资源简介

导入一　歌曲和图片导入
1．Play Months of the Year song.
2．Show students different months one by one and ask them what month it is.
3．Show students a calender and ask them the dates.
(The teacher writes the time expressions on the blackboard：January，February，March，April，May，June，July，August，September，October，November，December，1st，2nd，3rd，4th，11th，20th，21st，22nd，23rd，24th，30th，31st.)
导入二　对话导入
The teacher asks students about their favourite part of a birthday and choose three or four students to share their answers.
T：What's your favourite part of a birthday，the cake，the gifts，the food or the activities
Ss：…
T：Most of you like the delicious food on the birthday.So today let's talk about how to buy birthday food in the supermarket.
导入三　视频导入
1. Play a birthday video to create a birthday context.
2. Ask students about their birthday activities.
(一)听说训练
活动一 扮演小记者
1. Let students make an interview and do a report.
T： Move from your seat and interview five students the date of their birthday. Then do a report for your classmates.
2. Call some students to give reports.
I'm little reporter....
活动二　小组讨论
Let students work in groups and do a survey in class.
Let students talk about the dates and activities of these special days.Students can add more.
Special day Date Activity
National Day October 1st see the national flag raised
CPC Founding Day
PLA Day
School Founding Day
…
A：What is the date of National Day
B：It's…
A：What do we do on that day
…
T：After the survey，please make a report about it.
In my survey，National Day is on…We always celebrate it with our family…
(二) 阅读训练设计
【活动1】任务型教学
1．Read the passage again and then finish the following mind map.
Name：Yu Xiaoming
Birthday date：on (1)________
Birthday activities:
eats birthday noodles (2)________ eggs.
takes a photo together under the big tree
(3)________ a small tree for my 14th birthday
Reasons：
Long noodles：a symbol of (4)________
Taking photos：remember (5)________ with his family 　
Name：Judy Clark
Birthday date：on (6)________
Birthday activities：
has a party with her friends
makes (7)________cake
sings the “Happy Birthday” song
makes a wish and (8)________ the candles
enjoys the cake
opens all her gifts
(9)________ her height on the door
Feeling：(10)________
答案：(1)13th May　(2)with　(3)plants　(4)long life　(5)fun times　(6)28th July　(7)chocolate　(8)blows out　(9)marks　(10)fun
2．Retell the passage using students' own words according to the mind map.
【活动2】情境教学
1．假设学生上网时，浏览到了Yu Xiaoming和Judy Clark 的帖子，请结合自身情况，进行跟帖。
2．一个同学为小记者，采访同学有关他的生日活动。
(三)Project实践设计
【活动】策划生日会
调查小组内同学的生日信息，策划一个有意义的生日会，并根据本单元核心语言，对其进行描述和解释，最后形成书面报告在班里展示。
Subject（主题）：Birthday PartyWhen: ___________________________Where: ______________________________What can you do: ___________________________Who can join: ___________________________
备课素材
课程导入设计
课堂活动设计导入一　图片导入
利用一些常见生活用品的图片进行课程导入，复习生活中常见生活用品的英文表达。
导入二　游戏导入
准备一个大书包，里面放一些常见的生活用品，让学生用手摸并描述物品的特征，同时大家一起来猜测摸到的东西是什么。
导入三　音乐导入
在多媒体上播放英语歌曲A-E-I-O-U - Long Vowel Song，让学生跟唱导入新课。
T：Listen to the song A-E-I-O-U - Long Vowel Song and sing along with the music.
(一)听说训练
【活动1】Pair-work(两两对话，进行问候并询问对方的个人物品)
A：Hello. What do you have in your schoolbag？
B：Hello. I have... What do you have in your schoolbag？
A：I have...
B：...
【活动2】Role Play(分角色表演，强化巩固物品位置在日常交际中的应用)
1．教师将某件物品藏在教师的某个地方，让同学通过询问的方式来猜测物品的位置。
T：Who can help me find my eraser？
S1：Is it in the desk？
T：No, it isn’t.
S2：Is it under the desk？
T：No, it isn’t.
S3：Is it in the pencil box？
T：No, it isn’t.
S4：Is it in your trousers？
T：Yes, it is.
...
【活动3】Chain game（教师以竖排为一小组，接龙问答，最先完成的小组在班级里展示，使学生成为课堂的主体）
T： Do the game and practice the sentence structure.
