資源簡介

Unit 1　Animal Friends
單元主題框架
單元主題分析
本單元主要圍繞動物朋友這一主題展開。該主題與課標要求的“人與自然”主題范疇中的“常見的動物,動物的特征與生活環境”和“與自然和諧共生”子主題密切相關。動物是學生感興趣的話題。在學習本單元主題內容的過程中,學生一方面會和同學交流自己喜歡的動物,另一方面也會學習介紹動物的方法。同時,本單元還介紹了大象這種學生熟悉,且又在某些國家具有特殊文化意義的動物。本單元的目的在于激發學生對動物的關注與喜愛,加深學生對動物的了解,培養學生保護動物以及與動物和諧共生的意識。
本單元的大問題是“Why are animals important？”,引導學生思考動物在人類生活中的重要性。Section A的引導性問題是“Why do you like animals？”。該部分的聽力對話呈現了學生參觀動物園的場景,學生通過聆聽并模仿對話,能夠學會從食物、本領、棲息環境、生活習性等方面介紹某種動物,同時闡述自己喜歡某種動物的原因。Section B主要圍繞引導性問題“How are animals part of our lives？”展開,通過泰國學生Malee的帖子詳細介紹了大象的外形、本領、性格特征等方面,還闡述了大象在泰國的地位以及其所具有的文化意義。此外,關于如何保護大象這一重要內容,帖子也提出了相應的建議。通過閱讀和分析這篇帖子,學生可以深入、具體地了解某種動物,并認識到人類活動給動物的生活環境帶來的影響,進而思考人與動物應該如何和諧共生這一問題。
總而言之,本單元由淺入深地引導學生探究主題意義,讓他們理解動物與人類生活的密切聯系,認識到動物所承載的文化價值,思考人類活動對動物生存環境的影響,探索保護動物的有效方式,最終實現人與動物的長期友好共存。
單元教學目標
通過本單元學習,學生能夠：
1.用英語說出常見的動物并使用恰當的形容詞描述不同的動物。
2.談論自己喜歡的動物并說明喜歡的原因。
3.從外形、棲息地、生活習性、本領等方面介紹某種動物。
4.辨別字母及字母組合a,ai,ay,al,aw在單詞中的不同發音,并掌握名詞后加 s/ es的讀音規則。
5.掌握以wh 開頭的特殊疑問句的問答以及名詞的復數形式。
6.了解動物在不同國家具有的文化意義。
7.深入思考人類活動對動物的影響,探索保護動物的有效方式,深刻領會保護動物的意義,進而積極探尋人類與動物和諧共存的途徑與方法。
單元教學重難點
重點：
1.用形容詞準確地描述動物。
2.掌握談論動物外貌、棲息地、生活習性、本領等的句型。
3.將字母及字母組合a,ai,ay,al,aw的發音準確運用到單詞認讀中。
4.恰當使用名詞復數和wh 引導的特殊疑問句。
難點：
1.掌握字母及字母組合a,ai,ay,al,aw的發音。
2.掌握名詞復數的變形規則。
第一課時　Section A(1a－1e)&Pronunciation
學習目標
In this lesson,students will：
1.use adjectives to talk about different animals；
2.introduce their favourite animals and tell the reasons；
3.pronounce letter a and letter combinations ai,ay,al,aw correctly.
教學建議
Step 1　Lead in
1.Show the title and photo on Page 1 and ask students to think about the question：
◆What do you think this unit is about
2.Ask students to look at the photo more carefully and answer the questions：
◆Can you name the animals in the photo
◆What do you know about these animals
◆Do you know any other special animals in China
3.Ask students to read the Big Question and the leading questions in Section A and Section B.Make sure students know the main topic of this unit.
呈現單元標題和單元主題圖,鼓勵學生大膽預測本單元可能談論的話題,并通過討論吸引學生的興趣。
Step 2　Listening&Speaking (1a－1d)
Pre listening
1.Show photos of some animals and speak out the English names of these animals together.
2.Ask students to use adjectives (e.g.big,tall,beautiful,strong) to describe these animals.Supplement some words that can be used to describe animals for students.
3.Ask students to choose the animals they like in the photos and simply explain the reasons.
回顧和復習常見動物的英文名稱以及可用于描述動物的形容詞。談論自己喜歡的動物,引起學生對話題的興趣。
While listening Page 2,1a
1.Ask students to look at the pictures in 1a,and then write the animals on the blank line under the pictures.
2.Check the answers with the students.
Page 2,1b
1.Let students look at the photos in 1a and ask the question：
◆Where can we see these animals
2.Ask students to read the questions in 1b and think about what information they should focus on while listening.
◆Where are the students？(place)
◆Why are they there？(reason)
◆When should they be back？(time)
3.Listen and check the answers.
Page 2,1c
1.Ask students to read the sentences in 1c and circle the information they need to pay attention to while listening.
2.Listen to the conversation.Then circle T for true or F for false.
3.Check the answers,and then ask students to correct the false sentences.
Page 2,Practice More
Ask students to listen again and answer more detailed questions about the listening material：
◆What animal does Yaming like？Why
◆Does Emma like wolves？Why or why not
◆What does Chen Jie think about monkeys
理解聽力對話內容、獲取細節信息,并在聽力中學習和理解目標語言。
Post listening
Page 2,1d
Ask students to work in pairs and take turns to talk about their favourite animals,following the example in 1d.
分組操練本節課的目標語言。
Summary
1.Ask students to summarise the words that can be used to describe animals：
◆clever,funny,dangerous,interesting,...
2.Ask students to summarise the sentences that can be used to explain the reasons why they like an animal：
◆Because they are really clever and funny.
◆They take good care of their babies.
◆They are interesting.
◆They look like us.
總結本節課需要掌握的重點詞匯和句型。
Step 3　Pronunciation (1－3)
Page 3,1
1.Ask students to listen to the recording and repeat the pronunciation.
2.Ask students to pay attention to the different pronunciation of letters and letter combinations.
3.Let students add one more word to each group.
通過邊聽邊跟讀練習發音,并通過觀察總結發音規則。
Page 3,2
1.Ask students to pay attention to the bold letters in Pronunciation 2.
2.Ask them to answer the question：What form are these words
3.Let students listen to the recording and repeat the pronunciation.Then let them notice the pronunciation of (e)s.Teacher can ask students to think about the question：
◆Do s and es make the same sound in each word
4.Explain the pronunciation rules of plural nouns to students.
通過邊聽邊讀感受名詞復數的發音并總結發音規律。
Page 3,3
1.Ask students to read the sentences in Pronunciation 3 by themselves.
2.Ask students to listen to the recording and repeat.Then let them notice how the unstressed words are pronounced.
3.Ask students to compare if there is any difference in the pronunciation of the italicized words when they are reading.
先通過自主朗讀練習讓學生感受發音差異,再通過跟讀練習強化學生對非重讀單詞的學習。
Extension Activity (Optional)
1.Prepare a different passage or conversation for students.
2.Ask students to underline the unstressed words while reading by themselves.
3.Choose some students to read the passage or conversation to the whole class.
Step 4　Homework
1.Make a survey about your family members' favourite animals,and then share with classmates next class.
2.Finish the exercises
教學反思
第二課時　Section A(2a－2f)
學習目標
In this lesson,students will：
1.understand the conversation about Peter's and Fu Xing's favourite animals；
2.practise the pronunciation of unstressed words in the conversation；
3.learn how to introduce an animal；
4.introduce their favourite animals；
5.understand why they cannot feed the animals.
學習建議
Step 1　Lead in
Show students some photos about penguins or show them a video about penguins.
Then ask students to answer the questions：
◆What is the animal in the photos/video
◆What do they look like
◆Where are they from
◆What do they eat
◆Do they fly
◆Do they live alone or in groups
利用圖片或視頻引起學生對本課話題的興趣,并通過一系列引導性提問幫助學生參與對話題的討論。
Step 2　Listening & Speaking (2a－2d)
Pre listening
1.Show students the photo in 2a and ask them the questions：
◆Where are the people
◆What are the people doing
◆Can you guess what the conversation is about
引導學生觀察圖片,通過背景信息對交際內容做出預測。
While listening
Page 3,2a
1.Ask students to listen to the conversation and circle the coloured words they hear.
2.Check the answers with students,and then compare the differences of the coloured words (e.g.cute/cool,lovely/amazing,clever/smart).
Page 4,2b
Ask students to read the conversation and complete the table in 2b,and then check the answers with students.
