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精品文档Unit1PlayingSportsTopic1I’mgoingtoplaybasketball.SectionAThemainactivitiesare1aand2.本课重点活动是1a和2。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:almost,against,term,cheer,cheer⋯on,team,win,row,quite,bit,quiteabit/alot,join,club,skate,volleyball,tennis,tabletennis2.Learnsomeusefulsentences:(1)Isawyouplaybasketballalmosteverydayduringthesummerholidays.(2)Wouldyouliketocomeandcheeruson?3.Learnthefuturetensewithbegoingto:(1)WearegoingtohaveabasketballgameagainstClassThreeonSunday.(2)Areyougoingtojointheschoolrowingclub?4.Talkaboutpreferences:—Whichsportdoyouprefer,cyclingorrowing?—Ipreferrowing.5.Talkaboutsportsandgames.Ⅱ.Teachingaids教具图片/海报/教学挂图/录音机/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:7分钟)复习学过的运动项目名称，引出生词。1.(展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。)T:Welcomebacktoschool,boysandgirls.Thenewtermbegins.ThisisourfirstEnglishlessonthisterm.Didyouenjoyyourselvesduringyoursummerholidays?Whatdidyoudoduringyourholidays?Didyoudosportsduringyoursummerholidays?Ss:⋯(板书并要求学生掌握。)termT:Weallknowdoingsportsisgoodforourhealth.Nowlet’sreviewsomesportsandlearnsomenewones.(展示学生在打篮球的图片。)T:Lookatthepicture.Doyouknowwhattheyaredoing?S1,please.S1:Theyareplayingbasketball.T:Doyoulikeplayingbasketball?S1:Yes,Ido./No,Idon’t.T:Howmanyplayersarethereinthebasketballteam?(板书并要求学生掌握。)teamS1:Therearefiveplayers.(展示学生在打排球的图片。)T:Whataretheydoing?S2,doyouknow?S2:Theyareplayingvolleyball.(教师帮助该生回答。)精品文档 精品文档(板书并要求学生掌握。)volleyball(用同样的方式引出生词cycle,row,skate,tennis,tabletennis,ski。)(板书，并让学生跟读，要求学生理解cycle,ski；掌握row,skate,tennis,tabletennis。)cycle,row,skate,tennis,tabletennis,ski2.(用黑板上有关运动的生词操练，导出prefer的用法。)T:Whichsportdoyoulikebetter,cyclingorrowing?S3:Rowing.T:Good!Thephrase“like⋯better”means“prefer”.(板书并要求学生理解。)preferT:S4,whichsportdoyouprefer,basketballorsoccer?S4:Ipreferbasketball.⋯Step2Presentation第二步呈现(时间:10分钟)通过师生对话，呈现1a中部分生词及功能句，并使学生初步掌握begoingto句型。1.(利用plantodosth.，导入“begoingto+do”结构。)T:I’mverygladyoualllikedoingsportsandknowalotaboutthem.Doyouwanttoplayvolleyballtomorrowafternoon?S1,please.S1:Yes,Ido.T:Soyouplantoplayvolleyballtomorrowafternoon,right?S1:Yes.T:OK.Whenweplantodosomething,wecansaywearegoingtodosomething.(板书，学习新语法。)begoingtodosth.T:WhenItellyoumyplan,youretellitwithbegoingto.OK,boysandgirls?Ss:OK.T:Iplantogooutfordinnertonight.S2,please.S2:Youaregoingtogooutfordinnertonight.T:Iplantoclimbmountainstomorrow.S3,please.S3:Youaregoingtoclimbmountainstomorrow.T:Good!Whenweexpresssomethingthatisgoingtohappenorweplantodosomething,wecanusebegoingto.2.(教师让几个学生说说明天户外活动的打算，并引出begoingto结构的一般疑问句式，过渡到1a。)T:OK,S4,pleasetellmewhatyouplantodotomorrowafternoon.S4:I’mgoingtoswimwithmybrothertomorrowafternoon.T:Areyougoingtoswim?S4:Yes,Iam.(板书，学习新句型。)—Areyougoingtoswim?—Yes,Iam.(教师视学生掌握的情况来决定是否要进行更多的操练。)3.(展示一幅即将进行篮球赛的海报，引出单词against,cheer和短语cheer⋯on。)T:Nowlookattheposter.Hereisthenews.OurclassisgoingtohaveabasketballgameagainstClass3at5:00thisafternoon.Wouldyouliketocheerthemon?Ss:Yes,we’dloveto./I’dloveto.(板书，让学生猜词义，并要求掌握。)against,cheer,cheer...on(出示教学挂图，让学生看图片猜测对话内容，导入1a。)T:Lookatthispicture.TheyareKangkangandMichael.Whataretheytalkingabout?Canyouguess?Pleaselistento1aandthenanswerthefollowingquestions.(出示小黑板。)(1)WhichclassisMichael’sclassgoingtoplayagainst?(2)IsKangkanggoingtocheerthemon?(听后核对答案。)4.(学生朗读1a，画出疑难点和关键词，然后教师解释疑难点。)精品文档 精品文档(出示小黑板，领读关键词；解释并要求学生掌握almost和win。)basketball—saw—play—almost—everyday—against—Sunday—game—term—come—cheer⋯on—I’dloveto—hope—winStep3Consolidation第三步巩固(时间:10分钟)创设情景，编对话，在真实的语境中培养学生口头交流能力。1.(根据小黑板上的关键词，分角色表演对话。)T:OK.Nowyoucanusethekeywordsabovetoactoutthedialoginroles.2.(教师引导学生，通过讨论新学期的计划来操练begoingto+do句型。)(教师先做示范，然后让学生两人一组练习。)T:S1,whatareyougoingtodothisterm?S1:I’mgoingtolearnEnglishbetter.T:Whataboutyou,S2?S2:I’mgoingtostudymathhard.T:Oh,it’sagoodplan.S3,doyouknowwhatyourpartnerisgoingtodo?S3:Yes.Heisgoingtolearnrowing.T:Discusswithyourpartnerwhatyouaregoingtodothisterm.3.(创设情景，依据1a编对话，巩固1a及begoingto+do句型，完成1b。)T:Justnowyoutalkedaboutyourplansforthisterm.Nowsupposeyoumeetyourclassmateontheplaygroundandyouwanttotalkaboutyourplansforthisweek.Pleasemakeasimilarconversationwithyourpartneraccordingto1a.Youcanusethekeywordsontheblackboard.(板书)begoingto,play,I’mafraid,homework,summer,playagainst,Ihope(学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。)S4:Hi,S5.S5:Hi,S4.Iamgoingtoplay⋯Areyougoingtoplaywithus?S4:I’mafraidIcan’t.Ihavetodomyhomeworkfirst.Bytheway,Isawyouplay⋯almosteverydayduringthesummerholidays.S5:Yes.YouknowIamgoingtoplayinthe⋯gameagainstClass2thisSaturday.Wouldyouliketocomeandcheeruson?S4:Ofcourse.I’dloveto.AndIhopeyouwillwin.(让几组学生到教室前面表演类似的对话，评出最佳表演组及最佳演员等。)(教师出示2中运动项目的图片，引导学生巩固begoingto+do句型，使他们熟练掌握其用法，并自然过渡到2。)Step4Practice第四步练习(时间:10分钟)完成2和3，培养学生听说能力，并通过大量操练，使他们熟练运用含有begoingto的一般疑问句及掌握prefer的用法。1.(通过看图片，练习begoingto的用法，导入2。)T:Lookatthepictures,whataretheygoingtodo?Ss:(Picture1)Theyaregoingtogoskating.(Picture2)Theyaregoingtogoskiing.⋯T:Whichsportdoyouprefer,⋯or⋯?S1:Iprefer⋯T:Whataboutyou,S2?S2:Iprefer⋯T:S3,doyouoftengoswimming?S3:Yes,veryoften.T:Good.Youcanalsosay“quitealot/abit”.“Doyouoftengoswimming?”means“Doyougoswimmingmuch?”(板书，并领读，要求学生掌握quite,bit和quitealot/abit。)精品文档 精品文档quite,bitveryoften=quitealot/abitIgoswimmingveryoften.=Igoswimmingmuch.T:S4,doyougorowingmuch?S4:Yes,quitealot/abit.T:S5,doyougoskiingmuch?S5:Yes,quitealot/abit.(肯)S6:No,seldom.(否)T:Oh,youdon’tlikesports.Itisn’tgood.Ithinkyoushouldjoinasportsclub,andmaybeyouwilllikesportsthere.(板书，教学生词，并要求学生掌握。)join,clubT:Discusswithyourpartnerwhichsportsclubyouwouldliketojoin.S7:Iamgoingtojointheschoolrowingclub.S8:⋯(学生两人一组完成2，除了可以用书上所给的运动名称，也可用他们所知道的其他运动名称进行对话。)2.(让学生听3录音，并完成3。)T:MichaelandKangkanglikedoingsportsalot.Doyouwanttoknowwhatsportstheyoftendoonweekends?Listentothetape,thenfillinthechartin3.(再放录音3，核对答案。)3.(做一个运用“begoingto+do”句型的游戏。)(挑选若干学生上台，做关于运动的动作，该动作要能使同学们明白并成功猜出运动名称。猜到的同学要用begoingto+do询问做动作的同学，以证实自己的猜测是否正确。)T:Pleasedoanactionaboutyourfavoritesport.(S10表演一个动作。)S9:Areyougoingtoplaybasketball?S10:No,I’mnot.S9:Areyougoingtoplayvolleyball?S10:Yes,Iam.⋯(让学生尽量多表演动作。)Step5Project第五步综合探究活动(时间:8分钟)通过作报告和写句子，培养学生综合运用本课所学语法及重要句型的能力。1.(小组活动，在小组中做采访并向全班同学作报告。)T:Workingroups.Askyourpartnerthefollowingquestions,thengiveareporttoyourclassmates.(1)Whichsportdoyouprefer,⋯or⋯?(2)Doyou⋯much?(3)Areyougoingto⋯nextweek?2.Homework:用begoingto造五个句子，要求用不同的人称、句式。板书设计：I’mgoingtoplaybasketball?SectionApreferbegoingto+dosth.cheer⋯onWearegoingtohaveabasketballgameagainstClassThreeonSunday.quiteabit/alotWhichsportdoyouprefer,cyclingorrowing?Ipreferrowing.Areyougoingtojointheschoolrowingclub?Yes,Iam./No,I’mnot.I’mgoingto⋯SectionB精品文档 精品文档Themainactivitiesare1aand2a.本课重点活动是1a和2a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:dream,grow,growup,future,inthefuture,job,active,break,record,gold,giveup,shame,single2.Goonlearningthefuturetensewithbegoingto:—Whatareyougoingtobewhenyougrowup?—I’mgoingtobeadancer.3.Talkaboutthefavoritesportsandplayers:(1)—What’syourfavoritesport,Maria?—Basketball,ofcourse.(2)—Who’syourfavoriteplayer?—LeBronJames./IlikeYaoMingbest.Ⅱ.Teachingaids教具图片/小黑板/录音机Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:8分钟)通过谈论喜爱的运动项目及新学期的计划，导入新课。1.(学生在小组内进行链式对话，讨论他们所喜爱的运动项目，注意使用prefer。)T:Iknowmanystudentslikesports.Pleasediscussingroupswhichsportyourpartnersprefer.Youcanbeginlikethis:S1,whichsportdoyouprefer,skiingorrowing?S1:Ipreferrowing.S2,whichsportdoyouprefer,cyclingorskating?S2:Iprefer⋯Whataboutyou,S3?S3:Iprefer⋯S4,whichsportdoyouprefer,volleyballorsoccer?S4:Iprefer⋯2.(教师询问学生新学期计划，复习“begoingto+do”。)T:Atthebeginningoftheterm,everyonehassomeplans.Youaregoingtodoalotofthingstomakemoreprogressandmakeyourschoollifemoreinteresting.Now,pleasetellmeyourplans.Whatareyougoingtodo?S5:I’mgoingtojoinanEnglishclub.S6:I’mgoingtolearntoplaybasketball.Iwanttobeagoodplayer.3.(教师通过展示图片导入本课新单词。)T:Lookatthegirlinthepicture.Whatisshedoingnow?(教师指着图片问。)S8:Sheissleeping.T:You’reright.Andsheisdreaming.Sheishavingaclassinherdream.Andherdreamjobistobeateacherinthefuture.Shewantstobeateacherwhenshegrowsup.(板书，让学生猜词义，并要求掌握。)dream,job,future,inthefuture,grow,growupT:Weknowherdreamjobistobeateacherinthefuture.Whataboutyou?S9:Mydreamjobistobeateacherinthefuture.S10:Mydreamjobistobeabasketballplayerinthefuture.(教师通过询问学生长大后的职业引出一般将来时的特殊疑问句。)T:S11,areyougoingtobeadancerwhenyougrowup?(教师出示舞蹈演员的图片，帮助学生理解。)S11:No,I’mnot.T:Whatareyougoingtobewhenyougrowup?S11:I’mgoingtobeateacher.(板书，教学生词和新句型。要求学生理解dancer；掌握新句型。)dancerWhatareyougoingtobewhenyougrowup?I’mgoingtobeateacher.精品文档 精品文档(让学生两人一组做类似操练。)Step2Presentation第二步呈现(时间:10分钟)呈现1a，继续学习begoingto的特殊疑问句式。1.(教师展示一些著名运动员的图片，如刘翔、姚明、迈克尔·菲尔普斯等，导入1a对话。)T:Lookatthepictures.Canyoutellmetheirnames?Ss:TheyareLiuXiang,⋯T:Who’syourfavoriteplayer,S1?S1:Myfavoriteplayeris⋯T:WhataboutMichael’sfavoriteplayer?Listentothedialogin1aandthenanswerthefollowingquestions:(出示小黑板上的问题，听1a录音。)(1)Who’sMichael’sfavoriteplayer?(2)WhatisMichaelgoingtobewhenhegrowsup?(3)What’sMaria’sdreamjob?(核对答案。)2.(出示小黑板，依据1a完成表格。)T:Read1aandcompletetheinformationaboutYaoMinginthetable.PlayerYaoMingHeightPlayforT:Nowlet’schecktheanswers.YaoMingisabasketballplayer.Heis2.26meterstall.HeplaysfortheHoustonRocketsintheNBA.(板书并要求学生理解player,HoustonRockets；了解NBA。)3.(再放1a录音，让学生跟读，并注意语音语调。)T:Listentothetapeagainandrepeat.Payattentiontothepronunciationandintonation.Go!Step3Consolidation第三步巩固(时间:10分钟)分角色表演并做调查报告，完成1b，使学生学会运用目标语言谈论自己喜爱的运动、运动员及梦想。1.(让学生根据小黑板上的听力问题和表格中的信息，两人一组进行对话。)T:Workinpairsandactoutthedialogaccordingtothequestionsonthesmallblackboardandinformationinthetable.ThenI’llasktwopairstoactitoutinthefront.2.(让学生四人一组讨论他们所喜欢的运动、运动明星以及未来的梦想，并完成表格。然后汇报讨论结果，完成1b。)T:Discussingroupsoffouraboutyourfavoritesports,favoriteplayersandyourdreamjobsinthefuture,andfillinthetablein1b.Thenmakeareportaccordingto1b.InafewminutesIwillasksomeonetogivemeyourreportaboutyourclassmates.T:S1,areyouready?Pleasereport.S1:Yes.Sheisgoingtobeateacherinthefuture.It’sherdreamjob.Shelikessportsverymuchbecauseitisimportanttoher.HerfavoritesportisswimmingandherfavoriteplayerisPhelps.Step4Practice第四步练习(时间:12分钟)完成2a，2b和3，培养学生通过自主阅读获取相关信息的能力。1.(教师出示张怡宁、菲尔普斯、刘翔的图片，通过师生对话，谈论这些运动明星。)T:Ihavesomephotosoffamoussportsstars,whoarethey?Canyousaysomethingaboutthem?S1:ZhangYiningisatabletennisplayer.ShewonthefirstintheAthensandBeijingOlympic精品文档 精品文档Games.(板书并要求学生理解Olympic。)S2:Phelpsisanathlete.AndheisthefirstathletetowinsomanymedalsatasingleOlympics.(教师帮助学生回答。)T:DoyouknowanactiverunnernamedLiuXiang?S3:Yes.(板书，教学生词，并要求学生掌握single和active；理解runner和athlete。)T:Doyoulikehim?S3:Ofcourse,Ido.T:OK.Doyouknowanythingabouthim?S3:⋯(教师根据学生所说的情况，对刘翔做简短介绍，并呈现生词及词组。)T:Asweknow,LiuXiangisoneofthebestrunnersintheworld.HebroketheOlympicrecordinthe2004AthensOlympicsandwonagoldmedal.Butinthe2008BeijingOlympics,hehadtogiveuptherace.Doyouknowwhy?Pleasereadthefollowingpassagein2a,findouttheanswerandpayattentiontothenewwords.(板书，教学生词，并要求学生掌握break(broke),record,gold,giveup；理解medal。)(让学生回答问题，核对答案。)2.(播放2a录音，让学生跟读，完成2b，并核对答案。)T:Listenandreadafterthetape.Thenfinish2bandchecktheanswers.3.(让学生再读2a，找出生词和疑难点，教师解释并板书生词和关键词，要求学生掌握shame，为复述短文做准备。)T:Pleaseread2aagainandfindoutthekeywords.LiuXiang—active—broke⋯record—won—giveup—shame;Phelps—eight—inswimming—firstathlete—single;ZhangYining—tabletennisplayers—twice4.(教师让学生根据上面板书的关键词复述短文。练习、巩固2a。)T:Pleaseretellthepassageaccordingtothekeywords.5.(播放3录音，完成短文。)T:Nowlistentothetapeof3.Completethepassagebyyourselves.(播放录音，核对答案。)T:Listentothetapeagainandcheckyouranswers.Areyouright?Good.Step5Project第五步综合探究活动(时间:5分钟)通过制作自己喜欢的运动员的名片，学会描述一些著名运动员。1.(小组讨论并制作自己喜欢的运动员的名片。)T:Pleasemakeacardaboutyourfavoritesportsplayer.(教师出示小黑板上的表格。)NameCardNameGenderAgeBirthdayCountryJob2.Homework:用英语描述自己喜欢的运动、运动员及梦想。板书设计：I’mgoingtoplaybasketball.SectionBgrowupWhatareyougoingtobewhenyougrowup?inthefutureI’mgoingtobeadancer.精品文档 精品文档playforWhatashame!giveupSectionCThemainactivitiesare1aand2.本课重点活动是1a和2。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:mountain,spend,spend⋯(in)doing,hour,exercise,doexercise,baseball,pretty,prettywell,jump,weekend,takepartin,popular,allover,begoodfor,heart,thedayaftertomorrow,healthy,fit,keepfit,relax2.Goonlearningthefuturetensewithbegoingto+do:(1)Thereisgoingtobeaschoolsportsmeetnextweekend.(2)Sheisgoingtotakepartinthehighjumpandthelongjump.(3)—Whatareyougoingtodotomorrowmorning?—I’mgoingtoplaysoccer.Ilikeitverymuch.3.Goontalkingaboutthefavoritesportsandreasons:Ilikeplayingsoccerverymuch.Becauseitmakesmestronganditispopularallovertheworld.4.Talkaboutplansandintentions.5.Improvethestudents’abilityofreading.Ⅱ.Teachingaids教具图片/录音机Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:8分钟)运用体育活动的图片，复习运动项目的名称，并导入部分生词。1.(复习上节课所学的运动项目的名称。教师展示一些体育活动的图片。学生使用图片，三人一组，到讲台前进行问答表演，说出自己喜欢的体育活动。)T:Pleasecometotheblackboardtotalkaboutyourfavoritesportswithyourpartners.Youcanbeginlikethis:S1,what’syourfavoritesport?S1:S2,what’syourfavoritesport?S2:Skating.Andyou,S3?S3:Iprefer⋯2.(快速问答，导入新课，最好找一名平时喜欢运动的同学。)T:S4,doyoulikesports?S4:Yes,Ido.T:Doyouoftengomountainclimbing?(出示登山的图片。)S4:Yes,Ido.T:Whendoyouoftengomountainclimbing?S4:OnSundays.T:S5,pleasetalkaboutS4accordingtowhathe/shesaid.S5:He/Shelikessportsverymuch.He/SheoftengoesmountainclimbingonSundays.(再找一名喜欢运动的同学。)T:S6,doyoulikedoingexercise?S6:Yes,Ido.T:Howoftendoyoudoexercise?S6:Everyday.T:Howlongdoyouspenddoingexerciseeveryday?(必要时可译成汉语。)S6:Aboutthirtyminutes.T:S6spendsaboutthirtyminutesindoingexerciseeveryday.(板书并要求掌握。)mountain,exercise,doexercise,spend,spend⋯(in)doingsth.T:Thirtyminutesishalfanhour,sowecanalsosay“S6oftenspendshalfanhour(in)doingexerciseeveryday.”(板书，让学生猜hour词义，并要求掌握。)T:S7,pleasetalkaboutS6accordingtowhathe/shesaid.S7:He/Shelikesdoingexercise.He/Sheoftenspendsthirtyminutes/halfanhour(in)doingexercise精品文档 精品文档everyday.T:Welldone.Youareveryclever.Step2Presentation第二步呈现(时间:10分钟)学习1a，使学生区分一般现在时和一般将来时的用法。1.(教师展示一幅一小女孩打棒球的图片。)T:Boysandgirls,let’slookatthepicture.ThisgirlisAnn.What’sshedoing?Doyouknow?Ss:Sheisplayingbaseballandsheplaysitprettywell.(教师可帮同学回答。)(板书领读并要求掌握生词。)baseball,pretty,prettywell(教师展示一幅学校运动会的图片，特别指出跳高和跳远两个项目。)T:(教师手指图画)Thereisgoingtobeaschoolsportsmeetnextweekend.Doyouwanttotakepartinit?S1,please.S1:Yes,Ido.(板书，解释生词和短语，并要求掌握。)weekend,takepartinT:Whichsportareyougoodat?S1:Running/⋯T:Areyougoodatthelongjumporthehighjump?(教师边说边指着图片中的跳远和跳高项目。)S1:I’mgoodatthelongjump/thehighjump.(板书，让学生猜词义，并要求掌握jump，理解thelongjump和thehighjump。)jump,thelongjump,thehighjump2.(听1a录音，回答下列问题。)T:DoyouwanttoknowwhichsportAnnisgoodat?Listento1aandanswerthefollowingquestions:(板书)(1)WhichsportisAnngoodat?(2)Howlongdoesshespendinthegymeveryday？(核对答案。)3.(让学生再听1a录音，跟读并注意语音语调。)T:Listentothetapeagainandfollowit.Payattentiontothepronunciationandintonation.Step3Consolidation第三步巩固(时间:8分钟)完成1b和1c，培养学生从简单的文章中找出关键信息的能力。1.(让学生再读一遍1a，完成1b。)T:Accordingto1a,weknowAnnlikesdoingsportsalot.Shedoessportseveryday.Pleaseread1aagainandcompletethetimetablein1b.(核对答案。)2.(根据1b，完成1c。)T:Accordingtothetimetablein1b,askandanswerinpairstofinish1c,thenwritedowntheanswers.(核对答案。)3.(根据Ann的活动时间表，描述Ann一周的运动情况。)T:Welldone!PleasediscusswithyourpartneranddescribeAnn’sactivitiesinaweekaccordingtohersportstimetable.Example:Anndoesexerciseinthegymfrom6:30a.m.to7:00a.m.everyday.Shegoescyclingfrom5p.m.to6p.m.onWednesdaysandFridays.⋯T:Eachgroupcanchooseonestudenttoreport.Let’sbegin.(对表现好的小组，进行表扬和鼓励。)Step4Practice第四步练习(时间:12分钟)精品文档 精品文档完成2。巩固begoingto的特殊疑问句的用法。1.(讨论运动对人体的益处，引出生词，必要时用图片或体态语帮助学生理解生词，导入2。)T:Boysandgirls,wehavetalkedaboutmanykindsofsports.Howdoyoufeelafterdoingsports?S1:Ifeelbetter.S2:Iamstrong.⋯T:Yes,weallknowdoingsportsisgoodforourhealth.It’sagoodwaytokeepfit/healthy.(板书，解释并要求掌握词组。)begoodforkeepfit/healthyT:S3,doyouoftendosports?S3:Yes,quitealot.T:Why?S3:Becauseitcankeepmefit/healthy.(可帮助学生回答。)T:Good.Doingsportsisgoodforourhealthinmanyways.S4,doyouoftenruninthemorning?S4:Yes,Ido.T:Why?S4:Becauseit’sgoodformylegs,heartandlungs.(可帮助学生回答。)(板书，领读，并解释画线生词，要求学生掌握heart；理解lung。)T:Ilikedoingsportsverymuch.Ioftenwalk.Doyouknowwhy?Becauseitcanhelpmetorelax,andit’sagoodwaytokeephealthy.(板书，领读生词，并要求掌握。)relax2.(教师展示一幅NBA球赛的图片，上面有很多人在观看比赛，教师指着图片问。)T:Whataretheydoing?Ss:Theyarehavingabasketballgame.T:Yes,basketballgamesarepopularallovertheworld.(板书，解释生词和词组，并要求学生掌握。)popularalloverT:Doyouknowotherpopulargamesallovertheworld?Ss:Yes,wedo.Soccer,volleyball,baseballandsoon.3.(让学生们根据2中的图片讨论平时所喜爱的体育运动项目，并说出喜爱的原因。)T:Boysandgirls,I’mgoingtoswimthedayaftertomorrow.Ifyouwanttogowithme,youcancallmelater.Now,pleasediscusswithyourpartnersaboutyourfavoritesportsandspeakoutyourreasons.(板书并要求学生掌握。)S1:Whichsportdoyouprefer,⋯or⋯?/What’syourfavoritesport?S2:⋯S1:Why?S2:Because⋯⋯(让学生根据示范，编对话，完成2。)T:OK,nowread2inpairs,andthenfollowtheexampletomakesimilarconversationswithyourpartner.Step5Project第五步综合探究活动(时间:7分钟)让学生介绍自己及父母的运动计划和喜欢运动的原因，培养学生综合运用begoingto结构及本课重点句型的能力。1.(出示表格，让学生完成后，口头汇报自己的运动计划及喜欢运动的原因。)TimeSportReasonT:Accordingtotheform,pleasereportyourexerciseplansandtelluswhyyoulikethisexercise.Example:Irunfrom6:00to6:30inthemorningeveryday.BecauseIthinkrunningisgoodformylegs,heartandlungs...2.Homework:询问你的父母，了解他们的运动爱好，运动时间及喜欢运动的原因，写成短文，第二天和你的同桌互相交流。板书设计：Areyougoingtoplaybasketball?精品文档 精品文档SectionCtakepartinShelearnsbaseballonSaturdays,andnowsheplaysitprettywell.thehighjumpThereisgoingtobeaschoolsportsmeetnextweekend.thelongjumpSheisgoingtotakepartinthehighjumpandthelongjump.begoodforPlayingsoccermakesmestronganditispopularallovertheworld.schoolsportsmeetRunningisgoodforhislegs,heartandlungs.keepfit/healthySectionDThemainactivitiesare1aand2.本课重点活动是1a和2。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:famous,arrivein/at,playagainst,leave,leavefor2.Reviewandsummarizethefuturetensewithbegoingto:(1)It’stoobadthattheplayersaren’tgoingtostayforlong.(2)TheyareleavingforJapanthedayaftertomorrow.3.SummarizetheusefulexpressionsinTopic1.4.Goontalkingaboutthefavoritesports.Ⅱ.Teachingaids教具小黑板/图片/录音机/幻灯片Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:7分钟)通过做“故事接龙”游戏，复习begoingto的结构，培养学生的合作精神，并促进学生之间的交流。1.(通过做故事接龙游戏复习begoingto结构，所造句子尽量避免雷同，尽可能让全班学生都参与。)T:Firstlet’splayagame.Pleasemakesentencesusingbegoingto.You’dbettersayyoursentenceasquicklyasyoucan,andyoucan’trepeatothers’,butyoucanchangethepersonalpronouns,thethings,theplacesorthetimetomakeanewsentence.Pleasego!2.(编故事竞赛。出示小黑板上含有begoingto结构的问题。)Whatareyougoingtodothisweekend?Whereareyougoing?Howareyougoingtogetthere?Whoareyougoingwith?Whatareyougoingtodotoprepareforthat?Whatareyougoingtobeinthefuture/whenyougrowup?(根据班级人数将学生分成若干组，每个学生选择一个问题并给出完整答案，也可以鼓励学生运用本话题所学语言进行创造性回答，组长执笔，把每个学生的答案写下来，组成一个故事。评出最有趣的故事。)T:Pleaselookatthesmallblackboard.Therearesomequestions.Nowworkingroups.Everyonecanchooseoneofthequestionsandgivethefullanswer.Thegroupleaderwritesdownalltheanswerstomakeupastory.Andthenreportittotheclass.Atlastlet’schoosethemostinterestingstory.Step2Presentation第二步呈现(时间:10分钟)运用图片教学，呈现1a。1.(运用贝克汉姆的图片，进行师生对话，导入1a。)精品文档 精品文档T:Allofyoudidwell,andthe××groupdidthebest.Congratulationstothem!Nowpleaselookatthispicture.Doyouknowhim?Ss:Yes.He’sDavidBeckham.(教师可以帮助学生回答。)T:Good.He’safamoussoccerplayer.HearrivedinChinawithhisteammatesyesterday.I’masoccerfan.SoI’mveryexcitedaboutthisnews.Doyouwanttoknowmoreaboutthenews?Pleasereadthepassagein1aonPage7.ThenfinishtheletterfromKangkangtoSteve.(板书，解释生词，领读并要求学生掌握famous,arrivein；理解excited；了解teammate。)famous,arrivein,teammate,excited2.(阅读1a，核对答案，完成1b。)T:Nowlet’scheckyouranswerstogether.I’dliketoasksomeofyoutoreadtheletter.Whowantstotry?3.(播放1录音，让学生跟读，并找出疑难点，教师板书关键词组并讲解，要求学生掌握，为复述短文做准备。)T:Listentothetapeandrepeat.Thenfindoutthedifficulties.arrivein+bigplacesleaveforarriveat+smallplaces=getABplayagainstthedayaftertomorrowStep3Consolidation第三步巩固(时间:10分钟)进一步强化练习begoingto及本话题所出现的重点短语及句型。1.(教师让学生根据上面板书的关键词组复述短文，巩固1a。)T:Nowpleaseretellthepassageaccordingtothekeywordsabove.2.(听3a和3b录音并跟读。让学生再次熟悉本话题的重难点。)T:Inthistopic,wetalkaboutsportsalot,includingsportsnames,yourfavoritesportsandplayers.Let’slookat3aand3b.Listentothetapeandrepeat.3.(练习3a和3b。)(1)(用本话题重要的短语造句子或编对话。提示学生最好用一般将来时，鼓励学生尽量使用本话题的语法和短语编对话，培养学生的综合语言运用能力。)T:Verygood!IthinknowyoucansaytheimportantsentencesinEnglishfluently.Thenlet’smakesentencesanddialogsusingthekeyphrases.(出示幻灯片/小黑板，讲解并要求学生掌握。)seesb./sth.dosth.playagainstcheersb.onleaveforquiteabit/alotprettywellgrowupmake/keepsb./sth.+adj.Example:①T:cheersb.on.S1:Iamgoingtocheerthemon.T:playagainst.S2:OurteamwillplayagainstClassFour.②ZhangDi:Hi,HeMing,whatareyoudoing?精品文档 精品文档HeMing:I’mleavingforthegym.I’mgoingtoplaybasketball.ZhangDi:Doyouplaybasketballmuch?IseeyouplaybasketballalmosteverySunday.HeMing:Yes,quiteabit/lot.Itcanmakemestrong,andI’mgoingtobeabasketballplayerlikeYaoMingwhenIgrowup.ZhangDi:Youplaybasketballprettywell.Ihopeyourdreamwillcometrue.HeMing:Thankyou.We’regoingtoplayagainstClass4thisSunday.Wouldyouliketocheeruson?ZhangDi:Sure,I’dloveto.(也可让学生两人一组练习，一名学生说短语，另一名学生说句子。)(2)(句型转换。练习一般将来时的一般疑问句及其回答和特殊疑问句。)T:Nicework!Let’schangethefollowingsentences.(小黑板出示练习题。)①Iamgoingtojointheschoolrowingclub.(改为一般疑问句并作肯定回答。)youjointheschoolrowingclub?Yes,.②Hegoescyclingeveryday.(用tomorrowmorning改写句子。)Hecycletomorrowmorning.③Theyaregoingtoplaysoccerbecauseitmakesthemstrong.(对画线部分提问。)toplaysoccer?(核对答案。)Step4Practice第四步练习(时间:10分钟)完成2，让学生运用本话题的语法及功能句进行写作，培养学生写作能力。1.(教师将学生分组，让学生讨论喜爱的运动、运动员和喜欢的原因，为后面的写作训练做准备。教师先做示范，然后让学生自由讨论。)T:Talkaboutyourfavoritesports,sportsplayersandthereasonswhyyoulikethem.Youcanbeginlikethis:S1,whichsportdoyoulike?S1:Ilike⋯verymuch.T:Whydoyoulikeit?S1:Because⋯T:Howoftendoyouplay⋯?S1:Onceaweek./⋯T:Whoisyourfavoriteplayer?S1:⋯T:Whydoyoulikehim/her?S1:Because⋯T:⋯2.(写作训练。讨论结束后，让学生写一篇短文，介绍自己最喜爱的运动、运动员和喜欢的原因。完成2。)T:OK,welldone!Nowwriteashortpassageaboutyourfavoritesports,sportsplayersandthereasons.Youcanwriteitusingthequestionsin2.Fiveminutes.Go!(每组选派代表朗读自己的文章，教师给予点评和鼓励。)Step5Project第五步综合探究活动(时间:8分钟)完成4。通过讨论收集信息等学习方式，培养学生综合运用本话题所学语法及重要句型的能力。1.(教师展示图片，完成4。)(根据上面的插图和4中的问题，分组完成4中的表格。)T:Pleaselookatthepictures.Workingroupsoffive.Thenfillinthetablein4.Youcanusethequestionsandexpressionsin4.2.(根据表格内容作报告。)T:Youcanreportaccordingtothetablelikethis:Myclassmate,××,isgoingtoplaysoccer精品文档 精品文档withhis/herbrotherthisweekend⋯(请1~2名学生做汇报，并给予点评和鼓励。)3.Homework:以表格形式归纳Topic1中所学的黑体词、白体词、短语、主要句型及语法。运用本话题知识写一份新学期计划。板书设计：I’mgoingtoplaybasketball.SectionDfamousIt’stoobadthattheplayersaren’tgoingtostayforlong.arrivein+bigplacesTheyareleavingforJapanthedayaftertomorrow.arriveat+smallplacesThereisgoingtobeaschoolsportsmeetnextweekend.playagainstWhatareyougoingtodothisweekend?thedayaftertomorrowI’mgoingtoplaysoccer.Topic2I’llkickyoutheballagain.SectionAThemainactivityis1a.本课重点活动是1a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:ill,fallill,begladto,mind,practice,somewhere,throw,makeone’sbed,manage,myself2.Learntomakerequestsandresponses:(1)—Couldyoupleasedomeafavor?—Sure.Whatisit?(2)—Willyoujoinus?—I’dbegladto.(3)—Wouldyoumindteachingme?—Notatall.(4)—WouldyoumindifItryitagain?—Certainlynot.Pleasedo.(5)—Doyoumindnotputtingyourbikehere?—Sorry.I’llputitsomewhereelse.(6)—Wouldyoumindnotthrowingbottlesaround?—I’msorryaboutthat.Iwon’tdoitagain.Ⅱ.Teachingaids教具图片/录音机/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:10分钟)谈论本月的运动计划，导入本课部分生词和重点句型Wouldyoumind⋯?1.(复习begoingto结构，导入新课。)T:Doingsportsisgoodforourhealth,soweshoulddosportsoften.Areyougoingtomakeasportsplanforthismonth?Pleasetalkaboutyoursportsplanwithyourpartner,thenreportittotheclass.(教师在教室内巡视，帮助学生完成关于计划的讨论。)S1:Whichsportareyougoingtodo?S2:Iamgoingto⋯S3:⋯T:Good!Iwanttomakeasportsplan,too.S4,canyouhelpme?S4:Ofcourse.T:Thanksalot.Youcandomeafavor.Whatdoesthephrase“domeafavor”mean?Doyouknow?OK,letmetellyou.Itmeans“helpme”.(板书，教学该生词，并要求学生理解。)favorT:S5,couldyoupleasedomeafavor?S5:Ofcourse./Sure.Whatisit?(可帮助学生回精品文档 精品文档答。)T:(指着教室的门问)It’sveryhotintheclassroom.Wouldyoumindopeningthedoor?S5:Notatall.(学生去开门。)(板书生词和新句型，并要求学生掌握。)MindWouldyouminddoingsth.?(可让学生们用该句型自由操练两三分钟。)(展示一幅一名学生卧病在床的图片。)T:Lookatthepicture.ThisisWangTao.What’swrongwithhim?YoucantellmeinChinese.Ss:病了。T:Yes,hefallsill.(板书，并要求学生掌握。)IllfallillT:Whatapity!WangTaofellill.Heisoneofourbasketballplayersinthebasketballgame.Hecan’ttakepartinthegame.S6,willyoujoinus?S6:I’dbegladto.Icandoit.T:OK.Let’sgoandpracticeafterclass.(板书解释，并要求学生掌握。)Willyoujoinus?I’dbegladto.practiceStep2Presentation第二步呈现(时间:5分钟)利用1a图片，结合对话情境，学习要求和应答等交际功能的表达形式。1.(让学生听1a录音，并回答问题。)T:Let’slookatthepicturein1a.KangkangistalkingwithMichael.Whataretheytalkingabout?Pleaselistentothedialogin1a,thenanswerthefollowingquestions:(1)WhataretheygoingtodothisSaturday?(2)What’swrongwithoneofKangkang’steammates?(3)WhatdoesKangkangwantMichaeltodo?(核对答案。)2.(让学生跟读1a录音并画出关键词，为角色表演做准备。)T:Nowlistenandreadafterthetape,andunderlinethekeywords.Step3Consolidation第三步巩固(时间:10分钟)进一步巩固1a，模仿1a编对话并表演，培养学生运用所学语言的能力。1.(让学生进行角色表演，完成1b。)T:Workinpairstoactthedialogoutaccordingtothekeywords.Afterawhile,Iwillasksomestudentstoactitoutinfrontoftheclass.S1:⋯S2:⋯(对表演优秀者，教师给予表扬。)2.(模仿1a，编对话。教师出示写有重点短语的小黑板。)T:Nowpleaselookatthesmallblackboard.Therearesomeimportantphrasesonit.planttreespickapplescarrywaterforthegrannycleantheclassroomT:Youcanusethesephrasestomakeupsomesimilardialogsaccordingto1a.Workinpairs,please.(学生编对话时，教师在教室里巡视，给予帮助。)T:OK.Areyouready?Whichgroupwanttoactoutyourdialog?Pleasecometothefront.(请1~2组学生到台前表演，教师对表演优秀者给予表扬。)3.(让学生听2录音，独立完成2。)精品文档 精品文档T:Listentothetapeandchoosethecorrectanswersin2.Learntomakerequestsandresponses.(学生可听两遍，听完后核对答案。在学生听的过程中，教师板书。)Couldyou(please)⋯?Willyou⋯?Wouldyoumind⋯?T:Nowmakeupashortdialogaboutrequestsandresponsesusingthesesentencepatternsontheblackboard.Thenactitout.(学生准备对话。)(1)S3:Couldyoupleasedomeafavor?S4:Sure.Whatisit?S3:Wouldyoumindhelpingmecarrythebox?S4:Notatall.S3:Thanksalot.S4:That’sallright.(2)S5:Wearegoingtothezoo.Willyoujoinus?S6:I’dbegladto.S5:Wouldyoumindtakingyourcamera?S6:Ofcoursenot.S5:It’sveryniceofyou.S6:That’sallright.(教师对表现好的小组给予奖励。)Step4Practice第四步练习(时间:12分钟)通过图片和情境，呈现本课剩下的单词和短语，进一步练习要求及应答功能的表达形式。1.(运用图片及动作演示学习生词，引出Wouldyoumindnot⋯?及答语。)(教师安排一名学生扔一张纸在地上。)T:Whatishedoing?Ss:Heisthrowinglitteraround.(帮助学生回答。)(板书并要求学生掌握。)T:Wouldyoumindnotthrowinglitteraround?(面对扔纸的学生。)S1:Sorry,Iwon’tdoitagain.(帮助学生回答。)T:Right.Wouldyoumindputtingitinthedustbinrightaway?S1:Ofcoursenot.I’lldoitatonce.(板书，教学新句型和短语，并要求学生掌握。)(出示3中的第二幅图。)T:Ithinktheboyshouldputhisbikesomewhereelse.Thegirlistalkingwiththeboy.Whatisshesaying?Canyouguess?(板书教学生词，并要求掌握。)S2:Wouldyoumindnotputtingyourbikehere?T:Right,andwhocanguesstheboy’sanswer?S3:Sorry,I’llputitsomewhereelse.(教师帮助学生回答。)2.(匹配3中的图片和对话，两人一组依据图片表演对话。运用Wouldyoumindnotdoing⋯?完成3。)T:Nowpleasematchtheconversationswiththepicturesin3.Thenpracticewithyourpartner.3.(学生小组讨论，完成4。)(1)(教师用多种方式教学生词：出示图片，教学CapitalStadium,makeone’sbed,No.;用反义词教学more,quietly，让学生在语境中理解manage,myself。)(板书并要求学生掌握：more,manage,myself,makeone’sbed；理解：CapitalStadium,NO.,quietly。)(2)(完成4。总结本课中出现的请求和应答的句式，两人一组练习。)T:Matchtherequestswiththerightresponses.Sumupthemainpatternsinthissectionandpracticewithyourpartner.Step5Project第五步综合探究活动(时间:8分钟)把本课所学知识运用于实际交际，培养学生综合运用语言的能力。1.(要求学生设计一个问路的情景，需用上domeafavor,farfrom,needto,hadbetter,wouldyoumind⋯?等。)T:Supposeyouareastrangerhere.YouwanttogototheCapitalStadiumtowatchasoccer精品文档 精品文档game.Butyoudon’tknowthewaythere,soyouneedsomehelp.Pleasemakeadialogaboutaskingtheway.Inyourdialog,youshouldusetheexpressions“domeafavor,wouldyoumind⋯?”S1:Couldyoupleasedomeafavor?S2:Sure.What’sit?S1:I’mnewhere.IwanttogototheCapitalStadium.Wouldyoumindtellingmethewaythere?S2:⋯⋯(教师巡视，必要时给予帮助。)(请1~2组同学表演，并鼓励表扬。)2.Homework:用今天所学的主要句式和短语造五个句子或编对话。板书设计:SectionAdosb.afavor=helpsb.Couldyoupleasedomeafavor?fallill=beillSure.What’sit?throw⋯aboutWillyoujoinus?makeone’sbedI’dbegladto.rightaway=atonceWouldyouminddoing⋯?Notatall./Ofcoursenot.Do/Wouldyoumindnotdoing⋯?I’msorryaboutthat.Iwon’tdoitagain.SectionBThemainactivitiesare1aand2.重点活动是1a和2。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:careless,chance,shoutat,either,fight,beangrywith,doone’sbest,nothing,keepdoingsth.,serve,turndown,dirty,minute,inaminute,ready,another,takeaseat2.Learnsomeusefulsentences:(1)Whatdoyoumeanbysayingthat?(2)Kangkang,don’tbeangrywithMichael.(3)Keeptrying!(4)We’resuretowinnexttime.3.Learntheusageofwillforintentions:(1)I’lldoitinaminute.(2)It’llbereadysoon.(3)I’lldoitatonce.4.Learntoexpresscomplaintsandapologies:(1)Blameothers:①Youarealwayssocareless!②Youshouldn’tshoutatme.(2)Apologiesandresponses:①—IamverysorryforwhatIsaid.—It’snothing.②—I’msorryI’mlateforclass.—That’sOK.Pleasetakeaseat.Ⅱ.Teachingaids教具卡片/图片/录音机Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:12分钟)通过复习Do/Wouldyoumind(not)doingsth.?及应答，导入本课部分生词。1.让学生看卡片，编对话，复习Do/Wouldyoumind(not)doingsth.?句式及其答语。)T:Youshouldusethesentences“Do/Wouldyoumind(not)doingsth.?”“Could/Wouldyoupleasedosth.?”toaskandanswer.S1:Wouldyoumindnotmakingsomuchnoise?S2:I’msorryaboutthat.Iwon’tdoitagain.精品文档 精品文档S3:Wouldyoumindmovingyourbike?S4:Sorry.I’llputitsomewhereelse.2.(利用图片导入新单词。)T:WeknowS5isagoodstudentinourclass.Sheiscareful.Butyesterdayshewasnotcareful.Shemadeafewmistakesinhertestpaper.Sowesayshewasalittlecarelessyesterday.(板书并教学生词，要求学生掌握。)notcareful=careless(展示第一幅图片，并指着踢球的男生问学生。)T:LookatPicture1.Theyareplayingsoccer.Didtheboygetagoal?Ss:No,hedidn’t.T:Whatapity!Hemissedagoodchance.(板书并教学生词，要求学生掌握chance；理解goal。)chance,goalT:Wehavealotofchancesinourlives.Weshouldseizethem.Doyouthinkso?Ss:Yes,wethinkso.(展示第二幅图。)T:LookatPicture2.Whataretheydoing?Ss:Theyarefighting.(引导学生给出答案。)T:Yes,theyarefighting.(板书并教学生词，要求学生掌握。)fightT:Doyouthinkit’sgoodorbadtofightwithothers?Ss:It’sbad.T:Right.Don’tfightwithothers.Ifyoudothat,pleasesaysorrytohim/her.S6,didyoufightwithyourfriends?S6:No./Yes.(若回答Yes。)T:Whodidyoufightwith?Wouldyoumindsayingsorrytohim?(假设把与之闹矛盾的同学叫过来，借此机会让其和解。)S6:I’msorry.S7:It’snothing.(教师帮其回答。)T:S6,S7,keeptrying.Youarebestfriends.(板书，并要求掌握。)nothingkeepdoingsth.T:Good,pleaseshakehands.(让其握手。)(教师展示第三幅图片。)T:OK,lookatPicture3.What’swrongwiththeboy?Ss:Heisangry.(帮助学生回答，同时做发怒、生气的表情。)T:Whyisheangry?Whoisheangrywith?Ss:I/Wedon’tknow.T:Sorry.Idon’tknow,either.(板书，教学生词和词组，并要求掌握。)beangrywith,either(用同样方法呈现词组并板书。)shoutatdoone’sbestStep2Presentation第二步呈现(时间:6分钟)通过1a的一张图片，呈现抱怨及回答，完成1a。1.(出示1a中第一幅图片，猜想发生了什么，引起学生好奇心。听1a录音，回答问题。)T:Lookatthepicture,whathappenedtothem?Listento1a.Answerthefollowingquestions:(1)WhywasKangkangangrywithMichael?(2)DidKangkangsaysorrytoMichael?(让学生再听1a录音，画出对话中表示抱怨与应答的句子，跟读并模仿语音语调。)T:Listento1aagainandrepeat,payingattentiontotheintonationandpronunciation.Underlinethesentencesexpressingcomplaintsandapologies.3.(让学生分角色朗读。)Step3Consolidation第三步巩固(时间:6分钟)精品文档 精品文档巩固1a所学句型和短语，培养学生运用语言的能力。1.(让学生根据1a，完成1b。)T:OK.Pleaseread1aagainandfillintheblanksin1baccordingto1a.(核对答案。)2.(师生一起列出1b中的关键词语，让学生根据关键词讲述1a的故事。)goodfriends,hadasoccergame,lostthegame,wasangrywith,withthehelpof,saidsorryto,dobetter,winnexttimeT:Accordingtothesekeywords,retellthestoryin1a.Ss:⋯(如果学生能力较强，也可以让他们以Kangkang或者Michael的身份来讲故事。)S1:Michaelismygoodfriend.Yesterdaywehadasoccergame⋯Step4Practice第四步练习(时间:13分钟)集中练习道歉及应答语的表达形式，完成2和3。1.(通过复习Wouldyoumind(not)doingsth.?学习生词。)(教师把录音机调到很大音量，指着录音机问。)T:Boysandgirls,doyouthinktherecorderspeakstooloudly?Ss:Yes,it’ssoloud.T:S1,wouldyoumindturningitdown?(教师边说边演示，让S1把音量调得很小。)S1:OK.(去调音量。)T:Welldone!It’squietnow.Butcanyouhearclearly?(教师做动作表示没有听清楚。)Ss:No,wecan’t.T:(教师把录音机音量调适中。)Canyouhearclearlynow?Ss:Yes,wecanhearclearly.T:Good!Ifyoucan’thearclearly,youcanturnitupagain.(板书，要求学生掌握turndown；理解clearly。)turndown,clearlyT:(教师指着教室内地板上的污渍问。)Isitcleanhere?Ss:No,itisn’t.T:Yes,it’stoodirty.S2,wouldyoumindcleaningitafterclass?S2:Notatall.(板书，教学生词并要求学生掌握。)dirty(展示一名服务员正在上菜的图片。)T:Now,lookatthepicture.What’stheboydoing?S3:Heisservingthefood.(帮助学生回答。)(板书，教学生词并要求学生掌握。)serveT:Whatisthewaiterserving?Canyouguess?S3:Ithinkheisservingsomehamburgersandacupofwater.(教师演示喝水的动作。)T:Whatelsewouldthemanlike?S4:Hewouldlikeanothercupofwater.(帮助学生回答。)(板书，教学生词并要求学生掌握。)anotherT:Wouldyoumindservingthewaterquickly?S4:I’lldoitinaminute.It’llbeready.(帮助学生回答。)(板书并要求学生掌握。)(用同样方法教学词组并要求学生掌握。)takeaseat(给学生3~4分钟熟读理解，并尝试运用上述生词和短语。)2.(让学生用2方框里的短语，完成小对话，然后两人一组练习对话，完成2。)T:PleaseturntoPage12.Completetheconversationswiththephrasesintheboxin2,thenpracticetheminpairs.T:It’squitecold.Wouldyoumindnotopeningthewindow?S5:I’mreallysorry.I’llclose精品文档 精品文档it.(请几组同学表演。)3.(自主学习，把3中的道歉语与应答语连线，使内容匹配。)T:Ifwedosomethingwrong,whatshouldwesay?Howtoexpressourapologies?Ss:Wecansay“I’msorry.”T:Right.Andtheirresponses?Ss:⋯(让学生自由讨论哪些话可以用来回答“Sorry”，然后老师给予总结。)T:OK.Nowlookat3.Pleasematcheachapologywiththebestresponse,andthenpracticewithyourpartner.(核对答案后，要求学生表演对话。对表演优秀者，教师给予表扬。)Step5Project第五步综合探究活动(时间:8分钟)通过表演，让学生掌握在交际中运用抱怨和道歉的表达形式。1.(让学生设计一个情景短剧，剧中要出现有关抱怨、道歉和应答的语句。)T:Discussingroups.Pleasemakeashortplayaboutcomplaints,apologiesandresponses.Youshouldusetheexpressionswehavelearned.Onestudentmadetheotherstudentwaitforalongtime,orbrokeothers’booksandsoon.(教师应查看各组排练情况，必要时给予帮助。)(每组选派学生到前面表演短剧。)2.Homework:让学生运用下面句型及短语来造句。Wouldyoumind(not)doing⋯?keepdoingsth.doone’sbestmakeone’sbedrightaway板书设计:SectionBnotcareful=carelessYouarealwayssocareless!shoutatYoushouldn’tshoutatme.fightwithsb.—IamverysorryforwhatIsaid.saysorrytosb.