秋季仁爱英语初二八年级上册全册

秋季仁爱英语初二八年级上册全册

1 按住 Ctrl 键单击鼠标打开教学视频动画全册播放 Unit 1 Playing Sports Topic 1 Are you going to play basketball? Section A The main activities are 1a and 2. 本课重点活动是 1a 和 2。 Ⅰ.Teaching aims and demands 教学目标 1. Learn some new words and phrases: almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis 2. Learn some useful sentences: (1)I saw you play basketball almost every day during the summer holidays. (2)Would you like to come and cheer us on? 3. Learn the future tense with be going to: (1)We are going to have a basketball game against Class Three on Sunday. (2)Are you going to join the school rowing club? 4. Talk about preferences: —Which sport do you prefer, cycling or rowing? —I prefer rowing. 5. Talk about sports and games. Ⅱ. Teaching aids 教具 图片/海报/教学挂图/录音机/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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: Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays? Ss: … (板书并要求学生掌握。) term T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones. (展示学生在打篮球的图片。) T: Look at the picture. Do you know what they are doing? S1, please. S1:They are playing basketball. T: Do you like playing basketball? S1:Yes, I do. / No, I don’t. T: How many players are there in the basketball team? 2 (板书并要求学生掌握。) team S1:There are five players. (展示学生在打排球的图片。) T: What are they doing? S2, do you know? S2: They are playing volleyball. (教师帮助该生回答。) (板书并要求学生掌握。) volleyball (用同样的方式引出生词 cycle, row, skate, tennis, table tennis, ski。) (板书，并让学生跟读，要求学生理解 cycle, ski；掌握 row, skate, tennis, table tennis。) cycle, row, skate, tennis, table tennis, ski 2. (用黑板上有关运动的生词操练，导出 prefer 的用法。) T: Which sport do you like better, cycling or rowing? S3: Rowing. T: Good! The phrase “like … better” means “prefer”. (板书并要求学生理解。) prefer T:S4, which sport do you prefer, basketball or soccer? S4: I prefer basketball. … Step 2 Presentation 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 be going to 句型。 1. (利用 plan to do sth.，导入“be going to+do”结构。) T: I’m very glad you all like doing sports and know a lot about them. Do you want to play volleyball tomorrow afternoon? S1, please. S1:Yes, I do. T: So you plan to play volleyball tomorrow afternoon, right? S1: Yes. T: OK. When we plan to do something, we can say we are going to do something. (板书，学习新语法。) be going to do sth. T: When I tell you my plan, you retell it with be going to. OK, boys and girls? Ss: OK. T: I plan to go out for dinner tonight. S2, please. S2: You are going to go out for dinner tonight. T: I plan to climb mountains tomorrow. S3, please. S3: You are going to climb mountains tomorrow. T: Good! When we express something that is going to happen or we plan to do something, we can use be going to. 2. (教师让几个学生说说明天户外活动的打算，并引出 be going to 结构的一般疑问句式，过渡到 1a。) T:OK, S4, please tell me what you plan to do tomorrow afternoon. S4: I’m going to swim with my brother tomorrow afternoon. T:Are you going to swim? S4: Yes, I am. (板书，学习新句型。) 3 —Are you going to swim? —Yes, I am. (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: Now look at the poster. Here is the news. Our class is going to have a basketball game against Class 3 at 5:00 this afternoon. Would you like to cheer them on? Ss:Yes, we’d love to./I’d love to. (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: Look at this picture. They are Kangkang and Michael. What are they talking about? Can you guess? Please listen to 1a and then answer the following questions. (出示小黑板。) (1) Which class is Michael’s class going to play against? (2) Is Kangkang going to cheer them on? (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。) (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—every day—against—Sunday—game—term—come— cheer … on—I’d love to—hope—win Step 3 Consolidation 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. Now you can use the key words above to act out the dialog in roles. 2. (教师引导学生，通过讨论新学期的计划来操练 be going to+do 句型。) (教师先做示范，然后让学生两人一组练习。) T: S1, what are you going to do this term? S1:I’m going to learn English better. T: What about you, S2? S2:I’m going to study math hard. T: Oh, it’s a good plan. S3, do you know what your partner is going to do? S3:Yes. He is going to learn rowing. T: Discuss with your partner what you are going to do this term. 3. (创设情景，依据 1a 编对话，巩固 1a 及 be going to+do 句型，完成 1b。) T: Just now you talked about your plans for this term. Now suppose you meet your classmate on the playground and you want to talk about your plans for this week. Please make a similar conversation with your partner according to 1a. You can use the key words on the blackboard. (板书) be going to, play, I’m afraid, homework, summer, play against, I hope (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。) Example: S4: Hi, S5. S5: Hi, S4. I am going to play … Are you going to play with us? S4:I’m afraid I can’t. I have to do my homework first. By the way, I saw you play … almost every day during the summer holidays. 4 S5: Yes. You know I am going to play in the … game against Class 2 this Saturday. Would you like to come and cheer us on? S4: Of course. I’d love to. And I hope you will win. (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 be going to + do 句型，使他们熟练掌握其用法，并自然 过渡到 2。) Step 4 Practice 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 be going to 的一般疑问句及掌握 prefer 的用法。 1. (通过看图片，练习 be going to 的用法，导入 2。) T: Look at the pictures, what are they going to do? Ss: (Picture 1) They are going to go skating. (Picture 2) They are going to go skiing. … T: Which sport do you prefer, … or …? S1: I prefer … T: What about you, S2? S2: I prefer … T:S3, do you often go swimming? S3: Yes, very often. T: Good. You can also say “quite a lot/a bit”. “Do you often go swimming?” means “Do you go swimming much?” (板书，并领读，要求学生掌握 quite, bit 和 quite a lot/a bit。) quite, bit very often = quite a lot/a bit I go swimming very often.= I go swimming much. T: S4, do you go rowing much? S4: Yes, quite a lot/a bit. T: S5, do you go skiing much? S5: Yes, quite a lot / a bit.(肯) S6: No, seldom.(否) T: Oh, you don’t like sports. It isn’t good. I think you should join a sports club, and maybe you will like sports there. (板书，教学生词，并要求学生掌握。) join, club T: Discuss with your partner which sports club you would like to join. S7: I am going to join the school rowing club. 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:Michael and Kangkang like doing sports a lot. Do you want to know what sports they often do on weekends? Listen to the tape, then fill in the chart in 3. (再放录音 3，核对答案。) 3. (做一个运用“be going to+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 5 用 be going to+do 询问做动作的同学，以证实自己的猜测是否正确。) T:Please do an action about your favorite sport. (S10 表演一个动作。) S9: Are you going to play basketball? S10: No, I’m not. S9: Are you going to play volleyball? S10: Yes, I am. … (让学生尽量多表演动作。) Step 5 Project 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: Work in groups.Ask your partner the following questions, then give a report to your classmates. (1)Which sport do you prefer, … or …? (2)Do you … much? (3)Are you going to … next week? 2. Homework: 用 be going to 造五个句子，要求用不同的人称、句式。 板书设计： Are you going to play basketball? Section A prefer be going to + do sth. cheer … on We are going to have a basketball game against Class Three on Sunday. quite a bit / a lot Which sport do you prefer, cycling or rowing? I prefer rowing. Are you going to join the school rowing club? Yes, I am./No, I’m not. I’m going to … Section B The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: dream, grow, grow up, future, in the future, job, active, break, record, gold, give up, shame, single 2. Go on learning the future tense with be going to: —What are you going to be when you grow up? —I’m going to be a dancer. 3. Talk about the favorite sports and players: (1)—What’s your favorite sport, Maria? —Basketball, of course. (2)—Who’s your favorite player? —LeBron James. / I like Yao Ming best. Ⅱ. Teaching aids 教具 6 图片/小黑板/录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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: I know many students like sports. Please discuss in groups which sport your partners prefer. You can begin like this: S1, which sport do you prefer, skiing or rowing? S1: I prefer rowing. S2, which sport do you prefer, cycling or skating? S2: I prefer … What about you, S3? S3: I prefer … S4, which sport do you prefer, volleyball or soccer? S4: I prefer … 2. (教师询问学生新学期计划，复习“be going to+do”。) T: At the beginning of the term, everyone has some plans. You are going to do a lot of things to make more progress and make your school life more interesting. Now, please tell me your plans. What are you going to do? S5: I’m going to join an English club. S6: I’m going to learn to play basketball. I want to be a good player. S7: … 3. (教师通过展示图片导入本课新单词。) T: Look at the girl in the picture. What is she doing now?(教师指 着图片问。) S8: She is sleeping. T: You’re right. And she is dreaming. She is having a class in her dream. And her dream job is to be a teacher in the future. She wants to be a teacher when she grows up. (板书，让学生猜词义，并要求掌握。) dream, job, future, in the future, grow, grow up T: We know her dream job is to be a teacher in the future. What about you? S9: My dream job is to be a teacher in the future. S10: My dream job is to be a basketball player in the future. (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, are you going to be a dancer when you grow up?(教师出示舞蹈演员的图片，帮助学生理解。) S11: No, I’m not. T: What are you going to be when you grow up? S11: I’m going to be a teacher. (板书，教学生词和新句型。要求学生理解 dancer；掌握新句型。) dancer What are you going to be when you grow up? I’m going to be a teacher. (让学生两人一组做类似操练。) Step 2 Presentation 第二步 呈现(时间:10 分钟) 呈现 1a，继续学习 be going to 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:Look at the pictures. Can you tell me their names? Ss: They are Liu Xiang, … T:Who’s your favorite player, S1? 7 S1: My favorite player is … T: What about Michael’s favorite player? Listen to the dialog in 1a and then answer the following questions: (出示小黑板上的问题，听 1a 录音。) (1)Who’s Michael’s favorite player? (2)What is Michael going to be when he grows up? (3)What’s Maria’s dream job? (核对答案。) 2. (出示小黑板，依据 1a 完成表格。) T: Read 1a and complete the information about Yao Ming in the table. Player Yao Ming Height Play for T: Now let’s check the answers. Yao Ming is a basketball player. He is 2.26 meters tall. He plays for the Houston Rockets in the NBA. (板书并要求学生理解 player, Houston Rockets；了解 NBA。) player Houston Ro cke ts NBA 3. (再放 1a 录音，让学生跟读，并注意语音语调。) T: Listen to the tape again and repeat. Pay attention to the pronunciation and intonation. Go! Step 3 Consolidation 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: Work in pairs and act out the dialog according to the questions on the small blackboard and information in the table. Then I’ll ask two pairs to act it out in the front. 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: Discuss in groups of four about your favorite sports, favorite players and your dream jobs in the future, and fill in the table in 1b. Then make a report according to 1b. In a few minutes I will ask someone to give me your report about your classmates. Example: T: S1, are you ready? Please report. S1: Yes. She is going to be a teacher in the future. It’s her dream job. She likes sports very much because it is important to her. Her favorite sport is swimming and her favorite player is Phelps. Step 4 Practice 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: I have some photos of famous sports stars, who are they? Can you say something about them? S1: Zhang Yining is a table tennis player. She won the first in the Athens and Beijing Olympic Games. (板书并要求学生理解 Olympic。) Olympic 8 S2: Phelps is an athlete. And he is the first athlete to win so many medals at a single Olympics. (教师帮助学生 回答。) T: Do you know an active runner named Liu Xiang? S3: Yes. (板书，教学生词，并要求学生掌握 single 和 active；理解 runner 和 athlete。) athlete, single, active, runner T: Do you like him? S3: Of course, I do. T: OK. Do you know anything about him? 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: As we know, Liu Xiang is one of the best runners in the world. He broke the Olympic record in the 2004 Athens Olympics and won a gold medal. But in the 2008 Beijing Olympics, he had to give up the race. Do you know why? Please read the following passage in 2a, find out the answer and pay attention to the new words. (板书，教学生词，并要求学生掌握 break(broke), record, gold, give up；理解 medal。) break(broke), record, gold, give up, 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: Listen and read after the tape. Then finish 2b and check the answers. 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: Please read 2a again and find out the key words. Liu Xiang — active — broke … record — won — give up — shame; Phelps — eight — in swimming — first athlete — single; Zhang Yining — table tennis players — twice 4. (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:Please retell the passage according to the key words. 5. (播放 3 录音，完成短文。) T: Now listen to the tape of 3. Complete the passage by yourselves. (播放录音，核对答案。) T: Listen to the tape again and check your answers. Are you right? Good. Step 5 Project 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: Please make a card about your favorite sports player. (教师出示小黑板上的表格。) Name Card Name Gender Age Birthday Country Job 2. Homework: 9 用英语描述自己喜欢的运动、运动员及梦想。 板书设计： Are you going to play basketball? Section B grow up What are you going to be when you grow up? in the future I’m going to be a dancer. play for What a shame! give up Section C The main activities are 1a and 2. 本课重点活动是 1a 和 2。 Ⅰ. Teaching aims and demands 教学目标 1.Learn some new words and phrases: mountain, spend, spend … (in) doing, hour, exercise, do exercise, baseball, pretty, pretty well, jump, weekend, take part in, popular, all over, be good for, heart, the day after tomorrow, healthy, fit, keep fit, relax 2.Go on learning the future tense with be going to + do: (1)There is going to be a school sports meet next weekend. (2)She is going to take part in the high jump and the long jump. (3)—What are you going to do tomorrow morning? —I’m going to play soccer. I like it very much. 3.Go on talking about the favorite sports and reasons: I like playing soccer very much. Because it makes me strong and it is popular all over the world. 4.Talk about plans and intentions. 5.Improve the students’ ability of reading. Ⅱ. Teaching aids 教具 图片/录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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: Please come to the blackboard to talk about your favorite sports with your partners. You can begin like this: S1, what’s your favorite sport? S1:S2, what’s your favorite sport? S2:Skating. And you, S3? S3:I prefer… … 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, do you like sports? S4: Yes, I do. T:Do you often go mountain climbing?(出示登山的图片。) S4: Yes, I do. T:When do you often go mountain climbing? 10 S4: On Sundays. T:S5, please talk about S4 according to what he/she said. S5: He/She likes sports very much. He/She often goes mountain climbing on Sundays. (再找一名喜欢运动的同学。) T:S6, do you like doing exercise? S6: Yes, I do. T:How often do you do exercise? S6: Every day. T:How long do you spend doing exercise every day?(必要时可译成汉语。) S6:About thirty minutes. T: S6 spends about thirty minutes in doing exercise every day. (板书并要求掌握。) mountain, exercise, do exercise, spend, spend …(in) doing sth. T: Thirty minutes is half an hour, so we can also say “S6 often spends half an hour (in) doing exercise every day.” (板书，让学生猜 hour 词义，并要求掌握。) hour T: S7, please talk about S6 according to what he/she said. S7: He/She likes doing exercise. He/She often spends thirty minutes/half an hour (in) doing exercise every day. T: Well done. You are very clever. Step 2 Presentation 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: Boys and girls, let’s look at the picture. This girl is Ann. What’s she doing? Do you know? Ss: She is playing baseball and she plays it pretty well. (教师可帮同学回答。) (板书领读并要求掌握生词。) baseball, pretty, pretty well (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)There is going to be a school sports meet next weekend. Do you want to take part in it? S1, please. S1: Yes, I do. (板书，解释生词和短语，并要求掌握。) weekend, take part in T: Which sport are you good at? S1: Running /… T: Are you good at the long jump or the high jump?(教师边说边指着图片中的跳远和跳高项目。) S1: I’m good at the long jump/the high jump. (板书，让学生猜词义，并要求掌握 jump，理解 the long jump 和 the high jump。) jump, the long jump, the high jump 2. (听 1a 录音，回答下列问题。) T: Do you want to know which sportAnn is good at? Listen to 1a and answer the following questions: (板书) (1)Which sport is Ann good at? (2)How long does she spend in the gym every day？ (核对答案。) 11 3. (让学生再听 1a 录音，跟读并注意语音语调。) T: Listen to the tape again and follow it. Pay attention to the pronunciation and intonation. Step 3 Consolidation 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: According to 1a, we know Ann likes doing sports a lot. She does sports every day. Please read 1a again and complete the timetable in 1b. (核对答案。) 2. (根据 1b，完成 1c。) T: According to the timetable in 1b, ask and answer in pairs to finish 1c, then write down the answers. (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: Well done! Please discuss with your partner and describe Ann’s activities in a week according to her sports timetable. Example: Ann does exercise in the gym from 6:30 a.m. to 7:00 a.m. every day. She goes cycling from 5 p.m. to 6 p.m. on Wednesdays and Fridays. … T:Each group can choose one student to report. Let’s begin. (对表现好的小组，进行表扬和鼓励。) Step 4 Practice 第四步 练习(时间:12 分钟) 完成 2。巩固 be going to 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: Boys and girls, we have talked about many kinds of sports. How do you feel after doing sports? S1: I feel better. S2: I am strong. … T: Yes, we all know doing sports is good for our health. It’s a good way to keep fit/healthy. (板书，解释并要求掌握词组。) be good for keep fit / healthy T: S3, do you often do sports? S3: Yes, quite a lot. T: Why? S3: Because it can keep me fit / healthy.(可帮助学生回答。) T: Good. Doing sports is good for our health in many ways. S4, do you often run in the morning? S4: Yes, I do. T: Why? S4: Because it’s good for my legs, heart and lungs.(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。) heart, lung T: I like doing sports very much. I often walk. Do you know why? Because it can help me to relax, and it’s a good way to keep healthy. 12 (板书，领读生词，并要求掌握。) relax 2. (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: What are they doing? Ss: They are having a basketball game. T: Yes, basketball games are popular all over the world. (板书，解释生词和词组，并要求学生掌握。) popular all over T: Do you know other popular games all over the world? Ss: Yes, we do. Soccer, volleyball, baseball and so on. 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: Boys and girls, I’m going to swim the day after tomorrow. If you want to go with me, you can call me later. Now, please discuss with your partners about your favorite sports and speak out your reasons. (板书并要求学生掌握。) the day after tomor row Example: S1: Which sport do you prefer, … or …? / What’s your favorite sport? S2: … S1: Why? S2: Because … … (让学生根据示范，编对话，完成 2。) T: OK, now read 2 in pairs, and then follow the example to make similar conversations with your partner. Step 5 Project 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 be going to 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。) Time Sport Reason T: According to the form, please report your exercise plans and tell us why you like this exercise. Example: I run from 6:00 to 6:30 in the morning every day. Because I think running is good for my legs, heart and lungs ... 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： Are you going to play basketball? Section C take part in She learns baseball on Saturdays, and now she plays it pretty well. the high jump There is going to be a school sports meet next weekend. 13 the long jump She is going to take part in the high jump and the long jump. be good for Playing soccer makes me strong and it is popular all over the world. school sports meet Running is good for his legs, heart and lungs. keep fit/healthy Section D The main activities are 1a and 2. 本课重点活动是 1a 和 2。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: famous, arrive in/at, play against, leave, leave for 2. Review and summarize the future tense with be going to: (1)It’s too bad that the players aren’t going to stay for long. (2)They are leaving for Japan the day after tomorrow. 3. Summarize the useful expressions in Topic 1. 4. Go on talking about the favorite sports. Ⅱ. Teaching aids 教具 小黑板/图片/录音机/幻灯片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:7 分钟) 通过做“故事接龙”游戏，复习 be going to 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 be going to 结构，所造句子尽量避免雷同，尽可能让全班学生都参与。) T: First let’s play a game. Please make sentences using be going to. You’d better say your sentence as quickly as you can, and you can’t repeat others’, but you can change the personal pronouns, the things, the places or the time to make a new sentence. Please go! 2. (编故事竞赛。出示小黑板上含有 be going to 结构的问题。) What are you going to do this weekend? Where are you going? How are you going to get there? Who are you going with? What are you going to do to prepare for that? What are you going to be in the future/when you grow up? (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: Please look at the small blackboard. There are some questions. Now work in groups. Everyone can choose one of the questions and give the full answer. The group leader writes down all the answers to make up a story. And then report it to the class. At last let’s choose the most interesting story. Step 2 Presentation 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。) T: All of you did well, and the ×× group did the best. Congratulations to them! Now please look at this picture. Do you know him? Ss: Yes. He’s David Beckham.(教师可以帮助学生回答。) T:Good. He’s a famous soccer player. He arrived in China with his teammates yesterday. I’m a soccer fan. So 14 I’m very excited about this news. Do you want to know more about the news? Please read the passage in 1a on Page 7. Then finish the letter from Kangkang to Steve. (板书，解释生词，领读并要求学生掌握 famous, arrive in；理解 excited；了解 teammate。) famous, arrive in, teammate, excited 2. (阅读 1a，核对答案，完成 1b。) T: Now let’s check your answers together. I’d like to ask some of you to read the letter. Who wants to try? 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: Listen to the tape and repeat. Then find out the difficulties. arrive in+big places leave for arrive at+small places play against the day after tomorrow Step 3 Consolidation 第三步 巩固(时间:10 分钟) 进一步强化练习 be going to 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: Now please retell the passage according to the key words above. 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: In this topic, we talk about sports a lot, including sports names, your favorite sports and players. Let’s look at 3a and 3b. Listen to the tape and repeat. 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: Very good! I think now you can say the important sentences in English fluently. Then let’s make sentences and dialogs using the key phrases. (出示幻灯片/小黑板，讲解并要求学生掌握。) see sb./sth. do sth. play against cheer sb. on leave for quite a bit/a lot pretty well grow up make/keep sb./sth. + adj. … Example: ①T: cheer sb. on. S1: I am going to cheer them on. T: play against. S2: Our team will play against Class Four. … ②Zhang Di: Hi, He Ming, what are you doing? He Ming: I’m leaving for the gym. I’m going to play basketball. Zhang Di: Do you play basketball much? I see you play basketball almost every Sunday. He Ming: Yes, quite a bit/lot. It can make me strong, and I’m going to be a basketball player like Yao Ming when I grow up. = get to A B leave A for B 15 Zhang Di: You play basketball pretty well. I hope your dream will come true. He Ming: Thank you. We’re going to play against Class 4 this Sunday. Would you like to cheer us on? Zhang Di: Sure, I’d love to. (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: Nice work! Let’s change the following sentences. (小黑板出示练习题。) ①I am going to join the school rowing club.(改为一般疑问句并作肯定回 答。) you join the school rowing club? Yes, . ②He goes cycling every day.(用 tomorrow morning 改写句子。) He cycle tomorrow morning. ③They are going to play soccer because it makes them strong.(对画线部 分提问。) to play soccer? (核对答案。) Step 4 Practice 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: Talk about your favorite sports, sports players and the reasons why you like them. You can begin like this: S1, which sport do you like? S1: I like …very much. T: Why do you like it? S1: Because … T: How often do you play …? S1: Once a week. /… T: Who is your favorite player? S1: … T: Why do you like him / 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, well done! Now write a short passage about your favorite sports, sports players and the reasons. You can write it using the questions in 2. Five minutes. Go! (每组选派代表朗读自己的文章，教师给予点评和鼓励。) Step 5 Project 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。) 16 (根据上面的插图和 4 中的问题，分组完成 4 中的表格。) T: Please look at the pictures. Work in groups of five. Then fill in the table in 4. You can use the questions and expressions in 4. 2. (根据表格内容作报告。) T: You can report according to the table like this: My classmate, ××, is going to play soccer with his/her brother this weekend… (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 Topic 1 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： Are you going to play basketball? Section D famous It’s too bad that the players aren’t going to stay for long. arrive in+big places They are leaving for Japan the day after tomorrow. arrive at+small places There is going to be a school sports meet next weekend. play against What are you going to do this weekend? the day after tomorrow I’m going to play soccer. Topic 2 Would you mind teaching me? Section A The main activity is 1a. 本课重点活动是 1a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: ill, fall ill, be glad to, mind, practice, somewhere, throw, make one’s bed, manage, myself 2. Learn to make requests and responses: (1)—Could you please do me a favor? —Sure. What is it? (2)—Will you join us? —I’d be glad to. (3)—Would you mind teaching me? —Not at all. (4)—Would you mind if I try it again? —Certainly not. Please do. (5)—Do you mind not putting your bike here? —Sorry. I’ll put it somewhere else. (6)—Would you mind not throwing bottles around? 17 —I’m sorry about that. I won’t do it again. Ⅱ. Teaching aids 教具 图片/录音机/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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 Would you mind …? 1. (复习 be going to 结构，导入新课。) T: Doing sports is good for our health, so we should do sports often. Are you going to make a sports plan for this month? Please talk about your sports plan with your partner, then report it to the class. (教师在教室内巡视，帮助学生完成关于计划的讨论。) S1: Which sport are you going to do? S2: I am going to … S3: … T: Good! I want to make a sports plan, too. S4, can you help me? S4: Of course. T: Thanks a lot. You can do me a favor. What does the phrase“do me a favor”mean? Do you know? OK, let me tell you. It means “help me”. (板书，教学该生词，并要求学生理解。) favor T: S5, could you please do me a favor? S5: Of course. / Sure. What is it? (可帮助学生回答。) T:(指着教室的门问) It’s very hot in the classroom. Would you mind opening the door? S5:Not at all.(学生去开门。) (板书生词和新句型，并要求学生掌握。) mind Would you mind doing sth.? (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: Look at the picture. This is Wang Tao. What’s wrong with him? You can tell me in Chinese. Ss: 病了。 T: Yes, he falls ill. (板书，并要求学生掌握。) ill fall ill T: What a pity! Wang Tao fell ill. He is one of our basketball players in the basketball game. He can’t take part in the game. S6, will you join us? S6: I’d be glad to. I can do it. T: OK. Let’s go and practice after class. (板书解释，并要求学生掌握。) Will you join us? I’d be glad to. practice Step 2 Presentation 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。 18 1. (让学生听 1a 录音，并回答问题。) T: Let’s look at the picture in 1a. Kangkang is talking with Michael. What are they talking about? Please listen to the dialog in 1a, then answer the following questions: (1) What are they going to do this Saturday? (2) What’s wrong with one of Kangkang’s teammates? (3) What does Kangkang want Michael to do? (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: Now listen and read after the tape, and underline the key words. Step 3 Consolidation 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: Work in pairs to act the dialog out according to the key words. After a while, I will ask some students to act it out in front of the class. 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: Now please look at the small blackboard. There are some important phrases on it. plant trees pick apples carry water for the granny clean the classroom T: You can use these phrases to make up some similar dialogs according to 1a. Work in pairs, please. (学生编对话时，教师在教室里巡视，给予帮助。) T:OK. Are you ready? Which group want to act out your dialog? Please come to the front. (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。) T: Listen to the tape and choose the correct answers in 2. Learn to make requests and responses. (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。) Could you (please) …? Will you …? Would you mind …? T:Now make up a short dialog about requests and responses using these sentence patterns on the blackboard. Then act it out. (学生准备对话。) (1)S3: Could you please do me a favor? S4: Sure. What is it? S3: Would you mind helping me carry the box? S4: Not at all. S3: Thanks a lot. S4: That’s all right. (2)S5: We are going to the zoo. Will you join us? S6: I’d be glad to. S5: Would you mind taking your camera? 19 S6: Of course not. S5: It’s very nice of you. S6: That’s all right. (教师对表现好的小组给予奖励。) Step 4 Practice 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 Would you mind not …?及答语。) (教师安排一名学生扔一张纸在地上。) T: What is he doing? Ss: He is throwing litter around. (帮助学生回答。) (板书并要求学生掌握。) throw T: Would you mind not throwing litter around? (面对扔纸的学生。) S1: Sorry, I won’t do it again. (帮助学生回答。) T: Right. Would you mind putting it in the dustbin right away? S1: Of course not. I’ll do it at once. (板书，教学新句型和短语，并要求学生掌握。) Would you mind not …? Sorry, I won’t do it again. right away (出示 3 中的第二幅图。) T: I think the boy should put his bike somewhere else. The girl is talking with the boy. What is she saying? Can you guess? (板书教学生词，并要求掌握。) somewhere S2: Would you mind not putting your bike here? T: Right, and who can guess the boy’s answer? S3: Sorry, I’ll put it somewhere else. (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 Would you mind not doing …?完成 3。) T: Now please match the conversations with the pictures in 3. Then practice with your partner. 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 Capital Stadium, make one’s bed, 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, make one’s bed；理解：Capital Stadium, NO., quietly。) more, Capital Stadium, make one’s bed, No., more, quietly, manage, myself (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: Match the requests with the right responses. Sum up the main patterns in this section and practice with your partner. Step 5 Project 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 do me a favor, far from, need to, had better, would you mind … ? 等。) T: Suppose you are a stranger here. You want to go to the Capital Stadium to watch a soccer game. But you don’t know the way there, so you need some help. Please make a dialog about asking the way. In your dialog, you should use the expressions “do me a favor, would you mind … ?” 20 S1: Could you please do me a favor? S2: Sure. What’s it? S1: I’m new here. I want to go to the Capital Stadium. Would you mind telling me the way there? 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: Would you mind teaching me? Section A do sb. a favor=help sb. Could you please do me a favor? fall ill=be ill Sure. What’s it? throw … about Will you join us? make one’s bed I’d be glad to. right away=at once Would you mind doing …? Not at all. / Of course not. Do/Would you mind not doing … ? I’m sorry about that. I won’t do it again. Section B The main activities are 1a and 2. 重点活动是 1a 和 2。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: careless, chance, shout at, either, fight, be angry with, do one’s best, nothing, keep doing sth., serve, turn down, dirty, minute, in a minute, ready, another, take a seat 2. Learn some useful sentences: (1)What do you mean by saying that? (2)Kangkang, don’t be angry with Michael. (3)Keep trying! (4)We’re sure to win next time. 3. Learn the usage of will for intentions: (1)I’ll do it in a minute. (2)It’ll be ready soon. (3)I’ll do it at once. 4. Learn to express complaints and apologies: (1)Blame others: ①You are always so careless! ②You shouldn’t shout at me. (2)Apologies and responses: ①—I am very sorry for what I said. —It’s nothing. ②—I’m sorry I’m late for class. 21 —That’s OK. Please take a seat. Ⅱ. Teaching aids 教具 卡片/图片/录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:12 分钟) 通过复习 Do/Would you mind (not) doing sth.?及应答，导入本课部分生词。 1. (方案一：让学生看卡片，编对话，复习 Do/Would you mind (not) doing sth.?句式及其答语。) T: You should use the sentences “Do/Would you mind (not) doing sth.?” “Could/Would you please do sth.?” to ask and answer. S1:Would you mind not making so much noise? S2:I’m sorry about that. I won’t do it again. S3:Would you mind moving your bike? S4:Sorry. I’ll put it somewhere else. … (方案二：做一个游戏，复习表示请求或建议的句式。) T: Boys and girls, let’s play a game to practice the sentences “Would you mind(not) doing sth.?” First, let’s divide our class into two teams. Team 1 makes statements, Team 2 expresses the same meaning with the opposite pattern. Example: Team 1: Would you mind coming to class early? Team 2: Would you mind not coming to class late? Team 1: Would you mind not talking loudly? Team 2: Would you mind talking quietly? (如果学生在接受教师指令时有困难，教师可在适当的时候使用汉语进行表述。) Team 1: Would you mind moving your bike? Team 2: Would you mind not putting your bike here? Team 1: Would you mind cleaning your room? Team 2: Would you mind not making your room so dirty? (可以让学生在练习时，适当地加入回答。) T: Well done! 2. (利用图片导入新单词。) T: We know S5 is a good student in our class. She is careful. But yesterday she was not careful. She made a few mistakes in her test paper. So we say she was a little careless yesterday. (板书并教学生词，要求学生掌握。) not careful=careless (展示第一幅图片，并指着踢球的男生问学生。) T: Look at Picture 1. They are playing soccer. Did the boy get a goal? Ss: No, he didn’t. T: What a pity! He missed a good chance. (板书并教学生词，要求学生掌握 chance；理解 goal。) ① ② ③ 22 chance, goal T: We have a lot of chances in our lives. We should seize them. Do you think so? Ss: Yes, we think so. (展示第二幅图。) T: Look at Picture 2. What are they doing? Ss: They are fighting. (引导学生给出答案。) T: Yes, they are fighting. (板书并教学生词，要求学生掌握。) fight T: Do you think it’s good or bad to fight with others? Ss: It’s bad. T: Right. Don’t fight with others. If you do that, please say sorry to him/her. S6, did you fight with your friends? S6: No. / Yes. (若回答 Yes。) T: Who did you fight with? Would you mind saying sorry to him?(假设把与之闹矛盾的同学叫过来，借此机 会让其和解。) S6: I’m sorry. S7: It’s nothing.(教师帮其回答。) T: S6, S7, keep trying. You are best friends. (板书，并要求掌握。) nothing keep doing sth. T: Good, please shake hands.(让其握手。) (教师展示第三幅图片。) T: OK, look at Picture 3. What’s wrong with the boy? Ss: He is angry. (帮助学生回答，同时做发怒、生气的表情。) T: Why is he angry? Who is he angry with? Ss: I/We don’t know. T: Sorry. I don’t know, either. (板书，教学生词和词组，并要求掌握。) be angry with, either (用同样方法呈现词组并板书。) shout at do one’s best Step 2 Presentation 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:Look at the picture, what happened to them? Listen to 1a. Answer the following questions: (1) Why was Kangkang angry with Michael? (2) Did Kangkang say sorry to Michael? 2. (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: Listen to 1a again and repeat, paying attention to the intonation and pronunciation. Underline the sentences expressing complaints and apologies. 3. (让学生分角色朗读。) 23 Step 3 Consolidation 第三步 巩固(时间:6 分钟) 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. Please read 1a again and fill in the blanks in 1b according to 1a. (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。) good friends, had a soccer game, lost the game, was angry with, with the help of, said sorry to, do better, win next time T:According to these key words, retell the story in 1a. 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: Michael is my good friend. Yesterday we had a soccer game … Step 4 Practice 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 Would you mind (not) doing sth.?学习生词。) (教师把录音机调到很大音量，指着录音机问。) T: Boys and girls, do you think the recorder speaks too loudly? Ss: Yes, it’s so loud. T: S1, would you mind turning it down?(教师边说边演示，让 S1 把音量调得很小。) S1: OK.(去调音量。) T: Well done! It’s quiet now. But can you hear clearly?(教师做动作表示没有听清楚。) Ss: No, we can’t. T: (教师把录音机音量调适中。) Can you hear clearly now? Ss: Yes, we can hear clearly. T: Good! If you can’t hear clearly, you can turn it up again. (板书，要求学生掌握 turn down；理解 clearly。) turn down, clearly T: (教师指着教室内地板上的污渍问。) Is it clean here? Ss: No, it isn’t. T: Yes, it’s too dirty. S2, would you mind cleaning it after class? S2: Not at all. (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, look at the picture. What’s the boy doing? S3: He is serving the food.(帮助学生回答。) (板书，教学生词并要求学生掌握。) serve T: What is the waiter serving? Can you guess? S3: I think he is serving some hamburgers and a cup of water. (教师演示喝水的动作。) T: What else would the man like? S4: He would like another cup of water.(帮助学生回答。) (板书，教学生词并要求学生掌握。) 24 another T: Would you mind serving the water quickly? S4: I’ll do it in a minute. It’ll be ready.