资源简介

Unit 1 Can you play the guitar
本单元属于“人与社会”范畴，涉及“运动、文艺等社团活动，潜能发掘”。通过本单元的学习，学生能深入掌握含有情态动词can的肯定句、否定句、一般疑问句及其肯定与否定回答的知识点，准确运用情态动词can谈论能做和不能做的事情，并复习如何谈论各自的爱好和特长，巩固what引导的特殊疑问句；最后，学会制作招聘海报。
Section A让学生学会如何介绍自己的能力，了解各种俱乐部，并学会选择适合自己的俱乐部，谈论自己和他人的能力，并尝试给他人提出加入俱乐部的建议。
Section B让学生学会谈论以弹奏乐器为主的才艺，通过听录音辨别乐器的名称并围绕才艺相关主题进行对话。能够读懂招聘广告，把某人的能力和招聘广告的内容相匹配，能够根据招聘广告的内容寻找合适的应聘者并学会制作招聘海报。
1．能正确使用“can＋动词原形”结构谈论才艺话题，选择与能力相匹配的俱乐部。
2．学会仿写招聘海报。探讨能力相关的主题，并应聘合适的职业。
1．重点：
(1)掌握本单元的重点单词、词组和句型。
(2)掌握情态动词can的用法。
2．难点：
(1)灵活运用can的各种句式。
(2)运用目标语言谈论自己和他人的能力。
Unit 1 Can you play the guitar
导入一　图片导入
Show some pictures about singing，swimming，dancing and so on.Show the new words and sentences with the pictures and then lead in the new lesson.
导入二　情境导入
Let students do some actions，like singing，dancing，swimming and so on and then lead in the new lesson.
导入三　音乐导入
Listen to a guitar music，and then lead in the new lesson.
导入四　才艺展示
Students show their talents before class，and then lead in the new lesson.
(一)听说课
活动1　Look and Guess
学生A、B二人站在讲台上，学生B把写有swim，dance，sing，play the drums等的单词卡片举过A同学的头顶(不让B同学知道卡片的内容)，其他同学用“What can you do？”提问。直到A同学猜对后，才让其为B同学举卡片，换B同学猜。
参考示例：
Ss：What can you do
A：I can play the drums.
Ss：No.What can you do
A：I can play the piano.
Ss：Yes.
活动2　Role－play(分角色表演，强化巩固以“参加各种俱乐部”为话题的情景对话)
Step 1
(1)The teacher shows some key words and phrases：
join sports/swimming/dancing/…club
What/How about you？　be good at　sounds good
(2)Students use the key words and phrases to make their own conversations with their partners.
Step 2
The teacher divides the students into several teams，asks students to make conversations with the information of people，places and events.(让学生分组创设关键词，进行现场对话练习)
活动3　“One by One” Game
让学生分组进行游戏，表达最流畅且耗时最少的一组为获胜者。(教师用秒表计时)
S1：I can play the guitar.What can you do
S2：I can dance.What can you do
S3：I can swim.What can you do
…
(二)阅读课
1．任务型教学
(1)阅读前的任务：此环节在阅读前呈现新词汇，提前了解Section B 2b中的人物信息。
①教师要求学生快速阅读Section B 2b部分的内容，圈出文中人物会做的事情。
②在文中出示新词also，people，让学生根据语境猜出两个词的意思。
③依据他们的能力，让学生猜测他们可能加入什么俱乐部。
(2)阅读中的任务：带着教师出示的问题，在阅读的过程中快速找出答案。
①在阅读过程中让学生快速找出以下新单词和短语，并猜测词义：home，be good with，make friends，today，help (sb.) with sth.等。
②在阅读过程中让学生把标题与招聘广告相匹配。
③回答教师提出的相关招聘广告中的具体问题。
(3)阅读后的任务：让学生介绍一下自己喜欢做的事情以及自身的特长，并说一说自己想加入哪一个俱乐部。
2．情境教学
(1)教师承接上一环节内容，创设情景(这些学生参加了不同的学校活动)，引导学生看图说话。
(2)教师继续创设情景(这学期我们将会认识3位新朋友——Peter，Alan和Ma Huan)，引导学生阅读2a中的内容，并用横线画出文中的三位朋友会做的事情。
(3)教师引导学生完成填表活动。
(4)教师引导学生阅读标题并预测各语段大意。
3．复述
利用导图对文章进行总结，根据文章2b的内容，利用图片和关键词，帮助学生组织语言来复述文章。
教学案例
1．学习本课时的重点词汇并能运用重点句型。
2．能够表达加入某一俱乐部的意愿，并谈论自己的能力。
1．能听、说、读、写课文中出现的重点单词。
2．掌握一些弹奏乐器的表达方式。
3．学会询问和谈论彼此的能力和特长。
4．掌握情态动词can的用法、can的一般疑问句句型及其肯定和否定回答。
5．通过谈论贴近生活的话题，询问和谈论自己或对方在某一方面的能力，培养学习兴趣，认识到能力以及理想之间的关系。
1．重点：学习询问和谈论彼此的能力和特长；掌握一些弹奏乐器的表达方式。
2．难点：情态动词can的构成和使用。
Step 1　Lead－in and presentation
1．Show some pictures about Chinese women's football games to review the phrase“play soccer” and learn new words：sing，dance，guitar.
2．Show some pictures to learn more words about abilities.
【设计意图】以中国女足的图片导入，让学生复习词组play soccer/football，从而引入play的各种用法。通过互动，引导学生积极参与课堂。
Step 2　Work on 1a
1．Guide students to complete 1a.
T：There are many students in the picture and they're trying to join the clubs.Look carefully and find out what they can do and finish 1a.
2．The teacher asks students questions：What can you do What club do you want to join？Let them think and practice.
【设计意图】让学生围绕中心话题进行一定的语言学习与积累，理解所学的目标语言。
Step 3　Listening(1b)
1．Play the recording for the first time.Students listen，and pay attention to the club names of each dialogue and try to put the three conversations in order.
2．Play the recording for the second time and let the students check the answers.
3．Ask students to listen again and try to follow each sentence.
【设计意图】通过听力练习，让学生逐渐掌握听力的技巧，并且尝试跟读，逐步提高听说能力。
Step 4　Pair－work(1c)
1．Ask the students to practice the conversations in 1b with their partners.Then make their own conversations.
2．Ask some pairs to act out the dialogue in front of the class.
【设计意图】进行初步的语言实践，鼓励学生大胆开口，巩固所学的句型。
Step 5　Listening(2a&2b)
Work on 2a
1．Ask the students to look at the phrases in the blank and the dialogue in the picture.
2．Ask the students to listen to the recording，and circle the clubs they hear.
3．Check the answers with the students.
Work on 2b
1．Explain the task and then let students listen to the recording carefully.
2．Ask students to complete the sentences in 2b.
3．Check the answers with the students.
【设计意图】此环节进一步巩固本堂课所学的词汇和句型。
Step 6　Pair－work(2c)
T：Now work in pairs.Talk about what clubs these students want to join.
A：What club does Lisa want to join
B：She wants to join the chess club.
【设计意图】利用课本已给的情境，引导学生进行简单对话。采用活动途径，提升学生的体验感及参与感。
Step 7　Role－play(2d)
1．Ask students to look at the picture in 2d.Then students read the conversation by themselves and try to find out the answers to the following questions：
(1)What club does Bob join
(2)What club does Jane join
Answers：
(1)Bob joins the soccer club.
(2)Jane joins the story telling club and the art club.
2．Ask the students to sum up the language points in 2d.Then the teacher explains them to the students.
3．Let students read after the teacher or play the recording and let students read after the recording.
4．Students work in pairs to act out the conversation.
5．Ask some pairs to come to the front of the classroom and act out the conversation.See which group does best.
【设计意图】让学生带着问题阅读对话，帮助他们更好地理解对话，掌握文本信息。通过听、读和表演三个环节将所学内容进行输入和输出，强化学生对文本的理解和记忆能力。
Step 8　Homework
Ask students to talk about what they can and can't do and what club they want to join.
教学案例
1．学习阅读材料中的必会生词和目标语言。
2．学会阅读文章，掌握阅读文章的技巧。
1．掌握本单元的重点单词及句型。
2．能够读懂招聘广告，并能根据招聘广告的内容寻找合适的人。
3．能够在阅读广告的活动中，掌握通过关键词获取文章大意的能力，培养读前预测的意识和习惯。
4．能够根据自己的能力帮助不同的人，增强社会责任意识。
1．重点：进行阅读训练，通过阅读简短的文章来学习语言知识，提高综合运用能力。
2．难点：能够在阅读广告的活动中，掌握通过关键词获取文章大意的能力，培养读前预测的意识和习惯。
Step 1　Lead－in
Ask students to have a brainstorm by asking three questions.
