Period 1
教学内容
Getting ready (p.65), Reading (pp.66-67)
教学目标
语言知识
认读和理解单词director, make-up, artist, studio, upon和短语talent show, pass out; 认识单词 contestant。
语言技能
能根据图片猜测单词director, make-up, artist的含义。
能运用略读等阅读策略，初步了解主阅读篇章故事的主要内容。
学习策略
1. 运用略读等阅读策略，初步了解主阅读篇章故事的
主要内容。
2. 复习故事类文章的阅读方法，能够分析故事的起因、
经过和结果。
教学重点
初步了解故事的情节发展和基本要素。
学习核心单词和短语。
教学难点
1. 能根据图片猜测单词director, make-up, artist的含义。
2. 初步了解故事的情节发展和基本要素。
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。
学生观察第65页的卡通图，阅读Hi和Lo的对话，回答下列问题。
● What are the family doing? (They are watching the washing machine.)
● Why are they doing that? (Because their TV is broken.)
● What does this cartoon imply? (It implies that TVs are important in people’s daily lives.)
Step 2 完成读前活动，激活背景知识。
1. 学生开展“头脑风暴”，讨论What is your favourite TV programme?教师将学生讨论的结果罗列在黑板上。
2. 教师询问How is a TV programme made? 引入What do you know about...? 部分的练习，帮助学生激活背景知识。学生认读和理解单词director, make-up, artist。
Step 3 运用略读策略，了解主阅读篇章故事发生的背景。
1. 学生完成Before you read 部分的练习。学生认读和理解单词studio和短语talent show, pass out。
2. 学生快速阅读主阅读篇章第1至12行，然后完成下列短文填空，了解故事的起因。学生认读和理解单词upon;认识单词contestant。
Denise and Angela were at the TV studio. They were in the audience. The Travel Quiz was about to begin. The director was checking if everything was OK. The contestants were sitting on the stage. The two big lights were shining down upon them. It was very hot. Suddenly, one of them felt sick and passed out.
3. 学生讨论问题What may happen after that?
Step 4 运用略读策略，了解主阅读篇章故事的基本要素和情节发
展。
学生阅读主阅读篇章，然后完成下表，了解故事的基本要素和情节
发展。
Setting: at the studio
The elements of the story
Characters: Denise, Angela
Plot:
● Opening (Lines 1-7): Angela and Denise took part in a TV programme.
● Rising action (Lines 8-14): One of the contestants passed out.
● Turning point (Lines 15-24): Angela replaced the contestant.
● Falling action (Lines 25-44): Angela answered all the questions correctly and was ahead of the other two contestants.
● Ending (Lines 45-51): Angela won the prize.
回家作业
模仿录音的语音、语调，朗读课文。
抄写单词和短语：director, make-up, artist, studio, contestant, upon; talent show, pass out。
完成《练习册》第66页Vocabulary 和第73页Reading A的练习。
Period 2
教学内容
Reading (p.67), Vocabulary (p.68), Comprehension (p.69)
教学目标
语言知识
认读和理解单词among, onto, forward, second, relaxed, ahead of, beat, still, single, victory, England, lucky和短语keep still。
语言技能
通过深入阅读，进一步理解故事内容，了解人物的性格特征。
教学重点
通过深入阅读，进一步理解故事内容。
教学难点
通过语言、神态、动作等细节描写了解人物的性格特征。
教学过程
教学过程
教学过程
Step 1 回顾主阅读篇章的内容。
学生阅读课文，然后两人一组，完成下面的图表，回顾故事发生的起
因、经过和结果，并口头汇报答案。
Beginning: Angela and Denise sat in the audience and were prepared to watch the quiz show.
Middle: One of the contestants passed out and Angela was chosen to be the contestant.
Ending: Angela kept getting the questions right and won the prize.
Step 2 分段阅读主阅读篇章，深入理解故事内容，了解人物的性格特
征。
1. 学生阅读主阅读篇章的第一至第三段，然后回答下列问题，初步了解人物性格。
● What would Angela like to be, one of the contestants or someone in the audience? (One of the contestants.)
