全册精品教案【132页】仁爱初中英语七下

这是一份全册精品教案【132页】仁爱初中英语七下，共134页。

 Unit 5 Our School Life
Topic 1 I usually come to school by subway
Section A
Section A needs 1 period. Section A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.(1) Learn some means of transportation:
by bike, by subway, by bus, on foot, by plane, by car, by train, by ship, by boat
(2) Learn other new words and phrases:
gate, the same to, come on, go to school, Ms., grandmother, group
2. Learn adverbs of frequency:
often, usually, always
3. Review the present simple tense.
—Do you often come to school by bike?
—Yes. I do./No, I don’t.
4. Talk about how to go to school.
—How do you usually come to school?
—I usually come to school by subway./I always come to school by bus.
Ⅱ. Teaching aids 教具
录音机/交通工具的模型/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习日常用语并呈现1a内容。
1. (师生互相问好, 复习学过的问候语。)
T: Good morning, everyone!
Ss: Good morning, madam/sir！
T: Welcome back to school, boys and girls. Happy New Year!
(教师帮助学生回答。)
Ss: Happy New Year!
T: We can also say, “The same to you!”
(自然引入“The same to you!”并练习强化。)
(板书)
Happy New Year! 新年好！
The same to you! 你也一样。(新年好！)
Step 2 Presentation 第二步 呈现(时间:10分钟)
学习1a，完成1b。
1. (用事先准备好的模型、教学图片或简笔画给学生展示bike，由此导入本课重点：交通方式。如下图。)
2. (用同样的方式教学其他交通工具，并板书相关词组。)
bike car foot subway
bus ship boat plane train



by bike, by car, on foot, by subway, by bus, by ship, by boat, by plane, by train
(1)(熟读板书的词组。)
(2)(用上面的简笔画和词组，让学生看1b的图片并模仿例句造句：)
Example：
T: I come to school by bus.
S1: I come to school by bike.
S2: I go to school on foot.
(完成1b，板书go to school。)
go to school
(3)(询问两名学生上学所使用的交通方式, 用usually, always和often作替换练习, 并示范汇报结果。)
T: I often come to school by bike. Do you often come to school by bike?
S3: Yes, I do.
T: S4, do you usually come to school by bus?
S4: No, I don’t. I usually come to school on foot.
T: …
T: Good. S3 often comes to school by bike. S4 usually comes to school on foot. S5 always comes to school by bus … OK. Work in groups of three to practice like that.


(板书画线部分)
Do you often come to school by bike?
Yes, I do. / No, I don’t.
usually, often, always
2. (呈现1a并学习对交通方式的提问。)
(1)(让学生听1a的录音, 回答下列问题。)
(板书)
(1)Where do Kangkang, Jane and Helen meet?
(2)How does Helen usually come to school?
(3)How does Jane always come to school?
T: Now, let’s listen to the tape and find out the answers to these questions. Are you ready?
Ss: Yes.
T: OK, let’s begin.
(播放录音。)
(2)(核对答案, 提取重点句型。)
T: Who can answer the first question?
S1: I can. They meet at the school gate.
T: Well done. What about the answer to Question 2?
S2: Helen usually comes to school by subway.
T: Good. Next question?
S3: Jane always comes to school by bus.
T: Good job.
(在问题2后板书画线部分并做相应的讲解操练。)
(板书)
Helen usually comes to school by subway.
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a,完成1c。
1. (再播放1a的录音，跟读并模仿语音和语调。)
T: Listen to the tape and follow it. Pay attention to your pronunciation and intonation.
2. (人机对话，即学生和录音机对话，提高学生兴趣。)
T: Now, suppose you are Helen and Jane. Listen to the tape, and make a dialog with Kangkang. Are you clear?
3. (完成1c, 让学生三人一组, 练习1a的对话。要求他们仿照1a与同伴编类似的对话。)
T: Now, boys and girls, please practice 1a in groups of three and make similar dialogs with your partners. Then I will ask some groups to act them out.
4. (选几组表演他们的成果。)
T: Which group can act your dialog out?
G1: We can. (表演对话。)
T: Wonderful! Anyone else?
G2: We can. (表演对话。)
…
(对学生的表演进行点评，并适当鼓励，必要时纠正学生对话中存在的错误。)
Step 4 Practice 第四步 练习(时间:10分钟)
完成2a和2b。
1. (让学生将2a中与图片相对应的短语代码填入圆圈中。)
T: Just now we talked about the means of transportation. Now let’s look at the pictures in 2a. Then match the pictures with the corresponding phrases. Do you understand?
Ss: Yes, we do.
T: Good. Let’s begin!
2. (核对答案。)
3. (让学生听录音, 完成2b。掌握生词Ms.和grandmother。)
T: Next, we will have a listening practice. Let’s find out how people come to school or come to work. Do you understand?
Ss: Yes, we do.
(播放录音,并核对答案。)
Step 5 Project 第五步 综合探究活动(时间:15分钟)
用表达交通工具的名词和频度副词进行实践调查, 完成3。
1. (使用多媒体课件、flash动画或简笔画, 让学生展开想象, 任意造句子, 要求用上交通工具的表达用语和频度副词。)
T: Let’s look at the pictures. I’m sure you are interested in these lovely pictures. Please make sentences as you like, and don’t forget to use these means of transportation and adverbs of frequency. Are you ready? Go!
2. (让学生分组做一个关于how to come to school的调查报告并完成3。调查时，强调用“How do you usually come to school?”和“I usually come to school…”句型，掌握生词group。)
T: Please report your results to your classmates.
S1: In our group, three students come to school by bike…
S2: In our group …
S3: …
…
(学习汇总完成3。)
3. (家庭作业。)
(1)(让学生到社会上做调查，看人们都使用哪些交通工具，哪种交通工具使用多，哪种交通工具使用少，为什么？并根据自己的调查结果模仿3做一个表格。)
(2)(预习Section B, 注意其中的频度副词。)
Ⅳ.疑点探究
本课我们学习了介词by表示“用，靠；通过，借助于(方式、手段)”时的用法。如：by car, by plane, by ship等。
用来表示交通方式的介词还有in和on。如：in a car, on a bus等。此时交通工具前要加限定词。但on foot意为“步行；走”。foot前不需任何限定词，foot也不能用复数。(建议：教师可在总结课上或练习课上补充。)
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:
weekday, early, bird, catch, walk, ride, park, do (one’s) homework, watch TV, television
2. (1)Go on learning adverbs of frequency:
seldom, never, sometimes
(2)Review the present simple tense.
I always get up at about six o’clock.
Li Xiang often comes to school by bike.
3. Go on learning adverbs of frequency and means of transportation in different expressions.
(1) I seldom walk to school.
I never go to school by subway.
(2) —How does Maria go home?
—She sometimes goes home by subway. / She sometimes takes the subway home.
4. Encourage the students to be diligent.
The early bird catches the worm.
Ⅱ. Teaching aids 教具
录音机/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:8分钟)
用链式发问的形式复习交通方式的表达用语及相关句型导出1a，呈现并学习1b。
1. (链式发问。每竖排第一个学生问其后第二个学生一个有关交通方式的问题, 第二个学生回答并接着问第三个学生……以此类推。每组2分钟时间。
问题是:How do you usually go to school?/ Do you often go to school by bus/car…?)
Example:
S1: How do you usually go to school?
S2: I usually go to school by bike. How do you usually go to school?
S3: I usually go to school by bus. Do you often go to school by car?
S4: Yes, I do./No, I don’t.
…
2. (根据第1环节的实际情况, 老师总结并导出对话1a的语言功能目标, 为下一步过渡做铺垫。)
T: Good. Now I know some of you come to school by bike, and some come to school by bus… I often come to school on foot. But sometimes I come to school by bike. I never come to school by bus. But my father always goes to work by subway. He seldom goes to work by train.
3. (板书并讲解以下频度副词。)


Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1a。
1. (通过了解学生的起床时间, 引出谚语The early bird catches the worm。让学生猜测这句谚语的意思。)
T: OK, boys and girls, what time do you usually get up?
S1: I usually get up at half past six.
S2: …
T: Yes, we should go to bed early and get up early. As the saying goes, “The early bird catches the worm.” Who knows the meaning of this sentence?
(让学生猜测，教师板书并加以讲解，并教导学生们在学习和生活中都应该勤奋、努力。)
The early bird catches the worm.
2. (根据1a的主要信息, 设置听力任务, 让学生带着任务听1a的录音, 可以提高兴趣、降低难度。)
T: Listen to 1a and find out the answers to these questions on the blackboard.
(板书问题及生词。)
weekday, early, bird, catch, walk, seldom, never
(1) What time does Michael get up on weekdays?
(2) How does Michael usually go to school?
(3) Does Sally often go to school by subway?
(4) Who always takes a bus to school?
3. (让学生再听一遍1a的录音并核对答案。)
(Keys to the questions)
(1)He gets up at about six o’clock.
(2)He usually goes to school on foot.
(3)No, she doesn’t.
(4)Sally always takes a bus to school.
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a和1b的内容。
1. (放1a的录音, 让学生跟读并模仿语音和语调)
T: Follow the tape and pay attention to your pronunciation and intonation. Ready? Go!
2. (人机对话，提高学生的兴趣。)
T: OK. Suppose you are Michael and Sally. Listen to the tape and make a dialog with Helen.
3. (让学生分角色表演1a，小组之间进行比赛)
T: Good! Now let’s work in groups and act out 1a. Then we’ll choose the best one.
Step 4 Practice 第四步 练习(时间:15分钟)
呈现2a的图片，呈现同义替换，完成2b和3。
1. (1)(呈现2a的图片, 通过师生互动, 让学生进一步了解和巩固语言知识。)
T: Look at the first picture. How does Maria go home?
Ss: She goes home by subway.
T: Yes, we can also say: she takes the subway home.
(同样的，通过谈论第2、3、4幅图，可以得到以下几个句子。)
Li Xiang comes to school by bike./Li Xiang rides a bike to school.
We go to the park on foot./We walk to the park.
They go to the zoo by bus./They take a bus to the zoo.
(呈现同义替换，加强对交通工具表达方式的灵活运用。总结并板书。)
by subway — take the subway by bike — ride a bike
on foot — walk by bus — take a bus
by car — take a car by plane — fly
(2)(让学生听2a录音并跟读)
T: Follow the tape and pay attention to the pronunciation.
(3)(引导学生归纳总结1a和2a中频度副词的用法，并进行操练。)
T: Find out the sentences with the adverbs of frequency, pay attention to their usage and then make sentences.
2. (让学生完成2b。)
T: Now, talk about the pictures in 2a with your partner.
Example:
S1: How does Maria go home?
S2: She sometimes goes home by subway./She sometimes takes the subway home.
3. (播放3的录音, 让学生独立完成3并核对答案。)

Step 5 Project 第五步 综合探究活动(时间:12分钟)
1. (利用所学频度副词进行实践活动。)
(1)(让学生用How often do you …的句型，调查自己的同伴或邻近的学生, 根据调查结果, 写一段话, 尽量使用频度副词。)
T: Now, look at the table. Please survey your partners or your neighbors using “How often do you…?” You should complete the table with adverbs of frequency. At last, write a short passage according to the form. You can begin like this: Li Ming sometimes goes shopping …
(表格如下。)
Activity
Name
go shopping
watch TV in the
evening
walk after supper
get up early
Li Ming
sometimes
seldom
often
always















(2)(让几名学生汇报他们的调查结果。)
2. (弹性课堂。要求学生背一句谚语。)
(板书)
Proverb:
Where there is a will, there is a way. 有志者事竟成。
3. (班级活动。让学生完成4。在轻松活泼融洽的气氛中结束这节课。)
4. (家庭作业。)
(让学生用Section A和Section B中学过的重点句型写一篇五句话左右的有关自己出行方式的小短文。学生们如果有兴趣, 可以课外收集中外谚语或名人名言。培养他们的自主学习能力和自我建构能力。)
Ⅳ.疑点探究
1. 动词和介词短语表达交通方式的不同。如：
He walks to school. = He goes to school on foot.
但不能说He on foot to school，即介词短语不能作谓语。
2. 频度副词never, seldom, sometimes, often, usually, always等在句中的位置, 一般位于行为动词之前, 系动词、助动词或情态动词之后。
Section C
Section C needs 1 period. Section C需用1课时。
The main activities are 1a, 2 and 3. 本课重点活动是1a, 2和3。
Ⅰ. Aims and demands目标要求
1. (1) Learn other words of frequency:
once, twice
(2) Learn other new words and phrases:
life, American, or, few, have lunch, at school, day, have a rest, play, basketball, football, go swimming, and so on, ball, more, talk, game, listen to, music, read, library, must, first, week, every
2. Learn how to express frequency.
How often do you go to the library?
Once/Twice/Three times a week./Very often./Every day./Seldom …
3. Talk about the daily activities.
play soccer, play basketball, read books, go swimming, go fishing, listen to music, watch TV, do one’s homework, go to the park, meet friends, cook, go to the zoo
4. Learn about the differences of the school life between American students and Chinese students.
Ⅱ. Teaching aids 教具
录音机/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
复习交通方式表达用语、频度副词并呈现1a。
1. (热身活动。与学生一起唱Section B 4中的Let’s chant。让全班学生边唱边用双手打节拍。)
T: Please turn to page 4, and let’s chant. Ready?
Ss: Yes.
2. (检查家庭作业，然后请几个同学朗读他们写的小短文。)
T: Please show me your homework. Then I will ask several students to read their passages.
T: Who wants to read it out?
S1: …
T: Anyone else?
S2: …
3. (方案一：用问答的形式, 复习交通方式的表达用语。要求学生尽量采用两种不同的表达方式。)
Example:
T: S3, how do you usually go to school?
S3: I usually walk to school./I usually go to school on foot.
T: How do you usually go to school, S4?
S4: I usually ride my bike to school./I usually go to school by bike.
T: How does S4 usually go to school?
S5: He/She usually goes to school by bike./He/She usually rides his/her bike to school.
T: …
(方案二：让学生在小组里进行链式对话, 复习交通工具的表达用语。)
S6: How do you often go to school?
S7: I often walk to school. What about you?
S8: I often take the subway to school. How do you usually go to school?
S9: …
4. (引导学生复习学过的频度副词seldom, often, always, sometimes, never, usually, 并由此引出本课的新词组how often和两个新的频度副词once, twice。)
T: I always go to the library after school. Mr. Zhang doesn’t go to the library every day. He goes there once/twice a week.
(板书画线部分, 学习新词once和twice。)
once/twice a week
T: How often do you go to the library? (学习how often。尽可能帮助学生回答。)
Ss: …
(板书画线部分, 重点讲解how often的用法。)
how often
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现并学习1a。
1. (从谈论学校生活开始导入1a，呈现新单词、短语和关键词，提示词义并板书。)
T: Boys and girls, do you like our school life?
Ss: Yes, we do.
T: Then do you know about the school life of American students?
Ss: No, we don’t.
T: Today we will learn about it together. OK?
Ss: Yes.
T: First, look at the blackboard, and let’s learn some new words and phrases.
(板书)
school life, American, or, few, have lunch, at school, day, eat out, have a short rest, be over, in their free time, play basketball, soccer, go swimming, ball games
2. (让学生仔细阅读1a的对话，然后回答1b的五个问题。)
(1)Let the students read 1a carefully, and then answer the questions in 1b.
(2)Check the answers.
(板书答案。)
1. They usually walk to school or take a yellow school bus.
2. At school.
3. At about 3 o’clock.
4. They often play basketball or soccer, go swimming and so on.
5. Four times a year.
3. (播放1a的录音，让学生跟读并模仿语音和语调。)
T: Now, let’s follow the tape and pay attention to the pronunciation and intonation.
4. (人机对话。)
T: Suppose you are Michael. Listen to the tape and make a dialog with the interviewer.
Step 3 Consolidation 第三步 巩固(时间:13分钟)
表演并巩固1a。完成1c。
1. (让学生看黑板上呈现的关键词，两人一组表演1a。)
T: OK. Close your books. Look at the key words on the blackboard and act 1a out with your partner.
2. (让学生根据1a和1b，写一篇关于美国学生学校生活的文章，完成1c。)
3. (谈论中国学生的学校生活，可以根据1b的五个问题来展开。)
T: Now let’s talk about the school life of Chinese students. You can discuss it according to the questions in 1b.
Step 4 Practice 第四步 练习(时间:10分钟)
运用图片练习2和3。
1. (出示一张Hai Qing在踢球的照片。向学生介绍另外三幅图片, 引出新的动词短语, 并板书。)
play soccer go swimming
play basketball go fishing
listen to music do his homework
watch TV go to the park
T: I usually read books after school. What do you usually do after school, S1?
S1: I usually play soccer.
T: Look at this picture. What does Hai Qing usually do after school?
S1: He usually plays soccer, but he doesn’t play basketball.
(采用同样的方法继续操练，完成2。)
2. (让学生利用2中的图片，运用How often及频度短语或副词进行问答)如：
T: Look at the first picture. How often does Hai Qing play soccer?
Ss: Usually.
(用同样的方法操练完成2，然后操练3中的句型，并教学Work must come first, library和read。)
(板书)
Work must come first.
library, read
3. (用链式对话的方式, 进行3的内容。)
T: Now, let’s use the words and phrases in the box of 3 and do a chain work like this.
Example:
S2: Do you often …?
S3: Yes, I do. / No, I don’t.
S2: How often do you …?
S3: Once/Twice/Three times a week./Very often./Every day./Seldom … Do you often …?
S4: …
…
(老师在学生熟练地操练完成后总结how often的用法，并板书可用于回答它的词或短语。)
once/twice/three times a week
every day/week/month …
never/seldom/sometimes/often/usually/always
Step 5 Project 第五步 综合探究活动(时间:5分钟)
进行采访, 做调查报告, 了解中美学生学校生活差异。
1. (让学生做调查报告, 并向全班汇报。)
T: Survey your classmates and fill out the form. Then report it to the class.
Example:
A: How often do you watch TV?
B: Once a week.
…
Activity
Name
watch TV
in the evening
walk to
school
play computer
games
help
your parents
play
basketball
Li Ming
once a week
















You can report like this:
Li Ming watches TV in the evening once a week …
2. (让学生讨论中美学生学校生活的差异。)
(把全班学生分成四组, 讨论中美学生学校生活的差异, 每组由一名学生进行归纳总结。然后每组推荐出一名小记者, 向全班学生汇报, 其他学生做记录。)
T: The whole class talk about the differences in the school life between American students and Chinese students. Then write them down and report to the class.
Example:
In America, students walk or take a yellow school bus. In China, students…
3. (家庭作业。)
(1)(收集有关美国学生学校生活的相关信息，并记录下来。)
(2)(归纳所学过的频度副词和短语。)
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1 and 2. 本课重点活动是1和2。
Ⅰ. Aims and demands 目标要求
1. Learn the vowels: /E/, /I /
2. Learn some new words and phrases:
begin, have classes, while, go to bed
3. Sum up the useful expressions in this topic.
(1)Happy New year! The same to you!
(2)The early bird catches the worm.
(3)Nice talking to you.
(4)Work must come first!
(5)She goes to bed at about a quarter to ten.
4. Review and sum up the grammars.
(1) Review words and phrases of frequency.
never, seldom, sometimes, often, usually, always, once/twice/three times a week
(2) Sum up the present simple tense.
①Do you often come to school by bike? Yes, I do. / No, I don’t.
②I usually come to school by subway.
③I seldom walk to school.
④I never go to school by subway.
⑤They always take a bus to the zoo.
⑥How does Maria go home? She sometimes takes the subway home.
⑦How often do they have ball games? Four times a year.
⑧He usually plays soccer, but he doesn’t play basketball.
Ⅱ. Teaching aids 教具
录音机/音标卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
复习节日问候语、谚语，复习Section C，完成4b和5。
1. (用生日歌的旋律唱Happy New Year导入本课, 可以活跃课堂气氛, 又为下一步进行4b做准备。)
T: Let’s sing the song Happy New Year together.
T & Ss: Happy New Year to you!
Happy New Year to you!
Happy New Year! The same to you!
Happy New Year to you!
2. (学习4b, 归纳本话题中有用的表达方式。)
(1)(通过上面的歌曲, 巩固下面的表达方式。)
(板书)
Happy New Year!
The same to you!
(2)(呈现The early bird catches the worm.和Work must come first!并翻译成汉语, 勉励学生勤奋学习。)
T: In this topic, we have learnt two useful expressions. They tell us we must work hard and can’t waste our time. Do you still remember them?
Ss: Yes. One is “The early bird catches the worm.” and the other is “Work must come first!”
T: So you must study hard every day.
(板书)
The early bird catches the worm.
捷足先登/早起的鸟儿有虫吃。
Work must come first!
工作第一！
3. (让学生听4b录音，并大声跟读。)
T: Well, let’s listen to 4b. Follow it loudly.
4. (检查家庭作业，完成5。)
T: Boys and girls, have you finished your homework?
Ss: …
T: Good! In the last lesson, we learnt about the school life of American students. Today let’s survey your classmates about the school life. Fill out the form in 5 with your survey results. Then compare the school life of American students with yours and write a passage. You may begin like this:
The school life of American students is different from ours… OK, let’s begin!
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现2
1. (复习一般现在时，引出2。)
(让学生看图片，完成书中的表格。)
T: Boys and girls. Look at the pictures in the passage. What does Jane usually do at 6:20 a.m.?
Ss: She usually gets up at 6:20 a.m.
T: What does she do at half past seven?
Ss: She goes to school.
…
(教师边问边引导学生完成部分表格。)
2. (让学生听录音完成剩余表格。)
T: Good! Let’s listen to 2 and fill in the rest blanks. Ready?
Ss: Yes.
T: OK, let’s begin.
(播放2的录音。)
3. (核对答案)
T: Now, let’s check the answers. Who wants to share the answers with us?
S1: Let me try …
T: Very good. Next one?
S2: …
…
4. (让学生仔细阅读2，找到新单词并猜测其词义。)
板书
begin, have classes, while, go to bed
T: Wonderful! Now let’s read this passage carefully and guess the meaning of the words.
…
(点评并纠正学生在理解上的错误。)
5. (让学生依据2中的表格复述短文。)
T: Now, let’s look at the table and retell this passage. Any volunteers?
S3: Let me try …
T: Great! Anyone else?
…
Step 3 Consolidation 第三步 巩固(时间:16分钟)
巩固2，完成4a和3。
1. (让学生再次阅读2，快速找出含有交通方式和频率副词的句子。)
T: OK. Now read 2 quickly again, and underline the means of transportation and adverbs of frequency.
…
T: Good. Besides these sentences, can you tell me other expressions about frequency and means of transportation?
(教师引导学生回答，边说边在黑板右上方板书“never, seldom …”)
(板书)
Frequency


Means of transportation:
by car take a car
by subway take the subway
by bike ride a bike
by bus take a bus
on foot walk
by plane fly
(由此表引导学生朗读4a，完成3。)
2. (让学生听录音跟读4a。)
3. (学生听录音，完成3。)
T: Well, let’s listen to 3, and fill in the blanks. Ready?
Ss: Yes.
T: Let’s begin.
…
4. (核对答案，并将文中的句子转换成另一种交通表达方式。)
T: Now, let’s check the answer.
Ss: Miss Yang always goes to Wuhan by bus.
T: Great! You can also say: Miss Yang always takes a bus to Wuhan.
(同样的，引导学生进行2、3、4、5句子的替换练习。)
Step 4 Practice 第四步 练习(时间:7分钟)
用音标卡片学习音标，练习音标，完成1。
1. (让全班学生各持一张卡片，每张卡片上只有教学目标中列出的两个音标中的一个，学习音标。全班动员，人人参与。)
T: Everyone has a card. If I read /[/, please raise your card with /[/ and stand up. If I read /I/, please raise your card with /I/ and stand up. Do you understand?
2. (小组活动。让一名学生读卡片上的音标，其所在小组其他成员均举起相应的音标卡片。)
T: Practice in groups. One reads the phonetic symbols, and others raise cards.
3. (让学生听1的录音并跟读。)
T: Listen to 1, and read after the tape.
4. (以小组为单位进行比赛，在限定时间内看哪一组说出含有/E/发音的单词最多。)
T: Boys and girls, next we’ll have a competition. Let’s work in groups and speak out words which have sound /E/ in given time as many as possible. At last we’ll decide which group is the winner. Do you understand?
Ss: Yes.
T: OK. Let’s begin! Be quick!
…
Step 5 Project 第五步 综合探究活动(时间:10分钟)
介绍自己的日常生活, 加强实践活动, 提高英语应用能力。
1. (让学生制作表格，介绍自己一天的活动。)
T: Make a form about your daily activities.
Example:
Time
Activity
6:30 a.m.
get up
7:00 a.m.

7:30 a.m.
go to school
12:00 a.m.

after school

after dinner

2. (找几名学生介绍他们的活动。)
T: Are you ready?
Ss: Yes, I am.
T: Who wants to share your activities?
S1: I want…
T: Well done. Anyone else?
S2: …
…
T: Fantastic. Remember, you should use the present simple tense in the passage.
4. (家庭作业。)
让学生写一篇关于他们自己日常活动的短文。要求: (1)使用一般现在时。(2)尽可能多地使用学过的频度副词。
(范文：)
My Day
I usually get up at 6:30 a.m. I often go to school by bus at 7:30 a.m. Classes begin at 8:00 a.m. I have four classes in the morning.
I always have lunch at 12:00 a.m. I have two classes in the afternoon. After school, I sometimes play football with my classmates.
I get home at 5:30 p.m. and have dinner at 7:00 p.m. After dinner, I often do my homework. I seldom watch TV in the evening. I go to bed at about 10:00 p.m. I never go to bed late(迟的，晚的).

Topic 2 A few students are running around the playground.
Section A
Section A needs 1~2 periods. Section A需用1~2课时。
The main activities are 1a, 2a and 3. 本课重点活动是1a, 2a和3。
Ⅰ. Aims and demands目标要求
1.(1) Learn the names of school buildings:
playground, gym, dormitory, lab, computer room, dining hall, classroom building, swimming pool
(2) Learn other new words:
make, card, boring, soon, run, dance, sleep, clean
2. Learn the present continuous tense.
What are you doing now? I’m making cards.
What is Maria doing now? She is reading in the library.
Are you watching TV? Yes, I am./No, I’m not.
Is Kangkang reading in the library? Yes, he is./No, he isn’t.
Ⅱ. Teaching aids 教具
录音机/教学挂图/幻灯片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:8分钟)
复习上节课校园生活的内容, 呈现活动3。
1. (让学生描述自己的校园生活, 用上in one’s free time, often, twice a week, go swimming, read books, play soccer …，为学习校园内活动场所名称作铺垫, 也为学习现在进行时提供必要的动词词组。)
T: Today I want to make a survey. S1, do you like our school life?
S1: Yes, I like our school life very much.
T: What do you usually do in your free time?
S1: I usually play soccer.
T: Thank you. S2, what do you usually do in your free time?
S2: I often read books.
T: What about you, S3?
S3: I often go swimming.
…
2. (询问学生通常在哪里做上述活动, 呈现校园活动场所名称。)
T: I know you all have an interesting school life. S1 usually plays soccer. S2 often reads books. S3 often goes swimming… Please answer my questions now. Where do we play soccer? If you can’t answer it in English, you can speak Chinese.
Ss: 操场。
T: Where do we read books?
Ss: 图书馆。
T: Where do we swim?
Ss: 游泳池。
…
(教师利用幻灯片逐个呈现校园活动场所的名称。)
T: Now, look at the first picture. What’s this?(教师出示第一张幻灯片。)
Ss: Playground.
T: What’s this in English?(出示第二张幻灯片。)
Ss: Dormitory.(教师帮助学生回答。)
…
(依次引导出生词并板书。)
(板书)
playground, library, swimming pool, lab, computer room, gym, classroom building,
dormitory, dining hall
3. (让学生把3中的词与图片正确搭配。)
T: Just now we learned some new words. Now let’s look at the picture in 3. Then match the places with the right pictures.
4. (核对答案。)
Step 2 Presentation 第二步 呈现(时间:17分钟)
呈现2a, 1a, 完成2b。
1. (猜猜看。老师做出读书的动作, 并且问What am I doing?帮助学生回答You are reading a book。以此为例, 让学生轮流做动作, 其他学生猜猜她/他在干什么。)
Example:
T: Now, I am in the classroom. Guess. What am I doing? (老师做出读书动作。)
Ss: You are reading a book.
S1: I am on the playground. What am I doing? (学生做出踢球动作。)
S2: You are playing soccer.
T: … What is S1 doing? (老师指着S1, S1做出踢球动作。)
Ss: … He/She is playing soccer.
T: What is S2/S3 … doing?
Ss: He/She is …
2.(老师呈现2a中的挂图, 指着图片发问并指导学生回答。)
T: Where is Maria?
Ss: She is in the library.
T: What is she doing?
Ss: She is reading.
(指着第二幅图继续发问。)
T: Where is Kangkang?
…
(板书新句型，要求学生掌握dance, sleep, clean。)
— Where is Maria? — What is she doing?
— She is in the library. — She is reading.
(让学生根据1a, 2a的图练习现在进行时。)
T: Where is Jane?
Ss: She is at home.
T: What is she doing?
Ss: She is watching TV.
(让学生之间进行对话。)
S1: …
S2: …
3. (让学生再听2a, 完成2b。)
T: Let’s listen to 2a again. And finish 2b. Begin!
4. (核对答案。)
T: Who wants to share your answers with us?
S7: Maria …
S8: Kangkang …
S9: Wang Wei …
5. (听录音，学习1a。)
T: From the pictures, we can see they are making a phone call. What are they talking about? Now let’s listen to it.
(听1a的录音)
T: Is Jane doing her homework?
Ss: No, she isn’t.
T: Is Jane watching TV?
Ss: Yes, she is.
(通过对话方式，引导学生掌握现在进行时的一般疑问句，肯定及否定回答的形式，同时学习生词。)
(板书)
Is she doing her homework?
Yes, she is./No, she isn’t.


make, card, soon
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a, 2a。
1. (放1a, 2a的录音, 让学生跟读, 注意语音和语调。)
T: Please listen to the tape and follow it. Pay attention to the pronunciation and intonation.
(播放录音。)
2. (人机对话。)
T: Now, listen to me carefully. Suppose you are Jane. Listen to the tape and make a dialog with Michael.
3. (让学生分角色朗读对话。)
T: Very good. Work in groups and read the dialog in roles. I will ask several groups to act it out. Begin!
4. (老师总结现在进行时的用法及构成。)
(板书)
主+be(am/is/are)+v.-ing+其他
(老师归纳v.-ing的构成)
(板书)
v.-ing的构成有三种：
1.直接在词尾加ing。如playing, doing。
2.以不发音的字母e结尾的动词, 去掉字母e再加ing。如making, dancing。
3.以重读闭音节结尾，末尾只有一个辅音字母, 双写这个辅音字母, 再加ing。如running, swimming。
Step 4 Practice 第四步 练习(时间:10分钟)
练习1a, 2a，完成1b和4。
1. (设置场境，引导学生以小组为单位表演对话，评出最佳表演者。)
T: Now, let’s put 1a and 2a together, then act it out. Ready? OK, another 3 minutes to prepare.
…
T: OK! Let’s begin. Who want to have a try?
G1: …
T: Very good! Anyone else?
G2: …
(评出最佳小组及最佳表演者，并给予相应的表扬和鼓励。)
2. (两人一组，根据1a，利用What are you doing? I’m …和Are you …? Yes, …/No, …编类似对话。完成1b。)
3. (让学生根据4的图画进行两人对话。)
T: Please look at the picture ① in 4. Ask and answer questions in pairs.
S1: Where is she?
S2: She is in the gym.
S1: Is she singing?
S2: No, she isn’t.
S1: What’s she doing?
S2: She’s dancing.
(用同样的方法操练另外三幅图。让学生掌握生词run。)
4. (让学生以小组为单位，利用1b和4，合编成一个对话并表演。)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
通过表演和猜测, 培养学生实际运用能力。
1. (请一名学生到台上做动作, 其他学生用现在进行时态进行问答。)
T:××, please come here.
(出示一个dance的动作卡片给他/她看。)
Please perform the action.
(学生表演跳舞动作。)
T: What is he/she doing?
Ss: He’s/She’s dancing.
…
2. (家庭作业。)
(要求同学们回家后在同一时间内观察家中其他成员，看看他们各自在做什么，并做记录。)
T: I’d like you to watch your family after you go back home. Please write down what he/she is doing.
Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1a, 2a and 2b. 本课重点活动是1a, 2a和2b。
Ⅰ. Aims and demands目标要求
1. Learn some new words and phrases:
borrow, a few, of course, use, look for, shelf, keep, return, on time, pleasure, post, bye-bye, another, Lost and Found, purse, money, else, picture, put on
2. Go on learning the present continuous tense.
Many students are using them, and they are doing better in English now.
I’m looking for my purse.
3. Learn how to borrow things.
Excuse me, may I borrow a few Ren’ai Project English workbooks?
How long can I keep them?
You must return them on time.
4. Learn how to write Lost and Found.
Ⅱ. Teaching aids 教具
录音机/课件/挂图/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习学校场所, 呈现1a。
1. (方案一:猜谜。说一些描述性的语言, 让学生猜是学校的哪个场所。)
T: Boys and girls, guess the place. First, a place where we can go swimming. What is it?
S1: Is it the swimming pool?
T: Yes, you are right. Next, a place where we can do some sports. What is it? Who knows?
S2: Playground.
…
Step 2 Presentation 第二步 呈现(时间:12分钟)
呈现活动1a, 练习1b。
1. (继续对话，利用课件或图片呈现1a。)
T: A place where there are many different kinds of books. What is it?
S5: Library.
T: Good. What can we do in the library?(教师出示图书馆图片。)
S6: Read books.
T: Anything else?
S7: Borrow books.(帮助学生回答问题，引导出生词borrow。)
T: Great. What should we say when we borrow books?
S8: …
…
(依次引导出生词、短语和句型keep, a few, How long …, 并板书讲解。)
(板书)
borrow keep return use shelf
a few of course look for on time
How long can I keep them? Two weeks.
2. (让学生看并听1a的第1部分, 注意对话中的生词和句型。)
T: Look and listen to dialog 1 in 1a. Pay attention to the new words and expressions on the blackboard.
3. (假设一种情境:学生没有借到想要的书, 那该怎么办？)
(方案一:利用课件呈现1a第2部分内容。要求学生掌握post。)
T: Boys and girls, if you can’t borrow the book you want, what should you do?
Ss: I don’t know.
T: OK. Let’s go on watching and pay attention to what they say.
(播放课件。)
(方案二:老师给学生做示范, 帮助学生回答, 呈现1a第2部分内容。要求学生掌握post。)
T: Boys and girls, if you can’t borrow the book you want, what should the librarian say?
Ss: He/She should say “Sorry, we don’t have any.”(帮助学生回答。)
T: What should you say?
Ss: Thank you all the same.(帮助学生回答。)
(板书)
post
Sorry, we don’t have any.
Thank you all the same.
Bye-bye!
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1a, 根据1b中的句型编对话。
1. (让学生合上课本，听录音并跟读1a，注意语音和语调。)
T: Now please close your books. Listen to the tape and follow it. Pay attention to the pronunciation and intonation.
2. (把学生分成两部分，一部分表演1a的对话1，另一部分同学表演1a的对话2，两人一
组进行练习。)
T: Now I will divide you into two groups. One group acts out Dialog 1 in 1a, and the other group acts out Dialog 2 in 1a. Work in pairs. Do you understand?
Ss: Yes.
T: Now, let’s begin!
3. (分别找几组学生进行表演，看看哪组同学演得最好。)
T: OK. I want to know which group can act it out best. Are you ready?
Ss: Yes, we are.
T: Which group wants to act first?
G1: We want.
…
T: Very good! But you can speak slowly next time, OK? Next group!
G2: …
…
3. (让学生从1a中找出1b相应的答语，依据1b中的句型,自编对话, 教师可给予必要的指导。)
T: Now, please find out the responses to the sentences in 1b from 1a, and work in pairs to practice borrowing things from others. You can use the expressions in 1b. Begin!
4. (找几组学生表演他们编的对话。)
T: OK. Stop here! Who wants to share your dialog with us?
G3: We want.
…
T: Excellent! You can speak more loudly. Next group!
G4: …
…
T: Well done. Now let’s move on.
Step 4 Practice 第四步 练习(时间:10分钟)
利用情景设置呈现2a, 练习2b和3。
1. (设置一名女学生在路上寻找东西的情景, 呈现2a。)
T: Look at the picture. Guess what she is doing.
Ss: She is looking for something. (帮助学生回答。)
T: You are right. She lost her purse. Can you guess what is in her purse?
Ss: Money.
T: What else?
Ss: Maybe …
…
(采用对话，依次引导出生词和句型。)
(板书)
talk money I’m looking for my purse.
Lost and Found else What’s in it?
purse picture What else?
2. (播放2a的录音, 让学生跟读，注意语音和语调。)
T: Listen to 2a and follow it. Pay attention to the pronunciation and intonation.
3. (给学生两分钟时间, 两人一组读对话, 然后找学生朗读。)
T: Now, I’ll give you two minutes to read the dialog with your partners. Then I’ll ask some of you to read it. OK. Begin!
4. (1)(让学生读2b中的两则启事, 学习如何写寻物/招领启事。完成2b, 并提醒学生注意寻物/招领启事的格式和内容要素。)
(板书)
Lost: The thing(丢失的物品)
Name(失主)
Phone number(联系方式)

Found: The thing(被发现的物品)
Where(物品现存地)
Phone number(联系方式)
T: Read the notices on the bulletin board. Learn how to write them. Please pay attention to the format and content of the message, and finish 2b.
(2)(让学生写一份自己的寻物/招领启事。)
T: Suppose you found or lost something, write your own bulletin board message.
5. (让学生听录音，并完成3，选择正确的答案。)
(板书并学习听力部分的生词。)
T: Listen to the dialogs in 3, and choose the right answers. First, let’s learn some new words.
(板书)
put on
(播放录音)
6. (核对答案。)
T: Let’s check the answers. Who wants to answer the first question?
S1: Sally is…
T: Good. No.2? S2, please.
S2: Sorry, I don’t know.
…
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过小组活动探究借东西的过程并练习如何写寻物/招领启事。
1. (两人一组活动，仿照1a根据1b中的句型编对话。)
T: Work with your partners and make a conversation Similar to 1a. You may use the expressions in 1b.
Examples:
(1)S1: Excuse me, may I borrow a pen?
S2: Here you are.
S1: Great! How long can I keep it?
S2: …
(2)S3: Excuse me, may I borrow a knife?
S4: Sorry, I don’t have any.
S3: Thank you all the same. Bye!
S4: Bye-bye.
2. (鼓励更多的学生复述2a的内容。)
T: S5, do you want to retell the story of 2a？
S5: …
T: Anyone else? Raise your hand. Wow, so many!
3. (写一则寻物/招领启事，不少于两个句子。)
(范文)
Found
A key to a bike
Please call the Lost and Found.
Tel: 821-7667
Lost
My red umbrella
My name is Mary.
Please call 883-8752.




