柔-小学美术教学总结

七年级英语下册教案
Unit 1 Can you play the guitar?
Section A (1a-2d)
1.板书课题：
Unit 1 Can you play the guitar?
Section A (1a-2d)
教学过程
1、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
（1）、出示学习指导
1) 能掌握以下单词：（能做到四会）
guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club…
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指
导学生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生
记住并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
2）、Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the
activities with the people. Then Check the answers with the class together.
3）、. Presentation
出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：
He／She can dance／swim／sing／／swim／sing／...等，学习表达
活动的动词短语。
4）、Game (What can I do?)
T: Tell your partners what you can do. For example:
I can play the guitar. I can sing and dance.
Ss work in groups. The let some Ss talk to their classmates in front of the class.
2、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）、 用最快的速度大概的看看听力题，对题的容有一点了解。
2）、仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。
1、根据学情，适当增加或减少录音播放次数。

2、学生听录音，并回答浅层次问题。
（3）、后教
！）能了解以下语法：情态动词can的用法和want to do sth.的用法。
2）、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）
3）、积极鼓励后进生回答，出现问题学生更正。
4）、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板
书于黑板。
Listening
1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3.
（播放lb部分的录音让学生听，引导学生根据所听到的容，选出对 话的顺序，完
成1b部分的教学任务。）
2. Check the answers: (3, 2, 1 )
. Pair work
1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own
conversations.
(引导学生展 开Pairwork活动，完成lc部分口语交际的教学任务，学会运用can询
问和表达能力。)
. Listening
1. Work on 2a;
T: Now, look at the pictures on P2, listen to the four conversations. Just listen.
(Play the recording for the first time, students only listen carefully.)
Then, listen to the recording again, and circle the clubs you hear.
Check the answers with the class.
2. Work on 2b;
引导学生根据对话容用正确的单词填空，补全对话，再播放听力材料一遍。让学生
进行 校对，练习听力和写作能力，完成2b部分的教学任务。
Check the answers with the Ss.
（4）当堂训练。
1. Look at 2b and talk about what the people can do and the clubs they want to join.
老师可以和一名优秀的学生做一个对话的例子，让学生们明白如何去问答，例如：
T: What club does Lisa want to join?
S1: She wants to join the chess club.
T: Can she play chess？
S1: No, she can't.
2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary.
3. Ask some pairs to act out their conversations.
3、第三次“先学后教”（学生读默读或朗读 课文，勾出不认识的单词、短
语及句句型，读后回答问题。）
（1）、出示学习指导

1）、用最快的速度朗读课文，理解课文大意，勾出不理解的短语，或语言点及语法结构。
能掌握以下句型：
2)、① —Can you play the guitar? —Yes, I can. No, I can't.
② —What can you do? —I can dance.
③ —What club do you want to join? —I want to join the chess club.
3）用最快的速度朗读课文，理解课文大意，勾出不理解的短语，或语言点及语法结构。
4）回答课文相关问题。
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1）、学习询问和谈论彼此的能力和特长；
2) 掌握一些弹奏乐器的表达方式。。
3、学生自学后回答理解性问题。
4、对学生不会的，通过启发诱导的方式让学生理解。
5、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
（4）、当堂训练
1、口述课文容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目。
. Role-play
1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to
find out the answers to these questions.
① What club does Bob join?
② What club does Jane join?
Ss read the conversation by themselves and find the answers to the questions. Then check
the answers:
① Bob joins the soccer club. ② Jane joins the English and art club.
2. Explain something that Ss can't understand.
3. Let Ss read after the teacher or play the recording and let Ss read after the recording.
4. Ss work in pairs to act out the conversation.
5. Ask some pairs come to the front of the classroom. They try to act out the conversation.
See which group is the best.
板书设计：
Section A (1a-2d)
Drills：
1. —Can you sing? —Yes, I , I can't.


2. 2b: 1. chess, chess 2. English; English 3. sing, dance, music
Section A (Grammar Focus-3c)

4. ① What club does Bob join?
1.板书课题：
(Grammar Focus-3c)
② What club does Jane join?
5. want to do sth
They want to have some rice and vegetables.

一、第一次先学后教.（ Grammar Focus.）
1、出示学习指导。
1) 继续练习运用情态动词can。学会询问和谈论彼此的能力和特长。
2）能够学会使用情态动词can的疑问句以及它的肯定句和否定句 。
2、先学。
（1） 让学生自己先读语法焦点，并找出语法结构。
老师将情态动词的can的用法，以学 案的方式呈现在大屏幕上，让学生自主学习，并发
现其用法。
（2）可以看出，在Can…？句型中，情态动词can没有________和_______ 的变化。
（3）用情态动词can来询问他人的能力可以归纳为以下句型：
Can + _______ + _________ + 其他?
肯定回答：_________________
否定回答： _________________
What + can + _______ + ________ ?
学生们合作学习讨论上面学案的答案，总结情态动词can的用法。
老师找部分学生对上述问题作答，并一起讨论总结情态动词can的用法。
3、后教。
（1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（2） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法
结构上的变化。
（3） 教师讲解can 后面的动词用动词原形部分人称变化。
4、当堂训练
（1）. Ask some Ss about their abilities.

T: Hi, S1! What can you do?
S1: I can sing and dance?
T: Can you play the guitar?
S1: Sorry, I can't. But I can play chess.
T: What club do you want to join?
S1: I want to join the chess club.
（2.） Role- play.
Let some pairs role play the conversation in 2c.
1. 阅读指导：
2. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 你会游泳吗？
______ you ______?
② 是的，我会。 不，我不会。
Yes, ____ _______. No, I _______.
… (其余试题见课件部分)
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化
二、第二次先学后教.（补充句子）

1、出示学习指导。
能掌握以下句型：
① —Can you play the guitar? —Yes, I can. No, I can't.
② —What can you do? —I can dance.
③ —What club do you want to join? —I want to join the chess club.
2、先学。
1、让学生独立完成Write questions and answer with the words and phrase.提醒学生but的
用法。
2、根据单词提示选单词，补充完整句子。
3、后教。
1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（4） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法
结构上的变化。
（5） 教师讲解but 的用法和can 后面的动词用动词原形部分人称变化。
1. Look at 3a. 告诉学生们用所给的词汇来造句子。首先，用情态动词can及所给的第一
个 动词词组来造一个一般疑问句，并作出一个否定的回答。然后，用转折连词but及第
二个词组造一个肯 定句。
Teacher makes the first one as a model:
Can Wu Jun speak English? No, he can't, but he can speak Chinese.
Ss try to make sentences using the phrases in 2~5. They can discuss with their partners.
Then let some Ss tell their answers to the class.
Check the answers with the class.
2. Look at 3b. Tell Ss that your school is going to have a School Show next week. What can
you do? You can show your talent in it. In order to let all the students know about it. We
have to write a poster. Now, read the poster below and try to complete the poster with the
words in the box.
方法指导： 应通读全文，掌握短文大意；然后，仔细阅读每个句子，根据空格前后的
词语进行推敲。比如，第三空格 后有guitar一词，可知些空格应填play一词。其他类
似。
学生们，按老师指导 的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提
高自己的阅读能力、分析能力及综合运用 能力。
最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
4、当堂训练。
. Group work
1. What can your group do in the school show? Make a list, then report to your classmates.
2. First, work in group ask and answer about what you can do? e.g.
S1: What can you do, S2?
S2: I can do kong fu.
S1: Great! What about you S3?
S3: I can sing very well.
…
3. Then make a list together.

4. Everyone in your group must write a report. Then select one student to report what your
group can do. e.g.
In my group, Li Ming can do kong fu. Zhang Li can sing very well. Ma Shuang can dance
well…
(最后，可以经学生们评议来推举最有能力的小组）
. Exercises
1. If time is enough, do some more exercises on big screen.
Homework
1. Read the sentences in Grammar Focus.
2. Write a report about what your family members can do.
板书设计
Section A Grammar Focus-3c

1. Can you do sth.? Yes, I can. No, I can't.


2. Can shehe do sth.? Yes, heshe can. No, shehe can't.

3. What can youheshe do? IHeShe can do…

3a: 2. Can Mike play basketball? No, he can't. But he can play tennis.



3. Can Jane and Jill dance? No, they can't. But they can sing.
4. Can Grace play soccer? No, she can't. But she can play volleyball.
5. Can Bill write stories? No, he can't. But he can tell stories.

3b: sing, dance; play; tell

课后反思：




Section B 1a-2c
1.板书课题：Section B 1a-2c
2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
（1）出示学习指导
能掌握以下单词：（能做到四会）
drum, play the drum, piano, play the piano, violin, play the violin, also, people, help (sb)
with sth, center, home, today, be good with, make, make friends, weekend, on weekendson

the weekend, teach, musician
（2）、先学。
1）、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2）、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播 放单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指
导学生根据字母组合、发音要领 寻找规律，进行记忆。有必要时教师写在黑板上让学生
记住并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
（一）、第一次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）用最快的时间看听力部分，第一遍听完听力容时做
2）仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。
1、用自己喜欢的方式朗读课文，勾出不认识的短语和语法等。理解课文大意。
2、根据学情，适当增加或减少录音播放次数。
3、学生听录音，并回答浅层次问题
。

（3）、后教。

1、教师公布答案，学生同桌改，教师统计结果。
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决。
Presentation
1. T: Show some really instruments like violin, drums. Then play some of them. Tell Ss I
can play the drums, I can play the violin, I can play the violin…
Ss: Do after the teacher, Act as heshe are playing an instrument. The say: I can play the
piano, I can play the piano, I can play the drums…
. Game (Talent show)
1. Act and show your classmates your talent.
T: Please stand in front of your classmate. Act and say what you can. e.g.
S1: (sing and dance) I can sing and dance.
S2: (play the drum) I can play the drum.
S3: …
2. Ask as many students as possible to say their abilities.
. Listening
1. Tell the Ss that they will listen to some sounds of the instruments. Listen and number the
words [1-4] in the order of the sounds you hear in 1a.
2. Play the recording again and check the answers.
3. T: Now let's work on 1c. First, let one student read the words and phrases aloud.

Then listen to the tape and circle the words and phrase you hear.
4. Ss listen to the tape and circle the words and phrases they hear.
5. Check the answers:
6. T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they
do? You'll listen to the tape again. Then try to fill in the blanks.
听力指导：要抓他们会做的事情，以及不会 做的事情这两个重点容。因此在听的时候，
应重点将人物及动作这两个方面的听清，其他作为非重点容。
7. Ss listen to the recording carefully and try to fill in the blanks.
8. Check the answers with the class.
（4）当堂训练。
. Group work
1. Work in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do.
S1: Bill can play the guitar, but he can't sing.
S2: Cindy can sing and play the drum, but he can't play the piano.
S3: Frank can play the piano, but he can't sing or dance.
S4: …
2. Teacher can walk around the classroom, and give some help to the Ss.
. Reading
1. T: Let's meet three new friends, Peter, Aland and Ma Huan. What can they do？Now read
the descriptions and underline what they can do.
2. Let some Ss read aloud what Peter can do. Then let another Ss read aloud what Cindy and
Frank can do.
3. Let Ss work in pairs to ask and answer about what they can do.
S1: What can Peter do?
S2: He can speak English and play soccer.
S2: What can Alan do?
S1: He can play ping-pong.
2、
第二 次“先学后教”（学生读默读或朗读课文，勾出不认识的单词、短
语及句句型，读后回答问题。）

（1）、出示学习指导
2) 能掌握以下句型：
① —Can you play the piano? No, I can't. Yes, I can.
② be good with …
③ help…with…
（2）、先学。
1）画出不懂得语言点、表达方式和语法现象
2）理解课文大概意思。
2）回答课文相关问题。

（3）、后教。
1、学生自学后回答理解性问题。
2、对学生不会的，通过启发诱导的方式让学生理解。
3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
（4）、当堂训练

1、口述课文容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目
。
… . Reading

. T: Now We'll read three ads. What's the main idea of the each ad? What's each ad's title?
Now let's read the three ads and select a title for each ad.
2. 方法指导：首先，应读懂三个题目的意思；然后，认 真阅读三个广告的容，通过读广
告来总结出它们的主要容，并确定一个最为贴切的题目。 综合广告容与三个题目，
看每个题目与广告的容是否最为贴切。
3. Ss read carefully and try to select a title for each ad.
4. Check the answers with the class.
Reading
1. T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad
is right himher? Now read the descriptions in 2a and the ads in 2b again. Select a right
ad for each person.
2. 方法指导：首先，再次明确每个能做的事 情，以及他她喜欢做的事情；然后，看每
则广告中要求应聘者去做什么事情；最后，综合考虑三个人的情 况，做出一个最佳
选择。
3. Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each
person. They can talk about the answers in their groups.
4. Check the answers with the class.
Homework
1. Remember the new words and phrase after class.
2. Try to retell what Peter, Alan and Ma Huan can do after class.
板书设计：









Section B 1a-2c
1. play the violin, play the drums, play the piano
(提示：在音器前必须加定冠词the; 而在棋类、球类前则不须加the；play
chess; play basketball, play volleyball)
2. 2b: A; C; B
3. 2c: Peter---2; Alan---1; Ma Huan--- 3
4. Explanation:
help sb. with sth. = help sb. do sth. be good with ...

课后反思：


Section B 3a-Self Check
1、出示课题：Section B 3a-Self Check
2、第一次“先学后教”。（补充句子）
（一）出示学习指导
1、根据单词提示完成填空题。
（二）先学。
（1）根据单词提示学生独立完成填空题。
（2）比较难的题学生之间或者小组之间进行讨论完成任务。
（三）后教。
（！）教师公布答案，学生之间相互改作业。并且大家总结哪些题做得好而那些题做得
好。
（2） 师加强对做错题型的讲解及训练。
（四）当堂训练。
Practice
1. T: Next week we'll have a music festival. So we need some musicians to help with the
music festival. I wrote an ad for help, but some of the words are missed. Please read the
ad again and try to fill in the blanks with the words in the box.
2. 阅读指导：首先，应通读全文，理解全文的 大意；认真读每一句话，在理解句子意思
的基础上，分析空格所缺词汇的意思；然后分析空格上下文的意 思或上下文的单词来
确定空格中的词汇的词性；最后，在综合理解的基础上确定每个空格处的词汇。
3. Ss read the passage then fill in the blanks with the words in the box.
4. Check the answers.
Writing
1. Do you want to make poster in English by yourself? Now work with your group members,
think of an even at our school. Then try to make a poster by yourselves.
The events may be the music club, the Sports Day; the art festival and so on
2. Ss work in groups. First think of an event at the school. Then try to make the poster.
3. 写作指导：
首先，应确定与该做事项所须的 相关能力；可以用借鉴2b或3a中的广告的样子来写。
其次，为了使语气显得较为委婉，可以用一些一 般疑问句来询问应聘者的能力，比如：

Can you swim? Can you…? 最后，一定记住将本次活动的联系方式写清楚。
4. Teacher walks around the classroom. Give any help Ss may need. Ask one the students in
each group to read aloud their ads to their class. Let other students in other groups give
some advice on the ads.
5. Decide which ad is the best.
2、第二次“先学后教”（补充句子，写短文）
（一）出示学习指导。
1、根据例题完成填空题
2、完成3a部分，组织语言把它写成作文。
（二）先学。
（1）先让学生独立完成Self Check。
（三）后教。 < br>（2）教师公布答案,看谁做的最好，并且让做得好的学生总结一下自己是怎么做的这些
题，或者 说说自己的学习方法，帮助后进生，做到相互学习的好习惯
Self Check 1
1. 让学生们在小组讨论这些分类的能力活动；每个小组成员积极发言，由小组长负责整
理记录。
2. 让某个小组的小组长说出他们小组整理的答案，再由其他小组成员进行补充；最后，
将一 份完整的能力活动分类总结表写在黑板上让同学们进行借鉴与补充。
3. Give Ss a few minutes to remember the abilities.
Self Check 2
1. Tell Ss what they should do. You can add as many words as you can to make phrases. Give
Ss an example: play the drum, play the piano, play the violin, play the guitar; play chess,
play volleyball…
2. Ss work in groups. Try to make as many phrases as they can. They should write down their
phrases on their notebook.
3. Let some Ss read their phrases. Let other students add more phrases.
（四）当堂训练。
Self check 3
1. Now you can write something you like. e.g. What can you do? What can't you do? What
about your family members, your friends, your classmates. You can write at least five
sentences.
First I'll give a model:
I can speak English. I can play chess. I can play basketball. But I can't play the piano. I
can't play the violin. My sister can play the violin. She can play the guitar, too.
2. Ss write about something by themselves.
3. Let some Ss read their sentences to the class.
Homework
1. Review Section B.
2. Write a short passage about your uncle or your aunt. What heshe can do? What shehe can't
do.
板书设计：

Section B 3a-Self Check
3a: music, dance, play, guitar, can, call
3b: Events: school music club; school soccer club; school English club, Art
Festival; Sports Day
Self Check 1: play the guitar; play the piano; play the violin; speak Chinese,


speak French, speak Japanese; run, play soccer, play basketball, play volleyball,
play tennis…; write stories, help mum cook, wash the clothes…


课后反思：






Unit2 what time do you go to school ?
Section A (1a-2d)
1.板书课题：
Unit2 what time do you go to school ?
Section A (1a-2d)
2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）

（1）、出示学习指导
能掌握以下单词：（能做到四会）
up,dressed,brush,tooth,shower,usually,forty,
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。

（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
做游戏，猜一猜。
Ｔ:仔细听我说的谜语，猜猜它是什么？
It’s no feet ,but can it walk wit
2. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities
with the people. H it hands It’s has no mouth, but it can speak to you .
It say “Tick,Tick and Tick” every day .What is it ?
S1:It’s a clock.
3教师拿着一个钟表，交手时间的表达方法。
T:Look at the clock .Tell me the time like o’clock.
（教师把钟表的时针和分针拔到相应的位置）
S2：Six o’clock .
多做几次这样的练习。
T: Look at the picture 1a(出示1a教学容)
Do you know how to say “7:05”,7:15…”in English ?
We can say seven five ,seven ten ,seven fifteen …
Let’s say it to gether.
. Presentat ion
出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论时间：
学习表达时间
Game
T: Tell your partners what time do you usually get up ?
I usually get up at six thirty,seven o’ clock.
Ss work in groups. Then let some Ss talk to their classmates in front of the class.
3、第二次“先学后教”：（听录音，理解课文大意）
（1）、出示自学指导。
1）.能掌握以下句型：
----- what time do you usually get up ,Rick？
-----I usually get up at six thirty.
2）、 用最快的速度大概的看看听力题，对题的容有一点了解。
3）、仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。
1、根据学情，适当增加或减少录音播放次数。
2、学生听录音，并回答浅层次问题。
（3）、后教。
1、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于
黑板。
（4）当堂训练。

