Unit
4
Topic
2
Would
you
like
to
cook
with
us
Section
D
教案
教学内容分析及课时分配建议:
该话题在本单元第一个话题的基础上层层递进，学习与学生的日常生活密切相关、实用性强的英语表达。能过Kangkang,
Jane
和Maria
等计划及实施野炊的场景，学习了打电话、邀请、建议及其回答的表达法，主要句型有：
“May
I
speak
to… ”
“This
is
…”,”
Could
you
ask
her
to
call
me
back ”,”
Would
you
like
to
… ”
“How/What
about… ”,”I’d
love
to.”等。本话题还复习了一般现在时表达主观愿望的用法，同时也学习了一些字母组合的读音规则。最后能过Project的活动让学生综合本单元所学技能和知识有效完成任务，使语言学习学以致用。
本话题共分五个课时，具体分配如下：
第一课时
Section
A
1a,
1b,
1c,
2,
3,
4a,
4b
第二课时
Section
B
1a,
1b,
1c
Section
C
2
第三课时
Section
B
2a,
2b,
3
Section
C
4a,
4b
第四课时
Section
C
1a,
1b,
1c,
3
第五课时
Section
D
Grammar&
Functions
1,
2a,
2b
第五课时
(Section
D
Grammar&
Functions
1,
2a,
2b)
教学设计思路：
本课时主要是复习课。首先通过游戏形式复习本话题的单词和句型以及一般现在时，完成语法及句型的复习，接下来听录音完成任务1。通过引导学生讨论他们自己野餐时带的食物，引入到本节课的阅读教学中，阅读过程中完成不同的阅读任务，深入理解文章含义。最后，结合本话题所学，引导学生完成Project，并口头输出，真正提高学生的实际语言运用能力，至此完成本节课的学习。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）复习用不同人称引导的一般现在时（肯定和否定形式）表达自己的想法和意见。
（2）复习打电话、邀请、提建议等基本表达法。
Skill
aims:
（1）能够运用简单的词汇和句型进行写作。
（2）能够描述自己的课外活动计划。
Ⅱ.
The
key
points
and
difficult
points
Key
points:
总结复习本话题所学的语法和功能。
Difficult
points：
在复习的基础上发现学生存在的问题。
Ⅲ.
Learning
strategies
1.
借助图片预测阅读内容的能力。
2.
对所学内容能主动复习并加以整理和归纳。
Ⅳ.
Teaching
aids
录音机/多媒体/小黑板/图片
V.
Teaching
procedures
Stage
1（10mins)：
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
and
warm
up.T:
Good
morning!
T:…
Greet
and
warm
up.Ss:
Good
morning!
Ss:…
2.(Group
work)
Divide
the
students
into
two
groups
and
have
a
match.T:
Boys
and
girls,
this
is
our
last
lesson
of
this
topic.
We
will
have
have
a
quiz.
Are
you
ready T:
OK.
It
goes
like
this:
one
says
one
of
the
words
that
we
have
learnt
in
this
topic.
The
other
makes
a
sentence
with
the
word.
The
group
which
can
make
a
correct
sentence
with
the
word
will
get
a
mark.
At
last
the
group
that
gets
the
most
marks
will
be
the
winner.
Understand T:
OK.
Let’s
begin.
Revise
the
words,
sentences
and
the
Present
Simple.Ss:Yes.Ss:Yes.Ss:…
复习本话题单词及一般现在时的用法。
3.(
Group
work)
Ask
the
students
to
write
down
the
key
sentences
on
the
Bb
in
groups.
T:
You
did
a
very
good
job
just
now!
Now
let’s
write
down
the
key
sentences
in
this
topic
on
the
blackboard
in
groups.
Each
group
will
have
four
minutes.
The
group
that
writes
down
the
most
sentences
will
be
the
winner.
Do
you
understand T:
OK.
Let’s
begin!
Write
down
the
key
sentences
as
fast
as
possible.
Ss:
Yes.Ss:Yes.…
复习本话题的重点句型及表达法。
Remark：通过游戏复习学生的积极性通常会比较高，
教师要有效地控制游戏竞赛的局面，做到有效复习。
Stage
2（10mins)：
Task
1
Step
Teacher
activity
Student
activity
Designing
purpose
1.
(Class
activity)
Present
the
Grammar
and
Functions.T:
Class,
we
have
reviewed
the
key
sentences
in
this
topic.
Now
please
fill
in
the
blanks
with
the
correct
words.
T:
Have
you
finished
it？T:
Let’s
read
them
together
aloud.
Complete
the
Grammar
and
Functions
and
read
them
aloud.
Ss:…Ss:Yes.Ss:…
完成Grammar,
Functions中的填空，
并朗读。
2.
(Individual
work)
Play
the
tape
recorder
of
1and
finish
the
table.
T:
Class,
look
at
the
table
first.
We
need
to
listen
to
the
conversation
and
write
down
what
the
children
want
to
do
on
Sundays.
For
example
Peter
wants
to
fly
a
kite
on
Sunday.
What
about
Billy
and
Sally
Please
listen
to
the
tape
carefully
and
write
down
your
answers.
Are
you
clear T:
Have
you
got
the
answer T:
What
does
Billy
want
to
do
on
Sunday
T:
Good!
What
about
Sally
T:
Let’s
listen
to
it
again.
Listen
to
the
tape
recorder
and
finish
the
table
in
1.
Ss:Yes.Ss:Yes.S1:
She
wants
to
visit
his
grandparents.
S2:
Sally
wants
to
go
shopping
and
fly
a
kite.
Ss:Yes.
通过听音、填空活动，复习本话题所学的打电话邀请及表达主观愿望的表达。
Remark：注意引导学生归纳本话题所学的语法和功能。
Stage3（8mins)：
Task
2
Step
Teacher
activity
Student
activity
Designing
purpose
1.(Individual
activity)
Talk
about
the
picnic
and
predict
the
main
food
Kangkang’s
family
take.T:
Class,
I
want
to
know
what
you
will
take
with
you
if
you
go
for
a
picnic
on
this
Sunday.
T:
OK.
If
everyone
takes
a
kind
of
food,
you
can
enjoy
many
kinds
together.
Now
let’s
look
at
the
picture.
What
can
you
see
in
this
picture T:
Well
done!
Can
you
guess
what
food
Kangkang’s
family
take
for
their
picnic
Please
Circle
them
in
the
picture.
Talk
about
what
they
will
take
to
picnic
with
them.
S1:
I
will
take
some
water
with
me.
S2:
I
want
to
take
some
fruits
with
me.
S3:
I
want
to
take
some
bread.
S4:
…S1:
I
can
see
some
bananas.
S2:
I
can
see
a
bottle
of
orange
juice.
S3:
Some
hamburgers.S4:
Some
eggs.S5:
…Ss:…
引导学生讨论野餐时他们常带的食物，并预测康康和家人野餐时带的食物。
2.(Individual
work)
Read
the
passage
and
find
out
what
food
Kangkang’s
family
take
with.
T:OK.
Let’s
read
the
passage
and
find
out
what
food
they
take
and
circle
it.T:
Have
found
the
food T:
OK.
Who’d
like
to
share
it
with
us
Read
the
passage
and
find
out
what
food
Kangkang’s
family
take
with.Ss:…Ss:Yes.S1:…
阅读文章圈出康康一家野餐时带的食物，核实预测的准确性。
3.(Individual
work)
Read
the
passage
again
and
finish
some
tasks.T:
Please
read
it
again
and
find
out
five
sentences
at
least.
They
need
have
different
subjects.
Understand T:
Are
you
ready T:
Well
done!
Please
pay
attention
the
subjects
and
the
forms
of
verbs.
Now
let’s
read
again
and
answer
the
following
questions
in
2b.
T:
Have
you
finished
it T:
OK.
