Period 1
教学内容
Getting ready (p.97), Reading (pp.98-99), Vocabulary C1 (p.100)
教学目标
语言知识
认读和理解单词adventure, novel, steamboat, steam, writer, humorous, fence, task, board, survey, silence, deal和短语in silence。
语言技能
能运用略读、预测等阅读策略，初步了解主阅读篇章的原著书名、作者和故事的主人公等信息。
能根据故事的基本要素初步了解故事的情节。
能根据上下文猜测单词task, survey, deal, silence和短语in silence的含义。
学习策略
运用略读、预测等阅读策略，初步了解主阅读篇章的信息。
通过分析故事的基本要素，了解故事的情节发展。
情感态度
培养阅读英美经典文学的兴趣。
教学重点
初步了解故事的情节。
学习核心单词和短语。
教学难点
能找出故事的时间、地点、人物、起因、经过和结果等基本要素，了解故事的情节。
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97页的卡通图，阅读Hi和Lo的对话，回答下列问题。学生认读和理解单词adventure。
● What book is Hi reading? (The Adventure of Tom Sawyer.)
● Who is Tom Sawyer? (He is the main character in Mark Twain’s novel The Adventures of Tom Sawyer.)
● Does Lo know about the stories of Tom Sawyer? Why? (No, he doesn’t. Because he thinks Tom is Hi’s classmate.)
Step 2 完成读前活动，激活背景知识。
学生两人一组，讨论并完成What do you know about…? 部分的
练习。学生认读和理解单词steamboat, steam。
学生讨论并回答问题What do you think about American life in
the 1830s?
Step 3 运用略读、预测等阅读策略，初步了解主阅读篇章的原著书
名、作者和故事的主人公等信息。
1. 学生阅读主阅读篇章的引言和标题，然后完成Before you read部
分的前两题。学生认读和理解单词novel, writer, humorous。
2. 学生讨论并回答问题How much do you know about Mark Twain?
了解马克●吐温的基本信息。如：
Nationality: American
Occupation: writer, humorist
Masterpieces: The Adventures of Tom Sawyer, Adventures of Huckleberry Finn, etc.
学生观察主阅读篇章中的插图，然后回答下列问题。
● What are the boys doing? (One boy is painting the fence. Another
boy is eating an apple. Some boys are standing in a line.)
● What is the fence made of? (Some boards.)
学生根据图片猜测fence和board的含义，同时认读和理解单词
fence, board。
学生再次观察主阅读篇章中的插图，尝试运用预测策略，猜测
Before you read部分第三个问题的答案。然后，教师进一步提问
Tom Sawyer felt sad because he was given the task of painting the
fence. Can you guess whether or not he painted the fence in the
end? 学生大胆猜测，并简单说明理由。
Step 4 从故事的基本要素入手，了解主阅读篇章故事的主要情节，并根据故事的情节发展给故事分段。
1. 学生阅读主阅读篇章，然后完成下表，了解故事的基本要素。
Time
Saturday morning
Place
In town
Characters
Tom Sawyer, Ben Rogers, Billy Fisher, etc.
Plot
Beginning
Tom’s aunt gave him a task of painting a
fence. Tom thought of an idea.
Middle
Tom tricked other boys into painting the fence for him.
Ending
Tom gained many toys and the fence was painted well. Tom’s aunt was happy.
2. 学生根据故事的情节发展，给故事分段。如：
Part 1: Paragraphs 1-3
Part 2: Paragraphs 4-13
Part 3: Paragraph 14
Step 5 运用根据上下文猜测词义的策略，完成Vocabulary C1的练习。
学生完成Vocabulary C1的练习。学生认读和理解单词task, survey, silence, deal和短语in silence。
回家作业
模仿录音的语音、语调，朗读课文。
抄写单词和短语： adventure, novel, steamboat, steam, writer, humorous, fence, task, board, survey, silence, deal；in silence。
根据故事的基本要素，口头简述故事的情节。
完成《练习册》第105页Reading A的练习。
Period 2
教学内容
Reading (p.99), Vocabulary C2 (p.100), Comprehension (p.101), Strategy (p.101)
教学目标
语言知识
认读和理解单词yard, progress, rest, pity, while, careful, deal, coat和短语have a rest, think of, come along, what a pity, go on doing, after a while。
语言技能
能通过阅读人物对话，推断故事中主要人物的心理和意图，分析人物的性格特征。
能口头表达自己对故事中人物的看法。
学习策略
能运用“理解故事中的对白”的阅读策略，通过人物对话理解故事中主要人物的心理和意图。
教学重点
能运用“理解故事中的对白”的阅读策略，通过人物对话理解故事中主要人物的心理和意图。
教学难点
通过人物对话分析人物心理和性格特征。
教学过程
教学过程
教学过程
Step 1回顾主阅读篇章，完成补充词汇练习，检测对新授词汇的掌握
情况。
1. 学生集体朗读主阅读篇章。
2. 学生用选项框内的单词和短语的正确形式补全句子。
adventure humorous in silence novel survey task
● The trip to South Africa was like an adventure.
