初二英语上册Unit4集体备课记录
导学案，伴你学，评价手册，配套练习册，单元过关练习，报纸。
单元质量 过关
单元过关练习，报纸。
The third period---- Section A 3a-4
The fourth period---- Sectio n B 1-2c, Self Checkl
教学模式 及手段
Pairwork, groupwork, liste ning, speak in g, read ing, writ ing, sce ne teachi ng, deserv ing
heavy，medium height, medium build
2.Sentences:-- What does he/she look like?
--He/She ቤተ መጻሕፍቲ ባይዱs tall and has long hair.
--What do you look like?
--I'm thin.
2、Ability aims:
突破方法： 发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影 响，通过各种操练，使用交际用语，形成良好的学习氛围，培养学生良 好的语言表达习惯。
课时安排
The first period---- Sectio n A 1a-1c
The sec ond period---- Sectio n A 2a-Grammar Focus, Self Check2
莱州汇泉学校初中部 七年级 英语学科单元集体备课记录
单元名称
Uni tlWhat does he look like?
时间
2014年9月
参与人员
吕沛沛鲁旭娟任吉娟杨笑斐
中心发言人
吕沛沛
教学目标
1、Knowledge aim:
1.Words:hair，curly，straight , long, short, tall, thin，
(2)、教材的地位及作用
本节课的教学内容来源于生活，立足于生活，它主要是以人的外貌 特征为主线，以一种循序渐进、由浅入深的学习程序来展开英语教学， 其主要目的是通过激趣来引发学生能运用英语来进行交流，能运用英语
来描述自己或他人的外貌特征。
重、难点及突 破措施
教学重点：掌握本课新单词和句型及怎样描述一个人的外貌。 突破方法：
(1)、充分利用多媒体，图片、简笔画等进行语言操练和实践，让学生
掌握关于描述人外貌特征的词汇和句型。
(2)、通过师生互动和生生互动，掌握句型What does he/she look
like ?结构的运用。
教学难点：
(1)新词汇的运用，特别是has与is的正确使用，是本节课的一个难 点。(2)掌握描述人物外貌的方法。
Students can describe people's looks
3、Emotion aims:
Don' t judge a pers on by his looks.（不要以貌取人。）
教学内容
及分析
(1)、教材内容：
本节课是七年级上册中Unit1《What does he look like?》的第一课 时。其核心话题是立足于人的外貌特点， 谈论人的外表形象，让学生学 会运用所学知识来对人的身咼、体重、发型等进行描述。
八年级英语上册-人教版-Unit 4 教学设计
八年级英语上册-人教版-Unit 4 教学设计一. 教材分析人教版八年级英语上册Unit 4主要讲述了关于过去发生的事情的描述。
本单元的主题是过去时态，通过本单元的学习，学生能够掌握过去时态的构成和用法，以及如何用过去时态描述过去发生的事情。
教材中包含了各种丰富的语言材料，如对话、故事、图片等，旨在激发学生的学习兴趣，提高学生的语言运用能力。
二. 学情分析八年级的学生已经掌握了基本的英语语法知识和一定的词汇量，具备一定的听、说、读、写能力。
但是，对于过去时态的掌握程度不一，部分学生可能还存在一定的困难。
因此，在教学过程中，需要关注学生的个体差异，针对不同的学生制定不同的教学策略。
三. 教学目标1.知识目标：学生能够掌握过去时态的构成和用法，能够用过去时态描述过去发生的事情。
2.能力目标：学生能够听、说、读、写关于过去发生的事情的句子，提高语言运用能力。
3.情感目标：培养学生对英语学习的兴趣，增强学生的自信心。
四. 教学重难点1.过去时态的构成和用法。
2.如何用过去时态描述过去发生的事情。
五. 教学方法1.情境教学法：通过设置各种情境，让学生在实际语境中运用过去时态。
2.交际法：鼓励学生进行师生互动、生生互动，提高学生的口语表达能力。
3.任务型教学法：通过完成各种任务，让学生在实践中学会用过去时态描述过去发生的事情。
六. 教学准备1.教学课件：制作与本单元主题相关的课件，引导学生进入学习情境。
2.教学素材：准备一些与过去时态相关的图片、故事等素材，用于教学过程中的展示和练习。
3.课堂练习：设计一些针对性的练习题，帮助学生巩固所学知识。
七. 教学过程1.导入（5分钟）利用课件展示一些与过去时态相关的图片，如图片中的人物正在做某件事情，引导学生思考这些事情是发生在过去还是现在。
通过这个问题，激发学生的兴趣，引出本课的主题——过去时态。
2.呈现（10分钟）展示一篇关于过去发生的事情的短文，让学生听录音并回答相关问题。
英语组集体备课活动记录表
与意见
此次活动是一次教科研活动，也是一次经验交流和培训，通过集体的备课，让本节课尽善尽美，也在一定程度上提升了教师的专业素质，更体现了作为教师的本职。资源共用。
英语组集体备课活动记录表
项目名称
英语集体备课
负责人
火高录
活动时间
2012-5-12
活动地点
英语办公室
活动主题
Unit8 Why don’t you get her a scarf？
To train students' abilities of listening and speaking.因此，本节课应围绕着此点展开教学。
张兰：七年级学生活泼，好动，求知欲强，有教强的模仿能力，课堂气氛应该比较好调动。
贺才年：板书的设计也相当重要，应该重点突出，并且简洁、明了。布置作业设计:学生容易又不陌生，利用多媒体课件把步骤展示出来。（这一设计新颖）
八年级集体备课
主讲人
苏雪箐
参加对象
英语组全体成员
活动内容
简要
本教研组于5月12日进行了本学期集体备课活动。
首先，组员讨论，确定本次备课主题为七年级英语
Unit8 Why don’t you get her a scarf？
第一课时，接着，便是各组员针对本次课题，提出自己的意见。
火高录：本节课的重难点是：The way of giving suggestions.
