一 : Autumn
不知何时起，我开始喜欢上了秋天。
我喜欢它的风轻云淡，喜欢它枫叶漫山林的感觉，更喜欢夜晚独自一人走在洒满落叶的小路上，聆听着青蛙跳出池塘的声音；蝈蝈儿在草丛中歌唱的声音；偶尔一户人家关灯的声音。当我诵读着戴望舒的《雨巷》时，周围的小草，小花便会簇拥过来，当我忠实的听众。
是的，我喜欢这种感觉，这种自然，悠闲的气息。当秋天到来时，我一定会坐在洒满光斑的草地上，给金黄的树叶讲故事，告诉它们小红帽的孝顺，白雪公主的善良。
我会用我的笔，再伴着花茶的芬芳，给它们画一幅画，我相信，当这幅画诞生的时候，它们已经在湿润的泥土里安了家，在下一个秋天来临之际，会继续听着我给它们讲有趣的故事。
在每个秋天，我都会和秋风一起玩耍，互诉衷肠。我羡慕她自由自在，她羡慕我有一个温暖的家。我们会做许多不可思议的游戏：掐一根绿萝养在水里，晚上开一场绿萝的舞会。捡一片刚从树上掉落的树叶，去帮助在水里迷路的蚂蚁……
在我的梦中，处处围绕着秋菊、紫茉莉，满山枫叶轻飘，地上洒落着苹果，橘子，不远处的高粱散发着火红的美丽。我和绿萝跳起舞，蚂蚁搬运着食物。
晚秋了，我想我还将淡然地走下去，一路收集树叶上粲然滚动着的晶莹的露珠，看淡淡的草色中优雅的白蝶翩翩起舞。
我会向床头的绿萝许愿，希望在下一个秋天，我还能轻轻走进秋天，和秋天的每一个事物都能和谐的相处。
六年级:鲁怿蒙
二 : Autumn
Autumn三 : Autumn festivals
教学目标
1.要求学生掌握本课所授的单词和词组:come over ,in the open air, Are you free tomorrow ?get together ,on Mid-autumn day ,good evening等。
2.要求学生掌握形容词比较级的基本形式和用法并能用形容词的比较级根据具体情境口头和笔头造简单的句子．
3.要求学生能用自己组织的语言，向其他学生介绍中秋节的有关习俗并能掌握有关邀请方面的交际用语。Would you like… I would like … Are you free?
4.要求学生能自己读懂课文并判断出生词大意，并能回答问题。
5．要求学生能根据线索词对课文进行复述
6．要求学生掌握以下句型：
(1)主语 +be +形容词的比较级+than+其它
(2)主语 +be +the +形容 词的最高级+of, in +范围
教学建议
教材分析
本单元谈论的是“”的有关情况，重点是形容词的比较级和最高级。主要是围绕介绍中秋节的有关习俗展开教学，贯穿着形容词的比较级和最高级的用法，并学习了介绍节日和邀请方面的交际用语。通过练习，学习了如何将形容词变成比较级和最高级形式以及变成比较级后的发音，两个形容词比较级和最高级的简单句型。本单元还讲述了几个重点词组的使用。
教学重难点
教学重点：The. Words and phrase, the structures, the comparative and superlative degrees of adjectives
教学难点：the comparative and superlative degrees of adjectives，中秋节和感恩节的有关习俗及就餐时的日常交际用语。
关于形容词的比较等级的教学
1．形容词的比较级和最高级形式
教师准备几组实物，如篮球一个，足球一个，乒乓球一个，还要不同尺寸三把尺子或三张某人不同年龄的相片等物。
比较每组实物，教学一些形容词的比较级和最高级，如：big-bigger-biggest, old-older-oldest, young-younger-youngest, long-longer-longest等。
2．实物教学， 教师利用上面的实物，运用形容词比较等级的句型对物品进行描述。（1）主语 +be +形容 词的比较级+than+其它；（2）主语 +be +the +形容 词的最高级+of, in +范围，例如：
（1）I have three rulers .One is white the other is yellow. The third one is green .The white one is longer than the yellow one. The green one is the longest of all. Which one do you like best ？
（2）I like basketball; football and ping-pong .The football is bigger than the ping-pong .the basketball is bigger than the football, so the basketball is the biggest of the three.
（3）There are three pictures of my brother at different ages .look at the first one ,he is five years .he is young .Now ,look at the second one ,he is older than the first one， he is ten . This is third picture. He is the oldest of three, because he is twenty years old。描述后，要求学生把内容写下来。
教师也可以就学生常用的学习用品进行形容词比较等级的用法教学。教师问which book is big? Which book is bigger? Which one would you like? 然后教师再出示第三个实物说xiaoming’s is big .My book is bigger than xiaoming’s. This book is bigger than mine .so this book is the biggest.
3．编写一个有关购物的小对话。教师把实物放到讲台上让学生向其他学生出售。要求学生在比较商品时用到形容词的比较级和最高级形式。
4．教师出示一些物体图片组或让学生就自己拥有的实物，用形容词的比较等级进行口头和笔头练习。如：
Li Lei: My bag is heavier than you.
