资源简介

Unit 1　Animal Friends
单元主题框架
单元主题分析
本单元主要围绕动物朋友这一主题展开。该主题与课标要求的“人与自然”主题范畴中的“常见的动物,动物的特征与生活环境”和“与自然和谐共生”子主题密切相关。动物是学生感兴趣的话题。在学习本单元主题内容的过程中,学生一方面会和同学交流自己喜欢的动物,另一方面也会学习介绍动物的方法。同时,本单元还介绍了大象这种学生熟悉,且又在某些国家具有特殊文化意义的动物。本单元的目的在于激发学生对动物的关注与喜爱,加深学生对动物的了解,培养学生保护动物以及与动物和谐共生的意识。
本单元的大问题是“Why are animals important？”,引导学生思考动物在人类生活中的重要性。Section A的引导性问题是“Why do you like animals？”。该部分的听力对话呈现了学生参观动物园的场景,学生通过聆听并模仿对话,能够学会从食物、本领、栖息环境、生活习性等方面介绍某种动物,同时阐述自己喜欢某种动物的原因。Section B主要围绕引导性问题“How are animals part of our lives？”展开,通过泰国学生Malee的帖子详细介绍了大象的外形、本领、性格特征等方面,还阐述了大象在泰国的地位以及其所具有的文化意义。此外,关于如何保护大象这一重要内容,帖子也提出了相应的建议。通过阅读和分析这篇帖子,学生可以深入、具体地了解某种动物,并认识到人类活动给动物的生活环境带来的影响,进而思考人与动物应该如何和谐共生这一问题。
总而言之,本单元由浅入深地引导学生探究主题意义,让他们理解动物与人类生活的密切联系,认识到动物所承载的文化价值,思考人类活动对动物生存环境的影响,探索保护动物的有效方式,最终实现人与动物的长期友好共存。
单元教学目标
通过本单元学习,学生能够：
1.用英语说出常见的动物并使用恰当的形容词描述不同的动物。
2.谈论自己喜欢的动物并说明喜欢的原因。
3.从外形、栖息地、生活习性、本领等方面介绍某种动物。
4.辨别字母及字母组合a,ai,ay,al,aw在单词中的不同发音,并掌握名词后加 s/ es的读音规则。
5.掌握以wh 开头的特殊疑问句的问答以及名词的复数形式。
6.了解动物在不同国家具有的文化意义。
7.深入思考人类活动对动物的影响,探索保护动物的有效方式,深刻领会保护动物的意义,进而积极探寻人类与动物和谐共存的途径与方法。
单元教学重难点
重点：
1.用形容词准确地描述动物。
2.掌握谈论动物外貌、栖息地、生活习性、本领等的句型。
3.将字母及字母组合a,ai,ay,al,aw的发音准确运用到单词认读中。
4.恰当使用名词复数和wh 引导的特殊疑问句。
难点：
1.掌握字母及字母组合a,ai,ay,al,aw的发音。
2.掌握名词复数的变形规则。
第一课时　Section A(1a－1e)&Pronunciation
学习目标
In this lesson,students will：
1.use adjectives to talk about different animals；
2.introduce their favourite animals and tell the reasons；
3.pronounce letter a and letter combinations ai,ay,al,aw correctly.
教学建议
Step 1　Lead in
1.Show the title and photo on Page 1 and ask students to think about the question：
◆What do you think this unit is about
2.Ask students to look at the photo more carefully and answer the questions：
◆Can you name the animals in the photo
◆What do you know about these animals
◆Do you know any other special animals in China
3.Ask students to read the Big Question and the leading questions in Section A and Section B.Make sure students know the main topic of this unit.
呈现单元标题和单元主题图,鼓励学生大胆预测本单元可能谈论的话题,并通过讨论吸引学生的兴趣。
Step 2　Listening&Speaking (1a－1d)
Pre listening
1.Show photos of some animals and speak out the English names of these animals together.
2.Ask students to use adjectives (e.g.big,tall,beautiful,strong) to describe these animals.Supplement some words that can be used to describe animals for students.
3.Ask students to choose the animals they like in the photos and simply explain the reasons.
回顾和复习常见动物的英文名称以及可用于描述动物的形容词。谈论自己喜欢的动物,引起学生对话题的兴趣。
While listening Page 2,1a
1.Ask students to look at the pictures in 1a,and then write the animals on the blank line under the pictures.
2.Check the answers with the students.
Page 2,1b
1.Let students look at the photos in 1a and ask the question：
◆Where can we see these animals
2.Ask students to read the questions in 1b and think about what information they should focus on while listening.
◆Where are the students？(place)
◆Why are they there？(reason)
◆When should they be back？(time)
3.Listen and check the answers.
Page 2,1c
1.Ask students to read the sentences in 1c and circle the information they need to pay attention to while listening.
2.Listen to the conversation.Then circle T for true or F for false.
3.Check the answers,and then ask students to correct the false sentences.
Page 2,Practice More
Ask students to listen again and answer more detailed questions about the listening material：
◆What animal does Yaming like？Why
◆Does Emma like wolves？Why or why not
◆What does Chen Jie think about monkeys
理解听力对话内容、获取细节信息,并在听力中学习和理解目标语言。
Post listening
Page 2,1d
Ask students to work in pairs and take turns to talk about their favourite animals,following the example in 1d.
分组操练本节课的目标语言。
Summary
1.Ask students to summarise the words that can be used to describe animals：
◆clever,funny,dangerous,interesting,...
2.Ask students to summarise the sentences that can be used to explain the reasons why they like an animal：
◆Because they are really clever and funny.
◆They take good care of their babies.
◆They are interesting.
◆They look like us.
总结本节课需要掌握的重点词汇和句型。
Step 3　Pronunciation (1－3)
Page 3,1
1.Ask students to listen to the recording and repeat the pronunciation.
2.Ask students to pay attention to the different pronunciation of letters and letter combinations.
3.Let students add one more word to each group.
通过边听边跟读练习发音,并通过观察总结发音规则。
Page 3,2
1.Ask students to pay attention to the bold letters in Pronunciation 2.
2.Ask them to answer the question：What form are these words
3.Let students listen to the recording and repeat the pronunciation.Then let them notice the pronunciation of (e)s.Teacher can ask students to think about the question：
◆Do s and es make the same sound in each word
4.Explain the pronunciation rules of plural nouns to students.
通过边听边读感受名词复数的发音并总结发音规律。
Page 3,3
1.Ask students to read the sentences in Pronunciation 3 by themselves.
2.Ask students to listen to the recording and repeat.Then let them notice how the unstressed words are pronounced.
3.Ask students to compare if there is any difference in the pronunciation of the italicized words when they are reading.
先通过自主朗读练习让学生感受发音差异,再通过跟读练习强化学生对非重读单词的学习。
Extension Activity (Optional)
1.Prepare a different passage or conversation for students.
2.Ask students to underline the unstressed words while reading by themselves.
3.Choose some students to read the passage or conversation to the whole class.
Step 4　Homework
1.Make a survey about your family members' favourite animals,and then share with classmates next class.
2.Finish the exercises
教学反思
第二课时　Section A(2a－2f)
学习目标
In this lesson,students will：
1.understand the conversation about Peter's and Fu Xing's favourite animals；
2.practise the pronunciation of unstressed words in the conversation；
3.learn how to introduce an animal；
4.introduce their favourite animals；
5.understand why they cannot feed the animals.
学习建议
Step 1　Lead in
Show students some photos about penguins or show them a video about penguins.
Then ask students to answer the questions：
◆What is the animal in the photos/video
◆What do they look like
◆Where are they from
◆What do they eat
◆Do they fly
◆Do they live alone or in groups
利用图片或视频引起学生对本课话题的兴趣,并通过一系列引导性提问帮助学生参与对话题的讨论。
Step 2　Listening & Speaking (2a－2d)
Pre listening
1.Show students the photo in 2a and ask them the questions：
◆Where are the people
◆What are the people doing
◆Can you guess what the conversation is about
引导学生观察图片,通过背景信息对交际内容做出预测。
While listening
Page 3,2a
1.Ask students to listen to the conversation and circle the coloured words they hear.
2.Check the answers with students,and then compare the differences of the coloured words (e.g.cute/cool,lovely/amazing,clever/smart).
Page 4,2b
Ask students to read the conversation and complete the table in 2b,and then check the answers with students.
