2. Key Concepts
Step 1 Presentation
Discuss the questions in “THINK ABOUT IT”:
Do you like to take taxi? Why or why not?
Have you ever stayed in a hotel? When? Where?
Maybe they have many different answers. Gather them and then say “Today, Li Ming and his friends get to Beijing. They want to go to a hotel by taxi. Danny has a dialogue with the driver. Let’s look at what he says to the driver.”
Step 2 Listening
Listen to tape with the following questions:
Why is Danny scared?
Can Danny speak Chinese?
Can the driver speak English?
Step 3 Answer and analyze
After listening to the text, discuss the questions with the students. Go through the dialogue at the same time. Deal with the language points. You can use the blackboard or the slide projector. Pay attention to the different usages between slow and slowly, quick and quickly.
Step 4 Listen, read and act
Listen to the audiotape again and let the students read after it. Then have them read the text for a few minutes and ask them to act out the dialogue in roles. Correct their pronunciation if any.
Step 5 Demonstration
Demonstrate quickly and slowly by performing an action quickly and slowly as you say the words. Point out the difference between “I am quick/slow.” and “I am ___ing quickly/slowly.”
Ask for volunteers to perform actions quickly and slowly. Describe the volunteers’ actions to the class. Then ask the class to describe the actions.
Step 6 Practice
Divide the class into small groups. Ask each group to make a dialogue about taking a walk on a busy street in Beijing. Let them use slow and slowly, quick and quickly.
Step 7 Deal with “LET’S DO IT”
Work in a small group. Imagine you are a tour guide. Your group members are on a trip to Beijing. Where do they want to go? Where do you take them?
Step 8 Consolidation
Fill in the blanks with the correct forms of the given words.
1) They eat a lot of _____ . (noodle)
2) Look! They are ________ over there. (help)
3) Be ________ , or we will be late.(quickly)
4) The train is _________ tonight. (come)
5) Thank you for _______ me. (help)
6) They found that lost sheep ________. (quickly)
7) The bike is going _________ . (fast)
8) That old man is walking ________ . (slow)
9) That car is _______ (slowly), but this bus is _______ . (fast)
10) _________ , I can’t go down. (help)
Answers: 1) noodles 2) helping 3) quick 4) coming 5) helping 6) quickly 7) fast
8) slowly 9) slow, fast 10) Help
1. Class Opening
1) Greet the students in everyday English. Make sure they can response correctly.
2) Duty report: They can say anything they like to say.
3) Check the homework of last lesson. Explain if necessary.
3. Understand the meaning of the text
Key points: The usage of slow and slowly; quick and quickly
Difficult points: The usage of adj. and adv.
Teaching aids: word cards, audiotape, flashcard, slide projector
Type: dialogue
Teaching procedure
2. Learn the difference between slow and slowly; quick and quickly
3. A dialogue about how to take a taxi
Teaching goals: 1: Remember the mastery words
2. The usage of adj. and adv.
3. 学生在练习过程中体现出对used to 否定形式掌握不太熟练，要在以后的教学中加强训练。
2. 体现了“新目标”这套教材的初衷，设计了和学生生活相关的真实的教学内容，吸引并组织学生积极参与，让学生动起来，让学生主动的去汲取知识，并在快乐中学习。
1. 本教案始终贯穿了“以人为本”的思想，始终把学生做为教学过程的主体，让学生积极参与到其中来。
2. I am worrying ____ my test.
A. for B. about C. of D. in
(通过练习题的呈现，给学生及时再现讲解时所提到的知识点，即使巩固所学的知识，备战中考。)
Step Ⅵ Pairwork and writing parctise
T: compare yourself with your partner, here is an example for you:
A: I used to eat candy all the time. Did you?
B: Yes, I did. And I used to chew gum a lot.
You can talk freely to each other.
After this, let students write about themselves by comparing his past and now.
(进一步锻炼学生说和写的能力)
教学反思：