Unit
1
Friends
Reading
(I)
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.
Teaching
procedures
Step
1
Lead-in
1.
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:
Why
do
we
say
Betty
is
generous
and
helpful
Please
read
and
find
the
sentences
in
the
first
passage.
T:
Why
do
we
say
May
is
sweet
and
true
Please
read
and
find
the
sentences
in
the
third
passage.
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
we
feel
when
we
are
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。
V.
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.
PAGE
2Unit
1
Friends
Task
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.
Teaching
procedures
Step1
Lead-in
Brainstorm:
What
would
you
like
to
write
about
your
friend
T:
Teenagers
magazine
is
inviting
teenagers
to
write
about
their
best
friends
for
the
writing
competition.
【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
other
personalities.
(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。
V.
Homework
1.
Revise
your
article.
2.
Choose
the
best
articles
and
put
them
on
the
wall.
PAGE
2Unit
1
Friends
Study
skills
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
know
how
to
use
the
vocabulary
tree
to
remember
the
new
words;
2.
draw
the
vocabulary
tree;
3.
try
to
draw
the
knowledge
tree
to
remember
the
knowledge.
II.
Teaching
contents
How
to
remember
words
quickly.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Draw
the
vocabulary
tree.
IV.
Teaching
procedures
Step
1
Lead-in
1.
Ask
and
answer
The
teacher
shows
four
figures
of
different
professionals
and
writes
down
the
key
words
on
the
blackboard.
T:
What’s
he/she
What
does
he/she
look
like
What’s
his/her
feeling
2.
Try
to
remember
Give
the
students
one
minute
to
remember
the
words
on
the
blackboard.
Then
let
the
students
try
to
say
the
words
as
many
as
possible.
【设计意图】以问题为抓手，通过让学生简要地描述所给人物来复习前面所学知识。让学生快速地记单词是为接下来的学习做了铺垫，引出今天的主题。
Step
2
Presentation
1.
Present
the
method
to
remember
words
The
teacher
introduces
a
good
method
to
remember
the
words
quickly.
Lead
the
students
to
put
the
words
into
different
groups.
2.
Try
to
draw
Teach
the
students
how
to
draw
a
vocabulary
tree.
We
need
4
or
5
steps.
The
steps
are:
Put
the
words
into
different.
Draw
a
tree.
Write
the
group
names
on
the
branches.
Write
down
the
words
on
the
leaves
of
each
branch.
Draw
pictures
if
necessary.
3.
Do
the
exercise
Let
the
students
open
their
books
at
Page
15
to
complete
the
vocabulary
tree
in
their
books.
First
ask
the
students
to
do
it
by
themselves
and
then
check
the
answers
together.
【设计意图】通过之前的快速记单词活动引出今天的话题记忆单词的方法之利用词汇树。通过动画的形式生动形象地向学生演示绘制词汇树的过程与方法。接下来让学生翻开课本来完成书上的联系，初步了解词汇树。
Step
3
Practice
Ask
and
answer
Ask
some
questions
about
our
friend
Eddie,
such
as
“what’s
Eddie’
hobby ”.
Let
the
students
say
the
names
of
some
food
and
drinks.
2.
Group
the
words
Let
the
students
put
the
words
about
the
food
into
different
groups.
3.
Draw
a
vocabulary
tree
Let
the
students
draw
a
vocabulary
tree
about
the
food
and
drinks.
【设计意图】通过学生熟知的卡通人物来引出关于食物和饮料的相关词汇。通过让学生根据这些词汇进行分类可以了解学生概括总结的能力，最后让学生以此来绘制一颗词汇树既可以让学生对照自评本节课的目标达成度，也是教师来反思教学目标达成度的一个途径。
Step
4
Expansion
The
teacher
introduces
the
knowledge
tree.
Lead
the
students
to
draw
the
knowledge
tree
about
the
knowledge
of
unit
1.
They
can
draw
the
trees
in
different
ways.
【设计意图】从利用词汇树来记单词引申到利用知识树来梳理整个单元的结构与内容。通过介绍两种不同的方式来拓宽学生的思维，让绘制知识树真正能成为学生学习的一项技能，而不仅仅局限在记忆单词上面。
V.
Homework
1.
Put
the
words
in
Unit
1
into
different
groups.
2.
Try
to
draw
a
vocabulary
tree.
