时间：2023-02-28 15:52:27
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教学目标
*复习地名
*掌握表示天气情况的词语
*能够谈论天气，表达自己的情感
教学向导
目标语言
语言结构
语言功能
Howistheweather?
It’sraining/windy/cloudy/sunny/snowing/cold/hot.
现在进行时
Whatareyoudoing?I’mwatchingTV.
Whatishe/shedoing?
He/Sheisplayingbasketball.
Whataretheydoing?
They’restudying.
谈论天气
重点词汇
学习策略与技巧
跨学科知识
Windycloudyrainsnowsunnycoldcoolwarmhumidwinterweather
Pairwork
Groupwork
其他国家、城市名称
地理方位
教学过程设计：
Steps
Teacher’sactivity
Students’activity
Preparation
Brainstorm
Showsomepicturesandguesstheplaces
Lookatthepicturesandgivetheanswers
Picturesorppt.
TaskIpairwork:talkabouttheplacesandtheweather
Aim
Familiarwiththenewwords
1
Lookatthepicturesandknowthenameoftheplaces
Read
Ppt.
2
Readthenewwordsin1aandexplainthemeaning
Readandremember
3
Usethesentence‘howistheweatherinBeijing?’
Answerthequestionsandlearn
4
Makeasample:questionandanswer;letSsdoit
Preparetheirconversations
5
Movearoundtheroomandgivesupportasneeded
Talktoeachother
6
Asksomepairstoshowtheirconversations
Givetheirworksormoreexpressions
Moresentencestructures
TaskII:listeningcomprehensions:whataretheydoing?
Aim
Familiarwiththenewstructure
1
Lookatthepicturesin2aandknowtheiractivities
Look
2
Listentothetapefortwotimesandfillintheblanks
Listenandgivetheanswers
Tape
3
Movearoundtheroomandgivesomesupport
Writetheanswers
4
Checktheanswerandpointoutthefocus
Check
5
Pairworkstopractice:what’shedoing?Andanswerit
Makethepairwork
TaskIII:groupwork：Isheplayingsoccer?
Aim
Familiarwiththesentences
1
Guess:whatishedoing?
Ishe…..?
How’stheweather?
Listentotherulesofthisgame
2
Givesometimeandletthempreparetoact
Talkabouthowtoact
3
Movearoundtheroomandgivesupport
Talkingroups
4
Askonetoact,othergroupguess,thewinnergroupgets1point;
Actandguess
5
Evaluatethebestgroupintheclass
Choosethebestgroupandthebestactor
Homework
Callyourfriendandaskhim/herwhathisfamilymembersaredoing,writeadiary.
教学反思：本单元主要谈论天气，可以结合地理方位，国家名称来扩大学生的知识范围。在活动的选取方面，注重结合目标语言的机械操练及任务型的情景练习，使学生多方位的理解现在进行时的用法。让学生使用所学过的句型，可以巩固以前的知识。老师在任务中的指导地位是很重要的，要仔细设计好任务的各个环节，还要更加充分的备课、准备资料。
1.能够简单叙述小水滴的“旅行经历”并通过阅读进一步熟悉水循环的过程。
2.能够认读C部分Pronunciation的音标：/э:/，/э/，/ts/，/dz/，/tr/，/dr/并能朗读例词，完成Readandmatch的练习。
3.能跟着录音说Let’schant部分的内容，能力强的学生能自己说。
4.培养学生热爱大自然的美好情感，增强环保和节约用水的意识。
课题Unit6Thestoryofrain
教学重点
1.阅读Let’sread部分，进一步理解水循环的过程。
2.了解字母组合的发音，认读音标/э:/，/э/，/ts/，/dz/，/tr/，/dr/。
3.说唱Let’schant部分的歌谣。
教学难点
1.Let’sread部分是让学生通过阅读进一步理解水循环的过程，内容比较复杂也比较抽象，而且容量大，难点多，如：cooler,higher等。
2.音标/э:/，/э/，/ts/，/dz/，/tr/，/dr/的认读和字母组合的发音比较难以掌握，教师要让学生通过感悟发音和体会发音的方法反复练习。
教具准备
1.教师准备小水滴和风先生等各种头饰。
2.教师准备本单元A部分的单词卡片。
3.教师准备ALet’sread部分的挂图和录音。
4.学生课前做好小水滴和风先生等的头饰。
5.教师准备音标卡片。
教学过程
1、Warmup（热身）
活动一：口语练习
教学参考时间：1-2分钟
1.给学生时间，展示自己的口语水平。内容可以是自我介绍也可以是对话表演或图片讲解。例：Iamaboy/girl.I’minBeijingPrimarySchool.IcomefromBeijing,China.Ilikegreen.Thegrassisgreen.Thetreesaregreen.Theleavesaregreen.Ilikethese.Ilikegreen.
2.其他学生根据刚才口语展示同学所说内容进行问答练习。如：
Whatcolourdoesshe/helike?
Wheredoeshe/shecomefrom?
Howoldishe/she?
2、Review（复习）
活动二：快看快说
教学参考时间：2-3分钟
1.教师依次出示Let’sstart和ALet’slearn部分的单词卡片sun，river，sea，snow，streamcloud，vapour，rain学生齐读后张贴在黑板上。
2.教师迅速拿走一张卡片，如：sun，让学生说说被拿走卡片的内容并拼读单词。
3.用同样的方法完成其它单词的拼读。
活动三：对话表演
教学参考时间：1-2分钟
教师请几组学生表演ALet’stalk部分的对话。
3、Presentation（呈现新知）
活动四：学故事
教学参考时间：7-8分钟
1.教师拿出准备好的头饰，戴上小水滴的头饰，说：Hello,IamlittleWaterDrop.Nicetomeetyou.教师与学生打招呼，引导学生用：Hello,littleWaterDrop.应答。然后教师请一名学生上台，让她/他闭上眼睛，给她/他戴上风先生的头饰，让他睁开眼睛，教师对他/她说：Hello,MrWind.然后，请该学生走到同学中间，让其他学生用Hello.Mr.Wind.同他/她打招呼。
2.教师表现出很热的动作，说：LittleWaterDropisveryhot.然后教师展开本部分的挂图，分别指着小水滴和风先生问：Whoishe?引导学生回答。教师说：LittleWaterDroptakesatrip.Wheredoeshego?Howishistrip?Doeshehavealotoffun?Let’slisten.
3.教师播放ALet’sread部分的录音，让学生认真听。
4.逐段听录音，带领学生理解大意。可以让学生听后翻译大义，重点词语教师要提示学生中文意思。如：cooler,higher。
5.教师播放ALet’sread部分的录音，每播放一句，教师按一下暂停，学生逐句跟读。
6.让学生打开书，翻到72页，让学生自己阅读对话。
7.教师播放ALet’sread部分的录音，学生跟着录音练习讲故事。
活动五：看谁说得多
教学参考时间：3-4分钟
教师出示ALet’sread部分的挂图，指一幅插图请学生描述，要求每名学生重复前面学生说过的句子，同时再说一句话。如果前面的学生说：It’sasunnyday.后面的学生就要说：It’sasunnyday.LittleWaterDropsleepsinariver.第三个学生要重复前两个学生的句子，再说一句新的。以此类推，说得越多越好。
活动六：语音知识
教学参考时间：4-5分钟
1.教师出示含有字母o和字母组合or,tr,dr,ts,ds的单词：hot,clock,orange,port,fork,tree,try,train,driver,drop,dry,ants,pants,hands,cards，让学生读一读这些单词。
2.教师读这些单词，让学生回忆字母组合在单词中的发音。
3.教师出示shorts,drop,boards,draw,tropic等单词，让学生试着朗读。
4.教师引导学生总结发音规律，出示音标卡，带领学生朗读/э:/，/э/，/ts/，/dz/，/tr/，/dr/。
5.教师播放本部分的录音，学生跟读。
4、Let’splay（趣味操练）
活动七：歌谣说唱
教学参考时间：2-3分钟
1.教师播放Let’schant部分的录音，问问学生听到哪些自然界的词语Saysomewordsofnatureinthechant。
2.教师再次播放Let’schant部分的录音，学生跟着说。
3.教师用手势表示事物顺序的词语first,then,next并带读。
4.教师播放Let’schant部分的录音，学生再说一遍。
5.教师出示“大海，太阳，云朵，雨水”的图片，学生自己说说歌谣。
活动八：兔子耳朵
教学参考时间：1-2分钟
教师匀速朗读一段课文，教师故意漏读其中的一个单词，让学生找出漏掉的词并说出完整的句子。比如教师说：Oh,no!Ifalling.学生应该说：Oh,no!Iamfalling.
