资源简介

目录
U5T1SA
3
U5T1SB
14
U5T1SC
23
U5T1SD
33
U5T2SA
40
U5T2SB
50
U5T2SC
59
U5T2SD
67
U5T3SA
76
U5T3SB
85
U5T3SC
95
U5T3SD
103
U6T1SA
111
U6T1SB
121
U6T1SC
131
U6T1SD
140
U6T2SA
148
U6T2SB
158
U6T2SC
167
U6T2SD
176
U6T3SA
185
U6T3SB
196
U6T3SC
205
U6T3SD
214
U7T1SA
224
U7T1SB
232
U7T1SC
238
U7T1SD
245
U7T2SA
252
U7T2SB
257
U7T2SC
263
U7T2SD
269
U7T3SA
275
U7T3SB
281
U7T3SC
287
U7T3SD
293
U8T1SA
299
U8T1SB
306
U8T1SC
312
U8T1SD
319
U8T2SA
325
U8T2SB
331
U8T2SC
337
U8T2SD
343
U8T3SA
349
U8T3SB
355
U8T3SC
360
U8T3SD
365
Unit
5
Our
School
Life
Topic
1
I
usually
come
to
school
by
subway.
Section
A
Material
analysis
本话题是第五单元的第一个话题，主要围绕交通方式、日常活动的频度等展开。将主要复习一般现在时态，学习谈论交通方式和日常活动频度的句型“How
do
you
usually/often…?,
“I
usually/often
…
by…”,
“How
often
do
you…?”,
“Three
times
a
week.”等。本课的主要活动是
1a
和
3a。通过人物对话呈现主要内容，结合“图片与句子匹配”、“图片与短语匹配”等活动，复习有关新年问候，学习和操练日常交通方式等的表达法。同时还通过听说活动，帮助学生了解字母
e
和d
以及字母组合
ea/ee/ei/dge
的发音规则，训练他们进行单词拼读的能力。因为本
课是本话题的第一课时，学生对于交通方式的英语表达才刚开始接触，因此可能出现用英语表达交通方式的不流畅，教师应该在教学活动中创造机会，引导学生在活动中反复操练进而巩固关于交通方式的英语表达。
Teaching
aims
Knowledge
aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：
gate,
by,
subway,
underground,
always,
come
on,
on
foot
等；
学生在小组合作活动中，能掌握字母
e
和d
以及字母组合ea/ee/ei/dge
的发音并通过单词拼读进一步熟悉发音规则；
能正确使用how
来询问日常的交通方式，并能正确使用表示交通方式的介词by；
能就询问和表达交通方式的话题进行交流与对话操练，如：
—How
do
you
usually
come
to
school?
—I
usually/often…
by…
Do
you
often
come
to
school
by
bike?
（3）I
usually
come
to
school
by
subway/by
bus/on
foot.
Skill
aims
能听懂有关表达交通方式的简单对话或叙述；
能根据图文就交通方式进行交流；
能理解并执行有关学习活动简单的书面指令；
能正确写出黑体单词和词组；
能写出表达交通方式的简单句子。
Emotional
aims
通过小组间良性的竞争与合作，培养友好互助的精神；
通过了解他人的校园生活，培养关心他人的意识；
采用游戏、角色扮演等灵活多样的学习方式，激发学习英语的兴趣。
The
key
points
and
difficult
points
在小组合作活动中，能掌握字母
e
和d
以及字母组合ea/ee/ei/dge
的发音并通过单词拼读进一步熟悉其发音规则；
在情景对话中，能学会用
how
来询问交通方式，学会用“by+交通工具”
表达交通方式，并在情景对话中进行操练。
Learning
strategies
能够清楚、大声地进行朗读，培养语感和自信心；
培养借助图片等非文字信息帮助理解的习惯；
根据图片预测对话内容。
Teaching
aids
多媒体、录音机、教学挂图和小黑板
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction
(5
minutes)
1.The
whole
class
work.
1.Focus
their
attention
on
the
teacher.
1.Get
students
ready
for
learning.
2.Pair
work.
2.Ask
and
answer
questions
in
pairs
to
revise
the
greeting
of
2.Help
the
students
to
revise
the
greetings
of
new
year
and
lead
to
the
3.Individual
work.
new
year.
e.g.
A:Hello!
Jane!
Happy
New
Year!
B:
Hello,
Maggie.
The
same
to
you.
Nice
to
see
you
again.
A:Nice
to
see
you,
too.
What
did
you
do
during
your
winter
vacation?
B:
I
went
to
Shanghai
to
visit
my
grandparents.
And
you?
A:I
went
to
Hong
Kong
to
visit
Disneyland.
B:Great!
How
did
you
go
there?
A:I
went
there
by
bus.
How
did
you
go
to
Shanghai?
B:
I
went
there
by
plane.
...
3.Brainstorming.
Try
to
express
the
means
of
transportation
as
means
of
transportation.
3.Help
the
students
to
learn
and
revise
the
means
of
transportation.
many
as
you
can.
By
bus,
by
train,
on
foot,
by
bike,
by
subway,
by
car,
by
plane,
by
ship,
by
boat
…
Get
ready
for
the
next
activity
in
this
class.
Presentation
Individual
1.Do
1a.
Look
at
the
Present
new
words
and
(10
minutes)
work
and
pair
picture
in
1a.
Ask
and
means
of
transportation
work.
answer
questions
like
with
the
help
of
the
this:
picture.
Revise
the
T:
Where
are
they?
greetings
of
new
year.
S:They
are
at
the
Play
the
tape
recorder
school
gate.
and
check
the
answers.
T:How
does
Kangkang
often
go
to
school?
S:He
goes
to
school
by
bike.
T:
How
about
Helen?
S:She
often
goes
to
school
by
subway/underground.
Learn
new
words
of
this
section,
gate,
by,
subway,
underground,
etc.
2.Listen
to
1a
twice
individually.
Then
choose
correct
answers
to
fill
in
the
blanks
after
listening.
by
bus
by
bike
on
foot
by
subway/
underground
Kangkang
comes
to
school
___
.
Jane
comes
to
school
__
_.
Helen
comes
to
school
___
.
Michael
comes
to
school
___
.
Check
the
answers
with
your
partners.
Consolidation
(10
minutes)
1.
Pair
work.
1.Do
1b.
Read
the
sentences
in
1b
and
choose
the
correct
one
for
each
picture.
Then
check
the
answers
with
your
partners.
Discuss
with
your
partners
and
try
to
find
the
rules
of
means
of
1.Help
the
students
to
find
the
rules
of
means
of
transportation.
2.The
whole
class
work
and
group
work.
transportation.
2.Read
1a
after
the
tape.
Then
practice
the
conversations
in
groups
of
three.
Some
groups
act
out
the
conversations.
2.Help
the
students
practice
their
spoken
English.
Consolidate
the
means
of
transportation.
Practice
(10
minutes)
1.Individual
work
and
pair
work.
Do
2a.
Look
at
the
pictures
in
2a.
Match
the
pictures
with
the
correct
phrases
individually.
Then
check
the
answers
with
your
partners.
Listen
to
2b.
Match
the
means
of
transportation
in
2a
with
the
people.
Check
the
answers
with
your
partners.
Listen
to
2b
again
and
match
the
names
with
the
activities.
A:
Mr.
Zhang
Kangkang
Ms.
Black
Jane’s
uncle
Miss
Gao
Ellen
1.Check
the
answers.
2.Individual
work
and
pair
work.
2.Play
the
tape
recorder.
Check
the
answers.
3.Individual
work.
3.Play
the
tape
recorder.
Let
students
make
up
sentences
by
themselves.
4.Group
work.
Zhao
Lin
Mr.
Brown
Wu
Hui
B:
go
to
school
go
to
work
go
to
Wuhan
go
to
Shanghai
go
to
Nanjing
go
fishing
go
home
Then
try
to
use
the
names,
the
activities,
and
the
means
of
transportation
to
make
up
sentences.
e.g.
Mr.
Zhang
often
goes
to
Shanghai
by
plane.
Kangkang
usually
goes
to
school
by
bike.
…
4.Do
3a.
Divide
the
class
into
nine
groups.
Every
group
reads
one
group
of
words.
Discuss
in
groups
and
find
the
rules
of
sounds
about
4.Play
the
tape
recorder
and
help
the
students
check
the
sounds.
Correct
their
sounds
while
they
are
reading.
e,ea/ee,ea,ei,d,dge
by
yourselves.
Then
one
student
in
each
group
reads
out
the
sound
and
teaches
the
sound
to
the
whole
class.
Then
the
whole
class
listen
to
the
tape
recorder
and
check
the
sounds.
Finally,
read
the
sounds
and
words
aloud
after
the
tape.
5.Individual
5.Do
3b.
Try
to
read
5.Play
the
tape
recorder.
work
and
pair
the
words
in
3b.
Check
the
answers.
work.
Circle
the
words
with
the
sound
/1/
or
/e/
individually.
Then
listen
to
the
tape
and
check
the
answers
with
your
partners.
Production
1.Group
work.
1.Sit
in
groups
of
1.Make
sure
the
students
(10
minutes)
four.
Do
a
survey
know
how
to
express
the
about
how
your
group
means
of
transportation.
members
often
go
to
school.
A
B
C
D
Then
one
student
in
each
group
reports
the
result
to
the
whole
class.
e.g.
In
our
group,
A
often
goes
to
school
by
bike.
B
often
goes
to
school
by
bus.
C
often
goes
to
school
on
foot.
D
often
goes
to
school
by
subway.
...
2.Group
work.
2.Make
up
new
2.Help
the
students
to
conversations
with
use
the
structures
they
the
structures
and
the
have
learned
in
Section
means
of
A
to
make
up
new
transportation
you
conversations.
Students
have
learned
in
this
can
not
only
use
what
section.
Then
some
they
have
learned
today
groups
act
out
the
but
also
get
ready
for
conversations.