Step 2: Presentation
1、颜色、大小、长短等形容词。(水果呈现)
2、衣服名称
Step 3、学生完成课本1a
Step 4、呈现目标语言结构How much is it/ are they?（单数、复数区别）
八年级英语上Unit four教案
Unit 4 How do you get to school?一、Analysis of the Teaching Material：本单元是新目标英语八年级第四单元。
本单元以How do you get to school 为中心话题展开的，进一步使用一般现在时态来加深学生对其理解和运用。
在学习活动中，通过学生的自主学习与合作探究激发学生的学习兴趣，促进学生的情感交流。
以达到用英语来和别人讨论到达某地的最佳方式。
二、Design the principle：新目标英语强调的是任务型教学，强调学生要成为教学活动的主角，而老师只是从中起到协调引导作用，因此在我的教学设计里，比较重视学生活动。
充分调动起学生的积极性，让他们成为学习的主体。
本节课是本单元的第一课时，主要让学生掌握交通工具和基本句型“How do you……？”三、Teaching Aims and Demands：1.Knowledge ObjectsWords and expressionsTarget language2.Ability ObjectsListening skillSpeaking skillCommunicative competence..四、Teaching Focal Points：Key vocabulary:subway, take the subway,train, take the trainride a bike,take the bus, ,walk, take a taxi五、Target language:How do you get to school?I walk. How about you, Sally?I ride my bike.How does Mary go to school?She takes the train.六、Teaching Methods：Listening method.Pair workSpeaking七、Teaching Aids：A tape recorderPictures.Word cards.八、Teaching Procedures：Step One: Greet the class as usual.(Talk about the date. Use Present tense and Past tense. )T: What’s the date today?S: It is…….T：What was the date yesterday?S: It was…….（增强交际能力，复习学过知识)Talk about transportation.Step Two: New wordsShow some pictures of the new words on the screen. Ask students to tryto read these words.train, subway ,ship,car ,plane taxiMaybe there are only two new words for students---subway and train, sothe teacher only correct the pronunciation of these words.Then ask some students to say the phrases: ride a bike, take a/the bus ,taxi subway,train,ship and so on.(通过多媒体屏幕向学生展示所学单词,图文并茂，非常直观地向学生展示了新单词,调动了学生的学习积极性又强化了单词记忆。
八年级英语上册-Unit-4-What's-the-best-movie-theater集体备课教案
What’s the best movie theater一、教材分析本单元首先通过图文将学生带入“选择电影院”的话题。
本单元的学习内容主要是形容词、副词的最高级，同时学习形容词和副词的使用方法，同进掌握本单元当中出现的重要词组和句型，学会用最高级表达对物体的描述。
Section A部分的教学重点是帮助学生正确运用形容词和副词的原级、比较级、最高级描述事物。
学生的学习难点会出现在对多音节形容词和副词的拼读以及最高级的运用上。
Section B增加了“才艺表演”这个话题。
重点词汇：theater, comfortable, screen, seat,close ,ticket ,worst, cheaply, song, DJ, choose, carefully, reporter, so far, fresh, comfortably, worse, service,pretty, menu, act, meal...重点句型：What’s the best cinema to go ?Showtime Cinema. It’s the cheapest.--Which is the worst clothes store in town?--Dream Clothes. It’s worse than Blue Moon. It has the worst service.--What do you think of 970AM?--I think it’s pretty bad. It has the worst music.二、学情分析第四单元以What’s the b est movie theater?为标题。
学习形容词和副词的最高级。
形容词和副词七年级时候已经学习过。
形容词的比较级和最高级的学习形式，最高级是本单元学学习的重点，也是难点。
本单元是在前一单元学习比较级的基础上，进行本单元对最高级的学习，本单元学习过程中，通过对班级之最的介绍来增进对本部分内容的学习兴趣，同时八年级学生具备了一定的合作探究式学习能力，我相信，本单元的学习一定是学生很感兴趣的一个单元。
英语集体备课《Unit 4 What can you do 》教案
