仁爱英语七上TopicWewanttogotothezoo篇

仁爱英语七上TopicWewanttogotothezoo篇

Topic 3 We want to go to the zoo. 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 1. (1)Learn some new words about animals: panda, monkey, lion, tiger, elephant (2)Learn other new words: zoo, past, quarter, half, show 2. Learn how to make appointments: (1)Do you have any free time tomorrow? (2)—Let’s meet at 9 o’clock in my home. —OK. 3. Talk about time: —What time is it, please?/What’s the time, please? —It’s one o’clock./It’s five past one./It’s a quarter past one./It’s half past one./It’s twenty to two./It’s a quarter to two. (It’s one./It’s one o five./It’s one fifteen./It’s one thirty./It’s one forty./It’s one forty-five.) Ⅱ. Teaching aids 教具 图片/幻灯片/课件/录音机/小黑板/时钟/塑料锤 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:8 分钟) 开展自由交谈活动，复习邀请、应答及打电话用语，培养学生的交际能力。复习动物名称， 引出新单词，为导入新课作准备。 1. (教师要求学生模拟电话会话，邀请他人参加活动，复习、巩固 Topic 2 所学知识。) T: Please use these sentence patterns to talk freely. Then I’ll ask several pairs to act out their conversations in the front. Example: S1: Hello! S2: Hello! May I speak to S1? S1: This is S1. Who’s this? S2: Hi, S1. This is S2. Are you free tomorrow? S1: Yes. What’s up? S2: Would you like to go shopping with me? S1: Yes, I’d love to. What would you like to buy? S2: How about buying some drinks? S1: Good idea. See you tomorrow. S2: See you. 2. (复习学过的动物英文名称，为导入新课作准备。) T: Now let’s go over the names of animals we have learned. Please tell me one by one. (教师拿出一些动物的图片，首先展示一张狗的图片，然后一一展示其他动物的图片让学 生说出这些动物的英文名称，并引出关于动物的新单词。) S3: Dog. S4: Rabbit. S5: Mouse. S6: Fish. S7: Cat. … T: Do you want to know more about the names of animals? Ss: Yes. (过渡到下一步。) Step 2 Presentation 第二步 呈现(时间:13 分钟) 运用课件，直观引出新单词，并导入新课，呈现 1a。 1. (教师利用课件展示一幅动物园的图片，动物园中有许多种动物。) T: Hi, boys and girls. Now, we learn some more names of animals. Let’s look at this picture. What can you see in the picture? (学生说不出动物的英文名称，教师帮助学生回答。) T: We can see pandas, monkeys, lions, tigers and elephants. Where can we see them? Ss:In the zoo. (教师帮助学生回答。) (板书并要求学生掌握。) panda monkey lion tiger elephant zoo 2. (1)(导入 1a。让学生听 1a 录音，并说出听到了几种动物以及这些动物的名称。) T: Now let’s listen to the tape and speak out how many kinds of animals you hear and what they are. (2)(教师出示小黑板，让学生熟悉问题，再听 1a 录音，并回答问题。) T: Nice work. Please look at the small blackboard and go through these questions. Then listen again and answer these questions. ①Where would Michael and Kangkang like to go? ②What animals can they see in the zoo? ③Do they want to meet at 9 o’clock? (3)(先让学生相互讨论，并给出答案，然后教师核对。一定要让学生在黑板上或笔记本上 写出完整答案，培养学生的书面表达能力。) (参考答案如下：) ①They would like to go to the zoo. ②They can see pandas, monkeys, lions, tigers and elephants. ③Yes, they do. 3. (让学生再读 1a，并挑出本段对话的关键词，为下一步学生自由表演打下基础。) T: OK, just now we heard the dialog and watched the pictures. Now, please find out the key words of the dialog. The faster, the better. (教师用幻灯片呈现关键词。) have time—go to the zoo Michael—see pandas Kangkang—see monkeys, lions, tigers and elephants meet at 9 o’clock Step 3 Consolidation 第三步 巩固(时间:5 分钟) 完成 1a 和 1b。通过放录音跟读，表演对话的形式，使学生进一步巩固目标语言，并完成 2 的听力训练。 1. (教师再次播放 1a 录音，学生跟读。教师提醒学生注意语音和语调。) T: Please listen to the tape and repeat. Pay attention to the pronunciation and intonation. 