人教新目标版英语七年级上册 教案

这是一份人教新目标版英语七年级上册 教案，共178页。

Starter Unit 1　Good morning! Starter Unit 2　What's this in English? Starter Unit 3　What color is it? Unit 1　My name's Gina. Unit 2　This is my sister. Unit 3　Is this your pencil? Unit 4　Where's my schoolbag? Unit 5　Do you have a soccer ball? Unit 6　Do you like bananas? Unit 7　How much are these socks? Unit 8　When is your birthday? Unit 9　My favorite subject is science. 教学课题第一课时　(1a-2e)教学目标1.Curriculum words: good,morning,hi,hello,HB,CD,BBC 2.Function:能根据不同时段学会有礼貌地用英语问候他人并能区分男名和女名。 3.Sentences: (1)Good morning,Helen! (2)Hi,Bob! (3)Hello,Frank!Hello,Eric!教学 重难点1.Hello∕Hi∕Good morning!及其答语。 2.8个字母的正确书写。教学过程◆Step 1　Leading in Show some pictures we met in primary school. T:Say hello to our friends. Introduce some new friends we meet in middle school. T:This is... Teach the new words. 设计意图通过图片回忆在小学课本中的朋友,直接引入到今后初中课本中的新朋友,激发学生的好奇心和学习英语的热情。 ◆Step 2　Listening(1b) Look at the picture. T:How many students are there? Write down the boys' and girls' names in the picture in 1a. Listen to the tape in 1b and make students repeat the sentences. ◆Step 3　Pair work(1c) Practice the conversations in the picture.Then greet your partner. ◆Step 4　Listening(2a-2b) Work on 2a Listen and repeat the letters from A to H. Work on 2b Listen and number the letters you hear [1-8] in 2b. Make one student read the numbers and check them. 教学过程◆Step 5　Practice(2c-2e) Work on 2c Look and copy the letters from Aa to Hh in 2c. Work on 2d Write the missing big letter or small letter for each pair in 2d. Work on 2e Ask the students to read the letters in 2e and talk about their meanings.Explain them if necessary. T:Do you know what these letters mean? ◆Step 6　Language points ◆Exercises 一、写出下列字母的相邻字母 1.　　　　 B 　　　　　　　　2.　　　　 c 　　　　　　　　3.　　　　 f 　　　　  4.　　　　 E 　　　  5.　　　　 g 　　　　  二、单项选择 1.　　　　　　　　　　　 　　　　　　　　　　　 　　　　　　　　　　　 —Hello, Lin Hao! —　　　,Dale!  A.What B.Fine C.Hello D.Thank 2.　　　 可以表示“光盘”。  A.HB B.CD C.BBC D.CBA 3. 右边图片中的应答语应是:　　  A.Thank you! B.I'm OK. C.Good morning! D.I'm Cindy. Keys:一、1.A;C　2.b;d　3.e;g　4.D;F　5.f;h 二、1.C　2.B　3.C ◆Step 7　Summary Let's summarize what we learned in this period. ◆Step 8　Homework 1.Write the letters Aa-Hh from memory. 2.Greet your family members in the next morning. ◆板书设计 Hello! Hi! Good morning!A a　B b　C c　D d　E e　F f　G g　H h HB　CD　BBC 教学反思这是新学期的第一课,养成良好的学习习惯是关键。本课时重点是学会见面时的问候语以及学会字母Aa-Hh。学习问候语需要老师帮助学生多说多练,给学生提供大量的口语练习机会。学习字母时要读准发音,学会正确书写。教学课题第二课时　(3a-4d)教学目标1.Curriculum words: afternoon,evening,how,are,you,I,am,fine,thanks,OK 2.Functions:学会日常交际用语和元音字母的发音规律。 3.Sentences: (1)Good afternoon,Eric! (2)Good evening,Bob! (3)—How are you?—I'm fine,thanks.∕I'm OK.教学 重难点1.能够运用所学知识问候他人并对他人的问候作出回应。 2.字母A和E的正确发音。教学过程◆Step 1　Review Look at the clock in the picture. T:What should you say to your friend? Ss:Good morning!/Hi!/Hello! ◆Step 2　Leading in Let's enjoy the video and try to follow it. Teach the new words and make students remember them. 设计意图播放视频音乐不仅能够营造轻松愉悦的学习氛围,还能激发起学生们对英语的学习兴趣,培养学生们的节奏感。  ◆Step 3　Listening and Practice(3a-4a) Work on 3a Listen,repeat and number the pictures in 3a.Then check the answers. Have the students look at the clock in each picture. “Good morning.∕Good afternoon.∕Good evening.” Work on 3b Practice the conversations in 3a in pairs. Work on 3c Listen to the conversation.Then practice the dialogue with your partner. Work on 3d Choose an English name for yourself.Then greet each other. Work on 4a Write the names of the children on page S1.Then write the names in alphabetical order. T:Please pay attention to the first letter of the names. ◆Step 4　Listening(4b) Ask the students to listen to 4b carefully and then repeat these letters and words.教学过程◆Step 5　Reading(4c) Read the letters and words in column 1.Then try to read the new words in column 2. Make sure that the students understand the difference between the two pronunciation of “a”and “e”. ◆Step 6　Singing(4d) Listen,play the music in 4d and let students sing the song together. ◆Step 7　Language points ◆Exercises 一、将字母A-H按发音分类 1./eI/　　　　　　　　　　2./iː/　　　　　　　　　　3./e/　　　　　　　  二、用am, is, are填空 1.I 　　　　 OK.  2.You 　　　　 not a bad boy.  3.Tim and Li Tang 　　　　 boys.  4.Lily 　　　　 my friend.  三、补全对话, 每空一词 Mary:Good afternoon! Tom:1.　　　　 2.　　　　! 3.　　　　 are you?  Mary:I'm 4.　　　　, 5.　　　　.And 6.　　　　?  Tom:I'm 7.　　　　, too.  Keys:一、1.A,H　2.B,C,D,E,G　3.F 二、1.am　2.are　3.are　4.is 三、1.Good　2.afternoon　3.How 　4.fine/OK　5.thanks　6.you　7.fine/OK ◆Step 8　Summary Let's summarize what we learned in this period. ◆Step 9　Homework 1.Review the new words and expressions in this period. 2.Practice and write down the conversation. 3.Practice the pronunciation of A and E. ◆板书设计 Good morning/afternoon/evening! How are you? I'm fine/OK,thanks.Aa　/eI/　/æ/ Ee　/ iː/　/e/ 教学反思本节课继续学习见面问候语,重点学会一天中各时间段里见面时的不同用语,学生开始了解西方国家文化,熟悉How are you?的正确回答,在反复练习中形成英语语感。老师安排的活动对学生语感的培养是有帮助的。教学课题第一课时　(1a-2e)教学目标1.Curriculum words: what,is,this,in,English,map,cup,ruler,pen,orange,jacket,key,quilt,it,a∕an,that 2.Function:运用本课句型What's this∕that in English?辨认物品。 3.Grammar:不定冠词a,an的用法。 4.Sentences: (1)—What's this in English?—It's a key. (2)—What's that in English?—It's an orange.教学 重难点1.What's this∕that in English?及其答语。 2.不定冠词a∕an的用法。教学过程◆Step 1　Warm-up Let's enjoy the video. Teach students the new words and make students remember them. 设计意图播放音乐有效地引入本节课所学的知识,还能活跃课堂气氛。 ◆Step 2　Leading in(1a) Look at the picture. T:What's this in English? Ss:It's a∕an... Look for the small letters in the picture for these big letters.Check(√) the ones you find in 1a. ◆Step 3　Listening(1b) Listen to the recording and then repeat the conversation in 1b. ◆Step 4　Pair work(1c) Practice the conversation in the picture with your partner.Then make your own conversations.Please use “this” and “that”. ◆Step 5　Listening(2a-2b) Listen and repeat the letters from Ii to Rr in 2a. Listen and number the letters you hear [1-10] in 2b. Make one student read the numbers and check the answers. ◆Step 6　Practice(2c-2e) Look and copy the letters from Ii to Rr in 2c. Write the missing big letter or small letter for each pair in 2d. Show “P,NBA,kg” and ask the students to read them first,and then guess what they stand for.If they have difficulties,the teacher can give them some help. ◆Step 7　Language points 1. What's this in English? (1)in+语言表示“用……语言”。 What's this in Chinese?这个用汉语怎么说?教学过程(2)this和that是指示代词。this意为“这;这个”,指近处或距说话人近的人或物。that意为“那;那个”,指远处或距说话人远的人或事物。 This is a cat.这是一只猫。 That is a baby.那是一个婴儿。 2. It's an orange. 不定冠词a与an表示“一……”,用在单数名词前,强调类别。 a用在以辅音音素(而不是辅音字母)开头的单词前面。 a jacket一件夹克衫,a pen 一支钢笔,a ruler 一把尺子 an用在以元音音素(而不是元音字母)开头的单词前面。 an apple一个苹果,an orange一个橘子,an hour一个小时 ◆Exercises 一、用a或an填空 1.　　　　 map　　2.　　　　 hour　　3.　　　　 key　　4.　　　　 cup　　5.　　　　 egg  6.　　　　 jacket　7.　　　　 quilt 8.　　　　 orange 9.　　　　 pear 10.　　　　 kid  二、单项选择 1.　　　　　　　　　　　 　　　　　　　　　　　 　　　　　　　　　　　 This is 　　　 orange.  A.a B./ C.an D.the 2.That is 　　　 key.  A.a B.an C./ D.the 3.—What's this? —　　　 “I”.  A.It's B.This is C.Its D.It 4.—Look!What is　　　?  —Oh,　　　 a pencil box.  A.this;this B.that;it's C.that;it D.this;it 三、写出下列字母的左邻右舍 1.　　　　 J j 　　　　 2.　　　　 M m 　　　　 3.　　　　O o 　　　　 4.　　　　 Q q 　　　　  Keys:一、1.a　2.an　3.a　4.a　5.an　6.a　7.a　8.an　9.a　10.a　二、1.C　2.A　3.A　4.B 三、1.I i;K k　2.L l;N n　3.N n;P p　4.P p;R r ◆Step 8　Summary Let's summarize what we learned in this period. ◆Step 9　Homework 1.Read out loud the words and sentences on page S5. 2.Practice writing the letters from Ii to Rr. ◆板书设计 —What's this in English? —It's a/an... map　cup　ruler　pen orange　jacket　key　quiltI i　J j　K k　L l　M m N n　O o　P p　Q q　R rP NBA kg 教学反思本单元的重点是学会用英文寻问物品“What's this/that in English?”,要在学习的过程中让学生逐渐运用英文思维,使用实物教学是最好的方法。在训练中有意让学生不受母语的负迁移影响,学会It's a/an...这个句型。本课继续学习字母Ii-Rr。要求读准语音,区分元音,熟练书写。教学课题第二课时　(3a-4d)教学目标1.Curriculum words: spell,please 2.Function:学会运用句型 “Spell it,please.”请求别人帮助“拼写单词”。 3.Grammar:祈使句的使用。 4.Sentences: —Spell it,please.—M-A-P.教学 重难点1.灵活运用“Spell it,please.”。 2.字母A,E,I,O的发音规律。教学过程◆Step 1　Review Match the big letters with the small ones. ◆Step 2　Leading in Ask and answer about the things on the picture with your partner. 设计意图通过活动进一步巩固之前所学内容,并了解学生的掌握情况。通过小组合作的对话方式增强课堂活力,也提高学生练习口语的积极性。  Read the new words following the teacher.Then try to remember and spell them. ◆Step 3　Listening(3a-3d) Work on 3a Let students listen and number the pictures [1-8] in 3a.Then check the answers. Work on 3b Let students listen again and complete the words in 3a.Then check the answers. Work on 3c Listen,repeat and then practice the conversation in 3c in pairs.Ask several pairs to act it out. Make new conversations.Answers may vary. S1:What's this in English? S2:It's a∕an... S1:Spell it,please. S2:… Work on 3d Listen to the conversations and number the words you hear [1-4] in 3d.Then check the answers. ◆Step 4　Pair work(3e) Look at the picture in 3e.Talk about the things in it. Role-play the conversations in pairs. ◆Step 5　Practice(4a-4b) Work on 4a Fill in the missing letters in 4a,then check the answers. Work on 4b Look through the words in 4b and number them in alphabetical order[1-15].教学过程◆Step 6　Listening(4c-4d) Work on 4c Read aloud the letters and words in the left column in 4c. Ask the students to pronounce the letters and words in the right column. Listen and repeat. Pay attention to pronunciations of the letters I,O in words. 字母I在开音节中发∕aI∕的音;在闭音节中发∕I∕的音。 字母O在开音节中发∕əʊ∕的音;在闭音节中发∕ɒ∕的音。 Work on 4d Read the letters and words in column 1.Then try to read the new words in column 2. ◆Step 7　Language points ◆Exercises 一、找出与所给字母含有相同音素的选项 1.e　　　　　　　A.g　　　　　　　B.m　　　　　　　C.n　　　　　　　　　　  2.f A.r B.q C.pen 　　　  3.o A.orange B.OK C.dog 　　　  4.a A.thanks B.Dale C.map 　　　  5.i A.hi B.in C.quilt 　　　  二、请在横线上填入适当的句子,完成对话 1.—　　　　　　　　　　,Mary!  —Hello,Dale! 2.—Good afternoon,Bill! —　　　　　　　　　　,Bob!  3.—How are you,Frank? —　　　　　　　　　　.  4.—What's this in English? —　　　　　　　　　　.(pen)  5.—Spell it,please. —　　　　　　　　　　.(orange)  Keys:一、1.A　2.C　3.B　4.B　5.A 二、1.Hello　2.Good afternoon　3.I'm fine/ OK,thanks　4.It's a pen　5.O-R-A-N-G-E ◆Step 8　Summary Let's summarize what we learned in this period. ◆Step 9　Homework ◆板书设计 —What's this/that (in English)? —It's a map. —Spell it,please. —M-A-P.A a　/eI/　/æ/ E e　/i:/　/e/ I i　/aɪ/　/ɪ/ O o　/əʊ/　/ɒ/ 教学反思本课时通过拼读单词,熟悉字母。课堂上要重视学生兴趣的培养,多听、多说是初学英语的必要阶段。课下还需要让学生自己反复练习。教学课题第一课时　(1a-2e)教学目标1.Curriculum words: color,red,yellow,green,blue,black,white,purple,brown 2.Functions:会使用“What color is it?”句型对颜色进行问答,并学习字母S-Z。 3.Sentences: (1)—What's this?—It's V. (2)—What color is it?—It's red.教学 重难点1.字母S、T、U、V、W、X、Y、Z的正确发音。 2.学习有关颜色的词汇及有关颜色的问答。教学过程◆Step 1　Warm-up Let's enjoy the video “the closing ceremony of the Winter Olympic”. Read the new words correctly. T:Look at the picture.Can you say what colors they are? 设计意图通过五环和彩虹的展示,激发学生的学习兴趣,拉近师生之间的距离。并通过提问的方式有效地为下面的学习作好铺垫。 ◆Step 2　Leading in(1a) Look at the picture.Write the letter for each color. ◆Step 3　Listening(1b) Ask students to listen to the conversation and repeat. ◆Step 4　Pair work(1c) Practice the conversations in the picture with your partner.Then make your own conversations. Ask some pairs to act out their own conversations. ◆Step 5　Language point What color is it? 询问颜色:What color+be+主语(被询问的物品)? 当句子的主语是单数时,be动词用is,其答语为“It's+颜色.”。 当句子的主语是复数时,be动词用are,其答语为“They're+颜色.”。 —What color is your hat?——你的帽子是什么颜色的? —It's yellow.——它是黄色的。 —What color are the clothes?——这些衣服是什么颜色的? —They're black and white.——它们是黑白相间的。 ◆Step 6　Listening(2a-2b) Work on 2a Listen and repeat the letters from Ss to Zz in 2a. Work on 2b Listen and number the letters you hear [1-8] in 2b.教学过程◆Step 7　Practice(2c-2e) Say the letters you see quickly. Look and copy the letters in 2c Write the missing big letter or small letter for each pair in 2d. Ask the students to read the letters in 2e and talk about the meanings. ◆Exercises 一、单项选择 1.—What color is it? —It's 　　　 red.It's 　　　 red car.  　　　　　　　　　　　 　　　　　　　　　　　 　　　　　　　　　　　 A./;/ B.a;a C.a;the D./;a 2.My jacket is 　　　.It is 　　　 jacket.  A.an orange;an orange B.an orange;orange C.orange;an orange D.orange;orange 3.—　　　 is the pen?  —It's blue. A.What B.How C.What color D.Where 二、写出下列字母的颜色 1.S(黄色)　　　　　 2.T(绿色)　　　　　 3.H(蓝色)　　　　　 4.V(红色)　　　　  5.W(棕色)　　　  6.X(紫色)　　　  7.Y(白色)　　　  8.Z(黑色)　　　  Keys:一、1.D　2.C　3.C 二、1.yellow　2.green　3.blue　4.red　5.brown　6.purple　7.white　8.black ◆Step 8　Summary Get the students to have a summary about the words and letters. ◆Step 9　Homework 1.Write the letters S-Z from memory. 2.Practice the conversations with your partner. ◆板书设计 —What's this? —It's... —What color is it? —It's...Ss　Tt　Uu　Vv　Ww　Xx　Yy　Zz S/M/L　UFO　CCTV 教学反思本课时从指认物品的英文句型“What's this/that in English?”继续拓展延伸,询问物品的颜色时使用句型“What color is it?”。学生在学习时,体会It's a pen.和It's black.的表达区别,理解冠词a/an。随着话题的扩展,课堂口头表达的内容越来越多,这有利于学生的语言输出。继续学习字母Ss-Zz。教学课题第二课时　(3a-4d)教学目标1.Curriculum words: the,now,see,can,say,my 2.Functions:掌握26个字母的读音与写法及A,E,I,O,U的发音规律。 3.Grammar:定冠词the的用法。 4.Sentences: (1)The key is yellow. (2)Now you see,I can say my ABCs.教学 重难点1.26个字母大小写。 2.按音素划分字母。教学过程◆Step 1　Review Ask and answer.(Showing the students some pictures of things) T:What's this in English? Ss:It's an orange. T:What color is it? Ss:It's orange. 设计意图通过图片和对话相结合,进一步了解学生对所学知识的掌握情况,并加深了理解和记忆。 Self-study the new words.Learn to pronounce them according to the phonetic symbols.Teacher can give some help. ◆Step 2　Listening(3a-3c) Work on 3a Listen and color the things. Work on 3b Listen again.Complete the sentences.And translate the sentences. Work on 3c Listen and complete the chart. Read the conversation with your partner. Check the answers in class. ◆Step 3　Pair work(3d) Ask two students to use the dialogue in 3d and the items in 3a-3c to role-play as a model for the class. Then ask students to do it in pairs. ◆Step 4　Practice(4a-4d) Work on 4a Let the students try to write the English letters and then write the small letters next to the big ones. Work on 4b Listen and sing the alphabet song. Work on 4c Listen and repeat. Pay attention to the pronunciation of the letter U. Let students help A,E,I,O,U find their friends. 教学过程Work on 4d Listen and read the chant. ◆Step 5　Language points ◆Exercises 一、单项选择 　　　　　　　　　　　 　　　　　　　　　　　 　　　　　　　　　　　 1.Please 　　　 it in English.  A.speak B.say C.tell D.talk 2.—What's this? —　　  A.It's red. B.It's a red pen. C.It's OK. D.The pen is red. 3.下列字母都含有相同元音音素的一组是 　　　.  A.U W R B.A K G C C.F M S D.U O R 二、连词成句 1. pen,is,what,color,the(?)   2.blue,is,jacket,my(.)   3.key,a,is,this,white(.)   4.is,this,what,English,in(?)   Keys:一、1.B　2.B　3.C 二、1.What color is the pen?　2.My jacket is blue.　3.This is a white key. 4.What is this in English? ◆Step 6　Summary Help the students to have a summary. ◆Step 7　Homework 1.Read and recite the conversations in Starter Unit 3. 2.Copy the letters and remember them. ◆板书设计 [aI]　I i　Y y [eI] A a　H h　J j　K k [iː] B b　C c　D d　E e　G g　P p　T t　V v　Z z [juː] Q q　U u　W w [e] F f　L l　M m　N n　S s　X x　(Z z) [əʊ] O o　 [ɑː] R r 教学反思学完预备单元,学生在本节课复习前面所学到的话题,整理26个字母,做一些简单的练习,准备进入正式单元的学习。教学课题第一课时　Section A(1a-2d)教学目标1.Curriculum words: name,nice,to,meet,too,your,Ms.,his,and,her,yes,she,he,no,not 2.Functions:学会介绍自己并询问他人姓名;能够利用所学知识进行打招呼。 3.Grammar:人称代词和形容词性物主代词。 4.Sentences: (1)—What's your name?—My name's Jenny./I'm Gina. (2)—What's his/her name?—His/Her name's Tony/Gina. (3)Nice to meet you.教学重难点1.学会打招呼和介绍自己,并询问他人姓名。 2.在对话中注意人称代词和形容词性物主代词的使用。教学过程◆Step 1　Revision Play game:Show some objects to the students quickly.Let some students answer the questions. T:What's missing? Ss:A cup. Work on 1a Have students look at the picture on Page 1, and write down the name of things in the picture. ◆Step 2　Leading in Greet students and make a self-introduction. T:Hello,everybody!My name is Zhou Li.I'm thirty years old.You can call me Miss Zhou.Well,may I know your names? S1:My name is Zhang Tao.Nice to see you,Miss Zhou. S2:I'm Liu Zixuan.Nice to meet you. 设计意图教师自我介绍,引导学生介绍自己。 Pair Work Two students work in pairs. One asks and the other answers. Then change partners. A:Hello,I'm Tom.What's your name? B:My name is Bob.Nice to meet you. A:Nice to meet you,too. B:Hi,I am Bob.What's your name? C:My name is... ◆Step 3　Listening (1b-2b) Listen and number the conversations [1-3].Play the recording.Then check the answers. (Point out the skills:Play the recording for the first time, students only listen. Then play a second time,students number the conversations.)教学过程Work on 1c Practice the conversations above with your partner.Then greet your classmates. Work on 2a Listen to the conversations and number the pictures 1 to 4. Work on 2b T: Now,look at the names in the box. Let's read the names together. T: Now listen again. Circle the names you hear. Play the recording. Students listen and circle the names they hear.And check the answers. Then ask four groups to read the conversation. ◆Step 4　Language points 1.My name's Alice./I'm Alice. (1)“My name's...”和“I'm...”都是自我介绍时的常用句型。分别意为“我的名字叫……”和“我是/我叫……”,可用来回答“What's your name?”的提问。 (2)My name's 是My name is 的缩写形式,其中is 是be 动词的一种形式,用于第三人称单数作主语时。 are也是be动词的一种形式,用于主语是you或名词/ 代词复数时。 类似缩写形式:what's=what is　 he's=he is　 she's=she is 不可以缩写的情况: ①this is 不可以缩写。②在肯定回答中,不可以缩写。如“Yes,I am.”不可以缩写成“Yes,I'm.”。 2.—Nice to meet you!—Nice to meet you, too. (1)两人初次见面经介绍认识后相互打招呼的用语,意为“见到你很高兴!”。 回答时可以说“Nice to meet you.”或“Nice to meet you, too.” (2)其他问候语 ① Hello!/Hi!是比较随意的问候语,用Hello! 或Hi! 回答。 ② How are you?用于熟人见面时打招呼,用Fine, thanks. 等回答。 ③ How do you do?用于较正式的场合,初次见面打招呼。用How do you do? 回答。 3.What's your name? (1)your是形容词性物主代词,在句中不能单独使用,其后必须跟名词(短语)。 (2)其他形容词性物主代词:my 我的;his 他的;her 她的;its 它的;their 他(她、它)们的;our我们的;your 你们的。 ◆Step 5　Practice(2c) Practice the conversations in 2c in pairs. ◆Step 6　Role Play(2d) Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to find out what their names are. T: (Point to the first boy) What's his name? Ss: His name is Mike. T: (Point to the first girl) What's her name? Ss: Her name is Jane. Then ask the second and the third girls' names. (Helen, Linda) Divide the Ss into groups of four. Let them practice the dialogue in their group. Then ask some groups to act out their dialogue in front of class.