第1周 2013 年 2月 26-3月1日
完成 unit 5,Topic1的教学任务。
Unit 5 Our School Life Topic 1 How do you usually come to school?
Section A Section A needs 1 period.
The main activities are 1a and 2a.
Ⅰ. Aims and demands 目标要求
1.(1) Learn some means of transportation:by bike, by subway, by bus, on foot, by plane, by car, by train, by ship, by boat
(2) Learn other new words and phrases:gate, the same to, come on, go to school, Ms., grandmother, group
2. Learn adverbs of frequency:often, usually, always
3. Review the present simple tense.—Do you often come to school by bike?—Yes. I do./No, I don ’t.
4. Talk about how to go to school.
—How do you usually come to school?
—I usually come to school by subway./I always come to school by bus.
Ⅱ. Teaching aids 教具
录音机/交通工具的模型/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习日常用语并呈现1a 内容。
1. (师生互相问好, 复习学过的问候语。)
T: Good morning, everyone!
Ss: Good morning, madam/sir ！
T: Welcome back to school, boys and girls. Happy New Year!
教师帮助学生回答。)
Ss: Happy New Year!
T: We can also say, “The same to you!”
(自然引入“The same to you!”并练习强化。)
(
学习1a ，完成1b 。
1. (用事先准备好的模型、教学图片或简笔画给学生展示bike ，由此导入本课重点：交通方式。如下图。)
2. (用同样的方式教学其他交通工具，并板书相关词组。)
(2)(用上面的简笔画和词组，让学生看1b 的图片并模仿例句造句：)
Example ：
T: I come to school by bus.
S1: I come to school by bike.
S2: I go to school on foot.
(完成1b ，板书go to school 。)
go to school
(3)(询问两名学生上学所使用的交通方式, 用usually, always 和often 作替换练习, 并示范汇报结果。) T: I often come to school by bike. Do you often come to school by bike? S3: Yes, I do. T: S4, do you usually come to school by bus? bike car foot subway
bus ship boat plane train
S4: No, I don’t. I usually come to school on foot.
T: …
T: Good. S3 often comes to school by bike. S4 usually comes to school on foot. S5 always comes to school by bus …OK. Work in groups of three to practice like that.
(
2. (
(1)(让学生听1a的录音, 回答下列问题。)
(
T:
Ss: Yes.
T: OK, let’s begin.
(播放录音。)
(2)(核对答案, 提取重点句型。)
T: Who can answer the first question?
S1: I can. They meet at the school gate.
T: Well done. What about the answer to Question 2?
S2: Helen usually comes to school by subway.
T: Good. Next question?
S3: Jane always comes to school by bus.
T: Good job.
(在问题2后板书画线部分并做相应的讲解操练。)
(板书)
Helen usually comes to school by subway.
Step 3 Consolidation 第三步巩固(时间:5分钟)
巩固1a,完成1c。
1. (再播放1a的录音，跟读并模仿语音和语调。)
T: Listen to the tape and follow it. Pay attention to your pronunciation and intonation.
2. (人机对话，即学生和录音机对话，提高学生兴趣。)
T: Now, suppose you are Helen and Jane. Listen to the tape, and make a dialog with Kangkang. Are you clear?
3. (完成1c, 让学生三人一组, 练习1a的对话。要求他们仿照1a与同伴编类似的对话。)
T: Now, boys and girls, please practice 1a in groups of three and make similar dialogs with your partners. Then I will ask some groups to act them out.
4. (选几组表演他们的成果。)
T: Which group can act your dialog out?
G1: We can. (表演对话。)
T: Wonderful! Anyone else?
G2: We can. (表演对话。)
…
(对学生的表演进行点评，并适当鼓励，必要时纠正学生对话中存在的错误。)
Step 4 Practice 第四步练习(时间:10分钟)
完成2a和2b。
1. (让学生将2a中与图片相对应的短语代码填入圆圈中。)
T: Just now we talked about the means of transportation. Now let’s look at the pictures in 2a. Then match the pictures with the corresponding phrases. Do you understand?
Ss: Yes, we do.
T: Good. Let’s begin!
2. (核对答案。)
3. (让学生听录音, 完成2b。掌握生词Ms.和grandmother。)
T: Next, we will have a listening practice. Let’s find out how people come to school or come to work. Do you understand?
Ss: Yes, we do.
(播放录音,并核对答案。)
Step 5 Project 第五步综合探究活动(时间:15分钟)
用表达交通工具的名词和频度副词进行实践调查, 完成3。
1. (使用多媒体课件、flash动画或简笔画, 让学生展开想象, 任意造句子, 要求用上交通工具的表达用语和频度副词。)
T: Let’s look at the pictures. I’m sure you are interested in these lovely pictures. Please make sentences as you like, and don’t forget
to use these means of transportation and adverbs of frequency. Are you ready? Go!
2. (让学生分组做一个关于how to come to school的调查报告并完成3。调查时，强调用“How do you usually come to school?”和“I usually come to school…”句型，掌握生词group。)
T: Please report your results to your classmates.
S1: In our group, three students come to school by bike…
S2: In our group …
S3: …
…
(学习汇总完成3。)
3. (家庭作业。)
(1)(让学生到社会上做调查，看人们都使用哪些交通工具，哪种交通工具使用多，哪种交通工具使用少，为什么？并根据自己的调查结果模仿3做一个表格。)
(2)(预习Section B, 注意其中的频度副词。)
Ⅳ.疑点探究
本课我们学习了介词by表示“用，靠；通过，借助于(方式、手段)”时的用法。如：by car, by plane, by ship等。
用来表示交通方式的介词还有in和on。如：in a car, on a bus等。此时交通工具前要加限定词。但on foot意为“步行；走”。foot前不需任何限定词，foot也不能用复数。(建议：教师可在总结课上或练习课上补充。)
Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
weekday, early, bird, catch, walk, ride, park, do (one’s) homework, watch TV, television
2. (1)Go on learning adverbs of frequency:
seldom, never, sometimes
(2)Review the present simple tense.
I always get up at about six o’clock.
Li Xiang often comes to school by bike.
3. Go on learning adverbs of frequency and means of transportation in different expressions.
(1) I seldom walk to school.
I never go to school by subway.
(2) —How does Maria go home?
—She sometimes goes home by subway. / She sometimes takes the subway home.
4. Encourage the students to be diligent.
The early bird catches the worm.
Ⅱ. Teaching aids 教具
录音机/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步复习(时间:8分钟)
用链式发问的形式复习交通方式的表达用语及相关句型导出1a，呈现并学习1b。
1. (链式发问。每竖排第一个学生问其后第二个学生一个有关交通方式的问题, 第二个学生回答并接着问第三个学生……以此类推。每组2分钟时间。
问题是:How do you usually go to school?/ Do you often go to school by bus/car…?)
