Starter Unit 1 Good morning!
一、教材分析
预备篇的主要内容为26个字母和最基本的英语日常用语。教材的编写主要是帮助那些没有英语基础的学生更好地使用本套教材，同时又帮助有一点基础的学生尽快熟悉教材中的人物，激发他们的自信心，增强说英语的兴趣。
本单元的教学内容为： 1. 学习Aa --- Hh八个字母。
2. 学习八个人名。Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 3. 学习打招呼的用语：
Hello!/ Good morning!/ Good afternoon!/ Good evening! 4. 学会问候熟识的朋友和应答：
-- How are you?
-- I’m fine, thanks. How are you? -- I’m OK
二、教学设计思路
本教材主要是根据学生的认知特点和学生的实际水平来编写的，不仅帮助学生学会一些语言基础知识，更重要的是培养和发展学生的语言运用能力。每个单元都围绕一个中心话题来设计不同的任务，让学生通过“Learn by doing. Learn by using.”来完成。对教师来说，有更大的自由度来灵活运用教材，为自己的学生来量身定做学习方案。
本单元是为初学者准备的入门单元，总体内容不多，也不是很难，关键是做好一个衔接工作，根据学生的认知特点和心理特点，通过多样化的、趣味性的学习活动，让没基础的同学克服心里的畏难情绪，感觉到英语不难又很有趣；让有基础的同学更进一步培养起对英语学习的兴趣和自信。 三、教学重点
1. 认识教材中的人物，熟悉八个名字。 2. 字母Aa --- Hh的教学。
3. 打招呼的用语：Hello! Good morning. Good afternoon. Good evening. -- How are you? -- I’m fine, thanks. How are you? -- I’m OK.
4. 字母a，e在开音节和闭音节中的读音规则。
四、教学难点
教材中英语人名的学习和大、小写字母的学习及书写。
五、课时安排
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
第一课时：完成1a – 1c 第二课时：完成2a – 2e 第三课时：完成3a– 3d 第四课时：完成4a – 4d
六、教学步骤
The First Period (1a – 1c)
Teaching aims （教学目标）
1. 能识别书中的八个人物。 2. 学会八个人名的读音。
2. 学会早上见面打招呼的用语。
Language points (语言点)
1. 词汇：1) 名词n.：morning, Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen
2）形容词adj. ：good 3) 感叹词interj. ：hi, hello
2. 句型：Hello! Good morning!
Difficulties （教学难点）：
1. 八个英语名字的正确发音； 2. 字母A, C, G, H的正确发音
Teaching steps （教学步骤）
1. Warming-up （课堂热身）
(1) Teacher puts a name card with an English name above and a Chinese name below on the big desk, then points to
the name card and have an introduction.
T: This is my name card. I have a Chinese name ... And I have an English name ... You can call me...
(2) Greet the whole class and help them to say,
Hello, ... ! Good morning, ...! （学生还没有英文名，就用中文名打招呼）
【教学设计说明】师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。
2. Presentation （呈现新知识）
Teacher shows the photos of the eight persons by playing PPT and helps students to learn to pronounce the names.
Teacher says,
Here are some new students. Let’s look at them and learn their names. （通过幻灯片一个一个地出现课文中人物
的图片）
【教学设计说明】此设计是让学生初步认识课文中的人物，了解他们的名字，为下一步的学习奠定基础。 3. Work on 1a （完成1a）
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
(1) Teacher shows the picture on Page 1 by playing PPT. （此步骤不出现问候语） (2) Teacher points to the persons and students say their names.
(3) Teacher says one of the names and students repeat it, and then write it below Boy’s name or Girl’s name in the
book.
(4) Check their answers. E.g. T: Li Lei.
S: Yes.（示意学生起立回答问题） T: Is Frank a boy’s name or a girl’s name? S: A boy’s name.
T: Right. You can get the English name, Frank. Sit down, please. S: Thank you.
【教学设计说明】此步骤的设计不但是让学生反复熟悉书上的英文名，同时，把这些英文名送给那些能大胆回答问题的学生，以示奖励，这样可增强学生学习英语的信心。 4. Presentation （呈现新知识）
Teacher shows a picture with Bob, let students guess what Bob wants to say to us. The answer maybe: Hello, Helen!
or Good morning, Helen!
【教学设计说明】通过图画上的场景让学生进行猜测，满足学生的好奇心，也让他们了解Good morning的使用。 5. Work on 1b （完成1b）
(1) Play the recording for the first time, Students only listen. (2) Play the recording for the second time. Students listen and repeat. (3) Play the recording for the third time. Students look, listen and repeat.
Teacher: Now please open your books and turn to Page 1. You can look at the conversation in your book. Let’s listen and repeat.
【教学设计说明】此步骤的设计是让学生接触到地道的英语，先听后说，练习正确的语音语调，养成学习英语的良好习惯。
6. Work on 1c （完成1c）
（1）Students practice reading the conversations in the picture in pairs. Teacher moves around the classroom when
students are practicing. Give them some help if they need.
（2）Teacher greets the students who has just get their English names. The other students listen, watch and learn. （3）Students practice greeting each other. They can use their Chinese names if they wish. Encourage them to use their English names if they can.
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
（4）T: Now I’ll ask some pairs to practice your own conversations. （学生小组起立进行对话表演。教师给予
学生鼓励性的评价，如great, wonderful, very good, nice 等，评价时配合面部表情和手势。）
【教学设计说明】此设计主要是鼓励学生尽可能用自己刚才得到的英语名字进行操练，也允许他们使用自己的中文名字进行练习，其目的是鼓励学生大胆开口，开始养成愿意说的良好习惯。 7. Homework （课后作业）
（1）听读模仿1a，并且背诵。要求语音语调优美。
（2）模仿老师制作的姓名卡，学生在老师给出的英文名字列表中，选出一个名字，制作成卡片，并学会正
确地读出。
The Second Period (2a – 2e)
Teaching aims （教学目标）
1. 学会正确朗读和书写A a – H h 八个字母。 2. 了解缩略字母HB, CD, BBC的含义。 3. 巩固所学的八个人名和问候语 4. 记住自己和同伴的英文名字。
Language points (语言点)
词汇：自己和同伴的英文名字
Difficulties （难点）：
1. 字母A, C, G, H的正确发音 2. 字母A a — H h 的正确书写
Teaching steps （教学步骤）
1. Warming-up and revision（课堂热身和复习）
（1）Play the “Good morning!” song on Page 4 before the class starts. （2）Greetings:
T: Class begins. Stand up! Good morning everyone! Ss: Good morning, Mr. / Mrs. / Ms / Miss ... T: Sit down, please. Ss: Thank you.
T: Good morning, ... ! (教师课前要求学生把自己制作的姓名卡放在桌上，与学生打招呼时说出他们的英
文名，以帮助学生记住自己的英文名读音。)
（3）Revision
（教师出示1a图片中的八个人物照片，逐一问学生他们的名字。）
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
T: This is ... （略停顿，让学生自己回忆这些名字。如果他们不能正确朗读，教师给予帮助。） （教师指着1a图片中的人物，此时图片上没有对话内容 ） T: What does Bob say to Helen?
Ss / S: Good morning, Helen! （让学生说出对话内容）
【教学设计说明】此步骤是帮助学生复习上一课时的内容。 2. Presentation （呈现新知识）
（1）给学生呈现下表：
Bob Cindy C c Dale Eric Frank Grace Helen Alice A a
（2）学生观察图标，找出规律。
T: Look at the chart. Can you find out the rule? S: (Aa,) Bb, (Cc), Dd, Ee, Ff, Gg, Hh
（在学生说出字母时，教师在空格内写出字母的大小写。）
【教学设计说明】既培养学生的观察能力，又在学生说字母的时候了解他们能否正确地读出字母。 3. Work on 2a （完成2a）
（1）Play the recording. Students listen and repeat.
Teacher: Listen to the recording and read after it, please. （老师每播放一个发音后，学生跟读，并教学生读
出其升降调，学生读准确后继续播放。在跟读时尤其让学生注意难点中提到的那几个字母的发音。）
（2）Teacher shows some letter cards.
T: Read these letters, please. （老师利用字母卡，打乱顺序，让学生使用升降调朗读。）
【教学设计说明】此设计主要是让学生掌握字母的正确发音。 4. Work on 2b （完成2b）
（1）Play the recording for the first time. Students listen.
（2）Play the recording for the second time. Students listen and number the letters. （3）Play the recording for the third time. Students listen and check their answers. （4）Students read them aloud.
【教学设计说明】 先听后做，训练学生集中精力听清楚字母的发音，养成良好的听力习惯。 5. Work on 2c & 2d ( 完成2c和2d )
教师可以通过多媒体展示或以自己的方式来教学字母的书写Aa — Hh。注意书写体和印刷体的区别，尤其
注意f, G, g 这几个字母，还有d的笔顺笔画。 6. Presentation （呈现新知识）
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Teacher shows some letters and asks students to read first, and then guess what they stand for. If they have some
difficulties, teacher can give them some hints.
e.g. T: Can you read the letters? S: BC / AD.
T: What does it mean in Chinese?
S: 公元前/公元。
【教学设计说明】在平时的学习、生活中，学生会遇到不少有意义的字母组合，由于经常听到，所以他们也不陌生，如：XL, MTV等等。让学生尽可能多地说出他们所知道的，不但可以让学生们了解更多，还能活跃课堂气氛。
7. Work on 2e （完成2e）
（1）Show the pictures and students read the letters below each picture.
T: What’s it? S: HB / CD /BBC.
（2）Students talk about some more abbreviations they know.
8. Homework （课后作业）
（1）听读背诵字母A—H。 2）抄写字母A a —H h 三遍。
（3）熟练背诵1a图片上的对话。（4）找出你所知道的英文字母缩写，把他们写下来并注明其中文意思。
The Third Period (3a- 3d )
Teaching aims （教学目标）
1. 复习字母 Aa — Hh
2. 复习已学的问候语：Good morning! Hello! Hi! 3. 复习已学的八个英文名，进一步熟悉更多同学的英文名 4. 学习使用不同时段打招呼的用语。
Language points （语言要点）
1. 词汇：1）名词n. afternoon, evening, thanks 2）代词 pron. you, I
3）动词 v. are 4）形容词 adj. fine, OK
2. 句型：1）Good afternoon! 2) Good evening!
3）How are you? I’m fine. / I’m OK, thanks.
Difficulties （教学难点）
1. 用英文名字来跟同学打招呼问候。
2. How, I’m fine. 的正确发音，提醒学生注意 /au/ /ai/ /m/ /n/ 的发音。
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Teaching Steps （教学步骤）
1. Warming-up and revision （课堂热身和复习）
（1）Play the “Good morning! How are you?” song before the class begins. （2）Greet the students.
（3）Students practice greetings in groups of four using their English names.
（4）Students write down the letters from Aa to Hh by themselves. Ask two students to write on the board. Then
focus on their handwriting.
（5）Have a competition: Show the letters and ask students to read. The one who reads the first is the winner. （5）Show some letters to the students.
T: What do these letters mean? Ss/S: （学生可用中文回答。）
（6）Play a game （做游戏）
老师通过手势或肢体语言表现Aa — Hh，让学生猜所表现的字母。 T: What letter is it? S: A …
【教学设计说明】此步骤主要是进一步巩固前面所学内容，并检查学生是否掌握。做游戏是为了增强课堂活力，提高学生的学习兴趣。 2. Presentation （讲授新知识）
（1）Use clocks to teach morning, afternoon and evening. Let students know we use different words in different
time.
（2）Show some pictures to help them to say,
Good morning! Good afternoon! Good evening!
（3）Show the picture in 3a on Page 3. （不出现对话内容）
T: Look at the pictures carefully. Is it morning/ afternoon/ evening? S: Morning / Afternoon/ Evening.
T: Who are they in the first picture? Do you know their name? S: Eric, Frank T: What do they say? S: Good morning!
【教学设计说明】使用时钟让学生更清楚这三个词的区别，学会正确地使用他们。通过图片的场景进一步加深对这三个句子的理解，进一步熟悉课文中人物的英文名字，同时也培养学生仔细读图的能力。
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
3. Work on 3a （完成3a）
T: Please open your books and turn to Page 3. Let’s listen to the recording and number the pictures.
（1）Play the recording for the first time, students only listen.
（2）Play the recording for the second time, students put the correct number of each conversation in the box. （3）Check their answers.
（4）Play the recording for the third time, students listen and repeat.
【教学设计说明】先听不做，培养学生良好的听的习惯，也有助于培养他们集中注意力。 4. Work on 3b （完成3b）
（1）Ask some individual students to practice conversations with the teacher. （教师与学生对话时尽可能用上
他们的英文名）
T: Good morning /afternoon / evening, Alice. S: Good morning, Mr. / Mrs. / Ms / Miss …
（2）Students practice in pairs. （学生练习时，教师四处走动，督促学生有意识地使用英文名字进行问候。）
【教学设计说明】教师示范对话，再让学生模仿操练，能够让所有的学生开口更大胆。 5. Presentation （讲授新知识）
（1）Show the picture in 3c on Page 3. （图片上只出现一句话，其余三句教师引导学生补充。） T: Close your books. Look at the picture on the board. Who are they in the picture? S: Cindy and Dale. T: What does Cindy say? S: Good afternoon, Dale. T: What does Dale say?
S: Good afternoon, Cindy! / Hi, Cindy! / Hello, Cindy!
T: And … （老师在学生每说出一个回答时以and提示还有其它可以使用的问候语。）
T: And he says “How are you? She says “I’m fine, thanks. / I’m OK. … （教师可以轻哼课前播放的歌曲来提示
学生。）
让学生跟读。注意how, fine, I’m的发音。
【教学设计说明】让学生明白，问候语可以是多样性的，只要能进行与图片情境相当的问候都是正确的。 6. Work on 3c （完成3c）
（1）Listen and repeat.
T: Open your books and turn to Page 3 again. Look at the conversation. Follow me, please.
（2）Students practice in pairs. （老师注意纠正学生的读音。）
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
【教学设计说明】 让学生相互问候，熟练掌握所学问候语。 7. Work on 3d （完成3d）
（1）Ask two students to practice the conversation in class.
A: Hi, Helen! How are you? B: Hi, Eric! I’m fine, thanks.
（2）Students practice the conversation with each other using their own English names. They can practice with more
classmates.
（3）Teacher shows a list of English names on the board and call them out. The student with the name stands up and
says “Yes”.
【教学设计说明】通过相互问候，使学生更多地了解同学的英文名字。 8. Homework（课后作业）
（1）听读背第三页中的对话。 （2）四人小组编对话，使用所有所学过的问候语。 （3）为Aa —Hh设计手势或肢体语。下节课交流。
The Fourth Period (4a- 4d )
Teaching aims （教学目标）
1.学会一首英语歌曲。
2.巩固本单元所学字母，单词及句型。 3.学会将相同音素字母和单词归类。 Difficulties （教学难点）
学好这首英语歌曲及将相同音素字母和单词归类。
Teaching Steps （教学步骤）
1. Warming-up and revision （课堂热身和复习）
（1）Playing the “Good morning! How are you?” song before the class begins. （2）Greeting the students.
（3）Students practice greeting with their English names. （4）Playing a game — Guessing the letters
抽学生上台通过手势或肢体语言表现Aa — Hh，让其他学生猜所表现的字母。
（5）Play a game Bingo
Ask students to draw a chart like this .
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Play a game like this: Fill in nine blanks with Aa—Hh. One of them can be used twice.
(Show an example on the slide picture.) Students should write both the big ones and the small ones. Students circle the letters they hear. If the circled letters are in a row, they win.
【教学设计说明】课前播放歌曲，让学生不断熟悉歌曲，跟着模仿，为本堂课正式学唱英文歌曲做好铺垫；相互用英文名字打招呼，使学生进一步熟悉更多的英文名字；学生上台做手势或肢体语言表现字母，既检查学生前一课时的作业完成情况，又活跃课堂气氛；学生做Bingo的游戏，通过听并圈出所听到的字母，既有助于培养学生的注意力又是对字母读音的一个有效复习。加上游戏本身的趣味性，使复习字母变得不再枯燥。 2. Presentation
T: （Show pictures or PPT of the students in 1a） Look at them. Who are they? Do you know their names? T: Who is Cindy/ Frank/ …? Please point it out.
【教学设计说明】通过展示图片，让学生回忆书上所出现的人物的英文名字。 3. Work on 4a （完成4a）
（1）T: Now open your books and turn to Page 4. Write down the children’s names below their faces. （2）T: Write the names in the alphabetical order in the list.
（3）Check their answers. （提醒学生注意名字的第一个字母应大写。）
【教学设计说明】让学生进一步熟悉书上所出现的人物的英文名字，书写时第一个字母应大写。 4. Work on 4b （完成4b）
（1）Play the recording for the first time. Students only listen. （2）Play the recording for the second time. Students listen and repeat. （3）Ask some students to read the letters and words.
【教学设计说明】先听后读，培养学生的注意力和集中精力听音的好习惯。 5. Work on 4c （完成4c）
（1）Ask Students to read aloud the words on the left. Make sure they know the distinction
between different pronunciations of the same letter.
（2）Ask Students to try to read the new words on the right. Teacher moves around the classroom and helps students
if necessary.
（3）Check their pronunciations.
（4）Get students to turn to Page 71. Look at the words in Starter Unit 1 Good morning. Listen and read. Pay
attention to the four vowel sounds. /ei/ // /i:/ /e/
【教学设计说明】这部分内容对学生而言有一定难度，通过朗读，让学生观察字母a，e在开音节和闭音节中的读音规则并进行小结、归纳，有助于培养他们的自学能力。当然教师必要的指导也是必不可少的。
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
6. Work on 4d （完成4d）
（1）Play the song for the students to listen.
（2）Students listen and sing the song after the recording. （3）Students sing the song together. （4）Boys try, then girls try.
【教学设计说明】学会这首歌曲也就意味着掌握了本单元的重点句型。学歌既是一种美的熏陶，也是复习的一种有效手段。课前同学们已多次听到这首歌曲，因而学起来也不困难。 7. Homework （课后作业）
（1）Read aloud the letters and words in 4a &4b.
（2）Try to read the words : game, face, and, dad, bag, he, bed, egg （3）Sing the song .
Starter Unit 2 What’s this in English?
