unit 7 Celebrating the Birthday全单元[下学期]

Unit 7
语 言 知 识 类别 内 容 课次 要求
语音 // // // // // // // // // // //
词汇 birthday, May, celebrate, party, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, twelfth, twentieth, Saturday, date, thousand, July, October, December, August 1A 掌握
were, born, be born, was, January, March, April, June, September, November, rest, alone 1B
present, doll, shape, square, circle, ago, machine, football 1C
candle, surprise, wash 1D
skate 2A
smart, count, hen, frog, jump, climb 2B
tennis, table tennis, be good at, have a good time, write, still 2C
anything, word, mean, lonely 2D
did, recite, poem, magic, enjoy, himself, rock, yesterday 3A
fall, happen, last, video, video game, lie, tell a lie, truth, fact,in fact, ever 3B
everyone, around, silent, blow, blow out, breath, had, lose, funny 3C
thirteenth, eleventh 1A 理解
Spain 1B
triangle, rectangle, oval, centimeter, Oral English Machine 1C
pencil-box 1D
disco, perform, ballet, bone 2A
aha 2B
trick, kung fu 3A
ouch, washroom 3B
语言知识 类别 内 容
语法 1.数词基数词(Cardinal numbers): one, two, three... 序数词(Ordinal numbers): fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twentieth... 2.情态动词 can/can’t; could/couldn’t3.一般过去时（Simple past） When were you born I was born in June,1970. Were you born in Hebei Yes, I was. / No, I wasn’t. Did you play the guitar Yes, I did. / No, I didn’t. What time did you come back home last night, Judy
功能用语与话题 1.谈论生日(Talking about birthdays) When is your birthday, Kangkang May thirteenth. 2.谈论日期(Talking about dates) What’s the date today It’s May 5th, 2007. 3.描述物体形状特征(Describing shapes and features of objects) What’s the shape of your present It’s round. How long is it How wide is it 4.谈论能与不能(Talking about ability and inability) —Can you dance the disco —Yes, I can. / No, I can’t. He can speak English very well. He couldn’t ride a bike a year ago. I could write when I was four. 5.表达责备与抱怨(Expressing blame and complaint) Why did you come back so late How could you lie to me
语言技能 听 1.能听懂课堂用语并做出相应的反应。 2.能听懂有关生日话题的语段和简短的故事。 3.能从有关生日话题的听力材料中获取信息，解决问题。
说 1.能结合日期表达法就有关生日的话题交流信息和简单的意见。 2.能用英语描述物品的颜色、形状、用途等特征。 3.能用英语说出自己或他人能做和不能做的事情。
读 1.能读懂有关生日话题的语段或简短的文章，并从中获取信息。 2.能正确地朗读对话及课文。
写 1.能参照图片或范例写出简单的句子。 2.能用英文写简单的日记和叙述过去发生的事情。 3.能写便条和简单的书信。
情感态度 本单元就生日聚会这一学生很感兴趣的话题，通过多个对话及活动，给学生一种新鲜感，使学生积极参与到各种活动中来，从亲身经历中获取关于日期、数字、事物特征、能与不能、赞扬与批评的表达方法，并教育学生以诚待人，不说谎话。
学习策略 本单元在内容设置上以对话为主，旨在培养学生的交际能力，即要求学生能够用英语在生日这一特定语境中进行简单的对话和交流。设计新颖的活动给学生营造适当的语言环境。教师应有意识地教会学生预习、听讲、整理知识点，还要教会学生如何交际，如何使用各种丰富的学习资源，从不同角度获取信息，最重要的是从这些表达方法的交际用途出发激起学生们的强烈兴趣，使之参与进来，效果更佳。
Topic 1
Section A
The main activities are 1, 2 and 4. 本课重点活动是1, 2和4。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn the ordinal numbers:
third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, thirteenth, twentieth
(2)Learn the names of months:
May, July, August, October, December
(3)Learn other new words:
birthday, celebrate, party, Saturday, date, thousand
2. Learn how to say and write the years:
(1)1900 nineteen hundred
(2)1904 nineteen o four
(3)2002 two thousand and two
3. Talk about the dates:
—What’s the date today
—It’s May 5th, 2007.
Ⅱ. Teaching aids 教具
数字卡片/课本图片/录音机/日历表
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (师生共唱“Happy Birthday”这首歌, 引出生词birthday。)
T: Let’s sing Happy Birthday together.
T: Do you know why we sing Happy Birthday Because next sunday is May thirteenth, 2007. It is Kangkang’s birthday.
(板书划线部分, 英汉对照。)
May thirteenth, 2007 birthday2007年5月13日 生日
T: We should say“Happy birthday to you, Kangkang.”
2. (复习并用数字卡片呈现基数词和序数词, 创设直观情景。)
(先复习first的用法。)
T: Today, we’ll learn Topic 1 in Unit 7. It’s the first topic in Unit 7. And Topic 2 is the second topic in Unit 7. (教师说明one→first, two→second的用法并板书。)
one—first/1st two—second/2nd
(教师用卡片逐一展示基数词和序数词, 指出他们之间的异同。)
T: One.
Ss: First.
T: Two.
Ss: Second.
(正面)1one (反面)1stfirst (正面)2two (反面)2ndsecond
(学生借助卡片进行对比, 然后同桌之间进行操练, 互相问答。)
3. (复习生日的表达法并引出其庆祝活动。)
T: Next Saturday is my birthday. My friends plan to have a party to celebrate it. Would you
like to come to my party
Ss: We’d love to.
have a party举行聚会 celebrate庆祝
(问学生)
T: When is your birthday
S1: My birthday is 10月1日.
(学生回答时可以用汉语10月1日, 然后教师把它译成英语并板书October first, nineteen ninety-four。)
T: How do you plan to celebrate it
S1: I want to have a party.
T: When is your birthday
S2: My birthday is 12月20日.
(教师多收集几名学生的生日日期, 然后把与本section有关的月份呈现在黑板上。)
July 7th, 1994 20th December, 1995 October 1st, 1993 8th August, 1994
T: Now, look at the blackboard, read after me.
(学生用学过的序数词和年月份名称进行链式问答。)
For example:
S1: When is your birthday
S2: My birthday is August 11th. When is your birthday
S3: My birthday is July 9th. What about you
S4: My birthday is…
T: OK! Stop! You did very well. How does Kangkang plan to celebrate his birthday Let’s listen and answer the question.
(从生日的问题自然过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (设置并板书听力任务。让学生带着任务听1的录音。)
T: Listen to the tape and check the answers.
(板书)
How does Kangkang plan to celebrate his birthday Who wants to have a birthday party for him
2. (让学生听录音, 回答问题, 教师板书呈现重点单词，短语和句型。呈现1，并讲解该部分。)
(板书)
plan to dobirthday, May thirteenth, next Sundaycelebratehave a birthday partyWould you like to…
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (放1的录音,让学生跟读, 用铅笔标重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读, 然后跟录音一起读, 逐句核对语音语调。)
T: Rub them clean, then read and check your pronunciation and intonation sentence by
sentence. Go!
3. (人机对话。)
T: Suppose you were Kangkang. Listen to Wang Qiang and make up a dialog with him.
4. (看第二步呈现在黑板上的关键词。学生两人一组表演1。)
T: Work in pairs. Close your books, look at the blackboard and act out 1.
Step 4 Practice 第四步 练习(时间:15分钟)
1. (1)(让学生听2的录音。)
T: Now listen to 2 and practice the cardinal and ordinal numbers.
(放2的录音, 示范让学生跟读, 然后自读。)
(2)(先让学生说出1~100的基数词，然后让学生根据课本上2的内容，总结基数词变成序数词的规律，教师引导学生，从而总结基数词变成序数词的规律。)
For example:
T: 8.
Ss: Eight.
T: 15.
Ss: Fifteen.
…
T: Eight.
Ss: Eighth.
…
(板书变化特殊的词。)
one→first eight→eighth twenty→twentiethtwo→second nine→ninth twenty-one→twenty-firstthree→third twelve→twelfth one hundred and one→one hundred and first
(3)(让学生分组进行链式操练。)
T: Now, let’s practice the ordinal numbers in a chain.
S1: First.
S2: Second.
S3: Third.
S4: Fourth.
S5: Fifth.
…
2. (呈现3b, 让学生朗读。然后写下年份的英语表达方式。)
T: First, let’s read these years in 3b.
1900 nineteen hundred1904 nineteen o four1976 nineteen seventy-six2000 two thousand2002 two thousand and two
T: OK. Now please say and write these years by yourselves. I’ll ask five students to write your birth dates on exercise-book.