Example:
S1: How do you usually go to school?
S2: I usually go to school by bike. How do you usually go to school?
S3: I usually go to school by bus. Do you often go to school by car?
S4: Yes, I do./No, I don’t.
…
2. (根据第1环节的实际情况, 老师总结并导出对话1a的语言功能目标, 为下一步过渡做铺垫。)
T: Good. Now I know some of you come to school by bike, and some come to school by bus…I often come to school on foot. But sometimes I come to school by bike. I never come to school by bus. But my father always goes to work by subway. He seldom goes to work by train.
3. (板书并讲解以下频度副词。)
Step 2 Presentation 第二步呈现(时间:5分钟)
呈现1a。
1. (通过了解学生的起床时间, 引出谚语The early bird catches the worm。让学生猜测这句谚语的意思。)
T: OK, boys and girls, what time do you usually get up?
S1: I usually get up at half past six.
S2: …
T: Yes, we should go to bed early and get up early. As the saying goes, “The early bird catches the worm.”Who knows the meaning of this sentence?
(让学生猜测，教师板书并加以讲解，并教导学生们在学习和生活中都应该勤奋、努力。)
The early bird catches the worm.
2. (根据1a的主要信息, 设置听力任务, 让学生带着任务听1a的录音, 可以提高兴趣、降低难度。)
T: Listen to 1a and find out the answers to these questions on the blackboard.
(
(Keys to the questions)
(1)He gets up at about six o’clock.
(2)He usually goes to school on foot.
(3)No, she doesn’t.
(4)Sally always takes a bus to school.
Step 3 Consolidation 第三步巩固(时间:5分钟)
巩固1a和1b的内容。
1. (放1a的录音, 让学生跟读并模仿语音和语调)
T: Follow the tape and pay attention to your pronunciation and intonation. Ready? Go!
2. (人机对话，提高学生的兴趣。)
T: OK. Suppose you are Michael and Sally. Listen to the tape and make a dialog with Helen.
3. (让学生分角色表演1a，小组之间进行比赛)
T: Good! Now let’s work in groups and act out 1a. Then we’ll choose the best one.
Step 4 Practice 第四步练习(时间:15分钟)
呈现2a的图片，呈现同义替换，完成2b和3。
1. (1)(呈现2a的图片, 通过师生互动, 让学生进一步了解和巩固语言知识。)
T: Look at the first picture. How does Maria go home?
Ss: She goes home by subway.
T: Yes, we can also say: she takes the subway home.
(同样的，通过谈论第2、3、4幅图，可以得到以下几个句子。)
Li Xiang comes to school by bike./Li Xiang rides a bike to school.
We go to the park on foot./We walk to the park.
They go to the zoo by bus./They take a bus to the zoo.
(呈现同义替换，加强对交通工具表达方式的灵活运用。总结并板书。)
by subway —take the subway by bike —ride a bike
on foot —walk by bus —take a bus
by car —take a car by plane —fly
(2)(让学生听2a录音并跟读)
T: Follow the tape and pay attention to the pronunciation.
(3)(引导学生归纳总结1a和2a中频度副词的用法，并进行操练。)
T: Find out the sentences with the adverbs of frequency, pay attention to their usage and then make sentences.
2. (让学生完成2b。)
T: Now, talk about the pictures in 2a with your partner.
Example:
S1: How does Maria go home?
S2: She sometimes goes home by subway./She sometimes takes the subway home.
3. (播放3的录音, 让学生独立完成3并核对答案。)
Step 5 Project 第五步综合探究活动
1. (利用所学频度副词进行实践活动。)
(1)(让学生用How often do you …的句型，调查自己的同伴或邻近的学生, 根据调查结果, 写一段话, 尽量使用频度副词。) T: Now, look at the table. Please survey your partners or your neighbors using “How often do you…?”You should complete the table with adverbs of frequency. At last, write a short passage according to the form. You can begin like this: Li Ming sometimes goes shopping …
(
(2)(
2 (家庭作业。)
(让学生用Section A和Section B中学过的重点句型写一篇五句话左右的有关自己出行方式的小短文。学生们如果有兴趣, 可以课外收集中外谚语或名人名言。培养他们的自主学习能力和自我建构能力。)
Ⅳ.疑点探究
1. 动词和介词短语表达交通方式的不同。如：
He walks to school. = He goes to school on foot.
但不能说He on foot to school，即介词短语不能作谓语。
2. 频度副词never, seldom, sometimes, often, usually, always等在句中的位置, 一般位于行为动词之前, 系动词、助动词或情态动词之后。
Section C
Section C needs 1 period. Section C需用1课时。
The main activities are 1a, 2 and 3. 本课重点活动是1a, 2和3。
Ⅰ. Aims and demands目标要求
1. (1) Learn other words of frequency:
once, twice
(2) Learn other new words and phrases:
life, American, or, few, have lunch, at school, day, have a rest, play, basketball, football, go swimming, and so on, ball, more, talk, game, listen to, music, read, library, must, first, week, every
2. Learn how to express frequency.
How often do you go to the library?
Once/Twice/Three times a week./Very often./Every day./Seldom …
3. Talk about the daily activities.
play soccer, play basketball, read books, go swimming, go fishing, listen to music, watch TV, do one’s homework, go to the park, meet friends, cook, go to the zoo
4. Learn about the differences of the school life between American students and Chinese students.
Ⅱ. Teaching aids 教具
录音机/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步复习(时间:7分钟)
复习交通方式表达用语、频度副词并呈现1a。
1. (热身活动。与学生一起唱Section B 4中的Let’s chant。让全班学生边唱边用双手打节拍。)
T: Please turn to page 4, and let’s chant. Ready?
Ss: Yes.
2. (检查家庭作业，然后请几个同学朗读他们写的小短文。)
T: Please show me your homework. Then I will ask several students to read their passages.
T: Who wants to read it out?
S1: …
T: Anyone else?
S2: …
3. (方案一：用问答的形式, 复习交通方式的表达用语。要求学生尽量采用两种不同的表达方式。)
Example:
T: S3, how do you usually go to school?
S3: I usually walk to school./I usually go to school on foot.
T: How do you usually go to school, S4?
S4: I usually ride my bike to school./I usually go to school by bike.
T: How does S4 usually go to school?
S5: He/She usually goes to school by bike./He/She usually rides his/her bike to school.
T: …
(方案二：让学生在小组里进行链式对话, 复习交通工具的表达用语。)
S6: How do you often go to school?
S7: I often walk to school. What about you?