. Listening
1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3.
（播放lb 部分的录音让学生听，引导学生根据所听到的容，选出对话的顺序，完
成1b部分的教学任务。）
2. Check the answers: (3, 2, 1 )
. Pair work
1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own
conversations.
(引导学生展开Pairwork活 动，完成lc部分口语交际的教学任务，学会运用can询
问和表达能力。)
Listening
1. Work on 2a;
T: Now, look at the pictures on P2, listen to the four conversations. Just listen.
(Play the recording for the first time, students only listen carefully.)
Then, listen to the recording again, and circle the clubs you hear.
Check the answers with the class.
2. Work on 2b;
引导学生根据对话容用正确的单词填空，补全对话，再播放听力材料一遍。让学生
进行 校对，练习听力和写作能力，完成2b部分的教学任务。
Check the answers with the Ss.
. Pair work
1. Look at 2b and talk about what the people can do and the clubs they want to join.
老师可以和一名优秀的学生做一个对话的例子，让学生们明白如何去问答，例如：
T: What time do you usually get up ?
S1: I usually get up at seven o’ clock .
T: H ow about you friend?
S1: She usually gets up at seven ten.
2. Ss work in pairs to practice asking and answer
3. Ask some pairs to act out their conversations.
4、第三次“先学后教”（学 生读默读或朗读课文，勾出不认识的单词、短
语及句句型，读后回答问题。
(1)、 出示学习指导
2）、用最快的速度朗读课文，理解课文大意，勾出不理解的短语，或语言点及语法结构。
3）、回答课文相关问题。
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1）、学生自学后回答理解性问题。
2）、对学生不会的，通过启发诱导的方式让学生理解。

3）、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
4）.学习频度副词usaually的用法。
5）、时间的表达法。
（4）、当堂训练
1、口述课文容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目。
. Role-play
1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to
find out the answers to these questions.
Ss read the conversation by themselves and find the answers to the questions. Then
check the answers:
2. Explain something that Ss can't understand.
3. Let Ss read after the teacher or play the recording and let Ss read after the recording.
4. Ss work in pairs to act out the conversation.
5. Ask some pairs come to the front of the classroom. They try to act out the conversation.
See which group is the best.
Homework:
1. Remember the new words and expressions after class.
2. Recite the conversation after class.
板书设计：







Section A (1a-2d)
What time do you usually get up ?
I usually get up at seven o’clock.
I usually get up at seven ten
I usually get up at six thirty.
I usually get up at six fority.
Section A (Grammar Focus-3c)


1、出示课题Section A (Grammar Focus-3c)
（一）、先学后教.（ Grammar Focus.）
1、出示学习指导。
1）能够读Grammar Focus的所有容。
2）能够学会使用情态动词can的疑问句以及它的肯定句和否定句 。
3）学习用When 和What time引导的特殊疑问句询问时间，学下表达频率的副词
usually always never能用英语正确表达时间。
2、先学。
（1）让学生自己先读语法焦点，并找出语法结构。

老师将情态动词的can 的用法，以学案的方式呈现在大屏幕上，让学生自主学习，并发
现其用法。
（2）完成补充句子。
3、后教。
（1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（1） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法
结构上的变化。
（2） When 和What time引导的特殊疑问句询问的时间，学下表达频率的副词
usually always never能用英语正确表达时间。
4、当堂训练
1. Ask some Ss about time
T: Hi, S1! What time do you usually get up ?
S1: I can usually get up at seven o’clock.
T: then what are you doing ?
S1: then I wash my face have breakfastreading .
T: What about she?
S1: She always goes to work at nine o ‘clock.…
2. Role-play.
Let some pairs role play the conversation in 2c.
ete the poster with the words in the box.
板书设计

Section A Grammar Focus-3c

1. Can you do sth.? Yes, I can. No, I can't.
2. Can shehe do sth.? Yes, heshe can. No, shehe can't.


3. What can youheshe do? IHeShe can do…
3a: 2. Can Mike play basketball? No, he can't. But he can play tennis.
Section B 1a-2c
3. Can Jane and Jill dance? No, they can't. But they can sing.
4. Can Grace play soccer? No, she can't. But she can play volleyball.
（1）、出示学习指导
5. Can Bill write stories? No, he can't. But he can tell stories.
1) 能掌握以下单词：能做到四会。
3b: sing, dance; play; tell
drive, live, stop, think of, cross, river, many, village, villager, between, between…and…,
bridge, boat, ropeway, year, afraid, like, dream, come true
half,pastmquarter,homework,walk,clean,run.
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
1、第一次“先学后教”：（认读词汇、记汉语 意思和校正发音。）

并积累字母组合的发音。
（4）、当堂训练
单词默写训练、开火车拼读单词训
（二）、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）用最快的时间看听力部分，第一遍听完听力容时做
2）仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。
1、用自己喜欢的方式朗读课文，勾出不认识的短语和语法等。理解课文大意。
2、根据学情，适当增加或减少录音播放次数。
3、学生听录音，并回答浅层次问题
。

（3）、后教。
1、教师公布答案，学生同桌改，教师统计结果。
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决。


Ⅲ. Game (Talent show)
1. Act and show your classmates your talent.
T: Please stand in front of your classmate. Act and say what you can. e.g.
S1: (sing and dance) I can sing and dance.
S2: (play the drum) I can play the drum.
S3: …
2、
第三次“先学后教”（学生读默读或朗读课文，勾 出不认识的单词、短
语及句句型，读后回答问题。）

（1）、出示学习指导
When do students usually eat dinner?
They usually eat dinner at a quarter in the evening.
When does Tom and usually get up ?
He usually gets up at half past five.
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1、学生自学后回答理解性问题。
2、对学生不会的，通过启发诱导的方式让学生理解。
3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。

（4）、当堂训练

1、口述课文容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目
。
（二）、第四次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）用最快的时间看听力部分，第一遍听完听力容时做
2）仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。
1、用自己喜欢的方式朗读课文，勾出不认识的短语和语法等。理解课文大意。
2、根据学情，适当增加或减少录音播放次数。
3、学生听录音，并回答浅层次问题
。

（3）、后教。

1、教师公布答案，学生同桌改，教师统计结果。
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决。


Listening
1. Tell the Ss that they will listen to some sounds of the instruments. Listen and number the
words [1-4] in the order of the sounds you hear in 1a.
2. Play the recording again and check the answers.
3. T: Now let's work on 1c. First, let one student read the words and phrases aloud.
Then listen to the tape and circle the words and phrase you hear.
4. Ss listen to the tape and circle the words and phrases they hear.
5. Check the answers:
6. T: Now please look at the chart in 1e What are they doing? You'll listen to the tape again.
Then try to fill in the blanks.
听力指导：要 抓他们会做的事情，以及不会做的事情这两个重点容。因此在听的时候，
应重点将人物及动作这两个方面 的听清，其他作为非重点容。
7. Ss listen to the recording carefully and try to fill in the blanks.
8. Check the answers with the class.
教学1a,1b
1利用投影仪将说中表示时间的图展现出来，根据所展示的时间，做对话
T:What time is it ?
S1:It is …(教师帮助学生回答?)
T:What do you usually do at this time ?
S2:I usually…
(教师讲解 pastto的用法)

根据1a中所示的 时间和活动安排，两人一组完成对话，要注意人称的替换。
3.教学1，1,1
1.教师播放录音机，第一遍要求学生跟读并全处所听到的活动，
2. 教师比播放音机，第二遍要求学生在圈出的单词和词组后写出你所听到的时间。
3、两人一组相互提问：
练习 2a 引导的特殊疑问句及其回答。
教学2b,2c 讨论并完成2c

板书设计：

Section B 1a-2c

课后反思：
What do you usually do at this time？
I usually do my homework at thia time.


When do students usually eat dinner?
Section B 3a-Self Check
They usually eat dinner at a quarter in the evening.
When does Tom and usually get up ?
1、出示课题Section B 3a-Self Check
He usually gets up at half past five.
2、第一次“先学后教”。（补充句子）
（一）出示学习指导

1、根据单词提示完成填空题。
（二）先学。
（1）根据单词提示学生独立完成填空题。
（2）比较难的题学生之间或者小组之间进行讨论完成任务。
（三）后教。
（！）教师公布答案，学生之间相互改作业。并且大家总结哪些题做得好而那些题做得
好。
（2）师加强对做错题型的讲解及训练。
（四）当堂训练
1、情境导入
谈论你一天的活动。如：
What time do you usually get up ?
Iusually get up at …
When do you always go to school?
I usually go to school at …
2、教学 3a,3b
教师出示3a,上的容，小组合作按顺寻排列成一个短文。
（2）让学生写一篇关于自己的日常活动的短文。（教师指导）
3、第二次“先学后教”（补充句子，写短文）
（一）出示学习指导。
1、根据例题完成填空题
2、完成3a部分，组织语言把它写成作文。
（二）先学。

（1）先让学生独立完成Self Check。
（三）后教。
（2）教师公布答案,看谁做的最好，并且让做得好的学生总结一下自己是怎么 做的这些
题，或者说说自己的学习方法，帮助后进生，做到相互学习的好习惯
（4）、当堂训练
3.完成Self Check
1.给学生一定的时间在小组或者个人独立完成。
2、展示答案。
rk.
板书设计：

Section B 3a-Self Check
Unit 3 How do you get to school?
3a: music, dance, play, guitar, can, call
3b: Events: school music club; school soccer club; school
Section A (1a-2d)
English club, Art
1.
Festival; Sports Day
板书课题：Unit 3 How do you get to school?

Self Check 1: play the guitar; play the piano; play the violin; speak Chinese,
Section A (1a-2d)
speak French, speak Japanese; run, play soccer, play basketball, play volleyball,
2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
play tennis…; write stories, help mum cook, wash the clothes…
（1）、出示学习指导：（能做到“四会”）

train, bus, subway, ride, bike, sixty, seventy, eighty, ninety, hundred, far, minute,
kilometer, new, every, every day
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
单词默写训练、开火车拼读单词训练。
. Presentation
1. T: If you are here, but your school is in Shanghai. How do you get to school?
Ss: I take the bus plane boat ship car taxi
I ride a bike motorbike
T: Do you know any other way?
2. Teacher shows pictures on the big screen .归纳出行方式和常用短语.
Ask some questions about how you get to…?
(让学生积极主动的思考想象总结，多媒体增加趣味性，加强直观性，)
3. Show a picture about Part 1, on the screen.
Point at girls or boys in the picture.

Ask students to answer and write in the blanks.
S1 : How does he she go to school?
S2 : He She … …
1a
T: Look at the picture on your book. Match the words with the picture.
(学生们完成1a的学习任务，然后校对答案)
2、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1). 复习基数词及时间的表示方法。
2) how引导的特殊疑问句，表示乘坐何种交通工具的方式。how far, how long 引导
的特殊疑问句。
3）、 用最快的速度大概的看看听力题，对题的容有一点了解。
4）、仔细听录音能听懂录音容并独立完成填序号题和填空题
(2)、先学。
1、根据学情，适当增加或减少录音播放次数。
2、学生听录音，并回答浅层次问题。
（3）、后教。
1、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于
黑板。
Listening
1. Make sure the Ss know what to do. Give them an example orally if possible.
2. Read the names in the box.
3. Play the tape and check the answers.
. Pair work
Ask two students to read the dialogue in the speech bubbles to the class. Then ask students
to work in pairs. Ask and answer how students get to school in the picture.
Finally ask some pairs of students to present their conversations to the class.
Listening
1. Revise the numbers, first, zero~nine, next, ten~nineteen, then, twenty, thirty, forty…finally,
twenty- one, twenty-two…
Teach the new word
2. Play the tape for the students to finish 2a. Then play again and check the answers
. Presentation
Show a picture on the TV and explain these are your home and school.
Teach: home----school How long 10 minutes How far two kilometers
Then make up a dialogue to practice.
A: How do you get to school?
B: I usually take the bus.
A: How far is it from your home to school?

B: It's about two kilometers.
A: How long does it take?
B: It takes 30 minutes by bus
Listening
1. Tell Ss the following recording is about how Tom and Jane go to school.
2. First, listen to the recording fill in the first column.
3. Then, play the recording for the Ss again. Ss listen and complete the rest of the chart.
4. Check the answers.
3、第三次“先学后 教”（学生读默读或朗读课文，勾出不认识的单词、短
语及句句型，读后回答问题。）
（1）、出示学习指导

1）、用最快的速度朗读课文，理解课文大意，勾出不理解的短语，或语言点及语法结构。
2） 能掌握以下句型：
① —How do you gto school? —I ride my bike.
② —How does Mary get to school? —She takes the subway.
Talk about how to get to places (谈论出行方式)
take the bus subway train taxi , ride a bike walk .
3）、回答课文相关问题。
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1、学生自学后回答理解性问题。
2、对学生不会的，通过启发诱导的方式让学生理解。
3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
（4）、当堂训练
1、口述课文容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目。
. Role-play
1. Read the dialogue and find the answer to these questions:
① How does Jane get to school?
② How far is it from home to school?
③ How long does it take to get to school from her home?
2. Ss read the conversations and then find the answers to the questions.
3. Check the answers with the class.
4. Play the recording for the Ss to listen and repeat.
5. Ss read the conversation then role-play the conversation.
6. Let some pairs act out the conversation.
Homework

1. Remember the new words and expressions in this period.
2. Role-play the conversation after class.
板书设计：





Section A (1a-2d)
1. —How do you get to school? —I ride my bike?
—How does Mary get to school? —She takes the subway.
2. 表达“几十” 个位数字+ty twenty, thirty,
表达“几十几” 一定要用连字符 twenty-five, sixty-nine


hundred one hundred, two hundred
Section A (Grammar Focus-3c)
3. ① How does Jane get to school?


② How far is it from home to school?

③ How long does it take to get to school from her home?

1、出示课题：Section A (Grammar Focus-3c)

（一）、第一次先学后教.（ Grammar Focus.）
1、出示学习指导。

1)继续练习谈论出行方式take the bus subway train taxi, ride a bike walk .
2用不同方式练习 how引导的特殊疑问句，表示乘坐何种交通工具的方式。how far, how
long 引导的特殊疑问句。
3）复习基数词及时间的表示方法。
2、先学。
1）自学
Grammar Focus

2）how引导的特殊疑问句，表示乘坐何种交通工具的方式。how far, how long 引导的
特殊疑问句，以及回答。
3、后教。
（1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（2）、教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分结构
（3）how far, how long 引导的特殊疑问句用法以及用法。

4、当堂训练

. Grammar Focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 你如何到达学校？ _______________________
我骑自行车。____________________
② 她如何到达学校？ ___________________
她乘公共汽车。____________________
③ 到达学校要花多长时间？____________________
大约花费15分钟。___________________

④ 从你有到学校有多远？____________________
仅约两公里。 ____________________
⑤ 简步行去上学吗？_______________________
不，她骑自行车。 ____________________
⑥ 他们乘公共汽车去上学吗？_________________
不，他们步行。 ____________________
2. Ss check the answer with their partners.
3. Give Ss six more minutes to try to remember the sentences.
Practice
1. Look at 3a. Tell Ss to match the sentences with the answers.
2. 方法指导： 首先，应重点读左面 的五个疑问句，分清它们是特殊疑问句还是一般疑
问句；其次，要明确特殊疑问词的用法：how是对出 行方式提问；how long是对行程
所用的时间提问；how far是对距离提问。然后，再读答语。依次给每个问句找到正
确的答语。
3. 学生们按教师说的方法，认真阅读找答语，提高阅读理解的能力。
4. Check the answers with the class.
（二）、第二次先学后教.（补充句子）

1、出示学习指导。
能够独立完成填空题3a-3b。
2、先学。
1、让学生独立完成Write questiongs and answer with the words and phrase.提醒学生but
的用法。
2、根据单词提示选单词，补充完整句子。
3、后教。
1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（3） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法
结构上的变化。
（4） 教师讲解but 的用法和can 后面的动词用动词原形部分人称变化。
4、当堂训练。
. Practice
1. Look at 3b. Tell Ss to use these words below to make questions. Then answer them.
2. 方法指导： 首先，应分清它 们是特殊疑问句还是一般疑问句，看所给的词汇，如果
含有特殊疑问词应是特殊疑问句，如果没有则应是 一般疑问句；其次，要明确特殊
疑问词的句式结构：特殊疑问词+ 一般疑问句。然后，再根据自己的实 际情况，回
答这些问题。最后，再通读一遍自己造的问句与答语，确保没有语法上的错误。
3. 学生们按教师说的方法，分析每句话中所给的提示词，并造成一个正确的问句，然后
给出 一个合理的答语。
4. Check the answers with the partners.
How do you get to school? I take a bus to school.
5. 提示：对部分能力的较差的学生，可以给他们下列问题提示：
① How far is it from your home to school?

② How do you get to school?
③ How long does it take you to get to school?
6. 看谁能最先完成调查，并找到与表格中数据相一致的同学。
. Exercises
1. If time is enough, do more exercises on the screen.
Homework
1. Read the sentences in Grammar Focus.
2. Make a survey. How does your father get to work?

板书设计








Section A Grammar Focus-3c
一、1. How (出行方式) 2. How long (行程时间) 3. How far (距离)
二、3a: 1. c 2. e 3. d 4. a 5. b
三、 1. How do you get to school?
2. How long does it take to get to school?
3. How far is it from your home to school?
4. Do you walk to school?
5. Do your friends ride their bikes to school?
课后反思：


Section B 1a-2c
1、出示课题Section B 1a-2c
2、第一次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1) 能掌握以下单词：（能做到“四会”）
drive, live, stop, think of, cross, river, many, village, villager, between, between…and…,
bridge, boat, ropeway, year, afraid, like, dream, come true
2）用最快的时间看听力部分，第一遍听完听力容时做
3）仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。
1、用自己喜欢的方式朗读课文，勾出不认识的短语和语法等。理解课文大意。
2、根据学情，适当增加或减少录音播放次数。

3、学生听录音，并回答浅层次问题
。

（3）、后教。
1、教师公布答案，学生同桌改，教师统计结果。
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决。
（4）当堂训练。
. Presentation
1. 我们来认识几个新单词。I'll show you some pictures on the screen. Let's learn some
new words. （在屏幕上展示p16页的图片）
2. Ss read and try to remember the new words and expressions.
. Match
T: 1. Let's open our books at page 16, point out the blank line in front of each numbered
phrase. Ask Ss to match each phrase with a picture by writing the letter of the picture in the
bank in front of the correct word. One has done for students.
3、
第二次“先学后教”（学生读默读或朗读课文 ，勾出不认识的单词、短
语及句句型，读后回答问题。）

（1）、出示学习指导

1）画出不懂得语言点、表达方式和语法现象。
2）了解课文容，回答老师提出的课文相关联的问题。
（3）、后教。

1) 、表达采用怎样的交通方式去某地：
Well, I ride my bike to the subway station.
Then I take the subway.
2）、学生自学后回答理解性问题。
3）、对学生不会的，通过启发诱导的方式让学生理解。
4）、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
（4）、当堂训练
1、口述课文容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目
。
. Talking
1. Let students tell how Bob gets to his grandparents' home. Ask students to use the
pictures in 1d. And write these sentences on the blackboard.
First he … Next he… Then he… Finally…
2. Ss work with their partners. Try to say how Bob get to his grandparent's home.

