Unitone My name is Gina.
1．话 题：
Making new friends
2．功能目标：
1）使学生学会用英语介绍自己。
2）使学生学会用英语和别人打招呼。
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=Whatis I’m=I am My name’s=My name is
3)语言目标：
What’syour name?
Myname is Gina.
I’mGina. Nice to meet you.
Periodone
I.教材分析：这是课本的第一部分，题目是Mymane 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。
Languagetopic: What’s your name?
Myname is Gina.
Languagestrategies: Talk about the names
Mainvocabulary: 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’syour first name?
V.Teaching steps:
Step1:Greetings.
Step2: Words:
Learnthe new words
A:first, listen to the recorder, the students read after the recorder.
B:read the new words after the teacher.
Step3: 1a Write English words for the things in the picture. How manythings do you know?
Step4: 1b Listen and number the conversations . three times.
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Step5: 2a Listen to the four conversations and number the conversations(1--4) Step 6: 2b Listen and circle the names you hear. .
Step7: 3a. read the names. Write the first names and the last names.
Step8: Let’s sum what we have learned this class.
Words:
Sentences:
Somethingelse:
Step9: Homework
教后一得：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。
Period2
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。Languagetopic: What’s your name?
Myname is Gina.
What’syour first name?
Myfirst is ----.
What’syour last name?
Mylast name is -----.
Languagestrategies: Talk about the names
Mainvocabulary: 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’syour first name?
V.Teaching steps:
Step1:Greetings.
Step2: Sing an English song:
Step3: Look at the picture. Find the last names and write the below.
1.Karen _________.
2.Peter __________
3.David _________
4.Jim ___________
5.Maria _________
Step4: 3b Look at the ID card and answer the questions.
What’s her telephone number? What’s her family name? What’s her first name? Step 5: 3c Make an ID card for yourself | 2 | ||||||||||
Step 6: Let’s sum what we have learned this class.
|
Words:
Sentences:
Somethingelse:
Step8: Homework
教后一得：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IDcard.
Period3 Self check 1. Give the full forms of the following.写出下面的非缩略形式。1）What’syour name? ____________________________?
2)His name’s Jim. __________________.
3)I’m Jenny. ___________.
2.下面是一个学生的电话号码本中的三页，按要求完成下列各题。
1）Readthe statement and circle T for “true” or F for “false”.
下面的表述对的圈住T，错的圈住F.
(1) His first name is Clinton. | T | F |
(2) His last name is Clinton. | T | F |
(3) His telephone number is 985-6732. | T | F |
(4) Her e-mail is peterclinton@yahoo.com. | T | F |
(5) She is a girl. | T | F |
2)Fill in the blanks. 根据下面通讯录所显示的内容，填上一个适当的词完成句子。
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Example: She is a girl.
(1) _____first name is Rita.
(2) Her_____ name is Hall.
(3) Herfax number is _____.
Her_____ number is 786-4576. (4)
(5) Here-mail is _____@163.com.
（3)Answer the following questions in complete sentences. 用完整的句子回答下面的问题。
（1）What’shis first name? _______________________________________.
（2）What’shis last name? _______________________________________.
（3）What’shis telephone number?_____________________________________.教后一得：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。
Unit2 Is this your pencil?
教学目的和要求(Teachingaims and demands)
Excuseme but these they good those boat hill tree their much very much allright all right mum friend brother nice to meet child childrenwelcome our come come in oh
日常交际用语
Isthis your/my/his/her pencil-box? Yes,it is./No, it isn’t.
Hereyou are.Where’s my…?
Whatare these/those? They’re …,etc.It’s very good.
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Arethese/those/they English books? Yes,they are./No,they aren’t.They’re their books. That’s all right. Thank you very much.
Theseare my friends,Kate and her brother Jim…
Welcometo our home.Who am I? Do you know?
Whatnumber 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
period1 Step 1 Revision
1.Revise
Iseveryone here today?
Findout :who is present/absent.
2.Useflashcards to revise the new words in Unit 5. (girl, boy, man,woman,sister,father,mother,Mr,Mrs,etc.) 3.Check homework.
Step2 Prsentation
Pickup a girl’s pen and ask Excuse me.Is this your pen?Help her toanswer Yes,it is. Say to the class This is her pen.Give the pen toher and say Here you are.Help the student to answer Thank you. Repeatwith a boy, saying This is his pen. Repeat several times withdifferent objects,including a bag,a pencil-box,a pencil,an eraser,acup,etc.
Getall the students to raise their pens.Point to a boy’s pen and helpthe class say his pen. Then point to a girl’s pen and say her pen.Repeat this several times at a quicker speed.
Step3 Practice
Getthis chain drill going. In each case a student should pick up anobject belonging to the person behind or beside him or her,and ask
A:Isthis your book?
B:Yes,it is.
A:Hereyou are .
B:Thankyou. (Pick up an item from another student and ask C) Is that youreraser?
C:Yes,itis.
B:Hereyou are!(Give the eraser to the owner.)
C.Thankyou.(To D) Is this her…? Etc.
Explainthat it is polite to say Excuse me!to get someone’s attention. Getthem to repeat several times. Then repeat the chain drill addingExcuse me!
Step4 Presentation
Pickup a bag belonging to a girl, point to a boy and say Is that hisbag?(No, it isn’t. I think it’s her bag.). Give extra emphasisto 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).Putspecial emphasis on his. Repeat this several times with differentstudents and different objects.
Step5 Look, listen and say.
SBPage 26, Pictures 1, 2and 3, Speech Cassette Lesson 21. Say Open yourbooks to page 26. Look and listen. Play the tape 5
throughonce. Rewind and divide the class in two – A and B. Say Listen andrepeat. Replay the tape, using the pause button. Students listen andrepeat. Repeat changing roles. Notice the special emphasis on theword my in the last line. But where’s my cup?
Step6 Pair practice
Dividethe class into groups of three. Get them to practise the dialogueswith Pictures 2 and 3. After they have practised once or twice, getthem to repeat the dialogue using other items and their own names.
Step7 Acting
Callout four students, each with four different objects. Collect theobjects from them, and have a similar dialogue. The teacher begins tosay Excuse me. Is this your eraser? (Yes/No.)etc.
Continueuntil the items are returned to the correct owners. Then call outfive more students. Let one of them collect the objects and beginagain.
Step8 Workbook.
SbPage 111, Wb Lesson 21. Exx. 2-3 should be done in class. Use thewords in the box to substitute for the italicized words in thedialogue in Ex. 3.
Homework
Finishoff the Workbook exercises. Write Exx. 1 and 2 in the exercise book.
Note:Whenteaching new words, e.g. me,these,tree, meet,please,very,welcome,etc.remind the students of the spelling rules taught in theprevious unit. From now on, the students have to learn more words.Help them deal with the English spelling.
教后一得
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.
Period2
Step 1 Revision
1. Aska group to act out the dialogues from Page 26 with books. If desired,ask another group to act without books. 2. Checkhoework. Get some students to read and act Ex. 3 in Wb Lesson 21.
Step2 Presentation
Holdup a bag and ask What’s this? It’ s a bag.Hold up two bags andsay What are these ? They’re bags.
Repeatwith a pen/ pens, a book/ books,a box/boxes,etc.
Nowget the class to ask and answer both questions ---What’s this ?What’re these?
Makesure that they pronounce the plural forms correctly. Add /z/forbanana, bag and pen,/s/for book and /iz/for box and bus. Also theyshould pronounce the ds in birds as one sound/dz/ not /d+z/.
Step3 Practice
Chaindrill . Call out several students to demonstrate.
A:Whatare these ?(Holding up two pens. )
B:They’repens. What are these?(Holding up two books.)
C:They’rebooks. What’re these? (Holding up two boxes. )etc.
Organisea chain drill around the class in the same way.
Step4 Presentation
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Drawa banana on the Bb. Ask What’s this? It’s a banana.
Drawtwo bananas and ask What are these? They’re bananas. Write oneunder the single banana and two under the two bananas. Repeat up toten.
Step5. Read and say.
SBPage 27, Part 1, Speech Cassette Lesson 22. Say Turn to Page 27, Part1. Look at Picture 1. What’s this? Help them to answer It’s abanana.
AskHow many can you see? One, two or three? (One.)
Lookat Picture 2. What are these? (They/They’re bananas.)Notice thatthe short form for They are is They’re.
AskHow many can you see, two, three or four?(Two.)
Repeatwith the other pictures.Then ask What can you see in Picture 2?
Ss:Twobananas.
Dothe same for the other pictures in random order.
Step6 Presentation
SBPage 27, Part 2. Books closed. Use flashcards or draw a quick sketchof a car on the Bb. Step away from it and using a pointer ask What’sthat? (It’s a car.)
Repeatwith a bird, a cat, an egg and a cake. Teach a tree and a boat.
Nowdraw a second car, and, pointing to it ask What are those? (They’recars.) Repeat with birds, eggs, cakes, boats and trees.
Besure to stand back and point when you ask,so students aren’tconfused by these and those. Teach hills, boats and pictures in thesame way. Get the students to read the dialogue in Part 2 in pairs.
Step7 Ask and answer
SBPage 27, Part 2. Call out a student and ask What can you see in thepicture? What are those? Point to the birds in the picture. They’rebirds. Get him or her to ask you a similar question.Ask the studentsto work in pairs to ask and answer similar questions using thepicture.
Step8 Workbook
SBPage 112, WB Lesson 22. Do Exx. 1-3Ex.1 contains the numbers from oneto thirteen.Help the students to spell fourteen and fifteen.Tell themthe numbers from thirteen to nineteen all end in teen. They are allformed by the number plus teen,except for thirteen and fifteen whichare slightly different.
Homework
Finishoff the Workbook exercises. Choose Exx. 2 or 3 for written homework.
教后一得
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.
Period3
Step1 Revision
1Revise What’s this? /What are these?(They’re…) like this:
Holdup a bag and ask What’s this? (It’s a bag.) Hold up two bags andask What are these?(They’re bags.) Repeat. Help the class toanswer.
Repeatwith pens, books,etc.Get the class to ask questions and give answers.Check for the use of plural forms.
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3. ReviseWhat’s that?/What are those?in a similar way.This time use picturesfrom magazines, pictures on the wall or Bb drawingto emphasize that that and those refer to items that are not near.
Chaindrill. Call out several students to demonstrate.
A:Whatare these? (Holding up three pens.)
B:They’repens. What are those?(Pointing to trees outside.)
C:They’retrees. What are these?etc. Then get the class to continue this chaindrill.
Step2 Pronunciation pratice
Writethese lists on the Bb one at a time and get the students to practisereading and pronouncing them correctly. Write the phonetic symbols ifyou think they will help the students.
1./s/ 2./z/ 3./iz/
desks birds/dz/ buses
boxesbooks trees
cats/ts/ girls
orangesbikes boys
Afterwriting each list,underline the endings and explain These words havethe …sound. Do Ex. 2 in Wb Lesson 23.
Step3 Presentation
Takeout a bag with some oranges or pears in it. Hold it up and letseveral students feel the bag, Ask Are these apples? Some studentswill say Yes, they are.Others may say No,they’re not.Still othersmay say I think they’re… Smile and say You don’t know! Open thebag and say Look!These are (pears).
Teach Are those…? For example , put a small picture with two cars in thecorner of the room,and ask Are those Chinese/Japanese cars? Thestudents try to guess. They may answer Yes,they are./ No, They’renot. Then bring the picture closer so that they can confirm that theyare/are not Chinese/ Japanese cars.
Step4 Read and say
SBPage 28, Part 1, Speech Cassette Lesson 23. Play the tape. Studentslisten, and then listen and repeat. Get two or three pairs to readaloud the dialogue. Then get the students to read in pairs.Later, getsome students to read and act.
Step5 Look, listen and say
SBPage 2, part 2,Speech Cassette Lesson 23. Let the students listen tothe tape and then get them to practise the same way as in Step 4. Putthe students in groups of three (A,Band C). Later ,call out severalgroups to read the dialogue and act in front of the class.
Step6 Workbook
SBPage 113, Wb Lesson 23. Do Exx.1-3 in pairs orally. Then check theanswers with the whole class. Wx. 4 is optional. Do this exercise ifyou think your students are ready. Point to the picture and draw thestudents’ attention to the difference between written English andChinese, including the word order and the use of the verb to be.
Homework
Finishoff the Workbook exercises. Revise the new language items in Lessons21, 22 and 23. Do Ex.2 in the exercise book.
教后一得
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.
Period4
8
Step1 Revision
1. Callthe register. Get the students to talk about who is not at schooltoday,etc.
2. Revisethe nubmers 1-28 and teach 29 and 30.
3. Usingflashcards, revise the plural words taught in this unit:hills,boats,birds,etc. Do Ex.2 in the Wb Lesson 23.
Usethe same cards to practise What are these? Are these…? And furtheraway,What are those? Are those…? 4.
Step2 Read, listen and say
SBPage 29, Part 1,Speech Cassette Lesson 24(Phonic Reading Work).Follow the same steps as in Lesson 20. Step 2. (Please see Pages148-167 of the TB.) As in Lesson 20, use flashcards rather than goingstraight to the book.
