(2)(让几名学生汇报他们的调查结果。) 2 (家庭作业。)
(让学生用Section A和Section B中学过的重点句型写一篇五句话左右的有关自己出行方式的小短文。学生们如果有兴趣, 可以课外收集中外谚语或名人名言。培养他们的自主学习能力和自我建构能力。) Ⅳ.疑点探究
1. 动词和介词短语表达交通方式的不同。如： He walks to school. = He goes to school on foot.
但不能说He on foot to school，即介词短语不能作谓语。
2. 频度副词never, seldom, sometimes, often, usually, always等在句中的位置, 一般位于行为动词之前, 系动词、助动词或情态动词之后。 Section C
Section C needs 1 period. Section C需用1课时。
The main activities are 1a, 2 and 3. 本课重点活动是1a, 2和3。 Ⅰ. Aims and demands目标要求 1. (1) Learn other words of frequency: once, twice
(2) Learn other new words and phrases:
life, American, or, few, have lunch, at school, day, have a rest, play, basketball, football, go swimming, and so on, ball, more, talk, game, listen to, music, read, library, must, first, week, every 2. Learn how to express frequency. How often do you go to the library?
Once/Twice/Three times a week./Very often./Every day./Seldom ? 3. Talk about the daily activities.
play soccer, play basketball, read books, go swimming, go fishing, listen to music, watch TV, do one’s homework, go to the park, meet friends, cook, go to the zoo
4. Learn about the differences of the school life between American students and Chinese students. Ⅱ. Teaching aids 教具 录音机/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:7分钟) 复习交通方式表达用语、频度副词并呈现1a。
1. (热身活动。与学生一起唱Section B 4中的Let’s chant。让全班学生边唱边用双手打节拍。) T: Please turn to page 4, and let’s chant. Ready? Ss: Yes.
2. (检查家庭作业，然后请几个同学朗读他们写的小短文。)
T: Please show me your homework. Then I will ask several students to read their passages. T: Who wants to read it out? S1: ?
T: Anyone else? S2: ?
3. (方案一：用问答的形式, 复习交通方式的表达用语。要求学生尽量采用两种不同的表达方式。) Example:
T: S3, how do you usually go to school?
S3: I usually walk to school./I usually go to school on foot. T: How do you usually go to school, S4?
S4: I usually ride my bike to school./I usually go to school by bike. T: How does S4 usually go to school?
S5: He/She usually goes to school by bike./He/She usually rides his/her bike to school. T: ?
(方案二：让学生在小组里进行链式对话, 复习交通工具的表达用语。) S6: How do you often go to school?
S7: I often walk to school. What about you?
S8: I often take the subway to school. How do you usually go to school? S9: ?
4. (引导学生复习学过的频度副词seldom, often, always, sometimes, never, usually, 并由此引出本课的新词组how often和两个新的频度副词once, twice。)
T: I always go to the library after school. Mr. Zhang doesn’t go to the library every day. He goes there once/twice a week. (板书画线部分, 学习新词once和twice。)
once/twice a week 6
T: How often do you go to the library? (学习how often。尽可能帮助学生回答。) Ss: ?
(板书画线部分, 重点讲解how often的用法。)
how often Step 2 Presentation 第二步 呈现(时间:10分钟) 呈现并学习1a。
1. (从谈论学校生活开始导入1a，呈现新单词、短语和关键词，提示词义并板书。) T: Boys and girls, do you like our school life? Ss: Yes, we do.
T: Then do you know about the school life of American students? Ss: No, we don’t.
T: Today we will learn about it together. OK? Ss: Yes.
T: First, look at the blackboard, and let’s learn some new words and phrases. (板书) school life, American, or, few, have lunch, at school, day, eat out, have a short rest, be over, in their free time, play basketball, soccer, go swimming, ball games 2. (让学生仔细阅读1a的对话，然后回答1b的五个问题。) (1)Let the students read 1a carefully, and then answer the questions in 1b. (2)Check the answers. (板书答案。)
