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I was not here yesterday
教學(xué)目標(biāo)
1．知識(shí)目標(biāo)
�。�1）New words and phrases: was, yesterday, November, ill, hope, composition, remember, were, bit, healthy, grow up, visit, ago, the day before yesterday, enjoy, world, at the same time, a moment ago, just now, reply, by the way, match, cold, drive, plan, dairy, make phone calls, go out, India, went, rain, rained.
�。�2）日常交際用語(yǔ): What day is yesterday?
I am sorry to hear that.
I hope you’re better now. Keep healthy.
Why did you call me? I called to tell…
（3）語(yǔ)法項(xiàng)目
A. 一般過(guò)去時(shí)的陳述句結(jié)構(gòu)：主語(yǔ)+動(dòng)詞（be動(dòng)詞或行為動(dòng)詞）過(guò)去式形式。
B. be 動(dòng)詞的過(guò)去式：am, is— was are —were
C. 一般過(guò)去時(shí)的一般疑問(wèn)句結(jié)構(gòu)及回答：
�。�1）Were/Was+主語(yǔ)+ 其它？
Yes, They/we were. No, we/ they weren’t.
I/he/she/it was. I/he/she/it wasn’t.
�。�2）Did + 主語(yǔ)+ 動(dòng)詞原型 + 其它？
Yes, 主語(yǔ)+ did.
2．能力目標(biāo)：
（1）使學(xué)生能夠掌握一般過(guò)去時(shí)的意義和結(jié)構(gòu)，并能熟練的進(jìn)行口頭和筆頭練習(xí)。
�。�2）使學(xué)生能夠讀懂課文大意，并能回答出課后面的問(wèn)題。
�。�3）使學(xué)生能夠聽(tīng)懂與課文聽(tīng)力難度相當(dāng)?shù)穆?tīng)力材料,并能回答課后的問(wèn)題.
�。�4）使學(xué)生能夠掌握發(fā)/∫//з//h//w/這四個(gè)輔音音素的字母組合.
3.德育目標(biāo): 通常教學(xué)，讓學(xué)生認(rèn)識(shí)到科學(xué)發(fā)展之快，交通之便捷，必須認(rèn)真學(xué)習(xí)，適應(yīng)社會(huì)。
教學(xué)建議
教材分析
本單元通過(guò)課堂上值日?qǐng)?bào)告和介紹uncle Wilson工作情況這兩個(gè)主題，使學(xué)生對(duì)一般過(guò)去時(shí)有了初步的了解,并初步掌握了一般過(guò)去時(shí)基本的結(jié)構(gòu)。每一部分都既有一般現(xiàn)在時(shí)的句子，又有一般過(guò)去時(shí)的句子，主要是加強(qiáng)時(shí)態(tài)的對(duì)比，幫助學(xué)生區(qū)分兩種時(shí)態(tài)意義上的差別和結(jié)構(gòu)上的差別，每一部分的設(shè)計(jì)都是由簡(jiǎn)單到復(fù)雜，由易到難，教師在教學(xué)的過(guò)程中也應(yīng)注意循序漸進(jìn)。
語(yǔ)法教學(xué)建議
�。�1）一般過(guò)去時(shí)的導(dǎo)入
教師可以事先準(zhǔn)備好一個(gè)放大的日歷（如書(shū)上36頁(yè)圖），上課時(shí)指著日歷向?qū)W生介紹This is a calendar. Today is November the fourteenth. （指著November the fourteenth.） 接著指著后面緊靠著的日子告訴學(xué)生這是tomorrow。同樣的辦法可以講解yesterday, the day before yesterday, last Sunday, three days ago。
然后，在黑板上出示句子：Today is Thursday, November the fourteenth. Tomorrow is November the fifteenth. Yesterday is November the thirteenth。告訴學(xué)生為什么yesterday, the day before yesterday后面不用is 而用was。
最后，教師可以分別指著其它另幾個(gè)日期提問(wèn)：What day is it today? What day is it tomorrow? What day was it yesterday? What day was it the day before yesterday? What day was it three days ago?