Tom: Yes, but mine is heavier than Wei Hua’s
Li Lei: Oh, mine is the heaviest of us three.
… …
关于Mid-autumn Festival and Thanksgiving 的比较教学
1．教师教学Lesson 10的 e-mail可以在教学Lesson 10的 e-mail后，完成此表格的填写，总结概括e-mail全文。
Holiday | Mid –autumn-day |
Date | In September or October |
Special foot | Moon cake |
Activities | Get together, have dinner, talk about the family and tell the story about chang e |
完成此表后，学生可以根据线索词对课文进行复述。
2．教师可以在学生将Lesson 12对话练习熟练后，将有关感恩节的有关习俗也总结下来并和第十课的表相比较。然后让学生根据表格编写一段文字介绍两个节日。
Holiday | Mid –autumn-day | Thanksgiving |
Date | In September or October | Autumn |
Special food | Moon cake | Turkey, pumpkin |
Activities | Get together, have dinner, talk about the family and tell the story about chang e | Get together, have a big dinner to celebrate the harvest |
情感教学
通过教学使学生了解本国的风土人情。
通过教学让学生认识到人与人之间的感情和亲情的重要，从而珍惜友情。
Would you like…?
“Would you like…?”用于表示“建议”或“请求”的场合，是一个常用的礼貌用语，使用应注意以下六点：
一、“Would you like…?”后接名词、代词或不定式短语。例如：
1. Would you and Lily like to come over to my home for Mid-Autumn Day?
你和莉丽愿意到我家度中秋节吗？
2. Would you like a mooncake? 你想吃月饼吗？
二、“Would you like…?”虽是疑问结构，但表示的是“建议”或者“请求”为此表示“一些”这个意义时常用some,而不用any。例如：
1. Would you like some apples? 你想吃苹果吗？
2. Would you like to buy some cakes? 你想买几块蛋糕吗？
三、“Would you like…?”表示“建议别人吃（喝）点东西”时，常用have 代替eat或drink. 例如：
1. Would you like to have a cup of tea? 你想喝杯茶吗？
2. Would you like to have some bread? 你想吃一些面包吗？
四、“Would you like…?”可用“Will you please？”代替。如要表示更委婉、更礼貌的语气时，也可用“Would you please…?”代替。但注意“Would (Would )you please…?”后接动词原形。例如：
Would you like to go out for a walk with me? =Will (Would ) you please go out for a walk me? （请）你和我一起出去散步好吗？
五、“Would you like…?”与like含义不同。like表示“喜欢”，后接不定式短语或名词、动词；而would like是固定搭配，表示“希望、愿意”，后面跟动词时只能跟不定式短语。试比较：
1. Would you like to swim today? 你今天想去游泳吗？
2. Do you like to swim today? 你今天喜欢游泳吗？
六、“Would you like…?”的肯定答语多用 “Yes, I’d love to.” 或 “Yes, I’d like to.” 这里的to不可省略，它代替动词不定式；否定答语常用 “Sorry, I’m afraid…”. 例如：
1. —Would you like to go fishing with us? 你愿意和我们一起去钓鱼吗？
—Yes, I’d love to. 行，我乐意。
2. —Would you like to come with me? 请你与我一道来好吗？
— Sorry, I’m afraid I can’t (wouldn’t). 对不起，恐怕不行。
关于with 短语的用法分析
They are small round cakes with meat, eggs, nuts or something sweet inside. 它们是一些有小又圆的蛋糕。里面有肉，鸡蛋，坚果或一些甜的东西。
with 在句中表示"带有，含有",后面跟复合宾语说明附带情况。With …inside 是对cake的补充说明，作定语。 with+ n.或pron.结构常常在句中做定语，放在被修饰的词后。例如：
Tom with a book in his hand was very worried. His bag was lost. Look! There is a bag with some paper in side，it may be Tom’s. 汤姆手里拿一本书，看上去很着急。他的书丢了。看，这有个书包里边有一些纸可能是汤姆的书包。
关于句子The moon looks rounder and brighter的分析
The moon looks rounder and brighter.月亮看上去亮越来越圆。
look +adj.看起来……，如：
You look very tired today. What happened?
形容词比较级+形容词比较级意为越来越……，例如：
Xiao Ming becomes taller and taller. His sweater becomes smaller and smaller.
关于taste用作系表结构的用法分析
They taste a little like our pies.它们尝起来有点象我们的pie的味道。
taste在句中做连系动词。译做“尝起来象”。“主语+连系动词+形容词或名词”构成主系表结构。taste也做实意动词译做尝。这样的词有很多如 look, become，feel，sound 等。a little 在句中是副词，修饰taste. 例如：
You look like your father. 你看起来像你的父亲。
the apple tastes delicious.苹果尝起来很香
I feel lonely last night 昨夜我觉得很寂寞。
“taste like” 中的like看作一个介词。 “taste like”意为“尝起来像……”，又如：
The wine tastes like water.这种酒喝起来像水一样。
What does it taste like?它味道如何？
辨析on/in
on, in 两者在表达时间时都是"在……"的意思。但是用法不同。On 表示在具体的某一天时间如在星期几，在节日。另外在具体的某天的上下午也用 on
例如on Sunday ,I often play football with my friends. We don’t have to go to school on Labor Day. On yesterdays afternoon I have nothing to do
而in 表示的时间范围比较大.另外它后面可以加一个时间段,表示这段时间之内比如:In 1999,I begin to study English .I will become a teacher in September this year.