Section
B.
e.g.
A:
Happy
New
Year!
B:
The
same
to
you.
Nice
to
see
you
again.
A:
Nice
to
see
you,
too.
B:
Do
you
go
to
school
by
bike?
A:
Yes.
What
about
you?
How
do
you
often
go
to
school?
B:
I
usually
go
to
school
on
foot.
My
home
is
near
our
school.
...
3.Assign
the
homework:
Review
the
words
and
practice
the
conversations
in
Section
A
with
your
partner；
Make
up
a
new
conversation
similar
to
1a
with
your
partner,
talking
about
means
of
transportation.
Then
report
it
to
the
class
the
next
day;
Preview
Section
B.
Teaching
reflection：
在本节课中，学生学会了如何表达日常交通方式，同时也复习了有关新年的问候。但是由于语用习惯的关系，学生在用“by+交通工具”的表达方式时偶尔会出现多了一个冠词的错误表达。因此教师应在学生的口头操练中加以纠
正，帮助学生养成正确的语用习惯。
Topic
1
I
usually
come
to
school
by
subway.
Section
A
—Happy
New
Year!
gate
—The
same
to
you!
by
—Nice
to
see
you
again!
subway
—Nice
to
see
you,
too.
underground
3.—How
do
you
usually
come
to
school?
—I
usually
come
to
school
by
bus/subway...
always
come
on
on
foot
Blackboard
design
Section
B
Material
analysis
本节课是第五单元话题一的第二课时，主要活动是
1a
和
2a。通过
Helen,
Michael
和Sally
三个人物的对话，复习交通方式的同时学习用频度副词来进行日常活动频率等的有关表达，如“How
do
you
usually
come
to
school?”,
“I
usually
come
to
school
on
foot,
but
sometimes
by
bike.”，此外还将学习和操练用两种不同的方式（介词
by+交通工具和动词短语）对交通方式进行问答及切换。在本课中，
学生对于两种不同的方式，即用介词短语和动词短语来表达交通方式，可能会混淆，甚至是错误使用，教师可结合句子成分，在结对练习和小组活动中加以引导。
Teaching
aims
Knowledge
aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并运用于情景对话中：
weekday,
early,
bird,
catch,
worm,
sometimes,
seldom,
walk,
never,
ride,
park,
watch,
TV,
television,
watch
TV,
soccer,
football,
movie,
film
在
Section
A
的基础上，复习交通方式，能正确运用
always,
usually,
sometimes,
seldom,
often,
never
等频度副词，同时能用介词
by
加交通工具和动词短语两种不同的方法来表示交通方式；
在情景对话中，能够表达“日常的交通方式、某项活动的频度”等语言功能，如：
1.I
usually
come
to
school
on
foot,
but
sometimes
by
bike.
2.I
seldom
walk
to
school.
I
often
come
by
subway.
3.I
never
come
to
school
by
subway.
2.Skill
aims
能听懂有关表达交通方式和频度的简单对话或叙述；
能在教师的指导下参与角色扮演活动；
能流利地说唱本课的歌谣；
能正确地朗读对话，注意重音和升降调；
能准确写出黑体单词和词组；
能写出表达交通方式和频度的简单句子。
3.Emotional
aims
采用游戏、角色扮演等灵活多样的学习方式，激发学习英语的兴趣。
The
key
points
and
difficult
points
在对话操练、两两问答、小组调查等活动中，学习用频度副词来进行日常活动频率等的有关表达，同时还学习和操练用两种不同的表达（介词
by
加交通工具和动词短语）对交通方式进行问答及切换。
Learning
strategies
学生能够清楚、大声地朗读有关交通方式和频度表达的对话；
在学习过程中向老师和同学寻求帮助；
培养学生借助图片、表格等非文字信息帮助理解的习惯。
Teaching
aids
录音机、教学挂图、多媒体和黑板
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction
(10
minutes)
The
whole
class
work.
Individual
work
and
the
whole
class
work.
Group
work.
Focus
their
attention
on
the
teacher.
Brainstorming.
Try
to
say
the
means
of
transportation
as
quickly
as
you
can.
Do
duty
report.
Act
out
the
new
conversation
you
prepare
with
your
partner
before
class
which
is
similar
to
Section
A
1a,
Get
students
ready
for
learning.
Write
down
the
words
of
means
of
transportation
on
the
blackboard
to
help
the
students
revise
the
means
of
transportation.
3.Help
the
students
revise
the
means
of
transportation.
talking
about
means
of
transportation.
Then
report
it
to
the
class.
e.g.
A:
How
do
you
usually
come
to
school?
B:
I
usually
come
to
school
by
bike.
What
about
you?
A:
I
usually
come
to
school
on
foot.
Does
C
usually
come
to
school
by
bike?
B:
No.
He/She
usually
comes
to
school
by
bus.
He/She
lives
far
away
from
the
school.
...
Presentation
(10
minutes)
Individual
work.
Individual
work
and
pair
work.
Individual
work.
Do
1a.
Look
at
the
picture
in
1a.
Read
the
sentences
in
1b.
Try
to
predict
the
conversation
in
1a.
Get
ready
for
the
listening
task.
Do
1b.
Listen
to
plete
the
sentences
with
usually,
always,
often,
sometimes,
seldom
or
never.
After
that,
check
the
answers
with
your
partner.
Listen
to
1a
again
and
try
to
fill
in
the
form.
Make
the
students
predict
before
listening.
Play
the
tape
recorder.
Check
the
answers.
Play
the
tape
recorder.
Help
the
students
learn
to
get
specific
information
while
listening.
Consolidation
(5
minutes)
The
whole
class
work
and
group
work.
Individual
work
and
pair
work.
The
whole
class
read
after
the
tape.
Then
read
1a
in
groups.
Do
1c.
Read
1a
again.
Fill
in
the
blanks
in
1c
with
the
correct
words
from
the
list
in
1b
Play
the
tape
recorder.
Make
the
students
pay
attention
to
the
sentence
intonation
and
pronunciation.
Make
the
students
find
the
adverbs
of
frequency
from
1a
by
themselves.
name
time
way
Michael
Helen
Sally
individually.
Then
check
the
answers
with
your
partner.
Practice
(10
minutes)
Individual
work
and
group
work.
Pair
work.
Do
2a.
Study
the
example
to
understand
the
two
ways
of
expressing
means
of
transportation.
Then
fill
in
the
blanks
in
2a.
Discuss
and
check
the
answers
in
groups.
Try
to
find
the
rules
by
yourselves.
Then
present
the
rules
to
the
whole
class.
Check
the
rules
with
the
help
of
the
teacher.
Do
2b.
Ask
and
answer
questions
about
the
pictures
in
2a
with
your
partner,
using
two
ways
of
expressing
means
of
transportation.
Then
some
pairs
act
out
the
dialogs.
e.g.
A:
How
does
Li
Xiang
go
to
school?
B:
He
often
goes
to
school
by
bike.
/
He
often
rides
a
bike
to
school.
...
Make
the
students
find
the
rules
of
two
ways
of
expressing
the
same
meaning
by
themselves.
Help
them
check
the
rules.
Help
the
students
to
express
correctly.
Individual
work,
pair
work
and
the
whole
class
work.
Pair
work
and
individual
work.
Do
3.
Read
the
form
in
3
before
listening.
Predict
the
listening
material.
Learn
the
new
words:
watch
TV,
soccer/football,
movie/film.
Then
listen
to
the
passage
about
Nancy’s
activities
and
check
the
correct
answers
individually.
Then
check
the
answers
with
your
partner.
The
whole
class
listen
again
and
check
the
answers
together.
Look
at
the
form
in
3
and
try
to
retell
the
passage
to
your
partner.
Then
some
students
retell
the
passage
to
the
whole
class.
e.g.
Nancy
often
walks
to
school.
She
sometimes
takes
a
bus
to
school.
She
always
does
her
homework
in
the
evening.
She
never
watches
TV
in
the
afternoon.
On
Sundays,
she
usually
plays
soccer
Play
the
tape
recorder.
Check
the
answers.
Make
the
students
learn
to
retell
the
passage
with
the
help
of
the
form.
5.Individual
work,
pair
work
and
the
whole
class
work.
with
her
friends.
She
seldom
sees
a
movie.
...
5.Do
4.
Look
at
the
pictures
in
4.
Write
down
the
means
of
transportation
in
the
pictures.
Then
match
the
first
four
sentences
with
the
pictures.
Check
the
answers
with
your
partner.
Then
the
whole
class
learn
to
chant
together.
5.
Check
the
answers.
Production
(10
minutes)
Group
work.
Sit
in
groups
of
four.
Make
a
survey.
Ask
the
other
three
students
in
your
group
about
the
following
questions：
What
time
do
you
usually
get
up
on
weekdays?
How
do
you
usually
come
to
school?
Do
you
watch
TV
on
weekdays?
Do
you
play
soccer
on
Sundays?
Do
you
see
movies
on
weekends?
Then
some
students
report
the
survey
result
to
the
1.Make
the
students
use
the
new
words
and
the
adverbs
of
frequency
to
ask
and
answer
in
groups.
Then
make
them
to
report
to
the
whole
class.
whole
class.
e.g.
In
our
group,
A
usually
gets
up
at
about
6
o’clock.
He
usually
comes
to
school
on
foot,
but
sometimes
by
bus.
He
seldom
watches
TV
on
weekdays.
But
he
often
plays
soccer
on
Sundays.
Sometimes
he
sees
movies
with
his
parents
on
weekends.
B...
2.Assign
the
homework:
Review
the
words
and
expressions
in
this
section;
Practice
the
conversation
of
1a;
Preview
Section
C-1a.
