的过程。如：
He is looking for his dictionary bought yesterday. 他在找昨天买的那本词典。
E.find通常强调找的结果。其后可跟名词、复合结构或that从句。如：
Use your head, then you’ll find a way. 开动脑筋，就会有办法的。
He found his home village unchanged. 他发现家乡还是老样子。
F.find out通过观察、调查、询问等方式找出（原因等），或发现（秘密、错误）情况等，其后一般跟名词、代词或从句。如：
Have you found out his address? 你查到他的住址了吗？
Please find out when the train leaves. 请打听一下火车什么时候开。
5. suppose，guess及imagine的用法比较
A.suppose常指根据一些证据而得出的推断，强调暂时性，可接不定式（特别是to be）、介词短语、形容词等的复合结构，接从句等，作“假定，猜想”等解。如：
We all supposed him to be an actor.我们都以为他是个演员。
Let’s suppose he is right. 让我们假定他是对的。
B.guess表达说话人在缺乏了解和证据时所陈述的见解，其后可接名词、复合宾语、从句。如：
I should guess the old woman to be about sixty.我猜这位老太太六十岁上下。
Guess how much it is worth.猜猜看这东西值多少钱。
C.imagine指没有充分证据或单凭某种模糊印象和感觉而设想、推断。它跟guess一样，都是缺乏证据的。其后可接名词、v-ing的复合宾语、从句，还可与as连用。如：
We can hardly imagine life without electricity.我们简直无法想象没有电的生活会怎么样。
I can’t imagine you/ your living alone in the small mountain village.
我简直不能想象你竟然独自住在小山村里。
6.be about to，be ready to的辨析：
这两个复合助动词都作“乐意”讲，但有区别：前者总是用于肯定结构，而后者则既可用于肯定结构又可用于否定结构。（注：美国英语往往把be not about to作“不愿意”讲。）
比较：James was about to pay the bill.詹姆斯乐意掏钱付帐。（与 was ready to通用）
James was not ready to pay the bill.詹姆斯不乐意掏钱付账。（不说He was not about to pay the bill.）
7.if only,so long as作“只要”讲时的区别：
A.这两个复合连词同义，都作“只要”讲，但不一定能通用：if only只能连接表达一时动作的从句（参见词条517和519），而as/so long as则限于连接含有“持续”意义或表达存在的从句（参见词条583）。
例如：If only I have any chance，I shall try again.只要有机会，我将再试它一下。（所连接的从句没有“持续”的含义）
So long as he remains reactionary，no revolutionary peoplewill take united action with him.只要他保持反动不变，就没有革命人民同他采取联合行动。（所连接的从句含有“持续”的含义）
So long as there are still many things which we don't knowand in which we lack experience we must be good at learningfrom other countries'strong points.只要我们还有许多东西不懂或缺乏经验，我们就该向别的国家学习它们的长处.（所连接的从句中含有“存在”的意义）
B.其次，前者多少含有“怀疑”的意境色彩，而后者则没有这种意思。
比较：Betty will do the job well if only she works hard.只要贝蒂好好干，她是会把工作搞好的。（多少存有怀疑）
Betty will do the job well so long as she works hard.只要贝蒂好好干，她是会把工作搞好的。（未必有怀疑）
Unit 6 Mainly revision 篇11
教学目标
一、Teaching Aims
本单元为复习课，重点复习1至5单元出现的语法现象和日常交际用语。同时通过对话课的学习与操练，进一步熟悉有关打电话的用语，通过对两篇文章的学习，了解一些有关集邮，集硬币方面的知识，学生能够对硬币的历史，发展和收藏进行介绍。
二、Teaching important and difficult points
1.Words and phrases
shape, ring, collection, bank, material, hide, (hid, hidden), envelope, cheaply, cock, shame coin, silver, penny, (pi. pence) , mine, possibly, whenever, whatever, afford, hand out, here and there, look round, sooner or later, pick up, packs of, kind of…, at the beginning, be mixed with
2.Daily expressions
Hello. Can I speak to Zhou Lan, please?
This is Zhou Lan speaking.
But I’ve only just got home.
