I. 听句子，选择正确答案。

　(　 ) 1. A. It’s his.　 B. Yes, it is.　 C. No, it isn’t.　 D. It’s red.

　(　 ) 2. A. Thanks.　 B. Yes, they are.　 C. Yes, it is.　 D. OK.

　(　 ) 3. A. He is old.　　　　　　 B. He is a teacher.

　　　　 C. He is in Class One.　　 D. He is tall with a thin face.

　(　 ) 4. A. Yes he is.　　　　　　 B. No, he isn’t.

　　　　 C. He is tall.　　　　　　 D. She is a good boy.

　(　 ) 5. A. Yes, he does.　　　　　 B. No, he does.

　　　　 C. Yes, he doesn’t.　　　　 D. He is nice.

II. 听句子，选出所听到的信息。　

　(　 ) 1. A. in the same school　　　 B. in different schools

　　　　 C. in the same class　　　 D. in different classes

　(　 ) 2. A. white skin　　　　　　 B. dark skin

　　　　 C. brown skin　　　　　　 D. yellow skin

　(　 ) 3. A. soon　 B. over there　 C. right away　 D. look the same

　(　 ) 4. A. under the tree　　　　　 B. in the room

　　　　 C. at school　　　　　　　 D. in the picture

　(　 ) 5. A. round face　　　　　　 B. big face

　　　　 C. small face　　　　　　 D. thin face

Ⅲ. 听短文，填正确的单词，每空一词。

I am Peter. I am __　　 　the USA. Look ___　 　my picture. My ___　　 　is blue. My pants are ___　　 . my ___　　 　is white and my shoes are brown. These are my favorite clothes. Am I cool?

Ⅳ. 听录音，根据你听到的对话，判断下面的句子。　

　(　 ) 1. Ted’s an American.

　(　 ) 2. Ted’s mother is in England now.

　(　 ) 3. Tony and Ted are brothers.

　(　 ) 4. Ted’s father is a teacher.

　(　 ) 5. There are five people in Ted’s family.

　　 可能会出现的问题与不足： 　　 1、　制作过程中涉及到对预测事物的特征和细节描述，可能涉及到较多的专业术语，会或多或少的影响学生陈述的流利与准确性，但这些不足没必要太过苛求。 　　 2、　一些学生在准备过程中，可能会将重点放在精美的设计形式上，而忽视制作过程的完整性和实用性，这有可能影响效果。因此老师应及时提醒学生并给予力所能及的指导与改正。 　　 八、课后反思： 　　 长期以来，英语课程改革(包括教材、课堂教学的理念与模式等)一直是众多专家与教育工作者关注与探究的课题。以网络为主要载体的信息技术凭借其生动、直观、便捷、开放等特点无疑会为这种教学改革提供一种全新的技术平台和独特的教学效果。带着这样的理念与思考，我们设计了这节英语课。课后感触良多,现简要总结如下： 　　 1)　学生在课前根据所好，自愿结组，积极准备，他们借助网络等便捷资源，搜索了大量有关预测的词汇、图片等材料并进行初步制作。这样，在课堂上，他们就能利用已有的资料通过局域网进行筛选、整理加工或重新组合，大大提高了课堂时间利用率。通过制作、展示和评价，又使学生对相关语言知识(词汇、句型)和语言技能(描述相关主题的性质、特点等)的运用也远远超出了《大纲》要求和课前的预期目标。 　　 2)　不少学生，尤其是英语学习不是很突出的同学竟然能熟练运用网络资源，具有很高的计算机操作水平！从他们兴奋的表情和活跃的身影上不难看出，这节课无疑给了他们展示的机会和舞台，也为他们赢得了其它同学的赞誉和好评。 　　 3)　由于教学形式新颖，教学资源丰富，同学间协作、主动学习的可能性得到很好的实施，使得教师从一个知识的灌输、讲解者转变为指导、参与者，由此，教师的主导性和学生的主体性也得到了相应的体现。 　　 4)　学生的作品实用又富于联想，将之汇集起来，又是一份很好的课件集锦和学习资源，供其他老师、同学参考使用。