1. Booksclosed. Say Listen and play the tape.
2. Playthe tape again. Say Listen and repeat.Write the letter O on the Bb,and next to it write no,hello, those,home,zero andgo.
3. Studentsread aloud each word in turn as you point to it.
4. Explainthat in Chinese these words all have the letter O and the /eu/ sound.
5. Repeatthe above procedure with the words:
6.Getthe students to read and say the above words from the Bb in randomorder. Then ask them to read aloud the words in SB Lesson 24, Part 1.
7.Do Ex. 1 in Wb Lesson 24.
Step3. Presentation
Drawa picture on the Bb. There should be six children- three boys andthree girls. Point to the first boy and say This is Jim Green.WriteJim Green under the picture. Point to the first girl and say This isKate Green. Write Kate Green under the picture. Say Kate is Jim’ssister. Write Jim’s sister under Kate. Point to Jim and say Jim iskate’s brother. Repeat. Have students repeat brother several times.Now point to the next picture of a boy and say Who is this? He’sTom 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 isshe? Help a student to answer She’s Tom’s sister. Point to Tomand say This is Tom Read. Who is he? Help a student to answer He isAnn’s brother.Write Ann’s brother under Tom’s picture.
Repeatwith Joy and David Smith.\When you are finished, say Jim is 12, Kateis 8, Ann is 12,Tom is 13, Joy is 7 and David is 12. They are allchildren. Write the word children on the Bb. Ask the students toguess what the word means. Explain if necessary and have the studentsrepeat the word several times. Then draw a circle around all thepictures and say They are all children .
Theyare all friends, too. Write the word friends on the Bb. Have thestudents guess the meaning and if necessary, explain.
Step4 Presentation
Callout four students –two boys and two girls. Point to each one andgive him or her a name. Say Kate, Jim, Ann and Tom. Ask them to leavethe 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 ourclass! When the next two students come in say Look! There are yourfriends, Ann and Tom. Hello, Ann. Hello,Tom. Welcome to our class!Get the students to repeat Welcome to our class.
Step5 Drill
Starta chain drill like this. Tell students to remember the name as you goaround 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 Bbin the same way to help).
HelpS1 to say Hello, I’m Jim.
S2:HelloJim.I’m Kate.(Kate turns to Se and says. )Hello, I’,m Kate. Thisis my friend Jim.
S3:HelloKate. I’m Ann. (Ann turns to S4.) hello, I’m Ann. These are myfriends Kate and Jim.
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S4:Hello,Ann. I’m Tom. (Tom turns to S5.)Hello, I’m Tom.These are myfriends Jim,Kate and Ann.
Continuein the way until you reach S6. Student 7 starts again. Hello, I’mJim. And so on.
Step6 Look, listen and say
SBPage 29, Part 2, Speech Cassette Lesson 24,. Say Turn to Page 29.Play the dialogue for Picture 1. Students listen, and then listen andrepeat. Explain that when people address a mother directly, theyusually say Mum or Mom. Fathers are referred to as Dad. Get two orthree pairs to read aloud the dialogue on Page 29. Then get thestudents to read in groups of three. Say Look at picture 2. Who isthere? Do you know? Listen. Play the dialogue for Picture 2. Havestudents listen and repeat paying special attention to thepronunciation of the word room. Explain the meaning in Chinese. Gettwo or three pairs to read aloud the dialogue. Then get the studentsto read aloud the dialogue. Then get the students to read in groupsof six.Later, get some groups to read the act.
Step7 Listen and answer
SB Page 30, Part 3, Listening Cassette Lesson 24. Say Look at thepicture 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. Explainthat Jim and Li Lei are at the bus stop. Jim wants to go home. SayListen. What number is Jim’s bus? Play the cassette twice, ifnecessary. The text of the tape is printed below. If you do not havethe tape,read the following text aloud.
Listeningtext
Jim:Isthat my bus?
LiLei: What’s number?
Jim:Ithink it’s 25.
LiLei:No, that isn’t your bus. Your bus is number 29.
Jim:Look!Is that my bus?
LiLei: I think it is. Yes, It’s a 29 bus.
Jim:Good.Oh, where are my bags?
Jim:Thanks.Goodbye!
LiLei:Goodbye!
Thenrepeat the question What number is Jim’s bus? (Answer:29)If timepermits,play the tape again,and get the students to repeat. Half ofthem can be Jim, and the other half Li Lei.
Step8 Say and write
SBPage 30, Part 4. Books closed. Draw a boat on the Bb. Say This is aboat. Write the sentence on the Bb and then read it aloud. This is aboat.Have the students repeat.\Draw three boats. Say These are boats.Write the sentence on the Bb. Say These are boats.Hve the studentsrepeat.
SayTurn 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
Row2: This is a computer.
Theseare computers.
T:PictureNo.3.An apple. Row 4.
Row4: This is an apple. These are apples, etc.
Afteryou have gone over all of the words , get students to write theanswers in their books. When they have finished, ask the students toexchange books and to “mark” each other’s work. Remind them topay special attention to boxes and buses, 10
wherean “es”must be added in the plural form.
Step9 Check point 6
Revisethe plural from of the noun. Refer to the notes on Page 182 of theSB. Do Wb Lesson 24, Ex. 3. Give a short dictation as in Lesson 20.Use some of the words, expressions and sentence patterns in thisunit. Give the Ss a few nouns. Get them to make the nouns plural.
Step10 Workbook\
SbPage 114, Wb Lesson 24. Most of the exercises help revise the pluralform of nouns. E.g Exx. 3 and 7.
Ex.6 shows a way of learning new words by classifying them accordingto their meanings. Exx.9 and 10 are optional. Ex.9 provides studentswith reading practice. Ex.10 is a chant that helps the students topractise rhythm.
Homework
Finishoff the Workbook exercises.
教后一得
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.
Unit3 This is my sister本课教材分析：
Title:Thisis my sister.
Topic:Thefamily
Functions:Introducepeople :This/That is… These/Thoseare…, Identify people: Is this /that …? Arethese /those …?
Structures:
Demonstrativesthis,these,those,that
Subjectpronouns I,he,she,they
Yes/Noquestions and short answers
Pluralnouns
TargetLanguage(语言目标):
Thisis my brother.
Isshe your sister?
Yes,sheis. No,she isn’t.
Vocabulary
mother,father,sister,brother,grandmother,grandfather,friend,grandparents,uncle,aunt,cousin,parentsRecycling
Hello.Hi.Niceto meet you.personal names Is this your…? Yes,it is.Is that your…?No,it isn’t.
Learningstrategies
Personalizing Memorizing
重点词汇：familymembers
this/that these/those is/are
语言结构(Structures)：
This/That is…
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Isthis/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(Sixperiods)。
PeriodOne Section A 1a 1b 2a Section B 1 2a
PeriodTwo Section A 1c 2b 2c 2d Grammar Focus
PeriodThree SectionA: 3a,3b,3c,4 Groupwork,Section B 2b,2c
PeriodFour Section B 3a,3b,3c,4
PeriodFive Self Check 1,2,3 Just for fun
PeriodSix Test
Period1
教学范围：SectionA 1a 1b 2a Section B 1 2a
教学内容：Newwords:mother,father,parents,brothers,grandmother,grandfather,friend,sister grandparents.教学目标：Learnall 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：familytree
教学方法：听说读写。
教学步骤：
Step1: 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,auntand so on
2.Lookat the picture on Page 13 and finish 1a
Matchthe words with the pictures. （answers）
motherc 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：
1．1bListen and look at the picture. Circle the people the boy talksabout.
2．2aListen and circle the words you hear.
motherfather sister brother grandmother grandfather friend grandparents3．SectionB 1 Add the words in the box to the family tree.
sisterson cousin grandfather mother aunt
grandfather/grandmother
father/_______
uncle/_______ | (3) | ||||||
daughter/_______
_________(/brother) | daughter/_______ | ||||||
(4) | (5) | (6) | |||||
Step3.复习单词
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2aListen and check the words you hear.
grandfather grandmother cousin father mother uncle aunt brother sister
教后一得：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。
Period2教学范围：SectionA 1c 2b 2c 2d Grammar Focus
教学目标：Talkabout Dave’s family and master Grammar Focus 教学重点：句型：Thisis… These are…
Isthis your sister? No,it isn’t. This is my friend.These are myfriends Is that your brother? Yes,it is.That is my brother.Those aremy 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。
2bListen again. Which picture are Dave and Lin Hai talkingabout?作出选择。2.学习句型,弄懂this/these,that/those的意义及区别。
Taketurns talking about Dave’s family.
A:Theseare his brothers.
B:That’shis sister.
Goon talking.
3.听力练习。2bListen again. Match the names with the people in the picture.
1.Davea 2.Lin Hai 3.Anna 4.Jeff
4.口语对话
2cPairwork 结队活动
StudentA,cover the names in 2b.Ask about the people in the picture. StudentB,answer the questions. 2d Change roles and practice again.
5．总结
GrammarFocus Is this your sister? No, it isn’t. This is my friend.These are my friends.
Isthat your brother? Yes, it is. That is my brother.Those are mybrothers.
教后一得：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。
Period3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.IsGuo 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：
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1.3aFill in the blanks with words from the box.
That’sAnna and that’s Paul.
Isshe your 1.sister? Yes,she 2.is. And is he your 3.brother? 4.No.He’smy friend.
2.3bPairwork
Practicethe conversation with a partner. Change partners and practice again.
3.3cWrite your mother’s, father’s. or friend’s name on theboard.The other students guess who the person is.
IsGuo Peng your brother? No,he isn’t.
Ishe your friend? Yes, he is.
4.Groupwork
Bringsome family photos to class. Put them together in your group. Taketurns asking and answering questions about the photos.
Isthis your aunt?
Yes,it is.
5.SectionB
2bListen again. Which picture are Dave and Lin Hai talking about?
6.2cPairwork
Drawa picture of your family and friends. Tell your partner about yourpicture.
Theseare my parents. This is my grandmother.This is my friend Jim Fang.
教后一得：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。
Period4教学范围：SectionB 3a,3b,3c,4
教学内容：Readand write the note.
教学目标：Cantalk about and write about our family
教学重难点：人物介绍的条理性。
教学步骤：
1.3aRead the letter. Draw a picture of Emma’s family.(据文字提示绘图)
Dear Maria, 2．3b Look at the family photo.Write an introduction about the people on the back of the photo. （据图写文字） 3．3c Write about your own family. See you soon. |
4.Group work |
5.Guessand guess.Whose is this photo?
教后一得：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。
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Period5教学范围：SelfCheck 1,2,3 Just for fun
Selfcheck
1. Keyword 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. Writefive new words in your Vocab-builder.
Lookat Mary’s video of Beijng. Computer the conversations. 3.
father Mary: Look!
mother You:
Mary:
grandparents
You:Are
Mary:Yes,they are.
cousins
You:
Mary:No,theyaren’t.They are
Justfor fun!
4. Isthat your girlfriend?
5. No,itisn’t.It’s my cousin.
Isthat your girlfriend? 6.
7. No,it isn’t.It’s my sister.
8. Who’syour girlfriend?
9. Idon’t have a girlfriend.
：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10.教后一得
能力。
Unit4 Where’s my backpack?
本课教材分析：
Title：Where’smy backpack?
Topic:Things around the house
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Functions:Talkabout where things are
Structures:
Wherequestions
Yes/Noquestions and short answers
Prepositionson,in,under,behind,next
本课的词汇：table,bed,dresser,bookcase,sofa,chair,backpack,books,keys,baseball,drawer,plant,
where,where’s=whereis,table,bed,dresser,bookdase,sofa,chair,drawer,plant,under,they’re,on,behind,next,nextto, don’t =do not know bag, math, math book alarm, alarm clock alarm alarm clock,CD ,video,cassette,videocassette,hat,take,thing,soccer,soccer ball, ball, can,bring,
some,need,floor,ideal,room,TV,desk,picture,between,too,wall
语言目标：
Where’smy backpack? It’s under the table.
Whereare your books? They are on the chair.
Whereare the books? I don’t know.
Isit under the table? No, it isn’t. It’s on the table.
Themath book is on the dresser.
重点词汇：thingsin the room and some prepositions: on in under behind next to语言结构：
Whereis/are….?
Itis…/They are…
on,in,under,behind,nextto …
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(Sevenperiods)。
PeriodOne Section A 1a 1b 2a
PeriodTwo Section A 1c 2b 2c Grammar Focus
PeriodThree Section: a ,3b,3c,4 Game Find the Difference Period Four Section B 1a, 1b,1c,2a,2b,
PeriodFive Section B 3a,3b,3c,4 Groupwork
PeriodSix Self Check 1,2,3 Just for fun
PeriodSeven Test
Period1
教学内容：单词（房间里的物品名称）SectionA 1a 1b 2a
教学目标：学习掌握新单词
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教学步骤：
1．复习句型What’sthis 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。（Lookat the picture on Page 19 and finish 1a Match the words with thepictures.）
Hereare the answers to 1a.
tablee bed j dresser c bookcase a sofa i chair h backpack g booksa 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。
（1bListen 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（Listenand 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,fishbowl,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。
Period2学完单词，引入句型。
教学内容：SectionA 1c 2b 2c Grammar Focus
学习方位介词on in under behind next to…
句型：Where’sthe packback? B.It’sunder the table.
