I. 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。 II. Teaching aims 1.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： （1）—How do you usually come to school?
—I usually/often… by…
（2）Do you often come to school by bike?
（3）I usually come to school by subway/by bus/on foot. 2.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；
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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。 3.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。 III. The key points and difficult points
1.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；
2.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。 IV. Learning strategies
1.能够清楚、大声地进行朗读，培养语感和自信心； 2.培养借助图片等非文字信息帮助理解的习惯； 3.根据图片预测对话内容。 V. Teaching aids
课文音频、动画、课文主题相关图片、PPT课件 VI. Teaching procedures
Step Interaction pattern Introduction 1.The (5 minutes) whole 1.Focus their attention 1.Get students ready for on the teacher. learning. Student activity Teacher activity class work. 2.Pair work. 2.Ask and answer 2.Help the students to questions in pairs to revise the greetings of revise the greeting of new year and lead to the new year. e.g. means of transportation. 2
3.Individual work. 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 And grandparents. 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 3.Help the students to to express the means learn and revise the of transportation as means of transportation. many as you can. Get ready for the next By bus, by train, on activity in this class. 3
foot, by bike, by subway, by car, by plane, by ship, by boat … 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: T: Where are they? S:They are at the school gate. 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 picture. Revise the greetings of new year. Play the tape recorder and check the answers. 4
blanks after listening. 1. by bus 2. by bike 3. on foot 4. 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 1. Pair work. (10 minutes) 2.The 1.Do 1b. Read the 1.Help the students to sentences in 1b and find the rules of means choose the correct of transportation. one for each picture. Then check the answers with your partners. Discuss with your partners and try to find the rules of means transportation. of the students whole 2.Read 1a after the 2.Help 5
class work and tape. Then practice practice their spoken group work. Practice 1.Individual the conversations in English. Consolidate the groups of three. Some means of transportation. groups act out the conversations. 1.Do 2a. Look at the 1.Check the answers. (10 minutes) work and pair pictures in 2a. Match work. 2.Individual the pictures with the correct phrases individually. Then check the answers with your partners. 2.Listen to 2b. Match 2.Play the tape recorder. means of Check the answers. work and pair the work. 3.Individual work. transportation in 2a with the people. Check the answers with your partners. 3.Listen to 2b again 3.Play the tape recorder. and match the names Let students make up with the activities. A: Mr. Zhang Kangkang Ms. Black Jane’s uncle Miss Gao Ellen Zhao Lin Mr. Brown sentences by themselves. 6
4.Group work. 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 make up sentences. e.g. to Mr. Zhang often goes to Shanghai by plane. Kangkang usually goes to school by bike. … 4.Do 3a. Divide the 4.Play the tape recorder class into nine groups. and help the students Every group reads check the sounds. one group of words. Correct their sounds Discuss in groups and while they are reading. find the rules of sounds about e,ea/ee,ea,ei,d,dge by yourselves. Then one 7
5.Individual 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.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 8
2.Group work. 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.Make up new 2.Help the students to with use the structures they conversations the structures and the have learned in Section means transportation of A to make up new 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. e.g. A: Happy New Year! Section B. B: The same to you. Nice to see you again. A: Nice to see you, too. B: Do you go to school by bike? 9
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。
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VII. Blackboard design
Topic 1 I usually come to school by subway. Section A 1.—Happy New Year! gate —The same to you! by 2.—Nice to see you again! subway —Nice to see you, too. underground 3.—How do you usually come to school? always —I usually come to school by bus/subway... come on on foot
Unit5 Topic1 SectionB精品教案
I. 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。 II. Teaching aims 1.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；
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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。 III. 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。 IV. Learning strategies
1.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； 2.在学习过程中向老师和同学寻求帮助；
3.培养学生借助图片、表格等非文字信息帮助理解的习惯。 V. Teaching aids
课文音频、动画、课文主题相关图片、多媒体课件 VI. Teaching procedures
Step Interaction pattern Introduction 1.The whole class 1.Focus their attention on 1.Get students ready (10 minutes) work. the teacher. for learning. Student activity Teacher activity 12
2.Individual 2.Brainstorming. Try to say 2.Write down the work and the the means of transportation words of means of whole class work. as quickly as you can. 3. Group work. transportation on the blackboard to help the students revise the means of transportation. 3.Do duty report. Act out 3.Help the students the new conversation you revise the means of prepare with your partner transportation. before class which is similar to Section A 1a, 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. ... 13
Presentation 1.Individual (10 minutes) work. 2.Individual 1.Do 1a. Look at the 1.Make the students picture in 1a. Read the predict before listening. sentences in 1b. Try to predict the conversation in 1a. Get ready for the listening task. 1. Play the tape recorder. 2.Do 1b. Listen to 1a. Check the answers. work and pair Complete the sentences work. 3.Individual work. with usually, always, often, sometimes, seldom or never. After that, check the answers with your partner. 3.Listen to 1a again and 3.Play the tape recorder. try to fill in the form. name time way the tape Help the students learn to get specific information listening. while Michael Helen Sally Consolidation 1.The (5 minutes) whole 1.The whole class read 1.Play class work and after the tape. Then read recorder. Make the group work. 2.Individual 1a in groups. students pay attention to the sentence intonation and pronunciation. 2.Do 1c. Read 1a again. 2.Make the students work and pair Fill in the blanks in 1c find the adverbs of work. with the correct words frequency from 1a by from the list in 1b themselves.