Page 4,2c
1.Ask students to listen to the conversation again and pay attention to the unstressed words.
2.Invite two or three pairs of students to role play the conversation in class.
Page 4,2d
1.Ask students to match the headers (1－5) in 2b with the questions (A－E).
2.Let students ask and answer questions about penguins by using the information in 2b and the questions in 2d.
e.g.—What does the penguin look like
—It looks lovely.
—Where is it from
—It's from Antarctica.
理解听力对话内容、获取细节信息,并在听力中学习和理解目标语言。
Post listening
Page 4,2e
1.Ask students to fill in a card about their favourite animals.
2.Ask students to work in pairs.Take turns to introduce their favourite animals to their partners.
e.g.My favourite animal is pandas.Pandas have black and white fur.They look very lovely.Pandas live in the forest in Sichuan Province and Shaanxi Province.Their food is bamboo.Pandas can climb trees.They are really great animals.
Page 4,2f
1.Ask students to work in pairs,and then use the questions in 2d to ask about their partner's favourite animal.
2.Invite some students to introduce their partners' favourite animals to the whole class.
e.g. ...'s favourite animal is...
对目标语言进行迁移运用。
Summary
Ask students to summarise the sentence patterns that can be used to introduce a kind of animals,using a mind map or a table.
How to introduce animals？
Name ...like(s).../...'s favourite animal is...
Looks They are very.../They look...
Home They're from.../They usually live in...
Food They (usually) eat...
Ability They can't...,but they can...
总结本节课的重要句型。
Further Thinking
Teacher asks students the questions：
◆What food does Fu Xing want to give to the penguins
◆Is it a good behaviour？Why or why not
1.Based on the above two questions,teacher can ask students to think more about the behaviour of feeding zoo animals：
◆Why shouldn't we feed the zoo animals
e.g.Zoo animals have their own food.If we feed them other things,they can get sick.
Feeding zoo animals can scare them.And some animals might eat packaging by mistake and fall ill.
◆So what should we do when we watch the animals in the zoo
e.g.We should not feed the animals.
We should just look at the animals quietly.
We should follow the rules and not disturb the animals.
2.Summary：Don't feed the animals.Let them stay healthy and live naturally.
通过提问引发学生对投喂动物这一行为的思考,并点明主题意义。
Step 3　Homework
1.Vote to choose the animal that students in your class like best and make an introduction card for it.
2.Finish the exercises
教学反思
第三课时　Grammar Focus(3a－3d)
学习目标
In this lesson,students will：
1.ask and answer questions using wh questions；
2.be able to connect two sentences using conjunction word because；
3.know the rules of plural nouns.
学习建议
Step 1　Lead in
1.Ask students to find a partner,and then talk about the animals they like or dislike.Teacher can help students start their conversations by giving them some examples：
◆What animal do you like？/What's your favourite animal
◆Why do you like...？
◆Where are...from
◆What animal don't you like
◆Why don't you like...？
复习听说课中涉及的以wh 开头的特殊疑问句,自然过渡到语法课内容。
Step 2　Grammar Teaching (3a－3d)
Page 5,3a
1.Ask students to read the sentences in 3a,and ask them to explain the usage of the wh words：what,where and why.
what asks about things/objects/activities
where asks about places
why asks about reasons
2.Ask students to circle the word that introduces a reason,and then explain the usage of because.
◆because意为“因为”,可以用来连接原因状语从句。
e.g.She didn't go there,because she was ill.
◆回答why问句时,只能用because,不能用for或as。
e.g.—Why are you late
—Because I met a traffic accident on my way here.
◆汉语中我们经常说“因为......所以......”,但在英文中有了because就不能再用so。
e.g.Because he was tired,he couldn't walk there.
Page 5,3b
1.Ask students to complete the conversation with the words in the box.Then underline the animal nouns.
2.Check the answers with the students.
Page 5,3c
1.Ask students to make the nouns in the box plural.
2.Explain the rules of plural nouns.
名词复数的变化规则：
◆在一般情况下,词尾加 s,在清辅音后读/s/,在浊辅音、元音及其他一些情况后读/z/。如：eagle—eagles,pet—pets。
◆以s,x,sh,ch结尾的词,词尾加 es,读/ z/。如：fox—foxes,glass—glasses。
◆以f或fe结尾的词,先将f或fe改为v,再加 es,读/vz/。如：wolf—wolves,life—lives。
◆以o结尾的词,有生命物在词尾加 es,无生命物在词尾加 s,读/z/。如：tomato—tomatoes,zoo—zoos。
◆以辅音字母加y结尾的词,先将y改为i,再加 es,读/ z/。如：baby—babies,family—families。
名词复数的不规则变化：
◆元音发生变化。如：man—men,tooth—teeth。
◆单复数同形。如：sheep—sheep,deer—deer。
◆词尾发生变化。如：ox—oxen,child—children。
◆有些名词只有复数形式。如：clothes,trousers。
3.Ask students to use the plural nouns to complete the sentences.Encourage them to add more to the sentences.
以讲练结合的方式让学生掌握本节课语法。
Page 5,3d
1.Ask students to think of an animal in their mind.Then let them ask and answer questions with a partner to guess each other's animal.
2.Invite two or three pairs of students to role play the conversation in class.
结合本单元主题,综合运用语法知识。
Step 3　Homework
1.Make more animal riddles using wh questions.
2.Finish the exercises.
教学反思
第四课时 Section B(1a－2b)
学习目标
In this lesson,students will：
1.understand Malee's post and get detailed information；
2.learn some knowledge about elephants；
3.know animals are part of people's lives and they should protect them.
4.write their own posts for the website about their favourite animals.
学习建议
Step 1　Lead in
Page 6,1a
1.Show students a video or some photos about elephants and ask them what they know about elephants.
Here are some facts about elephants：
◆Elephants are the largest land animals on the earth.
◆They only eat plants.
◆Their trunk is very useful.They can use it to drink water,pick up food and talk to other elephants by touching trunks.
2.Show students the picture in Malee's post and ask them what the elephants are doing.
通过视频或图片导入主题,引起学生的兴趣。询问学生对大象了解多少,唤起学生对大象的先验知识。
Step 2　Reading Comprehension (1b－1d)
Pre reading
1.Ask students to scan the first two paragraphs and then answer the questions：
◆Where is Malee from
◆What is the national animal of Thailand
◆Do elephants have special meanings in Thai culture
Culture Tips
Introduce the symbolic meaning of elephants and the Thai Elephant Day to students.
◆In Thai culture,elephants are very special.They are a symbol of good luck,strength,power and wisdom.
◆Thai Elephant Day is a traditional religious festival.In Thailand,it is held every year to thank elephants.This is because their ancestors gave their lives to defend the country in wars.On this day,elephants are washed clean by their owners and then decorated.They go to Suphan Buri(素攀府) to take part in the annual “Elephant Games”.There are events like tug of war,weightlifting,kicking balls and obstacle course.
介绍背景知识,让学生了解大象在泰国文化中的意义,帮助学生理解语篇的内容和主题。
While reading
Page 6,1b
1.Ask students to read Malee's post and choose the best title for it.This time,students just need to get the general idea of each paragraph.
2.Ask the students to share their answers and give the reasons.
Page 7,1c
1.Ask the students to read the post again and answer the questions.
2.Ask students to give supporting details from Malee's post.
Page 7,1d
1.Ask the students to complete the mind map with the information from Malee's post.
2.Check the answers with the class.
通过完成阅读任务,学生能够对文本有充分的理解并提高抓取关键信息的能力。
Post reading (2a－2b)
Writing(以读促写)
Page 7,2a
1.Ask the students to complete the passage with the words in the box.
2.Ask students how the writer introduces the dog.
The writer introduces the dog from the following aspects：
◆What does the dog look like
◆What is the dog like
◆What can the dog do
◆How much does the writer love the dog
3.Ask students to consider how to introduce an animal when writing a passage about them.
e.g.appearance,ability,food,...
Page 7,2b
1.Ask students to write their own posts for the website about their favourite animals.Students can use the questions in 2b for help.
2.Tell students they can use the passage in 2a as an example.
