【正文】 and introduce the target Ss talk about the problems in their Ss to go through the word and learning ,T gives Listen and circle the problems you hear in it after the is helpful to finish 1c 1c Ss read the conversations together and make a new one in act out the and 2b Tell Ss the main idea and introduce some key to finish 2a and 2b Repeat it after the tape Note the words and Roleplay a conversation between Peter and his in act Roleplay the repeat after the tape and underline the words and expressions they don’t explain them to practice and act out the conversation.【Homework】Remember the new words and the performance for second period 3a~3c Step1 Revision play the conversation in 2d about the problems and give advice Step2 Presentation Ss what we learned in this them what problems they have in their family and how they solve there are some problems at home, what do you do as a kid? Ss to look at the picture and talk about can give some key words during this example,fight a lot,get on the article is a attention to the we can get what kind of information from the questions and ask Ss to read and find out the must have enough time to do T is patient to wait for them to find the different students to ask and answer the problems and can be made into some small :I can’t get on well with my should I do ?B: You should talk about these feelings with his play the tape and ask Ss to they read, they should underline the new words and expressions they don’t explain the words and expressions to them with Ss and translate the two letters in give help if they Ask Ss if they agree /disagree with his advice and 3c Which words or phrases in the letters have the same or similar meanings as the following? Write a sentence using each word or my Ss have poor English, it’s better to lead Ss to do it T write Ss’ answer on the Rewrite the two letter in a short to recite the the words and phrases and T check them in third periodGrammar Focus~SectionB1e Step1 Revision the words and the expressions on Page Ss to recite or retell the Presentation and practice 1,Grammar focus Ss read it and translate it in gives help when they work in T can have a check about Expain the use of although, so that and Ss to suggest what these words mean and what they are used can help Ss to make sentences with these Although is used to join wro parts of a sentence and it shows a contrast between the ideas in the two So that is used to introduce a reason for what is stated in the earlier part of a Until is used to show that an action continues up to a certain time and stops at that time, Ss some problems and ask them what advice they can ’s better to write down Ss’answer on the T show these problems to students and discuss them together how to solve the Ss can give some perfect Ss to use the target language to talk about problems and give B 1a and 1b Ask Ss how to lower a list of activities on the also can make a survey about the activities in Lead Ss to look through the and translate them to make sure they understand their the same time Ss can get a main idea about the listening can make it a small conversartion about each to check the Before listening , T can ask Ss to make a guess to fill in the blanks by using the contextual listening, Ss repeat the Ss practice speaking the target language by talking about the problems and 3 Homework Memorize the Grammar Focus Talk about the stress and the way to solve it down as a fourth period 2a~2b Step 1 Revision Check the words and the about the problems and give 2a Go through the activities and check the ones the Ss do 2b 1)Ss scan the intructions and the two questions in 2b and predict the main idea to make sure the purpose of the first )Ss read the text and say the main Ss have difficuly, T can provide some pharses for Ss to choose, Then let Ss express the main idea by using the whole sentences 3)Ask Ss to read the text the points they can’t skills, so that, in order to , pete, typical, on most days after school, football training, cut out, the tired children don’t get home until after 7:00pm.,have a quick dinner, It’s time for homework,continue, pare…with…, crazy, push their kids hard, development, cause a lot of stress, explain the keys to Ss and practice them with )Ss repeat the text after the Homework Retell the storyThe fifth period 2c~self check Retell the text Step and practice 1)Read the passage again and find the words that have the same meaning as the can do it with )Read it again anf answer the questions in 2b and can provide some other questions to check Ss )Divide Ss into some groups and discuss the questions in try to use the target language in the can write the target language on the Bb so that Ss can use them ~3b 1)Read the instruction and parents’ about the purpose of the )Discuss in group and report to the )Lead Ss to write the writing, T lead them to revise the words and phrases about the some students to read their check 1)It is used to check if Ss can use the conjunctions , do them individually, then check the )Ss exchange their ideas and report their 3 Homework Write a position about 3b.第四篇：第四單元教學(xué)設(shè)計(jì)單 元（章）教 學(xué) 設(shè) 計(jì) 授課時(shí)間：年月日至月日單元（章）第四單元 總課時(shí)數(shù)制定教學(xué)目標(biāo)的依據(jù)教 材 分 析 本組課文由《釣魚的啟示》《落花生》兩篇精讀課文和《通往廣場(chǎng)的路不止一條》《珍珠鳥》兩篇略讀課文組成。２、抄寫、聽寫詞語，積累詞語。樹立整體的教學(xué)觀，對(duì)教學(xué)活動(dòng)的簡(jiǎn)潔、高效具有十分重要的現(xiàn)實(shí)意義。這個(gè)環(huán)節(jié)的重點(diǎn)就是感悟作者的各具特色的寫法，并且在感悟的基礎(chǔ)上進(jìn)行語言的積累。3．教學(xué)本組課文，應(yīng)注意引導(dǎo)學(xué)生在讀懂的基礎(chǔ)上體會(huì)寫法。6．培養(yǎng)學(xué)生描寫動(dòng)物的能力，能夠運(yùn)用自己的語言描述自己喜愛的動(dòng)物。不同作家筆下的同一種動(dòng)物 同一作家筆下的不同動(dòng)物 2．專題貫通，感悟作者的寫法 板塊捆綁，對(duì)比教學(xué)。5．默讀自己喜歡的課文，總結(jié)出自己喜歡的動(dòng)物特點(diǎn)。（學(xué)生分組可以自主、合作、交流學(xué)習(xí)）2．課件出示“好一個(gè)高傲的動(dòng)物！”聽聽同學(xué)們是怎樣來理解這一句話的。“鵝是高傲的動(dòng)物”d）文章從不同的角度來印證鵝的高傲：叫聲高傲、步態(tài)高傲和吃相高傲。4．兩位作家的描寫有那些異同呢？找出兩篇文章中相似的部分讀一讀 相同：（1）結(jié)構(gòu)上都是總分總，有過渡段。正是有了愛，才把貓寫的活靈活現(xiàn)。/ 8第三模塊：拓展課外閱讀 建立專題閱讀讀完本組課文后，結(jié)合人教版的同步閱讀《千紙鶴》，閱讀描寫動(dòng)物的一