2. (学生两人一组，看关键词表演对话，完成 1b。) T:Act out the dialog according to the key words. Pair work. 3. (听关于动物的描述，完成 2。) T: Listen to the descriptions of the animals and number the pictures in 2. Step 4 Practice 第四步 练习(时间:13 分钟) 完成 3a 和 3b。复习数字，导入时间的表达方法，并通过问答的形式，达到学以致用的目的。 1. (复习数词 1-59，全班同学玩数字接龙游戏，逢 6,16,26 … 以及 6 的倍数击掌而过，出错 者出局。) T: Now. Let’s play a number game. All of you count from 1 to 59. If you meet 6, 16, 26 … or a multiple of 6, you should clap your hands. If you are wrong, you can’t go on playing the game. Are you clear? Go! 2. (1)(由上步复习导入 3a。) (教师手举一个时钟。) T: What’s this? Ss: “时钟”。 T: Oh. It’s a clock.(重复几遍。) Ss: It is a clock.(学生跟读。) T: What time is it? (板书，教学新句型，并要求学生掌握。) What time is it? (把钟拨到六点。) Ss: It is six.(学生不能回答时，教师帮助。) T: Yes. It is six o’clock.(重复几遍，并要求学生跟读。) (板书并要求学生理解。) o’clock (教师把钟拨到 6:20。) T: What time is it? Ss: It’s six twenty. T: Yes. How clever you are! We can also answer“It’s twenty past six.” (板书并要求学生掌握。) past (教师把钟拨到 8:50。) T: What’s the time, please? (板书，并讲解新句型。) What’s the time, please? T: We can also ask“What time is it?” Ss: It’s eight fifty. T: Another way? Ss: It is fifty past eight. (学生可能这样回答。) T: I’m afraid you are wrong. We should say“It is ten to nine.” (板书并要求学生掌握。) to (教师讲解表示时间时 to 与 past 的用法，to 意为“差”，past 意为“过”。) (教师将时钟拨到 7:15，学习 quarter。) T: What’s the time, please? Ss: It is seven fifteen. T: Yes, we can also answer“It is fifteen past seven.”or“It is a quarter past seven.” (板书并要求学生掌握。) quarter (教师将时钟拨到 12:30，学习 half。) T: What’s the time? Ss: It is twelve thirty. T: Yes. We can also answer“It is half past twelve.” (板书并要求学生掌握。) half (教师板书归纳讲解时间表达法，然后要求学生读黑板上的词句三~五遍。) What time is it? What’s the time? It’s six o’clock. It’s twenty past six. It’s ten to nine. It’s a quarter past seven. It’s half past twelve. o’clock past to quarter half (2)(听 3a 录音，完成 3a。) T: Listen to the tape. Then ask and answer in pairs. (3)(两人一组练习 3b。) T: Boys and girls, you know how to say the time. Look at the poster of the zoo. It’s about zoo shows. Practice with your partner after the example and finish 3b. (板书并要求学生掌握。) show Example: A: What can we see at 11 o’clock? B: We can see Tiger Show at 11 o’clock. (学生完成后，请几组学生表演。) Step 5 Project 第五步 综合探究活动(时间:6 分钟) 通过做游戏，加强学生对动物英文名称的记忆，巩固时间表达法，培养学生综合运用本课目 标语言的能力。完成 4。 1. (做游戏。一个同学表演一个动物的典型动作或模拟它的叫声，其他同学猜该同学模仿的 是什么动物。完成 4。) T: Now let’s play a game. One student performs actions or makes sounds. The others guess which of the animals he/she imitates and spell the names of the animals. Now who can try first? S1: Let me have a try. … 2. (做“打时间”游戏。教师在黑板上写十个左右的时间，黑板前站着两到三名学生，手持 塑料锤，台下一位同学读出黑板上的时间，看台上哪位同学最先敲到这个时间，打错者出 局。) T: Let’s play a new game called“hit the time”. There are some“time”on the blackboard. One student reads the time. The students in front of the blackboard hit the time. The student who hits the wrong time will go down. Do you understand? 5:09 3:10 4:15 5:58 6:30 11:50 8:00 3:29 6:31 12:01 3. Homework: (1)课后搜集各种动物的图片，写出它们的名称，并用一句话描述此种动物。 (2)用钟表练习如何正确表达时间。 板书设计： We want to go to the zoo. Section A Animals: Time: Useful expressions: panda o’clock What time is it? monkey past =What’s the time? lion to It’s six o’clock. tiger quarter It’s twenty past six. elephant half It’s ten to nine. It’s a quarter past seven. It’s half past twelve. 