活动九：故事大王
教学参考时间：5-6分钟
1.教师将学生分为三至五人一组，让学生挑选课文中的一段故事进行再加工。教师指导学生展开想象，可以增加新人物，比如小蚂蚁、小兔子等。
2.教师让学生上台表演故事，每小组表演之后，教师带领学生作简单点评并打分。
3.综合学生的表演，评选出最佳表演奖和最佳改编奖。
5、Consolidationandextension（扩展活动）
活动十：练一练
教学参考时间：3-4分钟
做本单元ALet’sread部分的活动手册配套练习。
1.教师让学生自读Readandsay.部分的阅读短文，理解大意。
2.教师带领学生理解短文，回答问题。Howcanyougetvapour?Discusswithyourpartner.
3.教师带领学生做活动手册本单元的附加题部分：Pronunciation，Readandmatch.读单词，并把单词和音标连线。
活动十一：小结
教学参考时间：1分钟
1.认读音标：/э:/，/э/，/ts/，/dz/，/tr/，/dr/。
单元分析
设计思想(DesigningConcepts)
本单元是学生升入初中(七年级)以来所要学习的第一个单元，学生一定对英语充满着新奇和向往。在学生有英语学习基础的前提下，进行过度时期的学习是非常关键的。这既关系到学生的学习兴趣，又直接影响到学生的学习效果，所以教师在设计和教授第一单元的时候应充分研究教材，分析授课班级学生的认知水平和性格特征，确定有效的教学方法和适当的教学内容，从而达到教学目的。
1．注重交际和会话。在课堂教学中为学生提供大量的用英语进行交谈的机会（学生与学生、学生与小组、学生与教师及学生与全班等），使学生能自编对话并进行角色表演。例如，本单元的介绍和问候，就可以由学生自己创设情景进行练习。
2．讲究知识的系统性。在起始年级，既强调听与说，又兼顾读和写，从而达到各项语言技能之间的平衡。尤其是第一单元，知识性的内容不多，主要是给学生大量的用英语进行会话的机会。在情景之中，探索、构建思维空间，充分发挥、运用各自的想象力。
3．强调学生的主动性。在教学活动中，以学生为中心，频繁地让学生参与小组活动，进行英语会话，并提供大量的游戏、歌曲，供学生用英语交流，激发学生用英语做出个人评论性反应活动。本单元课文中有三首歌曲，同时在课堂中还可以进行诸如：MemoryName,SimonSays,Clap,GoFish,RaceandDo等游戏。
4．注重培养学生的英语思维。思维是交际的重要组成部分，在教学中教师应注重培养学生形成自己的学习思维，思考如何与他人交流，如何运用语言来想象并形成新的观点。如第一单元就可以运用课堂知识，在情景会话中运用英语介绍自己的家人和朋友。
单元知识(UnitKnowledge)
语言知识
词汇
掌握词汇
boygirlfriendbookclassroommarkerpenpencilschoolteachercatIyouheshethisthatamislooksitonetwothreefourfivehowmanygood-byeAa~~Nn
认识词汇
blackboardCanadaChinaeraserkeyletterlibraryappleMs.numberpencil-caseborrowletdohavemaymeetpleasepracticethanktryheretheretoowheresureathehelloandit
句型
What’syourname?Mynameis____.
He/Sheisa_____.He/Sheismyfriend.
What’sthis?Thisis____.What’sthat?Thatis_______.
Howmany____doyouhave?
Ilivein____.
功能意念
问候：Hello/Hi!Howareyou?I’mfine,thanks./Nicetomeetyou.
介绍自己和别人：Mynameis___.Thisis____.
表示感谢：Thanks!You’rewelcome.
告别：Good-bye./Bye./Seeyoulater.
请求许可：MayIhave/borrow___,please?Sure.
谈论位置：Whereis____?There./Hereitis.
语法
be动词am,is,are的用法
语言技能
听
1．运用对话练习，掌握如何用英文介绍自己和别人及问候他人。
2．在对话中，听懂对方的信息。
3．听懂对方简单的指令用语，并做出反应。
4．能辨认歌谣中的韵律。
说
1．学习使用正确的语音、语调。
2．能模仿听到的录音。
3．能用英语说出数字1~5。
4．能提供有关个人情况的信息。
读
1．能连贯、流畅地朗读课文。
2．能理解简单的书面指令，并根据要求进行学习活动。
写
1．能写出简单的词、词组和句子。
2．能正确书写字母Aa~~Nn。
学习策略
1．制定简单的英语学习计划。
2．在学习中集中注意力。
3．积极运用所学的英语知识进行表达和交流。
情感态度
1．在学习中，逐步培养学习英语的兴趣。
2．树立学好英语的信心和勇气。
3．在学习中，敢于用英语交流。
文化知识
1．了解日常生活中如何用英语打招呼、问候和告别。
2．如何用英语客气地请求许可以及答复。
背景知识(BackgroundKnowledge)
问候（Greetings）：“打招呼”是人们日常生活中最常用的一种交流方式。熟人、朋友、同学和老师，见面时都会互致问候。常见的问候语：“Hi.”、“Hello.”、“Goodmorning.”等等。
“hello”常用于熟人、朋友之间，也可以用于陌生人；可以单独使用，也可以加称呼语，意为“你好”。在打电话或打招呼时，相当于中文的“喂”。
用“hi”打招呼更随和。“Nicetomeetyou./Nicetoseeyou.”也用于打招呼。类似的说法还有：“Goodtoseeyou./Gladtoseeyou.”等。类似的说法还有：“Howareyou?”意为“你,好吗？”，用来询问身体健康状况。其答语为：“I’mfine,thankyou./Verywell,thanks./I’mfine.”等等。
“Goodmorning./Goodafternoon./Goodevening.”分别为上午、下午、晚上的问候用语。而“Goodnight.”意为“晚安”，是晚上临睡前的告别用语。“Howdoyoudo?”意为“你好！”，是经过他人介绍后，向被介绍者表示问候的正式用语。回答仍用“Howdoyoudo?”。“Hi,howareyoudoing?”相当于汉语的“你一切都好吗？”。类似的表达方式还有“Howarethingswithyou?”和“What’sgoingon?”，还可以这样说：“Hi,man,what’sup?”。如果有一段时间没见面还可以说：“Haveyoubeenwell?”，这些都表示“近来怎么样，近况如何？”。若是最近身体、生活、学习还不错，可以说“Notbad.(Allright./OK./I’mcool.)Thankyou.”。若感觉好的不得了，就可以说“Ifeelgreat!/I’montopoftheworld!”。若觉得过的“马马虎虎”，就说，“Justso-so.”。感觉很不好，可以说“Stillalive,thanks.”意为“还算活着。”
Unit1SchoolandNumbers
Lesson1Hello
Teachingcontents:
1.Greetings:Hello!/Hi.
2.Self-introduction:Mynameis…
3.Askingforothers’names.What’syour/his/hername?
Teachinggoals:
1.Understandthetext.
2.Rememberthewords:hello,name,my,your,his,her,I,is,what
3.MakesurethestudentscanintroduceeachotherinEnglish.
