仁爱英语七年级Unit 5 Our School Life 教案(全单元）

Unit 5 School Life
语 言 知 识 类别 内 容 课次 要求
语音 / / / / / / / / / / / / / / / / / l / / / / / / /
词汇 gate, the same to, by, always, come on, on foot, plane, by plane, train, ship, boat, Ms., group 1A 掌握
weekday, early, bird, catch, walk, never, sometimes, ride, park, game 1B
today, life, American, break, finish, basketball, read, clean, house, dance, library, once, twice, week, every, must, first, listen, music 1C
while, taxi 1D
playground, lab, room, dining hall, gym, classroom, building, pool, card, soon, physics 2A
borrow, course, of course, shelf, keep, return, pleasure, post, talk, purse, money, else, lost and found 2B
plan, center, in the center of, near, left, next to, attention, news, between, movie, program, stamp, show, world 2C
exercise, because, Japanese, wonderful, also 2D
Wednesday, Monday, Tuesday, geography, Thursday, P.E., Friday, art, period, history, math, meeting, outdoor activity, lesson, draw, learn 3A
easy, interesting, difficult, boring, subject 3B
other, February, newspaper, science, useful, hard, wish 3C
story 3D
usually, subway 1A 理解
hmm, worm 1B
Net Bar 1C
dormitory, ha 2A
project, workbook, better 2B
collection 2C
biology, timetable, politics 3A
语言知识 类别 内 容
语法 1.一般现在时(Simple present)2.频度副词(Adverbs of frequency)never, seldom, sometimes, often, usually, always, once, twice...3.现在进行时(Present continuous)I’m looking for my purse.Are you doing your homework Yes, I am. / No, I’m not.Is he/she... Yes, he/she is. / No, he/she isn’t.What are you doing I’m making cards.What is he/she doing He/She is...4.Wh疑问句(Wh-questions)What time does the class begin At ten o’clock.Why do you like it Because it’s easy and interesting.
功能用语与话题 1.谈论交通方式(Talking about means of transportation) —How do you usually go to school —I usually go to school on foot. 2.采访(Interviews) Our new friend today is Michael from Class 4, Grade 7. 3.谈论日常生活(Talking about daily and weekly routines) 4.学校建筑(School buildings) swimming pool, playground, library, dormitory, lab, gym, classroom building5.谈论兴趣喜好(Talking about interests, likes and dislikes) Which subject do you like best I like history best. Why do you like it Because it’s easy and interesting. 6.借物(Borrowing things) How long can I keep them Two weeks. 7.新闻(News)、海报(Poster) Attention, please! Here is the news. 8.谈论学校活动、科目和时间表(Talking about school activities, subjects and timetables) 9.谈论学校生活(Talking about school life)
语言技能 听 能听懂谈论校园生活中比较熟悉的话题，识别主题，获取主要信息。
说 1.能根据提示词说出意思连贯的关于校园生活的句子。 2.能用简单对话描述校园生活。 3.能根据图片或借助他人帮助描述自己或他人的校园生活。 4.能与他人合作进行角色扮演，表现校园生活。
读 1.能理解简单的书面表达。 2.能准确地朗读课文。 3.能读懂表现校园生活的文章，包括校园新闻、海报、遗失声明、失物招领等。
写 1.能写出表现校园生活的简单句子。 2.能写出简单的校园新闻、海报、遗失声明、失物招领等。
情感态度 培养学生积极向上的情感、活泼开朗的个性、浓厚的学习兴趣和大胆实践的精神，提高学习效率，培养学生热爱学校生活，乐于参加学校各种实践活动的意识。
学习策略 积极探索适合自己的英语学习方法，利用现实生活中的学习资源，培养任务型学习方法与技巧。
Topic 1 How do you usually go to school
Section A
The main activities are 1a and 3a. 本课重点活动是1a和3a。
Ⅰ.Teaching aims and demands 教学目标
1.(1)Learn the adverbs of frequency and some ways of transportation:
usually, always, by bike, by subway, by bus, on foot, by plane, by train, by ship/boat
(2)Learn other new words and phrases:
gate, Ms., group, the same to, come on
2. Learn the simple present tense:
—Do you often come to school by bike
—Yes, I do. / No, I don’t.
3. Talk about how to go to school:
—How do you usually come to school
—I usually come to school by subway. / I always come to school by bus.
Ⅱ. Teaching aids 教具
录音机/交通工具的模型/图片/多媒体课件
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. (师生互相问好, 复习旧的问候语。)
T: Good morning, everyone!
Ss: Good morning, madam/sir！
T: Welcome back to school, boys and girls. I’m very glad to see you again.
Ss: Me, too.
(找一名学生协助呈现新问候语“Happy New Year!”的答语。)
T: Happy New Year!
S1: Happy New Year!
(让一名学生问候教师新年好，教师引出答语“The same to you!”。)
S1: Happy New Year!
T: The same to you!
(板书)
Happy New Year! 新年好！The same to you! 你也一样(新年好！)
2. (复习上学期的时间表达法，并由此导入本课重点:交通方式。)
T: Who has a watch, everybody
S1: I have.
T: What time is it / What’s the time
S1: It’s seven o’clock.
T: Oh, it’s time for work. I usually go to work by bike.
3. (用事先准备好的模型、教学图片或用简笔画给学生展示一些交通工具的名词，如下图。)
T: Boys and girls, please look at these pictures. Do you know what they are in English
S1: I know the second one. It’s a car.
T: Good. Next one One by one, please.
S2: The first one. It’s a bus.
T: Good. What about the third one
S3: Foot.
…
T: Well done. Read these words by yourselves. If you can’t read any words, I can help you.
Now let’s begin.
4. (由上图引出一些表示交通方式的短语, 为下一步的学习做准备。)
T: I usually come to school by bike. What’s the meaning of“by bike”in Chinese
S1: 骑自行车。
T: Very smart. Do you know how to say“乘公共汽车”in English
S2: By bus.
T: Good. What about“乘飞机”？
S3: By plane.
…
T: Who can say“步行”in English
S1: By foot.
T: Do you agree with him/her
Ss: No, on foot.
T: Right. We shouldn’t say“by foot”. We should say“on foot”. Do you remember
Ss: Yes, we do.
T: Good. Please read these phrases by yourselves. Let’s begin.
(板书)
by bus, by car, on foot by bike, by boat, by plane
5. (询问两名学生的上学方式，并示范汇报结果。)
(板书)
Do you often come to school by bike Yes, I do. / No, I don’t.usually通常, always 总是
T: I often come to school by bike.
Do you often come to school by bike
S1: Yes, I do.
T: S2, do you usually come to school by bus
S2: No, I don’t. I usually come to school on foot.
T: Good. S1 often comes to school by bike.
S2 usually comes to school on foot.
OK. Work in four to practice like that. Please remember to report to your group.
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (让学生听1a的录音, 回答下列问题。)
(板书)
Where do Kangkang, Jane and Helen meet How does Helen usually come to school How does Jane usually come to school
T: Now, let’s listen to the tape and find out the answers to these questions. Are you ready
Ss: Yes.
T: OK, let’s begin.
(播放录音。)
2. (核对问题答案，提取重点句型。)
T: Who can answer the first question
S1: I can. They meet at the school gate.
T: Well done. What about the answer to Question 2
S2: Helen usually comes to school by subway.
T: Good. Next question
S3: Jane always comes to school by bus.
T: Good job.
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (再播放1a的录音，让学生跟读，用铅笔标出重读与语调。)
T: Listen to the tape and mark the stress and intonation with your pencil. Let’s begin.
2. (让学生擦掉标记，先自读，然后跟读，核对语音语调。)
T: Erase your marks and read by yourselves, then follow the tape to check your pronunciation.
3. (人机对话。)
T: Now, suppose you were Helen and Jane. Listen to the tape, and make a dialog with Kangkang. Is that clear
4. (完成1b，让学生三人一组，练习1a的对话。要求他们仿照1a与同伴编类似的对话。)
T: Now, students, please practice 1a in groups of three and make similar dialogs with your partners.
5. (找一些小组表演他们的成果。)
T: Which group can act your dialogs out
G1: We can. (表演对话。)
T: Wonderful! Anyone else
G2: We can. (表演对话。)
…
(对学生的表演进行点评。)
Step 4 Practice 第四步 练习(时间:10分钟)
1. (用图片或多媒体课件教交通工具，让学生学习2。)
T: Look at the pictures and practice the phrases.
