Period 1
教学内容
Getting ready (p. 113), Reading (pp. 114-115), Vocabulary C1 (p. 116), Culture corner (p. 126)
教学目标
语言知识
认读和理解单词speech, competition, text, chance, confidently, topic, winner, advise, several, opinion, whole, suggestion, communicate, whenever和短语in public, put on, in my opinion, above all等。
能理解纵横填字游戏中的提示，并找到相应的单词。
语言技能
通过上下文语境，猜测speech, competition, communicate等单词的含义。
通过阅读标题和观察插图，预测主阅读篇章的话题。
运用略读策略了解文章主旨大意。
文化意识
了解世界上主要的文娱活动。
教学重点
了解主阅读篇章的主旨大意，学习核心词汇。
教学难点
根据上下文语境猜测词义。
教学过程
教学过程
教学过程
教学过程
Step 1 阅读Getting ready板块的图文，了解单元话题。
学生观察教材第113页的卡通图，阅读Hi和Lo的对话，回答以下问题。
● What is Lo sitting on? (He is sitting on a pile of newspapers.)
● Why does he sit on them? (Because he thinks his teacher told him to write an article on top of newspapers.)
● What did the teacher really mean? (He wanted Lo to write an article about newspapers.)
Step 2 阅读Culture corner板块的图文，了解纵横填字游戏的相关信息。
教师通过图片和问题In newspapers, what can we find besides articles? 引入纵横填字游戏。
学生阅读Culture corner板块关于纵横填字游戏的短文，并回答以下问题。
● Where can we find crossword puzzles? (We can find crossword
puzzles in most newspapers and there are also books of them.)
● How many sets of clues are there for each crossword puzzle?
(Two.)
● What do we use the clues for? (We use them to guess words.)
学生完成教材第126页的纵横填字游戏。
Step 3 开展读前活动，为阅读扫清障碍。、
学生阅读主阅读篇章的标题和副标题并观察插图，然后完成Before you read部分的练习。同时认读和理解单词text和短语in public。
教师解释第一题选项中的三种体裁。如：
● An email usually has a greeting and an ending, and is online.
● A newspaper report usually has a date, a headline and a picture.
● An interview usually has a photo of the interviewee, and is
usually written in the form of dialogue.
Step 4 运用略读策略，了解主阅读篇章的大致内容。
学生阅读主阅读篇章的第一段，回答以下问题。
● When did the students at Rosie Bridge School have their English
Week? (Last week.)
● What was their English Week like? (It was a big success.)
学生略读全文，给文章分段，并归纳段落大意。如：
Part Ⅰ(Paragraph 1): An introduction to English Week
Part Ⅱ(Paragraph 2-6): Activities during English Week
Part Ⅲ (Paragraph 7): The head teacher’s suggestions on how to improve their English
学生完成纵横填字游戏，并认读和理解单词chance, communicate, confidently, winner和speech。
Down
1 to exchange information, news, ideas, etc. with sb.
2 the achievement of something that you have been trying to do
3 a person, a term, etc. that wins sth.
4 opportunity
Across
4 in a manner that shows you are certain of success.
5 a formal talk which someone gives to an audience
4. 学生完成Vocabulary C1的练习。
Step 5 模仿录音的语音、语调，朗读课文。
学生跟录音，朗读主阅读篇章，同时认读和理解单词competition, topic, advise, several, whole, suggestion, whenever和短语put on, in my opinion, above all。
Step 6 巩固文本内容，提升对主阅读篇章的理解。
学生阅读下文，根据首字母填入适当的词。
Last week, Rosie Bridge School held an English Week. The students took part in many activities. There were many interesting competitions. It was a great chance to learn some new English words. The winner of the speaking competition gave us some advice on how to improve our spoken English. With this useful advice, we can speak English confidently. In most students’ opinions, the English Week was a success.