　　 有待改进的问题： 　　 1、由于课堂时间有限，有些小组精心设计的作品没有机会展示。 　　 对策：　 教师应这些同学予以肯定和表扬，并另找时间或途径让他们展示，以保护学生的积极性。 　 　2、相对于普通教室师生、生生互动而言，多媒体教室又多了人机之间的互动，这就意味着学生的部分注意力会被面前的电脑吸引，加上电脑的遮挡，有些同学可能会乘老师不注意或视角的死角做一些与课堂无关的小动作，如自己打开其它的文件夹或网页等，这无疑会增加老师对课堂调控和驾驭的难度。 　　 对策： 除了运用相关的技术手段对学生机进行控制和切换外，教师应在授课的同时用余光浏览整个教室，并不时的在各小组之间走动，一边关注学生的活动进展，一边对其相关的进行建议与指导，同时也可防止类似事件的发生。

2. Finish 3b, 3c. Step 5　Project 　　 1. Work in groups. Four in one group. Each of the students acts one character: Kangkang, Michael, Jane and Maria. Act out the dialog according to the information in the chart. 　　 2.Work in groups. Make a survey and complete the chart below:　

　　　Choose one speaker to give a report. 　　 3.Finish 3c.Let students make up a passage about Kangkang’s father.

Section D Teaching aims and remands: 　　 1?Summerize the grammer focus and useful expressions in topic 3. 　　 2?Improve the listening, speaking, reading and writing skills. 　　 3?Go on talking about health. Teaching procedure: Step 1　 Review 　　 1. Chain questions. Ask the students to answer the following questions quickly: Did you have breakfast this morning? What did you have for breakfast? Where do you usually have lunch? What do you have for lunch? When do you usually have supper? What do you have for supper? What is your favorite food? Which foods are good for your health? 　　 2. Ask and answer in pairs 3. Then retell the answers to the class. Step 2　Presentation 　　 1. Look at the pictures 1. Describe the differences between these two pictures. 　　 2. Play the tape recorder. Choose the correct picture. 　　 3. Listen to the tape again, then write down the answers in 1. The teacher writes some key words of the answers on the blackboard. Step 3　Consolidation 　　 1. Retell the passage according to the key words. 　　 2. Let the students go over the language points in Topic 3. Do 2a, 2b. Step 4　Practice 　　 Make a survey to each other. ( Four in one group) 　　 Complete the chart below:

Choose one speaker to give a report. Give him some advice on how to change his bad habits. Step 5　Project 　　 1?Discover the information about an illness in 5. If the students can?t finish it in class, give them enough time to study and find more information after class. 　　 2?Using the information in Topic 3, ask the students to write a short passage on how to fight the flu. 　　 3?Enjoy this song “Auld Lang Syne”

2. Play the tape again. Let students follow and imitate, then check their answers according to the dialog:1. F　2. F　3. F Step 4　Practice 　　 1. Pair work: Suppose one is a doctor, the other is a patient. Make up a dialog and act it out. 　　 2. Chain story: The teacher may give the beginning. Let the students continue with the story one by one. For example: Teacher: 　Yesterday Xiao Ming played basketball with his friends. Student A: Suddenly he fell down and hurt his left arm. Student B:... Step 5　Project 　　 Have a competition: Divide the class into groups. Each group begins a story from the first student to the last. One sentence each. At last, let’s see which group has the best story in the shortest time.

Section D Teaching aims and demands: 　　 1?Sum up the sentence patterns and useful expressions in Topic 1. 　　 2?Improve listening and speaking skills to writing skills. 　　 3?Lead up suggestion voice to other topic. Teaching procedure: Step 1　Review 　　 Ask some questions about what they learned in the last period. 　　 Who had an accident? 　　 What was wrong with him? 　　 Who went to call a taxi? 　　 What was Dr.Jiang? s advice to Michael? 　　 Who came to visit Michael in hospital? 　　 Let students retell the story of Michael according to these questions. Step 2　Presentation 　　 1. The teacher shows a letter and tell: This is a letter from Peter to Lily. But it’s not completed. Let’s help Peter to complete this letter. Let students finish 1a then read the passage loudly. Notes: 1) not... until... 2) worry about ... 　　 2. The teacher asks some questions about the passage: 1) Why can?t Peter read the books? 2) What was wrong with Peter? 3) How did Peter get sick? 4) How was Peter’s sister? While students are answering these questions, the teacher writes some key words on the blackboard. couldn?t - until - had - weekend - a sore throat -a toothache - Friday - football - flu - sister - sick - coughed Then let the students retell the story according to the above words. Step 3　Consolidation 　　 Do 1b. First give Peter some advice orally, then let students write down their answers. Ask some students to read their answers, then help them check the answers.