这是一个基于阅读语篇的拓展写作练习。学生通过描写自己最喜爱的动物,对目标语言进行充分练习并和巩固。
Step 3　Language Points
How to Save Elephants如何救助大象
此处save作动词,意为“救；救助”。save one's life意为“拯救某人的生命”。
【拓展】save作动词,还可意为“储蓄；保存；节约”。如：
Dad works late to save money.
Save me some food.
Please save water.
They are also a symbol of good luck here.它们(大象)在这里也是好运的象征。
◆a symbol of...意为“......的象征”。如：The number eight is a symbol of good luck in China.
◆luck为不可数名词,意为“幸运；运气”。常见短语：good luck好运；bad luck噩运。
【拓展】lucky adj.幸运的
However,they're in danger.然而,它们(大象)处于危险中。
◆however为副词,意为“然而；不过”,常用逗号与前后内容隔开。
◆danger作名词,意为“危险”。常见短语：in danger处于危险中；out of danger脱离危险。
things made of ivory象牙制品
此处made of ivory为过去分词短语,作后置定语,修饰前面的名词things。如：
I love the hat made of wool.
【拓展】be made of意为“由......制成”,从制成品能看出原材料。
be made from意为“由......制成”,从制成品看不出原材料。
Step 4　Homework
1.Write a post for a website about China's national animal panda.Use Malee's post as an example.
2.Finish the exercises
教学反思
Unit 2　No Rules,No Order
单元主题框架
单元主题分析
本单元围绕“规则”这一主题展开,该主题与课标要求的“人与社会”主题范畴中的“班级与学校规则,规则意识”和“自尊自律,文明礼貌,孝亲敬长”子主题密切相关。本单元通过创设真实的校园生活情境,展示了学校规则,让学生通过谈论学校规则,家庭规则,了解规则的重要性。
本单元的大问题是“Why do we need rules？”,引导学生探究规则的意义。学生在初中起始阶段就应当主动思考和探究这个问题。因为只有当学生充分认识到规则的意义,才能发挥自觉能动性,自觉遵守规则。Section A的引导性问题是“What rules do we follow？”。该部分呈现了学生在学校讨论规则的场景,让学生通过听和模仿对话学会谈论学校规则。Section B主要围绕引导性问题“How can rules help us？”展开,呈现了Alice给Dr.Know的书信和Dr.Know给Alice的答复。Alice在信中向Dr.Know倾诉自己在生活中有很多规则,这让她感到非常讨厌。Dr.Know在回信中提出了相关的建议,并告诉她规则能让我们变得更好。学生可以通过阅读并分析这两封书信从而对规则的理解更深刻,并通过写回信给Eric提出相关的建议,交流对不同规则的认识,从而理解各种规则存在的意义。
总而言之,本单元旨在让学生理解规则的重要性,能对单元大问题“Why do we need rules？”有更深刻的理解,同时也希望学生通过本单元的学习,正确理解价值引领句“Nothing can be achieved without rules.”。
单元教学目标
通过本单元学习,学生能够：
1.运用祈使句和情态动词can,have to和must谈论规则。
2.解释我们为什么需要遵守规则。
3.理解规则是如何对我们有帮助的。
4.辨别字母及字母组合e,ea,ee,ear在单词中的不同发音；并在朗读中注意单词的重音。
5.掌握祈使句和情态动词的用法。
6.理解规则的意义,树立规则意识,学会在日常生活中自觉遵守规则,形成良好的行为习惯。
单元教学重难点
重点：
1.掌握谈论规则的词汇和常用句型。
2.学会用祈使句和情态动词谈论学校规则和家庭规则。
3.将字母及字母组合e,ea,ee,ear的发音准确运用到单词认读中。
难点：
1.学会用祈使句和情态动词谈论学校规则和家庭规则。
2.学会字母及字母组合e,ea,ee,ear的发音。
第一课时　Section A(1a－1e)& Pronunciation
学习目标
In this lesson,students will：
1.know Mary,Sally and Tony's school rules from listening；
2.talk about their school rules；
3.pronounce letter e and letter combinations ea,ee,ear correctly.
教学建议
Step 1　Lead in
1.Show the title and photo on Page 9 and ask students to think about the question：
◆Look at the title and the photo.What do you think this unit is about
2.Ask students to look at the photo more carefully and answer the questions：
◆What school rules does the photo show
◆Do you follow rules like these
◆What do you know about them
3.Ask students to read the Big Question and the leading questions in Section A and Section B.Make sure students know the main topic of this unit.
呈现单元标题和单元主题图,鼓励学生大胆预测本单元可能谈论的话题,并通过讨论吸引学生兴趣。
Step 2　Listening&Speaking (1a—1e)
Pre listening
Page 10,1a
1.Show the rules on Page 10 to students,talk about them with students and then ask them to tick the ones that their school has.
2.Ask some students to share their answers.
让学生选出与自己学校相关的规则,引起学生对学校规则话题的兴趣。
While listening
Page 10,1b
1.Show the four signs in 1b to students,and make sure they understand the rules.
2.Ask students to listen to the first part of the recording and then tick the rules that are mentioned.
3.Ask students to share the answers and the teacher helps to correct them if necessary.
Page 10,1c
1.Ask students to listen again.Then complete the sentences.
2.Check the answers with the class.
Page 10,1d
1.Ask students to listen to the second part of the recording and answer the following questions.
◆Who is the speaker
◆What rules does she talk about
Then let students tick them in 1a.
2.Ask students to share the answers and the teacher helps to correct them if necessary.
Page 10,Practice More
Ask students to listen to the second part of the recording again and answer more detailed questions about the listening material：
◆How many school rules does Ms Brown mention
◆Why do we follow the school rules
理解听力对话内容、获取细节信息,并在听力中学习和理解目标语言。
Post listening
Page 10,1e
1.Ask students to work in pairs and then talk about the rules in 1c.
2.Show an example to students.
—Can Mary run in the hallways
—No,she can't.She has to walk in the hallways.
3.Choose three or four pairs of students to share their conversations with the class.
学生以小组合作的形式对目标句型进行充分练习。
Summary
Ask students to summarise the sentences that can be used to talk about school rules.
◆Don't run in the hallways.
◆You can't wear that jacket here.
◆You have to wear the uniform.
◆You mustn't litter.We have to keep the school clean and tidy.
总结本节课需要掌握的重点句型。
Step 3　Pronunciation (1—2)
Page 11,1
1.Ask students to listen to the recording and repeat the pronunciation.
2.Ask students to pay attention to the different pronunciation of letters and letter combinations.
3.Let students add more words to each group.
通过边听边跟读练习发音,并通过观察总结发音规则。
Page 11,2
1.Ask students to read the sentences in Pronunciation 2.
2.Ask students to listen to the chant and notice the stressed words.
3.Ask students to listen to the recording and repeat.Then let them notice how the stressed words are pronounced.
先通过自主朗读练习让学生感受发音差异,再通过跟读练习强化学生对重读单词的学习。
Extension Activity
1.Prepare a different passage or conversation for students.
2.Ask students to underline the stressed words while reading by themselves.
3.Invite volunteers to read the passage or conversation to the whole class.
Step 4　Homework
1.Talk about your school rules with a parent.
2.Finish the exercises
教学反思
第二课时　Section A(2a－2f)
学习目标
In this lesson,students will：
1.get detailed information about Tom and Ann's school rules from the conversation；
2.practise the pronunciation of stressed words in the conversation；
3.talk about the rules they have at school.
教学建议
Step 1　Lead in
Show some pictures about school rules to students and then ask them the questions：
1.What school rules are mentioned in the picture
2.What rules does your school have
通过谈论学校规则激发学生的学习兴趣。
Step 2　Listening&Speaking (2a—2e)
Pre listening
1.Show students the photo in 2a and ask them the questions：
◆Where are the two students
◆What are they doing
◆Can you guess what they are talking about
引导学生观察图片,通过背景信息对交际内容做出预测。
While listening
Page 11,2a
1.Ask students to listen to the conversation and circle the coloured words they hear.
2.Ask students to share the answers.
Page 12,2b
1.Ask students to read the conversation and complete Tom's notes about the school rules.
2.Ask students to share the answers and the teacher helps to correct if necessary.
Page 12,2c
1.Ask students to read the conversation again and answer the questions.
◆Why is the day special for Tom
◆What does Anne lend to Tom
◆Why doesn't Anne take a sweet from Tom
◆Can Tom and Anne use their phones in class
◆Where must they keep their phones
◆Do you think they have good school rules？Give your reasons.
