【正文】 p? S2: Would you like to go to West Hill for a piic? S1: Oh, I’d love to. S2: What’s your favorite food? S1: Fish and eggs. S2: Don’t fet to bring your guitar. S1: All right. See you then. S2: See you. … 2. (對(duì)對(duì)話內(nèi)容進(jìn)行口頭轉(zhuǎn)述 ，先讓學(xué)生之間互相講述，再請(qǐng)幾個(gè)說(shuō)得流利的學(xué)生向全班轉(zhuǎn)述，口頭完成 3。 ) Step 5 Project 第五 步 綜合探究活動(dòng) (時(shí)間 :10分鐘 ) 假設(shè)邀請(qǐng)同學(xué)去野餐，然后根據(jù)這一情境編對(duì)話，并對(duì)對(duì)話內(nèi)容進(jìn)行轉(zhuǎn)述，培養(yǎng)學(xué)生的口頭表達(dá)能力和寫(xiě)作能力。 (1)I would like to the zoo with my parents today. A. go B. to go C. going (2)— Mom, what about to the zoo today? — Good idea! A. go B. to go C. going (師生核對(duì)答案。 ) (1)Would you like … ? (2)How/What about … ? (教師用小黑板出示習(xí)題，練習(xí)短 語(yǔ)及句型用法。 1. (播放 2 錄音，完成 2。 ) T: Now suppose one of your friends is not happy. You will invite other friends to have a piic with him/her. You must take your favorite food. Let’s put on a short play about it. There are five students in one group. Do you understand? Ss: Yes, we do. T: OK. Let’s begin. Then I’ll ask some of the groups to act it out in front of the class. Example: S1:I’m not happy. I’d like to have a piic with my friends. S2:Would you like to have a piic with S1? S3:Yes, I’d love to. S4:Thanks. That would be very nice. S2:What about having a piic with S1? S5:I’d like that, thanks. S3:I’d like to take some bread and eggs. S4:My favorite food is chicken. S5:I want to take some cakes. 3. (學(xué)生表 演后，給予掌聲鼓勵(lì)。 ) 2. (讓學(xué) 生根據(jù) 1a 的內(nèi)容，表演一個(gè)類似的話劇，五人一組完成 1c。 ) Step 3 Consolidation 第三步 鞏固 (時(shí)間 :8分鐘 ) 模仿 1a 編一個(gè)話劇并表演，培養(yǎng)學(xué)生的語(yǔ)言遷移能力，使學(xué)生能學(xué)以致用，最終達(dá)到靈活運(yùn)用語(yǔ)言的目的。完成 1b。 ) T: Who has the answers? S1: Let me try. McDonald is not happy. T: Good! You are clever! Next. S2: They would like to have a piic. T: Yes. You’re clever, too! The third one. S3: They would like to have hamburgers, cakes, fish and bread. T: Yes! The last one, the whole class. Ss: Yes, they are. 3. (學(xué)生再讀 1a，回答 1b 的問(wèn)題。 ) T: Now, open your books and read 1a. Then answer these questions. (教師用幻燈片展示以下問(wèn)題。 ) T: What can you see in Picture 1? Ss: We can see a man. T: Is he happy? Ss: No, he isn’t. T: Why? Ss: Because he has no friends. T: Yes, he has no friends. So he is not happy. Now, let’s look at the next picture. (學(xué)生可能會(huì)對(duì)“ next”產(chǎn)生疑問(wèn)，教師可指著第二幅圖，并解釋“ next”的意思。 1. (學(xué)習(xí) 1a。 ) Step 2 Presentation 第二步 呈現(xiàn) (時(shí)間 :15分鐘 ) 由兩幅圖片引出本課內(nèi)容，集中呈現(xiàn)征求意見(jiàn)的表達(dá)方式及其回答。 ) have a piic go shopping Example: S1: Would you like to go fishing this afternoon? S2: Yes, I’d love to. Would you like to watch TV this evening? S1: Sorry, I can’t. S2: Why not? S1: I have no time. How about having a piic this Sunday? S2: Good idea. Would you like to drink water? S1: No, thanks. I’d like to have some juice. 2. (教師讓兩三組學(xué)生到臺(tái)前表演，然后總結(jié)學(xué)生的練習(xí)情況。 ) T: We have learnt“ Would you like to … ? How about … ? What about … ?”