资源简介

Unit1 Friends教案
Comic strip and Welcome to the unit教案
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. Identify the new words and phrases;
2. Describe people’s qualities with simple and proper words;
3. Know more about friendship and try to develop some good qualities.
II. Teaching contents
1. New words and phrases: thirsty, honest, care about, keep a secret, make sb happy, be ready to do sth, have problems, believe what he/she says, tell lies/funny jokes
2. New structures: Can I have something to drink?
Can I have some more food?
What makes good friends?
You can trust them because they never tell lies.
III. Focus of the lesson and predicted area of difficulty:
Describe people’s qualities with simple and proper words.
Ⅳ Preview（课前预习）
任务一：
开篇部分的Eddie和Hobo两个卡通人物妙趣横生的对话一定能激发你对本单元的兴趣，
阅读对话内容，思考下本单元的主题是什么？
任务二：
本课介绍了关于朋友的不同品质的主题，同时你还会学到一些描述朋友重要品质的词汇。
预习教材P6-P7，试试把这些词汇写下来吧。
任务三：
认真预习Eddie和Hobo的对话，回答下列问题：
1）What does Eddie give Hobo？
2）Is there anything else in the fridge？
3）What does Hobo want to share with Eddie？
任务四：
听录音，跟读Eddie和Hobo的对话，尝试模仿语音语调进行录音
Ⅴ.Teaching procedures
A Comic strip
Step 1 Lead-in
1. The topic of the unit ― friends
T: Hello, boys and girls, do you have a friend? Yes, of course, you do. As we know, every one of us should have at least one or two friends. Time seems to go faster when good friends are together.
2. Free talk
Ask some open questions:
Who is your good friend?
Could you tell us something about your good friend?
Why do you choose him/her as your good friend?
【设计意图】从谈论身边的朋友引入课题，拉近与学生的心理距离，学生有了表达的欲望，也能用自己的语言初步描述朋友的性格。
Step 2 Presentation
1. Show pictures of Hobo and Eddie
T: It’s nice to see Hobo and Eddie again. Do you like them? Yes, they are funny and they can always make us happy. Do you think they are good friends? Let’s watch a short video and answer the questions:
What does Hobo think a good friend should do?
What do they share?
2. Have a discussion
Will they share the pizza? Why or why not?
Two possible answers: Yes, they will share. Because good friends always share.
No, they won’t. Because Hobo already has a big cake.
3. Complete a short passage
Eddie is kind. He often ____ others. Today Hobo feels _______. Eddie gives him a _____. When Hobo wants something to _____, Eddie ____ him some milk. But Hobo still wants to have ______ _____ food. Eddie tells Hobo there’s _______ else in the fridge. But when Hobo sees the _____ in Eddie’s bowl, he wants to _____ it. What should Eddie do?
【设计意图】让学生回答两个深层次的问题有助于学生进一步思考什么是朋友，增加了课堂的趣味性，同时为后面的讨论环节做了铺垫。将巩固形式由对话变为小短文，不仅可以检测学生对对话的掌握情况，而且训练了学生信息转化的能力。
Step 3 Practice
Read loudly and try to act it out. Add an ending to it.
【设计意图】通过表演让学生对漫画内容理解更加深刻，通过增加结尾，让学生发挥自己的想象力，活跃课堂气氛，启发学生创造性。
B Welcome to the unit
Step 1 Lead-in
1. Let’s brainstorm. What qualities should a good friend have?
The teacher should encourage the students to say as many as possible.
2. The teacher can use the pictures of Pinocchio and Mr. Bean to teach the new words “honest” and “humorous”.
3. The teacher can use the pictures of Harry Potter and his friends to tell the meaning of true friends.
4. The teacher can use the pictures of the characters from The Journey to the West to show the importance of team work.
【设计意图】尽可能多的搜集描述朋友品质的词，激活学生已有的图式。通过学生喜闻乐见的人物帮助学生学会描述人的典型性格，并指出朋友的本质以及团队合作的重要性。
Step 2 Presentation
1. Let’s match the qualities on the left with the questions on the right.
Check the answers by speaking out with the complete sentences.