�。�2）有關(guān)時(shí)態(tài)的練習(xí)：使用媒體資料進(jìn)行練習(xí)，教師可以讓學(xué)生根據(jù)屏幕上的提示詞, 敘述班日志上的內(nèi)容。
�。�3）教師可以把Linda的旅行過(guò)的地點(diǎn)的圖片貼在黑板上，然后在下面標(biāo)出日期：The day before yesterday, tomorrow, three days ago, yesterday, a moment ago, just now，要求學(xué)生使用所學(xué)句型寫出Linda在那些地方呆過(guò)，并把上述句子按照時(shí)間順序排列成短文。
�。�4）建議教師在講解一般過(guò)去時(shí)的時(shí)候，使用卡片組句的方法幫助學(xué)生練習(xí)句子結(jié)構(gòu)。具體步驟如下：
A：教師準(zhǔn)備一些單詞卡片，一類是主語(yǔ)。包括各種人稱和數(shù)。如；you , I, my brother, Mary’s parents 二類是be 動(dòng)詞的各種形式如：(am ,was, were, are, is)三類是各種地點(diǎn),如（the school, home, Beijing, Shanghai, Tianjin ,bank, theater, office ）四類是時(shí)間，如yesterday, the day before yesterday, last Sunday, three days ago等。五類是句號(hào)和問(wèn)號(hào)。
B：將學(xué)生分成若干組，每組五人。一個(gè)組員選取一類卡片，大家再將五張卡片組成一個(gè)語(yǔ)法正確，意義的完整句子。（每組必須組成一個(gè)一般疑問(wèn)句）在單位時(shí)間內(nèi)選取的句子多的組為勝。
（5）教師可以先分別將be 動(dòng)詞的各種形式寫和幾個(gè)時(shí)間狀語(yǔ)（如yesterday, the day before yesterday, two bays ago, last Monday, always, often ）在幾張卡片上，卡片正面上寫出am is are 背面寫出它們的過(guò)去時(shí)，在黑板上寫出幾個(gè)不完整的句子如：I____ at the bus stop ____ ，教師可以輪換出示時(shí)間狀語(yǔ)，要求學(xué)生出示對(duì)應(yīng)的be 動(dòng)詞。此練習(xí)教師可以逐漸加快替換速度，以訓(xùn)練學(xué)生反映，培養(yǎng)學(xué)生語(yǔ)感。也可以由學(xué)生自己練習(xí)。
聽(tīng)力教學(xué)建議
本單元聽(tīng)力有兩個(gè)難點(diǎn)
�。�1）學(xué)生往往在聽(tīng)時(shí)間的時(shí)候反應(yīng)較慢，教師應(yīng)先利用日歷講單詞，再用日歷練單詞，練完單詞，連成句子。
�。�2）學(xué)生由于對(duì)動(dòng)詞的過(guò)去式發(fā)音不熟悉，常常造成理解上的困難，教師可以抽出時(shí)間重點(diǎn)強(qiáng)調(diào)一些常見(jiàn)動(dòng)詞的發(fā)音，另外，要求學(xué)生根據(jù)上下文和時(shí)間狀語(yǔ)進(jìn)行判斷。
口語(yǔ)教學(xué)建議
本單元的口語(yǔ)訓(xùn)練內(nèi)容主要集中在第二十九課和第三十一課。第二十九課中要求學(xué)生熟練掌握課堂日常交際用語(yǔ)，要求學(xué)生在背誦的基礎(chǔ)上根據(jù)教師的提示表格進(jìn)行角色表演。
Time
Student on duty
Student absent
Reason
Yesterday
Li Lang
Tian tian
ill
Today
Zhao Yu
Zhao Hua
Get up late
Tomorrow
LiGang
No one
此后，教師可以在課堂上設(shè)立值日生報(bào)告制度，給每個(gè)學(xué)生機(jī)會(huì)練習(xí)。
第三十一課中主要是關(guān)于一般過(guò)去時(shí)的一般疑問(wèn)句和特殊疑問(wèn)句的訓(xùn)練，學(xué)生可以做幾個(gè)對(duì)句子劃線部分提問(wèn)的練習(xí)：
(1)Zhao Lin was at the school gate a moment ago.
(2)The twins were at the museum.
(3)Our teacher was in Tokyo last week.
