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Module1School LifeUnit1There arefifty students in the class.Preparation在黑板上写出单词Festival,规定学生回忆并说出已学过的节日名称，如New Year,Christmas Day等，并板书组织两人小组活动，内容是在节日时的对话如下例Happy NewYear...Happy NewYear...Do you...Yes/No.We...两人小组活动后，请儿对学生上台演示，然后规定大家评价对演示认真又基本无语言错误的学生予以奖励简介短语Spring Festival,带读后转入第1小节的学习
1.Look and listen.Then repeat.1）先不打开书，问学生:春节后,某些同学又会面了，他们很快乐地在一起交谈，他们谈了些什么呢What are they talking about2）规定学生听一遍录音后，回答上面的问题，然后将答案School Life写在黑板正上方3）写出如下问题，规定学生听第二遍录音后回答How manystudents are there in the classHowlong are the lessonsHow does Feifeigo to schoolHow longdoes thebus take to get toschool学生回答上述问题后翻开书，跟录音读一遍对话组织四人小组操演本段对话，然后规定他们演示和评价第
2、
3、4小节的教学可参照“教师用书”的提议进行Unit2Whats yourfavourite lessonPreparation1）教师先简朴用英语简介本班的某些状况，然后规定学生分两人小组就School life话题进行对话，也可以给出如下问题规定学生对话Do you like your schoolHow manylessons do you have each dayHow do you gettoschool两人小组活动后，叫几对学生上台演示，然后规定大家评价对演示认真又基本无语言错误的学生予以奖励2）教师说:下面有几位同学，他们也就School life进行了交谈他们谈了什么呢？
2.Work in pairs.Ask thesequestions.1）用本单元第3小节材料造一种“打电话”的对话2）两人小组活动，按所造对话进行练习，然后演示评价
3..Homework.模仿本单元第1小节造一组对话Unit3What are they doingPreparation1）简要提醒Unit2所学内容2）两人小组活动按所完毕的家庭作业练习对话，然后演示评价
1.Read and find.本小节教学可参照“教师用书”的提议进行
2.Work in pairs.1）按照第1小节的图和本小节的范例造对话2）两人小组活动操演所造的对话，然后演示评价3）多媒体展示某些类似图画，规定学生先自我准备1—2分钟，然后用自己的话描述那些画中内容，之后评价
3.Look and write.本小节教学可参照“教师用书”的提议进行书写前，可用英语口头填空，然后再书写
4.Homework.模仿本单元第2小节造对话Unit4Farmer Dick is sellinghis vegetables.Preparation简要提醒Unit3所学内容两人小组活动按所完毕的家庭作业练习对话，然后演示评价
1.Listen and put the pictures inorder.本小节教学可参照“教师用书”的提议进行在听录音前可先作些简介，如:Dickis a farmer.He growsand sellsvegetables...
2.Listen toFarmer DicksDay again...本小节教学可参照“教师用书”的提议进行
3.Tasks:a Letterto aPenfriend1）将本小节A部分改为两人小组活动先阅读A部分阐明，然后根据六幅图画内容进行对话，然后演示评价2）部分内容可参照“教师用书”的提议进行
4..Around theWorld:...本小节教学可参照“教师用书”的提议进行
5..Homework.写一篇短文，简介某一天你家中每个人的活动Module5Weekend jobsUnit1Im wateringthe newtrees.Preparation1）简要提醒Module4所学内容2）让几位学生上台，根据自己所写的短文，简介某一天他们家中每个人的活动
1.Look andlisten.Then repeat.1）告诉学生说，有一位小记者采访了几位学生他们说了些什么呢？请大家带着下面几种问题听对话录音两遍，然后回答这些问题What arethe teachersand students doingWhat isLi JiedoingWhat isLi QingdoingWhat isBai Feifeidoing2）学生在回答问题时，教师协助学生理解对话中的生词或词语3）学生回答问题并纠正错误后，教师请他们打开书，先带读对话一遍带读过程中突出本单元第2小节内容，然后在适度讲解第2小节内容后，规定学生跟读录音带4）两人小组活动操演所学对话，然后演示评价
2.What arethe childrendoing...本小节可参照“教师用书”的提议进行
3.Work in groups.本小节可参照“教师用书”的提议进行
4.Homework.假定你是一位小记者，采访几位同学的课余活动，然后写成一篇报道Unit2Im makingsome flowersfor mymother.Preparation简要提醒Unit1所学的内容让几位学生上台，根据自己所写的报道，向全班同学汇报，然后大家评价
1.Look andlisten.Then repeat.1）告诉学生Ms Brown正在和几位学生谈话他们谈了些什么呢？请大家带着下面几种问题，听对话录音两遍，然后回答这些问题What areMs Brownand the students talkingaboutWhat isSarah doing for her motherWhat isRobert doingfor hismotherWhat isDiana doingfor hermotherWhat isJane cooking2）学生在回答问题时，教师协助学生理解对话中的生词或词语3）学生回答问题并纠正错误后，教师请他们打开书，先带读对话一遍带读过程中突出本单元第2小节内容，然后在适度讲解第2小节内容后，规定学生跟读录音带4）两人小组活动操演所学对话，然后演示评价
2.Continue the dialogue.1）两人小组活动根据本小节的英语提醒，模仿第1小节对话形式造对话，然后演示评价2）书面完毕本小节练习，然后互相批改并汇报批改成果
3.Homework.就“母亲节”活动内容，采访几位同学造对话Unit3He ismaking tea.Preparation简要提醒Unit2所学内容四人小组活动按所完毕的家庭作业练习对话，然后演示评价
1.Read andcomplete.本小节教学可参照“教师用书”的提议进行
2.Listen tosomeone describing...本小节教学可参照“教师用书”的提议进行
3.Listen andsing.本小节教学可参照“教师用书”的提议进行
4.Homework.观测五位同学的活动并用英语描述Unit4We areflying a kite.Preparation1）简要提醒Unit3所学内容后，全班同学唱Unit3中所学歌曲2）要几位学生上台，根据自己所学的英语，描述几位其他同学的活动，然后大家评价
1.Match the sentences to the pictures.（根据所学内容难易，教学本单元时可将本小节与第1小节教学内容对调）本小节教学可参照“教师用书”的提议进行
2.Complete the dialogue with the words.本小节教学可参照“教师用书”的提议进行
3.Tasks:Weekend Jobs1）本小节教学可参照“教师用书”的提议进行2）两人小组活动后，要演示评价，然后再填写那张表
4.Around theWorld:Tree Planting教学本小节内容前，教师应先简介背景知识，然后按“教师用书”的提议教学
5.Homework.记述自己的周末活动并体现自己喜欢和不喜欢什么活动作者黄健如（南昌市教委教研室外语教研员《新原则英语》初中起点教师用书编委）Module6The ClothesWe WearUnit1Why areyou wearing a dresstodayStep1Warming upWatch a KidsFashion Show.If youdont havethis kind of video,you canorganize a fashion show.Select twofromeach group,ask eightSs to put onwhat they like wearing.Your classcan beginwith theirperforming onthe stage.Brainstorming:Ask asmany questionsas possibleabout differentitems ofclothing and the eightfashionshow stars.In groups of four,students write down theEnglish names of asmany differentkinds ofclothing as possiblewithin threeminutes.Teacher willgive helpif theyneed.See whichgroup can make the biggest list.Step2Presentation andpractice.
1.Review and present the present simpletense:Ask the Ss todescribe what the fashionstars are wearing.Then ask and answerin pairs,using thepatterns as follows:T:What is XXX wearingwearing with thatdressSs:XXX is wearing...Show them some real objects likejacket,jeans,hat,dress,skirt,T-shirt,socks,sports shoes,cap,etc.to class.If students are interested in trying on/putting on these objects,they canlearn the new wordsby watching,trying on/putting on them.A Game:The Sswho want to tryon theclothes canput them on in the try-on roomone by one.A try-on roomcanbe setup byhanging upa piece of curtainin thecorner of the classroom.Other Sswatch and answer theteachersquestion.T:What isXXX doingSs:He istryingon/putting onsome clothes.T:What ishe wearingnowSs:I thinkhe is wearing...T:What isshe wearingwith that...Ss:...Then the teacher asks the Ss in thetry-on roomto comeout andsee iftheir answersare rightor not.
