中职英语Unit 3 教案 time（精选9篇）
篇1：中职英语Unit 3 教案 time
Unit 3
Time
一、教学目标Teaching aims
1、知识目标：（1）能听说认读表示日期，时间，周几等词汇。
（2）能听懂，会说询问时间，时期等句型。
（3）掌握动词不定式做主语，定语，状语，表语等用法。
2、语言技能目标：（1）能够用英语进行时间等相关话题进行询问对话。
（2）能够用英语畅谈自己的日常生活。
（3 能够用英语以小组形式交换计划，畅想未来。
3、情感态度目标：培养学生友好协作的精神和乐观自信的学习态度。
4、学习策略目标：积极运用所学的语言进行表达和交流；注意观察生活和媒体中使用的简单英语；鼓励自主、合作、探究的学习行为。
5、文化意识目标：掌握中英在时间和日期表达上的差别。
二、重点难点 Key points 本单元主要学习有关询问时间和回答的词汇和基本句型，并能在模拟情景中交流互动。学生对于如何英语询问他人计划有初步的认知。本课要求在此基础上进一步拓展听说读写能力。
重点Teaching key points：认读date, quarter,start,leave等词汇，并能熟练运用这些词汇。运用句子What time is it? What’s the date today? When does the school begin? What do you intend to do? ……进行交际。
难点Teaching difficulties：运用所学词汇和句型模拟对话。
三、教学策略Teaching & Learning Methods（1）任务型教学途径The Task-based Language Teaching Approach（2）情境教学法The Situational Teaching Approach（3）自然教学法The Natural Approach（4）整体语言教学法The Whole Language Teaching Approach
四、教学过程Teaching Steps Step 1 Warming-up 通过一段简短的日常对话交流，引导学生对于时间，日期，周几有着深刻的认知，并且运用相关的词汇进行抢答游戏，调动学生的学习兴趣。Step 2 Presentation
Part I Vocabulary 1.date : N 日期
What’s the date today?---Today is October 1st.have a date with sb 约会 2.Leave: V 离开 It’s time to leave.Leave+n+adj Please leave me alone.3.end: V It’s time to end the meeting.ending: N
结尾
a happy ending 4.Join: V
join the club= to become a member of the club 5.Closed: adj
open: v , adj The shop opens at 6 every morning and closes at 9 in the evening.And now it is not open, it is closed.6.It’s time to do/ it’s time for sth
(Practice)Let’s do together
1.Read the new words and pay attention to pronunciation.（教师领读单词）2.Guess the meaning of words.(猜测词语的英文表达)Part II Sentence Patterns ①What day is it today?.– Today is Friday.③It begins on February 12th.④Because I love to be with children.⑥ It’s time for the train to leave the station.⑦ It’s a quarter to seven./ It’s a quarter to seven./ It’s half past ten.⑧ In my spare time, I like to play games with friends.Step 3 Group work Task I Detailed study of the conversation and passage in the text book.讲解对话和短文中的语言知识点，强化本单元重点词汇和句型。要求学生能够进行流利地朗读，并能模拟仿写。
Task II Role play(角色扮演)in Lesson3 & 4 利用所学知识，根据所给情境，模拟对话并现场表演。Step 4 Grammar 用动词不定式进行习题和语法练习。Step 5 Summary
学习询问和回答日期周几，时间的常用的单词与基本句型，并通过练习和角色扮演，强化所学。Step 6 Homework 1.Review words and sentences in Unit3.Finish exercises of Unit 3 in Exercise Book.2.Writing: write a passage about your daily life.
篇2：中职英语Unit 3 教案 time
Reading 说课稿
邱 锦 梅
说课内容：
一、教材分析
二、教学目标及重点难点分析
三、教学对象
四、教学方法
五、教学过程
六、教学反思
一、教材分析：
本节课内容选自语文出版社出版的由王立善、戴宗显主编的中等职业教育课程改革国家规划新教材------《英语》（基础模块）下册第三单元的Reading 部分，讲授内容是学习英语。
本教材紧密结合中职学校教学实际与学生实际，选材话题与生活贴近，比如上网、吸烟、污染等话题，富有时代气息；在每一单元的教学内容上，包括Reading、Listening、Speaking、Writing and structures几个模块，满足了中职学生的学习需求，兼顾不同基础水平学生的提高，培养了学生综合语言运用能力。在课堂教学中逐步培养这一能力。
二、教学目标及重点难点分析：
1）知识目标
掌握常用的词、短语、句型，并能够灵活应用：discount/ admire/ recommend commodity to sb./ foreign/ customer/ fluent/ keep on doing/put sth.into practice/ with confidence/ set a good example to sb./ try one’s best to do / think over/the more…the more… 2)情感目标
激发学习英语的兴趣，增强学习英语的信心； 培养了同学小组合作的意识。3)能力目标
培养学生综合语言运用能力方面的听、说和理解的能力； 提高学生的学习能力。4）教学重点及难点：
根据本节课的教学目标，确定： 教学重点：词汇、短语及句型的用法。
教学难点：流利的朗读课文及理解大意，能将学到的英语学习方法学以致用。
三、教学对象分析：
学生是教学活动的主体，正确的进行教学对象的分析是达到教学目的的重要保证。本次授课的对象是11-7班的电子技术专业的学生。他们中的大多英语基础相对薄弱，对英语学习失去兴趣和信心，不过还有4~5个女同学基础相对较好，学习兴趣浓厚，课堂表现活跃。但是总体上他们青春活波，思维敏捷，敢想敢说，对感兴趣的东西乐此不疲。（举例说明）
针对这些特点来采用合适的教学方法，从而培养学生学习英语的兴趣及自信心。
四、教学方法分析：
情景教学法：在教学过程中，教师有目的的引入真实性或准真实性的情境来供学习使用，达到教学效果的一种教学方法。在课程导入时，以真实的视频影像来鼓励学生学习英语，树立他们的自信心。从而引发学生对学好英语的学习方法的需求，进而鼓励同学用上节课所学的句型来表达自己想到的学习英语的方法。
任务教学法：是盛行于英语教学界的一种方法。任务型教学法以任务组织教学，在任务的履行过程中，以参与、体验、互 动、交流、合作的学习方式，充分发挥学生的认知能力，调动他们已有的资源，在实践中感知、认识、应用目的语，在“用”中学。在本课的重点词汇及短语的学习时，充分使用了此方法。还有一个好处就是使课堂教学重点突出。
