【正文】 tice 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 your ing vacation. You can use the new words and expressions.Step Ⅹ Blackboard design National Holiday plan Suppose(假設(shè)) we’re going to other countries for vacation. Make a vacation plan. Then give a report: Where to go: When to go: What to take: What to do: How long to stay: 教學(xué)反思：在知識的呈現(xiàn)部分利用時間不夠，導(dǎo)致學(xué)生在parirwork 環(huán)節(jié)完成任務(wù)有點困難。Unit3 SectionB period4（1a—4b）教學(xué)設(shè)計一、教學(xué)目標(biāo):1. 知識目標(biāo):A. 掌握食物名稱的詞, scared。jump down。action。rode(ride)。 listening skill.To train students39。Step4 SectionB (2a) (2b)1. (2a) Say: Listen. Two people are talking about some things. Check the six things you hear in the chart.2. Play for the first time. Ss only listen. Play a second time and ask Ss to check the things they hear.3. (2b) Listen again and write the letter of who did each thing in the chart.Play the recording again if Ss don’t finish the work.4. Correct the answers.教學(xué)設(shè)計說明：這個聽力比較難，如果前面作些聽前的鋪墊說明會好些。Step6 SectionB (3)1. Talk about the picture.Ask Ss what they see in the picture. Help Ss say “ a suitcase and a cage”amp。找狀語從句讓學(xué)生初步了解短文。層層深入。最后到單個人的口頭作文。 self check skill.To train students39。 the sense of humor.3. 情感目標(biāo): To be interested in taking part in activities in an English class.教學(xué)重點：New words. Exercises of the workbook.教學(xué)難點: practice.教學(xué)方法: Self check method. Writing methods.教學(xué)步驟: Step 1 Greeting and duty reportStep 2 RevisionRetell the story in SectionB (2a)Step3 Self Check(1)Ask Ss to do the exercises , then check the answers.Step4 Self Check(2)First learn the phrases,especially “in hospital”amp。Where were you when you heard the news? 和What were you doing ?Step7Reading.(Section2 While you read)1. T: Today we will read a reading, let’s read the reading strategy.Ss: The title can be helpful for you to undestand a text. It’s a good idea to read the first sentence of each paragraph before you read.1. Ask Ss to look at the title and think about what is the passage about.2. Ask Ss to underline the first sentence of each paragraph.3. Explain some useful phrases: have fun/in silence/ take place/in space/hear about/as…as4. Find out the dates when some important events happened.5. Questions: 1) What do many American people remember? Why?2) Where was Martin Luther king killed?3) What was Robert Allen when Martin Luther King was killed?4) What was he doing when he heard the news?5) What did their teacher ask them to do then?6) Who destroyed the World Trade Center? Was that a terrible event in history?7) Who became the first Chinese astronaut in space?8) What did he do in space?9) What did he became when he returned?教學(xué)設(shè)計說明:指導(dǎo)學(xué)生讀閱讀策略，讓學(xué)生明白掌握這些策略的重要。找出重要事件發(fā)生的時間進一步讓學(xué)生理解短文。Step7Reading.(Section3 After you read)1.(3a) Match the dates with the events.2.