2.Choose three or four students to share their answers and the teacher helps to correct if necessary.
Page 12,2d
1.Summarise the conversation together without looking at 2a.
2.Ask students to complete the summary of the conversation.
3.Ask students to share the answers and the teacher helps to correct if necessary.
Page 12,2e
1.Ask students to listen to the conversation again and pay attention to the stressed words.Then role play the conversation.
2.Choose three or four pairs of students to role play the conversation.
理解听力对话内容、获取细节信息,并在听力中学习和理解目标语言。
Post listening
Page 12,2f
1.Ask students to work in groups and talk about the rules they have at school.
2.Show the phrases in the box to help students.
T：We know about Tom and Ann's school rules.Now let's talk about the rules you have at school.You can use the sentence patterns on the blackboard.
用本节课学到的句型再次谈论校规,对目标语言进行迁移运用。
Summary
Ask students to summarise the sentences that can be used to talk about class rules.
◆We can't eat snacks in class.
◆We mustn't bring our mobile phones to class.
◆We have to turn them off and keep them in our lockers.
总结本节课的重要句型。
Step 3　Homework
1.Write a short essay to introduce your school rules.
2.Remember the words and phrases in this lesson.
3.Finish the exercises
教学反思
第三课时 Grammar Focus(3a－3d)
学习目标
In this lesson,students will：
1.know the usage of imperatives and modal verbs can ,have to and must.
2.write relevant rules according to the signs.
3.brainstorm three rules for some public places and draw signs to show the rules.
教学建议
Step 1　Lead in
Show some school rules to students,and then ask them to translate the rules using can,can't,don't and must.
复习校规的表达,自然过渡到本课语法。
Step 2　Grammar Teaching (3a－3d)
Page 13,3a
1.Ask students to read the sentences in the grammar box and pay attention to the verbs in bold.
2.Ask students to answer the question：Do the verbs in bold need to change forms？Why
3.Let some students try to find the reason in the box by themselves.
4.Talk about the opinion with the class.
5.Tell the usage of imperatives and modal verbs can,have to and must to students.
祈使句(Imperative Sentences)
祈使句一般用来表示请求、命令、劝说、号召、警告等。祈使句的主语一般是第二人称you,但往往省略。祈使句的肯定式以动词原形开头,否定式在动词原形前加don't。
e.g.Just go along this street and turn left.
Be careful when you cross the street.
祈使句的种类及构成
肯定的祈使句：动词原形＋其他.
e.g.Walk in the hallways.
Stand up!
否定的祈使句：Don't＋动词原形＋其他.
e.g.Don't run in the hallways.
Don't litter!
Let型祈使句：Let＋第一/三人称＋动词原形＋其他.
e.g.Let me tell you the way to my house.
Let's see the lions.
No型祈使句：No＋名词/动名词.
e.g.No parking.禁止停车。
No photos.禁止拍照。
情态动词(Modal Verbs)
情态动词表示说话人的语气和情态,如请求、许可、意愿、可能等。一般没有人称和数的变化。
情态动词本身不能单独作谓语,必须和动词原形连用。
情态动词的否定式一般是在其后加not 构成,一般疑问句通常将它提到句首。
情态动词的肯定式一般不重读。
情态动词can
1.表示能力
e.g.I can run fast, but I can't swim.
2.表示许可
e.g.We can play basketball at the weekend.
情态动词have to
表示“不得不；必须”,在表示“必须”时,与must意义接近,有时可互换。
e.g.We have to be quiet in the library.
情态动词must
1.表示“必须”,否定形式mustn't表示“禁止”。
e.g.Don't arrive late for class. We must be on time.
2.以must开头的一般疑问句,肯定回答用must,否定回答用needn't 或者don't have to, 表示“不必要”。
e.g.—Must I clean the classroom now
—Yes,you must./No,you needn't/don't have to.
通过自己观察,学生可以找出祈使句中的动词原形和情态动词后的动词原形。
Page 13,3b
1.Ask students to complete the sentences using can,have to/must or can't/mustn't.
2.Choose three or four students to share their answers with the class.
3.Check the answers with the class.
Page 13,3c
1.Ask students to look at the first sign and read the rules.Then write the rules for the other signs using different expressions like the example.
2.Choose three or four students to share their answers with the class.
3.Check the answers with the class.
以讲练结合的方式让学生掌握本节课语法。
Page 13,3d
1.Ask students to work in groups and brainstorm three rules for one of the places below.
library,school dining hall,park,cinema,hospital
2.Let students draw signs to show the rules.
3.Ask students to share their signs in class and explain what they mean.
4.Show an example to students.
For example,in the library,we mustn't make noise.We can't eat in the library.We must take good care of books.
通过对目标语言进行口头训练,学生的语言交际能力也能有所提升。
Step 3　Homework
1.Remember the words and phrases in this lesson.
2.Finish the exercises
教学反思
第四课时　Section B(1a－2c)
学习目标
In this lesson,students will：
1.understand Alice's letter and Dr.Know's reply.
2.complete the letter to Dr.Know.
3.write a reply to Eric as Dr.Know.
教学建议
Step 1　Lead in
Show some pictures of home rules to students and let them describe the pictures by using the imperative sentences.
通过图片的方式引入话题家庭规则,激发学生的学习兴趣。
Step 2　Reading Comprehension (1b－2c)
Pre reading
Page 14,1a
1.Ask students to answer the following questions.
◆What are some of the rules in your home
◆What do you think of them
2.Ask students to share the answers with the class.
通过描述家庭规则引入主题,激发学生兴趣。
While reading
Page 14,1b
1.Ask students to read the two letters quickly and answer the questions.
◆Why is Alice unhappy
◆Does Dr.Know think Alice is right
2.Ask students to share the answers and the reasons.
Page 15,1c
1.Ask students to read the letters again and finish 1c and 1d.This time,students should read carefully and get detailed information.
2.Share answers.
通过完成阅读任务,提高学生抓取关键信息的能力。
Further thinking
Teacher asks students to answer the questions：
◆If you were Alice,how would you feel after reading the reply？Will you feel better or worse
◆If you were Dr.Know,what other suggestions could you give to Alice
通过提问发散学生的思维,引发学生对规则的认识。
Post reading (2a—2c)
Writing(以读促写)
Page 15,2a
1.Ask students to complete the letter to Dr.Know using can,have to/must or can't/mustn't.
2.Ask students to share the answers and the teacher helps to correct if necessary.
Page 15,2b
1.Ask students to choose three important rules from 2a.Then discuss the questions with a partner.
◆Why is each rule important
◆What is your advice for each rule
2.Invite several groups to share their opinions.
Page 15,2c
1.Ask students to write a reply to Eric as Dr.Know.Give him some advice.
2.Ask students to analyse the structure of Dr.Know's reply and use it as an example.
Salutation：Dear＋人名,
Body：
Para.1：Show how the rules benefit us.
Para.2：Repeat Alice's rules and analyse the benefits of each rule.
Para.3：Offer Alice a new perspective on viewing the rules.
Para.4：Show Dr.Know's caring and understanding and emphasise the benefits of rules.
Closing：Best,
Dr.Know
3.Show the beginning of the letter to students.
4.Ask students to finish the letter.
这是一个基于阅读语篇的拓展写作练习。学生通过回复Eric的书信,对目标语言进行充分练习和巩固。
Step 3　Language Points
either的用法
◆either作副词,意为“也”,用在否定句句尾。如：
Rick can't play the piano,and Jim can't either.
◆either...or...意为“要么......要么......；或者......或者......”。如：
Either I or Lily goes to the party.
practise的用法
作动词,意为“训练；练习”,其后接名词、代词或动名词作宾语。如：
Helen practises playing the piano every day.海伦每天练习弹钢琴。
【拓展】practice作名词,意为“练习；实践”。如：
Practice makes perfect.熟能生巧。
become v.变成；成为
become后接名词或形容词作表语,表示一种变化。如：
Lily wants to become a teacher.莉莉想成为一名老师。
The trees in front of my house become green in spring.我家门前的树在春天变绿了。
build的用法
◆作动词,意为“创建；建造”。如：
build a house建造一座房屋
build a better life创造更美好的生活
◆作名词,意为“体格”。be of medium build中等身材。
【拓展】building作名词,意为“建筑物”。
Step 4　Homework
1.Interview your parents and ask their intentions on setting the family rules.And express your feelings about these rules and give some advice for those rules that make you unhappy.Then make a report to share in the next class.