—It’snothing.beangrywith—I’msorryI’mlateforclass.doone’sbest—That’sOK.Pleasetakeaseat.keepdoingsth.turndowntakeaseatSectionCThemainactivitiesare1aand2.本课重点活动是1a和2。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:Russia,as,aswell,competition,invent,score,century,college,even,into,side,basket,follow,become,moreandmore⋯2.Learnsomeusefulsentences:(1)That’salotoftraveling.(2)Exciting?Yes,butverytiringaswell.3.Talkaboutteamgamesandracing.Ⅱ.Teachingaids教具小黑板/录音机/图片Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:8分钟)复习关于道歉及其应答语的表达形式，导入本课部分生词。精品文档 精品文档1.(分组表演关于道歉及其应答的对话，教师可给学生一些提示语，让学生自己组织对话。)Example:(1)didn’tcleantheblackboard(2)smokinghere(3)drawingontheblackboard(4)fightwithsb.(5)singintheclassroom(6)throwlitteraround(7)belateforclassS1:I’msorryIdidn’tcleantheclassroom.S2:Nevermind.⋯2.(教师展示图片，复习以前所学的关于国家的单词。)(出示第一组图片：China,Japan,America等国家的版图)T:Whatcountryisit?Ss:It’sChina/Japan/America⋯(出示第二组图片：France,Russia,Canada三国的版图)(教师展示图片，让学生问，教师回答。)T:Thistime,youaskandIanswer.S1:Whatcountryisit?T:It’sFrance.⋯(逐一展示图片，每展示一幅，板书一个单词。教学生词，要求学生掌握Russia；理解France。)(最后展示Canada版图)T:Boysandgirls,whatdowecallthepeopleinCanada?Doyouknow?Ss:Canadian.(帮助学生回答。)(板书并要求学生理解。)Canadian3.(通过师生对话谈论旅游，导入本课生词。)T:Canadiansareveryfriendly.Canadaisverybeautiful.DoyouwanttovisitCanada?Travelingisveryexciting.Ss:Yes.I’dloveto.T:Buttravelingistiringaswell.Doyouthinkso?Ss:Yes.(板书并要求学生掌握as,aswell；理解traveling,tiring,exciting。)traveling,exciting,tiring,as,aswell(给学生1~2分钟熟读生词。)Step2Presentation第二步呈现(时间:10分钟)呈现1a，培养学生的听说技能。1.(让学生听1a录音，并回答下列问题。)T:Kangkangisareporter.Heismakinganinterview.Listenandfindouttheanswerstothesequestions:(1)WhereisNinggoinginMarch/June/August?(2)Doessheenjoyplayingtabletennisindifferentcountries?(核对答案。)2.(让学生听录音并跟读。)T:Openyourbooks,listento1aagainandrepeat.3.(小组竞赛：两人一组，练习1a对话，选出几组同学到讲台前表演。)T:Nowlet’shaveacompetition,workinpairstopractice1a.Thenactitoutinclass.(几分钟过后)OK,I’dliketoaskseveralgroupstoactoutthedialog.(板书并要求学生掌握。)Step3Consolidation第三步巩固(时间:10分钟)通过巩固1a，培养学生的说、读、写等语言技能。1.(设置情景剧，巩固1a。)T:Supposeyouareareporter.Youareinterviewingthesportsman,LiuXiang.Pleasemakeadialogwithyourpartner.S1:Nicetomeetyou!S2:Nicetomeetyou,too!S1:Couldyoupleasetellmeyourplansforthisyear?精品文档 精品文档S2:Sure,⋯2.(让学生再读1a。假设你正在采访一名著名的乒乓球运动员，与你的搭档一起编一组对话。)T:Readthedialogin1aagain.Supposeyou’reinterviewingafamoustabletennisplayer.Makeaconversationwithyourpartner.3.(让学生独立完成1c。)T:Writeapassageaccordingto1aand1btointroduceaplayer.Step4Practice第四步练习(时间:12分钟)通过讨论篮球的来历及规则，呈现本课剩余生词，并培养学生运用简单的阅读策略获取信息的能力。1.(通过谈论对运动项目的爱好，导入2。)T:Wetalkedaboutmanysports.Whichsportdoyoulikebest?Ss:Ilike⋯best.T:(教师找一名平时喜欢打篮球的同学。)S1,doyoulikeplayingbasketball?S1:Yes,Ilikeitverymuch.T:OK.Basketballisbecomingmoreandmorepopularallovertheworld.Ithasahistoryofoveracentury.Ithinkmanystudentslikeplayingbasketball.Wecanplayitindoorsoroutdoors.Butdoyouknowwhoinventedbasketball?(板书，并要求学生掌握become,moreandmore,century,invent；理解outdoors；了解indoors。)Becomemoreandmore⋯centuryindoorsoutdoorsinventSs:No,wedon’t.T:OK.I’lltellyou.ItwasJamesNaismith,aCanadian.Heinventedbasketballin1891.Atthattime,hewasaP.E.teacheratSpringfieldCollegeintheU.S.A.(板书，并要求学生理解SpringfieldCollege；掌握college。)SpringfieldCollege,collegeT:Atfirst,peoplecouldn’tdosportsoutsideiftheweatherwasbad.Soheinventedanindoorgameforhisstudents.Whatdoes“indoor”mean?Canyouguess?(引导学生根据词形猜出词义，可比较“outside”与“inside”。)Ss:Yes.(板书并要求学生了解。)indoorT:Afterheinventedtheindoorgame,hisstudentscouldplayeveninbadweather.(板书，教学生词并要求学生掌握。)evenT:Boysandgirls,weknowJamesNaismithinventedbasketball.Butdoyouknowhowtoscoreinthegame?Now,closeyourbooksandlistentome.(板书，教学生词并要求学生掌握。)scoreT:Inthesoccergame,ifyoukickaballin,wesayyougetagoal.Butinthebasketballgame,wesayyougetascore.T:(教师边说边画简笔画，先画一个篮球场。)Lookatthepicture.Thisisabasketballcourt.(再画篮球架和篮筐，手指篮筐)Andthisisabasket.(板书并要求学生掌握basket；理解court。)court,basketT:(把球场从中间划分开)Weallknowacourthastwoparts.Thisisoneside,andthisistheotherside.(板书并要求学生掌握。)sideT:Ifyouwanttoscoreinthegame,youshouldputtheballintotheotherside’sbasket.(教师在叙述的同时画一个球员正把球投进篮筐，并做出一个投篮的动作。)T:Iamthrowingtheball.精品文档 精品文档(板书，并要求学生掌握。)intoT:(让所有同学跟教师做投篮动作。)Boysandgirls,followme,dotheaction,please.Throw!Throw!Throw!Good!Whenyouthrowtheball,youcanstandatanypartofthecourtandyoucanthrowitwithonehandorbothhands.Butyoumustfollowtherules.(板书并要求学生掌握。)follow2.(让学生读短文，完成文前习题，并核对答案。)T:Readthepassagein2.Findoutwhatthepassagetalksabout.Answerthequestionsinfrontofthepassage.3.(听1a录音并跟读，画出关键词。)T:Listento1a,followit,andunderlinethekeywords.4.(根据关键词复述课文。尽量运用黑板上的生词及短语，可用自己的语言复述。)T:Retellthetextaccordingtothekeywords.Step5Project第五步综合探究活动(时间:5分钟)把所学知识运用于现实生活中，以培养学生收集资料、处理信息的能力。1.(根据2，分组讨论关于篮球的知识，让学生完成下列表格。)WhoinventedWheninventedHowmanyplayersineachteamYourfavoritebasketballplayerAboutNBAAboutCBA2.(欣赏3中的音乐，在音乐中结束本课。)3.Homework:让学生写一篇关于Ning的报道。T:SupposeyouareKangkang,andyouinterviewedasportsstar.Pleasewriteareportaboutyourinterview.Thenreportitinclass.Example:S1:Ningisatabletennisplayer.Shestartedplayingtabletenniswhenshewasyoung.Sheenjoysplayingindifferentcountriesandshehasalotoftraveling.Shehasaveryexcitinglife,butverytiringaswell⋯板书设计:SectionCaswellThat’salotoftraveling.put⋯intoExciting?Yes,butverytiringaswell.followtherulesmoreandmore⋯SectionDThemainactivitiesare1aand4.本课重点活动是1a和4。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:however,chocolate,tired,mile,fresh,fruit,instead,insteadof,habit,build,buildup,feel2.Reviewwillforintentions.精品文档 精品文档3.Teachthestudentshowtoexerciseandkeephealthy.Ⅱ.Teachingaids教具图片/录音机/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:9分钟)师生谈论运动和饮食与健康的关系，导入本课部分生词。1.(出示图片，复习各项体育运动名称及运动带来的益处。)T:Lookatthepicture,thenusethekeywordstomakesentences.(出示图片，让学生齐读关键词组)playsoccer/makesb.Strongrun/begoodforlegs,heartandlungswalk/agoodwaytokeephealthyswim/agoodwaytokeepfitT:Thefirstone.S1,please.S1:Heusuallyplayssoccerbecauseitcanmakehimstrong.⋯2.(调查几名学生通常是怎样锻炼身体的。)T:Whichsportdoyouusuallydo?Whydoyoulikeit?S2:Iusuallyswimbecauseit’sagoodwaytokeephealthy.S3:Iusuallydomorningexercises,becauseitmakesmestrong.S4:Ilikerunningbecauseitisgoodformylegs,heart,andlungs.S5:Ilikewalkingaftermeals.Itcanhelpmetorelax.Ithinkit’sagoodwaytokeepfit.S6:⋯3.(通过调查学生们的日常饮食情况，导出生词和短语。)T:Boysandgirls,whatdoyouusuallyliketoeatanddrink?Let’smakeasurveyandwriteitdown,thenreportittotheclass.Example:Moststudentsliketoeatmeatandhamburgersbest.Somestudentsdon’tlikevegetablesatall.XiaoMingandLinTaoliketodrinkcolaverymuch.(让学生讨论1~2分钟，然后找几个学生汇报结果。)(找一个较胖而平时很少参加体育锻炼的同学进行提问。)T:S7,whatdoyouusuallyliketoeat?S7:Ilikeeatingmeat.T:Doyoulikechipsandchocolate?(板书，教学生词并要求学生掌握chocolate；理解chips。)S7:Yes,Ilikethemverymuch.T:Doyouoftendoexercise?S7:No,seldom.T:Sodoyouoftengettiredeasily?S7:Yes,Ido.(板书，并要求掌握tired；理解easily。)T:Boysandgirls,eatingtoomuchmeatmakesusfateasily.Ifweeatalotofchipsandchocolate,wewillbecomefateasilyaswell.Anditisalsonotgoodforourhealth.Doyouknowwhatfoodweshouldeatmoreeveryday?Ss:Yes,weshouldeat⋯(学生可能回答不全，教师可以补充)T:Weshouldeatmorevegetablesandfreshfruitinsteadofchipsandchocolate.Becausehealthyeatinghabitscanbuildusupandwewon’tfeeltiredeasily.Doyouunderstand?精品文档 精品文档(板书并解释，要求学生掌握。)fresh,fruit,instead,insteadof,habit,build,build⋯up,feelSs:Yes,wedo.T:S8,whatwillyoueatmorefromnowon,vegetables,freshfruit,chipsorchocolate?S8:Vegetablesandfreshfruit.T:Why?S8:BecauseIwanttobecomefitandhealthy.T:Good.Andyoushouldenjoydoingsportsaswell.Now,let’ssharea15-year-oldboy’sexperience.(导入1a。)Step2Presentation第二步呈现(时间:10分钟)呈现1a，培养学生的阅读能力。1.(设置简单的听力任务，播放1a录音。回答问题。)T:First,listento1a.Thenanswerthefollowingquestions:(1)Whydidtheboystartrunning?(2)Whatkindoffooddoesheeatnowinsteadofchipsandchocolate?(核对答案。)2.(再放1a录音，让学生跟读并模仿语音语调。)T:Listento1aagainandrepeat.Payattentiontothepronunciationandintonation.3.(让学生自己朗读课文两遍，根据文意猜生词however和mile的意思，教师板书并解释生词，然后让学生回答下列问题。)(板书并要求学生掌握。)T:OK.Nowreadthetextagain.Thenfindtheanswerstothefollowingquestions.(1)Whatdidtheboylovetoeatoneyearago?(2)What’shisfavoritesportnow?(3)Howdoeshefeelnow?(4)Whatdoyoulearnfromthispassage?(核对答案。)Step3Consolidation第三步巩固(时间:10分钟)巩固1a，培养学生的语言运用和团队合作能力。1.(根据1a短文，让学生独立完成1b。)T:Finish1bbyyourselvesaccordingto1a.(核对答案并讲解。)2.(让学生找出关键词，并请学生复述1a，也可用第三人称改写此文。)(出示小黑板。)15-year-old,however,fat,love,tiredeasily,startrunning,everymorning,eatfreshfruit,instead,insteadof,build⋯up,feelT:Accordingtothekeywords,retellthepassagein1a.(教师在教室内巡视，随时帮助有疑难的同学，提示学生不要逐词逐句地背诵，要用自己的语言复述。)Example:Heisa15-year-oldboy.Heisquitehealthy.However,oneyearago,hewasfat,because精品文档 精品文档helovedchipsandchocolate.Oneday,hefoundrunningcouldkeeppeoplefitandhealthy.Sohestartedrunning⋯3.(引导学生两人一组试着将1a内容改为一篇关于采访的对话。)T:Supposeyouareareporter.Youwanttoknowhowtheboygetssofit.Pleasemakeaninterviewdialogwithyourpartner.Example:S1:Nicetomeetyou!S2:Nicetomeetyou,too!S1:Youlooksoactive.Couldyoupleasetellmewhatmakesyousofitandhealthy?S2:Runningandhealthyeating.S1:Whendidyoubeginrunning?S2:⋯S1:Whatdoyouusuallyeatanddrink?S2:⋯Step4Practice第四步练习(时间:10分钟)通过做游戏，复习巩固本话题出现的语法和重要句型。1.(让学生听2录音两遍，完成2。核对答案。)T:Now,pleaselookatthepicturesin2.Thenlistentothetapecarefullyandnumberthepictures.2.(做游戏。练习抱怨与道歉、要求与应答的表达方式。)(游戏规则如下：把全班同学分成两组(若班级人数多，可先让一半同学参与)，排成两列纵队，当教师给出一个提示词组时，第一组的第一个同学要快速说出相应的抱怨或要求的表达方式；随后，第二组的第一个同学快速说出相应的道歉或应答的表达方式；接着，教师给出第二个提示词，这次，由第二组的第二个同学说出相应的抱怨或要求的表达方式，随后，第一组的第二个同学要说出相应的道歉或应答的表达方式。说正确的同学坐回原位，而说错的同学自觉站到队尾，最先全部回座位的一组为获胜组。）T:Belate.Group1.S1:Don’tbelatenexttime.Group2.S1:Sorry,Iwon’t.T:Cleantheclassroom.Group2.S2:Wouldyoumindcleaningtheclassroom?Group1.S2:Ofcoursenot.I’dbegladto.(注：最好把学生按能力均匀分布在两个组里。)3.(听3a录音并跟读，然后进行链式问答，练习重点句型Wouldyoumind(not)doing⋯?,Couldyouplease⋯?及其应答语。)T:Listento3aandrepeat,thenaskandanswerquicklyonebyone.Youcanusethesentencepatterns“Wouldyouminddoingsth.?”,“Wouldyoumindnotdoingsth.?”or“Couldyouplease⋯?”S1:Wouldyoumindgivingmeyourbooks?S2:Notatall.I’llgivethemtoyou.Wouldyoumindlendingmeyourruler?S3:Certainlynot.Hereyouare.Couldyoupleasepassmeyoureraser?S4:⋯(或做猜谜游戏练习上述句型。即一名学生做动作，另一名同学提问。)S5:(做扫地的动作)S6:Wouldyoumindsweepingthefloor?S5:Ofcoursenot.I’lldoitsoon.S7:(做关门的动作)S8:Wouldyoumindclosingthedoor?S7:Ofcoursenot.I’lldoitrightnow.S9:(做浇花的动作)S10:Couldyoupleasewatertheflowers?S9:OK.I’lldoitatonce.S11:(做吸烟的动作)S12:Wouldyoumindnotsmokinghere?S11:Sorry.Iwon’tdoitagain.4.(让学生找出本话题中重要的短语或句子并写出。然后听3b录音，跟读并核对。)T:Nicework.Nowpleasefindouttheusefulexpressionsinthistopic.Andthenlet’slistento3b.Checkyouranswers.Step5Project第五步综合探究活动(时间:6分钟)运用所学运动和健康的知识做海报，写短文，培养学生综合运用语言的能力和探究能力。精品文档 精品文档1.(让学生写一篇介绍自身健康状况及相关的运动计划的短文。)T:Writeapassagetointroduceyourhealthconditionandmakeanexerciseplan.Youcanbeginlikethis:Iamquitehealthynow.BecauseIoftenhavehealthyfoodanddrink,suchasmilk,vegetablesandfreshfruit.Ioftenruninthemorning.Now,Imakeanexerciseplanformyself.Iamgoingto⋯2.(让学生讨论完成4。如课上不能完成，则课后找资料完成。)3.Homework:运用3a，3b，结合话题编一个对话或写一篇短文，培养学生的语言综合运用能力。板书设计：SectionDgettiredeasilyCouldyoupleasedo⋯?insteadofWouldyoumind(not)doingsth.?buildupa15-year-oldboyhealthyeatinghabitsTopic3Theschoolsportsmeetiscoming.SectionAThemainactivitiesare1aand2a.本课重点活动是1a和2a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:foreign,havefun,lotsof,bereadyfor,relayrace,maybe,makefriends,perhaps2.Learnthefuturetensewithwill:(1)IthinkI’llhavelotsoffun.(2)I’lldomybest.Iwon’tlose.(3)MaybeI’llmakemanyfriendsduringthesportsmeet.(4)I’lljoinintheteachers’relayrace.3.Talkaboutschoolsportsmeet:(1)Iwilltakepartintheschoolsportsmeet.(2)Whichsportwillyoutakepartin?(3)I’llbeinthelongjumpandthehighjump.(4)I’msureourschoolsportsmeetwillbeexciting.Ⅱ.Teachingaids教具录音机/幻灯片Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:8分钟)复习上个话题的语法、句型及功能用语，引出本课生词、语法及话题，导入新课。1.(让学生进行链式问答，复习上一话题的重要语法和功能用语。)T:Makeconversationswiththehelpofthegivenwords.“Belateforschool.”S1:I’msorryI’mlateforschool.S2:That’sOK.Pleasetakeaseat.T:Joinus.S3:Willyoujoinus?S4:I’dbegladto.T:Smoking.S5:Wouldyoumindnotsmokinghere?S6:Sorry.Iwillgosomewhereelse.(师生谈话导入本课话题和生词。)T:Welldone!Doyouknowwhoismyfavoritesportsplayer?Ss:WethinkyourfavoritesportsplayerisMichaelJordan.精品文档 精品文档T:Yes.IsheChinese?Ss:No,heisn’t.T:Youareright.Hecomesfromaforeigncountry.Heisaforeigner.(板书并要求学生掌握。)foreignT:Wealllikesportsbecausewewanttokeephealthy.Ifthereisasportsmeetinourschool,I’lljoinintherelayrace.IthinkIwillhavelotsoffun.Whichsportwillyoutakepartin?(引出词组：relayrace,havefun,lotsof;语法：Futuretensewithwill;话题：Whichsportwillyoutakepartin?)(板书并要求学生掌握。)S1:I’lltakepartinthelongjump.T:Whichsportwillyoutakepartin?S2:I’lltakepartintheboys’800-meterrace.Step2Presentation第二步呈现(时间:8分钟)呈现1a对话的情境，找出关键词，为下一步打下基础。1.(听1a录音，呈现1a内容。)T:Boysandgirls,thereisgoingtobeaschoolsportsmeetinYuTing’sschool.SheistalkingwithLiMingaboutit.Whichsportswilltheytakepartin?Now,pleaselistento1aandanswerthefollowingquestions.(用幻灯片呈现问题。)(1)WhichsportwillLiMingtakepartin?(2)WhichsportwillYuTingtakepartin?(3)DoyouthinkYuTingwillwin?(再听一遍，核对答案。)2.(重放1a录音，让学生跟读并标出关键词，教师板书。)T:Listento1a,followit,andmarkthekeywords.takepartin,whichsport,begoodat,bein,cheer⋯on,besure,beexciting3.(男女生分两组朗读1a。)Step3Consolidation第三步巩固(时间:10分钟)通过表演对话等方式，巩固1a中所学的一般将来时态。1.(再读1a。根据1a，完成1b。)T:Read1aagainandfinish1b.(核对答案。)2.(结合关键词及1b表格，学生两人一组表演1a。)T:Welldone!Nowactout1ainpairsaccordingto1bandthekeywords.3.(模仿1a编写相似的对话，完成1c。)T:Pleasemakeasimilardialogwithyourpartneraccordingto1a.Youcanbeginlikethis:S1:Therewillbeaschoolsportsmeetinourschool.Willyoutakepartinit?S2:Yes,Iwill.S1:Whichsportwillyoutakepartin?S2:Iwill⋯Step4Practice第四步练习(时间:12分钟)通过对学校运动会的采访，练习本课重点语法。1.(教师扮演记者采访于婷，一名学生扮演于婷，引出短语：bereadyfor,makefriends。导入2a。)T:NowIamareporter.I’minterviewingYuTing.Hello!YuTing.Nicetoseeyou!Yu:Hello!Miss/Mr.⋯Nicetoseeyou,too.T:Areyougoodatjumping?Yu:Yes,Iam.AndIwilltakepartinthelongjumpandthehighjump.T:Areyoureadyforthem?(板书并要求学生掌握。)bereadyforYu:Yes,I’mreadyforthem.Iwilldomybest.精品文档 精品文档T:Ibelieveyouwillwin.Ithinkyouwillmakemanyfriendsduringthesportsmeet.Yu:Ihopeso.Thankyou.(板书并要求学生掌握，同时介绍makefriendswithsb.这一词组。)(让学生当记者，做采访。)T:Supposeyouareareporter.Pleasemakeaninterview.S1:Hello!S2.Doyoulikerunning?S2:Yes,Ienjoyrunning.S1:Whichsportwillyoutakepartin?S2:Iwanttobeintheboys’800-meterrace.2.(设置听力任务，播放2a录音，并让学生回答问题。)T:WhataboutAnn,MichaelandMissWang?Willtheyalsotakepartinthesportsmeet?Nowlet’slistento2a,andanswerthefollowingquestions.(出示幻灯片上的问题。)(1)WhichsportwillAnntakepartin?(2)WhichsportdoesMichaelwanttobein?(3)WhatdidMissWangdoyesterday?Willshetakepartintheteachers’relayrace?(再听2a录音，核对答案。)3.(让学生朗读2a，完成2b。)T:Read2aaloud,thenfinish2b.(让学生根据文意猜出生词maybe,perhaps的意思。)(板书并要求学生掌握。)maybe,perhaps4.(根据2a内容写篇短文，注意人称的变化。)Example:Michaelenjoysrunning.Hewantstobeintheboys’800-metrerace.Hewillmakefriendsduringthesportsmeet.YuTingisreadyforthelongjump.Shewilldoherbest.Shethinksshewon’tlose.Annwilltakepartinthehighjumpforthefirsttime.Shethinksshewillhavelotsoffun.MissWangboughtapairofrunningshoesyesterday.Shewilltakepartintheteachers’relayrace.Step5Project第五步综合探究活动(时间:7分钟)通过运用将来时态做调查，培养学生的合作精神和综合运用语言的能力。1.(出示幻灯片做调查。假设下周将要举行运动会，调查班级同学参加运动会的情况，并汇报给全班同学。)T:Imaginetherewillbeaschoolsportsmeetnextweek.Makeasurveytocompletethetable.Andthenreportittoyourclass.2.Homework:将上面的调查结果写成一个报告。Example:Therewillbeaschoolsportsmeetnextweek.Manyclassmateswilltakepartinit.××willtakepartintheboys’400-metrerace.××willbeinthelongjump.⋯板书设计：SectionAforeignIwilltakepartintheschoolsportsmeet.havelotsoffunIthinkIwillhavelotsoffun.bereadyforMaybeIwillmakemanyfriendsduringthesportsmeet.relayraceI’lljoinintheteachers’relayrace.maybemakefriendsperhapsSectionBThemainactivitiesare1aand3a.本课重点活动是1a和3a。Ⅰ.Teachingaimsanddemands教学目标精品文档 精品文档1.Learnsomenewwords:shall,pick,theater,stick,hit2.Goonlearningthefuturetensewithwill:(1)We’lltakeoursportsclothesandsportsshoes.(2)Therewillbeanotherexcitingrelayracethisafternoon.3.Learnaboutexpressionsonmakingappointments:(1)Whatshallwetake?(2)ShallItakemycamera?(3)Whenshallwemeet?(4)Whereshallwemeet?(5)Let’smakeithalfpastsix.Ⅱ.Teachingaids教具教学挂图/小黑板/录音机/多媒体课件Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:10分钟)通过师生对话讨论运动会，导入本课生词和表达约定的功能用语。1.(检查作业：汇报参加运动会的调查结果)T:Nowweareallreadyforthesportsmeet.Whichsportwillyoutakepartin?Pleasereportyoursurveytous.Ss:⋯2.(师生对话，引出shall句式，导入新课。)T:Therewillbeasportsmeetinourschoolthisafternoon.Willyougowithme?S1:Yes,I’dbegladto.T:Yeah,let’sgotogether.(板书并提醒学生注意这一句型。了解生词yeah。)Therewillbe⋯,yeahT:Whatshallwetake?S1:We’lltakeacamera.T:We’lltakeoursportsclothesandsportsshoes,too.(板书并解释，要求学生掌握生词shall的用法。)T:Whenshallwemeet?Let’smakeithalfpasttwelve,OK?(板书并要求学生理解。)S1:OK.Whereshallwemeet?T:Shallwemeetontherightsideoftheplayground?S1:OK.(板书并要求学生理解。)Shallwe⋯?Step2Presentation第二步呈现(时间:8分钟)通过听和朗读的练习，培养学生语感，理解说话人意图和态度。1.(出示1a挂图，让学生观察图中人物，猜测他们之间的对话。播放1a录音。)T:Nowlookatthepicture.Whataretheydoing?Canyouguesswhattheyaretalkingabout?S1:Theyaremakingaphonecall.MaybeKangkangisaskinghisfriend,Michael,towatchthesportsmeet.2.(出示小黑板，让学生听两遍1a录音，完成下面表格。)T:Let’slistento1atogether,andfillinthetable.WhattotakeWhentomeetWheretomeet(在学生们听录音的同时，板书1a中的重点句型。)ShallItakemycamera?When/Whereshallwemeet?3.(让学生听录音，跟读并注意语音语调。)T:Listentothetapeandrepeat.Payattentiontothepronunciationandintonation.精品文档 精品文档Step3Consolidation第三步巩固(时间:10分钟)通过电话会话和留言，巩固表达约定的功能用语，培养学生综合运用语言知识的能力。1.(独立完成1b。)T:Read1a,thenfinish1bbyyourselves.(核对答案。)2.(让学生再读1a，标出关键词。)T:Pleaseread1aagainandmarkthekeywords.(用小黑板出示关键词。)sportsmeet,tomorrow,take,clothes,shoes,camera,when,meet,make,where,myhouse3.(根据关键词表演1a对话。)T:Actoutadialogaccordingtothekeywords.4.(让学生看1c信息内容，猜出pick和theater的词义。)(板书并要求学生掌握。)pick,theater5.(让学生模仿1a对话内容，根据1c所提供的信息编对话。选出几组学生表演并给予鼓励。)Step4Practice第四步练习(时间:10分钟)通过谈论运动会，进一步巩固一般将来时态的用法。1.(继续谈论有关运动会的话题，引出并学习生词。)T:Ifsomeonewinsthematch/race,whatshouldwesaytohim/herinChinese?Ss:“祝贺”。T:Yes,weshouldsay“Congratulations!”(板书并要求学生理解。)congratulation2.(通过多媒体课件来展示接力赛的情景，导入3a。)T:Boysandgirls,lookatthescreen,please.WecanseeMichael,JaneandHelen.Whataretheytalkingabout?Let’slistento3,thenfinish3bbyyourselves.(核对答案。)3.(再听3，让学生跟读并注意语音语调。)T:Listento3againandrepeat.Payattentiontothepronunciationandintonation.4.(三人一组根据3a、3b进行表演，完成3c，并给予肯定和鼓励。)T:Practice3ingroupofthree.ThenI’llasksomegroupstoactitout.5.(利用课件呈现运动员手中的接力棒，向学生提问。导入2。)T:Lookhere!What’sthisintheboy’shandinChinese?Ss:“接力棒”.T:Yes,wecallitstick.It’sastick.Weuseitintherelayrace.Wecan’tuseittohitothers.(板书并要求学生掌握。)T:What’stheresultofMichaelandKangkang’srelayrace?Listentothetapeandfinish2.6.(再听2，核对答案。)T:Listento2againandchecktheanswers.Step5Project第五步综合探究活动(时间:7分钟)运用本课所学的表达约定的功能用语、电话会话和一般将来时态编对话，培养学生综合运用语言的能力。1.(假设本周日天气晴朗，大家约定一起去郊游，谈谈约定的内容和将要做的事情，先打电话预约，再将电话内容写出来。)Example:A:Hello!IsthatTommy?B:Speaking!A:ThisisJim.WhatareyougoingtodothisSunday?B:I’venoidea.Whataboutyou?A:TheweatherreportsaysitwillbesunnythisSunday.ShallwegohikingwithRoseandJenny?B:Soundsgreat!Whatshallwetake?A:Wewilltakesomefruit,water,breadandmilk.B:Ithinkwe’dbettertakeacamera,sowecantakephotos.精品文档 精品文档⋯2.Homework:(1)搜集关于奥运会的信息。(2)假设你和你的朋友相约去观看奥运会，把你们的对话写出来。可参照1a。板书设计：SectionBWhatshallwetake?We’lltakeoursportsclothesandsportsshoes.Whenshallwemeet?Let’smakeithalfpastsix.Whereshallwemeet?Therewillbeanotherexcitingrelayracethisafternoon.Shallwemeetontheplayground?Sure.I’llmeetyouthereandtakesomephotos.SectionCThemainactivitiesare1aand2a.本课重点活动是1a和2a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:page,diary,winner,finish,encourage,able,beableto,grass,visitor,improve,environment2.Goonlearningthefuturetensewithwill:(1)IwilldomoreexerciseeverydayandIhopesomedayI’llbeabletotakepartintheOlympicGames.(2)WehopethatChinawillwinmoregoldmedalsinthefuture.3.Reviewthesimplepasttense:(1)Lastweekourschoolheldasportsmeet.(2)Everyoneinourclassfeltveryexcitedbecausewewerethewinners.4.TalkabouttheschoolsportsmeetandtheOlympicGames:(1)Intheboys’relayrace,Michaelranveryfastandourclasswonfirstplace.(2)Ididmybestandwasthefirsttocrossthefinishline.(3)ThePeople’sRepublicofChinatookpartintheOlympicsforthefirsttimein1952.(4)XuHaifengwonthefirstgoldmedalforChinainthe23rdLosAngelesOlympicsin1984.Ⅱ.Teachingaids教具录音机/幻灯片/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:10分钟)通过复习关于运动会的话题，导入本课生词。1.(让学生根据上一课1a内容表演和朋友相约去参加运动会的对话。)2.(利用幻灯片呈现运动会场景，导入生词。)T:Boysandgirls,look,therearesomanypeopleontheplayground.Oh,thisisthesportsmeetinKangkang’sschool.Doyouknowtheresult?Letmetellyou.Intheboys’400-meterrace,Kangkangwasthefirsttocrossthefinishline.Hewontheboys’400-metrerace.Sohewasthewinner.Thisencourageshimalot.(板书并要求学生掌握。)T:Aftertheschoolsportsmeet,Kangkangwroteadiaryaboutit.Herearetwopagesfromhisdiary,let’shavealook.Nowlet’slearnSectionC.(导入新课。)精品文档 精品文档(板书并要求学生掌握。)diary,pageStep2Presentation第二步呈现(时间:8分钟)让学生通过听和读，对1a内容有总体了解，获取主要信息，并根据语境猜词义。1.(要求学生带着问题听录音，获取关键信息。)T:Pleaselistentothetapecarefullyandanswerthefollowingquestions.(用小黑板或幻灯片出示相关问题。)(1)WhydidKangkangfeelexcited?(2)DidYuTingwinthelongjump?(学生听完后回答问题，并核对答案。)2.(让学生读1a，根据日记内容猜出badly和beableto词义，教师讲解日记的写法。)(板书并要求学生掌握able和beableto；理解badly。)badly,able,beabletoStep3Consolidation第三步巩固(时间:10分钟)让学生根据关键词复述1a，巩固1a所学内容，培养学生的口语表达能力。1.(让学生再读1a，根据1a内容完成1b。师生共同核对答案。)T:Pleaseread1aagainandfinish1b.Afterawhile,let’schecktheanswerstogether.2.(让学生听1a录音，并跟读。找出关键词。)T:Listentothetapeandrepeat,payingattentiontoyourpronunciationandintonation.Whenyouarelistening,markthekeywords.3.(让学生根据关键词复述1a。提醒学生注意日记中动词的时态。)T:Pleaseretell1aaccordingtothekeywords.Youmustpayattentiontothetense.(用幻灯片展示如下关键词。)lastweek,hold,feel,because,Michael,theboys’relayrace,win,YuTing,thelongjump,dobadlyin,dobetter,theboys’400-metrerace,first,finishline,encourage,want,hope,beableto,theOlympicGamesStep4Practice第四步练习(时间:12分钟)通过师生讨论导入中国的奥运史，培养学生的爱国意识。1.(师生对话，呈现生词，导入2a。)T:Boysandgirls,Kangkanghopessomedayhe’llbeabletotakepartintheOlympicGames.Whataboutyou?Ss:Me,too.T:DoyouknowsomethingabouttheOlympics?WhogotthefirstgoldmedalforChina?Ss:XuHaifeng.(老师可帮助回答。)T:XuHaifengwonChina’sfirstgoldmedalin1984.SohewasthewinnerofthefirstgoldmedalforChinaintheOlympics.WhenXuHaifenggotthegoldmedal,alltheChinesepeopleweresoexcitedbecauseournationalflagwasfirstraisedintheOlympics.ThePeople’sRepublicofChina,thenameofourcountry,wasfirstmentionedintheOlympics.Weshouldrememberthatmoment.Here,thePeople’sRepublicofChinaisthefullnameofChina.AndBeijing,thecapitalofChinahostedthe29thOlympicsin2008.(板书并要求学生理解。)republic,PRC=thePeople’sRepublicofChina,hostT:Boysandgirls,Ithinkweallshouldrememberthisfirstwinner’sname.Doyouknowmore精品文档 精品文档aboutthehistoryofChineseOlympics?Pleasetalkaboutitinpairs.2.(听2a录音，完成2a。)T:NowturntoPage22.Listentothetapeandthencompletethepassage.(核对答案。)3.(学生独立完成2b，核对答案。)T:Read2aagain,andfinish2b.4.(师生对话，导入3。)T:The29thOlympicsareover.Thereweremorevisitorsduringthe29thOlympics.AndwhatwasBeijinglikethen?(板书并要求学生掌握。)visitorS1:Theroadswerecleanandtheskywasblue.T:Thatmeanstheenvironmentwasbetterthanbefore,weimprovedourenvironmentalot.(板书并要求学生掌握。)environment,improveT:What’sBeijinglikenow?S2:It’sbeautifulandtherearelotsoftreesandflowers.T:Right.Thereismoregrassthanbefore.(板书并要求学生掌握。)grassT:WhataboutpeopleinBeijing?S3:Moreandmorepeoplelikedoingsports.T:Weshoulddomoresportstokeepourselvesfit.(板书并要求学生掌握。)ourselves5.(让学生分组讨论北京将来的样子，自己应该怎么做。完成3。)T:WhatwillBeijingbelikelater?Whatwillyoudofromnowon?Discussingroupsandthenwriteapassage.Step5Project第五步综合探究活动(时间:5分钟)分组讨论第29届奥运会，培养学生综合运用语言的能力。1.(小组活动。)T:Discussthe29thOlympicGamesingroups.Whatisyourfavoritegame?Whoisyourfavoriteplayer?Whydoyoulikeit/him/herbest?Whatdoyoulearnfromthem?Whatareyougoingtobewhenyougrowup?Reportittoyourgroup.2.Homework:写一篇日记，描述你参加过的学校运动会，注意日记格式及动词时态。板书设计：SectionCdiaryLastweekourschoolheldasportsmeet.winnerEveryoneinourclassfeltveryexcitedbecausewewerethethefinishlinewinners.encourageXuHaifengwonthefirstgoldmedalforChinainthe23rdthePeople’sRepublicofChina(PRC)LosAngelesOlympicsin1984.WehopethatChinawillwinmoregoldmedalsinthefuture.SectionDThemainactivitiesare1aand5.本课重点活动是1a和5。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:modern,ring,symbol,standfor,least,atleast精品文档 精品文档2.Reviewandsummarizethefuturetensewithwill.3.GoonlearningsomethingabouttheOlympics.Ⅱ.Teachingaids教具幻灯片/录音机/图片/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:10分钟)通过复习中国奥运史，谈论奥运五环旗，呈现部分生词。1.(用图片复习中国奥运史，导入新课。)T:I’llshowsomepicturesorphrases.Pleaseaskandanswerinpairs.(教师先作示范。)(Showthephrase:takepartintheOlympicsforthefirsttime)T:WhendidChinatakepartintheOlympicsforthefirsttime?Ss:In1952ChinatookpartintheOlympicsforthefirsttime.(用幻灯片呈现许海峰在奥运赛场上举枪射击的图片。)T:WhowonthefirstgoldmedalintheOlympicsinthehistoryofChina?Ss:XuHaifeng.⋯2.(通过谈论关于奥运的知识，教学生词，呈现新课。)T:TodaywewilltalkmoreabouttheOlympics.Lookattheblackboard.What’sitinChinese?(教师在黑板上用红色彩笔画一个环。)Ss:“环”。T:Yes.InEnglishwecancallit“ring”.(板书并要求掌握。)ring(然后再用黄、蓝、绿、黑四种颜色画出另外四个环，组成一个奥运五环。)T:Howmanyringsarethere?Ss:Therearefive.T:Whatcolorsarethey?Ss:Theyarered,yellow,blue,greenandblack.T:Right!They’retheOlympicrings.TheyareasymboloftheOlympicGames.(板书并要求学生掌握。)symbolT:Butwhatdotheringsstandfor?Whocantellme?(板书并解释，要求学生掌握。)(可能有部分学生知道五环代表着什么，让学生试用英语回答，若有困难，教师给予帮助并解释。)T:Theystandforthefivepartsoftheworld.BluestandsforEurope,blackstandsforAfrica,redstandsforAmerica,yellowstandsforAsia,andgreenstandsforAustralia.ButdoyouknowwhatthesloganofBeijingOlympicsis?Whocantellme?S1:OneWorld,OneDream!T:That’sright.ThemodernOlympicsstartedinAthens,Greece.Itsmottois“Faster,higher,stronger”.(板书、领读并解释，要求学生掌握modern；理解Greece，motto。)T:DoyouknowwhenthemodernOlympicsstarted?Let’slearnSectionD.(导入新课。)Step2Presentation第二步呈现(时间:8分钟)通过听和读等方式，呈现1a关于奥运五环旗的相关信息。1.(让学生带着问题听1a录音，获取相关信息。)T:Pleaselistentothetape,thenanswerthequestion:WhendidthemodernOlympicsstart?(核对答案。)2.(让学生听录音跟读，标出关键词，并根据上下文猜测atleast词意，要求学生掌握。)T:Pleaselistento1aandrepeat,thenmarkthekeywords.3.(让学生读1a，注意语音语调。)T:Pleaseread1aaloudandpayattentiontothepronunciationandintonation.Step3Consolidation第三步巩固(时间:10分钟)精品文档 精品文档让学生用复述和编对话等方式巩固1a内容，培养学生运用语言的能力。1.(让学生再读1a，根据1a完成1b并核对答案。)T:Pleaseread1aagainandfinish1bbyyourselves.2.(核对1b答案后，用小黑板展示关键词,让学生试着复述1a。)T:Lookatthekeywordsonthesmallblackboard.Tryyourbesttoretell1a.3.(把1a改编为一个小对话，加以巩固。最好使用本单元Topic2所学的表达请求的句型，如：Wouldyoumind⋯?Couldyouplease⋯?等。)Example:T:WhendidthemodernOlympicsstart?Ss:In1896.T:Wouldyoumindtellingmeitsmotto?Ss:Ofcoursenot.Itsmottois“Faster,higher,stronger”.T:Couldyoupleasetellmeitssymbol?Ss:Fiverings.T:Whatdotheystandfor?Ss:Theystandforthefivepartsoftheworld.T:Whatcolorsaretherings?Ss:Theyareblue,yellow,black,greenandred.(教师示范后，让学生按照其要求分组对话，并找两组到讲台前表演。)4.(出示福娃图片，谈论奥运吉祥物。)T:Lookatthepicture.TheyareFuwa.AretheyBeijingOlympicmascots?Ss:Yes,theyare.T:Good!TheyaretheOlympicmascotsofthe29thBeijingOlympics.Pleaseworkingroupstodiscussandmatchthemascotswiththehostcities.Finish2.S1:Whataboutthese?S2:TheyareSydneyOlympicmascots.⋯(核对答案，完成2。)Step4Practice第四步练习(时间:10分钟)收集整理本单元语法和功能用语，针对这些知识点进行检测。1.(总结本单元语法和功能用语。)(让学生复习总结本话题的语言知识点。)T:Nowlet’sgooverandsummarizethegrammarandusefulexpressionsinthistopic.ThenI’llasksomestudentstowritethemdownontheblackboard.(检查学生总结的情况然后播放4a、4b录音，学生跟读。)2.(为巩固本话题的语言知识，进行单元小测试。)(出示小黑板。)(1)(根据句意及首字母提示完成下列句子。)①Therewerethousandsofforeignvduringthe29thOlympicsinBeijing.②XuHaifengisthewofthefirstgoldmedalinChina’sOlympichistory.③Weshouldimproveouretomakeourworldmoreandmorebeautiful.④ThemOlympicsstartedinAthens,Greecein1896.(2)(用所给动词的适当形式填空，提示学生注意句子时态。)①Wouldyoumind(fill)outtheform?②It(be)sunnyonSaturday.Whataboutgoinghiking?③—Whenwe(meet)tomorrow?—Let’smakeithalfpastsix.④He(visit)BeijinginAugustin2008.⑤Beijing(host)the29thOlympicGames.Step5Project第五步综合探究活动(时间:7分钟)让学生对奥运知识进行讨论与交流，使他们能更全面了解奥运会。精品文档 精品文档1.(完成5。)(1)让学生搜集有关奥运历史的信息。(2)小组内讨论自己所知道的某一届具体的奥运知识。(3)以The________Olympics为题写一篇短文。2.(欣赏奥运歌曲，完成3，结束本课。)3.Homework:PleasesearchthemascotsofotherOlympicsontheInternet.Fillinthetable,thentrytomakeareportaboutit.OrderYearCityMascots20th21st22nd23rd24th25th26th27th28th29th板书设计：SectionDmodernOlympicsTheOlympicringsareasymboloftheOlympicGames.standforTheystandforthefivepartsoftheworld.atleastUnit2KeepingHealthyTopic1Youshouldbrushyourteethtwiceaday.SectionAThemainactivityis1a.本课重点活动是1a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:toothache,dentist,haveacold,cough,takearest,fever,flu,headache,atnight,coffee,tea,plenty,plentyof,boiledwater,lift2.Learnsomeusefulsentences:精品文档 精品文档(1)Ihaveatoothache.(2)I’msorrytohearthat.(3)Ihaveabadcold.3.Learnthemodalsforgivingadvice:(1)Youshouldseeadentist.(2)Youshouldn’tdrinkcoffeeorteaintheevening.4.Talkaboutillnesses.5.Learntoexpresssympathyforapatientandgivesomeadvicetothepatients.Ⅱ.Teachingaids教具图片/录音机/卡片/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:5分钟)通过谈论奥运会进入本单元话题，引出本节课的部分单词。(通过复习上个单元有关运动、奥运会的话题，导入新课。)T:Boysandgirls,nowweknowsomethingaboutthe2008BeijingOlympics.Iwanttoaskyousomequestions.What’sthesloganofthe2008OlympicGames?Ss:OneWorld,OneDream.T:Good!Thenwhat’sthesymboloftheOlympicGames?Ss:TheOlympicrings.T:What’rethecolorsoftherings?Ss:Theyareblue,yellow,black,greenandred.T:Doyoulikesports,S1?S1:Yes,verymuch.T:Whatkindofsportdoyouoftendoinyourfreetime?S2:Ioftenplayfootball.S3:SometimesIplaytabletenniswithmyclassmates.S4:Iskateinwinterandswiminsummer.T:Whydoyoulikesports?(运用肢体语言，启发学生回答。)S4:Sportscanmakeusstrongandhealthy.T:Ithinkso.Wonderful!Doingsportsisagoodwaytokeephealthy.Doyouagreewithme?(教师面带微笑，亲切地询问。)Ss:Yes!Step2Presentation第二步呈现(时间:15分钟)通过师生对话及听力活动，呈现1a内容，学习部分生词与短语，培养学生的听说能力。1.(师生对话，谈论健康话题。)T:Inthislesson,let’stalkabouthealth.(板书本单元标题并注意healthy与health关系及区别。)keepinghealthyT:Howareyoufeelingtoday,S1?S1:I’mfine,thankyou,andyou?T:I’mnotverywell.IthinkIhaveacold.(说着，老师形象地表现出生病的样子。)(板书并要求学生掌握。)haveacoldT:WhatshouldIdo?(老师可用动作启发学生。)Ss:Youshouldgotoseeadoctor.(帮助学生回答。)T:Wecanalsosay“You’dbettergotoseeadoctor.”(板书本话题标题。)(板书同义句并要求学生掌握。)You’dbettergotoseeadoctor.=Youshouldgotoseeadoctor.(教师出示图片。)T:Pleaselookatthepicture.What’swrongwithKangkang?Wecanalsoask“What’sthematterwithKangkang?”(板书并要求学生掌握。)What’swrongwithKangkang?=What’sthematterwithKangkang?(老师作牙痛状引导学生回答。)Ss:Thereissomethingwrongwithhismouth.精品文档 精品文档T:Oh.No,Ithinkhehasatoothache.(作牙痛状，令学生明白其意思。)Whatshouldhedo?Ss:Heshouldseeadoctor.T:Yes,heshouldseeadentist.(板书并要求学生掌握。)(教师引导学生用What’swrongwithyou?或What’sthematterwithyou?句式提问，教师表演并回答。)Ss:What’swrongwithyou?(教师作咳嗽状。)T:Ihaveacough.Ss:What’sthematterwithyou?(教师作头疼状。)T:Ihaveaheadache.(板书并要求学生掌握。)cough,headacheSs:What’swrongwithyou?(教师作背痛状。)T:Ihaveabackache.(板书并要求学生理解。)Ss:What’swrongwithyou?(教师出示一张显示某人发烧的图片，并做回答。)T:Ihaveafever.(板书并要求学生掌握。)Ss:What’sthematterwithyou?(教师作流鼻涕状。)T:Ihavetheflu.(板书并要求学生掌握。)Ss:What’swrongwithyou?(教师作胃痛状。)T:Ihaveastomachache.(板书并要求学生理解。)stomachacheSs:Whatshouldyoudo?(作休息状。)T:Ishouldtakearest.(板书并要求学生掌握。)take.(要求学生出示教师事先准备好的图片，分组来表演，以巩固上面的内容。)3.(让学生听1a录音，并回答问题)T:There’ssomethingwrongwithKangkang.Whatisit?Pleaselistentothedialogin1a,thenanswerthefollowingquestions:(1)What’swrongwithKangkang?(2)Whatshouldhedo?(核对答案。)4.(让学生跟读录音并标出关键词。)5.(让学生分角色朗读，完成1a。)Step3Consolidation第三步巩固(时间:8分钟)通过比赛，营造活跃的课堂气氛，激发学生学习英语的兴趣，培养学生的语言运用能力。1.(两人一组操练对话，完成1b。)T:Pleasepracticethedialogin1binpairsandthenactitout.2.(教师出示卡片，模仿1a编对话，完成1c。以巩固关于疾病的表达及所给予的建议。)T:Let’splayagame.OK?Thegameis“Whoisthebestdoctor?”I’llasktwostudentstomakeadialoglike1a.Supposeoneisadoctor,theotheroneisapatient.S1:What’swrongwithyou?S2:Ihavesoreeyes.S1:Youshouldnotreadtoolong.⋯(教师出示卡片叫学生模仿)(板书卡片中出现的生词与短语，并要求学生掌握；了解sore和boiledwater。)sore,plenty,plentyof,boil,boiledwater,lift,atnight,coffee,teaStep4Practice第四步练习(时间:12分钟)通过小组活动，激发学生的兴趣，培养学生的合作精神。精品文档 精品文档1.(营造活跃的课堂气氛，激发学生学习兴趣。)T:I’mpleasedwithyourdialogs,andI’msureyoucandoitbetter.(教师把事先准备好的卡片粘贴在小黑板上，便于开展活动。)T:Nowaskandansweraccordingtothesecards.Pleaseuse“What’swrong/thematterwith⋯?”“He/Shehas⋯”“He/Sheshould/shouldn’t⋯”acoughtoothachethefluacoldT:Nowpleasepracticeinpairs.(学生完成练习后，教师分别找几组同学表演。)2.(完成2。)T:Finish2inpairs,thenactthedialogsout.3.(播放3录音，完成3。)T:Nowpleaselistentotheconversationsin3andnumberthefollowingpicturesbyyourselves.Thenwritedowntheadvice.Payattentiontoshould/shouldn’t.(核对答案。)Step5Project第五步综合探究活动(时间:5分钟)鼓励学生在实践活动中学习英语知识，激发学生学习英语的兴趣。1.(根据所给例子编写对话，提高口语表达能力。)T:Pleasemakeadialogliketheexample,thenactitout.Example:S1:Ouch!(手摸脸，假装疼痛的样子。)S2:What’swrongwithyou?S1:Ihaveatoothache.S2:Oh,youshouldseeadentist.S1:Goodidea.Thankyou.S3:Ouch!(手摸后背。)S4:Doyouhaveabackache?S3:Yes!S4:Oh,youshouldn’tliftheavythings.⋯T:Welldone!Thankyou.2.Homework:根据同学上次所患疾病情况的调查，填写表格。根据表格内容写出完整的句子。教育学生照顾自己，关爱他人。NameIllnessShould/Shouldn’t板书设计：SectionAcoldfeverWhat’swrongwith⋯?toothachehavecoughWhat’sthematterwith⋯?headachebackacheYoushouldseeadentist.takearesthavethefluYou’dbetterseeadentist.plentyofboiledwaterSectionBThemainactivitiesare1aand2a.本课重点活动是1a和2a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:精品文档 精品文档pale,terrible,dayandnight,feellikedoing,liedown,candy,brush,tooth(teeth),Internet,care,takecareof2.Learnsomeusefulsentences:(1)I’mfeelingterrible!(2)Howlonghaveyoubeenlikethis?(3)Howareyoufeeling,Nick?3.Goonlearningsomemodalsforgivingadvice:(1)You’dbettergotoseeadoctor.(2)Whydon’tyouhaveagoodrest?(3)Youshouldliedownandrest.(4)You’dbetternotdrinkcoldwater.(5)Youshouldn’teattoomuchcandy.4.Getstudentstoknowhowtotakecareofthemselvesandothers.Ⅱ.Teachingaids教具卡片/教学挂图/录音机/小黑板/药片/水杯Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:5分钟)师生互动，通过对疾病表达及建议的复习，导入新课。1.(教师出示上节课的卡片，复习保持健康的话题。)T:Lookatthiscardandlet’smakeadialog.Youask,andIanswer.Ss:What’swrongwithyou?/What’sthematterwithyou?T:Ihave⋯Ss:Youshould/shouldn’t⋯2.