S1：What colour is your book？
S2：It’s red. What colour is your shoes？
S3：It’s black. What colour is your trousers？
...
(二) 阅读训练设计
【活动1】任务型教学
Read the two conversations in 1b and answer the questions.
（1）Which sentences can you use when you can’t find your things？
（2）Which sentences can you use when you find the lost thing？
（3）How do you give advice to anyone else？
（4）What should you say when someone thanks you？
Check the answers:
（1）I can’t find...
（2）Here it is.
（3）You need to...
（4）You’re welcome.
【活动2】情境教学
（1）利用真实的杂乱的卧室照片导入课程，为学生创设逼真的情景。
（2）继续创设情境，若要保持房间整洁，物品应该摆放在什么位置。
(三)实践设计
【活动1】Guessing game.
通过描述一个物品，让同学们猜测它是什么？
【活动2】调查报告
调查同学们的个人物品，包含物品的颜色及摆放位置，最后形成文字报告。
备课素材
课程导入设计
课堂活动设计导入一　图片导入
利用一些常见动植物的图片进行课程导入，复习生活中动植物的英文表达。
导入二　声音导入
以各种动物的叫声让学生猜动物的名称，进而引入动物名称的单词，激发学生的学习兴趣，从而导入新课。
T：Listen to the sounds of all kinds animals and speak out them in English as quickly as you can.
导入三　视频导入
在多媒体上播放儿歌视频The Animals on the Farm，让学生在观看视频的同时跟唱儿歌，并记录下视频中出现的不同种类的动物，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 animals you can see. Now, one, two, begin.
S1: Ducks.
S2: Mice.
S3: Chickens.
...
(一)听说训练
【活动1】Pair-work(两两对话，对于PPT上呈现的图片进行问答)
A：Hello. What’s this？
B：It’s a rabbit.
A：What’s that？
B：It’s an apple tree.
...
【活动2】Chain game（教师以竖排为一小组，接龙问答，最先完成的小组在班级里展示，使学生成为课堂的主体）
T：Do the game and practice the sentence structure.
S1：How many rabbits does your father have？
S2：Ten. How many sheep does your father have？
S3：Two. How many horses does your father have？
...
(二) 阅读训练设计
【活动1】任务型教学
Read the text in 1b and answer the questions.
（1）Whose farm is this？
（2）What kinds of animals can you see？
（3）Are there and plants on the farm？What are they？
（4）What’s the house on the farm like？
Check the answers:
（1）It’s Han Lin’s uncle’s farm.
（2）Six.
（3）Yes, there are. They are grass and trees.
（4）It’s beautiful.
【活动2】情境教学
（1）展示一些真实的农场和农家小院图片，让学生描述图片的内容并比较农场和小院的不同之处。
（2）继续创设情境，若要去农场参观，学生们会看到什么。
(三)实践设计
【活动1】Drawing a picture.
让学生画出他们梦想中的农场,并介绍自己的农场。
【活动2】实地参观
带领学生参观真实的农场或农家小院，让学生了解农场或农家小院的生活，并参与进去。
备课素材
课程导入设计
课堂活动设计导入一　图片导入
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，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 she do
S1：She brushes her teeth.
导入二　音乐导入
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，又能通过知识的内在联系，导入新的内容，从而培养学生运用所学知识的能力。
1．Show pictures of different activities and ask students to make a sentence with each picture.
2．The teacher chooses three or four students to answer the questions.
T：What do you do in the morning
S1：I usually brush my teeth and have breakfast.
T：What does he do in the evening
S2：He does his homework and plays the piano.
T：When do you go to bed
S3：I often go to bed at 9:30 p.m.
…
(一)听说训练
【活动1】Pair-work(两两对话，相互询问并回答关于日常活动的问题)
A：What time do you usually get up？
B：I usually get up at 6 a.m.
A：What time do you have breakfast？
B：...
【活动2】Role Play(分角色表演，强化巩固询问活动时间的句型)
1．教师把学生分成4人一组，让他们分别扮演记者，采访其他三人的日常活动情况。
T： Now role-play the reporter and ask other students some questions.
S1：Hello, I’m Peter, the school reporter. What time do you go to bed？
S2：I go to bed at around 9 o’clock in the evening.
S1：Hello. What time do you do your homework？
S3：...
【活动3】汇报活动
1．Ask students to ask their friends or partners about their school day routines using the phrases in the box. The teacher gives an example：
T：What time do you have breakfast on a school day
S1：I have breakfast at...
