英語學習必須借助于大量的學習資源，其中包括英語兒歌碟片、互動教材、繪本等等。其實沒有最好的教學資源，只有最適合孩子的。下面是小編為大家帶來的四年級學生英語教案七篇，希望大家能夠喜歡！

四年級學生英語教案精選篇1

教學目標：

1. 能讀并書寫單詞：station, train, up, hill, down, near, house.

2. 能使用介詞描述簡單的位置關系。

Where’s the train 1?

It’s up\down the ____.

It’s near the houses.

It’s at the station.

教學重點：

1. 能讀并書寫單詞：station, train, up, hill, down, near, house.

2. 能掌握句型：問路并能準確指明方向

---Where ' s the … please?

---Go straight on.\Turn left.\Turn right.

教具準備：

掛圖、音機、錄音帶、有關詞卡

教學過程：

一、Warming up.

1. Greeting.ⅥⅦ

2. Sing a song .

二、Review.

1. Play a game: Do as I say: ---Go straight on.\Turn left.\Turn right.

2. Drill: 用學生自己想出的動作來表達所學單詞的意思，如： go straight on, turn left, turn right

三、New concepts.

1.Induction: 學習單詞：station, train, up, hill, down, near, house

2. Drill: 用形象動作來組成詞組：up the hill, down the hill, near the houses, at the station

3. Play a game: Do as I say.與學生一起玩這個游戲操練本課新內容：up the hill, down the hill, near the houses, at the station

4. Listen to the tape: 放錄音呈現SB UNIT2 活動1。學生對照書或看掛圖聽錄音，熟悉故事內容和情節，然后再放錄音，板書句型。

Where’s the train 1?

It’s up\down the ---.

It’s near the houses.

It’s at the station.

5. Answer the questions: 再放錄音，學生跟讀課文，理解課文，引導學生做出相應的回答。

6. Do the exercises: 完成AB UNIT 2練習1、2、3、4。

四、Homework.

1. Listen and read: 聽讀課文20分鐘。

2. Write the new words: 默寫本課新單詞每個兩行。

四年級學生英語教案精選篇2

教材分析：

通過討論圖片學習如何講述正在發生的事情。本節課是這一模塊的第一單元，以圖片，動作展示現在進行時的含義，并通過大量演示、操練，培養學生的聽、說能力，為后面What are you doing?What are they doing?What’s Amy doing?等的教學做好鋪墊。

學情分析：

我所任教四年級的學生，課課堂上比較活躍，上課比較愿意開口，但對基礎知識的掌握情況不同，部分學生敢于運用所學的語言進行交際，有些學生缺乏自信心，需要老師多鼓勵，創造較多的機會給他們。盡量讓他們在課堂上發揮自主、合作精神。以師生互動、生生互動的形式開展多種活動，讓每個學生都有開口的機會。

教學目標：

(一)Teaching aims:(教學目標與要求)

1. Enable the students to use the following sentence patterns to talk about the things happening:(學生能用以下句型表述他人正在進行的動作)

What is he doing? What is she doing?

He’s…… She’s……

2. Learn to say the following phrases and spell them:(能夠聽、說、寫動詞短語的ing形式)

3. write a letter——writing a letter take pictures——taking pictures

talk to ——taking to play with——playing with

教學重點：

重點掌握進行時的表達方式和四個短語動詞的ing 形式。

教學難點：

現在進行時的用法和構成(表示正在進行或發生的動作時，要用現在進行時。構成：Be(am/is/are)+現在分詞。

教學過程：

一、熱身復習

將事先準備好的卡片發放給學生(先說明要求)開展“傳遞游戲”由每組最后一名學生用“He/She is doing…”句型說出他獲取的信息。

二、任務呈現與課文導入

出示一些表現孩子們正在做某事的圖片或幻燈片，讓學生們看并描述。

三、課文教學

進入新課的學習。用大量緊扣本節課內容的圖片操練本節課重點句型(短語)：She’swriting a letter. She’s talking to her friend. He’s taking pictures. He’s playing with a toy train.

