Lesson 91 多媒体教学设计方案

Lesson 91 多媒体教学设计方案
Lesson 91 多媒体教学设计方案
教学目标
1．了解关于Bill Gates生平的更多信息。

2．掌握运用I’m sure that. . .和I’m sure if. . .句型。

3．掌握冠词的用法。

4．提高学生的听力能力。

教学设计：
Step 1 Revision
（学生活动）1．通过展示Bill Gates的图片让学生复习有关前一课关于Bill Gates的生平知识。

2．让学生谈谈关于自己。

Step 2 Presentation
1．出示父母亲的图片，引导学生谈谈自己对母亲节和父亲节的了解，及他们如何表达对父母亲的爱。

We all love our parents. We have special days for them. Mother’s Day and Father’s Day. Do you know when these days are? Have you spent these special days with your parents? What did you do for them? Are you going to buy something as presents?
Let’s see what Kate and Jim’s plan is for Father’s Day.引入对话部分的教学。

Step 3 Read and practice
（录像演示）播放第一部分对话的情景演示，看看Kate和Jim商量着该给他们的父亲买什么礼物，看后让学生回答：Will Kate buy a gift to her father?
（图片教学）展示T-shirt的图片和人物高兴的表情的图片教学新词汇：T-shirt, pleased.
（课件演示）演示对话的动画，让学生跟着朗读对话，并讲解I’m sure that . . . /I’m sure if . . .句型的用法，然后让学生练习。

讲解语言点：plan to，be pleased，I’m sure that . . .句型的用法。

（录像演示）播放关于I’m sure that . . .的情景演示，让学生观看这个句型后接宾语从句的运用情景，然后进行模仿练习。

（学生活动）read in pairs and act out the dialogue.
Step 4 Read and complete
（学生活动）让学生完成教材中第2部分关于冠词的填空练习，然后全班进行订正。

（课件演示）通过动画演示冠词的用法。

教学新词汇：disease, TB, decide，通过比较教学词汇lucky 和unlucky，million 和billion Step 5 Listening practice
（课件演示）让学生听这部分的听力材料，然后完成练习册中的听力练习。

Step 6 Exercise
Fill in the blanks with proper article if necessary.
1. I have ______ book. It’s _____ interesting book. I bought ______ book ______ day before yesterday.
2. My brother likes to play ______ basketball while I like to play ______ violin.
3. ______ picture on _____ wall is very beautiful.
4. ______ Changjiang River is ______ longest river in ______ China.
5. I have bought ______ new car. It is ______ American car. It is made in ______ USA.
答案：1.a, an, the, the 2. /, the 3.The, the 4.The, the,/ 5.a, an, the
Rewrite the sentences.
1. When shall we go to see our teacher?
I’m not sure ______________________.
2. Can they finish the work in time?
I’m not sure ______________________.
3. The little girl is waiting for us.
I’m sure ______________________.
4. What shall I do to help him?
I’m not sure ______________________.
5. How can we solve the problem?
I’m not sure _____________________.
Keys:
l. I’m not sure when we shall go to see our teacher.
2. I’m not sure if/whether they can finish the work in time.
3. I’m sure the little girl is waiting for us.
4. I’m not sure what I shall do to help him./what to do to help him.
5. I’m not sure how we can solve the problem./how to solve the problem.
Step 7 Homework
1. Tell the story of Bill Gates to your friends or parents.
2. Do exercises on page 111.
3. Finish off the workbook exercise.
Lesson 93教学设计示例
一、教学目标
1．知识目标
（1）掌握句型：It’s q uite a nice elephant.
（2）初步学习过去进行时态的用法。

2．能力目标
能够用过去进行时准确表达过去某个时刻正在进行的动作。

二、教具
录音机；一组图片，画有人物和动作，如：打篮球、跑步、唱歌、写作业等，并标有具体的过去时间。

如：8:30 yesterday morning等。

三、课堂教学设计
1．请三位同学到前面来，分别做出扫地、读书、写字等动作。

教师依次提问：
T：What are you doing?
S1：I’m sweeping the floor.
S2：I’m reading a book.
S3：I’m writing.
教师手指这三位同学，依次问大家：
T：What is he/she doing?
学生按照实际情景，依次答出：
Ss：He is sweeping the floor. She is reading a book. He is writing.
教师要求全班将三个人的动作分别记清楚。