I would like to ask you about some stamps.
What a pity! What a shame!
I’ll ring you if I have any news.
It’s a pity I didn’t think of it earlier.
3.Grammar
Revise grammar from unit one to unit five.
教学建议
对话课建议：
在Lesson 21 有关打电话的对话练习，教师引导学生以口头练习为主，让学生在对话交际功能学会打电话的用语。教师可设置情景对话让学生们进行操练，比如说：教师让两个学生们到前表演，话题为谈论借英语学习杂志或其它使用学生们感兴的题目，教师给学生在黑板上写一些电话用语的日常用语如：Can/May I speak …..? This is ….speaking? Is that..? so on教师在这里只充当配角。
课文建议
教师在Lesson22中，让学生分小组学习本文章，复述课文,分小组讨论集邮的好处。教师与学生们共同参与完成本课的学习内容。教师尽力给学生们多提供有关本课内容的信息和图片。
听力建议
1.首先，教师对学生讲今天要学习的是收集硬币的知识，教师介绍在这段对话中共有五个人，他们都有不寻常的硬币。
2.教师让学生们阅读每一个练习的问题，弄清楚学生们在听的过程中应抓住哪些重点，然后教师在播放磁带，以泛听和精听为过程，最后教师检查学生做练习的情况。
教材分析
本单元是一个复习课，本文的对话是以打电话为主，练习打电话用语，语句比较简单，两篇阅读课是有关于收集硬币集邮的介绍，文中用一些数字表明硬币的发展过程，同时也学习提供一些集邮的建议，在23课中语法主要是复习1至5单元所学的知识点及词性的转换。
重点难点
辨析：pack与parcel，packet
这三个词都指包。
pack多指较小的包，与package可以互换；学生用的背包可用pack，如：
The soldier carried a pack on his back. 这个军人背上背着一个小包。
packet也指较小的包，多指同类东西的“一束”，“一盒”等，如：
a packet of letters（一捆信），packet（pack）of cigarettes（一包香烟）
parcel多指“邮包”。
shape，form，figure的区别
shape着重指人或物的比较具体的整个外形，不太正式。
We saw a shape through the mist but we couldn’t see who it was.我们从雾中看见一个人影，但我们看不清那是谁。
form指有具体结构和看得见的某种特殊形状或是抽象的形式
In the early morning light we could just see the forms of the mountains.在晨曦中，我们仅能看到群山的轮廓。
figure指物时，侧重指轮廓；指人时，着重指姿态。
I could see a tall figure near the door. 我可以看见门附近有一个高大的身影。
possible, probable的区别
这两个词的反义词是impossible, improbable
1）possible作“或许”解，有“也许如此，也许不如此”之意。强调客观上有可能性，但常常带有“实际可能性很小”的暗示。
2）probable用来指有根据，合情理，值得相信的事物，带有“大概，很可能”的意味。语气比possible要重，是most likely之意。
It’s possible, though not probable. That he will accept the terms.他也可能接受这些条件，但希望不大。
(2) be possible, be probable常用形式主语it，构成句型为：
It is possible/probable + that …（从句）
It is possible /probable+ for sb. to do sth. 例如：
他有可能做这件事。
[√] It is possible for him to do this.
[√] It is possible that he will do this.
[×] He is possible to do this.
particular, especial或special区别
三者均有“特别的”之意，
但particular指同类事物中具有独特性质的一个
especial和special相同，强调某种特殊的目的或用途，但especial为书面语，口语中多用special。
There was a particular expression in his eyes. 他眼睛中有一种特别的神情。
The patient needs special/ especial care. 病人需要特殊的照料。
Coins can be made of many different kinds of metal mixed together.
mixed together(=…which are mixed together)过去分词短语作后置定语，相当于一个省略的定语从句。
He is reading the short stories written by Lu Xun. ( =He is reading the shorts stories which were written by Lu Xun. )
Please give me letters received yesterday. (=…the letters which were received yesterday. )
如果这个分词是一个单词，就位于修饰的名词之前，作定语。
She is our respected teacher.
The lost key has been found.