分组讨论合作教学法：学生是认知的主体，现代教育观念的核心在于培养学生的主体意识 和参与意识。本班学生的英语水平参差不齐，甚至“两极分化”，划分的每组均有学习好和坏的学生。通过分组讨论合作的教学方法，使学生通过同伴教学完成学习任务，解决实际问题，达到共同提高的目的。同时，教师参与各组学生的讨论，及时给予指导和帮助，适时而准确地对学生的学习活动和学习效果予以评估。
五、教学过程分析：
Step1.Warming up:(15min)
利用幻灯片播放明星讲英语的视频，激发学生学习英语的兴趣，以轻松愉快的氛围开始本节课的教学。使同学认识到学好英语是很重要的一件事。紧接着再播放身边的同学用英语进行对话的视频，用身边的实例来鼓励学生学习英语。然后引发同学对英语学习方法的思考（what shall I do to learn English?），要求同学尽量用上节所学的句型来表达(It is necessary/ impotrant to read English books and newspapers.)自己认为好的学习方法。在引发学生思考学习英语的方法时，也以多媒体图片的方式给予必要的提示。
Step2.Before reading:(30min)
欲学某个单词之前，利用多媒体给出相应的图片，引入情景，引导学生表达相应的意思，并尽量用英语说出。然后给出表达句，引出欲学单词，然后学习并体会其用法，最后识记掌握该单词。在识记掌握过程中，以反复练读为主。Step3.While reading（30min）
在识记本课单词基础上，听课文录音，根据课文回答问题。为保证所有同学能理解课文大意，对所提问题进行分组讨论，然后请同学作答，最终使所有同学了解到学习英语的方法。概括总结： Reading：
The more you read ,the more you learn.The more words and idioms you know, the easier English becomes.Speaking：
You should listen as much as possible, and say what you want to say.Don’t be afraid of making mistakes.Writing：
You should read more and do more writing practice with model sentences and useful expressions.为勉励自己坚持做到以上几方面，学习理解相关的两句谚语where there is a will, there is a way.和No pains ,no gains.(解决本课的教学难点)。Step4.Summarize briefly（13min）
为巩固本节课所学的重点，总结归纳相关词汇的运用练习。分别请学生选择合适的词完成下列句子。
Step5：homework：（2min）作业布臵：
作业的布臵分两部分：一是要求所有同学完成本节课的重点词汇及短语的运用，完成后要求课代表将作业上交；二是拓展延伸，要求同学根据课堂上所了解的学习英语的方法，课后与同学讨论适合自己的学习方法，并将其组织成一篇小短文，下次上课请同学展示给大家。第二个作业也是对本课难点的把握。
六、教学反思
通过学生所崇拜的明星讲英语的情景激发学生学习英语的兴趣，通过身边熟悉的同学讲英语鼓励学生学习英语，从而引起学生对学英语的方法的思考。充分采用了情境教学方法，提高教学效果。
对本课单词的学习，通过创设画面，引入情景，表达图意，猜出新词，从而识记掌握该 词的这样一个渐进过程，达到对重点知识的学习掌握。本部分充分采用情景教学法与任务教学法。
通过小组讨论的方式，了解学习英语的好方法，培养学生英语方面听说读的能力。同时，也加强学生小组合作方面的意识。
即使改变了传统的教学方法, 仍有几名学生对本门课程不感兴趣，有很强的厌学心理。
Blackboard design:(板书设计）
Unit 3 Learning English
Revision: It is necessary/important for us to
Useful words and expressions: …… Reading The more you read , The more you learn.While reading Speaking listen as much as possible, and say what you want to say.Writing read more and do more writing practice
篇3：三年级英语unit3教案
1.练掌握五个物体的单词。
2.熟练地运用句型What colour is / are the…? It’s /
They’re….
教学难点
学生能够结合已经学过的知识正确运用所学的句型，准确地表达自己的意思，流利地进行英语交际。
教学准备
学具准备：一张画好的房间挂图，一盒彩色笔
课件：PPT、survey
教学过程
Step1: Warming-up1.Sing a song(复习以前学过的颜色歌) 2.Greetings 3.Free talk :Talk about some things around with colours(接力赛)
T: I can see a red pencil case.. What can you see?
S1: I can see a book.
T: What colour?
T: It’s…(提示学生)
S1: It’s yellow.
T: Very good!
T: Anyone else? What can you see?
Step3:Presentation
1.Guessing (PPT)
T: Children, This is my room. T: Can you guess what’s it?
S1: There’s a table.
T: Yes, you are right!
﹍﹍ 2.Introduction
T：Now, Look at my room. Is it pretty?
Ss: Yes!
T: Look at my room. What colour is the table?
Ss: It’s yellow.
T: How many walls are there?
Ss: There are four walls.
T: What colour are the walls? Ss: They’re pink.
Step4: Practice
1.Pair work: Panit your room, then make a dialogue.
-----What’s in your room?
-----There’s / There’re …
-----What colour is / are the …?
-----It’s / They’re…
2. Group work: Finish the survey in the group.
name thingsnumber colourXiaoming table one Grey
Paul shelf two White
Karla … … …
Anna … … …
(1) Introduce the information of survey.
Eg: S1: Xiaoming has a table. It’s grey.
S2: Paul has two shelfs. It’s white. Step6: Homework
Step6: Homework
(1)Design a room, and introduce it to your parents and friends.
(2)To find more information about the room by the internet, next time share the information with us.
板书设计：
Unit 3 My room
I have a pretty room.. shelf
What colour is the shelf?
It’s yellow. Wall
What colour are the walls?