(帮助学生回答。) (板书并要求学生掌握。) minute in a minute ready (用同样方法教学词组并要求学生掌握。) take a seat (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: Please turn to Page 12. Complete the conversations with the phrases in the box in 2, then practice them in pairs. Example: T: It’s quite cold. Would you mind not opening the window? S5: I’m really sorry. I’ll close 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: If we do something wrong, what should we say? How to express our apologies? Ss: We can say “I’m sorry.” T: Right. And their responses? 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. Now look at 3. Please match each apology with the best response, and then practice with your partner. (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。) Step 5 Project 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: Discuss in groups. Please make a short play about complaints, apologies and responses. You should use the expressions we have learned. Example: One student made the other student wait for a long time, or broke others’ books and so on. (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。 Would you mind (not) doing …? keep doing sth. do one’s best make one’s bed right away Example: Would you mind doing me a favor? 板书设计: Would you mind teaching me? Section B 25 not careful=careless You are always so careless! shout at You shouldn’t shout at me. fight with sb. —I am very sorry for what I said. say sorry to sb. —It’s nothing. be angry with —I’m sorry I’m late for class. do one’s best —That’s OK. Please take a seat. keep doing sth. turn down take a seat Section C The main activities are 1a and 2. 本课重点活动是 1a 和 2。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: Russia, as, as well, competition, invent, score, century, college, even, into, side, basket, follow, become, more and more … 2. Learn some useful sentences: (1)That’s a lot of traveling. (2)Exciting? Yes, but very tiring as well. 3. Talk about team games and racing. Ⅱ. Teaching aids 教具 小黑板/录音机/图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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。 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’t clean the blackboard (2) smoking here (3) drawing on the blackboard (4) fight with sb. (5) sing in the classroom (6) throw litter around (7) be late for class S1: I’m sorry I didn’t clean the classroom. S2: Never mind. … 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: What country is it? Ss: It’s China / 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: This time, you ask and I answer. 26 S1: What country is it? T: It’s France. … (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。) Russia, France (最后展示 Canada 版图) T: Boys and girls, what do we call the people in Canada? Do you know? Ss: Canadian.(帮助学生回答。) (板书并要求学生理解。) Canadian 3. (通过师生对话谈论旅游，导入本课生词。) T: Canadians are very friendly. Canada is very beautiful. Do you want to visit Canada? Traveling is very exciting. Ss: Yes. I’d love to. T: But traveling is tiring as well. Do you think so? Ss: Yes. (板书并要求学生掌握 as, as well；理解 traveling, tiring, exciting。) traveling, exciting, tiring, as, as well (给学生 1~2 分钟熟读生词。) Step 2 Presentation 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: Kangkang is a reporter. He is making an interview. Listen and find out the answers to these questions: (1)Where is Ning going in March / June / August? (2)Does she enjoy playing table tennis in different countries? (核对答案。) 2. (让学生听录音并跟读。) T: Open your books, listen to 1a again and repeat. 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: Now let’s have a competition, work in pairs to practice 1a. Then act it out in class. (几分钟过后) OK, I’d like to ask several groups to act out the dialog. (板书并要求学生掌握。) competition Step 3 Consolidation 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: Suppose you are a reporter. You are interviewing the sportsman, Liu Xiang. Please make a dialog with your partner. Example: S1: Nice to meet you! S2: Nice to meet you, too! S1: Could you please tell me your plans for this year? S2: Sure, … … 27 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:Read the dialog in 1a again. Suppose you’re interviewing a famous table tennis player. Make a conversation with your partner. 3. (让学生独立完成 1c。) T: Write a passage according to 1a and 1b to introduce a player. Step 4 Practice 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: We talked about many sports. Which sport do you like best? Ss: I like … best. T:(教师找一名平时喜欢打篮球的同学。) S1, do you like playing basketball? S1: Yes, I like it very much. T: OK. Basketball is becoming more and more popular all over the world. It has a history of over a century. I think many students like playing basketball. We can play it indoors or outdoors. But do you know who invented basketball? (板书，并要求学生掌握 become, more and more, century, invent；理解 outdoors；了解 indoors。) become more and more … century indoors outdoors invent Ss:No, we don’t. T: OK. I’ll tell you. It was James Naismith, a Canadian. He invented basketball in 1891. At that time, he was a P.E. teacher at Springfield College in the U.S.A. (板书，并要求学生理解 Springfield College；掌握 college。) Springfield College, college T: At first, people couldn’t do sports outside if the weather was bad. So he invented an indoor game for his students. What does “indoor” mean? Can you guess? (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。) indoor T: After he invented the indoor game, his students could play even in bad weather. (板书，教学生词并要求学生掌握。) even T: Boys and girls, we know James Naismith invented basketball. But do you know how to score in the game? Now, close your books and listen to me. (板书，教学生词并要求学生掌握。) score T: In the soccer game, if you kick a ball in, we say you get a goal. But in the basketball game, we say you get a score. T: (教师边说边画简笔画，先画一个篮球场。)Look at the picture. This is a basketball court.(再画篮球架和篮筐，手指篮筐)And this is a basket. (板书并要求学生掌握 basket；理解 court。) 28 court, basket T: (把球场从中间划分开) We all know a court has two parts. This is one side, and this is the other side. (板书并要求学生掌握。) side T: If you want to score in the game, you should put the ball into the other side’s basket. (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: I am throwing the ball. (板书，并要求学生掌握。) into T: (让所有同学跟教师做投篮动作。)Boys and girls, follow me, do the action, please. Throw! Throw! Throw! Good! When you throw the ball, you can stand at any part of the court and you can throw it with one hand or both hands. But you must follow the rules. (板书并要求学生掌握。) follow 2. (让学生读短文，完成文前习题，并核对答案。) T:Read the passage in 2. Find out what the passage talks about. Answer the questions in front of the passage. 3. (听 1a 录音并跟读，画出关键词。) T: Listen to 1a, follow it, and underline the key words. 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: Retell the text according to the key words. Step 5 Project 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。) Who invented When invented How many players in each team Your favorite basketball player About NBA About CBA 2. (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: Suppose you are Kangkang, and you interviewed a sports star. Please write a report about your interview. Then report it in class. Example: S1: Ning is a table tennis player. She started playing table tennis when she was young. She enjoys playing in different countries and she has a lot of traveling. She has a very exciting life, but very tiring as well … 板书设计: Would you mind teaching me? Section C 29 as well That’s a lot of traveling. put … into Exciting? Yes, but very tiring as well. follow the rules more and more … Section D The main activities are 1a and 4. 本课重点活动是 1a 和 4。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: however, chocolate, tired, mile, fresh, fruit, instead, instead of, habit, build, build up, feel 2. Review will for intentions. 3. Teach the students how to exercise and keep healthy. Ⅱ. Teaching aids 教具 图片/录音机/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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:Look at the picture, then use the key words to make sentences. (出示图片，让学生齐读关键词组) play soccer/make sb. strong run/be good for legs, heart and lungs walk/a good way to keep healthy swim/a good way to keep fit T: The first one. S1, please. S1: He usually plays soccer because it can make him strong. … 2. (调查几名学生通常是怎样锻炼身体的。) T: Which sport do you usually do? Why do you like it? S2: I usually swim because it’s a good way to keep healthy. S3: I usually do morning exercises, because it makes me strong. S4: I like running because it is good for my legs, heart, and lungs. S5: I like walking after meals. It can help me to relax. I think it’s a good way to keep fit. S6: … 3. (通过调查学生们的日常饮食情况，导出生词和短语。) T: Boys and girls, what do you usually like to eat and drink? Let’s make a survey and write it down, then report it to the class. Example: Most students like to eat meat and hamburgers best. Some students don’t like vegetables at all. Xiao Ming and Lin Tao like to drink cola very much. (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, what do you usually like to eat? 30 S7: I like eating meat. T: Do you like chips and chocolate? (板书，教学生词并要求学生掌握 chocolate；理解 chips。) chips, chocolate S7: Yes, I like them very much. T: Do you often do exercise? S7: No, seldom. T: So do you often get tired easily? S7: Yes, I do. (板书，并要求掌握 tired；理解 easily。) tired, easily T: Boys and girls, eating too much meat makes us fat easily. If we eat a lot of chips and chocolate, we will become fat easily as well. And it is also not good for our health. Do you know what food we should eat more every day? Ss: Yes, we should eat …(学生可能回答不全，教师可以补充) T: We should eat more vegetables and fresh fruit instead of chips and chocolate. Because healthy eating habits can build us up and we won’t feel tired easily. Do you understand? (板书并解释，要求学生掌握。) fresh, fruit, instead, instead of, habit, build, build … up, feel Ss: Yes, we do. T: S8, what will you eat more from now on, vegetables, fresh fruit, chips or chocolate? S8:Vegetables and fresh fruit. T: Why? S8:Because I want to become fit and healthy. T: Good. And you should enjoy doing sports as well. Now, let’s share a 15-year-old boy’s experience. (导入 1a。) Step 2 Presentation 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, listen to 1a. Then answer the following questions: (1)Why did the boy start running? (2)What kind of food does he eat now instead of chips and chocolate? (核对答案。) 2. (再放 1a 录音，让学生跟读并模仿语音语调。) T: Listen to 1a again and repeat. Pay attention to the pronunciation and intonation. 31 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。) however, mile T: OK. Now read the text again. Then find the answers to the following questions. (1)What did the boy love to eat one year ago? (2)What’s his favorite sport now? (3)How does he feel now? (4)What do you learn from this passage? (核对答案。) Step 3 Consolidation 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:Finish 1b by yourselves according to 1a. (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, tired easily, start running, every morning, eat fresh fruit, instead, instead of, build … up, feel T: According to the key words, retell the passage in 1a. (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: He is a 15-year-old boy. He is quite healthy. However, one year ago, he was fat, because he loved chips and chocolate. One day, he found running could keep people fit and healthy. So he started running … 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: Suppose you are a reporter. You want to know how the boy gets so fit. Please make an interview dialog with your partner. Example: S1:Nice to meet you! S2:Nice to meet you, too! S1:You look so active. Could you please tell me what makes you so fit and healthy? S2:Running and healthy eating. S1:When did you begin running? S2:… S1:What do you usually eat and drink? S2:… … Step 4 Practice 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, please look at the pictures in 2. Then listen to the tape carefully and number the pictures. 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 32 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。） Example: T: Be late. Group 1. S1: Don’t be late next time. Group 2. S1: Sorry, I won’t. T: Clean the classroom. Group 2. S2: Would you mind cleaning the classroom? Group 1. S2: Of course not. I’d be glad to. … (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 Would you mind (not) doing …?, Could you please …? 及其应答语。) T: Listen to 3a and repeat, then ask and answer quickly one by one. You can use the sentence patterns “Would you mind doing sth.?”, “Would you mind not doing sth.?” or “Could you please …?” S1: Would you mind giving me your books? S2: Not at all. I’ll give them to you. Would you mind lending me your ruler? S3: Certainly not. Here you are. Could you please pass me your eraser? 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: Would you mind sweeping the floor? S5: Of course not. I’ll do it soon. S7: (做关门的动作) S8: Would you mind closing the door? S7: Of course not. I’ll do it right now. S9: (做浇花的动作) S10: Could you please water the flowers? S9: OK. I’ll do it at once. S11: (做吸烟的动作) S12:Would you mind not smoking here? S11: Sorry. I won’t do it again. … 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: Nice work. Now please find out the useful expressions in this topic. And then let’s listen to 3b. Check your answers. Step 5 Project 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。 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: Write a passage to introduce your health condition and make an exercise plan. You can begin like this: I am quite healthy now. Because I often have healthy food and drink, such as milk, vegetables and fresh fruit. I often run in the morning. Now, I make an exercise plan for myself. I am going to … 2. (让学生讨论完成 4。如课上不能完成，则课后找资料完成。) 33 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： Would you mind teaching me? Section D get tired easily Could you please do …? instead of Would you mind (not) doing sth.? build up a 15-year-old boy healthy eating habits Topic 3 I will take part in the school sports meet. Section A The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ.Teaching aims and demands 教学目标 1.Learn some new words and phrases: foreign, have fun, lots of, be ready for, relay race, maybe, make friends, perhaps 2.Learn the future tense with will: (1)I think I’ll have lots of fun. (2)I’ll do my best. I won’t lose. (3)Maybe I’ll make many friends during the sports meet. (4)I’ll join in the teachers’ relay race. 3.Talk about school sports meet: (1)I will take part in the school sports meet. (2)Which sport will you take part in? (3)I’ll be in the long jump and the high jump. (4)I’m sure our school sports meet will be exciting. Ⅱ. Teaching aids 教具 录音机/幻灯片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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:Make conversations with the help of the given words. “Be late for school.” S1: I’m sorry I’m late for school. S2: That’s OK. Please take a seat. T:Join us. S3: Will you join us? S4: I’d be glad to. T:Smoking. S5: Would you mind not smoking here? 34 S6: Sorry. I will go somewhere else. … (师生谈话导入本课话题和生词。) T: Well done! Do you know who is my favorite sports player? Ss: We think your favorite sports player is Michael Jordan. T:Yes. Is he Chinese? Ss: No, he isn’t. T:You are right. He comes from a foreign country. He is a foreigner. (板书并要求学生掌握。) foreign T: We all like sports because we want to keep healthy. If there is a sports meet in our school, I’ll join in the relay race. I think I will have lots of fun. Which sport will you take part in? (引出词组：relay race, have fun, lots of; 语法：Future tense with will; 话题：Which sport will you take part in?) (板书并要求学生掌握。) relay race, have fun, lots of S1: I’ll take part in the long jump. T: Which sport will you take part in? S2: I’ll take part in the boys’ 800-meter race. … Step 2 Presentation 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: Boys and girls, there is going to be a school sports meet in Yu Ting’s school. She is talking with Li Ming about it. Which sports will they take part in? Now, please listen to 1a and answer the following questions. (用幻灯片呈现问题。) (1)Which sport will Li Ming take part in? (2)Which sport will Yu Ting take part in? (3)Do you think Yu Ting will win? (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: Listen to 1a, follow it, and mark the key words. take part in, which sport, be good at, be in, cheer … on, be sure, be exciting 3. (男女生分两组朗读 1a。) Step 3 Consolidation 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: Read 1a again and finish 1b. (核对答案。) 2. (结合关键词及 1b 表格，学生两人一组表演 1a。) T: Well done! Now act out 1a in pairs according to 1b and the key words. 3. (模仿 1a 编写相似的对话，完成 1c。) T: Please make a similar dialog with your partner according to 1a. You can begin like this: S1: There will be a school sports meet in our school. Will you take part in it? S2: Yes, I will. 35 S1: Which sport will you take part in? S2: I will … … Step 4 Practice 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：be ready for, make friends。导入 2a。) T:Now I am a reporter. I’m interviewing Yu Ting. Hello! Yu Ting. Nice to see you! Yu: Hello! Miss/Mr. … Nice to see you, too. T: Are you good at jumping? Yu: Yes, I am. And I will take part in the long jump and the high jump. T: Are you ready for them? (板书并要求学生掌握。) be ready for Yu: Yes, I’m ready for them. I will do my best. T: I believe you will win. I think you will make many friends during the sports meet. Yu: I hope so. Thank you. (板书并要求学生掌握，同时介绍 make friends with sb.这一词组。) make friends make friends with sb. (让学生当记者，做采访。) T: Suppose you are a reporter. Please make an interview. S1: Hello! S2. Do you like running? S2: Yes, I enjoy running. S1: Which sport will you take part in? S2: I want to be in the boys’ 800-meter race. … 2. (设置听力任务，播放 2a 录音，并让学生回答问题。) T: What about Ann, Michael and Miss Wang? Will they also take part in the sports meet? Now let’s listen to 2a, and answer the following questions. (出示幻灯片上的问题。) (1)Which sport will Ann take part in? (2)Which sport does Michael want to be in? (3)What did Miss Wang do yesterday? Will she take part in the teachers’ relay race? (再听 2a 录音，核对答案。) 3. (让学生朗读 2a，完成 2b。) T: Read 2a aloud, then finish 2b. (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, perhaps 4. (根据 2a 内容写篇短文，注意人称的变化。) Example: Michael enjoys running. He wants to be in the boys’ 800-metre race. He will make friends during the sports meet. Yu Ting is ready for the long jump. She will do her best. She thinks she won’t lose. Ann will take part in the high jump for the first time. She thinks she will have lots of fun. Miss Wang bought a pair of running shoes yesterday. She 36 will take part in the teachers’ relay race. Step 5 Project 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。) 1 0 0 - m e t r e r a c e 4 0 0 - m e t r e r a c e 8 0 0 - m e t r e r a c e L o n g j u m p H i g h j u m p 4 × 1 0 0 - m e t r e r e l a y r a c e … T: Imagine there will be a school sports meet next week. Make a survey to complete the table. And then report it to your class. 2. Homework: 将上面的调查结果写成一个报告。 Example: There will be a school sports meet next week. Many classmates will take part in it. ×× will take part in the boys’ 400-metre race. ×× will be in the long jump. … 板书设计： Which sport will you take part in? Section A foreign I will take part in the school sports meet. have lots of fun I think I will have lots of fun. be ready for Maybe I will make many friends during the sports meet. relay race I’ll join in the teachers’ relay race. maybe Sport Name 37 make friends perhaps Section B The main activities are 1a and 3a. 本课重点活动是 1a 和 3a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words: shall, pick, theater, stick, hit 2. Go on learning the future tense with will: (1)We’ll take our sports clothes and sports shoes. (2)There will be another exciting relay race this afternoon. 3. Learn about expressions on making appointments: (1)What shall we take? (2)Shall I take my camera? (3)When shall we meet? (4)Where shall we meet? (5)Let’s make it half past six. Ⅱ. Teaching aids 教具 教学挂图/小黑板/录音机/多媒体课件 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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: Now we are all ready for the sports meet. Which sport will you take part in? Please report your survey to us. Ss: … 2. (师生对话，引出 shall 句式，导入新课。) T: There will be a sports meet in our school this afternoon. Will you go with me? S1: Yes, I’d be glad to. T: Yeah, let’s go together. (板书并提醒学生注意这一句型。了解生词 yeah。) There will be …, yeah T: What shall we take? S1: We’ll take a camera. T: We’ll take our sports clothes and sports shoes, too. (板书并解释，要求学生掌握生词 shall 的用法。) What s h a l l w e t 38 a k e ? T: When shall we meet? Let’s make it half past twelve, OK? (板书并要求学生理解。) Let’s make it half past twelve. S1: OK. Where shall we meet? T: Shall we meet on the right side of the playground? S1: OK. (板书并要求学生理解。) Shall we …? Step 2 Presentation 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: Now look at the picture. What are they doing? Can you guess what they are talking about? S1: They are making a phone call. Maybe Kangkang is asking his friend, Michael, to watch the sports meet. 2. (出示小黑板，让学生听两遍 1a 录音，完成下面表格。) T: Let’s listen to 1a together, and fill in the table. What to take When to meet Where to meet (在学生们听录音的同时，板书 1a 中的重点句型。) Shall I take my camera? When/Where shall we meet? 3. (让学生听录音，跟读并注意语音语调。) T: Listen to the tape and repeat. Pay attention to the pronunciation and intonation. Step 3 Consolidation 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: Read 1a, then finish 1b by yourselves. (核对答案。) 2. (让学生再读 1a，标出关键词。) T: Please read 1a again and mark the key words. (用小黑板出示关键词。) sports meet, tomorrow, take, clothes, shoes, camera, when, meet, make, where, my house 3. (根据关键词表演 1a 对话。) T: Act out a dialog according to the key words. 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, theater 5. (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。) 39 Step 4 Practice 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: If someone wins the match/race, what should we say to him/her in Chinese? Ss:“祝贺”。 T: Yes, we should say “Congratulations!” (板书并要求学生理解。) congratulation 2. (通过多媒体课件来展示接力赛的情景，导入 3a。) T:Boys and girls, look at the screen, please. We can see Michael, Jane and Helen. What are they talking about? Let’s listen to 3, then finish 3b by yourselves. (核对答案。) 3. (再听 3，让学生跟读并注意语音语调。) T: Listen to 3 again and repeat. Pay attention to the pronunciation and intonation. 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: Practice 3 in group of three. Then I’ll ask some groups to act it out. 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: Look here! What’s this in the boy’s hand in Chinese? Ss:“接力棒”. T: Yes, we call it stick. It’s a stick. We use it in the relay race. We can’t use it to hit others. (板书并要求学生掌握。) stick, hit T: What’s the result of Michael and Kangkang’s relay race? Listen to the tape and finish 2. 6. (再听 2，核对答案。) T: Listen to 2 again and check the answers. Step 5 Project 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! Is that Tommy? B: Speaking! A: This is Jim. What are you going to do this Sunday? B: I’ve no idea. What about you? A: The weather report says it will be sunny this Sunday. Shall we go hiking with Rose and Jenny? B: Sounds great! What shall we take? A: We will take some fruit, water, bread and milk. B: I think we’d better take a camera, so we can take photos. … 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： Which sport will you take part in? 40 Section B What shall we take? We’ll take our sports clothes and sports shoes. When shall we meet? Let’s make it half past six. Where shall we meet? There will be another exciting relay race this afternoon. Shall we meet on the playground? Sure. I’ll meet you there and take some photos. Section C The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: page, diary, winner, finish, encourage, able, be able to, grass, visitor, improve, environment 2. Go on learning the future tense with will: (1)I will do more exercise every day and I hope some day I’ll be able to take part in the Olympic Games. (2)We hope that China will win more gold medals in the future. 3. Review the simple past tense: (1)Last week our school held a sports meet. (2)Everyone in our class felt very excited because we were the winners. 4. Talk about the school sports meet and the Olympic Games: (1)In the boys’ relay race, Michael ran very fast and our class won first place. (2)I did my best and was the first to cross the finish line. (3)The People’s Republic of China took part in the Olympics for the first time in 1952. (4)Xu Haifeng won the first gold medal for China in the 23rd LosAngeles Olympics in 1984. Ⅱ. Teaching aids 教具 录音机/幻灯片/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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: Boys and girls, look, there are so many people on the playground. Oh, this is the sports meet in Kangkang’s school. Do you know the result? Let me tell you. In the boys’ 400-meter race, Kangkang was the first to cross the finish line. He won the boys’ 400-metre race. So he was the winner. This encourages him a lot. (板书并要求学生掌握。) finish winner encourage T: After the school sports meet, Kangkang wrote a diary about it. Here are two pages from his diary, let’s have a look. Now let’s learn Section C.(导入新课。) (板书并要求学生掌握。) 41 diary, page Step 2 Presentation 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:Please listen to the tape carefully and answer the following questions. (用小黑板或幻灯片出示相关问题。) (1)Why did Kangkang feel excited? (2)Did Yu Ting win the long jump? (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 be able to 词义，教师讲解日记的写法。) (板书并要求学生掌握 able 和 be able to；理解 badly。) badly, able, be able to Step 3 Consolidation 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: Please read 1a again and finish 1b. After a while, let’s check the answers together. 2. (让学生听 1a 录音，并跟读。找出关键词。) T: Listen to the tape and repeat, paying attention to your pronunciation and intonation. When you are listening, mark the key words. 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:Please retell 1a according to the key words. You must pay attention to the tense. (用幻灯片展示如下关键词。) last week, hold, feel, because, Michael, the boys’ relay race, win, Yu Ting, the long jump, do badly in, do better, the boys’ 400-metre race, first, finish line, encourage, want, hope, be able to, the Olympic Games Step 4 Practice 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: Boys and girls, Kangkang hopes some day he’ll be able to take part in the Olympic Games. What about you? Ss: Me, too. T: Do you know something about the Olympics? Who got the first gold medal for China? Ss: Xu Haifeng.(老师可帮助回答。) T: Xu Haifeng won China’s first gold medal in 1984. So he was the winner of the first gold medal for China in the Olympics. When Xu Haifeng got the gold medal, all the Chinese people were so excited because our national flag was first raised in the Olympics. The People’s Republic of China, the name of our country, was first mentioned in the Olympics. We should remember that moment. Here, the People’s Republic of China is the full name of China. And Beijing, the capital of China hosted the 29th Olympics in 2008. (板书并要求学生理解。) republic, PRC = the People’s Republic of China, host T: Boys and girls, I think we all should remember this first winner’s name. Do you know more about the history of Chinese Olympics? Please talk about it in pairs. 2. (听 2a 录音，完成 2a。) 42 T: Now turn to Page 22. Listen to the tape and then complete the passage. (核对答案。) 3. (学生独立完成 2b，核对答案。) T: Read 2a again, and finish 2b. 4. (师生对话，导入 3。) T: The 29th Olympics are over. There were more visitors during the 29th Olympics. And what was Beijing like then? (板书并要求学生掌握。) visitor S1: The roads were clean and the sky was blue. T: That means the environment was better than before, we improved our environment a lot. (板书并要求学生掌握。) environment, improve T: What’s Beijing like now? S2: It’s beautiful and there are lots of trees and flowers. T: Right. There is more grass than before. (板书并要求学生掌握。) grass T: What about people in Beijing? S3: More and more people like doing sports. T: We should do more sports to keep ourselves fit. (板书并要求学生掌握。) ourselves 5. (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: What will Beijing be like later? What will you do from now on? Discuss in groups and then write a passage. Step 5 Project 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: Discuss the 29th Olympic Games in groups. What is your favorite game? Who is your favorite player? Why do you like it/him/her best? What do you learn from them? What are you going to be when you grow up? Report it to your group. 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： Which sport will you take part in? Section C diary Last week our school held a sports meet. winner Everyone in our class felt very excited because we were the the finish line winners. encourage Xu Haifeng won the first gold medal for China in the 23rd the People’s Republic of China(PRC) Los Angeles Olympics in 1984. We hope that China will win more gold medals in the future. Section D 43 The main activities are 1a and 5. 本课重点活动是 1a 和 5。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: modern, ring, symbol, stand for, least, at least 2. Review and summarize the future tense with will. 3. Go on learning something about the Olympics. Ⅱ. Teaching aids 教具 幻灯片/录音机/图片/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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’ll show some pictures or phrases. Please ask and answer in pairs. (教师先作示范。) (Show the phrase: take part in the Olympics for the first time) T: When did China take part in the Olympics for the first time? Ss: In 1952 China took part in the Olympics for the first time. (用幻灯片呈现许海峰在奥运赛场上举枪射击的图片。) T:Who won the first gold medal in the Olympics in the history of China? Ss: Xu Haifeng. … 2. (通过谈论关于奥运的知识，教学生词，呈现新课。) T: Today we will talk more about the Olympics. Look at the blackboard. What’s it in Chinese? (教师在黑板上 用红色彩笔画一个环。) Ss:“环”。 T: Yes. In English we can call it “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: How many rings are there? Ss: There are five. T: What colors are they? Ss: They are red, yellow, blue, green and black. T: Right! They’re the Olympic rings. They are a symbol of the Olympic Games. (板书并要求学生掌握。) symbol T: But what do the rings stand for? Who can tell me? (板书并解释，要求学生掌握。) stand f o r (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: They stand for the five parts of the world. Blue stands for Europe, black stands for Africa, red stands for America, yellow stands for Asia, and green stands for Australia. But do you know what the slogan of Beijing Olympics is? Who can tell me? S1: One World, One Dream! 44 T: That’s right. The modern Olympics started in Athens, Greece. Its motto is “Faster, higher, stronger” . (板书、领读并解释，要求学生掌握 modern；理解 Greece，motto。) modern, Greece, motto T:Do you know when the modern Olympics started? Let’s learn Section D. (导入新课。) Step 2 Presentation 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: Please listen to the tape, then answer the question: When did the modern Olympics start? (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 at least 词意，要求学生掌握。) T: Please listen to 1a and repeat, then mark the key words. 3. (让学生读 1a， 注意语音语调。) T: Please read 1a aloud and pay attention to the pronunciation and intonation. Step 3 Consolidation 第三步 巩固(时间:10 分钟) 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: Please read 1a again and finish 1b by yourselves. 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: Look at the key words on the small blackboard. Try your best to retell 1a. 3. (把 1a 改编为一个小对话，加以巩固。最好使用本单元 Topic 2 所学的表达请求的句型，如：Would you mind …? Could you please …?等。) Example: T: When did the modern Olympics start? Ss: In 1896. T: Would you mind telling me its motto? Ss: Of course not. Its motto is “Faster, higher, stronger”. T: Could you please tell me its symbol? Ss: Five rings. T: What do they stand for? Ss: They stand for the five parts of the world. T: What colors are the rings? Ss: They are blue, yellow, black, green and red. (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: Look at the picture. They are Fuwa. Are they Beijing Olympic mascots? Ss: Yes, they are. T: Good! They are the Olympic mascots of the 29th Beijing Olympics. Please work in groups to discuss and the modern Olympics start, the motto, the Olympic rings, stand for, the colors of the rings, easily find, at least 45 match the mascots with the host cities. Finish 2. S1: What about these? S2: They are Sydney Olympic mascots. … (核对答案，完成 2。) Step 4 Practice 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: Now let’s go over and summarize the grammar and useful expressions in this topic. Then I’ll ask some students to write them down on the blackboard. (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。) ①There were thousands of foreign v during the 29th Olympics in Beijing. ②Xu Haifeng is the w of the first gold medal in China’s Olympic history. ③We should improve our e to make our world more and more beautiful. ④The m Olympics started in Athens, Greece in 1896. (2)(用所给动词的适当形式填空，提示学生注意句子时态。) ①Would you mind (fill) out the form? ②It (be)sunny on Saturday. What about going hiking? ③—When we (meet) tomorrow? —Let’s make it half past six. ④He (visit) Beijing in August in 2008. ⑤Beijing (host) the 29th Olympic Games. Step 5 Project 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。 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: Please search the mascots of other Olympics on the Internet. Fill in the table, then try to make a report about it. Order Year City Mascots 20 th 21 st 22 nd 23 rd 24 th 25 th 26 th 27 th 28 th 46 29 th 板书设计： Which sport will you take part in? Section D modern Olympics The Olympic rings are a symbol of the Olympic Games. stand for They stand for the five parts of the world. at least Unit 2 Keeping Healthy Topic 1 You should see a dentist. Section A The main activity is 1a. 本课重点活动是 1a。 Ⅰ.Teaching aims and demands 教学目标 1. Learn some new words and phrases: toothache, dentist, have a cold, cough, take a rest, fever, flu, headache, at night, coffee, tea, plenty, plenty of, boiled water, lift 2. Learn some useful sentences: (1)I have a toothache. (2)I’m sorry to hear that. (3)I have a bad cold. 3. Learn the modals for giving advice: (1)You should see a dentist. (2)You shouldn’t drink coffee or tea in the evening. 4. Talk about illnesses. 5. Learn to express sympathy for a patient and give some advice to the patients. Ⅱ. Teaching aids 教具 图片/录音机/卡片/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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: Boys and girls, now we know something about the 2008 Beijing Olympics. I want to ask you some questions. What’s the slogan of the 2008 Olympic Games? Ss: One World, One Dream. 47 T: Good! Then what’s the symbol of the Olympic Games? Ss: The Olympic rings. T: What’re the colors of the rings? Ss: They are blue, yellow, black, green and red. T: Do you like sports, S1? S1: Yes, very much. T: What kind of sport do you often do in your free time? S2: I often play football. S3: Sometimes I play table tennis with my classmates. S4: I skate in winter and swim in summer. T: Why do you like sports?(运用肢体语言，启发学生回答。) S4: Sports can make us strong and healthy. T: I think so. Wonderful! Doing sports is a good way to keep healthy. Do you agree with me? (教师面带微笑， 亲切地询问。) Ss: Yes! Step 2 Presentation 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: In this lesson, let’s talk about health. (板书本单元标题并注意 healthy 与 health 关系及区别。) keeping healthy T: How are you feeling today, S1? S1: I’m fine, thank you, and you? T: I’m not very well. I think I have a cold. (说着，老师形象地表现出生病的样子。) (板书并要求学生掌握。) have a cold T: What should I do? (老师可用动作启发学生。) Ss: You should go to see a doctor. (帮助学生回答。) T: We can also say “You’d better go to see a doctor.” (板书本话题标题。) You’d better go to see a doctor. (板书同义句并要求学生掌握。) You’d better go to see a doctor. = You should go to see a doctor. (教师出示图片。) T: Please look at the picture. What’s wrong with Kangkang? We can also ask “What’s the matter with Kangkang?” (板书并要求学生掌握。) What’s wrong with Kangkang? = What’s the matter with Kangkang? (老师作牙痛状引导学生回答。) Ss: There is something wrong with his mouth. T: Oh. No, I think he has a toothache. (作牙痛状，令学生明白其意思。) What should he do? Ss: He should see a doctor. T: Yes, he should see a dentist. (板书并要求学生掌握。) toothache, 48 denti st (教师引导学生用 What’s wrong with you?或 What’s the matter with you?句式提问，教师表演并回答。) Ss: What’s wrong with you? (教师作咳嗽状。) T: I have a cough. Ss: What’s the matter with you? (教师作头疼状。) T:I have a headache. (板书并要求学生掌握。) cough, headache Ss:What’s wrong with you?(教师作背痛状。) T: I have a backache. (板书并要求学生理解。) backache Ss:What’s wrong with you?(教师出示一张显示某人发烧的图片，并做回答。) T: I have a fever. (板书并要求学生掌握。) fever Ss:What’s the matter with you?(教师作流鼻涕状。) T: I have the flu. (板书并要求学生掌握。) flu Ss:What’s wrong with you?(教师作胃痛状。) T: I have a stomachache. (板书并要求学生理解。) stomachache Ss:What should you do?(作休息状。) T: I should take a rest. (板书并要求学生掌握。) take a r e s t 2. (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’s something wrong with Kangkang. What is it? Please listen to the dialog in 1a, then answer the following questions: (1) What’s wrong with Kangkang? (2) What should he do? (核对答案。) 4. (让学生跟读录音并标出关键词。) 49 5. (让学生分角色朗读，完成 1a。) Step 3 Consolidation 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: Please practice the dialog in 1b in pairs and then act it out. 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’s play a game. OK? The game is “Who is the best doctor?” I’ll ask two students to make a dialog like 1a. Suppose one is a doctor, the other one is a patient. S1: What’s wrong with you? S2: I have sore eyes. S1: You should not read too long. … (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 boiled water。) sore, plenty, plenty of, boil, boiled water, lift, at night, coffee, tea Step 4 Practice 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。 