● What is the difference in the character between Denise and Angela? (Possible answer: Angela is braver than Denise.)
2. 学生阅读第四至第七段，然后回答下列问题。学生认读和理解单词among, onto, forward。
● What might have made the woman pass out? (The hot lights.)
● What did the director do after the woman fell across the desk? (He hurried down from the control room above.)
● Why was Angela chosen to be the contestant? (Because she raised her hand.)
● What was done to Angela after the director chose her? (The director led her onto the stage, and a make-up artist put make-up on her face and brushed her hair.)
3. 学生阅读第八至第十五段，然后完成下列判断正误的练习并在主阅读篇章中找到证据。学生认读和理解单词second, relaxed, ahead of, beat, still, single, victory, England, lucky和短语keep still。
● Although Angela was very nervous, she got all the answers right. (F) (...she seemed relaxed and did really well.)
● Angela answered some of the questions with no questions wrong, but she was still ahead of the other two contestants. (F) (She answered the questions with no problems and was soon ahead of the other two contestants.)
● Denise sat on the seat quietly and waited for Angela’s great moment. (F) (Denise was so excited that she could hardly keep still.)
● Finally, if Angela could answer the last two questions, she would be the winner. (F) (Soon there was just a single question between Angela and victory.)
● The answer to the last question is “Paris”. (F) (“In England”, replied Angela.)
4. 学生再次阅读第八至第十五段，然后完成下表。
Angela
Evidence
seemed relaxed.
She answered the questions with no problems.
kept calm.
Though the questions were getting more and more difficult, Angela kept getting them right.
was clever.
Soon there was just a single question between Angela and victory.
5. 学生完成Comprehension D1的练习，并口头汇报答案。
Step 3 通过练习巩固核心单词和短语。
学生完成Vocabulary C1, C2的练习，并口头汇报答案。
Step 4 完成Comprehension D2, D3的练习，巩固对主阅读篇章的情节
发展和主要人物性格特征的理解。
1. 学生完成Comprehension D2的练习。
2. 学生两人一组，讨论Comprehension D3的问题，并口头汇报答案。
回家作业
抄写单词和短语：among, onto, forward, second, relaxed, ahead of, beat, still, single, victory, England, lucky；keep still。
分角色表演主阅读篇章的故事，准备在下节课上表演。
完成《练习册》第74至75页Reading B, C的练习。
Period 3
教学内容
Listening (p.70), Talk time (p.74), Speak up (p.75)
教学目标
语言知识
1. 认读和理解单词praise, view, news, survey和短语floor plan, emergency exit。
2. 掌握表扬和鼓励的常用表达方法。
语言技能
1. 能在听的过程中获取关键信息。
2. 能读懂简单的平面图。
3. 能根据情境，运用表扬和鼓励的表达方法。
4. 能开展问卷调查，统计数据，并汇报调查结果。
学习策略
能利用调查问卷统计数据，并形成报告。
教学重点
1. 掌握表扬和鼓励的常用表达方法。
2. 开展问卷调查，统计数据，并汇报调查结果。
教学难点
开展问卷调查，统计数据，并汇报调查结果。
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。
教师邀请部分学生分角色表演主阅读篇章的故事。
Step 2 开展听前活动，激活背景知识；进行听前预测，为听力练习作准备。
学生阅读练习A和练习B，了解电视台的一些场地名称以及Angela和Denise的位置、走廊的位置、房间门的朝向以及一些表示方位的词汇，尤其注意平面图左下角的图标。然后，预测要填写的场地名称。
Step 3 完成听力任务。
1. 教师播放录音，学生完成练习A，并口头汇报答案。学生认读和理解短语floor plan。
2. 教师再次播放录音，学生完成练习B，并口头汇报答案。学生认读和理解短语emergency exit。
3. 学生两人一组，根据教师给出的情境编制对话。
● Suppose you have just come out of Janet Smith’s office. You want
to go to the waiting room. You ask someone working there for help.
● Suppose you have just come out of the waiting room. You want to
go to the restaurant. You ask someone working there for help.