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individually. Then check the answers with your partner. Practice 1.Individual 1.Do 2a. Study the example 1.Make the students (10 minutes) work and group to understand the two find the rules of two work. 2.Pair work. ways of expressing means ways of expressing of transportation. Then fill the same meaning by in the blanks in 2a. themselves. Help them Discuss and check the check the rules. 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. 2.Do 2b. Ask and answer 2.Help the students to questions about the pictures express correctly. in 2a with your partner, using two ways means of of expressing 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. ... 15
3.Individual 3.Do 3. Read the form in 3.Play the tape recorder. work, pair work 3 before listening. Predict Check the answers. and the whole the listening material. Learn class work. 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. 4.Make the students 4.Pair work and 4.Look at the form in 3 learn to retell the individual work. and try to retell the passage with the help passage to your partner. of the form. 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 16
5.Individual with her friends. She seldom sees a movie. ... 5.Do 4. Look at the 5. Check the answers. work, pair work pictures in 4. Write down and the whole the means of transportation class work. 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. Production Group work. (10 minutes) Sit in groups of four. 1.Make the students Make a survey. Ask the use the new words other three students in and the adverbs of your group about the frequency to ask and following questions： answer in groups. (1) What time do you Then make them to usually get up on weekdays? report to the whole (2) How do you usually class. come to school? (3) Do you watch TV on weekdays? (4) Do you play soccer on Sundays? (5) Do you see movies on weekends? Then some students report the survey result to the 17
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 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。
weekends. B... 18
VII. Blackboard design
Topic 1 I usually come to school by subway. Section B 1. I always get up at six o’clock. weekday early 2. The early bird catches the worm. bird catch 3. I usually come to school on foot, worm sometimes but sometimes by bike. seldom walk 4. I seldom walk to school. never ride 5. I often come by subway. park watch TV 6. I never come to school by subway. TV=television soccer=football I always take a bus. movie=film 7. Li Xiang often comes to school by bike. Li Xiang often rides a bike to school.
Unit5 Topic1 SectionC精品教案
I. 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。 II. Teaching aims 1.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：
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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：
(1)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.
2.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。 3.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。 III. The key points and difficult points
1.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
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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；
2.培养在阅读训练中进行读前猜测、读中验证的阅读能力；
3.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。
IV. Learning strategies
1.读前猜测，根据图片预测文章内容； 2.在学习过程中与同伴合作，互相帮助；
3.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； 4.培养学生借助图片、表格等非文字信息帮助理解的习惯。 V. Teaching aids
课文音频、动画、多媒体课件、课文主题相关图片
VI. Teaching procedures
Step Interaction pattern Introduction 1.The (5 minutes) whole 1.Focus their attention on 1.Get students ready the teacher. for learning. Student activity Teacher activity class work. 2.Individual work. 2.Do duty report. Talk 2.Help the students about your survey result to revise adverbs of of your group members’ frequency and two activities. e.g. ways of expressing 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 21
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 (10 minutes) work. 2.Individual 1.Do 1a. Answer the 1.Ask the students 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 to school? ready for the next (3)Do you often see a activity. Lead to 1a. movie/play soccer/watch TV/play basketball/swim/ listen to music/go to the library? 2.Look at the pictures in 2.Lead the students work and pair 1a. Try to predict the time to learn to predict work. and activities in Jane’s day. before reading. Help Then read the passage the students understand carefully and complete the the reading material. table in 1a. Check the Tell the students to answers with your partner. find the right answers in the passage. Make 22
them check and help each other in pair work. Consolidation (10 minutes) Group work. Do 1b. Look at the pictures Make the students in 1b. Write down the learn to retell the activities. Then work in passage with the groups of three. Try to help of the pictures retell the passage with the and forms. 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 at 7:00. Then she goes to school at 7:30 a.m. Classes begin at 8:00. ... 1. Do 2. Look at the pictures 5. Show the pictures of 2. Talk about what the of 2. Get the students people usually do. Consolidate ready for the next the new words. activity. Practice (10 minutes) 1.The whole class work. 2.Pair work. 2. Ask and answer questions 6. Help the students with the information in 2 to express correctly. after the example in pairs. Then some pairs act out the dialogs. 23
3.The e.g. A: What does Wen Wei usually do after school? B: He usually goes swimming, but he doesn’t go fishing. ... whole 3. Do 3. Answer the teacher’s 7. Help the students class work and questions after the teacher’s learn to ask and answer pair work. presentation. questions with “How T: I like watching TV. I often...?” and “once, watch TV on Friday, twice, three times a Saturday and Sunday. How week”. Then make often do I watch TV? them practice these S: You watch TV three expressions in new times a week. ... conversations. 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 24
4.Individual to music? B: Three times a week. ... 4.Make the students use the rules they 4. Do 4a. Look at the have learned to read work and pair pictures in 4a. Try to read and spell the words work. 5.Group work. 6.The whole the sounds. Then spell the by themselves. words with the rules you have learned in Section A. Check your answers with your partner. 5. Have a group competition. 5.Organize a group The teacher shows the competition to help flashcards of these sounds. the students spell The students try to spell the the words. words correctly as quickly as you can. The group which can spell the most correct words in the shortest time will be the winner in this group the tape competition. 6. Do 4b. Look at the 6.Play class work and pictures in 4b. Guess what recorder. Help the individual work. kind of words may appear. students learn to Then try to read the read correctly. Correct sentences yourselves. in 4b by their sentence tone. that, After listen to the tape, check and repeat. Pay attention to 25
the rising tone and the falling tone. The whole class practice together. Production (10 minutes) Individual Do 1c. Draw your daily 1. Help the students work and group activities form similar to to express their daily work. 1a. Then talk with your activities correctly. 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... ... 2.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 26
fill in the following form. Report it to the whole class the next day. activity frequency Watch TV Listen to music Play soccer Read books in the library Cook Go to the zoo Meet friends 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。
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VII. Blackboard design
Topic1 I usually come to school by subway. Section C 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 music library week once twice
Unit5 Topic2 SectionA 精品教案
I. 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。 II. Teaching aims 1.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,
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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：
(1) —Are you doing your homework?