T：When do you...
S1：I...
2．Ask students to give a report using the sentence patterns on the blackboard.
...
(二) 阅读训练设计
【活动1】任务型教学
Read the passage in 1b，and then fill in the chart.
Time Timo’s activity
7:40 a.m.
9:00 a.m.
12:00 p.m.
12:30 p.m.
2:15 p.m.
after school
4:00 p.m.
6:00 p.m.
after dinner
9:30 p.m.
【活动2】情境教学
1．播放学生日常活动的视频，然后学习课文内容。
2．让学生以小组为单位，进行现场采访活动。
(R：reporter S：student)
R：Which class are you from
S：I am from Class Two of No.5 Middle School.
R：Can I ask you some questions
S：Sure.
R：What time do you usually go to school
...
(三)Project实践设计
让同学们选择一种感兴趣的职业，然后询问从事这种职业的人一些问题，来找出他们的工作日常活动。然后设计一个有关于他/她日常活动的时间表，并在班级进行展示。
activities ________’s workday routine
get up She/He gets up at ________.
have breakfast
begin work/study
have lunch
get off work/study
exercise
go to bed
备课素材
课程导入设计
课堂活动设计导入一　游戏导入
准备两张相似但不同的学校或教室图片，由学生找出两张图片之间的不同，并用there be句型进行描述。
T: Look at the two photos. Find the differences between the two photos and describe the differences using the structure “there be...”.
S1: There is a garden in the first photo
T: Great.
S2: There are many flowers in the first photo and there is grass in the second photo.
...
导入二　复习导入
创设场景，一名学生扮演引导员，向同学们介绍学校的设施及位置，强化巩固以“介绍校园”为话题的情景对话。
S1：Welcome to our school!
S2：Thanks. Is there a sports field in your school？
S1：Yes, there is. It’s in the middle of the school.
...
导入三　视频导入
在多媒体上播放歌曲视频there be英语儿歌，让学生跟唱导入新课。
T: Listen to the song and sing along with the music.
...
(一)听说训练
【活动1】Pair-work(两两对话，根据PPT上的学校照片，练习询问并回答学校设施的核心句型)
S1: Is there a music hall in the school？
S2: Yes, there is.
S1: Where is it？
S2: ...
【活动2】Role Play(分角色表演，强化巩固介绍教室的句型及词汇)
1．教师在PPT上展示教室图片，让同学们分别扮演两组学生，然后根据老师提示的信息进行模拟问答，要求所展示的信息必须全部在对话中展示出来。
T：Look at the picture. Now role-play them and ask each other.
S1：Is there a smart whiteboard in your classroom？
S2：Yes, there is. It’s in the front of the classroom.
S1：Is there a ...？
...
【活动3】教室介绍计时游戏（以5人为一小组，每个人用2个句子介绍自己的教室，哪个小组介绍完所用时间最少即为获胜）
T： Do the game and practice the sentence structure.
S1：There is a blackboard on the front wall. There are many books on the teacher’s desk.
S2：There is a computer in the classroom. There is a plant next to the door.
S3：There is...
...
(二) 阅读训练设计
【活动1】情境教学
Have the students to have a prediction: What can you see in the picture？
S1：I can see a plant on the teachers’ desk.
S2：I can see some notices on the blackboard.
S3：I can see many desks in the classroom
...
【活动2】任务型教学（1b）
Ask students to read the passage in 1b and then finish the following chart.
Building Position(位置) What’s it like Activity
A sports field (1) the teachers’ building large Do exerciseRaise the flag
Classroom building Behind (2)______ Big and (3)_____ Spend most our time there
Dining hall (4)_____ the sports field There are （5）____ jiaozi Eat
(三)Project实践设计
Task 1让同学们想象并画出自己梦想中的学校。
My Dream School
Task 2 让同学们根据自己画的图完成表格，并用英语介绍自己梦想的学校
Places Where What you can do there Why you like it
Music Hall at the back of school learn to sing、music show... like singing
... ... ... ...
... ... ... ...
备课素材
课程导入设计
课堂活动设计导入一　图片导入
利用一些常见缩略图的图片进行课程导入，提供不同场景或物品的缩略图如EMS，CD，从同学们熟悉的物品及场景入手让同学们感受英语在我们生活中的用处及了解字母缩略的意义，从而导入新课。
导入二　情境导入
由两位同学模拟不同场合打招呼的动作，让学生猜测两位同学正在进行的活动并有可能产生的对话，从而导入新课。
T：Look at the two students. Can you guess what they are doing
S：They’re greeting each other.