(改变人称，复习第三人称单数代词的用法。)T:Lookatthiscard,(教师拿着或指着卡片)pleaseuse“he”,“she”,“him”or“her”tomakeadialog.Ss:What’swrongwithhim?/What’sthematterwithhim?T:Hehas⋯Ss:Oh,heshould/shouldn’t⋯⋯T:Welldone.Inthislesson,let’slearnmoreaboutmodalsforgivingadvice.Step2Presentation第二步呈现(时间:15分钟)师生对话，通过表情及动作，呈现1a中部分生词及功能句，并设置听力任务，提高学生的听力水平。通过对1a的学习，教育学生关心他人，并培养其应对突发事件提出建议的能力。1.(老师扮演医生，学生扮演病人。)T:S1,supposeyouareill.Youcometothehospital.Iamthedoctor.Youlookpale.What’sthematter?(教师作咳嗽状以作提示)S1:I’mfeelingterrible.Icoughdayandnight.(教师帮助回答。)(板书并要求学生掌握。)pale,terrible,dayandnightT:I’msorrytohearthat.Howlonghaveyoubeenlikethis?(板书并要求学生掌握。)beenHowlonghaveyoubeenlikethis?S1:Threedays.T:Doyoufeellikeeating?(板书并要求学生掌握。)feellikedoingS1:No,Idon’t.T:Ithinkyouhaveacold.You’dbetterdrinkplentyofboiledwater.S1:CanIgotoschooltoday?T:Ithinkyou’dbetternotgotoschool.Whynotstayinbedandhavearest?Mymeaningisthatyou’dbetterliedownandrest.It’sgoodforyou.精品文档 精品文档(板书并要求学生掌握。)1:OK,thankyouverymuch.T:Notatall.2.(出示1a图片，学生猜测图中人物发生了怎样的故事。然后用小黑板呈现听力任务，让学生带着问题听1a录音，并理解生词hey。)T:Boysandgirls,wehavelearntsomemodalsforgivingadvice.Nowlet’slookatthepicturein1aandguesswhathappenedtoBruce.Thenlistento1aandanswerthequestions.(板书并要求理解。)(核对答案。)3.(再放1a录音，让学生跟读并找出关键词及短语，整体呈现1a。)T:Now,listento1aagainandrepeat.Payattentiontothepronunciationandintonation.Ss:⋯T:Pleasereadthedialogloudlybyyourselves,andfindoutthekeywordsandphrases.(板书重点短语并要求掌握。)lookpale,feelterrible,haveaheadacheandacough,hadbetter,take⋯to⋯4.(让学生分角色朗读，并尝试记下关键词，为表演作准备。)Step3Consolidation第三步巩固(时间:10分钟)通过对疾病和建议等相关知识的表达，培养学生运用语言和处理信息的能力。1.(教师为学生准备道具，设置情景，让学生根据关键词表演对话，完成1b。)T:Practicethedialogwithyourpartneraccordingtothekeywordsandphrases,thenactitout.(教师把事先准备好的药片、水杯等放在讲台上，让学生做类似对话。)Ss:⋯2.(让学生独立完成1c。)T:Welldone!Boysandgirls,nowpleasenumberthesentencesbyyourselves,thenmakeaconversation.(学生做1c的同时，教师板书1c中的重点句型及短语。)Howareyoufeeling?Whydon’tyou⋯?=Whynot⋯?dayandnightYou’dbetter(not)do⋯(核对答案，并要求学生朗读句子。)3.(让学生用板书的句子及短语编对话，掌握重点知识。)T:Pleasemakeadialogaccordingtothephrasesandsentencesontheblackboard.Thenactitout.4.(做游戏，把全班分成两组，A组选出一名学生表演病状，B组猜出其病情并提出一项建议。两组交替角色。猜对病情加1分，给出建议加2分，最后评出获胜组，并给予鼓励或小小的奖励。)(GA)S1:(不停地咳嗽。)(GB)Ss:Youhaveabadcold.You’dbetterhaveagoodrest.(GB)S2:(表演牙疼。)(GA)Ss:Youhaveatoothache.Youshouldseeadentist.⋯T:Pleasestophere!Letmesee.Oh,GroupAisbetter.Congratulations!GroupB,canyousinganEnglishsongforGroupA?GB:OK.(如果时间允许，可采用生日快乐歌的曲调唱Goodmorning/afternoontoyou!每唱完一句，快速击掌三下，使课堂气氛达到高潮。)Step4Practice第四步练习(时间:10分钟)通过教师假装上课时出现的意外状况，引入对相应疾病提出建议的话题，以培养学生关心他人及照顾自己的能力。精品文档 精品文档1.(老师手摸喉咙，并作很难受的样子，提示学生向老师提问。)S1:What’swrongwithyou,MissLiao?T:Ihaveasorethroat.(板书并要求学生理解。)S1:Youshould/hadbettertakegoodcareofyourself.(帮助学生回答。)(板书并要求学生掌握。)T:Thankyou.Iwill.IthinkIhadbetterliedownandrestafterwork.(提示一名同学作牙疼状。)T:What’swrongwithyou?S2:Ihaveatoothache.T:Youhadbetternoteattoomuchcandy.(板书并让学生掌握。)2.(根据2a中所给的例子，两人一组用方框中的句子练习对话。完成2a。)T:Now,pleasemakenewdialogswithyourpartneraccordingtotheexamplein2a.(学生两人一组快速练习hadbetter,hadbetternot,should,shouldn’t。然后检查几组学生，教师给予点评，要求学生尽可能多地给出建议。)3.(看2b图片，完成2b练习，巩固hadbetter(not),should(not)的用法。)T:Now,pleaselookatthepicturesof2b.Fillintheblanksaccordingtothepictures.(可进行抢答，答对者全班击掌三下给予鼓励。若有条件可用幻灯片出示每幅图片及内容。)(先让学生根据语境猜测对话中生词的词义，然后板书并要求学生掌握。)brush,Internet,tooth(teeth)Step5Project第五步综合探究活动(时间:5分钟)让学生把所学知识用于实际，体现“学以致用”原则并培养学生的语言运用能力。1.(根据1a和1c对话内容，创设情景，让学生两人一组进行对话，深入有关看病的话题。)T:Supposeyouareill,yougotoseeadoctor.Makeadialogbetweenyouandthedoctor.Thefollowingexpressionscanhelpyou.Howareyoufeeling?What’swrong?=What’sthematter?Notsowell.(I’mfeelingterrible.)Howlonghaveyoubeenlikethis?feellikedoingYou’dbetter(not)⋯Youshould(not)⋯Whynot⋯?Example:S1:What’swrongwithyou,S2?S2:I’mfeelingterrible⋯2.(找几组学生进行表演，评出最好的一组给予表扬。)3.Homework:编五个对话，将五种疾病toothache,fever,sorethroat,headache,stomachache分别融入话题，用hadbetter⋯及hadbetternot⋯,should⋯及shouldnot⋯结构写出医生的建议。板书设计：SectionBdayandnightYou’dbettergotoseeadoctor.feellikedoingHowlonghaveyoubeenlikethis?takecareofShallItakeyoutothehospital?ontheInternetWhydon’tyou⋯?=Whynot⋯?Whydon’tyouhaveagoodrest?You’dbetternotgotoschooltoday.精品文档 精品文档SectionCThemainactivitiesare1aand3.本课重点活动是1a和3。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:still,X-ray,serious,checkover,worryabout,advice,taxi2.Learnsomeusefulexpressions:(1)ButmyleftlegstillhurtswhenImoveit.(2)It’snothingserious.(3)Twopillseachtime,threetimesaday.(4)Thankyouforyourflowersandfruit.(5)IhopeI’llgetwellandreturntoschoolsoon.3.Goonlearninghowtoexpressyourfeelings.4.Learntoaskfor/giveadvice.Ⅱ.Teachingaids教具图片/教学挂图/录音机/幻灯片/小黑板/白纸Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:5分钟)通过游戏，复习疾病及建议的表达方式，增强学生学习英语的积极性，导入本课生词。1.(通过做游戏，进行对话练习，复习上节课的重点词汇和短语。)T:Boysandgirls,let’splayagame.(游戏规则：全班分成两组，A组为男生，B组为女生，A组一名男生说病情，B组一名女生给建议，然后B组下一名同学说病情，A组下一名同学给建议。学生说得又快、又准确的那组为优胜组。)S1GA:Ihaveastomachache.S1GB:Youshouldtakesomemedicine.S2GB:Ihaveafever.S2GA:You’dbetterdrinklotsofboiledwater.S3GA:Ihaveaheadache.S3GB:You’dbetterstayinbedandhaveagoodrest.⋯(如果个别同学不会回答或答错，应由本组组内同学快速补充。)(教师用○来统计组内表现好的人数。)(板书)T:MaybeGroupAisbetter,doyouthinkso?(全班同学击掌三下，用来表示鼓励。)2.(通过师生问答，导入新课。)(教师出示一张事先准备好的Michael受伤并被同学们用出租车送进医院的图片。)T:WhathappenedtoMichael?Ss:Hehurthisleg.T:Yes,hisclassmatessenthimtothehospitalbytaxi.Howishenow?Let’scometo1aandfindouttheanswer.(板书并要求学生掌握。)Step2Presentation第二步呈现(时间:15分钟)利用图片进行师生对话，呈现1a中的重点生词及短语，为听力扫清障碍。并通过对1a的学习，让学生懂得人与人之间应该互相关心，互相帮助。1.(出示文中Dr.Jiang为Michael检查的图片。)T:DidDr.Jiangcheckhimover?Ss:Yes,hedid.(板书并要求学生掌握短语checkover，理解Dr.。)checkover,Dr.=DoctorT:DidMichaeltakeX-rays?(出示一张X光照片。)Ss:Yes,hedid.(板书并要求学生掌握。)X-rayT:Isthereanythingserious?(板书并要求学生掌握。)seriousSs:Wedon’tknow.精品文档 精品文档T:Thereisnothingserious.Don’tworryabouthim.Buthisleftlegstillhurtswhenhemovesit.(板书并要求学生掌握。)worryabout,stillT:Canyougivehimsomeadvice?S1:Hehadbetternotmovehislegtoomuch.S2:Heshouldtakesomepills.(引导学生回答。)S3:⋯(板书并让学生掌握advice，理解pill。)2.(提出问题，使学生集中注意力，边听1a边寻找问题的答案。)T:Youradviceisveryuseful.Butwhatadvicedidthedoctorgivehim?Nowpleaselistentothetapeandanswerthefollowingquestions.(1)WhatadvicedidthedoctorgiveMichael?(2)WhatpresentsdidMichael’sfriendsbringtohim?(核对答案。)3.(再放1a录音，学生跟读，并模仿语音语调。)T:Now,listento1aagainandreadafterit.Payattentiontothepronunciationandintonation.Ss:⋯4.(让学生朗读1a，独自完成1b。)T:Verygood.Nowlet’sfinish1b.Comeon!(本题可放幻灯片或出示小黑板，便于讲解。)(核对答案。)Step3Consolidation第三步巩固(时间:11分钟)让学生看图，说出故事情节，培养学生根据所给图示进行描绘的能力。1.(让学生表演1a，要求学生注意语音语调。)T:Welldone!Next,let’spractice1aandactitout.Payattentiontothepronunciationandintonation.(找几组同学表演，并对优秀表演者给予掌声鼓励。)2.(根据图片内容，完成2。)T:Lookatthepicturesandnumberthemintherightorder.(核对答案。)T:It’seasytonumberthepictures.Canyoudescribethepicturesaccordingtothegivenwords?Now,let’stry.Example:Michaelgotwellaftertwoweeksandreturnedhomewithhisclassmates.(找几个学生分别对每幅图进行描述，并给予点评，注意时态和句式结构。)3.(根据图片内容，讲述故事。)T:Welldone,you’regreat!Now,lookatthepicturesagain.Theyshowusawholestory.Canyoutellittotheclass?Pleasetellthestorylikethis:Jane,Maria,KangkangandMichaelplayedintheparkyesterdayafternoon.SuddenlyMichaelhadanaccident⋯(找几个同学进行讲述，对优秀讲述者给予掌声鼓励。)Step4Practice第四步练习(时间:7分钟)通过对应用文体中请假条的学习，培养学生的语言运用能力。1.(练习如何写请假条，完成3。)T:Michaelhurthimself.Now,helpMichaeltocompletethenoteforleave.(核对答案。)(教师讲解疑难点，让学生了解生词sincerely，并板书。)(让一名学生在黑板上用汉语写一张请假条，并注意格式。)T:LookatMichael’snoteforleave.Comparethetwonotesandfindoutthesameanddifferences.(找几个学生讲述，并强调相似之处和不同之处。)2.(写请假条。)T:Supposeyouareill.Pleasewriteanotetomeforaday’sleave.(找几个学生在黑板上写请假条并给予点评。)精品文档 精品文档Step5Project第五步综合探究活动(时间:7分钟)通过把Michael受伤事件编成短剧进行表演，培养学生综合运用语言的能力及表演才能。1.(让学生根据1a和2的内容自编自演短剧，使其对文章的理解得到升华。要求学生注意场景和道具。)T:NowIwillaskonestudenttoactasMichael.Andtheotherstudentactsashisfriend,thenmakeadialog,please.Example:S1:Look,howfast!It’scool!S2:Moreslowly,Michael,it’sdangerous!S1:Ouch!S2:Oh.Howareyoufeeling,Michael?S1:Ouch,myleg!I’mfeelingterrible.2.Homework:让学生设计卡片，提高综合能力。发给每个同学一张16开白纸，对折后，让学生设计图案和文字，必要时教师给予指点。几分钟之后，找几名学生读一读自己设计的卡片，并展示。如时间不够，可让学生课下做，下节课检查。板书设计：SectionCworryabout⋯ButmyleftlegstillhurtswhenImoveit.check⋯over⋯It’snothingserious.take⋯to⋯Twopillseachtime,threetimesaday.haveanaccidentThankyouforyourflowersandfruit.IhopeI’llgetwellandreturntoschoolsoon.SectionDThemainactivitiesare1aand3.本课重点活动是1a和3。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:sick,both⋯and⋯,ice,icecream,coldpill2.Reviewhowtogiveadvice:(1)Youshould/shouldn’t⋯(2)You’dbetter(not)do⋯(3)Whynot⋯?/Whydon’tyou⋯?3.Reviewtheformofthee-mail.Ⅱ.Teachingaids教具小黑板/录音机/幻灯片/小纸箱/卡片Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:15分钟)通过复习疾病及建议的表达方式，导入本课新单词。1.(归纳总结Topic1,强化前三个Section中的重点知识。)T:Boysandgirls,todaywewillreviewthemainknowledge.(可挂小黑板。)(运用头脑风暴，复习本话题所学有关疾病和建议的相关词、短语、句子。将学生分成四组，填写多的组为优胜组，全班同学击掌三下，以示鼓励。)(教师走到学生中间。几分钟之后。)T:Stophere.I’llaskonestudenttosayhisillness.Theotherstudentgiveshimsomeadvice.S1:Ihaveatoothache.S2:Youshouldgotoseeadentist.S3:Ihaveaheadache.S4:You’dbetterstayinbedandtakeagoodrest.精品文档 精品文档S5:I’mfeelingterrible.S6:You’dbettergotoseeadoctor.S7:Ihavetheflu.S8:Youshoulddrinklotsofboiledwater.⋯2.(让学生利用本话题中重要语句编对话。采用接龙方式进行。)T:Welldone!Now,sumupthemainlanguagepointsinthistopicbyyourselves,andthenmakeadialogonebyone.S9:What’swrongwithyou?/What’sthematter?S10:I’mafraid⋯S11:You’dbetterdrinkalotofboiledwater./You’dbetterhaveagoodrest.T:Verygood.(教师边听学生说边板书，总结语言点，并适时讲解。)Languagepoints:What’swrongwith⋯?What’sthematter⋯?takearesttakecareofalotof/lotsof/plentyoftakesomemedicine/takesomepillsbrushone’steethDon’tworry!nothingserious3.(利用上面板书的内容造句子，将学生分成A、B两组进行竞赛。教师说出比赛规则，每组每说对一次，就得到一个“√”，对号最多的为获胜组。)T:Thenlet’shaveacompetition.ThissideisGroupA.ThatsideisGroupB.Let’smakesentences,OK?Ss:OK.T:Takeagoodrest.(GA)S1:Youshouldtakeagoodrest.T:Good.Takecareof.(GB)S1:Youshouldtakecareofyoureyes.T:Takesomepills.(GA)S2:WhenIhaveacold,Itakesomepills.⋯T:Good.(同时板书)GroupA√√√√GroupB√√√T:GroupAwins!Congratulations!(GA)Ss:Yeah!(全班同学击掌三下，教师给予表扬。在欢快的气氛中结束复习，激发学生学习新知识的兴趣。)Step2Presentation第二步呈现(时间:7分钟)通过对疾病和建议的表达方式的复习，培养学生综合运用语言的能力。1.(根据短文内容猜词，然后听录音，完成1a。)T:Readthee-mailin1a,canyouguesswhatthemissingwordsare?Now,let’stry.(找几个学生说出他们的答案，对语句通顺，意思合理的，给予表扬。)T:What’rethecorrectanswersofthetape?Let’slistenandwritethemdown.(找几个学生说出他们的答案并核对，答案全对的给予表扬。)T:Canyouguessthemeaningof“Mysisterisalsosick”?(教师作生病状。)Ss:Yes,itmeans“Mysisterisalsoill”.T:Yes,you’regreat.“besick”means“beill”.(板书并要求学生掌握。)2.(跟读1a，注意语音语调。)精品文档 精品文档T:Listentothetapeandreadafterit.Payattentiontothepronunciationandintonation.3.(根据1a内容，完成1b。)T:WeknowbothPeterandhissisterareill.Whatshouldtheydo?Andwhatshouldtheynotdo?Canyougivethemsomeadvice?Ss:Ofcourse.They’dbetterseeadoctor.⋯(教师拿出药品，引导学生回答。)T:They’dbettertakesomecoldpills.(板书并要求学生掌握both⋯and⋯理解coldpills。)both⋯and⋯,coldpill(找几个学生说出他们的建议，优秀的给予表扬。)T:You’regreat.Youhavegiventhemgoodadvice.Cantheyeaticecreamorcandy?(形象的画出冰淇淋。)Ss:Ithinktheyhadbetternoteaticecreamorcandy.(板书并要求学生掌握。)T:OK.Now,pleasewriteane-mailbacktoPeterandgivehimsomeadvice.(找几个同学说出他们的答案。)4.(让学生朗读1a内容，并找出关键词。)interestingbook,not⋯until,badweekend,headache,lastFriday,football,badcold,mysister,cough,worry,getwellStep3Consolidation第三步巩固(时间:8分钟)复习英文电子邮件格式，根据关键词讲故事，培养学生综合运用语言的能力和口头表达能力。1.(复习英文电子邮件格式。)T:Accordingtothetwoe-mails,sumuptheformoftheEnglishe-mail.(挑几个学生说出格式的特点，教师最后归纳并补充。)2.(巩固1a,1b内容。)T:Pleasetellastoryaccordingtothekeywordsontheblackboard.Youcandoitlikethis:PeterborrowedaninterestingbookfromLily,buthecouldn’treadituntiltoday⋯(教师给出示范，让学生讨论2～3分钟，然后进行讲述。)Step4Practice第四步练习(时间:5分钟)通过对语法内容的训练及重点句子的听写，让学生灵活运用所学知识，达到学以致用的目的。(通过听录音，完成2a语法训练及2b重点句子的听写。再次强化重点词汇和句子。)T:Now,pleaselistentothetape.ThenI’lldictatesomeofthesentences.(听写内容：)Idon’tfeellikeeating.Ihaveasorethroat/theflu.I’msorrytohearthat.Howareyoufeelingtoday?ButmyleftlegstillhurtswhenImoveit.(听写完成之后，上交学习组长检查。)Step5Project第五步综合探究活动(时间:10分钟)通过做游戏，进一步复习本话题的重点知识，使学生能把所学知识用于实际生活中。完成3。1.(通过对话及听写的训练，学生基本掌握了保持健康这个话题。下面做一个游戏。)T:Boysandgirls,nowlet’shaveaninterestinggame.We’llplay“Dr.Know-it-all”inourclass.(解释Dr.Know-it-all的意思。)(给每位学生发一张卡片，让其在卡片上写出一种疾病名称。)T:Eachstudenthasonecard.Pleasewritedownakindofillnessonyourcard.(必要时可作解精品文档 精品文档释。)(教师收集每一个学生自制的卡片，然后把它们混合放在一个小纸箱里。)T:Now,Icallonestudenttocometothefront,getonecardoutofthebox,andthenactasapatient.Theothersguesswhat’swrongwithhim/her.Thengivehim/hersomeadvice.(学生以抢答方式进行，讲台上的学生表演卡片上所写的病症，如果下面的学生猜对了，表演病人的学生要喊Yes，然后猜对的学生继续给建议，若建议合理，教师要说Goodidea；如果猜错了，表演病人的学生便说No，然后由其他学生来抢着猜。)Example:S1:Ouch!(手摸后背)S2:Doyouhaveabackache?S1:Yes!S2:Oh,youshouldn’tliftheavythings.T:Goodidea!S1:Thankyou!(教师可以找一名学生帮助统计，选出Dr.Know-it-all。)2.(回忆本课开始时，第一步复习中的关于疾病和建议的头脑风暴。两人一组，将其记录下来，复习几遍选出几组，由两人分别将illness及advice复述给全班同学。说得流利且内容多的小组获胜。教师准备几份小礼物作为奖励。)T:Welldone!Congratulationstothewinners.(鼓掌，在愉快的气氛中结束本课。)3.Homework:让学生仿照1a和1b写e-mail。T:Pleasewriteane-mailaccordingto1aand1bafterclass.Writtenwork:(1)假设你和同桌是一对相距遥远的朋友，你喜欢《哈利·波特》这部电影，但在当地买不到它的影碟。你的朋友送了你一张《哈利·波特》的影碟(DVD)，你非常喜欢。由于你最近患了重感冒，头痛、发烧、咳嗽，所以一直没看。出于礼貌，你给朋友发一份e-mail，告知近况。(2)同桌写封回信。主要是针对病情给些好的建议。(这一步需要两名同学合作，经过1a和1b的练习，这部分不会太难。)板书设计：SectionDbesickYou’dbetterseeadoctor.beillYou’dbetternoteaticecreamorcandy.both⋯and⋯Youshouldstayinbed.coldpillYoushouldeathotfood.Topic2Imustaskhimtogiveupsmoking.SectionAThemainactivitiesare1aand3a.本课重点活动是1a和3a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwords:cause,health,tonight,sleepy,medicine,meal,without2.Learnsomeknowledgeofhealthyhabitsandunhealthyhabits:(1)Stayinguplateisbadforyourhealth.(2)—Isgoingtobedearlygoodorbadforourhealth?—It’sgood.3.Gettoknowthatit’snecessaryforustohavehealthyhabits.Ⅱ.Teachingaids教具多媒体课件/小黑板/录音机/幻灯片Ⅲ.Five-fingerTeachingPlan五指教学方案精品文档 精品文档Step1Review第一步复习(时间:6分钟)复习Topic1中有关疾病的话题，导入生活习惯与健康的话题。导入新课。1.(采用由浅入深的方式，复习Topic1所学的关于表达疾病及建议的方式。首先以师生问答的形式帮助学生回忆。)T:Boysandgirls,todayI’mnotfeelingwell.IfIhaveatoothache,whatshouldIdo?S1:Youshouldgotoseeadentist.T:IfIhaveaheadache,whatshouldIdo?S2:You’dbetterstayinbedandhaveagoodrest.T:IfIhaveacold,whatshouldIdo?S3:You’dbettergotoseeadoctor.T:Youareveryclever!(板书重点句型。)toothachIfIhavea,whatshouldIdo?eYoushould/shouldn’t⋯/You’dbetter(not)⋯/Whynot⋯?(通过问题的进一步深入，引导学生说出更多的建议方式，最后由学生以对话形式表演出以上疾病和建议内容。)2.(由疾病话题，谈及如何保持健康，再过渡到生活习惯。通过调查几个学生的生活习惯，导入本话题。)T:Whenweareill,wefeelterrible.Sohealthisveryimportant.Ifwehavegoodlivinghabits,wewillbeingoodhealth.Doyouthinkso?Ss:Yeah!(板书，让学生猜测词义并要求学生掌握。)T:NowIwillmakeasurveyaboutyourlivinghabits.Wouldyoumindanswering?Ss:Ofcoursenot.T:Doyoubrushyourteetheveryday?S4:Yes.T:Isitagoodorbadlivinghabit,boysandgirls?Ss:It’sagoodhabit.T:Yes,it’sgoodforourhealth.Inthislesson,let’stalkmoreaboutlivinghabitsanddiscusswhicharebadandwhicharegood.Step2Presentation第二步呈现(时间:11分钟)继续调查学生的生活习惯，引出1a中有关表达生活习惯与健康的词汇和短语。培养学生的听说能力。1.(找同学回答问题。)T:Doyouusuallygotobedlate?S1:No,Idon’t.T:Verygood.It’sgoodforyourhealth.T:S2,whatdoyouusuallydobeforegoingtobed?S2:Iusuallyplaycomputergames.T:Doyoualwaysdothatverylate?S2:Yes,Ido.Ilikeitverymuch.T:Doyoufeelsleepynextday?S2:Yes,Ido.T:Oh,it’stoobad.Ithinkstayinguplatecausedyoutofeelsleepy.Itisbadforyourhealth.(解释stayuplate这个词组。)T:Whenareyougoingtobedtonight,S2?(板书要求掌握。)cause,sleepy,tonightS2:I’mgoingtobedatninetonight.T:Good.It’sgoodforyourhealth.2.(通过图片展示一些生活习惯。然后让学生判断图片上表示的习惯是否有益健康。)(教师可利用多媒体出示(1)一个学生晨跑的画面。(2)一男孩不洗手就吃饭的画面。(3)一男孩吃饭囫囵吞枣的画面。(4)一男孩抽烟的画面。(5)一个学生早上做早操的画面。如果没有多媒体，教师可以直接表演动作或用出示图片的方式来导入。)精品文档 精品文档T:Let’slookatthescreen.(ShowPicture1)Isitgoodforyourhealth?Ss:Yes,itis.T:(ShowPicture2)Isitgoodorbadforyourhealth?Ss:It’sbad.3.(由生活习惯切入到主人公Kangkang的问题上来，设置听力任务。听1a录音。)T:Today,ourfriend,Kangkang,lookstired.What’swrongwithhim?Now,pleaselistentothetapeandfindouttheanswers.(教师用多媒体或小黑板出示课前准备好的问题。)(1)What’swrongwithKangkangtoday?Why?(2)WhatadvicedoesJanegiveKangkang?(核对答案。)4.(让学生跟读1a，并找出关键词。)T:Nowopenyourbooks.Read1aafterthetapeandfindoutthekeywordsinthedialog.(可让学生举手发言回答问题，也可抢答。教师板书关键词，为学生下一步自由表演做准备。)(板书)looktired,headache,soccergame,stayup,late,bebadfor⋯,feelbetter,tonightStep3Consolidation第三步巩固(时间:8分钟)完成1b。通过表演，复述等活动，进一步巩固和强化对1a的理解。1.(可让学生看1b的例子，两人一组完成1b。)2.(让学生根据板书的关键词，用自己的语言表演1a对话。巩固1a中呈现的重要短语。)T:Nowpleasepracticeandactthedialogoutinpairs,usingthekeywordsontheblackboard.(教师走到学生中间指导。几分钟后，找两个同学到讲台前来表演。)T:Welldone!3.(在表演的基础上，教师对1a中主人公Kangkang的问题提问，学生回答，进一步强化对1a的理解。)T:Nowlet’stalkaboutthestorytogether.WhatcausedKangkang’sproblem?S1,please.(必要时，可用汉语解释本句。)S1:HewatchedasoccergameonTVlastnight.Hewenttobedverylate.T:Sohedidn’tgetenoughsleep.What’sKangkang’sfeelingnow?Ss:Kangkangistiredandhasaheadache.T:Yes.BecauseKangkangdidn’tgetenoughsleep,heistiredandhasaheadache.Thenwhat’sJane’sadviceforKangkang,S2?S2:Janethinksstayinguplateisbadforhishealth.SheasksKangkangtogotobedearlytonight.T:Youareveryclever.IsKangkanggoingtobedearlytonight?Ss:Yes,heis.T:Verygood.4.(让学生自编对话，巩固1a对话中所呈现的内容。)T:Next,makeadialogaccordingto1aandtheexamplein1b.Step4Practice第四步练习(时间:10分钟)通过听、说、读、写等形式的活动，进一步练习和扩展关于生活习惯的词汇及短语，并学习应用选择疑问句来判断生活习惯与健康的关系，引导学生养成良好的生活习惯。完成2,3a,3b和4。1.(听关于王俊峰的生活事例的录音，进一步练习关于生活习惯的一些短语，放2录音，完成2。)T:Next,we’lllearnsomethingaboutWangJunfeng.Pleaselookat2onPage33.Gothroughthephrasesin2.Thenlistenandcheck(√).WhydidWangJunfenggetaheadache?Shouldhetakesomemedicine?精品文档 精品文档(核对答案。)(板书并要求掌握。)medicine2.(通过教学3a中关于生活习惯的词汇及短语，让学生通过辨别其中习惯的好坏，养成良好的生活习惯。)T:Well,weknowWangJunfeng’shabitsarenotgood.Sohe’snotfeelingwellandhehasaheadache.Whataboutyours?Doyouwashyourhandsbeforemeals?S1,please.S1:Yes,Ido.T:Verygood.Washinghandsbeforemealsisgoodforourhealth.Doyouoftenkeepyourfingernailslong?S2,please.S2:No,Idon’t.T:Great.Keepinglongfingernailsisbadforourhealth.Doyouoftengotoschoolwithoutbreakfast?S3,please.S3:Yes,Ido.T:Well,that’stoobad.Goingtoschoolwithoutbreakfastisbadforourhealth.(板书并要求学生掌握meal,without；理解fingernail。)meal,fingernail,withoutT:Nowpleaselookat3a.Arethesehabitsgoodorbad?Iftheyarebad,writegoodonesonthelines.(一分钟后核对答案。)T:Let’schecktheanswerstogether.S4,please.S4:Goingtobedearlyisgood.T:Thenextone,S5.S5:Gettinguplateisbad.S6:Doingmorningexercisesisgood.S7:Brushingteethtwiceadayisgood.(加大难度，两人一组把以上习惯以选择疑问句的问答形式表现出来。)S8:Isgettinguplategoodorbadforourhealth?S9:It’sbadforourhealth.3.(将全班分成四组，通过小组活动完成3b。)T:Next,workingroupsandlistsomeotherlivinghabits.Thendiscusswhethertheselivinghabitsaregoodorbadforourhealth.Afterthediscussion,oneofyourgroupmembersneedstogiveareportinthefront.4.(通过活动4，使大家在欢快的氛围中获得知识。)(1)T:Classactivities!Lookatthescreenagain.Let’schantafterthetape.(录音播放四遍。第一遍慢节奏，每放一句，就展示一个小卡通画面，帮助学生理解句子。第二遍和第三遍按正常节奏播放，让学生跟读。第四遍只放伴奏，让学生们自己来chant，也可以击掌伴奏。)(2)T:Nowlet’splayaninterestinggame:MusicalChair.(教师解释MusicalChair，并说明游戏规则：将五个凳子放在教室前面，摆成圆形。找六名自愿参加游戏的同学到前面来，围绕凳子站着，然后再找一名学生朗读chant，当朗读开始时，六名学生顺时针围绕凳子慢跑；当朗读结束时，六名同学抢五把凳子，不许用手推人。没有抢到凳子的同学退出，并撤掉一把凳子。游戏继续，直到决出优胜者。)(教师要把握好时间。)Step5Project第五步综合探究活动(时间:10分钟)通过采访、学唱歌等综合探究活动，增强健康意识。1.(教师提出问题，让学生以采访的形式收集答案。每次请4~6名学生帮助教师收集答案。)T:Youcanwalkaroundourclassroomandhelpmefindtheanswers.Whatisgoodforyourhealth?(两分钟后。)T:Letmeseewhocangetthemostanswers.Go!S1:What’sgoodforyourhealth?S2:Doingmorningexercises.S1:What’sgoodforyourhealth?S3:Washinghandsbeforemeals.⋯S1:What’sgoodforyourhealth?Sn:⋯(教师须限定时间，答案收集完毕后，请收集答案的学生依次到讲台前作汇报。对于收集答案较多的同精品文档 精品文档学，给予表扬。)(做另一个采访并收集答案：What’sbadforyourhealth?)T:Welldone!Thankyou!Nowlet’smakeanothersurvey.Thequestionis:Whatisbadforyourhealth?Begin!S4:What’sbadforyourhealth?S5:Stayinguplate.S4:What’sbadforyourhealth?S6:Goingtoschoolwithouthavingbreakfast.⋯(必要时教师给予学生指点。)2.(学习生活常识，深化健康意识。)T:Youalldidwelltoday,boysandgirls.SoIwillgiveyouagiftnow.Ss:What?T:AnEnglishsongKeepingFit.(教师可放幻灯片，也可写在黑板上。)KeepingFitEatwellforyourbreakfast,Eatrightforyourlunch,Eatalittleforyoursupper,Youcanalwayskeepfit.(这首歌仍然可以采用大家熟悉的生日快乐歌的曲调。这样学生学起来容易。)T:Letmesingthissongforyou,OK?Ss:Yeah!⋯T:Doyoulikeit?Ss:Yes.T:OK,thistimefollowme.(教师教唱两遍后，学生可以自己唱。)3.Homework:写一篇短文介绍你周围人的生活习惯，判断他们的生活习惯对健康是否有益。板书设计：Imustaskhimtogiveupsmoking.SectionAlooktiredI’msorrytohearthat.stayuplateStayinguplateisbadforyourhealth.feelsleepyImusthaveagoodresttonight.takesomemedicineIsgoingtobedearlygoodorbadforourhealth?begoodforIt’sgood.SectionBThemainactivitiesare1aand2a.本课重点活动是1a和2a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwords:article,smoke,cancer,litter,energy,necessary,enough2.Learnsomeusefulsentences:(1)Howterrible!(2)Don’twalkonthelawn.(3)It’snecessaryforyourhealth.3.Learnthemodalsfornecessity:must,mustnot(1)Imustaskhimtogiveupsmoking.(2)Youmustputlitterintothedustbin.(3)Youmustnotthrowlitteraround.4.Formgoodlivinghabits.Ⅱ.Teachingaids教具卡片或多媒体课件/图片/录音机/磁带/小黑板或幻灯片Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:10分钟)精品文档 精品文档复习巩固SectionA的内容，导入1a的生词。1.(教师出示教学卡片或多媒体课件，复习学过的良好生活习惯及不良生活习惯。将其顺序打乱，让学生分出好与坏两类。)T:Hello,boysandgirls.Let’slookatthelivinghabitsinthepictures.Choosegoodhabitsfromthem,andsaythemoutinEnglish.First,goodhabits,please.Ss:Goingtobedearlyandgetupearly.Doingmorningexercises.Washinghandsbeforemeals.Brushingteethtwiceaday.T:Welldone!Thenbadones,please.Ss:Stayinguplateatnight.Goingtoschoolwithoutbreakfast.Playingsportsrightaftermeals.Keepingfingernailslong.2.(以问候学生的方式，复习前面所学知识。通过师生问答的形式导入其他不良习惯，学习新知识。)T:Nicework.Howareyoufeelingtoday?Ss:Verywell,thanks.T:I’mgladtohearthat.Ithinkhealthisveryimportant.Doyouthinkso,boysandgirls?Ss:Yes.T:Whatisgoodforyourhealth?S1:Washinghandsbeforemeals.S2:Goingtobedearly.S3:Doingmorningexercises.S4:Brushingteethtwiceaday.S5:Keepingshortfingernails.T:What’sbadforyourhealth?S6:Stayinguplate.S7:Keepinglongfingernails.S8:Goingtoschoolwithoutbreakfast.S9:Eatingtoomuchcandy.S10:Workingtoolong.⋯T:Welldone!Let’sbeginthenewlessontolearnmoreaboutthegoodandbadlivinghabits.3.(教师出示此课中所涉及的不良习惯的图片，逐步导入新课。)T:Well,whataboutotherbadhabits?Pleaselookatthepictures.S11,isreadinginthesungoodorbad?S11:It’sbad.T:That’sright.Sowemustnotreadinthesun.S12,isthrowinglitteraroundgoodorbad?S12:It’sbad.T:Right.Don’tthrowlitteraround.Youmustputitintothedustbin.OK?Issmokinggoodorbad?Ss:It’sbad!T:Yes.Sowemustnotsmoke.(板书并要求掌握litter和smoke；理解dustbin。)litter,dustbin,smokeStep2Presentation第二步呈现(时间:12分钟)通过听、说的训练，学习1a，并强化对1a的理解。1.(设置听力任务，播放1a录音，完成听力任务。)T:Oh,smokingisbadforourhealth.Pleaselistento1a,andanswerthefollowingquestions:(1)Whichpartofourbodyissmokingbadfor?(2)Whatmaysmokingcause?(核对答案。教师可以帮助学生回答第二个问题。)T:Well.Whatmaysmokingcause?Ss:“癌症”。T:Right.Thearticlesayssmokingisbadforourlungs.Itmaycausecancer.Sowemustaskpeopletogiveupsmoking.(板书并要求掌握。)article,cancer精品文档 精品文档2.(跟读1a，注意语音语调，然后写出对话中的关键词及关键短语。)T:Now,pleaseread1aafterthetape.Payattentiontothepronunciationandintonation.Thenfindoutthekeywordsorphrasesinthisdialog.(板书并让全班同学齐读，进一步熟悉关键词及关键短语，为下一步复述对话做准备。)readinthesun,articleaboutsmoking,helphimrelax,bebadforhealth,teeth,yellow,cough,bebadforourlungs,cause,cancer,terrible,giveup,show⋯to3.(让学生再读1a，找出关键句型。)T:Read1aagainandfindoutthemainsentencepatterns.(板书，解释并强化。)asksb.(not)todosth.must(not)dosth.giveupdoingsth.Step3Consolidation第三步巩固(时间:6分钟)复述1a对话，完成1b和1c。对must,mustnot及don’t的用法进行操练。1.(根据板书的关键词与关键短语，复述1a对话。)T:Closeyourbooks,andlookatthekeywordsontheblackboardandtrytoretellthedialog.(巩固板书的关键句型，灵活应用。)T:Welldone!Pleasemakenewsentenceswith“asksb.(not)todosth./must(not)dosth./giveupdoingsth.”(对个别学生提问。)2.(完成1b，教育学生要养成良好的生活习惯。)(让学生看图并连线，找几名学生读出连线后的完整句子。)T:Verygood.Nowpleaselookatthepicturesin1b.Readthegoodorbadhabitsandmatch.ThenI’llasksomeofyoutosayyouranswers.3.(老师出示1c图片，让学生仔细观察图片，完成1c。)T:OK.Next,lookatthepicturein1c.Discusswithyourpartnerandwritesomeschoolregulations.Example:T:Youmustnotclimbtrees.S1.S1:Don’tclimbtrees!T:Youmustnotwalkonthelawn.S2.S2:Don’twalkonthelawn!(板书并要求了解。)⋯(让学生之间利用must,mustnot/don’t句式进行对话操练。)Step4Practice第四步练习(时间:7分钟)完成2a和2b。让学生学习更多有关良好生活习惯的表达方式。1.(通过复述1b中的好习惯，导入2a，出示2a中图片。)T:From1b,weknowsomegoodhabits,suchasdoingmorningexercises,brushingteethtwiceaday,washinghandsbeforemeals.Whataboutotherhealthyhabits?Nowlet’slookatthepictures.(在图片分析过程中，讲授新单词。)T:What’stheboydoing?Ss:He’shavingbreakfast.T:Right.Breakfastgivesusenergyforthemorning.(板书，并要求学生掌握。)energy(用类似的方法教授necessary和enough，并要求学生掌握。)2.(播放2a录音，先让学生跟读模仿，后独立阅读。)3.(看图，复述2a。分组进行，评出优胜组，并给予奖励。)4.(根据所学内容，完成2b。)Step5Project第五步综合探究活动(时间:10分钟)通过综合探究活动，进一步巩固本节课所学的语言点，并运用到实际生活中。帮助学生养成良好的生活习惯。精品文档 精品文档1.(让学生写班级行为规范，进一步强化日常用语。)T:Now,pleasetakeoutapieceofpaper.Writedowntheregulationsinourclass.(教师巡回指导，5分钟后找学生读所写内容。)Example:Don’ttalkloudlyintheclassroom.Youmustnotthrowlitteraround.Youmustnottalkinclass.Youmustnoteatintheclassroom.Don’tplayintheclassroom.T:Verygood!Ifyouobeytherulesyouwrite,ourclasswillbebetter.2.(双人活动。其中一名学生表演一些行为举止和生活习惯，并且用英文表述，另一名学生加以肯定或劝阻并说明理由。准备三分钟，然后请几组学生到讲台前表演。对话中应用到begoodfor⋯,bebadfor⋯,Youmust⋯,Youmustn’t⋯,Don’t⋯等结构。然后评出最佳表演奖，最佳口语奖。发几块糖果给予奖励，并幽默地说：Welldone!Thecandiesaretheprizesforthewinners.Eatingtoomanycandiesisbadforyourteeth,soIcan’tgiveyoutoomany.)3.Homework:根据你所积累的个人卫生习惯的相关知识，结合本节课所学的must,mustnot/don’t的用法，分别写出至少五条健康的和不健康的生活习惯，并将好的习惯运用到实际生活中。板书设计：Imustaskhimtogiveupsmoking.SectionBbegoodforSmokingisbadforhishealth.bebadforItmaycausecancer.giveupdoingsth.Imustaskhimtogiveupsmoking.todosth.MayIborrowyournewspaperandshowittomyfather?asksb.Youmustn’tthrowlitteraround.nottodosth.Don’tstayuplateatnight.dosth.Breakfastgivesyouenergyforthemorning.mustnotdosth.SectionCThemainactivitiesare1aand2a.本课重点活动是1a和2a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:disease,itself,might,empty,stomach,getinto,human,body,through,illness,air,sour,tidy,sweep,inpublic2.Goonlearningthemodalsforgivingadviceandnecessity:(1)Youmightgetaheadachewhenyouworktoohard.(2)Weshouldkeeptheairfresh.(3)Weshouldn’tdrinksourmilk.(4)Wemusttidyourroomsandsweeptheflooroften.(5)Wemustnotspitinpublic.3.Talkaboutpersonalhygiene.Ⅱ.Teachingaids教具教学卡片或多媒体课件/图片/录音机/磁带/小黑板/挂图或幻灯片Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:10分钟)复习巩固上节课的目标语言。进一步教育学生养成良好的生活及行为习惯。1.(由师生问候，过渡到询问学生的早餐状况。关注学生健康，自然地进入生活习惯的复习。)T:Howareyoutoday?Ss:Fine,thanks.Andyou?T:Me,too.Didyouhavebreakfast,S1?S1:Yes.精品文档 精品文档T:I’mgladtohearthat.Goingtoschoolwithoutbreakfastisbadforyourhealth.Healthisimportantforus.2.(教师出示教学卡片或多媒体课件，复习上节课所学的有利于健康和不利于健康的生活习惯的表达方式。让学生分出好与坏两类，分组汇报。)T:Let’slookatthelivinghabitsinthepictures.Dividethehabitsintohealthyhabitsandunhealthyones.ThensaythemoutinEnglish.First,healthyones.Group1,please.G1:Washinghandsbeforemeals.Brushingteethtwiceaday.Doingmorningexercises.Drinkingenoughwatereveryday.Goingtobedearlyandgettingupearly.T:Welldone!Thenunhealthyhabits.Group2,please.G2:Readinginthesun.Stayinguplateatnight.Throwinglitteraround.Goingtoschoolwithoutbreakfast.WatchingTVtoolate.Keepinglongfingernails.3.(复习must,mustn’t和don’t。再次出示卡片，用must,mustn’t或don’t陈述卡片内容。)T:Ifwewanttokeephealthy,whatmustwedoandwhatmustn’twedo?(依次出示卡片，让学生回答。)S2:Wemustwashhandsbeforemeals.S3:Wemustbrushteethtwiceaday.S4:Wemustn’treadinthesun.S5:Wemustn’tthrowlitteraround.S6:Don’tkeepfingernailslong.S7:Don’tstayuplateatnight.T:Welldone.Asweknow,goodhabitscanmakeushealthy.Badhabitscanmakeusunhealthy.Forexample,stayinguplatemaycauseheadaches.Butwhatcanalsocauseheadaches?OK.Let’scometothenewlessonandlearnaboutthem.Step2Presentation第二步呈现(时间:10分钟)学习1a，引导学生根据语境猜测生词的意思，培养学生整体阅读的能力。1.(继续谈论不健康的习惯会导致头痛，并进行一项关于头痛的调查，以此完成1a中导读问题并呈现生词。)T:Doyouoftengetheadaches,S1？S1:Sometimes.T:Doyouknowwhatcausesheadaches,S2?S2:Idon’tknow.T:Nevermind.Howdoyoufeelwhenyoudon’tgetenoughsleep,S3?S3:Ifeelsleepy.T:Whataboutyou,S4?S4:Imayhaveaheadache.(引导学生回答。)T:Yes.Youmightgetaheadacheifyoudon’tgetenoughsleep.Infact,aheadacheisapaininyourhead.It’snotadiseaseitself.Workingtoohard,exercisingforalongtimeonanemptystomachmaycauseheadaches.(板书，教师适当讲解，并要求掌握might,disease,itself,empty,stomach；理解pain。)might,pain,disease,itself,empty,stomach2.(让学生快速阅读短文，为文章确定标题。学生汇报结果并说明理由，教师可先将一些重点短语板书在黑板上，领读并解释。)apaininyourhead,don’tgetenoughsleep,onanemptystomachT:Pleasereadthepassagequicklyandgiveitapropertitle.(2分钟后)S5,please.S5:Headache.T:S6,please.S6:Aheadache.S7:Whatcausesheadaches?T:OK.Let’slistento1aandfindtheanswer.Step3Consolidation第三步巩固(时间:8分钟)精品文档 精品文档完成1b，巩固1a中的短语，强化对1a的理解。1.(让学生听1a录音并跟读，注意语音语调。在学生听的同时，教师板书1a关键词。)T:Listento1aandrepeat.Payattentiontothepronunciationandintonation.2.(把握关键词，掌握复述技巧。)T:Pleasetrytotalkaboutthepassageinyourownwords.Youcanlookatthekeywordsontheblackboard.Example:Iknowaheadacheisn’tadisease.Thereissomethingwrongwithourhealth⋯(及时鼓励学生，增强学生信心。)3.(完成1b，巩固1a中重点短语。并核对答案。为2b的活动做铺垫。)T:Great.Nowpleaseread1aagainandwritedownthepossiblecausesofaheadache.Thengivesomeadvicetopreventheadachesbyusingshould/shouldn’t/must/mustnot/don’t.Step4Practice第四步练习(时间:10分钟)学习个人卫生常识，进一步巩固情态动词should/shouldn’t和must/mustnot的用法。完成2a，2b。1.(由谈论头痛形成的原因及健康的生活习惯，引出2a并学习文中部分生词，然后让学生阅读2a，了解疾病是怎样形成的。)T:Boysandgirls,wetalkedaboutwhatcausesheadaches.Asweknow,headacheisn’tadiseaseitself.Butifwedon’thavehealthylivinghabits,germscangetintothehumanbodyandcausediseases.Howdogermsgetintothehumanbody?Let’sread2aandlearnaboutit.(板书，要求学生掌握getinto,human,body；了解germ。)germ,getinto,human,bodyT:OK.Lookatthepicturesin2aandreadthesesentences.Pleasefindoutthenewwords,andtryyourbesttoguesstheirmeanings.Ifnecessary,lookthemupinthewordlist.(几分钟后，提问个别同学。)(板书，要求理解skin和ha；掌握through和illness。)through,skin,ha,illness(播放2a录音，让学生跟读并注意语音语调。)T:Thesepicturesshowhowgermsmakeussick.Nowpleaselistentothetapeandrepeat.Payattentiontothepronunciationandintonation.(对有难度的句子可以多次播放并讲解。)2.(让学生读2a，画出关键词。)T:Pleaseread2aandfindoutthekeywords.(找学生板书关键词。教师核对。)germ,getinto,cause,diseases,throughthenose/themouth/theskin,haveanillnessT:Nowcloseyourbooks.Let’stalkaboutthesepictures.Youcanusethekeywordsontheblackboard.(可用幻灯片或课件或挂图展示2a。)3.(总结2a中病菌进入身体的几种途径。)T:Let’sfindouthowthegermsgetintoourbody.(板书)(1)throughthenose(2)throughthemouth(3)throughtheskin4.(展示2b图片，了解预防疾病的措施。)(先让学生根据图片猜测2b中生词及短语的意思，然后对学生提问，必要时引导学生回答。)T:Lookatthepictures.Pleasetalkaboutwhatweshoulddotokeepawayfromgerms.Make精品文档 精品文档suretouse“Weshould/shouldnot⋯”and“Wemust/mustnot⋯”(两分钟后。)T:Whatshouldwedotokeepawayfromgerms?S1:Weshouldkeeptheairfresh.S2:Weshouldn’teatbadfood.S3:Weshouldn’tdrinksourmilk.S4:Weshouldkeepourbodiesclean.S5:Wemustwashourhandsbeforemeals.S6:Wemustn’tkeeplongfingernails.S7:Wemusttidyourroomsandsweeptheflooroften.S8:Wemustn’tspitinpublic.(需要及时讲解并板书，要求学生掌握air,sour,tidy,sweep,inpublic；理解spit。)air,sour,tidy,sweep,spit,inpublicStep5Project第五步综合探究活动(时间:7分钟)通过综合探究活动，使学生把本话题所学的知识及目标语言有效地应用到生活及人际交往中。1.(让学生展开想象，扩大知识面。鼓励学生自由发挥，将本课所学的有关建议的及表示必要性的情态动词，个人卫生习惯等知识点，按教师所提供话题进行综合运用。)T:Let’sdiscusswhatelseweshoulddotokeepawayfromgerms.(尽量脱离课本，最好不要与课文内容重复。)Example:Weshoulddomorningexerciseseveryday.Weshouldnotthrowlitteraround.Wemusteatmorefruitandvegetables.Wemustnotgotobedtoolate.(教师巡视并指导，看谁运用得较好。挑出几名学生编一个思路清晰、逻辑性强的短剧，即兴表演出来。教师给予鼓励，使学生在运用语言的过程中增强自信，继续保持学习英语的兴趣。)2.Homework:T:Discusswhatweshoulddotokeepawayfromheadaches.(要求学生用讨论的结果完成表格，作为家庭作业。)HowtokeepawayfromheadachesShouldShouldnotMustMustnot板书设计：Imustaskhimtogiveupsmoking.SectionConanemptystomachYoucanalsogetaheadachewhenyougetintocausediseasesexerciseforalongtimeonanemptynosethroughthestomach.mouthSectionDThemainactivitiesare1and4.本课重点活动是1和4。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenamesoffood:sausage,strawberry,beef,cabbage,tomato,potato,potatochips,sandwich,watermelon精品文档 精品文档2.Learnsomeothernewwords:than,wealth,less,choose3.Goonlearninghealthyeatinghabits:(1)Goodhealthismoreimportantthanwealth.(2)Foodgivesusenergy,sowemusthaveenoughfoodtokeephealthy.(3)Wemustalsohavetherightkindsoffood.(4)Differentfoodshelpusindifferentways.(5)It’snecessaryforustohavehealthyeatinghabits.4.Improvethestudents’listening,speaking,readingandwritingskills.5.Summarizethegrammarfocusandusefulexpressionsinthetopic.Ⅱ.Teachingaids教具图片(食物类)/小黑板/录音机/磁带/多媒体课件Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:10分钟)通过陈述班规和自由讨论健康的话题，进一步复习巩固本话题所涉及的主要词汇及短语语法，培养学生综合运用语言的能力，并导入新课。1.(以陈述班规的形式复习must,mustn’t的用法。)T:Whatmustwedoinclass?S1:Wemustlistentotheteachercarefullyinclass.S2:Wemuststudyhardandthinkhard.⋯(以自由讨论健康的形式复习should,shouldn’t的用法。)T:Whatshouldwedobeforemeals?S3:Weshouldwashhandsbeforemeals.⋯(鼓励学生两人一组互动问答，复习must/mustn’t/should/shouldn’t的用法。)2.(由班规联想到生活中一些习惯，与疾病关联起来。引导学生以howtokeephealthy为话题自由讨论，要用到本话题所涉及的重要词汇、短语、语句。)T:Theserulesareverygood.Ifweallobeytheclassrules,wewillstudybetter.Andifwehavegoodhabits,we’llkeephealthyandlivebetter.Doyouthinkso?Ss:Yes.T:Next,let’stalkabouthowtokeephealthywiththelanguagepointswelearnedinthistopic.(学生讨论的同时，教师走到学生中间给予指导，挑选几组学生到前面示范。)3.(由上述健康话题，过渡到健康的饮食习惯。教师出示此课中食物的图片教学生词。)T:Didyouhavebreakfastthismorning?Goingtoschoolwithoutbreakfastisbadforourhealth.Whatdidyouhaveforbreakfast?Whatkindoffooddoyoulike?Ss:⋯(在学生回答时，教师出示相应的食物图片，必要时，教师可帮助学生用英语回答并板书，教学新单词。)(板书以下单词，其中potatochips和eggplant要求理解，其余要求掌握。)sausage,strawberry,beef,cabbage,tomato,potato,potatochips,sandwich,eggplant,watermelonT:Therearesomanykindsoffoods,vegetablesandfruits.Asweknow,goodhealthisveryimportant.Doyouknowwhatweshouldeattokeephealthy?(导入1。)Step2Presentation第二步呈现(时间:8分钟)学习1，帮助学生学会独立阅读。掌握阅读技巧，提高阅读能力。1.(阅读1，找出主题句。)T:Nowread1andfindoutthemainsentenceofthepassage.(核对答案。)2.(让学生继续阅读，找出新单词并猜测词义。教师教授新单词。)T:Nowpleaseread1again.Findoutthenewwordsandguesstheirmeanings.(板书，要求学生掌握。)than,wealth,less,choose3.(让学生带着问题阅读1。)T:Pleaseread1carefully,andthenanswerquestionsonthesmallblackboard.精品文档 精品文档(教师出示小黑板上的问题。)(1)Whatmustwehavetokeephealthy?(2)Whatshouldweeat?(3)Whatcanhelpmakeusstrong?(4)Whatcanmakeussick?(5)What’snecessaryforustodo?(两分钟后核对答案。对本环节的处理，教师要本着这样的原则：学生先自己解决疑难，对于不能解决的知识点，教师再提供必要的帮助。)4.(要求学生继续谈论有关食物与健康的内容。)