英语集体备课《Unit 4 What can you do 》教案（实用版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用资料，如工作总结、工作计划、实习报告、自我鉴定、幼儿教案、小学教案、初中教案、高中教案、教学设计、其他范文等等，想了解不同资料格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!And, this store provides various types of practical materials for everyone, such as work summaries, work plans, internship reports,self-evaluation, early childhood lesson plans, primary school lesson plans, junior high school lesson plans, high school lesson plans, teaching designs, other sample articles, and so on. If you want to learn about different data formats and writing methods, please pay attention!英语集体备课《Unit 4 What can you do 》教案英语集体备课教案《Unit 4 What can you do?》内容：B. Let’s learn Let’s chant C. Let’s sing目标：a.能听、说、读、写动词词组：wash the clothes, set the table, ake the bed and do the dishes.b.能听、说、认读词组“put away the clothes” and sentence “ can you do housework? Yes, I can.”c.能够说唱let’s chant, 巩固所学词组。
牛津译林版八年级上英语Unit4集体备课表格式教案
牛津译林版八年级上英语Unit4集体备课表格式教案课题8A Unit 4 Welcome to this unit课型New教学目标教学重点教学难点教学过程教师内容板书设计教学反思课题8A Unit 4 Reading (1)课型New教学目标To learn about vocabulary about DIY.To understand the article and finish relative exercise. To cultivate the sense of DIY.教学重点教学难点教学过程教师内容板书设计教学反思课题8A Unit 4 Reading (2) 课型New教学目标教学重点教学难点教学过程教师内容板书设计教学反思课题8A Unit 4 Grammar A 课型New教学目标教学重点教学难点教学过程教师内容板书设计教学反思课题8A Unit 4 Grammar B 课型New教学目标教学重点教学难点教学过程教师内容Step 1 Presentation1. Review Reading to introduce the usage of “should”T: Suzy doesn’t think her cousin knows much about DIY either. What did she advise him to do?T: What do you think she said to him about this?Write this sentence on Bb and mark the word should in red.2. T：Do you think we can use had better instead of should in this sentence?Write “You had better take a course in DIY.”Ask ss to think and understand the meaning of the two sentences.3. Present more sentences, encourage ss to sum up the rule: Here are some more sentences. Can you work out when to use should and had better?（1）To keep fit, you should /had better have a healthy diet.（2）You should not /had better not leave litter.（3）It’s going to rain. You should/had better take anumbrella.4.Work out the rule with ss: We use should and had better when giving advice and telling people what we think is the best or right thing to do. The tone of had better is strong than should.5. Please open your book s and turn to page 48. Let’s read the sentences together.Step 2 Practice1. T: Suzy is giving DIY advice to her classmates. Can you help her make sentences with should(not) and had better(not)?Have ss do exercise on page 48, and then read and check answers together.2. T: You’re giving advice to your friends. Rewrite the following sentences using should(not) and had better(not):(1) It’s time for class. Put your comic books away.(You should/had better put your comic books away.)(2）Your English is not good enough. Read more to improve it.