一、教材分析
Go for it! 学生用书（七年级上册）的每个单元包括Section A、Section B和Self Check。Section A为目标句型提供分步示例和指导性练习；Section B使学生能够对已经学过的目标句型运用自如；Self Check使学生对自己现阶段的英语水平，即对本单元的语音目标的掌握程度有较为明确的认识。
Starter Unit 2是Go for it! 预备篇三个单元中的第二单元。预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。它的主要内容为26个英文字母和最基本的英语日常用语。 本单元的教学内容为：
1, 学习letters（Ii——Rr）10个字母；
2, 学习words（ruler、map、quilt、jacket、key、pen 、orange）7个单词； 3, 学习如何identify things 确认物体What’s this in English? 及其回答。 4, 冠词a\\an以及指示代词 this\hat 的初步用法
二、教学设计思路
Go for it! 是以《英语课程标准》为依据，以培养学生的英语语言综合运用能力为目标。每个单元的教学内容都围绕一个相对集中的主题，让学生在完成各项任务的过程中学会语言，真正体现“Learn by doing. Learn through doing.”的教学原则。
所以我想，教师在教学设计时，首先因根据自己学生的实际水平和语言能力，排出整个单元的总课时数，然后安排好每个课时的教学内容，设计好相应的教学步骤，以及运用相应的教学策略。由于农村学生基础相对较差，字母都写不全。需要对其进行学习方法和习惯的培养，故在教学过程中没有安排专门的生词课。在教授完字母后方可进行单词拼读。
Starter Unit 2 教学重点：letters（Ii——Rr）的字母教学；
What’s this in English? It’s a/an…句型
教学难点：a/an 的正确使用
整个单元的内容，我把它分配在五个课时中完成。 第一课时：生词课
课时目标：1，能认读本单元单词
2，掌握重点单词的听说读写。 3，初步了解冠词和指示代词 第二课时：完成2a , 2b , 2c , 2d , 2e
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
课时目标：1,复习巩固字母 Aa--Hh
2, 学习字母 Ii——Rr
3, 了解一些英语缩略词的意思。
第三课时：完成1a，1b，1c ,
课时目标：1, 学习key等词汇
2, 学习确认物体（Identify things） 3, 学习a/an 的初步用法
第四课时：完成3a , 3b , 3c , 3d , 3e。 课时目标：1, 学习拼写单词
2, 巩固练习What’s this in English ? 句型。 3, 能熟练应用 Spell it ,please .
第五课时：完成4a , 4b , 4c , 4d。
课时目标：1, 学习将相同元音音素的字母和单词归类
2, 巩固本单元的字母、单词和句型 3, 培养自我检测的能力
三、教学目标
A、 语言知识目标
1、 词汇：Letters Ii——Rr
map，ruler，pen，orange，key，jacket，quilt 2、 句型：What is this in English?
It is a/an map/orange…
Spell it, please. P- E- N, pen.
B、 语言技能目标
通过游戏等活动，培养学生灵活运用语言知识和勇于创新的能力。 C、 情感目标
1、 激发学生学习英语的兴趣，发挥学生学习英语的主动性；
2、 通过小组活动 、组间竞赛，培养学生的合作意识和团队精神； 3、 在活动中培养学生的想象力和创造力。
四、教学策略
1、 兴趣活动教学策略：多采用做游戏和猜谜等形式。
2、 开放性教学策略：新课标的理念之一是“开发课程资源，拓展学用渠道”。这要求我们学会开放性地处
理教材。在教学过程中，我们要适当借鉴其他教材的内容，插入大量学生感兴趣的图片和活动，拓宽学生的视野，实现知识的整合。
3、 任务型教学策略：任务型教学途径是以应用为动力，以应用为目的，以应用为核心的教学途径。所以教
师在教学中应突出语言的应用性原则，把听说、讨论、表演、游戏贯穿于教学，使课堂形式多样化，充分发挥学生的主动性。
五、学习策略
1、 通过组内合作和组间比赛等活动，提高学生的合作能力和竞争能力，促使学生学会体验实践、参与合作
与交流的学习方式。这种学法将更有利于发展学生的综合语言 运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践的过程。
六、教学过程
Starter unit 2 New words
Teaching and Learning Goals：
In our life ,we must touch some things. eg: pen,ruler,map,etc.This class we will learn some things we can use in our life .Say it in English .and we will try our best to remember them .So this class we will learn the words in starter unit 2 and try to use them .
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Teaching and learning steps
Step 1 Learn to read the words bying listening first In our countryside, Students in Grade 7 have poor English .they can’t write the letters right ,and they can’t say the letters from Aa to Zz. So first they must try to listen to the tape ,then read after the tape,try to remember them according to the picture . Sometimes teacher can lead them to read. I, listen and read .
1, put some picture of the words and ask students to guess what it is. 2, Play the tape ,let students listen and try to repeat .
3, Let students read by themselves , sometimes teacher can lead to read. 4, Students read the words to his\\her deskmate, and then read in group. Ask the other students to correct for them .
Step 2 : Learn to remember words on …
一. Remember the words by looking at pictures. In this unit, some words can learn by looking at the picture.this can make students have more interests in English . The following words can do like this .
map cup ruler pen orange jacket key quilt
We can put the picture on TV, let students learn the words looking at them .
0range ruler pen jacket
quilt key map cup
The other words
II. Remember the words by act the dialogue. 如，
what , is ,this , in ,English , it ,a ,an, spell ,please By acting the dialogue;
A: What’s this in English ? B: It’s a\\an ……..
A: Spell it ,please . B: M-A-P
III. Remember the words by their similar usage . 如，
1. a , an 均为冠词，用法类似但有不同，a用于以辅音开头的单数可数名词前，而an 用于以元音开头的单数可数名词前。
2. this 、that 均为指示代词，this 指近物而that 指远物。 IV. Remember the words by their Chinese. 1. 什么 是 英语
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Step 3 Consolidation of words
1，Let students check the words in pairs .one say Chinese and the other say English and spell it . if someone can’t say correctly, ask the teacher or the other students to teach . 2, Let someone to say in class and spell .
Step 4 read the story and try to translate。
This is Cindy’s room . A map is on the wall . A jacket and a quilt are on the bed. A pen ,a ruler and a cup are on the desk. A map is on the wall . A key is on the book.Look! What’s this in English ? Oh, It’s an orange . Please spell it.___________________. (Read and translate)
Step 5 Draw a word tree 。
Let students draw a word tree. show in class,and use it to remember the words.
English this that a an is whacup orange ruler spell pleasin pen map key jacket quilt
Step 6 当堂检测
一．按要求写出下列单词。
1. 冠词 ____ ____ 2. 指示代词 ________ 二．看图写词。
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
__r__ ___ge r__l__ ___ p__n j__ck__t
q__ __lt k__ ___ m__p c__p
三．完成句子。
1, What’s this in _________ ? ---It’s ____ map. 2,What’s ______(那个)? ---It’s _____ orange . 3, _________ it, please . ----K-E-Y .
亮点：本节课为单词课，采用听读结合，图片展示和对话练习的方式，学生的热情很高，学的快，记忆的效果好。单词树的方式尤其受学生欢迎，几个学生画的很有创意。
不足之处：初一新生对单词不熟悉，尤其是农村学生基础差，记起来很难。有部分学生适应慢，单词能读出来，但没记住。
答案：一、1,a\\an 2,this \hat
二、orange ruler pen jacket quilt pen map cup 三、1, English 2, that an 3, Spell
第二课时（2a-2e）
Learning Goals
1, 复习巩固字母 Aa--Hh 2, 学习字母 Ii——Rr
3, 了解一些英语缩略词的意思。
Preview
1, 写出字母A---H的大小写
2, (Page S6 . 2a, 2b ) 认读字母，并在小组中交流。 3，（Page S6. 2c ）仔细观察，学习字母的书写格式和笔顺 。试着写下字母Ii—Rr.
4,(Page S6 , 2e ) 看看你知道它们代表什么吗？
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
NBA
50kg
________________ __________________ __________________
(通过预习，让学生更进一步的巩固以前所学的字母，自己认读新字母，并发现印刷体和书写体的区别，掌握字母的笔顺。学生在找出缩略词的同时培养了动手动脑的良好习惯。) Warming up and leading in
Act the sentences in pairs: （S-T，S-S）
Good morning/afternoon/evening! How are you? I’m fine, thanks. How are you? I’m OK.
（通过练习，学生对starter unit 1中的日常用语进行了巩固，同时活跃的气氛让学生放松对英语学生产生了浓厚的兴趣） Have a game.
Have a guessing game .put up some parts of the letters ,ask “what’s this ?” let students guess. （主要是复习所学的字母，以卡片的形式进行。） Listening
2a Listen and learn the pronunciation of the letters .
Listen again and try to repeat .
Say and practice the pronunciation of the letters .
2b liaten and number the letters you hear . Students listen and give the answers . check in class. Have a game .let students recite the letters.
（通过听，让学生准确的掌握字母的读音，并有效的提高了听力水平，然后让学生通过竞赛的方式来背诵字母，有效的激发了其进取心，提高了学习效率。） Writing-practice
2c Learn to write the letters .
Put a letter “ Ii ” on TV. Ask “ what’s this ? ” Lead students answer “ It’s Ii .” let them know the meaning and try to say out . Learn how to write this letter .Use the same way to learn “ Jj----Rr ”.
A: What’t this ? B: It’s I.
(Let students pay attention to the stroke and the form.)
2d Write the missing big letter or the small letter for each pair. 2e talk about what these letters mean.
(通过课件上的展示，让学生仔细的学习字母的书写，尤其是笔顺和占用的格式。)
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Inquiry into knowledge by translation 总结字母的书写规则：
__________________________________________________ Have a game .
1，Make a letter card .let the other students read and say .
2，make some cards about “ P ,NBA , kg ”.Let students know the meaning . (通过游戏的方式让学生巩固所学的字母，效果不错,字母缩略词也掌握的很好。)
The end-of class test 当堂检测
1、字母结对r__J__Q__i__k__l__P__o__N__m__ 2、按顺序从 Aa 背写大小写字母
（目的是考察学生对本课内容的掌握情况，通过检查，效果很好） 亮点：
1，采用了多媒体教学，学生对电脑上直观的图片兴趣很高，听的很认真。电脑上对字母的书写让学生看的更仔细。通过练习发现，学生对字母的笔顺掌握的很好。
2，本课采用了游戏教学策略，学生在玩的过程中不知不觉的认识了很多字母，兴致很高。 名师讲解使用建议
本课名师讲解主要是讲了字母的一些书写规则，老师的提示占主要地位。另外缩略词一环节可以让学生在预习时多发现一些，并在课堂上展示给其他人。 本课习题答案：
名师讲解：字母的书写规则，大写字母占上两格，字母书写一定不能错格。各个小写字母占的格式不同。
第三课时（1a,1b,1c）
Learning Goals
1, 学习key等词汇
2, 学习确认物体（Identify things） 3, 学习a/an 的初步用法
Preview
1，Identify these things .
__________________ _______________ _____________ _____________
_______________ ______________ _____________ ____________ 2,翻译下列句子。
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
1), What’s this in English ?_________________________________ 2), It’s a jacket .__________________________
3), It’s an orange . __________________________________ Warming up and leading in 1, A Guessing game
Teachers show a part of a letter and ask,“What’s this?”Get the students to answer the questions like this“I think it’s A/B.” Then show the whole of the letter to let the students check whether they’re right or wrong.
（本环节主要是对字母进行复习巩固，并连带练习What’s this ?句型。用猜谜的形式容易引起学生的兴趣。通过上课，效果很好。） 2,Identify things.
Put up a picture of a room .Point to the things in the room and ask “What’s this in English ?” Ask students to answer and learn the new words .( ruler map quilt jacket cup pen orange key ). 3,Pair-work
Look at 1a,one student say a word ,the other students find in the picture and check it . （通过图形暗示，学习认读事物的名称。直观的出示事物的名称，让学生在对话中记单词。） Listening for the general idea
Listen to the tape check what have listened . 1b,listen and repeat the dialogue .
（让学生听，然后选出听到的东西。培养学生捕捉文章大意的思维。在进行复述，考察听力的细节内容。） Post-listening activities听后活动 Making a new dialogue .
Students work in pairs .Ask and answer like this : A: What’s this in English ? B: It’s a\\an …….
（根据听力和第一部分，让学生自己编一个对话，在班里展示。） Inquiry into knowledge by translation 一、翻译下列句子。
1，这个用英语怎么说？______________________________ 2，它是以个桔子。__________________________________ 3，它是一把尺子。___________________________________ Notes : a\\an是_________。冠词是用在名词前面，帮助说明名词所指的人或事物，是泛指还是特指的词。a\\ an是不定冠词，仅用在___________前面，表示“一”的意义，但不强调数目观念。a用在以____________开头的词前， an用在以____________开头的词前
The end-of class test 当堂检测 1，根据所给图画补说出单词。
__________________ _______________ _____________ _____________
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
2，单项选择
（ ）1.What _______ this ?
A. an B.are C. is D.be
( ) 2.— What’s this in English? — It’s ______.
A. an pen B. a pen C. pen D. the pen ( ) 3. What’s this in English? It’s _____
A. an orange B. a orange C. orange D. the orange ( ) 4. _______________? It’s a ruler.
A. What’s this in English B. How are you C. Good afternoon D. OK 3, 连词成句
1) this English is what in _____________________________? 1) an it is orange________________________________. 4，补全句子
1) What ______ this in English? 2) It’s ______ map. 3) It’s ______ orange.
课后反思：
教学有法，教无定法。只要是能促进学生学习能力提高的教法都应该是可取的，本节课我采用了比较直观的方法来学习单词，让学生通过看图，看实物来学习单词。也取得了很好的效果。再配合游戏，课堂效果很好。唯一不足的是时间控制不太好，有点仓促。
名师讲解使用建议：a\\an 冠词的用法很重要，教师一定要给学生做好强调，最好多做比较。解释好什么是一元音开头，什么是以辅音开头。 习题答案：
Preview: 1,orange ruler pen jacket quilt key map cup
2, 1)这个用英语怎么说？ 2) 它是一件夹克。 3）它是一个桔子。
名师讲解：1，What’s this in English ? 2, It’s an orange . 3, It’s a ruler . 达标练习：2,CBAA
3, 1)What’s this in English ? 2) It’s an orange . 4, is \\ a \\ an
第四课时(3a—3e)
Learning Goals
1, 学习拼写单词
2, 巩固练习What’s this in English ? 句型。 3, 能熟练应用 Spell it ,please .
Preview
一、根据图画说出单词
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
__________________ _______________ _____________ _____________
1.m ___p 2. __r__nge 3. j__ck__t 4. p__n 5. q__ilt 6. k__y7.r__l__r 8，c___p
二、翻译句子。
1，这个用英语怎么说 ？ _________________________________ 2，它是一张地图。 __________________________________ 3，请拼写它。 ____________________________________ 4，那个用英语怎么说？____________________________ Warming up and leading in热身导入 Pair-work (S-T,S--S): Good morning . How are you ?
What’s this in English ?
Use some things in the picture to practice . （本环节主要通过简单对话的练习，让学生快速进入状态。然后通过对上节课所学单词的练习来复习巩固单词的记忆，个别同学不熟练） Learn the new dialogue
1, Point to a picture on TV and ask “What’s this in English ? ” then try to use “that” instead of “this” ask one student “What’s that in English ?” then let students act in pairs .
maybe like this :
A: What’s this in English ? B: It’s an orange . A: Spell it ,please . B: O-R-A-N-G-E . Let students show their dialogues in front .
（通过 this来引出that 讲解其用法区别，然后让学生编对话来练习。学生很快进入状态，为听力练习打好了基础。）
Inquiry into knowledge by translation
一、那个用英语怎么说？_________________________________
This that 是__________词. This 指离说话人________的人或事物，而that 指离说话人______ 的人或事物。
二、Spell it ,please . ________________. Please 用于_______________________________
3a, 3b Listen to the tape and finfish them .check the answers. 3c 3d listen and check the things listened .
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Liaten again and finish exercises on book .
(通过听力，完成课文听力任务。提高听力水平。更好的把握单词读音。) Make a new dialogue .
Give a picture of a room .ask students to practices in pairs . then show in front .
jacket
map
orange
quilt pen
ruler
key
What’s that in English ? It’s a\\an …… Spell it , please . ……..
（自编对话加深对对话和单词的学习效果。同时加强和同学之间的合作交流。） The end-of class test 当堂检测
一、根据图片写出单词。要注意格式和笔顺。
__________________ _______________ _____________ _____________
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
_____________ _________________ ____________ ___________ 二、英汉词组互译
1．In English 2．一床被子 3．一个橙子 4．一件上衣 5．一幅地图 6．That key 7．This ruler
三、从B栏中找出与A栏中相应的答语，将其代号写在括号内 A B
( )1．Good morning，class! A．My name is Jim． ( )2．Spell it ，please! B．Fine．thank you． ( )3．What’s your name? c．Dale is． ( )4．How are you，Jim? D．M-A-P.
( )5．What’s this? E．Thank you． ( )6．Sit down，please． F．Good morning． G．It’s “M”．
（主要检查对本节课的掌握情况。通过检查，学生都做的很好。）
亮点：学生进入学习角色很快，尤其是自编对话环节，有很多好的创意。游戏环节也进行的不错。达标练习正确率很高，学生掌握的不错
名师讲解使用建议：主要针对this \hat 进行区别练习。教师可适当的讲解please 的用法。 答案：preview 略
名师讲解：一、这个用英语怎么说？ 指示代词 、近、远。 二、请拼写它。 请求别人时语气更加委婉。
达标练习： 二、1，用英语 2，a quilt 3,an orange 4, a jacket 5, a map 6, 那个钥匙 7，这把尺子。
第五课时（4a-4d）
Learning Goals
1, 学习将相同元音音素的字母和单词归类 2, 巩固本单元的字母、单词和句型 3, 培养自我检测的能力
Preview
一、按顺序默写字母Aa---Rr。
二、补全单词
t_is E_glish m_p oran_e qui_t r_ler jac_et m__p c__p pe___ k__y
三、寻找和下列字母读音类似的字母。 Aa Bb Ff
Warming up and leading in热身导入
Use some things to practice the dilogue :
A: What’s this in English ? B: It’s a pen . A: Spell it ,please . B: P-E-N . (use pen \\ruler\\cup\\jacket etc )
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
（利用对话练习来巩固所学单词和句型，同时提高课堂气氛，让同学们更快的投入到课堂中。） Group-work.