Step 4 学习Talk time部分的内容，掌握表扬和鼓励的表达方法。
1. 教师播放导图的录音，学生跟读对话。
2. 教师帮助学生归纳表扬和鼓励常用的表达方法。学生认读和理解
单词praise。如：
● 表扬：
Nice going! / You did a good job! / Keep it up! 干得好！
The food is delicious. 真好吃。
Everything tastes great! 每样东西都很美味！
Your son / daughter is so cute! 你儿子/女儿很可爱！
I admire / respect your work! 我对你的工作表示敬意！
You’re very professional! 你非常专业！
You’re so smart! 你非常聪明！
You’re really talented! 你很有天赋！
You look nice in that colour! 你穿那种颜色很好看！
You have good taste! 你很有品味！
● 鼓励：
Come on! Be a man! 加油，表现得像个男子汉！
That’s better than I can do. 你比我做得好多了。
I believe you can improve it. 我相信你能做得更好。
I think you should go ahead. 我认为你应该继续干下去。
If at first you don’t succeed, try, try, and try again. 如果一开始你
没有成功，尝试，尝试，再尝试！
You have my whole-hearted support. 我全心全意地支持你。
There is no reason to feel discouraged. 没有必要感到灰心。
The longest road must have an end. 你总会有出头之日的。
I’ll always be there for you! 我永远支持你！
Cheer up! Don’t give up! 加油！不要放弃！
3. 教师播放练习A1的录音，学生跟读对话，然后两人一组，朗读
对话，体会表扬和鼓励的常用语句。
4. 学生两人一组，根据以下情境，编制对话。如：
● Eddie made four tasty dishes by himself. What will his mother
probably say to him?
Mum: The dishes are very delicious.
Eddie: Thank you, Mum.
● Eddie made some cakes for his classmates. He bought them to
school and Alice tasted one and liked it very much. What will
Alice probably say to him?
Alice: Wow, the cake you made tastes so good.
Eddie: Really? I’m glad you like it.
● Susan has just bought a new skirt. She looks very pretty in it.
What will you say to her?
You: What a nice skirt! / You look so pretty in the skirt.
Susan: Thank you very much.
● Angela is having a hard time because the Maths exam is coming
and she is really poor at Maths. What will you say to her?
Angela: I’m afraid I’ll fail the Maths exam again.
You: Don’t worry. I can help you study for it. Just try your best.
Angela: That’s very kind of you.
Step 5 完成Speak up部分的任务，调查组内成员看电视的习惯，并将调查结果汇报给全班同学。
1. 学生阅读练习B1的问卷内容，准备进行采访。学生认读和理解单词news, view和短语on weekdays。
2. 学生以小组为单位，完成问卷调查。
3. 学生统计调查数据，然后根据练习B2的框架，各组派代表汇报调查结果。学生认读和理解单词survey。
回家作业
1. 抄写单词和短语praise, view, news, survey；floor plan, emergency
exit。
2. 设计有关学生使用电脑的习惯的问卷，并开展调查以及撰写调
查报告。
3. 完成《练习册》第70至71页Listening和第72页Speaking的
练习。
Period 4
教学内容
Grammar (pp.71-73)
教学目标
语言知识
掌握由although或though引导的让步状语从句的结构和用法。
语言技能
能够使用although或though来表达两个分句间的让步关系。
学习策略
主动探究，善于发现语言的规律并能运用规律举一反三。
教学重点
掌握由although或though引导的让步状语从句的结构和用法。
教学难点
能够在语境中正确使用由although或though引导的让步状语从句。
教学过程
教学过程
Step 1 学习由although或though引导的让步状语从句的结构。
1. 学生阅读第71页的两段引言和四个例句，然后完成Work out the rule部分的内容。
2. 教师给出第71页Things to remember部分的三个句子，学生判断句子的对错。学生阅读并理解Things to remember部分的内容。
Step 2 学会使用由although或though引导的让步状语从句。
1. 学生完成练习A，掌握由although或though引导的让步状语从句的结构。
2. 学生完成练习B，并口头汇报答案。
3. 学生完成练习C，并口头汇报答案。
4. 学生阅读下面的童话故事，然后展开合理想像，用although或though引导的让步状语从句完成这个故事。
The happy farmer and his wife
Long ago, there was a poor farmer called Fred. Fred and his wife Doris lived in an old, small hut. One winter night, the Luck Fairy visited them.
