Welcome back!

Welcome back! 教学目标 复习现在进行时；讲授新词汇及习语；Useful expressionsWelcome back to school. It doesn't matter. On time Best wishes!Happy Teachers' Day! Why don't you…?That's a good idea.We're going to ……What are you going to do? welcome , so , term ,call , a piece of paper , next time , this term , welcome (back ) to…序数词的讲授与归纳。本单元的重难点是中国人名与英国人名顺序的区别以及与称呼的搭配使用。 教材分析 整体教学内容分析 　　本单元主要的教学内容是“介绍英美人的姓名”。除了要复习巩固初一学过的一般现在时和现在进行时外，还要学习一些新的词汇和日常用语。由the difference between Chinese and English names 引出be short for和call sb. / sth. for short两个短语，学习了英国人名的顺序以及与称呼的搭配使用、简称的由来。本单元突出了听说领先的特点，加深理解了both与all、wish 与hope、excuse与sorry的用法区别。Lesson4主要学习元音音素 [a:][au]，逐渐能按照26个字母及有关字母组合的拼读规则来朗读、拼写和记忆单词。 教学要点分析 　　1．熟练运用本单元的日常交际用语，掌握不定代词的修饰语的正确位置。　　2．中国人名与英国人名顺序的区别，英国人名简称形式的由来。　　3．学习序数词first , second, third 和fourth. 注意它们的书写和用法，特别是要理解它们在句子中所作的语言成分。　　4．进一步复习巩固现在进行时态，理解其与一般现在时的区别。注意助动词be与单复数人称的相应变化，系统总结动词形式（v. -ing）的变化。　　5．归纳r音节的拼读规则 进一步明确单词的发音特点：一个字母特别是元音字母不只一个读音，一个音素（即音标）也不只由一个字母或一个字母组合构成。 关于英国人名字的教学分析 　　本单元主要的教学内容是“介绍英美人的姓名”。教师在教学中要注意让学生清楚地了解英国人的三个名字各自的意义，它们之间的关系，并且要掌握如何要称呼一个英国人以及了解中国人和英国人名字之间的区别。 　　本单元教学要求学生对英语姓名有些初步的了解，知道姓和名的位置、全名、男女名、尊称、呢称等即可，不必讲得过细。在教第2课时，需强调用Mr./Miss./Mrs.称呼人时，后面要用姓 (Mr. Brown)不可用名 (Mr. Robert)，因为这是中国人通常犯的错误。英语和汉语人名表示方法的区别在于姓和名的顺序。 教法建议 关于交际语言运用教学 　　学生们经过一个假期休息，无论从体力还是脑力都得到充分放松，精力十分充沛。教师应抓住学生这一良好状态，结合本单元知识点少，交际性强的特点努力为学生创设语境，激发学生学习语言的兴趣，使学生对语言的学习产生新鲜感，成就感，从而提高学习效率。针对本单元交际性强的特点，创设适合于每课的语言环境，使学生置身于此环境，并担当某一角色，从而让学生真正感悟到语言的真谛。 关于词汇和短语的教学 　　记忆单词和习语是学生比较头痛的。为了减轻学生思想负担，通过师生之间对话，将生词及习语逐一呈现。在特定情景中，通过使用熟悉词语进行会话表演等交流方式，学会生疏单词。 　　有些特殊词还可用图片、幻灯，示范动作呈现给学生，让学生感到学有所用， 　　英语并不是难不可攀。 关于现在进行时的教学 　　1．动作表演游戏 　　教师做个动作让学生来表达：He/She is doing …，学生之间互相交换一个做动作，另一个用英语表达他/她正在进行的动作。或让一个学生先做个动作，其他的学生来表达。如一个学生做个看书的动作，另一个学生用英语问：What’s he/she doing?，其他的学生抢着说：He/She is reading (a book)，看谁说的又快又准确。也可以换成一个学生用英语表达一个动作，让别的学生来做这个动作，看动作是否表演得准确。　　采取对抗赛的形式：1-6小组，1、3、5组组员分批表演哑剧动作，2、4、6组组员分批使用英语描绘证明这些动作。表演动作明确易懂的，得分。使用英语描绘该动作，无误的，得分。 　　2．描绘图画。 　　师生之间，或同学之间互相指图问答。如下图，教师指着图中站在窗户旁的男孩用一个学生：What’s he doing? ，学生回答：He is cleaning the window。接着这个学生指着图中的某个人，问别的学生：What’s he/she doing?，循环下去，尽量让更多的学生参与。 　　也可采用比赛形式，教师指着图中的人问：What’s he/she doing?，让学生进行抢答，看谁答得又快又准确。 　　3．创设情景，首先请一位同学读课文，唱英文歌等易表演的动作。在他做此动作过程中，教师可提出问题：What is he doing? 请学生回答：He is reading. He is singing an English song. 　　然后组织学生两人一组，模仿刚才师生问答做表演。 　　条件好的可看课文教学录像，加深对现在进行时的理解。 关于课文What’s in a name? 的教学 　　1．首先问一个学生：What’s your name? 然后教师说His/Her full name is …，并且把名字板书出来。然后给出一个已学过的英文名字：Jim，告诉学生Jim’s full name is James Allan Green，借此解释full name和given name的意思。 　　2．以图解的形式讲解English names: a first name, a middle name and a family name的意义。   或通过播放动画讲解：The meanings of the three names, How to call a person, the difference between English names and Chinese names（见媒体素材中动画类：names）。 　　3．学生熟悉课文后，让学生仿照课文内容give a talk about names: English names and Chinese names。可以参考视频文件：What’s in a name?（见媒体素材中视频类：talk about names） 　　4．让学生就自己的名字进行对话练习，参照练习册Ex 2的5个问题进行一对一对的练习，或让学生就这5个问题对某人进行采访，记录下采访的过程。 关于现在进行时的讲解 (1)表示讲话时或现阶段正在进行的动作 　　He is singing in the room. 　　