we want to go to school in ten minutes
四 : Autumn festivals
教学目标
1.要求学生掌握本课所授的单词和词组:come over ,in the open air, Are you free tomorrow ?get together ,on Mid-autumn day ,good evening等。
2.要求学生掌握形容词比较级的基本形式和用法并能用形容词的比较级根据具体情境口头和笔头造简单的句子．
3.要求学生能用自己组织的语言，向其他学生介绍中秋节的有关习俗并能掌握有关邀请方面的交际用语。Would you like… I would like … Are you free?
4.要求学生能自己读懂课文并判断出生词大意，并能回答问题。
5．要求学生能根据线索词对课文进行复述
6．要求学生掌握以下句型：
(1)主语 +be +形容词的比较级+than+其它
(2)主语 +be +the +形容 词的最高级+of, in +范围
教学建议
教材分析
本单元谈论的是“”的有关情况，重点是形容词的比较级和最高级。主要是围绕介绍中秋节的有关习俗展开教学，贯穿着形容词的比较级和最高级的用法，并学习了介绍节日和邀请方面的交际用语。通过练习，学习了如何将形容词变成比较级和最高级形式以及变成比较级后的发音，两个形容词比较级和最高级的简单句型。本单元还讲述了几个重点词组的使用。
教学重难点
教学重点：The. Words and phrase, the structures, the comparative and superlative degrees of adjectives
教学难点 ：the comparative and superlative degrees of adjectives，中秋节和感恩节的有关习俗及就餐时的日常交际用语。
关于形容词的比较等级的教学
1．形容词的比较级和最高级形式
教师准备几组实物，如篮球一个，足球一个，乒乓球一个，还要不同尺寸三把尺子或三张某人不同年龄的相片等物。
比较每组实物，教学一些形容词的比较级和最高级，如：big-bigger-biggest, old-older-oldest, young-younger-youngest, long-longer-longest等。
2．实物教学， 教师利用上面的实物，运用形容词比较等级的句型对物品进行描述。（1）主语 +be +形容 词的比较级+than+其它；（2）主语 +be +the +形容 词的最高级+of, in +范围，例如：
（1）I have three rulers .One is white the other is yellow. The third one is green .The white one is longer than the yellow one. The green one is the longest of all. Which one do you like best ？
（2）I like basketball; football and ping-pong .The football is bigger than the ping-pong .the basketball is bigger than the football, so the basketball is the biggest of the three.
（3）There are three pictures of my brother at different ages .look at the first one ,he is five years .he is young .Now ,look at the second one ,he is older than the first one， he is ten . This is third picture. He is the oldest of three, because he is twenty years old。描述后，要求学生把内容写下来。
教师也可以就学生常用的学习用品进行形容词比较等级的用法教学。教师问which book is big? Which book is bigger? Which one would you like? 然后教师再出示第三个实物说xiaoming’s is big .My book is bigger than xiaoming’s. This book is bigger than mine .so this book is the biggest.
3．编写一个有关购物的小对话。教师把实物放到讲台上让学生向其他学生出售。要求学生在比较商品时用到形容词的比较级和最高级形式。
4．教师出示一些物体图片组或让学生就自己拥有的实物，用形容词的比较等级进行口头和笔头练习。如：
Li Lei: My bag is heavier than you.
Tom: Yes, but mine is heavier than Wei Hua’s
Li Lei: Oh, mine is the heaviest of us three.
… …
关于Mid-autumn Festival and Thanksgiving 的比较教学
1．教师教学Lesson 10的 e-mail可以在教学Lesson 10的 e-mail后，完成此表格的填写，总结概括e-mail全文。
Holiday
Mid –autumn-day
Date
In September or October
Special foot
Moon cake
Activities
Get together, have dinner, talk about the family and tell the story about chang e
完成此表后，学生可以根据线索词对课文进行复述。
2．教师可以在学生将Lesson 12对话练习熟练后，将有关感恩节的有关习俗也总结下来并和第十课的表相比较。然后让学生根据表格编写一段文字介绍两个节日。
Holiday
Mid –autumn-day
Thanksgiving
Date
In September or October
Autumn
Special food
Moon cake
Turkey, pumpkin
Activities
Get together, have dinner, talk about the family and tell the story about chang e
Get together, have a big dinner to celebrate the harvest
情感教学
通过教学使学生了解本国的风土人情。
通过教学让学生认识到人与人之间的感情和亲情的重要，从而珍惜友情。
Would you like…?