—No, I’m not.
(2) —Are you watching TV?
—Yes, I am. (3) I am making cards. (4) —What are they doing now?
—They are ...
(5) —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。
2.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。
3.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。 III. The key points and difficult points
1.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；
2.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
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特殊疑问句、一般疑问句及其肯定和否定回答。 IV. Learning strategies
1.能够清楚、大声地进行朗读，认真听录音，反复模仿； 2.能够利用现实生活中的学习资源，如图书馆等。 V. Teaching aids
多媒体、教学机、教学挂图和黑板 VI. Teaching procedures
Step Interaction pattern Introduction 1. The whole (5 minutes) class work. 2. Individual work. 1. Focus their attention 1.Get students ready for on the teacher. learning. Student activity Teacher activity 2.Brainstorming. Try to 2. Help the students to express the means of learn and revise the transportation and the means of transportation adverbs of frequency and 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. The whole 3. Look at the pictures 3. Show some pictures class work and about the means of to help the students revise individual work. transportation the teacher the means of transportation shows. Try to answer and adverbs of frequency. the teacher’s questions as quickly as possible. 30
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...? S2:Yes, he/she does. No, he/she doesn’t. ... 4. Group work. 4. Sit in groups of 4. Help the students to four. Prepare some revise how to express phrases on cards. Take frequency. 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? ... 31
Presentation (10 minutes) 1. Individual 1. Do 2. Look at the 1. Present new words of work and pair pictures in 2. Learn school facilities with the work. 2. The whole class work. 3.Individual the words of school help of the pictures. facilities. Then match Check the answers. the places with the correct words or phrases. Check the answers with your partner. 2. Play a word game: 2. To be a game controller. “What’s missing?” Some words and pictures may disappear. Try to guess what is missing as quickly as you can. 3. Look at the pictures 3. Help the students learn work and pair in 1a. Read the sentences to predict before listening. work. 3. Individual work and group work. in 1b. Try to predict the Play the tape recorder listening material in 1a. and check the answers. Then listen and circle the correct answers in 1b individually. Check the answers with your partner. 4. Listen to 1a again 4. Play the tape recorder. and fill in the blanks. Help the students learn After that, open your to listen to specific books and check your information answers. and to summarize the grammar Michael: Hello, Jane! rules by themselves. 32
This is Michael. What ______ you ______ now? Jane: Guess! Michael: Are you ____ your _____? Jane: No, I am not. Michael: Are you _____ ______? 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 1. Pair work. (10 minutes) 1. Practice the 1. To be a good listener. conversation in 1a in 33
2. The whole pairs. the students 2. Look at the pictures 2.Help class work and shown by the teacher consolidate the Present individual work. and answer the teacher’s Continuous in different questions: (1)What is he/she doing? (2)Is he/she playing basketball? (3)Are you/they doing your/their homework? Practice (10 minutes) 1. Individual 3. Do 3a. Listen to the 2. Play the tape recorder sentence patterns. work and the tape and match. Pay and check the answers. whole class work. attention to the structure 2. Pair work. 3. Individual of the Present Continuous. The whole class read the sentences together and check the answers at the same time. 4. Do 3b. Work in pairs. 3. Help the students to Make up conversations express correctly. with the information in 3a. Practice in pairs. Then some pairs act out your conversations to the whole class. 5. Do 4a. Divide the 3. Make the students work and group class into six groups. learn to help each other work. Every group reads one and learn from each group of words. Discuss other. 34
4.Individual 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 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 4. Correct their sounds work and pair the words in 4b. Read while they are reading. work. Production (10 minutes) Group work. aloud individually. Consolidate the sounds, Compare the sounds /1-e/; /9-//; /G-_/. with colored letters. Discuss with your partner. Separate the class into 1.Make sure the students three groups. One group know how to express the writes down the names, “Present Continuous”. one writes places and the third one writes down the actions. Then some students try to organize the 35
sentences with the places, the actions and the names, using the “Present Continuous”. 2.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。
VII. Blackboard design
Topic 2 A few students are running around the playground. Section A 1.—Are you doing your homework? make —No, I’m not. card 2.—Are you watching TV? boring —Yes, I am. soon 3. I am making cards. classroom 36
4.—What are they doing now? playground —They are... lab=laboratory 5.—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
Unit5 Topic2 SectionB 精品教案
I. 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。 II. Teaching aims 1.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：
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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：
(1)—Excuse me, may I borrow some English workbooks? —Of course.