PAGE
1Unit
1
Friends
Reading
(II)
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
introduce
Betty,
Max
and
May
with
the
help
of
a
mind
map;
2.
use
the
key
words
and
expressions
to
express
their
own
ideas;
3.
write
about
a
person
they
are
familiar
with
in
detail;
4.
know
how
to
organize
a
good
paragraph
with
a
topic
sentence
and
supporting
details
in
logic
order.
II.
Teaching
contents
1.
New
words
and
phrases:
fit,
walk
past,
knock
onto,
worry,
give
her
seat
to
someone
in
need,
have
a
good
voice,
wear
small
round
glasses,
bored
&
boring,
have
long
straight
hair,
say
a
bad
word
about
anyone,
be
good
at
telling
jokes
2.
New
structure:
She
is
also
helpful
and
ready
to
help
people
any
time.
She
wants
to
be
a
singer
when
she
grows
up.
They
make
him
look
smart.
He
tells
funny
jokes
and
always
makes
me
laugh.
They
do
not
fit
well
under
his
desk.
When
something
worries
me,
I
can
always
go
to
her.
I
never
feel
bored
with
him.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Write
about
a
person
they
are
familiar
with
in
detail.
Know
how
to
organize
a
good
paragraph
with
a
topic
sentence
and
supporting
details.
IV.
Teaching
procedures
Step
1
Lead-in
Show
three
pictures
of
Betty,
Max
and
May
and
ask
students
to
describe
their
looks.
Point
out
that
when
describing
people’s
looks,
we
should
pay
attention
to
their
figures
and
distingushing
features.
【设计意图】通过描述图片中人物的外貌激活学生已有的图式，熟悉课文，并引导学生总结出描述外貌可以从体型和人物特征着手。
Step
2
Mind-mapping
1.
Help
the
students
to
recall
the
details
by
mind-mapping
(1)
Introduce
Betty
Teacher
shows
four
pictures
of
Betty
and
asks
students
what
they
can
see
in
the
pictures
and
what
we
can
learn
from
the
pictures.
Teacher
helps
the
students
finish
the
mind
map.
(2)
Introduce
Max
Teacher
shows
the
structure
of
the
second
entry
and
asks
the
students
to
retell
with
the
help
of
some
pictures
and
phrases.
(3)
Introduce
May
Teacher
shows
the
mind
map
of
the
third
entry
and
encourages
the
students
to
retell
with
the
help
of
some
key
words
and
phrases.
2.
Ask
the
students
to
introduce
Betty,
Max
and
May
by
mind-mapping
【设计意图】思维导图能有效地快速帮助学生回顾文章主体内容，复习过程中再现了重点词汇、短语和习惯表达。
Step
3
Language
focus
1.
make
sb
do
sth
&
make
sb
+
adj
(1)
Explanation
Teacher
shows
four
pictures
and
four
sentences，asks
the
students
to
use
the
words
to
fill
in
the
blanks,
then
T
shows
the
usage
of
“make”.
(2)
Drill
T:
What
does
your
teacher/parents/friends
often
make
you
do ”
I’ll
give
an
example.
Can
you
make
more
sentences
using
“make
sb
do”
2.
bored
&
boring
(1)
Explanation
T:
We
use
“bored”
to
describe
how
a
person
feels
when
something
is
not
interesting.
Look
at
the
picture,
the
boy
feels
bored
because
his
friends
are
not
here.
You
look
bored,
why
not
turn
off
the
TV
and
do
something
else
T:
We
use
“boring”
to
describe
something
that
is
not
interesting.
Look
at
the
picture,
the
boy
just
can’t
read
this
boring
book
any
more.
Let’s
stop
watching
this
TV
programme,
it’s
so
boring.
(2)
Drill
T:
Do
you
know
more
words
like
“bored”
and
“boring”
Can
you
use
these
words
to
complete
the
sentences
3.
fit
T:
What
does
the
word
“fit”
mean
here
The
word
“fit”
has
some
different
meanings,
please
complete
these
sentences.
4.
verb
+
preposition
combinations
(1)
walk
+
preposition
Teacher
shows
three
pictures
to
explain
“walk
past”,
“walk
through”,
“walk
across”
and
gives
more
sentences
as
examples.