(指导学生说。)
Ss: On foot/by bus/by bike/by subway…
(让学生两人一组练习下列方框内容来巩固新句型: 一名学生举着画有各种交通工具的图片，另一名学生看图片造句，然后交换角色。这样做可以鼓励学生进行合作学习，课堂机会人人均等，并可提高课堂效率。完成2。)
VehicleName by bike by bus by subway on foot
Kangkang √
Maria
Michael
Jane
A: Today is the first day of the new term.B: Kangkang goes to school by bike.A: Today is…B: Maria…
2. (完成3a，让学生看图片并选出与图片相对应的短语。)
T: Now, we will finish 3a. First, let’s look at the pictures. You should match the pictures
with the correct phrases. Do you understand
Ss: Yes, we do.
T: Good. Let’s begin.
(在学生完成匹配活动的过程中，板书本部分出现的表交通工具的词。)
plane, train, ship, boat
3. (核对答案。)
T: OK! Who can give us the answers
S1: I can…
…
4. (让学生听录音，完成3b。)
T: Next, we will have a listening practice. You should pay attention to how they come to school or come to work. Do you understand
Ss: Yes, we do.
(播放录音。)
5. (核对答案。)
T: Let’s check the answers. Who will give us the answers
S1: …
T: Good! Next one.
S2: …
…
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (使用多媒体课件，放flash动画或在黑板上画简笔画，让学生自己展开想象的
翅膀，任意造句子，要用上交通工具的名词和频度副词。)
T: Let’s look at the pictures. I’m sure you are interested in these lovely pictures. Please make some sentences as you like, and don’t forget to use these means of transportation. Are you ready Go!
2. (让学生四人一组做一个调查报告“How do you usually go to school？”完成4。全班集体调查，让几名学生问“How many students come to school on foot/by bus/… ”每名学生问一种交通工具。按人数从多到少列成表格，最后轮流向大家汇报。)
T: Please report your answers to your classmates.
S1: In our group, three students go to school by bike.
S2: In our class, twenty students go to school by bus.
S3: …
3. (弹性课堂。让学生互相猜测对方上学所使用的交通工具，并让对方证实你的猜测的对错。)
T: Let’s guess. How does your partner go to school Write it down and then report your
answer to your classmates and let your partner check whether you are right. Who wants to do it first
S1: I guess Li Ming usually goes to school by bike. Am I right
Li Ming: You are wrong. I don’t usually go to school by bike. I usually go to school by bus.
4. Homework:
(1)(让学生到社会上做调查，看人们都使用哪种交通工具，有多少人使用 从多到少一一列出表来。)
(2)(预习Section B，记下表示频率的副词。)
Section B
The main activities are 1, 2 and 3a. 本课重点活动是1, 2和3a。
Ⅰ. Teaching aims and demands 教学目标
1. (1) Learn the adverbs of frequency:
never, sometimes
(2) Learn other new words:
weekday, early, bird, catch, walk, ride, park, game
2. Learn the simple present tense:
I always get up at about six o’clock.
I often go to school by bike.
3. Talk about the adverbs of frequency:
(1) I seldom walk to school.
I never go to school on foot.
(2)—How does Maria go home
—She sometimes goes home by subway. / She sometimes takes the subway home.
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)
1. (单词竞赛。)
(1) (必答题。)
T: Boys and girls, let’s have words competition as usual. When I speak Chinese, please say them in English accordingly. Row 1, begin!
boat, ship, train, plane, usually, always, early, on foot, by plane, by subway
2. (利用头脑风暴法，在1分钟内，让每组每名学生依次说出一种乘坐的交通工具，看哪组
学生说的最多，就获胜。)
T: Now each group has one minute to speak. Each of you says one kind of transportation. The group that can say the most will win.
3. (呈现2的图片，要求学生根据图片的意思，试着猜词意。然后用每个频度副词和表示交通工具的词造句。)
4. (利用链式发问。每竖排学生一个问一个回答，接着转身问后面的学生。给每组2分钟。问题是:How do you usually go to school / Do you often go to school by bus/car… )
For example:
S1: How do you usually go to school
S2: I usually go to school by bike. How do you usually go to school
S3: I usually go to school by bus. Do you often go to school by car
S4: Yes, I do. But sometimes I go to school by bus.
…
5. (根据第4个环节的实际情况，导出对话1的语言功能目标，为下一步过渡做铺垫。)
T: Yeah. Now I know some of you go to school by bike, and some of you go to school by bus. But you know I always get up at about six o’clock. I often go to school on foot. But sometimes I go to school by bike. I never go to school by bus.
6. (通过了解学生的起床时间，引出谚语“The early bird catches the worm.”让学生猜出这句谚语的意思。)
T: What time do you usually get up
S1: I usually get up at half past six.
S2: …
T: We should go to bed early and get up early. As the saying goes, “The early bird…” Who knows the meaning of this sentence
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (设置听力任务，让学生带着任务听录音，可以降低难度。)
T: Listen to 1 and find out the answers to these questions on the blackboard.
(板书问题并以英汉对照的形式板书生词。)
weekday 平日, walk 步行, never 从来没有(1) What time does Michael get up (2) How does Michael usually go to school (3) Does Jane often go to school on foot (4) Who always takes a bus to school
(设置听力任务，让学生带着任务听录音，可以降低难度。)
2. (核对答案。)
Step 3 Consolidation 第三步 巩固(时间:10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。这样做可以使学生集中注意力，效率更高。)
T: Erase your marks, read by yourselves and check your pronunciation according to the tape. Ready Go!
3. (人机对话，即学生和录音机对话。这样能提高学生兴趣。)
T: OK. Suppose you were Michael and Jane. Listen to Kangkang and make a dialog with him.
4. (呈现关键词到黑板上，让两名学生一问一答，只看黑板上关键词对话。)
T: Work in pairs, and close your books. Look at the key words on the blackboard and act the dialog out.
(板书)
never, seldom, sometimes, often, usually, always
5. (让学生利用关键词造句。)
For example:
never: I never go to school on foot.
…
Step 4 Practice 第四步 练习(时间:10分钟)
1. (呈现3a的图片，通过师生互动，让学生进一步了解和巩固语言知识。)
(1)T: Look at the first picture. What does Maria do
Ss: Maria takes the subway.
(通过谈论第2、3、4幅图，可以得到以下几个句子。)
For example:
Li Xiang goes to school by bike.
We go to the park on foot.
They go to the zoo by bus.
(2)(让学生听录音，写句子。)
T: Listen to the tape and write down the sentences you hear on your exercise book.
For example:
Maria sometimes goes home by subway.
Li Xiang often goes to school by bike.
We usually go to the park on foot.
They always go to the zoo by bus.
(3)(核对答案。)
T: Now let’s check the answers together.
2. (1)(让学生完成3b。)
T: Now, talk about the pictures in 3a with your partner.
For example:
A: How does Maria go home
B: Maria sometimes goes home by subway. Is that clear Begin!
(2)(呈现句子的同义替换，加强对乘坐交通工具方式的灵活运用。)
(总结归纳乘坐交通工具的方式并板书。)
by subway — take the subway by bike — ride a bike on foot — walk by bus — take a bus by car — take a car by plane — fly
T: Look at this sentence again: Maria sometimes goes home by subway.
We can also say: Maria sometimes takes the subway home.
But what about these sentences
(3)(让学生做上一步的同义替换练习，并核对答案。)
(板书答案。)
Li Xiang often rides a bike to school.We usually walk to the park.They always take a bus to the zoo.
3. (1)(播放录音，让学生完成4。)
T: Please look at 4. Listen to the tape and choose the correct answers. Do you understand
Ss: Yes, we do.
T: Good. Let’s begin.
(2)(核对答案。)
T: OK. Let’s check the answers. Are you ready
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (1)(让学生调查自己的同伴或邻近的学生，根据调查结果，写一段话，尽量使用频度副词。)
T: Now, look at the table. Please make a survey about your partner or your neighbors. You should fill out the form with the adverbs of frequency. At last, write a short passage according to the form.
(表格如下。)
ActivityName go shopping watch TV in the evening walk after supper get up early
(2)(找几名学生，汇报他们的调查结果。)
T: OK. Who wants to share your passage with us
S1: I do. ×× often goes shopping. ×× always watches TV in the evening.
2. (弹性课堂。要求学生背一句谚语。)
(板书)
Proverb:Where there is a will, there is a way. 有志者事竟成。
3. (班级活动。让学生完成5。)
T: At last let’s relax. Let’s chant together.
(在轻松活泼融洽的气氛中结束这节课。)
You go to work by bike.
He walks to school with Mike.
She comes here by plane.
They go there by train.
We are busy on weekdays.
Let’s be early as always.