2.Finish the exercises
教学反思
Unit 3　Keep Fit
单元主题框架
单元主题分析
本单元围绕“运动与健康”这一主题展开,该主题与课标要求的“人与自我”主题范畴中的“健康的行为习惯与生活方式”“运动与游戏”及“丰富、充实、积极向上的生活”子话题密切相关。本单元旨在引导学生找到自己感兴趣的运动,鼓励学生逐步养成通过运动保持健康的良好习惯。同时,也鼓励学生在运动过程中培养坚持不懈的精神、追求卓越的品质以及团队合作意识。
本单元Section A和Section B部分分别通过“How often do you do sport or exercise？”和“How is exercise good for us？”两个引导性问题架构板块内容,引导学生层层深入地理解如何通过运动保持健康,以及运动对一个人的健康和品格起到的塑造作用,进而积极探究本单元大问题“How do we keep fit？”。
Section A的听力对话呈现了学校体育中心的场景。对话的内容是几名学生在体育中心拾到运动装备、寻找装备的主人、并询问主人进行这项运动的频次。这些对话传递了一个信息：运动需要长期且有规律地坚持、熟能生巧。Section B由三个短小的语篇构成。这三个语篇分别介绍了三名中外青少年如何通过运动保持健康。三个语篇的选材都非常具有时代感,滑板、运动app、棒球,都是深受中外青少年喜爱的运动方式。这三个语篇分别展现出当代青少年超越自我的品质、科学运动的方法和团队合作的精神。同时,Section B的语篇也向学生传递出运动不仅有助于身体健康,还有助于青少年保持心理健康的信息。
本单元的语篇选择和活动设计注重引导学生对单元主题意义的探究,在谈论如何保持健康的这一话题的时候培养学生对运动的兴趣,让学生理解运动有助于身心健康,鼓励学生找到一项适合自己并且能长期坚持的运动,并在运动中培养持之以恒的品格和团队合作的能力。
单元教学目标
通过本单元学习,学生能够：
1.说出常见的运动装备的名称,并说出自己喜爱或经常进行的运动。
2.使用频度副词或频度副词短语谈论进行某项运动的频次。
3.理解物主代词的意义和用法,并用物主代词谈论物品的所属关系。
4.了解元音字母及字母组合i,ie,y在不同单词中的发音,并在自然的语流中准确读出。
5.分清短语或句子中的重音,并在朗读中熟练运用。
6.了解并谈论运动对身心健康的益处。
7.不断尝试、探索,找到适合自己的运动,并养成通过运动保持健康的习惯。
单元教学重难点
重点：
1.区分名词性物主代词和形容词性物主代词,并正确使用物主代词表示物品的所属关系；
2.正确使用频度副词或频度副词短语谈论进行某项运动的频次；
3.在口语交际中,正确读出包含元音字母i,y及字母组合ie的单词。
难点：
1.区分形容词性物主代词和名词性物主代词；
2.区分并准确读出元音及元音字母组合i,ie,y在不同单词中的发音。
第一课时　Section A(1a—1d) & Pronunciation
学习目标
In this lesson,students will：
1.recognise the sport items；
2.understand the conversation and get detailed information about it；
3.talk about the sports they can do and how often they do it；
4.pronounce letters and letter combinations with i,ie and y correctly；
5.read the stressed words in phrases and sentences correctly.
教学建议
Step 1　Lead in
1.Show the title and photo on Page 17 and ask students to think about the question：
◆Look at the title and the photo.What will we talk about in this unit
2.Ask students to look at the photo more carefully and answer the questions：
◆Can you name the sport in the photo
◆Is it a popular sport in China？Why do you think so
◆Do you like to do this sport？Why or why not？(For the students who don't like basketball,teacher can ask them another question：What sport do you like？/What sport are you good at？)
3.Ask students to read the Big Question and the leading questions in Section A and Section B.Make sure students know the main topic of this unit.
呈现单元标题和单元主题图,鼓励学生大胆预测本单元可能谈论的话题,并通过讨论吸引学生的注意。
Step 2　Listening & Speaking (1a—1d)
Pre listening
1.Show students some photos of doing yoga.
T：What are the people doing in this photo
Ss：They are doing yoga.
T：What sports items do they need to do yoga
Ss：They need exercising mats and yoga suits.
2.Ask students what sports they like and what sports items they need.Help students with the expressions they don't know.
通过谈论图片内容帮助学生回顾和学习有关运动装备的表达,为1a的练习作铺垫。通过让学生谈论自己喜欢的运动以及进行该运动所需要的运动装备引起学生对本节课内容的兴趣。
While listening
Page 18,1a
1.Ask students to write sports items on the blank line under the pictures.
2.Check the answers with the students.
Page 18,1b
1.Ask students to read the instruction and the questions in 1b,and then let them make predictions about the following questions：
◆Where does this conversation take place
◆What key information should we get from listening
2.Listen and check the answers.
Page 18,1c
1.Ask students to listen again and then complete the table with the correct information.
2.Check the answers with the students.
Page 18,Practice More
1.Ask students to work in pairs,and talk about the sports using the information from the table.
e.g.S1：What sport does Han Lin do
S2：He plays football.
S1：How often does he play football
S2：He plays football three times a week.
S1：Does Emma play football too
S2：No,she hardly plays football.
2.Ask students to read the listening materials.Write the sentences which contain the possessive pronouns on the blackboard and ask students to pay attention to the meaning and the usage of the nominal possessive pronouns.
◆That's mine.
◆No,it's not mine.I think it's his.
3.Write more nominal possessive pronouns on the blackboard and give students more examples.
名词 性物 主代 词 单数 复数
第一 人称 第二 人称 第三 人称 第一 人称 第二 人称 第三 人称
mine yours his/ hers/ its ours yours theirs
e.g.—Whose car is this
—It's hers/her car.
I have lost my dictionary.Would you please lend me yours/your dictionary
Let's clean their room first and ours/our room later.
理解听力对话内容、获取细节信息,并在听力中学习和理解目标语言。
Post listening
Page 18,1d
1.Ask students to work in pairs and find one sports item they both have.
2.Ask them to talk about the sport or exercise they do with it.
3.Invite volunteers to share their conversation.
分组操练本节课的目标语言。
Summary
1.Ask students to summarise the words about sports items：
◆baseball,baseball glove,jump rope,ping pong bat,basketball,running shoes,exercise mat,tennis racket,...
2.Ask students to summarise the sentences that can be used to ask about frequency of doing sports：
◆How often do you play football
◆Do you often play football
3.Ask students to summarise the phrases that are used to show frequency：
◆three times a week,hardly ever,once a year,twice a week,...
总结本节课需要掌握的重点词汇和句型。
Step 3　Pronunciation (1—2)
Page 19,1
1.Ask students to listen to the recording and repeat the pronunciation.
2.Ask students to pay attention to different pronunciation of letters and letter combinations.
3.Let students add more words to each group.
通过边听边跟读练习发音,并通过观察总结发音规则。
Page 19,2
1.Ask students to look at the table in Pronunciation 2.
2.Ask students to read the phrases and the sentences by themselves and then ask them which words should be stressed.
3.Play the recording.Ask them to listen and clap when they hear the stressed words.
4.Ask them to listen again and repeat.
通过边听边读感受重音。
Step 4　Homework
1.Interview 10 students in your class.Find out the three most popular sports among them.Find out how often they do these sports.
2.Finish the exercises
教学反思
第二课时　Section A(2a—2e)
学习目标
In this lesson,students will：
1.understand the conversation and get detailed information；
2.retell the conversation using adverbs of frequency；
3.talk about the ownership of some sports items；
4.talk about how often they do a kind of sport.
教学建议
Step 1　Lead in
1.Teacher prepares four or five sports items from either some students in the class or teachers of other subjects.
2.Teacher shows the sports items to the students one by one and asks them to identify the ownership of these items.
T：What's this
S1：It's a badminton racket.
T：Can you guess whose badminton racket it is
S1：Maybe it's our P.E.teacher's.
T：How do you know
S1：Because I see him play badminton with this racket on the sports field sometimes.