(3b) Write about an event that you remember well. Give dates and say why you remember it, and what you were doing at the time when you heard the news.Step7Reading.( Section4 Go for it)1. Do you think something good can e out of something terrible? Discuss this question in your can terrible events bring people together?2. If time permits, have a quiz.See how good your memory is for dates and events in history.Divide the whole class into two groups. Each team thinks of 5 questions. You must know the answer. Then ask and answer the questions in turn. Which team knows more?Step 8 HomeworkNext class we39。ll ask you to read the new words first.Step9 Blackboard DesignUnit 3 What were you doing when the UFO arrived?Students39。通過對教材的理解我確立了以培養(yǎng)學(xué)生語言知識、應(yīng)用能力、文化意識和學(xué)習(xí)策略為中心的教學(xué)目標(biāo)，充分體現(xiàn)了為學(xué)生全面發(fā)展和終生發(fā)展和學(xué)習(xí)奠定基礎(chǔ)的原則；目標(biāo)層層遞進，并貼近生活，具有可實踐性。在教學(xué)過程中，我采用了結(jié)隊合作評價的教學(xué)手段，立足根本，從學(xué)生的實際出發(fā)，注重學(xué)生長遠的發(fā)展。在本單元中，首次出現(xiàn)了過去進行時態(tài)的用法，在口語運用方面，可以以模仿為主，可以通過日常對話在復(fù)習(xí)現(xiàn)在來描述日?；顒油瑫r,然后引入過去進行時態(tài)，通過口語練習(xí)來找出他們的聯(lián)系和區(qū)別，效果非常好。因此，在第三單元中，功能話題是的使用現(xiàn)在進行時來描述日?；顒?。在準(zhǔn)備上課時我主要重點從以下幾個方面入手：1. 讓學(xué)生看課本封面的四幅畫面 (一男學(xué)生在笑 ,一女學(xué)生在笑,兩個女孩在打電話 ,一男生和一女生在看書 )然后向?qū)W生提問：（1）What 39。s she doing ?（3）What 39。 → I am listening to you .告訴全班同學(xué) ：他在聽我說話。有了良好的開端，課文的對話教學(xué)就順暢了許多。任務(wù)2 : 學(xué)生小組操練上述的對話。任務(wù)3 : 學(xué)生嘗試把他們所講的句子在練習(xí)本上寫出來。課堂氣氛比較活躍，調(diào)動了大部分學(xué)生聽課的積極性，因此合作教學(xué)對提高學(xué)生實際的語言交流能力、以及與他人的合作能力有很大的促進作用。很少發(fā)表自己的個人意見，也就是說在小組合作學(xué)習(xí)中學(xué)生的參與度不均衡，而這部分學(xué)生主要是學(xué)習(xí)困難生。因此作為教師既要注意到每個合作小組成員的合理編排，又要注意到自己教學(xué)內(nèi)容的設(shè)計、話題的趣味性以及如何把學(xué)生的積極性真正的調(diào)動起來。通過對本單元的教學(xué)反思，我從中領(lǐng)悟到了一種思想，一種理念，那就是優(yōu)化課堂教學(xué)，提高課堂效果。過去進行時過去進行時的定義過去進行時常表示過去某一時刻或過去某一階段內(nèi)正在進行的動作。過去進行時的基本句型肯定式疑問式否定式I was workingWere you working?I was not workingHe / She / it was working.Was he / she / it working?Yes, he / she / it was.No, he / she / it wasn39。They were expecting you 。如：Soon the whole town was talking about 。如： Have you finished your homework, Mary? 瑪麗，你作業(yè)做完了嗎？ No, I was helping my mother is the kitchen all day ，我昨天一天都幫媽媽在廚房干活。如：I hurt my leg when I was riding a 。如：I was writing him a letter this morning and forgot all about it .我本該今天早上給他寫信的，后來全給忘了。He was watching the play yesterday, but he was too busy. 他昨天本來要看那場戲的，可是太忙了。如：I was sixteen yesterday old last 。I met her in the street the day before 。（2）過去進行時表示過去某一段時間或某一時刻正在進行的動作。What were you doing at seven . yesterday?昨天晚上七點你在干什么？I first met Mary three years ago. She was working at a radio shop at the ，當(dāng)時她在一家無線電商店工作。（3）一般過去時往往表示某一動作已經(jīng)完成，而過去進行時卻表示動作在持續(xù)或未完成。注意：有的過去時間狀語既可用于一般過去時，也可用于過去進行時，但含義不同。（信寫完了）She was writing a letter to her friend last 。，主句常用進行時態(tài)，從句則用一般過去時，表示主句動作發(fā)生的過程中，另一個意想不到的動作發(fā)生了。二、下面幾種情況不用一般過去時而要用過去進行時：1. 表示過去某一階段暫時性的習(xí)慣動作時。clock every day that 。如：John was always ing to school 。3. 用來描寫故事發(fā)生