(You should/had better read more to improve it)(3)Turn your mobile phone off in class.(You should/had better turn your mobile phone off in class.)(4) Don’t make the mistake again.(You should/had better not make the mistake again.)3.T: Boys and girls ,you have learnt how to give advice. I havea problem and I need your help. I can’t sleep well at night and I feel tired during the day. Can you give me some advice?Encourage ss to give advice:You should drink a glass of milk before going to bed./ You should not watch TV just before going to sleep./You had better do some reading before you go to sleep./…4.T: Work in pairs. Talk about your problems and try to give useful advice.Homework1.Preview Grammar2.Finish the relative exercise.板书设计教学反思课题8A Unit 4 Integrated skills 课型New教学目标教学重点教学难点教学过程教师内容A .How to make a fruit saladStep 1 Presentation1. Communicate with ss to lead in new lessons: What did you have for breakfast/lunch today? What food do you like best? Do you have a healthy diet? Can you cook dinner on your own?2. Present the picture of salad and ask: Look at thepicture .This is my favorite food. What is it? Yes, it’s a salad.Write salad on Bb and teach the new words.T: Salad is healthy. Do you like it? Do you think it’s easy to make a salad? Can you make a salad?3. T: What do you need when making a salad?Write spoon and cream on Bb, teach the new words and explain.Step 2 Listening1. T: Open your books and turn to page 49. Look at the pictures in Part A1.T: When we make a salad, we need some tools and we can add anything we like. Can you name the things in the pictures？Write grape and strawberry.2. T: Any and Suzy are making a frui t salad. They’re talking about what they need. Listen to their conversation and tick the things they need.Play the tape.3. T: Any volunteers? Have a try. The rest of you can check the answers together.If they can’t obtain correct information, play the tape again, pause if necessary.4. T: Amy is making some notes of how to make a fruit salad. Read her notes and put the sentences in the correct order.Play the tape again, ask ss to finish Part A2 on page 49.5. Ask ss to read together and check answers.Step 3 Listening1. T: Amy wants to make a fruit salad. She’s asking Suzy for some tips. Please listen to their conversation and help Amy complete her notes in Part A3 on page 50.2. Ask ss to read together and check answers.B.Speak upStep 4 Activities1. Have a free talk.What do you often have for lunch?Do you like sandwiches for lunch?Sandy and her mum are talking about what to eat for lunch.2. Play the tape.Are sandwiches quick and easy to make ?What do they put on the bread?Do they just need one piece of bread?3. Play the tape and ask ss to repeat after the tape.4. Work in pairs: Work in pairs. It’s your turn to make similar dialogues. Talk about what you can make for lunch. You can use Sandy and her mother’s conversation as a model.Homework1. Memorize words, phrases and sentences.2. Recite Speak up.3. Preview Study skills.