“Would you like…?”用于表示“建议”或“请求”的场合，是一个常用的礼貌用语，使用应注意以下六点：
一、“Would you like…?”后接名词、代词或不定式短语。例如：
1. Would you and Lily like to come over to my home for Mid-Autumn Day?
你和莉丽愿意到我家度中秋节吗？
2. Would you like a mooncake? 你想吃月饼吗？
二、“Would you like…?”虽是疑问结构，但表示的是“建议”或者“请求”为此表示“一些”这个意义时常用some,而不用any。例如：
1. Would you like some apples? 你想吃苹果吗？
2. Would you like to buy some cakes? 你想买几块蛋糕吗？
三、“Would you like…?”表示“建议别人吃（喝）点东西”时，常用have 代替eat或drink. 例如：
1. Would you like to have a cup of tea? 你想喝杯茶吗？
2. Would you like to have some bread? 你想吃一些面包吗？
四、“Would you like…?”可用“Will you please？”代替。如要表示更委婉、更礼貌的语气时，也可用“Would you please…?”代替。但注意“Would (Would )you please…?”后接动词原形。例如：
Would you like to go out for a walk with me? =Will (Would ) you please go out for a walk me? （请）你和我一起出去散步好吗？
五、“Would you like…?”与like含义不同。like表示“喜欢”，后接不定式短语或名词、动词；而would like是固定搭配，表示“希望、愿意”，后面跟动词时只能跟不定式短语。试比较：
1. Would you like to swim today? 你今天想去游泳吗？
2. Do you like to swim today? 你今天喜欢游泳吗？
六、“Would you like…?”的肯定答语多用 “Yes, I’d love to.” 或 “Yes, I’d like to.” 这里的to不可省略，它代替动词不定式；否定答语常用 “Sorry, I’m afraid…”. 例如：
1. —Would you like to go fishing with us? 你愿意和我们一起去钓鱼吗？
—Yes, I’d love to. 行，我乐意。
2. —Would you like to come with me? 请你与我一道来好吗？
— Sorry, I’m afraid I can’t (wouldn’t). 对不起，恐怕不行。
关于with 短语的用法分析
They are small round cakes with meat, eggs, nuts or something sweet inside. 它们是一些有小又圆的蛋糕。里面有肉，鸡蛋，坚果或一些甜的东西。
with 在句中表示"带有，含有",后面跟复合宾语说明附带情况。With …inside 是对cake的补充说明，作定语。 with+ n.或pron.结构常常在句中做定语，放在被修饰的词后。例如：
Tom with a book in his hand was very worried. His bag was lost. Look! There is a bag with some paper in side，it may be Tom’s. 汤姆手里拿一本书，看上去很着急。他的书丢了。看，这有个书包里边有一些纸可能是汤姆的书包。
关于句子The moon looks rounder and brighter的分析
The moon looks rounder and brighter.月亮看上去亮越来越圆。
look +adj.看起来……，如：
You look very tired today. What happened?
形容词比较级+形容词比较级意为越来越……，例如：
Xiao Ming becomes taller and taller. His sweater becomes smaller and smaller.
关于taste用作系表结构的用法分析
They taste a little like our pies.它们尝起来有点象我们的pie的味道。
taste在句中做连系动词。译做“尝起来象”。“主语+连系动词+形容词或名词”构成主系表结构。taste也做实意动词译做尝。这样的词有很多如 look, become，feel，sound 等。a little 在句中是副词，修饰taste. 例如：
You look like your father. 你看起来像你的父亲。
the apple tastes delicious.苹果尝起来很香
I feel lonely last night 昨夜我觉得很寂寞。
“taste like” 中的like看作一个介词。 “taste like”意为“尝起来像……”，又如：
The wine tastes like water.这种酒喝起来像水一样。
What does it taste like?它味道如何？
辨析on/in
on, in 两者在表达时间时都是"在……"的意思。但是用法不同。On 表示在具体的某一天时间如在星期几，在节日。另外在具体的某天的上下午也用 on
例如on Sunday ,I often play football with my friends. We don’t have to go to school on Labor Day. On yesterdays afternoon I have nothing to do
而in 表示的时间范围比较大.另外它后面可以加一个时间段,表示这段时间之内比如:In 1999,I begin to study English .I will become a teacher in September this year.
we want to go to school in ten minutes
教学目标
1.要求学生掌握本课所授的单词和词组:come over ,in the open air, Are you free tomorrow ?get together ,on Mid-autumn day ,good evening等。
2.要求学生掌握形容词比较级的基本形式和用法并能用形容词的比较级根据具体情境口头和笔头造简单的句子．
3.要求学生能用自己组织的语言，向其他学生介绍中秋节的有关习俗并能掌握有关邀请方面的交际用语。Would you like… I would like … Are you free?
