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仁爱版英语七年级(下)教案
Unit 5
一 、【教学目标】
（一）语言知识
语音 /ｔ/ /ｄ/ /ts/ /dz/ /tr/ /dr/ /ｌ/ /ｍ/ /n/
词汇 掌握wake，early, first，day, term，must,still,by，on foot,the same to,usually,always，Ms.,boat，ship，sea，train，by plane/air/airplane, etc.
理解 Subway Worm reporter，Net Bar,roller skating Measure dining hall，dormitory bookstore，etc.
（二）语法
1.一般现在时（Simple present）
2.频度副词（Adverbs of frequency）never， seldom， sometimes， often， usually， always， once， twice
3.现在进行时（Present continuous）
I’m looking for a book.
Are you doing your homework?Yes， I am./No， Im not.
Is he/she...?Yes， he/she is./No， he/she isn’t.
What are you doing now?I’m playing computer games.
What is he/she doing?He/She is...
4.谈论交通方式（Talking about means of transport）
How do you usually go to school? I usually go to school by bike.
（三）功能用语与话题
1.采访（Interviews）Our guest today is Michael from Class 2， Grade 1.
2.谈论日常生活（Talking about routines）
3.学校建筑（School buildings）swimming pool， playground， library， dormitory， lab， canteen， gym
4.谈论兴趣喜好（Talking about interests， likes and dislikes）I like the swimming pool best. Why do you like English? Because it’s interesting and easy.
5.借物（Borrowing things）How long can I keep it? Two weeks.
6.新闻（News）、海报（Poster）Attention， please! Here is the news.
7.谈论学校活动、科目和时间表（Talking about school activities， subjects and timetable）
8.谈论学校生活（Talking about school life）
（四）能力培养
【听】 能听懂谈论校园生活中比较熟悉的话题，识别主题，获取主要信息。
【说 】 1能根据提示词说出意思连贯的校园生活的句子。
2能用简单对话描述校园生活。
3能根据图片或借助他人帮助描述自己或他人的校园生活。
4能与他人合作进行角色扮演，表现校园生活。
【读】 1能理解简单的书面表达。
2能准确地朗读课文。
3 能读懂表现校园生活方面的文章，包括校园新闻、海报、遗失声明、失物招领等。
写 能写出表现校园生活方面的简单句子。能写出简单的校园新闻、海报、遗失声明、失物招领等。
情感态度 培养学生积极向上的情感、活泼开朗的个性、浓厚的学习兴趣和大胆实践的精神，提高学习效率，培养学生热爱学校生活，乐于学校生活的意识。
学习策略 积极探索适合自己的英语学习方法，利用现实生活中的学习资源，培养任务型学习方法与技巧。
二、【教材分析】
本单元的交际用语主要是围绕学生的学校生活展开的，谈论学生的上学方式、作息时间、课程安排、业余生活等内容，这些内容为学生所熟悉，便于展开讨论。
本单元的语法内容主要是学习一般现在时、现在进行时以及表示频度的副词。
Topic 1
Section A
【教学目标】：
1.谈论交通工具及如何上学。
2.学习句型：How do you usually come to school?
I usually come to school by subway.
【重点】1a和3a。 【难点】谈论交通工具及如何上学。
【教具】 录音机
【课时建议】：1～2
【教学过程】：
第一步：复习
1.教学生如何在开学的第一天相互问候。
T: Good morning， class! S: Good morning， Miss.../Mr...
T: Nice to see you again! S: Nice to see you， too.
学习问候语：
T: Happy New Year! S: The same to you.
然后老师说：Boys and girls.Today is the first day of our new term.
解释today， new term。
老师说：I often come to school by bus. My son often takes the subway to school. What about you?
学习词组by bus， take the subway。
Notes: subway（AmE）=underground（BrE）
2. 听录音3a，回答问题：
（1）How does Kangkang usually come to school?
（2）How does Sally always come to school?
两人一组作对话，然后请3～4对同学到前面表演对话。（对参加表演的同学给予鼓励。）完成3b。
第二步：呈现
1.老师向一些同学依次展示并学习词组：wake up， get up， go to school， by bike等，然后做动作练习。要一名同学在前作动作，其余同学猜测词组。
2.听录音1，回答问题：
What’s the time? / Is it time to get up?
Who wakes Kangkang up? 完成1。
3.利用图画，完成2。
4.听录音4，完成4。
第三步：巩固
1.放录音1和3a，学生跟读。
2.学生两人一组表演1和3a。
第四步：练习
1.分组活动，谈论自己早晨的活动情况。
2.双人活动，分别用不同的交通工具图片进行问答：
A:How do you usually come to school?
B:I usually come to school...
例如：on foot， by bike， by bus， by car， by train， by subway， by boat/ship， by plane/air,完成4。
3.让学生做一个调查
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，调查全班同学“How do you usually go to school?”按人数从多到少列成表格，向大家汇报：In our class， fifteen students go to school by bike...完成5。
第五步：综合探究活动
1.学生以表格的形式展示自己的家人通常所采用的交通方式。
2.请同学据自己所了解的情况，介绍其它中学生早晨的活动情况，如:
“In our class， some students usually wake up at 6∶30. They get up at 6∶35...”
Section B
【教学目标】：
1.复习Section A。 2.学习频度副词。
【重点】1，2和3a 【难点】：频度副词
【教具】 录音机
【课时建议】：1
【教学过程】：
第一步：复习
1.复习Section A 4，进行a chain work 活动，按照自己的想法回答问题：How do you usually come to school?尽可能不重复前面同学的答语。
2.两人一组，使用自己准备的图片，谈论其他人的上学情况。
3.老师手指图画（一人正在骑自行车）。
This is me. I usually ride a bike to school. 教学ride a bike。
介绍go home by subway,walk to the park， go to the zoo by bus 等等。
让同学挑选自己喜欢的方式。手拿图画谈论自己。例如：
I want to go to school by bus.
4.双人活动，两同学各指一幅3a图画相互介绍：
This is.... He/She usually walks to school. 完成3a。
5.双人活动，看3a图进行问答：完成3b。
A: How does Li Xiang usually go to school?
B: He usually rides a bike to school.
第二步：呈现
1.老师教学频度副词：never， seldom， sometimes， often， usually， always。
2.学生根据自己的实际情况描述自己的日常生活。例如：
I never come to school late. Sometimes I walk to school.
3.听录音1，回答问题：What time does Michael get up on weekdays?
How does Kangkang usually go to school?
让学生猜“The early bird catches the worm.”的汉语意思。
第三步：巩固
1.听录音1和3a，学生跟读。
2.学生两人一组表演1。
第四步：练习
1.双人活动，分别用不同的交通工具图片进行问答。
2.双人活动，两种乘坐交通工具的不同表达方式。
3.练习频度副词。让学生之间互相询问：
Do you often watch TV in the evening?
No， I don’. I sometimes watch TV.Sometimes I read books.
4.双人活动，完成4。
第五步：综合探究活动
1.学生们根据自己所了解的情况，介绍其它同学如何去上学。
2.学生们以表格的形式做一个调查报告（请仿照Section B 4）,然后写一篇小短文，如：
Li Ming is my good friend. He sometimes watches TV in the evening. He never walks to school. He always takes the subway...
3.课堂活动: Let’s chant.
Section C
【教学目标】：
1.谈论学校生活。2.继续学习频度副词。3.校园采访。
【重点】: 1a,2和3
【难点】：频度副词
【教具】 录音机
【课时建议】：1
【教学过程】：
第一步：复习
1.复习Section B 1，2和3a。
2.双人活动作采访，谈论学校生活：
How do you usually go to school?/ What time do you usually get to school? / Where do you have lunch? / Do you have a short break after lunch?/ What do you usually do after school? 完成1b。
第二步：呈现
1.使用图片或动作教学生词：guest，life,almost，bicycle，break, finish，spare，basketball，football，read,story，clean，dance，piano，library,once，twice，week,listen，music,write，roller skating,supermarket。
2.双人活动，使用图片或动作练习以上生词。
3.一人到前面做动作，其余同学猜词。
4.听录音1a，回答问题：
How do the American students usually get to school? / Where do they have lunch? / Do they have a short break after lunch? / What do they do in their spare time?
第三步：巩固
1.听录音1a，学生跟读。
2.学生两人一组表演1a。
3.对比中国学生和美国学生学校生活。
Chinese students American students
第四步：练习
1.假设你是一个采访者，在你和你的同学之间做一个采访，完成1c。
2.使用图片进行对话。例如：
A： Do you often read books in the library?
B: Yes， I do./No， I don’t.
A: How often do you go to the library?
B: Once a week.
3.利用2的图片和3的短语进行问答。
第五步：综合探究活动
1.分组活动。学生们进行调查学校生活及学习情况，然后请1~2位同学向全班作汇报。
2.使用频度副词介绍自己的日常生活My day。（不少于5个句子）
Section D
教学目标：
1.音标/ｔ/ /ｄ/ /ts/ /dz/ /tr/ /dr/ /ｌ/ /ｍ/ /n/ 2.谈论日常活动。
3.复习一般现在时。4.复习频度副词。
重点: 1， 2和5
难点：一般现在时，频度副词。
教具 录音机
课时建议：1
教学过程：
第一步：复习
1.复习并学习新单词:measure， pleasure， volleyball和while。
2.根据图画猜测单词，看谁读得快而准。
3.听录音1，然后再跟读，学会音标/ｔ/ /ｄ/ /ts/ /dz/ /tr/ /dr/ /ｌ/ /ｍ/ /n/
第二步：呈现
1.请学生两人一组依次谈论他们的日常活动。
A: How do you usually go to school?
B: I usually walk to school.
A: What do you do in your spare time?
B: I often play basketball.
2.表演Section C 1a这个采访活动。一个表演interviewer，一个表演Michael, 看哪组同学表演最好。
3.谈论自己的日常活动。如：
I usually get up at 6∶30. / I have breakfast with my parents at 7∶30.
I never come to school late. / Sometimes I walk to school.
第三步：巩固
1.听录音1然后再跟读，学会音标/ｔ/ /ｄ/ /ts/ /dz/ /tr/ /dr/ /ｌ/ /ｍ/ /n/
2.阅读2并且回答下列问题。
How does Jane go to school? / What time do classes begin in the afternoon?
第四步：练习
1.填写第8页的表格，两人一组讨论，据课文内容彼此检查答案。
2.谈论你好朋友的日常活动。
3.听录音3填空。
4.知识点
总结
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：4a和4b。
第五步：综合探究活动 完成5。
Topic 2
Section A
教学目标：1.谈论学校建筑。2.谈论兴趣喜好。3.学习现在进行时。
重点: 1，2a and 3 难点：现在进行时与一般现在时的区别
教具 录音机
课时建议：1～2
教学过程：
第一步：复习
1.师生问答，复习第一个话题中的重点句子。
T: How do you usually go to school？
S: I usually go to school on foot.
T: How does your father often go to work?
S: He often goes to work by car.
T: How often do you go to the library?
S: Three times a week.
2.找几个同学在班上作关于自己爸爸或妈妈一天情况的报道。
第二步：呈现
1.把1的图画展示给大家，学习表示学校建筑的名词:library， playground， lab， computer room， canteen， gym， classroom building， swimming pool， dormitory...
2.请A同学到前面去跳舞，在这个同学跳舞的同时，老师问：
What is she doing?（帮助学生回答）She is dancing.
（然后再问）Is she dancing?（帮助学生回答）Yes， she is.
Is she singing? No，she isn’t.
3.请三名同学轻轻地唱The More We Get Together。
（老师边问边回答）What are they doing?
They are singing.
Are they singing? Yes， they are.
Are they dancing? No， they aren’t.
4.听2a回答问题。
Which place does Kangkang like best? / What is he doing?
Which place does Wang Wei like best? / What is he doing？
第三步：巩固
1.听1，把图画与单词搭配起来。
2.再次播放2a，根据课文内容完成2b。
第四步：练习
1.两人一组读2a，一个是Jane，另一位是Michael。
2.参看3里的图画回答下列问题，然后听录音核对答案。
What is Jane doing? / What is Michael doing?
3.听3，两个一组问和答。
4.看4的图画，两人一组问和答。以图画①为例。
A: Where is she? B: She is in the gym.
A: Is she in the computer room? B: No， she isn’t.
A: What is she doing? B: She is dancing.
第五步：综合探究活动
用现在进行时描述在操场上有许多人正在进行各种活动的场景。例如：
On the playground， Mr. Li and Mr. Wang are playing table tennis now. Liu Jun and his good friends are playing basketball. Look there! Some girls are playing the guitar...
Section B
教学目标:1.复习校园建筑。2.复习现在进行时。3.学习如何表达在图书馆借书，借用物品。
重点: 1a,2和3a
难点：现在进行时与一般现在时的区别
教具 录音机
课时建议：1
教学过程：
第一步：复习
1.展示一些图片来复习学校建筑。如：
T: What’s this？ S: It’s a dining hall.
T: Can you spell it? S: Yes. d-i-n-i-n-g，h-a-l-l，dining hall.
以同样的方式复习其它词，如：library， playground， lab...
2.请一位同学到前面做动作，另外两位同学猜测他／她在做什么，然后问答。
A: Is he singing? B: No， he isn’t.
A: What’s he doing? B: He’s reading.
第二步：呈现
1.利用图片或动作学习新词：shelf， keep， return， borrow， newspaper， purse, etc.
2.请同学们用刚才所学的单词造句。
3.双人活动练习1b，同学之间使用不同的物品进行对话练习：
A: Excuse me，can/may I borrow your...?
B: Sure/Of course. Here you are.
4.听录音1b，回答问题：
What book does Kangkang want to borrow? / How long can Kangkang keep it? 完成1b。
5.听录音2，学习以下句子：
Maria is looking for her purse， but she can’t find it.
Anything else?
Thank you all the same.
第三步：巩固
1.放录音1a,1b和2，学生跟读。
2.两人一组表演1a,1b和2。
第四步：练习
独立学习，阅读3a，回答问题：
What’s the lost thing? / What’s the found thing?
第五步：综合活动探究
1.小组活动，介绍如何向别人借用物品或如何在图书馆借书。
2.假设一个同学是图书馆管理员，另一位同学来借书，根据1a开展对话。
3.小组活动，假设有同学丢失或拾到一块手表，请写一份遗失声明或失物招领。
Section C
教学目标：
1.复习表示建筑的名词。2.学习并制作海报。
本课重点: 1a和2a
难点：现在进行时与一般现在时的区别
教具 录音机
课时建议：1
教学过程：
第一步：复习
1.教师使用带有学校建筑的图片来复习单词:library， playground， canteen...
如： T: What’s this? S: It’s a library.
T: Where is our classroom?
教师帮助学生回答：It’s next to the teachers’ office.
T: Where are the library and canteen?
（教师帮助学生回答）They are near our classroom.
T: Where is the computer room?
教师帮助学生回答：It’s upstairs next to the lab.
教师把新词next to， near， upstairs写在黑板上，教学新词。
2.独立学习，完成1a。
第二步：呈现
1.使用图片来教学生生词：news， stamp， hall， collection...
2.双人活动，使用图片来练习以上所学生词。
3.听录音2a，回答问题：
When does the match begin? / When does the movie Gone with the Wind begin? / When does the movie The Sound of Music begin? / Where can we watch the movies?
对电影Gone with the Wind和The Sound of Music稍作解释。完成2a和2b。
第三步：巩固
1.放录音2a，学生跟读。
2.请一个同学上前表演2a。
第四步：练习
1.画一幅理想中的校园简图，完成1b。
2.双人活动，向对方介绍该校情况，完成1c。
3.独立学习，阅读2a，完成3。
第五步：综合探究活动
1.写一篇小短文：My Ideal School。
2.小组活动。假设星期五晚上学校要在礼堂举行一个音乐晚会，请制作一个海报。
Section D
教学目标：
1.学习掌握音标/ｔｓ/ /ｄｚ/ /ｔｒ/ /ｄｒ/。2.复习现在进行时。
3.复习表示学校建筑的名词。
本课重点: 1，3a和5
难点：现在进行时与一般现在时的区别
教具 录音机
课时建议：1
教学过程：
第一步：复习
1.在班上向同学展示你的海报和声明。
2.听录音1，学习音标/ｔｓ/ /ｄｚ/ /ｔｒ/ /ｄｒ/，并跟录音大声朗读。
3.写出下列动词的现在分词形式。（同学们互相检查答案，写对一个得一面小红旗，全对得十面小红旗。）
（1）play（2）watch（3）draw（4）sit（5）put（6）run（7）shop（8）come（9）see（10）take
第二步：呈现
1.请两名同学表演游泳的动作，在他们表演时问大家：What are they doing? 学生会回答：They are swimming. 再问：Where are they swimming? 学生会回答：They’re swimming in the swimming pool.
2.听录音2，把人物与活动及地点搭配起来完成2。
3.老师说I have three pictures of Wen Wei。现在看第一幅图画并回答问题:
（1）Where is Wen Wei in Picture 1?
（2）What is Wen Wei doing?
其余两幅照片，同学之间进行问和答。
第三步：巩固
1.读3a，根据3a，完成3b，核对答案。
A: Where is Wen Wei in Picture 1? B: He is in the gym.
A: What is he doing? B: He is taking exercise.
A: Where is Wen Wei in Picture 2? B: He is in a swimming pool.
A: What is he doing? B: He is swimming.
A: Where is he in Picture 3? B: He is on the Great Wall.
A: What is he doing? B: He is talking to a Japanese.
第四步：练习
1.把全班同学分成四个组，每个组选一个同学到黑板前，老师给出五分钟时间，让他们用现在进行时写句子，看谁写得既对又多。其它同学在练习本上写。如：
I’m playing the piano. / Are you listening to the music? / We aren’t watching TV. / Kangkang is riding a bike.
2.学生自学Grammar focus和Useful expressions，老师检查效果。
第五步：综合探究活动
1. 完成 5。
2.画四个你正在做某一动作的图片，用现在进行时描述。
Unit5 Topic 3 My school life is very interesting.
Section A
Section A needs 1~2 periods. Section A需用2课时。
The main activities are 1a and 2a.
Ⅰ. Aims and demands
1. (1)Learn days of the week:
Wednesday, Monday, Tuesday, Thursday, Friday
(2)Learn subjects:
physics, geography, P. E. , art, math, science, history, biology, politics
(3)Learn other new words and phrases:
today, meeting, outdoor activity, lesson, learn
2. Learn Wh-questions.
What day is it today?
What time does the class begin?
3. Talk about subjects and timetables.
They are having a history class.
What time is it over? At a quarter to eleven.
How many lessons does he have every weekday?
What lessons does he have on Wednesdays?
How often does he do outdoor activities?
Ⅱ. Important and difficult points:(重难点)
What day is it today? It’s Wednesday/Monday/Tuesday/Thursday/Friday
How many lessons does he have every weekday?
What lessons does he have on Wednesdays?
How often does he do outdoor activities?
Ⅲ.Teaching aids 教具
录音机/图片/小黑板/单词卡片
IV.教学
方案
气瓶 现场处置方案 .pdf气瓶 现场处置方案 .doc见习基地管理方案.doc关于群访事件的化解方案建筑工地扬尘治理专项方案下载
Step 1 Review 第一步 复习(时间:5分钟)
通过复习, 导入1a。
1. (师生共同说唱, 复习现在进行时。)
T: Let’s chant“What are you doing?”
What are you doing now?
I’m singing now.
What are you doing now?
I’m dancing now.
What are you doing now?
I’m walking now.
What are you doing now?
I’m playing now.
(一边唱, 一边做动作, 全班学生跟着唱, 一起做动作, 活跃课堂气氛, 激发学生学习兴趣。)
2. (通过师生问答, 导入1a。)
T: What are you doing now?
Ss: We are singing a chant.
T: What are we doing now? We can say, “We are having a class now.” What class are we having?
Ss: We are having an English class.(老师帮助学生回答。)
T: Do we have an English class every day?
Ss: Yes, we do.
3. (呈现表示星期和学科的单词，并让学生学习它们。)
(板书)
It is Monday. physics
Tuesday. geography
Wednesday. P. E.
Thursday. art
Friday. math
history
biology
politics
science
Step 2 Presentation 第二步 呈现(时间:15分钟)
呈现1a。
1. (老师拿出表示星期和学科的单词卡片，进行问答练习)
T: What day is it today? (举着星期二的卡片。)
Ss: It’s Tuesday.
T: Do you have a P. E. class on Tuesday?
Ss: No, we don’t.
…
T: What time does the class begin?
Ss: At eight o’clock.
T: What time is it over?
Ss: At a quarter to nine.
(让学生两人一组利用板书和画线句型编对话。)
T: Work in pairs and make a dialog.
Example:
S1: What day is it today?
S2: It’s Tuesday.
S1: Do you have an English class on Tuesday?
S2: …
2. (让学生听1a的录音并回答黑板上的问题。)
T: Listen to 1a carefully and find out the answers to these questions.
(板书)
(1) What day is it today?
(2) What time does the class begin?
(3) What time is it over?
(播放录音。)
3. (核对答案。)
T: OK. Are you ready?
Ss: Yes.
T: Let’s check the answers. The first question, who can answer it?
S3: It is Wednesday.
T: Yeah, very good. The second one?
S4: At ten o’clock.
T: Good job. What about the third one?
S5: At a quarter to eleven.
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a, 完成1b。
1. (让学生听1a，跟读，并标出语音和语调。)
T: Listen to 1a, follow it and mark the pronunciation and intonation.
2. (朗读1a，并核对语音和语调。)
T: Read 1a loudly and check the pronunciation and intonation.
3. (让学生背诵1a) 新 课 标 第 一 网
T: Now, please recite 1a. Are you ready?
Ss: Yes.
4. (让学生看图片和所给信息, 完成1b。)
T: Look at the pictures and information in 1b, and practice the dialog with your partner.
Example:
S1: What day is it today?
S2: It’s …
S¬1: What class are they having?
S2: They’re …
S1: What time does the class begin?
S2: At …
S1: What time does the class finish?
S¬2: At …
Step 4 Practice 第四步 练习(时间:10分钟)
复习有关科目和星期的单词，练习现在进行时态，完成2a和3。
1. (老师把2a中的课程表贴在黑板上。)
T: What’s this? Do you know?
Ss: 课程表。
T: You’re clever. It’s a timetable. Do you know how to read the timetable?
Ss: Yes.
T: OK. Read this timetable carefully, and then answer the questions in 2a. Begin!
(板书并教生词。)
timetable class meeting
outdoor activity lesson
2. (核对答案, 并对有困难的学生给予指导。)
T: OK. Are you ready now?
Ss: Yes.
T: Good! Who wants to share the answers with us? The first question?
S3: He has six lessons every day.
T: Well done. The second one?
S4: He has five English lessons every week.
T: Right. The third one?
S5: …
…
T: Any questions?
S6: …
…
3. (取出小黑板, 呈现科目表格, 练习询问科目以及上、下课时间的句型。)
Subject Time
(begin—finish) Day
English 7:50—8:35 every day
Math 8:45—9:30 every day
Geography 9:50—10:35 Monday
History 10:45—11:30 Tuesday
Biology 14:00—14:45 Wednesday
Art 14:55—15:40 Thursday
P. E. 15:50—16:35 Friday
T: Look at the blackboard, and answer my questions. Do you have a math class every day?
Ss: Yes, we do.
T: What time does the class begin?
Ss: At…
T: What time does the class finish?
Ss: At…
(方案一:给学生两分钟时间练习对话。一名学生问, 一名学生答, 然后交换角色。)
T: Now, I’ll give you two minutes to practice the dialog. One asks, the other answers, and then change the roles.