Keypoints:
What’syour/his/hername?
My/his/hernameis…
Difficultpoints:What’shis/hername?
Preparation:AmapofChinaandamapofCanada;somepicturesofcharacterssuch
asSunWukong,LanMaoandsoon.
Teachingaids:tape-recorder,pictures,cards
Typeofthelesson:listeningandspeaking.
Teachingprocedures:
Step1.Warmingup
DiscussthefollowingquestionswiththestudentsinChinese.
1.WhydowelearnEnglish?
2.DoyouknowanyEnglishwords?
3.IsEnglishinteresting?
4.DoyouoftencomeacrossEnglishwords?
Step2.Leadin
Discussthesequestions.
1.Whatdoyousaywhenyoumeetsomeone?
2.DoyouknowwhatCanadianssaywhentheymeet?
3.HowdoyouintroduceyourselforsomeoneelseinChinese?
4.DoyouknowhowtointroducesomeoneinEnglish?
Step3.Newlessons
Hello/Hi,mynameis…
1.Presentation
Pretendtomeetsomeone.Say“Hello.”or“Hi.”,Mynameis…
Makesurethestudentscanunderstandit.Encouragethemtorepeat.
2.Practice
Workinpairs.Encouragethestudentstogreeteachotherandintroducethemselves.Thenasksomepairstoactitout.
What’syour/his/hername?
1.Presentation
Say“Mynameis…What’syourname?”.Translateifnecessary.Thenrepeatafewtimes.Encouragethestudentstofollowuntiltheycansayitcorrectly.
2.Practice
Workinchainlikethis:
A:Mynameis___.What’syourname?
B:Mynameis___.What’syourname?
C:…
Thenasksomestudentstoactitout.
3.Presentationandpractice
What’shis/hername?
ShowapictureofLanMaoandsay,“What’shisname?HisnameisLanMao”.Askthequestionandhelpthestudentstoanswer.Thenrepeat.Workinpairstopracticethedialogueandasksomepairstoactitout.
4.Introducethecharactersonthetextbook
LiMing,Jenny,Danny
Teachthewords(ChinaandCanada),usingmapsofthem.Thenexplainthesentence“Ilivein…”.
5.Listenandfollow
6.Playthetapeforthestudentstofollow
7.Summary
Sumupthelessonbrieflybypractisingallthedialoguesinthetext.
8.Homework
Readthetextandpractisethedialogue.
Lessons2Howareyou?
Teachingcontents:
1.Greeting:Nicetomeetyou.
2.Teachthesong“Howareyou?”.
Teachinggoals:
1.Understandthetext.
2.Rememberthemasteryvocabulary.
3.Understandandsingthesong“Howareyou?”.
Keypoints:Greetsomeonewiththephrase“Howareyou?”.
Difficultpoints:Greetandresponseinthetext.
Preparation:
1.Preparesomepicturesandputthemontheblackboard.
2.Writethenewwordsontheblackboard.
Teachingaids:audiotape,somepictures
Typeofthelesson:listening,speaking,singing
Teachingprocedures:
Step1.Warmingup
Greetingandreviewing.Aftergreeting(Hello!/Hi.),reviewthedialogueinthelastlessonbriefly.
Step2.Leadin
AskthestudentstoanswerthequestionsinChinese.
1.WhatdoChinesesaywhentheymeeteachother?
2.Canadiansdon’taskthequestionssuchas“Haveyouhadyourmeal?”or“Whereareyougoing?”.Doyouknowwhattheysayexpect“Hi.”or“Hello!”?
Step3.Newlessons
1.Presentation.ExplainthatCanadiansgreeteachotherbysaying“Howareyou?”and“Nicetomeetyou”.Explainthemeaningoftheexpressions.Encouragethestudentstorepeatafewtimes.
2.Listenandsay.Playthetapeforthestudentstofollow.
3.Practice.Workinpairs.Encouragethestudentstopractisethedialogueinpairs.Demonstratethedialoguewithoneortwostudents,andthenasksomepairstoactitoutfortherestoftheclass.
Step4.Demonstrateandpractisethedialogue
A:Hello!Mynameis___.What’syourname?
B:Mynameis____.Nicetomeetyou.
A:Nicetomeetyou,too.
Step5.Teachthesong“Howareyou?”
1.Gooverthewordsofthesongandpractisethem.
2.Explainthelastline.
3.Playthesongforthestudentstofollow.
Step6.Summary
Sumupthegreetingandresponse,combiningwiththeusefulexpressionsinthislesson.
Step7.Homework
1.Readandpractisethedialogue.
2.Singthesong“Howareyou?”.
Lesson3Boy,GirlandTeacher
Teachingcontents:
1.Thestatement“Thisisateacher/boy/girl.
2.Numberone—five.
Teachinggoals:
1.Understandthetext.
2.Rememberthemasteryvocabulary:boy,girl,teacher,chair,book,desk,one—five
Keypoints:
Thisis…
Numberonetofive.
Difficultpoints:thepluralformofnoun
Preparation:
1.Preparesomepicturesandputthemontheblackboard.
2.Writethenewwordsontheblackboard.
3.Bringtenbooksontheteacher’sdesk.
Typeofthelesson:listening,speaking,reading
Teachingresources:audiotape,pictures,books,chairsanddesksintheclassroom
Teachingprocedures:
Designforactivities.
Activities
Purpose
Singthesong.
Reviewthegreeting.
Introducenewitemsofthelesson.
MaketheSsunderstandthetext.
Workinpairs:askandanswer.
Practisetheitems.
Actoutthedialogue;countthenumbers.
Consolidatetheitems.
Step1.Warmingup
Say“Hello,howareyou?”,maketheSsrespondcorrectly.Thensingthesong“Howareyou?”.
Step2.Teachthenewwords
Teachboy,girlandteacherbypointingagirl/boy/yourselforpictures.Explainthesentence“Thisisa…”.
Step3.Letthestudentstopractise“Thisisa…”bypointingsomeone
Step4.Usethepicturestoteachthenewwords
Teachchairandbook.Demonstrate“What’sthis?It’sa…”.Thenpractisethemwiththestudents.
Step5.Teachthenumbersone—five,usingyourfingerstoshowthemeaning.Thenusethebooksonthedesktodemonstrate.Payattentiontothepluralformoftheword“book”.
Step6.Encouragethestudentstopractisethenumberbypointingboys,girls,desks,chairs,andbooks.Thenasksomestudentstodothisinfrontofclass.
Step7.Sumuptheitemsbriefly
Step8.Homework
Readthetext.Trytousetheitemsintheclassroom.
Lesson4Where
Teachingcontents:
1.Whereis…?
2.Newwords:classroom,library
3.Singthesong.
Teachingaims:
1.Understandthetext.
2.Rememberthewords:where,school,classroom,library.
3.Singthesong.
4.Usetheusefulknowledgetoasktheplacethathe/shedoesn’tknow.
Keypoints:Whereis…?
Difficultpoints:thewordsofthesong
Preparation:
1.Somepicturesofschool,classroomandlibrary.
2.Writethenewwordsontheblackboard.
3.Bring5picturesaboutthesong.
Typeofthelesson:listening,speaking,responseandsinging
Teachingaids:audiotape,pictures
Teachingprocedures:
Step1.Warmingup
1.Greeting.GreetthestudentswiththeexpressionsinL1andL2.
2.Singthesong“Howareyou?”
3.Reviewtheitem“Thisisa…”and“What’sthis?”bypointingsomething.
4.Countthenumbers.
Step2.Leadingin
1.Usepicturestoteachthewords“classroom,school,andlibrary”.Pretendtolookforyourbookeverywhere,saying“Whereismybook?”.
2.Thenpointtothebookandsay“Thereitis.”.Writethesentenceontheblackboard.
Step3.Practice<,/P>
1.Encouragethestudentstopractiseinpairs,usingbooks,chairs,desks,etc.