Teaching
reflection：
在这节课中，学生在听、说、写、唱的活动中，学习并操练了频度副词以及交通方式。因为频度副词听上去相差甚微，学生可能容易混淆，教师可结合图示、百分比等直观材料帮助学生加以巩固。此外，学生对于用“介词
by
加交通工具”
和“动词短语”两种不同的方式来表达交通方式还不够熟练，甚至会出现错误使用，因此，教师可以在课外额外设置一些笔头练习，让学生在介词短语和动词短
语互相转换的练习中不断熟练和进一步巩固。
Topic
1
I
usually
come
to
school
by
subway.
Section
B
I
always
get
up
at
six
o’clock.
The
early
bird
catches
the
worm.
I
usually
come
to
school
on
foot,
but
sometimes
by
bike.
I
seldom
walk
to
school.
I
often
come
by
subway.
I
never
come
to
school
by
subway.
I
always
take
a
bus.
Li
Xiang
often
comes
to
school
by
bike.
Li
Xiang
often
rides
a
bike
to
school.
weekday
bird
worm
seldom
never
park
TV=television
movie=film
early
catch
sometimes
walk
ride
watch
TV
soccer=football
Blackboard
design
Section
C
Material
analysis
本节课是第五单元话题一的第三课时，主要活动是
1a
和
2。通过介绍
Jane
的一天，进一步学习用一般现在时的第三人称单数表达日常活动，巩固有关交通方式和频率的表达。还将通过用方框中的单词和短语编对话的方式练习一般现在时的一般疑问句及其肯定和否定回答，复习日常活动和频度副词
seldom
和never
等。同时学习对频率提问的句型“How
often...?”和表示具体频率的副词，如
once
a
week,
twice
a
week,
three
times
a
week
等。语音部分主要是复习本话题所学字母及字母组合发音规律以及句子的升降调。但是，在本课中，由于学生词汇、语法积累的不同，在将阅读输入信息转化为口头的输出时可能会出现语言组织或语法运用的障碍。因此教师可结合图片展示、借助关键词、优生示范等活动，帮助培养学生说和复述课文的能力。
Teaching
aims
Knowledge
aims
能根据已学语音、音标及发音规则，正确朗读和拼写下列词汇：
begin,
at
school,
after,
bed,
basketball,
swim,
listen,
music,
library,
week,
once,
twice
在Section
A
和Section
B
的语法基础上，能熟练运用
usually,
often,
always
等频度副词和两种交通方式的表达，能用一般现在时第三人称单数表达日常活动，能对频率进行提问与回答；
在Section
A
已学的语音基础上，能结合图片和音标拼写单词，并能尝试结合语音发音规律拼读新单词，并了解句子的重音和升降调；
能结合话题，运用“谈论日常生活、询问和回答某项活动的频度”等交际功能的用法，进行口头和笔头的信息输出，如：
I
usually
get
up
at
...
in
the
morning.
(2)At
...
o’clock
I
have
breakfast...
(3)—How
often
do
you
come
to
the
library?
—Three
times
a
week.
Skill
aims
能听懂有关表达日常生活的叙述；
能听懂简单的课堂用语，并作出反应；
能根据图文就交通方式和日常活动的频度等进行交流；
能在阅读训练中进行读前猜测、读中验证的活动；
能根据图文理解相关话题，抓住大意和具体信息并根据要求进行学习活动；
能准确写出黑体单词和词组；
能写出表达交通方式和频度的简单句子。
Emotional
aims
在学习过程中，结合小组竞赛、同伴互助等活动，培养互相帮助、共同进步的合作精神；
采用角色扮演等灵活多样的学习方式，激发学习英语的兴趣；
通过了解他人的校园生活培养关心他人的意识。
The
key
points
and
difficult
points
能熟练运用
usually,
often,
always
等频度副词和两种交通方式的表达，能用一般现在时的第三人称单数表达日常活动，能对频率进行提问与回答；
培养在阅读训练中进行读前猜测、读中验证的阅读能力；
结合话题，运用“谈论日常活动、提问频度”等进行口头和笔头的信息输出。
Learning
strategies
读前猜测，根据图片预测文章内容；
在学习过程中与同伴合作，互相帮助；
学生能够清楚、大声地朗读有关交通方式和频度表达的对话；
培养学生借助图片、表格等非文字信息帮助理解的习惯。
Teaching
aids
录音机、多媒体、黑板和教学挂图
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction
1.The
whole
1.Focus
their
attention
on
1.Get
students
ready
(5
minutes)
class
work.
the
teacher.
for
learning.
2.Individual
2.Do
duty
report.
Talk
2.Help
the
students
work.
about
your
survey
result
to
revise
adverbs
of
of
your
group
members’
frequency
and
two
activities.
ways
of
expressing
e.g.
means
of
In
my
survey,
A
usually
transportation.
gets
up
at
about
6
o’clock.
He
usually
comes
to
school
on
foot,
but
sometimes
by
bus.
He
seldom
watches
TV
on
weekdays.
But
he
often
plays
soccer
on
Sundays.
Sometimes
he
sees
movies
with
his
parents
on
weekends.
And
B
...
Presentation
1.Individual
1.Do
1a.
Answer
the
1.Ask
the
students
(10
minutes)
work.
teacher’s
questions.
Learn
some
questions
to
some
new
words
while
revise
the
expressions
answering.
in
Section
B
and
(1)What
time
do
you
usually
present
some
new
get
up/have
breakfast
on
words
and
phrases
weekdays?
at
the
same
time.
(2)How
do
you
usually
go
Get
the
students
2.Individual
work
and
pair
work.
to
school?
(3)Do
you
often
see
a
movie/play
soccer/watch
TV/play
basketball/swim/
listen
to
music/go
to
the
library?
2.Look
at
the
pictures
in
1a.
Try
to
predict
the
time
and
activities
in
Jane’s
day.
Then
read
the
passage
carefully
and
complete
the
table
in
1a.
Check
the
answers
with
your
partner.
ready
for
the
next
activity.
Lead
to
1a.
2.Lead
the
students
to
learn
to
predict
before
reading.
Help
the
students
understand
the
reading
material.
Tell
the
students
to
find
the
right
answers
in
the
passage.
Make
them
check
and
help
each
other
in
pair
work.
Consolidation
(10
minutes)
Group
work.
Do
1b.
Look
at
the
pictures
in
1b.
Write
down
the
activities.
Then
work
in
groups
of
three.
Try
to
retell
the
passage
with
the
help
of
the
pictures
and
the
form
in
1a.
Then
some
groups
retell
the
passage
to
the
whole
class.
e.g.
Jane
usually
gets
up
at
6:20
a.m.
She
has
breakfast
Make
the
students
learn
to
retell
the
passage
with
the
help
of
the
pictures
and
forms.
at
7:00.
Then
she
goes
to
school
at
7:30
a.m.
Classes
begin
at
8:00.
...
Practice
(10
minutes)
The
whole
class
work.
Pair
work.
The
whole
class
work
and
pair
work.
Do
2.
Look
at
the
pictures
of
2.
Talk
about
what
the
people
usually
do.
Consolidate
the
new
words.
Ask
and
answer
questions
with
the
information
in
2
after
the
example
in
pairs.
Then
some
pairs
act
out
the
dialogs.
e.g.
A:
What
does
Wen
Wei
usually
do
after
school?
B:
He
usually
goes
swimming,
but
he
doesn’t
go
fishing.
...
Do
3.
Answer
the
teacher’s
questions
after
the
teacher’s
presentation.
T:
I
like
watching
TV.
I
watch
TV
on
Friday,
Saturday
and
Sunday.
How
often
do
I
watch
TV?
S:
You
watch
TV
three
times
a
week.
Show
the
pictures
of
2.
Get
the
students
ready
for
the
next
activity.
Help
the
students
to
express
correctly.
Help
the
students
learn
to
ask
and
answer
questions
with
“How
often...?”
and
“once,
twice,
three
times
a
week”.
Then
make
them
practice
these
expressions
in
new
conversations.
Individual
work
and
pair
work.
Group
work.
...
Then
work
in
pairs.
Make
up
new
conversations
with
the
words
and
phrases
in
the
box
after
the
example.
Some
pairs
act
out
your
new
conversations
to
the
whole
class.
e.g.
A:
Do
you
often
listen
to
music?
B:
Yes,
I
do.
A:
How
often
do
you
listen
to
music?
B:
Three
times
a
week.
...
Do
4a.
Look
at
the
pictures
in
4a.
Try
to
read
the
sounds.
Then
spell
the
words
with
the
rules
you
have
learned
in
Section
A.
Check
your
answers
with
your
partner.
Have
a
group
competition.
The
teacher
shows
the
flashcards
of
these
sounds.
The
students
try
to
spell
the
words
correctly
as
quickly
as
you
can.
The
group
Make
the
students
use
the
rules
they
have
learned
to
read
and
spell
the
words
by
themselves.
Organize
a
group
competition
to
help
the
students
spell
the
words.
which
can
spell
the
most
correct
words
in
the
shortest
time
will
be
the
winner
in
this
group
competition.
6.The
whole
6.
Do
4b.
Look
at
the
6.Play
the
tape
class
work
and
pictures
in
4b.
Guess
what
recorder.
Help
the
individual
kind
of
words
may
appear.
students
learn
to
work.
Then
try
to
read
the
read
correctly.
Correct
sentences
in
4b
by
their
sentence
tone.
yourselves.
After
that,
listen
to
the
tape,
check
and
repeat.
Pay
attention
to
the
rising
tone
and
the
falling
tone.
The
whole
class
practice
together.
Production
(10
minutes)
Individual
work
and
group
work.
Do
1c.
Draw
your
daily
activities
form
similar
to
1a.
Then
talk
with
your
group
members
about
your
day
with
the
help
of
the
form.
Some
students
report
your
passages
to
the
class.
e.g.
I
usually
get
up
at
6:30
a.m.
At
7:00,
I
have
breakfast.
...
...is
my
partner.
He/She
usually
gets
up
at
6:20
in
the
morning...
...
Help
the
students
to
express
their
daily
activities
correctly.
Assign
the
homework:
Read
1a
aloud
and
fluently;
Review
the
words
and
expressions
in
this
section;
Preview
Section
D;
Make
a
survey.