4. (家庭作业)
(预习13页的1a。如有兴趣，模仿1a，描述学校某建筑物内某一场景中人们的行为。)
Ⅳ.疑点探究
(1)look for与find的用法：
look for意思是“寻找”, 强调“找”的动作。find是及物动词, 意思是“找到, 发现”, 强调“找”的结果, 后跟宾语。如：
I can’t find my purse. 我找不到钱包了。
Please look for it in your bag. I think you can find it. 请在你的包里找一下, 我想你能找到它。
(2)other与else的区别：
other修饰名词，位于名词之前。如：
What’s that in your other hand? 你另一只手里拿的是什么？
else修饰不定代词、疑问代词或疑问副词，必须位于这些词之后。如：
I have nothing else to say. 我没有其他要说的了。
What else do I need to do? 我还要做其他的什么事情吗？
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 other new words and phrases:
show sb. around, sit, write, at the back of, draw
2. Review the present continuous tense.
What is/are… doing?
Is/Are…?
The boy is drawing pictures.
He isn’t making cards.
3. Review the names of school buildings.
4. Talk about everyday activities. Encourage the students to take part in various kinds of activities actively.
Ⅱ. Teaching aids 教具
录音机/挂图/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
通过表演竞赛复习并引入1a。
1. (表演竞赛。让学生进行对话表演, 教师将全班分为四组, 每组表演一个对话。对话时间以一分钟为限。第一组学生借东西, 可以在教室内走动。第二组东西丢了, 去失物招领处找回来。第三组去图书馆借书，但图书馆没有。第四组请一名学生表演动作, 另两名学生用现在进行时对话。通过这个活动来热身, 提起学生的学习兴趣, 从而可以复习现在进行时及上一节课的对话。)
Group 1
S1: Excuse me, may I borrow…?
S2: Of course.
…
Group 2
S3: What are you doing?
S4: I’m looking for my purse.
S5: …
…
Group 3
S6: Excuse me, do you have any books of Harry Potter?
S7: Sorry, I don’t have any.
S8: …
…
T: OK, wonderful! …, the last group?
…
2. (出示Section A-3的挂图，通过复习校园建筑物的名称导入新课1a。)
T: Please look at the picture. Let’s go on talking about the names of school buildings, OK?
(教师指着建筑物让学生说。)
Ss: Yes. It’s a library/playground/lab…
T: Now Peter is showing his mother around his school.
(板书并讲解)
show sb. around … 带领某人参观某地
T: Look at the pictures in 1a. Which of the places are they visiting?
Ss: Playground, gym and classroom.
T: Great!
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1a，完成1b。
1. (让学生边听录音边划出1a中的be+v.-ing结构。)
T: Now listen to the passage and underline the structure “be+v.-ing”.
2. (让学生认真阅读1a，呈现新单词和词组，完成1b。)
(1)T: Please read the passage carefully, guess the meaning of the new words and phrases, and then finish 1b.
(板书生词、词组，猜词义并熟读。)
sit—sitting on the playground have a soccer game
write—writing in the gym write a letter
draw—drawing in the classroom at the back of
(2)(核对答案。)
T: Let’s check the answers of Part A in 1b. Who can do it?
S1: …
(3)T: Write down your answers to Part B after the example.
(板书并在be+v.-ing下划线)
Example:
Some students are having a soccer game.
S2: A few students are running.
S3: The girls are dancing.
S4: Three students are swimming.
S5: Kangkang is reading Ran’ai English Post.
S6: Sally is cleaning the blackboard.
3. (复习分词的构成规则。)
T: Now let’s review the formation rules of “v.-ing”.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1a。
1. (放1a录音，让学生跟读，注意语音和语调。)
T: Please listen to the tape and follow it. Pay attention to the pronunciation and intonation.
(播放录音。)
2. (让学生朗读课文并熟记。)
T: Please read the text loudly, and try to remember it.
3. (把学生分成三组，每组背诵一段话。)
T: I’ll divide you into three groups. Group 1 recite Passage 1. Group 2 recite Passage 2. Group 3 recite Passage 3. Be quick!
4. (每组抽1-2名同学背诵，看谁背得又快又好。)
T: Are you ready?
Ss: Yes.
T: Now I’ll ask one or two students from each group to recite the passage. Let’s see who can do it best.
Step 4 Practice 第四步 练习(时间:10分钟)
运用图片练习2。
1. (出示一张一个男孩在画画的图片，操练现在进行时的各种句型。)
Example:
T: Please look at the picture, boys and girls. Let’s talk about it. Is the boy writing?
S1: No, he isn’t.
T: Is the boy making cards?
S2: No, he isn’t.
T: What is he doing?
S3: He is drawing.
T: Yes. He is drawing. He isn’t making cards.
(板书)
He is drawing. He isn’t making cards.
2. (学生两人一组，仿照例子练习2的另外五幅图。)
T: Work in pairs, and practice the other five pictures according to the example. Be quick!
3. (请五组学生分别表演这五幅图的对话练习，用现在进行时态填空。)
T: Now I’ll ask five groups to act out the dialogs about the five pictures. Who wants to act out your dialog?
G1: …
T: Very good! Next, who can?
G2: …
…
4. (核对答案。)
T: Who wants to share your answers with us?
S4: …
S5: …
…
(板书答案)
1. is doing 2.are eating 3.am listening
isn’t writing aren’t drinking am not singing
4. isn’t watching 5.aren’t playing
is playing are having
Step 5 Project 第五步 综合探究活动(时间:10分钟)
调查同班同学的课堂活动，加强实践训练，提高英语应用能力。
1. (让学生自由活动2分钟，观察周围同学的行为，用现在进行时写一段至少5句话的短文。)
T: Now please do what you like to do for two minutes, and then watch your classmates around you. Write a short passage with the present continous tense, at least five sentences.
2. (找几名学生汇报他们的成果。)
T: Are you ready?
Ss: Yes, we are.
T: Who wants to share your results with us?
S1: I want…
T: Well done. Anyone else?
S2: …
…
T: Great! Remember, you should use the present continuous tense.
(范文)
It is 9:30 now. In our classroom, you can see: Li Lei is writing. Mary is drawing. Jane and Li Wei are reading English. Kangkang is talking with Michael. How happy they are!
3. (班级活动。让学生完成3，边放录音边跟唱，在优美的歌声中结束这节课。)
T: Boys and girls, let’s listen to a beautiful song. Follow it, please.
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1, 2 and 5. 本课重点活动是1, 2和5。
Ⅰ. Aims and demands目标要求
1. Learn the vowels:
/B:/, /e[/, /R:/, /eI/
2. Learn some new words:
because, Japanese, wonderful, also
3. Review the present continuous tense.
I’m looking for my purse.
But they aren’t sleeping at the moment.
Are you doing your homework? Yes, I am. / No, I’m not.
Is he/she singing? Yes, he/she is. / No, he/she isn’t.
What are you doing? I’m making cards.
What is he/she doing? He/She is playing soccer on the playground.
4. Review the names of school buildings.
5. Review how to borrow things from others.
Ⅱ. Teaching aids 教具
录音机/单词卡片/音标卡片/图片/照片/挂图
Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:5分钟)
复习表示校园建筑名称的单词和借东西的对话。
1. (单词竞赛。抽查三排学生, 被抽到的排, 从左到右, 每名学生说出一个校园建筑名称的单词, 然后使用现在进行时态造一个句子。每个单词5分, 句子10分。全班学生一起找错误, 被找到一个错误减两分, 最后看哪一排的得分最高。)
Example:
T: Please give the names of school buildings, and make sentences using the names one by one.
S1: Library. I’m reading in the library.
S2: Playground. I’m running on the playground.
S3: The swimming pool. He’s swimming in the swimming pool.
…
(通过竞赛, 集中学生注意力, 活跃课堂气氛, 调动学生学习积极性。)
2. (对话比赛。让学生复习向别人借东西的相关句型。进行1分钟对话表演，两人一组，最后看哪一组编得又好又快。)
T: Boys and girls, next we’ll have a conversation competition. Let’s make dialogs about how to borrow things from others, and then act it out within one minute. Please use the sentences we have learnt as many as possible. Work in pairs. At last we’ll decide which group is the winner. Let’s begin!
…
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1，完成2。
1. (呈现含/B:/, /e[/, /R:/, /eI/的单词卡片, 让学生熟悉这些发音, 为下面的操练做准备。)
T: Now please look at the card. Can you read this word?
Ss:Farmer.
T: How about this one?
Ss: Guitar.
T: Very good. What about this one?
Ss:Park.
T: Wonderful.
(板书park, farmer, guitar，并画出“ar”，帮助学生找规律。)
…
(用同样的方法依次呈现/e[/, /R:/, /eI/的音标，并板书在/B:/的下面。)
(板书)
park farmer guitar /B:/
hair pair chair /e[/
walk ball call autumn August daughter /R:/
waiter train rain gray May playground /eI/
2. (放1的录音, 并让学生跟读。)
T: OK, please open your books, and look at 1 in page 15. Let’s listen to the tape and follow it.
(播放录音。)
3. (让学生自读1, 巩固所学音标。)
T: Read these phonetic symbols by yourselves.
4. (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。)
5. (教师出示2中的图片，拿出一张文伟在体育馆跑步的照片。)
T: Look at this picture. He is Wen Wei. Is he dancing?
Ss: No, he isn’t.
T: What’s he doing?
Ss: He is running.
T: Right. He is running in the gym. He isn’t dancing.
(用同样的方法呈现另外两张照片并进行操练。)
6. (让学生看2中的图, 听录音, 板书新单词然后让学生填写下列空格。)
T: Look at the pictures in 2. Listen to the tape, and then fill in the blanks on the blackboard. First, let’s look at the new words.
(板书)
because Japanese
wonderful also

1)Wen Wei is in the gym in Picture 1.
2)In Picture 2, he is swimming in the .
3)In Picture 3, he is talking to on the Great Wall.
7. (核对答案, 找三名学生到黑板上填写空格。)
T: Are you ready?
Ss: OK.
T: Who wants to fill in the blanks?
S1: …(到黑板上填写第一题)
T: Is he right or wrong?
Ss: Right.
T: Very good. Go back to your seat. Next one?
S2: …(到黑板上填写第二题)
…
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固2。
1. (让学生阅读短文，完成2。)
T: Please read the passage carefully, underline the activities and circle the places. Then number the photos. OK?
Ss: Yes.
2. (核对答案。)
T: Are you ready?
Ss: Yes.
T: Good. Who wants to underline the activities?
S1: …
T: Good job. Next, who can circle the places?
S2: …
…
3. (再放一遍2的录音, 根据2中内容, 进行问答。)
T: Ask and answer questions in pairs according to 2.
Example:
S3: Where is Wen Wei in Picture 1?
S4: He is…
S3: What is he doing?
S4: He is…
4. (找几组学生汇报练习结果。)
T: I want someone to act out your dialog. Who can do it?
G1: Where is…?
…
Step 4 Practice 第四步 练习(时间:10分钟)
练习3, 完成4a, 4b。
1. (呈现3, 放录音, 让学生填写表格。)
T: Now let’s do 3. First, please listen to the tape carefully, and then complete the table. OK, let’s begin.
(播放录音。)
2. (核对答案。)
T: OK, let’s listen again and check your answers. Are you ready?
Ss: Yes.
(再次播放录音。)
T: Let’s check the answers. The first one, “Jane”. Who can do it?
S1: Jane is playing the guitar in the dormitory.
T: Is he/she right or wrong?
Ss: Right.
T: Good! Next one,“Maria”？
S2: Maria is dancing in the gym.
…
3. (完成4a, 4b的内容, 总结归纳本话题的语法重点与习惯用语。)
T: Look at 4a, 4b, please. They are very important to you. You should read them carefully and try to remember them. Understand?
(学生阅读, 教师巡视, 给予必要的帮助。)
T: OK. Stop, please. Let me sum up the grammar for you. Please look at the blackboard.
(板书)
(1)主+be(is/am/are)+doing …
(2)Be(Is/Am/Are)+主+doing …?
(3)主+be(is/am/are)+not+doing …
(4)疑问词+be (is/am/are)+主语+doing …?
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过实践活动, 培养学生细心观察事物的能力。完成5。
1. (小组比赛。让学生在两分钟内分组讨论，并找出5中两幅图的不同之处，找出的不同点又多又正确的组获胜，教师给予表扬。)
T: Now, let’s have a competition. Work in groups of four to find out the differences between the two pictures in 5.
2. (根据小组活动讨论的结果，写一篇小短文。)
T: Write a passage according to the results of your discussion.
You may begin like this:
Three boys are swimming in Picture 1, but …
3. (家庭作业)
请同学们做一个课外活动的调查，看看同学们在某一时刻都在什么地方干什么。根据你的调查结果写一篇短文，至少6句话。
范文：
It’s 4:40 in the afternoon now. Look! Some students are playing basketball on the playground. A few students are running there, too. Mary is singing in the classroom. Some boys are swimming in the swimming pool. Some girls are dancing in the gym. How happy they are!

Topic 3 My school life is very interesting.
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 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.
What class are they having?
They are having a music 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. Teaching aids 教具
录音机/图片/小黑板/单词卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
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.
Step 2 Presentation 第二步 呈现(时间:15分钟)
呈现1a。
1. (老师呈现表示星期和学科的单词卡片或幻灯片，进行问答练习，学习新单词。)
T: What day is it today? (举着星期二的卡片。)
Ss: It’s Tuesday.(帮助学生回答。)
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: …
(板书)
It is Monday. physics
Tuesday. geography
Wednesday. P. E.
Thursday. art
Friday. math
history
biology
politics
science
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)
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 …
S1: What class are they having?
S2: They’re …
S1: What time does the class begin?
S2: At …
S1: What time is the class over?
S2: 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或呈现在幻灯片上。)
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/slide, 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 is the class over?
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 exchange 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 dialogs.
(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, about, work on/out, talk
Using the expressions in the box to make some sentences.
(2)(练习现在进行时。)
T: Now, make similar conversations with the phrases in the box of 3 with your partner.
Example:
S1: They are learning about the past in the class. What class are they having?
S2: They are having a history 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。)
(1)(让学生用英语设计一个自己的课程表。完成2b。)
(2)(预习Section B，找出有用的短语和句子。)
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
(2)Learn other new words:
which, subject, best, story
2. 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.
Why do you like it? Because it’s easy and interesting.
Ⅱ. Teaching aids 教具
录音机/小黑板/单词卡片/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
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.
T: What time does the class begin, boys?
Boys: At…
T: What time is it over, girls?
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。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (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。)
2. (把2中的图片挂在黑板上，让学生根据2的例子，与同伴对话。)
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.
3. (让学生表演自己组织的对话。)
T: Now, please act your conversations out. Who can?
G1: We can.
…
Step 3 Consolidation 第三步 巩固(时间:10分钟)
(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 work in groups. Make a survey about the subjects in your group and complete 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 it?
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)
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. (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. (再放1a的录音，让学生跟读，并注意语音和语调。)
T: Listen to 1a again and follow it, and pay attention to your pronunciation and intonation.
4. (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.
5. (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: …
6. (让学生听3的录音并填空。)
T: Next, we’ll have a listening practice. Listen to the tape carefully, and then complete the table in 3. OK, let’s begin.
(播放录音。)
7. (核对答案。)
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. (先回答下列问题，然后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。)
(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.
Ⅱ. Teaching aids 教具
录音机/白纸卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
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: 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. (让学生快速阅读1a，找出新单词，完成1a后面的判断正误题。)
T: Now, read 1a quickly and mark True (T) or False (F), then check the answers.
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. (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。)
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1a，完成1b。
1. (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
(让学生参看黑板上关键词复述1a。)
2. (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。
(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:
(3)(核对答案。)
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. (让学生以小组为单位谈论并设计自己理想的学校生活，写一封信给笔友Hu Bin，向他介绍有关的学校生活。完成3。)
3. (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。)
4. (家庭作业。)
(1)(让学生将这个单元的单词归类, 准备下节课单词竞赛。)
(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: /i:/, /[/, /e/, /IE/, /i/
2. Learn new words:
February, newspaper, hard, wish
3. Sum up the differences between the present continuous tense and the present simple tense and the useful expressions in this topic.
4. 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. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5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表扬和鼓励。)
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. (呈现含/i:/, /[/, /e/, /I[/, /i/的音标卡片，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“eat”的单词卡片。)
Ss: Eat.
…
(用同样的方法呈现音标/[/, /e/, /I[/, /i/，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 /e/
tree green feet /i:/ ear tear hear /I[/
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. (总结字母组合ea, ee, ear, er, ey的读音规则；给出一些含有上述字母组合的单词，并让学生大声读出来。)
(板书)
team, heavy, meet, hear, player, donkey …
4. (让学生快速读2，划出新单词并根据语境猜测其词义，必要时给予学生帮助。)
(呈现生词并板书。)
February, newspaper, hard, wish
(熟读单词。)
5. (听2的录音，完成2的问题。)
T: Listen to the tape and answer the questions in 2.
6. (核对答案并讲解下列词组。)
T: Now let’s check the answers and learn the following phrases:
(1)School Times(校园时报)
(2)Science Today(今日科学)
(3)learn…from…(从……中学习……)
(4)thank sb. for sth./doing sth.(因某事/做某事而感谢某人。)
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固2，完成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. (参照本话题所学的句型准备2分钟的对话，完成3b。)
T: Now, boys and girls, make a dialog with your partner.
Example:
T: Hello, how are you?
S: Fine, thank you.
T: What day is it today?
S: It is Thursday.
T: What class are we having?
S: We are having an English class.
T: What time does the class begin?
S: At eight o’clock.
T: Which subject do you like best? / What’s your favorite subject? Why?
S: 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?
S: Five.
T: How do you usually come to school?
S: I usually come to school by bike.
T: Do you have school newspaper?
S: Yes, I do.
T: How do you like your school newspaper?
S: 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.
S: 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3a，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。完成3a。)
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. (让学生设计一份以学校生活为主要内容的校报。)
(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)(各组可根据实际情况，自由发挥。)
(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，并写下来。不少于6个句子。)
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，而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 clock on your desk?
Section A
Section A needs 1~2 periods. Section A 需用1~2课时。
The main activities are 1a, 2a and 3. 本课重点活动是1a，2a和3。
Ⅰ. Aims and demands目标要求
1. (1)Learn the words of rooms in homes:
bedroom, kitchen, dining room, living room, bathroom
(2)Learn other new words and phrases:
garden, second, floor, upstairs, come in, house, grandfather, door
2. (1)Learn some prepositions of position:
in, on, next to, in front of, behind
(2)Learn the structure of“There be”.
Oh, there are so many books on the shelves.
Is there a computer in your study? Yes, there is.
Are there any books in the study? Yes, there are.
Ⅱ. Teaching aids 教具
录音机/挂图/单词卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习现在进行时和一般现在时，引出1a中的新词汇。

(方案一)
(老师在黑板上画一幅简笔画，让学生看图回答问题。)
T: Boys and girls. What’s Nancy doing?
Ss: She is reading.
T: Where is she reading now, do you know?
Ss: In the study.
T: Yes. She is reading in the study.
(We usually read in the study.教师边说边在黑板的左上方并排写出“read, in the study”，教师继续问学生Then do you want to know where I sleep/cook/eat/watch TV…?引导学生向教师发问。)
S1: Where do you sleep?
T: I sleep in the bedroom.
…
(依次引导出in the kitchen…，并分别板书在read, in the study的下面。)
(板书)
read in the study
sleep in the bedroom
cook in the kitchen
eat in the dining room
bath in the bathroom
watch TV in the living room
(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 dining room bathroom kitchen bedroom study
Example:
T: What’s he/she doing?
S2: He/She is watching TV.
T: And he/she is watching TV in the living room.
T: Then what’s he/she doing?
S3: He/She is studying.
T: You are right.
T: Where’s he/she studying?
S4: He/She is studying in the study.
T: Good.
…
Step 2 Presentation 第二步 呈现(时间:7分钟)
呈现1a。
1. (呈现1a挂图。指着图上的卧室发问并指导学生回答。)
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: In the picture there is a study on the second floor. And there are two bedrooms on the second floor.
(板书新句型, 并进行适当的讲解。)
—Where is your study?
—It’s on the second floor, next to my bedroom.
—In the picture, there is a study on the second floor. And there are two bedrooms on the second floor.
(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: …
(板书)
garden, upstairs, come in
2. (课前设置好听力任务, 并板书。)
(1) Where are the bedrooms?
(2) Where’s the study?
(3) Are there many books on the shelves?
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。)
3. (核对答案, 板书关键词。)
T: Who can answer the first question?
S1: They’re 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.
(板书)
study—second floor—next to—bedroom—books—shelves
Step 3 Consolidation 第三步 巩固(时间:8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 are Jane. Listen to the tape and make a dialog with Maria.
4. (让学生看黑板上的关键词, 请几对学生上台表演, 然后完成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。)
5. (检查并核对答案。)
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, 学习关于房间的名词。)
T: Now listen to 2a and match them by yourselves.
(播放录音。)
(2)(呈现2a挂图, 让学生拿着教师已准备好的关于房间的单词卡片，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 right places and say a sentence.
Example:
There is a study on the second floor.
There are two bedrooms on the second floor.
The garden is in front of the house.
…
(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 G (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。让学生准备几分钟, 然后找一些小组表演对话。)
T: Now, let’s look at the picture in 2a, and 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?
G: 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。)
T: Make conversations with your partner, now.
S2: …
S3: …
(板书并领读如下生词。)
grandfather, door, behind
(让学生根据对话和3中的短语连句。)
T: Please make sentences according to the words and phrases in the boxes in 3.
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, and then report to the class.
Example:
(陈述形式。)
There is a teacher in our classroom.
There are some students in our classroom.
(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及物品名称。)
T: Draw a picture of your own house, and mark the names of rooms and home items.
(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。)
T: Make a report to introduce your favorite room and what is in it.
Example:
My favorite room is my study. It’s behind the garden. 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, What’s in that room?
Ss: There is a bed, a light …
T: Where is the desk?
Ss: It’s near the window.
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)Learn the names of home items:
lamp, clock, table, key, window
(2)Learn other new words and phrases:
talk about, near, under, put away, thing, dad, model, river
2. Go on learning the structure of“There be” and the prepositions of position.
What’s on your desk? There is a lamp, a computer, some books and so on.
How much water is there? Only a little.
How many boats are there on the river? There are two.
3. Learn to look after one’s own things.
Put it away, please.
You must look after your things.
Ⅱ. Teaching aids 教具
录音机/挂图/实物
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:6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，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: Now, let’s look at the picture. What can you see in it?
S1: I can see a sofa.
T: Oh, I see. It’s near the desk.
S2: I can see a family photo.
T: Can you see a clock on the wall? It’s near the photo.
…
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.
(2) Is there a clock on it?
Yes, there is. / No, there isn’t.
(3) It’s near the desk.
Explain the phrase: talk about.
Step 2 Presentation 第二步 呈现(时间:6分钟)
呈现1a。
1. (让学生听1a的录音, 回答下面的问题。)
T: Listen to 1a and answer the questions.
(板书)
(1) Where’s the sofa?
(2) What’s on the desk?
(3) Where is the clock?
(核对答案。)
2. (让学生再听1a，注意语音和语调。)
T: Please listen to the tape and pay attention to the pronunciation and intonation.
3. (让学生根据语音和语调分角色朗读1a。)
T: Please work in pairs, and read the dialog in roles.
Step 3 Consolidation 第三步 巩固(时间:8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, 巩固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。让学生理解under。)
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.
3. (让学生根据1a所学，试着用几句话来描述一下自己的书房、卧室……)
T: According to la, try to use some sentences to describe your study, bedroom …
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。让学生掌握生词table, key, put away, dad和thing。)
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 are, keys”.
S2: “behind, There’s, away”.
T: That’s right.
(3)学习下列句子。(理解即可)
a. I think they’re Judy’s.
b. Don’t put them there. Put them away, please.
c. You must look after your things.
2. (可以用课前准备好的实物, 让学生用There be句型回答。)
(方案一)
(教师从书包中取出香蕉藏在身后，导出新句型。)
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!
(出示一个装有很少水的瓶子，导出新句型。)
T: Now, please look at my hand. What’s in it?
Ss: There is a bottle in it.
T: Is there any water in the bottle?
Ss: Yes, there is.
T: How much water is there?
Ss: Only a little.
(板书)
How many+可数名词复数形式+are there …?
There are…
How much+不可数名词+is there …?
There is…
(方案二)
(教师出示三个香蕉。)
T: Now, please look here. What’s in my hand?
Ss: There are three bananas.
(将香蕉装入书包中。)
①T: Are there any bananas in my bag?
Ss: Yes, there are.
T: How many bananas are there?(在句子下面画线，以示注意。)
Ss: There are three.
T: Well done, boys and girls!
(再用oranges, books等可数名词进行pair work或chain drills。操练后，让学生归纳
How many+可数名词的复数形式+are there…? )
②(教师边说Oh, we’ve talked so long. I think you must want to drink a little water.边把一个装有一点水的杯子，递给一个学生，示意他/她作答。)
T: Is there any water in your cup?
S: Yes, there is.
T: How much water is there?(句子下面画线。)
S: Only a little.
T: Excellent.(身体语言，竖起大拇指。)
(再用milk, tea等不可数名词进行pair work或chain drills。操练后，让学生归纳
How much+不可数名词+is there…? )
(板书形式)
①中的对话
How many+ + there …?
②中的对话
How much+ + there …?
3. (让学生看3的图片, 完成3。让学生掌握生词window和model。)
T: Let’s go to 3. There are eight pictures in it. First, read the dialogs below Picture 1 and 2 by yourselves for one minute.
(一分钟以后)
T: Now, let’s look at Picture 1 and 2. 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: A: What’s near the window?
B: There is a guitar near it.
G2: A: Are there any books on the shelf?
B: Yes, there are.
(让学生模仿3、4, 完成对话。)
T: Read the dialogs below Picture 3 and 4, and make similar dialogs.
G3: A: What’s in the tree?
B: There’re some birds in it.
A: How many birds are there?
B: There are three.
G4: A: Is there any milk in the glass?
B: Yes, there is.
A: How much milk is there?
B: Only a little.
4. (看4的图片, 两人一组编对话。让学生掌握生词river。)
T: Please look at the picture in 4, then work in pairs and make new dialogs like this:
Dialog 1: S3: What’s in the picture?
S4: There are some dogs in it.
Dialog 2: S5: Are there any monkeys in the tree?
S6: Yes, there are.
S5: How many monkeys are there?
S6: There are three.
(要求学生用同样的方法编对话, 完成4。)
T: Pay attention to the differences between in the river/tree and on the river/tree.
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 of my study. 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, 教师给予鼓励和表扬。)
(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。)
T: Write a short passage according to the picture in 4. (at least 60 words)
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:
in the center of, yard, beautiful, flower, large, left, people, mirror, drawer, chair, keyboard
2. Go on learning the prepositions of position and the structure of “There be”.
(1)Talk about positions.
Our bathroom is on the right of the yard.
Where are the shoes? They’re under the bed.
Where is the computer? It’s on the desk.
(2)Talk about existence.
There is a small garden in the center of the yard.
There are many beautiful flowers in the garden. But there aren’t any trees.
At the back of the yard, there is a nice house.
Near the house, there is an apple tree.
On the left of the yard, there is a kitchen and a dining room.
Are there many beautiful flowers in the garden?
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:5分钟)
复习There be句型, 引出1a。
1. (检查并点评上节课布置的家庭作业。)
2. (将全班分成4组，利用1a的图片，组与组之间进行问答比赛。)
(竞赛规则：将全班分成4组，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，每个问题不能重复。第一个问题由教师问第一组回答。)
T: What’s in the picture?
G1: There’s a nice house. Where’s the garden?
G2: It’s in front of the house. Is there a big tree?
G3: Yes, there is. Where is it?
G4: It’s near the house.
…
(总结比赛结果，进行鼓励表扬。)
(教师引导学生看图，利用已学知识引出1a的新词汇。)
T: You’re great! Now let’s talk about the picture together. Look! There is a nice house, a garden, a tree, a car and two small houses in the yard. The garden is in the center of the yard. Can you see many beautiful flowers? Where are they?
Ss: Yes. In the garden.
T: Can you find the kitchen, S1?
S1: Yes. It’s beside the house.
T: You’re right. We can also say, “It’s on the left of the yard”. Then who can tell where the bathroom is?
S2: I can. It’s on the right of the yard.
T: Is the bathroom small or large, boys and girls?
Ss: It’s small.
(板书)
Yard, in the center of, beautiful, flower, left, large
(让学生们朗读，必要时教师给以帮助。)
T: Now please read aloud the new words on the blackboard.
Step 2 Presentation 第二步 呈现(时间:8分钟)
呈现1a。
1. (呈现听力任务，听1a的录音并判断所给句子的正误。)
T: Listen to 1a carefully and mark True (T) or False (F).
( ) (1) The house is in the center of the yard.
( ) (2) There are some trees in the garden.
( ) (3) There is a large living room in the house.
( ) (4) Their bathroom is on the left of the yard.
( ) (5) There are some birds singing in the tree.
(再放一遍录音，一边听，一边核对答案；并且注意语音和语调。)
2. (让学生朗读1a, 并依次画出介绍院中建筑物位置的关键词, 然后核对。)
T: Read 1a, and then underline the key words that introduce the positions of the buildings in the yard. Then check the answers.
T: Can we share your answers, S3?
S3: Certainly …
T: Good!
…
(然后核对。)
T: The answers are: center, back, left, right.
Step 3 Consolidation 第三步 巩固(时间:7分钟)
巩固1a, 完成1b。
1. (让学生仔细阅读1a, 完成1b, 然后教师核对答案。要求学生掌握生词people。)
T: Now, please read 1a carefully. Finish 1b, and 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。从每组选出一名成员按照要点复述短文。)
T: The class will be divided into four groups. List some key words and sentences on your paper, and retell the passage according to the key words. I’ll choose one student in each group to retell it.
Example:
This is my home. There is a small garden in the center of the yard. And in the garden, there are many beautiful flowers…
Step 4 Practice 第四步 练习(时间:15分钟)
练习方位介词, 完成2, 3。
1. (教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, pencil-box, mirror，并对介词in, on, under, behind, in front of进行操练。)
(出示有抽屉、椅子、键盘、铅笔盒和镜子的简笔画。)