篇4：七年级英语下册unit3教案
七年级英语下册unit3教案
Unit 3: Why do you like koalas? 济源市北海中学 杨延丽 Language goals In this unit students learn to describe animals and express preferences and give reasons, New language Why do you like koala bears? Because they’re cute. They’re pretty interesting. They’re kind of shy. They’re very big. Names of animals such as tiger, elephant, koala bear, dolphin Deion words such as smart, cute, intelligent Names of countries: Australia, South Africa, Recycled language between, across from He’s/She’s from ... He’s / She’s five years old. Names of countries; China, Japan, Brazil Section A Additional materials to bring to class: coins or other markers for the Bingo game in 4. Ask students to name as many animals as they can in English. Write the list on the board, Ask students to describe each animal in some way. They may tell its color or tell if it is big or small. Say, Today we are going to learn the names of some more animals. Well also leam how to say which ones we like and tell why we like them. la This activity introduces the key vocabulary. Focus attention on the map of the zoo showing pictures of animals. Ask students to point to and name any animals they can. Point to the animals one by one and say the name of each. Ask students to repeal. Point out the numbered list of words. Say each one and ask students to repeat. Then ask students to match each word with one of the pictures. Say, Write the letter of each animal in the blank by that animals name. Point out the sample answer. Check the answers. 1 b This activity gives students practice in understanding the target language in spoken conversation. Point to the animals in 1a- Ask students to point to and name the animals. Say, Im going to play recordings of three conversations. Listen carefully as you look at the words in la. Put a checkmark in front of the name of each animal you hear. Play the recording the first time. Students only listen. Play the recording a second time. This time students check each animal name they hear. Correct the answers. 1 c This activity provides guided oral practice using the target language. Call attention to the example conversation in the picture. Ask two students to read it to the class. Answer any questions they may have. Point out the four deion words. Ask a student to read them aloud. Review the meaning of each word. Say, Now you can make conversations about animals. Your conversations can be like the example. Use these deion words. Ask students to work in pairs. Have them take turns saying both parts. If students need help getting started, demonstrate another conversation with a student. For example: Teacher: lets see the elephant. Student: Why do you want to see the elephant? Teacher: Because its very smart. Ask some students to present their conversations to the class. 2a This activity provides listening practice using the target language. Call attention to the two blank lines on the left. Say, You will hear a recording of a conversation. Listen carefully. Then write the names of the two animals you hear on these lines. Play the recording the first time. Students only listen. Play the recording a second time. This time students write in the names of the animals. Check the answers. Point out the adjectives listed on the right. Ask a student to say the words. Say, Now I will play the recording again. This time draw a line between each animal and the adjective you hear. Play the recording and have students match each animal with an adjective. Correct the answers. 2b This activity provides listening and writing practice using the target language. Call attention to the conversation and the blank lines in it Say, You will hear the recording again. This time please write a word from the box on each blank line. Some words can be used more than one time. Ask a student to read the words in the box. Play the recording. Check to see that students are writing a word from the box on each line of the conversation. Go over the answers. 2c This activity provides guided oral practice using the target language. Call attention to the conversation in the picture. Ask two students to read it to the class. Say, Now you can have conversations like this one. Use the words in Box 1, Box 2, and Box 3 in your conversations. Demonstrate a conversation with a student. For example: Student: Do you like penguins? Teacher: Yes, I do. Student: Why? Teacher: Because theyre very cute.
篇5：高一英语必修一unit3教案
2.Do you often travel? Where have you been? 3.2.Following the steps of the warm-up on page 17.Step2.Pre-reading
1.Show some traveling pictures of the teacher’s.2.Ask Ss : which river is the longest one in the world and which is the largest one;which river is the longest one in China.3.Ask Ss: how people who live along a river use it.Step3.While-reading
1.Scanning: Ss read quickly and answer: What are they going to do?
2.Skimming: Ss read again and finish comprehending 1 on page 19.Ss read and get the main ideas of each paragraph.Ss list the countries that the Mekong River flows through.Step4.After-reading
Ss in pairs and discuss: Wang Wei’s and Wang Kun’s similar and different attitudes about the trip.Similar attitudes about the trip Different attitudes about the trip Both Wang Wei and Wang Kun think…1.Taking this trip is a dream
come true.2.That they will enjoy this trip a lot.3.They should see a lot of the Mekong.4.That most of the Mekong will be found in Southeast Asia.Wang Wei believes…1.They must start in Qinghai where the river begins /see all of the Mekong.2.That they don’t need to prepare much Wang Kun believes…1.It is too cold and high to start in Qinghai.2.That using an atlas is very important.Step5.Assignment 1.Surf the internet and get more information about the Mekong River.2.Retell the passage use your own words.Period2.Step1.Warming up
Ask some Ss to retell the passage that they have learnt last period.Step2.Learning about the language
Teacher explains some language points in the text on page 18.1.Persuade sb.into /out of sth.: cause sb.(not)to do sth.by arguing or reasoning with him 说服或劝说某人（不）做某事
He is easily persuaded.Wang Kun couldn’t persuade his sister to change her mind.persuade sb.(that clause): cause sb.to believe sth.;convince sb.使某
人信服
How can I persuade you that I am telling the truth?
2.insist(v.): demand(sth)forcefully, not accepting a refusal 坚持或坚决要求； eg.Since he insisted, I had to stay.insist on sth/doing sth: require or demand;refuse to accept an alternative 一定要（某事物），坚决主张
She insists on getting up early and playing her radio loud.3.care about: be worried, concerned or interested 忧虑，关心，惦念 don’t you care about anybody? I don’t care about what happens to him.care for /to do: be willing or agree to do sth.;wish or like to do sth.Would you care a drink? Would you care to go for a walk? care for sb.1).Like or love sb.He cares for her deeply.2).Look after sb;take care of sb;be responsible for sb Who will care for your child if you are out?
4.Once she has made up her mind, nothing can change it.她一旦下了决心，什么也不能使她改变。once: adv.1).for one time 一次
I have only been here once.2).at some time in the past 一度；曾经 He once lived in Zambia.3).all at once: suddenly 突然
All at once the door opened.conj.= as soon as 一旦；一…就…
Once you understand this rule, you’ll have no further difficulty.Step 3.Practice
1.Ss finish Ex 1 and 2 on page 20 by themselves.2.check the answer.3.Ss do Ex 3.on page 20.4.Teacher gives Ss suggested answer and tell them why if the Ss have any problem.Step 4.Assignment
1.Learn the useful expressions by heart.2.Finish Wb.Ex1 on page 56.3.Finish Wb.Ex 2 on page 57.Period 3.Step1.Revision
Check the answers of Wb Ex 1 and 2 on page 56 and 57.Step2.Discovering useful structures
1.Ss look at the following sentences and underline the verbs.Are you working this evening?
We’re having an English party this weekend.He is leaving tomorrow.Let Ss themselves find the rules and tell what tense they are used.2.Ss finish the dialogue on page 21 and pay attention to the tense.Suggested answers:
are going, going, going/traveling, staying, are coming, coming, are going, 3.Ss finish part 3 on page 21.Step3.Talking
1.Ss four in one group and have a discussion about the topic on page 55.2.Ss make a list about the objects: which is the most useful and which is the least useful and why.2.the most useful objects the least useful objects 3.Ss show their result to the class.Step4.Speaking 1.Ss work in pairs and discuss: what do you think a dam does to a river and the people who live on it?