教学过程◆Exercises 一、单项选择 1.—Hi,Tom.What's your brother's name? —　　　 name is Eric.  　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.My B.Your C.His D.Her 2.—Hello,Mike! —　　  A.I'm Frank. B.Hi, Frank! C.How are you,Mike? D.Nice to meet you,Mike! 3.—　　  —Her name's Cindy. A.Is she Cindy? B.What's her name? C.How old is Cindy? D.How are you,Cindy? 4.　　　 Helen.　　　 name is Frank.   A.I'm; My B.You're; Her C.He's; Her D.She's; His 二、用括号内所给词的适当形式填空 1.What's　　　　(you) name?  2.Nice 　　　　(meet) you.  3.　　　　(I) name is Gina.  4.—　　　　(what) is this?  —It's an orange. 三、按要求完成下列各题 1.He's Jeff.(写出同义句)   2.Is he Eric? (作肯定回答)   3.My name's Gina. (对画线部分提问)   Keys:一、C　2.B　3.B　4.D 二、1.your　2.to meet　3.My　4.What 三、1.His name's Jeff.　2.Yes,he is.　3.What's your name? ◆Step 7　Summary Let's summarize what we have learned in this period. ◆Step 8　Homework Go on making up your dialogues with your group members after class. ◆板书设计 —What's your name?　　　　　　—I'm Gina.Nice to meet you! —My name is Alan. —Nice to meet you,too.教学反思本节课重点学习询问别人的姓名以及回答别人的提问,学会初次见面的问候语“Nice to meet you”。要让学生了解中西方的文化差异,在课堂教学中体现礼貌地与人交往。教学课题第二课时　Section A(Grammar Focus-3c)教学目标1.Function:运用所学知识介绍他人。 2.Grammar:be动词和形容词性物主代词。 3.Sentences: (1)What's your/his/her name ? My/His/Her name is ... (2)Are you Helen?Yes,I am./No,I'm not. I'm Gina.教学重难点1.对他人的名字进行询问和回答的表达。 2.形容词性物主代词my,your,his,her的用法。教学过程◆Step 1　Revision Check the homework. Role-play the conversation in 2d. ◆Step 2　Leading in Questions: 1.What's his name? 2.What's her name? 设计意图通过问答的形式,引起学生的注意,调动起他们学习的积极性,巩固已学知识,为新课做准备。 ◆Step 3　Grammar Focus Read the Grammar Focus together. Analyze sentences in Grammar Focus and summarize the grammatical knowledge. ◆Step 4　Language points 1.动词be的一般现在时 (1)动词be在一般现在时中有三种形式,即am/is/are。动词be在句子中的具体形式随着主语的人称和数的变化而变化。 ① am用于主语为第一人称单数代词I的句子中。 I am a student.我是一名学生。 ② is用于主语为第三人称、单数代词、可数名词单数或不可数名词的句子中。 It is a cat.它是一只猫。 His name is Jim.他的名字是吉姆。 ③ are用于主语为各人称代词复数、第二人称代词或可数名词复数的句子中。 They are girls.她们是女生。 You are my friend.你是我的朋友。These books are new.这些书是新的。 (2)英语中的be动词在某些名词、代词及副词之后可以用缩写形式。 I am=I'm　　　　　　you are=you're　　　　　　he is=he's she is=she's it is=it's what is=what's name is=name's is not=isn't are not=aren't教学过程(3)含有be 动词的句子变一般疑问句时,将be 动词提到句子开头;变否定句时在be动词后加not即可。 He is Henry.他是亨利。 →(变一般疑问句)—Is he Henry?——他是亨利吗? —Yes, he is./No, he isn't.——是的,他是。/ 不,他不是。 →(变否定句)He isn't Henry. 他不是亨利。 2.代词主格与对应的形容词性物主代词 人称单复数单数复数主格形容词性 物主代词主格形容词性 物主代词第一人称Imyweour第二人称youyouryouyour第三人称hehistheytheirsheheritits (1)形容词性物主代词在句中通常作定语,其后一定要跟名词。 This is my ruler.这是我的尺子。 (2)形容词性物主代词的前后不能再出现冠词。 ◆Step 5　Work on 3a First ask the students to read the words.Put the words in order to make conversations. Ask two students to write the answers on the blackboard.Check the answers in class. Then ask the students to read these sentences in groups. ◆Step 6　Work on 3b First ask the students to read the sentences.And complete the conversation. Then ask the students to act it out. ◆Step 7　Work on 3c First ask the students to look at the picture and read the sentences. Make the students practice introducing themselves and others in a group. Play the name game:Write down the sentences.Check the answers in class. ◆Exercises 一、单项选择 1.—Are you Mr.Lee? —　　  　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.Yes, I'm. B.No, I am. C.No, I'm not. D.Yes, I'm not. 2.—What's　　　 name?  —　　　 name is Tony.  A.I;I B.your;Your C.your;My D.I;My教学过程3.—What color is your bag? —　　　 yellow.  　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.It's B.They're C.She's D.He's 4.　　　 dog is over there.　　　 is very cute.  A.I;It B.My;It C.I;It D.Me;Its 二、用be动词的适当形式填空 1.I 　　　　 a good student.  2.You　　　　 not a teacher.  3.　　　　 he a doctor?  4.Tom and Lin Tao　　　　 good friends.  5.The coat 　　　　 my father's.  6.They 　　　　 teachers. We　　　　 students.  Keys:一、1.C　2.C　3.A　4.B 二、1.am　2.are　3.Is　4.are　5.is　6.are;are ◆Step 8　Summary Get the students to have a summary. ◆Step 9　Homework 1.Read the Grammar Focus several times after school. 2.Review the new language points. ◆板书设计 1.What's his/her name?His/Her name's... 2.Are you...? Yes, I am. / No, I'm not. 3.Is he/she...? Yes, he/she is. / No, he/she isn't.教学反思本课时的话题从What's your name?延伸为What's his/her name?回答也变为第三人称单数,重点让学生接触英文语法中人称和数的概念。让学生反复练习,不要害怕出错,要大胆训练,不断提高。教学课题第三课时　Section B(1a-1f)教学目标1.Curriculum words: zero,one,two,three,four,five,six,seven,eight,nine,telephone,number,phone 2.Useful expression: telephone/phone number 3.Function:询问及告知电话号码。 4.Grammar: (1)基数词。 (2)如何对电话号码进行提问并回答。 5.Sentences: —What's your telephone number, Li Xin? —It's 281-9176.教学重难点1.基数词的读写。 2.如何对电话号码进行提问并回答。教学过程◆Step 1　Leading in 1.Watch the video “Ten Little Indians”. 2.Read the lyrics and pay attention to the numbers. 3.Read the new words together. 4.Play a game “How Many”. 设计意图歌曲开场营造轻松的氛围,用游戏的方式激发学生们对英语的学习兴趣。 ◆Step 2　Listening (1a-1b) Work on 1a Listen and repeat. Let students read the numbers in the box. Work on 1b Listen to the conversation and write the telephone number. ◆Step 3　Role-play(1c) Ask for and give your phone numbers in 1c. ◆Step 4　Language points ◆Step 5　Listening(1d-1e) Work on 1d Listen and match the names with the telephone numbers. Check the answers in class. Work on 1e Listen again. Complete the phone numbers in 1d. Check the answers in class. Ask some students to read the conversations in the front of the classroom. ◆Step 6　Practice(1f) Write your phone number on a piece of paper and put it in a bag. Then take out a piece of paper and find the owner. ◆Exercises 按要求完成下列各题 1.His phone number is 231-5893.(对画线部分提问)   2.is, your, number, telephone, this (?)(连词成句)   3.What's five and two? (回答问题)   Keys:1.What's his phone number? 2.Is this your telephone number? 3.It's seven. ◆Step 7　Summary Get the students to have a summary.教学过程◆Step 8　Homework Do a survey Ask for your friends' telephone numbers and others' numbers.You will have a chance to share your survey results in class tomorrow. ◆板书设计 zero,one,two,three,four,five,six,seven,eight,nine —What's your telephone number, Li Xin? —It's 281-9176.教学反思本课时的重点是学习用英文询问和回答电话号码,话题从询问姓名自然延伸到询问电话号码,学生要学会使用what而不是how many来询问号码。同时开始学习简单的英文数词,注意说号码时的语音语调。教学课题第四课时　Section B(2a-2c)教学目标1.Curriculum words: first,last,friend,China 2.Useful expressions: first name,last name 3.Function:学会区分family name, first name, last name。 4.Sentences: (1)—What's your first name?—Jack. (2)—What's your last name?—Smith. (3)My friend is in China.Her name is Zhang Mingming.教学重难点谈论人物的姓和名。教学过程◆Step 1　Warm-up Ask students to read their surveys. 设计意图给学生一次展现自己的机会从而激发他们对英语的学习兴趣和欲望。 Teach students to read the new words and make them remember as much as possible. ◆Step 2　Leading in Show the pictures and let some students say out their full names. Tell students the first name and the last name.Then let students find the differences between Chinese and foreigners. Ask some students to answer the questions.And check the answers together. ◆Step 3　Pre-reading(2a) Let students read the list of names.Write F for the first name and L for the last name. Check the answers together.教学过程◆Step 4　While-reading Work on 2b Listen to the recording and read the messages quickly.Then match them with the pictures. Check the answers together. Circle the first names and underline the last names. Check the answers together. Work on 2c Match the names with the telephone numbers. Then find three pairs of friends in the name list. Check the answers together. ◆Step 5　Post-reading Introduce the students to your partner according to the given information. ◆Step 6　Language points ◆Exercises 一、分别写出图中人物的姓和名 1.Zhang Peng　　　First name 　　　　　 Last name 　　　　　  2.David Brown First name 　　　　　 Last name 　　　　　  二、单项选择 1.The girl's name is Linda Smith, so Smith is her　　　 name.   　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.last B.family C.first D.A or B 2.—　　　 is her first name?  —Jenny. A.How B.What color C.What D.Where 3.My last name is Wood, and my first name is Paul. So my full(全) name is 　　　.   A.Wood B.Paul Wood C.Paul D.Wood Paul Keys:一、1.Peng;Zhang　2.David;Brown 二、1.D　2.C　3.B ◆Step 7　Summary Help the students to have a summary. ◆Step 8　Homework 1.Read the new word. 2.Revise how to tell people's last names, first names and telephone numbers. ◆板书设计 —What's your first name? —Jack. —What's your last name? —Smith.My friend is in China.Her name is Zhang Mingming.教学反思本节课通过听、读训练获取有效信息,并在轻松愉悦的氛围下学会了中西方姓名表述的区别,同时使学生在具体情境中得到了很好的体验。教学课题第五课时　Section B(3a-Self Check)教学目标1.Curriculum words: middle,school 2.Useful expression: middle school 3.Functions:复习数字的表达方式并能介绍自己和他人的名和姓。 4.Sentences: (1)Her first/last name is... (2)Her telephone number...教学重难点用书面语言来介绍自己和他人。教学过程◆Step 1　Leading in Show some pictures of ID cards. Ask Ss some questions about the card. T:What's her telephone number? S1:021-12345678. T:What's her first name? S2:Shoushou. T:What's her last name? S3:Tu. 设计意图学生根据图片描述证件上的信息,既复习了这个单元的内容,又为本课时的写作做了准备。 Work on 3a Use the information on the ID card to complete the sentences. ◆Step 2　Writing(3b) Fill in your own ID card and write about yourself. Show the sample writing. Let students try to introduce themselves and give them some writing guides. Show one of the possible writings. ◆Step 3　Self Check 1.Write out the numbers. 2.Match the sentences to make conversations. 3.Check the answers in groups. ◆Step 4　Language point 教学过程◆Exercises 一、句型转换 1.She is Mary Brown. (变为一般疑问句) 　　　　 　　　　 Mary Brown?  2.Her telephone number is 357-4219. (对画线部分提问) 　　　　 　　　　 telephone number?  3.His last name is Miller. (对画线部分提问) 　　　　 his 　　　　 name?  4.I'm Eric Smith. (变为一般疑问句) 　　　　 　　　　 Eric Smith?  二、介绍人物 Eileen Gu Keys:一、1.Is she　2.What's her　3.What's;last　4.Are you 二、She's Eileen Gu.Her first name is Eileen.Her last name is Gu. Her telephone number is 957-2186.Her hobby is skiing. ◆Step 5　Summary Get the students to make a summary. ◆Step 6　Homework 1.Review this Unit, including the vocabulary,expressions and sentences. 2.Make an information card for one of your friends. ◆板书设计 Numberszero,one,two,three,four,five,six,seven,eight,nineNamesfirst namelast nameStructuresWhat's sb.'s (first/last) name?What's sb.'s telephone number?Are you...?/Is he/she...?教学反思这是本单元最后一课时,带领学生复习整个单元的学习内容并要求学生书写出简单的句子。教学课题第一课时　Section A(1a-2d)教学目标1.Curriculum words: sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,those,who,oh,these,they,well,have,day,bye 2.Useful expression:have a good day 3.Function:能够简单介绍家庭成员。 4.Grammar: (1)指示代词单复数及用法。 (2)对人进行提问。 5.Sentences: (1)This is my sister. (2)These are my brothers. (3)That's my family. (4)Those are my parents. (5)Who's she?教学重难点1.人物称谓的读音及拼写。 2.指示代词的使用。 3.who引导的特殊疑问句及答语。教学过程◆Step 1　Warm-up Let some students answer the questions. T:How many people are there in these pictures? T:How many people are there in your family? T:Who are they? ◆Step 2　Leading in(1a) Look at the picture.The teacher introduces the people to students. T:This is... Teach students how to read the new words and make them remember the new words. Work on 1a Match the words with the people in the picture.Check the answers.Ask some students to read the words aloud. ◆Step 3　Listening(1b) T:Let's enjoy the video. Listen and circle the words you hear in 1a.Then check the answers. ◆Step 4　Pair work(1c) Role-play the conversation in 1a.Then talk about the other people in the picture. ◆Step 5　Listening(2a-2b) Work on 2a Listen and circle the words you hear.Then check the answers.教学过程Work on 2b T:Now,look at the names in the box. Let's read the names together. Students read the names aloud together. T:Now listen again.Match the names with the people in the picture. Play the recording.And check the answers. ◆Step 6　Practice (2c-2d) 1.Teacher points at the picture and practices with the students. T:Please look at the picture again. Who's she? S:She's Cindy. T:Who's he? S:He's her father. Now you can practice talking about the photo in 2b in pairs. 2.Role-play the conversation. 3.Listen to the recording and match the words. ◆Step 7　Language points 1.This is my sister. 介绍他人 的句型介绍一个人(单数)介绍一个以上的人(复数)近处This is...These are...远处That is...Those are... This is my friend Tom.这是我的朋友汤姆。 That is Jim.那是吉姆。 These are my parents.这是我的父母。 Those are my grandparents.那是我的爷爷奶奶。 注意:“That is...”可以缩写成“That's...”,但是This is、These are和Those are均不能缩写。 [拓展] 在电话用语中,“This is...”表示“我是……”,用于介绍自己。 —Hello, Dr.Liu. This is Mrs.Wang speaking.——你好,刘医生,我是王太太。 —Hello, Mrs.Wang. ——你好,王太太。 2.That's my family. family作主语时,如果指整个家庭,谓语动词用单数形式;如果指家庭中的全部成员,谓语动词用复数形式。 My family is small.我的家庭是个小家庭。 My family are all watching TV.我的家人都在看电视。 3.Who's she? who意为“谁; 什么人” ,是疑问代词,常用在句首引导特殊疑问句,对人进行提问。主语是单数时,be动词用is; 主语是复数时,be动词用are。 —Let me see your pictures. Who's this?——让我看看你的照片。这是谁? —It is my father. He's a teacher.——这是我的爸爸。他是一名老师。 —Who are they?——他们是谁? —They are my teachers.——他们是我的老师。教学过程◆Exercises 一、单项选择 1.　　　 two girls are Nancy and Gina.  　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.This B.That C.Those D.They 2.This 　　　 my brother and those 　　　 my grandparents.  A.is;is B.is;are C.are;is D.are;are 3.My father's mother is my 　　　.  A.mother B.grandmother C.grandfather D.sister 4.—Mom, I'm going on a picnic with my friends today. —Have 　　　 good day!  A.a B.an C./ D.the 5.—Are these your grandparents? —Yes, 　　　 are.  A.these B.they C.those D.their 二、连词成句 1.my, is, Bill, this, friend(.)   2.are, grandparents, those, his(.)   3.is, she, who(?)   三、根据图片及句意完成短文 This is my family photo.Look! 1.　　　　 are they? They are my 2.　　　　.Who is he? He is my 3.　　　　.That is my 4.　　　　.And this is my 5.　　　　.I have a happy family.We love each other.  Keys:一、1.C　2.B　3.B　4.A　5.B 二、1.This is my friend Bill.　2.Those are his grandparents.　3.Who is she? 三、1.Who　2.grandparents　3.father　4.mother　5.sister ◆Step 8　Summary Let's summarize the new words and sentences. ◆Step 9　Homework 1.Remember the new words. 2.Bring some photos of your family to class. In the next class, take the photos and introduce them with the words and sentence patterns learned in this class. ◆板书设计 sister,mother,father,parent,brother, grandmother,grandfather,grandparent,family, those,who,oh,these,they,well,have,day,byeWho's she? She's my sister. Those are my parents.教学反思本节课的话题是介绍家庭成员。学习以who开头的疑问句,学习掌握关于家庭成员的英文名词以及指示代词的单复数形式。学生通过听、说、读、写的活动来掌握重点内容。教学课题第二课时　Section A(Grammar Focus-3c)教学目标1.Function:学会介绍、辨别朋友和家人。 2.Grammar:指示代词的单复数的使用。 3.Sentences: (1)This is my friend Jane.That's my grandfather. (2)These are my brothers.Those are my parents. (3)—Who're they?—They're my grandparents.教学重难点1.指示代词的单复数的使用。 2.who引导的特殊疑问句的问答。教学过程◆Step 1　Warm-up Competition:Ask two students to fill in the blanks and check the answers. ◆Step 2　Leading in Show the photos and introduce your family members to us. 设计意图通过上台展示的方式,让学生意识到完成作业的重要性,并使其口语得到锻炼。培养学生们自信大方的生活态度。 ◆Step 3　Grammar Focus Read Grammar Focus together. Analyze sentences in Grammar Focus and summarize the grammatical knowledge. ◆Step 4　Language points 1.指示代词 分类用法示例近指(指时间或空间上较近的人或事物)this指代可数名词单数This is Jenny.这是珍妮。these指代可数名词复数These are my books.这些是我的书。远指(指时间或空间上较远的人或事物)that指代可数名词单数That is my father.那是我的爸爸。those指代可数名词复数Those are cars.那些是汽车。 (1)指示代词this、that作主语时,be动词和后面的名词均用单数形式;指示代词these、those作主语时,be动词和后面的名词均用复数形式。 This is a map and those are books. 这是一幅地图,那些是书。 (2)句型转换单变复:①this变these,that变those;②be动词is变成are;③可数名词单数变为复数;④不定冠词a/an要去掉。 (3)回答主语是 this 或 that 的疑问句时,在答语中常用 it 来代替问句中的 this 或 that;回答主语是 these 或 those 的问句时,在答语中常用 they 来代替问句中的 these 或 those。 —Is this your pencil?——这是你的铅笔吗? —Yes, it is.——是的,它是。 —What are these?——这些是什么? —They are oranges.——它们是橙子。教学过程2.特殊疑问词who who是疑问代词,意为“谁;什么人”,常用在句首引导特殊疑问句,对人进行提问。结构为:“Who+be动词+主语?”,主语是单数时,be动词用is;主语是复数时,be动词用are。 —Who are the two girls?——那两个女孩是谁? —They're Mary and Lucy.——她们是玛丽和露西。 —Who is that boy?——那个男孩是谁? —He is my brother.——他是我的哥哥。 ◆Step 5　Work on 3a Complete the conversation. Ask two students to read the conversation aloud and have a check. T:Now practice the conversation with your partner. Ask some pairs to act out the conversation. ◆Step 6　Work on 3b Look at the picture and read the words in the three boxes. Make sentences with the words. Ask the students to read. ◆Step 7　Work on 3c Look at the pictures and the sentences in 3c. Share your family photos with your classmates. Make the students try to make a simple dialogue about their photos. ◆Exercises 一、单项选择 1.—Who's 　　　 speaking?  —　　　 is David.  　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.that;This B.this;This C.this;That D.that;That 2.Are 　　　 your jackets?  A.these B.this C.that D.it 3.—What are these? —　　　 pictures.  A.These are B.This is C.They are D.That is 二、根据句意,写出下列画线单词的对应词 1.Look! This is my mother and that is my 　　　　.  2.Her grandmother is a doctor. Her 　　　　 is a teacher.  3.These are my pens. 　　　　 are my books.  4.I have a brother and a(n) 　　　　.  三、句型转换 1.This is his family photo. (改为复数句) 　　　　 　　　　 his family 　　　　.  2.Are those jackets? (改为单数句) 　　　　 that 　　　　 　　　　?  3.They are girls. (改为单数句) 　　　　 　　　　 　　　　 　　　　. 教学过程4.This is my father. This is my mother. (合并为一句,句意不变) 　　　　 are my 　　　　.  5.That is her sister. (改为复数句) 　　　　 　　　　 her 　　　　.  Keys:一、1.A　2.A　3.C 二、1.father　2.grandfather　3.Those　4.sister 三、1.These are;photos　2.Is;a jacket　3.She is a girl　4.These;parents　5.Those are;sisters ◆Step 8　Summary Get students to have a summary. ◆Step 9　Homework 1.Make a conversation with your partner about your family photo. 2.Preview the new words and phrases in Section B(1a-1d). ◆板书设计 This is my friend Jane.That's my grandfather. These are my brothers. Those are my parents. —Who're they? —They're my grandparents.教学反思本课时继续拓展学习,增加了特殊疑问句的内容。学生通过听、说、读等活动学习并运用所学知识,学会之后,给他们一些练习,巩固语法知识,熟练掌握单词和句型。综合训练之后,安排学生写一些内容可以帮助他们学得更好。教学课题第三课时　Section B(1a-1d)教学目标1.Curriculum words: son,daughter,cousin,grandpa,grandma,mom,dad,aunt,uncle 2.Useful expression: family tree 3.Function:介绍家庭成员及关系。 4.Sentences: (1)These are my parents and this is my grandma. (2)This is my friend, Lin Fang.教学重难点填写家谱,弄清楚家庭成员之间的关系。