2．复习值日生报告。

教师可继续要求学生就所学科目提出看法，并就他人看法表示同意或不同意。

3．就刚才三位同学的动作，向全班提问：What was ×××doing when I came in?
重复两至三遍，板书这个句式，用彩色粉笔标出was，启发大家猜测句子的含义，并引导全班回答：
He was sweeping the floor. She was reading a book. He was writing.
板书上述三个答句，启发学生观察谓语部分的变化，并简要介绍一下过去进行时态所表示的含义。

4．打开书，借助课文插图教授本课词汇，反复练习。

5．两人一组，练习课文第1部分问答。

请几组说出自己的答案。

教师讲评。

6．合上书。

准备放课文第2部分录音。

教师给出听前提问（Pre-reading questions）: What is Li Lei doing?
放录音一遍，学生回答问题。

7．指导学生两人一组做课文第3部分练习。

教师先与一位程度较好的学生表演以下对话：T：What was Li Lei doing when the teacher came in?
S：He was drawing a picture.
T：What was he drawing?
S：He was drawing a horse.
T：What was he using?
S：He was using chalk.
T：Where was he drawing?
S：He was drawing on the blackboard.
全班两人一组，就Meimei及the twins进行内容相似的问答练习，请几组同学表演。

教师出示事先准备好的图片，就上面的人物及活动与学生进行问答练习。

8．教师解释课文难句（见难点讲解）。

9．布置作业
1）抄写生词、短语，练习朗读本课对话；2）完成练习册习题。

四、难点讲解
But please don’t play with my chalk. 但是请不要玩粉笔。

句中的play是不及物动词，意思是：玩，玩耍。

例如：Let’s play together. 让我们一起玩吧。

play还可作为及物动词，有“参加游戏、玩球、扮演、弹琴”等意思。

例如：
1）The children are playing basketball over there. 孩子们正在那边打篮球呢。

2）Let’s play docto rs and nurses. 让我们扮演医生和护士。

3）She plays the piano wonderfully. 她钢琴弹得非常好。

Lesson 99教学设计示例
一、教学目标
1．知识目标
区别一般过去时态和过去进行时态。

2．能力目标
能够区分在什么情况下用过去时态，什么情况下用过去进行时态。

3．情感目标
教育学生要注意交通安全。

二、教具
录音机；在教室一角布置一个“交通事故现场”。

三、课堂教学设计
1．复习教师检查课文复述。

2．要求学生四、五人就近一组。

其中一位同学扮演警察，手持一个“记录本”；其他同学以“见证人”的身份向“警察”纷纷叙述事故发生的经过。

四、五分钟以后，请两个大组到布置好的地点去表演。

教师也可考虑将学生分为若干个小组，分别扮演以下角色和准备以下内容：
1）李磊叙述事情经过；2）看门人叙述事情经过；3）赵老师叙述事情经过；4）骑摩托车人叙述事情经过。

以下提示供教师备课时参考：（可用投影形式展示）
角色1 (Li Lei) left school and saw a bag fall off a truck; shouted to the driver, but the driver did not hear; a man on a motorbike hit the bag and fell off; came up to help; asked the girl students to stop the traffic; helped to carry the man to the gate keeper’s room, went to find Miss Zhao
角色2 (the gate keeper) heard the children shouting outside the school gate; went out to see what happened; saw two boy students carry a man; asked the people not to crowd around the man; asked Li Lei to find a teacher; moved the bag of rice away with Lin Tao
角色3 (the man on the motorbike) rode too fast that day; saw the bag, but too late; had an accident and fell off; hurt, could not move; two boys came to help; a teacher came with a medicine box; took me to a hospital
角色4 (Miss Zhao) reading a book at the library; Li Lei ran in and looked worried; told me about the accident; asked Li Lei to telephone the police; went to find a medicine box; quickly ran to the gate keeper’s room
3．全体同学填写“事故报告”，教师应要求学生完全用书面形式答出。