四、任務完成

讓學生以雙人或多人或以小組形式練習以上相關的內容。

設計意圖：

1、學生口頭英語能力的訓練應分步進行，讓孩子在游戲、唱歌、表演、看圖說話等多種形式訓練中，在教師的有效指導下，逐步學會說話。

2、借助圖片或課件，訓練學生運用現在進行時，敘述正在發生的事情，使學生知道什么情況下使用現在進行時，現在進行時如何構成，在動詞加上詞尾ing后，發音有什么變化。

3、從學生的生活經驗和興趣出發，創設與完成任務相關的情景進行語言訓練，使學生在真實的情景和方式中學習英語知識，發展語言技能。

板書設計：

Unit 1 She’s writing a letter.

friend write a letter She’s writing a letter.

little talk to She’s talking to her friend.

take pictures He’s taking pictuers.

play with He’s playing withinga toy train.

四年級學生英語教案精選篇3

教學目標：

知識技能目標

1、能在圖片的幫助下基本理解故事大意。

2、能聽懂、會說、會認讀單詞：cry\fall\break\scary\monster

3、能基本會用句子“Did you…”詢問過去是否發生過 某事并作出肯定或否定回答。

情感態度目標

1、在活動中體會關心他人和被他人關心的感覺。

2、在模仿、扮演、合作學習中進一步體驗英語學習的快樂，敢于用英語進行表達。

文化策略目標

1、在聽、說、演、練活動中學習和運用語言。

2、學會傾聽他人，愿意在小組中合作、交流。

重點難點：

1、能基本會用句子“Did you…”詢問過去是否發生過 某事并作出肯定或否定回答。

2、能正確理解和認讀單詞：break\scary\monster

教學準備：

課件、人物頭像、單詞卡、錄音機、磁帶等

教學過程：

Step1 Warm-up

1、Greetings.

2、Free talk.

3、Say a chant. Talking with the teacher. Say a chant.

拉近師生距離，營造良好 的英語學習氛 圍。

Step2 Lead-in

Are you happy? But look at our friend Tom.

He is not happy. He’s crying.Do you know why?

Let’s listen and find out. Listen and think 引入主題，帶著問題整體感知語篇。

Step3 New

1、Why is Tom crying?

He saw a monstor on the TV.teaching

2、listen, point and find “did,didn’t”。

“We know the reason now.

But Mumt、Sam and Amy didn't know. Let’s listen again and find out: How did they ask? And how did Tom answer? Do the listening activity.

帶著任務聽第 二遍，找出關鍵詞。

3、Ok, did you find “did,didn’t”。

Let’s read after the tape together. Read after the tape.

逐句跟讀，解釋新詞，進一步理解語篇。

4、Read in roles. Read in roles. 分角色跟讀，再次強化認讀。

Step4 Practice

Make a survey(show some pictures on PPT.) Tom saw a monter on the TV.

How about you? What did you do yesterday? 先示范，后分組練習，再展示。

1、Ask and answer with the teacher.

2、Practice in four

3、Show time. 在圖片的幫助下進行半控制操練，學生有選擇地進行語 言輸出。

Step5 Sum-up

1、You did a very good job! Let’s see who is the winner? The winner gets the points. 及時評價，激勵學生持續學習。

2、Today’s homework:

a.make a survey about your friends .

b. listen and read after the tape for three times. Remember the homework.

布置課后延伸活動，強化學習效果。

板書設計：

Unit 1 Did you break your toy?

Words Wall Did you fall ? fall break your toy?

1 2 3 4 monstor see a scary thing?

break No, I didn’t. scary Yes, I did.

四年級學生英語教案精選篇4

課題累型：

新授

教學目標：

1、基礎目標

(1)學生能聽、說和認讀thirteen、fourteen、fifteen、sixteen、seventeen、eighteen、nineteen、twenty八個數字單詞，并做到發音正確、規范。

(2)幫助學生在學習新知識的過程中復習舊知識，并能結合已學句型“How many……can you see ?/ Do you have?/ I can see……/ I have……/等句型進行回答、替換和運用。