2.Compare thepresent simplewith thepresent continuous.Teacher asksthe Sswhy heguesses likethat.Ss maysay like this:Because he usually wears...Step3Look andlisten.Then repeat.Ask the Ss to look at the firstpicture.Ask them to say what the person is doing/wearing.Play the tape and let themfollow the text.Point to the picture and ask:T:What does she usuallywearSS:She usuallywears trousers and aT-shirt.T:What isshe wearingnowSs:Shes wearinga dressand ahat.T:Why isshe wearinga dressand ahatSs:She is going to a party.Repeat thisprocedure for the otherpictures.Play the tape,pausing after each sentence for the students to repeat.Step4PronunciationListen and say.1Ask the Ss to read the sentences silently to themselves.2Play the tape.Ss pointand repeat.Practise the//and//minimal pair.1Ask the Ss to look at the words andput them into the box.2Check their answers3When youhave acorrect list on the board,practise the sounds andwords with the Ss.Listen andput the words in the correct column.This exerciseworks on the//and//minimal pair.Work in the same way asabove.Step5ImprovingWork in pairs.Match the words to the pictures and encouragethe Ss to saywhich clothesthey likewearingand why.1InterviewEncourage them to leavetheir seatsto interviewthe teachersand classmatesaround,trying to getinformation aboutwhich clothestheylikewearing andwhy.2ReportChoose someto reportwhat they have interviewed.Step6A fashionshowSs organizeafashionshow.Get them to work in groups of six.Each takesa different role.Role A,Role B,Role C,Role D:Fashion showmodels,dressed indifferent clothesand modelingin front ofthe class.Role ERole F:Do anoral descriptionof what the modelsare wearing.Unit2Were having a lovelytime!Step1Revise andcompare thepresent simpleandpresentcontinuous.Ss bringto classseveral photosof themselves,askand answer about the photosas follows:What isshe/he wearingnow on thebeach What does she/heusuallywear at homeJanePeterMikeStep2Brainstorming:Sally ison the beach with hermother,father andsister on thebeach.They arehaving agood timethere.Imagine:What isSally doing What is Sallys sisterdoingWhat isSallys mother doingWhat isSallysfather doing\-----------------On thebeach1Divide the Ss intofour groups.On the blackboard write as follows:G1G2G3G4Four groupsfirst taketheir turns to answerthis question,then they are free.Different actionson thebeach verb phrases getone mark.See whichgroup is the winner.Note:When the Ss present the newverbphrases,write them on the blackboard first;after thegame,teachthem.Step3Read and answer the questions.Read thepostcard and do the multiple choicesindividually,then check the answers:A/C/C/A Ask andanswer sixpictures on the textbookin pairs.What isshe/he doingat themoment on the What does he/she do at homeonbeach MondaySallySallysmotherSallys fatherThendemonstrate their dialogues in front of the class.Step4PronunciationListen andsay.1Ss read through the sentences silently to themselves.2Read afterthe tapeone sentencebyonesentence.3Read the sentences together.Listen andput the words in the correctcolumn.Practise thesounds///////individually andchorally.Ask the Ss to put the words in the correctcolumn.Call back the answers.Unit3Whos PeterStep1Guessing gameAskone student to stand in frontof the class with the backfacing us.Other Ss ask him/her:What isXXX wearingWhat isXXXwearingwiththatIf his/her answer is right,he/she cancome backto theseat.Other Sscan take turns to come to the blackboardto guess what other Ss are wearing.Note:See who guesses the most answersright according to theirmemory.Step2Listen and write the names.Write the names of the childrenon the board:Peter,Jane,Sally,Bobby,John,Mary.Ss heara descriptionof whateach childin thepicture is wearing,and write thenamenext to the correctpicture.1Play the tape oncethrough while they justlisten andlook at the pictures.2Play the tape again and ask them to write the names.3Play the tape again for them to reviseor complete their work.4Ask them to check with their partner again,then call back the answers from the whole class.Chain drill:Ss askeach other“Who isPeter”He is wearinga sweater andtrousers.Who isSally…”Step3Look and write.Look at the pictures.What isMarks familydoing on their holidayWhat do they do at homeWrite Marksholidaypostcard for him.Ask the Ss to look at the pictures.Get them to tell you what they can see.Write a card toPaul,telling Markwhat heisdoingat theseaside,what hissister isdoing and what hismotheris doing.Also tellMark OnMondays what they doat home.When they have finishedindividually,they canexchange theirwork with a partneranddopeer-correction.Call back the answers from the whole class,allowing forcorrect individualvariation in the use oflanguage.Step4Listen andsing.Ask the Ss to read through the wordsof the song by themselves silently.Then youread the words while they listen.Next,read the words,pausing after each linefor them to repeat.Then play the tape while they listen to the song,possibly twice.Finally,play the tape for them tojoin in the singing.Unit4What areyou wearingPreparation准备某些服饰的卡片T-shirt,jeans,jacket,socks,cap,dress,shirt,sweater,skirt...Step1Review andpresentation.出示有关服饰的卡片T-shirt,jeans,jacket,socks,cap,dress,shirt,sweater,skirt...,让学生认读做游戏:“Whats missing”教师从卡片中任意抽取一张，再让学生看卡片读单词，然后让学生说出拿掉的是哪一张卡片Ask the Ss what they always,usually orsometimes wearat the weekends.In groups of six,the Ss take turns to askand answerquestions.Step2Write and make a poster as follows:Distribute eachstudent aclothing card.In groups,the Ssmake postersabout theirwearing at the weekends,like theposter asfollows.At weekendsIalways wear...I sometimeswear...usuallycard cardcardcardcardcardThe Ssdivide their posters intodifferent sections,each sectionshowing somethingthat theyusually/always,sometimes ordont alwayswear.They writeheadings,stick theircards,and writesentences about what theywear.Invite different Ss to come to the frontof the class to talk about their posters.Display some of theposters onthe classroom wall.Step3Complete the dialogueSusan andMary aretalking what theyre wearingto a party.Ask them to look at the pictures andsaywhat they girlsarewearing.Complete the dialogue individually.Check theirwork.Practise the dialogue with their partner.Step4CrosswordRead through the clues,then workin pairs.See which pair completethe crosswordwithin theshortest timeand correctly.Step5Task:if timeis up,it canbe doneout ofclassTask:Design Ssown school clothes.Procedure:1Divide the Ss into groups of four.2Each groupmakes a survey of at leastsix Ss:What colourand whatstyle school clothes dothe Sslike3Students designtheir idealschoolclotheswith picturesand briefintroduction in English.4As it is ready,display them on thewall forSs tovote and decide whichone is the best schoolclothes.5Report the bestschoolclothes,designing to the headmaster.Step6Around theworldAsk the Ss to look at the picturesand describewhat the people arewearing.Project:Divide the Ss intofour.Each canmake astudy about-Different peoples,Different nationalcostumeGroup1:The differencesof nationalcostumes betweenThai andChineseGroup2:The differencesof nationalcostumes betweenKorean andChineseGroup3:The differencesof nationalcostumes betweenScottish andChineseGroup4:The differencesof nationalcostumes betweenSpanish andChineseModule7Revision1Unit1Step1Find eightnationalities.Circle the words.
1.FRENCH
2.AMERICAN
3.ITALIAN
4.AUSTRALIAN
5.ENGLISH
6.INDIAN
7.THAI
8.JAPANESEStep2Listen and write.speak,out,shopping,message,call,tellStep3Say what they are doing.Choose the best answer.l.B
2.C
3.B
4.CStep4Listen andfinish the sentences.having apiano;eating mylunch;visiting hisgrandmother;doing herhomeworkStep5Listen andput the words in the correctcolumn./ei//ai/tale piesayhighmail cryplaytimeUnit2Step1Read and write.Monday Maggie is goingshopping.TuesdayMaggie is having apiano lesson.Maggieishaving dinnerwithherfamily.Wednesday Maggieis visitingher aunt.Thursday Maggieis playing badminton.Friday Maggieis going to the cinema.
1.Look andlisten.Then repeat.1教师说:请同学们听第一段对话，然后回答How manylessons doesGu Minghaveeachday如下三段对话的教学方式与上相似，教学中使用的参照用题如下What timeis therecessWhats Gu Mings favouritelessonWhat doesMs Wangteach2）学生答完问题后，规定他们跟读四段对话的录音3）学生跟读完对话后，教师组织两人小组操演这些对话，然后规定他们演示和评价第
2、3小节的教学可参照“教师用书”的提议进行Unit3I lovebasketball!Preparation教师指出，前两个单元重要学习了School life这一话题的语言，目前规定学生两人一组就这一话题对话，并给出例子A:Hello,B.B:Hello,A.A:Can Iask you some questions about schoolB:Sure.A:How many...B:...两人小组回答后，叫几对学生上台演示，然后规定大家评价教师说:有一位学生Susan也对她的朋友谈了她的学校生活他们谈了些什么呢
1.Listen andsay.Susan talksto her friend.Listen towhat they say and repeat.1教师说:请同学们听下面的对话，然后回答Is Susansclass bigHow manystudents arethere inher class2）学生听一遍对话录音，然后回答上列问题3）学生带着如下问题听第二遍对话录音Does Susanlike herclassAre Susansteachers niceHow does Susango toschoolIs ita longjourney fromSusans hometo herschool学生回答完以上问题后,跟读对话录音一遍学生跟读完对话后，教师组织两人小组操演这些对话，然后规定他们演示和评价
2.Listen towhat Sama student in Americasays andfill in the gaps.教师说:有一位学生叫Sam,他简介了自己的状况他说了些什么呢？请学生们听下面一段独白并回答问题What isSams favouritelesson学生回答问题后，规定他们听第二遍独白并填空
3.Write sentencesabout yourschool lifeand Samsschool life.Saturday Maggieishavingher birthday party.Step2Listen andmatch.What numbersare they
1.Peter
2.Alice
3.David
4.Dianna
5.Sarah
6.Tony
7.JennyStep3Work in pairs.The answer is open.Step4Listen andput the words in the correctcolumn.///a/nose cloudphonenowboat mouthStep5Write thenationalities.Japanese;Italian;French;Chinese;EnglishUnit3Step1What are they doing
1.Hes flyingakite.
1.5hes washing the dishes.
1.6hes makingthe bed.
4.Hes fixinghis bike.
5.They9re playingfootball.Step2Listen andwrite whatSally is wearing eachday.Monday She is wearinga skirtandashirt.Tuesday She is wearinga dressand newshoes.Wednesday She iswearingjeans anda sweater.Thursday Sheiswearinga dressandajacket.Friday Sheiswearingtrousersandasweaterandacap.Step3Listen andput the words in the correctcolumn.////where herehairearbear yearUnit4Step1Read the questions.Complete the answers.
1.watching TV
2.she isntmaking herbed.Shes readinga book.
3.he isntdoing hishomework.Hes playingcomputer games.
4.she isntwashingthedishes.Shes playingwith thedog.Step2Follow the example.Put the words inorder andmake questions.