1. (营造活跃的课堂气氛，激发学生学习兴趣。) T: I’m pleased with your dialogs, and I’m sure you can do it better. (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: Now ask and answer according to these cards. Please use “What’s wrong/the matter with …?” “He/She has …” “He/She should/shouldn’t …” T: Now please practice in pairs. (学生完成练习后，教师分别找几组同学表演。) 2. (完成 2。) T: Finish 2 in pairs, then act the dialogs out. 3. (播放 3 录音，完成 3。) T: Now please listen to the conversations in 3 and number the following pictures by yourselves. Then write down a cough see a doctor a cold take a rest the flu have a good rest toothache not eat too much sweets 50 the advice. Pay attention to should/shouldn’t. (核对答案。) Step 5 Project 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: Please make a dialog like the example, then act it out. Example: S1: Ouch! (手摸脸，假装疼痛的样子。) S2: What’s wrong with you? S1: I have a toothache. S2: Oh, you should see a dentist. S1: Good idea. Thank you. S3: Ouch! (手摸后背。) S4: Do you have a backache? S3: Yes! S4: Oh, you shouldn’t lift heavy things. … T: Well done! Thank you. 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。 Name Illness Should/Shouldn’t 板书设计： You’d better go to see a doctor. Section A take a rest have the flu plenty of boiled water Section B The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: pale, terrible, day and night, feel like doing, lie down, candy, brush, tooth (teeth), Internet, care, take care of 2. Learn some useful sentences: (1)I’m feeling terrible! (2)How long have you been like this? (3)How are you feeling, Nick? cold fever toothache cough headache backache have a What’s wrong with …? What’s the matter with …? You should see a dentist. You’d better see a dentist. I’m sorry to hear that. I hope you’ll get well soon. You should/shouldn’t… 51 3. Go on learning some modals for giving advice: (1) You’d better go to see a doctor. (2) Why don’t you have a good rest? (3) You should lie down and rest. (4) You’d better not drink cold water. (5) You shouldn’t eat too much candy. 4. Get students to know how to take care of themselves and others. Ⅱ. Teaching aids 教具 卡片/教学挂图/录音机/小黑板/药片/水杯 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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: Look at this card and let’s make a dialog. You ask, and I answer. Ss: What’s wrong with you? / What’s the matter with you? T: I have … Ss: You should/shouldn’t … 2. (改变人称，复习第三人称单数代词的用法。) T: Look at this card, (教师拿着或指着卡片) please use “he”, “she”, “him” or “her” to make a dialog. Ss: What’s wrong with him? / What’s the matter with him? T: He has … Ss: Oh, he should/shouldn’t … … T: Well done. In this lesson, let’s learn more about modals for giving advice. Step 2 Presentation 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, suppose you are ill. You come to the hospital. I am the doctor. You look pale. What’s the matter?(教师作 咳嗽状以作提示) S1: I’m feeling terrible. I cough day and night.(教师帮助回答。) (板书并要求学生掌握。) pale, terrible, day and night T: I’m sorry to hear that. How long have you been like this? (板书并要求学生掌握。) been How long have you been like this? S1: Three days. T: Do you feel like eating? (板书并要求学生掌握。) feel like doing S1: No, I don’t. T: I think you have a cold. You’d better drink plenty of boiled water. S1: Can I go to school today? 52 T: I think you’d better not go to school. Why not stay in bed and have a rest? My meaning is that you’d better lie down and rest. It’s good for you. (板书并要求学生掌握。) you’d better (not) Why not …? lie down S1: OK, thank you very much. T: Not at all. 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: Boys and girls, we have learnt some modals for giving advice. Now let’s look at the picture in 1a and guess what happened to Bruce. Then listen to 1a and answer the questions. (1)What’s the matter with Bruce? (2)What should he do? (3)What does the word “hey”mean? (板书并要求理解。) hey (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, listen to 1a again and repeat. Pay attention to the pronunciation and intonation. Ss: … T: Please read the dialog loudly by yourselves, and find out the key words and phrases. (板书重点短语并要求掌握。) look pale, feel terrible, have a headache and a cough, had better, 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。) Step 3 Consolidation 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: Practice the dialog with your partner according to the key words and phrases, then act it out. (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: Well done! Boys and girls, now please number the sentences by yourselves, then make a conversation. (学生做 1c 的同时，教师板书 1c 中的重点句型及短语。) How are you feeling? Why don’t you …? = Why not …? day and night You’d better (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: Please make a dialog according to the phrases and sentences on the blackboard. Then act it out. 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。) 53 (GA) S1: (不停地咳嗽。) (GB) Ss: You have a bad cold. You’d better have a good rest. (GB) S2: (表演牙疼。) (GA) Ss: You have a toothache. You should see a dentist. … T: Please stop here! Let me see. Oh, Group A is better. Congratulations! Group B, can you sing an English song for Group A? GB: OK. (如果时间允许，可采用生日快乐歌的曲调唱 Good morning/afternoon to you! 每唱完一句，快速击掌三下， 使课堂气氛达到高潮。) Step 4 Practice 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。 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’s wrong with you, Miss Liao? T:I have a sore throat. (板书并要求学生理解。) throat S1: You should/had better take good care of yourself.(帮助学生回答。) (板书并要求学生掌握。) care take care of T:Thank you. I will. I think I had better lie down and rest after work. (提示一名同学作牙疼状。) T: What’s wrong with you? S2: I have a toothache. T: You had better not eat too much candy. (板书并让学生掌握。) candy 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, please make new dialogs with your partner according to the example in 2a. (学生两人一组快速练习 had better, had better not, 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 had better (not), should (not)的用法。) T: Now, please look at the pictures of 2b. Fill in the blanks according to the pictures. (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) Step 5 Project 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: Suppose you are ill, you go to see a doctor. Make a dialog between you and the doctor. The following expressions can help you. How are you feeling? 54 What’s wrong? = What’s the matter? Not so well. (I’m feeling terrible.) How long have you been like this? feel like doing You’d better (not) … You should (not) … Why not …? Example: S1:What’s wrong with you, S2? S2:I’m feeling terrible … 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, sore throat, headache, stomachache 分别融入话题，用 had better … 及 had better not …, should …及 should not …结构写出医生的建议。 板书设计： You’d better go to see a doctor. Section B day and night You’d better go to see a doctor. feel like doing How long have you been like this? take care of Shall I take you to the hospital? on the Internet Why don’t you …? = Why not …? Why don’t you have a good rest? You’d better not go to school today. Section C The main activities are 1a and 3. 本课重点活动是 1a 和 3。 Ⅰ. Teaching aims and demands 教学目标 1.Learn some new words and phrases: still, X-ray, serious, check over, worry about, advice, taxi 2.Learn some useful expressions: (1)But my left leg still hurts when I move it. (2)It’s nothing serious. (3)Two pills each time, three times a day. (4)Thank you for your flowers and fruit. (5)I hope I’ll get well and return to school soon. 3.Go on learning how to express your feelings. 4.Learn to ask for/give advice. Ⅱ. Teaching aids 教具 图片/教学挂图/录音机/幻灯片/小黑板/白纸 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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: Boys and girls, let’s play a game. 55 (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: I have a stomachache. S1GB: You should take some medicine. S2GB: I have a fever. S2GA: You’d better drink lots of boiled water. S3GA: I have a headache. S3GB: You’d better stay in bed and have a good rest. … (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: Maybe Group A is better, do you think so? (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: What happened to Michael? Ss:He hurt his leg. T: Yes, his classmates sent him to the hospital by taxi. How is he now? Let’s come to 1a and find out the answer. (板书并要求学生掌握。) taxi Step 2 Presentation 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: Did Dr. Jiang check him over? Ss:Yes, he did. (板书并要求学生掌握短语 check over，理解 Dr.。) check over, Dr. = Doctor T: Did Michael take X-rays? (出示一张 X 光照片。) Ss:Yes, he did. (板书并要求学生掌握。) X-ray T: Is there anything serious? (板书并要求学生掌握。) serious Ss: We don’t know. T: There is nothing serious. Don’t worry about him. But his left leg still hurts when he moves it. (板书并要求学生掌握。) worry about, still T:Can you give him some advice? S1: He had better not move his leg too much. GA ○ ○ ○ GB ○ 56 S2: He should take some pills. (引导学生回答。) S3: … (板书并让学生掌握 advice，理解 pill。) advice 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: Your advice is very useful. But what advice did the doctor give him? Now please listen to the tape and answer the following questions. (1) What advice did the doctor give Michael? (2) What presents did Michael’s friends bring to him? (核对答案。) 3. (再放 1a 录音，学生跟读，并模仿语音语调。) T: Now, listen to 1a again and read after it. Pay attention to the pronunciation and intonation. Ss: … 4. (让学生朗读 1a，独自完成 1b。) T: Very good. Now let’s finish 1b. Come on! (本题可放幻灯片或出示小黑板，便于讲解。) (核对答案。) Step 3 Consolidation 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: Well done! Next, let’s practice 1a and act it out. Pay attention to the pronunciation and intonation. (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: Look at the pictures and number them in the right order. (核对答案。) T: It’s easy to number the pictures. Can you describe the pictures according to the given words? Now, let’s try. Example: Michael got well after two weeks and returned home with his classmates. (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: Well done, you’re great! Now, look at the pictures again. They show us a whole story. Can you tell it to the class? Please tell the story like this: Jane, Maria, Kangkang and Michael played in the park yesterday afternoon. Suddenly Michael had an accident … (找几个同学进行讲述，对优秀讲述者给予掌声鼓励。) Step 4 Practice 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: Michael hurt himself. Now, help Michael to complete the note for leave. (核对答案。) (教师讲解疑难点，让学生了解生词 sincerely，并板书。) sincerely 57 (让一名学生在黑板上用汉语写一张请假条，并注意格式。) T: Look at Michael’s note for leave. Compare the two notes and find out the same and differences. (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: Suppose you are ill. Please write a note to me for a day’s leave. (找几个学生在黑板上写请假条并给予点评。) Step 5 Project 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: Now I will ask one student to act as Michael. And the other student acts as his friend, then make a dialog, please. Example: S1: Look, how fast! It’s cool! S2: More slowly, Michael, it’s dangerous! S1: Ouch! S2: Oh. How are you feeling, Michael? S1: Ouch, my leg! I’m feeling terrible. … 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： You’d better go to see a doctor. Section C worry about … But my left leg still hurts when I move it. check … over … It’s nothing serious. take … to … Two pills each time, three times a day. have an accident Thank you for your flowers and fruit. I hope I’ll get well and return to school soon. Section D The main activities are 1a and 3. 本课重点活动是 1a 和 3。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: sick, both … and …, ice, ice cream, cold pill 2. Review how to give advice: (1)You should/shouldn’t … (2)You’d better (not) do … (3)Why not …? / Why don’t you …? 3. Review the form of the e-mail. 58 Ⅱ. Teaching aids 教具 小黑板/录音机/幻灯片/小纸箱/卡片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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 Topic 1, 强化前三个 Section 中的重点知识。) T: Boys and girls, today we will review the main knowledge. (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。) (可以在准备好的小黑板上画出下面的表格。） (第一块小黑板) About Illness Group A B C D Word Phrase Sentence (第二块小黑板) About Advice Group A B C D Word Phrase Sentence (让学生将刚才所填写的词、短语和句子，利用两人一组对话的形式，串编起来，进一步复习巩固，使学 生能在实际交际中运用自如。) (教师走到学生中间。几分钟之后。) T:Stop here. I’ll ask one student to say his illness. The other student gives him some advice. S1: I have a toothache. S2: You should go to see a dentist. S3: I have a headache. S4: You’d better stay in bed and take a good rest. S5: I’m feeling terrible. S6: You’d better go to see a doctor. S7: I have the flu. S8: You should drink lots of boiled water. … 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: Well done! Now, sum up the main language points in this topic by yourselves, and then make a dialog one by one. S9: What’s wrong with you? / What’s the matter? S10: I’m afraid … S11: You’d better drink a lot of boiled water. / You’d better have a good rest. … T: Very good. (教师边听学生说边板书，总结语言点，并适时讲解。) 59 Language points: What’s wrong with …? What’s the matter …? take a rest take care of a lot of/lots of/plenty of take some medicine/take some pills brush one’s teeth Don’t worry! nothing serious 3. (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: Then let’s have a competition. This side is Group A. That side is Group B. Let’s make sentences, OK? Ss: OK. T: Take a good rest. (GA)S1: You should take a good rest. T: Good. Take care of. (GB)S1: You should take care of your eyes. T: Take some pills. (GA)S2: When I have a cold, I take some pills. … T: Good. (同时板书) Group A √ √ √ √ Group B √ √ √ T: Group A wins! 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。) Step 2 Presentation 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: Read the e-mail in 1a, can you guess what the missing words are? Now, let’s try. (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’re the correct answers of the tape? Let’s listen and write them down. (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: Can you guess the meaning of “My sister is also sick”?(教师作生病状。) Ss: Yes, it means “My sister is also ill”. T: Yes, you’re great. “be sick” means “be ill”. (板书并要求学生掌握。) be sick 2. (跟读 1a，注意语音语调。) T: Listen to the tape and read after it. Pay attention to the pronunciation and intonation. 3. (根据 1a 内容，完成 1b。) T: We know both Peter and his sister are ill. What should they do? And what should they not do? Can you give them some advice? Ss: Of course. They’d better see a doctor. 60 … (教师拿出药品，引导学生回答。) T: They’d better take some cold pills. (板书并要求学生掌握 both … and …理解 cold pills。) both … and …, cold pill (找几个学生说出他们的建议，优秀的给予表扬。) T: You’re great. You have given them good advice. Can they eat ice cream or candy?(形象的画出冰淇淋。) Ss: I think they had better not eat ice cream or candy. (板书并要求学生掌握。) ice ice cream T: OK. Now, please write an e-mail back to Peter and give him some advice. (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。) interesting book, not … until, bad weekend, headache, last Friday, football, bad cold, my sister, cough, worry, get well Step 3 Consolidation 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: According to the two e-mails, sum up the form of the English e-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: Please tell a story according to the key words on the blackboard. You can do it like this: Peter borrowed an interesting book from Lily, but he couldn’t read it until today … (教师给出示范，让学生讨论 2～3 分钟，然后进行讲述。) Step 4 Practice 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, please listen to the tape. Then I’ll dictate some of the sentences. (听写内容：) I don’t feel like eating. I have a sore throat/the flu. I’m sorry to hear that. How are you feeling today? But my left leg still hurts when I move it. (听写完成之后，上交学习组长检查。) Step 5 Project 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: Boys and girls, now let’s have an interesting game. We’ll play “Dr. Know-it-all” in our class. (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。) 61 T: Each student has one card. Please write down a kind of illness on your card. (必要时可作解释。) (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, I call one student to come to the front, get one card out of the box, and then act as a patient. The others guess what’s wrong with him/her. Then give him/her some advice. (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 Good idea；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: Do you have a backache? S1: Yes! S2: Oh, you shouldn’t lift heavy things. T: Good idea! S1: Thank you! (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: Well done! Congratulations to the winners. (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: Please write an e-mail according to 1a and 1b after class. Written work: (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： You’d better go to see a doctor. Section D be sick You’d better see a doctor. be ill You’d better not eat ice cream or candy. both … and … You should stay in bed. cold pill You should eat hot food. Topic 2 I must ask him to give up smoking. Section A The main activities are 1a and 3a. 本课重点活动是 1a 和 3a。 Ⅰ. Teaching aims and demands 教学目标 62 1. Learn some new words: cause, health, tonight, sleepy, medicine, meal, without 2. Learn some knowledge of healthy habits and unhealthy habits: (1)Staying up late is bad for your health. (2)—Is going to bed early good or bad for our health? —It’s good. 3. Get to know that it’s necessary for us to have healthy habits. Ⅱ. Teaching aids 教具 多媒体课件/小黑板/录音机/幻灯片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:6 分钟) 复习 Topic 1 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 Topic 1 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: Boys and girls, today I’m not feeling well. If I have a toothache, what should I do? S1: You should go to see a dentist. T: If I have a headache, what should I do? S2: You’d better stay in bed and have a good rest. T: If I have a cold, what should I do? S3: You’d better go to see a doctor. … T: You are very clever! (板书重点句型。) If I have a You should/shouldn’t … / You’d better (not) … / Why not …? toothache headache cold … (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: When we are ill, we feel terrible. So health is very important. If we have good living habits, we will be in good health. Do you think so? Ss: Yeah! (板书，让学生猜测词义并要求学生掌握。) health T: Now I will make a survey about your living habits. Would you mind answering? Ss: Of course not. T:Do you brush your teeth every day? S4: Yes. T:Is it a good or bad living habit, boys and girls? Ss: It’s a good habit. T: Yes, it’s good for our health. In this lesson, let’s talk more about living habits and discuss which are bad and which are good. Step 2 Presentation 第二步 呈现(时间:11 分钟) , what should I do? 63 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: Do you usually go to bed late? S1: No, I don’t. T:Very good. It’s good for your health. T:S2, what do you usually do before going to bed? S2: I usually play computer games. T:Do you always do that very late? S2: Yes, I do. I like it very much. T:Do you feel sleepy next day? S2: Yes, I do. T:Oh, it’s too bad. I think staying up late caused you to feel sleepy. It is bad for your health. (解释 stay up late 这个词组。) T: When are you going to bed tonight, S2? (板书要求掌握。) cause, sleepy, tonight S2: I’m going to bed at nine tonight. T:Good. It’s good for your health. 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。) Picture 1 Picture 2 Picture 3 Picture 4 Picture 5 T:Let’s look at the screen. (Show Picture 1) Is it good for your health? Ss: Yes, it is. T:(Show Picture 2) Is it good or bad for your health? Ss: It’s bad. … 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, our friend, Kangkang, looks tired. What’s wrong with him? Now, please listen to the tape and find out the answers. (教师用多媒体或小黑板出示课前准备好的问题。) (1)What’s wrong with Kangkang today? Why? (2)What advice does Jane give Kangkang? (核对答案。) 4. (让学生跟读 1a，并找出关键词。) T: Now open your books. Read 1a after the tape and find out the key words in the dialog. (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) look tired, headache, soccer game, stay up, late, be bad for …, feel better, tonight 64 Step 3 Consolidation 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: Now please practice and act the dialog out in pairs, using the key words on the blackboard. (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: Well done! 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: Now let’s talk about the story together. What caused Kangkang’s problem? S1, please. (必要时，可用汉语解释本句。) S1: He watched a soccer game on TV last night. He went to bed very late. T:So he didn’t get enough sleep. What’s Kangkang’s feeling now? Ss: Kangkang is tired and has a headache. T: Yes. Because Kangkang didn’t get enough sleep, he is tired and has a headache. Then what’s Jane’s advice for Kangkang, S2? S2: Jane thinks staying up late is bad for his health. She asks Kangkang to go to bed early tonight. T: You are very clever. Is Kangkang going to bed early tonight? Ss: Yes, he is. T: Very good. 4. (让学生自编对话，巩固 1a 对话中所呈现的内容。) T: Next, make a dialog according to 1a and the example in 1b. Step 4 Practice 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’ll learn something about Wang Junfeng. Please look at 2 on Page 33. Go through the phrases in 2. Then listen and check (√). Why did Wang Junfeng get a headache? Should he take some medicine? (核对答案。) (板书并要求掌握。) medicine 2. (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, we know Wang Junfeng’s habits are not good. So he’s not feeling well and he has a headache. What about yours? Do you wash your hands before meals? S1, please. S1: Yes, I do. T: Very good. Washing hands before meals is good for our health. Do you often keep your fingernails long? S2, please. S2: No, I don’t. T: Great. Keeping long fingernails is bad for our health. Do you often go to school without breakfast? S3, please. S3: Yes, I do. T: Well, that’s too bad. Going to school without breakfast is bad for our health. (板书并要求学生掌握 meal, without；理解 fingernail。) meal, fingernail, without 65 T: Now please look at 3a. Are these habits good or bad? If they are bad, write good ones on the lines. (一分钟后核对答案。) T: Let’s check the answers together. S4, please. S4: Going to bed early is good. T: The next one, S5. S5: Getting up late is bad. S6: Doing morning exercises is good. S7: Brushing teeth twice a day is good. … (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: Is getting up late good or bad for our health? S9: It’s bad for our health. … 3. (将全班分成四组，通过小组活动完成 3b。) T: Next, work in groups and list some other living habits. Then discuss whether these living habits are good or bad for our health. After the discussion, one of your group members needs to give a report in the front. 4. (通过活动 4，使大家在欢快的氛围中获得知识。) (1)T: Class activities! Look at the screen again. Let’s chant after the tape. (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: Now let’s play an interesting game: Musical Chair. (教师解释 Musical Chair，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。) Step 5 Project 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: You can walk around our classroom and help me find the answers. What is good for your health? (两分钟后。) T: Let me see who can get the most answers. Go! S1: What’s good for your health? S2: Doing morning exercises. S1: What’s good for your health? S3: Washing hands before meals. … S1: What’s good for your health? Sn: … 66 (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学， 给予表扬。) (做另一个采访并收集答案：What’s bad for your health?) T: Well done! Thank you! Now let’s make another survey. The question is: What is bad for your health? Begin! S4: What’s bad for your health? S5: Staying up late. S4: What’s bad for your health? S6: Going to school without having breakfast. … (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: You all did well today, boys and girls. So I will give you a gift now. Ss: What? T:An English song Keeping Fit. (教师可放幻灯片，也可写在黑板上。) Keeping Fit Eat well for your breakfast, Eat right for your lunch, Eat a little for your supper, You can always keep fit. (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:Let me sing this song for you, OK? Ss: Yeah! … T:Do you like it? Ss: Yes. T:OK, this time follow me. (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： I must ask him to give up smoking. Section A look tired I’m sorry to hear that. stay up late Staying up late is bad for your health. feel sleepy I must have a good rest tonight. take some medicine Is going to bed early good or bad for our health? be good for It’s good. Section B The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words: article, smoke, cancer, litter, energy, necessary, enough 67 2. Learn some useful sentences: (1) How terrible! (2) Don’t walk on the lawn. (3) It’s necessary for your health. 3. Learn the modals for necessity: must, must not (1) I must ask him to give up smoking. (2) You must put litter into the dustbin. (3) You must not throw litter around. 4. Form good living habits. Ⅱ. Teaching aids 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-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10 分钟) 复习巩固 Section A 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, boys and girls. Let’s look at the living habits in the pictures. Choose good habits from them, and say them out in English. First, good habits, please. Ss: Going to bed early and get up early. Doing morning exercises. Washing hands before meals. Brushing teeth twice a day. T: Well done! Then bad ones, please. Ss: Staying up late at night. Going to school without breakfast. Playing sports right after meals. Keeping fingernails long. 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: Nice work. How are you feeling today? Ss:Very well, thanks. T: I’m glad to hear that. I think health is very important. Do you think so, boys and girls? Ss:Yes. T: What is good for your health? S1: Washing hands before meals. S2: Going to bed early. S3: Doing morning exercises. S4: Brushing teeth twice a day. S5: Keeping short fingernails. T: What’s bad for your health? S6: Staying up late. S7: Keeping long fingernails. S8: Going to school without breakfast. S9: Eating too much candy. S10:Working too long. … 68 T: Well done! Let’s begin the new lesson to learn more about the good and bad living habits. 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, what about other bad habits? Please look at the pictures. S11, is reading in the sun good or bad? S11: It’s bad. T: That’s right. So we must not read in the sun. S12, is throwing litter around good or bad? S12: It’s bad. T: Right. Don’t throw litter around. You must put it into the dustbin. OK? Is smoking good or bad? Ss: It’s bad! T: Yes. So we must not smoke. (板书并要求掌握 litter 和 smoke；理解 dustbin。) litter, dustbin, smoke Step 2 Presentation 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, smoking is bad for our health. Please listen to 1a, and answer the following questions: (1)Which part of our body is smoking bad for? (2)What may smoking cause? (核对答案。教师可以帮助学生回答第二个问题。) T: Well. What may smoking cause? Ss: “癌症”。 T: Right. The article says smoking is bad for our lungs. It may cause cancer. So we must ask people to give up smoking. (板书并要求掌握。) article, cancer 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, please read 1a after the tape. Pay attention to the pronunciation and intonation. Then find out the key words or phrases in this dialog. (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。) read in the sun, article about smoking, help him relax, be bad for health, teeth, yellow, cough, be bad for our lungs, cause, cancer, terrible, give up, show … to 3. (让学生再读 1a，找出关键句型。) T: Read 1a again and find out the main sentence patterns. (板书，解释并强化。) ask sb. (not) to do sth. must (not) do sth. give up doing sth. Step 3 Consolidation 第三步 巩固(时间:6 分钟) 69 复述 1a 对话，完成 1b 和 1c。对 must, must not 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: Close your books, and look at the key words on the blackboard and try to retell the dialog. (巩固板书的关键句型，灵活应用。) T: Well done! Please make new sentences with “ask sb. (not) to do sth./must (not) do sth./give up doing sth.” (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: Very good. Now please look at the pictures in 1b. Read the good or bad habits and match. Then I’ll ask some of you to say your answers. 3. (老师出示 1c 图片，让学生仔细观察图片，完成 1c。) T: OK. Next, look at the picture in 1c. Discuss with your partner and write some school regulations. Example: T: You must not climb trees. S1. S1: Don’t climb trees! T: You must not walk on the lawn. S2. S2: Don’t walk on the lawn! (板书并要求了解。) lawn … (让学生之间利用 must, must not/don’t 句式进行对话操练。) Step 4 Practice 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: From 1b, we know some good habits, such as doing morning exercises, brushing teeth twice a day, washing hands before meals. What about other healthy habits? Now let’s look at the pictures. (在图片分析过程中，讲授新单词。) T: What’s the boy doing? Ss: He’s having breakfast. T: Right. Breakfast gives us energy for the morning. (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。) Step 5 Project 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。 1. (让学生写班级行为规范，进一步强化日常用语。) T: Now, please take out a piece of paper. Write down the regulations in our class. (教师巡回指导，5 分钟后找学生读所写内容。) Example: Don’t talk loudly in the classroom. 70 You must not throw litter around. You must not talk in class. You must not eat in the classroom. Don’t play in the classroom. T: Very good! If you obey the rules you write, our class will be better. 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 be good for …, be bad for …, You must …, You mustn’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：Well done! The candies are the prizes for the winners. Eating too many candies is bad for your teeth, so I can’t give you too many.) 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, must not/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： I must ask him to give up smoking. Section B be good for Smoking is bad for his health. be bad for It may cause cancer. give up doing sth. I must ask him to give up smoking. to do sth. May I borrow your newspaper and show it to my father? ask sb. You mustn’t throw litter around. not to do sth. Don’t stay up late at night. do sth. Breakfast gives you energy for the morning. must not do sth. Section C The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: disease, itself, might, empty, stomach, get into, human, body, through, illness, air, sour, tidy, sweep, in public 2. Go on learning the modals for giving advice and necessity: (1)You might get a headache when you work too hard. (2)We should keep the air fresh. (3)We shouldn’t drink sour milk. (4)We must tidy our rooms and sweep the floor often. (5)We must not spit in public. 3. Talk about personal hygiene. Ⅱ. Teaching aids 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-finger Teaching Plan 五指教学方案 71 Step 1 Review 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: How are you today? Ss: Fine, thanks. And you? T: Me, too. Did you have breakfast, S1? S1: Yes. T: I’m glad to hear that. Going to school without breakfast is bad for your health. Health is important for us. 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’s look at the living habits in the pictures. Divide the habits into healthy habits and unhealthy ones. Then say them out in English. First, healthy ones. Group 1, please. G1:Washing hands before meals. Brushing teeth twice a day. Doing morning exercises. Drinking enough water every day. Going to bed early and getting up early. T: Well done! Then unhealthy habits. Group 2, please. G2:Reading in the sun. Staying up late at night. Throwing litter around. Going to school without breakfast. Watching TV too late. Keeping long fingernails. 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: If we want to keep healthy, what must we do and what mustn’t we do? (依次出示卡片，让学生回答。) S2: We must wash hands before meals. S3: We must brush teeth twice a day. S4: We mustn’t read in the sun. S5: We mustn’t throw litter around. S6: Don’t keep fingernails long. S7: Don’t stay up late at night. T: Well done. As we know, good habits can make us healthy. Bad habits can make us unhealthy. For example, staying up late may cause headaches. But what can also cause headaches? OK. Let’s come to the new lesson and learn about them. Step 2 Presentation 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: Do you often get headaches, S1？ S1: Sometimes. T: Do you know what causes headaches, S2? S2: I don’t know. 72 T: Never mind. How do you feel when you don’t get enough sleep, S3? S3: I feel sleepy. T: What about you, S4? S4: I may have a headache.(引导学生回答。) T: Yes. You might get a headache if you don’t get enough sleep. In fact, a headache is a pain in your head. It’s not a disease itself. Working too hard, exercising for a long time on an empty stomach may cause headaches. (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, stomach 2. (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。) a pain in your head, don’t get enough sleep, on an empty stomach T: Please read the passage quickly and give it a proper title.(2 分钟后) S5, please. S5: Headache. T: S6, please. S6: A headache. S7: What causes headaches? T: OK. Let’s listen to 1a and find the answer. Step 3 Consolidation 第三步 巩固(时间:8 分钟) 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: Listen to 1a and repeat. Pay attention to the pronunciation and intonation. 2. (把握关键词，掌握复述技巧。) T: Please try to talk about the passage in your own words. You can look at the key words on the blackboard. Example: I know a headache isn’t a disease. There is something wrong with our health … (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. Now please read 1a again and write down the possible causes of a headache. Then give some advice to prevent headaches by using should/shouldn’t/must/must not/don’t. Step 4 Practice 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/must not 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: Boys and girls, we talked about what causes headaches. As we know, headache isn’t a disease itself. But if we don’t have healthy living habits, germs can get into the human body and cause diseases. How do germs get into the human body? Let’s read 2a and learn about it. (板书，要求学生掌握 get into, human, body；了解 germ。) germ, get into, human, body T: OK. Look at the pictures in 2a and read these sentences. Please find out the new words, and try your best to guess their meanings. If necessary, look them up in the word list. (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 73 (播放 2a 录音，让学生跟读并注意语音语调。) T: These pictures show how germs make us sick. Now please listen to the tape and repeat. Pay attention to the pronunciation and intonation. (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: Please read 2a and find out the key words. (找学生板书关键词。教师核对。) germ, get into, cause, diseases, through the nose/the mouth/the skin, have an illness T: Now close your books. Let’s talk about these pictures. You can use the key words on the blackboard. (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’s find out how the germs get into our body. (板书) (1)through the nose (2)through the mouth (3)through the skin 4. (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: Look at the pictures. Please talk about what we should do to keep away from germs. Make sure to use “We should/should not …” and “We must/must not …” (两分钟后。) T: What should we do to keep away from germs? S1: We should keep the air fresh. S2: We shouldn’t eat bad food. S3: We shouldn’t drink sour milk. S4: We should keep our bodies clean. S5: We must wash our hands before meals. S6: We mustn’t keep long fingernails. S7: We must tidy our rooms and sweep the floor often. S8: We mustn’t spit in public. (需要及时讲解并板书，要求学生掌握 air, sour, tidy, sweep, in public；理解 spit。) air, sour, tidy, sweep, spit, in public Step 5 Project 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’s discuss what else we should do to keep away from germs. (尽量脱离课本，最好不要与课文内容重复。) Example: We should do morning exercises every day. We should not throw litter around. We must eat more fruit and vegetables. We must not go to bed too late. 74 (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: Discuss what we should do to keep away from headaches. Example: We shouldn’t work too hard. We must get enough sleep. We must not exercise on an empty stomach. (要求学生用讨论的结果完成表格，作为家庭作业。) How to keep away from headaches Should Should not Must Must not 板书设计： I must ask him to give up smoking. Section C on an empty stomach get into cause diseases through the Section D The main activities are 1 and 4. 本课重点活动是 1 和 4。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some names of food: sausage, strawberry, beef, cabbage, tomato, potato, potato chips, sandwich, watermelon 2. Learn some other new words: than, wealth, less, choose 3. Go on learning healthy eating habits: (1)Good health is more important than wealth. (2)Food gives us energy, so we must have enough food to keep healthy. (3)We must also have the right kinds of food. (4)Different foods help us in different ways. (5)It’s necessary for us to have healthy eating habits. 4. Improve the students’ listening, speaking, reading and writing skills. 5. Summarize the grammar focus and useful expressions in the topic. Ⅱ. Teaching aids 教具 图片(食物类)/小黑板/录音机/磁带/多媒体课件 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10 分钟) nose mouth skin You can also get a headache when you exercise for a long time on an empty stomach. We can get into the human body and cause diseases. We should tidy our rooms and sweep the floor often. 