S1：What do you like
S2：I like to play basketball.
S1：What are you good at
S2：I am good at playing the piano.
S1：What can you do to help others(其他人)
S2：I can help children play basketball or play the piano.
【设计意图】本环节以问题的头脑风暴形式让学生思考自己的特长，能做什么来帮助其他人，既练习了句型，又为本堂课接下来的内容进行了预热。
Step 2　Before reading(2a)
1．Ask students to read the text silently.
2．Let students underline what they can do in 2a and check the answers.
【设计意图】此环节让学生详细阅读2a并回答问题，培养学生寻找关键信息的能力。
Step 3　While reading(2b)
1．Show some pictures to let the students learn about the patterns of ads.
2．Ask the students to read the ads in 2b and match the activities with the pictures.
3．Ask the students to read again and finish 2b.
【设计意图】此环节呈现了不同种类的招聘海报以及一些新的词汇和句型。
Step 4　Review and retell the passage
1．Read the passage again and then finish the following chart.
Ads Where Requirements(要求) How
Help for Old People The (1)________ Have (2)______in d with old people Can talk and play games with them Interesting and fun
续表
Ads Where Requirements(要求) How
Music Teacher Wanted The school Be free on the (3)_____ Can play the piano or the violin Teach students music Not difficult
Help with Sports in English The (4)________ Be free after school Can speak English (5)________
　　Answers：(1)old people's home　(2)free time　(3)weekend
(4)Students' Sports Center　(5)Relaxing and easy
2．Retell the passage using his or her own words according to the chart.
【设计意图】通过表格复习课文内容，通过复述训练学生的表达能力。
Step 5　After reading(2c)
1．Suppose Peter，Alan and Ma Huan want to help to do something after school.Which ad is right for him or her Now read the descriptions in 2a and the ads in 2b again.Select a right ad for each person.
2．Let students talk about the answers in their groups.
3．Check the answers with the class.
【设计意图】让学生在真实的语境中学会运用目标语言。
Step 6　Homework
我们的班级想举办个人风采专栏，让大家介绍一下自己的特长以及喜欢做的事情。请你用英语来介绍一下自己。
Unit 1　Can you play the guitar Period Ⅳ　Section B(2a～2c) Key words：also，people，home，make，today，center，weekend，teach Key phrases：help sb.with sth.＝ help sb.do sth.，be good with…，make friends，on the weekend＝on weekends
Unit 2 What time do you go to school
本单元属于“人与自我”范畴，涉及“学习与生活的自我管理”。整个单元以谈论自己和他人的日常生活习惯为线索，将日常生活中所涉及的语言、词汇和时间的表达融入一系列的教学任务中。让学生学习用“What time…？” “When…？”询问时间以及正确地表达时间。学生通过完成一系列的任务，学会合理安排学习和课外活动时间。
Section A引导学生在情境中谈论日常作息时间，学习 always，usually 和 never等频度副词及其区别，并谈论自己的作息习惯，学习不同时间点的表达方式。学习运用when和what time来询问作息时间安排，复习巩固时间的简单表达法。
Section B 引导学生学会谈论自己的日常生活及作息习惯，使学生更合理地安排自己的学习和课外活动时间，并能够运用所学知识对某一活动进行合理安排。
1．通过本单元的学习，使学生掌握时间相关的词汇及表达方法，能够围绕生活中的时间安排及日常活动进行交谈，同时学会对某些作息习惯进行评价。
2．通过情景设计来激发学生的学习兴趣，并培养学生自主学习、与他人合作的精神。
3．通过谈论作息时间及日常活动，增强学生合理安排作息时间的意识。
1．重点：
(1)掌握时间的表达法。
(2)学习询问、谈论时间，并学习制订作息时间表。
2．难点：when和what time引导的特殊疑问句和时间的表达.
导入一　图片及动作导入
在课件上或实际教学场景中，展示一些图片，教师通过引导学生做动作，让学生识记短语get up，go to school，get dressed，brush teeth，eat breakfast，take a shower等，激发学生学习英语的兴趣。
T：(Point at the picture)What does the boy do
S1：He gets up.
T：(Point at another picture)What about this picture？What does he/she do
S1：He/She…
导入二　歌曲导入
教师准备好与本课内容相关的音乐，引出一些动词短语，让学生展现出参与课堂的热情。
T：Let's enjoy the song…What verbs or phrases do you hear in the song Let's see who has caught the most phrases.
S1：Clean my room，wash my face.
S2：Ride a bike，take a bath…
导入三　复习导入
复习导入是常见的英语课堂的导入方法，既能实现对上节课知识点的复习和巩固，又能体现知识的内在联系，从而培养学生运用所学知识的能力。
Test students and review how to read these times.
1：19　2：30　11：25　12：15　16：40　10：45
T：Let's review how to say the time.
What time is it？/What's the time
S1：It's one nineteen.
T：Yes.We can also say it's nineteen past one.
(一)听说课
活动1　Pair－work
Work on 1c
Student A is the interviewer.Student B is Rick.Ask and answer questions about Rick's day in pairs.
A：What time do you usually take a shower，Rick
B：I usually take a shower at six forty.What time do you get up
A：I get up at six twenty.
活动2　Role－play
(1)学生四人一组，分别采访其他三人的日常活动情况。
S1：What time do you get up
S2：I get up at 6：30.
S1：What time do you eat breakfast
S2：I eat breakfast at 7：30.
…
(2)随机让学生汇报他们采访的情况。
(二)阅读课
1．任务型教学
(1)阅读前的任务：阅读前呈现新词汇，然后展示一些健康和不健康的生活方式。
①教师出示一个某人日常生活的视频激起学生的兴趣。
②师生讨论视频中的活动。
③学生确认哪些是健康的生活方式，哪些是不健康的生活方式。
(2)阅读中的任务：在此环节运用跳读和认真阅读的方式解决问题。
①跳读短文，快速找到问题的答案。
T：What are the names of the boy and girl in the pictures
S1：Tony and Mary.
T：Whose habits do you think are healthier
S2：Mary's.
②细读课文，完成2c部分的表格。
Read Para.1，fill in the blanks about Tony's habits.Then check the answers.
Read Para.2，fill in the blanks about Mary's habits.Then check the answers.
2．情境教学
(1)用视频导入课程，为学生创设逼真的情境。
(2)T：Do you often go to bed late
S1：No.
T：Why
S1：Because it is unhealthy.
T：Do you like ice－cream
S1：Yes，I do.
T：Do you often eat it
S2：No.I like it but I don't often eat it，because it's unhealthy.
(3)Brainstorm.
T：What are healthy activities
S1：Go to bed early，often do sports.
S2：Get up early，eat fruit and vegetables.
T：What are unhealthy activities
S1：Eat junk food，read in bed，eat too much ice－cream.
3．复述
利用导图对文章进行总结，根据文章2b的内容，利用图片和关键词，帮助学生组织语言来复述文章。
1．学习时间表达法以及如何询问时间。
2．使用目标语言“What time do you usually…？”来询问对方的作息时间。
3．学习频度副词usually，never和always来表达自己的日常活动。
1．学习时间表达法以及如何询问时间。
2．能熟练使用时间表达法。
3．能掌握并使用目标语言“What time do you usually…？”来询问对方的作息时间。
4．能够准确地使用时间表达法以及频度副词usually，never和always来表达自己的作息时间安排。
1．重点：
(1)掌握本课时的重点词汇和句型。
(2)引导学生正确而熟练地运用句型谈论日常作息时间。
2．难点：when和what time引导的特殊疑问句及时间表达法。
Step 1　Lead－in
1．Watch a short video program about daily activities.
2．Ask students what people in the video program do.
3．Let some students share their answers.
4．The teacher writes some important words and phrases on the blackboard.
【设计意图】看视频可以使课堂生动有趣，在导入新课时能够营造轻松愉悦的学习氛围。
Step 2　Work on 1a
1．Match the activities with the pictures.
2．Some students share the answers.
3．Check the answers.
【设计意图】让学生围绕中心话题进行一定的语言学习与积累﹐理解所学的目标语言。
Step 3　Listening(1b)
1．Listen and match the times with the actions.Draw lines from the clocks to the pictures.
2．Check the answers like this：
T：Now you are Rick and I am the interviewer.
What time do you usually get up/go to school/get dressed/brush your teeth/eat breakfast/take a shower
Ss：I usually…at…
【设计意图】此环节侧重听力训练。让学生在听对话的过程中抓住关键词汇，由于前面已做了一些训练，因此学生听起来比较容易，这样能增强他们学习的信心。
Step 4　Pair work(1c)
1．Student A is the interviewer.Student B is Rick.Ask and answer questions about Rick's day.