利用课前游戏调动学生的兴趣,同时复习物品所属关系的表达,也考验学生对身边人和事的观察能力。
Step 2　Listening&Speaking (2a—2e)
Pre listening
Ask students to read the conversation in 2a and guess what information they will hear.
引导学生阅读对话,并根据对话预测有可能听到的内容,帮助学生准确把握听力关键信息。
While listening
Page 19,2a
1.Ask students to listen to the conversation and fill in the blanks.Then check the answers with the students.
2.Ask some questions to help students understand the conversation：
◆What do Emma and Jim find
◆Whose ping pong bat is it
◆Does Yaming play ping pong often？How do you know
◆Why does Emma hardly play ping pong？What sport does she do
◆What sport does Jim do
◆How do you understand “play doubles”？
Page 20,2b
1.Write the words seldom,sometimes and often on the blackboard.Check if students know the meaning of these words.
2.Show more adverbs of frequency to students.Ask them to order these adverbs of frequency according to their frequency levels by using a table.
always 100%
usually 80%
often 60%
sometimes 20%－40%
seldom 20%
hardly ever 5%
never 0%
3.Ask students to read the conversation and then tick the correct boxes in 2b.
4.Check the answers with the students.
Page 20,2c
1.Ask students to retell the conversation with the information from the table in 2b.
2.Ask students to pay attention to the position of adverbs of frequency when retelling the conversation.
Page 20,2d
1.Ask students to listen to the conversation again and match the stress patterns with the coloured sentences.
2.Ask students to role play the conversation.
理解听力对话内容、获取细节信息,并在听力中学习和理解目标语言。同时,通过听读和角色扮演巩固朗读技巧中的重音练习。
Further Thinking
1.After learning the conversation,teacher can ask students to think about the following questions：
◆Is Yaming good at ping pong at the beginning
(Possible answer：Yaming may not be good at ping pong at the beginning.He may improve his ping pong skills by practising,because his ping pong bat is well used and he says “Practice makes perfect.” )
◆Can he play ping pong well now
◆What can you learn from Yaming's experience with ping pong
2.Teacher summarises the thematic meaning of this conversation：Keep practising.It's the key point for success.
通过引导性问题帮助学生深入思考并总结主题意义。
Post listening
Page 20,2e
1.Show students the photo in 2e and ask them where the place is.
2.Ask students to read the instruction in 2e and make up a conversation with their partners.
Summary
Ask students to summarise the sentence patterns that can be used to talk about frequency.
◆Twice a week,and sometimes more!
◆Hardly ever.
◆I seldom do,but I often...
◆I sometimes play...
总结本节课的重要句型。
Step 3　Homework
1.Write a short paragraph to introduce the sports items your family members have and how often they do the sports.
2.Finish the exercises
教学反思
第三课时 Grammar Focus(3a—3d)
学习目标
In this lesson,students will：
1.use nominal possessive pronouns to talk about ownership；
2.distinguish the nominal possessive pronouns and adjective possessive pronouns；
3.use adverbs of frequency correctly.
教学建议
Step 1　Lead in
1.Teacher asks some questions about the conversations in 1b and 2a to help students review the nominal possessive pronouns and adverbs of frequency.
e.g.T：Is this ping pong bat Ella's？(Show pictures of a ping pong bat and Ella's image on power point.)
Ss：No,it's not hers.It's Yaming's.
T：How often does Yaming play ping pong
Ss：He plays ping pong twice a week.
复习听说课中涉及的名词性物主代词和频度副词或频度副词短语,自然引导本节课语法知识。
Step 2　Grammar Teaching (3a—3d)
Page 21,3a
1.Ask students to read the sentences in the first two lines and decide what the pronouns in bold refer to.
2.Tell students the pronouns in bold are called nominal possessive pronouns.
3.Explain the definition and the usage of possessive pronouns to students.Help students to distinguish the adjective possessive pronouns and nominal possessive pronouns.
表示物品所属关系的代词叫物主代词。物主代词分形容词性物主代词和名词性物主代词两种。
单数 复数
第一 人称 第二 人称 第三 人称 第一 人称 第二 人称 第三 人称
形容词 性物主 代词 my your his/ her/ its our your their
名词性 物主 代词 mine yours his/ hers/ its ours yours theirs
形容词性物主代词起形容词的作用,用在名词前,作定语,限定该名词的意义。
e.g.This is my book.We love our country.
名词性物主代词起名词的作用,后面无须再跟名词。
e.g.Look at the two pencils.The red one is mine and the blue one is yours.
He likes my pen.He doesn't like hers.
Page 21,3b
1.Ask students to complete the conversations with the correct pronouns.
2.Check the answers with the students.
Page 21,3a
1.Ask students to read the rest two lines of sentences in 3a and then circle the adverbs of frequency and put them in order from the least to the most often.
2.Explain the usage of adverbs of frequency to students.
表示频率的副词成为频度副词。英语中常见的频度副词及其频率大小排列为：
always 100%
usually 80%
often 60%
sometimes 20%－40%
seldom 20%
hardly ever 5%
never 0%
频度副词的位置
1.系动词之后
◆She is sometimes very busy.
2.助动词或情态动词之后
◆I can hardly say a word.
3.实义动词之前
◆We often go there.
4.sometimes和often可放在句首、句中或句末
◆Sometimes she watches TV.
◆She watches TV often.
Page 21,3c
1.Ask students to complete the passage with always,usually,sometimes,seldom or never.
2.Check the answers with the students.
以讲练结合的方式让学生掌握本节课语法。
Page 21,3d
1.Ask students to work in groups and ask each other how they keep fit.
2.Take notes and give a report.
结合本单元主题,综合运用语法知识。
Step 3　Homework
1.Write a short paragraph to introduce how your parents keep fit.
2.Finish the exercises
教学反思
第四课时　Section B(1a—2c)
学习目标
In this lesson,students will：
1.find out the sports Xia Tian,Jenny and Steve like and how these sports help them keep fit；
2.talk about the sports they want to try and how these sports are good for them；
3.write posts by using mind maps about their favourite sports or exercises.
教学建议
Step 1　Lead in
Page 22,1a
1.Show students a video or several photos about some teenagers doing sports or exercises.Ask students to tell what benefits the teenagers can get from these sports or exercises.
2.Ask students to work in groups of four.Discuss the question in 1a：How are sport and exercise good for us
Brainstorm：
◆Sports and exercises can make our bodies strong.
◆Sports and exercises can help us relax and feel better.
◆Sports and exercises can make us happy and in a good mood.
◆We can meet new people and make friends when we do sports together.
通过视频或图片导入主题,引起学生的兴趣。通过对1a问题的讨论将话题自然引入到运动帮助人们保持健康这个话题上来。
Step 2　Reading Comprehension (1b—1d)
Pre reading
Show students the photos in 1b.Ask them what sports and exercises people are doing.
Picture 1：skateboarding
Picture 2：a stretching exercise
Picture 3：baseball
Culture Tips
Baseball is popular among teenagers in some western countries.Chinese students may not be familiar with it.Teacher can show students photos or videos of baseball and introduce some knowledge about it：
Baseball is a sport with two teams.One player throws the ball.A player from the other team uses a bat to hit it.When the ball is hit,the batter runs to different bases.The aim is to score by reaching the bases safely.
通过图片观察了解本节课提及的运动,并通过图片或视频等方式向学生介绍相对陌生的运动的背景知识。
While reading
Page 22,1b
1.Ask students to read three students' accounts of their ways to keep fit and then fill in the blanks with an exercise app,skateboarding or play baseball.This time,students just need to get the general idea of each paragraph.
2.Check the answers with the students.
Page 23,1c
1.Ask the students to read the accounts again and complete the table.This time,they need to read carefully and get detailed information.
2.Check the answers with the students.
Further Thinking
Ask students to read the three accounts more carefully and answer the following questions：
Xia Tian's account
◆Where do Xia Tian and his friends practise skateboarding
(Tip：Teacher can show students some photos of skate parks to help them understand what the special park for practising skateboarding is like.)
◆How do they practise skateboarding
(Tip：Teacher can show students a video about skateboarding tricks to help them understand how hard the tricks are.)
◆What does Xia Tian think of these tricks
◆What can you learn from Xia Tian's account
Open answers：
e.g.
1.Be brave to try new things and challenge yourself.Then you will succeed.