(2)—How long can I keep them? —Two weeks.
(3)—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。 2.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。 3.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。 III. The key points and difficult points
1.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。 2.Difficult points
仿照例子写出简单的失物招领或寻物启事。 IV. Learning strategies
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1.能够利用现实生活中的学习资源，如图书馆等； 2.能够使用手势和面部表情帮助自己进行表达。 V. Teaching aids
教学机、教学挂图、闪卡和黑板 VI. Teaching procedures
Step Interaction pattern Introduction 1. The whole class 1. Focus their attention 1.Get students ready (10 minutes) work. 2. Group work. on the teacher. for learning. Student activity Teacher activity 2. Separate the class into 1. Help the students three groups. One group revise the “Present write down the names, Continuous”. one write places and the third one write the actions. Then some students 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. Individual work 3. Change the sentence 2. Help the students and pair work. patterns according to the revise different teacher. Then check the sentence patterns of answers with your partner. e.g. the “Present Continuous”. (1)I am reading an English book. (对画线 部分提问) 39
(2)Is she doing some cleaning in the room?（改为肯定句) (3)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) ... Presentation 6. Individual work. 1.Do 1a. Look at the 1. Help the students (10 minutes) pictures and the teacher’s learn some new gestures and learn some words with the help new words: workbook, of the pictures and shelf, newspaper, borrow, gestures. Get them use, of course, loof for, ready for the next keep, must, return, on step. time. 7. Individual work 2. Match the new words 1. Help them and pair work. with the meanings remember the new individually. Then check words again. the answers with your partner. 8. Individual work 3. Fill in the blanks with 2. Help the students and pair work. the correct form of the learn to use the given words. Then check new words in the the answers with your given situation. partner. 40
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, 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.The whole class 9. Do 1b. Look at the 4.Make the students work, individual work pictures in 1a. Try to learn to look at the and pair work. answer the two questions, pictures and sentences “Where is it?”, “What to predict before are they doing?” Look listening. 41
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. Consolidation The whole class The whole class read Play the tape recorder. (5 minutes) work and group after the tape. Then read Make the students work. 1a in groups. Underline pay attention to the the key sentences, like sentence intonation “Excuse me, may I and pronunciation. borrow some English workbooks?”, “How long can I keep them?”, “You must return it on time.”, “Excuse me, do you have any English newspapers?” Practice (10 minutes) 4. Individual work 1.Do 2a. Look at the 1. Help the students and pair work. picture in 2a. Answer learn some new the teacher’s questions words and prepare and learn some new for the listening words from the picture. T: What is it? task. S:It’s the Lost and Found. T: If you lose something, you can go to the Lost and Found. Can you 42
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 wallet? S: What color is it? What’s in it? in the How much money is in it? ... 5. Individual work 2. Look at the picture in 2. Play the tape and pair work. 6. Pair work. 2a and read the recorder. Check the conversation. Guess the answers. 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. 3. Help the students to Practice 2a. Then make express a conversation up a new conversation at the Lost and Found with the information in correctly. 2b. After that, some pairs act out the conversations 43
to the whole class. Production 1. Group work. (10 minutes) 1. Sit in groups of four. 4. Make the students Do 1c. Make up new use the expressions conversations about about borrowing borrowing things from things from others others, using the in conversations. 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 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 44
out the conversations to the whole class. 2. Individual work 2. Read the notices in 2c 2. Help the students and pair work. and help Michael write to use what they one with the information have learned to in 2a. Then change your complete the task. notice with your partner. 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。 VII. Blackboard design
Topic 2 A few students are running around the playground. Section B 1. Excuse me, may/can/could I borrow...? borrow workbook 2. How long can I keep them? course of course 3. You must return them on time. use look for 4. Excuse me, do you have any ...? shelf(shelves) keep 5. Thank you./ Thank you all the same. must return 6. What color is it? on time newspaper 7. What’s in it? Lost and Found money wallet
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Unit5 Topic2 SectionC 精品教案
I. 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。 II. Teaching aims 1.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。 2.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。 3.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。 III. The key points and difficult points 1.Key points
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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。 2.Difficult points
根据音标正确地拼读并拼写出单词。 IV. 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。 V. Teaching aids
教学机、教学挂图、闪卡和黑板 VI. Teaching procedures