4. Homework:
(1)(让学生用Section A和Section B中学过的重点句型写一篇五句话左右的有关自己的小短文。如果有兴趣，学生们可以课外收集中外古谚语，名人名言。培养他们的自主学习能力和自我建构能力。)
(2)(让学生收集有关中美学生学校生活的资料，看他们之间有什么不同，预习第5页的1a。)
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.(1) Learn adverbs of frequency:
once, twice
(2) Learn other new words:
today, life, American, break, finish, basketball, read, clean, house, dance,
library, week, every, must, first, listen, music
2.Learn the simple present tense:
They usually have lunch at school.
What do you usually do after school
Do you often read books in the library
—How often do you go to the library
—Once/Twice/Three times a week/Very often/Every day/Seldom…
3.Talk about the daily activities:
play soccer, play basketball, read books, go swimming, clean the house, play the guitar,
go dancing, watch TV, play computer games, play sports
Ⅱ. Teaching aids 教具
录音机/话筒/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)
1. (热身活动。与学生一起唱Section B, 5中的Chant。)
T: Please turn to Page 4, let’s chant. Ready
Ss: Yes.
(让全班学生边唱边用双手打节拍。)
2. (用问答的方式, 复习交通方式。要求学生尽量采用动词短语形式。)
For example:
T: ××, how do you usually go to school
S1: I usually walk to school.
T: How do you usually go to school, ××
S2: I usually ride my bike to school.
T: How does she/he usually go to school
S3: He/She usually goes to school on foot/by bike.
T: …
3. (让学生在小组里进行链式对话, 继续复习交通工具。)
S1: How do you often go to school
S2: I often walk to school. What about you
S3: I often take the subway to school. How do you usually go to school
S4: …
4. (引导学生复习学过的频度副词seldom, often, always, sometimes, 并由此引出本课的新词组how often和两个新的频度副词once, twice。 )
T: I always go to the library after school.
Mr. Zhang doesn’t go to the library every day. He goes
there once/twice a week.
(板书划线部分, 学习新词once和twice。)
once/twice a week
T: How often do you go to the library (学习how often。尽可能帮助学生回答。)
Ss: …
(板书划线部分, 重点讲解how often的用法。)
how often
T: Now, let’s use them to make dialogs with your partner. (指着黑板上的新词。)
5. (让学生通过教师的提示猜词意，了解新单词、短语。)
(板书)
today, school life, eat out, have a short break, finish, in your free time, basketball
6. (邀请一名学生演Michael, 教师扮演采访者进行采访, 并尽可能帮助学生。)
T: Now, I am a reporter. Good morning, everyone! Our new friend today is Michael from Class 4, Grade 7. Hello, Michael!
Sm: Hello!
T: We want to know something about your school life. How do you usually go to school
Sm: I usually walk to school. But sometimes I go to school by bike.
T: Where do you have lunch
Sm: I usually have lunch at school.
T: Do you sometimes eat out on school days
Sm: No, I don’t.
T: Do you have a short break after lunch
Sm: Yes, I do.
T: What time do the classes finish in the afternoon
Sm: At about half past four.
T: What do you often do in your free time
Sm: I often play basketball.
7. (让学生扮演小记者, 向扮演Michael的学生问题。)
T: Now, the other students. Do you have any other questions You can ask Michael.
S1: What time do you usually get to school
Sm: I usually get to school at about seven o’clock.
S2: What time do the classes begin in the morning
Sm: At about twenty to eight.
S3: How many lessons do you have every day
Sm: I have 7 lessons every day.
S4: …
8. (采访结束。)
T: OK. The interview is over. Thank you, Sm. Now, do you want to know about the
school life of American students Listen to the tape carefully.
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (让学生听录音并回答问题。教师设置并板书听力任务。)
T: Listen to 1a and answer the following questions.
How do American students usually go to school Where do they have lunch Do they have a short break after lunch What time do the classes finish in the afternoon What do they often do in their free time
2. (核对答案。将关键词写在黑板上, 呈现1a, 向学生讲解中美学生学校生活的异同。)
(板书)
walk or take a yellow school bus
eat out
have a short break
finish classes
in their free time
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (播放1a的录音, 让学生跟读, 并用铅笔标出重读与语调。)
T: Now, let’s listen to the tape. You should mark the stress and intonation with your pencil.
(播放录音。)
2. (让学生擦去所标重读与语调, 先自读, 然后跟读并检查语音语调。)
T: Now please erase your marks, read by yourselves first, and then follow the tape to check your pronunciation.
3. (人机对话。)
T: Suppose you were Michael. Listen to the reporter and make a dialog with her.
4. (让学生看黑板所呈现的关键词, 学生两人一组表演1a。)
T: OK. Close your books. Look at the key words on the blackboard and act 1a out with your partners.
Step 4 Practice 第四步 练习(时间:15分钟)
1. (让学生两人一组互相采访, 完成1b。)
T: Work in pairs. Suppose one of you was a news reporter. Do an interview between you and your partner.
2. (出示一张Yu Jing在看书的图片。)
(向学生介绍其家人晚餐过后的活动，引出新的动词短语，一边说一边辅以动作。)
(板书)
read books 读书 clean the house 打扫房间go dancing 跳舞 play computer games 玩电脑游戏
T: I never go dancing after supper. I usually read books. Well, my sister usually cleans the
house after supper. And my brother sometimes plays computer games.
3. (出示一张Wang Junfeng玩电脑游戏的图片。)
T: I usually read books after school. What do you usually do after school, S1
S1: I usually play soccer.
T: Look at this picture. What does Wang Junfeng usually do after school
S1: He usually plays computer games.
T: Do you often play computer games
S1: No, I don’t.
T: How often do you play computer games
S1: Seldom.
T: That’s very good.
T: Do you often play computer games, S2
S2: Yes, I do.
T: How often do you go to the Net Bar
S2: Very often.
T: That’s too bad! Work must come first!
(板书)
Work must come first! 工作第一！
4. (用2中的图片，操练2和3中的句型。)
T: What do you usually do after school, S3
S3: I usually play basketball.
T: Now, look at this picture. What does Yu Jing usually do after school
S3: He usually reads books.
T: Do you often read books in the library
S3: Yes, I do.
T: How often do you go to the library
(引出并教学once/twice/three times a week, 然后让学生回答。)
S3: Once a week.
T: That’s good. We must study hard.
(板书)
once/twice/three times a week 一周一次/两次/三次
5. (采用上一步的方法继续操练，完成2。)
6. (用链式对话的方式, 进行3的内容。)
T: Now, let’s use the phrases in the box of 3 and do a chain work like this.
For example:
S1: Do you often…
S2: Yes, I do. / No, I don’t.
S1: How often do you…
S2: Once/Twice/Three times a week/Very often/Every day/Seldom…Do you often…
S3: …
…
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (让学生做调查报告, 并向全班汇报。)
T: Make a survey of your classmates and fill out the form. Then report it to your class.
For example:
A: How often do you watch TV
B: Once a week…
ActivityName watch TV in the evening walk to school play computer games helpyour parents playbasketball
Li Ming once a week
Report: Li Ming watches TV in the evening once a week…
2. (让学生就中美学生学校生活的异同做比较。)
(把全班学生分成四组, 讨论中美学生学校生活的差异, 由一名学生进行归纳总结。然后每组推荐出一名小记者, 向全班学生汇报, 所有学生要记录下来。)
T: The whole class talks about the differences in the school life of American students and Chinese students. Then write them down.
For example:
In America, students walk or take a yellow school bus. In China, students…
3. Homework:
(1)(让学生写一篇短文关于他们在一周中经常做什么或很少做什么。如:
I usually go to school on foot. I seldom…)
(2)(课后多收集一些有关中西方国家在学校教育方面差异的信息。)
(3)(归纳所学过的频度副词。)
Section D
The main activities are 1, 2 and 5. 本课重点活动是1, 2和5。
Ⅰ. Teaching aims and demands 教学目标
1. Learn the consonants:
//, //, //, //
2. Learn some new words:
while, taxi
3. Review and sum up the grammars:
(1) Review adverbs of frequency:
never, seldom, sometimes, often, usually, always
(2) Sum up the simple present tense:
①—Do you often come to school by bike
—Yes, I do. / No, I don’t.
②I usually come to school by subway.
③I seldom walk to school.
④I never go to school on foot.
⑤They always take a bus to the zoo.
⑥—How does Maria go home
—She sometimes takes the subway home.
⑦—How often do you go to the library
—Three times a week.
⑧He usually plays soccer, but he doesn’t play basketball.