教師可以在黑板上出示幾張照片讓學(xué)生就畫(huà)面回答問(wèn)題：
Who was at Tian An Men Square?
Was Li Liang at the school gate? Where were our classmates yesterday?
I am sorry to hear that.聽(tīng)到這個(gè)消息我很難過(guò)。
be sorry to do sth意思是對(duì)…表示難過(guò)和同情，如：
I am sorry to hear that your teacher gave you a lesson yesterday.聽(tīng)說(shuō)老師訓(xùn)了你一通，我為此表示難過(guò).
I am sorry to hear that you didn’t pass the exam again .sorry 聽(tīng)說(shuō)你沒(méi)有考試及格我很難過(guò)。
還有一種用法：be sorry for sb or sth.意思是對(duì)某人某事表示后悔，如：
I am sorry for the mistakes I have made.我對(duì)自己的錯(cuò)誤后悔不已。
You must look after yourself and keep healthy. 你必須保重，保持健康的體魄。
look after= take care of “照顧，看管”。例如：
I must stay at home and look after my father. 我必須呆在家里照顧我父親。
yourself是反身代詞，意為“你自己”，作look after的賓語(yǔ)。注意，在使用反身代詞時(shí)，應(yīng)與它前面的主語(yǔ)在人稱上保持一致。
keep healthy指“保持身體健康”，keep是系動(dòng)詞，后面接形容詞，意思是“保持某種狀態(tài)”。例如：keep quite保持安靜 keep warm 保持暖和 keep silent 保持沉默、不講話
My father always keeps busy. 我的父親總是閑不住。
She wants to keep thin. 她想保持身材苗條。
“keep +形容詞”表示“保持（某種狀態(tài)），”句中的keep為系動(dòng)詞； Keep sb. + doing sth. 表示“（使某人）不停地做某事”；keep sth. 表示“保存、保管”的意思。
Don’t keep your friend waiting for you for a long time.不要讓你的朋友久等。
keep 還有保存保管的意思。
How long can I keep this book?我可以保這本書(shū)管多長(zhǎng)時(shí)間?
分合不同
一、everyday 與every day
1) everyday“日常的、每日的”，是形容詞，在句中只作定語(yǔ)。如：
Let’s learn some everyday English. 我們學(xué)一些日常英語(yǔ)吧。
2) every day是副詞詞組，在句中作狀語(yǔ)，表示“每天、天天”。如：
We speak English every day. 我們每天講英語(yǔ)。
二、everyone與every one
1) everyone(=everybody)“每人、人人”。只用來(lái)指人，一般不可與of 短語(yǔ)連用。作主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞用單數(shù)。如：
Everyone in the village knows him. 村里每個(gè)人都認(rèn)識(shí)他。
2) every one“每人（人或物）”。既可指人也可指物，其后常接of短語(yǔ)。作主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞也用單數(shù)。如：
Every one of us has the right to work. 我們每個(gè)人都有工作的權(quán)利
例：我們班人人都喜歡踢足球。
誤：Every one is our class likes playing football.
正：Everyone in our class likes playing football.
析：表示某種范圍內(nèi)的“每個(gè)人”，常用everyone，后接 “in+集體名詞”短語(yǔ)（表示范圍）。而every one后接“of+具體名詞或代詞（復(fù)數(shù)）”短語(yǔ)，everyone后則不跟of短語(yǔ)。
三、anyone 與 any one
1) anyone(=anybody)泛指“任何人”。作主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞用單數(shù)，用于否定句、疑問(wèn)句及條件句中，對(duì)應(yīng)詞為someone. 如：
Has anyone called? 有人打電話嗎？
I didn’t meet anyone like you. 我沒(méi)見(jiàn)過(guò)像你這樣的人。
2) any one常指某些人或物中的“任何一個(gè)”，后面常接of短語(yǔ)。如：
You may tell any one of us. 你可以告訴我們中的任何一個(gè)人。
四、maybe和may be
1) maybe “或許、也許”，是副詞。相當(dāng)于perhaps,常用于句首作狀語(yǔ)。如：
Maybe our teacher is in his office .可能我們的老師在辦公室里。
2) may be “可能是”，是“情態(tài)動(dòng)詞+動(dòng)詞原形”結(jié)構(gòu)，在句中作謂語(yǔ)。如：
He may be at home. (= Maybe he is at home)。他可能在家。
五、sometime 與 some time
1) sometime “某一時(shí)候”，是副詞。指過(guò)去或?qū)?lái)的某一時(shí)間，作狀語(yǔ)。如：
They’ll meet again sometime next month. 下個(gè)月的某個(gè)時(shí)候，他們將再見(jiàn)面。
I bought the new bike sometime last year.我是去年某個(gè)時(shí)候買的這輛新自行車。
2) some time“一段時(shí)間、一些時(shí)候”，是名詞詞組。如：
It will take us some time to finish the work. 完成這項(xiàng)工作要花費(fèi)我們一些時(shí)間。
教學(xué)設(shè)計(jì)示例
Lesson 29教學(xué)設(shè)計(jì)方案
Teaching Objectives: Enable the students to grasp the simple present tense of “be”.
