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Unit5Amazingthings教案WelcometotheunitProcessone:talkingaboutwhathappenedtoEddieandHobo)Doyoustillrememberthetwolovelydogs?Whataretheirnames?Wou

ldyouliketoknowwhathappenedtothemtoday?Today,EddieandHobometanamazingthing.TheymetaUFO.Howwilltheyfeel?Let‟strytofindouti

t.First,let‟slistentothetaperecorderofthetext.Andthentrytoanswermyquestions.Listentotherecordertwice.Questions:1).WhatareEd

dieandHobodoing?2).WhatdidEddiethinkitis?3).WhatdidHobothinkitis?4).DidEddiethinkitisaplane?Whynot?5)

.DoyouthinkEddieisacleverdog?ReadthetextastheroleofEddieandHobo.Actashortplaywithyourpartner.(asktoworthreegroupsofstudentstodoit.)Wouldy

ouliketoseeaUFO?Why?MaybetheUFOwouldtakeyoutotravelinspaceandvisitotherplanet.Ifithappenedoneday,itisanamazingthing.ProcessTwo:welcometotheUnitActual

lytherearelotsofamazingthingsintheworld.Herearelotsofsurprisingthings.Forexample:1).Doyouknowifplantscangr

owwithoutthelightning?2).DoyouknowhowlongittakestotravelfromtheEarthtothemoon?3).Doyouknowifyoucansneezeandopenyoureyesatthes

ametime?4).Doyouknowwhoisthetallestmanintheworld?5).Doyouknowhowtheelephantswalk?6).Doyouknowifthefishcloseeyes,whenitissleeping?Dotheexe

rcisesonP57.ChecktheanswersProcessThree:Explainsomeimportantlanguagepoints.Dosomeexercises.ProcessFour:t

alkingaboutamazinganimalsIknoweveryoneofyoulikeanimals.Someofyouhavepetsinyourfamily.Therearealsosomethinga

mazingaboutanimals.Listentomyquestionsandcanyoufindoutwhichanimalitis?1).Doyouknowwhichisthemostdangeroussna

keintheworld?2).Doyouknowwhichbirdcanstayintheairwithoutmoving?3).Doyouknowwhichdogisthesmallest?4).Doyouk

nowwhichanimalisasoldasdinosaur?5).Doyouknowwhichanimalisascleveraspeople?6).Doyouknowwhichanimalcanliveforamonthwithouthavingwater?7).Doyouknoww

hichanimalisthebiggestintheworld?8).Doyouknowwhichanimalisthemostdangerousinthesea?9).Doyouknowwhichanimalhasthelongestne

ck?Nowlet‟stalkaboutamazingthingswiththefollowingpattenDoyouknowif…?(Doyouknowthat／which..?)---Oh,really?---Isn

‟tthatinteresting?(amazing,funny,great,interesting,strange,wonderful,surprising,cool…)---Yes,itis.Doyouknow.(Sorry.Idon‟tthinkso.)askthest

udentstopreparethedialogueandactitout.Reading1单元Unit4课题Reading1课时日期教学目的TointroducethestyleoftheghoststoryToidentifyspecificmeaningbyscanningthetextT

opredictmeaningofspecificwordsfromcontext教学重点、难点教学过程Lead-in1.AskSstolistentothetapeofthetext,thentrytoanswerthefollowingquestions:a.WheredidMilliea

ndAmygo?When?b.WhatdidMillieandAmyhear?c.Howdidtheyfeel?Didtheyrunaway?d.Wheredidthewhispercomefrom?e.WhatdidAn

dyfindatlast?2.GetsomeSstoretellthestorytoseeiftheycatchthemeaning.Presentation1.Explainthetextlinebyline.2.Languagepoi

nts:a.asusualeg),LastSunday,MrWangwentfishingasusual.b.distinguish„whisper,sound,noise,andvoice‟whisperv&neg)XiaoWangwhisperedsomethinginXi

aoMing‟sear.Maryspokeinawhisper.Soundn&vEg)Canyouhearthesoundofthepiano?Itsoundsgreat.NoisenEg)Don‟tmakeanynoisesintheclassroom.Voi

