【文章內(nèi)容簡介】 .They should say like this:Yesterday morning when the UFO landed, Mr Li was cooking.教學(xué)設(shè)計說明：通過一系列的圖片復(fù)習(xí)上課時的重點句型。Step 3 SectionA (2a) (2b)1. Look at the picture in 2a and tell what the alien did after he arrived at Center Street. Ss answer according to the phrases beside the picture. say: Please listen and find out what did the alien do first and what did he do next. Put these phrases in order. Ss finish it. Check the answer. 3. Work on (2b) Listen again. Complete the following sentences with “when” or “while”. Then check the answer.1. Listen and repeat.2. Ask Ss to look at the four sentences in (2b) carefully and try to find out the different usage of when and while.3. Give a summary of the usage of when and while.. while 當……時候(后面跟的動作延續(xù),多用進行時態(tài))when 當……時候(后面跟的動作不延續(xù),多用過去時態(tài))Step 4 SectionA (2c) Look at the picture .Say what each person was doing when the UFO landed. Make sentence with “when” and whileA: What was the girl doing when the UFO took off?B: While the girl was…C: When the UFO took off the man was…Step 5 Exercises were talking________ the teacher came into the classroom. was singing _________ he was dancing. I was cutting hair, the UFO landed. boys were playing by the river ____ Tom fell into the river. mother was washing _______ my father was cooking. were you doing ______ the UFO arrived?Step 6 Grammar FocusAsk Ss to read the four sentences.Make sentences using “when” or “while”I/He was… when the teacher came in.While I /He was… , the telephone rang.Step 7 More Grammar Step 8 Homework Unit3 SectionA period 3（3a—4）教學(xué)設(shè)計一、教學(xué)理念： 本節(jié)課遵循《新課標》的基本理念，以學(xué)生語言技能、語言知識、情感態(tài)度、學(xué)習(xí)策略和文化知識的發(fā)展為基礎(chǔ)，培養(yǎng)學(xué)生英語的綜合語言運用能力。給學(xué)生提供貼近生活實際，內(nèi)容健康的資源，培養(yǎng)他們的積極性，使他們敢于開口，大膽說英語，大膽用英語交流，幫助他們建立學(xué)習(xí)的成就感和自信心。二、教學(xué)目標(Teaching aims):1. Knowledge object① Key vocabulary② Target language③ Listening, speaking, reading and writing practice about future plans2. Ability object① Listening and speaking skills② Reading and writing skills③ To train students’ ability of making future plans3. Moral object① Making a good vacation plan can make your trip happy.② Learn to care other people and help othersⅢ、材料分析(Analysis the teaching material)1. Status and FunctionThe topic of this unit is about vacation plans. This is an interesting topic for students. So all the activities in this unit are helpful to raise students’ learning interest. In this period we can strengthen the knowledge students have mastered. It can encourage students learn English well.2. Teaching key point ① Key vocabularyTibet Hong Kong San Francisco HawaiiHow long get back camp②Important point. (Target language)Where are they going? How long are they staying?What is Dave doing for vacation?I’m going to Hawaii for vacation.I’m going in December and I’m staying for three weeks. difficultiesListening, speaking, reading, and writing practice.四、學(xué)情分析：1. 知識結(jié)構(gòu)：對現(xiàn)代進行時結(jié)構(gòu)的正確運用。尤其要熟練用進行時表示將來時來互問假期打算。2. 能力目標：能朗讀對話，編寫對話，理解短語并能正確使用進行時來表將來；能分別用不同人稱談?wù)摷倨谟媱潯?. 情感態(tài)度:使學(xué)生積極主動參與課堂，大膽開口，主動模仿，學(xué)會他人的假期計劃，關(guān)心他人，積極合作，過一個快樂的假期。五、教學(xué)設(shè)計思想： 本課時復(fù)習(xí)鞏固前兩課時所學(xué)的用進行時表示將來時安排假期活動。重點學(xué)會表示活動的短語和詞組。通過對活動的復(fù)習(xí)，學(xué)習(xí)用不同的人稱提問并回答（用進行時表示將來）特別是第三人稱單數(shù)。并且會用這些短語造句。 go hiking go away send sb sth show sb sth get back 用 What are you doing? How long is he staying? Where is she/he going? Write a short passage about you or your family. 能達到聽、說、讀、寫的能力。鞏固所學(xué)時態(tài)、關(guān)鍵句。根據(jù)《新課標》要求，要使學(xué)生有效學(xué)習(xí)語言，運用語言，就必須先發(fā)展他們的聽、說技能，然后是讀、寫技能。因為聽、說、讀、寫為語言實踐的不同方式，可以為學(xué)生提供體驗，感知語言的機會，促進學(xué)生更加熟練地掌握知識和技能，培養(yǎng)他們樂學(xué)（積極主動地學(xué)）情感態(tài)度。六、教學(xué)方法(Teaching methods)任務(wù)型教學(xué)法(task teaching) Listening and speaking methods (能聽懂問題并能回答)Reading and writing methods (讀會對話并能編寫對話)Pair work. Teach students how to municate with others根據(jù)《新課標》激發(fā)和培養(yǎng)學(xué)生的學(xué)習(xí)興趣，使學(xué)生樹立自信心，養(yǎng)成良好的習(xí)慣，發(fā)展學(xué)生自主學(xué)習(xí)能力和合作精神。小組合作學(xué)習(xí)方法七、教學(xué)過程StepⅠwarmingup First chant Then sing a song StepⅡRevision ① Revise the words on page 15 ② Group work What are you doing vacation? ③ What is he/she doing for vacation?(Talk about the pictures on the screen)Step Ⅲ3a Ask students to open their books and turn to page 15, look at 3a. First you read by yourselves. Then fill in the chart. After that check the answer. Then read after the tape sentence by sentence. Read it together .Discuss the phrases go hiking, like doing sth… go away… send sb sth or send sth to sb, show sb sth or show sth to sb(This activity provides reading and speaking practice using the target language.)Step Ⅳ 3b First let students practice the conversation in 3a. Then use the information below to make their own conversations. Ask two students to read the example m the speech bubbles. Then tell students to use the information in the chart. Point out the example conversation es from the first information in the chart. Ask students to work in pairs. Take turns to ask and answer. Have different pairs of students perform each of the conversations for class .(This activity provides listening and speaking practive using the target language.)Step ⅤGrammar Distinguish the present progressive as now and as futureStep Ⅵ Vacation dreams! There is a note about a dream vacation .I’ll ask a student to read it to the class. Write about your dream vacation according the pictures on the screen one that you would love to take .You can make up the answers .please use the note in your books as an example. Then ask some to read their reports.(This activity gives students listening speaking reading and writing practice using the target language)Step Ⅶ Exercise1. Fill in the blanks using the prepositions in, on, from, etc.2. Write out your or your family national holiday plan.(If time permits it shows on the screen)Step Ⅷ Conclusion1. use “be+doing” to talk about future plans2. go camping spend with friendsvacation go hiking have a good timesend me a postcard show me your photo3. That sounds nice./ interesting. Step Ⅸ Homework Write a diary about