(学生写完后, 两人互对答案。)
3. (1)(呈现3a, 教师出示一张日历表, 教日期的写法与读法。)
2007年 5月5日
T: Look at this, we write“May 5th, 2007”. But we say,“May fifth, two thousand and seven”.
(2)(教师写出几个日期在黑板上, 让学生用英语读出, 巩固加深学生印象。)
May 4th, 2005September 10th, 1995
T: I’ll ask some students to read these dates. Who will try
(3)(教师呈现另一张日历表, 与学生对话。)
T: Look at this calendar. Answer my questions: What day is it today
Ss: It’s Friday.
T: What’s the date
Ss: It’s May 4th, 2007.
2007年5月4日星期五
(4)(听3a录音, 写下你所听到的日期。)
T: Listen to the tape and write down the date you hear.
4. (呈现4的图, 张贴在黑板上。教师出示相关图片的日期, 让学生用英文表述出来, 并连
线。)
T: Now, the whole class, you did a good job. Next, please look at these dates, read them out as loudly and quickly as you can.
July 7th, 1937 (July seventh, nineteen thirty-seven)October 1st, 1949 (October first, nineteen forty-nine) 20th December, 1999 (the twentieth of December, nineteen ninety-nine) 8th August, 2008 (the eighth of August, two thousand and eight)
T: Well done! Look at these pictures. Match them, please.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (数字游戏。准备基数词和序数词的数字英文单词卡片若干, 打乱顺序发给学生。让学生以最快速度按对应顺序排好队, 并快速报数。)
(1)S1: One.
S2: Two.
S3: Three.
…
(2)S1: First.
S2: Second.
S3: Third.
…
2. (自制英文日历。)
(这项任务是让学生在制作英文日历的过程中, 学会用英语表达日期, 并能在完成任务的过程中学会序数词及年份的英语表达。)
T: Do you have a calendar in Chinese at home Please make a calendar in English by
yourselves. Then show it to the class.
3. Homework:
(让学生用英语写出下面的日期: )
(1989, 2002, 1937, 2000, 1905, 2006年5月17日, 1907年8月21日, 2001年12月25日, 2012年9月12日)
Section B
The main activities are 1a, 2 and 3a. 本课重点活动是1a, 2和3a。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn the names of months:
January, March, April, June, September, November
(2)Learn other new words and phrases:
were, born, was, rest, alone, be born
2. Learn the simple past tense:
(1)—When were you born
—I was born in June, 1970.
(2)—When was your daughter born
—She was born on October 22nd, 1996.
(3)—Was she born in Hebei, too
—No, she wasn’t.
3. Go on talking about dates.
Ⅱ. Teaching aids 教具
身份卡片/课本图片/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (做游戏。)
(复习序数词和基数词:把全班学生分成两组Group A和Group B。Group A的一名学生先说三个基数词，如: 1、2、3, Group B的一名学生有5秒钟的时间考虑后说出相对应的序数词, 如: first、second、third。)
T: We divide the class into two groups. The first player from Group A says three cardinal numbers quickly.
For example:
SA: One, two, three.
T: The first player from Group B has 5 seconds to say the corresponding ordinal numbers correctly.
For example:
SB: First, second, third.
T: The successful group could get one point.
Points
Group A
Group B
2. (教师出示自己的身份卡片, 引出出生的表达法be born, 板书。)
Name: Li MingAge: 31Birthday: August 2ndBirthplace: Fujian
T: My name is Li Ming. I am thirty-one years old. My birthday is August second. I was born in Fujian.
be born 出生 was (am/is的过去式)
T: What’s my name
S1: Your name is Li Ming.
T: How old am I
S2: You are thirty-one.
T: When is my birthday
S3: Your birthday is August 2nd.
T: Where was I born
S4: You were born in Fujian.
T: When was I born
(让学生根据卡片的年龄算出教师出生的年份。)
S5: You were born on August 2nd, 1976.
were on August 2nd, 1976
(教师提问学生的出生日期, 多问几个, 把未学过的月份呈现在黑板上。)
For example:
T: When is your birthday
S6: My birthday is March 15th.
January, March, April, June, September, November
T: Well done. Now read these months and review all the months we have learned.
(让学生用学过的序数词和月份名称进行链式对话。)
S1: When is your birthday
S2: My birthday is May 2nd. What about you
S3: My birthday is September 10th…
3. (教师出示一张姚明的身份卡片。)
Name: Yao MingAge: 27Birthday: September 12thBrithplace: Shanghai
T: Yao Ming is a famous basketball player. Now, he is playing basketball in the U.S.A. How old is Yao Ming
S1: He is twenty-seven.
T: When was he born
S2: He was born on September 12th, 1980.
T: Where was he born
S3: He was born in Shanghai.
4. (教师出示3a中Kangkang的图画。)
T: When was Kangkang born
S1: He was born on May 13th, 1994.
T: Where was he born
S2: He was born in China.
5. (学生出示课前准备的身份卡片, 两人对话。)
T: Show the card to your partner. Then practice the dialog in pairs like this:
S1: What’s his name
S2: His name is…
S1: When was he born
S2: He was born in/on…
S1: Where was he born
S2: He was born in…
S1: Was he born in/on…
S2: Yes, he was. / No, he wasn’t.
T: Stop! Well done. When was the man born Let’s listen and answer the question.
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (设置并板书听力任务。让学生带着任务听1a录音。)
When was the man born When was his daughter born Was his daughter born in Hebei Where was she born
T: Listen to 1a, and then answer the questions.
2. (板书关键词, 呈现1a, 讲解该部分。)
when…be born…on/in… where…be born…in…
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (放1a录音, 让学生跟读, 用铅笔标出重读与语调。)
T: Listen to the tape carefully and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读, 然后跟录音一起读, 逐句核对语音和语调。)
T: Rub them clean, then read and check your pronunciation and intonation sentence by
sentence. Go!
3. (人机对话。)
T: Suppose you were the woman. Listen to the tape again and make up a dialog with the man.
4. (看第二步呈现在黑板上的关键词, 两人一组表演1a。)
T: Work in pairs. Close your books, look at the blackboard and act out the dialog.
Step 4 Practice 第四步 练习(时间:15分钟)
1. (完成1b。)
T: Now, boys and girls. Please talk with your partner about your birth date and birthplace.
2. (听2录音, 让学生跟读, 然后自读。)
(1)T: Now. Listen to 2 and read it after the tape, then read it by yourselves.
(2)(把学生分成两组, 说出相对应的序数词及月份。)
T: I’ll divide you into two groups. Practice like this:
GA: First.
GB: January.
GA: Second.
GB: February.
(3) (再放一遍录音, 圈出所听到的月份及日期。)
T: Now listen again and circle the dates you hear.
3. (出示3a的四幅图片, 让学生两人一组进行对话。)
T: Now look at the pictures and make up dialogs like this:
S1: When was…born
S2: He/She was born on…
S1: Where was he/she born
S2: He/She was born in…
4. (让学生独立完成3b。)
T: Write a short passage with the information in 3a. You may begin like this:
Kangkang was born in China on May thirteenth, 1994…
5. (听4录音并完成4。)
T: Good job. Now listen and answer. How old are they
When and where were they born Write down the answers and fill out the form.
6. (听5录音, 注意句子的重音。)
T: Let’s listen and follow. Pay attention to the stress.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (制作班级生日册。)
(小组活动。学生互相询问彼此的生日, 并作好记录, 然后汇集成班级生日册。在此过程中，既能练习巩固询问生日的句型，又能增进学生之间感情的沟通。)
Name Birth date Birthplace
Month Date
T: Do you have your English calendar I have got an English calendar. Let me tell you when my birthday is. My birthday is August 2nd. I was born in Fujian. Please ask others and fill out the form. You may begin like this:
S1: When is your birthday
S2: My birthday is…
S1: Where were you born
S2: I was born in…
2. (制定班级日历。)
(小组活动。期中考试结束了, 班级需要制定下个月的活动计划。学生四人一组为班级设计下半学期的活动计划, 该任务的目的是让学生学会合理地安排自己的学习和课外活动，同时练习巩固月份以及序数词的表达法。)
T: The mid-term test is over. We need to plan our activities for the next month. Work in groups and make a plan. We will find which group’s plan is the best one.
November
1st 2ndbasketball game 3rd 4thEnglish speech contest 5th
3. Homework:
(1)(收集家庭成员出生日期及地点, 制成一张家庭生日表。)
(2)(让学生写一篇关于自己的家庭的短文。)
For example:
My father’s name is… He is…years old. He was born…
Section C
The main activities are 1, 2a and 3. 本课重点活动是1, 2a和3。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn some words about shape:
shape, square, circle, triangle, rectangle, oval
(2)Learn other new words:
present, doll, ago, machine, football
2. (1)Talk about the shape:
—What’s the shape of your present
—It’s round.
