Let the students open their books at Page 15 to complete the vocabulary tree in their books. First ask the students to do it by themselves and then check the answers together.
【设计意图】通过之前的快速记单词活动引出今天的话题记忆单词的方法之利用词汇树。通
过动画的形式生动形象地向学生演示绘制词汇树的过程与方法。接下来让学生翻开课本来完成书上的联系，初步了解词汇树。 Step 3 Practice 1. Ask and answer
Ask some questions about our friend Eddie, such as “what’s Eddie’ hobby?”. Let the students say the names of some food and drinks. 2. Group the words
Let the students put the words about the food into different groups. 3. Draw a vocabulary tree
Let the students draw a vocabulary tree about the food and drinks.
【设计意图】通过学生熟知的卡通人物来引出关于食物和饮料的相关词汇。通过让学生根据这些词汇进行分类可以了解学生概括总结的能力，最后让学生以此来绘制一颗词汇树既可以让学生对照自评本节课的目标达成度，也是教师来反思教学目标达成度的一个途径。 Step 4 Expansion
The teacher introduces the knowledge tree. Lead the students to draw the knowledge tree about the knowledge of unit 1. They can draw the trees in different ways. 【设计意图】从利用词汇树来记单词引申到利用知识树来梳理整个单元的结构与内容。通过介绍两种不同的方式来拓宽学生的思维，让绘制知识树真正能成为学生学习的一项技能，而不仅仅局限在记忆单词上面。 V. Homework
1. Put the words in Unit 1 into different groups. 2. Try to draw a vocabulary tree.
Unit 1 Friends Task
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to: 1. write an article about their best friends;
2. understand the five steps of writing (prewrite-write-revise-edit-publish); 3. work in pairs, assess and reflect after writing. II. Teaching contents
1. New words and phrases: dark brown, both … and …, have a round face, smiling eyes, look really pretty and kind, have a smile on her face, work with children. 2. New structure: Kate is both my neighbour and my best friend. She always has a smile on her face and looks happy. I think she will make an excellent teacher.
III. Focus of the lesson and predicted area of difficulty Write an article about best friends. Learn the five steps of writing. IV. Teaching procedures Step1 Lead-in
Brainstorm: What would you like to write about your friend?
T: Teenagers magazine is inviting teenagers to write about their best friends for the writing competition.
【设计意图】作为本单元最后一个课时，学生已具备较多的知识背景储备，创设情境邀请学生参加写作比赛，明确本课任务。通过头脑风暴引导学生考虑写哪些方面帮助学生拓展思维，理清思路。 Step2 Presentation 1. Read and answer
Students read the article and answer five questions Who’s Daniel’s best friend? When did Daniel first meet her? What does she look like? What’s she like?
What would she like to be when she grows up?
2. Show the structure of the article 3. Read each paragraph carefully (1) Para 1 Introduction
Which sentence can we use in our article? (2) Para 2 Looks
Which sentence tells the main idea? Find the details about her looks. Teacher concludes
that we should tell the figure and distinguishing features. (3) Para 3 Personality
What is she like? Students try to find the topic sentences and the supporting details, and teacher points out supporting details can help the reader understand the personality.
(4) Para 4 Future plans
Which sentence can we use in our article?
【设计意图】从阅读文章回答问题入手，引导学生总结出文章大体的段落结构；再分段细读，帮助学生赏析写作示范文章的遣词造句和段落结构，层层深入，为下一环节的写作提供素材和范例。 Step 3 Writing 1. How to write
Show the five steps of writing; point out that we should write step-by-step. (1) Prewriting—choose a topic and collect details
a. Ask students to use words to help readers “see” who they are describing. Show four portraits and invite the students to describe their looks, giving a word list and a structure as a help.
b. Ask students to use sentences to help readers understand the personality better. Ask students to match the personality with supporting details. Encourage the students to say something more about the other personalities. (2) Writing
a. write a first draft: a beginning + a middle + an ending b. Show the model draft and analyze the structure of it. (3) Revising—improve your writing a. Talk with a partner.
Show the response sheet. Ask students to work in pairs—one reads the writing out aloud and the other team members listen carefully and tell what they like and ask questions. b. Rewrite parts.
Ask students to make three sentences better.
Give two tips: use specific words; use sentences of different lengths. (4) Editing—check for errors
Invite the students to check the article for punctuation, capitalization, grammar error and spelling.
(5) Publishing—share your writing Show the final copy.
Give two tips: use your best handwriting; indent the first line of each paragraph. 2. Assessment
(1) How to assess the final copy (2) Reflecting on your writing Reflect by answering three questions. The best part of my article is: The part that still needs work is:
The next time I write a descriptive article, I would like to: 3. Write an article
(1) The advantages of writing
Show the advantages of writing: exercise your brain, learn m ore about yourself, share with others, have fun. Encourage the students to write more. (2) Write an article
Ask students to write their own article about their friends.
【设计意图】如何润色英语作文是一个难点，学生往往感觉无从下手。本环节的设计通过修改例文，说明修改的原因，并给出了一些修改的小提示，可以启发鼓励学生改善自己的习作。写作实践环节首先向学生展示写作的五个基本流程，五个流程环环相扣，操作性强，能有效帮助学生明确按步骤写作的理念；五个写作环节环环相扣，一气呵成，通过剖析一篇例文具体的写作过程，为学生提供很好
的范例同伴反馈表格具体指导学生如何合作，避免了以往小组讨论流于形式的问题。 V. Homework 1. Revise your article.
2. Choose the best articles and put them on the wall.
Unit 2 School life
Comic strip and Welcome to the unit I. Teaching aims and learning objectives
By the end of the lesson, students should be able to: 1. talk about school life properly;
2. grasp the different expressions to refer to the same thing in British and American English;
3. understand the rules of the differences between British and American English in vocabulary. II. Teaching contents
1. New words and phrases: British, biscuit, rubber, American, eraser, vacation, cookie, fall, store, truck, yard, movie, advertisement, lorry, soccer 2. New structures: Because we’re cleverer than people. They have to work harder.
What’s school life? It’s like watching TV. They are fewer advertisements.
I’d love to, but the school football team will practise this Saturday. III. Focus of the lesson and predicted area of difficulty
Describe what school is like in their mind with one’s own words.
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