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: clever, animal, It’s time to …, go home, next, next time, get, get up, have breakfast 2. Talk about preferences: —What are your favorite animals, Jane? —Elephants. 3. Talk about time and daily routines: (1)—Oh, what’s the time now? —Mm, it’s half past eleven. It’s time to go home. (2)—Excuse me, what time is it, please? —It’s a quarter past six. —It’s time to get up. 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:7 分钟) 运用图片，通过问答等形式，复习动物名称，引出新词汇，激发学生学习新知识的兴趣。 1. (头脑风暴。教师快速呈现动物图片，让学生在紧张而愉快的气氛中复习所学过的动物名 称。) T: Hello, boys and girls! Do you like animals? Ss: Yes. (板书并要求学生掌握。) animal (教师举起手中所有的图片。) T: Are they nice? Ss: Yes, they are. T: Do you know their names? Ss: Yes, we do. T: OK. I’ll show you the pictures one by one. You must tell me the names of the animals in two seconds. Do you understand? Ss: Yes. T: OK, let’s begin. Are you ready? Go! (教师迅速抽出一张图片。) T: What’s this in English? Ss: It’s a panda. … (动物名称的单词如下：) panda, monkey, lion, tiger, elephant, cat, dog, rabbit T: Well done! You are very clever. (板书并要求学生掌握。) clever 2. (通过复习动物的名称，引出 favorite animals。) T: What are your favorite animals? S1: My favorite animals are cats. S2: My favorite animals are dogs. T: Now, the next, S3, what are your favorite animals? (板书并要求学生掌握。) next S3: My favorite animals are elephants. T: Well done! Do you want to know what Kangkang’s favorite animals are? Ss: Yes. (导入新课。) Step 2 Presentation 第二步 呈现(时间:8 分钟) 呈现 1a。让学生听录音、读短文和找关键词，初步学习目标语言。 1. (听 1a 录音，回答问题。) T: Now, boys and girls, please listen to the tape. Then answer the question: What are Kangkang’s favorite animals? (核对答案。) 2. (再听 1a 录音跟读并回答问题。教师出示小黑板，学生结合问题，获取有效信息。) (1)What time is it? (2)Where do they want to go? (3)How many kinds of animals are there in the dialog? What are they? (4)What are Jane’s favorite animals? (5)Why does she like them? (回答问题的过程中，一定要让学生写句子，培养书面表达能力。教师核对答案。) 3. (读 1a，并让学生找出本段对话的关键词，为下一步学生自由表演打下基础。) T: OK, just now we watched the pictures and listened to the dialog. You must know the meaning of the dialog. Please read 1a and find out the key words of the dialog. OK, let’s begin. The faster, the better. (教师板书关键词，解释新词组 go home, next time 和新句型：It’s time to do sth.并要求学生 掌握。) favorite animals Kangkang—monkeys—so clever Michael—pandas—cute Jane—elephants—so kind—have long noses Maria—tigers—very strong half past eleven—It’s time to go home—next time Step 3 Consolidation 第三步 巩固(时间:10 分钟) 完成 1b 和 1c。训练逐步加深，由易到难，灵活运用所学知识，强化操练目标语言。 1. (学生四人一组，不看书，根据黑板上的关键词，表演 1a。) T: Please act out the dialog according to the key words on the blackboard in groups of four. 2. (让学生再读 1a，完成 1b。) T: Read 1a again. Match the children with their favorite animals. Then write down their reasons in 1b. 3. (仿照 1a，四人一组表演一个相似的对话，完成 1c。) T: Well done, boys and girls. Now let’s read 1a again and put on a similar short play. (先让学生四人一组准备，然后请两三组同学表演。) Example: (At S1’s home) S1: What time is it? S2: It’s 10 o’clock. S1: Are we all here? S3 & S4: Yes, we are. S1: Let’s go. (On the farm) S1: Look at those chickens. They are so cute. I like them very much. S2: I like dogs. They can look after houses and they are clever. What are your favorite animals, Xiao Wu? S3: I like rabbits. They’re so kind and they have red eyes. What about you, Xiao Dan? S4: Cats. They are very cute. S3: Oh, what’s the time now? S2: Mm. It’s a quarter to twelve. It’s time to go home. S3: Yes. We have to go now. All: Goodbye, animal friends! See you next time. Step 4 Practice 第四步 练习(时间:13 分钟) 完成 2a、2b，并进行 3 的听力训练。