【正文】 ，所有執(zhí)那個(gè)音標(biāo)卡片的學(xué)生全站起來，依次類推，做完 4 個(gè)音標(biāo)的訓(xùn)練。 全班動(dòng)員，人人參與。） T: Everyone has a card. If I read ｜ ｜， raise your card ｜ ｜ . If I read ｜ t ｜， please raise your card ｜ t ｜ . Do you understand? 2.（一學(xué)生讀卡片上的音標(biāo)，其所在小組其它成員均舉起他 /她讀的音標(biāo)卡片。） T: Practice in groups. One reads the phoics, others raise your cards. 3.（接龍游戲。第一個(gè)學(xué)生讀一個(gè)音標(biāo)，全班其余的有這個(gè)音標(biāo)卡片的同學(xué)都邊舉卡片邊 讀。） T: Let’s have a new game. Example: S1 reads ｜ ｜， if you have the card ｜ ｜， please raise your card and read it out. 4.（預(yù)習(xí) 2，劃出交通工具的名詞和一般現(xiàn)在時(shí)的句子。） Step 3 Consolidation 第三步 鞏固 （時(shí)間： 10 分鐘） 1.（聽錄音 1，模仿原文語(yǔ)音語(yǔ)調(diào)。） T: Listen to 1， read after the tape. Pay attention to your pronunciation. 2.（檢查學(xué)生們是否已劃出 2 中全文的一般現(xiàn)在時(shí) 及交通工具。） T: Look at 2. Where are the simple present tense? Who wants to say: please! Well done. Clap your hands for him/her! Who wants to talk about the means of transport? Wonderful! Today I’m very glad. Why? Do you know? 3.（兩人一組，全班合作，接龍游戲，做 2。找學(xué)生讀一句英語(yǔ)，他的下一 位同學(xué)要翻譯此句，依次類推。） T: Would you love to play a game again? Ss: ... T: These are rules. Example: S1: Read the first sentence in English. S2: Say the same sentence in Chinese. S3: Read the second sentence in English. S4: Say the same sentence in Chinese. S5: Read the third sentence in English. S6: Say the same sentence in Chinese. Work in pairs and do 2. Can you catch me now? OK， begin! 4.（分組活動(dòng)，全班分三大組，一組讀譯一段課文。） T: Now， work in groups. We have three groups. One group read the first part in both English and Chinese， the other group read the second part in both English and Chinese， the last group read the third part in both English and Chinese. Go! 5.（男女生互相監(jiān)督。男生用英語(yǔ)讀全文，女生翻譯出全文，其余的男、女生監(jiān)督他倆是 否有錯(cuò)誤。若有錯(cuò)誤老師及時(shí)給予糾正。） Step 4 Practice 第四步 練習(xí) （時(shí)間： 10 分鐘） 1.（不看課文填表。培養(yǎng)鍛煉學(xué)生的記憶能力。 ） T: Don’t look at your books and fill in the chart on page 8. 2.（人體鐘游戲。某學(xué)生用肢體當(dāng)時(shí)鐘，其余同學(xué)復(fù)述 2 中的內(nèi)容。） T: Do you want to play a new game? A body clock. One student is a clock like this， all the rest retell the story on page 7. Example: （讓一同學(xué)用手臂表示時(shí)針和分針。游戲方法：主持人發(fā)令： Ready. Go!作“鐘”的同 學(xué)擺出姿勢(shì)，擺出 page 7 短文中出現(xiàn)的時(shí)間，其他同學(xué)根據(jù)姿勢(shì)猜時(shí)刻后，再?gòu)?fù)述出這個(gè)時(shí)間點(diǎn)里 Jane 所做的事情及活動(dòng)。） 3.（制作表格，介紹自己一天的活動(dòng)。） T: Make a new chart about your daily activities. 4.（利用課件，全班學(xué)生一起做 1。） 5.（利用課件，簡(jiǎn)單歸納一般現(xiàn)在時(shí)，設(shè)計(jì)如下：） （ 1） A: What time is it? B: It’s seven o’clock. （ 2） We want to know about the school life of American students. （ 3） A: Do they have a short break after lunch? B: No， they don’t. （ 4） A: How do you usually go to school? B: I usually go to school on foot. （ 5） A: How does Michael often go to school? B: He often walks to school. （ 6） A: How often do you go to the library? B: Three times a week. Step 5 Project 第五步 綜合探究活動(dòng) （時(shí)間： 10 分鐘） 1.（分組活動(dòng)。做 1。一組負(fù)責(zé)一個(gè)音標(biāo)，總結(jié)所有學(xué)過單詞中發(fā)這個(gè)音的單詞。） T: Do 1 on Page 7 in groups. First we’re divided into 4 groups. You’ll collect the words which pronounces the same phoic in your brain. 2.