Step Interaction pattern Introduction 3. The whole (5 minutes) class work. 4. Individual work. 3. Group work. 1.Focus their attention on 1.Get students ready the teacher. for learning. Student activity Teacher activity 2.Do duty report. Talk your 2. Help the students notices about the Lost and to revise notices Found. e.g. LOST about the Lost and Found. 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. ... 5. Have a group competition. 3.Organize the group 47
Look at the pictures in PPT competition to help with some parts covered. the students revise the Every group has three “Present Continuous”. 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. ... Presentation 2. Individual 4. Do 1a. Look at the three 2. Use the pictures (10 minutes) work and pair pictures in 1a. Learn some in 1a to help the work. new words: around, few, students learn some game, sit, ping-pong, lesson, new words and write, blackboard, at the learn to use them. back of. Then fill in the Get them ready for blanks with correct form of the next step. the new words. (1)In Picture 1, a few students are running _______ the playground. Some students are having a soccer_______. Many students are _______ 48
3. The there and watching. (2)Helen is playing _______ with Ann in Picture 2. (3)The students in Picture 3 are not having _______. Wang Wei is _______ a letter. Sally is cleaning the _______ at _______ _______ _______ the classroom. ... whole 5. Look at the pictures in 1a 3. Help the students class work and again. Answer the teacher’s to use the “Present pair work. 3.Individual questions and predict the Continuous”in different content of the passage in 1a. sentence patterns. 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. ... 3.Make the students 6. Do 1b. Skim the passage in learn some reading work and pair 1a and check your prediction. skills. Check the work. Then scan the passage and answers. try to match the activities with the students in 1b individually. 49
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 Individual work. Do 1c. Underline the structure 1Consolidate (10 minutes) the be+v.-ing in 1a and read structure of the them aloud. e.g. are running are having a soccer game are playing basketball ... “Present Continuous”. Practice 7. Group work. 8. Sit in groups of three. 1. Help the students Retell the passage in 1a with practice their the help of the three pictures. spoken English. Then some groups retell it to the whole class. (10 minutes) 8. Individual 9. Look at the pictures in 2a 4. Practice the work and pair and complete the sentences “Present Continuous” work. 9. Pair work. individually. Then check the in written work. answers with your partner. Check the answers. 10. Do 2b. Work in pairs. 5. Make the students 50
Ask and answer questions practice the “Present with the information in 2a. Continuous” in A: Is the boy cleaning the different sentence blackboard? B: No, he isn’t. A: What is he doing? B: He is drawing pictures. ... patterns. 6. Make the students 10. Group work 11. Observe what your and pair work. 11. The whole class work. 12. Individual classmates around you are do a survey to practice doing now. Fill in the form. the “Present Then talk about your form Continuous”. with your partner. Some students report your surveys to the whole class. name doing 12. Play a game—“What’s 7. Show some sounds missing”. Look at the sounds in the PPT to help in the PPT. Try to say the the students revise missing sounds. the sounds they have learned in Section A. 13. Read the sounds in 4a 8. Check the answers. Correct the students’ work and pair aloud. Try to write down the
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work. words and complete the spelling. sentences. Then check your answers with your partner. Some students tell your answers to the whole class. the tape 7. Pair work and 14. Do 4b. Try to read the 7.Play the whole class chant in 4b in pairs. Pay recorder. work. Correct attention to the stress and the students’ stress liaison. Correct your stress and liaison. and liaison each other. Then the whole class read the chant after the tape. Some students chant to the whole class. Production Individual work Write a passage about what 3. Help the students (10 minutes) and group work. your classmates around you to consolidate the are doing according to 3 “Present Continuous” individually. Then check in written work and your passage with your learn to check the group members and check passages each other the passage with each other. e.g. and find the mistakes. Now, A is writing a letter. B is sleeping. The teacher may be angry. C is talking with D… 4. Assign the homework: Review writing the passage about what 52
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。 VII. Blackboard design
Topic 2 A few students are running around the playground. Section C 1. be+v.-ing around （1）Some students are having a soccer game. few ... a few （2）—Is the boy cleaning the blackboard? game —No, he isn’t. sit —What is he doing? ping-pong —He is drawing pictures. lesson 2. 'Here is the 'father. write ... aha blackboard at the back of draw picture
Unit5 Topic2 SectionD 精品教案
I. 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
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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。 II. Teaching aims 1.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。 2.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。
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3.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。 III. The key points and difficult points