A year passed when it was realized that the parcel had been sent to the wrong destination.一年以后才发现包裹送错了地方。
It’s possible that one of them kept a bank where the workers could keep their money safe.有可能他们中的某个人办了一家银行，工人们可以放心地把钱存在那儿。
这是一个由形式主语it引导的复合句，真实主语是后面的that从句。其句型结构为：It is+形容词+that从句，常用于这个句型的形容词有：possible，necessary, important, clear, certain, strange等。
It is necessary that we master one or two foreign languages.我们精通一至二门外国语是很必要的。
keep a bank意为“开办银行”。此处keep为及物动词，意为“经营”、“管理”、“养活”。
keep a shop意为“开办商店” keep the farm意为“经营农场”
keep the house意为“管理家务”keep the family意为“养家糊口”
It contained 54,951 coins dating from the year 260－275 AD.那一次挖掘的硬币共有54951枚，都是公元260－275年间的硬币。
dating from在句中作定语，相当于定语从句…which dated from the year…修饰先行词coins, date用作vi., 意思是“起始”、“兴趣于”。date from 表示“始于……时期”。
过去分词短语和现在分词短语用作定语时相当于一个定语从句。如：
Tell the children playing (==who are playing) there not to make so much noise.让那些在那儿玩的小孩别这么吵。
They’re problems left (=which have been left) over by history.这些是历史遗留下来的问题。
这座古庙的历史可以追溯到两千年前。
[×] The old temple is dated from 2,000 years ago.
[√]The old temple dates back 2,000 years ago.
[√]The old temple dates back to 2,000 years ago.
[√]The old temple dates back 2,000 years.
It does not matter if /whether they are old. 邮票）新旧没关系。
1) It does not matter if/whether…是一个很有用的句型。
It doesn’t matter ( to me ) if I miss my train, because there's another one later.对我来说错过一趟火车没关系，因为后面还有。
2) It doesn’t matter 后还能跟其他从句
If she does her best, it doesn’t matter what people think of her.只要她尽了力，别人怎么看她无关紧要。
If you are just starting to collect stamps, here is some advice for you to follow.
1) start 和begin, continue有一点是相同的，即它们可以用动词不定式或动名词作宾语。
He started learning / to learn English when he was ten.
They began building / to build the dam in 1994.
How can you continue working / to work with all that noise going on?
2) 但是当这些动词本身是进行时态时，一般后面跟动词不定式。
starting to collect 一般不能换成starting collecting。
It’s starting / beginning to rain.开始下雨了。
3)start或begin后跟的动词是表达有关感情和思想的动词时，一般也不用动名词，而用动词不定式。
She started / began to understand. 她开始理解了。
打电话的说法：
l）电话铃响时，当你拿起话筒，通常首先自报姓名和自己的电话号码。如：
Hello, Bob Dorson.
Hello, 742511.
This is Bob Dorson speaking. Who is that speaking?
Yes?
2) 若对方要找的不是Bob而是Chris，对方可能询问：
Is Chris in/at home / there ?
May /can /Could I speak to Chris?
I’d like to speak to Chris , please.
若Chris在家，Bob去叫Chris，则对方稍等一会：
A moment, please.
Hold on, please.
Hold the line, please.
Don’t hang up, please.
3) Bob通知Chris 听电话：
Telephone for you.
You are wanted on the phone, Chris.
4) 在互报完姓名后，就可以开始谈话了。
若Chris不在家，你可告诉对方，并请他留下口信。
Chris isn’t in /here right now. Can / Could I take a message for you?
Would you like to leave a message?
Can you call later? He will be back at about 2:30.