The
first
question:
Who
likes
bananas
very
much
T:
What
does
Kangkang
like
eating
T:
What
does
Kangkang’s
mother
cook
T:
Is
Dingding
Kangkang’s
brother
Read
the
passage
again
and
finish
some
tasks.Ss:
Yes.S1:
My
family
often
go
out
for
a
picnic
on
Sundays.
S2:
We
take
some
apples,
bananas,
hamburgers
and
eggs
with
us.
S3:
My
father
likes
eating
apples.
S4:
Bananas
are
my
mother’s
favorite.
S5:
I
like
hamburgers
and
orange
juice.
S6:
…Ss:…Ss:
Yes.S1:
Kangkang’s
mother.
S2:
Hamburgers
and
fish
S3:
Fish
and
eggs.
S4:
No,
it
isn’t.
It
is
a
dog.
阅读文章，首先找出不同人称的一般现在时，再次感知人称与动词的搭配；再次阅读，回答2b中的问题，进一步理解文章内容。
Remark：阅读文章之前，可以先让学生“头脑风暴”，想象自己野炊时所携带的食物，激活学生关于食物名称的记忆。
Stage
4（8mins)：
Task
3
Step
Teacher
activity
Student
activity
Designing
purpose
1.(Group
work)
Ask
Ss
to
make
a
picnic
plan
and
a
telephone
conversation.T:
Summer
is
coming,
and
it’s
a
good
time
for
a
picnic.
Suppose
you
are
going
to
have
a
picnic
this
weekend.
First,
what
should
we
do T:
Very
good.
What
does
the
plan
should
include T:
Great!
Now
please
make
a
picnic
plan
with
your
group
members.T:
Have
you
finished
it T:
OK.
Now
please
make
a
telephone
conversation
with
your
partner
to
tell
your
other
friends
the
picnic.
Make
a
picnic
plan
and
a
telephone
conversation.T:
We
should
make
a
picnic
plan.
T:
People,
place,
time…Ss:…Ss:
Yes.Ss:…
小组合作完成一个野餐计划，并仿编电话对话，巩固本课所学。
2.(Group
work)
Get
Ss
to
act
out
the
telephone
conversation.
T:
Who’d
like
to
show
your
conversation T:
Perfect!
Anyone
else
Act
out
the
telephone
conversation.Pair
1:…Pair
3:…
表演对话，将本话题所学内容运用到实际生活中。
Remark：本部分灵活性较大，老师的控制力可适当减弱，让学生自由发挥，老师提供必要的帮助。
Stage
5（2mins)：
Summarizing
and
assigning
homework
Step
Teacher
activity
Student
activity
Designing
purpose
1.（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
the
key
points
now.
Let’s
begin!
Summarize
the
key
points.
归纳总结本课的知识点。
2.(Class
activity)
Assign
HMK.T:
For
today’s
HMK,
I’d
like
you
to
preview
the
new
word
of
Section
A
in
Topic
3.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调在做家庭作业时，尽可能多地使用本话题功能语言。
VI.
Blackboard
design
第五课时（Section
D
Grammar&
Functions
1,
2a,
2b）Grammar：I
have
to
cook
/get
some
water.
I
want
to
take
some
bread.
Linda
wants
to
buy
a
toy
car
for
her
cousin
Lucy
doesn’t
want
to
go
shopping
with
Linda.
Functions：
Would
you
like
to
do
…
How
about
doing
….
May
I
speak
to
sb. Unit
4
Having
Fun
Topic
2
Would
you
like
to
cook
with
us
教学内容分析及课时分配建议:
该话题在本单元第一个话题的基础上层层递进，学习与学生的日常生活密切相关、实用性强的英语表达。能过Kangkang,
Jane
和Maria
等计划及实施野炊的场景，学习了打电话、邀请、建议及其回答的表达法，主要句型有：
“May
I
speak
to… ”
“This
is
…”,”
Could
you
ask
her
to
call
me
back ”,”
Would
you
like
to
… ”
“How/What
about… ”,”I’d
love
to.”等。本话题还复习了一般现在时表达主观愿望的用法，同时也学习了一些字母组合的读音规则。最后能过Project的活动让学生综合本单元所学技能和知识有效完成任务，使语言学习学以致用。
该话题在本单元第一个话题的基础上层层递进，学习与学生的日常生活密切相关、实用性强的英语表达。能过Kangkang,
Jane
和Maria
等计划及实施野炊的场景，学习了打电话、邀请、建议及其回答的表达法，主要句型有：
“May
I
speak
to… ”
“This
is
…”,”
Could
you
ask
her
to
call
me
back ”,”
Would
you
like
to
… ”
“How/What
about… ”,”I’d
love
to.”等。本话题还复习了一般现在时表达主观愿望的用法，同时也学习了一些字母组合的读音规则。最后能过Project的活动让学生综合本单元所学技能和知识有效完成任务，使语言学习学以致用。
本话题共分五个课时，具体分配如下
第一课时
Section
A
1a,
1b,
1c,
2,
3,
4a,
4b
第二课时
Section
B
1a,
1b,
1c
Section
C
2
第三课时
Section
B
2a,
2b,
3
Section
C
4a,
4b
第四课时
Section
C
1a,
1b,
1c,
3
第五课时
Section
D
Grammar&
Functions
1,
2a,
2b
第四课时（Section
C
1a,
1b,
1c,
3）
教学设计思路：
本课时通过Mr.
Cooper和他的朋友们野餐的故事呈现主要教学内容。本节课首先通过读前问题和图片预测故事内容，通过阅读核实预测的准确性，然后完成相应的阅读任务。随后通过让学生分角色表演故事和仿编故事的活动，让学生进一步理解故事，提高实际语言运用能力，最后在相关问题的引导下，完成关于学生自己一次野餐的口头报告，并布置为书面家庭作业，写成一篇作文。至此完成本节课的学习。
I.
Teaching
aims
1.
Knowledge
aims:
（1）复习邀请和建议的表达法。
（2）综合运用所学的单词和句型进行简单的有关课外活动计划的写作。
2.
Skill
aims:
（1）能够在图片的帮助下读懂故事，进行信息的加工、转化。
（2）能够运用简单的词汇和句型进行写作，描述课外活动的计划。
3.
Emotional
aims:
能够积极与同学合作，参与课堂活动。大胆实践。
Ⅱ.
The
key
points
and
difficult
points
Key
points:
（1）Sentences:
①---Would
you
like
to
have
a
picnic
with
Mr.
Cooper
---Thanks.
That
would
be
very
nice.
②
---
What
about
having
a
picnic
with
Mr.
Cooper
---I’d
like
that,
thanks.
③
---How
about
having
some
apple
juice
---Good
idea!
④---How
about
going
for
a
picnic
---All
right.
Difficult
points：
综合运用所学的表达进行简单的有关课外活动计划的写作。
III.
Learning
strategies
培养借助图片来理解故事大意的习惯，提高阅读理解的技能。
培养学生对阅读材料进行寻读的技能。
能够将所学的内容运用到实际的日常生活中。
IV.
Teaching
aids
录音机/多媒体/小黑板/图片
V.
Teaching
procedures
Stage
1（8mins)：
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
and
warm
up.T:
Good
morning!
T:…
Greet
and
warm
up.Ss:
Good
morning!
Ss:…
2.(Group
activity)
Revise
the
function
sentences
about
calling
and
invitation.
T:
Class,
I’d
like
to
have
a
party.
Would
you
like
to
help
me
to
invite
my
friends T:
It’s
very
kind
of
you.
What
structures
can
we
use T:
Great!
Now
please
make
a
short
conversation
to
help
me
invite
some
friends.
T:
Are
you
ready
Who’d
like
to
show
us
your
conversation T:
Marvelous!
Thank
you!
Revise
the
function
sentences
about
calling
and
invitation.Group1:Ss:Yes.S1:
How/What
about
doing… S2:
Would
you
like
to
… Ss:…Pair
1:
---Would
you
like
to
go
to
Miss
Liu’s
party
this
Sunday
afternoon
---Yes,
I’d
love
to.