Ask
your
classmates
some
questions
and
then
fill
in
the
following
form.
Report
it
to
the
whole
class
the
next
day.
Teaching
reflection：
在本课中，学生在学习了
Jane
的一天之后，学会了描述自己以及同学的一天的活动。此外，学生还学会了用
how
often
来提问活动频率及其回答。语音部分是对Section
A
的再现和巩固。但是本节课活动量较大，容量较多，有阅读活动、两两调查活动、单词拼读、句子重音等，因此，由于时间的关系可能无法在
一个课时完成，老师们可以自行按照教学实际安排进度。
activity
frequency
Watch
TV
Listen
to
music
Play
soccer
Read
books
in
the
library
Cook
Go
to
the
zoo
Meet
friends
Topic1
I
usually
come
to
school
by
subway.
Section
C
Blackboard
design
1.
—What
does
Han
Qing
usually
do
after
school?
begin
at
school
—He
usually
plays
soccer,
but
he
doesn’t
play
basketball.
after
bed
2.
—How
often
do
you
come
to
the
library?
basketball
swim
—Three
times
a
week.
/Once
a
week./
Twice
a
week.
listen
library
once
music
week
twice
Section
D
Material
analysis
本节课是第五单元话题一的最后一个课时，主要活动是
Grammar，Functions
和
2。本课通过听力填空、采访问答等活动引导学生总结频度副词结合一般现在时实意动词的用法、以及新年问候、对频率提问和回答等相关表达法。此外，本课还将通过对
Michael
有关校园生活的采访了解中西方中学生的日常活动的异同，培养学生的文化意识。最后通过
Project
活动调查同学的校园生活，对比中美两国中学生的校园生活，进一步巩固本单元所学日常活动的重要词汇、交通形式和频率的表达，训练学生的语言实际运用能力。在本课中，教师应避免让学生机械记忆，而是通过引导学生自行总结，在理解中熟练应用并掌握所学语法和功能。
Teaching
aims
Knowledge
aims
能根据已学语音、音标及发音规则，正确朗读和拼写下列词汇：
great,
wall,
the
Great
Wall,
life,
American,
or,
over,
more,
talk
总结频度副词结合一般现在时实意动词的用法；
能结合话题，运用“谈论日常活动、了解学校生活”等交际功能意义的表达，
进行对话操练并加以总结；
复习含有新年问候、交通方式的表达。
Skill
aims
能听懂有关表达交通方式和频度的简单对话和叙述；
能听懂简单的课堂用语，并作出反应；
能在教师的指导下参与角色扮演活动；
能在口头表达中做到发音清晰，注意重音和升降调；
能根据图文理解相关话题，抓住大意和具体信息，并根据要求进行学习活动；
能准确写出黑体单词和词组；
能写出表达交通方式和频度的简单句子；
能写出叙述学校生活的篇章。
Emotional
aims
在学习过程中，结合小组竞赛、同伴互助等活动，培养互相帮助、共同进步的合作精神；
采用角色扮演等灵活多样的学习方式，激发学习英语的兴趣；
通过了解他人的校园生活培养关心他人的意识。
The
key
points
and
difficult
points
学生在
Sections
A-C
已学的基础上，能自行总结频度副词结合一般现在时实意动词的用法，以及新年问候、对频率提问和回答等相关表达法；
能将本话题学到的关于学校生活、交通方式、频度等知识用文段进行信息的输出。
Learning
strategies
在交际中，必要时借助手势、表情等进行交流；
在学习过程中与同伴合作，互相帮助；
学生能够清楚、大声地朗读有关交通方式和频度表达的采访对话；
培养学生借助图片、表格等非文字信息帮助理解的习惯。
Teaching
aids
多媒体、黑板和录音机
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction
1.The
whole
1.Focus
their
attention
on
the
1.Get
students
ready
(5
minutes)
class
work.
teacher.
for
learning.
2.Individual
2.Do
duty
report.
Draw
your
2.Help
the
students
work
and
pair
daily
activities
form
similar
to
to
express
correctly.
work.
1a
in
Section
C.
Then
talk
And
help
them
with
your
partner
about
your
revise
Section
C
at
day
with
the
help
of
the
form.
the
same
time.
Some
students
report
your
passages
to
the
class.
e.g.
I
usually
get
up
at
6:30
a.m.
At
7:00,
I
have
breakfast.
...
...is
my
partner.
He/She
usually
gets
up
at
6:20
in
the
morning...
...
Presentation
(10
minutes)
Individual
work
and
the
whole
class
work.
Individual
work
and
pair
work.
1.Read
through
Sections
A-C.
Do
brainstorming.
Try
to
say
the
adverbs
of
frequency
and
the
means
of
transportation
you
have
learned.
Learn
“Grammar”,
Adverbs
of
Frequency,
in
P7.
2.Look
at
the
sentences
on
the
blackboard
which
are
shown
by
the
teacher.
Find
out
the
mistakes
and
try
to
correct
them
by
yourself.
Then
check
your
answers
with
your
partner.
Discuss
together.
e.g.
She
by
bus
to
school.
He
comes
to
school
by
foot.
Mary
goes
swim
every
day.
(4)They
sometimes
take
the
subway
to
home.
...
Help
the
students
revise
the
grammar
in
this
section.
Let
the
students
find
and
correct
the
mistakes
in
sentences
by
themselves.
The
teacher
may
warn
them
not
to
make
the
same
mistakes
next
time.
Consolidation
The
whole
class
Answer
the
teacher’s
questions
Help
the
students
to
(10
minutes)
work
and
pair
in
“Functions”.
Then
act
in
consolidate
the
words
work.
pairs.
Prepare
a
conversation,
and
expressions
by
using
new
year
greetings,
making
and
practicing
adverbs
of
frequency,
the
conversations.
means
of
transportation
and
so
on.
Then
practice
in
pairs.
Some
pairs
act
it
out
to
the
whole
class.
e.g.
A:Happy
New
Year!
B:
The
same
to
you!
A:
Do
you
usually
come
to
school
by
bus?
B:
Yes,
I
do.
But
sometimes
I
walk
to
school.
A:
How
often
do
you
come
to
school
on
foot?
B:
Twice
a
week.
How
about
you?
How
do
you
come
to
school?
A:
I
always
ride
a
bike
to
school.
B:
...
Practice
1.Individual
1.Do
Task
1.
Read
the
sentences
1.Play
the
tape
(10
minutes)
work,
pair
work
in
Task
1.
Guess
the
answers
recorder.
Check
the
and
the
whole
before
listening.
Then
listen
answers.
class
work.
to
the
tape
and
fill
in
the
blanks.
Check
with
your
2.Individual
work,
pair
work
and
the
whole
class
work.
partner.
Listen
again
and
the
whole
class
read
after
the
tape.
2.Do
Task
2.
Get
some
background
information
from
the
teacher.
Look
at
the
picture
in
P8.
Try
to
guess
what
kinds
of
questions
may
be
asked
in
the
interview.
Then
read
the
interview
and
answer
the
questions.
Discuss
your
answers
with
your
partner.
Then
the
whole
class
check
the
answers
together.
2.Help
the
students
learn
to
predict
before
reading.
Check
the
answers.
3.Pair
work.
3.Practice
the
interview
in
pairs,
one
is
the
interviewer
and
the
other
is
Michael.
You
can
use
facial
expressions
and
gestures
to
make
it
easier
for
your
classmates
to
understand
you.
3.Help
the
students
express
correctly.
Production
Group
work.
Sit
in
groups
of
four.
Do
a
Help
the
students
to
(10
minutes)
survey.
Survey
your
classmates
practice
their
spoken
about
their
school
life,
English.
including
how
to
go
to
school,
where
to
have
lunch,
when
to
leave
school,
what
to
do
after
school,
how
often
does
he/she
...
Then
compare
the
school
life
of
American
students
with
yours
and
report
it
to
the
class
orally.
e.g.
The
school
life
of
American
students
is
different
from
ours.
In
China,
we
usually
go
to
school
on
foot
or
by
bus.
But
in
America,
the
students
usually
walk
or
take
a
yellow
school
bus
to
school.
...
2.Assign
the
homework:
Review
the
words
and
expressions
in
this
Section.
Complete
the
Exercise
Book；
Write
a
passage
to
compare
the
school
life
of
American
students
with
ours.
Report
it
to
the
whole
class
next
day；
Preview
Topic
2,
Section
A.
Teaching
reflection：
在本课中，学生结合头脑风暴、自行纠错、听力训练、阅读训练以及小组调
查等活动，复习和巩固频率副词、交通方式和对频率提问和回答等相关表达法。此外，在本课中，学生还了解了一些外国文化，培养了学生的文化意识。
Topic1
I
usually
come
to
school
by
subway.
Section
D
more
talk
Blackboard
design
1.Happy
New
Year!
/
The
same
to
you.
/
never
great
Nice
talking
to
you./
I’m
sorry
we
have
no
more
time.
seldom
wall
2.The
early
bird
catches
the
worm.
sometimes
the
Great
Wall
3.They
often
play
basketball
and
soccer.
often
life
4.—How
do
they
usually
go
to
school?
usually
American
—Many
students
usually
take
a
yellow
school
bus
or
walk
to
school.
always
or
over
Topic
1
A
few
students
are
running
around
the
playground.