当堂核对答案。

4．教师扼要讲解一般过去时态与过去进行时态的区别（见难点讲解）。

5．打开练习册，给学生一分钟时间看听力练习提示。

听录音三遍，当堂核对答案。

6．指导学生做练习册其他习题。

7．布置作业
1）继续准备第18课课文复述；2）书面完成练习册其他习题。

四、难点讲解
过去进行时态和一般过去时态的区别：
过去进行时态表示过去某一时刻正在进行的动作，而一般过去时态表示一个完成的动作。

请比较以下两组句子：
I was writing a letter last night. 昨晚我在写一封信。

（信可能没有写完）。

I wrote a letter last night. 昨晚我写了一封信。

（信已经写完）。

I was doing my homework when he phoned me. 他给我打电话时，我在写作业。

（表示当时没做其他事情）。

I did my homework and went to bed. 我写了作业然后睡觉了。

（表示说话人所做的两件过去的事情）。

Lesson 55 教学设计方案Teaching Objectives
Countable nouns & uncountable nouns and measure words
Language Focus
a piece of the other, another
Teaching Procedures
I. Organizing the class
Teacher: Good morning, class.
Students: Good morning, teacher
Teacher: Who’s on duty?
Student 1: I am.
The student will give a duty report about shopping.
Teacher: Very Good. Thank you very much.
II. Revision
Teacher: If you need some more food, where can you buy them?
If you need some more clothes.
Where to buy, in the shop?
Student 1 is to be a buyer.
We call him “customer”.
Student 2 is to be a seller.
We call him “shop assistant”.
Suppose you were a customer you want something to buy. Helping the customer in making a decision
1. What do you think of the color/style?
2. What size do you take/wear?
3. This T - shirt/skirt/woolen/sweater looks good/too big/too small/too tight/ just right on(正好适合) you.
4. You may try it on, the fitting room is over there.
5. It’s very fashionable, it looks wonderful on you.
6. It fits you very well.
7. I thinks it also suits you.
8. You look great/nice in red/in blue/in gray etc.
IIII. Leading - in
Get the students to understand the main ideas about Lesson 55.
Ask them to read the text and questions about Part 1.
1. Who’s Ann?
2. Why does Ann need to buy some meat?
3. Who has bought it?
4. When did she buy it?
5. Did Ann buy sth. for her party?
6. What party?
7. How many friends of hers are coming for the party?
8. What else did Ann need?
9. Where?
10. Are the oranges still there?
…?
IV. Presentation
Get the students to know the word ‘buy’, past form ‘bought’. you can’t have it in the following sentence.
“I have bought it for half a day.”
You Should say “I have had it for half a day.” The second word “more” not a comparative degree, but sth you get again.
eg. —Is there anyone in the room?
—One more.
It means there is still one.
The word “have” in the text means “eat”.
eg. What did you have/eat for breakfast?
Get the students to master another usage of this word “have”.
eg. P.E teacher had his students trained just now.
V. Learn Part 1. 2. 3
Use these dialogues as models for revision. Get them to make up similar dialogues, and then give them 2 or 3 minutes to work in pairs.
Here is a dialogue for reference.
Shop assistant: Good evening. Can I help you?
Customer: Yes, would you please show me that sweater?
S: Sure.
C: It s very fashionable, isn’t it?
S: Yes, it is.
C: But do you have a yellow one of the same style (风格)? I want it to match my jeans.
S: We do (强调)have yellow ones, here you are.
C: May I try it on?
S: Yes, please.
C: Oh, I think the color and the style suit me very well, but the size doesn’t fit me.
Why don’t you show me a looser one, size M.
S: All right. There you go.
C: This is better, much better.
S: It looks great on you.
C: Thank you. I’d take it.
VI. Practice
Call out some pairs to act out the dialogues in front of the class.
Make sure they really understand the 1st 2nd 3rd part. Ask them to make new dialogues as they like.
VI. Exercises in class
1. have sb. do/have sb. done.
2. have sth. done.
3. help oneself to sth.
(1)You must have your hair cut.
(2)He has the horse trained.
(3) Mary! Help yourself to some beef.
(4) Help yourselves to some fish, Susie and Jack.
(5) Would you give me another cup of tea?
(6) Here are some/a number of pieces of news.
(7) It’s a piece of cake.
这里有两层意是，其一是“一块蛋糕”；其二是“小菜一碟”，言外之意是“小事情”。