T:Welldone.I’llasksomeofyoutotalkaboutfoodandhealth.Youcandothataccordingto1.Pleasehaveatry.S1:Havetherightkindsoffood.S2:Havedifferentfoods.Step3Consolidation第三步巩固(时间:10分钟)通过听说训练，巩固和强化对1的理解。1.(让学生再认真阅读1，找出关键词并板书。)T:Now,pleaseread1againandfindoutthekeywordsandphrases.(板书并让学生读一遍。)food—energy—enoughfood—keephealthy—havetherightkindsoffood—eatmore—wrongfood—sick—necessary2.(让学生根据关键词复述短文。)T:Pleaselookatthekeywordsontheblackboardandthenretellthetextwithoutlookingatyourbooks.3.(听录音填空白，训练学生的听力。)T:Listentothetapeagain,andthencompletethepassageonthesmallblackboardaccordingtothelistening.(小黑板出示练习题。)Asweknow,goodhealthis________________thanwealth.Foodgivesus________,sowemusthave_______________tokeephealthy.Ofcourse,wemustalsohavethe_______________offood.Weshouldeatmore________and________andlessmeat.Aglassof_______andan________adaycanhelpmakeus________.Differentfoodshelpusindifferentways.Butifweeat________________or________________,orifwe________thewrongfood,wemaybecomesick.It’s________forustohaveheathyeatinghabits.(核对答案。)T:Openyourbooksandchecktheanswersbyyourselves.Step4Practice第四步练习(时间:12分钟)完成2a,2b,3a,3b。通过各种练习和活动，加强对食物单词的记忆，进一步巩固和强化本话题重点句型和词组。1.(展示2a中的食物图片，将其分类加强单词记忆。)T:Next,lookatthesepicturesin2a.Dividethefoodsintodifferentkinds.(多媒体课件呈现。)MeatVegetable精品文档 精品文档Fruit2.(根据生活常识，判断刚才所学的食品哪些是健康食品，哪些是非健康食品。)T:Nowcanyoutellmewhicharehealthyfoodsandwhichareunhealthyfoods?Pleasecompletethetablebelow.(可再次挂出食品图片。)HealthyfoodUnhealthyfood3.(将所学食品单词按照可数与不可数名词进行分类。)CountablenounUncountablenoun4.(让学生听2a录音，完成练习。完成2b。)T:Next,pleaselookat2aonPage39.ThenlistentothetapeandcirclethefoodthatDannylikes.(核对答案。)T:Nowworkingroupsoffour.DiscusswhetherDanny’seatinghabitsarehealthy.Ifnot,giveyouradvice.Ss:⋯5.(四人一组，进行自主学习，每人负责归纳整理一个Section的重点句型与词组，最后小组长将结果合并在一起，向全班汇报。汇报完后，教师将学生的结果与3a、3b进行对照，总结整个Topic的知识点，再次加深印象。然后放3a、3b录音，让学生跟读。)T:Good.Next,pleasegoonworkingingroupsoffour,eachstudentsummarizesthekeysentencesandphrasesinonesection.Thenthegroupleaderjoinsthesentencesandphrasestogetherandreports.(两分钟后)T:Let’sreporttogetheragain.Pleaselistento3a,3bandrepeat.Step5Project第五步综合探究活动(时间:5分钟)完成4。联系学生个人生活实际，进一步教育学生养成良好的生活习惯和科学的饮食习惯。深化学生的健康意识。1.(完成4，深化本课内容。)T:Pleasedo4byyourselves,thengiveareporttoourclass!(让学生根据选项对自己进行评价，教师可适当解释。)2.Homework:(1)根据4的内容，写一篇如何保持健康的短文。(2)为自己和家人列一份一周均衡的营养食谱。板书设计：Imustaskhimtogiveupsmoking.SectionDkeephealthyGoodhealthismoreimportantthanwealth.walkonthelawnWemusthaveenoughfoodtokeephealthy.Youmust⋯/Youmustn’t⋯Youshould⋯/Youshouldn’t⋯It’snecessaryforustohavehealthyeatinghabits.Topic3Mustweexercisetopreventtheflu?SectionA精品文档 精品文档Themainactivitiesare1aand1c.本课重点活动是1a和1c。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:hurry,hurryup,question,goahead,spread,among,prevent,allthetime,keepaway(from)2.Goonlearningthemodalverbsshouldandmust:(1)Whatshouldwedotopreventit?(2)Weshouldkeepourroomsclean.(3)—Mustwedoexercisetopreventtheflu?—Yes,wemust./No,wedon’thaveto./No,weneedn’t.3.Askingforandgivingadvice.4.Talkabouthowtopreventtheflu:(1)Weshouldexerciseoftentobuildusup.(2)Weshouldwashourhandsandchangeourclothesoften.(3)Wehadbetternotgotocrowdedplaces.Ⅱ.Teachingaids教具图片/录音机/磁带/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:8分钟)师生讨论如何保持健康，引出如何预防流感，导入新课。1.(师生就健康话题进行讨论。注意应用情态动词should,shouldn’t,must,mustn’t，导入本课的目标语言don’thaveto,needn’t。)T:Boysandgirls,weknowkeepingtheschoolandclassroomscleanisgoodforourhealth.Thendoyouknowhowtokeephealthy?You’dbettersayitwithshould/shouldn’t,must/mustn’t,hadbetter(not).S1:Weshouldhavehealthyeatinghabits.S2:Wemustn’tthrowlitteraround.S3:Wemustn’tdrinksourmilk.T:Mustwegotoseeadoctorwhenwehaveaheadache?S4:Yes,wemust.(帮助学生用否定形式回答。)T:No,wedon’thaveto./weneedn’t.Wecanhaveagoodrest.(板书并讲解。)Mustwegoto⋯?Yes,wemust./No,wedon’thaveto./weneedn’t.S5:Weshouldn’texerciseonanemptystomach.S6:Weshouldhaveenoughsleep.S7:Weshouldbrushteethtwiceaday.S8:Weshouldn’treadinthesun.T:Whatelseshouldwedotokeephealthy?Pleasemakesomesentenceswithhadbetter.S9:You’dbettergotobedbeforenineo’clockintheevening.S10:Wehadbetternotplaysportsrightaftermeals.2.(通过谈论如何保持健康，引出如何预防流感这个话题，可适当用汉语解释，导入新课。)T:Goodhabitscanhelpustokeephealthyandbadonescancausediseases.Thereisaseriousdiseasecalledflu.Itspreadseasilyamongpeopleinspringandautumn.(板书，并要求学生掌握。)spread,amongT:Thefluisaseriousdisease,butwedon’thavetobeafraidofit.Wecandosomethingtopreventit.Buthowtopreventit?Ifyouwanttoanswerthisquestion,pleasefollowme.(板书，让学生猜词义，并要求掌握。)prevent,questionStep2Presentation第二步呈现(时间:13分钟)利用图片进行师生对话，呈现1a内容，学习文中部分生词，为听力扫清障碍。听录音回答问题，然后读精品文档 精品文档对话找关键词，培养学生从听和阅读中提取重要信息的能力。1.(假设近几天发生流感，教师用图片给以提示，让学生尽量用英语谈论怎样来预防流感，学生不会说的单词，教师给予帮助、引导，以此来学习1a中的部分生词。)T:Supposethefluspreadsquicklyamongpeoplethesedays.Whatshouldwedotopreventit?(教师出示开窗通风的图片。)Ss:Weshouldkeeptheairfresh.T:Yes,weshouldkeeptheairfreshallthetime.(板书并让学生掌握。)allthetime(教师出示一幅画有拥挤人群的图片。)T:Ifthefluspreads,isitrighttogotocrowdedplaces?Ss:No,wehadbetternotgotocrowdedplaces.(引导学生回答。)T:Yes,weshouldkeepawayfromcrowdedplaces.(板书并要求掌握短语，理解生词。)crowded,keepaway(from)2.(用1a中的图片引出1a听力。)T:Lookatthepicturein1a.KangkangiswatchingTV.OnTV,ajournalistisinterviewinghisfather.Whataretheytalkingabout?Let’slistento1a.(板书，并让学生理解。)journalist(出示小黑板上的问题，让学生带着问题听1a录音，回答问题。核对答案。)T:Now,listentothetapeandfindouttheanswerstothesequestions.(1)Whataretheytalkingabout?(2)HowmuchadvicedoesDr.Ligiveinthedialog?3.(认真阅读1a，找出关键词及生词。)T:Pleasereadthedialogcarefullyandthenfindoutthekeywordsandnewwords.(核对答案。板书关键词及生词。解释并要求学生掌握hurry,hurryup,goahead；理解finally。)hurryup——onTV——ajournalist——asksomequestions——goahead——theflu——spread——among——First,⋯exercise——Second,keep⋯cleanand⋯fresh——allthetime——Third,wash⋯andchange⋯——Finally,⋯crowdedplacesStep3Consolidation第三步巩固(时间:7分钟)完成1a和1b，使学生熟悉目标语言。1.(再放1a录音，并让学生跟读，注意模仿语音语调。然后完成1b，并以问答形式巩固。)T:Listento1aagainandrepeat.Payattentiontothepronunciationandintonation.Thenfinish1b.AskandanswerinpairstocheckDr.Li’sadvice.Example:S1:Whatshouldwedotopreventtheflu?S2:Weshoulddoexerciseoften.Weshouldn’tgotocrowdedplaces⋯2.(学生自读1a后，四人一组练习对话。然后脱离课本，根据黑板上的关键词，表演出来。)T:Read1abyyourselves,thenpracticeitingroupsoffour.Youcanlookatyourbooksatfirst.Thenactoutthedialogaccordingtothekeywordsontheblackboard.Step4Practice第四步练习(时间:10分钟)完成1c和2。通过编对话，使学生进一步掌握本课的目标语言。精品文档 精品文档1.(完成1c，重点训练don’thaveto/needn’t的用法。练习本课目标语言。)T:Let’sdo1cusingtheinformationin1b.Firstreadthedialog,andpayattentiontothetargetlanguagedon’thaveto/needn’t.2.(先师生问答，然后由学生两人一组练习。)T:Now,Iask,youanswer,thenpracticeinpairs.Example:T:Mustwefinishhomeworkontime?S1:Yes,wemust.T:Mustwefinishitnow?S2:No,wedon’thaveto.S3:No,weneedn’t.3.(看2中的图片，讨论怎样预防流感。)T:Lookatthepicturesin2,anddiscusswhatweshoulddotopreventtheflu.(讨论几分钟后，要求学生完成2里面的练习。提示学生注意should,hadbetter,must的用法。)T:Followtheexamplestomakedialogsusingthesentencepatterns:“Weshould⋯/Wehadbetter⋯/Wemust⋯”Example:Dialog1A:Whatshouldwedotopreventtheflu?B:Weshoulddomoreexercise.Dialog2A:Whatshouldwedotopreventtheflu?B:Weshouldgotoseeadoctor.Dialog3A:Whatshouldwedotopreventtheflu?B:Wemustkeepawayfromcrowdedplaces.(教师可帮助学生回答。)(学生小组练习之后，核对答案。教师可以请几组同学到讲台前为大家表演。)Step5Project第五步综合探究活动(时间:7分钟)通过创设情景，分角色表演和写短文，提高学生综合运用本课所学语言知识的能力。1.(四人一组做一个采访。一人扮演记者，其他三人扮演医生。记者采访如何预防流感，医生回答记者的提问。评出优胜组。)T:Workingroupsoffour.Oneactsasajournalist.Theothersactasdoctors.Thejournalistaskshowtopreventtheflu.Thedoctorsanswerthejournalist’squestions.Thenactoutinthefrontandwewilldecidewhichgroupisthewinneratlast.2.Homework:写一篇小短文来说明如何预防流感。板书设计：Mustweexercisetopreventtheflu?SectionAhurryupFluisspreadingquicklyamongpeoplethesedays.goaheadWeshouldexerciseoftentobuildusup.doexerciseWehadbetternotgotocrowdedplaces.crowdedplacesMustwedoexercisetopreventtheflu?keepaway(from)Yes,wemust./No,wedon’thaveto./No,weneedn’t.SectionBThemainactivitiesare1a,1band3a.本课重点活动是1a，1b和3a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:justamoment,examine,patient,ring⋯up,message,bicycle,rollerskating2.Learnhowtomaketelephonecallsandleavemessages.Ⅱ.Teachingaids教具小黑板/号码卡片/图片/录音机/幻灯片Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:10分钟)精品文档 精品文档复习并巩固should和must的用法。通过接、打电话的游戏，回顾有关打电话的交际用语，导入新课。1.(让学生两人一组表演上节课做过的采访活动，复习重点词汇。)T:Workinpairs.Makeaninterviewabouthowtopreventtheflu.Onestudentisajournalist,theotherisadoctor.Pleaseactitout.Journalist:Hi,Dr.Li,mayIaskyousomequestions?Dr.Li:Sure,goahead.Journalist:Whatshouldwedotopreventtheflu?Dr.Li:Wedon’thavetobeafraidoftheflu.Weshoulddoexerciseoften,andwehadbetternotgotocrowdedplaces.2.(通过接、打电话的游戏，回顾有关打电话的交际用语，营造活跃的课堂气氛，激发学生学习英语的兴趣。)T:Let’splayagame,OK?Firstlookatthesmallblackboard.(教师出示小黑板，要求学生认真阅读游戏规则及注意事项。)游戏所需教具：一套写有电话号码和关键词的卡片(正面号码，背面关键词。)准备：每张卡片上写有两组电话号码，一个红色，一个绿色。电话号码尽量与学生所在地区的号码相似。背面写有呈现不同内容的情景对话关键词。游戏规则：①给每个学生发一张号码卡，并告诉学生卡片上红色号码代表学生自己的电话号码，绿色的是其他学生的号码。关键词也用同样方式呈现。②教师首先拨打自己卡上的绿色号码，边拨边报号码。学生仔细听，同时看着自己卡片上的红色号码。当听到是自己号码时，“接”起电话：Hello,XXishere.并根据卡片背面红色的关键词编对话。教师也根据卡片后面绿色关键词与学生谈论。（两部分关键词一致。）③“接”到电话的学生，继续拨打自己卡片上的绿色号码。④如果打错电话或电话没人接听，则会受到小小的惩罚。(此处时间由教师把握。)T:Nicework.Isthatinteresting?Ss:Yes.T:OK.Now,let’smakeatelephoneconversationagain.Step2Presentation第二步呈现(时间:10分钟)通过创设打电话的情景，师生共同回顾打电话的交际用语，导入1a。根据1a，完成1b。使学生初步了解电话留言的格式。1.(创设打电话情景，导入新课。)T:WeknowKangkang’sfatherisadoctor.Kangkanghassomethingtotellhisfatherwhenheisatwork.Soheringshisfatherup.Supposehisfatheranswersthetelephone.PleasemakeatelephoneconversationbetweenKangkangandhisfather.S1,S2,please.(板书ring⋯up，并用英语解释，要求掌握。)ring⋯up=phone⋯=call⋯S1:Hello!MayIspeaktoDr.LiYuping?S2:Hello!ThisisDr.Li.What’sup?S1:Hello,dad!ThisisKangkang.IwantyoutogototheparkwithmeonSunday.S2:OK!I’llgowithyou.S1:Thanks,dad!T:S1,S2didverywell.NowthistimesupposesomeoneasksDr.Litoanswerthetelephone.S3,S4,please.(S3扮演康康，S4扮演李医生，教师扮演护士。)T:Hello!Ren’aiHospital.S3:Hello!I’dliketospeaktoDr.LiYuping?T:Justamoment,please.He’scoming.S4:Hello,thisisDr.Li.What’sup?S3:Hello,dad!Iwouldlikeyoutohavedinnerwithmebecausetodayismybirthday.精品文档 精品文档S4:Sorry,Ialmostforgotit.Happybirthday!AndI’llhavedinnerwithyou.S3:Thankyou,dad.(板书，用英语解释justamoment，并要求掌握。)justamoment=holdon=waitamomentT:Prettywell!IfKangkang’sfatherisexaminingapatientandhecan’tanswerthetelephone.ThenwhatshouldKangkangdo?(出示李医生为病人检查身体的图片，帮助理解生词。)Ss:Hecanleaveamessage.(教师可帮助学生回答。)(板书，让学生猜词义，并要求掌握。)examine,patient,messageT:Doyouknowhowtomakeatelephonemessage?Pleasefollowme.2.(设置听力任务，让学生带着问题听1a录音。)T:OK,firstlet’slistento1aandanswerthisquestion:WhatdoesKangkangtellhisfather?(核对答案。)3.(再放1a录音，让学生跟读，然后回答问题。)T:Listento1aagain.Readafterthetape.Thenanswerthefollowingquestions.(1)CanKangkang’sfatheranswerthephone?Why?(2)WhatwillMissHudo?(核对答案。)(播到extension时，注意按暂停键，板书extension，并要求学生了解。)extension4.(快速阅读1a，标记出康康的留言内容，板书并让学生掌握。)T:Pleaseread1aquicklyandfindoutKangkang’smessageandthencircleitonyourbooks.Pleasetellmyfathernottoforgetthetalktomorrowafternoon.5.(根据康康的留言内容，完成1b中的电话留言，要求学生掌握其格式及内容，并核对答案。)T:Read1aandthencomplete1baccordingtotheinformationinthedialog.Payattentiontotheformofthemessage.Step3Consolidation第三步巩固(时间:7分钟)根据关键词进行对话表演，使学生掌握本课所学的打电话交际用语。巩固1a。1.(巩固1a。学生大声朗读，找出关键词和短语，然后教师出示写有关键词的小黑板，进行核对。)T:Read1aaloud,thenfindoutthekeywords.(1)extension,moment,speak,afraid,busy,examine,ring...up(2)I’dliketospeakto...,rightnow,leave,goahead,tell...notto...,message2.(让学生三人一组练习对话。)T:Practicethedialogingroupsofthree.3.(让学生根据小黑板上的关键词和短语表演对话。)T:Closeyourbooks.Lookatthekeywordsontheblackboardandactoutthedialogingroupsofthree.OneactsasKangkang,theothersactastheoperatorandMissHu.Step4Practice第四步练习(时间:8分钟)(完成2和3a。通过听录音，写电话留言并根据电话留言补全对话，使学生进一步熟悉电话留言的格式及内容。)1.(听录音，完成2。再听录音，师生共同核对答案。)T:Listentothephoneconversationandcompletethemessage.Thenlistentothetapeagainandcheckyouranswers.2.(完成3a。根据电话留言，补全对话内容。进一步练习打电话的交际用语及电话留言。)精品文档 精品文档T:Pleaseopenyourbooks.Let’sdo3a.Readthesetelephonemessagescarefully,thencompletethephoneconversationsaccordingtotheinformationfromthemessages.(1)(板书并解释生词bicycle和rollerskating，并要求学生掌握。)bicycle,rollerskating(2)(教师随机提问，学生两人一组读对话，并核对答案。)3.(小组活动。两人一组操练3a中的对话。男女生分组进行竞赛。)T:Pleasepracticethesedialogsinpairs.(看哪一组表演最佳。评出优胜组。)Step5Project第五步综合探究活动(时间:10分钟)创设情景，根据对话写留言和根据留言编对话，培养学生综合运用语言的能力。1.(创设情景，探究如何打电话及如何写电话留言。)T:SupposeyouarecallingRenXiaofeng,butheisn’tin.Hismotheranswersthephone.Youaskhismothertogivehimyourmessage.Askhimtogotothezoowithyouat8:30tomorrowmorning.(两人一组编写对话，并在班上表演，表演时其他同学按他们的对话内容，记录电话留言。然后请记录完整的同学将电话留言内容汇报给全班同学，由刚才表演的两名同学核查留言内容是否准确，并将正确的电话留言内容及格式呈现在黑板上。)2.(出示幻灯片，给出一段电话对话，让学生完成电话留言。)A:IsLilythere,please?B:No,sheisn’thererightnow.A:Oh.CanIleaveamessage?B:Sure,goahead.A:ThisisAnnspeaking.PleasetellLilynottoforgettotakepartinourpartytomorrowevening.B:OK,Ann.I’llgiveherthemessage.3.Homework：让学生根据3b的电话留言编写一个打电话的对话，完成3b。板书设计：Mustweexercisetopreventtheflu?SectionBexaminethepatientsJustamoment,please.ring⋯upI’mafraidheisbusyrightnow.leaveamessageI’llringhimuplater.givesb.amessageCanIleave/takeamessage?rollerskatingPleasetellmyfathernottoforgetthetalktomorrowafternoon.SectionCThemainactivitiesare1aand2a.本课重点活动是1a和2a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:firstaid,ontheotherhand,avoid,helpful,dangerous,herself,themselves2.Learnthereflexivepronouns:(1)Weshouldlearnmoreabouttakinggoodcareofourselves.(2)TheboysenjoyedthemselvesinBeijinglastyear.(3)HetaughthimselfEnglishathomewhenhewasyoung.(4)Theboxistooheavy.Shecan’tcarryitbyherself.3.Talkabouthealthandexercise.Ⅱ.Teachingaids教具小黑板或幻灯片/录音机/图片Ⅲ.Five-fingerTeachingPlan五指教学方案精品文档 精品文档Step1Review第一步复习(时间:8分钟)通过复习电话留言的内容，导入新课。1.(教师出示小黑板或幻灯片上的电话内容，让学生编电话留言。)T:Pleasereadthisdialogandpracticeinpairs.Thenwriteatelephonemessageaccordingtothisdialog.Dialog:A:CouldIspeaktoMaria,please?B:I’msorry,sheisn’tin.Doyouwantmetotakeamessage?A:Yes.ThisisTong.Ourclasswillhaveapartyat7:00p.m.onFriday.Pleasetellhertobringhercamera.B:OK,I’llgiveherthemessage.2.(检查家庭作业。两人一组合作练习，然后请几组学生表演对话。)T:Pairwork.PleasepracticethephoneconversationbetweenBettyandJudy’smother,andthenactitout.3.(由复习上节课的电话留言转入讨论康康的爸爸做的报告，导入部分生词，进一步了解报告，激发学生的兴趣。为新课作铺垫。)T:Let’sreviewKangkang’smessage.WhatdoesKangkangtellhisfatherinSectionB?Ss:Hetellshisfathernottoforgetthetalk.T:Whattalk?Canyouguess?Ss:Maybeit’sabouthealth,becausehe’sadoctor.T:Youareright.Inhistalk,hetellsushappinessisthebestmedicine.Ontheotherhand,ifyouarealwaysunhappy,youmayfeelill.So,behappytobehealthy.Areyouclear?Ss:Yes.(板书，并要求学生掌握ontheotherhand；理解happiness,unhappy。)happiness,ontheotherhand,unhappyT:DoyouwanttoknowmoreaboutDr.Li’stalk?Ss:Yes.(导入1a。)Step2Presentation第二步呈现(时间:9分钟)学习1a，完成1b。初步学习本课谈论健康问题的功能句。1.(让学生阅读1b中的单词释义，帮助理解1a中的生词并让学生掌握avoid，为听力扫清障碍。)(板书并要求学生掌握。)avoid2.(让学生听1a录音，并回答问题。)T:Listento1a.Thenanswerthequestions:(1)Isdoingsportsalwayssafe?(2)Whyshouldwesaynotosmokinganddrinking?(核对答案。)3.(让学生朗读1a，标出生词和重难点。教师讲解，并出示写有关键词的小黑板。)(1)healthyeatinghabits—breakfast—energy—fruitandvegetables—fastfood—unhealthy—so⋯(2)playingsports—help—causeaccidents—staysafewhen⋯—benecessaryto⋯—firstaid—helpyourselves—accidenthappens(3)happiness—bestmedicine—beill—trytobe⋯—ontheotherhand—unhappy—so⋯(4)avoidsmokinganddrinking—think—cool—notknow—causemanyillnesses—saynoto⋯精品文档 精品文档(教师解释firstaid，并要求学生掌握；用构词法讲解unhealthy，并让学生理解。)Step3Consolidation第三步巩固(时间:8分钟)通过复述和讨论李大夫的报告，使学生进一步巩固本课所学的功能句。1.(让学生再读1a，并标出每一段的主题句，核对答案。)T:Read1aagainandfindoutthetopicsentenceineachparagraph.(两分钟后)T:S1,what’sthetopicsentenceinthefirstparagraph?S1:Eattherightfoodtokeepyouhealthy.T:ParagraphTwo?S2:⋯2.(小组竞赛。先小组讨论完成1c，教师核对答案。让学生根据关键词和主题句，分组复述课文。)T:Closeyourbooks,andlookatthekeywordsontheblackboardandtrytoretellthepassageingroups.Thenvoteastudenttoretellinthefront.G1:Kangkang’sfatherisadoctor,⋯G2:⋯G3:⋯⋯(评出复述最好的小组，给予表扬。)Step4Practice第四步练习(时间:12分钟)引导学生继续谈论有关健康的话题，引出并学习2a，然后通过师生问答，总结并学习反身代词的用法。1.(师生谈论李大夫的报告，呈现部分生词，导入2a。)T:Boysandgirls,whatcanyoulearnfromDr.Li’stalk?S1:Iknowhealthyeatinghabitscankeepushealthy.S2:Behappytobehealthy.S3:Weshouldsaynotosmokinganddrinking.T:That’sright.Becausesmokinganddrinkingcanbeverydangerous.Itcancausemanyillnesses.(板书并要求学生掌握。)dangerousT:DoyouwanttoknowhowKangkang’sclassmateslikeDr.Li’stalk?Ss:Yes.T:Pleaselistentothetapeandanswerthequestion:WhatdoesJanethinkofthetalk?(学生听2a录音，核对答案。)2.(学生自读2a，并找出重点短语。教师板书生词和重点短语。)T:Pleaseread2abyyourselvesandfindoutthekeyphrases.(板书，解释生词和短语，要求学生掌握helpful，了解SARS。)helpful,takecareofourselves,SARS,learn⋯from⋯,ask⋯about⋯3.(学生四人一组练习对话。然后讨论李医生的报告，根据2a编一段对话。完成2b。)T:Pleasepracticethedialogingroupsoffour.ThendiscussDr.Li’stalkandmakeyourownconversationaccordingto2a.Finish2b.4.(通过师生问答引入本课目标语言——反身代词。)T:Whenweareill,doctorscanhelpusandmakeushealthyagain.Butinourdailylife,whatshouldwedotokeephealthyinDr.Li’stalk?Ss:Weshouldlearnmoreabouttakinggoodcareofourselves⋯(板书，讲解反身代词的结构。)we—our—ourselvesT:(教师出示一张女孩/男孩在玩耍的图片。)Lookatthegirl/boy.She/Heishavingagoodtimenow.Wecanalsosay,she/heisenjoyingherself/himselfnow.(板书，要求学生掌握herself/himself。)she—her—herselfhe—him—himselfT:S4,doyouenjoyyourselfatschool?S4:Yes,Ido.(板书，并要求学生掌握。)you—your—yourself精品文档 精品文档(教师出示一张两个学生从桌子上跌落下来的图片。)T:Theyfelloffatableandhitlegs.Theyhurtthemselves.(板书，并要求学生掌握。)they—them—themselves(教师出示小黑板/幻灯片，用表格形式归纳总结反身代词。)ReflexivepronounsPersonFirstPersonSecondPersonThirdPersonNumberSingularmyselfyourselfhimselfherselfitselfPluralourselvesyourselvesthemselves5.(指导学生完成3。核对答案。)T:Completethesentenceswiththeproperwordsinthebox.Step5Project第五步综合探究活动(时间:8分钟)通过小组调查讨论，做报告和写小短文，培养学生综合运用本课目标语言的能力。1.(小组活动。六人一组，调查每个学生是怎样保持健康的，教师分发课前准备好的调查表，每组一份。调查结束后由组长将本组的调查结果向全班汇报，然后教师总结。)T:First,makeasurveyingroupsofsixabouthowtokeephealthy.Thenreporttheresulttotheclass.Howtokeephealthyshould/hadhadbetterNamebetter/not/shoulmustdodn’tdo12345Youcanreportlikethis:Wemusteathealthyfoodanddoexerciseoften.Weshouldwashhandsbeforemeals.Wehadbetternotgotothecrowdedplaceswhenthefluspreads.Weshouldbehappyallthetime.Happinessisthebestmedicine.Weshouldsaynotosmokinganddrinking⋯2.Homework:根据上面每组的调查结果，写一篇如何保持健康的短文。板书设计：Mustweexercisetopreventtheflu?SectionCfirstaidIt’snecessarytolearnaboutfirstaid.ontheotherhandBehappytobehealthy.takecareofYoushouldsaynotosmokinganddrinking.learn⋯from⋯Soweshouldlearnmoreabouttakinggoodcareofourselves.they—them—themselvesshe—her—herselfSectionDThemainactivitiesare1aand4.本课重点活动是1a和4。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:akindof,breakout,several,brave,carefor,answer,精品文档 精品文档duty,save,Chinesemedicine2.SummarizethegrammarfocusandusefulexpressionsinTopic3:(1)Modalsforgivingadviceandnecessity:①⋯manystudentshadtostayathome⋯②Andwemustbecarefulwhenweplaysports.③—Mustwegotoseeadoctorwhenwehavetheflu?—Yes,wemust./No,wedon’thaveto./No,weneedn’t.(2)Reflexivepronouns:myself,ourselves,yourself,yourselves,himself,herself,itself,themselves3.Talkabouthealth.Ⅱ.Teachingaids教具录音机/幻灯片/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:10分钟)创设情景，编对话，复习本话题关于预防流感，打电话及电话留言等的目标语言，并导入新课。1.(师生对话，复习本话题有关预防疾病及反身代词等内容。)T:Whataniceday!Gladtoseeyou!Ss:Gladtoseeyou,too.T:Ihopeyouhavefunstudyingatschool,especiallyforthosestudentswhoseparentsaren’twiththem.Weshouldhelpthemandmakethemlivehappilyatschool.Thesedayssomestudentshavetheflu.Whatshouldwedotopreventtheflu?S1:Weshouldkeeptheclassroomcleanandtheairfreshallthetime.S2:Weshoulddoexercisetobuildourselvesup.S3:Wehadbetterwashhandsoften.S4:Wehadbetternotgotocrowdedplaces.⋯2.(教师介绍一名住校学生的父母与老师的通话情况，学生根据教师所述内容，综合运用本话题目标语言，将其表演出来。)T:I’mverygladthatyou’velearnedalotabouttakingcareofyourselves.Butyourparentsstillworryaboutyou.YesterdayIgotatelephonecallfromagirl’sfather.Heaskedmetotellhertostudyhard,lookafterherselfandkeephealthy.Alsohethankedallofusforhelpingher.Nowpleasemakeatelephonedialogbetweenherfatherandmeusingthetargetlanguageinthistopic,thenactitout.(教师巡回指导，然后要求学生表演。)3.(学生根据所表演的对话内容，写电话留言。学生互相核对后，几名学生代表向全班作汇报。)T:Welldone!Next,writeatelephonemessageaccordingtothedialogyouactedoutjustnow.Andthencheckitwitheachotherandreportinthefront.4.(师生共同复习SectionC中2a的对话，引出部分生词，导入新课。)T:WeknowinSectionC,2a,Kangkangtalkedaboutakindofseriousdisease.Whatisit?Ss:SARS.(板书，并要求学生掌握。)akindof(教师讲述众所周知的SARS病毒，并呈现生词，让学生在语境中了解并掌握生词的含义。)T:Right.ItbrokeoutinChinain2003.SoJane,MariaandMichaeldon’tknowit.WhileKangkang’sfathertookpartinthebattleagainstSARS,hewasverybrave.Atthattimeseveralhundredpeoplelosttheirlives.Buthestillcaredforthepatientsinthehospitaldayandnight.(板书，并要求学生掌握breakout,brave,several,carefor；理解battle。)break(broke)out,battle,brave,several,careforT:DoyouwanttoknowhowDr.Litalkedwithhisfamilyduringthosedays?Ss:Yes.T:OK.Pleasefollowme.(导入1a。)精品文档 精品文档Step2Presentation第二步呈现(时间:10分钟)学习1a。初步呈现本课的目标语言，并培养学生的听力和阅读理解能力。1.(听1a录音，回答问题。)T:Pleaselistentothetape.Thenanswerthequestion:HowdidDr.Litalkwithhisfamilyduringthosedays?(核对答案。)2.(让学生读1a，回答1b中的问题并写下答案。教师核对。)T:Readthepassagein1a.Answerthequestionsin1b,thenwritedowntheanswers.I’llcheckyouranswers.3.(播放1a录音，让学生跟读，并标出生词和疑难点，教师板书并讲解。)T:Listentothetapeandrepeat.Thenmarkthenewwordsanddifficultpoints.(板书并解释生词和疑难点，然后领读，并要求学生掌握answer,duty,save；理解reporter。)reporter(=journalist)learn⋯byoneself=teachoneself⋯自学⋯⋯answertakepartin⋯=joinin⋯参加运动、战役等dutyjoin+组织或团体savecarefor⋯=takecareof⋯=lookafter⋯照料⋯⋯It’sone’sdutytodosth.做某事是某人的职责。4.(学生再读1a，找出关键词和短语。)T:Read1aagainandfindoutthekeywordsandphrases.(教师出示写有关键词的小黑板/幻灯片)seriousdisease—breakout—spread—students—stay—learn—takeanactivepartin—battle—carefor—talkwith—areporter—missyourfamily—savepatientsStep3Consolidation第三步巩固(时间:5分钟)通过对1a内容的学习和教师所出示的关键词复述课文，培养学生的总结概括能力。1.(教师出示小黑板或幻灯片。让学生根据关键词，复述课文。)T:Pleaseretellthepassageaccordingtothekeywordsabove.2.(指导学生归纳总结本话题的语言知识点。)T:Nicework!Nowlet’ssumupthemainpointsofeachsection.Fourstudentsagroup.Eachofyouisresponsibleforonesection.Putyourresultstogether,andthenmakeareporttotheclasstosharethemainpoints.Step4Practice第四步练习(时间:15分钟)完成2、3a和3b。通过做练习和编对话，使学生熟练掌握haveto/must的用法及打电话用语。1.(教师出示小黑板，指导学生完成有关haveto/must用法的练习题，并核对答案。)T:Finishtheexercisesabouttheusageofhaveto/mustonthesmallblackboard.(出示小黑板，练习目标语言中的部分内容。)按要求进行句型转换。(1)Ihavetogotoschoolonfoottoday.(改为一般疑问句)____you____togotoschoolonfoottoday?(2)Jimhastostayathometolookafterhismother.(变为否定句)Jim_________tostayathometolookafterhismother.(3)Doyouhavetocookforyourself?(作否定回答)____,________.(4)MustIfinishmyhomeworknow?(作否定回答)精品文档 精品文档____,________.或____,________________.(5)We’dbettergotherebybike.(变为否定句)We____________gotherebybike.2.(让学生完成2，根据给出的句子写一篇关于预防流感的文章。板书并解释Chinesemedicine。)T:Matchthesentencehalves.Thenwriteanarticleabouthowtopreventtheflu.(几分钟后，挑几名学生进行口述，优秀的给予掌声鼓励。)3.(让学生听3b录音并跟读，然后三人一组用3b中的语句表演一个电话对话。)T:Firstlistentothetapeandfollowit,thenworkingroupsofthreetomakeatelephonecallusingtheusefulexpressionsin3b.Example:S1:Hello!Extension6226,please.S2:Justamoment,please.S1:Hello!MayIspeakto⋯?S3:Sorry,sheisn’tinrightnow.S1:CanIleaveamessage?S3:Sure,goahead.S1:⋯4.(教师出示幻灯片/小黑板，呈现反身代词表格。由学生独立完成表格内容，巩固反身代词。)ReflexivepronounsStep5Project第五步综合探究活动(时间:5分钟)通过调查、讨论和写短文，培养学生综合运用本课目标语言的能力。1.(出示幻灯片，让学生五人一组依照下面的表格做调查，并根据调查结果给出好的建议。)T:Makeasurvey.Fillinthetable,thengivegoodadvice.WhatdoyouoftenWhendoyougetupDoyouoftendoStudenteat/drink?/gotobed?exercise?1Advice2Advice3Advice4Advice2.Homework:让学生两人一组表演对话，巩固重点词汇与功能句。完成4。T:Workinpairstomakeaconversationbetweenadoctorandapatient.Chooseoneofthefollowingillnesses:acold,thefluoracough.Yourconversationshouldincludethesetwoquestions.①Whatcausestheillness?②Whatshouldthepatientdotogetwell?板书设计：Mustweexercisetopreventtheflu?SectionDbreakoutMustwegotoseeadoctorwhenwehavetheflu?learnbyoneselfYes,wemust./No,wedon’thaveto./No,we精品文档 精品文档needn’t.takepartin=joininCanItake/leaveamessage?careforIt’sone’sdutytodosth.Unit3OurHobbiesTopic1What’syourhobby?.SectionAThemainactivitiesare1aand2a.本课重点活动是1a和2a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:spare,inone’ssparetime,hobby,beinterestedin,befondof,act,collect,plant,paint2.Usebeinterestedin,love,enjoy,prefer,befondof,liketoexpresslikesanddislikes:(1)Iaminterestedinplayingbasketball.(2)Ilovesingingandplayingtheguitar.(3)Ienjoydancingtomusic.(4)Ipreferplayingsoccer.(5)Iamfondofacting.(6)Ilikerecitingpoems.3.Talkabouthobbies:—What’syourhobby?—I’mamoviefan.Igotothemovietheateralot.Ⅱ.Teachingaids教具DVD光盘/邮票/一本小说/连环画/小黑板/录音机Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:5分钟)复习健康话题，导入本课部分生词和句型。1.(师生对话谈论健康，导入本课生词。)T:Healthisimportanttoeveryone.Howdoyouusuallykeephealthy?S1:Iofteneathealthyfood.S2:Iwashmyhandsandchangemyclothesoften.S3:Ithinkdoingsportsisagoodwaytokeepfit.T:Good.Doyouoftendosportsinyoursparetime,S3?(板书并要求学生掌握。)spareinone’ssparetimeS3:Yes.Ilikedoingsportsinmysparetime.T:Oh.Doingsportsisyourhobby.(板书并要求学生掌握。)hobbyT:OK,inthislesson,let’stalkabouthobbies.精品文档 精品文档Step2Presentation第二步呈现(时间:14分钟)通过师生对话教学本课生词和主要句型，并进行简单操练。1.(利用实物，师生谈论各自的爱好，呈现1a和2a内容。)T:Look!What’sthis?(教师出示DVD光盘。)Ss:It’saDVD.(板书并让学生理解。)DVDT:DoyoulikewatchingDVDs?Ss:Yes./No.T:IenjoywatchingDVDs.That’stosay,watchingDVDsismyhobby.Ialsoprefercollectingstamps.(同时呈现一些邮票。)Inmysparetime,Ioftencollectstamps.(板书、领读并要求学生掌握。)collect(教师转向一名学生问。)T:What’syourhobby,S1?S1:Ipreferlisteningtomusic.(引导学生回答。)T:Good,S1isinterestedinlisteningtomusic.S2,areyouinterestedinlisteningtomusic?(板书，教师适当讲解并要求学生理解interested，掌握beinterestedin。)interestedbeinterestedinS2:No,I’mnotinterestedinlisteningtomusic.Ienjoyreading.T:Youcanalsosay“Iamfondofreading.”Boysandgirls,what’sS2’shobby?Ss:He/Sheisfondofreading.(教师可帮助回答。)(板书并要求学生理解fond，掌握befondof。)fondbefondof(教师问一名平时喜欢看小说的同学。)T:Doyouenjoyreadingnovels?(出示一本事先准备好的小说。)(板书并要求学生掌握。)novelS3:Yes,Ilikeitverymuch.T:Trytosaythesentenceusingbeinterestedinorbefondof.S3:Iaminterestedinreadingnovels./Iamfondofreadingnovels.T:Whosehobbyisreadingcomics?(教师手举连环画杂志问。)(板书让学生了解生词comic。)comicS4:Ienjoyreadingcomics.(可能几个同学同时举手或站起来回答。)T:Wecanalsosay“Hishobbyisreadingcomics./Heisinterestedinreadingcomics./Heisfondofreadingcomics.”(引导学生与教师一起叙述。)(教师问一名平时喜欢表演的同学。)T:S5,areyoufondofacting?(教师边问边做各种表演动作。)(板书并要求学生掌握。)actS5:Yes,I’mfondofacting.2.(出示1a图片，让学生猜Helen和WenWei在业余时间做些什么。引出1a听力。)T:Lookatthepicture.TheyareHelenandWenWei.Whatdotheyoftendointheirsparetime?Let’slistentothetapeandanswerthequestions.(让学生听1a录音，回答小黑板上的问题。)(1)WhatdoesWenWeioftendoinhissparetime?(2)What’sHelen’shobby?(让学生再听录音，核对答案。)精品文档 精品文档3.(让学生听录音跟读，标出关键词，教师板书，为下一步学生复述1a做准备。)T:Listento1aandrepeat,thenmarkthekeywords.inone’ssparetime,gofishing,hobby,readcomics,moviefan,rentDVDs,dooutdooractivities4.(让学生分角色朗读1a。)T:Pleaseread1aaloudinpairs.Step3Consolidation第三步巩固(时间:8分钟)通过不同形式的对话和表演，在虚拟的情境中进行真实的交流，培养学生的语言运用能力。1.(学生再读1a，根据关键词，用自己的话复述该对话。)Example:HelenandWenWeiaremygoodfriends.WenWeioftengoesfishinginhissparetime.It’shisfavoritehobby.Andhealsoenjoys⋯2.(让学生根据1a对话，两人一组谈论业余爱好，可请2~3组学生表演，完成1b。)T:Pleasemakesimilarconversationsaccordingto1a,talkingaboutwhatyouoftendoinyoursparetime.(对表演较好的小组给予表扬和鼓励。)3.(展示2a中的图片，让学生分小组谈论书中六位主人公的业余爱好。)T:Let’slookatthepicturein2a.Canyouguesswhattheboys’andgirls’hobbiesare?S1,what’sHeleninterestedin?S1:Sheisinterestedinreadingpoems.T:What’sMaria’shobby,S2?S2:Sheenjoysdancingtomusic..⋯4.(让学生听录音，跟读2a中表述兴趣爱好的句子。)T:Good.Listentothetape,andrepeatthesentencesthatexpresshobbies.5.(请7个学生复述2a中7个主人公的话。)T:Now,Iwillasksevenstudentstoretellwhatheorshehears.S3:I’mKangkang.Ipreferplayingsoccer.S4:I’mJane.Ilovesingingandplayingtheguitar.S5:I’mMaria.Ienjoydancingtomusic.S6:I’mMichael.I’minterestedinplayingbasketball.S7:I’mHelen.Ilikerecitingpoems.S8:I’mLiXiang.I’mfondofacting.S9:I’mapig.Ilikesleeping.(模仿小猪可爱的样子。)(引导学生总结，并板书。)prefer+doinglove+doingenjoy+doingbeinterestedin+doinglike+doingbefondof+doing6.(让学生分组谈论自己的业余爱好。完成2b。)T:Usingthesentencepatternsin2a,talkaboutyourownhobbieswithyourpartners.Step4Practice第四步练习(时间:8分钟)通过3的听力练习，培养学生在特定环境领悟和使用语言的能力。1.(指导学生看图，首先根据图示选择适当的短语，然后听3录音，完成3。)T:OK,lookatthepictures,andmatchthemwiththephrasesgivenbelow.S1,Picture1?S1:Walkapetdog.T:WhataboutPicture2?S2:Listentomusic.⋯T:AndPicture5?S3:Plantflowers.精品文档 精品文档(板书并要求学生掌握。)plantT:Welldone,let’slistentothetapeandnumberthepictures.(听后核对答案。)2.(从3中的8幅图片中选出4-5幅做成幻灯片展示在屏幕上，让学生用自己的语言描述每幅图片，要求使用like,love,prefer,enjoy,beinterestedin或befondof。)(方案一：)T:Well,lookatthepictures,canyousaysomethingabouttheminyourownwords?Thefirstone,S4please.S4:Lookatthewoman.Sheiswalkingapetdog.Shelikesherdogverymuchandsheoftengoesoutforawalkwithitaftersupper.That’sherhobby.(方案二：)T:OK!Now,lookatthepictures.Pleasemakeadialogueinyourownwordswithyourdeskmates.S5andS6,youtwo!S5:What’stheboydoing?S6:Heislisteningtomusic.S5:Canyouguesshishobby?S6:Yes.Ithinkhishobbyislisteningtomusic.Step5Project第五步综合探究活动(时间:10分钟)以小组为单位调查全班同学的爱好，锻炼学生在真实的语境中灵活运用语言的能力。1.(将学生分为四组做调查，了解本组学生的爱好并统计出每种爱好的人数。注意使用prefer,like,love,enjoy,beinterestedin和befondof。)Example:What’syourhobby?Iprefersinging.Areyouinterestedinskating?No.I’mfondofcooking.⋯2.(每组分别把自己的调查结果汇报给全班学生，最后全班汇总完成4。教学生词paint，要求学生掌握。)3.(让学生指出哪种爱好的人数最多。)Ss:Watchingmovies./⋯(有时间可让学生讨论并说出喜欢的理由或不喜欢的理由。教师最后总结学生的观点，并上升到对学生的情感教育。为学习SectionB打下基础。)S1:Ilikewatchingmoviesbecausetheyareveryexciting.S2:IpreferwatchingmoviesbecauseIcanlearnalotfromthem.S3:Iaminterestedinwatchingmoviesbecausetheyareveryinteresting.S4:Idon’tlovewatchingmoviesbecauseIthinktheyareboring.S5:Idon’tlikewatchingmoviesbecausewatchingmoviestoomuchisbadforeyes.⋯T:Watchingmoviesisinterestingandwecanlearnalot,butweshouldn’twatchmoviestoomuchbecauseitisbadforeyes.Weshouldgooutanddosomeoutdooractivities.4.(经典回放。教师播放令人回味的瞬间图片及经典歌舞，让学生欣赏，愉快地结束本课。)5.Homework:调查家人的爱好，写一篇短文。Example:Mymother’shobbyis⋯/Sheprefers...Myfather’shobbyis⋯/Heisinterestedin⋯板书设计：SectionAinone’ssparetimeIaminterestedinplayingbasketball.hobbyIlovesingingandplayingtheguitar.DVD—What’syourhobby?collect—Iamfondofacting.act精品文档 精品文档SectionBThemainactivitiesare1aand2a.本课重点活动是1a和2a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandaphrase:value,usedtodosth.,rock,stone,doll,coin,share,e-mail,address,hate,pop2.Learnsomeusefulsentences:(1)Pleasedtoseeyou!(2)Collectingstampsmustbegreatfun!(3)Someofthemareofgreatvalue.(4)Doyousharemyinterests?3.Learnthepatternofusedtodosth.(1)Iusedtoenjoylisteningtorockmusic.(2)Ididn’tusetoplaysoccer,butnowIlikeit.4.Goontalkingaboutinterestsandhobbiesandlearninghowtoexpresslikesanddislikes:(1)—Whatdoyoulovecollecting?—Ilovecollecting⋯—Whydoyoulikecollectingthem?—Because⋯(2)Myinterestsarechangingallthetime.(3)Iusedtocollectstamps,butnowIhateit.Iprefercollectingcoins.(4)Ididn’tusetogoshopping,butnowIlikeit.Ⅱ.Teachingaids教具水彩画/集邮册/录音机/小黑板/课件/教学挂图Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:11分钟)通过谈论业余爱好，导入本课部分生词和句型usedtodosth.。1.(检查作业，让学生说出自己家人的爱好。)T:Hello,everybody!DoyourememberthehomeworkIgaveyoulasttime?OK,pleasesaysomehobbiesofyourfamilies.S1,please.S1:Mygrandfather’shobbyiswalking.Mygrandmotherisfondof⋯Myfatherisinterestedin...Mymotherprefers⋯2.(让学生谈论自己喜欢做的事情，并说明理由。)T:Quitewell,nowtalkaboutyourownhobbies,andgivethereasons.S2,please.S2:Myhobbyislisteningtomusic.Ilikeitbecauseitmakesmehappy.T:Howaboutyou,S3?S3:I’minterestedincollectingstamps.CollectingstampsisgreatfunandIcanlearnalotfromstamps.(教师出示一幅水彩画，引出painting。)T:Thisisapainting.It’sverybeautiful.Oneofmyfriendsgaveittome.Helovespaintingsalot.(板书并要求学生理解。)paintingT:Doyoulikepaintings,boysandgirls?Ss:Yes./No.(教师挑选回答No的同学，引出另一组对话。)T:S4,whatareyouinterestedin?S4:Iaminterestedinclimbingmountains.T:I’minterestedincollectingpaintings,butIusedtoenjoyclimbingmountains.Whatdidyouusetoenjoy?(引出usedtodosth.句型。)(板书，教师适当讲解并要求学生掌握。)usedtodosth.精品文档 精品文档T:Pleasemakesentenceswithusedtodosth.Volunteers?S5:Iusedtoenjoydancing.S6:Iusedtolikeskating.⋯(学生会用usedtodosth.句型即可，其他相关知识可让学生在SectionC中继续学习。)(拿出一本集邮册，向学生们展示集邮册中的邮票。)T:Look!Herearemanystamps.Theyareverybeautifulandinteresting.Wecanlearnalotaboutpeople,places,historyandspecialeventsfromthem.Someofthemareofgreatvalue.Collectingstampsismyhobby.(向学生介绍生词value和功能句：Someofthemareofgreatvalue。板书并要求学生掌握。)Someofthemareofgreatvalue.T:Well,whatareMaria’sandMichael’shobbies?Doyouwanttoknow?Pleasefollowme.Step2Presentation第二步呈现(时间:9分钟)让学生通过听和读，获取1a中主要信息。1.(教师设置并板书听力任务，让学生带着问题听1a录音，获取重要信息。)T:Nowlistento1aandanswerthequestions.(1)What’sMaria’shobby?(2)WhataboutMichael’s?T:Well,whoknowsMaria’shobby?S1,please.S1:Herhobbyiscollectingstamps.T:Good!WhataboutMichael’s?S2,please.S2:Hishobbyiscollectingtelephonecardsandpaintings.T:Verygood!2.(学生读1a猜pleased,rock的词意，并回答课件呈现的问题。了解对话内容。)T:Pleaseread1aandguessthemeaningsof“pleased”and“rock”,thenanswerthefollowingquestions.(1)WhydoesMarialovecollectingstamps?(2)WhatdoesMarialearnfromthestamps?(3)WhatdidMichaelusetoenjoy?(板书pleased,rock，学生根据上下文猜测词义，解释“Pleasedtoseeyou!”等于“Gladtoseeyou!”，领读并要求学生理解pleased；掌握rock和新句型。)(核对答案。)3.(让学生再读1a，并标出关键词，根据学生掌握情况讲解重难点。)pleased—beautiful—collectingstamps—fun—learn⋯from—value—usedto—rock—now—paintingsStep3Consolidation第三步巩固(时间:7分钟)通过分角色对话并表演，巩固本课重点句型usedtodosth.。培养学生的合作能力。1.(学生分角色练习1a对话并注意语音语调和关键词。)T:Pleasepractice1ainroles.Payattentiontothepronunciationandintonationandthekeywords.2.(学生两人一组表演1a，可根据小黑板上的关键词，不局限于原文，训练学生的交际能力，并评出最佳表演组。)3.(让学生看1b的图1，图3和图6，帮助学生用英语表达图片所呈现的内容。学习新单词stone,doll和coin。在喜欢的图中画笑脸，不喜欢的图中画哭脸。完成1b。)T:Lookat1b.First,payattentiontothethingsinpictures1,3and6.Whatarethey?Yes,精品文档 精品文档theyarestones,dolls,andcoins.Doyoulikethecollectionsin1b?Ifyoulikethem,drawahappyface.Ifyoudon’tlikethem,drawasadface.(板书并要求学生掌握。)4.(学生两人一组根据1b图片进行1c的练习。)T:Pairwork.Makeconversationsaftertheexample,accordingtothepicturesin1b.Example:S1:Whatdoyoulovecollecting?S2:Ilovecollectingdolls.S1:Whydoyoulikecollectingthem?S2:Becausetheyareveryinteresting.⋯(请2～3组学生表演对话。)Step4Practice第四步练习(时间:9分钟)通过师生对话呈现句型didn’tusetodosth.并在语篇和对话中巩固目标语言，练习学生听、说、读、写等语言技能。完成2a和2b。1.(师生叙述自己的业余爱好，呈现本课剩余单词和句型didn’tusetodosth.。)