Section
A
Material
analysis
本节课是第五单元话题二的第一课时，主要学习有关学校各种设施和场所、谈论学校活动等内容。本课的主要活动是
1a，2
和
4a。将通过人物对话描述日常活动及学校各种设施和场所，学习现在进行时的特殊疑问句、一般疑问句及其肯定和否定回答，掌握现在进行时描述正在进行的活动的表达法；还将通过匹配地点图片和名称，进一步学习有关校园设施和地点的名词，扩大学生的词汇量。此外，学生将通过了解字母
g
和字母组合
er/ew/ey/eigh/ge/gu/gue
的发音规则学
习音标///,/9/,/(/,/V/,/G/和/_/。因为本课是本话题的第一课时，学生对于现在进行
时的使用才刚开始接触，可能会出现英语表达的不流畅，漏掉
be
动词，或者动词没有加-ing
的情况。因此，教师应该在教学活动中创造机会，引导学生在活动中反复操练进而巩固关于现在进行时的英语表达。
Teaching
aims
Knowledge
aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：
make,
card,
boring,
soon,
classroom,
playground,
lab,
laboratory,
computer,
room,
hall,
dining
hall,
gym,
gymnasium,
building,
swimming,
pool,
clean,
do
some
cleaning,
run,
dance
学生在小组合作活动中，能掌握字母
g
和字母组合
er/ew/ey/eigh/ge/gu/gue
的发音规则，学习音标///,/9/,/(/,/V/,/G/和/_/的发音；
在情景对话中，能正确运用
be+v.-ing
来表达现在进行时，包括各种人称的肯定句、特殊疑问句、一般疑问句及其肯定和否定回答，如：
—Are
you
doing
your
homework?
—No,
I’m
not.
—Are
you
watching
TV?
—Yes,
I
am.
I
am
making
cards.
—What
are
they
doing
now?
—They
are
...
—Are
Wang
Wei
and
Lin
Tao
dancing,
too？
—No,
they
aren’t.
They
are
...
能就谈论校园生活的话题进行交流与对话操练。
Skill
aims
能听懂谈论正在进行的动作的简单对话或叙述；
能说出学校各种设施和场所的名称；
能在口头表达中做到发音清晰、语音语调准确；
能根据字母组合和音标初步地进行单词拼读；
能根据图片信息书面描述正在进行的活动。
Emotional
aims
通过谈论校园中正在进行的丰富多彩的活动，使学生发现校园生活的乐趣，
从而培养学生热爱校园生活、乐于参加学校各种活动的意识；
通过和他人共同完成任务，培养学生的合作精神。
The
key
points
and
difficult
points
在小组合作活动中，能掌握字母
g
和字母组合
er/ew/ey/eigh/ge/gu/gue
的发音规则，学习///,/9/,/(/,/V/,/G/和/_/的发音；
在情景对话中，能正确运用
be+v.-ing
来表达现在进行时，包括各种人称的特殊疑问句、一般疑问句及其肯定和否定回答。
Learning
strategies
能够清楚、大声地进行朗读，认真听录音，反复模仿；
能够利用现实生活中的学习资源，如图书馆等。
Teaching
aids
多媒体、录音机、教学挂图和黑板
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction
(5
minutes)
The
whole
class
work.
Individual
work.
The
whole
class
work
and
individual
work.
1.
Focus
their
attention
on
the
teacher.
2.Brainstorming.
Try
to
express
the
means
of
transportation
and
the
adverbs
of
frequency
you
know
as
many
as
you
can.
e.g.
By
bus,
by
train,
on
foot,
by
bike,
by
subway,
by
car,
by
plane,
by
ship,
by
boat
…
3.
Look
at
the
pictures
about
the
means
of
transportation
the
teacher
shows.
Try
to
answer
the
teacher’s
questions
as
quickly
as
possible.
e.g.
T:
How
does
he/she
usually
go
to
school?
S1:
He/She
usually
goes
to
school
by
bus/by
bike/by
subway/on
foot/by
car.
T:
Does
he/she
often
go
to
school
on
foot...?
Get
students
ready
for
learning.
Help
the
students
to
learn
and
revise
the
means
of
transportation
and
adverbs
of
frequency.
Show
some
pictures
to
help
the
students
revise
the
means
of
transportation
and
adverbs
of
frequency.
4.
Group
work.
S2:Yes,
he/she
does.
No,
he/she
doesn’t.
...
4.
Sit
in
groups
of
four.
Prepare
some
phrases
on
cards.
Take
turns
to
ask
questions.
e.g.
How
often
do
you
come
to
school?
How
often
do
you
visit
your
grandparents?
How
often
do
you
play
basketball?
Do
you
go
to
the
library
three
times
a
week?
Do
you
listen
to
music
every
day?
...
4.
Help
the
students
to
revise
how
to
express
frequency.
Presentation
(10
minutes)
Individual
work
and
pair
work.
The
whole
Do
2.
Look
at
the
pictures
in
2.
Learn
the
words
of
school
facilities.
Then
match
the
places
with
the
correct
words
or
phrases.
Check
the
answers
with
your
partner.
Play
a
word
game:
Present
new
words
of
school
facilities
with
the
help
of
the
pictures.
Check
the
answers.
To
be
a
game
controller.
class
work.
3.Individual
work
and
pair
work.
3.
Individual
work
and
group
work.
“What’s
missing?”
Some
words
and
pictures
may
disappear.
Try
to
guess
what
is
missing
as
quickly
as
you
can.
Look
at
the
pictures
in
1a.
Read
the
sentences
in
1b.
Try
to
predict
the
listening
material
in
1a.
Then
listen
and
circle
the
correct
answers
in
1b
individually.
Check
the
answers
with
your
partner.
Listen
to
1a
again
and
fill
in
the
blanks.
After
that,
open
your
books
and
check
your
answers.
Michael:
Hello,
Jane!
This
is
Michael.
What
__
you
_
_
now?
Jane:
Guess!
Michael:
Are
you
__
your
_?
Jane:
No,
I
am
not.
Michael:
Are
you
__
_
_
_?
Help
the
students
learn
to
predict
before
listening.
Play
the
tape
recorder
and
check
the
answers.
Play
the
tape
recorder.
Help
the
students
learn
to
listen
to
specific
information
and
to
summarize
the
grammar
rules
by
themselves.
Jane:
Yes,
I
am.
What
about
you?
Michael:
I’m
_
_
cards,
but
it’s
.
Would
you
like
to
play
__
?
Jane:
Good
idea!
See
you
soon!
Michael:
See
you!
Then
discuss
in
groups.
Try
to
find
the
rules
of
the
“Present
Continuous”
—be+v.-ing.
e.g.
…are
doing
…are
watching
TV
…is
making
cards
Consolidation
(10
minutes)
Pair
work.
The
whole
class
work
and
individual
work.
Practice
the
conversation
in
1a
in
pairs.
Look
at
the
pictures
shown
by
the
teacher
and
answer
the
teacher’s
questions:
(1)What
is
he/she
doing?
(2)Is
he/she
playing
basketball?
(3)Are
you/they
doing
To
be
a
good
listener.
Help
the
students
consolidate
the
Present
Continuous
in
different
sentence
patterns.
your/their
homework?
Practice
(10
minutes)
Individual
work
and
the
whole
class
work.
Pair
work.
Individual
work
and
group
work.
Do
3a.
Listen
to
the
tape
and
match.
Pay
attention
to
the
structure
of
the
Present
Continuous.
The
whole
class
read
the
sentences
together
and
check
the
answers
at
the
same
time.
Do
3b.
Work
in
pairs.
Make
up
conversations
with
the
information
in
3a.
Practice
in
pairs.
Then
some
pairs
act
out
your
conversations
to
the
whole
class.
Do
4a.
Divide
the
class
into
six
groups.
Every
group
reads
one
group
of
words.
Discuss
in
groups
and
find
the
rules
of
sounds
about
er,ew,ey/eigh,g,ge,gu/
gue
by
yourselves.
Then
one
student
in
each
group
reads
out
the
sound
and
teaches
the
sound
to
the
whole
Play
the
tape
recorder
and
check
the
answers.
Help
the
students
to
express
correctly.
Make
the
students
learn
to
help
each
other
and
learn
from
each
other.
4.Individual
work
and
pair
work.
class.
Then
the
whole
class
listen
to
the
tape
recorder
and
check
the
sounds.
Read
the
sounds
and
words
aloud
after
the
tape.
4.
Do
4b.
Try
to
read
the
words
in
4b.
Read
aloud
individually.
Compare
the
sounds
with
colored
letters.
Discuss
with
your
partner.
4.
Correct
their
sounds
while
they
are
reading.
Consolidate
the
sounds,
/1-e/;
/9-//;
/G-_/.
Production
(10
minutes)
Group
work.
Separate
the
class
into
three
groups.
One
group
writes
down
the
names,
one
writes
places
and
the
third
one
writes
down
the
actions.
Then
some
students
try
to
organize
the
sentences
with
the
places,
the
actions
and
the
names,
using
the
“Present
Continuous”.
Make
sure
the
students
know
how
to
express
the
“Present
Continuous”.
Assign
the
homework:
Review
the
words
and
practice
the
conversations
in
Section
A
with
your
partner;
Make
up
a
new
conversation
similar
to
1a
with
your
partner.
Then
report
it
to
the
class
the
next
day;
Preview
Section
B-1a.
Teaching
reflection：
在本节课中，学生学会了结合现在进行时描述正在进行的活动的表达法，学习了有关校园设施和地点的名词，学习了字母
g
和字母组合
er/ew/ey/eigh/ge/gu
/gue
的发音规则。但是由于语用习惯的关系，学生在用“be+v.-ing”的表达方式
时偶尔会出现少了一个
be
动词的错误表达。因此教师应在学生的口头操练中加以纠正，帮助学生养成正确的语用习惯。
Topic
2
A
few
students
are
running
around
the
playground.
Section
A
—Are
you
doing
your
homework?
make
—No,
I’m
not.
card
—Are
you
watching
TV?
boring
—Yes,
I
am.
soon
I
am
making
cards.
classroom
—What
are
they
doing
now?
playground
—They
are...
lab=laboratory
—Are
Wang
Wei
and
Lin
Tao
dancing,
too?
computer
—No,
they
aren’t.
