Unit 1 Where is your pen pal from
教材分析：
本单元围绕国家、城市以及语言，让学生学习使用“Where is your pen pal from /Where does he/she live /What language does he speak ”等句型以及想对应的答句， 通过运用这些句型，促进学生与他人之间的交流和相互了解；通过以上几个方面的学习，使学生在轻松、愉快的学习氛围中熟识新伙伴，使学生将书本知识运用到实际生活中。
教学目标：
(1)Talk about where people are from
(2) Talk about nationality, nation and language (3) Talk about where people live
教学重点：
Words（单词）: Canada, France, Japan, the United States, Singapore, Australia, the United Kingdom, English, French, Japanese
Phrases（短语）: come from, live in, live on, a little, in school, at school, tell…about, like going to the movies
教学难点：
国家名称及城市的标志建筑物。
How to use the students learn, especially in writing.
学习策略：
(1). Using what you know (2). Deducing
(3). Personalizing
教具：录音机、教学挂图
教学课时设计：
Period 1: Section A (1a—2d) Period 2: Section A (3a---4)
Period 3: Section B (1---2c) Period 4: Section B (3a---3c)
Period 5: Self-check
第一课时
课前准备
教师：录音机，图片，物品实物. 学生:实物(学习用品).
Teaching aims（教学目标）
1、Learn the countries and cities.
2、Learn to how to ask and answer where the people live.
Teaching points（知识点）
1.Vocabularies: the words of the countries and the cities, pen pal, live (in)
2.Sentences: Where is your pen pal from He/She is from….
Where does he /she live He/She lives in…..
Teaching difficulties（教学难点）
1.Students learn the new words of the countries and the cities and learn how to ask and answer the people where they live.
2.How to use the special questions with where.
Teaching steps（教学步骤）
Step 1 Warming-up （热身）
Share an English song and greetings.
T: What did you do during the winter holiday
S：…… (e.g. watch TV, go shopping, play with the computer, etc)
Step 2 Presentation（展示）
1. T: During the winter holiday, I made some pen pals from different countries on internet.
Teach “pen pal” on the Bb. Ask Ss “Do you have a pen pal ”(Yes/No.) and show them the map of the world and let the students guess what countries they are from( they can use Chinese if they can’t.) Then teach the names of the countries on the map.
2. After learning the names of the countries on the map, show the different flags and let students say the names again. Meanwhile show some stars to present “He/She is from…...”
Step 3 Pair work（互组活动，让学生在活动中学到知识，得到锻炼）
Show the people of cartoons from different countries. Students ask and answer in pairs: “Where is……from He/She is from…”
Step 4 Listening（听力）
Work on 1a and 1b. Listen and repeat(1a). Listen and circle (1b).
Step 5 Guessing game（游戏，让学生在游戏中对知识点进行巩固和锻炼）
T says some information and ask the students to guess who she is. For example: She is a girl. She is from China. And she plays ping pong very well. Students go on until they guess she is Wang Nan. Then present “She lives in Beijing.” And show the pictures.
Step 6 Learning Test（听力测试）
1. Look at the pictures, and learn the names of the cities in different countries. And tell them some cultures in the different countries.
2. Work on 2a. Let Ss say like “Sydney is in Australia.”
Step 8 Homework（家庭作业）
1.Copy the new words 5 times.
2.Read the text 3times.And make questions about Jodie in 2c.
3. Finish the exercises in Book1 and Book 2.
教学后记：
第二课时
课前准备
教师：录音机，图片，物品实物. 学生:实物(学习用品).
Teaching aims:
Learn the languages.
Talk about nationality, cities people live and languages.
Key points（关键词汇）：
Word: language
Sentences: What language do/does…speak They speak…./He/She speaks……..
Teaching difficulties:
Ss use the sentences they learned to communicate with their partners about their pen pals.
Teaching steps（教学步骤）
Step 1 Warming-up and revision
（1）Revise the new words and the sentences with the Ss.
（2）Game: “Where is Sydney It’s in ….” One by one in groups. See which group does best.
Pairs ask and answer the picture using：（师生对话）
T：“Where is …from Ss：He/She is from…”
T：“Where does he/she live Ss：He/She lives in ….”
Step 2 Presentation（目标展示）
T: They are from different countries. And they speak different languages.
Do you know what languages they speak
Talk about the children on the map. See how many languages the Ss know and teach the new words like “Japanese, French”.
Step 3 Task One（任务一，让学生对话练习，老师来回指导）
Ask the students match the countries and the languages.
T： “What languages do they speak in…
Ss：They speak…..in China/Australia/…”
Work on 3a.
Step 4 Pair work（学生互组活动，让他们在活动中得到锻炼）
1. Talk about some famous people about their names, nationalities, cities, languages, hobbies, etc. First T practices with Ss, then S1 does it with Ss, finally practice it in pairs. Some pairs make a drill in front of the class.
2. Ss talk about themselves with their partner. Use “Where are you from Where do you live What language do you speak What do you like ” etc.
Step 5 Task Two-Choosing a pen pal（小组活动）
T: Do you have a pen pal Ss： (Yes/No.) I have one .
1.Show the picture. Ask Ss to ask me some questions about my pen pal. See who can ask more questions.
2. T: What kind of pen pals do you want Why
Group work. Get students choose their favorite pen pals from other countries according to the pictures given by teacher.
Ss ask each other in their group.（学生分小组讨论）
Report: Some Ss say their favorite pen pals in front of the class.
e.g. My pen pal is… He/She is from… He/She is.. years old. He/She lives in …
He/She speaks….. He/She likes….
Step 6 Exercise（练习）
Do some exercises on the slide. See if Ss have problem and help them.
Step 7 Homework（家庭作业）
（1）Practice the dialogues with their partners.
（2）Do the exercises in Book1.
教学后记：
第三课时
课前准备
教师：录音机，图片，物品实物. 学生:实物(学习用品).
Teaching aims（目标|）:
Learn to communicate with their partners about their pen pals in English.
Teaching difficulty（难点）:
How to read pen pal’s letters in English and share the information in the letters with your partners.
Teaching steps步骤）:
Step 1 Warming-up （热身）
1.Greetings. 2.Have a chat.
Step 2 Revision（复习）
Check the homework. Ask Ss to act it out when they meet their favorite star in the street.
Step 3 Practice （练习）
1. Section B , Part 1. Match the countries with their languages.
2. Memory game Let the Ss repeat the following sentences:
People in China speak Chinese. People in Japanese speak Japanese. People in the USA, UK, Australia and Canada speak English. People in Singapore speak English and Chinese. People in France speak French.
Step 4 Listening（听力）
1.Work on 2a, listen and number the questions they hear.
2.2b. Play the tape again and write short answers to the questions in 2a.
Show a card about Lucy on the slide. Ss complete the chart and let Ss say something about Lucy’s pen pal. Ss can share some ides in class.
Step 5 Pair work（学生互组活动，使学生在活动中相互帮组和学习，共同进步）
1.Practice the conversation of 2a in pairs
2.Pay attention to the language points:
Does she have any brothers and sisters (any and)
Does she speak English (Write them on the Bb)
3. 2c The Ss makes up their own dialogue about more information of their pen pals by using the drills in 2a.
Step 6 Task One（任务型学习1）
Six Ss a group. Give every group a letter in not an order. Ask the Ss to read the letter and put the letter in an order. And T asks the following questions:
Where is So-Young from？
What languages does she speak？
What does she want？
Does she have any brothers or sisters？
5. What does she like？
6.What’s her favorite subject？
T Gives the Ss several minutes. Some groups answer the questions and report about So-Young.
Step 7 Task Two（任务型学习2）
1. T gives every student an English letter and a chart before the lesson. Ss read their letters and underline the key words. T asks some questions like:
(1) What’s your pen pal’s name (2) Where is he/she from
What language does he/she speak Where does he/she live
2.Divide Ss in groups of four. Ss fill in the chart with the information they get from other group members by asking.
3.Tell the Ss to give the whole class a report. Other Ss can take notes (write the Ss’names which their pen pal are from the same country with you.)
Step 8 Homework（家庭作业）
1. Copy the new words they learned today and the sentences in 2a
2. The Ss whose pen pals are from the same country collect some information about the country (如： 风土人情，文化习俗等)
3. Do the exercises in Book 2.
教学后记：
第四课时
课前准备
教师：录音机，图片，物品实物. 学生:实物(学习用品).
Teaching aims（教学目标）:
Train Ss’ability of reading.
Learn to ask the information (e.g. nationality, cities people live, languages and their hobbies etc.)