75 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: What must we do in class? S1: We must listen to the teacher carefully in class. S2: We must study hard and think hard. … (以自由讨论健康的形式复习 should, shouldn’t 的用法。) T: What should we do before meals? S3: We should wash hands before meals. … (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 how to keep healthy 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: These rules are very good. If we all obey the class rules, we will study better. And if we have good habits, we’ll keep healthy and live better. Do you think so? Ss: Yes. T: Next, let’s talk about how to keep healthy with the language points we learned in this topic. (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: Did you have breakfast this morning? Going to school without breakfast is bad for our health. What did you have for breakfast? What kind of food do you like? 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 potato chips 和 eggplant 要求理解，其余要求掌握。) sausage, strawberry, beef, cabbage, tomato, potato, potato chips, sandwich, eggplant, watermelon T: There are so many kinds of foods, vegetables and fruits. As we know, good health is very important. Do you know what we should eat to keep healthy?(导入 1。) Step 2 Presentation 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: Now read 1 and find out the main sentence of the passage. (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: Now please read 1 again. Find out the new words and guess their meanings. (板书，要求学生掌握。) than, wealth, less, choose 3. (让学生带着问题阅读 1。) T: Please read 1 carefully, and then answer questions on the small blackboard. (教师出示小黑板上的问题。) (1)What must we have to keep healthy? 76 (2)What should we eat? (3)What can help make us strong? (4)What can make us sick? (5)What’s necessary for us to do? (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: Well done. I’ll ask some of you to talk about food and health. You can do that according to 1. Please have a try. S1: Have the right kinds of food. S2: Have different foods. … Step 3 Consolidation 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, please read 1 again and find out the key words and phrases. (板书并让学生读一遍。) food—energy—enough food—keep healthy—have the right kinds of food—eat more— wrong food—sick—necessary 2. (让学生根据关键词复述短文。) T: Please look at the key words on the blackboard and then retell the text without looking at your books. 3. (听录音填空白，训练学生的听力。) T: Listen to the tape again, and then complete the passage on the small blackboard according to the listening. (小黑板出示练习题。) As we know, good health is ________ ________than wealth. Food gives us ________, so we must have _______ ________ to keep healthy. Of course, we must also have the _______ ________ of food. We should eat more ________ and ________ and less meat. A glass of _______and an ________ a day can help make us ________. Different foods help us in different ways. But if we eat ________ ________ or ________ ________ , or if we ________ the wrong food, we may become sick. It’s ________ for us to have heathy eating habits. (核对答案。) T: Open your books and check the answers by yourselves. Step 4 Practice 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, look at these pictures in 2a. Divide the foods into different kinds. (多媒体课件呈现。) Meat 77 Vegetable Fruit 2. (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: Now can you tell me which are healthy foods and which are unhealthy foods? Please complete the table below. (可再次挂出食品图片。) Healthy food Unhealthy food 3. (将所学食品单词按照可数与不可数名词进行分类。) Countable noun Uncountable noun 4. (让学生听 2a 录音，完成练习。完成 2b。) T: Next, please look at 2a on Page 39. Then listen to the tape and circle the food that Danny likes. (核对答案。) T: Now work in groups of four. Discuss whether Danny’s eating habits are healthy. If not, give your advice. 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, please go on working in groups of four, each student summarizes the key sentences and phrases in one section. Then the group leader joins the sentences and phrases together and reports. (两分钟后) T: Let’s report together again. Please listen to 3a, 3b and repeat. Step 5 Project 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: Please do 4 by yourselves, then give a report to our class! (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： I must ask him to give up smoking. Section D keep healthy Good health is more important than wealth. walk on the lawn We must have enough food to keep healthy. You must …/You mustn’t … You should …/You shouldn’t … It’s necessary for us to have healthy eating habits. Topic 3 Must we do exercise to prevent the flu? 78 Section A The main activities are 1a and 1c. 本课重点活动是 1a 和 1c。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: hurry, hurry up, question, go ahead, spread, among, prevent, all the time, keep away (from) 2. Go on learning the modal verbs should and must: (1)What should we do to prevent it? (2)We should keep our rooms clean. (3)—Must we do exercise to prevent the flu? —Yes, we must./No, we don’t have to./No, we needn’t. 3. Asking for and giving advice. 4. Talk about how to prevent the flu: (1)We should exercise often to build us up. (2)We should wash our hands and change our clothes often. (3)We had better not go to crowded places. Ⅱ. Teaching aids 教具 图片/录音机/磁带/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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’t have to, needn’t。) T: Boys and girls, we know keeping the school and classrooms clean is good for our health. Then do you know how to keep healthy? You’d better say it with should/shouldn’t, must/ mustn’t, had better (not). S1: We should have healthy eating habits. S2: We mustn’t throw litter around. S3: We mustn’t drink sour milk. T: Must we go to see a doctor when we have a headache? S4: Yes, we must. (帮助学生用否定形式回答。) T: No, we don’t have to. / we needn’t. We can have a good rest. (板书并讲解。) Must we go to …? Yes, we must./No, we don’t have to. / we needn’t. S5: We shouldn’t exercise on an empty stomach. S6: We should have enough sleep. S7: We should brush teeth twice a day. S8: We shouldn’t read in the sun. T: What else should we do to keep healthy? Please make some sentences with had better. S9: You’d better go to bed before nine o’clock in the evening. S10: We had better not play sports right after meals. … 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。) 79 T: Good habits can help us to keep healthy and bad ones can cause diseases. There is a serious disease called flu. It spreads easily among people in spring and autumn. (板书，并要求学生掌握。) spread, among T: The flu is a serious disease, but we don’t have to be afraid of it. We can do something to prevent it. But how to prevent it? If you want to answer this question, please follow me. (板书，让学生猜词义，并要求掌握。) prevent, question Step 2 Presentation 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 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: Suppose the flu spreads quickly among people these days. What should we do to prevent it? (教师出示开窗通风的图片。) Ss: We should keep the air fresh. T: Yes, we should keep the air fresh all the time. (板书并让学生掌握。) all the time (教师出示一幅画有拥挤人群的图片。) T: If the flu spreads, is it right to go to crowded places? Ss: No, we had better not go to crowded places.(引导学生回答。) T: Yes, we should keep away from crowded places. (板书并要求掌握短语，理解生词。) crowded, keep away(from) 2. (用 1a 中的图片引出 1a 听力。) T: Look at the picture in 1a. Kangkang is watching TV. On TV, a journalist is interviewing his father. What are they talking about? Let’s listen to 1a. (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, listen to the tape and find out the answers to these questions. (1)What are they talking about? (2)How much advice does Dr. Li give in the dialog? 3. (认真阅读 1a，找出关键词及生词。) T: Please read the dialog carefully and then find out the key words and new words. (核对答案。板书关键词及生词。解释并要求学生掌握 hurry, hurry up, go ahead；理解 finally。) hurry up——on TV——a journalist——ask some questions——go ahead——the flu—— spread——among——First, … exercise——Second, keep … clean and … fresh——all the time——Third, wash … and change …——Finally, … crowded places Step 3 Consolidation 第三步 巩固(时间:7 分钟) 80 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: Listen to 1a again and repeat. Pay attention to the pronunciation and intonation. Then finish 1b. Ask and answer in pairs to check Dr. Li’s advice. Example: S1: What should we do to prevent the flu? S2: We should do exercise often. We shouldn’t go to crowded places … 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: Read 1a by yourselves, then practice it in groups of four. You can look at your books at first. Then act out the dialog according to the key words on the blackboard. Step 4 Practice 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。 1. (完成 1c，重点训练 don’t have to/ needn’t 的用法。练习本课目标语言。) T: Let’s do 1c using the information in 1b. First read the dialog, and pay attention to the target language don’t have to/needn’t. 2. (先师生问答，然后由学生两人一组练习。) T: Now, I ask, you answer, then practice in pairs. Example: T: Must we finish homework on time? S1: Yes, we must. T: Must we finish it now? S2: No, we don’t have to. S3: No, we needn’t. 3. (看 2 中的图片，讨论怎样预防流感。) T: Look at the pictures in 2, and discuss what we should do to prevent the flu. (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, had better, must 的用法。) T: Follow the examples to make dialogs using the sentence patterns: “ We should…/We had better …/We must …” Example: Dialog 1 A: What should we do to prevent the flu? B: We should do more exercise. Dialog 2 A: What should we do to prevent the flu? B: We should go to see a doctor. Dialog 3 A: What should we do to prevent the flu? B: We must keep away from crowded places.(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。) Step 5 Project 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: Work in groups of four. One acts as a journalist. The others act as doctors. The journalist asks how to prevent the flu. The doctors answer the journalist’s questions. Then act out in the front and we will decide which 81 group is the winner at last. 2. Homework: 写一篇小短文来说明如何预防流感。 板书设计： Must we do exercise to prevent the flu? Section A hurry up Flu is spreading quickly among people these days. go ahead We should exercise often to build us up. do exercise We had better not go to crowded places. crowded places Must we do exercise to prevent the flu? keep away (from) Yes, we must./No, we don’t have to./No, we needn’t. Section B The main activities are 1a, 1b and 3a. 本课重点活动是 1a，1b 和 3a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: just a moment, examine, patient, ring … up, message, bicycle, roller skating 2. Learn how to make telephone calls and leave messages. Ⅱ. Teaching aids 教具 小黑板/号码卡片/图片/录音机/幻灯片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10 分钟) 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: Work in pairs. Make an interview about how to prevent the flu. One student is a journalist, the other is a doctor. Please act it out. Journalist: Hi, Dr. Li, may I ask you some questions? Dr. Li: Sure, go ahead. Journalist: What should we do to prevent the flu? Dr. Li: We don’t have to be afraid of the flu. We should do exercise often, and we had better not go to crowded places. … 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’s play a game, OK? First look at the small blackboard. (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 82 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, XX is here.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: Nice work. Is that interesting? Ss: Yes. T: OK. Now, let’s make a telephone conversation again. Step 2 Presentation 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: We know Kangkang’s father is a doctor. Kangkang has something to tell his father when he is at work. So he rings his father up. Suppose his father answers the telephone. Please make a telephone conversation between Kangkang and his father. S1, S2, please. (板书 ring … up，并用英语解释，要求掌握。) ring … up = phone … = call … S1: Hello! May I speak to Dr. Li Yuping? S2: Hello! This is Dr. Li. What’s up? S1: Hello, dad! This is Kangkang. I want you to go to the park with me on Sunday. S2: OK! I’ll go with you. S1: Thanks, dad! T: S1, S2 did very well. Now this time suppose someone asks Dr. Li to answer the telephone. S3, S4, please. (S3 扮演康康，S4 扮演李医生，教师扮演护士。) T: Hello! Ren’ai Hospital. S3: Hello! I’d like to speak to Dr. Li Yuping? T: Just a moment, please. He’s coming. S4: Hello, this is Dr. Li. What’s up? S3: Hello, dad! I would like you to have dinner with me because today is my birthday. S4: Sorry, I almost forgot it. Happy birthday! And I’ll have dinner with you. S3: Thank you, dad. (板书，用英语解释 just a moment，并要求掌握。) just a moment = hold on = wait a moment T: Pretty well! If Kangkang’s father is examining a patient and he can’t answer the telephone. Then what should Kangkang do?(出示李医生为病人检查身体的图片，帮助理解生词。) Ss: He can leave a message.(教师可帮助学生回答。) (板书，让学生猜词义，并要求掌握。) examine, patient, message T: Do you know how to make a telephone message? Please follow me. 2. (设置听力任务，让学生带着问题听 1a 录音。) T: OK, first let’s listen to 1a and answer this question: What does Kangkang tell his father? (核对答案。) 3. (再放 1a 录音，让学生跟读，然后回答问题。) T: Listen to 1a again. Read after the tape. Then answer the following questions. 83 (1)Can Kangkang’s father answer the phone? Why? (2)What will Miss Hu do? (核对答案。) (播到 extension 时，注意按暂停键，板书 extension，并要求学生了解。) extension 4. (快速阅读 1a，标记出康康的留言内容，板书并让学生掌握。) T: Please read 1a quickly and find out Kangkang’s message and then circle it on your books. Please tell my father not to forget the talk tomorrow afternoon. 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: Read 1a and then complete 1b according to the information in the dialog. Pay attention to the form of the message. Step 3 Consolidation 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: Read 1a aloud, then find out the key words. (1)extension, moment, speak, afraid, busy, examine, ring ... up (2)I’d like to speak to ..., right now, leave, go ahead, tell ... not to ..., message 2. (让学生三人一组练习对话。) T: Practice the dialog in groups of three. 3. (让学生根据小黑板上的关键词和短语表演对话。) T: Close your books. Look at the key words on the blackboard and act out the dialog in groups of three. One acts as Kangkang, the others act as the operator and Miss Hu. Step 4 Practice 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: Listen to the phone conversation and complete the message. Then listen to the tape again and check your answers. 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。) T: Please open your books. Let’s do 3a. Read these telephone messages carefully, then complete the phone conversations according to the information from the messages. (1)(板书并解释生词 bicycle 和 roller skating，并要求学生掌握。) bicycle, roller skating (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: Please practice these dialogs in pairs. (看哪一组表演最佳。评出优胜组。) Step 5 Project 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: Suppose you are calling Ren Xiaofeng, but he isn’t in. His mother answers the phone. You ask his mother to give him your message. Ask him to go to the zoo with you at 8:30 tomorrow morning. 84 (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:Is Lily there, please? B:No, she isn’t here right now. A:Oh. Can I leave a message? B:Sure, go ahead. A:This is Ann speaking. Please tell Lily not to forget to take part in our party tomorrow evening. B:OK, Ann. I’ll give her the message. 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： Must we do exercise to prevent the flu? Section B examine the patients Just a moment, please. ring … up I’m afraid he is busy right now. leave a message I’ll ring him up later. give sb. a message Can I leave/take a message? roller skating Please tell my father not to forget the talk tomorrow afternoon. Section C The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: first aid, on the other hand, avoid, helpful, dangerous, herself, themselves 2. Learn the reflexive pronouns: (1) We should learn more about taking good care of ourselves. (2) The boys enjoyed themselves in Beijing last year. (3) He taught himself English at home when he was young. (4) The box is too heavy. She can’t carry it by herself. 3. Talk about health and exercise. Ⅱ. Teaching aids 教具 小黑板或幻灯片/录音机/图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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: Please read this dialog and practice in pairs. Then write a telephone message according to this dialog. 85 Dialog: A: Could I speak to Maria, please? B: I’m sorry, she isn’t in. Do you want me to take a message? A: Yes. This is Tong. Our class will have a party at 7:00 p.m. on Friday. Please tell her to bring her camera. B: OK, I’ll give her the message. 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: Pair work. Please practice the phone conversation between Betty and Judy’s mother, and then act it out. 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’s review Kangkang’s message. What does Kangkang tell his father in Section B? Ss: He tells his father not to forget the talk. T:What talk? Can you guess? Ss: Maybe it’s about health, because he’s a doctor. T: You are right. In his talk, he tells us happiness is the best medicine. On the other hand, if you are always unhappy, you may feel ill. So, be happy to be healthy. Are you clear? Ss: Yes. (板书，并要求学生掌握 on the other hand；理解 happiness, unhappy。) happiness, on the other hand, unhappy T: Do you want to know more about Dr. Li’s talk? Ss: Yes. (导入 1a。) Step 2 Presentation 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。) avoid 2. (让学生听 1a 录音，并回答问题。) T: Listen to 1a. Then answer the questions: (1)Is doing sports always safe? (2)Why should we say no to smoking and drinking? (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) healthy eating habits—breakfast—energy—fruit and vegetables—fast food —unhealthy —so … (2) playing sports—help—cause accidents—stay safe when …—be necessary to …—first aid—help yourselves—accident happens (3) happiness—best medicine—be ill—try to be …—on the other hand— unhappy—so … (4) avoid smoking and drinking — think — cool — not know — cause many illnesses—say no to … (教师解释 first aid，并要求学生掌握；用构词法讲解 unhealthy，并让学生理解。) Step 3 Consolidation 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。) 86 T: Read 1a again and find out the topic sentence in each paragraph. (两分钟后) T: S1, what’s the topic sentence in the first paragraph? S1: Eat the right food to keep you healthy. T: Paragraph Two? 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: Close your books, and look at the key words on the blackboard and try to retell the passage in groups. Then vote a student to retell in the front. G1: Kangkang’s father is a doctor, … G2: … G3: … … (评出复述最好的小组，给予表扬。) Step 4 Practice 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: Boys and girls, what can you learn from Dr. Li’s talk? S1: I know healthy eating habits can keep us healthy. S2: Be happy to be healthy. S3: We should say no to smoking and drinking. T: That’s right. Because smoking and drinking can be very dangerous. It can cause many illnesses. (板书并要求学生掌握。) dangerous T: Do you want to know how Kangkang’s classmates like Dr. Li’s talk? Ss:Yes. T: Please listen to the tape and answer the question: What does Jane think of the talk? (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: Please read 2a by yourselves and find out the key phrases. (板书，解释生词和短语，要求学生掌握 helpful，了解 SARS。) helpful, take care of ourselves, 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: Please practice the dialog in groups of four. Then discuss Dr. Li’s talk and make your own conversation according to 2a. Finish 2b. 4. (通过师生问答引入本课目标语言——反身代词。) T: When we are ill, doctors can help us and make us healthy again. But in our daily life, what should we do to keep healthy in Dr. Li’s talk? Ss:We should learn more about taking good care of ourselves … (板书，讲解反身代词的结构。) we—our—ourselves T: (教师出示一张女孩/男孩在玩耍的图片。)Look at the girl/boy. She/He is having a good time now. We can also say, she/he is enjoying herself/himself now. (板书，要求学生掌握 herself/himself。) she—her—herself 87 he—him—himself T: S4, do you enjoy yourself at school? S4:Yes, I do. (板书，并要求学生掌握。) you—your—yourself (教师出示一张两个学生从桌子上跌落下来的图片。) T: They fell off a table and hit legs. They hurt themselves. (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。) Reflexive pronouns Person Number First Person Second Person Third Person Singular myself yourself himself herself itself Plural ourselves yourselves themselves 5. (指导学生完成 3。核对答案。) T: Complete the sentences with the proper words in the box. Step 5 Project 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, make a survey in groups of six about how to keep healthy. Then report the result to the class. Name How to keep healthy should/had better/mu st do had better not/shoul dn’t do 1 2 3 4 5 You can report like this: We must eat healthy food and do exercise often. We should wash hands before meals. We had better not go to the crowded places when the flu spreads. We should be happy all the time. Happiness is the best medicine. We should say no to smoking and drinking … 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： Must we do exercise to prevent the flu? Section C first aid It’s necessary to learn about first aid. on the other hand Be happy to be healthy. take care of You should say no to smoking and drinking. 88 learn … from … So we should learn more about taking good care of ourselves. they—them—themselves she—her—herself Section D The main activities are 1a and 4. 本课重点活动是 1a 和 4。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: a kind of, break out, several, brave, care for, answer, duty, save, Chinese medicine 2. Summarize the grammar focus and useful expressions in Topic 3: (1) Modals for giving advice and necessity: ①… many students had to stay at home … ②And we must be careful when we play sports. ③—Must we go to see a doctor when we have the flu? —Yes, we must. / No, we don’t have to./ No, we needn’t. (2) Reflexive pronouns: myself, ourselves, yourself, yourselves, himself, herself, itself, themselves 3. Talk about health. Ⅱ. Teaching aids 教具 录音机/幻灯片/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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: What a nice day! Glad to see you! Ss: Glad to see you, too. T: I hope you have fun studying at school, especially for those students whose parents aren’t with them. We should help them and make them live happily at school. These days some students have the flu. What should we do to prevent the flu? S1: We should keep the classroom clean and the air fresh all the time. S2: We should do exercise to build ourselves up. S3: We had better wash hands often. S4: We had better not go to crowded places. … 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’m very glad that you’ve learned a lot about taking care of yourselves. But your parents still worry about you. Yesterday I got a telephone call from a girl’s father. He asked me to tell her to study hard, look after herself and keep healthy. Also he thanked all of us for helping her. Now please make a telephone dialog between her father and me using the target language in this topic, then act it out. (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: Well done! Next, write a telephone message according to the dialog you acted out just now. And then check it with each other and report in the front. 89 4. (师生共同复习 Section C 中 2a 的对话，引出部分生词，导入新课。) T: We know in Section C, 2a, Kangkang talked about a kind of serious disease. What is it? Ss: SARS. (板书，并要求学生掌握。) a kind of (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. It broke out in China in 2003. So Jane, Maria and Michael don’t know it. While Kangkang’s father took part in the battle against SARS, he was very brave. At that time several hundred people lost their lives. But he still cared for the patients in the hospital day and night. (板书，并要求学生掌握 break out, brave, several, care for；理解 battle。) break(broke) out, battle, brave, several, care for T: Do you want to know how Dr. Li talked with his family during those days? Ss: Yes. T: OK. Please follow me. (导入 1a。) Step 2 Presentation 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: Please listen to the tape. Then answer the question: How did Dr. Li talk with his family during those days? (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: Read the passage in 1a. Answer the questions in 1b, then write down the answers. I’ll check your answers. 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: Listen to the tape and repeat. Then mark the new words and difficult points. (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 … by oneself = teach oneself … 自学…… answer take part in … = join in… 参加运动、战役等 duty join+组织或团体 save care for … =take care of … = look after … 照料…… It’s one’s duty to do sth. 做某事是某人的职责。 4. (学生再读 1a，找出关键词和短语。) T: Read 1a again and find out the key words and phrases. (教师出示写有关键词的小黑板/幻灯片) serious disease—break out—spread—students—stay—learn—take an active part in—battle —care for—talk with—a reporter—miss your family—save patients Step 3 Consolidation 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: Please retell the passage according to the key words above. 2. (指导学生归纳总结本话题的语言知识点。) T:Nice work! Now let’s sum up the main points of each section. Four students a group. Each of you is responsible for one section. Put your results together, and then make a report to the class to share the main points. 90 Step 4 Practice 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 have to/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 have to/must 用法的练习题，并核对答案。) T: Finish the exercises about the usage of have to/must on the small blackboard. (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) I have to go to school on foot today. (改为一般疑问句) ____ you ____ to go to school on foot today? (2) Jim has to stay at home to look after his mother. (变为否定句) Jim ____ _____ to stay at home to look after his mother. (3) Do you have to cook for yourself? (作否定回答) ____, ____ ____. (4) Must I finish my homework now? (作否定回答) ____, ____ ____. 或 ____, ____ ____ ____ ____. (5) We’d better go there by bike. (变为否定句) We ____ ____ ____ go there by bike. 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 Chinese medicine。) T: Match the sentence halves. Then write an article about how to prevent the flu. (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: First listen to the tape and follow it, then work in groups of three to make a telephone call using the useful expressions in 3b. Example: S1: Hello! Extension 6226, please. S2: Just a moment, please. S1: Hello! May I speak to …? S3: Sorry, she isn’t in right now. S1: Can I leave a message? S3: Sure, go ahead. 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。) Reflexive pronouns Per son Number First P e r s o n Second P er so n Third P e r s o n Singular Plural Step 5 Project 第五步 综合探究活动(时间:5 分钟) 91 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: Make a survey. Fill in the table, then give good advice. Student What do you often eat/ drink? When do you get up / go to bed? Do you often do exercise? 1 Advice 2 Advice 3 Advice 4 Advice 2. 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: Work in pairs to make a conversation between a doctor and a patient. Choose one of the following illnesses: a cold, the flu or a cough. Your conversation should include these two questions. ①What causes the illness? ② What should the patient do to get well? 板书设计： Must we do exercise to prevent the flu? Section D break out Must we go to see a doctor when we have the flu? learn by oneself Yes, we must. / No, we don’t have to. / No, we needn’t. take part in = join in Can I take/leave a message? care for It’s one’s duty to do sth. Unit 3 Our Hobbies Topic 1 I used to enjoy listening to rock music. Section A The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ.Teaching aims and demands 教学目标 1. Learn some new words and phrases: spare, in one’s spare time, hobby, be interested in, be fond of, act, collect, plant, paint 2. Use be interested in, love, enjoy, prefer, be fond of, like to express likes and dislikes: (1) I am interested in playing basketball. (2) I love singing and playing the guitar. 92 (3) I enjoy dancing to music. (4) I prefer playing soccer. (5) I am fond of acting. (6) I like reciting poems. 3. Talk about hobbies: —What’s your hobby? —I’m a movie fan. I go to the movie theater a lot. Ⅱ. Teaching aids 教具 DVD 光盘/邮票/一本小说/连环画/小黑板/录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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: Health is important to everyone. How do you usually keep healthy? S1:I often eat healthy food. S2:I wash my hands and change my clothes often. S3:I think doing sports is a good way to keep fit. … T: Good. Do you often do sports in your spare time, S3? (板书并要求学生掌握。) spare in one’s spare time S3:Yes. I like doing sports in my spare time. T: Oh. Doing sports is your hobby. (板书并要求学生掌握。) hobby T: OK, in this lesson, let’s talk about hobbies. Step 2 Presentation 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’s this?(教师出示 DVD 光盘。) Ss: It’s a DVD. (板书并让学生理解。) DVD T: Do you like watching DVDs? Ss: Yes./No. T: I enjoy watching DVDs. That’s to say, watching DVDs is my hobby. I also prefer collecting stamps.(同时呈 现一些邮票。) In my spare time, I often collect stamps. (板书、领读并要求学生掌握。) collect (教师转向一名学生问。) T: What’s your hobby, S1? S1:I prefer listening to music.(引导学生回答。) T: Good, S1 is interested in listening to music. S2, are you interested in listening to music? 93 (板书，教师适当讲解并要求学生理解 interested，掌握 be interested in。) interested be interested in S2:No, I’m not interested in listening to music. I enjoy reading. T: You can also say “I am fond of reading.” Boys and girls, what’s S2’s hobby? Ss: He/She is fond of reading.(教师可帮助回答。) (板书并要求学生理解 fond，掌握 be fond of。) fond be fond of (教师问一名平时喜欢看小说的同学。) T: Do you enjoy reading novels?(出示一本事先准备好的小说。) (板书并要求学生掌握。) novel S3:Yes, I like it very much. T: Try to say the sentence using be interested in or be fond of. S3:I am interested in reading novels./I am fond of reading novels. T: Whose hobby is reading comics?(教师手举连环画杂志问。) (板书让学生了解生词 comic。) comic S4:I enjoy reading comics.(可能几个同学同时举手或站起来回答。) T: We can also say “His hobby is reading comics./He is interested in reading comics./He is fond of reading comics.”(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, are you fond of acting?(教师边问边做各种表演动作。) (板书并要求学生掌握。) act S5:Yes, I’m fond of acting. 2. (出示 1a 图片，让学生猜 Helen 和 Wen Wei 在业余时间做些什么。引出 1a 听力。) T: Look at the picture. They are Helen and Wen Wei. What do they often do in their spare time? Let’s listen to the tape and answer the questions. (让学生听 1a 录音，回答小黑板上的问题。) (1) What does Wen Wei often do in his spare time? (2) What’s Helen’s hobby? (让学生再听录音，核对答案。) 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: Listen to 1a and repeat, then mark the key words. in one’s spare time, go fishing, hobby, read comics, movie fan, rent DVDs, do outdoor activities 4. (让学生分角色朗读 1a。) T: Please read 1a aloud in pairs. Step 3 Consolidation 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: 94 Helen and Wen Wei are my good friends. Wen Wei often goes fishing in his spare time. It’s his favorite hobby. And he also enjoys … 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: Please make similar conversations according to 1a, talking about what you often do in your spare time. (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’s look at the picture in 2a. Can you guess what the boys’ and girls’ hobbies are? S1, what’s Helen interested in? S1: She is interested in reading poems. T:What’s Maria’s hobby, S2? S2: She enjoys dancing to music. .… 4. (让学生听录音，跟读 2a 中表述兴趣爱好的句子。) T: Good. Listen to the tape, and repeat the sentences that express hobbies. 5. (请 7 个学生复述 2a 中 7 个主人公的话。) T:Now, I will ask seven students to retell what he or she hears. S3: I’m Kangkang. I prefer playing soccer. S4: I’m Jane. I love singing and playing the guitar. S5: I’m Maria. I enjoy dancing to music. S6: I’m Michael. I’m interested in playing basketball. S7: I’m Helen. I like reciting poems. S8: I’m Li Xiang. I’m fond of acting. S9: I’m a pig. I like sleeping. (模仿小猪可爱的样子。) (引导学生总结，并板书。) prefer + doing love + doing enjoy + doing be interested in + doing like + doing be fond of + doing 6. (让学生分组谈论自己的业余爱好。完成 2b。) T: Using the sentence patterns in 2a, talk about your own hobbies with your partners. Step 4 Practice 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, look at the pictures, and match them with the phrases given below. S1, Picture 1? S1: Walk a pet dog. T:What about Picture 2? S2: Listen to music. … T:And Picture 5? S3: Plant flowers. (板书并要求学生掌握。) plant T:Well done, let’s listen to the tape and number the pictures. (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, be interested in 或 be fond of。) 95 (方案一：) T: Well, look at the pictures, can you say something about them in your own words? The first one, S4 please. S4: Look at the woman. She is walking a pet dog. She likes her dog very much and she often goes out for a walk with it after supper. That’s her hobby. (方案二：) T: OK! Now, look at the pictures. Please make a dialogue in your own words with your deskmates. S5 and S6, you two! S5: What’s the boy doing? S6: He is listening to music. S5: Can you guess his hobby? S6: Yes. I think his hobby is listening to music. Step 5 Project 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, be interested in 和 be fond of。) Example: What’s your hobby? I prefer singing. Are you interested in skating? No. I’m fond of cooking. … 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: Watching movies./… (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 Section B 打下基础。) S1: I like watching movies because they are very exciting. S2: I prefer watching movies because I can learn a lot from them. S3: I am interested in watching movies because they are very interesting. S4: I don’t love watching movies because I think they are boring. S5: I don’t like watching movies because watching movies too much is bad for eyes. … T: Watching movies is interesting and we can learn a lot, but we shouldn’t watch movies too much because it is bad for eyes. We should go out and do some outdoor activities. 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: My mother’s hobby is …/She prefers ... My father’s hobby is … / He is interested in … 板书设计： What hobbies did you use to have? Section A in one’s spare time I am interested in playing basketball. hobby I love singing and playing the guitar. DVD —What’s your hobby? 96 collect —I am fond of acting. act Section B The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and a phrase: value, used to do sth., rock, stone, doll, coin, share, e-mail, address, hate, pop 2. Learn some useful sentences: (1)Pleased to see you! (2)Collecting stamps must be great fun! (3)Some of them are of great value. (4)Do you share my interests? 3. Learn the pattern of used to do sth. (1) I used to enjoy listening to rock music. (2) I didn’t use to play soccer, but now I like it. 4. Go on talking about interests and hobbies and learning how to express likes and dislikes: (1) —What do you love collecting? —I love collecting … —Why do you like collecting them? —Because … (2) My interests are changing all the time. (3) I used to collect stamps, but now I hate it. I prefer collecting coins. (4) I didn’t use to go shopping, but now I like it. Ⅱ. Teaching aids 教具 水彩画/集邮册/录音机/小黑板/课件/教学挂图 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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 used to do sth.。 1. (检查作业，让学生说出自己家人的爱好。) T: Hello, everybody! Do you remember the homework I gave you last time? OK, please say some hobbies of your families. S1, please. S1: My grandfather’s hobby is walking. My grandmother is fond of … My father is interested in ... My mother prefers … 2. (让学生谈论自己喜欢做的事情，并说明理由。) T: Quite well, now talk about your own hobbies, and give the reasons. S2, please. S2: My hobby is listening to music. I like it because it makes me happy. T: How about you, S3? S3: I’m interested in collecting stamps. Collecting stamps is great fun and I can learn a lot from stamps. (教师出示一幅水彩画，引出 painting。) T: This is a painting. It’s very beautiful. One of my friends gave it to me. He loves paintings a lot. (板书并要求学生理解。) painting T: Do you like paintings, boys and girls? 97 Ss:Yes./No. (教师挑选回答 No 的同学，引出另一组对话。) T: S4, what are you interested in? S4: I am interested in climbing mountains. T: I’m interested in collecting paintings, but I used to enjoy climbing mountains. What did you use to enjoy? (引出 used to do sth.句型。) (板书，教师适当讲解并要求学生掌握。) used to do sth. T: Please make sentences with used to do sth. Volunteers? S5: I used to enjoy dancing. S6: I used to like skating. … (学生会用 used to do sth.句型即可，其他相关知识可让学生在 Section C 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! Here are many stamps. They are very beautiful and interesting. We can learn a lot about people, places, history and special events from them. Some of them are of great value. Collecting stamps is my hobby. (向学生介绍生词 value 和功能句：Some of them are of great value。板书并要求学生掌握。) Some of them are of great value. T: Well, what are Maria’s and Michael’s hobbies? Do you want to know? Please follow me. Step 2 Presentation 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: Now listen to 1a and answer the questions. (1) What’s Maria’s hobby? (2) What about Michael’s? T: Well, who knows Maria’s hobby? S1, please. S1:Her hobby is collecting stamps. T: Good! What about Michael’s? S2, please. S2:His hobby is collecting telephone cards and paintings. T: Very good! 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: Please read 1a and guess the meanings of “pleased” and “rock”, then answer the following questions. (1) Why does Maria love collecting stamps? (2) What does Maria learn from the stamps? (3) What did Michael use to enjoy? (板书 pleased, rock，学生根据上下文猜测词义，解释“Pleased to see you!”等于“Glad to see you!”，领 读并要求学生理解 pleased；掌握 rock 和新句型。) pleased Pleased to se e yo u! rock 98 (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 — collecting stamps — fun — learn … from — value — used to — rock — now — paintings Step 3 Consolidation 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 used to do sth.。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: Please practice 1a in roles. Pay attention to the pronunciation and intonation and the key words. 