A：What time do you usually take a shower，Rick
B：I usually take a shower at six forty.
2．Let some pairs present their conversations to the classmates.
【设计意图】此环节让学生运用所学句型进行操练，有利于巩固所学句型。
Step 5　Listening(2a&2b)
1．Listen to the conversation and complete 2a.
2．Listen again，pay attention to the time and the people，and then complete 2b.
3．Check the answers.
【设计意图】此环节进一步巩固了本堂课所学的词汇和句型。通过反复地听，可以让学生尽快熟悉生词。
Step 6　Work on 2c
Ask and answer questions about daily activities.
A：What time do you usually…？
B：I usually… at…
A：I always… at…
B：I never… so…
【设计意图】此环节是让学生运用所学句型来进行操练，有利于巩固所学句型。
Step 7　Role－play(2d)
1．Read the conversation.Then answer the questions below：
(1)Where does Scott work
(2)What time is his radio show
(3)What time does he usually get up
(4)What time does he eat breakfast
(5)What time does he usually go to work
Answers：
(1)He works at a radio station.
(2)From twelve o'clock at night to six o'clock in the morning.
(3)At eight thirty at night.
(4)At nine at night.
(5)At eleven o'clock at night.
2．The teacher asks students to sum up the language points.Then the teacher explains them to the students.
3．Play the recording for the students to listen and repeat.Then let students work in pairs to practice reading the conversation.Then try to act it out.
4．Ask some pairs to come to the front of the classroom and act out the conversation.See which group does best.
【设计意图】让学生带着问题阅读对话，帮助他们更好地理解对话，掌握文本信息。通过听、读及表演三个环节，将所学内容进行输入和输出，强化学生对文本的理解和记忆。
Step 8　Homework
Make a conversation with your partner：one is an interviewer，and the other is an interviewee.
Unit 2　What time do you go to school Period Ⅰ　Section A(1a～2d) (1)Where does Scott work (2)What time is his radio show (3)What time does he usually get up (4)What time does he eat breakfast (5)What time does he usually go to work
1．学习阅读材料中的必会生词和目标语言。
2．学会区分并评价健康与不健康的生活方式。
3．学会阅读文章，掌握寻读的阅读技巧。
1．培养学生的阅读能力。
2．对他人的日常生活健康与否作出判断。
1．重点：能够读懂有关日常生活习惯的短文，了解健康的生活方式与不健康的生活方式，并且根据不同的阅读任务提取关键信息。
2．难点：能够设计“健康生活时间表”，并提出合理的健康生活的建议。
Step 1　Lead－in
1．Show a video about health to make students be interested.
2．Talk about the activities in the video.
【设计意图】通过视频导入新课，激发学生的学习兴趣。
Step 2　Before reading(2a)
1．Brainstorm.
T：What are healthy activities
S1：Go to bed early，often do sports.
S2：Get up early，eat fruit and vegetables.
T：What are unhealthy activities
S1：Eat junk food.Read in bed.Eat too much ice－cream.
2．Check the activities the students think are healthy.
3．Free talk.First in pairs，then show in class.
What healthy habits do you have What unhealthy habits do you have
【设计意图】本环节引导学生对健康和不健康的活动进行思考，为2b文章的阅读做好铺垫。
Step 3　While reading(2b)
Fast reading
T：Tony and Mary are brother and sister.They have healthy and unhealthy habits.Who is healthier？Please read the passage quickly and try to find out the answer to this question.
Careful reading
1．With the pictures and the recording，students read the passage to understand it better.
2．Ask students to read the passage again and circle the healthy activities in the passage.Then check the answers.
3．Let some students read out the sentences.
4．Let students read the passage again and try to answer the following questions and check the answers with the class.
(1)What time does Tony go to school
(2)What does Tony do first after school
(3)What does Mary eat for lunch
(4)What does Mary always eat after dinner
(5)What time does Mary usually go to bed
Answers：
(1)At eight thirty.
(2)He does his homework first.
(3)Lots of fruit and vegetables.
(4)Ice－cream.
(5)At nine thirty.
5．The teacher leads students to sum up language points in 2b.
【设计意图】此环节中，通过设计简单的教学步骤，让学生学习健康的生活习惯，并引导学生细读文章、学习课文、理清文章脉络和理解文章意思。
Step 4　Review and retell the story
1．Read the passage again and then finish the following chart.
People Healthy Habits (1)________
Tony play basketball after school do homework first brush teeth (2)________ going to bed get up at 8：00 eat breakfast quickly have hamburgers for (3)________
Mary get up at 6：30 eat breakfast (4)________ have lots of fruit and vegetables for lunch play volleyball swim or take a walk in the evening (5)________ eat ice－cream after dinner
　　Answers：(1)Unhealthy habits　(2)before　(3)lunch　(4)well　(5)Always
2．Retell the passage using his/her own words according to the chart.
【设计意图】通过表格复习回顾课文内容；通过复述训练学生的表达能力。
Step 5　After reading(2c)
1．Ask the students to read the passage again and write down the unhealthy habits of each person.Then think of healthy activities for them.
2．Let students talk about the healthier activities for them in groups，and write down their opinions.
3．Let some groups report their answers to the class.
【设计意图】让学生在真实语境中学会运用目标语言。
Step 6　Homework
1．Remember the new words and expressions in the period.
2．Ask students to make sentences with the main phrases in this period.
Unit 2　What time do you go to school Period Ⅳ　Section B(2a～2c) UnhealthyHealthyget up lateget up earlyeat quicklyeat a good breakfastlike fast foodeat fruit and vegetableseat ice－creambrush teeth three times a daydo not exerciseplay volleyball，swim，take walks
Unit 3 How do you get to school
本单元主题属于“人与社会”范畴，涉及“交通法规、安全意识”。以“How do you get to school？”为中心话题，围绕交通方式而展开，主要运用“How/How long/How far”询问“去某地的交通方式、时间、距离”。通过本单元内容的学习，学生能够正确地使用表示交通方式的词组、句型，从而熟练地谈论乘坐不同交通工具出行的话题。交通话题贴近学生的日常生活，因此较容易激发学生的学习兴趣。
Section A围绕“出行”话题，集中呈现了各种交通工具的名称，在学生掌握英语数字表达方式的基础上，训练学生询问和回答两地距离和出行花费时长的语言能力。加强口语练习，通过互动交流来巩固本单元所学语法项目。
Section B在Section A所学知识的基础上，通过听力强化训练，加强巩固交通方式的表达。通过阅读中国一个偏远村庄的孩子们“独特”的上学方式—滑索道，让学生们更加珍惜自己的幸福生活；通过笔友来信进行写作训练，学生能够谈论自己或他人的上学、上班或旅行的交通方式。
1．掌握how及其短语引导的特殊疑问句的用法。
2．掌握交通工具类的单词、短语和句型。
3．掌握基数词的表达。
4．通过了解更多的出行方式，开阔视野，并能发挥想象力，设计自己梦想的交通工具。
1．重点：
(1)掌握常见的交通工具的英文名称。
(2)用how询问出行方式，并能用动词结构和介词结构两种形式作出回答。
(3)用“How far…/How long…”进行提问。
2．难点：how，how long与how far辨析。
Unit 3 How do you get to school
导入一　图片导入
展示不同交通工具的图片，让学生根据图片说出不同的交通方式，并根据图片询问Jim和Kate 的出行方式，进而导入新课。
T：Look at the pictures and say the means of transportation.How does Jim go to school
S1：He takes a subway.
T：How does Kate go to school
S2：She takes a train.
导入二　视频导入
播放关于交通工具的视频，学生在观看视频的同时，记录视频中出现的不同种类的交通工具，视频结束后以抢答的方式回答，从而导入新课。
T：Watch the video.And tell me what kinds of transportation you can see.Now，one，two，begin!
S1：By bike.
S2：By subway.
S3：By train.
导入三　声音导入
以各种交通工具行驶的声音让学生猜交通工具，进而引入交通工具的单词，激发学生兴趣导入新课。
T：Listen to the sounds of all kinds of transportation and speak out them in English as quickly as you can.
(一)听说课
活动1　Pair work(两两对话，讨论自己和朋友上学的交通方式)
Show some pictures in the PPT.Students work in pairs to make up their own conversation.
S1：Hello!
S2：Hello!
S1：How do you get to school
S2：I go to school on foot.What about you
S1：I go to school by bike.How does your friend Linda get to school
S2：She goes to school by subway.
活动2　Chain game(教师组织链状活动，将班级按照竖排分小组，接龙问答，最先完成的小组在班级进行展示。轻松、愉快、活泼的教学气氛，可使学生的思维活跃，处于最佳状态，改“一言堂”为“群言堂”，使学生变被动为主动。)
Do the chain game to consolidate the sentence structure.