● Gone with the Wind is one of the most famous novels in the world.
● Police came to survey the cause of the fire.
● We must finish our task in time by all means.
● He has a habit of making humorous remarks.
● When the professor was talking about the air crash, everyone there
was sad and in silence.
Step 2 分段阅读主阅读篇章，深入理解全文。
学生阅读主阅读篇章的前三段，然后回答下列问题。学生认读和理解单词yard, progress, rest和短语have a rest, think of, come along。
● What was Tom asked to do on Saturday morning? (He was asked to
paint the fence.)
● How did he feel when he finished painting one board? Why? (He felt
sad. Because the fence was 30 yards long and three yards high and
Tom wanted to play games and he knew that the other boys would
make fun of him.)
学生阅读Strategy部分的内容，学习“理解故事中的对白”的阅读策略。
学生阅读第四至第十一段，找出下列句子出自哪个人物之口，然后运用“理解故事中的对白”的阅读策略推断说话人的真实想法或意图。学生认读和理解单词pity, while, careful和短语what a pity, go on doing, after a while。
● Work? This isn’t work. I’m enjoying myself. (Tom. Tom wanted to
show Ben that he enjoyed the work so that Ben would offer to paint the
fence.)
● Will you let me do some painting? (Ben. Ben was tricked by Tom
and wanted to do the painting for fun.)
● I’m going swimming. Do you want to come? (Ben. Ben wanted to
make fun of Tom.)
● No, Ben, I can’t. Aunt Polly warned me to do it well. (Tom. Tom
wanted to show Ben that he was not willing to give him the chance of
painting the fence so that Ben would be more eager to do the job.)
● I can do it. I’ll be really careful. (Ben. Ben wanted Tom to give him a
chance.)
● I’m the only person that can do it right. (Tom. Tom implied that Ben
was not allowed to do the job because he was not good at it, so Ben
would be very eager to do the job.)
● I’ll give you half my apple. Wait, I’ll give you all of it. (Ben. Ben
showed that he really wanted to paint the fence.)
学生阅读全文。教师在黑板上罗列出故事中的场景，要求学生展开想像，说说每个场景中汤姆的心情是怎样的。学生认读和理解单词coat。
Scenes Tom’s feelings
Step 3 完成Comprehension部分的练习。
学生再次阅读主阅读篇章，然后完成Comprehension D1的练习。完成练习后，教师要求学生说说自己作出相应推断的依据。
学生先浏览Comprehension D2中的两个问题，再阅读主阅读篇章，然后完成练习。
学生在文中找出相关的句子来支持自己的答案。如：
Q1:
● On Saturday morning, every boy in town was happy, expect Tom Sawyer.
● Tom’s aunt gave him a task of painting their fence. It was 30 yards long and three yards high.
Q2:
● Tom began to think of the games that he wanted to play. He knew the boys who were free would soon come along and make fun of him.
● Tom gave Ben his brush with worry on his face but joy in his heart.
4. 学生根据个人的理解，展开小组讨论，就Comprehension D3的问题
说出自己的观点。
5. 若学生程度较好，教师还可以补充以下问题供学生讨论。
● What do you think of Ben Rogers?
● How do you understand the win-win strategy?
