Period 1
教学内容
Getting ready (p.113), Reading (pp.114-115), Vocabulary C1 (p.116)
教学目标
语言知识
认读和理解单词gift, graduation, count, afford, present, search, draw和短语at last。
语言技能
能根据上下文猜测单词count, afford, search, draw和短语at last的含义。
能通过了解故事的基本要素，初步了解小说的情节。
学习策略
运用略读和推断的阅读策略，了解主阅读篇章的小说背景，预测小说的情节发展。
情感态度
通过阅读英美经典文学作品，加深对英美文化的了解。
教学重点
初步了解主阅读篇章小说的情节。
学习核心单词和短语。
教学难点
能根据上下文猜测单词count, afford, search, draw和短语at last的含义。
运用略读策略，根据故事的情节发展给小说分段，并通过故事的基本要素掌握小说的主要情节。
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。
学生观察第113页的卡通图，阅读Hi和Lo的对话，然后回答下列问题。学生认读和理解单词present和gift。
● What is Lo doing? (He is looking at his present.)
● What is Hi doing? (He is thinking about the good old days.)
● What do Lo’s words mean? (They mean he loves the gift. They can also mean he loves his life at the moment.)
Step 2 完成读前活动，激活背景知识。
学生观察What do you know about…? 部分的图片，将图片和节
日或庆典的名称配对。学生认读和理解单词graduation。
学生思考并讨论下列问题。
● What gifts do people give to others on different days?
● When do we usually give gifts to others?
● What do you usually do when you receive gifts?
● How do you feel when you receive gifts?
Step 3 运用略读和推断的阅读策略，了解主阅读篇章的小说背景，预测小说的情节发展。
学生阅读主阅读篇章的标题和第一段，并观察插图，然后回答
Before you read 部分的三个问题。
学生阅读主阅读篇章的前两段，然后填写下表。
Time
The day before Christmas
Characters
Della and Jim
Cause
Della wanted to buy a gift for her husband but she only had one dollar and eighty-seven cents.
3. 学生展开想像，思考问题If you were Della, what would you do?，从而预测小说的情节发展。
Step 4 根据小说的情节发展给故事分段，并通过故事的基本要素掌握小说的主要情节。
1. 学生阅读主阅读篇章，然后给篇章分段并概括每段的大意。如：
Part 1 (Paragraph 1-2): The background information of the story.
Part 2 (Paragraph 3-8): Della sold her hair and bought her
husband a watch chain.
Part 3 (Paragraph 9-17): Jim sold his watch and bought a set of
combs for Della.
2. 学生再次阅读主阅读篇章，填写下表，了解故事的基本要素。
Time
The day before Christmas
Characters
Della and Jim
Beginning
Della wanted to buy a gift for her husband but she only had one dollar and eighty-seven cents.
Middle
Della sold her hair to buy a watch chain for Jim.
Ending
Jim and Della both sold their most valuable possessions to buy gifts for each other.
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，并认读和理解单词count, afford, search, draw和短语at last的含义。
回家作业
模仿录音的语音、语调，朗读课文。
抄写单词和短语：gift, graduation, count, afford, present, search, draw；at last。
三人一组，分角色朗读主阅读篇章，准备在下节课上表演。
完成《练习册》第121页Reading A的练习。
Period 2
教学内容
Reading (p.115), Vocabulary C2 (p.116), Comprehension (p.117), Strategy (p.116)
教学目标
语言知识
认读和理解单词cent, knee, sign, chain, bill, set, comb和短语look for, fix…on, hold out; 认识单词goods。
语言技能
能根据图片猜测单词cent, knee, sign, goods, chain, comb的含义。
能通过阅读，分析人物的心理变化。
能理解小说结尾的巧妙构思和作用。
学习策略
了解“意外的结局”这一文学创作手法，通过欣赏结局来品味小说的艺术特色，体会小说的主旨。
情感态度
体会为所爱之人牺牲的主旨。
教学重点
理解小说结尾的作用。
分析小说中人物的心理变化。
教学难点
理解故事结尾的作用。
教学过程
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。
学生分角色朗读主阅读篇章。
Step 2 通过图片学习核心词汇。
教师出示图片。学生根据图片猜测并认读和理解单词cent, knee, sign, chain, comb；认识单词goods。
Step 3 通过阅读，进一步了解主阅读篇读篇章的情节，分析人物的心理变化。
1. 学生阅读主阅读篇章的第三至第十二段，然后将下面的句子正确排
序。学生认读和理解单词bill, step和短语look for，fix…on。
(2) Della stopped at a hair goods store and sold her beautiful hair.