2、拓展目標

(1)將單詞教學融入句型及對話教學之中，鼓勵學生在實際情景中恰當地運用已學句型。

(2)培養學生的注意力和觀察力，發展學生的發散思維，激發學生的學習興趣，培養學生的協作精神。

教學重點：

掌握八個新授數字單詞，并能結合已學知識在實際情景中運用。

教學難點：

thirteen、 fifteen、 eighteen、 twenty的發音。

教學準備：

錄音機和磁帶，教師自己準備的一幅彩圖畫，數字單詞卡片，在講臺上放15本書，一個盒子，18支鉛筆，一個籃球。

學生分析：

本單元授課對象是農村小學四年級學生。經過一年多的學習，對英語保持著濃厚的興趣 。在上冊對1—12的數字的英語學習后，他們期待后面更大數字的學習。所以這一單元，特別是數字詞匯的學習，他們會學得主動而輕松。因為教師對學習的了解，本單元就該更關注后進生，給他們更多的機會表現自己，激發他們的學習積極性，讓所有學生自然地同步前進，并為接下去的學習打好基礎。

教學過程：

一、Warm-up/Revision(熱身、復習)

1、Everyday English(每日英語)

2、Sing a song.“Ten Little Candle Dance”(師生表演唱)

3、Introduce themselves to new teachers (自我介紹)

Eg：My name is……。I’m a girl/ boy.

I’m from……I like……etc.

4、Play a guessing game(猜數字)

T：which number is in my pocket?

二、Presentation(新知識呈現)

1、Learn to say new words.(學習新數字)

(1)數學練習，學習thirteen(13)

A、從5+5=10，5+6=11，5+7=12，5+8=13，引出數字thirteen，并練習朗讀該單詞。(跟讀，開火車讀，齊讀)

B、Make 13 (讓學生用英語編數學算式?+?=13)

Eg：What’s six and seven? Six and seven is 13.

C、用英語講解西方國家對13的看法，結合幸運數字講解西方人很忌諱13，并舉例說明。

(2)實物呈現，學習fifteen(15)

A、引導學生利用身邊的東西(如書本、同學、書包等)來數一數和說一說。

Eg：T：Look!what are they? Ss：Books.

T：How many books can you see?

Let’s count，please.

Ss：One，two……fifteen. B、練習朗讀該單詞(跟讀，打行讀，小組讀，齊讀)

C、用15造句子。

Eg：This is 15. Seven and eight is 15.

I like 15. My brother/ sister is 15.

I have fifteen……

(3)猜一猜，學習eighteen(18)

A、T：I have something in my bag. Guess. What do I have?

Ss：……

T：Look!What are they?

Ss：Pencils.

T：How many pencils do I have? Guess. Please!

Ss：……

T：Open it and see. Count please. One……eighteen. Oh, eighteen pencils. That’s right. I have eighteen pencils.

B、練習朗讀該單詞(跟讀，開火車兩人讀，小組讀，齊讀)

C、用eighteen說詞組。

Eg：eighteen books

eighteen dogs……

(4)看一看，聽一聽，數一數，學習twenty(20)

A、T：(拿著球)Look, What’s that? Oh, It’s a ball. I like balls. And I can bounce the ball. Now, I bounce the ball, please count!教師拍球，學生數數，數至20，然后故意把球拍丟了。

B、練習朗讀該單詞(跟讀，指讀，男女讀，齊讀)

(5)看圖添畫，學習14、16、17、19。

教師也用簡筆畫邊畫蘋果，邊提問學生：What can you see? How many apples can you see?(本環節的教學內容可以從數字12添到20。再出示這幾個數字卡片讓學生讀一讀。)

2、Listen and repeat.(先給學生聽一遍錄音，讓學生復述自己聽到的，然后再翻書指著單詞跟讀)

3、小結規律，讓學生看著黑板上8個新數字，讀一讀，你發現了什么?讓學生明白13、15、18、20的讀音是沒有規律的，而14、16、17、19是比較簡單，只要在4、6、7、9后加[ti:n]。

三、Practice and consolidation(操練和鞏固)

1、明辯是非讀單詞。(教師指著黑板上的單詞，如果指的和讀的是一致的學生就跟，反之保持沉默)

2、聽音舉卡片，老師說一個數字，學生要邊講邊舉起該數字卡片，比一比哪一組動作最快。

Eg：T：Thirteen, thirteen, Where is 13?

Ss：Thirteen，thirteen, Here it is.

3、同桌游戲(劃拳)，兩人各出示手指表示的數字再兩個相加，誰先把答案說出來，誰就可贏得對方的卡片，看誰的卡片贏得的多為勝者，可用以下句型出示手指。

Eg：How many, how many fingers?