2.Playthetapeforthestudentstofollow.Thenasksomeonetodemonstratefortherestoftheclass.
Step4.Presentation
Gooverthewordsofthesong.
1.Doactionstodemonstratejump,look,point,reach,sitandstand,addingupanddown.e.g.lookup/down.
2.TPRactivities.Demonstrate“OrderandResponse”withonestudent.Say“Standup,lookup.”andsoon,andthenencouragethestudentstorespond.Thendothesamewiththerestofclass.
3.Practice.Workinpairs.Onegivestheordersandtheothersdotheactions.
4.Gooverthewordsofthesong.Makesurethestudentsunderstandthem.
5.Chantandsing.
(1)Playthetapeforthestudentstofollow.
(2)Practiseinpairs
(3)Doittogether.
Step5.Sumupthetextbrieflytoconsolidatetheitems
Play“Hide–and–Search”gametoreview“Whereis…?”.
Step6.Homework
1.Readthetext.
2.Singthesong.
Lesson5What’sthis?
Teachingcontents:
1.Newwords:pen,pencil,pencilcase,marker,blackboard.
2.What’sthis?It’sa…
3.Howmany…doyouhave?
Teachingaims:
1.Understandthetext.
2.Rememberthenewwords.
3.Askandanswerabout“Howmany…?”.
Keypoints:
1.What’sthis?
2.Howmany…?
Difficultpoints:Thequestion“Howmany…?”andtheanswers.
Preparation:
1.Preparesomepicturesofschool,classroomandlibrary.
2.Bringsomerealthings,suchaspen,pencil,pencilcaseandmarker.
Teachingaids:audiotape,somepictures,books,pens,pencilsandmarkers.
Typeofthelesson:listenandspeak.
Teachingprocedures:
Step1.Warmingup
Greetthestudentsandreviewthelastlesson.Asksomepairstoactoutthedialoguelikethis:
A:What’sthis?
B:It’sa…
Step2.Leadingin
Userealthingsorpicturestoteachthenewwords.Writethemontheblackboard.Playthetapeforthestudentstofollow.
Step3.Practice
Encouragethestudentstopractice“What’sthis?It’sa…”,usingnewwords.Thenasksomepairstoactitout,usingrealthingsorpictures.
Step4.Presentation
Holdupthreepensandsay“Howmany?”afewtimes.Makesurethestudentsunderstandit.Introduceinthisway:Howmany?Howmanypencils?Howmanypencilsdoyouhave?
Step5.Practice
Letthestudentsworkinpairs.Leadthemtopractiselikethis:
A:Doyouhaveany…?
B:Yes,Ido./No,Idon’t.
A:Howmany…doyouhave?
B:…
Playthetapeforthestudentstofollow.Asksomepairstoactitout.
Step6.Summary
Reviewthenewwordsandthedrill.Sumupthembriefly.
Step7.Homework
1.Readthetextandpractisethedialogue.
2.Finishtheactivitybook.
Lesson6Myfriend
Teachingcontent:
1.LettersA—G.
2.TheABCsong.
3.Introduceothers:Thisis…He/sheis…
Teachingaims:
1.Understandthetext.
2.Mastertheletters:ABCDEFG
3.Singthesong.
4.Masterthedrills.
Keypoints:
1.ThelettersA—G.
2.Thisis…Sheis…
Difficultpoints:wordsofthesong
Preparation:
1.Make26Englishlettercards.
2.Bringsomerealthings,suchasabook,aneraser,apen,apencil,apencilcase,amarkeretc.
3.Somepicturesoffish,door,girl,boy,teacher.
Teachingaids:audiotape,lettercards,pictures
Typeofthelesson:listening,speakingandsinging
Teachingprocedures:
Step1.Warmingup
Greetthestudentsbysaying“Goodmorning!/afternoon!Howareyoutoday?”.Encouragethestudentstoreply.
Step2.Reviewthedrill
“What’sthis?,It’sa…”and“Howmany…?”
Step3.Presentation
TellthestudentsthatEnglishwordsaremadeupoflettersandthatEnglishalphabethas26letters.Eachletterhastwosizes.Generallyspeaking,everylettermakesasound.e.g.theletterBmakesa[b]soundinthewordbook.DemonstrateAapple,usingpicturesofanapple.Thenpresenttherestlettersinthesameway.Playthetapeforthestudentstofollow.
Step4.Practice
1.Usethecardstopractisethelettersandwordsinthislesson.Writethelettersontheblackboard.Thelettershavearrowsthatshowhowandwhatsequencestomakethestrokes.Ontheblackboard,showthestudentshowtofollowhearrowstowriteeachletter.Thenletthestudentspractisewritingthem.
2.Workinpairslikethis:
A:What’sthis?
B:It’sA/B/anapple.
Asksomepairstoactitout.
Step5.The“ABCsong”
1.Gooverthewordsofthesong.
2.Playthetapeforthestudentstofollow.
Step6.Presentation
1.Teachthemeaningofthewordfriendandhe/she.
2.Pointtoaboy/girlandsay,“Thisis…(name).He/sheismyfriend.Repeatitafewtimes.Explainthemeaningifnecessary.
Step7.Practice
1.Playthetapeforthestudentstofollow.
2.Workinpairsorgroups.Practisethedialogue.Thenasksomepairsorgroupstoactitout.
Step8.Summary
1.Sumupthelettersandwordsbyshowingcardsandpictures.
2.Sumupthewayofintroducingsomeone.
Step9.Homework
1.Readthetext.
2.Practisewritingtheletters.
3.Singthesong.
4.Actoutthedialogue.
Say“Goodbye!/Seeyoulater.”whenclosingtheclass.
Lesson7MayI_______?
Teachingcontents:
1.ThelettersH—N.
2.Usetheexpressions“MayIhave/borrow____?”toaskforsomething.
3.Requestororders:Openthe___,andclosethe____.
Teachinggoals:
1.Understandthemeaningofthetext.
2.MasterthelettersH—N.
3.AskforsomethinginEnglish.
4.UsethePhrase“Open/Closethe____.”
Keypoints:
1.Letters.
2.Askforsomething.
Difficultpoints:borrowthings.
Preparation:
1.Makelettercardsforthislesson.
2.Bringrealthings,suchasbooks,pens,markersandsoon.
Teachingaids:audiotape,cards,somebooksandpens
Typeofthelesson:Listeningandspeaking.
Teachingprocedures:
Step1.Warmingup
1.Greetingandreview.Reviewthelettersandwordsofthelastlessonbyusingcards.
2.SingtheABCsong.
3.Asksomepairstoactoutthedialogueofthelastlesson.
Step2.Introducethenewlettersinthesamewayshowninthelastteachingdesign,usingpictures.Showthestudentshowtowritetheletters
Step3.Practiceandproduction
1.Playthetapeforthestudentstofollow.
2.Practiseinpairs.Encouragethestudentstoaskforrealthings,likebooks,pens,marker,erasersetc.
3.Asksomepairstoactitout.
Step4.L7N3
Teach“MayIborrow_____,please?”,workingfromoldphrasestonewonesandaddingthereplies“Sure!Hereyouare.”And“You’rewelcome.”Useactionstomakeyourmeaningclear.Translatewhennecessary.
Step5.Summary
Sumupthetextbriefly.
Step6.Homework
1.Readthetext.
2.Practisewritingtheletters.
3.Practisemakingthedialogue.
Lesson8Whatdoyouknow?
Teachingcontents:
1.Reviewthewordsandexpressionsinthisunit.
2.Grammar:theverbsam,is,are.
3.Exercisesinthelesson.
Teachinggoals:
1.Masterthedrillsinthisunit.
2.MasterthelettersA—N.
Keypoints:expressionsandgrammar.
Difficultpoints:grammar.
Preparation:
1.Bringthelettercards.
2.Bringrealthingstoreviewthewords.