Pair
3:…
复习邀请和建议及回答的表达法。
2.(Group
activity)
Show
1c
in
Section
B
and
talk
about
a
picnic,
then
tell
the
story
of
Mr.
Cooper.
T:
Please
read
the
passage
aloud
together.
T:
Thanks.
Class,
have
you
gone
for
a
picnic
with
your
friends
or
parents
T:
Who’d
like
to
tell
me
something
about
your
picnic T:Very
good.
I
also
want
to
tell
you
a
story
about
an
old
man’s
picnic.
Do
you
want
to
listen
T:
There
is
an
old
man
living
in
a
forest.
He
is
very
lonely,
so
he
is
not
happy.
He
would
like
to
have
a
picnic
with
his
friend…
Talk
about
a
picnic
and
listen
to
the
story
of
Mr.
cooper.
Ss:…Ss:Yes.S1:
On
Saturday,
I
go
out
for
a
picnic
with
my
friends.
We
take
food
with
us
…Ss:
Yes.
通过对自己或他人野炊活动的谈论，复习一般现在时,并通过老师讲故事的方式导入新课的学习。
Remark：复习邀请、建议及回答的表达和复习一般现在时的用法。
Stage
2
（8mins)：
Pre
-
reading
Step
Teacher
activity
Student
activity
Designing
purpose
1.
(Individual
work)
Present
the
pictures
in
1a
and
talk
about
it.
T:
Boys
and
girls,
look
at
the
pictures.
What
can
you
see
in
these
pictures T:Very
good.
What
are
they
doing T:
Right.
Can
you
talk
something
about
their
picnic
in
groups
Talk
about
the
pictures.
S1:
I
can
see
an
old
man.
S2:
I
can
see
some
animals.
S3:
I
can
see
some
food.
S4:
I
can
see
a
picnic.
Ss:
They
are
having
a
picnic.Group1:
There
is
a
picnic
between
an
old
man
and
some
animals.
Group
2:
…
通过看图讲故事对阅读材料进行预测。
2.(
Group
work)
Show
the
questions
in
1a.
T:
Look
at
the
pictures
and
discuss
the
questions
on
screen
in
group.
Guess
the
answers
of
the
questions.
Ss:...
根据图片讨论读前问题的答案。为阅读做好充分的准备。
Remark：通过看图讲故事和讨论读前问题答案的活动，培养学生通过图片预测阅读内容的能力。
Stage3（15mins)：
While
-
reading
Step
Teacher
activity
Student
activity
Designing
purpose
1.(Individual
work)
Present
the
story
about
a
picnic.
T:
Now
please
read
the
story
quickly
and
check
your
answers.T:
Have
you
finished
it
Who
can
tell
us
the
answer
of
the
first
question
T:
Good!
What
would
he
like
to
do T:
Thanks.
What
do
the
old
man’s
friends
take
with
them
T:
Are
they
happy
in
the
end
Read
the
story
and
check
the
answers.
Ss:...S1:
He
is
not
happy.
S2:
He
wants
to
have
a
picnic
with
his
friends.
S3:
They
take
some
hamburgers
and
bananas,
fish
and
some
bread.
S4:
Yes,
they
are
very
happy.
阅读故事，检测答案。
2.(Individual
work)
Read
the
story
again
and
find
out
the
important
sentences.
T:
Class,
read
the
story
again
and
find
out
the
important
sentences
in
this
story.
T:Have
you
finished
it
Who’d
like
to
share
with
us T:
Good
job!
Thanks.
Read
the
story
again
and
find
out
the
important
sentences.
Ss:…S1:
What
about
having
a
picnic
with
Mr.
Cooper
S2:
Thanks.
That
would
be
very
nice.
…
再次阅读1a，找出故事中的重要句型。
3.(Individual
work)
Read
the
story
again
and
finish
1b.
T:
Let’s
read
the
story
again
and
complete
the
passage
in
1b.
T:Have
you
finished
it T:
Who’d
like
to
show
us
your
answers T:
Thank
you.
Read
the
story
again
and
finish
1b.Ss:…Ss:Yes.S1:
not
happy,
have
a
picnic,
nice,
hamburgers,
bananas,
bread,
happy.
再次阅读1a，完成1b短文填空，在学生理解故事的基础上完成信息转换。
Remark：每一遍阅读完成的任务是不同的，注意问题难度的梯度性。
Stage
4（10mins)：
Post-
reading
Step
Teacher
activity
Student
activity
Designing
purpose
1.(Individual
work)
Retell
the
story.T:Can
you
retell
the
story
according
to
the
questions
Please
prepare
it.
T:
Are
you
ready
Who’d
like
to
try T:
Great!
Anyone
else
Retell
the
story.
Ss:…S1:
Let
me
try.
The
old
man
is
not
happy.
He
would
like
to
have
a
picnic
with
his
friends.
The
old
man’s
friends
take
him
some
hamburgers
and
bananas,
fish
and
some
bread.
They
are
very
happy
in
the
end.S2:…
在读前问题的帮助下，复述故事，训练学生语言转换的能力。
2.(
Group
work)
Ask
Ss
to
act
out
the
story
in
roles
and
make
up
a
new
story
to
finish
1c.T:
Just
now,
you
did
a
very
good
job!
Do
you
want
toact
out
the
story
in
roles T:
OK.
Which
group
would
like
to
be
the
first T:
Wonderful
performance!
Other
groups
Do
the
role-play
and
make
up
a
new
story.Ss:Yes.Group
1:…Group
2:…
分角色表演并仿编新的故事，对本课加以巩固和拓展。
3.(Class
activity)
Present
the
questions
in
3
and
talk
about
it.T:
Look
at
these
questions
and
talk
about
the
answers
with
your
group
members.
Then
make
a
short
report
about
your
passage
and
share
it
with
us
Understand T:
Are
you
ready T:OK.
Who’d
like
to
show
us
your
report
T:
Well
done!
Anyone
else
Talk
about
the
questions
in
3.
Ss:Yes.Ss:Yes.
Group
4:……
在这些问题的引导下，小组讨论关于野餐的情况，并转换成口头报告，为写作做准备。
Remark：调查，填表，是为写作做准备，同伴互助，为了共同的提高。
Stage
5（4mins)：
Summarizing
and
assigning
homework
Step
Teacher
activity
Student
activity
Designing
purpose
1.（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:Class
will
be
over
soon.
We
should
summarize
the
key
points
now.
Let’s
begin!T:
Sounds
great!
I
hope
you
will
remember
them.
Summarize
the
key
points.S1:
What
about
having
a
picnic
with
Mr.Cooper
S2:
That
would
be
very
nice.
S3:My
favorite
food
is
fish.
S4:
I
want
to
take
some
bread.
…
归纳总结本课的知识点。
(Class
activity)
Assign
HMK.T:
For
today’s
HMK,
I’d
like
you
to
write
a
passage
about
your
picnic.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调在做家庭作业时，尽可能多的练习使用本课的交际用语。
VI.
Blackboard
design
第四课时（Section
C
1a,
1b,
1c,
3）Sentences:
①---Would
you
like
to
have
a
picnic
with
Mr.
Cooper
---Thanks.
That
would
be
very
nice.
②
---
What
about
having
a
picnic
with
Mr.
Cooper
---I’d
like
that,
thanks.
③
---How
about
having
some
apple
juice
---Good
idea!