T: Look at the picture/the stick figure and learn the new word “drawer”.
(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, 完成其他介词操练。)
(板书)
drawer, chair, keyboard, pencil-box, mirror
3. (让学生独立完成2, 教师核对答案。)
T: Finish 2 by yourselves, and then we will 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 pairs to read the dialogs.
4. (1)(两人一组找出3中两幅图片的不同之处，共同制作一份不同之处的清单。)
T: Work in pairs to find out the differences between the two pictures in 3. And then make a list of differences.
(2)(让学生两人一组根据3中的A、B图片分角色编对话，并根据对话内容和图片完成填空。)
T: Now, work in pairs and make new dialogs according to Picture A and B in 3. And fill in the blanks.
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: Are there any shelves in Picture A?
S1: Yes, there are. What’s on the shelves ?
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. (结对活动。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。)
(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。)
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: /\:/, /EJ/, /aI/, /R:/
2. (1)Review the prepositions of position.
(2)Review the structure of“There be” .
3. Review home items.
Ⅱ. Teaching aids 教具
录音机/图片/单词卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:6分钟)
复习单词。
1. (方案一：听写单词。把本话题单词按词性归类，然后进行听写活动，旨在加强学生对单词的记忆和运用，为本话题的写作练习奠定基础。)
①(名词和名词短语)：floor, bedroom, kitchen, garden, bathroom, grandfather, house, door, lamp, clock, table, key, thing, dad, window, model, river, center, yard, flower, people, mirror, drawer, chair, keyboard, pencil-box, living room, dining room
②(介词和介词短语)：behind, near, under, next to, in front of, in the center of, on the left, at the back of
③(数词、副词、形容词)：second, upstairs, away, beautiful, large, left
④(动词短语)：come in, talk about, put away
(方案二：单词竞赛。把本单元单词和词组按功能分类，制成单词卡片。教师给出中文意思，学生说英文。要求每名学生必答两个单词，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 meaning. 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：second, floor, bedroom, upstairs, kitchen, garden, grandfather, front, house, behind, door, near, lamp, clock, under, table, key, away, thing, dad, window, model, river, center, yard, beautiful, flower, large, left, bathroom, people, drawer, chair, keyboard.)
(抢答词组如下：next to, come in, dining room, living room, in front of, talk about, put away, in the center of, on the left, at the back of.)
(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。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1。
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: How do you read this word? (呈现bird单词卡片。)
Ss: Bird.
T: What about this one? (呈现girl单词卡片。)
Ss: Girl.
(板书girl, bird, shirt并画线“ir”，帮助学生找规律。)
girl bird shirt /\:/
2. (用同样的步骤教学/EJ/, /aI/, /R:/。)
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1。
1. (让学生听1的录音并大声跟读。)
T: Listen to the tape and then read after it.
(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 the tape again, and say the Chinese meaning quickly after every three words.
2. (让学生归纳含/\:/, /EJ/, /aI/, /R:/读音的单词。)
T: Let’s sum up the words that have the pronunciations: /\:/, /EJ/, /aI/, /R:/.
For example:
/\:/ first thirty thirteen …
/[J/ know boat coat …
/aI/ right night light …
/C:/ horse short sport …
Step 4 Practice 第四步 练习(时间:17分钟)
通过练习完成2, 4a和4b。
1. (1)(让学生根据所听到的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 according to the picture.
2. (1)(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汇总到一起，向全班学生汇报，与全班同学共享Topic 1的重点句型与词组，并与课本4a和4b对照。)
(2)(告诉学生合上书完成下列题目，目的在于巩固加强本单元重点4a和4b。然后核对答案。)
T: Please close your books, and finish the questions below.
A：用适当的介词、介词短语或副词填空。
①There is a computer her study.
②—Where is your study?
—It’s the second floor, my bedroom.
③—Are there any shoes the bed?
—Yes, there are.
④—What’s the house?
—There’s a car.
⑤There is a small garden the center the yard.
⑥You must look your things and put them .
参考答案：①in ②on, next to/near ③under ④in front of/behind ⑤in, of ⑥after, away
B：根据括号内的要求完成句子。
①There is a computer in picture B.(变成否定句)
②There are three bedrooms, a large living room on the second floor.(变成一般疑问句)
③Are there any boats on the river?(做出肯定回答/否定回答)
④There are three model planes on the desk.(对画线处提问)
⑤There is only a little water in the bottle.(同④)
参考答案：
①There isn’t a computer in picture B.
②Are there three bedrooms, a large living room on the second floor?
③Yes, there are. / No, there aren’t.
④How many model planes are there on the desk?
⑤How much water is there in the bottle?
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. (结对活动。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, S1问问题, 其他学生回答。S1根据其他学生的描述在黑板上画出一幅图。最后让学生们给S1打分。此活动能够活跃课堂气氛, 激发学生学习兴趣。)
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。接着选一个同学, 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 about the things in your classmates’ rooms.
Name
Thing and position
…
…
…
…
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. (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。完成3。)
T: Write a letter to your friend. Describe rooms in your house, and the things around them. Finish 3. (at least 70 words)
参考范文：
Dear Mary,
I’m very glad to get a letter from you. From your letter, I know your home is beautiful. I want to tell you something about my home, too.
My house is very big. There are two bedrooms and a small study. There is a computer in my study. I love playing games and studying on the computer. Next to the computer, there is a shelf. On the shelf, there are some books.
There are many trees around my house. In front of my house, there is a beautiful garden. There are many beautiful flowers in it.
I like my home very much.
Yours,
Li Hua

Topic 2 My home is in an apartment building
Section A
Section A needs 1 period. Section A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:
country, month, Mrs., furniture, quiet
2. Talk about the types of buildings.
townhouse, farmhouse, apartment …
3. Learn to read and write the ads for house renting.
(1) Small apartment for students. ￥850 a month.
(2) House with three bedrooms. Call Mrs. Tong in the evening.
(3) House with furniture for a family of three.
(4) Looking for a quiet double room under￥300 per month.
4. Learn to find out the language rules and give more examples.
Ⅱ. Teaching aids 教具
录音机/房屋图片/幻灯片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习There be句型, 引入1a。
1. (方案一)
(就教室里的情况，复习There be句型。)
T: Boys and girls, please make sentences with“There be”structure.
(拿一支钢笔放在讲台上。)
S1: There is a pen on the teacher’s desk.
(出示几把尺子, 放在手上。)
S2: There are many rulers in your hand.
S3: …
T: Good! You are great.
(方案二)
(教学生唱下面的歌, 活跃气氛, 复习There be句型, 自然导入本课。)
T: Let’s chant.
(用幻灯片展示。)
There are books on the tables.
There are children on the chairs.
There are pencils in our hands.
And there’s a teacher over there.
There are words on the blackboard.
There are pictures on the walls.
But the cute animal in my pocket is the best thing of all.
2. (教师将A、B、C三幅图, 呈现给学生，引导学生学习1a的新词汇
和句型。)
T: Now, let’s look at the pictures. Which one does your home look like, S4?
S4: “A” looks like my house.
T: This is an apartment building. Boys and girls, what kind of home does S4
live in?
A
Ss: An apartment building.
(用同样的方法呈现并学习B、C两幅图, 引入1a。)
(板书, 英汉对照。)
apartment building 公寓大楼
townhouse市镇住宅
B
farmhouse 农舍
What kind of home do you live in?你家是什么样的？
It’s an apartment building.是一座公寓大楼。
3. (以对话形式练习各种房子类型。)
T: Which house do you like best?
S5: I like townhouses best.
C
S6: I like apartment buildings best.
S7: I like farmhouses best.
T: Good job! I know some of you like townhouses, some of you like farmhouses, but Kangkang likes apartment buildings best. Do you know what kind of home Wang Wei likes?
(通过问题的形式, 自然过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1a。
1. (设置并板书听力任务, 让学生带着任务听录音。)
(1)What kind of home does Kangkang live in?
(2)What kind of home does Wang Wei live in?
(3)What kind of home do Wang Wei’s grandparents live in?
2. (让学生听1a的录音, 回答问题。然后师生一起核对答案。)
T: Listen to the tape and answer the questions. Then we will check the answers together.
3. (将关键词写在黑板上, 呈现1a, 为下一步学生不看书自由对话打下基础。)
kind of home——an apartment——a townhouse——
grandparents——live in a big farmhouse——in the country——
Michael——looking for——near——let’s help
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1a, 完成1b。
1. (1)(放1a的录音, 让学生听, 注意语音和语调。)
T: Now, let’s listen to the tape again. Pay attention to the pronunciation and intonation.
(2)(让学生模仿录音，两人一组，互换角色，朗读对话。)
T: Pair work. Read 1a aloud in different roles, imitating the tape.
(3)(老师引领学生，根据黑板上的关键词复述1a。)
T: Retell 1a after me according to the key words on the blackboard.
(4)(让学生两人一组看黑板上关键词表演对话。)
T: Work in pairs. Act 1a out according to the key words on the blackboard.
2. (让学生完成1b，并相互核对答案。)
T: Finish 1b by yourselves, and then check the answers with each other.
Step 4 Practice 第四步 练习(时间:15分钟)
呈现2a, 完成2b, 2c。
1. (呈现出一则求租广告。)
T: Here’s an ad.
WANTED
House with furniture for a family of three
Please call Mr. Li at 8838-4558
T: The ad shows Mr. Li wants to rent a house from others. If Mr. Brown has a house for a family of three, what phone number can he call at?
Ss: He can call Mr. Li at 8838-4558.
T: Yes. Mr. Brown has a house for rent. And he can also write an ad. Let us help him.
(板书，并要求学生理解rent。)
FOR RENT
House with furniture for a family of three
Please call Mr. Brown at 8636-4328
T: The ad shows Mr. Brown wants to rent his house to others.
2. (呈现2a, 完成2b。)
(1)(在黑板上画出表格。让学生听录音，填表格。)
T: Listen to the tape and complete the table.

Name
What kind of house
Tel
FOR RENT
Ms. Zhang
small apartment for students

Mrs. Tong

6628-5669
WANTED

house with furniture
8838-4558
Bob

139-7382-4946
(2)(让学生再听2a的录音，核对答案。)
T: Now, listen to the tape again, and then check the answers.
(学生听录音的同时，教师板书2a中出现的生词并在听完录音后教读生词。)
month, Mrs., furniture, quiet, per
(3)(让学生阅读2a，完成2b。)
T: OK. Next, I want you to read 2a and finish 2b. I will check your answers in 3 minutes.
3. (让学生完成2c。假设林林家有房子要出租，屋内家具齐全，其电话号码是8857-6391。琳达家要租一套带有三个卧室的房子，她的电话号码是6631-9245。请学生帮助他们设计两则广告。把全班学生分成两组, 一组写求租广告, 另一组写出租广告, 看哪一组完成得又快又好。)
T: Suppose Linlin wants to rent a house with furniture to others. His telephone number is 8857-6391. Linda wants a house with three bedrooms. Her telephone number is 6631-9245. Please help them write two ads. I will divide the class into two groups: one group writes the ad for being wanted, and the other group writes the ad for rent. Then let’s see which group does better.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动，提高学生的总结、归纳和应用能力。
1. (在黑板上写出在1a和2a中出现的三个短语。让学生学会从已掌握的知识中总结、归纳语言规则，并加以运用。)
(板书)
a townhouse with two floors
house with three bedrooms
house with furniture
(让学生们去发现他们的结构规律，再尽量多地写出类似的短语。看谁写得又多又好。)
T: Look at the three phrases from 1a and 2a. Think them over, and find out the rules of their structures. Then write out the similar phrases as many as you can. Let’s see who does the best!
For example:
a house with a large garden
an apartment with twenty floors
a girl with big eyes
a boy with long hair
…
2. (把全班分成四组做调查, 三分钟后请几名学生向全班汇报。完成1c。)
T: Now, let’s survey about different types of homes in your group. And report it to your class three minutes later.
Example:
S1: What kind of home do you live in?
S2: It’s an apartment.
Home
Number
Home
Number
apartment

townhouse

farmhouse

dormitory

(三分钟后, 叫几名学生汇报。)
T: Stop here, please. I’ll ask one student of each group to tell us the result. You may do it like this:
In our group, three students live in apartment buildings and two students live in...
3. (假设张先生一家三口从外地来北京做生意, 想求租有家具的房子, 请学生们替他写则广告, 张先生电话号码是8839-2357。)
T: Help Mr. Zhang write an ad to rent a house with furniture for a family of three, please. And
his telephone number is 8839-2357.
4. (家庭作业。)
(1)(让学生写一则租房广告和求租广告。)
T: Write an ad for rent and an ad for being wanted.
(2)(让学生课后预习Section B。)
T: Preview Section B.
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. (1)Learn the names of public places and facilities:
store, bank, street, post office, bookstore, museum, parking lot, supermarket, station, restaurant, reading room, road
(2)Learn other new words and phrases:
neighbor, corner, mail, hear, piano, loud, really, at the end of …
2. (1)Go on learning the structure of“There be”.
There is one in front of our building.
There are no houses on the right.
(2)Go on learning the prepositions of position.
There is one on the street corner.
Mr. Smart lives at the end of Elm Road.
Mr. Jackson lives between Mr. Smart and Mr. Lee.
3. Talk about the facilities and living environments in the community.
4. Talk about the relationships between neighbors and learn to understand others’ feelings and respect each other.
Ⅱ. Teaching aids 教具
录音机/一张小区示意图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:6分钟)
复习There be句型, 呈现1b。
1. (接龙游戏。将全班分成几组, 用There be句型说出教室里物品的位置关系, 组与组之间
进行提问比赛。)
T: What’s in the classroom?
G1: There are four windows in the wall. What’s on the wall?
G2: There is a clock and some pictures on the wall. What’s on the desk?
G3: …
2. (向学生展示一张生活小区周边示意图, 用1b中的单词和词组介绍小区附近设施名称。)

T: Look at the map. Here is a bank. We can keep money in the bank. Can you guess the
meaning of the word “bank”?
Ss: 银行。
T: Yes, you’re right. Where can we buy things? Of course, we can buy things in the store or supermarket. So what’s the meaning of “store or supermarket”?
Ss: 商店。
…
(板书，学生跟读板书的单词和短语。)
bank, store, museum, bookstore, parking lot, post office, supermarket, hospital, train station
(根据示意图向学生提问, 复习There be句型和物体位置表达法。)
T: Look at the map again. Is there a bank in the area?
Ss: Yes, there is.
T: Is there a zoo?
Ss: No, there isn’t.
T: Where is the museum?
Ss: It’s next to the bookstore.
…
Step 2 Presentation 第二步 呈现(时间:6分钟)
呈现1a。
1. (告诉学生迈克尔新搬进一个小区, 不知道小区里商店和银行在哪里。让学生听1a的录音, 判断正误。)
T: Michael is new in this community. He doesn’t know where the store and bank are. Now let’s listen to 1a, and mark True (T) or False (F).
(板书需要判断正误的句子。)
( )(1) There is a store near here.
( )(2) There is a bank in front of the building.
( )(3) Michael and Mary are good friends.
(播放1a的录音, 然后核对答案。)
T: Who can share your answers with us?
S1: I can. Number 1 is T. Number 2 is F. Number 3 is F.
2. (让学生再听1a录音, 找出关键词。)
T: Please listen to the tape again, and circle the key words.
(教师总结并板书。)
new neighbor——look for——store——in front of——bank——corner
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a。
1. (让学生跟录音机朗读1a, 注意语音和语调。)
T: Please read 1a after the tape. Pay attention to the pronunciation and intonation.
2. (让学生看黑板上的关键词, 两人一组表演对话。)
T: Look at the key words on the blackboard and act out the dialog in pairs.
Step 4 Practice 第四步 练习(时间:20分钟)
练习1b, 1c以及3, 呈现2a，完成2b。
1. (1)(让学生完成1b, 把小区设施名称与其功能配对。)
T: We know there are many facilities in one area, and we can do different things in different places. Now, look at the pictures in 1b. Match the pictures with the things we can do.
(2)(就小区公共设施功能做问答练习，并板书对应的设施功能，核对答案。)
T: What can we do in a post office?
S1: Mail letters.
T: Where can we keep money?
S2: Bank.
...
(3)(依照1b, 拓展其他小区设施及其功能。)
(板书)
restaurant eat meals
hotel sleep
hairdresser’s get a haircut
shoe shop buy shoes
clothing store buy clothes
2. (1)(让学生完成1c。)
①T: Suppose you are in an area. Let’s listen to the tape and check the places in your area.
(核对A答案。)
T: What’s in your area?
Ss: Bookstore, parking lot, bank, restaurant, post office and hospital.
②(让学生再听录音，注意公共设施间的位置关系。)
T: Listen to the tape again, and pay more attention to the location relations among the public facilities.
(核对B答案，然后让学生根据答案用自己的语言表达出这些公共设施间的位置关系。)
T: Check the answers. And then express their location relations in your own words.
(2)(要求学生讲述自己生活小区中邻居的位置关系，然后完成3。教师核对答案。掌握生词at the end of和road。)
T: Please tell us where the neighbors live in your area. Then finish 3, and we will check the answers.
3. (1)(呈现2a的图, 利用图通过师生互动导出hear...doing。让学生学会在英语交流中注意并理解他人的情感，学会相互尊重。)
T: Look at the picture. Who is that girl?
Ss: She is Mary.
T: What is she doing?
Ss: She is playing the piano at home.
T: Right. She is playing the piano when Michael is working in his home. He can hear the music and can’t work. So he comes to Mary’s home. What’s his first sentence? Do you know?
(让学生发挥想象，尝试此环境下的语言表达，教师给以评价和引导，最后给出答案。)
T: He says, “I hear you playing the piano. The music is very beautiful, but I’m afraid it’s too loud.”
(板书并讲解hear…doing，引导学生领悟… but I’m afraid …句式表达所包含的情感态度。)
hear … doing
T: What does Mary answer?
Ss: I’m really sorry about that.
(讲解生词。理解matter；掌握piano, loud, really。)
(2)(让学生听2a的录音, 跟读对话。)
T: Please listen to the tape and repeat it.
4. (让学生两人一组表演2a。)
T: Now, work in pairs to act out the dialog.
5. (完成2b。两人一组。按照2b中的情景要求编对话，然后抽几组表演。通过此项练习, 培养学生综合运用语言做事的能力。理解生词loudly和reading room.)
T: Practice in pairs. After three minutes, I’ll ask some pairs to act it out.
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过练习, 培养学生综合运用能力。
1. (你能猜到吗?)
(让学生分组描述曾经去过的有代表性的小区公共场所, 其他组的学生猜是什么地方, 看哪组用最少的信息能猜对。)
Example:
T: This is a place where we can keep money. Can you guess it?
Ss: Yes, it’s a bank.
T: Very good. Let’s begin.
G1: …
G2: …
2. (让学生做一个调查。调查他们是否喜欢自己的邻居，他们的邻居是怎样的。完成调查表。)
T: Do you like your neighbors? What do you think of your neighbors? Please make a survey and complete the table.
Neighbor
Quiet
Noisy
Polite
Friendly
...
A





B





(让学生根据调查表, 介绍一下自己的邻居, 并对其进行简单的评价。)
T: Please tell us something about your neighbors.
S3: I have two neighbors. One is a teacher, and the other is a driver. The teacher is very helpful, and he often helps me with my lessons. He works very hard, and he gets up very early and comes home very late. But he never makes too much noise. The driver is …
...
3. (家庭作业。)
(让学生画一张自己居住的小区图, 介绍有哪些设施和这些设施的位置。)
Section C
Section C needs 1 period. Section C 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:
child, a lot of, close to, far from, service, area, stop, fan, line, bad, someone, check, right now
2. Go on learning the structure of“There be”.
There are many old people living here.
There are a lot of tall buildings and small gardens in our community.
Is there a community service center in your area?
3. Talk about living environments.
4. Learn to make telephone calls for help.
Hello, this is Linda speaking.
Sorry, I can’t hear you. The line is bad.
There is something wrong with my kitchen fan.
I’ll get someone to check it right now.
5. Cultivate the students’ responsibility and service consciousness.
Ⅱ. Teaching aids 教具
录音机/单词卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
放录音, 引入1a。
1. (放3的录音, 让全班学生学唱, 活跃课堂气氛。)
T: Please sing the song Home on the Range after the tape together.
2. (检查家庭作业，复习小区公共设施名称。)
T: Let’s check the homework and review the names of Public places and facilities.
3. (1) (单词竞赛。以必答和抢答形式呈现, 必答是两排学生, 每名学生两个单词, 单词是
Section A、B单词表中的黑体部分；抢答的单词是本课出现的单词或词组, 谁知道谁就站起来, 教师用单词卡片呈现汉语, 学生说英语。1个单词1分, 然后把学生不知道的单词进行教读, 最后将所有单词、词组板书。通过竞赛, 使学生积极参与, 主动学习。)
T: Now let’s have a word competition. First, the required answers. There are two words for each student. I’ll give you the Chinese meanings. You say them in English. Do you understand? Row 3, please!
(板书)
station, restaurant, mail, supermarket, museum, street, bank, neighbor, country,
month, corner, furniture, quiet, store, road, hear, piano, end, really, loud, Mrs.
(2) (呈现抢答的单词或词组, 要求学生抢答。)
T: Good. Go on with our quick responses. If you know, you can stand up quickly and answer. Are you ready? Go!
(板书)
right now, someone, check, area, close to, child, far from, service, stop, fan, line, bad
(3) (把学生答错的单词集中起来, 让全班齐读。)
T: Well done! Let’s read together.
4. (1)(安排几名学生站在教室的后面, 教师利用这种情景, 把1a部分中的关键词和句型呈现出来, 为学生们学习1a扫清部分障碍。)
T: Oh, look! There are a lot of students standing there. Where are they? They are close to the back door. They are at the end of the classroom. They are far from here.
(板书画线部分和关键词，齐读，让学生们熟悉。)
There are a lot of students standing there. Where are they?
close to far from
community service center
area
(2)(师生问答练习，梳理1a情境。)
T: Listen and answer my questions. Do you live in a community?
S1: Yes, I do.
T: How is your community?
S1: It’s quiet.
T: Is there a service center in your community?
S1: Yes, there is.
T: Can you get help from service center in your community?
S1: Yes, I can.
…
T: Wow, your community is great. Now I want to know how Linda’s community is.
(引出1a。)
Step 2 Presentation 第二步 呈现(时间:6分钟)
(呈现1a。)
1. (呈现1a图片, 让学生快速浏览1a中的问题, 让他们带着任务快速阅读。)
T: Linda lives in Yushancun. What’s Yushancun like? Let’s read the passage quickly, and find out the answers to the questions in 1a.
2. (核对答案。)
T: Answer the questions and then check the answers.
(板书)
(1) It’s quiet.
(2) Yes, there are.
(3) It’s in an apartment building.
(4) No, it isn’t.
3. (要求学生再次阅读并找关键词, 并呈现在黑板上, 为下一步做准备。)
quiet, a lot of, apartment, many, close to, near, far from, center
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1a。
1. (要求学生看黑板上的关键词听1a的录音, 加深印象。)
T: Listen to the tape. Close your books and look at the key words on the blackboard.
2. (要求学生利用课文1a的图片、问题或关键词来复述短文。)
T: OK, who can retell the text? You can use the picture, the questions or the key words.
3. (让学生小组讨论1b中的问题，并完成1b。)
T: What’s your home like? Please discuss the questions in 1b with your group members.
(检查讨论结果。)
T: Who wants to tell us something about your area?
S1: I live in Baibuting Garden. My home is in an apartment building. There are a lot of tall buildings and small gardens in our community. There are many people living in our community. The bus stop is near my home. The shops are also close to my house. Oh, there is a community service center in my area. I like living here very much…
...
4. (设计自己理想的小区蓝图。要求学生尽量使用There be … doing sth.的句子结构，并展示作品，教师给予评价。)
T: Are you satisfied with your community? What is your ideal community? Please ask your partner some questions about his/her ideal community and write a passage about your ideal community, using more “There be… doing sth.” At the same time you may draw a community plan. Please don’t look at each other’s.
Step 4 Practice 第四步 练习(时间:12分钟)
呈现2a，并完成2a、2b。
1. (呈现2a。)
(1)(让学生听2a的录音, 完成2a。)
T: As we all know, in many areas, there is a community service center. If we have problems, we can call it for help. Now Linda is calling the community service center. Let’s listen to the tape, and find out what’s the matter with her.
(让学生听完录音后, 回答问题。)
T: OK, stop here. What’s the matter with Linda?
Ss: There is something wrong with her kitchen fan. It doesn’t work.
T: How does Linda deal with it?
Ss: She calls the community service center for help.
(2)(设置情景让学生应用新的语言知识。)
T: Who has model cars or planes?
S2: I have.
T: Does it work well?
S2: No, it doesn’t.
T: You should get someone to check it.(边说边板书get sb. to do sth.。)
S2: OK.
T: Now. Work in pairs to make similar dialogs.
(3)(提供关键词, 让学生两人一组练习对话。)
(板书)
live——matter——fan——can’t hear——wrong——check——right now
T: Please practice the conversation according to the key words with your partner.
2. (完成2b, 让学生两人一组编对话。)
T: So we know if we have problems, we can do as Linda, calling the community service center. Now suppose there is something wrong with your TV/computer…, and you want to get help from a community service center. Please make a dialog about it with your partner according to 2a.
(让几组学生表演或朗读他们所编对话。)
T: Who wants to act out or read your dialog?
S3: Our group.
T: OK, very good. You can begin.
S3: Hello, the First City Community Service Center. What can I do for you?
S4: Hello, this is Sally speaking. I live in...
...
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动，培养学生解决实际问题的能力。
1. (让学生对全班学生做调查, 如果家里的生活用品坏了, 怎么解决, 然后汇报。)
T: Of course, when we have problems, we can call the community service center. Also there are many other ways to solve the problems. For example: The old bike doesn’t work and it’s not worth mending, so we can buy a new one. Now make a survey about the ways you can use when something is broken. Complete the table, and then report to the class.
Name
Something wrong
Way


get help from the community service center


do it by oneself


throw away


ask sb. ...for help


...
(选择几名学生汇报调查到的方法。)
T: Who wants to tell us the result of your survey?
S1: I want.
T: OK, very good. You can begin.
S1: Linda’s kitchen fan doesn’t work, so she gets help from the community service center. Sally’s bike doesn’t work, and she repairs it by herself...
...
2. (先介绍你们社区，然后假设你是新一任的社区负责人，说说你还会开设什么新的服务，为什么？借此培养学生的责任感和服务意识。)
T: Please introduce your community at first. Then imagine you were the new manager, and tell us what more services you will provide. Why?
3. (家庭作业。)
(让学生调查自己所在小区的社区服务中心能够提供哪些帮助以及怎样去获得帮助等。)
T: Please survey your community service center: What can they do for you? How do you get help from them?
Ⅳ.疑点探究
电话用语。
在电话用语中要用this表示“我”, that表示“你”。如：“Who’s that? This is Michael.”但在现代电话用语中, 常用this指对方, 以表示亲切。如：“Who’s this? 你是谁？”
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1, 2a and 5. 本课重点活动是1, 2a和5。
Ⅰ. Aims and demands目标要求
1. Learn the vowels:
/U:/,/J/, /aJ/, /Q/
2. Learn some new words:
move, countryside, city, traffic, cost, miss, fresh, town
3. Review the structure of“There be”.
4. Review how to talk about living environments.
5. Let the students learn how to deal with things in study and daily life.
Ⅱ. Teaching aids 教具
录音机/小黑板/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:6分钟)
通过复习, 引入2a。
1. (出示两张图片。)
A B





(让学生用there be…结构描述图片。)
T: Please describe the two pictures using the structure “there be…”
(师生看图对话。复习重要句型，引出2a中的生词并呈现在黑板上。)
T: Now let’s talk about the pictures. What’s the differences between the two pictures in the sky?
Ss: There are no birds in Picture A, but there are many in Picture B.
T: What are the birds doing in the sky?
Ss: They are flying/singing.
T: You’re right. We can say: “There are many birds flying/singing in the sky in Picture B.” It’s clear that Picture A shows something about cities and Picture B is about countryside. Who can tell us something more about cities?
S1: There are many people and tall buildings.
T: Good! Anything else?
S2: There are many buses and cars on the road.
T: Yes. So we can say: “The traffic is heavy.” Are the cities quiet?
Ss: No.
T: Right. They aren’t quiet. They are noisy. And the cost of living is high. But some people want to move from countryside to cities to find work. The Greens don’t like living in the city, so they want to rent their house with two bedrooms to others. Please help them write an ad.
(板书生词，要求学生掌握city, traffic, cost, move; 理解noisy; 了解countryside.)
city, countryside, traffic, noisy, cost, move
2. (复习广告的表达。)
(一分钟之后)
T: Great! Next I’ll ask several students to report their ads, and let’s see whose is the best.
Step 2 Presentation 第二步 呈现(时间:12分钟)
呈现2a和1。
T: Do you want to know why so many people are moving from countryside to cities?
1. (1)(让学生快速阅读2a短文，并完成判断正误题，之后核对答案。)
T: Skim the passage in 2a and finish the exercises below.(两分钟以后)
T: Let’s check the answers together.
(2)(让学生再次阅读短文，找出短文中描述城市或农村的关键词。)
T: Read the passage again and find out the key words to describe the cities and countryside.
(板书)
noisy
heavy traffic
city high cost of living countryside
the fresh air and the quiet life
a big yard
(3)(匹配板书相应项目。)
T: Match the descriptive words with city and countryside.
2. (引出1。)
(1)(让学生大声朗读zoo和soon，想一想还学过哪些词中的“oo”发音与之相同。)
T: Read “zoo and soon” aloud for three times, pay attention to the pronunciation of the letters “oo”, and then write out some more similar words.
(一分钟后)
T: Ready? Can we share your answers, S3?
S3: Certainly! School, afternoon, cool, food…
(板书，并画线“oo”，要求学生们找规律。)
zoo, soon, school, afternoon, food
T: You’re great. The “oo” in them are all pronounced /U:/. In a general way, when “oo” are before voiced consonants or there is nothing after them, they are usually pronounced /U:/ , such as: cool, too, room.
(2)(用同样的方法引出/J/, /aJ/, /Q/。)
T: Now let’s find out “their friends” in 1.(过渡语)
/J/ look took good
/aJ/ round sound about
/Q/ country couple
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1和2a。
1. (让学生听1的录音, 然后跟读。)
T: Listen to 1 and read after it.
2. (1)(让学生听2a的录音, 不看课文, 只看黑板上的关键词和图片, 加深印象。)
T: Listen to 2a. Close your books and look at the key words and pictures on the blackboard.
(2)(让学生利用关键词造句。)
T: OK, please make sentences with the key words on the blackboard.
(3)(要求学生利用短文的图片和关键词来复述短文。)
T: Yeah. I think the most exciting time is coming. Who can have a try to retell the passage according to the key words and pictures? Any volunteers?
(4)(引导学生利用下表信息，联系自己的实际生活，结合2a完成2b的写作任务。)

reasons to live
countryside
hills and rivers
green trees and grass
clean air and water
houses with a big yard
city
supermarket
easy to find shop
interesting places to enjoy oneself
many kinds of traffic ways

Step 4 Practice 第四步 练习(时间:7分钟)
练习3, 完成4a, 4b。
1. (1)(让学生听录音完成3并核对答案。)
T: From 2a, we have learned many people are moving from countryside to cities to find work. Now, let’s listen to 3 and finish it.
(2)(让学生再听一遍, 并尝试复述所听到的句子。)
T: Listen to 3 again. Try to retell some sentences one by one. Come on! Boys and girls!
2. (在小黑板上呈现有关There be句型的练习, 要求学生完成, 然后归纳总结There be句型的用法。)
T: In this topic, we must master the structure of “There be”. Now please look at the small blackboard. Let’s do some exercises about this structure. And then sum up its usage.
Example:
There (be) a computer in my study.
There (be) a lamp, a mirror, a recorder and some books on the desk.
There (be) a guitar beside it.
There (be) some books on the bookcase.
There (be) a lot of tall buildings.
There (be) many shops, a hospital and a school close to the buildings.
There (be) no houses on the right.
There (be) something wrong with my kitchen fan.
There (be) some bread on the plate.
There (be) many old people living there.
3. (完成4a, 4b的内容, 总结归纳本话题的语法和有用的短语。)
T: Look at 4a and 4b, please. They are very important to you. You should read them carefully and try to remember them. Understand?
(学生阅读, 教师巡视并给予必要的帮助。)
Step 5 Project 第五步 综合探究活动(时间:15分钟)
通过活动, 培养学生综合运用能力。
1. (假设某个学生家的电视机出了问题, 需要求助于社区服务中心, 让学生两人一组编一个对话, 然后选几组学生上台表演。)
T: Suppose there is something wrong with your TV set, and you want to get help from the community service center. Please make a dialog about it with your partner. Are you ready? Begin!
2. (假如你放学回家时，发现洗手间地面有许多水，你的第一反应是什么？我们就此对一个班的同学做了一项调查，结果有A、B、C、D四种答案，其比例如图所示。请以小组形式，讨论出你们选择哪一种，为什么？培养学生分析问题，处理问题的能力。)
T: What will you do first if you find some water on the floor in your washroom when getting home? We’ve made a survey about it in a class. They gave us four different kinds of answers as the diagram shows below. Please discuss in groups, and then tell the class your choice and the reason.

A. to call parents
B. to wait for parents coming back
C. to call the community service center
D. to check the tap or pipe(水龙头或水管)

3. (家庭作业：)
(1)(收集关于各种房间及家具的名称的单词并填表。)
T: Collect the words of the names of rooms and furniture, then complete the table.
Room
bedroom
study
…
Furniture
bed
chair
…
(2) T: Discuss and plan your ideal home, and then draw a picture of it.