(方案二:给学生3分钟分组活动练习对话, 并进行表演, 评出优秀小组。)
T: Now, I’ll give you three minutes to practice and act out the dialog.
(找学生表演他们的对话。)
T: Are you ready?
Ss: Yes.
T: Who wants to act out your dialog?
G1: We want.
S1: What’s your favorite subject?
S2: My favorite subject is art.
S1: Do you have an art class every day?
S2: No, we don’t.
S1: What day do you have an art class?
S2: On Thursday.
S1: …
…
T: That’s great. Next group?
G2: …
…
4. (猜一猜。使用动作或单词卡片让学生复习有关科目和星期的单词。完成3。)
(1)T: Now, look at me and guess what class I am having.
(做出唱歌跳舞的动作。)
Ss: You are having a music class.
T: What day do you have a music class?
Ss: On Wednesday.
(让一名学生做动作, 另外两名学生一问一答。)
Example:
S3: (做画画动作。)
S4: What class is he having?
S5: He is having an art class.
…
(板书)
learn
(2)(练习现在进行时。) w ww.xk b1.c om
T: Now, make similar conversations with the phrases in the box of 3 with your partner.
Example:
S1: They are speaking English in the class. What class are they having?
S2: They are having an English class.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过调查, 探究学生对科目的喜好。
1. (让学生做一个调查, 采访班上的学生, 了解他们一周中每一天喜欢上的科目及原因。)
T: Please interview your classmates and learn about their favorite subjects and reasons.
Time Favorite subject Like/Dislike Reason Day
8:00—9:00 art like very much like drawing pictures Monday
Tuesday
Wednesday
Thursday
Friday
2. (让学生完成调查表格后, 把调查结果汇报给全班学生。)
T: You can report it to the class like this:
On Monday, my favorite subject is art. It begins at eight and finishes at nine. I like it very much. Because I like drawing pictures …
3. (家庭作业。)
(让学生用英语设计一个自己的课程表。完成2b。)
Ⅳ.疑点探究
1. Sunday意为“星期日，星期天”。在英国它被看做是一周的最后一天，在美国则被看做是一周的第一天。
2. class指整个课堂, 包括老师讲授和学生听讲, 比如英语课，美术课等。
lesson是课文本身, 范围非常小, 比如：Lesson One第一课
Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Aims and demands目标要求
1. (1)Learn some adjectives:
easy, interesting, difficult, boring
(2)Learn other new words:
which, subject, best, story
2. Go on learning Wh-questions.
What do you think of it? Sometimes it’s difficult and boring.
Why do you like it? Because it’s easy and interesting.
3. Talk about interests, likes and dislikes.
You must like English very much.
I don’t like it very much.
Which subject do you like best? I like history best.
Important and difficult points:(重难点)
What do you think of it? Sometimes it’s difficult and boring.
Ⅱ. Teaching aids 教具
录音机/小黑板/单词卡片/图片
Ⅲ.教学方案
Step 1 Review 第一步 复习(时间:7分钟)
复习科目,导入2。
1. (让值日生汇报当天要学的科目, 复习上节课内容。)
Example:
It’s Friday today. We have Chinese, English, geography and art in the morning. And in the afternoon we have P. E. and math.
2. (师生互动, 复习上节课内容。)
T: What day is it today?
Ss: It is…
T: What class are we having?
Ss: We’re having an English class.
(提问全班男生。)
T: What time does the class begin?
Boys: At…
(提问全班女生。)
T: What time is it over?
Girls: At…
3. (检查家庭作业。让学生拿出自己制作的英语课程表, 五人一组讨论下列问题, 复习有
关科目和星期的特殊疑问句。)
T: OK. Very good! Now, take out your timetable, look at it, and ask and answer questions on the small blackboard in groups.
(取出一个小黑板, 呈现以下问题。)
(1)How many lessons do you have every week?
(2)How many English/Chinese…lessons do you have every week?
(3)What time is the English class over?
(4)What is your favorite subject?
(5)How often do you do outdoor activities?
(请一组学生就方框中的问题到讲台上进行链式问答, 第一名学生问, 第二名学生答, 第二名学生接着问, 第三名学生答，以此类推。)
4. (1)(老师拿出语文、数学、英语等不同学科的几本书向学生发问, 并帮助学生回答。)
(出示easy, interesting, difficult和boring的单词卡片。)
T: Do you like English?
S1¬: Yes, I do.
T: Why?
S1: Because it’s easy and interesting.(老师帮助回答。)
T: Do you like math, S2?
S2: No, I don’t.
T: Why?
S2: Because it’s difficult and boring.(老师帮助回答。)
T: Which subject do you like best, S3?
S3: I like music best.(老师帮助回答。)
T: Why do you like it?
S3: Because it’s easy and interesting.
T: What do you think of it, S4¬.
S4: …
(板书)
easy, interesting, difficult, boring, which, subject, best
(2)(领读并教学单词。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现2。
1. (把2中的图片挂在黑板上，让学生根据2的例子，与同伴组织对话。)
T: Now, boys and girls, look at the pictures on the blackboard. According to the pictures and the example in 2, make conversations with your partners.
Example:
S1: Which subject do you like best?
S2: I like history best.
S1: Why do you like it?
S2: Because it’s easy and interesting. What do you think of it?
S1: I think it’s too difficult.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固2, 完成4。
1. (让学生表演自己组织的对话。)
T: Now, please act your conversations out. Who can?
G1: We can.
…
2. (小组活动, 进行4。)
(1)(让学生进行调查, 并填写表格, 完成4。)
T: Your pair works wonderfully. Now let’s do group work. Make a survey about the subjects in your group and fill out the table in 4. You can ask your classmates like this:
S3: Hi! ××. What’s your favorite subject?/Which subject do you like best?
S4: Music. I think it’s interesting.
S3: Do you like art?
S4: No, I don’t.
S3: Why don’t you like art?
S4: Because I think it’s boring.
…
(教师在学生练习的过程中, 巡视全班。当学生有困难时, 给予指导和帮助。)
(2)(让学生汇报结果, 教师给予点评。)
T: OK. Stop here! Who wants to share your results with us?
G2: We want. ×× likes music best, because it’s interesting.
…
T: OK. Good job, G2. Anyone else?
Step 4 Practice 第四步 练习(时间:10分钟)
呈现1a，完成1b和3。
1. (呈现1a, 设置并板书听力任务, 让学生带着任务听录音。)
T: Let’s learn 1a. This is a dialog between Maria and Zhou Yan. Now, listen to the tape
carefully and mark the following sentences True (T) or False (F).
(板书)
(1)Maria is listening to music.
(2)Maria thinks English is easy and interesting.
(3)Zhou Yan doesn’t like history. She likes English.
(4)Zhou Yan thinks history is boring.
(5)Zhou Yan has two history lessons every week.
2. (教师核对答案。)
T: OK. Stop here! Are you ready?
Ss: Yes.
T: Good. Look at the first sentence. Is it true or false?
S1: It’s false. Maria is reading a book.
T: Great. The second one?
S2: It’s true.
T: …
…
3. (重听1a，设置听力任务，听录音回答问题。)
T: Now, listen to 1a again and answer the following questions.
(板书)
(1) What does Zhou Yan think of English?
(2) Does Zhou Yan like history?
T: OK. Who wants to answer the first question?
S3: I can …
4. (再放1a的录音，让学生跟读，并模仿语音和语调。)
T: Listen to 1a again and follow it, and pay attention to your pronunciation and intonation.
5. (让学生完成1b。然后与同伴练习1a并表演。)
T: Please finish 1b. Then I’ll give you several minutes to read 1a, and then I’ll ask some of you to act it out. Understand?
Ss: Yes.
T: OK. Let’s begin.
6. (核对答案，然后让学生表演。)
T: Which group wants to be the first?
G1: …
T: Very good. But you should speak slowly. Next group?
G2: …
7. (让学生听3的录音并填空。)
T: Next step, we’ll have a listening practice. Listen to the tape carefully, and then fill in the blanks in 3. OK, let’s begin.
(播放录音。)
8. (核对答案。)
9. (再放一遍录音，并让学生跟读。)
T: Once again, follow the tape sentence by sentence.
(板书)
story
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过活动, 培养学生实际运用英语的能力。
1. (让学生写一封信给他/她的笔友, 介绍自己在学校喜欢的科目、学习情况及原因。信里要涉及以下问题: )
(出示小黑板。)
(1)How many lessons do you have every day/week?
(2)What is your favorite subject? Why?
(3)Who is your favorite teacher? Why?
(4)What do you think of your school? What about your school life?
2. (家庭作业。)
(1)(让学生课后查阅资料, 了解中美学校在学科设置和作息时间上的不同以及学校生活的不同。)
(2)(让学生预习Section C。)
Section C
Section C needs 1 period. Section C 需用1课时。
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ.Aims and demands目标要求
1. Learn some new words and phrases:
friendly, other, news, attention, between, stamp, world, Saturday, from…to…, night, place, program
2. (1)Review subjects and school activities.
I study English, politics, art, history, geography, biology and some other subjects.
After school, I often play basketball with my classmates. It’s my favorite outdoor activity.
(2)Learn how to write news and posters.
Important and difficult points:(重难点)
Talk about ideal school life and learn how to write news and posters.
Ⅱ. Teaching aids 教具.
录音机/白纸卡片
Ⅲ. Teaching Plan教学方案
Step 1 Review 第一步 复习(时间:7分钟)
通过小组活动复习旧知识，引入1a，完成4。
1. (师生共同跟录音学4，完成4。)
T: Let’s listen to 4 and chant together.
2. (两人小组活动进行对话，复习Section A and Section B)
T: Work in pairs, and make conversations with your partners.
Example:
T: What day is it today?
S1: …
T: What lessons do we have today?
S1: We have …
T: Which subject do you like best?/What’s your favorite subject?
S1: I like…best./My favorite subject is…
T: Why?
S1: Because … What do you think of it?
T: I think it’s …
3. (提出关于学校生活的问题, 为学习1a做准备。)
T: What subjects do you learn in the school? What activities do you have at school? Do you
love your school life? Is it interesting?
S2: …
S3: …
T: Good! Your school life is very interesting. Now let’s look at Hu Bin’s school life.
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1a。
1. (1)(让学生快速读1a, 完成1a后面的判断正误题。)
T: Now, read 1a quickly, and then mark True (T) or False (F).
(2)(板书问题。)
(1) What time do classes begin?
(2) What does Hu Bin think of math?
(3) After school, what does he do?
(4) Does he like his school life a lot?
(让学生听1a的录音并回答问题。)
T: Now, listen to 1a and answer these questions on the blackboard.
(学生回答问题, 教师核对答案。)
2. (1)(呈现生词)
(板书)
friendly other news attention between stamp collection
world Saturday from…to… night place program
(2)(领读单词，为下一步学习课文做准备)
T: Read after me.
3. (教师在学生完成1a时, 板书关键词, 或者课前把关键词写在黑板上。)
friendly, interesting, classes begin, study, favorite, also, difficult and boring, after school,
play basketball, in the swimming pool, draw pictures, school library
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1a，完成1b。
1. (让学生参看黑板上关键词复述1a。)
2. (让学生以小组为单位讨论并设计自己理想的学校生活，可参考黑板上关键词。)
T: Work in groups. Talk about your ideal school life. You can use the key words on the blackboard.
3. (让学生独自完成1b。教师核对答案。)
T: Fill in the blanks in 1b according to 1a by yourselves. And I will check the answers a few minutes later.
Step 4 Practice 第四步 练习(时间:10分钟)
练习活动2，完成3。
1. (让学生读2中的消息和海报，回答问题，核对答案，进一步了解Hu Bin的学校生活。)
(1)T: We have learnt about Hu Bin’s school life. Next, please read the news and posters about Hu Bin’s interesting school life. Then answer the following questions.
(板书)
(1)When does the soccer game begin?
(2)Where can we see the stamps of the world?
(3)What movies can we watch?
T: Now, let’s check the answers. Who wants to answer the first question?
S4: I want …
…
(2)(让学生再读2中的消息和海报，然后完成下面的空格。)
T: Read the news and posters again, and then fill in the blanks.
(板书)
News Poster
Place:
Time:
Program: a soccer game between
Class 1 and Class 2 Place:
Day: Every Saturday
Time: 9:00 a.m.-5:00 p.m.
Program:
2. (让学生写一封信给笔友Hu Bin，向笔友介绍自己的学校生活。完成3。)
T: Now please write a letter to Hu Bin to tell him about your school life.
Step 5 Project 第五步 综合探究活动(时间:13分钟)
通过活动, 增强学生实际运用能力, 激发学生学习兴趣。
1. (假设一种情境：星期六晚上学校要在礼堂举行一个歌舞晚会，请学生们一起制作一个海报。)
2. (玩一个单词游戏, 复习巩固单词、词组。)
(1)(事先准备足量的、统一的卡片, 供活动中的“输家”和“赢家”转移财产时使用。)
(2)(选一名学生, 给他/她五张卡片, 自己也拿五张。然后告诉他/她要说出所给词的反义词。)
T: Now, let’s play this game.
Example:
T: Interesting. What’s the opposite? (反义词是什么？)
S1: Boring.
(教师从自己手中拿出一张卡片递给该学生, 表明自己输掉一张。)
T: Easy. What’s the opposite?
S1: Difficult.
T: …
(尽量说一些较容易的词, 以便把手中的卡片都输给对方。期间最好赢一两次。然后对那名学生说:“I have no cards now. You can play with others.”)
(3)(活动说明：先发给每名学生五张卡片，然后宣布两人一组自愿组合。①就同义词、反义词相互提问；②用这个单元的词、词组中英文互相提问；③句子英汉互译, 每次胜者向对方索取一张卡片。五张卡片都输掉者退出活动, 胜者继续寻找活动伙伴。)
(4)(统计学生拥有卡片的数量, 看看谁的卡片最多, 教师及全班同学掌声鼓励。)
3. (家庭作业。)
(1)(让学生将这个单元的单词归类, 以备下节课单词竞赛。)
(①星期一到星期日；②学习科目；③本话题的形容词；④本话题的名词；⑤本话题的动词。)
(2)(布置一分钟对话, 让同桌两名学生编对话, 使用本单元Section D, 3a, 3b中的主要句型, 以备下节课竞赛。)
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1, 2 and 4. 本课重点活动是1，2和4。
Ⅰ. Aims and demands目标要求
1. Learn the vowels:
2. Learn new words:
February, newspaper, hard, wish
3. Pay attention to the differences between the present continuous tense and the present simple tense.
4. Sum up the useful expressions in this topic.
5. Learn how to write a letter.
Important and difficult points:(重难点)
Pay attention to the differences between the present continuous tense and the present simple tense.
Learn how to write a letter.
Ⅱ. Teaching aids 教具
录音机/音标卡片/单词卡片/图片
Ⅲ. Teaching Plan教学方案
Step 1 Review 第一步 复习(时间:3分钟)
复习单词。
(单词竞赛。)
Example:
(小组抢答题, 在限定的时间内看看哪一组说出的单词多, 每个单词一分。如果其中哪一组说不完整, 其他组可以补充, 并给予加分。教师对优胜组予以适当奖励。)
T: The days of week. Ready? Go!
G1: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.
G2: …
G3: …
…
T: Great! I’ll give each group seven scores. Subjects. Go!
G1: English, Chinese, math, politics, history, geography, music, P. E. , science …
G2: …
G3: …
…
T: Excellent, all of you are very good! The adjectives of this topic.
G1: Easy, difficult, interesting, boring, funny, useful, hard …
G2: …
G3: …
…
T: List the verbs and nouns of Topic 3, please.
…
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1，完成2。
1. (呈现音标卡片，让学生熟悉这些发音，为下面的操练做准备。)
T: Boys and girls, please look at this card. Can you read this word?(举起“clean”的单词卡片。)
Ss: Clean.
T: What about this one?(举起“tea”的单词卡片。)
Ss: Tea.
…
(用同样的方法呈现音标运用头脑风暴法要求学生尽可能多地说出发这个音的单词，再进行归纳。)
(板书)
clean eat leaf][i:] bread head pleasure
tree green feet[i:] ear near hear
teacher worker computer monkey money honey[i]
2. (放1的录音，并让学生跟读。)
T: OK, please open your books on page 23. Let’s listen to the tape and follow it.
(播放录音。)
3. (教师手拿一份校报，呈现2。)
T: What’s this? Do you know?
Ss: …
T: Newspaper, school newspaper.(教师帮助学生回答。)
(学生跟着说)
Ss: Newspaper, school newspaper.
T: Now, let’s learn about Li Mei’s school newspaper.
4. (呈现生词并板书。)
(板书)
February二月，newspaper报纸，hard努力的，wish愿望
5. (熟读单词。)
6. (让学生读信并学习下列词组。)
T: Now read this letter and learn the following phrases:
①School Times(校园时报)
②Science Today(今日科学)
③learn…from…(从……中学习……)
④thank sb. for sth./doing sth.(因某事/做某事而感谢某人。)
7. (听2的录音，完成2的问题。)
T: Listen to the tape and answer the questions in 2.
(核对答案。)
8. (集体朗读。)
T: Read the letter together.
Step 3 Consolidation 第三步 巩固(时间:12分钟)
巩固2，完成3a，3b。
1. (讲解英文书信的格式，英文信封的写法。)
T: Let’s learn how to write a letter and how to write an envelope in English.
(详见课文后注释。)
2. (让学生朗读3a，3b，体会一般现在时和现在进行时的差异, 参照本话题所学的句型准备2分钟的对话。)
T: Now, boys and girls, make a dialog with your partner.
Example:
T: Hello, how are you?
S1: Fine, thank you.
T: What day is it today?
S1: It is Thursday.
T: What class are we having?
S1: We are having an English class.
T: What time does the class begin?
S1: At eight o’clock.
T: Which subject do you like best?/What’s your favorite subject? Why?
S1: I like English best./My favorite subject is English. Because it’s easy and interesting.
T: How many English lessons do you have every week?
S1: Five.
T: How do you usually come to school?
S1: I usually come to school by bike.
T: Do you have school newspaper?
S1: Yes, I do.
T: How do you like your school newspaper?
S1: It’s interesting. I like it very much. It is my favorite. I can learn a lot from it.
T: Thank you for answering my questions.
S1: You’re welcome.
Step 4 Practice 第四步 练习(时间:10分钟)
练习现在进行时和一般现在时, 完成4。
1. (挂两张图在黑板上。让学生看图回答问题。)
T: Look at the pictures carefully. Then answer the questions.
(板书问题。)
(1)What does Maria think of her school life?
(2)What is she doing at 20:00 in Picture 2?
(3)What does she usually do at 21:30 in Picture 3?
(4)What is she doing in Picture 4?
2. (通过回答问题, 让学生复习一般现在时和现在进行时, 教师比较并归纳两者间的区别。)
3. (让学生看4中的图片, 用下面的问题进行问答, 巩固这两种时态。)
(1)What does Kangkang usually do…?
(2)What is he doing…?
4. (完成4。)
T: Complete the passage according to the pictures.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动，培养学生综合运用能力，激发学生运用英语的兴趣，鼓励学生大胆创新。
1. (让学生设计一份校报。)
(1)(让全班学生分组讨论准备3分钟，以组为单位设计一份校报。)
(2)(校报内容各组可根据实际情况，自己发挥。)
(3)(检查，并把设计好的校报张贴在教室学习园地里，以此鼓励学生大胆创新的精神。)
2. (家庭作业。)
(让学生和搭档谈论自己的一天, 使用现在进行时和一般现在时。)
Ⅳ.疑点探究
dinner与supper:
dinner意为“（中午或晚上吃的）正餐，主餐”。supper意为“（通常指在家吃的）晚餐，晚饭”。从意义上就可以看出dinner可以在中午吃，也可以在晚上吃，通常比较正式，比较丰盛。supper则较简单。在英式英语中supper也可以表示“夜宵”。
Unit 6 Our Local Area
Topic 1 Is there a sofa in your study?
Section A
Section A needs 1~2 periods. Section A 需用1~2课时。
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Aims and demands目标要求
1. (1)Learn the words of rooms in homes:
bedroom, kitchen, dining room, living room
(2)Learn other new words and phrases:
second, floor, upstairs, come in, garden, grandfather, in front of , house, behind, door
2. (1)Learn some prepositions of positions.
in, on, next to, in front of, behind
(2)Master how to use the structure of“There be”.
Oh, there are so many books on the shelf.
—Is there a study on the first floor?
—No, there isn’t.
—Are there any books in the study?
—Yes, there are.
3. Review the present continuous tense.
Important and difficult points:(重难点)
Learn some prepositions of positions.in, on, next to, in front of, behind
Master how to use the structure of“There be”.
Ⅱ. Teaching aids 教具
录音机/挂图
Ⅲ. Teaching Plan教学方案
Step 1 Review 第一步 复习(时间:10分钟)
复习现在进行时, 呈现1a。
(方案一:搜集资料。老师让学生拿出已搜集好的房间图片, 并标出房间的英文名, 在课上展示。让学生试着读出图片下面的单词, 教师点评。)
T: Boys and girls, take out your collected pictures and label them in English.
1. (呈现1a挂图, 引入新单词。)
T: I like the nice house. Do you have a nice house?
S1: Yes, I do.
S2: No, I don’t.
…
T: Do you have your own study?
(向学生解释study v.学习; n.书房。)
Ss: Yes, I do. / No, I don’t.
T: What can we do in the study?
Ss: We can read books in the study.
T: S3, Which room do you sleep in?
S3: 卧室。
T: Yes. In the bedroom.
(板书)
study bedroom
(方案二:叫几名学生表演在不同地点的动作, 如学习、睡觉、洗澡、用餐、煮饭、看电视等, 让其他学生逐一猜这些动作和地点。此活动复习Unit 5的现在进行时, 同时呈现出表示房间的名词。)
(板书)
living room 客厅；起居室 dining room 餐厅
kitchen 厨房 garden 花园 study 书房
Example:
T: What’s he/she doing?
S4: He/She is watching TV.
T: And he/she is watching TV in the living room.
T: Then what’s he/she doing?
S5: He/She is studying.
T: You are right.
T: Where’s he/she?
S6: He/She is in the study.
T: Good.
…
(呈现1a挂图。)
2. (指着1a的图上的卧室问, 指导学生回答。)
T: What do you do in the bedroom?
Ss: We sleep in it.
(指着挂图上的书房继续做问答练习。)
T: Where’s the study?
Ss: It’s next to the bedroom.
T: So there is a study on the second floor. And there are two bedrooms on the second floor.
(板书短语和新句型, 并进行适当的讲解。)
on the second floor
Is there a computer in your study?
There are so many books on the shelf.
Is there…? Yes, there is. / No, there isn’t.
3. (让学生根据1a的图练习There be…句型的疑问句形式。)
T: Is there a living room on the first floor?
Ss: Yes, there is.
T: Are there two bedrooms on the first floor?
Ss: No, there aren’t.
(让学生之间进行对话。)
S1¬: …
S2: …
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1a。
1. (课前设置好听力任务, 并板书。)
(1) Where’s the bedroom?
(2) Where’s the study?
(3) Are there many books on the shelf?
T: Now, let’s listen to 1a and find out the answers to these questions. Are you ready?
Ss: Yes.
T: OK. Let’s begin.
(播放1a的录音。)
2. (核对答案, 板书关键词。)
T: Who can answer the first question?
S1: It’s on the second floor.
T: Well done! What about the second question?
S2: It’s next to the bedroom.