回家作业
抄写单词和短语：speech, competition, text, chance, confidently, topic, winner, advise, several, opinion, whole, suggestion, communicate, whenever, in public, put on, in my opinion, above all等。
模仿录音的语音、语调，朗读课文。
完成《练习册》第114页Vocabulary和第121页Reading A的练习。
Period 2
教学内容
Reading (pp. 114-115), Vocabulary C2 (p. 116), Comprehension D1, D2, D3 (p. 117),
教学目标
语言知识
认读和理解单词treasure和短语treasure hunt, take part in, speaking competition等。
理解主阅读篇章的主体内容，了解“英语周”的活动细节。
语言技能
运用找读策略，深入理解主阅读篇章的内容。
文化意识
了解“英语周”及其对英语学习的帮助。
情感态度
乐于参加“英语周”活动，提高学习英语的愿望和兴趣。
教学重点
掌握主阅读篇章的事实信息，巩固核心单词和短语。
教学难点
运用找读策略，加深对主阅读篇章的理解。
教学过程
教学过程
Step 1 回顾主阅读篇章，检查回家作业的落实情况。
学生完成Vocabulary C2的练习。
Step 2 开展“头脑风暴”，引入背景知识。
教师提问：What can we do during English Week?，学生分小组讨论后交流答案。如：English book fair, English play, English singing competition等。
学生完成What do you know about…? 部分的练习A1。同时认读和理解单词treasure和短语treasure hunt。
学生思考练习A2的问题，并口头交流想法。
Step 3 运用找读策略，深入理解主阅读篇章的内容。
1. 学生阅读主阅读篇章的第二、三两段，完成下表。
English Week at Rosie Bridge School
Activity
Other information
An English book fair
Place: the library
A treasure hunt
An English play
An English singing competition
A speaking competition
Students had to speak on a topic in English for two minutes.
2. 学生阅读主阅读篇章的第四至第六段，回答以下问题。
● Who was the winner of the speaking competition? (Henry.)
● How did he feel? (He felt so happy.)
● What advice did he give the other students? (If they want to be good
public speakers, they’d better speak slowly, clearly and confidently.)
● What did Amy think of English Week? (She thought it was well
worth doing.)
学生完成Competition D1的练习，并口头汇报答案。
学生阅读主阅读篇章的第七段，完成Comprehension D2的练习。
学生四人一组，讨论Comprehension D3的问题，并口头汇报讨论结果。教师可提供下列句式，供学生讨论时参考使用。
S1: Do you remember last year’s English Week?
S2: Yes. It was…
S3: What were some activities during English Week?
S4: There were / was…
S1: Which activity did you like best?
S2: I liked…best.
S3: My favourite activity was…
S4: ...was my favourite activity.
回家作业
抄写单词和短语：treasure, treasure hunt, take part in, speaking competition等。
根据学校实际情况，设计“英语周”的活动安排。
完成《练习册》第122至123页Reading B, C的练习。
Period 3
教学内容
Grammar (p. 119-121)
教学目标
语言知识
了解情态动词should和短语had better的含义和用法。
能够使用should讨论义务和职责及提出建议，用had better表示竭力劝告。
语言技能
使用情态动词should和短语had better完成对话。
教学重点
学会并掌握should和had better的用法。
教学难点
正确使用should和had better。
教学过程
教学过程
教学过程
Step 1 检查回家作业的落实情况。
学生根据主阅读篇章的内容，回答以下问题。
● What was held at Rosie Bridge School last week? (An English
Week.)
● How many activities did the students have? (Five.)
● What were they? (An English book fair, a treasure hunt, an
English play, an English singing competition and a speaking
competition.)
● Did students enjoy English Week? (Yes, they did.)
学生口头汇报自己最喜欢的“英语周”活动。
Step 2 学习情态动词should的含义及用法。
学生集体朗读下列主阅读篇章中的句子。
● In my opinion, every school should have an English Week.
● You should communicate in English with your friends whenever
you can. You should read English books and magazines, and
watch English television programmes. Above all, you should
enjoy English!
学生阅读教材第119页的对话及例句，完成Work out the rule部分的内容。教师同时向学生讲解Things to remember的内容。
学生完成教材第120页的练习，巩固should的用法。
学生用should回答下列问题。
● What should we do if we want to get better marks? (We should
study harder if we want to get better marks.)
● What should we do if we find a purse on the classroom floor?
(We should take the purse to the teacher if we find it on the
classroom floor.)
● How should we treat our parents when they are old? (We should
look after our parents when they are old.)
学生用should完成以下对话。
● Tony: The newspaper says that the bank robbers stole a lot of
honey.
Paula: That should be “money”.
● Tony: One page two, it says that the new president is 500 years
old.
Paula: That should be “50”.
● Tony: It says here that the man was wearing a white skirt and tie.