—What does it look like
—It looks like a flower.
—What shape was it a moment ago
—It was a square.
(2)Talk about the length and width:
—How long is it
—It is 10 centimeters long.
—And how wide is it
—It’s 6. 4 centimeters wide.
Ⅱ. Teaching aids 教具
实物/课本图片/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (做游戏。)
(复习序数词, 把全班分成两组Group A和Group B。 Group A的一名学生先说三个基数词, Group B的一名学生要迅速说出相对应的序数词, 注意逢3、6、9的序数词要跳过。)
T: Now we divide the class into two groups—Group A and Group B. The first player from Group A says three cardinal numbers quickly. The first player from Group B must say the correct ordinal numbers as quickly as possible, according to the first player from Group A. You mustn’t say“3rd, 6th, 9th, 13th, 16th…”
For example:
GA: One, two, four.
GB: First, second, fourth.
T: If the player in Group B is successful, Group B gets a point. If the player in Group B is not successful, Group A gets a point. Let’s find which group is the winner.
Points
Group A
Group B
2. (出示一个球, 引出表示形状的句型。)
T: What’s this in English
S1: It’s a basketball.
T: What color is it
S1: It’s red.
T: What shape is it (它的形状怎么样？教师要说出来汉语)
S1: 圆的。
T: Yes. It’s round.
3. (出示一枚硬币, 引出生词circle。)
T: What’s this in English
S2: It’s a coin.
T: What shape is it
(示范并帮助学生回答。)
S2: It’s a circle.
4. (出示一块三角形的蛋糕, 一个鸡蛋, 一张长方形的硬纸, 引出生词triangle, oval,
rectangle, square。)
(1)(对话一)
T: What’s this in English
Ss: It’s a cake.
T: What shape is it
Ss: 三角形。
T: Yeah, you are very clever. It’s a triangle.
(2)(对话二)
T: What’s this
Ss: It’s an egg.
T: What shape is it
Ss: 椭圆形。
T: Very good. It’s an oval.
(3)(对话三)
(出示一张长方形硬纸, 然后把它剪成正方形。)
T: What’s this
Ss: It’s a piece of paper.
T: What shape is it
Ss: 正方形。
T: OK, it’s a square. What shape was it a moment ago
Ss: 长方形。
T: Well done. It was a rectangle.
(板书划线部分。)
What shape is it It’s a circle / triangle / oval / square.What shape was it a moment ago It was a rectangle.
5. (出示一个地球仪, 引出词组look like。)
T: What does it look like (教师可利用汉语提示)
Ss: 球。
T: Yes. It looks like a ball.
6. (出示一颗五角星形状的纸, 然后把它折成一朵花的形状。)
T: What does it look like
Ss: It looks like a flower.
T: Was it like a flower just now
Ss: No, it wasn’t. It was like a star.
(板书划线部分。)
What does it look like It looks like a ball. Was it like a flower just now No, it wasn’t. It was like a star.
(让学生用他们的学习用品或图画, 同桌对话, 互相提问物体的形状。)
For example:
S1: What shape is it
S2: It’s round.
S1: What does it look like
S2: It looks like a ball.
T: Stop! Good. Do you know what Maria’s present for Kangkang’s birthday is What shape is it Let’s listen and answer the questions.
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (设置并板书听力任务。)
T: Now, listen to the tape and answer the questions on the blackboard.
What’s Maria’s present for Kangkang’s birthday What’s the shape of her present What color is it Can Michael have a look
2. (让学生听1的录音, 回答问题。教师板书关键词。)
present shape color black and white have a look
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (放1的录音，让学生跟读, 用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读, 然后跟录音一起读, 逐句核对语音语调。)
T: Rub them clean and now read and check your pronunciation sentence by sentence. Go!
3. (人机对话。)
T: Suppose you were Maria, listen to Michael and make up a dialog with him.
(或T: Now, you are Michael, listen to Maria and make a dialog with her. )
4. (看第二步呈现在黑板上的关键词, 学生两人一组表演1。)
T: Work in pairs. Close your books, look at the blackboard and act out the dialog.
Step 4 Practice 第四步 练习(时间:15分钟)
1. (教师出示2a 的图片, 练习look like的用法。)
T: Now, look at the pictures in 2a. Let’s talk about it like this:
T: What does it look like
S1:It looks like a horse.
T: Was it like a horse just now
S1: No, it wasn’t. It was like a hill.
2. (呈现2b。学生两人一组按范例操练。)
T: Well done. Now look at the example in 2b and work in pairs.
For example:
S1: What shape is it now
S2: It’s a circle.
S1: What shape was it a moment ago
S2: It was a square.
3. (手里拿着一个仁爱学习机，让学生猜。引出3。)
T: Now there is a machine in my hand. Can you guess what it is
What shape is it
S1: It’s a circle.
T: No.
S2: It’s a rectangle…
T: Yes. Can you guess its color What color is it …
…
(由此引出3中的重点句型并板书。)
How long is it How wide is it It’s…centimeters long.It’s…wide.
4. (让学生两人一组看3中的图片，进行对话操练。)
T: Now please work in pairs, then act out the dialog.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (猜谜游戏。)
(让学生做4。做下面的游戏，一名学生把物品放在背后, 让其同伴猜。)
T: Let’s play this game. One student holds the object behind his back, another student guesses what it is. Like this:
S1: What shape is it / What does it look like
S2: It’s a/an…
S1: What color is it
S2: It’s…
S1: How long is it
S2: It is…centimeters long.
S1: How wide is it
S2: It’s…centimeters wide.
S1: It is a/an…
S2: Yes, it is. / No, it isn’t.
2. (猜词比赛。)
(学生两人一组, 一人面向黑板, 一人背向黑板。教师在黑板上写下一些物品的名称, 面向黑板的学生描述, 背向黑板的学生猜词, 在规定时间内以猜中多者为胜。)
T: Work in pairs. I’ll write the names of some objects on the blackboard. Student 1 stands with his/her back to the blackboard. Student 2 stands with his/her face to the blackboard and describes the objects until Student 1 guesses what it is. The pairs who have the most guesses in a limited time are the winners.
3. Homework:
(选择一件你所熟悉的物品进行描述。不少于5个句子。)
Section D
The main activities are 1, 3 and 6. 本课重点活动是1, 3和6。
Ⅰ.Teaching aims and demands 教学目标
1.Learn the phonetics:
//, //, //, //
2.Learn some new words:
candle, surprise, wash
3.Review the simple past tense:
—When were you born
—I was born in June, 1970.
—Were you born in Hebei
—Yes, I was. / No, I wasn’t.
—When was your daughter born
—She was born on October 22nd, 1996.
—Was she born in Hebei, too
—Yes, she was. / No, she wasn’t.
—Where was she born
—She was born in Henan.
4. (1)Review how to talk about dates.
(2)Review describing objects and features(shapes).
Ⅱ. Teaching aids 教具
单词卡片/录音机/日历表/MP3
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (用单词卡片, 呈现1的语音部分。)
(1)(教师出示一张椅子的图片。)
T: What’s this
Ss: It’s a chair.
(教师出示一张正方形的图片。)
T: What’s this
Ss: It’s a square.
(教师用同样的方法呈现出单词: pear, poor, sure, tour, ear, deer, theater, mouse, house, flower,并板书。)
// chair square pear// poor sure tour// ear deer theater// mouse house flower
(2)(让学生找出每三个单词的发音规律。)
T: Now, let’s look at these words on the blackboard.
Can you find some rules among“chair, square, pear”
S1: Yes, they all have the same diphthong“//”.
T: Right.“-air”,“-are”and“-ear”usually pronounce“//”.
(用同样的方法让学生找出其他三组单词的发音规律。)
T: Find the rules among“poor, sure, tour”,“ear, deer, theater”, and“mouse, house,
flower”.
(3)(学生四人一组, 找出其他含有//, //, //, //的单词, 然后向全班汇报, 看哪一组找的单词最多。)
T: Work in groups of four. Find out words including the diphthong //, //, //, //. Let’s see which group finds out the most words.
(把学生找到的单词都板书在黑板上。)
(4)(让学生听1的录音并跟读。)
T: Listen to the tape and repeat.
(5)(教师随意抽取一张单词卡片, 让学生迅速读出。)
T: I’ll show you some word cards. You must read them out as quickly as possible.
2. (汇报班级生日册, 复习序数词和月份。)
(学生已在Section B, 综合探究活动中制作过班级生日册, 让学生按生日先后顺序逐一汇报。)
T: Now, let’s report the birthday dates from January 1st to December 31st one by one like this:
For example:
S1: My birthday is January 1st.