Learn write a reply to their pen pals.
Learning Strategies（学习策略）：
Revise the knowledge they learned. 2、Train the students’ ability of reading.
Use the knowledge they learned in the life.( e-mail, MSN, OICQ)
Teaching difficulty（教学难点）:
1.Use the knowledge they learned in their life.
2.How to write an e-mail introducing themselves to their pen pals.
Teaching steps:
Step 1 Warming-up and revision（热身及复习，让学生巩固旧知识）
Greetings. Revise the new words and expressions.
Revise the conversations they learned the last day.
Some Ss report their collection in the homework.
Step 2: Reading.
1.The students open the books, turn to Page 6 and read the first letter. After that, the students answer three simple questions.
2. The students read after the tape and go on answering some more questions.
3.Design a card about Bob. Ask individual Ss to complete it.
4.Some Ss say something about Bob.
Step 3 Competition
Work on 3b. Divide the Ss into two groups, and complete the pen pal’s letter with the information on the slide more quickly. Check the answers with the Ss. Then close the books, See which pairs ask and answer some questions better and more quickly in front of the class.
Step 4 Pair work（学生进行互组活动，要求他们必须开口说英语）
1. The students read the letters that the teacher gives them and then choose one pen pal they like.
2. The partner asks the student some questions about the pen pal’s letter and then help the partner to fill in “ID card of my partner’s pen pal.”
3. Do a report.
My partner’s name is __________. His new pen pal’s name is __________. He is
_______ years old. He is from __________. He lives in ___________. At school, he likes ______________. His favorite ___________ is __________________…
I think he can be my partner’s pen pal. Do you think so
Step 5 Group work（小组活动）
1、Discussion: In your group, do you like your pen pals Who likes Why ( Tell some reasons )
Report.（教师可以抽部分小组进行报告）
In our group, ________of us like his pen pal. Because his ideal pen pal …
Step 6 Big Task: Write an e-mail about yourself..
Make an information card. Then write an e-mail to your pen pal. Several minutes later, Share some writing in class.
Step 7 homework
Read 3a again and again, then recite 3a.
Write a reply to your pen pal about yourselves.
Do the exercises in Book1 and Book2.
教学后记：
Unit2 Where’s the post office
一．教学目标
（1）掌握本单元的重要词汇及句型。
（2）通过本单元的学习，掌握问路与指路的基本语句，并能运用于现实生活中。
二．重点词汇
（1）post office, hotel, video arcade, bank, park, supermarket, street, pay phone, avenue
new, clean, quiet, big, small, dirty, old, busyleft, right, next to, across from, near, between （2）表示方位的介词
三、重点句型：
Is there a bank near here Yes, there’s a bank on Center Street.
Where’s the supermarket It’s next to the library.
Is there a pay phone in the neighborhood Yes, it’s on Bridge Street on the right.
Where 引导的特殊疑问句
四．教学重、难点
1．重点：
1）．表方位的介词：near、across from、next to、between、on
2）．问路与指路的基本语句
2．难点：
本单元词汇量较大（ 生词表中列出44个单词，9条短语；课文中还有一些短语）。
三．难点注释：
（1）Is there a big supermarket near where you live 在你住处附近有一家大超市吗？
（2）Turn left off the busy First Avenue and enjoy the city’s quiet streets and small parks.
向左转走出/驶离繁华的第一大道，即可享受到城区里安静的街道和小公园。
(3) ┉ there is a small house with an interesting garden. 有一座带着有趣花园的小屋。
(4) Bridge Street is a good place to have fun. 大桥街是个能愉悦享乐的好地方。
四．课时安排：
第1课时：Section A 1a ~ Grammar Focus 第2课时：Grammar Focus ~ 4
第3课时：Section B 1a ~ 2c 3a ~ 4 第4课时： Self check
第一课时1a ~ Grammar Focus
教具：教学挂图、城市或乡镇街道的图片、录音机、磁带
步骤建议：
Step 1 Warming-up and revision（热身及复习，让学生巩固旧知识）
1.Greetings.
2.Revise the new words and expressions.
3.Revise the conversations they learned the last day.
4.Some Ss report their collection in the homework.
Step 2 Presentation（目标展示）呈现1a中新单词。
方法一：教师课前准备1a中出现的标有各建筑或设施的单个图片。将其逐个呈现，同时与学生进行对话：
（1）T: What can you see Ss: I can see a library.
（2）T: What’s in the picture Ss: There is a bank. T: Is there a bank Ss: Yes.
教师一边出示图片，一边教读单词，并将图片贴在黑板上，让学生读出单词，猜想汉语意思。在学生能力较高的班上，教师可提前加入后面的avenue, garden等名词。生词呈现完后，再集中教读。此时教师应注意学生的发音，尤其是arcade的重音。必要时可抽部分学生朗读。
方法二：为呈现supermarket, bank, video arcade等词，可有如下对话：
（1）T: Where can we buy food and drink Ss: In a supermarket.
（2）T: Where do people keep their money Ss: In a bank.
（3）T: Where can you play video games Ss: In a video arcade.
其余类似。教师将通过对话引出的单词板书在黑板上并教读。
方法三： （1）引出单词 street:
T: Our school is on Zhong Shan Street. Ss: Yes.
（2）T: On the street we can see our school. We can see a shop, too. Ss: Yes.
（3）T: What other things can we see on the street Ss：I can see a...
（4）T: What can you see on other streets S1: I can see a ... S2: I can see a ...
（为了让学生能够表达其意，教师可将学生可能会涉及到的以及已经表达的单词写在黑板上。在学生学习能力较强的班上，教师可将学生使用到而教材中未出现的单词写在黑板上并教读。）
Step 2．检验学生是否正确理解词意。
T: What’s in a supermarket Ss: Food and drink.
T: What’s in a library Ss: Books.
T: What can you do in a video arcade Ss: I can play games.
教师可板书以下句型：
(1) What’s in a library (2)What can you do in a video arcade
让学生自己选择用什么样的问句进行问答练习。
Step 3．听力训练：熟悉单词。教师放1b部分的录音两遍，要求学生圈出所听到的词。师生一道讨论所听到的内容。
Step 4．呈现主要对话。
（1）T: Look at the map. Can you find Center Street （板书: Center ST） Ss: Yes.
教师用以上同样的句型引导学生对图中其他地点进行问答。
（2）T: There is a bank near here on Center Street. Is there a bank near here Ss: Yes, there is.
教师板书句型：
---Is there a bank near here ---Yes, there is a bank on Center Street.
（3）若学生接受能力较强，教师可加入3a中出现的in the neighborhood.
T: The bank is in near here. The bank is in the neighborhood.
教师重复并教读in the neighborhood.
T: Is there a park in the neighborhood Ss: Yes, there is a park on ...Street.
Step 5．操练对话。
教师让学生看1a中的画面，模仿图中对话谈论其他地点,进行pairwork。
Step 6．检查。
（1）教师抽数对学生在全班进行对话表演。
（2）教师仔细听，然后尽量给予鼓励、表扬。但若有关键词句的错误，则应指出并纠正。
Step 7、作业布置：
（1）生词记忆，准备听写。
（2）抄写Grammar Fucous的句子，并且翻译在家庭作业本上。
教学后记：
第二课时 Grammar Focus ~ 4
课前准备
教师：录音机，图片，物品实物. 学生:实物(学习用品).
Step 1 Warming-up and revision（热身及复习，让学生巩固旧知识）
1.Greetings. 2.Revise the new words and expressions.
3.Revise the conversations they learned the last day.
4.Some Ss report their collection in the homework.
Step 2 Presentation（目标展示）呈现2a中的方位介词。
方法一：教师走到学生中，站在两名同学之间，告诉学生：
T: I am between…and… （然后变换方位，告诉学生， ）
T: I am next to…
方法二：教师可仿照2a在黑板上画出简图，配合手势告诉学生：
T: The pay phone is across from the library. The pay phone is on Center Street.
单词出现的同时教师板书并教读： next to, between, across from…
Step3．师生对话：
（1）T: Who is between ... and ... Ss: ... is between them.
（2）T: Who is next to you/... ... is next to me/him. ... is next to me/her.
（3）学生看2a中的图画，根据各句子的意思将句子番号填在相应图中，然后师生一起 讨论答案。
Step4．对话练习：（以新知识练习1c的对话）
（1）教师让一名学生同自己配合，示范对话：
T: Is there a pay phone near here S: Yes, there is a pay phone across from the library.
（2）教师指着2a中的图，让学生相互问答。
Step5小组互动：（用2c中的句型，练习对话）
（1）教师让学生看1a，一边与学生对话，一边板书对话内容：
A: Is there a pay phone in the neighborhood B: Yes.
