3、教材的处理：

根据《英语课程标准》(实验稿)关于总目标的具体描述，结合本单元这部分的教学内容及基于对教材的分析，我对本单元的内容进行如下处理，目的是突出重点，使课堂节奏紧凑，衔贯。本单元分为四课时，第一课时是Section A中的1a,1b,1c,,2c)，第二课时是Section B中的2a,2b,3a,3c, 第三课时是Section A 4 ----Section B / 1a---2c), 第四课时是 Section B/ 3a---4 ，最后一部分是 Shelf Check ，以学生的自测为主，然后予以校对。

2、教材的地位和作用：

“Go for it”教材有一个比较明显的编排特点，那就是每单元由Section A , Section B 和 Self Check　三大版快组成，同时每个版快又由a, b , c 三小部分构成，内容循序渐进，符合学生的认知规律，教材又图文并茂，既能吸引学生的注意力，又能激发学生的学习兴趣，每一小部分中的C部分又是pairwork,培养了学生的合作意识，每一小部分又有听力训练，培养了学生的听说能力。Section B　中的3a, 3b 又能培养学生的读写能力，本单元的综合语言知识能力的运用，又能在此体现出来。Section B中的3c是任务性教学，体现了语言的交际性和实用性。

1、　　　 教学内容：

本单元是Go for it ( 下　 ) Unit 1。主要围绕“What are you doing?”这一主题展开各种教学活动，并以这一主题引出现在进行时的一般疑问句，否定句以及特殊疑问句等语言功能。本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用这些知识的能力。并让学生能在“做中学”(learning by doing)，通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。

3. pool–swimming　　　 4. mall–shopping)

(4) In pairs ask and answer like this.

　 A: Where do people play basketball?

　 B: At school.

2a. 2b. Listening and writing practice

(1) Listen to the tape.

(2) Listen again and write the places and the activities in the chart.

(3) Check the answers.

　 ( mall–eating lunch　　　 school–playing basketball　　 library–reading books)

2c. Oral practice

(1) Pairwork. Use the information in the chart to make a conversation.　 (slide 4 )

　 A: Hello! Is Tina there?

　 B: No, she isn’t. She’s at the mall.

　 A: Oh, is she shopping?

　 B: No, she’s eating lunch with a friend.

(2) Act out.

3a. Reading practice

(1) Let ss look at the photos in 3a and ask them to talk about what they see.　 (slide 5 )

(2) Ask ss to read the letter to themselves and answer the questions.

　 Whose photos are these? –Mike’s.

　 Then underline the activities and circle the places.

(3) Ask one student to read the letter. then check the answers.

(4) Read it together loudly and number the photos [1-4]

　 Then check the answers.　 (1–4–2–3)

(5) Game: “Who has a good memory?”

　 Fill in the chart without the books　　 (slide 6 )

　 Retell the activities and places in Mike’s photos.

3b. Writing practice

(1) Show the picture to ss and introduce Mike’s family members to them.　　 (slide 7 )

(2) Ask: What is Mike / Mike’s father … doing?

　　　 –Mike is …

　　　 –Mike’s father is …

(3) Fill in the blanks then check the answers. (watching TV　 reading the newspaper　 talking　 eating dinner)

(4) Read it together loudly.

(5) Look at the chart and make a report.　　 (slide 8 )

3c. 4. Oral and writing practice.

(1) Take out the photos of their own (or draw pictures of them and their family or friends) and talk about them.　　 (slide 9 )

(2) Write about them.

Homework

Write down what the people are doing in the photos.

1. library–reading books　 2. school–playing basketball

2. Ask some questions to the ss’ passage.

　 What is the tiger / panda doing?　 Is the dolphin / elephant …?

1a. 1b. Reading, writing and oral practice.

(1) Show some pictures to the ss and ask,　 (slide 2 )

　 What are the people doing in each picture?

　 Where do people do these things?

　 Teach library　 pool　 mall.　 (slide 3 )

(2) Look at 1a. and ask,

　 Which of these words are activities?

　 Which words are places?

(3) Complete the chart then check the answers.

1. Revise the homework. Let ss read their passages about the animals to the class.

2. Finish the exercises.

第三课时

Section B (1a–4)

Revision

1. Write down a short passage about what the animals are doing in these pictures.

5. Writing practice

　 Show some pictures of animals to ss and let them write down what they see in it.　 (slide 7 )

Homework