1.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；
2.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。
IV. Learning strategies
1.在口语交际中，必要时借助手势、表情等进行交流； 2.在学习过程中与同伴合作，互相帮助；
3.能借助图片进行听、说、读、写等能力训练的活动。 V. Teaching aids
教学机、教学挂图、闪卡和黑板 VI. Teaching procedures
Step Interaction pattern Introduction 1. The whole 1.Focus their attention on 1.Get students ready (5 minutes) class work. 2.Individual work. the teacher. for learning. Student activity Teacher activity 2.Do duty report. Write a 2. Help the students 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. e.g. Now, A is writing something. B is sleeping. The teacher the same time. 55
may be angry. C is talking with his partner. ... Presentation 1.Individual (10 minutes) 1.Read through Sections 1.Help the students work and the A~C. Fill in the blanks in revise the grammar whole class work. 2.Individual “Grammar” and “Functions” in this section. individually. Then the whole class check the answers together. 2.Look at the sentences on 2.Let the students work and pair the blackboard which are find and correct the work. 3.Individual work, shown by the teacher. Find mistakes in sentences out the mistakes and try to by themselves. The correct them by yourself. teacher may warn Then check your answers them not to make with your partner. Discuss the same mistake together. e.g. (1)She running on the playground. (2)He is run. next time. (3)I is having a class in the classroom. (4)Maria is dancing in the gym. ... 3.Fill in the blanks with 3.Make the students pair correct form of the given remember to use work and the words. Then check the correct form of the 56
whole work. class answers with your partner. verbs in the “Present After that, the whole class Continuous”. 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.Group work. 4.Have a group competition. 4.Help the students Sit in groups of four. Then practice one student reads the “Present in the sentence on the paper and Continuous” acts it out to the other three different sentence students. The other three patterns orally. 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. 57
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. 2.Pair work. 1.Work in pairs. Make a new Help the students to conversation about borrowing consolidate the words books from the library. Then and expressions by practice with your partner making and practicing and report it to the whole conversations. class. 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 (10 minutes) 1.Individual 1.Do Task 1. Look at the 1.Play the tape 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 58
2.Individual 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. ... 2.Do Task 2. Look at the 2.Help the students work and pair pictures in 2. Answer the learn to predict work. 3. The whole teacher’s questions, “Where before reading. Check is Wen Wei?”, “What is he the answers. 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. 3.Do Task 3. Listen to the 3.Help the students class work and tape for the first time and learn to sing English group work. answer the questions, “What songs. 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 59
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) 1.Pair work. 2.Individual 1.Look at the pictures in 1.Help the students “Project”. Find the differences to practice their spoken between the two pictures. English while asking Then ask and answer questions and answering. about the two pictures while completing the following table. Who P1 P2 3 boys ... 2.Write a passage to describe 2.Practice the “Present work and pair the differences between the Continuous” in written work. two pictures individually. work. Then check with your partner. e.g. Three boys are swimming in Picture 1, but they are fishing in Picture 2. ... 4. Assign the 60
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。
VII. Blackboard design
Topic 2 A few students are running around the playground. Section D 1. —Are you doing your homework? because —Yes, I am. / No, I am not. Japanese 2. What are you doing? wonderful 3. —Excuse me, may I borrow some English workbooks? —Of course. 4. —How long can I keep them? 61
—Two weeks. 5. —You must return them on time. —Sure, I will. Thank you!
Unit5 Topic3 SectionC 精品教案
I. Material analysis
本节课是第五单元话题三的第三课时，主要活动是1a，2和3。通过预测Hu Bin的有关信息，判断句子的真假，然后阅读文章验证预测，训练学生读前预测的能力。还将通过阅读有关Hu Bin的学校生活的新闻及海报，然后写一则新闻或做一份海报或写一封信来展示自己的校园生活。语音板块通过朗读单词并根据发音划出对应的字母组合的方式，进一步巩固字母组合的发音规则。最后通过朗读小诗，巩固本单元所学字母组合的发音，并引导学生关注节奏。本课的阅读活动，教师应引导学生结合教学挂图、判断句子对错等活动进行读前猜测，以便帮助学生扫除后面阅读活动的障碍，同时也使得学生的阅读更有目的性。 II. Teaching aims 1.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：
study, outdoor, activity, attention, between, stamp, Saturday, from...to, night, sound
能够在阅读活动与写作汇报中，用一般现在时描述校园生活； 能够就“校园生活的海报、新闻”等话题进行交流与信息输出，如： (1) Attention, please!
(2) There is a soccer game between Class One and Class Two on the playground at 5:00 this afternoon.
(3) Do you want to see different kinds of stamps?
(4) Come to the Stamp Show in the school hall. ... 2.Skill aims
能听懂有关学校课程安排的叙述；
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能在口头表达中做到发音清晰，语音语调准确、节奏合适； 能正确朗读句子，注意语音语调和节奏；
能够读懂有关介绍校园生活的文章并根据要求进行学习活动； 能正确书写与本话题有关的校园生活的短文。
3.Emotional aims
能通过谈论校园生活，增进同学之间的了解，培养学生对校园生活的热爱之情；
能结合游戏、表演等灵活多样的课堂活动，激发学生学习英语的兴趣。 III. The key points and difficult points
1.在阅读活动与写作汇报中，学会用一般现在时描述校园生活； 2.就“校园生活的海报、新闻”等话题进行交流与信息输出。 IV. Learning strategies
1.逐步养成拼读单词的习惯；
2.能逐步养成对内容进行预测的阅读习惯；
3.能反思自己的学习习惯，并根据自己的情况进行改进。 V.Teaching aids