Isit…/Are they…? Yes,it is./they are. No,itisn’t./they aren’t.教学目标：
1) Canuse :on in under behind next to…
2) Makea 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:Whereis/are…? It is…/They are…
Isit…/Are they…? Yes,it is./they are. No,itisn’t./they aren’t.
教学难点：theuse of my your his her
教学步骤：
1．学习介词。Watchthe video and understand the meaning and the use ofprepositions.(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）：inthe box, on the box,under the box, behind the box
andso 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)
Makeyour own conversations. Use the words in the box..(可发掘课程资源)
A. Where’sthe backpack?
B. It’sunder the table.
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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：Isit ….? 及肯否定回答）eg:Whereis 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’smy backpack? It’s under the table.
Whereare my books? They’re on the sofa.
Where’smy 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Whereare 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。
8.2cPairwork 结队活动
Askand answer questions about the things in the picture.（st,ss）
9.Sumup (Grammar focus ):
Questions Answers
Where’sthe baseball? It’s in the backpack.
Whereis my computer game? It’s under the bed.
Whereare your books? They’re on the chair.
Whereare his keys? They’re on the dresser.
Whereare her keys? They’re on the table.
10.Guess and guess(Revision):
Ask:Where’smy …?(Pointing to myself)
Where’syour….?(Pointing to a student and questioning)
Where’shis…?(Pointing to a boy and asking the other students)
Where’sher…? (Pointing to a girl and asking the other students)
Answer:It’s+介词短语
Period3教学范围：SectionA: 3a ,3b,3c,4 Game Find the Difference教学重点：一般疑问句和特殊疑问句的问与答。
教学内容：Idon’t know.
Where’sthe packback? B.It’sunder the table.
Isit…/Are they…? Yes,it is./they are. No,itisn’t./they aren’t.
教学目标：
自由谈论物体的所在位置（Canmake a dialogue with what we have learned and talk about Where thethings 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。
-----Whereare my books?
-----Idon’t know.Are they on the bed?
-----No,they’renot.
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b) 完成3a。
3aPut these sentences in order to make a conversation.
2I don’t know.
3Isit on the dresser?
4No,itisn’t.
1Where’sthe bag?
3.Pairwork 分角色练习对话。
3bPractice the above conversation.
4.Pairwork 分角色问答，看图编写对话。
3cLook at the three pictures below.
Thenask and answer questions about the keys,the pencils,the baseball,thepencil case,and the ruler. eg.----Where are the books?
--------Idon’t know.
4.Playinga game Find the Difference
Pairwork（互相问答，发现的不同之处越多越好）
StudentA.look at the picture on page 19.Student B,look at the picture on theright.A and B ask and answer. eg:---Where’s the backpack? Is itunder the table?
-----No,it isn’t. It’s on the table.
Period4
教学范围：SectionB 1a, 1b,1c,2a,2b
教学内容：Newwords:math book alarm clock CD computer game video cassette hat教学目标：Learnall the new words by heart and copy the sentences according to thetape.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。
mathbook alarm clock CD computer game video cassette hat 2.SectionB 1a Match the words with the things in the picture.
1.mathbook b 2.alarm clock d 3.CD a 4.computer game e 5.video cassettef 6.hat c
3.1bLook at Tommy’s room for three minutes. Now close your books andwrite down all the things you remember.
eg.mathbook bed bookcase books computer games clock and so on (The more,thebetter.) 4.1c Pairwork
StudentA,ask questions. Student B, keep your book closed.
eg.—Where’sthe notebook?
------It’son the bed.
5.2aListen and circle the things Tommy wants from his room.
bookpen pencil CDs ruler notebook video cassette computer games math book6.2b Listen again.Where are Tommy’s things? Write notes.
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eg.Themath book is on the dresser.
Thevideo cassette is on the table.
Thehat is on the bookdase.
Thepencils are in the backpack.
Thealarm clock is next to the computer .
Thebookcase is behind the door.
Period5教学范围：SectionB 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：Writinga note.
教学难点：Howto write a note.
教学方法：动动手，做一做，画一画，写一写。
教学步骤：
1．3aRead the note and draw the missing things in the picture.
DearSally,
Pleasetake these things to your brother:his math book, baseball, notebook,CDs, and video cassette.The math book is on the dresser.The baseballis under the bed.The notebook is next to the baseball under thebed.The CDs are in the drawer.The video cassette is behind thecomputer.
Thanks,Mom 3b Look at the picture and fill in the blanks.
DearTommy,
Canyou bring some things to school? I need my hat,my ID card,mypencils,and my notebook.My hat is onthe chair.MyID cardis inthe drawer.Mypencilsis underthe book/inthe pencil-boxand mynotbookare onthe desk.
Thanks,Sally3c Pairwork
Writea note to a friend asking for four things from your room. Say wherethey are.
4.Groupwork
Drawyour ideal(理想的)room. Then describe it to the class.
eg.
Hereis my ideal room. My TV is on the desk. My telephone...
Period6 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.
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14.This is my room. There are books in the bookcase. There are pictureson the walls. My backpack s on the chair.And I have a baseball.It’son the floor,between the bookcase and the desk.There is a computer onmy desk, and a video cassette behind the computer. And there’s myhat. It’s on the floor, under my bed!
Justfor fun!
Where’smy backpack? Is it in the bedroom?
No,it isn’t.
Isit in the kitchen? No, it isn’t.
Whereis it/ It’s on your back.
Unit4 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.
Justfor fun! Where’s my backpack?
Languagetopic: Where’s my backpack? It’s under the bed.
Isit on the chair? Yes, it is. No, it isn’t.
Languagestrategies: Talk about things around the house and where they are.
Mainvocabulary: 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（Guessinggame）Puta soccer ball or a baseball or a computer game in the classroom, letthe
studentsguess where it is.
2.Remembering game. Read the passage and remember where the things are.
IIII.Teaching steps:
Step1:Greetings and song: Fishes, fishes, where are you?
Step2: Key word check. Ask the students to read the words and rememberthem.
Reviewthese words according to the picture in Page 19, ask the students tofind the things and write down.
table,bed, dresser, bookcase, sofa, chair, backpack, book, key, pencilcase,baseball, hat, math book, alarm clock, CD, video cassette,
computergame.
可以根据图片或实物来检查提问。
Step3: Phrases 复习方位介词（先用实物来演示位置关系）
Thendo it like this:（先口头后笔头）
1. 在桌子下面underthe table My hat is under the table.
2、在沙发上onthe sofa My books are…
3、在门后面
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4、在……旁边
5、在背包里
Step4: Pair work: guessing game Review Where’s…Is it …
Puta soccer ball or a baseball or a computer or a backpack or somethingelse in the classroom, let the students guess where it is. Where’sthe soccer ball? Can you guess? Is it …? Yes, it is. No, it isn’t.
Whereis my pencil case/backpack/pen/bag…? Can you guess? Is it on thedesk/under the chair…? Yes, it is. No, it isn’t.
Step5: Just for fun. (Ask the students to read it in a strange voice tomake 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。
Step6 Talk about the picture in pairs in Page 23.
Where’s/are…?It’s/They’re…
Step7 Practise
Readthe note for 3 times and draw the room.
Thisis my room. There are books in the bookcase. There are pictures on hewall. My backpack is on the chair. And I have a baseball. It’s onthe floor, between the bookcase and the desk. There is a computer onmy desk, and a video cassette behind the computer. And there’s myhat. It’s on the floor, under my bed.
Askand answer questions about the picture you drew, try to rememberwhere the things are.
Whereare the books? They’re…
Whereis the backpack? It’s…
Where’sthe baseball?
Where’sthe computer and the video cassette?
Where’sthe hat?
Step8: Let’s sum what we’ve learned from Unit 4.
Words:
Phrases:
Sentences:
Somethingelse:
Questions:
Step10: 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 yourroom. Say where they are.
DearSally,
Canyou bring some things to me? I need my ________, my ______, my ______and my _________. My _______ is __________. My _________ is___________. My _______ is ___________ and my _________ are___________.
Thanks,Tom
Readthe note in your group.
Unit5 Do you have a soccer ball?
ThePlan of the Unit:
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Topic:Spending time with friends
Functions:ask and answer questions about ownership, make suggestions
Structures:Presenttense to have
Yes/No questions and short answers
Let’s
Adjectivesof quality
TargetLanguage(重点句型): Do you have a basketball? Yes, I do. Let’s watch TV. No, thatsounds 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Doyou have….? Yes, I do. No, I don’t.
第二课时:部分生词,复习句型Doyou have….? Yes, I do. No, I don’t. 学习Doeshe/ she have….? Yes, he/ she does. No, he/
shedoesn’t.
第三课时:部分生词,复习Doyou have ….? Does he/ she have….? 学习have的陈述句形式:I (We, You, they) 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.
Theplan of each unit:
第一课时
教材分析：本课主要介绍球类单词和句型Doyou 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tennisracket, 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Doyou have ….?进行询问且能正确的肯定和否定回答,并扩展到运用DoI/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
Teachingsteps:
Step1. Greeting, sing an English song together
Step2. presentation (用实物导课,引出新单词)
(showa ball). Ask the student: What’s this?
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It’sa ball. It’s a soccer ball.
Isthis your soccer ball?
No,it isn’t.
Doyou have a soccer ball? Yes.
Step3. ( 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’sthis ? It’s a tennis racket. Is this your volleyball? Yes, it is.
Thendo 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
Listento 1b (P25) and finish the exercise.
Step4. Make sentences with the new words to practice the structure: Doyou 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.
Dothe following pairwork:
1c(P25) Pairwork Let the students ask and answer each other: Do youhave a baseball? Yes, I do. No, I don’t.
3(P26) Pairwork look at the things in the picture. Ask your partnerif he or she has these things with “ Do you have a ….?
Yes,I do.”
Listento 2a (P26) and 2b(P26), then finish the exercises.
Step5. 现场调查
Thestudents ask their partners if he or she has a pen, a ruler, asharpner 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
Letthe students sum up what we have learned this class. Then ask whatthey haven’t understood.
Step7. 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.
教后一得：
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Doyou/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Doeshe/ shehave….? 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Doeshe have ….? Does she have….? 及回答.
3.根据场景询问,熟练应用句型进行交际.
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语言目标：Doeshe have….? Yes, he does. No, he doesn’t.
Doesshe 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。
Teachingsteps:
Step1. Greeting, sing an English song together
Step2. presentation
(toa boy) Do you have a pen?
Yes,I do.
(toother students) Does he have a pen?
Yes,he does.
(toa 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)
Step3. show a picture. (some balls)
Pleasemake 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.
Step4. 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 inthe 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Doyou have…..? Does he/ she have….?
Step5. Do the exercises
3a(P29) Read the magazine article. Circle the sports things.
Keys:tennis rackets, basketballs, baseballs, soccer balls,volleyballs
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 magazinearticle 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everymorning, 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.
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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。
Step6. look back (Grammar Focus)
Letthe students sum up what we have learned this class. Look at thegrammar focus: Do you have a TV? Yes, I do. No, I don’t.
Dothey have a computer? Yes, they do. No, they don’t.
Doeshe have a tennis racket? Yes, he does. No, he doesn’t.
Doesshe have a soccer ball? Yes, she does. No, she doesn’t.
DoesChi-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。
Thenask what they haven’t understood.
Step8. 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。
教后一得：
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Doyou
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.
Thatsounds 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
Teachingsteps:
Step1. Greeting, sing an English song together
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Step2. presentation
(to one student) Do you have a soccer ball?
Yes,I do.
Let’splay soccer ball.
Thatsounds good.
(to another student ) Let’s play football.
Idon’t have a football.
Well,Let’s play baseball.
Thatsounds great.
Step3. 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。
Step4. Do the exercises:
3a.(P27) 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。
Doanother exercise
4(P27) Pairwork
阅读“招收广告”后，填写右边的表格。Firstname, 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，sportyou 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？(SectionB)
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。
Dothe exercises: 1a, 1b (P28) 学生画完后，可传阅他们的作品。
2a,2b (P28)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.(P28)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’thave…. 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 abasketball.板书：I(We, You, They) have….
He(She,Kate, Jane) has….
I(We, You, They) don’t have….
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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’thave形式。
Step7.look back
Letthe students sum up what we have learned this class. Then ask whatthey 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。
教后一得：
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。
教学目标：1.复习球类单词和形容词
2.熟悉句型Doyou 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：Doyou 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Therebe 句型的区别。
学习策略：联想、编短剧、合作精神
Teachingsteps:
Step1: greeting and sing an English song together
Step2: Check the new words
Dothe exercise 1: check the words you know. ( read and write theChinese meanings of them) Show a picture and let the students writethe names of the things in the picture.
Dothe exercise 2: write the new words in your Vocab-builder.
Findthe student who writes the most new words.
Step3: 练习Doyou have….? 及肯定句、否定句，注意与Therebe 句型的区别。1．口语练习Doyou 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.WangBing _____ a ruler.