T：What do you think they may say？
S1：Good morning.
S2：Hello.
...
导入三　音乐导入
在多媒体上播放英语歌曲Hello!，让学生跟唱导入新课。
T：Listen to the song Hello! and sing along with the music.
...
(一)听说训练
【活动1】Pair-work(两两对话，进行问候并询问对方的个人信息)
A：Hello. What’s your name？
B：Hello. I’m...
A：My name is...
B：...
【活动2】Role Play(分角色表演，强化巩固问候语在日常交际中的应用)
1．教师规定不同的场景，根据已学知识，让学生充分发挥自主能动性模拟不同场景编对话。
T：It’s morning now, please greet your good friend.
S1：Good morning, xxx. How are you？
S2：I’m fine, thanks. And you？
S1：...
T：Now you meet a new classmate and you didn’t know him before. Please greet each other.
S3：Good morning. May I have your name？
S4：Good morning. My name is ...
S3：How do you spell your name？
S4：...
【活动3】Chain game（教师以竖排为一小组，接龙问答，最先完成的小组在班级里展示，使学生成为课堂的主体）
T： Do the game and practice the sentence structure.
S1：Hello. My name is xxx. What’s your name？
S2：Hello, my name is... What’s your name？
S3：Hello, I’m... May I have your name？
...
(二) 阅读训练设计
【活动1】任务型教学
Read the two conversations in 1b and answer the questions.
（1）Which sentences can you use when you greet people that you don’t know before？
（2）Which sentences can you use when you meet your friends？
（3）How do you know others’ information？
（4）How to end a conversation politely？
Check the answer:
（1）Good morning/Hello. Nice to meet you.
（2）How are you？
（3）What’s your name？May I have your name？How do you spell your name？
（4）It’s time for... Goodbye./ See you.
【活动2】情境教学
（1）教师规定学生从校门口到教室的过程中见到老师、朋友及陌生同学的情境，请同学们在规定情境内进行编造对话，选择部分同学的对话进行展示。
（2）将学生分成4人一组，由一名学生规定具体的情境，其他学生编造对话。学生轮流指定对话情景。
(三)实践设计
【活动1】如何查字典
（1） 让同学们观察字典页，并观察单词出现的规律及顺序。
（2）拿一本字典出来，验证自己发现的规律是否正确。
【活动2】查字典比赛
教师展示一些单词，由学生查找它们在字典中出现的页码，用时最短的获胜。
备课素材
课程导入设计
课堂活动设计导入一　Who’s missing游戏导入
将本课时已领读过的单词和预备单元的单词在PPT上制成表格，设置某个单词的快速消失，使学生能够快速集中注意力，快速进入上课状态。
导入二　复习导入
创设场景，一名学生扮演记者，询问学生们的个人信息，强化巩固以“询问和回答个人信息”为话题的情景对话。
S1：I’m a reporter. Can I ask you some questions
S2：Sure.
S1：What’s your name？
S2：My name is...
S1：What class are you in？
...
导入三　音乐导入
在多媒体上播放英语歌曲Friends，让学生跟唱导入新课。
T：Listen to the song Hello! and sing along with the music.
Friends, friends 1, 2, 3.
Friends, friends 1, 2, 3.
All my friends are here with me.
You are my friend, you are my friend.
You are my friend, you are my friend!
...
(一)听说训练
【活动1】Pair-work(两两对话，进行问候并询问对方的个人信息)
A：Hello. What’s your name？
B：Hello. I’m...
A：What class are you in？
B：...
【活动2】Role Play(分角色表演，强化巩固询问询问询问彼此信息的句型)
1．教师在PPT上展示两组学生的个人信息，让同学们分别扮演两组学生，然后根据老师提示的个人信息进行模拟问答，要求所展示的信息必须全部在对话中展示出来。
T：Look at the Peter’s and Lucy’s information. Now role-play them and ask each other.
S1：Hello, I’m Peter. What’s your name？
S2：I’m Lucy. Where are you from Peter？
S1：...
【活动3】自我介绍计时游戏（教师以5人为一小组，每个人描述5个包含自己信息的句子，哪个小组介绍完所用时间最少即为获胜）
T： Do the game and practice the sentence structure.