cenEg)MsWuhasasweetandsoftvoice.3.frightened&afraidbefrightenedeg)Don‟tbefrightened.Afrightenedgirliscry

ing.Beafraid(that)BeafraidofsthEg)Sheisafraidofsnakes.BeafraidtodosthEg)Iamafraidtojumpintothewater.4.onone‟swayt

oaplaceontheirwaytoplace5.saytooneself6.takecareof=lookafter7.not….anymore=not……anylonger=nolongereg)I

amnotafraidoftigersanymore.=Iamnotafraidoftigersanylonger.=Iamnolongerafraidoftigers.教学后记单元Unit4课题Reading2课时日期教学目的Tosummarizekeypointsofastoryby

sequencingstatementsToidentifykeyeventsandinfergeneralmeaningTodotheexercisescorrectlyandreadthetextfluently教学重点、难点教学过程1.AskSsto

readthetextafterme,thengivethemsomeminutestoreaditbythemselves.2.GetSstodopartB1(p59)individuallyandchecktheanswers.Payat

tentiontothefollowingpoints:A.awhisper=asoftnoiseB.weak=notstrongC.takecareof=lookaftereg)Ishouldtakecareofmymothertoday.=Is

houldlookaftermymothertoday.D.thefollowingSunday=thenextSunday3.AskstudentstofillintheblanksinpartB2,thenreadtheconversationtogether.Le

tsomestudentsspeakouttheiranswersandcheckit.Theimportantpointsareasfollowing:A.runawayeg)Whentheyheardthestrangen

oise,theyranawayquickly.B.soundlikeaghostC.theanimalcenter4.GetSstoretellthestory,thatistorepeatthemainplothappene

dinthetext.Afterthataskstudentstoseeifthesentencesinpartc1arerightandexplainthereasonofthewrongs.Thepointsareasfollowing:A.beex

citedeg)IwasexcitedwhenIheardthenews.B.thetopofthebigtreeonthetopofthehillC.helpsbdosth5.Letstudentsputthesentence

sintothecorrectorder,thenaskthemtoreadthecorrectanswers.6.Askstudentstodotheexercisingpaper,meanwhilepayattentiontothefollowingpoints:care(adj)--c

arefully(adv)somebody-----anybodyusual-----unusualnot---anylonger=not----anymorehaveagreattime=haveag

oodtime=enjoyoneselfnobody=notanybodythefollowingday=thenextday.教学后记单元Unit4课题Vocabulary课时日期教学目的Torecognizearangeofadjectiv

esdescribingfeelingsoflikes.TodifferentiatemeaningsbetweenarangeofsemanticallyrelatedwordsTouseappropriateadjectivestodescribefeelings教学重点、难点Thediffe

rencesamong„becrazyabout,love,befondof,andlike‟教学过程1.AskSsiftheyrememberthefourwordsdescribingfeelingsoflikes,whichhavebeenlearnedla

stterm.Writethefourwordsontheblackboard,andaskthemtogivesomeexamples:Love,eg)Mymotherlovesme.Like,eg)Ilikeplayingbasketball.Dislikeeg)M

ysisterdislikeshorrorfilms,sosheneverwatchit.2.Addtheothertwophrasesdescribingthefeelingsoflikes,andtrytodifferentiatetheseexpres

singasclearlyaspossible.Like“喜欢”（反义词dislike）指不反感，但不引起强烈的感情的迫切的愿望。Eg)Helikeshavingawalkaftersupper.Love