T: Good! Thank you. The last question?
S3: Yes, there are.
T: Good job.
bedroom—second—floor—study—next to—books—shelf
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a, 完成1b。
1. (再放1a的录音, 让学生跟读, 并用铅笔标出重读与语调。)
T: Now, please follow the tape and mark the stress and intonation with your pencil.
2. (让学生擦去所标记号, 先自读, 然后跟读, 核对语音语调。)
T: Erase the marks and read 1a by yourselves, then check your pronunciation and intonation according to the tape.
3. (人机对话。)
T: Now, listen to me carefully. Suppose you were Jane. Listen to the tape and make a dialog with Maria.
4. (让学生看黑板上的关键词, 学生两人一组上台表演, 完成1b。)
T: Now, boys and girls, please look at the key words and act out the dialog.
G1: …
T: Wonderful! Any other groups?
G2: …
(对学生表演进行点评。)
Step 4 Practice 第四步 练习(时间:15分钟)
练习2a, 完成2b。
1. (1)(让学生认真听2a的录音并独立完成2a, 主要让学生了解关于房间的名词。)
T: OK! Now listen to 2a and do it by yourselves. Do you understand?
Ss: Yes.
(2)(呈现2a挂图, 让学生拿着教师已准备好的地点名词卡片根据录音内容到黑板前粘贴,
并用一句话说出它的位置。)
T: Boys and girls, put up the cards of places on the blackboard and say a sentence.
Example:
There is a study on the second floor.
…
(3)(核对答案。)
T: Now, let’s check the answers. Listen to me carefully and correct them.
Rooms on the first floor: C, D, E. (from left to right)
Rooms on the second floor: A, A, B. (from left to right)
In front of the house: F.
2. (让学生看2a的图, 与搭档对话完成2b。给学生几分钟准备, 然后找一些小组表演对话。)
T: Now let’s look at the picture in 2a, then finish 2b according to the example with your partner.
(几分钟后, 让学生表演。)
T: Which group can act your dialog out?
G1: We can.
(表演对话。)
T: Great! Any more?
…
3. (教师与一名学生先做示范, 再让其他学生仿照示范完成3。)
T: Please be quiet! Listen to us carefully.
Example:
T: Where’s your father?
S1: He is in front of the house.
T: What’s he doing?
S1: He’s cleaning the car.
(让学生跟搭档讨论, 完成对话。)
S2: …
S3: …
(让学生根据对话和3中的短语连句。)
Example:
Father is cleaning the car in front of the house.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动, 增强学生的综合运用能力。
1. (呈现给学生一张表格, 介绍自己的教室。)
There is a teacher a clock a blackboard …
There are students books desks …
T: Introduce our classroom according to the form, then report to the class.
Example:
(陈述形式。)
There is a teacher in our classroom.
There are some students in our classroom.
There isn’t a cat…
There aren’t any…
(或问答形式。)
S1: Is there a teacher in our classroom?
S2: Yes, there is.
S1: Are there any students in our classroom?
S2: Yes, there are.
S1: Is there a cat…?
S2: No, there isn’t.
…
2. (完成4。)
(1)(让学生自己画一张自己家的图片, 并用英文标出所画房间名称。)
T: Draw a picture of your own house.
(2)(运用演讲形式, 让学生介绍自己最喜欢的房间及房间里都有什么。)
Example:
My favorite room is my study. I can do my homework there. There’s a computer in it. There’s also a TV in it. I often watch TV in my study…
(3)(让学生四人一组做一个关于“What’s your favorite room?”的调查报告, 然后全班分组调查, 最后随机抽学生向大家汇报。)
Example:
××’s favorite room is his/her study. He/She can study in his/her study…
(4)(找找看。)
(出示一张房间的图片, 让学生找物品的位置, 引出“What’s in that room?”为下一课作铺垫。)
T: Boys and girls, where is the desk?
Ss: It’s near the window.
T: What’s in that room?
Ss: There is a bed, a light …
T: Very good. Let’s begin.
…
3. (家庭作业。)
(让学生画一幅自己理想中的房子。并用英语进行简单的描述。不少于6个句子。)
T: Draw a picture of your ideal house. Then write a short passage about it. (At least six sentences.)
Ⅳ.疑点探究
play with意为“玩耍；游戏；玩乐”，多指儿童的活动。如：
The child is playing with a ball. 这个孩子正在玩球。
play意为“打、玩、踢”等意思时常指正式的球类运动和演奏活动。如：
They are playing basketball on the playground. 他们正在操场上打篮球。
Section B
Section B needs 1~2 periods. Section B需用1~2课时。
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Aims and demands目标要求
1. (1)Master the names of home items:
lamp, clock, table, key, window
(2)Learn other new words and phrases:
talk about, put away, thing, dad, model, under, river
2. Go on learning how to use the structure of“There be” and the prepositions of positions.
—What’s on your desk?
—There is a lamp, a computer, some books and so on.
—How many boats are there on the river?
—There are two.
3. Talk about positions and existence.
—Is there a sofa in your study?
—Yes, there is. It’s near my desk.
Important and difficult points:(重难点)
Go on learning how to use the structure of“There be” and the prepositions of positions.
Ⅱ. Teaching aids 教具
录音机/挂图/实物
Ⅲ. Teaching Plan教学方案
Step 1 Review 第一步 复习(时间:10分钟)
复习There be句型, 导入1a。
1. (在黑板上呈现一张漂亮的两层楼挂图, 有书房、卧室、厨房、餐厅、客厅、卫生间、花园。此活动的目的是复习There be句型。)
(把图拿走, 要求学生凭着记忆, 描述这张图, 采用竞赛的形式, 可采用小组竞赛, 也可以个人为单位竞赛, 教师给予奖励, 激发学生的学习热情。)
(竞赛规则如下:参赛者只能在规定的两分钟内描述这张图, 说对一句, 得一分, 谁得的分最多, 谁就获胜。)
T: Look at the picture for one minute. Then I’ll take it away. You need to say as many sentences as possible about it in two minutes.
Example:
There’s a study on the second floor.
There’s a garden in front of the house.
There are some flowers in the garden.
The living room is next to the dining room.
…
2. (利用1a的挂图, 引导学生复习There be句型, 并引入新单词和新句型。)
T: What can you see in the picture?
S1: I can see a sofa.
S2: I can see a family photo and a clock.
…
T: What’s on the desk?
Ss: There is a lamp, a computer, some books and so on.
T: We can also say, “There are some books, a lamp, a computer and so on. Is there a clock on
it?”
Ss: No, there isn’t.
(让学生通过观察去发现规律。)
(板书)
(1) What’s on your desk?
There is a lamp, a computer, some books and so on.
(台灯)
(2) Is there a clock on it?
(钟)
Yes, there is./No, there isn’t.
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1a。
1. (让学生听1a的录音, 回答教师的问题。)
T: Listen to 1a and answer the questions.
(听完后, 教师问, 学生回答。)
T: Now, please answer my questions. Where’s the sofa?
S1: It’s near Jane’s desk.
T: Next, what’s on the desk?
S2: There is a lamp, a computer, some books and so on.
T: Good! Next, where is the clock?
S3: …
2. (让学生分角色朗读1a。)
T: Please work in pairs, and read the dialog.
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a, 完成1b。
1. (让学生合上书本, 看1a的挂图, 描述Jane的书房, 用There be句型。)
T: Please close your books and look at the picture in 1a, then describe Jane’s study. OK?
2. (根据1a, 两人一组谈论自己的书房/卧室……, 并完成1b。)
T: Now, I’ll give you some minutes to talk about your study/bedroom … Then act out your
dialogs in pairs.
Example:
S1: What’s in your study?
S2: There is/are …
S1: Is there a/an …?
S2: Yes, there is./No, there isn’t.
Step 4 Practice 第四步 练习(时间:15分钟)
通过练习, 完成2, 3, 4。
1. (1)(让学生看2的图, 听录音, 完成2。)
T: Look at the pictures in 2, and listen to the tape and finish 2.
(2)(听完录音, 核对答案。)
T: Who can tell us your answers?
S1: “on, There’re, keys”.
S2: “behind, There’s”.
T: That’s right.
2. (可以用课前准备好的实物, 让学生用There be句型回答。)
(出示橘子。)
T: Now, please look at my hand. What’s in it?
S3: There is an orange in it.
(从书包中取出香蕉藏在身后。导出新句型。)
(板书)
How many+可数名词复数形式+are there+…?
There be…
T: Are there any bananas in my bag?
Ss: No, there aren’t. They are behind you.
T: How many bananas are there?
Ss: There are two.
T: Well done!
3. (让学生看3的图片, 完成3。)
T: Let’s go to 3. There are eight pictures in it. First, read Picture 1 and 2 by yourselves for 1
minute.
(一分钟以后)
T: Now, let’s look at Picture 3 and 4. Make new dialogs according to Picture 1 and 2.
(两分钟以后, 挑选两组表演。)
T: I’ll choose two pairs to act them out.
G1: What’s near the window?
There is a guitar near it.
G2: Is there any milk in the glass?
Yes, there is.
(让学生看图5、6, 完成对话7、8。)
T: Read the dialogs below Picture 5 and 6 and make similar dialogs with Picture 7 and 8.
G3: What’s in the tree?
There’re some birds in it.
How many birds are there?
There are three.
G4: …
4. (看4的图片, 两人一组编对话。)
T: Please look at the picture in 4, then work in pairs and make new dialogs like this:
Dialog 1: S4: What’s in the picture?
S5: There are some dogs in it.
Dialog 2: S6: Are there any monkeys in the tree?
S7: Yes, there are.
S8: How many monkeys are there?
S¬9: There are three.
(要求学生用同样的方法编对话, 完成4。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动培养学生实际操作能力。
1. (找找看。课前把一些实物, 如铅笔、尺子、书包、小刀等放在教室的不同位置, 让学生找到物品并说明某地有什么。)
Example:
S1: Where is the pencil-box?
S2: It’s on the desk.
S1: What’s under the desk?
S2: There is a pencil, a ruler, a knife and two pens.
S1: …
S2: …
(在开展以上对话活动时, 要求学生特别注意in, on, next to, in front of, behind等介词的使用, 重点练习What’s on/in/next to…？There is/are…)
2. (方案一: 让学生两人一组用图文形式介绍自己家里某一房间物品的摆放。其中一名学生画图, 另一名学生配文字说明, 并站在讲台前向学生们描述。)
Example:
My Study
There’s a family photo on the wall. A clock is next to it. There is a desk and a chair in the study. What’s on the desk? There are some books and a computer. There’s a football under the chair. Behind the desk, there’s a cat. Do you like the study?
(活动结束后, 由学生们选出最佳搭档, 教师给予鼓励表扬。)
(方案二: 两人一组活动, 其中一名学生用文字描述某一房间, 另外一名学生画图。 最后, 把图展示出来, 由学生们选出最佳搭档, 教师给予鼓励表扬。)
3. (家庭作业。)
(让学生根据4中的图片写一篇小短文。不少于60字。)
Section C
Section C needs 1 period. Section C需用1课时。
The main activities are 1a and 2. 本课重点活动是1a和2。
I . Aims and demands目标要求
1. Learn some new words:
beautiful, flower, large, bathroom, drawer, chair, keyboard
2. Go on learning the prepositions of positions and the structure of “There be”.
(1)Talk about positions.
—Where is the lamp?
—It’s on the desk.
—Where are my shoes?
—They’re under the bed.
(2)Talk about existence.
There is a small garden in front of my house.
There are many beautiful flowers in the garden, but there aren’t any trees in it.
Are there many beautiful flowers in the garden?
Is there a kitchen on the first floor?
Important and difficult points:(重难点)
There is a small garden in front of my house.
There are many beautiful flowers in the garden, but there aren’t any trees in it.
Are there many beautiful flowers in the garden?
Is there a kitchen on the first floor?
Ⅱ. Teaching aids 教具
录音机/挂图/图片/简笔画
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
复习There be 句型, 引出1a。
(接龙游戏。将全班分成几组, 利用1a的图片, 组与组之间进行问答比赛。)
(竞赛规则:1.组与组之间的竞赛; 2.开始第一个问题由教师来问; 3.每组在回答问题后, 提出一个新问题, 让另外一组的学生回答; 4.每个问题不能重复。)
T: What’s in the picture?
G1: There’s a nice house. Where’s the garden?
G2: It’s in front of the house. What’s in the garden?
G3: There are many beautiful flowers in it. Is there a big tree?
G4: Yes, there is. Where is it?
G5: It’s behind the house.
…
(假设是第2组获胜。进行下一轮比赛。)
T: It’s great! Stop! Group 2 is the winner. Now, please go on with next round. What’s on the first floor in the house?
G1: There is a big living room. Is there a dining room next to it?
G2: Yes, there is. What’s in the dining room?
G3: There is a table and some chairs in it. Can you find out the bathroom?
G4: Yes, I can. Where is it?
…
(总结学生比赛结果, 进行鼓励表扬。)
T: How wonderful! You are the best!
(用两个学过的句型来呈现1a中的新单词。板书。)
The flowers in the garden are beautiful.
花 漂亮
John is having a bath in the bathroom.
浴室
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1a。
1. (设置听力任务, 听1a的录音并回答问题。)
T: Listen to 1a carefully and answer my questions.
Questions:
(1)What’s in front of the house?
(2)Are there any trees in the garden?
(3)Is there a study on the first floor?
(核对答案。)
T: Are you ready?
Ss: Yes.
T: Who can answer my first question?
S1: There is a small garden in front of the house.
T: Well done! The second question?
S2: …
…
2. (让学生快速朗读1a, 并完成正误判断题, 然后核对答案并改正。)
T: Read 1a quickly, and then finish the true or false questions, then check the answers and correct them.
T: Finish?
Ss: Yes.
T: Who can answer the first question?
S3: “T”.
T: Oh, it is wrong.
S4: “F”. There aren’t any trees in it.
T: Wonderful! Next?
S5: …
(用同样的方法完成剩下的问题。)
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a, 完成1b。
1. (让学生阅读1a, 完成1b, 然后教师核对答案。)
T: Now, please read 1a. Finish 1b, then I will check the answers.
2. (把全班分成四组, 让学生把1a中的关键词、句找出来列于纸上, 并画出一幅简笔画。选出每组一名成员按照要点和简笔画复述短文。)
T: The class will be divided into four groups. List some key words and sentences on your paper, and draw a stick figure on it. Retell the passage according to the key words and the picture. I’ll choose one of you in each group to retell it.
Example:
This is my home. There are seven rooms in my home. On the first floor, there is a living room, a bathroom …
Step 4 Practice 第四步 练习(时间:15分钟)
练习方位介词, 完成2, 3。
1. (老师把已准备好的图片贴在黑板上, 如：树、椅子……, 找学生在图片上画出其他的东西并运用已学过的方位介词和There be句型造句。)
Example:
There is a red car in front of the classroom.
2. (出示图片或用简笔画教学新单词drawer, chair, keyboard, 并对介词in, on, under, behind, in front of进行操练。)
(出示有抽屉、椅子和键盘的简笔画。)
T: Look at the stick figure and learn the new word “drawer”.
Ss: Drawer. (跟读)
(在简笔画中添上一支笔, 操练介词in和under。)
Example:
T: What’s in the drawer?
Ss: There is a pen in it.
T: What’re under the drawer?
Ss: There are some pens under it.
(用同样的方法, 完成介词操练。)
3. (让学生独立完成2, 教师核对答案。)
T: Finish 2 by yourselves, then check the answers together.
(核对完答案后, 让学生两人一组练习对话。)
T: OK. Practice the dialogs in pairs. After a while, I’ll ask three groups to read the dialogs.
4. (让学生两人一组根据3的A、B图片分角色编对话，并根据对话内容和图片填空。)
T: Now, work in pairs and make new dialogs according to Picture A and B in 3.
Example:
S1: What color is the bag in Picture A?
S2: It’s green.
S1: What about the bag in Picture B?
S2: It’s yellow. What’s on the desk in Picture A?
S1: There is a computer and a keyboard.
S2: What’s on the desk in Picture B?
S1: There are some pencils, some books and a lamp.
S2: Is there a shelf in Picture A?
S1: Yes, there is. What’s on the shelf?
S2: There are some books and a model plane.
(核对答案。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动, 培养学生创新能力。
1. (双人活动, 让其中一名学生向另一名学生描述他/她的卧室/书房/客厅……里的物体, 要求另外一名学生把房间里的这些物体放在合适的地方, 使得房间更加大方、漂亮, 并用图描绘出来，最后两人一起用文字表达出来。看哪组设计的卧室/书房/客厅……最佳, 给予鼓励。)
Example:
S1: There is a desk, a chair, a bookcase, a computer, a soccer, a TV, a lamp, a kite, a guitar, a vase, a map of China, a family photo, a clock, some flowers, some pictures and some books in the study.
S2: OK. I can draw them well.
…
2. (家庭作业。)
(1)(给学生两张卧室的挂图。要求学生写一篇关于两个卧室不同之处的短文。)
(2)(让学生预习Section D。)
Ⅳ.疑点探究
英语中的介词运用很灵活, 它往往根据具体的位置选用对应的介词, 而不是根据汉语直译去选择。
如: on/in the wall
There is a window in the wall. 墙上有一扇窗户。
There is a picture on the wall. 墙上有一幅画。
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1 and 5. 本课重点活动是1和5。
Ⅰ. Aims and demands目标要求
1. Learn the vowels:
2. (1)Review the prepositions of positions.
in, on, behind, under, near, next to, in front of
(2)Review the structure of“There be” .
There is a small garden in front of my house.
There isn’t a computer in Picture B.
There are two bedrooms and a small study.
There aren’t any trees in it.
—Is there a computer in your study?
—Yes, there is. / No, there isn’ t.
—Are there any shoes under the bed?
—Yes, there are. / No, there aren’t.
—What’s on the desk?
—There are some model planes on it.
—How many pairs are there?
—There are two pairs.
3. Review home items.
Important and difficult points:(重难点)
There is a small garden in front of my house.
There isn’t a computer in Picture B.
There are two bedrooms and a small study.
There aren’t any trees in it.
—Is there a computer in your study?
—Yes, there is. / No, there isn’ t.
Ⅱ. Teaching aids 教具
录音机/图片/音标卡片
Ⅲ. Teaching Plan教学方案
Step 1 Review 第一步 复习(时间:10分钟)
复习单词, 导入1。
1. (单词竞赛。把本单元单词按功能归类, 制成单词卡片, 要求每名学生必答两个单词, 教师给出中文意思, 学生说英文。一词一分。然后进行全班抢答。)
T: Now, let’s have a word competition. I’ll give you Chinese meanings. Please say them in English. Each word you’ll get one point. Are you ready? OK! Go!
…
T: Well done! This time let’s have a quick answer. If you know, you can stand up and answer quickly. Yeah, begin!
(必答单词如下: bedroom, kitchen, bathroom, study, garden, flower, lamp, clock, key, CD, chair, keyboard, behind, under, second, floor, wall, model, beautiful, large, drawer)
(抢答词组如下: dining room, living room, in front of, put away, look after)
(通过对单词和词组的必答和抢答, 进一步巩固本单元的词汇, 培养竞争意识, 调动学习积极性。)
2. (1)(呈现含发音的单词卡片, 让学生熟悉这些发音, 为下面的操练做准备。)
T: What’s this? Ss: It’s bird.
T: What’s that? Ss: It’s girl.
(板书girl, bird并画线“ir”,要求学生找规律。)
girl bird
Step 2 Presentation 第二步 呈现(时间:3分钟)
呈现1。
(让学生听1的录音并跟读。)
T: Listen to the tape and then read after it.
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1。
1. (再听1的录音, 让学生每听完三个单词后, 快速说出它们的汉语意思。)
T: Listen to 1 again and say their Chinese meanings quickly.
2. T: Let’s sum up the words that have the pronunciations
Step 4 Practice 第四步 练习(时间:15分钟)
通过练习完成2, 3a, 3b和4。
1. (1)(让学生根据所听到2的录音, 完成2。)
T: Listen to 2 and draw a picture according to what you will hear.
(让学生可以先写下关键词, 录音停止后再画。)
(2)(核对完答案, 选出最佳图画, 张贴在教室里。接着要求学生看图写出刚才听到的句子, 以巩固所学介词及There be句型。)
T: Please write the sentences that you heard just now.
2. (告诉学生3a和3b是本单元重点, 翻开书齐读。)
T: Please open your books! Read 3a and 3b together.
3. (用所学的介词及There be句型, 让学生完成4。)
T: Write a letter to your friend about your house. Use the prepositions that we have learnt and the structure of “There be”.
Step 5 Project 第五步 综合探究活动(时间:12分钟)
通过活动, 培养学生实际运用能力。
1. (双人活动, 把一张图案鲜明的图片给S1, 但不让S1看到图中内容。S1把图面向其他学生, 让其他学生来描绘这张图, S1根据学生们的描述在黑板上画出一幅图。S1可以问问题, 其他学生回答。最后让学生们给S1打分。此活动能够活跃课堂气氛, 激发学生兴趣。)
Example:
S1: What can you see in the picture?
S2: There is a horse in the picture.
S1: What else?
S3: There is a man on the horse.
S1: Is the horse running or walking?
S4: The horse is running.
S1: What else can you see?
S5: The sky is blue and there are many trees in the picture.
…
(增加教学弹性, 可以换图多做一、两次。)
2. (完成5。让学生四人一组, 做调查, 看同伴的房间里有什么东西, 先作汇报。接着选一个同伴并把其房间里的东西放在合适的地方, 用图体现出来。看谁设计的效果最好, 张贴在教室里, 给予表扬。)
(1)T: Work in groups of four. Make a survey.
Name Things in the room
… …
… …
T: Report to your group, using the sentences like this:
There is…
There isn’t…
There are…
There aren’t…
It’s on/in/behind/in front of…
They’re on/in/behind/in front of…
(2)T: Then draw a room. The student who draws the things in the best place is the winner.
3. (让学生自主归纳整理本话题重点, 以加深印象, 巩固记忆。四人一组, 进行自主学习, 每名学生负责归纳整理一个section的重点句型与词组。最后四名学生将总结的结果合并到一起, 向全班学生汇报, 与全班共享话题1的重点句型与词组, 并与课本3a和3b对照。)
4. (家庭作业。)
(让学生给他/她的朋友写一封信。介绍一下自己家的房间分类及房子周围的环境。不少于70字。)
Unit6 Topic 2
Section A
教学目标：1.学习谈论居民建筑名称和居家方位。2.能看懂并会写租赁房屋广告。3.继续学习“there be”结构。
本课重点: 1a，2a和2b
难点：方位介词的用法
教具 录音机
课时建议：1～2
教学过程：
第一步：复习
1.教师出示图片，以“My house”或“My apartment building”为题，介绍自己的居住环境和室内布置等。
2.学生出示自己的居家图片或“理想家园”图片，向其它同学介绍其周围环境和室内布置，每张图片5～8句话。
3.边画图边问学生喜欢住在哪里。apartment building， townhouse还是farmhouse。
第二步：呈现
1.教师介绍对话的大致内容：
Wang Wei and Kangkang are talking about their houses and their grandparents’ houses. Listen carefully and try to find out where they and their grandpenrents are living now， in an apartment house， in a townhouse or in a farmhouse.
2.布置听力任务，听录音。
Where are Wang Wei’s grandparents living? / Where are Kangkang’s grandparents living? / Could Wang Wei go to play soccer with Kangkang?
3.完成1b。
4.师生共同完成1c，通过下列问题进行回答：
Who lives in apartment buildings? / Who lives in townhouses? / Who lives in farmhouses? / Who lives in dormitories?