2.When you face difficulties,keep going and never give up.Remember that difficulties are opportunities for growth.Then you will grow and achieve your goal.
...
Jenny's account
◆What sport or exercise does Jenny do to keep fit
◆How does an exercise app help Jenny keep fit
◆Do you or your family members use an exercise app to keep fit
◆What can you learn from Jenny's account
Open answers：
e.g.
1.Technology can help us stay healthy.
2.Technology makes fitness easy and enjoyable.
Steve's account
◆What does Steve think of his team
◆What can you learn from the last two sentences：All of us are good friends,both on and off the field.We work as a team,and we win or lose as a team.
Open answers：
e.g.
1.Friendship first,competition second.
2.Team sports build team spirit and help us achieve our goals.
3.Teacher summarises the thematic meaning of the three accounts：Exercise shapes your body and mind.
Page 23,1d
Ask students which activity in 1b they would like to try and give their reasons.
通过完成阅读任务,学生能够充分理解文本,并且提高抓取关键信息的能力。同时,学生在对文章内容进行深入思考的过程中,能够把握文章的主题意义,同时形成好的阅读习惯。
Post reading (2a—2c)
Writing(以读促写)
Page 23,2a
1.A website wants to learn more about how teenagers keep fit.Ask students to read Kate's post and complete the mind map.
2.Check the answers with the students.
Page 23,2b—2c
1.Ask students to make similar mind maps about their favourite sports or exercises.
2.Ask students to use their mind maps to write posts about their favourite ways to keep fit.
这是一个基于阅读语篇的拓展写作练习。学生们通过思维导图梳理写作思路,并通过描写自己保持健康的方式对目标语言进行充分练习和巩固。
Step 3　Language Points
encourage v.鼓励；激励
encourage sb.to do sth.鼓励某人做某事。如：
My teacher always encourages me to work hard.我的老师总是鼓励我努力学习。
【拓展】encouragement n.鼓励
succeed v.成功；达到目标
Have a try and you will succeed.尝试一下,你会成功的。
常用词组：succeed in doing sth.成功做成某事　如：
Bruce succeeds in winning the ping pong match.布鲁斯成功地赢得了乒乓球比赛。
【拓展】success n.成功
successful adj.成功的
successfully adv.成功地
match n.比赛；竞赛(pl. matches)
play a match进行一场比赛
a football match一场足球赛
【拓展】match作名词,还可意为“火柴”；作动词,意为“匹配”。如：
A little girl often sells matches in the street.一个小女孩经常在街上卖火柴。
Please match the questions with their answers.请将问题和它们的答案相匹配。
lose v.输掉；丢失
◆意为“输掉”,反义词为win“赢得”。如：lose a tennis match输掉一场网球比赛。
◆意为“丢失”。常用词组：lose heart丧失信心；lose one's way迷路。
Step 4　Homework
1.Finish or polish your writing in 2c.
2.Finish the exercises
教学反思
Unit 4　Eat Well
单元主题框架
单元主题分析
本单元围绕“饮食习惯”这一主题展开,该主题与课标要求的“人与自我”主题范畴中的“饮食与健康”这一子话题密切相关。饮食习惯与学生的生活息息相关,在学习本单元的过程中,学生一方面会和同学们交流自己一日三餐吃什么,另一方面也会反思自己的饮食习惯是否健康。
本单元的大问题“How do we eat well？”引导学生探究健康饮食的意义。Section A的引导性问题是“What do we like to eat？”,该部分呈现了学生每天的饮食习惯,让学生通过听和模仿对话学会谈论自己的一日三餐。Section B主要围绕引导性问题“How do we make healthy eating choices？”展开,通过一则诊所的简报,介绍不良的饮食习惯对人们身体的伤害。
总而言之,本单元旨在让学生理解健康饮食习惯的重要性,能对单元大问题“How do we eat well？”有更深刻的理解,同时也希望学生通过本单元的学习,反思自己不良的饮食习惯,正确理解价值引领句“Food is life.”,养成健康良好的饮食习惯。
单元教学目标
通过本单元学习,学生能够：
1.谈论自己及他人每餐吃什么食物。
2用英语说出自己一日三餐的食物。
3.询问别人的食物喜好,并提供选择。
4.辨别字母o及字母组合oa,oo,ou,ow在单词中的不同发音,并注意选择疑问句中单词的语调。
5.掌握可数名词和不可数名词的用法。
6.了解健康饮食的重要意义,帮助学生培养良好的饮食习惯。
单元教学重难点
重点：
1.能够用英语说出自己一日三餐的食物。
2.询问别人的食物喜好,并提供选择。
3.将字母o及字母组合oa,oo,ou,ow的发音规律准确运用到认读单词中。
4.掌握选择疑问句的句型和语调。
5.掌握可数名词和不可数名词的用法。
难点：
1.学会字母o及字母组合oa,oo,ou,ow的发音。
2.掌握可数名词和不可数名词的用法。
第一课时　Section A(1a－1d)& Pronunciation
学习目标
In this lesson,students will：
1.understand the conversation about food choices between Jane and Li Meng；
2.talk about what they eat for breakfast,lunch and dinner；
3.pronounce letter o and letter combinations oa,oo,ou,ow correctly.
教学建议
Step 1　Lead in
1.Show the title and photo on Page 25 and ask students to think about the question：
◆Look at the title and the photo.What do you think this unit is about
2.Ask students to look at the photo more carefully and answer the questions：
◆Can you name any of the foods or dishes in the photo
◆Which dish would you like to eat the most
◆What is your favourite food？Do you often eat it
3.Ask students to read the Big Question and the leading questions in Section A and Section B.Make sure students know the main topic of this unit.
呈现单元标题和单元主题图,鼓励学生大胆预测本单元可能谈论的话题,并通过讨论吸引学生的兴趣。
Step 2　Listening&Speaking (1a—1d)
Pre listening
Page 26,1a
1.Show some pictures of foods and review the English names of these foods.
2.Ask students to write the name of the foods on the blank line under the pictures.Then ask them to answer the question：Which food(s) do you like
回顾和复习常见食物的英文名称。谈论自己喜欢的食物,引起学生对话题的兴趣。
While listening
Page 26,1b
1.Ask students to read the words in 1b and guess which answer may be chosen.
2.Ask students to listen to the first conversation.Then tick what Li Meng and Jane would like for lunch.
3.Check the answers with the class.
Page 26,1c
1.Ask students to read the words in 1c and make sure they understand the meanings.Lead students to understand the sentence patterns “What do you have for B/L/D？” and “I have... for B/L/D.”
e.g.T：In the morning,I have two eggs.So I can also say I have two eggs for breakfast.Then,what do you have for breakfast
2.Ask students to listen to the second conversation.What does Jane have for breakfast(B),lunch(L) and dinner(D)
3.Check the answers,and then ask students to correct the false sentences.
理解听力对话内容、获取细节信息,并在听力中学习和理解目标语言。
Post listening
Page 2,1d
1.Let students work in pairs,and then ask their classmates about their meals following the example in 1d.
2.Invite some groups to share their conversations.
分组操练本节课的目标语言。
Summary
Ask students to summarise the sentences that can be used to describe what they eat for meals：
—What do you usually have for breakfast/lunch/dinner
—I usually have...for breakfast/lunch/dinner.
总结本节课需要掌握的句型。
Step 3　Pronunciation (1—2)
Page 27,1
1.Ask students to listen to the recording and repeat the pronunciation.
2.Ask students to pay attention to the different pronunciation of letters and letter combinations.
3.Let students add more words to each group.
通过边听边跟读练习发音,并通过观察总结发音规则。
Page 27,2
1.Show the conversation in Pronunciation 2 to students and ask them to read.
2.Ask students to listen to the recording and repeat the pronunciation.Then let students notice the intonation.
3.Explain the intonation in alternative questions.
◆选择疑问句提供两种或两种以上情况,问对方选择哪一种,选择项用or连接。选择疑问句不能用Yes或No来回答。朗读时or前面部分用升调,后面部分用降调。
通过边听边读感受选择疑问句中的语调规则。
Extension Activity
1.Prepare a different conversation with alternative questions for students.
2.Ask students to read the conversation.
3.Invite some students to role play the conversation to the whole class.
Step 4　Homework
1.Make a survey about your family member's meals and then share with your classmates next class.