运用图片，通过问答和写短文等形式，使学生在运用 中掌握目标语言。 1. (出示 2a 图片，师生问答，引出新单词和新词组。) T: We know Kangkang and his friends go to the zoo and they see many animals, such as monkeys, tigers, pandas and elephants. Do you want to know more? Ss: Yes. T: OK, boys and girls, please look at Picture 1. (出示第一幅图片) What time is it? Ss:It’s a quarter past six. T: It’s time to get up. We can also say“It’s time for Kangkang to get up.” (板书，并要求学生掌握。) get up T: (出示第二幅图片) Boys and girls, look at Picture 2. What time is it? Ss:It’s a quarter to seven. T: It’s time to have breakfast. We can also say“It’s time for Kangkang to have breakfast.” (板书，并要求学生掌握。) have breakfast (教师扩展讲解 It’s time for sb. to do sth.及 It’s time for sth.的用法。) 2. (让学生模仿示范，根据 2a 的图片，编相似的对话，并两人一组练习。完成 2a。) T: Can you make similar dialogs after the examples according to the pictures in 2a? Ss:Yes. T: OK, please. Then practice in pairs. (找几组学生表演，教师给予表扬。) 3.(结合 2a，完成 2b。学生可适当发挥想象力。) T: Just now we learned Kangkang’s daily activities. Can you say something about Kangkang’s day? Ss: Yes. T: You can begin like this: Kangkang gets up at a quarter past six in the morning. Then … (找几个学生读自己的短文，教师给予点评和鼓励。) 4.(教师播放 3 录音，学生完成表格，师生核对答案。) T: Listen to the tape and fill out the table in 3. Then check the answers together. Step 5 Project 第五步 综合探究活动(时间:7 分钟) 通过“人体钟”游戏和唱歌等活动培养学生的听说能力；通过写短文的形式真正实现“学以 致用”的教学原则。 1. (“人体钟”游戏——复习时间表达法，巩固本节课所学的日常活动表达法。) (1)(测测灵敏度。) (教师先选几个志愿者当“人体钟”。主持人发言后，让最先举手的同学说出一个日常活动 名称。如：get up，“人体钟”根据指令做出反应，做出“起床”的动作，同时说出大致时 间，如“seven o’clock”。如果说的和做的相符，说明“钟”的灵敏度高；如不符，回座位 换另一个“人体钟”。) T: Hello, boys and girls, let’s play a game to review how to express time and consolidate the daily activities that we learn today. Are you ready? Ss: Yes, we are. Yeah! T: First, I will choose some students to do the“Body clocks”. All of you should try to get the chance by putting up your hands quickly. Second, the student who wins the chance says a daily activity. Third, the“Body clock”acts out the time according to the activity and says the point of time at the same time. If the time that the“Body clock”acts out is right, he/she will go on. If he/she acts wrongly, he must go back and we will choose another“Body clock”. Do you understand? (教师要边说边示范讲解，以便学生完全明白游戏的要领。) (2)(教师总结，表扬优秀，激励后进。) 2. (师生同唱一首歌。教师根据本课的教学内容，编唱 In the Zoo，复习巩固重点词汇。) Eleven monkeys on the line, on the line, they are clever! Twelve elephants on the line, on the line, they are so kind! Thirteen pandas on the line, on the line, they are cute! Fourteen tigers on the line, on the line, they are so strong! 3. Homework: 拓展写作。根据 2a，结合自己一天的日常活动，发挥想象力，写一篇约六十个词的小短 文。 板书设计： We want to go to the zoo. Section B Key words: Useful expressions: animal, next, clever It’s time to… cute, kind, strong go home, next time get up, have breakfast 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 a phrase: way, on one’s way home, wrong, meat 2. Talk about worries and thanks: (1)What’s wrong with you, Baby Monkey? (2)I can’t find my way home. (3)It’s very kind of you. (4)Thank you for your help, Kangkang. 