T:Hobbiescanmakeourlivescolorful.Myhobbiesarechangingallthetime.Iusedtoenjoylisteningtopopmusic,andIdidn’tusetocollectstamps.Iusedtoknowlittleaboutthem.ButnowIlikecollectingthem.Iusedtolikegoingshopping,butnowIhateit.Itmakesmetired.CanIshareyourinterests?(教师边叙述边解释生词的含义。)Ss:Yes.T:OK.Youcansende-mailstomeafterschool.Mye-mailaddressis⋯(板书并让学生掌握。)pop,hate,share,e-mail,addressIdidn’tusetocollectstamps.T:DoyouwanttoknowPhilip’shobbies?Doeshelikepaintings?Pleasefollowmetofindouttheanswers.2.(让学生听2a录音，回答问题。)T:Listentothetapeandanswermyquestion:DoesPhiliplikecollectingpaintingsnow?(核对答案。)3.(让学生读2a，根据2a内容完成2b表格。)T:Read2abyyourselvesthencompletethetableaboutPhilip’sinterestsaccordingto2a.4.(让学生再读2a，根据2b表格，复述2a。)T:Read2aagain.Retell2aaccordingtothetablein2b.5.(让学生两人一组谈论自己过去和现在的爱好。要注意使用usedtodosth.或didn’tusetodosth.及表示兴趣和爱好的动词及短语，如like,befondof,hate等。请两组学生上台做汇报。完成3。)T:Talkaboutyourhobbiesinpairs.Youshouldusetheexpressions“usedtodosth.”and“didn’tusetodosth.”ThenIwillasksomegroupstosaysomethingabouttheirhobbies.S1:Iusedtoenjoypopmusic,butnowIdon’tlikeit.Ienjoyplayingsports.Whataboutyou?S2:Iusedtocollectcoins,butnowIhateit.Iprefercollectingstamps⋯⋯Step5Project第五步综合探究活动(时间:9分钟)通过游戏和调查，在真实的语境中锻炼学生灵活运用语言的能力，培养学生的合作精神。1.(游戏：找朋友。通过设置游戏复习用like,enjoy,love,prefer,befondof和beinterestedin等来表达自己的兴趣和爱好。)S1:I’minterestedinswimming.Whatdoyoulikedoing,S2?S2:Ilikeplayingsoccer.What精品文档 精品文档aboutyou,S3?S3:Ipreferlisteningtomusic.S1:Whosharesmyinterest?S4:Ido.S1:OK.Let’sbefriends.(Shakehands)2.(1)(四名学生一组做一个调查，调查本组成员过去和现在的兴趣和爱好是否发生了变化，如有变化，请说明理由。调查者画如下表格并填充，以待向全班学生汇报时使用。)(出示小黑板。)NameInthepastNowReason(2)(引导学生思考：良好的兴趣和爱好对我们的身心健康有哪些好处。)(3)(向全班学生汇报。)Example:S5:IusedtowatchTV,butnowIlikeplayingsoccer,becauseplayingsoccercanmakemestrong.S6usedtolistentomusic,butnowsheisfondofgoingswimming,becauseshethinksit’sgoodforhealth.S7usedto⋯,butnow⋯(每个学生叙述完后，教师给予点评。)3.Homework:采访你朋友或亲人过去和现在的兴趣及爱好。用usedtodosth.或didn’tusetodosth.及like,prefer,love,befondof,beinterestedin,hate写一篇短文，第二天上交给教师批阅。板书设计：SectionBofgreatvaluePleasedtoseeyou!usedtodosth.Someofthemareofgreatvalue.didn’tusetodosth.Doyousharemyinterests?Iusedtolistentomusic,butnowIhateit.Ididn’tusetoplaysoccer,butnowIlikeit.SectionCThemainactivitiesare1aand3a.本课重点活动是1a和3a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwords:vacation,pond,nobody,secret,friendship,knowledge,daily2.Goonlearningusedtodosth.(1)—Wheredidyouusetoswim?—Iusedtoswiminthepondinfrontofmyhouse.(2)—Didyouusetogoswimmingduringthesummervacation?—No,Ididn’t.(3)—Whathobbiesdidyouusetohave?—Aha,it’sasecret.3.Talkabouttheadvantagesofhobbies:(1)Hobbiescanbringpeoplehappiness,friendshipandknowledge.(2)Theyhelppeoplerelaxaftertheirdailywork.(3)Whenpeoplearegettingold,hobbiescankeepthemhealthy.(4)Whenpeoplearesick,hobbiescanhelpthemgetwellsoon.Ⅱ.Teachingaids教具小黑板/录音机/挂图/多媒体课件Ⅲ.Five-fingerTeachingPlan五指教学方案精品文档 精品文档Step1Review第一步复习(时间:8分钟)师生对话谈论业余爱好，导入本课部分生词和主要句型Didyouuseto⋯?。1.(师生对话，谈论业余爱好。)T:Whatdoyouoftendoinyoursparetime,S1?S1:Ioftengofishing.T:Whydoyoulikeit?S1:Becauseit’sveryinteresting.T:S2,whatdoyouoftendoinyoursparetime?S2:⋯⋯T:Good.Wealllikedoinginterestingthingsinoursparetime.Ilikepainting.ButIdidn’tlikepaintinginthepastandIusedtoenjoywatchingTV.Myinterestsarechangingallthetime.Whataboutyou?Pleasetellusyourinterestswith“Iusedtodosth.,butnowI⋯”2.(请2~3名学生介绍自己过去和现在的兴趣和爱好。通过介绍，寻找有共同兴趣的朋友。)T:Well,Iwillasksomestudentstotellustheirhobbiesinthepastandnow.Inthisway,theycanfindnewfriendswhohavethesamehobbieswiththem.S3,please!S3:Hi,I’m⋯Iusedto⋯,butnowIlike⋯Whosharesmyinterest?Let’sbefriends.S4:⋯3.(师生对话，引出usedtodosth.的疑问形式。导入新课。)T:Iusedtogotoschoolonfoot,butnowIrideabike.S5,didyouusetogotoschoolonfoot?S5:Yes,Idid./No,Ididn’t.(板书)Didyouuseto⋯?Yes,Idid./No,Ididn’t.T:Didyouusetogotoschoolonfoot,S6?S6:Yes,Idid.(继续问一名不是步行上学的学生，引出usedtodosth.的特殊疑问句。)T:Didyouusetogotoschoolonfoot,S7?S7:No,Ididn’t.T:Howdidyouusetogotoschool?S7:Iusedtogotoschool⋯(板书并适当讲解，要求学生掌握。)Howdidyouuseto⋯?Iusedto⋯T:S8,whatdidyouusetododuringthesummerholidays?(板书并要求学生掌握。)S8:Iusedtogoswimming.(导入1a。)T:Oh,theboyin1ausedtogoswimmingduringthesummervacation,too.(板书)vacationthesummervacation=thesummerholidaysStep2Presentation第二步呈现(时间:11分钟)继续引导学生操练句型usedtodosth.，呈现1a内容，然后通过听、说、读等形式巩固目标语言，训练学生听、说、读等语言技能。1.(师生对话，引出并学习1a中部分生词。)T:Didyouusetogoswimminginthesummervacation,S1?S1:Yes,Idid./No,Ididn’精品文档 精品文档t.(若学生回答Yes，继续下面的问题。)T:Wheredidyouusetoswim?S1:Iusedtoswiminaswimmingpool.T:Youusedtoswiminaswimmingpool.ButIusedtoswiminthepondnearmyhouse.(板书并要求学生掌握。)pondT:Whotaughtyoutoswim?S1:Itaughtmyself.T:Oh,nobodytaughtyou.Youtaughtyourself.Howclever!(板书并要求学生掌握。)nobody(若学生回答No，引出下面的问题。)T:Whatdidyouusetodo?S2:Iusedto⋯(板书并要求学生掌握。)—Whatdidyouuseto⋯?—Iusedto⋯(引导学生问老师的爱好。)Ss:Whathobbiesdidyouusetohave?T:Aha,it’sasecret!(板书并要求学生掌握。)secret2.(学生听1a录音，回答设置在小黑板上的问题。)T:Listento1a.Thenanswerthequestionsonthesmallblackboard.(1)Wheredidheusetogoswimming?(2)Whotaughthimtoswim?(核对答案。)3.(学生自读1a，了解对话大意，根据语境加深对文中生词的理解。)T:Read1abyyourselves,andgetthemainideasofthedialog.4.(学生听1a录音跟读，注意语音、语调并标出关键词。)T:Pleaselistento1aandrepeat.Payattentiontothepronunciationandintonationandmarkthekeywords.5.(学生两人一组进行对话，练习1a。)Step3Consolidation第三步巩固(时间:7分钟)通过对话和表演让学生在语境中进行交流，培养学生运用语言的能力。1.(用多媒体出示关键词，让学生根据关键词表演1a。)T:Pleaseact1aoutaccordingtothekeywords.what,thesummervacation,swim,where,thepond,who,taught,nobody,clever,whathobbies,secret2.(学生两人一组，用小黑板上的词或词组进行替换练习。练习usedto的一般疑问句和特殊疑问句。)(1)flykiteswhereinthepark(2)gofishingwhereinthepond(3)playcomputergameswhenonweekends(4)listentomusicwhatmusicpopmusicT:Lookatthesmallblackboard.Let’smakeadialogaccordingto1ausingthewordsandphrasesonit.Example:S1:Didyouusetoflykites?S2:Yes,Idid.S1:Wheredidyouusetoflykites?S2:Iusedtoflykitesinthepark.3.(学生两人一组，用Whathobbiesdidyouusetohave?/Iusedto⋯/Whathobbiesdoyouhavenow?等句型和1b中的词组练习对话，邀请两组学生上台表演。完成1b。)Example:S3:Whathobbiesdidyouusetohave?S4:Iusedtoplaycomputergames.S3:Whathobbies精品文档 精品文档doyouhavenow?S4:Well,Iprefergoingrollerskating.⋯Step4Practice第四步练习(时间:12分钟)通过2，3a和3b的学习，使学生对业余爱好有了较全面的了解，鼓励学生拓展自己良好的业余爱好。1.(教师出示2中的挂图或类似图片中内容的课件，让学生用usedtodosth.句型造句，完成2中的内容。)T:LookatthesepicturesofKangkangandMichael.Thencompletethesentencesusingusedtodosth.Let’sbegin!(核对答案。)2.(师生对话，引出3a内容并学习文中生词及目标语言。)T:Doyoulikeplayingcomputergames?S1:Yes,Ilikeitverymuch.T:Ilikeplayingcomputergames,too.Justnow,youaskedmeaboutmyhobbies.NowItellyou.Inmysparetime,Ioftenplaysports,listentomusicandchatontheNet.(板书，让学生理解chat和net。)chat,netchatontheNetT:Allofushaveourownhobbies.Butwhatcanhobbiesbringus?Doyouknow?S2:Hobbiescanbringushappiness.(帮助学生回答。)S3:Theycanbringusfriendship.(帮助学生回答。)T:Yes,theycanalsobringusknowledge.(板书并要求学生掌握。)FriendshipknowledgeT:Whatelsecanhobbiesbringus?Let’sread3aandfindthemout.3.(让学生读3a，根据上下文，猜词义，教师可给予帮助。)T:Read3aandguessthemeaningsofthenewwordsandphrasesaccordingtothepassage.(板书并要求学生掌握daily；了解relaxing。)relaxingdaily(师生问答，巩固3a。)T:Whatelsecanhobbiesbringus?S4:Theycanhelppeoplerelaxaftertheirdailywork.S5:Whenpeoplearebecomingold,hobbiescankeepthemhealthy.⋯4.(让学生听3a录音并跟读，标出关键词。)T:Listento3aandrepeat,thenmarkthekeywords.(1)dowhattheylike—spare—keeppets—chat—collect(coins,dollsorstamps)—playsports—dancetomusic—playcomputergames(2)hobbies—bring(happiness,friendship,knowledge)—relax—dailywork—old—keep⋯healthy—sick—getwell5.(让学生再读3a并结对问答练习3b，根据自己实际情况来讨论爱好。)T:Read3aagain,thenpractice3baccordingtotheirownsituations.6.(学生可根据关键词复述3a，也可根据3b进行个人情况描述。)T:Pleaseretellthetextaccordingtothekeywordsin3a.Threeminutestoprepare.S6:Peopleusuallydowhattheylikeintheirsparetime⋯S7:Intheirsparetime,peopleusuallychatontheNet⋯S8:Peoplehavehobbiesbecausehobbiescanbringthemhappiness,friendshipandknowledge精品文档 精品文档Step5Project第五步综合探究活动(时间:7分钟)把本课所学重点内容运用于实际，培养学生综合运用语言的能力，激发学生学习英语的兴趣。1.(两人一组，用usedtodosth.的疑问句编对话。教师选出较好的小组到前面表演，并给予奖励。)T:Practiceconversationswithyourpartnerusingusedtodosth.ThenIwillasksomepairstotheblackboardtoperform.S1:Whathobbiesdidyouusetohave?S2:Iusedtoflykites.S1:Wheredidyouusetoflykites?S2:Iusedtoflykitesinthepark.S1:Whodidyouusetoflykiteswith?S2:Iusedtoflykiteswithmygoodfriends.S1:Whathobbiesdoyouhavenow?S2:Ilikegoingfishing.S1:Why?S2:BecauseIthinkfishingisveryinteresting.2.(让学生听4录音，用趣味说唱的活动激发学生学习英语的兴趣。)T:Let’schant.3.Homework:让学生用usedtodosth.造句，句式不要重复，要有肯定句、否定句及各种疑问句。板书设计：SectionCinthesummervacation=Didyouuseto⋯?inthesummerholidays—Whathobbiesdidyouusetohave?usedtodosth.—Iusedtolistentopopmusic.didn’tusetodosth.SectionDThemainactivitiesare1aand4.本课重点活动是1a和4.Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwords:whether,lazy,ugly,stupid2.Learnausefulsentence:Hedoesn’tmindwhethertheyaregoodornot.3.Reviewthepatternofusedtodosth.4.Reviewhowtoexpresslikesanddislikes:(1)Heenjoyseatingfruitandvegetables.(2)Pinklikeswalking,too.(3)Ihate/don’tlike/don’tenjoyit.Ⅱ.Teachingaids教具单词卡片/图片/挂图/录音机/幻灯片/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:8分钟)通过说唱和师生对话，导入新课，营造出一种轻松的学习氛围，有利于激发学生学习英语的兴趣。1.(全班一起说唱58页的4，激发学生学习英语的兴趣。)T:Hello,everyone.Iamverygladtobewithyou.Let’schant4onPage58.2.(用单词卡片，以竞赛的形式复习本话题出现的重点词汇。)T:Prettygood.WehavelearnedsomenewwordsinSectionA,BandC.Doyourememberthemall?Let’shaveacompetitionandseewhoisthebest.(1)(全班回答。)(教师手举卡片，学生根据汉语说出英语，并以最快的速度拼出单词。)Example:(教师举着“收集，搜集”的单词卡片。)Ss:Collect,C-O-L-L-E-C-T.(2)(小组轮流回答。)(全班分四组，方法同上。超过3秒答不上来的小组，可由下一组同学拼读。)(3)(小组抢答。)(方法同上，哪组答得又快又准确，哪组获胜。)3.(师生对话，复习兴趣和爱好的表达。)精品文档 精品文档T:Boysandgirls,wecandomanyinterestingthingsinoursparetime.Everybodyhashis/herownhobby.Doyouwanttoknowyourclassmates’hobbies?Ss:Yes,wedo.T:Pleasetellusyourhobbiesonebyone,OK?Ss:OK.(要求学生用自己的话转述前一名同学的兴趣、爱好，然后再说出自己的业余爱好。注意尽量不要重复使用表示喜好的词或短语。)Example:S1:Iprefersinging.S2:He/ShepreferssingingandIlikedancing.S3:He/ShelikesdancingandIlove⋯⋯T:Butmyhobbyisdifferentfromyours.Ilikeanimals.Ithinkanimalsareourbestfriends.Doyoulikeanimals,S4?S4:Yes,Ido.T:OK.Inthislesson,let’stalkaboutpets.Step2Presentation第二步呈现(时间:14分钟)通过师生谈话呈现生词及重点句型，并在语篇和对话中巩固目标语言，培养学生听、说、读等语言技能。1.(师生共同讨论有关宠物的话题，学习生词。)T:Doyouhaveapetinyourhome?S1:Yes.Mypetisalittlecat.T:Doyoulikeit?S1:Yes,Ilikeitverymuch.T:Whydoyoulikeit?S1:Becauseit’scleverandfriendly.(利用反义词教学生词。)(板书并要求学生掌握stupid；了解unfriendly。)clever—stupidfriendly—unfriendlyT:Whatdoyougiveittoeat?S1:Igiveitsomemeattoeat.T:Doyouhelpittakeabath?(教师出示为动物洗澡的图片。)S1:Yes,Ido.(板书并要求学生理解。)bathtakeabathT:Good.Thankyou.S2,doyouhaveapet?S2:⋯2.(出示1a挂图。)T:Hereisapicture.Whatcanyouseeinthepicture,S3?S3:Icanseeaboyandapig.T:Whataretheydoing?S3:Theyarerunning.T:Isthepighispet?S3:Yes,Ithinkitis.T:Good.Doyouknowwhetherhelikesitornot?(板书，教师适当讲解并要求学生掌握。)whether⋯ornotS3:Sorry,Idon’tknow.T:OK.Let’sread1a.(过渡到下一步。)3.(学生读1a，猜出部分所缺单词，了解文章大意。)T:Pleaseread1a.Guessthemissingwords,andunderstandthemainidea.4.(播放1a录音，让学生填入所缺单词。)T:Listento1a,andfillthemissingwordsintheblanks.(再播放1a录音，然后师生共同核对答案。)5.(听1a录音跟读，标出关键词。)T:Pleaselistento1aandrepeat,andmarkthekeywords.Step3Consolidation第三步巩固(时间:12分钟)围绕宠物话题，让学生通过阅读短文学习语言知识，并用所获得的信息进行交流。1.(用幻灯片出示关键词，让学生根据关键词复述1a。)T:Pleaseretell1aaccordingtothekeywords.pets,pig,color,clever,clean,bath,fruitandvegetables,mind,精品文档 精品文档goodornot,walking,follow(复述精彩的给予鼓励。)2.(让学生再读1a，然后根据原文判断小黑板上所呈现问题的正误。)T:Read1aagain,thenmarkTrue(T)orFalse(F).()①Pinkisdirty.()②ThecolorofPink’sskiniswhite.()③Thepondisbehindthehouse.()④Pinkonlyeatsgoodfruitandvegetables.()⑤Pinkwalksalot.(核对答案。)(①F②F③F④F⑤T)3.(师生对话导入1b。)(教师出示小猪储蓄罐或猪八戒的图片，引出1b中出现的新单词。)T:OK,lookatthis.Doyoulikeit?S1:Yes,Ilikeit.T:Whydoyoulikeit?S1:Becauseit’scute.T:Good.Wecanalsosayit’slovely.Whataboutyouropinion,S2?S2:Oh,Idon’tlikeitbecauseitisn’tbeautiful.T:Youdon’tlikeitbecauseit’sugly.(板书，用英语解释ugly含义，要求学生掌握。)notbeautiful=uglyT:Andsomestudentsthinkit’slazy.(板书并要求学生掌握。)lazyT:Good.Doyouhavepetsathome?Ss:Yes./No.4.(让学生用1b的内容进行分组讨论，完成1b。)T:OK,lookat1b.Pleasetalkaboutyourpetsingroups,usingthewordsinthebox.Aftertwominutes,somegroupswillgivetheirreports.(两分钟后挑几组汇报讨论结果。教师给予点评。)Step4Practice第四步练习(时间:7分钟)通过3a和3b的练习，巩固本话题所学语言点，并以短文写作来总结本话题。1.(四人一组，进行自主学习，每人负责归纳整理一个Section的重点句型与词组，最后四人将结果合并在一起，向全班汇报。)T:Good.Next,pleasegoonworkingingroupsoffour,eachstudentsummarizesthekeysentencesandphrasesinonesection.Thenthegroupleaderjoinsthemtogetherandreport.(2分钟后)T:Pleasereportthem.(汇报完后，教师将学生的汇报与3a、3b的内容进行对照。)2.(教师播放3a,3b录音，学生跟读，然后全班齐声朗读。)T:Welldone.Let’slistentothetapeagainandfollow,thenreadittogether.3.(听写3a，3b的内容。)T:Let’shaveadictationabout3aand3b.4.(让学生根据2中的问题，以MyHobbies为题，写一篇短文，完成2。)T:Inthistopic,wehavetalkedaboutinterestsandhobbies.Andwehavelearnedhowtoexpresslikesanddislikes.Writeapassageaboutyourhobbies.You’dbetterusethewordsandphrasessuchas“usedtodosth.”,“like”,“beinterestedin”⋯Step5Project第五步综合探究活动(时间:4分钟)通过用本话题知识点向周围人做调查，并报告结果，培养学生综合运用语言的能力和交际能力。1.(调查周围同学，了解他们过去和现在的业余爱好及原因。)T:Makeasurveyofpeoplearoundyou.Askquestionsabouttheirpastandpresenthobbiestocompletethetable.Example:精品文档 精品文档S1:Whatareyourhobbies?S2:Ilovecollectingpaintings.S1:Whydoyoulovecollectingpaintings?S2:BecauseIcanlearnalotfromthem.S1:Didyouusetocollectpaintings?S2:No,Ididn’t.S1:Whathobbiesdidyouusetohave?S2:Iusedto⋯NameInthepastNowReason2.(根据调查结果写一篇报告)T:Writeareportaboutyoursurveyanddeliveritinclass.Example:S3:WangWeilikescollectingpaintingsbecausehecanlearnalotfromthem,buthedidn’tusetocollectthem⋯(教师给予点评。)3.Homework:(1)调查身边一名老师过去和现在的业余爱好及原因。根据结果写一篇报告。(2)收集音乐方面的知识，为下个话题的学习做准备。板书设计：SectionDtakeabathHedoesn’tmindwhethertheyaregoodornot.whether⋯ornotTopic2Whatsweetmusic!SectionAThemainactivitiesare1aand2a.本课重点活动是1a和2a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandaphrase:concert,goon,language,lend,tape,violin,drum,price,ad,pay2.Learnaboutexclamation:(1)Howexciting!(2)Anditsoundsbeautiful!(3)Oh,wonderful!(4)That’stoobad!3.Talkaboutconcertandmusicalinstruments.4.Enjoymusicandmusicalinstruments.Ⅱ.Teachingaids教具多媒体课件/录音机/音乐磁带/小黑板/挂图/幻灯片Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:10分钟)复习上一单元的功能话题与本课相关的内容。再由多媒体课件导入新课。1.(请学生将上次调查结果汇报给全班同学，每人汇报一名教师的兴趣和爱好。)T:Fromlasttopic,we’velearnthowtoexpressourinterestsandhobbies.NowI’llasksomeofyoutoreportyourteachers’interestsandhobbies.You’dbetterusethesewordsandphrases,suchas“usedtodosth.”,“now”and“because”.Pleasego.S1:Ourheadteacherusedtostayathome,butnowheoftenclimbsmountains.Becausehethinks精品文档 精品文档climbingmountainsisgoodforhishealth.S2:OurChineseteacherusedto⋯S3:Ourmathsteacher⋯S4:OurEnglishteacher⋯S5:OurP.E.teacher⋯T:Mostofuslikegoingtothemovieorlisteningtomusicinoursparetime,becausetheycanmakeusrelaxafterdailywork.Let’sseesomepartsofamovieandguesswhatitsnameis.2.(师生对话，导入新课。)(教师展示五个有关电影Titanic的多媒体课件：片头音乐MTV；电影开始场景；撞击冰山场景；沉船场景；甲板上小提琴手的画面。)T:Areyoumovedbythepictures?Ss:Yes,weare.T:Haveyouseenthefilm,S6?S6:Yes,Ihave.T:Whoknowsthenameofthefilm?S7:Titanic.T:Doyoulikethemusicinit?Ss:Yes,wedo.(教师播放MyHeartWillGoOn这首英语歌曲。)T:Itsoundsbeautiful!Right?Ss:Yes.Verybeautiful!T:Pleasetellmeitsname,S8.S8:MyHeartWillGoOn.(教师可以帮助回答。)T:Canyousingthissong?(再放Titanic的主题曲MyHeartWillGoOn,鼓励全班同学一起唱。)T:Doyouknowwhosingsthesong?S9:Iknow.HernameisCelineDion.T:Yes.Andsheismyfavoritesinger.(板书，要求学生掌握goon，理解singer，并让学生体会感叹句“Itsoundsbeautiful!”的语气与情感。)MyHeartWillGoOnCelineDionsingerItsoundsbeautiful!T:Whohassometapesofhersongs?(教师手举磁带让学生理解tape的含义。)Ss:Ihave.T:Canyoulendsometome?(加上手势)Itmeans“MayIborrowsomefromyou?”Ss:Ofcourse.(板书，然后解释，并要求学生掌握tape和lend，讲解lend与borrow的区别。)Tapelend⋯to⋯borrow⋯from⋯T:Boysandgirls,Ihavegoodnewstotellyou.CelineDionisgoingtogiveaconcert.Wouldyouliketogototheconcert?(板书并要求学生掌握。)giveaconcertconcergototheconcertSs:Yes,we’dliketo.T:OK.Whenandwhereisshegoingtogivetheconcert?Let’slistentothetapeandyouwillknowtheanswer.(由此导入1a。)Step2Presentation第二步呈现(时间:7分钟)学习1a。初步了解感叹句的句子结构，并体会感叹句的语气与情感。1.(设置听力环节，播放1a录音，让学生听后回答小黑板上的问题。)(1)WhereisCelineDiongoingtogivetheconcert?(2)Whattimeistheconcertgoingtostart?(核对答案。)(让学生朗读1a，边读边找出文中生词，并回答小黑板上的另外两个问题。)T:Pleaseread1a.Findoutthenewwordsandfindtheanswerstotheothertwoquestionsonthesmallblackboard.(1)WhatisSallygoingtodothisSundayevening?精品文档 精品文档(2)IsJackgoingtotheconcert?Why?(核对答案。)(让学生找出生词并猜测词义，教师板书，要求学生掌握language，理解Ren’aiEnglishLanguageSchool。)language,Ren’aiEnglishLanguageSchool2.(让学生再读1a对话，试着找出感叹句。)T:OK.Pleaseread1aagainandtrytounderlinetheexclamatorysentences.Ifyouwanttosaysomethingsuddenlyandloudly,especiallybecauseyouaresurprised,impressed,orinpain,youcanusethesesentencestoexpressexclamation.(可适当用汉语解释感叹句的用法。)Example:(Whenyouwatchanexcitingbasketballgame)Youcansaylikethis,“Oh,wonderful!Comeon!”(Whenyouhearapieceofnicemusic)Youcansay,“Itsoundsbeautiful!Whatsweetmusic!”(Ifyouhearsomeoneisgoingtoawonderfulconcert)Youcansay,“Howexciting!”(Whenyouinvitesomeonetoseeawonderfulfilm,buthecan’tcome)Youcansay,“That’stoobad!”(板书感叹句，帮助学生寻找规律，归纳常见的两种感叹句式，操练并要求学生掌握。)(1)Oh,wonderful!(2)Itsoundsbeautiful!(3)Whatsweetmusic!(4)Howexciting!(5)That’stoobad!T:PleasechangethesentencesintoEnglish.“多么聪明啊！”S1,please.S1:Howclever!T:Good!“多么好的天呀！”S2,please.S2:Whataniceday!T:Welldone!“多么有趣的书呀！”S3,please.S3:Whataninterestingbook!(让学生朗读，体会感叹句的语气与情感。)Step3Consolidation第三步巩固(时间:10分钟)巩固1a，完成1b，使学生在语言实践中充分理解掌握感叹句。1.(教师播放1a录音，男女生分角色跟读。注意语音语调。)T:Pleaselistentothetape.BoysreadafterJackandgirlsreadafterSally.Payattentiontothepronunciationandintonation.2.(学生两人一组，表演对话。)T:Great!Nowpleaseactthedialogoutinpairsinclass.3.(让学生以I’mgoingtotheconcertthisSundayevening为题，自编一组对话，可参照小黑板上的提示词。对话中还要包含感叹句。)T:Welldone.Next,pleasemakeadialoginpairsaccordingtothewordsonthesmallblackboard.Youmustusesomeexclamatorysentences.Example:A:WhatareyougoingtodothisSundayevening?B:I’mgoingtoaconcert.A:Howexciting!Whoisgoingtosingattheconcert?B:SongZuying.DoyouknowLaMeiZi?A:Yes.Isthathersong?B:That’sright!Anditsoundsgreat!A:Whereisshegoingtogivetheconcert?B:AttheMusicHall.A:Oh,wonderful!Whattimeisitgoingtostart?B:At7:00p.m.Whynotcomewithme?A:I’dliketo,butIamgoingtoseemygrandparentsthisSundayevening.B:That’stoobad!4.(让学生根据1b中的海报，编一个类似的对话。完成1b。)(请2~3组同学表演。)T:Howcleveryouare!IhearTheSameSongiscomingtoourschoolnextweek.Ss:Howexciting!精品文档 精品文档T:Doyouwanttoenjoyexcitinghiphop?Ss:Yes.(板书并要求学生了解hiphop。)hiphopT:TheSameSongiscomingtoDabieshan,too.Now,lookattheposterin1b,thenmakeaconversationsimilarto1awithyourpartner.Step4Practice第四步练习(时间:12分钟)利用音乐磁带和教学挂图学习乐器的名称，进一步巩固感叹句的用法。完成2a、2b和3。1.(先让学生听音乐录音，根据乐器所发出的声音判断是什么乐器，然后教师出示该乐器的挂图并教学单词。)T:Nowlet’sgototheconcert.Pleaselisten.Isitthesoundofapiano?S1:No,itisn’t.Ithinkit’sthesoundofaviolin.(同时，教师出示小提琴的挂图并帮助学生回答。)T:That’sright.Itsoundsgreat!(接着教师出示二胡的挂图。)T:What’sthis?Isthisaviolin?Ss:No,itisn’t.It’sanerhu.(教师用同样的方式教授单词drum，板书并要求掌握violin和drum。)violin,drumT:Violins,pianos,guitarsanddrumsaremusicalinstruments.Whatkindofmusicalinstrumentareyouinterestedin?Pleasetellus.S2.(板书，让学生猜测词义并要求学生理解。)S2:I’minterestedinthepiano.Itsoundsnice.T:Canyouplaythepiano?S2:Yes,ofcourse.IbegantoplaythepianowhenIwassixyearsold.T:Oh,whatacleverboy/girl!Cananyoneelseplaythemusicalinstruments?S3,please.S3:Ican’tplaythepiano,butIcanplaytheguitar.T:Whotaughtyoutoplayit?S3:Nobody.Itaughtmyself.T:Really?Howclever!Thankyou.Whocanplaythedrums?Nobody?S4,areyougoingtolearnthedrums?S4:No,Idon’tlikethem.T:Whatkindofmusicalinstrumentsareyougoingtolearn?S4:I’mgoingtolearntheviolin.T:Why?S4:Becauseitsoundsgreat.T:Good.Thankyou.2.(让学生听2a录音，完成2a。)T:Now,pleaseturntoPage62,2a.Look,listenandnumberthepictures.(核对答案。)3.(两人一组回答2b中的问题，并编成对话。完成2b。)T:Welldone!NowcanyoutalkaboutthefollowingquestionsonPage62inpairs?(请2~3组表演对话。)Example:S5:Whatkindofmusicalinstrumentsdoyouknow?S6:Thepiano,theviolin,theguitarandthedrums.S5:Whichisyourfavorite?Why?S6:Thepiano.Becauseitsoundsbeautiful.S5:Whatkindofmusicalinstrumentscanyouplay?S6:Icanplaytheguitar.S5:Whatotherkindofmusicalinstrumentsareyougoingtolearn?S6:I’mgoingtolearnthepiano.4.(用幻灯片的形式出示3，或指导学生看课本中的3，让学生仔细阅读并选出正确的答案。)T:Good.Here’sanadforourclub.S6,ifyouwanttolearnthepiano,you’llpay￥100forapianolesson.Wouldyouliketocomeandhaveatry?S6:Yes,I’dloveto.Becauseitsoundsgreat.T:Verywell!Ihopeyouwillbecomeamusicianwhenyougrowup.S7,anartlessonis￥60.精品文档 精品文档Wouldyouliketocome?S7:Yes,Iwill.Ilikedrawingverymuch.T:Good!Ihopeyouwillbeanartistwhenyougrowup.S8,areyougoingtobeafolkdancerwhenyougrowup?S8:Yes.T:Well.Thepriceofdancelessonis￥50each.Nowlet’sreadthead.Andfinish3byyourselves.(核对答案。)(板书，并要求学生掌握ad,pay,price；理解artist,musician,drawing和folk。)ad,pay,musician,drawing,artist,folk,priceStep5Project第五步综合探究活动(时间:6分钟)通过创设情景设计海报，达到学以致用的目的。1.(为学生创设情境：元旦即将到来，班里要举办文艺晚会，请你设计一个海报，并附上节目单，欢迎其他学生前来观看。)T：SupposeNewYeariscoming,ourclasswillholdaparty.Willyoupleasehelpmemakeaposterwiththeprogramlist?Example:WelcometotheNewYearParty!Wanttospendanexcitingevening?Wanttoenjoywonderfulmusic?Wanttoseegreatperformance?Comeon!Time:7:00p.m.—9:00p.m.Saturday,Dec.25thPlace:theSchoolHall.ProgramList:(1)BalletMaria(6)KungfuJack(2)GuitarplayingJane(7)DancingthediscoKangkang,Michael(3)RocksongMichael(8)MagictricksTom(4)PoemrecitationHelen(9)PianoplayingWenWei(5)EnglishsongJenny(10)DancingLily,Lucy2.(请学生根据海报内容，自编一段对话。要求对话中要有感叹句。)T:Welldone!Makeadialogaccordingtotheposter.You’dbetterusetheexclamatorysentences.Example:S1:WhatareyougoingtodonextSaturdayevening?S2:I’mgoingtotheNewYearparty.S1:Itsoundsgreat!Whoisgoingtoholdtheparty?S2:Class4,Grade8.S1:Wherearetheygoingtoholdtheparty?S2:IntheSchoolHall.S1:Whattimeisitgoingtostart?S2:At7:00p.m.S1:Howmanyprogramsarethereattheparty?S2:Ten.S1:Whichprogramdoyoulikebest?S2:Ilikeballetbest.3.Homework:(1)为你所喜欢的歌手的演唱会设计一份海报。(2)查找有关音乐类型的资料，为SectionB做准备。板书设计:Whatsweetmusic!SectionAlend⋯to⋯Oh,wonderful!精品文档 精品文档borrow⋯from⋯Howexciting!giveaconcertItsoundsbeautiful!gototheconcertThat’stoobad!SectionBThemainactivitiesare1aand3a.本课重点活动是1a和3a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandaphrase:everyday,simple,befamousfor2.Learnsomeusefulsentences:(1)It’shardtosay.(2)Idon’tmindit.3.Goonlearningaboutexclamation:(1)Howexciting!(2)Whatsweetmusic!4.Talkaboutsometypesofmusic:(1)Classicalmusicisseriousmusic.(2)Popmusicoftencomesandgoesquickly.(3)Countrymusic,rockmusicandjazzareallpopmusic.(4)Folkmusicissimplebutspecial.5.Learnhowtoexpresslikesanddislikes:(1)It’sgreat!Iloveit!(2)Itisgoodmusic.(3)Idon’tlikethiskindofmusic.(4)Ihatetolistentorockmusic.Ⅱ.Teachingaids教具音乐磁带/多媒体课件/小黑板/录音机Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:5分钟)通过师生互动，复习有关音乐的话题，导入音乐的种类。1.(教师播放学生熟悉的音乐，激发学生学习的兴趣。学生欣赏音乐之后师生对话，引导学生尽量用感叹句谈论音乐。)T:Doyouoftenlistentomusicinyourfreetime?SS:Yes,wedo.T:OK.Let’sgototheconcert.Allright?Ss:Yeah!(欢呼)(教师播放某一音乐会录像的片断，最好选择学生们最喜欢的歌手的录像。)T:Whatdoyouthinkofthisconcert,S1?S1:Howwonderful!T:Good!Whataboutyou,S2?S2:Whatsweetmusic!⋯T:Who’sthesinger?Ss:JayChou.T:What’sthenameofthesong?Ss:It’s⋯T:Whatkindofmusicisit?Ss:Popmusic.T:Howmanykindsofmusicdoyouknow?S3:Rockmusic.S4:Countrymusic.⋯T:Anymore?Ss:Sorry,wedon’tknow.T:Now,let’scometolearnSectionB.Wewilltalkaboutmanykindsofmusic.Step2Presentation第二步呈现(时间:13分钟)通过欣赏音乐，导入1a，激发学生学习英语的兴趣，培养学生运用英语进行交际的能力。1.(教师播放事先准备好的音乐，如《辣妹子》，《一条大河》，《蒙古人》等，每首歌播放一小段。)T:We’vejustheardsomepiecesofmusic,theyareallfolkmusic.Howdoyoulikethem?S1:Howwonderful!S2:It’stooserious.Idon’tlikeit.⋯精品文档 精品文档T:Now,let’senjoysomeotherpiecesofmusic.2.(教师播放音乐，如《英雄》，《梁祝》，《十面埋伏》等，尽量选用由不同乐器演奏的，每首播放一小段。)T:Doyoulikethem?They’reallclassicalmusic.Ss:Yes./No.(板书，让学生猜测词义，要求学生理解。)classicalT:Classicalmusicsoundswonderful.Andit’sveryserious.S3,doyoulikeclassicalmusic?S3:Yes,Ido.T:Why?S3:Becauseitsoundsbeautiful.T:Good.Whataboutyou,S4?S4:Idon’tlikeclassicalmusic.T:Whydon’tyoulikeit?S4:Becauseit’stooserious.T:OK.Let’sgoonlistening.3.(教师继续播放音乐，选用Beatles的爵士乐。)T:Whatkindofmusicisit?Doyouknow?Ss:It’sjazz.（帮助学生回答。）T:You’reright.It’sjazz.Jazzisalsopopmusic.It’sthemusicofBeatles.(板书解释生词。要求学生理解jazz，了解Beatles。)jazz,Beatles4.(师生共同总结音乐的种类。)T:Boysandgirls,wehavelearntmanykindsofmusic.Nowpleasetryyourbesttosumthemup,thenlet’scheckthemtogether.(几分钟后，师生共同核对答案。教师板书并要求理解。)popmusic,rockmusic,countrymusic,pianomusic,violinmusic,folkmusic,classicalmusic,jazz5.(学生欣赏音乐并说出它属于哪类音乐。)T:Well,I’llplaysomepiecesofmusic,pleasetellmewhatkindofmusictheybelongto.Thefirstone⋯Isitfolkmusic?S5:No.T:Whatkindofmusicisit?S5:It’s⋯⋯(答对的给予鼓励。由师生问答引入1a听力。)T:Therearemanykindsofmusic.Whatkindofmusicdoyouprefer,S6?S6:Ipreferpopmusic.T:Good.Thankyou.Whatkindofmusicdoyoulikebest,S7?S7:Ilikerockmusicbest.T:Whataboutyou,S8?Doyoulikeclassicalmusicbest?S8:No,Idon’t.T:Whynot?S8:Becauseit’stooserious.Rockmusicismyfavorite.T:Oh,Iknow.IsrockmusicWenWei’sfavorite,too?Let’slistento1a.(导入1a。)6.(请学生听1a录音，回答小黑板上的问题。)T:Now,let’slistento1aandanswerthequestions.(出示小黑板。)(1)WhatdoesWenWeidoinhisfreetime?(2)IsrockmusicWenWei’sfavorite?(核对答案。)7.(让学生再听1a录音，回答几个细节问题。)T:Listento1aagain,andfindouttheanswerstothefollowingquestions.(出示小黑板。)(1)WhatkindofmusicdidWenWeiusetoenjoy?(2)Whatkindofmusicdoeshelikenow?(3)WhatkindofmusicdoesJanelikebest?(核对答案。)Step3Consolidation第三步巩固(时间:7分钟)精品文档 精品文档完成1b和2。继续听说训练强化对1a的理解。1.(让学生听1a录音，男女生分角色跟读。)T:Listenagainandrepeat.BoysreadafterWenWeiandgirlsreadafterJane.2.(学生两人一组练习对话。然后教师请几组学生表演。)T:Nicework.Nowpleasepractisethedialogwithyourpartner.ThenI’llasksomepairstoactitoutinthefront.3.(分别请两个学生来描述WenWei和Jane喜欢的音乐。)T:NowweknowwhatkindofmusicWenWeilikesanddislikes.Canyoutellmeaboutitwithoutyourbook?S1,please.S1:Yes.WenWeiusedtoenjoypopmusic,butnowhelikesfolkmusic.Hedoesn’tlikeclassicalmusicatall,becausehethinksit’stooserious.T:WhataboutJane?S2,please.S2:Jane’sfavoriteisnotclassicalmusic,butshedoesn’tmindit.Shelikespopmusicbest.4.(学生独立完成1b。)T:Welldone.Let’sread1bandfillintheblanksaccordingto1a.(核对答案。)5.(让学生听2录音，选择正确答案。完成2。)T:WehaveknownwhatkindofmusicJaneandWenWeilike.WhataboutKangkangandLiXiang?Listentothetapeandfinish2.(核对答案。)Step4Practice第四步练习(时间:12分钟)完成3a，3b。了解不同种类音乐的特点，进一步熟练运用本节句型或短语表述自己对各种音乐的感受。1.(教师再次播放各种音乐的片断，同时展示3a的三个课件。师生对话，谈论不同种类音乐的特点。)T:Therearemanykindsofmusic.Canyousaysomethingaboutthem?S1:Classicalmusicistooserious.S2:Popmusicisveryexciting.Manyyoungpeoplelikeitverymuch.S3:Jazzsoundsnoisy.S4:⋯T:OK,countrymusic,rockmusicandjazzareallpopmusic.It’susuallyaboutloveandeverydaylife.Doesitgoquickly?Ss:Yes.(板书生词，教师适当讲解并要求学生掌握everyday；理解quickly。)everydayquicklyT:Right,anddoyouknowwhoisfamousforpopmusic?Ss:JayChou,CaiYilin,⋯T:IsTenggerfamousforit,too?Ss:No.T:That’sright.Heisfamousforhisfolksongs.Doyoulikefolksongs,S5?S5:Yes./No.T:Ilikefolksongs,becausefolkmusicissimple.(板书，领读并要求学生掌握。)simple,befamousfor,folksongT:OK.Let’sread3aandlearnmoreaboutmusic.2.(教师分三段播放3a录音，让学生跟读，并回答三个简单的问题。)(板书)精品文档 精品文档classicalmusicWhatislike?popmusicT:Nowlet’slistento3aandrepeat,thenanswerthequestionsontheblackboard.(核对答案。)3.(让学生阅读3a，了解音乐的分类，回答小黑板上的问题。)(1)Howmanykindsofmusicdoyoulearnfromthepassage?Whatarethey?(2)Whowrotegreatclassicalmusic?(3)Whatarepopmusic?(4)Whoarefamousfortheirfolksongs?(学生读完后抢答。)T:OK.Nowweknowthekindsofmusic.Boysandgirls,quickresponse!(板书答案。)(1)Three.Theyareclassicalmusic,popmusicandfolkmusic.(2)BeethovenandMozart.(3)Countrymusic,rockmusicandjazzareallpopmusic.(4)GuoLanying,SongZuyingandTenggerarefamousfortheirfolksongs.4.(教师分三段放录音，让学生跟读，同时画出二、三段中的关键词。)T:Next,listentothetapeagainandrepeat.Thenunderlinethekeywordsaftertheexample.(1)(放第一段录音，要求学生注意关键词，教师板书。)classicalmusic—serious—concert—theater—Beethoven—Mozart(2)(放第二段录音。学生找出关键词，教师提问学生并板书。)popmusic—quickly—love—everydaylife—country—rock—jazz—popular—youngpeople(3)(放第三段录音。学生找出关键词，教师提问学生并板书。)folkmusic—simple—special—arefamousfor—folksongs5.(让学生准备两分钟，根据关键词，分段复述课文。)T:Nowlet’ssaysomethingaboutclassicalmusicaccordingtothekeywordsontheblackboard.S6,please.S6:Classicalmusicis⋯T:Good!Nowtalkaboutpopmusic.Volunteers?S7,please.S7:Popmusicoftencomes⋯T:Welldone!S8,wouldyoupleasetalkaboutfolkmusic?S8:Certainly.Folkmusicis⋯T:Great!Thankyou.6.(学生再次阅读3a，然后用表示喜好的词或短语表述自己对不同种类音乐的感受。完成3b。)(1)(教师要求学生说出对各种音乐的感受。)T:Nowread3aagain.Pleasedescribeyourfeelingsaboutdifferentkindsofmusic.Youcanusethesentencesin3b.Example:Ilikepopmusic.Itisgoodmusic,butIdon’tlikeclassicalmusicbecauseitisserious⋯(2)(让学生仿照1a，使用3b中的句子，两人一组进行对话练习。)T:Nowpleasemakeupadialogsimilarto1awithyourpartnertodescribeyourfeelingsaboutdifferentkindsofmusic.Example:S9:Whatkindofmusicdoyoulike?S10:It’shardtosay.Iusedtoenjoyjazz,butnowIhateit.Ithinkit’stoonoisy.Iprefercountrymusicnow.S9:Doyoulikefolkmusic?S10:Yes,itisgoodmusic.Howaboutyou?精品文档 精品文档S9:Folkmusicisnotmyfavorite,butIdon’tmindit.Ilikerockmusicbest.Step5Project第五步综合探究活动(时间:8分钟)通过玩游戏，做调查和写作等方式，培养学生探索能力，激发学生学习英语的兴趣。1.(做游戏。)(把学生分成8人一组，组内成员演唱同一类型的音乐，其他组学生猜是哪类音乐。)T:Nowlet’splaygames.Youcanworkingroupsofeight.Eachmemberinagroupperformsorsings.Theothergroupsguesswhatkindofmusicitis.Pleasego.2.(学生在班内做一个调查，了解周围的同学喜欢什么种类的音乐，喜欢哪位歌手及原因，完成表格。然后根据表格写一篇报告。)T:Pleasemakeasurveytofindoutyourclassmates’favoritekindsofmusic,favoritesingersandthereasons.Fillinthefollowingtableandwriteareportaccordingtothetable.NameFavoritemusicFavoritesingerReason3.(以播放腾格尔的《蒙古人》这首歌曲结束本节课。)4.Homework:写一篇小短文，谈一谈自己对某种音乐的了解，以及自己对这种音乐的感受。板书设计:Whatsweetmusic!SectionBfolkmusicIt’shardtosay.rockmusicIusedtoenjoypopmusic,butnowIlikefolkmusic.popmusicClassicalmusicisnotmyfavorite,butIdon’tmindit.countrymusicIlikepopmusicbest.classicalmusiclike⋯bestjazzSectionCThemainactivitiesare1aand2.本课重点活动是1a和2。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:atlast,setup,member,continue,birth,director,weight,kg,height2.Learntodescribeyourfavoritesingerorband:(1)U2isthenameofabandfromDublin,Ireland.(2)Itisoneofthemostfamousrockbandsintheworld.(3)Peopleallovertheworldstillenjoytheirmusicverymuch.3.Talkaboutandwriteone’spersonalfile.Ⅱ.Teachingaids教具音乐磁带/明星或乐队图片/录音机/小黑板/多媒体课件Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:7分钟)师生对话，复习音乐类型，引导学生谈论自己喜欢的歌手、歌曲等，引出新课。1.(教师播放事先准备好的音乐磁带，其中包括钢琴曲，摇滚乐，流行乐，民歌等音乐片断。每种播放一小段，让学生判断属于哪一类音乐。)精品文档 精品文档T:Wealllikemusic.NowI’llplaysomemusic.Pleasetellmewhatkindofmusicitis.(播放音乐。)Ss:Classicalmusic.T:Whataboutthisone?Ss:⋯2.(就学生喜欢的音乐种类、歌手和歌曲，进行师生对话，引出有关乐队的话题。)T:Howclever!Whatkindofmusicdoyoulike?Whichsingerdoyoulikebest?S1:Ilikepopmusic.IlikeJayChoubest.S2:⋯(在学生的回答中，可能会出现一些演唱组合，如飞儿乐队、S.H.E等。如不出现，可用DoyoulikeanymusicgroupslikeS.H.E?来引导学生回答。通过师生对话，引出关于乐队的话题。)T:HowmanysingersarethereinS.H.E?(或其他乐队。)Ss:Three.T:AndTwins?(或其他乐队。)Ss:Two.T:Yes.Youareright.Theyaremusicgroups.Weoftencallthiskindofmusicgroupaband.(板书领读，并让学生猜测词义，只需了解。)bandT:Canyoutellmesomethingaboutothermusicbands?Ss:⋯(学生可以用汉语说出花儿乐队，信乐团，女子十二乐坊等。)T:Good!Inthislesson,let’stalkaboutsomebands.Pleasefollowme.Step2Presentation第二步呈现(时间:13分钟)利用图片、音乐或录像片断等，引导学生谈论有关乐队的话题，引出并学习1a生词、短语及其他目标语言。1.(教师出示羽泉组合的一张图片或演出录像的片断。)T:Look!Whoarethey?Ss:They’reYuQuanBand.T:Canyousaysomethingaboutthem?S1:Yes.They’reChenYufanandHuHaiquan.S2:⋯(学生用英语说的信息可能有限，教师要及时总结。)T:Youareright.YuQuanisaband.ItisoneofthemostfamousbandsinChina.Therearetwomembersinit.(板书并让学生猜测词义，要求学生掌握。)memberT:Whendidtheyformthebandandwhoisthemainsinger?Doyouknow?Ss:Sorry,wedon’tknow.T:ChenYufanisthemainsingerandHuHaiquanisbothasingerandaguitarplayer.Theyarebothmusicians.Thetwoboysformedthebandin1998.Wecanalsosaytheysetupthebandin1998.(板书并让学生猜测词义，要求掌握setup。)setupT:Theyarefamousfortheirpopsongs.Theycontinuetomakemusicandyoungpeoplealloverthecountryenjoytheirsongsverymuch.(板书并领读，并要求学生掌握。)continue(教师播放一首羽泉的成名曲片段，让学生感受优美旋律。)2.(教师手举羽泉的图片，通过师生问答来复习重点句型和单词。)T:DoyoulikeYuQuanBand?Ss:Yes.T:Whatdoyouthinkofit?S3,please.S3:ItisoneofthemostfamousbandsinChina.T:Howmanymembersarethereinit?S4:Two.T:Whendidtheyformtheband?S5:In1998.T:Whatdotheycontinuetodo?S6:Theycontinuetomakemusic.T:Whoenjoytheirsongs?精品文档 精品文档S7:Youngpeoplealloverthecountryenjoytheirsongs.T:Great!Nowwe’lllearnanotherbandfromIreland.ItsnameisU2.(板书解释词义，要求学生理解。)Ireland(教师展示U2图片。过渡到下一步。)3.(让学生听1a录音，并跟读。然后让学生齐声朗读1a课文。)T:Now,pleaselistento1aandreadafterthetape.Thenreadthetexttogether.4.(让学生快读1a，并找出关键词，教师板书，要求学生掌握atlast，了解Grammy。)T:Welldone.Nextpleaseread1aquicklyandtrytofindthekeywords.(1)U2—name—Ireland—famous—world(2)1978—a17-year-old—musicians—atlast—setup(3)traveling—concerts—people—love—songs—popular—Grammies(4)four—still—continueto—people—enjoyStep3Consolidation第三步巩固(时间:7分钟)指导学生完成1b，然后根据关键词复述1a，强化学生对1a的理解。1.(让学生再读1a，独立完成1b。)T:Read1aquicklyandmarkTrue(T)orFalse(F)in1baccordingto1a.(2分钟后核对答案。)T:OK,nowlet’schecktheanswers.S1,please.IsU2amusicgroup?S1:Yes.That’strue.T:Good.Threeboysformedthebandin1976.Isthattrueorfalse?S2,please.S2:False.T:Right.ArethemembersofthebandallfromEngland?S3,please.S3:No,they’refromDublin,Ireland.T:Verygood.S4,please.DopeopleallovertheworldstillenjoyU2’smusicverymuch?S4:Yes.T:That’sright.Nowlistentothetapeandrepeat.Thenreadittogether.2.(让学生根据关键词，复述课文。)T:Nowpleaseretellthestorytogether.One,two,three,go!Ss:U2isabandfromIreland,⋯T:Boystogether,go!Ss:⋯T:Girlstogether,go!Ss:⋯T:Volunteers?S5:U2is⋯T:Great!IsU2yourfavoriteband?Ss:Yes./No.Step4Practice第四步练习(时间:12分钟)通过师生交流，了解更多的歌星及乐队，学习制作个人信息表。1.(教师提问几位学生。练习1c。)T:IsU2yourfavoriteband?S1:No,itisn’t.T:Whichbandisyourfavorite?S2:YuQuan./S.H.E./FlowersBand./⋯T:Who’syourfavoritesinger?S3:JayChou./LiYuchun./⋯T:What’syourfavoritesong?S4:QiLiXiang./⋯T:WhichbanddoyouthinkisthemostpopularinChina?S5:FlowersBand./⋯T:WhodoyouthinkisthemostpopularsingerontheInternet?S6:TangLei./⋯精品文档 精品文档⋯(学生两人一组进行问答，完成1c。)2.(教师出示一张U2乐队歌手Mullen的图片。)T:Doyouknowhim?Ss:Yes,heisLarryMullen.T:Canyousaysomethingabouthim?Ss:Yes,⋯(在学生们回答完之后，教师用小黑板出示U2乐队歌手Mullen的个人信息。)Englishname:LarryMullenDateofbirth:October31st,1961Placeofbirth:IrelandNationality:IrishOccupation:SingerWeight:70kgHeight:173cmFavoritecolor:Favoritefood:Hobbies:Favoritesong:(让学生把后面的信息补充完整，同时复习前面的知识。)