Rewrite the drills without changing their meanings.
1. How delicious the food is!
____ ____ ____ it is!
2. We need two more grapes.
We need ____ ____ grapes.
3. What’s the price of the coat?
____ ____ ____ the coat?
4. We all enjoyed ourselves at the get - together.
We all ____ ____ ____ ____ at the get - together.
5. Don’t forget to bring some food.
____ to bring some food.
Answers: 1. What delicious food 2. another two 3. How much is 4. had lots of fun/had a great time 5. Remember
Ⅷ. Homework
1. Recite the dialogues in the text.
2. Make his own dialogue.
The design of the blackboard
Lesson 55
need to buy…Ten people are coming for dinner.
need some more Help yourself to…
have to What delicious food!
Lesson 53 教学设计方案Teaching Objectives
Let the students know the usage of special questions
Teaching Aids
Pictures, Blackboard
Language Focus
What Who Which When Where How
Teaching Procedures
I. Organizing the class
Greetings and a duty report about everything in our daily life.
II. Revision
T: Review the sentences they have learnt with the question “wh…”
You can begin your lesson with a student’s day.
S1: Hello, What’s your name?
S2: Hello, my name is ××.
S1: What time do you get up?
S2: At 6:00
SI: What time do you wash your face?/ brush your teeth?/ have breakfast?
S2: At …
S1: ①When do you go to school?
②How do you go to school?
③How long does it take you to go to school?
④How far is it away from your school?
⑤How much do you pay for the bus tickets?
⑥Whom do you go to school with?
⑦Where is your school?
⑧Which school are you in?
⑨What class are you in?
⑩What do you often do at eight o’clock every morning?
11 )Where do you play on the playground?
12 When do you go home/go to bed?
III. Practice
Ask the students to practise the pictures in the past tense
Get them to know the different expressing ways between the Present tense and the Past tense.
Then get them to practise in the same way. See if they can matter both of the two Tenses.
]V. Presentation
Show the pictures to the students and ask them to retell the story using the 1st personal pronoun “I”.
You can get a better student to talk about the pictures.
And then choose one of them to ask questions with “wh”.
V. Practice
Get the students to draw pictures and then talk about them in their own words
VI. Exercises in class
1. —How often does your friend help you with your English?
—Always.
2. —How far is the park?
—It’s ten minutes’walk.
3. —How long have you been there?
—For over two weeks.
4. —What nationality are you?
—Chinese.
5. —When did you get up this morning?
—At about six.
6. —Why do you often watch TV?
—Because I want to write a novel.
7. —What do you mean by coming here so late?
—Nothing.
8. —How soon will he be back?
—In a month.
Rewrite the sentences as required:
1. She often watches TV on Sunday. ( last night)
2. Do you always go to school on foot? (yesterday)
3. Where are you? (two hours ago)
4. What time were he get up yesterday morning? ( tomorrow morning)
5. Why were they talking just now? (now)
Answers:
1. She watched TV last night.
2. Did you go to school on foot yesterday?
3. Where were you two hours ago?
4. What time will he get up tomorrow morning?
5. Why are they talking now?
VII. Homework.
Write down what you did yesterday.
VIII. The design of the blackboard
Lesson 53
What time did Bob get up?
How did he go to school yesterday?
When did he have lunch?
How long did he do his homework?
Lesson 54 教学设计方案教学目标
1．使同学掌握本课表示频率的重点单词：Never, sometimes, usually, often, always, how often,和部分特殊疑问句。

2．使同学能够运用本课所学的内容介绍其他学生在校学习情况。

教具：Picture and recorder
教学过程
Step 1 Revision
1. Revise the dialogue.
教师出示上节课的图片，组织学生就“我的一天”进行对话练习，注意时态要一致，对话如下：
A: What time did you get up yesterday?
B: I got up at six.
A: When did you go to school?
B: I went to school at ten past eight.
A: How did you go to school?
B: I went to school by bus.
A: What time did you get to school?
B: …
2. 复习一般过去时态和一般现在时.
教师让学生写出下列动词的过去式和第三人称单数形式.
Eat, get, go, swim, fly, slept, run, begin, catch, have.
Step 2 Presentation
1. 教师引入
This term will be over, we want to know something about you. Now, look at the survey, work in pairs and ask the following question.
教师指导学生先填写调查表。