第三步：巩固
1.读2a中的广告，弄清哪些是租房广告，哪些是赁房广告。
2.读广告，找出生词。rent， furniture，quiet，single，per
3.根据广告内容，完成2b。
第四步：练习
学生活动：谈论怎样写租赁房广告。广告内容包括：对所租房的要求，对所赁房的简单描述和联系方式等。
第五步：综合探究活动
1.教师展示。教师本人先说出想租房的条件，看学生中谁家的房子更合适，然后写成广告的形式。
2.学生活动。学生说出并写出租赁房屋的广告。贴在墙上（租房南墙，赁房北墙），学生分别找出自己的理想之家。
Section B
教学目标：1.学习小区设施名称。2.描述自己的居住环境。3.学习用打电话寻求帮助。
本课重点: 1a 和2a
难点：方位介词的用法/打电话寻求帮助
教具 录音机
课时建议： 2
教学过程：
第一步：复习
1.出示一张小区生活示意图（教学挂图），介绍小区内的公共设施和功能。
2.学生谈一谈自己所住的小区有哪些设施。
There is a small garden in front of my house.
There are a lot of tall buildings in our area.
第二步：呈现
1.出示教学挂图，图片讲解1a。教师介绍图片内容，使听力容易一些。如：
Mike is Mary’s new neighbor. He is looking for a store. There is a store in front of their building. Also there is a bank on the street corner.
2.听录音，模仿语音语调。
3.读对话，做结对练习。
4.完成1b，1c。
5.游戏时空：以小组为单位，要求一个学生用英语描述所看到的图片，另一个学生说出那个词。如：
学生A：We can park our cars there. 学生B：Parking lot.
学生A：We can eat meals there. 学生B：Restaurant.
先小组比赛，然后小组的获胜者在黑板前进行比赛。
第三步：巩固
1.图片描述：Linda正在给“绿色社区服务中心”打电话。一个男人正在接电话，讨论修理厨房排气扇的问题。
2.听录音，两人一组练习，完成2a。
3.两人一组的长时间的对话练习。
第四步：练习
1.完成2b，学生通过听、说、读，然后进行链状对话检查，训练学生的流利程度。
2.学生从机械练习过渡到有意义的练习，可以进行人称、地点和物品的替换。如对下列词的替换：man，Linda，Green Community Service Centre，Apartment 606，Building A，kitchen fan等。
第五步：综合探究活动
做调查：调查你的社区有哪些公共设施，这些公共设施给你的生活带来了什么方便和实惠。你认为还需要增加哪些设施，使你的生活更美好。如：
In my area， life is easy. If you want to eat out， you can go to a restaurant. A man from Hunan runs it. The dishes there are cheap and delicious. If you want to… And in my opinion, I think a bank is necessary…
Section C
教学目标：1.谈论社区环境。2.继续学习“there be”结构。3.谈论如何更好地与邻居相处。
本课重点: 1和3a
难点：“there be”结构的用法/打电话寻求帮助
教具 录音机
课时建议：1
教学过程：
第一步：复习
1.谈论你所生活的社区情况，回答下列问题。
问题1：Is there a bank around you?
问题2：Where can you buy fruits?
问题3：Is there a community service centre in your area?
2.讨论：如果你家中的东西坏了，谁能帮你的忙？
3.展示1，教师出示图片1（教学挂图）。尽量多地用there be结构讲述1。
4.对1部分进行师生问答，检查理解的程度（口头）。
Where is your home? / Are there many buildings in your area? / Are there many shops and restaurants there? / What’s near the supermarket?
5.学生独自完成2。
第二步：呈现
1.图片引入3a：教师根据图片内容，复述对话，然后问问题。
Look! Dave is playing the piano. He is playing beautifully，but it is too loud. Mr. Smith is knocking at the door. Mr. Smith is talking about it to Dave. Dave is really sorry. He will try to play quietly.
2.听录音，回答问题。
What is Dave doing? / Who is Dave’s neighbor? / What is happening to them?
3.读课文，学生间互问互答。
第三步：巩固
学生两人一组练习3b，并表演对话。
第四步：练习
1.说一说：How do you get on well with your neighbors? Are you a good neighbor?
2.完成4，学生两人一组做结对练习，然后再做小组练习，最后让学生把问题的答案串成一篇文章。
3.歌曲时空：完成5。
第五步：综合探究活动
分别描述各自邻居的生活起居情况，然后让学生写出来，尽量多地用上Section B 中学过的词。题目：My Neighbor。
Section D
教学目标：复习“there be”结构。
本课重点: 1，2a和5
难点：“there be”结构的用法
教具 录音机
课时建议：1
教学过程：
第一步：复习
1.开始歌曲“Home on the Range”。
2.谈一谈居住的房子，回答下列问题：
Which type of home do you live? / Where do you want do live? / Do you have a good neighbor?
3.完成1，找出更多/Ｉ/ /ｅ/ /Ｉ/ /ｕ/ 音的单词。
第二步：呈现
1.图片引入2a，简单介绍图片内容。
2.读课文填表格（用suburbs或cities）
a house with lawn a big yard noisy clean low cost quiet busy traffic
3.回答问题:
Why do so many people dislike living in the cities?
Why do they like living in the suburbs?
Which one do you prefer，living in the cities or living in the suburbs?
What’s the opinion of your classmates?
4.完成2b。
第三步：巩固
1.继续学习3a，3b。总结归纳“there be”结构和习惯用语。
2.听录音，完成4。
第四步：练习
1.回答问题，完成5。
2.整理问题的答案，写出一篇文章。
第五步：综合探究活动
1.写一篇50字左右的文章，参考题目为“我喜欢住在城市/郊区”。
2.完成6，使语言的学习更加有趣。
Unit6 Topic 3
Section A
教学目标：1.复习交通工具的名称。2.学习问路、指路。3.认识交通标志。
本课重点: 1a
难点：学习问路、指路
教具 录音机
课时建议: 2
教学过程：
第一步：复习
1.出示教学挂图1a，学习社区建筑名称。
你能在1a地图上找出清华大学、北京大学、海淀桥、仁爱教育研究所的位置吗？
2.画出自己所在社区的简易图，并写出英语名称。
第二步：呈现
1.你能用英语谈谈上学的路线吗？
2.看地图1a，听录音，找出对话中提到的地方。
3.老师和全体学生进行对话练习，然后学生两人一组练习。
4.学生做链状练习（chain work）。
第三步：巩固
1.情景设置，完成1b。假设教师本人分别在A，B，C，D点，怎样到达不同的地方。
从A点到Ren’ai Education Institute/从B点到Peking University
从C点到Tsinghua University/从D点到Park
2.（1）完成1c，复习第5单元学过的交通方式。
by boat/ship/sea，by train，by bus，by subway，on foot，by car，by bike，by plane/air/airplane
（2）把教室当作模拟社区（model community），在教室内标出建筑物名称（building names），并且给rows/teams命名。当你在教室“旅游”（travel）时，练习学过的英语。（老师可把1a地图搬到教室来。）
（3）完成2、3。
第四步：练习
1.教师展示：教师拿出自己的上班线路图，说出自己的行走路线。
2.学生展示：学生两人一组，说出自己所经过的社区建筑名称，说出自己的上学路线。
第五步：综合探究活动
画出地图，并完成下列短文。
本周五晚上，你要在家中开一个生日晚会，请你在你的请柬上写清楚时间、地点，并画出到你家的路线图。
Section B
教学目标：1.复习Section A中学过的问路和指路。2.认识街上的交通标志。
本课重点: 1a和2
难点：学习问路、指路
教具 录音机
课时建议：1
教学过程：
第一步：复习
1.熟悉社区各种建筑的名称。
2.把教室当作模拟社区，在教室内标出“建筑物”的名称。如：北京大学、清华大学等，并命名道路。即把Section A 1a地图搬到教室进行模拟活动。可以使用的句式：
（1）Excuse me. How can I get to…?
Go straight ahead/on…， turn right…
（2）Excuse me. Which is the way to…?
Go along… turn left. It’s on your left/right.
You can’t miss it.
第二步：呈现
1.听录音1a并回答如下问题：
Is the man in Picture B new here? / How far is it from the station to Beitai Road? / Which bus can he take?
2.再听一遍录音，核对答案。
3.教师和全体学生做对话练习。
4.两人一组对话练习。
第三步：巩固
1.听录音，填空，完成1b。
2.分角色朗读，完成1c。
3.学生4人一组练习，然后表演出来。
第四步：练习
1.假设你是一个司机，当你看到这些标志，你该怎么办？
When you see this sign，you can turn left.
You can not park your car here when you see this sign .
2.两人一组练习，一个人描述图片，一个人画出（找出）图片。
3.看图，完成3。
4.轻松一下,Let’s chant。
第五步：综合探究活动
假设你是一名首都警察，一外地出租车司机正在拿着北京市地图（Section A 1a），向你询问去北京大学西门怎么走，请写一段对话，尽量多地用上问路、指路的用语。
（注意：出租车司机正在Section A 1a的A点。）
Section C
教学目标：1.学习交通规则。2.学习交通设施。3.学习祈使句。
本课重点: 1a
难点：学习祈使句。
教具 录音机
课时建议：1
教学过程:
第一步：复习
1.向全体同学迅速地展示有关交通标志的图片，让他们集体说出其含义。
2.展示Section A 1a的地图，带领全班同学一起描述如何从地铁站到清华大学。给几分钟准备时间，可以用多种表达方式。
第二步：呈现
1.略读1a，然后完成1b中的真假判断题，并核对答案。
2.精读1a，将要点列于黑板上，并给出必要的解释。
3.老师按要点复述短文，给学生做出示范。
4.然后让全体同学按黑板的提示改写短文，最好不要看课本，然后选取几名同学将他们的短文读给大家听。
第三步：巩固 新 课 标 第一 网
1.先让学生说出自己所知道的社会公共设施的名称，老师将答案收集写到黑板上。
2.再将2中的图片展示给学生让他们辨认，并试着说出其英文名字。
3.最后再教授生词。
第四步：练习
1.完成3的练习，看谁可以写出更多的交通规则，画出更多的交通标志。注意使用祈使句。
2.放歌曲的录音先让学生听几遍，然后让学生跟着录音一起学唱。
3.学会后给歌曲配上动作让学生进行表演。
第五步：综合探究活动
1.假设老师打算到学生家进行家访，但不知路线，两人一小组来编排一个师生间有关指路问路的对话。然后选取几组进行表演。
2.让学生尽可能多地用祈使句说出一些交通规则和学校的规章
制度
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。如：
Don’t play in the street. Don’t talk in class.
Section D
教学目标：1.复习总结本单元内容。2.学习元音音标/////ａ///。
本课重点: 1， 2和5
难点：学习问路、指路/学习祈使句。
教具 录音机
课时建议：1
教学过程:
第一步：复习
1.齐唱第46页4的歌曲,并选几组表演。
2.以3a，3b为线索来复习“there be”结构和有关方位的介词。
第二步：呈现
1.先给出1的图片，让学生说出英文。
2.将单词一一无规律地写在黑板上。
3.让学生们集体总结出发音的规律。
4.尽可能地添加更多的含有同样发音的其它单词。
5.听录音完成2的对话填空。然后集体检查纠正错误。
第三步：巩固
1.让学生们单独画出自己家到学校的路线图。
2.两个一组活动，向对方介绍如何从自己家到学校。如：This is my house. When I go to school, first… second… … Last…
3.选几名同学上讲台向全班汇报他们写的小短文。
第四步：练习
1.向学生解释如何操作5。
2.四人一组进行活动。
3.将方框内的词分别配给A，B，C，D，E，F。
4.每人选定一条路线来描述。
第五步：综合探究活动
将全体同学分为两组，A组的第一个同学开始提问B组的第一个同学，如果他/她可以流利地回答的话就可以去提问A组的第二个同学，如果不能的话就被淘汰出局，由A组的第二个同学提问B组的第二个同学。由此进行下去看哪组剩下的人多就获胜。可提问如下问题：
Is there a computer in your study? / Are there any books in your bookcase? / What’s in your desk? / …
Unit 7
一 、教学目标
（一）语言知识
语音 /e//I////ａ/
词汇 掌握 birthday,thirteenth,Saturday,celebrate,date,January,February,March,April,
born,was,present,doll,shape,square,circle,camel ,look up, word, etc.
理解 bet,eleventh ,Toronto,Havana,Spain,birthplace ,etc.
（二）语法
1.数词ww w.xkb 1.c om
基数词（cardinal numbers）:one,two,three…
序数词（ordinal numbers）:fourth,fifth,sixth,seventh,eighth,ninth,tenth,eleventh,
twentieth…
2.情态动词can/can’t,could/couldn’t
3.一般过去时(the simple past tense)
I fell down.
I didn’t hear you.
Did you play the guitar?Yes, I did./No, I didn’t.
Why did you come back so late?
二、功能用语与话题
1.谈论日期 What’s the date today?It’s May twelfth.
2.谈论生日 When is your birthday?May thirteenth.
3.描写物体形状特征 What’s the shape of your present?It’s round.
How long is it? How wide is it?
4.谈论责备与抱怨 Why did you come back so late?
How could you lie to me?
三、能力培养
听 1.能听懂课堂用语并做出相应的反应。
2.能听懂有关生日话题的语段和简短的故事。
3.能从有关生日话题的听力材料中提取信息,解决问题。
说 1.能结合日期表达法就有关生日的话题交流信息和简单的意见。
2.能用英语描述物品的颜色、形状等特征。
3.能用英语说出自己或他人能做和不能做什么事情。
读 1.能读懂有关生日话题的简短的文章或语段,并从中获取信息。
2.能正确地朗读对话及课文。
写 1.能写便条和简单的书信。
2.能用英文写简单的日记和叙述过去发生的事件。
3.能参照图片或范例写出简单的句子。
情感态度 本单元就生日聚会这一学生很感兴趣的话题,通过很多的对话及活动设计,给学生一种新鲜感,使学生积极参与到各种活动中来,从亲身经历的实践中获取知识。并教育学生以诚待人,不说谎话。
学习策略 本单元在内容设置上以对话为主,旨在培养学生的交际能力,即要求学生能够用英语在生日这一特定语境中进行简单的对话和交流。设计新颖的活动给学生创设了适当的语言环境,教师应有意识地教会学生预习、听讲、整理知识点,还要教会学生学会交际,擅于使用各种丰富的学习资源从不同角度获取信息。
Topic 1
Section A
教学目标：
1.基数词和序数词1～100。 2.月、日、星期的表达法。
本课重点: 2,3a和3b
难点：基数词和序数词/月、日、星期的表达法
教具 录音机
课时建议：1～2
教学过程：
第一步：复习
1.学生活动,两人一组,就双方掌握的地点进行提问：
Could you tell me the way to …?
2.教师课前准备一些写有交通法规和交通警示牌的纸片出示给学生,并引导学生进行讨论。如：“No parking”,让学生讨论它的意思和它所出现的场合。
第二步：呈现
1.教师提出问题：Could you tell me the way to Kangkang’s home? We want to celebrate his birthday.
推出新单词：celebrate
2.教师提出问题：When is Kangkang’s birthday?
学生听录音1,找出问题的答案。（May the thirteenth）
3.再放一遍录音,学生听录音跟读,并找出关键词。
4.两人一组练习对话1。
5.让学生由1数到100,可以找几个学生来数,也可分为几组,进行接力赛。
6.学生看书,播放录音 2,学生跟读几遍。
7.引导学生找出基数词变序数词的规律,提醒学生注意first,second,third,fifth,eighth,ninth,twelfth,twentieth。
8.放3b录音,学生跟读,反复几次,确定每一个学生都会读一年的十二个月。
第三步：巩固
1.快速问答：
A:What’s the first month of the year? B:It’s January.
A:What’s the second month of the year? B:It’s…
2.双人活动
A:January! B:It’s the first month of the year.
A:September! B:It’s the ninth month of the year.
3.学生两个人一组练习3a。
4.听录音3b,学生跟读,反复几次确定每一个学生都能熟练地读出月、日。
第四步：练习
1.用所学的数字、月份,对1部分做替换练习。
2.游戏数字接龙：全班同学参加。从1到100,遇到7,7的倍数或带7的数字,说“pass”。如five,six,pass,...sixteen,pass,eighteen...说错的站起来。数数时可用基数词也可用序数词。“pass”也可用学生感兴趣的词代替。下课前或下节课让说错的同学表演节目。
第五步：综合探究活动
1.总结知识点。
2.课堂活动Let’s chant,让学生稍微放松一下。
3.布置作业：让学生自制日历或月历,标出自己和全家人的出生日期。如:
Feb. 4th, 2006 Saturday
Section B
教学目标：
1.谈论日期。
2.一般过去时was, were的用法。
本课重点: 1a,2和3a
难点：was, were的用法/月、日、星期的表达法
教具 录音机
课时建议：1
教学过程：
第一步：复习
1.学生值日：如：I’m on duty today. Today is … It’s my birthday. 这项工作可加入以后的课堂中,让学生汇报上一节课学过的知识,谈论日期、天气等做为一个课前2分钟的free talk。
2.游戏,数字接龙：全班同学参加。从1到100,遇到8,8的倍数或带8的数字,说“pass”。如：five,six,seven,pass,...fifteen, pass, seventeen,...
第二步：呈现
1.师生对话：
A:When is your birthday? B:It’s…
A:When were you born? B:I was born…
2.推出新单词“be born”。
3.听录音1a,回答下列问题：
（1）When was she born? （2）When was her daughter born?
（3）Where was her daughter born?
答案：（1）She was born in June,1970.
（2）She was born on October 22nd,1996.
（3）She was born in Henan.
4.两人一组练习1a的对话。
第三步：巩固
1.两人一组练习1b。
2.学生独立完成1c,教师核对答案。
3.带领学生读2。
第四步：练习
1.学生模拟例句独立完成3a,教师核对答案。
2.学生合上书,教师举起写有各种资料的卡片引导学生说出类似的句子。如：Maria was born on July the twelfth.
3.学生两人一组完成3b。
4.听录音,学生独立完成4,教师核对。
第五步：综合探究活动
1.总结知识点。
2.让学生写几句话,介绍自己的出生时间、出生地点、年龄,越详细越好。
Section C
教学目标：
1.谈论物品的形状、颜色、大小等。
2.掌握下列句型：
（1）What’s the shape of your present? It’s round.
What does it look like? It looks like a star.
（2）What color is it? It’s black and white.
（3）How long is it? It’s 20 centimeters long.
（4）How wide is it? It’s 15 centimeters wide.
本课重点: 1,2a和2b
难点：谈论物品的形状、颜色、大小
教具 录音机
课时建议：1
教学过程：
第一步：复习
1.检查上节课的作业。
2.学生自由谈论当天的日期、自己的生日等。
第二步：呈现
1.告诉学生,今天是某某的生日,老师想送她／他一件礼物,但你们要先猜一猜是什么,从而引出本课目标语言。
What’s the shape of the present? What color is it?
2.推出新单词“shape”。
3.听录音1,回答下列问题：
（1）What’s the shape of your present?
（2）What color is it?
答案：（1）It’s round. （2）It’s black and white.
4.学生再听一遍录音并跟读,找出关键词。
5.学生根据关键词练习对话1。
第三步:巩固
1.将所学的新词写在黑板上,如2a部分,教师领读几遍,确保每个学生都会拼读。
2.学生个人活动：观察周围,用所学的词描述周围物品的形状,如:This is my pencilbox.It is green and blue. It is a rectangle…
3.分组练习,完成2b。
学生谈论一些物品,提醒学生注意物品的形状、大小、颜色等,在对话中回答下列问题。
(1) What color is it? (2) What shape is it?
(3) How long is it? (4) How wide is it?
第四步：练习
1.听录音3,学生独立完成表格,教师核对答案。
2.双人练习：学生说出一件物品,另一个学生说出它的形状、大小、颜色,可如此反复几次。
3.抽几组学生到台前表演。
第五步：综合探究活动
1.课堂活动：猜谜游戏。
2.布置作业：描述你熟悉的一些物品（至少三件,包括颜色、形状、长度和宽度）。
Section D
教学目标：
1.学习音标/e/ // /I/ /ａ/。
2.复习一般过去时was,were的用法。
3.复习日期的表述。
4.复习描述物品特征。
本课重点: 1,2a和4
难点：was,were的用法/日期的表述/描述物品特征教具 录音机
课时建议：1
教学过程：
第一步：复习
1.教师在黑板上列出音标。耐心教会学生音标的读法,并尽可能多地列出单词,完成1。
2.给出一些单词,让学生试着去拼读,以便巩固读音和加深记忆。
3.通过猜词游戏让学生学习物品的形状、大小、颜色的表达方式。
4.复习日期的表达法。问：
What day is it today? What’s the date?
When were you born? When was he born?
5.复习描述物品。问：
What shape is it? What color is it?
How long is it? How wide is it?
第二步：呈现
1.学生独立完成2a,教师核对答案。
2.完成2b。
第三步：巩固
1.给出一些课前准备的纸片,如：Kangkang, May 1st, 1990（Beijing）,10月5日,星期日等,让学生根据图片进行问答。
2.学生自己制作各种卡片。两人一组,根据卡片内容进行问答。
第四步：练习
1.总结知识点。
2.完成3a和3b。
第五步：综合探究活动
1.用下列问题做一个调查。
(1)When were you born? (2)Where were you born?
(3)What’s your favorite present?
2.根据调查的信息练习对话。
Topic 2
Section A
教学目标：
1. 情态动词can/can’t 的用法。
2.重点掌握句型:
Can you …? Yes, I can./Yes, a little. /Yes, very well.
No, I can’t./No, not at all.
本课重点: 1a和3
难点：情态动词can/can’t 的用法
教具 录音机
课时建议：1
教学过程：
第一步：复习
1.学生自由对话。
When were you born? Where were you born?
2.学生用以下问题猜谜语。
What shape is it? What color is it?
How long is it? How wide is it?
第二步：呈现
1.引出“Can you…？”
There is an object. It’s round. It’s black and white. Can you guess what it is?
2.师生问答。
A：What can you do? B:I can…
A:What can’t you do? B:I can’t…
3.教师可做各种动作,引导学生说。
I can write. / I can’t fly. / I can sing. …
4.提出问题：
What can Maria and Jane do at the party?
What can’t they do at the party?
5.学生听1a录音,同时完成1b。
第三步：巩固
1.放1a录音,学生跟读,核对1b答案。
2.双人活动。学生两人一组,说出或写出自己在聚会上能做什么和不能做什么,双方交换检查。
3.听录音,完成2。
第四步：练习
1.分组活动。将学生分为若干小组,进行比赛。一组说I can…。另一组说I can’t …。教师把学生所用的动词分别写在黑板上,动词不得重复,所用动词多的一方取胜。可多进行几次,也可由学生自己将动词写在黑板上。
2.学生两人一组练习3。
3.学生独立完成4,教师核对答案。
4.知识点总结。
第五步：综合探究活动
1.小组活动。对同学们进行调查,完成5的表格。
2.学生制作海报,列出自己能做和不能做的事。
3.双人活动,一个学生说I can do …,I can’t do …,另一个学生做作。
Section B
教学目标：
1. 情态动词can/can’t的用法。
2. 重点掌握句型:
What else can you do? I can count.
What can a hen do?
It can jump, but it can’t swim.
Can Mr.Wang speak English?
Yes, he can. He can speak it very well / a little.
Yes, but not very well.
No, he can’t speak it at all.