Properties: Tape recorder. Calendar
Language FOCUS: What day is today? What day was yesterday?
Composition I’m sorry to hear that. I hope you’re better now. keep healthy
Teaching Procedures:
I. Leading - in
1. Ask the Ss: What day is today? What’s the date today?
What day was yesterday? What was the date yesterday?
Lead to the simple past tense: am, is→was
2. Ask the students to work in pairs and talk about days and dates.
(With the help of Calendars)
II. Read and learn
1. Read the duty report in the book.
2. Ask Ss to give similar reports.
Ⅲ. Presentation
1. (To a student) Who was absent someday or didn’t hand in homework on time. Ask questions like：
Where were you yesterday? What was wrong with you?
Where is your homework? What’s wrong? …
2. Help the students to answer with the simple past tense
�、�. Read and act
1. Listen to the tape.
2. Ask the Ss to retell the main idea of the dialogue.
3. Go over the dialogue.
Composition: a short piece of writing, essay
I’m sorry to hear that.
I hope you’re better now
keep healthy.
eg. It’s so hot today, keep the door and windows open.
Taking regular exercise can keep you healthy.
Put the food in the fridge and keep it fresh.
Ask the questions:
Why wasn’t Lily at school on Thursday?
Did she hand in her composition on time?
When did she hand it in?
4. Listen and repeat.
5. Pairwork and act out the dialogue.
6. Make similar dialogues, using the present simple and simple past tense.
V. Exercises in class
It____(be) Friday today. Because Lily____(be) ill yesterday, she ____(be not) at school. Today she ____ ( be ) better. She ____ (be) at school.
Key: is, was, wasn’t, is, is
Complete the sentences.
1. 昨天早上李磊缺席了。
Li Lei ______ ______ yesterday morning.
2. 你爸爸現(xiàn)在好些了嗎？是的，他好多了。
_______ your father _______ now? Yes, he is _______ _______ now.
3. 你最好明天將你的作文帶來(lái)。
You’d ______ ______ your ______ here tomorrow.
4. 你媽媽有點(diǎn)不舒服，我必須在家照顧她。
My mother is ______ ______ ______. I must ______ ______ ______ at home.
5. 你必須照顧你自己，保持健康。
You must ______ ___ __ ______ and ______ ______.
Answers: 1.was away 2.Is, better, much better 3.better bring, composition 4.a bit ill, look after her 5.look after yourself, keep healthy
VI. Homework
1 Write a duty report.
2. Wb.
3. Recite the dialogue.
VII. The design of the blackboard
Lesson 29
I was we were
You were you were
He was
She was they were
It was
Lesson30教學(xué)設(shè)計(jì)方案
教學(xué)目標(biāo)：
1．使同學(xué)熟練掌握一般過(guò)去時(shí)的用法，并能比較它和一般現(xiàn)在時(shí)的區(qū)別。
2．使同學(xué)讀懂本課閱讀材料的內(nèi)容，并能根據(jù)回答課后的問(wèn)題。
教具：Picture and recorder
教學(xué)過(guò)程：
Step 1 Revision
�。�1）要求學(xué)生進(jìn)行角色表演，內(nèi)容如下：
Teacher: Hello, everyone！Who is on duty today?