3..____you _____ a new bag?
4.Howmany students _____ in your class?
5.____he _____ a nice pen? Yes, he ____.
6.________ a baseball under the bed?
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7.___Tom’s mother ____ a red car? Yes, ____ ____.
8.Kate____ a beautiful toy.
Step4: Do the exercise 3: Write numbers in the boxes to make theconversation. (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)
Step5: 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？
：他（她）有钢笔吗？他（她）有橡皮吗？他（她）有小刀吗？你有橡皮吗？你有小刀吗？猜完之后，也可以问第三个人
Step6: 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。
教后一得：
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。
UnitSix Do you like bananas?
单元教材分析：
本课包括三部分：SectionA, 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
Affirmativeand 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
Doyou like hamburgers? Yes, I do. No, I don’t.
Ilike French fries. I don’t like tomatoes.
Mainvocabulary（词汇）:hamburgers, tomatoes, broccoli, French fries, oranges, ice cream,salad, bananas, eggs, strawberry,
carrots,apples, chicken, breakfast, lunch, dinner, fruit, vegetable.
品德：在平日饮食中要做到不挑食。
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。
Languagetopic: Do you like bananas?
Yes,I do. No, I don’t.
Languagestrategies: Talk about likes and dislikes.
Mainvocabulary: food, banana, hamburger, tomato, broccoli, French fries,strawberry, orange, ice cream, salad
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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 Doyou like…?
V.Teaching steps:
Step 1:Greetings. |
| (pictures) | ||||||||||||||||||||||||||||
Step 2: Words: | ||||||||||||||||||||||||||||||
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. | hamburger. | Do | ||||||||||||||||||||||||||||
What’s this? It’s a | ||||||||||||||||||||||||||||||
you like it? Yes, I | ||||||||||||||||||||||||||||||
do.No, I don’t.
Whatare these? They’re bananas. Do you like bananas? Yes, I do. / No, Idon’t.
运用图片和对话教学单词：hamburger,banana, tomato, broccoli, French fries, strawberry, orange, icecream, salad 并运用这些单词进行对话：Doyou like…? Yes, I do./ No, I don’t.
Step3: 1a Match the words with the pictures. (P31)
Step4: 1b Listen and number the conversations 1-3.
Doyou like salad? No, I don’t. Do you like bananas? Yes, I do.
Doyou like oranges? Yes, I do.
Practicethe conversations, and then make your own conversations.
Step5: 2a Listen and circle the food you hear. (P32)
hamburgerstomatoes broccoli French fries oranges ice cream salad bananas Step6: 2b Listen again and fill in the blanks.
Ilike hamburgers. Do you like hamburgers? Yes, I do.
Doyou like______: No, I don’t like ______.
Let’shave _______. Oh, no. I don’t like_________.
Step7: 4 (P33)Make a food survey. Do you like…?
Howmany students like hamburgers?
Howmany students like bananas?
日常生活中饮食要做到不偏食，不挑食。
Step8: Let’s sum what we have learned this class.
Words:
Sentences:
Somethingelse:
Step9: Homework
1.Remember the words in this class.
2.Practise the dialogue in pairs.
教后一得：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， 30
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。
Languagetopic: Does he like salad? Yes, he does.
Doesshe like salad? No, she doesn’t.
Languagestrategies: Talk about likes and dislikes.
Mainvocabulary: 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：Guessinggame
V.Teaching steps:
Step1:Greetings.
Step2: Words: (由对话引出)
(Aska boy)Do you like bananas? Yes, I do. / No, I don’t.
(Askanother student) Does he like bananas? Yes, he does. / No, hedoesn’t. (Ask a girl)Do you like eggs? Yes, I do. / No, I don’t.
(Askanother student) Does she like bananas? Yes, she does. / No, shedoesn’t.依次类推chicken,apple, carrot, fruit, vegetable.
Doyou like eggs for breakfast? Breakfast is the first meal of a day.
Doyou 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.
Askthe students to remember the new words.
Step3: 1a Write the number in the box next to the correct food. (P34)
1. broccoli2. salad 3. eggs 4. apple 5. ice cream 6. hamburger 7. banana 8.orange 9.carrots 10. chicken
Step4: 2a Listen and circle the words from 1a that you hear. (P34)
Step5: 1b How many other words can you add to the lists? (P34)
Fruit:apples
Vegetables:broccoli
Addfive new words to your Vocab-Builder. Ask the students to rememberthem. Step 6: Write down what your family like to eat.
Myfather: eggs, apples…
Mymother: chicken, oranges, carrots…
Mysister: hamburgers, ice cream…
Mybrother:
Askanother student to guess: What does my father like?
Doeshe like vegetables? No, he doesn’t.
Whatdoes my sister like? Does she like ice cream? Yes, she does.
Step7: Let’s see what we’ve learned today.
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Words:
Sentences:
Somethingelse:
Questions:
Step9: Homework.
1.Remember the words.
2.Practise the dialogue in pairs.
3.Finish the workbook.
教后一得：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：
Languagetopic: I like oranges. I don’t like bananas.
Theylike salad. They don’t like broccoli.
Helikes hamburgers. He doesn’t like broccoli.
Shelikes ice cream. She doesn’t bananas.
Languagestrategies: Talk about likes and dislikes.
Mainvocabulary: eat, running star, lots of, healthy, food, dessert, listII.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:
Step1:Greetings.
Step2: Practise dialogue like this:
Doyou like bananas? Yes, I do. I like bananas.
Doyou like salad? No, I don’t. I don’t like bananas. I like salad.
Practisein groups: I like …, I don’t like. 转到第三人称
Askanother student: Does he like salad? No, he doesn’t. He likesbananas. Step 3: 3 (P33) Pair work. Find out what /Bill and Bob likeand don’t like.
Frenchfries strawberry salad icecream
Bob
Bill
Practiselike this: Bob likes French fries. He doesn’t like salad.
Billlikes …
Step4: 2b Listen and fill in the chart. (P34)
Katrina: | likes | doesn’t like |
apples | carrots |
Tom:
Askand answer questions about what Katrina and Tom like and don’tlike.
Step5: 2c Look at the breakfast, lunch, and dinner in activity 1a. Arethey Katrina’s or Tom’s? Write K or T (P34)
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Step6: 3a Read the article and underline the fruits and the vegetables.(P35) Runners eats well!
MiddlebrookHigh running star Katrina Pedrosa eats lots of healthy food. Forbreakfast, she likes eggs, bananas, and apples. For lunch, she likeshamburgers, salad, and oranges. And for dinner, she has chicken,tomatoes, French fries and, for dessert, ice cream.
Newwords: eat, running star, lots of, healthy, food, dessert
(有些单词让学生会读即可。)
Step7: 4a You are going on a picnic with a group of friends. Make a listof 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? …
Thenread your list of food to the class.
Step8: Let’s see what we’ve learned today. (Ask the students to sumby themselves) Words:
Sentences:
Somethingelse:
Questions:
Step8: Homework.
1.Ask the students to remember the new words.
2.Practise the dialogue in pairs.
2. Exercises.
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教后一得：
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.Keyword check. Check the words you know.
2.Addfive new words to your Vocab-builder.
3.Drawthe food you like to eat for lunch.
4.Ask your classmates what they like to eat for lunch. Find someone wholikes to eat the same lunch as you. Just for fun! Do you likebroccoli?
II.这一部分可分为如下几个步骤进行：
Step1:Review words like this:
Food:chicken hamburgers French fries ice cream
Fruit:apples bananas oranges
Vegetables:salad carrots tomatoes
Askthe students to remember them and check up.
Step:II.Practise the language topic (P32) Grammar Focus.
Doyou like salad? Yes, I do. No, I don’t
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Dothey like salad? Yes, they do. No, they don’t.
Doeshe/she like salad? Yes, he/she does. No, he/she doesn’t.
I/Theylike oranges. I/They don’t like bananas.
He/shelikes ice cream. He/She doesn’t like bananas.
StopIII. Write about what Tom likes to eat for breakfast, lunch, anddinner.
For | breakfast, | Tom | likes | eggs, | oranges, | and | bananas. | For | lunch, | he | he | likes |
hamburgers,____________________________________. | And | for | dinner, | likes | ||||||||
______________________________________.
StepIV. Write about what you like for breakfast, lunch and dinner.
StepV. Draw the food you like to eat for lunch.
StepVI. Ask your classmates what they like to eat for lunch. Find someonewho likes to eat the same lunch as you.
StepVII Fun (Ask the students to read the dialogue in a strange voice tomake 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.
教后一得：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。
UnitSeven How much are these pants?
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howmuch question 和指示代词this,that, these, those, 语言目标是Howmuch 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…? numbers1-9。计划本单 教学元教学课时为6课时。其中，SectionA 计划用三个课时，SectionB 计划用两个课时，Selfcheck计划用一个课时。
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SectionA 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
muchis this T-shirt? It’s seven. How much are these socks? They’retwo dollars.教学目的：学会使用新单词；了解如何询问价格。
I.Lead in.
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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 theclothes. II. Show the names of the clothes with pictures.
III.Remember the words and then do the exercises.
1aMatch the words with the pictures.
1bListen and circle the things in the picture you hear.
IV.Watch a play. Listen carefully and let’s find out how to askprices.
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 Lookat Meimei Clothing Store, and ask the prices with your partners.VIII. Homework.
Practiceto use how to use the question: how much.
Findfive more clothing names, and write them down on your workbook.
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，表现出极大教后一得：
的兴趣，说明语言来源于生活。
第二课时
内容为SectionA 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
Grammarfocus:
Howmuch is the red sweater? It’s eight dollars.
Howmuch is this blue T-shirt? It’s seven dollars.
Howmuch is that white bag? It’s nine dollars.
Howmuch are these black pants? They’re ten dollars.
Howmuch 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.
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Watchthe play and sing the color song.
II.Presentation: black, white, red, green, blue, big, small, short,long.
Findout three opposite in the new words: black --- white, big --- small,short --- long.
III.Practice.
1.Rememberthe new words with your partners.
2.Review the names of clothes and describe the clothes. We can do likethis: 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.
Saythe colors in our classroom and try to describe the things in thepicture, such as a red flag. Let’s contest. V. Do the exercise.
2aListen to the conversations. Circle the things you hear.
2bListen again and fill in the price tags.
VI.Presentation
Howmuch is the red sweater? It’s eight dollars.
Howmuch is this blue T-shirt? It’s seven dollars.
Howmuch is that white bag? It’s nine dollars.
Howmuch are these black pants? They’re ten dollars.
Howmuch are those blue socks? They’re three dollars.
VII.Task two.
Pairwork Ask and answer questions about the things in 1a.
Howmuch …?
It’s…/They’re …
VIII.Homework
Pleasewrite five sentences after the presentation.
Pleasefind out five more kinds of color, and write their English names onyour workbooks.
教后一得：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SectionsA的3a,3b,4三个部分。单词：clerk,help, want, here。日常用语hereyou are, you are welcome。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.
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Knowhow 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.3aLearn the following while Listening.
Newwords: clerk, help, want,
Sentences:(Please give more examples such as the following)
-Iwant a new sweater.
-Hereyou are. (new)
-Thankyou.
-Youare welcome. (new)
IV.Practice the conversation above. Then talk about these things.
V.Task.
Youwant a blue T-shirt. How will you do in the store? Please act it inpairs.
VI.The memory game
Writea sentence. Then play a memory game.
Example:The blue sweater is seven dollars.
-Theblue sweater is seven dollars.
-Theblue sweater is seven dollars. The red socks are two dollars.
-Theblue sweater is two dollars.
VII.Homework
Read3a.
教后一得：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SectionB的1a,1b, 2a, 2b, 2c部分。包括单词number10-31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.
Writedown the number 0---9 on the workbook.
Readthe 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.
1011 12 13 14 15 16 17 19 20
2122 23 24 25 26 27 28 29 30
teneleven twelve thirteen fourteen fifteen sixteen seventeen eighteennineteen twenty twenty-one twenty-two twenty-three twenty-fourtwenty-five twenty-six twenty-seven twenty-eight twenty-nine thirtythirty-one
Let’sfind out the rules in the numbers.
IV.Do the exercises.
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1bWrite a number from the box next to the correct word below. Which tworows of numbers are in the wrong place? V. Check.
2aListen and circle the numbers in 1a that you hear.
2bListen and circle the things in the picture that Lisa and her momtalk about. Check[√] the thing Lisa buys.
VI.Presentation
Howmuch are the red socks?
They’reeight dollars.
VII.Pairwork.
2cPractice asking and answering questions about the clothes in thepicture.
VIII.Task.
Hereare some clothing in Meimei Clothing Strore. Please ask and answerthe prices.
IX.Homework
Learnthe numbers by heart.
教后一得：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SectionB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.
Showthe pictures of the clothing. Let’s read and spell the names.
Askthe price according to the pictures.
II.Do the reading practice.
3aRead the ad and fill in the price tags.
Dothe ask-answer exercises in pairs according to the prices in 3a.
III.Learn the new words.
Listento 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.Youhave a clothing store next to Huaxing. We go to your shop. Pleaseanswer our questions about the prices of the clothing. 2. Then writeyour own ad. The beginning has been given.