教学过程◆Step 1　Revision Show your photos and introduce your family members. ◆Step 2　Leading in T:Let's enjoy the video and try our best to follow it. Teach the new words and make the students remember the pronunciation. Look at the pictures and practice the pronunciation. 设计意图播放视频能够活跃班级气氛,让学生在轻松快乐的氛围下学习英语。 教学过程◆Step 3　Pre-listening(1a) Read the words in the box and add them to the family tree. Check the answers together. ◆Step 4　Listening(1b-1c) Listen and check the words you hear in 1b. Listen again and choose the right picture in 1c. Let students read the conversation with their partners. ◆Step 5　Practice(1d) Draw a picture of your family and friends. Tell your partner about your picture. S1:These are my grandparents.This is my... ... ◆Step 6　Language points 1.aunt,uncle aunt指父母辈的除母亲以外的所有女性长辈。uncle 指父母辈的除父亲以外的所有男性长辈。 aunt和uncle的发音都是以元音音素开头的,前有不定冠词修饰时,要用an。 She has an aunt and an uncle. 她有一个姑姑和一个叔叔。 当aunt和uncle与人名连用时,要将称呼写在姓名前,且首字母要大写。 Uncle Tom is in China now. 汤姆叔叔现在在中国。 2.cousin cousin是名词,表示与自己同辈的男性亲属或女性亲属,其复数形式为cousins。 She is my cousin.她是我的堂(表)姐(妹)。 ◆Exercises 单项选择 1.This isn't my brother and he is my 　　　.  　　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.sister B.mother C.cousin D.aunt 2.— Is that your friend Tom? — 　　  A.Yes, that is. B.No, he's my brother. C.Yes, she is. D.No, she's my brother. 3.—I'm Tom and my father is Mike. —Oh, you're Mike's 　　　.   A.brother B.uncle C.cousin D.son 4. Look at 　　　.These are my parents and this is my sister.   A.picture 1 B.Picture 1 C.Pictures two D.picture two Keys:1.C　2.B　3.D　4.B ◆Step 7　Summary According to the family tree,help students to have a summary. ◆Step 8　Homework 1.Draw a picture of your family tree and introduce your family members. 2.Remember the new words in this class.教学过程◆板书设计 daughter,son,cousin, aunt,uncle,family treeThese are my parents and this is my grandma. This is my friend,Lin Fang.grandpa+grandma=grandparents dad+mom=parents教学反思本课时学习家庭成员名词,要告诉学生有些词的汉语意思不唯一,同时学会使用and连接句子。口语训练时可以结合学生自己的实际情况,让学生有话可说,增加学习英语的乐趣。教学课题第四课时　Section B(2a-2c)教学目标1.Curriculum words: here,photo,of,next,picture,girl,dog 2.Useful expressions: the next picture,the name of... 3.Function:能在阅读材料中提取信息解决简单问题。 4.Grammar:倒装句。 5.Sentences: (1)Here are two nice photos of my family. (2)My grandfather and grandmother are in the first photo. (3)In the next picture are my brothers, Bob and Eric.教学重难点倒装句。教学过程◆Step 1　Warm-up Show the family tree and introduce it. Teach students to read the new words. ◆Step 2　Leading in(2a) T:There are many new friends in our English book.Can you say their names? S1:Tom. S2:Mary. S3:Gina. ... Work on 2a Find the male and female first names in this unit and write them down. ◆Step 3　Pre-reading(2b) T:Look at the pictures in 2b and answer the questions. How many people can you see in the two pictures? What else can you see in the second picture? Guess who these people are.教学过程◆Step 4　While-reading(2b) Work on 2b Listen to the recording and read the passage quickly.Then circle the names. Check the answers together. ◆Step 5　Post-reading(2c) Read the passage again and complete the sentences. Get six students to say the completed sentences one by one. And check the answers. ◆Step 6　Language points 1.Here are two nice photos of my family. 此句为倒装句,正常的语序应该是“Two nice photos of my family are here.”。 当句子以here, there等副词开头时,要用倒装句,即“Here/There+谓语动词+主语(名词)+其他.”。其中谓语动词的形式由后面的主语决定,若主语是复数,谓语动词要用复数形式,若主语是单数,谓语动词也要用单数形式。 Here is a pen.这儿有一支钢笔。 注意:如果句子主语是人称代词,则主谓不用倒装。 Here you are.给你。 倒装句主语句式结构例句名词 (短语)Here/There+be/其他动词+名词或名词短语.Here are two books. 这儿有两本书。代词Here/There+人称代词+be/其他动词.Here he comes. 他来了。 2.My grandfather and grandmother are in the first photo. 介词短语in the first photo在本句中作表语。介词短语可在句中作表语,和 be 动词一起构成系表结构。 We are in the classroom.我们在教室里。 first在此作序数词,意为“第一”,序数词前通常要加定冠词the。 3.In the next picture are my brothers, Bob and Eric. 本句是以介词短语In the next picture开头的倒装句,其正常语序为“My brothers, Bob and Eric, are in the next picture.”。有时为了强调地点,而把表示地点的介词短语置于句首,从而构成倒装句。 On the playground are the teachers and students.老师和学生们在操场上。 ◆Exercises 一、根据句意及汉语提示完成单词 1.This is a 　　　　(照片) of my family.  2.The 　　　　(女孩) is my good friend.  3.　　　　(在这里) is a pen for you.  4.I have a little 　　　　(狗).  5.What's in the 　　　　(下一个的) picture?  二、单项选择 1.Look! Here 　　　 your pencils and eraser.  　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.is B.am C.are D.be教学过程2.Those are her 　　　.  　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.a photo B.photoes C.the photos D.photos 3.This is my sister and 　　　 my parents.  A.these's B.this is C.that is D.those are 三、翻译句子 1.我的父母在第一张照片里。   2.我有一个妹妹梅(Mei)和一个表妹简(Jane)。   3.这儿有三张照片和一本书在桌子上。   4.——我可以用你的铅笔吗?——给你。   Keys:一、1.photo/picture　2.girl　3.Here　4.dog　5.next 二、1.C　2.D　3.D 三、1.My parents are in the first photo.　2.I have a sister Mei and a cousin Jane. 3.Here are three photos and a book on the desk. 4.—Can I use your pencil? —Here you are. ◆Step 7　Summary Help the students to have a summary. ◆Step 8　Homework 1.Read the passage in 2b. 2.Try to introduce your family photo with “There be.../Here be...”. ◆板书设计 here,photo,of,next,picture,girl,dog Here are two nice photos of my family.教学反思本节课学生通过自己阅读获取关键信息,并将对倒装句结构的理解运用在习题和作业中。教学课题第五课时　Section B(3a-Self Check)教学目标1.Function:学会用所学的单词、句型写一篇介绍家人、朋友的作文。 2.Sentences: (1)Here is a photo of... (2)In the photo... (3)This is.../These are...教学重难点用短文的形式来描述自己的家人和朋友。教学过程◆Step 1　Leading in (3a) T:If you were Peppa,how do you introduce these two photos?教学过程S1:Here are two nice photos of my family. S2:In the first photo...This is... S3:In the next photo...This is...These are... ... 设计意图复习上节课的知识,练习学生的口语及本单元新授单词的发音。 Work on 3a Complete the passage with the words in the box.Then draw a picture of Paul's family. ◆Step 2　Writing Bring a family photo to class and write about it. Then tell a classmate about your family. Show the writing guide and give a sample writing. ◆Step 3　Self Check 1.Group the words for family members you have learned. 2.Complete the conversation. 3.Check the answers in groups. ◆Exercises 单项选择 1.—Who is she? —　　  　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.Yes, she is. B.No, she isn't. C.No, I'm not. D.She's my sister. 2.He is my grandparents' son,but he isn't my father.He is my 　　　.  A.mother B.uncle C.aunt D.cousin 3.—Look! These are some photos 　　　 my family.  —Let me have a look! Who is the man 　　　 the first photo?  A.in;of B.on;for C.of;in D.for;on 4.　　　 two girls are my cousins.  A.This B.That C.These D.They Keys:1.D　2.B　3.C　4.C ◆Step 4　Summary Get the students to make a summary. ◆Step 5　Homework 1.Review this unit, including the words,expressions and sentences. 2.Write a short passage about your family or friends. Pay attention to proper use:This/That is...These/Those are... ◆板书设计 BeginningHi, I am... Main bodyfamily members' informationEndingI love my family. 教学反思本课时重点复习本单元学过的单词、短语和句子,并将学到的句型用于写作当中。教学课题第一课时　Section A(1a-2d)教学目标Curriculum words: pencil,book,eraser,box,schoolbag,dictionary,his,mine,hers,excuse,me,thank,teacher,about,yours,for,help,welcome Functions:能就物主关系进行问答;能够运用含有指示代词的一般疑问句、名词性物主代词和单元基本词汇来确认物品的所有者。 Sentences: (1)—Is this your pencil?—Yes,it is.It's mine. (2)—Are these your books?—No,they aren't.They're hers. (3)—What about this dictionary?—It's Helen's. (4)—Thank you for your help.—You're welcome.教学 重难点1.物品名称及从属关系。 2.认识名词性物主代词。教学过程◆Step 1　Warm-up Look at the picture and answer the questions. T:What things are there in your schoolbag?What things are there in your pencil box? Teach students how to read the new words and make them remember the new words. 设计意图学生通过陈列自己的物品来学习新单词,更大限度地激发他们动手和动嘴的能力,并且创设出更轻松的学习氛围。 ◆Step 2　Leading in (1a) Read the words and match them with the things in the picture. Pair work Look at the picture and answer the questions. T:Is this your schoolbag? S:... T:Are these your pens? S:... ◆Step 3　Listening (1b) Listen and number the conversations [1-3] in 1b. Check the answers together. ◆Step 4　Practice (1c) Get students to work in pairs to practice these conversations. Walk around the classroom to check pronunciation and intonation.Then call some groups to perform their conversations in front of the class.教学过程◆Step 5　Listening Work on 2a T:Please look at the pictures in 2a.Can you say their English names?Let's see who will do fastest and best. Listen and check(√) the things you hear. Work on 2b Listen again.Complete the conversation with the words in the box. Ask three students to read the conversation in role and check the answers together. ◆Step 6　Pair work(2c) Practice the conversation in 2b.Then make your own conversations using the things in your classroom. ◆Step 7　Role play(2d) Look at the picture. T:What can you see in the picture? Read the conversation and find out the owners of the things. Let students read the dialogue after the teacher.Then find different groups to act it out. ◆Step 8　Language points 1.名词性物主代词 数单数复数类别第一人称第二人称第三人称第一人称第二人称第三人称名词性物 主代词mineyourshishersitsoursyourstheirs含义我的你的他的她的它的我们的你们的他(她、 它)们的 2.Excuse me,Grace. 注意:me是I的宾格形式,用在动词或介词后面作宾语。 3.—What about this dictionary? —It's Helen's. (1)What about...?意为“……怎么样?”,等同于“How about...?”,about是介词,后面可接名词、代词或动词-ing形式。常用于以下场景: ①向对方提出建议或请求 What about some milk?来点儿牛奶怎么样?教学过程　　　②征求对方的看法或意见 What about going shopping today?今天去购物怎么样? 　③用以将注意力转向另一人或物 I'm fine.What about her?我很好。她怎么样? (2)Helen's表示“海伦的”,'s是名词所有格,用于名词后边,表示“……的”。 This is Linda's mother.这是琳达的妈妈。 　4.Thank you for your help,Anna. Thank you for...意为“为……感谢你”,等于Thanks for...,都是表达感谢的方式。 for是介词,后加名词、代词或动词-ing 形式,表示感谢的内容或原因,即thank you for sth.或 thank you for doing sth. 当他人对自己说“Thank you.”时,可以回答“You're welcome.”。 —Thank you for helping me.——谢谢你帮助我。 —You're welcome.——不用谢。 ◆Exercises 用括号内所给词的适当形式填空 1.—Is that 　　　　(she) schoolbag?  —Yes,it is. 2.This isn't Tom's pen.It's 　　　　(I).  3.—Are these your pens? —Yes,　　　　(it) are.  4.These dictionaries are 　　　　(Bob).  Keys:1.her　2.mine　3.they　4.Bob's ◆Step 9　 Summary Let's summarize how to identify ownership. ◆Step 10　Homework 1.Read the conversation in 2d. 2.Recite the new words. ◆板书设计 —Is this/that...?　　　　　　　—Yes,it is./No,it isn't. —Are these/those...? —Yes,they are./No,they aren't. —What about this dictionary? —It's Helen's. my book=mine　his book=his　her book=hers —Thank you for your help. —You're welcome.教学反思在课堂教学中,学生应该有充足的听说训练。本课时的重点是掌握一般疑问句的构成、回答以及语音语调,学生只有在听说活动中才能熟练地学会运用所学知识。在学习名词性物主代词时,要引起学生足够的重视,因为这与汉语有差异。教学课题第二课时　Section A(Grammar Focus-3c)教学目标Function:总结归纳辨认物品所有者所用的句型。 Grammar: (1)名词性物主代词。 (2)一般疑问句的肯定回答和否定回答。 Sentences: (1)—Is this your pencil?　　—Yes,it is.It's mine./No,it isn't.It's hers. (2)—Is that your schoolbag?　—Yes,it is./No,it isn't.It's his. (3)—Are these your books?　 —Yes,they are./No,they aren't.They're hers. (4)—Are those her keys?　　 —Yes,they are./No,they aren't.They're mine.教学 重难点1.总结归纳辨认物品所有者所用的句型。 2.熟练运用辨认物品所有者所用的句型。教学过程◆Step 1　Warm-up Let's chant. ◆Step 2　Leading in Pair work One student chooses the card and another student translates the sentence. 设计意图通过游戏竞赛的活动,增强学生的团队协作意识。 ◆Step 3　Grammar Focus Read the sentences together. Analyze sentences in Grammar Focus and summarize the grammatical knowledge. 设计意图通过阅读和翻译重点句子及总结语法,使学生知道含有be动词的一般疑问句的句式结构。 ◆Step 4　Language point ◆Step 5　Work on 3a T:Look at the pictures in 3a.We can see the first picture is close to us,but the second picture is a little far from us.When we ask about them,we must pay attention to the use of this,that,these and those. Try to complete the questions and answers about each picture. Check the answers with the class. ◆Step 6　Work on 3b Read the questions and complete the answers. Practice them with your partner. ◆Step 7　Work on 3c Put some things into the teacher's box.Then take one thing out of the box and find the owner.You only have two guesses! S1:Is this your eraser? S2:No,it isn't. ... 设计意图通过创设真实情境,让所学知识在对话中得到充分的练习。 教学过程◆Exercises 一、单项选择 1.—Is this your eraser? —Yes,　　　.  　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.this is B.this's C.it's D.it is 2.—Is that Alice's dictionary? —Yes,it's 　　　.  A.his B.hers C.mine D.yours 3.—Are those Tom's pens? —No,　　　 aren't.  A.these B.those C.it D.they 4.This isn't 　　　 book.It's 　　　.  A.my;her B.my;hers C.mine;her D.mine;hers 二、按要求完成下列各题 1.She is good at playing the piano.(变为一般疑问句) 　　　　 　　　　 good at playing the piano?  2.These are her erasers.(变为一般疑问句并作肯定及否定回答) —　　　　 　　　　 her erasers?  —Yes,　　　　 　　　　./No,　　　　 　　　　.  3.That is my schoolbag.(写出同义句)   Keys:一.1.D　2.B　3.D　4.B 二.1.Is she　2.Are these;they are;they aren't　3.That schoolbag is mine. ◆Step 8　Summary Get the students to have a summary. ◆Step 9　Homework 1.Recite the sentences in Grammar Focus. 2.Review Section A after class. ◆板书设计 —Is this your pencil?　　　　—Yes,it is.It's mine./No,it isn't.It's hers. —Is that your schoolbag? —Yes,it is./No,it isn't.It's his. —Are these your books? —Yes,they are./No,they aren't.They're hers. —Are those her keys? —Yes,they are./No,they aren't.They're mine. 教学反思本课时主要练习一般疑问句和名词性物主代词的使用。学生可以通过大量的听说读写活动来练习,也可以通过语法讲解与练习加深的方法来巩固。教学课题第三课时　Section B(1a-1e)教学目标Curriculum words: baseball,watch,computer,game,card,notebook,ring,bag Useful expressions: computer game,ID card Function:能够询问东西的所属,或者寻找物品的主人。 Sentences: (1)I lost my watch this morning. (2)—That's my watch.　 —Here you are. (3)—How do you spell it?　—W-A-T-C-H.教学 重难点能够使用目标语言询问东西的所属,或者寻找物品的主人。教学过程◆Step 1　Revision T:What are the words behind the leaves? Students spell the right words. 设计意图复习上节课所学的名词性物主代词,查看学生的掌握情况。 Teach the new words and make students spell them. ◆Step 2　Leading in(1a-1b) 1.Show the picture T:What's this in English? 2.Play a game Name the things as soon as you see them. 设计意图将新授单词与游戏巧妙结合,在活动中锻炼学生的反应速度并检查学生的发音。 3.Work on 1a T:Here are some new words in the box and some pictures below the box.Match the words with the things in the picture. Students work with their partners to try to match the words with the things in the picture.Then check the answers together. 4.Work on 1b Students practice the conversation in 1b. Ask some pairs to act out the conversation. ◆Step 3　Listening(1c-1d) Work on 1c Listen and circle the things you hear in 1a. Check the answers. Work on 1d Listen again.Write the things that belong to Linda or Mike. Read the two conversations and check the answers.教学过程◆Step 4　Practice(1e) Student A is Linda and Student B is Mike.Make conversations about the things in 1d.Then change roles. ◆Step 5　Language points 1.It's a watch. watch作“手表”讲,为可数名词,其复数为watches。 拓展:英语中以s,x,sh,ch结尾的名词,在变复数时末尾加-es。 bus—buses公共汽车　 box—boxes 盒子　dish—dishes 盘;碟 watch作“观看”讲,为动词。 I like to watch TV.我喜欢看电视。 2.How do you spell it? 这是一个特殊疑问句,用来询问拼写方法。 注意:回答拼写单词时每个字母都要大写,而且字母与字母之间用连字符连接。英语中为了避免重复常用代词代替已知的名词。本句中it代替需要拼写的单词。 How do you spell it?=Can you spell it,please?=Spell it,please.=Do you know how to spell it? ◆Exercises 单项选择 1.—What's this? —It's 　　　 ID card.  　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.a B.an C.the D./ 2.—What's that? —　　　 a computer game.  A.It B.It's C.That D.That's 3.—Are those your 　　　?  —Yes,they are. A.bags B.bag C.watch D.ID card 4.—　　　 do you spell your name?  —B-O-B. A.What B.How C.Who D.What color Keys:1.B　2.B　3.A　4.B ◆Step 6　Summary Get the students to have a summary. ◆Step 7　Homework 1.Remember the words and expressions we learned in this class. 2.Practice the conversations with your partners. ◆板书设计 baseball watch computer game card notebook ring bagI lost my watch this morning. —That's my watch. —Here you are. —How do you spell it? —W-A-T-C-H. 教学反思本课时通过创造语境输入语言,让学生有更多的机会得到足够的听力训练。学生要学会运用所学的内容编写出新的对话,输出语言。学会用英文确认物品的所属关系,反复练习一般疑问句和它们的回答。教学课题第四课时　Section B(2a-2c)教学目标Curriculum words: in,library,ask,find,some,classroom,e-mail,at,call,lost,must Useful expressions: in the school library,ask the teacher for it,e-mail sb.at...,call sb.at... Function:能够读懂一些简单的招领和寻物启事。 Sentences: (1)Some keys are in Classroom 7E. (2)I lost my school ID card.I must find it. (3)Call me at 685-6034. (4)E-mail me at maryg2@gfimail.com.教学 重难点阅读一些简单的招领和寻物启事,并能获得相关信息。教学过程◆Step 1　Warm-up 1.Greet students. 2.Tell a story. The little pig lost many things.Can you talk about them and spell the words? 3.Students read the words after the teacher one by one. 设计意图运用动画激发学生对英语的学习兴趣,加深对单词拼写的印象。 ◆Step 2　Leading in Free talk T:Do you often lose things like the little pig? S:Yes./No. T:What do you lose easily? S:Keys... 设计意图鼓励更多的学生加入自由讨论的活动中来练习口语交际。 ◆Step 3　Pre-reading(2a) Write the things you lose easily. T:Have you ever picked up others' things or lost anything?What are they? Let some students report their things to the class. ◆Step 4　While-reading(2b) Listen to the recording and read the notices on the board quickly.Then circle the lost things. Read again and answer the questions. T:How many notices can you see?What information do you know? ◆Step 5　Post-reading(2c) Read the notices again and write down the items.Then check(√ ) Lost or Found. Check the answers together. 教学过程◆Step 6　Language points 1.Ask the teacher for it. ask sb.for sth.意为“向某人索取某物;向某人要某物”;ask sb.to do sth.意为“让某人做某事”。 I will ask my teacher for help.我将会向老师寻求帮助。 The English teacher asks us to read books after school.英语老师要求我们放学后读书。 2.E-mail me at maryg2@gfimail.com. at介词,具体用法如下: (1)放在电子邮箱地址或电话号码等前面,意为“按照;根据”。 (2)表示时间,用于时刻前,意为 “在(某时间或时刻)”,如at night 在晚上。 (3)表示地点,一般用于较小的地名(方)前,意为 “在(某处)”,如at home 在家。 (4)表示“处于……状态”,意为 “从事于”,如at work 在工作。 3.Call me at 685-6034. call sb.给某人打电话 call + 电话号码　拨打……(号码) call sb.at + 电话号码　拨打……(号码)找某人 Call him this afternoon.今天下午给他打电话。 Please call 120.请拨打120。 Call Mary at 419-1116.拨打419-1116找玛丽。 ◆Exercises 一、根据句意及汉语提示完成单词 1.　　　　(要求) your brother to come here.  2.Two 　　　　(图书馆) are in our school.  3.Can you find a computer 　　　　(在……里) Yang Yang's room?  4.Some books,desks and chairs are in the 　　　　(教室).  5.We can send(发送) 　　　　(电子邮件) on the computer.  二、单项选择 1.There are 　　　 pens in the pencil box.  　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.one B.some C.a lot D.much 2.Ladies and gentlemen,welcome to Beijing! And if you need any help,please call me 　　　 010-55586390.  