Ⅱ. Teaching aids 教具
录音机/时钟/音标卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (用生日歌的旋律唱“Happy New Year!”导入本课，可以活跃课堂气氛，又为下一步进行4b做准备。)
T: Let’s sing the song Happy New Year! together.
Ss & T: Happy New Year to you!
Happy New Year to you!
Happy New Year! The same to you!
Happy New Year to you!
2. (学习4b，归纳本话题中有用的表达方式。)
(1)(通过上面的歌曲，巩固下面的表达方式。)
(板书)
Happy New Year!The same to you!
(2)(呈现“The early bird catches the worm.”和“Work must come first!”并翻译成汉语, 勉励学生勤奋学习。)
(板书)
The early bird catches the worm.笨鸟先飞/早起的鸟儿有虫吃。Work must come first!工作第一！
3. (检查Section A中到社会上做调查表的作业, 找几名学生读出自己调查的结果。培养学生的成就感和社会责任感。)
T: Take out your surveys. I’ll ask some students to report your results to the class.
4. (让学生听录音，完成3。第一遍，学生边听边连线; 第二遍，边听边写下答案。)
T: Well, let’s listen to 3.
First, listen and match. Second, listen and write.
5. (核对答案。)
T: Now, let’s check the answers.
(板书)
taxi
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (让全班学生各持一张卡片, 每张卡片上只有教学目标中列出的4个音标中的一个，学习1。教师读其中的一个音标，所有持那个音标卡片的学生全站起来。依次类推，做完4个音标的训练。全班动员，人人参与。)
T: Everyone has a card. If I read //, raise your card //and stand up. If I read //, please raise your card //and stand up. Do you understand
2. (让一名学生读卡片上的音标，其所在小组其他成员均举起他/她读的音标卡片。)
T: Practice in groups. One reads the phonetic symbols, others raise your cards.
3. (接龙游戏。第一名学生读一个音标，全班其余的有这个音标卡片的学生都举起相应的卡片并读出来。)
T: Let’s play a new game.
For example:
S1 reads //. If you have the card //, please raise your card and read it out.
4. (让学生浏览2，画出含有交通工具的句子和含有频度副词的句子。给学生创造反复接触目标语言的机会。)
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (让学生听1的录音，跟读并模仿原文语音语调。)
T: Listen to 1, and read after the tape. Pay attention to your pronunciation.
2. (让学生两人一组，全班合作，接龙游戏，完成2。找一名学生读一句英语，下一名学生要翻译此句，依次类推。)
T: Would you love to play a game again
Ss: Yes.
T: These are the rules.
For example:
S1 reads the first sentence in English.
S2 says the same sentence in Chinese.
S3 reads the second sentence in English.
S4 says the same sentence in Chinese.
S5 reads the third sentence in English.
S6 says the same sentence in Chinese.
…
T: Work in pairs and finish 2. Can you catch me now
Ss: Yes.
T: OK, begin!
3. (让学生再读2, 完成书中的表格。)
T: Now, read 2 again, please, then complete the form. Do you understand
Ss: Yes.
T: OK. Let’s begin.
4. (核对答案, 纠正理解上的错误。)
T: Now, let’s check the answers. Who wants to share the answers with us
S1: I want…
T: Very good. Next one
S2: …
…
(点评并纠正学生在理解上的错误。)
(板书)
while
5. (让学生利用时钟复述2中的内容。)
T: Look at the clock, please. I will show you different time. Could you retell the passage
according to the time
Step 4 Practice 第四步 练习(时间:10分钟)
1. (让学生制作表格, 介绍自己一天的活动。)
T: Make a new chart about your daily activities.
2. (1)(进行4a, 先让学生自行阅读方格中的句子, 然后教师做进一步的讲解, 使学生对一般
现在时有更清楚的认识。)
T: Look at 4a, read the sentences carefully.
(2)(总结本话题中的语法项目: 一般现在时。)
(板书)
Simple present:Do you often come to school by bike Yes, I do. / No, I don’t.How does Maria go home She sometimes takes the subway home.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (让学生依据书中5中的问题, 调查学生的日常生活, 学生也可以自行增加一些问题。)
When do they usually have breakfast
How do they usually go home
What do they have for supper
…
T: Let’s make a survey about daily activities of your classmates according to the questions in 5. You can also ask some other questions. OK. Let’s begin.
2. (让学生根据调查, 写一篇关于学生日常生活的短文。)
T: Now write a short passage about daily activities of your classmates according to the survey.
3. (找几名学生汇报他们的成果。)
T: Are you ready
Ss: Yes, we are.
T: Who wants to share your passage with us
S1: I want…
T: Well done. Anyone else
S1: …
…
T: Fantastic. Remember, you should use the simple present tense in the passage. Understand
4. Homework:
(让学生写一篇关于他们自己日常活动的短文。)
(要求: (1)使用一般现在时。
(2)尽可能使用学过的频度副词。)
Topic 2 She is reading in the library.
Section A
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 the names of school buildings:
playground, lab, room, gym, classroom, building, pool, dormitory, dinning hall
(2) Learn other new words:
card, soon, physics
2. Learn the present continuous tense:
—What is Maria doing now
—She is reading in the library.
—What are you doing
—I am making cards.
3. Learn likes and dislikes:
—Does she like reading best
—Yes, she does.
—What does Kangkang like doing best
—He likes playing soccer best.
Ⅱ. Teaching aids 教具
录音机/单词卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (问学生一些问题, 了解学生是否喜欢校园生活, 在课余时间经常做什么活动, 不仅复习了上几节课学过的短语，而且又为学习校园场所名称埋下伏笔, 也为学习现在进行时提供必要的动词词组。)
T: Today I want to make a survey. S1, do you like our school life
S1: Yes, I like our school life.
T: What do you usually do in your free time
S1: I usually play basketball.
T: Thank you. S2, what do you usually do in your free time
S2: I often read books.
T: What about you, S3
S3: I often go swimming.
…
2. (询问学生通常在哪里做上述活动, 呈现校园场所名称。)
T: I know you all have an interesting school life. S1 usually plays basketball. S2 often reads books. S3 often goes swimming… Please answer my question now. Where do we play basketball If you can’t answer in English, you can speak Chinese.
S1: 操场。
T: Where do we read story books
S2: 图书馆。
T: Where do we swim
S3: 游泳池。
…
(让学生根据预习, 说出校园内场所的名称。)
T: Can you name the school buildings
S1: Library, dining hall…
S2: Gym, lab…
…
3. (让学生跟读1的录音, 并把词与图片正确搭配。)
T: Please listen to 1 and repeat. Then write the letters in the right place on the picture.
4. (核对答案, 并讲授其中的生词和短语。)
(板书)
playground, lab, room, gym, classroom, building, pool, dormitory, dining hall
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (进行2a, 让学生听录音, 回答下列问题。)
(板书)
Where is Maria Where is Kangkang Where is Wang Wei
T: Now look at 2a. Listen to the tape and find out the answers to these questions. Is that clear
Ss: Yes.
T: OK. Let’s begin.
2. (核对答案。)
T: Let’s check the answers. Who can answer the first question
S1: Maria is in the library.
T: Good. Next one
S2: Kangkang is on the playground.
T: OK. What about the last one
S3: Wang Wei is in the dormitory.
3. (让学生再听2a, 完成2b表格。)
T: Let’s listen to 2a again. And fill out the form in 2b. Begin!
4. (核对答案。)
T: Who wants to share your answers with us
S1: Kangkang…
S2: Maria…
S3: Wang Wei…
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (放2a的录音, 让学生跟读, 注意语音语调。)
T: Please listen to the tape and follow it.
You should pay attention to the pronunciation and intonation.
(播放录音。)
2. (让学生分角色朗读对话。)
T: Read the dialog with your partner. I will ask several groups to act it out. Begin!
3. (找几组学生表演对话。)
T: Who wants to act your dialog out
G1: …
T: Very good! Anyone else
G2: …
Step 4 Practice 第四步 练习(时间:10分钟)
1. (让学生根据2a内容, 回答问题。)
T: Look at 2a. Answer my questions, please. What is Maria doing
S1: She is reading in the library.
T: Does Maria like reading best
S2: Yes, she does.
T: What does Kangkang like doing best
S3: He likes playing soccer best.
T: Is Wang Wei playing soccer now
S4: No, he isn’t.
T: What is he doing now
S5: He is sleeping.
2. (让学生跟读3中的对话。)
T: Please listen to 3 and follow it.
(根据对话内容提问, 让学生回答, 呈现现在进行时的一般疑问句形式。)
T: Is Jane doing her homework
Ss: No, she isn’t.