本课重点: 1a 和2
难点：情态动词can/can’t 的用法
教具 录音机
课时建议：1
教学过程：
第一步：复习
1.学生展示上节课的作业,教师简单点评。
2.两人一组进行表演,一人做动作,一人说句子,看哪一组配合得好。
第二步：呈现
1.导入1a对话。
There is a bird. She can speak. Can you guess what it is?
Oh,it’s a parrot.
2.提出问题：What else can the parrot do?
3.听录音1a,学生找出答案,教师核对答案。
4.再听一遍录音1a并跟读。
5.教师引导学生说话。
T:Can the parrot sing? S:Yes, she can.
T:Can she count? S:No, she can’t.She can’t count.
T:Can she sing an English song? S:Yes, she can.
6.推出新单词：smart=clever
第三步：巩固
1.学生独立完成1b,教师核对答案。
2.提出任务,两人一组,假设你有一只小猫、小狗或一只小鸟,告诉你的搭挡他/她会做什么,不会做什么。如：
I have a little dog. He can swim. He can’t climb the tree.
3.小组活动：
A: Can your dog/cat…? B: Yes,he/she can. No,he/she can’t.
第四步：练习 新 课 标 第 一网
1.由3引导学生说出He can…, but he can’t….
2.游戏：课前准备几张写有猪、鸡、青蛙等的纸片和面具,纸片扣放在讲台上,面具放在一边。两人一组,一人手持面具,另一个翻看桌上的纸片,然后说：I can… ,but I can’t …手持面具者根据他的解说,判断出是哪一种动物后,戴上面具说：He/She is a …He/She can…but he/she can’t…面具与纸片上所写的动物对上的获胜,由时间长短定,可寻找几组进行练习。
3.学生两人一组练习3。
4.小组活动,完成4。
第五步：综合探究活动
布置作业：学生5人一组,每人向大家描述自己的能与不能。如：
A:I can swim, but I can’t sing.
B:I can play the guitar, but I can’t play football.
C:I can run, but I can’t…
D:...
四人说完后,第五位同学向大家重复一句刚才的句子,让大家正误。
Section C
教学目标：
1.情态动词could/couldn’t的用法。
2.重点掌握句型：
(1)One year ago, she couldn’t fly a kite at all.
(2)She could only dance a little when she was five.
(3)Kangkang is good at playing soccer.
3.复习一般现在时。4.复习频度副词。
本课重点: 1a和2 难点：情态动词can/can’t 与could/couldn’t的用法
教具 录音机
课时建议：1
教学过程：
第一步：复习
1.检查作业。
2.猜迷活动：一个学生谈论自己的同学,其它同学猜猜她／他是谁。
A:He can swim but he can’t sing.
B:He is Jim.
C:No, he isn’t. Jim can sing but he can’t swim.
第二步：呈现
1.让学生读短文1a,然后找出问题的答案。
(1)What’s Jane doing? (2)What’s Maria doing?
(3)What are Michael and Kangkang doing?
答案:(1)She is flying a kite. (2)She is performing ballet.
(3)They are playing table tennis.
3.学生再仔细读一遍短文,独立完成1b,教师核对答案。
4.教师讲解could/couldn’t和be good at的用法。
第三步：巩固
1.学生独立完成2。
2.学生合上书本,教师展出图片。学生描述课本2,练习过程中教师可用关键词给学生提供适当的帮助。
3.双人练习示范。一个学生说：I can swim now.另一个学生说：You couldn’t swim two years ago.如此反复练习几次或找几组学生到讲台前,一个学生说：I can play basketball now.另一个学生说：But you couldn’t play basketball three years ago.
第四步：练习
1.教师在黑板上画如下表格（内容可由学生自己填写）。
could
can couldn’t
can’t time
Swim come to school now
dance sing a year ago
ride a bike two years ago
when I was four
five years ago
引导学生说出如下句子：
I can swim now. But I couldn’t swim when I was four.
I can dance now. But I couldn’t dance two years ago.
2.学生独立完成3,教师核对答案。
第五步：综合探究活动
. 总结知识点。
Section D
教学目标: 1.复习can/can’t的用法。 2.复习could/couldn’t的用法。
本课重点: 1,2和4 难点：情态动词can/can’t 与could/couldn’t的用法
教具 录音机
课时建议：1
教学过程：
第一步：复习
1.检查作业。
2.教师把动词短语制成卡片（本单元的相关动词短语）进行复习。如：
T:Look at my pictures! Who can speak the most quickly?
S:Play football/fly a kite/play basketball...
第二步：呈现
1.播放1录音,学生完成下面的习题。
2.教师领读。注意句子的语音语调。
3.教师讲解课文。让学生复述1,尽可能用上can, can’t, could, couldn’t。
第三步：巩固
1.先让学生阅读2。
2.由学生读出例句,再让学生独立完成2,写出正确的句子。
3.学生根据自己的情况,写出类似的句子。
第四步：练习
1.总结知识点,完成课本3a和3b。
2.小组活动：四人一组,互相调查,可用以下句子进行问答。
Can you swim? Could you swim when you were four years old?
第五步：综合探究活动
1.调查报告,要求学生对班里的5名同学做出调查,如：现在会做什么,三年前是否会做,三年前会做什么,现在是否会做,写出自己的调查报告。
2.小组活动,完成课本上的4。
Unit 7 The Birthday Party
Topic 3 We had a wonderful party.
Section A
Section A needs 1 period. Section A需用1课时。
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Aims and demands目标要求
1. Learn some new words and phrases:
did, recite, poem, magic, himself, enjoy oneself, yesterday
2. Learn the past simple tense.
(1)Did you sing a song at the party? Yes, I did.
(2)What did Sally do? She danced.
(3)What about Tom? He performed magic tricks.
3. Praise and encouragement.
You speak Chinese very well.
Ⅱ. Teaching aids 教具
图片/录音机
Ⅲ. Teaching Plan教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习动词短语, 引入1a。
1. (教师呈现图片, 复习动词短语。)
(教师手拿图片, 将图片背对学生, 叫一名学生到前面来做图片上的动作, 让其他学生猜出其动作。)
(板书关键句型。)
Did you…? Yes, I did./No, I didn’t.
T: Now look at this picture, and do the actions like this.
S1: (手拿话筒做唱歌状。)
T: Guess like this “Did you…?” and answer like this “Yes, I did./No, I didn’t.”
S2: Did you sing a song?
S1: Yes, I did.
S3: (做跳舞状。)
S4: Did you play the guitar?
S3: No, I didn’t.
S4: Did you dance?
S3: Yes, I did.
(练习四张图片, 让学生初步了解did的用法, 然后与同桌互相问答。)
T: OK! You did very well. We know Kangkang had a birthday party last Wednesday. Can you guess what the children did at Kangkang’s birthday party?
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1a和2, 回答有关的问题, 了解行为动词的过去式。
1. (学生猜孩子们在康康的生日聚会上做了什么，教师呈现2中更多的动词短语。教学生词。)
(板书动词短语，掌握recite, poem, magic；理解trick, Kung fu。)
sing an English song
sing a Chinese song
recite a Chinese poem
perform magic tricks
play the piano
dance the disco
play the guitar
perform Chinese Kung fu
2. (设置并板书听力任务, 放1a录音。)
(1) Did Jane recite a Chinese poem at the party?
(2) What did Sally do?
(3) What did Tom do?
(4) How was Kangkang at the party?
T: Let’s listen to 1a and answer the questions on the blackboard.
(听完录音, 回答问题，并核对答案。用彩色粉笔将原来板书的动词短语中的动词变成过去式。)
3. (让学生看70页2中的节目单, 了解演出情况，然后听2录音，完成2。)
T: Now let’s turn to page 70. First please look at the program list, then circle the programs you hear and fill in blanks with proper forms of the verbs.
(让六名学生回答所填答案, 每人一句。注意动词过去式的读音变化。)
T: Let’s check the answers. I’ll ask six of you to answer the questions.
S1: …played…sang…recited…played…danced…performed…
T: Very good!
(表扬学生, 让学生感到学习的快乐。)
(板书生词yesterday并要求掌握。)
yesterday
Step 3 Consolidation 第三步 巩固(时间:15分钟)
巩固1a, 掌握语音和语调。进一步理解对话。
1. (再放1a录音, 学生跟读并用铅笔标出重读与语调。)
T: Now listen to the tape again and mark the stress and intonation with your pencil.
(板书生词。理解certainly；掌握enjoy oneself。)
certainly, enjoy oneself
2. (先自读一遍对话, 然后跟录音机一起读。)
T: First, I’ll give you one minute to read the dialog.
(大声朗读并根据黑板上的关键词理解整个对话。)
T: Follow the tape.
3. (人机对话。然后交换角色再对话一遍。)
T: OK. Now let’s make a conversation with the tape. Suppose the tape is Ben and you are Jane.
4. (学生阅读1a，完成1b中的A。教师在已板书的动词短语旁加上施动者的人名。)
(板书)
Jane Helen Sally Tom Michael Kangkang Jack Maria
5. (根据板书, 两人一组表演1a，需要记的部分可自己组织语言。)
T: Work in pairs, close your books and look at the blackboard, then act out the dialog.
S1: How was Kangkang’s birthday party?
S2: It was very nice.
…
6. (根据板书，结合1a和2，复述康康的生日聚会，完成1b的B部分。强调动词过去式的运用。)
Step 4 Practice 第四步 练习(时间:10分钟)
巩固2，掌握规则动词的过去式。
1. (让学生根据2的节目单, 两人一组对话。进一步掌握句型Did you…?)
T: Now let’s do oral work in pairs. Look at the program list in 2 and make conversations with
your partner like this:
(示意两名学生作示范。)
S1:Hi, Maria. Did you go to Kangkang’s party?
S2:Yes, I did.
S1:Did you play the guitar?
S2:No, I didn’t. I played the piano.
T: Ready? Go!
2. (教师板书一些变化规则的动词，让学生试着写出它们的过去式。)
play miss wash use like dance carry try shop plan
Step 5 Project 第五步 综合探究活动(时间:5分钟)
通过游戏巩固一般过去式, 同时联系实际加以运用。
1. (完成3。)
T: Let’s play this game. Suppose you are one of Kangkang’s friends. Act and let your partner guess what you did at Kangkang’s party.
2. (家庭作业。)
(1)(注意观察、总结动词过去式有什么变化规则。)
(2)(根据自己过生日的情景, 做一个报告。)
T: Write a report about your birthday party. You can begin like this: Here is a report about how I spent my birthday…
Ⅳ.疑点探究
做节目单时, 一般用guitar playing而不说playing the guitar。此时, guitar playing为复合名词。
Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Aims and demands目标要求
1. Learn some new words and phrases:
fall, wash, at once, happen, stand up, come back, video game, truth, everyone, had, tell a lie, angry
2. Talk about past events.
I missed the chair and fell down.
Did you hurt yourself ?
What time did you come back home last night, Judy?
3. Blame and complaint.
How could you lie to me?
Why did you come back so late?
Why didn’t you tell me the truth?
4. Praise.
It was wonderful.
5. Surprise.
Really?
Ⅱ. Teaching aids 教具
图片/录音机/挂图
Ⅲ. Teaching Plan教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习生日聚会上的功能用语,导入1a。
(方案一: 此方案知识性强, 要求学生一定要熟悉上节课的内容。)
(用Section A, 1a复习康康生日晚会的情况, 引出康康生日的另一项活动。)
T: At Kangkang’s birthday party. What did his friends do?
(教师手拿图片, 正面是人物, 背面是动词短语, 和学生一同回忆在康康的生日晚会上他们都做了哪些活动。)
Ss: Helen recited a Chinese poem. Jane sang a song. Sally danced. Tom performed magic tricks.
T: You’re right. After that, Kangkang played a game named Musical Chairs with his classmates. Do you want to know what happened to Michael? Now let’s listen to the conversation among Michael, Jane, Kangkang and Maria.
(板书happen并要求掌握。) happen
(方案二: 该方案活动性强, 易于提高学习兴趣, 可使学生迅速进入角色。)
(以Musical Chairs游戏铺垫1a对话。事先组织学生在教室的空地上放好五把椅子, 让六个学生来做游戏, 看谁最后获胜。完成3。)
T: Today we’ll play a game named Musical Chairs. Listen to the music, and run around the chairs. When the music stops, sit down on the chair beside you. The one who misses the chair has to leave the game with one chair. Then the game goes on this way until there are two people left competing for one chair. The one who sits on the last chair is the winner.
T: OK. Now stop! … is the winner. Clap your hands for him/her. Go back to your seat. At Kangkang’s birthday party, Kangkang also played this game with his friends. Do you want to know who lost the game? And what happened to Michael? Now let’s listen to the conversation carefully.
(板书happen并要求掌握。)
happen
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1a, 理解课文内容, 有针对性地回答问题。
1. (设置并板书听力任务, 让学生带着任务听1a录音。)
(1) Who missed the chair?
(2) Did he hurt himself ?
(3) What did he do next?
T: Now let’s listen to the tape and then answer the questions on the blackboard.
2. (听完录音, 回答问题, 然后核对答案。)
T: OK! Now let’s check the answers.
(板书生词。理解ouch；掌握fall, wash, at once。)
ouch, fall, wash, at once
3. (学生说出短文中的关键词和短语, 教师一边补充说明一边板书。)
missed the chair—fell down—hurt yourself—hands—washroom
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1a, 表演并应用。
1. (再听1a录音, 看黑板上的重点单词和词组并跟读。)
T: Look at the key words and phrases on the blackboard. Listen to the tape again and follow it.
2. (纠正语音和语调。)
T: Follow the tape. Pay attention to your pronunciation and intonation.
3. (让学生自己读两分钟对话。)
T: Now read the conversation of 1a by yourselves on page 71. I’ll give you two minutes.
4. (看黑板上的关键词和短语, 四人一组, 脱离书本，根据自己的理解和记忆表演1a, 也可加入自己的语言、情感, 为用而学, 学以致用。)
(1)T: Work in groups of four. Close your books, and look at the key words and phrases on the blackboard. Act out the dialog.
…
(2)T: Look at the pictures, get the key sentences, and then make conversations in groups.
(培养合作精神。此步骤可根据实际情况选用。)
Step 4 Practice 第四步 练习(时间:15分钟)
完成1b。听2a录音回答问题, 并练习对话。
1. (让学生独立完成1b, 培养自主学习的能力。)
T: Now work alone. Do 1b by yourselves, and check the statements to know what happened to Michael at the party.
Ss: Michael missed the chair and fell down. He was OK and washed his hands.
(板书生词并要求掌握。)
stand, stand up
2. (学生根据1a挂图和关键词复述对话, 培养语言迁移能力。)
T: Make a report to retell the story, you can begin like this:
At Kangkang’s birthday party, they played a game…
3. (我们知道了迈克尔在康康生日晚会上Musical Chairs游戏中的遭遇, 下面我们再来了解一下朱迪昨晚做了些什么, 又遇到了什么事。看图, 或自做一幅图片让学生猜究竟发生了什么。)
T: At Kangkang’s birthday party, we know Michael missed the chair and fell down, but what happened to Judy last night? Look at the picture. Can you guess?
4. (由图片上的目标语言猜出了朱迪晚归, 从而导出blame and complaint。)
(1)(设置并板书听力任务, 让学生带着任务听2a录音并回答问题。)
Did Judy go to play video games last night?
(2)(板书关键词组。)
T: Look at the key phrases on the blackboard.
What time come back half past ten
How lie at that time
Why late video games went to the party really
Why didn’t tell the truth end late forgot the time
(3)(再听一遍录音, 根据关键词组，回答黑板上的问题, 并掌握关于责备和抱怨的句型。)
T: Listen to the tape again, and answer the questions using the key phrases.
①What time did she come back?
( )Half past ten.
( )Midnight.
②What did Judy really do last night?
( )She went to play video games.
( )She went to Kangkang’s birthday party.
③How did she lie to her father?
(4)(两人一组做对话练习，注意对话中表示责备、赞扬和惊讶等句子的语调，然后根据板书的关键词组再练习对话。)
T: Now please work in pairs and practice the dialog. Pay attention to the intonation.
(板书并掌握生词。)
everyone, had
5. (学生根据2a完成2b，然后集体核对答案。板书动词的过去式和一些重要词组。)
go—went have/has—had forget—forgot come—came
get—got tell—told make—made think—thought
the next morning tell a lie make sb. very angry
Step 5 Project 第五步 综合探究活动(时间:10分钟)
实践调查, 培养正确的情感态度和价值观。
1. (让学生作调查, 练习对话。)
(首先, 让学生分四组做一个调查报告, 老师板书问题“Did you ever come back home very late at night? ” “Did you ever tell a lie?” 并让学生猜ever的意思, 然后全组集体调查, 让学生提问“How many students never/seldom/sometimes… came home very late/told a lie?” 最后任意抽查学生向大家汇报。)
Did you ever come back home very late at night?
Did you ever tell a lie?
How many students never/seldom/sometimes…came home very late/told a lie?
Example:
S1: In our group, 8 students told a lie once, 2 students never…
2. (教师鼓励学生说实话, 正视自己所犯的错误, 不要说谎, 要做诚实的孩子, 培养学生正确的情感态度和价值观。)
T: Did you ever tell a lie? Why?
3. (让学生根据自己撒过的谎进行反思, 并写出其危害, 回到家里及时和父母沟通, 增进与
父母的感情。此活动可根据学生具体情况弹性把握。)
T: Write a passage about a lie and read it to your parents.
4. (介绍一些有关撒谎的习语。)
It’s good to tell a white lie.
Telling lies is bad.
Cheating others is cheating ourselves.
5. (家庭作业。)
(预习下一课单词和动词的过去式。)
Ⅳ.疑点探究
1. Why didn’t you tell me the truth? 此句为否定疑问句，表示责备或抱怨。
2. lie的现在分词形式为lying。教师可提醒学生注意它的特殊形式。
3. What happened to Michael at the party?此句主语是what故不用助动词did。sth. happens to sb.意为“某人发生某事”。提醒学生不能说sb. happens sth.。
Section C
Section C needs 1 period. Section C需用1课时。
The main activities are 1 and 3. 本课重点活动是1和3。
Ⅰ. Aims and demands目标要求
1. Learn some new words and phrases:
each, silent, blow out, breath, sunny, delicious, funny
2. Learn the irregular past forms of verbs.
is/am—was, are—were, stand—stood, do—did, sing—sang, fall—fell, go—went, forget—forgot, come—came, get—got, have/has—had, tell—told, make—made, think—thought, lose—lost, buy—bought, bring—brought, give—gave, sit—sat, blow—blew
3.Talk about Kangkang’s birthday party celebration.
Ⅱ. Teaching aids 教具
图片/挂图/录音机/卡片
Ⅲ. Teaching Plan教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习并引入1。
1. (复习康康的生日庆祝方式。)
(方案一: 用图片协助回顾。)
T: Can you remember what they did at Kangkang’s birthday party?
Ss: Yes. Jane sang an English song; Helen recited a Chinese poem; Sally danced; Tom performed
magic tricks; and Kangkang performed kung fu.
(方案二: 用简笔画协助回顾, 内容同方案一。)
(教师展现Section B, 1a中的Musical Chairs游戏图。)
T: What happened to Michael in the game?
(帮助引导学生回答出关键词和短语missed, fell down, lost。)
Ss: Michael missed the chair and fell down, so he lost the game.
T: Very good.
T: From the last lesson, we knew what the children did at Kangkang’s birthday party. Do you want to know more about it? Let’s read the passage on Page 73.
(板书课题)
Section C
Kangkang’s Birthday Party
2. (教师把1中围坐在桌旁吃蛋糕的图片挂在黑板上, 让学生看康康过生日时的场景。没有条件的地区, 教师可直接让学生看教材73页的图片。)
T: First, let’s circle the past form of verbs in the passage and read them aloud.(检查预习情况。)
T: Now look at the picture on the blackboard/on Page 73. How did Kangkang celebrate his birthday party? How old is Kangkang? Do you know?
Ss: …
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:15分钟)
呈现1, 回答有关问题, 理解并初步掌握课文内容。
1. (设置并板书听力任务。让学生听1的录音。)
T: Now look at the questions on the blackboard, then listen and answer these questions:
(板书)
(1) What did Kangkang’s parents buy for his friends?
(2) How old is Kangkang?
(3) Did they have a good time?
(听完录音，回答问题，然后师生一起核对答案。)
T: Now can you answer these questions on the blackboard? Let’s check the answers.
T: OK. Next I’ll give you 3 minutes to read the passage in 1 quickly, then answer the following questions in 1.
(学生读完文章后, 师生再一起核对答案。)
T: Now let’s check the answers together. The first one …
2. (通过听力和阅读训练, 学生已大致了解了康康生日聚会的一些情况。让学生们一起讨论这是谁的生日, 在哪里举行, 都有谁参加了, 都干了些什么, 最后结果怎样。以此培养学生的语言迁移能力。)
T: We have learned something about Kangkang’s birthday party. Now discuss in groups, then fill out the form on the blackboard, and after a while I will check the answers.
(板书)
Whose birthday Where Who What How
(学生讨论2分钟后, 师生一起核对答案。)
T: Are you ready? Now let’s check the answers together.
T: Whose birthday was it?
Ss: It was Kangkang’s birthday.
…
3. (学生互相讨论, 找出上面表格中的关键词和词组，教师板书呈现, 为下一步学生复述做准备。)
T: Very good. Now please discuss with each other and find out the key words, and I’ll write them down on the blackboard.
last Wednesday(when)—at Kangkang’s home(where)—his friends(who)—each one gave him presents and birthday cards—by hand—sat around the cake—made a silent wish—blew the candles out in one breath—danced—sang songs—played games(what)—had a good time(how)
Step 3 Consolidation 第三步 巩固(时间:9分钟)
巩固并进一步掌握描述生日的功能用语。
1. (让学生根据黑板上的关键词和词组，用2-3分钟准备复述课文。)
T: Use the key words and phrases on the blackboard to retell the passage. I’ll give you two to three minutes to prepare it. (一定时间后教师再叫同学复述。) Who will have a try?
S1: Last Wednesday, Kangkang celebrated his birthday at his home, and his friends gave presents and birthday cards to him…
(学生不会表达的词汇, 教师给予帮助, 体现教师和学生之间的关系——即教师是主导，学生是主体。)
2. (让学生独立完成2, 培养学生的自主学习能力。)
T: Well done! You used many past forms of irregular verbs to retell the passage in 1, now let’s learn more. Please do 2 by yourselves. I’ll give you two minutes to finish it.
(2分钟后, 核对答案。)
T: Time is up. Now let’s check the answers.
Step 4 Practice 第四步 练习(时间:11分钟)
进一步练习动词的不规则变化形式，同时完成3。
1. (把变化不规则的动词制成卡片, 强化练习。卡片正面写动词原形, 反面写过去式。让学
生以抢答的方式进行练习。看到原形说出过去式, 看到过去式说出原形。)
are sing lose come have buy …
were sang lost came had bought …
T: Now let’s have a competition. I’ll show you some cards with verbs on them. When you see the past form, please tell us its original form. When you see the original form, please tell us its past form. OK? Now let’s see who’s the best. I’ll give him or her a prize.
(教师出示卡片have。)
S1: Had.
(教师出示卡片lost。)
S2: Lose.
…
(通过奖励，鼓励学生做好预习。进入下一步。)
2. (通过大量的练习, 学生已掌握了本节课动词过去式的不规则变化, 在此基础上, 可以
进入到3的练习。)
T: Now do 3 by yourselves as quickly as you can.