(1)教师帮助学生解决调查表中的生单词和词组。

(2)教师指导学生根据调查表两人进行问答练习，要求学生尽量使用完整句子来回答。

(3)教师挑选对话情况较好的组进行表演。

(4)组织学生统计一份本班个人情况调查结果报告表。

Like watching TV
Twenty nine students
Like eating fruit
Ten students
Get to school late
Only three students sometimes
Away from school
Never
Often be ill
None
如下：
Step 3 Writing
教师组织学生写一份详细的关于你的同伴的个人情况报告。

例如：
Tom was never away from school last year. He sometimes was ill. He always got to school early. He wet to bed before 9:30.
He watched TV quite often. Every day he did sport less than five hours. He ate a lot of fruit and vegetables.
Step 4 Summary
学生自己总结特殊疑问句的句子结构.
Step 5 Exercises in class
汉译英
1. 他们经常访问英国。

2. 我们有时外出就餐。

3. 她晚上总是在家。

4. 我从来不能在家做事。

5. 我有时整个周末都在睡觉。

Keys
1. They often visit Britain.
2. We sometimes eat out.
3. She is always at home in the evening.
4. I can never work at home.
5. Sometimes I sleep all weekend./I sleep all weekend sometimes.
Fill in the blanks.
1. ____ ____ hours of sport do you do every week?
Three to six hours.
2. ____ ____ was he not at school last year?
Over two weeks.
3. ____ ____ were you ill last week?
About three days.
4. ____ ____ is your home from the school?
Only about a few kilometres.
5. ____ ____ did you watch TV?
Quite often.
6. ____ ____ bread is there on the plate?
Only a little.
Answers: 1.How many 2.How long 3.How long 4.How far 5.How often 6.How much
Step 6 Homework
(1)Copy the new words and phrase.
（2）Do the exercise 1 in page 150 of your text book .
The design of the blackboardLesson 54
How long…？Less/ More than a week.
How often…?Never/ Always / Sometimes.
How many…?Six hours or more.
Lesson 55 教学设计方案Teaching Objectives
Countable nouns & uncountable nouns and measure words
Language Focus
a piece of the other, another
Teaching Procedures
I. Organizing the class
Teacher: Good morning, class.
Students: Good morning, teacher
Teacher: Who’s on duty?
Student 1: I am.
The student will give a duty report about shopping.
Teacher: Very Good. Thank you very much.
II. Revision
Teacher: If you need some more food, where can you buy them?
If you need some more clothes.
Where to buy, in the shop?
Student 1 is to be a buyer.
We call him “customer”.
Student 2 is to be a seller.
We call him “shop assistant”.
Suppose you were a customer you want something to buy. Helping the customer in making a decision
1. What do you think of the color/style?
2. What size do you take/wear?
3. This T - shirt/skirt/woolen/sweater looks good/too big/too small/too tight/ just right on(正
好适合) you.
4. You may try it on, the fitting room is over there.
5. It’s very fashionable, it looks wonderful on you.
6. It fits you very well.
7. I thinks it also suits you.
8. You look great/nice in red/in blue/in gray etc.
IIII. Leading - in
Get the students to understand the main ideas about Lesson 55.
Ask them to read the text and questions about Part 1.
1. Who’s Ann?
2. Why does Ann need to buy some meat?
3. Who has bought it?
4. When did she buy it?
5. Did Ann buy sth. for her party?
6. What party?
7. How many friends of hers are coming for the party?
8. What else did Ann need?
9. Where?
10. Are the oranges still there?
…?
IV. Presentation
Get the students to know the word ‘buy’, past form ‘bought’. you can’t have it in the following sentence.
“I have bought it for half a day.”
You Should say “I have had it for half a day.” The second word “more” not a comparative degree, but sth you get again.
eg. —Is there anyone in the room?
—One more.
It means there is still one.
The word “have” in the text means “eat”.
eg. What did you have/eat for breakfast?
Get the st udents to master another usage of this word “have”.
eg. P.E teacher had his students trained just now.
V. Learn Part 1. 2. 3
Use these dialogues as models for revision. Get them to make up similar dialogues, and then give them 2 or 3 minutes to work in pairs.
Here is a dialogue for reference.
Shop assistant: Good evening. Can I help you?
Customer: Yes, would you please show me that sweater?
S: Sure.
C: It s very fashionable, isn’t it?
S: Yes, it is.
C: But do you have a yellow one of the same style (风格)? I want it to match my jeans.
S: We do (强调)have yellow ones, here you are.
C: May I try it on?
S: Yes, please.
C: Oh, I think the color and the style suit me very well, but the size doesn’t fit me.
Why don’t you show me a looser one, size M.
S: All right. There you go.
C: This is better, much better.
S: It looks great on you.
C: Thank you. I’d take it.
VI. Practice
Call out some pairs to act out the dialogues in front of the class.
Make sure they really understand the 1st 2nd 3rd part. Ask them to make new dialogues as they like.
VI. Exercises in class
1. have sb. do/have sb. done.
2. have sth. done.
3. help oneself to sth.
(1)You must have your hair cut.
(2)He has the horse trained.
(3) Mary! Help yourself to some beef.
(4) Help yourselves to some fish, Susie and Jack.
(5) Would you give me another cup of tea?
(6) Here are some/a number of pieces of news.
(7) It’s a piece of cake.
这里有两层意是，其一是“一块蛋糕”；其二是“小菜一碟”，言外之意是“小事情”。