S8: I often take the subway to school. How do you usually go to school?
S9: …
4. (引导学生复习学过的频度副词seldom, often, always, sometimes, never, usually, 并由此引出本课的新词组how often和两个新的频度副词once, twice。)
T: I always go to the library after school. Mr. Zhang doesn’t go to the library every day. He goes there once/twice a week.
(和twice。)
T: How often do you go to the library? (学习how often。尽可能帮助学生回答。)
Ss: …
(how often的用法。)
第二步呈现(时间:10分钟)
呈现并学习1a。
1. (从谈论学校生活开始导入1a，呈现新单词、短语和关键词，提示词义并板书。)
T: Boys and girls, do you like our school life?
Ss: Yes, we do.
T: Then do you know about the school life of American students?
Ss: No, we don’t.
T: Today we will learn about it together. OK?
Ss: Yes.
T: First, look at the blackboard, and let’s learn some new words and phrases.
(
(1)Let the students read 1a carefully, and then answer the questions in 1b.
(2)Check the answers.
(板书答案。)
1. They usually walk to school or take a yellow school bus.
2. At school.
3. At about 3 o’clock.
4. They often play basketball or soccer, go swimming and so on.
5. Four times a year.
3. (播放1a的录音，让学生跟读并模仿语音和语调。)
T: Now, let’s follow the tape and pay attention to the pronunciation and intonation.
4. (人机对话。)
T: Suppose you are Michael. Listen to the tape and make a dialog with the interviewer.
Step 3 Consolidation 第三步巩固(时间:13分钟)
表演并巩固1a。完成1c。
1. (让学生看黑板上呈现的关键词，两人一组表演1a。)
T: OK. Close your books. Look at the key words on the blackboard and act 1a out with your partner.
2. (让学生根据1a和1b，写一篇关于美国学生学校生活的文章，完成1c。)
3. (谈论中国学生的学校生活，可以根据1b的五个问题来展开。)
T: Now let’s talk about the school life of Chinese students. You can discuss it according to the questions in 1b. Step 4 Practice 第四步练习(时间:10分钟)
运用图片练习2和3。
, 引出新的动词短语, 并板书。)
S1: I usually play soccer.
T: Look at this picture. What does Hai Qing usually do after school?
S1: He usually plays soccer, but he doesn’t play basketball.
(采用同样的方法继续操练，完成2。)
2. (让学生利用2中的图片，运用How often及频度短语或副词进行问答)如：
T: Look at the first picture. How often does Hai Qing play soccer?
Ss: Usually.
(用同样的方法操练完成2，然后操练3中的句型，并教学Work must come first, library和read。)
(板书)
Work must come first.
library, read
3. (用链式对话的方式, 进行3的内容。)
T: Now, let’s use the words and phrases in the box of 3 and do a chain work like this.
Example:
S2: Do you often …?
S3: Yes, I do. / No, I don’t.
S2: How often do you …?
S3: Once/Twice/Three times a week./Very often./Every day./Seldom …Do you often …?
S4: …
…
(老师在学生熟练地操练完成后总结how often的用法，并板书可用于回答它的词或短语。)
once/twice/three times a week
every day/week/month …
never/seldom/sometimes/often/usually/always
Step 5 Project 第五步综合探究活动(时间:5分钟)
进行采访, 做调查报告, 了解中美学生学校生活差异。
1. (让学生做调查报告, 并向全班汇报。)
T: Survey your classmates and fill out the form. Then report it to the class.
Example:
A: How often do you watch TV?
B: Once a week.
Li Ming watches TV in the evening once a week …
2. (让学生讨论中美学生学校生活的差异。)
(把全班学生分成四组, 讨论中美学生学校生活的差异, 每组由一名学生进行归纳总结。然后每组推荐出一名小记者, 向全班学生汇报, 其他学生做记录。)
T: The whole class talk about the differences in the school life between American students and Chinese students. Then write them down and report to the class.
Example:
In America, students walk or take a yellow school bus. In China, students…
3. (家庭作业。)
(1)(收集有关美国学生学校生活的相关信息，并记录下来。)
(2)(归纳所学过的频度副词和短语。)
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1 and 2. 本课重点活动是1和2。
Ⅰ. Aims and demands 目标要求
1. Learn the vowels: / /, / /
2. Learn some new words and phrases:
begin, have classes, while, go to bed
3. Sum up the useful expressions in this topic.
(1)Happy New year! The same to you!
(2)The early bird catches the worm.
(3)Nice talking to you.
(4)Work must come first!
(5)She goes to bed at about a quarter to ten.
4. Review and sum up the grammars.
(1) Review words and phrases of frequency.
never, seldom, sometimes, often, usually, always, once/twice/three times a week
(2) Sum up the present simple tense.
①Do you often come to school by bike? Yes, I do. / No, I don’t.
②I usually come to school by subway.
③I seldom walk to school.
④I never go to school by subway.
⑤They always take a bus to the zoo.
⑥How does Maria go home? She sometimes takes the subway home.
⑦How often do they have ball games? Four times a year.
⑧He usually plays soccer, but he doesn’t play basketball.
Ⅱ. Teaching aids 教具
录音机/音标卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步复习(时间:7分钟)
复习节日问候语、谚语，复习Section C，完成4b和5。
1. (用生日歌的旋律唱Happy New Year导入本课, 可以活跃课堂气氛, 又为下一步进行4b做准备。)
T: Let’s sing the song Happy New Year together.
T & Ss: Happy New Year to you!
Happy New Year to you!
Happy New Year! The same to you!
Happy New Year to you!
2. (学习4b, 归纳本话题中有用的表达方式。)
(1)(通过上面的歌曲, 巩固下面的表达方式。)
(
和Work must come first!并翻译成汉语, 勉励学生勤奋学习。)
T: In this topic, we have learnt two useful expressions. They tell us we must work hard and can’t waste our time. Do you still remember them?
Ss: Yes. One is “The early bird catches the worm.”and the other is “Work must come first!”
T: So you must study hard every day.
(
T: Well, let’s listen to 4b. Follow it loudly.
4. (检查家庭作业，完成5。)
T: Boys and girls, have you finished your homework?
Ss: …
T: Good! In the last lesson, we learnt about the school life of American students. Today let’s survey your classmates about the school life. Fill out the form in 5 with your survey results. Then compare the school life of American students with yours and write a passage. You may begin like this:
The school life of American students is different from ours…OK, let’s begin!
Step 2 Presentation 第二步呈现(时间:5分钟)
呈现2
1. (复习一般现在时，引出2。)
(让学生看图片，完成书中的表格。)
T: Boys and girls. Look at the pictures in the passage. What does Jane usually do at 6:20 a.m.?