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Unit 6 Mainly revision 篇12
Lesson 92 教学设计示例（一）
一、教学内容
1.复习课文第一部分中列出的元音字母和字母组合的读音。
2.小结现在进行时的陈述句和疑问句形式。
二、教具
录音机
三、课堂教学设计
1.值日生报告。
2.放课文第一部分录音，学生边读边注意观察所列单词中元音字母和字母组合的读音。跟读两至三遍。要求学生将各组单词中的发音部分相同的字母或字母组合用线划出，并注上音标(如果有的音标同学在注音时困难大些，教师要给予帮助，允许学生查书)。
3.给学生几分钟时间，观察课文第二部分列出的单词。教师简单地讲解题目意义。放这部分录音，学生跟读一遍。教师可再给几个例词：1)four----book----let→foot 2)three----girl----bed→third 3)she----know→show
指导学生根据已学过单词的读音，推断出生词的读音。打开练习册，做习题2，尽量让学生试着拼读练习2中列出的生词。可以两人一组相互启发。
4.组织学生两人一组，练习本课第3部分对话。并利用本课插图中所给出的时间替换词，演练新对话。
5.放本课第4段对话录音，学生跟读两遍。两人一组进行练习。数分钟后，请两组同学表演。
6.指导学生填空，并请一位同学公布自己答案，教师予以讲评。
7.学生阅读复习要点（23），教师解答学生问题。并指导学生阅读书后178～179页的相关语法项目。
8.布置作业
1)练习朗读本课短文；2)完成练习册习题。
Lesson 92 教学设计示例（二）
● Teaching aims
1.掌握“四会”单词、词组，了解词义及用法。
2.现在进行时的应用。
● Key points
1.掌握“四会”单词、词组，了解词义和用法。
2.关于时间的交际用语。
● Difficult points
掌握时间的表示法。
● Teaching methods
复习法，情景教学法，归纳法。
● Teaching aids
投影片、投影仪、录音机及听力训练磁带、图片。
● Teaching procedures
Step 1 Revision
Let the students act the dialogue of the homework.
Show a picture and let the students describe it.
Step 2 Presentation
Show some words and let the students read them.
Step 3 Spelling and pronunciation
1. Listen to the tape and find the right pronunciation of each word.
Let the students find different spelling can have the same pronunciation.
Let the students find out the relation between spelling and pronunciation.
2. Give some old words and the new words.
Let the students guess the pronunciation of the new words.
Step 4 Read and say
1. Listen to the tape and let the students answer the questions.
What does A want to do?
What happens to the shop?
2. Let the students look at the form in Part 3 and see if they can understand the meaning.
Step 5 Read and learn
1. Listen to the tape and fill in the blanks.
Jeff on Monday evening
Jeff on Wednesday afternoon
Li Fen on Thursday
Li Fen on Friday evening
2. Check the answers.
3. Explain some words.
on
a.m. p.m.
half past . . .
What time. . . ?
How about. . . ?
bring sth. back
borrow & lend
Step 6 Complete and read
Let the students fill in the blanks of Part 5.
Check the answers.
Step 7 Practice & Workbook
1. Let the students make a similar dialogue like Part 4.
2. Do Ex. 1-5 and Ex. 11.
Step 8 Homework
完成练习册上的练习题。
板书设计 ：
Writing on blackboard
Lesson 92
on
a.m. p.m.
half past . . .
What time. . . ?
How about. . . ?
bring sth. back
borrow & lend
Unit 23 Mainly revision-92
Unit 6 Mainly revision 篇13
Lesson 90 教学设计示例（一）
一、教学内容
1.复习现在进行时。
2.复习描述人物用语。
二、教具
录音机、几张画有不同人物的图片。
三、课堂教学设计
1.值日生报告。
2.教师请一位女同学到前面来（这位女同学的身材条件要基本符合本课第1部分内容中的描述）。教师与全班同学（或某个同学）进行问答，从而引出本课复习内容。
T：What’s her name？
Ss：Her name is .
T：How old is she？
Ss：She is twelve/thirteen.
T：Is she tall？
Ss：Yes，she is.
（这时，教师请某位学生把这三个问题的答案综合在一起，形成以下内容）：
S1：Her name is . She is twelve/thirteen.She is tall.（教师可多请几位学生这样演练）
继续与学生进行问答：
T：Is her hair long？
Ss：Yes.Her flair is long.
T：What colour is her hair？
Ss：It’s black.
引导学生将这两句说成：
Ss：She has long hair.Her hair is clack.