. Let’s practice them. Please look at the small blackboard. Make a dialog using the expressions on it. After practice, please act it out in front of the class. (小黑板內(nèi)容如下： ) Would you like to … ? How about … ? Why not … ? Yes, I’d like/love to. I’d like that. Good idea. All right. I’d like that, thanks. Sorry, I can’t. No, thanks. (運(yùn)用下列短語(yǔ)。 Ⅰ . Teaching aims and demands 教學(xué)目標(biāo) 1. Learn some useful phrases: have a piic, go shopping 2. Talk about the invitations: (1)— Would you like to have a piic with old McDonald? — Yes, I’d love to. — Thanks. That would be very nice. (2)— What about having a piic with old McDonald? — I’d like that, thanks. (3)— How about having some apple juice? — Good idea!/All right. Ⅱ . Teaching aids 教具 小黑板 /圖片 /幻燈片 /掛圖 /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 :7分鐘 ) 復(fù)習(xí)、總結(jié)征求意見(jiàn)的表達(dá)方式及其回答，培養(yǎng)學(xué)生觀察、總結(jié)和運(yùn)用語(yǔ)言知識(shí)的能力。 ) T: Kangkang makes a friend in the countryside in Guangxi. He is a little boy. His name is Yang Song. Kangkang often helps him. Now you are Kangkang. You give Yang Song a call. And the headmaster answers the phone. Work in groups of three. Then act it out. Example: (Ring … ) Headmaster: Hello! This is Hope Primary School. Kangkang: Hello! May I speak to Yang Song? Headmaster: Just a moment, please. … Yang Song: Hello! Kangkang: Hello! Is that Yang Song? Yang Song: Yes. Kangkang: Hi, Yang Song. This is Kangkang. How are you? Yang Song: Fine, thank you. And you? Kangkang: I’m fine, too. Do you need any help? Yang Song: Yes. My English is poor. Kangkang: Don’t worry. I can help you. I’ll give you some books about English. Yang Song: Thanks. Goodbye. Kangkang: Bye. 3. Homework: 模仿 2a、 2b，用英語(yǔ)給你的同學(xué)打電話，練習(xí)并鞏固 電話用語(yǔ)，然后將該對(duì)話寫(xiě)在作業(yè)本上。接電話的是校長(zhǎng)。讓學(xué)生扮演康康，給那位小朋友打電話。 ) (2)(教師請(qǐng)兩組同學(xué)到臺(tái)上表演。使學(xué)生在學(xué)習(xí)中獲得成就感，激發(fā)其學(xué)英語(yǔ)的興趣。 ) (板書(shū)以下句子，讓學(xué)生操練。 ) 5. (獨(dú)立完成 2b 橫線上的內(nèi)容，并使用簡(jiǎn)潔、流暢的語(yǔ)言完成電話信息。 ) 4. (學(xué)生兩人一組表演此對(duì)話。 ) T: Please listen to 2a and answer the question: Who does Sally want to call? (師生核對(duì)答案。 ) T: Hello! May I speak to Mr. Lee? S1: Oh, sorry. He isn’t here. T: Who’s this? S1: This is S1. T: Could you please ask him to call me back this evening? S1: Sure. T: Thank you. (板書(shū)并要求學(xué)生掌握。 ) go out, take, Jane, sing, no time, cook, Wang Junfeng, help, carry, Maria, happy Step 4 Practice 第四步 練習(xí) (時(shí)間 :8分鐘 ) 運(yùn)用情景教學(xué)功能用語(yǔ)進(jìn)行電話會(huì)話，激發(fā)學(xué)生的學(xué)習(xí)熱情，同時(shí)培養(yǎng)學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)等語(yǔ)言技能。 ) T: Complete the passage with the correct forms of the words or phrases in the box according to 1a. 3. (讓學(xué)生大聲朗讀 1c，并標(biāo)出關(guān)鍵詞。完成 1a 和 1b。 carry water. 1. (七人一組練習(xí)并表演對(duì)話。 ) 3. (聽(tīng) 1a 錄音，跟讀并注意模仿語(yǔ)音語(yǔ)調(diào)。要求學(xué)生掌握。 ) time T: Then the boy can say … (引導(dǎo)學(xué)生回答。 ) (教學(xué) have to。 ) (板書(shū)，領(lǐng)讀并要求學(xué)生掌握。 ) He has to carry water.(教師解釋句義并重復(fù)該句子。 ) (板書(shū)，并要求學(xué)生理解。 ) T: Look at the pictures. The girl wants th