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: Look at 1b. First, pay attention to the things in pictures 1, 3 and 6. What are they? Yes, they are stones, dolls, and coins. Do you like the collections in 1b? If you like them, draw a happy face . If you don’t like them, draw a sad face . (板书并要求学生掌握。) stone, d o l l , c o i n 4. (学生两人一组根据 1b 图片进行 1c 的练习。) T: Pair work. Make conversations after the example, according to the pictures in 1b. Example: S1: What do you love collecting? S2: I love collecting dolls. S1: Why do you like collecting them? S2: Because they are very interesting. … (请 2～3 组学生表演对话。) Step 4 Practice 第四步 练习(时间:9 分钟) 通过师生对话呈现句型 didn’t use to do sth. 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’t use to do sth.。) T: Hobbies can make our lives colorful. My hobbies are changing all the time. I used to enjoy listening to pop 99 music, and I didn’t use to collect stamps. I used to know little about them. But now I like collecting them. I used to like going shopping, but now I hate it. It makes me tired. Can I share your interests?(教师边叙述边 解释生词的含义。) Ss:Yes. T: OK. You can send e-mails to me after school. My e-mail address is … (板书并让学生掌握。) pop, hate, share, e-mail, address I didn’t use to collect stamps. T: Do you want to know Philip’s hobbies? Does he like paintings? Please follow me to find out the answers. 2. (让学生听 2a 录音，回答问题。) T: Listen to the tape and answer my question: Does Philip like collecting paintings now? (核对答案。) 3. (让学生读 2a，根据 2a 内容完成 2b 表格。) T: Read 2a by yourselves then complete the table about Philip’s interests according to 2a. 4. (让学生再读 2a，根据 2b 表格，复述 2a。) T: Read 2a again. Retell 2a according to the table in 2b. 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 used to do sth.或 didn’t use to do sth.及表示兴 趣和爱好的动词及短语，如 like, be fond of, hate 等。请两组学生上台做汇报。完成 3。) T: Talk about your hobbies in pairs. You should use the expressions “used to do sth.” and “didn’t use to do sth.” Then I will ask some groups to say something about their hobbies. S1: I used to enjoy pop music, but now I don’t like it. I enjoy playing sports. What about you? S2: I used to collect coins, but now I hate it. I prefer collecting stamps … … Step 5 Project 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, be fond of 和 be interested in 等来表达自己的 兴趣和爱好。) S1: I’m interested in swimming. What do you like doing, S2? S2: I like playing soccer. What about you, S3? S3: I prefer listening to music. S1: Who shares my interest? S4: I do. S1: OK. Let’s be friends. (Shake hands) 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。) Name In the past Now Reason (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: I used to watch TV, but now I like playing soccer, because playing soccer can make me strong. S6 used to 100 listen to music, but now she is fond of going swimming, because she thinks it’s good for health. S7 used to …, but now … (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 used to do sth. 或 didn’t use to do sth. 及 like, prefer, love, be fond of, be interested in, hate 写一篇短文，第二天上交给教师批阅。 板书设计： What hobbies did you use to have? Section B of great value Pleased to see you! used to do sth. Some of them are of great value. didn’t use to do sth.Do you share my interests? I used to listen to music, but now I hate it. I didn’t use to play soccer, but now I like it. Section C The main activities are 1a and 3a. 本课重点活动是 1a 和 3a。 Ⅰ. Teaching aims and demands 教学目标 1.Learn some new words: vacation, pond, nobody, secret, friendship, knowledge, daily 2.Go on learning used to do sth. (1)—Where did you use to swim? —I used to swim in the pond in front of my house. (2)—Did you use to go swimming during the summer vacation? —No, I didn’t. (3)—What hobbies did you use to have? —Aha, it’s a secret. 3.Talk about the advantages of hobbies: (1) Hobbies can bring people happiness, friendship and knowledge. (2) They help people relax after their daily work. (3) When people are getting old, hobbies can keep them healthy. (4) When people are sick, hobbies can help them get well soon. Ⅱ. Teaching aids 教具 小黑板/录音机/挂图/多媒体课件 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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 Did you use to … ?。 1. (师生对话，谈论业余爱好。) T:What do you often do in your spare time, S1? S1: I often go fishing. T:Why do you like it? S1: Because it’s very interesting. T:S2, what do you often do in your spare time? S2: … 101 … T: Good. We all like doing interesting things in our spare time. I like painting. But I didn’t like painting in the past and I used to enjoy watching TV. My interests are changing all the time. What about you? Please tell us your interests with“I used to do sth., but now I …” 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, I will ask some students to tell us their hobbies in the past and now. In this way, they can find new friends who have the same hobbies with them. S3, please! S3: Hi, I’m … I used to … , but now I like … Who shares my interest? Let’s be friends. S4: … 3. (师生对话，引出 used to do sth. 的疑问形式。导入新课。) T:I used to go to school on foot, but now I ride a bike. S5, did you use to go to school on foot? S5: Yes, I did./No, I didn’t. (板书) Did you use to … ? Yes, I did. / No, I didn’t. T:Did you use to go to school on foot, S6? S6: Yes, I did. (继续问一名不是步行上学的学生，引出 used to do sth.的特殊疑问句。) T:Did you use to go to school on foot, S7? S7: No, I didn’t. T:How did you use to go to school? S7: I used to go to school … (板书并适当讲解，要求学生掌握。) How did you use to …? I used to … T: S8, what did you use to do during the summer holidays? (板书并要求学生掌握。) What did you use to …? S8: I used to go swimming. (导入 1a。) T: Oh, the boy in 1a used to go swimming during the summer vacation, too. (板书) vacation the summer vacation=the summer holidays Step 2 Presentation 第二步 呈现(时间:11 分钟) 继续引导学生操练句型 used to do sth.，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:Did you use to go swimming in the summer vacation, S1? S1: Yes, I did. / No, I didn’t. (若学生回答 Yes，继续下面的问题。) 102 T: Where did you use to swim? S1: I used to swim in a swimming pool. T: You used to swim in a swimming pool. But I used to swim in the pond near my house. (板书并要求学生掌握。) pond T:Who taught you to swim? S1: I taught myself. T:Oh, nobody taught you. You taught yourself. How clever! (板书并要求学生掌握。) nobody (若学生回答 No，引出下面的问题。) T: What did you use to do? S2: I used to … (板书并要求学生掌握。) —What did you use to … ? —I used to … (引导学生问老师的爱好。) Ss: What hobbies did you use to have? T: Aha, it’s a secret! (板书并要求学生掌握。) secret 2. (学生听 1a 录音，回答设置在小黑板上的问题。) T: Listen to 1a. Then answer the questions on the small blackboard. (1) Where did he use to go swimming? (2) Who taught him to swim? (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: Read 1a by yourselves, and get the main ideas of the dialog. 4. (学生听 1a 录音跟读，注意语音、语调并标出关键词。) T: Please listen to 1a and repeat. Pay attention to the pronunciation and intonation and mark the key words. 5. (学生两人一组进行对话，练习 1a。) Step 3 Consolidation 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: Please act 1a out according to the key words. what, the summer vacation, swim, where, the pond, who, taught, nobody, clever, what hobbies, secret 2. (学生两人一组，用小黑板上的词或词组进行替换练习。练习 used to 的一般疑问句和特殊疑问句。) (1) fly kites where in the park (2) go fishing where in the pond (3) play computer games when on weekends (4) listen to music what music pop music T: Look at the small blackboard. Let’s make a dialog according to 1a using the words and phrases on it. Example: S1: Did you use to fly kites? S2: Yes, I did. 103 S1: Where did you use to fly kites? S2: I used to fly kites in the park. 3. (学生两人一组，用 What hobbies did you use to have?/I used to …/What hobbies do you have now?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: What hobbies did you use to have? S4: I used to play computer games. S3: What hobbies do you have now? S4: Well, I prefer going roller skating. … Step 4 Practice 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 used to do sth.句型造句，完成 2 中的内容。) T: Look at these pictures of Kangkang and Michael. Then complete the sentences using used to do sth. Let’s begin! (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: Do you like playing computer games? S1: Yes, I like it very much. T: I like playing computer games, too. Just now, you asked me about my hobbies. Now I tell you. In my spare time, I often play sports, listen to music and chat on the Net. (板书，让学生理解 chat 和 net。) chat, net chat on the Net T: All of us have our own hobbies. But what can hobbies bring us? Do you know? S2: Hobbies can bring us happiness.(帮助学生回答。) S3: They can bring us friendship.(帮助学生回答。) T: Yes, they can also bring us knowledge. (板书并要求学生掌握。) friendship knowledge T: What else can hobbies bring us? Let’s read 3a and find them out. 3. (让学生读 3a，根据上下文，猜词义，教师可给予帮助。) T: Read 3a and guess the meanings of the new words and phrases according to the passage. (板书并要求学生掌握 daily；了解 relaxing。) relaxing daily (师生问答，巩固 3a。) T: What else can hobbies bring us? S4: They can help people relax after their daily work. S5: When people are becoming old, hobbies can keep them healthy. … 4. (让学生听 3a 录音并跟读，标出关键词。) T: Listen to 3a and repeat, then mark the key words. 104 (1)do what they like — spare — keep pets — chat — collect (coins, dolls or stamps) — play sports — dance to music — play computer games (2)hobbies — bring (happiness, friendship, knowledge) — relax — daily work — old — keep … healthy — sick — get well 5. (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:Read 3a again, then practice 3b according to their own situations. 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: Please retell the text according to the key words in 3a. Three minutes to prepare. S6: People usually do what they like in their spare time … S7: In their spare time, people usually chat on the Net … S8: People have hobbies because hobbies can bring them happiness, friendship and knowledge … … Step 5 Project 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 used to do sth.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: Practice conversations with your partner using used to do sth. Then I will ask some pairs to the blackboard to perform. S1: What hobbies did you use to have? S2: I used to fly kites. S1: Where did you use to fly kites? S2: I used to fly kites in the park. S1: Who did you use to fly kites with? S2: I used to fly kites with my good friends. S1: What hobbies do you have now? S2: I like going fishing. S1: Why? S2: Because I think fishing is very interesting. 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’s chant. 3. Homework: 让学生用 used to do sth.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： What hobbies did you use to have? Section C in the summer vacation = Did you use to …? in the summer holidays —What hobbies did you use to have? used to do sth. —I used to listen to pop music. didn’t use to do sth. Section D The main activities are 1a and 4. 本课重点活动是 1a 和 4. Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words: 105 whether, lazy, ugly, stupid 2. Learn a useful sentence: He doesn’t mind whether they are good or not. 3. Review the pattern of used to do sth. 4. Review how to express likes and dislikes: (1) He enjoys eating fruit and vegetables. (2) Pink likes walking, too. (3) I hate/don’t like/don’t enjoy it. Ⅱ. Teaching aids 教具 单词卡片/图片/挂图/录音机/幻灯片/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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. I am very glad to be with you. Let’s chant 4 on Page 58. 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: Pretty good. We have learned some new words in Section A, B and C. Do you remember them all? Let’s have a competition and see who is the best. (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。) T: Boys and girls, we can do many interesting things in our spare time. Everybody has his/her own hobby. Do you want to know your classmates’ hobbies? Ss: Yes, we do. T: Please tell us your hobbies one by one, 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: I prefer singing. S2: He/She prefers singing and I like dancing. S3: He/She likes dancing and I love … … T: But my hobby is different from yours. I like animals. I think animals are our best friends. Do you like animals, S4? S4: Yes, I do. T:OK. In this lesson, let’s talk about pets. Step 2 Presentation 第二步 呈现(时间:14 分钟) 106 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:Do you have a pet in your home? S1: Yes. My pet is a little cat. T:Do you like it? S1: Yes, I like it very much. T: Why do you like it? S1: Because it’s clever and friendly. (利用反义词教学生词。) (板书并要求学生掌握 stupid；了解 unfriendly。) clever—stupid friendly—unfriendly T:What do you give it to eat? S1: I give it some meat to eat. T: Do you help it take a bath?(教师出示为动物洗澡的图片。) S1: Yes, I do. (板书并要求学生理解。) bath take a bath T:Good. Thank you. S2, do you have a pet? S2: … 2. (出示 1a 挂图。) T:Here is a picture. What can you see in the picture, S3? S3: I can see a boy and a pig. T:What are they doing? S3: They are running. T:Is the pig his pet? S3: Yes, I think it is. T:Good. Do you know whether he likes it or not? (板书，教师适当讲解并要求学生掌握。) whether … or not S3: Sorry, I don’t know. T:OK. Let’s read 1a. (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:Please read 1a. Guess the missing words, and understand the main idea. 4. (播放 1a 录音，让学生填入所缺单词。) T: Listen to 1a, and fill the missing words in the blanks. (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: Please listen to 1a and repeat, and mark the key words. Step 3 Consolidation 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: Please retell 1a according to the key words. 107 pets, pig, color, clever, clean, bath, fruit and vegetables, mind, good or not, 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: Read 1a again, then mark True (T) or False (F). ( )①Pink is dirty. ( )②The color of Pink’s skin is white. ( )③The pond is behind the house. ( )④Pink only eats good fruit and vegetables. ( )⑤Pink walks a lot. (核对答案。) (①F ②F ③F ④F ⑤T) 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, look at this. Do you like it? S1: Yes, I like it. T:Why do you like it? S1: Because it’s cute. T:Good. We can also say it’s lovely. What about your opinion, S2? S2: Oh, I don’t like it because it isn’t beautiful. T:You don’t like it because it’s ugly. (板书，用英语解释 ugly 含义，要求学生掌握。) not beautiful = ugly T:And some students think it’s lazy. (板书并要求学生掌握。) lazy T: Good. Do you have pets at home? Ss: Yes./No. 4. (让学生用 1b 的内容进行分组讨论，完成 1b。) T: OK, look at 1b. Please talk about your pets in groups, using the words in the box. After two minutes, some groups will give their reports. (两分钟后挑几组汇报讨论结果。教师给予点评。) Step 4 Practice 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, please go on working in groups of four, each student summarizes the key sentences and phrases in one section. Then the group leader joins them together and report. (2 分钟后) T:Please report them. (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: Well done. Let’s listen to the tape again and follow, then read it together. 3. (听写 3a，3b 的内容。) T: Let’s have a dictation about 3a and 3b. 108 4. (让学生根据 2 中的问题，以 My Hobbies 为题，写一篇短文，完成 2。) T: In this topic, we have talked about interests and hobbies. And we have learned how to express likes and dislikes. Write a passage about your hobbies. You’d better use the words and phrases such as “used to do sth.”, “like”, “be interested in” … Step 5 Project 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: Make a survey of people around you. Ask questions about their past and present hobbies to complete the table. Example: S1: What are your hobbies? S2: I love collecting paintings. S1: Why do you love collecting paintings? S2: Because I can learn a lot from them. S1: Did you use to collect paintings? S2: No, I didn’t. S1: What hobbies did you use to have? S2: I used to … … Name In the past Now Reason 2.(根据调查结果写一篇报告) T: Write a report about your survey and deliver it in class. Example: S3:Wang Wei likes collecting paintings because he can learn a lot from them, but he didn’t use to collect them… (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： What hobbies did you use to have? Section D take a bath He doesn’t mind whether they are good or not. whether … or not Topic 2 What sweet music! Section A The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ. Teaching aims and demands 教学目标 109 1. Learn some new words and a phrase: concert, go on, language, lend, tape, violin, drum, price, ad, pay 2. Learn about exclamation: (1) How exciting! (2) And it sounds beautiful! (3) Oh, wonderful! (4) That’s too bad! 3. Talk about concert and musical instruments. 4. Enjoy music and musical instruments. Ⅱ. Teaching aids 教具 多媒体课件/录音机/音乐磁带/小黑板/挂图/幻灯片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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: From last topic, we’ve learnt how to express our interests and hobbies. Now I’ll ask some of you to report your teachers’ interests and hobbies. You’d better use these words and phrases, such as “used to do sth.”, “now” and “because”. Please go. S1: Our headteacher used to stay at home, but now he often climbs mountains. Because he thinks climbing mountains is good for his health. S2: Our Chinese teacher used to … S3: Our maths teacher … S4: Our English teacher … S5: Our P.E. teacher … T: Most of us like going to the movie or listening to music in our spare time, because they can make us relax after daily work. Let’s see some parts of a movie and guess what its name is. 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: Are you moved by the pictures? Ss:Yes, we are. T: Have you seen the film, S6? S6: Yes, I have. T: Who knows the name of the film? S7: Titanic. T: Do you like the music in it? Ss:Yes, we do. (教师播放 My Heart Will Go On 这首英语歌曲。) T: It sounds beautiful! Right? Ss:Yes. Very beautiful! T: Please tell me its name, S8. S8: My Heart Will Go On. (教师可以帮助回答。) T: Can you sing this song? (再放 Titanic 的主题曲 My Heart Will Go On, 鼓励全班同学一起唱。) T: Do you know who sings the song? 110 S9: I know. Her name is Celine Dion. T: Yes. And she is my favorite singer. (板书，要求学生掌握 go on，理解 singer，并让学生体会感叹句“It sounds beautiful!”的语气与情感。) My Heart Will Go On Celine Dion singer It sounds beautiful! T: Who has some tapes of her songs? (教师手举磁带让学生理解 tape 的含义。) Ss: I have. T: Can you lend some to me?(加上手势) It means“May I borrow some from you?” Ss:Of course. (板书，然后解释，并要求学生掌握 tape 和 lend，讲解 lend 与 borrow 的区别。) tape lend … to … borrow … from … T: Boys and girls, I have good news to tell you. Celine Dion is going to give a concert. Would you like to go to the concert? (板书并要求学生掌握。) give a concert go to the concert Ss: Yes, we’d like to. T: OK. When and where is she going to give the concert? Let’s listen to the tape and you will know the answer. (由此导入 1a。) Step 2 Presentation 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)Where is Celine Dion going to give the concert? (2)What time is the concert going to start? (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: Please read 1a. Find out the new words and find the answers to the other two questions on the small blackboard. (1)What is Sally going to do this Sunday evening? (2)Is Jack going to the concert? 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’ai English Language School。) language, Ren’ai English Language School 2. (让学生再读 1a 对话，试着找出感叹句。) T: OK. Please read 1a again and try to underline the exclamatory sentences. If you want to say something suddenly and loudly, especially because you are surprised, impressed, or in pain, you can use these sentences to express exclamation.(可适当用汉语解释感叹句的用法。) Example: (When you watch an exciting basketball game) You can say like this,“Oh, wonderful! Come on!” concert 111 (When you hear a piece of nice music) You can say,“It sounds beautiful! What sweet music!” (If you hear someone is going to a wonderful concert) You can say,“How exciting!” (When you invite someone to see a wonderful film, but he can’t come) You can say, “That’s too bad!” (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) It sounds beautiful! (3) What sweet music! (4) How exciting! (5) That’s too bad! T: Please change the sentences into English.“多么聪明啊！”S1, please. S1: How clever! T: Good!“多么好的天呀！”S2, please. S2: What a nice day! T: Well done!“多么有趣的书呀！”S3, please. S3: What an interesting book! (让学生朗读，体会感叹句的语气与情感。) Step 3 Consolidation 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: Please listen to the tape. Boys read after Jack and girls read after Sally. Pay attention to the pronunciation and intonation. 2. (学生两人一组，表演对话。) T: Great! Now please act the dialog out in pairs in class. 3. (让学生以 I’m going to the concert this Sunday evening 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: Well done. Next, please make a dialog in pairs according to the words on the small blackboard. You must use some exclamatory sentences. Singer Place Time Song Z u y i n g at t h e M u s i c H a l l at 7 : 0 0 p . m . 112 Example: A: What are you going to do this Sunday evening? B: I’m going to a concert. A: How exciting! Who is going to sing at the concert? B: Song Zuying. Do you know La Mei Zi? A: Yes. Is that her song? B: That’s right! And it sounds great! A: Where is she going to give the concert? B: At the Music Hall. A: Oh, wonderful! What time is it going to start? B: At 7:00 p.m. Why not come with me? A: I’d like to, but I am going to see my grandparents this Sunday evening. B: That’s too bad! 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: How clever you are! I hear The Same Song is coming to our school next week. Ss: How exciting! T: Do you want to enjoy exciting hip hop? Ss: Yes. (板书并要求学生了解 hip hop。) hip hop T: The Same Song is coming to Dabieshan, too. Now, look at the poster in 1b, then make a conversation similar to 1a with your partner. Step 4 Practice 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: Now let’s go to the concert. Please listen. Is it the sound of a piano? S1: No, it isn’t. I think it’s the sound of a violin. (同时，教师出示小提琴的挂图并帮助学生回答。) T: That’s right. It sounds great! (接着教师出示二胡的挂图。) T: What’s this? Is this a violin? Ss:No, it isn’t. It’s an erhu. (教师用同样的方式教授单词 drum，板书并要求掌握 violin 和 drum。) violin, drum T: Violins, pianos, guitars and drums are musical instruments. What kind of musical instrument are you interested in? Please tell us. S2. (板书，让学生猜测词义并要求学生理解。) musical, ins tru me nt S2: I’m interested in the piano. It sounds nice. T: Can you play the piano? S2: Yes, of course. I began to play the piano when I was six years old. T: Oh, what a clever boy/girl! Can anyone else play the musical instruments? S3, please. 113 S3: I can’t play the piano, but I can play the guitar. T: Who taught you to play it? S3: Nobody. I taught myself. T: Really? How clever! Thank you. Who can play the drums? Nobody? S4, are you going to learn the drums? S4: No, I don’t like them. T: What kind of musical instruments are you going to learn? S4: I’m going to learn the violin. T: Why? S4: Because it sounds great. T: Good. Thank you. 2. (让学生听 2a 录音，完成 2a。) T: Now, please turn to Page 62, 2a. Look, listen and number the pictures. (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:Well done! Now can you talk about the following questions on Page 62 in pairs? (请 2~3 组表演对话。) Example: S5: What kind of musical instruments do you know? S6: The piano, the violin, the guitar and the drums. S5: Which is your favorite? Why? S6: The piano. Because it sounds beautiful. S5: What kind of musical instruments can you play? S6: I can play the guitar. S5: What other kind of musical instruments are you going to learn? S6: I’m going to learn the piano. 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’s an ad for our club. S6, if you want to learn the piano, you’ll pay ￥100 for a piano lesson. Would you like to come and have a try? S6: Yes, I’d love to. Because it sounds great. T: Very well! I hope you will become a musician when you grow up. S7, an art lesson is ￥60. Would you like to come? S7:Yes, I will. I like drawing very much. T: Good! I hope you will be an artist when you grow up. S8, are you going to be a folk dancer when you grow up? S8: Yes. T: Well. The price of dance lesson is ￥50 each. Now let’s read the ad. And finish 3 by yourselves. (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, price Step 5 Project 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：Suppose New Year is coming, our class will hold a party. Will you please help me make a poster with the program list? Example: 114 Welcome to the New Year Party! Want to spend an exciting evening? Want to enjoy wonderful music? Want to see great performance? Come on! Time: 7:00 p.m.— 9:00 p.m. Saturday, Dec. 25th Place: the School Hall. Program List: (1) Ballet Maria (6) Kungfu Jack (2) Guitar playing Jane (7) Dancing the disco Kangkang, Michael (3) Rock song Michael (8) Magic tricks Tom (4) Poem recitation Helen (9) Piano playing Wen Wei (5) English song Jenny (10) Dancing Lily, Lucy 2. (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: Well done! Make a dialog according to the poster. You’d better use the exclamatory sentences. Example: S1: What are you going to do next Saturday evening? S2: I’m going to the New Year party. S1: It sounds great! Who is going to hold the party? S2: Class 4, Grade 8. S1: Where are they going to hold the party? S2: In the School Hall. S1: What time is it going to start? S2: At 7:00 p.m. S1: How many programs are there at the party? S2: Ten. S1: Which program do you like best? S2: I like ballet best. … 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 Section B 做准备。 板书设计: What sweet music! Section A lend … to … Oh, wonderful! borrow … from … How exciting! give a concert It sounds beautiful! go to the concert That’s too bad! Section B The main activities are 1a and 3a. 本课重点活动是 1a 和 3a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and a phrase: everyday, simple, be famous for 115 2. Learn some useful sentences: (1) It’s hard to say. (2) I don’t mind it. 3. Go on learning about exclamation: (1) How exciting! (2) What sweet music! 4. Talk about some types of music: (1) Classical music is serious music. (2) Pop music often comes and goes quickly. (3) Country music, rock music and jazz are all pop music. (4) Folk music is simple but special. 5. Learn how to express likes and dislikes: (1) It’s great! I love it! (2) It is good music. (3) I don’t like this kind of music. (4) I hate to listen to rock music. Ⅱ. Teaching aids 教具 音乐磁带/多媒体课件/小黑板/录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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: Do you often listen to music in your free time? SS: Yes, we do. T: OK. Let’s go to the concert. All right? 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: What do you think of this concert, S1? S1: How wonderful! T: Good! What about you, S2? S2: What sweet music! … T: Who’s the singer? Ss:Jay Chou. T: What’s the name of the song? Ss:It’s … T: What kind of music is it? Ss:Pop music. T: How many kinds of music do you know? S3: Rock music. S4: Country music. … T: Any more? Ss:Sorry, we don’t know. 116 T: Now, let’s come to learn Section B. We will talk about many kinds of music. Step 2 Presentation 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’ve just heard some pieces of music, they are all folk music. How do you like them? S1: How wonderful! S2: It’s too serious. I don’t like it. … T: Now, let’s enjoy some other pieces of music. 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: Do you like them? They’re all classical music. Ss:Yes./No. (板书，让学生猜测词义，要求学生理解。) classical T: Classical music sounds wonderful. And it’s very serious. S3, do you like classical music? S3: Yes, I do. T: Why? S3: Because it sounds beautiful. T: Good. What about you, S4? S4: I don’t like classical music. T: Why don’t you like it? S4: Because it’s too serious. T: OK. Let’s go on listening. 3. (教师继续播放音乐，选用 Beatles 的爵士乐。) T: What kind of music is it? Do you know? Ss:It’s jazz.（帮助学生回答。） T: You’re right. It’s jazz. Jazz is also pop music. It’s the music of Beatles. (板书解释生词。要求学生理解 jazz，了解 Beatles。) jazz, Beatles 4. (师生共同总结音乐的种类。) T: Boys and girls, we have learnt many kinds of music. Now please try your best to sum them up, then let’s check them together. (几分钟后，师生共同核对答案。教师板书并要求理解。) pop music, rock music, country music, piano music, violin music, folk music, classical music, jazz 5. (学生欣赏音乐并说出它属于哪类音乐。) T: Well, I’ll play some pieces of music, please tell me what kind of music they belong to. The first one … Is it folk music? S5: No. T: What kind of music is it? S5: It’s … … (答对的给予鼓励。由师生问答引入 1a 听力。) 117 T: There are many kinds of music. What kind of music do you prefer, S6? S6: I prefer pop music. T: Good. Thank you. What kind of music do you like best, S7? S7: I like rock music best. T: What about you, S8? Do you like classical music best? S8: No, I don’t. T: Why not? S8: Because it’s too serious. Rock music is my favorite. T: Oh, I know. Is rock music Wen Wei’s favorite, too? Let’s listen to 1a. (导入 1a。) 6. (请学生听 1a 录音，回答小黑板上的问题。) T: Now, let’s listen to 1a and answer the questions. (出示小黑板。) (1)What does Wen Wei do in his free time? (2)Is rock music Wen Wei’s favorite? (核对答案。) 7. (让学生再听 1a 录音，回答几个细节问题。) T: Listen to 1a again, and find out the answers to the following questions. (出示小黑板。) (1)What kind of music did Wen Wei use to enjoy? (2)What kind of music does he like now? (3)What kind of music does Jane like best? (核对答案。) Step 3 Consolidation 第三步 巩固(时间:7 分钟) 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: Listen again and repeat. Boys read after Wen Wei and girls read after Jane. 2. (学生两人一组练习对话。然后教师请几组学生表演。) T: Nice work. Now please practise the dialog with your partner. Then I’ll ask some pairs to act it out in the front. 3. (分别请两个学生来描述 Wen Wei 和 Jane 喜欢的音乐。) T: Now we know what kind of music Wen Wei likes and dislikes. Can you tell me about it without your book? S1, please. S1: Yes. Wen Wei used to enjoy pop music, but now he likes folk music. He doesn’t like classical music at all, because he thinks it’s too serious. T: What about Jane? S2, please. S2: Jane’s favorite is not classical music, but she doesn’t mind it. She likes pop music best. 4. (学生独立完成 1b。) T: Well done. Let’s read 1b and fill in the blanks according to 1a. (核对答案。) 5. (让学生听 2 录音，选择正确答案。完成 2。) T: We have known what kind of music Jane and Wen Wei like. What about Kangkang and Li Xiang? Listen to the tape and finish 2. (核对答案。) 118 Step 4 Practice 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: There are many kinds of music. Can you say something about them? S1: Classical music is too serious. S2: Pop music is very exciting. Many young people like it very much. S3: Jazz sounds noisy. S4: … T: OK, country music, rock music and jazz are all pop music. It’s usually about love and everyday life. Does it go quickly? Ss:Yes. (板书生词，教师适当讲解并要求学生掌握 everyday；理解 quickly。) everyday quickly T: Right, and do you know who is famous for pop music? Ss: Jay Chou, Cai Yilin, … T: Is Tengger famous for it, too? Ss: No. T: That’s right. He is famous for his folk songs. Do you like folk songs, S5? S5: Yes./No. T: I like folk songs, because folk music is simple. (板书，领读并要求学生掌握。) simple, be famous for, folk song T: OK. Let’s read 3a and learn more about music. 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) What is T: Now let’s listen to 3a and repeat, then answer the questions on the blackboard. (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) How many kinds of music do you learn from the passage? What are they? (2) Who wrote great classical music? (3) What are pop music? (4) Who are famous for their folk songs? (学生读完后抢答。) T: OK. Now we know the kinds of music. Boys and girls, quick response! (板书答案。) (1) Three. They are classical music, pop music and folk music. (2) Beethoven and Mozart. (3) Country music, rock music and jazz are all pop music. (4) Guo Lanying, Song Zuying and Tengger are famous for their folk songs. 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, listen to the tape again and repeat. Then underline the key words after the example. classical music pop music folk music like? 119 (1) (放第一段录音，要求学生注意关键词，教师板书。) classical music—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。) pop music—quickly—love—everyday life—country—rock—jazz—popular—young people (3) (放第三段录音。学生找出关键词，教师提问学生并板书。) folk music—simple—special—are famous for—folk songs 5. (让学生准备两分钟，根据关键词，分段复述课文。) T: Now let’s say something about classical music according to the key words on the blackboard. S6, please. S6: Classical music is … T: Good! Now talk about pop music. Volunteers? S7, please. S7: Pop music often comes … T: Well done! S8, would you please talk about folk music? S8: Certainly. Folk music is … T: Great! Thank you. 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: Now read 3a again. Please describe your feelings about different kinds of music. You can use the sentences in 3b. Example: I like pop music. It is good music, but I don’t like classical music because it is serious … (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: Now please make up a dialog similar to 1a with your partner to describe your feelings about different kinds of music. Example: S9: What kind of music do you like? S10: It’s hard to say. I used to enjoy jazz, but now I hate it. I think it’s too noisy. I prefer country music now. S9: Do you like folk music? S10: Yes, it is good music. How about you? S9: Folk music is not my favorite, but I don’t mind it. I like rock music best. Step 5 Project 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: Now let’s play games. You can work in groups of eight. Each member in a group performs or sings. The other groups guess what kind of music it is. Please go. 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: Please make a survey to find out your classmates’ favorite kinds of music, favorite singers and the reasons. Fill in the following table and write a report according to the table. Name Favorite music Favorite singer Reason 3. (以播放腾格尔的《蒙古人》这首歌曲结束本节课。) 120 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: What sweet music! Section B folk music It’s hard to say. rock music I used to enjoy pop music, but now I like folk music. pop music Classical music is not my favorite, but I don’t mind it. country music I like pop music best. classical music like … best jazz Section C The main activities are 1a and 2. 本课重点活动是 1a 和 2。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: at last, set up, member, continue, birth, director, weight, kg, height 2. Learn to describe your favorite singer or band: (1) U2 is the name of a band from Dublin, Ireland. (2) It is one of the most famous rock bands in the world. (3) People all over the world still enjoy their music very much. 3. Talk about and write one’s personal file. Ⅱ. Teaching aids 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-finger Teaching Plan 五指教学方案 Step 1 Review 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。) T: We all like music. Now I’ll play some music. Please tell me what kind of music it is.(播放音乐。) Ss: Classical music. T: What about this one? 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: How clever! What kind of music do you like? Which singer do you like best? S1: I like pop music. I like Jay Chou best. 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 Do you like any music groups like S.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: How many singers are there in S.H.E?(或其他乐队。) 121 Ss: Three. T: And Twins?(或其他乐队。) Ss: Two. T: Yes. You are right. They are music groups. We often call this kind of music group a band. (板书领读，并让学生猜测词义，只需了解。) band T: Can you tell me something about other music bands? 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! In this lesson, let’s talk about some bands. Please follow me. Step 2 Presentation 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! Who are they? Ss: They’re Yu Quan Band. T:Can you say something about them? S1: Yes. They’re Chen Yufan and Hu Haiquan. S2: … … (学生用英语说的信息可能有限，教师要及时总结。) T: You are right. Yu Quan is a band. It is one of the most famous bands in China. There are two members in it. (板书并让学生猜测词义，要求学生掌握。) member T:When did they form the band and who is the main singer? Do you know? Ss: Sorry, we don’t know. T:Chen Yufan is the main singer and Hu Haiquan is both a singer and a guitar player. They are both musicians. The two boys formed the band in 1998. We can also say they set up the band in 1998. (板书并让学生猜测词义，要求掌握 set up。) set up T: They are famous for their pop songs. They continue to make music and young people all over the country enjoy their songs very much. (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: Do you like Yu Quan Band? Ss: Yes. T: What do you think of it? S3, please. S3: It is one of the most famous bands in China. T: How many members are there in it? S4: Two. T: When did they form the band? S5: In 1998. 122 T: What do they continue to do? S6: They continue to make music. T: Who enjoy their songs? S7: Young people all over the country enjoy their songs. T: Great! Now we’ll learn another band from Ireland. Its name is U2. (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, please listen to 1a and read after the tape. Then read the text together. 4. (让学生快读 1a，并找出关键词，教师板书，要求学生掌握 at last，了解 Grammy。) T: Well done. Next please read 1a quickly and try to find the key words. (1) U2 — name — Ireland — famous — world (2) 1978 — a 17-year-old — musicians — at last — set up (3) traveling — concerts — people — love — songs —popular — Grammies (4) four — still — continue to — people — enjoy Step 3 Consolidation 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: Read 1a quickly and mark True (T) or False (F) in 1b according to 1a. (2 分钟后核对答案。) T: OK, now let’s check the answers. S1, please. Is U2 a music group? S1: Yes. That’s true. T: Good. Three boys formed the band in 1976. Is that true or false? S2, please. S2: False. T: Right. Are the members of the band all from England? S3, please. S3: No, they’re from Dublin, Ireland. T: Very good. S4, please. Do people all over the world still enjoy U2’s music very much? S4: Yes. T: That’s right. Now listen to the tape and repeat. Then read it together. 