3. Learn some useful sentences: (1)Let me help you. (2)Here we are. Ⅱ. Teaching aids 教具 小黑板/钟/实物/录音机/谜语词条/钢笔/多媒体设备 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10 分钟) 通过学唱，师生互动问答，复习前面的目标语言，并导入新课。 1. (教师出示写有一首歌词的小黑板，并教唱这首歌。既可以活跃课堂气氛，又可以复习 It’s time to do sth.这个句型。) T:Good morning, boys and girls. Are you happy today? Ss: Yes. T: First, I’ll teach you a song. The name is “It’s time to go to school!” Do you want to learn? Ss: Yes, we do. (歌词如下：) It’s time to go to school. It’s time to go to school. Jane, put your shoes on, it’s time to go to school. It’s time to go home. It’s time to go home. Jane, put your bag away, it’s time to go home. It’s time to go to bed. It’s time to go to bed. Jane, take your shoes off, it’s time to go to bed. (教师解释歌词大意。) (教师教唱两遍。) 2. (教师拿出一个时钟，引导学生复习时间和日常活动的表达。) T: Is it nice? Now, let’s look at the clock. Please tell me the time and say what we usually do at that time. Do you understand? Ss:Yes. (教师把钟拨到 6:50。) T: What time is it? Ss:It’s six fifty./It’s ten to seven. T: What do you usually do? S1: I usually get up. T: Yes, it’s time to get up. (教师把钟拨到 12:00。) T: What’s the time, please? Ss:It’s twelve o’clock. T: What do you usually do? S2: I usually have lunch. T: Yes, it’s time to have lunch. (教师再拨几个时刻，让学生两人一组进行问答。) T: Now look at the clock. Ask and answer in pairs. 3. (学生两人一组谈论自己喜爱的动物，并说出喜欢的理由。) T: Hi, boys and girls, we talked about time just now. Now, let’s talk about animals. Work in pairs and ask:“What are your favorite animals?”and“Why do you like them?” (叫两组同学到讲台前表演。) Example: S3: S4, what are your favorite animals? S4: Tigers. S3: Why do you like them? S4: Because they are very strong. How about you? S3: My favorite animals are pandas, because they are very cute. 4. (由复习前面的知识，导入本课的新词句。) T: Well done. We know that Kangkang and his friends went to the zoo. Do you remember what animals Kangkang likes best? Ss:Monkeys. T: Yeah, Kangkang meets Baby Monkey on his way home in the afternoon. Baby Monkey is crying because he can’t find his way home. (教师问一位女同学。) T: S5, if you can’t find your way home, do you cry? (板书并要求学生掌握。) way on one’s way home S5: Yes, I do. T: Ha-ha! You are not brave enough.(教师解释 brave。) If she can’t find her way home, can you help her? S6, please. S6:Yes. T: Oh, it’s very kind of you. (教师微笑。) (板书并学习该句的用法。) It’s very kind of you. (教师做找东西的动作，并露出焦虑的神情。) T: I can’t find my English book. Who can help me? Ss:Don’t worry. We can help you. (学生在抢着说时，教师可以引导学生。) T: It’s very kind of you. You can also say like this: Don’t worry. Let me help you. (师生交换角色，让一学生做找东西的样子，引出句型 What’s wrong with you?) T: What’s wrong with you, S7? S7:I can’t find my pen. T: Don’t worry, let me help you. (教师帮助学生找钢笔。) Is it in your bag? S7:No. T: Is it here? (教师打开学生的铅笔盒。) S7:No. T: Is it over there? (教师环顾教室，然后指着事先放在教室后面的钢笔。) S7:Yes, it is. S8:Here you are. (教师示意另一个学生把钢笔递给他。) S7:Thank you. T: You can also say like this: Thank you for your help. (板书，让学生猜测句子的意思，然后解释，并要求学生掌握。) wrong What’s wrong with you? over there It’s over there. Thank you for +n./v.-ing. Thank you for your help. (利用学生的思维定式，从他们的错误中引出新内容。) T: Please translate my words into Chinese. Here you are. Ss:给你。 