Five and seven is twelve. How old are you? How old are you? I’m____

四、Extension(拓展)

Talk about the picture

教師出示一幅課前畫好的彩圖(類似活動手冊第16頁，圖的量還可加大，豐富一下，還加上風箏、白云、小鳥、花草等，把顏色、數字、動植物都畫進去)。

教師引導學生就圖展開討論，教師先示范引導：Look this is a picture. Is it beautiful? What can you see? What colour? How many? ……

讓學生先小組討論時盡量運用所學句型，最后讓幾對學生到講臺前談論圖畫，展示他們的討論結果。教師可適時板書幾個句子。

五、Homework(自選)

1、一星級：(1)模仿錄音朗讀3遍，并制作自己的英語錄音專集。

(2)Listen and connect the dots.(聽音連點)

2、二星級：Read, think and write.(看、想、填)

five fifteen six twelve eighteen

seventeen thirteen nine

3、三星級：Make a survey.(填寫調查表，請用上How many…do you have?I have…。You have…)

板書設計：

Unit 1 …seventeen,eighteen,nineteen,twenty!

A & B Let’s learn Let’s play

5+6=11 5+7=12 5+8=13 thirteen

4→14 fourteen

15 fifteen

6→16 sixteen

7→17 seventeen How many……?

18 eighteen They are……。

9→19 nineteen How nice!

20 twenty The orange one is a bird.

四年級學生英語教案精選篇5

教學目標：

新課程強調知識與技能、過程與方法、情感態度與價值觀三個角度的有機結合，本著這樣的認識，我制定如下教學目標。

認知目標

學生能聽、說、讀短語及單詞：family，parents，aunt，uncle，babybrother能運用how many......進行口語交際。

能力目標

能用英語交流在假日中的活動，部分同學能用英語流利介紹節日的有關情況。

情感目標

通過活動、游戲使學生產生學習英語的興趣;讓學生敢于、樂于開口，積極參與交流。并讓學生在學習的過程中，培養他們的合作意識和競爭意識。

教學重點：

讓學生掌握詞組，能運用詞組進行交流，初步鍛煉學生運用詞組描述節日的能力;

教學難點：

讓學生認識時態的變化，及意識到詞組的不同運用能造就語言的豐富性。

教學方法：

1、教法設計根據英語這門課本身的特點及四年級學生的興趣，我通過設計具體形象的情景，以舊帶新，不斷滾動知識點，以此來分散教學難點，讓學生直觀地感知與理解。同時創設數個任務活動，從單詞到短語到句子到對話到片斷，使學生在師生、生生之間的多向交流中進行有意義的練習與實踐，充分發揮他們的學習主體性，培養他們學習致用的能力。

2、學法指導引導學生通過比較、觀察、猜測的方法逐漸感悟新語言項目的功能，讓學生在多層次的練習中體會到學習英語時“運用”的必要性，鼓勵學生積極思維，大膽嘗試。

3、教學手段根據本課的教學內容、教學目標、學生的年齡特征和心理特征，為了更好地激發學生學習興趣，從而能積極主動參與學習。教學中運用多媒體課件、圖片等教學輔助手段，置抽象的句型于一個個生動的情景、游戲之中，不僅使學習過程自然輕松，更能較好地啟智開思。

教學過程：

1、熱身( Warm up)

一中外不同家庭全家福為背景，播放中文歌曲《讓愛住我家》開頭曲，讓學生靜靜閉上眼睛感受家的氛圍。

再此過程中有老師進行話語引導“同學們，家是溫馨的港灣，每個人都有一個家，歌曲中唱到，我愛我的家弟弟爸爸媽媽，那么同學們知道這幾個詞語用英語怎樣表達嗎?”