A.at B.on C.with D.by 3.Where's my ruler? I can't 　　　 it anywhere.  A.look for B.look C.find out D.find 4.Here 　　　 some keys.  　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A./ B.is C.are D.am 5.—Can I ask you 　　　 some help?  —Yes,please. A.to B.for C.on D.of Keys:一、1.Ask　2.libraries　3.in　4.classroom　5.e-mails 二、1.B　2.A　3.D　4.C　5.B教学过程◆Step 7　Summary Help the students to have a summary. ◆Step 8　Homework 1.Remember the words and expressions we learned. 2.If your friend loses his/her watch,help him/her write a notice. 3.Prepare for the next lesson. ◆板书设计 New words and phraseKey sentencesin,library,ask,ask...for...,find,some,classroom,e-mail,at,call,lost,mustAsk the teacher for it. I lost my school ID card. I must find it. 教学反思本节课通过听、读训练让学生了解招领启事和寻物启事的书写格式,为下节课的写作做好铺垫。教会学生善于在短文中获取关键信息,完成相关习题。 教学课题第五课时　Section B(3a-Self Check)教学目标Curriculum word:set Useful expression:a set of Function:会写失物招领或者寻物启事。 Sentences: (1)I lost my... (2)Please call me at... (3)E-mail me at...教学 重难点1.掌握重点词汇、短语和句型。 2.能够运用所学的内容进行书面表达,书写失物招领或者寻物启事。教学过程◆Step 1　Revision Show some pictures of school things(learned in Section B) on the screen and ask about them.Use this,that,these and those.Let students ask and answer questions with their classmates. 设计意图让学生根据图片能说出已学的一些物品的单词,并通过问答来锻炼口语交际能力。 ◆Step 2　Leading in(3a) Here are two notices but some words in the notes are missing.Ask some students to read the words or phone number in the box.Let one read them in English and the other read them in Chinese. Students read and complete the notices.Then check the answers. ◆Step 3　Language points 1.a set of keys a set of意为“一套;一副;一组”,其中set 为名词,意为“一套;一副;一组”。 I have a set of new books.我有一套新书。 The set of keys is Tom's.这串钥匙是汤姆的。 注意:“a/the set of+复数名词”作主语时,谓语动词用单数。教学过程◆Step 4　Writing(3b) Write your own lost or found notice with your name and phone number. Give students some writing guides. 标题Lost/Found正文介绍丢失物品的名称描述物品(丢失的时间、地点,物品的颜色)注明联系方式 Make some students read their writings.If there is something wrong,correct the mistakes together. Show the sample writings. ◆Step 5　Self Check 1.Write the school things you know. 2.Complete the chart with pronouns. 3.Look at the picture and write conversations.Then act them out. ◆Exercises 单项选择 1.Look,a set 　　　 keys!Are these 　　　?  　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.of;your B.of;yours C.is;your D.are;yours 2.Is that 　　　 pencil box?  A.he B.him C.his D.hers 3.Her watch 　　　 in her schoolbag.  A.am not B.isn't C.aren't D.be not 4.Here 　　　 a set of keys.  A./ B.is C.are D.am 5.How do you spell 　　　 baseball?  A.the B.a C.this D./ Keys:1.B　2.C　3.B　4.B　5.D ◆Step 6　Summary Get the students to make a summary. ◆Step 7　Homework 1.Review the words,expressions and sentences in this unit. 2.If you are Kate,write a found notice. ◆板书设计 LostFoundI lost...There is/are...It's...It's.../Is this yours?I must find it.Thank you.E-mail/Call me at... 教学反思运用所学的知识书写寻物启事以及招领启事。引导学生学习和掌握英语语法知识,提醒应该注意的事项。注意一般疑问句的构成及回答、名词性物主代词的构成、名词的单复数形式以及在句子中与动词的搭配。教学课题第一课时　Section A(1a-2d)教学目标Curriculum words: where,table,bed,bookcase,sofa,chair,on,under,come,desk,think,room,their,hat,head Useful expression: come on Function:能够使用方位介词来正确地描述物品的位置。 Grammar:where引导的特殊疑问句。 Sentences: (1)—Where are my books?　—They're on the sofa. (2)—Where's my computer game?　 —It's under your bed. (3)—Where's the map?　 —I think it's in your grandparents' room.教学 重难点1.理解方位介词的含义。 2.会用where引导的特殊疑问句对物品的位置进行提问和回答。教学过程◆Step 1　Warm-up Look at the pictures and answer the questions. T:What's this? T:What are those? Teach students to read the new words and check their pronunciation one by one. 设计意图通过图片来复习之前所学的单词,简单的问答句型帮助学生们建立学好英语的自信心。 ◆Step 2　Leading in(1a) Show the picture of a house. T:What's in the house? Look at the picture in 1a. T:What can you see in this picture? Match the words with the things in the picture in 1a,and check the answers. ◆Step 3　Listening(1b) Listen and number the things in the picture [1-4]. Check the answers together. T:Let's enjoy the video! ◆Step 4　Practice(1c) Practice the conversation in 1a with your partner. Make your own conversations using the words in the box(in/on/under) and act them out. ◆Step 5　Listening(2a-2b) Pre-listening Look at the six pictures. T:What are they in English? While-listening Listen and number the things [1-6] in 2a. Listen again.Find the things from 2a and number them in the picture[1-6] in 2b. Check the answers together. 教学过程◆Step 6　Pair work(2c) T:Look at the picture.Are the keys on the sofa? Ss:No,they aren't.They're on the table. Let students ask and answer questions about the things in the picture in 2b. ◆Step 7　Role play (2d) Listen and answer. T:Where is Jack's bag? T:Where is the map? T:Where is Jack's hat? Practice the conversation with your partner.Then let some pairs act out the conversation. ◆Step 8　Language points ◆Exercises 一、翻译下列词组 1.在课桌下　　　　　　　  2.在沙发上　　　　　　　  3.在你的书包里　　　　　　　  4.在椅子上　　　　　　　  5.在床下　　　　　　　  6.在书架里　　　　　　　  二、单项选择 1.—　　　 are the bags?  —They are on the floor. 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.Where B.How C.What D.Who 2.—Is the key on the sofa? —　　  A.No,I'm not. B.It's under it. C.No,it's under it. D.Yes,it isn't. 3.—Where is the map? —It's 　　　 your 　　　 room.  A.on;parent's B.in;parent's C.in;parents' D.on;parents' Key:一、1.under the desk　2.on the sofa 　3.in your schoolbag 　4.on the chair　5.under the bed　6.in the bookcase 二、1.A　2.C　3.C ◆Step 9　Summary Let's summarize the things in our room and describe the places of them. ◆Step 10　Homework 1.Read the new words and conversations we learned today. 2.Describe your room and the place of things to your classmates. ◆板书设计 —Where are my books?—They're on the sofa. —Where's my computer game?—It's under your bed. —Where's the map?—I think it's in your grandparents' room.教学反思在本节课中,学生学习了以where开头的特殊疑问句,以及正确运用介词和介词短语进行回答。教师上课时要运用图片、视频或实物进行讲解,增加直观性和趣味性,让学生在真实的语境中进行口语训练,在语言实践中掌握英文句式和语法内容。教学课题第二课时　Section A(Grammar Focus-3c)教学目标Function:总结归纳描述物品的位置时所用的句型。 Grammar:where引导的特殊疑问句的构成及答语。 Sentences: (1)—Where's the map?—It's in your grandparents' room. (2)—Where are my books?—They're on the sofa. (3)—Where's his pencil box?—It's in his schoolbag. (4)—Where's your ruler?—It's under the chair. (5)—Where are their keys?—They're on the table.教学 重难点1.where引导的特殊疑问句。 2.让学生重点感知完整的语境,学习语音、语调和相关的语言知识。教学过程◆Step 1　Revision Show the pictures and words. Let's enjoy the video. 设计意图用图片复习上节课的单词。播放介词使用的视频,能使学生在轻松愉悦的氛围下学习英语。 ◆Step 2　Leading in Look at the pictures and make conversations about them. One student asks.One student answers. 设计意图采用一问一答的方式,在课堂上给予学生们充足的时间和机会练习口语。 ◆Step 3　Grammar Focus 1.Read the sentences together. 2.Analyze sentences in Grammar Focus and summarize the grammatical knowledge. ◆Step 4　Language point ◆Step 5　Work on 3a Look at the pictures and complete the conversations. Check the answers in class. Ask students to read these conversations with their partners. ◆Step 6　Work on 3b Now let's ask and answer according to the pictures in 3b or using your own things. T:Where is the computer game?Is it on the sofa? S1:No,it isn't.It's in the bookcase. T:Work in pairs.Make a similar conversation like this. ◆Step 7　Work on 3c Student A,look at the picture on page 19.Student B,look at the picture on the right.Ask and answer questions to find the differences. Give a sample. SA:Where's the schoolbag?Is it under the table?教学过程SB:No,it isn't.It's on the table. Ask some pairs to make conversations and find some differences. 设计意图培养学生仔细观察事物和口语交际的能力。 ◆Exercises 一、用括号内所给词的适当形式填空 1.Where 　　　　(be) her ruler?  2.Where 　　　　(be) my keys?  3.—Where is my jacket? —It's in your 　　　　(parent) room.  4.—Are these 　　　　(they) oranges?  —Yes,they are. 5.—Where is my computer game? —Sorry,I 　　　　(not know).  二、连词成句 1.notebook,on,her,is,bed,the(.)   2.are,under,bookcase,they,the(.)   3.in,a,keys,of,is,the,set,bag(.)   4.her,photo,family,is,on,dresser,the(?)   5.his,game,computer,is,where(?)   Keys:一、1.is　2.are　3.parents'　4.their　5.don't know 二、1.Her notebook is on the bed.　2.They are under the bookcase.　3.A set of keys is in the bag.　4.Is her family photo on the dresser?　5.Where is his computer game? ◆Step 8　Summary Get the students to have a summary. ◆Step 9　Homework 1.Practice the conversations we learned today with your friends. 2.Recite the sentences in Grammar Focus. ◆板书设计 —Where's the map? —It's in your grandparents' room.—Where are their keys? —They're on the table. 教学反思本课时主要练习由where引导的特殊疑问句的使用。学生通过观察句子结构,来获取一些关于特殊疑问句句式结构的信息,并能结合本课的听、说、读、写活动来正确使用。教学课题第三课时　Section B(1a-1e)教学目标Curriculum words:radio,clock,tape,player,model,plane Useful expressions:tape player,model plane,bring...to... Function:对物品的摆放位置进行问答。 Sentences: (1)—Where are your English books?—They're on the chair. (2)—Where's his tape?—It's in the tape player. (3)Could you bring some things to school for me? (4)Meet you at one at your school.教学 重难点听懂描述物品位置的听力材料,并能获取关键信息。教学过程◆Step 1　Revision Let students look at the pictures.Ask and answer questions about the things in the picture. T:Where's the...? S:It's on/in/under... T:Where are the...? S:They are in/on/under the... 设计意图复习上节课所学的知识,查看学生的掌握情况。简单的问答和提示能够增强学生学习英语的自信心。 Teach the new words and make students read them one by one. ◆Step 2　Leading in(1a-1b) Show the pictures and say. T:What's this in English?How to spell...? Answer the questions as soon as you see them. 设计意图将新授单词与游戏结合起来,营造轻松的学习氛围来提高学生快速反应的能力并检查学生的发音。 Work on 1a Match the words with the things in the picture. Check the answers together. Work on 1b Look at the picture in 1a for three minutes.Then close your books and write down all the things you remember. Change the paper with your partner and see who does best. ◆Step 3　Listening(1c-1d) Work on 1c T:Tom wants his mother to bring some school things to school for him.But his room isn't tidy.So his mother can't find the things. Listen and circle the things Tom wants from his room. Then check the answer.教学过程Work on 1d Listen again.Where are Tom's things?Write them down. ◆Step 4　Practice(1e) T:Can you remember where the things are in Tom's room?Now read them. Work in pairs,ask and answer questions about the things in Tom's room.Then change roles. ◆Step 5　Language points ◆Exercises 一、根据句意及汉语提示完成单词 1.The 　　　　(时钟) is not mine.It's my brother's.  2.Look!My model 　　　　(飞机) is in the photo.  3.Are those 　　　　(磁带) yours,Lily?  4.That CD 　　　　(播放机) is Mary's.  5.Is that your grandfather's 　　　　(收音机)?  二、单项选择 1.Where are the 　　　?  　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.radio B.radios C.radioes D.a radio 2.—Where's the baseball? —It's 　　　 my table.  A.of B.at C.under D.to 3.—　　  —They are on the desk. A.Where's my book? B.Where are my book? C.Where's my books? D.Where are my books? 4.—Is the baseball in the bookcase? —　　  A.Yes,they are. B.Yes,it is. C.Yes,it isn't. D.No,it is. 5.—　　　 is her hat?  —　　　 on her bed.  A.Where;They are B.What;It's C.Where;It's D.What;They're Keys:一、1.clock　2.plane　3.tapes　4.player　5.radio 二、1.B　2.C　3.D　4.B　5.C ◆Step 6　Summary Get the students to have a summary. ◆Step 7　Homework 1.Recite the words we learned today. 2.Practice the conversation with your partner in 1e. 3.Do the exercises in students' books.教学过程◆板书设计 radio,clock,tape,player,model,plane,tape player,model plane,bring...to...—Where are your English books? —They're on the chair. —Where's his tape? —It's in the tape player. Could you bring some things to school for me? Meet you at one at your school. 教学反思本课时教师带领学生扩展本单元知识训练的范围,加强语言的使用,要求学生熟练地说明物品所在的位置,表达自己的要求。通过情景模拟让听说练习更加真实,使学习活动更加有趣。不断地引导学生自主地学习运用所学的单词、短语和句子。教学课题第四课时　Section B(2a-2c)教学目标Curriculum words:tidy,but,our,everywhere,always Function:通过阅读获取物品的摆放位置。 Grammar:and和but的用法。 Sentences: (1)I'm tidy,but Gina is not. (2)Gina's books are everywhere—on her bed,on the sofa and under the chair. (3)“Where are my keys?”Gina always asks.教学 重难点阅读描述物品位置的相关短文,并能获得相关信息。教学过程◆Step 1　Warm-up Look at the picture and memorize the places of the things,then complete the chart. 设计意图采用记忆挑战的形式锻炼学生观察问题的细致度,帮助学生们有条理地解决问题。 Students read the words after the teacher. ◆Step 2　Leading in(2a) Work with your partner.Write the words you know for the things in the picture. Teacher goes around the classroom,and gives some help. ◆Step 3　Reading(2b) Look at the picture in 2b.Here are two girls,Kate and Gina.They are sisters.They live in a room.They all have many things in their room. Listen to the recording and read the passage quickly.Then answer the questions:Is Kate tidy?Is Gina tidy? Let some students say their answers. ◆Step 4　Language points ◆Step 5　Practice Work on 2c Read the passage again and complete the chart about the things Kate and Gina have and where they are. Check the answers with the class.教学过程Retell According to the pictures,try to retell the passage about Kate and Gina. 设计意图通过图片进行提示辅助学生们回忆并复述短文中重要的句子。 ◆Exercises 一、根据句意及首字母或汉语提示完成单词 1.Gina is a(n) 　　　　(整洁的) girl.  2.Mr.Wang is 　　　　(我们的) teacher.  3.My brother's books are 　　　　(到处).  4.My clock is green,b　　　　 his is yellow.  5.My little sister a　　　　 asks me questions.  二、单项选择 1.My dictionary and pencil box 　　　 in my schoolbag.   　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.is B.are C.be D.am 2.I can sing 　　　 I can't dance.  A.and B.or C.but D.so 3.The bed is 　　　 the room.  A.in B.on C.under D.of 4.I am tidy,　　　 my brother 　　　.  A.but;is B.but;is not C.and;is not D.and;are not 5.This is her tape player,　　　 that's her computer game.  A.and B.but C.too D.because 6.—Are the English books under the radio? —　　  A.No,it isn't. B.Yes,they are. C.No,they are. D.Yes,it is. Keys:一、1.tidy　2.our　3.everywhere　4.but　5.always 二、1.B　2.C　3.A　4.B　5.A　6.B ◆Step 6　Summary Help the students to have a summary. ◆Step 7　Homework 1.Read the passage in 2b again and again. 2.Draw a picture about your room.Try to describe the places of your things to your friend. ◆板书设计 I'm tidy,but Gina is not.Gina's books are everywhere—on her bed,on the sofa and under the chair. “Where are my keys?”Gina always asks. 教学反思本节课通过阅读短文让学生获取物品摆放的位置信息,并从中体会运用连词and和but来书写比较长的句子。 教学课题第五课时　Section B(3a-Self Check)教学目标Function:能说出并能写出房间内物品的摆放位置。 Sentences: (1)...is very tidy. (2)In my room,...is in/under the... (3)...and...are on the... (4)I love my room.教学 重难点1.熟练运用本单元的词汇和句型进行口语、阅读和书面写作练习。 2.能够运用目标语言,描述房间里物品的位置。教学过程◆Step 1　Warm-up Pair work Let students look at the pictures and then ask and answer about the things in the picture. S1:Do you have it? S2:Yes,I do. S1:Where is it? S2:It's on... S3:What are they? S4:They're... S3:Do you have them?Where are they? S4:... 设计意图学生根据图片在小组之间练习对话,既能增强学生学习英语的自信心,还能练习口语交际能力。 ◆Step 2　Leading in(3a) Make a survey about the things in the chart on your partner. Do you have these things? Where are they? Fill in the chart and exchange the chart with your partners. ◆Step 3　Writing 1.Work on 3b Write about where the things are in your room.Use the word and if you can. Check their works with their partners. Ask some students to report their writings to the class. 2.Introduce your room Show the outline of the writing. Give the sample writing. 设计意图通过练习,让学生学会如何描述物品的位置。范文的展示让学生总体了解这类写作的结构,供学生学习、借鉴。 ◆Step 4　Self Check 1.Write the things in your room. Talk about the things in your room with your partner,then write them down. Let some other students add some more words.教学过程2.Write about the things in your classroom with in,on and under. T:Look at our classroom carefully and find out what things we have and where they are. ◆Exercises 一、单项选择 1.—　　　 is the dog,Jack?  —I think it's under the table. 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.What B.How C.Where D.Who 2.I have a radio,　　　 he has one too.  A.and B.but C.or D.so 3.—Where are your CDs? —　　  A.It's on the desk. B.Thanks for your help. C.They're keys. D.Sorry,I don't know. 4.Where are 　　　 pencils? Are 　　　 in the box?  A.our;their B.our;they C.you;theirs D.your;you 5.—Where is my English book? —Oh,it's 　　　 the floor(地板).  A.on B.in C.under D.at 二、按要求完成下列各题 1.Where are my pencils?(变为单数句)   2.Is it your book?(变为复数句)   3.Are his baseballs under the sofa?(作肯定回答)   Keys:一、1.C　2.A　3.D　4.B　5.A 二、1.Where is my pencil?　2.Are they your books?　3.Yes,they are. ◆Step 5　Summary Get the students to make a summary. ◆Step 6　Homework 1.Remember the words,expressions and sentences in this unit. 2.Write a passage. You want four things in your room now.But you have no time to go home to get them.Write a note to a friend,and let him go to your home to get them.Tell him where the things are. ◆板书设计 My room ...is very tidy. In my room,...is in/under the... I love my room. 教学反思本课时的重点在于运用。带领学生复习本单元的重点句型,并要求学生运用所学知识练习写出一篇小短文,同时要教会学生使用and将短句变长句。教学课题第一课时　Section A(1a-2d)教学目标Curriculum words: do,does,have,tennis,ball,ping-pong,bat,soccer,volleyball,basketball,let,us,go,we,late,has,get Useful expression:soccer ball Function:会用have对物品的所属关系进行提问与回答。 Grammar:do引导的一般疑问句。 Sentences: (1)—Do you have a ping-pong ball?—No,I don't. (2)Helen,let's go!We're late! (3)Let me get it.教学 重难点1.学会运用Do you have...?Does he∕she have...?句型询问物品的所属关系并能作出回答。 2.恰当使用助动词do∕don't和does∕doesn't。教学过程◆Step 1　Warm-up Look at the pictures. T:Do you have...? S:Yes,I do.∕No,I don't. Present the new words. ◆Step 2　Leading in(1a) Show the students some objects.Make them read. Show the pictures,and let students say the right words as soon as possible. 设计意图用图片的方式引入新课,不但能吸引学生的注意力,同时也能顺利地引入本课时的主题。 Match the words with the things in the picture. Ask one student to show the answers and check them. ◆Step 3　Listening(1b) T:Look at the four items of 1b in the picture.Listen and circle the words you hear. Play the recording and then check the answers. ◆Step 4　Pair work(1c) Practice the conversation with your partner.Then ask and answer questions about the things in the picture in 1a. Work in groups of four and use the picture to practice the similar conversations with the new words.(basketball,baseball bat,soccer ball,volleyball,computer,ping-pong bat,baseball,tennis ball) ◆Step 5　Listening(2a-2b) Work on 2a Listen to the conversations and number the pictures [1-4]. Check the answers. 