Step 4 通过练习巩固核心单词和短语。
学生完成Vocabulary C2的练习，并口头汇报答案。
回家作业
模仿录音的语音、语调，朗读课文。
抄写单词和短语：yard, progress, rest, pity, while, careful, deal, coat；have a rest, think of, come along, what a pity, go on doing, after a while。
模仿主阅读篇章，讲述一个用计谋解决问题或遭到他人算计而受骗上当的故事。在讲述中注意体现故事中人物间的对话。（可与同伴合作表演故事中的对话。）
完成《练习册》第98页Vocabulary和第106至107页Reading B, C
的练习。
Period 3
教学内容
Listening (p.102), Talk time (p.106), Speak up (p.107)
教学目标
语言知识
认读和理解单词frog, congratulations, celebrated, lead和短语turn sth. over；认识单词sympathy。
掌握表达祝贺的常用语句Congratulations!, I’m happy for you.等。
掌握表达同情的常用语句That’s terrible.，What a shame! 等。
语言技能
能听懂故事的情节发展，理解其中的主要人物和事件。
能根据语境，运用表示祝贺或同情的表达方法。
能讲述自己最喜欢的一则故事。
学习策略
尝试阅读英语故事及其他英语课外读物。
教学重点
听懂故事的情节发展，理解其中的主要人物和事件。
掌握表达祝贺的常用语句Congratulations!, I’m happy for you.等和表达同情的常用语句That’s terrible.，What a shame!等。
教学难点
听懂故事的情节发展，理解其中的主要人物和事件。
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。
教师邀请部分学生上台讲述一个用计谋解决问题或遭到他人算计
而受骗上当的故事。
Step 2 开展听前活动，了解背景知识；进行听前预测，为听力练习
作准备。
1. 学生阅读听力板块的引言，了解背景知识。学生认读和理解单词
frog和celebrated。
2. 学生观察练习A中的图片，了解每幅图片描绘的内容，预测故
事的情节发展。
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。
2. 学生浏览练习B，适当预测答案。
3. 教师播放录音，学生完成练习B，并口头汇报答案。学生认读和
理解单词lead和短语turn sth. over。
4. 教师再次播放录音，要求学生在练习A中的每一幅图片下记录
与图片相关的单词、短语或短句，然后根据图片内容和自己的笔
记复述整个故事。
Step 4 完成Speak up部分的任务，以小组为单位，讲述自己最喜欢的一则故事。
1. 学生以小组为单位，开展一次有感阅读英语故事的调查。以下问
题可供参考。
● Do you have any English books at home? If yes, how many?
● How many English stories have you read? What are they?
● Who are they written by?
● What is your favourite English story?
● What interesting characters did you know in these English
stories? Choose one interesting character to introduce.
● What else have you learnt from reading English stories?
2. 学生分小组，讨论练习B1中的五个问题。
3. 学生参照练习B2中的框架和句型，向小组其他成员讲述自己最
喜欢的一则故事。
4. 教师邀请部分小组派代表上台讲述自己最喜欢的一则故事，然后
就故事中的重要信息口头提问，要求其他学生回答。
Step 5 学习Talk time部分的内容，掌握祝贺与同情的表达方法。
教师播放导图的录音，学生跟读对话。学生认读和理解单词congratulations；认识单词sympathy。
教师播放练习部分的录音，学生跟读对话，然后两人一组，朗读对话，体会表达祝贺或同情的常用语句。
教师帮助学生归纳其他祝贺与同情的表达方法。 如：
祝贺：
● You deserve it! 实至名归
● That’s wonderful news! 那是天大的好消息！
● I’m delighted for you! 我为你感到高兴！
同情：
● Oh, I’m sorry! 哦，太遗憾了。
● What a pity! 真可惜！
● How awful! 太可怕了！
4. 教师一次口述下列情境，要求学生用表示祝贺或同情的表达予以
回应。
● I’ve lost my dog.
● I’ve been elected as monitor.
● I’ve won first prize in the English singing competition.
● Someone’s stolen my purse.
● I’m going to get married next month.
● I’ve passed my driving test.
● My mother’s broken her right arm.
● It’s raining so hard that we can’t go out for a picnic.
● I failed the Maths test today.
5. 学生仿照以上活动，采用小组接龙的形式，前一名学生口述一个
情境，后一名学生用表示祝贺或同情的表达予以回应，以此类
推。
回家作业
抄写单词和短语：frog, congratulations, celebrated, lead；turn sth. over。
将在Speak up部分讲述的故事写成一篇文章。
完成 《练习册》 第102至103页Listening和第104页Speaking 的练习。
Period 4
教学内容
Grammar (pp.103-105)
教学目标
语言知识
能辨认出由who, that或which引导的限制性定语从句，并能理解句子的意思。
语言技能
能够在具体语境中正确使用由who, that或which引导的限制性定语从句。
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
能辨认出由who, that或which引导的限制性定语从句。
教学难点
当who, that或which在定语从句中作动词的宾语时常可以省略。
教学过程
教学过程
教学过程
Step 1 了解由who, that或which引导的限制性定语从句的功能和结
构。
1. 学生观察下列两组内容，了解定语从句的功能。
一本有趣的书 (an interesting book a book that is interesting)
一位漂亮的女孩 (a pretty girl a girl who is pretty)
2. 学生阅读下列主阅读篇章中的句子，并尝试将其翻译成中文，从而进一步体会定语从句的功能。
● He knew the boys who were free would soon come along and
make fun of him. (他知道那些没事干的男孩马上会出现并取笑
他。)
● I’m the only person that can do it right. (我是可以做好这件事的
唯一人选。)
3. 学生阅读第103页的引言和例句，然后完成Work out the rule部
分的内容。
4. 学生阅读第103页Things to remember部分的内容，了解that在
非正式文体中常用来替代who或which，以及当who, that或
which在定语从句中作动词的宾语时，常可以省略。
Step 2 进一步巩固由who, that或which引导的限制性定语从句的结
构和用法，完成相关练习。
学生完成练习A。教师指导学生先找出各句中的定语从句部分，然后找出定语从句所修饰的先行词。
学生完成练习B。教师指导学生先了解图片中的人或物，然后再用适当的关系代词完成这些句子。
学生翻译下列句子，进一步巩固限制性定语从句的用法。
● 你有没有看见我昨天买的那本书？(Have you seen the book
which / that I bought yesterday?)