(3) Della looked for a gift for her husband.
(1) Della put on her old jacket and old hat and went outside.
(6) Della saw the stranger expression in Jim’s eyes.
(5) Della made the dinner and waited for her husband.
(4) Della bought a watch chain for $21.
2. 学生再次阅读主阅读篇章的第一至第十二段，体会在整个故事的发展过程中，Della的心理变化。然后，选择适当的形容词完成对人物心理变化的分析。最后，说出选择相应形容词的理由。
anxious eager excited hopeful nervous upset worried
When Della…
she felt…
counted the money,
upset.
went out,
worried.
saw the hair goods store,
hopeful.
searched through the stores,
eager.
found the watch chain,
excited.
waited for her husband at home,
anxious.
saw her husband’s expression,
nervous.
学生阅读主阅读篇章的第十三至十七段，然后回答下面的问题，理
解小说的结尾。
学生认读和理解单词set和短语hold out。
● How did Della feel when she opened the box Jim gave to her? (She felt sad and happy.)
● How does the story end? (The couple have sold their most valuable possessions to buy gifts for each other.)
Step 4 完成Comprehension D1的练习，进一步体会人物的心理活动和作者的巧妙构思。
学生完成Comprehension D1的练习。
学生两人一组，朗读Comprehension D1中两位主人公的内心独白，体会主人公的心理活动。
学生仿照Comprehension D1的形式，讨论第115页插图中两名主人公当时的心理活动。
Step 5 学习Strategy部分的内容，讨论并回答Comprehension D2中的问题，了解小说结尾的独到之处。
学生以小组为单位讨论Comprehension D2中的三个问题，理解小说结尾的作用。教师引导学生思考：这样的结尾和学生原先设想的结尾相比较有什么不同？这样的小说结尾为什么更精彩？
Step 6 讨论小说的主旨，实现情感教育。
学生讨论并回答问题What can you learn from the story? (The couple love each other very much. / Love is much more valuable than any gift.)
Step 7 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
抄写单词和短语：cent, knee, sign, goods, chain, step, comb；look for, fix…on, hold out。
撰写主阅读篇章的小说梗概。
将主阅读篇章改编成课本剧，并分角色表演。
完成《练习册》第114页Vocabulary和第122至123页Reading B, C的练习。
Period 3
教学内容
Listening (p.118), Talk time (p.122), Speak up (p.123)
教学目标
语言知识
认读和理解单词accuse, America, wife和短语(be) accused of…，under the name (of)…。
掌握礼貌地表达反对意见的常用语句，如：Perhaps you’re right, but I think…，I’m sorry, but I don’t agree.，I’m sorry, but I’m afraid…，I’m sorry that you feel that way.。
语言技能
能听懂人物的生平简介，巩固获取和记录关键信息的听力技能，同时训练短时记忆的能力。
能根据语境，运用礼貌地表示反对意见的表达方法。
能够谈论在不同节日赠送的礼物，并能总结汇报本组的讨论结果。
情感态度
能为他人考虑，选择适当的礼物表达心意。
教学重点
能听懂人物的生平简介，巩固获取和记录关键信息的听力技能，同时训练短时记忆的能力。
掌握礼貌地表达反对意见的常用语句，如：Perhaps you’re right, but I think…，I’m sorry, but I don’t agree.，I’m sorry, but I’m afraid…，I’m sorry that you feel that way.。
教学难点
能够谈论在不同节日赠送的礼物，并能总结汇报本组的讨论结果。
教学过程
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。
教师邀请部分学生口头汇报主阅读篇章的小说梗概。
教师邀请部分小组上台表演主阅读篇章。
Step 2 完成听力任务。
学生浏览练习A的笔记，预测所要填写的内容。学生认读和理解单词accuse, America, wife和短语(be) accused of…，under the name (of)…。
教师播放录音，学生完成练习A，并口头汇报答案。
学生浏览练习B中的四个问题，然后带着问题听录音。
教师播放录音，学生完成练习B，并口头汇报答案。
学生根据听到的内容，凭记忆回答下列问题。
● When was O. Henry born? (In 1862.)