(2)
knock
+
preposition
Teacher
shows
four
sentences
to
explain
the
meanings
of
“knock
on”,
“knock
down”,
“knock
over”,
“knock
off”
and
“knock
onto”.
5.
worry
T:
Can
you
say
“when
something
worries
me”
in
another
way
The
word
“worry”
here
is
a
verb,
we
can
say
“worry
sb”
or
“sb
worry
about
sth”,
and
we
can
also
say
“sb
be
worried
about
sth”.
Try
to
explain他们为即将到来的考试而发愁
in
three
different
ways.
【设计意图】在语言点的教学中，教师试图出示足够多的示例，在真实的情境中引导学生总结出词的不同用法，随即让学生用这些词组去造句，实际运用中又巩固了这一语言点；bored和boring是学生易犯的错误，教师强调本质区别并举例说明，并引导学生进行知识的迁移，从已有的图式中提取出类似的几组词进行对比，完成几组句子，教会了学生学习的方法。
Step
4
Complete
a
passage
Teacher
shows
another
passage
and
asks
the
students
to
complete
it
using
the
words
we’ve
learnt.
【设计意图】五个语言点讲解结束后，教师自编了一篇与主题相似的文章，让学生用刚学到的短语填空，操练了重点语言点。
Step
5
Writing
1.
Guide
the
students
to
explore
the
features
of
a
description
of
a
person
Teacher
shows
the
three
entries
and
points
out
that
they
are
all
descriptions
of
a
person,
asks
students
which
entry
they
like
best
and
why,
guides
the
students
to
consider
about
three
parts
.
details
paragraphs
endings
2.
Find
many
strong
details
in
the
description
of
Betty
Teacher
asks
the
students
to
find
the
details
of
Betty
and
consider
why
the
writer
uses
so
many
details.
3.
Learn
how
to
write
a
good
paragraph
(1)
A
topic
sentence
Taking
the
second
paragraph
of
the
second
entry
as
an
example,
Teacher
asks
the
students
to
find
the
details,
and
uses
the
mind
map
to
help
the
student
understand
main
idea
and
detail.
Point
out
that
a
good
paragraph
includes
a
topic
sentence
and
supporting
details
and
the
topic
sentence
is
usually
at
the
beginning
of
a
paragraph.
(2)
A
good
ending
T:
Can
you
find
a
sentence
that
tells
how
I
strongly
feel
about
Max
This
is
an
exclamation;
do
you
think
it
is
a
good
ending
Teacher
points
out
we
should
use
different
sentence
types
to
add
variety.
(3)
Supporting
details
in
the
logic
order
Teacher
asks
the
students
to
put
three
sentences
in
the
best
order
and
reminds
the
students
that
the
supporting
details
should
be
in
the
logic
order.
4.
Ask
the
students
to
write
down
their
own
ideas
Students
write
about
a
friend
or
someone
they
know
well.
Tell
what
the
person
is
like.
Tell
what
they
like
to
do
together.
Use
the
Writer’s
Checklist
to
help.
【设计意图】本课的三篇文章皆属于人物描述，本教学环节试图帮助学生理解这一文体的特点，从细节、段落结构（中心句+符合逻辑的细节）和结尾（多样的句子类型）三方面着手，让学生感知、体会并试图仿写。
V.
Homework
1.
Finish
the
writing
and
make
a
story
book.
2.
Read
more
descriptions
of
a
person
and
share
them
in
the
class.
PAGE
3Unit
1
Friends
Grammar
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.
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.
]
nd
superlatives.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。
V.
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.)
PAGE
2Unit
1
Friends
Integrated
skills
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.
Teaching
procedures
A
Future
plans
Step1
Lead-in
1.
Enjoy
a
song
“My
Dream
Job”.
2.
Free
talk
What
do
you
want
to
do
when
you
grow
up
3.
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。
Step
2
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
3
Consolidation
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
(Task
4
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
(Task
5
Listen
and
answer)
Who
are
they
What’s
he/she
like
3.
Read
the
dialogue
(Task
6
Read
aloud
in
different
ways)
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
(Task
7
Talk
about
your
own
photos)
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。
V.
Homework
1.
Revise
the
new
words
and
phrases.
2.
Ask
more
friends
about
their
future
plans
and
write
a
short
passage.
PAGE
2Unit
1
Friends
Comic
strip
and
Welcome
to
the
unit
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.
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
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.
V.
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.
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