S2: My birthday is January 3rd.
S3: My birthday is January 10th.
S4: My birthday is January 10th, too.
S5: …
3. (假设明天是教师母亲的生日, 引出生日礼物。)
T: Today is May 21st. Tomorrow is my mother’s birthday. We plan to celebrate it. I want to buy a beautiful light blue dress for my mother. My father would like to buy a birthday cake and some candles. We want to give her a surprise.
(板书划线部分, 英汉对照。)
light blue 浅蓝色 　candle 蜡烛 　 give…a surprise给……惊喜
4. (假设某名学生的父亲生日即将来临, 让他们说一说各自的计划, 教师先呈现一些动词短
语在黑板上。)
T: How do your family plan to celebrate your father’s birthday
(板书一些动词短语。)
cook food make a cakebuy some flowers wash clothes make a birthday card sing a song
(可把学生用到的另外一些动词词组板书在黑板上。)
T: How do your family plan to celebrate your father’s birthday
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (设置并板书听力任务。)
T: Now listen to 3 and answer the questions:
When is Mary’s mother’s birthday What does Mary’s father want to do What would Mary like to do for her mother Do they buy a birthday cake
(听录音, 回答问题。)
2. (将关键词写在黑板上, 呈现出3。)
May 22nd, 1967—plan to celebrate—cook a big dinner—buy a dress—buy a birthday cake and some candles—a surprise
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (教师放3的录音，让学生跟读。)
T: Listen to the tape and follow it.
2. (教师让学生自读, 然后请几名学生在班上读。)
T: Read the text by yourselves. Then I’ll ask some students to read in the class.
3. (让学生认真阅读短文, 判断正误。)
T: Read the text carefully again. Mark True (T) or False (F).
4. (看第二步呈现在黑板上的关键词, 复述课文。)
T: Now please close your books, look at the key words on the blackboard and try to retell the text by yourselves.
Step 4 Practice 第四步 练习(时间:15分钟)
1. (让学生听2录音, 完成2。)
T: Now, let’s listen to 2 and fill out the form, then check the answers.
2. (复习5a重点语法中的一般过去时。)
T: When were you born
S1:I was born on/in…
T: Where were you born
S1:I was born in…
T: When was your brother/sister born
S1:He/She was born on/in…
T: Was he/she born in…
S1:Yes, he/she was. / No, he/she wasn’t.
(教师可多提几个问题, 练习一般过去时be 的用法并板书。)
am/is—was—wasn’t are—were—weren’t
陈述句:(1)肯定句:主语+was/were+其他.(2)否定句:主语+was not/were not+其他.特殊疑问句:疑问词+was/were+主语+其他 一般疑问句:—Was/Were+主语+其他 —Yes, 主语+was/were.—No, 主语+wasn’t/weren’t.
3. (复习5b。)
(1)(教师出示一张日历表, 复习日期的表达法。)
2007年5月5日星期六
T: What day is it
Ss: It’s Saturday.
T: What’s the date today
Ss: It’s May fifth, 2007.
(教师可多出示几张日历，练习日期的表达法。)
(2)(教师出示一部MP3, 复习形状的表达法。)
T: What’s this
Ss: It’s a MP3 player.
T: What shape is it
Ss: It’s a rectangle.
T: How long is it
Ss: It’s…centimeters long.
T: How wide is it
Ss: It’s…centimeters wide.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (让学生四人一组做一个调查报告: When were you born Where were you born What’s
your favorite present 完成6。)
Name Birth date Birthplace Favorite present
T: Now, boys and girls, four students a group, make a survey, using the questions above, fill out the form, then practice the conversation according to the information above.
2. (呈现4, 根据4提供的短语, 结合实际情况, 写一篇短文, 选几名学生向全班汇报。)
□cook a big dinner □make a cake □buy some flowers□make a birthday card □wash clothes □sing a song
T: You did a good job. Now please write a passage about how to celebrate your father’s/
mother’s birthday according to the phrases above, then I’ll ask some students to report them for us.
3. Homework:
(1)(做一份调查表, 调查全家人的出生日期、出生地。)
People Birth date Birthplace
Father
Mother
…
(2)(如果下星期天是你的生日, 你想如何度过？写成一篇短文。)
Topic 2
Section A
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Teaching aims and demands 教学目标
1. Learn a new word:
skate
2. Learn “can ” and“can’t”for ability and inability:
(1)I can only sing English songs.
(2)—Can you dance
—Yes, I can. / Yes, a little. / Yes, very well.
(3)—Can you draw
—No, I can’t. / No, not at all.
Ⅱ. Teaching aids 教具
实物/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (复习以前学过的动词短语。学生四人一组, 列出已学过的动词短语, 看哪一小组写得多。)
T: Work in groups of four. Write as many verb phrases as you can. Let’s see which group can write the most phrases. One phrase one point. Now let’s begin.
(每组写完后, 派一个代表向全班学生汇报, 然后教师把这些词组板书在黑板上。)
play basketball play football paly the guitar play the piano sing English songs
(画出得分表。)
Points
Group 1
Group 2
2. (教师出示一个篮球, 引出情态动词can。)
T: What’s this in English
Ss:It’s a basketball.
T: Right. I like basketball very much. I often play it on the playground after school. I can play it very well.
(教师做打篮球的动作。)
3. (询问学生最喜欢的体育活动, 引出can’t。)
T: Which sport do you like best
S1: I like football best.
T: Great! I like football, too. But I can’t play it. (同时教师做摇头的动作)
Can you play fooball
S1: Yes, I can. I can play it well.
(板书)
can 能, 会 can’t (can 的否定式)
4. (教师拿出一把吉他。)
T: What’s this
Ss: It’s a guitar.
T: I can’t play the guitar. Who can play the guitar
S2: I can play the guitar.
T: Wonderful! He can play the guitar. Can you play it for us
S2: Yes, I can.
5. (教师请学生表演一个跳芭蕾舞或迪斯科的动作。)
T: What’s she doing
Ss: She is dancing.
T: Aha! She can perform ballet/dance the disco.
(让学生上台表演, 活跃课堂气氛。)
perform ballet 表演芭蕾舞dance the disco 跳迪斯科
6. (下周日是康康的生日, 让学生们讨论自己表演的节目。)
T: Next Sunday is Kangkang’s birthday. We plan to have a birthday party for him. I think I can sing an English song at Kangkang’s birthday party. Talk about what you can do at the party. Work in pairs like this:
S1: Can you sing Chinese songs at Kangkang’s birthday party
S2: Yes, I can. What about you
S1: I can’t sing Chinese songs. But I can sing English songs.
S2: …
(学生可以借助黑板上的短语, 同桌对话, 互相回答。)
T: Well done! What can Jane and Maria do at Kangkang’s birthday party Let’s listen to 1a carefully and anwer the questions.
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (设置并板书听力任务。)
T: Now, listen to the tape and answer the following questions:
Can Jane sing Chinese songs Can Maria dance the disco Can Maria play the guitar
2. (听录音, 回答问题。)
3. (将关键词写在黑板上, 呈现1a。)
sing Chinese songs—play the piano—dance the disco—sing English songs—perform ballet—have a good time
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (教师放1a录音, 让学生跟读, 并用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (教师让学生擦去所标重读与语调, 先自读, 然后跟录音一起读, 逐句核对语音语调。)
T: Rub them clean, then read and check your pronunciation and intonation sentence by
sentence. Go!
3. (人机对话。)
T: Suppose you were Maria, listen to Jane and make up a dialog with her.
(Suppose you wrer Jane, listen to Maria and make up a dialog with her.)
4. (看第二步黑板上呈现的关键词, 学生两人一组表演1a, 小组竞赛。)
T: Work in pairs, close your books, look at the blackboard and act out the dialog. The pairs who act best get two points. The better pairs get one point.
Step 4 Practice 第四步 练习(时间:15分钟)
1. (让学生听1a的录音, 完成1b。)
T: Now, boys and girls, listen to 1a again and match what they can do.
sing Chinese songs perform balletsing English songs play the guitardance the disco play the piano
2. (让学生做1c。)
T: Work in pairs. Talk about what you can do at a party. Compare your answers with your partner’s.
3. (教师在黑板上画一幅画。)
A: T: Look, I can draw a picture, but not very well. Can you draw
(让一名学生到黑板上画画, 引导他回答。)
S1: Yes, a little.
B:教师拿出一幅图片，能表现出画上的男生排球打的好。如
右边图1正面。
T: Can he play basketball
Ss: Yes…
T: Yes, very well.