● What did he begin writing for at the age of 25? (Newspapers and
magazines.)
● Why did he run away to Central America? (Because he was
accused of stealing money and afraid of going to prison.)
● Where did he return to the US in 1897? (Because his wife was
dying.)
● Where did he move after he left prison? (New York City.)
● How was his writing career? (Successful.)
● How old was he when he died? (47.)
Step 3 学习Talk time部分的内容，掌握礼貌地表达反对意见的方法。
学生比较下列两组回答，选出表达更为礼貌的一组。
A: I like O. Henry’s stories. All of the endings are surprising.
B1: I don’t agree. Some of them are unbelievable. (×)
B2: Perhaps you are right, but I think some of them are unbelievable. (√)
学生阅读第122页的引言，然后回答How should we express our
disagreement? (In a polite and friendly way.)
3. 教师播放导图的练习部分的录音，学生跟读对话，然后找出对话
中婉转而有礼貌地表达反对意见的缓和语气的表达方式
(softening expressions)。
4. 教师启发学生思考更多缓和语气的表达方式，并将学生的答案罗
列在黑板上。
5. 学生两人一组，从下列情境中选择一个编制对话，运用和巩固礼
貌地表达反对意见的方法。
● S1 thinks Maths and Science are the most important subjects at
school. S2 thinks Music and Art are.
● S1 thinks Della is the most important character in “The gifts”. S2
thinks that Jim is.
● S1 likes Western opera. S2 likes Beijing Opera.
● S1 thinks that all operas are old and boring. S2 thinks that operas
are fun and interesting.
Step 4 完成Speak up 部分的任务，以小组为单位，编制对话，讨论在不同的节日赠送的礼物。
学生开展“头脑风暴”，思考哪些日子他们会赠送礼物。教师把这些日子罗列在黑板上。
学生围绕第123页选择框中的三个问题，仿照示例对话，开展小组讨论，组长将每个人的回答记录在下表中。
Special day
Gift
To whom
What to say
S1
S2
…
学生总结汇报本组的讨论结果。
学生以小组为单位进行调查，组长询问各组员最喜欢的一件礼物及其相关情况。并记录在下表中。
S1
S2
S3
What is your favourite gift?
When did you get it?
Who gave it to you?
Why do you like it?
5. 调查完毕后，各组组长就本组的调查结果作一次简短的口头汇
报。
回家作业
将Speak up部分的讨论结果整理成一篇发言稿。
结合上一单元中所了解的马克·吐温的有关信息，仿照Listening板块练习A中有关欧·亨利生平的笔记，为马克·吐温写一份生平简介。
完成 《练习册》 第118至119页Listening和第120页Speaking 的练习。
Period 4
教学内容
Writing (p.124)
教学目标
语言知识
认读和理解单词not；认识单词album。
语言技能
能列写作提纲，并根据写作提纲合理安排写作内容，描述自己收到过的一份最珍贵的礼物。
学习策略
能意识到作文中的错误并进行适当的纠正。
教学重点
能仿照范文，根据提示性问题，运用写作提纲，描述自己收到过的一份最珍贵的礼物。
教学难点
能够在写作中合理安排写作结构和写作内容。
教学过程
教学过程
Step 1 开展“头脑风暴”，激活背景知识。
1. 教师出示笔记和照相簿的图片，学生认读和理解单词note；认识单词album。
2. 学生讨论以下问题。
● Do you have any photo albums?
● Which photos do you usually put in your photo albums?
● Do you write notes under each photo?
Step 2 仿照范文，根据提示性问题，描述自己收到过的一份最珍贵的礼物。
学生阅读练习A中的范文，然后回答下列问题。
● What is Jimmy’s most valuable gift? (It is a photo album.)
● Whom did Jimmy get it from? (He got it from Kevin.)
● What is the relationship between Jimmy and Kevin? (They are good friends.)
● Why did Jimmy and Kevin become close friends? (They were
classmates for all six years of primary school and they both liked playing football and listening to music.)
● What happened to Kevin last summer? (He had to move to
another city because of his father’s job.)
● What can be found inside the photo album? (Photos of the
memorable events they have experienced together and notes under each photo.)