T: Is Jane watching TV
Ss: Yes, she is.
T: Is Michael playing basketball
Ss: No, he isn’t.
T: What’s he doing
Ss: He’s making cards.
3. (让学生根据4的图画进行两人对话。)
T: Please look at the pictures in 4. Ask and answer in pairs.
S1: Where is she
S2: She is in the gym.
S1: Is she singing
S2: No, she isn’t.
S1: What’s she doing
S2: She’s dancing.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (让学生调查班级的学生喜欢校园的什么场所及原因。)
T: Please make a survey and complete the table.
Name Favorite place Why
Wei Wei Playground Likes playing soccer
(让学生根据调查内容做报告。)
T: Please report the result of the survey.
S1: Wei Wei likes the playground best. He likes playing soccer there.
…
2. (自编Chant, 巩固现在进行时, 让学生同时表演动作。)
T: I’ll chant. Please perform the action when I chant.
What’re you doing now
I am swimming now.
(学生做游泳动作。)
What’re you doing now
I am running now.
(学生做跑步动作。)
…
3. (请一名学生到台上做动作, 其他学生用现在进行时态进行问答。)
T:××, come here. (出示一个dance的动词卡片给他/她看。) Please perform the action.
(学生表演跳舞动作。)
T: What is he/she doing
Ss: He’s/She’s dancing.
…
4. Homework:
(要求学生调查班级某学生课余最喜欢做什么, 最喜欢校园的什么场所。)
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 and phrases:
borrow, course, shelf, keep, return, pleasure, post, talk, purse, money, else, of course, lost
and found
2. Go on learning the present continuous tense:
I’m looking for my purse.
Sally is cleaning the room.
3. Talk about how to borrow things:
Excuse me, may I borrow a few Ren’ai Project English workbooks
How long can I keep them
You must return them on time.
4. Talk about Lost and Found.
Ⅱ. Teaching aids 教具
录音机/课件
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. (猜谜。说一些描述性的语言, 让学生猜是学校的哪个场所。)
T: A place where we can go swimming. What is it Who knows
S1: Is it the swimming pool
T: Yes, you are right. Next, a place where we can play sports. What is it Who knows
S2: …
…
2. (用师生问答的方式, 复习上节课的主要内容。)
T: Boys and girls, can you name our school buildings
S1: Classroom building, swimming pool.
T: Good! Anyone else
S2: Gym, lab.
T: OK. Else
S3: Dormitory, library.
…
T: Which place do you like best
S1: I like the library best.
T: Why
S1: Because I like reading best.
T: S2, what about you
S2: I like the playground best. Because I like playing soccer best.
…
T: Good job. You are great.
3. (引入新课, 手拿一本仁爱版的英语教辅书, 引入1a。)
T: Boys and girls, suppose I am in a library now. I want to borrow a book like this. What should I say Do you want to know
Ss: Yes.
T: OK. Please look at the screen.
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (利用课件呈现1a。)
T: Look at the screen. Where are they
Ss: They are in the library.
T: What are they doing
Ss: They’re borrowing books.
2. (让学生看并听1a的前半部分, 注意对话中的生词和句型。)
T: Look and listen to 1a. Think about how to borrow a book from the library. Pay attention to the following new words and expressions.
(板书)
borrow some workbooks look for the books on the shelfHow long… keep the booksreturn the books on time
3. (让学生根据课件放映和录音推测对话中借书的步骤，以此猜测板书中词组的含义。教师给予提示。)
(让学生从1a中找到和1b中句子相对应的回答，并写下来。)
T: Now, please find out the responses to the sentences in 1b from 1a.
(板书)
Excuse me, may I borrow… —Of course.How long can I keep them —Two weeks.You must return them on time. —Sure, I will.Thank you. —It’s a pleasure.
(创设情境对短语、句型进行操练。)
4. (假设一种情境:假设学生没有借到想要的书, 那该怎么办？利用课件呈现1a后半部
分内容。)
T: Boys and girls, if you can’t borrow the book you want, what should you do
Ss: I don’t know.
T: OK. Let’s go on watching and pay attention to the following new words and expressions.
(播放课件。)
(板书)
post Sorry, we don’t have any. Thank you all the same.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (给学生几分钟时间, 朗读1a, 然后找几组学生进行表演。)
T: I will give you several minutes to read 1a, then I will ask some of you to act it out. Understand
Ss: Yes.
T: Now, begin!
(学生准备。)
2. (找几组学生进行表演。)
T: OK. Are you ready
Ss: Yes, we are.
T: Which group wants to act
G1: We want.
…
T: Very good! But you should speak slowly. Next group
G2: …
…
3. (依据1b中的句型, 让学生自编对话, 教师可给予必要的指导。)
T: Work in pairs to practice borrowing things from each other. You can use the expressions in 1b. Begin!
4. (找几组学生表演他们编的对话。)
T: OK. Stop here! Who wants to share your dialog with us
G1: We want.
…
T: Excellent! You can speak more loudly. Next group!
G2: …
…
T: Well done. Now let’s have a match.
Step 4 Practice 第四步 练习(时间:10分钟)
1. (呈现2, 通过课件展示一名学生在路上寻找东西的画面。)
T: Look at the picture. Guess what she is doing.
Ss: She is looking for something.
T: You are right. She lost her purse.
T: Do you know how much money is in her purse
Ss: No, we don’t.
(板书)
purse I’m looking for my purse.money What’s in it else What else
2. (播放2的录音, 让学生跟读。)
T: Listen to 2 and follow it. Pay attention to the pronunciation and intonation.
3. (给学生两分钟时间, 自读对话, 然后找学生朗读。)
T: Now, I’ll give you two minutes to read the dialog with your partner. Then I’ll ask some of you to read. OK. Begin!
4. (检查朗读情况。)
T: Which group wants to read the dialog for us
G1: …
T: Next group
G2: …
…
5. (完成3, 让学生听录音, 选择正确的答案。)
T: Listen to the dialogs in 3, and choose the right answers.
(播放录音。)
6. (核对答案。)
T: Let’s check the answers. The first question, who wants to answer
S1: Sally is…
T: Good. No.2
S2: Sorry, I don’t know.
…
7. (1)(完成4, 让学生读书上两则启事, 学习如何写寻物/招领启事。并提醒学生注意寻物/招领启事的格式和内容要素。)
(板书)
Lost: The thing(被丢物品) Name(谁丢了物品) Phone number(联系方式) Found: The thing(被发现的物品)Where(物品现存地)Phone number(联系方式)
T: Read the notices on the bulletin board. Learn how to write them. Please pay attention to the
form of the message.
(2)(让学生写一份自己的寻物/招领启事。)
T: Suppose you found or lost something. Write your own bulletin board message.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (鼓励更多的学生复述2的内容。)
T: S1, do you want to try to retell the story of 2？
S1: …
T: Anyone else Raise your hand.
Wow, so many!
2. Homework:
(1)(让学生写一篇有关借书过程的小短文, 大约10句话。)
(2)(写一则寻物/招领启事, 不少于两个句子。)
(3)(预习13页的1a。如有兴趣, 画一张本校的建筑物分布图。)
Section C
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. (1)Learn the expressions about positions:
center, near, left, between, in the center of, next to, at the back of, between…and…
(2)Learn other new words:
plan, attention, news, movie, program, stamp, show, world
2. Learn about how to describe or draw a plan of school buildings.
3. Talk about school news and posters.
Ⅱ. Teaching aids 教具
录音机/图片/挂图/单词卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (开始上课, 师生问好。)
T: Class begins. Good morning, everyone.
Ss: Good morning, sir/madam.
T: Sit down, please. Today we will go on with our new lesson, Section C. But, first let’s review Section B.
2. (表演竞赛。)
(让学生进行对话表演, 教师将全班分为四组, 每组各表演一个对话。对话时间以一分钟为限。第一组学生借东西, 可以在教室内走动。第二组东西丢了, 去失物招领处找回来。第三组去图书馆借书。第四组请一名学生表演动作, 另两名学生用现在进行时对话。通过这个活动来热身, 提起学生的兴趣, 从而可以复习现在进行时及前面的对话。)
Group 1
S1: Excuse me, may I borrow…
S2: Of course.
…
Group 2
S1: What are you doing
S2: I’m looking for my purse.
S3: …
…
Group 3
S1: Excuse me, do you have any books of Harry Potter
S2: Sorry, I don’t have any.
S3: …
T: OK, wonderful! …, the last group
…
3. (引入1a。)
(让学生看位置简图，让学生根据图片猜测方位介词的意思。)
(板书)
A is in B. B is next to C.C is near E. D is near B on the left.E is near C on the right. F is at the back of C.