Topic 3 Which is the way to the hospital?
Section A
Section A needs 1~2 periods. Section A需用1~2课时。
The main activities are 1a, 2a and 3. 本课重点活动是1a, 2a和3。
Ⅰ. Aims and demands目标要求
1. Learn some new words:
bridge, along, turn, across, meter
2. Learn the phrasal prepositions.
on the corner of, across from, between...and...
3. (1)Learn how to ask the way.
Excuse me, is there a bank near here?
Excuse me, how can I get to the bookstore?
Excuse me, which is the way to the post office?
(2)Learn how to give directions.
Go up this street to the end, and you’ll find it on your left.
Go along Xinhua Street and turn left at the first crossing.
Go across the bridge.
It’s about one hundred meters along on the right.
Ⅱ. Teaching aids 教具
录音机/挂图/球/简单地图/本校平面图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
通过复习, 引出本课的重点短语和句子。
1. (拿着一个球, 把它放在不同位置上, 通过师生互动, 复习学过的介词和介词短语。)
T: What’s this?
Ss: It’s a ball.
T: Where is the ball?
Ss: It’s under the table.
T: Where is the ball?
Ss: It’s behind the door.
…
(对学生的表现给予肯定和表扬, 同时变化位置关系, 导出新的短语介词。)
(板书，并解释。)
on the corner of across from between…and…
T: Is the ball next to the box?
Ss: Yes, it is.
…
T: Is the teachers’ office on the corner of the Central Road?
Ss: Yes, it is.
T: Is it across from that English book?
Ss: Yes, it is.
T: Is the desk between S1 and S2?
Ss: Yes, it is.
(让学生两人一组练习和巩固短语介词, 一名学生把东西放在不同位置, 另一名学生进行描述, 然后交换角色。)
2. (1) (单词竞赛。学生以小组为单位, 通过比赛形式, 回顾总结已学过的地点名词, 写出最多的为优胜者。)
T: Boys and girls, let’s have a word competition in groups. The group that writes the most nouns of places is the winner.
Example:
G1: Bank, post office, bus station, bookstore …
G2: …
…
(2)(指着3的地图, 呈现新的地点名词并让学生使用适当的短语介词描述具体位置。)
(板书)
Tsinghua University, Peking University, Ren’ai Education Institute, Haidian Theater
T: Where is Ren’ai Education Institute?
Ss: It’s next to Bayi School.
…
3. (呈现多幅简单地图, 让学生们掌握以下几个短语。)
Example:

(通过对短语的熟悉和操练初步了解祈使句, 为下一步听力扫清了障碍, 为学生更好地掌握1a做了铺垫。)
(板书)
go along turn right
Go up this street to the end. on the right/left
at the third street Go across the bridge.
T: Excuse me, how can I get to the bookstore?
Ss: Go along Suzhou Street to the end, and you’ll see it.
T: Excuse me, which is the way to the post office?
Ss: Sorry, I don’t know. I’m new here.
T: Thank you all the same!
…
(利用以上地图和几种问路的方式进行操练, 自然过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:8分钟)
呈现1a。
1. (设置并板书听力任务, 让学生带着任务听1a录音。)
(1) Is there a bank near here?
(2) How can we get to the bookstore?
2. (让学生听1a的录音, 回答问题并核对答案。)
T: Listen to 1a, answer the questions and then check the answers.
3. (让学生思考并总结问路的方式，然后老师进行点评、板书。)
(板书)
Excuse me, is there a bank near here?
Excuse me, how can I get to the bookstore?
Excuse me, which is the way to the post office?
4. (将关键词和短语写在黑板上, 呈现1a, 为下一步学生自由对话打下基础。)
(1) go up—end—left
(2) go along—turn left—first crossing—go across—one hundred meters—right
(3) new—all the same
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1a。
1. (放1a的录音, 让学生跟读, 用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读, 然后跟着录音一起读，逐句核对语音语调。)
T: Erase your marks. First read it by yourselves, then follow the tape, and check your pronunciation and intonation sentence by sentence. Go!
3. (人机对话。)
T: Suppose you are A/B, listen to the tape and make a dialog with B/A.
4. (让学生合上书, 根据黑板上1a的关键词和短语, 两人一组表演1a。)
T: Work in pairs. Close your books. Look at the key words and phrases on the blackboard and act out the dialog.
Step 4 Practice 第四步 练习(时间:7分钟)
通过练习，呈现3，完成1b, 2a和2b。
1. (1)(让学生阅读1b中A部分的指路用语，选出正确图画，然后核对答案，完成1b中的A部分。)
T: Please read the instructions in 1b and choose the correct pictures. Then check the answers.
(2)(向学生出示1a的图片, 利用1a中的问路和指路的句型, 完成1b中的B部分。)
T: Boys and girls, please look at the picture in 1a. If you are standing at A. How can you get to the school?
Ss: ...
2. (让学生看图, 快速说出短语介词, 完成2a。)
T: Look at the maps, and tell me the prepositions as quickly as you can.
3. (让学生根据2a图片填空，然后师生一起核对答案，完成2b。)
T: Fill in the blanks according to the maps, and then check the answers together.
4. (呈现3的地图, 根据地图, 布置教室。把学生分成4组, 每组选定一名组长, 组长担任警察, 其余的学生扮成夏令营成员, 向警察问路, 警察指路。对于表现好的同学, 教师给予表扬。)
Example:
S1: Excuse me, which is the way to the supermarket?
S2: Go along the street, turn left at Zhongguancun Street. Then go up that street and turn left at the second crossing. You can see...
(通过这次活动, 既能让学生掌握问路和指路的基本句型, 加强语言实践, 又能激发学生学习英语的兴趣, 提高英语的交际能力, 培养帮助他人的意识。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动, 培养学生实际运用语言能力。
1. (呈现本校的平面图, 要求学生利用学过的介词短语和问路的句型, 来熟悉校园环境。使他们更加热爱自己的校园。)
Example:
(1) S3: Where is …
S4: It’s …
(2) S5: Excuse me. Is there a …?
S6: Yes, there is.
S5: How can I get to …?
S6: Go along …
(3) S7: Excuse me, which is the way to …?
S8: Sorry, I don’t know.
S7: Thank you all the same.
2. (设计一道听力题, 让学生根据所听到的内容画图, 谁能在最短的时间里画出准确的路线图, 给予奖励。)
T: Listen and draw the route as quickly as you can.
Example:
I know you are arriving next Sunday. Let me tell you the way to my house. Take a taxi from the airport. Pass a bank on your right and then go down Long Street. Go through Six Avenue and Seven Avenue. When you see a big supermarket, turn left. Then go down Bridge Street and turn left at New Park. Go down Center Street and my house is on your right.
(提高听力能力和动手实践能力, 培养竞争意识。)
3. (家庭作业。)
(1)(让学生练习Section A, 3, 根据地图编对话。)
(2)(预习Section B，注意搜集整理有关交通设施和交通标志方面的信息。)
Section B
Section B needs 1 period. Section B需用1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)Learn the words and expressions about transport facilities and the traffic signs:
sidewalk, public phone, traffic lights, crosswalk, Turn left, No right turn, No left turn, Turn right, Go straight, No parking, No U-turn, Parking, Danger
(2)Learn other new words:
until, kilometer, should, change
2.(1)Go on learning how to ask the way.
Excuse me, could you tell me the way to Dinghao Building?
Excuse me, where is Anli Road?
(2)Go on learning how to give directions.
Go along this road until you get to Beisihuan Road.
Turn left and walk on.
It’s about 15 kilometers away from here.
First, you need to take Bus No. 718, then you should change to the No. 108 bus at
Anzhen Bridge.
3.Learn to help others.
Ⅱ. Teaching aids 教具
录音机/挂图/自画地图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
通过复习，导入1a。
1. (师生一起唱歌谣, 激发学生学习兴趣, 活跃课堂气氛。完成4。)
T: Let’s chant together.
Stop, look, and listen,
Before you cross the street.
Use your eyes, use your ears,
Before you use your feet.
2. (呈现Section A, 3的地图，让学生以结对活动来复习有关问路的句型。)
T: Look at the map. Suppose you are standing at the train station, please make a dialog with your partner about how to get to Tsinghua University. Then change your roles. Ready? Go!
(让学生体验合作学习的乐趣。)
T: OK. Stop. Which pair wants to show us your dialog?
(对学生的结对活动进行点评，总结学过的有关问路的句型，从而完成上节课布置的家庭作业。)
(自然导出新的问路句型。)
(板书)
Excuse me, could you tell me the way to ...?
Excuse me, where is ...?
3. (1)(假设师生在校园里遇见, S1问教师图书馆在哪儿, 教师给予回答, 导出新的指路句型。)
S1: I’m looking for our library. Where is it?
T: Go along this road, turn left and walk on. You can’t miss it.
(板书画线部分。)
You can’t miss it.
(2)(假设在校园的另一角, S2问教师宿舍在哪儿, 教师给予回答, 导出新的指路句型。)
S2: Could you tell me the way to the dormitory?
T: Go along this road until you get to the gym and you’ll see it on your right. It’s about 500 meters away from here.
(让学生们熟悉新的句型及回答形式, 为第二步的听力及操练打下基础。)
4. (呈现本地的方位图, 教师可根据实际发挥。)
Example:



T: You are at Fuzhou Train Station now. If someone asks how to get to Qingkou, you can say:
It’s about 30 kilometers away from here. You need to take Bus No. 51, and then change to the No. 30 bus at Taijiang. It will take you there.
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1a。
1. (设置听力任务，先听第一段对话，找出问题(1)的答案，再听第二段对话，找出问题(2)的答案。让学生带着任务听录音，以降低难度。)
T: Listen to 1a and answer the following questions.
(板书)
(1) How to get to Dinghao Building?
(2) At which bus stop can you change to the No.108 bus?
2. (让学生再听1a的录音，找出关键词和短语，并回答问题。然后师生一起核对答案。)
T: Listen to the tape to find out the key words and phrases, and answer the questions according to the key words and phrases. Then check the answers together.
(板书)
go along, until, turn left, miss
kilometers, need to, take, should, change to

Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1a。
1. (再放1a的录音, 让学生跟读, 用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读, 然后跟录音一起读, 逐句核对语音语调。这样可以使学生集中注意力, 效率更高。)
T: Erase your marks now. First read by yourselves and then check your pronunciation and intonation sentence by sentence according to the tape. Go!
3. (人机对话。)
T: Suppose you are A/B. Listen to the tape and make a dialog with B/A.
4. (让学生两人一组, 只看黑板上的关键词和短语对话。)
T: Work in pairs. Close your books, look at the key words on the blackboard and act out the
dialog.
Step 4 Practice 第四步 练习(时间:10分钟)
练习1b, 1c, 2, 3。
1. (1)(呈现1b的图, 让学生完成1b。)
T: Listen and complete 1b. Next we will check the answers together. And then read it by yourselves.
(2)(要求学生表演1b。)
T: Let’s act it out now. Who wants to try?
(3)(要求学生同桌合作完成1c。)
T: Ask the way and give directions to familiar places with your partner.
2. (呈现2的图片, 引出交通设施的名称, 让学生拓展其他设施的名称, 增大词汇量。完成
2。)
T: Look at the pictures. What do they mean?
(导出: sidewalk, public phone, traffic lights, crosswalk)
T: Anything else?
Ss: Bus station...
3. (呈现交通标志图, 让学生们初步认识这些标志, 为下一步作铺垫。)




T: Look at the pictures. What do they mean?
(导出: Turn left, Go straight, Turn right)
4. (给学生几分钟时间看3中的交通标志图, 通过讨论, 了解其含义, 并让学生补充其他的交通标志, 最后老师归纳总结。)
T: Now I’ll give you some minutes to look at the traffic signs in 3. When you see these signs,
what will you do?
Example:
When we see “Parking”, we can park the cars there.
(板书补充内容。)
Keep away. 请勿靠近。
Keep right. 请靠右行。
One-way traffic. 单行道。
Danger ahead. 前面危险。
Drive slowly. 车辆慢行。
Slow down, look around and cross. 一慢二看三通过。
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过实践活动, 培养学生实际操作能力。
1. (小组活动。将全班分成四组。小组每名学生一张示意图，教师给每组提供一段指引路线的文字。小组一名学生读文字, 其他学生画路线图。小组成员之间交换路线图, 推选出最标准的一幅图交给老师。老师总结情况, 对最好的组给予表扬。)
T: Boys and girls, here are four passages. They tell us the ways to some different houses. I’ll give each group one passage. One of the group members reads the passage, and the others try to draw the maps.
(材料)
(1) Find Wang Xue’s house. Go along Buxing Street and take the first turning on the right. It’s on the left, across from the museum.
(2) Find Wei Ming’s house. Go along Lanhou Street to the traffic lights and turn right. Go along the road and take the second turning on the left. Wei Ming’s house is on the left, next to the post office.
(3) Find Chen Hui’s house. Go along Chang’an Street and take the first turning on the right, and go a bit further. Then take the first turning on the left. Chen Hui’s house is next to the supermarket.
(4) Find Ke Lin’s house. Go down Chang’an Street to the end. Turn left. When you see the bank, turn left again. It’s the house behind the bank.









A. Wang Xue’s house B. Wei Ming’s house
C. Chen Hui’s house D. Ke Lin’s house
2. (做义务指路员。)
T: Boys and girls, look at your guide book! Could you please tell your partner the way to a building?
3. (家庭作业。)
(让学生看图示, 假如现在你在博物馆与银行之间, 想去剧院, 该怎么走? 请编一段对话。)









T: Suppose you are standing between the museum and the bank. If you want to go to the theater, how can you get there? Make a dialog.
Section C
Section C needs 1~2 period. Section C 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. Learn some new words and phrases:
safe, hurt, lose, accident, rule, before, cross, third, last, ticket, speed, fast, when, wait for, careful, be late for
2. Learn the imperative sentences.
Turn right.
Be careful!
Don’t be late for school.
3. Talk about traffic rules and strengthen the consciousness of keeping safe on the roads.
Before we cross the road, we must stop and look both ways.
Wait for your turn when the lights are red.
Don’t play on the street.
Ⅱ. Teaching aids 教具
录音机/自制卡片/图片
Ⅲ. Five-finger Teaching Plan 五指教学法

Step 1 Review 第一步 复习(时间:7分钟)
通过复习, 引入1a。
(检查并点评家庭作业，承上启下，为学习本节课奠定基础。)
1. (师生共唱歌曲, 激发学生学习兴趣, 活跃课堂气氛, 完成5。)
T: Sing this song Traffic Lights together.
2. (句型竞赛。要求全体同学在2分钟内默写有关问路的句型，同时从中挑选两名同学到讲台上来，选出获胜者。)
T: Please write down the sentence patterns about asking the way in two minutes. At the same time, I’ll choose two of you to come to the front. The student who writes best will be the winner! Are you ready? Go!
Example:
Excuse me, is there a(an)… near here?
Excuse me, how can I get to...?
Excuse me, which is the way to…?
Excuse me, could you tell me the way to...?
Excuse me, where is…?
…
3. (将学生分成几组。以教室为地图, 横排为Street 1, Street 2, Street 3……竖排为Road 1, Road 2, Road 3……给出具体路线说明, 要求每组根据指令完成任务。)
T: Now, suppose our classroom is a map. Rows are streets, and lines are roads. Row 1 is Street 1. Line 1 is Road 1. I’ll give you some instructions. You should find out who you will meet according to my instructions.
Example:
T: Go along Road 1 until you get to Street 2, then turn left and walk on. It’s on your right.
S2: I meet sb.
T: First, turn right and go to Road 3. Then walk on and turn left. Go down until you come to Street 2. It’s on your left.
S2: I meet sb.
…
4. (呈现自制卡片, 复习交通标志图, 导出新的目标语言。)
Example:
T: What’s this?
Ss: It’s a traffic sign.
T: What does it mean?
Ss: It means that we can’t drive too fast.
T: If we do that, what will we get?
Ss: We’ll get a ticket for speeding. So we must obey the traffic rules.
…
(板书画线部分。)
get a ticket for speeding, obey the traffic rules
(提出问题：“如果不遵守交通规则, 交警会怎么做?”呈现2中的图片, 让学生了解其中的含义。)
T: If we don’t obey the traffic rules, what will the police do? Look at the pictures and answer the question.
Ss: They will give us a ticket: a ticket for speeding, a ticket for drink-driving, a ticket for parking in the wrong place, a ticket for making a wrong turn.
T: Well done! Now, please finish 2. Then check the answers.
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1a。
1. (呈现自制的七幅图片, 利用图片, 通过师生互动, 导出每幅图体现的新的目标语言。 以下是图片的内容展示。)
(图一: ) (图二: )




(图三: ) (图四: )





(图五: ) (图六: )





(拿着图一, 引导学生学习新的目标语言。)
Example:
T: What’s this?
Ss: It’s a car.
T: What’s that?
Ss: It’s a street light.
T: What happens in this picture?
Ss: A car drives too fast and hits a street light.
T: We know it’s a traffic accident. The man in the car gets hurt.
(呈现图二, 图三。)
T: What happens in Picture 2 and 3?
Ss: Traffic accidents.
T: Yes. And the men died in the accidents. So it’s good to wait for your turn when the lights are red. You see, every year many people get hurt or die in accidents. But how can we keep safe?
(板书画线部分。)
fast, a traffic accident, got hurt, wait for, when
(让学生发挥想象, 自由讨论, 然后逐一呈现图四, 图五, 图六, 图七, 引出新的目标语言。)
(教师根据学生的中英文描述进行总结, 并板书。)
T: OK. Look at the pictures together. What should we do to make the roads safe?
We must cross the street only when we see the green“walk”sign.
We must stop and look both ways before we cross the road.
We must never play on the street.
It’s good to help children and old people cross the road.
We must obey the traffic rules.
(通过以上七幅图的呈现及对其的讨论、描述, 让学生更直观, 更形象地理解情景并掌握目标语言, 为下一步的课文阅读作铺垫。)
2. (设置阅读任务, 让学生带着任务阅读1a。完成1b后的问题。)
T: Read the passage in 1a and then mark these statements True (T) or False (F) in 1b. And then check the answers together.
3. (答案核对结束后, 要求学生朗读1a并找出对这段文章的不理解之处。)
T: Well done! Boys and girls, do you have any questions about 1a? If you have, please tell me. Let’s solve them together.
4. (学生在阅读后找出其中还未解决的难点, 教师把这些难点、重点呈现在黑板上, 为进行下一个环节做准备。)
(板书)
lose one’s life, keep safe, first, must, obey the traffic rules, green “walk” sign, second, cross, both ways, third, never, play, last, it’s good to do…
Step 3 Consolidation 第三步 巩固(时间:8分钟)
巩固1a。
1. (让学生再次阅读1a的文章, 注意黑板上呈现的关键词，词组和句型。)
T: Read the text again and pay attention to the key words, phrases and structures.
2. (放1a录音, 让学生跟读, 注意语音和语调。)
T: Follow the tape and pay attention to the pronunciation and intonation.
3. (让学生根据黑板上的图片和关键词复述课文。)
T: Now, I think you can retell the text using the pictures and key words on the blackboard. OK. Who can have a try?
Step 4 Practice 第四步 练习(时间:10分钟)
练习3，完成4。
1. T: OK! Boys and girls, you did very well! But please be quiet! Be quiet! Don’t talk! Listen to me carefully!
(板书呈现Be quiet! Don’t talk!引出祈使句, 鼓励并引导学生每人说一个祈使句。)
Be quiet!
Don’t talk!
Example:
Open the door.
Be careful.
Look at the blackboard, please.
Don’t eat in the classroom.
Don’t be late for school.
(板书)
Be careful.
Don’t be late for school.
(教师指导学生归纳总结祈使句的表达方式, 为下个环节作铺垫。)
2. (1)(呈现3的图片, 要求学生说出该图表示的交通规则然后选择正确选项, 看哪个同学说得既快又好。)
T: Please look at these pictures and tell us some traffic rules. Then match the rules with the pictures. You can do it like this:
Don’t park here.
Are you clear? Let’s begin!
(2)(要求学生写出更多的交通规则，看哪个同学写得又快又好。)
T: Would you like to write some more traffic rules? Do it as quickly as you can.
3. (你知道吗？)
T: What are the rules in our school? Let’s make a survey today and take some notes.
Name: Li Ming
Activity
Can
Can’t
Listen to music in the classroom


Eat in the classroom


Wear a hat in class


4. (让学生四人一组讨论学校的规章制度, 完成4。)
T: Talk about the rules in our school and write some more school rules. Then report them to the class.
Example:
G1: Keep quiet in class.
G2: Don’t be late for school.
…
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动, 培养学生动手能力, 展示学生个性。
1. (让学生做一份调查表。教师将全班分为四组, 讨论该如何遵守交通规则。)
T: Now, please make a survey. The whole class will be divided into four groups. The topic is “How to obey the traffic rules?”Then fill in the blanks and make a report.

Group 1

1.
2.
3.

Group 2

1.
2.
3.

Group 3

1.
2.
3.

Group 4

1.
2.
3.
2. (做校园文化建设的主人。通过此项活动，激发学生主动探究知识的欲望, 培养学生的动手能力, 展示学生的个性。)
T: There are some signs in English in our school, because it’s very necessary for us to use
English in our daily life. What other places do you think need English signs and rules on
campus? Let’s work out together.
Example:
(1) Keep quiet.
(2) Clean the classroom every day.
(3) Wear sports shoes for gym class.
(4) …
3. (家庭作业。)
(让学生搜集近一年各种交通事故的统计数字, 并思考一个问题: 为什么会有这种现象？如何避免？然后写成短文。)
T: Collect the total number of the traffic accidents last year. Then think about the question: Why do we have this phenomenon and how to avoid it? Then write a passage about it.
Section D
Section D needs 1 period. Section D 需用1课时。
The main activities are 1, 2 and 5. 本课重点活动是1, 2和5。
Ⅰ. Aims and demands目标要求
1. Learn the vowels:
/aJ/, /J/, /I/, /\:/
2. Learn the new word: down
3. Review the imperative sentences.
4. Review how to ask the way and give directions.
Ⅱ. Teaching aids 教具
录音机/挂图/单词卡片/音标卡片/北京交通图（或本地交通图）
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
复习本话题单词和句型。
1. (单词竞赛。把本话题单词按功能归类, 制成单词卡片。老师给出汉语, 让学生说出英语意思。
T: Now, let’s have a word competition. I’ll give you the Chinese meanings. Please say them in English. You’ll get one point for each word. OK? Ready? Go!
...
2. (小组活动。将全班分成几组, 要求每组一名成员到黑板前来, 教师给出1分钟, 让他们写出学过的介词或短语介词, 教师讲评, 1个单词加1分，完成4a介词部分的复习和巩固。)
T: Now. Let’s go on with another competition. I’ll ask one student in each group to come here, and write down the prepositions or phrasal prepositions you have learnt. Each of you has only one minute. Are you ready? Go!
3. (小组活动。将全班分为四组。要求每组一名成员在黑板上画出到学校的路线, 要求本组另两位同学使用本话题所学的问路句型表演对话。)
T: Great! Just now you did a good job. I’ll ask one student in each group to draw a route from his home to our school on the blackboard. Another two in each group will act out the dialog about how they come to school according to the route.
4. (练习校规、交通规则, 完成4a, 4b。)
(1)(方案一: 小组活动。将全班分成四组。要求每组学生在两分钟内说出学过的祈使句, 每句2分。)
T: Now. The class will be divided into four groups. I’ll give you two minutes. Please say the imperative sentences as many as you can. One sentence two points.
(方案二: 谁是优胜者。学生以小组为单位, 通过比赛的形式总结课上已学的有关校规、交通规则的祈使句。说出或写出最多的组为获胜者。)
T: Group 1 writes school rules. Group 2 writes traffic rules. Let’s begin.
Example:
G1: Keep quiet in class!
…
G2: Don’t play on the street!
…
(2)(让学生朗读4a和4b，并掌握其用法。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1。
1. (呈现单词卡片brown, flower, cow, 要求学生找出规律，得出相同发音为/aU/，出示音标卡片/aJ/，齐读。)
T: Look at these words. What will you find out? … Right. They all include the sound /aU/. Let’s read it together.
(板书)
brown flower cow /aJ/
(用同样方法导出/[J/, /CI/, /\:/。)
2. (让学生齐读黑板上呈现的音标和单词。)
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1，完成2。
1. (听1的录音，要求学生试着独立写出所听到的单词，每词加1分。)
T: Now listen to 1. Write down the words you’ve heard by yourselves. One word one point.
2. (要求学生尽可能多地找出含/aJ/, /I/, /J/, /\:/的单词。)
T: Let’s sum up the words that have the pronunciations /aJ/, /I/, /J/, /\:/.
3. (让学生仔细地听2的录音并填空，教师核对答案，然后让学生进行结对活动，发现难点。)
T: Now listen to 2 carefully and fill in the blanks. And then check the answers. Then work in pairs to find difficulties in it.
(板书难点)
Go down this road.
4. (让学生再听一遍，要求4名学生在黑板上画出正确的路线图。)
T: Listen again! I’ll ask four students to draw the correct maps on the blackboard.
5. (让学生针对黑板上的正确的路线图，复述课文内容。)
T: Good! Next, who can retell the dialog using the correct maps on the blackboard?
Step 4 Practice 第四步 练习(时间:10分钟)
小组活动，完成3。
(让学生画出从自己家到学校的路线图。学生分成四组，每组选择一份优秀的路线图并画在黑板上，本组同学描述该同学的路线情况，再让各组代表向全班同学报告。)
T: Now. The class will be divided into four groups. Please draw the route from your home to school. I’ll ask one student who draws the best in each group to draw his own route on the blackboard. Others in the group try to describe how the student goes to school. Then report to class.
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。
1. (方案一:小组活动。将全班分成六组。让学生看地图, 把以下的6个地方任意放在A、B、C、D、E、F中, 然后按照要求给出要走的路线。完成5。)






T: Look at the map. Put the following six places on A, B, C, D, E or F as you like.
post office supermarket
bookstore hospital
bank school
T: Ask the following ways:
(1) from A to D
(2) from B to E
(3) from C to F
(4) from...to...
…
(方案二: 小组活动, 完成5。老师在黑板上画出如上的平面图。把全班学生分成4人一组。S1 把这6个地名post office, supermarket, bookstore, hospital, bank, school写在A、B、C、D、E、F的任意位置。S2 和S3 编一段关于问路和指路的对话。S4根据对话内容用彩笔画出路线。这个活动可以让全班学生都能参与。表现好的一组, 老师给予奖励。)






T: Boys and girls, please look at the plan on the blackboard. I’ll divide the class into four groups. In each group, S1 puts the six places on A,B,C,D,E or F as he/she likes. S2 and S3 make a dialog about asking the way and giving directions. S4 draws the route according to the dialog. Now, let’s begin.
(每组给一个任务, 要求学生讨论, 再写下来, 然后向全班汇报, 展示他们的作品。教师按照他们的表现给分数。)
2. (弹性课堂。给每组学生一张北京交通图, 假设一名学生现在是在海淀桥, 如何到达长城？让学生4人一组共同讨论, 制订路线图, 并附上说明, 然后选出代表在讲台上作报告。)
T: Suppose you are at Haidian Bridge now, and you would go to the Great Wall. Here’s the map of Beijing. Please discuss in groups of four, then write a passage, and at last report to the whole class.
（该活动可换为依照本地交通图，制定从某处去某地的路线图。）
3. (家庭作业。)
(要求学生课后设计教室、学校的其他规则。)
T: Make some more rules in your class or school using the imperative sentences.

Unit 7 The Birthday Party
Topic 1 When is your birthday？
Section A
ber, October, November与December。)
2. (学习年份的表达法。)
T: Do you know how to say the years in English? Section A needs 1 period. Section A需用1课时。
The main activities are 1a, 2 and 3a. 本课重点活动是1a, 2和3a。
Ⅰ. Aims and demands目标要求
1. (1) Learn the names of months:
January, February, March, April, May, June, July, August, September, October,
November, December
(2) Learn to read the years in English.
(3) Learn some other new words and phrases:
was, be born, were, alone, thousand, sport
2. Learn the past simple tense with “was/were”.
(1)When was he born, do you know? He was born in June, 1985.
(2)Where was he born? In Maryland, the U.S.A.
(3)When were you born? I was born in January, 1997.
3. Talk about months and years.
Ⅱ. Teaching aids 教具
身份卡片/课本图片/录音机/日历表
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:3分钟)
解决生词birthday。
1. (老师课前调查是否有学生的生日即将到来，如果没有就以Kangkang的生日为例。师生共唱Happy Birthday这首歌, 引出生词birthday。)
T: Let’s sing Happy Birthday together.
(师生共唱Happy Birthday。)
T: Do you know why we sing Happy Birthday? Because next Thursday is Kangkang’s birthday.
(板书)
birthday生日
T: We should say“Happy birthday to you, Kangkang！”
（引入本课标题并板书。）
Unit 7 The Birthday Party
Topic 1 When is your birthday?
Section A
2. (呈现日历，引出月份表达法。)
T: Please look at the calendar. How many days are there in a week?
Ss: Seven.
T: How many days are there in February?
Ss: There are 28 or 29 days.
T: Good. How many months are there in a year?
Ss: Twelve.
Step 2 Presentation 第二步 呈现(时间:18分钟)
教师准备一幅有12个月份的日历呈现给学生, 教授月份和年份，即呈现1b和3a。
T: Which month is your birthday in? Do you know what it is in English?
1. (板书并讲授月份, 学生跟读。)
January February March April
May June July August
September October November December
(教师要求学生特别注意易混淆的January与February, June与July, Septem
(老师举例说明年份的表达法，学生跟读，呈现3a。)
3. (讲完月份和年份后, 教师回到生日话题。教师出示自己的身份卡片, 引出“出生”的表达法be born, 并板书。)
Example:
Name: Li Ming
Age: 33
I was born in Fujian in August, 1978.
T: My name is Li Ming. I am thirty-three years old. I was born in August, 1978. I was born in Fujian. ××× and we were born in different places.
be born, was (am/is), were(are)
(教师与四名学生根据身份卡片做问答练习。)
T: What’s my name?
S1: Your name is Li Ming.
T: How old am I?
S2: You are thirty-three.
T: When was I born?
S3: You were born in August, 1978.
T: Where was I born?
S4: You were born in Fujian.
4. (学生出示课前准备好的身份卡片, 两人对话。)
T: Show the card to your partner. Then practice the dialog in pairs like this:
(教师与一名学生作示范。)
T: What’s your name?
S: My name is…
T: When were you born?
S: I was born in…
T: Where were you born?
S: I was born in…
T: Were you born in…?
S: Yes, I was. / No, I wasn’t.
…
5. (呈现1a, 回答问题。讲解含有一般过去时的句子。)
(1)(设置并板书听力任务。让学生带着任务听1a录音。)
T: Have you ever heard of Phelps? Yes, he is a very popular sports star. He got 8 gold medals in the 2008 Olympic Games, and he is called“Flying Fish”. Do you want to know more about him? Listen to 1a, and then answer the questions.
(1) When was Phelps born?
(2) Where was he born?
(2)(听完录音，回答问题，然后师生一起核对答案。)
(3)(板书关键词, 呈现1a并讲解该部分。)
When/Where was Phelps born?
…be born in…
June, 1985, Maryland, the U.S.A.
(4)(总结系动词be的一般过去时句型及其中be的正确形式。)
(板书)
am, is→was are→were
I was born in 1985.
Were you born in 1985?
Yes, I was. / No, I wasn’t.
When was he born?
He was born in 1985.

Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a，朗读后表演1a对话。再根据自身情况问答，完成1c。
1. (放1a录音, 让学生跟读, 并用铅笔标出重读与语调。)
T: Listen to the tape carefully and mark the stress and intonation with your pencil.
2. (让学生齐读, 然后跟录音一起读, 逐句核对语音和语调。)
T: Read aloud together, then follow the tape and check your pronunciation and intonation sentence by sentence. Go!
3. (人机对话。)
T: Suppose you are Kangkang. Listen to the tape again and make a dialog with Michael.
4. (根据第二步呈现在黑板上的关键词, 两人一组表演1a。)
T: Close your books, look at the blackboard and act out the dialog in 1a.
5. (完成1c。)
T: Now, boys and girls, please talk with your partner about when and where you were born.
Step 4 Practice 第四步 练习(时间:12分钟)
通过练习进一步掌握含有年和月的表达法。
1. (学生听磁带1b和2并跟读，注意单词重音和句子重音。)
T: Let’s listen to 1b and 2, pay attention to the stress of words and sentences.
(板书并教授alone。)
alone
2. (阅读3a, 让学生朗读。然后写下年份的英语表达方式。)
T: From 1b, we know the twelve months and their short forms. From 2, we can remember how many days there are in each month easily. 3a tells us how to say years in English. Let’s go to 3a, read and write. First, let’s read these years.
Ss: …
T: OK. Now please say and write down these years in English in 2 of 3a by yourselves.
(学生写完后, 两人互对答案。)
3. (学生听磁带，完成3b，教师向学生介绍图片上的人物。)
T: Listen to the tape and finish 3b. Then we’ll check the answers and know more about these people.
Step 5 Project 第五步 综合探究活动(时间:7分钟)
练习日期表达法, 增强实践活动能力。
1. (1)(搜集家人的出生年月和出生地。)
Name
Month of birth
Year of birth
Birthplace
















(2)(让学生写一篇关于自己家庭的短文，介绍其年龄、出生年月及出生地等情况。)
Example:
My father’s name is Wang Chunlai. He is 40 years old. He was born in February, 1970. My mother’s name is Bao Chunhua. She is 39 years old. She was born in Guangxi in November, 1971. I was born in May, 1995. My grandparents live with us. They were born in the old days. Their lives were very hard in the past, but they are very good now. We live happily together. I love my family very much.
2. (家庭作业。)
(1)(调查同学的出生年月和出生地，汇总并向全班作汇报。)
Survey your classmates and find out when/where they were born.
Sum up the number of your classmates who were born in each month and report it to your class.
(2)(复习基数词，预习序数词)
Review the Cardinal Numbers and preview the Ordinal Numbers after class.
Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1, 2a and 3. 本课重点活动是1, 2a和3。
Ⅰ. Aims and demands目标要求
1. (1)Learn some ordinal numbers:
fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, thirteenth, twentieth
(2)Learn some other new words:
birthday, date, plan, celebrate, party
2. Learn how to read and write the dates.
Jan. 1st (January first)
…
Dec. 12th (December twelfth)
3. Talk about the dates.
What’s the date today? It’s May 8th.
Ⅱ. Teaching aids 教具
数字卡片/小黑板或数词挂图或幻灯片/课本图片/录音机/日历表
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
检查家庭作业。复习月份、年份的表达法和1～100的基数词。
1. (出示日历表，复习月份和年份的表达法。)
T: When/Where were you born?
Ss: …
2. (让学生做接龙游戏, 说出1~100的基数词。)
T: Let’s play a number game. Please say the numbers from one to one hundred, OK? (教师指着第一排第一个学生说) Start!
(老师按顺序指着学生说：You say one, you say two, you say three … Let’s count up to one hundred.)
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1和2a。学习序数词。
1. (1)(复习并用数字卡片呈现基数词和序数词, 创设直观情景。)
(先复习first的用法。)
T: Today, we’ll continually learn Topic 1 of Unit 7. It’s the first topic in Unit 7. Topic 2 is the second topic in Unit 7. And Topic 3 is the third topic in Unit 7.
(教师说明one→first, two→second, three→third的用法并板书。)
one—first/1st, two—second/2nd, three—third/3rd
(2)(教师出示写有100以内基数词和序数词的小黑板或数字挂图或幻灯片，并播放录音，要求学生边听边注意比较基数词和序数词的异同。呈现2a。)
T: Now listen to 2a and compare the cardinal numbers and the ordinal numbers.
(3)(找四个学生到黑板上写下有特殊变化的序数词。)
T: Please try to find out at least eight special ordinal numbers and the rules of ordinal numbers.
(教师总结并板书)
one→first two→second three→third 第一、二、三单独记
eight→eighth nine→ninth 八、九少t, e
five→fifth twelve→twelfth 五、十二变ve
twenty→twentieth thirty→thirtieth 几十改y为ie
twenty-one→twenty-first thirty-four→thirty-fourth 二十以上末位序
(老师可补充另一条基数词变序数词的记忆口诀：
基变序，有规律，词尾加上-th。一、二、三，特殊记，结尾字母t, d, d；八减t，九减e，ve要用f替；ty把y变为i，记住th前有个e；若是遇到几十几，只变个位就可以。)
(4)(让学生分组进行链式操练。)
T: Now, let’s practice the ordinal numbers in a chain.
S1: First.
S2: Second.
S3: Third.
S4: Fourth.
S5: Fifth.
…
(5)(数字游戏：准备基数词和序数词的英文单词卡片若干, 打乱顺序发给学生, 让学生以最快速度按对应顺序排好队, 并快速报数。)
①S6: One ②S9: First
S7: Two S10: Second
S8: Three S11: Third
. .
. .
. .
2. (复习生日的表达法并引出其庆祝活动。)
T: Next Saturday is my birthday. My friends plan to have a party to celebrate it. Would you
like to come to my party?
Ss: Yes, I’d love to.
(板书画线部分。)
have a party, celebrate
(问学生)
T: When is your birthday?
S: My birthday is ...
(学生回答时可以用汉语，如：10月1日, 然后教师把它译成英语并板书October first，从而过渡到下一步。)
T: Just now, I said “Next Saturday is my birthday.” But Kangkang’s birthday is May thirteenth. Do you want to know how Kangkang plans to celebrate his birthday?
Ss: Yes.
T: OK！Let’s listen to the tape.
(自然过渡到下一步)
3. (呈现1, 学习重点新词句。)
(1)(设置并板书听力任务。让学生带着任务听1的录音。)
T: Listen to the tape and answer the questions.
(板书)
(1) What’s the date today?
(2) How does Kangkang plan to celebrate his birthday?
(3) Who wants to have a birthday party for him?
(2)(听完录音，回答问题，然后师生一起核对答案。)
(3)(教师板书重点单词、短语和句型。呈现1, 并讲解该部分。)
May 13th, next Thursday
plan to do
celebrate
have a birthday party
Would you like to…?
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1。熟悉重读及语调, 表演对话。
1. (放1的录音,让学生跟读, 并用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读1, 然后跟录音一起读, 逐句核对语音和语调。)
T: Erase the marks. First read by yourselves, and then check your pronunciation and intonation sentence by sentence according to the tape. Go!
3. (根据第二步呈现在黑板上的关键词、短语和句型，让学生两人一组表演1。)
T: Close your books, look at the blackboard and act out 1.
Group 1: …
Group 2: …
…
Step 4 Practice 第四步 练习(时间:15分钟)
练习2a, 2b及3, 掌握序数词, 总结规律, 掌握日期表达法。
1. (放2a的录音，让学生跟读并体会序数词的重读音节。)
T: Follow the tape and pay attention to the stress of the ordinal numbers.
2. (呈现2b的图让学生用英文表达并搭配。)
(有条件的可展示相应视频或图片, 增强学生爱国主义意识, 提高学习兴趣。)
T: Let’s look at the pictures. Each picture tells us an event. Please match the words with the pictures.
3. (1)(呈现3, 教师出示一张日历表, 引导学生写出日期。)
5月8日
T: Look at this, we write“May 8th”. But we say,“May eighth”.
(2)(教师写出几个日期在黑板上, 让学生用英语读出, 巩固加深学生的印象。)
5月4日
9月10日
T: I’ll ask some students to read these dates. Who wants to have a try?
(3)(教师呈现另一张日历表, 与学生对话。)
2012年5月
4日
星期五
T: Look at this calendar. Answer my questions: What day is it?
Ss: It’s Friday.
T: What’s the date?
Ss: It’s May 4th.
(如此重复操练多个日期。)
4. (方案一: 给学生设计一个信息沟通活动, 完成3。)
(出示下列表格, 让学生两人一组问答, 填写表格。学生A只能看3中的图1和图2, 学生B只能看图3和图4。然后互相询问对方, 共同了解4幅图的内容并完成表格。)
T: Now work in pairs, student A, look at Picture 1 and 2; student B, look at Picture 3 and 4. Then make dialogs like this and complete the table.
SA: When was … born?
SB: He/She was born on/in …
SA: Where was he/she born?
SB: He/She was born in …
Name
Date of birth
Birthplace
Kangkang