S1：How do you get to school
S2：On foot.How do you get to school
S3：By bike.How do you get to school
S4：Take a bus.How do you get to school
…
(二)阅读课
1．任务型教学
Read the story in 2b and answer the questions.
(1)How do the students in the village go to school
(2)Why do they go to school like this
Answers：
(1)These students go on a ropeway to cross the river to school.
(2)Because there is no bridge and the river runs too quickly for boats.
2．情境教学
设置新同学想了解同学情况的情境，根据问题做出相应的回答，并进行Talk Show 展示。
T：Bill is a new student in our school.He wants to know something about you.Let's have a free talk.
Q1：How do you get to school
Q2：How long does it take How far is it from your home to school
Q3：Is it easy for everyone to go to school
Students give their answers to the questions.
S1：Hi，Bill.I go to school by bike.It takes me 15 minutes.It's about 5 kilometers from my home to school.It is easy for me to go to school.
S2：…
3．复述
利用教师设计的思维导图，复述整篇课文。
1．学习交通工具类的单词及短语。
2．学习基数词的表达。
3．学习用How询问去某地的交通方式及答语。
1．熟练掌握交通工具的单词。
2．熟练掌握表示乘坐某种交通工具的英文表达。
3．能够掌握how及其短语引导的特殊疑问句及其回答。
4．能自由谈论不同的出行方式。
5．培养学生自觉遵守交通法规及礼貌乘坐交通工具的优良品质。
1．重点：熟练掌握由how引导的三个特殊疑问句及其回答。
2．难点：能够使用表示交通工具的短语自由谈论出行方式。
Step 1　Lead－in
Show some pictures about some traffic tools，such as train，bus，subway and so on.Show the new words and sentences with the pictures and then lead in the new lesson.
【设计意图】通过图片和问题的形式导入主题，吸引学生的兴趣，调动学生积极性。
Step 2　Presentation(1a)
1．The teacher shows pictures and then writes the phrases on the blackboard.
2．Practice the new words and phrases.
3．Match the words with the pictures in 1a.
4．Check the answers with the class.
5．Do the chain game to consolidate the sentence structure.
S1：How do you get to school
S2：On foot.How do you get to school
S3：By bike.How do you get to school
S4：Take a bus.How do you get to school
…
【设计意图】通过图片和游戏，让学生快速掌握本课时的新词汇。
Step 3　Listening practice(1b)
1．The teacher introduces five foreign students (Bob，Mary，John，Paul and Jim) to students.
2．The teacher asks students to listen to 1b，and match the names with the ways to school.
3．Play the recording twice.
4．Students share answers.
【设计意图】以介绍朋友的方式引入听力的内容，提高学生学习的兴趣。
Step 4　Pair work(1c)
1．The teacher asks students to answer the following questions according to the listening scripts in 1b.
(1)How does Mary get to school
(2)How does John get to school
(3)How does Jim get to school
(4)How does Yang Lan get to school
(5)How does Bob get to school
(6)How does Paul get to school
2．The teacher asks students to make conversations.
3．The teacher gives an example first.
4．Students make conversations in pairs.
5．Students share their answers in class.Other students can give comments.
【设计意图】巩固学生的目标语言，锻炼他们的口语表达能力。
Step 5　Listening practice(2a～2c)
Work on 2a
1．Revise the numbers：first，zero～nine；next，ten～nineteen；then，twenty，thirty，forty…；finally，twenty－one，twenty－two…
2．Teach the new word “hundred”．
3．Read the numbers in 2a and the teacher corrects their pronunciation if necessary.
4．Ask students to listen to the recording and write the correct number next to the word.
5．The students check the answers.
【设计意图】由浅入深的复习数字，学生在轻松的环境中练习和掌握数字的正确表达。
Work on 2b&2c
1．The teacher asks students to look at the map between the school and the home.Ask some questions.
(1)How do you get to school
(2)How long does it take
Answers：
(1)I go to school on foot.
(2)It takes about ten minutes.
2．The teacher asks students to look at the map between the school and the home.Ask some questions.
(1)How do you get to school
(2)How far is it from your home to school
Answers：
(1)I go to school by bike.
(2)It's about two kilometers.
3．The teacher asks students to listen to the recording and complete the chart.
4．The teacher asks students to listen to the recording again and check their answers in 2b.
5．Students share their answers in class.
【设计意图】2b～2c听力内容自然融为一体，降低了听力的难度，增强学生的参与意识。
Step 6　Pair work(2d)
1．The teacher asks students to use the information in 2b to make conversations.
2．Students work in pairs to make conversations using the information in 2b.The teacher walks around and gives guidance if needed.
3．The teacher asks students to share their conversations in class and other students give comments.
【设计意图】让学生在对话中进行练习，进一步巩固短语和句型。
Step 7　Role－play(2e)
1．Students read the conversation between Lisa and Jane in 2e，and answer the following questions.
(1)How does Lisa get to school
(2)How far is it from Lisa's home to school
(3)How long does it take Lisa to get to school
Answers：
(1)She usually takes the bus.
(2)About 10 kilometers.
(3)About 20 minutes.
2．The teacher asks students to read the conversation carefully.
3．Ask students to guess the meaning of “take” and “ride”．
4．Let two students in a group role－play the dialogue，ask several groups to act it out.
【设计意图】让学生带着问题进行对话阅读，帮助他们更好的理解对话并掌握文本信息。
Step 8　Homework
1．Make a dialogue like 2e and write it down.
2．Finish the exercises from 1a～2d in the workbook.
Unit 3　How do you get to school Period Ⅰ　Section A(1a～2e) Key phrases：take the subway/by subway，take the plane/by plane， take the train/by train Key sentences： How do you…？ How long does it take How far is it…？
1．学习阅读材料中的生词和交通工具的表达方式。
2．阅读文章获取有效信息。
1．掌握阅读材料中的词汇和重要句型。
2．培养学生的阅读理解能力和语言表达能力。
3．了解偏远地区学生上学的交通方式，启发学生珍惜自己的美好生活，鼓励学生努力学习。
1．重点：
(1)掌握文章中的单词、短语和句型。
(2)如何运用恰当的学习策略，使学生准确把握文章的主旨大意。
2．难点：
(1)在具体的语境中理解和领悟语句的含义。
(2)使用目标语言，运用思维导图对文章进行复述。
Step 1　Lead－in
The teacher shows students some pictures about new words，teaching the new words and expressions.
【设计意图】在阅读课文之前，帮助学生扫除新单词和词组的障碍，帮助学生“减压”。
Step 2　Free talk
1．The teacher asks students to have a free talk according to the three questions.
(1)How do you get to school
(2)How long does it take How far is it from your home to school
(3)Is it easy for everyone to go to school
2．Ask students to give their answers to the questions.
【设计意图】运用学生熟悉的话题进行自由交流，为阅读做铺垫。
Step 3　Reading(2a&2b)
Work on 2a
1．Ask students to see what it is in the picture(illustration)．
2．Ask students to share their answers in class.
3．Ask students to guess what the boy is doing and what the story is about.
【设计意图】通过读图活动导入文章话题，预测主旨，可以发散学生的思维。
Work on 2b
Fast reading
Read the news story quickly and choose the best title for it.
【设计意图】培养学生快速阅读技巧，通过略读，把握文章大意。
Careful reading
1．Play the recording and have the students listen to the passage carefully.
2．Play the recording again.Let the students listen and repeat.
3．Ask students to read Paragraph 1 and answer the two questions.
(1)How do the students in the village go to school
(2)Why do they go to school like this
Answers：
(1)Go on a ropeway.
(2)Because there is no bridge and the river runs too quickly for boats.
4．Ask students to read Paragraph 2 and answer the two questions.
(1)Is Liangliang afraid to go to school on a ropeway
(2)Does he like his school Why
Answers：
(1)No，he isn't.
(2)Yes，he does./ Yes.Because he loves to play with his classmates.And he loves his teacher.
5．Ask students to read Paragraph 3 and talk about if the villagers' dream can come true and give the reasons.
6．Ask students to read the passage again，work in pairs and find out the difficulties in the passage and ask the teacher for help.
7．The teacher explains the difficulties to the students.
【设计意图】通过精读活动让学生更深入地理解文章。
Step 4　Review and retell the passage
1．Read the passage again and then finish the following chart.
Situation(现状) It's not (1)________ for some students to go to school.
Reasons(原因) There is a big river between the school and the village. There is no bridge. They can't go (2)________ because the river runs quickly.
Results(结果) Students cross the river (3)________.
Example(例子) Liangliang is an 11－year－old boy. He is not (4)________ to cross the river in this way. He loves school. All the students and villagers (5)________ to have a bridge.