1. They usually walk to school or take a yellow school bus. 2. At school.
3. At about 3 o’clock.
4. They often play basketball or soccer, go swimming and so on. 5. Four times a year.
3. (播放1a的录音，让学生跟读并模仿语音和语调。)
T: Now, let’s follow the tape and pay attention to the pronunciation and intonation. 4. (人机对话。)
T: Suppose you are Michael. Listen to the tape and make a dialog with the interviewer. Step 3 Consolidation 第三步 巩固(时间:13分钟) 表演并巩固1a。完成1c。
1. (让学生看黑板上呈现的关键词，两人一组表演1a。)
T: OK. Close your books. Look at the key words on the blackboard and act 1a out with your partner. 2. (让学生根据1a和1b，写一篇关于美国学生学校生活的文章，完成1c。) 3. (谈论中国学生的学校生活，可以根据1b的五个问题来展开。)
T: Now let’s talk about the school life of Chinese students. You can discuss it according to the questions in 1b. Step 4 Practice 第四步 练习(时间:10分钟) 运用图片练习2和3。
1. (出示一张Hai Qing在踢球的照片。向学生介绍另外三幅图片, 引出新的动词短语, 并板书。)
play soccer go swimming play basketball go fishing listen to music do his homework watch TV go to the park T: I usually read books after school. What do you usually do after school, S1? S1: I usually play soccer.
T: Look at this picture. What does Hai Qing usually do after school? S1: He usually plays soccer, but he doesn’t play basketball. (采用同样的方法继续操练，完成2。)
2. (让学生利用2中的图片，运用How often及频度短语或副词进行问答)如： T: Look at the first picture. How often does Hai Qing play soccer? Ss: Usually.
(用同样的方法操练完成2，然后操练3中的句型，并教学Work must come first, library和read。) (板书)
Work must come first. library, read
3. (用链式对话的方式, 进行3的内容。)
T: Now, let’s use the words and phrases in the box of 3 and do a chain work like this. Example:
S2: Do you often ??
S3: Yes, I do. / No, I don’t. S2: How often do you ??
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S3: Once/Twice/Three times a week./Very often./Every day./Seldom ? Do you often ?? S4: ? ?
(老师在学生熟练地操练完成后总结how often的用法，并板书可用于回答它的词或短语。)
once/twice/three times a week every day/week/month ?
never/seldom/sometimes/often/usually/always
Step 5 Project 第五步 综合探究活动(时间:5分钟) 进行采访, 做调查报告, 了解中美学生学校生活差异。 1. (让学生做调查报告, 并向全班汇报。)
T: Survey your classmates and fill out the form. Then report it to the class. Example:
A: How often do you watch TV? B: Once a week. ? Activity watch TV walk to play computer help play Name in the evening school games your parents basketball Li Ming once a week You can report like this: Li Ming watches TV in the evening once a week ? 2. (让学生讨论中美学生学校生活的差异。)
(把全班学生分成四组, 讨论中美学生学校生活的差异, 每组由一名学生进行归纳总结。然后每组推荐出一名小记者, 向全班学生汇报, 其他学生做记录。)
T: The whole class talk about the differences in the school life between American students and Chinese students. Then write them down and report to the class. Example:
In America, students walk or take a yellow school bus. In China, students? 3. (家庭作业。)
(1)(收集有关美国学生学校生活的相关信息，并记录下来。) (2)(归纳所学过的频度副词和短语。) Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1 and 2. 本课重点活动是1和2。 Ⅰ. Aims and demands 目标要求 1. Learn the vowels: / /, / /
2. Learn some new words and phrases: begin, have classes, while, go to bed
3. Sum up the useful expressions in this topic. (1)Happy New year! The same to you! (2)The early bird catches the worm. (3)Nice talking to you. (4)Work must come first!
(5)She goes to bed at about a quarter to ten. 4. Review and sum up the grammars.
(1) Review words and phrases of frequency.
never, seldom, sometimes, often, usually, always, once/twice/three times a week (2) Sum up the present simple tense.
①Do you often come to school by bike? Yes, I do. / No, I don’t. ②I usually come to school by subway. ③I seldom walk to school.
④I never go to school by subway. ⑤They always take a bus to the zoo.
⑥How does Maria go home? She sometimes takes the subway home. ⑦How often do they have ball games? Four times a year. ⑧He usually plays soccer, but he doesn’t play basketball. Ⅱ. Teaching aids 教具 录音机/音标卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:7分钟)
复习节日问候语、谚语，复习Section C，完成4b和5。
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1. (用生日歌的旋律唱Happy New Year导入本课, 可以活跃课堂气氛, 又为下一步进行4b做准备。) T: Let’s sing the song Happy New Year together. T & Ss: Happy New Year to you! Happy New Year to you! Happy New Year! The same to you! Happy New Year to you!
2. (学习4b, 归纳本话题中有用的表达方式。) (1)(通过上面的歌曲, 巩固下面的表达方式。) (板书) Happy New Year! The same to you! (2)(呈现The early bird catches the worm.和Work must come first!并翻译成汉语, 勉励学生勤奋学习。)
T: In this topic, we have learnt two useful expressions. They tell us we must work hard and can’t waste our time. Do you still remember them?