S1：I’m Li Ming. I’m from Shanghai. I’m in Class One. I like red. I’m 15 years old.
S2：My name is Xiao Lang. I live in Hebei. I like English. I’m in Class One. My class teacher is Ms Gao.
S3：I’m...
...
(二) 阅读训练设计
【活动1】任务型教学
Read the posts in 1b and answer the questions.
（1）What’s Pauline Lee’s last name？
（2）Is Pauline the same age as Peter？
（3）What is Coco？
（4）Who do you want to make friends with？Why？
Check the answer:
（1）Lee.
（2）No, she isn’t.
（3）Coco is a parrot.
（4）Pauline. Because I like tennis too./...
【活动2】情境教学
（1）假设学生和Pauline或Peter正在进行网上聊天，请编写和Pauline或Peter的聊天对话。
（2）一个同学为小记者，采访同学有关他的朋友Pauline或Peter的信息。
(三)实践设计
【活动1】做个人小档案
让同学们根据本单元核心语言设计一个有关于个人档案的小海报，并在班级进行展示。
【活动2】调查报告
将同学们分成4人小组，调查组内其他人的个人信息，并制成表格，最后形成书面报告在班里展示。
备课素材
课程导入设计
课堂活动设计导入一　图片/实物导入
将不同学科上课的场景图，用PPT展示，或者展示不同学科的特色教具，让学生进行快问快答，能够快速集中注意力，进入上课状态。
导入二　视频导入
1．老师播放一段介绍学校课程的视频，并根据视频向学生提问。
T：Here are two questions for you.
Question ①：What subjects can you see in this video
Question ②：What course do you like
2．The teacher chooses three students to answer the questions.
(一)听说训练
【活动1】Pair-work(两两对话，让学生互相询问最喜欢的学科及原因)
A：Hi, Anna. What’s your favourite subject？
B：Hi, Li Lei. My favourite subject is...
A：Why do you like ...？
B：Because it’s...
【活动2】Role Play(分角色表演，强化巩固询问和表达最喜欢的学科及原因的句型)
创设场景，一名学生扮演记者，询问学生的课程安排，最喜欢的学科及原因，强化巩固以“学科学习”为话题的情景对话。
S1：I’m a reporter. Can I ask you some questions
S2：Sure.
S1：What classes do you have today？
S2：I have...
S1：What’s your favourite subject？
S2：My favourite subject is...
S1：Why do you like it best
S2：Because ....
【活动3】猜我最喜欢的科目游戏（学生们两人一组，轮流给他们的同伴介绍他们最喜欢的学科，只用形容词。）
For example:
S1: It's useful.
S2: Is it English
S1: No, it's not English. It's hard.
S2: Is it maths
S1: Yes, it is!
...
(二) 阅读训练设计
【活动1】任务型教学
1．Read the passage again and then finish the following chart.
Name From Favourite subject Reasons Future job
Mike Davis Canada music (1)fun，make me happy a (2)singer
Wu Binbin China maths (3) good _with numbers，magic， fun and (4)useful a (5)scientist
2．Retell the passage using students' own words according to the chart.
【活动2】情境教学
（1）假设学生上网时，浏览到了Mike和Wu Binbin 的帖子，请结合自身情况，进行回帖。
（2）一个同学为小记者，采访同学有关他的朋友Mike或Wu Binbin的信息。
(三)实践设计
【活动】设计一周课程表
将同学们分成4人小组，分别设计一个心目中的一周课程表，并根据本单元核心语言，对其进行描述和解释，最后形成书面报告在班里展示。
School Timetable
Monday
Tuesday
Wednesday
Thursday
Friday
备课素材
课程导入设计
课堂活动设计导入一　Guessing Game
老师展示自己的全家福照片（人数越多越好），让学生用Is this your...？句型询问照片上人物的身份，最快猜出来的学生获胜。
T: Look at the photo. You can ask me questions like “Is this your…？”．I will tell you “yes” or “no”．The one who tells the name first will get one point！
S1: Is this your sister
T: No.
S2: Is this your cousin
...
导入二　复习导入
创设场景，一名学生扮演记者，询问学生们的家人信息，强化巩固以“询问和回答家人信息”为话题的情景对话。
S1：I’m a reporter. Can I ask you some questions about your family
S2：Sure.
S1：How many people are there in your family？
S2：Five.
S1：Who are they？
...
导入三　视频导入
在多媒体上播放歌曲视频The Family Song，让学生跟唱导入新课。
T: Listen to the song The Family Song! and sing along with the music.