Step 4　Practice 　　 1. Do 3.Put the sentences into the right blanks. Read the dialog in pairs. 　　 2. Divide the class into two groups. Think of some problems about health. Ask each other for help. Give some advice to solve the problem. The group which can?t solve the problem will lose. Step 5　Project 　　 Work in groups. Four in one group. Each student goes over one section of Topic 1. Summarize the language points. At last, share with each other.

Topic 2　Is it good for your health?

Section A Teaching aims and demands: 　　 1.Learn to talk about the topic of the healthy living habits. 　　 2.Learn to use the gerund as the subject. 　　 3.Go on practicing how to give advice. Teaching procedure: Step 1　Review 　　 Show some pictures of Topic 1.Section 1, ask and answer: 　　 Teacher:What?s wrong with him? 　　 Student:He has a headache. 　　 Teacher:I think he should/shouldn?t... 　　 Teacher:What?s the trouble with her? 　　 Student:She has a cold. 　　 Teacher:She had better(not)... 　　 Review like this. Step 2　Presentation 　　 1?Teacher:Kangkang is also feeling terrible today. What?s the trouble with him? Play the tape. Let students answer the questions according to listening. 　　 2?Explain the new words: stay up late, health, tonight. Play again. Let students follow and imitate the reading.(1a) 　　 3?Do 1b. Students practice and act it out. Step 3　Consolidation 　　 1? Play the tape. Let students do 2. 　　 2?Play again, let students follow and imitate the reading. Check the answer to “How did Wang Jun get a headache?” Step 4　Practice 　　 1?Do 3: Pair work. Teacher:If I have a headache, what should I do? Student:You should/shouldn?t.../You?d better(not)... Then students ask and answer questions like this. (chain questions) 　　 2?Teacher:Bad habits can cause headache or other illness. So we should have good hadits. Explain “habit”, then write down “habit” and “good/bad”. Students do 4a. 　　 3?Teacher:What other habits do you have? Student:I like getting up late. Teacher:Is getting up late good or bad for your health? Students:... Students work in pairs like this, finish 4b: A: Is ... good or bad for your health? B: It?s good/bad. 　... Step 5　Project 　　 1. Group work: Four students work in one group. Talk about what are healthy habits, and what are unhealthy habits. Try to use these sentences:(4b) -Is going to bed early good or bad for your health? -It’s good. Then choose one student to write down the result. And choose a speaker to give a report to the whole class. For example: We think that going to bed early is good for our health. So we should go to bed early every day. Playing sports after meals is bad for our health. So we shouldn?t play sports after meals.

Section B Teaching aims and demands: 　　 1?Go on learning good habits to keep healthy. 　　 2?Improve from “listen, read” skills to “speak, write” skills step by step. 　　 3?Master “must” and “must not”. Teaching procedure: Step 1　Review 　　 Go on with the report on healthy habits. The teacher point out the language points: 　　 Doing sth is good/bad for ... 　　 You should do ... Step 2　Presentation 　　 1. The teacher write some habits on the blackboard. For example: eat breakfast go out for a walk go to bed early and get up early drink plenty of water Then the teacher summarize: These are all healthy habits. But do you know why they can help us keep healthy? 　　 2. Play the tape recorder. Let the students find out the answers according to listening. (1a) First play once, if the students can not find all the answers. Play again. Then write down the key words for the answers on the blackboard: 　　 eat breakfast--gives ... energy ... go out for a walk -- good exercise ... necessary... drink plenty of water --...good...health. go to bed early and get up early --... keep...active... daytime. The teacher points out the new words. Make sure that the students can read and understand them exactly. Step 3　Consolidation 　　 1. Let students retell the passage according to the key words on the blackboard. 　　 2. Do 1b, write the vocabularies to finish the sentences. Step 4　Practice 　　 1. Do 2a. Let students speak the sentences orally:You must wash hands before meals. You must not read in strong sunlight. 　　 2. Then let students write more sentences by using “You must ...” and “You must not ...”. Step 5　Project 　　 1. Work in groups. Four students work in one group. Finish 2b. Choose one student to write down the result, and another student to give a report to the whole class. 　　 2. The students who has no chance to report should practice more after class and get ready to report in the next period.