2、單詞學習(word learning)

第一步，先由大屏幕學習本科單詞，有老師詳細解釋;

第二步，反復領讀與自我練習;

第三，拼寫階段，四線格練習;

第四，memory game的游戲。

[設計意圖]該部分有兩處亮點，一是，依然重視四線格的書寫，為我的學生打下一個良好的英語基礎。

3、單詞游戲(memory game)

[設計意圖]既增添課堂氣氛又爭取讓我的學生限度的當堂掌握新學的單詞。記不過不要緊，目的不是必須當堂掌握，而是限度的提升課堂效率，并限度的挖掘學生潛能。

最后誰答對了還會有獎勵，即道具“卡片魚”，這樣道具也不會被浪費。

4、課文學習(text learning)

以問題導入“我們知道Ammy的家庭有六位成員，可Ammy卻說有七位，這是為什么呢?”接下來利用視頻學習課文并找出答案。

[設計意圖]讓學生帶著問題學課文找答案，增強目的性。本環節有兩處特色，第一是，所選視頻是實景實人視頻而不是動畫，增強真實感，限度的再現英語環境。第二是，由老師進一步解釋Ammy為什么把狗也看作是家庭成員，以此培養跨文化意識。

5、語法學習(grammer learning)

此環節學習方式：小組競賽。以座位分成四個參賽小組，按每個同學的課堂表現為本組加星，課末評出WINNER。本節課所教授的句子是“How many people are there in your family?”

[設計意圖]學習方式的宣布讓學生對本節課充滿了興趣，激起了他們的斗志和為本組爭星的表現欲。提高他們的表達能力，反復練習語法知識，學以致用。

6、知識拓展(Extra tips)

由老師補充搜集課本上沒有的知識，如，本課中其實爸爸媽媽在英語國家還有其他的口語化叫法mammy dady等。

[設計意圖]一是，讓學生開眼界。二是，為我下一步的作業布置鋪路子。

7、課后作業(Homework today)

(1) “說出你的愛”：回家后用英語稱呼你的家人，如“Mom，I love you!"

(2) “我學我用”：準備下節課帶自己的全家福一張，向你的同學介紹你的家庭成員。

[設計意圖]鞏固所學，將課內的學習延伸到生活。

8、結束(the ending)

最后以I love my family歌舞表演結束本課。

[設計意圖]第一，號召同學們stand up and move your body!讓同學們站起來一起唱一起跳。因為這首歌曲是精心挑選的，并且會配以動作教學。第二，從另一個側面向孩子們昭示，只要課堂上認真聽課，四十五分鐘過后必定會有輕松的一刻。第三，使本節課在一個輕松愉快的氛圍中結束，讓每個人被這首歌所感染，心中充滿濃濃的愛意，體會到英語的魅力，使思想境界得到升華。

四年級學生英語教案精選篇6

一、教學目標：

1.能聽說讀寫How are you ? Fine，thanks. 說出并且聽懂Nice to meet you.

2. 能在真實地環境中進行會話。

3. 培養學生大膽自信地運用英語進行交流。

二、教學重、難點：

How are you? Fine, thanks.書寫時應注意的問題以及How are you 的其它回答方式。

2、You can call me...的用法。

三、教具、學具：Mr.Wood的圖片，收音機

四、教學過程：

㈠ Warming up

1、 Free talk .復習:What’s your name? Nice to meet you! How are you? How old are you? How many ? How much? How do you feel?等問句及回答.

2、Sing a song“How are you?”為學生學句型作鋪墊

㈡ New concepts

⒈先教單詞fine. 教師先把nine寫在黑板上讓學生拼讀，然后出示fine讓學生試讀，反復帶讀fine一詞并檢查學生的發音。比較fine, nine, five, bike等讀音,引導學生發現讀音規律。

2.教師指著自己對學生說:I’m fine，today. 用表情來表示出自己今天很好(指身體).并把fine一詞寫在黑板上,可向學生用漢語解釋fine一詞意思是身體好。強調書寫時注意開頭字母要大寫，逗號句號位置及I’m的縮寫形式。

3. 教師和一個學生打招呼:Hello,…How are you ?然后指著黑板上fine 一詞,啟發學生回答:Fine, thanks或 I’m fine, thanks.同時教Very well. Thank you.的回答方式。

4. 教師把very well.寫在黑板上.解釋very well意思是身體非常好.

5. 教師帶讀very well ,并檢查學生發音.

6. 師生之間進行打招呼問候,如

T: Morning ,boys and girls.

Ss: Morning, Miss…. How are you?

T: Fine, thanks . How are you?

Ss : Very well, thank you.

7. 同桌兩人或前后兩人進行會話練習.

8.聽會話錄音N1,模仿語音語調.

