1、第一模塊：5課時Module 1 Lost and fou ndUnit 1 Whose bag is this?I. 課時1課時II. Type of less on: Liste ning and speak ingIII. Teachi ng aims:i. Kn owledge aim:學習和掌握名詞性物主代詞ii. Ability aim:能聽懂有關失物招領的對話并表演在失物招領處發生的事情iii. Emotion aim:學會與他人交流時言行舉止大方得體，對他人提供的幫助 表示感謝IV. Teach ing importa nt and difficult pointsi. Tea

2、ching important points: Make the students understand and use the dialogueii. Teaching difficultpoints: Makesure the students can use the dialogueV. Teach ing Aids: Multi-Media Tape , recorderVI. Teach ing ProcedureStep 1 Lead-i nUse a pen that was lost last term and ask whose pen is this?Purpose: Ma

3、ke the stude nts in terested in the topicStep 2 Lear ning the dialoguei. Lear n the new wordsActivity1 Match the words from the box with the pictures 同步練習：Step 3 Pronun ciati onStep 4 Sum up and exerciseStep 5: HomeworkVII. Blackboard writi ngVIII. 反思Unit 2 Are they yours?I. 課時2課時課文講解&練習II. Type

4、 of less on: Read ing and writ ingIII. Teachi ng aims:iv. Kno wledge aim:學習和掌握新單詞v. Ability aim:能讀懂有關失物招領的短文，能寫出一那么招領啟事vi. Emotion aim:學會與他人交流時言行舉止大方得體，對他人提供的幫助表示感謝IV. Teach ing importa nt and difficult pointsi. Teach ing importa nt poin ts: Make the stude nts un dersta nd the passageii. Teaching di

5、fficultpoints: Makesure the students can find someusefulinformation from the passage and write a lost and found note.V. Teach ing Aids: Multi-Media Tape , recorderVI. Teach ing ProcedureStep 1 Pre-readingLearn the new words and show the students a lost and found note, lead in the passage.Step 2 Whil

6、e-readingActivity 1: Listen and read the passage.Activity 2: Read the passage and answer the questions.Activity3: Translate and explain the language pointsActivity 4: Complete the passage with the correct form of the words and expressions from the box. (Activity3 on P5)Step 3 Post-readingWriting (Ac

7、tivity 4 on P5)Step 4 Sum up and exerciseStep 5: HomeworkVII. Blackboard writingVIII. 反思Unit 3 Language in useI. 課時 2 課時 (課本練習 &練習冊)II. Type of lesson: GrammarIII. Teaching aims:vii. Knowledge aim: 名詞性物主代詞和形容詞性物主代詞的用法viii. Ability aim: 能利用名詞性物主代詞和形容詞性物主代詞解決一些問題ix. Emotion aim: 學會與他人交流時言行舉止大方得體，對

8、他人提供的幫助表 示感謝IV. Teaching important and difficult pointsi. Teaching important points: Make the students solve some questionsii. Teaching difficult points: Make sure the students do the exercisesV. Teaching Aids: Multi-Media Tape , recorderVI. Teaching ProcedureStep 1: Activity 1: Work in pairs. Ask a

9、nd answer questions.The teacher prepare someschool things, ask every pair to choose a school thing, show the students a model, like this:-Whose bag is this? Is it yours?-No, it 'snot mine. It 's his.Give the students two minutes to make the dialogue, then present in the class.Activity 2: Com

10、plete the sentences with the correct form of the words from the box.Give the students three minutes to finish it themselves, then check the answers together.Step 3: Match the words from Box A with the words from Box B.This activity is very easy, so the students can do it together.Step 4: Around the

11、world-The Internet lost and foundAsk the students read by themselves, then translate one by one, the teacher explain the language points.Step 5: Activity 4: Work in pairs.The teacher prepares somethings such as camera, crayons, football, gloves, mobile phone, wallet, watch and so on.Student A: Think

12、 of three or four things he/she has lost or he/she can choose from the box. Describe them.Student B: Think of five or six things you have in your lost and found office or you can choose from the box. Describe them.Then ask and answer questions.Student A: Ask Student B if they 've got the things