3.Preparesomepicturestoreviewthedrills.
Teachingaids:lettercardsandsomepictures.
Typeofthelesson:review.
Teachingprocedures:
Step1.ReviewthelettersandsingtheABCsong.FinishN1AandC
Step2.Listentothesong“TenlittleIndians”andreviewthenumbers1-10
Step3.Reviewthegreeting“Howareyou?”andsingthesongaboutit
Step4.Userealthingsandcardstoreviewtheexpressionsinthisunit
e.g.
What’sthis?
It’sa,____.
<,Pclass=MsoNormalstyle="MARGIN-LEFT:17.95pt;MARGIN-RIGHT:19.2pt;TEXT-ALIGN:left;mso-para-margin-left:1.71gd;mso-para-margin-right:1.83gd;mso-pagination:widow-orphan;mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"align=left>Howmany____doyouhave?
Ihave____.
Whereisthe____?
binethedialoguesinthisunitandencouragethestudentstopractise
A:Hello!
B:Hi!Mynameis____.What’syourname?
A:Mynameis____.Nicetomeetyou!
B:Nicetomeetyoutoo.
A:Howareyou?
B:Fine,thankyou.Andyou?
A:I’mfine,thanks.
A:Whereis____?
B:There!
A:MayIhave/borrow_____?
B:Sure.Hereyouare.
A:Thanks.
B:You’rewelcome.
Orplaythechaingametopractisethem.ThenfinishN4ofthislesson.
Step6.Grammar
Theverb“be”.
1.Introduction.
Letthestudentstellyousomesentencesthatinclude“is”and“are”.Encouragethemtosumuptheusageofthetwowords.Thensumup.
pletetheconversationinL8N2toprasticeusingthem.Iftimeisenough,haveashorttest.
wantago,throwitlikethat,throwitlikethis,it’sveryeasy,yo-yo,hard,ride,swim,skate,fly,card,volleyball,jump,sing以及如何应用英语进行体育运动。
二、教学重点
wantago,throwitlikethat,throwitlikethis,it’sveryeasy,ride,swim,skate,fly,card,volleyball,jump,sing以及如何应用英语进行体育运动。
Canyousing?Yes,Ican.Itiseasy.No,Ican’t.Itishard.
三、教学难点
wantago,throwitlikethat,throwitlikethis,it’sveryeasy
Canyousing?Yes,Ican.Itiseasy.No,Ican’t.Itishard.
四、教学方法
1．创设情景，利用对话、表演等方式学习、巩固Canyousing?Yes,Ican.Itiseasy.No,Ican’t.Itishard.等句型。
2．利用调查以及实物演示等方法以及肢体语言来激发学生的学习兴趣。
3．用任务型教学的手段来巩固课堂教学。
五、教具
实物、录音机等
六、教学过程
Step1热身复习，导入新课
1.Warmup.Askthestudentondutytomakeareportabouttheweatherorhisfavouritesport.
2.Revision.Invitesomestudentstomakeareportabouthisfavouritesport.(yesterday’shomework)
3.Askandanswerbetweentheteacherandthewholeclass.以教授Canyousing?Yes,Ican.Itiseasy.No,Ican’t.Itishard.等句型和ride,swim,skate,fly,card,volleyball,jump,sing等体育运动。
4.Itishard.等句型和ride,swim,skate,fly,card,volleyball,jump,sing等体育运动。
Whatisyourfavouritesport?Myfavouritesportisswimming.
Doyoulikeswimming?Yes,Ilikeitverymuch.
Canyouswim?Yes,Ican.Itiseasy.No,Ican’t.Itishard.
并且提醒学生Canyou……?句型中要用动词的原形。
Step2师生互动，逐步深入
SBPart2对话处理
1.AskthewholeclasstomakeasimilardialoguewiththehelpofthepicturesinPart2ofLesson78.Theninvitesomepairstoactthedialogueoutinfrontoftheclass.
2.Giveeverystudentachart.Askthemtoaskquestionsingroupsandgetreadyforareportaccordingtothechart.Forexample:
Alikesswimming.Hecanswim.Itiseasy.
Bdoesn’tlikeswimming.Hecan’tswim.Itishard.
Clikesjump.Hecanjump.Itiseasy.
Canyou……?
SBPart1对话处理
1.Askandanswer.Theteachershowsayo-yotothewholeclassandaskthem,“Whatisthis?Canyouplayyo-yo?”
2.Booksclosed.Makethewholeclasslistentothetapecarefullyandanswer“CanJimplayayo-yo?”
3.Booksopen.Listentothetapeagainandaskthewholeclasstosayafterthetape.
4.Practisethedialogueinpairs,thenasksomepairstoactitout.
Step3巩固拓展，达标反馈
1.Discussion.Givethewholeclassfiveminutesandaskthemtodiscussthesequestionsingroups:
Doyoulikeswimming?Yes,Ido.
Canyouswim?Yes,Ican.
Areyougoodatit?No,Iamnotgoodatit.
Thenaskeverystudenttomakeareportaccordingtowhattheyhavediscussed.Forexample:Alikesswimmingverymuch.Hecanswim.Heisgoodatit.Hisfavouritesportisswimming.Blikessingingverymuch,Buthecan’tsing.Heisnotgoodatit.Singingisnothisfavouritesport.Hisfavouritesportisjumping.
2.Workinclass.Finishsomeexercisesaboutthislesson.
用所给单词的适当形式填空。
1.Thank________(good)!Thekiteisnotbroken.
2.Mikeisafootballfan.Heisgoodat______(play)football.
3.Doyoulike______(swim)intheriver?
4.JimandMikearefootball______(play).Theyaregoodatit.
5.Playingcards_______(be)easy.Andmanypeoplelikeit.
1.单词和词组
asthough好像handin上交
humannature人性inform通知relationship关系sex性别
suit适合suit...to使适合prevent防止feeling感觉;感情
chairman主席socialist社会主义的
2.日常交际用语：
Areyou/WillyoubefreeonMonday/tomorrow?
Howabouttomorrowmorning/afternoon?
Shallwemeetat4:30at...?
Allright.Seeyouthen.
Yes,I’m/I’llbefreethen.
Yes,that’sallright.
No,Iwon’tbefreethen,butI’llbefreeat....
3.语法：
复习十九至二十三单元的语法项目。
重点难点讲解
1.Manyyoungpeopleendupinajobtowhichtheyarenotsuited.
许多年轻人最后还是干了一件不适合他们的工作。
(1)endup最后(做某事)，终于(成为……)这个短语通常含有“最终结局不好”的意思。例：
Heendedup(as)theofficerofthatcompany.他最终成为那家公司的职员。
Theenemyendedupindefeat.敌人最终失败了。
(2)besuitedto+n.(-ing形式)适合，适宜于。
Hisspeechissuitedtoaudience.他演讲的内容合符合听众的口味。
Heissuitedto(for)teaching.他适合教书。
2.First,itisimportanttorecognizewhatkindofpersonyouareandwhichspecialqualitiesmakeyoudifferentfromeveryoneelse.
首先，重要的是你得认识自己是什么样的人，你具备怎样的特殊品质，使你不同于其他任何人。
(1)whatkindof是对表示性质、特征的人或事提问的句式。
—Whatkindofpersonareyou?
—I’mcleverone(不能回答I’mclever.).
—Whatareyoulike?
—I’mclever.(不能回答I’macleverperson.)
whatkindof结构中其名词通常不用冠词，也不用复数。
(2)else做为代词，只能用作后置定语，常用来修饰不定代词、疑问代词或疑问副词。
Whoelseaskedformethismorning?今天上午还有谁找过我?
Nobodyelseinourclassisclevererthanhe.在我们班上没有其他人比他聪明。
Whereelsehaveyoueverbeento?你还去过什么地方?
3.Thinkoftimewhenyouwerehappiest.Whatwereyoudoing?