A: Where is it B: It’s on the Fifth Avenue./It’s between ... and ...
（2）教师让学生齐读对话。
（3）教师让学生仿照例子自由表达，练习对话。教师走到学生中聆听。
（4）检查。 （5）读2c中的内容。
Step 6．Listening Test（完成2b听力练习）
（1）教师放录音两遍。 （2）核对答案。
Step 7．呈现3a中的新句子。
（1）教师仿照3a大图上部的小图在黑板上画一幅简笔画。同时一边陈述：
Go straight and turn left/right.一边以箭头在图上示意，并将该表达写在图中相应位置。
（2）教师教读。
Step 8：Games（游戏，让学生在游戏中巩固和得到练习）
（1）T: Put up your left hand, and show me your right hand.
（2）T: Who is on your left/right : ... is on my left. : ... is on my right.
（3）教师可叫某个学生离开座位，告诉他：Please go straight and turn left/right.
Step9：作业布置：
教学后记：
第三课时Section B 1a ~ 2c 3a ~ 4
课前准备
教师：录音机，图片，物品实物. 学生:实物(学习用品).
Step 1 Warming-up and revision（热身及复习，让学生巩固旧知识）
1.Greetings.
2.Revise the new words and expressions.
3.Revise the conversations they learned the last day.
4.Some Ss report their collection in the homework.
Step 2 Presentation（目标展示）呈现1a中的新单词
（1）教师课前尽可能多地准备能表现small, big, new, old, dirty, clean等特点的盒子、衣物等。
呈现clean，教师可做出擦黑板、打扫讲台的动作，同时说：
T: Look! The blackboard is very clean now, and the teacher’s desk is clean, too. 或指着某
位衣着整洁的同学说：
T: Her clothes are very clean. 或出示自己的双手，说：
T: Look! My hands are clean. 然后将粉笔末涂在手上，说：
T: Are they clean now No, they aren’t. They are dirty.
板书clean, dirty
（2）呈现其他形容词，教师可使用所带辅助教具，以类似方法进行。对于学习能力较强的学生，教师还可加入narrow, wide等词。
（3）教师在引出新单词的同时将其板书在黑板上，再集中教读。建议教师板书时将单词按正反意义分组排列，让学生直观地了解哪些词互为反义词。
Step3．巩固生词：
（1）教师说出汉语短语，让学生翻译成英语，如：
T: 一条忙碌拥挤的街道 Ss: a busy street
T: 一个… Ss: a...
（2）教师让学生模仿上面的练习方式，用黑板上的以及自己知道的形容词表达短语， 相互考查。教师走到学生中聆听。
（3）让学生看1a，将画面的字母代号填在相应的短语前。然后师生一起讨论答案。
（4）学生读3a短文，按要求圈出描述性的单词，然后师生讨论答案。
（5）教师让学生开展讨论，总结自己对所圈单词用法、功能的理解，并给予评价或加以补充。
Step4．对话练习：（运用1a短语复习对话。）
（1）为了让学生理解1b部分的where you live，教师可对学生说：
T: There is a big supermarket near my house. There is a big supermarket near where I live.
教师板书：my house/where I live
教师提问： Is there a new park near your house/where you live
What is near where you live
（2）学生仿照上面的表达相互问答，然后在全班表演。
Step5．听力训练：
教师放2a录音两遍，让学生将所听到的地点在1a中圈出来，然后师生讨论答案。
（1）教师可请两名学生同时到黑板前，按所听到的内容将简图画在黑板上，其他同学在书上空白处画。教师放录音两遍。
（2）讨论答案。
方法一：教师先让坐在下面的其他学生对黑板上的图进行评价或修改，再给予确认。
方法二：按2c中的对话方式，让学生两人一组对黑板上的和自己的图进行相互陈述和纠正，得出正确答案。
Step 6．完成3b填充练习。
学生填完后，老师请一名学生读出短文。
23．做第4部分练习。
24．3c部分是一项对学生要求较高的练习。教师可让学生仿照3a短文，综合运用所学的知识进行表达。可让学生在课堂上先口头练习，两人一组向对方表达，再将所述内容写下来。也可作为家庭作业布置下去。
Step7：作业布置：
教学后记：
第四课时 Self Check
课前准备
教师：录音机，图片，物品实物. 学生:实物(学习用品).
Step 1 Warming-up and revision（热身及复习，让学生巩固旧知识）
1.Greetings. 2.Revise the new words and expressions.
3.Revise the conversations they learned the last day.
4.Some Ss report their collection in the homework.
Step2 处理自测题部分：1、2部分为词汇自测。
（1）教师要求学生除掌握第1部分所列单词外，还应尽量多地记住所用到的其他单词， 并将它们写出来。
（2）教师可要求学生将1、2部分单词按名词、形容词、方位介词进行归类，并多角度地总结它们的特点。
(3 )学生完成第3部分练习进行自我检测
步骤：
步骤1：让学生读Self check 里的单词, 随后听写这些基本词汇以及由它们构成的词组、短语.
步骤2：检查学生的听写情况( 全班齐读听写内容、组与组之间相互检查、教师抽查个别同学 ).
步骤3：画一张街区简图,告诉学生从A点到B点、A点到C点、B点到C点的几种走法,要使用以下词组: turn left / right、 go down --- street、
go through、 on one’left / right ；同时引出、使用并教学生词与短语： taxi、 take a taxi、 arrive、 arrive in / at、 airport .
步骤4：展示Self check第3部分的挂图，进行教学。
步骤5：任务性活动：以写信、或发e--mail 的方式邀请朋友、笔友、网友来你家乡作客，告之详细的走法，然后互相交流。
Step3．文化知识背景：
avenue 名 （复 ~ s ）
1．（城市的）大街, 街道；---街 美国的大都市尤其是纽约，东西通行的为Street, 南北通行的为Avenue，缩写为ave．，Ave． Fifth Avenue（纽约市的）第五
2．林荫大道；英（尤指乡村的大住宅，自大门到宅邸之间的）林荫道
3．（到达目的的）途径，手段，方法 an avenue to success 成功之路
video 名 （复 ~ s ）
1．U（口语）录像机〔带〕 2．U 电视机的画面 3．电视
arcade 名 1．有拱廊的街道 （两边都有店铺）
2．〖建筑〗拱廊 （拱廊相连而成的通道；在建筑物侧面，面向中庭）。
3．（内设电子游戏机等的）电子游戏中心
district 名 （复 ~ s ）
1.地区，管区 （以行政、司法、教育等为目的而划分的；略为dist.）
2.地带，地域，地方
down 在或向低处；沿着；顺着
从城市向乡村方向走、由北往南去，通常称为down ，反之则称为up
Step4． 同步训练：
1．Where is the post o______ It’s ____ Center Street.
2. The _________ (超市) is ________ the park ______ the hotel.
3. Is there a _______ _______ (电子游乐中心) near here Yes, there is.
4. Is there a ______ (小图书馆) in the ____________ (附近) ？ No, there ______.
5．The school is _____ _____（在┅对面）my house .
6. I sit _____ _____ (在┅旁边) Li Hua.
7. Guang Ming Street is not _______ (脏的)，it’s _______（干净的）.
8． _______ _______ (向右转), enjoy the city’s interesting ________ (花园) .
The _______（安静的）room is over there, on ______ _______（你左边）.
Please tell me ______ ______ ______ (去┅的路) your shop.
I hope you ______ ______ ______ _______ (旅途愉快) .
______ ______ ______（漫步）through the park on First Avenue .
教学后记：
Unit 3 Why do you like koala bears
教学目标
1、知识目标：学习本单元的词汇和句型结构
词汇：
zoo, animal, tiger, elephant, koala bear, dolphin, panda, lion, penguin, giraffe, smart, cute, fun, ugly, intelligent, friendly, shy, kind of, Africa
句型结构：
why, what, where 引导的特殊疑问句；用because表示原因；表示性质、品质的形容词的使用及程度的表达。
Why do you want to see the lions / Why do you like lions /Because they’re cute/interesting…
What animals do you like /Where are lions from / Where do lions come from
They are very dangerous. They are kind of intelligent.