1.How manystudents arethere inyour class
2.Whats your favorite lesson
3.Who is yourfavoriteteacher
4.How do you getto schoolStep3Listen toMaggies motherandwrite.Use the words tohelp you.make,wash,make,do,clean,washing,cleaning,going,havingStep4Tasks:Clothes forSummer andWinterYou areto find out what your friends5favorite clothesare andwhen theywear.Use thepatterns asfollows:1Whats yourfavourite itemof clothingWhendo youwear itFill in the form andmake a summary:of myfriends like their winterclothes.of myfriends like their summerclothes.Draw aconclusion.Tick thestatement thatis correct.Step5What areyou wearingtomorrowDraw a picture ofyourself and describe theclothes youarewearingtomorrow.Module8LOST ANDFOUNDUnit1I cantfind myjacket!Preparation准备若干组着色服饰的卡片a redT-shirt,blue jeans,a greenjacket,white socks,a blackcap,anorange dress,a greyshirt,a brownsweater,a pinkskirt...Step1Review.出示着色服饰的卡片a redT-shirt,blue jeans,a greenjacket,white socks,a blackcap,an orangedress,agrey shirt,a brownsweater,a pinkskirt...,让学生认读做游戏:“Whats missing%教师从卡片中任意抽调一张，让学生看卡片读单词，然后让学生说出拿掉的是哪一张卡片Have acompetition:See whichgroup can speak out something redmost.Divide the class intoeight colour groups Red group,Blue group,Yellow group,White group,Pink group,Brown group,Black group,Orange group.Students in each grouptake turns to speak outsomethingthat mustbe in their groupscolour.They hadbettershow the things out.例Redgroup:S1:My pencilis red.并展现实物S2:1have a red schoolbag.并展现实物53:My watchis red,too.并展现实物54:...See whichcolourgroupspeakoutsomething in their groupscolour most.Step2Presentation.Then presentthe structures asfollows:A:What doesit looklike81:Its red.Its small.Its a small red box.Its a small one.82:Its big.Its red,too.Its a big redbag.Its a big one.DO this with real things:a small redbox,abigred schoolbag.Using the samewayto introducethese adjectives:old-new;short-long;clean-dirty.Work in pairs.Ss askand answereach otherWhat doesit looklike”Its red.Its small.Its a smallredbox.Its a small one.”Step3Look andlisten.Then repeat.Dialogue1-3With their books closed,tell the Ss they are going to hearthree dialoguesabout threedifferent studentswhohave somethingWei Gang,Wei Ting,Bai Feifei,write the names on the board.Tell the Ss they must listenfor:a whathave lostand bwhat itslike.Play the tape through once while theylisten.Then play the firstdialogue and tell them to listenabout WeiGangandwrite down the answers.Repeat with the other two dialogues.Ask the Ss to check their answers with a partner.Call back the answers from the whole class,andwrite themon the boardnext to the namesA newbluejacket/a beautifulred watch/asmallgreen schoolbagAsk the Ss to open their books and follow the dialogue in their bookswhile youplay the tape.Next,pause the tape aftereach sentenceand get the Ss to repeat them chorally and individually.Finally Sspractise the dialogue.Step4Pronunciation.A.Listen andsay.Ask the Ss to read through the sentences to themselvessilently.Play thetape for them to listen and follow.Play thetape again,pausing aftereach sentencefor them to repeat chorally and individually.B.Listen andsay.This exercisepractices thebilabial explosivesounds/p/and/b/,mostly in the initialposition inwords,/p/isvoiceless and/b/is voiced.Practise them in isolationfirst.Ask theSs to put ahand about5mm infrontof their mouthand feelthe“explosive“air comeout as they saythe letterssowith/p/.Then ask them totouch theirAdams apples,andfeel thevibration whenthey say/b/much morethan with/p/.Play thetape,Ss listen and repeat.Activity.Write thesesentences on the board:What abig pig!Give thebaby apear.He hasa jobon thepaper.Stop thatbig bear.Ask theSs to repeat themchorally and individually.Step5Do experimentsin colours.Take into theclassnine watercoloursblue,green,white,black,red,orange,purple,pink,yellow andseveralsmall colour boxes andseveral emptycolourboxes.Divide theclass intofour groups.Each group is asked to mixthe followingcolours,then reportsthe processand results to theclass.See whichgroup is the GreatColour Mixer.Tasks:123456TeacherStep6The lostand found.collects severalthings glassboxes,school bags,pencils and so on...from differentSs secretly.Teacher asksthem:Whats missing/Whats thematter Whatcant theyfind Whathave theylostThe loserdescribes it,using thecues givenin the dialogues.Teacher returnsthe foundto theloser according to theirdescriptions.Unit2What doesit looklikeStep1Review.（Take into class acloth bagfilled withschool thingspens,pencils,erasers,rulers,coloured pencils,pencilcases,sharpeners,scissors…某些物品应多色，多种）.Ss touchthe bag anddescribewhatthething lookslike withtwo adjectives:Its a ruler.Its long.Its along redruler...Ss taketurns totouch,say andguess whatsinside thebag.If hisguess isright,he can get thething ashisprize.See whichgroup can get asmany prizesas they can.Notes:If they dont know the adjectivein English,tell them to askyou the question.C6Howdoyou say・・・（软）in EnglishAt the same time,teacher writesthemon the blackboard.Step2Match the opposites.Ask theSs to read throughthe new words on the blackboard.Use the realthingsto introducethe adjectives:ugly-beautiful;hot-cold;boring-interesting.Match the opposites onSs,textbook.Tell them to draw a linefrom theadjectives in the left-hand to their oppositesin the right handcolumn.Do anexamplefor the whole class.Ask“What is theoppositeof hot”and get the answer“cold”.They shouldthen dothe activityon their own.When they have finished,they cancheck with a partner.Then call back the answers from the whole class.Activity.Play awhole-class gamewhere youshout out adjectives from the twolists randomly.The Sshave toshout out theoppositeas quicklyas they can.Step3Look andlisten.Then repeat.Ask theSs to read throughthe dialoguesilently to themselves.Play thetape and have theSs followit in their books.Play thetape again,pausing aftereach linefor theSs to repeat chorally and individually.Put theSs into groups of4to practise the dialogue.They caneach take2parts.They should taketurnswith thedifferentroles.Step4Pronunciation.A.Listen andsay.Ss read the sentencessilently to themselves.Ss listen to thetape and follow in their books.Ss listen to thetape again,repeating chorally and individually.B.Listen andsay.Ss read throughthe list of words silently to themselves.Ss listento thetape andfollow in their books.Ss listenandrepeatthe pairs of similarwords.Step5Work in pairs.Susan cantfind herpencil case.Write yourdialogue.Put theSs in pairs.Ask theSs to take out their pencil cases.Tell themthat one of thepair haslost their pencil case.They shouldwrite adialogue likethe onein Activity1,but substitutingtherealfacts ofone of theirpencilcases,and thenames ofreal Ssin class.When they have finished,they shouldpractise sayingtheirdialogue together,taking it in turnswith theroles.Finally they should perform their dialogues for another pair,andlistento theirdialogue.Unit3Lost propertyStep1Review.Take into class abox filledwith severalsmall cards[one sidewritten with an adjectivebig,small,red,ugly,interesting,old...，背面是此形容词描述的人或事abigbag,asmallpencilcase,aredskirt,an uglytoy,aninteresting book,old trousers...Pass the box aroundtheclass.Ss workin pairsSIand S
2.SI picksacardup from the box and readsout theadjective;S2spells theadjective,and describesthe personorthething on the otherside.E.g.SI抽取一张ugly卡片UglyS2:Ugly,U-G-L-Y,ugly,an uglytoy See whichpairperforms thebest.Step2Follow theexample.Put the words inorder andmake the sentences.Ask theSs to look attheexamplesentence.Tell them to dothe samewith the other threesentences individually.When theyhave finished,they cancheck with a partner.Finally call back the answers from the whole class.Activity:Have aphrase-making competition.Present thecards aboveagain,ask theSs to add another adjective todescribe thepicture.Teacher:Present thepicture andsay:my red trousersSs:my newred trousers or myold redtrousersor my longredtrousersormyshort redtrousers...Divide theSs intofour groups.On theblackboard write asfollows:G1G2G3G4Four groupsfirst taketheir turnsto addanotheradjective,then they are free.Different adjectivecangetone mark.See whichgroupis the winner.Note:When theSs presentthe new words likesoft,hard,empty...write themon theblackboard first,after thegame,teach them.Step3Complete thelost propertyreport.Explain to theSswhat aLost Propertyreport is.Ask them to look atthepicture and tell you what they can see一ask fordetailed descriptionswith fulluse ofadjectives.Ask themto look atthe list of words and tell themto use themtofill the gaps in the text.They should do thisindividually,then check their answers with a partner.Call back the answers from the whole class,asking differentSs to read a sentence each.Step4Listen andlabel the pictures.Ask theSs to look atthe pictures.Ask them what they can see-try toelicit asmuch detailas you can abouteachsweater.Tell themthat they are going to hearthree descriptionson thetape,and theymust decidewhich of the threesweatersare described.Play thetape while theSs look atthe pictures.Ask themto discuss the answers in pairs.Play thetape oncemore for themto check.Call back the answers from the whole class.Step5Pronunciation.Listen andsay.This exerciseworks onthe/k/and/g/minimal pair of velarplosives.Ask theSs to look atthe words in the list.Play thetape.Pause aftereach wordand pair ofwordsfor themto repeat chorally and individually.Activity:Write the sentences onthe board:a Geta cleanglass.b Hewears biggreen socks.c Theblack catand thebig dogare sick.d Myclass isbig.Step6Do thecrossword.Ask theSs to dotheopposite adjectivecrossword individually.While they are doingit,writethecrossword frameonthe board orput upone youprepared onpaper earlierWhen theyhave finished,ask individualSs for the answers.You cando thisby saying:The oppositeof uglyisbeautiful.”They canthen comeandwritethewordon yourframe,spelling itas they write each other.Unit4Is thisyours Step1Follow the instructions and find thetreasure.Ask theSs tolook atthe mapand tellyousomeof the things they can see.Ask themsome questions:Howmany boatsarethere”JWhat arethenamesof thestations,Where isParadise Beach”and soon.Tell themthere issome treasureon thisisland,and they are going to findout whatit is.They do this byfollowingthe writteninstructions.Tell themto workindividually.When theyhave finished,they cancheck theiranswers.Call back the answers from the whole class,asking individualto read out the instructions and the answer,andwriting the letters onthe boardsto spellthewordWATCH.Step2Make areport onyour lostschoolbag.Tell themtheyare going to write areport for their ownbagandits contentsaccordingto the formbelow:LOST PROPERTYREPORTName ClassDateDescription oflost items:When theyhave finishedthey shouldgive theirbags to theirpartnerand read the report.The partnershouldcheck onthe factualand linguisticaccuracy of the report.Step3Task:Reporting aLoss.Read throughthe instructionswhile Ss follow in their books.Refer Ss to the picturesand elicit thenamesofone ortwo itemsAskSs to tick fourobjects todescribe toother Ss,then write descriptions for these in the chart.Tell Ss toaddtwo moreobjects andwritedescriptionsfor thesein thechart.Put theSsin groups and have themread theirdescriptions tothe otherSs,while theotherSsin the groupshould try to guesswhich objectis being described.Step4Around theworld:Polite Customs.Brainstorming:Ask themWhat thingsare consideredpolite in Chinese society”and“What thingsareconsidered impolitein Chinesesociety”.Teacher makes a listontheblackboard.Refer theSs tothe pictures in thebook.Ask them what theyare doing.Compare thepolite thingswith theimpolitethings ontheblackboard.Ss learn to bea politestudent.Module9What shall we do firstUnit1What presentshall wegiveEvery studentshould takeintoclassasmallpresent madeby themselvesand wrappedin colourpaper.Every studentshoulddothe descriptionsof thepresent asfollows andstick the written words ontheoutside ofthepresent.Descriptions of thepresent:Dear friend,Im your present.My firstletter is the sameas in thewordbut”.My lastletter is the sameas intheword“rock”.My middletwo lettersare in thewordfootball.What amI BookTeacher numbersthepresent and the descriptionsof thepresentthewritten words.Each studentgets a pieceofwritten words.Step1Its time toopenyourpresent.Sstaketurnstoopen theirpresent.Try to guesswhat present is beingdescribedfirst.If theSs failtoguesswhatpresentisbeingdescribed,he canget helpfrom otherSs orTeacher.Step2Presentation andpractice.Teacher tellstheSsMr.Li isillin hospital.What presentshall wegive himPresent the structures asfollows:Shall we...Lets…Why not...What about...Were goingto...We could...Divide theSs intogroups of4-