“热爱”（反义词hate）指引起深厚的强烈的感情，并有依附感Eg)Weloveourmotherland.Befondof“喜欢，爱好（对什么感兴趣）介于like和love之间Eg)Sheisfondofsmallanimals.Becrazyabout“喜欢到疯狂，狂热的爱好”Eg)Heisc

razyaboutboxing.Dislike“不喜欢，厌恶”Eg)Idisliketogothere.3.GetSstodoexercisesinPartB(p61)andcheckittogether.4.Payattentiontothefol

lowinglanguagepoints:a.PractisevPractisedoingsthPractisestheg)IalwayspractisewritingeverySunday.YouneedtopractisespokenEnglish.b.w

akeupsbwakesbupc.barkatsbeg)Mydogalwaysbarksatstrangepeople.d.averyhard-workingstudenteg)Mybrotherisaveryhard-work

ingstudent.5.AskSstodotheclassexercisingpaper,andchecktheanswerswithSstogether,meanwhilepayattentiontothe

differencesamong„becrazyabout‟„befondof‟„like‟„love‟教学后Grammar1Step1.FreetalkStep2.RevisionRevise“Expres

sionswith„What‟and„How‟“Step3.PresentationTypesofthesentences(句子的种类)句子按用途分为：陈述句、疑问句、祈使句、感叹句一．陈述句肯定：T

heyaremystudents.否定：Theyarenotmystudents.二．疑问句一般疑问句（GeneralQuestion）Didyoucleantheclassroom?Didn’tyougothere?(反问句)特殊疑问句（SpecialQuestion）Whenwillth

eycome?选择疑问句（AlternativeQuestion）Issheaboyoragirl?反意疑问句（DisjunctiveQuestion）Thepartywasgreat,wasn’tit?三．祈

使句子肯定：Bequiet.Stoptalking.否定：Don’tbeafraid.Don’tforget.四．感叹句Whatafatman!Whatalovelybaby!Howfatthemanis!Howquietlythebabyissleeping

!Step3.DrillWriteoutthetypesofthesentences.Step3.PresentationStructuresofthesentences.1.主语+谓语Heisrunning.Iknow.2.主

语+谓语+表语Sheisastudent.Millie‟smotherlooksyoung.3.主语+谓语+宾语TheyarewatchingTV.Amyisreadingbooks.Step3.DrillAskstudentstowriteo

utsomesentences,usingthestructuresabove.Step4.HomeworkDoexerciseonthepaper.Grammar2ObjectivesTorecognizeposses

siveadjectivesandpronounsTorecognizethepossessivecaseofnounsStep1.FreetalkStep2.RevisionRevisethetypesandthestructuresofthesen

tences.Step3.Presentation1.Revisetheuseofpersonalpronounsinsubjectformandobjectform.Askstudentstodrawatablewiththefollowingfourcolumns:

Personalpronoun(subjectform)Personalpronoun(objectform)PossessiveadjectivePossessivepronoun2.Gothroughthep

ossessiveadjectivestable.Usegesturestoillustratethemeaningofeachpossessiveadjectiveoneatatime.Usefamiliaritemsaroundtheclass

roomforillustration,e.g.Thisismy…Isthisyour…?Thisisourclassroom.Isthather…?3.Explainthedifferencebetween„it‟s‟and„its‟.Tellstudentsthat„its‟refers

tothingsthatbelongtoanimalsorthingsbutnottomaleorfemalenouns,e.g.„Thedogwagsitstailtoshowthatit’shappy.‟„Wecan‟t

usethisdesk.Itslegsarebroken.‟„Thiswatchisveryexpensivebecauseitsstrapismadeofgold.‟4.Askstudentstow

riteafewquestionsandanswersinpairs.Checkbywalkingaroundtheclassroom.Thenaskafewpairstoreadtheirquestionsandanswerstotheclass.

5.Explaintheuseofpossessivepronounstoreplacepossessiveadjectivesandobjects.Remindstudentsthatpronounsreplacenounstoavoidrepetition,e.g.„Thisismybo

ok.Itismine.‟„Theseareherpencils.Theyarehers.‟Providemoreexamplesusingfamiliarclassroomitems.6.Explainthecontext.MakesureSsunderstand

theideaoffactsheets.7.AskSstocompletethegappedsentencesusingpossessiveadjectivesandpronouns.Step4.PartC1.Gothroughtheexamplescar

efully.Illustratetheideaofsomethingbelongingtosomeoneasexplicitlyaspossible.Askseveralquestionsaboutobjectsbelongingtostudentsinthecl