T: Look at the sketch map and guess the meanings of the prepositions. Where is A It’s in B. So “in” means “在……里面”. Well, B is next to C. What’s the meaning of“next to”
Ss: 紧邻。
T: …
…
4. (贴一张本校教学楼和宿舍楼的平面图在黑板上。)
CLASSROOM BUILDING(教学楼) DORMITORY BUILDING(宿舍楼)
(1、2、3、4、5、6、7、8八间教室, 9、10教师办公室, 11、12、13、14、15、16学生宿舍。)
T: Look at the picture, and answer my questions.
(指着电脑室)
T: What are they doing
Ss: They are playing on the computer.
T: What’s the name of the room Can you guess
Ss: Computer room.
T: Where’s the computer room
S1: It’s in the classroom building.
S2: It’s next to the lab.
T: Good. Which room is next to the computer room
S3: I think it’s the lab. Is it right
T: Right.
(指着图书馆)
T: What are they doing
S4: They are reading books.
T: Where are they reading books
S5: In the library.
T: Yes，you are right. Where is the library
S6: I think it’s next to the gym. There is a gym near the library. Because many students are dancing in the room. So I guess it’s a gym.
T: Well done! Where is the dormitory building
S7: It’s near the classroom building.
…
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (让学生读1a, 完成书中的平面图。)
T: OK. Now, please read 1a again. And fill in the blanks on the plan. Let’s begin.
(在阅读过程中, 教师可巡视课堂为学生提供必要的帮助。)
2. (核对答案, 加深学生对平面图中各个建筑物之间位置关系的理解。)
T: OK. Stop! Are you ready
Ss: Yes, we are.
T: Let’s check the answers. (把准备好的挂图张贴在黑板上)Who wants to show the buildings on this plan
S1: (在中央部分填写)Here is the classroom.
S2: (在后部填写)Here is the dining hall.
S3: (在实验室的位置填写)Here is the library.
T: Here is the library. Do you agree with him
S4: No, he is wrong. There is the lab.
T: Right. The lab is next to the computer room. OK, let’s go on.
…
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (播放1a的录音, 让学生跟读。)
T: Listen to the tape and follow it.
2. (呈现1b, 让学生画一幅理想中的校园平面图, 并标注地点。)
T: Take out a piece of paper, draw a plan of your ideal school and mark the places.
3. (完成1b, 让学生根据1b中所画的平面图, 写一篇描述性的短文。)
T: Now look at your plans, and write a short passage to describe your ideal school. Let’s begin.
4. (找学生汇报他们的成果。)
T: Are you ready
Ss: Yes, we are.
T: OK. Who can give us your passage
S1: (朗读自己的短文)…
T: Very good! But there are some mistakes in your passage. For example: …OK. Next one
S2: …
Step 4 Practice 第四步 练习(时间:10分钟)
1. (让学生听2a的录音, 回答问题。)
T: OK. Let’s listen to 2a. Then answer the following questions.
(板书)
(1)When does the game begin (2)Where can we watch the game (3)When does the movie King Kong begin (4)When does the movie The Sound of Music begin (5)Where can we watch the movies attention newsbetweenmovieprogram
2. (让学生再听2a, 教师核对答案。)
T: Let’s listen to the tape again. Then check the answers.
T: Are you ready
Ss: Yes.
(播放录音。)
(核对答案。)
T: Who wants to be the first
S1: The game begins at 5:00 this afternoon.
T: Right. Next one
S2: We can watch the game on the playground.
…
3. (让学生再听2a的录音, 完成2b中的表格。)
T: Let’s listen to 2a again. You should fill out the form in 2b.
4. (核对答案。)
T: Let’s check the answers one by one.
S1: …
S2: …
…
5. (完成3, 让学生自行阅读海报1, 然后完成海报2中的空格。)
T: Read Poster 1 and then fill in the blanks of Poster 2.
6. (用单词卡片再现本课新词并让学生造句。)
For example:
T: Attention, please.
(出示“新闻”卡片。)
What’s this in English, please
Ss: News. It’s a piece of news.
(出示“在……之间”卡片。)
Ss: Between. He sits between you and me.
(出示“邮票”卡片。)
T: How to say“邮票, 邮展”in English
S1: Stamp. Stamp Collection Show.
(出示“世界”卡片。)
T: What’s this in English
S2: World. In the world.
(出示“电影”卡片。)
T: What about this one
S3: e and watch a movie show in the school hall.
T: Wonderful. You are great!
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (让学生描述理想的学校, 把它画下来, 每组请一名学生到黑板上画。)
2. (假设一种情境：星期六晚上学校要在礼堂举行一个歌舞晚会, 请学生们一起制作一个海报。)
3. Homework:
(1)(让学生复习本单元单词, 为下节课单词竞赛做准备。)
(2)(就理想中的校园自由谈话一分钟。)
Section D
The main activities are 1, 3a and 5. 本课重点活动是1, 3a和5。
Ⅰ. Teaching aims and demands 教学目标
1. Learn the consonants:
//, //, //, //
2. Learn some new words:
exercise, because, Japanese, wonderful, also
3. Review the present continuous tense:
I’m looking for my purse.
But he isn’t cleaning the dormitory.
—Are you doing your homework
—Yes, I am. / No, I’m not.
—Is he/she…
—Yes, he/she is. / No, he/she isn’t.
—What are you doing
—I’m making cards.
—What is he/she doing
—He/She is…
4. Review the words about school buildings.
Ⅱ. Teaching aids 教具
录音机/单词卡片/音标卡片/图片/照片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (单词竞赛。抽查三排学生, 被抽到的排, 从左到右往下轮, 每名学生读并拼出一个单词, 造一个句子。使用现在进行时态, 单词一分, 句子两分。全班学生一起找错误, 找到一个错误减两分。)
For example:
T: Please read the names of school buildings, and make sentences one by one.
S1: Library. In the library. I’m reading in the library.
S2: Playground. On the playground. I’m running on the playground.
S3: Pool. The swimming pool. He’s swimming in the swimming pool.
…
(复习前面三课的单词。)
(板书)
playground, lab, room, gym, building, pool, card, shelf, keep, return, borrow, soon, physics, pleasure, post, purse, money, else, plan, center, near, left, talk, classroom, attention, news, between, movie, program, stamp, show, world
(通过竞赛, 吸引学生注意力, 活跃课堂气氛, 调动学习积极性。)
2. (让学生进行一分钟对话, 复习现在进行时的肯定句、否定句、一般疑问句、特殊疑问句及其回答。)
(比赛规则:教师抽一排学生, 分成4组, 每组编一个对话进行比赛, 时间为一分钟。鼓励学生专注听对话内容, 提高听力能力。)
3. (拿出一张照片, 上面是一个日本女孩在健身房跳健美操。)
T: She is my pen pal. Do you like her
Ss: Yes, she is a beautiful girl.
T: Is she running
Ss: No, she isn’t.
T: What’s she doing
Ss: She is dancing.
T: Yeah, right. She is taking exercise in the gym. 她在健身房做锻炼。Do you like taking exercise
Ss: Yes, we do.
T: Where is she from Do you know
Ss: She is from China.
T: No, you are wrong. She is from Japan. She is Japanese. She is a Japanese girl. 她是日本
人, 她是一个日本女孩。
(板书划线部分, 英汉对照。展示一些动画片的图片, 导入exercise, Japanese。)
She is taking exercise in the gym.她在健身房做锻炼。She is Japanese. She’s is a Japanese girl.她是日本人，是一个日本女孩。
T: Who can speak out some roles of Japanese cartoons
S1: I know Kumiko is from Japan. She is Japanese.
S2: Xiaodingdang is from Japan, and Kangfu is a Japanese boy.
S3: Yingtaoxiaowanzi is a Japanese girl, too.
T: You are all clever. You love cartoons. Who likes taking exercise in the cartoons Can you tell me
S4: Daxiong likes taking exercise, so he is very strong.
S5: Kangfu doesn’t like taking exercise, so he is short and weak.
T: Good, you are wonderful!
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (呈现含/ts/、/dz/、/tr/、/dr/的单词卡片, 让学生熟悉这些发音, 为下面的操练做准备。)
T: What’s this
Ss: It’s“boats”.
T: What’s that
Ss: It’s“shirts”.
(板书boats, shirts, 要求学生找规律。)
boats, shirts
T: Look at these two words. What can you find out their rules
S1: …
S2: …
T: Good! In“shirts”,“ts”makes /ts/, and“boats”/ts/, too.