6.Ss discusswhat to take todo forMr.Li.Each groupshould think of foursuggestions.Groups reporttheir suggestions totheclass.They shoulduse the structures above.Teacher writestheir suggestionsontheblackboard.Choose foursuggestions whichmost groupsthinkof.See whichgroup9s suggestionsarethebestThe whole class decidewhich suggestiontheyare goingtodofirst,second,third andlast.First,were goingto...Second,were goingto...Third,were goingto...And last,were goingto...Step3Look andlisten.Dialogue1Listen tothetape and answertwo questionsonthe board:1What iswrong withMr.Li2What arethe childrendoingforhimThen play thetape again,pausing aftereach sentencefor themto report.Step4Look andlisten.Dialogue2Ss look atthepicture and answer the questions:1What does Tan Mei want todo forMr.LiShe wants to takehim someflowers.2What doesGu Mingwanttodo forhimHe wantstotakehim somesweets.Ask themto listentothetape andfollow the dialogueto check theiranswers.Play thetape again,pausing aftereach sentencefor the students to repeat.Step5Look andlisten.Dialogue3Ss look attherelevant pictureand answer the question:What elsedoesTanMeiwantto doPlay thetape and ask theSs to follow the dialoguein their books.Ask“What arethey goingtodofirst”Play thetape again,pausing aftereach linefortheSs to repeat.Step6Look andlisten.Dialogue4Ask theSs to read throughthe textand findout whatthe childrenare doingfirst andsecond.When theyhave answered,play thetape and ask themto follow the textin their books.Play thetape,pausing aftereach linefor themto repeat.Step7Pronunciation.A.Listen andsay.Ask theSs to read throughthesentencesilently to themselves.Play thetape and ask themto follow thesentencein their books.Then play thetape again,pausing aftereach sentencefor themto repeat chorally and individually.B.Listen andsay.This exerciseworks onthe/s/and/z/minimal pairof alveolar fricatives.Ask theSs to read throughthe wordssilently to themselves.Play thetape and ask themto followthe words in their books.Play thetape again,pausing fortheSs to sayeach wordand pair.Step8A task:Think ofa bestgift for her orhim.Procedure:1Divide theSs intofive groups to thinkofa best presentforhim orher.Group1:a bestgift foryour mothersbirthdayGroup2:a bestgift for a sickfriend inhospitalGroup3:a bestgift foryour unclesnew bornbabyGroup4:a bestgift foryour friendpassing animportant examGroup5:abestgift for a teacheron Teachers9Day2Each groupmakesasurvey inhis own,using thestructures:Group leader:What presentshall wetaketo her orhim SI:Shall we...在教这一小节时，教师可以先规定学生口头造句，然后再笔头造句第4小节的教学可参照“教师用书”的提议进行Unit4Its niceto meetyou.Preparation教师在教本单元第1小节前，可先组织学生齐唱、分组唱Unit3中所学过的歌
1.Read and find.Feifei introducesSusan to her friends.本节的教学可分两步进行先阅读对话并规定学生说对话大意，然后阅读第二遍并根据其意思填词
2.Match thecountries onthe leftwith thenationalities onthe right.本节由于与上、下两节无联络，可将其移至本单元第5小节后进行第
3、4小节的教学可参照“教师用书”的提议进行
5.Around theWorld:Class Sizes1）教师在教这一小节时，可先给出如下范例,然后规定学生分两人小组，按表格所列内容对话A:Are theclasses bigin ChinaB:Yes,theyare.A:How manystudents arethere ina class in ChinaB:There arefifty.2）两人小组活动造句后，请几对学生上台演示，然后规定大家评价第2小节教学可参照“教师用书”的提议进行Module2On theTelephoneUnit1Can Ispeak toGu Ming,pleasePreparation1）教师在黑板上画一台电话或在讲台上放一台电话机，问学生Whafsthis问某些学生Whats yourtelephone number回答后，教师阐明，本模块是学习打电话情景中的常用语，并在黑板中心上方写出本模块和本单元标题
1.Look andlisten.Then repeat.1）教师边做某些动作边向学生阐明Im doing...52:Lets…53:Why not...54:What about...55:Were goingto...56:We could...The wholegroup decidesthebestgift forhimorher.The groupleader reportshis groupsbest suggestiontothe whole class.Unit2Howdowe makeitTake intoclass the following things:a puppet,pen,pencil,eraser,ruler,pencil sharpener,coloured pencils,scissors,card,glue andanything elsewhich isfrequently usedwhen making a puppet.Step1Brainstorming.Teacher:Tomorrow wewill make a puppetin ourEnglish class,What shall we bringto ourclassStudents introducethe followingthings:pen,pencil,eraser,ruler,pencil sharpener,coloured pencils,scissors,card,glue.Atthesametime,teacher holdsup therealobject.When theSs introducethe thingsabove,they hadbetter usethestructures:Shall webring...Lets bring...Why notbring...What about...Were goingto bring...We couldbring...Step2Present someuseful verbs.Teacher introducesthe followingverbs bydoing theactions andmaking asentence.E.g.Verbs SentencesActionsdraw a picture We usethepencil to draw apicture.drawa straight lineWeusearulertodrawastraightline.cut outapictureI usemy scissorsto cutoutapicture.rub out...colour...Step3Look andlisten.Sslook atthepictureand answer thequestion:What arethey doingTheyremakingapuppet.Hold up the object.Play thetape and ask theSs to followthepicture sequencein their books.Play thetape againand asktheSs tofollowthe dialogue.Next,playthetapeand pause atthe endof eachutterance fortheSs to repeat.Finally put theSsin pairs,andask themto practisethedialogue,taking it in turnswith theroles.Step4Pronunciation.Listen andsay.Ask theSs to read throughthe sentencessilently tothemselves,trying toget stressesinthe correct places.Play thetape while they follow in their books.Play thetape again,and pauseaftereach sentencefortheSs to repeatindividually andchorally.Listen andsay.This exerciseworks onthe//and//minimal pairof post-alveolar fricatives.Get theSs practicingthe//and//sounds in isolation.Then ask themto read thesix wordssilently tothemselves.Next playthetape while they followthe words intheir books.Then playthetape again,getting theSs torepeat aftereach wordand eachpairofwords.Step5Lets makeit.Teacher shouldtell the students tobring all the materialstotheclassinadvance.Divide theclass intoseveral groups of four*.Group1:Make acup oftea.Group2:Make apaper plane.Group3:Make apainted egg.Group4:Make akite.Four Ss workin groups.One studentwrites down the instructionsof makingit First...Second...Next...Andthen...,othertwoget all the materialsready andmake them,the fourthintroduces theirproduct tothe wholeclass.The whole class voteand decidewhich groupsarethebest makers.Unit3What dowe dofirst Step1Introduce the ordinal numbers.first-tenthA guessinggame:Teacher introducestheordinal numbers first-tenth byguessing whohas got the puppet.Teacher takesintoclassten masksface-covering andeach ismarked withone ordinalnumber fromfirst-tenth.Ask ten Ss toput onthe masksand standin lineinfrontof theclass with their handsat theirbacks.Ten Sspasson thepuppet secretly.When teachersays“Stop passing”,tenSsstop passing.Then teacheraskstheSs seateda question:Who hasgotthepuppet TheSs seatedshould answerwith thecardinal numberonthestudenfs mask.E.g.the secondstudent.The studentwhoguessesright canget aprize from the teacher.Step2Complete thedialogue.Put the students into pairs.Ask themtolook atthelist ofwords.Tell themtheyhavetoputthe words into thegaps inthedialogue.When theyhave finished,get themto check theiranswers in pairs.Call back the answersby getting Ss to read outsections of thedialogue with the correct answers in them.Finally,when allhave the correct answers,put themintogroups of fourto practisethedialogue,taking inturnswiththevarious roles.Step3Pronunciation.Listen andsay.This exerciseworks onthe/f/and/v/minimal pairof labia-dental fricatives.Ask theSs tolook throughthelist ofwords.Play thetape whilethey follow intheirbooks.Play thetape again,pausing toallow themtorepeatindividual words and pairs.Step4Listen andwrite down.Ask theSs to have theirpens/pencils andapieceof paper/page readyto write down5ordinalnumbers.Theyshould write1,2,34,5down onthe page.First,playthetape whilethey justlisten.Theyre notallowed to write.Then,playthetape twicethrough,allowing themto writedown theiranswers.Ask themto checkspelling in pairs.Then call back the answers withspelling andwritethe answers onthe board.Step5Complete the table.Ask theSs to completethe table intheirbooksindividually.When theyhave finished,they cancheck.Call backthe answersandwrite themonthe board.Unit4I hopeyougetbetter soon.Step1Watcha part of the cookeryprogramme onTV.Teacher findssome recipesfrom我爱我家on CCTV-
2.Circulate themin class.Select onerecipe,e.g.making fried rice.Brainstorming:1In groups of four,students writedown theEnglish namesof asmany differentkinds of ingredients neededabovewithin threeminutes.Teacher willgive helpif theyneed.2See whichgroup canmake thebiggest list ofingredients.Review foodvocabulary.Introduce new vocabulary:cooked shrimps,cooked chicken,pepper,onions,oil,etc.,by bringingsome realobjects toclass.Students areinterestedintasting theseobjects.learning the newwords bywatching,tastingReview thetime adverbswith Ss,e.g.first...,then...,next...,when...,finally...Draw asimple picturestep bystepontheboard,using thetime sequenceand theprocedures ofcompleting ajob.Introduce someactionverbs formaking friedrice:stir,add,chop,cook.Demonstrate theactions inclass withsimulated objects,such asa toycookery set.Step2Match the pictures tothe instructions.Ask theSs tolook atthewritteninstructions formaking friedrice.Get themtoread them out and clarifyanylanguage problemstheyhave.Ask themtolook atthe pictures ofsomeone makingfriedrice.Get themto tellyou what is happening in eachpicture.Finally callbackthe answers from the whole class.Step3Complete thedialogue.Ask theSs tolook atthelist.Check that they knowthe meaningsof allthe words.Say them,and have the Ssrepeatthem after you.Then asktheSs toputthe words intothespaces inthe letterindividually.When theyhave finished,ask themto check witha partner.Then callbackthe answers,by gettingSs toread out the sentencesone byone.Step4Tasks:Making a dish for a picnic.Ss workinpairs to askeach otherquestions:What fooddoyou like to have onyour dishfor apicnic Andtickthe ingredients.The pairthen writesasentenceabout theingredients theyhave chosen.What fooddoyoulike tohave onyour dishfor apicnicTick,then write.noodles ricepotatoes oilbread Jfish eggschicken Vshrimp greenonion Jbananas applesVI like tohave,...and on my dishfor apicnic.Write therecipe:How areyou goingto makeadishforapicnicMy Sandwiches
1.First,.