Section C Teaching aims and demands:

1 Improve students’ablities from listening, speaking to reading. 　　 2?Learn to get information from the passage by skimming. 　　 3?Learn to summerize by scanning. Teaching procedure: Step 1　Review 　　 1. Let some students give a report on the project they finished in last period. The teacher points out the important sentences: You must .../You must not... 　　 2. Let the students think about the causes of the headache. And try to give some answers.

Step 2　Presentation 　　 1. Play the tape recorder 1a. Let students tell “True” or “False” about these sentences: 1)A headache is a disease. 2)A headache may show that something in your body is wrong. 3)We may have more than one headache each week. 4)Headaches can often make you worried. 5)You needn?t go to see the doctor when you have a headache. The teacher can write down these sentences on flash cards before class, or he can read them after playing the tape. 　　 2. Skimming. Let students read the passage quickly and master the main idea. Underline the new words and the teacher explains them. 　　 3. Scanning. Read the passage more carefully. Then finish the questions in 1a. Step 3　Consolidation 　　 The teacher check the students’ answers. Then write some key words of the answers on the blackboard. Let the students retell the passage according to the key words. 　　 1)not a disease -- show -- wrong 　　 2)a fever -- other illnesses 　　 3)may get a headache whenwork -- hard 　　　 can?t -- enough sleep　 exercise -- empty

Step 4　Practice 　　 Let the students discuss: How does a body become sick? 　　 Then do 2a. Let students tell the ways of becoming sick: 　　 1)through the nose 　　 2)through the mouth 　　 3)through the skin Step 5　Project 　　 1. According to the result of Step 4. Let the students find out some ways to stop germs 2b. First speak some sentences orally. Make sure to use “We should .../should not...” and “We must.../must not...”. 　　 2. After the oral practice, let each of the students write at least 5 sentences about how to stop germs.

Section D Teaching aims an demands: 　　 1?Go on learning what are healthy habits. 　　 2?Improve the students? listening, speaking, reading and writing skills. 　　 3?Summerize the grammar focus and useful expressions in the topic. Teaching procedure: Step 1　Review 　　 1. Let some students report the project in last period. The teacher point out the language points. 　　 2. The teacher asks the students something about healthy habits. For example: -What are healthy habits? -Going to bed early is good for our health. -Doing morning exercises is a healthy habit. 　　 Step 2　Presentation 　　 1. After talking about healthy habits. The teacher asks something about healthy foods. Show some pictures　and put them on the blackboard, and write the names of the foods. Make sure the students can read all of them. 　　 2. Let the students divide these foods into groups. finish 1b. 　　 3. Let students tell which are healthy foods and which are unhealthy foods. Step 3　Consolidation 　　 1. Play the tape recorder 1a. Complete the passage according to the listening. 　　 As we know,　　 　gives us energy. We must have 　　　to keep us 　　　. Of course, we must also have the 　　　of 　　　. We should eat more 　　　and 　　　　and less 　　. A cup of 　　　and an 　　　a day can help make us 　　　. Different 　　　help us in different 　　　. Too 　　　, too 　　　or a 　　　choice of 　　　can make us 　　　. 　　 2. Play again. Let the students follow and imitate the reading. Step 4　Practice 　　 Let the students do 3 by themselves. Then give a report to the whole class. Step 5　Project 　　 1. Let students go over all the pattern sentences in this topic 2a, 2b. Finish the writing project 3 by using the sentences they have learned in Topic 2. Each student writes at least 5 sentences. 　　 2. Write a short passage which contains 60?80 words. Title: How to Keep Healthy Instruction: Try to use the sentences you have learned in Topic 2 as many as possible.

Topic 3　We should do our best to fight SARS.