Jane


Maria


Michael


(方案二: 老师让几对学生任选3的一幅图片进行对话, 不准说姓名。其他学生听完后, 抢答说出所描述的是哪幅图里的人。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
联系实际, 使学生学有所用, 提高学习兴趣。
1. (制作班级生日册。)
(小组活动。学生互相询问彼此的生日, 并做好记录, 然后汇集成班级生日册。在此过程中, 既能练习并巩固询问生日的句型, 又能增进学生之间的感情。)
Name
Date of birth
Birthplace
Year
Month
Date















T: Do you have your English calendar? I have got an English calendar. Let me tell you when my birthday is. My birthday is August 2nd. I was born in Fujian. Please ask others and fill out the form. You may begin like this:
S1: When is your birthday?
S2: My birthday is…
S1: Where were you born?
S2: I was born in …
2. (制作节日时间表。让学生分组向同伴调查重大事件或节日的日期, 制作一张时间表。)
T: Please survey the dates of some important events or festivals in your group, and then make a timetable.
3. (家庭作业。)
(搜集家庭成员的出生日期(年、月、日)及地点, 制作一张家庭成员生日表。)
Ⅳ.疑点探究
有关生日的几种表达法：
My birthday is October tenth.
My birthday is on October tenth.
October tenth is my birthday.
注：序数词前也可加“the”(英式)。
Section C
Section C needs 1 period. Section C需用1课时。
The main activities are 1, 2a and 3. 本课重点活动是1, 2a和3。
Ⅰ. Aims and demands目标要求
1. (1)Learn some words about the shape:
shape, circle, square, triangle, rectangle, oval
(2)Learn some other new words and phrases:
present, football
2. (1)Talk about the shape.
What’s the shape of your present? It’s round.
Was it like a flower before? No, it wasn’t. It was like a star.
What shape was it before? It was a square.
(2)Talk about the length and width.
How long is it? It is 24 centimeters long.
How wide is it? It’s 6. 4 centimeters wide.
(3) Talk about the usage of objects.
What do we use it for? We use it to keep pencils, rulers, erasers and so on.
Ⅱ. Teaching aids 教具
实物/课本图片/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习序数词, 引入新课。
(做游戏。)
(复习序数词。把全班分成两组Group A和Group B。 Group A的一名学生先说三个基数词, Group B的一名学生要迅速说出相对应的序数词。注意每逢带有3、6、9、13、16……的序数词要跳过。)
T: Now we divide the class into two groups—Group A and Group B. The first player from Group A says three cardinal numbers quickly. The first player from Group B must say the correct ordinal numbers as quickly as possible accordingly. You mustn’t say“3rd, 6th, 9th, 13th, 16th…”
Example:
SA: One, two, four.
SB: First, second, fourth.
…
T: If the player in Group B is successful, Group B gets a point. If the player in Group B is not successful, Group A gets a point. Let’s find which group will be the winner.
Group
Point
Group A




Group B




Step 2 Presentation 第二步 呈现(时间:15分钟)
呈现并练习表达形状的句型，呈现1。
1. (教师出示一个球, 引出表示形状的句型和生词circle。)
T: I have a lot of objects. Do you want to have a look at them? OK, I’ll show them to you.
T: What’s this in English?
S1: It’s a basketball.
T: What color is it?
S1: It’s red.
T: What shape is it?(教师可用汉语提示。)
S1: 圆的。
T: Yes. It’s round. It’s a circle.
2. (教师出示一块三角形的蛋糕、一个鸡蛋、一张长方形的硬纸, 引出生词triangle, oval,
rectangle, square。)
(1)(对话一)
T: What’s this in English?
Ss: It’s a cake.
T: What shape is it?
Ss: 三角形。
T: Yeah, you are right. It’s a triangle.
(2)(对话二)
T: What’s this?
Ss: It’s an egg.
T: What shape is it?
Ss: 椭圆形。
T: Very good. It’s an oval.
(3)(对话三)
(教师出示一张长方形硬纸, 然后把它剪成正方形。)
T: What’s this?
Ss: It’s a piece of paper.
T: What shape is it?
Ss: 正方形。
T: Yes, it’s a square. What shape was it before?
Ss: 长方形。
T: Well done. It was a rectangle.
(板书画线部分。)
What shape is it? It’s round.
It’s a/an circle / triangle /oval / square.
What shape was it before?
It was a rectangle.
3. (教师出示一个地球仪, 引出词组be like。)
T: What is it like? (教师可用汉语提示)
Ss: 球。
T: Yes. It is like a ball.
4. (教师出示一颗五角星形状的纸, 然后把它折成一朵花的形状。)
T: What is it like?
Ss: It is like a flower.
T: Was it like a flower before?
Ss: No, it wasn’t. It was like a star.
(板书画线部分。)
What is it like?
It is like a ball/flower.
Was it like a flower before?
No, it wasn’t. It was like a star.
(让学生用他们的学习用品或图画和同桌对话, 互相提问物体的形状。)
Example:
S1: What shape is it?
S2: It’s round.
S1: What is it like?
S2: It is like a ball.
5. (教师出示2a 的图片, 练习be like的一般现在时和一般过去时用法。)
T: Now, look at the pictures in 2a. Let’s talk about it like this:
T: What is it like?
S1: It is like a dog.
T: Was it like a dog before?
S1: No, it wasn’t. It was like a hill.
…
6. (呈现2b。学生两人一组按范例操练，完成2b。)
T: Well done. Now, look at the example in 2b and work in pairs.
Example:
S2: What shape is it now?
S3: It’s a circle.
S2: What shape was it before?
S3: It was a square.
…
T: Good job. Let’s stop. Do you want to know about the present for Kangkang’s birthday? Let’s listen to 1a and answer the questions.
(过渡到下一步。)
7. (呈现1, 听录音并回答有关问题, 掌握对话内容。)
(1)(设置并板书听力任务。让学生听1的录音, 回答问题。)
T: Now, listen to the tape and answer the questions on the blackboard.
(1) What’s Maria’s present for Kangkang’s birthday?
(2) What’s the shape of her present?
(3) What color is it?
(4) Can Michael have a look?
(2)(教师核对答案并板书关键词和词组。)
present shape color soccer ball have a look
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1。表演对话。
1. (放1的录音, 让学生跟读, 并用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读, 然后跟录音一起读, 逐句核对语音和语调。)
T: Rub them out and read by yourselves. Then check your pronunciation and intonation sentence by sentence according to the tape. Go!
3. (人机对话。)
T: Suppose you are Maria, listen to Michael and make a dialog with him.
(或T: Now, you are Michael, listen to Maria and make a dialog with her. )
4. (根据第二步呈现在黑板上的关键词和词组, 学生两人一组表演1。强化学生对关于物体形状的句型的记忆。)
T: Work in pairs. Close your books, look at the blackboard and act out the dialog.
Step 4 Practice 第四步 练习(时间:10分钟)
练习3, 掌握关于形状、长度、宽度等的有关句型。
1. T: Stop here. Now, look at me.
(做测量黑板的动作。测定后转过身来)
Our blackboard is 3 meters long.
It is 1.5 meters wide.
(板书画线部分的简略形式。)
It is 3 meters long.
It is 1.5 meters wide.
(指着黑板问学生)
T: How long is it?
Ss: It is 3 meters long.
T: How wide is it?
Ss: It is 1.5 meters wide.
(板书画线部分。)
How long is it?
How wide is it?
2. (教师手里拿着一个铅笔盒，把手放在背后，让学生猜。引出3。)
T: Now, please look at me. There is a present for you in my hand. Can you guess what it is? What shape is it?
Ss: Is it a circle?
T: No.
S5: Is it a rectangle?
T: Yes.
S5: How long is it?
T: It is 24 centimeters long.
S5: How wide is it?
T: It is 6.4 centimeters wide.
S5: What do we use it for?
T: We use it to keep pencils, rulers, erasers and so on.
S5: Oh, it must be a pencil-box.
(由此引出3中的重点句型并板书其核心结构。)
What do we use it for?
We use it to …
3. (让学生两人一组看3中的图片, 进行对话操练。)
T: Now please work in pairs, and act out the dialog.
4. (小组活动：学生4人一组针对周围实物或学习用具进行对话, 练习有关形状的句型。)
T: Good, stop here. Let’s work in groups of four, and talk about the shapes of the things around you. Remember to use “What shape …? How long …? How wide …?”and so on.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动, 进一步巩固有关询问形状的句型。
1. (猜谜游戏。)
(完成4。做下面的游戏, 一名学生把物品放在背后, 让其同伴猜。)
T: Let’s play a game. One student holds an object behind his/her back, and another student guesses what it is. Practice like this:
S1: What shape is it? / What is it like?
S2: It’s a/an…
S1: What color is it?
S2: It’s…
S1: How long is it?
S2: It is…centimeters long.
S1: How wide is it?
S2: It’s…centimeters wide.
S1: Is it a/an…?
S2: Yes, it is. / No, it isn’t.
2. (猜词比赛。)
(学生两人一组, 一人面向黑板, 一人背向黑板。教师在黑板上写下一些物品的名称, 面向黑板的学生描述物品, 背向黑板的学生猜词, 在规定时间内以猜中多者为胜。)
T: Work in pairs. I’ll write the names of some objects on the blackboard. S1 stands with his/her back to the blackboard. S2 stands with his/her face to the blackboard and describes the objects until S1 guesses what it is. The pair who have the most right guesses in the limited time are the winners.
3. (家庭作业。)
(选择一件你所熟悉的物品进行描述。不少于5个句子。)
T: Describe one of your familiar things with at least 5 sentences.
Example:
I have a desk in my study. I want to tell you its shape. It is a rectangle. It is 100 centimeters long. It is 60 centimeters wide. I do my homework on the desk every day.
Ⅳ.疑点探究
look like和be like的区别：
look like只用于询问事物的外貌特征; be like主要用于询问人的性格或事物特征, 也可以用于询问人的外貌特征。
Section D
Section D needs 1 period. Section D 需用1课时。
The main activities are 1, 2 and 6. 本课重点活动是1, 2和6。
Ⅰ.Aims and demands目标要求
1.Learn the consonants:
/k/, /f/, /kw/, /tw/
2. Learn some new words and phrases:
special, candle, surprise, do some cleaning
3. Review the past simple tense with “was/were”.
4. Review how to talk about dates.
5. Review describing objects and features(shapes).
Ⅱ. Teaching aids 教具
单词卡片/录音机/日历表/MP3
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
检查家庭作业，复习如何描述自己熟悉的物品，复习5b中描述形状的相关句型并完成3。
1. (检查家庭作业，让学生口头汇报自己所描述的自己熟悉的物品。)
T: We’ve known how to describe objects and shapes. Please show me your homework. Who wants to report it to us?
(检查并及时纠正学生的不足。)
2. (复习5b中表达形状的句子。)
(教师出示一部MP3，复习询问形状的表达法。然后学生用自己身边的物品进行有关物体形状的练习活动，可运用下列句子。)
What’s the shape of…?
What shape is it?
How long…?
How wide…?
What do we use it for?
Example:
T: What’s this?
Ss: It’s an MP3 player.
T: What shape is it?
Ss: It’s a rectangle.
T: How long is it?
Ss: It’s … centimeters long.
T: How wide is it?
Ss: It’s … centimeters wide.
T: What do we use it for?
Ss: We use it to listen to music.
3. (让学生听3录音，完成3。)
T: Now, let’s listen to 3 and fill out the form. Then check the answers.
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1，引出并呈现2。
1. (用单词卡片或简笔画呈现1的语音部分。)
(1)(教师指着黑板问。)
T: What color is it?
Ss: It’s black.
(教师出示一张夹克的图片或在黑板上画简笔画。)
T: What’s this?
Ss: It’s a jacket.
(教师用同样的方法呈现出单词: chicken, phone, photo, physics, quarter, square, quiet, twelve, between, twins, 并板书。)
black, jacket, chicken
phone, photo, physics
quarter, square, quiet
twelve, between, twins
(2)(让学生找出单词的发音规律。)
T: Now, let’s look at these words on the blackboard. Can you find some rules among“black, jacket and chicken”?
S1: Yes, they all have the same sound“/k/”.
T: Right.“ck”is usually pronounced“/k/”.
(用同样的方法让学生找出其他三组单词的发音规律。)
T: Find the rules among“phone, photo and physics”,“quarter, square and quiet”, and “twelve, between and twins”.
(教师总结并板书。)
/k/ black jacket chicken
/f/ phone photo physics
/kw/ quarter square quiet
/tw/ twelve between twins
(3)(让学生听1的录音并跟读。)
T: Listen to the tape and follow it.
(4)(教师随意抽取一张单词卡片，让学生迅速读出。)
T: I’ll show you some word cards. You must read them out as quickly as possible.
(5)(学生四人一组，找出其他含有/k/, /f/, /kw/, /tw/的单词，然后向全班汇报，看哪一组找的单词最多。)
T: Work in groups of four. Find out other words with “ck” which pronounces the sound /k/. Let’s see which group can find out the most words.
(让几个小组把找到的单词都板书在黑板上，老师也可以适当补充。让学生掌握和巩固/k/, /f/, /kw/, /tw/的发音，并多了解单词。)
Example: /k/ quick clock back
/f/ elephant laugh
/kw/ quick quite
/tw/ twenty two twenty-one
2. (引出生日礼物。)
(1)T: We know the numbers and the expressions of the date. Oh, I remember today is May 21st. Tomorrow is my mother’s birthday. My family plan to celebrate it. I want to buy a beautiful light blue dress for my mother. My father would like to buy a birthday cake and some candles. That would be a surprise for my mother.
(板书画线部分，英汉对照。)
light blue浅蓝色 candle蜡烛 be a surprise for sb.对……是一个惊喜
(2)(请学生帮忙提建议，并引出一些动词短语。)
T: Can you give me some more advice on how to celebrate my mother’s birthday?
(板书一些动词短语。)
cook food make a cake
buy some flowers wash clothes
make a birthday card sing a song
…
(可把学生用到的另外一些动词词组板书在黑板上。)
(过渡到下一步。)
3. (呈现2。理解短文内容。)
(1)(设置并板书限时快速阅读任务。)
T: Tomorrow is Mrs. Brown’s birthday. Mr. Brown and Mary are planning to celebrate it. Now read the passage quickly and answer the questions:
(1) What’s the date of Mary’s mother’s birthday?
(2) What would Mary like to do for her mother?
(3) What does Mary’s father want to do?
(读完后, 回答问题。然后核对答案。)
(2)(再次阅读短文，完成短文下面的判断题。然后让学生找出短文中的关键词和短语，教师总结并板书，为下一步做准备。)
T: Read 2 again, do the exercise about the passage, and then underline the key words.
May 22nd, 1967—plan to celebrate—cook a special dinner—buy a dress—buy a birthday cake and some candles—a surprise
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固2, 进一步理解课文, 复述课文。
1. (教师放2的录音, 让学生跟读。)
T: Listen to the tape and follow it.
2. (让学生自读, 然后请几名学生在班上读。)
T: Read the text by yourselves. Then I’ll ask some students to read it for us.
3. (根据第二步呈现在黑板上的关键词, 复述课文。)
T: Now please close your books, look at the key words and phrases on the blackboard and try to retell the text by yourselves.
Step 4 Practice 第四步 练习(时间:15分钟)
通过练习，复习5a, 5b。
1. (复习日期表达法，即复习5b中列出的日期表达法。)
(教师出示一张日历表，引导学生复习日期表达法。)
2010年5月12日
星期三
T: What day is it?
Ss: It’s Wednesday.
T: What’s the date today?
Ss: It’s May 12th, 2010.
(教师可多用几张日历，分组练习日期表达法。)
2. (复习5a重点语法中的一般过去时。教师首先同一名学生对话作示范，然后同桌互相问答。)
T: When were you born?
S1: I was born on/in…
T: Where were you born?
S1: I was born in…
3. (操练be born相关句型及日期表达法。)
(链式游戏。第一排学生转向第二排学生问：“When and where were you born?”第二排学生回答后转向第三排学生问, 如此操练直至最后一排。)
T: Let’s play a game. The students in Row 1 turn back to ask the students in Row 2, “When and where were you born?” The students in Row 2 answer and turn back to ask the ones in Row 3 the same question. Do it like this one by one until the last row, understand?
(学生开始做游戏。)
T: Good job!
Step 5 Project 第五步 综合探究活动(时间:10分钟)
利用所学内容进行实践活动。
1. (让学生四人一组做一个调查报告并向全班汇报: When were you born? Where were you born? What’s your favorite present? 完成6。)
T: Now, boys and girls, work in groups of four, make a survey, using the questions in 6, fill out the form, and then practice the conversation according to the information in the form.
2. (呈现4, 根据4提供的短语, 结合实际情况, 写一篇短文。选几名学生向全班汇报。)
cook a big dinner make a cake buy some flowers
make a birthday card do some cleaning sing a song
T: You did a good job. Now please write a passage about how to celebrate your father’s/ mother’s birthday according to the phrases above, then I’ll ask some students to report them to us.
Example:
My mother was born on May 12th, 1969. Next Tuesday is her fortieth birthday. I would like to do some cleaning. I also want to sing a song and buy some flowers for her. My father wants to cook a big dinner to celebrate it. That would be a surprise for her.
3. (家庭作业。)
(1)(如果你的生日即将到来, 你想如何度过？写一篇短文。)
T: If your birthday is coming. How do you plan to celebrate it? Write a passage about that. You may write like this:
Example:
I was born on May 24th, 1996. My birthday is coming. I want to ask my friends to come to my party. I would like to say “Thank you” to my parents because they love me so much. I want to give them some special presents. That would be a surprise for them.
(2)(课外搜集一些有关年、月、日的英文歌谣，让全班同学欣赏。)
T: Collect some songs about date, and then share with your classmates.
Ⅳ.疑点探究
That would be a surprise for Mrs. Brown.
此处“would”表示由上文想象带出的结果。
Example:
She would look better with short hair. 她留短发会显得好看些。

Topic 2 I can dance and play the guitar
Section A
Section A needs 1 period. Section A 需用1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. Learn the new phrases:
have a good time, dance to disco, perform ballet, no way
2. Learn the usage of “can ” and“can’t”for ability and inability.
(1)I can only sing English songs.
(2)What else can you do?
(3)Can you see the bread? No, I can’t.
3. Learn the alternative questions.
Can you dance or draw? I can dance. I can do it a little/very well.
Ⅱ. Teaching aids 教具
篮球/吉他或吉他的简笔画/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习动词短语。
(复习以前学过的含有play的动词短语。学生四人一组, 列出已学过的动词短语, 看哪一小组写得最多。)
T: Work in groups of four. Write as many verbal phrases with “play” as you can. Let’s see which group can write out the most phrases. One phrase, one point. Now let’s start.
Group
1
2
3
4
5
6
7
8
9
10
Point










(每组写完后, 派一个代表向全班学生汇报, 然后教师把这些动词短语板书在黑板上。)
Example:
play basketball play football
play the guitar play the piano
…
T: Look at the first phrase. Let’s talk about it.
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1a和2，引出can与can’t的用法。
1. (教师出示一个篮球, 引出情态动词can。)
T: What’s this in English?
Ss:It’s a basketball.
T: Right. I like basketball very much. I often play it on the playground after school. I can play it very well.
(教师做打篮球的动作。)
2. (询问学生最喜欢的体育活动, 引出can’t。)
T: Which sport do you like best?
S1: I like football best.
T: Great! I like football, too. But I can’t play it. (同时教师做摇头的动作)
Can you play football?
S1: Yes, I can. I can play it well. (教师可以帮助学生回答。)
(板书)
can can’t=can not
3. (教师拿出一把吉他或画一幅吉他的简笔画。)
T: What’s this?
S2: It’s a guitar.
T: I can’t play the guitar. Who can play it?
S3: I can.
4. (教师让学生上台表演, 活跃课堂气氛。请学生表演一个跳芭蕾舞或迪斯科的动作，并在黑板上出示相应的简笔画。)
T: What’s he/she doing?
Ss: He/She is dancing.
T: Aha! He/She can perform ballet/dance to disco.
(板书画线部分。)
perform ballet
dance to disco
5. (让学生做2，然后核对答案并表演对话。)
T: Look at the picture in 2. Fill in the blanks, check the answers and act it out.
6. (下周三是康康的生日, 让学生们讨论自己将要表演的节目。练习can和can’t的用法。)
T: Next Wednesday is Kangkang’s birthday. We plan to have a birthday party for him. I think I can sing an English song at Kangkang’s birthday party. Talk about what you can do at the party. Work in pairs like this: (教师示意一名学生与之配合作示范练习。)
T: Can you sing Chinese songs at Kangkang’s birthday party?
S1: Yes, I can. What about you?
T: I can’t sing Chinese songs. But I can sing English songs.
S1: …
(学生可以借助黑板上的短语和同桌对话。)
T: Well done! What can Jane and Maria do at Kangkang’s birthday party? Let’s listen to 1a carefully and answer the questions.
(过渡到下一步。)
7. (呈现1a, 并回答有关问题, 了解课文内容。)
(1)(设置并板书听力任务。)
T: Now, listen to the tape and answer the following questions:
(1) Can Jane sing Chinese songs?
(2) Can Maria dance to disco?
(3) Can Maria perform ballet?
(2)(听录音, 回答问题。然后核对答案。)
(3)(让学生朗读1a的对话，找出关键词、词组或句型。)
(板书)
birthday party—play the piano—sing some songs—Chinese songs—English songs—
what else—play the guitar—dance to disco—perform ballet—have a good time
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a，掌握语音和语调, 表演对话。
1. (教师放1a录音, 让学生跟读, 并用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (教师让学生擦去所标重读与语调, 先自读, 然后跟录音一起读, 逐句核对语音语调。)
T: Rub them out, read by yourselves, and then check your pronunciation and intonation sentence by 图2正面
图2反面
sentence according to the tape. Go!
3. (人机对话。)
T: Suppose you are Maria, listen to Jane and make a dialog with her.
4. (利用黑板上的关键词、词组或句型，两人一组表演1a，开展小组竞赛。鼓励学生创新，不必按课本上的顺序。)
T: Work in pairs, close your books, look at the blackboard and act out the dialog with your partner. You’d better use your own words.
Step 4 Practice 第四步 练习(时间:15分钟)
练习1b、1c。呈现3。练习选择疑问句。
1. (师生一起口头完成1b，然后让学生完成1c。)
(1)(要求学会can和can’t的用法，完成1b)
T: Now, boys and girls. Let’s talk about what Jane and Maria can do at Kangkang’s birthday party. What can Jane do at the party?
Ss: She can sing English songs, dance to disco and play the guitar.
T: What about Maria?
Ss: She can play the piano, sing Chinese songs and perform ballet.
T: What can’t Jane do at the party?
Ss: She can’t sing Chinese songs.
…
(2)(让学生完成1c。进一步掌握运用can和can’t，将语言学习运用到现实生活中。)
T: If you are at a party, what can you do? Work in pairs. Compare your answer with your partner’s.
2. (练习选择疑问句，完成3。)

(1)(呈现并练习选择疑问句。)
T: Well done! According to 1a, please answer the question.
Can Jane dance to disco or perform ballet?
Ss: She can dance to disco.
T: Yes, you are right.
(板书)
Can Jane dance to disco or perform ballet?
She can dance to disco.
(让学生利用3中的图片及图片下面的词或短语，两人一组练习选择疑问句。)
(2)(完成3。让学生掌握选择疑问句及答语，会运用a little, very well。)
(方案一：教师在黑板上画一幅画。)
T: Look, I can draw a picture, but not very well. Can you draw?
(让一名学生到黑板上画画，引导他/她回答。)
S1: Yes, a little.
very well
图1反面
图1正面
(方案二：教师拿出一幅能体现一名男生篮球打得非常好的图片，如下图。图1正面是画面，图1背面写上very well。)
T: Can he play basketball?
Ss: Yes, he can.
T: Yes. He can play it very well.
(教师再出示一幅弹吉他的图片。如右图)
a little
T: Can he play the guitar?
Ss: Yes, he can.
T: Yes. He can play it a little.
(板书画线部分的短语。)
图2正面
图2反面
a little very well
(让学生两人一组练习并表演3。)
T: Practice 3 in pairs and act it out.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
小组活动, 巩固情态动词can, can’t的用法。
1. (做调查, 并在班上汇报。完成4。以此来巩固can和can’t的用法。)
T: Survey what your classmates in your group can or can’t do and complete the table. Then report it to the class. Put a“√”for“can”and a“×”for“can’t”.
Name
Swim
Draw
Sing
Dance
Drive
…
Li Ling
√
×




…






2. (学生成立自己的俱乐部。)
(此活动为小组活动, 目的在于培养学生的合作意识和团队精神以及动手能力。将全班学生分成六组, 其中三组是应聘人员, 其他三组为招聘人员, 招聘的三个组每组负责一个俱乐部, 并公布招聘结果。)
Example:
(Group A是音乐俱乐部, Group B是运动俱乐部, Group C是乐器俱乐部。)
Group A: What can you do, Michael?
Michael: I can play the piano.
…
Music Club Sport Club Instrument Club
Name
Ability

Name
Ability

Name
Ability
Michael
play the piano










3. (家庭作业。)
(了解邻居或者亲戚家里的宠物能做和不能做的事情，用can和can’t向全班同学汇报。)
Example:
Aunt Lee has a pet dog. It can carry a basket with its mouth, but it can’t sing a song…
Ⅳ.疑点探究
soccer是美式英语，指足球运动，如：play soccer踢足球。美式英语中soccer ball指足球，如：There’s a soccer ball under the bed.
football是英式英语，可以指足球运动，如：play football；也可以指足球，如：There’s a football under the bed.
rugby意为橄榄球，美国人称之为football。
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. Learn some new words:
smart, count, climb, pig
2. Go on learning the usage of“can”for ability and “can’t” for inability.
(1) Can you sing an English song? Of course I can.
(2)What can a monkey do? It can climb trees, but it can’t swim at all.
(3)He can speak English very well, but he can’t sing English songs.
Ⅱ. Teaching aids 教具
图片/面具/录音机/实物
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
复习情态动词can的用法并引入1a。
1. (让学生听并学唱I can sing it well这首歌，完成5。要求学生边唱边做动作。复习情态动词can的用法。)
T: Let’s listen to the song I can sing it well together. We must sing and act at the same time.
Example:
Can you swim? Yes, I can. (边唱边做游泳的动作。)
Can you fly? No, I can’t. (边唱边用双臂做飞翔的动作。)
Can you sing? Yes, I can.(边唱边用一只手做拿话筒唱歌的动作。)
2. (让学生分组或个人演唱这首歌，进行比赛。)
3. (检查作业。)
(教师让一部分同学汇报昨天让他们了解到的有关宠物会做和不会做的事情。目的是让学生感受到动物的可爱和友好。激发他们热爱动物的热情，汇报后教师可适当评说。)
T: We know animals are useful and lovely. I love them very much. What about you, boys and girls?
4. (教师在讲台上堆放一些书, 引出单词count。)
T: Look! There are many books on the teacher’s desk. I don’t know how many books there are. S1, can you count them for me?
(教学单词count。)
S1: Yes, I can. One, two, three, four… There are fifteen books on the teacher’s desk.
T: Very good! You are smart.
(板书)
count smart
(教师再呈现一些物品或图片, 让学生练习count的用法。)
T: How many pens are there in the bag? Please count them.
Ss: There are twelve.
T: Good job. Let’s stop. Do you know what Polly can do? Can it count? Let’s listen to 1a and answer the questions.
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1a。理解1a内容，回答有关问题。
1. (设置并板书听力任务。)
T: Listen to 1a and answer the following questions:
(1) Can Polly speak English?
(2) Can Polly sing an English song?
(3) Can Polly count?
(4) Can Polly count the flowers?
2. (听1a录音，回答问题，教师核对答案并讲解该部分。)
3. (让学生朗读1a中的对话，找出关键词和短语。)
T: Please read 1a, and find out the key words and phrases.
(板书)
speak English—sing an English song—what else—count
Step 3 Consolidation 第三步 巩固(时间:8分钟)
巩固1a，完成1b。
1. (教师放1a录音, 让学生跟读, 并用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读, 然后跟录音一起读, 逐句核对语音和语调。)
T: Rub them out. Read by yourselves and then check your pronunciation and intonation sentence by sentence according to the tape. Ready? Go!
3. (让学生运用黑板上的关键词和短语，三人一组表演1a, 完成1b。)
T: Now work in groups of three. Look at the key words and phrases on the blackboard and act out the dialog. Then read 1a again and make a similar dialog with your partners. Finish 1b.
Step 4 Practice 第四步 练习(时间:15分钟)
练习2，完成3。
1. (练习2。)
(1)(教师先出示一张猴子的图片，引出climb，呈现句型。)
T: OK. Let’s look at the pictures about animals. What’s this in English?
Ss: It’s a monkey.
T: What can a monkey do?
Ss: It can 爬树.
T: Yes, it can climb trees very well, but it can’t swim at all.
(2)(教师用同样的方法，教学单词pig并板书。)
climb pig very well not…at all
It can climb trees, but it can’t swim at all.
(3)(学生两人一组利用课本的图片互相问答。完成2。)
T: Now please work in pairs. Ask and answer like this:
(示意两个学生做示范)
S1: What can…do?
S2: It can…, but it can’t…
2. (1)(呈现3，听录音，完成3。)
T: You are smart. Now, boys and girls, look at the pictures and the table in 3, listen to the tape and finish 3.
(播放录音，让学生完成A。)
(让学生再听录音，完成B。)
(2)(让学生根据图片及听力材料, 编对话, 注意操练very well, a little, not … at all的用法。)
T: OK! Next, let’s make a dialog according to the recording. Pay attention to “very well, a little, not… at all”, please.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过讨论及游戏, 进一步巩固情态动词can, can’t的用法。
1. (呈现4。分组谈论自己的一个朋友, 用上4中的短语。完成4。)
T: Talk about one of your friends, using the expressions in the box that may help you. You may use your own words and begin like this:
Jack is my friend. He can speak English very well, but he can’t sing English songs…
2. (游戏。课前准备几张写有老虎、狮子、猴子等单词的纸片和几个面具, 纸片反扣在桌上，和面具放在一起。两人一组, 一个翻看桌上的纸片。然后说: I can…, but I can’t…。另一个人根据他的解说, 判断出是哪一种动物, 然后寻找相应的面具, 并戴上面具说: I’m a…, I can…, but I can’t…。 在限定时间内, 面具与纸片上所写的动物对应上最多的组获胜。)
3. (再唱I can sing it well这首歌。)
T: Let’s sing I can sing it well together again. This time, you may change the verbs in the song and do the actions at the same time.
(让学生用其他的动词替换并唱出, 边唱边做相应的动作, 以便熟练掌握can及can’t的用法。)
4. (家庭作业。)
(让学生回家调查其家庭成员会做与不会做的事, 写成短文。)
T: Interview your family members about what they can do and what they can’t do, and write a passage about it. You can make a form according to your passage. I am sure you can do it very well.
Example:
My name is Wang Haozan. There are four people in my family. They are my father, my mother, my sister and I. My father can sing a little, but he can’t dance at all. My mother can speak English, but she can’t speak Japanese. My sister Wang Jing can draw very well, but she can’t swim at all. I can dance to disco, but I can’t perform ballet. We are learning from each other now.
Member
Can
Can’t












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:
ago, ping-pong, be good at
2. Talk about the past form “could” of the modal verb “can” and its negative form “couldn’t”.
(1)She can fly kites very well now. But one year ago, she couldn’t do it at all.
(2)She can perform ballet very well now. But when she was five, she could dance just a little.
(3)They can sing English songs now, but they couldn’t sing any English songs two years ago.
Ⅱ. Teaching aids 教具
简笔画/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习情态动词can, can’t。
1. (师生共唱I can sing it well这首歌。)
T: Let’s sing I can sing it well together.
Can you swim? Yes, I can. Go.
Ss: Can you swim? Yes, I can…
2. (猜谜活动。让一个学生表演动作，如游泳、骑自行车等，让其他同学来猜。运用can和can’t表述。)
Example:
(学生在表演游泳同时做求救状。)
T: Can he swim?
Ss: No, he can’t.
(然后学生三人一组，一人表演，两人问答。)
T: Now work in groups of three. One acts, while the other two ask and answer.
S1: (做骑自行车状。)
S2: Can he/she ride a bike?
S3: Yes, he/she can. He/She can ride very well.
…
T: Good job! Look at the blackboard. I want to draw some pictures for you. Pay attention to the words under the pictures.
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:15分钟)
呈现1a。理解1a内容，回答有关问题。
1. (利用简笔画，用can和couldn’t谈论某人能和不能做某事，引出生词和短语。)






(Michael, 5 years old) (now)




(Kangkang, one year ago) (now)
T: Michael can play basketball now. But when he was five, he couldn’t play basketball. Kangkang could play ping-pong one year ago, but not very well. Now he is good at playing it.
(板书)
could, couldn’t, ping-pong, be good at
2. (呈现1a, 理解课文内容。)
(1)(教师设计过去时间状语并板书, 引导学生自己造句子, 学习could和couldn’t。)
could swim one year ago
could not ride a bike two years ago
couldn’t fly a kite when I was five
could play table tennis last year
(让学生用黑板上列出的短语自己造句子。)
T: Suppose I could do something one year ago/when I was five, how to express it? Look at the blackboard and make a sentence according to these phrases.
(2)(看1a的图画，快速阅读短文，回答问题。)
T: It’s time for outdoor activities. What are Jane, Maria, Michael and Kangkang doing? Do you want to know? Look at the pictures. We can know.
(设置并板书阅读任务。)
(1) When couldn’t Jane fly a kite?
(2) How old was Maria when she could dance?
(3) What is Kangkang good at?
(4) What is Michael good at?
(让学生阅读短文后，回答问题。)
T: Read the passage and answer the questions on the blackboard.
(3)(再次阅读短文, 圈出短文中的动词短语, 找出重点活动。)
T: Read 1a and circle the activities.
(板书动词短语。)
fly a kite—perform ballet—play ping-pong—play soccer—do well in basketball
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a，完成1b。
1. (学生独立完成1b。)
T: Fill out the form in 1b by yourselves.
2. (检查学生所做的答案。)
T: Let’s check the answers. Who would like to share your answers? Volunteers?
S1: …
S2: …
…
T: Well done!
3. (学生跟读1a录音，注意语音和语调。)
T: Follow the tape and pay attention to the pronunciation and intonation.
4. (根据自己的实际情况, 说出自己过去根本不能做或者能做一点, 现在却能做得很好的事。)
T: Please make sentences like this:
(1) I couldn’t speak Japanese at all one year ago, but now I can speak it very well.
(2) I could dance a little when I was five, but now I can dance very well.
(3) I couldn’t perform ballet at all when I was seven, but now I can perform ballet very well.
…
5. (结对活动。找几组学生到讲台上来, 如一名学生说:“You can play basketball now.”另一名学生说:“But I couldn’t play basketball three years ago.”)
Step 4 Practice 第四步 练习(时间:10分钟)
练习并完成2, 3。
1. (1)(看2的图片, 猜他们所做的动作。)
T: Now let’s look at the pictures in 2. Can you guess what they are doing? Now, look at the picture in my hand.
Ss: The are singing.
T: You are right. They can sing English songs now, but they couldn’t sing any English songs two years ago.
(逐一展示2中的图片，让学生回答。)
(2)(让学生看另3幅图，按示范独自完成句子。完成2。)
T: Look at the other pictures and complete the sentences after the example.
(3) (检查答案并给出评价。)
T: Let’s check the answers.
…
2. (让学生听录音，完成3。)
(1)(让学生听两遍录音，完成3。)
(2)(检查并核对答案。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
联系实际并结合示例，运用could, couldn’t。加深理解。
1. (根据自己的实际情况, 填充下列表格。)
T: Please complete the table. Write down your own ability and inability.
(1)I could write
(2)I could count
(3)I could sing

when I was four.