板书设计教学反思课题8A Unit 4 Study skills 课型New教学目标教学重点教学难点教学过程教师内容Step 1 Presentation1.Show some words on the blackboardold-young easy-hard tall-shortrude/impolite-polite happy-unhappy kind-unkindNow，we know they are prefixes.2.PresentationSay: With some adjectives, we can change the meaning by adding a prefix. Adding the prefixes “dis”, “im” “in”or “un” to an adjective will express the opposite meaning of the word. These prefixes mean “not” or “the opposite of”e.g. Trainers are comfortable to wear.But small ones are uncomfortable.If someone shows good manners to others, he is a polite person.If someone does not show good manners to others, he is impolite.Step 2 Practice1.Tell the students that “un-”is not the only prefix. There are more prefixes like this. Invite the students to open their book and ask them to match the words on the left with their opposites on the right.1.certain―uncertain2.important―unimportant …2. Show some sentences and fill in the blanks with prefixes.Zhalong is a protected area. It isn’t allowed to hunt or fish there. It is incorrect to kill wild animals. (correct)These trainers are comfortable to wear. But those are uncomfortable. (not comfortable).If someone shows good manners to others, he is a polite person. If someone doesn’t show good manners to others, he is impolite. (not polite )3.Try to pronounce the underlined words。
初中英语集体备课记录
初中英语集体备课记录一、备课内容：Unit 4 My body二、备课时间：XXXX年XX月XX日三、参与人员：英语组全体教师四、备课内容分析：本单元以“My body”为主题，通过学习，让学生了解和掌握有关身体部位的英语表达方式，并能够简单描述自己的身体部位。
同时，通过听力、阅读、写作等不同形式的活动，提高学生的听、说、读、写能力。
五、教学目标：1. 掌握有关身体部位的单词和短语，如head，face，nose，mouth，eye，hand等。
2. 能够用英语简单地描述自己的身体部位，如“This is my head.”，“That is my nose.”等。
3. 通过听力、阅读、写作等活动，提高学生的英语听、说、读、写能力。
六、教学重点与难点：重点：掌握有关身体部位的单词和短语。
难点：用英语简单地描述自己的身体部位。
七、教学方法：1. 情景教学法：通过创设情境，让学生在情境中学习英语。
2. 合作学习法：通过小组合作，培养学生的合作精神。
3. 任务型教学法：通过完成任务，让学生在做中学。
4. 游戏教学法：通过游戏的形式，让学生在轻松愉快的氛围中学习英语。
5. 多媒体辅助教学法：通过多媒体课件，增强教学的直观性和趣味性。
八、教学过程：1. Greeting（5 minutes）T: Good morning, everyone. How are you today?Ss: Fine, thank you. / I'm OK. / I'm good. / I'm very good.T: What's the weather like today? Is it sunny? Is it cloudy? Or is it windy?Ss: It's sunny./ It's cloudy./ It's windy./ It's rainy./ It's snowy. (or other weather conditions)。
英语八年级上册《unit4》教案
主备教师
审核教师
授课周次
授课时间
课题
Unit4 Unit Review
课型
教学目标
nguage goals:
Review words in unit 4
Some phrases and difficult sentences.
Key structures: because引导的原因状语从句
Our school is really a good place for us to study in.
完成课本Unit Review4 (Grammar in use)
Step 8. Homework.
板书设计
1:words and phrases
2:Grammars
1).Because, since, as, for用法区别
e.g.I watched the movie because I was interested in it.