录音机、教学挂图、多媒体 VI. Teaching procedures Step Interaction pattern Introduction 10. The whole class 4. Focus their attention on the 1.Get students ready (5 minutes) work. teacher. for learning. 5. Show some Student activity Teacher activity 11. The whole class work. 2. Look at some photos about the photos about school school activities. Then answer the activities to arouse teacher’s questions. e.g. the students’ interests. T:What are the names of these 63
3.Group work. activities? S:Swimming. T:What do you think of them? S:They had a good time. ... 3.Organize group to 3. Have a group competition. The competitions teacher says a word about the days revise the words of a week. First, try to say the about the days of a word before the day. Then, try to week and subjects. say the word after the day as quickly as you can. The group which can say the most words correctly will be the winner in this group competition. The teacher says the phrases which describe the subjects and the students try to guess the words of subjects as quickly as you can. The group which can say the most words correctly will be the winner in this group competition. Presentation 6. The whole class 1. Do 1a. Look at the pictures in 1.Present (10 minutes) work and individual 1a and say what Hu Bin does. words work. in new the Answer the teacher’s questions, context. Predict the “What kind of outdoor activity reading material does he do in Picture 2 and Picture before reading. 3?” Answer the teacher’s questions. Learn some new words. 64
T: What subjects do you study? S1:We study Chinese, math, English... T: Which subject do you like best? S1: ... T:What do you usually do at school? S1:... T: What do you think of your school life? S1:... Then look at the pictures in 1a again. Read the statements before reading the material. Try to guess 2.Help the students 7. Individual work True or False before reading. and pair work. 2. Read the passage in 1a individually. check their answers Circle True or False. Then check while reading. your answers with your partner. Consolidation 3. Individual work 1. Try to summarize the main idea 1.Help the students and pair work. of each paragraph. Then discuss learn to use their with your partner and some own words to the (10 minutes) students, and tell your ideas to the summarize whole class. main idea. 2.Individual work and pair work. 2.Help the students 2. Do 1b. Read 1a again and fill in learn to find key the blanks in 1b individually. information while Check your answers with your reading. partner. Then the whole class check the answers. 65
Practice (10 minutes) 6. Pair work. 7. The 1. Try to retell the passage in your 1. Make the own words with the help of the students learn key words: to retell after 8:00 a.m., 4, 2, favorite subject, reading. speak English, P.E. and music, math, difficult and boring... the 2. Answer the teacher’s questions 2. Make whole class to get some information about students learn work and news and posters. some new words. individual work. T: What kind of outdoor activities do you usually do after school? S1: I often play basketball. S2: I often listen to music. S3: I usually see a movie with my good friends. T:Do you play soccer on Saturday? Do you collect stamps? Do you see a movie on Friday night? ... the 8. Individual 3. Do 2. Look at the news and 3.Make work and pair posters in 2. Try to guess the students learn work.
content in them. Then read the to make posters news and posters about Hu Bin’s and news by interesting school life and fill in themselves. the blanks in the following table. time place soccer stamp movie 66
Then write a piece of news or make a poster to show your own school life. Share it with your partner. e.g. A Basketball Game Attention, please. There is a basketball game between Class 7 and Class 8 on the playground at 5:30 this Saturday afternoon. Please come and watch it. 4. Do 4a. Read the words in 4a individually. Then read the words to your partner. Underline the letters with the sound ///, />/, /?/, /f/, the 4. Individual /t/. After that, the whole class read 4. Make work and pair the words in 4a together. work. students revise 5. Do 4b. Read the words on PPT the sounds in together, where, bear, there, chair, Section A. near, here. Read the chant after the tape. Pay attention to the rhythm. the 5.The whole Then practice the chant in pairs. 5.Make pair class. class work Some pairs act it out to the whole students learn the and work. Production (10 minutes) Pair and individual work. rhythm chanting. work Talk about your school life with 4. Make the while your partner. Then write a letter to students use the Hu Bin to tell him about your expressions school life. Then check your letter about school life 67
with your partner. e.g. Dear Hu Bin, in oral work and written work after learning. I am a student of Class 5, Grade 7. My school life is interesting. I like it very much. 5. Assign Now let’s share my school life homework: together. Class begins at... Review the words and expressions in Section C; Go on writing your letter. Then report it to the class the next day; Preview Section D. the Teaching reflection： 在本课中，学生学习了制作海报和写新闻。在这个环节中，学生对海报制作和新闻编写有了一定的基础；但是，由于词汇积累不够，语法运用不够熟练，因此用英语来进行海报设计和新闻编写对初一的学生来说还是有一定的难度。我们教师可引导学生在课外阅读中，多关注报纸、杂志等媒体资料，学习更多的应用文。 VII. Blackboard design
Topic 3 My school life is very interesting. Section C 1. Can you tell me something about it? study 2. Attention, please! outdoor 3. From 9 a.m. to 5 p.m. every Saturday. activity
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attention between stamp Saturday from...to... night sound
Unit5 Topic3 SectionD 精品教案
I. Material analysis