(1)I couldn’t ride a bike
(2)I couldn’t swim
(3)I couldn’t play table tennis

when I was four, but now I can.

(1)I couldn’t speak Japanese
(2)I couldn’t drive a car
(3)I couldn’t play the piano

when I was four and I still can’t now.
2. (家庭作业。)
(让学生回家调查自己的爷爷、奶奶或爸爸、妈妈在像自己一样的年纪时能做哪些活动, 不能做哪些活动。写一篇小短文。)
T: Make a survey about what your grandparents and/or parents could or couldn’t do at your age. Write a passage.
Example:
My parents
I’m Wang Jing. I’m thirteen years old. My father is a teacher. He could do a lot of housework when he was thirteen years old, but he couldn’t play any computer game. My mother is a worker. When she was thirteen, she could help work on the farm, but she couldn’t swim at all. She still can’t do it now. My parents teach me a lot and I love them.
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1, 2 and 5. 本课重点活动是1, 2和5。
Ⅰ. Aims and demands目标要求
1. Learn some consonants:
/n/, /N/, /w/, /r/, /dV/, /-/ (b, n, t等字母不发音的情况。)
2. Learn some new words and phrases:
at the age of , anything, word, mean
3.Ability and inability.
When she was three, she could play the piano.
She could draw very well at the age of five, but she couldn’t write at all.
She couldn’t see anything any more.
Jenny can write many words now.
4.Review the alternative questions.
Ⅱ. Teaching aids 教具
卡片/简笔画/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习单词, 呈现音标。
(呈现含有/n/, /N/, /w/, /r/, /dV/发音及含有不发音字母的单词，让学生读出每组单词并试着找出它们中所含有的相同音素和不发音字母。)
Example:
G1: know, knee, knock, knife, nine, nice, not /n/ (字母k在词首的kn中不发音)
G2: morning, sing, song, strong, thing, think, thank /N/ (字母n在k前或g前均可发/N/)
G3: where, when, white, which, want, was, window /w/ (字母w, wh可发/w/)
G4: write, wrong, writer, red, rice, right, run /r/ (字母w在r前不发音)
G5: age, orange, message, vegetable, just, jacket, Japan /dV/ (字母ge, j可发/dV/)
Step 2 Presentation 第二步 呈现(时间:15分钟)
呈现1和2，理解并练习1。
1. (教师总结并讲解不发音字母。)
(板书)
/n/
n
/N/
n(k)
/w/
wh
/r/
r
/dV/
ge
kn
ng
w
wr
j
2. (让学生听1的录音并跟读。)
T: Please listen to 1 and read after the tape.
3. (教师把动词短语的相关动作制成如下卡片, 对本单元的相关动词短语进行复习。教师快速呈现卡片, 让学生抢答, 激发学习热情。)
T: Look at my pictures, and let’s see who can speak most quickly?
Ss: Play football, fly a kite, play basketball, perform ballet.






4. (做个接龙游戏, 复习can的肯定、否定和问答形式。)
T: OK! Good. Let’s play a game. Begin like this:
I can play soccer. What can you do?
S1: I can fly a kite. What can you do?
S2: I can play basketball. What can you do?
S3: I can perform ballet. What can you do?
…
(三人组成小组，对否定句进行操练。)
Example:
S4: I can’t play soccer, but I can play basketball.
S5: I can’t play basketball, but I can sing a song.
S6: I can’t sing a song, but I can dance ballet.
…
(教师评价，对表现好的同学给予表扬。)
T: Well done. Congratulations.
5. (1)(教师出示几幅简笔画。)

(板书例句。)
I couldn’t swim when I was ten years old, but I could play basketball.
(教师引导学生根据简笔画,结合自我实际,运用could, couldn’t造句。教师可一边巡视, 一边给予必要的指导。)
(2)(抛开简笔画, 让学生发挥想象力, 回忆过去, 使用could, couldn’t造句。)
T: Let’s go back to the past time through the time channel, and tell us what you could do?
S7: I could play the piano when I was 7.
S8: I could draw pictures when I was 4.
S9: I could play the piano when I was 8.
S10:I couldn’t play the piano, but I could write when I was five.
…
T: You are the best!
(过渡到下一步。)
6. (听录音完成2。)
(1)(播放2录音，了解大意。)
T: Now I’ll introduce a new friend, Jenny. What could she do? Do you want to know?
Ss: Yes.
T: Let’s listen to the tape.
(2)(设置并板书听力任务, 再听一遍2的录音, 回答问题。)
(1) Where does she live?
(2) What could Jenny do at her different ages?
T: Let’s listen to 2 again and answer the questions on the blackboard.
S11: London. / She lives in London.
S12: She could play the piano when she was three…
(3)(板书并教学单词anything, word，短语at the age of。)
(板书)
anything, word, at the age of
Step 3 Consolidation 第三步 巩固(时间:10分钟)
通过练习进一步掌握2的内容。
1. (给学生3分钟时间看2, 并做2的练习，然后核对答案。解释mean。)
T: Read the passage in 2 and finish the exercises in 2.
T: Are you ready? Time is up. Let’s check the answers together. The first one. S1, please!
S1: Jenny may be 15 years old now.
S2: When Jenny was five, she could draw and play the piano.
S3: In the text,“hard”means“difficult”.
S4: She is great and smart.
2. (再读2, 让学生一起找出2的关键词, 教师板书。)
T: Now let’s read the passage again and find out the key words. I will write them down on the blackboard.
S5: Jenny.
S6: London.
S7: …
Jenny—London—three—five—six—ago—wrong—eyes—hard—help—write—A Smart Girl—great
3. (让学生利用关键词复述课文。)
T: Now please retell the passage with the key words on the blackboard.
S8:Jenny lives in London with her parents. When she was three, she could play the piano…
(学生复述完后, 教师进行评价。)
4. (让学生介绍他们崇拜的人。)
T: Please introduce the people you admire.
Step 4 Practice 第四步 练习(时间:10分钟)
练习3, 完成4a, 4b。
1. (让学生根据表格中的信息，用can, can’t, could和couldn’t造句。)
Ability or inability
Time


now
play volleyball
play basketball
two years ago
take photos
play the guitar
five years old
draw pictures
write
at the age of nine
ride a bike
fly a kite
T: Look at the table. Write sentences with “can”, “can’t”, “could” or “couldn’t”.
Example:
I can play volleyball now, but I can’t play basketball.
Could you take photos two years ago?
Yes, I could. But I couldn’t play the guitar.
When I was five years old, I could draw pictures, but I couldn’t write.
I could ride a bike at the age of nine, but I couldn’t fly a kite.
…
2. (通过练习归纳总结选择疑问句的用法。)
T: In this topic, we must master the usages of alternative questions. Let’s do some exercises and then sum up its usage.
(1)(问答练习)
T: Please listen to me carefully and answer my questions together. Can you play volleyball or basketball?
Ss: I can play basketball.
T: Do you want to play volleyball or basketball?
Ss: I want to play basketball.
(2)(让学生独立思考，根据自己的实际情况回答下列问题。并要求学生努力发现选择问句及回答的规律。)
T: Look and answer the following questions alone.

Questions:
①Can you take photos or play the guitar?
②Could you draw pictures or write when you were five years old?
③Do you want to ride a bike or fly a kite?
④Does Jenny live in London or New York with her parents?
⑤Was the life hard or easy for Jenny?
⑥Are Michael and Kangkang good at playing ping-pong or flying kites?
(教师点拨，指导学生总结选择问句的表述方式及回答。)
3. (学生进一步熟悉本单元重点内容4a和4b。)
T: Now stop to read 4a and 4b by yourselves, paying attention to the usage of “can” and “could”.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
利用活动及写作加深对can, can’t, could, couldn’t的理解和掌握。
1. (完成5。)
T: Now let’s work in groups. One student performs while the other students guess and make sentences like this:
(板书例句。)
He/She can ride a bike, but he/she can’t play basketball.
T: Understand? Go!
2. (家庭作业。)
(写一篇关于自己成长经历的文章, 尽可能地多用can和could及其否定形式, 60个单词左右。完成3。)


Topic 3 Everyone had a good time.
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:
recite, poem, magic, enjoy oneself, himself, 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 some magic tricks.
3. Master the sentences about expressing praise and encouragement.
You speak Chinese very well.
Ⅱ. Teaching aids 教具
图片/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
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。)
T: Good morning, boys and girls. I’d like to ask some students to do actions according to the pictures. The others guess the actions like this: Do you often …? Yes, I do. / No, I don’t.
S1: (手拿话筒作唱歌状)
Ss: Do you often sing a song?
S1: Yes, I do.
S1: (做跳舞状)
Ss: Do you often …?
S1: No, I don’t.
(板书句型)
Do you often …? Yes, I do. / No, I don’t.
(接着板书句型并讲解yesterday，仿照上面例子学习新句型。)
Did you … yesterday? Yes, I did. / No, I didn’t.
S1: (手拿话筒作唱歌状)
S2: Did you sing a song yesterday?
S1: 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 to 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的录音，完成2。)
T: Now let’s turn to page 70. First please look at the program list, then circle the programs you hear in A and fill in the blanks with proper forms of the verbs in B.
(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: Helen recited a poem.
S2: Jane played …
S3: … sang …
…
T: Very good!
(表扬学生, 让学生感到学习的快乐。)
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.
(板书生词和短语。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。)
(大声朗读并根据黑板上的关键词理解整个对话。)
T: First, read the dialog aloud. And then try to understand the dialog according to the key words on the blackboard.
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，然后写出下列动词的过去式：dance, recite, perform, play, like, sing。)
(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, everyone, truth, 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 home last night, Judy?
3. Master the sentences about expressing blame and complaint.
How could you lie to me?
Why did you come back so late?
Why didn’t you tell me the truth?
Ⅱ. Teaching aids 教具
图片/录音机/挂图
Ⅲ. Five-finger Teaching Plan 五指教学方案
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 for about 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 in groups.
…
(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.
T: Yes, when he fell down, he stood up at once and went to wash 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: Retell the story according to the picture in 1a. 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。让学生看图, 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的录音并回答问题。)
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
Why didn’t tell the truth had a good time 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?
②What did Judy really do last night?
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
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 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 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. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习并引入1。
1. (复习康康生日聚会上的活动。)
(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, 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? 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. (设置并板书阅读任务。让学生阅读1的短文。)
T: Now look at the questions on the blackboard, then you have 3 minutes to read the passage in 1, and answer the questions.
(板书)
(1) What did Kangkang’s parents buy for his friends?
(2) Did they have a good time?
(阅读完回答问题，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 listen to the tape carefully, then answer the questions in 1.
(学生听完录音后回答问题，师生再一起核对答案。)
T: Now let’s check the answers together. The first one …
2. (通过阅读和听力训练, 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 complete the table on the blackboard, and after a while we’ll 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 then 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聚会的常用表达。
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学生复述。) 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 complete 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)
进一步练习动词过去式的不规则变化形式，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
…
(正面):



were

sang

lost

came

had

bought
…
(反面):




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 will be the winner. 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 complete 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! Now, we know it was sunny last Wednesday. Kangkang had a birthday party. His friends ate some delicious food. Michael lost the Musical Chairs game. He was very funny.
(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和短语。)
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 a birthday party as many as possible.
S2: Cake, cut the cake.
S3: Candle, blow the candles out.
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. My friends 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 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. Five-finger Teaching Plan 五指教学方案
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. I tell you one’s name, and you tell me the action he or she did.
T: Jane.
Ss: Jane played the guitar and sang a song.
T: Maria.
Ss: 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。)
T: Now S1 does the action, and you guess what he/she did.
(教师呈现两张图片，体现动词过去式的一般规律：动词+ed。)

(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.
She studies very hard.
T: Please look at the sentences 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.
She studies very hard.
→She studied very hard.
try—tried, study—studied
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 complete 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. Who can have a try? OK. S3 …
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，否则将被淘汰出局。)
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 his or her letter, and then we will choose the best one. 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。)
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 The Seasons and the Weather
Topic 1 How is the weather in winter?
Section A
Section A needs 1 period. Section A 需用1课时。
The main activities are 1a and 3a. 本课重点活动是1a和3a。
Ⅰ. Aims and demands目标要求
1. (1)Learn the new words about seasons:
spring, summer, fall, winter
(2)Learn other new words:
weather, warm, season, hot, cold, rain, snow, ground
2. Learn how to describe the weather.
What’s the weather like in spring? It’s warm.
How is the weather in fall? It’s cool.
When it snows, the ground is all white and I can make snowmen.
3. Learn to use superlative forms to express preference about seasons.
Which season do you like best, spring, summer, fall or winter?
I liked winter before, but now I like summer best.
Ⅱ. Teaching aids 教具
图片/小黑板/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习上单元内容，导入本课。
1. (复习第7单元部分重点句型。将学生分成4组，对以下问题进行抢答，哪个组表现最好，
哪个组获胜。)
T: Now, I’ll divide you into four groups. I’ll ask you nine questions, and you can answer my questions as quickly as possible. The group that does best is the winner.
(1)When were you born?
(2)What’s the shape of your pencil-box?
(3)Where was she born?(教师指着一个女孩问。)
(4)How long/wide is it?
(5)Could you ride a bike one year ago?
(6)You can sing Happy Birthday in English. What other English songs can you sing?
(7)Can you dance to disco or perform ballet?
(8)Did you sing a song yesterday?
(9)What time did you come to school this morning?
G1: …(各小组抢答。)
2. (师生对话，承前启后，导入本课。)
T: Kangkang had a wonderful party last Wednesday. Do you remember when Kangkang was born?
S1: He was born in May.
T: You are right. He was born in spring. And can you tell me how many seasons there are in a year?
S2: There are four.
(板书并学习生词。)
spring season
Step 2 Presentation 第二步 呈现(时间:11分钟)
呈现1a和3a，并完成4。
1. (衔接复习内容，以师生对话的形式呈现1a和3a。)
T: Good. There are four seasons in a year. What are they?
S1: 春、夏、秋、冬。
(教师拿出图片教学夏天summer这个词。)
T: Do you know what season it is?
S2: 夏天。
T: Yes, you’re right. Read after me. Summer.

(用同样的方法教学spring, fall, winter。)
(板书)
spring, summer, fall, winter
(教师将四季各自对应的图片粘贴在词下面。)
2. (教师指着春天的图片。)
T: Well. There are four seasons in a year. Look at this picture. What season is it?
S3: It’s spring.
T: Yes. What’s the weather like in spring? (教师板书此句并解释weather词义。)
What’s the weather like in spring?
Ss: 暖和。
T: Yes. Warm. What do you often do in spring?
S4: I often fly kites.
T: I think it’s a good season for flying kites.
3. (教师做一个动作, 表示天气很热。)
T: How is the weather today?(教师板书此句。)
How is the weather today?
Ss: 热。
T: Yes, it’s hot.(用以上方法解释hot。)What do you often do in a hot day?
S5: I often go swimming.
T: It’s a good time to go swimming. In what season do we usually go swimming?
Ss: In summer.
T: Do you like summer?
Ss: …
4. (教师指着春、夏、秋、冬的图片。)
T: Well done! Now, let’s look at these pictures. Which season do you like best, spring, summer, fall or winter? I like winter best. Because it’s cold. When it snows, the ground is all white, and I can make snowmen.
What about you? Do you like winter, S6?
S6: No, I don’t. I like fall because fall is the harvest season and I can eat many different kinds of fruits.
T: You can also climb hills.
T: Very good. Now, we know it’s hot in summer, it’s cold in winter, it’s warm in spring, and it’s cool in fall.
(板书)
Which season do you like best?

weather, warm, hot, cold, cool, snowman
5. (完成4。先一起唱歌谣, 然后分男、女唱, 最后再一起唱。教师可让学生装些沙子在矿泉水瓶里, 跟着歌谣的节奏一起敲, 增强节奏感。)
T: Let’s chant The Seasons together.
6. (呈现1a, 理解内容, 找出关键词句。)
(1) (用小黑板呈现听力问题。)
T: Now, listen to 1a and answer the questions on the small blackboard.
(1) What can we do in spring?
(2) How is the weather in fall?
(3) Is it a good season to make snowmen in summer?
(2) (让学生在1a的对话中，用横线画出描述季节的单词及表活动的词组。)
Underline the seasons and the activities people do in it.
(3)(核对上面三个问题的答案。)
Check the answers to the questions on the small blackboard.
Step 3 Consolidation 第三步 巩固(时间:6分钟)
巩固1a, 掌握语音和语调。
1. (放1a录音, 让学生跟读, 并用铅笔标出重读与语调。)
T: Follow the tape, and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读, 然后跟录音一起读, 逐句核对语音和语调。)
T: Rub them out, read by yourselves and then follow the tape to check your pronunciation and intonation sentence by sentence. Ready? Go!
3. (人机对话。)
T: Suppose you are A/B, listen to the tape and make a dialog with B/A.
4. (角色表演：教师让4名学生到讲台前, 分别扮演4个季节。介绍各自季节的天气情况和适应这个季节的活动。)
T: Now, Let’s act. I will ask four students to stand here and act the four seasons. Suppose you are one of the four seasons. Please introduce your characters. You can say it like this:
I’m spring. It’s warm in my season …
Step 4 Practice 第四步 练习(时间:15分钟)
练习1b, 完成2, 3a和3b。
1. (将各季节与对应的天气和活动连线。)
T: Finish 1b. Match the seasons with the weather and activities.
(请学生将各自连线部分组成句子，并朗读。)
T: Make sentences according to 1b, and then read them out. You can do it like this:
It’s warm in spring. We can fly kites.
2. (让几名学生脱离书本说出他们最喜爱的季节，并说明原因。)
T: Now, I’ll ask some students to tell us which season they like best. Why? Who will have a try?
Example:
I like…best. Because I can…
3. (听2的录音, 填表格, 完成2。)
T: Now listen to the tape and complete the table in 2 by yourselves.
(听完录音后, 教师核对答案。)
(让几名学生复述录音内容。)
T: I’ll ask some students to retell what you heard.
4. (让学生听3a的录音, 并填表格。简和康康喜爱什么季节？为什么？听完后核对答案，再用图片呈现单词rain, snow, ground，并要求学生掌握。)
T: Do you know which season Jane and Kangkang like best? Why? Let’s listen to 3a and complete the table on the blackboard. Then check the answers.
(板书)

Name
Favorite season
Reason
Jane


Kangkang



rain, snow, ground
5. (让学生再听3a录音, 跟读并表演3a。)
T: Good job. Now, listen to the tape again and read after it. Then I’ll ask some students to act out the dialog.
6. (教师指着有关春、夏、秋、冬的图片, 学生两人一组做对话。完成3b。)
T: Look at the pictures. Work in pairs and practice like this:
S1: Which season do you like best?
S2: I like…best.
S1: Why do you like…?
S2: Because it’s a good time …/Because we can …
S1: What’s the weather like in…?
S2: It’s…
7. (让学生以歌谣的形式描述四季。然后选择几份好的，全班一起操练。)
T: Please write something about seasons as a chant. Then we’ll chant the best ones together.
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过活动, 巩固并应用所学功能用语。
1. (小组活动。把全班分成四组, 在两分钟内说出可以描述四个季节的句子。在限定时间内, 说出句子最多的组获胜。)
T: Now, I’ll divide you into four groups. Please say the sentences that can describe four seasons in two minutes, and the group that says the most sentences is the winner.
Example:
G1: Spring is warm. It’s a good season for flying kites …
G2: We can go swimming in summer…
G3: It’s a good time to climb mountains in fall…
G4: It’s cold in winter…
2. (让学生画出自己最喜爱的季节, 注意图中要有显示季节特点的景物或事物, 选几幅展示给学生, 并请本组另一名学生用英语描述出来, 看哪组做得最好。)
T: Very good. Now, boys and girls, please draw a picture about the season you like best, pay attention to the special scene in your favorite season, and I’ll choose one of the other students in your group to describe the season in English. Let’s see which group is the best.
3. (家庭作业。)
(调查你的朋友在四个季节里都经常做些什么运动, 制成一张表格, 然后依据表格写一篇小短文。)
T: Survey the activities your friends often do in the four seasons, then complete the table below, and write a passage according to the table.
Name
Activity
Spring
Summer
Fall
Winter




















Ⅳ.疑点探究
本section中fall为美式英语, 英式表达为autumn。本书采用美式英语。
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. (1)Learn adjectives about weather:
cloudy, snowy, rainy, windy, foggy, bright
(2)Learn other new words:
temperature, low
2. Talk about the weather.
—How is the weather there?
—It’s rainy today. But it was sunny and warm yesterday.
3. Learn how to understand weather reports.
—What’s the temperature, do you know?
—The low temperature is -8℃ and the high temperature is 2℃.
Ⅱ. Teaching aids 教具
图片/天气预报简图/录音机/卡片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:4分钟)
导入1a。
(方案一：根据上节课所布置的家庭作业，找几名学生展示自己根据调查结果所写的小短文。)
S1: Liu Mei is my good friend. She likes spring best. Because spring is warm. She can go hiking/fly kites.
S2: Wang Lan is my friend. She often goes swimming in summer. Because summer is hot.
S3: Li Yan is my good friend. She says she likes fall best. Because fall is cool. She can climb hills.
S4: Wen Wei is my best friend. She often makes snowmen in winter. Because there is much snow in winter.
…
T: What about Jane? Do you know?
(方案二：教师提问上节课的重点知识。)
T: Boys and girls, we learned some words about the weather last lesson. Now, who can answer the question? Which season do you like best, spring, summer, fall or winter, and why?
S1: I like spring best, because it’s warm.
S2: I like summer best, because it is hot.
S3: I like fall best, because it is cool.
S4: I like winter best, because it is cold.
(方案三: 让当天值日生作英语课堂值日报告, 复习上节课关于季节、天气和活动的描述用语。)
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. What’s your favorite season? Please tell me.
Ss: Spring. / Summer. / Fall. / Winter.
S1: Why?
Ss: Because spring is warm. It is a good season for hiking. / Because it is hot in summer. We can go swimming. / Because fall is cool. It’s a good time to climb mountains. / Because it is cold in winter. We can make snowmen in winter.
(方案四: 一句话接龙——我最喜欢的季节, 四人一组进行故事接龙。锻炼学生语言表达能力、逻辑思维能力、创造能力和合作能力。)
T: What’s your favorite season? How is the weather in your favorite season? And what can you do in this season? Let’s make a chain story in groups of four, using what we have learned.
Step 2 Presentation 第二步 呈现(时间:13分钟)
呈现1a，2a，学习询问天气的句型。掌握表示天气的形容词。
1. (教师手指着窗外。)
T: How is the weather today?
Ss: It’s raining.
T: Right. It is rainy today.
(转入一般过去时。)
T: Today is Tuesday. What day was it yesterday?
Ss: It was Monday.
T: How was the weather yesterday?
Ss: It was 下雪.
T: Yes. It was snowy.
(运用同样的方法，分别教学It was foggy./It was sunny./It was windy./It was cloudy.)
(教师分别出示下雪、有雾、晴朗、有风、多云、下雨的图片。师生互动。)
(板书相关名词和形容词并领读。)
rain—rainy cloud—cloudy snow—snowy
sun—sunny wind—windy fog—foggy
2. (呈现1a，理解内容，找出关键词句。)
(1)(用小黑板呈现听力问题。)
T: Now, listen to 1a and answer the questions on the small blackboard.
(1)How is the weather there?
(2)What is Michael doing?
(2)(核对答案)
T: OK, let’s check the answers together.
3. (听录音1a，用铅笔标出重音和语调。)
T: Follow the tape, and mark the stress and intonation with your pencil.
4. (让学生听1a录音核对重音和语调，然后跟读, 再两人一组表演。)
T: Now, listen to 1a, follow it and practice in pairs, then I will choose some pairs to act it out.
5. (呈现2a,学习询问温度的表达法。)
(教师面对学生用手做扇风状，表示天气很热，接着与学生开展对话。)
T: What do you think of the weather today?
Ss: It’s very hot.
T: What’s the temperature, do you know?
(板书此句并解释temperature。)
What’s the temperature?
Ss: The low temperature is 25℃ and the high temperature is 32℃.(板书此句。)
The low temperature is 25℃ and the high temperature is 32℃.
(教师可根据情况帮助学生表达温度。如“-8℃”的说法。)
6. (让学生听2a的录音，并回答问题。)
T: Now, let’s listen to 2a, and then answer the question: What’s the temperature?
7. (然后将学生分成两部分，分角色朗读2a并表演。)
T: Well done, I’ll divide you into two groups. One group plays A, and the other plays B. Let’s act the dialog out.

Step 3 Consolidation 第三步 巩固(时间:10分钟)
完成1b和1c。巩固表示天气的功能用语。
1. (看图, 听1b录音, 完成1b。)
T: Look at the pictures in 1b. Match the words with the correct pictures, then listen and number the words in the order you hear them.
(放1b录音, 一分钟后核对答案。)
T: Are you ready? Let’s check the answers together.
Ss: 3—cloudy—a, 1—snowy—e, 6—rainy—c, 5—windy—f, 2—foggy—b, 4—sunny—d.
T: Yes, good. You are right.
2. (完成1c。两人一组，表演对话。)
T: Work in pairs. Make conversations that are similar to 1a with the words and phrases in the form in 1c.
S1: How is the weather today?
S2: It’s nice and bright.
(板书)
bright
S1: What was the weather like yesterday?
S2: It was sunny.
S1: What did you do?
S2: I flew a kite.
…
3. (对话结束后, 通过做游戏巩固复习。教师将事先准备好的1c中的单词或短语卡片分发给学生, 让学生将每一组的单词或短语组成句子并朗读。最先完成的组为获胜组。)
T: Now, let’s play a game. I’ll give you some cards. There are some words or phrases on the cards. Please join them into sentences, and then read them. The group which finishes it first will be the winner. You can do it like this:
(1) It’s nice and bright today. We are flying kites. But yesterday it was sunny/rainy.
(2) Yesterday it was rainy. But today it is nice and bright, we can fly kites.
(3) Today it is nice and bright. Yesterday it was rainy, but we flew kites.
Step 4 Practice 第四步 练习(时间:8分钟)
完成2b和3。练习天气及温度表达法。
1．（完成2b）
T: OK! All of you did a good job. Let’s look at the picture in 2b and answer my questions:
What’s the weather like in Toronto?
Ss: It’s snowy.
T: What’s the temperature?
Ss: It’s from -10℃ to -4℃.(教师可适当帮助学生表达。)
(完成后, 让学生分两组讨论华盛顿地区的天气情况，然后根据天气预报信息完成其他几个城市的讨论。)

Hefei Nanchang Xiamen

-2℃-5℃ 0℃-11℃ 9℃-15℃
G1: How is the weather in Washington D.C.?
G2: It’s cloudy.
G1: What’s the temperature?
G2: It’s from -8℃ to -2℃.
(板书)
Toronto, Washington D.C.
2. (听3录音, 填写表格。)
T: You are right. Now, let’s listen to 3 and complete the table in 3.
(听完后核对答案, 给学生一分钟时间准备。)
T: OK. Time is up. Let’s check the answers.
S1: Beijing is cloudy and windy. The temperature is from 22℃ to 25℃.
S2: Harbin is sunny. The temperature is from 11℃ to 15℃.
S3: Shanghai is rainy. The temperature is from 27℃ to 30℃.
T: Yes. Right. You did a good job.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动掌握天气的功能用语。
1. (轻松一刻。)
T: Boys and girls, let’s do an activity together. Please look at 4, and let’s read the rhyme The Light Rain together.
(大家一起朗读, 然后分组比赛。)
T: Now, let’s read in groups and see which group is the best.
G1: …
G2: …
…
(师生一起评定哪一组最好。)
T: Now, which group is the best?
Ss: Group…
T: OK! I hope you are all the best next time.
2. (小组活动。将全班分成七个组，每组做上一周内一天的天气报告，进行知识迁移练习。)
T: Survey the weather in your area for a whole week in June. Work in seven groups. Each group makes a weather report of each day of last week.
Example:
S1: It was June 1st, Monday. It was nice and bright. The temperature was from 10℃ to 27℃. It was a good day to work and study in school.
S2: …
3. (家庭作业。)
(收看CCTV天气预报, 记录五个城市近两天的天气情况。分别做一份天气预报并写到作业本上, 为下节课做准备。)
Ⅳ.疑点探究
气温表达法：英语表达法中, 18℃指的是十八摄氏度, 读作eighteen degrees Celsius/ centigrade, 又如-10℃读作ten degrees Celsius/centigrade below zero, minus ten degrees Celsius/centigrade。Celsius现在已很少使用。
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:
hometown, if, trip, wear, holiday, travel, had better(do sth.), find out, umbrella, go out, Australia, remember, most, part, sun, shine, shorts, later on, be different from, passage, arrive, take a walk, Beijing Opera, right away, ourselves, hope
2. Learn how to make suggestions for traveling.
You’d better find out the weather in different places in August.
You need to take an umbrella when you go out.
August is the best time to go there.
Ⅱ. Teaching aids 教具
录音机/一张世界天气预报图/一个旅行包/一顶太阳帽/一副太阳镜/一把雨伞/一条冬天用的毛围巾/一架照相机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
使用学过的句型向学生询问天气情况，复习一般现在时、一般过去时和温度表达法。
T: Boys and girls, what’s the weather like today?
S1: It is …
T: What’s the temperature, do you know?
S2: The low temperature is…and the high temperature is…
T: What do you think of the weather yesterday?
S3: It was…
T: What was the temperature yesterday, do you know?
Ss: The high temperature was…and the low temperature was…
T: I think it is a good time to travel. Do you like traveling?
Ss: Yes, we do.
T: Good! I like traveling, too. Summer holidays are coming.(此处为现在进行时表示一般将来时，学生了解即可) If you plan to go traveling, where do you want to go?
S1: …
T: Why?
S1: Because …
T: Good idea. But there are more places to travel.
(由此引入本课话题，选择去哪里度假以及要注意哪些问题。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1a。
(由第一步导入1a。)
1. (老师提出问题，让学生分组讨论。)
T: Discuss the questions in groups. If you go on a trip to Shanghai in August, what will you wear?
(板书并教学生词)
if, trip, wear
(几分钟后，让几名学生代表各组发表他们的意见。)
T: OK, who can make a report, S1 …
(呈现并板书部分生词。)
sunglasses, shorts, umbrella
2. (呈现1a，让学生阅读1a短文，并划出文中生词及词组。)
T: Please read the passage in 1a, and underline the new words and phrases.
(板书生词，词组及重点句子并解释用法。)
find out You’d better find out the weather in different places in August.
go out You need to take an umbrella when you go out.
Australia
most Please remember to wear warm clothes.
part
sun It rains suddenly.
shine
later on
Step 3 Consolidation 第三步 巩固(时间:10分钟)
完成1a和1b。进一步理解并巩固表示天气的功能用语。
1. (放1a录音, 让学生跟读, 并用铅笔标出重读与语调。)
T: Now, please listen to 1a and follow it, and mark the stress and intonation with your pencils.
2. (让学生擦去所标重读与语调, 先自读, 然后跟读, 核对语音和语调。)
T: Now, rub them out and read 1a by yourselves, and then follow the tape to check your
pronunciation and intonation sentence by sentence. Go!
(学生开始阅读，板书并要求学生掌握be different from和passage。)
(板书)
be different from, passage
3. (根据1a内容，回答1b问题。)
T: Now, let’s answer the questions in 1b. Who will answer the first question?
…
4. (根据黑板上呈现的关键词、词组及句子复述1a。)
T: Look at the key words, phrases and sentences on the blackboard. Retell 1a according to them.
(板书)
plan to — had better — In England — need to
In Australia — the best time — remember to
In most parts of China — need to
Step 4 Practice 第四步 练习(时间:10分钟)
练习1c, 巩固有关句型并完成2。
1. (通过以上问答, 学生对旅行情况已有大致了解, 进入1c, 学生自由讨论去哪里度假及原
因。)
T: Now, please talk with your partner about where you are going for your holidays and the reasons. I’ll give you two minutes.
(学生开始自由讨论, 教师可以巡视, 随时解决学生提出的问题。讨论完毕后，教师可以找几名学生汇报讨论结果。)
T: Time is up. Now, who can give us your ideas?
(S1和S2要求表演。)
T: Good, please begin.
S1: Where are you going for your holidays?
S2: I’m going to Kunming, China.
S1: Why are you going there?
S2: Because the weather is fine there. The wind blows softly. It is a good place to spend holidays. What about you?
S1: My favorite place is Australia.
S2: Why?
S1: Because it is sunny and not very cold there. It is winter now, and I like winter very much.
T: Very good. Now, another pair, please.
S3: Where are you going for your holidays?
S4: I am going to Dalian or Beidaihe.
S3: Why are you going there?
S4: Because the weather is warm there. I like the sand on the beach. I can enjoy sunlight there, too.
S3: Good idea!
T: Wonderful. Another pair, please.
S5: Harbin is my favorite place.
S6: Why?
S5: Because I like snow. I want to see snow.
S6: But there is no snow in summer. Winter is the best time to go there. And I think you need to wear warm clothes, because it is cold in winter.
S5: What a pity!
S6: I think your dream will come true one day.
T: Very good.
2. (呈现并完成2。)
T: Now, here is a letter from Michael. Last Saturday, he and his friends went on a trip to Beihai Park, and they had a good time. Later on, he wrote a letter to his mother about that. Let’s read the letter and then complete the letter with the proper forms of the given verbs. Then check the statements that are true.
(教师指导学生完成2。并教学生词arrive, Beijing Opera, ourselves, hope。)
(板书)
arrive, Beijing Opera, ourselves, hope
Step 5 Project 第五步 综合探究活动(时间:10分钟)
根据天气预报图的实际情况进行表演，增强学生的应对能力。
1. (教师在黑板上挂上世界天气预报图，同时拿出准备好的道具放在讲台上。)
T: Very good. Now, let’s play a game. If you are going for your holidays, here are the weather reports on February 20th for some big cities in the world and here are the things you have to take when you travel. Please work in groups of three:
The first student tells the class his/her favorite place to travel.
The second one makes a weather report for him/her.
The third one makes suggestions.
(请一组学生对照世界天气预报图进行表演，全班学生观看并核对活动情况是否真实。)
T: Now, Group 1, please act out the dialog.
(学生开始进入角色。)
S3: My favorite place to travel is Washington D.C.
S4: It’s sunny and hot.
S5: You should wear your sunglasses.
S3: OK. Thank you.
(S3戴上太阳镜背上旅行包准备出发。)
T: Very good.
(继续游戏。)
2. (家庭作业。)
(你的朋友想到一个大城市旅行, 他/她想了解那个城市的天气情况。请你根据本节课所学习的知识，给出建议。完成3。)
T: Your friend wants to go on a trip to a big city. Try to find some information about the weather there. And give him/her some suggestions using what we have learned.
Example:
It is sunny/hot…in Beijing/Shanghai…You can wear sunglasses and shorts…
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1a and 4. 本课重点活动是1a和4。
Ⅰ.Aims and demands目标要求
1.Learn some new words and phrases:
everything, come back to life, come out, be busy doing sth., leaf, wind, report
2.Learn some useful expressions about the seasons.
Everything comes back to life.
Trees turn green and flowers come out.
It often rains and sometimes it rains heavily.
It’s cool and the leaves fall from the trees.
The wind blows strongly, and sometimes it snows.
3.Talk about the weather and temperature.
Beijing is sunny.
The high temperature is 10℃ and the low temperature is 2℃.
Ⅱ. Teaching aids 教具
录音机/挂图/天气图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
复习询问天气的功能用语。
1. (教师询问值日生今天的日期及天气, 引出有关天气的句型, 然后询问其他学生并对3a和3b的句型进行全面复习。)
T: Who is on duty today?
S1: I am.
T: What’s the date today?
S1: It’s June 2nd.
T: What’s the weather like today?
S1: It’s sunny/cloudy/rainy/snowy/windy/foggy.(利用图片引导学生说出本话题中由词尾变化而形成的形容词。)
(板书有关天气的形容词。)
cloudy rainy snowy
windy foggy sunny
(给学生指出部分名词变形容词的规则，接着指出形容词变副词的规则。)
(板书有关副词。)
brightly strongly
suddenly heavily
(教师继续提问另一名学生, 询问气温。)
T: Sit down, please. Thank you. Then, next, what’s the temperature, do you know?
S2: The low temperature is 20℃. The high temperature is 25℃.
(转向第三名学生, 复习一般过去时的句型。)
T: Very good. Now how was the weather yesterday?
S3: It was rainy.
T: What was the temperature?
S3: The low temperature was 18℃. The high temperature was 26℃.
T: What season is it now?
S3: It’s summer.
T: Which season do you like best, spring, summer, fall or winter?
S4: It’s hard to say. I liked … before, but now I like … best.
T: Why?
S4: Because …
2. (通过以上对话，既对本课3a和3b内容进行了复习和巩固，又可以让学生在此基础上很快进入到4的活动中：将学生分成4人一组，请他们选择两种或更多的方式来描述季节，哪个组完成得最好，就是获胜者。)
T: Good. Everyone did well. Now, let’s play a game. There are four ways in 4 which can describe the seasons. Work in groups of four. Each group can choose two or more ways to describe the seasons. Two minutes later, let’s see who are the winners.
(学生开始活动。)
…
T: Now. Let’s congratulate the winners.(学生向获胜者鼓掌。)
Step 2 Presentation 第二步 呈现(时间:11分钟)
呈现1a, 完成1b。掌握描述四季的差异的表达方法。
1. (一年有四个季节, 每个季节之间肯定会有不同之处, 到底有哪些不同之处呢？呈现1a,
阅读文章, 标出描述四个季节不同之处的关键词。)
T: Boys and girls, there are four seasons in a year. But they are different. Now read 1a by yourselves. Please find out what we can use to describe the four seasons and make notes according to the passage. Then finish 1b. I’ll give you five minutes to finish it.
(学生阅读并做笔记, 教师巡视, 发现速度慢的学生, 教师可以个别指点。)
2. (时间到, 核对答案。根据学生回答, 板书并导出新单词。)
T: Time is up. Let’s check the answers.
Spring—March, April, May—get warm, come back to life
Summer—June, July, August—hot, often rain
Fall—September, October, November—cool, harvest, be busy harvesting, leaves fall
Winter—December, January, February—cold, wind, sometimes snow, warm clothes