Page 4,2c
1.Ask students to listen to the conversation again and pay attention to the unstressed words.
2.Invite two or three pairs of students to role play the conversation in class.
Page 4,2d
1.Ask students to match the headers (1－5) in 2b with the questions (A－E).
2.Let students ask and answer questions about penguins by using the information in 2b and the questions in 2d.
e.g.—What does the penguin look like
—It looks lovely.
—Where is it from
—It's from Antarctica.
理解聽力對話內容、獲取細節信息,并在聽力中學習和理解目標語言。
Post listening
Page 4,2e
1.Ask students to fill in a card about their favourite animals.
2.Ask students to work in pairs.Take turns to introduce their favourite animals to their partners.
e.g.My favourite animal is pandas.Pandas have black and white fur.They look very lovely.Pandas live in the forest in Sichuan Province and Shaanxi Province.Their food is bamboo.Pandas can climb trees.They are really great animals.
Page 4,2f
1.Ask students to work in pairs,and then use the questions in 2d to ask about their partner's favourite animal.
2.Invite some students to introduce their partners' favourite animals to the whole class.
e.g. ...'s favourite animal is...
對目標語言進行遷移運用。
Summary
Ask students to summarise the sentence patterns that can be used to introduce a kind of animals,using a mind map or a table.
How to introduce animals？
Name ...like(s).../...'s favourite animal is...
Looks They are very.../They look...
Home They're from.../They usually live in...
Food They (usually) eat...
Ability They can't...,but they can...
總結本節課的重要句型。
Further Thinking
Teacher asks students the questions：
◆What food does Fu Xing want to give to the penguins
◆Is it a good behaviour？Why or why not
1.Based on the above two questions,teacher can ask students to think more about the behaviour of feeding zoo animals：
◆Why shouldn't we feed the zoo animals
e.g.Zoo animals have their own food.If we feed them other things,they can get sick.
Feeding zoo animals can scare them.And some animals might eat packaging by mistake and fall ill.
◆So what should we do when we watch the animals in the zoo
e.g.We should not feed the animals.
We should just look at the animals quietly.
We should follow the rules and not disturb the animals.
2.Summary：Don't feed the animals.Let them stay healthy and live naturally.
通過提問引發學生對投喂動物這一行為的思考,并點明主題意義。
Step 3　Homework
1.Vote to choose the animal that students in your class like best and make an introduction card for it.
2.Finish the exercises
教學反思
第三課時　Grammar Focus(3a－3d)
學習目標
In this lesson,students will：
1.ask and answer questions using wh questions；
2.be able to connect two sentences using conjunction word because；
3.know the rules of plural nouns.
學習建議
Step 1　Lead in
1.Ask students to find a partner,and then talk about the animals they like or dislike.Teacher can help students start their conversations by giving them some examples：
◆What animal do you like？/What's your favourite animal
◆Why do you like...？
◆Where are...from
◆What animal don't you like
◆Why don't you like...？
復習聽說課中涉及的以wh 開頭的特殊疑問句,自然過渡到語法課內容。
Step 2　Grammar Teaching (3a－3d)
Page 5,3a
1.Ask students to read the sentences in 3a,and ask them to explain the usage of the wh words：what,where and why.
what asks about things/objects/activities
where asks about places
why asks about reasons
2.Ask students to circle the word that introduces a reason,and then explain the usage of because.
◆because意為“因為”,可以用來連接原因狀語從句。
e.g.She didn't go there,because she was ill.
◆回答why問句時,只能用because,不能用for或as。
e.g.—Why are you late
—Because I met a traffic accident on my way here.
◆漢語中我們經常說“因為......所以......”,但在英文中有了because就不能再用so。
e.g.Because he was tired,he couldn't walk there.
Page 5,3b
1.Ask students to complete the conversation with the words in the box.Then underline the animal nouns.
2.Check the answers with the students.
Page 5,3c
1.Ask students to make the nouns in the box plural.
2.Explain the rules of plural nouns.
名詞復數的變化規則：
◆在一般情況下,詞尾加 s,在清輔音后讀/s/,在濁輔音、元音及其他一些情況后讀/z/。如：eagle—eagles,pet—pets。
◆以s,x,sh,ch結尾的詞,詞尾加 es,讀/ z/。如：fox—foxes,glass—glasses。
◆以f或fe結尾的詞,先將f或fe改為v,再加 es,讀/vz/。如：wolf—wolves,life—lives。
◆以o結尾的詞,有生命物在詞尾加 es,無生命物在詞尾加 s,讀/z/。如：tomato—tomatoes,zoo—zoos。
◆以輔音字母加y結尾的詞,先將y改為i,再加 es,讀/ z/。如：baby—babies,family—families。
名詞復數的不規則變化：
◆元音發生變化。如：man—men,tooth—teeth。
◆單復數同形。如：sheep—sheep,deer—deer。
◆詞尾發生變化。如：ox—oxen,child—children。
◆有些名詞只有復數形式。如：clothes,trousers。
3.Ask students to use the plural nouns to complete the sentences.Encourage them to add more to the sentences.
以講練結合的方式讓學生掌握本節課語法。
Page 5,3d
1.Ask students to think of an animal in their mind.Then let them ask and answer questions with a partner to guess each other's animal.
2.Invite two or three pairs of students to role play the conversation in class.
結合本單元主題,綜合運用語法知識。
Step 3　Homework
1.Make more animal riddles using wh questions.
2.Finish the exercises.
教學反思
第四課時 Section B(1a－2b)
學習目標
In this lesson,students will：
1.understand Malee's post and get detailed information；
2.learn some knowledge about elephants；
3.know animals are part of people's lives and they should protect them.
4.write their own posts for the website about their favourite animals.
學習建議
Step 1　Lead in
Page 6,1a
1.Show students a video or some photos about elephants and ask them what they know about elephants.
Here are some facts about elephants：
◆Elephants are the largest land animals on the earth.
◆They only eat plants.
◆Their trunk is very useful.They can use it to drink water,pick up food and talk to other elephants by touching trunks.
2.Show students the picture in Malee's post and ask them what the elephants are doing.
通過視頻或圖片導入主題,引起學生的興趣。詢問學生對大象了解多少,喚起學生對大象的先驗知識。
Step 2　Reading Comprehension (1b－1d)
Pre reading
1.Ask students to scan the first two paragraphs and then answer the questions：
◆Where is Malee from
◆What is the national animal of Thailand
◆Do elephants have special meanings in Thai culture
Culture Tips
Introduce the symbolic meaning of elephants and the Thai Elephant Day to students.
◆In Thai culture,elephants are very special.They are a symbol of good luck,strength,power and wisdom.
◆Thai Elephant Day is a traditional religious festival.In Thailand,it is held every year to thank elephants.This is because their ancestors gave their lives to defend the country in wars.On this day,elephants are washed clean by their owners and then decorated.They go to Suphan Buri(素攀府) to take part in the annual “Elephant Games”.There are events like tug of war,weightlifting,kicking balls and obstacle course.
介紹背景知識,讓學生了解大象在泰國文化中的意義,幫助學生理解語篇的內容和主題。
While reading
Page 6,1b
1.Ask students to read Malee's post and choose the best title for it.This time,students just need to get the general idea of each paragraph.
2.Ask the students to share their answers and give the reasons.
Page 7,1c
1.Ask the students to read the post again and answer the questions.
2.Ask students to give supporting details from Malee's post.
Page 7,1d
1.Ask the students to complete the mind map with the information from Malee's post.
2.Check the answers with the class.
通過完成閱讀任務,學生能夠對文本有充分的理解并提高抓取關鍵信息的能力。
Post reading (2a－2b)
Writing(以讀促寫)
Page 7,2a
1.Ask the students to complete the passage with the words in the box.
2.Ask students how the writer introduces the dog.
The writer introduces the dog from the following aspects：
◆What does the dog look like
◆What is the dog like
◆What can the dog do
◆How much does the writer love the dog
3.Ask students to consider how to introduce an animal when writing a passage about them.
e.g.appearance,ability,food,...
Page 7,2b
1.Ask students to write their own posts for the website about their favourite animals.Students can use the questions in 2b for help.
2.Tell students they can use the passage in 2a as an example.
這是一個基于閱讀語篇的拓展寫作練習。學生通過描寫自己最喜愛的動物,對目標語言進行充分練習并和鞏固。
Step 3　Language Points
How to Save Elephants如何救助大象
此處save作動詞,意為“救；救助”。save one's life意為“拯救某人的生命”。
【拓展】save作動詞,還可意為“儲蓄；保存；節約”。如：
Dad works late to save money.