Students: It is Li Gang. Who is not here today Li Gang?
Li Gang: Tian Tian is not here.
Teacher: Why is she not here?
Li Gang: I think she is ill. I am not sure.
Lily: I know. Tian Tian called me last night. She said she had a bad cold yesterday. She asked me to tell you.
Teacher: Well. I wish she will be all right soon.
�。�2）教師出示幾張小明在十一國(guó)慶節(jié)照的像片，讓學(xué)生說(shuō)出小明都去了那些地方
使用Where was Xiao Ming in /at ? Was Xiao Ming at…? 的句型.
�。�3）Dictation要求學(xué)生寫出下列動(dòng)詞的過(guò)去式：do, have, am/is, are, go.
Step 2 Presentation
Pre-read.
（1）讓學(xué)生思考下面幾個(gè)問(wèn)題并進(jìn)行回答：
What do you want to do in the future? Why? Is it a busy job?
Do you want to be a businessman/businesswoman?
What do you think of the job of a businessman/businesswoman? Are they usually very busy?
�。�2）教師自然引入新課：我們來(lái)討論書(shū)上的三個(gè)問(wèn)題。鼓勵(lì)學(xué)生提出自己的不同見(jiàn)解。針對(duì)大家的觀點(diǎn)，我們來(lái)看一看Lily’s uncle是怎樣的一個(gè)商人。
Read the text: My uncle
1. Ask the Ss to go over the passage in a silent way and answer some questions.
What’s Lily’s uncle?
What’s his job? Is he very busy?
Where does he work?
Where was he last Monday /three days ago/the day before yesterday/yesterday/last night? →Writing of Ex.3
2. Listen and repeat
3. Name the places Uncle Mike travels to.
先標(biāo)出旅游下列地點(diǎn)的時(shí)間，再將下列地點(diǎn)按Uncle Michael Wilson旅行的時(shí)間先后的順序進(jìn)行排列。A. Taipei B. Shanghai C. Dalian. D. Hong Kong E. New York F. Tokyo
4. Suppose you were Lily, say something about your uncle.
Step3 Drill
�。�1）撲克組句游戲：教師須準(zhǔn)備幾種單詞卡片，分別是主語(yǔ)，be動(dòng)詞或be動(dòng)詞的過(guò)去式，介詞，時(shí)間狀語(yǔ)（包括表示現(xiàn)在時(shí)間的和表示過(guò)去時(shí)間的狀語(yǔ)），疑問(wèn)詞，標(biāo)點(diǎn)。教師可以將學(xué)生每五人分成一組。組員每人手里抓完張單詞卡后，開(kāi)始輪流出牌，出牌時(shí)每個(gè)人須將出的牌組成通順的句子，例如：甲：I 乙：am 丙：in �。篠hanghai.先出完手中牌的同學(xué)為勝。
學(xué)生復(fù)述課文。
Step 4 Exercises in class
1) Make up sentences:
1. sell, my uncle, many countries, to, computers.
2. every day, have, meetings, he
3. go to, come to, visit, people, see, him.
4. usually, work, he, quickly
5. the day before yesterday, be, in, Hong Kong, Mike.
6. three days ago, he, in, be, Tokyo
Keys:
1. My uncle sells computers to many countries.
2. He has meetings every day.
3. He goes to visit people and people come to see him.
4. He usually works quickly.
5. Mike was in Hong Kong the day before yesterday.
6. He was in Tokyo three days ago.
2) Fill in the blanks with the proper form of verb “be”.
1. What day ______ it yesterday?
2. Her parents ______ in England last month.
3. ______ your aunt a bookseller? Yes, she is.
4. There ______ a class meeting next Friday afternoon.
5. He must ______ a doctor.
6. Here ______ some orange for you.
Answers: 1.was 2.were 3.Is 4.will be 5.be
Step 5 Homework
1.Copy the new words and the phases.