T: Here we are. Ss:(不假思索。)给我们。 T: I’m afraid you can’t say it like this. You should say: 我们到了。 (板书并要求学生掌握。) Here we are. Step 2 Presentation 第二步 呈现(时间:8 分钟) 通过学习 1a，训练学生的阅读理解能力。 1. (教师提几个问题，让学生回答以明确课文大意，呈现课文场景。) T: Now please look at the text. What can you see? Ss:We can see Kangkang and some animals. T: What animals can you see? Ss:Some monkeys, a tiger and a lion. T: Oh. How careful! 2. (让学生听 1a 录音，呈现目标语言。) T: Let’s listen to the tape and answer the question: What’s wrong with Baby Monkey? (核对答案。) T: S1, please. S1:He can’t find his way home. 3. (由学生整理出本段文章的关键词，找对一个奖励一分。) T: How clever! Now let’s read again and find out the key words of the passage. Can you try? (教师板书关键词，学生核对答案。) What’s wrong—can’t find—my way home—Don’t worry—not my home—Mr. Tiger’s— Mr. Lion—here—kind Step 3 Consolidation 第三步 巩固(时间:8 分钟) 通过判断对错，表演对话等活动，使学生加深理解并进一步巩固 1a。 1. (明确题意, 完成是非判断题，最后师生核对答案，完成 1b。) T: Now let’s look at the exercises on Page 98. Mark T for True or F for False. For example, look at the first question. Baby Monkey can’t find his way home, what will you mark? Ss:T. T: Yes. Please read the passage again and finish 1b. … 2. (看第二步呈现在黑板上的关键词，五人一组表演 1a，完成 1c。) T: Look at the key words on the blackboard and practice the dialog in groups of five. Then, I’ll ask some groups to come to the front and act out. (找几组表演。学生互评，选出表演最好的小组。) 3. (让学生帮助 2 中的动物找到食物，师生核对答案。完成 2。) T: Nice work. Now please look at the picture on Page 98. There are some animals and their favorite food. Do you know these animals? Write down their names and talk about their favorite food in groups. You can begin like this: I think meat is the tiger’s favorite food. I think the rabbit likes … (板书并要求学生掌握。) meat Step 4 Practice 第四步 练习(时间:12 分钟) 通过猜谜活动，提高学生的听力和理解能力，帮助学生提高写作水平。 1. (猜谜语游戏。教师准备一些谜语，让学生猜是什么动物。) T: Now let’s guess some riddles. Please guess what animals they are according to my descriptions. Ready? Go! (参考谜语如下：) T: It is very cute. It often helps people and lives with us. It eats mice. Fish is its favorite food, what is it? Ss: It’s a cat. … 2. (完成 3。) (1)(写短文，为提高学生的写作水平打下基础。) T: Good job! Boys and girls, now let’s do some written work. Each of you must write a passage to describe your favorite animal. Then talk with your partner and let him/her guess what the animal is. Do you understand?(教师解释。) Ss: Yes. T: OK. Let’s begin. (2)(学生完成短文后，向同桌口头描述，让对方猜其最喜欢的动物，猜对了举手示意，没 有猜对则让全班同学来猜，答对了全班鼓掌，放松心情。) Step 5 Project 第五步 综合探究活动(时间:7 分钟) 创设情境，为学生提供实际运用英语的机会。提高学生的综合语言运用能力。 1. (假如你在放学回家途中遇到一位迷路的小女孩，然后你帮助她，在寻找她家的途中你们 遇到了小女孩的邻居杨阿姨，最后小女孩找到了家。根据这些提示，写一篇与课文 1a 类 似的对话。) T: Suppose you meet a girl on your way home, and she can’t find her way home. Then you help her. On the way, you meet the girl’s neighbour(教师解释：“邻居”。) Aunt Yang. At last, the girl finds her home, please write a similar dialog according to 1a. Example: (假设你叫雷飞。) (Lei Fei meets a girl on his way home.) Lei: What’s wrong with you? Girl: I can’t find my way home. Lei: Don’t worry. Let me help you. Girl: Thank you. Lei: Whose home is this? Girl: I don’t know. It’s not my home. Lei: Is this your home? Girl: No, it isn’t. (They meet Aunt Yang.) Aunt Yang:Oh, ××, why are you here? Girl: I can’t find my way home, Aunt Yang. Lei: Excuse me, Aunt Yang, where’s her home? Aunt Yang: It’s over there, the white house. Lei: Over there? Oh, thank you. (They find the girl’s home.) Lei: Here we are. This is your home. Girl’s mother: Oh, my dear daughter. Girl: Oh, Mom! Girl’s mother: It’s very kind of you. What’s your name? Lei: I’m Lei Fei. Girl’s mother: Thank you for your help. Lei Fei: Not at all. Goodbye. Girl’s mother: Bye. (检查了学生的写作情况后，教师可用多媒体设备展示范文。) 