4.要求学生能自己读懂课文并判断出生词大意，并能回答问题。
5．要求学生能根据线索词对课文进行复述
6．要求学生掌握以下句型：
(1)主语 +be +形容词的比较级+than+其它
(2)主语 +be +the +形容 词的最高级+of, in +范围
教学建议
教材分析
本单元谈论的是“”的有关情况，重点是形容词的比较级和最高级。主要是围绕介绍中秋节的有关习俗展开教学，贯穿着形容词的比较级和最高级的用法，并学习了介绍节日和邀请方面的交际用语。通过练习，学习了如何将形容词变成比较级和最高级形式以及变成比较级后的发音，两个形容词比较级和最高级的简单句型。本单元还讲述了几个重点词组的使用。
教学重难点
教学重点：The. Words and phrase, the structures, the comparative and superlative degrees of adjectives
教学难点 ：the comparative and superlative degrees of adjectives，中秋节和感恩节的有关习俗及就餐时的日常交际用语。
关于形容词的比较等级的教学
1．形容词的比较级和最高级形式
教师准备几组实物，如篮球一个，足球一个，乒乓球一个，还要不同尺寸三把尺子或三张某人不同年龄的相片等物。
比较每组实物，教学一些形容词的比较级和最高级，如：big-bigger-biggest, old-older-oldest, young-younger-youngest, long-longer-longest等。
2．实物教学， 教师利用上面的实物，运用形容词比较等级的句型对物品进行描述。（1）主语 +be +形容 词的比较级+than+其它；（2）主语 +be +the +形容 词的最高级+of, in +范围，例如：
（1）I have three rulers .One is white the other is yellow. The third one is green .The white one is longer than the yellow one. The green one is the longest of all. Which one do you like best ？
（2）I like basketball; football and ping-pong .The football is bigger than the ping-pong .the basketball is bigger than the football, so the basketball is the biggest of the three.
（3）There are three pictures of my brother at different ages .look at the first one ,he is five years .he is young .Now ,look at the second one ,he is older than the first one， he is ten . This is third picture. He is the oldest of three, because he is twenty years old。描述后，要求学生把内容写下来。
教师也可以就学生常用的学习用品进行形容词比较等级的用法教学。教师问which book is big? Which book is bigger? Which one would you like? 然后教师再出示第三个实物说xiaoming’s is big .My book is bigger than xiaoming’s. This book is bigger than mine .so this book is the biggest.
3．编写一个有关购物的小对话。教师把实物放到讲台上让学生向其他学生出售。要求学生在比较商品时用到形容词的比较级和最高级形式。
4．教师出示一些物体图片组或让学生就自己拥有的实物，用形容词的比较等级进行口头和笔头练习。如：
Li Lei: My bag is heavier than you.
Tom: Yes, but mine is heavier than Wei Hua’s
Li Lei: Oh, mine is the heaviest of us three.
… …
关于Mid-autumn Festival and Thanksgiving 的比较教学
1．教师教学Lesson 10的 e-mail可以在教学Lesson 10的 e-mail后，完成此表格的填写，总结概括e-mail全文。
Holiday
Mid –autumn-day
Date
In September or October
Special foot
Moon cake
Activities
Get together, have dinner, talk about the family and tell the story about chang e
完成此表后，学生可以根据线索词对课文进行复述。
2．教师可以在学生将Lesson 12对话练习熟练后，将有关感恩节的有关习俗也总结下来并和第十课的表相比较。然后让学生根据表格编写一段文字介绍两个节日。
Holiday
Mid –autumn-day
Thanksgiving
Date
In September or October
Autumn
Special food
Moon cake
Turkey, pumpkin
Activities
Get together, have dinner, talk about the family and tell the story about chang e
Get together, have a big dinner to celebrate the harvest
情感教学
通过教学使学生了解本国的风土人情。
通过教学让学生认识到人与人之间的感情和亲情的重要，从而珍惜友情。
Would you like…?
“Would you like…?”用于表示“建议”或“请求”的场合，是一个常用的礼貌用语，使用应注意以下六点：
一、“Would you like…?”后接名词、代词或不定式短语。例如：
1. Would you and Lily like to come over to my home for Mid-Autumn Day?
你和莉丽愿意到我家度中秋节吗？
2. Would you like a mooncake? 你想吃月饼吗？
二、“Would you like…?”虽是疑问结构，但表示的是“建议”或者“请求”为此表示“一些”这个意义时常用some,而不用any。例如：
1. Would you like some apples? 你想吃苹果吗？
2. Would you like to buy some cakes? 你想买几块蛋糕吗？
三、“Would you like…?”表示“建议别人吃（喝）点东西”时，常用have 代替eat或drink. 例如：
1. Would you like to have a cup of tea? 你想喝杯茶吗？
2. Would you like to have some bread? 你想吃一些面包吗？
四、“Would you like…?”可用“Will you please？”代替。如要表示更委婉、更礼貌的语气时，也可用“Would you please…?”代替。但注意“Would (Would )you please…?”后接动词原形。例如：
Would you like to go out for a walk with me? =Will (Would ) you please go out for a walk me? （请）你和我一起出去散步好吗？
五、“Would you like…?”与like含义不同。like表示“喜欢”，后接不定式短语或名词、动词；而would like是固定搭配，表示“希望、愿意”，后面跟动词时只能跟不定式短语。试比较：
1. Would you like to swim today? 你今天想去游泳吗？
2. Do you like to swim today? 你今天喜欢游泳吗？
六、“Would you like…?”的肯定答语多用 “Yes, I’d love to.” 或 “Yes, I’d like to.” 这里的to不可省略，它代替动词不定式；否定答语常用 “Sorry, I’m afraid…”. 例如：
1. —Would you like to go fishing with us? 你愿意和我们一起去钓鱼吗？
—Yes, I’d love to. 行，我乐意。
2. —Would you like to come with me? 请你与我一道来好吗？
— Sorry, I’m afraid I can’t (wouldn’t). 对不起，恐怕不行。
关于with 短语的用法分析
They are small round cakes with meat, eggs, nuts or something sweet inside. 它们是一些有小又圆的蛋糕。里面有肉，鸡蛋，坚果或一些甜的东西。
with 在句中表示"带有，含有",后面跟复合宾语说明附带情况。With …inside 是对cake的补充说明，作定语。 with+ n.或pron.结构常常在句中做定语，放在被修饰的词后。例如：
Tom with a book in his hand was very worried. His bag was lost. Look! There is a bag with some paper in side，it may be Tom’s. 汤姆手里拿一本书，看上去很着急。他的书丢了。看，这有个书包里边有一些纸可能是汤姆的书包。
关于句子The moon looks rounder and brighter的分析
The moon looks rounder and brighter.月亮看上去亮越来越圆。
look +adj.看起来……，如：
You look very tired today. What happened?