They are listening to their teacher. (2) 有时表示计划安排中的将来动作（限于come, go leave, stay 等少量动词） 　　He's coming tonight. 　　I'm leaving tomorrow. (3) 表示目前反复发生的动作，有时含有感情色彩。 　　He's always talking in class. 　　关于Happy teacher’s Day的讲解 　　Happy teacher's Day, Mr. Wu. 祝您教师节愉快，吴老师！ （1）happy意为“快乐的；幸福的；乐意的”。常可放句首构成表示祝福的句子。如： 　　Happy Birthday! 生日快乐！ 　　Happy New Year! 新年快乐！ （2）Teachers' Day意为“教师节”，是由普通名词构成的专有名词，每个单词的第一个字母都要大写。在表示节日的专有名词前一般不需要冠词the.如： 　　Women's Day 妇女节  Children's Day 儿童节  Mother's Day 母亲节  April Fools' day 愚人节 （3）表示祝福时除些表达方式外，还有两种形式： 　　 Best wishes to sb. (for …); wish sb. +宾语补足语。如： 　　 Best wishes to you for Teachers' Day. 　　 I wish you a happy New Year. 关于matter的讲解 　　It doesn't matter this time.这次没有关系。 　　matter 在这里作动词，意为“要紧”。如： 　　It matters very little.不要紧，丝毫没关系。 　　It doesn't matter who will do it.谁干这事都无关紧要。 　　matter 同时也可作名词，意为“事情，问题”。如： 　　―I can't carry the heavy box. ――我搬不动这个重箱子。 　　―No matter. Let me help you. ――没关系。我帮你。 　　What's the matter with you? 你怎么了？ 关于Why don’t 表建议的用法讲解 　　Why don't you talk about names? 你为什么不谈论一下名字呢？ 　　这是一个否定的特殊疑问句，表示劝说或建议，这个句子也可用“Why not + 动词原词？” 来表达同样的意思。如本句可改为：Why not talk about names? 　　What /How about …? 这一句型也表示建议可与上述句型转换。不过后面若跟动词时， 必须用-ing形式。如： 　　 Why don't you go to ask the teacher? = What about going to ask the teacher? 教学目标 复习现在进行时；讲授新词汇及习语；Useful expressionsWelcome back to school. It doesn't matter. On time Best wishes!Happy Teachers' Day! Why don't you…?That's a good idea.We're going to ……What are you going to do? welcome , so , term ,call , a piece of paper , next time , this term , welcome (back ) to…序数词的讲授与归纳。本单元的重难点是中国人名与英国人名顺序的区别以及与称呼的搭配使用。 教材分析 整体教学内容分析 　　本单元主要的教学内容是“介绍英美人的姓名”。除了要复习巩固初一学过的一般现在时和现在进行时外，还要学习一些新的词汇和日常用语。由the difference between Chinese and English names 引出be short for和call sb. / sth. for short两个短语，学习了英国人名的顺序以及与称呼的搭配使用、简称的由来。本单元突出了听说领先的特点，加深理解了both与all、wish 与hope、excuse与sorry的用法区别。Lesson4主要学习元音音素 [a:][au]，逐渐能按照26个字母及有关字母组合的拼读规则来朗读、拼写和记忆单词。 教学要点分析 　　1．熟练运用本单元的日常交际用语，掌握不定代词的修饰语的正确位置。　　2．中国人名与英国人名顺序的区别，英国人名简称形式的由来。　　3．学习序数词first , second, third 和fourth. 注意它们的书写和用法，特别是要理解它们在句子中所作的语言成分。　　4．进一步复习巩固现在进行时态，理解其与一般现在时的区别。注意助动词be与单复数人称的相应变化，系统总结动词形式（v. -ing）的变化。　　5．归纳r音节的拼读规则 进一步明确单词的发音特点：一个字母特别是元音字母不只一个读音，一个音素（即音标）也不只由一个字母或一个字母组合构成。 关于英国人名字的教学分析 　　本单元主要的教学内容是“介绍英美人的姓名”。教师在教学中要注意让学生清楚地了解英国人的三个名字各自的意义，它们之间的关系，并且要掌握如何要称呼一个英国人以及了解中国人和英国人名字之间的区别。 　　本单元教学要求学生对英语姓名有些初步的了解，知道姓和名的位置、全名、男女名、尊称、呢称等即可，不必讲得过细。在教第2课时，需强调用Mr./Miss./Mrs.称呼人时，后面要用姓 (Mr. Brown)不可用名 (Mr. Robert)，因为这是中国人通常犯的错误。英语和汉语人名表示方法的区别在于姓和名的顺序。 教法建议 关于交际语言运用教学 　　学生们经过一个假期休息，无论从体力还是脑力都得到充分放松，精力十分充沛。教师应抓住学生这一良好状态，结合本单元知识点少，交际性强的特点努力为学生创设语境，激发学生学习语言的兴趣，使学生对语言的学习产生新鲜感，成就感，从而提高学习效率。针对本单元交际性强的特点，创设适合于每课的语言环境，使学生置身于此环境，并担当某一角色，从而让学生真正感悟到语言的真谛。 关于词汇和短语的教学 　　记忆单词和习语是学生比较头痛的。为了减轻学生思想负担，通过师生之间对话，将生词及习语逐一呈现。在特定情景中，通过使用熟悉词语进行会话表演等交流方式，学会生疏单词。 　　有些特殊词还可用图片、幻灯，示范动作呈现给学生，让学生感到学有所用， 　　英语并不是难不可攀。 关于现在进行时的教学 　　1．动作表演游戏 　　教师做个动作让学生来表达：He/She is doing …，学生之间互相交换一个做动作，另一个用英语表达他/她正在进行的动作。或让一个学生先做个动作，其他的学生来表达。