用同样方法，引导出下面各句：
Her mouth is small.She has long arms and legs.She is wearing…
在此过程中，不断请学生将各个答句组织在一起，形成对这位女同学进行描写的一段短文，可鼓励学生增加其他内容。例如：
Her name . She is twelve/thirteen，She is In Row 5 and her number is 14.She is tall.She has long hair，and her hair is black.Her eyes are big and black.Her mouth is small.She has long arms and legs.She is wearing…She likes singing very much.She can draw pictures， too…
与此同时，可让该学生本人以第一人称形式，利用上述内容，来描述自己。
3.打开书。学生两人一组，描述本课所提供图片中人物，教师予以帮助。教师也可考虑利用自己带来的人物图片，请学生描述。如在描述中学生有困难，教师可采用提问形式，逐步引导出所描述内容。数分钟后，请几位学生试着描述。教师予以讲评。
4.教师采用同样提问方式，与学生进行问答，从而引出本课第2部分内容：
T：Now look at Picture l.What are they doing？
Ss：They’re going to the park.
T：Now look at Picture 2.What are they doing now？
Ss：They’re boating in the middle of the lake.
教师可以将每三张图为一组，要求学生将这三张图的答案集中起来，形成连贯的句子。如：
It’s Saturday.Han Mei and her parents are going to the park.Look！They’re boating in the middle of the lake.Now they’re eating bread，because they’re hungry….
如果所教学生程度好，整体水平高，可以让学生自行根据图片内容，两人一组进行描述。
数分钟后，请几位同学在班上给出自己的描述，教师予以讲评。
5.要求学生用书面形式，将上面进行的口头描述写出。
6.指导学生做练习册习题（用笔头形式）。
7.布置作业
完成练习册习题。
Lesson 90 教学设计示例（二）
●Teaching Objectives
复习描述人物用语，进一步巩固描述物品、叙述事件的相关知识，以及现在进行时的语法项目。
●Main Points
1.学会“四会”单词。
2.复习、巩固现在进行时的用法。
3.学会描述人物。
●Difficult Points
一般现有时与现有进行时的区别。
● Teaching Aids
a tape-recorder, cards, pictures, slide projector
● Teaching Procedure
Step 1 Revision
1. Check the students homework.
Make a short play according to Ex. 3 of Lesson 89.
2 .Ask the students some questions according to the dialogue they played.
Step 2 Presentation
1. Show a picture of a girl, ask the students to describe her.
2. The teacher conclude the sentences.
Step 3 Describe people
1. Show more pictures , let the students describe them.
2. Finish Ex. 1 on page of 108.
Let the students describe one of the classmates.
Step 4 Look and say
1. Show the pictures of Part 2 one by one.
Let the students discuss what is happening in each picture.
2. Ask the students to describe each picture.
3. Let the students tell a story according to the whole pictures.
4. Explain some useful words:
in the middle of, throw sth. to sb. , jump into, be worried about, worry about
5. The teacher conclude the description.
Step 5 Workbook
Do Ex.2.
Step 6 Practice
The teacher show more pictures with computer and let the students talk about them.
Step 7 Homework
Do Ex. 3.
板书设计 ：
Writing on blackboard
Lesson 90
in the middle of
throw sth. to
jump into
be worried about
Lesson 90 教学设计示例（三）
● Teaching aims
1.掌握“四会”单词、词组，了解词义及用法。
2.掌握现在进行时的陈述句、疑问句及其答语。
3.学会描述人物。
● Key points
描述人物
描述物品
叙述事件经过
● Difficult points
叙述时所用词汇及时态的选择。
● Teaching methods
复习法，情景演示法。
● Teaching aids
幻灯片、投影仪、微机、课件Lesson 90教学演示.ppt。
● Teaching procedures
Step 1 Revision
Show the sounds Listening can，复习用一般现在时，描述某人能做什么的常用语。
Step 2 Presentation
1.Show the Film <1-23-3describe pictures> People ，Show pictures of persons without any sounds, ask the students to describe them.
2. The teacher play the sounds or show the text to students.
Step 3 Presentation
1.Show the Film <1-23-5go to the park> Pictures, Show the pictures without any sounds,Let the students discuss what is happening in each picture.