2.Finish the exercises
教学反思
第二课时　Section A(2a－2e)
学习目标
In this lesson,students will：
1.understand the conversation between Tom's family and the waiter；
2.practise the intonation in the alternative questions in the conversation；
3.learn how to order at a restaurant.
教学建议
Step 1　Lead in
Show a video of ordering at a restaurant to students.Then ask students to answer the questions：
◆What are they doing
◆What would they like to eat
利用视频引起学生对本课话题的兴趣。
Step 2　Listening&Speaking (2a—2e)
Pre listening
Show students the photo in 2a and ask them the questions：
◆What are these dishes
◆Can you guess what the conversation is about？/Can you predict what information you will hear in the conversation
引导学生观察图片,通过背景信息对交际内容做出预测。
While listening
Page 27,2a
1.Ask students to listen to the conversation and circle the coloured words they hear.
2.Check the answers with students and then compare the differences of the coloured words.
Page 28,2b
1.Ask students to read the conversation and complete the table in 2b.
2.Check the answers with students.
Page 28,2c
1.Ask students to listen to the conversation again and pay attention to the intonation in the alternative questions.
2.Invite two or three pairs of students to role play the conversation.
Page 28,2d
1.Show the words in 2d to students and then make sure they understand the meanings by doing graphic matching games.
2.Give a topic for discussion：What food and drink would you and your partner like to order at a restaurant
3.Discuss and finish the table.
理解听力对话内容、获取细节信息,并在听力中学习和理解目标语言。
Post listening
Page 28,2e
1.Ask students to work in pairs and then role play a conversation between a customer and a waiter or a waitress at a restaurant.
2.Show the sentence patterns in 2e to students.They can use the information from 1a－2d.
3.Invite two or three pairs of students to role play the conversation.
对目标语言进行迁移运用。
Summary
Ask students to summarise the sentence patterns that can be used to order at a restaurant.
◆I'd like...
◆Do you have...？
◆...,please.
总结本节课的重要句型。
Step 3　Homework
1.Make a conversation of ordering food at a restaurant.
2.Finish the exercises
教学反思
第三课时　Grammar Focus(3a－3d)
学习目标
In this lesson,students will：
1.master the usage of countable and uncountable nouns；
2.learn to ask others for their food preferences and offer choices.
教学建议
Step 1　Lead in
Ask students to find a partner and role play a conversation between a customer and a waiter or a waitress at a restaurant.
复习听说课中的点餐对话,自然过渡到语法课内容。
Step 2　Grammar Teaching (3a－3d)
Page 29,3a
1.Ask students to read the sentences in 3a,and ask them to circle all the nouns about food and drinks.
2.Then ask them to answer the question：Are they countable or uncountable in the context
3.Check the answers with the class.
4.Explain the usage of countable and uncountable nouns.
可数名词和不可数名词
◆名词按其所表示的事物的性质可分为可数名词和不可数名词。可数名词有单数和复数两种形式,如 an apple—two apples,a bag—some bags等。不可数名词一般只有一种形式,没有复数形式,如milk、bread、rice等。还有一些词既可以充当可数名词,也可以充当不可数名词,如fruit、fish、chicken等。
Page 29,3b
1.Show the conversations in 3b to students.Then tell them the conversations are humorous.
2.Ask students to complete the conversations with the correct forms of the nouns in brackets.
3.Check the answers with the students.
Page 29,3c
1.Ask students to complete the passage with the correct forms of the nouns in brackets.
2.Check the answers with the students.
Page 29,3d
1.Ask students to imagine that their friends are at their homes.They need to offer them food and drinks.
2.Show the sentence patterns in 3d to students.
3.Invite two or three pairs of students to role play the conversations in class.
结合本单元主题,综合运用语法知识。
Step 3　Homework
1.Remember the words and phrases in this lesson.
2.Finish the exercises
教学反思
第四课时　Section B(1a－2c)
学习目标
In this lesson,students will：
1.understand and master the vocabulary and expressions related to healthy eating；
2.talk about and write about their own eating habits；
3.make good food choices and build healthy eating habits.
教学建议
Step 1　Lead in
Page 30,1a
1.Ask students to work in pairs and then list what they want to eat tomorrow.
2.Ask students to discuss if their choices are healthy.Then give their reasons.
通过让学生说出自己的饮食偏好,讨论自己的饮食是否健康,引出关于饮食习惯的话题。
Step 2　Reading Comprehension (1b－1d)
Pre reading
1.Give a video of doctors discussing healthy eating.
2.Show the picture and the title in 1b to students and then ask them to predict what the passage talks about.
首先通过视频获取与文章相关的信息,再通过让学生根据图片和标题预测文章内容,激发学生的兴趣,培养学生的预测能力。
While reading
Page 30,1b
1.Ask students to read the article quickly.Then answer the question：How many poor eating habits are mentioned
2.Check the answers with the class.Analyse article structure.
Page 31,1c
1.Ask students to complete the table with the information from the article.
2.Invite three students to share their answers for each poor eating habit.
3.Check the answers with the class.
Page 31,1d
1.Ask the students to read the article again and answer the questions.This time,they should pay attention to detailed information.
◆What foods have lots of salt and fat
◆What foods have lots of sugar
◆What does “You are what you eat” mean
◆Do you think the poor eating habits in the article are common among young people？Why or why not
2.Ask some students to share their answers with the class.
3.Check and talk about the answers with the class.
通过完成阅读任务,提高学生理解文本和抓取关键信息的能力。
Post reading (2a—2c)
Writing(以读促写)
Page 31,2a
1.Show Lisa's post to students and then ask them to answer the questions.
◆How many eating habits does Lisa write about
◆What are they
2.Check the answers with the class.
Page 31,2b
1.Ask students to talk about their own eating habits.
2.Show some questions to help them.
①What good habit(s) do you have
②What bad habit(s) do you have
③What can you do to improve your eating habits
3.Invite two or three students to share their own eating habits.
Page 31,2c
Ask students to write about their own eating habits with the information from 2b.
这是一个基于阅读语篇的拓展写作练习。学生通过描写自己的饮食习惯,反思自己的饮食习惯是否合理,对目标语言进行充分练习和巩固。
Language Points
improve v.改进；改善
◆作及物动词,可接名词或代词作宾语。如：
I need to improve my English.我需要提高我的英语水平。
◆作不及物动词,常用improve in表示在某方面有改进。如：
He improves a lot in health.他的健康状况大大改善。
too...to太......以至于不能
这里too为副词,其后跟形容词或副词；to为不定式符号,后接动词原形。
【拓展】此结构可与so...that＋否定结构互换。如：
The problem is too difficult for me to work out.＝The problem is so difficult that I can't work it out.这个问题太难了以至于我解答不出来。
poor adj.不好的；贫穷的；可怜的
◆意为“不好的”,常用词组：be poor at (doing) sth.不擅长(做)某事。如：
Mike is poor at cooking.迈克不擅长烹饪。
◆意为“贫穷的”,反义词为rich。如：
China does a lot to improve poor people's lives.中国在改善穷人的生活方面做了很多。
◆意为“可怜的”。如：a poor little girl一个可怜的小女孩
result n.后果；结果
常用词组：the result of.........的结果；as a result结果。如：
We all want to know the result of the football match.
Step 4　Homework
1.Collect some good eating habits and discuss with classmates next class.
2.Finish the exercises
教学反思
Unit 5　Here and Now
单元主题框架
单元主题分析
本单元围绕“世界不同国家和地区里人们的生活”这一主题展开,该主题与课标要求的“人与自我”主题范畴中的“丰富、充实、积极向上的生活”子主题密切相关。本单元展示了在同一时刻,世界上同一城市或不同城市、不同国家的人们进行的不同活动。通过本单元的学习,学生将掌握如何利用现在进行时描述自己或他人当前正在进行的活动。同时,学生也将比较生活在世界不同国家的人们生活方式有何差异,感知在不同文化背景下人们生活习惯和生活理念的差异。基于上述内容,学生的全球视野将得到拓宽,跨文化理解和沟通能力也将逐步提高。
本单元的大问题是“What brings people together？”,旨在引导学生建立全球意识,感知文化的多样性与共性,思考时间的相对性与人类活动的同步性,进而增进学生对不同文化和人类活动规律的理解。
Section A的引导性问题是“What are you doing right now？”。该部分呈现了日常生活中

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