Ss: She usually gets up at 6:20 a.m.
T: What does she do at half past seven?
Ss: She goes to school.
…
(教师边问边引导学生完成部分表格。)
2. (让学生听录音完成剩余表格。)
T: Good! Let’s listen to 2 and fill in the rest blanks. Ready?
Ss: Yes.
T: OK, let’s begin.
(播放2的录音。)
3. (核对答案)
T: Now, let’s check the answers. Who wants to share the answers with us?
S1: Let me try …
T: Very good. Next one?
S2: …
…
4. (让学生仔细阅读2，找到新单词并猜测其词义。)
板书
begin, have classes, while, go to bed
T: Wonderful! Now let’s read this passage carefully and guess the meaning of the words.
…
(点评并纠正学生在理解上的错误。)
5. (让学生依据2中的表格复述短文。)
T: Now, let’s look at the table and retell this passage. Any volunteers?
S3: Let me try …
T: Great! Anyone else?
…
Step 3 Consolidation 第三步巩固(时间:16分钟)
巩固2，完成4a和3。
1. (让学生再次阅读2，快速找出含有交通方式和频率副词的句子。)
T: OK. Now read 2 quickly again, and underline the means of transportation and adverbs of frequency.
…
T: Good. Besides these sentences, can you tell me other expressions about frequency and means of transportation?
(教师引导学生回答，边说边在黑板右上方板书“never, seldom …”)
(板书)
Frequency
Means of transportation:
by car take a car
by subway take the subway
by bike ride a bike
by bus take a bus
on foot walk
by plane fly
(由此表引导学生朗读4a，完成3。)
2. (让学生听录音跟读4a。)
3. (学生听录音，完成3。)
T: Well, let’s listen to 3, and fill in the blanks. Ready?
Ss: Yes.
T: Let’s begin.
…
4. (核对答案，并将文中的句子转换成另一种交通表达方式。)
T: Now, let’s check the answer.
Ss: Miss Yang always goes to Wuhan by bus.
T: Great! You can also say: Miss Yang always takes a bus to Wuhan.
(同样的，引导学生进行2、3、4、5句子的替换练习。)
Step 4 Practice 第四步练习(时间:7分钟)
用音标卡片学习音标，练习音标，完成1。
1. (让全班学生各持一张卡片，每张卡片上只有教学目标中列出的两个音标中的一个，学习音标。全班动员，人人参与。) T: Everyone has a card. If I read / /, please raise your card with / / and stand up. If I read / /, please raise your card with / / and stand up. Do you understand?
2. (小组活动。让一名学生读卡片上的音标，其所在小组其他成员均举起相应的音标卡片。)
T: Practice in groups. One reads the phonetic symbols, and others raise cards.
3. (让学生听1的录音并跟读。)
T: Listen to 1, and read after the tape.
4. (以小组为单位进行比赛，在限定时间内看哪一组说出含有/ /发音的单词最多。)
T: Boys and girls, next we’ll have a competition. Let’s work in groups and speak out words which have sound / / in given time as many as possible. At last we’ll decide which group is the winner. Do you understand?
Ss: Yes.
T: OK. Let’s begin! Be quick!
…
Step 5 Project 第五步综合探究活动(时间:10分钟)
介绍自己的日常生活, 加强实践活动, 提高英语应用能力。
1. (让学生制作表格，介绍自己一天的活动。)
T: Make a form about your daily activities.
Example:
Time Activity
6:30 a.m. get up
7:00 a.m.
7:30 a.m. go to school
12:00 a.m.
after school
after dinner
2. (找几名学生介绍他们的活动。)
T: Are you ready?
Ss: Yes, I am.
T: Who wants to share your activities?
S1: I want…
T: Well done. Anyone else?
S2: …
…
T: Fantastic. Remember, you should use the present simple tense in the passage.
4. (家庭作业。)
让学生写一篇关于他们自己日常活动的短文。要求: (1)使用一般现在时。(2)尽可能多地使用学过的频度副词。
(范文：)
My Day
I usually get up at 6:30 a.m. I often go to school by bus at 7:30 a.m. Classes begin at 8:00 a.m. I have four classes in the morning.
I always have lunch at 12:00 a.m. I have two classes in the afternoon. After school, I sometimes play football with my classmates.
I get home at 5:30 p.m. and have dinner at 7:00 p.m. After dinner, I often do my homework. I seldom watch TV in the evening. I go to bed at about 10:00 p.m. I never go to bed late(迟的，晚的).
安排1节口语训练和单词和词组小测。
1 always ,usually,often.never,sometimes; by bus ,on foot,by ship, 等。
本话题结束教学后记和反思：___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________
第2周2013 年3月4日-8日，完成Topic 2的学习。
Topic 2 He is running on the playground.
Section A
Section A needs 1~2 periods. Section A需用1~2课时。
The main activities are 1a, 2a and 3. 本课重点活动是1a, 2a和3。
Ⅰ. Aims and demands目标要求
1.(1) Learn the names of school buildings:
playground, gym, dormitory, lab, computer room, dining hall, classroom building, swimming pool
(2) Learn other new words:
make, card, boring, soon, run, dance, sleep, clean
2. Learn the present continuous tense.
What are you doing now? I’m making cards.
What is Maria doing now? She is reading in the library.
Are you watching TV? Yes, I am./No, I’m not.
Is Kangkang reading in the library? Yes, he is./No, he isn’t.
Ⅱ. Teaching aids 教具
录音机/教学挂图/幻灯片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步复习(时间:8分钟)
复习上节课校园生活的内容, 呈现活动3。
1. (让学生描述自己的校园生活, 用上in one’s free time, often, twice a week, go swimming, read books, play soccer …，为学习校园内活动场所名称作铺垫, 也为学习现在进行时提供必要的动词词组。)
T: Today I want to make a survey. S1, do you like our school life?
S1: Yes, I like our school life very much.
T: What do you usually do in your free time?
S1: I usually play soccer.
T: Thank you. S2, what do you usually do in your free time?
S2: I often read books.
T: What about you, S3?
S3: I often go swimming.
…
2. (询问学生通常在哪里做上述活动, 呈现校园活动场所名称。)
T: I know you all have an interesting school life. S1 usually plays soccer. S2 often reads books. S3 often goes swimming…Please answer my questions now. Where do we play soccer? If you can’t answer it in English, you can speak Chinese.
Ss: 操场。
T: Where do we read books?
Ss: 图书馆。
T: Where do we swim?
Ss: 游泳池。
…
(教师利用幻灯片逐个呈现校园活动场所的名称。)
T: Now, look at the first picture. What’s this?(教师出示第一张幻灯片。)
Ss: Playground.