= I was interested in the movie so I watched it. 2.since引导原因状语从句一般放于主句之前，表示已知的，显然的理由（通常被翻译成“既然”）较为正式，但语气比because弱e.g.Since you are free today,you can go shopping with me. 3.as引导原因状语从句时表示附带说明的“双方已知的原因”，语气比since弱，较为正式，位置较为灵活(常放于主句之前）e.g.As you are tired,you had better have a rest. 4.for引导原因状语从句并不说明主句行为发生的直接原因，只提供一些辅助性的补充说明，for引导原因状语从句只能放于主句之后并且必须用逗号将其与主句隔开。e.g.He could not have seen me,for I was not there. Step 2. Practice(5）because，since，.as，for填空
人教版英语八年级上册Unit4单元整体优秀教学案例
（二）问导向
1.针对过去进行时的关键知识点，设计一系列问题，引导学生进行思考和探讨，如过去进行时的构成、用法和表达方式等。
（二）讲授新知
在讲授新知环节，我会通过讲解和示范，详细讲解过去进行时的构成、用法和表达方式。我会用简洁明了的语言，结合实例，让学生清晰地理解过去进行时的概念。同时，我会设计一些练习题，让学生在课堂上进行实践，巩固所学知识。
（二）过程与方法
1.学生能够在小组合作、讨论的过程中，共同探讨和解决问题，提高自主学习能力和合作精神。
2.学生能够通过观察、模仿、实践等方法，掌握过去进行时的表达方式，提高学习效果。
3.学生能够运用任务型教学法，完成各种实际的语言任务，提高英语应用能力。
在教学过程中，我将充分发挥学生的主体作用，创设生动、真实的学习情境，让学生在实践中学习、在应用中提高。同时，注重培养学生的学习策略，引导他们学会如何有效地进行英语学习。
三、教学策略
（一）情景创设
1.利用多媒体手段，如图片、视频、音频等，为学生展示不同场景下的过去进行时用法，让学生在真实情境中感受和理解过去进行时的意义。
2.结合学生的生活实际，设计贴近生活场景的教学活动，如制作家庭作业、进行课堂讨论等，让学生在熟悉的环境中自然地运用过去进行时。
3.创设有趣的角色扮演活动，让学生在模拟真实场景中，运用过去进行时进行交流，提高他们的语言运用能力。
本单元共包含三个课时，分别为：1.单词、短语的学习与练习；2.过去进行时的句子结构与用法；3.听说读写综合实践活动。在教学过程中，我将遵循循序渐进、由浅入深的教学原则，设计丰富多样的教学活动，引导学生主动探究、积极参与，从而提高他们的英语素养。
八年级英语上册Unit1-4集体备课教案
单元集体备课Unit 1 Will people have robots ?本单元作为八年级的第一个单元，具有衔接和导入的作用。
本单元以学生喜爱的激起人为话题，通过对一百年后人类生活的话题，使学生学会使用will + v.表述自己的推理和猜想，学生通过学习会了解以前并不被看好而现在实现了的推理。
Teaching goals:1. Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .2. will构成的一般将来时态的陈述句、否定句、疑问句及回答3. There be句型的一般将来时.4. more , less , fewer 的用法.5. 学习一般将来时态的相关知识，学会对未来进行预测6. 对five years ago ,today ,in five years简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣7. 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时Important and difficult points :1. will 构成一般将来时态的句式。
2. There be 句型的一般将来时态。
3. more , fewer , less 的用法。
4. How to make predictions .The first periodTeaching stepsStep 1 On the blackboard write a simple time line showing four dates: today? date ; a date exactly one year now; a date five years from now; and a date ten years from now.now in 1 year in 5 years In ten years| _______ | ______________ | ___________________ |Step 2 Point to the date “in a1nyde a rsk th”e studentsWhat will be different in your life one year from now?Will you be at this school in a year?Will you live in the same house in a year?Will you be in my class in a year?Repeat the same procedure with the dates 5 years and 10 years in the future. Ask other questions to help students think aheadWill you live in this town five years from now?Will you be in college?Will you have a college five from now?What job will you have ten years from now?Will you have children ten years from now?After the students? predictions, Underline the word “will ” in each one.Step 3 Introduce the key vocabulary and the idea of making predictions Then say, in this activity w e?re going to talk about more than five years or ten years in the future we?re going to talk about 100 years in the future.Step 4 Let students practise in understanding the target language in spoken conversationStep 5 Play the recording the first time. Students only listen then listen to the conversation againCircle the predictions they?re talking about on the recording and correct the answer.Writing design on the blackboardnow in 1 year in 5 years In ten yearsWhat will be different in your life one year from now?Will you be at this school in a year?Will you live in the same house in a year?Will you be in my class in a year?Will you live in this town five years from now?Will you be in college?Will you have a college five from now?What job will you have ten years from now?Will you have children ten years from now? 3)Homework 1 .Recite the new words2. Practise the conversation made in class.4)Summary afte teaching: T he students have learned to make predictionThe second period1) Teaching stepsStep 1 Revise the words and expressions and ask some students to make predictions in the future.Step 2 In 2a point out the list of predictions and ask different students to read thepredictions to the