2、能力目标：
描述动物，并能表达对某种动物的好恶。
二、教学重、难点
1、重点：学习本单元的词汇，用what、why、where引导的特殊疑问句，用because表示原因以及形容词的使用。
2、难点：准确使用形容词对自己感兴趣的事物进行描述。
三、教学建议：
1、课时及内容建议：本单元建议用5个课时完成
第一课时完成section A 1a-1c 第二课时完成section A 2a-2c（grammar focus）
第三课时完成section A 3a-4 第四课时完成section B 1-3
第五课时完成section B 3a-4
2、教学设计建议
第一课时（Section A 1a-1c）
课前准备
教师：录音机，图片，物品实物. 学生:实物(学习用品).
Step 1 Warming-up and revision（热身及复习，让学生巩固旧知识）
1.Greetings. 2.Revise the new words and expressions.
3.Revise the conversations they learned the last day.
4.Some Ss report their collection in the homework.
Step 2 Presentation（目标展示）
1、请同学用英语说出自己知道的动物名称并板书。出示课前准备好的各种动物图片，向学生展示各种动物的英语表达方法。（tiger, elephant, koala bear, dolphin, panda, lion, penguin, giraffe, etc.）
2、发音练习， 注意元音字母及组合的发音规则。
3、 将图片按1a中的样子贴在黑板上，仿照动物园的导游图布置，要求学生将单词卡贴在相应的动物图片下。教材中对应配对练习（1a）。(答案: b, h, d, a, e, f, g, c)
Step3活动：
（1）用黑板上所贴的图片学习对某种动物的喜爱及原因
（2）完成任务需要的词汇及句型结构：
词汇：cute, interesting, fun, smart, beautiful等形容词，
句型结构：I like lions. Let’s see the lions first.
Why (Why is that ) Because they are cute.
Step 4 听力训练：
听录音（1b）。在1a中勾出所听到的 动物。（panda, giraffe, penguin）
Step5小组活动：讨论在动物园中最先参观的动物，并给出理由。
Step6 对话表演
（1）让小学生进行表演1c部分的知识点，进行对话训练。
（2）让几组学生在班上进行对话练习。
Step7：作业布置：
教学后记：
第二课时（Section A 2a-2c grammar focus）
课前准备
教师：录音机，图片，物品实物. 学生:实物(学习用品).
Step 1 Warming-up and revision（热身及复习，让学生巩固旧知识）
1.师生问候。
2.Revise the new words and expressions.（复习和巩固单词及短语）
3.Revise the conversations they learned the last day.（复习昨天的对话）
4.Some Ss report their collection in the homework.
Step 2 Presentation（目标展示）
1、使用各种动物图片，复习动物名称，谈论喜好及程度。
（1）What animal is it It’s a tiger.
（2）Do you like tigers Yes, I do. / No, I don’t.
（3）Why / Why not Because they’re very (kind of)…
讲解very, kind of的用法，可将Section B第一部分中的ugly, scary等词提前教学。
2、学生练习对所看到的动物的喜好（程度）及原因，并表演对话。
Step 3 听力训练：
（1） 听录音，完成练习（2a）。
（2）步骤4 听录音，完成练习（2b）。
Step4小组活动：为自己的同学选择生日礼物。调查同伴最喜爱和不喜爱的小动物及原因，然后为他/她准备一份动物玩具作为生日礼物。使用下列表格：
Names Animals he/she likes Reasons Animals he/she dislikes Reasons
Step5 互组活动：（让学生在对话的语境中练习自己的交际能力，巩固本课的句型）
汇报为同学选取生日礼物的情况，可采用情景复现的方式（小组对话），也可以采用汇报结果的方式。
Step6 Grammar focus
让学生反复读，然后把这些句子翻译成英语。
Step7：作业布置：
第三课时（Section A 3a-4）
课前准备
教师：录音机，图片，物品实物. 学生:实物(学习用品).
Step 1 Warming-up and revision（热身及复习，让学生巩固旧知识）
1.师生问候。
2.Revise the new words and expressions.（复习和巩固单词及短语）
3.Revise the conversations they learned the last day.（复习昨天的对话）
4.Some Ss report their collection in the homework.
Step 2 Presentation（目标展示）
出示动物玩具或图片：a panda，a lion，a koala bear，请学生表达对这些动物的好恶。复习并介绍国名China, Australia, South Africa。句型结构Where are pandas from Pandas are from China.（注意另一种表达，Where do pandas come from Pandas come from China.）可以对这些动物的习性等做简单介绍，将Section B中的部分词汇和表达在此处介绍，如：eat grass, sleep during the day, at night, eat leaves，lazy, meat等。（3a）
Sstep 2 巩固及句型操练：
学生练习谈论对上述三种动物的喜好，产地及简单习性。(3b)
What animals do you like I like pandas.
Where are pandas from They are from China.
They are lazy. They like eating bamboos.
Step3 小组活动：
出示另外几种动物，如：an elephant, a giraffe, a kangaroo等，要求学生对这几种动物开展谈论，包括喜好、产地、习性等信息。
Step 4 对话表演：（让学生与自己的伙伴交流，锻炼他们的口头表达能力）
Step5 游戏: Bingo。
要求学生从所给的词语中随机选择九个填入旁边的格子中。放录音，让学生听到自己所选的词时，在该词上划叉，最先连成三个一排者为胜者。（Part4）
Step 6 Homework：
教学后记：
第四课时（Section B 1-3）
课前准备
教师：录音机，图片，物品实物. 学生:实物(学习用品).
Step 1 Warming-up and revision（热身及复习，让学生巩固旧知识）
1.师生问候。
2.Revise the new words and expressions.（复习和巩固单词及短语）
3.Revise the conversations they learned the last day.（复习昨天的对话）
4.Some Ss report their collection in the homework.
Step 2 Presentation（目标展示）
1、出示图片或玩具模型，对所出示图片中的动物进行描述，要求学生用别的形容词对所见到的动物进行描述，接受学生所给出的各种不同答案。共出示八幅图片。介绍形容词：ugly, friendly, small, shy, intelligent ,beautiful, cut, scary等。
2、要用到的句型：What do you think of the tiger It’s scary. Etc. （1）
Step 2操练活动：
让学生用1b句型及1a中的形容词进行对话练习。 活动：对步骤1中的图片进行谈论。完成任务所需要的句型结构：
What animals do you like I like elephants.
Why do you like elephants Because they are cute.
What other animals do you like I like …, too.
Why Because … .
Step3 学生练习并表演对话。
教师先让学生自己和同伴进行练习，然后抽几组学生进行对话表演。
Step 4 Listening Test
听录音（3遍），完成练习（2a，2b）。
Step5 小组活动：
（1）要求学生采访她或他的伙伴，他/她的父母/老师喜欢什么动物。句型如下：
---- What animals does your father/mother like -----He/She likes …
-----Why does he/she like … -----Because they are ….
（2）选择部分同学在全班汇报采访结果。
Step 6 作业布置：
教学后记：
第五课时（Section B 3a-4及selfcheck）
课前准备
教师：录音机，教学挂图，物品实物. 学生:实物(学习用品).
Step 1 Warming-up and revision（热身及复习，让学生巩固旧知识）
1.师生问候。
2.Revise the new words and expressions.（复习和巩固单词及短语）
3.Revise the conversations they learned the last day.（复习昨天的对话）
4.Some Ss report their collection in the homework.
Step 2 Presentation（目标展示）
教师展示四幅教学挂图，就图片提出问题，要求学生进行回答。教师可采用先通过提问进行引导的方式，过度到让学生自由谈论。
What animal is this
Where is it from
What is the …eating/doing
Do you like it
How much do you know about it
在此步骤中,将3a、3b语篇中的词汇进行教学。 教学grass, sleep, during, at night, leaf, meat, relax, lazy等词汇。
Step 3 Reading
（1）引导学生读短文，回答下列问题：
Who is Molly
Who is Ling Ling
Who is Bill
（2）学生阅读语篇，并将图片与相应的语篇匹配。（3a）
How old is Molly Where is she from What does she like to do
How old is Ling Ling Where is she from What does she look like
How old is Bill Where does he come from
When does he sleep and when does he eat his meals
（3）在订正答案时，讲解涉及到的语言知识。
Step 4 观察图片a, 完成3b。订正答案。
Step 5 小组活动（表演）：动物的自述。要求学生从教材中的四种动物中选择一种进行扮演，以独白的方式向其他同学介绍自己。
Step 6 写作练习（3c）, 描写自己家养的宠物或想要养的宠物。
学生先在小组中进行讨论如何写作，然后进行书面表达。
Step 7 （选择性活动） 活动：
猜猜我的宠物是什么。让部分学生描述自己养的宠物或理想中的宠物，其他同学边听边找线索并进行猜测。要求描述出产地、颜色、习性等基本特点。
五、同步巩固练习：
I、选择填空。
Which kind of animals have long legs and neck
A. Pandas B. Penguins C. Giraffes
–Why do you like koala bears --_____ they are cute and smart.