④---How
about
going
for
a
picnic
---All
right.Unit
4
Topic
2
Would
you
like
to
cook
with
us
Section
B
教案
教学内容分析及课时分配建议:
该话题在本单元第一个话题的基础上层层递进，学习与学生的日常生活密切相关、实用性强的英语表达。能过Kangkang,
Jane
和Maria
等计划及实施野炊的场景，学习了打电话、邀请、建议及其回答的表达法，主要句型有：
“May
I
speak
to… ”
“This
is
…”,”
Could
you
ask
her
to
call
me
back ”,”
Would
you
like
to
… ”
“How/What
about… ”,”I’d
love
to.”等。本话题还复习了一般现在时表达主观愿望的用法，同时也学习了一些字母组合的读音规则。最后能过Project的活动让学生综合本单元所学技能和知识有效完成任务，使语言学习学以致用。
本话题共分五个课时，具体分配如下：
第一课时
Section
A
1a,
1b,
1c,
2,
3,
4a,
4b
第二课时
Section
B
1a,
1b,
1c
Section
C
2
第三课时
Section
B
2a,
2b,
3
Section
C
4a,
4b
第四课时
Section
C
1a,
1b,
1c,
3
第五课时
Section
D
Grammar&
Functions
1,
2a,
2b
第三课时（Section
B
2a,
2b,
3
Section
C
4a,
4b）
教学设计思路：
本课时通过玛丽亚的妈妈和萨利对话呈现主要的教学内容。本节课首先从语音学习开始，然后借助图片复习上节课学习的主要功能句“How/What
about… ”和“What
would
you
like
to
… ”以及对应的答语。复习完电话用语后，自然引入本节课新的电话用语的学习，并学习生词和短语。听录音完成2a之后，两人一组操练巩固，并完成2b的电话留言。3部分的电话留言是在2a和2b基础上的一个扩展，引导学生补充该电话留言，并仿编对话，将本节课所学运用于实际生活中，至此完成本节课的学习。
I.
Teaching
aims
1.
Knowledge
aims
（1）掌握一些单词和短语。
（2）复习音标/e /，/ :/，/
e /，并能根据音标拼读和拼写单词
（3）能够书写简单的电话留言条。
2.
Skill
aims:
（1）能够运用打电话基本表达法进行交流。
（2）能够大声、准确朗读绕口令。
（3）能够根据音标拼写单词。
3.
Emotional
aims:
能够积极与同学合作，参与课堂活动，大胆实践。
4.Culture
awareness:
用英语打电话需要注意的基本礼节。
Ⅱ.
The
key
points
and
difficult
points
Key
points:
（1）Words
and
expressions:
ask,
back,
evening,
way
（2）
Sentences:
①---May
I
speak
to
Maria
---Maria
isn’t
in
now.
②
---
Who’s
this,
please
---This
is
Sally
③
---Could
you
ask
her
to
call
me
back
this
evening
---Sure.
(3)
语音：学习字母组合air/are，augh/aw,
a+ble/nge的发音规则。
Difficult
points：
掌握打电话用语的表达法。
III.
Learning
strategies
能够清楚、大声地进行朗读，培养语感和自信心。
能够将所学内容运用到实际的日常生活中。
IV.
Teaching
aids
录音机/多媒体/小黑板/图片
V.
Teaching
procedures
Stage
1（8mins)：
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
and
warm
up.T:
Good
morning!
T:…
Greet
and
warm
up.Ss:
Good
morning!
Ss:…
2.(Class
activity)
Revise
the
sounds
of
/e /
/ :/
/e /
and
finish
4a.T:
Look
at
the
blackboard,
please.
Here
are
some
letters
“air/are,
augh/aw,
a-ble/nge”
and
the
sounds
/e /
/ :/
/e /,
please
try
to
match
them.T:
Have
you
finished
it T:
Let’s
check
the
answer
together.T:
Good
job!
Now
please
write
the
words
according
to
these
sounds.T:Have
you
finished
it T:Good.
Match
the
words
with
the
pictures,
then
we’ll
check
the
answers.T:
Have
you
finished
it T:
Who’d
like
to
show
us
your
answers T:
You
did
a
very
good
job.
Now
let’s
read
them
together
aloud.
Revise
the
sounds
of
/e /
/ :/
/e /
and
finish
4a..
Ss:…Ss:
Yes.
Ss:…Ss:…Ss:Yes.Ss:…Ss:Yes.S1:…S2:…Ss:…
复习字母组合air/are,
augh/aw,
a+ble/nge的读音，完成4a根据音标写单词的任务。
3.(
Group
activity)
Finish
4b.
T:
Look
at
the
two
sentences
in
4b.
Can
you
read
as
loudly
and
fast
as
you
can
Let’s
see
which
group
will
be
the
fastest.
Are
you
clear T:
OK.
Let’s
begin.T:
Well
done!
Which
group
do
you
think
is
the
best
T:
I
think
so.
OK,
now
please
match
the
sentences
with
the
pictures.
T:
Have
you
finished
it
Who’d
like
to
tell
us
your
answer T:
Good.
At
last
listen
to
the
tape
and
repeat
the
two
sentences.
OK
Finish
4b.
Ss:Yes.Ss:…Ss:…
is
the
best.Ss:…S1:…
Ss:…
以绕口令竞赛的方式来增加语音学习的乐趣。
4.(Class
activity)
Play
PPT
or
present
some
pictures
about
calling
somebody
or
having
a
picnic.T:Please
look
at
these
pictures,
describe
them
with
two
sentences
in
pairs.
You
can
use
“What/How
about… ”
and
“Would
you
like
to
… ”
Understand T:
Are
you
ready
Who’d
like
to
show
your
short
conversation
Talk
about
the
pictures.Ss:Yes.Pair
1---How
about
having
some
apple
juice
---Good
idea!Pair2:
---Hello,
Jane!
This
is
Kangkang.
---Hi,
Kangkang.
Pair
3:---
Would
you
like
to
go
fishing
---I’d
like
that,
but
I
have
to
do
my
homework.
…
通过师生谈论及生生谈论，复习学过的知识并自然引入到新的话题的学习中。
Remark：语音学习的方式多种多样，教师可根据学生情况灵活安排。
Stage
2
（8mins)：
Pre
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1.
(Individual
work)
Talk
about
the
picture
in
2a
and
learn
some
new
sentences.
T:
Look
at
the
picture,
what
are
they
doing T:
Who
are
they T:
Very
good.
Can
you
guess
what
they
are
saying T:
Quite
good.
Imagine
you
call
your
friend,
Amy,
but
she
isn’t
in.
It
just
means
she
isn’t
at
home.
Her
mother
answers
it.
What
can
you
say
T:
I
think
you
should
do
like
this(present
it
on
PPT):
---Hello!
---Hello!
May
I
speak
to
Amy
---Who
is
this,
please
---This
is
…---Oh,
Amy
isn’t
I
now.
---Could
you
ask
her
to
call
me
back
this
evening
…T:
Which
sentences
are
new
Please
translate
them!T:
Well
done!
Maria
isn’t
in
now.
We
can
also
say
… T:
Perfect!
T:
Who
can
tell
the
meaning
of
this
sentence
(explain
ask
sb.
to
do
sth.
and
call
sb.
back
)
Talk
about
the
picture
in
2a
and
learn
some
new
sentences.
S1:
They
are
calling.
S2:
They
are
Maria’s
mom
and
Sally.S3:
Sally给Maria打电话，Maria不在家，她妈妈接的电话。Ss:…S1:
May
I
speak
to
Maria
It
means
“请找玛丽亚接电话好吗”.S2:
Who
is
this
It
means
“你是谁”.
S3:
Amy
isn’t
in
now.
It
means
“Amy不在家”S3:
Amy
isn’t
at
home
now.
S4:
Could
you
ask
her
to
call
me
back
this
evening
I
don’t
know
its
meaning.
Ss:…
根据2a图片，预测对话内容.并学习新的打电话用语。
2.
(Class
activity
)
Finish
the
following
tasks.
T:
Now,
let’s
do
some
exercise.
请找Kate接电话好吗？
Kate
isn’t
______.(在家)
Could
you
ask
him
_____
me
back
A.
call
B.
to
call
C.
calls
T:
Well
done!
Do
some
exercise.
S1:
May
I
speak
to
Kate
S2:
in
or
at
home
S3:
B
巩固练习新学习的打电话用语。
Remark：教师要在听之前为学生扫清听力的障碍,所以在对话教学中新的知识点要加强巩固。
Stage
3（15mins)：
While
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
(Individual
work)
Play
the
tape
recorder
and
finish
2a.T:
First,
read
the
conversation
and
talk
about
how
to
fill
it
with
your
partners.