如一个学生做个看书的动作，另一个学生用英语问：What’s he/she doing?，其他的学生抢着说：He/She is reading (a book)，看谁说的又快又准确。也可以换成一个学生用英语表达一个动作，让别的学生来做这个动作，看动作是否表演得准确。　　采取对抗赛的形式：1-6小组，1、3、5组组员分批表演哑剧动作，2、4、6组组员分批使用英语描绘证明这些动作。表演动作明确易懂的，得分。使用英语描绘该动作，无误的，得分。 　　2．描绘图画。 　　师生之间，或同学之间互相指图问答。如下图，教师指着图中站在窗户旁的男孩用一个学生：What’s he doing? ，学生回答：He is cleaning the window。接着这个学生指着图中的某个人，问别的学生：What’s he/she doing?，循环下去，尽量让更多的学生参与。 　　也可采用比赛形式，教师指着图中的人问：What’s he/she doing?，让学生进行抢答，看谁答得又快又准确。 　　3．创设情景，首先请一位同学读课文，唱英文歌等易表演的动作。在他做此动作过程中，教师可提出问题：What is he doing? 请学生回答：He is reading. He is singing an English song. 　　然后组织学生两人一组，模仿刚才师生问答做表演。 　　条件好的可看课文教学录像，加深对现在进行时的理解。 关于课文What’s in a name? 的教学 　　1．首先问一个学生：What’s your name? 然后教师说His/Her full name is …，并且把名字板书出来。然后给出一个已学过的英文名字：Jim，告诉学生Jim’s full name is James Allan Green，借此解释full name和given name的意思。 　　2．以图解的形式讲解English names: a first name, a middle name and a family name的意义。   或通过播放动画讲解：The meanings of the three names, How to call a person, the difference between English names and Chinese names（见媒体素材中动画类：names）。 　　3．学生熟悉课文后，让学生仿照课文内容give a talk about names: English names and Chinese names。可以参考视频文件：What’s in a name?（见媒体素材中视频类：talk about names） 　　4．让学生就自己的名字进行对话练习，参照练习册Ex 2的5个问题进行一对一对的练习，或让学生就这5个问题对某人进行采访，记录下采访的过程。 关于现在进行时的讲解 (1)表示讲话时或现阶段正在进行的动作 　　He is singing in the room. 　　They are listening to their teacher. (2) 有时表示计划安排中的将来动作（限于come, go leave, stay 等少量动词） 　　He's coming tonight. 　　I'm leaving tomorrow. (3) 表示目前反复发生的动作，有时含有感情色彩。 　　He's always talking in class. 　　关于Happy teacher’s Day的讲解 　　Happy teacher's Day, Mr. Wu. 祝您教师节愉快，吴老师！ （1）happy意为“快乐的；幸福的；乐意的”。常可放句首构成表示祝福的句子。如： 　　Happy Birthday! 生日快乐！ 　　Happy New Year! 新年快乐！ （2）Teachers' Day意为“教师节”，是由普通名词构成的专有名词，每个单词的第一个字母都要大写。在表示节日的专有名词前一般不需要冠词the.如： 　　Women's Day 妇女节  Children's Day 儿童节  Mother's Day 母亲节  April Fools' day 愚人节 （3）表示祝福时除些表达方式外，还有两种形式： 　　 Best wishes to sb. (for …); wish sb. +宾语补足语。如： 　　 Best wishes to you for Teachers' Day. 　　 I wish you a happy New Year. 关于matter的讲解 　　It doesn't matter this time.这次没有关系。 　　matter 在这里作动词，意为“要紧”。如： 　　It matters very little.不要紧，丝毫没关系。 　　It doesn't matter who will do it.谁干这事都无关紧要。 　　matter 同时也可作名词，意为“事情，问题”。如： 　　―I can't carry the heavy box. ――我搬不动这个重箱子。 　　―No matter. Let me help you. ――没关系。我帮你。 　　What's the matter with you? 你怎么了？ 关于Why don’t 表建议的用法讲解 　　Why don't you talk about names? 你为什么不谈论一下名字呢？ 　　这是一个否定的特殊疑问句，表示劝说或建议，这个句子也可用“Why not + 动词原词？” 来表达同样的意思。如本句可改为：Why not talk about names? 　　What /How about …? 这一句型也表示建议可与上述句型转换。不过后面若跟动词时， 必须用-ing形式。如： 　　 Why don't you go to ask the teacher? = What about going to ask the teacher? 教学设计方案 Lesson 1 Teaching Objectives: Students should master the dialogues and useful expressions Language FOCUS: Welcome (back) to…, on duty, have fun (doing sth) , best wishes, this term, the first lesson, call one’s name, because clause traffic (a), on time. Properties: Tape recorder, some pictures, a calendar Teaching Procedures: 　　I. organizing the class 　　Teacher: Good morning, class. 　　Students: Good morning, sir. 　　