A. And B. For C. Because
______ is the biggest animal on the earth
A. An elephant B. A koala bear C. A giraffe
_____ pandas from China A. Are B. Is C. Do
Students ______ nine hours a day. A. sleeps B. sleep C. are sleep
People usually think lions are _____ scary.
A. kinds of B. kind C. kind of
Tigers like _____ meat. A. eat B. eats C. eating
Koala bears sleep _____.
A. at night B. during the day C. at noon
Do you ever play _____ pandas A. with B. to C. and
Foxes can count numbers. So people think they are _____.
A. scary B. interesting C. intelligent
II、选择正确的词填空。
favorite, do, are, does, animals, let, let’s, come
-- What kind of ____ do you think are the biggest on the earth
--- Elephants.
2．______ go to see the new teacher in our school.
3．Why _____ Maria like small animals
4．Is your _____ pet panda
5．Where do lions _____ from
教学后记：
Unit 4 want to be an actor.
一、教学目标
1. General aims:Talk about jobs.
2. Particular aims:（具体目标）
二、Useful words and phrases（重点单词及短语）
Words: assistant, sales assistant, doctor, reporter, police officer, waiter, bank clerk, star, thief, nurse, money, station, magazine, dinner, dangerous, afraid, late
Phrases: get … from, work for, work hard, call at, school play, evening newspaper,
be afraid of
三、教学重点及难点：
重点：学会如何询问职业以及能够熟练的进行回答。
难点：本单元的重点句型的熟练运用。
四、课时安排：6课时
第一课时(sectionA1a-1c)
课前准备
教师：录音机，图片，物品实物. 学生:实物(学习用品).
知识与能力目标：
1. Match the vocabulary: sales assistant. doctor. actor. reporter. police. officer. waiter. bank clerk. student
2. Master and use: What do you do What does he do Does he work in hospital
教学重难点
重点：
1. The vocabulary
2. language: What does she do She is a doctor.
难点：Use the language to ask for the jobs
教学步骤、时间 教师活动 学生活动 教具运用
Step 1Organization 1’ Organize students to prepare for the class
Step2free talk 2’ Talk about the weather and weeks. The student talk about something.
Step 3Presentation 1. Ask students to look at the picture and remember what they can see2. Find four groups to say the words that they remember. (教师板书，学生说出)3. Talk about the picture then make a dialogue.Such as: What is this It’s a store. What can you see I can see a sweater. What color is t It’s green. How much is it It’s 50 dollars4. Ask students: What is your father He is a worker. (Tell them another way of saying:What does your father do 板书）出示一张人物以及职业的图片，问学生：Is he a worker No, he isn’t. What is he He is a doctor. 或问：What does he do 然后以同桌之间一问一答的形式来练习：Such as: A: What does he do B: He is a reporter.5. Listen to the tape: 1b. 2a. ab.Listen and number the people (1-3) in the picture above. Listen carefully three times. Point out the picture in activity 2a. Ask who each person is, say, Now work with your partner. Ask and answer questions about the pictures. Ask ss to close their books and write down the words about the things.Ask ss to act out in pairs or groups.Call more students to practice more.Ask ss about jobs in pairs or groups. 图片一图片二录音机
Step 4Practice 6’ Now, practice the things we have learned.They can talk about the jobs. Such as: What do you do I am a student.What does your father do He is a farmer. 给学生们一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演。 教学挂图
Step 5Summary 2’ Words and phrases of this class.Language: What does he do What does he want to be He is a worker. He wants to be a sales assistant. 以提问的形式来进行复习总结，在让学生有一个巩固的机会。
Step 6 text 4’ 1、Self check 让学生作后再讲解答案。 教学挂图
Step 7 Consolidation 4’ In this class, we have learned the sentence:What do you do What does he do What does he want to be Talk about the jobs. Pay attention to the usage of “want” or “wants” 教学挂图
Step 8Homework(1’) Practice The dialogue according to the picture on Page 1. 让学生写出五个询问对方职业的句子。
Step9：作业布置：
教学后记：
第二课时
课前准备
教师：录音机，图片，物品实物. 学生:实物(学习用品).
知识与能力目标：
教学重难点
重点：词汇知识的运用
难点：问职业的句型、职业的表达
Lead in（导入）: Listen to the tape and guess what his/her job is
Aim（目标）: Know something about the jobs
Teacher’s activities Students’ activities
Step 1Lead-in Show some pictures to the students and play the tape. Let them guess what job it is. Students look at the pictures, listen to the tape and guess the name of the jobs by using the sentences:Is he a doctor Is she a teacher
Step 2 Free talk（自由交谈） There are many jobs in the world. What do you want to be when you grow up Ss answer the questions by using the sentence:I want to be a teacher.
Task 1: Choose a job for your partner according to the mind test.
Aim: To practice the sentences: What does your mother/father do What is your favorite subject What kind of job do you like Are you interested in art
Teacher’s activities Students’ activities
Step 1 Show students the information about my family and myself and the ideal job my friend chose for me. Give them an example to do the pair work. Read the information about the teacher.
Step 2 Group work Do you want to choose a job for your partner Then ask your partner the questions and choose an ideal job for him/her. Ss fill in the form by asking the questions:What does your mother/father do What is your favorite subject What kind of job do you like
Step 3 Presentation Ask students to give the reports about the ideal job they choose for their partners, and the reason why they choose the job. Report the result like this:The ideal job for my partner is a teacher, because________
Task 2: Make a poster.（制作海报）
Aim: To know the different requirements for different jobs.
Teacher’s activities Students’ activities
Step 1Group work Now, you already know the ideal job for you. Different jobs have different requirements. I will give each group a job and 15 requirements. Read it and list 7 important requirements for the job. Give each group 15 job requirements. Students read them and choose the requirements.
Step 2 group work Students in each group read the requirements, and choose 7 most important requirements for the job. Let students make a poster with the 5 requirements listed out. Students in each group make a poster to list out the requirements for the job.
Step 3 report Ask students to give their reports on the poster. Students give the reports by using the sentences:If you want to be a …,you should……
Task 3： Write a letter to introduce yourself（写一封信介绍你自己）
Aim: write a short passage to introduce yourself according to the requirements.
Teacher’s activities Students’ activities
Step 1 You already know the requirements for different jobs. You already know what you want to be. Students choose the job for themselves according to the requirements.
Step 2 Choose the job and write a resume to introduce yourselves. Students write a short passage to introduce themselves according to the requirements.
Chart 1
can like Favorite subject Want to be Are you
ShyCarefulResponse
作业布置：
教学后记：
第三课时 (3a-4)
课前准备
教师：录音机，图片，物品实物. 学生:实物(学习用品).
知识与能力目标：
教学重难点
重点：课文的3a部分的理解。 难点：个别句子的意思及运用。
教学步骤、时间 教师活动 学生活动 教具的运用
Step 1Organization Organize students to prepare for the class
Step 2Free talk 2’ Talk about the family and the jobs, Such as; My father is a worker, And He works in a hospital The student talk freely
Step 3Presentation 1. Ask students to make some sentences with these words; waiter. Bank clerk. Reporter. Nurse. Police officer.2. Look at the picture and match the jobs with the people in the pictures. Such as; I see a lot of money every day. But it’s not mine. I count it for other people match the bank clerk.3. Let the students practice more and more.4. They make a conversation to proc-tise the drills.For example: What do you do I help doctors and patients. Some people call us “angels in white”, Can you guess what I do 5. Pairwork: Practise the conversation on the right. Use the jobs and places in activity 3a.Where does your sister work She works at a hospital.What does your sister work She works at a hospital.What does she do She’s a doctor.6. Game: Guess the game! Draw a picture of someone at work.Can your classmates guess the job Just like: Is he a police officer No, he isn’t Is he a waiter Yes, he is 1. 叫学生口头造句，用一些有关职业的句子。争取大部分的同学都有回答的机会，多次重复加大练习。2. 教师边让学生读句子边解释这些句子的意思。3. 教师边让学生读句子，做到熟练掌握。4. 采用游戏的形式，让尽可能多同学参与。5．继续练习这个句式。能让学生自己造句。 运用教学挂图图一图二出示单词卡片录音机
Step 4 Practice Now, practice the things we have learned.They can talk about the jobs. Such as: What do you do Where does he work He is a doctor. He works in a hospital.Is he a police officer Yes, he is.No, he isn’t 给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演
Step 5Summary Words and phrases of this class Language: What does he do What does he want to be He is a worker.He wants to be a sales assistant.Where does he work He words in a hospital.Is she a nurse Yes, she is. 以提问的形式来进行总结，在让学生有一个巩固的机会
Step 6 1、Self check(见后面) 让学生作后在讲解答案
Step 7Consolidation In this class, we have learned the sentence:Where does he work He works in a factory.A bank clerk: I see a lot of money every day. But it’s not mine. I count it for other people.Talk about the jobs. Pay attention to the usage of “want” or “wants”
Step 8Homework Pratice the dialogue according to the picture on Page 25. 让学生写出五个句子，分别询问职业和工作地点
作业布置：
教学后记：
第四课时 (sectionB1a-2c)
课前准备
教师：录音机，图片，物品实物. 学生:实物(学习用品).