2. Homework: (1)2008 年奥运会结束后，许多外国游客意犹未尽，他们还想在中国玩上几天。假如有一 天，一名英国游客在大街上迷了路。请结合本课 1a 的内容，帮他(她)找到他(她)的住处， 并将这个对话写在作业本上。 (2)背诵本课的目标语言。 板书设计： We want to go to the zoo. Section C Kangkang meets Baby Monkey on his way home in the afternoon. What’s wrong with you? I can’t find my way home. Don’t worry. Let me help you. Here we are. It’s very kind of you. Thank you for + n. / v.-ing. Section D The main activities are 1 and 5. 本课重点活动是 1 和 5。 Ⅰ. Teaching aims and demands 教学目标 1. Learn the phonetics: /ə /, /eə /, / ə /, // 2. Review how to talk about time: (1)—What’s the time, please? —It’s one o’clock.(It’s one.) (2)—What time is it, please? —It’s a quarter past one.(It’s one fifteen.) 3. Review some useful sentences: (1) Do you have any free time tomorrow? (2) Let’s meet at 9 o’clock in my home. (3) It’s time to go home. (4)—What’s wrong with you, Baby Monkey? —I can’t find my way home. (5) Here we are. (6) It’s very kind of you. (7) Thank you for your help. Ⅱ. Teaching aids 教具 橡皮骰子/音标卡片/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) 通过表演，游戏等活动复习并巩固时间表达法，日常活动和动物名称，培养学生的口头表达 能力。 1. (表演对话。复习时间表达法及日常活动。) (让学生根据黑板上的时间及短语，编一个含有时间及日常活动的对话。) T: Good morning, boys and girls. Let’s begin our lesson. First, I’ll write some“point of time” on the blackboard, then you make up a conversation about the time and your daily activities. Do you understand? OK. Let’s begin. (板书时间及一些表示日常活动的短语，然后让学生表演对话。) 6:50 7:10 7:40 12:00 4:00(p.m.) 6:00(p.m.) 8:15(p.m.) get up have breakfast go to school have lunch go home have supper watch TV S1: What’s the time? S2: It’s ten to seven. S1: It’s time to get up. (教师解释 p.m.的意思。) 2. (丢骰子游戏，教师课前准备好六面都写有字母的橡皮骰子，学生掷骰子看那面是什么字 母，然后说出以这个字母开头的动物名称，并描述这个动物的特征。) T: Just now we reviewed the time. Now let’s play a game. I have a dice(骰子) in my hand. On each side there is a letter, you throw the dice and see what the letter is. Then say an animal’s name which begins with this letter and describe the animal.Who will try? Please begin. (若学生不懂，可解释。) T: For example, you throw the dice and the letter is “E”, you can say “elephant”. Then you describe it: It’s very strong. It has a long nose. It can help people do much heavy work. (通过这个游戏，既可以帮助学生复习本话题关于动物的单词，又可以培养学生口头表达 能力。) (教师在设计骰子时，一定要联系学生已学过的动物名称。) Step 2 Presentation 第二步 呈现(时间:5 分钟) 通过学习字母组合的发音，让学生了解单词的拼读规律，帮助学生学会根据读音拼写单词。 1. (1)(教师将 1 的例词写在黑板上，让学生读出单词，并注意画线部分字母组合的发音。) ear deer theater there chair pear sure tour poor boy toy coin T: Nice work. Boys and girls, today let’s go on learning some phonetics. First, read these words together. Then tell me what they pronounce. (2)(通过读单词来归类。教师出示音标卡片，并请学生按读音贴在每组单词前面。) // // // // (3)(听录音，学生跟读 1。) T: OK. Now listen to 1 and repeat. Step 3 Consolidation 第三步 巩固(时间:10 分钟) 巩固音标并完成 2。训练学生的听说能力。 1. (小组活动。把全班同学分成四组。