T:
Please
listen
to
the
tape.
and
complete
the
conversation
with
the
sentences
in
the
box.T:
Have
you
finished
it
Who
can
tell
us
your
answer
T:
Thanks.
Listen
to
the
tape
again
and
check
your
answer.T:Do
you
agree
with
S1
T:
Very
good!
Listen
to
the
tape
recorder
and
finish
2a.
Ss:…Ss:…S1:
c,a,d,b
Ss:…Ss:
Yes,
we
do.
通过听录音、选择填空的活动，训练学生获取信息的听力技能，帮助学生积累有关打电话的表达。
2.(
pair
work
)
Ask
the
students
to
read
and
practice
the
conversation.
T:
First
let’s
read
the
conversation
aloud
for
three
times.
Pay
attention
to
your
pronunciation
and
intonation
T:
OK,
now
please
practice
it
in
pairs.
You
can
play
their
roles.
Read
and
practice
the
conversation.
Ss:…Ss:…
大声朗读并操练对话，
让学生进一步熟悉打电话的表达方法。
Remark：学习对话完要及时操练，起到学以致用的作用。
Stage
4（10mins)：
Post-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1.(
Individual
work
)
Present
the
telephone
message
and
complete
it.
T:
Please
read
the
telephone
message,
what
should
we
fill
with
T:
Right.
T:
Please
read
2a
again
and
complete
the
telephone
message.
T:
Have
you
finished
it T:OK.
Tell
me
your
answers,
please!T:
Perfect!
Complete
the
telephone
message.
S1:
谁留下的信息，给谁留的信息，及信息的内容是什么Ss:…Ss:Yes.S2:
From
Sally
S3:
To
Maria
S4:Call
Sally
back
this
evening.
将2a的听力材料转化成电话留言，进一步检测对听力材料的理解，并学习电话留言的格式。
2.(Class
activity)
Present
another
telephone
message
and
finish
it.
T:
Look
at
the
telephone
message.
Is
it
different
from
that
in
2b T:
Do
you
know
the
meaning
of
“on
the
way
home”T:
Yes,
“way”
means
…“on
the
way
home”
means
…What
does
Jack’s
father
want
him
to
buy T:Good.
Please
complete
the
telephone
message
and
make
up
a
new
telephone
conversation
in
pairs.
T:
Are
you
ready
T:
Who’d
like
to
act
out
your
conversation
Fill
in
the
blanks
of
another
telephone
message
and
make
a
a
new
telephone
conversation.
Ss:Yes.
It’s
different.S1:
I
think
it
means
…S2:
I
think
he
wants
to
buy
……Ss:…Ss:Yes.Group
1:
…Group
2:…
对2a,
2b进一步的巩固和拓展，通过学生结对活动，根据实际情况，自编对话，进行打电话的口头训练，并转化成电话留言，培养学生的语言输出能力。
Remark：电话留言及根据留言编对话等实践操练，让学生有了对信息进行加工处理并实际应用的能力。
Stage
5（4mins)：
Summarizing
and
assigning
homework
Step
Teacher
activity
Student
activity
Designing
purpose
1.（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:Class
will
be
over
soon.
We
should
summarize
the
key
points
now.
Let’s
begin!T:
Sounds
great!
I
hope
you
will
remember
them.
Summarize
the
key
points.S1:
May
I
speak
to
Maria
S2:
Who’s
this,
please S3:
“in”
means
“at
home”.
S4:
ask
sb.
to
do
sth.
S5:
call
sb.
back
…
归纳总结本课的知识点。
2.
(Class
activity)
Assign
HMK.T:
For
today’s
HMK,
I’d
like
you
to
copy
the
telephone
conversation
that
you
write
in
3.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调在做家庭作业时，尽可能多的练习使用本课的交际用语。
VI.
Blackboard
design
第三课时（Section
B
2a,
2b,
3
Section
C
4a,
4b）
Words
and
expressions:
ask,
back,
evening,
way
Sentences:
①---May
I
speak
to
Maria
---Maria
isn’t
in
now.
②
---
Who’s
this,
please
---This
is
Sally
③
---Could
you
ask
her
to
call
me
back
this
evening
---Sure.Unit
4
Topic
2
Would
you
like
to
cook
with
us？
Section
A
教案
教学内容分析及课时分配建议:
该话题在本单元第一个话题的基础上层层递进，学习与学生的日常生活密切相关、实用性强的英语表达。能过Kangkang,
Jane
和Maria
等计划及实施野炊的场景，学习了打电话、邀请、建议及其回答的表达法，主要句型有：
“May
I
speak
to…？”
“This
is
…”,”
Could
you
ask
her
to
call
me
back？”,”
Would
you
like
to
…？”
“How/What
about…？”,”I’d
love
to.”等。本话题还复习了一般现在时表达主观愿望的用法，同时也学习了一些字母组合的读音规则。最后能过Project的活动让学生综合本单元所学技能和知识有效完成任务，使语言学习学以致用。
本话题共分五个课时，具体分配如下
第一课时
Section
A
1a,
1b,
1c,
2,
3,
4a,
4b
第二课时
Section
B
1a,
1b,
1c
Section
C
2
第三课时
Section
B
2a,
2b,
3
Section
C
4a,
4b
第四课时
Section
C
1a,
1b,
1c,
3
第五课时
Section
D
Grammar&
Functions
1,
2a,
2b
第一课时（Section
A
1a,
1b,
1c,
2,
3,
4a,
4b）
教学设计思路：
本课时通过康康和简打电话呈现主要教学内容。首先呈现关于野餐的图片，引导学生一起讨论有关野餐的话题，同时学习本节课的生词。随后呈现西山的图片，继续扩展关于野餐的话题。创设打电话的情景，让学生了解打电话用语。在这些障碍都扫清之后，听1a的录音完成1b,
对1a进行不同形式的巩固之后，完成1c。接下来听录音完成2的判断正误，进行同一主题的再输入。通过拟定自己的野餐计划，完成任务3，达到学以致用的目的。最后，完成4a和4b语音的学习，至此完成本节课的学习。
I.
Teaching
aims
1.
Knowledge
aims:
（1）学习一些单词和短语。
（2）能够运用打电话、邀请、建议等基本表达法进行交流。
（3）初步学习字母组合air/are,
augh/aw,
a+ble/nge的读音规则，并能根据音标拼读和拼写单词
2.
Skill
aims:
（1）能够识别不同的音标发音。
（2）能够听懂并运用打电话、邀请和建议及其回答的简单用语。
3.
Emotional
aims:
能够积极与同学合作，参与课堂活动。大胆实践。
4.
Culture
awareness:
知道英语中打电话、邀请和提建议的表达。
Ⅱ.
The
key
points
and
difficult
points
Key
points:
（1）Words
and
expressions:
free,
up,
picnic,
call,
when,
tomorrow,
West
Hill
（2）Sentences:
①---Hello!
---Hello,
Jane!
This
is
Kangkang.
②
---
Are
you
free
this
Sunday？
---Yes.
What’s
up？
③
---Would
you
like
to
go
to
the
West
Hill
for
a
picnic？
---Oh,
I’d
love/like
to.
④---Please
tell
Maria
about
it.
---Sure.
I’ll
call
her.
⑤
---See
you
then.
---See
you
(3)
语音：学习字母组合air/are,
augh/aw,
a+ble/nge的发音规则。
Difficult
points：
正确运用打电话、邀请、提建议及其回答的表达法。
III.
Learning
strategies
能够清楚、大声地进行朗读，培养语感和自信心。
能够将所学内容运用到实际的日常生活中。
IV.
Teaching
aids
录音机/多媒体/小黑板/图片
V.
Teaching
procedures
Stage
1（8mins)：
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
and
warm
up.T:
Good
morning!