2.Make a list of some good and bad things a dam does.3.Discuss your report with your classmates and then show it in class.Step5.Assignment
Finish Wb Ex 1 using structures on page 57.Period4.Step1.Warming up
Ask Ss some questions about Journey Down The Mekong(I).1.What was Wang Kun and Wang Wei’s dream? 2.What can they see when they travel along the Mekong? 3.Will they have some difficulties in their journey? What are they? Step2.Reading
1.Ss read the passage: a night in the mountains and answer the following questions:
How does Wang Kun feel about the trip now? What do you think has changed his attitude?
2.Ss make a dialogue about things happen the next morning before Wang Kun and Wang Wei leave their camp.3.show the dialogue to the class.Step3.Reading
1.Ss read the passage: The End Of Our Journey on page 59 2.Ss fill in the form with the information from the travel journal.Topic Laos Cambodia Vietnam Population Weather Learning Farming
Period5.(Writing)Step1.Pre-writing 1.Ss read the passage and get the general idea about it.2.Ss make a list of details from the travel journal that you believe are real and you don’t believe are real.Step2.While-writing
1.Ss write a short letter to Wang Wei as one of her friend and ask her to describe: how she feels, what she is doing, and some place you want to know about.Then wish her well on her journey by using some of the following expressions:
Have a nice/good time.Have a nice/good trip.Good luck on your journey.Say “Hello” to …
Give my love/best wishes to… Have fun.Take care.Write to me.2.Ss read their writing and check the mistakes by themselves.Ss exchange their writing and correct the mistakes.Ss rewrite the letter again.Step3.After-writing Choose some samples and show them in class.Tips on writing:
Pay attention to the form of writing a letter.Pay attention to the tense while writing.Pay attention to the structures of the sentences.Step4.Assignment
篇6：中职英语Unit 3 教案 time
四年级英语whattimeisit教案
Period6
Readandwrite
Teachingaims:
a.understandandsaythedialogue.b.Topracticethenewwordsinlife.c.Beabletopronouncewords.d.Tofinishtasktime.e.Beabletosingandsay“let’ssingandlet’
f.Tounderstandthestorytime.Teachingstep
step1
Revision
warm-up
”.schant
singasong.Askthestudenttotellastory.step2
presentation
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Doactivitybooks
篇7：中职英语Unit 3 教案 time
译林版小学英语5上Unit8 At Christmas (Cartoon time & Song time )Period 2
二、教学目标：
Knowledge objects:
1. To make the students understand the new words: sing, songs; new phrase: merry Christmas; new sentence pattern: what’s wrong with …?
2. To let students know how do people celebrate the different festivals in western countries.
Ability objects:
3. To improve students’ listening and speaking ability by reading and practicing the cartoon time.
4. To develop students’ communicative ability by learning the useful expressions for celebrate the festival.
Moral objects:
5. Be able to enjoy the great fun of this cartoon story.
6. To enable the students to enjoy the fun of helping others.
三、教学重难点：
1. To make the Ss grasp and understand the main idea of cartoon time.
2. To enable the students to use useful expressions for celebrating a festival and replying in their own dialogues related to the daily life.
四、教学方法：
情境教学法、交际教学法、多媒体辅助教学法
五、教学过程：
Step1. Warming up
1. Greeting
2. Leading in
a. Play a game:’Non-stop talking’
(渗透enjoy和send)
b. Review Story time.
Step2. Presentation
Song time and Cartoon time
1. learn the song
(PPT shows picture1 of the Cartoon time)
T: Who are they?
S: Sam, Bobby and their friends.
T: How are Bobby and Sam?
S: They’re very happy.
T: What time is it?/ when is it?
S: It’s at Christmas.
T: Yes, it’s on Christmas Day.
T: What are they doing?(Ss listen to the song)
S: Sing the songs.
新授sing the song
T: Can you tell me the title of this song?
S:... (揭题: we wish you a Merry Christmas.)
2. Enjoy the cartoon
(PPT shows the story)
T: Who is not happy?
S: Mr Turkey.
T: Mr Turkey looks sad. (新授sad) , so what will you say to him?
S: What’s the matter, Mr Turkey?/...
T: We can also say: What’s wrong with you? (新授)
3. Read and answer
1) 引出：It’s a lot of fun! I always have a big dinner on Christmas Day!
2) 引出I don’t like Christmas, people eats us on Christmas Day.
4. Read together
5. Act Cartoon time
Step3.consolidation
1. Send presents.
2.Cultural infiltration: ‘The White House Turkey Pardon’.
3. Other popular holidays
Step4.Ticking time
Step5.homework
Retell Cartoon time.
Try to know more about the festivals in western countries.
板书：
Unit8 At Christmas
First Sing Christmas songs buy presents
Next enjoy Christmas food buy a Christmas tree
Then send presents
Finally know about holidays
篇8：中职英语Unit 3 教案 time
一、教学内容的分析
1.教材所处的地位
英语教学大纲中要求学生能就时间方面的内容进行交际需要的活动。本课时间教学正是针对时间表达的实际需要，学好该课同时也为初二进一步学习“时间表达法”打好基础。为了“培养学生运用语言进行交际的能力”，本课将注重有关知识与能力的逐层要求，以期达到学习的目的。
本课核心的教学项目是“Asking about time(询问时间)”，各种对话、问答、朗读、表演材料都围绕这一功能意念展开。
2.教材的重难点
初一学生刚刚学英语，对于英语方面的技能与知识刚刚起步，所以要抓好基础教学。那种蜻蜒点水般的提纲教学是不行的。本课重点讲解涉及到的语音与语法功能所需要的词汇：time，late，o’clock，past，quarter，What’s the time，please?It’s…难点突破：让学生大胆而 熟练地就时间情景进行问答交际。提醒学生在重要句型What’s the time?中的“the”的位置以及弱读[T[]。
二、教学目标的确定
根据大纲的要求以及对教材的分析，本节课的教学目标确定为：
1.“寓思想教育于语言教学之中”，对学生进行“惜时”教育，使他们明白大诗人李白“安得挂长绳子九天，系此西飞之白日?”诗句的含义，珍惜时间，刻苦学习;利用询问时间时说“please”的要求进行礼貌教育。
2.语法掌握：数字l―100，句型What’s the time，please?(What time is it?)It’s…
3.四会掌握：It’s six o’clock.It’s seven twenty.It’s half/a quarter post eight.It’s ten to nine等。
三会掌握：mid-nigh，noon，It’s time to get up / go to school.Don’t worry.