想一想你过去什么时候最快活。当时你在干什么?
该句中做表语的happiest前面没有冠词the。
通常形容词最高级前要加定冠词。但当最高级是主语自身比较(而没有与其他的人或物相比较)，最高级前通常不用冠词。例：
I’mbusiestinthemorning.我早上最忙。
Thestarsarebrightestwhenthereisnomoon.当没有月光时星星最亮。
4.Notethatitisnotenoughtosaytoyourself,“Ienjoyworkingwithpeople.”
注意：如果你回答“我喜欢同工人们一起工作”，这是不够的。
Note在此是动词，意思是“注意，注目，留意到”。
Notethat…作为句型是“注意……”。
Pleasenotethatthebookmustbereturnedwithinaweek.请注意这本书必须在一周内归还。
Notehowheswims.注意看他如何游泳。
5.Itsoundsasthoughyouhaveplentyofbothofthesealready.
……从来信看这两方面(兴趣和能力)你似乎都已具备了。
Itsoundsasthough/if…“听起来似乎……”。
asthough引导的是表语从句。常用于类似结构的还有：seem/look/feel+asif(though)。
注意：appear通常不能接asif从句。
Itseemsasifhehaspassedthetest.他看起来好象通过了这次测试。
Hefeelsasifheistired.他觉得好象累了。
6.YoucanpointoutthatFlorenceNightingaleopenedupnursingandthatMadameCurieopenedupsciencetowomen.
你可以指出，弗洛伦斯.南丁格尔开创了护理工作，居里夫人为妇女学理科开辟了道路。
(1)该句pointout之后接了两个宾语从句，由and连接，要特别指出第二个that绝不能省掉，省掉后逻辑关系不清。
(2)openup意思是“开辟”，“开拓”，如：
Thisnewmeanshasopeneduptheforbiddenzoneofthisfield.这新方法打开了这个领域的。
Afewpeasantsdecidedtoopenupthewasteland.几个农民决定开发这块荒地。
单元检测
一、单项填空
1.IwasveryfrightenedwhenIsawher____closebysomepolice.
A.followingB.followedC.wasfollowedD.wasfollowing
2.---Victorcertainlytalksalot.
---Yes.She’sneverinterestedinwhat____says.
A.someoneelseB.anyoneelseC.somebodyD.anybody
3.---Whendidyougettoknowaboutit?
---Ihadnoideaaboutit____hetoldme.
A.untilB.unlessC.whenD.ifnot
4.---Doyourememberthetimewe____witheachotherlastyear?
---Sure.Atthattimeyou____inashop.
A.meet,hadworkedB.met,wereworking
C.meet,haveworkedD.weremeeting,worked
5.---WhathappenedtoJane?
---Shehadherdress____onanail.
A.caughtB.seizedC.fittedD.fixed
6.---Let’sgoout____tohavea
---Agoodidea.
A.nowhereB.somewhereC.everywhereD.where
7.____hewent,hewouldtakehisumbrellawithhim.
A.WhereverB.WhereC.HoweverD.How
8.Ithoughtherhonestanddependable____Imether.
A.forthefirsttimeB.everytimewhen
C.bythefirsttimeD.thefirsttime
9.Theclockstopped.NomatterhowhardItriedIcouldn’tgetit____again.
A.wentB.goneC.goD.going
10.Hedoesn’thaveanyenemies____doeshewishtohave.
A.andB.orC.norD.but
11.Youwon’tbeworried____youmakeacorrectdecision.
A.sinceB.thoughC.solongasD.evenif
12.Therearesomanypapershere.Ifyou____afireyou’ll____thehouseonfire.
A.make,giveB.make,setC.set,makeD.give,set
13.Theslaveownertreatedtheblackpeoplesobadlythatsomeofthemtriedto____.
A.getawayB.gooutC.turndownD.putoff
14.Itlooksasiftherainwillcontinueforsometime,butitmay____beforedark.
A.clearawayB.clearupC.turnupD.turnaway
15.Neitherthemanagernortheassistants____thiskindofproblembefore.
A.havemetB.hasmetC.aremeetingD.ismeeting
二、完形填空：
TheycalledhimtheFool.HisnamewasSuchinsky,apeasantonthePolish-Ukrainianborder.
In1941,whenHitler''''sarmyoverrunthevillage,hedugacavewithhishands1hisfarmhouseand2afamilytherefortwoyears.TheywerenamedZeiger.OncewhenSuchinskylearnedtheNazisweregoingtosearchthefarmwithdogs3tofindpeople,hestayedallnight4wastefromouthousestothrowoffthescent.TheGermanscame,buttheyneverfoundtheZeigers.
Aftertheywere5in1944,theZeigerswenttoAmerica.Overtheyearsthey6sentpackageoffoodandclothingtoSuchinsky.Ashecouldneitherreadnorwritehe7forthegiftswithaflowerdrawntotheZeigers.Butinthelate1950''''sthethanksstopped.WhenZeigersasked,theofficialstoldthemtherewasnoSuchinsky.81987didoneofthesons,ShelleyZeiger,nowasuccessfulNewJerseybusinessman,learnedthe9.Suchinskyhadbecomeseriously10,andwasmovedtoanearbytown,whereacousinnursedhimbackto11.
TheninOctober1987,whileZeigerwas12abusinesstripinMoscow,hesentanotetoSuchinsky,who13throughfriendswithaone-line14:"Youhavenoideaofthe15Ihavetoseeyou."
TheZeigersreturnedtothevillageforthe16timeinforty-fouryears.Thepeopleofthevillage17thestreetscarryingflowers.
"Youcouldseeintheirfaces,"Zeigercalledup,"thatnowSuchinsky,thefool,wasahero,theoneamongthemwhohaddonewhatwas18.Whatmattersmostisthatwhenyoudogood,19willcomebacktoyou.Whenyoudogoodyouwillnotbeforgotten.Wecannever20himfully."
1.A.besideB.beyondC.underD.above
2.A.placedB.hidC.setoutD.kepton
3.A.trainedB.watchedC.plannedD.invited
4.A.throwingB.sweepingC.spreadingD.laying
5.A.setB.shutC.lastedD.liberated
6.A.regularlyB.politelyC.certainlyD.secretly
7.A.lookedB.answeredC.thankedD.cared
8.A.EveninB.OnlyafterC.NeverinD.Asfor
9.A.excuseB.ideaC.reasonD.discovery
10.A.illB.deafC.busyD.nervous
11.A.healthB.deathC.strengthD.wealth
12.A.forB.inC.onD.around
13.A.sentB.answeredC.askedD.proved
14.A.informationB.messageC.articleD.news
15.A.pressureB.thoughtC.longingD.suffering
16.A.firstB.secondC.lastD.final
17.A.stoodB.surroundedC.linedD.rowed
18.A.famousB.braveC.strictD.right
19.A.godB.goodC.badD.danger
20.A.praiseB.thankC.repayD.respect
三、阅读理解：
BeforeJohannGuttenburgdevelopedtheprintingpressin1437,newstraveledby
wordofmouth.Thismeantthatinformationwasslowtoreachthepublicandthatdetailschangedasnewsspreadfromonepersontothenext.Printedmatter,suchasnewspapers,madeitpossibleforinformationtobegatheredinacentralofficeandfornewstobewrittenmoreaccurately(准确).In1844SamuelMorsemadeasystemofsendingcodedmessagesthroughelectricwiresperfect,foundinganearlyformoflong-distancecommunication.Theworkofcommunicationswasdevelopedin1858throughtheworkofJuliusvonReuter,whomadenewspapersreachdifferentcountriesbytelegraphing.Witheachofthesedevelopments,thepublicwonderedattheclevernessofthecommunicationspioneersandasked,“Whatwilltheythinkofnext?”