T:…
Greet
and
warm
up.Ss:
Good
morning!
Ss:…
2.(Class
activity)
Play
PPT
or
present
some
pictures
about
having
a
picnic.T:
Please
enjoy
the
pictures.
What
are
they
doing？
T:
I
think
they
are
having
a
picnic.
Can
you
guess
the
meaning
of
the
word
“picnic”？T:
Good.
Do
you
know
when
it
was？
“When”
means
…T:
Where
are
they
having
their
picnic？
T:
Good!
Who
are
they？…T:
Have
you
had
a
picnic
with
your
friends
or
your
family？
Talk
about
the
picture
of
picnic.Ss:…S1:”野餐”S2:I
think
it
was
spring.
S3:
I
think
it
was
a
weekend
in
spring.
…S4:
I
think
they
are
on
a
hill.
S5:
I
think
they
are
on
a
grass
ground.
…S6:
I
think
they
are
……Ss:
Yes.
通过师生谈论及生生谈论，引起学生对这个话题的兴趣，自然引入到该话题的学习中。
Remark：教师呈现的PPT或图片应该是学生易于分辨出的有时间、地点、人物、活动的野餐，方便学生讨论。
Stage
2
（8mins)：
Pre
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1.
(
Individual
work)
Present
one
picture
of
the
West
Hill
and
teach
some
function
sentences.
T:
Class,
where
do
you
think
it
is？
It
is
the
West
Hill
(explain
“the
West
Hill”).
It
is
a
beautiful
place.
Do
you
want
to
have
a
picnic
there？T:
OK.
It’s
sunny
this
Sunday.
Let’s
go
to
the
West
Hill
and
have
a
picnic.
Are
you
free
this
Sunday？
Can
you
help
me
to
ask
your
partner
if
she
or
he
is
free？
T:
Thank
you.
Do
you
want
to
know
if
I
am
free？
T:
Yes,
What’s
up？
(explain
the
sentence)
T:
You
can
ask:
“Would
you
like
to
go
for
a
picnic？”T:
Yes,
I’d
love
to.
Would
you
like
to
go
for
a
picnic,
S4？
Talk
about
the
picture
and
learn
some
function
sentences.Ss:Yes.
S1:
Are
you
free
this
Sunday？
S2:
Yes.
…S1:
Are
you
free
this
Sunday,
Miss
…？S3:
Would
you
like
to
go
for
a
picnic,
Miss
…？
S3:Yes.
I’d
love
to.
此部分旨在呈现新的句型，”Are
you
free
this
Sunday？”
“What’s
up？”
“Would
you
like
to
do
sth？”及答语
“Yes,
I’d
love
to.”并进行操练，为接下来的听力活动做准备。
2.
(
Class
activity
)
Set
up
a
situation
about
calling
sb.
and
teach
Ss
how
to
call
sb.
T:
Today
S9
isn’t
here.
I
will
call
him
to
ask
if
he
is
free.
Can
you
guess
the
meaning
of
“call
him”？T:
Right.
Please
listen
to
our
conversation.---Hello!
This
is
…
Are
you
free
this
Sunday？
---Yes,
What’s
up？
---I
want
to
go
for
a
picnic
with
my
students.
Would
you
like
to
go
to
the
West
Hill
for
a
picnic？
---Oh,
I’d
love
to.---See
you
then.
---See
you.T:
Do
you
understand？
T:
Now
Please
make
a
telephone
call
with
your
partner.
Learn
how
to
make
a
telephone
call.S1:
打电话Ss:
Yes.Ss:
...
学习英语中的打电话用语，处理听力内容中的障碍。
Remark：教师要在听之前为学生扫清听力的障碍。所以在对话教学中新的知识点要加强教学，反复说，反复演示直到学生明白为止。
Stage
3（15mins)：
While
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose
1.(Individual
work)
Present
the
picture
in
1a
and
play
the
tape
recorder.T:
Kangkang
and
his
classmates
also
want
to
go
for
a
picnic.
Now,
let’s
listen
to
the
tape.
After
listening,
please
tell
me
some
sentences
about
calling
someone.T:
OK.
Can
you
tell
me
some
sentences
about
calling
someone？T:Good!
What
about
the
sentences
of
invitation？T:
Terrific!
Listen
to
the
tape
and
find
the
sentences
about
calling
and
invitation.Ss:…S1:
Hello!S2:This
is
Kangkang.
S3:
Are
you
free
this
Sunday？
S4:
What’s
up？
S5:
Would
you
like
to
go
to
the
West
Hill
for
a
picnic？S6:
Yes,
I’d
love
to.
听录音来初步了解1a的内容。
2.(
pair
work
)
Presents
some
questions:When
do
they
want
to
go
for
a
picnic？
Where
will
they
go？
Who
is
Kangkang
going
to
for
a
picnic
with？T:
Class,
listen
to
the
tape
again
and
answer
the
questions.
T:
Have
you
got
the
answer？T:
Show
me
your
answers,
please!T:
Well
done!
Please
listen
to
1a
and
fill
in
the
blanks
1b.
Listen
to
the
tape
again
and
answer
the
teacher’s
questions,
then
finish
1b.
Ss:…Ss:Yes.S1:
They
want
to
go
for
a
picnic
this
Sunday.
S2:
They
are
going
to
the
West
Hill.
S3:Kangkang,
Jane
and
Maria.
Ss:…
老师给出更深层次的问题，让学生更好地感知对话内容。
3.
(Class
activity)
Listen
again
and
read
the
dialog.
T:
Please
follow
the
tape
and
read
the
dialog
aloud.
T:
Do
you
have
any
questions
after
listening
and
reading
it？T:
Good
questions.
Who
can
help
him？
T:
Yes,
you
are
right.
Anything
else？…
Listen,
read
and
act
out
the
conversation.
Ss:…S1:
Tell
sb
about
sth
的意思。S2:
告诉某人关于某事S5:……
两遍的听力之后，学生需要看着课文再听一遍。并在这一遍里学生找出听的过程中存在的问题。同时大声跟读。
Remark：本节课对话的内容涉及内容较多，老师要注意梯度，循序渐进。
Stage
4（10mins)：
Post-
listening
Step
Teacher
activity
Student
activity
Designing
purpose:
1.(Group
work)
Let
Ss
read
1a
and
underline
the
important
sentences.
T:
We
have
learned
1a.
Now
please
underline
the
important
sentences
and
tell
us
in
groups.
T:
Are
you
ready？
Which
group
would
like
to
show
us
your
answer？T:
Very
good.
Can
you
complete
1c
with
these
sentences？
T:
Who
can
share
your
answers？
T:
You
are
right.
Please
practice
the
telephone
conversation
with
your
partner.
Read
1a
and
underline
the
important
sentences,
then
finish
1c.Ss:…Group
1:
This
is
Kangkang.
Group
2:
Are
you
free
this
Sunday？
Group3:
What’s
up？
Group
4.
Would
you
like
to
go
to
the
West
Hill
for
a
picnic？
Group
1:
Yes,
I’d
love
to.
Group6:
Please
tell
Maria
about
it.
Group
3:
Sure.
I’ll
call
her.
…Ss:
Yes.S2:
This
is
Jane.
What’s
up？
Oh,
I’d
love
to.
See
you.
Ss:…
通过找课文中的重要句型，让学生进一步熟悉，并完成1c.
2.(Class
activity)
Play
the
tape
recorder
and
finish
2.T:
Before
listening
to
the
tape,
please
read
the
four
questions.
Find
out
new
words.
T:
“tomorrow”
means
…
“go
shopping”
means…For
example
…Are
you
clear？T:
OK.
Please
listen
to
the
telephone
conversation
between
Lucy
and
Linda
and
mark
true
or
false.T:
Who
can
tell
us
your
answers？T:
I
think
they
are
right.
Listen
to
the
tape
and
finish
2.
S1:
tomorrow
S2:
go
shopping.