2.學(xué)生預(yù)習(xí)怎樣將動(dòng)詞變成過(guò)去式。
3. Do Ex.3 on Page 37
4. Retell the passage
The design of the blackboard
教學(xué)設(shè)計(jì)示例
Lesson 31教學(xué)設(shè)計(jì)方案
Teaching Objectives: The simple past of action verbs. Time adverbials of simple past
Properties: Tape recorder. Overhead Projector
Language Focus:
Last week/night/month a moment ago Yesterday morning just now the day before yesterday, have-had half an hour ago, call-called do-doing
Teaching Procedures:
I. Revision
What did you do yesterday /the day before yesterday/last night…?
II. Leading - in
Who isn’t here today? Where is he/she?
Who wasn’t here yesterday?
Were you here last week?
Was here on Monday?
Were and here?
Help Ss to form the rule: am/is→was are→were
III. Ask and answer
1. Finish Ex. 2 and check.
2. Ask students to remember time adverbials of simple past.
last week/night/month just now = a moment ago …ago yesterday/the day before yesterday.
3. Make sentences with the simple past adverbials.
Teacher: Did you have a party on your birthday last year?
His grandpa went away just now.
He saw a film a few days ago.
Everyone came here yesterday.
�、�. Read and say
1. Listen to the dialogue
2. Ask questions.
When did Sally call Lucy? Why did she call Lucy?
Was Lucy at home? Where was she?
What did Lucy do?
How did she like Guangdong food?
What did Lucy and her uncle have for dinner?
3. Ask students to form rules of past form of some action verbs.
call—called do—did have—had
4. Listen and repeat.
5. Make similar dialogues.
V. Exercises in class
Fill in the blank with the proper form of the given verbs.
1. She ____(come) to see me last night.
2. I____(get) to school late yesterday.
3. Mary ____(be) born on Apr. 20,1985.
4. My father____(go) to shanghai on business 3 days ago.
5. He ____ (leave) here just now.
Key: 1.came 2.got 3.was 4.went 5.left
Rewrite the sentences as required.
1.I am on duty today. (last Friday)
2. It’s Monday today. (yesterday)
3. I usually have lunch outside. (three days ago)
4. Kate is calling her sister now. (last night)
5.The students are in the playroom now. (a moment ago)
Answer: 1. I was on duty last Friday.
2. It was Monday yesterday.
3. I had lunch outside three days ago.
4. Kate was calling her sister last night.
5. The students were in the playroom a moment ago.
VI. Homework
1.Wb
2. Make a dialogue like the one in the book.
3. Remember past form of verbs.
VII. The design of the blackboard
Lesson 31
Where was Mr. King yesterday morning?
He was at the office.
Where were the twins half an hour ago?
They were at school.
教學(xué)設(shè)計(jì)示例
Lesson 32教學(xué)設(shè)計(jì)方案
Teaching Objectives: Develop the four skills of listening, speaking, reading and writing. And revise the whole unit.
Properties: Tape recorder, overhead projector
Language Focus:
Teaching Procedures:
�、�. Revision
1. Ask the Ss to say out the dialogue they made after class.
2. Dictation: past form of verbs
am, is buy find have meet see stand
are come get hold put sell swim
become cut give know read sing take
begin do go leave run speak teach
bring drive grow lose say spend write tell
II. Listening
1. Spelling and pronunciation.
(1) Ask Ss to summarize the letter combination with the sound and give example words
(2) Read the phonetics and words in the book
(3) Listen and repeat
2. Listening practice.
(1) The lst time: listen and get the main idea
(2) The 2nd time: listen and answer the questions on Page 116
(3) Check the answers
(4) The 3rd time: listen and check again
�、�. Speaking
1. Listen to the dialogue and retell.
2. Listen again and ask the Ss to answer some questions.
What’s the weather like today?
Why did Lucy call her uncle, Mike?
3. (Open books) Read after the tape.
4. Talk about the language points: much/a little/even/a lot of + the comparative form of adjectives + than.
Teacher: It’s much/a lot easier than before to contact her because she has an e-mail address.
It’s even hotter than yesterday, so let’s just stay in the cool room.
5. Pairwork: ask Ss to make similar dialogues, using the words in the box.
6. Say dialogues in front of the class.
IV. Reading
1. Pre-reading.
(Suppose the business man is Uncle Mike) Do you still remember Lucy’s Uncle, Mike? In the last period, we know he’s a very busy businessman.
He travels a lot in the world. Today we’ll see what his work is like?