They
are
...
room
hall
dining
hall
gym
building
swimming
pool
clean
do
some
cleaning
run
dance
Blackboard
design
Section
B
Material
analysis
本节课是第五单元话题二的第二课时，主要活动是
1a
和
2a。通过在图书馆借阅图书的对话呈现进行礼貌询问的有关句型，如“Excuse
me,
may
I
borrow
some
English
workbooks?”,
“How
long
can
I
keep
them?”
和
”You
must
return
them
on
time.”等。此外,本课还将通过听录音选择正确的单词或短语的方式呈现Michael
在失物招领处询问遗失物品的对话，训练学生抓住关键信息的听力技巧。通过本课的学习，学生将能够通过阅读失物招领、寻物启事及相关信息模仿写一则启事，训练他们的信息转换能力。由于文化的不同，学生可能对于失物招领的英语表达缺乏实际的操练经验，因此教师应该在课堂上创设情境，让学生在情境中自然感受并操练本课的语法和功能，学会礼貌借书、礼貌寻物。
Teaching
aims
Knowledge
aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并运用于情景对话中：
borrow,
workbook,
course,
of
course,
use,
look
for,
shelf
(shelves),
keep,
must,
return,
on
time,
newspaper,
Lost
and
Found,
money,
wallet
能用有关图书馆借阅图书的表达法进行礼貌询问以及在情景对话中表达“借书和失物招领处寻找丢失物品”等语言功能，如：
—Excuse
me,
may
I
borrow
some
English
workbooks?
—Of
course.
—How
long
can
I
keep
them?
—Two
weeks.
—You
must
return
them
on
time.
—Sure,
I
will.
(4)—What
are
you
doing?
—I’m
looking
for
my
wallet.
能正确运用现在进行时的用法。
Skill
aims
能听懂借阅图书的简单对话并做出恰当的反应；
能听懂通过失物招领询问丢失物品的对话；
能根据图文就借阅图书和寻找丢失的物品等话题进行交流；
能够在图片的帮助下读懂体现校园生活的图书馆借书、遗失声明、失物招领等对话，并按要求进行语言活动；
能仿照例子写出简单的失物招领或寻物启事。
Emotional
aims
能够根据有关图书馆借书的对话，养成遵守规章制度的意识；
能通过与他人合作共同完成任务，养成同学间的合作精神。
The
key
points
and
difficult
points
Key
points
正确使用在图书馆借阅图书进行礼貌询问的有关句型。
Difficult
points
仿照例子写出简单的失物招领或寻物启事。
Learning
strategies
能够利用现实生活中的学习资源，如图书馆等；
能够使用手势和面部表情帮助自己进行表达。
Teaching
aids
录音机、教学挂图、闪卡和黑板
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction
(10
minutes)
The
whole
class
work.
Group
work.
Focus
their
attention
on
the
teacher.
Separate
the
class
into
three
groups.
One
group
write
down
the
names,
one
write
places
and
the
third
one
write
the
actions.
Then
some
students
Get
students
ready
for
learning.
Help
the
students
revise
the
“Present
Continuous”.
3.
Individual
work
and
pair
work.
choose
some
cards
from
different
groups
and
try
to
organize
the
sentences
with
the
places,
the
actions
and
the
names,
using
the
“Present
Continuous”.
3.
Change
the
sentence
patterns
according
to
the
teacher.
Then
check
the
answers
with
your
partner.
e.g.
I
am
reading
an
English
book.
(对画线部分提问)
Is
she
doing
some
cleaning
in
the
room?
（改为肯定句)
Wang
Li
and
Li
Mei
are
dancing
in
the
gym.(对画线部分提问)
(4)Wang
Wei
and
Lin
Tao
are
doing
some
cleaning
in
the
lab.(
对画线部分提问)
...
3.
Help
the
students
revise
different
sentence
patterns
of
the
“Present
Continuous”.
Presentation
(10
minutes)
1.
Individual
work.
1.Do
1a.
Look
at
the
pictures
and
the
teacher’s
gestures
and
learn
some
new
words:
workbook,
1.
Help
the
students
learn
some
new
words
with
the
help
of
the
pictures
and
shelf,
newspaper,
borrow,
use,
of
course,
loof
for,
keep,
must,
return,
on
time.
Match
the
new
words
with
the
meanings
individually.
Then
check
the
answers
with
your
partner.
Fill
in
the
blanks
with
the
correct
form
of
the
given
words.
Then
check
the
answers
with
your
partner.
borrow,
keep,
look
for,
return,
shelf,
on
time,
use,
newspaper,
workbook
This
is
a
school
library.
Teachers
and
students
can
_
for
their
work
and
study.
For
example,
they
can
__
some
interesting
storybooks
and
workbooks
from
it.
Usually,
a
library
also
has
some
__
for
the
readers,
gestures.
Get
them
ready
for
the
next
step.
2.
Individual
work
and
pair
work.
2.
Help
them
remember
the
new
words
again.
3.
Individual
work
and
pair
work.
3.
Help
the
students
learn
to
use
the
new
words
in
the
given
situation.
4.The
whole
class
work,
individual
work
and
pair
work.
too.
Look!
Mary
is
in
the
library
now.
She
is
__
_
an
English
__
on
the
.
She
wants
to
borrow
it
and
__
it
for
two
weeks.
But
she
must
_
it
__
.
4.
Do
1b.
Look
at
the
pictures
in
1a.
Try
to
answer
the
two
questions,
“Where
is
it?”,
“What
are
they
doing?”
Look
at
the
sentences
in
1b.
Predict
the
listening
material
in
1a.
Then
listen
to
the
tape
and
mark
T
or
F
in
1b.
Check
the
answers
with
your
partner.
4.Make
the
students
learn
to
look
at
the
pictures
and
sentences
to
predict
before
listening.
Consolidation
(5
minutes)
The
whole
class
work
and
group
work.
The
whole
class
read
after
the
tape.
Then
read
1a
in
groups.
Underline
the
key
sentences,
like
“Excuse
me,
may
I
borrow
some
English
workbooks?”,
“How
long
can
I
keep
them?”,
“You
Play
the
tape
recorder.
Make
the
students
pay
attention
to
the
sentence
intonation
and
pronunciation.
must
return
it
on
time.”,
“Excuse
me,
do
you
have
any
English
newspapers?”
Practice
(10
minutes)
1.
Individual
work
and
pair
work.
Do
2a.
Look
at
the
picture
in
2a.
Answer
the
teacher’s
questions
and
learn
some
new
words
from
the
picture.
T:
What
is
it?
S:It’s
the
Lost
and
Found.
T:
If
you
lose
something,
you
can
go
to
the
Lost
and
Found.
Can
you
guess
what
may
be
lost?
S:Money,
wallet,
basketball,
T-shirt...
T:
If
you
work
at
the
Lost
and
Found,
what
you
may
ask
about
the
things/money
in
the
wallet?
S:
What
color
is
it?
What’s
in
it?
How
much
money
is
in
it?
...
Look
at
the
picture
in
2a
and
read
the
1.
Help
the
students
learn
some
new
words
and
prepare
for
the
listening
task.
2.
Individual
work
and
pair
work.
2.
Play
the
tape
recorder.
Check
the
3.
Pair
work.
conversation.
Guess
the
answers
before
listening.
Then
listen
to
the
tape
and
complete
the
conversation
with
the
correct
words
or
phrases
individually.
Then
check
the
answers
with
your
partner.
3.
Do
2b.
Work
in
pairs.
Practice
2a.
Then
make
up
a
new
conversation
with
the
information
in
2b.
After
that,
some
pairs
act
out
the
conversations
to
the
whole
class.
answers.
3.
Help
the
students
to
express
a
conversation
at
the
Lost
and
Found
correctly.
Production
(10
minutes)
1.
Group
work.
1.
Sit
in
groups
of
four.
Do
1c.
Make
up
new
conversations
about
borrowing
things
from
others,
using
the
expressions
in
1c.
One
student
acts
as
a
librarian
（图书管理员）.
e.g.
S1:
Excuse
me,
may
I
borrow
some
math
workbooks?
A
librarian:
Of
course.
Many
students
are
using
1.
Make
the
students
use
the
expressions
about
borrowing
things
from
others
in
conversations.
2.
Individual
work
and
pair
work.
them.
Here
you
are!
S1:
Great!
How
long
can
I
keep
them?
A
librarian:
One
week.
You
must
return
them
on
time.
S1:
Sure,
I
will.
Thank
you!
A
librarian:
You’re
welcome.
...
S2:
...
A
librarian:
...
...
Then
some
groups
act
out
the
conversations
to
the
whole
class.
2.
Read
the
notices
in
2c
and
help
Michael
write
one
with
the
information
in
2a.
Then
change
your
notice
with
your
partner.
2.
Help
the
students
to
use
what
they
have
learned
to
complete
the
task.
3.Assign
the
homework:
Review
the
words
and
practice
the
conversations
in
1a
and
2a
with
your
partner；
Preview
Section
C.
Teaching
reflection：
在这节课中，学生学会了在图书馆借阅图书的对话用语以及失物招领、寻物启事的用法。这些都是在学生的真实生活中常见的场景和话题，因此，教师应当在课堂上多创设语境，让学生在贴近自然的语言环境中感知和体验本课的话题和
各种表达法。
Topic
2
A
few
students
are
running
around
the
playground.
Section
B
Excuse
me,
may/can/could
I
borrow...?
How
long
can
I
keep
them?
You
must
return
them
on
time.
Excuse
me,
do
you
have
any
...?
Thank
you./
Thank
you
all
the
same.
What
color
is
it?