2.Second,___________________________________
3.
4.
5.
6.Select Ss,good workandmakea boarddisplay entitledMy dishforapicnic”.Step5Hospital Visits.Ask theSs if theyhaveever visitedanyone inhospital.Ask thosewho sayyes to tell theclass what theytook.Make alistontheboard.Ask thenwhattheywould takeif a classmate wasinhospital.Then asktheSs tolook atthefour picturesand tellyou whatthey can see.Module10CustomsUnit1Would youlike tocome tomy birthday partyStep1Lead-in.Teacher introducesbirthday byshowing theSsapicture ofone studentslast birthday party andasking them“What arethey doing”Students workinpairs,filling intheformbelow.A BWhat isyournameWhen isyour birthdayWhatwould youlike todoStep2Present howto makeand refuseinvitations.Teacher:Most ofus wouldlike tohave a birthdayparty.Wed like to invitefriends toour birthdayparty.Present thestructure asfollows:51:Would youliketomy birthdayparty52:Yes,Id liketo.53:Oh,Vm sorryI cant...+excuseChain drill.Students askeach otherthestructuresabove.Make asurvey:Suppose XXXis goingtohave abirthdayparty this Saturday.He/She wantsto know:Who iscoming to yourbirthday partyWho isnt comingtoyourbirthday partyAndwhy isnthe/she comingDividetheSs intogroups of6-8to makeasurveyfor her/him,using thestructures asfollows:Would youliketo come to her/his birthdayYes,Td liketo.Oh,Im sorryI cant..Each groupreports theirsurvey tothe whole class.Step3Look andlisten.Dialogue1Ask theSs toread throughthedialoguesilently tothemselves.Play thetapewhilethey follow intheirbooks.Ask them:What is happening inthedialogueA girlis invitingherfriendto herbirthdayparty,and thefriend acceptsthe invitation.Play thetape againandpauseit aftereach linefortheSs torepeat chorally and individually.Put theminpairs topractisethedialogue.Step4Look andlisten.Dialogue2Repeat theprocess above.The answerto What is happeninginthedialogue”will be:“The girlis invitinganother friendtoherbirthdaypartyandthefriend refusesthe invitation.Then askWhydoes sherefuse theinvitation”Because itsher babybrothers birthdayonthesame day.Step5Look andlisten.Dialogue34Repeat theprocess above.Step6Pronunciation.A.Listen andsay.Ask theSs toread throughthe sentencessilently tothemselves.Play thetape once whiletheyfollowthesentences intheirbooks.Play thetape again,pausing aftereach sentencefor themtorepeat.B.Listen andsay.This exercisepractises the//and//dental fricativesounds.The differencebetween thesesounds is the positionof thetongue:itisbetween the teeth witha lotof aircomingout besideit forthe//sound ofbath,third andthin,and buzzingjust behindtheteethforthe//sound ofwith,they and then.Try togettheSs tofeel thesesensation as they practisethesoundsinisolation.Then playthetapeand let them listentothesix wordsintheirbooks chorallyandindividually.Step7Listen tothe peoplemaking invitations.Tell theSs theyare goingto hearpeople invitingfriends todo differentthings.They shouldput atick underthe correctcolumndepending onwhether theperson acceptsor refuses.Play thetape all throughoncewhiletheSs justlisten.Play itagainfor themtomark theiranswers.Ask theSs to check theiranswers witha partner.Play thetape againfor themtocheckagain.Call backthe answers from the whole class.Answers:
1.accept;
2.refuse;
3.refuse;
4.accept;
5.refuseIf there are anycomprehension problems,playtheparticular dialogueagain severaltimes.Step8Work inpairs.Take itin turnsto invite each otherthefollowingthings.Accept someand refusesomeof the invitationsasyou wish.Ask theSs tolook atthelistof invitations.You mayhave themread themout.Put theSs intopairs.Tell themtotakeitin turnstoinviteeachother tothe differentsituations,and choosewhetherto acceptor refuse.Get somepairsofSs toperformtheirdialoguesforthe restof theclass.Unit2Can youdo thatwith chopsticksStep1A game:Which groupknows mebest In groupsof four,theSstalk aboutwhat houseworkthey can/cant do.Distribute eachgroup onesheet and theywritedown likethis:I cancook ameal;I canwash myclothes,too....I cantmake mybeds;I cantset thetable at home....Invite one studentinone group tocome tothe front.Students intheother groups askthestudentinthefront:“Can you...”If theansweris“Yes,I can,his/her groupcangettwo marks.If theansweris“No,I cant.,his/hergroupshould loseone mark.Each grouptakes turnstocometothefront andanswers theother groups,questions.Seewhichgroup getsthehighest marks.Step2Presentation.Show aphoto ofa kitchen.There is a nicecupboard init.Ifs closed.Ask“Whats inthe cupboard^^Thenopen thecupboard andshow the students the things init.Then askWhats inyour cupboardat home”Show apairofchopsticks andask“Can Americansuse chopsticksat table”What dothey useat tableIntroducethenew words fork,spoon.Then askDo youusually helpto setthetableathome”“What isonyour tableathomeduring dinner”Step3Present thisdialogue:1Teacher:Can yoursister usechopsticks wellAboy:Oh,she cant.I can use themwell.Teacher:So canI.Explain:So canI“means I canusechopsticks well,too.”2When studentsunderstand the dialogues,get themto talk about theirdaily lifelikethisinpairs.Step4Look andlisten.Ask theSs toread throughthedialoguetothemselvessilently.Next playthetapewhiletheSsfollowthedialogueintheirbooks.Play thetape again,pausing forthestudents torepeataftereach sentence.Ask themquestionsabout the text:Can you drink soup from the bowl inEngland No,I cantCan you putchopsticks onthetable in ChinaYes,Ican.Put theSsintopairs topractisethedialogue.Step5Pronunciation.A.Listen andsay.Ask theSs toread throughthesentencessilently tothemselves,thinking about the can/cant pronunciation.Play thetapewhiletheyfollowthesentencesintheirbooks.Play thetapeagain,pausing aftereach sentencefor themtorepeatchorallyandindividually.B.Listen andsay.This exercisepractises thedifference inpronunciation whichoccurs whenyou addan“s”toa word ending ind andawordendingin“t”:the/s/and/z/pronunciation of thesletter-theyarealveolarfricativesounds.The studentswill beable tofeel airpassing roundtheir tonguewiththe/s/sound andthe buzzingsensationwith the/z/sound.Play thetapeandlet themlistentothe wordsastheyfollow intheirbooks.Play thetapeagainfor themtorepeatthe individualwords andpairs,chorallyandindividually.Step6Make alistof allthethings youcan andcant doat dinnertablein China.1Start by asking theSs to tellyouthethingsthat youcan andcant doat tablein Chinainthedialogue inActivity
1.List themontheboard intwo columns:CAN CANTdrinksoupfrom thebowlplay withchopsticksleave chopsticksonthetable leavefood onthe plateleavefood oncenter dishes2Ask theSs toadd moreto eachcolumn individually.3When theyhave finished,they shouldcompare theirlists witha partner.4Call backthe answersfrom theclass andadd themthe lists.See ifeveryone agrees/disagrees withtheideas suggested.Unit3We shouldhave goodtable manners.Step1Video observation.Watch twovideo sequencesandfindout whatswrong with their table manners.Take intoclass twoone-two-minute videosequences aboutChinese Table Manners andWestern TableMannersacted anddirected bySs themselves.But ineach clipthereareat leastfive impolitetable manners.Ss areaskedtoview andfindoutwhat arethe impolitetable manners.Those whocanspeakoutthe most impolitetable manners andcorrectthem cangettheprize:Best TableMannersBoy/Best Table Manners GirlStep2Complete thedialogue withwords fromthe box.Ask theSs tolook atthe picturesand tellwhatthey think theyshow.Direct themtothe wordsinthe box,letthemread thewords tothemselves,then practisesaying chorallyandindividually.Next ask themtoread throughthe text,then they should insertthewords fromthe box intothegaps.When theyhave completedthe task,asktheSs tocheck theirwork witha partner.When callbackthe answers,by asking differentSs toread thesentences.Order of the missing words are:meat,plate,rice,fork,fish,bowl,chopsticks,meal,spoon,mouths.Finally puttheSsintopairs toread thedialogues,taking itinturnsto askandanswer the questions.Step3Pronunciation.Step4Listen andputthe pictures of the foodintheorder youhear themmentioned.Brainstorming:In groupsof four,students writedown theEnglish namesof asmany differentkinds offoodin the pictures ofthe textor theyeat as possible withintwo minutes.Teacher willgive helpif theyneed.Seewhich groupcanmakethebiggestlist.Write upthenamesontheboard:cake,ice-cream,small sandwiches,long noodles,steamed dumplings,sausages onsticks.Have theSs repeatthenamesafter you.Tell theSs theyaregoingto heara conversationbetween aChinese anda westerngirl,talkingaboutbirthdayparty food.While theylisten,they shouldnumber the pictures1-6in whichthey talk about them.Play thetape throughoncewhiletheSswrite nothing.Play thetapeagainforthemto numberthepictures.Ask themtocheck witha partner.Play thetape oncemore forthem alltocheck.Answers:l.long noodles;
2.steamed dumplings;
3.birthday cake;
4.sausages onsticks;
5.small sandwiches;
6.ice-creamStep5Do thereading.Ask theSs tolook atthepictures.Explain whatthey cansee happeningin them.Tell theSs toread the text ChineseTableManners“silentlytothemselves,then answer themultiplechoicequestions.When theyhave finished,they shouldcheck witha partner.Call backthe answersfromthe wholeclass,gettingSstoread the wholecorrect sentence.Answers:l.A;
2.B;