“They”thoughtofplenty.AlexanderGrahamBellhadtheideaofpassingspeechbyelectricalimpulsesandinventedthefirsttelephonein1876.Theinventionofthe“wireless”byGuglielmoMarconiin1895madethewayformodern-dayradiotransmission.V.K.Zworykinworkedononeofthefirsttelevisionsin1928.
Communicationsreachednewheightswhentelevisionsweremassproducedinthe1950s.In1962thefirstcommunicationsatellite,madepeopleseelivebroadcastfromanywhereintheworld.Undergroundandunderwatercablesalsosendonprogramsfromoneareatoanother.Telecommunicationsandcomputernetworkingareofbigadvancesofourtimesandmeanevengreaterdevelopmentstocome.
1.Themainideaofthepassageis____.
A.itisnoteasytousemodernwaysofcommunication
B.somanypeoplemadeachievementsindevelopingthemeansofcommunication
C.themeansofcommunicationhavegonethroughmanystagesbeforetheyareperfected
D.thedevelopmentofhistoryhaslastedsuchalongtime
2.Inthe1950s____.
A.wirelesstelephonesbegantobeused
B.televisoncameintobeing
C.televisionswereproducedinlargenumbers
D.moderncommunicationreachedthehighestpoint
3.Whichofthefollowingistrueaccordingtothepassage?
A.Thefirstword“They”inthesecondparagraphreferstoscientists.
B.AlexanderGrahamBellgavethefirstspeechin1876.
C.Theprintingpresswasperfectedinthefourteenthcentury.
D.Sincemanymeansofcommunicationhavebeendeveloped,agreatnumberofpeopleneedn’treadnewspaper
4.Thebeginningofthelong-distancecommunicationwas____.
A.sendingmessagesbywordofmouth
B.whenpeopleseeprogrammesatthetimeofperformances
C.intheninteenthcentury
D.whenthe“wireless”wasinvented
5.Telecommunicationsandcomputernetworking____.
A.meantherewillbegreaterdevelopement
B.showthe20thcentury’smeansarethemostperfect
C.meanmodernsocietyhasdevelopedfromoneareatoanother
D.showpeople’slifecanbebetterandbetter
四、短文改错
Thebooksforstudentsatalllevels,from1.______
beginnerstotheadvanced.Eachbookhave15to2.______
20light-heartedstorieswithexercisesfollowed3.______
eachstory.Thesebooksareaimedatmeetthe4.______
needsofChinastudents.Thevocabularylevelsare5.______
controlledbecausestudentscanprogresseasily6.______
throughthebooks.Besides,eachstoryhasnew7.______
wordsaremarkedinthebodyofthetextand8.______
thenpresentedinabox.Eachonenewwordin9.______
theboxhasthepronunciation,aswellaChinese10.______
translation.
答案
一、1-5BBABA6-10BADDC11-15CBABA
二、1-5CBACD6-10ACCCA11-15ACBBC16-20ACDBC
三、1-5CCACA
四、
T
hebooksforstudentsatalllevels,from1.are
beginnerstotheadvanced.Eachbookhave15to2.has
20light-heartedstorieswithexercisesfollowed3.following
eachstory.Thesebooksareaimedatmeetthe4.meeting
needsofChinastudents.Thevocabularylevelsare5.Chinese
controlledbecausestudentscanprogresseasily6.so
throughthebooks.Besides,eachstoryhasnew7.对
wordsaremarkedinthebodyofthetextand8.that/which
thenpresentedinabox.Eachonenewwordin9.去掉one
theboxhasthepronunciation,aswellaChinese10.as
translation.
解析
单项填空
2.Voctor自己侃侃而谈，从不关心别人说什么，要表示别人就一定要加else，因为anybody是包括她自己在内的;别人并不是指某一特定的人，所以someoneelse也不对。
3.否定句加until，表示“直到…才”。
5.catchonanail的意思是“被钉子挂住了”。
7.本句句意是“无论他到哪儿…”，只有wherever可以表达这个意思。
8.本句有两个分句，两句之间需要连词连接，A、C是介词词组，不能连接句子;everytime后面不用加when;thefirsttime在此相当于连词。
10.后面的句子是倒装句，选项中只有nor能引导倒装句。
15.用neither...nor连接主语，谓语动词要与最近的主语---assistants一致。
完型填空
3.狗经过训练可以用来找人，trained过去分词作形容词用，来修饰dogs。
4.当我们要掩盖气味时，只有撒一些东西--spread;而不是“扔”或“放”。
8.此句是倒装句，A、D不能引导倒装句，它们的意义也不对;B、C可以引导倒装句，但C的意义正好相反，只有B的意义合适。
15.Ihave是定语从句，修饰这个名词，他当然一直盼望见到TheZeigers，longing在此是“盼望”的意思。
句型：Whatarethe…sdoing?Theyare…
教学难点：
单词climbing,swinging,和drinking的读音。
四会掌握五个动词(短语)的ing形式。
课前准备：
教学过程中所需的图片(let’sstart,Let’slearn)、录音(let’slearn,Let’ssing)。
2、A部分的五张单词卡片和本课时的五张单词(短语)卡片。
教学流程图：
教学过程：
Warmup(热身)
活动一：复习单词
教学参考时间：3分钟
(1)教师出示Let’slearn/A中的五张单词卡片，让学生认读单词并做出相应的动作。
(2)听写这五个单词。
活动二：唱一唱
教学参考时间：2分钟
(1)教师播放Let’ssing部分的歌曲，学生听录音进行表演唱。
(2)教师出示单词卡climbing和swinging，让学生认读单词并用动作表示其含义。
2、Presentation(新课呈现)
活动三：学一学
教学参考时间：10分钟
(1)教师出示Let’sstart/A部分的图片(建议把Let’slearn/B部分的图片融合到此图中。)让学生回答：Whatisthemonkeydoing?
(2)教师指着考拉问：Whatisthekoaladoing?学生答出sleeping后，教师出示单词卡，教读单词。
(3)教师指着Let’slearn部分两只考拉的图问：Whatarethekoalasdoing?引导学生说出：They’resleeping.
(4)教师出示两只熊猫和两只猴子的图问：Whatarethepandas/monkeysdoing?
(5)教师出示两只狮子打架的图片，鼓励学生通过提问Whatarethelionsdoing?来学习新单词fighting。
(6)教师让学生看图(let’sstart)做对话：Whatarethebirds/kangaroos/elephantsdoing?当学生说出drinkingwater时，教师出示单词卡让学生认读。
活动四：读一读
教学参考时间：3分钟
(1)让学生看书听录音并跟读单词和句子。
(2)教师出示单词卡，让学生认读并拼读单词。
活动五：讲故事
教学参考时间：6分钟
(1)教师让学生看Storytime部分的图片，让学生回答问题：WhereareZipandZoom?WhatdoesZipsee?Whataretheydoing?引导学生作答。
(2)让学生听录音跟读故事。
(3)让学生分角色朗读故事。
3、Let’splay(趣味操练)
活动六：心有灵犀
教学参考时间：5分钟
(1)一名学生上台。教师向其中的一名学生出示一张纸条，纸条上是一个有关动物的现在进行时的句子。
(2)该学生根据纸条的内容表演动作，其他学生猜：The…is/are。
(3)这个游戏可以采取男女生对抗赛的形式，看哪一队在规定时间内猜出的句子最多。
活动七：猜一猜
教学参考时间：5分钟
(1)教师将五张词卡放在讲台上。
(2)请一名学生上来随意抽取一张卡片，教师带领其他学生问：Whatarethey?，持卡片的学生根据卡片上动物名称回答：Theyare…。
(3)然后教师再问：Whatthe…sdoing?,引导台下学生用Theyare…猜。
4、Consolidationandextension(巩固与扩展)
活动八：练一练
教学参考时间：5分钟
(1)活动手册Listen,writeandsay.让学生先听录音在相应的空格里填上表示动作的词。当表格完成后，让学生做问答练习。
(2)活动手册Let’sfindout.让学生仔细看图回答问题。
活动九：小结
Ⅰ.四会单词和词组：
pain,in(the)future,berichin,contain,fat(n.),softdrink,score,scoresof,discuss,discussion,attheend(of)
三会单词和词组：examine,ripe,advise,patient,energy,weight,putonweight,westerner,cause,unhealthy,loseweight,suggestion
Ⅱ.交际英语：
人人都希望自己身体健康，工作顺利，生活愉快。人体就像一部机器，机器需要经常保养才能不停地正常运转，不出故障;人也需要营养合理的饮食、充足的睡眠、必不可少的休息与娱乐。倘若你为了省钱省时间而终日凑合着吃东西;倘若你为了挤出更多的时间对付艰苦的学习而挤掉了睡眠时间;倘若你为了多打工赚钱，几乎舍弃了所有的休息与娱乐;那么，生病就在所难免。万一人生了病就需要去医院诊断出故障的原因，这时就需要和医生打交道，下面是常用到的语句。
医生用语：
1.WhatcanIdoforyou?/Whatwasthematter?/Whatsthetrouble?