What’s
in
it?
borrow
course
use
shelf(shelves)
must
on
time
workbook
of
course
look
for
keep
return
newspaper
Lost
and
Found
money
wallet
Blackboard
design
Section
C
Material
analysis
本节课是第五单元话题二的第三课时，主要活动是
1a、2a
和
3。通过阅读描述校园内三个地方正在进行的活动呈现新单词以及匹配、改写句子、现场调查等笔头和口头的活动，复习巩固本话题的语法——现在进行时。语音部分通过拼读单词音标，并根据字母组合发音规律拼写单词，复习巩固
Section
A
所学音标，
训练学生的拼读和拼写能力。还将通过吟唱小诗，了解句子中单词的连续规则。本节课的现在进行时涉及到特殊疑问句、一般疑问句以及其肯定和否定回答，教师应该在特定的语境中引导学生大量练习并予以巩固。
Teaching
aims
Knowledge
aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并知其大意，能够准确拼写：
around,
few,
a
few,
game,
sit,
ping-pong,
lesson,
write,
aha,
blackboard,
at
the
back
of,
draw,
picture
在
Section
A
和
Section
B
的语法基础上，能熟练地将“现在进行时”
运用于各种人称的特殊疑问句、一般疑问句并进行肯定和否定回答；
学生在Section
A
已学的语音基础上，能结合音标拼写单词，并能尝试结合发音规律拼读新单词。
Skill
aims
能听懂有关谈论正在进行的动作的简单对话或叙述；
能根据图文就现在进行的动作等话题进行交流；
能够在图片的帮助下读懂体现校园生活的文章，并按要求进行语言活动；
能通过观察身边的人用现在进行时描述他们正在进行的活动。
Emotional
aims
能够在谈论校园中正在进行的丰富多彩的活动中，发现校园生活的乐趣，从而培养热爱校园生活、乐于参加学校各种活动的意识。
The
key
points
and
difficult
points
Key
points
能熟练地将“现在进行时”运用于各种人称的特殊疑问句、一般疑问句并进行肯定和否定回答。
Difficult
points
根据音标正确地拼读并拼写出单词。
Learning
strategies
能够根据图片预测文章大意；
养成借助图片帮助听说和阅读理解的习惯。
Teaching
aids
录音机、教学挂图、闪卡和黑板
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction
(5
minutes)
The
whole
class
work.
Individual
work.
Group
work.
Focus
their
attention
on
the
teacher.
Do
duty
report.
Talk
your
notices
about
the
Lost
and
Found.
e.g.
LOST
My
red
bag.
A
black
wallet
and
my
school
student
card
is
in
it.
Please
call
538-9721.
Thank
you!
FOUND
An
English
book
and
a
blue
pen.
Please
call
211-3788.
...
Have
a
group
competition.
Get
students
ready
for
learning.
Help
the
students
to
revise
notices
about
the
Lost
and
Found.
Organize
the
group
Look
at
the
pictures
in
PPT
with
some
parts
covered.
Every
group
has
three
chances
to
guess
what
the
people
in
the
pictures
are
doing.
If
your
answer
is
right,
your
group
can
get
one
point.
The
group
which
can
get
the
most
points
will
be
the
winner
in
this
group
competition.
e.g.
Is
he
running?
Yes,
he
is.
No,
he
isn’t.
...
competition
to
help
the
students
revise
the
“Present
Continuous”.
Presentation
(10
minutes)
1.
Individual
work
and
pair
work.
1.
Do
1a.
Look
at
the
three
pictures
in
1a.
Learn
some
new
words:
around,
few,
game,
sit,
ping-pong,
lesson,
write,
blackboard,
at
the
back
of.
Then
fill
in
the
blanks
with
correct
form
of
the
new
words.
(1)In
Picture
1,
a
few
students
are
running
_
the
playground.
Some
students
are
having
a
soccer_
.
Many
students
are
_
1.
Use
the
pictures
in
1a
to
help
the
students
learn
some
new
words
and
learn
to
use
them.
Get
them
ready
for
the
next
step.
The
whole
class
work
and
pair
work.
Individual
work
and
pair
work.
there
and
watching.
Helen
is
playing
_
with
Ann
in
Picture
2.
The
students
in
Picture
3
are
not
having
_
.
Wang
Wei
is
a
letter.
Sally
is
cleaning
the
at
__
_
_
_
the
classroom.
...
Look
at
the
pictures
in
1a
again.
Answer
the
teacher’s
questions
and
predict
the
content
of
the
passage
in
1a.
Then
ask
and
answer
questions
in
pairs
according
to
the
three
pictures
in
1a.
T:
Is
Helen
dancing?
S:
No,
she
isn’t
dancing.
T:
What
is
she
doing?
S:
She
is
playing
ping-pong
with
Ann.
...
Do
1b.
Skim
the
passage
in
1a
and
check
your
prediction.
Then
scan
the
passage
and
try
to
match
the
activities
with
the
students
in
1b
individually.
Help
the
students
to
use
the
“Present
Continuous”in
different
sentence
patterns.
Make
the
students
learn
some
reading
skills.
Check
the
answers.
Then
ask
and
answer
questions
according
to
1b
in
pairs.
Some
pairs
read
your
dialogs
to
the
whole
class
and
check
the
answers
together.
e.g.
A:
What
are
some
students
doing?
B:
They
are
having
a
soccer
game.
...
Consolidation
(10
minutes)
Individual
work.
Do
1c.
Underline
the
structure
be+v.-ing
in
1a
and
read
them
aloud.
e.g.
are
running
are
having
a
soccer
game
are
playing
basketball
...
1Consolidate
the
structure
of
the
“Present
Continuous”.
Practice
(10
minutes)
Group
work.
Individual
work
and
pair
work.
Pair
work.
Sit
in
groups
of
three.
Retell
the
passage
in
1a
with
the
help
of
the
three
pictures.
Then
some
groups
retell
it
to
the
whole
class.
Look
at
the
pictures
in
2a
and
complete
the
sentences
individually.
Then
check
the
answers
with
your
partner.
Do
2b.
Work
in
pairs.
Ask
Help
the
students
practice
their
spoken
English.
Practice
the
“Present
Continuous”
in
written
work.
Check
the
answers.
Make
the
students
Group
work
and
pair
work.
The
whole
class
work.
Individual
work
and
pair
and
answer
questions
with
the
information
in
2a.
A:
Is
the
boy
cleaning
the
blackboard?
B:
No,
he
isn’t.
A:
What
is
he
doing?
B:
He
is
drawing
pictures.
...
Observe
what
your
classmates
around
you
are
doing
now.
Fill
in
the
form.
Then
talk
about
your
form
with
your
partner.
Some
students
report
your
surveys
to
the
whole
class.
Play
a
game
—
“What’s
missing”.
Look
at
the
sounds
in
the
PPT.
Try
to
say
the
missing
sounds.
Read
the
sounds
in
4a
aloud.
Try
to
write
down
the
practice
the
“Present
Continuous”
in
different
sentence
patterns.
Make
the
students
do
a
survey
to
practice
the
“Present
Continuous”.
Show
some
sounds
in
the
PPT
to
help
the
students
revise
the
sounds
they
have
learned
in
Section
A.
Check
the
answers.
Correct
the
students’
name
doing
work.
7.
Pair
work
and
the
whole
class
work.
words
and
complete
the
sentences.
Then
check
your
answers
with
your
partner.
Some
students
tell
your
answers
to
the
whole
class.
7.
Do
4b.
Try
to
read
the
chant
in
4b
in
pairs.
Pay
attention
to
the
stress
and
liaison.
Correct
your
stress
and
liaison
each
other.
Then
the
whole
class
read
the
chant
after
the
tape.
Some
students
chant
to
the
whole
class.
spelling.
7.Play
the
tape
recorder.
Correct
the
students’
stress
and
liaison.
Production
(10
minutes)
Individual
work
and
group
work.
Write
a
passage
about
what
your
classmates
around
you
are
doing
according
to
3
individually.
Then
check
your
passage
with
your
group
members
and
check
the
passage
with
each
other.
e.g.
Now,
A
is
writing
a
letter.
B
is
sleeping.
The
teacher
may
be
angry.
C
is
talking
with
D…
1.
Help
the
students
to
consolidate
the
“Present
Continuous”
in
written
work
and
learn
to
check
the
passages
each
other
and
find
the
mistakes.
2.
Assign
the
homework:
Review
writing
the
passage
about
what
your
classmates
are
doing；
Preview
Section
D.
Teaching
reflection：
在本课中，学生的学习活动有阅读活动、笔头操练、口头操练、调查、读音写词、句子的重读与连读等，活动量较大，容量较多，因此，由于时间的关系可能无法在一个课时完成，老师们可以自行按照教学实际安排进度。
Topic
2
A
few
students
are
running
around
the
playground.
Section
C
be+v.-ing
Some
students
are
having
a
soccer
game.
...
—Is
the
boy
cleaning
the
blackboard?
—No,
he
isn’t.
—What
is
he
doing?
—He
is
drawing
pictures.
'Here
is
the
'father.
...
around
few
a
few
game
sit
ping-pong
lesson
write
aha
blackboard
at
the
back
of
draw
picture
Blackboard
design
Section
D
Material
analysis
本节课是第五单元话题二的最后一个课时。主要活动是
Grammar，Functions
和
2。本课通过听力填表、阅读训练等活动引导学生总结各人称的现在进行时的特殊疑问句、一般疑问句及回答的用法以及借阅图书的相关表达，巩固情态动词may，can，must
等用于礼貌询问的表达法，通过教唱英文歌曲的轻松形式复习巩固现在进行时的重要句型，活跃课堂气氛。在本课中，教师应避免让学生机械记忆，而是通过引导学生自行总结，在理解中熟练应用并掌握所学语法和功能。此外，教师可结合学生平时常犯的错误，在口头和笔头中对学生的语法错误进行纠正和引导。
Teaching
aims
Knowledge
aims
引导学生复习巩固本话题的重点词汇并学习新词：
because,
Japanese,
wonderful
能够在活动中总结各人称的现在进行时的特殊疑问句、一般疑问句及回答的用法以及借阅图书的相关表达，巩固情态动词
may，can，must
等用于礼貌询问的表达法；
能结合话题，运用图书馆借阅图书、失物招领处寻找丢失物品等交际功能意义的表达，进行对话操练并加以总结。
Skill
aims
能听懂谈论正在进行的动作的简单对话或叙述；
能够听懂借阅图书的简单对话并做出恰当的反应；
能根据图文就现在进行时的动作、借阅图书和寻找丢失物品等话题进行交流；
能在口头表达中做到发音清晰、语音语调准确；
能在教师的指导下进行简单的角色表演；
能够在图片的帮助下读懂体现校园生活的文章，并按要求进行语言活动；
能根据图片信息书面描述正在进行的活动。
Emotional
aims
能够在谈论校园中正在进行的丰富多彩的活动中，发现校园生活的乐趣，
从而培养热爱校园生活、乐于参加学校各种活动的意识；
能够通过和他人共同完成任务，培养同伴之间的合作精神。
The
key
points
and
difficult
points
在
Sections
A~C
已学的基础上，能自行总结各人称的现在进行时的特殊疑问句、一般疑问句及其回答的用法以及借阅图书的有关表达，巩固情态动词用于礼貌询问的表达法；
能在阅读过程中，训练寻读的能力以及在文字信息与图片信息间转换的能力。
Learning
strategies
在口语交际中，必要时借助手势、表情等进行交流；
在学习过程中与同伴合作，互相帮助；
能借助图片进行听、说、读、写等能力训练的活动。
Teaching
aids
录音机、教学挂图、闪卡和黑板
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction
1.