● 他是昨天迟到的那个学生。(He is the student who / that was
late yesterday.)
● 爸爸给我买的钢笔不见了。(The pen which / that my dad
bought for me is missing.)
● 她就是找到你钱包的那个女孩。(She is the girl who / that found
your wallet.)
学生再次观察以上句子，仿照练习A, 划出每个句子中的定语从
句部分并指出它们所修饰的先行词。如：
● Have you seen the book which / that I bought yesterday?
● He is the student who / that was late yesterday.
● The pen which / that my dad bought for me is missing.
● She is the girl who / that found your wallet.
5. 学生把下面每组两个句子用适当的关系代词合并成一个句子。
● The student was Tom. He answered the question. (The student
who / that answered the question was Tom.)
● The letter is difficult to read. It is written in old English. (The
letter which / that is written in old English is difficult to read.)
● He is the man. He broke the window. (He is the man who / that
broke the window.)
● This is the book. You asked for it. (This is the book (which / that)
you asked for. )
● All cheered. All heard the song. (All that heard the song
cheered.)
6. 学生完成练习C。教师指导学生先阅读故事，熟悉故事内容，然
后两人一组，仿照示例，根据所给提示和故事内容进行回答。
7. 学生开展“头脑风暴”，完成下列句子。教师应鼓励学生用定语
从句尽量多地说出自己的想法，并想出更多类似的句子。
● I like the singers who / that…
● I like the teachers who / that…
● I like the friends who / that…
● I like the mobile phones which / that…
● I like the films which / that…
8. 学生分组进行抢答游戏。一名组员先想好一位同学、一种动物或
一样物品，并用定语从句描述，其余根据其描述进行猜测。如：
S1: He is a boy that / who always comes to school first.
S2: Tom.
S3: It is a bird that / which lives on water.
S4: A duck.
…
回家作业
1. 完成下面的练习。
用适当的关系代词完成下列句子。
● I have a brother who / that likes soccer.
● Tom doesn’t like the films which / that are too long and too scary.
● We prefer the groups which / that play loud and energetic songs.
● He likes the friends who / that often help others.
将下列两个句子合并成一个句子。
● I like the music. The music is loud and exciting. (I like music that /
which is loud and exciting.)
● She loves he films. The films are romantic. (She loves the films that /
which are romantic.)
● Tony likes the music. He can dance to the music. (Tony likes the
music (that / which) he can dance to.)
2. 完成《练习册》第99至101页Grammar的练习。
Period 5
教学内容
Writing (p.108), Study skills (pp.110-111)
教学目标
语言知识
认读和理解单词lazy, pretend和短语trick sb. into doing sth.；认识单词plot。
语言技能
能仿照示例，列一份写作提纲。
能就自己最喜欢的一则故事写一篇读书报告。
学习策略
通过写作提纲组织文章架构。
教学重点
能就自己最喜欢的一则故事写一篇读书报告。
教学难点
掌握读书报告的文体和结构。
教学过程
教学过程
Step 1 学习Study skills板块的内容，掌握列写作提纲的方法，并为有关自己最喜欢的故事人物的汇报列一份写作提纲。
学生阅读第110至第111页列写作提纲的三个步骤以及Top tip部分的内容，然后回答下列问题。
● What is an outline? (It is the general plan of an article.)
● Why is an outline helpful? (It is helpful in organizing one’s
thoughts and makes it much easier to write an article.)
● What do you need to do to make a good outline? (First, sum up
the topic in one sentence or phrase. Second, brainstorm as many
sub-topics as you can with the help of a spidergram. Finally, use
different series of numbers and letters to organize your ideas.)