Season

3. (播放录音, 让学生跟读。)
T: Listen to the tape and follow it.
Step 3 Consolidation 第三步 巩固(时间:6分钟)
巩固1a, 学会复述短文。
(学生通过阅读1a文章, 做1b练习, 已对四季的差异有了大致了解。现在可以根据自己做的笔记, 不看课文复述短文, 同时教师把四季图挂在黑板上, 可让学生看着四季图以及上面的板书内容，回忆并复述。)
T: Good. Now please retell the passage according to your own notes. You can also get help from the pictures and the key words on the blackboard.
S1: In China, spring returns and many things come back to life in March. The weather gets warm.
It is a wonderful season. Summer begins in June. It is very hot. The leaves fall from the trees
in fall, and the farmers are busy harvesting. Then winter comes. It lasts from December to
February. We all wear warm clothes. The wind blows strongly. Sometimes it snows.
T: Very good. Now, S2, please retell the passage again.
S2: …
…
Step 4 Practice 第四步 练习(时间:10分钟)
掌握季节的功能用语, 进行知识拓展。
1. (学生通过复述, 已经掌握了很多四季之间的差异。现在可以进一步探讨现实生活中四季之间的差异。把学生分成春、夏、秋、冬四组, 春天这一组讨论与春天有关的话题。夏天这一组讨论与夏天有关的话题, 依此类推。教师可以在旁边观看并指点。讨论过程中每组学生可以把相关的讨论结果写在黑板上。然后比一比，看哪一组做得最好。)
T: Good! Now can you find out more differences in different seasons? I will divide you into four groups. Each group stands for one season. Please discuss and write your answers down on the blackboard. Let’s see which group does the best.
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.
(活动结果板书如下。)
Spring
Summer
Fall
Winter
(1)It’s warm.
(1)It’s hot.
(1)It’s cool.
(1)It’s cold.
(2)It’s from March to
May.
(2)It’s from June to
August.
(2)It’s from
September to
November.
(2)It’s from December
to February.
(3)It’s a good season
for flying kites.
(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 often 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)It is a wonderful
season.
(7)I can go to the
beach.
(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 high
temperature can be
39℃ sometimes.
(9)We can eat
different kinds of
fruits.
(9)The low
temperature can be
-17℃ sometimes.
(10)The temperature is
not too high or too low.
(10)Sometimes it
rains heavily.
(10)Leaves begin to
fall from the trees.
(10)Farmers are not
busy.
(导入下一步。)
2. (由上面的活动转入2。请同学们根据2的信息，写一则天气预报，可适当进行扩展。)
T: Boys and girls, we do different sports in different seasons. But before we go out, we’d better know the weather. Do you know how to write a weather report? Now, please look at 2, and try your best to write a weather report according to the information.
(写完后，老师点几名学生朗读他们所写的天气预报，并作适当讲解。)
T: OK. Now let’s ask some students to read their weather reports, S1 …
Step 5 Project 第五步 综合探究活动(时间:8分钟)
利用所学知识, 学会表达对季节的喜好。
1. (不同的季节有不同的天气, 人们可以进行不同的活动。进入小组讨论, 谈论每个人在不同的季节里的服装穿戴和进行的活动。)
T: Good! We know in different seasons, we wear different clothes and do different sports. Now work in groups, and discuss what kind of clothes you wear and what sports you do in different seasons.
(学生开始讨论, 2分钟后让学生汇报。)
T: Now can I share your ideas?
S1: I like wearing coats in winter and I like skating.
S2: I like wearing T-shirts in fall, and I like climbing mountains.
S3: …
…
2. (家庭作业。)
(写一篇短文, 描述自己在不同的季节所喜欢的衣服和运动。)
T: Write a passage about your favorite clothes and sports in different seasons.
Example:
In spring, light clothes are my favourite and it’s a good season to fly kites. But I like wearing sunglasses and shorts in summer. I often go swimming with my friends. In fall, climbing mountains and cool clothes are my favourite. In winter, I often wear warm clothes. It’s a good season for making snowmen and going skating.
Ⅳ.疑点探究
fall off和fall from的区别：使用时主要看fall之前用的是什么介词, 如果摔下来之前用的是on+n.,那么“掉下来”就用fall off表示。如fall off the bike对应的是on the bike。如果摔下来之前介词是用at, in之类, 就用 fall from,如：falls from the sky对应的是in the sky。注意有些情况两个都可以用, 此时要把握语感。

Topic 2 The summer holidays are coming.
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:
get together, places of interest, India
2. Talk about future plans and intentions.
I want to go to Canada.
I plan to go to Australia.
I wish to travel around the country and take some pictures.
I hope to get together with them.
I’d like to visit some places of interest in China.
Ⅱ. Teaching aids 教具
世界地图/录音机/图片/卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习并导入1a。
1. (班级活动。复习巩固上节课内容。)
T: Good morning, boys and girls. Now, let’s begin our class. First, let’s chant together. Turn to page 86. Read 4 by yourselves. Try to understand it.
2. (班级一起唱三次, 然后分男、女组唱。最后再齐唱, 活跃课堂气氛。)
3. (教师导入新课，呈现本节课的生词和短语。)
T: Summer holidays are coming. Where do you plan to go? Why?
S1: I plan to visit … because …
T: I hope that we can go there together, but I have no time to travel. I believe I can have a chance to go there one day.
(板书)
together, travel
T: There are many attractive places in China and in the world.
T: Would you like to visit some places of interest in China, S2?
S2: Yes, I’d like to visit …
(板书)
places of interest
(教师讲解生词和短语。)
T: Summer holidays are coming. It is a good time for traveling. Maybe different people would like to visit different places. Do you want to know where Kangkang and his friends want to go?
Ss: Yes.
T: Now, let’s turn to page 85 and listen to 1a.
(自然过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1a, 理解对话内容。
1. (听1a录音, 找出他们计划旅游的目的地。通过听力训练培养学生获取信息、处理信息的能力。)
T: Listen to 1a, find out their favorite places to visit.
S1: Kangkang wants to go to Canada.
S2: Michael plans to go to Australia.
S3: Maria wants to go back to Cuba.
S4: Jane would like to visit some places of interest in China.
T: Well done! Each of them has a good plan for the holidays. I hope they all have a good time.
2. (学生大声跟读录音, 进行人机对话。)
T: Now, listen again, please read after the tape, and then make a dialog with the tape.
(教师纠正错误发音，并讲解文中知识点。)
3. (教师板书表格在黑板上。)
T: Listen again, and then complete the form.
Name
Where to go
What to do
Kangkang
Canada

Michael
Australia
He wishes to travel around the country and take some pictures.
Maria
Cuba
She wants to celebrate her birthday with her family and old
friends.
Jane
China
She would like to visit some places of interest.
(填表格。根据表格练习对话, 直至不看表格进行对话。)
T: After finishing it, practice the conversation in 1a with your partner with the help of the words and sentences in the form.
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a,掌握重点句型。
1. (小组活动。四人一组, 一个扮演康康, 一个扮演简, 一个扮演迈克尔, 另一个扮演玛丽亚。表演1a对话。)
T: Now, let’s work in groups of four. One acts as Kangkang, one Jane, one Michael, another Maria. Act out the dialog in 1a.
2. (同桌练习，完成1b。)
T: Read 1a again and match the pictures with the children.
3. (复习并巩固重点句型。分四组, 举行造句比赛。完成1c。)
T: In 1a, there are five important structures as follows:
I want to go to Canada.
I plan to go to Australia. I wish to travel around the country and take some pictures.
I want to go back to Cuba. I hope to get together with them.
I would like to visit some places of interest in China.
T: Please make sentences as many as possible with the five structures in 1a. We have four groups in our class. Let’s 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 visit the Great Wall in China next month.
All of us would like to sing an English song.
I wish to go to Beijing by plane.
Step 4 Practice 第四步 练习(时间:15分钟)
练习2, 了解并初步掌握国家名称。
1. (取出十二张教学图片和一张世界地图。根据图片提示, 呈现相对应的国家名称，并在世界地图上指出相应位置。)
T: Now, look at this picture. What can you see?
Ss: The Great Wall.
T: Which country is it in?
Ss: China.
T: Right. Next one, please. What can you see?
Ss: 袋鼠。
T: Yes, in English, they are kangaroos. Which country is the home of kangaroos?
Ss: Australia.
T: Very good. Next, please. What is this?
Ss: … We don’t know.
T: The Big Ben. In Chinese we call it“大本钟”. It is in England. OK. Next one.
Ss: The White House.
T: Where is it?
Ss: In the United States.
T: In which country do people speak both French and English as official languages?
Ss: Canada.
T: Now, this one is Germany, in Chinese “德国”. What do you know about Germany?
Ss: Cars. Benz cars(奔驰).
T: Excellent. Next, this city is“曼谷”, Bangkok. Which country is it in?
Ss: 泰国。
T: Yes. In English, Thailand.
(教师板书the United States, Germany, Thailand, 领读数遍。)
the United States, Germany, Thailand
T: Look at this picture, and what is it?
Ss: It’s a flag.
T: Which country’s ?
Ss: Japan.
T: Now, this one is Brazil, in Chinese“巴西”. What do you know about Brazil?
Ss: Football.
T: Next one. What can you see?
Ss: 海啸。
T: Yes, tsunami /tsu5nBmI/. Where is it, do you know?
Ss: We don’t know.
T: It’s in Indonesia.
(教师板书Brazil和Indonesia, 领读。)
Brazil, Indonesia
T: The next one is New Zealand. Can you guess which country it is in Chinese?
Ss: 新西兰。
T: Yes, it is near Australia. Its capital is“惠灵顿”, Wellington.
(教师板书New Zealand，领读数遍。)
New Zealand
T: Here is a country. It isn’t showed to us.
Ss: What?
T: Where is Maria from?
Ss: Cuba.
T: Yes. It is Cuba.
2. (教师用卡片, 轮流呈现国家名称并领读单词，加深学生对国家名称的印象。)
Example:
T: Germany /5dVE:mEnI/.
Ss: Germany /5dVE:mEnI/.
T: Thailand /5taIlAnd/.
Ss: Thailand /5taIlAnd/.
T: Brazil /brE5zIl/.
Ss: Brazil /brE5zIl/.
…
3. (完成2。)
T: Look at the map on page 86, and read after the tape. Then please match the countries with the right letters on the map.
(核对答案。)
4. (完成3。)
T: Listen to the dialog and check (√) the correct answers in 3.
(核对答案。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
拓展练习, 增强学生的语言运用能力。
1. (挂出世界地图。让学生尽可能多地找出国家及其具体的位置，学会用英语表达这些国家的名称。)
2. (弹性课堂。让学生自由发挥, 对照世界地图, 谈论自己所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 large. It has many places of interest. They are the Great Wall, Tian’anmen 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 the red flag with five stars.
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 it is winter in China, it is summer in Australia. Only Australia has kangaroos in the world. Australians like outdoor sports all the year round.
3. (小组活动。让学生讨论一份假日计划, 写一段小文章。文章内容包括时间、地点、人员、行程计划及旅行所需的物品。)
T: Work in groups of four, discuss and make a plan for your holidays. Then write a short passage. Please pay attention to the time, the place, the people, the travel plan and the things needed.
4. (写作练习。)
(搜集各个国家的情况并写成短文，课后同学间互相交流。)
T: Collect information about different countries and write a short passage.
5. (家庭作业。)
(熟读学过的对话，并预习新课。)
T: Read the dialog in 1a as much as possible and preview Section B.
附录:(图片)














Ⅳ.疑点探究
hope和wish都可表示“希望”之意, 可以说hope to do sth., wish to do sth. 但hope不用于hope sb. to do sth.另外wish后面跟从句往往表示一种难以实现的愿望, 常用虚拟语气, 如：I wish that I could fly。
Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1a. 本课重点活动是1a。
Ⅰ. Aims and demands目标要求
1. Learn some new words and phrases:
all (the) year round, sound, expensive, camera, a pair of, tent, raincoat
2. (1)Learn how to make suggestions.
—What places should I visit in Yunnan?
—You should visit Dali and Lijiang. And you shouldn’t miss Xishuangbanna.
—What should I take with me?
—You’d better take a camera, a pair of sunglasses, a map and so on.
(2)Review how to make future plans.
Ⅱ. Teaching aids 教具
录音机/世界地图/旅行物品/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:4分钟)
复习有关国家的位置, 引出下文。
1. (利用头脑风暴法复习上节课有关国家和地图的内容。)
T: I’ll show you some pictures one by one. Please tell me the countries’ names and point out
their positions on the map. Give me your answers as quickly as you can. Are you ready?
T: Kangaroos.
S1: Australia. Here. On the map.
(学生在地图上准确地指出位置。)
T: The Big Ben.
S2: England. Here. London is its capital.
T: The World Cup.
S3: Brazil.
T: Washington D.C.
S4: The capital of the United States. It is here on the map.
T: Maria.
S5: Cuba. Maria’s hometown.
T: Benz cars.
S6: Germany.
T: The neighbor of America.
S7: Canada.
T: The Great Wall.
S8: China.
T: The flag with the sun on it.
S9: Japan. It’s here on the map.
2. (让学生介绍拟订好的假日计划。)
T: Now I’ll ask some of you to talk about your holiday plans.
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1a，理解对话内容。
1. (展示1a图片，展开对话，学习1a。掌握sound, expensive, camera；了解all (the) year round, a pair of。)
T: Good. Boys and girls. Now, please look at these pictures. Are they beautiful?
Ss: Yes, they are.
T: I plan to go to these places this summer holiday. Do you know where they are?
Ss: Yes, they are in Yunnan.
T: How do you know?
Ss: There are words “石林” in the picture. They are places of interest in our country.
T: Yes. Would you like to know more about the three places of interest?
Ss: Certainly, we’d like to.
T: OK. Please read 1a and find out Zhou Weilun’s descriptions of the three places.
Ss: OK.
(学生边读边找答案。)
2. (核对答案，理解1a内容。)
T: How does Zhou Weilun describe Yunnan?
Ss: He says Kunming is the Spring City. The weather there is always fine all the year round.
T: What places should I visit in Yunnan?
Ss: You should visit Dali and Lijiang. And you shouldn’t miss Xishuangbanna. It’s wonderful.
T: It sounds really interesting! Is it expensive to travel there?
Ss: No, it’s not very expensive.
T: And what should I take with me?
Ss: You’d better take a camera, a pair of sunglasses and so on.
(板书)
all (the) year round, sound, expensive, camera, a pair of
Step 3 Consolidation 第三步 巩固(时间:9分钟)
巩固1a,完成1b。
1. (放1a录音，让学生跟读，并用铅笔标出重读与语调。)
T: Follow the tape, and mark the stress and intonation with your pencil.
2. (对照所标重读与语调，先自读，然后擦去所标重读与语调，跟录音一起读，逐句核对语音和语调。)
T: According to the mark of the stress and intonation, read 1a by yourselves. Then rub them out and follow the tape to check your pronunciation and intonation sentence by sentence. Ready? Go!
3. (完成1b。)
T: According to 1a, complete the table in 1b, please.
(核对答案。)
4. (两人一组，表演对话。)
T: Work in pairs and then act out the dialog.
Step 4 Practice 第四步 练习(时间:12分钟)
练习并完成2和3a。
1. (以教师自己暑假将去云南旅游为线，呼应1a，导出2。)
T: Boys and girls. I plan to go to Yunnan this summer holiday. Would you like to tell me what I should take with me?
Ss: Certainly. You’d better take a camera, a pair of sunglasses, a map and so on.
T: Thank you very much. If you plan to go to Beijing. What would you like to take with you? And please tell us your reasons.
S1: I plan to take an MP4. If I want to relax or have nothing to do, I can listen to music.
S2: I want to bring water with me because the water is expensive on the train.
S3: A camera. I can use it to take pictures.
S4: I would like to take an umbrella or a raincoat. Maybe it rains.
S5: Maybe it’s hot. I want to take my sunglasses.
S6: The first thing I want to take is a bag. It is so necessary/useful.
S7: Money is also important and necessary. I want to take some.
S8: I want to write something interesting down, so I will take a notebook with me.
S9: I plan to take a tent, because it can be used for sleeping and rest outdoors.
S10: …
(如果学生没有谈到tent和raincoat，则由教师呈现并板书。)
tent, raincoat
2. (听2的录音，完成2。)
T: Well done. Now, Kangkang, Michael, Jane and Maria are going on a trip, too. Let’s listen to 2, and find out what they want to take. Then check the things you hear.
3. (由2导入3a。)
T: Boys and girls, now we know what Kangkang and his friends want to take for their trip. Suppose we’re going on a trip. Do we need to do something for it?
Ss: Yes, we do.
T: OK. Please look at 3a and discuss these questions in groups of four. Then report it.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
拓展练习，增强学生的语言运用能力。
1. (根据3a，完成3b，提高学生写作能力。)
T: OK. We have discussed and answered all of these questions. Now, please write a short passage according to 3a.
2. (家庭作业。)
(1)(让学生通过上网或查看图书搜集一些国家的风俗。)
(2)(以昆明——春城为例, 让学生搜集我国其他一些名城的别称, 并用英语表达，增强学生的学习兴趣。)
Example: Kunming—the Spring City
Harbin—the Ice City
Chongqing—the Mountain City
Zigong—the Salt City
Guangzhou—the Sheep City
Section C
Section C needs 1~2 periods. Section C需用1~2课时。
The main activities are 1a, 2 and 3a. 本课重点活动是1a, 2和3a。
Ⅰ. Aims and demands目标要求
1. Learn some new words and phrases:
enter, take off, wet, point to, touch, finger, lucky money, paper, pass, during, May Day, stay
2. Review the expressions of making suggestions with “should, shouldn’t”.
3. Learn different customs in different 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.
Ⅱ. Teaching aids 教具
录音机/挂图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
通过课堂活动复习相关国家名称，为下一步引出其相应的风俗习惯做铺垫。
1. (老师提问，学生回答，引出下面的活动。)
T: Boys and girls, do you have many friends in your life?
Ss: Yes, we do.
T: Where are they from?
S1: My friend is from Shanghai.
S2: My friend is from Sichuan.
S3: My friend is from Changsha.
…
T: I see. Your friends are all from China. Do you want to make friends with foreigners?
Ss: Yes, we do.
2. (课堂活动。课前找四个学生分别打扮成来自日本、巴西、印度尼西亚和泰国四个国家的人。教师可以用纸制作四幅相应的国旗图案, 让学生戴在胸前, 分别代表这四个国家。)
T: Today, some foreigners come to our class. Let’s make friends with them. Can you guess which countries they come from?
(学生争相猜测。)
Ss: Japan, …
(教师帮助学生识别。)
T: OK, Stop here. Now, we know they come from Japan, Brazil, Indonesia and Thailand.
(教师领读国家名词，并用提问的方式和学生，简单了解这些国家，自然过渡到下一个环节。)
Step 2 Presentation 第二步 呈现(时间:8分钟)
向学生展示1b中的图片，让学生带着兴趣去了解上述四个国家的风俗习惯。
1. (呈现1b图片，讲解生词。)
T: Now S1, what’s the man in Picture C doing?
S1: He is 摸 a boy’s head.
T: Yes, touch. He’s touching the boy’s head. Well, let’s look at Picture A. The young woman is entering a house. She doesn’t take off her shoes and feels sorry. Now look at Picture B. What about the woman’s hair, S2?
S2: 湿的。
T: You’re right. It’s wet. Does the man in Picture D perform a good manner?
Ss: No.
T: What is he doing?
S3: He is pointing to the TV with his foot. I think he shouldn’t do it like that.
T: Good! Different countries have different customs. Now let’s come to 1a.
(教师边说边按识图顺序板书。)
touch, enter, take off, wet, point to
2. (呈现1a,让学生阅读1a短文, 并回答问题。)
T: Please read the passage in 1a, and try to answer the questions.
(教师准备好写有问题的纸条，请一名学生抽出一张纸条，朗读纸条上的问题，再请另一名学生根据短文内容回答纸条上的问题。)
(1) Are the customs the same in different countries?
(2) Should you take off your shoes when you enter someone’s home in Japan?
(3) Can people go out with their hair wet in Brazil?
(4) Can you point to anything with your foot in Indonesia?
(5) In Thailand, can people touch a child on the head?
3. (播放1a录音, 让学生跟读。)
T: Please listen to 1a and follow it.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1a,完成1b。
1. (让学生根据关键词复述短文。)
T: Please complete the following table and then retell the passage according to the key words on the blackboard.
(板书)
Country
Custom
Japan
should
shouldn’t

Brazil

Indonesia

Thailand

Ss: Different countries have different customs. You should take off your shoes when you enter
someone’s home in Japan…
2. (让学生完成1b的活动。)
T: Let’s match the countries with the right pictures and fill in the blanks in 1b.
…
3. (Talk and guess.教师安排一些学生代表来自不同国家的人, 并谈论自己国家的风俗, 让其他学生猜他们来自哪些国家。)
T: Here are some people from different countries. They are talking about their customs. Can you guess where they are from? Start!
Step 4 Practice 第四步 练习(时间:13分钟)
练习并完成1c,2, 3a及3b。
1. (小组活动。将全班分为几个小组, 让学生用You should/shouldn’t…介绍他们家乡的风俗, 完成1c。)
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 other customs with
“You should/shouldn’t…”
S1: You should…
S2: You shouldn’t…
2. (让学生阅读2中图表，并找出生词，教师叫几个学生将生词写到黑板上，并领读学习，然后学生根据图表列出的不同国家的不同习俗写短文。)
T: Please read the form in 2, guess the meaning of the new words, then find out the different customs in those countries and write a passage.
(板书)
Italy, finger, lucky money, paper, pass
(几分钟后, 让学生朗读自己的短文。)
T: Please read your passage aloud.
S3: …
3. (教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 people in different areas eat different food. Fuzhou people like sweet food. Sichuan people like hot food. Please tell us something more about different foods.
S4: We like rice in Shanghai.
S5: People in Beijing like noodles.
…
4. (让学生听3a的录音，初步感知3a内容，然后阅读并回答问题。)
T: Now please listen to 3a, and then answer the questions:
(板书)
(1)When did Maria go to Sichuan with her family?
(2)How was Maria’s trip?
(3)Were the people there friendly?
(4)How did Maria travel there?
(5)How long did Maria stay there?
(6)Where did Maria and her family visit?
(7)What does Maria think of the food there?
(8)Is the food very different from hers?
5. (让学生跟读对话并学习新单词。)
T: Please listen to the tape and follow it.
(板书生词。)
during, May Day, stay
6. (让学生根据黑板上的8个问题两人一组复述对话。)
T: Retell the dialog in 3a in pairs according to the eight questions on the blackboard.
7. (让学生和同伴谈谈自己的一次旅行, 完成3b。)
T: Some students in our class had a trip during the May Day holiday. Let’s talk about his/her trip in pairs. You can ask him/her some questions.
Example:
S6: I went to Beijing with my family during the May Day holiday. We were there for three days. We visited the Great Wall, the Palace Museum, the Summer Palace and so on. We all had a good time.
S7: How did you travel there?
S6: By train.
…
Step 5 Project 第五步 综合探究活动(时间:9分钟)
加强实践活动，体验各国民俗风情。
1. (小组活动。让学生说出不同国家的不同习俗，同组同学可以修改、补充，看哪组学生能说得最全面最流利。)
T: We learned different countries have different customs. Please tell us some.
Ss: 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 describe some scenes. Please tell me who is right or who is wrong, and why? Now, listen to me carefully.
Kumiko came back from school. She entered her 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, and her friends went to the party early.
(让学生做判断, 并回答。)
T: Please tell me who is right or who is 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 in Thailand.
S4: Lucy’s friends are wrong. They should go to the party on time or a little late.
3. (家庭作业。)
(让学生写一篇关于不同国家的不同风俗习惯的短文。可以让学生通过上网、去图书馆查资料获得信息。)
T: Write a passage about the different customs in different countries. You can search on the Internet or in the library. We’ll share your composition next class.
Ⅳ.疑点探究
OK 手势在美国及大部分国家表示“可以”, 但在意大利表示一种令人厌恶的污秽手势。
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 some new words and phrases:
greeting, the day before yesterday, make money
2. Review “How questions” and “Wh-questions” in the past simple tense and the past forms of verbs.
How was your trip to Lijiang?
Where did you go on holiday?
How did you travel to England?
When did you go on the trip?
3. (1)Learn how to write a postcard about travel.
(2)Go on talking about customs and cultures in foreign countries.
Ⅱ. Teaching aids教具
录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review第一步 复习(时间:11分钟)
师生对话，复习4a和4b。学生总结，完成3。
1. (问候、检查作业并询问日期，引出部分生词、短语并复习4a。)
T: Good morning, class.
Ss: Good morning, teacher.
T: Boys and girls, thanks for your greetings.
T: Now, let’s share some of your compositions. Who’d like to read one?
S1: Let me have a try. We learned different countries have different customs. In Japan, … In Brazil, …
T: Good job! But what’s the date today?
Ss: It’s…
T: What was the date yesterday?
Ss: It was…
T: What was the date the day before yesterday?
Ss: It was…
(继续问明天、后天。板书画线部分。)
greeting, the day before yesterday
(板书)
want/plan/wish/hope/would like to
(指着这行板书开展以下对话。)
T: OK. Look at the blackboard, please. Let’s make a free talk with the phrases. Do you plan to go to Australia this summer holiday?
S1: Yes. I do.
S2: No, I want to go to …
S3: No, I wish to travel around the country and take pictures.
S4: No, I hope to…
S5: No, I’d like to visit some places of interest in China.
S6: …
(请学生两人一组，用这些词或词组分别造句。)
2. (继续师生对话，复习4b。)
T: Boys and girls, let’s make a dialog together. How are you going?
Ss: Fine.
T: Please give my love to your parents.
Ss: Thank you very much.
T: I want to visit Japan. What’s the best time to go there?
Ss: I think you can go anytime.
T: What do you think of the food there?
Ss: It is very different from ours, but it’s delicious, too.
Ss: When you want to enter someone’s home in Japan, you should take off your shoes.
T: Thank you. You are good! Work in pairs like this. Then I’ll ask some of you to act it out.
3. (学生总结，完成3。)
T: Boys and girls. We learned lots of questions in the topic. Now, let’s look at 3 and match the questions with the right answers. Work in pairs. One ask the question, and the other answer it. Ready? Go!
(核对答案。)
T: Please read the questions and answers.
S7: Where did you go on holiday?
S8: Australia.
S9: …
S10: …
4. (让学生认真观察问句, 发现问句的时态及结构。)
T: Please pay attention to the questions. Let’s find out the rules.
Ss: They’re the past simple tense. (如果学生回答有困难, 教师帮助学生回答。)
(请学生到黑板上将句式结构补充完整。)
T: Look and complete the structures on the blackboard.
(板书)
Where
How

+ +主语+ + …?



(教师在黑板上用汉字标出句式结构要点。)
Where
How
+ did +主语+v.原形 + …?
What time
Who
When
What
特殊疑问词+助动词过去式+主语+动词原形 + ……？
(请学生用以上句式结构造句。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
完成1。复习一般过去时，并学习英语贺卡的书写格式。
1. (完成1中的明信片。)
T: Jack went to New York the day before yesterday. He wanted to send a postcard to his friend, Cao Yan. Please help him to complete the postcard.
2. (核对答案。)
T: Who’d like to write your answers on the blackboard?
Answers: got, rented, traveled, visited, bought
(让学生观察黑板上的答案, 引导他们发现都用了动词的哪种形式, 并提醒学生注意不规则动词get, buy的过去式。)
T: Look at the blackboard. They are verbs. What form of the verbs do we use?
Ss: The past form. (如果学生回答有困难, 教师帮助学生回答。)
T: Yes, we use the past form. “got” is the past form of “get”, “bought” is the past form of “buy”, so “get” and “buy” are both irregular verbs.
3. (学习英语贺卡的书写格式。)
(让学生认真观察贺卡的格式并做总结，老师补充。)
T: Please look at the postcard carefully and learn the form of it.
(1)有明确格式标记的贺卡按标记书写。
(2)自制贺卡在正面分别写收信人和发信人的姓名、住址，格式与英文信封相同，反面由称呼语，贺文，签名三部分组成。
①称呼在卡片的左上方顶格书写。
②贺文写在中间，第一行可以顶格或空3-5个字符的距离开始书写。
③祝贺人签名写在卡片的右下方。
Example:
To Mum and Dad,
Greetings from Beijing!
I enjoy myself every day …
Yours,
Jack
Dear teacher,
Happy Teachers’ Day!
With love from Jack


Step 3 Consolidation 第三步 巩固(时间:8分钟)
巩固1, 掌握有关表述。
1. (根据短文1的内容提问, 复习一般过去时的特殊疑问句形式与贺卡的书写格式。)
T: Now, please answer my questions. When did Jack get to New York?
Ss: He got to New York the day before yesterday.
T: What did he rent?
Ss: He rented a car.
T: Did he travel around the city?
Ss: Yes, he did.
T: Where did he visit?
Ss: He visited Chinatown in New York.
T: What did he buy for Cao Yan’s sister?
Ss: He bought a beautiful skirt for her.
2. (在黑板上呈现关键词, 让学生根据关键词复述贺卡内容。)
got—rented—traveled—visited—bought
T: Who can use the key words to retell the story?
S1: Jack got to New York the day before yesterday. He rented a car…
Step 4 Practice 第四步 练习(时间:9分钟)
练习并完成2。
1. (向学生说明英语国家有不同于我国的习俗。)
T: Now Jack is in New York. He knows different countries have different customs. For example, in China, when we meet our friends, we often greet with“你吃了没有？”, “你多大了？”, “你要去哪里？”. Can we greet an Englishman like this?
Ss: Ha! Ha! No.
2. (播放2录音, 让学生根据听力内容, 做出选择。)
T: We know in English-speaking countries, we can’t ask such questions as we do in China. Because it’s impolite. Please listen to 2 and mark them with P for polite or I for Impolite.
3. (核对答案。)
T: If we ask“Do you have any brothers or sisters”, is it polite or impolite?
Ss: Polite.
T: Is it polite or impolite to ask the question“How much money do you make per month”?
Ss: …
4. (再听录音2，让学生简述2。)
T: Now listen to 2 again and try to retell some of it.
Step 5 Project 第五步 综合探究活动(时间:7分钟)
1. (猜一猜。六人为一组，让学生分组描述曾经去过的有代表性的地方, 其他组的学生猜是什么地方。看哪组学生用最少的信息就能猜对。)
T: Work in groups of six. Group A describes something about the place he or she has visited. The other groups guess where it is. The group which can guess the right place with the fewest words will be the winner.
2. (家庭作业。)
(让学生假设自己正在度假，然后给朋友写一张贺卡, 告诉他/她自己在哪旅游, 并做了哪些活动。完成5。)
Ⅳ.疑点探究
Please give my love to your parents. 意为“请代我向你父母问好。”也可说Please remember me to your parents.