知识与能力目标：
教学重难点
重点：职业名词的表达和运用；短语及1a部分的理解和运用。
难点：本部分的听力训练。
教学步骤、时间 教师活动 学生活动 教具的使用
Step 1Oranization1’ Organize students to prepare for the class
Step 2Free talk Oral practice: Games, words that describe jobs, such as exciting, dangerous, boring The students talk about freely
Step 3Presentation 1. Let students look at the picture and guess the jobs. The teacher describes the jobs and let students guess what. Ask job does the person have Where does the person work 2. Then use explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving.A police officer has an exciting job.3. Let students practice. Such as: He is a police officer. It’s an exciting job.4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want Then write the jobs below.5. Listen again. Why are Betty, Jenny, and Sam interested in these jobs Complete the chart above.6. Listen to the tape: Listen and number the picture(1-3) below.Then practise the dialogue.7. Grammar focus: 1．叫学生口头造句用一些有关职业的句子。争取大部分的同学都有回答的机会，多次重复加大练习。2. 教师边让学生读句子边解释这些句子的意思。3. 叫学生口头练习一些有关这方面的句子。4. 听录音，让学生填写表格，然后再纠正答案。5. 分组练习，让学生大面积的练习。6. 让学生朗读Grammar Focus 教学挂图图一图二出示单词卡片录音机
Step 4Practice 7. Read the newspaper want ads. And fill in the blanks with the correct jobs.One: Wanted: Do you like to work late Do you like to work hard Do you like to meet people If your answer is “Yes”, then we have a job for you as a …… 给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都有机会来表演。
Step 5Summary Words and phrases of this class Language:本节课主要是听录音来完成各种对话，充分让学生学会职业的文法以及地点的表达法。 以提问的形式来进行复习总结，在让学生有一个巩固的机会。
Step 6 test 1、Self check(见后面) 让学生做后再讲解答案
Step7 Consolidation 在这节课例我们主要听录音然后回答问题，让学生充分练习听力，达到会听、会说然后在自己编对话来练习。
Step 8Homework Read the newspaper more and more. 让学生朗读3A部分的内容。
作业布置：
教学后记：
第五课时 (3a-4及selfcheck部分)
课前准备
教师：录音机，图片，物品实物. 学生:实物(学习用品).
知识与能力目标：
教学重难点
重点：
难点：
教学步骤、时间 教师活动 学生活动 教具应用
Step 1Organization Organize students to prepare for the class
Step 2Free talk Oral composition: My parents.Such as: I have a very happy family.My father is a worker. He works in a factory. My mother is a nurse. She works in a hospital. 学生口头作文，让他们把学到的知识系统地用到自己的作文中来。练习关于职业以及工作地点的表达。
Step 3Presentation 1. Let the students hurry to read the words they can’t remember.2. Then the teacher guid the students to go over the words. See how the students have grasped.3. Ask students to write five new words in their Vocab-builder.4. Practise: I magine you want one of the jobs at BFS. Write and explain why your are good person for the job.They don’t have to use real information about themselves-they can imagine that they have the skills needed to do one of the jobs. Remind them that they have to show why they are good for the job.5. Go over the whole unit, first the words and useful expressions.Then go over the frills: What do you do What does he do Where does he work He works in a factory. 1. 学生自测，看看他们急得如何。2. 在让学生写五个生词填在单词表上。3. 找工作：以小组为单位讨论。个人介绍推销自己。4．总复习时，领着学生复习全部单词，争取让每一个学生都能来掌握。 教学挂图图一图二出示单词卡片录音机
Step 4Practice Now, practice the things we have learned.They can talk about the jobs. Such as: What do you do re does he work He is a doctor. He works in a hospital.Is he a police officer Yes, he is.No, he isn’t 给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都有机会来表演。
Step 5Summary Game: How to find a good job Discuss and make a dialogue. 以提问的形式来进行复习总结，在让学生有一个巩固的机会。
Step 6 test 1. Self check(见后面)In this class, we have learned self-
Step 7Consolidation Check, then go over the whole unit. I think most of the students have grasped them very well. 让学生写一篇作文。
Step 8Homework Especially the jobs and the postion: How to find a good job
作业布置：
教学后记：
第六课时：测试课
一．Put the following phrases into English. 将下列短语翻译成英语。
1.害怕 2.和……谈话
3.尽可能的 4.想要做……
5.在医院里 6.许多，大量
7.一种 8.外出
9.一名图书管理员 10.一名体育教练
单项选择（Choose the best answer for the following sentences）
（ ）1.That’s ______ interesting work.
A. a B. an C. the D. /
（ ）2.--__________ – I’m a reporter.
A. What do you do B. Who are you
C. What are you D. Both A and C.
（ ）3. ----______ does your father work
----In a hospital.
A. What B. How C. Where D. Which
（ ）4.It’s_______ to climb the tall tree, be careful.
A. danger B .dangerous C .busy D .difficult
（ ）5. The woman can speak _______ Chinese.
A. a little B. a few C. lot of D. many
（ ）6.There are three _______ in the office.
A. policeman B. policemen C. polices D. policewoman
（ ）7. I like to_______ with my friends.
A. speak B. say C. tell D. talk
（ ）8. He wants to be an actor ________it’s an exciting job.
A. and B. so C. because D. why
（ ）9.Our school is ________children _______6-12.
A. in, for B. for, in C. of, for D. for, of
（ ）10. Does Mr. White __________ in Beijing
A. likes working B. likes work C. like working D. like work
三.句型转换
1. I see a lot of money every day.(改为同义句)I see money every day.
2. I am a reporter. (对划线部分提问)What you
3. She wants to be a sales assistant. (对划线部分提问)
she to be
4. My uncle works in a restaurant.(对划线部分提问) your uncle work
5. I can cook Chinese and French food.(改为一般疑问句)
you cook Chinese French food
四.阅读理解
Mrs. Jones is a teacher. Her house isn’t far from her school, and she always walks there in the morning. All the pupils in the school are very young. Today Mrs. Jones walks to school as usual. It’s very cold, the cold wind goes into her eyes and big tears run out of them. She reaches the school, opens the door and goes into the room. The room is nice and warm. Mrs. Jones is very happy. A small boy looks at her for a few seconds and says, “Don’t cry, school isn’t very bad.” With these words he puts his arm around her.
（ ）1. Mrs Jones is a .
A. mother B. girl C. teacher
（ ）2. Mrs Jones works in a .
A. school B. factory C. hospital
（ ）3. Mrs Jones goes to work every day.
A. by bus B. on foot C. by bike
（ ）4. The small boy Mrs. Jones and school very much.
A .loves B .dislikes C. doesn’t like
Unit5 I’m watching TV.
一、Teaching Goal：（教学目标）
In this unit students learn to talk about what people are doing. Teach students how to cooperate and be good at watching something and love our lives.
二、Teaching difficulties（教学难点）
1.The vocabulary and the sentence structures.
2. Learnthe grammar: Present progressive tense.
3. Oral practice using the target language.
三、Teaching Methods（教学方法）
Listening and practicing methods, pairwork, Task-Based Learning method.
四、Teaching Aids（教具）A tape recorder,some pictures and cards.
五、Teaching Time: 5 课时.
第一课时
Teaching Procedures
Step 1.Revision（复习及巩固）
1.Greetings. 2. Revise the words and expressions in Unit 4.
Step 2.Presatation: Lead in（导入）
1.Do “Ask and answer” practice with the Ss.
2.The teacher asks the students to give more verbs phrases and write them down on the blackboard.(show many pictures to help the Ss.)Teach the new words and expressions.
3. Teach the Present Progressive.
1）Introduction: Talk about the title of this unit. Show some pictures to introduce the Present Progressive tense.
T: What’s she/he doing
Ss: She/He is v-ing (Help the Ss to answer the questions and show the sentences)
2) Let the Ss to say what the Present Progressive is.