T: Welcome to school. 　　S: (They may have different answers, never mind) 　　II. Warming up 　　After a long vacation, students may feel hard to speak English, so give them a few minutes to talk about their holidays in groups. 　　III. Leading in 　　Go round the classroom and greet them individually “Good morning, welcome back to school” then get them to greet other students in the same way. 　　IV. Presentation 　　Take out some pictures with People doing things happily and show them to the students to learn and practice “have fun doing sth. eg. The children are having fun playing football”, “The farmers have fun working on the farm.” etc. 　　Call students’ names and help them answer “I’m here.” or “Here.” Then explain the phrase “call one s names” . 　　Draw a crowded street (many cars, people, buses and bikes, etc) and teach the phrase “bad traffic”, draw and teach “traffic limits” “traffic signs” to help students to grasp the meaning of “traffic”. 　　First write the phrase “on time” on the blackboard, then give them some example sentences, let them understand the meaning eg. “He lives far from school, but he gets up very early, so he gets to school on time,” etc.  　　V. Practise 　　Play the tape for the students to listen and read three times, then get them to read out by themselves. Play the tape two more times for them to repeat and practise . At last get them to act out the dialogue in front of the class. 　　VI. Presentation  　　Show students the calendar, and teach “Teachers’ Day” with a sign on Sept. 10th, “Women’s Day” when point to March 8th, “Children’s Day” pointing to June lst. 　　Get someone to clean the blackboard and say “Thank you for cleaning the blackboard for me.” Get some more students to do things and teach “Thank you for doing sth.” 　　Play the tape once for them to find any problem, then play it again for them to read and practise in pairs. 　　Act it out 　　VII. Exercises in class 　　Fill in the blanks 　　1. Welcome back ________School. 　　2. The boys always have fun ____ basketball (play). 　　3. The students say “here”____ the teacher call their names. 　　4. Mary always gets to school ____ time. 　　5. I m not ____ duty today. 　　6. I made a card ____ my friend Tom. 　　7. Thank you ____ your coming to see me. 　　Answers: 1.to, 2.playing, 3.when, 4.on, 5.on, 6.for, 7.for. 　　VIII. Homework 　　1. To make a card for your teacher, parents or friends. 　　2. To make sentences with: have fun (doing sth) on time, welcome …to 　　IX. Summary Lesson 2 　　Teaching Objectives: Students should master the dialogue, some useful expressions and the background knowledge in the article about English names Language Focus: 　　Ⅰ. Useful expressions: think about/of, talk about, the difference between…and…, give a talk 　　II. English names:   　　“Mr. / Mrs. / Miss / Ms” before a last name 　　Properties: Tape recorder, overhead projector 　　Teaching Procedures: 　　I. Organizing the class 　　 Greeting and a duty report (to say something about Chinese names) 　　Ⅱ. Revision 　　Act out a short role play: A teacher is having a class, (the first class) someone is late. 　　