三、教学方法
从实现本课教学目标的需要出发，可采取的主要方法是：
进行链式操练，使用教学挂图，利用玩具闹钟，电子钟模型进行演示教学，启发式，面向大多数学生，群言堂，寓教于乐，循序渐进。
导入时，设置“迟到”情境，引发学生学习的动机与学习兴趣。
新授时，先听磁带，“先入为主”，教好语音。
练习时，加以归纳，设置生活情境，实现有意义的练习，引导学生向交际功能突破。
巩固时，“课堂教学交际化”，让学生大胆开口练习，增强学习效果实现教学目的。
结束时，回忆重难点内容，让学生带着目的.下课，促进知识的同化。
总之，通过一系列有趣而有序的活动，把语言形式与实际意义联系起来，使学生深切感受到“学以致用”的乐趣。
四、教学程序的设计思路
现以教学程序为构架，教学方法为指南，教学内容为主线说一说这节课的主要教学环节和方法：
1.导入。
教师上课时故意迟到两分钟，进教室后，说“I’m sorry，I’m late.”问班长“What’s the time，please?”同时做着手表的手势与表情。学生在焦虑等待老师的前提下会产生好奇感――感受到与时间有关的信息。这就给了学生具体形象的思维材料。教师再自问自答并板书：It’s eight fifty-seven(now)然后教师自然地复习一下英语的数字1――100的表达法。先按全班四组人行每行进行数字接力游戏，来强化记忆，教师归纳一下数字方面的规律：-teen结尾以及twenty以上两位数拼写法。再及时回到时间表达方式上来，进行一次“惜时”教育，活跃气氛。
2.新授。
紧扣教材，示范表演，参与形成。教材提供了最好的素材。先让学生细致听磁带，以期学习纯正的语音。在学生基本理解大意后，进行连贯的问答操练。在Part I学习以后，进入到重点部分Part II What’s the time，please?It’s…
此时可进行礼貌方面的要求教育。接下来由教师示范，教师通过自身的动作活动让学生感受新语言的含义，加深印象。教给学生区分介词to与past的使用方法。分步进行时间表达的训练：
①教师直接告诉学生一准确时间进行师生对话或学生之间的对话;
②假设教师或某学生没有戴手表，对话给予提示引出句型Sorry，I don’t know. I don’t have a watch;
③假设手表遗忘在家，说出My watch is at home.
3.练习。
教师利用教学挂图，玩具闹钟，电子钟模型等直观教具，提供更多的时间点，让学生进行集体回答，分组回答，分排练习，帮助学生掌握基本语言结构，熟悉句型，正确朗读，反复练习直到能脱口而出。
4.巩固。
在学生基本熟悉本节课内容的前提下，让学生进行小组练习，同座位的学生互问互答(in pairs).能做到有关时间的自由表达。教师可提供作息时间表或提示学生根据自己的生活规律独立选择并使用时间表达法。主要目的在于训练流利程度，实现交际功能，并为书写技能的培养打下基础。适当根据课堂时间情况安排表演活动。
5.小结。
归纳本节课已学内容并指出重难点，布置作业：
①完成WB E××。
②书面练习：E×.4。
篇9：中职英语Unit 3 教案 time
Step 1 warming up
Activity 1 talking about some signs used everyday
T: Most of you have been to many places whether big or small , far or near , and I’m sure you must have seen many signs . Now I’d like you to see some signs used everyday , and tell me what they represent , ok ?
Ss: Ok .
(show the signs on the screen)
T: What does Sign1 mean ?
Ss: Be quiet
T:Where do you usually see it ?
Ss: bus / railway station
T: what about sign 2 (sign2/3/4…the same as above)
Activity 2 : talking about the pictures on Page 15
T: turn to page 15 and have a look at the pictures ,I’ll give you two minutes to discuss with your partner and see whether they are doing wrong and write your answers on the line .there is already an example in picture 1, the man is driving too fast , he should drive at the speed of 30 km an hour , but he is driving at 60 km per hour .
(2 minutes later)
T: S5, is she doing anything wrong in picture 2?
S5: Yes
T: What’s that ?
S5: She is littering
T: Why?
S5: Because there is a sign in the tree saying Don’t litter/No littering.
(picture 3 and 4 the same as above)
T : Very good , Whenever you go on a trip , we shouldn’t do what we aren’t allowed to do , is that clear ?
Ss : Yes
step 2 an open discussion
T: How do you usually go to school? Or what kind of means of transportation do you take to go to school ?
( Bb : means of transportation : a means of carrying people or goods from one place to another)
Ss: By bus / by bike
T: Why ?
Ss: Because it’s not far.
( Bb : by bus –not far - distance)
T: Does anybody of you live in Dongtou Island?
Ss: No
T: Then suppose you live in Dongtou Island , and now it’s the weekend , how are you going home ?
Ss: By ship
T : why ?
Ss : because there is a lot of water around it .
( Bb : by ship-water - location)
T: suddenly the typhoon comes , how are you going home ?
Ss: By bus
T: So the weather is very important . Ok , what you said is reasonable
T: so from the above we can have a conclusion : before we decide which means of transportation we have to consider many things , now comes the question : what have we to consider ? ( an open question)
Ss: weather , time , distance, location …
( Bb : consider : think about , follow by sth ./doing sth /wh-to do sth /clause)
( show the map of PRC)
T : look at the third part of warming up , there are 4 situations and now discuss how you’d like to go to the places , by train , by boat , by air or others , and give reasons , the map can help you , please work in group of 4.
T: how would you go from shanghai to London( pointing to the map)what about from Beijing to Guangzhou / chongqing to chengdu / dalian to qingdao
Ss: By plane / train or bus / ship
Step 3 Speaking
Activity1 pre-speaking :ask and answer
T : do you know which actor I like best in Hongkong ?
Ss: …
T: I like him best , he plays an important part in this series (show the picture of Looking back into the Tang Dynasty on the screen)
T: What does this series talk about ?
S8:
( show on the screen “ a modern man traveled into the past ”)
T: what will you travel by if you want to go to the past or the future ? I have a machine which can take you to wherever you like and whichever year. (show the picture of the machine) I’m quite generous , if you want to borrow it from me , I’m glad to lend it to you.now I’ll give you 2 minutes to the place you’d like to visit best , the years when you would go and the reasons
( 2 minutes later)
T :Ok, who’d like to borrow it from me ?
( several students respond)
T: Ok, S9,which year would you like to go to ?