4a 4b do by students themselves , then discuss the answers in group .
Let students recite from Aa to Rr . then have a dictation. Ask some students to recite the letters . （利用课本上的习题来练习字母Aa—Rr） Listen and repeat
4c Listen and repeat the letters.find out the similar . write the same pronunciation. Then let students try to read 4d
(听课本4c的听力，让学生注意字母发音的雷同部分，为找出含有相同元音的字母做准备。) 4d read and find out the same pronunciation .
/ ei / / æ / / i: / / e / / ai / / i / / əu / / c /
Inquiry into knowledge by translation
1, 元音字母在开音节中发_____________，在闭音节中发___________________.其中元音字母Aa在开闭音节中分别发_________ ____________ .Ee 分别发 ______ ________.那么Ii 在开闭音节中分别发________ ____________ .Oo 分别发 ______ ________.
2, 开音节_______________________________________________________ 闭音节__________________________________________________________
The end-of class test 当堂检测 一、写出相应的大小写。
B_____ H_____ F_____ K_____ R_____ O_____
e_____ d_____ g_____ a_____ l_____ m_____ i_____ 二，看图写单词。
__________________ _______________ _____________ _____________
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
_____________ _____________ ___________ ______________ 三，选择。
( )1. What’s this ______ English? A. at B. in C. of
( )2. ---What’s that? --- ______ a key. A. That’s B. This is C. It’s ( )3. This is ______ nice pen. A. a B. / C. you
( )4. I ______ Frank. This ______ Ben. A. am, am B. is, is C. am, is ( )5. ---Good evening! ---____________! A. Good evening B. Good afternoon C. Good morning
( )6. It ______ a clock. A. are B. is C. am 教学反思
Go for it! Starter 是整个教材的预备篇，教学内容虽不复杂，但是教师的责任却不小。除了处理好本单元的教学重难点之外，教师要下功夫设计添近学生生活、符合学生认知水平和心理特点的教学形式和方法，让那些初涉英语学习的学生从一开始打心眼里喜欢英语。教无定法，学无止境。新教材对我们英语教师提出了更新、更高、更全的要求。
例如，在教学事物名称的时候，学生有可能会问教师许多有关房间设施的名词，这是学生主动学习的表现，教师应给予极大的鼓励。但是，也对教师提出了很高的要求。教师要有一定的前瞻意识，事先做好充分的准备，就能相对从容地面对突如其来的问题，也就是在课前准备上下功夫。
此外，在布置回家作业时，教师也可以各尽所能，设计学生爱做、抢着做的家庭作业，既达到复习知识的目的，更追求在完成作业的过程中运用知识的目的，使家庭作业项目化。同时教师可以为学生建立成长袋，每一次出色的、有创意的作业都是收录进成长袋的好作品。
做一个爱教、善教的教师，培养一批爱学、善学的学生。
习题答案： Preview 略
名师讲解：1,2，略
3，A H J K \\ B C D E G P \\F L M N 达标练习：一，二 略 三，BCACAB
Starter Unit 3 What color is it?
教学内容
本单元的中心话题是谈论物体的颜色，整个单元的内容是围绕颜色及S-Z八个字母展开听、说、读、写等各种教学活动的。通过本单元的学习，学生能够熟练地掌握和运用26个字母及其分类，尤其是五个元音字母；能够熟练的谈论各种物体的颜色；同时教师鼓励学生细心观察周围物体的颜色，培养学生发现美、创造美的意识。 教学目标
知识目标：A。学会S-Z八字字母；
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
B．熟练掌握字母分类，尤其是五个元音字母； C．能够识别物体的颜色。
能力目标：A。熟练掌握和运用26个字母；
B．能够熟练地谈论各种物体的颜色。
情感目标：通过对本单元的学习，培养学生发现美、创造美的意识，提高学生的审美观。 教学重点、难点
重点：通过本单元的学习，使学生熟练掌握S-Z八个字母和颜色的表达方法。 难点：准确而熟练地描述物体的颜色。 课时安排
教师根据学生学习情况，对教材的顺序进行了调整，把相关知识进行整合。 第一课时 Section A 2a-3,Section B 3a-3b
第二课时 Section A 1a-1c,Section B 2,4,Self-check 4 第三课时 Section A 4,5,Section B 1a-1b Period One 课前准备
教师：准备字母卡，搜集各种名称的缩略词，制作表格（见教学步骤）。 学生：搜集生活中常见的缩略词。 教学设计 Period 1
Step l：Introduction
(1) Do duty report．Ask students to take turns to do duty report (get students to tell a short story)one by one． (2) Hang the white paper on the blackboard，write the capital letter “A” with a red pen, then ask the students： T：What’s this in English? Ss：It’s an A． T：What color is it?
The teacher answers herself：It’s red．
(3) The teacher teaches the other colors with the color pens，repeat these words until students grasp them． Step 2：Lead—in
Do the same steps of the letters list on l a as the teacher did in the introduction．Make sure students know an these letters and words． Step 3：Practice
Get students to work in pairs，practice the dialogue appear in the picture of 1a． Allow students use the other things instead of the letters while they are asking the colors． step 4：Listening
Do 1b，2a，2b and 2c in turn． (Do entering famous school)
Starter Unit 3 What color is it?(Period2)
Step 1：Lead—in
Take turns to do the duty report．Review the lesson learned by asking the students to say out the twenty—six letters in right orders．Do 2a，2b，2c and 2d with the whole class． Step 2：Pairwork
Do the guess game．Ask students to work in pairs to practise like the following： T：Excuse me，what’s this in your bag? S：Is it a pen? T：Yes，you’re right．What color is it? S：It’s white． T：No，you’re wrong． S：Is it red? Step 3：Grammar
Go through the grammar focus and make sure all the students know what means．If possible，the teacher can use
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Chinese to explain them． Step 4：Practice
Do the co1or changes game，use two small cups of water，color each cup of water yellow and blue．Ask：What color is it? It’s yellow．
What color is it? It’s blue． After asking，pour the cup of yellow water into the other cup，when the water turns green. Ask students：What color is it now?
Do the color changes with the other colors．Yellow + red =orange，yellow + red + black =brown, yellow +red +blue +black，etc．
A1so the teacher can let students discuss what color the objects are around us such as the color of the traffic lights，letter—box，bananas and so on…
(Do entering famous school) Starter Unit 3 What color is it?(Period3) Period 3
Step l：Lead—in
Do the duty report in turn．
Practise the dialogue in la of section A
Ask students to finish 1a and 1b of section B individual．the teacher walks around the class，give a hand to the students．
Step 2：Pairwork
First 1et the students check the answers of la by asking like the following： A：What’s this? B：Is it a “pen”?
A：Yes。it is．Can you spell it? B：Yes．P-E-N，PEN． A：You are right．
Then the teacher checks the answers of l a with the whole class． Step 3：Listen and repeat
List out the letter A 0n the blackboard and encourage the students to say out what other words also make the same pronunciation．Present the other letters the same as the letter． Step 4：Groupwork
Get students pay attention to all the abbreviations appear around us，copy them down, try to find what they mean．Then tell your partners．Encourage students t0 search online or finish this homework in other ways． Step 5: Classwork (Do entering famous school)
Starter Unit 3 What color is it? Period 4
Step 1：Go through all the contents list on this part，make sure all the students understand them．If they don’t．you may use Chinese to explain it．
Step 2: Classwork (Do entering famous school)
单元教学测评
一、将26个字母按发音分类(写出与所给字母含有相同音素的其他字母)
Aa ____________________________________________________________________ Ee ____________________________________________________________________ Ii _____________________________________________________________________ Oo ___________________________________________________________________ Uu ____________________________________________________________________ Ff ____________________________________________________________________
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Rr ____________________________________________________________________
二、从A、B、C、D中选出含有相同音素的选项号中的要求写出以下单词的适当形式 ( )1．A．a f B．b p C．d j D．i r ( )2．A．b i B．d r C．g p D．j p ( )3．A．h l B．e u C．h m D．n x ( )4．A．m w B．s r C．c f D．z l ( )5．A．h z B．s v C．v h D．f s 三、按括号内所给要求写出适当形式
1．White ____________ (反义词) 2. color(n.)_________ (动词) 3．boy ____________ (反义词) 4．Mr ___________(对应词) 5．father __________ (对应词) 四、单项选择
( )1．It’s ___________ black．It’s ________ black ruler． A. /; / B．a；／ C．／；a D．a；a ( )2. ---________ is that quilt? —It’s black．
A. Which color B．How color C．What color D．What’s color ( )3．一Who is that girl? 一The ______ in the blue jacket? 一Yes． -- It’s Zhang Lei．
A．one B．an C．a D．／ ( )4．What’s that _____ English?
A．at B．to C．in D．on
( )5．一What color is her jacket? 一It’s _______.
A．an orange B．orange C．the orange D．a orange 五、句子配对
A B
1．What’s this in English? A．The one in blue. 2．Is this a book? B．He’s my father． 3．Who’s that man? C．It’s orange． 4．What color is that orange? D．Yes．it is． 5．How are you? E．It’s a map． 6．Which boy is your brother? F．No, it’s yellow. 7．What is this? G．It’s an orange． 8．Is that jacket black? H．Fine，thank you． 六、改错(下列各句均有一处错误，找出并改正) 1．What color is that ruler? It's a red. A B C D 2．This is her blue color bike. A B C D
3．M r. Green is in the China now. A B C D 4．Can you spell a pen, please? A B C D 5．What’s color is this? A B C D
七、阅读短文，判断正误：正确的写“T”错误的写“F”
Jane White is an American girl．She is a student．She is fifteen．Her father is Mr．White．Her mother is Mrs．White．Bob is her brother．He is a student．t∞．He is in a black jacket．Jane is in a red jacket．She is a nice girl．
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
( )1．Jane White is English． ( )2．She is a student．
( )3．Mr. White is her mother． ( )4．Jane is fourteen．
( )5．Jane is Mrs. White’s daughter． ( )6．Bob is Jane’s brother． ( )7. Jane is Bob’s brother.
Unit 1 My name is Gina.
1．Topic话 题： Making new friends 2．功能目标：
1）Introduce yourself使学生学会用英语介绍自己。 2）Greet people使学生学会用英语和别人打招呼。
3）Ask for and give telephone numbers 询问和给出电话号码 3．文化目标：
1）让学生初步体会用英语和别人交流的感受，培养学生学习英语的兴趣。
2）通过对英文名字的介绍，对比中西方表达名字的不同，了解中西方文化的差异。
3）通过对西方一些成功人士英文名字的介绍，使学生了解成功是由不懈的努力和艰苦的奋斗得来的。 4）通过介绍英文名字的由来，使学生产生对西方文化的好奇及兴趣。 4．认知目标： 1）词 汇：
clock, hello, hi, and, question, answer, look, first name, last name 2) 语法项目：一般现在时be的用法 以特殊疑问词what开头的问句 形容词性物主代词my, your, his, her
What’s=What is I’m=I am My name’s=My name is 3) Language goals语言目标： What’s your name? My name is Gina.
I’m Gina. Nice to meet you.
What’s your telephone number? It’s…. Period one
I.教材分析：这是课本的第一部分，题目是My mane is Gina. 有很多学生第一次学习接触英语，为了调动他们的积极性，不产畏难情绪，尽量简单的处理教材。
Language topic: What’s your name? My name is Gina.
Language strategies: Talk about the names
Main vocabulary: name is, meet, his, first name, last name, answer, boy , girl.
II.语言结构: present tense to be, what questions, Possessive adj. my, your, his, her. 。 III.语言功能:询问姓名及怎样回答.
IV.活动设计： 采访调查 What’s your first name? V. Teaching steps: Step 1:Greetings. Step 2: Words:
Learn the new words
A: first, listen to the recorder, the students read after the recorder. B: read the new words after the teacher.
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Step 3: 1a Write English words for the things in the picture. How many things do you know? Step 4: 1b Listen and number the conversations . three times.
Step 5: 2a Listen to the four conversations and number the conversations (1--4) Step 6: 2b Listen and circle the names you hear. .
Step 7: 3a. read the names. Write the first names and the last names. Step 8: Let’s sum what we have learned this class. Words: Sentences:
Something else: Step 9: Homework
教学反思：学生学习英语的积极性很高，因为有很多是第一次接触英语，教师要积极引导，迅速让学生掌握学习英语的方法。
Period 2
I.教材分析：这是课本的第二部分，活动内容比较多，学生对教材很有兴趣，例如做学生证，用英语填写自己的名字。
Language topic: What’s your name? My name is Gina. What’s your first name? My first is ----.
What’s your last name? My last name is -----.
Language strategies: Talk about the names
Main vocabulary: nine, number, phone, card, family name, first name.
II.语言结构: present tense to be, what questions, Possessive adj. my, your, his, her. 。 III.语言功能:询问姓名(分别问姓和名)及怎样回答，要求学生分清姓和名. IV.活动设计： 采访调查 What’s your first name? V. Teaching steps: Step 1:Greetings.
Step 2: Sing an English song:
Step 3: Look at the picture. Find the last names and write the below. 1. Karen _________. 2. Peter __________ 3. David _________ 4. Jim ___________ 5. Maria _________
Step 4: 3b Look at the ID card and answer the questions.
What’s her telephone number? Name: Tanya What’s her family name? Last name: Olpez What’s her first name? Telephone number Step 5: 3c Make an ID card for yourself 535-2375
Name: __________ Last name: ______ Photo Telephone number Step 6: Let’s sum what we have learned this class. ________________ Words:
Sentences:
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Something else: Step 8: Homework 教学反思：这节英语课，很成功，学习积极参与实践活动，手脑兼用，高高兴兴地戴上了自己亲手做的ID card.
Period 3 Self check
1. Give the full forms of the following. 写出下面的非缩略形式。 1）What’s your name? ____________________________? 2) His name’s Jim. __________________. 3) I’m Jenny. ___________. 法制教育：《中华人民共和国民法通则》
教学反思：初一学生进行书面练习非常重要，要强调书写要规范，方法要掌握。
Unit 2 This is my sister.
本课教材分析： Title:This is my sister. Topic:The family
Functions:Introduce people :This/That is… These/Those are…, Identify people: Is this /that …? Are these /those …? Structures:
Demonstratives this,these,those,that Subject pronouns I,he,she,they
Yes/No questions and short answers Plural nouns
Target Language(语言目标): This is my brother. Is she your sister?
Yes,she is. No,she isn’t. Vocabulary
mother,father,sister,brother,grandmother,grandfather,friend,grandparents,uncle,aunt,cousin,parents Recycling
Hello.Hi.Nice to meet you.personal names Is this your…? Yes,it is.Is that your…? No,it isn’t. Learning strategies
Personalizing Memorizing 重点词汇： family members this/that these/those is/are 语言结构(Structures)： This /That is… Is this/that…? Yes, it is./No, it isn’t.
介绍家人，认识辨别他人，家庭成员情况的表述 跨学科学习
绘画、家谱、摄影
本单元可分为6课时(Six periods)。
Period One Section A 1a 1b 2a Section B 1 2a
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Period Two Section A 1c 2b 2c 2d Grammar Focus Period Three SectionA: 3a,3b,3c,4 Groupwork,Section B 2b,2c Period Four Section B 3a,3b,3c,4
Period Five Self Check 1,2,3 Just for fun Period Six Test Period 1
教学范围： Section A 1a 1b 2a Section B 1 2a
教学内容：New words:mother,father,parents,brothers,grandmother,grandfather,friend, sister grandparents. 教学目标：Learn all the new words by heart. 教学重点：单词的拼写以及人物之间的关系。 教学难点： family tree 教学方法：听说读写。 教学步骤：
Step 1: 学习重点单词。
1、利用照片，介绍人物关系，认识单词 father,mother,sister,brother,uncle,aunt and so on 2.Look at the picture on Page 13 and finish 1a Match the words with the pictures. （answers）
mother c father i parents h brothers b grandmother g grandfather e friend a grandparents d sister f Step2.继续学习单词。完成以下任务：
1．1b Listen and look at the picture. Circle the people the boy talks about. 2．2a Listen and circle the words you hear.
mother father sister brother grandmother grandfather friend grandparents 3．Section B 1 Add the words in the box to the family tree. sister son cousin grandfather mother aunt grandfather/grandmother (1)
father/_______ uncle/_______ (2) (3)
daughter/_______ _________(/brother) daughter/_______ (4) (5) (6) Step 3.复习单词
2a Listen and check the words you hear.
grandfather grandmother cousin father mother uncle aunt brother sister 教学反思：本课内容围绕学生的生活，所以学生学起来得心应手，表现出极大的兴趣，说明语言来源于生活。
Period 2
教学范围：Section A 1c 2b 2c 2d Grammar Focus
教学目标：Talk about Dave’s family and master Grammar Focus 教学重点：句型：This is… These are…
Is this your sister? No,it isn’t. This is my friend.These are my friends Is that your brother? Yes,it is.That is my brother.Those are my brothers.
复数形式：this these that those friend friends brother brothers and so on. 教学难点：指示代词 单词的复数形式 教学方法：听说读写。 教学步骤： 1. 复习单词。
2b Listen again. Which picture are Dave and Lin Hai talking about?作出选择。 2.学习句型,弄懂this/these,that/those 的意义及区别。
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Take turns talking about Dave’s family. A:These are his brothers. B:That’s his sister. Go on talking.
3.听力练习。2b Listen again. Match the names with the people in the picture. 1.Dave a 2.Lin Hai 3.Anna 4.Jeff 4.口语对话
2c Pairwork 结队活动
Student A,cover the names in 2b.Ask about the people in the picture. Student B,answer the questions. 2d Change roles and practice again. 5．总结
Grammar Focus Is this your sister? No, it isn’t. This is my friend. These are my friends. Is that your brother? Yes, it is. That is my brother.Those are my brothers.