3. Check the answers:
Reading
1. Fast reading
Read the passage and find the answer to this question:
What's the students' and the villagers' dream in this village?
Ss read the passage quickly and find the answer to this question:
Their dream is to build a bridge.
2. Careful reading
Read the passage again and find the answers to the questions below:
1. How do the students in the village go to school?
2. Why do they go to school like this?
3. Does the boy like his school? Why?
4. What is the villager's dream? Do you think their dream can come true?
阅读指导： 首先，读这四个问题，记住这四个问题。其次，带着问题去仔细读 短文，
并在短文中寻找相关问题的回答依据。然后，根据相关依据，写出问题的答案。
Ss read the passage again and try to find the answers to the questions.
Check the answers with the class.
Reading
1. Let's work on 2c. Let's read the passage again and complete the sentences with the words
from the passage.
2. 阅读指导：
1) 首先，阅读这个五个句子，掌握句子的意思，大体确定空格处所缺单 词的词性，是
形容词、名词还是动词等。
2）其次，带着这五个句子，在短文去寻找与这五个 句子相关的依据。在相关的句子中
寻找空格处所缺的单词。比如：第一句应是在短文中的第五句中“Bu t for the students
in a village in Yunnan, it is difficult.”，可知本空格处应为difficult一词。其他几个也按
这样的方法来做。
3） 最后，再读一遍这些句子，看有不有不恰当的地方。
3. Check the answers: difficult, big, quickly, afraid, true
Homework
1. Remember the new words and expressions in this period.
2. Ask Ss try to retell the passage after class.
板书设计：


Section B 1a-2c

课后反思：

站点), bus station（综合车站） 1. bus stop (
2. What's the students' and the villagers' dream?

3. 2b: They go on a ropeway to school.
Section B 3a-Self Check
Because there's not a bridge on the river.
一、出示课题：Section B 3a-Self Check
Yes, he does. Because He loves his teacher and his classmates.
It's to have a bridge on the river. Yes, I think so.

二、第一次“先学后教”。（补充句子）
（一）出示学习指导
1) 复习及综合运用如何表达出行方式。
2) 能正确运用take + 出行方式；ride…及by… 来表达自己的出行方式。
3）能用所学的方式来描述自己或他的出行方式。
（二）先学。
（1）根据单词提示学生独立完成填空题。
（2）比较难的题学生之间或者小组之间进行讨论完成任务。
（三）后教。
（！）教师公布答案，学生之间相互改作业。并且大家总结哪些题做得好而那些题做得
好。
（5） 师加强对做错题型的讲解及训练。
（四）当堂训练
Presentation
1. Using some pictures to show some ways of transportation:
walk, take the bustrainsubwayplaneboat; ride the bikehorse; goget to sp by
bustrainsubway…
让学生们理解这几个词组的用法。
2. Make some sentences using these phrases.
3. Give some examples of the sentences.
Reading
1. Read the from your pen pal Tom in the US. Fill in the blanks with the words in the box.
阅读指导：首先，明白方框里单词的意思；
其次，阅读这封了解大意；
然后，认真读每一个句子，根据上下文及空格前后的 关键词来确定空格处的
意思。并确定应哪一个单词填空。
最后，再通读一遍短文，看短文是否通顺恰当。
2. 学生们按老师所指导的方法，认真阅读短文，并用正确的单词填空。
3. Check the answers.
Ⅳ. Writing
In this task, it's our turn to write an to Tom and tell him how you get to school.
1. First, let's look at these questions below:
(Let one student read the questions aloud. Make sure all the students know the meaning of
the questions.)
2. Work in pairs ask and answer the questions. And write them down on your workbook.
3. Try to write a short with the help of the sentences you wrote.
4. Check the s with your partners.
5. Let some Ss read their to the class as a model.

Ⅴ. Self Check 1
1. We've learned many ways of transportations. Now let's have a short review.
Look at the words in the boxes below to form as many expressions as possible.

2. Ss work in groups and try to write as many expressions as possible:
take a bus, by bus, take a train, by train, take a subway, by subway, ride a bike, by bike….
3. Let some Ss read their answers. Let other students add more phrases.
Note: by + 出行方式（不加the）; take(ride) + a （the）出行方式
三、第二次“先学后教”（补充句子，写短文）
（一）出示学习指导。
1、根据例题完成填空题
2、完成3a部分，组织语言把它写成短文。
（二）先学。
（1）先让学生独立完成Self Check。
（三）后教。
（2）教师公布答 案,看谁做的最好，并且让做得好的学生总结一下自己是怎么做的这些
题，或者说说自己的学习方法，帮 助后进生，做到相互学习的好习惯
（4）、当堂训练
Ⅵ. Self Check 2
1. Look at the chart below. Write at least five questions. Then answer the questions with the
information in the chart.
2. 写作提示：根据表格提示，应有三种类型的问题：出行方式（How）; 距离（How far）;
所用的时间 （How long）; 对每个人都问这三个问题一次。然后根据表格中的提示来
回答。
例如：—How does Tony get to school from home?
—He gets to school by bike.
3. 同学们根据老师的指导进行问答。将问题与答案写在练习本。然后在小交换检查。
Homework
1. Review all the dialogues and passages in Section B.
2. Write a short to your pen friend to tell your ways to get to school.
板书设计：

Section B 3a-Self Check


3a: go, leave, walk, boring

3b: 1. When do you leave home?

2. How do you get to school?

3. How far is it from your home to school?
1. How does Tony get to school from home?
4. How long does it take you to get to school?


He gets to school by bike.
5. Do you like your trip to school?
2. How far is it from her home to school?
Self Check 1:
It's about 7 kilometers.
课后反思：

take a bus, by bus, take train, by train, take a subway, by subway, take plane, by
plane; ride a bike, by bike, walk, on food
Self Check 2:
1. How does Tony get to school from home?

Unit 4 Don't eat in class.
Section A (1a-2d)
1、出示课题：Unit 4 Don't eat in class.
Section A (1a-2d)
1、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
（1）、出示学习指导
1) 能掌握以下单词：（能做到四会）
rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
单词默写训练、开火车拼读单词训练。
. Presentation
教师出示书上1a 的图片，向学生提问。
指着图上奔跑的男孩提问
T：What’s the boy doing? S: He’s running.
T: Where is he running? S: He’s running in the hallways.(板书，教读)
T：Can you run in the hallways? S: No, I can’t.
T: So please don’t run in the hallways.(板书，教读)
（= You can’t run in the hallways.）
学生跟读数遍，明白祈使句和“can”的表达含意。
T：Why is he running in the hallways? S: He’s late.
T: Oh, he’s late for class.(板书，教读)
You can’t arrive late for class.(板书，教书) = Don’t arrive late for class.
…
. 1a
T: Now, Look at the picture on your textbook. Each of the students is breaking one of these
rules.
Please finish 1a.
. Listening
2、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）、 用最快的速度大概的看看听力题，对题的容有一点了解。

2) 能掌握以下句型：
① Don't eat in class.
② You must be on time.
③ Eat in the dining hall.
3）. 学会用英语表达一些标志的含义。
4） 熟练使用目标语言谈论对某些规章制度（校规、家规等）的看法
5）、仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。
1、根据学情，适当增加或减少录音播放次数。
2、学生听录音，并回答浅层次问题。
（3）、后教。
1、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于
黑板。
1. T: Now let’s listen! What rules are these students breaking? Write the numbers after names?
2. 学生们听录音，完成1b，选出四位学生都违反了哪条校规；听之前，学生要读会英
文名。
3. Check the answers:
Ⅴ. Pair work
请 两位学生朗读1c部分的句型；要求学生两人一组对话表演，SA扮演外校转来新生，
SB告知本校校规 。（学生可经过讨论，多说出他们想到的校规，不必只限于书上；教师
应给予帮助）
Ⅵ. Listening
1. Work on 2a:
First, let's read the sentences in 2a together.
T: Now, let's listen to the recording. Check the activities Alan and Cindy talk about.
Ss listen to the recording and check the activities they hear.
Play the recording again for the Ss to check the answers.
2. Work on 2b:
Make Sure Ss know what they should do.
Listen to the recording again. Can Alan and Cindy do these activities? Circle can or can't
above.
3. Check the answers:
Ⅶ. Pair work
1. Suppose you are Alan and your partner is Cindy. Talk about the rules in 2a.
2. Let some students come to the front and act out the conversations.
3、第三次“先学后教”（学生读默读或朗读课文，勾出不认识的单 词、短
语及句句型，读后回答问题。）
（1）、出示学习指导

1） 、用最快的速度朗读课文，理解课文大意，勾出不理解的短语，或语言点及语法结构。
2）、能轻声跟读语音机注意句中的语气。
3）、回答课文相关问题。
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1、学生自学后回答理解性问题。
2、对学生不会的，通过启发诱导的方式让学生理解。
3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
4) 肯定祈使句是省略掉主语的原形动词开头；
5) 否定祈使句则是在肯定祈使句前加上“don’t”。
6) 情态动词must及have to在用法上的区别。
（4）、当堂训练
1、口述课文容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目。
. Role-play

1. Read the conversation and find some rules in this school?
2. Ss read the conversations and find the answers to this question.
3. Check the answers:
( Don't be late for school. Don't bring music players to school. You always have to wear
the school uniform. You have to be quiet in the library. )
Homework:
1. Remember the new words and expressions.
2. 完成下列句型转换试题
1）I can play computer games on weekends.（一般疑问句）
_________________________________? Yes, ____________.
2） He has to wear uniform.（变否定句）
He _____ _____ _____ wear uniform.
3） I have to wear sneakers for gym class.（一般疑问句）
_____ you ____ ____ wear sneakers for gym class? Yes, I ____.
4） They have to wash clothes.（提问） ____ do they have ____ ____?
5） You can’t go out on school nights.（换一种表达） _______ go out on school nights.
6） Don’t talk in class.（同上） No _________.
板书设

Section A (1a-2d)

Main sentences:

1. Don't arrive late for school. You must be on time.


2. —What are the rules?

—Well, we can't arrive late for class. We must be on time.
3. Listen to music in the music room.

课后反思：



Section A (Grammar Focus-3c)
一、出示课题Section A (Grammar Focus-3c)
二、第一次先学后教.（ Grammar Focus.）
1、出示学习指导。
继续练习运用如何做自我介绍及问候他人。学会从对话中获取对方的基本信息（询
问他人）。 能掌握以下句型：
① Don't eat in class.
② You must be on time.
③ Eat in the dining hall.
2、先学。
让学生自己先读语法焦点，并找出语法结构。
① Don't eat in class.
② You must be on time.
③ Eat in the dining ha以学案的方式呈现在大屏幕上，让学生自主学习，并发现其
用法。
3、后教。
（1）教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（2）教师把重要的语法结构写在 黑板上，让学生学会思考，并做对比，区分语法结
构上的变化。
（3）教师讲解can 后面的动词用动词原形部分人称变化。
4、当堂训练
. Grammar Focus.

1. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 不要在楼道里跑。_______________________
② 不要打架。 ____________________
③ 有什么规则？ ___________________
④ 我们必须按时上课。 ____________________
⑤ 我们可以在教室里吃东西吗？____________________
⑥ 不能。但我们可以在餐厅里吃东西。___________________
⑦ 我们可以在教室里带帽子吗？____________________

…
2. Ss finish off the sentences and check the answers by themselves.
3. Give eight more minutes for the Ss to remember the sentences.
Ⅲ. Writing
1. Look at 3a. Do you know the meaning of these pictures? Yeah, you see them in the school
library. Can you write the rules for the school library?
2. Ss discuss the pictures and make some rules.
3. Let some Ss read their rules aloud.
4. Check the answers with the class.
(Don't listen to music in the library. Don't eat or drink in the library. Don't take photos in the
library. )
二）、第二次先学后教.（补充句子）

1、出示学习指导。
能够独立完成填空题3a-3b。
2、先学。
1、让学生独立完成Write questiongs and answer with the words and phrase.提醒学生but
的用法。
2、根据单词提示选单词，补充完整句子。
3、后教。
1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（3） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法结
构上的变化。
（4） 教师讲解but 的用法和can 后面的动词用动词原形部分人称变化。
4、当堂训练。
. Practice
Work on 3b:
1. T: Use the words to make questions about the rules. Then write answers according to your
school. For example:
Be quiet? (shehave to in the library)
Does she have to be quiet in the library?
Yes, she does.
2. 注意： have to虽是情态动词，但其在句子中与谓语动词共同构成句子时，其一般疑
问句应用助动词do 或does来帮助构成；而情态动词can则直接提前构成一般疑问句式。
3. Ss work by themselves and try to write the sentences on the workbook.
4. Ss work in pairs. Ask and answer the sentences.

olest?
Ⅵ. Exercises
1. If time is enough, do some more exercises on the screen.
Homework
1. Read the sentences in Grammar Focus.

2. Make some rules at home.
板书设计

Section A Grammar Focus-3c

一、 Sentences:


1. —Can we wear a hat in the classroom? —Yes, we can. No, we can't.

2. —Does she have to wear a uniform at school?

—Yes, he does. No, he doesn't.

二、3b:2. Does he have to eat in the dinning hall?
课后反思：
Yes, he does.
3. Can we listen to music in the hallways?

Yes, we can.
4. Can we wear a hat in the classroom?

Section B 1a-2c
板书课题：


1.
No, we can't.
2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
（1）、出示学习指导
1) 能掌握以下单词：（能做到“四会”）
out, go out, dish, do the dishes, night, before, dirty, kitchen, more, noisy, relax, read,
terrible, feel, strict, be strict with, remember, follow, follow the rules, luck
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。

3、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）用最快的时间看听力部分，第一遍听完听力容时做
2）仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。
1、用自己喜欢的方式朗读课文，勾出不认识的短语和语法等。理解课文大意。
2、根据学情，适当增加或减少录音播放次数。
3、学生听录音，并回答浅层次问题
。

（3）、后教。
1、教师公布答案，学生同桌改，教师统计结果。
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决。
4、讲解下列句型：
① Don't leave the dirty dishes in the kitchen.
② I can't relax either.
③ I must read a book before I can watch TV.
④ I have to help mom make breakfas


（4）当堂训练。
. Presentation
1. Show some pictures on the big screen and let Ss learn the new words and expressions.
2. 学生看着1a部分的图片
T: What day is it today? Ss: It’s Tuesday.
T: The boy is going out on school nights. （板书，教读）
学生理解“school nights”的含义。
Can you go out on school nights?
Ss: No, we can’t.
T: Yes, in China, the students can’t go out on school nights.
So please don’t go out on school nights.
3. 请学生朗读1部分的“rules”，并将图片a~h的序号填写在1b这些规则前的方框中。
4. Check the answers with the class.
Ⅲ. Listening
1. Tell Ss they'll listen to the recording about Dave's house rules. Listen and put an× for things
Dave can't do and a √for things he has to do.
2. Play the recording for the Ss to listen and check.
3. Play the recording again for the Ss to check the answers.
Ⅳ. Listening
1. Now let's work on 1c. Now first, let's read the phrases aloud together.
2. Explain the meaning of the phrases if necessary.
3. Play the recording three times for the Ss to listen and write the phrases in the chart in 1b.
(指导：听一遍时应仅听，不写，并听准确与每个活动相关的时间。然后，在听第二遍时，边听边做记录，可以用速记符号来词；也可用单词开头的字母来作记录。最后，
整理自己的记 录，写成正确的词组。最后一遍，听并检查所记录的词组是否正确。)
4. Check the answers:
Ⅴ. Group work
1. Divide the Ss into groups. Each group has eight students.
2. T: Now let's talk about Dave's home rules.