S9 :
T: where would you go ?
S9:
T: why ?
S9:Because…
T: Good , now take my machine , I wish you a good journey
T: OK ,S10, what about you ? Now S9 has come back , she said my machine was wonderful , which year would you like to go to ? ( S10/11 the same as above)
(the answers to each student are written on the blackboard)
Activity 2 making dialogues
T: Just now , I have made three examples for you . now please look at the examples in your books . it’s a dialogue between 2 students . They are talking about traveling to the future , read the dialogue by yourself first and two of you are to make a new dialogue using the information on the screen
(show the questions on the screen :Which year would you like to go to? Where would you go ? Why ? )
and make as many sentences as possible . I’ll give you 4 minutes to prepare and then I’ll ask 2 pairs of you to act out your dialogue , any questions ?
Ss: No.
( 4 minutes later )
T: who’d like to have a try ? S11 and your partner ,please ( 2 pairs)
Step4 debate
T : each of you wants to go somewhere else to have a trip , but not all the local people like you to go there , some thinks tourism is good for them ,others think it bad , now suppose you live in a village , some of you want to develop the lake and turn it into a tourist resort (胜地) while some not .
( show the two parties on the screen :)
A :You think tourism will be good for your village because
1.
2.
3.
B :You think tourism will be bad for your village because
1.
2.
3.
T: now group 1and 2 are A , and groups 3 and 4 are B , you can think out as many reasons as possible , then we’ll have a debate to which party will win I’ll give you 3 minutes to prepare
Step 5 summary and homework
Activity 1 : summary
Today we’ve done some speaking and know how to choose means of transportation , also we’ve used my machine and traveled to many places to the future and the past , besides we’ve learned some new words
Activity 2 : homework
Preview the reading text on page 17 and underline the new words and expressions
Do the exercises on page 101
Period 2 : Reading
Step 1 greetings
Greet the whole class as usual
Step 2 pre- reading
Activity 1 : pre-reading : questions
T : In the last period we’ve learned something about traveling , do you like traveling
Ss : Yes
T :why ?
Ss: because
T: where would you most like to go ? S1
S1: …
T: Why ?
S1 : because
( 2 students )
T : Do you want to experience something different ?
T : now turn to page 17 , look at the picture , what are they doing ?
Ss : they are walking
T : yes , and what are they carrying ?
Ss : Large bags
T : yes , or we can say it’s backpack . in front of them ,there is a high mountain , they are to climb them .
T: One of my friends went to Qingzang Plateau in the summer holiday .And he told me that he was making an adventure travel , do you think so ?
Ss : Yes
T : Then in your opinion , what’s an adventure travel ?
( S2 answers the question , 2 or 3 others add the answers)
T: Yes ,quite right . what are the two popular activities ?
Ss : hiking and rafting ( since some of them may have previewed the lesson , so they may know the answer )
Activity 2 : main idea
T : is it right ? now listen to the tape to find out whether hiking and rafting are the two popular activities , and to find out the main idea of the text , are you clear ?
( show the questions on the screen to make sure they won’t forget the questions)
( play the tape)
T : now all together , it’s right or not ?
Ss: Right
T : who ‘d like to tell us the main idea of the text . Ok , S3
S3 :
( generalize his answer and show the answer on the screen)
T : Very good . ok , we watch TV a lot , and from the TV , what other kinds of adventure travels do you see ?
Ss : ( climbing , diving , mountain biking , sailing , downhill snowboarding ,camping ,bungeeing)
Step 3 While reading
Activity 1 extensive reading
T: ok , now let’s turn to the text , This time , let’s read the text quickly and do the true or false questions on the screen .
T : first read through the questions
( 1minute later)
T : You can start reading now I’ll give you 3 minutes to do the job . if it’s false , correct it , ok?
( 3 minutes later )
T : ok , now , No. 1 …
( check the answers )
1.Hiking and rafting are both very dangerous.
2.When you are hiking , you should wear a life jacket .
3.People make adventure travels because they are looking for unusual experiences
4. The name “ whitewater” comes from the fact that the water is white Activity 2 intensive reading
T: turn back to page 17 . read the first paragraph carefully and find out the main idea of the paragraph , or what’s it about ? and find out the reasons of traveling , understand ?
( 1’ later)
T : ok , all together , what’s the main idea of the text
Ss: Why do many people travel ? ( shown on the screen )
T : yes , good . well , what are the reasons ?
Ss :see other countries , visit places …( shown on the screen)
T : yes , people travel for many different reasons , what do you travel for ? S4
S4:
T : what about you S5 ?( S 6 /7 the same as above)
S5/6/7 :
T : any problems about paragraph 1 , if not let’s go on
T : turn to page 18 , here is a chart , now you are wanted to read the following two paragraphs carefully and do the chart , finding out the similarities and differences between hiking and rafting , remember if the item is not mentioned in the text , just escape it , ok ? I’ll give you 3 minutes to do it.
( 3’ later ) ( ask one of the students who does the work more quickly to write the answers on the blackboard)
( then check the answer in accordance to the screen)
`Activity 3 : talking
T : can you go rafting in wenzhou?
Ss: Yes ,
T : where can you go rafting ?
Ss : nanxi river
T : who has ever been to nanxi river ?
Ss :
T : What can you do in nanxi river ?
S1 :
T : ok , now look at the pictures on the screen, can you tell me which picture is more likely to be the rafting in the nanxi river ?
Ss : the left one .
T :Do you think going rafting in nanxi river is the same as the rafting in the picture ?
Ss: No
T : what is the difference ?
Ss:more dangerous….
( the differences between normal rafting and whitewater rafting )
Step 4 post reading
T: now you have known a lot about the text , turn to page 18, there are 5 multiple choices here, after you have read them choose one of them , ok ?
Ss ; ok
T : I’ ll give you1.5 minutes to do it .
( 1.5’ later)
T : No1, adventure travelers want to ________
( check the answers just in the book)
Step 4 summary and homework
Activity 1 : summary
In this class , we’ve read a passage about adventure travel. And we’ve learned something about hiking and rafting . I hope you’ll go hiking and rafting if there’s a chance .What’s more ,in your spare time , read some passages about other adventure travels to know something about them .
Activity 2 : homework
Preview the integrating skills part
Workbook : do the related exercises (the reading parts)
( time permitting , options :check the exercises of reading on page 101
discuss the tips of other adventure travels)
Period 3 : Reading Integrating skills and writing
Step 1 revision [reading ( useful expressions) ]
T :yesterday , we have got the general idea of the reading part , who can tell us what it is mainly about ?