(让学生猜测画线单词的含义。教师板书，教学生词，要求学生掌握birth,weight,kg,height；理解nationality和occupation。)(板书)birth,nationality,occupation,weight,kg,height3.(教师把小黑板上有关U2的个人信息擦去。请一名学生读2中林杰的个人信息，其他学生填写。)T:Listento2andthenfinishLinJie’spersonalfile.(可以读两遍。)(板书并解释生词，要求学生掌握director；理解HongKong和MTV。)HongKong,director,MTV4.(学生自读2，并核对答案。)5.(出示林杰的照片，根据林杰的个人档案，简短地口头介绍林杰。)T:PleaseintroduceLinJieinyourownwords.Youcanbeginlikethis:HernameisLinJie.HerEnglishnameis⋯(鼓励学生参与此活动，教师要随时提供帮助。)6.(师生共唱TakeMeHome,CountryRoads这首歌。完成3。)T:Let’ssingthissong:TakeMeHome,CountryRoads.Step5Project第五步综合探究活动(时间:6分钟)通过模仿写作及制作个人信息表，培养学生写作能力，进一步巩固本节课所学的语言知识点。1.(根据你搜集的资料，模仿1a写一篇短文来介绍自己喜欢的乐队。)T:Iknowmanyofyoulovepopularsingersandbands.Nowpleasewriteapassageaboutyourfavoriteband,accordingtotheinformationyou’vecollected.ThenI’llaskseveralstudentstoreportitinclass.(教师点评，对表现好的学生进行鼓励。)2.(根据林杰的个人档案格式，制作一个关于自己所喜爱的歌手的信息表。)T:Welldone.Next,pleasemakeapersonalfileofyourfavoritesinger.3.(播放一些学生们喜欢的乐队的演唱录像片断来结束本课。既能增进师生间的理解和加强沟通，又可以把本节课的课堂气氛推向高潮。)4.Homework:仿照林杰的个人档案，为自己制作一个小档案。板书设计：Whatsweetmusic!精品文档 精品文档SectionCatlastU2isthenameofabandfromDublin,Ireland.setupabandIt’soneofthemostfamousrockbandsintheworld.continuetodosth.Peopleallovertheworldstillenjoytheirmusicverymuch.SectionDThemainactivitiesare1and6.本课重点活动是1和6。Ⅰ.Teachingaimsanddemands教学目标1.Learnanewword:lovely,everybody2.Reviewsomeusefulsentences:(1)It’shardtosay.(2)Idon’tmindit.(3)Theyareverypopularamongyoungpeople.(4)Popmusicoftencomesandgoesquickly.3.Reviewexclamation.4.Reviewsomeexpressionsoflikesanddislikes:(1)LiXianglikeslisteningtojazz.(2)ButTomhatesitbecausehethinksitistoonoisy.Ⅱ.Teachingaids教具乐器/小黑板/录音机/课件/音乐磁带/卡片Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:10分钟)通过播放音乐片断，师生交流和学生表演，既增进师生之间的理解和沟通，又促进学生的英语学习。进一步巩固本话题的功能项目。1.(检查作业。)(同桌互检，选出4份设计精美的个人档案卡片在班级展出。)2.(播放各种类型的音乐片断。)T:Welldone!Let’senjoysomebeautifulmusic.(欣赏之后，教师对学生逐个进行提问，谈论音乐、乐队、歌曲、歌手等。如有条件可让会乐器的学生表演乐器。)T:Itsoundssweet!Whatkindofmusicdoyoulike,S1?S1:It’shardtosay.Iusedtoenjoyfolkmusic,butnowIlikepopmusic.T:What’spopmusic?S1:Rockmusic,countrymusicandjazzareallpopmusic.T:Right.Theyareverypopularamongyoungpeople.Doyoulikerockmusic,S2?S2:No,Idon’tlikeitatall.T:Why?S2:Ithinkit’stoonoisy.T:Doyoulikeclassicalmusic,S3?S3:No,it’stooserious.Ilikefolkmusic.T:Who’syourfavoritesinger?S3:Tengger.He’sfamousforfolksongs.T:Whatdoyouthinkofjazz,S4?S4:It’snotmyfavorite,butIdon’tmindit.Ilikecountrymusicbest.T:Whichbandisyourfavorite,S5?S5:FlowersBand.T:WhatdoyouthinkofU2,S6?S6:It’soneofthemostfamousrockbandsintheworld.T:Isityourfavorite?S6:No,itisn’t.MyfavoritebandisS.H.E.T:NowIhaveknownyourfavoritemusic,singers,bandsandsongs.Iwanttoknowwhatkindofmusicalinstrumentsyoucanplay.Pleasetellmeonebyoneandplayitforus.Let’sstart.(课前准备好乐器，放在班内。)S7:Icanplaytheviolin.T:Let’senjoyyourperformance.(学生在教室前表演。)S8:Ican⋯精品文档 精品文档⋯T:Great!Youhaveyourownhobbies.Nowlet’slearnabouttheboys’hobbiesin1.Step2Presentation第二步呈现(时间:7分钟)要求学生阅读1，从文章中获取主要信息，并画出关键词，培养学生的快速阅读理解能力。1.(让学生快速阅读1，提取主要信息。)T:Weknowkeywordscanhelpusalotwhilewearereading.Nowpleaseread1quickly.Andunderlinethekeywords.Kangkang——piano——funLiXiang——jazz——wonderfulTom——violin——happyWangJunfeng——drum——exciting(师生共同核对并板书。)2.(让学生仔细阅读1，完成1中的表格。)T:Next,pleaseread1carefullyagainandcompletethetable.(2分钟后核对答案。)S1,please.S1:Kangkanglikespianomusicverymuchbecauseitisgreatfunforhim.T:Right.WhataboutLiXiang?S2,please.S2:Helikeslisteningtojazzbecauseitsoundswonderful.T:Howclever!S3,whataboutTom?S3:Helikesviolinmusicbestbecauseitmakeshimhappy.T:Excellent!WhataboutWangJunfeng?S4,please.S4:Helikesplayingdrumsbecauseit’sexciting.T:Good.Hethinksplayingthedrumsisexciting.NameLikesReasonKangkangpianoItisgreatfunforhim.musicLiXiangjazzItsoundswonderful.TomviolinItmakeshimhappy.musicWangPlayingthedrumsisdrumsJunfengexciting.Step3Consolidation第三步巩固(时间:8分钟)通过设置细节问题和复述课文，达到巩固1的目的。培养学生口语表达能力。1.(让学生听1录音，并跟读，注意语音语调。回答下列问题。)(1)WhendidKangkangbegintoplaythepiano?Whotaughthim?(2)WhatdoesTomhate?Why?T:Next,let’slistento1andrepeatit.Payattentiontothepronunciationandintonation.Thenanswerthequestionsonthesmallblackboard.(两分钟后核对答案。)S1:Hebegantoplaythepianowhenhewaseight.S2:Amusicteachertaughthim.S3:Tomhatesjazzbecausehethinksitistoonoisy.2.(分组活动。五人一组，复述课文。前四位分别说出四个主人公喜爱的音乐类型，第五位复述整篇课文。评出优胜组。)T:Welldone.Boysandgirls,workingroupsoffive,fourstudentsactfourdifferentroles,andtherestoneretellsthewholetext.Atlast,choosethewinner.OK?Pleasego.Step4Practice第四步练习(时间:10分钟)精品文档 精品文档通过创设情景和做游戏，活跃课堂气氛，进一步巩固感叹句的学习。1.(让学生听3录音，填空，完成短文。)T:Oh,wonderful!(教师带领学生，鼓掌表扬优胜组。)Justnow,welearntalotaboutKangkang’sandhisfriends’hobbies.Here’sgoodnewsforyou.They’regoingtothepartytonight.Doyouwanttoenjoywonderfulmusic?Doyouwanttoknowwhattheyaregoingtoperform?Pleaselistentothenews.Thenfinish3onpage68.(播放录音，核对答案)T:Good,comeon!Everybodyiswelcometotheparty!Ss:Howexciting!/Oh,wonderful!(板书领读并让学生猜测词义，要求学生掌握。)everybody=everyone(让学生再次听录音，加深对文章的理解，强调“play+the+乐器”的用法，板书并要求学生掌握。)playthedrums,playtheviolin,playthepiano,playtheguitar2.(做单词组句游戏，完成2。)(分组活动：教师在课前把2中的感叹句分别写在卡片上，然后把卡片剪开，每个单词均独立分开。课堂上教师把学生分成2~3人一组，看哪组在最短的时间内把单词组成句子，然后各小组派一名学生把句子写在黑板上，对最先写出句子的前三组给予鼓励。)T:OK.Nowlet’splaygames.You’llworkingroupsoftwoorthree.Everybodyhasacardandthereisonlyonewordonit.Youmakeanexclamatorysentence,usingthewordsonthecardsasquicklyasyoucan.Thenwriteitontheblackboard.Thefirstthreegroupswillbewinners.Pleasego.(核对答案。教学生词，要求学生理解carefully并注意它的词性，掌握lovely。)Whatalovelydog!Howwonderful!Whatbadweather!Howcarefullyhestudies!Whatbeautifulflowers!Howdelicious!3.(让学生观察总结感叹句结构。)(教师板书，并作适当补充。)a/an+adj.+n.(C)What+adj.+n.(U)+!adj.+n.(pl.C)adj.+!How+adv.4.(放5a,5b录音并让学生跟读。)T:Great.Nowlet’sgoover5a,5b.Pleaselistenandrepeat.Step5Project第五步综合探究活动(时间:10分钟)通过做游戏，制作海报和个人档案等方式，锻炼学生独立处理信息的能力，为学生提供实际运用英语的机会。1.(教师设置“摘苹果”游戏来帮助学生复习、巩固本话题的单词。)T:Nextwe’llusethewordsinthetopictoplay“pickapples”game.(游戏规则：用多媒体出示一棵茂盛的苹果树的图，树上长着很多苹果，每个苹果上都有一个英语单词。有红色的<黑体的词>，也有绿色的<白体的词>。请学生上来摘“苹果”；每摘一个“苹果”，就要把“苹果”上的单词读出来并说出汉语意思。开始的时候，教师可请一些成绩相对差一些的学生上来，只要摘下一个会读的单词就可以获得一个“苹果”。单词只限于本话题内的。)2.(教师先设置情境：假设你们班要在教室里举办一个唱歌比赛。)T:Supposewearegoingtohostasingingcontestinourclassroom.Canyoumakeaposteraboutit?Thenchooseoneofyourfavoritesingersandmakeapersonalfileforhim/her.Atlastwriteapassageabouthim/her.(1)(师生共同制作一个宣传比赛的海报。)精品文档 精品文档SingingContestWanttospendanexcitingevening?Wanttoshowyourself?Wanttowatchgreatperformance?Comeon!WelcometotheSingingContest!Time:7:00p.m.—9:00p.m.Nov.7th.Place:theclassroomofClassFour(2)(选出一名你最喜欢的歌手，并为他/她制作个人档案。)Chinesename:Englishname:Dateofbirth:Placeofbirth:Weight:Height:Favoritecolor:Favoritefood:Hobbies:Favoritesong:(3)(根据档案，写一篇关于他/她的简介。完成6。)3.Homework:(1)写一篇短文介绍你班上同学最喜欢的音乐。(2)写出10个感叹句。要求每种结构造两个句子。板书设计：Whatsweetmusic!SectionDa/an+adj.+n.(C)everybodthedrumsWhat+adj.+n.(U)+!theadj.+n.(pl.C)playviolinthepianotheHow+adj.+!guitarTopic3Whatwereyoudoingatthistimeyesterday?SectionAThemainactivitiesare1aand2a.本课主要活动是1a和2a.Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwords:shower,radio,duck2.Learnthepastcontinuoustense:(1)—Whatwereyoudoingatthistimeyesterday?—Iwastakingashower.(2)—Whatwereyoudoingfromseventonineyesterdaymorning?—IwaslearningEnglish.(3)—Wereyouplayingcomputergames?—Yes,Iwas./No,Iwasn’t.(4)Whatwashe/shedoingatnineo’clocklastSundaymorning?3.Goonlearningsomeusefulexpressionsonmakingatelephonecall:(1)MayIspeaktoJane?(2)Holdtheline,please.Ⅱ.Teachingaids教具图片/录音机/小黑板/多媒体课件/幻灯片/玩具电话/照片Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:15分钟)精品文档 精品文档通过唱英语歌，看图说话等形式复习现在进行时并导入过去进行时；借助图片呈现新单词，为导入新课作准备。1.(用一首英文歌，营造愉快的课堂氛围，师生问答复习现在进行时。)T:Goodmorning,everyone!Whataniceday!I’mgladtoseeyou.Ss:Gladtoseeyou,too!T:Doyouwanttosingasongwithme?Ss:Yes.T:OK.Firstlistentome.Thenfollowme.Areyousleeping?Areyousleeping?BrotherJohn,brotherJohn.Morningbell’sringing.Morningbell’sringing.Ding—dong—ding.Ding—dong—ding.(教师教学生唱这首歌。)T:Doyouunderstandthissong?Ss:Yes.T:Whocantellmewhatkindoftenseitusesinthissong?S1:Thepresentcontinuoustense.(教师帮助学生回答。)T:Whocantellmetheformofthepresentcontinuoustense?S2:be(am/is/are)+doing⋯T:Pleaselookatthesepictures.Thenmakesimilarconversationsaftertheexample.(把以下四幅图片逐一展示给学生，让学生用现在进行时练习对话。)Picture1Picture2Picture3Picture4Example:T:Lookattheyoungwoman.Issherunning?S3:No,sheisn’t.T:Whatisshedoing?S3:Sheisdancing.2.(教师设置情境，由现在进行时，导入过去进行时。)T:Whattimeisitnow?Ss:It’s⋯(视具体情况回答。)T:Whatarewedoingnow?Ss:WearehavinganEnglishclassnow.T:Good.YouarehavinganEnglishclassnow.Butyouwerehavingamathclassatthistimeyesterday.(教师手指班内的课程表，帮助学生理解该句的含义。)(板书)Youwerehavingamathclassatthistimeyesterday.(教师板书、解释过去进行时的概念及结构，并与现在进行时进行对比。)(板书)presentcontinuoustense:be(am/is/are)+v.-ingpastcontinuoustense:be(was/were)+v.-ingT:Canyousayafewsentenceswiththepastcontinuoustense?精品文档 精品文档S4:Iwasdoingmyhomeworkatthistimeyesterday.S5:⋯3.(教师再次展示之前四幅图片中的Picture1，师生对话操练过去进行时的特殊疑问句。)T:OK.Lookatthispicture.Whatwasthegirldoingatthistimeyesterday?Ss:Shewasdancingatthistimeyesterday.⋯(板书)Whatwasthegirldoingatthistimeyesterday?4.(教师出示一个小女孩在淋浴的图片。)T:Whatisshedoing?Ss:Sheistakingabath.T:Right.Wecanalsosaysheistakingashower.(板书，解释shower，并要求掌握。)shower5.(教师出示一个学生在听收音机的图片。)T:Whatistheboydoing?Heislisteningtotheradio.(板书并要求掌握。)radioT:S6,doyouoftenlistentotheradio?S6:Yes,Ido./No,Idon’t.(出示一女孩在吃烤鸭的图片，图片下方注明时间“attwelve,yesterday”。)T:Whatwasthegirldoingattwelveyesterday?Ss:Shewashavinglunch.T:Yes,shewaseatingBeijingroastduck.(板书并要求学生掌握duck，理解roast。)BeijingroastduckStep2Presentation第二步呈现(时间:7分钟)通过听录音回答问题，跟读并查找关键词句，初步学习目标语言。学习1a。1.(让学生听1a录音，回答问题。)T:NowwearehavinganEnglishlesson.WhatisJanedoingnow?WhatwasJanedoingatthistimeyesterday?Let’slistento1aandfindouttheanswerstothesequestions.(出示小黑板。)(1)WhatisJanedoingnow?(2)WhatwasJanedoingatthistimeyesterday?(核对答案。)2.(让学生跟读1a录音，并画出关键词句。)T:Listentothetapeandrepeatit,thenfindoutthekeywordsandsentences.(板书并讲解关键词句。)Hello—Thisis⋯—MayI⋯—Holdtheline—Whatare⋯doing?—practicingtheviolin—atthistimeyesterday—called—nobodyanswered—takingashower3.(让学生再读1a，总结本课的电话交际用语并板书。)(1)MayIspeakto⋯?精品文档 精品文档(2)Holdtheline,please.Step3Consolidation第三步巩固(时间:10分钟)通过表演对话和编对话，使学生在交际中掌握过去进行时的用法。巩固1a，完成1b。1.(播放多媒体课件，学生与多媒体对话。练习1a。)(教师充当Jane’smother。)T:OK,let’smakeaconversationwithCAI.I’mJane’smother.You’reMaria.Begin!Example:T:Hello!Ss:Hello!ThisisMariaspeaking.MayIspeaktoJane?T:Holdtheline,please.CAI:Hello,Maria!Ss:Hello!Whatareyoudoing,Jane?...2.(转换角色，让学生充当Jane。)T:Practicethedialoginrolesagain.Now,youactasJane.3.(三个学生一组根据黑板上的关键词及1a的挂图，练习并表演对话。)(两分钟后请几组学生表演，利用玩具电话操作。)T:Pleaseusethetoyphonetopracticethedialogingroupsofthreeaccordingtothekeywordsandsentences.Intwominutes,I’llaskseveralgroupstoactthemoutinthefront.4.(学生两人一组操练对话，完成1b。)T:Pleaselookatthepicturesin1b.Thenmakeconversationswithyourpartneraftertheexample.Step4Practice第四步练习(时间:7分钟)通过接龙游戏，表演对话以及做调查，使学生熟练运用过去进行时态。完成2a和2b。1.(师生对话，导入过去进行时的一般疑问句。)T:IwaswatchingTVatnineo’clocklastnight.WereyouwatchingTVatthattimelastnight?S1:Yes,Iwas.S2:No,Iwasn’t.Iwassleeping.(板书并讲解过去进行时的一般疑问句的构成及简略答语。)WereyouwatchingTV⋯?Yes,Iwas./No,Iwasn’t.(让学生做接龙游戏，操练过去进行时的一般疑问句。)T:Let’splayagameinchains.Practicethegeneralquestionofthepastcontinuoustenseaftertheexample.Example:S3:Iwasdoingmyhomeworkateighto’clocklastnight.Wereyoudoingyourhomeworkthen?S4:Yes,Iwas.Wereyoudoingyourhomeworkateighto’clocklastnight?S5:No,Iwasn’t.Iwaslisteningtomusic.Wereyoulisteningtomusicatthattime?S6:⋯⋯2.(让学生根据2a的图片，模仿例子进行操练。)T:Pleaselookatthesepicturesin2a.Askandanswerinpairsaftertheexample.I’llaskseveralpairstoactthemoutinthefront.精品文档 精品文档Example:S7:Whatwereyoudoingfromseventonineyesterday?S8:Iwaslisteningtotheradio.Wereyoulisteningtotheradio?S7:Yes,Iwas./No,Iwasn’t.(请几组学生进行表演。)3.(学生做小记者进行调查。)(将全班学生分成五人一组，每组挑选一名小记者调查本组的成员。)T:Makeasurveyingroupsoffive.Youcanvoteastudentasareportertointerviewtheothers.Thencompletethetablein2b.Example:R:Whatwereyoudoingatnineo’clocklastSundaymorning?S9:IwasreadingEnglish.R:Whatwereyoudoingatnineo’clocklastSundaymorning?S10:Iwasrunning.⋯(让学生根据调查结果向全班做一个报告，完成2b。)T:Giveareporttoyourclassaccordingtothesurveyandfinish2b.G1:⋯G2:⋯⋯(对于报告流畅的小组，给予表扬。)Step5Project第五步综合探究活动(时间:6分钟)通过看照片编对话和做调查写报告的形式，培养学生综合运用所学知识的能力。1.(通过多媒体课件出示多张本班学生的照片，照片人物所做的动作各不相同，让学生就所看到的动作，依次完成一般现在时、一般过去时、现在进行时、过去进行时共四种时态的转换。)(照片上显示男生A正在打篮球。根据照片进行对话。)T:WhatdoesAusuallydoontheplaygroundafterschool?Ss:Heusuallyplaysbasketball.T:Didheplayityesterday?Ss:Sorry.Idon’tknow.T:Isheplayingfootballnow?Ss:No,heisn’t.T:Whatishedoingnow?Ss:Heisplayingbasketball.T:Whatwashedoingatfiveyesterday?Ss:Hewasplayingbasketball.(学生两人一组做类似对话，可用各种句型。)2.(用幻灯片出示表格，让学生两人一组，互相询问上星期天的各个时间段在做什么，然后将调查结果填入表格。)T:PleasemakeasurveyinpairsaboutwhatyourpartnerwasdoingatdifferenttimeslastSunday.Thenfilltheresultsintothetable.NameTimeWhatwashe/shedoing?6:00—7:00a.m.9:00—10:00a.m.11:00—12:00精品文档 精品文档a.m.2:00—3:00p.m.5:00—6:00p.m.8:00—9:00p.m.(教师提问几名学生，并给予评价。)3.Homework:根据你上星期天的真实活动情况写一份报告，并总结自己的星期天过得怎样。板书设计:Whatwereyoudoingatthistimeyesterday?SectionAduckam/is/are+v.-ingtakeabath=takeashowerwas/were+v.-inglistentotheradioMayIspeaktoJane?Holdtheline,please.SectionBThemainactivitiesare1a,1cand2a.本课重点活动是1a,1c和2a.Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandusefulphrases:agree,pleasant,agreewithsb.,handsome,useful,sad,makefaces,laugh2.Learnsomeusefulsentences:(1)Ithoughtitwasjustso-so.(2)Ithoughthewasverybrave!(3)It’snothingserious.(4)MissWangwasangrywithme.3.Goonlearningthepastcontinuoustense:(1)—Whatwereyoudoingatthistimelastnight?—IwaswatchingaHarryPottermovie.(2)BecauseImadefacesandmademyclassmateslaughwhenshewasgivingusalesson.(3)Youweren’tlisteningtotheteacher.4.Learntoexpressagreementanddisagreement:—Ithinkclassicalmusicispleasant.Iagreewithyou./Yes,Ithinkso.—Idon’tagree./No,Idon’tthinkso.Ithinkit’sboring.Ⅱ.Teachingaids教具挂图/课件/录音机/小黑板/卡片Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:6分钟)通过创设情景，表演对话复习过去进行时，导入新课。1.(检查家庭作业，然后由教师设置情境，复习过去进行时的特殊疑问句和肯定句。)T:Let’scheckthehomework.NowI’llaskseveralstudentstoreportwhattheyweredoingatdifferenttimeslastSunday.Volunteers?S1:Iwasrunningfrom6:30to7:00.Thenat7:30Iwashavingbreakfast⋯S2:Ihadaniceweekend.Iwasplayingcomputergamesfrom6:00to7:00.Then⋯精品文档 精品文档S3:⋯⋯(让学生进行链式问答，复习过去进行时。)T:Askandansweronebyone,usingthepastcontinuoustense.S4:Iwasdoingmyhomeworkat8:00yesterdayevening.Whatwereyoudoingat8:30yesterdayevening?S5:IwaswatchingTV.Whatwereyoudoingfrom9:00to9:30yesterdayevening?S6:Iwasstudying.Whatwereyoudoingat10:00yesterdayevening?S7:Iwassleeping.Whatwereyoudoingfrom6:00to6:30yesterdayevening?S8:Iwashavingsupper⋯⋯2.(学生两人一组就今天早上大约六点钟时所做的事情做猜谜游戏，一个学生做动作，另一个学生猜他/她在干什么，来练习过去进行时的一般疑问句。)T:Let’splayagameinpairs.Onedoestheaction,theotherguesseswhathe/shewasdoingatsixo’clockthismorning.S9,S10,youtwo,please.(S10做动作。)S9:Wereyouplayingthepianoataboutsixo’clockthismorning?S10:No,Iwasn’t.S9:Wereyougettingup?S10:Yes,Iwas.It’syourturn.⋯(过渡到本课内容。)T:Doyouknowwhatyourparentsweredoingat8:00yesterdayevening?S11:Theywerewatchingmovies.Theylikewatchingmoviesverymuch.(教师面向全体学生。)T:Doyoulikewatchingmovies?Ss:Yes.T:DoyoulikeHarryPotter?Ss:Yes,verymuch.T:Ilikeit,too.OK,let’swatchaHarryPottermovie.Ss:Yeah!(欢呼)Step2Presentation第二步呈现(时间:10分钟)利用电影《哈利·波特》的录像片断，激发学生学习英语的兴趣，导入1a。通过听录音回答问题，读对话填表格等形式，完成1a。训练学生的听、说和阅读能力。1.(教师播放电影《哈利·波特》的录像片断。欣赏后师生问答。)T:Whatdoyouthinkofthemovie?Wonderfulorso-so?S1:It’sverywonderful.T:(手指S1)S2,hethinksthemovieiswonderful.Doyouthinkso?S2:Yes,Ithinkso.T:Oh,thatmeansyouagreewithhim.IalsoagreewithhimandIthinkthesceneisbeautiful,themusicispleasant,too.(板书解释生词及词组，并要求学生掌握agree,agreewithsb.,pleasant；理解so-so；了解scene。)so-so,agree,agreewithsb.,scene,pleasantT:WhatdoyouthinkoftheboyHarryPotter?S4:He’sveryclever.精品文档 精品文档S5:He’sverybrave.⋯T:Yes,Iagreewithyou.AndIthinkhe’shandsome,too.Doyouagreewithme?Ss:Yes.(板书，让学生猜词义，并要求学生掌握。)handsomeT:OK.DoyouknowwhatMariathinksofthemovie?Ss:Sorry,wedon’t.(导入新课。)2.(教师用小黑板出示听力问题，让学生带着问题听1a录音，然后回答问题。)T:OK.Let’slistento1aandfindouttheanswerstothesequestionsonthesmallblackboard.(1)WhatwasMariadoingatthistimelastnight?(2)WhatdidMariathinkofthemovie?(3)WhatdidJaneandMariathinkofHarryPotter?(核对答案。)3.(让学生阅读对话，完成下列表格。)T:Readthedialogbyyourselves.FindoutwhatJaneandMariathoughtofthemovie,thescene,themusicandtheboy.Thencompletethetable.(用小黑板或幻灯片出示表格。)ContentThemovieThesceneThemusicTheboyNameJaneMaria(师生共同核对答案。)4.(让学生听1a录音，学生跟读并模仿。注意语音语调，同时画出表示赞同和不赞同的句子。)T:Listentothetapeandrepeat.Payattentiontothepronunciationandintonation.Thenunderlinethesentencesthatexpressagreementanddisagreement.(核对答案。)Step3Consolidation第三步巩固(时间:10分钟)通过练习和编对话，进一步巩固本课的目标语言。巩固1a，完成1b和1c。1.(让学生两人一组练习对话。)T:Practicethedialoginpairs.2.(让两名学生根据小黑板上表格的信息，复述1a对话中主人公对电影HarryPotter的评价。)T:JaneandMariasawthemovieHarryPotterlastweek.Theyhadtheirownopinionsaboutit.Nowtalkaboutwhattheythoughtofthemovieaccordingtothetable.S1andS2,please.S1:Janethought⋯S2:Mariadoesn’tagreewithallofJane.Shethought⋯3.(根据1a对话，鼓励学生谈论其他看过的电影。)T:Pleasediscusssomeothermoviesyouknowwithyourpartneraccordingto1a.ThenI’llasksomepairstoactinthefront.(两分钟后，请2~3组学生表演，完成1b，对表现好的组进行鼓励。)4.(小组活动。给每组发一张写有某一观点的卡片，四人一组讨论并陈述自己对这一观点的看法，完成1c。)T:NowI’llgiveeachgroupacardwithdifferentideas.Youmakeconversationsingroupsoffouraccordingtoyourownopinionsaftertheexamples.Pleaselookatthiscard.(教师出示第一张卡片，卡片上写着：computer,useful。)精品文档 精品文档Example1:T:Ithinkthecomputerisuseful.Whataboutyou,S3?(教学并板书useful，要求学生掌握。)usefulS3:No,Idon’tthinkso.S4:Idon’tagreewithS3.Ithinkit’sgoodforourstudy.S5:Ithinkso.Butplayingcomputergamestoomuchisbad.(老师出示第二张卡片，卡片上写着：classicalmusic,pleasant。)Example2:S6:Ithinkclassicalmusicispleasant.S7:Yes,Ithinkso.S8:Iagreewithyou.S9:Iagreewithyou,too.T:Prettywell!Doyouknowwhatyourteachersfeelwhenyouaren’tlisteningtothemduringtheclass?Let’slookatthepicture,please.Step4Practice第四步练习(时间:12分钟)完成2a和3。通过听录音回答问题，改写对话等形式，使学生进一步掌握过去进行时的用法。1.(出示2a挂图，跟学生一起讨论。)T:What’stheboydoing?S1:做鬼脸。(学生可用汉语回答。)T:Heismakingfaces.Whataretheotherchildrendoing?SS:大笑。(学生可用汉语回答。)T:Theyarelaughing.(板书新词laugh，并解释makefaces。要求学生掌握。)makefaces,laughT:OK,ismakingfacesinclassbadorgood?Ss:It’sbad.T:Theteachermustbeangrywithhim.Doyouthinkso?Ss:Yes.T:Whentheteacherisangrywithhim,what’stheboy’sfeeling?Ishehappyorsad?(板书sad并画一个释义，要求学生掌握。)sadT:Theboymustbesad.Doyouthinkso?Ss:Yes.T:Nowlookatthepictureagain.Theboymadefacesandmadehisclassmateslaughwhentheteacherwasgivingthemalesson.(板书并讲解。)Theboymadefacesandmadehisclassmateslaughwhentheteacherwasgivingthemalesson.(过渡到下一步。)2.(设置听力任务，让学生听2a录音，回答小黑板上的问题。)T:WhatdidBilldoinclass?AndwhatdoesKangkangthinkofthat?Pleaselistento2aandanswerthequestions.(1)WhatdidBilldoinclass?(2)WhatdoesKangkangthinkofthat?精品文档 精品文档(核对答案。)3.(听2a录音，跟读并找出关键词句。教师出示写有关键词句的小黑板。)T:Listentothetapeandrepeat.Thenfindoutthekeywordsandsentences.(出示小黑板，并讲解。)sosad—matter—nothingserious—comeon—wasangrywith⋯—madefaces—made⋯laugh—wasgivingusalesson—weren’tlisteningto⋯—you’dbetter4.(让学生根据上面的关键词句，把2a对话改写成短文，然后同桌互相批改。教师请1~2个学生口述短文，并给予点评。)T:Accordingtothekeywordsandsentencesabove,change2aintoapassage.Thencheckitinpairs.I’llasksomestudentstogiveanoralreportoftheirpassages.5.(把3中的四幅图片制成卡片，并附有相关的动词或短语提示，如：takeashower,knockat等展示给学生。让学生两人一组练习对话，要求使用⋯when⋯的句式表达。教师给出例子。)T:Lookatthesepictures.Pleaseworkinpairsaccordingtotheexample.Example:A:Whatwasthemousedoingwhenthecatknockedatthedoor?B:Hewastakingashowerwhenthecatknockedatthedoor.6.(听3录音，回答问题，完成3。)T:Listentothetapeandanswerthequestions.(再听一遍录音，核对答案，并板书。)T:Listenagainandchecktheanswers.(1)Hewastakingashower.(2)Hewassleeping.(3)Hewascarryingthecat’scake.(4)Theywerechattinghappily.7.(引导学生观察并总结过去进行时与表示过去的时间状语从句连用时的结构。即通常是其中一个动词用一般过去时，另一个动词使用过去进行时。)Step5Project第五步综合探究活动(时间:7分钟)通过作调查、填表格、写短文等活动，培养学生综合运用本课所学目标语言的能力。1.(选一部学生们最喜欢的电影，让他们把对电影的评价填入小黑板上的表格中。)NameofthemovieThemovieThesceneThemusicTheactor(让学生根据表格信息对话，要求使用表示赞同和不赞同的句子。)T:Pleasefillinthetablewithyourownopinions.Thenmakeaconversationwithyourpartneraccordingtotheinformationinit.You’dbetterusethesentencesthatexpressagreementanddisagreement.2.(把学生分为四人一小组进行下面的采访讨论活动：调查在课堂上，学生应该和不应该做的事情。把结果填入小黑板上的表格中。)WeshouldWeshouldn’tlistentotheteacher1makefacescarefully2精品文档 精品文档(由一名学生把本组的调查结果汇报给全班同学。)T:Workingroupsoffour.Makeasurveyaboutwhatyoushouldandshouldn’tdoinclass.Fillinthetableonthesmallblackboard.Thenvoteastudenttoreporttheresultstous.⋯(对于表现好的小组，给予表扬。)3.Homework:把汇报结果写成一篇语意连贯的小短文，并陈述自己的观点，即上课铃声响了，老师走进教室之前，学生们应该做什么和不应该做什么。板书设计:Whatwereyoudoingatthistimeyesterday?SectionBagreewithsb.Iagreewithyou.nothingseriousYes,Ithinkso.makefacesIdon’tagree.make⋯laughNo,Idon’tthinkso.pleasantTheboymadefacesandmadehisclassmateslaughhandsomewhentheteacherwasgivingthemalesson.usefulSectionCThemainactivitiesare1aand2a.本课重点活动是1a和2a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomeusefulphrasesandaword:too⋯to⋯,stopdoingsth.,factory2.Goonlearningthepastcontinuoustense:KangkanghadahappydaylastSunday.At6:30inthemorning,hewasrunning⋯3.Learnabouttheoriginofthetwo-dayweekend.4.Talkaboutweekendactivities.Ⅱ.Teachingaids教具录音机/小黑板/幻灯片/课件Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:8分钟)小组比赛，复习过去进行时，师生对话，导入新课。1.(让学生在练习本上写出业余时间爱做的活动内容。)T:Hi,boysandgirls.Let’sbeginourlesson.First,I’llaskyoutowritedownwhatyouusuallydoinyoursparetimeinyourexercisebooks.Forexample:playfootball,listentomusic,collectstamps,goshopping.(三分钟后。)T:Now,stop.Let’sfindoutwhowritesthemost.(教师统计，表扬写得最多的学生。)2.(做游戏。小组比赛。根据小黑板上表示迈克上周日活动的短语复习过去进行时。游戏规则:把学生分成十二个人一组。根据表格内容提示，首先由两名学生对话，然后回答完问题的学生向第三位学生提问题，第三位学生回答后，再向第四位学生提问题。以此类推。尽量变换句式，避免重复。用最少时间完成小组对话的组获胜。)(教师用小黑板或幻灯片出示表格。)精品文档 精品文档T:Let’splayagameinchainsingroupsoftwelve.UsethepastcontinuoustensetoaskandansweronebyoneingroupsaccordingtoMike’sactivitieslastSunday.Thefirstgrouptofinishthegameisthewinner.Mike’sSundayMorningAfternoonEvening7:00readEnglish1:30goshopping7:00watchTV8:00playfootball2:30play8:00writealetterbasketball11:00listentomusic3:50flyakite9:00playchess11:30dohishomework5:00swim9:30readnewspaperExample:S1:WhatwasMikedoingat7:00lastSundaymorning?S2:HewasreadingEnglish.WhatwasMikedoingat8:00lastSunday?S3:Playingfootball.WasMikelisteningtomusicat11:00lastSunday?S4:Yes,hewaslisteningtomusicatthattimelastSunday⋯S5:⋯(通过这个活动，可以培养学生的竞争意识和合作精神。)(表扬优秀小组，鼓励稍差的，并指出不足之处。)3.(师生问答，导入1a。)T:MikewasverybusylastSunday.Doyouthinkso?Ss:Yes.Weagreewithyou./Wethinkso.T:Differentpeoplehavedifferentthingstodoonweekends.Theycandotheirfavorite.Doyoulikeweekends?Ss:Yes,wedo.T:Whydoyoulikethem?Tellmeonebyone.S6:BecauseIdon’thavetogotoschool.S7:BecauseIcanstayathomeandhaveagoodrest.S8:BecauseIcandomyfavoritethings.S9:⋯T:Ithinkeverybodylikesweekends.Butbefore1800,manypeoplespentonedayaweekatchurch.Englishpeoplecalledita“holyday”.Onthatday,theyrestedandprayed.Americanfactorieswereclosedandtheworkersstoppedworkingonthatday.Butnowwehavethetwo-dayweekend.Doyouknowhowthetwo-dayweekendbegan?(教师可边叙述，边用汉语解释生词的含义，帮助学生理解。)Ss:No.(板书，解释生词，并要求学生掌握stopdoingsth.,factory；理解holy,pray,closed。)holy,pray,factory,closed,stopdoingsth.T:Nowlet’slistentoashorthistoryoftheweekendandlearnabouthowthetwo-dayweekendbegan.Step2Presentation第二步呈现(时间:10分钟)学习1a。通过听录音回答问题，找关键词，复述课文等形式，初步呈现本课的目标语言。1.(教师板书听力任务，然后播放1a录音，让学生听录音回答问题。)T:Well,pleasepayattentiontothefollowingquestionsbeforelistening.ThenIwillasksomeofyoutoanswerthem.(1)Whydidn’tmanyworkersgotoworkonMondaymorningsintheearly精品文档 精品文档1800s?(2)Whendidthetwo-dayweekendbegin?(放两遍1a录音后，让学生抢答问题，并核对答案。)2.(再次放1a录音，让学生跟读，并注意语音语调。)T:Listento1aagainandrepeat.Payattentiontothepronunciationandintonation.3.(让学生精读1a并画出短文中的关键词，教师板书，解释solve并要求学生了解。)T:Read1aandunderlinethekeywordsinthispassage.(1)before1800,spent,church,inEngland,“holyday”,rested,prayed(2)early1800s,playedgames,tired,intheU.S.A.,“blueMondays”(3)solve,1874,oneo’clock,stoppedworking,beginning,by1930,wereclosed,Saturdayafternoons,by1940,closedallday,two-day,began(师生共同核对关键词。)4.(师生一起总结课文中的重难点词句。)Example:T:Doyouknowthemeaningof“too⋯to⋯”?(板书，解释too⋯to⋯，并要求学生掌握。)too⋯to⋯Ss:Yes./No.T:Letmegiveyousomeexamples.(板书)Heistooyoungtogotoschool.Heistooweaktocarrythebox.(教师让学生举例，操练“too⋯to⋯”。)Step3Consolidation第三步巩固(时间:8分钟)通过读短文填表格，连句子的形式，对目标语言进行巩固。巩固1a，完成1b。1.(教师展示课前画在小黑板上的表格。学生自己朗读1a，然后填表格。)T:Pleasereadthepassageagainandfilloutthetableonthesmallblackboard.TimeWhatdidpeopledoonweekend?before1800intheearly1800sby1930by1940(师生一起核对答案。)2.(让学生根据课文完成1b。)T:Nowlet’slookat1b.Readthepassageaboveandmatchthesentences.(师生一起核对答案。)3.(让学生看黑板上的关键词，在教师的引导下复述课文。)T:Pleaseretellthepassageaccordingtothekeywords.Step4Practice第四步练习(时间:9分钟)通过看图讨论，根据提示词写短文，培养学生的口头表达和写作能力。完成2a和2b。1.(师生对话，导入2a。)精品文档 精品文档T:Wehaveknownhowweekendbegan.WhatdoyouusuallydoonSundays?PleaseletusknowhowyouspendyourSundays.Pleasego.S1:IoftenwatchTVinthemorninganddomyhomeworkintheafternoon.S2:Iusuallydosomereading.S3:SometimesIgotovisitmygrandparentsbybus.S4:⋯T:HowdidKangkangspendlastSunday?Doyouwanttoknow?2.(教师用课件展示2a的图片。)T:Lookatthepictures.Let’stalkabouthowKangkangspentlastSunday.(教师在黑板上板书或出示幻灯片，让学生谈论图片的同时，填充表格。)TimeActivity6:308:009:5011:3014:2020:15T:First,lookatPicture1.Whattimewasit?S5:Itwassixthirty.T:WhatwasKangkangdoingthen?S5:Hewasrunning.T:Verygood!Pleaseaskandanswerinpairsandfilloutthetable.3.(让学生根据2a的图片及表格信息，说一说Kangkang上周日是如何度过的。)T:OK,let’ssaysomethingabouthowKangkangspentlastSunday.Youcanbeginlikethis:KangkanghadahappydaylastSunday.Hewasrunningat6:30⋯(请几名学生到台前说给大家听，教师给予指点和鼓励。)4.(1)(让学生看2b，根据方框中的提示词，写一篇短文。完成2b。)T:OK,boysandgirls.KangkangwasveryhappylastSunday.Whataboutyou?Let’sdosomewrittenwork.EveryonewritesashortpassageabouthowyouspentlastSundayandwhatyouweredoingatdifferenttimes.Example:LastSundayIhadagoodtime.Igotupat6:30.IwaswatchingamovieonTVat7:00.Itwasanactionmovie.Itwasveryinteresting⋯Ifeltveryexcited/happy.(2)(学生前后桌互阅，然后请一两名学生读自己的短文。其他学生认真听并指出错误。这个活动旨在锻炼学生写作能力和口头表达能力。)Step5Project第五步综合探究活动(时间:10分钟)通过口头讨论并汇报，写短文，造句子等形式，培养学生综合运用本课目标语言的能力。1.(完成3。)T:Hi,boysandgirls,areyoutired?Ss:Yes.T:OK,let’slistentothechant.(学生听一遍后跟着节奏读。)T:Nowlet’slistenagainandfollowit.2.(小组活动。让学生四人一组讨论小组中谁的早晨过得最有趣，并口头汇报。)T:Welldone!Nowworkingroupsoffour.Discusswhohadthemostinterestingmorninginyourgroup.Youmusttellyourgroupmembersthetruth.(教师用汉语解释活动规则。)精品文档 精品文档Example:S1:Ihadthemostinterestingmorning.Igotupat6:00.At6:30,Iwascookingbreakfastformyfamily.At7:30,Iwasgoingtoschoolbybike⋯(学生讨论完毕之后，每组选一个学生作报告，比一比，看谁的早晨过得最有趣。)3.(把学生分为若干人一组。每人写一写自己母亲昨天在不同时段所做的事情，并汇报给组内其他成员。)T:Nowlet’smakeasurvey.Yourmotheristhebusiestandthemosttiredpersoninyourfamily.Pleasewriteapassageaboutwhatyourmotherwasdoingatdifferenttimesyesterday.Thinkaboutwhatyoushoulddoforher.Thenreportittoyourgroup.Example:S2:Mymotheristhebusiestandthemosttiredpersoninmyfamily.Shewascookingbreakfastforusat6:30a.m.yesterday⋯4.Homework:(1)用too⋯to⋯和stopdoingsth.各造四个句子。(2)查找资料，说说我国某一个传统节日的由来。板书设计:Whatwereyoudoingatthistimeyesterday?SectionCstopdoingsth.HowdidyouspendlastSunday?beclosedDidyouhaveagoodtime?factoryWhatwereyoudoingatdifferenttimeslastSunday?too⋯to⋯SectionDThemainactivitiesare1和5.本课重点活动是1和5。Ⅰ.Teachingaimsanddemands教学目标1.Learnanewword:dish2.Reviewthepastcontinuoustense:(1)Whatwashe/shedoingataboutnineo’clocklastnight?(2)Mymotherwasdoingthedishesandmyfatherwasreadingthenewspaper.3.Reviewagreementanddisagreement:(1)Iagree./Iagreewithyou./Ithinkso.(2)Idon’tagree./Idon’tthinkso.Ⅱ.Teachingaids教具录音机/小黑板/图片/课件Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:12分钟)师生谈论，通过看图片回答问题和写句子等形式，复习上节课的重点知识，并导入新课。1.(让学生运用表示赞同和不赞同的句型进行快速练习。)(教师可以运用教室内的物品，也可以是某个学生或某个明星，进行问答练习。)T:Hello,everyone.Nicetoseeyouall.Ss:Nicetoseeyou,too.T:It’ssunnytodayandweareveryhappy.Doyouthinkso?Ss:Yes,weagreewithyou./wethinkso.T:Youhavegrownupandeveryonehashis/herownopinionsaboutsomethingorsomebody.DoyourememberhowtoexpressagreementanddisagreementinEnglish?精品文档 精品文档(教师示范：)T:S1,(指着教室内标语。)thehandwritingisverynice.S1:Ithinkso./Iagree.T:S2,(指着一个高个子学生。)heisveryshort.S2:Idon’tagree./Idon’tthinkso.Ithinkheistall.(找几组学生，反复练习此活动。)T:Goodjob.Whatwereyoudoingjustnow?Ss:Weweretalkingaboutsomethingorsomebodytoexpressourownopinions.2.(方案一)(展示图片，复习过去进行时的结构和用法。)T:Herearesomepictures.LookatthesepicturesandsaywhattheyweredoinglastSunday.Picture1Picture2Picture3Picture4(师生问答，示范Picture1。)T:Whatwasshedoingatseveno’clocklastSundaymorning?S3:Shewasdoingthewashing.(板书)Shewasdoingthewashing.(学生两人一组操练Picture2～4。)S4:Whatwashedoingatnineo’clocklastSundaymorning?S5:Hewasdoinghishomework.S6:Whatwashedoingatfouro’clocklastSundayafternoon?S7:Hewasplayingbasketball.S8:Whatwasshedoingateighto’clocklastSundayevening?S9:ShewaswatchingTV.(教师在S5,S7,S9回答时，板书答语，并用彩色粉笔在过去进行时下面画线，让学生加深对过去进行时态结构的理解。)Hewasdoinghishomework.Hewasplayingbasketball.ShewaswatchingTV.(方案二)(联系学生实际，继续复习过去进行时。)T:S3,whatwereyoudoingatfiveo’clockyesterdayafternoon?S3:Iwas⋯⋯3.(方案一)(呈现图片或课件，复习过去进行时，要求用“⋯when⋯”的句式表达。)Picture1Picture2Picture3精品文档 精品文档Picture4Picture5Picture6T:LookatPicture1andwriteasentencewiththepastcontinuoustense.Forexample:Janewasplayingthepianowhenherfatherknockedatthedoor.(板书)Janewasplayingthepianowhenherfatherknockedatthedoor.T:Now,pleasewritesentencesfollowingtheexample.(让五名学生按照图意在黑板上各写一个句子，其余学生在纸上写。教师巡回指导，检查学生写句子的情况，然后大家一起检查黑板上的句子。对有错误的句子及时纠正。)(方案二)(猜动作，巩固过去进行时，并要求学生用“⋯when⋯”的句式来表达。请两位学生到台上分别表演上周日某一时间自己所做的事情。让其他同学来猜测。)(S10表演打篮球，S11表演玩电脑游戏的动作。)S12:S10wasplayingbasketballwhenS11wasplayingcomputergames.(再找两个学生表演，其他学生猜。)Step2Presentation第二步呈现(时间:8分钟)完成1。通过听录音回答问题和根据实际情况进行问答练习，训练学生的听说能力。1.(教师播放听力1录音，让学生回答小黑板上的问题。)T:Well,weweredoingdifferentthingsatdifferenttimeslastnight.WhatwereTom,AliceandDaviddoingataboutnineo’clocklastnight?Listento1andanswerthequestions.(出示小黑板。)(1)WhatwasTomdoingataboutnineo’clocklastnight?(2)WhatwasAlicedoingthen?(3)WhatwasDaviddoingthen?(核对答案。)(让学生再听1，填表格。)T:Nowlistenagainandfilloutthetablein1.(核对答案，完成1。)2.(让学生根据实际情况谈论自己昨晚九点钟正在干什么。)T:Makeasimilardialogaboutwhatyouweredoingat9:00lastnight.S1:Whatwereyoudoingat9:00lastnight?S2:IwaswatchingTV.Wereyoudoingsomewashing,S3?S3:No,Iwasn’t.Iwastakingashower⋯S4:⋯Step3Consolidation第三步巩固(时间:10分钟)完成2，4a和4b。通过调查、总结、听写等形式，使学生熟练掌握本话题的目标语言。1.(用过去进行时进行师生对话，过渡到下一步。)T:Ihaveknownwhatyouweredoingataboutnineo’clocklastnight.Butwhatwereyourparentsdoingataboutnineo’clockthismorning?S1,doyouknow?S1:Mymotherwas⋯T:Wasshedoingthedishesataboutnineyesterday?(教师出示洗盘子的图片，帮助学生理解。)(板书，解释生词，并要求掌握。)dish,dothedishesS1:Yes,shewas./No,shewas⋯精品文档 精品文档T:Whatweretheydoingatthesametimethedaybeforeyesterday?S2:Theywereworking.2.(做调查，让学生了解自己的父母在不同的时段都在做些什么，完成2。)T:Nicework.Youknowyourparentswell.Doyouknowwhattheyweredoingatdifferenttimesinaweek?Nowmakeasurveyandcompletethetablein2.Ss:⋯(由于此环节必须在课堂上完成，学生不能直接对父母作调查，可以让他们根据平时的观察来填表格。教师在此时可以向学生渗透尊敬父母、关心父母的情感态度。)(两人一组，就表格的内容进行对话练习。)T:OK.Now,pleasetalkaboutyourparents’activitieswithyourpartner.Doyouwanttogiveusanexample?S3,S4,please!S3:Whatwereyourparentsdoingfrom6:00to7:00lastSundaymorning?S4:Myfatherwastakingexerciseandmymotherwascookingbreakfast.S3:Wasyourfatherworkingintheofficefrom9:30to11:00lastMondaymorning?S4:Yes,hewas.S3:⋯S4:⋯3.(播放4a录音，让学生跟读。)T:Listento4a.Pleasereadafterit.Ss:⋯(引导学生归纳总结过去进行时的用法。)T:Now,I’dlikeyoutosumuptheusageofthepastcontinuoustense.S5:⋯S6:⋯4.(播放4b录音，让学生写出听到的句子。)T:Welldone!Listento4bandwritedownthesentencesonapieceofpaper.(放完录音后，学生互相批改，然后教师对学生不理解的句子进行讲解。)Step4Practice第四步练习(时间:10分钟)完成3。通过读短文回答问题，看图片或课件问答等形式，使学生能够熟练运用过去进行时。1.(让学生选择动词的正确形式填空，注意一般过去时与过去进行时的区别。完成3。)T:Pleaselookatthispassage.It’sfromKangkang’sdiary.Buthedidn’tfinishit.Pleasehelphimtochoosethecorrectwordstocompleteit.Payattentiontothedifferencesbetweenthepasttenseandthepastcontinuoustense.2.(核对答案后，让学生自己朗读这篇短文，然后用完整的句子回答下列问题，练习过去进行时。)T:Read3loudly.Thenanswerthefollowingquestionstopracticethepastcontinuoustense.(教师出示小黑板。)(1)WhatwasJanedoingwhenKangkanggottothepark?(2)WhatwasMariadoingwhenKangkanggottothepark?(3)WhatwereMichaelandsomeotherboysdoingwhenKangkanggottothepark?(4)WhatwasWangWeidoingwhileotherswereplayingtogether?(采用师生问答形式，完成这些问题。)3.(让学生再读3，同时画出人们在公园里活动的场景。)T:Read3again.Thendrawthesceneofthepeople’sactivitiesinthepark.(展示画得比较精品文档 精品文档好的作品，给予表扬。)4.(学生根据自己画的活动场面，复述短文。教师也可以提供关键词，重点练习一般过去时与过去进行时。)T:Pleaseretellthepassageaccordingtoyourownpicturesorthefollowingkeywords.(出示写有关键词的小黑板。解释happily，并要求学生理解。)lastSunday——went——planned——gate——gotto——playinghappily——guitar——kite——games——sang——dancedtomusic——tookphotos——playing——tired(教师点评，对复述好的学生进行鼓励。)5.(学生通过图片练习过去进行时。)(方案一)(看图说话。)T:Lookatthepicture.OneSundaymorning,themanupstairsheardthesoundofchildrenplayinginthepark.Helookedoutofhiswindow.Whatdidhesee?Whatwerethechildrenandotherpeopledoing?Workinpairs.Talkaboutthepicturewiththepastcontinuoustense.Example:S1:Whatwastheoldwomandoing?S2:Shewassellingfruit.S3:Whatweretheboysdoing?S4:Theywereplayingsoccer.S5:Werethegirlsplayingsoccer,too?S6:No,theyweren’t.S7:Icanseethatsomeonewasfishingwhilefourgirlswererowingonthelake.S8:⋯(方案二)(让学生看一些课件片断，说出昨天晚上不同人所做的事情。)T:Itwasseveno’clockyesterdayevening.(要求学生用过去进行时回答。)(播放片断1：某人正在唱卡拉OK。)T:Whatwasshe/hedoing?Ss:He/Shewassinging.(播放片断2：一家人正在吃晚饭。)T:Whatweretheydoing?Ss:Theywerehavingdinner.(播放片断3：一位女士正在超市购物。)T:Whatwasthewomandoing?Ss:Shewasdoingsomeshopping.(播放片断4：Jane正在看电影。)T:WhatwasJanedoing?Ss:Shewaswatchingamovie.Step5Project第五步综合探究活动(时间:5分钟)精品文档 精品文档通过表演和写作，培养学生的口头表达和写作能力。1.(方案一：表演警察提审嫌疑犯，使用一般过去时与过去进行时。)T:Lastnight,somebodycameintoasupermarketandtookalotofthingsaway.Thepolicemanthoughtoneoftheworkersdidthis.Nowthepolicemanisaskingtheworkersomequestions.Ineedtwovolunteerstoactitout.Whowantstohaveatry?(两个学生上台表演，其他同学记录两人之间的对话。)S1:Whatwereyoudoingfrom9:00to12:00lastnight?S2:Iwasdrinkingcoffeewithmyfriendsat9:30.Then...(方案二：学生谈论自己的爱好。)