教学过程Work on 2b Listen again.Match the pictures in 2a with the balls. Check the answers. Read the conversations after the recording. ◆Step 6　Practice(2c) Ask and answer questions about the people in the picture in 2a. T:Make conversations with things in the picture. Ss:... Ask some pairs to act out their conversations. ◆Step 7　Role-play(2d) Listen and write down the things they are talking about. Practice the conversation with your partner. Ask some pairs to act out the dialogue in front of the class. ◆Step 8　Language points 1.Do you have a ping-pong bat? 本句是含行为动词have的一般现在时的一般疑问句,其构成为:Do∕Does+主语+have+宾语? do作助动词,无实际意义,用于构成行为动词的疑问句或否定句。第三人称单数形式为does。 Does he go to school?他去上学吗? have作及物动词,意为“有”,其第三人称单数形式是has。 I have a new red car.我有一辆新的红色汽车。 She has two rulers.她有两把尺子。 2.Hey,Helen,let's go! (1)let v.意为“允许;让”,作动词,常用结构let sb.do sth.意为“让某人做某事”。其中sb.要用人称代词的宾格形式,do要用动词原形。 Let me help you.让我帮你吧。 对于此祈使句所表示的建议作肯定回答时,一般用OK.∕All right.∕Good idea.∕Yes,let's...等;否定回答一般用Sorry,I...等。 —Let's go to the park!——咱们去公园吧! —Good idea.——好主意。 (2)us是人称代词we的宾格形式,一般放在谓语动词或介词后面作宾语。 注意区分 let's包括对方在内Let's do sports.咱们做运动吧。let us不包括对方在内Let us know your telephone number. 让我们知道你的电话号码。 (3)go为不及物动词,意为“去;走”,其第三人称单数形式是goes,对应词是come “来”。表示“去某地”,用“go to+地点名词”;当地点是home,there 等副词时,省略to。 Let's go to school!咱们去上学吧! Jack goes there with his father.杰克和他父亲去那里。 3.Let me get it. get作及物动词,在此处意为“去取(或带来)”,还可意为“得到”,后接名词或代词作宾语。 Please go and get a shared bike.请去取辆共享单车来。教学过程　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 ◆Exercises 一、单项选择 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 1.—Do you have lunch at home? —　　  A.Yes,I am. B.Yes,I can. C.Yes,I do. D.Yes,I have. 2.—Let's watch TV after dinner. —　　  A.Thank you! B.Sorry,I'm not. C.I don't know. D.OK. 3.—　　　 your sister have a tennis racket?  —No,she 　　　.  A.Do;don't B.Do;doesn't C.Does;doesn't D.Does;don't 4.I 　　　 a ping-pong ball and Bob 　　　 two ping-pong bats.  A.have;have B.have;has C.has;has D.has;have 5.My soccer ball 　　　 under the bed.Let 　　　 get it.  A.are;we B.are;me C.is;we D.is;me 二、根据句意及首字母或汉语提示完成单词 1.Tom has three 　　　　(篮球).  2.I want to buy a 　　　　(排球).  3.Let's g　　　　 to school.  4.Hurry up!We're l　　　　 for class.  5.My jacket is on the chair.Let me g　　　　 it.  Keys:一、1.C　2.D　3.C　4.B　5.D 二、1.basketballs　2.volleyball　3.go　4.late　5.get ◆Step 9　Summary Let's summarize what we learned in this period. ◆Step 10　Homework 1.Read the conversation in 2d. 2.Recite the new words. ◆板书设计 tennis,ball,ping-pong,bat,soccer,volleyball,basketball —Do you have a ping-pong ball? —No,I don't. Helen,let's go!We're late! Let me get it. 教学反思本节课要求学生学会与运动相关的词汇、短语和句子,在教学中学生要掌握助动词do和does的用法,一般疑问句的构成和回答,掌握have的一些用法,这些都要在听说活动中掌握。要引导学生注意英语和汉语的不同表达方式。教学课题第二课时　Section A(Grammar Focus-3c)教学目标Curriculum words: great,play,sound Functions: (1)能够正确使用助动词do∕does引导的一般疑问句询问某人是否有某物。 (2)能正确区分have∕has的用法。 Grammar:一般疑问句中do∕does使用的规律。 Sentences: (1)—Do you have a baseball?—Yes,I do.∕No,I don't. (2)—Does she∕he have a tennis ball?—Yes,she∕he does.∕No,she∕he doesn't. (3)—Do they have a basketball?—Yes,they do.∕No,they don't.教学 重难点1.在实际的生活情景中能正确运用“Do∕Does...?”句型谈论自己或他人所拥有的物品。 2.理解并掌握英语句子中的人称与数的规律。教学过程◆Step 1　Revision T:Mr.Zhang has many things.Do you know the names of the objects? Ss:Basketball... ◆Step 2　Leading in Let students work in groups.Review the sentence structures we have learned. 设计意图通过复习上节课的单词和句子,巩固上节课所学的知识,为这节课的学习进行预热。 ◆Step 3　Grammar Focus Read the sentences in Grammar Focus together. Analyze sentences in Grammar Focus and summarize the grammatical knowledge. 设计意图通过教师引导,使学生深入理解并掌握一般现在时中have 的用法。 ◆Step 4　Work on 3a Write each word in the correct place in the chart. Check the answers. ◆Step 5　Work on 3b Fill in the blanks with do or does.Then practice the conversations with your partner. Check the answers with the class. Let some pairs read the conversations. ◆Step 6　Language points 1.一般现在时中have 的用法 have意为“有”,表示所属关系,有人称和数的变化,其主语一般是人,有时也可以是物。它的一般现在时的各种句式如下: 肯定句:主语+have∕has... have用于复数名词、第一、二人称单、复数或第三人称复数代词作主语的句子中;has 为have 的第三人称单数形式,用于不可数名词、可数名词单数或第三人称单数代词作主语的句子中。 You have many good habits.你有很多好习惯。 Tom has three baseballs.汤姆有三个棒球。 否定句:主语+don't ∕doesn't +have...教学过程We don't have the key.我们没有钥匙。 She doesn't have a tennis racket.她没有网球拍。 一般疑问句:Do∕Does+主语+have...? 肯定答语:Yes,主语+do∕does. 否定答语:No,主语+don't∕doesn't. —Do you have a bike?——你有自行车吗? —Yes,I do.∕No,I don't.——是的,我有。/不,我没有。 2.That sounds good. sound v.意为“听起来好像”,在此处作连系动词,也是感官动词,后常接形容词作表语。 That sounds interesting.那听起来很有趣。 常见的感官动词:look,smell,feel,taste ◆Step 7　Work on 3c T:Look! This is Bob's room.He has many things.Look at the things in his room for three minutes.Then close your books and ask and answer questions with a partner. ◆Exercises 一、用have或has 填空 1.A dog 　　　　 four legs.A bird 　　　　 two legs.  2.Our school 　　　　 a library.  3.We 　　　　 45 desks in our classroom.  4.My sister 　　　　 a nice toy.  5.—Do Tom and his brother 　　　　 a big bedroom?  —Yes,they do. 二、单项选择 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 1.—Let's play 　　　 volleyball.  —That sounds good. A.the B.a C.an D.∕ 2.　　　 they 　　　 a tape player?  A.Do;have B.Does;have C.Are;have D.Do;has 3.—Does he have a baseball? —　　　 But he has a baseball bat.  A.Yes,he does. B.Yes,he do. C.No,he doesn't. D.No,he don't. Keys:一、1.has;has　2.has　3.have　4.has　5.have 二、1.D　2.A　3.C ◆Step 8　Summary Get the students to have a summary. ◆Step 9　Homework Make a survey.Write down the things you have and ask your partner what things she∕he has in English. ◆板书设计 —Does she have a tennis ball? —Yes,she does.∕No,she doesn't.She has a baseball. —Well,let's play basketball. —That sounds good. 教学反思本课时让学生根据之前所学的问答句总结一般现在时中have 的用法,重点让学生注意英文语法中人称和数的相应变化。在课堂中促使学生反复练习,培养语感并加深印象。教学课题第三课时　Section B(1a-1d)教学目标Curriculum words: interesting,boring,fun,difficult,relaxing,watch,TV Useful expression:watch TV Function: 学会用let's...句型提建议,并对别人的建议做出反应。 Grammar:let+动词原形。 Sentences: (1)—Let's play computer games.—That sounds interesting. (2)—Let's watch TV.—That sounds boring. (3)—Let's play basketball!—That sounds fun!教学 重难点1.学会用所学的形容词来谈论自己对某类事物的简单看法。 2.let's句型在实际生活中的使用。教学过程◆Step 1　Warm-up Let's chant! ◆Step 2　Leading in T:What do you usually do in your free time? S1:Play basketball. S2:... Teach the new words. Divide the feelings into two groups. 设计意图运用图片帮助学生理解单词含义,鼓励学生在角色扮演时要有表情并投入感情。 ◆Step 3　Pre-listening(1a) Read the words and match them with the things in the picture. Check the answers. Try to make up five sentences using the five words. ◆Step 4　While-listening(1b-1c) Work on 1b T:We'll listen to a conversation.Here are two students in the conversation.What do they want to do?Listen.(For the first time,students only listen.) Listen again and check the words you hear in 1a. Check the answers. Work on 1c Listen again.What does Paul say about these activities?Choose a word from 1a to fill in each blank. Check the answers. ◆Step 5　Post-listening(1d) T:Act out the conversation in 1c in pairs.You are Paul.Your partner is Paul's friend Jenny.Talk about the activities in 1c.教学过程◆Step 6　Language points 1.That sounds interesting. interesting作形容词,意为“有趣的”,在句中可作表语或定语。interesting 是以元音音素开头的单词,当其前需要有不定冠词时用an。 It's an interesting movie.它是一部有趣的电影。 以-ing结尾的形容词通常用来描述事物本身的特征;以-ed结尾的形容词通常用来描述人的感受。 2.fun fun作形容词,意为“有趣的;使人快乐的”。 It's a fun day.这是有趣的一天。 fun还可以作不可数名词,意为“乐趣;快乐”。for fun意为“闹着玩;为了好玩”;have fun意为“玩得开心;过得愉快”,相当于“have a good time,enjoy oneself”。 ◆Exercises 一、用括号内所给词的适当形式填空 1.That 　　　　(sound) relaxing.  2.　　　　 you 　　　　(have) a baseball bat?  3.My brother 　　　　(have) a ping-pong ball.  4.He 　　　　(play) basketball every day.  5.　　　　 your friend 　　　　(have) a new watch?  6.Let 　　　　(we) play tennis.  7.That's an 　　　　(interest) computer game.  二、单项选择 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 1.My sister has 　　　 volleyball and she likes to play 　　　 volleyball very much.  A.the;the B.a;the C.a;∕ D.∕;a 2.I like to watch TV.I think it's 　　　.  A.interesting B.boring C.difficult D.not fun 3.Let's 　　　 shopping!  A.go B.goes C.to go D.going Keys:一、1.sounds　2.Do;have　3.has　4.plays　5.Does;have　6.us　7.interesting 二、1.C　2.A　3.A ◆Step 7　Summary Get the students to have a summary. ◆Step 8　Homework 1.Invite your friends to do sports in English.Tell them what you will do and why. 2.Preview the new words in Section B(2a-2c). ◆板书设计 Words∕PhraseSentencesinteresting,boring,fun,difficult,relaxing, watch TVLet's play computer games. That sounds interesting. 教学反思本课时在学习形容词时可以结合相关图片,更加直观地辅助学生记忆。在拓展学习的词汇和句型中,老师要引导学生在完成各项活动任务的同时总结归纳语言,积累词汇和句型。教学课题第四课时　Section B(2a-2c)教学目标Curriculum words: same,love,with,sport,them,only,like,easy,after,class,classmate Function:会描述自己的体育用品、提建议及表达自己的看法。 Grammar:but的用法。 Sentences: (1)I don't have a soccer ball,but my brother Alan does. (2)We go to the same school and we love soccer. (3)I love sports,but I don't play them—I only watch them on TV! (4)It's easy for me.教学 重难点1.初步理解并运用连词but。 2.引导学生掌握略读、细读、扫读等阅读策略,及时获取文章信息。教学过程◆Step 1　Warm-up Make a survey. T:Do you like sports?What things do you have? Make a conversation about the sports. 设计意图自由讨论后编排对话,能够有效地复习上节课所学知识并让学生积极参与到英语活动中来,从而增强他们对英语的学习兴趣。 Teach students to read the new words.Make students try to remember them. ◆Step 2　Pre-reading(2a) Find the sports words in the unit.Write them in the correct column. ◆Step 3　While-reading(2b-2c) T:Our school magazine made a survey about sports collection.Here are the survey results.Read the results and answer the questions. Work on 2b Read the survey results quickly and answer the question:Who has a soccer ball? Check the answers. Work on 2c Who do you think says these sentences?Check F for Frank,G for Gina or W for Wang Wei. Check the answers. ◆Step 4　Language points 1.I don't have a soccer ball,but my brother Alan does. but是并列连词,意为“但是”,用来连接两个并列成分,表示转折关系。 I can draw but I can't sing.我会画画,但是我不会唱歌。 but后面的句子是一个省略句,为避免重复,此处用does代替了“has a soccer ball”,其完整表达是“but my brother Alan has a soccer ball”。在并列句中,当前一分句的谓语动词为实义动词,且后一分句中作谓语的实义动词与前一分句中的相同时,可省略与前一分句中相同的成分,用助动词do或does代替。教学过程2.We go to the same school and we love soccer. (1)same作形容词通常与定冠词the连用,位于单数名词前作定语。常构成短语:the same...as...意为“与……相同”。 We have the same book.我们有一样的书。 same的反义词为different(不同的),后接名词时用复数形式。常构成短语:be different from...意为“与……不同”。 His pen is different from mine.他的钢笔与我的不同。 (2)love在句中作动词,意为“爱;喜爱”,近义词为like,但love感情色彩比like更强烈。后接名词、代词、动词-ing形式或动词不定式作宾语。 I love my brother very much.我很爱我的弟弟。 He loves playing basketball.他喜欢打篮球。 He loves to read books after school.他喜欢放学后看书。 3.It's easy for me. “It+be+形容词+for sb.(+to do sth.)”为固定句型,意为“对某人来说(做某事)是……的”,it是形式主语。 It's good for us to do sports.对我们来说做运动是好的。 ◆Step 5　Post-reading Interview other group's members about their sports things and their opinions about the sports activities,and do a report in your group. ◆Exercises 一、用括号内所给词的适当形式填空 1.I love soccer and basketball and I play 　　　　(they) every day.  2.It's boring for me 　　　　(watch) TV.  3.Gina has three 　　　　(volleyball).They are under the desk.  4.Her sister and I 　　　　(be) good friends.  5.　　　　 he 　　　　(play) tennis after school?  二、单项选择 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 1.I like to play computer games 　　　 my cousin.  A.on B.with C.in D.under 2.He 　　　 baseball.  A.don't play B.doesn't plays C.doesn't play D.not play 3.My mother loves volleyball.She thinks it is 　　　.  A.fun B.boring C.difficult D.fine 4.The girl is a Chinese.Ping-pong is easy 　　　 her.  A.with B.on C.of D.for Keys:一、1.them　2.to watch　3.volleyballs　4.are　5.Does;play 二、1.B　2.C　3.A　4.D ◆Step 6　Summary Get the students to have a summary. ◆Step 7　Homework 1.Read and recite the new words and phrases. 2.Try to retell the passage in 2b.教学过程◆板书设计 same,love,with,sport,them,only,like,easy,after,class,classmateI don't have a soccer ball,but my brother Alan does. We go to the same school and we love soccer. I love sports,but I don't play them—I only watch them on TV! It's easy for me. 教学反思本课时为阅读课,在做阅读型题目时,应该引导学生就问题去文章中搜索关键信息来辅助答题。在阅读时还要关注一些特殊句型以便日后应用到自己的写作中去。 教学课题第五课时　Section B(3a-Self Check)教学目标Function:能简单书写自己和同伴所拥有的体育用品和擅长的体育活动。 Sentences: (1)I don't have a baseball,but I have a soccer ball. (2)Tom has a baseball,but he doesn't have a baseball bat.教学 重难点复习和巩固所学的行为动词的一般现在时的一般疑问句及否定句结构,引导学生进行一些写作的练习。教学过程◆Step 1　Revision Review the words and phrases we learned. 设计意图复习本单元出现的一些短语,以便在之后短文书写中能够轻松运用。 ◆Step 2　Leading in Show time T:Now look at the picture.Do you know what my sports collection is? T:Do you have any sports collections?Who can try to introduce your sports collection to us? ◆Step 3　Pre-writing(3a-3b) Work on 3a This is a survey chart.You have to write some more questions about sports equipment in the chart.Using the sentence structure “Do you have a/an...?”. Write three or more questions about sports equipment. Work on 3b Exchange books with a partner.Answer his or her questions in 3a. Work in pairs and practice the conversation. You can only check(√) the answers. ◆Step 4　Writing(3c) Look at the information in 3a.Write about yourself and your partner with but. Write a passage about the chart. Show the outline and make students try to write.Then give a sample writing.教学过程◆Step 5　Self Check 1.List all the sports you know.Write what you think of them. 2.Complete the questions and answers. Check the answers. ◆Exercises 一、选词填空 after,has,doesn't,for,Does,sounds,on,but,play 1.　　　　 Jenny have a ping-pong bat?  2.Ping-pong is easy 　　　　 me.  3.—Let's play volleyball 　　　　 school.  —That 　　　　 interesting.  4.I don't 　　　　 sports.I only watch them 　　　　 TV.  5.My grandfather 　　　　 six baseballs and bats,　　　　 he 　　　　 have a basketball.  二、翻译句子 1.让我们去踢足球吧!   2.琳达(Linda)没有电脑游戏。   3.你的朋友喜欢体育运动吗?   4.你有棒球吗?   5.他们放学后常做体育运动。   Keys:一、1.Does　2.for 　3.after;sounds　4.play;on　5.has;but;doesn't 二、1.Let's play soccer!　2.Linda doesn't have a computer game.　3.Does your friend like sports? 4.Do you have a baseball?　5.They often play sports after school. ◆Step 6　Summary Get the students to have a summary. ◆Step 7　Homework 1.Remember the language points in Unit 5. 2.Preview the words and expressions in Unit 6. ◆板书设计 StructuresMy name is...I have two friends.(点题)I have...I like...But he has...Because he likes...(介绍收藏和爱好)It's good for us to play sports.(感受) 教学反思老师带领学生小结本单元的知识,让学生自己归纳语法内容,形成体系。加强书写训练是不可少的,要求学生写出自己的体育用品收集情况,写出自己的爱好,形成一定词数的文章。教学课题第一课时　Section A(1a-2d)教学目标Curriculum words: banana,hamburger,tomato,ice-cream,salad,strawberry,pear,milk,bread,birthday,dinner,week,food,sure,vegetable,fruit,right,apple,then Useful expressions: think about,How about... Function:学会询问对方喜欢与不喜欢的食物。 Grammar:名词变复数。 Sentences: (1)John's birthday dinner is next week. (2)—Let's think about the food.—Sure. (3)—What about the fruit?—I think John likes strawberries and apples. (4)—Do you like salad?—No,I don't.教学 重难点1.学会用like的各种句式来谈论个人的好恶。 2.正确辨析和运用可数名词和不可数名词。教学过程◆Step 1　Leading in Look at the picture and answer the questions. T:What can you see in this picture?Can you say the names of the fruit? Teach students to read the new words and check their pronunciation one by one. 设计意图通过图片新授单词,让学生直观地感受单复数变化,增强他们学好英语的自信心。 ◆Step 2　Work on 1a Match the words with the things in the picture in 1a. Check the answers. ◆Step 3　Listening(1b) Listen and number the conversations [1-3] in 1b. Check the answers together. T:Let's enjoy the video! ◆Step 4　Pair work(1c) Let students read after the teacher.And practice the conversations with your partner.Then make your own conversations. Let some pairs act out their conversations. ◆Step 5　Listening(2a-2b) Work on 2a Let students read the words by themselves first.Then listen and circle the food. Check the answers. Work on 2b T:A girl and a boy want to have something in the restaurant. Listen to the recording and fill in the blanks. Check the answers together. 教学过程◆Step 6　Practice(2c) Practice the conversations in 2b.Give answers that are true for you. Ask some pairs to act out their conversations. ◆Step 7　Role-play(2d) Read the dialogue in 2d.Then answer the questions. Role-play the conversation. ◆Step 8　Language points ◆Exercises 一、选词填空 1.Do you like 　　　　(strawberry∕strawberries)?  2.Here are some nice 　　　　(tomato∕tomatoes).  3.Let's 　　　　(have∕has) apples and bananas.  4.John likes 　　　　(milk∕milks) and bread.  5.Sam 　　　　(don't ∕doesn't) like vegetable salad.  二、单项选择 1.Look!Some bread 　　　 in the bag and some apples 　　　 on the table.  　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.is;is B.is;are C.are;is D.are;are 2.My grandmother 　　　.  A.like apple B.like apples C.likes apple D.likes apples 3.—What do we have for dinner? —　　　 hamburgers and fruit?  A.Let's have B.How are C.What about D.What are 4.I like milk but Bill 　　　.  A.doesn't B.likes C.don't D.like Keys:一、1.strawberries　2.tomatoes　3.have　4.milk　5.doesn't 二、1.B　2.D　3.C　4.A ◆Step 9　Summary Get the students to have a summary. ◆Step 10　Homework Do a survey in groups of four and give a report next class. ◆板书设计 banana,hamburger,tomato,strawberry,apple,pear,vegetable ice-cream,salad,fruit,food milk,bread dinner,birthday,week,sure,right,thenJohn's birthday dinner is next week. —Let's think about the food. —I like hamburgers. —What about the fruit? —I like strawberries and apples. —Do you like salad? —No,I don't.教学反思在本节课中学生主要学习谈论对食物的喜爱与否,在练习口语的同时,先初步了解名词的分类,识记一些常见的名词复数形式。初步了解了可数名词和不可数名词的概念。教学课题第二课时　Section A(Grammar Focus-3c)教学目标Curriculum words: egg,carrot,rice,chicken,so Function:理解可数名词与不可数名词的概念,并能对所学过的词汇进行归纳总结。 Grammar: (1)动词like在一般现在时中的用法。 (2)可数名词和不可数名词。 Sentences: (1)—Do you like salad?—Yes,I do. (2)—Does she like tomatoes?—No,she doesn't. (3)I like oranges. (4)We don't like hamburgers. (5)He likes ice-cream.教学 重难点1.动词like在一般现在时中的用法。 2.可数名词和不可数名词的使用。教学过程◆Step 1　Revision Show time. Give your report in front of class. 设计意图检查作业的同时复习上节课所学知识。 Read the new words after teacher. ◆Step 2　Grammar Focus Read the sentences in Grammar Focus together. Analyze sentences in Grammar Focus and summarize the grammatical knowledge. ◆Step 3　Language points 1.普通名词分为两类:可数名词与不可数名词 分类可数名词不可数名词定义可以计数的名词不可以计数的名词区别(1)有复数形式。 (2)可用不定冠词及数词等来修饰。 (3)可数名词作主语时,谓语动词的数由可数名词的数来决定。(1)没有复数形式。 (2)不可用不定冠词及数词等来修饰。 (3)不可数名词作主语时,谓语动词用单数形式。 教学过程可数名词复数形式的规则变化 构成方式例词一般在词尾加-sdesk→ desks以s,x,sh,ch结尾的加-esbrush→ brushes　watch→ watches以“辅音字母+y”结尾的词,把y变为i,再加-esstory→ stories strawberry→ strawberries以o结尾的可数名词有生命的加-espotato→ potatoes tomato→ tomatoes无生命的加-spiano→ pianos photo→photos以f或fe结尾的词,一般把f或fe改为v,再加-eswolf→ wolves　wife→ wives 可数名词复数形式的不规则变化 类别单数复数单复数同形deerdeerChineseChinesesheepsheep词尾发生变化childchildren改变单词的元音 字母womanwomenmanmentoothteethfootfeet 2.动词like的一般现在时的用法 肯定句主语+like(s)+其他.I like oranges.我喜欢橙子。 She likes pears.她喜欢梨。否定句主语+don't∕doesn't like +其他.I don't like oranges.我不喜欢橙子。 She doesn't like pears.她不喜欢梨。一般疑问句及 回答Do(es)+主语+like+其他? 肯定回答: Yes,主语+do(es). 否定回答: No,主语+don't∕doesn't.—Do you like oranges? ——你喜欢橙子吗? —Yes,I do.∕No,I don't. ——是的,我喜欢。∕不,我不喜欢。 —Does she like pears?——她喜欢梨吗? —Yes,she does.∕No,she doesn't. ——是的,她喜欢。∕不,她不喜欢。 教学过程◆Step 4　Work on 3a Underline the correct words in the brackets. Ask students to read their answers and check them. ◆Step 5　Work on 3b Let students read these sentences.Number these sentences [1-4]to make a conversation. Read the conversation in pairs. Check the answers. ◆Step 6　Work on 3c Ask your classmates about the food in the chart.Find out what they like and don't like. Give a sample. ◆Exercises 一、单项选择 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 1.I 　　　 milk and my sister 　　　 salad.  A.like;like B.likes;likes C.like;likes D.likes;like 2.　　　 he 　　　 pears?  A.Does;like B.Does;likes C.Do;like D.Do;likes 3.I 　　　 like ice-cream and he 　　　 like eggs.  A.don't;don't B.don't;doesn't C.doesn't;don't D.doesn't;doesn't 4.I like 　　　 and Liu Li likes 　　　.  A.tomato;strawberry B.tomatos;strawberrys C.tomatoes;strawberry D.tomatoes;strawberries 二、句型转换 1.I like bananas.(改为否定句) I 　　　　 　　　　　 bananas.  2.He likes rice.(改为否定句) He 　　　　 　　　　 rice.  3.Does she have any apples?(作否定回答) 　　　　,she 　　　　.  4.They like ice-cream.(改为一般疑问句) 　　　　 they 　　　　 ice-cream?  5.My parents like bread.They don't like milk.(合并句子) My parents like bread 　　　　 　　　　 don't like milk.  Keys:一、1.C　2.A　3.B　4.D 二、1.don't like　2.doesn't like　3.No;doesn't　4.Do;like 　5.but they ◆Step 7　Summary Get the students to have a summary. ◆Step 8　Homework 1.Remember and understand the grammar. 2.Preview the new words in Section B(1a-1e).教学过程◆板书设计 —Do you like salad?—Yes,I do. —Does she like tomatoes?—No,she doesn't. I like oranges. We don't like hamburgers. He likes ice-cream. 教学反思本课时主要针对名词变复数及like的一般现在时各种句型进行总结并练习的。通过学习活动,让学生学会与人合作、解决问题并报告结果,共同完成学习任务进而评价自己的学习效果,总结学习方法。教学课题第三课时　Section B(1a-1e)教学目标Curriculum words: breakfast,lunch Functions: (1)能够就一日三餐的饮食习惯进行问答,谈论对食物的喜好。 (2)培养在听的过程中获取有效信息的能力。 Sentences: (1)—Do you like carrots?—Yes,I do. (2)I like all vegetables. (3)I don't like vegetables. (4)How∕What about salad?教学 重难点1.正确运用like的第三人称单数形式及其否定形式doesn't like。 2.能对所学的内容进行有效转述。教学过程◆Step 1　Warm-up Enjoy the video. 设计意图视频的导入既能活跃课堂气氛,还能在歌词中获取知识。 ◆Step 2　Leading in Look at the pictures and write down the words. T:What's this in English?How to spell...? Teach the new words. T:What do you like for the three meals? 设计意图将新授单词与图片结合起来,帮助学生加深印象。 ◆Step 3:Pre-listening(1a-1b) Work on 1a Write the number of each word next to the correct food. Check the answer together. 教学过程Work on 1b How many other words can you add to the lists? Teacher gives some necessary hints. ◆Step 4　While-listening(1c-1d) Work on 1c Listen and circle the food you hear in 1a. Play the recording for the first time.The students circle the words they hear.Then check the answers. Work on 1d Listen again.Fill in the chart. Read after the recording and try to find the food they like and they don't like. Check the answers. ◆Step 5　Practice(1e) Ask and answer questions about what Sally and Tom like and don't like. Work in pairs,and make students act out their conversations. ◆Step 6　Language point breakfast,lunch 表示一日三餐的词前面一般不用冠词,常与have构成短语have breakfast∕lunch∕dinner意为“吃早饭∕午饭∕晚饭”。 表示一日三餐的词前面有形容词修饰时,通常加不定冠词a或an。 have a good dinner吃一顿丰盛的晚餐 ◆Exercises 一、单项选择 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 1.I usually have 　　　 breakfast at home.I think it's good for my health.  A.a B.an C.the D.∕ 2.　　　 like oranges.  A.He and I B.I and he C.He and me D.I and him 3.My cousin 　　　 oranges and I 　　　 pears.  A.like;like B.like;likes C.likes;likes D.likes;like 4.Let's 　　　 the football match.  A.going and watch B.go to watch C.go and watching D.go and to watch 5.—　　　 John like carrots?  —Sorry,I 　　　 know.  A.Does;do B.Do;doesn't C.Do;don't D.Does;don't 6.We need some 　　　 every day.  A.vegetable B.meats C.milks D.healthy food 二、根据汉语意思及括号内所给词的适当形式填空 1.　　　　(早餐) is important to you.  2.What does Sally eat for 　　　　(午餐)?  3.Do they like 　　　　(carrot)?  4.Jack and his brother 　　　　(not like) apples.  5.—Does your sister like popular songs? —No,she 　　　　(not). 教学过程　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 Keys:一、1.D　2.A　3.D　4.B　5.D　6.D 二、1.Breakfast　2.lunch　3.carrots　4.don't like　5.doesn't ◆Step 7　Summary Get the students to have a summary. ◆Step 8　Homework 1.Preview the passage in Section B 2b. 2.Make a dialogue about what you and your parents like and don't like. ◆板书设计 breakfast,lunch—Does Tom like carrots? —Yes,he does. 教学反思本课时主要是在练习对蔬菜水果分类的基础上去巩固之前所学的与like有关的一般现在时的句型。通过练习,让学生们感受关注他人的重要性并学会团结协作。教学课题第四课时　Section B(2a-2c)教学目标Curriculum words: star,eat,well,habit,healthy,really,question,want,be,fat Function:通过阅读获取他人的饮食习惯。 Sentences: (1)Sports star eats well! (2)David asks the volleyball star,Cindy Smith,about her eating habits. (3)Do you like hamburgers for dinner? (4)I don't want to be fat.教学 重难点1.阅读有关饮食方面的材料,并能获得相关信息,提高综合运用英语的能力。 2.like在不同人称、不同句式中的灵活运用。教学过程◆Step 1　Warm-up Look at the pictures and answer the questions. 设计意图以问答的形式练习like的一般现在时句型。提醒学生在回答时注意动词要随人称进行变化。 Students read the words after the teacher. ◆Step 2　Leading in(2a) Work in pairs.Which food do you think is healthy?Check(√) Yes,Maybe or No. ◆Step 3　Pre-reading(2b) Listen to the recording and get the main character's information. Name: Job: Habits: Check the answers. ◆Step 4　While-reading(2b) Read the magazine article and circle the food words. Check the answers. 教学过程Read again and complete the mind map. Write five sentences about Cindy's eating habits. Let some students read their sentences to the class. ◆Step 5　Language points ◆Step 6　Post-reading(2c) Write five sentences about Cindy's eating habits. ◆Exercises 一、单项选择 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 1.Mary thinks salad is 　　　 food.  A.fat B.relaxing C.healthy D.boring 2.What do you like 　　　 breakfast?  A.about B.for C.at D.of 3.You can ask the teacher 　　　 the exam result.  A.about B.in C.of D.on 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 4.—I do sports every day. —Wow!That's a good 　　　.It keeps you healthy.  A.fruit B.question C.habit D.star 5.I want 　　　 some apples and chicken this afternoon.  A.to have B.have C.having D.to has 6.I like hamburgers for lunch.What 　　　 you,Linda?  A.for B.about C.with D.of 二、用括号内所给词的适当形式填空 1.Do you have a nice 　　　　(eat) habit?  2.Nobody wants 　　　　(be) fat,so we don't have hamburgers.  3.My parents like to eat 　　　　(health) food.  4.Mr.Smith 　　　　(not like) chicken or eggs.  5.I 　　　　(real) like fruit and milk.  Keys:一、1.C　2.B　3.A　4.C　5.A　6.B 二、1.eating　2.to be　3.healthy 　4.doesn't like　5.really ◆Step 7　Summary Get the students to have a summary. ◆Step 8　Homework 1.Read the magazine article in 2b. 2.Remember the language points. ◆板书设计 WordsSentencesstar,eat,well,habit,healthy,really,question,want,be,fatSports star eats well. David asks the volleyball star,Cindy Smith,about her eating habits. Do you like hamburgers for dinner? I don't want to be fat. 教学反思本节课将听、说、读各项任务结合起来,既锻炼了学生的听力能力,又锻炼了学生语言综合运用能力。通过对2b中文本的学习,让学生了解健康的饮食习惯,巩固对目标语言的理解和掌握。教学课题第五课时　Section B(3a-Self Check)教学目标Function:能够写出关于日常生活中喜欢和不喜欢吃的食物的文章。 Sentences: (1)—Do you like eggs for breakfast? —No,I don't.I like oranges. (2)For breakfast,I like...,but I don't like...教学 重难点就喜欢与不喜欢什么食物的话题进行写作训练,提高学生们的英语综合运用能力。教学过程◆Step 1　Revision Translate these phrases. 设计意图做英汉互译的题目能够帮助学生大体地回忆已学过的短语和词组,更能检测学生的书写正确率。 ◆Step 2　Leading in(3a) Work on 3a Make a survey about the things in the chart.Fill in the chart. Practice the conversation. ◆Step 3　Writing(3b) Write about what you and your partner like and don't like for breakfast,lunch and dinner.(The answer is not only.)Read the sentences and check them. Introduce your eating habits.Students write something about eating habits.And share them with us. Show the outline of the writing.Give the sample writing. 设计意图通过构思短文框架,帮助学生调整写作的顺序与条理,从而达到减少书写瑕疵的目的。 ◆Step 4　Self Check 1.Put the plurals of the words in the correct columns. Check the answers. 2.Write at least five sentences about food,sports and colors that you like and dislike. 3.Write at least five sentences about food,sports and colors that your parents like and dislike. ◆Exercises 一、句型转换 1.His brother has lunch at home.(改为否定句) His brother 　　　　 　　　　 lunch at home.  2.He likes ice-cream very much.(改为一般疑问句) 　　　　 he 　　　　 ice-cream very much?  3.She has lunch at school.(对画线部分提问) 　　　　 　　　　 she 　　　　 lunch? 教学过程4.I have rice and vegetables for lunch.(对画线部分提问) 　　　　 　　　　 you have for lunch?  5.She has two eggs for breakfast.(改为一般疑问句) 　　　　 she 　　　　 two eggs for breakfast?  6.This is a hamburger.(改为复数句) These 　　　　 　　　　.  7.Tom's father likes red and white.(对画线部分提问) 　　　　 　　　　 　　　　 Tom's father like?  二、用方框内所给词的适当形式填空 good,breakfast,like,doesn't,health,vegetables,dinner,with,after,star Zhao Qian is a Chinese boy.He 1.　　　　 sports.Every morning,he runs 2.　　　　 his sister.He wants to be a great running 3.　　　　.He also likes playing ping-pong.He can play it very 4.　　　　.Every afternoon he plays it with his friends 5.　　　　 school.  Zhao Qian likes fruit and 6.　　　　.And he only eats 7.　　　　 food every day,so he is very healthy.For 8.　　　　,he has apples and eggs.For lunch,he eats rice and chicken.And in the evening,he likes salad and bananas for 9.　　　　.He 10.　　　　 have ice-cream.He thinks it is not good for his health.  Keys:一、1.doesn't have　2.Does;like　3.Where does;have　4.What do　5.Does;have　6.are hamburgers　7.What color does 二、1.likes　2.with　3.star　4.well　5.after　6.vegetables　7.healthy　8.breakfast　9.dinner　10.doesn't ◆Step 5　Summary Get the students to have a summary. ◆Step 6　Homework 1.Review all the words and phrases in Unit 6. 2.Write a small article to describe the eating habits of your family. ◆板书设计 Eating HabitsI have a really healthy eating habit.For breakfast,I like...,but I don't like...What about you?Can you tell me? 教学反思本课时在写作前应着重辅导学生文章的结构层次,在构建框架的基础上,运用本单元常用句型或套用原话完成书写任务。本课时的练习充足,全面帮助学生复习所学的知识点。教学课题第一课时　Section A(1a-2e)教学目标Curriculum words: much,sock,T-shirt,shorts,sweater,trousers,shoe,skirt,dollar,big,small,short,long,woman,need,look,pair,take Function:学会谈论物品的价格。 Grammar:How much的用法。 Sentences: (1)—How much is this T-shirt?—It's seven dollars. (2)—How much are these socks?—They're two dollars. (3)—Can I help you?—Yes,please.I need a sweater for school. (4)Two dollars for one pair and three dollars for two pairs.教学 重难点1.区分名词单复数、指示代词、be动词和人称代词的搭配。 2.通过对话表演让学生在较为真实的语境下,运用所学的语言进行购物的交际。教学过程◆Step 1　Warm-up Greeting. Show students a picture of a clothes store. T:I like shopping a lot.Do you like shopping?Now come with me to the clothes store. ◆Step 2　Leading in(1a) Show the students some clothes we wear.Teach students how to read and pronounce. Present the new words.Make students read after the teacher. 设计意图用谈话的方式引入新课,营造出轻松的学习氛围。让学生说出已知的与服装有关的单词能充分调动学生的积极性。 Match the words with the things in the picture. Check the answers by asking some students to read the words and the letters. Ask two pairs to read the dialogues. Show the difference between “yuan” and “dollar”. ◆Step 3　Listening(1b) Listen and circle the things you hear in the picture in 1a. Check the answers together. ◆Step 4　Pair work(1c) Practice the conversation with your partner in 1c. Ask some pairs to act out their conversations. ◆Step 5　Listening(2a-2c) Work on 2a Show students some colors,hats and T-shirts. T:Now look at the words in 2a.Listen to the recording and repeat after it.教学过程Work on 2b Listen to the conversations and ask students to repeat after the recording. Then circle the things you hear. Check the answers. Work on 2c Listen again.Fill in the price tags. Play the recording again to check the answers. ◆Step 6　Practice(2d) Let's ask and answer questions about the things in 2b in pairs. Students practice the conversation with their partners.Then make other conversations about the things in 2b. Let some pairs act out their conversations. ◆Step 7　Role-play(2e) Listen and fill in the chart. Check the answers with the class. Practice the conversation with your partner.Then let some pairs role-play the conversation in front of the class. ◆Step 8　Language points 1.How much is this T-shirt? how much意为“多少钱”,用于询问物品的价格,句型为“How much+be+主语?”。 当主语是可数名词单数或不可数名词时,be动词用is,答语为:It's... 当主语是可数名词复数时,be动词用are,答语为:They're... —How much are these socks?——这些袜子多少钱?—They're two dollars.——它们两美元。 how much∕how many的用法辨析 how much常用来询问不可数名词的数量或物品的价格how many常用来询问可数名词的数量 How many books are there on the desk?桌子上有多少本书? How much milk is there in the glass?玻璃杯里有多少牛奶? 2.Woman:Can I help you? (1)woman为可数名词,意为“女子”,复数形式为 women。其对应词为 man(男人),复数形式为 men。 (2)“Can I help you?”是服务人员或营业员主动询问顾客是否需要帮助的常用语,类似的说法还有 “May I help you?”和 “What can I do for you?”。如果顾客需要帮助时可回答“Yes,please.”不需要帮助时可回答“No,thanks.” 3.I need a sweater for school. (1)need为实义动词,意为“需要”,有人称和数的变化,后面可接名词、代词、动名词及动词不定式;可用于肯定句、疑问句和否定句中。 Tom needs to buy a new pen today.汤姆今天需要去买一支新钢笔。 (2)need可作情态动词,意为“需要”,无人称和数的变化,后接动词原形,变为否定句时要在need后加上not;变为疑问句时,要把need提到主语前。 You needn't worry.你不必担心。 4.OK.I'll take it. take为动词,意为“买下;拿;取”,相当于get∕buy∕have。教学过程I'll take the T-shirt for my daughter.我要为我女儿买这件T恤衫。 顾客购物时,常用“I'll take it∕them.”意为“我买了。” take+人∕物+to+地点,意为“把某人∕某物带到某地”。 Could you help me take my bag to the classroom,please?请问你能帮我把包带到教室吗? It takes+人+时间+to do sth.意为“某人花费了多长时间做某事”。 It takes me an hour to do homework every day.我每天花费一个小时做作业。 5.Two dollars for one pair and three dollars for two pairs. (1)介词for 用来表示物品的价格,用法为:价格+for+具体物品。 如果是双方都知道的物品,for后可直接跟物品的数量。 How much is it for two?(买) 两个多少钱? (2)pair一双;一对,相当于汉语中的量词。常构成a pair of 短语,其后的名词通常是由两个相同部分组成的物品,只用复数形式。当a∕the pair of 短语在句子中作主语时,句子的谓语动词用单数形式,即与pair 的数保持一致。 The pair of shoes is very nice.这双鞋很漂亮。 6.Here you are. “Here you are.”是英语口语中常用的句子,意为“给你”或“你要的东西在这里”,用于别人向你要东西或借东西,你递给他/她时的应答语。 当给对方的东西是单数时,“Here you are.”和“Here it is.”两者均可使用; 当给对方的东西是复数时,用“Here you are.”或者“Here they are.”(“Here it is.”的复数形式)。 ◆Exercises 一、根据句意及汉语提示完成单词 1.How much are these 　　　　(裤子)?  2.The 　　　　(鞋) are very nice.I like them.  3.Do you like the black 　　　　(毛衣)?  4.I want to buy a green 　　　　(裙子).  5.The T-shirt is too 　　　　(长的) for me.  二、单项选择 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 1.His white shoes 　　　 50 dollars.  A.isn't B.is C.are D.don't 2.—How much are the brown socks? —　　  A.It's 10 yuan. B.It's 10 yuans. C.They're 10 yuan. D.They're 10 yuans. 3.—　　　 is it?—It's orange.  A.What B.What color C.How much D.How many 4.—　　  —Yes,please.I want a skirt. A.Is this your skirt? B.What do you do? C.What do you want? D.Can I help you? 5.How much 　　　 do you want?  A.tomatoes B.chicken C.apples D.eggs Keys:一、1.trousers　2.shoes　3.sweater　4.skirt　5.long 二、1.C　2.C　3.B　4.D　5.B教学过程◆Step 9　Summary Let's summarize what we should say when we are going shopping. ◆Step 10　Homework Do a survey and make up some conversations with your partner. ThingsColorPrice ◆板书设计 much,sock,T-shirt,shorts,sweater,trousers,shoe,skirt,big,small,short,long,dollar,woman,need,look,pair,take —How much is this T-shirt? —It's seven dollars. —How much are these socks? —They're two dollars. 教学反思本节课的学习重点是How much引导的特殊疑问句。学生学会了正确使用is,are构成问句。通过听说训练使学生了解、掌握目标语言,通过购物的对话练习,提高了学生对目标语言的实际运用能力。教学课题第二课时　Section A(Grammar Focus-3c)教学目标Function:能对不同类型及不同颜色的服装进行询问其价格。 Grammar:How much引导的特殊疑问句。 Sentences: (1)—How much is this T-shirt?—It's seven dollars. (2)—How much is that brown sweater?—It's eight dollars. (3)—How much are these socks?—They're two dollars. (4)—How much are those black trousers?—They're nine dollars.教学 重难点1.How much引导的问句及其答语。 2.熟练掌握名词的单复数、指示代词、be动词和人称代词的搭配。教学过程◆Step 1　Revision Show students some clothes pictures on the screen. T:How much is this T-shirt? S1:It's ten dollars. T:How much is the sweater? S2:It's nine dollars. 设计意图通过对话引入本课时的语法点,让学生巩固已学知识。 教学过程◆Step 2　Grammar Focus Read the sentences in Grammar Focus together. Analyze sentences in Grammar Focus and summarize the grammatical knowledge. 设计意图学生通过对比,发现How much句型中be动词要依据主语定单复数的用法。在教师的引导下帮助学生归纳、总结句中的主谓一致问题以及修饰名词的一些词的顺序。 ◆Step 3　Language points ◆Step 4　Work on 3a Let some students read the words in the boxes. T:Now can you make sentences in the chart with the words in the three boxes?You should pay attention to the single or plural form of the words. Students ask questions using the words in the boxes,then write down the words in the chart. Let some students read their questions.Then check the answers. Let students say the rules:①the∕this∕that+表示颜色的形容词+可数名词单数/不可数名词②the∕these∕those+表示颜色的形容词+可数名词复数 ◆Step 5　Work on 3b Look at the pictures and write the questions and answers. Let some students read their sentences and check the answers. ◆Step 6　Work on 3c T:Work with your partner.You look at the pictures in 3b for a minute and then close your book.Your partner asks you questions and you try to answer his∕her questions. Ask some pairs to act them out. ◆Exercises 一、单项选择 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 1.—　　　 are these bananas?  —$3.99. A.How much B.How long C.How heavy D.How big 2.—What can I do for you? —　　  A.Yes,you can give a skirt to me. B.I want a skirt. C.No,I can do it myself. D.I can do what I want. 3.—How much 　　　 the trousers?  —　　　 thirty yuan.  A.is;It's B.are;They're C.is;They're D.are;It's 4.This skirt is 　　　.  A.10 yuans B.10 dollar C.10 dollars D.dollar 10 5.The hat is nice,but it's too 　　　 for me.I'd like a small one.  