　　Answers：(1)easy　(2)by boat　(3)on a ropeway　(4)afraid　(5)want/dream
2．Try to use the chart to retell the whole passage.
【设计意图】通过复述整篇课文训练学生的表达能力。
Step 5　Work on 2c
1．Read the story again and complete the interview in 2c.
2．After finishing 2c，girls are the reporter，and boys are Liangliang.Let students read the dialogue.
【设计意图】通过精读语篇及对应的练习，使学生对文章理解更加透彻，提高学生提取文章细节信息的能力。
Step 6　Work on 2d
1．Ask students to read carefully in 2d and explain what they should do.
2．Ask students to work in pair to make up a conversation.One is a reporter and the other one is a student who does not have to go on the ropeway to get to school because there is a bridge over the river.
【设计意图】通过此活动进一步巩固目标语言。
Step 7　Homework
1．Retell the passage.
2．Finish the exercises in Section B 2a～2d in the workbook.
Unit 3　How do you get to school Period Ⅳ　Section B(2a～2d) Key words：cross，river，village，boat，ropeway，afraid，leave，dream Key phrases：come true，between…and… Key sentences： It is easy to get to school. There is no bridge and the river runs too quickly for boats. One 11－year－old boy，Liangliang，crosses the river every school day. He's like a father to me.
Unit 4 Don't eat in class.
本单元主题属于“人与社会”范畴，涉及“班级与学校规则，规则意识”。本单元让学生掌握祈使句 Don't…，情态动词can、must和have to的用法及其句式的变化。对提升学生的学习兴趣和提高学生的听、说、读、写能力都有很大的帮助。让学生学会运用本单元所学的词汇和句式谈论不同场所的各种规则，并形成良好的社会公德。
Section A学习关于规则的单词、短语及句型，通过学习祈使句和情态动词can的用法，让学生能够熟练使用目标语言谈论校规校纪。引导学生自觉遵守校规校纪，做一名合格的中学生。
Section B在Section A的基础上，将规章制度出现的场所由“学校”转到“家庭”，内容由“校规”转到“家规”。进一步学习情态动词must和have to的用法，该部分偏重读、写能力的训练，培养学生的阅读和写作能力进而提升学生的语言技能。
1．灵活运用祈使句和情态动词谈论规则。
2．能针对学校规则谈论自己的看法。
3．能向别人介绍自己的家规、校规并养成遵守规则的好习惯。
1．重点：
(1)掌握祈使句的基本用法。
(2)学会描述各种规则。
(3)掌握本单元的基本词汇和语法点。
2．难点：
(1)祈使句和情态动词的用法。
(2)学会描述各种规则。
Unit 4 Don't eat in class.
导入一　图片导入
本课是以教室外墙壁张贴校规的形式呈现书面主体的规章制度，进而导入新课。为了更贴近学生学校生活，在导入部分可使用本班学生的照片以及本校的规则，以激发学生对本课的学习热情。
导入二　故事导入
分享一则学生或老师曾经不遵守规则而吃亏的故事，从而导入新课。
导入三　音乐导入
Rain！Rain！Go away!
Come again another day!
Little Johnny wants to play.
Rain！Rain！Go away!
Come again another day!
It's mother's washing day.
(一)听说课
活动1　图片竞猜
快速展示图片，学生快速竞猜图片中的地方(教室，银行，学校，学校走廊等)。
Flash some pictures quickly on the screen，and guess the places.
T：Please say the words according to the pictures as quickly as you can.
S1：Hallway.
S2：School.
S3：Classroom.
S4：Bank.
活动2　Group work(学生制订自己认为合理的班规)
教师将学生每4人分为一个小组，让学生进行小组合作。每个成员制订尽可能多的班规，小组长做好记录。每小组派代表发言总结组内成员制订的班规，其他小组同学进行星级评定。看哪个小组制订的班规最多，最合理。
T：Let's make rules for our class.
S1：We can't listen to music in class.
S2：Don't wear a hat in class.
S3：We must be on time for class.
S4：We have to be quiet in class.
…
T：Now please write sentences as many as possible.
活动3　“I have to”游戏
学生六人一组用“I have to…”列举有关在家里做事情的句子。两分钟之内看哪个组列举的制度最多。
S1：I have to make my bed every day.
S2：I have to do my homework before I can watch TV.
S3：…
(二)阅读课
1．任务型教学
Ask students to read the letter from Molly.And try to answer the questions.
(1)After breakfast，what does Molly's mom always say
(2)When does Molly have to go to bed
Answers：
(1)Her mother always says，“Don't leave the dirty dishes in the kitchen！”
(2)She has to go to bed before 10：00.
2．情境教学
设置情境进行对话练习。Student A扮演外校转来的新生，Student B告知新生本校校规。要求学生两人一组进行对话表演。将课文所提供的信息改编成对话内容，尽可能使用本单元的目标语言。
3．复述
利用思维导图对文章进行总结，根据文章2b的内容，利用图片和关键词，帮助学生组织语言来复述文章。
1．学习阅读材料中的生词和短语。
2．学会阅读文章，掌握寻读的阅读技巧。
3．了解Molly的家规。
1．学习阅读材料中的必会生词和目标语言。
2．学会利用目标语言复述有关家规。
3．学会阅读文章，掌握寻读的阅读技巧。
1．重点：
(1)掌握本课时出现的新词汇及表达方式。
(2)能够读懂关于规则的文章。
(3)通过阅读练习进一步学习运用本课时的新语言知识。
2．难点：
(1)能够读懂谈论家规和校规的文章，培养获取细节信息的能力。
(2)能够根据文章特点和活动要求使用寻读策略。
Step 1　Lead－in
1．The teacher shows some signs of rules，such as No smoking，No parking，etc.
T：These are some rules.Can you see them in our school What other rule signs do you see in our school What do these signs tell us Talk about these questions.
2．After 3 minutes，some students will be invited to share their views.The teacher will give comments on their ideas.
【设计意图】采取图片导入法，使学生更加直观地了解本课内容，过渡简单自然。
Step 2　Before reading(2a)
The teacher asks a question and lets students discuss.
When you're unhappy，who do you like to talk to
Answers：I like to talk to my parents./Maybe you think your parents/friends/classmates can help you.
【设计意图】帮助学生复习目标语言，为下个环节的阅读文章做了铺垫，自然导入。
Step 3　While reading
Work on 2b
1．The teacher asks students to look at the picture of 2b on P23 and answer the questions.
(1)What is Molly unhappy about
(2)Who do you think she likes to talk to
Answers：
(1)Too many rules.
(2)Dr.Know.
2．The teacher asks students to read the letter from Molly again and underline the rules for Molly.
3．The teacher asks students to read the letter from Dr.Know and underline the things Molly can do.
4．Check the answers.
5．The teacher explains the important points to the students.
【设计意图】通过对文章的初步了解，让学生学会根据文章内容寻读信息。
Work on 2c
1．Review the usage of “have to” and “must”．
(1)must表示一种主观的需要，而have to表示一种客观的需要，意为“不得不”。
(2)have to的否定形式是don't have to，相当于needn't。
2．The teacher gives some tips to the class.
(1)Read the sentences in 2c and understand what rules they talk.
(2)Read the letters in 2b carefully.Pay attention to the rules.
(3)Check the answers.
【设计意图】用情态动词填空，巩固、加强本单元情态动词在语境中的运用
Step 4　Review and retell the passage
1．Read the passage again and then finish the following chart.
Molly's (1)_______ Things Molly can't do. She can't leave the dirty dishes in the kitchen. She can't play basketball after school.
Things Molly must do. She must do her homework after school. She must do some (2)________ after dinner. She must go to bed before 10：00.
Things Molly (3)________ do Play basketball on weekends. Watch TV after reading a book.
Her opinions The rules are too many and (4)________． That makes her feel terrible.
Dr.Know's opinions Rules are strict but (5)________ to us. Students have to follow them.
　　Answers：(1)family rules　(2)reading　(3)can　(4)strict　(5)helpful
2．Try to use the chart to retell the whole passage.
【设计意图】通过表格复习回顾课文内容，训练学习的表达能力。
Step 5　Homework
1．Write a letter to Dr.Know about all the rules and how students feel about them.
2．Finish the exercises from 2a～2c in the workbook.
Unit 4　Don't eat in class. Period Ⅳ　Section B(2a～2c) Key words：dirty，kitchen，more，noisy，relax，read，terrible，feel，strict，remember，follow，luck Key phrases：make one's bed，be strict with，follow the rules，think about sth.，make rules，good luck Key sentences： Molly can't play basketball on school days，but she can play it on weekends. Molly must/have to do her homework first when she gets home.