2. (让学生根据关键词，复述课文。) T:Now please retell the story together. One, two, three, go! Ss: U2 is a band from Ireland, … T:Boys together, go! Ss: … T:Girls together, go! Ss: … T:Volunteers? 123 S5: U2 is … T:Great! Is U2 your favorite band? Ss: Yes. / No. Step 4 Practice 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:Is U2 your favorite band? S1: No, it isn’t. T:Which band is your favorite? S2: Yu Quan./S.H.E./Flowers Band./… T:Who’s your favorite singer? S3: Jay Chou./Li Yuchun./… T:What’s your favorite song? S4: Qi Li Xiang./… T:Which band do you think is the most popular in China? S5: Flowers Band./… T:Who do you think is the most popular singer on the Internet? S6: Tang Lei./… … (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:Do you know him? Ss: Yes, he is Larry Mullen. T:Can you say something about him? 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。) English name: Larry Mullen Date of birth: October 31st, 1961 Place of birth: Ireland Nationality: Irish Occupation: Singer Weight: 70 kg Height: 173 cm Favorite color: Favorite food: Hobbies: Favorite song: (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, height 3. (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: Listen to 2 and then finish Lin Jie’s personal file. (可以读两遍。) 124 (板书并解释生词，要求学生掌握 director；理解 Hong Kong 和 MTV。) Hong Kong, director, MTV 4. (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: Please introduce Lin Jie in your own words. You can begin like this: Her name is Lin Jie. Her English name is … (鼓励学生参与此活动，教师要随时提供帮助。) 6. (师生共唱 Take Me Home, Country Roads 这首歌。完成 3。) T: Let’s sing this song: Take Me Home, Country Roads. Step 5 Project 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: I know many of you love popular singers and bands. Now please write a passage about your favorite band, according to the information you’ve collected. Then I’ll ask several students to report it in class. (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: Well done. Next, please make a personal file of your favorite singer. Example: Chinese name: English name： Date of birth: Place of birth: Weight: Height: Favorite color: Favorite food: Hobbies: Favorite song: 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： What sweet music! Section C at last U2 is the name of a band from Dublin, Ireland. set up a band It’s one of the most famous rock bands in the world. continue to do sth. People all over the world still enjoy their music very much. Section D The main activities are 1 and 6. 本课重点活动是 1 和 6。 Ⅰ. Teaching aims and demands 教学目标 1. Learn a new word: lovely, everybody 2. Review some useful sentences: (1)It’s hard to say. (2)I don’t mind it. (3)They are very popular among young people. (4)Pop music often comes and goes quickly. 125 3. Review exclamation. 4. Review some expressions of likes and dislikes: (1)Li Xiang likes listening to jazz. (2)But Tom hates it because he thinks it is too noisy. Ⅱ. Teaching aids 教具 乐器/小黑板/录音机/课件/音乐磁带/卡片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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: Well done! Let’s enjoy some beautiful music. (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: It sounds sweet! What kind of music do you like, S1? S1: It’s hard to say. I used to enjoy folk music, but now I like pop music. T: What’s pop music? S1: Rock music, country music and jazz are all pop music. T: Right. They are very popular among young people. Do you like rock music, S2? S2: No, I don’t like it at all. T: Why? S2: I think it’s too noisy. T: Do you like classical music, S3? S3: No, it’s too serious. I like folk music. T: Who’s your favorite singer? S3:Tengger. He’s famous for folk songs. T: What do you think of jazz, S4? S4: It’s not my favorite, but I don’t mind it. I like country music best. T: Which band is your favorite, S5? S5: Flowers Band. T: What do you think of U2, S6? S6: It’s one of the most famous rock bands in the world. T: Is it your favorite? S6: No, it isn’t. My favorite band is S.H.E. … T: Now I have known your favorite music, singers, bands and songs. I want to know what kind of musical instruments you can play. Please tell me one by one and play it for us. Let’s start. (课前准备好乐器，放在班内。) S7: I can play the violin. T: Let’s enjoy your performance. (学生在教室前表演。) S8: I can … … T: Great! You have your own hobbies. Now let’s learn about the boys’ hobbies in 1. 126 Step 2 Presentation 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: We know key words can help us a lot while we are reading. Now please read 1 quickly. And underline the key words. Kangkang —— piano —— fun Li Xiang —— jazz —— wonderful Tom —— violin —— happy Wang Junfeng —— 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, please read 1 carefully again and complete the table.(2 分钟后核对答案。)S1,please. S1: Kangkang likes piano music very much because it is great fun for him. T:Right. What about Li Xiang? S2, please. S2: He likes listening to jazz because it sounds wonderful. T:How clever! S3, what about Tom? S3: He likes violin music best because it makes him happy. T:Excellent! What about Wang Junfeng? S4, please. S4: He likes playing drums because it’s exciting. T:Good. He thinks playing the drums is exciting. Name Likes Reason Kangkang piano music It is great fun for him. Li Xiang jazz It sounds wonderful. Tom violin music It makes him happy. Wang Junfeng drums Playing the drums is exciting. Step 3 Consolidation 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) When did Kangkang begin to play the piano? Who taught him? (2) What does Tom hate? Why? T: Next, let’s listen to 1 and repeat it. Pay attention to the pronunciation and intonation.Then answer the questions on the small blackboard. (两分钟后核对答案。) S1: He began to play the piano when he was eight. S2: A music teacher taught him. S3: Tom hates jazz because he thinks it is too noisy. 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: Well done. Boys and girls, work in groups of five, four students act four different roles, and the rest one retells the whole text. At last, choose the winner. OK? Please go. Example: S4: Kangkang likes … S5: Li Xiang … 127 S6: Tom … S7: Wang Junfeng … S8: … Step 4 Practice 第四步 练习(时间:10 分钟) 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。) Just now, we learnt a lot about Kangkang’s and his friends’ hobbies. Here’s good news for you. They’re going to the party tonight. Do you want to enjoy wonderful music? Do you want to know what they are going to perform? Please listen to the news. Then finish 3 on page 68. (播放录音，核对答案) T:Good, come on! Everybody is welcome to the party! Ss: How exciting! / 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。) play the drums, play the violin, play the piano, play the guitar 2. (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. Now let’s play games. You’ll work in groups of two or three. Everybody has a card and there is only one word on it. You make an exclamatory sentence, using the words on the cards as quickly as you can. Then write it on the blackboard. The first three groups will be winners. Please go. (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。) What a lovely dog! How wonderful! What bad weather! How carefully he studies! What beautiful flowers! How delicious! 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. adv. 4. (放 5a, 5b 录音并让学生跟读。) T: Great. Now let’s go over 5a, 5b. Please listen and repeat. Step 5 Project 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: Next we’ll use the words in the topic to play“pick apples”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 +! +!How+ 128 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: Suppose we are going to host a singing contest in our classroom. Can you make a poster about it? Then choose one of your favorite singers and make a personal file for him/her. At last write a passage about him/her. (1)(师生共同制作一个宣传比赛的海报。) Singing Contest Want to spend an exciting evening? Want to show yourself? Want to watch great performance? Come on! Welcome to the Singing Contest! Time: 7:00 p.m.—9:00 p.m. Nov. 7th. Place: the classroom of Class Four (2)(选出一名你最喜欢的歌手，并为他/她制作个人档案。) Chinese name: English name: Date of birth: Place of birth: Weight: Height: Favorite color: Favorite food: Hobbies: Favorite song: (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： What sweet music! Section D Topic 3 What were you doing at this time yesterday? Section A The main activities are 1a and 2a. 本课主要活动是 1a 和 2a. Ⅰ.Teaching aims and demands 教学目标 1.Learn some new words: shower, radio, duck a/an+adj.+ n. (C) adj.+ n.(U) +! adj. + n. (pl. C) the drums the violin the piano the guitar What+ play How+ adj. adv.+! everybody 129 2. Learn the past continuous tense: (1) — What were you doing at this time yesterday? — I was taking a shower. (2) — What were you doing from seven to nine yesterday morning? — I was learning English. (3) — Were you playing computer games? — Yes, I was./No, I wasn’t. (4) What was he/she doing at nine o’clock last Sunday morning? 3. Go on learning some useful expressions on making a telephone call: (1) May I speak to Jane? (2) Hold the line, please. Ⅱ. Teaching aids 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-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:15 分钟) 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: Good morning, everyone! What a nice day! I’m glad to see you. Ss: Glad to see you, too! T: Do you want to sing a song with me? Ss: Yes. T: OK. First listen to me. Then follow me. Are you sleeping? Are you sleeping? Brother John, brother John. Morning bell’s ringing. Morning bell’s ringing. Ding — dong — ding. Ding — dong — ding. (教师教学生唱这首歌。) T: Do you understand this song? Ss: Yes. T: Who can tell me what kind of tense it uses in this song? S1: The present continuous tense. (教师帮助学生回答。) T: Who can tell me the form of the present continuous tense? S2: be (am/is/are)+doing … T: Please look at these pictures. Then make similar conversations after the example. (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。) Picture 1 Picture 2 Picture 3 Picture 4 Example: T:Look at the young woman. Is she running? S3: No, she isn’t. T:What is she doing? 130 S3: She is dancing. 2. (教师设置情境，由现在进行时，导入过去进行时。) T:What time is it now? Ss: It’s … (视具体情况回答。) T:What are we doing now? Ss: We are having an English class now. T:Good. You are having an English class now. But you were having a math class at this time yesterday.(教师手指班内的课程表，帮助学生理解该句的含义。) (板书) You were having a math class at this time yesterday. (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) present continuous tense: be (am/is/are)+v.-ing past continuous tense: be (was/were)+ v. -ing T:Can you say a few sentences with the past continuous tense? S4: I was doing my homework at this time yesterday. S5: … 3. (教师再次展示之前四幅图片中的 Picture 1，师生对话操练过去进行时的特殊疑问句。) T:OK. Look at this picture. What was the girl doing at this time yesterday? Ss: She was dancing at this time yesterday. … (板书) What was the girl doing at this time yesterday? 4. (教师出示一个小女孩在淋浴的图片。) T: What is she doing? Ss: She is taking a bath. T: Right. We can also say she is taking a shower. (板书，解释 shower，并要求掌握。) shower 5. (教师出示一个学生在听收音机的图片。) T: What is the boy doing? He is listening to the radio. (板书并要求掌握。) radio T: S6, do you often listen to the radio? S6: Yes, I do./No, I don’t. (出示一女孩在吃烤鸭的图片，图片下方注明时间“at twelve, yesterday”。) T: What was the girl doing at twelve yesterday? Ss: She was having lunch. T: Yes, she was eating Beijing roast duck. (板书并要求学生掌握 duck，理解 roast。) Beijing roast duck Step 2 Presentation 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。 131 1. (让学生听 1a 录音，回答问题。) T: Now we are having an English lesson. What is Jane doing now? What was Jane doing at this time yesterday? Let’s listen to 1a and find out the answers to these questions. (出示小黑板。) (1)What is Jane doing now? (2)What was Jane doing at this time yesterday? (核对答案。) 2. (让学生跟读 1a 录音，并画出关键词句。) T: Listen to the tape and repeat it, then find out the key words and sentences. (板书并讲解关键词句。) Hello—This is …—May I …—Hold the line—What are … doing?—practicing the violin— at this time yesterday—called—nobody answered—taking a shower 3. (让学生再读 1a，总结本课的电话交际用语并板书。) (1)May I speak to …? (2)Hold the line, please. Step 3 Consolidation 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’s mother。) T: OK, let’s make a conversation with CAI. I’m Jane’s mother. You’re Maria. Begin! Example: T:Hello! Ss: Hello! This is Maria speaking. May I speak to Jane? T:Hold the line, please. CAI: Hello, Maria! Ss: Hello! What are you doing, Jane? ... 2. (转换角色，让学生充当 Jane。) T: Practice the dialog in roles again. Now, you act as Jane. 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: Please use the toy phone to practice the dialog in groups of three according to the key words and sentences. In two minutes, I’ll ask several groups to act them out in the front. 4. (学生两人一组操练对话，完成 1b。) T: Please look at the pictures in 1b. Then make conversations with your partner after the example. Step 4 Practice 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:I was watching TV at nine o’clock last night. Were you watching TV at that time last night? S1: Yes, I was. S2: No, I wasn’t. I was sleeping. (板书并讲解过去进行时的一般疑问句的构成及简略答语。) Were you watching TV …? Yes, I was./No, I wasn’t. 132 (让学生做接龙游戏，操练过去进行时的一般疑问句。) T: Let’s play a game in chains. Practice the general question of the past continuous tense after the example. Example: S3: I was doing my homework at eight o’clock last night. Were you doing your homework then? S4: Yes, I was. Were you doing your homework at eight o’clock last night? S5: No, I wasn’t. I was listening to music. Were you listening to music at that time? S6: … … 2. (让学生根据 2a 的图片，模仿例子进行操练。) T: Please look at these pictures in 2a. Ask and answer in pairs after the example. I’ll ask several pairs to act them out in the front. Example: S7: What were you doing from seven to nine yesterday? S8: I was listening to the radio. Were you listening to the radio? S7: Yes, I was. / No, I wasn’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: Make a survey in groups of five. You can vote a student as a reporter to interview the others. Then complete the table in 2b. Example: R: What were you doing at nine o’clock last Sunday morning? S9: I was reading English. R: What were you doing at nine o’clock last Sunday morning? S10: I was running. … (让学生根据调查结果向全班做一个报告，完成 2b。) T: Give a report to your class according to the survey and finish 2b. G1: … G2: … … (对于报告流畅的小组，给予表扬。) Step 5 Project 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:What does A usually do on the playground after school? Ss: He usually plays basketball. T:Did he play it yesterday? Ss: Sorry. I don’t know. T:Is he playing football now? Ss: No, he isn’t. T:What is he doing now? Ss: He is playing basketball. 133 T:What was he doing at five yesterday? Ss: He was playing basketball. (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: Please make a survey in pairs about what your partner was doing at different times last Sunday. Then fill the results into the table. Name Time What was he/she doing? 6:00—7:00 a.m. 9:00—10:00 a.m. 11:00—12:00 a.m. 2:00—3:00 p.m. 5:00—6:00 p.m. 8:00—9:00 p.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: What were you doing at this time yesterday? Section A duck am/is/are+v.-ing take a bath = take a shower was/were+v.-ing listen to the radio May I speak to Jane? Hold the line, please. Section B The main activities are 1a, 1c and 2a. 本课重点活动是 1a, 1c 和 2a. Ⅰ.Teaching aims and demands 教学目标 1. Learn some new words and useful phrases: agree, pleasant, agree with sb., handsome, useful, sad, make faces, laugh 2. Learn some useful sentences: (1)I thought it was just so-so. (2)I thought he was very brave! (3)It’s nothing serious. (4)Miss Wang was angry with me. 3. Go on learning the past continuous tense: (1)—What were you doing at this time last night? —I was watching a Harry Potter movie. (2)Because I made faces and made my classmates laugh when she was giving us a lesson. (3)You weren’t listening to the teacher. 4. Learn to express agreement and disagreement: —I think classical music is pleasant. I agree with you. / Yes, I think so. I don’t agree. / No, I don’t think so. I think it’s boring. Ⅱ. Teaching aids 教具 — 134 挂图/课件/录音机/小黑板/卡片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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’s check the homework. Now I’ll ask several students to report what they were doing at different times last Sunday. Volunteers? S1: I was running from 6:30 to 7:00. Then at 7:30 I was having breakfast … S2: I had a nice weekend. I was playing computer games from 6:00 to 7:00. Then … S3: … … (让学生进行链式问答，复习过去进行时。) T: Ask and answer one by one, using the past continuous tense. S4: I was doing my homework at 8:00 yesterday evening. What were you doing at 8:30 yesterday evening? S5: I was watching TV. What were you doing from 9:00 to 9:30 yesterday evening? S6: I was studying. What were you doing at 10:00 yesterday evening? S7: I was sleeping. What were you doing from 6:00 to 6:30 yesterday evening? S8: I was having supper … … 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’s play a game in pairs. One does the action, the other guesses what he/she was doing at six o’clock this morning. S9, S10, you two, please. (S10 做动作。) S9: Were you playing the piano at about six o’clock this morning? S10:No, I wasn’t. S9: Were you getting up? S10:Yes, I was. It’s your turn. … (过渡到本课内容。) T: Do you know what your parents were doing at 8:00 yesterday evening? S11: They were watching movies. They like watching movies very much. (教师面向全体学生。) T: Do you like watching movies? Ss: Yes. T: Do you like Harry Potter? Ss: Yes, very much. T: I like it, too. OK, let’s watch a Harry Potter movie. Ss: Yeah! (欢呼) Step 2 Presentation 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: What do you think of the movie? Wonderful or so-so? 135 S1: It’s very wonderful. T: (手指 S1) S2, he thinks the movie is wonderful. Do you think so? S2: Yes, I think so. T: Oh, that means you agree with him. I also agree with him and I think the scene is beautiful, the music is pleasant, too. (板书解释生词及词组，并要求学生掌握 agree, agree with sb., pleasant；理解 so-so；了解 scene。) so-so, agree, agree with sb., scene, pleasant T: What do you think of the boy Harry Potter? S4: He’s very clever. S5: He’s very brave. … T: Yes, I agree with you. And I think he’s handsome, too. Do you agree with me? Ss: Yes. (板书，让学生猜词义，并要求学生掌握。) handsome T: OK. Do you know what Maria thinks of the movie? Ss: Sorry, we don’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’s listen to 1a and find out the answers to these questions on the small blackboard. (1) What was Maria doing at this time last night? (2) What did Maria think of the movie? (3) What did Jane and Maria think of Harry Potter? (核对答案。) 3. (让学生阅读对话，完成下列表格。) T: Read the dialog by yourselves. Find out what Jane and Maria thought of the movie, the scene, the music and the boy. Then complete the table. (用小黑板或幻灯片出示表格。) Content Name The movie The scene The music The boy Jane Maria (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: Listen to the tape and repeat. Pay attention to the pronunciation and intonation. Then underline the sentences that express agreement and disagreement. (核对答案。) Step 3 Consolidation 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: Practice the dialog in pairs. 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 Harry Potter 的评价。) T: Jane and Maria saw the movie Harry Potter last week. They had their own opinions about it. Now talk about what they thought of the movie according to the table. S1 and S2, please. S1: Jane thought … 136 S2: Maria doesn’t agree with all of Jane. She thought … 3. (根据 1a 对话，鼓励学生谈论其他看过的电影。) T: Please discuss some other movies you know with your partner according to 1a. Then I’ll ask some pairs to act in the front. (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: Now I’ll give each group a card with different ideas. You make conversations in groups of four according to your own opinions after the examples. Please look at this card. (教师出示第一张卡片，卡片上写着： computer, useful。) Example 1: T: I think the computer is useful. What about you, S3? (教学并板书 useful，要求学生掌握。) useful S3: No, I don’t think so. S4: I don’t agree with S3. I think it’s good for our study. S5: I think so. But playing computer games too much is bad. (老师出示第二张卡片，卡片上写着：classical music, pleasant。) Example 2: S6: I think classical music is pleasant. S7: Yes, I think so. S8: I agree with you. S9: I agree with you, too. T: Pretty well! Do you know what your teachers feel when you aren’t listening to them during the class? Let’s look at the picture, please. Step 4 Practice 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’s the boy doing? S1: 做鬼脸。(学生可用汉语回答。) T:He is making faces. What are the other children doing? SS: 大笑。(学生可用汉语回答。) T:They are laughing. (板书新词 laugh，并解释 make faces。要求学生掌握。) make faces, laugh T:OK, is making faces in class bad or good? Ss: It’s bad. T:The teacher must be angry with him. Do you think so? Ss: Yes. T:When the teacher is angry with him, what’s the boy’s feeling? Is he happy or sad? (板书 sad 并画一个 释义，要求学生掌握。) sad T:The boy must be sad. Do you think so? Ss: Yes. T:Now look at the picture again. The boy made faces and made his classmates laugh when the teacher was giving them a lesson. 137 (板书并讲解。) The boy made faces and made his classmates laugh when the teacher was giving them a lesson. (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: What did Bill do in class? And what does Kangkang think of that? Please listen to 2a and answer the questions. (1) What did Bill do in class? (2) What does Kangkang think of that? (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: Listen to the tape and repeat. Then find out the key words and sentences. (出示小黑板，并讲解。) so sad—matter—nothing serious—come on—was angry with …—made faces—made … laugh—was giving us a lesson—weren’t listening to … —you’d better 4. (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: According to the key words and sentences above, change 2a into a passage. Then check it in pairs. I’ll ask some students to give an oral report of their passages. 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：take a shower, knock at 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:Look at these pictures. Please work in pairs according to the example. Example: A: What was the mouse doing when the cat knocked at the door? B: He was taking a shower when the cat knocked at the door. 6. (听 3 录音，回答问题，完成 3。) T: Listen to the tape and answer the questions. (再听一遍录音，核对答案，并板书。) T:Listen again and check the answers. (1) He was taking a shower. (2) He was sleeping. (3) He was carrying the cat’s cake. (4) They were chatting happily. 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。) Step 5 Project 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。) Name of the movie The movie The scene The music The actor (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: Please fill in the table with your own opinions. Then make a conversation with your partner according to the information in it. You’d better use the sentences that express agreement and disagreement. 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 138 填入小黑板上的表格中。) We should We shouldn’t 1 listen to the teacher carefully make faces 2 (由一名学生把本组的调查结果汇报给全班同学。) T: Work in groups of four. Make a survey about what you should and shouldn’t do in class. Fill in the table on the small blackboard. Then vote a student to report the results to us. … (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: What were you doing at this time yesterday? Section B agree with sb. I agree with you. nothing serious Yes, I think so. make faces I don’t agree. make … laugh No, I don’t think so. pleasant The boy made faces and made his classmates laugh handsome when the teacher was giving them a lesson. useful Section C The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ.Teaching aims and demands 教学目标 1.Learn some useful phrases and a word: too … to …, stop doing sth., factory 2. Go on learning the past continuous tense: Kangkang had a happy day last Sunday. At 6:30 in the morning, he was running … 3. Learn about the origin of the two-day weekend. 4. Talk about weekend activities. Ⅱ. Teaching aids 教具 录音机/小黑板/幻灯片/课件 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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, boys and girls. Let’s begin our lesson. First, I’ll ask you to write down what you usually do in your spare time in your exercise books. For example: play football, listen to music, collect stamps, go shopping. (三分钟后。) T: Now, stop. Let’s find out who writes the most. 139 (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。) T: Let’s play a game in chains in groups of twelve. Use the past continuous tense to ask and answer one by one in groups according to Mike’s activities last Sunday. The first group to finish the game is the winner. Mike’s Sunday Morning Afternoon Evening 7:00 read English 1:30 go shopping 7:00 watch TV 8:00 play football 2:30 play basketball 8:00 write a letter 11:00 listen to music 3:50 fly a kite 9:00 play chess 11:30 do his homework 5:00 swim 9:30 read newspaper Example: S1: What was Mike doing at 7:00 last Sunday morning? S2: He was reading English. What was Mike doing at 8:00 last Sunday? S3: Playing football. Was Mike listening to music at 11:00 last Sunday? S4: Yes, he was listening to music at that time last Sunday … 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: Mike was very busy last Sunday. Do you think so? Ss: Yes. We agree with you./We think so. T: Different people have different things to do on weekends. They can do their favorite. Do you like weekends? Ss: Yes, we do. T: Why do you like them? Tell me one by one. S6: Because I don’t have to go to school. S7: Because I can stay at home and have a good rest. S8: Because I can do my favorite things. S9: … T: I think everybody likes weekends. But before 1800, many people spent one day a week at church. English people called it a “holy day”. On that day, they rested and prayed. American factories were closed and the workers stopped working on that day. But now we have the two-day weekend. Do you know how the two-day weekend began?(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 stop doing sth., factory；理解 holy, pray, closed。) holy, pray, factory, closed, stop doing sth. T: Now let’s listen to a short history of the weekend and learn about how the two-day weekend began. Step 2 Presentation 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, please pay attention to the following questions before listening. Then I will ask some of you to answer them. 140 (1) Why didn’t many workers go to work on Monday mornings in the early 1800s? (2) When did the two-day weekend begin? (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: Listen to 1a again and repeat. Pay attention to the pronunciation and intonation. 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: Read 1a and underline the key words in this passage. (1) before 1800, spent, church, in England, “holy day”, rested, prayed (2) early 1800s, played games, tired, in the U.S.A.,“blue Mondays” (3) solve, 1874, one o’clock, stopped working, beginning, by 1930, were closed, Saturday afternoons, by 1940, closed all day, 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: Do you know the meaning of“too … to …”? (板书，解释 too … to …，并要求学生掌握。) too … to … Ss: Yes./No. T: Let me give you some examples. (板书) He is too young to go to school. He is too weak to carry the box. (教师让学生举例，操练“too … to …”。) Step 3 Consolidation 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: Please read the passage again and fill out the table on the small blackboard. Time What did people do on weekend? before 1800 in the early 1800s by 1930 by 1940 (师生一起核对答案。) 2. (让学生根据课文完成 1b。) T: Now let’s look at 1b. Read the passage above and match the sentences. (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: Please retell the passage according to the key words. Step 4 Practice 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。) T: We have known how weekend began. What do you usually do on Sundays? Please let us know how you spend your Sundays. Please go. S1: I often watch TV in the morning and do my homework in the afternoon. 141 S2: I usually do some reading. S3: Sometimes I go to visit my grandparents by bus. S4: … T: How did Kangkang spend last Sunday? Do you want to know? 2. (教师用课件展示 2a 的图片。) T: Look at the pictures. Let’s talk about how Kangkang spent last Sunday. (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。) Time Activity 6:30 8:00 9:50 11:30 14:20 20:15 T: First, look at Picture 1. What time was it? S5: It was six thirty. T: What was Kangkang doing then? S5: He was running. T: Very good! Please ask and answer in pairs and fill out the table. 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’s say something about how Kangkang spent last Sunday. You can begin like this: Kangkang had a happy day last Sunday. He was running at 6:30 … (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, boys and girls. Kangkang was very happy last Sunday. What about you? Let’s do some written work. Everyone writes a short passage about how you spent last Sunday and what you were doing at different times. Example: Last Sunday I had a good time. I got up at 6:30. I was watching a movie on TV at 7:00. It was an action movie. It was very interesting … I felt very excited/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。) Step 5 Project 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, boys and girls, are you tired? Ss: Yes. T: OK, let’s listen to the chant. (学生听一遍后跟着节奏读。) T: Now let’s listen again and follow it. 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: Well done! Now work in groups of four. Discuss who had the most interesting morning in your group. You must tell your group members the truth.(教师用汉语解释活动规则。) Example: S1: I had the most interesting morning. I got up at 6:00. At 6:30, I was cooking breakfast for my family. At 7:30, I was going to school by bike … 142 (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: Now let’s make a survey. Your mother is the busiest and the most tired person in your family. Please write a passage about what your mother was doing at different times yesterday. Think about what you should do for her. Then report it to your group. Example: S2:My mother is the busiest and the most tired person in my family. She was cooking breakfast for us at 6:30 a.m. yesterday … 4. Homework: (1)用 too … to … 和 stop doing sth. 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: What were you doing at this time yesterday? Section C stop doing sth.How did you spend last Sunday? be closed Did you have a good time? factory What were you doing at different times last Sunday? too … to … Section D The main activities are 1 和 5. 本课重点活动是 1 和 5。 Ⅰ. Teaching aims and demands 教学目标 1. Learn a new word: dish 2. Review the past continuous tense: (1) What was he/she doing at about nine o’clock last night? (2) My mother was doing the dishes and my father was reading the newspaper. 3. Review agreement and disagreement: (1) I agree./I agree with you./ I think so. (2) I don’t agree./I don’t think so. Ⅱ. Teaching aids 教具 录音机/小黑板/图片/课件 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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. Nice to see you all. Ss: Nice to see you, too. T: It’s sunny today and we are very happy. Do you think so? Ss: Yes, we agree with you./we think so. T: You have grown up and everyone has his/her own opinions about something or somebody. Do you remember how to express agreement and disagreement in English? (教师示范：) T: S1,(指着教室内标语。)the handwriting is very nice. S1: I think so./I agree. 143 T: S2,(指着一个高个子学生。) he is very short. S2: I don’t agree./I don’t think so. I think he is tall. (找几组学生，反复练习此活动。) T: Good job. What were you doing just now? Ss: We were talking about something or somebody to express our own opinions. 2. (方案一)(展示图片，复习过去进行时的结构和用法。) T: Here are some pictures. Look at these pictures and say what they were doing last Sunday. Picture 1 Picture 2 Picture 3 Picture 4 (师生问答，示范 Picture 1。) T:What was she doing at seven o’clock last Sunday morning? S3: She was doing the washing. (板书) She was doing the washing. (学生两人一组操练 Picture 2～4。) S4: What was he doing at nine o’clock last Sunday morning? S5: He was doing his homework. S6: What was he doing at four o’clock last Sunday afternoon? S7: He was playing basketball. S8: What was she doing at eight o’clock last Sunday evening? S9: She was watching TV. (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。) He was doing his homework. He was playing basketball. She was watching TV. (方案二)(联系学生实际，继续复习过去进行时。) T: S3, what were you doing at five o’clock yesterday afternoon? S3:I was … … 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。) Picture 1 Picture 2 Picture 3 Picture 4 Picture 5 Picture 6 T: Look at Picture 1 and write a sentence with the past continuous tense. For example: Jane was playing the piano when her father knocked at the door. 144 (板书) Jane was playing the piano when her father knocked at the door. T: Now, please write sentences following the example. (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: S10 was playing basketball when S11 was playing computer games. (再找两个学生表演，其他学生猜。) Step 2 Presentation 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, we were doing different things at different times last night. What were Tom, Alice and David doing at about nine o’clock last night? Listen to 1 and answer the questions. (出示小黑板。) (1) What was Tom doing at about nine o’clock last night? (2) What was Alice doing then? (3) What was David doing then? (核对答案。) (让学生再听 1，填表格。) T: Now listen again and fill out the table in 1. (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:Make a similar dialog about what you were doing at 9:00 last night. S1: What were you doing at 9:00 last night? S2: I was watching TV. Were you doing some washing, S3? S3: No, I wasn’t. I was taking a shower … S4: … Step 3 Consolidation 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: I have known what you were doing at about nine o’clock last night. But what were your parents doing at about nine o’clock this morning? S1, do you know? S1: My mother was … T: Was she doing the dishes at about nine yesterday?(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, do the dishes S1: Yes, she was./No, she was … T: What were they doing at the same time the day before yesterday? S2: They were working. 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: Nice work. You know your parents well. Do you know what they were doing at different times in a week? Now make a survey and complete the table in 2. 145 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, please talk about your parents’ activities with your partner. Do you want to give us an example? S3, S4, please! S3: What were your parents doing from 6:00 to 7:00 last Sunday morning? S4: My father was taking exercise and my mother was cooking breakfast. S3: Was your father working in the office from 9:30 to 11:00 last Monday morning? S4: Yes, he was. S3: … S4: … 3. (播放 4a 录音，让学生跟读。) T: Listen to 4a. Please read after it. Ss: … (引导学生归纳总结过去进行时的用法。) T: Now, I’d like you to sum up the usage of the past continuous tense. S5: … S6: … 4. (播放 4b 录音，让学生写出听到的句子。) T: Well done! Listen to 4b and write down the sentences on a piece of paper. (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。) Step 4 Practice 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: Please look at this passage. It’s from Kangkang’s diary. But he didn’t finish it. Please help him to choose the correct words to complete it. Pay attention to the differences between the past tense and the past continuous tense. 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: Read 3 loudly. Then answer the following questions to practice the past continuous tense. (教师出示小黑板。) (1) What was Jane doing when Kangkang got to the park? (2) What was Maria doing when Kangkang got to the park? (3) What were Michael and some other boys doing when Kangkang got to the park? (4) What was Wang Wei doing while others were playing together? (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: Read 3 again. Then draw the scene of the people’s activities in the park. (展示画得比较好的作品，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: Please retell the passage according to your own pictures or the following key words. (出示写有关键词的小黑板。解释 happily，并要求学生理解。) last Sunday——went——planned——gate——got to——playing happily——guitar— —kite——games——sang——danced to music——took photos——playing——tired 146 (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: Look at the picture. One Sunday morning, the man upstairs heard the sound of children playing in the park. He looked out of his window. What did he see? What were the children and other people doing? Work in pairs. Talk about the picture with the past continuous tense. Example: S1: What was the old woman doing? S2: She was selling fruit. S3: What were the boys doing? S4: They were playing soccer. S5: Were the girls playing soccer, too? S6: No, they weren’t. S7: I can see that someone was fishing while four girls were rowing on the lake. 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: It was seven o’clock yesterday evening. (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: What was she/he doing? Ss: He/She was singing. (播放片断 2：一家人正在吃晚饭。) T: What were they doing? Ss: They were having dinner. (播放片断 3：一位女士正在超市购物。) T: What was the woman doing? Ss: She was doing some shopping. (播放片断 4：Jane 正在看电影。) T: What was Jane doing? Ss: She was watching a movie. Step 5 Project 第五步 综合探究活动(时间:5 分钟) 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: Last night, somebody came into a supermarket and took a lot of things away. The policeman thought one of the workers did this. Now the policeman is asking the worker some questions. I need two volunteers to act it out. Who wants to have a try? (两个学生上台表演，其他同学记录两人之间的对话。) 