The
whole
1.Focus
their
attention
on
1.Get
students
ready
(5
minutes)
class
work.
the
teacher.
for
learning.
2.Individual
2.Do
duty
report.
Write
a
2.
Help
the
students
work.
passage
about
what
your
to
express
correctly.
classmates
around
you
are
And
help
them
doing
individually.
Then
revise
Section
C
at
report
it
to
the
whole
class.
the
same
time.
e.g.
Now,
A
is
writing
something.
B
is
sleeping.
The
teacher
may
be
angry.
C
is
talking
with
his
partner.
...
Presentation
(10
minutes)
Individual
work
and
the
whole
class
work.
Individual
work
and
pair
work.
Individual
work,
pair
work
and
the
Read
through
Sections
A~C.
Fill
in
the
blanks
in
“Grammar”
and
“Functions”
individually.
Then
the
whole
class
check
the
answers
together.
Look
at
the
sentences
on
the
blackboard
which
are
shown
by
the
teacher.
Find
out
the
mistakes
and
try
to
correct
them
by
yourself.
Then
check
your
answers
with
your
partner.
Discuss
together.
e.g.
She
running
on
the
playground.
He
is
run.
I
is
having
a
class
in
the
classroom.
Maria
is
dancing
in
the
gym.
...
3.Fill
in
the
blanks
with
correct
form
of
the
given
words.
Then
check
the
Help
the
students
revise
the
grammar
in
this
section.
Let
the
students
find
and
correct
the
mistakes
in
sentences
by
themselves.
The
teacher
may
warn
them
not
to
make
the
same
mistake
next
time.
Make
the
students
remember
to
use
correct
form
of
the
whole
class
work.
4.Group
work.
answers
with
your
partner.
After
that,
the
whole
class
read
the
passage
together
aloud.
e.g.
Class
3
is
on
the
playground.
Look!
A
is
_
_(play)
the
basketball.
B
is
__
(sit)
there
and
_(watch).
C
and
D
__
_
(run).
E
is
__
_
(talk)
with
her
teacher.
...
4.Have
a
group
competition.
Sit
in
groups
of
four.
Then
one
student
reads
the
sentence
on
the
paper
and
acts
it
out
to
the
other
three
students.
The
other
three
students
try
to
guess
what
the
student
is
doing
by
watching
him/her.
If
the
students
can
guess
the
right
answer,
their
group
can
get
one
point.
At
the
end
of
the
competition,
the
group
which
can
get
the
most
points
will
be
the
winner.
e.g.
verbs
in
the
“Present
Continuous”.
4.Help
the
students
practice
the
“Present
Continuous”
in
different
sentence
patterns
orally.
Group
1
A
acts
out
running.
B:
Are
you
running?
A:
Yes,
I
am.
Group
2
A
acts
out
sleeping.
B:
Are
you
running?
A:
No,
I
am
not.
C:
Are
you
sleeping?
A:
Yes,
I
am.
...
Consolidation
(10
minutes)
1.Pair
work.
1.Work
in
pairs.
Make
a
new
conversation
about
borrowing
books
from
the
library.
Then
practice
with
your
partner
and
report
it
to
the
whole
class.
Help
the
students
to
consolidate
the
words
and
expressions
by
making
and
practicing
conversations.
2.Pair
work.
2.Work
in
pairs.
Make
a
new
conversation
about
“Lost
and
Found”.
Then
practice
with
your
partner
and
report
it
to
the
whole
class.
Practice
1.Individual
1.Do
Task
1.
Look
at
the
1.Play
the
tape
(10
minutes)
work
and
pair
table
in
Task
1.
Predict
the
recorder.
Check
the
work.
listening
material
in
Task
1.
answers.
Listen
to
the
tape
and
complete
the
table.
Check
the
answers
with
your
Individual
work
and
pair
work.
The
whole
class
work
and
group
work.
partner.
Then
ask
and
answer
questions
like
this:
A:
What
is
Jane
doing?
B:
She
is
singing.
A:
Where
is
she
singing?
B:
She
is
singing
in
the
room.
...
Do
Task
2.
Look
at
the
pictures
in
2.
Answer
the
teacher’s
questions,
“Where
is
Wen
Wei?”,
“What
is
he
doing
in
the
picture?”
Get
some
information
about
the
passage
from
the
pictures.
Then
read
the
passage.
Circle
the
activities
and
underline
the
places.
After
that,
read
the
passage
again
and
number
the
pictures.
Do
Task
3.
Listen
to
the
tape
for
the
first
time
and
answer
the
questions,
“What
are
you
doing?”,
“Who
are
you
writing
to?”
Then
listen
to
the
song
for
the
second
time
and
answer
the
questions,
“What
are
you
doing?”,
“Who
are
you
Help
the
students
learn
to
predict
before
reading.
Check
the
answers.
Help
the
students
learn
to
sing
English
songs.
singing
to?”
Then
sing
after
the
tape.
Sing
the
song
together.
Then
the
girls
and
the
boys
take
turns
to
sing
this
song.
Finally,
some
students
sing
this
song
to
the
whole
class.
Production
(10
minutes)
Pair
work.
Individual
work
and
pair
work.
Look
at
the
pictures
in
“Project”.
Find
the
differences
between
the
two
pictures.
Then
ask
and
answer
questions
about
the
two
pictures
while
completing
the
following
table.
Write
a
passage
to
describe
the
differences
between
the
two
pictures
individually.
Then
check
with
your
partner.
e.g.
Three
boys
are
swimming
in
Picture
1,
but
they
are
fishing
in
Picture
2.
...
Help
the
students
to
practice
their
spoken
English
while
asking
and
answering.
Practice
the
“Present
Continuous”
in
written
work.
4.
Assign
the
Who
P1
P2
3
boys
...
homework:
Review
the
words
and
expressions
in
this
Section;
Complete
the
Exercise
Book;
Go
on
writing
the
passage
to
compare
the
two
pictures
in
Project.
Report
it
to
the
whole
class
the
next
day;
Preview
Topic
3,
Section
A.
Teaching
reflection：
在本课中，学生结合听力训练、阅读训练以及图画对比等活动，复习和巩固各人称的现在进行时的特殊疑问句、一般疑问句及其回答的用法以及借阅图书的相关表达，巩固情态动词用于礼貌询问的表达法。本课还有歌曲学唱，学生的学习兴趣和参与热情被调动起来，同时还学会自行总结所学语法，学会与他人合作
互助，学会结合所学语法和功能进行口头和笔头操练。
Topic
2
A
few
students
are
running
around
the
playground.
Section
D
—Are
you
doing
your
homework?
—Yes,
I
am.
/
No,
I
am
not.
What
are
you
doing?
—Excuse
me,
may
I
borrow
some
English
workbooks?
—Of
course.
—How
long
can
I
keep
them?
—Two
weeks.
—You
must
return
them
on
time.
—Sure,
I
will.
Thank
you!
because
Japanese
wonderful
Blackboard
design
Unit
5
Our
School
Life
Topic
3
My
school
life
is
very
interesting.
Section
A
Material
analysis
本节课是第五单元的话题三的第一课时，谈论有关学校课程安排的话题，学习有关课程安排的表达，以及个人对课程的喜好和看法的相关用语，在此基础上了解中西方校园生活文化的差异，并注意培养健康的学习习惯。本课的主要活动是
1a
和
3a。通过
Helen
和Jane
谈论星期、最喜欢的科目及询问上下课时间的对话呈现主要教学内容，学习关于科目的词汇和课程时间安排的句型。此外，学生还将通过听说掌握字母组合
ear,
eir/ere,
eer,
gh,
ght
的发音规则，同时训练学生辨音的能力。本课贴近学生的学习实际，因此，教师可引导学生结合自己的课程表来进行口头和笔头操练，提高学生学习的兴趣，调动他们的学习积极性。
Teaching
aims
Knowledge
aims
能根据已学语音、音标及发音规则，
正确朗读下列词汇并在实际的对话操练中加以应用：
Wednesday,
Monday,
Tuesday,
Thursday,
Friday,
physics,
geography,
P.E.,
physical
education,
art,
history,
math,
mathematics,
biology,
politics,
science,
meeting
能够在小组合作活动中，掌握字母组合
ear,
eir/ere,
eer,
gh,
ght
的发音规则并
尝试辨音；
能够在口头和书面表达中，复习和区分现在进行时及一般现在时的用法；
能够就“谈论校园生活、课程及时间表”的话题进行交流与对话操练，如：
—What
class
are
they
having?
—They
are
having
a
music
class.
—How
many
lessons
does
he
have
every
weekday?
—Five.
—What
time
does
the
next
class
begin?
—At
ten

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