仁爱英语七下UnitOurSchoolLife 46页

‎ Unit 5 Our School Life Topic 1 How do you usually come to school?‎ 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 ways 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/多媒体课件 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 ‎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 the 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，正音)‎ 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 adverbs 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, ball, 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 adverbs 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 He is running on 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, better, look for, shelf, keep, return, on time, pleasure, post, bye-bye, 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. Talk about 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. Talk about 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 like ‎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)‎ Lost My red umbrella My name is Mary.‎ Please call 883-8752.‎ Found A key to a bike Please call the Lost and Found.‎ Tel: 821-7667‎ ‎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 outdoor 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，用正确的现在进行时态填空。)‎ 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和有用表达。)‎ 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, boring ‎(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，与同伴组织对话。)‎ T: Now, boys and girls, look at the pictures on the blackboard. According to the pictures and the ‎ example in 2, make conversations with your partners.‎ Example:‎ S1: Which subject do you like best?‎ S2: I like history best.‎ S1: Why do you like it?‎ S2: Because it’s easy and interesting. What do you think of it?‎ S1: I think it’s too difficult.‎ ‎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, collection, 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: Work in pairs, and make conversations with your partners.‎ Example:‎ T: What day is it today?‎ S1: …‎ T: What lessons do we have today?‎ S1: We have …‎ T: Which subject do you like best?/What’s your favorite subject?‎ S1: I like…best./My favorite subject is…‎ T: Why?‎ S1: Because … What do you think of it?‎ T: I think it’s …‎ ‎3. (提出关于学校生活的问题, 为学习‎1a做准备。)‎ T: What subjects do you learn in the school? What activities do you have at school? Do you ‎ love your school life? Is it interesting?‎ S2: …‎ S3: …‎ T: Good! Your school life is very interesting. Now let’s look at Hu Bin’s school life.‎ Step 2 Presentation 第二步 呈现(时间:5分钟)‎ 呈现‎1a。‎ ‎1. (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 Place:‎ Day: Every Saturday Time: 9:‎00 a.m.—5:00 p.m.‎ Class 1 and Class 2‎ 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?‎ S1: Fine, thank you.‎ T: What day is it today?‎ S1: It is Thursday.‎ T: What class are we having?‎ S1: We are having an English class.‎ T: What time does the class begin?‎ S1: At eight o’clock.‎ T: Which subject do you like best? / What’s your favorite subject? Why?‎ S1: I like English best. / My favorite subject is English. Because it’s easy and interesting.‎ T: How many English lessons do you have every week?‎ S1: Five.‎ T: How do you usually come to school?‎ S1: I usually come to school by bike.‎ T: Do you have school newspaper?‎ S1: Yes, I do.‎ T: How do you like your school newspaper?‎ S1: It’s interesting. I like it very much. It is my favorite. I can learn a lot from it.‎ T: Thank you for answering my questions.‎ S1: You’re welcome.‎ Step 4 Practice 第四步 练习(时间:10分钟)‎ 练习现在进行时和一般现在时，完成‎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”。‎