ass,e.g.Isthisyourbag?(No,it’sSimon’sbag.)2.Explainthecontext.Askstudentstoworkoutthecorrectpossessiveformfortheownerofeachitem.3.Checkans

wersasaclass.Askamoreablestudenttowritetheanswersontheboardsothatotherscancheckthattheyhaveplacedtheapostrophesc

orrectly.4.AskSstonameasmanyoftheotheritemsastheycan,andsaywhotheybelongto,e.g.“ThewalletisSimon’s.”5.AskSstoworkingroupsoff

ivetocontinuetheconversationusingtheremainingitems.Step5.HomeworkFinishWbExx.PreviewIntegratedskills.IntegratedskillsObjectivesToidenti

fyspecificcharacteristicsindescriptionsofanimals.Tolistenforgistanddetailtoobtaingeneralinformation.Touseinformationpresentedintextandpicturestoi

nfergeneralmeaningandcontext.Toextractspecificinformationfromlisteningtoaconversationtocompletealetter.Step1.FreetalkStep2.Revisio

nRevise“Possessiveadjectivesandpronouns”.Step3.Presentation1.Createaninterestinthesituation.Revisethedifferentadj

ectivestodescribefear:„afraid‟and„frightened‟.2.AskSstostudythepicturesofthedifferentanimalsinPartA1.Ssmatchthenamestothepictu

res.3.Checkanswersasaclassactivity.4.AskSstoreadthenotesinPartA2.Asksomegeneralquestionstocheckunder

standing.5.Playtherecording.Askstudentstolistenforspecificwordstocompletethenotes.Makeitclearthattheyarelisteningforrealinformationtothequestio

nsyouaskedthemearlier.6.Askstudentstocomparetheirnoteswithapartnerandidentifyanydifferences.7.AskSstoreadSuzy‟sletterinPartA3.

Askthemtotrytocompletetheletterformtheinformationtheyhavealreadyidentifiedinthepreviouslisteningandt

henotestheyhavemade.8.Playtherecordingagainandaskstudentstochecktheiranswers.Step4.HomeworkPreview“SpeakupandPronunciation”.Che

ckOutTeachingaims:Toassessstudents‟understandinganduseofthekeywords,phrasesandsentencepatternsofthisunit;T

oassessstudents‟useofExclamatorySentences,possessiveadjectivesandpronouns;Toassessappropriatechoiceofvocabularytocompleteaconve

rsationdescribingfeelingsofsurprise,likes,amazementandfear.Hardpoints:Phrasesandsentencepatterns;Useofpossessiveadjectivesandpron

ouns;UseofExclamatorySentencesTeachingaids:Audio-visualway.Multi-mediacomputer,projector.Teachingpro

cedures:1.Listenandsay:Adailyreport.2.Warming-upactivities:Lookatsomepicturesofanimalsandspellthewords;Playaguessinggame.(Thisgameisal

soaboutanimals.Studentsmustguessouttheanimalnamesasquicklyastheycan.Thedescriptionwillbegivensentencebysentence.Guess

outtheanswerwithfewersentenceswillbegivenmorepoints.)3.Readandsay:Fillintheblankstoconsolidatesomekeywordsandphrases;Chooserightwordstocom

pleteaconversationdescribingfeelingsofsurprise,likes,amazementandfear.4.Read,writeandsay:ConsolidationofExc

lamatorySentences.--Structureexplanation(remindthestudents)—Completesentences(toseeiftheycanchooseWHATandHOWcor

rectly)—Lookatthepicturesandmakesentencesinpairs(quickreaction)—Enjoyashortflashmovie(forfunandrelaxation)—Haveacompetiti

onbetweengirlsandboys(toseehowtheyuseExclamatorysentencesfreely).5.Game:findingouttheownersoftheobjects.(Severalstudentswillshowtheirobje

ctstotheclass.Thereststudentshavetotrytoremembertheownersofthoseobjects.Theteachershowstheobjectsonebyone.V

olunteersanswerinthreekindsofsentences.)6.Quiz:toconsolidatesomekeysentencepatternsbytranslatesomeChinesesentences

intoEnglishbothspokenandwritten.Notesaftertheclass: