仁爱版 初一英语 七年级全册下册教案 第二学期全套教学设计

Unit 5 Our School Life

Topic 1 How do you usually come to school?

Section A

Section A needs 1 period. Section A需用1课时。

The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ. Aims and demands目标要求

1.(1) Learn some means of transportation:

by bike, by subway, by bus, on foot, by plane, by car, by train, by ship, by boat (2) Learn other new words and phrases:

gate, the same to, come on, go to school, Ms., grandmother, group 2. Learn adverbs of frequency: often, usually, always

3. Review the present simple tense.

—Do you often come to school by bike? —Yes. I do./No, I don’t.

4. Talk about how to go to school.

—How do you usually come to school?

—I usually come to school by subway./I always come to school by bus. Ⅱ. Teaching aids 教具

录音机/交通工具的模型/图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:5分钟)

复习日常用语并呈现1a内容。

1. (师生互相问好, 复习学过的问候语。) T: Good morning, everyone! Ss: Good morning, madam/sir！

T: Welcome back to school, boys and girls. Happy New Year! (教师帮助学生回答。) Ss: Happy New Year!

T: We can also say, “The same to you!”

(自然引入“The same to you!”并练习强化。) (板书) Happy New Year! 新年好！ The same to you! 你也一样。(新年好！) Step 2 Presentation 第二步 呈现(时间:10分钟)

学习1a，完成1b。

1. (用事先准备好的模型、教学图片或简笔画给学生展示bike，由此导入本课重点：交通方式。如下图。) 2. (用同样的方式教学其他交通工具，并板书相关词组。) bike car foot subway bus ship boat plane train by bike, by car, on foot, by subway, by bus, by ship, by boat, by plane, by train (1)(熟读板书的词组。) (2)(用上面的简笔画和词组，让学生看1b的图片并模仿例句造句：)

Example：

T: I come to school by bus. S1: I come to school by bike. S2: I go to school on foot. (完成1b，板书go to school。) go to school

(3)(询问两名学生上学所使用的交通方式, 用usually, always和often作替换练习, 并示范汇报结果。) T: I often come to school by bike. Do you often come to school by bike? S3: Yes, I do. T: S4, do you usually come to school by bus? S4: No, I don’t. I usually come to school on foot. T: …

T: Good. S3 often comes to school by bike. S4 usually comes to school on foot. S5 always comes to school by bus … OK. Work in groups of three to practice like that.

(板书画线部分) Do you often come to school by bike? Yes, I do. / No, I don’t. usually, often, always 2. (呈现1a并学习对交通方式的提问。) (1)(让学生听1a的录音, 回答下列问题。) (板书) (1)Where do Kangkang, Jane and Helen meet? (2)How does Helen usually come to school? (3)How does Jane always come to school? T: Now, let’s listen to the tape and find out the answers to these questions. Are you ready? Ss: Yes.

T: OK, let’s begin. (播放录音。)

(2)(核对答案, 提取重点句型。)

T: Who can answer the first question? S1: I can. They meet at the school gate.

T: Well done. What about the answer to Question 2? S2: Helen usually comes to school by subway. T: Good. Next question?

S3: Jane always comes to school by bus. T: Good job.

(在问题2后板书画线部分并做相应的讲解操练。) (板书)

Helen usually comes to school by subway.

Step 3 Consolidation 第三步 巩固(时间:5分钟)

巩固1a,完成1c。

1. (再播放1a的录音，跟读并模仿语音和语调。)

T: Listen to the tape and follow it. Pay attention to your pronunciation and intonation. 2. (人机对话，即学生和录音机对话，提高学生兴趣。)

T: Now, suppose you are Helen and Jane. Listen to the tape, and make a dialog with Kangkang. Are you clear? 3. (完成1c, 让学生三人一组, 练习1a的对话。要求他们仿照1a与同伴编类似的对话。)

T: Now, boys and girls, please practice 1a in groups of three and make similar dialogs with your partners. Then I will ask some groups to act them out. 4. (选几组表演他们的成果。)

T: Which group can act your dialog out? G1: We can. (表演对话。) T: Wonderful! Anyone else? G2: We can. (表演对话。) …

(对学生的表演进行点评，并适当鼓励，必要时纠正学生对话中存在的错误。)

Step 4 Practice 第四步 练习(时间:10分钟)

完成2a和2b。

1. (让学生将2a中与图片相对应的短语代码填入圆圈中。)

T: Just now we talked about the means of transportation. Now let’s look at the pictures in 2a. Then match the

pictures with the corresponding phrases. Do you understand?

Ss: Yes, we do.

T: Good. Let’s begin! 2. (核对答案。)

3. (让学生听录音, 完成2b。掌握生词Ms.和grandmother。)

T: Next, we will have a listening practice. Let’s find out how people come to school or come to work. Do you understand? Ss: Yes, we do.

(播放录音,并核对答案。)

Step 5 Project 第五步 综合探究活动(时间:15分钟)

用表达交通工具的名词和频度副词进行实践调查, 完成3。

1. (使用多媒体课件、flash动画或简笔画, 让学生展开想象, 任意造句子, 要求用上交通工具的表达用语和频度副词。)

T: Let’s look at the pictures. I’m sure you are interested in these lovely pictures. Please make sentences as you like, and don’t forget to use these means of transportation and adverbs of frequency. Are you ready? Go! 2. (让学生分组做一个关于how to come to school的调查报告并完成3。调查时，强调用“How do you usually come to school?”和“I usually come to school…”句型，掌握生词group。) T: Please report your results to your classmates.

S1: In our group, three students come to school by bike… S2: In our group … S3: … …

(学习汇总完成3。) 3. (家庭作业。)

(1)(让学生到社会上做调查，看人们都使用哪些交通工具，哪种交通工具使用多，哪种交通工具使用少，为什么？并根据自己的调查结果模仿3做一个表格。) (2)(预习Section B, 注意其中的频度副词。) Ⅳ.疑点探究

本课我们学习了介词by表示“用，靠；通过，借助于(方式、手段)”时的用法。如：by car, by plane, by ship等。

用来表示交通方式的介词还有in和on。如：in a car, on a bus等。此时交通工具前要加限定词。但on foot意为“步行；走”。foot前不需任何限定词，foot也不能用复数。(建议：教师可在总结课上或练习课上补充。)

Section B needs 1 period. Section B需用1课时。

The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ. Aims and demands 目标要求

1. Learn some new words and phrases:

weekday, early, bird, catch, walk, ride, park, do (one’s) homework, watch TV, television 2. (1)Go on learning adverbs of frequency:

seldom, never, sometimes

(2)Review the present simple tense. I always get up at about six o’clock. Li Xiang often comes to school by bike.

3. Go on learning adverbs of frequency and means of transportation in different expressions. (1) I seldom walk to school.

I never go to school by subway. (2) —How does Maria go home?

—She sometimes goes home by subway. / She sometimes takes the subway home. 4. Encourage the students to be diligent. The early bird catches the worm. Ⅱ. Teaching aids 教具 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)

用链式发问的形式复习交通方式的表达用语及相关句型导出1a，呈现并学习1b。

1. (链式发问。每竖排第一个学生问其后第二个学生一个有关交通方式的问题, 第二个学生回答并接着问第三个学生??以此类推。每组2分钟时间。

问题是:How do you usually go to school?/ Do you often go to school by bus/car…?) Example:

S1: How do you usually go to school?

S2: I usually go to school by bike. How do you usually go to school? S3: I usually go to school by bus. Do you often go to school by car? S4: Yes, I do./No, I don’t.

Section B

…

2. (根据第1环节的实际情况, 老师总结并导出对话1a的语言功能目标, 为下一步过渡做铺垫。)

T: Good. Now I know some of you come to school by bike, and some come to school by bus… I often come to school on foot. But sometimes I come to school by bike. I never come to school by bus. But my father always goes to work by subway. He seldom goes to work by train. 3. (板书并讲解以下频度副词。)

Step 2 Presentation 第二步 呈现(时间:5分钟)

呈现1a。

1. (通过了解学生的起床时间, 引出谚语The early bird catches the worm。让学生猜测这句谚语的意思。) T: OK, boys and girls, what time do you usually get up? S1: I usually get up at half past six. S2: …

T: Yes, we should go to bed early and get up early. As the saying goes, “The early bird catches the worm.”

Who knows the meaning of this sentence?

(让学生猜测，教师板书并加以讲解，并教导学生们在学习和生活中都应该勤奋、努力。)

The early bird catches the worm.

2. (根据1a的主要信息, 设置听力任务, 让学生带着任务听1a的录音, 可以提高兴趣、降低难度。) T: Listen to 1a and find out the answers to these questions on the blackboard. (板书问题及生词。) weekday, early, bird, catch, walk, seldom, never (1) What time does Michael get up on weekdays? (2) How does Michael usually go to school? (3) Does Sally often go to school by subway? (4) Who always takes a bus to school? 3. (让学生再听一遍1a的录音并核对答案。) (Keys to the questions)

(1)He gets up at about six o’clock. (2)He usually goes to school on foot. (3)No, she doesn’t.

(4)Sally always takes a bus to school.

Step 3 Consolidation 第三步 巩固(时间:5分钟)

巩固1a和1b的内容。

1. (放1a的录音, 让学生跟读并模仿语音和语调)

T: Follow the tape and pay attention to your pronunciation and intonation. Ready? Go! 2. (人机对话，提高学生的兴趣。)

T: OK. Suppose you are Michael and Sally. Listen to the tape and make a dialog with Helen. 3. (让学生分角色表演1a，小组之间进行比赛)

T: Good! Now let’s work in groups and act out 1a. Then we’ll choose the best one.

Step 4 Practice 第四步 练习(时间:15分钟)

呈现2a的图片，呈现同义替换，完成2b和3。

1. (1)(呈现2a的图片, 通过师生互动, 让学生进一步了解和巩固语言知识。)

T: Look at the first picture. How does Maria go home? Ss: She goes home by subway.

T: Yes, we can also say: she takes the subway home.

(同样的，通过谈论第2、3、4幅图，可以得到以下几个句子。) Li Xiang comes to school by bike./Li Xiang rides a bike to school. We go to the park on foot./We walk to the park.

They go to the zoo by bus./They take a bus to the zoo.

(呈现同义替换，加强对交通工具表达方式的灵活运用。总结并板书。) by subway — take the subway by bike — ride a bike on foot — walk by bus — take a bus by car — take a car by plane — fly (2)(让学生听2a录音并跟读)

T: Follow the tape and pay attention to the pronunciation.

(3)(引导学生归纳总结1a和2a中频度副词的用法，并进行操练。)

T: Find out the sentences with the adverbs of frequency, pay attention to their usage and then make sentences.

2. (让学生完成2b。)

T: Now, talk about the pictures in 2a with your partner. Example:

S1: How does Maria go home?

S2: She sometimes goes home by subway./She sometimes takes the subway home. 3. (播放3的录音, 让学生独立完成3并核对答案。)

Step 5 Project 第五步 综合探究活动(时间:12分钟)

1. (利用所学频度副词进行实践活动。)

(1)(让学生用How often do you …的句型，调查自己的同伴或邻近的学生, 根据调查结果, 写一段话, 尽量

使用频度副词。)

T: Now, look at the table. Please survey your partners or your neighbors using “How often do you…?” You should complete the table with adverbs of frequency. At last, write a short passage according to the form. You can begin like this: Li Ming sometimes goes shopping … (表格如下。) Activity watch TV in the go shopping walk after supper get up early Name evening Li Ming sometimes seldom often always (2)(让几名学生汇报他们的调查结果。) 2. (弹性课堂。要求学生背一句谚语。) (板书) Proverb: Where there is a will, there is a way. 有志者事竟成。 3. (班级活动。让学生完成4。在轻松活泼融洽的气氛中结束这节课。) 4. (家庭作业。)

(让学生用Section A和Section B中学过的重点句型写一篇五句话左右的有关自己出行方式的小短文。学生们如果有兴趣, 可以课外收集中外谚语或名人名言。培养他们的自主学习能力和自我建构能力。) Ⅳ.疑点探究

1. 动词和介词短语表达交通方式的不同。如： He walks to school. = He goes to school on foot.

但不能说He on foot to school，即介词短语不能作谓语。

2. 频度副词never, seldom, sometimes, often, usually, always等在句中的位置, 一般位于行为动词之前, 系动词、助动词或情态动词之后。 Section C needs 1 period. Section C需用1课时。

The main activities are 1a, 2 and 3. 本课重点活动是1a, 2和3。 Ⅰ. Aims and demands目标要求

1. (1) Learn other words of frequency:

once, twice

(2) Learn other new words and phrases:

life, American, or, few, have lunch, at school, day, have a rest, play, basketball, football, go swimming, and so on, ball, more, talk, game, listen to, music, read, library, must, first, week, every 2. Learn how to express frequency. How often do you go to the library?

Once/Twice/Three times a week./Very often./Every day./Seldom … 3. Talk about the daily activities.

play soccer, play basketball, read books, go swimming, go fishing, listen to music, watch TV, do one’s homework, go to the park, meet friends, cook, go to the zoo

4. Learn about the differences of the school life between American students and Chinese students. Ⅱ. Teaching aids 教具 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:7分钟)

复习交通方式表达用语、频度副词并呈现1a。

1. (热身活动。与学生一起唱Section B 4中的Let’s chant。让全班学生边唱边用双手打节拍。) T: Please turn to page 4, and let’s chant. Ready? Ss: Yes.

2. (检查家庭作业，然后请几个同学朗读他们写的小短文。)

T: Please show me your homework. Then I will ask several students to read their passages. T: Who wants to read it out?

Section C

S1: …

T: Anyone else? S2: …

3. (方案一：用问答的形式, 复习交通方式的表达用语。要求学生尽量采用两种不同的表达方式。) Example:

T: S3, how do you usually go to school?

S3: I usually walk to school./I usually go to school on foot. T: How do you usually go to school, S4?

S4: I usually ride my bike to school./I usually go to school by bike. T: How does S4 usually go to school?

S5: He/She usually goes to school by bike./He/She usually rides his/her bike to school. T: …

(方案二：让学生在小组里进行链式对话, 复习交通工具的表达用语。) S6: How do you often go to school?

S7: I often walk to school. What about you?

S8: I often take the subway to school. How do you usually go to school? S9: …

4. (引导学生复习学过的频度副词seldom, often, always, sometimes, never, usually, 并由此引出本课的新词组how often和两个新的频度副词once, twice。)

T: I always go to the library after school. Mr. Zhang doesn’t go to the library every day. He goes there once/twice a week. (板书画线部分, 学习新词once和twice。) once/twice a week T: How often do you go to the library? (学习how often。尽可能帮助学生回答。) Ss: …

(板书画线部分, 重点讲解how often的用法。) how often Step 2 Presentation 第二步 呈现(时间:10分钟)

呈现并学习1a。

1. (从谈论学校生活开始导入1a，呈现新单词、短语和关键词，提示词义并板书。) T: Boys and girls, do you like our school life? Ss: Yes, we do.

T: Then do you know about the school life of American students? Ss: No, we don’t.

T: Today we will learn about it together. OK? Ss: Yes.

T: First, look at the blackboard, and let’s learn some new words and phrases. (板书) school life, American, or, few, have lunch, at school, day, eat out, have a short rest, be over, in their free time, play basketball, soccer, go swimming, ball games 2. (让学生仔细阅读1a的对话，然后回答1b的五个问题。) (1)Let the students read 1a carefully, and then answer the questions in 1b. (2)Check the answers. (板书答案。)

1. They usually walk to school or take a yellow school bus. 2. At school.

3. At about 3 o’clock.

4. They often play basketball or soccer, go swimming and so on. 5. Four times a year.

3. (播放1a的录音，让学生跟读并模仿语音和语调。)

T: Now, let’s follow the tape and pay attention to the pronunciation and intonation. 4. (人机对话。)

T: Suppose you are Michael. Listen to the tape and make a dialog with the interviewer.

Step 3 Consolidation 第三步 巩固(时间:13分钟)

表演并巩固1a。完成1c。

1. (让学生看黑板上呈现的关键词，两人一组表演1a。)

T: OK. Close your books. Look at the key words on the blackboard and act 1a out with your partner. 2. (让学生根据1a和1b，写一篇关于美国学生学校生活的文章，完成1c。) 3. (谈论中国学生的学校生活，可以根据1b的五个问题来展开。)

T: Now let’s talk about the school life of Chinese students. You can discuss it according to the questions in 1b.

Step 4 Practice 第四步 练习(时间:10分钟)

运用图片练习2和3。

1. (出示一张Hai Qing在踢球的照片。向学生介绍另外三幅图片, 引出新的动词短语, 并板书。)

play soccer go swimming play basketball go fishing listen to music do his homework watch TV go to the park T: I usually read books after school. What do you usually do after school, S1? S1: I usually play soccer.

T: Look at this picture. What does Hai Qing usually do after school? S1: He usually plays soccer, but he doesn’t play basketball. (采用同样的方法继续操练，完成2。)

2. (让学生利用2中的图片，运用How often及频度短语或副词进行问答)如： T: Look at the first picture. How often does Hai Qing play soccer? Ss: Usually.

(用同样的方法操练完成2，然后操练3中的句型，并教学Work must come first, library和read。) (板书)

Work must come first. library, read

3. (用链式对话的方式, 进行3的内容。)

T: Now, let’s use the words and phrases in the box of 3 and do a chain work like this. Example:

S2: Do you often …?

S3: Yes, I do. / No, I don’t. S2: How often do you …?

S3: Once/Twice/Three times a week./Very often./Every day./Seldom … Do you often …? S4: … …

(老师在学生熟练地操练完成后总结how often的用法，并板书可用于回答它的词或短语。) once/twice/three times a week every day/week/month …

never/seldom/sometimes/often/usually/always

Step 5 Project 第五步 综合探究活动(时间:5分钟)

进行采访, 做调查报告, 了解中美学生学校生活差异。 1. (让学生做调查报告, 并向全班汇报。)

T: Survey your classmates and fill out the form. Then report it to the class. Example:

A: How often do you watch TV? B: Once a week. … Activity watch TV walk to play computer help play Name in the evening school games your parents basketball Li Ming once a week You can report like this: Li Ming watches TV in the evening once a week … 2. (让学生讨论中美学生学校生活的差异。)

(把全班学生分成四组, 讨论中美学生学校生活的差异, 每组由一名学生进行归纳总结。然后每组推荐出一名小记者, 向全班学生汇报, 其他学生做记录。)

T: The whole class talk about the differences in the school life between American students and Chinese students. Then write them down and report to the class. Example:

In America, students walk or take a yellow school bus. In China, students… 3. (家庭作业。)

(1)(收集有关美国学生学校生活的相关信息，并记录下来。) (2)(归纳所学过的频度副词和短语。) Section D needs 1 period. Section D需用1课时。

The main activities are 1 and 2. 本课重点活动是1和2。 Ⅰ. Aims and demands 目标要求 1. Learn the vowels: /?/, /? /

2. Learn some new words and phrases: begin, have classes, while, go to bed

Section D

3. Sum up the useful expressions in this topic. (1)Happy New year! The same to you! (2)The early bird catches the worm. (3)Nice talking to you. (4)Work must come first!

(5)She goes to bed at about a quarter to ten. 4. Review and sum up the grammars.

(1) Review words and phrases of frequency.

never, seldom, sometimes, often, usually, always, once/twice/three times a week (2) Sum up the present simple tense.

①Do you often come to school by bike? Yes, I do. / No, I don’t. ②I usually come to school by subway. ③I seldom walk to school.

④I never go to school by subway. ⑤They always take a bus to the zoo.

⑥How does Maria go home? She sometimes takes the subway home. ⑦How often do they have ball games? Four times a year. ⑧He usually plays soccer, but he doesn’t play basketball.

Ⅱ. Teaching aids 教具 录音机/音标卡片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:7分钟)

复习节日问候语、谚语，复习Section C，完成4b和5。

1. (用生日歌的旋律唱Happy New Year导入本课, 可以活跃课堂气氛, 又为下一步进行4b做准备。) T: Let’s sing the song Happy New Year together. T & Ss: Happy New Year to you! Happy New Year to you! Happy New Year! The same to you! Happy New Year to you!

2. (学习4b, 归纳本话题中有用的表达方式。) (1)(通过上面的歌曲, 巩固下面的表达方式。) (板书) Happy New Year! The same to you! (2)(呈现The early bird catches the worm.和Work must come first!并翻译成汉语, 勉励学生勤奋学习。) T: In this topic, we have learnt two useful expressions. They tell us we must work hard and can’t waste our time. Do you still remember them?

Ss: Yes. One is “The early bird catches the worm.” and the other is “Work must come first!” T: So you must study hard every day. (板书) The early bird catches the worm. 捷足先登/早起的鸟儿有虫吃。 Work must come first! 工作第一！ 3. (让学生听4b录音，并大声跟读。) T: Well, let’s listen to 4b. Follow it loudly. 4. (检查家庭作业，完成5。)

T: Boys and girls, have you finished your homework? Ss: …

T: Good! In the last lesson, we learnt about the school life of American students. Today let’s survey your classmates about the school life. Fill out the form in 5 with your survey results. Then compare the school life of American students with yours and write a passage. You may begin like this: The school life of American students is different from ours… OK, let’s begin!

Step 2 Presentation 第二步 呈现(时间:5分钟)

呈现2

1. (复习一般现在时，引出2。)

(让学生看图片，完成书中的表格。) T: Boys and girls. Look at the pictures in the passage. What does Jane usually do at 6:20 a.m.? Ss: She usually gets up at 6:20 a.m. T: What does she do at half past seven? Ss: She goes to school. …

(教师边问边引导学生完成部分表格。) 2. (让学生听录音完成剩余表格。)

T: Good! Let’s listen to 2 and fill in the rest blanks. Ready? Ss: Yes.

T: OK, let’s begin. (播放2的录音。) 3. (核对答案) T: Now, let’s check the answers. Who wants to share the answers with us? S1: Let me try … T: Very good. Next one? S2: … …

4. (让学生仔细阅读2，找到新单词并猜测其词义。) 板书

begin, have classes, while, go to bed T: Wonderful! Now let’s read this passage carefully and guess the meaning of the words. …

(点评并纠正学生在理解上的错误。) 5. (让学生依据2中的表格复述短文。) T: Now, let’s look at the table and retell this passage. Any volunteers? S3: Let me try … T: Great! Anyone else? …

Step 3 Consolidation 第三步 巩固(时间:16分钟)

巩固2，完成4a和3。

1. (让学生再次阅读2，快速找出含有交通方式和频率副词的句子。)

T: OK. Now read 2 quickly again, and underline the means of transportation and adverbs of frequency. …

T: Good. Besides these sentences, can you tell me other expressions about frequency and means of transportation?

(教师引导学生回答，边说边在黑板右上方板书“never, seldom …”) (板书)

Frequency

Means of transportation: by car take a car by subway take the subway by bike ride a bike by bus take a bus on foot walk by plane fly

(由此表引导学生朗读4a，完成3。) 2. (让学生听录音跟读4a。) 3. (学生听录音，完成3。)

T: Well, let’s listen to 3, and fill in the blanks. Ready? Ss: Yes. T: Let’s begin. …

4. (核对答案，并将文中的句子转换成另一种交通表达方式。) T: Now, let’s check the answer.

Ss: Miss Yang always goes to Wuhan by bus.

T: Great! You can also say: Miss Yang always takes a bus to Wuhan. (同样的，引导学生进行2、3、4、5句子的替换练习。)

Step 4 Practice 第四步 练习(时间:7分钟)

用音标卡片学习音标，练习音标，完成1。 1. (让全班学生各持一张卡片，每张卡片上只有教学目标中列出的两个音标中的一个，学习音标。全班动员，人人参与。)

T: Everyone has a card. If I read /?/, please raise your card with /?/ and stand up. If I read /?/, please raise your card with /?/ and stand up. Do you understand?

2. (小组活动。让一名学生读卡片上的音标，其所在小组其他成员均举起相应的音标卡片。) T: Practice in groups. One reads the phonetic symbols, and others raise cards. 3. (让学生听1的录音并跟读。)

T: Listen to 1, and read after the tape.

4. (以小组为单位进行比赛，在限定时间内看哪一组说出含有/?/发音的单词最多。)

T: Boys and girls, next we’ll have a competition. Let’s work in groups and speak out words which have sound /?/ in given time as many as possible. At last we’ll decide which group is the winner. Do you understand? Ss: Yes.

T: OK. Let’s begin! Be quick! …

Step 5 Project 第五步 综合探究活动(时间:10分钟)

介绍自己的日常生活, 加强实践活动, 提高英语应用能力。 1. (让学生制作表格，介绍自己一天的活动。) T: Make a form about your daily activities. Example: Time Activity 6:30 a.m. get up 7:00 a.m. 7:30 a.m. go to school 12:00 a.m. after school after dinner

2. (找几名学生介绍他们的活动。) T: Are you ready? Ss: Yes, I am.

T: Who wants to share your activities? S1: I want…

T: Well done. Anyone else? S2: … …

T: Fantastic. Remember, you should use the present simple tense in the passage. 4. (家庭作业。)

让学生写一篇关于他们自己日常活动的短文。要求: (1)使用一般现在时。(2)尽可能多地使用学过的频度副词。 (范文：)

My Day

I usually get up at 6:30 a.m. I often go to school by bus at 7:30 a.m. Classes begin at 8:00 a.m. I have four classes in the morning.

I always have lunch at 12:00 a.m. I have two classes in the afternoon. After school, I sometimes play football with my classmates.

I get home at 5:30 p.m. and have dinner at 7:00 p.m. After dinner, I often do my homework. I seldom watch TV in the evening. I go to bed at about 10:00 p.m. I never go to bed late(迟的，晚的).

Topic 2 He is running on the playground.

Section A

Section A needs 1~2 periods. Section A需用1~2课时。

The main activities are 1a, 2a and 3. 本课重点活动是1a, 2a和3。 Ⅰ. Aims and demands目标要求

1.(1) Learn the names of school buildings:

playground, gym, dormitory, lab, computer room, dining hall, classroom building, swimming pool (2) Learn other new words:

make, card, boring, soon, run, dance, sleep, clean 2. Learn the present continuous tense.

What are you doing now? I’m making cards.

What is Maria doing now? She is reading in the library. Are you watching TV? Yes, I am./No, I’m not.

Is Kangkang reading in the library? Yes, he is./No, he isn’t. Ⅱ. Teaching aids 教具

录音机/教学挂图/幻灯片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:8分钟)

复习上节课校园生活的内容, 呈现活动3。

1. (让学生描述自己的校园生活, 用上in one’s free time, often, twice a week, go swimming, read books, play soccer …，为学习校园内活动场所名称作铺垫, 也为学习现在进行时提供必要的动词词组。) T: Today I want to make a survey. S1, do you like our school life? S1: Yes, I like our school life very much.

T: What do you usually do in your free time?

S1: I usually play soccer.

T: Thank you. S2, what do you usually do in your free time? S2: I often read books. T: What about you, S3? S3: I often go swimming. …

2. (询问学生通常在哪里做上述活动, 呈现校园活动场所名称。)

T: I know you all have an interesting school life. S1 usually plays soccer. S2 often reads books. S3 often goes swimming… Please answer my questions now. Where do we play soccer? If you can’t answer it in English, you can speak Chinese. Ss: 操场。

T: Where do we read books? Ss: 图书馆。

T: Where do we swim? Ss: 游泳池。 …

(教师利用幻灯片逐个呈现校园活动场所的名称。)

T: Now, look at the first picture. What’s this?(教师出示第一张幻灯片。) Ss: Playground.

T: What’s this in English?(出示第二张幻灯片。) Ss: Dormitory.(教师帮助学生回答。) …

(依次引导出生词并板书。) (板书) playground, library, swimming pool, lab, computer room, gym, classroom building, dormitory, dining hall 3. (让学生把3中的词与图片正确搭配。) T: Just now we learned some new words. Now let’s look at the picture in 3. Then match the places with the right pictures. 4. (核对答案。)

Step 2 Presentation 第二步 呈现(时间:17分钟)

呈现2a, 1a, 完成2b。 1. (猜猜看。老师做出读书的动作, 并且问What am I doing?帮助学生回答You are reading a book。以此为例, 让学生轮流做动作, 其他学生猜猜她/他在干什么。) Example:

T: Now, I am in the classroom. Guess. What am I doing? (老师做出读书动作。) Ss: You are reading a book. S1: I am on the playground. What am I doing? (学生做出踢球动作。) S2: You are playing soccer.

T: … What is S1 doing? (老师指着S1, S1做出踢球动作。) Ss: … He/She is playing soccer. T: What is S2/S3 … doing? Ss: He/She is …

2.(老师呈现2a中的挂图, 指着图片发问并指导学生回答。) T: Where is Maria? Ss: She is in the library. T: What is she doing? Ss: She is reading.

(指着第二幅图继续发问。) T: Where is Kangkang? …

(板书新句型，要求学生掌握dance, sleep, clean。) — Where is Maria? — What is she doing? — She is in the library. — She is reading. (让学生根据1a, 2a的图练习现在进行时。)

T: Where is Jane? Ss: She is at home. T: What is she doing? Ss: She is watching TV. (让学生之间进行对话。) S1: … S2: …

3. (让学生再听2a, 完成2b。)

T: Let’s listen to 2a again. And finish 2b. Begin! 4. (核对答案。)

T: Who wants to share your answers with us? S7: Maria … S8: Kangkang … S9: Wang Wei …

5. (听录音，学习1a。)

T: From the pictures, we can see they are making a phone call. What are they talking about? Now let’s listen to it.

(听1a的录音)

T: Is Jane doing her homework? Ss: No, she isn’t.

T: Is Jane watching TV? Ss: Yes, she is.

(通过对话方式，引导学生掌握现在进行时的一般疑问句，肯定及否定回答的形式，同时学习生词。) (板书)

Is she doing her homework? make, card, soon Yes, she is./No, she isn’t.

Step 3 Consolidation 第三步 巩固(时间:5分钟)

巩固1a, 2a。

1. (放1a, 2a的录音, 让学生跟读, 注意语音和语调。)

T: Please listen to the tape and follow it. Pay attention to the pronunciation and intonation. (播放录音。) 2. (人机对话。)

T: Now, listen to me carefully. Suppose you are Jane. Listen to the tape and make a dialog with Michael. 3. (让学生分角色朗读对话。)

T: Very good. Work in groups and read the dialog in roles. I will ask several groups to act it out. Begin! 4. (老师总结现在进行时的用法及构成。) (板书)

主+be(am/is/are)+v.-ing+其他 (老师归纳v.-ing的构成) (板书)

v.-ing的构成有三种：

1.直接在词尾加ing。如playing, doing。

2.以不发音的字母e结尾的动词, 去掉字母e再加ing。如making, dancing。 3.以重读闭音节结尾，末尾只有一个辅音字母, 双写这个辅音字母, 再加ing。如running, swimming。

Step 4 Practice 第四步 练习(时间:10分钟)

练习1a, 2a，完成1b和4。

1. (设置场境，引导学生以小组为单位表演对话，评出最佳表演者。)

T: Now, let’s put 1a and 2a together, then act it out. Ready? OK, another 3 minutes to prepare. …

T: OK! Let’s begin. Who want to have a try? G1: …

T: Very good! Anyone else? G2: …

(评出最佳小组及最佳表演者，并给予相应的表扬和鼓励。) 2. (两人一组，根据1a，利用What are you doing? I’m …和Are you …? Yes, …/No, …编类似对话。完成1b。) 3. (让学生根据4的图画进行两人对话。)

T: Please look at the picture ① in 4. Ask and answer questions in pairs. S1: Where is she? S2: She is in the gym. S1: Is she singing? S2: No, she isn’t.

S1: What’s she doing?

S2: She’s dancing.

(用同样的方法操练另外三幅图。让学生掌握生词run。)

4. (让学生以小组为单位，利用1b和4，合编成一个对话并表演。)

Step 5 Project 第五步 综合探究活动(时间:5分钟)

通过表演和猜测, 培养学生实际运用能力。

1. (请一名学生到台上做动作, 其他学生用现在进行时态进行问答。) T:××, please come here.

(出示一个dance的动作卡片给他/她看。) Please perform the action. (学生表演跳舞动作。) T: What is he/she doing? Ss: He’s/She’s dancing. …

2. (家庭作业。)

(要求同学们回家后在同一时间内观察家中其他成员，看看他们各自在做什么，并做记录。) T: I’d like you to watch your family after you go back home. Please write down what he/she is doing.

Section B needs 1 period. Section B需用1课时。

The main activities are 1a, 2a and 2b. 本课重点活动是1a, 2a和2b。 Ⅰ. Aims and demands目标要求

1. Learn some new words and phrases:

borrow, a few, of course, use, look for, shelf, keep, return, on time, pleasure, post, bye-bye, another, Lost and Found, purse, money, else, picture, put on 2. Go on learning the present continuous tense.

Many students are using them, and they are doing better in English now. I’m looking for my purse. 3. Learn how to borrow things.

Excuse me, may I borrow a few Ren’ai Project English workbooks? How long can I keep them? You must return them on time.

4. Learn how to write Lost and Found. Ⅱ. Teaching aids 教具

录音机/课件/挂图/图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:5分钟)

复习学校场所, 呈现1a。

1. (方案一:猜谜。说一些描述性的语言, 让学生猜是学校的哪个场所。)

T: Boys and girls, guess the place. First, a place where we can go swimming. What is it? S1: Is it the swimming pool?

T: Yes, you are right. Next, a place where we can do some sports. What is it? Who knows? S2: Playground. …

Step 2 Presentation 第二步 呈现(时间:12分钟)

呈现活动1a, 练习1b。

1. (继续对话，利用课件或图片呈现1a。)

T: A place where there are many different kinds of books. What is it? S5: Library.

T: Good. What can we do in the library?(教师出示图书馆图片。) S6: Read books. T: Anything else?

S7: Borrow books.(帮助学生回答问题，引导出生词borrow。) T: Great. What should we say when we borrow books? S8: … …

(依次引导出生词、短语和句型keep, a few, How long …, 并板书讲解。) (板书)

borrow keep return use shelf a few of course look for on time How long can I keep them? Two weeks.

2. (让学生看并听1a的第1部分, 注意对话中的生词和句型。)

T: Look and listen to dialog 1 in 1a. Pay attention to the new words and expressions on the blackboard. 3. (假设一种情境:学生没有借到想要的书, 那该怎么办？)

(方案一:利用课件呈现1a第2部分内容。要求学生掌握post。)

Section B

T: Boys and girls, if you can’t borrow the book you want, what should you do? Ss: I don’t know.

T: OK. Let’s go on watching and pay attention to what they say. (播放课件。)

(方案二:老师给学生做示范, 帮助学生回答, 呈现1a第2部分内容。要求学生掌握post。) T: Boys and girls, if you can’t borrow the book you want, what should the librarian say? Ss: He/She should say “Sorry, we don’t have any.”(帮助学生回答。) T: What should you say? Ss: Thank you all the same.(帮助学生回答。) (板书) post Sorry, we don’t have any. Thank you all the same. Bye-bye! Step 3 Consolidation 第三步 巩固(时间:10分钟)

巩固1a, 根据1b中的句型编对话。

1. (让学生合上课本，听录音并跟读1a，注意语音和语调。)

T: Now please close your books. Listen to the tape and follow it. Pay attention to the pronunciation and intonation. 2. (把学生分成两部分，一部分表演1a的对话1，另一部分同学表演1a的对话2，两人一 组进行练习。)

T: Now I will divide you into two groups. One group acts out Dialog 1 in 1a, and the other group acts out Dialog 2 in 1a. Work in pairs. Do you understand? Ss: Yes.

T: Now, let’s begin!

3. (分别找几组学生进行表演，看看哪组同学演得最好。)

T: OK. I want to know which group can act it out best. Are you ready? Ss: Yes, we are.

T: Which group wants to act first? G1: We want. …

T: Very good! But you can speak slowly next time, OK? Next group! G2: … …

3. (让学生从1a中找出1b相应的答语，依据1b中的句型,自编对话, 教师可给予必要的指导。)

T: Now, please find out the responses to the sentences in 1b from 1a, and work in pairs to practice borrowing things from others. You can use the expressions in 1b. Begin! 4. (找几组学生表演他们编的对话。)

T: OK. Stop here! Who wants to share your dialog with us? G3: We want. …

T: Excellent! You can speak more loudly. Next group! G4: … …

T: Well done. Now let’s move on.

Step 4 Practice 第四步 练习(时间:10分钟)

利用情景设置呈现2a, 练习2b和3。

1. (设置一名女学生在路上寻找东西的情景, 呈现2a。) T: Look at the picture. Guess what she is doing. Ss: She is looking for something. (帮助学生回答。)

T: You are right. She lost her purse. Can you guess what is in her purse? Ss: Money. T: What else? Ss: Maybe … …

(采用对话，依次引导出生词和句型。) (板书) talk money I’m looking for my purse. Lost and Found else What’s in it? purse picture What else? 2. (播放2a的录音, 让学生跟读，注意语音和语调。) T: Listen to 2a and follow it. Pay attention to the pronunciation and intonation. 3. (给学生两分钟时间, 两人一组读对话, 然后找学生朗读。)

T:Now, I’ll give you two minutes to read the dialog with your partners. Then I’ll ask some of you to read it. OK. Begin!

4. (1)(让学生读2b中的两则启事, 学习如何写寻物/招领启事。完成2b, 并提醒学生注意寻物/招领启事的格式

和内容要素。) (板书) Lost: The thing(丢失的物品) Found: The thing(被发现的物品) Name(失主) Where(物品现存地) Phone number(联系方式) Phone number(联系方式) T: Read the notices on the bulletin board. Learn how to write them. Please pay attention to the format and content of the message, and finish 2b. (2)(让学生写一份自己的寻物/招领启事。)

T: Suppose you found or lost something, write your own bulletin board message. 5. (让学生听录音，并完成3，选择正确的答案。) (板书并学习听力部分的生词。)

T: Listen to the dialogs in 3, and choose the right answers. First, let’s learn some new words. (板书) put on (播放录音) 6. (核对答案。)

T: Let’s check the answers. Who wants to answer the first question? S1: Sally is…

T: Good. No.2? S2, please. S2: Sorry, I don’t know. …

Step 5 Project 第五步 综合探究活动(时间:8分钟)

通过小组活动探究借东西的过程并练习如何写寻物/招领启事。 1. (两人一组活动，仿照1a根据1b中的句型编对话。)

T: Work with your partners and make a conversation Similar to 1a. You may use the expressions in 1b. Examples:

(1)S1: Excuse me, may I borrow a pen?

S2: Here you are.

S1: Great! How long can I keep it? S2: …

(2)S3: Excuse me, may I borrow a knife? S4: Sorry, I don’t have any.

S3: Thank you all the same. Bye! S4: Bye-bye.

2. (鼓励更多的学生复述2a的内容。)

T: S5, do you want to retell the story of 2a？ S5: …

T: Anyone else? Raise your hand. Wow, so many! 3. (写一则寻物/招领启事，不少于两个句子。) (范文) Lost Found My red umbrella A key to a bike

My name is Mary. Please call the Lost and Found. 4. (家庭作业)

Please call 883-8752. Tel: 821-7667 (预习13页的1a。如有兴趣，模仿1a，描述学校某建筑物内某一场景中人们的行为。) Ⅳ.疑点探究 (1)look for与find的用法：

look for意思是“寻找”, 强调“找”的动作。find是及物动词, 意思是“找到, 发现”, 强调“找”的结果, 后跟宾语。如：

I can’t find my purse. 我找不到钱包了。

Please look for it in your bag. I think you can find it. 请在你的包里找一下, 我想你能找到它。 (2)other与else的区别：

other修饰名词，位于名词之前。如：

What’s that in your other hand? 你另一只手里拿的是什么？

else修饰不定代词、疑问代词或疑问副词，必须位于这些词之后。如： I have nothing else to say. 我没有其他要说的了。

What else do I need to do? 我还要做其他的什么事情吗？

Section C needs 1 period. Section C需用1课时。

The main activities are 1a and 2. 本课重点活动是1a和2。 Ⅰ. Aims and demands目标要求

1. Learn other new words and phrases:

show sb. around, sit, write, at the back of, draw 2. Review the present continuous tense. What is/are… doing? Is/Are…?

The boy is drawing pictures. He isn’t making cards.

3. Review the names of school buildings.

4. Talk about everyday activities. Encourage the students to take part in various kinds of activities actively. Ⅱ. Teaching aids 教具 录音机/挂图/图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:5分钟)

通过表演竞赛复习并引入1a。

1. (表演竞赛。让学生进行对话表演, 教师将全班分为四组, 每组表演一个对话。对话时间以一分钟为限。第一组学生借东西, 可以在教室内走动。第二组东西丢了, 去失物招领处找回来。第三组去图书馆借书，但图书馆没有。第四组请一名学生表演动作, 另两名学生用现在进行时对话。通过这个活动来热身, 提起学生的学习兴趣, 从而可以复习现在进行时及上一节课的对话。) Group 1

S1: Excuse me, may I borrow…? S2: Of course. …

Group 2

S3: What are you doing?

S4: I’m looking for my purse. S5: … …

Group 3

S6: Excuse me, do you have any books of Harry Potter? S7: Sorry, I don’t have any. S8: … …

T: OK, wonderful! …, the last group? …

2. (出示Section A-3的挂图，通过复习校园建筑物的名称导入新课1a。)

T: Please look at the picture. Let’s go on talking about the names of school buildings, OK? (教师指着建筑物让学生说。)

Ss: Yes. It’s a library/playground/lab…

T: Now Peter is showing his mother around his school. (板书并讲解)

show sb. around … 带领某人参观某地

T: Look at the pictures in 1a. Which of the places are they visiting? Ss: Playground, gym and classroom. T: Great!

Step 2 Presentation 第二步 呈现(时间:10分钟)

呈现1a，完成1b。

1. (让学生边听录音边划出1a中的be+v.-ing结构。)

T: Now listen to the passage and underline the structure “be+v.-ing”. 2. (让学生认真阅读1a，呈现新单词和词组，完成1b。)

(1)T: Please read the passage carefully, guess the meaning of the new words and phrases, and then finish 1b. (板书生词、词组，猜词义并熟读。) sit—sitting write—writing draw—drawing (2)(核对答案。)

T: Let’s check the answers of Part A in 1b. Who can do it?

on the playground in the gym in the classroom

have a soccer game write a letter at the back of

Section C

S1: …

(3)T: Write down your answers to Part B after the example. (板书并在be+v.-ing下划线) Example:

Some students are having a soccer game. S2: A few students are running. S3: The girls are dancing. S4: Three students are swimming.

S5: Kangkang is reading Ran’ai English Post. S6: Sally is cleaning the blackboard. 3. (复习分词的构成规则。)

T: Now let’s review the formation rules of “v.-ing”.

Step 3 Consolidation 第三步 巩固(时间:10分钟)

巩固1a。

1. (放1a录音，让学生跟读，注意语音和语调。)

T: Please listen to the tape and follow it. Pay attention to the pronunciation and intonation. (播放录音。)

2. (让学生朗读课文并熟记。)

T: Please read the text loudly, and try to remember it. 3. (把学生分成三组，每组背诵一段话。)

T: I’ll divide you into three groups. Group 1 recite Passage 1. Group 2 recite Passage 2. Group 3 recite Passage

3. Be quick!

4. (每组抽1-2名同学背诵，看谁背得又快又好。) T: Are you ready? Ss: Yes.

T: Now I’ll ask one or two students from each group to recite the passage. Let’s see who can do it best.

Step 4 Practice 第四步 练习(时间:10分钟)

运用图片练习2。

1. (出示一张一个男孩在画画的图片，操练现在进行时的各种句型。) Example:

T: Please look at the picture, boys and girls. Let’s talk about it. Is the boy writing? S1: No, he isn’t.

T: Is the boy making cards? S2: No, he isn’t. T: What is he doing? S3: He is drawing.

T: Yes. He is drawing. He isn’t making cards. (板书)

He is drawing. He isn’t making cards.

2. (学生两人一组，仿照例子练习2的另外五幅图。)

T: Work in pairs, and practice the other five pictures according to the example. Be quick! 3. (请五组学生分别表演这五幅图的对话练习，用现在进行时态填空。)

T: Now I’ll ask five groups to act out the dialogs about the five pictures. Who wants to act out your dialog? G1: T: G2: …

…

Very good! Next, who can? …

4. (核对答案。)

T: Who wants to share your answers with us? S4: … S5: … …

(板书答案) 1. is doing 2.are eating

3.am listening

aren’t drinking am not singing 5.aren’t playing are having

Step 5 Project 第五步 综合探究活动(时间:10分钟)

调查同班同学的课堂活动，加强实践训练，提高英语应用能力。

1. (让学生自由活动2分钟，观察周围同学的行为，用现在进行时写一段至少5句话的短文。)

T: Now please do what you like to do for two minutes, and then watch your classmates around you. Write a short passage with the present continous tense, at least five sentences. 2. (找几名学生汇报他们的成果。) T: Are you ready? Ss: Yes, we are.

T: Who wants to share your results with us? S1: I want…

T: Well done. Anyone else? S2: … …

T: Great! Remember, you should use the present continuous tense. (范文)

It is 9:30 now. In our classroom, you can see: Li Lei is writing. Mary is drawing. Jane and Li Wei are reading English. Kangkang is talking with Michael. How happy they are!

3. (班级活动。让学生完成3，边放录音边跟唱，在优美的歌声中结束这节课。) T: Boys and girls, let’s listen to a beautiful song. Follow it, please. Section D needs 1 period. Section D需用1课时。

The main activities are 1, 2 and 5. 本课重点活动是1, 2和5。 Ⅰ. Aims and demands目标要求 1. Learn the vowels:

/??/, /??/, /??/, /e?/ 2. Learn some new words:

because, Japanese, wonderful, also 3. Review the present continuous tense. I’m looking for my purse.

But they aren’t sleeping at the moment.

Are you doing your homework? Yes, I am. / No, I’m not. Is he/she singing? Yes, he/she is. / No, he/she isn’t. What are you doing? I’m making cards.

What is he/she doing? He/She is playing soccer on the playground. 4. Review the names of school buildings. 5. Review how to borrow things from others. Ⅱ. Teaching aids 教具

录音机/单词卡片/音标卡片/图片/照片/挂图 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:5分钟)

复习表示校园建筑名称的单词和借东西的对话。 1. (单词竞赛。抽查三排学生, 被抽到的排, 从左到右, 每名学生说出一个校园建筑名称的单词, 然后使用现在进行时态造一个句子。每个单词5分, 句子10分。全班学生一起找错误, 被找到一个错误减两分, 最后看哪一排的得分最高。) Example:

T: Please give the names of school buildings, and make sentences using the names one by one. S1: Library. I’m reading in the library.

S2: Playground. I’m running on the playground.

S3: The swimming pool. He’s swimming in the swimming pool. …

(通过竞赛, 集中学生注意力, 活跃课堂气氛, 调动学生学习积极性。)

2. (对话比赛。让学生复习向别人借东西的相关句型。进行1分钟对话表演，两人一组，最后看哪一组编得又好又快。)

T: Boys and girls, next we’ll have a conversation competition. Let’s make dialogs about how to borrow things

from others, and then act it out within one minute. Please use the sentences we have learnt as many as possible. Work in pairs. At last we’ll decide which group is the winner. Let’s begin! …

Step 2 Presentation 第二步 呈现(时间:10分钟)

呈现1，完成2。

isn’t writing 4. isn’t watching is playing

Section D

1. (呈现含/??/, /??/, /??/, /e?/的单词卡片, 让学生熟悉这些发音, 为下面的操练做准备。) T: Now please look at the card. Can you read this word? Ss:Farmer.

T: How about this one? Ss: Guitar.

T: Very good. What about this one? Ss:Park.

T: Wonderful.

(板书park, farmer, guitar，并画出“ar”，帮助学生找规律。) …

(用同样的方法依次呈现/??/, /??/, /e?/的音标，并板书在/??/的下面。) (板书) park farmer guitar /??/ hair pair chair /??/ walk ball call autumn August daughter /??/ waiter train rain gray May playground /e?/ 2. (放1的录音, 并让学生跟读。)

T: OK, please open your books, and look at 1 in page 15. Let’s listen to the tape and follow it. (播放录音。)

3. (让学生自读1, 巩固所学音标。)

T: Read these phonetic symbols by yourselves.

4. (运用头脑风暴法要求学生尽可能多地说出发这个音的单词。) 5. (教师出示2中的图片，拿出一张文伟在体育馆跑步的照片。) T: Look at this picture. He is Wen Wei. Is he dancing? Ss: No, he isn’t. T: What’s he doing? Ss: He is running.

T: Right. He is running in the gym. He isn’t dancing. (用同样的方法呈现另外两张照片并进行操练。)

6. (让学生看2中的图, 听录音, 板书新单词然后让学生填写下列空格。)

T: Look at the pictures in 2. Listen to the tape, and then fill in the blanks on the blackboard. First, let’s look at the new words. (板书) because Japanese wonderful also 1)Wen Wei is in the gym in Picture 1. 2)In Picture 2, he is swimming in the . 3)In Picture 3, he is talking to on the Great Wall. 7. (核对答案, 找三名学生到黑板上填写空格。) T: Are you ready? Ss: OK.

T: Who wants to fill in the blanks? S1: …(到黑板上填写第一题) T: Is he right or wrong? Ss: Right.

T: Very good. Go back to your seat. Next one? S2: …(到黑板上填写第二题) …

Step 3 Consolidation 第三步 巩固(时间:10分钟)

巩固2。

1. (让学生阅读短文，完成2。)

T: Please read the passage carefully, underline the activities and circle the places. Then number the photos. OK? Ss: Yes. 2. (核对答案。) T: Are you ready? Ss: Yes.

T: Good. Who wants to underline the activities? S1: …

T: Good job. Next, who can circle the places? S2: …

…

3. (再放一遍2的录音, 根据2中内容, 进行问答。) T: Ask and answer questions in pairs according to 2. Example:

S3: Where is Wen Wei in Picture 1? S4: He is…

S3: What is he doing? S4: He is…

4. (找几组学生汇报练习结果。)

T: I want someone to act out your dialog. Who can do it? G1: Where is…? …

Step 4 Practice 第四步 练习(时间:10分钟)

练习3, 完成4a, 4b。

1. (呈现3, 放录音, 让学生填写表格。)

T: Now let’s do 3. First, please listen to the tape carefully, and then complete the table. OK, let’s begin. (播放录音。) 2. (核对答案。)

T: OK, let’s listen again and check your answers. Are you ready? Ss: Yes.

(再次播放录音。)

T: Let’s check the answers. The first one, “Jane”. Who can do it? S1: Jane is playing the guitar in the dormitory. T: Is he/she right or wrong? Ss: Right.

T: Good! Next one,“Maria”？ S2: Maria is dancing in the gym. …

3. (完成4a, 4b的内容, 总结归纳本话题的语法重点与习惯用语。)

T: Look at 4a, 4b, please. They are very important to you. You should read them carefully and try to remember them. Understand?

(学生阅读, 教师巡视, 给予必要的帮助。)

T: OK. Stop, please. Let me sum up the grammar for you. Please look at the blackboard. (板书) (1)主+be(is/am/are)+doing … (2)Be(Is/Am/Are)+主+doing …? (3)主+be(is/am/are)+not+doing … (4)疑问词+be (is/am/are)+主语+doing …? Step 5 Project 第五步 综合探究活动(时间:10分钟)

通过实践活动, 培养学生细心观察事物的能力。完成5。

1. (小组比赛。让学生在两分钟内分组讨论，并找出5中两幅图的不同之处，找出的不同点又多又正确的组获胜，教师给予表扬。)

T: Now, let’s have a competition. Work in groups of four to find out the differences between the two pictures in 5.

2. (根据小组活动讨论的结果，写一篇小短文。)

T: Write a passage according to the results of your discussion. You may begin like this:

Three boys are swimming in Picture 1, but … 3. (家庭作业)

请同学们做一个课外活动的调查，看看同学们在某一时刻都在什么地方干什么。根据你的调查结果写一篇短文，至少6句话。 范文：

It’s 4:40 in the afternoon now. Look! Some students are playing basketball on the playground. A few students are running there, too. Mary is singing in the classroom. Some boys are swimming in the swimming pool. Some girls are dancing in the gym. How happy they are!

Topic 3 My school life is very interesting.

Section A

Section A needs 1~2 periods. Section A需用1~2课时。

The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ. Aims and demands目标要求

1. (1)Learn days of the week:

Wednesday, Monday, Tuesday, Thursday, Friday (2)Learn subjects:

physics, geography, P. E. , art, math, science, history, biology, politics (3)Learn other new words and phrases:

today, meeting, outdoor activity, lesson, learn 2. Learn Wh-questions. What day is it today?

What time does the class begin? 3. Talk about subjects and timetables. What class are they having? They are having a music class.

What time is it over? At a quarter to eleven. How many lessons does he have every weekday? What lessons does he have on Wednesdays? How often does he do outdoor activities? Ⅱ. Teaching aids 教具

录音机/图片/小黑板/单词卡片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:5分钟)

通过复习, 导入1a。

1. (师生共同说唱, 复习现在进行时。) T: Let’s chant“What are you doing?” What are you doing now? I’m singing now.

What are you doing now? I’m dancing now.

What are you doing now?

I’m walking now.

What are you doing now? I’m playing now.

(一边唱, 一边做动作, 全班学生跟着唱, 一起做动作, 活跃课堂气氛, 激发学生学习兴趣。) 2. (通过师生问答, 导入1a。) T: What are you doing now? Ss: We are singing a chant.

T: What are we doing now? We can say, “We are having a class now.” What class are we having? Ss: We are having an English class.(老师帮助学生回答。) T: Do we have an English class every day? Ss: Yes, we do.

Step 2 Presentation 第二步 呈现(时间:15分钟)

呈现1a。

1. (老师呈现表示星期和学科的单词卡片或幻灯片，进行问答练习，学习新单词。) T: What day is it today? (举着星期二的卡片。) Ss: It’s Tuesday.(帮助学生回答。)

T: Do you have a P. E. class on Tuesday? Ss: No, we don’t. …

T: What time does the class begin? Ss: At eight o’clock. T: What time is it over? Ss: At a quarter to nine.

(让学生两人一组利用板书和画线句型编对话。) T: Work in pairs and make a dialog. Example: S1: What day is it today?

S2: It’s Tuesday. S1: Do you have an English class on Tuesday? S2: … (板书) It is Monday. physics Tuesday. geography Wednesday. P. E. Thursday. art Friday. math history biology politics science 2. (让学生听1a的录音并回答黑板上的问题。) T: Listen to 1a carefully and find out the answers to these questions. (板书) (1) What day is it today? (2) What time does the class begin? (3) What time is it over? (播放录音。) 3. (核对答案。)

T: OK. Are you ready? Ss: Yes.

T: Let’s check the answers. The first question, who can answer it? S3: It is Wednesday.

T: Yeah, very good. The second one? S4: At ten o’clock.

T: Good job. What about the third one? S5: At a quarter to eleven.

Step 3 Consolidation 第三步 巩固(时间:5分钟)

巩固1a, 完成1b。

1. (让学生听1a，跟读，并标出语音和语调。)

T: Listen to 1a, follow it and mark the pronunciation and intonation. 2. (朗读1a，并核对语音和语调。)

T: Read 1a loudly and check the pronunciation and intonation. 3. (让学生背诵1a)

T: Now, please recite 1a. Are you ready? Ss: Yes.

4. (让学生看图片和所给信息, 完成1b。)

T: Look at the pictures and information in 1b, and practice the dialog with your partner. Example:

S1: What day is it today? S2: It’s …

S1: What class are they having? S2: They’re …

S1: What time does the class begin? S2: At …

S1: What time is the class over? S2: At …

Step 4 Practice 第四步 练习(时间:10分钟)

复习有关科目和星期的单词，练习现在进行时态，完成2a和3。 1. (老师把2a中的课程表贴在黑板上或呈现在幻灯片上。) T: What’s this? Do you know? Ss: 课程表。

T: You’re clever. It’s a timetable. Do you know how to read the timetable? Ss: Yes.

T: OK. Read this timetable carefully, and then answer the questions in 2a. Begin! (板书并教生词。) timetable class meeting outdoor activity lesson

2. (核对答案, 并对有困难的学生给予指导。)

T: OK. Are you ready now? Ss: Yes.

T: Good! Who wants to share the answers with us? The first question? S3: He has six lessons every day. T: Well done. The second one?

S4: He has five English lessons every week. T: Right. The third one? S5: … …

T: Any questions? S6: … …

3. (取出小黑板, 呈现科目表格, 练习询问科目以及上、下课时间的句型。) Time Subject Day (begin—finish) English 7:50—8:35 every day Math 8:45—9:30 every day Geography 9:50—10:35 Monday History 10:45—11:30 Tuesday Biology 14:00—14:45 Wednesday Art 14:55—15:40 Thursday P. E. 15:50—16:35 Friday T: Look at the blackboard/slide, and answer my questions. Do you have a math class every day?

Ss: Yes, we do.

T: What time does the class begin? Ss: At…

T: What time is the class over? Ss: At…

(方案一:给学生两分钟时间练习对话。一名学生问, 一名学生答, 然后交换角色。)

T: Now, I’ll give you two minutes to practice the dialog. One asks, the other answers, and then exchange the roles.

(方案二:给学生3分钟分组活动练习对话, 并进行表演, 评出优秀小组。) T: Now, I’ll give you three minutes to practice and act out the dialogs. (找学生表演他们的对话。) T: Are you ready? Ss: Yes.

T: Who wants to act out your dialog? G1: We want.

S1: What’s your favorite subject? S2: My favorite subject is art.

S1: Do you have an art class every day? S2: No, we don’t.

S1: What day do you have an art class? S2: On Thursday. S1: … …

T: That’s great. Next group? G2: … …

4. (猜一猜。使用动作或单词卡片让学生复习有关科目和星期的单词。完成3。) (1)T: Now, look at me and guess what class I am having. (做出唱歌跳舞的动作。)

Ss: You are having a music class.

T:

What day do you have a music class?

Ss: On Wednesday.

(让一名学生做动作, 另外两名学生一问一答。) Example:

S3: (做画画动作。)

S4: What class is he having? S5: He is having an art class.

… (板书)

learn, about, work on/out, talk

Using the expressions in the box to make some sentences. (2)(练习现在进行时。)

T: Now, make similar conversations with the phrases in the box of 3 with your partner. Example:

S1: They are learning about the past in the class. What class are they having? S2: They are having a history class.

Step 5 Project 第五步 综合探究活动(时间:10分钟)

通过调查, 探究学生对科目的喜好。

1. (让学生做一个调查, 采访班上的学生, 了解他们一周中每一天喜欢上的科目及原因。) T: Please interview your classmates and learn about their favorite subjects and reasons. Favorite subject Like/Dislike Reason Day Time 8:00—9:00 like very much like drawing pictures Monday art Tuesday Wednesday Thursday Friday 2. (让学生完成调查表格后, 把调查结果汇报给全班学生。) T: You can report it to the class like this:

On Monday, my favorite subject is art. It begins at eight and finishes at nine. I like it very much, because I like drawing pictures … 3. (家庭作业。)

(1)(让学生用英语设计一个自己的课程表。完成2b。) (2)(预习Section B，找出有用的短语和句子。) Ⅳ.疑点探究

1. Sunday意为“星期日，星期天”。在英国它被看做是一周的最后一天，在美国则被看做是一周的第一天。

2. class指整个课堂, 包括老师讲授和学生听讲, 比如英语课，美术课等。 lesson是课文本身, 范围非常小, 比如：Lesson One第一课

Section B

Section B needs 1 period. Section B需用1课时。

The main activities are 1a and 2. 本课重点活动是1a和2。 Ⅰ. Aims and demands目标要求 1. (1)Learn some adjectives:

easy, interesting, difficult (2)Learn other new words: which, subject, best, story

2. Talk about interests, likes and dislikes. You must like English very much. I don’t like it very much.

Which subject do you like best? I like history best. Why do you like it? Because it’s easy and interesting. Ⅱ. Teaching aids 教具

录音机/小黑板/单词卡片/图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:7分钟)

1. (让值日生汇报当天要学的科目, 复习上节课内容。) Example:

It’s Friday today. We have Chinese, English, geography and art in the morning. And in the afternoon we have P. E. and math…

2. (师生互动, 复习上节课内容。) T: What day is it today? Ss: It is…

T: What class are we having? Ss: We’re having an English class.

T: What time does the class begin, boys?

Boys: At…

T: What time is it over, girls? Girls: At…

3. (检查家庭作业。让学生拿出自己制作的英语课程表, 五人一组讨论下列问题, 复习有 关科目和星期的特殊疑问句。)

T: OK. Very good! Now, take out your timetable, look at it, and ask and answer questions on the small blackboard in groups.

(取出一个小黑板, 呈现以下问题。)

(1)How many lessons do you have every week?

(2)How many English/Chinese…lessons do you have every week? (3)What time is the English class over? (4)What is your favorite subject?

(5)How often do you do outdoor activities?

(请一组学生就方框中的问题到讲台上进行链式问答, 第一名学生问, 第二名学生答, 第二名学生接着问, 第三名学生答，以此类推。)

Step 2 Presentation 第二步 呈现(时间:10分钟)

1. (1)(老师拿出语文、数学、英语等不同学科的几本书向学生发问, 并帮助学生回答。)

(出示easy, interesting, difficult和boring的单词卡片。) T: Do you like English? S1: Yes, I do. T: Why?

S1: Because it’s easy and interesting.(老师帮助回答。) T: Do you like math, S2? S2: No, I don’t. T: Why?

S2: Because it’s difficult and boring.(老师帮助回答。) T: Which subject do you like best, S3? S3: I like music best.(老师帮助回答。) T: Why do you like it?

S3: Because it’s easy and interesting. T: What do you think of it, S4? S4: … (板书) easy, interesting, difficult, boring, which, subject, best (2)(领读并教学单词。) 2. (把2中的图片挂在黑板上，让学生根据2的例子，与同伴对话。)

T: Now, boys and girls, look at the pictures on the blackboard. According to the pictures and the example in 2, make conversations with your partners. Example:

S1: Which subject do you like best? S2: I like history best. S1: Why do you like it?

S2: Because it’s easy and interesting. What do you think of it? S1: I think it’s too difficult.

3. (让学生表演自己组织的对话。)

T: Now, please act your conversations out. Who can? G1: We can. …

Step 3 Consolidation 第三步 巩固(时间:10分钟)

(小组活动, 进行4。)

(1)(让学生进行调查, 并填写表格, 完成4。)

T: Your pair works wonderfully. Now let’s work in groups. Make a survey about the subjects in your group and

complete the table in 4. You can ask your classmates like this:

S3: Hi! ××. What’s your favorite subject?/Which subject do you like best? S4: Music. I think it’s interesting. S3: Do you like art? S4: No, I don’t.

S3: Why don’t you like it? S4: Because I think it’s boring. …

(教师在学生练习的过程中, 巡视全班。当学生有困难时, 给予指导和帮助。) (2)(让学生汇报结果, 教师给予点评。)

T: OK. Stop here! Who wants to share your results with us? G2: We want. ×× likes music best, because it’s interesting. …

T: OK. Good job, G2. Anyone else?

Step 4 Practice 第四步 练习(时间:10分钟)

1. (呈现1a, 设置并板书听力任务, 让学生带着任务听录音。)

T: Let’s learn 1a. This is a dialog between Maria and Zhou Yan. Now, listen to the tape carefully and mark the following sentences True (T) or False (F). (板书)

(1)Maria is listening to music.

(2)Maria thinks English is easy and interesting. (3)Zhou Yan doesn’t like history. She likes English. (4)Zhou Yan thinks history is boring.

(5)Zhou Yan has two history lessons every week. 2. (核对答案。)

T: OK. Stop here! Are you ready? Ss: Yes.

T: Good. Look at the first sentence. Is it true or false? S1: It’s false. Maria is reading a book. T: Great. The second one? S2: It’s true. T: … …

3. (再放1a的录音，让学生跟读，并注意语音和语调。)

T: Listen to 1a again and follow it, and pay attention to your pronunciation and intonation. 4. (让学生完成1b。然后与同伴练习1a并表演。)

T: Please finish 1b. Then I’ll give you several minutes to read 1a, and then I’ll ask some of you to act it out. Understand? Ss: Yes.

T: OK. Let’s begin.

5. (核对答案，然后让学生表演。) T: Which group wants to be the first? G1: …

T: Very good. But you should speak slowly. Next group? G2: …

6. (让学生听3的录音并填空。)

T: Next, we’ll have a listening practice. Listen to the tape carefully, and then complete the table in 3. OK, let’s

begin. (播放录音。) 7. (核对答案。)

Step 5 Project 第五步 综合探究活动(时间:8分钟)

通过活动, 培养学生实际运用英语的能力。 1. (先回答下列问题，然后让学生写一封信给他/她的笔友, 介绍自己在学校喜欢的科目、学习情况及原因。) (出示小黑板。)

(1)How many lessons do you have every day/week? (2)What is your favorite subject? Why? (3)Who is your favorite teacher? Why?

(4)What do you think of your school? What about your school life? 2. (家庭作业。)

(1)(让学生课后查阅资料, 了解中美学校在学科设置和作息时间上的不同以及学校生活的不同。) (2)(让学生预习Section C。)

Section C

Section C needs 1 period. Section C 需用1课时。

The main activities are 1a and 2. 本课重点活动是1a和2。 Ⅰ.Aims and demands目标要求

1. Learn some new words and phrases:

friendly, other, news, attention, between, stamp, world, Saturday, from…to…, night, place, program 2. (1)Review subjects and school activities.

I study English, politics, art, history, geography, biology and some other subjects.

After school, I often play basketball with my classmates. It’s my favorite outdoor activity. (2)Learn how to write news and posters. Ⅱ. Teaching aids 教具

录音机/白纸卡片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:7分钟)

通过小组活动复习旧知识，引入1a，完成4。 1. (师生共同跟录音学4，完成4。) T: Let’s listen to 4 and chant together.

2. (两人小组活动进行对话，复习Section A and Section B) T: Make conversations with your partners. Example: T: What day is it today? S1: … T: What lessons do we have today? S1: We have … T: Which subject do you like best?/What’s your favorite subject? S1: I like…best./My favorite subject is… T: Why?

S1: Because … What do you think of it? T: I think it’s …

3. (提出关于学校生活的问题, 为学习1a做准备。)

T: What subjects do you learn in the school? What activities do you have at school? Do you love your school life? Is it interesting? S2: … S3: …

T: Good! Your school life is very interesting. Now let’s look at Hu Bin’s school life.

Step 2 Presentation 第二步 呈现(时间:5分钟)

呈现1a。

1. (让学生快速阅读1a，找出新单词，完成1a后面的判断正误题。)

T: Now, read 1a quickly and mark True (T) or False (F), then check the answers. 2. (1)(呈现生词。)

(板书)

friendly other news attention between stamp collection world Saturday from…to… night place program (2)(领读单词，为下一步学习课文做准备。) T: Read after me. 3. (板书问题。)

(1) What time do classes begin?

(2) What does Hu Bin think of math?

(3) After school, what does he do? (4) Does he like his school life a lot? (让学生听1a的录音并回答问题。)

T: Now, listen to 1a and answer these questions on the blackboard. (学生回答问题，教师核对答案。)

Step 3 Consolidation 第三步 巩固(时间:10分钟)

巩固1a，完成1b。

1. (教师在学生完成1a时, 板书关键词, 或者课前把关键词写在黑板上。)

friendly, interesting, classes begin, study, favorite, also, difficult and boring, after school, play basketball, in the swimming pool, draw pictures, school library

(让学生参看黑板上关键词复述1a。) 2. (让学生独自完成1b。教师核对答案。)

T: Fill in the blanks in 1b according to 1a by yourselves. And I will check the answers a few minutes later.

Step 4 Practice 第四步 练习(时间:10分钟)

练习活动2，完成3。

(让学生读2中的消息和海报，回答问题，核对答案，进一步了解Hu Bin的学校生活。)

(1)T: We have learnt about Hu Bin’s school life. Next, please read the news and posters about Hu Bin’s interesting

school life. Then answer the following questions. (板书)

(1)When does the soccer game begin?

(2)Where can we see the stamps of the world?

(3)What movies can we watch?

T: Now, let’s check the answers. Who wants to answer the first question? S4: I want … …

(2)(让学生再读2中的消息和海报，然后完成下面的空格。) T: Read the news and posters again, and then fill in the blanks. (板书)

News Poster

Place: Place: Time: Day: Every Saturday Program: a soccer game between Time: 9:00 a.m.—5:00 p.m. Class 1 and Class 2 Program: (3)(核对答案。)

Step 5 Project 第五步 综合探究活动(时间:13分钟)

通过活动, 增强学生实际运用能力, 激发学生学习兴趣。

1. (假设一种情境：星期六晚上学校要在礼堂举行一个歌舞晚会，请学生们一起制作一个海报。)

2. (让学生以小组为单位谈论并设计自己理想的学校生活，写一封信给笔友Hu Bin，向他介绍有关的学校生活。完成3。)

3. (玩一个单词游戏, 复习巩固单词、词组。)

(1)(事先准备足量的、统一的卡片, 供活动中的“输家”和“赢家”转移财产时使用。)

(2)(选一名学生, 给他/她五张卡片, 自己也拿五张。然后告诉他/她要说出所给词的反义词。) T: Now, let’s play this game. Example:

T: Interesting. What’s the opposite? (反义词是什么？) S1: Boring.

(教师从自己手中拿出一张卡片递给该学生, 表明自己输掉一张。) T: Easy. What’s the opposite? S1: Difficult. T: …

(尽量说一些较容易的词, 以便把手中的卡片都输给对方。期间最好赢一两次。然后对那名学生说“:I have no cards now. You can play with others.”)

(3)(活动说明：先发给每名学生五张卡片，然后宣布两人一组自愿组合。①就同义词、反义词相互提问；②用这个单元的词、词组中英文互相提问；③句子英汉互译, 每次胜者向对方索取一张卡片。五张卡片都输掉者退出活动, 胜者继续寻找活动伙伴。)

(4)(统计学生拥有卡片的数量, 看看谁的卡片最多, 教师及全班同学掌声鼓励。) 4. (家庭作业。)

(1)(让学生将这个单元的单词归类, 准备下节课单词竞赛。)

(①星期一到星期日；②学习科目；③本话题的形容词；④本话题的名词；⑤本话题的动词。)

(2)(布置一分钟对话, 让同桌两名学生编对话, 使用本单元Section D, 3a, 3b中的主要句型, 以备下节课竞赛。)

Section D

Section D needs 1 period. Section D需用1课时。

The main activities are 1, 2 and 4. 本课重点活动是1，2和4。 Ⅰ. Aims and demands目标要求

1. Learn the vowels: /??/, /?/, /?/, /??/, /?/ 2. Learn new words:

February, newspaper, hard, wish

3. Sum up the differences between the present continuous tense and the present simple tense and the useful expressions in this topic. 4. Learn how to write a letter. Ⅱ. Teaching aids 教具

录音机/音标卡片/单词卡片/图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:5分钟)

复习单词。 (单词竞赛。)

Example:

(小组抢答题, 在限定的时间内看看哪一组说出的单词多, 每个单词一分。如果其中哪一组说不完整, 其他组可以补充, 并给予加分。教师对优胜组予以适当表扬和鼓励。)

T: G1: G2: G3: … T: G1: G2: G3: … T: G1: G2: G3: … T: …

The days of week. Ready? Go!

Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. … …

Great! I’ll give each group seven scores. Subjects. Go!

English, Chinese, math, politics, history, geography, music, P. E. , science … … …

Excellent, all of you are very good! The adjectives of this topic. Easy, difficult, interesting, boring, funny, useful, hard … … …

List the verbs and nouns of Topic 3, please.

Step 2 Presentation 第二步 呈现(时间:10分钟)

呈现1，完成2。

1. (呈现含/??/, /?/, /?/, /??/, /?/的音标卡片，让学生熟悉这些发音，为下面的操练做准备。) T: Boys and girls, please look at this card. Can you read this word?(举起“clean”的单词卡片。) Ss: Clean.

T: What about this one?(举起“eat”的单词卡片。) Ss: Eat. …

(用同样的方法呈现音标/?/, /?/, /??/, /?/，运用头脑风暴法要求学生尽可能多地说出发这个音的单词，再进行归纳。) (板书)

clean eat leaf /??/ bread head pleasure /?/ tree green feet /??/ ear tear hear /??/ teacher worker computer /?/ monkey money honey /?/ 2. (放1的录音，并让学生跟读。)

T: OK, please open your books on page 23. Let’s listen to the tape and follow it. (播放录音。)

3. (总结字母组合ea, ee, ear, er, ey的读音规则；给出一些含有上述字母组合的单词，并让学生大声读出来。) (板书)

team, heavy, meet, hear, player, donkey …

4. (让学生快速读2，划出新单词并根据语境猜测其词义，必要时给予学生帮助。) (呈现生词并板书。)

February, newspaper, hard, wish (熟读单词。)

5. (听2的录音，完成2的问题。)

T: Listen to the tape and answer the questions in 2. 6. (核对答案并讲解下列词组。)

T: Now let’s check the answers and learn the following phrases: (1)School Times(校园时报) (2)Science Today(今日科学)

(3)learn…from…(从??中学习??)

(4)thank sb. for sth./doing sth.(因某事/做某事而感谢某人。)

Step 3 Consolidation 第三步 巩固(时间:10分钟)

巩固2，完成3b。

1. (讲解英文书信的格式，英文信封的写法。)

T: Let’s learn how to write a letter and how to write an envelope in English. (详见课文后注释。)

2. (参照本话题所学的句型准备2分钟的对话，完成3b。) T: Now, boys and girls, make a dialog with your partner. Example:

T: Hello, how are you? S: Fine, thank you. T: What day is it today? S: It is Thursday.

T: What class are we having?

S: T: S: T: S: T: S: T: S: T: S: T: S: T: S:

We are having an English class. What time does the class begin? At eight o’clock.

Which subject do you like best? / What’s your favorite subject? Why?

I like English best. / My favorite subject is English. Because it’s easy and interesting. How many English lessons do you have every week? Five.

How do you usually come to school? I usually come to school by bike. Do you have school newspaper? Yes, I do.

How do you like your school newspaper?

It’s interesting. I like it very much. It is my favorite. I can learn a lot from it. Thank you for answering my questions. You’re welcome.

Step 4 Practice 第四步 练习(时间:10分钟)

练习现在进行时和一般现在时，完成3a，4。 1. (挂两张图在黑板上。让学生看图回答问题。)

T: Look at the pictures carefully. Then answer the questions.

(板书问题。)

(1)What does Maria think of her school life? (2)What is she doing at 20:00 in Picture 2?

(3)What does she usually do at 21:30 in Picture 3? (4)What is she doing in Picture 4?

2. (通过回答问题, 让学生复习一般现在时和现在进行时, 教师比较并归纳两者间的区别。完成3a。) 3. (让学生看4中的图片, 用下面的问题进行问答, 巩固这两种时态。) (1)What does Kangkang usually do…? (2)What is he doing…? 4. (完成4。)

T: Complete the passage according to the pictures.

Step 5 Project 第五步 综合探究活动(时间:10分钟)

通过活动，培养学生综合运用能力，激发学生运用英语的兴趣，鼓励学生大胆创新。 1. (让学生设计一份以学校生活为主要内容的校报。)

(1)(让全班学生分组讨论准备3分钟，以组为单位设计一份校报。) (2)(各组可根据实际情况，自由发挥。)

(3)(检查，并把设计好的校报张贴在教室学习园地里，以此鼓励学生大胆创新的精神。) 2. (家庭作业。)

(让学生和搭档谈论自己的一天, 使用现在进行时和一般现在时，并写下来。不少于6个句子。) Ⅳ.疑点探究

dinner与supper: dinner意为“（中午或晚上吃的）正餐，主餐”。supper意为“（通常指在家吃的）晚餐，晚饭”。从意义上就可以看出dinner可以在中午吃，也可以在晚上吃，通常比较正式，比较丰盛，而supper则较简单。在英式英语中supper也可以表示“夜宵”。

Unit 6 Our Local Area

Topic 1 Is there a clock on your desk?

Section A

Section A needs 1~2 periods. Section A 需用1~2课时。

The main activities are 1a, 2a and 3. 本课重点活动是1a，2a和3。 Ⅰ. Aims and demands目标要求

1. (1)Learn the words of rooms in homes:

bedroom, kitchen, dining room, living room, bathroom (2)Learn other new words and phrases:

garden, second, floor, upstairs, come in, house, grandfather, door 2. (1)Learn some prepositions of position:

in, on, next to, in front of, behind (2)Learn the structure of“There be”.

Oh, there are so many books on the shelves.

Is there a computer in your study? Yes, there is. Are there any books in the study? Yes, there are.

Ⅱ. Teaching aids 教具 录音机/挂图/单词卡片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:5分钟)

复习现在进行时和一般现在时，引出1a中的新词汇。

(方案一)

(老师在黑板上画一幅简笔画，让学生看图回答问题。) T: Boys and girls. What’s Nancy doing? Ss: She is reading.

T: Where is she reading now, do you know? Ss: In the study.

T: Yes. She is reading in the study.

(We usually read in the study.教师边说边在黑板的左上方并排写出“read, in the study”，教师继续问学生Then do you want to know where I sleep/cook/eat/watch TV…?引导学生向教师发问。) S1: Where do you sleep? T: I sleep in the bedroom. …

(依次引导出in the kitchen…，并分别板书在read, in the study的下面。) (板书)

read in the study sleep in the bedroom cook in the kitchen eat in the dining room bath in the bathroom watch TV in the living room

(方案二)

(叫几名学生表演在不同地点的动作, 如学习、睡觉、洗澡、用餐、煮饭、看电视等, 让其他学生逐一猜这些动作和地点。此活动复习Unit 5的现在进行时, 同时呈现出表示房间的名词。) (板书) living room dining room bathroom kitchen bedroom study Example: T: What’s he/she doing? S2: He/She is watching TV.

T: And he/she is watching TV in the living room. T: Then what’s he/she doing? S3: He/She is studying.

T: You are right.

T: Where’s he/she studying?

S4: He/She is studying in the study.

T: Good. …

Step 2 Presentation 第二步 呈现(时间:7分钟)

呈现1a。

1. (呈现1a挂图。指着图上的卧室发问并指导学生回答。)

T: What do you do in the bedroom? Ss: We sleep in it.

(指着挂图上的书房继续做问答练习。) T: Where’s the study?

Ss: It’s next to the bedroom. T: In the picture there is a study on the second floor. And there are two bedrooms on the second floor. (板书新句型, 并进行适当的讲解。) —Where is your study? —It’s on the second floor, next to my bedroom. —In the picture, there is a study on the second floor. And there are two bedrooms on the second floor. (让学生根据1a的图练习There be…句型的疑问句形式。) T: Is there a living room on the first floor? Ss: Yes, there is.

T: Are there two bedrooms on the first floor? Ss: No, there aren’t.

(让学生之间进行对话。) S1: … S2: … (板书)

garden, upstairs, come in

2. (课前设置好听力任务, 并板书。) (1) Where are the bedrooms? (2) Where’s the study? (3) Are there many books on the shelves? T: Now, let’s listen to 1a and find out the answers to these questions. Are you ready? Ss: Yes.

T: OK. Let’s begin. (播放1a的录音。)

3. (核对答案, 板书关键词。)

T: Who can answer the first question? S1: They’re on the second floor.

T: Well done! What about the second question? S2: It’s next to the bedroom.

T: Good! Thank you. The last question? S3: Yes, there are. T: Good job. (板书) study—second floor—next to—bedroom—books—shelves Step 3 Consolidation 第三步 巩固(时间:8分钟)

巩固1a, 完成1b。

1. (再放1a的录音, 让学生跟读, 并用铅笔标出重读与语调。)

T: Now, please follow the tape and mark the stress and intonation with your pencil. 2. (让学生擦去所标记号, 先自读, 然后跟读, 核对语音语调。)

T: Erase the marks and read 1a by yourselves. Then check your pronunciation and intonation according to the tape.

3. (人机对话。)

T: Now, listen to me carefully. Suppose you are Jane. Listen to the tape and make a dialog with Maria. 4. (让学生看黑板上的关键词, 请几对学生上台表演, 然后完成1b。)

T: Now, boys and girls, please look at the key words and act out the dialog. G1: …

T:

Wonderful! Any other groups?

G2: …

(对学生表演进行点评。) 5. (检查并核对答案。)

Step 4 Practice 第四步 练习(时间:15分钟)

练习2a, 完成2b。

1. (1)(让学生认真听2a的录音并独立完成2a, 学习关于房间的名词。) T: Now listen to 2a and match them by yourselves. (播放录音。)

(2)(呈现2a挂图, 让学生拿着教师已准备好的关于房间的单词卡片，根据录音内容到黑板前粘贴, 并用一句话说出它的位置。)

T: Boys and girls, put up the cards of places on the right places and say a sentence. Example:

There is a study on the second floor.

There are two bedrooms on the second floor. The garden is in front of the house. …

(3)(核对答案。)

T: Now, let’s check the answers. Listen to me carefully and correct them. Rooms on the first floor: C D E G (from left to right) Rooms on the second floor: A A B (from left to right) In front of the house: F

2. (让学生看2a的图, 与搭档对话完成2b。让学生准备几分钟, 然后找一些小组表演对话。) T: Now, let’s look at the picture in 2a, and then finish 2b according to the example with your partner. (几分钟后, 让学生表演。)

T: Which group can act your dialog out? G: We can. (表演对话。)

T: Great! Any more? …

3. (教师与一名学生先做示范, 再让其他学生仿照示范完成3。) T: Please be quiet! Listen to us carefully. Example:

T: Where’s your father?

S1: He is in front of the house. T: What’s he doing? S1: He’s cleaning the car.

(让学生跟搭档讨论, 完成对话。)

T: Make conversations with your partner, now. S2: … S3: …

(板书并领读如下生词。)

grandfather, door, behind

(让学生根据对话和3中的短语连句。)

T: Please make sentences according to the words and phrases in the boxes in 3. Example:

Father is cleaning the car in front of the house.

Step 5 Project 第五步 综合探究活动(时间:10分钟)

通过活动, 增强学生的综合运用能力。

1. (呈现给学生一张表格, 介绍自己的教室。) There is There are a teacher students a clock books a blackboard desks … … T: Introduce our classroom according to the form, and then report to the class. Example: (陈述形式。)

There is a teacher in our classroom.

There are some students in our classroom. (问答形式。)

S1: Is there a teacher in our classroom? S2: Yes, there is.

S1: Are there any students in our classroom? S2: Yes, there are. S1: Is there a cat…?

S2: No, there isn’t. …

2. (完成4。)

(1)(让学生自己画一张自己家的图片, 并用英文标出所画房间及物品名称。) T: Draw a picture of your own house, and mark the names of rooms and home items. (2)(运用演讲形式, 让学生介绍自己最喜欢的房间及房间里都有什么。) T: Make a report to introduce your favorite room and what is in it. Example:

My favorite room is my study. It’s behind the garden. I can do my homework there. There’s a computer in it. There’s also a TV in it. I often watch TV in my study…

(3)(让学生四人一组做一个关于“What’s your favorite room?”的调查报告, 然后全班分组调查, 最后随机抽学生向大家汇报。) Example:

××’s favorite room is his/her study. He/She can study in his/her study… (4)(找找看。)

(出示一张房间的图片, 让学生找物品的位置, 引出“What’s in that room?”为下一课作铺垫。) T: Boys and girls, What’s in that room? Ss: There is a bed, a light … T: Where is the desk? Ss: It’s near the window. T: Very good. Let’s begin. …

3. (家庭作业。)

(让学生画一幅自己理想中的房子，并用英语进行简单的描述。不少于6个句子。) T: Draw a picture of your ideal house. Then write a short passage about it. (At least six sentences.) Ⅳ.疑点探究

play with意为“玩耍；游戏；玩乐”，多指儿童的活动。如： The child is playing with a ball. 这个孩子正在玩球。

play意为“打、玩、踢”等意思时，常指正式的球类运动和演奏活动。如： They are playing basketball on the playground. 他们正在操场上打篮球。

Section B

Section B needs 1~2 periods. Section B需用1~2课时。 The main activities are 1a and 3. 本课重点活动是1a和3。 Ⅰ. Aims and demands目标要求

1. (1)Learn the names of home items:

lamp, clock, table, key, window (2)Learn other new words and phrases:

talk about, near, under, put away, thing, dad, model, river

2. Go on learning the structure of“There be” and the prepositions of position. What’s on your desk? There is a lamp, a computer, some books and so on. How much water is there? Only a little.

How many boats are there on the river? There are two. 3. Learn to look after one’s own things. Put it away, please.

You must look after your things. Ⅱ. Teaching aids 教具

录音机/挂图/实物

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There be句型, 导入1a。

1. (在黑板上呈现一张漂亮的两层楼挂图, 有书房、卧室、厨房、餐厅、客厅、卫生间、花园，复习There be句型。)

(把图拿走, 要求学生凭着记忆, 描述这张图, 采用竞赛的形式, 可小组竞赛, 也可以个人为单位竞赛, 教师给予奖励, 激发学生的学习热情。) (竞赛规则如下:参赛者只能在规定的两分钟内描述这张图, 说对一句, 得一分, 谁得的分最多, 谁就获胜。)

T: Look at the picture for one minute. Then I’ll take it away. You need to say as many sentences as possible about it in two minutes.

Example:

There’s a study on the second floor. There’s a garden in front of the house. There are some flowers in the garden.

The living room is next to the dining room. …

2. (利用1a的挂图, 引导学生复习There be句型, 并引入新单词和新句型。) T: Now, let’s look at the picture. What can you see in it? S1: I can see a sofa.

T: Oh, I see. It’s near the desk. S2: I can see a family photo.

T: Can you see a clock on the wall? It’s near the photo. …

T: What’s on the desk?

Ss: There is a lamp, a computer, some books and so on. T: We can also say, “There are some books, a lamp, a computer and so on.” Is there a clock on it?

Ss: No, there isn’t.

(让学生通过观察去发现规律。) (板书) (1) What’s on your desk? There is a lamp, a computer, some books and so on. (2) Is there a clock on it? Yes, there is. / No, there isn’t. (3) It’s near the desk. Explain the phrase: talk about. Step 2 Presentation 第二步 呈现(时间:6分钟)

呈现1a。

1. (让学生听1a的录音, 回答下面的问题。) T: Listen to 1a and answer the questions. (板书)

(1) Where’s the sofa? (2) What’s on the desk? (3) Where is the clock?

(核对答案。)

2. (让学生再听1a，注意语音和语调。)

T: Please listen to the tape and pay attention to the pronunciation and intonation. 3. (让学生根据语音和语调分角色朗读1a。)

T: Please work in pairs, and read the dialog in roles.

Step 3 Consolidation 第三步 巩固(时间:8分钟)

巩固1a, 完成1b。

1. (让学生合上书本, 看1a的挂图, 描述Jane的书房, 巩固There be句型。)

T: Please close your books and look at the picture in 1a. Then describe Jane’s study. OK? 2. (根据1a, 两人一组谈论自己的书房/卧室??, 并完成1b。让学生理解under。)

T: Now, I’ll give you some minutes to talk about your study/bedroom … Then act out your dialogs in pairs. Example:

S1: What’s in your study? S2: There is/are … S1: Is there a/an …?

S2: Yes, there is./No, there isn’t.

3. (让学生根据1a所学，试着用几句话来描述一下自己的书房、卧室??) T: According to la, try to use some sentences to describe your study, bedroom …

Step 4 Practice 第四步 练习(时间:15分钟)

通过练习, 完成2, 3, 4。

1. (1)(让学生看2的图, 听录音, 完成2。让学生掌握生词table, key, put away, dad和thing。) T: Look at the pictures in 2, and listen to the tape and finish 2. (2)(听完录音, 核对答案。)

T: Who can tell us your answers? S1: “on, There are, keys”. S2: “behind, There’s, away”.

T: That’s right.

(3)学习下列句子。(理解即可) a. I think they’re Judy’s.

b. Don’t put them there. Put them away, please. c. You must look after your things.

2. (可以用课前准备好的实物, 让学生用There be句型回答。) (方案一)

(教师从书包中取出香蕉藏在身后，导出新句型。) T: Are there any bananas in my bag? Ss: No, there aren’t. They are behind you. T: How many bananas are there? Ss: There are two. T: Well done!

(出示一个装有很少水的瓶子，导出新句型。) T: Now, please look at my hand. What’s in it? Ss: There is a bottle in it.

T: Is there any water in the bottle? Ss: Yes, there is.

T: How much water is there? Ss: Only a little. (板书)

How many+可数名词复数形式+are there …? There are…

How much+不可数名词+is there …? There is…

(方案二)

(教师出示三个香蕉。)

T: Now, please look here. What’s in my hand? Ss: There are three bananas. (将香蕉装入书包中。)

①T: Are there any bananas in my bag? Ss: Yes, there are.

T: How many bananas are there?(在句子下面画线，以示注意。) Ss: There are three.

T: Well done, boys and girls!

(再用oranges, books等可数名词进行pair work或chain drills。操练后，让学生归纳 How many+可数名词的复数形式+are there…? ) ②(教师边说Oh, we’ve talked so long. I think you must want to drink a little water.边把一个装有一点水的杯子，递给一个学生，示意他/她作答。) T: Is there any water in your cup? S: Yes, there is.

T: How much water is there?(句子下面画线。) S: Only a little.

T: Excellent.(身体语言，竖起大拇指。)

(再用milk, tea等不可数名词进行pair work或chain drills。操练后，让学生归纳 How much+不可数名词+is there…? ) (板书形式) ①中的对话 How many+ + there …? ②中的对话 How much+ + there …? 3. (让学生看3的图片, 完成3。让学生掌握生词window和model。)

T: Let’s go to 3. There are eight pictures in it. First, read the dialogs below Picture 1 and 2 by yourselves for one minute. (一分钟以后)

T: Now, let’s look at Picture 1 and 2. Make new dialogs according to Picture 1 and 2. (两分钟以后, 挑选两组表演。)

T: I’ll choose two pairs to act them out. G1: A: What’s near the window? B: There is a guitar near it.

G2: A: Are there any books on the shelf? B: Yes, there are.

(让学生模仿3、4, 完成对话。)

T: Read the dialogs below Picture 3 and 4, and make similar dialogs. G3: A: What’s in the tree?

B: There’re some birds in it. A: How many birds are there? B: There are three.

G4: A: Is there any milk in the glass?

B: Yes, there is.

A: How much milk is there? B: Only a little.

4. (看4的图片, 两人一组编对话。让学生掌握生词river。)

T: Please look at the picture in 4, then work in pairs and make new dialogs like this: Dialog 1: S3: What’s in the picture?

S4: There are some dogs in it.

Dialog 2: S5: Are there any monkeys in the tree?

S6: Yes, there are.

S5: How many monkeys are there?

S6: There are three.

(要求学生用同样的方法编对话, 完成4。)

T: Pay attention to the differences between in the river/tree and on the river/tree.

Step 5 Project 第五步 综合探究活动(时间:10分钟)

通过活动培养学生实际操作能力。

1. (找找看。课前把一些实物, 如铅笔、尺子、书包、小刀等放在教室的不同位置, 让学生找到物品并说明某地有什么。) Example:

S1: Where is the pencil-box? S2: It’s on the desk.

S1: What’s under the desk?

S2: There is a pencil, a ruler, a knife and two pens. S1: … S2: …

(在开展以上对话活动时, 要求学生特别注意in, on, next to, in front of, behind等介词的使用, 重点练习What’s on/in/next to…？There is/are…)

2. (方案一: 让学生两人一组用图文形式介绍自己家里某一房间物品的摆放。其中一名学生画图, 另一名学生配文字说明, 并站在讲台前向学生们描述。) Example:

My Study

There’s a family photo on the wall of my study. A clock is next to it. There is a desk and a chair in the study. What’s on the desk? There are some books and a computer. There’s a football under the chair. Behind the desk, there’s a cat. Do you like the study?

(活动结束后, 由学生们选出最佳搭档, 教师给予鼓励和表扬。)

(方案二: 两人一组活动, 其中一名学生用文字描述某一房间, 另外一名学生画图。 最后, 把图展示出来, 由学生们选出最佳搭档, 教师给予鼓励表扬。) 3. (家庭作业。)

(让学生根据4中的图片写一篇小短文。不少于60字。)

T: Write a short passage according to the picture in 4. (at least 60 words)

Section C

Section C needs 1 period. Section C需用1课时。

The main activities are 1a and 2. 本课重点活动是1a和2。 I . Aims and demands目标要求

1. Learn some new words and phrases:

in the center of, yard, beautiful, flower, large, left, people, mirror, drawer, chair, keyboard 2. Go on learning the prepositions of position and the structure of “There be”.

(1)Talk about positions.

Our bathroom is on the right of the yard. Where are the shoes? They’re under the bed. Where is the computer? It’s on the desk. (2)Talk about existence.

There is a small garden in the center of the yard.

There are many beautiful flowers in the garden. But there aren’t any trees. At the back of the yard, there is a nice house.

Near the house, there is an apple tree.

On the left of the yard, there is a kitchen and a dining room. Are there many beautiful flowers in the garden? Ⅱ. Teaching aids 教具

录音机/挂图/图片/简笔画

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There be句型, 引出1a。

1. (检查并点评上节课布置的家庭作业。)

2. (将全班分成4组，利用1a的图片，组与组之间进行问答比赛。)

(竞赛规则：将全班分成4组，每组在回答问题后, 提出一个新问题，让另外一组的学生回答，每个问题不能重复。第一个问题由教师问第一组回答。) T: What’s in the picture?

G1: There’s a nice house. Where’s the garden? G2: It’s in front of the house. Is there a big tree? G3: Yes, there is. Where is it? G4: It’s near the house. …

(总结比赛结果，进行鼓励表扬。)

(教师引导学生看图，利用已学知识引出1a的新词汇。)

T: You’re great! Now let’s talk about the picture together. Look! There is a nice house, a garden, a tree, a car and two small houses in the yard. The garden is in the center of the yard. Can you see many beautiful flowers? Where are they? Ss: Yes. In the garden.

T: Can you find the kitchen, S1? S1: Yes. It’s beside the house.

T: You’re right. We can also say, “It’s on the left of the yard”. Then who can tell where the bathroom is? S2: I can. It’s on the right of the yard.

T: Is the bathroom small or large, boys and girls? Ss: It’s small. (板书)

Yard, in the center of, beautiful, flower, left, large

(让学生们朗读，必要时教师给以帮助。)

T: Now please read aloud the new words on the blackboard.

Step 2 Presentation 第二步 呈现(时间:8分钟)

呈现1a。

1. (呈现听力任务，听1a的录音并判断所给句子的正误。) T: Listen to 1a carefully and mark True (T) or False (F).

( ) (1) The house is in the center of the yard. ( ) (2) There are some trees in the garden.

( ) (3) There is a large living room in the house. ( ) (4) Their bathroom is on the left of the yard. ( ) (5) There are some birds singing in the tree.

(再放一遍录音，一边听，一边核对答案；并且注意语音和语调。)

2. (让学生朗读1a, 并依次画出介绍院中建筑物位置的关键词, 然后核对。)

T: Read 1a, and then underline the key words that introduce the positions of the buildings in the yard. Then check the answers.

T: Can we share your answers, S3? S3: Certainly … T: Good! …

(然后核对。)

T: The answers are: center, back, left, right.

Step 3 Consolidation 第三步 巩固(时间:7分钟)

巩固1a, 完成1b。

1. (让学生仔细阅读1a, 完成1b, 然后教师核对答案。要求学生掌握生词people。) T: Now, please read 1a carefully. Finish 1b, and then I will check the answers.

2. (把全班分成四组, 让学生把1a中的关键词、句找出来列于纸上。从每组选出一名成员按照要点复述短文。)

T: The class will be divided into four groups. List some key words and sentences on your paper, and retell the passage according to the key words. I’ll choose one student in each group to retell it. Example:

This is my home. There is a small garden in the center of the yard. And in the garden, there are many beautiful flowers…

Step 4 Practice 第四步 练习(时间:15分钟)

练习方位介词, 完成2, 3。

1. (教师把已准备好的图片贴在黑板上, 如：树、椅子??, 找学生在图片上画出其他的东西并运用已学过的方位介词和There be句型造句。) Example:

There is a red car in front of the classroom.