13、you have lost. Answer questions about details.Student B: Answer questions about the things Student A has lost. Ask questions about details.Give the students five minutes to prepare, then act out in the class.Step 6: HomeworkVII. Blackboard writingUnit 3 Language in useVIII. 反思第二模塊( 5 課時)Module 2 Wha

14、t can you do?Teaching aims:1. Knowledge aim: 學習和掌握情態動詞“ can.2. Ability aim:能正確使用情態動詞“ can表示能力的肯定、否認與疑問形式。3. Emotion aim: 幫助學生認識并肯定自己的能力，增強自信心，培養競爭意識 和為班級體效勞的意識。Unit 1 I can play the piano.I .Type of less on: Liste ning and speak ingn .Teaching aims:1. To understand conversations about joining school

15、 clubs2. To talk about one's abilities川.Teaching aids: Tape recorder , videos , OHPIV.課時安排：1課時V . Teaching procedureStep 1. Lead-inIn pairs ， students say what they like doing and their partners say what they can do.Step 2 Learning the dialogue1. Use pictures to show new vocabulary2. Ask student

16、s to repeat new words and expressions chorally paying attention to pronunciation.3. Tell students to look at the pictures and match them with the words and expressions from the box on their own ， then check in pairs.Step3.Listen and check (V) the things in Activity I which Tony's dad can do.1. T

17、ell students to look at the pictures again and talk about them in pairs.2. Ask them to listen and check the things Tony's dad can do.3. Play the recording through while they listen and then answer the questi on.4. Play it aga in for them to check and the n check their an swer in pairs.Step 4. Li

18、ste n and read.1. Put Darning , Betty , Lingling and Tony's name on the board.2. Ask students to look at the pictures in Activity 1 and talk about what they think the fourcharacters can do in pairs.3. Play the record ing and ask stude nts to liste n and read.4. Ask students to cover the conversa

19、tion in their books and listen only to what Darning , Betty , Tony and Lingling can do and check the clubs they want to joi n.5 Play the record ing aga in. Then tell stude nts to check in pairs.An swersMusi cClubDane eClubTableTennisClubFood andDrinkClubDarni nVBettyVLi ngliVng TonyVStep 5. Complete

20、 the passage with the correct form of the words from the box.1. Ask stude nts to read the words in the box aloud.2. Tell them to complete the passage individually, then check with theirpart ners.3. Check an swers with the whole class.Step 6. Work in pairs. Look at the information. Ask and answer.1.

21、Look at the informationin the table. Elicit what Darning can and can'tdo. Then elicit a question about Darning and have another studentanswer i t.2. Ask other stude nts to make questi ons about Betty, Lin gli ng and Tonyand have others an swer them.3. Ask stude nts to ask and an swer in pairs as

22、 in the examples.Step 7. Homework1. Remember the new words and expressi ons in Unit 1.2 .Practice acting out the dialogue with partnerVI. Blackboard showingVII Self-reflectio nUnit 2 I can run really fast.I .Type of less on: readi ng and writi ngn .Teaching aims:1. To understand the reading material

23、 about running for class monitors2. To learn to write a speech about running for a class monitor川.Teaching aids: Tape recorder , videos , OHPIV.課時安排：2課時V . Teaching procedureStep 1. Lead-in1. Ask students what they can do very well and say， "He/She is good at."2. Ask the students to model

24、the question "What are you good at?" Ask them to interview their partners and make notes.Step 2 . Work in pairs. Ask and answer the questions.1. Write the three monitor titles on the board. Ask the class what theyare.2. Put students in pairs to ask each other both questions. Tell them toma

25、ke a list of what they think each monitor does3. Ask three students to come up to the board and write one thing underone of the titles. Then give the chalks orpens to someone else.Step 3 .Read the passage and check (V) the true senten ces.1. Tell students that Lingling, Darning and Tony want to be m

26、onitors. Ask students to read quickly to find which monitors they want to be.2. Ask students to read again. This time they can use their fingers toskim through and underline the things Lingling ， Darning and Tony are good at.3. Ask students to check in pairs and elicit answers from the whole class.4