Eg: My friend is helpful so he/she is ready to help when I have problems.
2. Let’s listen and answer the questions:
What qualities does Amy think a friend should have?
What qualities does Daniel think a friend should have?
Let’s discuss in groups.
What makes good friends?
If you agree, you can say “Yes, that’s very important.”, “That’s true.” or “I also think ...”.
If you disagree, you can say “I’m afraid not.”, “I don’t think so.” “This might be true, but ...
【设计意图】组内讨论时教师给予提示同意和不同意的多种表达法，能帮助学生恰当地表达自己的观点；思想的碰撞有利于学生自己归纳好朋友的品质，形成正确的人生观。
Step 3 Consolidation
Let’s interview.
The students have an interview about friends with their partners and then make a report in the class. The one who gets the most information wins. The teacher can ask some questions for the students to begin with and the students are encouraged to ask more questions.
【设计意图】带有竞争性的真实的语言任务，能有效的激励学生充分地运用已有的语言知识，达到了用中学英语的目的。
Step 4 Extension
Let’s learn some proverbs
The teacher shows 4 proverbs and asks the students to guess their Chinese meanings. Encourage the students to find more on the Internet after class.
2. Let’s enjoy an English song, “Count on me”
【设计意图】介绍朋友相关的谚语有助于学生接触原汁原味的语言，开拓眼界，可要求学生平时注意多收集相关资料；英文歌曲欣赏试图让学生全方面接触英美文化，给语言学习增添乐趣，可鼓励学生课后学唱几首英文歌，班级举办英语歌曲比赛。
Step 5 Summary
The teacher gives a short summary about friends and offer some advice on how to make a friend.
Spend more time around people.
Join an organization or a club.
Be a volunteer.
Be a good listener.
Choose your friends wisely.
Ⅵ. Exercise
Ⅶ. Homework
1. Finish the exercises in Period 1 of Unit 1 in the workbook.
2. Read the poem “A Forever Friend”.
3. Try to find what good qualities your best friend has and give as many examples as possible. Write a short passage.
Unit1 Reading教案
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. Find out the names, looks and personalities about the friends in the text;
2. Describe their friends with proper expressions.
II. Teaching contents
1. New words and phrases: generous, helpful, straight, any time, a sense of humour
2. New structure: She is also helpful and ready to help people any time.
He is the tallest boy in our class.
She is taller than I am.
III. Focus of the lesson and predicted area of difficulty
Describe people’s qualities with simple and proper words.
Ⅳ Preview（课前预习）
任务一：
爱搜集：你认为一个好朋友应具备怎样的思维品质？尝试搜集相关的资料，可以是一篇文章，也可以是一段视频或者电影片段，也可以自己总结一些关键词等，并将自己的成果上传，与大家分享！
任务二：
爱阅读：本篇文章分别介绍了三个好朋友，仔细阅读文章，回答下列问题：1）How is Betty? 2）How is May? 3）How is Max？你能找到一些描述他们个人品质的形容词吗？
任务三：
爱探究：观看视频，学习并尝试总结：1）make的用法 2）bored和boring的区别
任务四：
爱思考：你心目中一个好朋友的特点是什么？预习完后，尝试着自己写一段话来描述你的好朋友吧！
Ⅴ. Teaching procedures
Step 1 Lead-in
Questionnaire
Let the students do a questionnaire about “Who will you talk to when you are in such situations?”
Situations Teachers Parents Friends
1. You are very happy.


2. You are very sad.


3. You have a secret and you want to tell someone.


4. You have problems.


5. You want to go shopping.


2. Free talk
T: A life without friends is a life without a sun. What makes good friends?
T: Friends …
【设计意图】先以一个简短的问卷调查来引出朋友的话题。接着让学生谈论他们心目中好朋友应有的品质，既复习了前一课的话题，又为接下来的学习做了铺垫。
Step 2 Presentation
1. Read and answer
T: Today I’ll introduce some friends to you. They are teenagers like you. Let’s see who they are. Open your books at Page 8. Read the text quickly and tell me their names.