T: What’s this in English?(出示第二张幻灯片。)
Ss: Dormitory.(教师帮助学生回答。)
…
(依次引导出生词并板书。)
(
T: Just now we learned some new words. Now let’s look at the picture in 3. Then match the places with the right pictures.
4. (核对答案。)
Step 2 Presentation 第二步呈现(时间:17分钟)
呈现2a, 1a, 完成2b。
1. (猜猜看。老师做出读书的动作, 并且问What am I doing?帮助学生回答You are reading a book。以此为例, 让学生轮流做动作, 其他学生猜猜她/他在干什么。)
Example:
T: Now, I am in the classroom. Guess. What am I doing? (老师做出读书动作。)
Ss: You are reading a book.
S1: I am on the playground. What am I doing? (学生做出踢球动作。)
S2: You are playing soccer.
T: …What is S1 doing? (老师指着S1, S1做出踢球动作。)
Ss: …He/She is playing soccer.
T: What is S2/S3 …doing?
Ss: He/She is …
2.(老师呈现2a中的挂图, 指着图片发问并指导学生回答。)
T: Where is Maria?
Ss: She is in the library.
T: What is she doing?
Ss: She is reading.
(指着第二幅图继续发问。)
T: Where is Kangkang?
…
(板书新句型，要求学生掌握dance, sleep, clean。)
—Where is Maria? —What is she doing?
—She is in the library. —She is reading.
(让学生根据1a, 2a的图练习现在进行时。)
T: Where is Jane?
Ss: She is at home.
T: What is she doing?
Ss: She is watching TV.
(让学生之间进行对话。)
S1: …
S2: …
3. (让学生再听2a, 完成2b。)
T: Let’s listen to 2a again. And finish 2b. Begin!
4. (核对答案。)
T: Who wants to share your answers with us?
S7: Maria …
S8: Kangkang …
S9: Wang Wei …
5. (听录音，学习1a。)
T: From the pictures, we can see they are making a phone call. What are they talking about? Now let’s listen to it.
(听1a的录音)
T: Is Jane doing her homework?
Ss: No, she isn’t.
T: Is Jane watching TV?
Ss: Yes, she is.
(通过对话方式，引导学生掌握现在进行时的一般疑问句，肯定及否定回答的形式，同时学习生词。)
(板书)
make, card, soon
Is she doing her homework?
Yes, she is./No, she isn’t.
Step 3 Consolidation 第三步巩固(时间:5分钟)
巩固1a, 2a。
1. (放1a, 2a的录音, 让学生跟读, 注意语音和语调。)
T: Please listen to the tape and follow it. Pay attention to the pronunciation and intonation.
(播放录音。)
2. (人机对话。)
T: Now, listen to me carefully. Suppose you are Jane. Listen to the tape and make a dialog with Michael.
3. (让学生分角色朗读对话。)
T: Very good. Work in groups and read the dialog in roles. I will ask several groups to act it out. Begin!
4. (老师总结现在进行时的用法及构成。)
(板书)
主+be(am/is/are)+v.-ing+其他
(老师归纳v.-ing的构成)
(板书)
v.-ing的构成有三种：
1.直接在词尾加ing。如playing, doing。
2.以不发音的字母e结尾的动词, 去掉字母e再加ing。如making, dancing。
3.以重读闭音节结尾，末尾只有一个辅音字母, 双写这个辅音字母, 再加ing。如running, swimming。
Step 4 Practice 第四步练习(时间:10分钟)
练习1a, 2a，完成1b和4。
1. (设置场境，引导学生以小组为单位表演对话，评出最佳表演者。)
T: Now, let’s put 1a and 2a together, then act it out. Ready? OK, another 3 minutes to prepare.
…
T: OK! Let’s begin. Who want to have a try?
G1: …
T: Very good! Anyone else?
G2: …
(评出最佳小组及最佳表演者，并给予相应的表扬和鼓励。)
2. (两人一组，根据1a，利用What are you doing? I’m …和Are you …? Yes, …/No, …编类似对话。完成1b。)
3. (让学生根据4的图画进行两人对话。)
T: Please look at the picture ①in 4. Ask and answer questions in pairs.
S1: Where is she?
S2: She is in the gym.
S1: Is she singing?
S2: No, she isn’t.
S1: What’s she doing?
S2: She’s dancing.
(用同样的方法操练另外三幅图。让学生掌握生词run。)
4. (让学生以小组为单位，利用1b和4，合编成一个对话并表演。)
Step 5 Project 第五步综合探究活动(时间:5分钟)
通过表演和猜测, 培养学生实际运用能力。
1. (请一名学生到台上做动作, 其他学生用现在进行时态进行问答。)
T:××, please come here.
(出示一个dance的动作卡片给他/她看。)
Please perform the action.
(学生表演跳舞动作。)
T: What is he/she doing?
Ss: He’s/She’s dancing.
…
2. (家庭作业。)
(要求同学们回家后在同一时间内观察家中其他成员，看看他们各自在做什么，并做记录。)
T: I’d like you to watch your family after you go back home. Please write down what he/she is doing.
Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1a, 2a and 2b. 本课重点活动是1a, 2a和2b。
Ⅰ. Aims and demands目标要求
1. Learn some new words and phrases:
borrow, a few, of course, use, look for, shelf, keep, return, on time, pleasure, post, bye-bye, another, Lost and Found, purse, money, else, picture, put on
2. Go on learning the present continuous tense.
Many students are using them, and they are doing better in English now.
I’m looking for my purse.
3. Learn how to borrow things.
Excuse me, may I borrow a few Ren’ai Project English workbooks?
How long can I keep them?
You must return them on time.
4. Learn how to write Lost and Found.
Ⅱ. Teaching aids 教具
录音机/课件/挂图/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步复习(时间:5分钟)
复习学校场所, 呈现1a。
1. (方案一:猜谜。说一些描述性的语言, 让学生猜是学校的哪个场所。)
T: Boys and girls, guess the place. First, a place where we can go swimming. What is it?
S1: Is it the swimming pool?
T: Yes, you are right. Next, a place where we can do some sports. What is it? Who knows?
S2: Playground.
…
Step 2 Presentation 第二步呈现(时间:12分钟)
呈现活动1a, 练习1b。
1. (继续对话，利用课件或图片呈现1a。)
T: A place where there are many different kinds of books. What is it?
S5: Library.
T: Good. What can we do in the library?(教师出示图书馆图片。)
S6: Read books.
T: Anything else?
S7: Borrow books.(帮助学生回答问题，引导出生词borrow。)
T: Great. What should we say when we borrow books?
