【正文】 e present progressive as now and as futureStep ⅥVacation dreams!There is a note about a dream ’ll ask astudent to read it to the about your dream vacation according to the pictures on the screen one that you would love to can make up the use the note in your books as an ask some to read their Ⅶ Exercise in the blanks using the prepositions in, on from out your or your family national holiday plan.(If time permits it shows on the screen)StepⅧ Conclusion “be+doing” to talk about future plans campingspend with friendsvacationgo hiking have a good timesend me a postcardshow me your photo sounds nice./ ⅨHomeworkWrite a diary about your ing can use the new words and ⅩBlackboard designWords : Tibet, Hong Kong ,San Francisco ,Hawaii, How long , get back ,camp Phrases :go hiking, like doing sth? go away? sendsb sth or send sth to sb, show sb sth or show sth to sb National Holiday plan: Suppose(假設)we’re going to other countries for a vacation give a report:Where to go:When to go:What to take:What to do:How long to stay: 教學反思：成功之處：在教學過程中我注重學生的聽、說、讀、寫綜合能力,鼓勵他們大膽的說并運用到實際中去。d better go to shool_________ we want to know the development of our country, we must learn class,the ride of a teacher is_______ student who ___is the best、用動詞的適當形式填空。s job is to show students how to teacher teach them how to read and how to the students themselves shall learn much more outside ，填上正確的單詞或句子。Many people go to shool for learn languages, history,politics,maths and so go to learn a skill so that they can make a education is very important and no one can learn everything from teacher can39。t buy the fish at last fisherman thought Mr White really talked to the fish fisherman gave the fish to Mr 。t ,he didn39。 in the river for more than a week.”() White went to buy a fish____ give it to his friend wanted to know the lasted news from it gave it to his parents wanted to eat it with his friend at supper time() did Mr White smell the fish? was not sure the fish was bad or not wanted to cook and eat wanted to have a talk with the fish wanted to cook it in the shop() did you think of the fish? was not good and not just out of the water was in the river for more than one was bad after Mr White went into the was a good fish and somthing was wrong with Mr Whit39。t smell the only talked to it,”said Mr White.“Talked to it ?”said the fisherman.“Why?What did the fish say to you?”“It said it didn39。One afternoon last summer , Mr White went to a fishermen to buy fish for his supper, beacause a friend of his came to have supper with him that was hot , most of the fish were not so good but the fishernan said ,“Sir ,all the fish are one ?”Mr White held one fish up to his head and smelled it.“Why do you smell that fish ?Do you think it was bad?”Said the fisherman.“No, I didn39。t need 39。 area of bamboo is being smaller for many different m________ live on ’s important for us to look a______ pandas in live in the f______ and mountains of Southwest g _______is working hard to save ．用所給詞的正確形式填空。通過對瀕危動物話題的探討，培養(yǎng)學生正確使用動詞不定式的能力。本模塊的語法內(nèi)容主要是動詞不定式作主語、定語、狀語及不定式的否定形式。四． 重難點：動詞不定式的運用。二． 情感態(tài)度：增強保護環(huán)境和進行環(huán)保宣傳的責任感。：research southwest mainly live on reason less and less situation symbol turtle cause feed：能夠讀懂有關(guān)瀕危動物現(xiàn)狀的文章，明白文章的主旨大意；強化理解文章段落大意和文章結(jié)構(gòu)的技能?；顒硬粦搩H限于課堂教學，而應該延伸到課堂之外的學習和生活中，鼓勵學生平日里多說英語，讓學生活學活用、學以致用。但是筆者感覺時間掌握得不是很好，后面的教學時間有點緊。他們舉著手，興致勃勃地去交談。連成績中下的很多學生都積極參加到教學活動中來。八、教學反思這節(jié)課是筆者的一節(jié)公開課的教學設計。7．布置作業(yè)(1)完成練習冊上的作業(yè)(2）觀看一熱播電視連續(xù)劇，選取其中一場景對話并把它改成間接引語。聽說領先，讀寫在后，把新的所學知識落實、鞏固到筆頭上。(2)根據(jù)直接引語句子，完成間接引語句子（只需填時態(tài)動詞）。進行了聽前導讀，降低了學生聽的難度，同時大大增加了學生的成功感。）5．學習新單詞。充分調(diào)動學生的積極性，為下一步的聽力作好充分的準備。通過細心觀察、分析、比較與歸納，讓學生對間接引語的感性認識上升到理性認識，完成本節(jié)課的語言知識目標4．操練(1)Group work,根據(jù)圖片中文字提示，一組問What did he/she/they say?，一組回答He/She/They said…(2)學生每人在紙上寫出一句話，并把紙條傳給別的學生，由學生用間接引語說出紙條上的內(nèi)容.(3)學生三人一組，對課文1b進行現(xiàn)說現(xiàn)演。）3．歸納通過大量圖文并茂的對話情景（只出示直接引語句子和What did he /she /they say?）給學生強烈的感官刺激，學生不吐不快。提供直接引語句子，在間接引語句子中挖出一些空格供學生補充成完整的間接引語句子。五、教學過程 提問并讓學生討論“What are you going to be in the future?”叫一名學生回答，教師假裝沒聽清楚，問另一名學生“What did he say?” 從討論入手，導出本課的知識點間接引語，既激發(fā)學生的興趣和求知欲，又為后面的教學做好鋪墊。四、教學重點和難點教學重點：熟練掌握直接引語與間接引語的相互轉(zhuǎn)換，并用間接引語談論對周圍人和事物的看法。：引導學生學會與別人合作，積極探討對身邊的事物的看法，有自己獨特的見解。三、教學目標：能夠正確使用下列單詞和詞組(1)學習并掌握的單詞：soup opera, mad…(2)學習并掌握的詞組：be mad at，have a surprise party, not… atall…(3)學習并掌握句型：What did Marcia say?She said she was going to have surprise party for Lana on Friday said Lana thought she was ing to her house to said that she wouldn’t go to Marcia’s house on Friday ：在大量的語言輸入之后完成語言輸出在聽、說、讀、寫中提高語言技能，能在真實情景中熟練運用掌握直接引語與間接引語談論對周圍事物的看法。同時筆者設計了很多他們熟悉并感興趣的圖片、人物、事件和情景，讓