3. Ss work in groups. Every student can say one rule. Then you can write down what the rules
are when other group members say.
4. Make a list of Dave's house rules.
Ⅵ. Thinking
1. T: Everybody may have something unhappy. When you are unhappy who do you like to
talk to?
S1: I like to talk to my aunt.
S2: I like to talk to my best friend.
S3: I like to talk to …
T: OK. Do you know, when I'm unhappy I like to talk to Dr. Know. She's great and he knows
everything. She can give you the best advice. Now, let's work on 2a and let's meet Dr. Know.
Ⅶ. Presentation
1. Show some pictures on the big screen. Teach Ss the new words and expressions.
dirty, dishes, kitchen, noisy, relax, terrible, read, feel, strict, be strict with
2. Ss learn the new words and expressions and try to remember them. < br>2、
第二次“先学后教”（学生读默读或朗读课文，勾出不认识的单词、短
语及句句型， 读后回答问题。）

（1）、出示学习指导
1）学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2）画出不懂得语言点、表达方式和语法现象。
3）了解课文容，回答老师提出的课文相关联的问题。
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1、学生自学后回答理解性问题。
2、对学生不会的，通过启发诱导的方式让学生理解。
3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
4、讲解must, have to cancan't的用法
（4）、当堂训练
1）、口述课文容。
2）、分角色朗读课文。
3）、围绕本节课讲的语法项目，设计当堂训练题目
。
. Reading

1. Fast reading
T: There are many rules in Molly's home and school. She feels unhappy. Read the letter and

find the answer to this question:
What does Molly feel about the rules?
Ss read the letter and find the answer to this question.
(she feels terrible.)
2. Careful reading
1) Read the letter again and underline the rules for Molly.
2) Ss read the letter and try to find the rules for Molly and underline them.
3) Check the answers with the class.
(Let some Ss read their answers aloud. Let other Ss add some rules. )
3. Careful reading
1) Read Dr. Know's letter and answer this question:
What does she think of the school and home rules?
2) Ss read Dr Know's letter and find the answer to this question.
3) Let one student read out hisher answer.
(She thinks parents and schools are sometimes strict, but they make rules to help us. We
have to follow them. )
Reading
1. Read the letter again and complete the sentences with have to must, can or can't.
2. 提示： have to与must的用法：
1）must表示一种主观的需要，而have to表示一种客观的需要，意思是“不得不”。如：
I have to attend an important meeting this afternoon.
今天下午我不得不参加一个重要的会议。
Mother is out, so I have to look after the shop.
妈妈不在家，因此我不得不照看商店。
2）have to的否定形式是don’t have to, 相当于needn’t。如：
They don’t have to buy a computer at present.
他们目前没有必要买电脑。
3. 阅读指导：
1) 首先，认真阅读2c中的这些句子，明白它们所谈论的相关规则。
2）带 着相关规则再去读2a中的信，在与之相关的容处认真分析，理解规则的真正含义，
并填上正确的词汇。
3）再次阅读这些句子一遍，看是否通顺。
4. Check the answers.
Homework
1. Remember the new words and expressions in this period.
2. Ask Ss write down Molly's rules at home and at school.
板书设计：





Section B 1a-2c
1. Phrases: go out, do the dishes, clean his room
2. 2b:
What does Molly feel about the rules?
She feels terrible

课后反思：

Section B 3a-Self Check
1：出示课题:Section B 3a-Self Check
2、第一次“先学后教”。（补充句子）
（一）出示学习指导
1) 复习情态动词can表示许可的用法；
2) 复习练习运用祈使句以及情态动词have to及must来表达一些规则。
（二）先学。
（1）根据单词提示学生独立完成填空题。
（2）比较难的题学生之间或者小组之间进行讨论完成任务。
（三）后教。
（！）教师公布答案，学生之间相互改作业。并且大家总结哪些题做得好而那些题做得
好。
（5） 师加强对做错题型的讲解及训练。
（四）当堂训练
. Presentation
1. Present some new words on the big screen.
hair, learn, keep + 名词 + 形容词
2. Ss learn the new words and expressions.
3. Review the how to use have to and must; can and can't.
Practice
1. T: Zhao Pei has many rules at home and at school. She's unhappy, too. She wants some help
from Dr. Know. Read her letter below and fill in the blanks with have to must, can can't.
2. 指导：首先，认真阅读整篇短 文，理解短文的大意。然后，认真阅读每个句子，理解
作者的对这些规则的看法；同时，推敲每个句子深 处的意思，确定是用have tomust还
是cancan't。
最后，应再通读一遍短文，看自己所填写的词组是否通顺正确。
3. Check the answers.
2、第二次“先学后教”（补充句子，写短文）

（一）出示学习指导。
1、根据例题完成填空题
2、完成3a部分，组织语言把它写成短文。
3、谈论表达自己对规则的想法或看法。
（二）先学。
（1）先让学生独立完成Self Check。
（三）后教。 < br>（2）教师公布答案,看谁做的最好，并且让做得好的学生总结一下自己是怎么做的这些
题，或者 说说自己的学习方法，帮助后进生，做到相互学习的好习惯
（4）、当堂训练
. Writing

1. Let's work on 3b:
We have many rules at home and at our school. Think what things you have to do and what
things you can't do. Complete the chart with rules in your home and school. You can discuss
with your partners in your group.
2. Ss discuss their rules in groups. Then fill in the blanks. Then check the rules you think are
unfair.
For example: You must wear a school uniform at school. You must keep your hair short at
school.
3. Let some groups say their answers. Write some of the rules on the blackboard.
. Writing
1. Now write a letter to Dr Know. Tell her about all the rules and how you feel about them.
2. 写作指导： 首先，可以再次 阅读2b及3a中的短信的容及格式。其次，模仿这两封
信的格式写好自己信件的格式；然后，根据刚才 自己小组讨论的规则整理成一封文字通
顺的信件。并且，表达自己对这些规则的想法或看法。之后，以礼 貌的话语请求Dr. Know
的帮助。最后，再通读一遍自己的短信看语句是否通顺。
3. Ss write the letter on the workbook. Exchange their workbook with their partner. Check the
letters.
4. Let some Ss read their letter to the class. Correct the mistakes in the letter.
. Self Check 1
1. Tell Ss they will read an interesting story about Timmy the Mouse. He's an funny mouse.
Do you want to know what rules he has at home? Now read this short passage and fill in the
blanks with the words in the box.
2. Ss read the short passage and try to fill in the blanks with the words in the box.
3. Check the answers.
4. Explain some sentences that Ss may have difficulty understanding them.
. Self Check 2
1. Review the use of cancan't; havemust; don't have to。
2. Tell Ss they should use
school. Write two sentences for each rule.
3. Ss work by themselves and write the rules on the workbook.

提示句子结构： 主语 + 情态动词 + 动词原形 + 其他
4. Let some Ss read their answers aloud. Correct any mistakes they have.
Homework
1. Review the passages in Section B.
2. Retell the short passage about Timmy Mouse.
板书设计：

Section B 3a-Self Check
We can’t be noisy in the library. Don’t be noisy in the library.
3a: can, must, have to, have to, can't, must, can't, must, can
We mustcan speak English in the English class.
3b: have to do: wear school uniform, keep hair short, eat in the dinning hall,
We mustcan eat in the dining hall.
keep quiet in the library…
课后反思：

can't do: don't go out on school night, don't listen to music in the
classroom, don't be late for class…

Self Check 2:
Unit 5 Why do you like pandas?
Don’t arrive late for class. We can’t arrive late for class.
We must have to listen to our teachers at school.
（1a-2d）
1.板书课题：Unit 5 Why do you like pandas?
We mustcan speak English in the English class.
We can’t be noisy in the library. Don’t be noisy in the library.
2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
We mustcan eat in the dining hall.
（1）、出示学习指导

掌握以下单词：（能做到“四会”）
tiger, elephant, panda, lion, koala, giraffe, cute, lazy, smart, beautiful, scary, kind, kind of,
Australia, south, Africa, South Africa, pet, leg, cat, sleep
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
Do you like animals?
Then have them to recall the animals they had learned and write them on the blackboard as
heshe can.
( e.g. animals--- sheep, monkey, cat, dog, mouse, cow, duck… )
Ⅱ. Presentation
1. Ask them to talk with their partners about the animals they like using the words they know

(Four students a group).
—What animals do you like?
—Why do you like…
—Because they’re…
2. Then show the class some pictures of animals and present other animals. And ask them:
What’s this in English?
It's a tiger. (Then lion, panda, elephant, koala, giraffe)
Ss look at the picture and try to remember the new words of the animals.
3. Next, glue the pictures on the blackboard and ask one student to match the pictures with the
words on the cards. Other students turn to page 25 and finish 1a.
4. Check the answers with the class.
2、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）、 用最快的速度大概的看看听力题，对题的容有一点了解。
2）、仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。
1、根据学情，适当增加或减少录音播放次数。
2、学生听录音，并回答浅层次问题。
（3）、后教。
1、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于
黑板。
Work on 1b.
Tell Ss to listen to the tape and check the animals they hear in 1a.
Play the recording again and check the answers with the class.
Ⅴ. Pair work
1. Ask the students to imagine “ We are in the zoo, there are many kinds of animals here.”
Then ask a student to do the model with you:
— Let’s see the lions first.
—Why? (why do you does she does he like lions?)
—Because they are interesting.
2. Ss work with their partners practice the conversation using the animal in 1a.
Ⅵ. Listening
1. Work on 2a;
T: Listen to the conversation carefully. Then write the names of the animals you hear on these
lines.
Play the recording the first time. Students only listen.
Play the recording a second time. This time students write in the names of the animals.
Check the answers.
Point out the adjectives and countries listed on the right. Ask a student to say the words.

Say, Now I will play the recording again. This time draw a line between each animal and the
adjective and countries you hear.
Play the recording and have students match each animal with an adjective and a country.
Correct the answers.
2. Work on 2b
T: Listen again and complete the conversation with the words in 2a.
Play the recording for the Ss to listen and write the answers.
Check the answers with the class.
Ⅶ. Pair work
1. Ask two students to read the conversation in 2b to the class.
2. Ss practice the conversation in pairs.
3. Then show the transcription on the big screen and practice the other two conversations in
2a.
4. Ss practice the conversations in pairs.
3、第三次“先学后教”（学生读默读或朗读课 文，勾出不认识的单词、短
语及句句型，读后回答问题。）
（1）、出示学习指导
1）、用最快的速度朗读课文，理解课文大意，勾出不理解的短语，或语言点及语法结构。
2）、能轻声跟读语音机注意句中的语气。
3）、回答课文相关问题。
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1、学生自学后回答理解性问题。
2、对学生不会的，通过启发诱导的方式让学生理解。
3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
2) 能掌握以下句型：
① What animals do youdoes she does he like?
② Let’s see the …?
③ Why do youdoes she does he want to see …?
④ Because they are ….
2. 能力目标：
① To observe and describe animals.
② To talk about their preferences
③ To know the implied meaning of some animals
（4）、当堂训练
1、口述课文容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目。

Ⅷ. Role-play
1. Ask Ss to look at the picture in 2d. Then Ss read the conversation in 2d and find the
answers to the questions:
① Does Peter have a pet?
② What can Dingding do?
③ What pet does Jenny’s mom have?
④ Does Jenny like the cat? Why?

2. Ss read the conversations and try to find the answers to the questions.
Check the answers:
Yes, he does.
He can walk on two legs. He can dance, too.
She has a cat.
No, she doesn’t. Because it’s very lazy.
3. Ss work in pairs and practice the conversation.
4. Let some pairs role-play the conversation.
Homework:
1. Remember the new words and expressions in this period.
2. Role-play the conversation after class.
3. Write the animal's names as many as possible in the exercises book.
板书设计：

Section A (1a-2d)

Drills：


1. —Let's see the lions.
课后反思：
—Why do you want to see them?

—Because they're interesting.

2b: elephants, kind of, South Africa

Section A (Grammar Focus-3c)
2c: ① Does Peter have a pet?
一、出示课题：Section A (Grammar Focus-3c)
② What can Dingding do?
二、第一次先学后教.（ Grammar Focus.
③ What pet does Jenny’s mom have?
）
④ Does Jenny like the cat? Why?
1、出示学习指导。
1) 继续练习运用如何做描述动物及表述自己对动物的喜好。 能掌握以下句型：

—Why do you like …?
—Because they're…
2) 继续学习谈论动物来自哪里，掌握以下句型：
—Where are lions from?
—They're from South Africa.

2、先学。
让学生自己先读语法焦点，并找出语法结构。
Why do you like …? —Because they're…和 —Where are lions from?
—They're from South Africa.的用法，以学案的方式呈现在大屏幕上，让学生自主学习，
并发现其用法。
3、后教。
（1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（2）教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法结
构上的变化。
（3）教师讲解can 后面的动词用动词原形部分人称变化。
4、当堂训练
1.学生阅读Grammar Focus中的句子，然后做填空练习。
① 你为什么喜欢熊猫？ _____________________
② 因为它们有趣。 _____________________
③ 约翰为什么喜欢考拉？___________________
④ 因为它们很可爱。 ____________________
⑤ 为什么你不喜欢老虎？_____________________
⑥ 因为它们真得很吓人。___________________
…
2. Ss finish off the sentences and check the answers by themselves.
3. Give Ss eight more minutes to remember them.
Ⅲ. Practice
1. Look at 3a. Tell Ss to fill in the blanks with the words from the box. Then practice the
conversation.
2. 阅读指导： 首先，应通读对话的全文，理解大意。可知此对方是在谈论一些动物来
自哪 里；以及双方所喜欢的动物及原因。其次，应重点阅读每个问答句的意思，根据问
句来确定答语中空格的 意思或根据答语来确定问句中的意思。再次，还要分析句子的结
构看空格处在句子中是什么成份。比如： 第一句是一个问句且lions是句子的主语，空
格处应是本句的状语，再介词from，可知空格处应 填where来对地点提问。
3. 学生们根据上述阅读指导方法，自己认真阅读对话，并将对话容补全完整。
4. Check the answers.
（二）、第二次先学后教.（补充句子）

1、出示学习指导。
能够独立完成填空题3a-3b。
2、先学。
1、让学生独立完成Write questiongs and answer with the words and phrase.提醒学生but
的用法。
2、根据单词提示选单词，补充完整句子。
3、后教。
1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。

（6） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法结
构上的变化。
（7） 教师讲解but 的用法和can 后面的动词用动词原形部分人称变化。
4、当堂训练。
Ⅳ. Practice
1. Work on 3b. Tell Ss to write the names of animals in the blanks to make sentences that are
true for you. e.g.
I like cats because they are interesting.
I like dogs because they are smart.
I don't like lions because they are scary.
2. Ss work in groups. Discuss and write their sentences.
3. Let some Ss report their likes and dislikes.
. Exercises
1. If time is enough do some more exercises on the screen.
Homework
1. Read the sentences in Grammar Focus.
2. Think and describe an animal after class. Then write your sentences on the workbook.
板书设计









Section A Grammar Focus-3c
—Why do you like pandas? —Because they're kind of
interesting.
—Where are lions from? —They're from South Africa.
3a: Where, They're, like, do, Why, because, don't, cool
3b: cats, dogs, lions,
3c: panda
Section B(1a-2c)
课后反思:

1.板书课题：Section B(1a-2c)
2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
（1）、出示学习指导
能掌握以下单词：(能做到四会)

friendly, shy, save, symbol, flag, forget, place, water, danger, cut, down, cut down, tree,
kill, ivory, over
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。

（3）、后教。 < br>教师播放单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组 合、发音要领寻找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
3、第一次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）用最快的时间看听力部分，第一遍听完听力容时做
2）仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。
1）、用自己喜欢的方式朗读课文，勾出不认识的短语和语法等。理解课文大意。
2）、根据学情，适当增加或减少录音播放次数。
3）、学生听录音，并回答浅层次问题
。

（3）、后教。
1）、教师公布答案，学生同桌改，教师统计结果。
2）、积极鼓励后进生回答，出现问题学生更正。
3）、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解
决。
4）、 能掌握以下句型：

① —What animal do you like? —I like elephants.
② The elephants is one of Thailand's symbols.
③ Let's save the Elephants.

（4）当堂训练。
Ⅱ. Presentation
1. Show some pictures on the big screen and teach Ss the new words. e.g.
Show a picture of a shy girl, let Ss know she's shy.
2. Let Ss read aloud the words and expressions.
3. Give Ss some time and read aloud the words.
Ⅲ. Learning
1. Pay attention to the animals in the picture in 1a and ask a student to say the name of each
one.
2. Point out the list of eight numbered adjectives below.
T: Now please match the adjectives with the animals in the picture. Write the letter of the
animal on the line after the adjective. Point out the sample answer.
3. As students work, move around the room offering to answer questions as needed.
4. Correct the answers.
Ⅳ. Listening

Work on 1b:
1. T: Now I will play a recording of a conversation between Tony and Maria. This time circle
the adjectives you bear on the list for la.
2. Ss listen and try to circle the adjectives in 1a.
3. Play the recording again for the Ss to check the answers.
Work on 1c:
1. Call attention to the three headings. Animal, Maria's Words and Tony's Words, and the
write-on lines under each.
2. Say, Now I will play the recording again. This time please write the name of the animals
each person talks about and the words they say.
3. Play the first four lines of recording and stop the tape. Ask, What animal are they talking
about? What words does Mary use to describe the elephant?
Point out the write-on lines where students can write these words.
4. Play the whole recording and have students write the words they hear on the chart.
5. Check the answers.
2、
第二次“先学后教”（学生读默读或朗读课文，勾出不认识的单词、短
语及句句型，读后回答问题。）

（1）、出示学习指导
1）学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2）画出不懂得语言点、表达方式和语法现象。
3）了解课文容，回答老师提出的课文相关联的问题。
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1、学生自学后回答理解性问题。
2、对学生不会的，通过启发诱导的方式让学生理解。
3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
（4）、当堂训练
1、口述课文容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目
。
Reading

1. Fast reading
T: Now, read the passage quickly and find the answer to this question:
When is Thai Elephant Day?

(March 13th.)
Ss read the passage quickly and try to find the answer to this question.
Check the answers.
2. Careful reading
T: Now read the passage again and find the answers to these questions (on the big screen):
① What do the students from Thailand wan to do?
② What can Elephants do?
③ Why are elephants in great danger?
④ What's the best title for this article? (check)
Ss read the questions first. Then read the passage again and find the answers to the
questions.
Check the answers with the class.
. Reading
1. Tell the students to look at the map in 2c. There are four box around the word
The first box is about the importance of the elephants in Thailand. The second box is about
the abilities of the elephants. The third box is about the facts and figures of the elephants. The
last box is about how to save the elephants. Let's read the passage again and fill in the blanks.
2. 阅读指导：
1) 认真看一遍这四个表格，明确每个表格是关于大象的那个方面的情况。
2）然后，再读短文一遍，找到 相关的容的依据。仔细读相关容，分析空格处应当填写
的单词。比如：第一个方框中讲大象在泰国的重要 性，通过读短文可知依据应是短文的
第一段。由最后两句话“我们的第一国旗上面有一只白色的大象，这 是好运的象征。”可
知第一个空格处应填写elephant；第二个空格处应填luck。其他与此类 似。
3）最后，再读自己所填写的空格及依据，看是否有错误。
3. Ss read the article and fill in the blanks in the map.
4. Check the answers with the Ss.
Homework
1. Remember the new words and expressions learned in this period.
2. Ask Ss to retell the article according to the map in 2c.
板书设计：












Section B 1a-2c
1. friendly, shy, cute, lazy, small, scary, beautiful, smart
2. —What animal do you like?
—I like elephants. They're cute. I like dogs, too.
—Why?
—Because they're friendly and smart.
3. When is Thai Elephant Day? (March 13th.)
4. ① What do the students from Thailand wan to do?
② What can Elephants do?
③ Why are elephants in great danger?

课后反思:


Section B 3a-Self Check

一、出示课题：Section B 3a-Self Check
二、 第一次“先学后教”。（补充句子）
（一）出示学习指导
1) 复习本单元所学的动物的名称以及描述动物的形容词。
2) 能正确运用所学的相关知识描述动词，表达自己的喜好。
3）通过不同方式的练习来熟练表达自己的喜好及描述不同的动物
（二）先学。
（1）根据单词提示学生独立完成填空题。
（2）比较难的题学生之间或者小组之间进行讨论完成任务。
（三）后教。
（！）教师公布答案，学生之间相互改作业。并且大家总结哪些题做得好而那些题做得
好。
（8） 师加强对做错题型的讲解及训练。
（四）当堂训练
Ⅱ. Presentation
1. Show some picture on the big screen. Learn the new sentence structure.
(a beautiful butterfly) Isn't it beautiful?
(a tall tree) Is it tall?
…
2. Ss try to understand the use of the sentence structure. Then try to make their own sentences.
Ⅲ. Practice
1. T: Becky is Jill's favorite animal. Fill in the blanks with the words in the box.
2. 阅读指导 ：首先，通读小短文，看短文中描述或介绍了Becky的那些方面；其次，
读方框中的选项，明白每个 单词的意思。然后，认真读短文，分析每个空格所在句子的
意思，确定每个空格的意思，然后补全空格。 最后，通读一遍短文，看短文是否通顺，
确定所填空的单词是否正确。
3. Ss read and fill in the blanks.
4. Check the answers.
5. Explain
Ⅳ. Writing
1. T: Do you know Beibie, Jinging, Huanhuan, Yingying? Yeah, they're four pandas in China.