...
(一)听说训练
【活动1】Pair-work(两两对话，根据PPT上的全家福照片，练习询问并回答家庭信息的核心句型)
S1: What’s this？
S2: It’s my family photo.
S1: Who is he？
S2: ...
【活动2】Role Play(分角色表演，强化巩固询问家人活动的句型)
1．教师在PPT上展示物品及人物，让同学们分别扮演两组学生，然后根据老师提示的信息进行模拟问答，要求所展示的信息必须全部在对话中展示出来。
T：Look at the picture. Now role-play them and ask each other.
S1：Whose basketball is this？
S2：It’s Lucy’s.
S1：Does he often play basketball？
...
【活动3】家庭介绍计时游戏（教师以5人为一小组，每个人用3个句子介绍自己的一位家人，哪个小组介绍完所用时间最少即为获胜）
T： Do the game and practice the sentence structure.
S1：This is my father. He is handsome. He can play football well.
S2：My mother is a teacher. She works hard. She likes reading.
S3：My sister...
...
(二) 阅读训练设计
【活动1】任务型教学（2a）
Read the conversation in 2a and answer the questions.
（1）How many people in Teng Fei’s family are mentioned？
（2）Who loves sports？
（3）What colour is Teng Fei’s grandpa’s ping-pong bat？
（4）Whose is the piano？
Check the answer:
（1）Four.
（2）Teng Fei’s grandpa.
（3）Red.
（4）Teng Fei’s mother’s.
【活动2】任务型教学（1b）
Ask students to read the passage in 1b and then finish the following chart.
Lily’s family photo
Names and identities(身份) Position(位置) Activities/Hobbies Appearance(外貌)&Personalities(性格) The possession(拥有)
FredDad (1)on__the__left plays tennis handsome /
Sam(2)_______ on his dad's knee (3)likes__chess / /
JaneMum (4)on__the__right reads Lily a storyat night (5)beautiful__and__kind /
Jack&Sarah(6)________ in the middle / / a dog
(三)实践设计
家庭手抄报
让同学们根据本单元核心语言设计一个有关于家庭的手抄报，并在班级进行展示。
备课素材
课程导入设计
课堂活动设计导入一　图片导入
利用图片或视频进行课程导入，提供几种不同的活动照片，如唱歌，游泳，下象棋，打乒乓球，引导学生对自己的兴趣爱好进行简单描述。学生可以根据提供的图片或视频内容，来描述自己的爱好和能力，从而导入新课。
T：Do you like singing
S：No, I don’t. I like dancing.
T：Can you dance well
S：Yes，I can.
导入二　情境导入
创设活动场景，让一些学生做动作，如唱歌、游泳、下象棋、画画等，让其他学生猜这是什么活动，然后导入新课。
T：What can you do
S：I can draw.
T：What can he do
S：He can play the guitar.
导入三　音乐导入
在多媒体上播放What Can You Play 让学生跟唱导入新课。
(一)听说训练
【活动1】Pair-work(两两对话，谈论各自的能力)
A：Can you play the guitar
B：No, I can’t, but I can...
A：What sports can you play
B：I can...
A：What club do you want to join
B：I want to join...
…
【活动2】Role Play(分角色表演，强化巩固个人能力的表达在日常交际中的应用)
1．教师给学生提供单词提示，让学生充分发挥自主能动性编对话。如：speak, ,write, talk ,tell, , sing, play chess, swim, club……
2．教师根据学生的对话，写下重点短语、句型：
(1)speak English；
(2)write stories；
(3)talk to；
(4)play the guitar；
(5)I want to join...
(二) 阅读训练设计
【活动1】任务型教学
Read 3 ads in 1b and answer the questions.
1) If you want to cook for your family, who should you write to
2) If you are good at telling stories, where can you go on Tuesdays
3)What do students usually do in cooking club
4) When can students go hiking and enjoy the nature
Check the answer:
1) Ma Xiaohui
2)The library.
3) They learn to cook Chinese food .
4) Every Sunday afternoon.
(三)Project实践设计
完成社团申请表：请同学们结合自己的兴趣爱好及实际情况，完成以下社团申请表。
School Club application Form（申请表）
Name: Class and grade: Club:
1. What are you interested in？______________________2. What can you do？_____________________3. What are you good at？_________________
备课素材
课程导入设计
课堂活动设计

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