Rewrite the drills without changing their meanings.
1. How delicious the food is!
____ ____ ____ it is!
2. We need two more grapes.
We need ____ ____ grapes.
3. What’s the price of the coat?
____ ____ ____ the coat?
4. We all enjoyed ourselves at the get - together.
We all ____ ____ ____ ____ at the get - together.
5. Don’t forget to bring some food.
____ to bring some food.
Answers: 1. What delicious food 2. another two 3. How much is 4. had lots of fun/had a great time 5. Remember
Ⅷ. Homework
1. Recite the dialogues in the text.
2. Make his own dialogue.
The design of the blackboard
Lesson 55
need to buy…Ten people are coming for dinner.
need some more Help yourself to…
have to What delicious food!
Lesson 56 教学设计方案
Teaching Objectives
How to write a letter.
Teaching Aids
Letters, tape.
Language Points
everything anything nothing something work hard on …bring, take, carry, fetch Teaching Procedures
1. Organizing the class
Greetings and a duty report
2. Revision
Get the students to go over 26 English letters and 48 phonemes.
Ask them to read spelling and pronunciation with books open.
And then tell them how to pronounce the words
eg.
III. Leading - in
Get some letters to show the students. Help them practise writing letters.
Dear…
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Yours,
……
Let students talk about their summer vacations
From: Susie. To: Jim
IV. Presentation
Student E’s birthday is coming .You sent a birthday card to student E several days ago. You want to write a letter to ask him whether he has got it or not.
V. Practice
Give students 3 minutes to make main notes. And get them to pratise speaking it out without looking at anything.
VI. Learn Part 3
1. Ask them to read it first. And ask questions about it. Tell the differences between ‘every’and ‘each’.
2. Explain each, every.
二者都有“每一个”的意思，都和单数动词连用。