(现在进行时表示现在正在进行或发生的动作, 它的表现形式为:Be Verbs + V-ing ….)
3). Tell the difference
Write down the V-ing forms by another lines of go, watch, do, play and eat . Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then ask the Ss to read them again and do more exercises.
Step3.Activity 1a:Match
1.Help the Ss talk about the pictures. The Ss read these V-ing words
after the teacher. Match the words and the activities. Check the answers.
2.Help the Ss do “Ask and answer” practice in pairs.
3.Ask some Ss to do actions and let the class guess what he/she is doing.
Step4.Activity 1b & 1c: Listening and pair work.（完成听力及1c的互组活动）
1. Play the recording for the Ss to listen. Play again. Ss listen and write the number of the activity each person is doing. Check the answers.
2. Pairwork: Ask the Ss to do “Ask and answer” practice about the picture in pairs. Some pairs present their dialogues to the class.
Step 5.Activity 2a & 2b: Listening and Practice （听力测试）
1.Activity 2a:Talk about the picture in 2b.Ask the Ss to read the questions in 2a. Then listen to the tape and and write the answers. Check the answers.
2.Activity 2b:Play the recording again. Help the Ss put these questions and answers in order to make a conversation. Go through the answers with the Ss.
Step 6 Pairwork: Activity 2c
1.Talk about the pictures in 2c. Ask Ss to read the sample conversation. Let Ss look at the first group of pictures, and ask them to guess what the people are doing.
2. Then imitate the sample conversation, work in pairs. Some pairs present their dialogues to the class.
3. A guessing game: Guess the activities according to the Ss’ actions.
Step 7 Grammar focus
Go through the sentences with the Ss. Deal with some language points.
Step 8 Homework: 1.Copy the new words and recite.2.Make up their own dialogues.
教学后记：
第二课时section A（2c—4）
Teaching aims（教学目标）
Go on learning to talk about what people are doing.
Language points（语言知识点）
1.To learn the following sentences.
⑴—Is Nancy doing homework
—Yes, she is ./No, she isn’t .She is writing a letter.
⑵—Do you want to go to the movies —Yes ,I do .
⑶—When do you want to go —Let’s go at six o’clock.
2.To learn the following words and phrases:
⑴adjective: sure
⑵verb phrases: wait for , talk about , talk to sb.
Teaching difficulties:（教学重难点）
⑴present participle: run-running , write-writing
⑵Present progressive tense: Subject +be+doing +…
Teaching steps（教学步骤）
Warming-up and revision
⑴Watch VCD which is connected with the present progressive tense.
⑵Revision
The teacher asks Ss to do some actions, ask and answer one by one (chain work)
T: What are you doing S1: I am reading an English book. What are you doing
S2: I am writing .What are you doing S3: I am playing the guitar. What are you doing
Show some pictures, point to them and ask.（运用图画）
T: Look at picture 1! What is he /she doing S1: He/She is talking on the phone.
T: Look at picture 2! What are they doing S2: They are singing and dancing.
T: Look at picture3. What is he doing S3: He is swimming.
2. Presentation（展示教学任务）
The teacher asks one student to come to the blackboard and do an action.
T: Are you playing soccer S: No, I’m not.
T: Are you playing basketball S : Yes, I am.
Ask more students like this.
Practice（以学生对话练习的形式）
Have students make a similar dialogue like this
S1: Are you reading a book S2: No, I am not.
S1: Are you reading a newspaper S2: Yes ,I am.
4. Guessing games（猜词游戏）
The teacher uses pictures to ask the students. Cover one part of the picture and then uncover it little by little.
T: What is he doing S1: Is he playing the computer
T: No, he isn’t . S2: Is he playing the guitar
T: Yes, he is.
(show another picture)
T: What is she doing
What are they doing Teacher continues to ask students and shows them more pictures.
5. Pairwork(work on 2c)
T: let’s look at the pictures and guess what the people are doing. Please practise in pairs.
A: Is Nancy writing a letter
B: No, she isn’t. She is writing a letter. Then check the answers.
6. work on 3a
T: Look at the pictures and make conversations. Please write the correct number of the pictures next to the conversations below. Then check the answer. [Conversation A=3 Conversation B=2 ]
The teacher reads the conversation before the class, and the Ss repeat the sentences. Ss practice the conversation in pairs and act out the conversation.
7. Pairwork（work on 4）
（1）Show a picture and teach the new phase“wait for a bus”.
（2）Look at the pictures and answer the questions below. Ask Ss ask and answer like this.
S1: Where is he S2: He is in the store/ the supermarket.
S1: What is he taking S2: He is taking a bottle of juice.
S1: What is he waiting for S2: He is waiting for a bus.
（3）T: Please look at the pictures again and talk about the four pictures.
8. Grammar Focus.（教师对知识点进行归纳）
T: 这两天我们学习了现在进行时，当我们询问某人正在干某事时，我们应该说
What are you doing What is he/she doing
回答时应说 I am watching TV. He is doing homework.
一般疑问句：
Is he/she doing Yes, he/she is./No, he/she isn’t/
Are they doing Yes, they are./ No, they aren’t.
T: 请大家注意现在进行时态的构成.
主语＋be＋现在分词
T： 现在分词在动词下面加“ing”, 如play→playing
wait→waiting
9. Homework
（1）Read and recite 3a.
（2）Write the story about the four pictures on page 27. Part 4.
教学后记：
第三课时 Section B 1a—2c
Teaching aims (教学目标)询问别人正在哪里干某事.继续学习某人正在干某事.Teaching points To learn the following sentences.—Where do people play basketball —At school.—Where is he swimming —He is swimming at the pool.To learn the following vocabularies: toy, shopping, mall, pool.Teaching steps Warming-up. chant and revision Chant What are you doing I’m reading books.What is he doing He is watching TV.What is she doing She is doing homework.What are they doing They are eating dinner.Revision （师生对话，复习旧知识）Ask a student to do an action and ask T: Are you eating breakfast S1: No, I’m not .T: Are you singing S2: Yes, I am .T: Is he writing a letter S3: No, he isn’t .T: What is she doing S4: She is singing .T: Are you reading a newspaper (To another student)S5: No, I’m not .T: What are you doing S6: I am reading an English book .T: Is he reading a Chinese book S7: No, he isn’t .T: Is she reading an English book S8:Yes, she is .Presentation Show some pictures and present the new vocabularies . T: What is he doing S1: He is swimming .T: Where is he swimming S2: He is swimming in the river . T: No, he isn’t swimming in the river. He is swimming at the pool . T：Look! What are these They are toys . What are the girl and her mother doing They are shopping . T: Where are they shopping S1: They are shopping in the store . S2: They are shopping in the supermarket . T: Maybe, look, they are shopping at the mall .Practice Show some pictures and phrases, let Ss practice in pairs like this .A: What is he doing B: He is boating .A: Where is he boating B: He is boating on the plete the chart . (work on 1a)T: Look at the pictures and complete the chart . Then check the answer . 