Unit 5 Why do you like pandas
本单元主题属于“人与自然”范畴，涉及“常见的动物，动物的特征与生活环境”。本单元教材以“Why do you like…？”为中心话题，围绕着询问及描述动物而展开。通过本单元目标语言的学习，学生学会询问他人喜欢的动物及原因。在教学活动中，师生间的互动促进了学生之间和师生之间的情感交流，增进了彼此的友谊。
Section A 要求学生掌握有关动物名称有关国家的名词及有关品质的形容词；学会描述动物的性格及特点，学会表达喜欢某类动物及说明喜欢的原因，学会并熟练运用why/because引导的句子。
Section B 安排了听、说、读、写的活动，其中学习关于“save elephants”的文章，不仅增加了学生的阅读量，让学生了解到大象的生存现状，也培养了学生保护动物的意识。
1．掌握why引导的特殊疑问句及其答语。
2．用目标句型和新单词谈论动物及特质。
3．听懂有关谈论动物的对话。
1．重点：
(1)掌握本课时重点单词、短语和句型。
(2)能听懂与动物相关的英语对话；学会并熟练运用why/because引导的句子。
(3)通过学习教材中的阅读材料，提高学生的阅读能力、写作能力。
(4)培养学生热爱动物、保护动物的意识。
2．难点：
(1)通过学习教材中的阅读材料，提高学生的阅读能力、写作能力。
(2)培养学生热爱动物、保护动物的意识。
Unit 5 Why do you like pandas
导入一　视频导入
利用视频进行课程导入，播放Animals Are Everywhere音乐视频，活跃气氛，引出上课内容。
T：Where are they
S1：They're in the zoo.
T：What animals are mentioned in the video
S2：Pandas，lions，tigers and…
T：What's your favorite animal
S3：Koalas.
T：Are they in the video
S4：No，they aren't./…
导入二　游戏导入
以猜谜游戏的形式，导入关于动物的学习。
T：I am black and white.I am from China.
S1：It's a panda.
T：Yes.I am a little small.I like sleeping in the day and eating at night.I am from Australia.
导入三　竞赛导入
以抢答动物名称的形式导入新课，使学生以最快的速度进入学习状态。
T：Last class we have learned some animals.Do you know these animals If you know，stand up and say it quickly.Now，begin!
S1：Panda.
S2：Tiger.
S3：Giraffe…
(一)听说课
活动1　Pair work(两两对话，谈论喜欢的动物)
S1：Do you like koalas
S2：Yes，I do.
S1：Why do you like them
S2：Because they're very cute.
S1：Where are they from
S2：They are from Australia.
活动2　Role－play(分角色表演，强化巩固以动物为话题的情景对话)
Step 1：The teacher shows some key words and phrases.Students use them to make their own conversations with their partners.The key words and phrases are：dogs，pandas，lions，elephants，cute，smart，lazy，beautiful，interesting，Australia，China，South Africa.
Step 2：学生自己提供有关单词，让其他小组进行现场对话练习。
(二)阅读课
1．任务型教学
(1)Read this website article and check(√) the best title for it.
(2)Read the article and find the main idea of each paragraph.
(3)Read the article again and answer the questions.
Answer：
Paragraph 1 Elephants are smart animals.
Paragraph 2 Elephants are in danger and we must save them.
Paragraph 3 Elephants are important in Thailand.
①What does “them” in the sentence “This helps them to live.”(in Paragraph 2) refer to(指的是)
Answer：Elephants.
②How can we save elephants
Answer：We must save the trees and not buy things made of ivory.
2．情境教学
以猜谜游戏的方式，激发学生的学习兴趣，导入教学。并在黑板上画出本课时要学习的动物的图片，提出几个有关该动物的问题，让学生回答。
T：Today，we will learn another animal.Guess.It's big.It's strong.It has along nose.
S1：An elephant.
The teacher draws an elephant on the blackboard.
T：Excellent! How much knowledge do you know about the
elephants？Read the following sentences and write T or F for each
sentence.
(1)All the elephants have ivory.
(2)The elephants have hair.
(3)All the elephants can stand upside down with their long noses.
Check the answers with the whole class.
Answers：(1)F　(2)T　(3)T
3．复述
根据表格内容帮助学生组织语言来复述文章。
Elephants are important one of Thailand's symbols on the first flag a symbol of good luck
Elephants are smart play soccer or music draw very well never get lost remember places with food and water
Why elephants are in danger People cut down many trees. People kill elephants for ivory.
How to save elephants We must stop cutting down trees. We mustn't buy things made of ivory. Remember Thai Elephant Day.
1．学习一些动物名称的名词和描述动物特征的形容词。
2．学习目标语言以对话形式谈论喜欢的动物及原因。
1．熟练掌握本课时出现的有关动物名称的名词及描述动词特征的形容词。
2．能够掌握why引导的特殊疑问句及because引导的答语。
3．能够识别动物并对其进行描述。
4．能够使用正确的表达方式表述自己对动物的喜好。
1．重点：
(1)学生能用目标语言谈论喜欢的动物及原因。
(2)掌握why引导的特殊疑问句及because引导的答语。
2．难点：
(1)学会描述动物的性格及特点。
(2)学会表达喜欢某类动物及说明喜欢的原因。
Step 1　Lead－in
1．Let students listen to some animals' voices and guess what animal it is.
2．Invite some students to imitate the sound of some animals.
【设计意图】让学生根据声音猜动物和模仿一些动物发出的声音，通过这样的活动调动学生的学习热情，为新课做准备。
Step 2　Presentation(1a)
1．Ask students to talk with their partners about the animals they like，using the following sentence patterns.
—What animals do you like
—…
—Why do you like…？
—Because they're…
2．Then show the class some pictures of animals and present other animals.And ask them：
—What's this in English
—It's a tiger.(Then lion，panda，elephant，koala，giraffe)
Students look at the picture and try to remember the new words of the animals.
3．Next，glue the pictures on the blackboard and ask one student to match the pictures with the words on the cards.Other students turn to Page 25 and finish 1a.
4．Check the answers with the class.
【设计意图】通过看图学习新单词，以图文结合的方式让学生直观感知英文单词所代表的意思，也提高了学生学习的兴趣。
Step 3　Listening practice(1b)
1．Ask students to listen and check the animals they hear in 1a.
2．Check the answers with the class.
Step 4　Pair work(1c)
1．Make conversations about the other animals in 1a.Use the words in the box.
2．Invite some students to show their conversations.
【设计意图】让学生在听的过程中掌握抓关键词的方法；通过对话练习，进一步感知why引导的特殊疑问句及because引导的答语。
Step 5　Work on 2a
1．Ask students to read the information in the box in 2a first.
2．The teacher plays the recording for the first time.Students only listen.Play the recording again and ask students to write the names of the animals.
3．Play the recording for the last time.Then check the answers.
4．Ask students to draw a line from the animals to the description words and the countries they are from.
5．Correct their answers and pronunciation.
【设计意图】由浅入深设置听力练习，降低听力的难度，纠正学生发音，培养学生的语音意识。
Step 6　Work on 2b
1．Ask students to listen again and complete the conversation with the words in 2a.
2．Check the answers with the class.
【设计意图】通过听力练习的形式，为后面的小组对话提供素材。
Step 7　Work on 2c
1．Let students practice the conversations in 2b in pairs.
2．Let them talk about the other animals in 2a like 2b in pairs.
3．Let some pairs practice their own conversations and act out.
【设计意图】小组对话交流的方式给学生提供了自我展示的平台。
Step 8　Work on 2d
1．Ask students to look at the picture in 2d.Then students read the conversation in 2d and find the answers to the following questions：
(1)Does Peter have a pet
(2)What can Dingding do
(3)What pet does Jenny's mom have
(4)Does Jenny like the cat Why
2．Students read the conversation and try to find the answers to the questions.
Answers：
(1)Yes，he does.
(2)He can walk on two legs.He can dance，too.
(3)She has a cat.
(4)No，she doesn't.Because it's very lazy.
3．Students work in pairs and practice the conversation.
4．Let some pairs role－play the conversation.
5．Choose some pairs to act it out.
【设计意图】通过角色扮演对话的形式，训练学生的口语发音，巩固谈论动物的句型。
Step 9　Homework
1．Recite new words and phrases.
2．Recite the conversation in 2d.
Unit 5　Why do you like pandas Period Ⅰ　Section A(1a～2d) Key words：panda，zoo，tiger，elephant，lion，giraffe，animal，cute，lazy，smart，beautiful，kind，Australia，South Africa，pet，leg，cat，sleep Key phrases：kind of，South Africa Key sentences： Let's see the pandas first. —Why do you want to see them —Because they're very cute. —Where is/are…from —It's/They're from…
1．学习本课时新的单词、短语和句型。
2．在阅读材料中了解大象的生活习性及生存现状。
3．学习如何拯救野生动物。
4．学习略读和细读的阅读方法。
1．掌握本课时重点单词、短语和句型。
2．通过快速阅读文章，学生学会查找段落中心句，培养学生归纳语篇主旨的能力。
3．通过精读课文提炼信息点，提升学生构建课文思维导图的能力。
1．重点：通过阅读使学生们了解大象的现状及人们应该如何拯救大象。
2．难点：通过阅读训练培养学生综合阅读的能力。
Step 1　Lead－in
Work on 2a
1．Show some pictures about animals one by one on the screen and ask students to say the name of the animals quickly.