2. While - reading.
Ask Ss to read the text by themselves, bearing the following questions in mind:
(1) When does Mike get up every morning?
(2) How does he go to work?
(3) How long does it take to go to work?
(4) What does he mean by “every minute counts?”
(5) Why does he keep a diary?
(6) Where were they last summer?
(7) How was their holiday?
(8) Do you want to be a businessman like Mike? Why or why not?
(9) What kind of work do you like, busy work or a job with a lot of free time? Give the reasons, Please!
3. Answer the above questions.
4. Go over the passage and explain some points.
Language points
(1) have a light breakfast
Every morning I only have a light breakfast
(2) It takes sb. time to do
It takes him one hour to do his homework every day.
(3) Sb. Spends time on sth./(in) doing sth.
He spent the whole evening on the broken TV./ (in) repairing the broken TV.
(4) Sth. costs (sb.) some money.
This pair of fashionable jeans cost me ¥ 300.
(5)Sb. pays (money) for sth.
Please pay for the books you choose at the checkout.
Every minute counts: Time is very valuable, every minute should be treasured.
5. Listen and read after the tape.
6. Ask Ss to do chain-reading.
7. Retell the passage.
V. Writing
1. Ask Ss to finish the exercise in the book.
2. Check the answer.
3. Read in roles.
4. Write similar dialogues.
VI. Go over the checkpoint and the main points of the whole unit.
VII. Exercises in class
Tense exercise
1. Jim____(hear) from his wife last week.
2. My brother ____(join) the League in 1980.
3.My father____(get) to England yesterday.
4. It ____(take) me half an hour to mend the kite.
5. Lucy ____(be) a bit ill yesterday and ____(not do) come to school, but today she is much____(well).
Key: 1.heard 2.joined 3.got 4.took 5.was,didn’t,better
Fill in the blanks with the proper forms of the given Chinese.
1.It’s ______ (多) colder than it was yesterday.
2.1 was in a ______(會(huì)議) room.
3.I think I can put the computer ______(修好) .
4.I do some ______ (鍛煉) and have a ______ (少量的) breakfast every morning.
5. He ______(開(kāi)車) to his office every day.
6. It _______(花費(fèi)) me forty minutes to get to my office.
7.I think every minute ______(計(jì)算) .
8.I plan my work very ______(認(rèn)真).
Answers: 1.much 2.meeting 3.right 4.exercise; light 5.drives 6.takes 7.counts 8.carefully
�、�. Homework
1. Wb
2. Write a dialogue like the one in the book.
IX. The design of the blackboard
探究活動(dòng)
設(shè)計(jì)建立一份班級(jí)日志
指導(dǎo)學(xué)生建立一份班級(jí)日志，要求如下：
�。�1）使用本單元所學(xué)句型用英語(yǔ)記錄每天的考勤情況。如：
Who was not in? Where was he or she? Why he or she was not here?
Who forgot his homework? Why did he /she forget his /her homework?
�。�2）要求要用英文寫明班級(jí)，日期，天氣情況。上面還可以設(shè)計(jì)一些其他欄目如： Who is the most popular teacher of this week? Whose homework is the best? Who did a lot of good things? And so on.
�。�3）封面可以學(xué)生自己設(shè)計(jì)力求做到圖文并茂。
�。�4）教師對(duì)班級(jí)日志設(shè)計(jì)好的個(gè)人給予表?yè)P(yáng)。
How to spend your holiday
目的：練習(xí)一般過(guò)去時(shí)的運(yùn)用，敘述一件過(guò)去發(fā)生的事情用一般過(guò)去時(shí)。
Ask students to talk about how to spend their National Day and ask a few students to talk about their interesting day during the holiday.
教師可以先設(shè)計(jì)幾個(gè)問(wèn)題讓學(xué)生進(jìn)行分組進(jìn)行討論。
�。�1）What did you do last Sunday?
（2）Where were you three days ago?
�。�3）Where were you two days ago?
�。�4）Who went with you?
�。�5）Why did you go there?
（6）Were there a lot of people?
�。�7）Did you like it?
（8）Was it very interesting?
討論結(jié)束之后，將自己的發(fā)言進(jìn)行整理成章。
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