形容词比较级+形容词比较级意为越来越……，例如：
Xiao Ming becomes taller and taller. His sweater becomes smaller and smaller.
关于taste用作系表结构的用法分析
They taste a little like our pies.它们尝起来有点象我们的pie的味道。
taste在句中做连系动词。译做“尝起来象”。“主语+连系动词+形容词或名词”构成主系表结构。taste也做实意动词译做尝。这样的词有很多如 look, become，feel，sound 等。a little 在句中是副词，修饰taste. 例如：
You look like your father. 你看起来像你的父亲。
the apple tastes delicious.苹果尝起来很香
I feel lonely last night 昨夜我觉得很寂寞。
“taste like” 中的like看作一个介词。 “taste like”意为“尝起来像……”，又如：
The wine tastes like water.这种酒喝起来像水一样。
What does it taste like?它味道如何？
辨析on/in
on, in 两者在表达时间时都是"在……"的意思。但是用法不同。On 表示在具体的某一天时间如在星期几，在节日。另外在具体的某天的上下午也用 on
例如on Sunday ,I often play football with my friends. We don’t have to go to school on Labor Day. On yesterdays afternoon I have nothing to do
而in 表示的时间范围比较大.另外它后面可以加一个时间段,表示这段时间之内比如:In 1999,I begin to study English .I will become a teacher in September this year.
we want to go to school in ten minutes
教学设计方案
Lesson 9
教学目的：
1.初步掌握形容词的比较级的基本用法和基本句型。
2.了解中秋节的习俗
3.掌握重点词组和单词；be free. on Mid-autumn day. come over, see you tomorrow, would like
教具：Pictures tape recorder and real objects
教学过程 ：
Ⅰ.Revision 1.dication. 2.make a dialogue about the last lesson
Ⅱ.warming up；
教师把事先准备好的一些有关中秋节的图片或录像资料展示给学生，然后提问：
1.What are they doing?
2.Why?
3. What day it may be?
学生答道；
1.They are having a dinner. Some of them are talking.
2. They are having a celebration.
3.It may be Zhong qiu jie。The moon is big and bright.
教师说 ：Ok, today we are going to learn something about Zhongqiujie. How do we say Zhongqiujie in English?
学生答 Mid- autumn day.
Ⅲ.Read and act
1.教师说 Now, listen to the tape and see what are Hun Mei and Lucy going to do on the mid-autumn day，放录音，学生听一遍录音材料 然后回答：They are going to have mid-autumn day.
2学生跟录音磁带读两遍对话。并找出不认识的单词和短语
3.教师解释文中的短语和单词be free, call sb. Sth, come over，autumn, festival, free, mid-autumn. Moon cake, nut, and sweet, inside, store.
（1）be free;意为有空。Free 是形容词，在句中做表语Be 。动词可随着不同人称和时态变化。例如：Are you free this afternoon? No ,I am very busy .I have a lot of homework to do .另外free还有免费的意思。
（2）come over:意为过来，顺路来访。例如：My sister lived far from me. Today, she is free. She comes over to my house.
（3）would like: 意为愿意，喜欢，想要。后面可以跟名词也可以跟动词不定式。例如；I would like that bananas. What about you? No, I would like to drink some water.
（4）on mid–autumn day :注意介词的用法。在节日介词用on， 例如：people get together to have a party on mid-autumn day ，especially the children they are very happy about it .
（5）at this time of year:意为在一年的这个时候。
例如：
A: My father always takes me to have a holiday at this time of year.
B: My mothers always buy a lot of gifts for me at this time of year.
4.practise the dialogue in pairs
5.role-play
6.recite the dialogue
Ⅳ.Read and practice
1．教师可以在黑板上用简笔画画出两个大小不一的月饼然后指着小月饼说；Big, it is a big moon cake 同时在下面写下big 然后指着大的说：bigger, it is bigger.然后写成下bigger最后进行比较说；This one is bigger than that one。如图：
than
bigger big
2．教师可以出示几组实物让学生说出.nice ,nicer cheap, cheaper , heavy heavier
3．教师告诉学生如何把形容词变成比较级形式.
4．教师把两把尺子放到桌子上演示；I have two rulers. This ruler is long. This one is longer. This ruler is longer than that one.