3.B;Unit4Would youliketocometothe partyStep1Complete thedialogue withwords fromthe box.Ask theSstolook atthewordsinthebox.Read them and have them repeatchorallyandindividually.Next,ask themtoreadthroughthegapped textsilentlytothemselves.When theyhave finished,they shouldputthewordsfromthebox intothe text.When theyhave completedthe text,theycancheck itwitha partner.Finally,callbackthe answers,askingdifferentSstoread thesentences,inserting themissingwords.Answers:park;homework;tomorrow;party;picnic;day;money;boat.Step2Listen andsing.Ask theSstoreadthroughthe textofthesong.Check anynewvocabulary.Say thesentences,andhave theSsrepeatthemafteryou,chorallyandindividually.Play thesong onthetapewhiletheSs listenandfollowthewordsintheirbooks acouple oftimes.Step3Tasks:Visiting aHome forthe aged.1In groupsof six,talk about“What presentshallwetake andWhat twoother thingsshallwetake”,using thestructuresasfollows:2Shall we...3Lets…4Why not...5What about...6We^egoingto...7We could...8The wholegroup decidethebestgift forthe Aged.9Each groupreports theirsuggestionstothewholeclass.The wholeclass voteand decide what wewilltake.10The wholeclass discussanddecide:When andwhere shallwe meetWhat shallwe payattention toStep4Around theworld:TableManners.Ask theSstolookatthepicturesandtellyouwhatthe peopleare doing in them.Ask themto decidewhich representswhat isdone inEngland,inChinaandinboth.They shouldwrite thenumbersofthepictures underthecorrectheadings.Make aposter:Different countrieshave differenttablemanners.Show themmore pictures of tablemanners inChina orEngland.Ask themto makeaposterabout westerntablemannersandChinese tablemanners.Ss workin groupsof four and choosetotalkabout oneof them.Distribute anenlarged sheetto eachgroup.Theyre to work together.One studentcan write,one studentcanlook forinformation,onestudentcan drawor stickapictureon theirposters...They canrefer tothe books,Internet ortheteacherif theyneed.Invite eachgrouptocometothefrontoftheclass totalkabouttheirposters.Display someoftheposters ontheclassroom wall.Module11The GoldenTouchUnit1Stepl Warming up.Ask theSs if they knowany fairy tales.Invite astudent totell oneeither in English orinChinese.Step2Preparation.Show theSs somepicturesofthose thingsthat usuallyappear infairy talesincluding theseven picturesin thetextbook.Ask theSstotalkaboutthepicturesingroupsof four.Try toelicit anythingthey knowabout them.The aimof thisstep is to revisesome learnedwordsandcheck iftheSsknowthe meaning ofthenewwordsin thislesson.Step3Match thepictures.Ask theSstolookatthewordsinthebox intheir textbooks.Most ofthese arenew tothem,so youwill havetoexplain them.Try todothisinEnglishusing mimeactions,and simplewords.You maytry these,or inventsomethingsimilar,for example,if thereis apond inyourschool然后解释“am（is,are）+v-ing”形式表达的意思教师对学生说A和B在交谈他们在谈什么呢？请听下面一段对话并回答下面的问题:What is Gu Mingdoing如下三段对话的教学方式与上相似教学中使用的参照用题如下:What isWei GangdoingWhat isFeifei doingWhat is Asmotherdoing学生答完问题后，规定他们跟读四段对话的录音学生跟读完对话后，教师组织两人小组活动操演这些对话，然后规定他们演示和评价本节学完后，接学第4小节内容第4小节内容的教学可参照“教师用书”的提议进行第
2、3小节的教学可参照“教师用书”的提议进行Unit2Were Skipping!Preparation教师进教室后问几种学生What areyou doing教师组织两人小组活动，按如下范例对话A:What areyou doingB:Tm...A:What is...doingB:He/Sheis...两人小组活动后，叫几对学生上台演示，然后规定大家评价评价后接学本单元第2小节
2.Pronunciation.1）教师边做动作或画简笔画边教词语skip,long jump,swim,exercise,draw,run;2）让学生跟读本小节B部分内容学音标3）让学生跟读本小节A部分内容并小幅度地做对应的动作4）接教第1小节内容第3小节的教学可参照“教师用书”的提议进行Unit3My sisteris readinga book.Preparation教师设置打电话情景，与几种学生打电话交谈教师组织两人小组活动，按如下范例对话A:Hello,
6382318.B:Hello.This is...Is...theregarden,orapalace inyour town,then refertothem:A fairyis amagic woman.She canmake youhave whatyou want.You cangive heryour bookand she goes“Whoosh!”act thisoutandit changesinto bread.Which pictureisthe fairyGold is a veryimportant andexpensive sortof metal.I havesomething made of gold onmyhand.Look!Thisis agold ring.Which pictureisthe goldA robeis abig kindof coatmadeofbeautiful cloth.A kingor someoneimportant usuallywears it.Whichpicture isthe robeArose isa verybeautiful kindof flowerwithalovely smell.Which pictureistheroseA palaceisavery bigkindofhouse withhundreds ofrooms wherea kinglives.Which pictureisthepalaceA cupis somethingyoudrinkfrom.Which pictureisthecupA pondisasmall lake,asmallarea ofwater,often ina garden.Which pictureisthepondWhen youare surethey understandallthenewwords,ask themtowritethem next tothepictures.Step4Discussion.Ss workinpairs.Ask andanswerthequestion/A fairygives youone wish.What doyou wantTry toencourageSsto show theirown opinions.The answeris open.Ss workingroupsof four.Tell themtoread thequestion“The fairygives the king inthis storya wish.Whatdo you think hiswish is”andask themwhattheythinktheansweris.Give themsome timeto discussandthen collect theiranswers.Step5Presentation.Ask theSstolookatthepicturesbeside the story andelicit fromthemwhattheycansee whatshappening.Answer:The kingwants moremoney.A fairycomes.The kingis touchingthe rosesandtheyare turningtogold,etc.Step6Reading.The aimof thisstep is to improve Ss reading ability.Ask themtoread the first part ofthe storysilentlytothemselves.Try to find the right answer:The kingwishesfor everythinghe touchesto turn to gold.Play thetape fortheSsto listen.Check whetherthey understandthe vocabulary.Play thetape fora secondtime.Pause forthemtorepeatchorallyandindividually.Step7Activity.Put thestudents intogroupsofthree.One isKing Midas,one isthe fairyand oneisthenarrator.They shouldthen read the story,with Midasandthefairy sayingthethingstheysayand think.They shouldread itthree times,each timetaking adifferentrole.Step8Demonstration.Ask somegroups to act the story out.This taskis to give themmore chancestoshow their actingability.Step9Homework.Try to retell the story.Unit2Stepl Revision.Show theSs theseven pictures on Page
90.Ask theSstoretell the story in Unit
1.The aimof thisstep is tohelp Ssimprove theiroral English.Step2Reading.This step isto improveSs reading ability.Ask theSstoread the4statements inpart1tothemselvessilently.Read themwhilethestudents followintheirbooks.Read them again,pausing forthemtorepeatchorallyandindividually.Ask themtoreadthe statementsagainanddecide individuallyiftheyare trueor false.They shouldput TorF”nexttoeachsentence.When theyhave decided,they shouldcheck witha partner.Finally tohave individualsreadthesentencestothewholeclass andsay Itstrue/falsa“after.Ask therest oftheclass“Is sheright”,expecting theanswer66Yes,he/she is.or No,he/she isnt.Answers:
1.False;
2.True;
3.False;
4.True.Step3Group work.The studentslookatthepicturesandtellwhattheyare.Ask themto pronounceand spellthewordscoirectly.Check theanswers withthewholeclass.Then askthequestion“What otherthings doyou thinkMidas turnsto gold”.Put themingroupsoffour andaskthemtodiscuss theanswers withgroup members.Ask themtowritetheanswers tothequestion.Step4Competition.When theyhave finished,callbacktheanswersfromtheclass.You mayhave acompetition to see whichgroupcan saythemostwordsinthe giventime.Make alistofwhat Midasturnsto goldontheblackboard.Step5Writing.Ask thestudents towritedownthewords on their textbooks andencourage themto memorizemore words.Step6Homework.Review thenewwordsin Unit
1.Unit3Step1Warmingup.Revise thenewwordsinUnit
1.You mayhave abrainstorm torecall asmany wordsaspossible.Step2Preparation.Present thepicturesinUnit3tothestudents andaskthemtolookatthepictures carefully.Talk aboutthepictures.You mayaskthem:Who isthe girl”What ishappening”Whatdoyou thinkisgoingtohappen^^andsoon.Encourage themto speakouttheirown ideas.Step3Reading.The aimof thisstep isto improveSsreadingability.Taskl:Skimming.Ask themtoread Part Twoofthe story quicklyandfind therightanswers tothe questions.“Who isthe girl9,The kingsdaughter—the Princess.“What ishappening^^They arehaving breakfast.“What isgoingtohappen,,Midas isgoingtoturn hisdaughter to gold.Task2:Scanning.Ask themtoreadthe storymore carefully.And thenanswer somemore questions.Does PrincessMary likethegold flowers inthe gardenHowdoyou knowWhathappens tothe cupWhendoes thelittle princessturn togoldHow doesthekingget hislittle princessback这个问题是85页上的第二个练习提前到此重要是由于问题层层深入，有助于学生理解课文；同步它又为第五个问题“什么是我们生活中最重要的东西？”做了铺垫What isthemostimportant thingin lifeGive themsome timetoread and then check theanswers withthewholeclass.Suggested answers:No,she doesntlikethegoldflowersinthe garden.Because shesaid toher fatherSomething badishappening.The flowersare allgold.”Whentheking picksupthecup,it turnstogold.When herfather putshis armaround herto comforther,she turnstogold.He washeshis handsinthegarden pond and everythingturns backfrom beinggold.The answeris open.开放性的问题，教师可以适时地进行思想教育，为学生树立对的的人生观和价值观打下基础Step4Reading aloud.Play thetape ofthe storyall throughfortheSstolistenandfollow.Check ifthey understandthe vocabulary.Play thetape fora secondtime,this timepause forthemtorepeat sentenceby sentence.Put thestudents intogroupsoffourandhave themreadthe story,each takingapartas narrator一Midas,theprincess andthefairy.They shouldread itthrough fourtimes,so thateveryone readseach part.Step5Consolidation.Ask thestudents tolookatthepictureson page
95.Get themtotellwhattheycansee.Ask“In whatorder dothethingsturn togold”andletthem putthepicturesintheright order.They shouldthen check witha partner.Finally callbacktheanswersfromthewholeclass andcheck theanswers.Suggested answers:l.The robe
2.The flowers
3.The cup
4.The PrincessStep6Homework.The students should preparetoact outthefairytale.Ingroupsoffourthey eachshould takeapartas narrator,Midas,the princessandthefairy.Unit4Stepl Revision.Invite somegroupstoactoutthewholestory.Step2Presentation.Present thefive pictureson page
96.Ask thestudents tolookatthem carefullyandsaywhatishappening.Step3Writing.Tell thestudents to decidewhatthepersonis sayingineachof themwithout lookingback atthe story.Theyshould thenwrite itindividually inthe bubbles.When theyhave finished,they shouldchecktheiranswers witha partner.The answersare unnecessaryto beidenticalin languageterms,but they should becorrect instory terms.And thenchecktheanswers withthewholeclass.Ask forand acceptalternatives.You maywritethemon theboard.Suggested answers:T wanteverything Itouch toturn togold.-Do youreally wanteverything youtouch toturntogold-Yes,I do.