Now look at a picture of Beibei. Do you like her? Can you write a short article to introduce
her? You can use the words and expressions below. (five years old, China, cute, Beijing
Zoo)
2. 写作指导： 首先，应介绍它的岁数，来自哪里；然后，可以介绍它的特性比如cute,
beautiful, shy等。然后，介绍你为什么喜欢它的原因；最后，可以介绍一下它现在在动
物园里。并通读一遍短文，看是否通顺无误。
3. Ss try to write a short article about Beibei.
4. Let some Ss read their article to the class.
5. Present a possible version on the big screen and let Ss correct their article.
2、第二次“先学后教”（补充句子，写短文 ）
（一）出示学习指导。
1、根据例题完成填空题
2、完成3a部分，组织语言把它写成短文。
（二）先学。
（1）先让学生独立完成Self Check。
（三）后教。
（2）教师公布答 案,看谁做的最好，并且让做得好的学生总结一下自己是怎么做的这些
题，或者说说自己的学习方法，帮 助后进生，做到相互学习的好习惯
（4）、当堂训练
Ⅴ. Self Check 1
1. We learned many animals and descriptions in this unit. Let's have a review of the animals
and descriptions. Now work in groups and write more words in the chart below.
2. Ss work in groups and add more words in the chart.
3. Let some Ss write the answers on the blackboard. Let other Ss add more words.
4. Ok. Now let's make sentences with the animals and descriptions.
I like…because…
I don't like… because they are…
I think … are really…
…are very…
5. Ss work in groups try to make five sentences each group.
6. Let some groups read out their sentences.
Ⅵ. Self Check 2
1. There are some questions and some answers in the chart. Please read the sentences below
and match the questions and answers to make a conversation.
2. Check the answers with the Ss.
3. Now, you can make your own conversations with your partner.
4. Ss make their own conversations and act out the conversation.
Homework
1. Review the conversations and passages in Section B.
2. Write a short article about an animal your like.
板书设计：

Section B 3a-Self Check
3a: beautiful, Africa, years, like, because, lives


3b: One possible version:
Beibei is my favorite animal. She's from China. She's five years old. I like
Unit 6 I’m watching TV.

her because she is cute and shy. She lives in Beijing Zoo.
Section A 1 (1a-2d)
…
1、出示课题：Unit 6 I’m watching TV.
They're from Africa. Self Check 1: Where are they from?

Section A 1 (1a-2d

2

、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）


lion, really scary, kind of boring; elephants, cute, very big; funny….
（1）、出示学习指导
1) 能掌握以下单词：(能做到四会 )
Self Check 2:
newspaper, use, soup, wash, movie, just…
What animal do you like? I like lions.
（2）、先学。
Why do you like lions? Because they're big and beautiful
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
Ⅱ. Presentation
1. Show some pictures on the big screen. Present the new words and expressions.
2. Ss watch and learn the new words and expressions.
3. Give Ss some time and try to remember the new words and expressions.
4. (Show some pictures on the screen and ask some students to perform the actions.)
e.g. T: What are you doing?
S: I am doing homework. (Help himher to answer)
T: What is he she doing?
Ss: He she is doing homework.
Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the
same way.
5. Work on 1a. Ss read the activities and look at the pictures. Then match the activities with
pictures.
6. Check the answers with the Ss.
第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）、 用最快的速度大概的看看听力题，对题的容有一点了解。
2）、仔细听录音能听懂录音容并独立完成填序号题和填空题。

(2)、先学。
1、根据学情，适当增加或减少录音播放次数。
2、学生听录音，并回答浅层次问题。
（3）、后教。
1、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于
黑板。
4、掌握句型：
① —What are you doing? —I'm watching TV.
② —What's he doing? —He's using the computer.
③ —What are they doing? —They're listening to a CD.
④ —This is Jenny. —It's Laura here.
. Listening
1. T: What are Jenny, John, Dave and Mary doing? Now let’s listen to the tape, find out the
right activities from 1a.
2. Play the recording for the Ss twice.
3. Ss listen to the recording and write the numbers from 1a.
. Pair work
1. Ask the Ss to read the conversations in 1c with a partner. Then look at the pictures in 1a.
And conversations about other person in the picture.
2. Ss make conversations by themselves and practice the conversations.
. Listening
1. Work on 2a;
T: Jack and Steve are talking on the phone. What are they doing now? Listen to the
conversations and match the answers with the questions.
(Play the recording for the first time, students only listen carefully. Then, listen to the
recording again, and match the answers with the questions. )
Check the answers.
2. Work on 2b.
Let Ss read the conversation in 2b first. Then play the recording for the Ss twice.
The first time Ss only listen and write down the words in the blanks. Then play the recording
again for the Ss to check the answers. (If necessary, press the Pause button to help.)
. Pair work
1. Now, role-play the conversation with your partners.
2. Let some pairs to act out the conversation in front of the class.
第三次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）、 用最快的速度大概的看看听力题，对题的容有一点了解。
2）、仔细听录音能听懂录音容并独立完成填序号题和填空题。
（2）、先学。

1、根据学情，适当增加或减少录音播放次数。
2、学生听录音，并回答浅层次问题。
（3）、后教。
1）、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）
2）、积极鼓励后进生回答，出现问题学生更正。
3）、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于
黑板。
4) 能掌握语法：现在进行时态的用法。
5) 能运用所学的知识，描述人们正在干的事情
Role-play
1. Ask Ss to read the conversation in 2d and answer the questions below.
① Are Jenny and Laura talking on the phone?
(Yes, they are.)
② What's Laura doing now?
(She's washing her clothes.)
③ What's Jenny doing?
(She's watching TV.)
④ When do they meet at Jenny's home?
(At half past six.)
2. Ss read the conversation and answer the questions above.
3. Check the answers with the Ss.
4. Let Ss work in pairs and role-play the conversation.
Homework:
1. Review the words and expressions in this period.
2. Understand the knowledge about the present progressive tense.
3. Make five sentences on what are you doing now.
板书设计：












Section A1 (1a-2d)
Drills：
1. —What are you doing? —I'm watching TV.
2. —What's he doing? —He's using the computer.
3. —What are they doing? —They're listening to a CD.
2b: are, doing; watching TV. listening to a CD, boring, interesting, go
2d. ① Are Jenny and Laura talking on the phone?(Yes, they are.)
② What's Laura doing now? (She's washing her clothes.)
③ What's Jenny doing? (She's watching TV.)
④ When do they meet at Jenny's home? (At half past six.)
课后反思：

Section A 2 (Grammar Focus-3c)
一、出示课题：Section A 2 (Grammar Focus-3c)
二、第一次先学后教.（ Grammar Focus.）
1、出示学习指导。
1) 继续练习运用现在进行时态来谈论人们正在做的事情。
2） 掌握现在时行时态的结构及用法。
3）掌握动词的现在分词形式的构成方式。 能掌握以下句型：
①—What’s heshe doing? —She'sHe's washing the clothes.
② —What are they doing? —They are listening to a CD.
③—Is he reading a newspaper? —Yes, he , he isn't.
④ —Are they using the computer? —Yes, they are. No, they aren't.
2、先学。
1）让学生自己先读语法焦点，并找出语法结构。
2）掌握现在时行时态的结构及用法 。
3）掌握动词的现在分词形式的构成方式。
3、后教。
（1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（2）、教师把重要的语法结构 写在黑板上，让学生学会思考，并做对比，区分语法
结构上的变化。
（3） 教师讲解can 后面的动词用动词原形部分人称变化。
4、当堂训练
Grammar Focus 3a-3b
（二）、第二次先学后教.（补充句子）

1、出示学习指导。
能够独立完成填空题3a-3b。
2、先学。
1、让学生独立完成Write questiongs and answer with the words and phrase.提醒学生but
的用法。
2、根据单词提示选单词，补充完整句子。
3、后教。
1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（3） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语
法结构上的变化。
（4） 教师讲解but 的用法和can 后面的动词用动词原形部分人称变化。
4、当堂训练。

Ⅱ. Grammar Focus.

1. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 你在做什么事情？_____________________
② 我在看电视。 __________________
③ 她在做什么事情？___________________
④ 她在洗衣服。 ____________________
⑤ 他们在做什么？___________________
⑥ 他们在听CD。 ___________________
⑦ 你在做作业吗？__________________________
⑧ 是的。 不是。 __________________________
2. Ss work by themselves and check the answers with each other.
3. Give Ss seven more minutes to remember the sentences.
4. 自主学习有关现在进行时态的语法知识学案
现在时行时态
一、用法：1. 表示现在（说话瞬间）正在进行或发生的动作。例如：
我正在做作业。
I’m _______ my homework now.
他们在操场上踢足球。
They’re ________ soccer on the playground.
2. 也可表示当前一段时间的活动或现阶段正在进行的动作。例如：
这些天来，我们在做一架模型飞机。
We are ____________________ these days
二、句子结构：
1. 述句：主语+ be (am, is, are) not + V. –ing +…
我正在洗衣服。
________________________________
2. 一般疑问句：
Be(Am, Is, Are) + 主语 + V.-ing …
她正在弹钢琴吗？
______________________________
三、常用时间状语：
now, right now或表示现在情景的Look, listen等。
格林先生现在正在写一个故事。
四、 与一般现在时态的区别
一般现在时态表示经常性、习惯性的动作；谓语动词为原形或第三人称单数形式；
时间状语常为usually, often, sometimes, on Monday, every day
琳达通常在早上冲个澡。 ___________________________________
4、当堂训练。
Practice
1. Work on 3a. Now let's write sentences following the examples.
指导：这个练 习题是帮助同学们理解现在时行时态与一般现在时态的区别用法；同学们
应根据上述语法学习容来造句子 。首先，应明确一般现在时态的句子结构，和现在进行

时态的句子结构。然后，看提示词 中的时间状语，确定是用什么时态。然后，写出正确
恰当的句子。
2. Ss write the sentences with the help the words and expressions.
3. Check the answers with the Ss.
. Practice
1. Work on 3b. Tell Ss to number the sentences in order to make a telephone conversation.
Then practice it with a partner.
2. 阅读指导： 首先，应明确这是一个会谈，因此应先通读所有的句子。然后，理解大
意的 基础上，找出首句。然后，顺藤摸瓜，依次找出下面的对话容。最后，全面的读一
遍对话，看是否通顺合 理。
通过读对话，可知What are you doing? 应是第一句话；这样，I'm reading a book.就是
第二句话……
3. Ss read all the sentences and number the conversation.
4. Practice the conversation with a partner.

. Exercises
1. If time is enough, do more exercises on the big screen.
Homework
1. Read the sentences in Grammar Focus.
2. What are your family members doing now? Write five sentences on what they're doing
now.
板书设计













Section A 2Grammar Focus-3c
一、现在时行时态：
1. 表示现在（说话瞬间）正在进行或发生的动作。
2. 也可表示当前一段时间内的活动或现阶段正在进行的动作。
二、句子结构：
1. 陈述句：主语+ be (am, is, are) not + V. –ing +…
2. 一般疑问句：
Be(Am, Is, Are) + 主语 + V.-ing …
三、常用时间状语：
now, right now或表示现在情景的Look, listen等。
四、 与一般现在时态的区别
一般现在时态表示经常性、习惯性的动作；谓语动词为原形或第三人称单
数形式；
时间状语常为usually, often, sometimes, on Monday, every day
课后反思:


Section B 1 1a-2c

1.板书课题：Section B 1 1a-2c
2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
（1）、出示学习指导（能做到四会）
掌握以下单词：
pool, shop, supermarket, man, host, study, state, the United States, American, dragon,
young, race, say, other, children, miss, wish, delicious, living room
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
3、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）用最快的时间看听力部分，第一遍听完听力容时做
2）仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。
1、用自己喜欢的方式朗读课文，勾出不认识的短语和语法等。理解课文大意。
2、根据学情，适当增加或减少录音播放次数。
3、学生听录音，并回答浅层次问题
。

（3）、后教。
1、教师公布答案，学生同桌改，教师统计结果。
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决。
（4）当堂训练。
. Listening
Work on 1c:
1. T: Now I will play a recording of a conversation. This time write the places you hear in the
chart.
2. Ss listen and write the places.
3. Play the recording again for the Ss to check the answers.
. Listening
Work on 1d:
1. This time, please listen to the recording and write the activities you hear in the chart.

2. Play recording and stop the tape if necessary.
3. Play the whole recording and have students write the words they hear in the chart.
4. Check the answers.
4、
第三次“先学后教”（学生读默读或朗读课文，勾出不认识的单词、短
语及句句型 ，读后回答问题。）

（1）、出示学习指导
1）学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2）画出不懂得语言点、表达方式和语法现象。
3）了解课文容，回答老师提出的课文相关联的问题。
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1、学生自学后回答理解性问题。
2、对学生不会的，通过启发诱导的方式让学生理解。
3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
4、能掌握以下句型：
① —What time is it in Beijing?
—It's eight o'clock in the morning.
② —It's 9:00 a.m. and Zhu Hui's family are at home.
③ —Zhu Hui misses his family and wishes to have his mom's delicious zongzi.

（4）、当堂训练

1、口述课文容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目
。
. Reading

1. Fast Reading
Read the article and answer the two questions.
① Why are Zhu Hui's family watching boat race and making zongzi?
② Does Zhu Hui like his host family? What about his home in China?
Ss read the article quickly and find the answers to the two questions.
Check the answers with the class.
2. Careful Reading
Read the article again. What are these people doing now? Then fill in the chart below.
Places Shenzhen

Time
his dad and uncle
his mom and aunt

Places
Time
the mother
the father
Zhuhui



New York




Ss read the article and fill in the blanks. Then check the answers with the class.
3. Work on 2c
Now let's look at the chart in 2c. You should match the verbs in column A with the words
in column B. Then use the phrase to write sentences according to the TV report.
Make sure Ss know what to do.
阅读指导：
1) 读表格中的词汇，根据短文容，将左右两栏的容连在一起。
2）可以先将记得清楚的词汇连在一起，最后连较较为模糊一点的词组。
3）带着这些词组再去读短文，找到相关词组的地方，然后明确所连的词组是否正确。
4）比照课本上的句子，再用这些词组造句子。
学生们按老师指导的思路进行学习活动，最后 ，将所造的句子写在练习本上，并将相互
检查所造句子的正确与否。
Homework
1. Ask Ss retell the article after class.
2. Use the following words to make sentences
1. in the United States 2. live with
3. any other 4. talk on the phone 5. miss 6. wish to do sth.
板书设计：





Section B 1 1a-2c
1a: 1. library; 2. swimming 3. supermarket, shopping, 4. playground, playing basketball


2b: ① Why are Zhu Hui's family watching boat race and making zongzi?
② Does Zhu Hui like his host family? What about his home in China?


time
Shenzhen

Section B2 3a-Self Check

New York
the mother
一、出示课题：Section B2 3a-Self Check
the father
二、第一次“先学后教”。（补充句子）



Zhuhui

（一）出示学习指导

1) 复习巩固掌握本课出现的生词及表达方式。

2) 进一步练习运用现在进行时态的句子来描述他人在做的事情。
3) 通过不同形式的练习，提高学生们综合运用所学知识的能力。
（二）先学。
（1）根据单词提示学生独立完成填空题。
（2）比较难的题学生之间或者小组之间进行讨论完成任务。
（三）后教。
（！）教师公布答案，学生之间相互改作业。并且大家总结哪些题做得好而那些题做得
好。
（2） 师加强对做错题型的讲解及训练。
（四）当堂训练
. Presentation
1. Show a photo of the teacher's family.
T: Look! This is a photo of my family. What are my family doing?
2. Ask some Ss ask and answer about the photo.
S1: What's our teacher doing?
S2: She's reading a book.
S1: What's his daughter doing?
S2: She's playing with her friends.
S1: What's Mrs. Li doing?
S2: She's using the computer.
. Practice
1. T: OK. Yesterday, I asked you to take a photo of your family to school? Have you got it?
(Ss take out their photos.)
2. Now work with your partners. Ask and answer about the pictures.
3. Ss work in pairs. Ask and answer about the pictures as S1 and S2 did.
4. Let some pairs ask and answer their photos.
2、第二次“先学后教”（补充句子，写短文）
（一）出示学习指导。
1、根据例题完成填空题
2、完成3a部分，组织语言把它写成短文。
（二）先学。
（1）先让学生独立完成Self Check。
（三）后教。 < br>（1）教师公布答案,看谁做的最好，并且让做得好的学生总结一下自己是怎么做的这些
题，或者 说说自己的学习方法，帮助后进生，做到相互学习的好习惯
(2)写作格式及要求
（4）、当堂训练
Ⅳ. Writing
1. Let's look at Jim's family photo and read his letter to Bob. Try to fill in the blanks.
2. 写作指导：首先，应阅读信的容。认真读每一个句子，找出句子的主语， 明确本句
话所说的人物；然后 ，看图画中该人物正在做的事情。用正确的时态写出此人物正在做

的事情。
3. 学生们按老师的指导意见，阅读、看图画并补全信件的容。
4. 相互交换信件，并检测有没有错误。让几名同学读自己的短文，给同学们做一个例子。
Ⅴ. Self Check 1
1. 让学生们看表格，讲一讲每一列所代表的意思。
2. 学生明白本表是讲动词的现在分词的构成方式后，让学生们自己从课本找学过的单词
写在表格里。
3. 在大屏幕上呈献更多的单词，让学生们做参考。
Ⅵ. Self Check 2
1. Tell Ss A and B are talking about what they are doing now. Read the conversation and write
questions with the help of the words in the bracket.
2. Ss read the conversation and try to make questions with the help of the words in the
bracket.
3. Check the answers with the class.
4. Have Ss role-play the conversation.
Homework
总结动词现在分词的变化规则，并整理在笔记，做强化记

Section B 3a-Self Check
3a: are watching TV; is reading a newspaper, is doing his homework
3b: One possible version:

My family are all at home today. My father is cleaning his car outside. My mother is
cooking in the kitchen. My sister

is playing computer games. My grandparents are
watching TV in the living room.
Self Check 1:

read-reading; draw-drawing; live-living, have- having, save-saving; sit-sitting,
shop- shopping, put-putting

Self Check 2:
What are you doing? Let's play soccer. What is Tony doing? Is Steve studying, too?