You are clever! Read after me…
(再举个/dz/的例子, 步骤同上；然后呈现/tr/音标, 运用头脑风暴法要求学生尽可能多地说出发这个音的单词, 再进行归纳, 讲授/dr/的发音方法同/tr/, 并给出答案, 学生说出1个单词加1分。)
For example:
playgrounds /dz/, roads /dz/, Australia /tr/, interest /tr/, trouble /tr/, draw /dr/, drink /dr/, hundred /dr/
T: Look at /tr/. What words have the pronunciation /tr/ in them
Ss: …
T: Clever! I think“interest, Australia”have the pronunciation /tr/.
Let’s go on with another phonetic /dr/. Who knows…
2. (放1的录音, 并让学生跟读。)
T: OK, please open your books, and look at 1. Let’s listen to the tape and follow it.
(播放录音。)
3. (让学生自读1, 巩固所学音标。)
T: Read these phonetics by yourselves.
4. (进行3a。首先让学生看图, 听录音, 教师板书填空题，然后让学生填写下列空格。)
T: Now stop here! Please look at the pictures in 3a, listen to the tape, then fill in the blanks.
(板书)
(1)He is in the gym in Picture 1.(2)In Picture 2, he is swimming in the .(3)In Picture 3, he is talking to on the Great Wall.
5. (核对答案, 找3名学生到黑板上填写空格。)
T: Are you ready
Ss: OK.
T: Who wants to fill in the blanks
S1: (到黑板上填写第一题)…
T: Is he right or wrong
Ss: Right.
T: Very good. Go back to your seat. Next one
S2: (到黑板上填写第二题)…
…
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (进行3b, 再放一遍3a的录音, 给学生两分钟时间, 根据3b中的问题进行练习。)
T: Ask and answer in pairs according to the questions in 3b as possible as you can.
For example:
A: Where is Wen Wei in Picture 1
B: He is…
A: What is he doing
B: He is…
2. (找几组学生汇报练习成果。)
T: I want someone to act out your dialog. Who can do it
G1: Where is…
…
Step 4 Practice 第四步 练习(时间:10分钟)
1. (呈现2, 放录音, 让学生连线。)
T: Now let’s do 2. First, please listen to the tape carefully, then match. OK, let’s begin.
(播放录音。)
2. (核对答案。)
T: Are you ready
Ss: Yes.
T: Let’s check the answers. The first one, “Jane”. Who can do it
S1: Jane is playing the guitar in the dormitory.
T: Is he right or wrong
Ss: Right.
T: Good! Next one,“Maria”？
S2: Maria is singing a song in the classroom.
…
3. (让学生把这些句子变成否定句, 一般疑问句, 特殊疑问句并回答。)
For example:
S1: Which place does Jane like best
S2: I think she likes her dormitory best.
S3: Is Maria singing a song in the classroom
S4: Yes, she is.
S5: Kangkang is playing soccer in the gym. Is it right or wrong
S6: It’s wrong. He is playing soccer on the playground.
S7: What are their teachers doing
S8: They are working in the office.
…
4. (完成4a, 4b的内容, 总结归纳本话题的语法和有用的短语。)
T: Look at 4a, 4b, please. They are very important to you. You should read them carefully and try to remember them. Understand
(学生阅读, 教师巡视, 给予必要的帮助。)
T: OK. Stop. Let me sum up the grammar for you.
Please look at the following box.
(板书)
(1)主+be(is, am, are)+doing…(2)Be+主+doing… (3)主+be not+doing…(4)疑问词+be (is, am, are)+主语+doing…
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (布置学生每人写一篇海报。)
2. (展示学生的海报并在班上读出来。)
For example:
Found: A purse is in the lost and found room. Please come to get it at 3:00 p.m. today.
(假设海报贴出来后, 有几名学生前来认领钱包。写海报的学生当即采访他们。)
Questions:
(1)What color is the purse
(2)What’s in the purse
3. Homework:
(让学生复习本话题所学内容:生词, 语法, 短语……)
Topic 3 My school life is very interesting.
Section A
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. (1)Learn days of the week:
Wednesday, Monday, Tuesday, Thursday, Friday
(2)Learn subjects:
geography, P.E. , art, history, math, biology, politics
(3)Learn other new words and phrases:
period, meeting, lesson, draw, learn, outdoor activity
2. Learn about Wh-questions:
What day is it today
What time does the class begin
3. Talk about subjects and timetables:
They are having a music class.
—What time is it over
—At a quarter to eleven.
Ⅱ. Teaching aids 教具
录音机/图片/小黑板/单词卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (师生共同说唱, 复习现在进行时。)
T: Let’s chant“What are you doing ”
What are you doing now
I’m singing now.
What are you doing now
I’m dancing now.
What are you doing now
I’m walking now.
What are you doing now
I’m playing now.
(一边唱, 一边做动作, 全班学生跟着唱, 一起做动作, 活跃课堂气氛, 激发学生学习兴趣。)
2. (通过复习, 导入1a。)
T: What are you doing now
Ss: We are singing a song.
T: What are we doing now We can also say“We are having a class now.”. What class are we having We are having an English class.
(板书划线部分, 英汉对照, 导出新的词组“have an English class”。)
What class are we having 我们正在上什么课？We are having an English class.我们正在上英语课。
T: Do you have an English class every day
Ss: Yes, we do.
(准备表示星期和学科的单词卡片，让学生熟悉单词并练习句型，帮助学生找出关于星期的单词的规律，以便记忆。)
(板书)
—What day is it today geography 地理今天是星期几？ P.E. 体育—It is art 艺术 math 数学 history 历史
T: What day is it today (举着星期二的卡片。)
Ss: It’s Tuesday.
T: Do you have a P.E. class on Tuesday
Ss: No, we don’t.
T: Do you have a geography class on Tuesday
Ss: Yes, we do.
T: What day is it today (举着星期三的卡片。)
Ss: It’s Wednesday.
…
T: What time does the class begin
Ss: At eight o’clock.
T: What time is it over
Ss: At a quarter to nine.
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (让学生听1a的录音并回答黑板上的问题。)
T: Listen to 1a carefully and find out the answers to these questions.
(板书)
(1) What day is it today (2) What time does the class begin (3) What time is it over
(播放录音。)
2. (核对答案。)
T: OK. Are you ready
Ss: Yes. We are.
T: Let’s check the answers. The first question, who wants to do
S1: It is Wednesday.
T: Yeah, very good. The second one
S2: They are having a music class.
T: Good job. What about the third one
S3: …
…
3. (把2a中的表格贴在黑板上。)
T: What’s this Do you know
Ss: 课程表。
T: You’re clever. It’s a timetable. Do you know how to read the timetable
Ss: Yes.
T: OK. Read this timetable carefully, then answer the questions on your book. Begin!
(板书)
period, meeting, lesson, outdoor activities
4. (核对答案, 并对有困难的学生给予指导。)
T: OK. Are you ready now
Ss: Yes.
T: Good! Who wants to share the answers with us The first question
S1: He has six lessons every day.
T: Well done. The second one
S2: He has five English lessons every week.
T: Right. The third one
S3: …
…
T: Any questions
S1: Sorry, sir/madam. I can’t count the number of English lessons every week.
T: OK. Look at the timetable, please. Wen Wei has an English class every day. And he is at school five days a week. So we can know there are five English classes every week. Understand
S1: Yes, thanks a lot.
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (让学生看图片和所给信息, 完成1b。)
T: Look at the pictures and information, practice the dialog with your partner like this:
For example:
A: What day is it today
B: It’s…
A: What class are they having
B: They’re…
A: What time does the class begin
B: At…
A: What time does the class finish
B: At…
2. (让学生根据2a中的课程表, 完成2b。)
T: Please look at the timetable again, and fill out the form in 2b.
(学生阅读, 教师板书2b生词。)
draw, learn
3. (检查完成情况。)
T: OK. Stop here! Are you ready
Ss: Yes, we are.
T: Now, let’s check the answers. The second line, who can try
S1: Drawing pictures—Art—Tuesday and Friday.
T: Great! The third line
S2: Working on math problems—Math—everyday.
T: Right! Next one
S3: Speaking English…
…
Step 4 Practice 第四步 练习(时间:10分钟)
1. (挂出小黑板, 开始呈现科目, 练习询问科目以及上、下课时间的句型。)
Subject Time(begin—finish) What day
English 7:50—8:35 every day
Math 8:45—9:30 every day
Geography 9:50—10:35 Monday
History 10:45—11:30 Tuesday
Biology 14:00—14:45 Wednesday
Art 14:55—15:40 Thursday
P.E. 15:50—16:35 Friday
T: Look at the blackboard, answer my questions. Do you have a math class every day
Ss: Yes, we do.