2. Listen and choose
T: We know Betty and May are both girls. Look at two pictures. Let’s listen and choose who Betty is and who May is.
Ask the students to read sentences about the looks of Betty and May.
3. Read and answer
T: How is Betty? How is May? Please read the short passage about Betty and May. Can you find the adjectives about their personality?
Betty: generous and helpful
May: sweet and true
T:
4. Read and fill in the table
Name Looks Personality Other information
Betty


May


5. Listen and repeat
Listen to the record of Part 1 and Part3 and repeat sentence by sentence. Pay attention to the pronunciation and intonation.
6. Listen and repeat
(1) Listen to the record and repeat sentence by sentence.
(2) Retell the passage according to the table above.
7. Read and answer
Read Part 2 and answer the following questions.
How tall is Max?
Does Max look lovely when he wears small round glasses?
How do I feel when I am with Max? Why?
Do Max’s legs fit well under his desk?
What happens to him when Max walks past the desk?
8. Listen and repeat
(1) Listen to the record and repeat sentence by sentence of Part.
(2) Retell the part about Max’s personality with the clues.
【设计意图】快速浏览全文，让学生找出文中的三个主要人物，了解文章的中心意思。接下来利用找关键词及问题引导带领学生细读课文，让学生对课文有更深层次的理解，从而进一步把握文章的结构和细节。跟读录音是为了让学生在理解的基础上来朗读，更好地模仿标准的语音语调。
Step 3 Extension
Pair work
Have a discussion about “Who do you want to choose as your best friend, Betty, Max or May? Why?” in pairs.
2. Summary
Teacher gives a short summary.
【设计意图】通过对问题的讨论来复习巩固本节课的重点知识，让学生将短文转换成对话的形式展示出来，可以更好地了解学生的学习情况。最后教师进行本节课的总结，可以让学生对照自评本节课的目标达成度。
Ⅵ. Exercise
Ⅶ. Homework
1. Listen to the tape and repeat after it three times.
2. Finish the exercises B1 and B2 on Page 9.
3. Write a passage about your best friend.
Unit1 Grammar教案
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. know when to use comparatives and superlatives;
2. use comparatives and superlatives correctly;
3. compare people or things.
II. Teaching contents
1. New words and phrases: height, slimmer, worse, worst
2. New structure: We use comparatives + than to compare two people or things.
We use the +superlatives to compare three or more people or things.
III. Focus of the lesson and predicted area of difficulty
Introduce the structure of comparative and superlative adjectives.
Change the adjectives into comparative and superlative adjectives.
Ⅳ Preview（课前预习）
任务一：
爱观察：本单元我们主要学习形容词的比较级和最高级，教材中Reading部分已学过的关于比较级和最高级的句子有哪些？尝试在课本中画出来，观察他们有什么特点？试着找找规律吧！
任务二：
爱思考：仔细阅读教材Grammar部分，注意比较级和最高级的变化规则，观看视频讲解，尝试总结，我学到了什么？试着画出思维导图，拍照上传，与大家分享吧！
任务三：
爱创作：用学到的语法结构，再结合着本单元已学到的知识，尝试用形容词比较级和最高级编一段对话或者故事
Ⅴ. Teaching procedures
Step 1 Lead-in
1. Try to describe.
Describe two girls’ appearances.
2. Try to compare
Show a table about two girls’ appearance. Lead the students to compare them.
Alice is shorter than Lucy. Lucy is taller than Alice.
Alice’s eyes are bigger than Lucy’s. Lucy’s eyes are smaller than Alice’s.
Alice’s hair is longer than Lucy’s. Lucy’s hair is shorter than Alice’s.
【设计意图】先以一个简短的描述人物外貌开头。接着让学生对比俩人的外貌特征引出本堂课要学习的语法内容——形容词的比较级。既复习了前面所学知识，同时也巧妙地进入学习重点内容。
Step 2 Presentation of comparative adjectives
1. Try to work out the rule
Ask the students to read these sentences and try to find the rules about comparative. Introduce when we can use comparative and the basic structure of comparative adjectives.