课后反思：

Unit 7 It’s raining.
Section A (1a-2d)

2. 情感态度价值观目标：
教育学生善于观察天气，善于调整自己的情绪；了解世界各地的天气情况，增加世
界观念。知道大自然的 力量是神奇而伟大的，我们应当好好学习，立志学好科学知识，
为长大后探索神奇的大自然，打好基础。
二、教学重难点

1. 教学重点：
1) The vocabulary and useful expressions.
2) —How’s the weather?
—It's raining windy.
3) —What are you doing?
—I'm playing basketball.
2. 教学难点：
运用目标语言来对天气进行问答，并且会问答其他人正在进行的活动。
三、教学过程
1.板书课题：Unit 7 It’s raining.
Section A (1a-2d)
1、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
（1）、出示学习指导
1) 能掌握以下单词：（能做到四会）
rain, windy, cloudy, sunny, snow, weather, cook, bad, park
message, take a message, could, back, problem
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
. Presentation
1. (Show some pictures of the weather)
Let Ss look at the pictures and ask them how the weather is.
Ss learn the new words and expressions with the help of the pictures.
2. Look at the pictures in 1a. Then read the new words on the right. Ask the Ss to match
the words with pictures.
3. Check the answers.
2、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）、 用最快的速度大概的看看听力题，对题的容有一点了解。
2）、仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。
1、根据学情，适当增加或减少录音播放次数。
2、学生听录音，并回答浅层次问题。
（3）、后教。

1、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于
黑板。
. Listening
1. Now let's look at the city names in the box in 1b. Please read after me.
Ss read the cities after the teacher.
2. Now, We’ll hear four conversations. Listen carefully, point out each city in the picture
as it comes upon the tape. Play the recording a second time. Ask Ss to write the name of
the city in the picture of its weather.
3. Check the answers.
. Pair work
1. Tell the Ss: If you are in one of the places in the picture above. Talk about the weather
with your friends in another city on the phone.
2. Make a model with a student like this:
T: Hi! How's the weather in Beijing?
S1: It's sunny.
3. Ss work in pairs. Ask and answer about the weather in the cities.
Listening
1. Work on 2a.
Let's see what Joe's families are doing. Point to the 4 pictures.
2. Ask Ss tell each person is doing in each picture. More attentions should be paid
to the correct use of the Present Progressive Tense.
3. Play the recording for the Ss to listen and number the pictures [1-4].
4. Play the tape for Ss to check the answers.
5. With the whole picture, get some Ss to tell the story of it.
6. Brainstorming
Play the tape for another time. Then do a memory test.
Ask Ss: What's Uncle JoeJeffMaryAunt Sarah doing?
What're Scott and Lucy doing?
Is Jeff watching TV? etc.
7. Let Ss match the names with the activities in 2b.
Play the recording for the Ss to check the answers.
Ⅶ. Pair work
1. Look at the pictures and talk about the people in 2a with a partner.
2. Ask a student the questions as a model:
T: What's Uncle Joe doing?
S1: He's playing basketball.
3. Ss work in pairs. Ask and answer about the pictures.
第三次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。

1）、 用最快的速度大概的看看听力题，对题的容有一点了解。
2）、仔细听录音能听懂录音容并独立完成填序号题和填空题。
3) 能用所学的知识描述天气情况。
4）描述正在发生的动作。

(2)、先学。
1、根据学情，适当增加或减少录音播放次数。
2、学生听录音，并回答浅层次问题。
（3）、后教。
1、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于
黑板。
4、能掌握以下句型：
① —How's the weather in Beijing?
—It's sunny.
② —Can I take a message for him?
—Yes. Could you just tell him to call me back?
—Sure, no problem.
Exercises
Homework:
一、总结有关天气的词汇。
二、编写三个有关天气问答的对话。
1. windy
2. raining
3. snowy
板书设计：

Section A (1a-2d)

Drills：


1. —How's the weather in Beijing? —It's sunny.

2. —What's Uncle Joe doing? —He is playing basketball.

2c: —What's Uncle Joe doing? —He's playing basketball.


—What's Aunt Sally doing? —She's cooking.

—What's Mary doing? —She's watching TV.

—What' Jeff doing? —He's talking on the phone.
Section A
(Grammar Focus-3c)

2d: ① What's Steve doing?
② What's Rick's brother doing?
一、出示课题：(Grammar Focus-3b)
(Grammar Focus-3c)

课后反思:

Grammar Focus
二、第一次先学后教.（ Grammar Focus.）
1、出示学习指导。
1) 继续练习运用描述天气情况、描述正在发生的动作。
2) 通过多种形式的练习方式来让学生们熟练掌握描述天气情况及描述正发生的事
情。
2、先学。
（3） 让学生自己先读语法焦点，并找出语法结构。
老师将情态动词的can的用法，以学 案的方式呈现在大屏幕上，让学生自主学习，并发
现其用法。
3、后教。
（1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（2） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法
结构上的变化。
4、当堂训练
Ⅰ. Warming- up and revision
1. Have a dictation of the new words and expressions in period 1.
2. Ask some pairs to role-play the conversation in 2d.
Ⅱ. Grammar Focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 天气怎么样？ _____________________
天气多云。天气晴朗。天在下雨。 ____________________
② 你在做什么？ ___________________
我在做饭。 ___________________
③ 他们在做什么？ ____________________
他们正在公园里打篮球。 _____________________
④ 他在做什么？ _________________________________
他在他朋友家里学习。 _______________________________
⑤ 情况怎么样？ ___________________
很好！不错。 糟糕！ ____________________
2. Ss fill in the blanks and check the answers themselves.
3. 探究乐园
① 疑问副词how 用来询问天气。
今天天气怎么样？ _______ the weather today?
【拓展】询问天气还可以说：_______ the weather _______ ?
② how 用于问候，打招呼
你好吗？_________________________
你那里情况如何？ _____________________
③ how 用来询问方式或手段。

你怎样去上学？ _______do you go to school?
④ how 用来询问年龄
你弟弟多大年龄？ _______ _______ is your brother?
⑤ how 用于询问价格
那件紫色的毛衣多少钱？ _____________ are the purple sweater?
4. Ss read the sentences and learn by themselves.
Ⅲ. Practice
1. Work on 3a. Fill in the blanks with the correct forms of the verbs in the box. Then
practice the conversations with a partner.
2.指导：
根据上下文的问句和答语来确定空格处的意思, 特别是每个空格后面的词汇。
根据上下文的时态及时间状语来确定句子的时态。如: right now 为现在进行时态
的时间状语。而 usually，every Saturday 及 every day 是一般现在时态的时间状
语。
现在进行时态的句子结构：be (am, is, are) + 动词的ing形式; 一般现在时态的句
子用动词的原形或第三人称单数形式。如: 第一题由问句可知答句为现在进行时。
后一句为一般现在时。
3. Ss read the conversations and fill in the blanks.
4. Check the answers with the class.
5. Ss practice the conversation in pairs.
6. Ask some pairs role-play the conversation.
三、第二次先学后教.（补充句子）

1、出示学习指导。
能够独立完成填空题3a-3b。
2、先学。
1、让学生独立完成Write questions and answer with the words and phrase.提醒学生but的
用法。
2、根据单词提示选单词，补充完整句子。
3、后教。
1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（3） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法
结构上的变化。
（4） 教师讲解but 的用法和can 后面的动词用动词原形部分人称变化。
4、当堂训练。
. Practice

1. Work on 3b.
Yuan Yuan from CCTV is interviewing people in five different places. Fill in the chart
below.
2. Ss work in groups. Discuss the pictures and talk about the weather and what the people
doing.
Make a model for the Ss:

—How's the weather in Picture a?
—It's sunny.
—What's the boy doing?
—He's playing the guitar.
3. Ss ask and answer about the pictures. Then fill in the blanks.
4. Check the answers with the class.
Homework
1. Read the sentences in Grammar Focus.
2. Make some conversation about the weather and the activities.
板书设计


Section A Grammar Focus-3c

1. —How's it going? —Great! Not bad. Terrible.

—What are they doing? —They're playing basketball in the park.

3a: 1. am doing; do; 2. is playing, plays; 3. Is, studying; is studying


4. are making, make; 5. Is, talking; talks
课后反思：
3b: —It's sunny. —He's playing the guitar.

—It's windy. —They're walking to school.

—It's cold. —They're making soup.
Section B 1a-2c
1、出示课题：Section B 1a-2c
2、第
一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
（1）、出示学习指导
1) 能掌握以下单词：（能做到四会）
dry, cold, hot, warm, visit, Canada, summer, sit, juice, soon, vacation, hard, Europe,
mountains, country
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。

Presentation
1. Show some pictures on the big screen. Present the new words.
dry, cold, hot, warm …

2. Ss learn the new words and expressions and try to understand the expressions.
3. Give Ss some time and try to remember the new words and expressions.
Matching
1. Read the words in the box in 1a. Then look at the pictures. Match the words with the
pictures.
. Pairwork
1. Look at the pictures in 1a. Ask and answer questions about the weather in the pictures
in 1a.
Give an example to the Ss.
T: How's the weather in the picture d?
S1: It's dry.
2. Now work in pairs. Ask and answer about questions about the weather in the pictures in
1a.
3、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）用最快的时间看听力部分，第一遍听完听力容时做
2）仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。
1、用自己喜欢的方式朗读课文，勾出不认识的短语和语法等。理解课文大意。
2、根据学情，适当增加或减少录音播放次数。
3、学生听录音，并回答浅层次问题
。

（3）、后教。
1、教师公布答案，学生同桌改，教师统计结果。
2、积极鼓励后进生回答，出现问题学生更正。
3. Ask some pairs to ask and answer about the questions.
. Listening
work on 1c:
1. Read the chart in 1c.
2. Play the tape for the Ss to listen and write what Mary and Eric answer to it
going?
3. Play the recording twice. The first time Ss only listen. For the second Ss listen and
write down the words in the blanks.
. Listening
Work on 1d:
1. Listen again. What does Eric answer to
2. Play the recording twice. The first time Ss only listen. For the second Ss listen and
write down the words in the blanks.
3. Check the answers.
Talking

1. Look at the pictures in 2a. Talk about the pictures with a partner. How's the weather?
What are the people doing? Make a model to the Ss.
S1: How's the weather in picture a?
S2: It's sunny and warm.
S1: What's the girl doing?
S2: She's sitting near the pool and drinking some juice.
2. Ss work in pairs and talk about the pictures.
3. Let some pairs ask and answer the pictures aloud.
4、第三次“先学后教”（学生读默读或朗读课文，勾出 不认识的单词、短
语及句句型，读后回答问题。）

（1）、出示学习指导
1）学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2）画出不懂得语言点、表达方式和语法现象。
3）了解课文容，回答老师提出的课文相关联的问题。
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1、学生自学后回答理解性问题。
2、对学生不会的，通过启发诱导的方式让学生理解。
3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
2) 能掌握以下句型：
① —How's it going?
—Not too bad.
② Are you studying hard or having fun?
③ I'm having a great time in Europe.
（4）、当堂训练
1、口述课文容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目
。
. Reading

1. Fast Reading
Read the postcards in 2b and math each postcard with the correct picture in 2a.
Ss read the postcards quickly and match the postcard the correct picture.
Then check the answers.
2. Careful reading:

Read the first postcard again and find the answers to these questions.
① Where is Su Lin now?
② What is Su Lin studying here?
③ Is she visiting some of his old friends there?
④ What’s she doing right now?
⑤ How’s the weather there?
Read the second postcard again and find the answers to these questions.
① Where is Dave now?
② What are Dave and his family doing there?
③ Are they having a good time?
④ How’s the weather there?
⑤ How’s the weather in Jane’s country?
Ss read the postcards and try to find the answers to the questions.
Then check the answers with the class.
. After Reading
1. Read the postcards again and fill in the chart with the information from the postcards in
2b.
2. 阅读指导：
1) 先看表格，可知本题要求我们读明信片，完成Sun Lin和Wen Wei现在在哪里
在、那里的天气如何以及他们正在做的事情这三项容。
2) 带着三个问题，分别去在Sun Lin和Wen Wei所写的明信片中去寻找相关容。
3) 找到相关依据后，再认真分析这三个问题的正确答案，然后填写在空格处。
3. Check the answers with Ss.
Language points
I. Exercise
Homework
1. Remember the new words and expressions learned in this period.
2. Retell the first postcard in 2b.
板书设计：



Section B 1a-2c
1a：1. d; 2. e; 3. a; 4. b; 5. c


1b: —How's the weather in picture d? —It's warm.

—How's the weather in picture a? —It's cold

—How's the weather in picture b? —It's cool.

—How's the weather in picture c? —It's hot.


—How's the weather in picture d? —It's dry.

2b: ① Where is Su Lin's uncle work?

② What is Su Lin doing in Canada?

③ Are Wen Wei and family having a great time?
④ Why can't Wen Wei call Jane?

课后反思：


Section B 3a-Self Check
一． 第一次“先学后教”。（补充句子）
（一）出示学习指导
1) 复习与运用所学的有关天气的相关知识来描述天气。
2) 能正确地描述他人正在进行的活动。
3）能根据所提供的相关材料描写某地的天气情况及某人正在进行的活动。
（二）先学。
（1）根据单词提示学生独立完成填空题。
（2）比较难的题学生之间或者小组之间进行讨论完成任务。
（三）后教。
（！）教师公布答案，学生之间相互改作业。并且大家总结哪些题做得好而那些题做得
好。
（5） 师加强对做错题型的讲解及训练。
（四）当堂训练
Presentation
some pictures on the big screen and present some new words and expressions
in this period.
(skate, snowy, winter, Russian, snowman)
2. Ss read the new words and try to remember them.
Free talk
Finish some exercises.
二、第二次“先学后教”（补充句子，写短文）
（一）出示学习指导。
1、根据例题完成填空题
2、完成3a部分，组织语言把它写成短文。
（二）先学。
（1）先让学生独立完成Self Check。
（三）后教。
（1）教师公布答 案,看谁做的最好，并且让做得好的学生总结一下自己是怎么做的这些
题，或者说说自己的学习方法，帮 助后进生，做到相互学习的好习惯
(2)写作格式及要求。
（4）、当堂训练
. Writing

1. T: Here's another postcard from Kate to Xiao Lu. Look at the pictures on the
postcard. How's the weather there? And what is the girl doing?

Let some Ss answer the two questions.
2. Let some Ss read the words in the box. Explain the meaning of the words that they
don't know.
3. 思路指导：
首先, 应读方框里的单词, 掌握每个单 词的意思。
其次, 通读一遍短文, 理解短文大意。
然后, 认真读每个句子, 分析每个空格处前后上下文的意思，确定空格处所缺
单词的意思。 如：第一、二两空格前有weather一词，可知空格处只应填snowy
和windy一词。第三空 格后面有“俄罗斯面包”一词可推知，空格处应为buying
一词。第四空格由空格后面的on a river可知应是“skate”一词。最后一空格是
take a photo of …，应用现在进行时态，故填taking。
4. 学生们在老师的指导方法下，读信的容，然后补全短文容。
5. Check the answers.
. Writing
2. 写作指导：
回想一下给你印象最深的一次度假活动。
可以将在3b中问题的答语, 做为写作的容。
假想你现在正在度假。将回答问题的几个句子连起来，形成一个语句连贯的短
文。
注意，应用现在进行时态来表述现在正在发生的事情。
3. 学生们根据老师的指导方法，大胆地进行写作，发挥自己的想像力，写出好的容。
4. Let Ss read their postcard to the class.
Self Check 1
1. Tell Ss we've learned some words about feelings, weather and activities. Now discuss
with your partners. Add more words in the box.
2. Ss work in pairs and add more words in the box.
3. Let some Ss read their words. Let other Ss add more words.
. Self Check 2
the sentences below on the left and find the responses on the right.
2.思路指导：
首先，应通读所有选 项，掌握对话的大意。可知本对话是一个打的情景，由打的
常识可知左栏第一句话为首句，句意为“你好 ，我是詹妮”可知答语应是右栏中的
第二句话。
由左栏第二句末的“我可以给她带个话吗？” 一句可以确定其答语为右栏中的第三
句话，“好的。你可以让她打876-54321吗？”。
当A方回答“没问题”后，B方应当表示感。
3. Ss read the sentences below and find the responses.
4. Check the answers with the class. Then let the Ss practice the conversation with a
partner.
Self Check 3
1. Put these sentences in order to make a conversation. Then write your own
conversation.

2. 思路指导：
本题要求将一对话排列正确的说话顺序。
首先，通读所有的句子，理解对话的大意。
其次，在通读对话的基础上确定对话的首句应是打招呼的“Hi, Jill”一句。
接下来，就可以确定“Not too bad.”是第二句。
比较询问天气的问句和询问在下雨天里在做什么事情，可知应先问天气情况。
最后，通读一遍对话，看是否通顺。
3. 学生们按指导方法，将对话的顺序排好。然后和伙伴练习这个对话。
4. 与伙伴共同编造一个与之相仿的对话。并向本小组的其他同学表演一下。
Homework
找一你度假时照的照片，写一篇小短文向你的同学们介绍一下当时你度假的情况。
包括以下容如下：
➢ 在何地度假
➢ 天气情况
➢ 你们正在进行的活动
➢ 你对假期的感受
板书设计：


Section B 3a-Self Check
3a: snowy, windy; buying, playing, skating, talking
Unit 8 Is there a post office near here?

Self Check 2:
A：Hello? Jenny speaking.

Unit 8 Is there a post office near here?