T: What time does the class begin
Ss: At…
T: What time does the class finish
Ss: At…
2. (给学生两分钟时间练习对话。一名学生问, 一名学生答, 然后交换角色。)
T: Now, I’ll give you two minutes to practice the dialog. One asks, the other answers, then change roles.
3. (找学生表演他们的对话。)
T: Are you ready
Ss: OK.
T: Who wants to act out your dialog
G1: We want. (S1)
S1: What’s your favorite subject
S2: My favorite subject is art.
S1: Do you have an art class every day
S2: No, we don’t.
S1: What day do you have an art class
S2: On Thursday.
S1: …
…
T: That’s great. Next group
G2: …
…
4. (使用动作或单词卡片让学生复习有关科目和星期的单词。)
T: Now, look at me and guess, what am I doing Which class am I in
(做出唱歌跳舞的动作。)
Ss: You are singing and dancing in a music class.
T: What day do you have a music class
Ss: On Wednesday.
(让一名学生做动作, 另外两名学生一问一答。)
For example:
S1: (做画画动作。)
S2: What is he doing And which class is he in
S3: He is drawing pictures in an art class.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (让学生做一个调查, 采访班上的学生, 了解他们一周中每一天喜欢的科目及原因。)
T: Please interview your classmates and know about their favorite subjects and reasons.
Time Favorite subject Like/Dislike Reasons Which day
8:00—9:00 Art Like very much Like drawing pictures Monday
Tuesday
Wednesday
Thursday
Friday
2. (让学生完成调查表格后, 把调查结果汇报给全班学生。)
T: You can report it to your class like this:
On Monday, my favorite subject is art. It begins at eight and finishes at nine. I like it very much. Because I like drawing pictures.
3. Homework:
(让学生做英语课程表, 完成3。)
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. (1)Learn some adjectives:
easy, interesting, difficult, boring
(2)Learn other new words:
subject
2. Go on learning Wh-questions:
—Why do you like it
—Because it’s easy and interesting.
3. Talk about likes and dislikes:
You must like English very much.
I don’t like it at all.
—Which subject do you like best
—I like history best.
Ⅱ. Teaching aids 教具
录音机/小黑板/单词卡片/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)
1. (师生互动, 复习上节课内容。)
T: Good morning, class.
Ss: Good morning, Miss…/Mr…
T: What day is it today
Ss: It is…
T: What class are we having
Ss: We’re having an English class.
(提问全班男生。)
T: What time does the class begin
Boys: At…
(提问全班女生。)
T: What time does it finish
Girls: At…
2. (检查家庭作业, 找一幅制作比较好的英语课程表贴在黑板上, 分组讨论问题, 复习有
关科目、星期的特殊疑问句。)
T: OK. Very good! Now take out your timetable, look at it and ask and answer in groups.
(取出一个小黑板, 呈现以下问题:)
Questions:(1)How many lessons do you have every day (2)How many English/Chinese…lessons do you have every week (3)What time is school over (4)What is your favorite subject (5)How often do you do outdoor activities
3. (请一组学生到讲台上进行链式问答, 第一名学生问, 第二名学生答, 第二名学生接着问, 第三名学生答。)
4. (1)(使用单词卡片教学生生词: easy, interesting, difficult, boring。)
(板书)
easy, interesting, difficult, boring
(2)(把生词先变成词组, 再变成句子, 进行扩充操练。)
(出示easy和difficult的单词卡片。)
T: Do you like math Is it easy or difficult
S1: Yes, I do. It’s easy.
S2: No, I don’t think so. I think it’s difficult.
(出示interesting和boring的单词卡片。)
T: Do you like playing games Why
S3: Yes. I like playing games because it’s interesting.
T: Wonderful, then do you like history
S4: No, I don’t. It’s boring.
(3)(用情景对话来复习巩固本课的生词。假设班上来了一位教师Mr. White, 请一名学生扮演这个角色, 大家来采访他, 一名学生问一个问题, 尽量用上新词。)
For example:
S1: Are you a teacher
Mr. White: Yes, I am.
S2: Do you like English
Mr. White: Yes, I do.
S3: Why do you like English
Mr. White: Because it’s easy and interesting.
S4: Do you like biology
Mr. White: No, I don’t.
S5: Why don’t you like it
Mr. White: Because it’s difficult and boring.
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (呈现1a, 设置并板书听力任务, 让学生带着任务听录音。)
T: Let’s learn 1a. This is a dialog between Maria and Zhou Yan. Now, listen to the tape
carefully and mark True (T) or False (F) for the following sentences.
(板书)
(1)Maria is listening to the music.(2)Maria thinks English is easy and interesting.(3)Zhou Yan doesn’t like history. She likes English.(4)Zhou Yan thinks history is boring.(5)Zhou Yan has two history lessons every week.
2. (检测听的情况。)
T: OK. Stop here! Are you ready
Ss: Yes.
T: Good. Look at the first sentence. Is it true or false
S1: It’s false. Maria is reading a book.
T: Great. The second one
S2: It’s true.
T: It’s true. Do you agree with her/him
Ss: Yes.
T: OK. The next one
S3: It’s false. Zhou Yan doesn’t like English at all. But she likes history.
T: …
…
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (再放1a的录音, 让学生跟读, 并用铅笔标出重读与语调。)
T: Listen to 1a again and follow it, mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读, 然后跟读, 核对语音语调。)
T: Erase the marks, read 1a by yourselves, then check your pronunciation according to the tape.
3. (让学生完成1b。与同伴练习1a并表演。)
T: I’ll give you several minutes to read 1a, then I’ll ask some of you to act it out.
Understand
Ss: Yes.
T: OK. Let’s begin.
4. (找学生表演。)
T: Which group wants to be the first
G1: …
T: Very good. But you should speak slowly. Next group
G2: …
…
5. (让学生听4的录音, 完成表格。)
T: Next step, we’ll have a listening practice. Listen to the tape carefully, and fill in the blanks in 4. OK. Let’s begin.
(播放录音。)
6. (核对答案。)
T: Are you ready
Ss: Yes, we are.
T: OK. What’s Jane’s favorite subject
S1: English is Jane’s favorite subject.
T: Good! What day does Jane have an English class
S2: I think Jane has an English class every day.
T: OK. Do you agree with him/her
Ss: Yes. He/She is right.
T: Now, what about Maria
S3: Music is Maria’s favorite subject.
S4: …
…
Step 4 Practice 第四步 练习(时间:10分钟)
1. (双人活动, 让学生根据2中的图片和例子, 与同伴组织对话。)
T: Now let’s practice in pairs. According to the pictures and example in 2 , make conversations with your partner.
For example:
A: Which subject do you like best
B: I like geography best.
A: Why do you like it
B: Because it’s easy and interesting. What do you think of it
A: I think it’s too difficult.
2. (小组活动, 进行3。)
(1)(让学生进行调查, 并填写表格。)
T: Your pair works wonderfully. Now let’s have our group work. Make a survey about the subjects in your group and fill out the form. You can ask your classmates like this:
S1: Hi! ××. What’s your favorite subject
S2: Music. I think it’s interesting.
S1: Do you like art
S2: No, I don’t.
S1: Why don’t you like art
S2: Because I think it’s boring.
(教师在学生练习的过程中, 巡视全班, 当学生有困难时, 给予指导和帮助。)
(2)(让学生汇报成果, 教师给予点评。)
T: OK. Stop here! Who wants to share your result with us
G1: We want.
S1: Hi! ××. What’s your favorite subject
…
T: OK. Good job, G1. Anyone else
…
Step 5 Project 第五步 综合探究活动(时间:5分钟)
1. (让学生写一封信给他/她的笔友, 介绍自己在学校喜欢的科目、学习的情况及原因。信里要涉及以下问题: )
(1)How many lessons do you have every day/week
(2)What is your favorite subject Why
(3)Who is your favorite teacher Why
(4)What do you think of your school What about your school life
2. Homework:
(让学生课后查阅资料, 对比中美学校在学科设置和作息时间上的不同。写一篇调查报告, 第二天向全班汇报。)
For example:
There are eight lessons every day in China, but there are six lessons every day in America…
Section C
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:
other, February, newspaper, science, useful, hard, wish
2. (1)Review subjects and school activities:
I study English, politics, art, history, geography, biology and some other subjects.
After school, I often play basketball with my classmates. It’s my favorite outdoor activity.
(2)Learn how to writ