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1、Unit4MydayGrammarlTeachingaims1.Touseprepositionstotalkabouttimecorrectly；2.Tousetheadverbsoffrequencycorrectly；3.Tograsptheusageof“howoften”；4.Tousetheseitemsofgrammartotalkabouttheirdailylife.lTeachingcontents1.Newwordsandphrases：would,wouldlike,life,allthebest,rollerskating2.Newstructure：Howof
2、tendotheyexercise?lImportantanddifficultpoints1.Knowbetteraboutsomeusagesoftheprepositionsoftime.2.Tellthedifferencebetween‘howoften’and“howmanytimes”.lTeachingproceduresAPrepositionsoftimeStep1Presentation1.Findoutthephraseswhichshouldbeputafter‘in/on/at’onebyoneT:Hello,boysandgirls.Thisisoursch
3、ool.Weknowalotaboutit.Today,therewillbealotofnewstudentscominghere.Willyouhelpthemfindtheirclassroom?Heretheycome.Andwehavethreeclasses.Theyare“in”,“on”and“at”.Shallwebegin?2.Readthephrasestogether3.Findoutmoresimilarphrases4.Workouttherules(1)in：intheevening(partsofday),inMarch(months),in2013(ye
4、ars),inwinter(reason)(2)onSunday,onDecember31st(days&dates),ontheeveningofJuly4th,onMondayafternoon(partsofaspecificday),onChildren’sDay(specificholidays6ordays)(1)atseven,atnoon,atlunchtime(timeofday),at(theageof)16(age),attheSpringFestival(specificholidaysorfestivals),attheweekend(others)【设计意图】
5、通过设计新生找教室的情境，让本来枯燥的语法稍显活泼些。让学生通过“分—总—分”的方式，在老师的带领下进行归纳、演绎，培养学生发现规律、主动思考、主动学习的能力和习惯，这样的过程和方法使学生掌握得更加牢固。Step2Practice1.FinishtheexercisesonP47ontheStudents’BookT:TommyiswritingbacktoMillie.Helphimcompletehisemailwiththecorrectpropositionsoftime.2.Fillintheblankswith“in”,“on”or“at”Wedon’tgotoschool_
6、______Sunday.(on)Mybirthdayis_______April1st.(on)We’regoingtoseethedoctor_______fouro’clock.(at)HeoftentakesEddieforawalk_____theevening.(in)Theyhavealongholiday______November.(in)Hewasborn________1992.(in)Helikesreadingnewspapers_______breakfast.(at)ShestartslearningEnglish_______6o’clock.(at)It
7、’scold_______winterinChina.(in)Theyplaythegame________theeveningof31stOctober.(on)We’llhaveoneparty____nextweek.(/)Myfriendsgivemesomepresents_____Christmaseveryyear.(at)Hegothome_____themorningofthe4thlastmonth.(on)Th