MrCool’s Clothing Sale
Cometo Mr Cool’s Clothing Sale. These socks are only 5 dollars. Do youlike…?
IV.Task. 4
Groupwork
Yourgroup is having a sale. You each have 200 RMB. You can buy or sellanything you like. Make a note of what you buy or sell.
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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：havea look, 日常用语：I’msorry.
1Key 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。
2Write 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havea 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。
教后一得：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：havea look, 日常用语：I’msorry. 学生掌握的很好。
Unit8 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：monthsof 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
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period1
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 toyour 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?
Step2. Let’s see the new words we’ll use.
Firstread by themselves. Then read after the recorder.
Step3. Let’s come to 1a. Listen and repeat. Then practice thesentence: When is your birthday? with the twelve months. For example:When is your birthday? My birthday is June fourth.
Step4. Let’s listen and number the conversations (1 -3)
Afterlistening, show the students how to express the date.
Thenshow some pictures of calendar. Point some days and let them say out.
Showa calendar and practice the sentence: When is your birthday?
Step5. listen and repeat. Listen carefully and circle the date in theconversation.
Step6. Listen and match the names , months, and days. After listening,check the answers. And ask who is all right?
Step7.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 ….
Step8. Ask your friend’s birthday and write it down.
Step9. Who knows your father and mother’s birthday?
Youare great!
Tellthem: we should care for our parents more.
Step10. Do some exercises
1.Canyou 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 …..
教后一得：
新目标英语Gofor 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
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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。
Period2
Step1. Greeting. Good morning.：
Step2. go over some words we learned last class. Say twelve months of ayear.
Makea dialogue like: When is your birthday? My birthday is …..
Step3. Do you have a calendar in Chinese at home? Please make a calendar in English by yourself. And please mark your birthday and yourparents’ birthdays on your English calendar.
Step4. 班级生日册
Ihave an English calendar. Let me tell you when my birthday is. Mybirthday is December 21st.When is your birthday?
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1. | Four students a group. Ask their partners: When is your birthday? And then write the date in the chart. Let one of the students in a group tell us. Order the dates of the students’ birthdays in turn. And try to find how many students do they have birthday in one day? |
Step5. 寻找同学们共同喜欢的日子
Whichday do you like best in a year? I like December 25th,because its’ Christmas Day. And it is also my birthday. What aboutyou? When is your birthday?
Step6. do some exercises
用所给词的正确形式填空
1.Todayis her _______(eight) birthday.
2.Thisis ____ (I) mother.
3.Let’s___ (watch)TV.
4.That_____(sound) good.
5.Doyou _____ (like) basketball?
6.Sheis ______(shop).
7.Henry______ (have) a computer game.
8.Ihave a pair of ______ (sock).
9.Theseare my ________(photo).
10.There______ (be) a basketball and some books on the desk.
句型转换
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1My birthday is Octobertenth.（就划线部分提问）
_______is ______ birthday?
2.Iwas born in1985.(就划线部分提问)
____________ were you born?
3.Veraisfifteen.(就划线部分提问)
_________ is Vera?
4.Wehave a pop concert every year.（变为一般疑问句）
______you ______ a pop concert every year?
5.Howold are you?（同义转换）
________your _______?
教后一得：
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。
Period3
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. Iwas b_____ in January 15th.
2. Whenis your b______,Nick? It’s June 4th.
3. H____old is your sister?
4. Wehave an Art F_______ each year.
5. Ilike basketball and v_________.
6. Whenis your school t_______?
7. Janeis thirteen y_______ old.
8. O_______1stis our National Day.(国庆节)
4.Let’s look at the textbook.
Matchthe pictures and the events. Write the correct letters next to theword.
Thekeys: 1. d 2. c 3. b 4. a
Let’scome to 2a Listen and check the events above that you hear.
Thenlisten again and fill in Joe’s calendar.
5.pairwork
forexample:
A:When is Basketball game?
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B:It’s on October 3.
6.Do you have these events at your school? Check the boxes. Write themonth, if you know it. Think of one more event.
Forexample:
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
Writefive things about yourself on a piece of paper. Another student willread it to the class. Can your classmate guess who the student is?
I’mfifteen years old. My brother’s birthday is January 1st.I like baseball and volleyball…….
教后一得：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。
Period4
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 andtheir birthdays. 4. Do the exercises.
选择正确答案
1.LiMing’s birthday is ______ April 11.
A.on | B.at | C.in | D.of |
2.Mybirthday is ______ March.
A.on | B.at | C.in | D.of |
3.Theboy 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.Thereare ______ months in a year.
A.twentyB.twelve C.twelfth D.twentieth
7.---_____is New Year’s Day?
---It’sJanuary 1st.
A.Whichday B.What day C.What D.When
8.Sundayis the _____ day of a week.
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A.third | B.second C.first | D.last |
适当的代词替换划线的单词
（）1.Mary'sbirthday is tomorrow.
A.His B. I C. Their D. Her
（）2.John'scoat is brown.
A.You B. Her C. His D. He
（）3.JaneJohnson'sdate of birth is June 3.
A.Their B. Them C. Her D. She
（）4.Pablo'sand Bill'sbirthdays are in October.
A.Their B. My C. Them D. Theirs
（）5.Mysister'sfavorite game is baseball.
A.Your B. My C. I D. Her
按正确的顺序排列序号
Mary:I’mfourteen.
1. John:Hi!Is today your birthday?
2. John:Howold are you?
3. John:Congratulations!
4. Mary:Yes,it is.
_______________________________________________________选择正确的单词填空
speechcontests who when January August us we school trips 1. ____ isshe?
2.____areSam and Martha going to the game?
3.Please,Mom, let ____ have a party!
4.Theeighth month is ____
5.Doesyour 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。
Thereis _______ ______ ______ contest ______ ______.
3.我弟弟的生日是1月1日。
Mybrother’s birthday is ______ ______.
4.你是哪年出生的？
____________ were you born?
5.8月份我们要去郊游。
Weare going to have a ____ _____ _____ ______.
6.我们每年都有一次艺术节。
Wehave ______ _____ ______ each year.
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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. 2. 3. 4. 5. | When is Ann’s party? | _____________________________ |
At what time is it going to start? ________________________ Where is she going to have her party? ____________________ What’s her telephone number? _________________________ What’s her address? _________________________________ | ||
教后一得：
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，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。
UNIT9 Do you want to go to a movie?
LESSON1 –(READING)
1. LanguageGoals:
Talkabout movie preferences and make plans.
Newlanguage:
-Doyou want to go to a movie? Yes，Ido。Iwant to go to an action movie.
-Whatkind of movies do you like? I like comedies and documentaries but Idon’t like thrillers.
-kindsof movies:thriller, war, documentary, comedy, romance, action movie, mystery,fantasy and adventure
-descriptions:scary, boring, great, fun, exciting, sad, funny, awesome, fantastic,wonderful
II.Teaching Aids:
Movieposters
Balloon(for grammar focus)
III.VocabularyWords:
film,war movies, action movies, romances or love stories, thrillers,comedies, documentaries, mysteries, fantasies andadventures
-exciting,sad, scary, funny, great, fun
IV.TeachingSteps:
1. Teachertalksabout the movie he/she has seen lately. Make necessary gestures toget the attention of the students (likestory telling).
2. Askthe students about the movies they have seen recently. Let them writethe answers on the board.
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3. Writethe vocabulary words on the board. Explainclearlythe meaning of each word with the use of teaching aid (posters).You may use appropriategesturesto make the explanation simple.
Examples:Film– isanother English word for movie.
Comedies– are a kind of movies made to make people laugh and feel happy.
Documentaries– are often educational and usually talk about famous historicalevents and study of a famous people.
Actionmovies– are simple stories of good people against bad people, where mostproblems are resolved using physical force. Usually action movieshave fighting scenes.
Thrillers– are scary movies with lots of surprises and usually they makepeople jump.
4.Teacher reads every word withcorrect pronunciation whilestudents listen.
5.Sayeveryword and ask students to repeat after you.
6.Groupthe class into5 and ask each group to read the vocabulary words correctly.
7.Point to the example (1a): Say number1is (a), action movie. Ask themto match the kinds of movies with the posters. Check the answersafterwards.
教学一得：次项活动，帮助学生学习语言和运用语言，提高了学生的学习兴趣，提高了他们的参与意识。
LESSON2(LISTENING AND SPEAKING)
1. Singa song (to the tune of LONDONBRIDGE).
I’mthe first one don’t change me, don’t change me, don’t changeme, I’m the first one don’t change me-oh no just let me be.
2. Pairwork: Ask students practicethe given conversation(guided by the teacher). Take time to practice the dialog for mastery.
Ex.Do you want to go to a movie / Do you want to see a movie?
Yes,I do. I want to see a thriller movie.
3. Listening:Ask students to do activities 2a and 2b. Tell them to listencarefully.
4. IntroduceGRAMMAR FOCUS.Give the rules and explainfurtherby giving more examples. Note: A teacher could giveadditional examples out of the given content such as city –cities…
A. SingularNoun Plural Noun
thrillersthriller
documentary documentaries
comedy comedies
actionmovie actionmovies
-Readthe singular and plural forms of nouns to the students and ask themto repeat. Point out the change from y to ies whenthe word documentary becomes plural.
B.Explain contractions.Blow up a balloon- ask what happened? (It expanded.) Let the airout-ask what happened? (It contractedwhich means to get smaller.) Ex. do not – don’t
-Pointout thatpresent tense questionswith want are answered with a form of the verbdo -do, don’t, does, doesn’t Examples: Do you want to go to a movie? Yes, I do. / No, I don’t.
Doeshe want to go to a movie? Yes, he does. / No, he doesn’t.
Doesshe want to go to a movie? Yes, she does. / No, she doesn’t.
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5.Ask the question. What kind of movies do you like?
Encouragestudents to give more “What kind of…questions” they might beable to ask. Example: What kind of food do you like? OR What kind ofanimals do you like?
6.Oral activities(3a and 3b): Read the 2 conversations. Then ask students to read themaloud. Write the sentences from the conversation on the board. Pointto the word “and” and say, we use “and” when both ideas inthe sentence are the same. We use “but” when the 2 ideas in thesentence are different. Have the students practice more orally.
教学一得：英语是一种语言，重在应用，通过这项活动，教会学生能够学以致用。
LESSON3(LISTENING, READING AND WRITING)
1. Introducekeyvocabulary words-usedto describe movies (Section B 1a). Ask students to focus on thepictures and let them fillin the blanks individually. Review the answers together. Accept allreasonable answers and correct unreasonable answers.Such as writing sad under comedies.
2. Havethe students listenand circle the description words in 1a that they hear.
Letthem listen again. Ask them to list down the words that thecharacters (Edward and June) use when they talk about the 3.
differentkinds of movies (2b).
4. Askthe students toread whatJung says and write the differences between Edward and June (2c)
5. Givemore emphasison reading practice usingthe target language under activity 3a. Group the students and askeach groupto read the description words correctly.
教学一得：在任何一节英语课中，听，说，读，写四个环节，都是不可欠缺的，或偏重于这个，或偏重于那个。
LESSON4 –(PRACTICE ORAL ENGLISH)
1. Reviewall key vocabulary presented in this unit. Ask students to check allthe words they know and find out the meanings ofthe words they don’t know. (SELF CHECK)
2. Callon students and ask each of them to give a word and use it in asimplesentence.Example: documentaries -I don’t likedocumentaries because they’re boring.
Invitepairs of students to say the conversation or dialoguefor the rest of the class. 3.
4. Askstudents to sharetheirfriend’s movie preferences (likes and dislikes), what the personthinks about movies.
Forexample: Ihave a friend. Her name is Ann. She likes comedies very much but shedoesn’t like documentaries because they’re boring.
5. Encourageevery student to speakEnglish andcorrect every mistake for further understanding.
教学一得：新目标英语Gofor 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。
UNIT10 –Canyou play the guitar?
LESSONI
I.Language Goal:
Talkabout abilities.
Newlanguage:
Canyou draw? Yes, I can, No, I can’t. What can you do? I can fly akite.
II.TeachingAids:
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Concreteexamples of musical instruments or pictures
Picturesof people and animals showing abilities
III.VocabularyWords
can,can’t, paint, dance, swim, drive, clean, cook, fly, speak, walk,climb, read, plant, jump
IV. TeachingSteps:
1. Beginby showing some pictures of people and animals showing theirabilities.Ask students to saysomething about eachpicture. Talk more about the pictures.
2. Introducevocabulary words and explain clearly. You may act out every word oruse gestures for comprehension.
Examples:Can–is used to show what a person or an animal is able to do such as:Mother can cook Chinese food. Father can play the guitar well.
Can’t-is the short form of cannot. It refers to the things a person oranimal cannot do such as: A small boycan’t paint a house. A baby can’t go up the stairs
3. Readevery word while students listen.
4. Dividethe class into 5 and ask each group to readthe vocabulary words correctly.
5. Letthe class read again the words. Take note of the students’pronunciationand correct every mispronounced word. 6. Askstudents to match the word with the pictures (1a). Check the answersafterwards.