(学生填完空格后, 教师核对答案。)
T: Time is up. Let’s check the answers together.
Ss: …was…had…came…played…sang…lost…
T: Very good!
(板书生词并要求掌握。)
sunny, delicious, funny
3. (让学生变换人称复述3，尽可能多地运用最近学过的单词或短语。)
T: Retell 3, paying special attention to the change of the first, second and third person pronouns as the speaker is changed, using the words and phrases we have learnt recently as many as possible.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
用有关生日的词汇和动词短语展开活动, 锻炼学生的语言综合运用能力。
1. (这一课谈论的是康康的生日，教师可以问学生有没有今天或最近几天要过生日的。如果有，大家一起唱生日快乐歌祝福他/她生日快乐。完成4。)
T: We have talked about Kangkang’s birthday. Is anybody’s birthday today? Please hands up.
(有一个学生举手。)
S1: It’s my birthday today.
T: Good! Let’s sing Happy Birthday for him/her.
Ss: Happy birthday to you…
2. (唱完后让学生在两分钟内尽可能多地说出有关过生日的词汇和动词短语。)
T: Please say the words and verbal phrases about birthday as many as possible.
S2: Cake, cut the cake.
S3: Candle, blow the candle.
S4: Party, hold a party.
…
3. (家庭作业。)
(根据刚才所说的有关过生日的词汇和动词短语, 使用一般过去时写一篇关于过生日的短文。不少于50个单词。)
T: Write a passage about somebody’s birthday party, using the simple past tense.
Example:
I had a birthday party 20 days ago. I asked many friends to come to my home. My parents bought lots of food and drinks for us. They gave me different presents and birthday cards. I loved them a lot.
It was my fourteenth birthday. We put 14 candles on a big birthday cake. Before I cut the cake, I made a silent wish and blew the candles out in one breath. Then we ate the birthday cake together. After that, we performed different programs. We all enjoyed ourselves very much.
Ⅳ.疑点探究
There was a big birthday cake with 13 candles on it. 此句中用介词on指蜡烛轻插在蛋糕表面上而非深插入, 故不用in。
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1 and 5. 本课重点活动是1和5。
Ⅰ. Aims and demands目标要求
1. Learn the pronunciation of the past forms of the verbs ending with -ed/-d:
/t/ /d/ /Id/
2. Review the past simple tense.
He performed some magic tricks.
I didn’t play video games at all.
Did you sing a song at the party? Yes, I did. / No, I didn’t.
What time did you come back home last night, Judy?
3. Review the regular and irregular past forms of verbs.
4. Review useful expressions.
(1)Did you hurt yourself?
(2)This way, please.
(3)What happened to Michael at the party?
(4)How could you lie to me?
(5)Why did you come back so late?
(6)Why didn’t you tell me the truth?
Ⅱ. Teaching aids 教具
卡片/图片/录音机
Ⅲ. Teaching Plan教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习本单元重点词汇、短语。
1. (头脑风暴。教师根据Topic 3中生日聚会的庆祝过程, 运用卡片、图片提示, 让学生在限定时间内, 运用集体智慧, 说出全部所学的知识。)
T: According to the process of the birthday party, let’s do a brainstorming. First, speak out the sentences of how to celebrate Kangkang’s birthday as many as possible. Only one minute. Go!
S1: Jane played the guitar and sang a song, er…
S2: Helen recited a Chinese poem.
S3: Kangkang performed kung fu and enjoyed the party.
S4: Tom performed some magic tricks.
S5: Maria performed ballet and played the piano…
S6: …
T: Time is up! Well done! Let’s review together.
Ss: Jane played the guitar and sang a song. Maria played the piano and performed ballet.
…
T: Second, speak out the verbs or verbal phrases of Musical Chairs.
S7: Missed the chair, fell down, er…
S8: Hurt himself, couldn’t stand up, washed his hands…
T: Good job!
2. (通过男、女生两组竞赛复习动词的过去式。教师先后出示不规则动词原形及规则动词原形的卡片，学生快速说出其过去式。答对者得一分，最后得分多的组获胜。)
Step 2 Presentation 第二步 呈现(时间:12分钟)
练习并掌握规则动词过去式的变化规律。呈现1, 总结读音规则。
1. (1)(总结动词过去式的变化规律。)
T: Stop here, please! I’ll ask one student to come to the blackboard. S1, please come here.
(叫一名学生站在讲台上, 教师让学生做动作, 其他学生猜并用“Did you…”来提问, 教师将其问句转换成陈述句板书在黑板上, 句子呈现动词过去式的一般规律：动词+ed。)
T: Now one student does the action, and other students guess what he did.
(S1做打排球的动作。)
S2: Did you play volleyball?
S1: Yes, you are right.
T: We can say “He played volleyball.”
…
play—played
perform—performed
T: Who can tell me the rules of these verbs?
S3: 词尾+ed。
T: Very good. Let’s go on.
(导入下一步。)
(2)(教师呈现两张图片, 体现动词过去式的第二种变化形式, 即以e结尾的动词+d。)
T: Look at the two pictures and find out what they did.
S4: She danced.
S5: She recited a poem.
(教师板书danced和recited并问学生变化规律。)
dance—danced, recite—recited
T: Yes. And can you tell me the rules?
Ss: 词尾+d。
(3)(板书例句。呈现以辅音字母+y结尾的动词, 让学生了解其过去式的变化规律, 即把y变i+ed。)
He tries his best to learn English well.
T: Please look at the sentence on the blackboard and see how to change it.
(学生不熟悉, 可进行激烈讨论, 教师板书答案。)
He tries his best to learn English well.
→He tried his best to learn English well.
try—tried
T: Do you know the rules?
Ss: Yes. 变y为i+ed。
(教师纠正, 必须是辅音字母+y结尾, 才能变y为i+ed。)
(4)(呈现stop, plan等词，让学生猜测其过去式，然后板书答案。)
T: Guess the past forms of “stop” and “plan”.
stop—stopped, plan—planned
T: Can you find the rules?
Ss:双写+ed。
(教师强调必须是重读闭音节，末尾只有一个辅音字母时才能双写该辅音字母，再+ed。)
(5)(教师做动作, 让学生猜出动作的动词短语, 体现动词过去式的特殊变化。)
T: I do the action, and you guess.
S6: Sang a song/Did housework.
T: Yes, good. Let’s sum up the rules.
(总结动词一般过去式的变化规律, 板书呈现。)
①词尾+ed ②以e结尾, 直接+d ③辅音+y, 把y变为i, 再+ed ④重读闭音节且结尾只一个辅音字母，双写该辅音字母，再+ed ⑤不规则变化
2. (听1录音, 注意动词过去式词尾-ed/-d的发音有几种。)
T: Let’s listen to the tape and pay attention to the pronunciation of the past forms of the verbs ending with -ed/-d.
3. (再听1, 并跟读。注意-ed/-d的发音与邻近音的关系。)
T: Listen to 1 again, and follow it. Pay attention to the relationship between the pronunciation of –ed/-d and that of the sound next to it.
4. (引导学生总结动词加-ed的读音规则。)
T: Look at the words, please find out the rules of pronunciation. Who can do it?
S1: 清辅音结尾加-ed读成/t/。
T: Yes, very good. 当-ed加在清辅音结尾的动词后时, 读/t/。Any other rules?
S2: 元音和浊辅音结尾的动词后加-ed读成/d/。
T: You’re clever. 当-ed加在元音或浊辅音结尾的动词后时读成/d/。What else?
S3: t或d结尾的动词加-ed读成/Id/。
T: Great! 在以/t/或/d/音结尾的动词后加-ed读成/Id/。The following statement may help you.
(板书发音规则。)
元、浊读/d/；清读/t/；/t/, /d/后面读/Id /。
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1并完成3。
1. (让学生根据所学内容, 找出本话题中出现的规则动词的过去式。)
T: Please find out the past forms of regular verbs in this topic. Let’s begin.
2. (把所找到的过去式按照词尾-ed/-d的发音进行分类, 然后朗读。)
T: Please classify your words according to the pronunciation of verbs ending with -ed/-d. Then read them.
(板书动词过去式。)
/t/ danced, missed, washed, liked
/d/ performed, played
/id/ recited
3. (听录音, 完成3。)
T: OK, stop here! Look at 3, please. Let’s listen to the tape. Then fill in the blanks with the information you hear. Understand?
Ss: Yes.
T: Good! Begin!
(播放录音。)
4. (再听3, 然后核对答案。)
T: Let’s listen again. After listening we will check the answers.
(播放录音。)
T: OK. Are you ready?
Ss: Yes.
T: Good! Who can do the first one?
S1: Mary—Date: May 22nd. Activities: cooked a special dinner for her mother at home.
T: OK, sit down, please. Is he/she right?
Ss: Yes.
T: What about Tom?
S2: …
…
5. (让学生分别描述听到的有关信息。)
T: Please repeat the information you hear. I’ll ask three students to do. Now S4¬ …
Step 4 Practice 第四步 练习(时间:10分钟)
练习一般过去时句型并归纳总结, 完成4a, 4b。
1. (两人一组做对话, 练习疑问句。教师可提醒学生加上如yesterday/last night/two days ago/the next morning/in 1995等表示过去的时间状语。)
T: Work in pairs, make a conversation like this:
S1: Did you play the guitar last night?
S2: Yes, I did.
S1: Did you recite a Chinese poem at the party?
S2: No, I didn’t.
(给学生两分钟时间准备。)
T: I will give you two minutes to prepare. Then I will ask some pairs to act out the conversations.
(学生准备对话。)
T: Time is up. Stop here! You two, please!
S3: Did you play video games last Sunday?
S4: No, I didn’t.
S3: Did you watch TV yesterday evening?
S4: Yes, I did.
(两者角色相互转换, 对调练习。)
…
2. (接龙游戏。全班学生起立围成一个圆形, 练习过去时的特殊疑问句。提醒学生分别用be动词、情态动词或行为动词的过去式回答。答案不得重复，否则将淘汰出局。)
T: Let’s play a game. Begin like this:
S5: I played football yesterday. What did you do?
S6: I watched TV. Where were you last night?
S7: I was at home. What could you do at the age of six?
S8: I could ride a bike.
…
T: You are wonderful!
3. (让学生通过观察对话和游戏的疑问句及答语, 归纳总结一般过去时的用法, 并在黑板上写出重点句型。)
T: Let’s sum up the past simple tense. Volunteers?
I played the guitar/was at home last night/could ride a bike.
I didn’t play the guitar/wasn’t at home last night/couldn’t ride a bike.
Did you play the guitar? Yes, I did. / No, I didn’t.
Were you…? Yes, I was./No, I wasn’t.
Could you…? Yes, I could./No, I couldn’t.
4. (完成4a和4b。)
T: Great! Now please read 4a and 4b. You should pay attention to these grammar focus and useful expressions.
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过写作和谈论, 提高学生语言综合运用能力和探究能力。
1. (根据复习的内容, 让学生分组完成2, 使学生了解写信的格式。)
T: Suppose you are Kangkang, write a letter back to your friend Lulu to describe your birthday party. You may begin like the form in 2.
2. (每一个小组选出一名代表, 朗读他们所写的信, 并选出获胜组。)
T: Now each group chooses your representative to read your letter, and then we will choose the winner. Which group wants to be the first?
G1: …
…
T: You’re all great. But which group is the best? Let’s give them marks.
(师生给各组打分。)
Group 1 2 3 4 …
Point
T: OK. Let’s see the result. Congratulations, … is the winner.
3. (完成5，让学生描述一次生日晚会。)
T: In this unit, we have learned about celebrating a birthday. Can you describe your birthday party? You can begin like this:
… is my birthday. I had a birthday party. I asked many friends to come to my home. They sang the song Happy Birthday together for me…
4. (家庭作业。)
(给你朋友或笔友写一封信，介绍你难忘的一次生日聚会, 并写好信封。) 新课标第一网
T: Write a letter about your unforgettable birthday party to your friend or pen pal according to 5, and then write the envelope.
Unit 8
语法 1. 一般过去时的特殊疑问句
How was your trip?
It was wonderful.
How long were you there?
Only five days.
What places did you visit?
We visited some famous temples.
2. 动词过去式（不规则变化）
be→was/weredo→didhave→had
buy→boughtsend→sent
get→gottell→told
hang→hung w ww.xk b1.co m
功能和话题 1. 季节和天气及相关的活动
What’s the weather like in summer?
How is the weather in winter?
What do you think of the weather today?
What’s the temperature,do you know?
Which season do you like best,spring, summer,fall or winter?
What’s your favorite season?
It is a good season for hiking.
It’s a good time to climb moutains.
We can make a snowman in winter.
2. 旅行
计划
项目进度计划表范例计划下载计划下载计划下载课程教学计划下载
和谈论度假
I want to go to Australia.
I plan to travel around the country and take pictures of the local people.
I would like to travel to some places of interest.
I hope to get together with then.
What’s the best time to go there?
What’s the weather like in Kunming?
Is it expensive there?
What places should I visit in Yunnan?
Where did you go on holiday?
What did you do last Sunday?
How was your trip?
3. 文化、风俗习惯
When you travel in other countries,you should know the customs of those countries.
In Japan,when you enter someone’s home,you should take off your shoes.
In Brazil,people never go out with their hair wet.
In Indonesia,you mustn’t point to anything with your foot.
Don’t touch a child on the head in Thailand.
Before the Chinese New Year,many Chinese families burn the old picture of kitchen god, Zao Shen’ to bring good luck.
4. 节日庆祝
Chinese people make dumplings and perform lion and dragon dances.
People in many countries celebrate Christmas and give each other presents.
They often wear scary clothes and knock on their neighbors’doors and shout,"Trick or treat?"
Best wishes to you.
Topic 1 Section A
The main activities are 1a and 3.本课重点活动是la和3。
Ⅰ. Teaching aims and demands教学目标
1. Learn the words of seasons and the words describing the weather and activities:
weather,spring, summer, fall, winter, warm,season,cold,rain, ground, snow, go hiking, swimming, climb mountains, make a snowman
2. Learn how to describe weather:
What’s the weather like in summer?
It’s hot. We can go swimming.
How is the weather in fall?
It is cool. It’s a good time to climb mountains.
3. Learn to use the comparative and superlative forms to express preference about seasons:
I like spring better.
Which season do you like best, spring, summer, fall or winter?
I think I like summer best.
Ⅱ. Teaching aids 教具
四张教学挂图。每张的上方分别标有春、夏、秋、冬四个英语单词。挂图背面标有暖、热、凉、冷四个英语单词,下方有hiking,swimming, climb mountains, make a snowman 短语。
挂图背面的下方为四季活动的图片。图与词应是相对应的。作为教学挂图的纸张应为纸板式,有一定硬度。
Ⅲ. Teaching Plan教学方案
Step1 Review 第一步 复习（时间: 5分钟）
1.（师生互动问好导入复习呈现。）
T: Good morning, class.
Ss: Good morning, teacher.
T: What day is it today?
Ss: It’s Tuesday.
T: So we will learn a new section today. But first I would like to know the date today.
2.（找一学生协助导入复习。）
T: What’s the date today?
S2: It’s June 11th.
（找学生2。）
T: When were you born?
Ss: September 21st.
（找学生3。）
T: What’s the 11th month of the year?
S3: November.
3.（活动继续,同时老师分栏板书月份名称在黑板上。）
T: There are twelve months in a year.
But there are four seasons in a year, too.
Look at the blackboard. What are the four seasons?
Listen to 1a, find the answers and tell me.
（导入下步。）
Step 2 Presentation 第二步 呈现（时间: 10分钟）
1. T: Now, tell me the answers.
Ss: Spring, summer, fall and winter.
（学生根据录音模仿,老师板书在黑板上相应位置,同时纠正。）
T: Listen to the tape again, finish lb, try to find the words describing the weather.
2.（放录音1a第二遍,学生听,完成1b。）
T: Can you find the words describing the weather?
Ss: Yes.
T: What are they?
Ss: They are warm, hot, cool and cold.
3.（学生模仿录音机发音,老师板书,纠正。）
T: Listen to the tape for the third time. Find the sentences of doing activities.
Ss: All right.
4.（放完录音,师生商讨核对答案,然后老师板书重点句型在黑板上。）
T: What are your answers?
It is a good season for hiking.
I like swimming in the river.
It’s a good time to climb mountains.
We can make a snowman in winter.
Step 3 Consolidation 第三步 巩固（时间: 5分钟）
1.（小组活动。一边看课本Page 77的四幅图画,两人互问互答,熟练掌握句型。学生重点操练句型,除了黑板上呈现的外,还有以下。）
What’s the wether like in spring?
It’s warm.
How is the weather in fall?
It’s cool.
2.（让学生不看课本,借助黑板上的关键词,复述对话内容。）
Step 4Practice第四步练习（时间: 10分钟）
1.（完成2,听对话,填表格。）
T: Listen to 2, complete the chart.
T: Here are the answers, please check it.
Name Favorite Season Favorite Activity
Zhou Weilun summer go swimming
Maria spring fly kites
2.（学生两人对话,仿照4,表达自己对季节的喜好和原因。）
T: Work in pairs. Follow the example to make a dialog.
3.（完成3。）
T: Listen to 3, read and find Kangkang’s and Jane’s favorite season. And why?
（学生听,读,找答案。）
T: Now, tell me your answers.
（找一学生检查填写情况及的短文理解程度。）
S: Jane likes summer best. Because she likes swimming very much.Kangkang’s favorite season is winter. Because when it snows, the ground is white with snow and he can make snowmen. He likes doing that very much.
4.（四人小组活动。讨论自己最喜欢的季节及原因。并且需要对本季节的天气进行描述。）
T: Now, work in four. Discuss about your favorite season.
Describe the weather and your favorite activities.
Example:
S1: I like spring best. It is warm. I can go hiking. I like hiking very much.
S2: My favoriter season is winter. It is cold. It is not very cold. It often snows in winter. All is white. I like white. I like making snowmen with snow.
S3: I like summer better. It is hot. It is not cold. I can go swimming in the river. I like swimming very much.
S4: I like fall better. It is cool, not very hot and not very cold. I can go climbing mountains. That’s my favorite activity.
Step 5 Project 第五步 综合探究活动（时间: 15分钟）
1.（班级比赛活动。全班分成男、女两组。每组一次一人。挑出自己最喜欢的季节,取出相应的教学挂图,藏在身后,不让对方看到。然后互相猜。猜中了要描述天气和适宜的活动情况。每人有三次机会。猜不中的被淘汰,记零分。最后哪组得分最多,算赢家。）
T: Now, Let’s play a game.
Boys are the first group. Girls are the second group.
One boy and one girl work in a small group.
They must guess the other’s favorite season, then describe the weather and activities. Each can guess three times.
Let’s see which group can be the winner.
Example:
（第一小组）
A1: Is your favorite season spring?
B1: No.
A1: Is your favorite season summer?
B1: No.
A1: Is your favorite season fall, either?
B1: Yes.
A1: It is cool in fall. It’s a good time to climb mountains.
（换过来）
B1: What is your favorite season? Is it winter?
A1: No.
B1: Is it fall?
A1: No.
B1: Is it winter?
A1: Yes.
B1: It is cold. We can make a snowman in winter.
（第二小组）
A2: Which is your favorite season? Spring or fall?
B2: I don’t like spring. I don’t like fall, either.
A2: Is it summer?
B2: Yes.
A2: It is hot. It is a good season for swimming.
（换过来）
B2: I guess your favorite season is summer, too.
A2: Yes. It is right.
B2: It is hot. It is a good time to go swimming.
（第三小组）
A3: Your favorite season is summer?
B3: No.
A3: Spring?
B3: No.
A3: Winter?
B3: No.
（A3被淘汰。换过来问。）
B3: Which is your favorite season, spring, summer, fall or winter?
A3: Spring.
（B3出乎意料地运用妙计一次性猜中。）
（活动继续,直到完成。）
2.（完成Page 78 5）
T: Now, Let’s chant.
（全班同学一齐大声朗读歌谣The Seasons。教室里一片欢快的气氛。）
3.（留作业。写一篇不少于五句的短文,和天气、季节有关。）
T: This is your homework.
Write a short passage about weather. You should have five sentences or more in your passage.
Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands教学目标
1. Learn words of describing weather:
cloudy, snowy, foggy, sunny, windy, rainy,bright, quiet, wet, dry, low, temperature
2. Review the simple past tense and present continuous tense:
How was the weather yesterday?
It was cloudy all day.
What are they doing?
They are flying kites and a boy is riding a bike over there.
3. Learn to understand weather reports:
What’s the temperature, do you know?
The lowest temperature is 20℃ and the highest temperature is 25℃.
Ⅱ. Teaching aids教具
课前要求学生将1c各词制作成卡片。卡片上尽量显示图画和单词两部分。教师制作天气预报简图。简图上标明北京当天的天气及最高温度和最低温度。
Ⅲ. Teaching Plan教学方案
Step 1 Review第一步 复习（时间: 5分钟）
1.（男,女生各一人作英语课堂值日报告,复习上节课关于季节,天气和活动的描述。）
S1: Good morning, everyone. Today is Tuesday, June 10th.It’s summer now. I like summer best. Because it is hot. I can go swimming in the river.（面向全班同学）What’s your favorite season, everyone?
Ss: Spring／Summer／Fall／Winter.
S1: Why?
Ss: Because spring is warm. It is a good season for hiking.／Because Fall is cool. It’s a good time to climb mountains.／Because it is cold in winter. I can make a snowman in winter.
S2: Hello, everyone. I like spring better. It’s nice and warm,and I can fly kites in spring.
2.（学生作完报告举起一张画有一男孩正在放风筝的图片,同时标有fly kites的词导入下
步。）
Step 2 Presentation 第二步 呈现（时间: 10分钟）
T: What’s the weather like in spring?
（指着图片复习进行时,图片上有多云和下雨的图片,呈现另一类描述天气的词。例: rainny, snowy等,导入用一般过去时询问天气的句型。）
Ss: It’s warm.
T: What’s the boy doing?
Ss: He is flying a kite.
T: What’s the weather like in summer?
（老师指着学生3举起的图片。图片上有夏日一群孩子在湖里划船和一小孩在湖边公路上骑车的场面,图片上标有row boats, ride a bike, hot, dry词。）
Ss: It’s very hot. It is dry, too.
T: What are they doing?
Ss: They are rowing boats. A boy is riding a bike over there.
（老师手指窗外。）
T: What’s the weather like today?
Ss: It’s raining. It’s rainning heavily.
T: So it is rainy today. What a cool day! It is wet, too.
（老师让作下雨图片的学生举起,可结合实际情况变换。图片上标有rain,wet词。）
T: Today is Tuesday. What day was it yesterday?
Ss: It was Monday.
T: What was the weather like yesterday?
Ss: It was cloudy.
（老师分别让学生举起下雪,有雾,晴朗,有风,多云的图片。）
T: What was the weather like yesterday?
Ss: It was snowy.
It was foggy.
It was sunny
It was windy.
（师生互动练习。）
Step 3 Consolidation 第三步 巩固（时间: 10分钟）
1.（完成1b。）
T: Look at the picture in your textbook. Listen and match the words on the right of the box with the correct picture.
（两分钟后老师和学生核对答案。）
T: Here are the answers.／Tell me your answers.
（或者）Discuss with your partner to find the correct answers.
snowy—e foggy—b cloudy—a
sunny—d windy—f rainy—c
2.（完成1c。）
T: Practice the conversation in 1a with the words in the box with your partner.
3.（做游戏,快乐中巩固复习。）
T: Let’s play a game.
There are three sections in 1c.
If you have the card with words of section 1, please stand on the left.