A.small B.big C.short D.long 6.—I'll take this one.Thank you very much. —　　  A.Here you are. B.You're welcome. C.Thank you,too. D.Not thank.教学过程　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 二、用括号内所给词的适当形式填空 1.My clothes 　　　　(be) red and white.  2.These trousers are good.I'll take 　　　　(they).  3.How much 　　　　(be) the chicken?  4.What color 　　　　 she 　　　　(want)?  5.How much are the 　　　　(sock)?  Keys:一、1.A　2.B　3.B　4.C　5.B　6.B　二、1.are　2.them　3.is　4.does;want　5.socks ◆Step 7　Summary Get the students to have a summary. We should buy the right things,not the expensive ones.只买对的,不买贵的。 ◆Step 8　Homework In your clothes shop,there comes two girls.Try to make up a dialogue. ◆板书设计 How much is that brown sweater? How much+be+限定词+颜色+名词? How much are those black trousers? 教学反思本课时是语法课,通过朗读、理解、归纳这几个环节的练习,使学生基本掌握了句型“How much is/are...?”的用法。通过3a、3b的练习,进一步加强了名词单复数、指示代词与人称代词搭配使用的练习。巩固了本单元语言目标的学习。教学课题第三课时　Section B(1a-1e)教学目标Curriculum words: ten,eleven,twelve,thirteen,fifteen,eighteen,twenty,thirty Function:能够正确拼写基数词。 Grammar:十以上的基数词。 Sentences: —How much is the white bag? —It's seventeen dollars.教学 重难点让学生掌握数字的构成方式并保持对数字的敏感度。教学过程◆Step 1　Revision Let's count! Teach the new words. ◆Step 2　Leading in Show four groups of the numbers. Let students find out the rules of the numbers. 设计意图将图片和单词搭配,直观地给予学生提示,帮助学生理解10以上的基数词的书写。 教学过程◆Step 3　Listening(1a) Listen and repeat. Check the pronunciation. ◆Step 4　Work on 1b Ask students to finish writing the numbers individually. Tell students that some of the numbers are in the wrong order.Check the answers. ◆Step 5　Listening(1c-1d) Work on 1c T:Next you will hear a mother and a daughter talking about buying clothes.First listen and circle the numbers you hear in 1a. Check the answers. Work on 1d Let students look at the picture in 1d.Kate and her mother are talking about some clothes.Listen and circle the things in the picture that Kate and her mom talk about. Listen to the recording again and check the things Kate buys. Read the dialogue and check the answers. ◆Step 6　Pair work(1e) T:Now look at the pictures in 1d.Point to the white T-shirt and ask and answer like this: —How much is the white T-shirt?—It's eleven dollars. Let students repeat again.Remind them to use the singular nouns is ∕it's with T-shirt,skirt,etc, and the plural nouns are ∕they're with socks,trousers,etc. Students work in pairs.Ask and answer about the things in the picture. ◆Step 7　Language point ◆Exercises 一、根据题意完成句子 1.—How 　　　　 is this T-shirt?—Five dollars.  2.—What's nine and eleven?—　　　　.  3.—Is ten and four 　　　　?—Yes,it is.  4.—　　　　 　　　　 meat do you want?  —One kilo(千克). 5.Ten and eight is 　　　　.  二、翻译短语 1.11个篮球 　　　　　　　　  2.14个西红柿 　　　　　　　  3.23件衬衫 　　　　　　　  4.28双红袜子 　　　　　　　  5.35顶帽子 　　　　　　　　  三、单项选择 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 1.This dictionary is twenty-five 　　　.  A.yuans B.pound C.dollar D.dollars 2.—　　　 are these trousers?  —8 dollars. A.How much B.How many C.What much D.What many教学过程3.How much are 　　　 shoes?  　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.these B.this C.that D.a Keys:一、1.much　2.Twenty　3.fourteen　4.How much　5.eighteen 二、1.eleven basketballs　2.fourteen tomatoes　3.twenty-three shirts　4.twenty-eight pairs of red socks　5.thirty-five hats 三、1.D　2.A　3.A ◆Step 8　Summary Get the students to have a summary. ◆Step 9　Homework 1.Count the numbers 1-40 and write them down. 2.Preview the passage in Section B 2b. ◆板书设计 ten eleven,twelve,thirteen,fifteen,eighteen twenty,thirty 教学反思本课时要求学会100以内较大数字的英文表达法,增加词汇的学习,让学生自己学习、观察其构成,总结记忆。教师适当地提示几个特殊的拼写即可。要创造机会让学生在活动中练习使用,加深记忆。教学课题第四课时　Section B(2a-2c)教学目标Curriculum words: Mr.,clothes,store,buy,sale,sell,all,very,price,boy Useful expressions: a pair of,on sale,at very good prices,in purple Functions:能够阅读服装店的促销广告;能获得其服装的价格等相关信息。 Sentences: (1)Come and buy your clothes at our great sale! (2)We sell all our clothes at very good prices. (3)For girls,we have skirts in purple for only $20.教学 重难点1.阅读服装店的促销广告,并能获得其服装的价格等相关信息。 2.在较为真实的购物情景下,能运用所学的语言知识进行购物交际活动。教学过程◆Step 1　Warm-up Show a picture on the screen. T:Do you often go shopping with your friends?Do you know the price of your clothes?Discuss with your partner about the prices. 设计意图联系日常生活,进行对话练习,让学生巩固已学知识。 教学过程◆Step 2　Leading in(2a) How much do you think these things cost?Match each clothing item with a price. Teach the new words.Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary. ◆Step 3　Pre-reading Look at the picture and try to answer the questions. T:What can you see in the picture?What's the store's name? ◆Step 4　Reading(2b) T:Mr.Cool's Clothes Store has a great sale.They sell their clothes at very good prices.What are the prices of their clothes?Look at their ad and fill in the price tags. Students read the ad following the recording and fill in the price tags,then check the answers. ◆Step 5　Post-reading(2c) Imagine you work at Mr.Cool's Clothes Store.Read the conversation first and complete the conversation. Work in groups of three.Role-play the conversation. Let some pairs come to the front and role-play the conversation. ◆Step 6　Language points ◆Exercises 一、单项选择 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 1.—What's the 　　　 of the sweater?  —It's 20 dollars. A.price B.color C.number D.store 2.　　　 students,we have some T-shirts.　　　 are only ￥10 each.  A.To;They B.For;They C.To;It D.For;It 3.—Who is the boy 　　　 black?  —He is my cousin. A.to B.for C.on D.in 4.Here 　　　 some great socks 　　　 very good prices.  A.are;for B.are;at C.is;at D.is;for 5.I have 　　　 classmates in my class.Twenty of them are boys and twenty-four are girls.  A.20 B.24 C.44 D.48 二、用介词填空 1.They have pens,pencils and notebooks 　　　　 very good prices.  2.　　　　 girls,we have red skirts for only 28 yuan.  3.—Do you have hats 　　　　 blue?  —Sorry,we only have black ones. 4.How much is this pair 　　　　 sports shoes?  5.The blue sweater is small for you.How 　　　　 this red one?  Keys:一、1.A　2.B　3.D　4.B　5.C　二、1.at　2.For　3.in　4.of　5.about ◆Step 7　Summary Get the students to have a summary. ◆Step 8　Homework 1.Read and recite the new words and phrases. 2.Try to retell the passage in 2b.教学过程◆板书设计 Mr.,clothes,store,buy,sale,sell,all,very,price,boy Come and buy your clothes at our great sale! We sell...at very good prices. We have...for only... 教学反思本课时是阅读课,让学生了解服装的广告语,巩固了表达价格的方式,强化了对购物场景的记忆,增强了把所学知识运用于实际生活的能力。教学课题第五课时　Section B(3a-Self Check)教学目标Function:能运用所学知识写促销广告。 Sentences: (1)Come to our store now! (2)Those blue trousers are nice.教学 重难点能根据提供的情景写出简单又有号召力的广告词。教学过程◆Step 1　Warm-up Speed competition. The teacher shows some pictures and students must say the correct words as soon as quickly. 设计意图用竞赛的模式复习本单元的单词,唤醒学生们的好胜心,极大限度地激发他们学习英语的兴趣。 ◆Step 2　Work on 3a Look at the things in the picture. T:This is Huaxing Clothes Store.In this store,there are many beautiful things on sale.You can buy your favorite clothes from the store.And the prices are very low.Now ask and answer about the things in the picture first. S1:How much is the jacket? S2:It's thirty dollars. Now read the ad.Look at the price tags in the picture and fill in the blanks in the ad. ◆Step 3　Writing(3b) T:Imagine you have a clothes store.What's the name of your store? Can you think of a name for your clothes store? Students discuss with their partners and give names of their own clothes stores. T:I think the names of your stores are really great.But I think you should also have a great ad for your stores.Then you can sell well.Look at the clothes in 3b.Try to write a great ad for your own stores. Show the outline and make students try to write by themselves. Let some students read their ads and correct the mistakes in the ads. Then give a sample writing.教学过程◆Step 4　Self Check 1.Describe what these people are wearing today. 2.Let students read these sentences and put them in order to make a conversation. Check the answer. Let students practice the conversation in pairs. ◆Exercises 一、单项选择 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 1.He wants 　　　 a dictionary.  A.buy B.buys C.to buy D.buying 2.　　　 you need sports shoes?  A.Are B.Do C.Does D.Is 3.—　　　 you 　　　 a sweater?—No,thanks.  A.Do;need B.Are;need C.Do;sell D.Are;sell 4.—Are these socks 20 dollars?—　　  A.Yes,they are. B.Yes,those are. C.Yes,these are. D.Yes,it is. 二、连词成句 1.sell,shorts,we,prices,these,good,at,very(.)   2.green,they,in,hats,have(.)   3.do,you,to,what,want,buy(?)   4.skirt,his,have,sister,does,red,a(?)   5.sells,store,which,vegetables(?)   Keys:一、1.C　2.B 　3.A　4.A　二、1.We sell these shorts at very good prices.　2.They have hats in green.　3.What do you want to buy?　4.Does his sister have a red skirt?　5.Which store sells vegetables? ◆Step 5　Summary Get the students to have a summary. ◆Step 6　Homework 1.Remember the words and expressions of Unit 7. 2.Your neighbor's fruit store will be on sale on this weekend.Please help him/her write an ad. ◆板书设计 Structures点出商店名字:Come and buy your clothes at 　　　　 Clothes Store! 所售商品及价格:We have+商品名( hats/bags/skirts...)+for+(价格)...宣传语:Come to our store now! 教学反思本节课要求学生模仿广告,设计出自己的商品广告。尽量为学生创设情境,模拟购物,不仅调动了学生参与课堂活动的积极性,而且培养学生熟练运用目标语言进行交际的能力。教学课题第一课时　Section A(1a-2e)教学目标Curriculum words: when,month,January,February,March,April,May,June,July,August,September,October,November,December,happy,old,party Useful expressions: Happy birthday,how old,birthday party,see you Functions: (1)能够使用when和how引导的特殊疑问句询问生日或年龄。 (2)理解序数词的构成方法。 Grammar:when和how引导的特殊疑问句。 Sentences: (1)—When is your birthday?—My birthday is on May 2nd. (2)—Happy birthday! —Thank you. (3)—How old are you?—I'm thirteen. (4)—Do you want to come to my birthday party?—Oh,yes.教学 重难点1.询问他人生日日期的句型及日期的表达方式。 2.了解序数词的构成规则。教学过程◆Step 1　Leading in Greeting. Enjoy the video. 设计意图视频导入直接引入本节课的知识内容,学生可以初步了解本课的学习重点,为本课月份的学习作好铺垫。 Teach the new words and make students read them one by one to check their pronunciation. ◆Step 2　Listening(1a-1b) Work on 1a Listen and repeat. Work on 1b Listen and number the conversations [1-3]. Check the answers. ◆Step 3　Pair work(1c) Enjoy the video. Practice the conversations with your partner.Then make your own conversations. Ask some pairs to act out their conversations. ◆Step 4　Listening(2a-2c) Work on 2a Play the recording for the students to listen and repeat. Let students try to remember them. Work on 2b T:The teacher is asking some students about their birthdays.Listen and circle the numbers you hear in 2a. Check the answers. 教学过程Work on 2c Listen again.Match the names,months and dates. Check the answers in class. ◆Step 5　Practice(2d) Talk about the children's birthdays in 2c. Work in pairs to ask and answer about their birthdays. Let some students act out their conversations. ◆Step 6　Role-play(2e) Read the conversation and answer the questions. Practice the conversation with your partner. Let some pairs act out the conversation in front of the class. ◆Step 7　Language points 1.—When is your birthday,Linda?—My birthday is on May 2nd. “When is one's birthday?”为询问某人生日的句型,其答语通常为“One's birthday is on+日期.”或“It's on+日期.” May 2nd是日期的表达法。表达具体日期通常为“月份+序数词”,月份首字母必须大写。 英语中表示具体年、月、日的方式通常有两种“月+日+年”或“日+月+年”。年份要用逗号隔开。 2017年9月9日　September 9th,2017或9th September,2017 基数词变序数词顺口溜: 基变序,有规律,词尾加上th。 一二三特殊记(first,second,third), 八加h(eighth),九减e(ninth) ve要用f替,(five→fifth;twelve→twelfth) 整+变y为ie,(twenty→twentieth,thirty→thirtieth)-th 最后加上去, 若是第几十几,前为基,后为序。 (twenty-one→twenty-first;twenty-four→twenty-fourth) 2.—How old are you?—I'm thirteen. how old意为“多大年纪;几岁”,常用于询问年龄。其句型结构为“How old+be+主语?”,答语通常为“主语+be+基数词+year(s) old”,其中 year(s) old 可以省略。即“主语+be+基数词”。 What's...age?”和“How old is ∕are...?”意思相同,可互换。 What's your age?=How old are you?你多大了? 3.When is Alice's birthday? Alice's 是 Alice 的名词所有格形式,意为“艾丽斯的”,名词所有格表示人或物的所属关系,在句中作定语或表语。 's所有格的构成: (1)一般情况下,在词尾加's。Jim's friend吉姆的朋友 (2)以s结尾的复数名词,在词尾加'。the workers' leader工人们的领导 (3)不以s结尾的复数名词,在词尾加's。children's rooms孩子们的房间 4.Happy birthday! 句中的happy用于表达祝愿。“生日快乐!”回答时一般用Thank you! 5.At three this afternoon. 表示时间的介词at,in与on (1)at常用于时刻前或一些固定的习惯用语中。 (2)in用在月份、季节、年份等前面,也可以表示“在早上、在下午、在晚上”。 (3)on用在日期、星期几、节日前,也可用来表示具体某一天的上午、下午或晚上。教学过程◆Exercises 一、单项选择 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 1.　　　 is the month between July and September.  A.May B.August C.June D.October 2.Lily's birthday is 　　　 May 8th.  A.on B.in C.at D.for 3.　　　 is my birthday.  A.October 2th B.2th October C.2st October D.October 2nd 4.New Year's Day is in 　　　.  A.October B.December C.January D.May 5.—　　　 is Lucy's birthday?  —It is on May 2nd. A.What B.When C.Where D.Who 二、根据句意及首字母或用括号内所给词的适当形式填空 1.The 　　　　(nine) lesson is very difficult.  2.There are 　　　　 months in a year.The 　　　　 month is December.(twelve)  3.N　　　　 is the eleventh month of a year.  4.The first month of a year is J　　　　.  Keys:一、1.B　2.A　3.D　4.C　5.B 二、1.ninth　2.twelve;twelfth　3.November　4.January ◆Step 8　Summary Let's summarize what we have learned. ◆Step 9　Homework 1.Remember the twelve months and be able to write them. 2.Ask your family members' birthdays,and make a report next class. ◆板书设计 monthssentencesJanuary,February,March,April,May,June,July, August,September,October,November,December—When is your birthday? —My birthday is on May 2nd. —Happy birthday! —Thank you. —How old are you? —I'm thirteen. 教学反思从本单元的主题When is your birthday?可知,本单元的学习目标是学会询问和回答日期。第一课时的任务是学会问题的构成,会应答,正确运用序数词表达日期,记忆月份的英文名称,对本话题进行听说训练。大量的反复练习能够帮助学生突击记忆词汇,但是学生需要在大量的听说活动中巩固语言知识,加深印象。教学课题第二课时　Section A(Grammar Focus-3c)教学目标Curriculum words: first,second,third,fifth,eighth,ninth,twelfth,twentieth Functions: (1)熟练掌握序数词的构成方法及用法。 (2)熟练运用when引导的特殊疑问句询问生日,并作出相应的回答。 Grammar:序数词的用法。 Sentences: (1)—When is her birthday?—It's in August. (2)—When is your father's birthday?—His birthday is on April 21st.教学 重难点让学生熟练掌握序数词的构成方法及用法。教学过程◆Step 1　Revision Show the pictures and make students say and spell the words. 设计意图通过检查作业的方式,让学生练习对日期的描述,还能让学生学会关心家人。 Teach the new words and make students remember them. ◆Step 2　Grammar Focus 1.Read the sentences in Grammar Focus together. 2.Analyze sentences in Grammar Focus and summarize the grammatical knowledge. ◆Step 3　Language point 询问他人生日日期:When is+形容词性物主代词∕名词+“'s”所有格+birthday? “名词+'s”所有格主要用于有生命的名词的所有关系,意为“……的”。 序数词:表示人或事物先后顺序的数词。 序数词的用法: 序数词前一般要加定冠词the。 I live on the second floor.我住在二楼。 序数词常用来修饰名词,但当名词前有形容词性物主代词等限定词时,序数词前不用定冠词。 Today is my thirtieth birthday.今天是我的三十岁生日。 序数词前有时也可加不定冠词a ∕an,这时表示的是在原有基础上的“又一个;另一个”。 a second time再来一次 ◆Step 4　Work on 3a Read the questions and answers,then match the questions and answers. Check the answers with the class. Students work with his or her partner.Ask and answer the questions. ◆Step 5　Work on 3b Complete the conversation and practice it with your partner. Check the answers. ◆Step 6　Work on 3c Find out your group members' birthdays and ages.Line up from the youngest to the oldest. Students ask and answer about each other's ages and birthdays.教学过程A:How old are you? B:I'm...years old. A:When is your birthday? B:It's on... ◆Exercises 一、根据首字母提示或用括号内所给词的适当形式填空 1.When is your 　　　　(friend) birthday?  2.　　　　(Kate) grandparents usually have a walk around the lake in the morning.  3.May is 　　　　(five) month of a year.  4.S　　　　 is the ninth month of a year.  5.Today is his mother's 　　　　(forty) birthday.  二、写出下列基数词的序数词 1.one 　　　　　　　　　　2.two 　　　　　　　　　　3.three 　　　　  4.nine 　　　  5.eleven 　　　  6.twenty 　　　  7.thirty 　　　  8.twenty-five 　　　  9.nineteen 　　　  10.fifty-seven 　　　　  三、单项选择 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 1.How old 　　　 your father?  A.are B.is C.does D.do 2.My sister is 　　　 years old.Today is her 　　　 birthday.  A.twelve;twelve B.twelve;twelfth C.twelfth;twelve D.twelfth;twelfth 3.The last month of a year is 　　　.  A.February B.November C.December D.October 4.Please pass me 　　　 book on the right.  A.four B.fourth C.the four D.the fourth Keys:一、1.friend's　2.Kate's　3.the fifth　4.September　5.fortieth 二、1.first　2.second　3.third　4.ninth　5.eleventh　6.twentieth　7.thirtieth　8.twenty-fifth　9.nineteenth　10.fifty-seventh 三、1.B　2.B　3.C　4.D ◆Step 7　Summary Get the students to have a summary. ◆Step 8　Homework ◆板书设计 first,second,third,fifth,eighth,ninth,twelfth,twentieth —When is her birthday? —It's in August. —When is your father's birthday? —His birthday is on April 21st. 教学反思本节语法课以读、说、写相结合的方式,老师设计活动引导学生强化练习,巩固了学生对谈论生日这一目标知识的理解和运用,通过比较,让学生熟记拼写几个特殊的序数词。教学课题第三课时　Section B(1a-1d)教学目标Curriculum words: test,trip Useful expressions: English test,school trip,basketball game Function:掌握一些常见的学校活动的表达方式,并能熟练询问其日期。 Sentences: —When is the basketball game?—It's on October 2nd.教学 重难点能听懂有关学校组织活动话题的听力材料,并能获得相关信息。教学过程◆Step 1　Revision Fill in the blanks. 设计意图复习日期的书写,该练习为今天的课程奠定一些基础。 ◆Step 2　Leading in Show the new words with pictures. 设计意图用图片教授学生单词,轻松的教学氛围下更能有效地记住单词。 ◆Step 3　Pre-listening (1a) Show some school activities on the screen.Teach students the school activities. Look at the four pictures in 1a.And match the pictures with the events. Check the answers. ◆Step 4　Language points 1.English test test n.意为“测验;检查”。 常用短语:take∕have a test 进行考试;pass a test通过考试;fail a test考试不及格。 2.school trip trip通常指较短距离的旅行,不强调旅行的方式或目的。a day trip一日游。 与trip相关的短语:a weekend trip周末旅行;a bus trip公共汽车旅行;go for a trip去旅行。 ◆Step 5　Listening(1b-1c) Work on 1b T:John and Sally are talking about his calendar.Listen to the recording and circle the events you hear in 1a. Check the answers.Let some students read the answers. Work on 1c Listen again and fill in John's calendar.Write the proper activity in the right date chart. Read the conversation after the recording and check the answers. ◆Step 6　Post-listening(1d) Ask and answer questions about John's calendar. S1:When is Sally's birthday party? S2:It's on October 5th. S1:When is the basketball game? S2:It's on October 2nd. Exchange roles.S2 asks S1 about John's calendar again.教学过程◆Exercises 一、用适当的介词填空 1.The music festival is 　　　　 November.  2.Our English party is 　　　　 seven in the evening.  3.Wang Li has a school trip 　　　　 September 6th.  4.Can you go to the party 　　　　 me?  5.I don't like history.What 　　　　 you?  