S8: …
…
(依次引导出生词、短语和句型keep, a few, How long …, 并板书讲解。)
(板书)
borrow keep return use shelf
a few of course look for on time
How long can I keep them? Two weeks.
2. (让学生看并听1a的第1部分, 注意对话中的生词和句型。)
T: Look and listen to dialog 1 in 1a. Pay attention to the new words and expressions on the blackboard.
3. (假设一种情境:学生没有借到想要的书, 那该怎么办？)
(方案一:利用课件呈现1a第2部分内容。要求学生掌握post。)
T: Boys and girls, if you can’t borrow the book you want, what should you do?
Ss: I don’t know.
T: OK. Let’s go on watching and pay attention to what they say.
(播放课件。)
(方案二:老师给学生做示范, 帮助学生回答, 呈现1a第2部分内容。要求学生掌握post。)
T: Boys and girls, if you can’t borrow the book you want, what should the librarian say?
Ss: He/She should say “Sorry, we don’t have any.”(帮助学生回答。)
T: What should you say?
Ss: Thank you all the same.(帮助学生回答。)
(
(时间:10分钟)
巩固1a, 根据1b中的句型编对话。
1. (让学生合上课本，听录音并跟读1a，注意语音和语调。)
T: Now please close your books. Listen to the tape and follow it. Pay attention to the pronunciation and intonation.
2. (把学生分成两部分，一部分表演1a的对话1，另一部分同学表演1a的对话2，两人一
组进行练习。)
T: Now I will divide you into two groups. One group acts out Dialog 1 in 1a, and the other group acts out Dialog 2 in 1a. Work in pairs. Do you understand?
Ss: Yes.
T: Now, let’s begin!
3. (分别找几组学生进行表演，看看哪组同学演得最好。)
T: OK. I want to know which group can act it out best. Are you ready?
Ss: Yes, we are.
T: Which group wants to act first?
G1: We want.
…
T: Very good! But you can speak slowly next time, OK? Next group!
G2: …
…
3. (让学生从1a中找出1b相应的答语，依据1b中的句型,自编对话, 教师可给予必要的指导。)
T: Now, please find out the responses to the sentences in 1b from 1a, and work in pairs to practice borrowing things from others. You can use the expressions in 1b. Begin!
4. (找几组学生表演他们编的对话。)
T: OK. Stop here! Who wants to share your dialog with us?
G3: We want.
…
T: Excellent! You can speak more loudly. Next group!
G4: …
…
T: Well done. Now let’s move on.
Step 4 Practice 第四步练习(时间:10分钟)
利用情景设置呈现2a, 练习2b和3。
1. (设置一名女学生在路上寻找东西的情景, 呈现2a。)
T: Look at the picture. Guess what she is doing.
Ss: She is looking for something. (帮助学生回答。)
T: You are right. She lost her purse. Can you guess what is in her purse?
Ss: Money.
T: What else?
Ss: Maybe …
…
(采用对话，依次引导出生词和句型。)
(
T: Listen to 2a and follow it. Pay attention to the pronunciation and intonation.
3. (给学生两分钟时间, 两人一组读对话, 然后找学生朗读。)
T: Now, I’ll give you two minutes to read the dialog with your partners. Then I’ll ask some of you to read it. OK. Begin!
4. (1)(让学生读2b中的两则启事, 学习如何写寻物/招领启事。完成2b, 并提醒学生注意寻物/招领启事的格式和内容要素。) (
and finish 2b.
(2)(让学生写一份自己的寻物/招领启事。)
T: Suppose you found or lost something, write your own bulletin board message.
5. (让学生听录音，并完成3，选择正确的答案。)
(板书并学习听力部分的生词。)
T: Listen to the dialogs in 3, and choose the right answers. First, let’s learn some new words.
(板书)
put on
(播放录音)
6. (核对答案。)
T: Let’s check the answers. Who wants to answer the first question?
S1: Sally is…
T: Good. No.2? S2, please.
S2: Sorry, I don’t know.
…
Step 5 Project 第五步综合探究活动(时间:8分钟)
通过小组活动探究借东西的过程并练习如何写寻物/招领启事。
1. (两人一组活动，仿照1a根据1b中的句型编对话。)
T: Work with your partners and make a conversation Similar to 1a. You may use the expressions in 1b.
Examples:
(1)S1: Excuse me, may I borrow a pen?
S2: Here you are.
S1: Great! How long can I keep it?
S2: …
(2)S3: Excuse me, may I borrow a knife?
S4: Sorry, I don ’t have any.
S3: Thank you all the same. Bye!
S4: Bye-bye.
2. (鼓励更多的学生复述2a 的内容。)
T: S5, do you want to retell the story of 2a ？
S5: …
T: Anyone else? Raise your hand. Wow, so many!
3. (写一则寻物/招领启事，不少于两个句子。)(范文如下)
4. (家庭作业)
(预习13页的1a 。如有兴趣，模仿1a ，描述学校某建筑物内某一场景中人们的行为。)
Ⅳ.疑点探究
(1)look for 与find 的用法：
look for 意思是“寻找”, 强调“找”的动作。find 是及物动词, 意思是“找到, 发现”, 强调“找”的结果, 后跟宾语。如： I can ’t find my purse. 我找不到钱包了。
Please look for it in your bag. I think you can find it. 请在你的包里找一下, 我想你能找到它。
(2)other 与else 的区别：
other 修饰名词，位于名词之前。如：
What ’s that in your other hand? 你另一只手里拿的是什么？
else 修饰不定代词、疑问代词或疑问副词，必须位于这些词之后。如：
I have nothing else to say. 我没有其他要说的了。
What else do I need to do? 我还要做其他的什么事情吗？
Section C
Section C needs 1 period. Section C 需用1课时。
The main activities are 1a and 2. 本课重点活动是1a 和2。
Ⅰ. Aims and demands 目标要求
1. Learn other new words and phrases:
show sb. around, sit, write, at the back of, draw
2. Review the present continuous tense.
What is/are … doing?
Is/Are …?
The boy is drawing pictures.
He isn ’t making cards.
3. Review the names of school buildings.
4. Talk about everyday activities. Encourage the students to take part in various kinds of activities actively.
Ⅱ. Teaching aids 教具
录音机/挂图/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
通过表演竞赛复习并引入1a 。
1. (表演竞赛。让学生进行对话表演, 教师将全班分为四组, 每组表演一个对话。对话时间以一分钟为限。第一组学生借东西, 可以在教室内走动。第二组东西丢了, 去失物招领处找回来。第三组去图书馆借书，但图书馆没有。第四组请一名学生表演动作, 另两名学生用现在进行时对话。通过这个活动来热身, 提起学生的学习兴趣, 从而可以复习现在进行时及上一节课的对话。)
Group 1
S1: Excuse me, may I borrow …?