B: Hi, Jenny. It's Steve here. May I speak to Lucy, please?
A：Sorry, she's not at home. Can I take a message?
1、 出示课题：Unit 8 Is there a post office near here?
B: Yes. Could you ask her to call me at 8765-4321?
Section A (1a-2d)
A: Sure. No problem.
B: Thank you. Bye.
（1）、出示学习指导
能掌握以下单词：（能做到四会）
post, office, post office, police, police station, hotel, restaurant, bank, hospital, street, pay,
near, across, across from, front, in front of, behind, town, around
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
Section A (1a-2d)
2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）

. Presentation:
1. T: Hello, class, how to ay about a general question and negative of “there be”
S: When it is a general question, “be” should be put in the first word of a sentence.
When it is negative, it should add “not” behind “be”.
T: T: Excellent, then please think about What a positive answer and a negative answer are?
S: A positive answer is “Yes, there is “or “Yes, there are.” A negative answer is “No, there
isn’t “, or “No, there aren’t.”
T: Good. Now please finish the following exercises:
1) There ______ (be) a lot of books on the desk.
2) There ______ (be) a bank and two ________ (library) on the street.
3) ______ ________ (有) a post office near here?
2、
第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）、 用最快的速度大概的看看听力题，对题的容有一点了解。
2）、仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。
1、根据学情，适当增加或减少录音播放次数。
2、学生听录音，并回答浅层次问题。
（3）、后教。
1、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于
黑板。
（4）当堂训练。
. Listening:

T: Now let’s listen to the tape, and circle the places you hear in 1a.
(听力指导：做好听力题的两个关键：一是听前看图片或者文字材料；二是听时抓
住关键词。)
Listen again: finish the following dialogues:
Conversation 1: A: Is there a restaurant _______ on Bridge Street?
B: Yes, _________ ________.
Conversation 2: A: _______ there a post office ________ here?
B: Um, Yes, there ______. ___________ one on Long Street.
Conversation 3: A: Is there a ______________ on Center Street?
B: No, __________ _______.
. Listening:
1. Work on 2a;
T: Now, look at 2b, listen and fill in the blanks with the words in the box.
The students check the answers.
2. Check the answers:
Pair work

1. Ask the Ss to ask and answer questions about the places in 1a on page 43.
3、第三次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）、 用最快的速度大概的看看听力题，对题的容有一点了解。
2）、仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。
1、根据学情，适当增加或减少录音播放次数。
2、学生听录音，并回答浅层次问题。
（3）、后教。
1、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于
黑板。
能掌握以下句型：
1. ① —Is there a hospital near here?
—Yes, there is.
② The pay phone is across from the library.
③ The pay phone is between the post office and the library.
2) 能了解以下语法：
—— Where 引导的特殊疑问句及其答语。
——学会There is are…。Isare there..的句型及用法。
（4）当堂训练。
Role-play
1. Ask Ss to look at the conversations in 2d. Then Ss read the conversations by themselves
and try to find out difficulties and suspicious.
2. T:
1. across from 意为“在……对面”
e.g. The bank is across from our school.
银行就在我们学校对面。
【拓展】 across 作介词，意为“从一边到另一边；横过”。
e.g. Can you swim across the river?
你能游过这条河吗？
2. in front of 意为“在……前面”（在某
围之外）
e.g. There is a car in front of the house.
在房子前一辆小汽车。
【辨析】in the front of “在……前面”（在
某围之）
e.g. There is a table in the front of the
classroom.
在教室的前面有一桌子。

3. next to 意为“紧靠着；紧挨着；贴近”
e.g. The little boy is next to his mother.
小男孩紧挨着他的母亲。
【辨析】next to与near的区别
从空间讲near 只表示“在……附近”；而next to有“紧挨着”之意；next to比near
靠的更近。
如：Peter sits next to Mike.
彼特紧挨着迈克坐。
Peter sits near Tom.
彼特坐在汤姆附近。
4. How can I help you? 需要我帮忙吗？
表示向他人伸出援手，主动提出帮助的意思，此句还可说成：How can I help you?
或How may I help you?
类似的句子还有：
May I help you?
Do you need any help?
Is there anything I can help (you) with?
What can I do for you?
Homework: 1. Write down the new words in this class.
2. 用今天所的学介词（near, next to, in front of, behind, between…and）来写五
个句子，描述一下你生活中常见的单位的位置。
板书设计：








Section A (1a-2d)
Sentences：
1. —Is there a hospital near here?
—Yes, there is .
2. The pay phone is across from the library.
3. The pay phone is between the post office and the library.
4. It’s not too far from here.
5. I can walk with you. With ----preposition

课后反思：


Section A (Grammar Focus-3c)
一、
出示课题：Section A (Grammar Focus-3c)

二 、第一次先学后教.（ Grammar Focus.）
1、出示学习指导。
1) 能掌握以下单词：north

2) 继续练习there be 句型的一般疑问句及其肯定与否定回答，学习以where 引导
的特殊疑问句的构成，能掌握以下句型：
①Is there a bank near here? Yes, there is. It’s on Center Street.
②Are there any restaurants near here? Yes, there’s one in front of the post office.
③Where’s the hotel? It’s behind the police station.
④ Where’s the bank? It’s next to the post office.
⑤ Where’s the park? It’s across from the bank, behind the hotel.
⑥Where are the pay phones? They’re between the post office and the library.
2、先学。
让学生自己先读语法焦点，并找出语法结构。
以学案的方式呈现在大屏幕上，让学生自主学习，并发现其用法。
3、后教。
（1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（2）教师把重要的语法结构写 在黑板上，让学生学会思考，并做对比，区分语法结
构上的变化。
4、当堂训练
.Grammar focus and revision

1. Review the grammar box. Ask students to say the questions and answers.
Ask students to circle these words in the grammar focus section of their books: such as: on,
across from, next to, between…..and.
2. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 附近有银行吗？_____________________
是的。它在中心街上。 _________________________________
② 附近有餐馆吗？ _________________________________
有，在邮局前面有一家。 ________________________________
③ 旅馆在哪里? ___________________
它在公安局后面。______________________
3. Ss check the answer with their partners.
4. Give Ss six more minutes to try to remember the sentences.
T: Wonderful, now please look at 3a.
3. 探究学习there be句型
⑴ There be ...句型表示的是“某处有(存在) 某人或某物”，其句式结构：
1. There be (is，are) +名词+地点状语
否定句：There isn’t aren’t…
一般疑问句：Is Are + 主语 +…?
肯定回答：Yes, there isare.
否定回答：No, there isn’taren’t.
⑵ There be 句型中的主谓一致原则
There be句型中be动词的形式要和其后面的主语在人称和数上保持一致。
如果句子的主语是单数的可数名词，或是不可数名词，be动词用“is”。
如果句子的主语是复数名词，be动词就用“are”。

如果有两个或两个以上的名词作主语，be动词要和最靠近它的那个主语
在数上保持一致，也就是我们常说的“就近原则”。
三、第二次先学后教.（补充句子）

1、出示学习指导。
能够独立完成填空题3a-3b。
2、先学。
1、让学生独立完成Write questions and answer with the words and phrase.提醒学生but的
用法。
2、根据单词提示选单词，补充完整句子。
3、后教。
1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（3） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法结构
上的变化。
（4） 教师讲解but 的用法和can 后面的动词用动词原形部分人称变化。
4、当堂训练。
Ⅲ. Practice:
Look at 3a, pay attention to the questions in the box. Ask students to read it out loud.
Look at the map and answer the questions.
1. Where is the bank?
_____________________________________
2. Is there a restaurant on North Street?
_____________________________________
3. Where’s the pay phone?
_____________________________________
4. Where’s the post office?
_____________________________________
5. Is there a hospital near the pay phone?
______________________________________
Learn by heart the following phrases, write them down on the book.
1）in the neighborhood在附近地区 2）go straight 直走
3）turn left 向左转 4）turn right 向右转
5）on the left 在左边
．Practice:
6）on the right在右边
Look at 3b. Ask the students to pay attention to the picture of 3a and write
three sentences.
完成下列句子。
1. 火车站在公园对面。
__________________________________
2. 餐馆紧挨着邮局。
__________________________________
3. 在银行前有一个投币。

______________________________________
4. 在医院后面有一个公园。
_________________________________
5. 在公安局附近有一个超市吗？
______________________________________
Homework:
1. Remember the sentences in the Grammar Focus.
2. 用所学的介词描述在你所在地周围这些场所的位置。
post office, police station, school, bus station
板书设计

Section A Grammar Focus-3c
Section B 1a-2c
①Is there a bank near here? Yes, there is. It’s on Center Street.
一、出示新课题：Section B 1a-2c
②Are there any restaurants near here? Yes, there’s one in front of
二、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）

the post office.
③Where’s the hotel? It’s behind the police station.
（1）、出示学习指导
④ Where are the pay phones? They’re between the post office and
能掌握以下单词：（能做到四会）spend, spend time, climb, road, often, air, sunshine, free,
the library.
enjoy, enjoy reading, easily, money

（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
. Learn the new words
T: Please look at the new words; let’s find out whose pronunciation is the best in my
class.
Ask the students to try to pronounce one by one, then the teacher correct it.
Practice
Look at 1a. The teacher asks the Ss who could put the three phrases into English, then let the
Ss match the words in the box with the signs, and see who does the best and most quickly.
2、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）用最快的时间看听力部分，第一遍听完听力容时做
2）仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。
1、用自己喜欢的方式朗读课文，勾出不认识的短语和语法等。理解课文大意。
2、根据学情，适当增加或减少录音播放次数。

3、学生听录音，并回答浅层次问题
。

（3）、后教。
1、教师公布答案，学生同桌改，教师统计结果。
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决。
（4）当堂训练。
Listening
Look at 1a and 1b.
1. T asks the Ss to listen and write the correct place for each letter in the picture.
2. Listen again. Fill in the blanks. Check the answers.
Group work
Look at the picture of 1b.
1. Divide the Ss into groups. Each group has two students.
2. T: Now please imagine you and your partner are the two people in the picture in 1b. Ask
and answer questions about the places.
Explanation:
Look at 2a and 2b.
1. The teacher asks the Ss to check the places near your home. Tell your partner where they
are.
2. The teacher asks the Ss to find out difficulties.
3. Explanation:
a). in my neighborhood 在我家附近
b). I like to spend time there on weekends. 我喜欢周末在那里度过时光。（提示：spend
后跟动词的ing形式）
c) I love to watch the monkeys climbing around. 我喜欢观看猴子们在周围爬树。
观看某人正在做某事 watch somebody doing
d) To get there, I usually walk out and turn right on Bridge Road. 为了到达那里，我通常走
出去在Bridge Road向右拐。
To get there 在本句中为目的状语。
f) You can get to the library easily. 你可以容易地到达图书馆。
Easily 是副词，在这里修饰动词get.
3. Ask the Ss to read aloud the passage, and learn the important sentences by heart.
3、
第三次“先学后教”（学生读默读或朗读课文，勾出不认识的单词、短
语及句句型，读后回答问题。）< br>
（1）、出示学习指导
1）学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2）画出不懂得语言点、表达方式和语法现象。

3）了解课文容，回答老师提出的课文相关联的问题。
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1、学生自学后回答理解性问题。
2、对学生不会的，通过启发诱导的方式让学生理解。
3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
2) 能掌握以下句型：
① I like to spend time there on weekends.
② I love to watch the monkeys climbing around.
③ It is very quiet and I enjoy reading there.
④ You can get to the library easily.
⑤ The best things do not need money
（4）、当堂训练
1、口述课文容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目

.Reading
1. Fast Reading:
Read the passages and match each passage with a map.
Ss read and match. Then check the answers.
2. Careful Reading
Work on 2c:
The teacher asks the Ss read passages again and answer the questions.
Ss read the passage and try to answer the questions.
Check the answers with the class. Choose the best student’s answer, and then read them in
class.
Homework
1. Write down the new words and sentences.
2. Write a composition about your family address and buildings around
板书设计：
Section B 1a-2c
a). in my neighborhood 在我家附近

b). I like to spend time there on weekends. 我喜欢周末在那里度过时光。

（提示：spend 后跟动词的ing形式）

c) I love to watch the monkeys climbing around. 我喜欢观看猴子们在周

围爬树。

观看某人正在做某事 watch somebody doing
d) To get there, I usually walk out and turn right on Bridge Road. 为了到达
那里，我通常走出去在Bridge Road向右拐。
To get there 在本句中为目的状语。

Section B 3a-Self Check

1、出示课题：Section B 3a-Self Check
2. 第一次“先学后教”。（ 特殊疑问句）
（一）出示学习指导
1) 复习方位词及词组的表达方式。
2) 熟练掌握如下特殊疑问句：
① Where do you live?
② What is your favorite place in your neighborhood? Why?
③ How do you get there from your home?
（二）先学。
（1）根据单词提示学生独立完成填空题。
（2）比较难的题学生之间或者小组之间进行讨论完成任务。
（三）后教。
（！）教师公布答案，学生之间相互改作业。并且大家总结哪些题做得好而那些题做得
好。
（2） 师加强对做错题型的讲解及训练。
（四）当堂训练。
Ⅱ. Presentation
Look at 3a. Ask the Ss look at the map of Cindy’s neighborhood and fill in the blanks. Then
check the answers.
Ⅲ. Writing
Look at 3b, ask the Ss to draw a map of your neighborhood and write about it with the
help of the following sentences. After writing it, correct the answers in groups, choose
the most excellent answers to read in class at last.
① Where do you live?
② What is your favorite place in your neighborhood? Why?
③ How do you get there from your home?
Ⅳ. Self Check 1
1. Have a competition:
Look at Self Check 1. See who will finish the passage with the words in the box at first.
Correct the answers: free, enjoy, climbing, spend.
2. Ask the Ss to find out difficulties in the passage, and then the teacher explains them.
a) My grandma makes the foods I like. 我奶奶做我喜欢吃的食物。本句中的I like 为后置
定语从句，修饰先行词foods, 此句只要求学生理解即可。
b) We sometimes watch the neighbor’s cats climbing the trees.

观看某人正在做某事，watch somebody doing something 观看某人做事的全过程应为
watch somebody do something
Ⅴ. Self Check 2
Tell the Ss to write five sentences about your school using “there is are, there are some trees
in my school.” Then check and correct them in groups.
2
、第二次“先学后教”（补充句子，写短文）
（一）出示学习指导。
1、根据例题完成填空题
2、完成3a部分，组织语言把它写成短文。
（二）先学。
（1）先让学生独立完成Self Check。
（三）后教。 < br>（1）教师公布答案,看谁做的最好，并且让做得好的学生总结一下自己是怎么做的这些
题，或者 说说自己的学习方法，帮助后进生，做到相互学习的好习惯
(2)写作格式及要求。
（4）、当堂训练
Ⅵ. Writing:
Imagine you are one of the two people in the picture on page 46. You have to tell others how
to get to the supermarket of library, please write a composition.
Homework
1. Review the new words and sentences of this unit.
2. Make a conversation to introduce your favorite places.
板书设计：


Section B 3a-Self Check
① Where do you live?

② What is your favorite place in your neighborhood? Why?
③ How do you get there from your home?

④My grandma makes the foods I like. 我奶奶做我喜欢吃的食物。本句中
的I like 为后置定语从句，修饰先行词foods, 此句只要求学生理解即

可。
⑤We sometimes watch the neighbor’s cats climbing the trees.

观看某人正在做某事，watch somebody doing something 观看某人做事
的全过程应为watch somebody do something


课后反思：

Unit 9 What does he look like？

Section A (1a-2d)

1.板书课题：Unit 9 What does he look like？
Section A (1a-2d)
2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）

（1）、出示学习指导
能掌握以下单词： （能做到四会）
curly, straight, tall, medium, thin, heavy, build, tonight, little, cinema, glasses, later
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
. Presentation (Section A 1a)
1. Match the words with the people in the picture. (1a)
学习课本的第一部分P49,1a先看图片，然后搭配图片和相关的外貌特征的词。
Now please look at P49, Use the letters to match the people in the picture with one of the
numbered words. Write each letter next to a numbered word. You can use some letters more
than once. Point out the sample answer. (Keys: c, f, a, a, d, h, e, b, g, e)
留2-3分钟读写1a中的单词、短语。
2. 引导学生熟悉有关描述人的外貌特征的词
(1). 用漫画画人物教有关height，curly等单词。然后操练“What does he look like? He
is really tall.” 注意be 动词的用法。
(2). 一个cartoon girl 教身体的各部位（ear, face, hair, eye, nose, mouth）。然后操练
“What does he look like? He has long straight hair.” 注意has的用法。
(3). pictures 来教有关头发的词汇, 注意has的用法。接着教a beard, a moustache,
glasses。
. Practice (Section A 1c)
1. Read the conversation and recite it.
2. Practice like the conversation according to some pictures.
2、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）、 用最快的速度大概的看看听力题，对题的容有一点了解。
2）、仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。

1、根据学情，适当增加或减少录音播放次数。
2、学生听录音，并回答浅层次问题。
（3）、后教。
1、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于
黑板。
Listening (1b, 2a & 2b)
1. Look at the picture of 1a, listen and fill the blanks in the picture. (1b)
Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice．The
first time, just listen．The second time，listen and fill in the blanks．And say the look of Amy’s
friend．( He's really tall．And he has curly hair.)
2. Listen and answer the questions. (2a)
3. Listen again and fill in the chart. (2b)

is
has
David


Sally


Peter


4. Listen a third time to understand the key words.
. Practice (2c)
1. Student A looks at the chart in 2b. Student B asks Student A questions about one of the
people and then draws a picture of the person quickly.
2. Act the dialogue.
第三次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）、 用最快的速度大概的看看听力题，对题的容有一点了解。
2）、仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。
1、根据学情，适当增加或减少录音播放次数。
2、学生听录音，并回答浅层次问题。
（3）、后教。
1、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于
黑板。
能掌握以下句型：
—What does he look like?
—He’s of mediumbuild.
—What does he look like?

—She has long straight hair.
—Is he tall or short？

Role-play the conversation. (2d)
1. Read the conversation to answer the questions：
（1）When are they meeting?
（2）Where are they meeting?
（3）What does David look like?
(4) Is he tall or short?
2. Read the conversation.
3. Role-play the conversation.
4. Explanation:
(1) may be
(2) a little
Homework
1. 熟记本节课所学单词，预习P51& P52。
2．Describe your friends in the class and draw a picture of them.
板书设计：








Section A (1a-2d)
Words & expressions Drills：
curly, straight, tall, medium, What does he look like? He’s really tall.
thin, heavy, build, tonight, She has long straight hair.
little, cinema, glasses, later He’s of mediumbuild.
课后反思：


Section A (Grammar Focus-1d)

（一）出示课题：Section A (Grammar Focus-1d)
第一次先学后教.（ Grammar Focus.）
（二）、
示学习指导。

1）掌握单词：（能做到四会）
handsome, actor, actress, person, nose
2）能掌握以下句型：
① He’s of mediumbuild.
② What does he look like? He’s really tall.