教学反思：让学生了解了名词的数这个概念，通过图片和直观的手段告诉了学生怎样理解“数”这个概念，避免了生硬的说教，效果很好。
Period 3
教学范围：SectionA: 3a,3b,3c,4 Groupwork,Section B 2b,2c 教学内容：认识人。
教学目标：掌握一般疑问句的问与答。
教学重点： 句型。eg.Is Guo Peng your brother? No, he isn’t. Is he your friend? Yes,he is. 教学难点：活动的有序组织 教学方法：Pairwork, groupwok 教学步骤：
1.3a Fill in the blanks with words from the box. That’s Anna and that’s Paul.
Is she your 1.sister? Yes,she 2.is. And is he your 3.brother? 4.No.He’s my friend. 2.3b Pairwork
Practice the conversation with a partner. Change partners and practice again.
3.3c Write your mother’s, father’s. or friend’s name on the board.The other students guess who the person is. Is Guo Peng your brother? No,he isn’t. Is he your friend? Yes, he is. 4.Groupwork
Bring some family photos to class. Put them together in your group. Take turns asking and answering questions about the photos.
Is this your aunt? Yes, it is. 5.Section B
2b Listen again. Which picture are Dave and Lin Hai talking about? 6.2c Pairwork
Draw a picture of your family and friends. Tell your partner about your picture. These are my parents. This is my grandmother.This is my friend Jim Fang.
教学反思：采用一些旧照片来激发学生的学习兴趣，说明，教师在课堂活动设计中，设计的活动不要脱离学生的生活。
Period 4
教学范围：Section B 3a,3b,3c,4 教学内容：Read and write the note.
教学目标：Can talk about and write about our family 教学重难点： 人物介绍的条理性。
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
教学步骤：
1.3a Read the letter. Draw a picture of Emma’s family.(据文字提示绘图) Dear Maria, Thanks for the great photo of your family.Here is my family photo.I love them very much! 2．3b Look at the family photo.Write an introduction about the people on the back of p（ 写文字） See you soon. 3．3c Write about your own family. 4.Group work
Put the photo and the letter on the board. Put them in different places.The other students will match the photos and letters.
5.Guess and guess.Whose is this photo?
教学反思：进一步设计活动来完成本单元的教学任务，但切忌避免机械地重复，活动应本着由简到繁的活动设计原则。
Period 5
教学范围：Self Check 1,2,3 Just for fun Selfcheck
1. Key word check.Check the words you know.
this that these those mother father parents sister brother grandmother friend uncle grandfather aunt cousin grandparents she he
2. Write five new words in your Vocab-builder.
3. Look at Mary’s video of Beijng. Computer the conversations. father Mary: Look! mother You: Mary: grandparents
You: Are
Mary: Yes,they are. cousins
You:
Mary:No,they aren’t.They are Just for fun!
4. Is that your girlfriend? 5. No,it isn’t.It’s my cousin. 6. Is that your girlfriend? 7. No, it isn’t.It’s my sister. 8. Who’s your girlfriend? 9. I don’t have a girlfriend.
10. 教学反思：作为复习性的内容，应设计简明的单元内容明细表，让学生有清晰地认识，同时培养学生总结和归纳的能力。
Unit 3 Is this your pencil?
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
教学目的和要求 (Teaching aims and demands)
Excuse me but these they good those boat hill tree their much very much all right all right mum friend brother nice to meet child children welcome our come come in oh
日常交际用语
Is this your/my/his/her pencil-box? Yes,it is./No, it isn’t. Here you are.Where’s my…?
What are these/those? They’re …,etc.It’s very good.
Are these/those/they English books? Yes,they are./No,they aren’t. They’re their books. That’s all right. Thank you very much. These are my friends,Kate and her brother Jim… Welcome to our home.Who am I? Do you know? What number is Jim’s bus? Come in, please. 语法:
运用my, your,his,her,its数词以及名词的复数形式. 运用these,those和they
period 1
Step 1 Revision 1.Revise
Is everyone here today?
Find out :who is present/absent.
2.Use flashcards to revise the new words in Unit 5. (girl, boy, man, woman,sister,father,mother,Mr,Mrs,etc.) 3.Check homework. Step 2 Prsentation
Pick up a girl’s pen and ask Excuse me.Is this your pen?Help her to answer Yes,it is. Say to the class This is her pen.Give the pen to her and say Here you are.Help the student to answer Thank you. Repeat with a boy, saying This is his pen.
Repeat several times with different objects,including a bag,a pencil-box,a pencil,an eraser,a cup,etc.
Get all the students to raise their pens.Point to a boy’s pen and help the class say his pen. Then point to a girl’s pen and say her pen. Repeat this several times at a quicker speed.
Step 3 Practice
Get this chain drill going. In each case a student should pick up an object belonging to the person behind or beside him or her,and ask
A:Is this your book? B:Yes, it is.
A:Here you are .
B:Thank you. (Pick up an item from another student and ask C) Is that your eraser? C:Yes,it is.
B:Here you are!(Give the eraser to the owner.) C.Thank you.(To D) Is this her…? Etc.
Explain that it is polite to say Excuse me!to get someone’s attention. Get them to repeat several times. Then repeat the chain drill adding Excuse me!
Step 4 Presentation
Pick up a bag belonging to a girl, point to a boy and say Is that his bag?(No, it isn’t. I think it’s her bag.). Give extra emphasis to the word her.Pick up a pen that belongs to a boy,point to a girl, and ask Is this her pen?(No,it isn’t.I think it’s his pen).Put special emphasis on his. Repeat this several times with different students and different objects.
Step 5 Look, listen and say.
SB Page 26, Pictures 1, 2and 3, Speech Cassette Lesson 21. Say Open your books to page 26. Look and listen. Play
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
the tape through once. Rewind and divide the class in two – A and B. Say Listen and repeat. Replay the tape, using the pause button. Students listen and repeat. Repeat changing roles. Notice the special emphasis on the word my in the last line. But where’s my cup?
Step 6 Pair practice
Divide the class into groups of three. Get them to practise the dialogues with Pictures 2 and 3. After they have practised once or twice, get them to repeat the dialogue using other items and their own names.
Step 7 Acting
Call out four students, each with four different objects. Collect the objects from them, and have a similar dialogue. The teacher begins to say Excuse me. Is this your eraser? (Yes/No.)etc.
Continue until the items are returned to the correct owners. Then call out five more students. Let one of them collect the objects and begin again.
Step 8 Workbook.
Sb Page 111, Wb Lesson 21. Exx. 2-3 should be done in class. Use the words in the box to substitute for the italicized words in the dialogue in Ex. 3.
Homework
Finish off the Workbook exercises. Write Exx. 1 and 2 in the exercise book.
Note:When teaching new words, e.g. me,these,tree, meet,please,very, welcome,etc.remind the students of the spelling rules taught in the previous unit. From now on, the students have to learn more words. Help them deal with the English spelling.
教学反思
单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.
Period 2
Step 1 Revision
1. Ask a group to act out the dialogues from Page 26 with books. If desired, ask another group to act without books.
2. Check hoework. Get some students to read and act Ex. 3 in Wb Lesson 21. Step 2 Presentation
Hold up a bag and ask What’s this? It’ s a bag.Hold up two bags and say What are these ? They’re bags. Repeat with a pen/ pens, a book/ books,a box/boxes,etc.
Now get the class to ask and answer both questions ---What’s this ? What’re these?
Make sure that they pronounce the plural forms correctly. Add /z/for banana, bag and pen,/s/for book and /iz/for box and bus. Also they should pronounce the ds in birds as one sound/dz/ not /d+z/.
Step 3 Practice
Chain drill . Call out several students to demonstrate. A:What are these ?(Holding up two pens. )
B:They’re pens. What are these?(Holding up two books.)
C:They’re books. What’re these? (Holding up two boxes. )etc. Organise a chain drill around the class in the same way. Step 4 Presentation
Draw a banana on the Bb. Ask What’s this? It’s a banana.
Draw two bananas and ask What are these? They’re bananas. Write one under the single banana and two under the two bananas.
Repeat up to ten.
Step 5. Read and say.
SB Page 27, Part 1, Speech Cassette Lesson 22. Say Turn to Page 27, Part 1. Look at Picture 1. What’s this? Help
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
them to answer It’s a banana.
Ask How many can you see? One, two or three? (One.)
Look at Picture 2. What are these? (They/They’re bananas.)Notice that the short form for They are is They’re. Ask How many can you see, two, three or four?(Two.)
Repeat with the other pictures.Then ask What can you see in Picture 2? Ss:Two bananas.
Do the same for the other pictures in random order. Step 6 Presentation
SB Page 27, Part 2. Books closed. Use flashcards or draw a quick sketch of a car on the Bb. Step away from it and using a pointer ask What’s that? (It’s a car.)
Repeat with a bird, a cat, an egg and a cake. Teach a tree and a boat.
Now draw a second car, and, pointing to it ask What are those? (They’re cars.) Repeat with birds, eggs, cakes, boats and trees.
Be sure to stand back and point when you ask,so students aren’t confused by these and those. Teach hills, boats and pictures in the same way. Get the students to read the dialogue in Part 2 in pairs.
Step 7 Ask and answer
SB Page 27, Part 2. Call out a student and ask What can you see in the picture? What are those? Point to the birds in the picture. They’re birds. Get him or her to ask you a similar question.Ask the students to work in pairs to ask and answer similar questions using the picture.
Step 8 Workbook
SB Page 112, WB Lesson 22. Do Exx. 1-3Ex.1 contains the numbers from one to thirteen.Help the students to spell fourteen and fifteen.Tell them the numbers from thirteen to nineteen all end in teen. They are all formed by the number plus teen,except for thirteen and fifteen which are slightly different.
Homework
Finish off the Workbook exercises. Choose Exx. 2 or 3 for written homework. 教学反思
单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.
Period 3
Step 1 Revision
1 Revise What’s this? /What are these?(They’re…) like this:
Hold up a bag and ask What’s this? (It’s a bag.) Hold up two bags and ask What are these?(They’re bags.) Repeat. Help the class to answer.
Repeat with pens, books,etc.Get the class to ask questions and give answers. Check for the use of plural forms.
3. Revise What’s that?/What are those?in a similar way.This time use pictures from magazines, pictures on the wall or Bb drawing to emphasize that that and those refer to items that are not near.
Chain drill. Call out several students to demonstrate. A:What are these? (Holding up three pens.)
B:They’re pens. What are those?(Pointing to trees outside.)
C:They’re trees. What are these?etc. Then get the class to continue this chain drill. Step 2 Pronunciation pratice
Write these lists on the Bb one at a time and get the students to practise reading and pronouncing them correctly. Write the phonetic symbols if you think they will help the students.
1./s/ 2./z/ 3./iz/ desks birds/dz/ buses books trees boxes cats/ts/ girls oranges bikes boys
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
After writing each list,underline the endings and explain These words have the …sound. Do Ex. 2 in Wb Lesson 23. Step 3 Presentation
Take out a bag with some oranges or pears in it. Hold it up and let several students feel the bag, Ask Are these apples? Some students will say Yes, they are.Others may say No,they’re not.Still others may say I think they’re… Smile and say You don’t know! Open the bag and say Look!These are (pears).
Teach Are those…? For example , put a small picture with two cars in the corner of the room,and ask Are those Chinese/Japanese cars? The students try to guess. They may answer Yes,they are./ No, They’re not. Then bring the picture closer so that they can confirm that they are/are not Chinese/ Japanese cars.
Step 4 Read and say
SB Page 28, Part 1, Speech Cassette Lesson 23. Play the tape. Students listen, and then listen and repeat. Get two or three pairs to read aloud the dialogue. Then get the students to read in pairs.Later, get some students to read and act.
Step 5 Look, listen and say
SB Page 2, part 2,Speech Cassette Lesson 23. Let the students listen to the tape and then get them to practise the same way as in Step 4. Put the students in groups of three (A,Band C). Later ,call out several groups to read the dialogue and act in front of the class.
Step 6 Workbook
SB Page 113, Wb Lesson 23. Do Exx.1-3 in pairs orally. Then check the answers with the whole class. Wx. 4 is optional. Do this exercise if you think your students are ready. Point to the picture and draw the students’ attention to the difference between written English and Chinese, including the word order and the use of the verb to be.
Homework
Finish off the Workbook exercises. Revise the new language items in Lessons 21, 22 and 23. Do Ex.2 in the exercise book.
教学反思
单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.
Period 4
Step 1 Revision
1. Call the register. Get the students to talk about who is not at school today,etc. 2. Revise the nubmers 1-28 and teach 29 and 30.
3. Using flashcards, revise the plural words taught in this unit: hills,boats,birds,etc. Do Ex.2 in the Wb Lesson 23. 4. Use the same cards to practise What are these? Are these…? And further away,What are those? Are those…? Step 2 Read, listen and say
SB Page 29, Part 1,Speech Cassette Lesson 24(Phonic Reading Work). Follow the same steps as in Lesson 20. Step 2. (Please see Pages 148-167 of the TB.) As in Lesson 20, use flashcards rather than going straight to the book.
1. Books closed. Say Listen and play the tape.
2. Play the tape again. Say Listen and repeat.Write the letter O on the Bb, and next to it write no,hello, those,home,zero and go.
3. Students read aloud each word in turn as you point to it.
4. Explain that in Chinese these words all have the letter O and the /eu/ sound. 5. Repeat the above procedure with the words:
6.Get the students to read and say the above words from the Bb in random order. Then ask them to read aloud the words in SB Lesson 24, Part 1.
7. Do Ex. 1 in Wb Lesson 24. Step 3. Presentation
Draw a picture on the Bb. There should be six children- three boys and three girls. Point to the first boy and say This is Jim Green.Write Jim Green under the picture. Point to the first girl and say This is Kate Green. Write Kate Green under the picture. Say Kate is Jim’s sister. Write Jim’s sister under Kate. Point to Jim and say Jim is kate’s brother.
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Repeat. Have students repeat brother several times. Now point to the next picture of a boy and say Who is this? He’s Tom Read. Then, pointing to the girl Who is this? She is Ann Read. Write the names below the pictures. Point to Ann again and ask Who is she? Help a student to answer She’s Tom’s sister. Point to Tom and say This is Tom Read. Who is he? Help a student to answer He is Ann’s brother.Write Ann’s brother under Tom’s picture.
Repeat with Joy and David Smith.\\When you are finished, say Jim is 12, Kate is 8, Ann is 12,Tom is 13, Joy is 7 and David is 12. They are all children. Write the word children on the Bb. Ask the students to guess what the word means. Explain if necessary and have the students repeat the word several times. Then draw a circle around all the pictures and say They are all children . They are all friends, too. Write the word friends on the Bb. Have the students guess the meaning and if necessary, explain.
Step 4 Presentation
Call out four students –two boys and two girls. Point to each one and give him or her a name. Say Kate, Jim, Ann and Tom. Ask them to leave the room and to come in two at a time, brother and sister together. When the first two come in say Hello, Jim .Hello,Kate. Welcome to our class! When the next two students come in say Look! There are your friends, Ann and Tom. Hello, Ann. Hello,Tom. Welcome to our class! Get the students to repeat Welcome to our class.
Step 5 Drill
Start a chain drill like this. Tell students to remember the name as you go around the rows pointing to each student in turn. Say 1-Jim, 2-Kate, 3-Ann,4-Tom,5-Joy,6-David, 7-Jim, etc.(Number the pictures on the Bb in the same way to help).
Help S1 to say Hello, I’m Jim.
S2:Hello Jim.I’m Kate.(Kate turns to Se and says. )Hello, I’,m Kate. This is my friend Jim. S3:Hello Kate. I’m Ann. (Ann turns to S4.) hello, I’m Ann. These are my friends Kate and Jim.
S4:Hello, Ann. I’m Tom. (Tom turns to S5.)Hello, I’m Tom.These are my friends Jim,Kate and Ann. Continue in the way until you reach S6. Student 7 starts again. Hello, I’m Jim. And so on. Step 6 Look, listen and say
SB Page 29, Part 2, Speech Cassette Lesson 24,. Say Turn to Page 29. Play the dialogue for Picture 1. Students listen, and then listen and repeat. Explain that when people address a mother directly, they usually say Mum or Mom. Fathers are referred to as Dad. Get two or three pairs to read aloud the dialogue on Page 29. Then get the students to read in groups of three. Say Look at picture 2. Who is there? Do you know? Listen. Play the dialogue for Picture 2. Have students listen and repeat paying special attention to the pronunciation of the word room. Explain the meaning in Chinese. Get two or three pairs to read aloud the dialogue. Then get the students to read aloud the dialogue. Then get the students to read in groups of six.Later, get some groups to read the act.
Step 7 Listen and answer
SB Page 30, Part 3, Listening Cassette Lesson 24. Say Look at the picture on Page 30. What can you see? (Jim and Li Lei)Where are they? They are at the bus stop. Write at the bus stop on the Bb. Explain that Jim and Li Lei are at the bus stop. Jim wants to go home. Say Listen. What number is Jim’s bus? Play the cassette twice, if necessary. The text of the tape is printed below. If you do not have the tape,read the following text aloud.
Listening text
Jim:Is that my bus? Li Lei: What’s number? Jim:I think it’s 25.
Li Lei:No, that isn’t your bus. Your bus is number 29. Jim:Look! Is that my bus?
Li Lei: I think it is. Yes, It’s a 29 bus. Jim:Good. Oh, where are my bags? Jim: Thanks.Goodbye! Li Lei:Goodbye!
Then repeat the question What number is Jim’s bus? (Answer:29)If time permits,play the tape again,and get the students to repeat. Half of them can be Jim, and the other half Li Lei.
Step 8 Say and write
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
SB Page 30, Part 4. Books closed. Draw a boat on the Bb. Say This is a boat. Write the sentence on the Bb and then read it aloud. This is a boat.Have the students repeat.\\Draw three boats. Say These are boats. Write the sentence on the Bb. Say These are boats.Hve the students repeat.
Say Turn to Page 30. Point to Part 4. Explain the model to the students. Say Look at number 1. A box. This is… Help a student to say a box. Say These are … Help a student to say boxes.
T: Picture No.2. A computer. Row 2 Row 2: This is a computer. These are computers.
T:Picture No.3.An apple. Row 4.
Row 4: This is an apple. These are apples, etc.
After you have gone over all of the words , get students to write the answers in their books. When they have finished, ask the students to exchange books and to “mark” each other’s work. Remind them to pay special attention to boxes and buses, where an “es”must be added in the plural form.