Save me some food.
Please save water.
They are also a symbol of good luck here.它們(大象)在這里也是好運的象征。
◆a symbol of...意為“......的象征”。如：The number eight is a symbol of good luck in China.
◆luck為不可數名詞,意為“幸運；運氣”。常見短語：good luck好運；bad luck噩運。
【拓展】lucky adj.幸運的
However,they're in danger.然而,它們(大象)處于危險中。
◆however為副詞,意為“然而；不過”,常用逗號與前后內容隔開。
◆danger作名詞,意為“危險”。常見短語：in danger處于危險中；out of danger脫離危險。
things made of ivory象牙制品
此處made of ivory為過去分詞短語,作后置定語,修飾前面的名詞things。如：
I love the hat made of wool.
【拓展】be made of意為“由......制成”,從制成品能看出原材料。
be made from意為“由......制成”,從制成品看不出原材料。
Step 4　Homework
1.Write a post for a website about China's national animal panda.Use Malee's post as an example.
2.Finish the exercises
教學反思
Unit 2　No Rules,No Order
單元主題框架
單元主題分析
本單元圍繞“規則”這一主題展開,該主題與課標要求的“人與社會”主題范疇中的“班級與學校規則,規則意識”和“自尊自律,文明禮貌,孝親敬長”子主題密切相關。本單元通過創設真實的校園生活情境,展示了學校規則,讓學生通過談論學校規則,家庭規則,了解規則的重要性。
本單元的大問題是“Why do we need rules？”,引導學生探究規則的意義。學生在初中起始階段就應當主動思考和探究這個問題。因為只有當學生充分認識到規則的意義,才能發揮自覺能動性,自覺遵守規則。Section A的引導性問題是“What rules do we follow？”。該部分呈現了學生在學校討論規則的場景,讓學生通過聽和模仿對話學會談論學校規則。Section B主要圍繞引導性問題“How can rules help us？”展開,呈現了Alice給Dr.Know的書信和Dr.Know給Alice的答復。Alice在信中向Dr.Know傾訴自己在生活中有很多規則,這讓她感到非常討厭。Dr.Know在回信中提出了相關的建議,并告訴她規則能讓我們變得更好。學生可以通過閱讀并分析這兩封書信從而對規則的理解更深刻,并通過寫回信給Eric提出相關的建議,交流對不同規則的認識,從而理解各種規則存在的意義。
總而言之,本單元旨在讓學生理解規則的重要性,能對單元大問題“Why do we need rules？”有更深刻的理解,同時也希望學生通過本單元的學習,正確理解價值引領句“Nothing can be achieved without rules.”。
單元教學目標
通過本單元學習,學生能夠：
1.運用祈使句和情態動詞can,have to和must談論規則。
2.解釋我們為什么需要遵守規則。
3.理解規則是如何對我們有幫助的。
4.辨別字母及字母組合e,ea,ee,ear在單詞中的不同發音；并在朗讀中注意單詞的重音。
5.掌握祈使句和情態動詞的用法。
6.理解規則的意義,樹立規則意識,學會在日常生活中自覺遵守規則,形成良好的行為習慣。
單元教學重難點
重點：
1.掌握談論規則的詞匯和常用句型。
2.學會用祈使句和情態動詞談論學校規則和家庭規則。
3.將字母及字母組合e,ea,ee,ear的發音準確運用到單詞認讀中。
難點：
1.學會用祈使句和情態動詞談論學校規則和家庭規則。
2.學會字母及字母組合e,ea,ee,ear的發音。
第一課時　Section A(1a－1e)& Pronunciation
學習目標
In this lesson,students will：
1.know Mary,Sally and Tony's school rules from listening；
2.talk about their school rules；
3.pronounce letter e and letter combinations ea,ee,ear correctly.
教學建議
Step 1　Lead in
1.Show the title and photo on Page 9 and ask students to think about the question：
◆Look at the title and the photo.What do you think this unit is about
2.Ask students to look at the photo more carefully and answer the questions：
◆What school rules does the photo show
◆Do you follow rules like these
◆What do you know about them
3.Ask students to read the Big Question and the leading questions in Section A and Section B.Make sure students know the main topic of this unit.
呈現單元標題和單元主題圖,鼓勵學生大膽預測本單元可能談論的話題,并通過討論吸引學生興趣。
Step 2　Listening&Speaking (1a—1e)
Pre listening
Page 10,1a
1.Show the rules on Page 10 to students,talk about them with students and then ask them to tick the ones that their school has.
2.Ask some students to share their answers.
讓學生選出與自己學校相關的規則,引起學生對學校規則話題的興趣。
While listening
Page 10,1b
1.Show the four signs in 1b to students,and make sure they understand the rules.
2.Ask students to listen to the first part of the recording and then tick the rules that are mentioned.
3.Ask students to share the answers and the teacher helps to correct them if necessary.
Page 10,1c
1.Ask students to listen again.Then complete the sentences.
2.Check the answers with the class.
Page 10,1d
1.Ask students to listen to the second part of the recording and answer the following questions.
◆Who is the speaker
◆What rules does she talk about
Then let students tick them in 1a.
2.Ask students to share the answers and the teacher helps to correct them if necessary.
Page 10,Practice More
Ask students to listen to the second part of the recording again and answer more detailed questions about the listening material：
◆How many school rules does Ms Brown mention
◆Why do we follow the school rules
理解聽力對話內容、獲取細節信息,并在聽力中學習和理解目標語言。
Post listening
Page 10,1e
1.Ask students to work in pairs and then talk about the rules in 1c.
2.Show an example to students.
—Can Mary run in the hallways
—No,she can't.She has to walk in the hallways.
3.Choose three or four pairs of students to share their conversations with the class.
學生以小組合作的形式對目標句型進行充分練習。
Summary
Ask students to summarise the sentences that can be used to talk about school rules.
◆Don't run in the hallways.
◆You can't wear that jacket here.
◆You have to wear the uniform.
◆You mustn't litter.We have to keep the school clean and tidy.
總結本節課需要掌握的重點句型。
Step 3　Pronunciation (1—2)
Page 11,1
1.Ask students to listen to the recording and repeat the pronunciation.
2.Ask students to pay attention to the different pronunciation of letters and letter combinations.
3.Let students add more words to each group.
通過邊聽邊跟讀練習發音,并通過觀察總結發音規則。
Page 11,2
1.Ask students to read the sentences in Pronunciation 2.
2.Ask students to listen to the chant and notice the stressed words.
3.Ask students to listen to the recording and repeat.Then let them notice how the stressed words are pronounced.
先通過自主朗讀練習讓學生感受發音差異,再通過跟讀練習強化學生對重讀單詞的學習。
Extension Activity
1.Prepare a different passage or conversation for students.
2.Ask students to underline the stressed words while reading by themselves.
3.Invite volunteers to read the passage or conversation to the whole class.
Step 4　Homework
1.Talk about your school rules with a parent.
2.Finish the exercises
教學反思
第二課時　Section A(2a－2f)
學習目標
In this lesson,students will：
1.get detailed information about Tom and Ann's school rules from the conversation；
2.practise the pronunciation of stressed words in the conversation；
3.talk about the rules they have at school.
教學建議
Step 1　Lead in
Show some pictures about school rules to students and then ask them the questions：
1.What school rules are mentioned in the picture
2.What rules does your school have
通過談論學校規則激發學生的學習興趣。
Step 2　Listening&Speaking (2a—2e)
Pre listening
1.Show students the photo in 2a and ask them the questions：
◆Where are the two students
◆What are they doing
◆Can you guess what they are talking about
引導學生觀察圖片,通過背景信息對交際內容做出預測。
While listening
Page 11,2a
1.Ask students to listen to the conversation and circle the coloured words they hear.
2.Ask students to share the answers.
Page 12,2b
1.Ask students to read the conversation and complete Tom's notes about the school rules.
2.Ask students to share the answers and the teacher helps to correct if necessary.
Page 12,2c
1.Ask students to read the conversation again and answer the questions.
◆Why is the day special for Tom
◆What does Anne lend to Tom
◆Why doesn't Anne take a sweet from Tom
◆Can Tom and Anne use their phones in class
◆Where must they keep their phones
◆Do you think they have good school rules？Give your reasons.
2.Choose three or four students to share their answers and the teacher helps to correct if necessary.