Ss: Yes. One is “The early bird catches the worm.” and the other is “Work must come first!” T: So you must study hard every day. (板书) The early bird catches the worm. 捷足先登/早起的鸟儿有虫吃。 Work must come first! 工作第一！ 3. (让学生听4b录音，并大声跟读。) T: Well, let’s listen to 4b. Follow it loudly. 4. (检查家庭作业，完成5。)
T: Boys and girls, have you finished your homework? Ss: ?
T: Good! In the last lesson, we learnt about the school life of American students. Today let’s survey your classmates about the school life. Fill out the form in 5 with your survey results. Then compare the school life of American students with yours and write a passage. You may begin like this:
The school life of American students is different from ours? OK, let’s begin! Step 2 Presentation 第二步 呈现(时间:5分钟) 呈现2
1. (复习一般现在时，引出2。)
(让学生看图片，完成书中的表格。) T: Boys and girls. Look at the pictures in the passage. What does Jane usually do at 6:20 a.m.? Ss: She usually gets up at 6:20 a.m. T: What does she do at half past seven? Ss: She goes to school. ?
(教师边问边引导学生完成部分表格。) 2. (让学生听录音完成剩余表格。)
T: Good! Let’s listen to 2 and fill in the rest blanks. Ready? Ss: Yes.
T: OK, let’s begin. (播放2的录音。) 3. (核对答案) T: Now, let’s check the answers. Who wants to share the answers with us? S1: Let me try ? T: Very good. Next one? S2: ? ?
4. (让学生仔细阅读2，找到新单词并猜测其词义。) 板书
begin, have classes, while, go to bed T: Wonderful! Now let’s read this passage carefully and guess the meaning of the words. ?
(点评并纠正学生在理解上的错误。) 5. (让学生依据2中的表格复述短文。) T: Now, let’s look at the table and retell this passage. Any volunteers? S3: Let me try ? T: Great! Anyone else? ?
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Step 3 Consolidation 第三步 巩固(时间:16分钟) 巩固2，完成4a和3。
1. (让学生再次阅读2，快速找出含有交通方式和频率副词的句子。)
T: OK. Now read 2 quickly again, and underline the means of transportation and adverbs of frequency. ?
T: Good. Besides these sentences, can you tell me other expressions about frequency and means of transportation? (教师引导学生回答，边说边在黑板右上方板书“never, seldom ?”) (板书)
Frequency
Means of transportation: by car take a car
by subway take the subway by bike ride a bike by bus take a bus on foot walk by plane fly
(由此表引导学生朗读4a，完成3。) 2. (让学生听录音跟读4a。) 3. (学生听录音，完成3。)
T: Well, let’s listen to 3, and fill in the blanks. Ready? Ss: Yes.
T: Let’s begin. ?
4. (核对答案，并将文中的句子转换成另一种交通表达方式。) T: Now, let’s check the answer.
Ss: Miss Yang always goes to Wuhan by bus.
T: Great! You can also say: Miss Yang always takes a bus to Wuhan. (同样的，引导学生进行2、3、4、5句子的替换练习。) Step 4 Practice 第四步 练习(时间:7分钟) 用音标卡片学习音标，练习音标，完成1。
1. (让全班学生各持一张卡片，每张卡片上只有教学目标中列出的两个音标中的一个，学习音标。全班动员，人人参与。) T: Everyone has a card. If I read / /, please raise your card with / / and stand up. If I read / /, please raise your card with / / and stand up. Do you understand?
2. (小组活动。让一名学生读卡片上的音标，其所在小组其他成员均举起相应的音标卡片。) T: Practice in groups. One reads the phonetic symbols, and others raise cards. 3. (让学生听1的录音并跟读。) T: Listen to 1, and read after the tape.
4. (以小组为单位进行比赛，在限定时间内看哪一组说出含有/ /发音的单词最多。)
T: Boys and girls, next we’ll have a competition. Let’s work in groups and speak out words which have sound / / in given time as many as possible. At last we’ll decide which group is the winner. Do you understand? Ss: Yes.
T: OK. Let’s begin! Be quick! ?
Step 5 Project 第五步 综合探究活动(时间:10分钟)
介绍自己的日常生活, 加强实践活动, 提高英语应用能力。 1. (让学生制作表格，介绍自己一天的活动。) T: Make a form about your daily activities. Example:
Time Activity 6:30 a.m. get up 7:00 a.m. 7:30 a.m. go to school 12:00 a.m. after school after dinner
2. (找几名学生介绍他们的活动。) T: Are you ready? Ss: Yes, I am.
T: Who wants to share your activities? S1: I want?
T: Well done. Anyone else?
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