147 S1: What were you doing from 9:00 to 12:00 last night? S2: I was drinking coffee with my friends at 9:30. 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: Please show your collections to your group members. Each group talk about your group members’ hobbies. Then vote one student to report. 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: Everyone has his/her own hobby. Some people like rock music, some people enjoy Beijing Opera, some people like folk music. Can you tell me what kind of music you like and why you like it? Now I’ll divide you into several groups, then choose one student in each group to act as a journalist from CCTV or a reporter from the Youth Paper to do interviews about hobbies. (教师给出范例。) Example: S1(记者): Hi, good morning. I’m a journalist from CCTV. I want to know something about young people’s favorite music. Would you like to answer some questions? S2: Certainly. I would love to. S1: Do you love music? What kind of music do you like best? Why do you like it? Can you give me some reasons? 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： What were you doing at this time yesterday? Section D What were your parents doing from 6:00 a.m. to 7:00 a.m. last Sunday? do the dishes Were you playing computer games? What was he/she doing at about nine o’clock last night? Unit 4 Our World Topic 1 Plants and animals are important to us. Section A The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ.Teaching aims and demands 教学目标 1. Learn some new words: 148 sky, clear, nature, cow, horse, hen, sheep, goose(geese), thin 2. Learn some ways of expressing comparative situations: (1)The air is fresher. (2)I’m much faster than you. (3)I’m a little bigger than you. 3. Learn the comparative and superlative degrees of adjectives. 4. Talk about nature. Ⅱ. Teaching aids 教具 动物图片/挂图/录音机/小黑板/多媒体 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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’s this in English? Ss:It’s a cat/dog/rabbit … T: And what’s this? (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: Do you like these animals? Ss:Yes. / Of course. T: Where can you see them? S1: In the zoo. S2: On the farm. T: Yes, we can see the animals in the countryside. (教师教学 countryside 并板书，要求学生掌握。) countryside 2. (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: We can also see these animals in the city. Do you like the countryside or the city? Why? S3: I like the city, because the roads are wider, and the buildings are higher. S4: I like the countryside, because the air is fresher, and the sky is bluer. T: Yes, I also like the countryside because the rivers are clearer, and there are also greener trees. People can enjoy the beauties of nature there. (板书并要求学生掌握 sky, nature, clear；理解 beauty。) sky, clear, 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。) Step 2 Presentation 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。 149 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: Look at the picture. Michael and Wang Wei are talking about life in the countryside. Now listen to the tape and try to answer the following questions: Who likes the countryside? Why? (核对答案。) 2. (再放 1a 录音，让学生跟读 1a，注意语音语调。) T: Listen to 1a and read after the tape. Pay attention to the pronunciation and intonation. Step 3 Consolidation 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: Now I’ll divide the class into two groups. Group A acts as Michael, and Group B acts as Wang Wei. Then change the roles. 2. (根据 1a，完成 1b。) T: Now finish 1b according to 1a. (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: Wang Wei likes countryside very much. Why? Can you help him describe the countryside? The following words can help you. fresher, bluer, greener, clearer, quieter, the beauties of nature T: The countryside is very beautiful, can you draw a picture about it? 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。) Step 4 Practice 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: One day, the animals on the farm were talking. Do you want to know what they were talking about? Now look at the picture and listen to 2a. Pay attention to the comparative and superlative degrees of adjectives. 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: Listen to 2a again and follow it. Find out the sentences with the comparative and superlative degrees of adjectives. (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’m the strongest on this farm. I’m the biggest of all. He is lazier than me. I’m much faster than you. I’m a little bigger than you. 3. (分角色表演 2a 对话。) T: Role-play the dialog in 2a. 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: We have known something about the comparative and superlative degrees of adjectives. Now look at Picture 1 and fill in the blanks on the small blackboard according to the example. 150 Picture 1 (出示小黑板。) The first apple is big. The second apple is bigger than the first one. The third apple is the biggest of the three. The second apple is the third one. The first apple is of the three. (核对答案。) (2)T: Look at Picture 2 and write six sentences with the comparative and superlative degrees of“tall”and “short”. Picture 2 (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: Look at her. She is thin. And she is the thinnest in our class. (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: Now please look at the table in 2b and finish it. (核对答案。) T: Now please look at the picture on Page 78, and discuss the animals on the farm. Then act as one of the animals on the farm to continue the conversation, using comparative and superlative degrees of adjectives in the table. (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’m a horse. I am the tallest of all. S1: I’m a cow. I think I’m taller than you. S2: … … 5. (听 3 录音，通过 chant 来感受形容词的比较级和最高级。) T: Listen to 3 and let’s chant. Step 5 Project 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: Which kind of animal do you like better, cows or horses? S1:I like cows better. T: Why? 151 S1:Because cows are the biggest and they offer milk to us … Name Cow Horse Chicken Sheep Mouse Cat (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: In our group, three students like dogs best, because they are the bravest on the farm. Two students like horses best… (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: Plants and animals are important to us. Section A clear—clearer—clearest The air is fresher. nice—nicer—nicest There are also greener trees and clearer rivers. thin—thinner—thinnest I’m much faster than you. lazy—lazier—laziest I’m the biggest of all. I’m a little bigger than you, Mr. Horse. Section B The main activity is 1a. 本课重点活动是 1a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: above, joy, rose, share … with …, snake, fox, frog, feed, feed on 2. Learn some useful sentences: (1)They give us joy. (2)We share the same world with them. 3. Go on learning the comparative and superlative degrees of adjectives: (1) I think animals are more interesting. (2) I like plants better. I think roses are the most beautiful of all the flowers. (3) I like cats best because they are cuter than other animals. (4) Which kind of animal/plant do you like better, … or …? (5) Which kind of animal/plant do you like best, …, … or …? (6) Because they are the most interesting … 4. Talk about nature and describe animals and plants: (1) Which do you like better, plants or animals? (2) I like animals better. I keep a pet dog. I think animals are more interesting. (3) I like birds. They are also beautiful, and they can sing to us. (4) Plants and animals are important to us. Ⅱ. Teaching aids 教具 录音机/一束玫瑰花或玫瑰花的图片/小黑板 152 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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’s play a game in groups of ten. If one student can say an animal’s name in English and describe it, he/she will get one score. For example, dogs. They’re the bravest on the farm. OK, begin. Ss: … (教师在黑板上记分。) T: Stop! Group 3 has the highest score. So Group 3 is the winner.(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: From your talk, you seem to like animals, right? Ss: Yes. T: But I like plants better. Let me make a survey. Do you like plants or animals, S1? S1: I like animals. I think animals are more interesting. (帮助学生回答。) (板书，让学生观察 interesting 的比较级形式。) interesting → more interesting T: Why do you think so? S1: Because animals are our friends. They can make us happy. T: Yes, they can give us joy. (教师板书并要求学生掌握。) joy T: What about you, S2? S2: I like plants better. T: Really? Do you like this kind of flower? (教师拿出一束玫瑰花或玫瑰花的图片。) S2: Yes. T: What are they? Do you know how to say them in English? S2: They are roses. (教师帮助学生回答。) (板书，要求学生掌握。) T: Are they beautiful? Ss: Yes, they are. T: And I think roses are the most beautiful of all the flowers. (板书并让学生观察 beautiful 的最高级形式。) beautiful→most beautiful T: (对着 S3) Do you like plants or animals? S3: Both animals and plants, because they are important to us. T: What about you, S4? S4: I like cats best, because they are more lovely than other animals. (板书，让学生观察 lovely 的比较级。) lovely→more lovely T: I agree with the students above. So we must share the same world with plants and animals. (板书并要求学生掌握。) above, share … with … rose 153 Step 2 Presentation 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: From your answers, I know some students like animals, and some students like plants. What do Wang Wei, Michael and Maria like? And why do they like them? Now listen to the tape, and then answer my questions: (用小黑板呈现听力问题。) (1)What do Wang Wei, Michael and Maria like? (2)Why do they like them? (核对答案。) 2. (再听 1a，完成 1b。) T: Very good. Now let’s listen to 1a again and match the people with the things they like and their reasons in 1b. (核对答案。) Step 3 Consolidation 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: Please read 1a by yourselves, then listen to the tape. Pay attention to the pronunciation, intonation and the key words. 2. (分角色表演，训练学生的交际能力。) T: Please role-play the dialog according to 1a. Then I’ll let some of you act it out in the front. (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: Boys and girls, let’s retell the dialog. You can begin like this: Wang Wei is talking about animals and plants. He says he likes plants better. He thinks roses … 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:In 1a, we know how to use comparative and superlative degrees of adjectives. Now let’s practice them. Please look at the sentence patterns in 1c. (一分钟后。) T: OK, I want to ask two students to help me make up a new dialog with the expressions in 1c. Hi, S1, which kind of animal do you like better, dogs or birds? S1:I like birds better. T: Why do you think so? S1:Because they are more beautiful than other animals and they can sing to us. T: Quite well! Hi, S2, which kind of animal do you like best, dogs, birds or cats? S2:I like dogs best. T: Why do you think so ? S2:Because they are the most interesting of all the animals, and they are our friends. They can give us joy. T: Very good. (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. Now please practice in pairs. You can use any word about plants and animals you have learnt and you can stand up to practice it loudly. (学生操练几分钟后。) 154 T: Now stop. Which pair can act out your dialog for us? OK, you two please. (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。) Step 4 Practice 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: Look at the pictures in 2. These are all living things in the world. Can you give me their English names? 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, frog T: Look at the pictures. Which is the smallest, the insect, the frog or the snake? Ss: The insect is the smallest. T: Which is the longest, the insect, the frog or the snake? Ss: The snake is the longest. T: Insects feed on plants. Birds feed on insects. Foxes feed on birds. (板书并要求学生掌握。) feed, feed on T: Now let’s look at the pictures again and talk about them. Which are bigger, birds or insects? Ss: Birds are bigger. T: Which are the strongest, insects, frogs or snakes? Ss: Snakes are the strongest. T: What do insects feed on? Ss: They feed on plants. T: What do frogs and birds feed on? Ss: They feed on insects. T: What do snakes feed on? Ss: They feed on frogs. T: What do foxes feed on? Ss: They feed on birds. T: Insects feed on plants. Birds and frogs eat insects. Snakes eat frogs and foxes eat birds. That’s nature. That’s our world: They depend on each other. Is it right? 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: Look at the pictures, and discuss in groups. You must say at least three sentences with the comparative and superlative degrees of adjectives. After two minutes, please give me your report. Examples: G1:Snakes are bigger than frogs. Frogs are bigger than insects. Snakes are the biggest of all. G2:Frogs are stronger than insects. Snakes are stronger than frogs. Snakes are the strongest of all. 3. (看图画，独立完成 2。) T: Now please look at the pictures and finish 2 by yourselves. (核对答案。) 155 Step 5 Project 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: We know many animals and plants. Now please discuss the following questions in groups of five: (1) Do you know the importance of plants and animals to us? (2) What will our world be like if there are no plants or animals? (3) What should we do to protect plants and animals? (学生讨论后，每组派一个代表陈述他们的观点。) T: After the discussion each group needs to choose one student to state your view. 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: Plants and animals are important to us. Section B interesting—more interesting Which kind of animal do you like better, … or … ? —the most interesting Which kind ofplant do you like best, …, … or … ? beautiful—more beautiful—the most beautiful Because it’s more friendly… feed on Because they’re the most interesting… share … with … Section C The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ. Teaching aims and demands 教学目标 1.Learn some new words and phrases: cover, earth, surface, thousands of, dark, forest, control, wood, rubber, protect, main, fact, in fact, make up, lake, sea, ocean, drop, on earth, hole, fill, fill … with …, dig, deep 2.Learn some useful sentences: (1)Water is necessary for all plants. (2)They can’t live at all without water. 3.Go on learning the comparative and superlative degrees of adjectives: (1)The plants in the forests help to make the air fresher. (2)But, now, rainforests are becoming smaller and smaller. (3)Water makes up the largest part of the human body. 4.Describe natural resources and realize the importance of environment protection: (1)They also help to control the climate. (2)Rainforests give us wood, rubber, fruit, medicine and so on. (3)It is important to all living things. We must save every drop of water. Ⅱ. Teaching aids 教具 录音机/多媒体/小黑板/植树过程的图片 156 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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, do you like plants or animals? S1: I like animals better. T: Why? S1: Because animals are our friends. They give us joy. They are very friendly to us. T: Well done! S2, do you like plants or animals? S2: I like plants better. T: Why? S2: Because plants are very important to us. They are useful. T: Now, class, please practice the dialog like this, 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, please say some animals and plants as many as you can. Ss:… T: Where can you see animals and plants? S3: On the farm. S4: In the zoo. S5: In the forest.(教师帮助学生用英语说出 forest。) T: Very good. In a forest, there are many animals and plants. Today we’re going to learn a special forest. It often rains and it is very wet. It is a rainforest. (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’s a picture of rainforests. They cover 6% of the earth’s surface. Thousands of animals live there. It’s always dark, hot and wet in rainforests. They can help to control the climate. They give us wood, rubber, fruit, medicine and so on. They are very important to us, but they are becoming smaller and smaller, so we must protect them well. (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 smaller and smaller 的用法。) cover, earth, surface, thousands of, dark, control, climate, wood, rubber, smaller and smaller, protect (学生熟读单词后，再看图片并回答教师提出的问题。) T: What are they? Ss:They are rainforests. T: How large are the rainforests? Ss:They cover 6% of the earth’s surface. T: What’s in the rainforests? Ss:Thousands and thousands of animals live there. T: What can we get from the rainforests? Ss:We can get wood, fruit, medicine, rubber and so on. T: Are they important to us? 157 Ss:Yes, they are. T: What should we do then? Ss: We should protect them well. T: Good! I hope rainforests will become larger and larger. Do you want to know more about rainforests? Ss:Yes. T: Let’s learn Section C together. Step 2 Presentation 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: Most students want to know more about the rainforests. Please listen to the tape and answer the following questions: (出示小黑板。) (1)What cover 6% of the earth’s surface? (2)Are there thousands of different plants and lots of trees in rainforests? (3)Can rainforests help to control the climate? (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: Read after the tape twice. Pay attention to the pronunciation and intonation, and underline the key words. (板书) Paragraph 1: cover 6%—animals—live in—thousands of—dark—wet Paragraph 2: important—lungs—help to make—control—wood, rubber … —smaller—protect Step 3 Consolidation 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。) main T: Now please read 1a and finish 1b. (核对答案。) 2. (再读 1a，完成 1c。) T: Read 1a again and write down the importance of rainforests. (核对答案。) T: Class, can you give us your answer? S1: Make the air fresher. S2: Control the climate. S3: Give us wood, rubber, fruit, medicine and so on. 3. (根据黑板上的关键词，用接龙的形式复述短文。) Example: T: Now please retell the passage one by one according to the key words. S4: Rainforests cover 6% of the earth’s surface. S5: Thousands and thousands of animals live in rainforests. S6: … Step 4 Practice 第四步 练习(时间:14 分钟) 158 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: Rainforests are very important to us. What do you think of water? Ss: It’s very important to us, too. T: What do humans need water to do? Ss: We need water to drink, to cook and to clean. T: Yes. In fact, water makes up the largest part of the human body. (板书并要求学生掌握。) fact, in fact, make up T: Water covers most parts of the earth. It’s in rivers, lakes, seas and oceans. (板书并要求学生掌握。) lake, sea, ocean T: All plants and animals need water, that is to say, water is important to all living things, so we must save every drop of water. (板书并要求学生掌握。) drop 2. (学生读 2a，独立完成 2b。教学 on earth 并要求学生掌握。) T: There is more information in 2a. Read it and finish 2b. (核对答案。) 3. (学生跟读 2a 短文，注意语音和语调并画出关键词。) T: Listen to 2a and follow. Pay attention to the pronunciation and intonation. Underline the key words. (板书) plants (need, is necessary for) animals (plenty of, live, without) humans (drink, cook, clean, makes up) water (covers, lakes, rivers, seas, oceans, living things, save, drop) 4. (让学生根据关键词复述短文。) T: Retell the text using the key words on the blackboard. (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: We know water is important to all living things. Trees are important to us, too. So we should plant more trees to improve our environment. Then how to plant trees? Now look at the pictures and match them with the sentences in 3. (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。) Step 5 Project 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: Just now, we talked about the importance of water. Next, please discuss the following questions about water in groups of four. Then each group gives your opinions in the front. 159 (出示小黑板。) (1)Are there rivers and lakes in your hometown? (2)Is the water there dirty or clean? Why? (3)What should we do to keep the water clean? (4)What should we do to save every drop of water? (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 Water is Our Life 为题写一篇短文。 板书设计: Plants and animals are important to us. Section C thousands of But, now, rainforests are becoming smaller and smaller … smaller and smaller Water is necessary for all plants. in fact They can’t live at all without water. make up Fill the hole with earth. be necessary for be very important to Section D The main activities are 1 and 4. 本课重点活动是 1 和 4。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and a phrase: in danger, bear, wolf, bamboo, land, whale, kill, Chinese tiger, south 2. Learn a useful sentence: They feed on bamboo. 3. Review the comparative and superlative degrees of adjectives: (1)But now they have less and less land to live on. (2)Pandas are becoming fewer and fewer in number. (3)They are the oldest type of tigers living in the world. 4. Review how to describe animals and plants. 5. Love and protect animals in our world. Ⅱ. Teaching aids 教具 野生动物及竹子的图片/录音机/多媒体/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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, do you like the countryside or the city? S1:I like the countryside. T: Why? S1: Because the air is fresher, the sky is bluer, and there are also greener trees and clearer rivers. Hello! S2, do you like the countryside or the city? S2: … (学生用接龙形式操练此句型。) 160 T: Most of us like the countryside better. Do you like plants or animals? S3:I like the animals. T: Which kind of animal do you like best? S3:I like dogs best. T: Why? S3:Because they are more friendly than other animals. (教师示范后，找两组学生进行表演。) T: According to your talking, I know some students like animals better, and some students like plants better. Now who can tell us something about rainforests? S4, please. S4:Rainforests cover 6% of the earth’s surface, … (学生分组复述，教师评出优胜组并表扬。) T: We know the rainforests are very important to us. In fact, water is also important to us. Please tell us the importance of water, S5. S5:Water is very important to all living things. All animals can’t live at all without water. Water makes up the largest part of the human body, but water is becoming less and less, so we must save every drop of water. Step 2 Presentation 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。 1. (教师出示熊猫、蓝鲸、华南虎的图片，引出生词，导入新课。) T: Well done! I have some wild animals’ pictures here. Can you tell me their names? Ss: Yes, they are pandas, tigers and … T: Good, they are pandas, blue whales and Chinese tigers.(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, whale T: (出示熊猫的图片。)Where do pandas live? Ss:They live in the forests and mountains. T: Right, they live in the forests and mountains of Southwest China. (板书并要求学生理解。) southwest T: What do pandas feed on? Ss:They feed on bamboo.(出示竹子的图片帮助学生回答。) (板书并要求学生掌握。) bamboo T: Pandas are becoming fewer and fewer in number because they have less and less land to live on. (板书并要求学生掌握。) land T: (出示蓝鲸的图片。)Are blue whales the largest animals in the world? Ss:Yes, they are. T: Where do they live? Ss:They live in the ocean. T: What do they feed on? Ss:They feed on the smallest sea animals. T: (出示华南虎的图片。)Where do the Chinese tigers live? Ss:They live in the south of China.(帮助学生回答。) (板书并要求学生掌握 south；理解 Chinese tiger。) Chinese tiger, south 161 T: Their number is getting smaller and smaller, too. They are in danger, because people kill lots of them. Why do people kill them? Ss: They kill them for money. T: Right. People kill them for their fur and bones. (板书并要求学生掌握 in danger, kill；理解 fur, bone。) in danger, kill, fur, bone T: Pandas, blue whales and Chinese tigers are all wild animals. Can you name other wild animals? 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, wolf T: What do you think of blue whales, pandas and Chinese tigers? Ss:We like them very much. 2. (让学生读短文，回答问题。) T: Do you want to know more about them? Please read the passage and answer the questions in 1. (核对答案。) Step 3 Consolidation 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: Listen to the tape and write down the key words. (板书) pandas: forests and mountains, bamboo, less and less land, fewer and fewer blue whales: ocean, largest and heaviest, sea animals, kill, ocean water, dirtier Chinese tigers: south, oldest type, small animals, fur and bones, in danger 2. (让学生根据关键词复述课文。) T: Please retell the text according to the key words. (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: There are many wild animals in danger, such as bears, wolves and pandas. Can you think of more? What should we do to protect them? Discuss in groups. (两分钟后回答。) S1: Monkey … S2: Deer … S3: We should plant more trees. S4: We should keep the water clean. S5: We shouldn’t kill them. (最后教师补充。) Step 4 Practice 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, listen to the tape. And then read 3a together. (几分钟后。) T: Well done. Let’s do exercises. (教师出示小黑板。) 用所给词的比较级或最高级填空： (1) But now rainforests are becoming ____ and _____ (small). 162 (2) I like cats best, because they are _____ _____ (lovely) than other animals. (3) He is the _____ (tall) boy in his class. (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: Please write down the comparative and superlative degrees of adjectives given below. Adjective Comparative Superlative Dirty Little Important Large Long Thin (2)(用多媒体或小黑板出示。) T: Fill in the blanks with the proper forms of words given below. ①Jim is (tall) than Tom. ②Peter is the (tall) student of the six students. ③Michael is the (fast) swimmer of all the students. ④Kangkang’s drawing is (beautiful) than Jane’s. ⑤Sally’s English is the (good) in her class. 3. (学习 3b，掌握常用的短语。) (1) Listen to 3b and repeat. (2) Read and write the useful expressions. (3) Make sentences or a dialog with the phrases in the table. 4. (运用形容词比较级比较农村和城市的差别。完成 2。) T: Compare the two pictures in 2 carefully and write a passage about them. Then I’ll let some of you report it. Step 5 Project 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: Boys and girls, now let’s discuss the questions in 4 together. Then write a passage with the title“The World in My Eyes”. (两分钟后。) T: Boys and girls, from the discussion we know the earth is our home, no matter we live in the countryside or in the city, we all want to have a beautiful home. Plants and animals are our friends, they share the same world with us. Water is very important to us. All the living things need water. So if we want to live more happily, we must take good care of the animals and plants around us, and save every drop of water. 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: Plants and animals are important to us. Section D give sb. joy They have less and less land to live on. make up Pandas are becoming fewer and fewer in number. 163 share … with … They are the oldest type of tigers living in the world. in danger Topic 2 I’m not sure if there are UFOs. Section A The main activities are 1a and 3. 本课重点活动是 1a 和 3。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and a phrase: robot, scientist, appear, take the place of, situation, repair, machine, truck, mend 2. Learn some useful sentences: (1)What can robots do for us? (2)Robots can take the place of humans to do hard or boring work in some situations. (3)They can also do lots of dangerous work instead of humans. 3. Learn how to express certainty and uncertainty: (1)I’m sure robots can do some work faster and better than humans. (2)—Are you sure? —Yes, quite sure. (3)—Do you think you will have a robot in 20 years? —Yes, I’m sure. / No, I’m not sure. 4. Talk about modern science and technology. Ⅱ. Teaching aids 教具 录音机/玩具/小黑板/图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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 be sure 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: Boys and girls, look, what are these? Ss:They are toys. T: Which one do you like better, the robot or the car? A robot is a machine that helps people do some work. (板书并要求学生掌握。) robot, machine Ss:The robot. T: Why do you think so? S1: Because I think the robot is more interesting than the car. S2: Yes, I agree. I think it is the most interesting of all the toys. T: Yes, I think so. Scientists invented many useful inventions. (教师板书并要求学生掌握。) scientist T: Newton is a scientist. Edison is a famous scientist, too. Some students in our class want to be scientists. 164 Right? S3: Yes, I’m sure.(引导学生用 I’m sure 来回答。) 2. (教师讲解 I’m sure …句型。初步让学生理解 be sure 是表示肯定的一种说法。) T: Then, when did the first robot appear? (板书并要求学生掌握。) appear S4: Idon’t know. T:Oh, it was invented in 1921. Many students are interested in robots. Could you tell me what robots can do for us? (让学生讨论，汇报讨论结果。) S5: Robots can help us a lot. S6: Robots can do dangerous work. S7: Robots can help us clean the room. S8: … T: Very good. Robots can do many different kinds of jobs. Robots can take the place of humans to do lots of dangerous work. It means robots can do lots of dangerous work instead of humans in some situations. (板书并要求学生掌握。) take the place of situation T: We know robots can do a lot of things for us. My bike is broken. I have to repair it. Are you sure robots can mend my bike? (板书并要求学生掌握。) repair = mend S9: I’m not sure. (引导并帮助学生回答。) S10: I’m sure they can repair it. T: I’m sure, too. Are you sure robots can lift trucks? S11: I’m not sure. S12: I’m sure. T: I’m sure, too. (板书并要求学生掌握。) truck Step 2 Presentation 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: Robots are very useful to humans. Do you want to know more about robots? Now let’s listen to 1a and answer the following questions: (出示小黑板。) (1)Where did Kangkang go last weekend? (2)Can robots do any work faster and better than humans? (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 … do sth. instead of sb. something like … take the place of sb. to do sth. 165 be sure I’m sure … Step 3 Consolidation 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: Read 1a first, then listen to the tape and follow. Pay attention to the pronunciation and intonation and mark the key words. (板书关键词) the Science Center, invent, appear, take the place of, hard or boring, in some situations, dangerous, instead of, I’m sure … 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: Please practice 1a in pairs and then act it out in the front of the classroom according to the key words. 3. (写出机器人的优点，完成 1b。) T: Well done! Now please look at 1b. Can you write down the advantages of robots according to the dialog? Ss: Yes. T: Are you sure you can write down the answers without looking at the dialog? Ss: Yes. We’re quite sure. T: OK. I’ll ask three students to come to the blackboard and write them down. (核对答案。) Step 4 Practice 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: Boys and girls, we have learned something about robots. What else can robots do for us? S1: They can repair bikes. S2: They can look after babies. … T: Look at the pictures. Try to describe them in English one by one. What’s the first robot doing, S3? S3: It’s saving people in danger. S4: It’s repairing machines. S5: It’s lifting parts of trucks. … 2.(听 2 录音，完成 2 并核对答案。) T: Listen to the tape and number the pictures in 2. 3.(小组对话，巩固所学短语。) T: Please discuss robots in groups. Example: S6: What can robots do for us? S7: They can save people in danger, repair machines and lift parts of trucks. S8: They can also carry heavy things, mend roads and catch fish. (如果不全面，组内其他学生补充。) 4. (小组讨论完成 3。) T: Now please discuss the advantages and disadvantages of robots. Then fill out the table in 3. You can add your own opinions. (让学生讨论两分钟。完成 3。) (学生自由对话。) 166 T: Please make a dialog according to the information above and your own opinions. Example: S9: Are you sure robots will make humans lose their jobs? S10: Yes, I’m sure. / No, I’m not sure. S9: Is it good or bad for us? S10: It’s good. / It’s bad for us. S9: Do you think you will have a robot in 20 years? S10: Yes, I’m sure. / No, I’m not sure. (找几组学生表演对话。) Step 5 Project 第五步 综合探究活动(时间:7 分钟) 用 be sure 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 be sure 句式。) T: Suppose you are a scientist, and you have invented a new kind of robot. Make a dialog or write a passage to introduce it. Try to use the sentence patterns with “be sure”. 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 be sure 句式 并加进自己的观点。 板书设计: Are you sure there are UFOs? Section A take the place of I’m sure robots can do some work faster and better than humans. instead of —Are you sure? in some situations —Yes, quite sure. lose one’s job —Do you think you will have a robot in 20 years? —Yes, I’m sure. / No, I’m not sure. Section B The main activities are 1a and 2. 本课重点活动是 1a 和 2。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: toward(s), plate, planet, information, mistake … for …, object, balloon, call for, wake, wake up, real 2.Learn some useful sentences: (1) People often mistake some man-made objects such as kites or balloons for UFOs. (2) Get up, or you’ll be late for school! 3. Go on learning how to express certainty and uncertainty (be sure/be not sure) and review the past continuous tense: (1)A UFO flew over my head while I was walking toward the bus stop yesterday. (2)I’m quite sure there are UFOs. (3)I’m not so sure. Even scientists aren’t sure whether there are UFOs. (4)I’m not sure whether/if robots will make humans lose their jobs. (5)Last night, while Jim was sleeping, he saw a UFO flying over his head. Ⅱ. Teaching aids 教具 实物/录音机/图片/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 167 Step 1 Review 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’m sure./I’m quite sure./I’m not sure. 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: What was S1 doing at this time yesterday? S2:She was watching TV. T: Are you sure? S2:Yes, I’m quite sure. S1:Yes, I was watching TV at that time. (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’m sure you searched for the information about robots and UFOs last night. Please give a report about them. (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)You have known much about robots and UFOs. I have some pictures about them here. Look at these pictures. What are these? Ss:They are UFOs. T: What do the UFOs look like? Ss:They look like plates.（帮助学生回答。） (板书并要求学生掌握。) plate T: I’m not sure whether there are UFOs. Are you sure there are UFOs, S3? (板书并帮助学生理解表达不确定的句式。解释 whether/if。) I’m not sure whether/if there are UFOs. S3:Yes, I’m quite sure. T: What about you, S4? S4:I’m not sure whether there are UFOs. T: I’m not sure, either. I don’t know whether there are living things on other planets. (板书并要求学生掌握。) planet T: The earth is a planet. Mars(火星) is a planet, too. Both of them are planets of the sun. Step 2 Presentation 第二步 呈现(时间:5 分钟) 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: Most of us are not sure whether there are UFOs. Is there really a UFO? Jane and her friends are talking about it. Now listen to 1a and answer the following question: What did Jane see while she was walking toward the bus stop yesterday? (板书并要求学生掌握。) 168 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: Listen to the tape and follow. Pay attention to the pronunciation and intonation. Step 3 Consolidation 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: Some students are sure there are UFOs, but some aren’t sure about this.What about Michael, Kangkang, Jane and Maria? Read 1a and finish 1b. (核对答案。) 2. (根据 1b 表格，四人一组练习 1a 对话。) T: Please practice the dialog using the information in 1b. Then I’ll let some of you act it out. (练习后，让几组学生表演。) 3. (用给出的句子编对话，完成 1c。) T: From 1a we know scientists aren’t sure whether there are UFOs. But I’m sure there are robots. Are you sure, S1? S1: I’m quite sure. T: I’m sure robots will make humans lose their jobs. S2: I’m not sure whether robots will make humans lose their jobs. T: Look at the example in 1c. Can you make similar dialogs by using the sentences in the box? (完成后核对答案。) 4. (小黑板出示练习题。) (两句合成一句) (1) I’m not sure. Will you come here? I’m not sure ____ you ____ come here. (2) People want to know. Are there UFOs in the sky? People want to know ____ there ____ UFOs in the sky. (3) I don’t know. Do robots ask for pay or not? I don’t know ____ robots ____ for pay or not. (核对答案。) Step 4 Practice 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’s this object? (板书，要求学生掌握。) object S1: It’s a balloon. (帮助学生回答) (板书并要求学生掌握。) balloon T: Yes, it’s a balloon. Are there UFOs? Nobody is sure. In fact, people often mistake kites or balloons for UFOs. (板书并要求学生掌握。) mistake … for … 169 T: But why is there so much information about UFOs? There is a passage about it. Let’s go and have a look together. (板书并要求学生掌握。) information 2. (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: Now please read the passage in 2 and check the best title of the passage. (板书并要求学生理解。) man-made (核对答案。) T: OK, now are you sure there are UFOs? S2, please. S2: No, I’m not sure if there are UFOs. T: Why do you think so? S2: Because until now, no one really knows. … 3. (听 2 的录音跟读，标出关键词。) T: Well done. Now listen to the tape and follow. Mark the key words. (小黑板出示关键词。) say, seen UFOs, in fact, information, mistake ... for … , man-made, objects, such as, kites, balloons, nobody, sure (挑选学生复述。) 4. (师生对话，引出生词，导入 3a。) T: From the passage above, we know nobody seems to have really seen a UFO. Well, are you sure there are aliens? (板书并要求学生了解。) alien S3:Yes, I’m sure there are aliens. S4:No, I’m not sure whether there are aliens. T: OK! Last night, while Jim was sleeping, he saw a UFO flying over his head. To our surprise, while he was trying to call for help, he saw an alien. What happened to him? Who did Jim see after he woke up? (让学生读 3a 猜出生词词义并填空。) T: Please read 3a and fill in the blanks. (板书并要求学生掌握。) call for, wake, wake up (核对答案。) 