Step 9 Check point 6
Revise the plural from of the noun. Refer to the notes on Page 182 of the SB. Do Wb Lesson 24, Ex. 3. Give a short dictation as in Lesson 20. Use some of the words, expressions and sentence patterns in this unit. Give the Ss a few nouns. Get them to make the nouns plural.
Step 10 Workbook\\
Sb Page 114, Wb Lesson 24. Most of the exercises help revise the plural form of nouns. E.g Exx. 3 and 7.
Ex.6 shows a way of learning new words by classifying them according to their meanings. Exx.9 and 10 are optional. Ex.9 provides students with reading practice. Ex.10 is a chant that helps the students to practise rhythm.
Homework
Finish off the Workbook exercises. 教学反思
单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.
Unit 4 Where’s my schoolbag?
本课教材分析：
Title：Where’s my schoolbag? Topic: Things around the house
Functions:Talk about where things are Structures:
Where questions
Yes/No questions and short answers Prepositions on,in,under,behind,next
本课的词汇：table,bed,dresser,bookcase,sofa,chair,backpack,books,keys,baseball,drawer,plant,
where,where’s=where is,table,bed,dresser,bookdase,sofa,chair,drawer,plant,under,they’re,on,behind,next,next to, don’t =do not know bag, math, math book alarm, alarm clock alarm alarm clock,CD ,video,cassette,video cassette,hat,take,thing,soccer,soccer ball, ball, can,bring,
some,need,floor,ideal,room,TV,desk,picture,between,too,wall 语言目标：
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Where’s my backpack? It’s under the table. Where are your books? They are on the chair. Where are the books? I don’t know.
Is it under the table? No, it isn’t. It’s on the table. The math book is on the dresser.
重点词汇： things in the room and some prepositions: on in under behind next to 语言结构： Where is/are….? It is…/They are…
on,in,under,behind,next to … 学习策略
运用实物、图片理解介词的意义，利用对话，学习讨论物体的位置。 语法功能
1． 辨认位置，并描述物体所在位置。 2． 物体所在位置的问答。 跨学科学习
美术、绘画、方位知识。
本单元可分为7课时(Seven periods)。 Period One Section A 1a 1b 2a
Period Two Section A 1c 2b 2c Grammar Focus
Period Three Section: a ,3b,3c,4 Game Find the Difference Period Four Section B 1a, 1b,1c,2a,2b, Period Five Section B 3a,3b,3c,4 Groupwork
Period 1
教学内容：单词（房间里的物品名称）Section A 1a 1b 2a 教学目标：学习掌握新单词 教学步骤：
1．复习句型What’s this in English? It’s a /an…,利用句型引出单词，在学习是尽量少用或不用汉语。 2.利用实物或图片（图片可从素材库中查找），认读单词(table,bed, dresser ,bookcase , sofa, backpack, books,keys,plant,chair, drawer, baseball )。
3.看课本图片，找出单词所对应物品的字母，继续学习单词。（Look at the picture on Page 19 and finish 1a Match the words with the pictures.）
Here are the answers to 1a.
table e bed j dresser c bookcase a sofa i chair h backpack g books a keys b baseball f drawer l plant k
4. 听录音，按听到的顺序在正确的物品上排号（1-5），巩固单词，练习听力。 （1b Listen and number(1-5)the things in the picture when you hear them）.
5. 检查单词掌握情况。可采用多种方式。如：教师听写，学生听读，小组检查，同桌互相检查等。 6．通过2a（Listen and number these things when you hear看图，听录音，根据录音排序。）复习单词。 7.补充表示房间内其他物品的单词。如：wardrobe,light,computer,fish bowl,TV and so on 8.Homework.：画出自己的房间，为其中的物品标上英文，物品越多越好。
Period 2
学完单词，引入句型。
教学内容：Section A 1c 2b 2c Grammar Focus 学习方位介词 on in under behind next to…
句型：Where’s the packback? B.It’s under the table.
Is it…/Are they…? Yes,it is./they are. No,it isn’t./they aren’t.
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
教学目标：
1) Can use :on in under behind next to…
2) Make a dialogue with the sentence:Where is…?It’s…/Where are…? They’re… 3) 区分：my,your,his,her
教学重点：prep: on in under behind next to Pattern:Where is/are…? It is…/They are…
Is it…/Are they…? Yes,it is./they are. No,it isn’t./they aren’t. 教学难点：the use of my your his her 教学步骤：
1． 学习介词。Watch the video and understand the meaning and the use of prepositions.(直观形象) 2． 介绍介词短语（利用图片/静止动画或周围物品的摆放）：in the box, on the box,under the box, behind the box and so on.
3． 通过活动，复习介词。
活动一：教师将一物品放在不同的位置，让学生用介词短语表达，练习说； 活动二：教师说短语，学生表演动作。 活动三：1c Pairwork(结队活动)
Make your own conversations. Use the words in the box..(可发掘课程资源) A. Where’s the backpack? B. It’s under the table. on in under behind next to 4． 引出Where questions及其回答。（可让全班同学闭上眼睛，将某一物品藏于某处，,让学生猜测。提问时自然引出where 句型，便于学生理解，水到渠成。学生猜测时，引出句型：Is it ….? 及肯否定回答）eg:Where is the eraser?
5． 看图片，据情景，练习句型。（为激发学生兴趣，可假设情景，画面中的男孩，就要去上学了，可自己上学需要的物品却因为到处乱扔找不到了，你能帮帮帮他吗？他的爸爸、妈妈、妹妹是怎么说的？）
Where’s my backpack? It’s under the table. Where are my books? They’re on the sofa. Where’s my baseball? It’s in the backpack. 6． 分角色进行上述对话表演。
7.听力训练。Listen.判断Where are the things from 2a? Number the picture(1-6). (2b 听录音，判断2a中的物品出处，并在图中标出序号。 8.2c Pairwork 结队活动
Ask and answer questions about the things in the picture.（st,ss） 9.Sum up (Grammar focus ): Questions Answers
Where’s the baseball? It’s in the backpack.
Where is my computer game? It’s under the bed. Where are your books? They’re on the chair. Where are his keys? They’re on the dresser. Where are her keys? They’re on the table. 10. Guess and guess(Revision):
Ask:Where’s my …?(Pointing to myself)
Where’s your….?(Pointing to a student and questioning)
Where’s his…?(Pointing to a boy and asking the other students) Where’s her…? (Pointing to a girl and asking the other students) Answer:It’s +介词短语
Period 3
教学范围：Section A: 3a ,3b,3c,4 Game Find the Difference
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
教学重点：一般疑问句和特殊疑问句的问与答。 教学内容：I don’t know.
Where’s the packback? B.It’s under the table.
Is it…/Are they…? Yes,it is./they are. No,it isn’t./they aren’t. 教学目标：
自由谈论物体的所在位置（Can make a dialogue with what we have learned and talk about Where the things are freely）。
为达成这一教学目的，我是这样安排本课教学的。 a) 看图，了解对话的内容。 -----Where are my books?
-----I don’t know.Are they on the bed? -----No,they’re not. b) 完成3a。
3a Put these sentences in order to make a conversation. 2 I don’t know.
3Is it on the dresser? 4No,it isn’t.
1Where’s the bag?
3. Pairwork 分角色练习对话。 3b Practice the above conversation.
4. Pairwork 分角色问答，看图编写对话。 3c Look at the three pictures below.
Then ask and answer questions about the keys,the pencils,the baseball,the pencil case,and the ruler. eg.----Where are the books? --------I don’t know.
4.Playing a game Find the Difference
Pairwork（互相问答，发现的不同之处越多越好）
Student A.look at the picture on page 19.Student B,look at the picture on the right.A and B ask and answer. eg:---Where’s the backpack? Is it under the table? -----No, it isn’t. It’s on the table.
Period 4
教学范围：Section B 1a, 1b,1c,2a,2b
教学内容：New words:math book alarm clock CD computer game video cassette hat 教学目标：Learn all the new words by heart and copy the sentences according to the tape. 教学重点：单词和句型的听与写。 教学难点：听录音，写句型。 教学方法：多听多练。 教学步骤：
1． 利用实物学单词。
math book alarm clock CD computer game video cassette hat 2.Section B 1a Match the words with the things in the picture.
1.math book b 2.alarm clock d 3.CD a 4.computer game e 5.video cassette f 6.hat c
3.1b Look at Tommy’s room for three minutes. Now close your books and write down all the things you remember. eg.math book bed bookcase books computer games clock and so on (The more,the better.) 4.1c Pairwork
Student A,ask questions. Student B, keep your book closed. eg.—Where’s the notebook? ------It’s on the bed.
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
5.2a Listen and circle the things Tommy wants from his room.
book pen pencil CDs ruler notebook video cassette computer games math book 6.2b Listen again.Where are Tommy’s things? Write notes. eg.The math book is on the dresser. The video cassette is on the table. The hat is on the bookdase. The pencils are in the backpack.
The alarm clock is next to the computer . The bookcase is behind the door.
Period 5
教学范围：Section B 3a,3b,3c,4 Groupwork
教学内容：句型的实际应用（阅读与书面写作）。 教学目标： 能够熟练读写 教学重点：Writing a note.
教学难点：How to write a note.
教学方法：动动手，做一做，画一画，写一写。 教学步骤：
1．3a Read the note and draw the missing things in the picture. Dear Sally,
Please take these things to your brother:his math book, baseball, notebook, CDs, and video cassette.The math book is on the dresser.The baseball is under the bed.The notebook is next to the baseball under the bed.The CDs are in the drawer.The video cassette is behind the computer.
Thanks, Mom
3b Look at the picture and fill in the blanks. Dear Tommy,
Can you bring some things to school? I need my hat,my ID card,my pencils,and my notebook.My hat is on the chair. My ID card is in the drawer.My pencils is under the book/in the pencil-box and my notbook are on the desk. Thanks,Sally 3c Pairwork
Write a note to a friend asking for four things from your room. Say where they are. 4.Group work
Draw your ideal(理想的) room. Then describe it to the class. eg.
Here is my ideal room. My TV is on the desk. My telephone...
Period 6
Self Check 1,2,3 Just for fun
11. Key word check.Check the words you know.
table bed dresser bookcase sofa chair backpack books keys pencilcase baseball hat math book alarm clock CD video cassette computer games 12. Add five new words to your Vocab-builder. 13. Read the note and draw the room.
14. This is my room. There are books in the bookcase. There are pictures on the walls. My backpack s on the chair.And I have a baseball.It’s on the floor,between the bookcase and the desk.There is a computer on my desk, and a video cassette behind the computer. And there’s my hat. It’s on the floor, under my bed!
Just for fun!
Where’s my backpack? Is it in the bedroom? No ,it isn’t.
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Is it in the kitchen? No, it isn’t. Where is it/ It’s on your back. Unit 4 Where’s my backpack? Self-check (Revision)
I.教材分析:这是第四单元的第三部分: Self-check,即本单元的复习部分。这一部分的课本是由以下几部分组成的。
1. Key word check. Check the words you know. 2. Add five new words to your Vocab-builder. 3. Read the note and draw the room. Just for fun! Where’s my backpack?
Language topic: Where’s my backpack? It’s under the bed. Is it on the chair? Yes, it is. No, it isn’t.
Language strategies: Talk about things around the house and where they are.
Main vocabulary: table, bed, dresser, bookcase, sofa, chair, drawer, backpack, CD, plant, alarm clock, math book, video cassette, hat
II. 语言结构: 一般现在时be, 方位介词in, on, under, behind, next to。 语言功能: 询问物品在哪里及怎样回答.
跨学科学习:空间思维能力; 品德:养成良好习惯，物品要摆放有序,不能到处乱扔。 III. 活动设计：1. 猜谜游戏（Guessing game）Put a soccer ball or a baseball or a computer game in the classroom, let the students guess where it is.
2. Remembering game. Read the passage and remember where the things are. IIII. Teaching steps:
Step 1:Greetings and song: Fishes, fishes, where are you?
Step 2: Key word check. Ask the students to read the words and remember them. Review these words according to the picture in Page 19, ask the students to find the things and write down.
table, bed, dresser, bookcase, sofa, chair, backpack, book, key, pencil case, baseball, hat, math book, alarm clock, CD, video cassette, computer game.
可以根据图片或实物来检查提问。
Step 3: Phrases 复习方位介词（先用实物来演示位置关系） Then do it like this:（先口头后笔头）
1. 在桌子下面 under the table My hat is under the table. 2、在沙发上 on the sofa My books are… 3、在门后面 4、在……旁边 5、在背包里
Step 4: Pair work: guessing game Review Where’s…Is it …
Put a soccer ball or a baseball or a computer or a backpack or something else in the classroom, let the students guess where it is.
Where’s the soccer ball? Can you guess? Is it …? Yes, it is. No, it isn’t.
Where is my pencil case/backpack/pen/bag…? Can you guess? Is it on the desk/under the chair…? Yes, it is. No, it isn’t.
Step 5: Just for fun. (Ask the students to read it in a strange voice to make the dialogue fun or interesting) Where’s my backpack? (P24)
养成良好习惯，物品要摆放有序,不能到处乱扔。 Step 6 Talk about the picture in pairs in Page 23. Where’s/are…? It’s/They’re… Step 7 Practise
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Read the note for 3 times and draw the room.
This is my room. There are books in the bookcase. There are pictures on he wall. My backpack is on the chair. And I have a baseball. It’s on the floor, between the bookcase and the desk. There is a computer on my desk, and a video cassette behind the computer. And there’s my hat. It’s on the floor, under my bed.
Ask and answer questions about the picture you drew, try to remember where the things are. Where are the books? They’re… Where is the backpack? It’s… Where’s the baseball?
Where’s the computer and the video cassette? Where’s the hat?
Step 8: Let’s sum what we’ve learned from Unit 4. Words: Phrases: Sentences:
Something else: Questions:
Step 10: Homework:
1. Remember the words in Unit 4. 2. Practise the dialogue in pairs.
3. Write a note to your friend sally, asking for four things from your room. Say where they are. Dear Sally,
Can you bring some things to me? I need my ________, my ______, my ______ and my _________. My _______ is __________. My _________ is ___________. My _______ is ___________ and my _________ are ___________.
Thanks, Tom
Read the note in your group.
Unit 5 Do you have a soccer ball?
The Plan of the Unit:
Topic: Spending time with friends
Functions: ask and answer questions about ownership, make suggestions Structures: Present tense to have
Yes/ No questions and short answers Let’s
Adjectives of quality
Target Language(重点句型): Do you have a basketball? Yes, I do. Let’s watch TV. No, that sounds boring. That sounds great.
Vocabulary(重点词汇): TV, ball, basketball, soccer, bat, tennis racket, volleyball, interesting, boring, fun, difficult, relaxing
学习策略：运用对话练习,掌握如何用英语向对方询问是否拥有某物, 增强个人与他人的联系与交流.
跨学科学习：体育球类, 礼貌邀请别人
课时划分: 根据需要共用4课时完成本单元的教学任务.
第一课时: 球类单词，学习句型 Do you have….? Yes, I do. No, I don’t.
第二课时: 部分生词, 复习句型Do you have….? Yes, I do. No, I don’t. 学习Does he/ she have….? Yes, he/ she does. No, he/ she doesn’t.
第三课时: 部分生词, 复习Do you have ….? Does he/ she have….? 学习have的陈述句形式: I (We, You, they)
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
have…. He / She has…..及否定句和句型Let’s….. That sounds good.
第四课时: 部分生词, 复习前面的内容, 进行Selfcheck.
The plan of each unit: 第一课时
教材分析：本课主要介绍球类单词和句型Do you have…..?所以在讲解句型之前，先让学生认知单词,可采用图片和实物等方法进行教学。
教学目标： 1.认知生词tennis racket, baseball bat, soccer ball, volleyball, basketball, have. 2. 掌握句型: Do you have….? Yes, I do. No, I don’t.
3.根据场景会熟练运用Do you have ….?进行询问且能正确的肯定和否定回答,并扩展到运用Do I/we have….? Do they have….?进行问答.
语法：have 的一般疑问句用法（用于第一、二人称和第三人称的复数）及其肯定和否定回答 语言目标：1. Do you have ….? Yes, I do. No, I don’t. 2. Do I/ we have….? Yes, you do. No, you don’t. 3. Do they have ….?
Yes, they do. No, they don’t.
学习策略：通过上下文内在的逻辑关系，运用句型进行对话。 语言功能： 询问你, 我(我们) ,他们是否拥有某物 Teaching steps:
Step 1. Greeting, sing an English song together Step 2. presentation (用实物导课,引出新单词) (show a ball). Ask the student: What’s this? It’s a ball. It’s a soccer ball. Is this your soccer ball? No, it isn’t.
Do you have a soccer ball? Yes.
Step 3. ( 展示图片) show a picture to study the new words: tennis racket, baseball bat, soccer ball, volleyball, basketball, television
学习方法：先用图片认知单词，然后领读,注意讲解单词拼写和读音之间的联系,渗透音标教学.再用熟识的句型练习运用这些单词,让学生在不知不觉中达到熟识程度。如：What’s this ? It’s a tennis racket. Is this your volleyball? Yes, it is.
Then do the exercises:
1a ( P25) Match the words with the things in the picture. Keys: 1. c 2. a 3. e 4. f 5. d 6. b Listen to 1b (P25) and finish the exercise.
Step 4. Make sentences with the new words to practice the structure: Do you have….? Yes, I do. No, I don’t.
师生先进行对话,然后生生对话,可以用实物,也可以用图片,还可以用周围的事物. Do the following pairwork:
1c (P25) Pairwork Let the students ask and answer each other: Do you have a baseball? Yes, I do. No, I don’t.
3 (P26) Pairwork look at the things in the picture. Ask your partner if he or she has these things with “ Do you have a ….? Yes, I do.”
Listen to 2a (P26) and 2b(P26), then finish the exercises. Step 5. 现场调查
The students ask their partners if he or she has a pen, a ruler, a sharpner and so on. 让每个学生都参与到这个活动来，人人都有表现的机会。
Step6. look back
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Let the students sum up what we have learned this class. Then ask what they haven’t understood. Step 7. Homework 口语练习:
问你的父母,兄弟姐妹和你的好朋友是否有…..,然后把它记录下来.遇到的生词可以查词典,然后写到你的单词积累本上.