11.出示Mr. wood的圖片，向學生自我介紹“Hello! I’m your new teacher! You can call me Mr. Wood. Nice to meet you. ”告訴學生向別人介紹自己時也可以說You can call me…，先生用Mr.女士用Miss?；騇s.讓學生用這個句型自我介紹。You can call me…

12.讓學生聽會話錄音N2兩次，第二次跟讀，模仿語音語調。

13.三人一組作對話,上教室前面表演。

14.做課堂練習A連線題,并且結對練習一問一答.

㈢ Homework

課下以小組為單位編一個對話，用上“How are you ? Fine, thanks./Very well,thank you. Nice to meet you!”

五、板書設計：

Lesson One: How are you?

nine fine five bike

How are you?

I’m fine, thanks.

Very well, thank you.

六、課后反思：

四年級學生英語教案精選篇7

Period 1&2 warming up and reading

Teaching Aims:

1.Enable the students to talk about the qualities needed to be a good reporter and how to conduct a good interview

2. Enable the students to learn some reading strategies

3. Enable the students to learn the necessary qualities in their future job

Important Points and difficult points

Learn about how to be a good reporter

Teaching methods

Strategic reading method; Task-based method

Teaching procedures:

I. Elaboration (warming up): Help the students to relate their known knowledge to the topic that will be learned

Task 1 :( group discussion) Talk about jobs in China Daily?

Types of jobs What it involves

reporter

Task2: Predict what is going to be learned by looking at the title of the text. Which type of job will be talked about in the text?

II. Prediction (pre-reading):

Task 3: Predict the main idea of the text by discussing the following questions:

1. What are the qualities a good news reporter needs to have?

(Have group discussion first and then finish Part 1 individually)

2. What your first day at school was like? How would you feel on your first day at work? (Group discussion)

III. Skimming, scanning, analyzing (Reading & Comprehending)

Task 4: Read the text quickly to get a general idea of the text.

Task 5: Divide the passage into three sections and match the following main ideas to the three sections：

How to get an accurate story

How to protect a story from accusations

How to become a reporter

The skills needed

The importance of listening

Stages in researching a story

How to check facts

How to deal with accusations of printing lies

Work in a team

Task 6 Read quickly to find out the information to fill in the form below

Task 7: Tell what is required for a reporter and a photographer

patient; imaginative ; well-organized; technically good; polite; concise; thorough; creative; curious; careful; gifted; professional

A reporter A photographer

IV. Summarizing

Task 8: Write a summary of the text

V. Assignment

Read an English newspaper and retell the main idea of one article in it.

Period 3&4 Words & Expressions

Teaching Aims:

Get the students to know how to use some words and expressions correctly and appropriately

Important Points and difficult points

Use some words and expressions correctly and appropriately

Teaching methods

Demonstrating and summarizing; practicing

Teaching procedures:

1. occupation n.

1). Teaching is my occupation. 職業

2). Swimming is my occupation. 使…忙碌的事情;消遣

occupy v.

occupied=busy

occupy oneself in/with sth.

employment; occupation; job; profession; vocation; work; trade

He is looking around for .

: artist

He is out of .

She chose teaching as her .

She’s a lawyer by .

He’s a carpenter by .

2. assign v.

assignment n.

She gladly accepted the assignment. (分派的任務;工作)

The English assignment is a book report. (課外作業，功課)

3. on one’s own

of one’s own

for one’s own

We should complete the test _________

4. experienced adj.

be experienced in/at sth/doing sth.

Who is experienced in cooking in your home?

5. The first/last time + 時間狀語從句

The first time I came here, I was not used to the climate here.

Cover n. 封面,掩蓋(物) ;

v.

1). Tom will covered the outbreak of the disease.

2). The road was covered with snow.

3). She laughed to cover her worry.

4). The red army covered about 30 miles a day.

5). Is the money enough to cover the cost of a new shirt?

7. Be eager for sth. (sucess)

to do sth.

that clause

He is eager to see his daughter.

We are eager that the project should be started early

be anxious about =be worried about

8. Concentrate on sth./doing sth.

We should concentrate on our study.

Tom is concentrating on fishing.

9. of +抽象名詞(importance; value; use; help; benefit)

of special interest=

of no use=

The meeting is of great importance.