2．Ask students to discuss and check the animals that they think are in great danger in the chart of 2a.
3．Let some students share their ideas with the whole class.
【设计意图】通过看图说动物的方式激发学生的学习兴趣；通过讨论濒危动物从而引入本节课的主题。
Step 2　While reading(2b～2c)
Fast reading
1．Ask students to read the article and check the best title for it.Then check the answer.
2．Ask students to find the main idea of each paragraph.
3．Ask students to give their answers.
Answers：The topic sentence of Paragraph 1 is that elephants are important in Thailand.
The topic sentence of Paragraph 2 is that elephants are smart animals.
The topic sentence of Paragraph 3 is that elephants are in great danger and we must save them.
【设计意图】通过对文章的初步了解，让学生学会根据文章内容寻读信息。
Careful reading
1．The teacher asks students to read the passage carefully.
2．Divide the students into 4 groups.Each group discusses one part.
Group 1 discusses the following question within the group.
What's on the first flag of Thailand Why
Answers：A white elephant.Because it is a symbol of good luck.
Group 2 discusses the following questions.
(1)What do you think of the elephants
(2)What can elephants do
Answers：
(1)Smart，big，strong，friendly and so on.
(2)They can play soccer or music.They can also draw well.They can walk for a long time and never get lost.They can also remember places with food and water.
Group 3 discusses the following questions.
(1)Why are the elephants in great danger
(2)What do people kill them for
(3)How many elephants are in the world today according to the passage
Answers：
(1)Because people cut down so many trees and kill elephants.
(2)For their ivory.
(3)Only 3，000.
Group 4 discusses the following questions.
(1)How to save elephants according to Paragraph 3
(2)Do you have any other ways to save the elephants
Answers：
(1)Don't cut down so many trees.Don't buy things made of ivory.
(2)People should protect the environment and don't throw rubbish./Plant more trees./…
3．Ask students from each group to share their answers with the whole class.
【设计意图】阅读前的小组讨论不但能更好地引入主题，也能为阅读部分作好铺垫。用完成任务的方式引导学生阅读，使学生能更好地掌握重点信息。
Step 3　Review and retell the passage
1．Read the passage again and then finish the following mind map in 2c.
Answers：(1)a white elephant on it　(2)good luck　(3)soccer or music　(4)draw
(5)remember　(6)cut down　(7)their ivory　(8)about 3，000 in Thailand　(9)trees
(10)buy　(11)March 13th
2．Retell the passage using his/her own words according to the mind gap.
【设计意图】通过思维导图复习回顾课文内容。通过复述训练学生的表达能力。
Step 4　Homework
1．Remember the new words and expressions learned in this class.
2．Ask students to retell the passage according to the mind map in 2c.
Unit 5　Why do you like pandas Period Ⅳ　Section B(2a～2c) Key words：save，symbol，flag，forget，place，water，danger，cut，down，tree，kill，ivory，over Key phrases：get lost，be in (great) danger，cut down，(be) made of
Unit 6 I'm watching TV.
本单元主题属于“人与社会”范畴，涉及“生活的自我管理”、“常见节假日，文化体验”。本单元主要围绕“What are you doing？”这一主题展开各种教学活动，并以此引出现在进行时的一般疑问句、否定句及特殊疑问句等语言功能。通过本单元的教学，引导学生掌握重点句型“What are you doing？”，并学会运用本单元所学单词和句型谈论人们正在做的事情。本单元以含有现在进行时的各项活动为主线，通过看图片、看电视报道、介绍家人活动等形式来操练、巩固现在行时的各种句型。
Section A 用现在进行时简单描述图片上的内容，初步了解英文电话交际的特征，能够使用现在进行时的各种形式准确描述和表达正在发生的动作。
Section B通过谈论正在进行的活动进一步学习现在进行时，通过Self Check层层复习，使学生掌握动词的现在分词形式、重点短语以及基本句型，并能够运用所学知识进行图片描述和写作。
1．通过听说使学生掌握本节课关于地点和活动的单词，并能够利用所学和同伴谈论某人正在某地所做的事情。
2．学生能够正确运用现在进行时描述人物正在进行的活动，同时对不确定的信息进行猜测，拓展和发散学生的思维。
1．重点：
(1)掌握本单元的动词及动词短语。
(2)掌握现在进行时的构成及一般疑问句、肯否定句及特殊疑问句的表达。
(3)能够用现在进行时谈论照片中的人正在干的事。
2．难点：正确运用现在进行时的陈述句及疑问句谈论某人正在某地做的事情。
导入一　视频导入
播放一段视频，询问视频中人物正在做的事情，让学生在真实情境中感知现在进行时。
T：What is the man doing
Ss：He is reading a newspaper.
T：What's the woman doing
Ss：She is cleaning the house.
导入二　图片导入
利用图片导入单词及短语。
T：What's this
Ss：It's a pool.
T：What's that
Ss：It's a shop.
T：…
导入三　问题导入
老师利用问答方式创设情景，让学生初步感受现在进行时的用法。
The teacher asks students some questions.
T：Hello，how are you
S1：I'm great.Thank you.
T：How is your father
S1：He is very well.
T：Where is your father
S1：He is at the mall.
T：What is he doing
S1：He is shopping.
T：Is your father shopping now
S2：No，he isn't.He is watching TV.
T：Where is he watching TV
S2：He is watching TV at home.
(一)听说课
活动 1　Pair work(两两对话，谈论某人正在做的事情)
Show some pictures.Let students ask and answer the questions in pairs.
S1：Look! What is she doing
S2：She is reading a book.
S1：Where is she reading a book
S2：She is reading a book under a tree.
活动 2　Role－play(分角色表演，强化巩固用现在进行时谈论人们的日常生活和学习等活动)
1．The teacher shows some key words and phrases.Students use them to make their own conversations with their partners.
Key words and phrases：watching TV；washing the dishes；join me for dinner；I'd love to；meet
2．学生自己提供有关人物、地点、事件，让其他小组根据情景进行现场对话练习。
(二)阅读课
1．任务型教学
Task 1：Get the main idea of each paragraph of the passage in 2b.
Task 2：Read the first paragraph and answer the questions：
T：Where is he from
S1：He's from Shenzhen.
T：Where is he studying now
S2：In the United States./He is studying in the United States.
T：Is he living in his school in New York
S3：No./No，he isn't.
Task 3：Read the second paragraph and answer these questions.
T：Is Zhu Hui also watching the races and eating zongzi
S1：No./No，he isn't.
T：Does Zhu Hui like his host family
S2：Yes./Yes，he does.
T：What does he think about his home in China
S3：“No place like home.”
2．情境教学
通过观看视频的方式让学生了解有关端午节的背景文化知识。
(1)Show the pictures and lead in the Dragon Boat Festival.
T：What do you know about the Dragon Boat Festival
(2)Play the video The Story of Qu Yuan and ask students to talk about the spirit of Qu Yuan.
3．复述
利用表格，帮助学生用自己的话复述课文。
Zhu Hui's family in Shenzhen His mom and aunt Making zongzi
His dad and uncle Watching the boat races on TV
His cousin Talking on the phone to him
Zhu Hui's host family in New York The mother and her children Reading a story
The father Watching a soccer game on TV
Zhu Hui Talking on the phone
1．学习本课时的重点单词、短语和句型。
2．学习用现在进行时准确地描述和表达正在发生的动作。
1．熟练掌握本课时的重要单词、短语和句型。
2．学生能用现在进行时的各种形式准确描述正在发生的动作。
3．学生能在日常生活中恰当理解和运用本课时的单词和习惯用语。
1．重点：掌握现在进行时的用法。
2．难点：掌握一些动词及动词短语的用法，能够用现在进行时谈论照片中的人正在干的事。
Step 1　Lead－in
The teacher shows a picture on the screen and asks students some questions like this：
T：What's she doing
S：She is cleaning.
T：What are they doing
S：They are listening to a CD.
【设计意图】利用多媒体以及图片来导入新课，比较形象、直观，可以激发学生的学习兴趣。
Step 2　Presentation
1．Show a picture of Emmy's family and ask students to describe what the people on the picture are doing.
2．Ask some students to give their answers and write their answers on the blackboard.
Answers：
(1)Emmy's grandpa is watching TV.