（四人活動(dòng)，使用音標(biāo)圖片一起學(xué)習(xí)這 4 個(gè)音標(biāo)的正確發(fā)音。） T: Let’s practice the four phoics in groups. Every group has four members. 3.（找?guī)孜粚W(xué)生把總結(jié)出來的所有單詞向大家匯報(bào)。） T: Have you finished your collection? I’ll ask some students to report your answers to the class. 4.（獨(dú)立學(xué)習(xí)，做 1 和 2。） T: Work alone 1 and 2. 5.（制表格做 5，復(fù)習(xí)這一個(gè)話題學(xué)過的句型及重難點(diǎn)。） T: Make a survey， just do 5 on page 8. Use the sentences and pay attention to the key words. 6.（分組討論，做 2，為下步布置作業(yè)作準(zhǔn)備。） T: Talk about 2 on page 7 in groups. 7. Homework: Write a passage about your daily activities. Topic 2 Section A The main activities are 1， 2a and 1， 2a 和 3。 Ⅰ . Teaching aims and demands 教學(xué)目標(biāo) 1. Learn the names of school buildings: playground， lab， room， gym， classroom， road， building， pool 2. Learn the names of other things: thing, card 3. Learn the present continuous tense: What are you doing? I am reading in the library. What is he doing? He is watching TV in the bedroom. 4. Learn likes and dislikes: Do you like our school? Yes， I do./No， I don’t. I like the puter room best. I don’t like the library. Ⅱ . Teaching aids 教具 錄音機(jī) Ⅲ . Fivefinger Teaching Plan 五指教學(xué)方案 Step 1 Review 第一步 復(fù)習(xí) （時(shí)間： 10 分鐘） 1.（做一個(gè)調(diào)查，調(diào)查學(xué)生是否喜歡校園生活，在課余經(jīng)常做什么活動(dòng)，為校園場(chǎng)所名稱 的學(xué)習(xí)埋下伏筆，也為現(xiàn)在進(jìn)行時(shí)的學(xué)習(xí)提供動(dòng)詞詞組。） S1: =Yuan Hong T: Today I want to make a survey. Yuan Hong， please answer my questions. Do you like our school life? S1: Yes， I like our school life. T: What do you usually do in your spare time? S1: I usually play basketball. T: Thank you. ， what do you usually do in your spare time? S2: I often read books. T: What about you， ? S3: I often go swimming. ... 2.（詢問學(xué)生通常在哪里做上述活動(dòng)，呈現(xiàn)校園場(chǎng)所名稱。） T: I know you can have happy school life. Yuan Hong usually plays basketball.（ S2） often reads books.（ S3） often goes swimming...Please answer my questions now. Where do we play basketball? S1: Playground. T: Where do we read story books? S2: Library. T: Where do we swim? S3: Swimming pool. ... （讓學(xué)生根據(jù)預(yù)習(xí)，說出校園內(nèi)場(chǎng)所的名稱。） T: Can you name the school buildings? S1: Library， dining hall... S2: Gym， lab... ... 3.（讓學(xué)生跟讀 1 的錄音 ，并把詞與圖正確搭配。） T: Please listen to the tape and repeat. Then write the letters in the right place on the picture. 4.（引導(dǎo)學(xué)生觀察 1 的圖畫，呈現(xiàn)現(xiàn)在進(jìn)行時(shí)態(tài)。） T: Look at the picture. We can see a student in the library. What’s he doing? He’s reading a book. （板書句型。） What’s he doing? He’s reading a book. （讓學(xué)生聽圖中的對(duì)話，并板書。） T: Listen to the tape and repeat. What’re you doing? I’m reading Harry Potter. （讓學(xué)生試著判斷上面兩個(gè)句型是用來表述什么時(shí)間下的動(dòng)作。） T：（用漢語(yǔ)）黑板上兩個(gè)句型中的動(dòng)作是發(fā)生在什么時(shí)間的？ Ss：現(xiàn)在正在進(jìn)行的動(dòng)作。 T: That’s right. When we express something is happening， we use the present continuous tense. (讓學(xué)生跟讀句子，總結(jié)現(xiàn)在進(jìn)行時(shí)的結(jié)構(gòu)特點(diǎn)。 ) T: Please read after me. And find the rules of the present continuous tense. He’s reading a book. Ss: He’s reading a book. T: I’m reading Harry Potter. Ss: I’m reading Harry Potter. T: Do you find the rules? Ss: Yes. be + doing. be+doing b