If you have the card with words of section 3, please stand on the right.
If you have the card with words of section 2, please stand in the middle.
Now, there are three groups.
The first student of each group, please come to the front of class. Hold up your cards.
Then the whole class can make a sentence.
Example:
（1）It was rainy yesterday. Today is wet.
They are climbing mountains.
（2）It was windy yesterday.
Today is dry.
We are rowing boats.
（3）It was sunny yesterday.
Today is foggy.
We are flying kites.
（4）Yesterday was nice and bright.
Today is rainy.
We are making snowmen.
（5）Yesterday was wet.
Today is windy.
We are going hiking.
（有些句子可能很不符合逻辑,学生大笑,同时巩固复习句型,培养交际能力。）
Step 4 Practice 第四步 练习（时间: 10分钟）
1.（老师出示北京天气预报简图呈现关于湿度的词,句型。）
T: Now, look at the picture. Listen, read and say after the tape.
（老师板书关键词。）
city weather lowest temperature highest temperature
Beijing nice, sunny 28℃ 37℃
（模仿读三遍,纠正发音,语调。）
T: Now, look at the words in the box.
What do you think of the weather today?
Ss: It’s nice and sunny.
T: What’s the temperature,do you know?
Ss: The lowest temperature is 28℃. The highest temperature is 37℃.
2.（两人对话练习。）
T: Work in pairs. Practice 2a and discuss about the weather of other cities.
3.（完成2b。）
T: Now, look at the picture of weather report on Page 80, answer my questions.
What’s the weather like in Toronto?
Ss: It’s snowy.
T: What’s the temperature?
Ss: It is from-10℃ to -4℃.
T: What’s the highest temperature?
Ss: It is -4℃.
（完成后换成纽约市让学生提问老师答。师生互动,增强交际性培养。）
Ss: What is the weather like in New York?
T: It is sunny.
Ss: What’s the temperature?
T: It is from 3℃ to 7℃.
Ss: What’s the lowest temperature?
T: It is 3℃.
Ss: What’s the highest temperature?
T: It is 7℃.
4. Practice the conversation in 2a with the words in the box with your pantner.（活学活用。）
Harbin sunny quite cool from 5℃ to 15℃ go hiking
Xi’an windy hot,dry from 8℃~20℃ fly kites
Guangzhou rainy hot, wet from 10℃~30℃ take an umbrella
Step 5 Project 第五步 综合探究活动（时间: 10分钟）
1.（放松学习。）
T: Boys and girls, let’s do an activity with all classmates together.
Turn to Page 80. Look at 4.
Let’s read the rhyme"The Light Rain."
（然后分组朗诵比赛。）
2. （分成七人一组。每人做一天的天气预报。扩展什么天气里注意什么等,关于注意事项的描述。弹性课堂,知识迁移。）
Survey th e weather in your area for a whole week in June,work in group of seven. Each makes a weather report of one day.
Example:
S1: Today is Monday. It’s nice and bright. The temperature is from 10℃ to 27℃. It’s a good day to work and study in school.
S2: Today is Tuesday. It’s cloudy. It’s hot. The lowest temperature is 9℃. The highest
temperature is 31℃.It will be rainy this afternoon. If you go out in the afternoon, please
take your umbrella.
S3: Today is Sunday. It’s sunny. It will be nice and warm all day. The lowest temperature is 10℃.The highest temperature is 25℃. It’s a good time to go hiking.
3.（调查两个城市近五天天气情况。分别做一份天气预报。写到作业本上,为下一节课作准备。）
T: Find two cities. Make a survey of the past two days and future two days, and today’s
weather. Make a weather report for each city。
Write your weather reports down.（学了就用。）
And that is your homework.
Get ready for next section.
Section C
The main activities are 1a, 2 and3. 本课重点活动是 1a,2和3。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words amd expressions:
holiday, remember, wear, part, sun, shine, brghtly, shorts, suddenly, spend, as, travel, overcoat, if, report
2. Review how to use the highest and lowest to express temperature:
The highest temperature is 5℃.
The lowest temperature is 2℃.
3. Learn to make weather report and suggestions for travelling.
Here is the weather report on February 20th for some big cities in the word.
It is a good place to spend your holidays.
Ⅱ. Teaching aids教具
一张世界天气预报图／一个旅行包／一顶太阳帽／一幅太阳镜／一把雨伞／一条冬天用的毛围巾／一架照相机／12幅教学单词卡
Ⅲ. Teaching Plan教学方案
Step 1 Review 第一步 复习（时间: 5分钟）
1.（男,女生各一人扮演天气预报员作天气预报,完成英语课堂值日报告。报告的依据是
上节课的作业。）
S1: Here is Xi’an. In the past two days,it was windy and cloudy. The temperature was from 10℃ to 23℃. But today is sunny and very hot. The highest temperature can be 35℃. For the future two days, it is the same. This afternoon, there is a little rain. It can be cool.
S2: Here is Chengdu. Today is foggy. The temperature is from 15℃ to 25℃. It was rainy in the past two days. But it is sunny for the future two days. It is a good time for traveling.
2.（老师可以根据以上报告向全班同学提问,巩固复习句型。）
T: What’s the weather like today in Chengdu?
What about Xi’an?
Ss: It’s fine and sunny in Chengdu.
In Xi’an it is sunny and hot.
T: How was the weather in the past two days in Xi’an?
How about Chengdu?
Ss: It was windy and cloudy in Xi’an.
It was rainy in Chengdu.
T: What’s the highest temperature in Xi’an?
And What’s the temperature in Chengdu?
Ss: It is 35℃ in Xi’an.
In Chengdu it is from 15℃ to 25℃.
（导入下步。）
Step 2 Presentation 第二步 呈现（时间: 10分钟）
1.（老师设问导入阅读）
T: Summer holidays are coming. If you plan to go traveling, which city do you want to go, Xi’an or Chengdu?
Ss: Chengdu.
T: Why?
Ss: It is not very hot. It is cool.
T: Right. Good idea. But there are better places to travel.
Now turn to Page 81. Read the passage in 1a.
Find your favorite place for traveling on summer holidays.
Ss: OK.
2.（学生阅读,老师挂上世界天气预报图。）
T: First, please finish 1b.
（5分钟后老师和学生共同商讨核对答案。）
T: Number 1, is the weather in England the same as that in Australia?
Ss: No.
T: Number 2, what’s the weather like in England in August?
Ss: It is hot and rains a lot.
T: Number 3, what season is it in Australia in August?
3.（老师找一学生3回答。）
S3: It is winter.
Ss: Right.
T: Number 4,does it rain a lot in China?
（老师找另一学生4回答。）
S4: No, sometimes it rains.
Ss: Right.
4.（完成1c,两人讨论暑假去哪里度过？需要注意什么问题？依据1a的短文。）
T: Talk with your partner about where you are going for your holidays and why.
5.（学生结对讨论。）
T: Now, report your favorite place to our class.
S5: My favorite place is Kunming,China. Because the weather is fine there. The wind blows
softly. It is a good place to spend holidays.
S6: My favorite place is Australia. Because it is sunny and not very cold there. It is winter now. I like winter very much.
S7: I like England best. Because it is hot. It rains a lot there. I plan to go there. I can bring my umbrella there. I like rainy days very much.
S8: My favorite place is China. It’s near. Travelling in China is not expensive.
Step 3 Consolidation 第三步 巩固（时间: 10分钟）
（全班分成四组。每组抽出来一人组成新的四人小组。对照天气预报图。第一人选择自己最佳旅游城市。第二人为其做天气预报。第三人宣布注意事项。第四人拿上正确的所带物品,做好旅游准备。老师取出所有教具。）
T: Here are the things you have to take when you travel. Please work in four.
T: The first one tells the class his／her favorite place to travel.
The second one makes a weather report for him／her.
The third one makes suggestion for him／her.
The last one, please get ready for traveling.
（学生对照世界天气预报图,随意发挥表演。全班同学观看。一边获取信息,一边核实活动情况是否真实。）
Group 1
S1: My favorite place to travel is Washington D.C.
S2: It’s sunny and hot.
S3: You should wear your sunglasses.
S4: OK.
（学生4戴上太阳镜背上旅行包准备出发。）
Group 2
S1: My favorite place to spend my summer holdays is Canada.
S2: It’s not very hot. The temperature is from 15℃ to 25℃.
S3: It is a good place for traveling.
（学生4背上旅行包出发,犹豫了一会儿拿上了照相机。因为没有得到明确指示。）
Group 3
S1: I want to go to Japan.
S2: It is rainy and wet.
S3: You should take your umbrella with you.
S4: OK.
（学生4背上旅行包,带上伞准备出发。）
Group 4
S1: My favorite place is Australia.
S2: It is very cold and sunny.
S3: You should take warm clothes with you.
S4: OK.
（学生背上旅行包戴上毛围巾开始出发。）
Group 5
S1: I want to travel in Cuba.
S2: It is sunny and hot.
S3: You should wear your cap.
S4: OK.
（学生4背上旅行包,戴上太阳帽准备出发,突然想到还应戴上太阳镜。突然听到S3发话。）
S3: But suddenly it snows.
（学生4匆忙转身拿上毛围巾,还没出发,又听S3说。）
S3: Now it rains heavily.
（学生4又匆忙转身拿上雨伞,要出发,又听S3说。）
S3: In the afternoon,it’s nice and bright. It is sunny.
（学生4干脆转身把照相机也带上。）
（活动结束。全班同学兴致昂然,意犹未尽。）
（此活动中遇到生词,老师可拿教具实物做提示。例: sunglasses）
Step 4 Practice第四步 练习（时间: 10分钟）
1.（老师取出上节课学生做的单词卡片等教具,上面有描述天气的词。）
T: Look at the card in my hand.Read the word, please.
Ss: Snow.
T: Make a sentence with it.
Ss: It snows in winter.／There is snow on the ground.
T: Now, read this one, please.
（老师取出另一张。）
Ss: Snowy.
T: Give me a sentence.
Ss: Sometimes it is snowy in winter.
T: Right. Snow is a noun. Snowy is an adjective.
T: It is the same. Now, read this one, please.
（老师取出另一张。）
Ss: Sun.
T: A sentence, please.
Ss: The sun shines brightly.
T: This one, please.
Ss: Sunny.
T: A sentence, please.
Ss: It’s sunny today.
T: Right.Sun is a noun.Sunny is an adjective.
（至此,学生心领神会。配合老师学完构词法,关于天气的词,由名词变形容词的规则。）
2.（读的过程中,老师可引导学生不断扩充句子,复习天气预报所用句型,为下一环节天气预报写作打基础。）
Example:
T: Read it, please.
Ss: Cloud. There is a lot of cloud in the air.（老师订正为in the sky。）
Cloudy. It was cloudy yesterday.
T: And the temperature?
Ss: The lowest temperature is 10℃.
The highest temperature is 20℃.
（老师可用天气预报图作提示。）
T: Next one, please.
Ss: Fog. There is a little fog today.
T: This one, please.
Ss: Foggy. It is often foggy in Chengdu.
T: What was the weather like yesterday in Beijing?
Ss: It was sunny.
T: What’s the date today?
Ss: It’s June 15th.
T: Tomorrow is June 16th. What will the weather be like in Beijing?
Ss: It will be sunny, too.
T: What day is it today?
Ss: It is Thursday.
T: It will be Friday tomorrow.
And the weather will be hot.
（由此导入用将来时询问天气的句型。）
Step 5 Project 第五步 综合探究活动（时间: 10分钟）
1. T: Turn to Page 82. Read the chart and the weather report.
Use six sentences or more to write a new weather report.
（学生写完后,小组活动,互相阅读,批改,挑出最好的,向班级汇报。）
Example:
Here is the weather report on February 21st for Sydney. It will be foggy. The highest temperature is 20℃. The lowest temperature is 15℃. It’s a good place to travel. You can take your cap and camera with you.
Here is the weather report on February 22nd for Toronto. It will be snowy. The lowest temperature is -10℃. The highest temperature is -4℃. It will be very cold. You must take your warm clothes with you. It is not a good place for traveling.
Here is the weather report on February 23rd for New York. It will be cloudy. The lowest temperature is 3℃. The highest temperature is 7℃. If you go there, please take your umbrella with you.
2.（完成3。）
T: If your friend wants to go on a trip in a big city, please try to find the information about the weather and give him／her suggestions.
3.（要求学生把建议写下,通过email发给朋友。此项活动为本节课后用。）
Write your suggestions down. Send it to your friend by email. 新课 标 第 一 网
(附板书。)
Section D
The main activities are 1a and 5. 本课重点活动是1a和5。
Ⅰ. Teaching aims and demands教学目标
1. Learn some useful words and expressions:
hopeful, heavily,crop, ripe, busy,havest, leaf （p1. leaves）strongly,come back to life
2. Learn some useful sentences:
Which season do you like best, spring, summer, fall or winter?
It is a good season for hiking.
It’s a good time to climb mountains.
3. Learn to describe the differences between seasons:
It is a hopeful season.
It is the harvest season.
...many trees and flowers come back to life in March.
Winter lasts from December to February.
Ⅱ. Teaching aids教具
四幅反映四季自然界不同变化的教学挂图／几幅有天气图标的中国天气预报图
Ⅲ. Teaching Plan教学方案
Step 1 Review 第一步 复习（时间: 10分钟）
1.（分组活动。收集描写四季不同之处的句子在黑板上。）
T: There are four words on the blackboard:
2.（全班按座位分成四组。）
T: There are four seasons in a year, but they are all different. Now, Let’s see how they are different.
Group 1, please write down the sentences describing spring.
Group 2, please write and tell us what summer is like.
Group 3, please work for fall.
Group 4, please describe how winter is different from others.
Ss: OK.
（学生开始分组活动。老师在旁边观看,指点和纠正一些必要的错误。）
（活动结果板书预计如下。）
spring summer fall winter
（1）It’s warm. （1）It’s hot. （1）It’s cool. （1）It’s cold.
（2）It’s from December to February. （2）It’s from March to May. （2）It’s from June to August. （2）It’s from September to November.
（3）It’s a good season for hiking. （3）It’s a good season for swimming. （3）It’s a good season for climbing mountains. （3）It’s a good season for making snowmen.
（4）It’s often sunny. （4）It sometimes rains. （4）It is often windy. （4）It sometimes snows.
（5）Spring is green. （5）Summer is bright. （5）Fall is yellow. （5）Winter is white.
（6）I can fly kites. （6）I can wear sunglasses and shorts. （6）
I can eat apples. （6）I can skate.
（7）When it rains,it is wet. （7）It’s dry. （7）We can go traveling. （7）We can wear warm clothes.
(8）We can wear light clothes. （8）We can have summer holidays. （8）We can begin our new term. （8）We can have winter holidays.
（9）Trees come back to life. （9）The highest temperature can be 37℃ sometimes. (9) We can eat different kinds of fruit. (9)The lowest
temperature can be -17℃ sometimes.
（10）The wind blows softly. （10）Sometimes it rains suddenly. （10）Leaves begin to fall from the trees. （10）Farmers are not busy.
（导入下步。）
Step 2 Presentation 第二步 呈现（时间: 10分钟）
1.（完成1a,1b。）
T: Turn to Page 83, read the passage in 1a and finish 1b.
（学生独自阅读。老师个别指点,辅导速度慢的同学。8分钟后核对答案。）
T: Now, let’s see what your answers are.
Spring: March, April, May/ come back to life ／warm／ a hopeful season
Summer: in June／hot／often rains,sometimes it rains heavily
Fall: after summer ／ the harvest season／fruit and crops are ripe ／ the farmers are busy harvesting ／ cool
Winter: from December to February ／cold／warm clothes／the leaves fall from the trees／sometimes it snows
2.（学生自己活动,根据自己所做的笔记,不看课本,复述短文。）
Example:
In China, spring returns and many things come back to life in March. The weather gets warm. It is a hopeful season.
Summer begins in June. It is very hot.
Fruit and crops are ripe in fall, and the farmers are busy harvesting.
Then winter comes. It lasts from December to February. We all wear warm clothes, and the leaves fall from the trees. Sometimes it snows.
Step 3 Consolidation 第三步 巩固（时间: 5分钟）
1.（完成2。）
T: Listen and fill in the blanks according to the information you hear.
（看学生做完后。）
T: Now, check your answers with your partner.
2.（完成4。）
T: Read the chart on Page 84 and complete the sentences.
Ss: All right.
Answers:
Today is June 2nd. The TV says the weather is sunny. The highest temperature is 30℃. June 1st was cloudy and sunny. The lowest temperature was 18℃ and the highest temperature was 26℃.
Step 4 Practice 第四步 练习（时间: 10分钟）
1.（两个小组活动。用比较级最高级讨论自己喜欢的和最喜欢的东西,季节和活动等。）
Example:
S1: I like T-shirts better. I like fruit best. What about you?
S2: I like football better.
I like computer games best.
S3: I like reading books better.
I like English best. And you?
S4: I like physics better.
I like maths better.
S5: I like drawing better.
I like music best. What’s your favorite season?
S6: I like fall better.
I like spring best.
S8: Hi. Which do you like better, by bus or by bike?
And which do you like best, on foot, by subway or by ship?
S9: By bus. On foot.
S10: Which do you like better, red or black?
Which do you like best, green, blue or purple?
S11: I like red better.My favorite color is purple.
S12: Which do you like better, Beijing or Kunming?
Which do you like best, New York, Toronto or Washington D.C?
S13: I like Beijing better.I plan to travel in Toronto, so that’s my favorite city.
2.（挂出天气预报图。四人一组,向天气预报员,为指定地点作天气预报,选出最佳预报员,向全班汇报。）
Example:
Today is June 3rd. The TV says the weather is rainy. The highest temperature is 20℃.
Today is June 5th. The TV says the weather will be cloudy. The highest temperature is 23℃. The lowest temperature is 15℃.
Today is June 6th. The TV says the weather will be snowy. The lowest temperature is -10℃. The highest temperature is 5℃.
Step 5 Project 第五步 综合探究活动（时间: 10分钟）
1.（复习巩固本topic要点。）
T: We have learned all the Sections of this topic.
Please go back to Section A, Section B and Section C.
Review all the words and sentences of seasons and weather.
Don’t forget the favorite activities.
Write them down in your notebook.
Then report to the class what we learned in this topic.
Ss: OK.
（学生埋头复习,巩固,总结本topic重难点,作好报告准备。）
T: Now, time is up.
Who would like to be the first to make your report to our class?
SA: We know words of seasons.
Spring, summer, fall and winter.
SB: We know words of weather.
They are warm, hot, cool and cold.
SC: We have other words of weather.
Snow, rain, fog, wind.
SD: Sunny, rainny, snowy, foggy, windy, cloudy.
SE: There are sentences:
What’s the weather like in spring?
It’s warm.
SF: How is the weather in summer?
It’s hot.
SG: How was the weather yesterday?
It was cloudy.
SH: It is a good season for hiking.
SI: It is a good time for swimming.
SJ: Look! what are they doing?
They are rowing boats and a boy is riding a bike.
SK: What is the temperature?
It is from 15℃25℃.
SL: The highest temperature is 35℃.
The lowest temperature is 5℃.
SM: What’s your favorite season?
Which do you like better?
SN: Spring returns and many things come back to life in March.
SO: This is a hopeful season.
Summer begins in June.
SP: Fall comes after summer. This is the harvest season. Fruit and crops are ripe.
SQ: It lasts from December to February.
We all wear warm clothes, and the leaves fall from the trees. Sometimes it snows.
2.（小组活动。讨论不同季节不同的服装穿戴,和各种喜欢的运动。也可把活动画出来,和同学谈论。）
3. Homework:
（把自己一年四季不同的所喜欢的衣服和活动写成一篇短文。不少于6句话。）
T: Here is your homework. Write down a passage about your favorite clothes and activities in different seasons.
Topic 2
Section A
The main activities are 1a, 1b and 2. （1课时）
Ⅰ. Teaching aims and demands 教学目标
1. Learn other useful words and expressions:
soon, local, hope,together, stay,places of interest,each
2. Learn to express plans and intentions:
They want to go to different countries.
I plan to travel around the country and take pictures of the local people.
I hope to get together with them.
I would like to travel to some places of interest.
3. Learn to talk about travels and holidays, maps and countries.
The summer holidays are coming.
I want to go to Australia.
I want to go back to Cuba.
Each of us has a good plan for the holidays.
Ⅱ. Teaching aids 教具
一张世界地图／录音机／10张教学挂图: 每张的正面写上P86页2中所列10个国家的名称,背面画上代表本国家的特色的名胜,动物,国旗等画面。
Ⅲ. Teaching Plan教学方案
Step 1 Review 第一步 复习（时间: 5分钟）
1.（班级活动。复习巩固上节课内容。）
T: Good morning, everyone. Now, Let’s begin our class. But, first let’s chant together.
Turn to Page 86. Read 4 by yourselves. Try to understand it.
（班级一起chant三次。然后分组chant.最后四组进行四重chant,整个课堂掀起高涨的热情。活动chant内容如下。）
I want to go on holiday.
In the summer when the weather is hot,
We wear shorts and T-shirts on the beach.
And we swim in the sea.
I want to go on holiday.
In the winter when the weather is cold,
We wear coats and hats in the park.
And we play in the snow.
Step 2 Presentation 第二步 呈现（时间: 10分钟）
1.（听短文,把正确的图片用线连起来。培养通过听力,获取信息,处理信息的能力。）
T: Really the summer holidays are coming. There are many places of interest in China and in the world. It is a good time for traveling. On Page 85, there are four students, who are they?
Ss: Kangkang, Jane, Maria and Michael.
T: Listen to la, find their favorite places to travel. Match the pictures above the passage.
Ss: All right.
（老师检查纠正连线错误的同学。）
2. T: Now, listen again, please read after the tape, then make a dialog with the tape.
（学生大声跟读录音,进行人机对话。老师板书生词,词组和关键词在黑板上,并纠正发音错误。）
3.（填表格。根据表格练习对话,直至不看表格描述。）
T: Listen again, and then complete the form.
（老师板书表格在黑板上。）
T: After finishing it, practice the conversation in 1a with your partner with the help of the words in the form.
Kangkang Jane Maria Michael
England China Cuba Australia
He likes it. She would like to travel to some places of interest. She misses her parents. She wants to celebrate her birthday with her old friends. It is cool. He wants to take pictures of the local people.
Step 3 Consolidation 第三步 巩固（时间: 5分钟）
1.（四人小组活动。一个装扮成Kangkang,一个扮Jane,一个扮Michael,另一个装扮成Maria。表演1a的对话。）
2.（两小组一起讨论自己假期旅游的情况。）
3.（巩固,复习重点句型。分四组,举行造句比赛。）
T: In 1a, there are four important sentences as follows:
Kangkang: I want to go to England.
Michael: I plan to travel around the country and take pictures of the local people.
Maria: I want to go back to Cuba. I hope to get together with them.
Jane: I would like to travel to some places of interest.
Please make sentences as many as possible with the four structures in 1a. You
have four groups in all. Let us see which group can make the most sentences.
Example:
My brother wants to stay at home for his summer holidays.
Her friend plans to visit her grandparents this Sunday.
We hope to see the Great Wall in China next month. Kangkang would like to wear T-shirt today.
I plan to travel around the world.
They hope to be a weather reporter.
All of us would like to sing an English song.
He wants to celebrate his birthday party with his parents together.
Step 4 Practice 第四步 练习（时间: 15分钟）
1.（取出十张教学挂图。根据画片、提示,呈现相对应的国家名称。）
T: Now, Look at this picture. What can you see?