Page 12,2d
1.Summarise the conversation together without looking at 2a.
2.Ask students to complete the summary of the conversation.
3.Ask students to share the answers and the teacher helps to correct if necessary.
Page 12,2e
1.Ask students to listen to the conversation again and pay attention to the stressed words.Then role play the conversation.
2.Choose three or four pairs of students to role play the conversation.
理解聽力對話內容、獲取細節信息,并在聽力中學習和理解目標語言。
Post listening
Page 12,2f
1.Ask students to work in groups and talk about the rules they have at school.
2.Show the phrases in the box to help students.
T：We know about Tom and Ann's school rules.Now let's talk about the rules you have at school.You can use the sentence patterns on the blackboard.
用本節課學到的句型再次談論校規,對目標語言進行遷移運用。
Summary
Ask students to summarise the sentences that can be used to talk about class rules.
◆We can't eat snacks in class.
◆We mustn't bring our mobile phones to class.
◆We have to turn them off and keep them in our lockers.
總結本節課的重要句型。
Step 3　Homework
1.Write a short essay to introduce your school rules.
2.Remember the words and phrases in this lesson.
3.Finish the exercises
教學反思
第三課時 Grammar Focus(3a－3d)
學習目標
In this lesson,students will：
1.know the usage of imperatives and modal verbs can ,have to and must.
2.write relevant rules according to the signs.
3.brainstorm three rules for some public places and draw signs to show the rules.
教學建議
Step 1　Lead in
Show some school rules to students,and then ask them to translate the rules using can,can't,don't and must.
復習校規的表達,自然過渡到本課語法。
Step 2　Grammar Teaching (3a－3d)
Page 13,3a
1.Ask students to read the sentences in the grammar box and pay attention to the verbs in bold.
2.Ask students to answer the question：Do the verbs in bold need to change forms？Why
3.Let some students try to find the reason in the box by themselves.
4.Talk about the opinion with the class.
5.Tell the usage of imperatives and modal verbs can,have to and must to students.
祈使句(Imperative Sentences)
祈使句一般用來表示請求、命令、勸說、號召、警告等。祈使句的主語一般是第二人稱you,但往往省略。祈使句的肯定式以動詞原形開頭,否定式在動詞原形前加don't。
e.g.Just go along this street and turn left.
Be careful when you cross the street.
祈使句的種類及構成
肯定的祈使句：動詞原形＋其他.
e.g.Walk in the hallways.
Stand up!
否定的祈使句：Don't＋動詞原形＋其他.
e.g.Don't run in the hallways.
Don't litter!
Let型祈使句：Let＋第一/三人稱＋動詞原形＋其他.
e.g.Let me tell you the way to my house.
Let's see the lions.
No型祈使句：No＋名詞/動名詞.
e.g.No parking.禁止停車。
No photos.禁止拍照。
情態動詞(Modal Verbs)
情態動詞表示說話人的語氣和情態,如請求、許可、意愿、可能等。一般沒有人稱和數的變化。
情態動詞本身不能單獨作謂語,必須和動詞原形連用。
情態動詞的否定式一般是在其后加not 構成,一般疑問句通常將它提到句首。
情態動詞的肯定式一般不重讀。
情態動詞can
1.表示能力
e.g.I can run fast, but I can't swim.
2.表示許可
e.g.We can play basketball at the weekend.
情態動詞have to
表示“不得不；必須”,在表示“必須”時,與must意義接近,有時可互換。
e.g.We have to be quiet in the library.
情態動詞must
1.表示“必須”,否定形式mustn't表示“禁止”。
e.g.Don't arrive late for class. We must be on time.
2.以must開頭的一般疑問句,肯定回答用must,否定回答用needn't 或者don't have to, 表示“不必要”。
e.g.—Must I clean the classroom now
—Yes,you must./No,you needn't/don't have to.
通過自己觀察,學生可以找出祈使句中的動詞原形和情態動詞后的動詞原形。
Page 13,3b
1.Ask students to complete the sentences using can,have to/must or can't/mustn't.
2.Choose three or four students to share their answers with the class.
3.Check the answers with the class.
Page 13,3c
1.Ask students to look at the first sign and read the rules.Then write the rules for the other signs using different expressions like the example.
2.Choose three or four students to share their answers with the class.
3.Check the answers with the class.
以講練結合的方式讓學生掌握本節課語法。
Page 13,3d
1.Ask students to work in groups and brainstorm three rules for one of the places below.
library,school dining hall,park,cinema,hospital
2.Let students draw signs to show the rules.
3.Ask students to share their signs in class and explain what they mean.
4.Show an example to students.
For example,in the library,we mustn't make noise.We can't eat in the library.We must take good care of books.
通過對目標語言進行口頭訓練,學生的語言交際能力也能有所提升。
Step 3　Homework
1.Remember the words and phrases in this lesson.
2.Finish the exercises
教學反思
第四課時　Section B(1a－2c)
學習目標
In this lesson,students will：
1.understand Alice's letter and Dr.Know's reply.
2.complete the letter to Dr.Know.
3.write a reply to Eric as Dr.Know.
教學建議
Step 1　Lead in
Show some pictures of home rules to students and let them describe the pictures by using the imperative sentences.
通過圖片的方式引入話題家庭規則,激發學生的學習興趣。
Step 2　Reading Comprehension (1b－2c)
Pre reading
Page 14,1a
1.Ask students to answer the following questions.
◆What are some of the rules in your home
◆What do you think of them
2.Ask students to share the answers with the class.
通過描述家庭規則引入主題,激發學生興趣。
While reading
Page 14,1b
1.Ask students to read the two letters quickly and answer the questions.
◆Why is Alice unhappy
◆Does Dr.Know think Alice is right
2.Ask students to share the answers and the reasons.
Page 15,1c
1.Ask students to read the letters again and finish 1c and 1d.This time,students should read carefully and get detailed information.
2.Share answers.
通過完成閱讀任務,提高學生抓取關鍵信息的能力。
Further thinking
Teacher asks students to answer the questions：
◆If you were Alice,how would you feel after reading the reply？Will you feel better or worse
◆If you were Dr.Know,what other suggestions could you give to Alice
通過提問發散學生的思維,引發學生對規則的認識。
Post reading (2a—2c)
Writing(以讀促寫)
Page 15,2a
1.Ask students to complete the letter to Dr.Know using can,have to/must or can't/mustn't.
2.Ask students to share the answers and the teacher helps to correct if necessary.
Page 15,2b
1.Ask students to choose three important rules from 2a.Then discuss the questions with a partner.
◆Why is each rule important
◆What is your advice for each rule
2.Invite several groups to share their opinions.
Page 15,2c
1.Ask students to write a reply to Eric as Dr.Know.Give him some advice.
2.Ask students to analyse the structure of Dr.Know's reply and use it as an example.
Salutation：Dear＋人名,
Body：
Para.1：Show how the rules benefit us.
Para.2：Repeat Alice's rules and analyse the benefits of each rule.
Para.3：Offer Alice a new perspective on viewing the rules.
Para.4：Show Dr.Know's caring and understanding and emphasise the benefits of rules.
Closing：Best,
Dr.Know
3.Show the beginning of the letter to students.
4.Ask students to finish the letter.
這是一個基于閱讀語篇的拓展寫作練習。學生通過回復Eric的書信,對目標語言進行充分練習和鞏固。
Step 3　Language Points
either的用法
◆either作副詞,意為“也”,用在否定句句尾。如：
Rick can't play the piano,and Jim can't either.
◆either...or...意為“要么......要么......；或者......或者......”。如：
Either I or Lily goes to the party.
practise的用法
作動詞,意為“訓練；練習”,其后接名詞、代詞或動名詞作賓語。如：
Helen practises playing the piano every day.海倫每天練習彈鋼琴。
【拓展】practice作名詞,意為“練習；實踐”。如：
Practice makes perfect.熟能生巧。
become v.變成；成為
become后接名詞或形容詞作表語,表示一種變化。如：
Lily wants to become a teacher.莉莉想成為一名老師。
The trees in front of my house become green in spring.我家門前的樹在春天變綠了。
build的用法
◆作動詞,意為“創建；建造”。如：
build a house建造一座房屋
build a better life創造更美好的生活
◆作名詞,意為“體格”。be of medium build中等身材。
【拓展】building作名詞,意為“建筑物”。
Step 4　Homework
1.Interview your parents and ask their intentions on setting the family rules.And express your feelings about these rules and give some advice for those rules that make you unhappy.Then make a report to share in the next class.