③ What does he look like? She has long straight hair.
④ Is he tall or short？
3、后教。
(1)教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
( 2)教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法结构上
的变化。
4、当堂训练。

. Grammar Focus

1. 学生阅读Grammar Focus中的句子，并完成下列句子填空练习。
2. 指导。注意提醒、区分单复数，is 与has。
① 他长的什么样子？_____________________
他个子很高。 _______________________
② 她长的什么样子？ ___________________
她长着长的直发。 ____________________
③ 他们长的什么样子？___________________
他们中等身材。 ___________________
④ 他们长着直发还是卷发？__________________
他们长着卷发。______________________
⑤ 他个头是高还是矮？ ____________________
他不高也不矮。他是中等身高。 _____________________________
Ss finish off the sentences and check the answers.
3. 自主探究
一、描述人物外貌的问句。
1. 她他长得什么样子？
What does heshe ____ _______?
2. 他们长得什么样子？
What _____ they _____ ________?
3. 她个子是高还是矮？
______ she tall ______ _______?
4. 他长着长发还是短发?
_____ he have ______ hair _____ short hair?
二、描述人物形象的表达方式。
1. 描述身高、体重等整体特征时用be动词。如：
他很高矮中等身高。
He _____ tall _____ ____ _______ height.
她长得很瘦胖中等身材。
She ____ thin _____ of _______ ______.
2. 表示留着何种发型等用havehas。
她留着长的直发。
She ______ _________ long hair.
3. 表示穿着、戴着眼镜（帽子）用wear。

他戴着一幅眼镜。
He _____ a pair of _______.
. Reading
(Work on 3b) Read the sentences and circle the correct words to complete the
conversation.
1. 阅读指导：首先，应读每个句子，理解句子的意思 ；然后，应根据主语的单复数形
式来确定谓语动词或助动词的单复数形式。之后，还要看动词后面是形容 词还是名词，
这样来确定是用is还是hashave; 最后，通读一遍本句子，看是否通顺。
2. Ss read the sentences and chose the correct words quickly.
3. Check the answers.
（二）、第二次先学后教.（补充句子）

1、出示学习指导。
能够独立完成填空题3a-3b。
2、先学。
1、让学生独立完成Write questions and answer with the words and phrase.提醒学生but的
用法。
2、根据单词提示选单词，补充完整句子。
3、后教。
1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（5） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法结构
上的变化。
（6） 教师讲解but 的用法和can 后面的动词用动词原形部分人称变化。
4、当堂训练。
. Writing
1. Show some photos of the famous singer or actor (actress)
Ask Ss: Who is your favorite singeractoractress?
Ss think and answer this question.
2. Then ask them these two questions:
What does your favorite actor or actress look like?
3. Ss think and answer:
4. Now write down your answers on the line.
5. Work in groups. Talk about your favorite teacherfriend … What does shehe look like?
Think and write down your sentences.
Practice
学生分小组谈论自己感兴趣的名人长相，后填写下表
name
Pan Changjiang


is
short


has
round face


likes
telling jokes



帮助学生具体问答，板书thin，blonde, good- looking，basketball team，straight hair．

Homework
1. 熟记本节课所学单词，预习P53。
2．Describe your family members and draw a picture of them.
板书设计：



Words & expressions Drills：

What does your friend Mark look like?

is:

heavy, thin Well, he is thin, and he has black hair

of medium build Really? Is he tall or short?
课后反思：
tall, short He isn't tall or short. He is of medium build.

of medium height
has:


Does he has curly or straight hair?
Section B 1a-2c
He has straight hair. And he is really handsome.
short hair, curly hair
1、出示课题：
Section B 1a-2c
straight hair, long hair
2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
（1）、出示学习指导
1) 能掌握以下单词：blonde, mouth, round, face, eye, singer, artist, crime, criminal, put,
each, way, describe, differently, another, end, real
2) 能掌握描述人物相貌的句型。
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
Ⅱ. Presentation
1. Write the words describing the people as many as possible, e.g. tall, thin, … black hair,
round face …
(Show some pictures on the big screen, and present the new words and expressions in this
period)
(blonde, mouth, round, face, eye, singer, artist, crime, criminal …)
2. Work on 1a: Match the words with the pictures.
3. Read and write these words about 2 minutes.
Ⅲ. Writing

1. Read the phrases in the box in 1b and make sentences about famous people with the words.
e.g. Zhao Benshan has a long face.
2. Fill in the blanks and check each other.
2、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）用最快的时间看听力部分，第一遍听完听力容时做
2）仔细听录音能听懂录音容并独立完成填序号题和填空题。
(2)、先学。
1、用自己喜欢的方式朗读课文，勾出不认识的短语和语法等。理解课文大意。
2、根据学情，适当增加或减少录音播放次数。
3、学生听录音，并回答浅层次问题
。

（3）、后教。
1、教师公布答案，学生同桌改，教师统计结果。
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决。
（4）当堂训练。
. Listening
Work on 1c:
You will hear Maria and Danny talking about Tina Brown and Johnny Dean.
1. Your job is to write the job each person does. Point to the heading
again and check the answers.
2. This time your job is to write what each person looks like. Point to the heading
Check the answers.

Job
Looks like
Johnny Dean
singer
really tall and thin
has curly hair
funny glasses
Tina Brown
actress
medium height
has long blonde hair
beautiful
3. Listen a third time to understand the key words.
. Practice
1. Complete the chart with the words of the opposite meaning.
young

tall

curly

thin

long

2. Ss discuss with their partners, then check the answers.

. Thinking about what you will look like in 20 years.
1. Write what you look like now. I’m … I have …
2. 设计一下自己的新形象。
I’m … I have …
3、
第三次“先学后教”（学生读默读或朗读课文，勾出不认识的单词 、短
语及句句型，读后回答问题。）

（1）、出示学习指导
1）学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2）画出不懂得语言点、表达方式和语法现象。
3）了解课文容，回答老师提出的课文相关联的问题。
（2）、先学。
1、学生读短文，教师密切关注学生的自读情况，进行行间巡视。
2、画出不懂得语言点、表达方式和语法现象。
（3）、后教。
1、学生自学后回答理解性问题。
2、对学生不会的，通过启发诱导的方式让学生理解。
3、学生难以理解的短语、句型或者语言点，适当点拔、举例、归纳等，并板书。
（4）、当堂训练
1、口述课文容。
2、分角色朗读课文。
3、围绕本节课讲的语法项目，设计当堂训练题目
。
Reading & writing（2b & 2c）
1. Look at the pictures of 2b and say what the three people look like.
2. Fast reading:
Read the article and find the real criminal.
3. Careful reading:
Read the article again and find the words describing what the three people look like in the
article.
Let some Ss read out the sentences.
Work on 2c:
1. Read the article again and write what the words in bold refer to.
1）He = 2）it = 3）him =
2. 阅读指导：（见课件）
3. Read the article to find the language points and try to translate into Chinese.
4. Explaining the language points:
1) talk to 2) in the end

Homework
1. Read the article of 2b.
2. Write your new look and draw on a piece of paper.
板书设计：
Words & expressions Drills：

rocker singer; tall, thin, long curly hair, glasses


movie actor; medium height, long blonde hair
2a: old, heavyfat; short, short; straight



2c: Joe Brown; a picture of the criminal; the criminal
Section B 3a-Self –Check


draw a good picture of each criminal; many people





课后反思：



2、第一次“先学后教”。（补充句子）
（一）出示学习指导
1、根据单词提示完成填空题。
1）单词：复习整个单元。
2）句型：复习整个单元。
（二）先学。
（1）根据单词提示学生独立完成填空题。
（2）比较难的题学生之间或者小组之间进行讨论完成任务。
（三）后教。
（！）教师公布答案，学生之间相互改作业。并且大家总结哪些题做得好而那些题做得
好。
（2）师加强对做错题型的讲解及训练。
（四）当堂训练
2. Write more words in each box. (Self Check 1).
To find who writes most right words.
3. Read and write these words about 3 minutes.
Ⅲ. Fill the blanks with the words in the box. (3a)
1. Look at the picture of 3a to say what Jack looks like.
2. Fill in the blanks quickly.
3. Check the answers.
4. Read the passage and translate into Chinese.
5. Language points

1) first of all
2) be good at
3、第二次“先学后教”（补充句子，写短文文）
（一）出示学习指导。
1、根据例题完成填空题
2、完成3a部分，组织语言把它写成短文。
（二）先学。
（1）先让学生独立完成Self Check。
（三）后教。
（1）教师公布答 案,看谁做的最好，并且让做得好的学生总结一下自己是怎么做的这些
题，或者说说自己的学习方法，帮 助后进生，做到相互学习的好习惯
(2)写作格式及要求。
（4）、当堂训练
. Writing (3b)
1. Read the questions in the form of 3b.
2. 写作指导：（见课件）
3. Write a passage about your best friend.
4. Check the passages each other to correct them in the group.
4. Read the best passage for the class.
. Self Check 2
1. What do you parents look like? Describe them like this:
My dad is tall. He has … He wears … He likes … My mum is … She has … She
wears … She likes …
2. Check the passages each other to correct them in the group.
3. Read the best passage for the class.
Homework
1. To master the words and expressions of this unit.
2. To master the sentences of Grammar Focus.
板书设计：


Section B 3a-Self Check

3a: looks; thin, straight, glasses, shoes

3b: His name is Li Fan. She likes to wear jeans and white T-shirt.


She has long hair big nose. Because she is funny and interesting.
Self check 1:
课后反思：
tall, short, of medium height;
thin, heavy, of medium build;
curly, short, long, black, blonde;

glasses, T-shirt, sports shoes, jeans.
Unit 10 I’d like some noodles.

1、板书课题：Unit 10 I’d like some noodles.
Section A (1a-2d)
2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
（1）、出示学习指导
1) 能掌握以下单词：（能做到四会）
noodles, mutton, beef, cabbage, potato, special, would, would like, order, bowl, size,
tofu
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练。
. Presentation
1. (show some pictures of food on the big screen)
Present some new words and expressions to the Ss.
2. Ss learn the new words and expressions by themselves and try to remember them.
3. Work on 1a:
Read the words on the left and look at the pictures on the right. Write the letters of the
food on the line. Then check the answers.

3、第二次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）、 用最快的速度大概的看看听力题，对题的容有一点了解。
2）、仔细听录音能听懂录音容并独立完成填序号题和填空题。
3)、先学。
1、根据学情，适当增加或减少录音播放次数。
2、学生听录音，并回答浅层次问题。
（3）、后教。
1、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）
2、积极鼓励后进生回答，出现问题学生更正。
3、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于
黑板。
. Listening
T: In the following conversation, one man is ordering some food. Now, let’s listen to the
tape, find out the right noodles the person orders.
Play the recording for the Ss to listen and check the answers.

Pair work
1. Present the conversation in 1b on the big screen and ask Ss to practice it.
2. Make their own conversations using the noodles in the picture.
3. Let some pairs act out their conversations.
. Listening
1. Work on 2a;
T: Now, look at the pictures on the right, listen to the conversations and check the
names of the foods you hear.
(Play the recording for the first time, students only listen carefully.
Then, listen to the recording again, and check the names of the foods.
Check the answers. )
2. Work on 2b:
(Play the recording for the Ss to listen and complete the sentences.)
Play the recording twice. The first time Ss just listen. And the second time, Ss listen and
write down the words.
(If necessary, use the pause button to help Ss)
3. Check the answers.
Pair work
1. Ask and answer questions with your partner. Use the information in 2a.
2. Show the conversations of 2a on the big screen to the Ss.
3. Make a model for the Ss.
T: What kind of noodles would you like?
S1: I'd like beef noodles, please.
…Ss work in pairs and practice the conversations.
4、第三次“先学后教”：（听录音，理解课文大意）
（！）、出示自学指导。
1）、 用最快的速度大概的看看听力题，对题的容有一点了解。
2）、仔细听录音能听懂录音容并独立完成填序号题和填空题。
能掌握以下句型：
① —What would you like?
② —I'm not sure yet. Are there any vegetables in the beef noodles?
③ May I take your order?
④ —Can we have two bowls of beef soup then?
—Sure. What size would you like?
—Medium, please.

(2)、先学。
1）、根据学情，适当增加或减少录音播放次数。
2）、学生听录音，并回答浅层次问题。
（3）、后教。
1）、教师公布答案，学生同桌相互改，教师统计学生的自学结果。（分优、良、差）

2）、积极鼓励后进生回答，出现问题学生更正。
3）、难度较大通过讨论仍解决不了的问题，教师通过启发诱导进行点拔解决，并板书于
黑板。
4) 能了解以下语法：情态动词would的用法；
5）能掌握订餐或叫外卖等的用语
Role-play
1. Ask Ss to read the conversation in 2d and find the answer to this question：
What would they like?
(They would like one large bowl of beef soup, one gongbao chicken, and one mapo
tofu with rice.)
2. Check the answers with the Ss.
3. Ss work with their partners and role-play the conversation.
. Language points
. Exercises
Homework
1. Review the words and expressions in this period.
2. Role-play the conversation in 2d.
3. Write a short conversation to order some noodles you like in a restaurant.
板书设计：


Section A (1a-2d)
Drills：
① —What would you like?



② —I'm not sure yet. Are there any vegetables in the beef noodles?
课后反思：
③ May I take your order?

④ —Can we have two bowls of beef soup then?

Section A (Grammar Focus-3c)
—Sure. What size would you like?
1、 出示课题：
—Medium, please.
2、第一次先学后教.（ Grammar Focus.）
（1）、出示学习指导。
1) 继续练习运用如何订餐或叫外卖等的用语。
2) 根据所提供的材料能运用所学的知识来补全对话。
3) 总结复习订餐时所用句型结构。
（2）、先学。
（7） 让学生自己先读语法焦点，并找出语法结构。
老师将情态动词的can的用法，以学案的方式呈现在大 屏幕上，让学生自主学习，并发
现其用法。
（3）、后教。
（1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（2）、教师把重要的 语法结构写在黑板上，让学生学会思考，并做对比，区分语法结构

上的变化。
（3） 教师讲解can 后面的动词用动词原形部分人称变化。
4、当堂训练
Ⅰ. Grammar Focus.

1. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 你想要什么面条？ ______________________________________
请给我来牛肉面。________________________
② 你想要什么碗的？_______________________
请给我来中碗的。 ________________________________
③ 你想来一个大碗吗? ____________________________________
好的。______________________
④ 在西红柿鸡蛋汤里有肉吗? _______________________________
不，没有。_______________________
⑥ I’d = ____________
⑦ She’d = _________
⑧ 不可数名词有：bread, milk, water, _____________________________
⑨ 既是可数又是不可数的名词： salad, chicken, ice cream, ______________
2. Ss finish off the sentences and check the answers by themselves.
3. 自主探究
一、would like意为 “想要某物”，常用句式结构：
1. 你想要点什么？ What ______ you ______?
我想要一杯茶。 ____ _____ a cup of tea.
你想要什么面条？
What ____ of noodles _____ you like?
你想要多大号的毛衣？
What ____ of sweater ______ you like?
（以上句型为有礼貌、委婉地表达征求对方的要求）
you like …? 你想要……吗？这 也是用来向对方有礼貌地语气委婉地
征求对方要求的句型。其答语为： Yes, please. OK. No, thanks.
你想要一些牛奶吗？

______ you _____ some milk?
是的，。 不，。
Yes, _______. No, _______.
【拓展】Would you like to do sth.? 你愿意做某事吗？
用来有礼貌地向对方提出建议或邀请的句型。答语常为“Yes, I’d like to.”
“Sorry, …”
二、可数名词与不可数名词
1. 可数名词：可数名词有单数、复数之分。其复数形式一般要加-s或-es。如：
potato—_______; tomato—__________
2. 不可数名词没有复数形式，只有单数形式。如：
some ______ (米饭)；a lot of _____ (牛肉)

(1) 不可数名词表示数量的多少时，必须与表示数量的名词连用，即“数词+表示数
量的名词（可数名词）+ of + 不可数名词”，如：
两玻璃杯果汁 三碗米饭
_____ ______ of juice _____ ______ of rice
(2) 不可数名词做主语时，谓语动词只能用单数形式。例如：
在碗里有一些羊肉汤。
There _____ _____ mutton soup in the bowl.
（二）、第二次先学后教.（补充句子）

1、出示学习指导。
1)能够独立完成填空题3a-3b。
2) 总结订餐所用语言及句子结构。
3) 学习理解情态动词would的用法。
3) 通用所学的知识在实际情境中订餐
2、先学。
1、让学生独立完成Write questions and answer with the words and phrase.提醒学生but的
用法。
2、根据单词提示选单词，补充完整句子。
3、后教。
1）、教师公布答案看谁做对的最多，分析出学生对题掌握的程度。
（4） 教师把重要的语法结构写在黑板上，让学生学会思考，并做对比，区分语法结
构上的变化。
（5） 教师讲解but 的用法和can 后面的动词用动词原形部分人称变化。
4、当堂训练。
【拓展】如果不可数名词前有复数名词短语修饰时，谓语动词须用复数形式。如：
房间里有两袋子大米。
______ ______two bags of rice in the room.
Practice
1. Work on 3a. Tell Ss to complete the conversation with sentences on the right.
2. Ss work by themselves and complete the conversation.
3. Check the answers with the Ss.
4. Let Ss practice the conversations in pairs.
Practice
1. Work on 3b.
Tell Ss to write questions and answers using the words in the brackets.
Give a model to the Ss.
What kind of noodles would you like?
2. 指导：看提示词，确定句子是对什么事情提 问，检查句子的语序是否正确。最后，
再根据自己的实际情况回答些问题。
3. Practice the conversation with your partners.
Homework
1. Remember the sentences in Grammar Focus.

2. Make some conversations to ask your friends what food they would like. Write a short
conversation.
板书设计

Section A Grammar Focus-3c

缩写: I'd = I would she'd = she would


不可数名词：肉类，饮料类

可数又不可数名词： chicken, salad, ice-cream, cabbage （探究它们

做可数名词时及不可数名词时的意思）

3a: 1. D 2. A 3. F 4. C 5. E 6. B


3c: S1: Anna. What would you like to eat?
课后反思：
S2: I'd like beef noodles with cabbage.


Section B 1a-2c
1、出示课题：Section B 1a-2c
2、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。）
（1）、出示学习指导
能掌握以下单词：（能做到四会）
world, answer, different, cake, candle, age, blow,
blow out, if, will, UK, candy, lucky, popular, cut up idea
（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放 单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学
生根据字母组合、发音要领寻 找规律，进行记忆。有必要时教师写在黑板上让学生记住
并积累字母组合的发音。
（4）、当堂训练
1）、单词默写训练、开火车拼读单词训练
.. Presentation
1. (show some pictures of food on the big screen)
Present some new words and expressions to the Ss.
2. Ss learn the new words and expressions by themselves and try to remember them.
3. Work on 1a:
Read the words in the chart and look at the pictures below. Write the letters of the foods
or drinks on the line. Then check the answers.
4. Let Ss try to remember the new words and expressions.
Ⅲ. Pairwork
1. Circle the things you like in 1a. Put an х next to the things you don’t like Then tell you