● How did Jimmy feel when he got the gift? (He was deeply
moved.)
● What does Jimmy do with the gift now? (He puts the album
beside his bed. When he thinks of Kevin, he always looks at it.)
学生再次阅读范文，然后进行小组讨论，完成写作提纲。下表可供学生参考。
Paragraph 1
What is your most valuable gift?
Who gave it to you?
What is the relationship between you two?
Paragraph 2
What was your relationship like before?
What did you usually do together?
Paragraph 3
When did you get the gift?
Why did he / she give it to you?
Was there anything special about the gift?
How did you feel when you got it?
Paragraph 4
Where do you keep your gift now?
What do you do with the gift now?
学生根据写作提纲完成写作任务。
学生交换作文，相互检查作文中的错误，并提出改进意见。
学生分享优秀习作，听教师讲评优秀习作。
回家作业
1. 抄写单词：album, note。
2. 修改自己的作文。
3. 完成《练习册》第124页Writing的练习。
Period 5
教学内容
Grammar (pp.119-121)
教学目标
语言知识
掌握常见的形容词、名词和动词与介词的搭配。
语言技能
能够在具体的语境中正确使用形容词、名词和动词与介词的搭配。
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。
对所学内容能主动加以整理和归纳。
教学重点
掌握常见的形容词、名词和动词与介词的搭配。
教学难点
区分部分形容词、名词和动词与不同介词搭配表达的不同含义。
教学过程
教学过程
教学过程
Step 1 学习常见的形容词与介词的搭配。
1. 学生朗读下列句子，找出句中的形容词，并标出形容词后单词的
词性。
● He is bored with your long speech.
● She seems very happy with the new job.
● I have got everything ready for the trip.
● She is tired of talking about her children.
2. 学生阅读第119页上的引言、例句以及常见的形容词和介词的搭
配，同时了解Things to remember部分的内容。
学生完成本部分的练习，并口头汇报答案。
教师口头报出下列短语的前半部分，请学生说出后面搭配的介词和中文释义。
● (be) bad for 对…有害的
● (be) busy with 忙于…
● (be) faithful to 对…忠诚的
● (be) famous for 因…出名
● feel ashamed of 对…感到惭愧
● (be) full of 满是…
● (be) good at 擅长…
● (be) good for 对…有益
● (be) happy with 对…感到开心
● (be) interested in 对…感兴趣
● (be) strict with 对…要求严格
● (be) unaware of 没有意识到…
Step 2 学习常见的名词与介词的搭配。
学生朗读第120页图中的对话，特别关注粗体部分，并归纳粗体部分是什么结构。
学生阅读并记忆选项框中的短语，然后合上教材完成下列句子。
● She wrote a book on growing roses.
● I have no interest in pop music.
● Their reason for doing it is still puzzling to me.
● We need to make a decision on / about the plan.
● What’s the problem with the latest goods?
● You should show great respect for the old.
● I have five year’s experience of office work.
● The purpose of a trap is to catch animals.
● I admire him for his success in business.
3. 学生完成本部分的练习，并两人一组，口头汇报答案。
Step 3 学习常见的动词与介词的搭配。
学生观察下列与主阅读篇章有关的句子，判断句子语法上的正误，并改正错误的句子。
● Della was looking a present for Jim. (×)
● Della put her old brown jacket and her old brown hat. (×)
改正：
Della was looking for a present for Jim.
Della put her old brown jacket and her old brown hat.
2. 学生阅读第121页的引言和例句。教师提醒学生注意不要遗漏这
些动词短语后的介词。
3. 学生阅读并记忆选项框中的短语，然后合上教材完成下列句子。
● I agree with you to some degree.
● Don’t decide on important matters too quickly.
● I always see them pass by this house.
● Don’t push your luck, or you’ll succeed in nothing.
● A poor man came to the door and asked for food.
● Please wait for me at the bus stop.
● You must arrive at the airport on time.
4. 学生朗读Things to remember部分的例句并翻译这些句子，理解
动词后搭配不同的介词有不同的含义。
5. 学生从方框内选择合适的短语完成句子。
look around look at look for look into
● Look at my new tablet. It’s awesome!
● If you come to our city, I’ll take you to look around the city.
● This is quite unusual. I’ll look into the matter.
● He turned on the torch to look for his keys.