2. Try to say
Show some pictures. Ask the students to compare them. At the same time, the teacher gives some adjectives to help the students. Lead the students to find what the short adjectives are.
3. Try to find
Ask the students to observe the comparative of the short adjectives. Let the students find the rules of the forms.
4. Try to change
Ask the students to change the adjectives into their comparative.
5. Try to think
Introduce the long adjectives and let them list some more long adjectives.
6. Try to conclude
Lead the students to conclude the rules according to the sentences of long comparative adjectives. And introduce the irregular adjectives and their forms.
【设计意图】采用归纳教学法，引导学生自己发现语法规则。同时适时让学生运用语法规则来练习，及时操练巩固。符合语法学习的规律，便于记忆与运用。
Step 3 Presentation of superlative adjective
1. Let’s enjoy
Enjoy the story about “Three little pigs”.
2. Try to compare
(1)Try to compare the houses of little pigs’. Introduce the superlative adjectives.
(2) Try to compare other things using the superlative adjectives.
3. Try to conclude
Lead the students to conclude the rules of superlative adjectives, including the form rules, the sentence structure.
4. Try to guess
Let the students guess the answers according to some sentences.
【设计意图】在学习完比较级后，以大家熟悉的三只小猪盖房子的故事引出最高级的学习。让学生自主发现规律，总结规律，并运用规律。
Step 4 Consolidation
1. Summary
Make a summary about the comparative adjectives with the students.
2. Try to change
Let the students change the words into their comparative and superlative.
3. Have a guess
Let the students read the sentences and guess the meaning.
4. Try to write
Let the students compare the class profile. Finish the exercises in the English book.
5. A group work
Ask the students to make groups of four. First finish their group profile, then make a report.
【设计意图】通过几个与比较级有关的趣味英语句子，让学生感受到语言的趣味性，同时也让学生知晓更多的比较级用法。将比较级和最高级的各种形式混在一起进行练习，从词到句到篇。逐步提升练习的难度。让老师和同学都能从练习中进行自我教学效果和学习效果的检测。
Ⅵ. Exercise
Ⅶ. Homework
1. Read the words on P11 and remember the rules of comparative and superlative adjectives.
2. Write a short passage to introduce your family. (Please use some comparative and superlative adjectives.)
Unit1 Integrated skills教案
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. Understand some new words and expressions and learn to use them;
2. Catch the key points from the listening materials;
3. Learn to talk about future plans and friends.
II. Teaching contents
1. New words and phrases: meet different people, make friends, listen to people carefully, heip people with their problems, travel around the world, our future plans, be a social worker, learn more about art
2. New structures: I would like to be a social worker when I grow up.
I am always kind to people.
I will be happy if I can make other people happy.
I want to be as famous as he is.
Who’s the boy/girl on the left/next to Peter?
III. Focus of the lesson and predicted area of difficulty
Get specific information from listening materials.
Talk about future plans.
Ⅳ Preview（课前预习）
任务一：
爱搜集：你的理想职业是什么？你想成为一个什么样的人？搜集与职业相关的资料，拍照片、截图上传，或上传视频，与同学分享。
任务二：
爱阅读：仔细阅读教材P13-14，听录音，思考问题：What would Nora like to do when she grows up? 并根据听力内容完成教材A2，A3部分。
任务三：
爱思考：你有崇拜的偶像吗？你喜欢他（她）的原因是什么，试着写出来吧！（提示：可以从性格，爱好，能力等方面）
Ⅴ. Teaching procedures
A Future plans
Step1 Lead-in
Enjoy a song “My Dream Job”.
Step2 Pre-listening
1. Free talk
What do you want to do when you grow up?
2. Play a guessing game: I would like to be ...
Show some phrases and expressions about five different people’s personalities, hobbies, abilities, dreams and ask the students to guess their future plans.