● Do we need to use complete sentence in an outline? What do we
use instead? (No, we don’t. Single words or phrases.)
以“我最喜欢的故事人物”为话题，学生开展“头脑风暴”，思
考自己最喜欢的一个故事人物。
学生仿照步骤二的绘制“蛛网图”。
学生仿照步骤三列写作提纲。
Step 2 学习读书报告的结构，并就自己最喜欢的一则故事写一篇读
书报告。
学生阅读第108页的引言，然后回答问题What do we need to tell people in our report on a story? (Basic information about a story and our opinions of it.)
学生阅读练习A中的范文，了解每一段的主旨，然后完成该练习。学生认读和理解单词lazy, pretend和短语trick sb. into doing sth.；认识单词plot。
学生选择一则自己最喜欢的故事，根据练习A中读书报告的结构和所学的列写作提纲的方法，仿照Study skills板块步骤二，绘制一张“蛛网图”。
学生根据“蛛网图”，列写作提纲。
学生仿照练习A中的范文，根据自己的写作提纲列写一篇读书报告。
学生完成写作后，教师可要求同桌交换作文，并互相检查拼写、语法、用词、标点等方面的错误，并提出改进意见。
学生分享优秀习作，听教师讲评作文。
回家作业
抄写单词和短语：plot, lazy, pretend；trick sb. into doing sth.。
修改完善自己的作文。
完成《练习册》第108页Writing的练习。
Period 6
教学内容
More practice (p.109), Culture corner (p.112)
教学目标
语言知识
了解单词cave, stream, frozen, waterfall, opening, bat, flame, passage和短语put out。
语言技能
能运用略读、预测等阅读策略，初步了解故事的内容。
能通过阅读，进一步了解马克·吐温的作品和小说主人公汤姆·索亚的性格特征。
学习策略
运用略读、预测等阅读策略，初步了解故事的内容。
通过网络或书籍搜索资料，了解马克·吐温更多的作品及其作品中的主人公。
教学重点
理解故事的情节，分析人物的性格特征。
教学难点
能根据故事情节分析主人公汤姆·索亚的性格特征。
教学过程
教学过程
教学过程
Step 1 学习More practice板块的内容。
1. 学生观察补充阅读篇章的插图并阅读篇章标题，然后运用预测策
略回答下列问题。
● Who are the people in the picture? (Tom and Becky.)
● Where are they? (In a cave.)
● What is the boy holding? Why is he holding it? (A candle. He is
holding it to light the cave.)
● How do they probably feel? (They probably feel worried.)
● What may happen to them? (Possible answer: They may meet
something dangerous.)
2. 学生运用略读策略，概括每段的大意。如：
Paragraph 1: Tom and Becky walked into the cave and they used
candle smoke to write their own names on the rock.
Paragraph 2: They went deeper and deeper into the cave.
Paragraph 3: They were attacked by some bats and finally got
away from the bats.
学生阅读补充阅读篇章，然后完成练习A。学生了解单词cave, stream, frozen, waterfall, opening, bat, flame, passage和短语put out。
教师补充下列问题要求学生回答。
● How did other people who came to the cave writer their names on
the walls? (They used candle smoke to writer their names on the
walls.)
● Why did the cave wall look like a frozen waterfall? (The cave
wall had probably been shaped by the running stream over the
past years.)
● Where did Tom find an opening in the rock? (He found an
opening in the rock behind the stone waterfall.)
● Why did the bats follow Tom and Becky? (Because they were
flying at the candle flames.)
5. 学生讨论并回答问题What was Tom like in this story? Why do
you think so?。
学生以小组为单位，讨论练习B的问题。教师可适当将马克·吐温的作品介绍给学生。
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。
● Who is Huckleberry Finn? (The main character of Adventures of
Huckleberry Finn. / Tom Sawyer’s best friend.)
● Who is another important character in Adventures of Huckleberry
Finn? (A runaway slave.)
● What does the slave usually do in the story? (He tries to find
freedom.)
2. 学生综合本单元学习的内容，以小组为单位，尝试介绍马克·吐
温和他的作品。
教师创设情境：Do you want to know more about Mark Twain? Let us invite his friend to introduce him. 教师邀请部分学生以马克·吐温友人的身份进行介绍。学生可以从以下几点入手：
Hello, everyone! I’d like to introduce my friend Mark Twain to you. Please listen carefully!
● His life
● His works
● His quotations
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
仿照Culture corner板块的篇章，搜集马克·吐温的其他著作，并书面介绍他的著作。
选择性完成《练习册》第109至112页Integration的练习。