Ss:Yes.Ss:…S1:
…
播放录音，完成2中的练习，进行同一主题的语言再输入。
3.(Group
work)
Present
a
table
in
3.T:
Boys
and
girls,
this
Sunday
we
will
have
a
picnic.
Discuss
and
make
a
picnic
plan
in
groups
and
then
share
it
with
others.
Are
you
clear？T:
Have
you
finished
it？T:
Which
group
would
like
to
tell
us
your
picnic
plan？
Discuss
and
make
a
picnic
plan.
Ss:…Ss:Yes.Group
1:…
野餐计划的制订主要是为了巩固复习本课主要的句型。
Remark：通过小组活动和角色表演，让学生尽可能多地运用所学知识。注意听之前应该让学生认真浏览题目并勾出题目中的关键词，这样学生听的过程中思维处于活跃状态，有助于提高听力效率。
Stage
5（4mins)：
Learning
English
Sounds
Step
Teacher
activity
Student
activity
Designing
purpose
1.(Group
activity)
Show
the
sound
/e /,
/ :/,
/e /
on
the
Bb
and
teach
the
sounds
of
letters
air/are,
augh/aw,
a-able/nge.
T:First,
let’s
divide
all
the
students
into
four
groups
and
have
a
match
about
pronunciation.
I
will
present
some
words
to
you.
Please
put
all
the
letters
with
the
same
sounds
together.
Understand？T:
Have
you
finished
it？T:
Who’d
like
to
tell
us
your
answers？T:Well
done！
Let’s
read
them
together
aloud!
Listen
to
the
new
words
and
write
them
behind
everyphonetic
symbol.Ss:Yes.Ss:Yes.S1:
The
letters
“augh”
and
“aw”
sounds
/ :/.S2:
The
letters
“air”
and
“are”
sounds
/e /.S3:
The
letters
“a+ble”
and
“a+nge”
sounds
/e
/.Ss:…
学习字母组合air/are,
augh/aw,
a+ble/nge的读音。
2.(Group
activity)
Listen
to
the
tape
and
finish
4b.T:
Look
at
the
words
in
4b.
Can
you
circle
the
letters
with
different
sounds
in
each
pair
after
listening？T:
It
is
very
easy,
isn’t
it？
Let’s
check
out
the
answers
together,
shall
we？
Listen
to
the
tape
and
finish
4b.Ss:
Yes,
we
can.Ss:…
听录音完成4b的辨音训练。
Stage
6（4mins)：
Summarizing
and
assigning
homework
Step
Teacher
activity
Student
activity
Designing
purpose
1.（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:Class
will
be
over
soon.
We
should
summarize
the
key
points
now.
Let’s
begin!T:
Sounds
great!
I
hope
you
will
remember
them.
Summarize
the
key
points.
S1:---Hello!
---Hello,
Jane!
This
is
Kangkang.
S2:
---
Are
you
free
this
Sunday？
---Yes.
What’s
up？
…
归纳总结本课的知识点。
2
(Class
activity)
Assign
HMK.T:
For
today’s
HMK,
I’d
like
you
to
make
a
telephone
conversation
according
to
the
table
in
3.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调在做家庭作业时，尽可能多的练习使用本课的交际用语。
VI.
Blackboard
design
第二课时（Section
A
1a,
1b,
1c,
2,
3,
4a,
4b）
Words
and
expressions:
free,
up,
picnic,
call,
when,
tomorrow,
West
HillSentences:
①---Hello!
---Hello,
Jane!
This
is
Kangkang.
②
---
Are
you
free
this
Sunday？
---Yes.
What’s
up？
③
---Would
you
like
to
go
to
the
West
Hill
for
a
picnic？
---Oh,
I’d
love/like
to.
④---Please
tell
Maria
about
it.
---Sure.
I’ll
call
her.
⑤
---See
you
then.
---See
youUnit
4
Topic
2
Would
you
like
to
cook
with
us？
Section
B
教案
教学内容分析及课时分配建议:
该话题在本单元第一个话题的基础上层层递进，学习与学生的日常生活密切相关、实用性强的英语表达。能过Kangkang,
Jane
和Maria
等计划及实施野炊的场景，学习了打电话、邀请、建议及其回答的表达法，主要句型有：
“May
I
speak
to…？”
“This
is
…”,”
Could
you
ask
her
to
call
me
back？”,”
Would
you
like
to
…？”
“How/What
about…？”,”I’d
love
to.”等。本话题还复习了一般现在时表达主观愿望的用法，同时也学习了一些字母组合的读音规则。最后能过Project的活动让学生综合本单元所学技能和知识有效完成任务，使语言学习学以致用。
本话题共分五个课时，具体分配如下
第一课时
Section
A
1a,
1b,
1c,
2,
3,
4a,
4b
第二课时
Section
B
1a,
1b,
1c
Section
C
2
第三课时
Section
B
2a,
2b,
3
Section
C
4a,
4b
第四课时
Section
C
1a,
1b,
1c,
3
第五课时
Section
D
Grammar&
Functions
1,
2a,
2b
第二课时（Section
B
1a,
1b,
1c
Section
C
2）
教学设计思路：
本课时通过参加野餐的孩子们的对话呈现主要的教学内容,。即关于邀请和建议的表达，以及肯定和否定的回答等功能句。本节课首先复习电话用语，借住Section
A
3中的野餐计划，引入本节课的主题。通过观察并讨论1a的图片，学习新单词和短语，接下来听录音完成1b的任务，随后完成Section
C的2，进一步巩固本课所学，最后通过完成1c的短文填空，再次检测学生对1a内容的信息转换能力，至此完成本节课的学习。
I.
Teaching
aims
1.
Knowledge
aims:
（1）掌握一些单词和短语。
（2）能够正确使用不同人称引导的一般现在时（肯定和否定形式）
表达自己的想法和意见。
2.
Skill
aims:
（1）能够运用邀请、建议等基本表达法进行交流。
（2）能够在图片的帮助下，进行信息的加工和转化。
Ⅱ.
The
key
points
and
difficult
points
Key
points:
（1）Words
and
expressions:
sing,
song,
fly,
kite,
time,
have
to,
homework
（2）Sentences:
①---Would
you
like
to
sing
some
songs
with
me,
Kangkang？
---I’m
sorry
I
can’t.
I
have
to
cook.
②
---
How
about
flying
a
kite
with
me？
---I’d
like
that,
but
I’m
sorry
I
have
no
time.
(3)
复习一般现在时的用法。
Difficult
points：
表邀请和建议的句式在实践中的应用。
III.
Learning
strategies
培养借助图片帮助听说和阅读理解的习惯。
能够从同伴处获取反馈，合作完成学习任务的能力。
IV.
Teaching
aids
录音机/多媒体/小黑板/图片
V.
Teaching
procedures
Stage
1（8mins)：
Revision
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
and
warm
up.T:
Good
morning!
T:…
Greet
and
warm
up.Ss:
Good
morning!
Ss:…
2.(Class
activity)
Play
a
short
video
about
a
telephone
conversation.
T:
Boys
and
girls,
first
let’s
enjoy
a
short
video.
From
it
you
can
learn
how
the
foreigners
call
someone.
Watch
a
short
video.
Ss:…
复习所学的打电话用语。
3.(Pair
work)
Get
Ss
to
make
a
telephone
call
to
invite
friends
for
a
picnic.
T:
According
to
the
weather
report,
it
will
be
a
sunny
day
this
Sunday.
Would
you
like
to
have
a
picnic
with
your
friends？
T:
OK.
Now
make
a
telephone
call
to
invite
your
friends
for
a
picnic.
Make
a
telephone
call
to
invite
friends
for
a
picnic.Ss:
Yes.Ss:…
复习上节课所学的对话。
4.(Individual
activity)
Present
the
table
in
Section
A
3
and
talk
about
the
picnic
plan.
T:
This
is
a
picnic
plan
that
we
made
last
lesson.