教学一得：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。
LESSON2(SPOKEN CONVERSATION)
1.Take time to discuss westernculture injoining a club. For example inAmerica,students are encouraged to join a club like music club, English club,sports club, art club etc.
2.Saythe sample conversations.Have students repeat for mastery.
Conversation1
Girl:I want to join the English club.
Boy:Oh, can you speak English?
Girl:Yes I can.
Conversation2
Girl:Can you clean your bedroom?
Boy:No, I can’t.
Conversation3
Girl:I want to join the art club.
Boy:Can you paint?
Girl:Yes, I can.
2. Askstudents to practicethe conversationsin pairs. Encourage them to use the given vocabulary. Examples:Can you play the violin?
Yes,I can. (Nod your head.)
No,I can’t. (Shake your head.)
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-Canyou play after class? Yes, I can. / No, I can’t.
-I want to join the music club.
Canyou sing?
Yes,I can.
3. Listenin on various pairs to be able to check the progress and help thestudents with their pronunciation.
4. Askthe students to do activities 2a and 2b. Tell them to give specialattention tolistening activity(names of the clubs). 5. IntroduceGRAMMARFOCUS.Explain clearly by giving more examples.
Canyou dance? No,I can’t.
Canyou sing? Yes,I can.
Canhe paint? No,he can’t.
Canshe speak English? Yes, she can.
Canyou speak English? Yes, we can.
6. Guidedreading practice using targetlanguage:Let students do activity 3a.
7. Callattention to the example conversation (3b). Read the instructions forthe activity. Demonstratethe activity. Ask studentsto interview other students sitting near them. Call on students totell what they found out. Take time for oral practice.
教学一得：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，他们能够在较为真实的语境中锻炼口，笔头交流能力。
LESSON3 (PRACTICEWITH THE NEW VOCABULARY WORDS)
1. Callattention to the pictures.Talk aboutthe common musical instruments (Section B).
2. Pointto the five words at the top. Have studentsread thenames of these five musical instruments. Provide pronunciation help.
3. Askstudents to match each word with its picture.
ORALPRACTICE -Call attention to the conversation in the picture. Ask students toread it aloud (1a). 4.
Examples:Can you play the piano?
No,I can’t.
CanBill play the guitar?
Yes,he can, but he can’t sing.
5. Demonstratethe activity with a student. Ask students to work in pairs. Tell themto ask and answer the questions for class. 6. Givemore emphasison oral activity.Encourage all students to participate and practice spoken English.
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教学一得：
力。
LESSON4 (EVALUATION0
1. Askstudents to check all the words they know and find out the meaningsof any words they don’t know (self-check) 49
2. Forevaluation,ask students to listen carefully to every sentence you are going tosay and let them answer with YESor NO.
1. Ababy can fly.
2. Bigbrother Alan can run fast.
Girlscan dance. 3.
4. Adog can sing.
5. Adesk can grow.
6. LittleDavid can drive a car.
Aplant can walk. 7.
3. Readevery sentence and let students fill in the missing word using can orcan’t (oral). Try to actout a wordif the students don’tunderstand the meaning or use some gestures.
1. Mother_____climb a tree.
2. Adoctor ____ cure an ill person.
3. Afish ____stay out of the water for a long time.
4. Aboy ____ fly a kite.
5. Littleboys ____carry big and heavy boxes.
6. Mother___ cook delicious meals.
7. You____clean your bedroom.
8. Dog___fly like birds.
4. Callon students individually and let him/her talkabout his/her own abilities.
Examples:I can speak English very well but I can’t speak Chinese.
Ican sing but I can’t dance.
教学一得：适度的练习，可以使学生学会怎样去应用所学知识，理解所学知识，巩固所学知识。
Unit11 What time do you go to school?
LESSON1
I.Language Goals:
Talkabout routines.
Askabout times.
-NewLanguage:
Whattime do you get up? OR When do you usually get up? I get up at fiveo’clock. OR I usually get up at five o’clock. When does she takea shower?
Shetakes a shower at five o’ clock.
Whattime is it?
It’sten o’ clock.
II.TeachingAid:
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Teachingclock with moveable hands
III.VocabularyWords:
Routines,run, eat breakfast, go to school, do homework, go to bed, shower,o’clock, morning, get up, usually, pen pal, arrive, around, pretty,lunch, quarter, noon, break, finish, half, evening, hour
IV. TeachingSteps:
1. Greetings.
Readthe short description below (about routines). Tell students that thisis what Nancy’s penpaldoes everyday. 2.
Listencarefully.
*Iusually get up at a quarter past seven-that’s seven fifteen in themorning. I have breakfast at eight o’ clock and then take the busto work at half past eight. I usually arrive at work at a quarter tonine. My morning is usually pretty busy and I like taking a lunch atnoon. In the afternoon, I usually have another break at threefifteen. I usually finish work at a quarter to five and arrive homearound six in the evening. At night, I usually go to bed at eleven o’clock.
3.Read the vocabularywordson the board.
4.Read again and ask studentsto repeatevery word after you.
5.Givethemeaningof every word using the description above. Don’t forget to use somegesturestomake every meaningclear.
6.Ask the class to read the words again. Correcteverymispronounced word.
7.Have students do exercise 1a. Check the answers afterwards.
教学一得：在新课程当中，虽然教师不再是课堂的主体，但教师的作用仍然是举足轻重的，一节课的效果如何，关键在于教师的引导和带动，所以教师的情绪回左右课堂。这一点，每个教师都要注意。
LESSON2
1. Say,look at therules fortelling time in English.
a.In English we use “past”to say times after the hour until half past, or 30 minutes past thehour. Example: 9:30 – It’s half past nine.
b.In English we use o’clock onlyat the full hour. Example: 2:00 – It’s two o’ clock.
c.We can also say the number in groupsof two.Example: 7:25 – It’s seven twenty – five.
d.When speaking about the different times of the day we often use: inthe morning, in theafternoon, in the evening.e. In English we use “atnight”not “in the night.
2. Askstudents to do activity 1b. Remind them to listencarefully.
3. Askstudents to practicethe dialogue inpairs.
Whattime do you usually get up, Rick?
Iusually get up at five o’ clock.
4. Letthe childrenlisten to the conversation(2a) and ask them to do the written exercises (2a and 2b)
5. Discussgrammar focus.Go over the rules for telling time. Try to extend the grammar focusby giving more examples. Belowis just a simple example. Take note how questions are answered. Lookat the verbs used.
Whattime do you get up? I get up at six o’ clock.
Whattime does he eat breakfast? He eats breakfast at seven o’ clock.
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Whattime does she go to school? She goes to school at eight o’ clock.6. Askstudents to read the grammar focus repeatedly.
教学一得：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。
LESSON3
1. ORALPRACTICE:Go over the shower schedule (2b). This time teach students on how toask and answer questions correctly.Then let students do it in pairs..
2. Introducethe passage(3a).Read it aloud to the students then ask them to read it after you.
3. Havethe students answer thewritten activity(3a).
MOREORAL PRACTICE!Talk about parts of the day (morning, afternoon and evening). 4.
5. Askthe students about their daily routines or every day activities like:get up, eat breakfast, go to school and so on and so forth.
6. Takestudents to the pictures under Section B 1a. Let them answer.
7. Pointthe conversationin the picture 1b. Ask a partner questions about when people do thesethings. (PAIRWORK) Example:When do people usually eat breakfast? People usually eat breakfast inthe morning.
8. Nowcall a student and ask him/her to readthe conversationin the picture (2b). Ask the students then to work in pairs. Directpairs of students to ask and answer one or two questions as the classlistens.
9. Proceedto activity 3a. Call attention to the letter from Jennifer to Selina.Read it aloud then ask a student to read it again. Encouragestudents toask questionsabout the contents of the letter and answer every question.
10.Have the studentsreadthe letter again and ask them to answer the written activities (3aand 3b). Then check the answers afterwards.
教学一得：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。
LESSON4
1. Goover thedaily routines of the students.
Getup, take a shower, eat breakfast, go to school, run, do homework, eatdinner, go to bed 2. Reviewtelling time and parts of the day.
3. Shareyou daily routines to the students. Let them listen.
Callsome volunteers to talkabout their daily routinestoo (individually). 4.
5. Enrichmentactivity:Tell the times below.
NOTE:Explainam and pm first.
Example:10:30 am Answer: It’shalf past ten or ten thirty in the morning.
1. 12:15pm –
9:45am -2.
3. 9:25pm –
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4. 2:28pm –
5. 6:10am –
6. Howdo we ask the time? Look at the following:
1. What’sthe time? It’s half past three.
2. Whattime is it? It’seight twenty.
3. Doyou have the time, please? It’s six fifteen.
4. Sorry,could you tell me the time, please? It’s quarter to two.
5. Doyou know what the time is? It’s ten past twelve.
7. Letthe class readthe additional information or knowledge given above.
教学一得：学生通过讨论交流和合作方式来展示他们丰富的想象力和创造力，这不失为一个好的办法。
Unit12 What’s your favorite subject?（一）
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
Whydo 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
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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’syour favorite …?
Myfavorite … is…
Whydo 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Ilike … and …is my favorite fruit.然后询问学生What’syour 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popmusic, 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：
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What’sthis? 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：
Whatclass 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：Whendo you get up every day? Why do you like English?
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Whydo you like English?
这一句的回答就是Becauseit’s interesting.
※表星期的名词
共有七个表星期的名词:Sunday, Monday, Tuesday, Wednesday, Thursday, Friday andSaturday.他们的提问
方式是：
Whatday is it today? 或Whatday is today? It’s … 或Todayis …
要表示在星期几，介词要用on而不是in.比如：onMonday。
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.
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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
abike/ 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：Speakingand Listening
提示词语及句型；(1)favoritecolor/food/book/TV play/sport/city (2)What’s your mother’sfavorite…?
1. (3)Whydoes she like…?
活动形式：2人小组
活动三:答记者问
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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： Speakingand writing
提示词语及句型：(1)What’syour favorite book/film/song/color…? (2)Why do/don’t you likeit?
(3)Becauseit’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.
Whydo you like it?
fun/interesting Because it is fun/interesting.
Whendo you have science lesson?
OnTuesday I have it on Tuesday.
art Why don’t you like art?
boring Because it’s boring.
教后一得：
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。
Unit12 My favorite subject is science（period2）教学目标
※学会描述各个学科
※学会表达对不同学科的看法
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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wantto 句式
学习策略与思维技巧
3.查找信息解决问题1.个体操练 2.群体思维
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’sactivityStudents’ activity
Leadin: a chant
WarmupLead the Ss to listen to a chant
Whatare they talking aboutListen to the chant
Askquestions about school:
Whatsubjects and what daysAnswer the questions
TaskI pair work: my favorite subject
Aim:get to know favorite subjects and teachers, and the reasons.
1GiveSs some examples of ‘what’
Why’and ‘who’ conversationsRead the examples
2AskSs to do the pair work,Favorite subjects, teachers…Make their own
conversations
3Movearound and give Support Work in pairs
4Askpairs of Ss to show their works
Andcorrect their pair worksShow the conversations
TaskII game: my favorite subject
Aim:familiar with the target language and tell their favorite subjects
1Showthe words of one week
Andtranslate into Chinese Read the words
2Givethe sentences: when do you have…? I have …on…Make the sentences
3Givethe school schedule, and do pair worksMake the conversations
4Showthe examples of the gameLook and read
5Playthe game: pass the sentences one by onePlay the game
TaskIII oral practice
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Aim:know others’ favorite subjects and make oral practice
1Playthe recorder: two timesListen and finish the chart
2AskSs to read the answers
InpairsCheck the answers
3AskSs to find our their favorite day
Andreasons Answer the questions
4Showthe examples and make a report about the chartPractice the report
5AskSs to give the report:
OralpracticeRead the report
TaskIV group work: make your favorite day
Aim:use target language to design a school schedule
1Askquestions about school
Subjectsand dateAnswer the questions
2Showthe examples
AskSs to read Look at the PowerPoint
3Dothe group work and choose their favorite day and favorite
subjectsGroupwork
4Movearound and give the support
Checktheir wordsWork in groups
5Givethe report and ask one student to count the numbersGive the reports
ofgroups
Homework:
Aim:let Ss know more about their parents
Asktheir 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Pairwork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。
教后一得：
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。
Unit12 My favorite subject is science（period3）
教学目标
※学会描述各个学科
※学会表达对不同学科的看法
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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wantto 句式
学习策略与
3.查找信息解决问题思维技巧1.个体操练 2.群体思维
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’sactivityStudents’ activity
Leadin: a chant
WarmupLead the Ss to listen to a chant
Whatare they talking aboutListen to the chant
Askquestions about school:
Whatsubjects and what daysAnswer the questions
TaskI pair work: my favorite subject
Aim:get to know favorite subjects and teachers, and the reasons.