Ⅲ. Leading - in 　　Teach the phrase “think about” by gestures and some sentences. eg. Teacher frowns and thinks as well as saying “I’m thinking about the homework for today.” 　　Call two students to the front and say, “Tom’s coat is black. Ted’s coat is blue. The colours are different. The difference is that Ted’s coat is blue and Tom’s coat is black.” Write the words “different” and “difference” on the blackboard and give them more examples, eg. “Do you know the difference between Mary and her sister? Mary is thin, but her sister is fat.” 　　IV. Practice 　　Students look at the picture and listen to the dialogue, then read after the tape, act it out in pairs. 　　V. Leading - in 　　From the first dialogue, we know Jim is going to talk about English names and the difference between Chinese and English names. Before we listen to his talk, let’s work together to see how much we know about that. 　　 … ( Anything is permitted and they are encouraged to speak a lot). 　　Now let’s see what Jim says about names. 　　VI. Reading Comprehension 　　Students read the text by themselves and answer the questions: 　　1. How many names are there in a full name? What are they? 　　2. What’s the order of these names? 　　3. Which name is not often used? 　　4. What are the titles used together with names? How to use them? 　　Students listen to the tape and read after it for several times. 　　VII. Exercises in class 　　Let them do the culture comparing exercise. 　　English name: James Allan Green 　　Chinese name: Zhang Cheng 　　In the English name, family name is   1   , it s also called   2   or   3  name. The given names are   4     5  . The name not very much used is   6   . it’s also called   7  name. 　　In the Chinese name family name is   8  , it s also called   9   or   10  name. The given name is   11  . It's also called   12   name. 　　The answers: 1.Green 2.last 3.surname 4.James 5.Allan 6.Allan 7.middle 8.zhang 9.first 10.surname 11.cheng 12.last 　　VIII. Homework 　　1. To read the text fluently 　　2. To make sentences with: ① talk about ②think about/of ③be different ④the difference between… and … 　　IX. Summary 教学设计方案 Lesson 3 Teaching Objectives:　　Students should be able to tell boys’ names from Girls’ names and use the present continuous tense correctly.Language FOCUS:　　I. a lot (of) , many, much II .present progressive tense III. namesProperties: Tape recorder, cards with namesTeaching Procedures:　　I. Organizing the class　　　Greeting and a duty report (a short story in present continuous tense)　　II. Review　　　　Show the cards with names for students to tell which is family name, given name　　III. Practise 　　　　Students talk about the names in pairs after a model. 　　　　Teacher: Do you know if Mary is a girl’s name?　　　　Student: Yes, it is a girl’s name/I m not sure, etc.　　　　Teacher sticks more names on the blackboard for them to discuss, and go round the classroom to help with any problem.　　　　