2. (出示图片或用简笔画教学新单词drawer, chair, keyboard, pencil-box, mirror，并对介词in, on, under, behind, in front of进行操练。)

(出示有抽屉、椅子、键盘、铅笔盒和镜子的简笔画。)

T: Look at the picture/the stick figure and learn the new word “drawer”. (在简笔画中添上一支笔, 操练介词in和under。) Example:

T: What’s in the drawer? Ss: There is a pen in it. T: What’re under the drawer? Ss: There are some pens under it. (用同样的方法, 完成其他介词操练。) (板书)

drawer, chair, keyboard, pencil-box, mirror

3. (让学生独立完成2, 教师核对答案。)

T: Finish 2 by yourselves, and then we will check the answers together. (核对完答案后, 让学生两人一组练习对话。)

T: OK. Practice the dialogs in pairs. After a while, I’ll ask three pairs to read the dialogs. 4. (1)(两人一组找出3中两幅图片的不同之处，共同制作一份不同之处的清单。)

T: Work in pairs to find out the differences between the two pictures in 3. And then make a list of differences. (2)(让学生两人一组根据3中的A、B图片分角色编对话，并根据对话内容和图片完成填空。) T: Now, work in pairs and make new dialogs according to Picture A and B in 3. And fill in the blanks. Example:

S1: What color is the bag in Picture A?

S2: It’s green.

S1: What about the bag in Picture B?

S2: It’s yellow. What’s on the desk in Picture A? S1: There is a computer and a keyboard. S2: What’s on the desk in Picture B?

S1: There are some pencils, some books and a lamp. S2: Are there any shelves in Picture A? S1: Yes, there are. What’s on the shelves ? S2: There are some books and a model plane. (核对答案。)

Step 5 Project 第五步 综合探究活动(时间:10分钟)

通过活动, 培养学生创新能力。 1. (结对活动。让其中一名学生向另一名学生描述他/她的卧室/书房/客厅??里的物体, 要求另外一名学生把房间里的这些物体放在合适的地方, 使得房间更加大方、漂亮, 并用图描绘出来，最后两人一起用文字表达出来。看哪组设计的卧室/书房/客厅??最佳, 给予鼓励。) Example:

S1: There is a desk, a chair, a bookcase, a computer, a soccer, a TV, a lamp, a kite, a guitar, a vase, a map of China, a family photo, a clock, some flowers, some pictures and some books in the study. S2: OK. I can draw them well. …

2. (家庭作业。)

(给学生两张卧室的挂图。要求学生写一篇关于两个卧室不同之处的短文。)

Ⅳ.疑点探究

英语中的介词运用很灵活, 它往往根据具体的位置选用对应的介词, 而不是根据汉语直译去选择。 如: on/in the wall

There is a window in the wall. 墙上有一扇窗户。 There is a picture on the wall. 墙上有一幅画。

Section D

Section D needs 1 period. Section D需用1课时。

The main activities are 1 and 5. 本课重点活动是1和5。 Ⅰ. Aims and demands目标要求

1. Learn the vowels: /??/, /??/, /??/, /??/ 2. (1)Review the prepositions of position. (2)Review the structure of“There be” . 3. Review home items. Ⅱ. Teaching aids 教具

录音机/图片/单词卡片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:6分钟)

复习单词。 1. (方案一：听写单词。把本话题单词按词性归类，然后进行听写活动，旨在加强学生对单词的记忆和运用，为本话题的写作练习奠定基础。)

①(名词和名词短语)：floor, bedroom, kitchen, garden, bathroom, grandfather, house, door, lamp, clock, table, key, thing, dad, window, model, river, center, yard, flower, people, mirror, drawer, chair, keyboard, pencil-box, living room, dining room

②(介词和介词短语)：behind, near, under, next to, in front of, in the center of, on the left, at the back of ③(数词、副词、形容词)：second, upstairs, away, beautiful, large, left ④(动词短语)：come in, talk about, put away

(方案二：单词竞赛。把本单元单词和词组按功能分类，制成单词卡片。教师给出中文意思，学生说英文。要求每名学生必答两个单词，一词一分。然后进行全班抢答。)

T: Now, let’s have a word competition. I’ll give you Chinese meaning. Please say them in English. Each word you’ll get one point. Are you ready? OK! Go! …

T: Well done! This time let’s have a quick answer. If you know, you can stand up and answer quickly. Yeah, begin!

(必答单词如下：second, floor, bedroom, upstairs, kitchen, garden, grandfather, front, house, behind, door, near, lamp, clock, under, table, key, away, thing, dad, window, model, river, center, yard, beautiful, flower, large, left, bathroom, people, drawer, chair, keyboard.)

(抢答词组如下：next to, come in, dining room, living room, in front of, talk about, put away, in the center of, on the left, at the back of.)

(通过对单词和词组的必答和抢答, 进一步巩固本单元的词汇, 培养竞争意识, 调动学习积极性。)

Step 2 Presentation 第二步 呈现(时间:5分钟)

呈现1。

1. (呈现含/??/发音的单词卡片, 让学生熟悉这些发音, 为下面的操练做准备。) T: How do you read this word? (呈现bird单词卡片。) Ss: Bird.

T: What about this one? (呈现girl单词卡片。) Ss: Girl.

(板书girl, bird, shirt并画线“ir”，帮助学生找规律。) girl bird shirt /??/ 2. (用同样的步骤教学/??/, /??/, /??/。)

Step 3 Consolidation 第三步 巩固(时间:5分钟)

巩固1。

1. (让学生听1的录音并大声跟读。)

T: Listen to the tape and then read after it.

(再听1的录音, 让学生每听完三个单词后, 快速说出它们的汉语意思。)

T: Listen to the tape again, and say the Chinese meaning quickly after every three words. 2. (让学生归纳含/??/, /??/, /??/, /??/读音的单词。)

T: Let’s sum up the words that have the pronunciations: /??/, /??/, /??/, /??/. For example: /??/ first thirty thirteen …

/??/ know /??/ right /??/ horse boat night short

coat … light … sport …

Step 4 Practice 第四步 练习(时间:17分钟)

通过练习完成2, 4a和4b。

1. (1)(让学生根据所听到的2的录音, 完成2。)

T: Listen to 2 and draw a picture according to what you will hear. (让学生可以先写下关键词, 录音停止后再画。)

(2)(核对完答案, 选出最佳图画, 张贴在教室里。接着要求学生看图写出刚才听到的句子, 以巩固所学介词及There be句型。)

T: Please write the sentences that you heard just now according to the picture.

2. (1)(让学生自主归纳整理本话题重点，以加深印象，巩固记忆。四人一组，进行自主学习，每名学生负责归纳整理一个Section的重点句型与词组。最后，四名学生将总结的结果汇总到一起，向全班学生汇报，与全班同学共享Topic 1的重点句型与词组，并与课本4a和4b对照。)

(2)(告诉学生合上书完成下列题目，目的在于巩固加强本单元重点4a和4b。然后核对答案。) T: Please close your books, and finish the questions below. A：用适当的介词、介词短语或副词填空。 ①There is a computer her study. ②—Where is your study?

—It’s the second floor, my bedroom. ③—Are there any shoes the bed? —Yes, there are.

④—What’s the house? —There’s a car.

⑤There is a small garden the center the yard. ⑥You must look your things and put them .

参考答案：①in ②on, next to/near ③under ④in front of/behind ⑤in, of ⑥after, away B：根据括号内的要求完成句子。

①There is a computer in picture B.(变成否定句)

②There are three bedrooms, a large living room on the second floor.(变成一般疑问句) ③Are there any boats on the river?(做出肯定回答/否定回答) ④There are three model planes on the desk.(对画线处提问) ⑤There is only a little water in the bottle.(同④) 参考答案：

①There isn’t a computer in picture B.

②Are there three bedrooms, a large living room on the second floor? ③Yes, there are. / No, there aren’t.

④How many model planes are there on the desk? ⑤How much water is there in the bottle?

Step 5 Project 第五步 综合探究活动(时间:12分钟)

通过活动, 培养学生实际运用能力。

1. (结对活动。把一张图案鲜明的图片给S1, 但不让S1看到图中内容。S1把图面向其他学生, S1问问题, 其他学生回答。S1根据其他学生的描述在黑板上画出一幅图。最后让学生们给S1打分。此活动能够活跃课堂气氛, 激发学生学习兴趣。) Example:

S1: What can you see in the picture? S2: There is a horse in the picture. S1: What else?

S3: There is a man on the horse. S1: Is the horse running or walking? S4: The horse is running. S1: What else can you see? S5: The sky is blue and there are many trees in the picture. …

(增加教学弹性, 可以换图多做一两次。)

2. (完成5。让学生四人一组, 做调查, 看同伴的房间里有什么东西, 先作汇报。接着选一个同学, 并把其房间里的东西放在合适的地方, 用图体现出来。看谁设计的效果最好, 张贴在教室里, 给予表扬。) (1)T: Work in groups of four. Make a survey about the things in your classmates’ rooms.

Name Thing and position … … … … T: Report to your group, using the sentences like this: There is… There isn’t… There are… There aren’t…

It’s on/in/behind/in front of… They’re on/in/behind/in front of…

(2)T: Then draw a room. The student who draws the things in the best place is the winner. 3. (家庭作业。)

(让学生给他/她的朋友写一封信。介绍一下自己家的房间分类及房子周围的环境。不少于70字。完成3。) T: Write a letter to your friend. Describe rooms in your house, and the things around them. Finish 3. (at least 70

words) 参考范文： Dear Mary,

I’m very glad to get a letter from you. From your letter, I know your home is beautiful. I want to tell you something about my home, too.

My house is very big. There are two bedrooms and a small study. There is a computer in my study. I love playing games and studying on the computer. Next to the computer, there is a shelf. On the shelf, there are some books.

There are many trees around my house. In front of my house, there is a beautiful garden. There are many beautiful flowers in it.

I like my home very much.

Yours, Li Hua

Topic 2 What kind of home do you live in?

Section A

Section A needs 1 period. Section A需用1课时。

The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ. Aims and demands目标要求

1. Learn some new words:

country, month, Mrs., furniture, quiet 2. Talk about the types of buildings. townhouse, farmhouse, apartment …

3. Learn to read and write the ads for house renting. (1) Small apartment for students. ￥850 a month.

(2) House with three bedrooms. Call Mrs. Tong in the evening. (3) House with furniture for a family of three.

(4) Looking for a quiet double room under￥300 per month. 4. Learn to find out the language rules and give more examples. Ⅱ. Teaching aids 教具

录音机/房屋图片/幻灯片

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There be句型, 引入1a。 1. (方案一)

(就教室里的情况，复习There be句型。)

T: Boys and girls, please make sentences with“There be”structure. (拿一支钢笔放在讲台上。)

S1: There is a pen on the teacher’s desk. (出示几把尺子, 放在手上。)

S2: There are many rulers in your hand. S3: …

T:

Good! You are great.

(方案二)

(教学生唱下面的歌, 活跃气氛, 复习There be句型, 自然导入本课。)

T: Let’s chant. (用幻灯片展示。)

There are books on the tables. There are children on the chairs. There are pencils in our hands. And there’s a teacher over there. There are words on the blackboard. There are pictures on the walls.

But the cute animal in my pocket is the best thing of all.

2. (教师将A、B、C三幅图, 呈现给学生，引导学生学习1a的新词汇 和句型。)

T: Now, let’s look at the pictures. Which one does your home look like, S4? S4: “A” looks like my house.

T: This is an apartment building. Boys and girls, what kind of home does S4

live in?

Ss: An apartment building.

(用同样的方法呈现并学习B、C两幅图, 引入1a。) A (板书, 英汉对照。) apartment building 公寓大楼 townhouse市镇住宅 farmhouse 农舍 What kind of home do you live in?你家是什么样的？ B It’s an apartment building.是一座公寓大楼。 3. (以对话形式练习各种房子类型。) T: Which house do you like best? S5: I like townhouses best. S6: I like apartment buildings best. C S7: I like farmhouses best. T: Good job! I know some of you like townhouses, some of you like farmhouses, but Kangkang likes apartment buildings best. Do you know what kind of home Wang Wei likes? (通过问题的形式, 自然过渡到下一步。)

Step 2 Presentation 第二步 呈现(时间:5分钟)

呈现1a。

1. (设置并板书听力任务, 让学生带着任务听录音。) (1)What kind of home does Kangkang live in? (2)What kind of home does Wang Wei live in? (3)What kind of home do Wang Wei’s grandparents live in? 2. (让学生听1a的录音, 回答问题。然后师生一起核对答案。)

T: Listen to the tape and answer the questions. Then we will check the answers together. 3. (将关键词写在黑板上, 呈现1a, 为下一步学生不看书自由对话打下基础。)

kind of home——an apartment——a townhouse—— grandparents——live in a big farmhouse——in the country—— Michael——looking for——near——let’s help Step 3 Consolidation 第三步 巩固(时间:10分钟)

巩固1a, 完成1b。

1. (1)(放1a的录音, 让学生听, 注意语音和语调。)

T: Now, let’s listen to the tape again. Pay attention to the pronunciation and intonation. (2)(让学生模仿录音，两人一组，互换角色，朗读对话。)

T: Pair work. Read 1a aloud in different roles, imitating the tape. (3)(老师引领学生，根据黑板上的关键词复述1a。)

T: Retell 1a after me according to the key words on the blackboard. (4)(让学生两人一组看黑板上关键词表演对话。)

T: Work in pairs. Act 1a out according to the key words on the blackboard. 2. (让学生完成1b，并相互核对答案。)

T: Finish 1b by yourselves, and then check the answers with each other.

Step 4 Practice 第四步 练习(时间:15分钟)

呈现2a, 完成2b, 2c。

1. (呈现出一则求租广告。) T: Here’s an ad. WANTED House with furniture for a family of three Please call Mr. Li at 8838-4558 T: The ad shows Mr. Li wants to rent a house from others. If Mr. Brown has a house for a family of three, what phone number can he call at? Ss: He can call Mr. Li at 8838-4558.

T: Yes. Mr. Brown has a house for rent. And he can also write an ad. Let us help him. (板书，并要求学生理解rent。) FOR RENT House with furniture for a family of three Please call Mr. Brown at 8636-4328 T: The ad shows Mr. Brown wants to rent his house to others. 2. (呈现2a, 完成2b。)

(1)(在黑板上画出表格。让学生听录音，填表格。) T: Listen to the tape and complete the table. Name What kind of house Tel Ms. Zhang small apartment for students FOR RENT Mrs. Tong 6628-5669 house with furniture 8838-4558 WANTED Bob 139-7382-4946 (2)(让学生再听2a的录音，核对答案。) T: Now, listen to the tape again, and then check the answers.

(学生听录音的同时，教师板书2a中出现的生词并在听完录音后教读生词。) month, Mrs., furniture, quiet, per (3)(让学生阅读2a，完成2b。) T: OK. Next, I want you to read 2a and finish 2b. I will check your answers in 3 minutes.

3. (让学生完成2c。假设林林家有房子要出租，屋内家具齐全，其电话号码是8857-6391。琳达家要租一套带有三个卧室的房子，她的电话号码是6631-9245。请学生帮助他们设计两则广告。把全班学生分成两组, 一组写求租广告, 另一组写出租广告, 看哪一组完成得又快又好。)

T: Suppose Linlin wants to rent a house with furniture to others. His telephone number is 8857-6391. Linda wants a house with three bedrooms. Her telephone number is 6631-9245. Please help them write two ads. I will divide the class into two groups: one group writes the ad for being wanted, and the other group writes the ad for rent. Then let’s see which group does better. Step 5 Project 第五步 综合探究活动(时间:10分钟)

通过活动，提高学生的总结、归纳和应用能力。

1. (在黑板上写出在1a和2a中出现的三个短语。让学生学会从已掌握的知识中总结、归纳语言规则，并加以运用。) (板书)

a townhouse with two floors house with three bedrooms house with furniture

(让学生们去发现他们的结构规律，再尽量多地写出类似的短语。看谁写得又多又好。)

T: Look at the three phrases from 1a and 2a. Think them over, and find out the rules of their structures. Then write out the similar phrases as many as you can. Let’s see who does the best! For example:

a house with a large garden an apartment with twenty floors a girl with big eyes a boy with long hair …

2. (把全班分成四组做调查, 三分钟后请几名学生向全班汇报。完成1c。)

T: Now, let’s survey about different types of homes in your group. And report it to your class three minutes

later. Example:

S1: What kind of home do you live in? S2: It’s an apartment. Home Number Home Number apartment farmhouse townhouse dormitory (三分钟后, 叫几名学生汇报。) T: Stop here, please. I’ll ask one student of each group to tell us the result. You may do it like this:

In our group, three students live in apartment buildings and two students live in...