1). library reading books 2). school playing basketball 3). pool swimming 4). mall shoppingPairwork Let Ss look at the chart , ask and answer in pairs . A: Where do people play basketball B: At school . A: Where do people swim B: At the pool .Listening comprehension (finish 2a—2b on page 28 ) 2a. T: You will hear three short conversations. Please listen carefully and write down the places you hear in the chart below .Then check the answers: mall, school , library .2b. T: Now look at 2b on page 28. Please listen to the tape again and fill in the chart . Let’s write down what they are doing .Ss listen to the tape twice and write down the answer on their charts.Check the answer .NamePlaceActivityTinamallEating lunch with a friendMikeschoolPlaying basketballLisalibraryReading a book3). Let Ss listen to the tape and repeat the conversations .7. Pairwork (work on 2c) . T: Now look at the chart and use the information in the chart to make a conversation like this .A: Hello! Is Tina there B: No, she isn’t . She is at the mall . A: Oh, is he shopping at the mall / What is she doing B: No, she isn’t ./ She is eating lunch with a friend .8. Groupwork (Make a survey )1). T: Let’s make a survey, please ask Ss in your classroom where their parents are and what their parents doing now . Please ask and answer in threes, then fill in the chart .PeoplePlaceActivitiesJim’s fatherJim’s motherSusan’ fatherSusan’ mother2.) After the Ss finish the survey .Let them give a report .9.Homework: 1). Listen to the tape and repeat the conversation on Section B.2b.try to imitate the pronunciation and intonation.2). Collect some pictures and bring them to the classroom. 3). Write the report down in the exercise book . 让学生谈论有关现在进行时的对话，可以使学生对进行时有一个初步的印象，为下面的学习作铺垫。同时也可以吸引学生的注意力，让他们很快地融入到英语的学习氛围中。通过问答操练，复习一些词组，为下面的呈现起承上启下的作用。利用图片来呈现第三人称单数和复数的现在进行时。并板书重点句型。通过两两合作操练，让学生充分熟悉一般疑问句式。教师呈现的图片要有生活情趣，符合中学生的心理要求，而且在让学生进行操练时，鼓励学生自由转换一般疑问句和特殊疑问句，特别当其中一位学生有困难回答不出时。如有必要，教师可多播放磁带一遍，也可以让同桌讨论答案。在要求学生跟读的同时，提醒学生注意语音语调。操练时，鼓励学生大胆开口，灵活运用一般疑问句和特殊疑问句，能力好的同学可根据实际自己创设情景，编对话。调查前，教师要先做一个sample，然后让学生做，在学生调查过程中仔细聆听，随时给予帮助，以防有个别学生偷懒，随口以I don’t know 来回答，使对话无法进行。鼓励学生发挥想象，随意猜测，目的在于多练。
教学后记：
第四课时：Section B 3a---4
Teaching aims:Ss can use the present progressive tense to describe the pictures.Ss can ask and answer questions about the picture fluently.Language points（语言知识点）To use the following sentences:Here is a photo / picture of my family.I’m with my sister Gina.Thank you for your letter and the photosTo learn the following phrasesThank you for sth. / doing sth. be withTeaching difficulties How to write the sentences about the present progressive tense correctly.Teaching steps 1.warming-up and revision(1)The teacher asks Ss some questions.T: Hello, how are you S1: I’m great. Thank you.T: How is your father S1: He is very well.T: Where is your father S1: He is at the mall.T: What is he doing S1: He is shopping.T: Is your father shopping now S2: No, he isn’t. He is watching TV.T: Where is he watching TV S2: He is watching TV at home.(2) Show some pictures, let Ss ask and answer the questions in pairs. S1: Look! What is she doing S2: She is reading a book. S1: Where is she reading a book S2: She is reading a book under a tree.2. Work on 3a.(1)Show the pictures of 3a and let Ss say it one by one. S1: He is playing basketball. S2: The girl is doing homework. S3: The boy is watching TV. S4: He is swimming. S5: They are eating and talking.(2) T: Here is a letter from Mike to his pen pal, Linda. Please read the letter and underline the activities and circle the places. Check the answers: playing basketball School swimming pool eating dinner home doing homework watching TV(3) T: Now read the letter again and number the photos, using 1,2,3,4. Check the answers: 1, 4, 2, 3(4) Let Ss work in pairs, ask and answer about the photos like this. A: What is Mike doing in Photo 1 B: He is playing basketball. A: Is he playing basketball at school B: Yes, he is.3.Writing Show the pictures to the Ss and let Ss finish the sentences, then check the answers. They are dancing. He is running. Yao Ming is playing basketball. The teacher is writing. Xie Tingfeng is singing.4.Group workT: Now take out your photos or pictures, please work in fours and tell your partners about your pictures or photos. I’ll give you two minutes to practice it.T: At this time I’ll ask several students to say something about your photos.5. PracticeT: Take out the pictures or photos of your own and write one or two sentences about them. Ss write the sentences in their exercise books, the teacher walks around the class and see if the Ss can write the sentences correctly. Give Ss some help if necessary. The teacher collects some pictures and sentences, shows them to the Ss and checks the answers.6. Fill in the blanks. ( finish 3b)(1) T: Here is another photo, look at the photo and the letter next to it. Please take out your pens and fill in the blanks.Check the answers: watching TV reading the newspaper talking eating(2)Show the picture of 3b, let Ss say the picture like this:S1: Hello, everyone! I’m Bob’s grandfather. Here is a picture of my family. In this photo, I’m reading the newspaper, my son is watching TV…..S2: Hello, everyone! I’m Bob’s mother…S3: Hello, everyone! I’m Bob’s sister…7. Homework.Read and recite 3a.Write a short composition about your own photos or pictures. 利用提问的方式来复习昨天学过的内容，可以检查学生的掌握情况，也可以为新的学习内容打下伏笔。学生往往习惯于回答问题，而不擅长于提问题，让学生看图互问互答可以检查学生提问题的能力。在阅读材料呈现之前，让学生先看图片用现在进行时描述，不仅可以操练口语，也可以为课文的阅读减少障碍。充分利用阅读材料和图片来操练和巩固本节课的重点和难点。在听说读的基础上，利用图片来写词组来检查一下学生的书写。特别注意双写最后一个字母，再写ing形式利用身边的图片或照片来让学生进行口头操练，先同伴之间互相对练，互相指出错误，再在全班同学前描述。再次利用图片或照片来检查书写，为下一步骤打下良好的基础。利用实物当场呈现，及时纠错。让学生看图片用不同的人称来讲述图片来培养学生的口语流利程度和准确程度。
教学后记：
第五课时：self-check
Teaching aims:Revise the contents of Unit 5.Ss can use the present progressive tense correctly.Language pointsRevise the key words, phrases and sentences in this unit.To learn two new words: camera, bird Key points and teaching difficulties.Consolidate the present progressive tense.Teaching steps:Warming-up and revision（热身及复习）Let one student take out a photo or a picture of his / her own and show it to the whole class, then he / she will ask some questions about the photo or the picture.S1: Where is my father S2: He is…..S1: What is he doing S3: He is…S1: Is my mother doing… S4: No, she isn’t. She is … Ask more Ss to come to the blackboard to do it.Presentation （展示） Use two pictures and present the new words: camera bird T: What is this S1: Sorry, I don’t know. T: It’s a camera. We can use a camera to take a photo. T: Look! What is it S2: It’s a bird. T: That’s right. What is the bird doing S3: I think it is singing. S4: I think it is plete the story T: Look at th初 二 年级 历史 科 自学探究 学案 主备 时间： 年 月 日
学习内容：第18课 战略大决战 教学设计（收获） 四、拓展延伸：（学有所用，提升自己！） 讨论分析：1921年------2011年90年来我们党历经磨难曲折而经久不衰的原因？五、知识反馈：（巩固达标，充实自己！） 1、选择题：（1）有人形象地称辽沈战役为“关门打狗”认为这里的“门”是指： （ ） A：辽宁 B：沈阳 C：长春 D：锦州 (2)毛泽东曾称赞傅作义是“民族的功臣”，上述评价和哪次战役有关：（ ） A：辽沈战役 B: 淮海战役 C: 平津战役 D: 渡江战役 (3)1949年的美国《生活》杂志刊登了一幅解放军解放上海后，很多战士睡在 马路边上的照片，照片标题为“国民党统治时代结束了！”下面叙述中，对这句话的理解最准确的是： （ ） A：上海是最后一座解放的城市。B：解放军的行动赢得了民心，国民党统治必然被推翻。C：上海解放标志着国民党统治被推翻。D：上海解放标志着解放战争的胜利。2、阅读下列材料： 钟山风雨起苍黄，百万雄师过大江。虎踞龙盘今胜昔，天翻地覆慨而慷。宜将胜勇追穷寇，不可沽名学霸王。天若有情天亦老，人间正道是沧桑。--------毛泽东请回答：材料中涉及的城市“钟山”是指什么地方？这里被誉为“虎踞龙盘”之地，列出中国近代史上曾定都于此的政权。（至少两个） 材料中“宜将胜勇追穷寇，不可沽名学霸王。”中的“霸王”是指谁？诗句的寓意是什么？ 材料反映什么历史事件？这一事件有何重要意义？六、课尾小结：
学习目标：了解三大战役、渡江战役及解放南京等基本史实
学习重点：三大战役、解放南京 难点：国民党垮台的原因
一：自主学习：（相信自己行，自己一定行！） 自学检测（请根据自主学习获取的信息完成表格）名称时间突破点参战部队领导人作战方式意义辽沈战役1948.9—-11东北解放军林彪、罗荣桓解放 全境基本消灭了国民党军的 大大加速了人民解放战争的胜利淮海战役徐州中原解放军、华东解放军刘伯承、陈毅、邓小平、粟裕、谭震林奠定解放 基础平津战役1948.111949.1北平天津 全境基本解放渡江战役人民解放军毛泽东、朱德战争二、小组学习：（各抒己见，达成共识。） 讨论分析：国民党垮台的主要原因。三、展示反馈：（积极主动，展示风采！） 板展小组学习成果
教学反思（疑惑）
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