3.Im goingto bevery rich.
4.Something badishappening!
5.-I wantmy littlegirl back.-Go andwash inthegardenpondandall willbe wellagain.Step4Presentation.Present theuse of“why/because”.Write ontheboard:“Do youlike flowers^^andelicittheanswer6€Yes,I do.Then write:Why doyou likeflowers”.Ask thestudents andtrytoelicit ananswer likeThey arebeautiful.Then writeontheblackboard:“I likeflowers because theyarebeautiful.Step5Practice.Read the4-part dialoguethrough,and thenhavethestudents repeatit afteryou.Ssworkinpairsto makeupsimilar dialogues.For example:-Do youlike football—Yes,I do./No,I dont.—Why doyoulikefootball/Why dontyoulikefootball—Because itis interestingto playfootball.Ask somepairstodemonstrate.After they know howto answer“why”questions,youcanaskthemtolookat Part2on page
96.The answers to thisexercise areopen,but thestudents mustwrite theirown opinions.Give themsome timeto answerthe questions individually usingbecause”.When theyhave finished,askthemtocheckinpairs.Finally,callbacktheanswersfromthewholeclass.Allow forvariation ofresponse.e.g.Midas isa goodking because hedoesnt wantto berich inthe end./Midas isa badkingbecausehe wantseverything toturn togold.Step6Summary.Through thisstep thestudentsshouldlearntowriteasummary ofa story.Taskl:Put thegiven summaryintheright order.Read throughtheinstructionswhile studentsfollowintheirbooks.And readthroughtheexample.The firstsentenceshould be“Midas wantsto bericher.^^This stepistocheck Sscapacity forknowledge andunderstandingand toimprove theirideation atthesametime.Task2:Write anew summary ofthe story.Ask students toworkindividually andwriteasummaryofthe story.Call backone ortwo summariesfor thewholeclass iftime permits.Step7Homework.Finish writingthe summariesofthe story.Module12HUA MULANUnit1Stepl Warmingup.Show thestudentsacartoon filmnamed Hua Mulan ifpossible,to givethema general idea aboutthe story.Step2Presentation.Present apicture of Hua Mulan.Ask thestudents tolookatthepictureandtellwhattheycansee.Give themthenecessary vocabularyiftheyask.Step3Reading aloud.Read thewords throughandhavethestudentsfollowintheirbooks.Give themEnglish explanationsifpossible.Then read themagain,pausing aftereach wordforthestudents torepeatchorallyandindividually.Make surethat theyall understandthe meaningofallthewords.The aimistoenlarge theirvocabulary.Step4Writing.Ask thestudents toreadthroughthe texttogetageneralideaaboutthe passage.Then trytoputthe givenwordsintheblanks individuallyto completethe descriptionofthepicture.Check theiranswers inpairs.Call backtheanswersfromthewholeclass.Suggested answers:army;war;soldiers;country;general;wearing;horseMake sureeveryone hasthe textcorrectly written,then askthemtoreadthewhole passagealoud together.Pay attentiontotheirpronunciation andintonation.Step5Discussion.Ask thestudents tothink aboutwhat soldiersdo.Discuss theanswersinpairs.And writedown theiranswersunder thefour questions.Circulate andprovide anyvocabulary theyneed anddont know.When theyhave finished,ask somepairstoillustrate.Tell themthat manydifferent answersare possible.Call backanswersfromtheclass.Allow forany reasonablesuggestions.Possible answers:
1.They fighttheenemy.They march.They parade.They protectthe country.They attackthe enemy.They killthe enemy.They diefor theircountry,etc.
2.They sleepinthebarracks/tents/the open,etc.
3.They eatarmy food.
4.Yes,a girlover18years canbe asoldier.Step6Story telling.Ask thestudents iftheyknowthe story ofHua Mulan.If thereare studentswho dont know,pair themwithsomeone whodoes.Ask thepairstowork togethertotell the storyinEnglish.Circulate andhelp withany necessaryvocabulary.When theyhave finished,callbackthe storyfromtheclass,getting differentstudents totell the story.Write anynew importantvocabulary ontheboardand practiseit.Step7Reading.Task1:Skimming.Ask thestudents toreadthestory quicklyandfindoutwhatpart ofthestoryit shows.Answer:HuaMulan says goodbyetoherparents.Task2:Scanning.Ask thestudents toreadthestory againmore slowlyand carefullyto see if itisthesame ordifferenttotheirversions.And thenfindtheanswerstothe questions:What doesMulan hearone daySuggested answer:She hearsthe emperoris gettingtogether anarmy andoneman fromevery familymust go.Is shehappy WhySuggested answer:No,she isnt.Sheis very sadbecause herfather is too oldto fightandher brotheristooyoung.What ideadoes shehave suddenlySuggested answer:She cango towar andfight.Where doesshegoandwhatdoesshebuy Suggested answer:She goestothemarket andbuys ahorse.How isshe inthe armySuggestedanswer:She fightsbravely andis praisedbythegeneral.While checkingtheanswers,you writedownthe key wordsontheboard.Theyll beuseful whenthe studentsretell thestory.Task3:Listening.The studentslistentothetape ofthestory carefullyandfollowitintheirbooks.Task4:Reading aloud.Ask thestudents toread aloudthetext.Pay attentiontothepronunciation andintonation.Step8Retelling.Try toretell thestory using thekeywordsontheboard.Give themsome timeto prepare,and thenask somestudents toretellthestory.Step9Homework.Read thetext againand preparefor retellingthestory.Unit2Stepl Revision.Askastudenttoretellthe first partofthestory.Step2Practice.Part1on Page
100.Ask thestudents toreadthe5multiple-choice questionsand circlethecorrectanswers.Students shoulddo iton theirown.When theyhave finished,they shouldcheckwitha partner.Then callbacktheanswersfromthewholeclass,asking theindividuals toread outthecorrectsentencescompletely notjust givetheletter!.Answers:l.B
2.A
3.C
4.B
5.A Ask thestudents toreadaloud thesentencestogether.Step3Competition.Givethemsometimeto findthewordsby themselves.They caneither underlinethewordsor writethem bytheside.Time themtoseewho isthe firsttofind8words.Check theanswers withtheir partnersandthenwiththewholeclass.Answers:emperor;army;war;fight;market;soldier;brave;generalStep4Practice.Put thestudents intopairs.Ask themto askandanswerthequestionsinpairs.And thenwritedowntheanswers ontheirtextbooks.Remind themoftheuseofbecause“to answerthe Why/Why not”questions.When theyhave finished,theyshouldcompare theiranswerswithanotherpair.Call backtheanswersfromthewholeclass.Write themontheblackboard.Possible answers:l.No,they aresadbecause shemay dieinthewar.
2.No,theydont,because sheiswearingher fathersclothes.
3.Openanswers.Step5Homework.Try toreview thewordsandexpressions inthis unit.Unit3Stepl Warmingup.Review theprevious lessonbyaskingsome questionsaboutthefirstpartofthestoryofHuaMulan.And then，present aquestion:Whatdoyou thinkmay happenten yearslater”Encourage thestudents toimagine.Step2Presentation.Present thepictureson page102tothestudents andaskthemtolookatthepictures carefully.Talk aboutthepictures.Encourage themto makeup asmany sentencesaspossible.You mayaskthefollowing questionstohelp themdescribe.e.g.:“Who arethey inthefirstpicture”The kingand Mulan.“What isthe girldoinginthe secondpicture”Sheisdressing herselfup.“Whatishappeninginthe thirdpicture,,People arevery surprised.etc.Step3Reading.The aimof thisstepistoimproveSs,readingability.Ask thestudents toreadPartTwo andseeiftheirdescriptions matchthetext.Step4Reading aloud.Play thetapeofthestoryallthroughforthemtolistenandfollow.Check ifthey understandthe vocabulary.Playthetape fora secondtime andthis timepause forthemtorepeat sentenceby sentence.Put thestudents intogroupsoffourandhavethemreadthestory,each takingapartas narrator,Mulan,theemperor andthe soldier.They shouldread itthrough fourtimes,so thateveryone readseach part.Step5Practice.Ex.l on page
102.Tell thestudents thatthesentencesinthestory havebeen mixedup andtheymustput theminorder asintheexample.Make surethatthestudentsdoputthewordsintherightorder tomake sentencesontheirown.When theyhave finished,theycancheckwithapartner.And thencollecttheanswers.Suggested answers:
1.Mulan meetsthe emperor.
2.Mulan andher soldier friends gohome.
3.Mulan seesherparents.
4.Mulan wearsher old dress.
5.Mulan9s soldierfriends arevery surprised.Step6Consolidation.Taskl:Who doyouthinksays these thingsAsk thestudents tolookatthesentencesin Ex.2onpage103and readthem silentlytothemselves.Encourage themtodecidewho saysthesethings.After theywritedowntheanswers,theycanchecktheanswerswithapartner.Finally callbacktheanswersfromthewholeclass andchecktheanswers.Suggested answers:l.Mulan says,“Can Ihave thathorse,please”
2.Mulan9s soldierfriends say,Who areyou
3.The emperorsays,“I wantto giveyou somethingbecauseyou arevery brave,Mulan.^^
4.Mulansays,Goodbye,Mum andDad.”