“Fred, you’re a good and hard-working farmer. I’d like to give you three wishes”, said the Luck Fairy.
Fred and Doris smiled at each other and said, “Thank you very much. We don’t need any wishes. (1) Although / Thuogh we’re old, we work in the fields every day.”
“You don’t earn much. I can give you some gold coins,” said the Fairy.
“No, thank you. (2) Although / Though we’re poor, we live happily,” said Doris.
“Your hut is old and small. I can give you a big new house,” said the Fairy.
“We don’t need a new house. (3) Although / Though our hut is old and small, we keep it clean. We like this hut very much. I’ve lived here with Doris for many years,” replied Fred.
“How about some beautiful clothes?” asked the Fairy.
“No. We don’t need any. (4) Although / Though our clothes are worn, they are still comfortable. They keep us warm in winter,” answered Doris.
“You’re great people. I like you very much. I wish you happiness and health forever,” said the Fairy. Then she disappeared.
回家作业
1. 使用although或though完成以下连词成句的练习。
(1) was / no student / difficult / the test / failed it
(Although / Though the test was difficult, no student failed it.)
(2) spend / fun / computer games / are / students / should not / playing them / too much / time
(Although / Though computer games are fun, students should not spend
too much time playing them.)
(3) its price / good / the quality of the notebook / high / is / is
(The quality of the notebook is good, although / though its price is
high.)
2. 完成《练习册》第67至69页Grammar的练习。
Period 5
教学内容
Study skills (pp.78-79), Writing (p.76)
教学目标
语言知识
认识单词script。
语言技能
1. 使用表格整理和呈现信息。
2. 能读懂主持稿。
3. 能模仿范文，撰写一份达人秀的主持稿。
学习策略
能够利用表格整理和呈现信息。
教学重点
1. 学习主持稿的结构。
2. 完成主持稿开场白和结束语部分的内容撰写。
3. 能够利用表格整理和呈现信息。
教学难点
1. 如何使主持稿主题突出、首尾呼应。
2. 设计表格、表头等内容。
教学过程
教学过程
Step 1 学习Study skills板块的内容，掌握利用表格整理和呈现信息
的方法。
1. 学生阅读第78页的引言，然后回答下面的问题，了解表格的作用。
● Why do we use tables to give information? (Because information given in tables is easier to understand.)
2. 学生阅读练习A的短文和表格，然后回答问题。
3. 学生阅读练习B的短文，然后参考练习A的表格，将短文的信息填入表格。
Step 2 学习主持稿的结构，撰写一份达人秀的主持稿。
1. 学生阅读练习A的指令语，了解主持稿的重要性。学生认识单词script。
2. 学生阅读练习A中的范文，然后将主持稿各部分的名称填写到相应的空格中去，了解主持稿的基本框架结构。
3. 学生再次阅读练习A中的范文，然后四人一组，讨论下列问题。
● What is mentioned when the host is introducing the contestants?
(Their name, job, hobby, hometown, personal experience, etc.)
● What are the rules about? (How to answer the questions and how to get the points.)
教师可以在学生回答完第一个问题后再追加问题Why does the host make the introduction to the contestants like that? (To make the activity more vivid and interesting.)，让学生明白在主持活动中语言的多样性和丰富性是非常重要的。
4. 学生根据以下提示问题，采访同学，并作记录，留作介绍选手的素材使用。
● What is your hobby?
● What are you good at?
● Can you tell me about your special experience?
● What do you want to show at the talent show?
