1. (完成6。)

　 T: Now let’s work in groups. One student performs, while the other students guess and write down their answers like this:

(教师板书)

Understand? Go!

2. (听力完成后, 让学生进一步熟悉本单元重点内容5a和5b。)

T: Now stop to read 5a and 5b by yourselves, pay attention to “can” and “could”.

(1分钟后, 学生读完, 用can和could进行4的写作。)

T: Look at the pictures in 4. Write sentences with “can” or “could”.

For example:

Wang Wei can’t play basketball.

Can Michael play basketball?

Yes, he could play basketball two years ago.

…

Step 5　 Project 第五步　 综合探究活动(时间:10分钟)

1. (听录音, 完成3, 培养自主学习能力。)

T: Let’s listen to the tape and fill out the form.

(听完录音, 给学生1分钟做题, 然后核对答案。)

T: I’ll give you one minute to fill out the form…Time is up, let’s check the answers together.

S₁: Kangkang can take photos. He can’t fly a kite.

S₂: Maria can fly a kite. She can’t draw pictures.

S₃: Michael can draw pictures. He can’t play the guitar.

S₄: Jane can play the guitar.

4. (让学生利用关键词复述课文。)

T: Now please retell the passage with the words on the blackboard.

S₁: Jenny lives in London with her parents.When she was three, she could play the piano…

(学生复述完后，教师进行评价。)

Step 4　 Practice 第四步　 练习(时间:10分钟)

3. (和学生一起找出2的关键词，教师板书。)

T: Now let’s read the passage again and find out the key words. I will write them down on the blackboard.

S₁: Jenny.

S₂: London.

S₃: …

2. (给学生1分钟时间准备, 然后核对答案。)

T: Are you ready? Time is up. Let’s check the answers together. The first one. S₁, please!

S₁: Jenny may be 15 years old now.

S₂: When Jenny was five, she could draw and play the piano.

S₃: In the text,“hard”means difficult.

S₄: She is great and smart.

1. (学生再听2录音, 并做练习。)

T: Listen to the tape and choose the best answers.

2. (设置并板书听力任务, 再听一遍2的录音, 回答问题。)

T: Let’s listen to 2 again and answer the questions on the blackboard.

S₁: She could play the piano when she was three…

S₂:　 London. / She lives in London.

Step 3　 Consolidation 第三步 巩固(时间:5分钟)

1. (由过去能做或不能做的事情, 介绍出2的主人公珍妮, 看她能做什么。)

T: Now I’ll introduce a new friend, Jenny. What could she do? Do you want to know?

Ss:　 Yes.

T: 　 Let’s listen to the tape.

5. (1)(教师在黑板上画几幅简笔画。)

(板书)

T:　 I can draw a picture. Look at my picture. I could play basketball when I was ten years

old. Can you draw a picture?

Ss:　 Yes.

T:　　 Now I’d like you to draw pictures by yourselves and talk about them one another in

groups, understand?

Ss:　 Yes.

T: OK. Let’s begin.

(教师可给学生呈现以下素材, 启发学生想象力。)

(学生组合成学习小组, 每组6人。教师注意协调, 使每个小组有绘画人员, 然后教师给每个组员发一张纸, 要求互相合作完成有关动作的简笔画, 并写出句子。)

(学生动笔画画, 写句子, 大约5分钟。)

T: Have you finished your drawings?

Ss:　 Yes.

T: OK. Let’s talk about the pictures in groups.

(各组成员根据简笔画谈论自己在几岁时能做或不能做的事。活跃课堂气氛, 大约5分钟。)

T: Time is up. Let’s see which group does well.

(每组选派两个代表上台演讲。)

G₁: (S₁展示简笔画)Look at my picture. I could make a model plane when I was ten years old.

G₁: (S₂展示简笔画)Look at my picture. I could play the piano when I was seven years old.

G₂: (S₁展示简笔画)Look at my picture. I couldn’t draw when I was five years old.

G₂: (S₂展示简笔画)Look at my picture. I couldn’t fly a kite when I was twelve years old.

…

T: Wonderful! Each group did well. Whose drawing do you think is the best? Whose speaking is the best?

(学生纷纷评出最佳绘画作品、演讲者以及合作学习中表现最好的小组。)

S₁: I think Mike’s drawing is the best.

S₂: I think Tom is good at drawing. I like his drawing very much.

S₃: I think Wendy’s speaking is the best.

S₄: I think our group is the best. We all work hard.

S₅: …

(2)(教师引导学生复习could与couldn’t, 带领学生回到过去, 激发想象力。)

T: Let’s go back to the past time through time channel, what could you do?

S₁:　 I could play the piano.What could you do?

S₂:　 I could draw pictures.

S₃:　 I could play the piano, too.

S₄:　 I couldn’t play the piano, but I could write when I was five.

…

T: You are the best!

(过渡到下一步。)

Step 2　 Presentation 第二步　 呈现(时间:5分钟)