27、. Ask students to read the sentences on page 11， and talk about themin pairs and guess the answers.5. Ask students to read the passage again and decide if the sentencesare true or false. If false， then say why.6. Ask students to check with their partners.If their answers aredifferent ， tell them to

28、go back to the text， read again and check.7. Ask students to read out the sentences and say if they are true or not. If not ， ask them to say why.Step 4 Underline the correct words.1. Ask students to work in pairs. Tell them to read through the passage and choose the correct words.2. Check answers b

29、y reading the passage aloud and pausing to allow thewhole class to complete it with the correct words.Step 5 Complete the sentences with the correct form of the expressionsfrom the box.1. Ask students to look at the expressions in the box.2. Ask students complete the sentences on their own and be ca

30、reful with the language forms.3. Check in pairs. Elicit answers from the whole class in full sentences. Step 6 Work in pairs. Choose the best people in your class to be themonitors in Activity 1.Say: who they are and what job they can do and why they can do it1. Write titles of the three monitors ac

31、ross the board.2. Ask the class for two volunteers for each monitor. Write their names underneath.3. Put volunteers in pairs to talk about what they are good at ， can do well and how they can help.4. Ask the rest of the students to make a table as below with three questions about their abilities to

32、ask the volunteers. Put it on the board.Questions Student 1 Student 2 Student 3 Student 4 Student 5 Student 6Good at?Cando?Canhelp?5. Tell students to talk in groups about their notes ，and decide whoshould be their monitors and say why.Step 7 Homework1. Remember the new words and expressions in Unit

33、 2.2 . Write a passage about one of the monitors in Activity 5.W Blackboard show ingVD Self-reflectio n.Unit 3 Language in useI .Type of less on: revisi on and applicati onn .Teaching aims:1. To summarise and consolidate the usage of can2. To revise new words and phrases川.Teaching aids: Tape recorde

34、r , videos , OHPIV.課時安排：2課時V . Teaching procedureStep 1 Lead-in1. Look at the language in the practice box with the students.2. Ask for some volunteers to come to the front one at a time.Whisper an activity in their ear and ask them to act it out. The class guess what the volunteer can/can't doS

35、tep 2 Work in pairs. Add two or three more activities to the list.1. Ask students to read the list of activities.Tell students to talk about other activities in pairs and add them to their lists.2. Ask students to practise in pairs by asking about the activities ontheir lists.3. Tell students to loo

36、k at the question in the language box and to make a similar question from the list.4 .Tell students to write one question for each activity on. the list.5. Ask students to practise in pairs by asking about the activities on their lists.Step 3. Complete the sentences with can or can't.1. Tell stu

37、dents to read the sentences and think carefully about whether to use "can" or "can't".2. Ask students to complete the sentences on their own and then check in pairs.3. Ask pairs of students to read the dialogues aloud.Step 4. Complete the passage with the correct form of the

38、words from the box.1. Tell students to read the passage and decide if the student is tidyor untidy. Elicit the answer "Tidy."2. Then tell them to read again and try to guess the missing word. Then complete the passage with the words in the box individually.3. Check their answers in pairs.4

39、. Ask students to read out each sentence.Step 4 Around the world: Languages1 Look at the different scripts. Ask students ， "How many languages are there? What are they?"2 Answer any questions students may have.Step 5. Work in groups of three or four. Talk about a new school club.1 Tell stu

40、dents they are going to set up a new school club. Ask them to look at the advert for the Music Club as an example.2 Elicit what information is given. Ask how the club is advertised3. Put students in groups of 3-4. Tell them to choose the type of clubthey are going to set up， and where and when it is

41、 going to be held. They need to think of ideas to make the club interesting.4 Go around and help with ideas if necessary.Step 6. HomeworkMake a poster for a club .W Blackboard show ingVD Self-reflectio n.第三模塊： 5 課時Module 3 Making PlansI.Teaching aims and requirements:1. Grasping the following new wo

42、rds and expressions:buy, enjoy, revise, take, lie, stay, picnic, email, test, party, because, look forward to, do some sightseeing, like foreign culture.2. Mastering the Grammar:The use of “be going to do .3. Learning the following sunds:/bl/ ta bl e tennis, /kl/ cl othes, /pl/ pl ans, pl ay.II. Tea