Topic 3 Let’s celebrate!
Section A
Section A needs 1~2 periods. Section A需用1~2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 the names of festivals:
Spring Festival, Christmas, Lantern Festival, Thanksgiving, Easter, Mid-autumn Festival
(2)Learn some other new words:
dumpling, sweet, luck, riddle, pie, not … until, believe, full, moon
2. Talk about holidays and festivals.
Chinese people eat dumplings and perform lion and dragon dances.
People in many countries celebrate Christmas and give each other presents.
On the Lantern Festival, people eat sweet dumplings for good luck.
On Thanksgiving, many people eat turkey and pumpkin pie.
Ⅱ.Teaching aids 教具
录音机/日历图片/小黑板/万年历
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:8分钟)
复习日期表达, 引入节日。
1. (复习日期的表达并询问生日，呈现农历日期表达。)
T: Boys and girls, what’s the date today? Do you know?
Ss: It’s June 6th.
T: Whose birthday is it today?
S1: It’s mine.
T: Boys and girls, let’s say “Happy Birthday” to S1 together.
Ss: Happy Birthday!
T: After class, we’ll give you some presents.
S1: Thank you very much.
T: Do you know when my birthday is? Guess.
S2: October 1st.
S3: December 20th.
S4: …
…
T: No. My birthday is on lunar October 12th.
I hope I can celebrate my birthday with you.
Ss: It’s my pleasure.
(板书并稍作解释。)
lunar
2. (用日历图片展示一些节日的日期, 让学生说出这些日期。)
2011
9月10日

2011
12月25日

2011
11月24日
星期四

2011
12月31日
十二月初七

2012
1月23日
正月初一

2012
2月6日
正月十五
T: What’s the date? Do you know?
S5: It’s Sept. 10th, 2011.
S6: It’s Dec. 25th, 2011.
S7: It’s November 24th, Thursday, 2011.
S8: It’s December 31st, lunar December 7th, 2011.
S9: It’s January 23rd, lunar January 1st, 2012.
S10:It’s February 6th, lunar January 15th, 2012.
(告诉学生这些日期都是一些节日, 然后请学生说出这些节日的名称。)
T: Boys and girls, do you know what days these dates are?
Ss: Some festivals.
T: Yes. They are dates of some festivals. Please say these festivals.
S11:It’s Teachers’ Day.
S12:圣诞节。
T: Yes. It’s Christmas.
S13:新年前夜。
T: Yes. It’s New Year’s Eve.
S14:春节。
T: Yes. It’s Spring Festival.
S15:元宵节。
T: Yes. It’s Lantern Festival. Well, do you know what day it is on Nov. 24th, 2011?
(教师指导学生用万年历查找，得出结果，学生们一起说出答案。)
Ss: It’s Thursday.
T: Yes, it’s the fourth Thursday in November. It’s Thanksgiving, 感恩节.
(教师板书节日名称, 并领读生词。)

Spring Festival Teachers’ Day
Christmas New Year’s Eve
Thanksgiving Lantern Festival
Step 2 Presentation 第二步 呈现(时间:8分钟)
呈现1a, 了解1a内容。
(教学生词：掌握dumpling, sweet, luck, riddle, pie；理解turkey; 了解dragon, pumpkin。播放1a录音。让学生通过听力，了解各节日的名称、日期、特殊食物及其相关庆祝活动。教师用小黑板在课前准备好表格，请学生用关键词完成表格。)
(板书)
dumpling, sweet, luck, riddle, pie, turkey, dragon, pumpkin
T: There are four festivals. To celebrate them, we eat some special foods and take part in some special activities. Please listen to 1a carefully and complete the table.
Festival
Date
Food
Activity
Spring Festival
lunar January 1st
dumplings

Christmas

turkey and Christmas cakes
give each other presents
Lantern Festival
lunar January 15th


Thanksgiving

turkey and pumpkin pie
families get together for a big
dinner to eat turkey and pumpkin pie

Step 3 Consolidation 第三步 巩固(时间:12分钟)
巩固1a, 完成1b。
1. (再次播放1a录音, 让学生跟读, 注意新单词的读音。)
T: Please listen again and follow the tape. Pay attention to the pronunciation of the new words.
2. (把全班分成4个小组，教师提问。采用竞争机制, 看哪个小组回答问题最多, 则该小组为优胜小组，从而让学生对节日的日期、食物及相关活动有更深记忆。完成1b。)
T: I will divide you into four groups and ask you some questions about the festivals. Try to answer the questions. The group which answers the most questions will be the winner.
T: When is the Spring Festival?
G1: It’s in January or February/on lunar January 1st.
T: What food do Chinese people eat on the Spring Festival?
G2: Dumplings.
T: How do people celebrate it?
G3: Perform lion and dragon dances.
T: …
G4: …
…
(小组里的学生每答对一个问题, 教师在下面表里为该组记上1分。)
Group
1
2
3
4
Point




3. (让学生根据小黑板上Step 2的表格内容, 复述每个节日。)
T: Now, please tell me how people celebrate those festivals according to the form on the blackboard.
S1: The Spring Festival is in January or February. People eat dumplings and perform lion and dragon dances.
S2: Christmas is on December 25th. People give each other presents.
S3: Thanksgiving is on the fourth Thursday in November. Families get together for a big dinner. People eat turkey and pumpkin pie.
S4: The Lantern Festival is on lunar January 15th. People eat sweet dumplings. People watch lantern shows and guess riddles on lanterns.
4. (小组讨论。让学生四人一组讨论1b中的问题，然后各组派代表汇报。)
T: Now, let’s discuss the questions of 1b in groups of 4. 3 minutes later, we’ll ask the representative to report his idea. Begin, please.
5. (让学生说出以上节日还有什么其他的庆祝方式, 拓展学生思维能力。)
T: We eat dumplings and perform lion and dragon dances to celebrate the Spring Festival. We can eat other things on this day. And we can also celebrate in other ways. For example, we eat red eggs, rice and noodles. And we wear new clothes. Please tell me some other ways to celebrate the Spring Festival.
S5: We eat oranges.
S6: We eat rice cakes.
S7: We visit friends.
…
T: How about some other festivals?
S8: Sing Christmas songs at Christmas.
S9: Send cards.
…
Step 4 Practice 第四步 练习(时间:8分钟)
练习并完成2。掌握not … until, believe, full, moon；理解midnight, Easter, fool, Mid-autumn, mooncake。

1. (播放2录音, 让学生将所听到的内容填到空格上。)
T: Please open your books to page 94, listen and fill in the blanks in 2.
2. (核对答案, 再次播放录音, 并让学生跟读。)
T: Please check the answers, then listen to the tape again and follow it.
3. (让学生补充教学1a时用到的表格。)
T: Please continue to complete the table with new contents.
4. (检查学生是否能记住所学到的节日名称。 采取游戏机制, 将全班分成4小组, 每组的第一个学生只说一个节日名称, 之后的学生必须重复前面的节日名称, 并且再说一个新节日的名称, 依次类推。哪一组在最短时间内说全10个节日，该组则为优胜组。)
T: Please say the names of festivals. Work in four groups. The first student says a name. The following student must repeat the names that have been said, and add a new one. The group using the shortest time to say ten names will be the winner.
Group 1:
S1: Spring Festival.
S2: Spring Festival, Christmas.
S3: Spring Festival, Christmas, …
…
5. (检查学生是否能记住节日的准确日期。教师说日期, 让学生说出节日名称；或教师说出节日名称, 学生说出日期。)
T: When is Teachers’ Day?
Ss: On September 10th.
T: What festival is it on April 1st?
Ss: April Fool’s Day.
…
Step 5 Project 第五步 综合探究活动(时间:9分钟)
通过活动，让学生加深对本节课所学习的各种节日的记忆和理解。
1. (找朋友。教师在课前准备好若干小纸条。纸条内容分为四类。第一类注明节日名称，第二类注明节日的日期包括农历和公历，第三类注明节日里的主要食物，第四类注明节日里的主要活动。)
活动步骤：1.教师将准备好的小纸条分别放在四个小纸盒里，并在盒外标上名称、日期、食物、活动，将小纸盒放在讲台上。
2.教师把学生分为四个小组，根据所准备的节日数目，让第一小组以最快的速度抽取纸条，每人读出节日名称，然后按节日时间顺序排好队。（一共有几个节日，就选几名同学参加，以下同。）
3.第二小组的同学为该节日搭配日期。
4.第三小组的同学为该节日搭配食物。
5.第四小组的同学为该节日搭配活动。
(活动完成后，每个小组选出一名同学朗读，表现最好的小组为获胜组。获胜组的每位成员可获得教师在课前准备好的适合不同节日的小礼物，以此来肯定学生的成绩、让学生有成就感，激发学生学习英语的兴趣，培养学生的参与意识。)
注：此活动可循环进行。
2. (让学生进行一个采访活动, 调查每名学生最喜欢的节日。)
T: Please make a survey about your favorite festival and complete the table.
Name
Favorite festival
Why






S1: What’s your favorite festival?
S2: Christmas.
S1: Why?
S2: I like presents. And I can send cards to my friends.
…
3. (家庭作业。)
(参考1b中的相关问题，让学生搜集当地节日的有关信息。)
T: Collect information about interesting festivals in our local area.
Section B
Section B needs 1~2 periods. Section B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. Learn some new words and phrases:
important, prepare, church, put up, open, gift, grape
2. (1)Talk about festivals.
It (Christmas) is on December 25th.
On Christmas Eve, the night of December 24th, families often go to church and sing
Christmas songs.
(2)Talk about customs and culture.
Children put up stockings by the fireplaces or at the end of their beds before they go to bed.
Some Jewish people eat apples with honey for a sweet new year.
3. Express wishes and congratulations.
Merry Christmas!
Happy New Year!
Ⅱ. Teaching aids 教具
录音机/日历/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习节日名称。巩固有关节日内容的知识。
1. (复习节日名称。)
T: There are a lot of festivals in the world. Can you name them?
Ss: Spring Festival, Mid-autumn Festival, ...
2. (让学生说出节日及其日期。全班分4组, 采用竞争机制, 看哪一组说得最多, 用时最短。小组里的每一名学生只能说出一个节日, 后面的学生不能重复前面说过的。教师在下面表里记录下所用时间。)
Group
1
2
3
4
Time




T: I will divide you into four groups. Please list the names and dates of the festivals. Every student can say only one festival and its date. The following students can not repeat the names that have been said. The group which says the most festivals in the shortest time will be the winner.
S1: Spring Festival, in January or February.
S2: April Fool’s Day, April 1st.
…
Step 2 Presentation 第二步 呈现(时间:12分钟)
呈现1a,初步了解课文。
1. (展示一幅日历, 呈现圣诞节。)
××年
12月25日
T: What’s the date?
Ss: It’s December 25th.
T: What festival is it?
Ss: It’s Christmas.
T: Yes. It’s the most important festival in many countries. What do you know about Christmas?
Ss: …
T: Do you like Christmas?
Ss: …
T: Why?
Ss: …
(展示圣诞节的相关图片, 呈现部分关键词汇。)

(1) (2) (3)
T: I have some beautiful pictures about Christmas. Do you want to have a look?
Ss: Yes, we do.
T: OK. Let’s look at Picture 1 first. It’s a Christmas tree, what can you see in the tree?
Ss: Lights, balls, stars…
T: Yes. Before Christmas Day, people are busy preparing for it. They decorate Christmas trees with lights, colorful balls, stars and so on.
Look at Picture 2. What can you see at the end of the bed?
Ss: Stockings, presents.
T: Yes. On Christmas Eve, children put up stockings by the fireplaces or at the end of their
beds before they go to bed. They think Santa Claus will fill the stockings with presents, so on the morning of Christmas Day, children always get up very early and open the stockings.
Look at Picture 3. Families are having a big get-together with a special dinner.
(板书并讲解画线部分生词和短语。)
the most important, prepare, decorate, colorful, put up, stocking, fireplace, open, get-together
2. (让学生听1a录音两遍，回答人们在圣诞节期间的活动。)
T: Please listen to 1a twice, and complete the table.
Time
Activity
Before Christmas Day

On Christmas Eve

On Christmas Day

(核对答案。)
T: What do people do before Christmas Day?
Ss: Go shopping, clean houses, give Christmas cards to their friends and decorate Christmas trees.
T: What do people do on Christmas Eve?
Ss: Families often go to church and sing Christmas songs. Children put up stockings by the fireplaces or at the end of their beds.
T: On Christmas Day?
Ss: Children open the presents in the stockings; everyone gives gifts to each other; families have a big get-together with a special dinner. They greet each other and say, “Merry Christmas!”
(板书并讲解画线部分生词和短语。)
gift, greet, Merry Christmas
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1a, 进一步理解并掌握课文内容。
1. (再次播放1a录音, 让学生跟读, 并圈出短文中的关键词。)
T: Please listen to the tape again and follow it. Circle the key words.
(几分钟后, 板书关键词。)
important—Dec. 25th—preparing—decorate—church—
stockings—open—give—get-together—dinner—greet
2. (让学生根据关键词分段复述短文。)
T: Please try to retell the story with the key words.
S1: Christmas is the most important festival in many countries. It is on December 25th…
S2: On Christmas Eve, families often go to church…
…
Step 4 Practice 第四步 练习(时间:10分钟)
练习并完成1b, 2a和2b。
1. (完成1b。)
T: Work alone please. Read the passage in 1a again and complete the table in 1b with “√” or “×”.
(核对答案。)
T: Now, let’s check the answers.
Christmas activity

decorate Christmas trees
√
play games with apples
×
give neighbors sweets
×
give each other presents
√
sing Christmas songs
√
put up stockings at the end of their beds
√
2. (让学生明白不同地区的人以不同的方式, 吃不同的食物来庆祝新年。)
T: To celebrate the new year, people in different areas use different ways. Western people have parties. Chinese people perform lion and dragon dances. And people also eat different foods.
(看书中2a部分的图。教师提问学生图中食物的名称，掌握grape；理解Spain, honey。)
T: Look at 2a, these are many foods people eat for the new year. What are they in Picture a?
S1: Grapes.
T: What’s it in Picture b?
S2: It’s a turkey.
T: What are they in Picture c?
S3: Oranges.
T: What’s it in Picture d?
S4: Pudding.
T: What are they in Picture e?
S5: Apples and honey.
T: What’s it in Picture f ?
S6: It’s a Christmas cake.
(板书)
Spain, grape, honey
(让学生听2a录音, 并做出正确选择。)
T: Listen to 2a, choose the right pictures of foods that people eat on New Year’s Day or New Year’s Eve.
(核对答案。)
T: What do people eat on New Year’s Day?
Ss: Oranges, Picture c.
T: What do people eat on New Year’s Eve?
Ss: Grapes, apples with honey, Picture a and Picture e.
3. (让学生再听录音, 完成2b。)
T: Please listen to the tape again and complete the sentences in 2b.
(核对答案。)
T: Let’s check the answers. Please read the sentences aloud.
S7: Some Chinese people eat oranges. They are round, end and begin again like years.
S8: In Spain, people eat twelve grapes for good luck in the new year.
S9: Some Jewish people eat apples with honey for a sweet new year.
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过活动, 拓展思维。
1. (让学生将呈现的食物与节日联系起来。)
T: Boys and girls, we all know, on different festivals, we eat different foods. Please tell me when we eat the rest food in 2a, and say something about the festival. When do we eat sweet dumplings?
Ss: On the Lantern Festival. People watch lantern shows and guess riddles on lanterns.
T: When do people eat turkey?
Ss: On Thanksgiving. Families get together for a big dinner. It’s on the 4th Thursday in November.
T: Mooncakes?
Ss: On the Mid-autumn Festival…
…
2. (让学生补充说出某些节日还可以吃些什么特殊食物。)
T: We usually eat mooncakes on the Mid-autumn Festival. What else do we eat?
Ss: Youzi, nuts…
T: What do people eat for the Spring Festival?
Ss: Dumplings, oranges…
…
3. (让学生选择一个特别的节日, 并说明如何庆祝。)
T: There are a lot of festivals. Now, please choose a special festival. And complete the table.
Festival name
Date
How to celebrate






4. (家庭作业。)
(让学生到图书馆或网上搜寻更多的关于不同国家、地区的人们为迎接新年而吃的不同食物的相关资料, 以扩大视野, 增强文化意识。)
T: Let’s get to know more about different foods to welcome the new year in different countries or areas. You can search on the Internet or in the library.
Ⅳ.疑点探究
春节吃橘子，象征一年圆圆满满，也象征吉祥。
Section C
Section C needs 1~2 periods. Section C 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. Learn some new words and phrases:
start, whole, stay up, knock on/at, shout, trick or treat
2. Talk about customs and culture.
People stay up and enjoy dumplings at midnight for good luck.
On the first day of the lunar new year, children greet their parents and get lucky money from them.
Ⅱ. Teaching aids 教具
录音机/歌曲磁带/图片/卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
复习节日名称。引入春节主题。
1. (要求学生分别说出中国与西方节日的名称并复习巩固。)
T: Boys and girls, we know there are a lot of festivals in the world. Some festivals are celebrated in China, while some festivals are celebrated in western countries. Can you tell me what festivals are celebrated in western countries?
Ss: April Fool’s Day, Easter, Halloween, Christmas…
T: What festivals are celebrated in China?
Ss: Lantern Festival, Mid-autumn Festival…
2. (复习圣诞节的庆祝方式。)
T: Christmas is the most important festival in western countries. What do people do before Christmas? How do people celebrate it?
S1: They give Christmas cards to their friends and decorate Christmas trees.
T: What do people do on Christmas Eve?
S2: Go to church, and put up stockings.
T: What do people do on Christmas?
S3: Children open the presents in the stockings and give gifts to each other.
3. (讨论春节前后人们的活动, 呈现本课关于春节的主题。)
T: We know, Spring Festival is our important festival. Please work in groups, have a discussion and complete the table.
Before the Spring Festival
On the Eve
On the first day
go shopping
…
have a big dinner, watch TV
…
visit friends
…
(向学生询问讨论结果。)
T: What do people do before the Spring Festival?
S4: People go shopping.
S5: …
…
(通过交流，呈现本课生词和短语。)
(板书并讲解生词和短语。)
start, whole, stay up
Step 2 Presentation 第二步 呈现(时间:7分钟)
呈现1a, 了解课文主要内容。
1. (让学生阅读短文, 并在短文中画出描述春节活动的句子。)
T: Just now, we discussed how people celebrate the Spring Festival. Now please read the
passage in 1a, and underline the sentences about the main activities of the Spring Festival.
2. (教师在课前准备好与春节活动相匹配的图片。让学生根据短文内容，说出该图片所展示的是哪项春节活动。)

(请学生在教师所展示的图片下写出描述春节活动的句子，完成1a。)
(按图片的顺序依次核对答案。)
Prepare delicious food.
Clean and decorate their houses.
Get together for a big dinner.
Stay up and enjoy dumplings.
Greet their parents and get lucky money.
Step 3 Consolidation 第三步 巩固(时间:9分钟)
巩固1a, 完成1b。
1. (播放1a录音, 让学生跟读。)
T: Please listen to 1a and repeat it.
2. (要求学生利用春节的主要活动复述1a，可以适当发挥想象。)
T: Now, please try to retell the passage with the main activities and something else you know.
S1: Before the Spring Festival …
S2: …
3. (要求学生独立完成1b。)
T: We know there are a lot of differences between the Spring Festival and Christmas. Now please find the differences and complete the table in 1b.
(核对答案。)
T: When are the Spring Festival and Christmas?
S3: The Spring Festival is in January or February.
Christmas Day is on December 25th.
T: What do we usually do on the Spring Festival?
S4: Eat dumplings and perform lion and dragon dances.
T: What are the main activities about Christmas?
S5: Decorate a Christmas tree, put up stockings and give each other gifts.
T: What are the Spring Festival’s gifts?
S6: Greeting cards and lucky money.
T: And Christmas Day’s gifts?
S7: Greeting cards and Christmas presents.
T: What are the Spring Festival’s foods?
S8: Dumplings.
T: Christmas Day’s?
S9: Turkey and Christmas cakes.
Step 4 Practice 第四步 练习(时间:12分钟)
完成2a, 2b。
1. (让学生完成2a的练习。)
T: Yesterday was Halloween. Julia had a wonderful time with her friends. Then she wrote a letter to Kangkang. Here are several new words and phrases. Let’s learn them.
(板书并讲解生词。)
knock on/at, shout, trick or treat
T: Now read the letter and fill in the blanks in 2a.
(让学生将答案写在黑板上。)
T: Who’d like to write your answers on the blackboard?
was, had, wore, gave, didn’t play, tell
(让学生观察, 判断以上动词用的是什么形式。)
T: These words are verbs. What form of these verbs do we use?
Ss: Simple past form.
T: Yes, we use the past form of the verbs except the last one.
(让学生找出短文中出现的其他动词过去式。)
T: Please find out more verbs in the simple past form in the letter, and circle them.
(让学生说出所找到的动词过去式。)
T: Please tell us what you have found.
(要求学生说出自己所知道的动词及其过去式。)
T: Can you say some more verbs and their past forms that we have learned?
S1: Sing—sang.
S2: Buy—bought.
…
(总结归纳动词过去式的五种变化规律，以加深学生对这部分内容的印象。)
2. (结对活动。两人一组，互相介绍万圣节的习俗。)
T: Work in pairs. Please introduce Halloween to your partner.
T: S3 and S4, tell the class what you know about Halloween.
S3: When is Halloween?
S4: It’s on October 31st.
T: Very good. S5 and S6, try yours.
S5: How do they celebrate it?
S6: Children play “Trick or treat!” on their neighbors.
…
3. (要求学生以康康的名义回信, 告诉朱丽娅一个难忘的节日。完成2b。)
T: Suppose that you were Kangkang. Would you like to write a letter back to Julia about one of your unforgettable festivals?
Ss: Yes, we’d love to.
(给学生两分钟时间准备，然后找同学朗读自己的信。)
T: Who’d like to read your letter?
S7: Dear Julia, thank you for your letter. The Lantern festival of this year is one of my unforgettable festivals …
S8:…
…
Step 5 Project 第五步 综合探究活动(时间: 10分钟)
通过活动, 巩固加深对节日的理解和记忆。
1. (学唱Jingle Bells, 播放录音让学生跟唱。)
T: Today we’ll sing a song named Jingle Bells. Listen and sing after the tape.
2. (让学生根据歌曲猜测节日名称。)
T: Please listen to the song Jingle Bells again. (再次播放录音。) Can you tell me what festival this song is for?
Ss: Christmas.
T: There are a lot of songs for different festivals. Now, I’ll sing some songs. Please tell me what festivals these songs are for.
(教师唱歌。)
T: (唱)今天是你的生日, 我的中国。清晨我放飞一群白鸽, ……。What festival is this song for?
Ss: National Day.
T: (唱)恭喜恭喜恭喜你, 每条大街小巷, 每个人的脸上……。
Ss: Spring Festival.
T: (唱)十五的月亮, 照在家乡照在边关……。What festival is it for?
Ss: Mid-autumn Festival.
…
3. (是或不是。Yes or No.)
(1)准备。教师事先准备四张卡片，每张卡片上写上10个句子。其中有的句子的内容是真实的，有的则不符合事实。
(2)将学生分为四个组。
(3)先从第一组中选出一名学生上台抽出一张卡片，并让该生读出卡片上的每个句子，每句读两遍。本组其他同学必须大声打断那位同学读句，并根据真实情况分别说出Yes或No。若回答正确，则加一分；若回答错误，则不给分；若该句第二遍读完之后该组还没人回答，这时教师用双手击掌，其他三组学生开始抢答。第一个抢答正确者为所在的组赢得一分。第一句回答完毕，接着读第二句、第三句、第四句……
(4)待每组都读完10句后，统计各组得分，分数最高的组为优胜组。
注：①卡片上的句子内容可涉及本话题所涉及到的所有节日。
②如果学生具有较高的英语水平，可采用分组对抗形式。一组学生现场说一个句子，另一组学生判断正误。内容可涉及到课本上没有提到的中国其他传统节日或有地方特色的节日。这样可以激发学生的求知欲。
(下面提供一些句子，供游戏使用。根据事实判断句子的正误。)
1. The Spring Festival usually comes in January or February.
2. Chinese people usually eat noodles on the Spring Festival.
3. On the Lantern Festival, people eat sweet dumplings for long life.
4. People often eat turkey and Christmas cakes on Christmas.
5. Many people eat turkey and pumpkin pie on Thanksgiving.
6. On the Mid-autumn Festival, people eat dumplings and enjoy the bright full moon.
7. Christmas is on December 24th.
8. Some Chinese people eat apples on the Spring Festival. They are round, like years.
9. In Spain, people eat twelve grapes for good luck in the new year.
10. Some Jewish people eat apples with honey for a sweet new year.
4. (家庭作业。)
(让学生在课后搜集不同地区的人民庆祝春节的不同方式。)
T: Please collect some ways to celebrate the Spring Festival in different areas of China.
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 some new words and phrases:
International Labor Day, Dragon Boat Festival, hold, race, National Day, the PRC, capital, flag, burn, god
2. (1)Talk about holidays and festivals.
One of them is International Labor Day, that is May Day. It’s on May 1st. People enjoy a one-day holiday.
The Dragon Boat Festival is on lunar May 5th.
October 1st is the National Day of the PRC.
(2)Talk about customs and culture.
On this day, people hold dragon boat races in many places and eat rice dumplings to remember Qu Yuan.
The whole country celebrates the birthday of China on this day.
Before Chinese New Year, many Chinese families burn the old picture of Zao Shen, the kitchen god, to get good luck.
Ⅱ. Teaching aids 教具
录音机/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
通过唱歌, 复习节日名称。引入1。
1. (复习Jingle Bells, 以小组形式竞赛。)
T: Can you sing Jingle Bells?
Ss: Yes.
T: What festival is Jingle Bells for?
Ss: Christmas.
T: OK. Please sing the song in groups. I want to see which group sings best.
G1: (唱)Dashing through the snow, …
…
T: Group X sings best. Congratulations.
2. (呈现本课学习的中国节假日。并教学生词。)
T: There are a lot of traditional festivals in China. For example, Spring Festival, Lantern Festival… Now, listen to me, I’ll describe another festival. Please tell me what festival it is. On that day, people hold dragon boat races, eat rice dumplings. What festival is it?
Ss: Dragon Boat Festival.
T: When is it?
Ss: It’s on lunar May 5th.
T: The Dragon Boat Festival is a Chinese traditional festival. Now we have some new holidays, and when they come, we can have a one-day or a three-day holiday. What are they?
Ss: May Day and National Day.
T: When is May Day?
Ss: On May 1st.
T: Yes, we can also call it International Labor Day.
Ss: On National Day, we hope to go to Beijing, the capital, to watch the national flag go up.
T: When is National Day?
Ss: On October 1st.
(板书并讲解画线生词和短语。)
hold, race, Dragon Boat Festival, National Day, International Labor Day, capital, flag
Step 2 Presentation 第二步 呈现(时间:11分钟)
通过总结本话题所学的节日和对应的庆祝活动，呈现4和1。
1. T: We have learned a lot of festivals and activities, and we know each festival has a special celebrating activity. For example, on Thanksgiving, people eat turkey and pumpkin pie. On Christmas, people send Christmas cards. Boys and girls, please look at 4 and tell us what people do on other festivals?
S1: People enjoy a bright full moon on the Mid-autumn Festival.
S2: Children knock on their neighbors’ doors and shout“Trick or treat!”on Halloween.
S3: People eat sweet dumplings for good luck on the Lantern Festival.
S4: People make colorful eggs to celebrate Easter.
S5: Children get lucky money as new year gifts on the first day of the Spring Festival.
S6: Chinese people celebrate the birthday of China on National Day.
People play tricks on others on April Fool’s Day.
People enjoy a one-day holiday on the Dragon Boat Festival.
T: OK, very good!
(播放4录音，让学生跟读。)
T: Listen to 4 and repeat it.
2. (阅读短文，了解更多有关节日的信息。完成1。)
T: Good! Do you want to know more about some festivals?
Ss: Yes.
(1) (让学生阅读1中的课文, 并将节假日的相关信息填入表格。)
T: Please read the passage in 1. Find out the information about holidays and festivals, then complete the table.
(2) (核对答案。)
T: Now let’s check the answers. What is the holiday in the first paragraph?
Ss: International Labor Day.
T: When is it?
Ss: On May 1st.
T: How do people celebrate?
Ss: Go shopping or traveling.
…
Holiday or festival
Date
Activity
International
Labor Day
May 1st
go shopping or traveling
Dragon Boat Festival
lunar May 5th
hold dragon boat races, eat rice dumplings
to remember Qu Yuan
National Day
October 1st
watch the national flag go up
Step 3 Consolidation 第三步 巩固(时间:7分钟)
巩固1。学会复述节日活动。
1. (播放1录音, 让学生跟读。)
T: Listen to 1 and repeat it.
2. (让学生根据表格内容, 描述节日。)
T: Please try to describe the holidays or festivals according to the table.
S1: May Day is on May 1st. People often go shopping or traveling.
S2: The Dragon Boat Festival is on lunar May 5th. People hold dragon boat races and eat rice dumplings.
S3: National Day is on October 1st. People watch the national flag go up.
3. (让学生谈论1中节日的活动或相关故事。)
T: Now talk about activities or stories about the festivals mentioned in 1.
S4: We have a one-day holiday on May Day. We often go shopping or traveling.
S5: We have a three-day holiday on National Day. We enjoy watching the national flag go up.
S6: As Qu Yuan was so loved by people, the fishermen in his hometown rushed out in long boats when they heard of his death, playing the drums to scare the fish away, and throwing Zongzi, a kind of rice dumpling, into water to feed the fish so that they would not eat Qu Yuan’s body.
…
Step 4 Practice 第四步 练习(时间:10分钟)
通过练习, 完成2, 3。
1. (听2录音，完成2。根据听到的内容，给图片标上正确的序号。)
T: Boys and girls. Here are some beautiful pictures, can you tell me what they are about?
(展示2中的图片。)
Ss: Yes. They are about different festivals.
T: Good. Please listen to the tape and number the pictures in the right order you hear.
(核对答案。)
T: What’s the right order?
Ss: 5—2—3—1—4.
2. (告诉学生春节还有其他很多活动。让学生阅读3的节日描写范文, 并向伙伴介绍其中的风俗习惯。)
T: People do different activities to celebrate the Spring Festival in different areas. Please read the passage in 3 and find out the customs about the festival.
(问学生文中所介绍的风俗。)
Ss: Before Chinese New Year, people burn the old picture of the kitchen god. When New Year’s Day comes, they put up a new one on the wall.
(让学生写短文，然后朗读自己的短文。)
T: Can you write a short passage about another festival like 3?
(几分钟后。)
T: Now please read your composition aloud.
S1: Before the Mid-autumn Festival, people buy mooncakes, youzi and nuts. On that day, people get together for a big dinner. After dinner, people put mooncakes and nuts on the desk in the open air and enjoy the full moon, telling the story about Chang’e, Wugang and the white rabbit.
S2:…
…
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动, 培养学生的语言表达能力。
1. (让学生根据5中表格内容要求，在全班同学中自由采访，完成表格。活动中，尽可能使用英语。)
T: Boys and girls, we wrote a lot of compositions about different festivals just now. Now let’s make a survey about your classmates’ favourite festivals. Suppose you are a journalist, please interview your classmates according to the table in 5. Try your best to speak English during the interview. Let’s see who can do best within 6 minutes.
2. (家庭作业。)
(让学生根据调查结果写一篇短文，下节课选两名学生向全班汇报。)
T: Write a passage according to the results of your survey. Next class I’ll ask two students to report to the class.附录：课堂教学用语
1. 上课 (Beginning a class)
(1)Let’s start now. / Let’s begin our class/lesson.
(2)Stand up, please.
(3)Sit down, please.
2. 问候 (Greeting)
(4)Hello, boys and girls/children.
(5)Good morning, class/everyone/everybody/children/boys and girls.
(6)Good afternoon, class/everyone/everybody/children/boys and girls.
(7)How are you today?
3. 考勤 (Checking attendance)
(8)Who’s on duty today? / Who’s helping this morning/today?
(9)Is everyone/everybody here/present?
(10)Is anyone away？/ Is anybody away？
(11)Is anyone absent? / Is anybody absent?
(12)Who’s absent? / Who’s away?
(13)Where is he/she?
(14)Try to be on time. / Don’t be late next time.
(15)Go back to your seat, please.
(16)What day is it today?
(17)What’s the date today?
(18)What’s the weather like today?
(19)What’s it like outside?
4. 宣布 (Announcing)
(20)Let’s start working. / Let’s begin/start a new lesson. / Let’s begin/start our lesson.
(21)First, let’s review/do some review.
(22)What did we learn in the last lesson?
(23)Who can tell/remember what we did in the last lesson/ yesterday?
(24)Now we’re going to do something new/different. / Now let’s learn something new.
(25)We have some new words/sentences.
5. 提起注意 (Directing attention)
(26)Ready? / Are you ready?
(27)Did you get there? / Do you understand?
(28)Is that clear?
(29)Any volunteers?
(30)Do you know what to do?
(31)Be quiet, please. / Quiet, please.
(32)Listen, please.
(33)Listen carefully, please.
(34)Listen to the tape.
(35)Look carefully, please.
(36)Look here.
(37)Watch carefully.
(38)Are you watching?
(39)Please look at the blackboard/picture/map…
(40)Pay attention to your spelling/pronunciation…
6. 课堂活动 (Class activities)
(41)Start！/ Start now.
(42)Everybody together. / All together.
(43)Practice in a group. / Practice in groups. / In groups, please.
(44)Get into groups of three/four …
(45)Everybody finds a partner/friend.
(46)In pairs, please.
(47)One at a time. / Let’s do it one by one.
(48)Now you, please. / Your turn (Student’s name).
(49)Next, please. Now you do the same, please.
(50)Let’s act. / Let’s act out/do the dialogue.
(51)Who wants to be A?
(52)Practice the dialogue, please.
(53)Now Tom will be A, and the others will be B.
(54)Please take (play) the part of …
(55)Whose turn is it?
(56)It’s your turn.
(57)Wait for your turn, please.
(58)Stand in line. / Line up.
(59)One by one. / One at a time, please.
(60)In twos. / In pairs.
(61)Don’t speak out.
(62)Turn around.
7. 请求 (Request)
(63)Could you please try it again?
(64)Could you please try the next one?
(65)Will you please help me?
8. 鼓励 (Encouraging)
(66)Can you try?
(67)Try, please.
(68)Try your best. / Do your best.
(69)Think it over and try again.
(70)Don’t be afraid/shy.
9. 指令 (Issuing a command)
(71)Say/Read after me, please.
(72)Follow me, please.
(73)Do what I do.
(74)Repeat, please. / Repeat after me.
(75)Once more, please. / One more time, please.
(76)Come here, please.
(77)Please come to the front. / Come up and write it on the blackboard/chalkboard.
(78)Come and write it on the blackboard.
(79)Please go back to your seat.
(80)In English, please.
(81)Put your hands up, please. / Raise your hands, please.
(82)Put your hands down, please. / Hands down, please.
(83)Say it/Write it in Chinese/English.
(84)Please take out your books.
(85)Please open your books at page …/Find page …/Turn to page …
(86)Please answer the question/questions. / Please answer my question(s).
(87)Please read this letter/word/sentence out loud. / Please read out this letter/word/sentence.
(88)Please stop now. / Stop now, please. / Stop here, please.
(89)Clean up your desk/the classroom, please.
(90)It’s clean-up time. / Tidy up your desk/the classroom.
(91)Put your things away. / Clean off your desk. / Pick up the scraps.
(92)Clean the blackboard.
(93)Plug in the tape-recorder, please.
(94)Put the tape-recorder away.
(95)Put the tape in its box/cassette.
(96)Listen and repeat.
(97)Look and listen.
(98)Repeat after me.
(99)Follow the words.
(100)Fast. / Quickly! / Be quick, please.
(101)Hurry! / Hurry up, please.
(102)Slow down, please.
(103)Slowly.
(104)Bring me some chalk, please.
10. 禁止和警告 (Prohibition and warning)
(105)Stop talking. / Stop talking now, please.
(106)Don’t talk. / Everybody quiet, please.
(107)Don’t be silly.
(108)Settle down.
11. 评价 (Assessment)
(109)Good, thank you.
(110)Good! / Very good. / Good job. / Good work. / Good example.
(111)A good answer. / Nice work.
(112)Excellent. / Great! / Well done. / Very good. / I like the way you …
(113)That’s interesting!
(114)Don’t worry about it. / No problem.
(115)OK! / That’s OK.
(116)I don’t think so.
(117)That’s not quite right, any other answers? / That’s close. / That’s almost right.
(118)Not quite, can anyone help him/her? / Try again.
(119)A good try.
12. 布置作业 (Setting homework)
(120)For today’s homework …
(121)Practise after class. / Practise at home.
(122)Say it out loud before you write it down.
(123)Copy/Print/Write each word twice.
(124)Remember (Memorize) these words/sentences.
(125)Learn these words/these sentences/this text by heart.
(126)Do your homework. / Do the next lesson. / Do the new work.
13. 下课 (Dismissing the class)
(127)Hand in your workbooks, please.
(128)Time is up.
(129)The bell is ringing.
(130)There’s the bell.
(131)There goes the bell.
(132)Let’s stop here.
(133)That’s all for today.
(134)Class is over.
(135)Goodbye. / Bye. / See you next time.