1GiveSs some examples of ‘what’
Why’and ‘who’ conversationsRead the examples
2AskSs to do the pair work,Favorite subjects, teachers…Make their own
conversations
3Movearound and give Support Work in pairs
4Askpairs of Ss to show their works
Andcorrect their pair worksShow the conversations
TaskII game: my favorite subject
Aim:familiar with the target language and tell their favorite subjects
1Showthe words of one week
Andtranslate into Chinese Read the words
2Givethe sentences: when do you have…? I have …on…Make the sentences
3Givethe school schedule, and do pair worksMake the conversations
4Showthe examples of the gameLook and read
5Playthe game: pass the sentences one by onePlay the game
TaskIII oral practice
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Aim:know others’ favorite subjects and make oral practice
1Playthe recorder: two timesListen and finish the chart
2AskSs to read the answers
InpairsCheck the answers
3AskSs to find our their favorite day
Andreasons Answer the questions
4Showthe examples and make a report about the chartPractice the report
5AskSs to give the report:
OralpracticeRead the report
TaskIV group work: make your favorite day
Aim:use target language to design a school schedule
1Askquestions about school
Subjectsand dateAnswer the questions
2Showthe examples
AskSs to read Look at the PowerPoint
3Dothe group work and choose their favorite day and favorite
subjectsGroupwork
4Movearound and give the support
Checktheir wordsWork in groups
5Givethe report and ask one student to count the numbersGive the reports
ofgroups
Homework:
Aim:let Ss know more about their parents
Asktheir 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Pairwork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。
教后一得：
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。
Unit12 My favorite subject is science .（period4）
执教人：葛艳霞张淑惠杨金泉李松龄刘梅
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
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3.互相询问最喜欢的事情及其原因
单元句型：
1. －What’syour favorite subject ?
－Myfavorite subject is Chinese .
2.－What’sher favorite subject ?
－Herfavorite subject is English .
3.－Whydo you like English ?
－Becauseit’s interesting and useful .
4.－Whydoes he like P.E. ?
－Becausehe likes sports very much .
5.－Whois your math teacher ?
－MrsO’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，SpringFestival 春节，festival节日
Christmas圣诞节，ThanksgivingDay 感恩节
ChristianityEaster / Easter 复活节 Fool’sDay 愚人节
Children’sDay / 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?
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（四）最喜欢的，除了favorite，我们还可用短语like…best.
Whatsubject do you like best ? 你最喜欢的是什么学科？
Whydo 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
6.音乐教师5.在学校
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 |
|
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|
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favorite sport |
|
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favorite movie |
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|
四.改错：
1. My favorite subject is math and English .
2.Why do she like music best ?
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） isart .
A:Who is （5） art （6）？
B: （7） art （8） isMrs. Mendoza .
2. A: What is her （9） subject?
B:Science .
A:Why （10） she （11） science?
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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 ?
教后一得：
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。
Unit13 where is your pen pal from?(period 1)
教材分析
本单元的核心教学项目是＂语言＂，涉及到国家，国籍，所使用的语言等项内容，让学生通过学习和活动,掌握交流个人基本信息的技能和知识。
教学目标
1.话题：Countries,nationalities and languages
2.功能目标：1)学会向别人传递个人的基本信息2)像别人介绍自己的笔友
3.文化目标：通过交流自己对英语的真实态度，询问别人的态度，使学生对学习英语产生浓厚的兴趣。
教学重点
通过本单元的学习使学生学会谈论国籍和语言。
教学难点
当主语为第三人称单数时，谓语动词的变化形式。
模块一:活动导入
老师在课前准备一些带有七大洲特色的照片和图案及特征颜色，贴在教室的不同地方，形成七个区域---即七大洲。上课后，老师站在不同的区域，让学生们猜出是哪个洲（汉语即可），然后教英语。之后学生自己选一个自己喜欢的洲，离开座位。老师在每个洲选两个人，试问：“Whereare you from?” 重复刚才教的七大洲名。
重难点突破
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1.一般现在时
该时态用于描述经常性的动作或者状态。谓语动词be有三种形式am，is，are，在使用时要根据主语，选
择不同的形式。否定句中，直接在be后添加not，在疑问句中将be直接放在主语之前即可构成疑问形式；其他
动词（主要包括行为动词和除be以外的系动词）在一般现在时中也因主语发生变化。当主语为第三人称单数时，
谓语动词的词尾要添加“s”，构词法与名词复数构词法基本一样；反之，谓语动词则以动词原形出现；如：
Theylike to eat different kinds of food.
Theydon’t like to eat different kinds of food.
Dothey like to eat different kinds of food?
Yes,they do. No, they don’t.
Whatdo they like to eat?
LiShan likes rice a lot.
2．comefrom…
来自于”，但是它们在句中的使用方式是不同的。在否定句中，我们直接将否定词加在助动词do或does
后，因此出现该动词的缩写形式don’t或doesn’t。注意助动词do或does在使用时，受到主语人称的限制。在书
写特殊疑问句时，在系动词be，助动词do或does前会出现特殊疑问词，句式结构与一般疑问句完全一致。如：Are
youfrom the States?
Yes,I am. No, I am not.
Iam not from the States.
Whereare you from?
Doyou come from the States?
Yes,I do. No, I don’t.
Idon’t come from the States.
Wheredo you come from?
活动一：获取对方信息
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目的：进行自然交流
材料：两种不同的表格
A(forsome of the students in the class)
NAME | AGE | CLASS | COUNTRY | LANGUAGE | APPEARANCE |
Bob | 12 | 3 | Britain |
|
|
Jo Hunt | 15 |
| America |
| long hair |
Jim |
| 5 | England |
|
|
Jack Wilson |
|
|
| French/English |
|
Nancy | 13 |
|
| English/Chinese | round face |
B(forthe other students in the class)
NAME | AGE | CLASS | COUNTRY | LANGUAGE | APPEARANCE |
Bob |
|
|
| British English | short hair |
Jo Hunt |
| 5 |
| American English |
|
Jim | 12 |
|
| British English | big eyes |
Jack Wilson | 15 | 4 | Canada |
| thin and tall |
Nancy |
| 4 | Australia |
|
|
教学一得：
对于学习内容，采用分散整合的方式，容易化繁为简，浅入深出。
Unit13 where is your pen pal from?(period 2)教材分析
让学生通过学习和活动,掌握交流个人基本信息的技能和知识。
教学目标
1.认知目标：
1）词汇Canada,South Korea, France, Japan, the United States, Brazil, Australia, theUnited Kingdom, Mexico, Argentina, English, Spanish, French, Portuguese,Japanese, Korean 2) 语法项目：一般现在时的陈述句和疑问句形式。
3)语言目标：Whereis your pen pal from?
She’sfrom Mexico.
Wheredoes she live?
Whatlanguage does she speak?
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Shespeaks English and Spanish.
教学重点
通过本单元的学习使学生学会谈论国籍和语言。
教学难点
当主语为第三人称单数时，谓语动词的变化形式。
重难点突破
1.一般现在时
一般疑问句得否定句中的变化规则，分别采用助动词don’t和doesn’t与动词原形构成否定句，在疑问句中
将助动词do和does放在主语之前表示疑问，谓语动词位置不动并且都采用原形形式。请认真观察下列各句中谓
语动词的位置和它们的形式以及与主语之间的相互关系。如：
LiShan likes rice a lot.
LiShan doesn’t like rice at all.
DoesLi Shan like rice?
Yes,she does. No, she doesn’t.
Whatdoes Li Shan like?
2．befrom…
“来自于”，但是它们在句中的使用方式是不同的。在一般疑问句中，befrom中的系动词be可以直接提前
构成一般疑问句，在否定句中可在系动词be后直接添加not表示否定；以comefrom作谓语构成的一般疑问句，
由于come是行为动词，它的疑问形式是句首出现助动词do或does,come在句中的位置，形式与陈述句时是一
样的，不发生任何变化。
Theylike to eat different kinds of food.
Theydon’t like to eat different kinds of food.
Dothey like to eat different kinds of food?
Yes,they do. No, they don’t.
Whatdo they like to eat?
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Yes,I am. No, I am not.
Iam not from the States.
Whereare you from?
Doyou come from the States?
活动一：介绍笔友
目的：在情景中运用本单元学过的词汇和句型。
材料：一张表格
语言技能：Speakingand listening
活动形式：groupwork
操作过程：1.教师提出语言任务：向同伴介绍自己的笔友
2.学生在心中默想一位自己感兴趣的笔友
3.教师提供表格可能的话，可以包括对人的外貌的描述
NAME: | |
SEX: | |
AGE: | |
COUNTRY: | |
SCHOOL: | |
LANGUAGE: | |
HOBBY: | |
4.学生按照表格自行设计自己的笔友
5.以小组的形式进行交谈，交流有关笔友的信息
6.学生以小组的形式制作表格，填写自己笔友的基本情况
7.小组之间进行信息交流
8.教师对学生完成以上任务的情况做出评价
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教后一得：
该教案设计灵活，方便实用，利用学生加强语言的交际能力，同时还为她们提供了大量的动手、动笔的能力。
Unit13 Whereis your pen pal from ? (period 3)执教人：
单元目标：
1. To talk about where people are from .
2.To talk about countries , cities , and languages .
3.To get some knowledge about geography in English .
4.To get information about different cultures .
语言目标：
A.主要句型：
1. Where is your pen pal from ? 你的笔友来自哪里？
2.She is from Mexico. 她来自墨西哥。
3.Where does she live ? 她住在什么地方？
4.She lives in Mexico City . 她住在墨西哥城。
5.What language does she speak ? 她讲什么语言？
6.She speaks English and Spanish . 她讲英语和西班牙语。
7.Does she speak French ? 她讲法语吗？
B.主要词汇：
Countries:
Brazil, South Korea , Japan , The United States , Canada , Australia ,
Mexico, Argentina , China , The United Kingdom , France , Germany , NewZealand Languages: Chinese , Japanese , German , French , English , Spanish ,
Portuguese, Korean
Otherwords : pal , pen pal , south , country , New York , Rio de Janeiro ,Tokyo , live , language , easy , step , beginner , advanced ,conversational ,
introduce, written , world , Ottawa , place , physics , enjoy , frequency ,
nationality, dislike
二.重点、难点：
1. To ask about where people are from .
询问人们来自哪里。
a.be from “来自”
（1）Whereis your pen pal from ? “你的笔友来自哪里？”
（2）Maryand Tony are from the United States .
“Mary和Tony来自美国。”
（3）I’m/ I am from China . “我来自中国。”
b.come from “来自”
（1）Wheredo you come from ? “你来自什么地方？”
（2）Wheredoes your pen pal come from ? “你的笔友来自哪里？”
（3）Mypen pal comes from Korea . “我的笔友是韩国人。”
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（4）Theycome from Russia . “他们来自俄罗斯。”
2. To ask about what languages people speak .
询问人们讲什么语言。
（1）Whatlanguage do you speak ? 你讲什么语言？
（2）Ispeak Chinese . 我讲汉语。
（3）Whatlanguage does your pen pal speak ?
你的笔友讲什么语言？
（4）Hespeaks Japanese and a little English .
他讲日语，也讲一点英语。
注意：“说”某种语言，要用“speak”.不能用其他的动词。
3.To ask about where people live .
询问人们居住地。
（1）Wheredo you live ? 你住在哪里？
Ilive in Beijing . 我住在北京。
（2）Wheredoes your pen friend live ? 你的笔友住在什么地方？Shelives in Washington . 她住在华盛顿。
注意：表示在某个城市，介词用“in”
如：in New York | in Tokyo | in Mexico City |
4.I like going to the movies with my friends and playing sports .like“喜欢”，后多跟动词ing形式。
如：Ilike listening to music !
Myfather likes watching TV.
Boyslike playing balls.
5.Can you write to me soon ? 你可以快些给我写信吗？
writeto sb . “给某人写信”
Iwrite to my pen pal twice （两次）amonth .
我每月给我的笔友写两次信。
SometimesI write to my parents .
6.To get to know some countries , their capitals and languages .
CountryCapitalLanguage
ChinaBeijingChinese
KoreaSeoulKorean
JapanTokyoJapanese
MexicoMexicoCitySpanish
U.S.A.WashingtonEnglish
BrazilRiode JaneiroPortuguese
FranceParisFrench
GermanyBerlinGerman
7. I enjoy physics class at school .
enjoy“非常喜欢”，指可以从中得到乐趣。
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e.g.I enjoy listening to classical music .
听古典音乐是种享受。
Heenjoys his meals . 他非常满意饭菜。
教学一得：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。不足之处：在任务的设计和衔接上还不够精炼和流畅，有待在今后的教学中作进一步研究和探讨。
Unit13 Whereis your pen pal from ?(period 4)单元目标：
1. To talk about where people are from .
2.To talk about countries , cities , and languages .
3.To get some knowledge about geography in English .
4.To get information about different cultures .