2.Finish the exercises
教學反思
Unit 3　Keep Fit
單元主題框架
單元主題分析
本單元圍繞“運動與健康”這一主題展開,該主題與課標要求的“人與自我”主題范疇中的“健康的行為習慣與生活方式”“運動與游戲”及“豐富、充實、積極向上的生活”子話題密切相關。本單元旨在引導學生找到自己感興趣的運動,鼓勵學生逐步養成通過運動保持健康的良好習慣。同時,也鼓勵學生在運動過程中培養堅持不懈的精神、追求卓越的品質以及團隊合作意識。
本單元Section A和Section B部分分別通過“How often do you do sport or exercise？”和“How is exercise good for us？”兩個引導性問題架構板塊內容,引導學生層層深入地理解如何通過運動保持健康,以及運動對一個人的健康和品格起到的塑造作用,進而積極探究本單元大問題“How do we keep fit？”。
Section A的聽力對話呈現了學校體育中心的場景。對話的內容是幾名學生在體育中心拾到運動裝備、尋找裝備的主人、并詢問主人進行這項運動的頻次。這些對話傳遞了一個信息：運動需要長期且有規律地堅持、熟能生巧。Section B由三個短小的語篇構成。這三個語篇分別介紹了三名中外青少年如何通過運動保持健康。三個語篇的選材都非常具有時代感,滑板、運動app、棒球,都是深受中外青少年喜愛的運動方式。這三個語篇分別展現出當代青少年超越自我的品質、科學運動的方法和團隊合作的精神。同時,Section B的語篇也向學生傳遞出運動不僅有助于身體健康,還有助于青少年保持心理健康的信息。
本單元的語篇選擇和活動設計注重引導學生對單元主題意義的探究,在談論如何保持健康的這一話題的時候培養學生對運動的興趣,讓學生理解運動有助于身心健康,鼓勵學生找到一項適合自己并且能長期堅持的運動,并在運動中培養持之以恒的品格和團隊合作的能力。
單元教學目標
通過本單元學習,學生能夠：
1.說出常見的運動裝備的名稱,并說出自己喜愛或經常進行的運動。
2.使用頻度副詞或頻度副詞短語談論進行某項運動的頻次。
3.理解物主代詞的意義和用法,并用物主代詞談論物品的所屬關系。
4.了解元音字母及字母組合i,ie,y在不同單詞中的發音,并在自然的語流中準確讀出。
5.分清短語或句子中的重音,并在朗讀中熟練運用。
6.了解并談論運動對身心健康的益處。
7.不斷嘗試、探索,找到適合自己的運動,并養成通過運動保持健康的習慣。
單元教學重難點
重點：
1.區分名詞性物主代詞和形容詞性物主代詞,并正確使用物主代詞表示物品的所屬關系；
2.正確使用頻度副詞或頻度副詞短語談論進行某項運動的頻次；
3.在口語交際中,正確讀出包含元音字母i,y及字母組合ie的單詞。
難點：
1.區分形容詞性物主代詞和名詞性物主代詞；
2.區分并準確讀出元音及元音字母組合i,ie,y在不同單詞中的發音。
第一課時　Section A(1a—1d) & Pronunciation
學習目標
In this lesson,students will：
1.recognise the sport items；
2.understand the conversation and get detailed information about it；
3.talk about the sports they can do and how often they do it；
4.pronounce letters and letter combinations with i,ie and y correctly；
5.read the stressed words in phrases and sentences correctly.
教學建議
Step 1　Lead in
1.Show the title and photo on Page 17 and ask students to think about the question：
◆Look at the title and the photo.What will we talk about in this unit
2.Ask students to look at the photo more carefully and answer the questions：
◆Can you name the sport in the photo
◆Is it a popular sport in China？Why do you think so
◆Do you like to do this sport？Why or why not？(For the students who don't like basketball,teacher can ask them another question：What sport do you like？/What sport are you good at？)
3.Ask students to read the Big Question and the leading questions in Section A and Section B.Make sure students know the main topic of this unit.
呈現單元標題和單元主題圖,鼓勵學生大膽預測本單元可能談論的話題,并通過討論吸引學生的注意。
Step 2　Listening & Speaking (1a—1d)
Pre listening
1.Show students some photos of doing yoga.
T：What are the people doing in this photo
Ss：They are doing yoga.
T：What sports items do they need to do yoga
Ss：They need exercising mats and yoga suits.
2.Ask students what sports they like and what sports items they need.Help students with the expressions they don't know.
通過談論圖片內容幫助學生回顧和學習有關運動裝備的表達,為1a的練習作鋪墊。通過讓學生談論自己喜歡的運動以及進行該運動所需要的運動裝備引起學生對本節課內容的興趣。
While listening
Page 18,1a
1.Ask students to write sports items on the blank line under the pictures.
2.Check the answers with the students.
Page 18,1b
1.Ask students to read the instruction and the questions in 1b,and then let them make predictions about the following questions：
◆Where does this conversation take place
◆What key information should we get from listening
2.Listen and check the answers.
Page 18,1c
1.Ask students to listen again and then complete the table with the correct information.
2.Check the answers with the students.
Page 18,Practice More
1.Ask students to work in pairs,and talk about the sports using the information from the table.
e.g.S1：What sport does Han Lin do
S2：He plays football.
S1：How often does he play football
S2：He plays football three times a week.
S1：Does Emma play football too
S2：No,she hardly plays football.
2.Ask students to read the listening materials.Write the sentences which contain the possessive pronouns on the blackboard and ask students to pay attention to the meaning and the usage of the nominal possessive pronouns.
◆That's mine.
◆No,it's not mine.I think it's his.
3.Write more nominal possessive pronouns on the blackboard and give students more examples.
名詞 性物 主代 詞 單數 復數
第一 人稱 第二 人稱 第三 人稱 第一 人稱 第二 人稱 第三 人稱
mine yours his/ hers/ its ours yours theirs
e.g.—Whose car is this
—It's hers/her car.
I have lost my dictionary.Would you please lend me yours/your dictionary
Let's clean their room first and ours/our room later.
理解聽力對話內容、獲取細節信息,并在聽力中學習和理解目標語言。
Post listening
Page 18,1d
1.Ask students to work in pairs and find one sports item they both have.
2.Ask them to talk about the sport or exercise they do with it.
3.Invite volunteers to share their conversation.
分組操練本節課的目標語言。
Summary
1.Ask students to summarise the words about sports items：
◆baseball,baseball glove,jump rope,ping pong bat,basketball,running shoes,exercise mat,tennis racket,...
2.Ask students to summarise the sentences that can be used to ask about frequency of doing sports：
◆How often do you play football
◆Do you often play football
3.Ask students to summarise the phrases that are used to show frequency：
◆three times a week,hardly ever,once a year,twice a week,...
總結本節課需要掌握的重點詞匯和句型。
Step 3　Pronunciation (1—2)
Page 19,1
1.Ask students to listen to the recording and repeat the pronunciation.
2.Ask students to pay attention to different pronunciation of letters and letter combinations.
3.Let students add more words to each group.
通過邊聽邊跟讀練習發音,并通過觀察總結發音規則。
Page 19,2
1.Ask students to look at the table in Pronunciation 2.
2.Ask students to read the phrases and the sentences by themselves and then ask them which words should be stressed.
3.Play the recording.Ask them to listen and clap when they hear the stressed words.
4.Ask them to listen again and repeat.
通過邊聽邊讀感受重音。
Step 4　Homework
1.Interview 10 students in your class.Find out the three most popular sports among them.Find out how often they do these sports.
2.Finish the exercises
教學反思
第二課時　Section A(2a—2e)
學習目標
In this lesson,students will：
1.understand the conversation and get detailed information；
2.retell the conversation using adverbs of frequency；
3.talk about the ownership of some sports items；
4.talk about how often they do a kind of sport.
教學建議
Step 1　Lead in
1.Teacher prepares four or five sports items from either some students in the class or teachers of other subjects.
2.Teacher shows the sports items to the students one by one and asks them to identify the ownership of these items.
T：What's this
S1：It's a badminton racket.
T：Can you guess whose badminton racket it is
S1：Maybe it's our P.E.teacher's.
T：How do you know
S1：Because I see him play badminton with this racket on the sports field sometimes.