2. Ask the students to describe each picture.
3. Let the students tell a story according to the whole pictures.
4. Explain some useful words:
in the middle of, throw sth. to sb. , jump into, be worried about, worry about
5. The teacher play the sounds or show the text to students.
Step 4 Summary
•The girl has long hair. Her hair is yellow. Her eyes are big and brown. Her mouth is small. She is tall. She is wearing a red dress.
•This box is heavy.
It’s too big.
It’s light.
Step 5 Practice
Let the students describe one of the classmates, describe her/his favourite things, such as a box, a bag, a building, clothes, etc. Show the Film <1-23-4can not find box> Things, explain the main points of describe something. Let students answer:
Where is Wang Ling from?
Describe her box.
What’s her telephone number?
Step 6 Exercises
根据首字母和句意，填入相应的单词。
1. The homework is e____ . I think you can do it.
2. The shop is closed at half past six. But the supermarket is o ____twenty-four hours.
3. The robot is b____ . It can’t work.
4. My brother h____ two pens.
5. In our class there are five A ________boys.
6. Mum, r m h______ . Can I have supper now?
7. I can see some k____ on the table.
8. All the c_______ are Young Pioneers.
9. The water in the lake is c______ . I can see the fish in it.
10. I have only one p____ of meat for supper.
Answers: 1. easy 2. open 3. broken 4. has 5. American 6. hungry 7. kites 8. children 9. clear 10. piece
Unit 23 Mainly revision-90
Unit 6 Mainly revision 篇14
Lesson 90 教学设计示例（一）
一、教学内容
1.复习现在进行时。
2.复习描述人物用语。
二、教具
录音机、几张画有不同人物的图片。
三、课堂教学设计
1.值日生报告。
2.教师请一位女同学到前面来（这位女同学的身材条件要基本符合本课第1部分内容中的描述）。教师与全班同学（或某个同学）进行问答，从而引出本课复习内容。
T：What’s her name？
Ss：Her name is .
T：How old is she？
Ss：She is twelve/thirteen.
T：Is she tall？
Ss：Yes，she is.
（这时，教师请某位学生把这三个问题的答案综合在一起，形成以下内容）：
S1：Her name is . She is twelve/thirteen.She is tall.（教师可多请几位学生这样演练）
继续与学生进行问答：
T：Is her hair long？
Ss：Yes.Her flair is long.
T：What colour is her hair？
Ss：It’s black.
引导学生将这两句说成：
Ss：She has long hair.Her hair is clack.
用同样方法，引导出下面各句：
Her mouth is small.She has long arms and legs.She is wearing…
在此过程中，不断请学生将各个答句组织在一起，形成对这位女同学进行描写的一段短文，可鼓励学生增加其他内容。例如：
Her name . She is twelve/thirteen，She is In Row 5 and her number is 14.She is tall.She has long hair，and her hair is black.Her eyes are big and black.Her mouth is small.She has long arms and legs.She is wearing…She likes singing very much.She can draw pictures， too…
与此同时，可让该学生本人以第一人称形式，利用上述内容，来描述自己。
3.打开书。学生两人一组，描述本课所提供图片中人物，教师予以帮助。教师也可考虑利用自己带来的人物图片，请学生描述。如在描述中学生有困难，教师可采用提问形式，逐步引导出所描述内容。数分钟后，请几位学生试着描述。教师予以讲评。
4.教师采用同样提问方式，与学生进行问答，从而引出本课第2部分内容：
T：Now look at Picture l.What are they doing？
Ss：They’re going to the park.
T：Now look at Picture 2.What are they doing now？
Ss：They’re boating in the middle of the lake.
教师可以将每三张图为一组，要求学生将这三张图的答案集中起来，形成连贯的句子。如：
It’s Saturday.Han Mei and her parents are going to the park.Look！They’re boating in the middle of the lake.Now they’re eating bread，because they’re hungry….