教学反思：
学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。
第二课时
教材分析：初步掌握了句型Do you/they have…?及其肯否定回答后，学生对此有了一定的交际兴趣，再讲Does he/ she have….? 就容易接受了。
教学目标：1 掌握生词television, has, does, doesn’t, collection, but, play sports, only, them, small, every, day, every day.
2.掌握句型Does he have ….? Does she have….? 及回答. 3.根据场景询问, 熟练应用句型进行交际.
语言目标：Does he have….? Yes, he does. No, he doesn’t. Does she have…? Yes, she does. No, she doesn’t.
语法项目：have 的一般疑问句用法（适用于第三人称单数）及其肯定否定回答。 学习策略：由问及你是否有某物引到他或她是否有某物。 Teaching steps:
Step 1. Greeting, sing an English song together Step 2. presentation
(to a boy) Do you have a pen? Yes, I do.
(to other students) Does he have a pen? Yes, he does.
(to a girl) Do you have a knife? No, I don’t.
( to other students) Does she have a knife? No, she doesn’t.
学习单词：does, doesn’t, has, television (将单词板书,解释does, doesn’t 是do, don’t的第三人称单数，has 是have的第三人称单数,解释何为第三人称单数,以及它的用法)
Step 3. show a picture. (some balls)
Please make a dialogue with “Does he/she have…? Yes, he/she does. No, he/she doesn’t.” Jane Mike Barry Peter baseball √ basketball √ √ Soccer ball √ volleyball √ 可要求学生先口语练习,然后书面写出来. Step 4. 现场调查 (利用周围事物练习句型)
4 ( P29) Survey Write four questions with Do you have? Find people in the class who has these things. Write their names.
然后再将这些句子转换成他/她有 ……吗？
练习两种句型 Do you have…..? Does he/ she have….? Step 5. Do the exercises
3a (P29) Read the magazine article. Circle the sports things.
Keys: tennis rackets, basketballs, baseballs, soccer balls, volleyballs
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
出现的生词：collection, but, play sports, only, them 要求学生会读，认知其意义，当堂不必要求会拼写，可放到课后。
3b (P29) Look at the picture. Fill in the blanks in this magazine article about Sue Swanson. 出现的生词：small, every, day, every day. 要求学生认知并记住。（small 可补充其反义词big, every 可补充其他短语，如every morning, every Sunday, every student等）
3a, 3b 这两个题目是阅读类型，可让学生先按照要求去完成任务，然后让他们朗读全文，把握其全意，增强语感。
3c (P29) Write about sports things and other things you have.
本题目是复习生词，并扩展学生的词汇量，鼓励他们去接触新的单词。 Step 6. look back (Grammar Focus)
Let the students sum up what we have learned this class. Look at the grammar focus: Do you have a TV? Yes, I do. No, I don’t.
Do they have a computer? Yes, they do. No, they don’t. Does he have a tennis racket? Yes, he does. No, he doesn’t. Does she have a soccer ball? Yes, she does. No, she doesn’t. Does Chi-Young have a baseball? Yes, he does. No, he doesn’t. 总结句型，强调人称的变化和助动词的变化。 Then ask what they haven’t understood.
Step 8. Homework 口语练习：向你的同桌询问, Mike是否有字典？ Kate 是否有钢笔？Jane是否有新自行车？等等，然后把你的句子记录下来，遇到的生词可以查词典，然后记录到你的单词积累本上。
教学反思：
课堂上把时间还给学生，让每个学生都动起来。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。
第三课时
教材分析：这节课我们将学习如何向别人提出建议，这个话题很贴 近生活，所以学起来气氛比较轻松。学习了Do you have…? Does he/she have….?后，同学们都想知道怎么表 达 “我有….. 你有….他(她)有….”了。
教学目标：1. 掌握生词let, us, let’s, play, well, sound, good, welcome
our, sport, center, like, we, many, club, ping-pong, more, join, class, interesting, boring, fun, difficult, relaxing, watch TV. （重点词汇：let, us, let’s, play, well, sound ,good）
2. 认知句型：Let’s … That sounds good. 会用它向别人提出建议。
3. 会用句型I (We, You, They) have…. He(She, Kate, Jane) has…. 及否定句自由表达。 语言目标：1. Let’s watch TV. No, that sounds boring.
That sounds great. 2. I (We, You, They) have…. He(She, Kate, Jane) has….
3．I (We, You, They) don’t have…. He(She, Kate, Jane) doesn’t have….
语言功能：用祈使句对别人提出建议以及回答, 表达某人有(没有)某物。 跨学科学习：绘画、用形容词描述某件事、礼貌待人 Teaching steps:
Step 1. Greeting, sing an English song together Step 2. presentation
( to one student) Do you have a soccer ball? Yes, I do.
Let’s play soccer ball.
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
That sounds good.
( to another student ) Let’s play football. I don’t have a football. Well, Let’s play baseball. That sounds great.
Step 3. show the new words: let, us, let’s, play, well, sound ,good. 要求学生会读单词，并掌握其拼写、含义及用法。 Step 4. Do the exercises:
3a.(P 27) Fill in the blanks with words from the box. Keys: 1. don’t 2. Let’s 3. have 4. soccer
让学生填写后，读熟并同位之间互相练习。 3b.(P27) Pairwork
让两个学生对话，练习句型。 Do another exercise 4 (P27) Pairwork
阅读“招收广告”后，填写右边的表格。First name, last name 在前面已经讲过，注意和汉语拼音之间的区别，class 要注意大写，sport you like 写上你喜欢的体育项目。
文中出现的生词：welcome, our, sport, center, like, we, many, club, ping-pong, more, join, class. 要求学生会读，认知其意义，要求课后记住。
Step5. 你认识这些形容词吗？(Section B)
用汉语解释什么样的词是形容词，然后解释interesting, boring, difficult, relaxing的意思。这几个单词比较长，在讲解时，注意渗透音标教学，按音节去记忆其拼写 ，这样就简单多了。
Do the exercises: 1a, 1b (P28) 学生画完后，可传阅他们的作品。
2a, 2b听力题目可在听完之后，将材料投放在屏幕上，作为阅读材料练习。
2c. Pairwork 口语练习，复习句型Let’s ….. That sounds….. 和形容词interesting, boring, difficult, relaxing. Step 6. 练习句型I (We, You, They) have…. He(She, Kate, Jane) has…. I (We, You, They) don’t have…. He(She, Kate, Jane) doesn’t have…. T: Do you have a baseball? S1: Yes, I do. I have a baseball. T: Does he have a baseball?
S2: Yes, he does. He has a baseball. T: Does she have a baseball?
S2: No, she doesn’t. She doesn’t have a baseball. She has a basketball. 板书：I (We, You, They) have…. He(She, Kate, Jane) has….
I (We, You, They) don’t have…. He(She, Kate, Jane) doesn’t have…. 同位之间用这几个句型相互交流。特别强调He(She, Kate, Jane) has…. 中的has, 和He(She, Kate, Jane) doesn’t have….中doesn’t have形式。
Step7. look back
Let the students sum up what we have learned this class. Then ask what they haven’t understood.
Step 9. Homework 以小组为单位，记述每个人有的物品。将它写在练习本上，下节课互相交流。 教学反思：
充分体现了学以致用的教学原则。学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。课堂上把时间还给学生，让每个学生都动起来。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。
第四课时
教材分析：Selfcheck 是本单元的复习部分，主要对本单元的重点词汇和句型进行复习和运用。
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
教学目标：1.复习球类单词和形容词
2.熟悉句型Do you have….? Let’s….. That sounds good. 3.根据场景询问, 熟练应用句型进行交际.
语言目标：Do you have…? Let’s … That sounds good. 语法项目：have 的一般疑问句用法及其肯否定回答，have的陈述句、否定句用法，与 There be 句型的区别。 学习策略：联想、编短剧、合作精神 Teaching steps:
Step 1: greeting and sing an English song together Step 2: Check the new words
Do the exercise 1: check the words you know. ( read and write the Chinese meanings of them) Show a picture and let the students write the names of the things in the picture. Do the exercise 2: write the new words in your Vocab-builder. Find the student who writes the most new words.
Step 3: 练习Do you have….? 及肯定句、否定句，注意与There be 句型的区别。 1． 口语练习Do you have….? Does he/she have….? Do they have….? 然后将这些句子变为陈述句. 2.（出示大屏幕）
用“有”的适当词填空： 1.____ a book on the desk. 2.Wang Bing _____ a ruler. 3..____ you _____ a new bag?
4.How many students _____ in your class? 5.____ he _____ a nice pen? Yes, he ____. 6.____ ____ a baseball under the bed?
7.___ Tom’s mother ____ a red car? Yes, ____ ____. 8.Kate ____ a beautiful toy.
Step 4: Do the exercise 3: Write numbers in the boxes to make the conversation. (排好顺序后，让学生反复朗读，也可以作为材料让学生上台表演)
Step 5: Just for fun 鼓励所有学生上台表演，可以让一组学生每人手拿一样东西，藏起来，让另一学生猜：你有钢笔吗？你有橡皮吗？你有小刀吗？猜完之后，也可以问第三个人：他（她）有钢笔吗？他（她）有橡皮吗？他（她）有小刀吗？Step 6: homework 总结本单元的主要内容，主要学习了什么，遇到了哪些困难，如何克服的，以后学习应注意些什么等。将它写在练习本上。
教学反思：
每学完一个单元学生就能用英语进行简单的交流。充分体现了学以致用的教学原则。学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。课堂上把时间还给学生，让每个学生都动起来。
Unit 6 Do you like bananas?
单元教材分析：
本课包括三部分：Section A, Section B和 Self-check. 主题: Food.
语言功能: Talk about likes and dislikes.
询问某人是否喜欢某种食物及回答；表达喜欢什么和不喜欢什么。 语言结构: Present tense to like Yes/No questions and short answers
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Affirmative and negative statements
like 的一般现在时，一般疑问句及肯、否定回答；肯定句和否定句。 语言目标: 主要语法
Do you like hamburgers? Yes, I do. No, I don’t. I like French fries. I don’t like
Food like it doesn’t like it tomatoes.
tomatoes Liu Li Zhao Jun Main vocabulary（词汇）: hamburgers hamburgers, tomatoes, broccoli, bananas French fries, oranges, ice cream, salad, French fries bananas, eggs, strawberry, carrots, broccoli apples, chicken, breakfast, lunch, salad dinner, fruit, vegetable.
品德：在平日饮oranges 食中要做到不挑食。 根据需要可以分为四课时来讲。
第一课时：
I.教材分析：这是本单元的第一部分，生词比较多，但是因为涉及到吃的东西，每个同学都有自己的爱好，学生比较感兴趣。
Language topic: Do you like bananas? Yes, I do. No, I don’t.
Language strategies: Talk about likes and dislikes.
Main vocabulary: food, banana, hamburger, tomato, broccoli, French fries, strawberry, orange, ice cream, salad II.语言结构: like的一般现在时的一般疑问句及回答。 III.语言功能:询问某人是否喜欢某物及怎样回答. IV.活动设计： 采访调查 Do you like…? V. Teaching steps: Step 1:Greetings.
Step 2: Words: (pictures)
What’s this? (picture) It’s a soccer ball. Do you have a soccer ball? Yes, I do. /No, I don’t. Do you like it? Yes, I do./No, I don’t.
What’s this? It’s a hamburger. Do you like it? Yes, I do. No, I don’t.
What are these? They’re bananas. Do you like bananas? Yes, I do. / No, I don’t. 运用图片和对话教学单词：hamburger, banana, tomato, broccoli, French fries, strawberry, orange, ice cream, salad 并运用这些单词进行对话：Do you like…? Yes, I do./ No, I don’t.
Step 3: 1a Match the words with the pictures. (P31) Step 4: 1b Listen and number the conversations 1-3.
Do you like salad? No, I don’t. Do you like bananas? Yes, I do. Do you like oranges? Yes, I do.
Practice the conversations, and then make your own conversations. Step 5: 2a Listen and circle the food you hear. (P32)
hamburgers tomatoes broccoli French fries oranges ice cream salad bananas Step 6: 2b Listen again and fill in the blanks.
I like hamburgers. Do you like hamburgers? Yes, I do. Do you like______: No, I don’t like ______.
Let’s have _______. Oh, no. I don’t like_________. Step 7: 4 (P33)Make a food survey. Do you like…? How many students like hamburgers? How many students like bananas?
日常生活中饮食要做到不偏食，不挑食。
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Step 8: Let’s sum what we have learned this class. Words: Sentences:
Something else: Step 9: Homework
1. Remember the words in this class. 2. Practise the dialogue in pairs.
教学反思：教完这堂课，感慨颇多。以前经常埋怨学生厌学，没兴趣，从这节课来看，主要是教师没有认真的去备课， 没有去从学生的角度去处理教材，学生当然没兴趣。这节课，以学生的日常生活为话题，学生积极踊跃参加，效果很好，自我感觉良好。
第二课时：
I.教材分析：这是本单元的第二部分，生词也比较多。 Language topic: Does he like salad? Yes, he does. Does she like salad? No, she doesn’t. Language strategies: Talk about likes and dislikes.
Main vocabulary: egg, apple, carrot, chicken, fruit, vegetable, breakfast, lunch, dinner II.语言结构: like一般现在时第三人称单数的一般疑问句及回答。 III.语言功能:询问第三人称是否喜欢某物及怎样回答. IV.活动设计：Guessing game V. Teaching steps: Step 1:Greetings.
Step 2: Words: (由对话引出)
(Ask a boy)Do you like bananas? Yes, I do. / No, I don’t.
(Ask another student) Does he like bananas? Yes, he does. / No, he doesn’t. (Ask a girl)Do you like eggs? Yes, I do. / No, I don’t.
(Ask another student) Does she like bananas? Yes, she does. / No, she doesn’t. 依次类推 chicken, apple, carrot, fruit, vegetable.
Do you like eggs for breakfast? Breakfast is the first meal of a day. Do you like vegetables for lunch? And do you like chicken for dinner?
(转到第三人称) Does he or she like carrots for lunch? Yes, he does./No, he doesn’t. Ask the students to remember the new words.
Step 3: 1a Write the number in the box next to the correct food. (P34)
1. broccoli 2. salad 3. eggs 4. apple 5. ice cream 6. hamburger 7. banana 8. orange 9.carrots 10. chicken
Step 4: 2a Listen and circle the words from 1a that you hear. (P34) Step 5: 1b How many other words can you add to the lists? (P34) Fruit: apples
Vegetables: broccoli
Add five new words to your Vocab-Builder. Ask the students to remember them. Step 6: Write down what your family like to eat. My father: eggs, apples…
My mother: chicken, oranges, carrots… My sister: hamburgers, ice cream… My brother:
Ask another student to guess: What does my father like? Does he like vegetables? No, he doesn’t.
What does my sister like? Does she like ice cream? Yes, she does. Step 7: Let’s see what we’ve learned today. Words:
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Sentences:
Something else: Questions:
Step 9: Homework.
1. Remember the words.
2. Practise the dialogue in pairs. 3. Finish the workbook.
教学反思：这节课不如上一节课效果好。原因是：今天我的情绪不好，把自己的个人情绪带到了课堂，这样是不对的。教师应当以饱满的热情来影响学生，调动学生，从而收到良好的课堂效果。
第三课时： I.教材分析：
Language topic: I like oranges. I don’t like bananas. They like salad. They don’t like broccoli.
He likes hamburgers. He doesn’t like broccoli. She likes ice cream. She doesn’t bananas.
Language strategies: Talk about likes and dislikes.
Main vocabulary: eat, running star, lots of, healthy, food, dessert, list II.语言结构: like一般现在时的肯定句和否定句。 III.语言功能:怎样表达喜欢什么和不喜欢什么. IV. Teaching steps: Step 1:Greetings.
Step 2: Practise dialogue like this:
Do you like bananas? Yes, I do. I like bananas.
Do you like salad? No, I don’t. I don’t like bananas. I like salad. Practise in groups: I like …, I don’t like. 转到第三人称
Ask another student: Does he like salad? No, he doesn’t. He likes bananas. Step 3: 3 (P33) Pair work. Find out what /Bill and Bob like and don’t like. French fries strawberry salad ice cream Bob Bill Practise like this: Bob likes French fries. He doesn’t like salad. Bill likes …
Step 4: 2b Listen and fill in the chart. (P34)
likes doesn’t like Katrina: apples carrots Tom:
Ask and answer questions about what Katrina and Tom like and don’t like.
Step 5: 2c Look at the breakfast, lunch, and dinner in activity 1a. Are they Katrina’s or Tom’s? Write K or T (P34) Step 6: 3a Read the article and underline the fruits and the vegetables. (P35) Runners eats well!
Middlebrook High running star Katrina Pedrosa eats lots of healthy food. For breakfast, she likes eggs, bananas, and apples. For lunch, she likes hamburgers, salad, and oranges. And for dinner, she has chicken, tomatoes, French fries and, for dessert, ice cream.
New words: eat, running star, lots of, healthy, food, dessert (有些单词让学生会读即可。)
Step 7: 4a You are going on a picnic with a group of friends. Make a list of food to buy. (P35) I like apples. Do you like apples? Yes, I do. Do you like oranges? Yes, I do. What do they like? …
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Then read your list of food to the class.
Step 8: Let’s see what we’ve learned today. (Ask the students to sum by themselves) Words: Sentences: Something else: Questions:
Step 8: Homework.
1. Ask the students to remember the new words. 2. Practise the dialogue in pairs.
教学反思：本单元主要学习如何表达喜欢什么和不喜欢什么，对于这一话题，学生非常感兴趣，通过教给学生一些食物名词，并适当补充一些日常用到的名称，进行对话练习，学生热情高涨。
第四课时
Self-check (Revision)
I．教材分析:这是本单元的最后一部分: Self-check,即本单元的复习部分。这一部分的课本是由以下几部分组成的。
1.Key word check. Check the words you know. 2.Add five new words to your Vocab-builder. 3.Draw the food you like to eat for lunch.
4. Ask your classmates what they like to eat for lunch. Find someone who likes to eat the same lunch as you. Just for fun! Do you like broccoli?
II.这一部分可分为如下几个步骤进行： Step 1:Review words like this:
Food: chicken hamburgers French fries ice cream Fruit: apples bananas oranges Vegetables: salad carrots tomatoes
Ask the students to remember them and check up.
