【正文】 s andfind ways to solve the problems Write down 6（5mins)：Summarizing and assigning HMK Assign the : For today’s HMK, I’d like you to remember the new words and try to retell the story of Jeff to your parents and preview Section A1a, 1b, 1c, 2, 3 of Topic 、板書設(shè)計：九、后記：上課時間：第 3 周星期 2017年3月 2 日 備課節(jié)次累計：12一、內(nèi)容：Unit 5 Topic 2本單元以Feeling Excited 為主題。S6: It depends on the ，兩個as中間就用形容詞。take it easy, fail, someone, feeling, joke（2）能夠自如地運用以下交際用語進行交流。在Whilelistening環(huán)節(jié)設(shè)置由易到難的聽力活動，使學(xué)生聽懂有關(guān)情緒的簡單對話。 awareness: 了解有關(guān)京劇的知識。八、板書設(shè)計：九、后記：上課時間：第 周星期 2017年2月 16 日 備課節(jié)次累計：3 ：Unit 5 Topic 1 SectionB，學(xué)習(xí)問候、轉(zhuǎn)達感謝、表達觀點和看法、表示遺憾等的表達法；：通過Project的活動以作報告的形式介紹自己最喜歡的電影、劇目或者故事，對本話題所學(xué)內(nèi)容進行真實的應(yīng)用。T: “Linking verb + adjective” is a very useful can use it to express our feelings and hope you can use it freely in your daily the basic use of linking verb in ，并總結(jié)歸納語法項目。Teaching key points: hot dog, apple, banana, pear, plum,Time for lnuch, These are the foods we like to difficult points: plum,Time for lnuch, These are the foods we like to materials : Pictures of foods, procedure: up : T: Hello./Good morning/.How are you? Ss: Hello./Good morning/.I am fine.(先問全班,再問幾個學(xué)生) the the word:salad,toast, are the foods we like to :Look at the ’s this? Ss: salad,toast,cake T:,toast, are the foods we like to ．Presentatiaon/practice 一）單詞教學(xué)，T： Today we are going to learn a new ’s about the delicious ,listen ,，．教學(xué)：lunch，time for lunch。這時，教師鼓勵學(xué)生大膽讀童謠，并讓學(xué)生邊讀邊用雙手輕拍自己的大腿打節(jié)拍，以增加節(jié)奏感。Step關(guān)掉歌謠聲音，學(xué)生自讀。〈２〉難點：Three 的發(fā)音。（二）講授你們真友好，ball就把它的其他朋友也帶來和你們認識。S: Where are you from? T: I’m from?.S:No./ ):展示半張圖片，T:Where are you from? S: I’m from?.4):A):Learn the story T: Boys and you want to know where’s Hello from? S: Yes!T: look at the scream, Then answer my questions.(指著圖片里的人問)： Who is he/she? Where is Hello from? B):跟讀磁帶，學(xué)習(xí)新單詞，學(xué)習(xí)課文。What’s your name?（四）總結(jié)作業(yè)：用今天學(xué)的句子去認識其他班的同學(xué)，看看誰的朋友最多。學(xué)唱歌曲: A funny 、唱歌曲。：“Sing a song”。四．教學(xué)難點。Stage 2（10mins)： Leadin Step Teacher activity Student activityDesigning purpose利用目標語言談?wù)摷倨谏?，讓學(xué)生充分感知感官動詞。四、教法：任務(wù)型教學(xué)五、教具：多媒體課件/圖片六、課時安排：1課時七、教學(xué)過程：Stage 1(2mins)：Getting students ready for learning Stage 2（12mins)：RevisionWrite down adjectives about feelings as many as sentences with the adjectives on the Bb in 3（5mins)：Pre – listening Predict the answers to 1b and the main idea of ，提醒學(xué)生注重對話的關(guān)鍵詞和細節(jié)信息。四、教法：任務(wù)型教學(xué)五、教具：多媒體課件/圖片六、課時安排：1課時七、教學(xué)過程：Stage 1(2mins)：Greet as usual and then enjoy the song Do Re 2（12mins)：RevisionMake sentences to describe the pictures to review “l(fā)inking verb + adjective”.復(fù)習(xí)系表結(jié)構(gòu)的用法。三、重點：能熟練運用linking verb + adjective 結(jié)構(gòu)。Whilelistening的環(huán)節(jié)依然設(shè)置了不同層次的聽力練習(xí)，由淺入深地理解對話。當(dāng)答案并不唯一的時候要鼓勵學(xué)生想出不同的答案。四、教法：練習(xí)教學(xué)法五、教具：多媒體課件/圖片六、課時安排：1課時七、教學(xué)過程：Stage 1(2mins)：Greeting as for the new student makes a duty 2（12mins)：RevisionMake a conversation to review the back of Li Hong’s story and write a report to review adverbial clauses of reason and equal the passage and answer the questions in 3（5mins)：Pre – listening Learn the new words before down the new words on the 。