C:教师拿出一幅图片，能表现出一个女生根本不会踢足球。
如右边图2正面。
T: Can she play football
Ss: No…
T: No, not at all.
(板书划线部分单词。)
a little very well not at all
4. (让学生两人一组练习并表演2。)
T: Work in pairs to practice 2 and act it out.
5. (让学生做3, 然后核对答案并表演对话。)
T: Look at the picture in 3. Fill in the blanks, check the answers and act it out.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (做调查, 并在班上汇报。完成4。以此来巩固练习can和can’t的用法。)
T: Make a survey about what your classmates can or can’t do in your group and complete the table. Then report it to your class. Put a“√”for“can”and a“×”for“can’t”.
Name Swim Draw Sing Dance Skate …
Li Ling
…
2. (学生成立自己的俱乐部。)
(此活动为小组活动, 目的在于培养学生的合作意识和团队精神, 培养学生动手能力。)
(将全班学生分成六组, 其中三组是应聘人员, 其他三组为招聘组, 每组负责一个俱乐部, 并公布招聘结果。)
For example:
(Group A是音乐俱乐部, Group B是运动俱乐部, Group C是乐器俱乐部。)
招聘组: What can you do, Michael
Michael: I can play the piano.
Name Jobs
Music Club Sport Club Instrument Club
Name Jobs
Michael Play the piano
Name Jobs
3. Homework:
(用can和can’t 写文章。不少于5句。)
Section B
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Teaching aims and demands 教学目标
1.Learn some new words:
smart, count, hen, frog, jump, climb
2.Learn“can”for ability and “can’t” for inability:
(1)—Can you count them for me
—Er, no, I can’t count so many flowers.
(2)—What can a hen do
—It can fly, but it can’t swim.
(3)He can speak English very well, but he can’t sing English songs.
Ⅱ. Teaching aids 教具
图片/面具/录音机/实物
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (听“I Can Sing It Well”这首歌, 复习情态动词can。)
T: Let’s listen to the song I Can Sing It Well to relax ourselves.
(放5的录音, 让学生听两遍。)
2. (让学生一起边唱边做动作。)
T: Now, let’s sing this song together. We must sing and act.
For example:
Can you swim Yes, I can. (边唱边做游泳的动作。)
Can you fly No, I can’t. (用双臂做飞翔的动作。)
Can you sing Yes, I can.(用一只手做拿话筒的动作。)
3. (学生分组演唱这首歌。)
T: Let’s sing this song in groups. Group 1, ready Go!
4. (学生个人演唱, 进行比赛。)
T: I’ll ask one student in each group to sing this song. Let’s see who sings best.
…
5. (现场招聘会。)
(1)(各俱乐部按顺序依次到讲台前进行宣传, 才艺表演之后将本俱乐部的招聘广告贴在教室的墙壁上。)
Music clubDo you like singing Can you sing Come and join us!
(2)(面试开始。)
(招聘组在指定的位子就座后, 面试组的学生开始根据自己的兴趣爱好和特长到各俱乐部应聘。)
T: Now the interviews begin. You can do like this:
S1: What’s your name
S2: My name is…
S1: How old are you
S2: I am…years old.
S1: What can you do
S2: I can sing songs.
S1: Can you sing an English song
S2: Yes, I can. / No, I can’t.
(3)(应聘结束。)
(各俱乐部向大家宣布录取的人员名单并说明原因, 同时汇报本俱乐部的总人数。)
T: The interviews stop. Each club reports it to the class.
For example:
Music club: There are five students in our club. They are Maria, Jane, …and Kangkang. Maria likes singing, she can sing English songs very well…
6. (教师在讲台上堆放一些书, 引出单词count。)
T: There are many books on the teacher’s desk. I don’t know how many books there are. S1, can you count them for me
(教学单词count。)
S1: Yes, I can. one, two, three, four… There are fifteen books on the teacher’s desk.
T: Very good! You are smart.
(板书)
count smart
(教师再呈现一些物品或图片, 让学生练习count的用法。)
T: How many pens are there in the bag
Ss: There are twelve.
T: Good job. Let’s stop. Do you know what Parrot can do Can it count Let’s listen to 1a and answer the questions.
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (设置并板书听力任务。)
T: Listen to 1a and answer the following questions:
Can Parrot sing an English song Can Parrot count Can Parrot speak English
2. (听1a录音, 回答问题, 讲解该部分。)
3. (将关键词写在黑板上, 呈现1a。)
speak English—sing an Englsih song—what else—count
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (教师放1a录音, 让学生跟读，并用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (教师让学生擦去所标重读与语调, 先自读, 然后跟录音一起读，逐句核对语音语调。)
T: Rub them clean. Read and check your pronunciation and intonation sentence by sentence. Ready Go!
3. (看第二步呈现在黑板上的关键词, 让学生三人一组表演1a, 完成1b。)
T: Now work in groups of three. Close your books. Look at the key words on the blackboard and act out the dialog. Then read 1a again and make a similar dialog with your partners. Finish 1b.
Step 4 Practice 第四步 练习(时间:15分钟)
1. (呈现一张母鸡的图片, 引出hen。)
T: What’s this in Chinese
Ss: 母鸡。
T: Right. It’s a hen in English. Can a hen swim
Ss: No, it can’t.
T: What can it do
Ss: It can fly.
T: Good! You are smart.
2. (教师用同样的方法, 教学单词frog, jump和climb并板书。)
hen母鸡 jump 跳跃 frog青蛙 climb 爬
3. (学生两人一组利用课本的图片互相回答。完成2。)
T: Now please work in pairs. Ask and answer like this:
S1: What can…do
S2: It can…, but it can’t…
4. (让几名学生到讲台前用英语介绍自己能做和不能做的事情。)
T: Good job. Then I’ll ask some of you to come to the blackboard and introduce yourselves in English. You may tell us what you can do, and what you can’t do. Understand Let’s begin.
S1:Hello, everyone. My name is Li Ming. I am a student. I like English, I can speak English. I can play basketball, but I can’t play football…
T: Well done! Thank you. Now, boys and girls, can Li Ming speak English Can he speak well/a little
Ss:Yes, he can speak English very well /a little.
(让一些学生上台表演一些会的和不会的动作, 练习not very well, not at all的用法并板
书。)
very well a little not very well not at all
5. (1)(呈现3, 听录音, 标序号。)
T: You are smart. Now, boys and girls, look at the pictures, listen to the tape and mark the numbers according to the recording you hear.
(2)(让学生根据图片及听力材料, 做对话, 注意操练very well, a little, not very well, not at all的用法。)
T: OK! Next, let’s make up the dialog according to the recording, pay attention to “very well, a little, not very well, not at all”, please.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (呈现4。)
T: Talk about one of your friends, using the expressions in the box. You may use your own words. Begin like this:
Jack is my friend. He can speak English very well, but he can’t sing English songs…
swim draw pictures read English bookscook play basketball sing Chinese songstake photos speak Japanese make model planes
2. (游戏。课前准备几张写有猪、鸡、青蛙等单词的纸片和几个面具, 纸片扣放在桌上和面
具放在一起。两人一组，一个翻看桌上的纸片。然后说: I can…, but I can’t…另一个人根据他的解说, 判断出是哪一种动物后, 寻找相应的面具，并戴上面具说: I’m a… I can…, but I can’t… 在限定时间内，面具与纸片上所写的动物对上最多的组获胜。)
3. (再唱“I Can Sing It Well”这首歌。)
T: Let’s sing I Can Sing It Well together again. This time, you may change the verbs in the song and do the actions at the same time.
(让学生用其它的动词替换并唱出, 边唱边做相应的动作，以便熟练掌握can及can’t的用法。)
4. Homework:
(让学生回家调查其家庭成员会做与不会做的事, 写成短文。)
T: Interview your family about what they can do and what they can’t do, write a passage about it. You can make a form according to your passage. I am sure you can do it very well.
Section C
The main activities are 1a, 2 and 3. 本课重点活动是1a, 2和3。
Ⅰ. Teaching aims and demands 教学目标
1.Learn some new words and phrases:
tennis, write, still, table tennis, be good at, have a good time
2.Talk about the past form of modal verb“can”:
(1)But one year ago, she couldn’t fly a kite at all.
(2)But when she was five, she could only dance a little.
3.Talk about ability and inability:
(1)She can fly kites very well now.
(2)—Can she perform ballet very well
—Yes, she can. / No, she can’t.
(3)Michael is good at basketball.
(4)Zhang Jun can ride a bike this year, but he couldn’t ride a bike a year ago.
Ⅱ. Teaching aids 教具
动词卡片/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (师生共唱“I Can Sing It Well”这首歌。)
T: Let’s sing I Can Sing It Well together.