Section A Teaching aims and demands: 　　 1?Talk about how to fight SARS. 　　 2?Learn how to interview others. 　　 3?Master the words “should” and “shouldn?t”. Teaching procedure: Step 1　Review 　　 Let the students tell good habits and bad habits. Use these sentences: 　　 We should do ... 　　 We shouldn?t do ... 　　 We must do ... 　　 We must not do ... 　　 We don?t have to ... Step 2　Presentation 　　 1. First the teacher says to the students “Good habits can help us to keep healthy. But bad habits can cause diseases. In 2003, there was a serious disease called SARS (Severe Acute Respirators Syndrone)”. Then ask them, “what do you know about SARS?” Ask the students to talk about “SARS”. 　　 2. Introduce Kangkang?s father to the students. Then the students listen to the dialog and answer the questions: -What do you know about SARS according to the listening? -It spreads easily among people. Play again, ask more questions: -What should we do to stop it? -We’d better have a balanced diet and take more exercise. -We must not go to the crowded places. Step 3　Consolidation 　　 1. Play the tape recorder, and let students follow the tape and imitate. 　　 2. Do 1b, and finish the questions in pairs. 　　 Step 4　Practice 　　 1. Let students think of more good ideas to stop SARS away from us. 　　 2. Do 2, then make up dialogs in pairs. Step 5　Project 　　 1. Make an interview: Four in one group. Suppose one of them is a journalist and the others are doctors. He asks questions, the other three answer. 　　 2. Every student writes at least three sentences about how to fight SARS.

Section B

Teaching aims and demands: 　　 1?Learn how to make a telephone call. 　　 2?Make sure you can take a message of a telephone call. 　　 3?Make sure you can read the telephone message. Teaching procedure: Step 1　Review 　　 1. Let student retell at least three sentences about how to fight SARS. 　　 2. Ask and answer about Kankang’s father: What’s Kangkang’s father? Where is he now? Why can?t he go home? Step 2　Presentation 　　 1. The teacher lead into: Kangkang misses his father very much. What should he do? The students may answer: He should call his father. 　　 2. Listen to the dialog 1a and answer questions: 1)Can Kangkang’s father answer the phone? Why or why not? 2)What is he doing now? 3)What does Kangkang tell his father? 4)What will Miss Hu do? 　　 3. Play the tape again, and finish 1b. Step 3　Consolidation 　　 Let students read 2. Put the sentences in the right order, and make up a new similar dialog. Step 4　Practice 　　 1. Read the telephone messages 1b. Complete the dialog according to the information from the messages. 　　 2. Listen to the tape. Follow and imitate. Step 5　Project 　　 Suppose you are calling Xiao Wang. But he’s not in. His mum answers the telephone call. You ask her to give him a message. Tell him to go to the zoo with you at 8∶　30 tomorrow morning. 　　 Let students make up a dialog in pairs, then act it out.

Section C Teaching aims and demands: 　　 1?Learn how to do the skimming and get information. 　　 2?Master the simple past tense. Teaching procedure: Step 1　Review 　　 1. Ask some questions about SARS: What do you know about SARS? What should we do to stop SARS away from us? 　　 2. Let some students introduce something about Kangkang’s father. What do you know about Kangkang’s father? Step 2　Presentation 　　 1. Read the passage 1a, let students tell“True” or “False”. 1)Kangkang’s father was a patient in Xiaotangshan Hospital. 2)Kangkang’s father could talk with his family on the phone. 3)SARS is a kind of serious disease. 　　 2. Read the passage more carefully. Answer the questions 1b. The teacher writes some key words on the blackboard: doctor - SARS - serious - hospital - couldn?t - home - talk - phone - missed - duty - save Step 3　Consolidation 　　 1. Using the key words on the blackboard, retell the story in 1a. 　　 2. Rewrite the story with your own words,and finish 1b. Step 4　Practice 　　 1. Listening practice: Listen to the dialog and finish the chart below:　　

2. Homework:

　 (1)根据4的内容，写一篇如何保持健康的短文。

(2)为自己和自己家人列一份一周均衡的营养食谱。

板书设计：

1. (完成4，深化本课内容。)

　 T: Please do 4 by yourself, then give a report to our class!

　 (让学生根据选项对自己进行评价，教师可适当解释。)

5. (四人一组，进行自主学习，每人负责归纳整理一个Section的重点句型与词组，最后四人将结果合并在一起，向全班汇报。汇报完后，教师将学生的结果与3a、3b进行对照，然后放3a、3b录音，让学生跟读。)

Step 5 　Project 第五步 　综合探究活动(时间:5分钟)

4. (听2录音，让学生完成练习，核对答案。)

3. (将所学食品按照可数与不可数名词进行分类。)