Then do the discussion together.　　IV. Leading - in　　　　Teacher: What’s your name, please?　　　　Students: My name is Zhang Da Min.　　　　T: Can I call you Da Min?　　　　S: Yes. (Sure)　　　　S: What s your name, please?　　　　T: My name is Elizabeth, you may call me liz, that’s short for Elizabeth.　　　　Play the tape for students to listen, read and practise.　　　　Then students act out the dialogue in pairs, they may use their own names or make - up names)　　V . Ask and answer　　　　Students look at the picture and ask and answer　　　　—— What is the boy doing?　　　　—— Which boy?　　　　—— The boy standing by the window.　　　　—— Oh, he s cleaning the window.　　VI. More Practice of “be doing?”　　　　Call individual student to the front, and mime an action for the students to guess. 　　　　——Are you dancing?　　　　——Yes, I am./No, I am not .(I'm not)　　VII. Exercises in class　　1. Write out the present participle.　　① Walk ② skate ③ ski ④ knit ⑤ wash ⑥ pass ⑦have. ⑧celebrate ⑨play ⑩ clap　　2. Write out the questionsThe boys are having a football lesson on the playground.　　① Who — ? 　　② What — ?　　③ Where — ?　　Answers: 1. ① walking ② skating ③ skiing ④ knitting ⑤ washing ⑥ passing ⑦ having ⑧ celebrating ⑨ playing ⑩ clapping　　2. ① Who is having a football lesson on the playground?　　　② What are the boys doing on the playground?　　　③ Where are the boys having a football lesson?　　VIII. Homework　　To choose one picture in the book? and describe it in present progressive tense.　　IX. summary 教学设计方案 Lesson 4 Teaching Objectives: Students should grasp the pronunciation of some letter clusters and understand the article. Language Focus: I. Pronunciation: 　　[  : ] er, ur, ir, or, ear  [a:]ar, a(ss),al    [  u:]ou, ow II. Useful expressions : 　　 ① make sb sth, - make sth for sb   ② try to do sth  ③ friendly, unfriendly  ④ not…any more   ⑤ ask sb, to do sth  ⑥ help sb, (to) do sth   ⑦ a waste of time Properties: Tape recorder, Overhead projector, cards Teaching Procedures:   　 I. Organizing the class 　　Greeting and a duty report 　　II. Review 　　1. Give some names for them to say which is the family name and which is the given name. And how to use the titles Mr./ Mrs./ Miss/ Ms. Remind them that the titles can only be used with a family name. 　　2. Show a picture for the students to describe in present continuous tense “be doing sth”. 　　III. Pronunciation 　　1. Students follow the tape 　　2. More words to read (on cards) 　　IV. Listening: 　　Students listen to the tape and do the exercise 　　V. Leading - in 　　Teacher: What are you going to do on Saturday? 　　Student: I’m going to… 　　T: Can you make a card? 　　S: Yes, I can. 　　T: Will you please show us your card? 　　S: Sure! (They have done that as homework some days before.) 　　T: Oh, it’s really a nice card. Now let’s see what Tom is going to do before Teachers’ Day (with the questions)       ① What does Tom’s mum want him to do?       ② Can he do it? why? or why not ?       ③ What is the idea Mum thinking out for Tom?       ④ Do you think it’s a good idea?       After answering the questions, students follow the tape and act it out in pairs.       VI Reading practice       Students read the text by themselves and answer the questions:       ① Who’s in the story?       Say something about him, eg, name, nationality, likes, etc.       ② What’s the mistake the students often make?       ③ What does he want now?       ④ Who helps him?       ⑤ Does he get what he wants?       ⑥ Can you help him?       Then play the tape for them to follow.       Students try to retell the story with the questions as clues.       VI Language Practice       Let’s learn seven useful expressions of this lesson       ① make sb sth ____ make sth for sb.       ② try to do sth.       ③ friendly opposite unfriendly (adj)       ④ not… any more       ⑤ ask sb. to do Sth.       ⑥ help sb. (to) do Sth.       ⑦ a waste of time       Listen to my sentences and try to understand them      eg ①I’ll make you a new paper boat→ 　　　　I’ll make a new paper boat for you. 　　　②The boy is trying to climb the tree. 　　　③The people are friendly to me. 　　　④You’re not a child any more. 　　　⑤My Dad asks me to buy him some newspapers. 　　　⑥Will you please help me do the cleaning? 　　　⑦It’s a waste of time to listen to him. 　　Then ask the students to make their own sentences with the phrases given above. 　　VIII. Exercises! in class  　　1. Write out the phonetic symbols.   　　① bird ② part ③ grass ④how  ⑤ trousers  ⑥world  ⑦ learning  ⑧ clerk ⑨ birthday ⑩ blouse 　　2. To introduce Phillip in 40 words. 　　Answers: ① [  :] ② [a:] ③[a:] ④[  u]  ⑤[  u]  ⑥[  :]  ⑦[  :] ⑧[  :] ⑨[  :] ⑩[  u]  　　3. Omit 　　IX. Homework  　　1. Lesson 4, exercise 4, to make up a dialogue in pairs and be ready to act (write out script) 　　2. If they don’t like their English name, they may change it to a new one and make a name card to be placed on the desk.  　　3. Finish off the workbook 　　4. Go through the checkpoint, answer any question. 　　X. Summary 探究活动英语姓名游戏 　　教师可以通过游戏让学生熟悉和掌握英语姓名的意思。 　　1．每个学生为若干同学准备英语姓名，口述或笔头（上黑板）写出，不得有重复的。 　　2．给每个学生取一个英文名字，让学生互相之间以英文名字称呼。取名字时，教师可查阅英汉词典有关索引。英语姓名应尽可能与该同学的汉语姓名读音相近，或者与其特征相近。 　　如：个子高的男生可用Tom Longfellow. 矮的可叫Jack Short. 姓金的女生可叫Mary King, 姓马的男生可称为Edward Martin .姓张的中国人最多，可姓Smith 如：William Smith. 　　Give a talk about names 　　Ask every student to prepare a talk about names, including the number of names, the meanings of them, the difference between Chinese and English names. Organize a lecture contest after class. 　　教师可以让学生参照媒体素材中的视频文件：关于英国人名字的演讲中Jim所作的演讲进行。 中国姓氏调查报告 　　让学生去调查中国的十大姓氏，每个姓氏在全国所占人口的比例，然后制作调查表。 姓 Zhang                            所占人口比例 40 percent                            　　可参考扩展资料中的素材：Chinese surnames。 　　Make a card 　　1. Ask every student to make a card for Teachers’Day, and write their best wishes on it. 　　2．上课时，要求每个学生三分钟内制作一张英语贺卡送给其他同学。事先教师通知学生准备好笔、纸、剪刀、胶水、颜料等用品。 　　做好后，当场由各小组、全班和老师分三级评出最佳贺卡，进行奖励。 　　请用多媒体制作美丽的贺卡若干张，作为自制奖品，供学生与教师选用。