(2)Emmy's sister is talking on the phone.
3．Let the students find out the words ending with－ing.
Answers：watching，talking
4．Show some pictures to present the new words and structures.
【设计意图】通过观察图片，在真实的情境中加深对描述正在进行活动的动词短语的理解，感知动词－ing形式。利用图片导入新单词和现在进行时句型结构。
Step 3　Work on 1a
1．Show the students the pictures in 1a.
2．Get the students to match the activities with the pictures.
3．Check the answers with the whole class.
4．Ask students to answer some questions.
T：What's the boy in Picture d doing
Ss：He's cleaning.
…
【设计意图】在学生完成匹配练习后，进行问答练习，即学即练即用。
Step 4　Listening practice(1b～2b)
Work on 1b
1．Play the recording for the first time.Let students just listen.
2．Play the recording again.Pay attention to what these people are doing.Write the numbers from 1a.
【设计意图】通过运用捕捉关键信息的策略，完成听力任务，并且引导学生听出对人们正在做什么进行提问的what问句。
Work on 1c
Let the students work in pairs to ask and answer questions about what people are doing.
A：What's he doing
B：He's using the computer.
A：What are they doing
B：They're listening to a CD.
【设计意图】让学生运用现在进行时谈论1a中人物正在进行的活动，加深学生对现在进行时的理解。
Work on 2a
1．Ask students to read the questions in 2a and make sure they understand the meanings of the questions.
2．Ask students to listen to the conversation between Jack and Steve and match the questions with the answers.
3．Check the answers in class.
【设计意图】通过运用捕捉关键信息的策略，完成听力任务。
Work on 2b
1．Students read the conversation in 2b first.
2．The teacher plays the recording for the first time and students try to fill in the blanks.Then the teacher plays the recording again，and students check the answers by themselves.
【设计意图】在进行听力练习之前让学生先浏览对话，预判空白处所缺失的词语，培养学生听前对所听材料进行预测的能力。
Step 5　Group work(2c)
1．Let students role－play the conversation in pairs.
2．Invite some groups to act out the conversation in 2b.
【设计意图】通过同伴之间角色扮演对话的形式，让学生进一步理解现在进行时的意义。
Step 6　Group work(2d)
1．Watch the video of the conversation in 2d.
2．Finish the task.
(1)What are Jenny and Laura talking about
A．Washing clothes.B.Things they are doing now.C.Watching TV.
(2)Is Laura washing her clothes
(3)What is Jenny doing
(4)What do they want to do
Answers：
(1)B
(2)Yes./Yes，she is.
(3)Watching TV./She's watching TV.
(4)Eat out./They want to eat out.
3．Role－play the conversation.
【设计意图】通过完成任务的方式帮助学生加深对对话的理解；进行角色对话表演，有助于锻炼学生的口语表达能力。
Step 7　Homework
Write a conversation like 2d.
1．学习新单词和短语，并理解这些单词短语在语境中的含义。
2．阅读关于谈论活动的文章，完成相关的练习。
3．了解中国的传统节日——端午节。
1．了解中国的传统节日，培养学生的语言综合运用能力。
2．了解世界其他国家的文化，形成跨文化的意识。
1．重点：
(1)进一步学习用现在进行时来描述他人正在做的事情，并在教学中对学生进行阅读技能的培养。
(2)领略中西方不同的文化习俗，了解世界各国存在的时差现象。
2．难点：准确使用现在进行时描述正在发生的事情。
Step 1　Lead－in
The teacher asks some questions：
T：It's 9：00 in the morning in Beijing.What are you doing
Ss：We are having a class.
T：What are students doing in New York Can you guess
S1：They are watching TV.
S2：They're playing computer games.
S3：They're sleeping…
The teacher shows two pictures to help students understand the time difference.
【设计意图】通过问答的形式，让学生用现在进行式谈论人们的活动，同时用图片引出时差进而导入新课。
Step 2　Reading(2a～2b)
Before reading(2a)
Let students look at the clocks in 2a and ask their partners about the time in different places.
S1：What time is it in Beijing
S2：It's eight o'clock in the morning.What time is it in Tokyo
S1：It's nine o'clock in the morning…
【设计意图】通过谈论图片的形式来感知时差的概念。
While reading(2b)
Fast reading
Ask students to read the TV report quickly and answer the following questions：
(1)Why are Zhu Hui's family watching boat races and making zongzi
(2)Does Zhu Hui like his host family
Careful reading：
1．Ask students to read the passage again，and then fill in the blanks below.
Places Shenzhen
time (1)________
His dad and uncle (2)________
His mom and aunt (3)________
Places New York
time (4)________
The mother (5)________
The father (6)________
Zhu Hui (7)________
　　2.Check the answers with the students.
Answers：(1)9：00 a．m.　(2)watching the boat races on TV　(3)making zongzi
(4)9：00 p．m.　(5)reading a story to her young children　(6)watching a soccer game on TV　(7)talking on the phone
Step 3　Work on 2c
1．Let students look at the chart in 2c.Ask them to match the verbs in Column A with the words in Column B.
2．Then ask students to use the phrase to write sentences according to the TV report.
【设计意图】通过不同的阅读任务，不仅帮助学生加深对课文的整体理解，而且也加强学生对具体细节的掌握。
Step 4　Review and retell the passage
1．Read the passage again and then finish the following mind map.
Answers：(1)zongzi　(2)boat races　(3)story　(4)soccer game　(5)talking
2．Retell the passage using his/her own words according to the mind map.
【设计意图】通过思维导图复习回顾课文内容；通过复述训练学生的表达能力。
Step 5　Homework
1．Make a dialogue about “What is Zhu Hui talking on the phone to his cousin？”．
2．Search for more information about the Dragon Boat Festival and share it in the next class.
Unit 6　I'm watching TV. Period Ⅳ　Section B(2a～2c) Key words：race，host，study，state，American，dragon，young，any，other，child，miss，wish，delicious，still Key phrases：the United States，the Dragon Boat Festival Key sentences： He's living with an American family in New York. The mother is reading a story to her young children. It's like any other night for Zhu Hui and his host family. Zhu Hui misses his family and wishes to have his mom's delicious zongzi.
Unit 7 It's raining!
本单元主题属于“人与自然”范畴，涉及“天气与日常生活”。本单元涉及的现在进行时态是上一单元的延续。比较上一单元，本单元增设了一个日常生活中重要的情景——谈论天气。本单元的学习使学生掌握描述天气的基本词汇及对天气的提问，通过展现同一时间人们进行不同活动的场景，学生自然而然进入谈论日常活动的话题中，并学会叙述在不同的天气背景下做什么。
Section A 学习使用描述天气的形容词；继续运用现在进行时态来描述人们的即时活动。让学生能识记与天气相关的重点单词、短语，掌握提问以及回答天气的句型，以及现在进行时的用法。
Section B 运用描述天气的形容词拓展谈论天气的表达方法，将本单元的互致问候、谈论天气、询问正在从事的活动等重点功能项目结构以明信片的形式呈现出来。
1．能够听说、认读描述天气的词语。
2．能够简单运用“How is the weather It's…”句型询问谈论天气特征以及不同季节的天气情况。
3．能够在日常生活中谈论天气的基本特征以及不同季节的天气情况。
4．让学生意识到保护环境的重要性。
1．重点：
(1)熟练掌握描述天气的名词、动词和形容词。
(2)熟练使用谈论天气的句型。
2．难点：
(1)如何使用现在进行时的结构：be＋doing。
(2)综合所学写作文。
Unit 7 It's raining!
导入一　图片导入
Show some pictures about the weather.Lead in the new words and sentences with the pictures and then lead in the new lesson.
导入二　游戏导入
Prepare some cards before class.A student chooses a card and does some actions.Other students guess the weather according to the actions.Then lead in the new lesson.
导入三　音乐导入
Listen to the song How's the weather together.And then lead in the new lesson.
导入四　头脑风暴导入
Write down the words about the weather and activities as many as possible.And then lead in the new lesson.
(一)听说课
活动1　Group work
(1)Show four pictures.Ask students to do a report as the following questions.
Questions：How's the weather？/What are you doing？/How do you feel Are you happy/relaxed？…
That's all for my report! Thank you.Have a good time!
(2)Choose different cities to answer.Students work in groups.One is a reporter and the other three students are interviewees.
(3)Give students two minutes to prepare.Finally，the teacher chooses two groups of students to perform.
S1：I'm a reporter from CCTV.I am in Tai'an.It's sunny.I am reading books.I feel relaxed.Thank you.That's all for my report!
…
活动2　Competition
Show some pictures on the big screen.Ask students to answer the questions and choose the best one.
T：How is the weather
Ss：It's cloudy.
T：

展开更多......

收起↑