利用課前游戲調動學生的興趣,同時復習物品所屬關系的表達,也考驗學生對身邊人和事的觀察能力。
Step 2　Listening&Speaking (2a—2e)
Pre listening
Ask students to read the conversation in 2a and guess what information they will hear.
引導學生閱讀對話,并根據對話預測有可能聽到的內容,幫助學生準確把握聽力關鍵信息。
While listening
Page 19,2a
1.Ask students to listen to the conversation and fill in the blanks.Then check the answers with the students.
2.Ask some questions to help students understand the conversation：
◆What do Emma and Jim find
◆Whose ping pong bat is it
◆Does Yaming play ping pong often？How do you know
◆Why does Emma hardly play ping pong？What sport does she do
◆What sport does Jim do
◆How do you understand “play doubles”？
Page 20,2b
1.Write the words seldom,sometimes and often on the blackboard.Check if students know the meaning of these words.
2.Show more adverbs of frequency to students.Ask them to order these adverbs of frequency according to their frequency levels by using a table.
always 100%
usually 80%
often 60%
sometimes 20%－40%
seldom 20%
hardly ever 5%
never 0%
3.Ask students to read the conversation and then tick the correct boxes in 2b.
4.Check the answers with the students.
Page 20,2c
1.Ask students to retell the conversation with the information from the table in 2b.
2.Ask students to pay attention to the position of adverbs of frequency when retelling the conversation.
Page 20,2d
1.Ask students to listen to the conversation again and match the stress patterns with the coloured sentences.
2.Ask students to role play the conversation.
理解聽力對話內容、獲取細節信息,并在聽力中學習和理解目標語言。同時,通過聽讀和角色扮演鞏固朗讀技巧中的重音練習。
Further Thinking
1.After learning the conversation,teacher can ask students to think about the following questions：
◆Is Yaming good at ping pong at the beginning
(Possible answer：Yaming may not be good at ping pong at the beginning.He may improve his ping pong skills by practising,because his ping pong bat is well used and he says “Practice makes perfect.” )
◆Can he play ping pong well now
◆What can you learn from Yaming's experience with ping pong
2.Teacher summarises the thematic meaning of this conversation：Keep practising.It's the key point for success.
通過引導性問題幫助學生深入思考并總結主題意義。
Post listening
Page 20,2e
1.Show students the photo in 2e and ask them where the place is.
2.Ask students to read the instruction in 2e and make up a conversation with their partners.
Summary
Ask students to summarise the sentence patterns that can be used to talk about frequency.
◆Twice a week,and sometimes more!
◆Hardly ever.
◆I seldom do,but I often...
◆I sometimes play...
總結本節課的重要句型。
Step 3　Homework
1.Write a short paragraph to introduce the sports items your family members have and how often they do the sports.
2.Finish the exercises
教學反思
第三課時 Grammar Focus(3a—3d)
學習目標
In this lesson,students will：
1.use nominal possessive pronouns to talk about ownership；
2.distinguish the nominal possessive pronouns and adjective possessive pronouns；
3.use adverbs of frequency correctly.
教學建議
Step 1　Lead in
1.Teacher asks some questions about the conversations in 1b and 2a to help students review the nominal possessive pronouns and adverbs of frequency.
e.g.T：Is this ping pong bat Ella's？(Show pictures of a ping pong bat and Ella's image on power point.)
Ss：No,it's not hers.It's Yaming's.
T：How often does Yaming play ping pong
Ss：He plays ping pong twice a week.
復習聽說課中涉及的名詞性物主代詞和頻度副詞或頻度副詞短語,自然引導本節課語法知識。
Step 2　Grammar Teaching (3a—3d)
Page 21,3a
1.Ask students to read the sentences in the first two lines and decide what the pronouns in bold refer to.
2.Tell students the pronouns in bold are called nominal possessive pronouns.
3.Explain the definition and the usage of possessive pronouns to students.Help students to distinguish the adjective possessive pronouns and nominal possessive pronouns.
表示物品所屬關系的代詞叫物主代詞。物主代詞分形容詞性物主代詞和名詞性物主代詞兩種。
單數 復數
第一 人稱 第二 人稱 第三 人稱 第一 人稱 第二 人稱 第三 人稱
形容詞 性物主 代詞 my your his/ her/ its our your their
名詞性 物主 代詞 mine yours his/ hers/ its ours yours theirs
形容詞性物主代詞起形容詞的作用,用在名詞前,作定語,限定該名詞的意義。
e.g.This is my book.We love our country.
名詞性物主代詞起名詞的作用,后面無須再跟名詞。
e.g.Look at the two pencils.The red one is mine and the blue one is yours.
He likes my pen.He doesn't like hers.
Page 21,3b
1.Ask students to complete the conversations with the correct pronouns.
2.Check the answers with the students.
Page 21,3a
1.Ask students to read the rest two lines of sentences in 3a and then circle the adverbs of frequency and put them in order from the least to the most often.
2.Explain the usage of adverbs of frequency to students.
表示頻率的副詞成為頻度副詞。英語中常見的頻度副詞及其頻率大小排列為：
always 100%
usually 80%
often 60%
sometimes 20%－40%
seldom 20%
hardly ever 5%
never 0%
頻度副詞的位置
1.系動詞之后
◆She is sometimes very busy.
2.助動詞或情態動詞之后
◆I can hardly say a word.
3.實義動詞之前
◆We often go there.
4.sometimes和often可放在句首、句中或句末
◆Sometimes she watches TV.
◆She watches TV often.
Page 21,3c
1.Ask students to complete the passage with always,usually,sometimes,seldom or never.
2.Check the answers with the students.
以講練結合的方式讓學生掌握本節課語法。
Page 21,3d
1.Ask students to work in groups and ask each other how they keep fit.
2.Take notes and give a report.
結合本單元主題,綜合運用語法知識。
Step 3　Homework
1.Write a short paragraph to introduce how your parents keep fit.
2.Finish the exercises
教學反思
第四課時　Section B(1a—2c)
學習目標
In this lesson,students will：
1.find out the sports Xia Tian,Jenny and Steve like and how these sports help them keep fit；
2.talk about the sports they want to try and how these sports are good for them；
3.write posts by using mind maps about their favourite sports or exercises.
教學建議
Step 1　Lead in
Page 22,1a
1.Show students a video or several photos about some teenagers doing sports or exercises.Ask students to tell what benefits the teenagers can get from these sports or exercises.
2.Ask students to work in groups of four.Discuss the question in 1a：How are sport and exercise good for us
Brainstorm：
◆Sports and exercises can make our bodies strong.
◆Sports and exercises can help us relax and feel better.
◆Sports and exercises can make us happy and in a good mood.
◆We can meet new people and make friends when we do sports together.
通過視頻或圖片導入主題,引起學生的興趣。通過對1a問題的討論將話題自然引入到運動幫助人們保持健康這個話題上來。
Step 2　Reading Comprehension (1b—1d)
Pre reading
Show students the photos in 1b.Ask them what sports and exercises people are doing.
Picture 1：skateboarding
Picture 2：a stretching exercise
Picture 3：baseball
Culture Tips
Baseball is popular among teenagers in some western countries.Chinese students may not be familiar with it.Teacher can show students photos or videos of baseball and introduce some knowledge about it：
Baseball is a sport with two teams.One player throws the ball.A player from the other team uses a bat to hit it.When the ball is hit,the batter runs to different bases.The aim is to score by reaching the bases safely.
通過圖片觀察了解本節課提及的運動,并通過圖片或視頻等方式向學生介紹相對陌生的運動的背景知識。
While reading
Page 22,1b
1.Ask students to read three students' accounts of their ways to keep fit and then fill in the blanks with an exercise app,skateboarding or play baseball.This time,students just need to get the general idea of each paragraph.
2.Check the answers with the students.
Page 23,1c
1.Ask the students to read the accounts again and complete the table.This time,they need to read carefully and get detailed information.
2.Check the answers with the students.
Further Thinking
Ask students to read the three accounts more carefully and answer the following questions：
Xia Tian's account
◆Where do Xia Tian and his friends practise skateboarding
(Tip：Teacher can show students some photos of skate parks to help them understand what the special park for practising skateboarding is like.)
◆How do they practise skateboarding
(Tip：Teacher can show students a video about skateboarding tricks to help them understand how hard the tricks are.)
◆What does Xia Tian think of these tricks
◆What can you learn from Xia Tian's account
Open answers：
e.g.
1.Be brave to try new things and challenge yourself.Then you will succeed.