Look
at
it
and
try
to
answer
the
following
questions:
When
are
you
going
for
a
picnic
T:
OK.
Where
are
you
going？
T:
Good!
Who
will
go
for
a
picnic？
T:
What
are
you
going
to
take
with
you？
T:What
are
you
going
to
do？…
Talk
about
the
picnic
plan
with
the
teacher.
S1:This
Sunday.
S2:
The
West
Hill.
S3:My
friends.S4:Some
food
and
drinks.S5:We
are
going
to
……
用Section
A
3的表格引入新课。
Remark：老师要为不同层次的学生提供练习的机会，在学习新知识前，要让每一个学生都熟知上节课所学知识，这样才能很好地进入到本节课的学习中。
Stage
2（10
mins)：
Pre
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose:
1.
(
Individual
work)
Present
some
pictures
about
picnic.
Talk
about
their
activities
and
teach
the
new
words
and
phrases.
T:
Boys
and
girls,
what
is
she
doing？
T:
Yes.
She
is
singing
songs.
I
like
singing
songs.
Do
you
like
singing
songs？
Now
can
you
say
“唱歌”？
T:Very
good.
Look
at
another
picture.
Do
you
know
what
it
is？
T:
Yes.
It
is
a
kite
in
English.
Look,
the
kite
is
flying
in
the
sky.
Do
you
like
flying
a
kite？
T:
What’s
meaning
of
“fly
a
kite”？
Talk
about
the
activities
in
picnic
and
learn
new
words
and
phrases.
S1:唱歌S1:
sing
a
song
S2:
song
songs.S3:风筝。Ss:
Yes.
S4:放风筝
教学新单词及短语，为听力扫除障碍。
2.
(
Class
activity
)
Play
a
game
to
practice
“sing
a
song,
fly
a
kite,
cook,
get
some
water”.
T:Class,
let’s
play
a
game.
One
does,
the
other
guesses
and
asks.
Like
this:
---Would
you
like
to
…
with
us？
or
---How
about
doing
sth.？
If
your
actions
match
your
words,
the
first
student
answers:---Yes,
I’d
love
to.
If
not,
he
will
answer
---I’m
sorry
I
can’t.
I
have
no
time.
I
have
to
…Do
you
understand
it？T:
OK.
Let’s
begin.
Play
the
game
and
practice
the
conversations.
Ss:
Yes.
Ss:…
Remark：通过游戏的方式学习本节课的单词和短语，同时为下面的听力扫清障碍。
Stage3（10
mins)：
While
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose:
1.(Individual
work)
Present
the
picture
in
1a
and
predict
the
main
idea
of
1a.T:
What
are
they
doing？T:
Well
done.
Please
guess
if
the
following
sentences
are
right.
Kangkang
wants
to
sing
some
songs
with
Jane.
Wang
Junfeng
would
like
to
cook
with
Maria.
Michael
doesn’t
want
to
fly
a
kite
with
Steve.
Michael
has
to
get
some
water.
Describe
the
picture
and
finish
the
“True
of
False”
task.S1:
Kangkang
is
cooking.
S2:
Jane
is
singing
some
songs.
S3:Steve
is
flying
a
kite.
S4:
Michael
is
getting
some
water.
S1:
FalseS2:
True.
S3:
FalseS4:
True.
通过谈论1a图片来预测相关内容正确与否，训练学生根据图片预测对话内容的能力。
2.
(Class
activity)
Listen
to
the
tape
recorder
and
finish
1b.
T:
Let’s
listen
to
the
tape
recorder
of
1a.
Check
out
the
answers
of
“True
of
False”..
T:
How
about
your
guessing？T:You
did
a
good
job.
Please
listen
again
and
finish
1b.
T:
Have
you
got
the
answer？T:
Show
me
your
answers,
please!T:
Great!
Listen
to
the
conversations
and
finish
1b.
Ss:…Ss:…Ss:…Ss:Yes.S1:
Jane
is
singing
some
songs.
…
通过听音填空培养学生从听力材料中获取信息的能力。
3.
(Group
work)
Find
out
the
important
sentences
and
practice
in
groups.
T:
Class,
Let’s
find
out
the
important
sentences
in
1aT:
Who
can
tell
me
what
you
find
out？
T:
Very
good!
Please
practice
in
groups.
Every
group
has
to
act
out
the
conversation.
T:
Are
you
ready？
Who’d
like
to
act
it
out
first？
Find
out
the
important
sentences
and
practice
in
groups.
Ss:
...S1:Would
you
like
to
sing
some
songs
with
me？
S2:
I’m
sorry
I
can’t.
I
have
to
cook.
S3:
How
about
flying
a
kite
with
me？
S4:
I’d
like
that,
but
I’m
sorry
I
have
no
time.
I
have
to
get
some
water.
Ss:…Group
1:
…
找出本节课要掌握的表示邀请、建议及其应答的表达并操练对话。
Remark：教材上设置的任务如不能满足学生的需求，可补充一些问题。
Stage
4（12mins)：
Post-
listening
Step
Teacher
activity
Student
activity
Designing
purpose:
1.(Group
work)
Present
the
pictures
in
Section
C
2.
Ask
the
students
to
make
a
short
conversation.
T:
Look
at
the
pictures,
can
you
make
some
conversations？
Please
use
“how
about
…？
Or
Would
you
like
to
…？”
T:
Are
you
ready？
Who’d
like
to
show
your
conversation？T:
Wonderful!
Here
are
four
conversations,
please
match
them
with
the
pictures.
Can
you
do
it
in
groups？
T:Have
you
finished
it？T:
OK.
Let’s
check
the
answer
together.T:
All
the
answers
are
correct.
Do
you
have
any
questions？T:…
Look
at
the
pictures
and
make
a
short
conversation.
Ss:…Group
1:
---How
about
having
some
orange
juice？
---
I’d
like
that.
Group
2:
---Would
you
like
to
go
shopping？
---Yes,
I’d
love
to.
Group
3:
…Ss:
Yes.
Ss:Yes.Ss:…Ss:…
通过该活动进一步巩固练习邀请，建议及其应答的句型。
2.(Group
work)
Present
the
passage
of
1c
and
complete
it.T:
Class,
please
read
the
passage
and
complete
it
with
the
correct
form
of
each
word
or
phrase
in
the
box.
T:
Who
can
tell
us
your
answers？
Read
the
passage
of
1c
and
complete
it.
Ss:…S1:
for,
food,
wants,
has
to,
gets,
flies.
1c
是对1a对话内容的信息转换，再次检测学生对对话内容的理解.
Remark：运用本节课所学进行对话操练以及完成短文填空的形式，让学生尽可能多地运用所学知识。
Stage
5（5mins)：
Summarizing
and
assigning
homework
Step
Teacher
activity
Student
activity
Designing
purpose:
1.（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:Class
will
be
over
soon.
We
should
summarize
the
key
points
now.
Let’s
begin!T:
Sounds
great!
I
hope
you
will
remember
them.
Summarize
the
key
points.
S1:---Would
you
like
to
sing
some
songs
with
me,
Kangkang？
--I’m
sorry
I
can’t.
I
have
to
cook.
S2:
---
How
about
flying
a
kite
with
me？
---I’d
like
that,
but
I’m
sorry
I
have
no
time.…
归纳总结本课的知识点。
2.
(Class
activity)
Assign
HMK.T:
For
today’s
HMK,
I’d
like
you
to
repeat
the
conversation
of
1a.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调在做家庭作业时，尽可能多地练习使用本课的交际用语。
VI.
Blackboard
design
第二课时（Section
B
1a,
1b,
1c
Section
C
2）Words
and
expressions:
sing,
song,
fly,
kite,
time,
have
to,
homework
Sentences:
①---Would
you
like
to
sing
some
songs
with
me,
Kangkang？
---I’m
sorry
I
can’t.
I
have
to
cook.
②
---
How
about
flying
a
kite
with
me？
---I’d
like
that,
but
I’m
sorry
I
have
no
time.