【设计意图】一首节奏欢快的儿童歌曲朗朗上口，快速引导学生进入本课情境，可以鼓励学有余力的孩子跟着哼唱。接着抛出本课的主话题，在自由谈话中引导学生各抒己见，用英语表达自己的真实想法。通过描述不同人的性格、爱好、能力和愿望等情况让学生猜测不同职业，激活学生已有的图式，引导学生体会未来的计划制定必须取决于自身的诸多情况，同时，在描述中使用了本课将会出现的一些新短语，降低了字词学习的难度。
Step3 While-listening
1. Listen and and complete Part A1 (Task 1 Listen and tick)
(1) What would Nora like to do when she grows up?
Tip: Find out the key words.
(2) Teach the new phrase “social worker”
Teacher shows some pictures about social workers, tells the students that social workers work to help people live a better life and they help to solve different problems.
2. Read and complete Part A2 (Task 2 Read and write)
Tip: Use the information in A1.
3. Listen and complete Part A3 (Task 3 Listen and complete)
(1) Listening skills: predicting before listening; writing parts of the words; listening for key words.
(2) Introduce Xu Beihong and his paintings.
Explain the phrase “beautiful works of art”.
【设计意图】本环节的设计紧扣课文，听并选择、读并写、听并写，三个任务逐层递进，难度逐渐加大，在教授的过程中注重了策略的传授，帮学生详细地理清了思路。
Step 4 Post-listening
1. A short summary: How can we make future plans?
Use four sentences in the diary to help students conclude that we should think about our personalities, hobbies, abilities, dreams and so on.
2. Make a survey
(1) The teacher asks the students to tell the future plans in groups of four with the help of models. The students may also ask some questions.
(2) The teacher asks the students to take notes and fill in a form while listening.
T shows the listening skills at the same time.
(3) The teacher asks the students to make a report about their group members’ future plans to the whole class. The teacher gives some sentences as a help.
【设计意图】小组调查作为一项综合性活动涉及到学生的听、说、写等多方面能力的训练，在完成课本相关听力训练并讲解了听力技巧后，我们需要这样真实的存在信息差的综合活动让学生在实践中操练并提高听力技巧，组内合作以强带弱，提高了学生的合作意识，让全体学生共同进步。
B Speak up: What’s he like?
Step 1 Presentation
1. Read the pictures
(1) T shows the pictures of Helen and Sandy and asks who Sandy is.
(2) Introduce the sentences: Sandy is the girl on the right.
Sandy is the girl with glasses/a ponytail.
(3) Teach the new word “ponytail”.
2. Listen and fill in the form
Who are they? What’s he/she like?
3. Read and repeat
Pay attention to linking and loss of blasting.
【设计意图】让学生带着简单问题听录音，初步感知听力录音中的大致内容。以多种形式读对话，有助于对学生进行正音练习，提醒学生注意连读和失去爆破这两种特殊情况。
Step 2 Consolidation
Talk about our own friends
The teacher asks the students to bring some pictures of their own friends or families to class, exchange the photos and discuss about them, using the dialogue as a model.
【设计意图】教师要布置学生课前准备一些朋友或家庭的合影，课堂上互相交换并讨论，符合本年龄段学生的心理特点，学生会有极大的热情投入其中，根据班级情况可以适当拓展对话内容，增加外貌、将来计划的讨论等，让不同层次的学生都能有所提高。
Step 3 Conclusion
The teacher shows a photo of Steve Jobs, introduces his advice for success:
You’ve got to find what you love.
The only way to do great work is to love waht you do.
Stay hungry, stay foolish.
【设计意图】引用学生比较熟悉的名人的建议激励学生建立积极的人生态度。
Ⅵ.Exercise
Ⅶ. Homework
1. Revise the new words and phrases.
2. Ask more friends about their future plans and write a short passage.
Unit1 Task教案
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. Write an article about their best friends;
2. Understand the five steps of writing (prewrite-write-revise-edit-publish);
3. Work in pairs, assess and reflect after writing.
II. Teaching contents
1. New words and phrases: dark brown, both … and …, have a round face, smiling eyes, look really pretty and kind, have a smile on her face, work with children.
2. New structure: Kate is both my neighbour and my best friend.
She always has a smile on her face and looks happy.