43、ching main points and difficult points:1. To understand conversations about weekend plans.2. To process information of weekend plans in the listening material.3. To talk about weekend plans with given information.4. To get information from the reading material about personal information.5. To summar

44、ise and consolidate “be going to and the new vocabulary.III. Teaching with tools.Tape recorder, Teaching pictures and cards, Video, OHP and so on.IV. Time allocation: six classes.V. Teaching steps:Unit 1 What are you going to do at the weekend?Listening and vocabulary1. Listen and match the words in

45、 Box 1 with the words in Box 2.*Read through the words in both boxes while the Ss follow them;then read them through again and have the Ss repeat them.*Check the word stress in the multi-syllable words (revise,piano,lesson,party, picnic,homework, email).*Ask the Ss to cover the dialogue below, and,i

46、n pairs,to decide which verbs in Box 1 go with which nouns in Box 2.They can check their answers with another pair.*With the dialogue still covered,play the recording through and ask them to just listen and focus on the words in the boxes.*Then play it again and ask them to check their suggested mat

47、ching.*Collect answers as phrases.*List the phrases on the board as you are given them.Check my email, have a piano lesson, have a picnic, get up early, go toa party, revise for mytest, stay in bed, do myhomework, buy someclothes.2. Write the phrases in Activity 1 under the pictures.*Ask the Ss to l

48、ook at the pictures and write the correct phrases under them individually.*Then they can check with a partner.*Collect the answers from the class.3. Listen and read.*Ask the Ss to listen to the text while they follow it in their books.4. Choose the correct answers.*Ask the Ss to do this activity ind

49、ividually,then check with a partner.*Collect the answers as a complete question and answer pair from two Ss. *Have the Ss practise asking and answering the questions in pairs.Pronunciation and speaking5. Listen and repeat.*Play through the recording while the Ss follow.*Play the recording again, pau

50、sing for them to repeat.They should do this chorally as a whole class,in groups and individually.*Put them in pairs to practise. Encourage them to be critical and help each other get the pronunciation right.*Circulate and monitor their production.6. Listen and repeat. Pay attention to the pronunciat

51、ion of /l/. *Play through the recording while the Ss follow.*Play the recording again, pausing for them to repeat.They should do this chorally as a whole class, in groups and individually.*Put them in pairs to practise.7. Work in pairs. Ask and answer to complete the diary.*Read through the examples

52、 so that the Ss know what to do.*Pair them to ask and answer,taking it in turns. *Collect the answers from the pairs,having them ask and answer. *Complete the chart on the board if you feel it will help.8. Homework.1. Do exercises in Workbook, from 1 to 2.2. Do exercises in Exercise Book Unit one.3.

53、 Get ready for the test of Module two.Unit 2 We' re going to walk up the Great WallReading and vocabulary1. Read the passages and match them with the photos.*Ask the Ss to look at the three photos first,and ask them what they can see.*Make sure they understand the meaning of the verb“to look for

54、ward tosth. *Before they read, ask the Ss to follow theLearning to learn box whileyou read it out. Ask them to apply this principle to their reading.*Ask them to read the three passages individually and decide which photo goes with which passage.*They can check with a partner.*Collect the answers fr

55、om the class as full sentences.2.Say what Helen, Li and Lucy are looking forward to. *Ask the Ss to answer these with a short sentence.*They should do it individually, then check with a partner.*Check the answers in a whole-class setting.3. Match the questions with the answers.*Ask the Ss to match t

56、he questions and answers individually, then check with a partner.*Collect the answers from the class, with one student asking the question and another answering.4. Answer the questions. Use the words in the box.*Ask the Ss to do this exercise individually, then check with a partner. *Collect the ans

57、wers from the class with one student asking and another answering.Writing5. Write full answers. Use because.*Ask the Ss to do this exercise individually, then check with a partner. Collect the answers from the class with one student asking and another answering.6. Work in pairs and answer the questi

58、ons.*Ask the Ss to decide on an event in the future that will be enjoyable.*You might want them to makesomenotes in answer to the three questions. *Pair them to ask and answer the questions.7. Write your partner' s answers to Activity 6.*The Ss write this individually.*They should then exchange writing with