5．教师让学生仿照教师就其他组实物进行口头练习并把句子写下来。然后让学生自己总结句型：主语+be+形容词比较级+than +其他
Ⅴ.Summary :学生自己总结本课重点词组，概括对话， 讲述语法和句型
Ⅵ.Homework
1．抄写单词和词组
2．背课文中的对话
3．做书后的有关比较级的练习
Ⅶ.板书设计 。
1.words and phrase
Lesson nine
2.Structures: the cake is big, that moon cake is bigger than this one
Pictures
教学设计方案
Lesson 10
教学目的：
1 进一步学习形容词比较级的用法。
2 掌握本课所授的单词和词组in the open air, thank for, be like, be hungry, look+adj
3 学习课文掌握中秋节的风俗习惯
教学教具：Pictures tape recorder and real objects
教学过程 ：
Step 1. Revision
1．Revise形容词比较级的用法
1）Ask the students to write down the comparative degree form of those adj：cheap- large- hard- hot -
2）实物练习：教师出示实物让学生编一个关于购物的小对话。要求学生购物时使用形容词比较级对商品进行比较。用句型：主语+be+形容词的比较级+than +其它
2．教师关于第九课对话的提问。
A：What is mid-autumn day?
B: What is moon cake like?
学生回答On Mid-autumn Day we usually eat a big dinner and moon cakes.
They are small round cakes with meat, eggs, nuts or something sweet inside。
Step 2 Presentation
1．利用已学过的对话引出有关中秋节的话题 today we are going to read an e-mail to see how did Lucy introduce mid-autumn day to her friend.
2．让学生默读一遍课文（五分钟左右），并用铅笔划出课文中的生词，鼓励学生根据上下文来判断这些词的意思。然后回答下列几个问题：
（1）Is this an email from Lucy to Joe?
（2）What day is Mid- Autumn Day?
（3）What do people do on the day?
（4）What kind of special food do people eat?
3．教师对学生标出的新单词进行讲解，并对文章中新出现的重点词汇和短语进行讲解
（1）Thank for意为：谢某人某事。结构：thank sb for sth 或thank for sth.
例如
A:I must thank you for the advice. You really give us a great help
B: You should thank for you teacher. She is kind
（2）get together：意为聚会，动词。 get-together意为聚会，名词。结构：have a get-together.
例如
A: We are going to get together to celebrate the new year. How about you?
B: Lucy and I had a get-together yesterday
（3）in the open air意为在露天。例如；What did you do in the open air? We had an party.
（4）at this time of year:意为在一年的这个时候。
例如：
A: My father always takes me to have a holiday at this time of year.
B: My mothers always buy a lot of gifts for me at this time of year.
4．学生完成阅读课文后，完成此表格的填写，以总结概括全文。
Holiday
Mid –autumn-day
Date
In September or October
Special foot
Moon cake
Activities
Get together, have dinner, talk about the family and tell the story about chang e5．完成此表后，学生可以根据线索词对课文进行复述。
6．教师说 now, listen to the tape and see what did the girls eat on the mid-autumn day?学生听完一遍录音后再回答。They ate all kinds of moon cakes.
7．Practise the dialogue in pairs
8．Role-play
9．Recite the dialogue
Step4：Summary:
学生自己总结本课重点词组，概括对话， 讲述语法和句型
Homework
1 抄写单词和词组
2 课背文中的对话
3 做书后的有关比较级的练习
板书设计
1.words and phrase
Lesson ten
2.Structures: the cake is big, that moon cake is bigger than this one
Pictures
教学设计方案
Lesson 11
教学目的：
1 进一步学习形容词比较级和最高级的用法。
2 掌握本课所授的单词harvest another better pumpkin
3 学习关于购物的交际用语
教学教具：图片、实物
教学过程 ：
Step 1 Revision
1．教师让学生自己编一个对话进行表演向其他同学介绍中秋节和月饼。可参照第十课教师所列表格
2．听写第十课的单词和词组。
3．教师组织学生复习形容词的比较级的形式和用法
（1）Ask the students to write down the comparative degree form of those word: tall, long, nice, thin, hot, heavy, good, happy)
（2）教师出示实物，要求学生做口头和笔头练习。例如：I have two balls. This one is big. That one is bigger. That one is bigger than this one.
Step 2 Presentation
（1）教师可以出示几组实物让学生说出nice nicer, cheap cheaper, heavy heavier等形容词比较形式，然后告诉学生如何把形容词变成比较级形式.
（2）教师可以在黑板上用简笔画画出三个大小不一的月饼然后指着小月饼说；Big, it is a big. 同时在下面写下big 然后指着大的说：bigger, it is bigger.然后写成下bigger最后指着最大的球。同时在下面写下biggest进行比较说；This one is biggest of three.如图：
bigger big biggest
（3）让学生仿照教师就其他组实物进行口头练习
（4）让学生自己总结比较等级的句型：主语+be+形容词比较级+than +其他 和主语+be+ the+形容词最高级+of/ in+范围
（5）把学生分成小组，每组学生根据实际情况进行比较等级对话练习。
（6）教师放录音磁带Read and say的内容。
学生先听一遍。然后完成练习ture or flase
1）Lucy wants to buy a pumpkin.
2）She takes the small one.