如果所教学生程度好，整体水平高，可以让学生自行根据图片内容，两人一组进行描述。
数分钟后，请几位同学在班上给出自己的描述，教师予以讲评。
5.要求学生用书面形式，将上面进行的口头描述写出。
6.指导学生做练习册习题（用笔头形式）。
7.布置作业
完成练习册习题。
Lesson 90 教学设计示例（二）
●Teaching Objectives
复习描述人物用语，进一步巩固描述物品、叙述事件的相关知识，以及现在进行时的语法项目。
●Main Points
1.学会“四会”单词。
2.复习、巩固现在进行时的用法。
3.学会描述人物。
●Difficult Points
一般现有时与现有进行时的区别。
● Teaching Aids
a tape-recorder, cards, pictures, slide projector
● Teaching Procedure
Step 1 Revision
1. Check the students homework.
Make a short play according to Ex. 3 of Lesson 89.
2 .Ask the students some questions according to the dialogue they played.
Step 2 Presentation
1. Show a picture of a girl, ask the students to describe her.
2. The teacher conclude the sentences.
Step 3 Describe people
1. Show more pictures , let the students describe them.
2. Finish Ex. 1 on page of 108.
Let the students describe one of the classmates.
Step 4 Look and say
1. Show the pictures of Part 2 one by one.
Let the students discuss what is happening in each picture.
2. Ask the students to describe each picture.
3. Let the students tell a story according to the whole pictures.
4. Explain some useful words:
in the middle of, throw sth. to sb. , jump into, be worried about, worry about
5. The teacher conclude the description.
Step 5 Workbook
Do Ex.2.
Step 6 Practice
The teacher show more pictures with computer and let the students talk about them.
Step 7 Homework
Do Ex. 3.
板书设计 ：
Writing on blackboard
Lesson 90
in the middle of
throw sth. to
jump into
be worried about
Lesson 90 教学设计示例（三）
● Teaching aims
1.掌握“四会”单词、词组，了解词义及用法。
2.掌握现在进行时的陈述句、疑问句及其答语。
3.学会描述人物。
● Key points
描述人物
描述物品
叙述事件经过
● Difficult points
叙述时所用词汇及时态的选择。
● Teaching methods
复习法，情景演示法。
● Teaching aids
幻灯片、投影仪、微机、课件Lesson 90教学演示.ppt。
● Teaching procedures
Step 1 Revision
Show the sounds Listening can，复习用一般现在时，描述某人能做什么的常用语。
Step 2 Presentation
1.Show the Film <1-23-3describe pictures> People ，Show pictures of persons without any sounds, ask the students to describe them.
2. The teacher play the sounds or show the text to students.
Step 3 Presentation
1.Show the Film <1-23-5go to the park> Pictures, Show the pictures without any sounds,Let the students discuss what is happening in each picture.
2. Ask the students to describe each picture.
3. Let the students tell a story according to the whole pictures.
4. Explain some useful words:
in the middle of, throw sth. to sb. , jump into, be worried about, worry about
5. The teacher play the sounds or show the text to students.
Step 4 Summary
•The girl has long hair. Her hair is yellow. Her eyes are big and brown. Her mouth is small. She is tall. She is wearing a red dress.
•This box is heavy.
It’s too big.
It’s light.
Step 5 Practice
Let the students describe one of the classmates, describe her/his favourite things, such as a box, a bag, a building, clothes, etc. Show the Film <1-23-4can not find box> Things, explain the main points of describe something. Let students answer:
Where is Wang Ling from?
Describe her box.
What’s her telephone number?
Step 6 Exercises
根据首字母和句意，填入相应的单词。
1. The homework is e____ . I think you can do it.
2. The shop is closed at half past six. But the supermarket is o ____twenty-four hours.
3. The robot is b____ . It can’t work.
4. My brother h____ two pens.
5. In our class there are five A ________boys.
6. Mum, r m h______ . Can I have supper now?
7. I can see some k____ on the table.
8. All the c_______ are Young Pioneers.
9. The water in the lake is c______ . I can see the fish in it.
10. I have only one p____ of meat for supper.
Answers: 1. easy 2. open 3. broken 4. has 5. American 6. hungry 7. kites 8. children 9. clear 10. piece