语言目标：
A.主要句型：
1. Where is your pen pal from ? 你的笔友来自哪里？
2.She is from Mexico. 她来自墨西哥。
3.Where does she live ? 她住在什么地方？
4.She lives in Mexico City . 她住在墨西哥城。
5.What language does she speak ? 她讲什么语言？
6.She speaks English and Spanish . 她讲英语和西班牙语。
7.Does she speak French ? 她讲法语吗？
B.主要词汇：
Countries:
Brazil, South Korea , Japan , The United States , Canada , Australia ,Mexico , Argentina , China , The United Kingdom , France , Germany ,New Zealand
Languages: Chinese , Japanese , German , French , English , Spanish ,Portuguese , Korean
Otherwords : pal , pen pal , south , country , New York , Rio de Janeiro ,Tokyo , live , language , easy , step , beginner , advanced ,conversational , introduce , written , world , Ottawa , place ,physics , enjoy , frequency , nationality , dislike 二.重点、难点：
1. To ask about where people are from .
询问人们来自哪里。
a.be from “来自”
（1）Whereisyour pen pal from? “你的笔友来自哪里？”
（2）Maryand Tony arefromthe United States .
“Mary和Tony来自美国。”
（3）I’m/ I amfromChina . “我来自中国。”
b.come from “来自”
（1）Wheredoyou comefrom? “你来自什么地方？”
（2）Wheredoesyour pen pal comefrom? “你的笔友来自哪里？”
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（3）Mypen pal comesfromKorea . “我的笔友是韩国人。” （4）TheycomefromRussia . “他们来自俄罗斯。”
2. To ask about what languages people speak .
询问人们讲什么语言。
（1）Whatlanguage do you speak ? 你讲什么语言？
（2）Ispeak Chinese . 我讲汉语。
（3）Whatlanguage does your pen pal speak ?
你的笔友讲什么语言？
（4）Hespeaks Japanese and a little English .
他讲日语，也讲一点英语。
注意：“说”某种语言，要用“speak”.不能用其他的动词。
3.To ask about where people live .
询问人们居住地。
（1）Wheredo you live ? 你住在哪里？
Ilive in Beijing . 我住在北京。
（2）Wheredoes your pen friend live ? 你的笔友住在什么地方？Shelives in Washington . 她住在华盛顿。
注意：表示在某个城市，介词用“in”
如：in New York | in Tokyo | in Mexico City |
4.I like going to the movies with my friends and playing sports .like“喜欢”，后多跟动词ing形式。
如：Ilike listening to music !
Myfather likes watching TV.
Boyslike playing balls.
5.Can you write to me soon ? 你可以快些给我写信吗？
writeto sb . “给某人写信”
Iwrite to my pen pal twice （两次）amonth .
我每月给我的笔友写两次信。
SometimesI write to my parents .
6.To get to know some countries , their capitals and languages .
Country | Capital | Language |
China | Beijing | Chinese |
Korea | Seoul | Korean |
Japan | Tokyo | Japanese |
Mexico | Mexico City | Spanish |
U.S.A. | Washington | English |
Brazil | Rio de Janeiro | Portuguese |
France | Paris | French |
Germany | Berlin | German |
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7.I enjoyphysics class at school .
enjoy“非常喜欢”，指可以从中得到乐趣。
e.g.I enjoy listening to classical music .
听古典音乐是种享受。
Heenjoys his meals . 他非常满意饭菜。
教后一得：
任务型教学设计，需要在活动设计上多下功夫，设计一些简单的贴近学生生活的活动方式，才能取得事半功倍的效
果。
Unit14 I'm watching TV（period1）
I.Teaching goals:
1.Topic: Everyday activities
2.Function: Talk about what people are doing
II.Structures:
1.Present progressive tense
2.Yes/No questions and short answers
III.Target language:
1.--- What are you doing?
---I’m doing my homework.
2.--- Do you want to go swimming?
---Yes, I do.
3.--- When do you want to go?
---At three o’clock.
4.--- Where do people play basketball?
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---At school.
5.--- Hello! Is Tina there?
---No, she isn’t. She’s shopping at the mall.
IV.Key point:
Thedifference between Simple present & Present progressive
V.Vocabulary:
1.正在进行的动作：watching,doing homework, eating, cleaning, playing basketball, swimming,shopping, reading
2.地点：pool,school, mall, library
VI.Recycling:
1.Structures: Do you want…?
Let’s….
Thisis my brother Scott.
2.Describing words: boring, interesting
3.Time expressions
VII.Teaching & learning strategies: Cooperating
VIII.Teaching aids: Recorder, computer, handout, etc.
IX.Teaching processes:
Step1. Talk about the places where activities take place.
Lookat the pictures and complete the chart. (Section B-1a)
Askand answer questions on the information in the chart, using thestructures:
---Where do people play basketball?
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---At school.
Step2. Listen and practice more structures on places and activities.
Listenand complete the chart with the words in the box. (Section B-1a&b)
Askand answer questions on the information in the chart, using thestructures:
---Hello! Is Tina there?
---No, she isn’t. She’s shopping at the mall.
Listenor talk about the pictures with places and activities. (pp. 42~44from SBS 1)
Recycling:--- Who is he?
---He’s my father.
---What’s his name?
---His name is Paul.
---Where is he?
---He’s in Paris.
Extendedwords and phrases: in Paris, in New York, at the beach, at our house,sitting on a bench, feeding the birds
Step3. Read the passage and learn to follow the model.
Readthe letter in 3a on page 87, and try to comprehend it with the helpof the pictures, paying attention to the places and
activities.
Followthe model, and fill in the blanks in 3b.
Step4. Write a passage after discussing a picture from SBS 1, page 29.
Discussthe picture and express the activities, using the structures learnedin this unit.
Writedown what have been discussed, with the title “A busy day”,beginning with “Everybody at 210 Main Street is very
busytoday”.
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教案点评：
本设计针对本单元SectionB教材展开的教学活动，本课各个环节的处理体现在结合教材内容，引入外来素材展开学生自主活动，但本设计活动方式不够活跃，激情不够。优点是回避了旧传统式的语法讲解，而把语法的训练融入听、说、读、写等各方面的训练中，在语境中学习语法，体现语法为语言交际服务的宗旨。
教后一得：
不足之处：1.由于本课话题的关系，尽管回避了旧传统式的语法讲解，但仍无法完全避免走老路。因此，涉及到语法现象的教学，还有待于研究、探讨。
2.虽说课堂上以学生为主体了，但老师的主导作用也需体现：本节课教师启发的还不完全到位；激情不够。可取之处：全方位的训练了学生的听、说、读、写的能力。
I’mwatching TV(period 2)
执教人：葛艳霞张淑惠杨金泉李松龄刘梅
教材分析
1．话题：Everydayactivities.
2.能力目标：学会用英语谈论人们正在做什么
3.文化目标：培养用英语获取信息，与人合作的能力。
4．认知目标：
1）词汇watching,eating, cleaning, playing, shopping, reading, wait for, talk to, talkabout.
2）语法现在进行时
3）句子Whatare you doing? I`m doing my homework. Do you want to go swimming
导入
模块一:动作导入
1、教师做擦黑板、关门、写字等动作，自问自答。
Whatam I doing? I`m ……ing.
2、让一个学生做一些动作，问全体学生
What`she (she) doing? She`s doing…... He`s doing…...
3、让两个以上的学生一起做一些动作，问其它学生，
Whatare they doing帮助学生一起回答
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Theyare …ing.
4、出示两人交谈图片，学习短语talkto , talk about 再引入进行时的句子进行练习。
模块二:猜动作
1．给一位学生一张字条上面写着“Pleasesing a song.”该生按照指令做出哑语动作，这时让其它学生猜：
“What’she doing? ”用其他动作重复练习。如擦桌子、扫地、吃东西等。
请一组学生做跳舞动作让其它学生猜。Whatare you doing? 反复操作其它动作如打篮球、踢足球等来导
入新课。
模块三:图片展览
1．让学生课前绘制一张自己的生活情景图，如图中自己在做作业等。再绘制其它家人的生活情景图，如父
亲坐在桌前看报，奶奶和弟弟在看电视，姐姐在做功课，椅子上有只花猫在睡觉，我在听广播等。如绘画能力
有限，可将自己及家人的生活照带来。
2．用实物投影仪将学生的图或照片展示给大家。学生先向大家介绍。然后两人一组谈论图片中的内容。教
师给出例句：
---Who’sthis man? ---He’s my father.
---What’she doing? ---He’s reading a newspaper.
模块四：
任务：我说你猜。
目的：掌握用现在进行时描述行为动作，培养合作能力。
材料：卡片。
语言技能：Listeningand speaking.
提示词语及句型：read,clean,eat,write, play,
I’m…ing.He’s …ing. She is …ing.
活动形式：两人。
操作过程：
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1）教师布置任务，每人写两张卡片。每张卡片上写一个表示动作的短语，或一个表示动作的简笔画。
2）一个学生随便抽一张卡片，用英语描述卡片上的内容，例：I’msinging.
3）他的同伴用动作表演出他描述的内容，表演正确，可以继续抽签，两人可以调换角色。如表演不正确，
则换下一组学生。
4）以抽取卡片数量的多少决定获胜者。
重难点指导
1)talkto (with)和talkabout
talkto (with)后跟表示人的名词，意思是和某人谈话。
例：Heis talking to Jim.
Theteacher is talking with my father
talkabout后可以跟表示人的名词，也可以跟表示物的名词，意思是谈论某人某事。例：
Theyare talking about the movie.
Whoare you talking about?
Weare talking about our teacher.
talk之后不跟任何介词及介宾，表示“说话、交谈”。
板书设计
模块一:归纳式：
Unit14 I am watching TV
SectionA
be+ Ving I`m watching TV .
He`scleaning the blackboard.
She`sopening the door.
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They`replaying football.
Ving___1.eat ___ eating go ___ going do ___ doing
2.come___ coming write ___ writing
3.run ___ running put ___ putting
教后一得：弱化语法，不等于不讲语法，在实践中证明，我们必须在语言运用中讲述语法，否则会取得相反得效果。
Unit14 I’m watching TV.(period 4)
单元话题：
Everydayactivities （每日活动）
单元目标：
Talkabout what people are doing
单元主要句型：
1. What are you doing ?
I’mdoing my homework .
你正在干什么？
我正在做功课。
2.Do you want to go swimming ?
Yes, I do .
你想去游泳吗？
是的，我想去。
3.When do you want to go ?
Atthree o’clock .
你想什么时候去？
三点去。
4.What is he doing ?
Heis watching TV.
他正在干什么？
他正在看电视。
单元词汇：
watching, doing , eating , cleaning , playing , reading , swimming , shopping, pool , school , mall , library , wait , talk to , talk about ,activity , camero , bird
二.重点、难点：
1. be动词am, is , are 的用法
be动词前面我们已经学过，这一单元主要是与分词一起构成现在进行时态，即be(am , is , are ) +V-ing，表示正在干什么。它主要是随主语人称的变化而选择不同的。如下：
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Iam … am与I对应
He/ She is
Myfather is is与单数第三人称对应
Kateis
Theyare
Youare
Weare are与复数的对应，但你（you）也与are连用。
Lilyand Lucy are
2. 现在进行时态
上面我们讲be(am , is , are) 时已提及进行时态，其句子的构成情况我们通过下面的两个表格中的问句、答句来具体体现：
What | am | I | doing ? |
is | he | ||
are | we |
(I am ) I’m | eating. |
(He is ) He’s | |
(We are) We’re |
再用两、三个例句来说明：
（1）
Whatare they doing ? 他们正在干什么？
They’rereading . 他们正在看书。
（2）
What’sMr. Jones doing ? 琼斯先生正在干什么？
He’sreading the newspaper . 他正在看报纸。
（3）
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Whatare you doing ? 你正在干什么？
I’mlistening to the music . 我正在听音乐。
3.现在分词的构成
现在进行时态中be+ V - ing 的构成中V-ing被称为现在分词，它的基本构成是动词原形＋ing，但也有些特殊情况，下面分几类说明：
（1）一般情况＋ing
如：
read→reading， | go→going， | do→doing， |
look→looking， | listen→listening， | watch→watching. |
（2）以不发音的e结尾的词，去掉e，再加ing.
如：
write→writing， skate→skating，
type→typing， wake→waking，
make→making
（3）重读闭音节结尾的先双写最后一个字母，再加ing，这些词比较少，可单独记忆。
如：
sit→sitting， begin→beginning，
swim→swimming， hit→hitting，
put→putting， shut→shutting.
（4）注意有个别词容易弄错，象see→seeing，是直接加ing，因为结尾的“e”发了音，所以不去掉。这样发音的“e”就不能去的情况要注意。
写出以下动词的-ing形式。
1. climb ________ | 2. run ________ | 6. sit ________ |
3. shut ________ | 4. walk ________ 5. look ________ | |
7. read ________ | 8. take ________ 9. go ________ | 10. fly ________ |
11. make ________ | 12. type ________ 13. cook ________ | 14. shine ________ |
15. shave ________ | 16. give ________ 17. talk ________ | 18. live ________ |
19. swim ________ | 20. stay ________ 21. want ________ | 22. open ________ |
23. clean ________ | 24. enjoy _______ 25. finish ________ | 26. sing ________ |
27. think ________ | 28. join ________ 29. call ________ | 30. wait ________ |
31. like ________ | 32. draw ________ 33. dance ________ | 34. learn ________ |
35. write ________ | 36. play |
教后一得：虽然新教材强调重视运用语言的能力，弱化语法，可是在实践中证明：适度的语法讲解还是又必要的。
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