本节课是第五单元话题三的最后一个课时，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一般现在时和现在进行时并复习其用法；同时巩固本话题对科目、时间和数量的提问以及对科目的看法和原因的表达。Project活动通过描述自身学习习惯、横向比较他人的学习习惯、讨论如何改进学习习惯，从而让学生在管理自己学习的能力方面获得提升。在本课中，同时将训练学生听关键信息的能力以及运用所学知识进行笔头信息输出的能力。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。 II. Teaching aims 1.Knowledge aims
引导学生复习总结本话题的黑体词并学习新词： February, hard
引导学生总结一般现在时和现在进行时的用法；
复习Sections A-C中对科目、时间和数量的提问以及对科目的看法和原因的表达；
能结合话题，运用“写信、谈论学习习惯”等交际功能意义的表达，进行笔头操练并加以总结。 2.Skill aims
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能听懂有关学校课程安排的简单对话和叙述；
能在口头表达中做到发音清晰，语音语调准确、节奏合适； 能够运用所学句型谈论学校课程安排； 能表达自己最喜爱的科目并陈述原因；
能够读懂有关介绍校园生活的文章并根据要求进行学习活动；
能写出常见的课程名称和星期等名词；
能正确书写与本话题表达有关的学校课程安排和对课程的评价的语句。 3. Emotional aims
能通过谈论最喜爱的课程及其原因，增进同学之间的了解，培养学生对校园生活的热爱之情；
能通过描述自身学习习惯、对比他人学习习惯、谈论如何改进学习习惯，从而提升学生自身的学习能力。 III. The key points and difficult points
1.在Sections A-C已学的基础上，能自行总结一般现在时和现在进行时的用法，复习对科目、时间和数量的提问以及对科目的看法和原因的表达； 2.能结合话题，运用“写信、谈论学习习惯”等交际功能意义的表达，进行笔头操练并加以总结。 IV. Learning strategies
1.能逐步养成对内容进行预测的阅读习惯；
2.能反思自己的学习习惯，并根据自己的情况进行改进。 V. Teaching aids
录音机、教学挂图、多媒体 VI. Teaching procedures Step Interaction pattern Introduction 5. The whole class 1. Focus their attention on 1. Get students ready for (5 minutes) work. the teacher. Sing the English learning. song— “Are you sleeping?” together to begin the class. Student activity Teacher activity 70
2. Do duty report. Write a 2.Individual work letter to your friend to tell 2. Help the students to and pair work. 3. Group work. 4.Individual work. 5. Pair work. him/her about your school express correctly. And life. Then check your letter help them revise Section with your partner. Some C at the same time. students read your letters to the whole class. e.g. Dear Hu Bin, I am a student of Class 5, Grade 7. My school life is interesting. I like it very much. Now let’s share my school life with you. Class begins at... 3.Do brainstorming. Sit in groups. Try to say the words and expressions in this topic 3.Let as many as you can. the students revise the words and by 4.Look at the pictures which expressions are shown by the teacher. themselves. Try to guess what the person in the picture is doing. 4.Help the students to the “Present 5.Fill in the blanks and revise revise the adverbs of Continuous” in this topic. frequency. Then check the answers with your partner. I _____ every day. My sister ____ twice a day. 5.Help the students to revise the adverbs of frequency. 71
I _____ three times a year. I never _____. I often ______. ... Presentation Individual (10 minutes) work Read through Sections A-C. Help the students revise Fill in the blanks in the functions in this “Functions” individually. topic. and pair work. Then check the answers with your partner. Consolidation Pair work. (10 minutes) Work in pairs. Talk about Help the students to your school life with your consolidate the words partner and make a new and conversation. Practice the making expressions and by practicing conversation in pairs and then conversations. some pairs report it to the whole class. e.g. A: What time does class begin? B: It begins at 8:00. A:How many classes do you have in the morning? B: We have four classes in the morning. ... Practice (10 minutes) 15. Individual work 1. Do Task 1. Sing the 1. Play the tape recorder. and pair work. English song— “The days of Check the answers. 72
a week” together. Then ask and answer questions like this: A:What day is your favorite day? B: ... A: Why? B: Because... ... Then listen to the tape and fill in the blanks in the table. Check the answers with your partner. Then the whole class check the answers together. 2.Individual work 2. Do Task 2. Answer the and pair work. teacher’s questions, “What 16. Help the students is the month after January?” learn to predict before “February.” reading. Check the Read the questions before answers. reading. information passage. Get about some the Then read the passage. Answer the questions in 2 individually. Then check the answers with your partner. 73
Production (10 minutes) 3. Individual work 1. Read the passage in 1. Help the students to and pair work. Project about the study get ready for the habits, underline the words, information output. never, often, seldom. Read the passage again and tell True or False. (1)I usually do my homework after supper. (2)I never listen to MP3 when I study English. (3)I use a dictionary to learn new English words. (4)I always speak English after class. (5)I seldom write new sentences every day. 2.Individual work 2. Write a passage about your and pair work. own study habits with the 2. Make the students words in the box in 2. Then develop compare your study habits habits. with your partner’s and discuss how to improve your study habits. e.g. 2.Assign the homework: good study I usually do my homework from Revise the words and 7:00 p.m. to 9:30 p.m. When expressions in this topic. I study English, I usually use a Complete the Exercise dictionary because I think it’s Book； useful. Go on writing the 74
... passage to compare your study habits with your partner’s； Preview and finish Review of Unit 5. Teaching reflection： 在本课中，学生结合听力训练、阅读训练以及综合探究等活动，复习和巩固了一般现在时和现在进行时的用法，对科目、时间和数量的提问以及对科目的看法和原因的表达。本课的探究活动中，学生将自己的学习习惯写成书面材料与他人进行比较，教师可引导学生取他人之长，避自己所短，不断改进自己的学习方式，从而提高学习效率。
VII. Blackboard design
Topic 3 My school life is very interesting. Section D 1. I often speak English with my classmates. February 2. He usually plays soccer, but he doesn’t play basketball. hard 3. They usually have lunch at school. 4. I am reading an English book. 5. The boy is drawing pictures. He isn’t cleaning the blackboard. 6. They are having a music class. 7. I can learn a lot from it. 8. Thanks for your hard work.
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