Can you swim Yes, I can. Go.
Ss: Can you swim Yes, I can…
2. (教师快速更换动词卡片, 学生快速抢答。)
T: Look at my cards, the first one, please.
Ss: Draw pictures.
T: The second one.
Ss: Speak English.
(展示上节课的动词卡片。)
3. (在前面句子的基础上, 回答时加入a little, very well, not very well, not at all。)
T: Please make sentences with these verbs when you see them on the card.
For example:
T: This one.
S1: I can draw pictures very well.
S2: I can’t write books at all.
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (教师设计过去时间状语并板书, 用来导出过去能做某事用could及不能做某事couldn’t
的用法。)
T: Suppose I could do something one year ago/when I was five, how to express Look at the blackboard.
could swim one year ago could not ride a bike two years agocouldn’t fly a kite when I was fivecould play table tennis yesterday
(让学生参照黑板上的例子，说出过去能做什么的表达方式。)
T: Now, please speak out what you could do or could not do in the past according to the sentences on the blackboard.
S1: I could swim one year ago.
S2: I could fly a kite two years ago.
S3: I could ride a bike when I was twelve.
…
S1: I couldn’t speak Japanese when I was four.
S2: I couldn’t sing songs when I was three.
…
(教师引导学生自己造句子, 分男女两组轮换造句。呈现1a部分的句子, 练习could和
couldn’t。)
Boy1: I could play the piano when I was five.
Girl1: I could dance when I was five.
Boy2: …
Girl2: …
2. (看1a图画, 听录音, 回答问题。)
When couldn’t Jane fly a kite How old was Maria when she could dance What is Kangkang good at What is Michael good at
T: Look at the picture. Listen to the tape and answer the questions on the blackboard.
3. (阅读短文, 圈出短文中的动词短语, 抓住重点活动。)
T: Read 1a and circle the key phrases.
4. (结合1b图表再读一遍1a, 找出四个主人公的主要活动。)
T: OK, now read again, find out the main activities of Jane, Maria, Michael and Kangkang.
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (学生独自完成1b。)
T: Fill out the form in 1b by yourselves.
2. (检查学生所做的答案。)
T: Let’s check the answers. Who would like to answer the questions Volunteers
S1: Maria
S2: Michael
S3: Kangkang
S4: Jane
T: Well done! Wonderful!
3. (根据自己的实际情况, 说出自己过去根本不能做, 现在却能做得很好的事。)
T: Please make sentences like this:
(1) I couldn’t speak Japanese at all one year ago, but now I can speak Japanese very well.
(2) I could dance a little when I was five, but now I can dance very well.
S1: I couldn’t perform ballet when I was seven, but now I can perform ballet very well.
…
4. (双人练习。找几组学生到讲台前来, 如一名学生说: I can play basketball now. 另一名学生说: But you couldn’t play basketball three years ago.)
Step 4 Prcatice 第四步 练习(时间:10分钟)
1. (看2的图片, 猜他们所做的动作。)
T: Now let’s look at the pictures in 2. Can you guess what they are doing The first one
Ss: Singing songs.
2. (让学生读4个句子, 然后搭配句子与图片。完成2。)
T: Read the sentences and then match the sentences with the pictures.
3. (检查答案并给出评价。)
T: Let’s check the answers.
S1: Picture A matches to 1.
S2: Picture B matches to 4.
S3: Picture C matches to 2.
S4: Picture D matches to 3.
4. (根据自己和家人的实际情况, 运用…can…, but…couldn’t… 这种句型进行练习, 两人一组进行对话。)
T: Well done! Use“…can…, but…couldn’t…”to make sentences, practice with your partner.
For example:
S1: I can take photos now, but I couldn’t take photos a year ago.
S2: I can fly a kite now, but I couldn’t fly a kite when I was ten.
S3: My mother can sing English songs now, but she couldn’t sing any English songs two years ago.
S4: My sister can dance now, but she couldn’t dance when she was ten.
S5: …
…
5. (口语问答, 练习听说。)
T: Think it over, can you tell me what you could do when you were four
S1: I could write when I was four.
S2: I could sing when I was four.
S3: I could dance when I was four.
…
T: What couldn’t you do when you were four. But now you can
S1: I couldn’t play football when I was four. But now I can.
S2: …play the guitar…
S3: …sing English songs…
…
T: What couldn’t you do when you were four and you still can’t now
S1: I couldn’t speak Japanese when I was four and I still can’t now.
S2: …
…
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (根据自己的实际情况, 完成3。)
T: Please write your own ability and inability.
(1)I could write(2)I could count(3)I could sing when I was four.
(1)I couldn’t ride a bike(2)I couldn’t swim(3)I couldn’t play table tennis when I was four, but now I can.
(1)I couldn’t speak Japanese(2)I couldn’t drive a car(3)I couldn’t play the piano when I was four and I still can’t now.
2. Homework:
(让学生回家调查自己的爷爷、奶奶或爸爸、妈妈在像自己一样的年纪时能做哪些活动, 不能做哪些活动。)
Section D
The main activities are 1, 2 and 6. 本课重点活动是1, 2和6。
Ⅰ. Teaching aims and demands 教学目标
1.Learn the phonetics:
//, //, //, /i/
2.Learn some new words:
anything, word, mean, lonely
3.Review ability and inability:
(1)—Can you dance the disco
—Yes, I can. / No, I can’t.
He can speak English very well/a little.
He can’t sing English songs.
(2)He could play basketball two years ago.
He couldn’t ride a bike a year ago.
I could write when I was four.
Ⅱ. Teaching aids 教具
卡片/简笔画/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:15分钟)
1. (小组抢答题。)
(出示四个音标的卡片://, //, //, //, 每组只有一次机会, 不仅要读出音标, 还要说出发这个音的单词。一词一分。)
For example:
G1: //, ride, life, twice, while, fly, die.
T: Good. Six scores.
G2: //, never, else, Wednesday, lesson, rest.
T: Good. Five scores.
G3: //, post, boat, show, close, piano, ago, disco, oval, program.
T: Very good. Nine scores.
G4: //, finish, music, gym, listen, wish, six, hill.
T: Good. I give you seven scores.
2. (让学生听1录音并跟读。)
T: Please listen to 1 and read after the tape.
3. (教师把动词短语制成卡片, 对本单元的相关动词短语进行复习。教师快速呈现卡片,
让学生抢答, 激发学习热情。)
T: Look at my pictures, who can speak the most quickly
Ss: play football, fly a kite, play basketball, perform ballet
4. (做个接龙游戏, 复习can的肯否问答形式。)
T: OK! Good. Let’s play a game, begin like this:
I can play soccer. What can you do
S1: I can fly a kite. What can you do
S2: I can play basketball. What can you do
S3: I can perform ballet. What can you do
(四人小组对否定句进行操练。)
T: I can play soccer.
I can’t play soccer, but I can play basketball.
S1: I can’t play basketball, but I can sing a song.
S2: I can’t sing a song, but I can dance ballet.
…
5. (1)(教师在黑板上画几幅简笔画。)
(板书)
I could play basketball when I was ten years old.
T: I can draw a picture. Look at my picture. I could play basketball when I was ten years
old. Can you draw a picture
Ss: Yes.
T: Now I’d like you to draw pictures by yourselves and talk about them one another in
groups, understand
Ss: Yes.
T: OK. Let’s begin.
(教师可给学生呈现以下素材, 启发学生想象力。)
(学生组合成学习小组, 每组6人。教师注意协调, 使每个小组有绘画人员, 然后教师给每个组员发一张纸, 要求互相合作完成有关动作的简笔画, 并写出句子。)
(学生动笔画画, 写句子, 大约5分钟。)
T: Have you finished your drawings
Ss: Yes.
T: OK. Let’s talk about the pictures in groups.
(各组成员根据简笔画谈论自己在几岁时能做或不能做的事。活跃课堂气氛, 大约5分钟。)
T: Time is up. Let’s see which group does well.
(每组选派两个代表上台演讲。)
G1: (S1展示简笔画)Look at my picture. I could make a model plane when I was ten years old.
G1: (S2展示简笔画)Look at my picture. I could play the piano when I was seven years old.
G2: (S1展示简笔画)Look at my picture. I couldn’t draw when I was five years old.
G2: (S2展示简笔画)Look at my picture. I couldn’t fly a kite when I was twelve years old.
…
T: Wonderful! Each group did well. Whose drawing do you think is the best Whose speaking is the best
(学生纷纷评出最佳绘画作品、演讲者以及合作学习中表现最好的小组。)
S1: I think Mike’s drawing is the best.
S2: I think Tom is good at drawing. I like his drawing very much.