Ss: The Great Wall.
T: Which country is it in?
Ss: China.
T: Right.
T: Next one, please. What can you see?
Ss: Animals.
T: What kind of Animals?
Ss: "袋鼠"。
T: Yes, In English, Kangroos. Which country is the home of Kangroos?
Ss: Australia.
T: Good. Next, please.
Ss: Maria.
T: Oh? Where does Maria come from?
Ss: Cuba.
T: This one, please.
Ss: "金字塔"。
T: Yes. How to say"金字塔"in English, do you know?
Ss: No.
T: It is pyramid.
（老师板书pyramid,领读数遍。同时领读Kangaroo一词。）
T: Where is the pyramids?
Ss: "埃及"。
T: Right. In English "Egypt".
（老师板书,领读）
T: Next, please. What is this?
Ss: We don’t know.
T: The Big Ben. In Chinese"大本钟".It is in England. OK. Next one.
Ss: The White House.
T: Where is it?
Ss: The United States.
T: In which country do people speak both French and English as official language?
Ss: Canada.
T: Now, this one is Germany, in Chinese"德国".
What do you know about Germany?
Some of the Ss: Car. Benz car.（奔驰）
T: Yes. And France. What do you know about France?
Ss: In Chinese,"香水"（perfume）.
T: The last one is New Zealand. Can you guess which country?
Ss: "新西兰"。
T: Yes. It is near Australia. Its capital is "惠灵顿"Wellington.
2.（老师用卡片,轮流呈现画面,国家名称,让学生跟读,加深印象。）
Example:
T: Egypt／音标／
Ss: Egypt／音标／
T: Pyramid／音标／
Ss: Pyramid／音标／
T: Germany／音标／
Ss: Germany／音标／
T: Kangaroo／音标／
Ss:Kangaroo / 音标 /
3.（完成2。）
T: Look at the map on Page 86, read after the tape. Please match the country with the right letter.
Answers:
the United States—○B England—○F Cuba—○H Germany—○G
Canada—○E Australia—○D China—○A France—○C New Zealand—○I Egypt—○J
4.（完成3。）
T: Listen to the dialog and check (√) the correct answer. Check your answers with each other.
Answers:
（1）Where does Zhou Weilun want to go for a holiday?
Cuba. √ India. England.
（2）Where does Wang Junfeng plan to go?
√ France. the United States. Russia.
（3）Where would Tony like to go?
Australia. √ Canada. Germany.
（4）Where does Zhang Ming hope to go?
√ Germany. Cuba. England.
Step 5 Project 第五步 综合探究活动（时间: 10分钟）
1.（挂出世界地图。让学生尽可能多的找出国家及其准确的位置。并收集有关国家的风俗、习惯、文化、名胜等信息。）
2.（弹性课堂。让学生自由发挥,对照世界地图,谈自己熟悉的国家及其特色,包括风俗、习惯,文化等。）
T: Talk about your favorite country.
Ss: All right.
Example:
My favorite country is China. It is big. It has many places of interest. There are the Great Wall, Tian’ an men Square and so on. Chinese food tastes good. Chinese people are friendly. Chinese clothes are beautiful. Some big cities such as Beijing, Xi’an, Kunming are beautiful, too. Chinese national flag is red. The 2008 Olympic Games will be held in China.
Australia is a big country. The weather is sunny and dry. It is very rich. It has many sheep. When China is in summer, it is winter in Australia. While when it is winter in China, it is summer in Australia. Only Australia has Kangaroos in the world. Australians like outdoor sports all year round.
3.（布置作业。把收集到的各个国家的情况写下来,成为短文。为下节课作准备。）
T: Write down what you know about your favorite country.
Get ready for Section B.
附录: （挂图）（略）
Section B
The main activities are 1a, 2 and 3a. 本课重点活动是1a,2和3a。
Ⅰ. Teaching aims and demands 教学目标
1.（1）Learn some new words about travels and holidays:
camera, famous, tent, raincoat, notebook, whom, prepare
（2）Learn words of describing a journey:
exciting, fantastic
（3）Review words of countries and maps:
China, England, United States, Australia, Canada, New Zealand, Egypt, Cuba
2. Learn to make suggestions:
What places should I visit in Yunnan?
You should visit Dali and Lijiang. And you shouldn’t miss Xishuangbanna.
3. Review how to make future plans and intentions:
Next month, I plan to go to Yunnan for my summer holidays.
What would you like to know?
What’s the best time to go there?
I think you can go anytime.
Ⅱ. Teaching aids教具
上节课所用的十幅教学挂图／一张世界地图／一张中国地图／学生每人带一件旅游出行需带的东西或物品（尽可能不重要）
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习（时间: 5分钟）
（利用头脑风暴法复习上节课内容countries and maps。）
T: I’ll show you some pictures one by one. Please tell me the countries’ names and point out the positions on the map. Are you ready? Anyone can answer my questions, but please be quick, to be the first one. Then you can have the chance of answering questions.
Ss: Please begin.
T: Kangaroos.
S1: Australia. Here, on the map.
（学生在地图上准确地指出了位置。）
T: The Big Ben.
S2: England. Here. London is its capital.
T: The pyramids.
S3: Egypt. Here. It is a small country.
T: Washington D.C.
S4: The capital of the United States. It is here on the map.
T: Maria.
Ss: Cuba. Maria’s hometown.
T: A car with sign "B M W" on it.
S6: Germany.
T: The neighbor of America.
S7: Canada.
T: The red flag with five stars on it.
S8: China.
T: Which country speak French?
S9: France.
T: The city of Wellington.
S10: New Zealand.
Step 2 Presentation 第二步 呈 现（时间: 10分钟）
1.（看图Page 87,谈谈昆明的天气及适宜旅游情况。）
T: There are three pictures on Page 87. Look, can you tell me which city it is?
Ss: Kunming.／Yunnan.
T: How do you know?
Ss: There are words"石林"in the picture.
T: Now, talk about Kunming with your partner.
（学生互相讨论。复习以前关于昆明天气的描述。）
T: Do you like Kunming?Listen to the conversation. Try to find Zhou Weilun’s description of
Kunming.
Ss: OK.
（学生边听边读,边找答案。）
T: What’s the answer?
Ss: Zhou Weilun says the weather is always nice and Kunming is the Spring City.
T: What are Wang Junfeng’s questions?
Ss: Can you tell me something about Yunnan?
What’s the best time to go there?
What’s the weather like in Kunming?
What places should I visit in Yunnan?
It sounds really interesting and exciting! Is it expensive there?
And what should I take with me?
T: What are Zhou Weilun’s suggestions for him?
Ss: I think you can go anytime.
The weather is always nice. Kunming is the Spring City. You should visit Dali and Lijiang. And you shouldn’t miss Xishuangbanna. It’s fantastic.
You should take a camera, a pair of sunglasses, some money and so on.
T: What’s Wang Junfeng’s plan for next month?
Ss: He plans to visit Yunnan on his summer holidays.
T: Now, listen again, read after the tape.
Step 3 Consolidation 第三步 巩固（时间: 5分钟）
1.（完成1b。）
T: Listen again and complete the chart. Then practice the conversation with your partner.
Answers:
Weather: always nice
Cost: not very expensive
Famous Places: Lijiang and Xishuangbanna
Things to take: a camera,a pair of sunglasses
2.（两人一组,在班级表演对话。）
T: Work in pairs. Act it out in class.
Step 4 Practice 第四步 练习（时间: 10分钟）
1.（小组活动。学生每人取出自己所带的旅行物品。互相说出物品的名称,谈论所带物品的原因。）
T: Now, take out your things you want to bring for traveling. Tell the others what it is, and why you want to bring it.
Example:
S1: Here is a cell phone. If I get lost, I can use it.
S2: I want to bring water with me. Or it will be expensive to buy.
S3: A camera. We can use it to take pictures.
S4: If it rains, we may use an umbrella or a raincoat. So I bring them with me.
S5: If it is hot, I want to wear my sunglasses. Here they are.
S6: The first thing I want to take is a backpack. It is so necessary／useful.
S7: Money is important, too. I want to bring some.
S8: I want to write something interesting down, so I bring a notebook with me.
S9: A tent can be used for sleeping. I have one here.
S10: And a map is necessary, too.
S11: Fruit.
S12: Food.
S13: Some clothes.
S14: ...
2.（完成2。）
T: Michael, Kangkang, Jane and Maria are going on a trip. What do they want to take? Listen and number the words in the order you hear.
3.（完成3a。）
T: Make a list of other things you think we should bring on our travels.
local area:
Tian’an men Square, sunny, ￥1000, a backpack, cell phone, some plastic bags, old newspapers...
Step 5 Project 第五步 综合探究活动（时间: 15分钟）
1.（老师挂上中国地图。学生进行小组活动。）
T: Now, work in pairs. One of you acts as a foreigner, the other one acts as a Chinese student. The foreigner wants to visit China, please introduce some places of interest to the foreigner, and make suggestions for him.
Then repeat your conversation to our class.
Example:
Foreigner: Excuse me, my boy. I’m new in China. Would you like to tell me something about China, then I can make my travel plans in China.
Student: OK. It’s my pleasure. Welcome to China. First, there are many famous cities in China, you shouldn’t miss them. They are: Shanghai, Guangzhou, Kunming, Chengdu, Qingdao, Xi’an... and the capital city is Beijing. Many places of interest are in Beijing. You can stay there for several days. I think you should visit the Great Wall. It is the biggest wall of all in the world. The Chinese call it "The Tenthousand Great Wall". When you visit it, you may want to know how the Chinese people could build such a great wall thousands of years ago. Qingdao is a most beautiful city in China. It is near the sea. It has many different styles of houses there. Kunming is the Spring City...
2.（进行采访活动。以小组为单位。提前预约外国朋友到教室。设想他已在中国做完短期旅游,让他谈谈对中国的印象。）
T: Everyone wants to speak English with real English. They think it is interesting and useful. But, they are a little nervous, because they don’t know how to start their talk. They have no chance to talk with foreigners. Today a "foreigner" has come to our class. It’s Mr. Li, the teacher of English in one school in the same city. He’s sitting at the back. Please make a preparation in groups and then make an interview.
（学生分组进行准备。）
T: Well, class. I see each group has made a good preparation. You are ready for the "interview" today. And I believe you know the rules of the "interview". Do you?(停顿) Good. Let’s begin!
Example:
Group 1: Excuse me, Mr. Li. May I ask you some questions?
Mr. Li: Yes, please.
Group 1: What do yo think of China?
Mr. Li: It is great. I like it. It’s beautiful, too.
Group1: Do you like Chinese food?
Mr. Li: Yes, very much. They are delicious. There are so many kinds. Especially Chinese people are friendly.
Group 1: What’s your favorite place? Have you ever been to the Great Wall?
Mr. Li: My favorite place is Kunming. The weather is so nice. I went to the Great Wall two days ago.
Group 1: May I take pictures with you?
Mr. Li: Yes, of course.
Group 1: Can you write something for me?
Mr. Li: OK.
Group 1: Thanks. Welcome to China again.
Mr. Li: Sure. Bye.
3.（完成3b。小组活动,写短文,作汇报。）
T: Choose one place to visit. Answer the following questions to write a passage about your trip plan, and then report it to your class.
1. Where would you like to go and whom would you like to travel with?
2. What places of interest would you like to visit?
3. How much money do you plan to take?
4. Before you go on the trip, what would you like to pack for it?
4.（布置作业。结束课堂。）
T: Please collect more information about different countries and customs, write it down and get ready for next section.
Section C
The main activities are 1a and 3a.（1课时）
Ⅰ. Teaching aims and demands 教学目标
1. Learn other useful words and expressions:
enter, take off, point, touch, finger, arrive, gift, pass, person, during, had
2. Make suggestions:
You should take off your shoes before entering someone’s home.
You shouldn’t eat with your left hand.
3. Talk about customs in different countries.
（1）In Japan, when you enter someone’s home, you should take off your shoes.
（2）In Brazil, people never go out with their hair wet.
（3）Don’t eat with your left hand in Muslim countries.
Ⅱ. Teaching aids教具
录音机／世界地图
Ⅲ. Teaching Plan教学方案
Step 1 Review 第一步 复习（时间: 7分钟
1. （将全班分成四个小组,每组抽的每一位同学轮流说出一个已学过的国家名称,后面的同学不能重复前面说过的国名。）
T: Let’s play a game. Please say the names of countries you know. The group which uses the shortest time is the best group.
T: Group 1, begin.
S1a: England.
S1b: France.
S1c: ...
Group 1 2 3 4
Time
（以上是一个评价表,在Time的一栏里分别记录各小组的用时,既便于评价,也对学生起到激励作用。）
2.（让学生说出自己所知道的和并未教学过的英文国名,鼓励学生拓展思维。）
T: Do you know any more names of countries?
S1: Peru. （秘鲁）
S2: Mexicol.（墨西哥）
（展示一幅世界地图,教学Indonesia及Muslim等词汇。）
T: Look at the map. Here is Indonesia. Here is Pakistan. Here is Iran. Pakistan and Iran are Muslim countries.
Step 2 Presentation 第二步 呈现（时间: 8分钟）
1.（在黑板上写出如下问题。）
1. Are the customs the same in different countries?
2. Should you take off your shoes before entering someone’s home in Japan?
3. Can people go out with their hair wet in Brazil?
4. Can you point to a thing with your foot in Indonesia?
5. Do people in Muslim countries eat with left hand or right hand?
6. In Thailand, can people touch a child on the head?
（让学生阅读短文,并回答以上问题）
T: Please read passage in 1a, and try to wirte down the answers.
2.（核对答案）
T: Please answer the questions.
S1: No.
S2: Yes.
S3: No.
S4: No.
S5: With left hand.
S6: No.
3.（播放录音,让学生跟读。）
T: Please listen to the tape and repeat.
Step 3 Consolidation 第三步 巩固（时间: 15分钟）
1.（在黑板上列出关键词。）
customs different countries
should take off shoes Japan
go out with their hair wet Brazil
point to anything Indonesia
shouldn’t eat with left hand Muslim countries
touch a child on the head Thailand
（让学生根据关键词复述短文。）
T: Please retell the passage.
S: Different countries have different customs. You should take off shoes before entering someone’s home in Japan...
2.（让学生完成1b的活动。）
T: Please match the countries with the right pictures and fill in the blanks.
3.（核对答案。）
T: Let’s check the answers.
S1: Picture A. You shouldn’t eat with your left hand in Brazil.
S2: ...
Step 4 Practice 第四步 练习（时间: 7分钟）
1.（分小组,让学生用You should ／shouldn’t...介绍本国当地的风俗。）
T: We have our own customs. For example, we should eat two red eggs on our birthdays. We shouldn’t point to the moon on Mid-autumn night.
Please tell us some customs with "You should／shouldn’t..."
S1: You should...
S2: You shouldn’t...
2.（让学生阅读2中图表里列出的国家的不同习俗,然后写短文。）
T: Please read the chart, find the different customs in those countries and write down.
（让学生阅读自己的短文）
T: Please read your passages aloud.
S1: ...
3.（老师举例说明不同地区的人除了风俗不同,饮食也不同。）
T: Different areas have different customs. And the people in different areas eat different food. Fuzhou people like sweet food. Sichuan people like hot food. Please tell us something about different foods.
S1: We like rice.
S2: People in Beijing like noodles.
4.（带着问题听3a的录音。）
T: Now please listen to the tape, and then answer the question. Is Tibetan food the same as ours?
5.（核对答案。）
T: Is Tibetan food the same as ours?
S: No, it’s very different from ours.
6.（让学生跟读对话。）
T: Please listen to the tape and repeat.
（让学生练习对话。）
Practice the conversation in pairs.
Step 5 Project 第五步 综合探究活动（时间: 8分钟）
1.（让学生说出不同国家的不同习俗,看哪位同学能说得最全,最流利。）
T: We learned different countries have different customs. Please tell us some.
S: In Japan... In Brazil...
2.（讲一些场景片断,让学生判断这些人的行为对不对。）
T: I’ll tell you some stories. Please tell me in stories, who is right or wrong and why?
Kumiko came back from school, he went into his home with her shoes. Mr. Green is eating lunch with chopsticks at home in England. Mr. Lee likes children. He touched a child on the head when he was in Thailand. Lucy had a party, her friends went to the party early.
（让学生做判断,并回答。）
T: Please tell me who is right or wrong, why?
S1: Kumiko is wrong. She should take off her shoes.
S2: Mr. Green is wrong. He shouldn’t eat with chopsticks.
S3: Mr. Lee is wrong. He shouldn’t touch a child on the head.
S4: Lucy’s friends are wrong. They should go to the party on time or a little later.
3. Homework:
Please write some more different customs on the exercise books.
（可以让学生通过上网,去图书馆查资料获得信息。）
Section D
The main activities are 1、2 and 5.（1课时）
Ⅰ. Teaching aims and demands 教学目标
1. Learn the useful expressions:
greeting, foreigner, polite into
2. Review the wh-questions of the simple past tense:
（1）How was your trip?
（2）How long were you there?
（3）When did you come back?
3.（1）Talk about holidays and travels.
（2）Talk about countries, customs and culture:
Are these questions polite or impolite in English-speaking countries?
①Do you have any brothers or sisters?
②Where do you work?
Ⅱ. Teaching aids 教具
录音机／北京风光明信片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习（时间: 8分钟）
1.（复习世界及国内的一些著名旅游城市。）
T: We know Kangkang, Maria, Jane and Michael are going to different countries. Wang Junfeng plans to visit Yunnan on his holiday. Where are you going for your holiday?
S1: Xiamen.
S2: Fuzhou.
S3: Anhui.
S4: Tokyo.
S5: Sydney.
（板书这些地名。）
Xiamen Tokyo
Fuzhou Sydney
Anhui
（让学生说出以上城市的风景名胜。）
T: They are famous cities. In these cities, there are a lot of places of interest. Can you tell us some places of interest in these cities?
S1: Gulangyu.
S2: Gushan, Zuhai Park.
S3: Mount Huang.
┆
（板书这些名胜,对应着地名。）
Xiamen Gulangyu
Fuzhou Gushan, Zuhai Park
Anhui Mount Huang
┆ ┆
（呈现本课的关键动词visit。）
T: We can visit Gulangyu in Xiamen. Please tell me what place we can visit in the cities.
S1: We can visit Gushan in Fuzhou.
S2: We can visit Zuhai Park in Fuzhou.
S3: ...
（呈现关键动词buy。）
T: We visit the places of interest. We also can buy some presents for our friends. What can you buy?
S1: We can buy Gulangyu pies in Xiamen.
S2: We can buy combs in Fuzhou.
S3: ...
2.（复习上节课学习的各地的不同习俗。）
T: Different countries have different customs. When you travel in Thailand, can you touch a child on the head?
S1: No, We shouldn’t touch a child on the head.
T: In Muslim countries, we should eat with left hand or right hand?
S2: Right hand.
T: In Brazil, can people go out with hair wet?
S3: No.
Step 2 Presentation 第二步 呈现（时间: 8分钟）
1.（完成1中的明信片。）
T: Tony is in Guilin. He wants to sent a postcard to his friend, Carrie. Please work alone, help him to complete the postcard.
2.（核对答案。）
T: Who’d like to write your answers on the blackboard?
（让学生将答案写在黑板上,并核对。）
arrived rented did visited bought
（让学生观察黑板上的答案,并发现用了动词的何种形式。）
T: Look at the blackboard. They are verbs. What form of the verbs do we use?
S: The past form.（帮助学生回答。）
Step 3 Consolidation 第三步 巩固（时间: 10分钟）
1.（根据短文内容提问,复习过去式的特殊疑问,并解释greeting, foreigner等生词。）
T: Now, please answer my questions.
When did Tony arrive in Guilin?
S: He arrived in Guilin the day before yesterday.
T: What did he rent?
S: He rented a bike.
T: Did he do some touring?
S: Yes, he did.
T: Where did he visit?
S: He visited Foreigners’ Street.
T: What did he buy for Jennie?
S: He bought a beautiful necklace for Jennie.
2.（在黑板上呈现关键词,让学生根据关键词转述贺卡内容。）
arrived—rented—did some touring—visited—bought
T: Who can retell the story?
S: Tony arrived in Guilin the day before yesterday. He rented a bike...
3.（把学生按前后桌四人分组,让学生根据自己的旅游经历,在小组里相互介绍,并推选
出表达最好的学生,向全班同学汇报。）
T: Everyone had a trip. Please talk about your trip in the group.
（小组里同学进行相互口头交流旅游经历。）
T: Who’d like to tell us something about your trip?
S1: I went to Fuzhou in May. I visited Gushan and Zuhai Park. I bought a comb.
S2: ...
（学生没有学过的词汇,可用汉语代替,教师帮助他们用英语表达。）
Step 4 Practice 第四步 练习（时间: 10分钟）
1.（向学生简介英语国家有不同于我国的习俗。）
T: We know different countries have different customs. For example: In China, when you meet your friends, we often greet with"你吃了没有？","你要去哪里?",Can we greet an Englishman like this?
S: Ha! Ha! No.
2.（播放2的听力,让学生根据听力内容,做出选择。）
W: We know in England, we can’t ask some questions as we do in China. It’s impolite. We must be polite. Please listen to the tape, and choose.
3.（核对答案。）
T: Ask the question. "Do you have any brothers or sisters？", is it polite or impolite?
S: Polite.
T: Is it polite or impolite to ask the question"..."？
S: ...
4.（完成4,让学生搭配问题与答案。）
T: Please match the questions and answers in 4.
（核对答案。）
T: Please read the questions and answers.
S1a: Where did you go on holiday?
S1b: To Australia.
S2a: ...
S2b: ...
（S1a是指第一小组中第1个同学,S2b是第二小组中第2个同学...）
5.（让学生认真观察问句,发现问句的结构及时态。）
T: Please pay attention to the questions. Let’s find the rules.
S: They’re past tense.（帮助学生回答。）
（请学生到黑板上将句式结构补充完整。）
T: Look and complete the structures.
Where
Why
———
———
———
———
———
（老师在黑板上用汉字标出句式结构要点。）
Where
Why
How
What time
Whom
When
What
特殊疑问句 助动词过去式 动词原形
（让学生朗读3a Gramma focus中的例句加深理解。）
T: Please read through the sentences in 3a.
6.（复习3b中的Useful expression。）
（1）T: You like a book. And you’ll buy it. You can say," I want to buy a book".
want to
T: Do you know the other ways to express "want to"?
S1: Plan to...
S2: Hope to...
S3: Would like to...
want to
plan to
hope to
would like to
T: Please read the sentences in 3b.
Who can make sentences with "plan to", "hope to "and" would like to"?
S1: I plan to play basketball this afternoon.
S2: I hope to have a birthday party.
S3: I’d like to have a cup of tea.
┆
（2）（复习用should给建议。）
T: You shouldn’t have a cup of tea before you go go bed. You should get up early in the morning. We can use "should" to give suggestions. Please make sentences with "should".
S1: You should go to Fuzhou for your holiday.
S2: ...
T: Please read through the sentences in 3b.
Step 5 Project 第五步 综合探究活动（时间: 9分钟）
1.（向学生展示一张有北京风光的明信片。）
T: Now, I have a postcard. I want to write it to my friend. And tell him I am on holiday in Beijing. Please help me to write it.
2.（让学生在班里朗读自己的postcard。）
T: Please read what you wrote on the postcard.
S: ...
3.（作业,让学生给朋友写一张贺卡,告诉他／她在哪旅游,并做了哪些活动。）
T: Please write a postcard to your friend.
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