=

Each minute is _____ for us.

of greatly valuable

great valuable

of great value

for much value

10. acquire; get; gain

1). I sat in the front of the bus to ___ _ a good view of the countryside.

2). Gradually we _______ experience in how to do the work.

3). They _____the victory after a bloody battle.

11. have a nose for 嗅覺靈敏

She has an ear for music. 有鑒賞能力

She has an eye for color and style in clothes. 有眼光

12. Meanwhile=in the meanwhile

=in the meantime

=at the same time

Mother went shopping; meanwhile, I cleaned the house

13. trade n. v.

1). Japan does lots of trade with the United States.

2). He is a shoemaker by trade.

3). She trades 3 apples for some bananas.

14. Trick

1). 竅門，手法

2). play a trick(joke)on sb.

=make fun of sb. (玩笑,惡作劇)

3). He got into the building by a trick (詭計,花招)

15. Challenge

1).He challenge my view on that matter.

2).To finish the job in 2 days was a real challenge.

16. Support

n. 1).I need your support.

v. 1)為…提供證據,證實

2) The old man entered the room supported by his grandson.

3). He has always supported the weaker party.

4). He has a large family to support.

17. Case

1).He thought he had solved the problem , but that was not the case.

2).Here is a case of being careless.

3).We will look into that case.

in case of sth. 如果,萬一…

in that/this case 在那樣/這樣情況下

in no case 決不

in case + 從句 以防;可能;倘若

Take an umbrella in case it rains.

(in case 從句常用一般現在時表將來, 或should+do)

17. accuse sb. of sth.

=charge sb. with sth.

Tom ____ his boss of having broken his word.

blamed

accused

charged

scolded

18. so as to do sth. 只能在句末

= in order to do sth.

=so that + 從句

= in order that + 從句

I got up at five so as to catch the train

=

19. admit

admit doing /having done

admit sb. Into/to (the university)

Lily finally admitted___ my umbrella by mistake.

to take

to have taken

having taken

have taken

20. n. adj.

profession professional 具有….特點

Finish Ex 3 on Page 29

Assignment

Finish Ex1 and Ex 2 on Page 28 and Ex 3 on Page 29 (Discovering useful words and expressions)

Finish Ex 2 , Ex3 on Page 63 and Ex4 on Page 64 (Using words and expressions) in Workbook.

Period 5 Grammar

Teaching Aims:

Get the students to use “Inversion” correctly and appropriately

Important Points and difficult points

Use “Inversion” correctly and appropriately

Teaching methods

Task-based method; Demonstrating; discussion; summarizing; practicing

Teaching procedures:

I. Presentation

Task 1: Comprehend the following sentences

Only then did I begin my work on designing a new bridge.

=I began my work on designing a new bridge only then.

2. Not only was there a Christmas tree, but also exciting presents under it.

=There was not only a Christmas tree, but also exciting presents under it.

Inversion: 起強調作用

II. Analyzing & summarizing

Task 2: Find 4 examples of inversion in the reading passage

1. Never will Zhou Yang forget his first assignment at the office of China Daily.

2. Only when you have seen what he or she does, can you cover a story by yourself.

3. Not only am I interested in photography, but I took a course at university.

4. Only if you ask many different questions will you acquire all the information you need to know

Task 3: Analyze the sentences above and summarize the rules

1. Why can these sentences use inversion ?

2. How are these inverted sentences made?

※ 否定副詞no;not;hardly, little, seldom, never, no sooner…than, no more, not only, only 等開頭的句子要部分倒裝。

※ 部分倒裝:只把謂語的一部分(如助動詞\情態動詞)等放到主語前，或把句子的強調部分提前。

Task 4: Analyze more sentences below and summarize the rules

1) Only after he had spoken out the word did he realize he had made a big mistake.

※ 如含有從句,只要求主句倒裝

2) ______,there was no hope of her being able to sleep.

As she was exhausted

If she was exhausted

Exhausted as she was

Now that she was exhausted

※ 當as(盡管)引導讓步狀語時,要部分倒裝

3) . I often go out for a walk after supper. So does she.

4). If you don’t wait for him, nor shall I.

※ 當so, neither, nor表示另一者也具有前面所述的情況時,要部分倒裝.