2.Doesithurthere?/Itsnothingserious./Letmeexamineyou./Takethismedicinethreetimesaday./AndIadviseyounottodo…
3.Drinkplentyofwaterandhaveagoodrest./Youdbetterhaveagoodrest./Youllbewellsoon.
4.Showmeyourtongue./Stickoutyourtongue./Didyoucoughmuch?/Fortunately,youonlyhavetheflu(流感)./Youllhavetobehospitalized(住院).
5.Howlonghaveyoubeenlikethis?/Well,letssee.Openyourmouthandsay"ah"./Keepwarmanddontcatchcold.
病人用语：
1.Ivegotapain(cough,headache,toothache)./Idontfeelwell./Theressomethingwrongwith…./Thisplacehurts./Ifeelagreatpainhere./Ifeeldizzy(头晕)./Itooksomemedicinelastnight,buttheydidnthelp./Doctor,pleasegivemeanexamination.
2.Ivehadmytemperaturetaken.Iindeedhaveafever./Iwashotandcoldbyturns.
3.Idontfeelwell,doctor./Ihopeitwontlastlong./Idontfeellikeeatinganything.
4.Ihaveasorethroat(喉咙痛)andmychesthurts./Itstartedbotheringmeyesterdayafternoon./Ifeelhotandfeverish./Imachingallover.
5.Ivebeenlosingsleep./Mywholebodyfeelsweak./Ivelostmyvoice./Myearsareringing,andmycheeksburning./Ifeelapaininmyleftleg.
Ⅲ.语法重点：进一步学习提出建议和忠告的句型。
1.Iadviseyou(not)todo…/youdbetter(not)do…/Isuggestthatyou(should)do…/Whynotdo…/Whydontyoudo…
2.Itsbettertobeabsolutelysure,evenifitdoestakeabitmoretimeandtrouble.
3.Well,ifIwereyou,IwouldspendaboutfourdayssightseeinginBeijingandtwoorthreedaysinShanghaiforshopping.
4.Letmegiveyouabitofadvice,ifyoudontmind.Stopsmokingoratleastcutdownonit.Watchyourdietand…
5.How/Whataboutdoingsomeshoppinghere?
6.Ithinkwedbettersendforadoctor.
7.Well,ifyougoonthewayyouhave,youreonlygoingtomakethingsharderforyourself.
8.Yes,Isupposeso./Yes,Icertainlywill./Thatsagoodidea./Yes,butdontyouthink…?
(二)单元重点词汇点拨
1.contain作及物动词是"包含;包括;能容纳，能装入"
Seawatercontainssalt.
Thisauditoriumwillcontain3,000people.
点拨
(1)contain和include虽然都有"包含"的意思，但contain可用于表示包含所含之物的全部或部分，而include则只是包含一部分。试对比：
Theparcelcontainedadictionary.那包裹里装的是一本字典。
Theparcelincludedadictionary.那包裹里也包括了一本字典。
ThetourincludesavisittoParis.这次旅行包括游览巴黎。
Thebasketcontainsavarietyoffruits.这篮子装有各种水果。
(2)including可以作介词连接介词短语。试比较：
Manywomenwerewaitingtobuythatkindofcloth,includingmymother.
Manywomenwerewaitingtobuythatkindofcloth,mymotherincluded.
可以这样说，include着重"被包含者只是整体中的一部分"。contain着重"内有"。
2.advise作及物动词是"忠告、劝告、建议"
Thedoctoradvisedasoftdiet.医生建议进软食。点拨
(1)advise+doing
Headvisedgettingplentyofsleepandeatinggoodmeals.
(2)advisesbtodo建议某人干……。advisesbnottodosth=advisesbagainstdoing建议某人不要干
Theteacheradvisedusnottoreadcarelessly.=Theteacheradvisedusagainstcarelessreading.
对比：Theteacheradvisedourreadingcarefully.(动名词复合结构)
(3)advisethat+主语+(should)do
SheadvisedthathespendhisholidaysinHeinan.
对比：(误)Sharonsugg
estedmetoaskDrYangforhelp.
(对)SharonadvisedmetoaskDrYangforhelp.
(对)Sharonsuggested/advisedthatIshouldaskDrYangforhelp.
(对)Sharonsuggested/advisedmyaskingDrYangforhelp.
(对)IwasadvisedtoaskDrYangforhelpbySharon.
(4)advice是不可数名词，表达"一条建议"用：apiece/bit/wordofadvice。
3.score(比赛的)得分;(单复数相同)二十
Thescoreattheendofthegamewas5to4againstthevisitingteam.比赛结果为5比4，客队败北。
Whatsthescorenow?现在比分是多少?
点拨
(1)scoresof许多，大批
Theexhibitionhasscoresofvisitorseveryday.
(2)score前有数词时，score用单数，其后的of常省略。但在代词或者起定语作用的指示代词及物主掉次前的of不能省略。
ThreescoreofthemareLeaguemembers.
Threescoreofthoseeggsarehis.
Shehastwoscore(of)eggs.(这种情况下最好不用of)
4.discuss作及物动词是"讨论，议论"。名词形式是discussion。
Ivesomethingofgreatimportancetodiscusswithyou.
Aftercarefuldiscussionthetwopartiesreachedanagreementonthismatter.
点拨
(1)discuss后直接接名词、疑问词+todo，不接about/on。但discussion后可以接about。
(错)Wehavediscussedabouttheproblem.
(对)Wehavediscussedtheproblem.
(对)Wehavehadadiscussionabouttheproblem.
(2)discusssthwithsb和某人讨论……
Wewilldiscussthechangesofourschoolwiththemlater.
(3)discussfreely自由讨论，discussfully/thoroughly充分讨论，discusskeenly激烈讨论，underdiscussion在讨论中，havealongdiscussionabout/onsth对……进行长时间的讨论，aheated/hotdiscussion热烈的讨论。
5.suggestion建议
Yoursuggestionisveryhelpful.
点拨
(1)含有suggestion的主语从句、表语从句、同位语从句、定语从句中主句谓语用should型虚拟式。
Weagreetohissuggestionthatthebook(should)bepublishedoncemore.
(2)suggestion的搭配有：makeahelpful/timelysuggestion作出有益(适时)的建议。acton/atonessuggestion=acton/atthesuggestionofsb按照某人的建议做。
(3)suggestion,advice和opinion
advice多指根据自己的学识和经验提出来的供人参考的意见。suggestion指为改进工作、解决问题而提出的建议，比advice委婉。opinion是日常用语，指对某事的观点、想法。另外，advice是不可数名词。
Adviceisseldomwelcome.(谚语)忠言逆耳。
Inouropinion,thesetreesmustbecutdownatonce.
Wehavedecidedtopaymoreattentiontotheirsuggestions.
(三)单元词组思维运用
1.atthedoctors在诊所