Step:II. Practise the language topic (P32) Grammar Focus. Do you like salad? Yes, I do. No, I don’t
Do they like salad? Yes, they do. No, they don’t.
Does he/she like salad? Yes, he/she does. No, he/she doesn’t. I/They like oranges. I/They don’t like bananas. He/she likes ice cream. He/She doesn’t like bananas.
Stop III. Write about what Tom likes to eat for breakfast, lunch, and dinner. For breakfast, Tom likes eggs, oranges, and bananas. For lunch, he likes hamburgers,____________________________________. And for dinner, he likes ______________________________________.
Step IV. Write about what you like for breakfast, lunch and dinner. Step V. Draw the food you like to eat for lunch.
Step VI. Ask your classmates what they like to eat for lunch. Find someone who likes to eat the same lunch as you. Step VII Fun (Ask the students to read the dialogue in a strange voice to make more fun) Step VIII. What you have learned from this Unit. Questions:
Homework: 1. Remember all the words in this Unit. 2. Practise the dialogue in pairs.
3. Finish the exercises about this unit.
教学反思：本课时回顾、练习了本单元的教授内容，通过练习，进一步巩固了本单元的所学内容，进一步设计活动来完成本单元的教学任务，但切忌避免机械地重复，活动应本着由简到繁的活动设计原则。
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Unit 7How much are these socks?
该单元的主题是shopping, 主要词汇有socks, T-shirt, pants, shoes, shorts, sweater, bag, dollar, black, small, short, long, numbers 10-31, 两个语言点是how much question 和指示代词 this, that, these, those, 语言目标是How much is the blue T-shirt? It’s 10 dollars. Ok, I’ll take it. Thank you. You’re welcome.语言目的是通过大量的反复的对话练习, 掌握如何询问价格, 谈论衣服, 表示感谢。与这个单元相关的知识有hat, I like …Do you like…? Do you have…? numbers 1-9。计划本单元教学课时为6课时。其中，Section A 计划用三个课时，Section B 计划用两个课时，Selfcheck计划用一个课时。教学策略是设计大量的对话以及结队活动、小组活动等任务型活动，让学生在重复、模仿中学会对话，进行简单的分角色表演，在完成任务中完成语言学习任务。
设计思路：
基础英语阶段课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。新课程倡导任务型教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。因此，我把每个课时的教学内容都设计成由简到难的任务，让学生在克服困难、完成任务中循序渐进地接受新知识，寓乐于学，积极培养和保护学生对英语学习的积极性，建立他们学好英语、用好英语的初步自信心。
下面就每个课时的教学内容以及教学活动设计安排做详细地介绍. 第一课时
内容为Section A 的1a,1b,1c三个部分。包括单词socks, T-shirt, shorts, sweater, bag, hat, pants, shoes以及对话How much is this T-shirt? It’s seven. How much are these socks? They’re two dollars.
教学目的：学会使用新单词；了解如何询问价格。 I. Lead in. Greetings.
T: Hello, everyone! Do you like shopping? S: Yes, we do.
T: Do you know the names of the clothes? S: Sorry, we don’t know.
T: That’s all right. This class we will learn the names of the clothes. II. Show the names of the clothes with pictures.
III. Remember the words and then do the exercises. 1a Match the words with the pictures.
1b Listen and circle the things in the picture you hear.
IV. Watch a play. Listen carefully and let’s find out how to ask prices. V. Presentation
A: How much is this T-shirt? B: It’s seven dollars.
A: How much are these socks? B: They’re two dollars.
VI. Practice. Two Ss make a dialogue to practice the pattern. VII. Task
Look at Meimei Clothing Store, and ask the prices with your partners. VIII. Homework.
Practice to use how to use the question: how much.
Find five more clothing names, and write them down on your workbook.
教学反思：本课内容是关于购物的，围绕学生的生活实际，又加之内容较简单，所以学生学起来得心应手，表现出极大的兴趣，说明语言来源于生活。
第二课时
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
内容为Section A 部分的2a, 2b, 2c三个部分,包括单词black, white, red, green, blue, big, small, short, long 以及Grammar focus:
How much is the red sweater? It’s eight dollars. How much is this blue T-shirt? It’s seven dollars. How much is that white bag? It’s nine dollars.
How much are these black pants? They’re ten dollars. How much are those blue socks? They’re three dollars. 教学重点是如何描述衣服，继续练习如何询问价格。 教学过程： I. Lead in. Greetings.
T: Good morning, boys and girls. Do you like songs? S: Yes, we like songs very much.
T: Now I have a beautiful color song for you. Let’s learn to sing it. Ok? S: Ok.
Watch the play and sing the color song.
II. Presentation: black, white, red, green, blue, big, small, short, long.
Find out three opposite in the new words: black --- white, big --- small, short --- long. III. Practice.
1.Remember the new words with your partners.
2. Review the names of clothes and describe the clothes. We can do like this: T: What is this? S: It’s a hat.
T: What color is it ? S: It’s red.
T: It’s a red hat, isn’t it? S: Yes, it is a red hat. V. Task one.
Say the colors in our classroom and try to describe the things in the picture, such as a red flag. Let’s contest. V. Do the exercise.
2a Listen to the conversations. Circle the things you hear. 2b Listen again and fill in the price tags. VI. Presentation
How much is the red sweater? It’s eight dollars. How much is this blue T-shirt? It’s seven dollars. How much is that white bag? It’s nine dollars.
How much are these black pants? They’re ten dollars. How much are those blue socks? They’re three dollars. VII. Task two.
Pairwork Ask and answer questions about the things in 1a. How much …? It’s…/ They’re … VIII. Homework
Please write five sentences after the presentation.
Please find out five more kinds of color, and write their English names on your workbooks.
教学反思：本课学习几个表示颜色的单词，进一步练习如何描述衣服，询问价格，学生的兴趣很大。
第三课时
内容是Sections A的3a,3b, 4三个部分。单词：clerk, help, want, here。日常用语here you are, you are welcome。
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
重点是通过练习shopping，学会简单的购物交际。
I. Lead in.
T: Hello, everybody. Would you like shopping? S: Yes, we’d like to.
T: Ok. This class we will go shopping together. II. Watch the play about shopping.
Know how to want something in a store and how to buy something you need. III. Listen carefully and then fill in the blanks in the conversation.3a Learn the following while Listening. New words: clerk, help, want,
Sentences: (Please give more examples such as the following) -I want a new sweater. -Here you are. (new) -Thank you. -You are welcome. (new)
IV. Practice the conversation above. Then talk about these things. V. Task.
You want a blue T-shirt. How will you do in the store? Please act it in pairs. VI. The memory game
Write a sentence. Then play a memory game. Example: The blue sweater is seven dollars. -The blue sweater is seven dollars.
-The blue sweater is seven dollars. The red socks are two dollars. -The blue sweater is two dollars. VII. Homework Read 3a.
教学反思：在实际的课堂教学过程中，为学生创设符合实际情况的对话情景，使学生在浓厚的英语氛围中学习英语，得到事半功倍的效果。
第四课时
内容是Section B的1a, 1b, 2a, 2b, 2c部分。包括单词number 10-31和 shopping。目的是学会数字10-31，进一步练习询问价格和表示感谢。
I. Lead in.
T: Hello, everyone! Do you like the song? S: Yes, we do.
T: Let’s sing the song --- Ten Little Indians. II. Revision.
Write down the number 0---9 on the workbook.
Read the phone numbers on the cards.(教师和学生提前准备一些电话号码卡) III. Listen to the tape and repeat. 10 11 12 13 14 15 16 17 19 20 21 22 23 24 25 26 27 28 29 30
ten eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty twenty-one twenty-two twenty-three twenty-four twenty-five twenty-six twenty-seven twenty-eight twenty-nine thirty thirty-one
Let’s find out the rules in the numbers. IV. Do the exercises.
1b Write a number from the box next to the correct word below. Which two rows of numbers are in the wrong place?
V. Check.
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
2a Listen and circle the numbers in 1a that you hear.
2b Listen and circle the things in the picture that Lisa and her mom talk about. Check[√] the thing Lisa buys. VI. Presentation
How much are the red socks? They’re eight dollars. VII. Pairwork.
2c Practice asking and answering questions about the clothes in the picture. VIII. Task.
Here are some clothing in Meimei Clothing Strore. Please ask and answer the prices. IX. Homework
Learn the numbers by heart.
教学反思：通过这节课的巩固练习，学生掌握了本单元的重点。
第五课时
教学内容是Section B的3a, 3b, 4 三个部分。形式为广告,但主要内容是描述衣服及其价格。单词：clothing, store, sale, time, year, again, fantastic. Price, cheap, all, each, or, just, believe, come, down, come down to, yourself, cool, goods, buy, from, sell。教学目的:通过学习该部分,学生能够简单描述衣服,并为自己的服装店做个广告。
教学过程: I. Revision.
Show the pictures of the clothing. Let’s read and spell the names. Ask the price according to the pictures. II. Do the reading practice.
3a Read the ad and fill in the price tags.
Do the ask-answer exercises in pairs according to the prices in 3a. III. Learn the new words. Listen to the tape and repeat.
clothing, store, sale, time, year, again, fantastic, price, cheap, all, each, or, just, believe, come, down, come down to, yourself, cool, goods, buy, from, sell
III. Task.3b
1.You have a clothing store next to Huaxing. We go to your shop. Please answer our questions about the prices of the clothing.
2. Then write your own ad. The beginning has been given. Mr Cool’s Clothing Sale
Come to Mr Cool’s Clothing Sale. These socks are only 5 dollars. Do you like…? IV. Task. 4 Groupwork
Your group is having a sale. You each have 200 RMB. You can buy or sell anything you like. Make a note of what you buy or sell. Names Goods Buy from Sell to Price
本节课是个检测课, 是对本单元所学习的内容的全面复习和检测。包括新单词：zigzag, clothes, shop, yellow, ask, which，新短语：have a look, 日常用语：I’m sorry.
1 Key word check. Check [√] the words you know. 单词检测，可以根据实际,或由学生自己检测，或在教师的指导下检测, 由学生自己检测则可锻炼学生的自学能力。
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
2 Write five new words in your Vocab-builder.
词汇积累, 由学生自己独立完成, 锻炼学生的自学能力。 3为阅读检测，在规定的时间内完成后，集体批改答案。
该题含新单词zigzag clothes shop yellow ask which,短语 have a look,句子: I’m sorry.在做题过程中, 教师要对此进行讲述。
除了做好书上的题目以外,根据本单元的学习特点,我另外设置了以下题目： 1. 话剧表演 (课内完成):
分小组, 卖方一人和买方五人, 扮演售货员和顾客, 购买自己需要的物品, 先在小组内演练, 最后到前台表演。
2. 写作和书写练习 (可在课后完成, 由教师批阅): 为你的商店写一则简短的\\有吸引力的广告。
法制教育：《中华人民共和国价格法》
教学反思：本节课是个检测课, 是对本单元所学习的内容的全面复习和检测。包括新单词：zigzag, clothes, shop, yellow, ask, which，新短语：have a look, 日常用语：I’m sorry. 学生掌握的很好。
Unit 8 When is your birthday?
教学目标：
1学会日期表达法（月份，日期）
2解生日更多的含义并学会谈论自己，同学以及父母家人的生日 3会合理的安排自己的作息时间，做时间的主人。 教学向导：
语言功能：谈论日期
语言目标：月份的使用，序数词的使用，when 引导的特殊疑问句
语言结构：when 引导的特殊疑问句， ‘s 所有格形式， 询问年龄（标准用法）
重点词汇：months of the year, ordinal number 1st-31st, birthday party ,speech, contest, school trip 学习策略与思维技巧：角色扮演，自我评价 跨学科学习： 艺术：制作小挂历 数学：计算
社会实践：制作日程安排
period 1
Step1. Greeting:
T: Good morning, everyone. What day is today? What’s the date today? Oh, I remember, today is my mother’s birthday.
S: Happy birthday to your mother!
T: Thank you very much. By the way, when is your birthday? S: My birthday is…..
T: Ok, this class we’ll study the new lesson : When is your birthday? Step 2. Let’s see the new words we’ll use.
First read by themselves. Then read after the recorder.
Step 3. Let’s come to 1a. Listen and repeat. Then practice the sentence: When is your birthday? with the twelve months. For example: When is your birthday? My birthday is June fourth.
Step 4. Let’s listen and number the conversations (1 -3)
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
After listening, show the students how to express the date.
Then show some pictures of calendar. Point some days and let them say out. Show a calendar and practice the sentence: When is your birthday?
Step 5. listen and repeat. Listen carefully and circle the date in the conversation.
Step 6. Listen and match the names , months, and days. After listening, check the answers. And ask who is all right? Step 7.Make a card and make a dialogue like the following: A: Hello! When is your birthday? B: My birthday is …. A: How old are you ? B: I’m …..
A: What’s your telephone number? B: My telephone number is ….
Step 8. Ask your friend’s birthday and write it down. Step 9. Who knows your father and mother’s birthday? You are great!
Tell them: we should care for our parents more. Step 10. Do some exercises
1.Can you say some national festivals of China? When are they? 2. Answer the following questions Summary:
Homework: Write five sentences about you and your family: My name is …. I’m …. My birthday is ….. My mother’s birthday’s is …..
教学反思：
新目标英语Go for it 的教材选材非常贴近学生的生活实际。每学完一个单元学生就能用英语进行简单的交流。充分体现了学以致用的教学原则。学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。课堂上把时间还给学生，让每个学生都动起来。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。怎样让每个孩子都说话，每个任务都有话说。
Period 2
Step 1. Greeting. Good morning.：
Step 2. go over some words we learned last class. Say twelve months of a year. Make a dialogue like: When is your birthday? My birthday is …..
Step 3. Do you have a calendar in Chinese at home? Please make a calendar in English by yourself. And please mark your birthday and your parents’ birthdays on your English calendar.
Step 4. 班级生日册
I have an English calendar. Let me tell you when my birthday is. My birthday is December 21st. When is your birthday?
Names Birthday Month Date
1. Four students a group. Ask their partners: When is your birthday? And then write the date in the chart. 2. Let one of the students in a group tell us.
3. Order the dates of the students’ birthdays in turn. And try to find how many students do they have birthday in
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
one day?
Step 5. 寻找同学们共同喜欢的日子
Which day do you like best in a year? I like December 25th, because its’ Christmas Day. And it is also my birthday. What about you? When is your birthday?
Step 6. do some exercises 用所给词的正确形式填空
1.Today is her _______(eight) birthday. 2.This is ____ (I) mother. 3.Let’s ___ (watch)TV. 4.That _____(sound) good.
5.Do you _____ (like) basketball? 6.She is ______(shop).
7.Henry ______ (have) a computer game. 8.I have a pair of ______ (sock). 9.These are my ________(photo).
10.There ______ (be) a basketball and some books on the desk. 句型转换
1 My birthday is October tenth.（就划线部分提问） _______ is ______ birthday?
2.I was born in 1985.(就划线部分提问) ______ ______ were you born? 3.Vera is fifteen. (就划线部分提问) _____ ____ is Vera?
4.We have a pop concert every year.（变为一般疑问句） ______ you ______ a pop concert every year? 5.How old are you?（同义转换） ________ your _______? 教学反思：
结合学生的实际，让学生统计同学的生日，寻找自己喜欢的日子，通过这些真实的活动任务，帮助学生学习语言和运用语言，并开展合作学习。
Period 3 1. Greeting
2. Check the new words we learned last class. 3. Do the exercises
写出下列日期的英文表达法（6分）
3月12 日______8月14 日_______1月5 日_____7月20 日_________12月21 日________9月9 日___________
根据句意填入所缺单词，每空一词（8分） 1. I was b_____ in January 15th.
2. When is your b______,Nick? It’s June 4th. 3. H____ old is your sister?
4. We have an Art F_______ each year. 5. I like basketball and v_________. 6. When is your school t_______? 7. Jane is thirteen y_______ old.
8. O_______ 1st is our National Day.(国庆节) 4. Let’s look at the textbook.
Match the pictures and the events. Write the correct letters next to the word.
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
The keys: 1. d 2. c 3. b 4. a
Let’s come to 2a Listen and check the events above that you hear. Then listen again and fill in Joe’s calendar. 5. pairwork for example:
A: When is Basketball game? B: It’s on October 3.
6. Do you have these events at your school? Check the boxes. Write the month, if you know it. Think of one more event.
For example:
A: What events do you have at your school? B: We have an Art Festival each year. A: When is it? B: It’s in April.
A: Do you have a pop concert? B: Sorry, I don’t know. 7. Writing practice
Write five things about yourself on a piece of paper. Another student will read it to the class. Can your classmate guess who the student is?
I’m fifteen years old. My brother’s birthday is January 1st. I like baseball and volleyball…….
教学反思：在课堂上，教师是参与者，帮助者，学生是活动的主体，学生的任务是开放的。学生以小组为单位进行活动，在较真实的语境中锻炼口头、笔头能力。有利于培养学生的合作精神，促进学科之间的渗透和交融。
Period 4
1. Greeting: Good morning
2. Let’s go over the new words and make sentences with them.
3. Look at the photos of famous people. Try to find their names and their birthdays. 4. Do the exercises. 选择正确答案
1.Li Ming’s birthday is ______ April 11. A.on B.at C.in D.of 2.My birthday is ______ March. A.on B.at C.in D.of
3.The boy is only ____.Today is his ______ birthday. A.five;five B.fifth;five C.fifth;five D.five;fifth 4.______ today? It’s Monday.
A.What day is B.What’s the date C.When is D.How is 5.______ is the third month of a year.
A.January B.February C.March D.April 6.There are ______ months in a year.
A.twenty B.twelve C.twelfth D.twentieth 7.---_____ is New Year’s Day? ---It’s January 1st.
A.Which day B.What day C.What D.When 8.Sunday is the _____ day of a week. A.third B.second C.first D.last 适当的代词替换划线的单词
（ ）1. Mary's birthday is tomorrow. A. His B. I C. Their D. Her
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
（ ）2. John's coat is brown. A. You B. Her C. His D. He
（ ）3. Jane Johnson's date of birth is June 3. A. Their B. Them C. Her D. She
（ ）4. Pablo's and Bill's birthdays are in October. A. Their B. My C. Them D. Theirs
（ ）5. My sister's favorite game is baseball. A. Your B. My C. I D. Her 按正确的顺序排列序号 Mary:I’m fourteen.