I think she will make an excellent teacher.
III. Focus of the lesson and predicted area of difficulty
Write an article about best friends.
Learn the five steps of writing.
Ⅳ Preview（课前预习）
任务1：爱阅读：阅读教材P17部分的文章，第一遍浏览课文，找出生词，弄清词性，理解单词在句中的意思；第二遍通读全文，理解文章大意，标出或画出课文中的好词好句。
任务2：爱总结：写好一篇描述人物的文章，应该从哪些方面着手？尝试简单制作描述人物的写作思维导图，拍照上传，与大家分享！
Ⅴ. Teaching procedures
Step1 Lead-in
T: Teenagers magazine is inviting teenagers to write about their best friends for the writing competition.
Brainstorm: What would you like to write about your friend?
【设计意图】作为本单元最后一个课时，学生已具备较多的知识背景储备，创设情境邀请学生参加写作比赛，明确本课任务。通过头脑风暴引导学生考虑写哪些方面帮助学生拓展思维，理清思路。
Step2 Presentation
Read and answer
Students read the article and answer five questions
Who’s Daniel’s best friend?
When did Daniel first meet her?
What does she look like?
What’s she like?
What would she like to be when she grows up?
Show the structure of the article
Read each paragraph carefully
(1) Para 1 Introduction
Which sentence can we use in our article?
(2) Para 2 Looks
Which sentence tells the main idea? Find the details about her looks. Teacher concludes that we should tell the figure and distinguishing features.
(3) Para 3 Personality
What is she like? Students try to find the topic sentences and the supporting details, and teacher points out supporting details can help the reader understand the personality.
(4) Para 4 Future plans
Which sentence can we use in our article?
【设计意图】从阅读文章回答问题入手，引导学生总结出文章大体的段落结构；再分段细读，帮助学生赏析写作示范文章的遣词造句和段落结构，层层深入，为下一环节的写作提供素材和范例。
Step 3 Writing
1. How to write
Show the five steps of writing; point out that we should write step-by-step.
(1) Prewriting—choose a topic and collect details
a. Ask students to use words to help readers “see” who they are describing.
Show four portraits and invite the students to describe their looks, giving a word list and a structure as a help.
b. Ask students to use sentences to help readers understand the personality better. Ask students to match the personality with supporting details. Encourage the students to say something more about the .
(2) Writing
a. write a first draft: a beginning + a middle + an ending
b. Show the model draft and analyze the structure of it.
(3) Revising—improve your writing
a. Talk with a partner.
Show the response sheet. Ask students to work in pairs—one reads the writing out aloud and the other team members listen carefully and tell what they like and ask questions.
b. Rewrite parts.
Ask students to make three sentences better.
Give two tips: use specific words; use sentences of different lengths.
(4) Editing—check for errors
Invite the students to check the article for punctuation, capitalization, grammar error and spelling.
(5) Publishing—share your writing
Show the final copy.
Give two tips: use your best handwriting; indent the first line of each paragraph.
2. Assessment
(1) How to assess the final copy
(2) Reflecting on your writing
Reflect by answering three questions.
The best part of my article is:
The part that still needs work is:
The next time I write a descriptive article, I would like to:
3. Write an article
(1) The advantages of writing
Show the advantages of writing: exercise your brain, learn m ore about yourself, share with others, have fun. Encourage the students to write more.
(2) Write an article
Ask students to write their own article about their friends.
【设计意图】如何润色英语作文是一个难点，学生往往感觉无从下手。本环节的设计通过修改例文，说明修改的原因，并给出了一些修改的小提示，可以启发鼓励学生改善自己的习作。写作实践环节首先向学生展示写作的五个基本流程，五个流程环环相扣，操作性强，能有效帮助学生明确按步骤写作的理念；五个写作环节环环相扣，一气呵成，通过剖析一篇例文具体的写作过程，为学生提供很好的范例同伴反馈表格具体指导学生如何合作，避免了以往小组讨论流于形式的问题。
Ⅵ. Exercise
Ⅶ. Homework
1. Revise your article.
2. Choose the best articles and put them on the wall.
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