5. (让学生再读 3a，进行小组讨论，然后完成 3b。) T: Who was the real “alien”? Read 3a again. Discuss in pairs, and finish 3b. (板书并要求学生掌握。) real (核对答案。) Step 5 Project 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’s make a survey. Ask your partner what he /she was doing at different times yesterday evening, 170 then fill his/her answers in the table on the small blackboard. And then write down your own answers. (出示小黑板。) Time (yesterday evening) Your partner You 7:00 8:00 9:00 2. (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:Work in groups of ten, talk about the following questions, then fill in the table. (1)Do you think there are people on other planets? (2)Are you sure UFOs are real? (3)If there are aliens, are they probably friendly or unfriendly? (出示小黑板。) Name Statement S1 There are people on other planets. √ There are no people on other planets. UFOs are real. √ UFOs are not real. Aliens are probably friendly. Aliens are probably unfriendly. √ 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 be sure 结构。) 板书设计： Are you sure there are UFOs? Section B mistake … for … I’m quite sure there are UFOs. such as I’m not so sure. Even scientists aren’t sure whether there are UFOs. call for I’m not sure whether/if robots will make humans lose their jobs. wake up A UFO flew over my head while I was walking toward the bus stop yesterday. People often mistake some man-made objects such as kites or balloons for UFOs. Last night, while Jim was sleeping, he saw a UFO flying over his head. Section C The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: example, for example, spend … on, dictionary, in alphabetical order, look up, pay attention to, and so on, begin with, write to 2. Learn some useful sentences: (1) It makes our life nicer, easier and more interesting. 171 (2) How is everything going these days? (3) I think it’s helpful for studying English. 3. Go on learning how to express certainty and uncertainty: I’m (not) sure of that. 4. Talk about modern science and technology: (1)We can do some shopping without leaving our houses. (2)We can use the Internet to find jobs. (3) The Internet can help us find the way. (4) On the Internet, we can also enjoy many interesting songs, movies and games. (5) But we shouldn’t spend too much time on the Internet. 5. Learn how to look up new words in an English-Chinese dictionary: (1)The words in English dictionaries are in alphabetical order. (2)When you look up a word in the dictionary, you must pay attention to the first letter of the word. Ⅱ. Teaching aids 教具 录音机/英汉字典 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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 be sure 结构。) T: You have searched some information about aliens and UFOs. Now please talk about them with your partner or give a speech. 2. (通过讨论导入新词。) T: Where did you get the information about UFOs? S1: I got it on the Internet. T: Well done! We can do many things on the Internet. For example, we can study on the Internet. What else can we do on the Internet? (板书并要求学生掌握。) example for exa mp le S2: We can play games on it. S3: We can listen to music on it. S4: We can watch movies on it. S5: We can write an e-mail on it. (让学生尽可能多说。) T: Yes. That’s very good. And I often use the Internet for downloading useful information. (板书并要求学生理解。) T: The Internet is very useful, but we shouldn’t spend too much time on the Internet. Do you think so? (板书并要求学生掌握。) spend … on … download 172 Ss: Yes, we think so. Step 2 Presentation 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: The Internet is very useful and wonderful. I think most of you can use the Internet well, so what can we do on the Internet? Listen to the passage in 1a and find out the answer to this question. (板书) What can we do on the Internet? (核对答案。) T: OK. Now please give me your answers. From S1, please. Say them one by one. S1:We can go shopping without leaving our houses . S2:We can study on the Internet. S3:We can use the Internet to find jobs. S4:We can find the way to a new place on the Internet. S5:We can find lots of songs, movies and games on the Internet. 2. (学生跟读 1a，注意语音和语调，并画出关键词。) T: OK. Now please listen to the tape and follow. Pay attention to your pronunciation and intonation. And mark the key words. (板书关键词。) Internet, wonderful, make, nicer, easier and more interesting, help, for example, without, study, use … to, a new place, interesting, songs, movies, games, spend … on, too much time Step 3 Consolidation 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. Boys and girls, please stop. According to the key words on the blackboard, please retell the text to your deskmate. I will ask some students to retell it in English in the front. (找几名学生复述课文。) 2. (学生独立完成 1b。) T: OK. Now look at the pictures in 1b and describe them according to 1a. Then write down the answers. (核对答案。) 3. (做调查完成 1c。) T: The Internet is very useful. I want to know about your Internet life. Please answer the questions in 1c. (根据调查结果，小组讨论。) (板书) (1) What do you think of the Internet? (2) What can we do on the Internet? (3) Are all the things on the Internet good for us? (4) Is spending too much time on the Internet good or bad for us ? T: When you finish the discussion, please write a report about it. You can begin like this: The Internet is wonderful. There are lots of useful things on the Internet, so it can help us a lot … But we should not spend too much time on it … (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。) Step 4 Practice 第四步 练习(时间:10 分钟) 173 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’s this? Ss:“字典”。 T: Yes, it’s an English-Chinese dictionary. (板书并要求学生掌握。) dictionary T: Do you have an English-Chinese dictionary? Ss:Yes, we do. T: If we meet a new word while we are reading, we should look it up in the dictionary. (板书并要求学生掌握。) look up T: But do you know how to look up words in a dictionary? Read 2a by yourselves, and then find out the answer to this question. (学生自读 2a，猜测文中出现的新短语的意思。) (板书并要求学生掌握。) in alphabetical order, pay attention to, begin with, write to (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: Listen to 2a and repeat. Pay attention to the pronunciation and intonation. 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: According to the key words on the blackboard, please make a dialog to introduce how to use a dictionary. Example: S1:Could you tell me how to use an English-Chinese dictionary? S2:Certainly. When you look up a word in the dictionary, pay attention to the first letter of the word. When two words begin with the same letter, you have to look at the second letter to find the word. If both the first and the second letters are the same, look at the third one and so on. T: Excellent! I hope everyone can know how to look up a word in a dictionary. Now I’ll give you the word “music”. Can you find where it is? (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’m going to look up the word “music” in the dictionary. First I pay attention to the first letter “m”. Second, I have to look at the second letter “u”. Then I look at the third letter “s” and so on. Now look, here is the word “music”. 4. (学生根据刚才所学的查字典的方法，完成 2b。) Step 5 Project 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“Is spending too much time on the Internet good or bad for us?”为题 进行辩论。) T: OK. Now let’s have a debate about this topic: Is spending too much time on the Internet good or bad for us? Group One thinks it is good and Group Two thinks it is bad. Please give your opinions. G1:Spending too much time on the Internet is good for us. Because it is very useful and helpful. For example, we can study on the Internet, we can look up some new information, we can listen to music, and we can see movies or play video games if we want to relax. 174 G2:Spending too much time on the Internet is bad for us. Because it is bad for our eyes and our health. If we spend too much time on it, we may be sleepy, tired and indulge ourselves in the computer games and we do not want to study hard. (教师总结，科学使用网络资源。) 2. Homework: (1)以“My Internet Life”或“How to Use the Internet?”为题写一篇作文。 (2)预习 Section D，并在字典中查找 Section D 中出现的生词。 板书设计： Are you sure there are UFOs? Section C spend … on We can do some shopping without leaving our houses. for example We can use the Internet to find jobs. look up The Internet can help us find the way. pay attention to But we shouldn’t spend too much time on the Internet. begin with I’m (not) sure of that. write to Section D The main activity is 5. 本课重点活动是 5。 Ⅰ. Teaching aims and demands 教学目标 1. Learn a phrase: plug in 2. Learn some useful sentences: (1)What’s the matter with it? (2)Are you sure you plugged it in? (3)You’d better ask our computer teacher for help. 3. Review and learn the main sentences and useful expressions in this topic about robots, UFOs and the Internet. 4. Review the past continuous tense: (1)A UFO flew over my head while I was walking toward the bus stop yesterday. (2)Last night, while Jim was sleeping, he saw a UFO flying over his head. 5. Review certainty and uncertainty: (1)I’m sure robots can do some work faster and better than humans. (2)I’m not sure whether/if robots will make humans lose their jobs. Ⅱ. Teaching aids 教具 录音机/图片/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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. Please stop. You sang this song very well. I know most of you have a dream of being a flying man. 175 But now, you can’t. So you must study hard. Let’s review “robots” and make a dialog by yourselves. T: Hi, S1 and S2! Could you tell me something about robots? S1&S2: OK. S1:When did the scientists invent the first robot? S2:In 1921. S1:What can robots do for us? S2:They can do some dangerous work instead of humans. They can help us carry things and mend roads. S1:Are you sure robots can make humans lazy? S2:Yes, I am sure. S1:Are you sure robots can take the place of humans in the future? S2:No, I’m not sure. T: We talked about the robots. Next let’s talk about the UFOs. (2)(关于 UFOs。) T: S3, are you sure there are UFOs in the world? S3:Yes, I am sure. They look like plates. T: Where do you often get the information about the UFOs? S3:I often get it through books and TV. T: What about you, S4? Are you sure there are UFOs in the world? S4:No, I’m not sure. T: Why do you think so? S4:Because until now, nobody has really seen UFOs, and even scientists aren’t sure whether there are UFOs. T: Next let’s talk about the Internet. (3)(关于 Internet。) T: S5, what do you think of the Internet? S5: It’s wonderful and interesting. T: What do you often do on the Internet? S5: I do the shopping, listen to music, see movies, play games, study, download useful information and write e-mails. T: Do you spend too much time on the Internet? S5: No, I don’t. T: Good. The Internet is very interesting, but we shouldn’t spend too much time on it, or we can’t study well. 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: Look at this picture, and do the action. S1:(手持话筒做唱歌状。) T: Guess like this: Are you…? 176 S2:Are you speaking? S1:No. S2:Are you singing a song? S1:Yes, I am. (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:What was Han Mei doing at 8:00 o’clock last night? S4:She was singing a song. … (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。) Step 2 Presentation 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: Look at the picture in 1. Who are they?And what are they doing? Please complete the conversation. 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：plug in；理解：press, button, plug, useless。) press, button, plug, plug in, 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: Very good. Please answer my questions. What’s Michael doing now? S1:He is repairing his computer. T: What’s the matter with it? S2:It doesn’t work. T: Is he sure he plugged it in? S3:Yes, he’s quite sure. T: What should he do? S4:He’d better ask his computer teacher for help. (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. After managing the problem of the computer, let’s discuss something about the Internet. At first please read the sentences as quickly as you can, then listen to 2 carefully and mark True (T) or False (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. Please tell me your answers. (核对答案。) Step 3 Consolidation 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 be sure 用法。) Example: S1:Are you sure robots will make humans lazy? S2:Yes, I’m sure. S1:Are you sure there are UFOs in the world? S2:No, I’m not sure. 177 S1:Are you sure we can listen to music on the Internet? S2:Yes, I’m quite sure. S1:Are you sure it will be rainy tomorrow? S2:I’m not sure whether it will be rainy tomorrow. S1:Are you sure we’ll have a sports meet this term? … (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。) Step 4 Practice 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:Look at these pictures, and make sentences. Picture 1 Picture 2 Picture 3 T: S1, would you please come here and have a try? … (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)The little girl was playing the piano when her father knocked at the door. (2)While Lucy was walking in the park with her mother, they saw a wallet lying on the ground. (3)While Tom was watching TV, the telephone rang. Step 5 Project 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’s this in English? S1: It’s a computer. T: What can computers do for us? S1: We can use computers for surfing the Internet. (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) People use robots for doing boring jobs. People use cars for carrying themselves from one place to another. 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’s my new invention. It’s a bike, but it looks like a bird. And it can fly. When I go to school, it will be a bike. But when I go out for a picnic, it will be a plane … 178 T: Now, time is up. It’s time for you to show your inventions to the whole class. (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’m sure it will … , but I’m not sure if/whether it will … 4. Homework: (看图写句子。) T: Write some sentences with when or while according to the pictures given below. Example: Picture 1 Alice was playing the piano when her father came back. 板书设计: Are you sure there are UFOs? Section D plug in What’s the matter with it? ask … for helpAre you sure you plugged it in? You’d better ask our computer teacher for help. I’m not sure whether/if robots will make humans lose their jobs. Topic 3 The workers used live models, didn’t they? Section A The main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and a phrase: railway, remain, pull, pull down, government 2. Learn a useful sentence: The government is trying to protect and repair the old city walls. 3. Learn tag questions: (1)—It’s a nice day, isn’t it? —Yes, it is. (2)Let’s go and have a look, shall we? (3)—There are still many old city walls in Beijing, aren’t there? 179 —No, there aren’t. (4)You know a lot about them, don’t you? 4. Talk about cultural relics: (1)These are old city walls. They are more than 500 years old. (2)There used to be lots of old city walls in Beijing. (3)Most old city walls were pulled down in the 1960s, because they were falling down. Ⅱ. Teaching aids 教具 录音机/幻灯机或多媒体或图片/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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. Do you like traveling? S1: Yes, I like it very much. T: Would you like to travel to Beijing? S1: Yes, I’d love to. T: Why? S1: Because there are many places of interest in Beijing. T: Could you say some places of interest in Beijing? S1: Yes, the Great Wall, the Summer Palace… (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: Well done. The Great Wall is a great place. In this lesson, let’s talk about other walls — the old city walls in Beijing. Step 2 Presentation 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, what are these? Ss: They are old city walls. T: Yes. There are some old city walls near Beijing Railway Station. (板书并要求学生掌握。) railway T: They are very beautiful, aren’t they? (板书并解释，让学生初步掌握反意疑问句的用法。) They are very beautiful, aren’t they? Ss: Yes, they are. (帮助学生回答，并注意反意疑问句的答语。) T: Right, but only a few of them remain now, because most of them were falling down and were pulled down. (板书并要求学生掌握。) remain, pull, pull down T: Class, do you want to know more about the old city walls? Now, let’s listen to the conversation between Kangkang and Michael. 2. (设置听力任务，听 1a 录音，了解对话的内容。) T: Now, let’s listen to 1a and find out the answers to the questions. (幻灯片呈现问题。) (1) Where did Kangkang and Michael go to see the old city walls? 180 (2) How many years old are the old city walls? (3) How many of them remain now? (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: Now listen to 1a again, then answer the following questions. (1) It’s a nice day, isn’t it? (2) There are still many old city walls in Beijing, aren’t there? (3) Kangkang knows a lot about the old city walls, doesn’t he? (核对答案。) Step 3 Consolidation 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’s a nice day, isn’t it? (2)Let’s go and have a look, shall we? (3)There are still many old city walls in Beijing, aren’t there? (4)You know a lot about them, don’t you? 2. (跟读 1a，注意语音语调。) T: Listen to the tape and follow. Pay attention to the pronunciation and intonation. 3. (根据黑板上的句子表演对话。) T: Act out the dialog according to the tag questions on the blackboard. 4. (完成 1c。巩固反意疑问句。) T: Now, please do 1c by yourselves. Then check your answers. (核对答案。) Step 4 Practice 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: There were many old city walls in Beijing before, weren’t there? S1: Yes, there were. T: There are still many old city walls in Beijing now, aren’t there? S1: No, there aren’t. Only a few of them remain now. T: What happened to them? Do you want to know? Now, let’s look at some pictures. 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: Make sentences according to the words and the pictures. (幻灯片展示图片和提示词。) 181 (used to be) (be pulled down) (appear) (try to, 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: The government is trying to protect and repair the old city walls. And we should do something useful to protect them. (板书并要求学生掌握。) government 3. (听 2a 录音，注意语音语调。) T: Here is a passage about the change in the old city walls. Let’s listen together and repeat. Pay attention to the pronunciation and intonation. 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: Read 2a, then retell the change in the old city walls according to the pictures and words below. 5. (师生对话，导入 2b。) T: Hi, S2. Do you agree to pull down the old city walls or protect the old city walls? S2: I agree to protect the old city walls. T: Why? S2: Because they make the city more beautiful. We can learn a lot from them about history and people. T: What about the others’ ideas? Please talk about it with your classmates. Also discuss the action of building many modern buildings and roads. Do you agree or not? Then finish 2b by yourselves. (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, must not 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: Discuss in groups. Talk about what we should do to protect our cultural relics. Then report it to the other classmates. Step 5 Project 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: Discuss the questions in groups, then write a letter to the local government to talk about how to protect the places of interest in our hometown. (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: There is a park in our city. The park is very beautiful. It attracts (吸引) many people to visit, so please make a proposal to protect the environment in the park. You can do it like this: NOTICE (1) You shouldn’t spit in the park. (2) You mustn’t pick flowers in a park. (3) … (1) Are there any places of interest in our hometown? (2) What is happening to them? (3) What should we do to protect them? 182 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： The workers used live models, didn’t they? Section A used to be —It’s a nice day, isn’t it? pull down —Yes, it is. learn … from … Let’s go and have a look, shall we? —There are still many old city walls in Beijing, aren’t there? —No, there aren’t. You know a lot about them, don’t you? Section B The main activities are 1a and 3a. 本课重点活动是 1a 和 3a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and a phrase: wonder, live, treasure, underground, palace, the Summer Palace, west, weigh, ton, queen 2. Learn some useful sentences: (1) Who made them, do you know? (2) Qin Shihuang, the first emperor of China, ordered his men to make them. (3) China is the oldest country in the world. 3. Go on learning tag questions: (1) You visited Emperor Qin’s Terracotta Warriors last week, didn’t you? (2) The workers used live models, didn’t they? (3) There are many treasures in Qin Shihuang’s Underground Palace, aren’t there? 4. Talk about symbolic buildings: (1) They are one of the greatest wonders of the world. (2) It is in London. It is a symbol of England. Long ago, a queen built it to tell the time. (3) It is in France. It was built for the International Exhibition of Paris in 1889. (4) It stands in New York. It was a gift from France. 5. Talk about measurement: (1) It’s 46 meters high and weighs 229 tons. (2) The Xi’an City Wall is about 13.7 kilometers long. (3) It’s 15-18 meters wide. Ⅱ. Teaching aids 教具 录音机/多媒体/小黑板/图片/卷尺 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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 Section A 中的目标语言，导入新知识。) T: It’s a lovely day, isn’t it? Ss: Yes, it is. T: So I think it’s a nice day for traveling. Do you like traveling? Ss: Of course./Sure./Certainly. 183 T: Would you like to visit some places of interest? Ss: Yes, we’d like to. T: Last week we visited the old city walls in Beijing with Kangkang and Michael. Today we are traveling to another famous city to see some places of interest. Guess, where shall we go? 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, in this class we’ll travel to Xi’an. Which place of interest would you like to visit? Ss: “秦始皇兵马俑”。 Step 2 Presentation 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: Look at the picture. Do you want to visit them? Ss: Yes, we do. T: They are Emperor Qin’s Terracotta Warriors. They are in Qin Shihuang’s Underground Palace. (板书并要求学生掌握 palace 和 underground；理解 emperor 和 Emperor Qin’s Terracotta Warriors。) emperor Emperor Qin’s Terracotta Warriors under+ground = underground palace T: Emperor Qin’s tomb is one of the greatest wonders of the world. The workers used live models to make the warriors, and many people believe there are lots of treasures there. (板书并要求学生掌握生词 wonder, live, treasure。) wonder live treasure T: Do you want to know more? Let’s listen to the conversation together. 2. (设置听力任务，听 1a 录音。) T: Now listen to 1a and answer the following questions: (用小黑板出示问题。) (1) Who made the warriors? (2) Did the workers use live models? (3) Are there many treasures in Qin Shihuang’s Underground Palace? (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: Now read 1a and circle tag questions. 4. (出示小黑板，练习反意疑问句。) (1) Jane never does her best to study, ____ ____? (2) There are few treasures in the tomb, ____ ____? (3) They didn’t go swimming yesterday, ____ ____? (4) Li Lei isn’t a worker, is he? ____, _____ _____. He is a student. (5) Lucy doesn’t come from London, does she? No, ____ ____. Step 3 Consolidation 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。 184 1. (学生跟读 1a，注意语音和语调，并找出关键词。) T: Listen to the tape and follow. Pay attention to the pronunciation and intonation. Write down the key words. visited, wonders, made, ordered, used, treasures, Palace 2. (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: Jim visited Emperor Qin’s Terracotta Warriors last week, didn’t he? S1:Yes, he did. T: Emperor Qin’s Terracotta Warriors are one of the greatest wonders of the world, aren’t they? S1:Yes, they are. T: The first emperor, Qin Shihuang, ordered his men to make them, didn’t he? S1:Yes, he did. T: The workers used live models, didn’t they? S1:Yes, they did. T: There aren’t many treasures in Qin Shihuang’s Underground Palace, are there? S1:Yes, there are. / No, there aren’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: There are Qin’s Terracotta Warriors in Xi’an and there are also some places of interest in China, such as the Great Wall, the Summer Palace and West Lake. Now, listen to 2 and finish it. (板书并要求学生掌握。) the Summer Palace, west (核对答案。) Step 4 Practice 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: In many countries, there are many famous buildings. Some of them are the symbols of these countries. Do you know which country the following picture is from? (展示北京天坛的图片。) T: (指着图片问。) Which place is it? Ss: It’s the temple of Heaven. It’s in Beijing, 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, Paris 2. (让学生独立完成 3a。) T: OK, please match the descriptions with the pictures in 3a. (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: Look at the picture. What is it? 185 S1: It’s the Xi’an City Wall. T: Where is it? S1: It’s in the center of Xi’an City. T: What is it famous for? S1: It is famous for its history of more than 600 years. T: And it’s the best-protected city wall in China. Do you know more about it? S1: Yes, I know more./No, I don’t know any more. … (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 Forbidden City。) T:Look at this picture. It’s the Forbidden City. Where is it? (板书并要求学生理解。) Forbidden City Ss: It’s in Beijing. T:What is it famous for? Ss: It’s famous for…(可适当发挥) T:Do you want to know more information about it? Ss: Yes. T:It’s 961 meters long and 753 meters wide. Now, let’s look at another picture together. (出示乐山大佛图片，用上述方法教学 Grand Buddha in Leshan。) (板书并要求学生理解 Grand Buddha in Leshan。) Grand Buddha in Leshan T:How high is it? Ss: It’s 71 meters high. 4. (实际操作，学会表达。) (教师拿出卷尺给一位学生量身高。) T: S1 is 1.65 meters tall. (教师让另一位学生量课桌的长度。) S2: The desk is 1.00 meter long. (教师找两位同学去量教室的长、宽，并汇报结果。) S3, S4:The classroom is 10 meters long and 7 meters wide. (板书并总结。) 1.65 m e t e r s t a l l . 186 1.00 m e t e r l o n g . 7 m e t e r s w i d e . (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。) Step 5 Project 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)What is it? (2)Where is it? (3)What is it famous for? (4)Do you know more about it? 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： The workers used live models, didn’t they? Section B 187 The workers used live models, didn’t they? Yes, they did. It stands in New York. It’s 46 meters high and weighs 229 tons. The Xi’an City Wall is about 13.7 kilometers long. It is 15-18 meters wide. Section C The main activity is 1a. 本课重点活动是 1a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and phrases: king, ancient, be made up of, true, according to 2. Learn some useful sentences: (1) The building is made up of two million stones. (2) Each stone weighs more than two tons. 3.Go on learning about measurement: (1) The Great Pyramid has four sides and each side is 230.4 meters long. (2) It’s 146.5 meters high. 4.Talk about the Great Pyramid: (1) The pyramids in Egypt are world-famous. (2) It is one of the“Seven Wonders”of the ancient world. (3) Until the 19th century, it was the tallest building on earth. (4) It took about 100 000 people over 20 years to build it. (5) Khufu ordered his men to build the Great Pyramid as his tomb in about 2 560 B.C. (6) Many people believe the Great Pyramid is the oldest and greatest building in the world. Ⅱ. Teaching aids 教具 录音机/幻灯片/图片/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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 Section B 中的目标语言。) T: Would you like to travel to Xi’an? S1: Yes, I would like to. T: Why do you want to travel there? S1: Because there are Emperor Qin’s Terracotta Warriors. T: Could you tell me something about them? S1: Of course. Qin Shihuang, the first emperor of China, ordered his men to make them. The workers used live models. They are one of the greatest wonders of the world. So they are very valuable. T: Very good. (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: As we know, Qin Shihuang’s Underground Palace is the tomb of the first emperor of China. What other world-famous kings’ tombs do you know? (板书并要求学生掌握 world-famous 和 king；理解 tomb。) tomb, 188 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. The pyramids in Egypt are world-famous. It is one of the“Seven Wonders”of the ancient world. The ancient Egyptians built them. The Great Pyramid of Khufu is the largest one. It is made up of two million stones and each stone weighs more than two tons. It took about 100 000 people over 20 years to build it. (板书要求学生掌握 ancient, be made up of；理解 pyramid, Egypt, Egyptian, million。) pyramid, Egypt, ancient, Egyptian, be made up of, million Step 2 Presentation 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: We know the Great Pyramid is one of the greatest wonders of the world. Do you want to know more about it? Please read 1a and fill in the table below. (教师出示幻灯片。) A Brief Introduction of the Great Pyramid Who When Where Why How long (time) Length Height (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: Ask and answer some questions according to the table. (板书并要求学生掌握。) according to Example: S1:Who was the Great Pyramid built for? S2:It was for Khufu. S1:When did he order his men to build it? S2:In about 2 560 B. C. S1:Where is it? S2:It’s in Egypt. S1:Why did he build it? S2:As his tomb. S1:How many people joined in building it? S2:About 100 000 people did. S1:How long did it take to build it? S2:Over 20 years. S1:How long is each side? S2:It’s 230.4 meters long. S1:How high is it? 189 S2:It’s 146.5 meters high. (教师总结带小数点的数字读法。) T: Now we know some information about the Great Pyramid. It is 230.4 meters long and 146.5 meters high. It took about 100 000 people over 20 years to build it. 3. (1)(学生再读 1a，画出文中出现的数词并朗读。) T: Read 1a again and circle the numbers in 1a and read them. (教师引导学生归纳数词的读法规则。) (2)(练习数词读法。) T: Can you say the following numbers? (出示小黑板。) 16.5 138 2 560 4 000 300 000 365 204 708 (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: Read 1a and find out the key sentences and difficult points. (教师板书并解释。) (1) It takes sb. some time to do sth.= sb. spends some time (in ) doing sth. It took me half an hour to finish my homework yesterday. I spent half an hour (in) finishing my homework. (2) be made up of This band is made up of two boys and two girls. (3) on earth=in the world Step 3 Consolidation 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:What did kings build the pyramids for? S1: To keep their bodies after they died. T:When was the Great Pyramid of Khufu the tallest building on earth? S2: Before 1800. T:What does “Each stone weighs more than two tons.” mean? S3: It means each stone is over 2 000kg. T:How many stones is the Great Pyramid made up of? S4: Two million. T:Is it true that no one knows how the ancient Egyptians built the Great Pyramid? S5: Yes, it is. (板书并要求学生掌握。) true 2. (学生独立完成 1b。) T:Now look at 1b. Please choose the correct answers according to 1a. (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: Listen to the tape and follow. Imitate the pronunciation and intonation. Write down the key words. The Great Pyramid the greatest one of the “Seven Wonders” 100 000 people over 20 years, two million stones in Egypt 190 4. (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: Work in groups. Retell the text according to the key words. Step 4 Practice 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: Now look at 2. Suppose you are Jim. Write a letter to your friend, Mike, to talk about some places of interest. You may use some sentences you’ve learned in the topic. (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。) Step 5 Project 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:Suppose you are visiting one of the greatest wonders of the world. Now please say something about what you see and get to know on your trip, such as the history, the features and your feelings about it. (板书) Group One Two Three Four Number 2. 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: The workers used live models, didn’t they? Section C be made up of The Great Pyramid has four sides and each side is 230.4 over = more than meters long. on earth = in the world It’s 146.5 meters high. according to Section D The main activities are 1a and 5. 本课重点活动是 1a 和 5。 Ⅰ. Teaching aims and demands 教学目标 1. Learn a new word and some phrases: from then on, regard, regard … as … 2. Learn some useful sentences: (1) From then on, people regarded the Great Wall as a symbol of the Chinese nation. as tomb 2 560 B. C. 230.4 meters long, 146.5 meters high 191 (2) Every year, many people find great pleasure in visiting the Great Wall. 3. Review the usage of measurement learned in this topic: It’s about 5 500 miles long. 4. Review tag questions. 5. Talk about cultural relics and symbolic buildings. Ⅱ. Teaching aids 教具 录音机/幻灯片/图片/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 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, can you remember how many places of interest we’ve learned in this topic? Ss: Yes. We’ve learned three. They are Beijing’s old city walls, the Great Pyramid and Emperor Qin’s Terracotta Warriors. T: Who can tell me something about the old city walls in Beijing? S1: There used to be lots of old city walls in Beijing. But most of them were pulled down. The government is trying to protect and repair the old city walls. T: Good. S2, please tell me something about Emperor Qin’s Terracotta Warriors. S2: … T: Well done. Could you tell me something about the Great Pyramid, S3? S3: … T: Very good. Today we’ll talk about another place of interest. It is the Great Wall of China. Step 2 Presentation 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: What do you think of the Great Wall of China? S1: The Great Wall of China is one of the greatest wonders of the world. T: What did Qin Shihuang do with the old walls? S2: He joined the old walls together. T: From then on, people regarded the Great Wall as a symbol of the Chinese nation. (板书并要求学生掌握短语 from then on 和 regard … as …；理解 nation。) from then on regard regard … as … nation T: Every year, there are many people visiting the Great Wall. Do you know why? S3: Because they want to find great pleasure in visiting it. T: But some sections of it are falling down. So people recently began to protect and repair the Great Wall. (板书并要求学生理解。) section recently T: Do you want to know more about it? Let’s listen to 1a and answer the questions. 2. (让学生带着问题听 1a 录音，听后核对答案。) (1)How long is the Great Wall? (2)When did the ancient Chinese begin to build 192 11 12 the Great Wall? (核对答案。) Step 3 Consolidation 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: Listen to 1a again and follow, and then finish 1b. (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, around 600 B.C., join … together, regard … as …, symbol, the Chinese nation, find pleasure in …, section, falling down, recently (可以让学生用接龙的形式复述课文。) Step 4 Practice 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’s sum up the characteristics of tag questions. S1, can you have a try? S1: Would you mind if I say it in Chinese? T: Certainly not. Do as you like, 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) ① I think he is clever, ____ ____? ② Everything begins to grow in spring, ____ ____? ③ I don’t believe he comes from China, ____ ____? ④ Let us play soccer, ____ ____? ⑤ She has few friends here, ____ ____? ⑥ The little girl must be Maria, ____ ____? ⑦ There is little ink in the bottle, ____ ____? ⑧ Kangkang seldom went to school on foot, ____ ____? ⑨ —He wasn’t watching TV at 8:00 yesterday evening, was he? —____, ____ ____. He was doing his homework. ⑩ No one knows him here, ____ ____? Everyone is here, ____ ____? There used to be no buildings here, ____ ____? (2)(用多媒体展示练习题，让学生抢做，活跃气氛。) T: Girls and boys, please fill in the blanks with the proper expressions you’ve learned in the topic. See who is the first to complete them. One blank, one word. ① I often ____ my pet dog ____ my friend. ② This road ____ Jinan and Qingdao ____. ③ That house is too dangerous. We must _____ it ____. ④ She never spoke to him again . 3. (根据需要，教师可以补讲“there used to be …”句型的附加问句构成方式。) T: Now, I will tell you how to form the tag question of there used to be …. I think you may meet it in your examinations or in your exercises. (板书并解释，只要求学生了解。) 193 There used to be lots of old city walls in Beijing, didn’t there? There used to be lots of old city walls in Beijing, usedn’t there? (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。) It takes sb. some time to do sth. sb. spends some time (in) doing sth. 5. (学生听录音，完成 2。) T: Boys and girls, let’s come to a test of listening. Look at the pictures of 2. Listen to the tape carefully, and then number them. (核对答案。) 6. (出示幻灯片，师生对话导入 3。) T: Class, look at the pictures on show, please. They are about our cultural relics. Please think about how to protect them. Talk about them in groups. (两分钟后。) T: S2, what does the first picture mean? S2: The man in the picture is practicing Kungfu. The relic is pulled down. He shouldn’t damage it. T:Good! You are quite right. (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。) Step 5 Project 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: Look at the project of 5. You need to state a place of interest in your hometown orally in English. The student who speaks the most will be the winner. (2)(谈论魔术地毯。) (教师解释 a magic carpet, 完成 5。) T: Imagine you are going on a trip on a magic carpet. You can visit any wonder of the world you like. Describe what you’ll see on your trip such as the cultural relics. (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， 分别介绍北京古城墙、颐和园、长城、秦始皇兵马俑等。) T: Suppose a group of foreigners will visit China. You act as a guide and introduce some places of interest to them. How do you conduct the foreigners? These places of interest are the old city walls in Beijing, the Summer Palace, the Great Wall of China and Emperor Qin’s Terracotta Warriors and so on. 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： 按住 Ctrl 键单击鼠标打开教学视频动画全册播放 194 The workers used live models, didn’t they? Section D pull down —Emperor Qin’s Terracotta Warriors are one of the join … together greatest wonders of the world, aren’t they? regard … as … —Yes, they are./ No, they aren’t. —The workers used live models, didn’t they? —Yes, they did.