S2: Of course.
…
Group 2
S3: What are you doing?
S4: I ’m looking for my purse.
S5: …
Found
A key to a bike Please call the Lost and Found. Tel: 821-7667 Lost My red umbrella My name is Mary. Please call 883-8752.
…
Group 3
S6: Excuse me, do you have any books of Harry Potter?
S7: Sorry, I don’t have any.
S8: …
…
T: OK, wonderful! …, the last group?
…
2. (出示Section A-3的挂图，通过复习校园建筑物的名称导入新课1a。)
T: Please look at the picture. Let’s go on talking about the names of school buildings, OK?
(教师指着建筑物让学生说。)
Ss: Yes. It’s a library/playground/lab…
T: Now Peter is showing his mother around his school.
(板书并讲解)
show sb. around …带领某人参观某地
T: Look at the pictures in 1a. Which of the places are they visiting?
Ss: Playground, gym and classroom.
T: Great!
Step 2 Presentation 第二步呈现(时间:10分钟)
呈现1a，完成1b。
1. (让学生边听录音边划出1a中的be+v.-ing结构。)
T: Now listen to the passage and underline the structure “be+v.-ing”.
2. (让学生认真阅读1a，呈现新单词和词组，完成1b。)
(1)T: Please read the passage carefully, guess the meaning of the new words and phrases, and then finish 1b.
(板书生词、词组，猜词义并熟读。)
sit—sitting on the playground have a soccer game
write—writing in the gym write a letter
draw—drawing in the classroom at the back of
(2)(核对答案。)
T: Let’s check the answers of Part A in 1b. Who can do it?
S1: …
(3)T: Write down your answers to Part B after the example.
(板书并在be+v.-ing下划线)
Example:
Some students are having a soccer game.
S2: A few students are running.
S3: The girls are dancing.
S4: Three students are swimming.
S5: Kangkang is reading Ran’ai English Post.
S6: Sally is cleaning the blackboard.
3. (复习分词的构成规则。)
T: Now let’s review the formation rules of “v.-ing”.
Step 3 Consolidation 第三步巩固(时间:10分钟)
巩固1a。
1. (放1a录音，让学生跟读，注意语音和语调。)
T: Please listen to the tape and follow it. Pay attention to the pronunciation and intonation.
(播放录音。)
2. (让学生朗读课文并熟记。)
T: Please read the text loudly, and try to remember it.
3. (把学生分成三组，每组背诵一段话。)
T: I’ll divide you into three groups. Group 1 recite Passage 1. Group 2 recite Passage 2. Group 3 recite Passage 3. Be quick!
4. (每组抽1-2名同学背诵，看谁背得又快又好。)
T: Are you ready?
Ss: Yes.
T: Now I’ll ask one or two students from each group to recite the passage. Let’s see who can do it best.
Step 4 Practice 第四步练习(时间:10分钟)
运用图片练习2。
1. (出示一张一个男孩在画画的图片，操练现在进行时的各种句型。)
Example:
T: Please look at the picture, boys and girls. Let’s talk about it. Is the boy writing?
S1: No, he isn’t.
T: Is the boy making cards?
S2: No, he isn’t.
T: What is he doing?
S3: He is drawing.
T: Yes. He is drawing. He isn’t making cards.
(板书)
He is drawing. He isn’t making cards.
2. (学生两人一组，仿照例子练习2的另外五幅图。)
T: Work in pairs, and practice the other five pictures according to the example. Be quick!
3. (请五组学生分别表演这五幅图的对话练习，用现在进行时态填空。)
T: Now I’ll ask five groups to act out the dialogs about the five pictures. Who wants to act out your dialog?
G1: …
T: Very good! Next, who can?
G2: …
…
4. (核对答案。)
T: Who wants to share your answers with us?
S4: …
S5: …
…
(板书答案)
1. is doing
2.are eating
3.am listening
isn’t writing aren’t drinking am not singing
4. isn’t watching
5.aren’t playing
is playing are having
Step 5 Project 第五步综合探究活动(时间:10分钟)
调查同班同学的课堂活动，加强实践训练，提高英语应用能力。
1. (让学生自由活动2分钟，观察周围同学的行为，用现在进行时写一段至少5句话的短文。)
T: Now please do what you like to do for two minutes, and then watch your classmates around you. Write a short passage with the present continous tense, at least five sentences.
2. (找几名学生汇报他们的成果。)
T: Are you ready?
Ss: Yes, we are.
T: Who wants to share your results with us?
S1: I want…
T: Well done. Anyone else?
S2: …
…
T: Great! Remember, you should use the present continuous tense.
(范文)
It is 9:30 now. In our classroom, you can see: Li Lei is writing. Mary is drawing. Jane and Li Wei are reading English. Kangkang is talking with Michael. How happy they are!
3. (班级活动。让学生完成3，边放录音边跟唱，在优美的歌声中结束这节课。)
T: Boys and girls, let’s listen to a beautiful song. Follow it, please.
Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1, 2 and 5. 本课重点活动是1, 2和5。
Ⅰ. Aims and demands目标要求
1. Learn the vowels: /e/等；
2. Learn some new words:
because, Japanese, wonderful, also
3. Review the present continuous tense.
I’m looking for my purse.
But they aren’t sleeping at the moment.
Are you doing your homework? Yes, I am. / No, I’m not.
Is he/she singing? Yes, he/she is. / No, he/she isn’t.
What are you doing? I’m making cards.
What is he/she doing? He/She is playing soccer on the playground.
4. Review the names of school buildings.
5. Review how to borrow things from others.
Ⅱ. Teaching aids 教具
录音机/单词卡片/音标卡片/图片/照片/挂图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步复习(时间:5分钟)
复习表示校园建筑名称的单词和借东西的对话。
1. (单词竞赛。抽查三排学生, 被抽到的排, 从左到右, 每名学生说出一个校园建筑名称的单词, 然后使用现在进行时态造一个句子。每个单词5分, 句子10分。全班学生一起找错误, 被找到一个错误减两分, 最后看哪一排的得分最高。) Example:
T: Please give the names of school buildings, and make sentences using the names one by one.
S1: Library. I’m reading in the library.
S2: Playground. I’m running on the playground.
S3: The swimming pool. He’s swimming in the swimming pool.
…
(通过竞赛, 集中学生注意力, 活跃课堂气氛, 调动学生学习积极性。)
2. (对话比赛。让学生复习向别人借东西的相关句型。进行1分钟对话表演，两人一组，最后看哪一组编得又好又快。) T: Boys and girls, next we’ll have a conversation competition. Let’s make dialogs about how to borrow things from others, and then act it out within one minute. Please use the sentences we have learnt as many as possible. Work in pairs. At last we’ll decide which group is the winner. Let’s begin!