S3: I think Wendy’s speaking is the best.
S4: I think our group is the best. We all work hard.
S5: …
(2)(教师引导学生复习could与couldn’t, 带领学生回到过去, 激发想象力。)
T: Let’s go back to the past time through time channel, what could you do
S1: I could play the piano.What could you do
S2: I could draw pictures.
S3: I could play the piano, too.
S4: I couldn’t play the piano, but I could write when I was five.
…
T: You are the best!
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (由过去能做或不能做的事情, 介绍出2的主人公珍妮, 看她能做什么。)
T: Now I’ll introduce a new friend, Jenny. What could she do Do you want to know
Ss: Yes.
T: Let’s listen to the tape.
2. (设置并板书听力任务, 再听一遍2的录音, 回答问题。)
What could Jenny do at her different ages Where does she live
T: Let’s listen to 2 again and answer the questions on the blackboard.
S1: She could play the piano when she was three…
S2: London. / She lives in London.
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (学生再听2录音, 并做练习。)
T: Listen to the tape and choose the best answers.
2. (给学生1分钟时间准备, 然后核对答案。)
T: Are you ready Time is up. Let’s check the answers together. The first one. S1, please!
S1: Jenny may be 15 years old now.
S2: When Jenny was five, she could draw and play the piano.
S3: In the text,“hard”means difficult.
S4: She is great and smart.
3. (和学生一起找出2的关键词，教师板书。)
T: Now let’s read the passage again and find out the key words. I will write them down on the blackboard.
S1: Jenny.
S2: London.
S3: …
Jenny—London—three—five—six—ago—help—write—A Smart Girl—great
4. (让学生利用关键词复述课文。)
T: Now please retell the passage with the words on the blackboard.
S1: Jenny lives in London with her parents.When she was three, she could play the piano…
(学生复述完后，教师进行评价。)
Step 4 Practice 第四步 练习(时间:10分钟)
1. (听录音, 完成3, 培养自主学习能力。)
T: Let’s listen to the tape and fill out the form.
(听完录音, 给学生1分钟做题, 然后核对答案。)
T: I’ll give you one minute to fill out the form…Time is up, let’s check the answers together.
S1: Kangkang can take photos. He can’t fly a kite.
S2: Maria can fly a kite. She can’t draw pictures.
S3: Michael can draw pictures. He can’t play the guitar.
S4: Jane can play the guitar.
2. (听力完成后, 让学生进一步熟悉本单元重点内容5a和5b。)
T: Now stop to read 5a and 5b by yourselves, pay attention to “can” and “could”.
(1分钟后, 学生读完, 用can和could进行4的写作。)
T: Look at the pictures in 4. Write sentences with “can” or “could”.
For example:
Wang Wei can’t play basketball.
Can Michael play basketball
Yes, he could play basketball two years ago.
…
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (完成6。)
T: Now let’s work in groups. One student performs, while the other students guess and write down their answers like this:
(教师板书)
He/She can ride a bike, but he/she can’t play basketball.
Understand Go!
2. Homework:
(写一篇关于自己成长经历的文章, 尽可能的多用can和could, 60字左右。)
Topic 3
Section A
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words:
did, recite, poem, magic, enjoy, himself, rock, yesterday
2. Learn the simple past tense:
—Did you sing a song at the party
—Yes, I did.
—What did Sally do
—She danced.
—What about Tom
—He performed magic tricks.
Ⅱ. Teaching aids 教具
录音机/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
(教师呈现图片, 复习动词短语。)
(教师手拿图片，图片背对学生, 叫一名学生到前面来, 做图片上的动作, 让其他学生猜出其动作。)
(板书)
Did you…
T: Now look at this picture, do the actions like this.
S1: (手拿话筒做唱歌状。)
T: Guess like this. Did you…
S2: Did you sing a song
S1: Yes, I did.
S3: (做跳舞状。)
S4: Did you play the guitar
S3: No, I didn’t.
S4: Did you dance
S3: Yes, I did.
(练习四个图片, 让学生初步了解did的用法, 然后与同桌对话, 互相问答。)
T: OK! You did very well. Now, let’s listen to the conversation between Ben and Jane, and see what they did at Kangkang’s birthday party.
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (设置并板书听力任务, 放1a录音。)
(1) How was Kangkang’s birthday party (2) Did Ben sing a song at the party (3) Did Jane recite a Chinese poem at the party (4) What did Sally do (5) What did Tom do (6) How was Kangkang at the party
T: Let’s listen to 1a and answer the questions on the blackboard.
(听完录音，回答问题。)
T: Now let’s check the answers. Question 1.
S1: It was very nice.
T: Question 2.
S2: No, he didn’t.
…
2. (找关键词, 并板书, 为下一步巩固环节做准备。)
T: Your answers are right. Very good! Now let’s find out the key words in the passage.
birthday party—sing a song—recite a Chinese poem—danced—performed magic tricks—enjoy himself
3. (让学生听1b，并找出正确答案。)
T: Listen to 1b and find out the answers.
(两分钟之后)
T: Time is up. Let’s check the answers:
1-a-Maria
2-c-Sally
3-e-Helen
4-d-Tom
5-f-Kangkang
6-b-Jane
4. (让学生看2节目单, 了解演出情况并填空。)
T: Now let’s turn to Page 70. First please look at the program list, then fill in blanks with
proper forms of the verbs.
(让四名学生回答所填答案, 每人一句。)
T: Let’s check the answers. I’ll ask four of you to answer the questions.
S1: …didn’t play…
S2: …played…sang…
S3: …recited…danced…
S4: …performed…was…
T: Very good!
(表扬学生, 让学生感到学习的快乐。)
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (再放1a录音, 学生跟读并用铅笔标出重读与语调。)
T: Now listen to the tape again and mark the stress and intonation with your pencil.
2. (先自读一遍对话, 然后跟录音机一起读。)
T: First, I’ll give you one minute to read the dialog.
Ss: (大声朗读并根据黑板上的关键词理解整个对话。)
T: Follow the tape.
3. (人机对话。)
T: OK. Now let’s make a conversation with the tape. The tape is Ben and you are Jane.
4. (看黑板上的关键词, 两人一组表演1a, 不能看书, 忘记的部分可用自己的语言去组织。)
T: Work in pairs, close your books and look at the blackboard, then act out the dialog.
S1: How was Kangkang’s birthday party
S2: It was very nice.
…
Stpe 4 Practice 第四步 练习(时间:10分钟)
1. (1)(总结动词过去式的变化规律。)
T: Stop! I’ll ask two of you to come to the blackboard. S1 and S2, please come here.
(两名学生站在讲台前面，教师让一名学生做动作, 另一个学生猜, 并将陈述句板书在黑板上, 句子呈现动词过去式的一般规律, 动词+ed。)
T: Now one of you do the action, another guesses what he did.
(S1做打排球的动作。)
S2: Did you play volleyball
S1: Yes, you are right.
T: We can say “He played volleyball.”
…
He played volleyball.He performed magic tricks.He enjoyed the party.
T: Who can tell me the rules of these verbs
S1: 词尾+ed。
T: Very good. Let’s go on.
(导入下一步。)
(2)(教师呈现两个图片, 体现动词过去式的第二种变化形式, 以e结尾+d。)
T: Look at the two pictures and find out what they did.
S1: She danced.
S2: She recited a poem.
(教师板书danced和recited并问学生变化规律。)
danced, recited
T: Yes. And can you tell me the rules
Ss: 词尾+d。
(3)(呈现以辅音字母+y结尾的动词, 让学生了解其过去式的变化, 把y变i+ed。)
T: Please look at the sentences on the blackboard and see how to change it.
(学生不熟悉, 可进行激烈讨论, 教师板书答案。)
He tries his best to do his homework.→He tried his best to do his homework.
T: Do you know the rules
Ss: Yes. 变y为i+ed。
(教师纠正, 必须是辅音字母+y结尾, 才能变y为i+ed。)
(4)(教师做动作, 让学生猜出动作的动词短语, 体现动词过去式表现特殊变化。)
T: This time I do action, you guess.
S1: Sang a song.
T: Yes, good. Let’s sum up the rules.
(总结动词一般过去式变化规律, 板书呈现。)
①词尾+ed ②以e结尾, 直接+d ③辅音+y, 把y变为i, 再+ed ④不规则变化
2. (让学生根据2的节目单, 两人一组对话。)
T: Now let’s do oral work in pairs, look at the program list in 2 and make conversations with
your partner like this:
A: Hi, Maria. Did you go to Kangkang’s party
B: Yes, I did.
A: Did you play the guitar
B: No, I didn’t. I played the piano.
T: Ready You two. Use your own names.