6. 学生完成本部分的练习，并口头汇报答案。
回家作业
回家作业
用正确的介词完成下列句子。
● Simon is good at Maths.
● Alice is mad about Mariah Carey.
● I’m ready for lunch.
● Patrick is interested in football.
● John is fond of singing.
● Peter is keen on basketball.
● Terry is bored with school.
● Eating beans is good for you.
● Anita is good with animals.
● It is good of the boss to give the workers a day off.
● It’s kind of you to lend me 1,000 yuan.
● I’m worried about the exams.
● The canteen is crowded with students at lunchtime.
● The canteen is short of lunch boxes today.
2. 选择适当的动词与介词搭配，并用其正确的形式完成下列句子。
look after look around look at look for look forward to
● Look at the notice board. There is a new notice on it.
● The policemen are looking for the witness of the car accident
now.
● Tina has promised to look after the children while their parents
are on holiday in Europe.
● The fans are looking forward to meeting their idol.
● When my cousin comes, I will take him to look around our town.
3. 完成《练习册》第115至117页Grammar的练习。
Period 6
教学内容
More practice (p.125), Culture corner (p.126), Project (pp.127-128)
教学目标
语言知识
了解单词ivy, vine, earn, upstairs, icy和短语(be) out of danger。
语言技能
通过补充阅读，进一步了解欧·亨利的作品。
能够理解意外的结局对作品的重要意义。
文化意识
培养阅读英美文学经典的习惯。
情感态度
体会人与人之间真诚互助的感情，感悟“希望”对于生活的意义，培养积极面对苦难的精神。
通过小组分工合作完成课题，培养团队合作精神。
教学重点
理解故事内容，体会故事的“意外的结局”和小说的主旨。
教学难点
能够理解意外的结局对作品的重要意义。
教学过程
教学过程
Step 1 学习More practice板块的内容。
1. 学生阅读补充阅读篇章，然后回答下列问题。学生了解单词ivy,
vine, earn, upstairs, icy和短语(be) out of danger。
● Where was Sue and Johnsy’s studio? (At the top of a house.)
● When did Johnsy become very ill? (In November.)
● What was Johnsy’s only chance? (Her only chance was for her to
want to live.)
● What was Johnsy’s only hope? (To see the last leaf fall.)
● Did the last leaf fall that night? (Yes, it did.)
● Who painted the leaf on the wall? (Mr Behrman.)
● What happened to Mr Behrman at last? (He died.)
2. 学生阅读补充阅读篇章，然后完成练习A，理解故事的内容。
3. 学生再次阅读篇章的结尾，讨论并回答下列问题。
● What do you think of Mr Behrman?
● If we meet with difficulty, what should we do?
4. 学生讨论练习B的问题。教师邀请部分学生上台和全班分享自
己所知道的这类故事。
Step 2 学习Culture corner板块的内容。
教师展示白象的图片，引出Culture corner 板块的主题White
elephants。
学生阅读Culture corner板块的图文，然后回答下列问题。
● In which country were white elephants thought to be a gift from
the gods? (Ancient Thailand.)
● What did white elephants stand for? (They stood for peace and
wealth.)
● White elephants could work for people, couldn’t they? (No, they
couldn’t.)
● What would the king do if he didn’t like a person? (He would
give him a white elephant.)
● What did the king do so? (Because taking care of a white
elephant cost a lot of money.)
● What does “a white elephant” mean today? (It means something
which costs us a lot of money and which we do not want or which
is useless.)
学生分组讨论以下问题。
● Have you ever received a white elephant?
● What was it and what was wrong with it?
Step 3 完成Project板块的任务，选择一则英语短篇小说，并为这则短篇小说制作一份宣传海报。
学生阅读第127页的引言和A部分的内容。教师告诉学生：可以从本模块所学的六个故事中选择一个，或选择自己喜欢的一则英语短篇小说，并为这则短篇小说制作一份宣传海报，参加“阅读周”的展示活动。
学生以小组为单位，根据B部分的要求，撰写故事的梗概，并配上插图。
Step 4 完成Self-assessment板块关于单元学习情况的自我评价。
回家作业
根据Project板块C部分的提示，查找有关作者的生平、所选故事的特征及重要性等方面的材料，然后通过小组合作制作宣传海报。
选择性完成《练习册》第125至128页Integration的练习。