(为了完成本环节任务，教师可以课前通知一些有收藏爱好的学生，把他们平时收集的一些物品拿到学校来。)T:Pleaseshowyourcollectionstoyourgroupmembers.Eachgrouptalkaboutyourgroupmembers’hobbies.Thenvoteonestudenttoreport.Ss:⋯(方案三：把全班学生分成若干个小组，每小组选一人作为小记者，然后在小组内进行采访，了解学生在音乐方面的爱好情况。)T:Everyonehashis/herownhobby.Somepeoplelikerockmusic,somepeopleenjoyBeijingOpera,somepeoplelikefolkmusic.Canyoutellmewhatkindofmusicyoulikeandwhyyoulikeit?NowI’lldivideyouintoseveralgroups,thenchooseonestudentineachgrouptoactasajournalistfromCCTVorareporterfromtheYouthPapertodointerviewsabouthobbies.(教师给出范例。)Example:S1(记者):Hi,goodmorning.I’majournalistfromCCTV.Iwanttoknowsomethingaboutyoungpeople’sfavoritemusic.Wouldyouliketoanswersomequestions?S2:Certainly.Iwouldloveto.S1:Doyoulovemusic?Whatkindofmusicdoyoulikebest?Whydoyoulikeit?Canyougivemesomereasons?S2:⋯(小记者可以用已有的知识问多方面的相关问题，教师也可以帮助学生拓展思路。)2.Homework:(1)写出本课中有关表示赞同及不赞同的习惯用语。(2)要求学生找出一张庆祝节日的图片，用过去进行时谈论怎样庆祝节日。板书设计：Whatwereyoudoingatthistimeyesterday?SectionDWhatwereyourparentsdoingfrom6:00a.m.to7:00a.m.lastSunday?dothedishesWereyouplayingcomputergames?Whatwashe/shedoingataboutnineo’clocklastnight?Unit4OurWorldTopic1What’sthestrongestanimalonthefarm?精品文档 精品文档SectionAThemainactivitiesare1aand2a.本课重点活动是1a和2a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwords:sky,clear,nature,cow,horse,hen,sheep,goose(geese),thin2.Learnsomewaysofexpressingcomparativesituations:(1)Theairisfresher.(2)I’mmuchfasterthanyou.(3)I’malittlebiggerthanyou.3.Learnthecomparativeandsuperlativedegreesofadjectives.4.Talkaboutnature.Ⅱ.Teachingaids教具动物图片/挂图/录音机/小黑板/多媒体Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:7分钟)通过复习动物名称导入本课生词及形容词的比较级。1.(利用图片，复习动物名称，引出新词，导入新课。)(教师出示猫、狗、兔子、牛、马、鸡、羊、鹅等的图片。)T:What’sthisinEnglish?Ss:It’sacat/dog/rabbit⋯T:Andwhat’sthis?(如果学生们不会用英语说，教师可示范并领读。)(板书并要求学生掌握。)cow,horse,hen,sheep,goose(geese)T:Doyouliketheseanimals?Ss:Yes./Ofcourse.T:Wherecanyouseethem?S1:Inthezoo.S2:Onthefarm.T:Yes,wecanseetheanimalsinthecountryside.(教师教学countryside并板书，要求学生掌握。)countryside2.(教师引导学生比较城市与农村，并帮助学生说出一些含比较级的句子。)T:Wecanalsoseetheseanimalsinthecity.Doyoulikethecountrysideorthecity?Why?S3:Ilikethecity,becausetheroadsarewider,andthebuildingsarehigher.S4:Ilikethecountryside,becausetheairisfresher,andtheskyisbluer.T:Yes,Ialsolikethecountrysidebecausetheriversareclearer,andtherearealsogreenertrees.Peoplecanenjoythebeautiesofnaturethere.(板书并要求学生掌握sky,nature,clear；理解beauty。)sky,clear精品文档 精品文档,beauty,nature(教师引导学生观察wider,higher,fresher,bluer,greener的变化规则并适当讲解形容词比较级的变化方式。)Step2Presentation第二步呈现(时间:5分钟)通过学习1a对话及对其内容的复述，让学生体会形容词的比较级的用法。1.(让学生看1a挂图，观察人物，猜测他们之间的对话内容。听1a录音，回答问题。)T:Lookatthepicture.MichaelandWangWeiaretalkingaboutlifeinthecountryside.Nowlistentothetapeandtrytoanswerthefollowingquestions:Wholikesthecountryside?Why?(核对答案。)2.(再放1a录音，让学生跟读1a，注意语音语调。)T:Listento1aandreadafterthetape.Payattentiontothepronunciationandintonation.Step3Consolidation第三步巩固(时间:10分钟)通过对1a的朗读及1b复述，让学生理解形容词比较级的用法。1.(分角色朗读课文。)T:NowI’lldividetheclassintotwogroups.GroupAactsasMichael,andGroupBactsasWangWei.Thenchangetheroles.2.(根据1a，完成1b。)T:Nowfinish1baccordingto1a.(核对答案。)3.(依据关键词复述1b，并根据1b内容绘制一幅乡村图。)T:WangWeilikescountrysideverymuch.Why?Canyouhelphimdescribethecountryside?Thefollowingwordscanhelpyou.fresher,bluer,greener,clearer,quieter,thebeautiesofnatureT:Thecountrysideisverybeautiful,canyoudrawapictureaboutit?Ss:Yes.(两分钟后挑选一些同学展示，对画得好的同学给予表扬。)Step4Practice第四步练习(时间:15分钟)通过多媒体呈现2a图片，进一步学习形容词的比较级和最高级。1.(教师利用幻灯片出示2a图片，让学生看图听录音理解2a内容，提醒学生注意形容词比较级的用法。)T:Oneday,theanimalsonthefarmweretalking.Doyouwanttoknowwhattheyweretalkingabout?Nowlookatthepictureandlistento2a.Payattentiontothecomparativeandsuperlativedegreesofadjectives.2.(再放一遍2a录音，让学生跟读并找出对话中表示比较级和最高级的句子。)T:Listento2aagainandfollowit.Findoutthesentenceswiththecomparativeandsuperlativedegreesofadjectives.(教师板书并解释，要求学生理解并掌握形容词比较级和最高级的用法。)I’mthestrongestonthisfarm.精品文档 精品文档I’mthebiggestofall.Heislazierthanme.I’mmuchfasterthanyou.I’malittlebiggerthanyou.3.(分角色表演2a对话。)T:Role-playthedialogin2a.4.(通过多种方式练习形容词的比较级和最高级的用法，巩固2a，导入并完成2b。)(1)(运用形容词的比较级和最高级仿照例子填空。)T:Wehaveknownsomethingaboutthecomparativeandsuperlativedegreesofadjectives.NowlookatPicture1andfillintheblanksonthesmallblackboardaccordingtotheexample.Picture1(出示小黑板。)Thefirstappleisbig.Thesecondappleisbiggerthanthefirstone.Thethirdappleisthebiggestofthethree.Thesecondappleisthethirdone.Thefirstappleisofthethree.(核对答案。)(2)T:LookatPicture2andwritesixsentenceswiththecomparativeandsuperlativedegreesof“tall”and“short”.Picture2(核对答案。)(3)(教师用手指着一名特别瘦的学生，用形容词thin来描述其特征。)T:Lookather.Sheisthin.Andsheisthethinnestinourclass.(教师板书生词并要求学生掌握。)thin(4)(让学生看78页的图，运用形容词的比较级和最高级讨论动物的体态，帮助学生进一步熟练形容词比较级和最高级的用法。完成2b。)T:Nowpleaselookatthetablein2bandfinishit.(核对答案。)T:NowpleaselookatthepictureonPage78,anddiscusstheanimalsonthefarm.Thenactasoneoftheanimalsonthefarmtocontinuetheconversation,usingcomparativeandsuperlativedegreesofadjectivesinthetable.(让学生扮演各种动物，用课本78页表格里的形容词描述自己，教师先做示范。)T:I’mahorse.Iamthetallestofall.S1:I’macow.IthinkI’mtallerthanyou.精品文档 精品文档S2:⋯⋯5.(听3录音，通过chant来感受形容词的比较级和最高级。)T:Listento3andlet’schant.Step5Project第五步综合探究活动(时间:8分钟)通过游戏进一步练习和运用形容词的比较级及最高级，培养学生综合运用语言的能力。1.(学生分10人一组，做一个调查，找出各组中有多少人喜欢牛、马、鸡、羊、兔、鼠、猪等，并说明喜欢的原因。引导学生运用学过的句型，练习比较级和最高级。教师做示范。)T:Whichkindofanimaldoyoulikebetter,cowsorhorses?S1:Ilikecowsbetter.T:Why?S1:Becausecowsarethebiggestandtheyoffermilktous⋯NameCowHorseChickenSheepMouseCat(五分钟后，让小组代表报告本组里有多少人最喜欢某种动物。一个学生在黑板前做记录。)Example:S2:Inourgroup,threestudentslikedogsbest,becausetheyarethebravestonthefarm.Twostudentslikehorsesbest⋯(教师总结。)2.Homework:教师利用多媒体出示当地街道容貌变化较大的两张图片，让学生用所学新词的比较级和最高级写一篇短文。板书设计:SectionAclear—clearer—clearestTheairisfresher.nice—nicer—nicestTherearealsogreenertreesandclearerrivers.thin—thinner—thinnestI’mmuchfasterthanyou.lazy—lazier—laziestI’mthebiggestofall.I’malittlebiggerthanyou,Mr.Horse.SectionBThemainactivityis1a.本课重点活动是1a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:above,joy,rose,share⋯with⋯,snake,fox,frog,feed,feedon2.Learnsomeusefulsentences:(1)Theygiveusjoy.(2)Wesharethesameworldwiththem.3.Goonlearningthecomparativeandsuperlativedegreesofadjectives:(1)Ithinkanimalsaremoreinteresting.(2)Ilikeplantsbetter.Ithinkrosesarethemostbeautifulofalltheflowers.精品文档 精品文档(3)Ilikecatsbestbecausetheyarecuterthanotheranimals.(4)Whichkindofanimal/plantdoyoulikebetter,⋯or⋯?(5)Whichkindofanimal/plantdoyoulikebest,⋯,⋯or⋯?(6)Becausetheyarethemostinteresting⋯4.Talkaboutnatureanddescribeanimalsandplants:(1)Whichdoyoulikebetter,plantsoranimals?(2)Ilikeanimalsbetter.Ikeepapetdog.Ithinkanimalsaremoreinteresting.(3)Ilikebirds.Theyarealsobeautiful,andtheycansingtous.(4)Plantsandanimalsareimportanttous.Ⅱ.Teachingaids教具录音机/一束玫瑰花或玫瑰花的图片/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:8分钟)通过复习动物名称，讨论喜好，导入本课新词。1.(让学生分组比赛。用英语描述学过的动物，调动他们学习的积极性，同时复习上节课所学的内容。)T:Now,let’splayagameingroupsoften.Ifonestudentcansayananimal’snameinEnglishanddescribeit,he/shewillgetonescore.Forexample,dogs.They’rethebravestonthefarm.OK,begin.Ss:⋯(教师在黑板上记分。)T:Stop!Group3hasthehighestscore.SoGroup3isthewinner.(教师给予表扬。)2.(通过师生问答，引出生词和多音节形容词比较级，导入新课。)T:Fromyourtalk,youseemtolikeanimals,right?Ss:Yes.T:ButIlikeplantsbetter.Letmemakeasurvey.Doyoulikeplantsoranimals,S1?S1:Ilikeanimals.Ithinkanimalsaremoreinteresting.(帮助学生回答。)(板书，让学生观察interesting的比较级形式。)interesting→moreinterestingT:Whydoyouthinkso?S1:Becauseanimalsareourfriends.Theycanmakeushappy.T:Yes,theycangiveusjoy.(教师板书并要求学生掌握。)joyT:Whataboutyou,S2?S2:Ilikeplantsbetter.T:Really?Doyoulikethiskindofflower?(教师拿出一束玫瑰花或玫瑰花的图片。)S2:Yes.T:Whatarethey?DoyouknowhowtosaytheminEnglish?S2:Theyareroses.(教师帮助学生回答。)(板书，要求学生掌握。)rose精品文档 精品文档T:Aretheybeautiful?Ss:Yes,theyare.T:AndIthinkrosesarethemostbeautifulofalltheflowers.(板书并让学生观察beautiful的最高级形式。)beautiful→mostbeautifulT:(对着S3)Doyoulikeplantsoranimals?S3:Bothanimalsandplants,becausetheyareimportanttous.T:Whataboutyou,S4?S4:Ilikecatsbest,becausetheyaremorelovelythanotheranimals.(板书，让学生观察lovely的比较级。)lovely→morelovelyT:Iagreewiththestudentsabove.Sowemustsharethesameworldwithplantsandanimals.(板书并要求学生掌握。)above,share⋯with⋯Step2Presentation第二步呈现(时间:5分钟)通过听录音和理解对话，让学生体会多音节形容词的比较级和最高级的变化规则。1.(听1a录音，理解对话并回答问题。)T:Fromyouranswers,Iknowsomestudentslikeanimals,andsomestudentslikeplants.WhatdoWangWei,MichaelandMarialike?Andwhydotheylikethem?Nowlistentothetape,andthenanswermyquestions:(用小黑板呈现听力问题。)(1)WhatdoWangWei,MichaelandMarialike?(2)Whydotheylikethem?(核对答案。)2.(再听1a，完成1b。)T:Verygood.Nowlet’slistento1aagainandmatchthepeoplewiththethingstheylikeandtheirreasonsin1b.(核对答案。)Step3Consolidation第三步巩固(时间:12分钟)通过朗读，表演对话和对多音节形容词比较级及最高级的练习，使学生能灵活地运用多音节形容词比较级和最高级。1.(学生先自读1a，然后听录音核对语音语调，注意关键词。)T:Pleaseread1abyyourselves,thenlistentothetape.Payattentiontothepronunciation,intonationandthekeywords.2.(分角色表演，训练学生的交际能力。)T:Pleaserole-playthedialogaccordingto1a.ThenI’llletsomeofyouactitoutinthefront.(挑选几组学生到前面表演。评出最佳表演组。)3.(根据1b提供的单词和短语，复述课文内容。)T:Boysandgirls,let’sretellthedialog.Youcanbeginlikethis:WangWeiistalkingaboutanimalsandplants.Hesayshelikesplantsbetter.Hethinksroses⋯4.(对话练习，学会描述动物和植物。练习形容词比较级和最高级句式，完成1c。)(让学生看1c，先了解要操练的句型。)T:In1a,weknowhowtousecomparativeandsuperlativedegreesofadjectives.Nowlet’s精品文档 精品文档practicethem.Pleaselookatthesentencepatternsin1c.(一分钟后。)T:OK,Iwanttoasktwostudentstohelpmemakeupanewdialogwiththeexpressionsin1c.Hi,S1,whichkindofanimaldoyoulikebetter,dogsorbirds?S1:Ilikebirdsbetter.T:Whydoyouthinkso?S1:Becausetheyaremorebeautifulthanotheranimalsandtheycansingtous.T:Quitewell!Hi,S2,whichkindofanimaldoyoulikebest,dogs,birdsorcats?S2:Ilikedogsbest.T:Whydoyouthinkso?S2:Becausetheyarethemostinterestingofalltheanimals,andtheyareourfriends.Theycangiveusjoy.T:Verygood.(教师示范后，让学生两人一组进行练习。练习时，学生可以站起来大声操练，使课堂气氛轻松、活跃、和谐。)T:OK.Nowpleasepracticeinpairs.Youcanuseanywordaboutplantsandanimalsyouhavelearntandyoucanstanduptopracticeitloudly.(学生操练几分钟后。)T:Nowstop.Whichpaircanactoutyourdialogforus?OK,youtwoplease.(待学生已灵活运用这些句式并能用所学的新词表演时，要求他们离开座位，与其他同学用任意的动物或植物的名词代替1a中的动植物名词进行会话，从而再次复习了上节课学过的动物名词。完成1c。)Step4Practice第四步练习(时间:10分钟)通过运用形容词比较级和最高级来描述生态规则，增强学生保护生态环境的意识。1.(看2中的图片，学生学习新词。)T:Lookatthepicturesin2.Thesearealllivingthingsintheworld.CanyougivemetheirEnglishnames?Ss:Bird,plant,⋯(对于学生说不出来的新词，教师给予补充。)(教师根据将要板书的单词，提示学生看对应的图片。)(板书并要求学生掌握snake,fox,frog；理解living,insect。)living,snake,fox,insect,frogT:Lookatthepictures.Whichisthesmallest,theinsect,thefrogorthesnake?Ss:Theinsectisthesmallest.T:Whichisthelongest,theinsect,thefrogorthesnake?Ss:Thesnakeisthelongest.T:Insectsfeedonplants.Birdsfeedoninsects.Foxesfeedonbirds.(板书并要求学生掌握。)feed,feedonT:Nowlet’slookatthepicturesagainandtalkaboutthem.Whicharebigger,birdsorinsects?Ss:Birdsarebigger.T:Whicharethestrongest,insects,frogsorsnakes?Ss:Snakesarethestrongest.T:Whatdoinsectsfeedon?Ss:Theyfeedonplants.T:Whatdofrogsandbirdsfeedon?Ss:Theyfeedoninsects.T:Whatdosnakesfeedon?精品文档 精品文档Ss:Theyfeedonfrogs.T:Whatdofoxesfeedon?Ss:Theyfeedonbirds.T:Insectsfeedonplants.Birdsandfrogseatinsects.Snakeseatfrogsandfoxeseatbirds.That’snature.That’sourworld:Theydependoneachother.Isitright?2.(学生分组谈论2中的图画，练习运用比较级和最高级。两分钟后汇报讨论结果。)T:Lookatthepictures,anddiscussingroups.Youmustsayatleastthreesentenceswiththecomparativeandsuperlativedegreesofadjectives.Aftertwominutes,pleasegivemeyourreport.Examples:G1:Snakesarebiggerthanfrogs.Frogsarebiggerthaninsects.Snakesarethebiggestofall.G2:Frogsarestrongerthaninsects.Snakesarestrongerthanfrogs.Snakesarethestrongestofall.3.(看图画，独立完成2。)T:Nowpleaselookatthepicturesandfinish2byyourselves.(核对答案。)Step5Project第五步综合探究活动(时间:10分钟)通过活动，讨论动、植物之间的关系，进一步增强学生保护生态环境的意识，培养学生综合运用语言的能力。1.(将学生分成若干小组，每组5人，讨论下列有关动植物的问题。)T:Weknowmanyanimalsandplants.Nowpleasediscussthefollowingquestionsingroupsoffive:(1)Doyouknowtheimportanceofplantsandanimalstous?(2)Whatwillourworldbelikeiftherearenoplantsoranimals?(3)Whatshouldwedotoprotectplantsandanimals?(学生讨论后，每组派一个代表陈述他们的观点。)T:Afterthediscussioneachgroupneedstochooseonestudenttostateyourview.2.Homework：画出自己所喜爱的动植物，不局限于一种。运用比较级和最高级写一篇短文对其进行描述，并表达自己的喜爱程度及原因。板书设计:SectionBinteresting—moreinterestingWhichkindofanimaldoyoulikebetter,⋯or⋯?—themostinterestingWhichkindofplantdoyoulikebest,⋯,⋯or⋯?beautiful—morebeautiful—themostbeautifulBecauseit’smorefriendly⋯feedonBecausethey’rethemostinteresting⋯share⋯with⋯精品文档 精品文档SectionCThemainactivitiesare1aand2a.本课重点活动是1a和2a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:cover,earth,surface,thousandsof,dark,forest,control,wood,rubber,protect,main,fact,infact,makeup,lake,sea,ocean,drop,onearth,hole,fill,fill⋯with⋯,dig,deep2.Learnsomeusefulsentences:(1)Waterisnecessaryforallplants.(2)Theycan’tliveatallwithoutwater.3.Goonlearningthecomparativeandsuperlativedegreesofadjectives:(1)Theplantsintheforestshelptomaketheairfresher.(2)But,now,rainforestsarebecomingsmallerandsmaller.(3)Watermakesupthelargestpartofthehumanbody.4.Describenaturalresourcesandrealizetheimportanceofenvironmentprotection:(1)Theyalsohelptocontroltheclimate.(2)Rainforestsgiveuswood,rubber,fruit,medicineandsoon.(3)Itisimportanttoalllivingthings.Wemustsaveeverydropofwater.Ⅱ.Teachingaids教具录音机/多媒体/小黑板/植树过程的图片Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:10分钟)通过讨论对动植物的看法，复习形容词比较级和最高级形式，导入本课新词。1.(师生互动示范，然后让学生表演对话，复习描述动物和植物。)T:Hello,S1,doyoulikeplantsoranimals?S1:Ilikeanimalsbetter.T:Why?S1:Becauseanimalsareourfriends.Theygiveusjoy.Theyareveryfriendlytous.T:Welldone!S2,doyoulikeplantsoranimals?S2:Ilikeplantsbetter.T:Why?S2:Becauseplantsareveryimportanttous.Theyareuseful.T:Now,class,pleasepracticethedialoglikethis,OK?(学生两人一组练习对话。然后找几组学生表演。）2.(头脑风暴，引出新知识。)T:Now,pleasesaysomeanimalsandplantsasmanyasyoucan.Ss:⋯T:Wherecanyouseeanimalsandplants?S3:Onthefarm.S4:Inthezoo.S5:Intheforest.(教师帮助学生用英语说出forest。)T:Verygood.Inaforest,therearemanyanimalsandplants.Todaywe’regoingtolearnaspecialforest.Itoftenrainsanditisverywet.Itisarainforest.精品文档 精品文档(板书并要求学生掌握forest；了解rainforest。)forest,rainforest(教师通过多媒体展示热带雨林的图片，引出并学习生词及比较级+and+比较级的用法。)T:It’sapictureofrainforests.Theycover6%oftheearth’ssurface.Thousandsofanimalslivethere.It’salwaysdark,hotandwetinrainforests.Theycanhelptocontroltheclimate.Theygiveuswood,rubber,fruit,medicineandsoon.Theyareveryimportanttous,buttheyarebecomingsmallerandsmaller,sowemustprotectthemwell.(教师边说边用多媒体呈现短语及生词，并要求学生掌握；理解climate，同时帮助学生理解并掌握smallerandsmaller的用法。)cover,earth,surface,thousandsof,dark,control,climate,wood,rubber,smallerandsmaller,protect(学生熟读单词后，再看图片并回答教师提出的问题。)T:Whatarethey?Ss:Theyarerainforests.T:Howlargearetherainforests?Ss:Theycover6%oftheearth’ssurface.T:What’sintherainforests?Ss:Thousandsandthousandsofanimalslivethere.T:Whatcanwegetfromtherainforests?Ss:Wecangetwood,fruit,medicine,rubberandsoon.T:Aretheyimportanttous?Ss:Yes,theyare.T:Whatshouldwedothen?Ss:Weshouldprotectthemwell.T:Good!Ihoperainforestswillbecomelargerandlarger.Doyouwanttoknowmoreaboutrainforests?Ss:Yes.T:Let’slearnSectionCtogether.Step2Presentation第二步呈现(时间:8分钟)听录音并阅读短文内容，培养学生的听力和阅读能力。1.(听1a录音，了解课文内容并回答问题。)T:Moststudentswanttoknowmoreabouttherainforests.Pleaselistentothetapeandanswerthefollowingquestions:(出示小黑板。)(1)Whatcover6%oftheearth’ssurface?(2)Aretherethousandsofdifferentplantsandlotsoftreesinrainforests?(3)Canrainforestshelptocontroltheclimate?(核对答案。)2.(教师播放1a录音，学生跟读两遍，注意语音语调，并画出关键词。)T:Readafterthetapetwice.Payattentiontothepronunciationandintonation,andunderlinethekeywords.(板书)Paragraph1:cover6%—animals—livein—thousandsof—dark—wet精品文档 精品文档Paragraph2:important—lungs—helptomake—control—wood,rubber⋯—smaller—protectStep3Consolidation第三步巩固(时间:8分钟)通过对短文的理解，完成1b、1c，并根据关键词对其进行复述。培养学生综合运用语言的能力。1.(阅读1a，完成1b。)(教师让学生猜测句子中main的意思，板书并要求学生掌握。)mainT:Nowpleaseread1aandfinish1b.(核对答案。)2.(再读1a，完成1c。)T:Read1aagainandwritedowntheimportanceofrainforests.(核对答案。)T:Class,canyougiveusyouranswer?S1:Maketheairfresher.S2:Controltheclimate.S3:Giveuswood,rubber,fruit,medicineandsoon.3.(根据黑板上的关键词，用接龙的形式复述短文。)Example:T:Nowpleaseretellthepassageonebyoneaccordingtothekeywords.S4:Rainforestscover6%oftheearth’ssurface.S5:Thousandsandthousandsofanimalsliveinrainforests.S6:⋯Step4Practice第四步练习(时间:14分钟)通过对四幅图片的描述，让学生认识到水是一种重要的资源，所有生物都离不开水。培养学生节约用水的意识。1.(师生对话，引出生词导入2a。)T:Rainforestsareveryimportanttous.Whatdoyouthinkofwater?Ss:It’sveryimportanttous,too.T:Whatdohumansneedwatertodo?Ss:Weneedwatertodrink,tocookandtoclean.T:Yes.Infact,watermakesupthelargestpartofthehumanbody.(板书并要求学生掌握。)fact,infact,makeupT:Watercoversmostpartsoftheearth.It’sinrivers,lakes,seasandoceans.(板书并要求学生掌握。)lake,sea,oceanT:Allplantsandanimalsneedwater,thatistosay,waterisimportanttoalllivingthings,sowemustsaveeverydropofwater.(板书并要求学生掌握。)drop2.(学生读2a，独立完成2b。教学onearth并要求学生掌握。)T:Thereismoreinformationin2a.Readitandfinish2b.(核对答案。)精品文档 精品文档3.(学生跟读2a短文，注意语音和语调并画出关键词。)T:Listento2aandfollow.Payattentiontothepronunciationandintonation.Underlinethekeywords.(板书)plants(need,isnecessaryfor)animals(plentyof,live,without)humans(drink,cook,clean,makesup)water(covers,lakes,rivers,seas,oceans,livingthings,save,drop)4.(让学生根据关键词复述短文。)T:Retellthetextusingthekeywordsontheblackboard.(两分钟后选出几名学生到前面复述。)5.(通过完成3，使学生知道怎样植树，培养学生的环保意识。)(1)T:Weknowwaterisimportanttoalllivingthings.Treesareimportanttous,too.Soweshouldplantmoretreestoimproveourenvironment.Thenhowtoplanttrees?Nowlookatthepicturesandmatchthemwiththesentencesin3.(教师用幻灯片出示事先准备好的植树过程的图片和3中的内容，让学生把图片与句子搭配。同时让学生猜测句中hole,fill,fill⋯with⋯,dig,deep,everything的意思。)(板书并要求学生掌握。)hole,fill,fill⋯with⋯,dig,deep,everything(2)(让学生独立完成3。)(核对答案。)Step5Project第五步综合探究活动(时间:5分钟)通过讨论水的重要性，使学生增强保护有限水资源的意识。1.(讨论有关水的问题。)T:Justnow,wetalkedabouttheimportanceofwater.Next,pleasediscussthefollowingquestionsaboutwateringroupsoffour.Theneachgroupgivesyouropinionsinthefront.(出示小黑板。)(1)Arethereriversandlakesinyourhometown?(2)Isthewatertheredirtyorclean?Why?(3)Whatshouldwedotokeepthewaterclean?(4)Whatshouldwedotosaveeverydropofwater?(把学生分成四人一组，讨论这些问题，然后每组派一人汇报讨论结果。)2.Homework:根据讨论结果，以WaterisOurLife为题写一篇短文。板书设计:SectionCthousandsofBut,now,rainforestsarebecomingsmallerandsmaller⋯smallerandsmallerWaterisnecessaryforallplants.infactTheycan’tliveatallwithoutwater.makeupFilltheholewithearth.benecessaryforbeveryimportanttoSectionD精品文档 精品文档Themainactivitiesare1and4.本课重点活动是1和4。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandaphrase:indanger,bear,wolf,bamboo,land,whale,kill,Chinesetiger,south2.Learnausefulsentence:Theyfeedonbamboo.3.Reviewthecomparativeandsuperlativedegreesofadjectives:(1)Butnowtheyhavelessandlesslandtoliveon.(2)Pandasarebecomingfewerandfewerinnumber.(3)Theyaretheoldesttypeoftigerslivingintheworld.4.Reviewhowtodescribeanimalsandplants.5.Loveandprotectanimalsinourworld.Ⅱ.Teachingaids教具野生动物及竹子的图片/录音机/多媒体/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:8分钟)通过复习形容词比较级和最高级，提高学生灵活运用语言知识的能力。(通过对话，复习本话题中的重要句型。)T:Hello!S1,doyoulikethecountrysideorthecity?S1:Ilikethecountryside.T:Why?S1:Becausetheairisfresher,theskyisbluer,andtherearealsogreenertreesandclearerrivers.Hello!S2,doyoulikethecountrysideorthecity?S2:⋯(学生用接龙形式操练此句型。)T:Mostofuslikethecountrysidebetter.Doyoulikeplantsoranimals?S3:Iliketheanimals.T:Whichkindofanimaldoyoulikebest?S3:Ilikedogsbest.T:Why?S3:Becausetheyaremorefriendlythanotheranimals.(教师示范后，找两组学生进行表演。)T:Accordingtoyourtalking,Iknowsomestudentslikeanimalsbetter,andsomestudentslikeplantsbetter.Nowwhocantellussomethingaboutrainforests?S4,please.S4:Rainforestscover6%oftheearth’ssurface,⋯(学生分组复述，教师评出优胜组并表扬。)T:Weknowtherainforestsareveryimportanttous.Infact,waterisalsoimportanttous.Pleasetellustheimportanceofwater,S5.S5:Waterisveryimportanttoalllivingthings.Allanimalscan’tliveatallwithoutwater.Watermakesupthelargestpartofthehumanbody,butwaterisbecominglessandless,sowemustsaveeverydropofwater.Step2Presentation第二步呈现(时间:10分钟)通过对熊猫、蓝鲸、华南虎生活状况的了解，培养学生的阅读理解能力，增强保护野生动物的意识。精品文档 精品文档1.(教师出示熊猫、蓝鲸、华南虎的图片，引出生词，导入新课。)T:Welldone!Ihavesomewildanimals’pictureshere.Canyoutellmetheirnames?Ss:Yes,theyarepandas,tigersand⋯T:Good,theyarepandas,bluewhalesandChinesetigers.(对于学生说不出的生词，教师给予补充。)(板书并要求学生掌握whale；理解wild。)wild,whaleT:(出示熊猫的图片。)Wheredopandaslive?Ss:Theyliveintheforestsandmountains.T:Right,theyliveintheforestsandmountainsofSouthwestChina.(板书并要求学生理解。)southwestT:Whatdopandasfeedon?Ss:Theyfeedonbamboo.(出示竹子的图片帮助学生回答。)(板书并要求学生掌握。)bambooT:Pandasarebecomingfewerandfewerinnumberbecausetheyhavelessandlesslandtoliveon.(板书并要求学生掌握。)landT:(出示蓝鲸的图片。)Arebluewhalesthelargestanimalsintheworld?Ss:Yes,theyare.T:Wheredotheylive?Ss:Theyliveintheocean.T:Whatdotheyfeedon?Ss:Theyfeedonthesmallestseaanimals.T:(出示华南虎的图片。)WheredotheChinesetigerslive?Ss:TheyliveinthesouthofChina.(帮助学生回答。)(板书并要求学生掌握south；理解Chinesetiger。)Chinesetiger,southT:Theirnumberisgettingsmallerandsmaller,too.Theyareindanger,becausepeoplekilllotsofthem.Whydopeoplekillthem?Ss:Theykillthemformoney.T:Right.Peoplekillthemfortheirfurandbones.(板书并要求学生掌握indanger,kill；理解fur,bone。)indanger,kill,fur,boneT:Pandas,bluewhalesandChinesetigersareallwildanimals.Canyounameotherwildanimals?Ss:Yes,monkeys,bears,wolves.(教师出示图片帮助学生回答。)(板书并要求学生掌握。)bear,wolfT:Whatdoyouthinkofbluewhales,pandasandChinesetigers?Ss:Welikethemverymuch.2.(让学生读短文，回答问题。)T:Doyouwanttoknowmoreaboutthem?Pleasereadthepassageandanswerthequestionsin1.精品文档 精品文档(核对答案。)Step3Consolidation第三步巩固(时间:10分钟)通过复述短文内容，增强学生保护动物的意识。1.(让学生听1录音，写出关键词。)T:Listentothetapeandwritedownthekeywords.(板书)pandas:forestsandmountains,bamboo,lessandlessland,fewerandfewerbluewhales:ocean,largestandheaviest,seaanimals,kill,oceanwater,dirtierChinesetigers:south,oldesttype,smallanimals,furandbones,indanger2.(让学生根据关键词复述课文。)T:Pleaseretellthetextaccordingtothekeywords.(两分钟后找几位学生复述。)3.(让学生通过分组讨论，增强保护动物的意识。)T:Therearemanywildanimalsindanger,suchasbears,wolvesandpandas.Canyouthinkofmore?Whatshouldwedotoprotectthem?Discussingroups.(两分钟后回答。)S1:Monkey⋯S2:Deer⋯S3:Weshouldplantmoretrees.S4:Weshouldkeepthewaterclean.S5:Weshouldn’tkillthem.(最后教师补充。)Step4Practice第四步练习(时间:10分钟)进一步复习形容词比较级和最高级，提高学生运用语言知识的能力。1.(利用多媒体或小黑板，复习形容词比较级和最高级的用法。)T:Now,listentothetape.Andthenread3atogether.(几分钟后。)T:Welldone.Let’sdoexercises.(教师出示小黑板。)用所给词的比较级或最高级填空：(1)Butnowrainforestsarebecoming____and_____(small).(2)Ilikecatsbest,becausetheyare__________(lovely)thanotheranimals.(3)Heisthe_____(tall)boyinhisclass.(核对答案。)2.(做一些有关形容词比较级和最高级的书面练习。)(1)(用多媒体或小黑板出示。)T:Pleasewritedownthecomparativeandsuperlativedegreesofadjectivesgivenbelow.AdjectiveComparativeSuperlativeDirtyLittle精品文档 精品文档ImportantLargeLongThin(2)(用多媒体或小黑板出示。)T:Fillintheblankswiththeproperformsofwordsgivenbelow.①Jimis(tall)thanTom.②Peteristhe(tall)studentofthesixstudents.③Michaelisthe(fast)swimmerofallthestudents.④Kangkang’sdrawingis(beautiful)thanJane’s.⑤Sally’sEnglishisthe(good)inherclass.3.(学习3b，掌握常用的短语。)(1)Listento3bandrepeat.(2)Readandwritetheusefulexpressions.(3)Makesentencesoradialogwiththephrasesinthetable.4.(运用形容词比较级比较农村和城市的差别。完成2。)T:Comparethetwopicturesin2carefullyandwriteapassageaboutthem.ThenI’llletsomeofyoureportit.Step5Project第五步综合探究活动(时间:7分钟)通过对动物与植物，农村与城市及水资源的重要性的讨论，增强学生保护自然和节约用水的意识。完成4。1.(分组讨论，比较动物和植物，农村和城市，并谈一谈水资源的重要性。然后写一篇题目为“我眼中的世界”的短文。)T:Boysandgirls,nowlet’sdiscussthequestionsin4together.Thenwriteapassagewiththetitle“TheWorldinMyEyes”.(两分钟后。)T:Boysandgirls,fromthediscussionweknowtheearthisourhome,nomatterweliveinthecountrysideorinthecity,weallwanttohaveabeautifulhome.Plantsandanimalsareourfriends,theysharethesameworldwithus.Waterisveryimportanttous.Allthelivingthingsneedwater.Soifwewanttolivemorehappily,wemusttakegoodcareoftheanimalsandplantsaroundus,andsaveeverydropofwater.2.Homework:假设你是一名濒危野生动物保护专家或者环境保护专家，写一篇演讲稿呼吁人们保护环境。板书设计:Plantsandanimalsareimportanttous.SectionDgivesb.joyTheyhavelessandlesslandtoliveon.makeupPandasarebecomingfewerandfewerinnumber.share⋯with⋯Theyaretheoldesttypeoftigerslivingintheworld.indangerTopic2Howcanweprotectourselvesfromtheearthquake?精品文档 精品文档SectionAThemainactivitiesare1aand3.本课重点活动是1a和3。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandaphrase:robot,scientist,appear,taketheplaceof,situation,repair,machine,truck,mend2.Learnsomeusefulsentences:(1)Whatcanrobotsdoforus?(2)Robotscantaketheplaceofhumanstodohardorboringworkinsomesituations.(3)Theycanalsodolotsofdangerousworkinsteadofhumans.3.Learnhowtoexpresscertaintyanduncertainty:(1)I’msurerobotscandosomeworkfasterandbetterthanhumans.(2)—Areyousure?—Yes,quitesure.(3)—Doyouthinkyouwillhavearobotin20years?—Yes,I’msure./No,I’mnotsure.4.Talkaboutmodernscienceandtechnology.Ⅱ.Teachingaids教具录音机/玩具/小黑板/图片Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:8分钟)教师将一个玩具机器人和一个玩具汽车进行比较，复习形容词的比较级和最高级，引出生词及besure的用法，导入新课。1.(师生对话，边复习边引出生词。教师出示玩具机器人和小汽车。)T:Boysandgirls,look,whatarethese?Ss:Theyaretoys.T:Whichonedoyoulikebetter,therobotorthecar?Arobotisamachinethathelpspeopledosomework.(板书并要求学生掌握。)robot,machineSs:Therobot.T:Whydoyouthinkso?S1:BecauseIthinktherobotismoreinterestingthanthecar.S2:Yes,Iagree.Ithinkitisthemostinterestingofallthetoys.T:Yes,Ithinkso.Scientistsinventedmanyusefulinventions.(教师板书并要求学生掌握。)scientistT:Newtonisascientist.Edisonisafamousscientist,too.Somestudentsinourclasswanttobescientists.Right?S3:Yes,I’msure.(引导学生用I’msure来回答。)2.(教师讲解I’msure⋯句型。初步让学生理解besure是表示肯定的一种说法。)T:Then,whendidthefirstrobotappear?精品文档 精品文档(板书并要求学生掌握。)appearS4:Idon’tknow.T:Oh,itwasinventedin1921.Manystudentsareinterestedinrobots.Couldyoutellmewhatrobotscandoforus?(让学生讨论，汇报讨论结果。)S5:Robotscanhelpusalot.S6:Robotscandodangerouswork.S7:Robotscanhelpuscleantheroom.S8:⋯T:Verygood.Robotscandomanydifferentkindsofjobs.Robotscantaketheplaceofhumanstodolotsofdangerouswork.Itmeansrobotscandolotsofdangerousworkinsteadofhumansinsomesituations.(板书并要求学生掌握。)taketheplaceofsituationT:Weknowrobotscandoalotofthingsforus.Mybikeisbroken.Ihavetorepairit.Areyousurerobotscanmendmybike?(板书并要求学生掌握。)repair=mendS9:I’mnotsure.(引导并帮助学生回答。)S10:I’msuretheycanrepairit.T:I’msure,too.Areyousurerobotscanlifttrucks?S11:I’mnotsure.S12:I’msure.T:I’msure,too.(板书并要求学生掌握。)truckStep2Presentation第二步呈现(时间:8分钟)听录音，学习1a内容。1.(听两遍1a录音，回答问题。)T:Robotsareveryusefultohumans.Doyouwanttoknowmoreaboutrobots?Nowlet’slistento1aandanswerthefollowingquestions:(出示小黑板。)(1)WheredidKangkanggolastweekend?(2)Canrobotsdoanyworkfasterandbetterthanhumans?(核对答案。)2.(学生默读1a，教师板书重要结构和句型。)(板书并要求学生掌握。)tell⋯about⋯dosth.insteadofsb.somethinglike⋯taketheplaceofsb.todosth.besureI’msure⋯精品文档 精品文档Step3Consolidation第三步巩固(时间:10分钟)听录音，感受英语。用关键词表演对话，培养学生听说能力。1.(学生先自己朗读1a,然后跟读，注意语音语调。标出关键词。)T:Read1afirst,thenlistentothetapeandfollow.Payattentiontothepronunciationandintonationandmarkthekeywords.(板书关键词)theScienceCenter,invent,appear,taketheplaceof,hardorboring,insomesituations,dangerous,insteadof,I’msure⋯2.(让学生根据关键词两人一组练习1a，然后找几组学生到前面表演对话。)T:Pleasepractice1ainpairsandthenactitoutinthefrontoftheclassroomaccordingtothekeywords.3.(写出机器人的优点，完成1b。)T:Welldone!Nowpleaselookat1b.Canyouwritedowntheadvantagesofrobotsaccordingtothedialog?Ss:Yes.T:Areyousureyoucanwritedowntheanswerswithoutlookingatthedialog?Ss:Yes.We’requitesure.T:OK.I’llaskthreestudentstocometotheblackboardandwritethemdown.(核对答案。)Step4Practice第四步练习(时间:12分钟)利用图片，小组讨论、师生情景对话完成2和3。让学生熟练运用本话题的功能用语。1.(师生对话谈论机器人，导入2。)T:Boysandgirls,wehavelearnedsomethingaboutrobots.Whatelsecanrobotsdoforus?S1:Theycanrepairbikes.S2:Theycanlookafterbabies.⋯T:Lookatthepictures.TrytodescribetheminEnglishonebyone.What’sthefirstrobotdoing,S3?S3:It’ssavingpeopleindanger.S4:It’srepairingmachines.S5:It’sliftingpartsoftrucks.⋯2.(听2录音，完成2并核对答案。)T:Listentothetapeandnumberthepicturesin2.3.(小组对话，巩固所学短语。)T:Pleasediscussrobotsingroups.Example:S6:Whatcanrobotsdoforus?S7:Theycansavepeopleindanger,repairmachinesandliftpartsoftrucks.S8:Theycanalsocarryheavythings,mendroadsandcatchfish.(如果不全面，组内其他学生补充。)4.(小组讨论完成3。)T:Nowpleasediscusstheadvantagesanddisadvantagesofrobots.Thenfilloutthetablein精品文档 精品文档3.Youcanaddyourownopinions.(让学生讨论两分钟。完成3。)(学生自由对话。)T:Pleasemakeadialogaccordingtotheinformationaboveandyourownopinions.Example:S9:Areyousurerobotswillmakehumanslosetheirjobs?S10:Yes,I’msure./No,I’mnotsure.S9:Isitgoodorbadforus?S10:It’sgood./It’sbadforus.S9:Doyouthinkyouwillhavearobotin20years?S10:Yes,I’msure./No,I’mnotsure.(找几组学生表演对话。)Step5Project第五步综合探究活动(时间:7分钟)用besure句式进行探究活动，培养学生的综合语言运用能力。1.(假设学生是科学家，设计了新一代的机器人，两人一组对话或写一篇短文介绍，尽量使用besure句式。)T:Supposeyouareascientist,andyouhaveinventedanewkindofrobot.Makeadialogorwriteapassagetointroduceit.Trytousethesentencepatternswith“besure”.2.Homework:课后搜集有关机器人和不明飞行物的信息，然后把搜集的信息用英语写一个报告。尽量使用besure句式并加进自己的观点。板书设计:SectionAtaketheplaceofI’msurerobotscandosomeworkfasterandbetterthanhumans.insteadof—Areyousure?insomesituations—Yes,quitesure.loseone’sjob—Doyouthinkyouwillhavearobotin20years?—Yes,I’msure./No,I’mnotsure.SectionBThemainactivitiesare1aand2.本课重点活动是1a和2。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:toward(s),plate,planet,information,mistake⋯for⋯,object,balloon,callfor,wake,wakeup,real2.Learnsomeusefulsentences:(1)Peopleoftenmistakesomeman-madeobjectssuchaskitesorballoonsforUFOs.(2)Getup,oryou’llbelateforschool!3.Goonlearninghowtoexpresscertaintyanduncertainty(besure/benotsure)andreviewthepastcontinuoustense:(1)AUFOflewovermyheadwhileIwaswalkingtowardthebusstopyesterday.(2)I’mquitesurethereareUFOs.精品文档 精品文档(3)I’mnotsosure.Evenscientistsaren’tsurewhetherthereareUFOs.(4)I’mnotsurewhether/ifrobotswillmakehumanslosetheirjobs.(5)Lastnight,whileJimwassleeping,hesawaUFOflyingoverhishead.Ⅱ.Teachingaids教具实物/录音机/图片/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:8分钟)通过游戏复习对话，导入新知识。1.(猜谜游戏：复习过去进行时和表示肯定与不肯定句式的用法。)(把学生分成三人一组，一人在纸上写一个动作，让另外两位同学猜他在做什么，猜时要用上I’msure./I’mquitesure./I’mnotsure.练习之后，以小组为单位在台前表演。)(教师找两位学生帮忙，做出示范。S1写出动作。)T:WhatwasS1doingatthistimeyesterday?S2:ShewaswatchingTV.T:Areyousure?S2:Yes,I’mquitesure.S1:Yes,IwaswatchingTVatthattime.(小组练习完之后，找几组学生表演。)2.(检查作业：汇报搜集到的有关机器人和不明飞行物的信息。师生对话，引出生词，导入新课。)(1)(检查作业。)T:I’msureyousearchedfortheinformationaboutrobotsandUFOslastnight.Pleasegiveareportaboutthem.(板书并要求学生了解。)UFO(2)(教师出示一些UFO的图片，导入新课。)T:(出示图片)YouhaveknownmuchaboutrobotsandUFOs.Ihavesomepicturesaboutthemhere.Lookatthesepictures.Whatarethese?Ss:TheyareUFOs.T:WhatdotheUFOslooklike?Ss:Theylooklikeplates.（帮助学生回答。）(板书并要求学生掌握。)plateT:I’mnotsurewhetherthereareUFOs.AreyousurethereareUFOs,S3?(板书并帮助学生理解表达不确定的句式。解释whether/if。)I’mnotsurewhether/ifthereareUFOs.S3:Yes,I’mquitesure.T:Whataboutyou,S4?S4:I’mnotsurewhetherthereareUFOs.T:I’mnotsure,either.Idon’tknowwhethertherearelivingthingsonotherplanets.(板书并要求学生掌握。)planetT:Theearthisaplanet.Mars(火星)isaplanet,too.Bothofthemareplanetsofthesun.Step2Presentation第二步呈现(时间:5分钟)精品文档 精品文档通过听录音和理解对话，使学生进一步学习表达确定和不确定的句式。1.(设置听力任务，播放1a录音。)T:MostofusarenotsurewhetherthereareUFOs.IstherereallyaUFO?Janeandherfriendsaretalkingaboutit.Nowlistento1aandanswerthefollowingquestion:WhatdidJaneseewhileshewaswalkingtowardthebusstopyesterday?(板书并要求学生掌握。)toward(s)(核对答案。)2.(再次播放1a录音，让学生跟读，注意语音语调。)T:Listentothetapeandfollow.Payattentiontothepronunciationandintonation.Step3Consolidation第三步巩固(时间:12分钟)表演1a对话，完成1b和1c。巩固确定与不确定的表达方式。1.(阅读1a，完成1b。)T:SomestudentsaresurethereareUFOs,butsomearen’tsureaboutthis.WhataboutMichael,Kangkang,JaneandMaria?Read1aandfinish1b.(核对答案。)2.(根据1b表格，四人一组练习1a对话。)T:Pleasepracticethedialogusingtheinformationin1b.ThenI’llletsomeofyouactitout.(练习后，让几组学生表演。)3.(用给出的句子编对话，完成1c。)T:From1aweknowscientistsaren’tsurewhetherthereareUFOs.ButI’msuretherearerobots.Areyousure,S1?S1:I’mquitesure.T:I’msurerobotswillmakehumanslosetheirjobs.S2:I’mnotsurewhetherrobotswillmakehumanslosetheirjobs.T:Lookattheexamplein1c.Canyoumakesimilardialogsbyusingthesentencesinthebox?(完成后核对答案。)4.(小黑板出示练习题。)(两句合成一句)(1)I’mnotsure.Willyoucomehere?I’mnotsure____you____comehere.(2)Peoplewanttoknow.ArethereUFOsinthesky?Peoplewanttoknow____there____UFOsinthesky.(3)Idon’tknow.Dorobotsaskforpayornot?Idon’tknow____robots____forpayornot.(核对答案。)Step4Practice第四步练习(时间:12分钟)利用实物学习生词及词组，活跃课堂气氛。完成2，导入3a。1.(利用实物，引出生词及词组，导入2。)T:(拿出气球)What’sthisobject?精品文档 精品文档(板书，要求学生掌握。)objectS1:It’saballoon.(帮助学生回答)(板书并要求学生掌握。)balloonT:Yes,it’saballoon.ArethereUFOs?Nobodyissure.Infact,peopleoftenmistakekitesorballoonsforUFOs.(板书并要求学生掌握。)mistake⋯for⋯T:ButwhyistheresomuchinformationaboutUFOs?Thereisapassageaboutit.Let’sgoandhavealooktogether.(板书并要求学生掌握。)information2.(让学生读2短文，为短文选择合适的标题，并猜出man-made的词义。)T:Nowpleasereadthepassagein2andcheckthebesttitleofthepassage.(板书并要求学生理解。)man-made(核对答案。)T:OK,nowareyousurethereareUFOs?S2,please.S2:No,I’mnotsureifthereareUFOs.T:Whydoyouthinkso?S2:Becauseuntilnow,noonereallyknows.⋯3.(听2的录音跟读，标出关键词。)T:Welldone.Nowlistentothetapeandfollow.Markthekeywords.(小黑板出示关键词。)say,seenUFOs,infact,information,mistake...for⋯,man-made,objects,suchas,kites,balloons,nobody,sure(挑选学生复述。)4.(师生对话，引出生词，导入3a。)T:Fromthepassageabove,weknownobodyseemstohavereallyseenaUFO.Well,areyousuretherearealiens?(板书并要求学生了解。)alienS3:Yes,I’msuretherearealiens.S4:No,I’mnotsurewhethertherearealiens.T:OK!Lastnight,whileJimwassleeping,hesawaUFOflyingoverhishead.Tooursurprise,whilehewastryingtocallforhelp,hesawanalien.Whathappenedtohim?WhodidJimseeafterhewokeup?(让学生读3a猜出生词词义并填空。)T:Pleaseread3aandfillintheblanks.(板书并要求学生掌握。)callfor,wake,wakeup(核对答案。)5.(让学生再读3a，进行小组讨论，然后完成3b。)T:Whowasthereal“alien”?Read3aagain.Discussinpairs,andfinish3b.精品文档 精品文档(板书并要求学生掌握。)real(核对答案。)Step5Project第五步综合探究活动(时间:8分钟)作调查报告，进一步操练过去进行时和表达确定与不确定的句式，培养学生综合运用语言的能力。1.(复习过去进行时。)(让学生与他们的同桌讨论昨天晚上在不同的时间段各自在干什么。