为上述音标补充单词，可查词典。) T: Well done. Now let’s add other words to each phonetic. You can look up the words in your dictionaries. Ss: Yes. T:OK. Group 1—//, Group 2—/e/, Group 3—//，Group 4—//. (学生做准备) T:Are you ready? Ss: Yes. T:OK, let’s begin. (读一遍刚才学生补充的单词，并复习所有学过的含有相同音素的单词。完成 1。) T: Now let’s read these words, please. 2. (1)(听录音，用阿拉伯数字写时间。) (明确题意，为学生做题作准备。) T: Good! Now let’s listen to the tape and write down the time in the blanks. You can use Arabic numbers, such as: 1, 2, 3 … Are you clear? (教师边说边示范。) Ss: Yes. T: OK. Are you ready? Go! (学生互相检查，发挥合作学习的优势。) T: Do you have your answers? Ss: Yes. T: Please check your answers with your partners. Then listen and check your answers again. (师生核对答案。) (2)(请学生口头描述 Michael 的日常生活，复习一般现在时的第三人称单数形式，并巩固 时间表达法。) T: Now let’s say something about Michael’s daily activities. Example: Michael gets up at half past six. He goes to school at … Do you understand? OK! Let’s begin! (教师表扬优秀，鼓励后进。) Step 4 Practice 第四步 练习(时间:10 分钟) 完成 3a，3b，训练学生的听说能力，通过练习进一步强化本话题所学知识。 1. (听 3a 和 3b 录音，要求学生不看书复述听到的句子。完成 3a 和 3b。) T: Nice work! Now, let’s listen to the tape and retell what you hear. Please close your books. Ready? Go! (核对答案。) T: Well, now open your books, please. Let’s check what you retell. Listen again and repeat. 2. (通过书面练习，复习本话题所学知识。) T: OK, let’s do some exercises to review what we’ve learnt in this topic. (小黑板呈现练习。) Complete the dialog.(one word one blank) Steve: you have time on Sunday? Li Lei: Yes, I do. Steve: Do you to go to the zoo? Li Lei: Good idea. Steve: How you, Wang Li? Wang Li: I’d like that, but I’m afraid I can’t. Steve: What’s with you? Wang Li: I to look after my grandmother. Steve: Oh, sorry. What are your animals, Li Lei? Li Lei: Lions. They are . Wang Li: My favorite animals are elephants. They have long . What about you, Steve? Steve: Monkeys are my favorite. They are so . Li Lei: What’s the now? Wang Li: It’s a to eight. Li Lei: Oh, let’s go. It’s time have classes(上课). (学生完成后核对答案。) Step 5 Project 第五步 综合探究活动(时间:10 分钟) 完成 5 和 4，鼓励学生通过实践、讨论、探究等方式，加强听说读写的综合语言技能。 1. (完成 5。) (1)(完成 5 中的 1。) ①(明确题意，为做题作准备。) T: Nice work. Next, look at 5. What can you see? S1: I can see six clocks and four pictures. T: What’s in the pictures? S2: A cat gets up in Picture 1 … T: Yeah. It’s Garfield. Now please match the pictures with the right time. S3: Excuse me, there are two blank pictures. (学生可能用汉语问。) T: Yes, so you must guess what Garfield does at the time of Picture 2 and Picture 5, then match the right time. ②(学生做答，教师总结。) T: Can you tell me what Garfield does in Picture 2? S4: I think Garfield has breakfast at 7:00. T: And in Picture 5? S5: He has supper at 19:30. (2)(完成 5 中 2。) T: Now look at the pictures again and make up a story. Then tell it to your friends. Do you understand? Ss: Yes. T: OK, you can begin like this: Garfield gets up at … (这一活动可以进一步巩固时间表达法，并复习一般现在时的第三人称单数形式。) 2. (完成 4。) (1)(放录音，听歌曲，活跃课堂气氛。) (2)(学生学唱歌。) T: Are you happy now? Do you want to learn it? Ss:Yes. T: OK. Please sing this song with me! 3. Homework: (1)总结，归纳本课目标语言。 (2)参照 5，写篇自己或朋友一天生活的短文。若主语是第三人称单数，注意一般现在时的 第三人称单数形式。 板书设计： We want to go to the zoo. Section D // ear deer theater 6:50 get up // there chair pear 7:10 have breakfast // sure tour poor 7:40 go to school // boy toy coin 12:00 have lunch 4:00(p.m.) go home 6:00(p.m.) have supper 8:15(p.m.) watch TV