III. Practice

Task 5：Do Exercise 3 on Page 30 (“Discovering Structures”)

IV. Analyzing & summarizing

Task 6: Analyze sentences below and summarize the rules

1). There appeared a man in black in the distance.

2). Under the tree sits a beautiful girl.

Inversion(倒裝) → 部分倒裝

↘ 完全倒裝

※ 以地點副詞here, there, down, under和時間副詞now, then開頭，后面的動詞是be, come, exist, fall, follow, go, lie, remain, seem, stand等，而且主語是名詞時，構成完全倒裝句.

※ 完全倒裝:把整個謂語動詞放到主語之前

3)The teacher came in and the class began.

=In came the teacher and the class began

4).____ from the tenth floor when the policeman pointed his gun at him.

A. Jumped down the thief

B. Down the thief jumped

C. The thief jumps down

D. Down jumped the thief

5). Here we are.

※ 在here, there引出的倒裝句中，當主語是普通名詞是用完全倒裝句,當主語是代詞時,則用陳述句語序(主+謂)

V. Assignment：

Do Exercise 1 on Page 64 (“Using Structures” in Workbook)

Period 6 Extensive Reading

Teaching Aims:

1. Enable the students to know writing and printing process for an article and what is the primary source and the second source

2. Enable the students to consolidate some reading strategies

3. Enable the students to learn the necessary qualities in their future job

Important Points and difficult points

Enable the students to know writing and printing process for an article and what is the primary source and the second source

Teaching methods

Strategic reading method; Task-based method

Teaching procedures:

I. Elaboration (warming up): Help the students to relate their known knowledge to the topic that will be learned

Task1.Review the types of jobs in a newspaper

Task2. Talk about the process of making a newspaper? (Group discussion)

Give the following hints when needed: interview; do some research; write a story; check the article written by a reporter; print the first edition; set the page; check again

II. Skimming and summarizing

Task 3: Read and fill in the form

Task 4: Learn some words and expressions

1. Accurate 準確，精確

1) Is this watch accurate?

2) His information was accurate

2. set to sth./doing sth. 開始做某事

=get down to sth./doing sth

1). As soon as I got home, I set to preparing supper.

2). They’ll set to the project, as soon as it is approved.

※ Look forward to…, devote… to…, be/get used to…, lead to…, prefer…to…, pay attention to…, object to…

3. approve vi. (approval n.)

approve of sth./doing sth.

=agree to/on/with

1).Your parents won’t approve of your going there. = agree on

2).I cannot agree to this plan. =approval of

4. process v. 加工,處理

1) The street is in the process of repair

2). They are using a new process to make glass.

process food adj. 加工過的,處理的

Task 5: Retell the main process of making a newspaper

III. Read the passage on page65 (“Reading Task) and answer the following questions

IV. Assignment

Read an English newspaper and retell the main idea of one article in it.

Period 7 Listening and Speaking

Teaching aims:

1. learn how to make an appointment

2. Improve the students’ listening and speaking skill

Important Points and difficult points

Learn how to make an appointment

Teaching methods

Task-based method

Teaching procedures:

I. Elaboration & prediction: get the students to predict what they will listen to and elaborate the topic to their known knowledge.

Task 1: Go over Ex1 on Page 31 and guess what they will listen to on the tape.(group discussion)

II. Listening

Task 2: Listen and circle the correct summary of the listening passage.

This is about a young man who is refused an interview with Liu Ming.

This is about a young man who is trying to arrange in interview with Liu Ming.

This is about a young man who wants to ask Liu Ming about how to work abroad.

Task 3: Listen to the tape again and answer questions on Page 32.

Task 4: Listen to the tape again and try to note down the dialogue (pair work)

Task5: Role-play the dialogue and elect the best actors (the most similar to the original dialogue)

III. Speaking and Listeningwww.xkb1.com

Discuss the phrase that may be used in making appointments (input)

Shall we make an appointment? How about…?

When are you free? When do you think is convenient for you?

Is it possible to…? I shall be busy at… and… but I can be free at…

Where is the best place? Maybe we can meet at…

Task 6: Make an appointment according to the situation in Ex3 on Page 32

Task 7: Listen to the tape and do Ex 1 and Ex2 (LISTENING)) on Page 62.

IV. Assignment

Work in pairs. Make an appointment according to the situation in Ex 1 (TALKING) on Page 62