Paula: That should be “shirt”.
● Tony: It says on page three that no plants could land at the airport
because of the typhoon.
Paula: That should be “planes”.
● Tony: The newspaper says that the president was born in 1919
and lied in 1998.
Paula: That should be “died”.
● Tony: A fast-foot shop burnt down last night, according to the
newspaper.
Paula: That should be “food”.
Step 3 学习短语had better的含义及用法。
学生阅读教材第120页的例句，然后完成第121页Work out the rule部分的内容。教师告诉学生：
1) had better意为“做……是好的；最好还是”，用于表示竭力
劝告，或告诉人们（包括自己）该做什么事。
2) had better在口语中经常缩略成’d better。否定形式为had better
not，其缩略形式为’d better not。
3) had better在表示对别人劝告、建议时，不宜用与陌生人、长
辈及上级的交谈中。同时向学生讲解Things to remember的内
容。
学生完成教材第121页的练习。
学生通过下列改错练习，巩固had better的用法。
● You’d better to wait for me at the school gate. (删to)
● I have better write to him now. (have → had)
● You had not better go there. (had not better → had better not)
● He better finish the work now. (better → had better)
● You hadn’t better spend too much time playing computer
games. (hadn’t better → had better not)
回家作业
口头准备五条关于提高英语水平的建议。
完成 《练习册》 第115至117页Grammar 的练习。
Period 4
教学内容
Listening (p. 119), More practice (p. 125)
教学目标
语言知识
认读和理解单词rich, poor, hide, attack和短语look out；了解单词trap, duck, sword等。
语言技能
能听懂故事的情节发展，理解主要人物和事件。
通过补充阅读提高获取关键信息的能力。
文化意识
了解英国民间传说中的人物罗宾汉。
学习策略
通过小组分工合作，表演关于罗宾汉的戏剧片段。
教学重点
听辨故事主要人物的身份，并能针对所听语段的内容记录简单信息。
运用找读策略，理解故事的细节。
教学难点
通过梳理故事的基本要素，深入了解补充阅读篇章的内容。
教学过程
教学过程
Step 1 关注听力材料中的关键信息。
1. 学生根据插图猜测剧本中的主要角色。了解专有名词Robin
Hood和Little John。
2. 教师介绍主要角色的背景。学生了解专有名词Merry Men。
3. 教师播放练习A的录音，学生听辨人物身份，同时认读和理
解单词poor和rich。
4. 教师播放练习B的录音，学生完成练习。
5. 教师与学生一起核对答案。学生认读和理解单词hide, attack
和短语look out。
6. 学生跟读录音，并模仿录音的语音语调。然后，回答以下问
题，深入理解听力文本内容。
● Who loved Robin Hood? (The poor.)
● Who hated him? (The rich.)
● What did Robin Hood usually do? (He usually took from the
rich and gave to the poor.)
● Name one of Robin Hood’s friends. (Little John.)
Step 2 学习More practice板块的补充阅读篇章。
学生略读文章，回答以下问题，理清人物之间的关系。
● What was the relationship between Robin Hood and Maid
Marian? (Maid Marian was one of Robin Hood’s friends.)
● What was the relationship between Robin Hood and Prince
John? (Prince John was Robin Hood’s enemy.)
学生观察图片，了解单词duck, trap和sword。
学生完成下表，复习故事的基本要素。
Basic elements of a story
time
place
character(s)
the beginning
the middle
the ending
学生找读补充阅读篇章，完成下表，理解剧情。
Robin Hood
Time
after Prince John caught Maid Marian
Place
inside Prince John’s castle
Characters
● Robin Hood
● Maid Marian
● Prince John
● two guards
The beginning
Prince John caught Maid Marian.
The middle
● Robin Hood comes.
● Two guards try to catch him.
● Robin Hood ducks.
● Two guards hit each other and fight.
The ending
Robin Hood saves Maid Marian.
Prince John loses his castle and all his gold.