5.Mulans parentssay,“Welcomehome,Mulan.Task2:Put thesentences fromActivity2intheorder ofthestory.Ask thestudents tolook back at Activity1andre-readthe5sentences.Tell themtheyarenot inthe correctorderastheyhappen inthestory.They shouldnow writetheminthecorrectorder individually.When theyhave finished,theyshouldcheckwithapartner.Finally callbacktheanswersfromthewholeclass.Answers:4,3,1,5,
2.Step7Discussion.Task1:Part4onpage
103.Ask thestudents to answerthequestions individually,without lookingbackatthetext ifpossible.Then askthemtodiscusstheanswersingroupsoffour.Check theanswers togetherwith thewholeclass.Possible answers:The emperorwantstosee Mulanbecause sheisverybrave andhe wantstogiveher something.The emperorgives Mulana horse.Mulan putson herolddresswhen shegets home.The soldiersdont believetheir eyesbecausetheydontknowthat Mulanisagirl.Task2:Discussion:Do youlike MulanWhy/Why not设计这个讨论话题是为第四课中的讨论活动做铺垫After theydiscuss fora while,ask somestudents toshowtheiropinions.The answerto thisquestion isopen.Step8Homework.The studentsshould preparetowriteasummaryofthestory.Unit4Stepl Revision.Invite somestudents toreadouttheir summariesofthestory.Write downsome keywordsonthe blackboardifpossible.Step2Summary.Present thepassage inParti onpage
104.Ask thestudentstolookatthewordsintheboxandcall someSstoreadthemout.Make surethat theyunderstandthemeaningof eachword.Tell themtocompletethestorysummary belowusingthewordsinthebox.They shoulddo itindividually.When theyhave finished,theycancheckwithapartner.Collect theanswersfromtheclass,asking individualstoreadeachsentence.Check theanswers.Answers:fathers;army;brave;emperor;horse;parents;dress;girl;surprisedStep3Activity.Put thestudentsingroupsof8andaskthemto“perform“thestory.Each studentshouldtakeoneofthesecharacters:mother,father,brother,Mulan,emperor,general,soldierfriendand narrator.They canreadthetext fromtheirbooks,but theyshould tryand includesome mimedactions tokeep thestorygo on.When theyhavefinished,thegroupscan“perform foreachother.Step4Discussion.Ask thestudentstoanswerthequestionsindividually.Remind themto use“because“toanswerthe Why/Why not“questions.When theyhavefinished,theyshoulddiscuss theiranswersingroupsoffour.Remindthem thatdifferent answersare possible.At last,ask somestudentstotelltherest theiranswers,accepting allreasonablesuggestions.Step5Doing asurvey.After doingaclasssurvey,thestudentsshould knowthe steps.Task A:Read throughtheinstructionswhile studentsfollowintheirbooks.Later askthestudentstolookatsome ofthe commentsaboutthestory.They aretotickoutthecomments theyagree with.And thentheyshould comparetheir choiceswiththeirpartners.Task B:Practice“Do youlikethestory”withthewholeclass,andthentell studentsto asktheir friendsifthey likethestory.Askthestudentstomakeanote oftheanswersthey receive.Give helpif necessary.Task C:Tick theappropriate statementaccordingtothe results they get.Step6Homework.Try todoasurvey amongtheir familymembers orrelatives.Report theresultsthenext day.A:No,hes/shes not.Hes/Shes doing...B:I see.Can Ileave amessageA:Yes.B:Canyou...A:...两人活动后，请几对学生上台演示，然后规定大家评价教师说:Susan和Sarah在打电话，电话的内容是什么呢？由此导入到本单元第1小节的学习
1.Read andfind.1）教师规定学生翻开书，阅读本节材料，并回答问题Is SusanbusyWhat is Susans father/mother/brother doingWhat isSusandoing规定学生按阅读材料内容，从方框内的词中选择合适的词填空教师组织两人小组活动操演对话两人小组活动后，请几对学生上台演示，然后规定大家评价第3小节的教学可参照“教师用书”的提议进行Unit4Liu Hongis runningafter hercat.Preparation1）教师进教室后问几种学生Whatare you doing2）教师自己做动作或请几种学生做动作，同步问学生What amI doingWhat is...doingWhat are...doing3）教师简介Hu Shanis sick.His friendisw汕him.What arethey talkingabout由止匕弓I入至U本单元第1小节的学习Listen andwrite.Hu Shanis sick.His friendiswithhim.1）教师规定学生听两遍本节内容录音并回答Whatis GuMing/Zhang HaiAVeiGangAVei Ming/Feifei/Liu Hong/the cat/doing教师规定学生听第三遍录音，并在材料空白处填进录音中对应的词教师组织两人小组活动操演所学材料两人小组活动后，请几对学生上台演示，然后规定大家评价第
2、
3、4小节的教学可参照“教师用书”的提议进行Module3My everydaylifeUnit1What areyou doingPreparation1）简要提醒Module2所学内容2）多媒体显示Module2中第4单元第3小节内容（可以换作ACTIONS TOMIME表中几种动词），组织学生再做Mime Game
1.Look andlisten.Then repeat.让学生先不打开书，告诉学生说下面有四段对话，每段对话中有三个人在发言他们在讲什么呢？告诉学生，下面将放对话录音两遍听第一遍时不打开书，带着如下问题听，然后打开书,边看书边听第二遍，听完后回答这些问题Is Markeating hisbreakfastWhat isFiona doingIsMaggie playingwiththedogWhat isDoris doing2）规定学生跟读录音跟读前，完毕第二小节教学（重在读准第二小节提醒内容）3）三人小组活动，模仿操演四段对话，然后演示评价
2.Work inpairs.教完第1小节后，接着教第4小节内容本小节的教学可参照“教师用书”的提议进行
3.Write whatthepeoplearedoing.本小节的教学可参照“教师用书”的提议进行
4.Homework.规定学生模仿第1小节形式造对话Unit2Im visitingmy aunton Saturday.Preparation1）简要提醒Unit1所学内容2）规定学生按自己所做的家庭作业分组活动，然后演示评价3）师生就下列问题做交谈，并引入本单元第1小节的学习What areyoudoingthisSaturday/Sunday（）Are youdoing sth.
1.Look andlisten.Then repeat.1）告诉学生A、B两位小朋友在谈论他们课后某个时间的活动请分段听他们的交谈录音两遍，然后回答问题（听第一段对话后回答）WhatisA doingon MondayWhenwill Aand Bhavethepicnic（听第二段对话后回答）Is Agoingtothecinemaon ThursdayWhenaretheyplayingbadminton（听第三段对话后回答）WhatisB doingon SaturdayWhenaretheyhavinga barbecue学生回答问题后，教师启发学生复习理解如下词语的意义和使用方法，然后用它们口头造句:have，ones picnic,visit sb.What about...,haveapiano lesson,How about...play badminton,on Thursday/Tuesday/Saturday/Sunday haveabarbecue・规定学生跟读录音跟读前，完毕第2小节教学・两人小组活动，模仿操演三段对话，然后演示评价
2.Work inpairs.规定学生联络自己的生活实际，参照使用第1小节模式，分两人小组造对话，然后演示评价
3.Listen andsing.本小节的教学可参照“教师用书”的提议进行
4.Homework.规定学生就他们星期天的活动造对话Unit3What areyou doingPreparation简要提醒Unit2所学内容规定学生按自己所做的家庭作业分组活动，然后演示评价
1.Complete thedialoguewithwordsfromthebox.1）规定学生打开书，按本小节指示语完毕选词填空练习2）规定学生跟（老师）读对话两遍后自读一遍3）三人小组活动操演对话，然后分别让几种学生扮作Mr Li,全班其他学生扮作Andrew,Diana,…“Mr Li”分别与他们谈话
2.Pronunciation.本小节提前至第1小节后上，以保持教学环节连贯其教学可参照“教师用书”的提议进行
3.Write aboutwhatyoudoattheweekend...本小节教学可参照“教师用书”的提议进行
4.Write aboutBills adventure.1）两人小组活动就九幅图进行对话，然后演示评价2）给学生几分钟，根据九幅图做口头作文，然后演示评价3）根据九幅图和口头作文提醒做书面体现练习
5..Homework.模仿本单元第4小节，写一篇书面体现，内容是自己的某次经历或活动Unit4Hes ridinga bike.Preparation简要提醒Unit3所学内容规定学生打开书，看第2小节的图，并准备按小节指示语完毕该小节的任务
1.Look andlisten...该小节教学可参照“教师用书”的提议进行
2.Work inpairs.本小节原为本单元第1小节，现根据本单元学习的难易程度和内容的连贯性，和本单元笫2小节的次序对调其教学可参照“教师用书”的提议进行
3.Correct thehomework.1）规定几位学生根据自己的家庭作业，论述自己的某次经历或活动，然后其他学生评价2）规定学生两人一组，互相批改家庭作业3）规定学生根据批改状况，总结出写作中常出错误和改正措施，为进入本单元第4小节学习作准备
4.Tasks:the Weekend本小节教学可参照“教师用书”的提议进行
5.Around theWorld:...本小节教学可参照“教师用书”的提议进行
6.Work withyour partnerand...本小节原为本单元第3小节，现根据本单元的连贯性调整为第6小节其教学可参照“教师用书”的提议进行
7.Homework.写一篇书面体现，论述自己课后业余活动Module4Come andplay withus!Unit1Come andplay withus!Preparation1）简要提醒Module3所学内容2）规定几位学生用英语论述自己课后业余活动，然后规定他们互改3）规定学生总结论述中常犯的错误及纠正措施
1.Look andlisten.Then repeat.1）告诉学生有两个同学在打电话，他们谈了些什么呢？请大家带着下面两个问题听第一段对话录音两遍，然后回答这些问题WhatisZhang HaidoingWhatisZhang Meidoing2）学生在回答问题时，教师协助学生理解对话中的生词或词语3）学生回答问题并纠正错误后，教师请他们打开书，先带读对话一遍带读过程中突出本单元第2小节内容，然后在适度讲解第2小节内容后，规定学生跟读录音带4）两人小组活动操演所学对话，然后演示评价5）用以上的方式教第二段对话
2.Work inpairs.本小节教学可参照“教师用书”的提议进行
3.Read andlisten.Then singthesong.本小节教学可参照“教师用书”的提议进行
4.Homework.模仿本单元第1小节造一组对话Unit2You cantalk tome,Auntie!Preparation1）简要提醒Unit1所学内容后，全班同学唱Unit1中所学歌曲2）两人小组活动按所完毕的家庭作业练习对话，然后演示评价
1.Look andlisten.Then repeat.1）告诉学生有两人在打电话，他们谈了些什么呢？请大家带着下面几种问题听对话录音两遍，然后回答这些问题WhoisAunt Xiaoyingtalking toWhatisGu Mings fatherdoingWhatisGuMingsmother doingWhatisGuMings brotherdoing2）学生在回答问题时，教师协助学生理解对话中的生词或词语3）学生回答问题并纠正借误后，教师请他们打开书，先带读对话一遍带读过程中突出本单元第2小节内容，然后在适度讲解第2小节内容后，规定学生跟读录音带4）两人小组活动操演所学对话，然后演示评价5）引导学生总结归纳“打电话”情景中的常用语言体现措施，如A:HelloB:Hello.Is that.../Hello.This is...。
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