each所指的“每一个”，“个别”意义较重；every所指的“每一个”着重在“全体”而不在“个别”。

另外，each可以用作代词，直接作主语或宾语；every则是形容词，只有与名词连用或构成复合词时，才能用作主语或宾语。

Exercises
1. ____ of the boys was asked to recite a poem in English.
2. You must try to pronounce ____ word correctly.
3. The students write a composition ____ other week(每隔一周) .
4. Our principle is: “From ____ according to his ability, to ____ according to his work.”
5. I meet her almost ____ day on my way to school.
Keys: 1. Each 2. every 3. every 4. each, each 5. every
VI. Practice writing
Suppose you’ ll write a letter to your best friend in Shanghai. Say sth. about your last weekend. Tell your friend what you did at weekend (Went Camping).
You are sure they write letters easily. Get them to talk about the weather, you can have them based on the weather of that day, vacation, if the condition is OK. You play the video for the students to watch on. Thus, they can watch the real scenes on it. And for them it s easier to say.
VIII. Learn Part 6.
Get the student who sounds beautiful to read it. And ask them to practice translating.
IX. Practice
Notes (on the blackboard)
adj. sun-ny
1) It’s a sunny day.
storm-y
2) It was a stormy day yesterday.
rain – y(=wet)
3) Look at the sky? It is going to be a rainy day.
wind-y
4) On a windy day, we can’t do much sport.
fog-gy
5) Everybody knows the weather in London is foggy.
Shower-y
6) I enjoy walking on a showery day.
snow - y
7)—It’s a snowy day, isn’t it?
—So it is.
cloud - y
8) We should put on more clothes on a cloudy day.
X. Exercises in class
Translation Exercises.
1. I often heard him sing in the next room.
2. Did you notice the thief steal into the room?
3. —Look! It’s going to rain.
—Yes, it’s a rainy day.
4. We just watched him kicking a goal when we got there.
5. Teacher Su is listening to Xiao Wang reading in Room 2.
Translation:
1．近况如何？很好。

How _______ everything ________? ________ ________.
2．我们正在努力学习准备迎考。

We are _______ _______ _______ our exams.
3．划船太有趣了，我等不及了。

Boating is _______. I _______ _______.
4．我们每一个人都认为春节是一年中最快乐的日子。

_______ of us _______ Spring _______ is the _______ day of the year.
5．今年是马年。

It’ll _______ _______ _______ _______ _______ this years.
Answers: 1. is, going, Very well 2. working hard on 3. interesting, can’t wait 4. Each, thinks, Festival, happiest 5. be the year of horse
XI. Homework
1)Get some extracts from the books.
2) Recite the rhyme
3) Finish off WB.
4) Review the whole unit.
The design of the blackboardLesson 56
( Revision)
during the Christmas holiday
the end of the term
have a longer holiday
the year of horse
work hard on the exams
on the afternoon of January 19th
put on plays
I can’t wait
探究活动写回信
学生在阅读完第56课的信后，可以仿照Jean的语气仿写一封回信，根据本学期所学的有关的文化背景知识向中国的学生介绍美国学生是如何过圣诞节的，注意正确使用不同的时态。

有条件的地区可以组织学生以个人或班集体为单位结交一些外国的笔友和他们进行书信（也可以用电子邮件的形式）来往，介绍自己的学习和生活方面的情况。

写自传
教师可以组织学生用英语写一篇自传，介绍自己的过去，现在和将来的打算，注意正确运用不同的时态。

教师可以先在班上将学生每三人分成一组，就教师的问题进行讨论，问题如下：（1）what is your name ?（2）where were you born ?（3）where do you live ?
When did you start school? （4）Which school is your first school ? （5）When did you leave your primary school?（6）Do you like traveling? （7）Where did you visit last year ? （8）Which teacher do you like best?
讨论后，再写作文。

搜集词汇写文章
组织学生收集一些有关天气现象和食物的词汇。

Weather: wind, rain, sunshine, snow, breeze, gust, gale, sleet, hail, pouring, drizzling, shower,
storm, thunder, lightning, blizzard, hurricane, monsoon.
Food: apple, orange, pear, pin apple, banana, nut, rice, bread, Pisa, lentil, bean, cake, cheese, Mutton, Pork, fish, can, noodle, pancake, and mushroom, Watermelon.
用一般过去时，一般现在时，一般将来时三种时态写二篇文章：
1）上周天气回顾与下周天气展望。

2）本地区农产品生产概况，去年农业产品增减情况以及明年本地区农产品增加多品种的计划。

读一读，看一看
Mom: You are seven now, Jack. Happy birthday to you!
Jack: Thank you, Mom.
Mom: Would you like a cake with seven candles?
Jack: I prefer（宁愿要）seven cakes with one candle.
趣味英语
在下列句子中, 每相邻的几个字母便组成一种动物的名称，请找出它们。

（1）He will go to America tomorrow.
（2）Do good workers get?
（3）If I shout, you must run.
（4）Is the sixth or seventh?
（5）At last, I, Cerld, had won.。