2.When you face difficulties,keep going and never give up.Remember that difficulties are opportunities for growth.Then you will grow and achieve your goal.
...
Jenny's account
◆What sport or exercise does Jenny do to keep fit
◆How does an exercise app help Jenny keep fit
◆Do you or your family members use an exercise app to keep fit
◆What can you learn from Jenny's account
Open answers：
e.g.
1.Technology can help us stay healthy.
2.Technology makes fitness easy and enjoyable.
Steve's account
◆What does Steve think of his team
◆What can you learn from the last two sentences：All of us are good friends,both on and off the field.We work as a team,and we win or lose as a team.
Open answers：
e.g.
1.Friendship first,competition second.
2.Team sports build team spirit and help us achieve our goals.
3.Teacher summarises the thematic meaning of the three accounts：Exercise shapes your body and mind.
Page 23,1d
Ask students which activity in 1b they would like to try and give their reasons.
通過完成閱讀任務,學生能夠充分理解文本,并且提高抓取關鍵信息的能力。同時,學生在對文章內容進行深入思考的過程中,能夠把握文章的主題意義,同時形成好的閱讀習慣。
Post reading (2a—2c)
Writing(以讀促寫)
Page 23,2a
1.A website wants to learn more about how teenagers keep fit.Ask students to read Kate's post and complete the mind map.
2.Check the answers with the students.
Page 23,2b—2c
1.Ask students to make similar mind maps about their favourite sports or exercises.
2.Ask students to use their mind maps to write posts about their favourite ways to keep fit.
這是一個基于閱讀語篇的拓展寫作練習。學生們通過思維導圖梳理寫作思路,并通過描寫自己保持健康的方式對目標語言進行充分練習和鞏固。
Step 3　Language Points
encourage v.鼓勵；激勵
encourage sb.to do sth.鼓勵某人做某事。如：
My teacher always encourages me to work hard.我的老師總是鼓勵我努力學習。
【拓展】encouragement n.鼓勵
succeed v.成功；達到目標
Have a try and you will succeed.嘗試一下,你會成功的。
常用詞組：succeed in doing sth.成功做成某事　如：
Bruce succeeds in winning the ping pong match.布魯斯成功地贏得了乒乓球比賽。
【拓展】success n.成功
successful adj.成功的
successfully adv.成功地
match n.比賽；競賽(pl. matches)
play a match進行一場比賽
a football match一場足球賽
【拓展】match作名詞,還可意為“火柴”；作動詞,意為“匹配”。如：
A little girl often sells matches in the street.一個小女孩經常在街上賣火柴。
Please match the questions with their answers.請將問題和它們的答案相匹配。
lose v.輸掉；丟失
◆意為“輸掉”,反義詞為win“贏得”。如：lose a tennis match輸掉一場網球比賽。
◆意為“丟失”。常用詞組：lose heart喪失信心；lose one's way迷路。
Step 4　Homework
1.Finish or polish your writing in 2c.
2.Finish the exercises
教學反思
Unit 4　Eat Well
單元主題框架
單元主題分析
本單元圍繞“飲食習慣”這一主題展開,該主題與課標要求的“人與自我”主題范疇中的“飲食與健康”這一子話題密切相關。飲食習慣與學生的生活息息相關,在學習本單元的過程中,學生一方面會和同學們交流自己一日三餐吃什么,另一方面也會反思自己的飲食習慣是否健康。
本單元的大問題“How do we eat well？”引導學生探究健康飲食的意義。Section A的引導性問題是“What do we like to eat？”,該部分呈現了學生每天的飲食習慣,讓學生通過聽和模仿對話學會談論自己的一日三餐。Section B主要圍繞引導性問題“How do we make healthy eating choices？”展開,通過一則診所的簡報,介紹不良的飲食習慣對人們身體的傷害。
總而言之,本單元旨在讓學生理解健康飲食習慣的重要性,能對單元大問題“How do we eat well？”有更深刻的理解,同時也希望學生通過本單元的學習,反思自己不良的飲食習慣,正確理解價值引領句“Food is life.”,養成健康良好的飲食習慣。
單元教學目標
通過本單元學習,學生能夠：
1.談論自己及他人每餐吃什么食物。
2用英語說出自己一日三餐的食物。
3.詢問別人的食物喜好,并提供選擇。
4.辨別字母o及字母組合oa,oo,ou,ow在單詞中的不同發音,并注意選擇疑問句中單詞的語調。
5.掌握可數名詞和不可數名詞的用法。
6.了解健康飲食的重要意義,幫助學生培養良好的飲食習慣。
單元教學重難點
重點：
1.能夠用英語說出自己一日三餐的食物。
2.詢問別人的食物喜好,并提供選擇。
3.將字母o及字母組合oa,oo,ou,ow的發音規律準確運用到認讀單詞中。
4.掌握選擇疑問句的句型和語調。
5.掌握可數名詞和不可數名詞的用法。
難點：
1.學會字母o及字母組合oa,oo,ou,ow的發音。
2.掌握可數名詞和不可數名詞的用法。
第一課時　Section A(1a－1d)& Pronunciation
學習目標
In this lesson,students will：
1.understand the conversation about food choices between Jane and Li Meng；
2.talk about what they eat for breakfast,lunch and dinner；
3.pronounce letter o and letter combinations oa,oo,ou,ow correctly.
教學建議
Step 1　Lead in
1.Show the title and photo on Page 25 and ask students to think about the question：
◆Look at the title and the photo.What do you think this unit is about
2.Ask students to look at the photo more carefully and answer the questions：
◆Can you name any of the foods or dishes in the photo
◆Which dish would you like to eat the most
◆What is your favourite food？Do you often eat it
3.Ask students to read the Big Question and the leading questions in Section A and Section B.Make sure students know the main topic of this unit.
呈現單元標題和單元主題圖,鼓勵學生大膽預測本單元可能談論的話題,并通過討論吸引學生的興趣。
Step 2　Listening&Speaking (1a—1d)
Pre listening
Page 26,1a
1.Show some pictures of foods and review the English names of these foods.
2.Ask students to write the name of the foods on the blank line under the pictures.Then ask them to answer the question：Which food(s) do you like
回顧和復習常見食物的英文名稱。談論自己喜歡的食物,引起學生對話題的興趣。
While listening
Page 26,1b
1.Ask students to read the words in 1b and guess which answer may be chosen.
2.Ask students to listen to the first conversation.Then tick what Li Meng and Jane would like for lunch.
3.Check the answers with the class.
Page 26,1c
1.Ask students to read the words in 1c and make sure they understand the meanings.Lead students to understand the sentence patterns “What do you have for B/L/D？” and “I have... for B/L/D.”
e.g.T：In the morning,I have two eggs.So I can also say I have two eggs for breakfast.Then,what do you have for breakfast
2.Ask students to listen to the second conversation.What does Jane have for breakfast(B),lunch(L) and dinner(D)
3.Check the answers,and then ask students to correct the false sentences.
理解聽力對話內容、獲取細節信息,并在聽力中學習和理解目標語言。
Post listening
Page 2,1d
1.Let students work in pairs,and then ask their classmates about their meals following the example in 1d.
2.Invite some groups to share their conversations.
分組操練本節課的目標語言。
Summary
Ask students to summarise the sentences that can be used to describe what they eat for meals：
—What do you usually have for breakfast/lunch/dinner
—I usually have...for breakfast/lunch/dinner.
總結本節課需要掌握的句型。
Step 3　Pronunciation (1—2)
Page 27,1
1.Ask students to listen to the recording and repeat the pronunciation.
2.Ask students to pay attention to the different pronunciation of letters and letter combinations.
3.Let students add more words to each group.
通過邊聽邊跟讀練習發音,并通過觀察總結發音規則。
Page 27,2
1.Show the conversation in Pronunciation 2 to students and ask them to read.
2.Ask students to listen to the recording and repeat the pronunciation.Then let students notice the intonation.
3.Explain the intonation in alternative questions.
◆選擇疑問句提供兩種或兩種以上情況,問對方選擇哪一種,選擇項用or連接。選擇疑問句不能用Yes或No來回答。朗讀時or前面部分用升調,后面部分用降調。
通過邊聽邊讀感受選擇疑問句中的語調規則。
Extension Activity
1.Prepare a different conversation with alternative questions for students.
2.Ask students to read the conversation.
3.Invite some students to role play the conversation to the whole class.
Step 4　Homework
1.Make a survey about your family member's meals and then share with your classmates next class.