3. (假设张先生一家三口从外地来北京做生意, 想求租有家具的房子, 请学生们替他写则广告, 张先生电话号码是8839-2357。)

T: Help Mr. Zhang write an ad to rent a house with furniture for a family of three, please. And his telephone number is 8839-2357. 4. (家庭作业。)

(1)(让学生写一则租房广告和求租广告。)

T: Write an ad for rent and an ad for being wanted. (2)(让学生课后预习Section B。) T: Preview Section B.

Section B

Section B needs 1 period. Section B 需用1课时。

The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ. Aims and demands目标要求

1. (1)Learn the names of public places and facilities:

store, bank, street, post office, bookstore, museum, parking lot, supermarket, station, restaurant, reading room, road

(2)Learn other new words and phrases:

neighbor, corner, mail, hear, piano, loud, really, at the end of … 2. (1)Go on learning the structure of“There be”.

There is one in front of our building. There are no houses on the right.

(2)Go on learning the prepositions of position. There is one on the street corner.

Mr. Smart lives at the end of Elm Road.

Mr. Jackson lives between Mr. Smart and Mr. Lee.

3. Talk about the facilities and living environments in the community.

4. Talk about the relationships between neighbors and learn to understand others’ feelings and respect each other.

Ⅱ. Teaching aids 教具 录音机/一张小区示意图

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There be句型, 呈现1b。

1. (接龙游戏。将全班分成几组, 用There be句型说出教室里物品的位置关系, 组与组之间 进行提问比赛。)

T: What’s in the classroom?

G1: There are four windows in the wall. What’s on the wall?

G2: There is a clock and some pictures on the wall. What’s on the desk? G3: …

2. (向学生展示一张生活小区周边示意图, 用1b中的单词和词组介绍小区附近设施名称。)

T: Look at the map. Here is a bank. We can keep money in the bank. Can you guess the meaning of the word “bank”? Ss: 银行。

T: Yes, you’re right. Where can we buy things? Of course, we can buy things in the store or supermarket.

So what’s the meaning of “store or supermarket”? Ss: 商店。 …

(板书，学生跟读板书的单词和短语。) bank, store, museum, bookstore, parking lot, post office, supermarket, hospital, train station (根据示意图向学生提问, 复习There be句型和物体位置表达法。) T: Look at the map again. Is there a bank in the area? Ss: Yes, there is. T: Is there a zoo? Ss: No, there isn’t.

T: Where is the museum? Ss: It’s next to the bookstore. …

Step 2 Presentation 第二步 呈现(时间:6分钟)

呈现1a。

1. (告诉学生迈克尔新搬进一个小区, 不知道小区里商店和银行在哪里。让学生听1a的录音, 判断正误。) T: Michael is new in this community. He doesn’t know where the store and bank are. Now let’s listen to 1a, and mark True (T) or False (F). (板书需要判断正误的句子。)

( )(1) There is a store near here.

( )(2) There is a bank in front of the building. ( )(3) Michael and Mary are good friends.

(播放1a的录音, 然后核对答案。) T: Who can share your answers with us?

S1: I can. Number 1 is T. Number 2 is F. Number 3 is F. 2. (让学生再听1a录音, 找出关键词。)

T: Please listen to the tape again, and circle the key words. (教师总结并板书。) new neighbor——look for——store——in front of——bank——corner Step 3 Consolidation 第三步 巩固(时间:5分钟)

巩固1a。

1. (让学生跟录音机朗读1a, 注意语音和语调。)

T: Please read 1a after the tape. Pay attention to the pronunciation and intonation. 2. (让学生看黑板上的关键词, 两人一组表演对话。)

T: Look at the key words on the blackboard and act out the dialog in pairs.

Step 4 Practice 第四步 练习(时间:20分钟)

练习1b, 1c以及3, 呈现2a，完成2b。

1. (1)(让学生完成1b, 把小区设施名称与其功能配对。)

T: We know there are many facilities in one area, and we can do different things in different places. Now, look at the pictures in 1b. Match the pictures with the things we can do.

(2)(就小区公共设施功能做问答练习，并板书对应的设施功能，核对答案。) T: What can we do in a post office? S1: Mail letters.

T:

Where can we keep money?

S2: Bank. ...

(3)(依照1b, 拓展其他小区设施及其功能。) (板书)

restaurant hotel

hairdresser’s shoe shop clothing store

2. (1)(让学生完成1c。)

①T: Suppose you are in an area. Let’s listen to the tape and check the places in your area. (核对A答案。)

T: What’s in your area?

Ss: Bookstore, parking lot, bank, restaurant, post office and hospital. ②(让学生再听录音，注意公共设施间的位置关系。)

T: Listen to the tape again, and pay more attention to the location relations among the public facilities. (核对B答案，然后让学生根据答案用自己的语言表达出这些公共设施间的位置关系。) T: Check the answers. And then express their location relations in your own words.

(2)(要求学生讲述自己生活小区中邻居的位置关系，然后完成3。教师核对答案。掌握生词at the end of和road。)

T: Please tell us where the neighbors live in your area. Then finish 3, and we will check the answers.

3. (1)(呈现2a的图, 利用图通过师生互动导出hear...doing。让学生学会在英语交流中注意并理解他人的情感，学会相互尊重。)

T: Look at the picture. Who is that girl? Ss: She is Mary.

T: What is she doing?

Ss: She is playing the piano at home.

T: Right. She is playing the piano when Michael is working in his home. He can hear the music and can’t work. So he comes to Mary’s home. What’s his first sentence? Do you know?

(让学生发挥想象，尝试此环境下的语言表达，教师给以评价和引导，最后给出答案。)

T: He says, “I hear you playing the piano. The music is very beautiful, but I’m afraid it’s too loud.” (板书并讲解hear…doing，引导学生领悟… but I’m afraid …句式表达所包含的情感态度。)

hear … doing

T: What does Mary answer? Ss: I’m really sorry about that.

(讲解生词。理解matter；掌握piano, loud, really。) (2)(让学生听2a的录音, 跟读对话。) T: Please listen to the tape and repeat it. 4. (让学生两人一组表演2a。)

T: Now, work in pairs to act out the dialog.

5. (完成2b。两人一组。按照2b中的情景要求编对话，然后抽几组表演。通过此项练习, 培养学生综合运用语言做事的能力。理解生词loudly和reading room.)

T: Practice in pairs. After three minutes, I’ll ask some pairs to act it out.

Step 5 Project 第五步 综合探究活动(时间:8分钟)

通过练习, 培养学生综合运用能力。 1. (你能猜到吗?)

(让学生分组描述曾经去过的有代表性的小区公共场所, 其他组的学生猜是什么地方, 看哪组用最少的信息能猜对。) Example:

T: This is a place where we can keep money. Can you guess it? Ss: Yes, it’s a bank. T: Very good. Let’s begin. G1: … G2: …

2. (让学生做一个调查。调查他们是否喜欢自己的邻居，他们的邻居是怎样的。完成调查表。)

T: Do you like your neighbors? What do you think of your neighbors? Please make a survey and complete the table. Neighbor Quiet Noisy Polite Friendly ... A B (让学生根据调查表, 介绍一下自己的邻居, 并对其进行简单的评价。)

T:

Please tell us something about your neighbors.

S3: I have two neighbors. One is a teacher, and the other is a driver. The teacher is very helpful, and he often helps me with my lessons. He works very hard, and he gets up very early and comes home very late. But he never makes too much noise. The driver is … ...

3. (家庭作业。)

(让学生画一张自己居住的小区图, 介绍有哪些设施和这些设施的位置。)

Section C

Section C needs 1 period. Section C 需用1课时。

The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ. Aims and demands目标要求

1. Learn some new words and phrases:

child, a lot of, close to, far from, service, area, stop, fan, line, bad, someone, check, right now 2. Go on learning the structure of“There be”. There are many old people living here.

There are a lot of tall buildings and small gardens in our community. Is there a community service center in your area? 3. Talk about living environments.

4. Learn to make telephone calls for help. Hello, this is Linda speaking.

Sorry, I can’t hear you. The line is bad.

There is something wrong with my kitchen fan. I’ll get someone to check it right now.

5. Cultivate the students’ responsibility and service consciousness. Ⅱ. Teaching aids 教具 录音机/单词卡片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:7分钟)

放录音, 引入1a。

1. (放3的录音, 让全班学生学唱, 活跃课堂气氛。)

T: Please sing the song Home on the Range after the tape together. 2. (检查家庭作业，复习小区公共设施名称。)

T: Let’s check the homework and review the names of Public places and facilities.

3. (1) (单词竞赛。以必答和抢答形式呈现, 必答是两排学生, 每名学生两个单词, 单词是 Section A、B单词表中的黑体部分；抢答的单词是本课出现的单词或词组, 谁知道谁就站起来, 教师用单词卡片呈现汉语, 学生说英语。1个单词1分, 然后把学生不知道的单词进行教读, 最后将所有单词、词组板书。通过竞赛, 使学生积极参与, 主动学习。)

T: Now let’s have a word competition. First, the required answers. There are two words for each student. I’ll give you the Chinese meanings. You say them in English. Do you understand? Row 3, please! (板书) station, restaurant, mail, supermarket, museum, street, bank, neighbor, country, month, corner, furniture, quiet, store, road, hear, piano, end, really, loud, Mrs. (2) (呈现抢答的单词或词组, 要求学生抢答。) T: Good. Go on with our quick responses. If you know, you can stand up quickly and answer. Are you ready? Go! (板书) right now, someone, check, area, close to, child, far from, service, stop, fan, line, bad (3) (把学生答错的单词集中起来, 让全班齐读。) T: Well done! Let’s read together.

4. (1)(安排几名学生站在教室的后面, 教师利用这种情景, 把1a部分中的关键词和句型呈现出来, 为学生们学习1a扫清部分障碍。)

T: Oh, look! There are a lot of students standing there. Where are they? They are close to the back door. They are at the end of the classroom. They are far from here. (板书画线部分和关键词，齐读，让学生们熟悉。) There are a lot of students standing there. Where are they? close to far from community service center area (2)(师生问答练习，梳理1a情境。) T: Listen and answer my questions. Do you live in a community? S1: Yes, I do.

T: How is your community? S1: It’s quiet.

T: Is there a service center in your community? S1: Yes, there is.

T: Can you get help from service center in your community? S1: Yes, I can. …

T: Wow, your community is great. Now I want to know how Linda’s community is. (引出1a。)

Step 2 Presentation 第二步 呈现(时间:6分钟)

(呈现1a。)

1. (呈现1a图片, 让学生快速浏览1a中的问题, 让他们带着任务快速阅读。)

T: Linda lives in Yushancun. What’s Yushancun like? Let’s read the passage quickly, and find out the answers to the questions in 1a. 2. (核对答案。)

T: Answer the questions and then check the answers. (板书)

(1) It’s quiet.

(2) Yes, there are.

(3) It’s in an apartment building. (4) No, it isn’t.

3. (要求学生再次阅读并找关键词, 并呈现在黑板上, 为下一步做准备。)

quiet, a lot of, apartment, many, close to, near, far from, center Step 3 Consolidation 第三步 巩固(时间:10分钟)

巩固1a。

1. (要求学生看黑板上的关键词听1a的录音, 加深印象。)

T: Listen to the tape. Close your books and look at the key words on the blackboard.

2. (要求学生利用课文1a的图片、问题或关键词来复述短文。)

T: OK, who can retell the text? You can use the picture, the questions or the key words. 3. (让学生小组讨论1b中的问题，并完成1b。)

T: What’s your home like? Please discuss the questions in 1b with your group members. (检查讨论结果。)

T: Who wants to tell us something about your area?

S1: I live in Baibuting Garden. My home is in an apartment building. There are a lot of tall buildings and small gardens in our community. There are many people living in our community. The bus stop is near my home. The shops are also close to my house. Oh, there is a community service center in my area. I like living here very much… ... 4. (设计自己理想的小区蓝图。要求学生尽量使用There be … doing sth.的句子结构，并展示作品，教师给予评价。)

T: Are you satisfied with your community? What is your ideal community? Please ask your partner some

questions about his/her ideal community and write a passage about your ideal community, using more “There be… doing sth.” At the same time you may draw a community plan. Please don’t look at each other’s.

Step 4 Practice 第四步 练习(时间:12分钟)

呈现2a，并完成2a、2b。 1. (呈现2a。)

(1)(让学生听2a的录音, 完成2a。)

T: As we all know, in many areas, there is a community service center. If we have problems, we can call it for help. Now Linda is calling the community service center. Let’s listen to the tape, and find out what’s the matter with her.

(让学生听完录音后, 回答问题。)

T: OK, stop here. What’s the matter with Linda?

Ss: There is something wrong with her kitchen fan. It doesn’t work. T: How does Linda deal with it?

Ss: She calls the community service center for help. (2)(设置情景让学生应用新的语言知识。)

T:

Who has model cars or planes?

S2: I have.

T: Does it work well? S2: No, it doesn’t.

T: You should get someone to check it.(边说边板书get sb. to do sth.。) S2: OK.

T: Now. Work in pairs to make similar dialogs. (3)(提供关键词, 让学生两人一组练习对话。) (板书) live——matter——fan——can’t hear——wrong——check——right now T: Please practice the conversation according to the key words with your partner. 2. (完成2b, 让学生两人一组编对话。)

T: So we know if we have problems, we can do as Linda, calling the community service center. Now suppose there is something wrong with your TV/computer…, and you want to get help from a community service center. Please make a dialog about it with your partner according to 2a. (让几组学生表演或朗读他们所编对话。) T: Who wants to act out or read your dialog? S3: Our group.

T: OK, very good. You can begin.

S3: Hello, the First City Community Service Center. What can I do for you? S4: Hello, this is Sally speaking. I live in...

...

Step 5 Project 第五步 综合探究活动(时间:10分钟)

通过活动，培养学生解决实际问题的能力。

1. (让学生对全班学生做调查, 如果家里的生活用品坏了, 怎么解决, 然后汇报。)

T: Of course, when we have problems, we can call the community service center. Also there are many other ways to solve the problems. For example: The old bike doesn’t work and it’s not worth mending, so we can buy a new one. Now make a survey about the ways you can use when something is broken. Complete the table, and then report to the class. Name Something wrong Way get help from the community service center do it by oneself throw away ask sb. ...for help ... (选择几名学生汇报调查到的方法。) T: Who wants to tell us the result of your survey? S1: I want.

T: OK, very good. You can begin.

S1: Linda’s kitchen fan doesn’t work, so she gets help from the community service center. Sally’s bike doesn’t work, and she repairs it by herself... ...

2. (先介绍你们社区，然后假设你是新一任的社区负责人，说说你还会开设什么新的服务，为什么？借此培养学生的责任感和服务意识。)

T: Please introduce your community at first. Then imagine you were the new manager, and tell us what more services you will provide. Why? 3. (家庭作业。)

(让学生调查自己所在小区的社区服务中心能够提供哪些帮助以及怎样去获得帮助等。)

T: Please survey your community service center: What can they do for you? How do you get help from them? Ⅳ.疑点探究 电话用语。

在电话用语中要用this表示“我”, that表示“你”。如：“Who’s that? This is Michael.”但在现代电话用语中, 常用this指对方, 以表示亲切。如：“Who’s this? 你是谁？”

Section D

Section D needs 1 period. Section D需用1课时。

The main activities are 1, 2a and 5. 本课重点活动是1, 2a和5。 Ⅰ. Aims and demands目标要求 1. Learn the vowels:

/??/,/?/, /??/, /?/ 2. Learn some new words:

move, countryside, city, traffic, cost, miss, fresh, town 3. Review the structure of“There be”.

4. Review how to talk about living environments.

5. Let the students learn how to deal with things in study and daily life. Ⅱ. Teaching aids 教具 录音机/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:6分钟)

通过复习, 引入2a。 1. (出示两张图片。) A B

(让学生用there be…结构描述图片。)

T: Please describe the two pictures using the structure “there be…”

(师生看图对话。复习重要句型，引出2a中的生词并呈现在黑板上。)

T: Now let’s talk about the pictures. What’s the differences between the two pictures in the sky? Ss: There are no birds in Picture A, but there are many in Picture B. T: What are the birds doing in the sky? Ss: They are flying/singing.

T: You’re right. We can say: “There are many birds flying/singing in the sky in Picture B.” It’s clear that Picture A shows something about cities and Picture B is about countryside. Who can tell us something more

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