学生跟读两遍
（7）利用一些物品和方框中的词进行替换练习。
Step 4 Summary:
学生自己总结本课重点词组，概括对话， 讲述语法和句型
Homework
1．抄写单词和词组
2．利用生活中的物品进行比较等级的对话
3．做书后的有关最高级的练习
板书设计
1.words and phrase
Lesson ten
2.Structures: 主语+be+the+形容词的最高级
Pictures
教学设计方案
Lesson 12
教学目的
1．使学生熟练掌握形容词比较级和最高级的用法，能根据具体情景用形容词比较级和最高级行对话
2．使学生掌握本课所授重点单词和词组twelfth， turkey， celebrate，harvest
3．进一步培养学生对英语的语调和重读的语感
4．熟练对话，总结归纳感恩节和中秋节的异同
教学教具：Pictures and real objects
教学过程 ：
Step 1. Revision
1）做下列填空练习。
A: I have two brothers. Xiao ping is ____（young）.
B: I am ____（young）than him.
A: Xiao ke is the____（young）of three.
2）学生三人一组讨论谁的铅笔长。
3）让学生根据第十课总结中秋节习俗的表格编成几句话。做一个讲演。
Step2 Presentation
1. Spelling and pronunciation .
通过投影出示单词，教师领读单词。学生比较发音，总结发音规律。
2.Stress and intonation
学生听录音然后跟读，读时可以在重音处击掌。引导学生体会。
3.Listen
第一遍泛听，知大意。第二遍分段听,填出所确缺的单词。第三遍检查答案。
4. Read and act.
（1）教师导入 新课we have reviewed the mid-autumn day just now. Today we are going to learn a American holiday: Thanksgiving.
（2）听第一遍录音，判断Ture or Flase.:
1) They eat chicken on thanksgiving
2) Only American have thanksgiving.
（3）听录音跟读两遍对话。找出生词和不懂的地方。
（4）教师解释重点和难点和生词。
（5）Practise the dialogue in pairs
（6）Role-play
（7）教师可以在学生将对话练习熟练后，总结有关感恩节的有关习俗并和第十课的表相比较。然后让学生根据表格编写一段文字介绍这两个节日。
Holiday
Mid –autumn-day
Thanks giving
Date
In September or October
Autumn
Special food
Moon cake
Turkey, pumpkin
Activities
Get together, have dinner, talk about the family and tell the story about Chang e
Get together, have a big dinner to celebrate the harvestStep3 Practice
1.Write
Students write out several groups of sentences to compare things, then read them to their partners and correct each other’s mistakes. (Call a student to write on the blackboard so that teacher can correct their common mistakes.)
2.Talk about the pictures
Students use comparatives and superlatives to talk about the pictures in small groups, call one group to say it to the class. Then they may say anything about the pictures, even to make stories. Teacher write out some words of the things in the Picture “calendar, feast, candle, firework, wine, plant,” etc.
教师可选择在课后让学生自己来完成此部分内容。
Step4 Summary .学生自己总结。
Step5 Homework:
1．抄写课文和对话。
2．To write out a short story according to one of the pictures.
板书设计
1.words and phrase
Lesson twelve
Structures；
（1）形容词比较级+than.
（2）The +形容词最高级+in, of
Table
探究活动
以中秋节和感恩节为例组织学生讨论中美两国文化的差异
中秋节的晚上，组织学生一起庆贺，如果有外国学生的话，让他们谈谈感恩节的庆祝活动。
A：Which holiday do you like better?
B:I like zhong qiujie better.
A: why?
B:I can have a lot of delicious food. Such as mooncake, meat, fish, fruit.
A: what is the moon cake like?
B: the moon cake is a round cake like a full moon.
C: what about you?
D: I like thanksgiving.
C: why?
D: Because thanksgiving is very interesting .we can have turkey, pie and pumpkins.
C: what do you do in thanksgiving?
D: I usually have a big dinner with my family.
讨论时可有一人做笔记，简单记录讨论内容。教师可以巡视各小组并参与讨论 。讨论后学生把讨论记录交给教师。
学生自己出一期有关西方节日风俗的板报。
要求：
（1）学生利用业余时间自己从报刊杂志书籍或网上搜集材料。
（2）篇幅不宜过长，中英文均可，图文并茂。
（3）要求学生以小组为单位，每组4人或5人皆可。
（4）内容可以介绍节日习俗也可以讲述节日起源的故事。教师适当给予指导。
（5）评选最优秀的板报，并给予奖励。
组织文化交流活动
1）组织学生观看有关感恩节的影片，然后让学生根据影片中的内容，自己写一篇介绍感恩节的知识的小短文，或是组织学生一起讨论影片中有关感恩节的文化，如感恩节的由来，习俗，不同的庆贺活动，意义等知识。老师再引导学生对比中国的节日，体会中西文化的异同，开阔学生的眼界。
2）也可以集体组织学生和在华美国人一起过感恩节或邀请外国人一起过中秋节。相互谈论自己国家的节日的历史传说，民间风俗，人们的庆祝活动等，促进彼此的了解，促进中西方文化的交流。让外国朋友更多地了解中国，同时也让中国的学生更多地了解世界。
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