…
Step 2 Presentation 第二步呈现(时间:10分钟)
呈现1，完成2。
1.
T: Now please look at the card. Can you read this word?
Ss:Farmer.
T: How about this one?
Ss: Guitar.
T: Very good. What about this one?
Ss:Park.
T: Wonderful.
(板书park, farmer, guitar，并画出“ar”，帮助学生找规律。)
…
(用同样的方法依次呈现音标，并板书：(板书)
park farmer guitar/ /
hair pair chair / /
walk ball call autumn August daughter / /
waiter train rain gray May playground /e /
2. (放1的录音, 并让学生跟读。)
T: OK, please open your books, and look at 1 in page 15. Let’s listen to the tape and follow it.
(播放录音。)
3. (让学生自读1, 巩固所学音标。)
T: Read these phonetic symbols by yourselves.
4. (运用头脑风暴法要求学生尽可能多地说出发这个音的单词。)
5. (教师出示2中的图片，拿出一张文伟在体育馆跑步的照片。)
T: Look at this picture. He is Wen Wei. Is he dancing?
Ss: No, he isn’t.
T: What’s he doing?
Ss: He is running.
T: Right. He is running in the gym. He isn’t dancing.
(用同样的方法呈现另外两张照片并进行操练。)
6. (让学生看2中的图, 听录音, 板书新单词然后让学生填写下列空格。)
T: Look at the pictures in 2. Listen to the tape, and then fill in the blanks on the blackboard. First, let’s look at the new words.
(板书)
because Japanese
wonderful also
T: Are you ready?
Ss: OK.
T: Who wants to fill in the blanks?
S1: …(到黑板上填写第一题)
T: Is he right or wrong?
Ss: Right.
T: Very good. Go back to your seat. Next one?
S2: …(到黑板上填写第二题)
…
Step 3 Consolidation 第三步巩固(时间:10分钟)
巩固2。
1. (让学生阅读短文，完成2。)
T: Please read the passage carefully, underline the activities and circle the places. Then number the photos. OK?
Ss: Yes.
2. (核对答案。)
T: Are you ready?
Ss: Yes.
T: Good. Who wants to underline the activities?
S1: …
T: Good job. Next, who can circle the places?
S2: …
…
3. (再放一遍2的录音, 根据2中内容, 进行问答。)
T: Ask and answer questions in pairs according to 2.
Example:
S3: Where is Wen Wei in Picture 1?
S4: He is…
S3: What is he doing?
S4: He is…
4. (找几组学生汇报练习结果。)
T: I want someone to act out your dialog. Who can do it?
G1: Where is…?
…
Step 4 Practice 第四步练习(时间:10分钟)
练习3, 完成4a, 4b。
1. (呈现3, 放录音, 让学生填写表格。)
T: Now let’s do 3. First, please listen to the tape carefully, and then complete the table. OK, let’s begin.
(播放录音。)
2. (核对答案。)
T: OK, let’s listen again and check your answers. Are you ready?
Ss: Yes.
(再次播放录音。)
T: Let’s check the answers. The first one, “Jane”. Who can do it?
S1: Jane is playing the guitar in the dormitory.
T: Is he/she right or wrong?
Ss: Right.
T: Good! Next one,“Maria”？
S2: Maria is dancing in the gym.
…
3. (完成4a, 4b的内容, 总结归纳本话题的语法重点与习惯用语。)
T: Look at 4a, 4b, please. They are very important to you. You should read them carefully and try to remember them. Understand? (学生阅读, 教师巡视, 给予必要的帮助。)
T: OK. Stop, please. Let me sum up the grammar for you. Please look at the blackboard.
(
通过实践活动, 培养学生细心观察事物的能力。完成5。
1. (小组比赛。让学生在两分钟内分组讨论，并找出5中两幅图的不同之处，找出的不同点又多又正确的组获胜，教师给予表扬。)
T: Now, let’s have a competition. Work in groups of four to find out the differences between the two pictures in 5.
2. (根据小组活动讨论的结果，写一篇小短文。)
T: Write a passage according to the results of your discussion.
You may begin like this:
Three boys are swimming in Picture 1, but …
3. (家庭作业)
请同学们做一个课外活动的调查，看看同学们在某一时刻都在什么地方干什么。根据你的调查结果写一篇短文，至少6句话。范文：
It’s 4:40 in the afternoon now. Look! Some students are playing basketball on the playground. A few students are running there, too. Mary is singing in the classroom. Some boys are swimming in the swimming pool. Some girls are dancing in the gym. How happy they are!
Topic 2 本话题结束后记和反思：
-__________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ________________________________________________________________________________________________________
第3周3月11日- 15日，完成Topic 3的教学
Topic 3 My school life is very interesting.
Section A
Section A needs 1~2 periods. Section A需用1~2课时。
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Aims and demands目标要求
1. (1)Learn days of the week:
Wednesday, Monday, Tuesday, Thursday, Friday
(2)Learn subjects:
physics, geography, P. E. , art, math, science, history, biology, politics
(3)Learn other new words and phrases:
today, meeting, outdoor activity, lesson, learn
2. Learn Wh-questions.
What day is it today?
What time does the class begin?
3. Talk about subjects and timetables.
What class are they having?
They are having a music class.
What time is it over? At a quarter to eleven.
How many lessons does he have every weekday?
What lessons does he have on Wednesdays?
How often does he do outdoor activities?
Ⅱ. Teaching aids 教具
录音机/图片/小黑板/单词卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步复习(时间:5分钟)
通过复习, 导入1a。
1. (师生共同说唱, 复习现在进行时。)
T: Let’s chant“What are you doing?”
What are you doing now?
I’m singing now.
What are you doing now?
I’m dancing now.
What are you doing now?
I’m walking now.
What are you doing now?
I’m playing now.
(一边唱, 一边做动作, 全班学生跟着唱, 一起做动作, 活跃课堂气氛, 激发学生学习兴趣。)
2. (通过师生问答, 导入1a。)
T: What are you doing now?
Ss: We are singing a chant.
T: What are we doing now? We can say, “We are having a class now.”What class are we having?
Ss: We are having an English class.(老师帮助学生回答。)
T: Do we have an English class every day?
Ss: Yes, we do.
Step 2 Presentation 第二步呈现(时间:15分钟)
呈现1a。
1. (老师呈现表示星期和学科的单词卡片或幻灯片，进行问答练习，学习新单词。)
T: What day is it today? (举着星期二的卡片。)
Ss: It’s Tuesday.(帮助学生回答。)