S1: ××, did you perform kung fu
S2: No, I didn’t. I performed magic tricks.
…
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (完成3。)
T: Let’s play this game. Suppose you were one of Kangkang’s friends. Act and let your partner guess what you did at Kangkang’s party.
2. Homework:
(根据自己过生日的情景, 做一个报告。)
Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases:
fall, happen, last, video, lie, truth, fact, ever, video game, tell a lie, in fact
2. Talk about past events:
I missed the chair and fell down.
Did you hurt yourself
What time did you come back home last night, Judy
3. Express blame and complaint:
Why did you come back so late
How could you lie to me
Ⅱ. Teaching aids 教具
录音机/图片/挂图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (方案一)
(用Section A，1a复习康康生日晚会的情况, 引出康康生日的另一项活动。)
T: At Kangkang’s birthday party.
(教师手拿图片, 正面人物, 背面动词短语, 和学生一同回忆在康康的生日晚会上他们都做了哪些活动。)
Ss: Helen recited a Chinese poem. Jane sang a song. Sally danced. Tom performed magic tricks.
T: After that, Kangkang played a game Musical Chairs with his classmates. Do you want to know what happened to Michael Now let’s listen to the conversation among Michael, Jane, Kangkang and Maria.
2. (方案二)
(以“Musical Chairs”游戏铺垫1a对话。)
T: Today we’ll play a game named Musical Chairs. Listen to the music, run around the chairs.
When the music stops, sit down on the chair beside you. The last one who sits on the chair is the winner.
(事先组织学生在教室的空地上放好五把椅子, 让六个学生来做游戏, 看谁最后获胜。完成72页，3。)
T: OK. Now stop! ×× is the winner. Clap your hands for him/her. Go back to your seat. At Kangkang’s birthday party, Kangkang also played this game with Michael, Maria and Jane. Do you want to know who was the winner And what happened to Michael Who lost the game Now let’s listen to the conversation carefully.
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (设置并板书听力任务, 让学生带着任务听1a录音。)
Who missed the chair Did he hurt himself Is he all right Who lets him wash his hands
T: Now let’s listen to the tape and then answer the questions on the blackboard.
2. (放1a录音, 核对答案。)
T: OK! Now let’s check the answers.
S1: Michael.
S2: No, he didn’t.
S3: Yes, he is all right.
S4: Maria.
T: Right, good. Now let’s find the key words in the passage. I’ll write them down.
3. (学生说出短文中的关键词, 教师一边补充说明一边板书。)
missed the chair—fell down—hurt yourself—worry—hands—washroom
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (再放1a录音, 看黑板上的重点词组并跟读。)
T: Look at the key words on the blackboard. Listen to the tape again and follow it.
2. (给一分钟让学生自己读对话。)
T: Now read the conversation by yourselves on Page 71. I’ll give you one minute.
3. (纠正发音。)
T: Follow the tape again.
4. (看黑板上的关键词, 四人一组表演1a, 不看书根据自己的理解和记忆表演, 也可加入自
己的语言、情感, 在学中用, 为了用而学。)
(1)T: Work in groups of four, close your books. Look at the key words on the blackboard. Act out the dialog.
S1: …
S2: …
S3: …
S4: …
(2)T: Look at the pictures, get the key sentences, then make conversations in groups.
(培养合作精神。)
Step 4 Practice 第四步 练习(时间:10分钟)
1. (听录音让学生独立做1b, 培养自主学习的能力。)
T: Now work alone, do 1b by yourselves, check the statements to know what happened to
Michael at the party.
Ss: Michael missed the chair, fell down, he was OK, and washed his hands.
2. (复述对话, 培养学生迁移能力。)
T: Make a report to retell the story, you can begin like this:
At Kangkang’s birthday party, they played a game…
3. (我们知道了迈克尔在康康生日会“Musical Chairs”游戏中的遭遇, 下面我们再来了解一下朱迪昨晚做些什么, 又遇到了什么事。看图, 或自做一幅图片让学生猜究竟发生了什么。)
T: At Kangkang’s birthday party, we know Michael missed the chair and fell down, but what happened to Judy last night Look at the picture, can you guess
4. (由图片上的目标语言猜出了朱迪晚归, 从而导出blame and complaint。)
(1)(设置并板书听力任务, 让学生带着任务听2a录音并回答问题。)
Did Judy go to a movie with Alice and Lisa
(2)(板书关键词。)
T: Look at the key words on the blackboard.
What time half past tenWhy late video games went to the moviesHow lie went to Alice’s home
(3)(再听一遍录音, 看关键词。回答黑板上的问题, 并掌握责备和抱怨的句型。)
T: Listen to the tape again, answer the questions using the key words.
①What time did she come back ( )Half past ten.( )Midnight.②What did Judy do last night ( )She went to play video games.( )She went to the movies with Alice and Lisa.③Why did she come back so late ④How could she lie to her father
(4)(两人一组做对话练习。)
T: Now please work in pairs to practice the dialog.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (做一项调查并填表, 练习对话。做2b。)
FrequencyName never seldom sometimes often usually always
Judy √
(首先, 让学生分四组做一个调查报告, 关于“Did you ever come home very late at night ”
“Did you ever tell a lie ” 完成上表, 然后全班集体调查, 让学生问“How many students never/seldom/sometimes… ” 最后任意抽查学生向大家汇报。)
S: In our class 20 students tell a lie once, 5 students never.
2. (教师鼓励学生说实话, 正视自己所犯的错误, 不要说谎, 要做诚实的孩子, 培养正确的
情感态度和价值观。)
T: Did you ever tell a lie Why
3. (让学生根据自己撒过的谎进行反思, 并写出其危害, 回到家里及时和父母沟通, 增进与
父母的感情。)
T: Write a passage about a lie and read it to your parents.
4. (介绍一些有关撒谎的习语。)
It’s good to tell a white lie.
Telling lies is bad.
Cheating others is cheating ourselves.
5. Homework:
(预习下一课单词和动词的过去式。)
Section C
The main activities are 1 and 2. 本课重点活动是1和2。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and an phrases:
everyone, around, silent, blow, breath, had, lose, funny, blow out
2. Learn the irregular past forms of verbs:
is—was, are—were, have—had, give—gave, make—made, sit—sat, blow—blew, fall—fell, lose—lost, bring—brought, buy—bought, come—came, sing—sang
3.Talk about birthday party celebration.
Ⅱ. Teaching aids 教具
录音机/图片/挂图/卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
1. (复习康康的生日庆祝方式及做了哪些游戏, 用图片协助回顾。)
T: Have you remembered what they did at Kangkang’s birthday party
Ss: Yes. Jane sang an English song, Helen recited a Chinese poem, Sally danced, Tom
performed magic tricks, and Kangkang performed kung fu.
(教师展现Section B, 1a中的“Musical Chairs”游戏图。)
T: What happened to Michael in the game
Ss: Michael missed the chair and fell down, he lost the game.
T: Very good.
2. (教师把73页的围坐在桌旁吃蛋糕的图片挂在黑板上, 让学生看康康过生日时的场景。)
T: Now look at the picture on the blackboard. How did Kangkang celebrate his birthday party
How old is Kangkang Do you want to know
Ss: Yes.
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:12分钟)
1. (设置并板书听力任务。)
T: Now look at the questions on the blackboard, then listen to 1 and answer these questions:
(板书)
What did Kangkang’s parents buy for his friends How old is Kangkang Did they have a good time
T: Now can you answer these questions
Ss: Yes. / No.
T: OK. Please read the passage of 1 quickly, then answer the questions.
(学生读完文章后, 一起核对答案。)
T: Now let’s check the answers together. The first one.
S1: His parents bought lots of food and drinks.
T: Good.The second one.
S2: He is thirteen years old.
T: Yes, the third one.
S3: Yes, they did.
T: Very good!
2. (通过听力和阅读训练, 学生已大致了解了康康生日聚会的一些情况。让学生们一起讨论这是谁的生日, 在哪里举行, 都有谁参加了, 都干了些什么, 最后结果怎样。以此培养学生的迁移能力。)
T: We have learned something about Kangkang’s birthday party. Now discuss in groups, then fill out the form on the blackboard, and I will check the answers.
(板书)
Whose birthday Where Who What How
(学生讨论2分钟后, 一起核对答案。)
T: Are you ready Now let’s check the answers together.
T: Whose birthday was it
Ss: It was Kangkang’s birthday.
…
3. (学生互相讨论, 找出上面表格中的关键词, 教师板书呈现, 为下一步学生复述做准备。)
T: Very good. Now please discuss with each other and find out the key words, I’ll write them down on the blackboard.
(板书)
last Sunday(when)—at Kangkang