S1: It’s mainly about the adventure travel , rafting and hiking .
T : Yes , very good . now let’s have a quick look at the text and explain some language points of the text .
( teacher retells some main sentences of the text which have language points and the language points will be shown on the screen )
T : Are you clear now ?
Ss :Yes .
T ; Very good . look at the blackboard , there are several multiple choices , you are to do the exercises to make sure that you all know them .
Step 2 integrating skills
Activity 1 reading
T : When people travel , what kind of travel do they usually make ?
S1 : hiking .
T : And what kind of travel is hiking ?
S1 : adventure travel
T : Yes , besides adventure travel , what is the other kind of travel ? you just go to Beijing to see the Great Wall , what’s it ?
S1: normal travel .
T : Good , have you ever heard of another kind of travel-eco-travel ?
Ss : No .
T : In yesterday ‘s debate , B said that tourism was bad for the ecology , for people had to cut trees to develop the lake . ( ecology )so in your opinion , does eco-travel have sth to do with ecology ?
Ss : Yes
T : look at the two words , do they have something in common ?
( write the words on the Bb)
Ss : the beginning 3 letters of the 2 words are the same .
T : Yes , the prefix eco – usually means “ o f ecology ” “ 生态的 ”
T : Now guess what an eco-travel is ? what do people make an eco-travel for ?
Ss :
T : Good , now turn to page 20 and read out the words above the table loudly ,try to find out the meaning of eco-travel and the differences between normal travel and eco-travel . I’ll give you 2 minutes .
( 2 minutes later)
T : Ok , S1 have you found out what eco-travel is ? ok , what’s it ?
S1 : Eco-travel is a form of travel that combines normal tourism with learning.
T : S2, can you tell us the differences ?
S2: normal tourism is bad for the environment and eco-travel can make the environment better , or at least understand it better .
Activity 2 talking about the eco-travel
T :Yesterday I surfed the Internet and noticed 2 places , they are very suitable for us to make an eco-travel , do you want to see what they are ?
( show the pictures on the screen )
T : How are they ? Are they good ?
Ss : yes .
T : One is the red river village in Viet nam , the other is snow mountain , it is longgu mountain
T : S2 , which one do you like better ?
S2 : Red river village .
T : suppose now you are making an eco-travel in the red river village , what can you do ? What can you learn ? What can you help do ?
( 3 students are required to do it .)
T : Good , now discuss in group of four , you can choose one of the 2 places and finish the red box , then send us a representative t o make a report to us , ok ?
You can do as _______
I think we should go to ________ , because we can __________and we can learn about _______
If we visit Red river village ,we can help __________
Step3 writing
T :Above all , wherever you go , you must make a schedule everyday . In that case , you will make good use of time and have a good time . Naturally , you will not waste money . I like traveling very much and have been to many places , last night I went to Japan and I had a good time so I wrote a letter to you , ( in my dream) , have you received it ?
( show a letter on the screen )
Qs : How many time points have I told you in the letter ?
What did I do yesterday ?
What am I doing today ?
What will I do tomorrow ?
( 4 Ss are to answer it )
T : Good , in writing a letter , you should use the past tense to indicate the things happend in the past , ( so does the present and future tense ) and pay attention to the form of the letter
T : Now look at my letter carefully and see whether there is anything wrong with it ?
S3 : the date , comma
T : Yes ,very good , thank you very much , so next time when you write a letter , pay attention not to make mistakes
Step 5 homework
T : Now comes your homework , please write a letter to your friend or teacher about the schedule of your trip like mine .before you start writing , you need to think about what you are going to write , list good ideas and make notes , you should pay attention to the form of a letter ( shown on the screen )
( option : do the exercises on useful expression and the tenses)
1.The girls _________(下班) work at five p.m.
2.______(当心)that you don’t get into trouble .
3.Clothing can _______(保护)us _____cold .
4.I __________(进行锻炼)every morning on the playground .
5.He ______(细心)with his homework .
6.He has _____________(徒步旅游)
7.He is tired , let me go _____(代替)
8.He is tired , let me go ________(代替) him .
9.Don’t _________(靠近) the tiger , it’s dangerous .
Period 4 :Listening
Step 1 greeting
T : Good morning , boys and girls
S: Good morning ,Miss Huang
Step 2 pre-listening
Activity 1 : listening to a song
(play a piece o f song 2 or 3 minutes before the bell rings )
T : Is it a lovely song ?
Ss: Yes .
T: what’s the beautiful place in the song
Ss: California hotel
T: California is a lovely place for us to travel . If you want to go there , how can you make it ,by plane or by train ?
Ss: By plane
Activity 2 : talking about boarding calls
T : ok, now listen to me carefully , and tell me where you usually hear it ?
“ Ladies and gentlemen , attention please , Flight BA 432 from Shanghai to Wenzhou is boarding at Gate A2 in 20 minutes , please get ready .”
T : Have you heard of it before ?
Ss : Yes
T : Where do you usually hear about it ?
S1 : In the airport
T : When does it usually happen ?
S2 : Before people get on the plane .
T : Yes , very good . we can also say “ board the plane = get on the plane”
T : Now listen to me again and try to find out how many messages there are in my broadcast
( the same as the above)
T : now can you see how many messages ?
Ss : 3
T : yes , very good , what are they ?
S3 : the flight number , the destination , gate number
T : yes, ok now look at the screen , do you know what it is
Ss: Boarding pass
T : yes , now let’s go through the pass and find out the flight number , the destination , and the gate
T : ok , now altogether
Ss :
Step 3 : listening
Activity 1 : listening to the tape and doing the exercises on P15 -1
T : now turn to page 15 , there are 3 boarding calls , you will listen to them once and write down the destination , the flight number and the gate of each call , and pay attention to some details , make notes while listening
( play the tape once )
T: Have you got it ?now , all together .
( if necessary , play it again )
T : Good , you have done a wonderful job , among the 3 calls , which one isn’t changed ? What is the origin of each flight ? What happens to No.3 flight ?
( play again for the details)
Activity 2 : arrange the order of the pictures on page 97
T : We can see that things always change without expectation , so when you want to go somewhere by plane , please arrive at the airport earlier . you can wait in the waiting hall , when you hear the boarding calls , you can begin boarding the plane , now comes the question , when you hear the boarding calls what other things will you have to do before you get on the plane ?
S1:
T : Ok, turn to page 97 , what are they doing ?