class. Read the predictions and point the sample answerStep 3 Play the recording . Students circle the word they hear on the recording in each sentence : more, less, fewer. Then check the answer.Then the students listen to the recording again and check the predictions they hear and check the answersStep 4 Grammer focus : ask the students to say the statements and reponses. Review the concept of countable and uncountable nouns by writing the two words on the blackboard and asking different students to come to the board and write example of each under the heading.Countable nouns uncountable nounseggs watercookies milkapples orange juicebananas meatStep 5 Point to the three pictures and say, this is Sally. This is Sally five years ago, this is Sally now, and this Sally five years in the future. Read the instructions and ask the students to complete the work on their own. Check the answers by calling on different students to make predictions about Sally.2)Writing design on the blackboard Countable nouns eggs cookies apples bananas3) Homework recite 3a4) Summary afte teaching: Thestudents have learned to make predictionThe third period1) Teaching stepsStep 1 Review making predictions about the future.Step 2 Teach: rocket ,astronaut , space station, computure programmer,crazy, live, moon, transportation, petAsk the students to say in their own words what each heading means. And write these words on the blackboard and using a simple drawing or a brief explanationto describe each one.Step 3 Listen to the recording of 2a. Students will hear three conversations. Decide which conversation goes with each picture. Write the number of each conversation next to one of the pictures. Play the recording a second time ,students number the pictures. Step 4 Listen and write using the target language. Write the correct words from the box on the blank lines.Step 5 Reading and writing (3a)First point to the paragraph and say: First read Li Ming?s answer. Then write down any questions you would like to ask about the story. We?ll answer these questions together. Ask students to complete the chart on their own and check the answers: Job: reportPets: parrot, many others Sports: skating swimmingPlace: Shanghai, Hong Kong, AustraliaClothes: smart clothes, to wear a suit (during the week); casual clothes(at the weekend) 2)Writing design on the blackboard Job: reportPets: parrot, many others Sports: skating swimmingPlace: Shanghai, Hong Kong, AustraliaClothes: smart clothes, to wear a suit (during the week); casual clothes(at the weekend) 3)Homework recite 3a4) Summary afte teaching: The students have learned to make predictionuncountable nouns water milk orangejuice meatThe fourth period1) Teaching stepsStep 1 for self check Ask students to fill in the blanks on their ownand check the answers.Step 2 Task1: Teacher: you all have your childhood. What did you do when you were young? Now y ou ,re middle school students, what do you often do in your school or at home? In some years you?ll leave school, what will you do in the future?I am a middle school student now.I?ll be a teacher ….in ….years. Classmates: He wasHe is a ........He?ll be ……Task 22008年奥运会时的我Fill in an application formAPPLICATION FORMStep 3 reading and comprehension:Reading strategy:1. Look at the title and picture and predict what you?ll read about.2. This helps you get ready to acquire new information.Find exmples of the following structures in the reading. Then make your own sentensces:….the same as …….make…do…….to take …time to do sth….to help do….to help with..2）writing design on the blackboardWork in groups eg: I was a little boy ....................... years agoI am a middle school student now.I?ll be a teacher ….in ….years. Classmates: He wasHe is a ........He?ll be ……3）Homework: 1. Write a composition to intreduce yourself.2. To fill in the form “2008 年奥运会时的我”4）S ummary afte teaching: The students have learned to make predictionUnit2 What should I do ?（预习课暨集体备课）单元教材分析学会should ,Why don?t you和could在英语中的习惯用法。