写下同桌的活动，然后写下他们自己的活动。)T:Now,let’smakeasurvey.Askyourpartnerwhathe/shewasdoingatdifferenttimesyesterdayevening,thenfillhis/heranswersinthetableonthesmallblackboard.Andthenwritedownyourownanswers.(出示小黑板。)Time(yesterdayevening)YourpartnerYou7:008:009:002.(做调查。)(把学生分为10人一组，讨论以下问题，然后填表格。每组派代表向全班同学汇报，班长总结有多少人认为⋯⋯，相信或不相信⋯⋯。)T:Workingroupsoften,talkaboutthefollowingquestions,thenfillinthetable.(1)Doyouthinktherearepeopleonotherplanets?(2)AreyousureUFOsarereal?(3)Iftherearealiens,aretheyprobablyfriendlyorunfriendly?(出示小黑板。)NameS1StatementTherearepeopleonother√planets.Therearenopeopleonotherplanets.UFOsarereal.√UFOsarenotreal.Aliensareprobablyfriendly.Aliensareprobablyunfriendly.√3.Homework:上网查询或查阅书报、杂志上有关外星人及不明飞行物的相关内容。充分发挥你的想象，编一个关于外星人和不明飞行物的对话或写一篇短文。(运用过去进行时句型和besure结构。)精品文档 精品文档板书设计：SectionBmistake⋯for⋯I’mquitesurethereareUFOs.suchasI’mnotsosure.Evenscientistsaren’tsurewhetherthereareUFOs.callforI’mnotsurewhether/ifrobotswillmakehumanslosetheirjobs.wakeupAUFOflewovermyheadwhileIwaswalkingtowardthebusstopyesterday.Peopleoftenmistakesomeman-madeobjectssuchaskitesorballoonsforUFOs.Lastnight,whileJimwassleeping,hesawaUFOflyingoverhishead.SectionCThemainactivitiesare1aand2a.本课重点活动是1a和2a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:example,forexample,spend⋯on,dictionary,inalphabeticalorder,lookup,payattentionto,andsoon,beginwith,writeto2.Learnsomeusefulsentences:(1)Itmakesourlifenicer,easierandmoreinteresting.(2)Howiseverythinggoingthesedays?(3)Ithinkit’shelpfulforstudyingEnglish.3.Goonlearninghowtoexpresscertaintyanduncertainty:I’m(not)sureofthat.4.Talkaboutmodernscienceandtechnology:(1)Wecandosomeshoppingwithoutleavingourhouses.(2)WecanusetheInternettofindjobs.(3)TheInternetcanhelpusfindtheway.(4)OntheInternet,wecanalsoenjoymanyinterestingsongs,moviesandgames.(5)Butweshouldn’tspendtoomuchtimeontheInternet.5.LearnhowtolookupnewwordsinanEnglish-Chinesedictionary:(1)ThewordsinEnglishdictionariesareinalphabeticalorder.(2)Whenyoulookupawordinthedictionary,youmustpayattentiontothefirstletteroftheword.Ⅱ.Teachingaids教具录音机/英汉字典Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:7分钟)谈论话题，导入新课。培养听说能力。1.(检查作业：表演对话或演讲，谈论有关外星人和UFO的话题，复习besure结构。)T:YouhavesearchedsomeinformationaboutaliensandUFOs.Nowpleasetalkaboutthemwithyourpartnerorgiveaspeech.2.(通过讨论导入新词。)精品文档 精品文档T:WheredidyougettheinformationaboutUFOs?S1:IgotitontheInternet.T:Welldone!WecandomanythingsontheInternet.Forexample,wecanstudyontheInternet.WhatelsecanwedoontheInternet?(板书并要求学生掌握。)exampleforexampleS2:Wecanplaygamesonit.S3:Wecanlistentomusiconit.S4:Wecanwatchmoviesonit.S5:Wecanwriteane-mailonit.(让学生尽可能多说。)T:Yes.That’sverygood.AndIoftenusetheInternetfordownloadingusefulinformation.(板书并要求学生理解。)downloadT:TheInternetisveryuseful,butweshouldn’tspendtoomuchtimeontheInternet.Doyouthinkso?(板书并要求学生掌握。)spend⋯on⋯Ss:Yes,wethinkso.Step2Presentation第二步呈现(时间:8分钟)播放录音，呈现1a。师生对话，理解1a内容，并找出关键词。1.(播放录音，整体了解1a。)T:TheInternetisveryusefulandwonderful.IthinkmostofyoucanusetheInternetwell,sowhatcanwedoontheInternet?Listentothepassagein1aandfindouttheanswertothisquestion.(板书)WhatcanwedoontheInternet?(核对答案。)T:OK.Nowpleasegivemeyouranswers.FromS1,please.Saythemonebyone.S1:Wecangoshoppingwithoutleavingourhouses.S2:WecanstudyontheInternet.S3:WecanusetheInternettofindjobs.S4:WecanfindthewaytoanewplaceontheInternet.S5:Wecanfindlotsofsongs,moviesandgamesontheInternet.2.(学生跟读1a，注意语音和语调，并画出关键词。)T:OK.Nowpleaselistentothetapeandfollow.Payattentiontoyourpronunciationandintonation.Andmarkthekeywords.(板书关键词。)精品文档 精品文档Internet,wonderful,make,nicer,easierandmoreinteresting,help,forexample,without,study,use⋯to,anewplace,interesting,songs,movies,games,spend⋯on,toomuchtimeStep3Consolidation第三步巩固(时间:10分钟)通过巩固1a，培养学生的口语表达和写作能力，完成1b和1c。1.(学生根据关键词复述课文。)T:OK.Boysandgirls,pleasestop.Accordingtothekeywordsontheblackboard,pleaseretellthetexttoyourdeskmate.IwillasksomestudentstoretellitinEnglishinthefront.(找几名学生复述课文。)2.(学生独立完成1b。)T:OK.Nowlookatthepicturesin1banddescribethemaccordingto1a.Thenwritedowntheanswers.(核对答案。)3.(做调查完成1c。)T:TheInternetisveryuseful.IwanttoknowaboutyourInternetlife.Pleaseanswerthequestionsin1c.(根据调查结果，小组讨论。)(板书)(1)WhatdoyouthinkoftheInternet?(2)WhatcanwedoontheInternet?(3)AreallthethingsontheInternetgoodforus?(4)IsspendingtoomuchtimeontheInternetgoodorbadforus?T:Whenyoufinishthediscussion,pleasewriteareportaboutit.Youcanbeginlikethis:TheInternetiswonderful.TherearelotsofusefulthingsontheInternet,soitcanhelpusalot⋯Butweshouldnotspendtoomuchtimeonit⋯(教师引导学生尽量多说，使学生意识到合理使用网络的重要性。)Step4Practice第四步练习(时间:10分钟)通过学习2a，完成2b，使学生掌握英汉字典的使用方法。1.(教师拿出一本英汉字典。)T:What’sthis?Ss:“字典”。T:Yes,it’sanEnglish-Chinesedictionary.(板书并要求学生掌握。)dictionaryT:DoyouhaveanEnglish-Chinesedictionary?Ss:Yes,wedo.T:Ifwemeetanewwordwhilewearereading,weshouldlookitupinthedictionary.(板书并要求学生掌握。)lookupT:Butdoyouknowhowtolookupwordsinadictionary?Read2abyyourselves,andthenfindouttheanswertothisquestion.(学生自读2a，猜测文中出现的新短语的意思。)精品文档 精品文档(板书并要求学生掌握。)inalphabeticalorder,payattentionto,beginwith,writeto(鼓励学生总结如何查字典，为下一步活动打下基础。)T:Excellent!2.(跟读2a并注意语音语调。)T:Listento2aandrepeat.Payattentiontothepronunciationandintonation.3.(让学生朗读2a，然后根据黑板上的关键词编对话，介绍如何查英汉字典。)T:Accordingtothekeywordsontheblackboard,pleasemakeadialogtointroducehowtouseadictionary.Example:S1:CouldyoutellmehowtouseanEnglish-Chinesedictionary?S2:Certainly.Whenyoulookupawordinthedictionary,payattentiontothefirstletteroftheword.Whentwowordsbeginwiththesameletter,youhavetolookatthesecondlettertofindtheword.Ifboththefirstandthesecondlettersarethesame,lookatthethirdoneandsoon.T:Excellent!Ihopeeveryonecanknowhowtolookupawordinadictionary.NowI’llgiveyoutheword“music”.Canyoufindwhereitis?(教师巡视，看谁先找到这个单词。)(教师讲解如何查找生词，并做示范。)T:I’mgoingtolookuptheword“music”inthedictionary.FirstIpayattentiontothefirstletter“m”.Second,Ihavetolookatthesecondletter“u”.ThenIlookatthethirdletter“s”andsoon.Nowlook,hereistheword“music”.4.(学生根据刚才所学的查字典的方法，完成2b。)Step5Project第五步综合探究活动(时间:10分钟)通过举行辩论赛，让学生懂得如何正确使用网络资源。1.(将班级学生分成正反方两个大组，以“IsspendingtoomuchtimeontheInternetgoodorbadforus?”为题进行辩论。)T:OK.Nowlet’shaveadebateaboutthistopic:IsspendingtoomuchtimeontheInternetgoodorbadforus?GroupOnethinksitisgoodandGroupTwothinksitisbad.Pleasegiveyouropinions.G1:SpendingtoomuchtimeontheInternetisgoodforus.Becauseitisveryusefulandhelpful.Forexample,wecanstudyontheInternet,wecanlookupsomenewinformation,wecanlistentomusic,andwecanseemoviesorplayvideogamesifwewanttorelax.G2:SpendingtoomuchtimeontheInternetisbadforus.Becauseitisbadforoureyesandourhealth.Ifwespendtoomuchtimeonit,wemaybesleepy,tiredandindulgeourselvesinthecomputergamesandwedonotwanttostudyhard.(教师总结，科学使用网络资源。)2.Homework:(1)以“MyInternetLife”或“HowtoUsetheInternet?”为题写一篇作文。(2)预习SectionD，并在字典中查找SectionD中出现的生词。板书设计：SectionCspend⋯onWecandosomeshoppingwithoutleavingourhouses.forexampleWecanusetheInternettofindjobs.lookupTheInternetcanhelpusfindtheway.精品文档 精品文档payattentiontoButweshouldn’tspendtoomuchtimeontheInternet.beginwithI’m(not)sureofthat.writetoSectionDThemainactivityis5.本课重点活动是5。Ⅰ.Teachingaimsanddemands教学目标1.Learnaphrase:plugin2.Learnsomeusefulsentences:(1)What’sthematterwithit?(2)Areyousureyoupluggeditin?(3)You’dbetteraskourcomputerteacherforhelp.3.Reviewandlearnthemainsentencesandusefulexpressionsinthistopicaboutrobots,UFOsandtheInternet.4.Reviewthepastcontinuoustense:(1)AUFOflewovermyheadwhileIwaswalkingtowardthebusstopyesterday.(2)Lastnight,whileJimwassleeping,hesawaUFOflyingoverhishead.5.Reviewcertaintyanduncertainty:(1)I’msurerobotscandosomeworkfasterandbetterthanhumans.(2)I’mnotsurewhether/ifrobotswillmakehumanslosetheirjobs.Ⅱ.Teachingaids教具录音机/图片/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:15分钟)复习并用chant导入新课，合理运用教材，提高课堂教学效率。1.(教师先播放4录音，完成4。)(播放几遍录音后，师生共同chant。活跃气氛，激发兴趣。)2.(通过师生对话复习关于robots,UFOs和Internet的目标语言。)(1)(关于robots。)T:OK.Pleasestop.Yousangthissongverywell.Iknowmostofyouhaveadreamofbeingaflyingman.Butnow,youcan’t.Soyoumuststudyhard.Let’sreview“robots”andmakeadialogbyyourselves.T:Hi,S1andS2!Couldyoutellmesomethingaboutrobots?S1&S2:OK.S1:Whendidthescientistsinventthefirstrobot?S2:In1921.S1:Whatcanrobotsdoforus?S2:Theycandosomedangerousworkinsteadofhumans.Theycanhelpuscarrythingsandmendroads.S1:Areyousurerobotscanmakehumanslazy?S2:Yes,Iamsure.S1:Areyousurerobotscantaketheplaceofhumansinthefuture?精品文档 精品文档S2:No,I’mnotsure.T:Wetalkedabouttherobots.Nextlet’stalkabouttheUFOs.(2)(关于UFOs。)T:S3,areyousurethereareUFOsintheworld?S3:Yes,Iamsure.Theylooklikeplates.T:WheredoyouoftengettheinformationabouttheUFOs?S3:IoftengetitthroughbooksandTV.T:Whataboutyou,S4?AreyousurethereareUFOsintheworld?S4:No,I’mnotsure.T:Whydoyouthinkso?S4:Becauseuntilnow,nobodyhasreallyseenUFOs,andevenscientistsaren’tsurewhetherthereareUFOs.T:Nextlet’stalkabouttheInternet.(3)(关于Internet。)T:S5,whatdoyouthinkoftheInternet?S5:It’swonderfulandinteresting.T:WhatdoyouoftendoontheInternet?S5:Idotheshopping,listentomusic,seemovies,playgames,study,downloadusefulinformationandwritee-mails.T:DoyouspendtoomuchtimeontheInternet?S5:No,Idon’t.T:Good.TheInternetisveryinteresting,butweshouldn’tspendtoomuchtimeonit,orwecan’tstudywell.3.(教师呈现图片复习现在进行时和过去进行时。)(1)(教师手拿图片，图片的背面对着学生，然后叫一名学生到前面来，根据看到的图片做出动作，让其他学生猜出其动作的含义。)T:Lookatthispicture,anddotheaction.S1:(手持话筒做唱歌状。)T:Guesslikethis:Areyou⋯?S2:Areyouspeaking?S1:No.S2:Areyousingingasong?S1:Yes,Iam.(学生就其他三幅图进行对话，复习现在进行时。)(2)(练完之后，教师给予学生鼓励，并过渡到过去进行时。)(假设以上这些图片显示的是S1生日晚会上学生们所做的事情。让学生就图片情景进行转换练习。)S3:WhatwasHanMeidoingat8:00o’clocklastnight?S4:Shewassingingasong.精品文档 精品文档⋯(3)(学生练完之后，教师鼓励学生总结现在进行时与过去进行时。)Step2Presentation第二步呈现(时间:10分钟)在情景中引出新的语言点，并在情景中练习和巩固。T:Lookatthepicturein1.Whoarethey?Andwhataretheydoing?Pleasecompletetheconversation.1.(学生补全对话，结合上下文猜出词义，教师给予指导并板书生词，要求学生掌握：plugin；理解：press,button,plug,useless。)press,button,plug,plugin,useless(核对答案。)(让学生齐读对话，然后教师以师生问答的形式检查学生对对话的理解情况。)T:Verygood.Pleaseanswermyquestions.What’sMichaeldoingnow?S1:Heisrepairinghiscomputer.T:What’sthematterwithit?S2:Itdoesn’twork.T:Ishesurehepluggeditin?S3:Yes,he’squitesure.T:Whatshouldhedo?S4:He’dbetteraskhiscomputerteacherforhelp.(让学生两人一组练习1对话，然后找几组学生表演对话。)2.(让学生先读2的内容，提高学生的信息预测能力。然后听2录音，完成2。)T:OK.Aftermanagingtheproblemofthecomputer,let’sdiscusssomethingabouttheInternet.Atfirstpleasereadthesentencesasquicklyasyoucan,thenlistento2carefullyandmarkTrue(T)orFalse(F).(教师可根据学生的掌握和理解情况，选择放录音的次数。)T:OK.Pleasetellmeyouranswers.(核对答案。)Step3Consolidation第三步巩固(时间:7分钟)学生通过听读3a和3b，巩固本话题目标语言。1.(让学生听3a录音，完成3a。)(1)(学生跟读3a，熟记本话题的目标语言。)(2)(让学生运用肯定和不肯定句式表演对话，巩固besure用法。)Example:S1:Areyousurerobotswillmakehumanslazy?S2:Yes,I’msure.S1:AreyousurethereareUFOsintheworld?S2:No,I’mnotsure.S1:AreyousurewecanlistentomusicontheInternet?S2:Yes,I’mquitesure.S1:Areyousureitwillberainytomorrow?S2:I’mnotsurewhetheritwillberainytomorrow.S1:Areyousurewe’llhaveasportsmeetthisterm?⋯(让学生两人一组练习对话，每人不能少于四个句子，然后挑几组同学表演。)2.(让学生听3b录音，跟读3b。并要求学生记住有用的表达方式。)精品文档 精品文档Step4Practice第四步练习(时间：5分钟)根据图片，复习进行时，并掌握while的用法。1.(教师展示图片，让学生运用过去进行时看图造句。)T:Lookatthesepictures,andmakesentences.Picture1Picture2Picture3T:S1,wouldyoupleasecomehereandhaveatry?⋯(请三位学生到讲台前完成看图造句，其他学生任选一幅图造句，完成之后，及时点评。)2.(复习while和when的用法，并总结。)(板书)(1)Thelittlegirlwasplayingthepianowhenherfatherknockedatthedoor.(2)WhileLucywaswalkingintheparkwithhermother,theysawawalletlyingontheground.(3)WhileTomwaswatchingTV,thetelephonerang.Step5Project第五步综合探究活动(时间:8分钟)完成5。通过多种方式培养学生运用本话题的语法及功能语进行写作的能力。1.(教师展示图片，设置场景，为学生练习对话打好基础，教师可以先作示范。)T:What’sthisinEnglish?S1:It’sacomputer.T:Whatcancomputersdoforus?S1:WecanusecomputersforsurfingtheInternet.(教师依次呈现机器人和小汽车的图片，让学生练习对话。)(参考信息)Peopleuserobotsfordoingboringjobs.Peopleusecarsforcarryingthemselvesfromoneplacetoanother.2.(将班上学生分成两组，然后让他们展开想象，介绍自己的发明，并用英语对其发明物的外观及用途进行描述。)Example:Look!It’smynewinvention.It’sabike,butitlookslikeabird.Anditcanfly.WhenIgotoschool,itwillbeabike.ButwhenIgooutforapicnic,itwillbeaplane⋯T:Now,timeisup.It’stimeforyoutoshowyourinventionstothewholeclass.(让有创意的学生到讲台前展示自己的作品，并讲解它的功能。)3.(引导学生看句型，进行写作练习。)(板书句型。)I’msureitwill⋯,butI’mnotsureif/whetheritwill⋯4.Homework:(看图写句子。)T:Writesomesentenceswithwhenorwhileaccordingtothepicturesgivenbelow.Example:Picture1Alicewasplayingthepianowhenherfathercameback.精品文档 精品文档板书设计:SectionDpluginWhat’sthematterwithit?ask⋯forhelpAreyousureyoupluggeditin?You’dbetteraskourcomputerteacherforhelp.I’mnotsurewhether/ifrobotswillmakehumanslosetheirjobs.Topic3TheInternetmakestheworldsmaller.SectionAThemainactivitiesare1aand2a.本课重点活动是1a和2a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandaphrase:railway,remain,pull,pulldown,government2.Learnausefulsentence:Thegovernmentistryingtoprotectandrepairtheoldcitywalls.3.Learntagquestions:(1)—It’saniceday,isn’tit?—Yes,itis.(2)Let’sgoandhavealook,shallwe?(3)—TherearestillmanyoldcitywallsinBeijing,aren’tthere?—No,therearen’t.(4)Youknowalotaboutthem,don’tyou?4.Talkaboutculturalrelics:(1)Theseareoldcitywalls.Theyaremorethan500yearsold.(2)ThereusedtobelotsofoldcitywallsinBeijing.(3)Mostoldcitywallswerepulleddowninthe1960s,becausetheywerefallingdown.Ⅱ.Teachingaids教具录音机/幻灯机或多媒体或图片/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:5分钟)师生对话，多媒体课件或图片展示，激发兴趣，导入新课。T:Hi,S1.Doyouliketraveling?S1:Yes,Ilikeitverymuch.T:WouldyouliketotraveltoBeijing?S1:Yes,I’dloveto.T:Why?S1:BecausetherearemanyplacesofinterestinBeijing.T:CouldyousaysomeplacesofinterestinBeijing?S1:Yes,theGreatWall,theSummerPalace⋯(让该生尽可能多说，其他学生也可补充。学生说的同时，教师用多媒体课件出示对应的图片，激发学生的兴趣，最后教师总结，导入新课。)T:Welldone.TheGreatWallisagreatplace.Inthislesson,let’stalkaboutotherwalls精品文档 精品文档—theoldcitywallsinBeijing.Step2Presentation第二步呈现(时间:10分钟)1.(教师用多媒体或图片展示北京的古城墙，其中有些古城墙已经破烂不堪，引出生词及反意疑问句。)T:Look,whatarethese?Ss:Theyareoldcitywalls.T:Yes.TherearesomeoldcitywallsnearBeijingRailwayStation.(板书并要求学生掌握。)railwayT:Theyareverybeautiful,aren’tthey?(板书并解释，让学生初步掌握反意疑问句的用法。)Theyareverybeautiful,aren’tthey?Ss:Yes,theyare.(帮助学生回答，并注意反意疑问句的答语。)T:Right,butonlyafewofthemremainnow,becausemostofthemwerefallingdownandwerepulleddown.(板书并要求学生掌握。)remain,pull,pulldownT:Class,doyouwanttoknowmoreabouttheoldcitywalls?Now,let’slistentotheconversationbetweenKangkangandMichael.2.(设置听力任务，听1a录音，了解对话的内容。)T:Now,let’slistento1aandfindouttheanswerstothequestions.(幻灯片呈现问题。)(1)WheredidKangkangandMichaelgotoseetheoldcitywalls?(2)Howmanyyearsoldaretheoldcitywalls?(3)Howmanyofthemremainnow?(核对答案。)3.(再听1a录音，回答下列问题。进一步了解对话内容，掌握反意疑问句的问和答。)T:Nowlistento1aagain,thenanswerthefollowingquestions.(1)It’saniceday,isn’tit?(2)TherearestillmanyoldcitywallsinBeijing,aren’tthere?(3)Kangkangknowsalotabouttheoldcitywalls,doesn’the?(核对答案。)Step3Consolidation第三步巩固(时间:10分钟)教师引导学生自主学习。表演对话，掌握语法，培养学生的人文意识。完成1b和1c。1.(在1a中找出反意疑问句。教师找几名同学将找到的句子写在黑板上，教师给予总结。完成1b。)(板书并解释反意疑问句的含义、构成方式及回答。)(1)It’saniceday,isn’tit?(2)Let’sgoandhavealook,shallwe?(3)TherearestillmanyoldcitywallsinBeijing,aren’tthere?(4)Youknowalotaboutthem,don’tyou?2.(跟读1a，注意语音语调。)T:Listentothetapeandfollow.Payattentiontothepronunciationandintonation.精品文档 精品文档3.(根据黑板上的句子表演对话。)T:Actoutthedialogaccordingtothetagquestionsontheblackboard.4.(完成1c。巩固反意疑问句。)T:Now,pleasedo1cbyyourselves.Thencheckyouranswers.(核对答案。)Step4Practice第四步练习(时间:12分钟)通过对话引入、图片帮助、播放录音、复述课文，培养学生综合运用语言的能力。完成2a和2b。1.(通过师生对话，引入2a。)T:ThereweremanyoldcitywallsinBeijingbefore,weren’tthere?S1:Yes,therewere.T:TherearestillmanyoldcitywallsinBeijingnow,aren’tthere?S1:No,therearen’t.Onlyafewofthemremainnow.T:Whathappenedtothem?Doyouwanttoknow?Now,let’slookatsomepictures.2.(教师利用幻灯片出示下列图片，让学生利用图下面的词语造句子。)T:Makesentencesaccordingtothewordsandthepictures.(幻灯片展示图片和提示词。)(usedtobe)(bepulleddown)(appear)(tryto,protect,repair)(学生活动期间，教师巡视，及时帮助有困难的学生。然后找四个学生到黑板上写句子。)(检查学生的书写情况并讲评，适当贯穿德育教育。引出生词government。)T:Thegovernmentistryingtoprotectandrepairtheoldcitywalls.Andweshoulddosomethingusefultoprotectthem.(板书并要求学生掌握。)government3.(听2a录音，注意语音语调。)T:Hereisapassageaboutthechangeintheoldcitywalls.Let’slistentogetherandrepeat.Payattentiontothepronunciationandintonation.4.(学生朗读2a，并根据幻灯片上的图片及下面的提示词复述北京古城墙的变化。)T:Read2a,thenretellthechangeintheoldcitywallsaccordingtothepicturesandwordsbelow.5.(师生对话，导入2b。)T:Hi,S2.Doyouagreetopulldowntheoldcitywallsorprotecttheoldcitywalls?S2:Iagreetoprotecttheoldcitywalls.T:Why?S2:Becausetheymakethecitymorebeautiful.Wecanlearnalotfromthemabouthistoryandpeople.T:Whatabouttheothers’ideas?Pleasetalkaboutitwithyourclassmates.Alsodiscusstheactionofbuildingmanymodernbuildingsandroads.Doyouagreeornot?Thenfinish2bbyyourselves.(讨论后，学生独自完成2b。)6.(小组活动。把全班同学分成四组，使用should,shouldn’t,must,mustnot讨论我们应该做些什么来保护文化古迹。讨论之后，每组选一名代表在班级做汇报。完成3。)T:Discussingroups.Talkaboutwhatweshoulddotoprotectourculturalrelics.Thenreportittotheotherclassmates.精品文档 精品文档Step5Project第五步综合探究活动(时间:8分钟)通过写建议信、倡议书和编对话，培养学生综合运用语言的能力。1.(方案一)(学生小组讨论下列问题，然后给当地的政府机构写一封建议信。)T:Discussthequestionsingroups,thenwritealettertothelocalgovernmenttotalkabouthowtoprotecttheplacesofinterestinourhometown.(1)Arethereanyplacesofinterestinourhometown?(2)Whatishappeningtothem?(3)Whatshouldwedotoprotectthem?(方案二)(可根据3的讨论结果，写一封倡议书，提醒市民保护自己的家园。)T:Thereisaparkinourcity.Theparkisverybeautiful.Itattracts(吸引)manypeopletovisit,sopleasemakeaproposaltoprotecttheenvironmentinthepark.Youcandoitlikethis:NOTICE(1)Youshouldn’tspitinthepark.(2)Youmustn’tpickflowersinapark.(3)⋯2.Homework:编一个对话，谈论当地的名胜古迹或熟悉的自然风光，适当地运用反意疑问句。板书设计：SectionAusedtobe—It’saniceday,isn’tit?pulldown—Yes,itis.learn⋯from⋯Let’sgoandhavealook,shallwe?—TherearestillmanyoldcitywallsinBeijing,aren’tthere?—No,therearen’t.Youknowalotaboutthem,don’tyou?SectionBThemainactivitiesare1aand3a.本课重点活动是1a和3a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandaphrase:wonder,live,treasure,underground,palace,theSummerPalace,west,weigh,ton,queen2.Learnsomeusefulsentences:(1)Whomadethem,doyouknow?(2)QinShihuang,thefirstemperorofChina,orderedhismentomakethem.(3)Chinaistheoldestcountryintheworld.3.Goonlearningtagquestions:(1)YouvisitedEmperorQin’sTerracottaWarriorslastweek,didn’tyou?(2)Theworkersusedlivemodels,didn’tthey?(3)TherearemanytreasuresinQinShihuang’sUndergroundPalace,aren’tthere?4.Talkaboutsymbolicbuildings:精品文档 精品文档(1)Theyareoneofthegreatestwondersoftheworld.(2)ItisinLondon.ItisasymbolofEngland.Longago,aqueenbuiltittotellthetime.(3)ItisinFrance.ItwasbuiltfortheInternationalExhibitionofParisin1889.(4)ItstandsinNewYork.ItwasagiftfromFrance.5.Talkaboutmeasurement:(1)It’s46metershighandweighs229tons.(2)TheXi’anCityWallisabout13.7kilometerslong.(3)It’s15-18meterswide.Ⅱ.Teachingaids教具录音机/多媒体/小黑板/图片/卷尺Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:5分钟)利用师生对话的形式导入新课。1.(以对话的形式复习SectionA中的目标语言，导入新知识。)T:It’salovelyday,isn’tit?Ss:Yes,itis.T:SoIthinkit’sanicedayfortraveling.Doyouliketraveling?Ss:Ofcourse./Sure./Certainly.T:Wouldyouliketovisitsomeplacesofinterest?Ss:Yes,we’dliketo.T:LastweekwevisitedtheoldcitywallsinBeijingwithKangkangandMichael.Todaywearetravelingtoanotherfamouscitytoseesomeplacesofinterest.Guess,whereshallwego?Ss:(学生可能说出许多城市名，当学生说出西安时，教师可以说以下内容：)T:Yes,inthisclasswe’lltraveltoXi’an.Whichplaceofinterestwouldyouliketovisit?Ss:“秦始皇兵马俑”。Step2Presentation第二步呈现(时间:12分钟)利用多媒体图片引出1a，学习文中部分生词及目标语言。1.(出示秦始皇兵马俑的图片，引出生词。)T:Lookatthepicture.Doyouwanttovisitthem?Ss:Yes,wedo.T:TheyareEmperorQin’sTerracottaWarriors.TheyareinQinShihuang’sUndergroundPalace.(板书并要求学生掌握palace和underground；理解emperor和EmperorQin’sTerracottaWarriors。)emperorEmperorQin’sTerracottaWarriorsunder+ground=undergroundpalaceT:EmperorQin’stombisoneofthegreatestwondersoftheworld.Theworkersusedlivemodelstomakethewarriors,andmanypeoplebelievetherearelotsoftreasuresthere.(板书并要求学生掌握生词wonder,live,treasure。)wonderlivetreasureT:Doyouwanttoknowmore?Let’slistentotheconversationtogether.精品文档 精品文档2.(设置听力任务，听1a录音。)T:Nowlistento1aandanswerthefollowingquestions:(用小黑板出示问题。)(1)Whomadethewarriors?(2)Didtheworkersuselivemodels?(3)AretheremanytreasuresinQinShihuang’sUndergroundPalace?(核对答案。)3.(学生朗读1a，画出对话中的反意疑问句并掌握。)T:Nowread1aandcircletagquestions.4.(出示小黑板，练习反意疑问句。)(1)Janeneverdoesherbesttostudy,________?(2)Therearefewtreasuresinthetomb,________?(3)Theydidn’tgoswimmingyesterday,________?(4)LiLeiisn’taworker,ishe?____,__________.Heisastudent.(5)Lucydoesn’tcomefromLondon,doesshe?No,________.Step3Consolidation第三步巩固(时间:10分钟)学生用自己的语言复述课文，培养其口语表达能力。1.(学生跟读1a，注意语音和语调，并找出关键词。)T:Listentothetapeandfollow.Payattentiontothepronunciationandintonation.Writedownthekeywords.visited,wonders,made,ordered,used,treasures,Palace2.(教师让学生根据关键词复述1a对话。完成1a。)3.(师生对话，完成1b。)Example:T:JimvisitedEmperorQin’sTerracottaWarriorslastweek,didn’the?S1:Yes,hedid.T:EmperorQin’sTerracottaWarriorsareoneofthegreatestwondersoftheworld,aren’tthey?S1:Yes,theyare.T:Thefirstemperor,QinShihuang,orderedhismentomakethem,didn’the?S1:Yes,hedid.T:Theworkersusedlivemodels,didn’tthey?S1:Yes,theydid.T:Therearen’tmanytreasuresinQinShihuang’sUndergroundPalace,arethere?S1:Yes,thereare./No,therearen’t.(教师示范后，学生分组练习。找几组学生表演。)4.(听2录音，完成2。)T:ThereareQin’sTerracottaWarriorsinXi’anandtherearealsosomeplacesofinterestinChina,suchastheGreatWall,theSummerPalaceandWestLake.Now,listento2andfinishit.(板书并要求学生掌握。)theSummerPalace,west精品文档 精品文档(核对答案。)Step4Practice第四步练习(时间:10分钟)通过多媒体呈现图片，导入下一步。1.(教师用多媒体呈现北京天坛的图片，引出生词，导入3a。)T:Inmanycountries,therearemanyfamousbuildings.Someofthemarethesymbolsofthesecountries.Doyouknowwhichcountrythefollowingpictureisfrom?(展示北京天坛的图片。)T:(指着图片问。)Whichplaceisit?Ss:It’sthetempleofHeaven.It’sinBeijing,China.(引导学生回答。)(教师依次呈现大本钟、自由女神像和艾菲尔铁塔的图片。采用对话的形式引出新词和需要再呈现的词。帮助学生说出这些建筑的名字和所属国家。)T:⋯Ss:⋯⋯(板书并要求学生掌握生词weigh,ton和queen；理解exhibition和Paris。)weigh,ton,queen,exhibition,Paris2.(让学生独立完成3a。)T:OK,pleasematchthedescriptionswiththepicturesin3a.(核对答案。)3.(师生对话，用图片导入3b。)(教师呈现西安古城墙图片。)T:Lookatthepicture.Whatisit?S1:It’stheXi’anCityWall.T:Whereisit?S1:It’sinthecenterofXi’anCity.T:Whatisitfamousfor?S1:Itisfamousforitshistoryofmorethan600years.T:Andit’sthebest-protectedcitywallinChina.Doyouknowmoreaboutit?S1:Yes,Iknowmore./No,Idon’tknowanymore.⋯(板书并要求学生了解。)best-protected(教师出示紫禁城的图片，引出并让学生理解ForbiddenCity。)T:Lookatthispicture.It’stheForbiddenCity.Whereisit?(板书并要求学生理解。)ForbiddenCitySs:It’sinBeijing.T:Whatisitfamousfor?Ss:It’sfamousfor⋯(可适当发挥)T:Doyouwanttoknowmoreinformationaboutit?Ss:Yes.T:It’s961meterslongand753meterswide.Now,let’slookatanotherpicturetogether.(出示乐山大佛图片，用上述方法教学GrandBuddhainLeshan。)(板书并要求学生理解GrandBuddhainLeshan。)GrandBuddhainLeshan精品文档 精品文档T:Howhighisit?Ss:It’s71metershigh.4.(实际操作，学会表达。)(教师拿出卷尺给一位学生量身高。)T:S1is1.65meterstall.(教师让另一位学生量课桌的长度。)S2:Thedeskis1.00meterlong.(教师找两位同学去量教室的长、宽，并汇报结果。)S3,S4:Theclassroomis10meterslongand7meterswide.(板书并总结。)1.65meterstall.1.00meterlong.7meterswide.(让学生用卷尺测量自己身边物体的长、宽和高，并用英语说出测量的结果。然后师生共同总结这个句型。)5.(小组讨论，完成3b。)Step5Project第五步综合探究活动(时间:8分钟)看图说话，练习写作，培养学生语言综合运用能力。1.(出示颐和园的图片，让学生讨论并对它进行描述，然后回答问题。)(1)Whatisit?(2)Whereisit?(3)Whatisitfamousfor?(4)Doyouknowmoreaboutit?2.Homework:依照3b写一段话描述你所在地区的名胜古迹。板书设计：精品文档 精品文档SectionBTheworkersusedlivemodels,didn’tthey?Yes,theydid.ItstandsinNewYork.It’s46metershighandweighs229tons.TheXi’anCityWallisabout13.7kilometerslong.Itis15-18meterswide.SectionCThemainactivityis1a.本课重点活动是1a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:king,ancient,bemadeupof,true,accordingto2.Learnsomeusefulsentences:(1)Thebuildingismadeupoftwomillionstones.(2)Eachstoneweighsmorethantwotons.3.Goonlearningaboutmeasurement:(1)TheGreatPyramidhasfoursidesandeachsideis230.4meterslong.(2)It’s146.5metershigh.4.TalkabouttheGreatPyramid:(1)ThepyramidsinEgyptareworld-famous.(2)Itisoneofthe“SevenWonders”oftheancientworld.(3)Untilthe19thcentury,itwasthetallestbuildingonearth.(4)Ittookabout100000peopleover20yearstobuildit.(5)KhufuorderedhismentobuildtheGreatPyramidashistombinabout2560B.C.(6)ManypeoplebelievetheGreatPyramidistheoldestandgreatestbuildingintheworld.Ⅱ.Teachingaids教具录音机/幻灯片/图片/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:8分钟)师生对话，复习旧知识，导入新课。1.(通过对话复习SectionB中的目标语言。)T:WouldyouliketotraveltoXi’an?S1:Yes,Iwouldliketo.T:Whydoyouwanttotravelthere?S1:BecausethereareEmperorQin’sTerracottaWarriors.T:Couldyoutellmesomethingaboutthem?S1:Ofcourse.QinShihuang,thefirstemperorofChina,orderedhismentomakethem.Theworkersusedlivemodels.Theyareoneofthegreatestwondersoftheworld.Sotheyareveryvaluable.T:Verygood.(再让几名学生描述一下秦始皇兵马俑。)2.(由秦始皇兵马俑引出埃及金字塔。引出生词，导入新课。)T:Asweknow,QinShihuang’sUndergroundPalaceisthetombofthefirstemperorofChina.Whatotherworld-famouskings’tombsdoyouknow?(板书并要求学生掌握world-famous和king；理解tomb。)精品文档 精品文档tomb,world-famous,king(引导学生谈论埃及金字塔，然后教师出示金字塔图片并陈述。)T:Yes.ThepyramidsinEgyptareworld-famous.Itisoneofthe“SevenWonders”oftheancientworld.TheancientEgyptiansbuiltthem.TheGreatPyramidofKhufuisthelargestone.Itismadeupoftwomillionstonesandeachstoneweighsmorethantwotons.Ittookabout100000peopleover20yearstobuildit.(板书要求学生掌握ancient,bemadeupof；理解pyramid,Egypt,Egyptian,million。)pyramid,Egypt,ancient,Egyptian,bemadeupof,millionStep2Presentation第二步呈现(时间:10分钟)教师利用幻灯片出示表格，学生学习三位以上数字及带有小数点数字的读法。1.(让学生仔细阅读1a，并完成表格。)T:WeknowtheGreatPyramidisoneofthegreatestwondersoftheworld.Doyouwanttoknowmoreaboutit?Pleaseread1aandfillinthetablebelow.(教师出示幻灯片。)ABriefIntroductionoftheGreatPyramidWhoWhenWhereWhyHowlong(time)LengthHeight(核对答案。)2.(两人一组，根据表格内容进行问答。教师教学数词的读法。)T:Askandanswersomequestionsaccordingtothetable.(板书并要求学生掌握。)accordingtoExample:S1:WhowastheGreatPyramidbuiltfor?S2:ItwasforKhufu.S1:Whendidheorderhismentobuildit?S2:Inabout2560B.C.S1:Whereisit?S2:It’sinEgypt.S1:Whydidhebuildit?S2:Ashistomb.S1:Howmanypeoplejoinedinbuildingit?S2:About100000peopledid.S1:Howlongdidittaketobuildit?S2:Over20years.S1:Howlongiseachside?精品文档 精品文档S2:It’s230.4meterslong.S1:Howhighisit?S2:It’s146.5metershigh.(教师总结带小数点的数字读法。)T:NowweknowsomeinformationabouttheGreatPyramid.Itis230.4meterslongand146.5metershigh.Ittookabout100000peopleover20yearstobuildit.3.(1)(学生再读1a，画出文中出现的数词并朗读。)T:Read1aagainandcirclethenumbersin1aandreadthem.(教师引导学生归纳数词的读法规则。)(2)(练习数词读法。)T:Canyousaythefollowingnumbers?(出示小黑板。)16.513825604000300000365204708(核对读法。)4.(学生朗读1a课文，画出重点和难以理解的语句。然后教师解答疑难问题。)T:Read1aandfindoutthekeysentencesanddifficultpoints.(教师板书并解释。)(1)Ittakessb.sometimetodosth.=sb.spendssometime(in)doingsth.Ittookmehalfanhourtofinishmyhomeworkyesterday.Ispenthalfanhour(in)finishingmyhomework.(2)bemadeupofThisbandismadeupoftwoboysandtwogirls.(3)onearth=intheworldStep3Consolidation第三步巩固(时间:10分钟)师生对话，复述课文，巩固知识，完成1b。1.(师生对话，巩固1a。)T:Whatdidkingsbuildthepyramidsfor?S1:Tokeeptheirbodiesaftertheydied.T:WhenwastheGreatPyramidofKhufuthetallestbuildingonearth?S2:Before1800.T:Whatdoes“Eachstoneweighsmorethantwotons.”mean?S3:Itmeanseachstoneisover2000kg.T:HowmanystonesistheGreatPyramidmadeupof?S4:Twomillion.T:IsittruethatnooneknowshowtheancientEgyptiansbuilttheGreatPyramid?S5:Yes,itis.(板书并要求学生掌握。)true2.(学生独立完成1b。)T:Nowlookat1b.Pleasechoosethecorrectanswersaccordingto1a.(核对答案。)3.(让学生听1a录音，跟读1a，模仿语音语调，并画出关键词。)T:Listentothetapeandfollow.Imitatethepronunciationandintonation.Writedownthekeywords.精品文档 精品文档TheGreatPyramidthegreatestinEgyptoneofthe“SevenWonders”100000peopleoverastomb20years,twomillionstones230.4meterslong,2560B.C.146.5metershigh4.(小组活动。让学生根据关键词句复述1a，先在小组内复述，然后找几名学生到前面复述。)T:Workingroups.Retellthetextaccordingtothekeywords.Step4Practice第四步练习(时间:10分钟)写作练习，培养学生综合运用语言的能力。1.(看2，练习写信。)T:Nowlookat2.SupposeyouareJim.Writealettertoyourfriend,Mike,totalkaboutsomeplacesofinterest.Youmayusesomesentencesyou’velearnedinthetopic.(学生写信。)(找学生读自己写的信。教师讲评。)2.(听录音，活跃气氛，完成3。)(1)(教师讲述歌曲背景，翻译歌词大意。)(2)(放录音，学生跟着唱，活跃气氛，感受旋律。)Step5Project第五步综合探究活动(时间:7分钟)开展演讲比赛，培养学生语言运用能力。1.(假设你在参观世界奇观，请描述你的所见所闻及你的感受。)(小组竞赛。将全班学生分成四组，开展竞赛。学生先在组内试讲，然后每组各推荐一名选手代表本组演讲。由支持各组的人数来判定每组名次。)T:Supposeyouarevisitingoneofthegreatestwondersoftheworld.Nowpleasesaysomethingaboutwhatyouseeandgettoknowonyourtrip,suchasthehistory,thefeaturesandyourfeelingsaboutit.(板书)GroupOneTwoThreeFourNumber2.Homework:课后从网上或书报中查找有关中国长城的信息，为下节课做准备。板书设计:SectionCbemadeupofTheGreatPyramidhasfoursidesandeachsideis230.4over=morethanmeterslong.onearth=intheworldIt’s146.5metershigh.accordingtoSectionDThemainactivitiesare1aand5.本课重点活动是1a和5。精品文档 精品文档Ⅰ.Teachingaimsanddemands教学目标1.Learnanewwordandsomephrases:fromthenon,regard,regard⋯as⋯2.Learnsomeusefulsentences:(1)Fromthenon,peopleregardedtheGreatWallasasymboloftheChinesenation.(2)Everyyear,manypeoplefindgreatpleasureinvisitingtheGreatWall.3.Reviewtheusageofmeasurementlearnedinthistopic:It’sabout5500mileslong.4.Reviewtagquestions.5.Talkaboutculturalrelicsandsymbolicbuildings.Ⅱ.Teachingaids教具录音机/幻灯片/图片/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:7分钟)师生共同复习本单元学过的名胜古迹，导入新课。T:Class,canyourememberhowmanyplacesofinterestwe’velearnedinthistopic?Ss:Yes.We’velearnedthree.TheyareBeijing’soldcitywalls,theGreatPyramidandEmperorQin’sTerracottaWarriors.T:WhocantellmesomethingabouttheoldcitywallsinBeijing?S1:ThereusedtobelotsofoldcitywallsinBeijing.Butmostofthemwerepulleddown.Thegovernmentistryingtoprotectandrepairtheoldcitywalls.T:Good.S2,pleasetellmesomethingaboutEmperorQin’sTerracottaWarriors.S2:⋯T:Welldone.CouldyoutellmesomethingabouttheGreatPyramid,S3?S3:⋯T:Verygood.Todaywe’lltalkaboutanotherplaceofinterest.ItistheGreatWallofChina.Step2Presentation第二步呈现(时间:10分钟)利用长城图片进行师生问答，引出1a内容。学习文中生词及语言项目，培养学生的听力。1.(出示长城图片，导出生词。)T:WhatdoyouthinkoftheGreatWallofChina?S1:TheGreatWallofChinaisoneofthegreatestwondersoftheworld.T:WhatdidQinShihuangdowiththeoldwalls?S2:Hejoinedtheoldwallstogether.T:Fromthenon,peopleregardedtheGreatWallasasymboloftheChinesenation.(板书并要求学生掌握短语fromthenon和regard⋯as⋯；理解nation。)fromthenonregardregard⋯as⋯nationT:Everyyear,therearemanypeoplevisitingtheGreatWall.Doyouknowwhy?S3:Becausetheywanttofindgreatpleasureinvisitingit.T:Butsomesectionsofitarefallingdown.SopeoplerecentlybegantoprotectandrepairtheGreatWall.(板书并要求学生理解。)精品文档 精品文档sectionrecentlyT:Doyouwanttoknowmoreaboutit?Let’slistento1aandanswerthequestions.2.(让学生带着问题听1a录音，听后核对答案。)(1)HowlongistheGreatWall?(2)WhendidtheancientChinesebegintobuildtheGreatWall?(核对答案。)Step3Consolidation第三步巩固(时间:8分钟)通过听、读、复述等形式巩固1a。1.(再播放1a录音，学生跟读，完成1b。)T:Listento1aagainandfollow,andthenfinish1b.(核对答案。)2.(学生听读1a短文，注意语音语调并画出关键词复述课文。)wonder,around600B.C.,join⋯together,regard⋯as⋯,symbol,theChinesenation,findpleasurein⋯,section,fallingdown,recently(可以让学生用接龙的形式复述课文。)Step4Practice第四步练习(时间:12分钟)师生互动。学生自主学习，总结知识，巩固语法，完成4a和4b。然后利用图片导入2和3。1.(让学生总结附加问句的特点及构成方法。)T:Let’ssumupthecharacteristicsoftagquestions.S1,canyouhaveatry?S1:WouldyoumindifIsayitinChinese?T:Certainlynot.Doasyoulike,please.(完成4a。)2.(1)(教师通过课堂例题，对反意疑问句知识进行拓展讲解。)(小黑板展示例题。)(完成反意疑问句)①Ithinkheisclever,________?②Everythingbeginstogrowinspring,________?③Idon’tbelievehecomesfromChina,________?④Letusplaysoccer,________?⑤Shehasfewfriendshere,________?⑥ThelittlegirlmustbeMaria,________?⑦Thereislittleinkinthebottle,________?⑧Kangkangseldomwenttoschoolonfoot,________?⑨—Hewasn’twatchingTVat8:00yesterdayevening,washe?—____,________.Hewasdoinghishomework.⑩Nooneknowshimhere,________?11Everyoneishere,________?12Thereusedtobenobuildingshere,________?(2)(用多媒体展示练习题，让学生抢做，活跃气氛。)T:Girlsandboys,pleasefillintheblankswiththeproperexpressionsyou’velearnedinthetopic.Seewhoisthefirsttocompletethem.Oneblank,oneword.精品文档 精品文档①Ioften____mypetdog____myfriend.②Thisroad____JinanandQingdao____.③Thathouseistoodangerous.Wemust_____it____.④Sheneverspoketohimagain.3.(根据需要，教师可以补讲“thereusedtobe⋯”句型的附加问句构成方式。)T:Now,Iwilltellyouhowtoformthetagquestionofthereusedtobe⋯.Ithinkyoumaymeetitinyourexaminationsorinyourexercises.(板书并解释，只要求学生了解。)ThereusedtobelotsofoldcitywallsinBeijing,didn’tthere?ThereusedtobelotsofoldcitywallsinBeijing,usedn’tthere?(教师强调反意疑问句的“前肯后否”形式，回答要根据事实。)4.(多媒体展示句子，教师讲解，完成4b。)(板书句型并解释，要求学生掌握。)Ittakessb.sometimetodosth.sb.spendssometime(in)doingsth.5.(学生听录音，完成2。)T:Boysandgirls,let’scometoatestoflistening.Lookatthepicturesof2.Listentothetapecarefully,andthennumberthem.(核对答案。)6.(出示幻灯片，师生对话导入3。)T:Class,lookatthepicturesonshow,please.Theyareaboutourculturalrelics.Pleasethinkabouthowtoprotectthem.Talkaboutthemingroups.(两分钟后。)T:S2,whatdoesthefirstpicturemean?S2:ThemaninthepictureispracticingKungfu.Therelicispulleddown.Heshouldn’tdamageit.T:Good!Youarequiteright.(继续谈论第2张图片和第3张图片。学生的回答要体现书中的要求。)Step5Project第五步综合探究活动(时间:8分钟)通过多种活动，培养学生的口语表达能力。1.(方案一)(1)(教师引导学生看5。每个学生用英语口头表述其家乡一处风景名胜。要求说三句话以上，看谁说的句子最多，谁就是获胜者。)T:Lookattheprojectof5.YouneedtostateaplaceofinterestinyourhometownorallyinEnglish.Thestudentwhospeaksthemostwillbethewinner.(2)(谈论魔术地毯。)(教师解释amagiccarpet,完成5。)T:Imagineyouaregoingonatriponamagiccarpet.Youcanvisitanywonderoftheworldyoulike.Describewhatyou’llseeonyourtripsuchastheculturalrelics.(学生充分发挥想象进行谈论，教师认真倾听。最后总结。完成5。)(方案二)(假如有一个外国旅游团要到中国旅游，让学生作为向导，向外国人介绍一些名胜古迹。将学生分成四组，精品文档 精品文档分别介绍北京古城墙、颐和园、长城、秦始皇兵马俑等。)T:SupposeagroupofforeignerswillvisitChina.Youactasaguideandintroducesomeplacesofinteresttothem.Howdoyouconducttheforeigners?TheseplacesofinterestaretheoldcitywallsinBeijing,theSummerPalace,theGreatWallofChinaandEmperorQin’sTerracottaWarriorsandsoon.2.Homework:让学生课后调查班内同学将去参观哪些名胜古迹及要去那的原因，并根据你对这些名胜古迹的了解给出建议，尽量使用should/shouldn’t/must/mustn’t⋯板书设计：SectionDpulldown—EmperorQin’sTerracottaWarriorsareoneofthejoin⋯togethergreatestwondersoftheworld,aren’tthey?regard⋯as⋯—Yes,theyare./No,theyaren’t.—Theworkersusedlivemodels,didn’tthey?—Yes,theydid.精品文档
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