2.Finish the exercises
教學反思
第二課時　Section A(2a－2e)
學習目標
In this lesson,students will：
1.understand the conversation between Tom's family and the waiter；
2.practise the intonation in the alternative questions in the conversation；
3.learn how to order at a restaurant.
教學建議
Step 1　Lead in
Show a video of ordering at a restaurant to students.Then ask students to answer the questions：
◆What are they doing
◆What would they like to eat
利用視頻引起學生對本課話題的興趣。
Step 2　Listening&Speaking (2a—2e)
Pre listening
Show students the photo in 2a and ask them the questions：
◆What are these dishes
◆Can you guess what the conversation is about？/Can you predict what information you will hear in the conversation
引導學生觀察圖片,通過背景信息對交際內容做出預測。
While listening
Page 27,2a
1.Ask students to listen to the conversation and circle the coloured words they hear.
2.Check the answers with students and then compare the differences of the coloured words.
Page 28,2b
1.Ask students to read the conversation and complete the table in 2b.
2.Check the answers with students.
Page 28,2c
1.Ask students to listen to the conversation again and pay attention to the intonation in the alternative questions.
2.Invite two or three pairs of students to role play the conversation.
Page 28,2d
1.Show the words in 2d to students and then make sure they understand the meanings by doing graphic matching games.
2.Give a topic for discussion：What food and drink would you and your partner like to order at a restaurant
3.Discuss and finish the table.
理解聽力對話內容、獲取細節信息,并在聽力中學習和理解目標語言。
Post listening
Page 28,2e
1.Ask students to work in pairs and then role play a conversation between a customer and a waiter or a waitress at a restaurant.
2.Show the sentence patterns in 2e to students.They can use the information from 1a－2d.
3.Invite two or three pairs of students to role play the conversation.
對目標語言進行遷移運用。
Summary
Ask students to summarise the sentence patterns that can be used to order at a restaurant.
◆I'd like...
◆Do you have...？
◆...,please.
總結本節課的重要句型。
Step 3　Homework
1.Make a conversation of ordering food at a restaurant.
2.Finish the exercises
教學反思
第三課時　Grammar Focus(3a－3d)
學習目標
In this lesson,students will：
1.master the usage of countable and uncountable nouns；
2.learn to ask others for their food preferences and offer choices.
教學建議
Step 1　Lead in
Ask students to find a partner and role play a conversation between a customer and a waiter or a waitress at a restaurant.
復習聽說課中的點餐對話,自然過渡到語法課內容。
Step 2　Grammar Teaching (3a－3d)
Page 29,3a
1.Ask students to read the sentences in 3a,and ask them to circle all the nouns about food and drinks.
2.Then ask them to answer the question：Are they countable or uncountable in the context
3.Check the answers with the class.
4.Explain the usage of countable and uncountable nouns.
可數名詞和不可數名詞
◆名詞按其所表示的事物的性質可分為可數名詞和不可數名詞。可數名詞有單數和復數兩種形式,如 an apple—two apples,a bag—some bags等。不可數名詞一般只有一種形式,沒有復數形式,如milk、bread、rice等。還有一些詞既可以充當可數名詞,也可以充當不可數名詞,如fruit、fish、chicken等。
Page 29,3b
1.Show the conversations in 3b to students.Then tell them the conversations are humorous.
2.Ask students to complete the conversations with the correct forms of the nouns in brackets.
3.Check the answers with the students.
Page 29,3c
1.Ask students to complete the passage with the correct forms of the nouns in brackets.
2.Check the answers with the students.
Page 29,3d
1.Ask students to imagine that their friends are at their homes.They need to offer them food and drinks.
2.Show the sentence patterns in 3d to students.
3.Invite two or three pairs of students to role play the conversations in class.
結合本單元主題,綜合運用語法知識。
Step 3　Homework
1.Remember the words and phrases in this lesson.
2.Finish the exercises
教學反思
第四課時　Section B(1a－2c)
學習目標
In this lesson,students will：
1.understand and master the vocabulary and expressions related to healthy eating；
2.talk about and write about their own eating habits；
3.make good food choices and build healthy eating habits.
教學建議
Step 1　Lead in
Page 30,1a
1.Ask students to work in pairs and then list what they want to eat tomorrow.
2.Ask students to discuss if their choices are healthy.Then give their reasons.
通過讓學生說出自己的飲食偏好,討論自己的飲食是否健康,引出關于飲食習慣的話題。
Step 2　Reading Comprehension (1b－1d)
Pre reading
1.Give a video of doctors discussing healthy eating.
2.Show the picture and the title in 1b to students and then ask them to predict what the passage talks about.
首先通過視頻獲取與文章相關的信息,再通過讓學生根據圖片和標題預測文章內容,激發學生的興趣,培養學生的預測能力。
While reading
Page 30,1b
1.Ask students to read the article quickly.Then answer the question：How many poor eating habits are mentioned
2.Check the answers with the class.Analyse article structure.
Page 31,1c
1.Ask students to complete the table with the information from the article.
2.Invite three students to share their answers for each poor eating habit.
3.Check the answers with the class.
Page 31,1d
1.Ask the students to read the article again and answer the questions.This time,they should pay attention to detailed information.
◆What foods have lots of salt and fat
◆What foods have lots of sugar
◆What does “You are what you eat” mean
◆Do you think the poor eating habits in the article are common among young people？Why or why not
2.Ask some students to share their answers with the class.
3.Check and talk about the answers with the class.
通過完成閱讀任務,提高學生理解文本和抓取關鍵信息的能力。
Post reading (2a—2c)
Writing(以讀促寫)
Page 31,2a
1.Show Lisa's post to students and then ask them to answer the questions.
◆How many eating habits does Lisa write about
◆What are they
2.Check the answers with the class.
Page 31,2b
1.Ask students to talk about their own eating habits.
2.Show some questions to help them.
①What good habit(s) do you have
②What bad habit(s) do you have
③What can you do to improve your eating habits
3.Invite two or three students to share their own eating habits.
Page 31,2c
Ask students to write about their own eating habits with the information from 2b.
這是一個基于閱讀語篇的拓展寫作練習。學生通過描寫自己的飲食習慣,反思自己的飲食習慣是否合理,對目標語言進行充分練習和鞏固。
Language Points
improve v.改進；改善
◆作及物動詞,可接名詞或代詞作賓語。如：
I need to improve my English.我需要提高我的英語水平。
◆作不及物動詞,常用improve in表示在某方面有改進。如：
He improves a lot in health.他的健康狀況大大改善。
too...to太......以至于不能
這里too為副詞,其后跟形容詞或副詞；to為不定式符號,后接動詞原形。
【拓展】此結構可與so...that＋否定結構互換。如：
The problem is too difficult for me to work out.＝The problem is so difficult that I can't work it out.這個問題太難了以至于我解答不出來。
poor adj.不好的；貧窮的；可憐的
◆意為“不好的”,常用詞組：be poor at (doing) sth.不擅長(做)某事。如：
Mike is poor at cooking.邁克不擅長烹飪。
◆意為“貧窮的”,反義詞為rich。如：
China does a lot to improve poor people's lives.中國在改善窮人的生活方面做了很多。
◆意為“可憐的”。如：a poor little girl一個可憐的小女孩
result n.后果；結果
常用詞組：the result of.........的結果；as a result結果。如：
We all want to know the result of the football match.
Step 4　Homework
1.Collect some good eating habits and discuss with classmates next class.
2.Finish the exercises
教學反思
Unit 5　Here and Now
單元主題框架
單元主題分析
本單元圍繞“世界不同國家和地區里人們的生活”這一主題展開,該主題與課標要求的“人與自我”主題范疇中的“豐富、充實、積極向上的生活”子主題密切相關。本單元展示了在同一時刻,世界上同一城市或不同城市、不同國家的人們進行的不同活動。通過本單元的學習,學生將掌握如何利用現在進行時描述自己或他人當前正在進行的活動。同時,學生也將比較生活在世界不同國家的人們生活方式有何差異,感知在不同文化背景下人們生活習慣和生活理念的差異。基于上述內容,學生的全球視野將得到拓寬,跨文化理解和溝通能力也將逐步提高。
本單元的大問題是“What brings people together？”,旨在引導學生建立全球意識,感知文化的多樣性與共性,思考時間的相對性與人類活動的同步性,進而增進學生對不同文化和人類活動規律的理解。
Section A的引導性問題是“What are you doing right now？”。該部分呈現了日常生活中

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