Ss:
T : yes , very good , arrange the pictures first by yourself before listening
T : S5 , what’s your result ?
S5 :
T : Ok , now let’s listen to the tape to see whether it’s right or not
( play the tape )
T : arrange the right order
Activity 3 : listening to the tape and doing the exercises on P16-2
T : Do you know how to board a plane now ?
Ss : yes
T : Good , since you know how to board a plane , so going abroad becomes much easier , if you have a lot of money , where would you most like to go , at home or abroad ?
S6/7/8 :
T : Ok , you have many choices and we can’t say which is better , which is worse . I have been to many places , I think I could be a good guide for you , now look at my suggestions to see whether you like it or not.
( show pictures and describe the pictures : the Forbidden city , tian anmen, mona lisa , Eiffel Tower – how can we go up to the top of the tower , penguine , polar bear , yangliwei )
T : 5 world travelers like them very much , they take my suggestions and they wrote 5 postcards for us about their trip , now turn to page 16 , listen to the tape and find out the answers to the table
( listen to each card after talking about each picture on the screen )
( play the tape again if necessary)
( listen to it again one by one and discuss some other information)
NO.2 What’s the color of the flag?
Do you know where the painting is kept ?
What’s France called in the postcard ?
NO3 . How long is the plane ride ?
NO 4 . How high can we jump ?
NO5 : How long have we had to swim to get here ?
Is there enough air below ?
Step 5 : homework
do the exercises on page 18 : word study
Page 99-100 practising
Period 5 :Language study
Step1 word study
T : ok , now open your book ,turn to page 19 , match the words and phrases . Yesterday I have asked you to finish it , have you done your homework ?
Ss : Yes .
T :Good , now let’s have a check .
Step 2 grammar
Activity 1 do some exercises to review the tenses
T :We have learnt a few tenses before ,such as the present tense , the past tense , the past perfect tense and so on . Now look at the screen , we’ll do an exercises to review them . I think 2 minutes is enough for you .
( 2 minutes later , check the answers )
T : Ok , are you ready ? let’s have a check .
( explain the tenses and list the table of 12 tenses on the screen )
1.Unless he ________(promise ) to help us , we shall lose the games .
2.It is five years since my dear aunt _____(leave) here .
3.I don’t know when he _________(come) , but when he _____(come), I’ll speak to him.
4.She___(be) poor in French , but she _______(do) her best to improve it .
5.I’m sorry I ______( forget) to tell him to come here for the meeting .
6.I ________(have) the bad cold for a week ,still I can’t get rid of it.
7.Tom told me that he _______(meet ) John and ______(give) him he message already .
8.She __always _______(work) when I go to see her .
9.He ________(do)his lessons from seven to nine last night .
10.He said he _______( be) free the next week
Activity 2 : talking about the changes of life in different time , using 3 different tenses
T : Look at me carefully , am I different today ?
Ss : yes
T : Ok , now what are the changes ?
Ss : Hair style
T :yes , things are always changing . times change and so does the way we live , many things we often do become easier and faster ,such as writing , reading , shopping and so on , do you know the ways of doing things in the past ? can you imagine the ways in the future .
T :ok , now look at the red chart on page 19 , for example , in the past we traveled by horse , today we travel by car/plane , in the future, we will perhaps travel by spaceship . try to fill in the blanks and read out yours answers as the examples in part three . are you clear ?
Ss: yes.
(teacher copies the chart on the Bb ,4 students are required to do it ,T write down the answers on the blackboard)
T : look at part 3 ,When you make the report , follow this :
In the past people…
Today people…
In the future , people will …
Activity 3 the future tense
T : so we can say , to express the future tense , we can use “ will do ”, what else ways can we use to express the future tense ?
Ss : be going to , be to do
T : Yes , quite right , now we’re going to learn another kind of expression about the future tense .
( Bb : will do, be going to , be to do ; while explaining the grammar , use Chinese properly)
T : turn to page 19, Jane and Betty are going on separate holidays in a few days’ time , ok, S1 and your partner , can you read out the dialogue for us
( S1 and his partner read the dialogue)
T : thank you , sit down please
There are quite a number of expressions to express the future tense , now please underline the verbs that express future , I’ll give you 2 minutes to do the job
(2’later)
T : S2 , please .
Ss : are off, be getting to …
( when S2 is speaking , write down the answers in the blackboard and explain some important phrases)
T : Very good , the verbs used are 移动性动词, can you think out other移动性动词 like go
Ss : arrive , reach.. come, stay , return, leave , start …
T : yes , usually , when present continuous tense is used as the future tense , it aims to function as
1) 表示即将发生的或预定中计划好的活动。
Are you staying with us this weekend? 这周和我们一起度周末吗?
We are leaving soon. 我们马上就走。
2) 渐变动词如：get, run, grow, turn become, begin及die。
Eg :He is dying.
移动性动词：go,come,return,arrive,get,reach,leave,meet,see off,take off,start,fly,stay等
3)与always, constantly, forever 等词连用，表示反复发生的动作或持续存在的状态，往往带有说话人的主观色彩。
You are always changing your mind
( shown on the screen)
Step 3 expressions for good wishes
T : If it’s my birthday today , what will say to me ?
SS : Happy birthday
T : In our everyday life , we often have to wish others
now read the dialogue again ,try to find out some expressions for good wishes .
( 30 seconds later)
T : Are you ready ?
T : What are they ?
Ss : Have a nice time in Guangzhou & have a good trip .
T : How should we respond ?
Ss : Thanks & the same to you .
( when Ss finish answering , show the answers on the screen )
T : and we have a lot of other expressions . How can we say“ 祝你好运 ”“新年快乐”， “圣诞快乐”，“ 国庆节快乐”…
( shown on the screen )
Step 4 homework
Finish the exercises on page 99-101(完成课后99-101练习)
Finish workbook（完成同步练习）
Step 5 consolidation ( option)
T : Now we’ll do an exercise to consolidate the tense reviewed and learnt today .
( shown on the screen )
1.There ___ an English evening next Saturday.
A will have B is to have
C is going to do D is going to be
2.You’d better set about doing your homework now , or it __ too late .
A is B was C has been D will be
3.The boy is ill , he ___ absent from school for at least a week .
A has to B is to C will have to D will have to be4. They don’t buy any new clothes because they ____money to buy a big house
A save B are saving
C is saving D were saving
5.How ___ you ___ on with your work recently ?
A do ;get B have ;got
C are ; getting D were ;getting
6. He __ out when it began to rain .
A is going B was going