正確運用原因狀語從句。教學(xué)難點：聽懂并理解故事內(nèi)容，順利完成相關(guān)練習(xí)。（2）學(xué)生能夠讀懂故事書中的小故事。在Whilelistening環(huán)節(jié)設(shè)置由易到難的聽力活動，使學(xué)生聽懂有關(guān)情緒的簡單對話。Read the form in 1b and predict the （7mins)：While – listening Read 1a and plete the table in then check the 1a again and answer the 5（14mins)：Postlistening Real with the difficult points in the the the passage according to a table to pare their group members with then write a short 6（5mins)：Summarizing and assigning HMK Encourage the Ss to summarize the key points八、板書設(shè)計：九、后記：上課時間：第 3 周星期 2017年3月 1 日 備課節(jié)次累計：11一、內(nèi)容：Unit 5 Topic 2Section DGrammar and Functions, 1a, 1b, 2,Project二、教學(xué)目的要求：本節(jié)課的課型為復(fù)習(xí)課。此外在語音學(xué)習(xí)環(huán)節(jié)將關(guān)注雙元音/ I?/和/ e? /的區(qū)別，句子中的停頓、弱讀和不完全爆破等，最后通過Project 的活動討論同學(xué)們的問題并提出相應(yīng)的建議，對所學(xué)內(nèi)容進行積極應(yīng)用，培養(yǎng)學(xué)生的綜合語言運用能力。本節(jié)課繼續(xù)上節(jié)課有關(guān)Li Hong 的情緒的話題進行討論和學(xué)習(xí)，功能句有問候、分享感受、安慰和建議。第三，通過2a 的寫作拓展練習(xí)，再一次鞏固系表結(jié)構(gòu)的用法。Stage 5（5mins)： Summarizing and assigningListen and read the words aloud, paying attention to the sounds of the underlined to find the rules and add more then listen and try to ，大單開口，反復(fù)模仿。所以在復(fù)習(xí)導(dǎo)入環(huán)節(jié)對感官動詞和形容詞做充分的復(fù)習(xí)鞏固。三、重點：1）感官動詞的用法。通過讓學(xué)生說準 “Don’t touch me.”同時體會歌曲游戲帶來的樂趣，并為學(xué)習(xí)主課文做準備。（二）呈現(xiàn)歌曲Colours，先聽一遍歌曲，第二遍的時候才跟著一起唱和做動作。新授：five, six ,seven, eightRabbits’ parents找到Rabbit five, six ,seven, eight被狐貍抓住了，如果想救他們就必需回答小黑板出示的問題： ★★★＋★★＝？（five）．．．．．☆☆☆☆＋☆☆＝？（six）...全班同學(xué)加入游戲回答問題幫助救回小白兔，同樣方法教授,seven, eight 新授：nine ,tenRabbit nine 和ten被關(guān)在轉(zhuǎn)盤理，全體同學(xué)必須同心協(xié)力叫他們的名字＂Rabbit nine，Rabbit ten＂，團結(jié)就是力量，兩只小白兔就可得救。同桌之間互相說一說)basketball，籃球（說兒歌，讀一讀做動作說一說說一說，摸一摸）volleyball，排球（說兒歌，讀一讀。（二）Teaching point: Where are you from?/I’m from?..（三）Teaching difficults: The pronunciation of the new words.（四）Words and structures: A: New words: where, you, from, star B: Structures: 1)Where are you from? /I’m from?..（五）Aids: pictures, tape recorder,word cards，head decoration, VCD(六)Teaching steps: Step 1: Warm up 1))Sing a 2: Presentation 1)放VCD，一個ESTAR從屏幕里飛出來，當(dāng)屏幕里的HELLO走出ESTAR的時候，藏在角落里的扮演HELLO的人也走出來 T: Oh!Who are you?H: I’m Hello!T: to meet you!H: Nice to meet you, : Where are you from? H: Where are you from? T: Ok, Let me make it sit down and learn English with ）然后老師點中國地圖，出現(xiàn)很多地方，老師邊問Where is it? 邊展示各個地方的名勝古跡。聽錄音正音。Rabbits’ parents 就展開了救回十只白兔的旅程，全班同學(xué)也分成幾個小組玩游戲幫助他們找回十兄弟。三、Teaching difficultiesKey points：掌握顏色單詞的正確發(fā)音Difficult points：顏色單詞purple，green，black。如此類推,表現(xiàn)出色的學(xué)生教師獎勵大拇指以示鼓勵。然后學(xué)說time for lunch。 Section B1a,1b,：幫助學(xué)生分類做課堂小結(jié),可使知識脈絡(luò)清晰,。所選諺語如果學(xué)生不能確切理解，教師要進行解釋。五、教具：多媒體課件/圖片/京劇音頻或視頻/歌曲《說唱臉譜》音頻或視頻六、課時安排：1課時七、教學(xué)過程：Stage 1(2mins)：Enjoy the song《說唱臉譜》.Stage 2（12mins)：RevisionEnjoy the tape or video of Beijing Opera 《貴妃醉酒——海島冰輪初轉(zhuǎn)騰》.And then make a conversation using the 3（5mins)：Pre – listening Have a contest to review linking verbs and sentences according to the linking verbs and adjectives on the （7mins)：While – listening Talk about the pictures in 2b and then write a short 5（14mins)：Postlistening Discuss their favorite movie, play or them down and give a 6（5mins)：Summarizing and assig