5. 学生以小组为单位，讨论达人秀的比赛规则。教师邀请部分小组派代表作汇报。
6. 学生根据所作准备，仿照范文，撰写一份达人秀的主持搞，完成练习B。
回家作业
以At Festival为主题，撰写一份艺术节的主持稿。
完成《练习册》第76页Writing的练习。
Period 6
教学内容
More practice (p.77), Culture corner (p.80)
教学目标
语言知识
了解英语习语jump out of my skin, to cut a long story 和a piece of cake的含义。
了解单词reporter, jungle, skin, set, crew, shoot, appear和短语to be honest。
语言技能
能根据上下文猜测习语jump out of my skin, to cut a long story short和a piece of cake的含义。
能理解补充阅读篇章的关键信息。
文化意识
了解国际上著名电影节。
教学重点
1. 理解补充阅读篇章的关键信息。
2. 理解英语习语jump out of my skin, to cut a long story short和a
piece of cake的含义。
教学难点
根据上下文猜测习语jump out of my skin, to cut a long story short和a piece of cake的含义。
Step 1 学习More practice板块的内容。
1. 学生回答问题Where do people shoot a film? 教师通过图片，引入
补充阅读篇章的话题“电影乐园”。
2. 学生阅读补充阅读篇章，完成选择和图表填空。学生了解单词
reporter, jungle, skin, set, crew, shoot, appear和短语to be honest。
Circle the correct answer.
What kind of passage is it? (b)
A short story. b. An interview. c. A poem.
Complete the diagram.
3. 学生阅读补充阅读篇章前五段的采访内容，然后将两个景点与各
自的特色配对。学生猜测习语jump out of my skin的含义。
4. 学生阅读补充阅读篇章后六段的采访内容，然后回答下列问题。
学生猜测习语to cut a long story short和a piece of cake的含义。
● What did Julia and Roddy visit after the tour? (They visited a film set.)
● What were the crew doing? (They were shooting a scene.)
● What was the scene about? (It was about some students in a school.)
● What did the crew need for the scene? (They needed some more actors for the scene.)
● What did Roddy think of working as an actor? (He thought it was interesting and easy.)
5. 学生完成练习A，深入理解篇章的细节。
6. 学生两人一组，完成练习B。
7. 学生完成下列句子，巩固对所学习语的理解和运用。
● A: How is your homework going? Is it easy?
B: Yes! It’s a piece of cake!
● A: Mary, I’d like to tell you something surprising.
B: I’m sorry, Peter. But I’m busy with my work. Can you cut a
long story short?
● A: Did you like the film Gravity?
B: Yes! It’s really exciting. I nearly jumped out of my skin.
8. 学生再次阅读全文，并适当开展想像，然后用适当的词语完成这封信。
Dear Max,
I’m writing to you from Hollywood! I’m here with Julia, (1) my friend. We’re having (2) a good time here. It’s the best holiday we’ve ever had!
Yesterday, we went to (3) the Film Park. We visited a film set (4) a film set and saw a film crew shooting a scene there. I found it very interesting. While we were watching the crew at work, (5) the film director said that he needed some more actors in the scene. He chose me! We also enjoyed the tour of the Film Park. The (6) Great Wave was amazing. When the wave (7) came towards us, I thought that we would drown! But it was just great special effects. Julia liked (8) the Dinosaur Jungle best. It was frightening when a giant dinosaur (9) appeared!
The Film Park was so (10) exciting / fantastic that we were certainly “seeing stars” by the end of the day!
Best wishes
Roddy
Step 2 学习Culture corner板块的内容。
1. 学生阅读Culture corner板块的图文，然后回答下列问题。
● What is the passage mainly about? (It is mainly about the
international film festivals around the world.)
● What are two most famous film festivals around the world?
Where are they held? (The Venice Film Festival in Italy and the
Cannes Film Festival in France.)
● Which world-famous international film festival is held in China?
(The Shanghai International Film Festival.)
● When is it held every year? (In June.)
● What can people usually do during these famous film festivals?
(They can enjoy the latest films from around the world and also
meet many famous film stars and discuss any developments in the
film industry.)
2. 教师通过电影节海报和照片向学生进一步介绍三大著名的国际
电影节。
Step 3 完成Self-assessment板块关于单元学习情况的自我评价。
回家作业
1. 抄写习语：jump out of my skin, to cut a long story 和a piece of cake，并用这三个习语造句。
2. 以小组为单位，准备介绍一个国际电影节。
3. 选择性完成《练习册》第77至80页Integration的练习。