1. John:Hi! Is today your birthday? 2. John:How old are you? 3. John:Congratulations! 4. Mary:Yes, it is.
_______________________________________________________ 选择正确的单词填空
speech contests who when January August us we school trips 1. ____ is she?
2.____are Sam and Martha going to the game? 3.Please, Mom, let ____ have a party! 4.The eighth month is ____ 5.Does your class go on ____? 完成句子
1.你们学校有什么活动？
_______ ______ do you have at your school? 2.在四月份有一场英语演讲赛。
There is _______ ______ ______ contest ______ ______. 3.我弟弟的生日是1月1日。
My brother’s birthday is ______ ______. 4.你是哪年出生的？
______ ______ were you born? 5.8月份我们要去郊游。
We are going to have a ____ _____ _____ ______. 6.我们每年都有一次艺术节。
We have ______ _____ ______ each year. 阅读下列邀请函并回答问题 It’s My Birthday! Ann White hopes you can come to her party! Time:4:30 Date: Sunday, February 16th Place: Flat 13A,Dong Qian Building Telephone:890621 1. When is Ann’s party? _____________________________ 2. At what time is it going to start? ________________________ 3. Where is she going to have her party? ____________________ 4. What’s her telephone number? _________________________ 5. What’s her address? _________________________________ 教学反思：
现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和合作精神的原则，
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
我们设置了如上这些题目。其中“阅读下列邀请函并回答问题”，能够调动学生课外英语学习的积极性，锻炼学生独立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。
Unit 9 Myfavorite subject is science.
教材分析
本单元主要要求学生学会谈论自己的喜好并说明原因。 本单元教学难点及重点 教学重点
1．what和 why 提问的特殊问句及其回答
2．科目名称以及描述对其认知的性质形容词(fun, interesting, boring, difficult, relaxing , exciting) 3．各星期的名称。 教学难点
Why do you like…. Because … 教学目标
1．功能目标：
1）会用英语谈论自己的喜好（科目，人物，食物，颜色等等） 2）会用英语询问别人的喜好 3）能用英语阐明自己喜好的原因 2．文化目标：
1）懂得尊重别人的爱好, 明白爱好不分高低主次和先后。 2）尽量使自己的爱好广泛，对生活充满信心。 3．认知目标：
1）词汇 a.掌握各科科目的名称以及描述其性质的形容词。 b. 熟记星期的名称 2）语法项目 掌握 what 和why所引导的特殊疑问句及其回答。 3）语言目标 What’s your favorite …? My favorite … is… Why do you like…? Because…
模块一:实物导入
提前准备一些时令水果，像苹果，香蕉，梨，橘子等， 把他们摆放在讲桌上， 教师拿起自己喜爱的一种水果说I like … and …is my favorite fruit.然后询问学生What’s your favorite fruit? 由此引出本单元的重点句型
模块二: 音乐导入
播放三段音乐，分别是pop music, folk music and classical music. 当放到他们自己喜欢的音乐时，他们就急需表达自己的意见，想用英语来表达自己，这时，教师可以自然而然地引出本单元的重点句型。
重难点突破
※一般现在时的特殊疑问句及其回答
1）对主语提问
用“疑问词+谓语+其他”句型。如： What’s this? Who is your friend? 2) 对定语提问
用“疑问词+被修饰的词+一般疑问句”句型。 如：
What class are you in? What time do you usually go to school? 3)对其他成分提问
用“疑问词+ 一般疑问句” 句型。 如： When do you get up every day? Why do you like English?
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
特殊疑问句的回答不同于一般疑问句，它不可以用Yes, No来回答，而必须具体回答它所提问的内容。比如Why do you like English?
这一句的回答就是Because it’s interesting. ※表星期的名词
共有七个表星期的名词: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday.他们的提问方式是：
What day is it today? 或 What day is today? It’s … 或Today is … 要表示在星期几，介词要用on 而不是in.比如： on Monday。 表示星期名称有简写形式：
Sunday --- Sun Monday---Mon Tuesday--- Tues Wednesday---Wed Thursday---Thur
Friday---Fri Saturday---Sat特别提醒学生在英语中Sunday为一星期的第一天，而不是Monday. ※性质形容词的用法
1．fun 既有名词也有形容词，它作形容词一般是用于口语中， 在本单元它的用法相当于funny.
2．interesting 和interested都是形容词，interesting 是性质形容词，他的主语一般是表示物的，而interested的主语是表示人的。
类似的形容词还有moving 和moved ， exciting和 excited等等。
3．difficult 其同义词是hard 反义词是 easy，它用来表示事物的属性，其名词形式是difficulty. 课堂活动设计
活动一:调查并统计同学们最喜爱的歌星、食物和运动项目 目 的：练习使用 “What’s /Who’s your favorite…”句型，培养学生收集信息、整理信息以及分类归纳的能力。 材 料：调查统计表
语言技能： Speaking, listening and writing 提示词语及句型：
(1)rice/porridge/noodles/dumplings/hamburgers/sandwishes/singer/swimming/jumping/riding a bike/ skating/…
(2) What’s your favorite sport? Who’s your favorite singer? (3) How many students like…? 活动形式：四人小组及全班活动 操作过程：（1）教师拿出事先准备好的一些歌星、食物以及部分体育项目的图片，并把它们通过实物投影仪一一展示（2）四人小组合作拟定调查表，并如实填写表格。3）每个小组选派一人把统计情况向全班汇报，最后由老师把各组情况进行汇总。（4）学生根据汇总情况向音乐老师和体育老师和学校食堂提出一些建议
（5）最后看哪一组同学提的建议又多又合理，并评选出“最佳提议组”。 活动二:比一比，看谁最了解父母
目 的：复习巩固询问爱好和解释原因的句型，培养学生理解父母，孝敬父母的好习惯。 材 料：自制表格一份
语言技能：Speaking and Listening
提示词语及句型；(1)favorite color/food/book/TV play/sport/city (2)What’s your mother’s favorite…? 1. (3)Why does she like…? 活动形式： 2人小组 活动三:答记者问
目 的： 激发学生的学习兴趣，锻炼学生的组织，协作以及用语言进行交际和解决问题的能力。 材 料： 麦克风，纸，笔
语言技能： Speaking and writing
提示词语及句型： (1)What’s your favorite book/film/song/color…? (2)Why do/don’t you like it? (3)Because it’s very interesting/boring/difficult/fun… 活动形式： 4人小组及全班 板书设计模块一:提纲式 Words Sentences
subject What’s your favorite subject? science My favorite subject is science.
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Why do you like it?
fun /interesting Because it is fun/interesting. When do you have science lesson? On Tuesday I have it on Tuesday. art Why don’t you like art? boring Because it’s boring. 教学反思：
本课采取了多样灵活的教学方式和活动，有效地利于完成任务型教学，学生乐学、爱学，起倒了良好的教学效果。
第二课时 教学目标
※ 学会描述各个学科
※ 学会表达对不同学科的看法
培养学生分析判断事物的能力，发表自己的看法和意见。 教学向导
语言目标1. 用what, when, why 引导的一般现在时的特殊疑问句 2. 词汇：各个学科，一周七天的表达方式
语言结构1. what, why, when 句子的问题及回答 2. 加入who的问句及want to 句式 学习策略与思维技巧
1. 个体操练 2. 群体思维 3. 查找信息解决问题 4. 通过字，句，篇结构表述问题 语言功能1. 谈论学科，说明理由 2. 谈论日期，说明理由
跨学科学习调查各学科受喜欢程度，培养学生各学科平衡发展； 培养学生分析事物的能力并知道如何表述自己看法 道德培养询问父母最喜欢的事物
教学过程:
StepsTeacher’s activityStudents’ activity Lead in: a chant
Warm upLead the Ss to listen to a chant
What are they talking aboutListen to the chant Ask questions about school:
What subjects and what daysAnswer the questions Task I pair work: my favorite subject
Aim: get to know favorite subjects and teachers, and the reasons. 1Give Ss some examples of ‘what’
Why’ and ‘who’ conversationsRead the examples
2Ask Ss to do the pair work,Favorite subjects, teachers…Make their own conversations
3Move around and give Support Work in pairs 4Ask pairs of Ss to show their works
And correct their pair worksShow the conversations Task II game: my favorite subject
Aim: familiar with the target language and tell their favorite subjects 1Show the words of one week
And translate into Chinese Read the words
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
2Give the sentences: when do you have…? I have …on…Make the sentences 3Give the school schedule, and do pair worksMake the conversations 4Show the examples of the gameLook and read
5Play the game: pass the sentences one by onePlay the game Task III oral practice
Aim: know others’ favorite subjects and make oral practice 1Play the recorder: two timesListen and finish the chart 2Ask Ss to read the answers In pairsCheck the answers
3Ask Ss to find our their favorite day And reasons Answer the questions
4Show the examples and make a report about the chartPractice the report 5Ask Ss to give the report: Oral practiceRead the report
Task IV group work: make your favorite day
Aim: use target language to design a school schedule 1Ask questions about school
Subjects and dateAnswer the questions 2Show the examples
Ask Ss to read Look at the PowerPoint
3Do the group work and choose their favorite day and favorite subjectsGroup work
4Move around and give the support Check their wordsWork in groups
5Give the report and ask one student to count the numbersGive the reports of groups Homework:
Aim: let Ss know more about their parents
Ask their parents’ favorite things: food, color, book…… 教学点评及反思：
本课是一节任务型教学研究课，着重以不同的方式向学生传授目标语言。用学生日常熟悉的事物来教授新课：
1．导入：用关于学校科目的chant来引入新课，有利于活跃课堂气氛，把学生带入课程的场景当中。 2．把各科教师的照片、学生们喜爱的画片和目标语言结合起来，能够加深学生对目标语言的理解。 3．使用Pair work的形式讨论学生的课程表使目标语言具有很强的实用性。
4．听力部分的Report有利于学生掌握英语口试的形式，是一种很好的练习方式。 5．自制课表的任务能够激发学生们参与教学的积极性，使他们成为学习的主动者。 教学反思：
本课是一节任务型教学研究课，着重以不同的方式向学生传授目标语言。用学生日常熟悉的事物来教授新课。本课设计合理，层次清晰；形式活泼多样，课件运用恰当；开始由chant导入新课，最后在歌声中结束，使整节课首尾呼应、气氛活跃，达到了学生掌握并灵活运用目标语言的教学目的。
第三课时 教学目标
※ 学会描述各个学科
※ 学会表达对不同学科的看法
培养学生分析判断事物的能力，发表自己的看法和意见。 教学向导
语言目标1. 用what, when, why 引导的一般现在时的特殊疑问句
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
2. 词汇：各个学科，一周七天的表达方式
语言结构1. what, why, when 句子的问题及回答 2. 加入who的问句及want to 句式 学习策略与
思维技巧1. 个体操练 2. 群体思维 3. 查找信息解决问题 4. 通过字，句，篇结构表述问题 语言功能1. 谈论学科，说明理由 2. 谈论日期，说明理由
跨学科学习调查各学科受喜欢程度，培养学生各学科平衡发展； 培养学生分析事物的能力并知道如何表述自己看法 道德培养询问父母最喜欢的事物
教学过程:
Steps Teacher’s activity Students’ activity Lead in: a chant
Warm up Lead the Ss to listen to a chant
What are they talking about Listen to the chant Ask questions about school:
What subjects and what days Answer the questions Task I pair work: my favorite subject
Aim: get to know favorite subjects and teachers, and the reasons. 1Give Ss some examples of ‘what’
Why’ and ‘who’ conversations Read the examples
2Ask Ss to do the pair work, Favorite subjects, teachers…Make their own conversations
3Move around and give Support Work in pairs 4Ask pairs of Ss to show their works
And correct their pair works Show the conversations Task II game: my favorite subject
Aim: familiar with the target language and tell their favorite subjects 1Show the words of one week
And translate into Chinese Read the words
2Give the sentences: when do you have…? I have …on…Make the sentences 3Give the school schedule, and do pair works Make the conversations 4Show the examples of the game Look and read
5Play the game: pass the sentences one by one Play the game Task III oral practice
Aim: know others’ favorite subjects and make oral practice 1Play the recorder: two times Listen and finish the chart 2Ask Ss to read the answers In pairs Check the answers
3Ask Ss to find our their favorite day And reasons Answer the questions
4Show the examples and make a report about the chart Practice the report 5Ask Ss to give the report: Oral practice Read the report
Task IV group work: make your favorite day
Aim: use target language to design a school schedule 1Ask questions about school
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Subjects and date Answer the questions 2Show the examples
Ask Ss to read Look at the PowerPoint
3Do the group work and choose their favorite day and favorite Subjects Group work
4Move around and give the support Check their words Work in groups
5Give the report and ask one student to count the numbers Give the reports of groups Homework:
Aim: let Ss know more about their parents
Ask their parents’ favorite things: food, color, book…… 教学点评及反思：
本课是一节任务型教学研究课，着重以不同的方式向学生传授目标语言。用学生日常熟悉的事物来教授新课：
1．导入：用关于学校科目的chant来引入新课，有利于活跃课堂气氛，把学生带入课程的场景当中。 2．把各科教师的照片、学生们喜爱的画片和目标语言结合起来，能够加深学生对目标语言的理解。 3．使用Pair work的形式讨论学生的课程表使目标语言具有很强的实用性。
4．听力部分的Report有利于学生掌握英语口试的形式，是一种很好的练习方式。 5．自制课表的任务能够激发学生们参与教学的积极性，使他们成为学习的主动者。 教学反思：
本课是一节任务型教学研究课，着重以不同的方式向学生传授目标语言。用学生日常熟悉的事物来教授新课。本课设计合理，层次清晰；形式活泼多样，课件运用恰当；开始由chant导入新课，最后在歌声中结束，使整节课首尾呼应、气氛活跃，达到了学生掌握并灵活运用目标语言的教学目的。
第四课时 单元目标：（target） 1. 谈论学校学习科目
2. 谈论最喜欢的科目及其原因 3. 互相询问最喜欢的事情及其原因 单元句型：
1. －What’s your favorite subject ? －My favorite subject is Chinese . 2. －What’s her favorite subject ? －Her favorite subject is English . 3. －Why do you like English ?
－Because it’s interesting and useful . 4. －Why does he like P.E. ?
－Because he likes sports very much . 5. －Who is your math teacher ? －Mrs O’Sullivan. 单元词汇：
subject , science , physical , education , physical education , P.E. teacher , Mr , Mrs , example , partner , city , mom , dad , Tuesday , Thursday , Wednesday , Friday , Monday , biology , finish , gymnastics , strict , miss , any , year (s) old , classmate , assessment , note , sure
扩充词汇：
geography 地理，history历史，politics 政治 schedule 安排，kind，善良，funny 有趣的，
psychology心理学，Spring Festival 春节，festival 节日
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
Christmas圣诞节，Thanksgiving Day 感恩节
Christianity Easter / Easter 复活节 Fool’s Day 愚人节 Children’s Day / Teacher’s Day / National Day 二. 重点、难点： （一）学科的词：
Chinese , math , English , history , geography , biology 语文 数学 英语 历史 地理 生物 politics , psychology , P.E. ，music , art 政治 心理学 体育 音乐 美术 computer , handwork / handicraft 计算机 手工制作 （二）星期的词
星期的词首都大写
Monday ，Tuesday ， Wednesday，Thursday 一 二 三 四 Friday ，Saturday ，Sunday。 五 六 日
（三）询问最喜欢的事情，用favorite . 互相问答： －Why ?
（四）最喜欢的，除了favorite ，我们还可用短语like…best . What subject do you like best ? 你最喜欢的是什么学科？ Why do you like English best ? 为什么你最喜欢英语？
（五）我们在学习了询问最喜欢的科目后，可放开自己的思维，相互问答最喜欢的其它活动，如食物，衣服，电影，日子，老师，节日等等。并说明其原因，这样我们就可以复习很多词汇，这正是我们学习英语时要多采用的方法：联想、扩展，与实际相联系。
【模拟试题】
一. 写出至少6个关于学科的词。 二. 翻译词组或句子 1. 最喜欢的科目 2. 在星期五 3. 在周末 4. 体育课 5. 在学校 6. 音乐教师 7. 中国历史 8. 确信
9. 我最喜欢音乐，因为音乐老师非常善良，而且她的课生动、有趣。 10. 他最喜欢打篮球，他想成为一名篮球名星。 11. 你的同伴 12. 课后
三. 询问你的父母、祖父母，他们最喜欢的食物、城市，歌曲，节日，电视节目、运动、电影等等，并填写下表 mother father grandfather grandmother favorite food favorite city favorite song favorite festival favorite TV show favorite sport favorite movie 四. 改错：
1. My favorite subject is math and English . 2. Why do she like music best ?
梯田文化 教辅专家 《课堂点睛》 《课堂内外》 《作业精编》
3. What’s you favorite subject ?
4. What’s your mother favorite color ? 5. She favorite color is blue.
五. 用合适的词填空，补全对话：
1. A: What is （1） favorite （2） ？ B: （3） favorite （4） is art . A: Who is （5） art （6） ？
B: （7） art （8） is Mrs. Mendoza . 2. A: What is her （9） subject ? B: Science .
A: Why （10） she （11） science ? B: （12） it’s （13） . 六. 排词成句并回答。
1. time , you , what , do , usually , get up ? 2. often , go , when , you , do , to , school ?
3. lunch , what , eat , you , time , do , day , every ? 4. time , your , what , does , play , brother , game ? 七. 按要求做下列句子，每空一词
1. Our class has fifty students . （句意不变，改写） _____ _____ fifty students in our class .
2. Mary does her homework in the evening . （改为疑问句） _____ Mary _____ her homework in the evening ? 3. There is a little water in the glass . （改为疑问句） _____ ______ water is there in the glass ?
4. Her friend has lunch at school . （改为特殊疑问句） ______ _______ her friend have lunch ? 法制教育：《互联网信息服务管理办法》
教学反思：适度地做题也很重要，学生的读写能力要在做题中培养，在交际中增加做题的分量，对于学生更加深刻地领会语言地运用更又作用。
因篇幅问题不能全部显示，请点此查看更多更全内容