学生深入理解补充阅读篇章，完成练习A。
学生模仿录音的语音、语调，分角色朗读补充阅读篇章。
回家作业
1. 模仿录音的语音、语调，朗读More practice板块的篇章。
2. 以小组形式表演More practice板块的短剧。
3. 完成《练习册》第118至119页Listening的练习。
Period 5
教学内容
Writing (pp. 123-124)
教学目标
语言知识
认读和理解单词else, choose等。
学习撰写一份宣传活动的通告。
语言技能
学会使用“蛛网图”构思写作框架。
通过关键词、图片和“蛛网图”完成一份宣传“英语周”活动的通告。
情感态度
展开合理想像，设计一份具有创意的“英语周”活动通告。
教学重点
根据关键词、图片和“蛛网图”完成一份活动通告。
用祈使句、将来时和should完成一份活动通告。
教学难点
运用“蛛网图”构思活动通告的框架。
教学过程
教学过程
Step 1 检查回家作业的落实情况。
各小组表演关于罗宾汉的戏剧的片段，教师进行点评。
Step 2 学会使用“蛛网图”构思写作框架。
1. 教师要求学生思考活动通告的基本内容，并将学生的回答以“蛛
网图”的形式罗列在黑板上。如：
2. 学生根据练习A的“蛛网图”讨论宣传“英语周”的通告的具
体内容。同时认读和理解单词else。
3. 学生根据“蛛网图”完成练习A，并口头汇报答案。
Step 3 根据提示，完成一份活动通告。
学生阅读练习B中通告的第一段和Top tip部分的内容，了解通告的写作方法。同时认读和理解单词choose。
学生四人一组，观察练习B中其他三个活动的图片，讨论活动内容。
学生独立完成练习B。
学生相互交流通告的内容。
教师假设学校即将举办的运动会需要一份通告作宣传，学生通过“头脑风暴”讨论宣传运动会的通告的内容。
回家作业
利用“蛛网图”构思通告的内容，完成一则宣传运动会的通告。
完成《练习册》第124页Writing的练习。
Period 6
教学内容
Speaking (p. 122), Project (pp. 127-128)
教学目标
语言知识
认识和理解单词shy。
语言技能
使用First, Second, Third等表示先后顺序的连接词完成演讲。
学会使用“蛛网图”构思写作框架。
情感态度
通过小组分工合作完成演讲，培养协作精神。
学习策略
对所学内容进行自我评估，反思学习中的进步与不足。
教学重点
学会运用“蛛网图”和提纲撰写演讲稿。
教学难点
使用“蛛网图”构思演讲稿内容，完成演讲稿撰写，并进行演讲。
教学过程
教学过程
教学过程
Step 1 检查回家作业的落实情况。
学生口头汇报关于运动会的通告。
Step 2 学习Talk time部分连续的朗读技巧。
学生朗读教材第122页的四个短语。
教师播放教材第122页四个短语的录音，学生跟读。教师帮助学生总结连读技巧。如：连读就是把第一个词词尾的音和第二个词词首的音连起来读。最常见的连读情况是“辅音+元音”的连读，即：如果前一个词以辅音结尾，后一个以元音开头，这两个音可以连起来读。
学生两人一组，朗读练习A1的短语和练习A2的句子，并相互纠正读音。
教师要求部分学生朗读，并纠正他们的读音。
Step 3 根据关键词和所给句型，进行演讲。
学生开展“头脑风暴”，讨论How to improve your spoken English这个话题。同时认读和理解单词shy。
学生阅读Speak up部分所给的句型，教师对演讲时可用的句型进行扩充，并板书在黑板上。如：
● I think you should…
● If you want to…, you’d better / you should…
● Have you ever thought of…?
● I believe / think…is a good way to improve your spoken English.
学生以小组活动的形式拟一份演讲稿的提纲。如：
Paragraph 1: The importance of spoken English
Paragraph 2: Several ways of improving your spoken English
● First, …
● Second, …
● Third, …
Paragraph 3: Conclusion
学生撰写演讲稿，并口头汇报。
Step 4 完成Project板块的相关内容。
学生阅读A部分的内容，五人一组，确定演讲主题。
教师引导学生以memory为例，完成B部分的“蛛网图”。
各组根据C部分的内容在组内分配任务。
学生阅读D部分的演讲稿范文，了解演讲稿的构成。
各组撰写演讲稿。教师提醒学生阅读教材第128页Top tip部分的内容，掌握演讲稿的写作技巧。
各组派代表上台演讲。然后，全班评选出最佳小组。
Step 5 完成Self-assessment部分关于单元学习情况的自我评价。
回家作业
完成《练习册》第120页Speaking的练习；选择性完成第125至128页Integration的练习。