二、单项选择 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 1.—When is Mother's Day?—It's in 　　　.  A.May B.June C.July D.September 2.—　　　 is your birthday party?  —It's on September 10th. A.How B.How old C.When D.Who 3.—Happy birthday to you! —　　  A.The same to you. B.Give me a gift. C.I'm not happy. D.Thank you. 三、连词成句 1.your,birthday,mother's,when,is(?)   2.birthday,my,is,10th,on,October(.)   3.his,is,birthday,on,September,2nd(?)   Keys:一、1.in　2.at　3.on　4.with　5.about 二、1.A　2.C　3.D 三、1.When is your mother's birthday?　2.My birthday is on October 10th.　3.Is his birthday on September 2nd? ◆Step 7　Summary Get the students to have a summary. ◆Step 8　Homework 1.Remember the words and expressions. 2.Preview the passage in Section B 2b. ◆板书设计 English test,school trip,basketball game —When is...? —It's on... 教学反思从谈论学校的活动这个话题出发,增加谈论日期的词汇,结合实际情况使学习的目标更加具体,让学生的课堂活动更加有趣。练习中利用阅读别人的日历,谈论他人的安排,不至于使教学枯燥无味。让学生根据自己日历上的安排相互交谈,创设话题,加强训练。教学课题第四课时　Section B(2a-2c)教学目标Curriculum words: art,festival,dear,student,thing,term,busy,time Useful expressions: this term,art festival,book sale,School Day,have a good time Function:能阅读有关学校组织活动内容的短文,并能获得相关信息。 Sentences: (1)We have some interesting and fun things for you this term. (2)This is a really busy term! (3)Have a good time!教学 重难点正确运用目标语言描述学校的活动安排。教学过程◆Step 1　Warm-up Show some pictures on the screen.Let some students read aloud.Make sure they know the meaning of every activity. 设计意图通过展示学校活动,吸引学生的注意力,快速进入本堂课的学习。 ◆Step 2　Leading in Show a picture about the school activities.Make students say. T:We have a school trip on September 3rd. ◆Step 3　Pre-reading(2a) Check(√) the activities you have at your school in 2a. ◆Step 4　While-reading(2b) Listen and scan the notice and find the answer to this question:Is this a busy term? Read the notice carefully and find the activities they have this term.Then list the activities and the dates. Check the answers. ◆Step 5　Post-reading(2c) Discuss the questions with your partner. Let some students report their results to the class. I like soccer game,school trip and book sale.I like English day and Sports Day,too. ◆Step 6　Language points 1.School Day day通常表示“天;白天;一日”,作专有名词时,首字母应大写,表示“节;节日”。 此处School Day表示“学校开放日;学校庆祝日”。 2.We have some interesting and fun things for you this term. 动词have有许多意义和用法,此处意为“举办;组织”。教学过程interesting的用法 用法例句interesting用来表示人或事物本身所具备的属性,意为“有趣的;有吸引力的”。He is very interesting. 他非常有趣。interested用来表示人对事物的态度,主语通常是人,常用短语:be interested in...,意为“对……感兴趣”。I'm interested in this movie. 我对这个电影很感兴趣。 3.This is a really busy term! really副词,意为“真正地”。用于修饰动词或形容词,以加强语气。 busy是形容词,意为“繁忙的;忙的”,反义词是 free,意为“空闲的;有空的”。 短语:be busy with sth./ be busy (in) doing sth. 4.Have a good time! have a good time意为“玩得开心;过得愉快”,相当于have a great/nice/wonderful time 或 enjoy oneself/have fun。 单独使用时,表示祝愿。 ◆Exercises 一、单项选择 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 1.—I will have a school trip this weekend. —　　  A.The same to you. B.Have a good time! C.You're welcome. D.Hold on,please. 2.I am very 　　　 this weekend.I have many things to do.  A.term B.busy C.interesting D.festival 3.Our school has 　　　 art festival every year.  A.a B.an C.on D./ 4.We have a School Day 　　　 September 5th.  A.in B.at C.on D.of 5.　　　 comes after July.  A.May B.June C.August D.March 二、句型转换 1.We have a basketball game on July 7th.(改为一般疑问句) 　　　　 　　　　 have a basketball game on July 7th?  2.We have a book sale on December 3rd.(对画线部分提问) 　　　　 　　　　 　　　　 have a book sale?  3.My birthday is on June 9th.(对画线部分提问) 　　　　 　　　　 your birthday?  Keys:一、1.B　2.B　3.B　4.C　5.C 二、1.Do you　2.When do you　3.When is教学过程◆Step 7　Summary Get the students to have a summary. ◆Step 8　Homework 1.Read the school notice and draw a mind map by yourselves. 2.Summarize the activities and dates in your school. ◆板书设计 School Day,art festival,a book sale,have a good time 教学反思本课时主要是通过阅读学校通知,知道各项活动的时间安排。通过反复阅读、分析文章使学生学会了如何描述日常活动,为下一节课的写作打好基础。教学课题第五课时　Section B(3a-Self Check)教学目标Curriculum word: there Useful expressions: see you,next week Function:练习写便条,邀请朋友参加自己(学校)的某项活动。 Sentences: (1)Do you like sports? (2)We have a basketball game. (3)What activity do you have in your school?教学 重难点通过不同形式的写作训练来练习写便条,指导学生能写便条来邀请朋友参加自己(学校)的某项活动。教学过程◆Step 1　Warm-up Review the phrases in this unit. 设计意图复习本单元出现的短语,加深印象,以便写作时能正确使用。 ◆Step 2　Work on 3a Read the words in the box and complete the note. Check the answers,then let students try to remember the note and retell it to the class. ◆Step 3　Writing(3b) Write your own note to a friend.Invite him/her to an activity in your school. Write a note with the help of the questions. Let some students read their notes and correct the mistakes in the notes. Show the outline ,then give a sample writing. ◆Step 4　Self Check 1.Complete the chart with the correct forms of the numbers. Check the answers. 教学过程2.Write the dates for these holidays in China. Check the answers. T:What other holidays in China or in other foreign countries do you know? Ask and answer the dates about them with your partner. ◆Exercises 一、用方框内所给短语的适当形式填空 this term;school trip;book sale;football game;art festival 1.We have a 　　　　　　　　 in the school library this afternoon.  2.Our 　　　　　　　　 is in next month.We are going to Huangguoshu Waterfall.  3.Class One and Class Two are having a 　　　　　　　　 on the playground.  4.There is an 　　　　　　　　 next week.Tina is going to sing and dance.  5.We have some interesting activities for you 　　　　　　　　.  二、单项选择 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 1.Our school 　　　 is on June 15th.  A.trip B.food C.room D.number 2.Let's go to school by bus 　　　 week.  A.this B.these C.last D.that 3.—　　　 your cousin like the book?  —Yes,he 　　　.  A.Do;do B.Does;does C.Do;does D.Does;do 4.Which month is 　　　 month of a year?  A.fifth B.the fifth C.five D.the five 5.—When is 　　　?  —It's on March 8th. A.Children's Day B.National Day C.Women's Day D.New Year's Day Keys:一、1.book sale　2.school trip　3.football game　4.art festival　5.this term 二、1.A　2.A　3.B　4.B　5.C ◆Step 5　Summary Get the students to have a summary. ◆Step 6　Homework 1.Write a notice about your school events. 2.Remember the words,expressions and sentences in this unit. ◆板书设计 Structures (正文顶格)询问:朋友爱好(who,activity)介绍:比赛活动(activity:time,place)邀请:参加/观看比赛活动(come to,see you there) 教学反思在本节课的写作过程中要提醒学生有关书写的注意事项,特别是表示月份的名词,序数词的拼写等。教学过程中,让学生了解一些国外的节日,拓展学生的词汇量。教学课题第一课时　Section A(1a-2d)教学目标Curriculum words: favorite,subject,science,P.E.,music,math,Chinese,geography,history,why,because,Monday,Friday,Saturday Useful expression: for sure Function:能用what和why引导的特殊疑问句谈论自己喜欢的学科,并用because引导的句子说明原因。 Sentences: (1)—What's your favorite subject? —My favorite subject is science. (2)—Why do you like P.E.? —Because it's fun.教学 重难点1.会运用交际用语对自己喜爱的学科进行评价并给出理由。 2.通过听力训练、角色扮演等方式,提高英语听说能力。教学过程◆Step 1　Warm-up Greeting. Let's enjoy the video. 设计意图引导学生借助视频的直观展示来学习不同学科的英文名称,激发学生学习本单元主题的积极性及兴趣。 Teach the new words and make students remember them. ◆Step 2　Leading in(la) Show the pictures of subjects and make students try to answer the question. T:What subject is it? Ss:It's ... Play a game:If you know ,stand up and say them loudly. 设计意图通过游戏环节既锻炼了学生们的反应能力又检查了学生们对新授单词的掌握情况。 Match the words with the pictures in 1a. ◆Step 3　Listening(1b) Two students are talking about their favorite subjects.Listen to the recording and circle the subjects you hear in 1a.Then check the answers. ◆Step 4　Pair work(1c) Enjoy the video. Practice the conversation with your partner.Then make your own conversations.Ask some pairs to act out their conversations. ◆Step 5　Listening(2a-2b) Work on 2a Students read the four sentences, then listen to the recording and put them in order.Check the answers with the class.教学过程Work on 2b T:We have learned some adjectives in Unit 5.Such as interesting, boring, fun, difficult, relaxing...Now listen to the recording again.Match the subjects you hear with the descriptions. Students listen and match.Then show the tapescripts for the students to check the answers. ◆Step 6　Pair work(2c) What do you think of the subjects? Make your own conversations using the words in 2b. Students make their own conversations with his or her partner.Then let some pairs act out their conversations. ◆Step 7　Role-play(2d) Follow the recording and answer the questions. Let students practice the conversation in pairs.Then try to act out the conversation in front of the class. ◆Step 8　Language points 1.What's your favorite subject? “What's your favorite...?”常用来询问对方最喜欢的事物。意为“你最喜欢的……是什么?”,其答语常用 “My favorite...is...”或 “...is my favorite...” favorite可与 like...best 进行同义句转换。 —What's your favorite color?( What color do you like best?) —My favorite color is blue.( Blue is my favorite color.) 2.—Why do you like P.E.?—Because it's fun. why是疑问副词,意为“为什么”,用来询问做某事的原因。“Why+一般疑问句”构成的特殊疑问句,其答语一般由 because 引导。 —Why do some people like watching TV?——为什么有些人喜欢看电视? —Because it's relaxing.——因为它是令人放松的。 Why not do sth.?意为“为什么不做?”= Why don't you do sth.?常用来提建议。 because也可以用来引导原因状语从句,但不可以与so (所以) 同时出现。 3.How's your day? 朋友见面时比较口语化的的问候用语,意为“今天过得如何?” —How's your day?——今天过得怎么样? —Not bad.——还不错。 4.I like Monday because I have P.E.and history. 此处have与学科名称搭配,表示“上某一学科的课”。 We have P.E.on Tuesday and Thursday.我们周二和周四上体育课。 have还可以与其他名词搭配,表示不同含义。 have a class/ lesson上课 have breakfast/ lunch/ dinner吃早/ 中/晚饭 have a party举行派对;举办聚会 5.Who's your P.E.teacher? who是疑问代词,意为“谁”,可作主语也可作表语,其结构为“Who + be 动词 + 主/表语?”。 —Who's this man?——这个男人是谁? —He's Jack's father.——他是杰克的父亲。 6.That's for sure. for sure意为“无疑;肯定”。 “That's for sure.”意为“的确如此;那可一点不假。”它用来表示完全赞同他人的观点。教学过程◆Exercises 一、单项选择 　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 1.—What's Jim's favorite city? —　　　 favorite city is New York.  A.Its B.It's C.His D.He 2.— 　　　 is your music teacher?  —Mrs.Jin. A.When B.What C.Who D.Why 3.I like math 　　　 it's easy for me.  A.but B.and C.or D.because 4.—Mr.Lee's history is very interesting. —　　　 We all like his classes.  A.I don't know. B.You're welcome. C.That's for sure. D.I'm sorry. 二、按要求完成下列各题 1.He likes English because it's easy.(对画线部分提问) 　　　　 　　　　 he like English?  2.We are fine today.(对画线部分提问) 　　　　 　　　　 you today?  3.Kate's favorite subject is science.(改为同义句) Kate 　　　　 science 　　　　.  4.—　　　　 is your 　　　　 teacher? (根据答语完成问句)  —My math teacher is Mr.Black. Keys:一、1.C　2.C　3.D　4.C 二、1.Why does　2.How are　3.likes;best　4.Who;math ◆Step 9　Summary According to the dialogue ,let's summarize what we have learned. ◆Step 10　Homework 1.Read the conversation in 2d. 2.Recite the words we learned today. ◆板书设计 Subjects:science, P.E., music, math, Chinese, geography, history Descriptions:fun,interesting,boring,difficult,relaxing—What's your favorite subject? —My favorite subject is... —Why do you like ...? —Because it's... 教学反思本单元学生的目标是能够谈论自己喜欢的科目,学习why引导的疑问句并能够运用because回答原因。第一课时还应该重点训练听说,让学生有足够的语言储备,学生通过听说训练和角色扮演学会本课时的词汇,掌握特殊疑问句的构成及回答。教学课题第二课时　Section A(Grammar Focus-3c)教学目标Function:学习学校的学习科目,并能就最喜欢的科目进行询问和回答。 Grammar:会用what,who,why引导的特殊疑问句来提出问题,并能正确回答。 Sentences: (1)—What's your favorite subject? —My favorite subject is science. (2)—Why does Bob like history? —Because it's interesting. (3)—Who is your music teacher? —My music teacher is Ms.Xie. (4)—When is your geography class? —It's on Monday and Friday.教学 重难点1.总结what, who, why引导的特殊疑问句的构成方式及回答。 2.通过不同形式的训练熟练掌握运用what, who, why引导的特殊疑问句来提问问题,并能正确回答。教学过程◆Step 1　Revision Show the pictures and make students choose and say the words. ◆Step 2　Leading in Students say something about all the subjects. T:What's your favorite subject? Why? 设计意图通过检查作业的方式,让学生练习对日期的描述,还能让学生会关心家人。 ◆Step 3　Grammar Focus 1.Read the Grammar Focus together. 2.Analyze sentences in Grammar Focus and summarize the grammatical knowledge. ◆Step 4　Language point ◆Step 5　Work on 3a T:Let's do some exercises to practice the sentence structures.Now come to 3a.Fill in the blanks with what,who,or why. Students ask and answer the questions with his or her partner.Then check the answers. ◆Step 6　Work on 3b Write questions for the answers to practice the sentence structures. Let some pairs read out their questions to check their answers. Students practice the conversations with their partners. ◆Step 7　Work on 3c T:Let's do a survey about your classmates about his or her favorite subject, reasons and teachers.Let me tell you how to do it.First, interview three classmates about his or her favorite subject, reasons and teachers.Second, fill in the chart.At last, make a report about your classmates. Make a report: My classmate Jingjing's favorite subject is music.She likes it because it's fun.Her music teacher is Ms.Xie.Xiao Mei's favorite subject is art.She likes it because it's interesting.Her art teacher is Ms.Wu.Dawei's favorite subject is P.E.He likes it because it's relaxing.His P.E.teacher is Mr.Hu.教学过程◆Exercises 一、单项选择 1.—　　　 do you have music?  —We have it on Tuesday afternoon. 　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 A.How B.Why C.Where D.When 2.—　　　 do you like pandas?  —Because they are very cute. A.What B.Who C.Why D.Where 3.—　　　 will you ask for help when you are in trouble?  —My parents, I think. A.Who B.What C.Where D.When 4.—　　　 is your favorite day?  —Monday.Because we have P.E.and music. A.Why B.Who C.How D.What 5.—　　　 do people greet each other(彼此打招呼)?  —Some shake hands(握手).Some say “hello” or “hi”. A.Why B.What C.How D.When 二、用疑问词填空 1.—　　　　 are you? — I'm a driver.  2.—　　　　 are you? — I'm fine.  3.—　　　　 　　　　 are you? — I'm ten.  4.—　　　　 are you? — I'm Alice.  5.—　　　　 are you? — I'm in the office.  6.—　　　　 　　　　 is it? — It's red.  7.—　　　　 is your birthday? — On May 2nd.  8.—　　　　 　　　　 books are there on the desk? — There are two books.  9.—　　　　 　　　　 are the books? — They are twenty yuan.  Keys:一、1.D　2.C　3.A　4.D　5.C 二、1.What　2.How　3.How old　4.Who　5.Where　6.What color　7.When　8.How many　9.How much ◆Step 8　Summary Get the students to have a summary. ◆Step 9　Homework 1.Review the grammar we've learned today. 2.Preview the new words in Section B(1a-1d) ◆板书设计 —What's your favorite subject? —My favorite subject is science. —Why does Bob like history? —Because it's interesting. —Who is your music teacher?教学过程—My music teacher is Ms.Xie. —When is your geography class? —It's on Monday and Friday.教学反思本课时对自己所喜爱的科目和其他内容进行问答练习,帮助学生理解重点知识。本节语法课学生通过多种形式的训练,熟练掌握了目标语言,顺利完成本节课任务。教学课题第三课时　Section B(1a-1d)教学目标Curriculum words: free,cool,Tuesday,Wednesday,Thursday,Sunday,A.M.,P.M. Functions: (1)熟练掌握和运用星期的词汇和描述学科特点的形容词。 (2)谈论一周的课程安排,学会合理安排自己的作息时间。 Sentences: (1)—So what's your favorite subject? —Chinese.It's difficult but interesting! (2)—When is your Chinese class? —It's on Monday,Wednesday,Thursday and Friday.教学 重难点运用所学知识完成听力任务。掌握听前预测技巧,并在听的过程中获取有效信息。教学过程◆Step 1　Warm-up Watch the video and sing together. Teach students the difference of the week between China and Western countries. 设计意图观看视频能够活跃班级气氛,带动学生们学习英语的积极性。 ◆Step 2　Leading in Show the new words and make sure they can pronounce them correctly. Show some pictures about sb.'s feelings to make students match the words. Then let students work in pairs to make their own conversations. ◆Step 3　Pre-listening(1a) Match the words on the left with their opposites on the right.Then check the answers.Students read the words after the teacher, then, try to remember the words. ◆Step 4　While-listening(1b-1c) Work on 1b T:David is talking about his classes and schedule.Listen to the recording and check (√) the words you hear in 1a. Check the answers. Work on 1c T:Read through the schedule and find out what classes David have from Monday to Friday.Now listen to the recording and circle the classes David talks about on this schedule. Read the conversation after the recording and check the answers. 教学过程◆Step 5　Language point ◆Step 6　Post-listening (1d) Look at the schedule and complete the conversation in 1d. Students work in pairs to complete the conversation.Then let some students read out the conversation to check the answers. Talk about your classmates' favorite subjects using the conversation in 1d.Students work in pairs to make their conversations. ◆Exercises 一、单项选择 　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 1.—Why do you like English? —Because I think it is very 　　　.  A.interesting B.difficult C.tidy D.boring 2.Jenny likes Tuesday 　　　 her favorite subject is on Tuesday.  A.after B.but C.so D.because 3.Mr.White is very 　　　.He doesn't have time for lunch.  A.difficult B.busy C.relaxed D.bored 二、句型转换 1.She is really free today.(改为一般疑问句) 　　　　 　　　　 really free today?  2.Kate's birthday party is at seven p.m.on Sunday.(对画线部分提问) 　　　　 　　　　 Kate's birthday party?  3.He likes P.E.because it's fun.(对画线部分提问) 　　　　 does he 　　　　 P.E.?  4.His math teacher is Mr.Dong.(对画线部分提问) 　　　　 　　　　 his math teacher?  Keys:一、1.A　2.D　3.B 二、1.Is she　2.When is　3.Why;like　4.Who is ◆Step 7　Summary Get the students to have a summary. ◆Step 8　Homework 1.Remember the words and expressions in this lesson. 2.Draw a dream schedule,and talk about it with your partner. ◆板书设计 free,cool Tuesday, Wednesday, Thursday, Sunday A.M., P.M.—So what's your favorite subject? —Chinese.It's difficult but interesting! —When is your Chinese class? —It's on Monday,Wednesday,Thursday and Friday. 教学反思学生结合自己一周的计划安排,练习英语知识,并表达自己的看法,在课堂上要激发学生主动说出学到的词汇和句型,为他们设计的活动能够启发引导学生顺利完成这些活动的任务,使课堂活泼又有效。听之后说,说之后练,练之后演,这样掌握的知识才会牢固。教学课题第四课时　Section B(2a-2c)教学目标Curriculum words: useful, from, Mrs., finish, lesson, hour Useful expression: from...to... Function:通过阅读有关课程安排的信件获得相关信息。 Sentences: (1)At 8:00 I have math. (2)The teacher says it is useful, but I think it is difficult. (3)My classes finish at 1:50,but after that I have an art lesson for two hours.教学 重难点阅读有关课程安排的信件,并能获得相关信息。教学过程◆Step 1　Warm-up Talk about your classmates' favorite subject. Students work in pairs and act it out. 设计意图通过小组合作练习表演对话,能够有效地锻炼学生的口语交际能力,还能检查学生们对已学知识的掌握程度。 ◆Step 2　Leading in Teach the new words and phrases,make students remember them. T:What do you think of English? Students should write some descriptions down and report them. 设计意图组织学生谈论自己对英语学科的感受,了解学生一些情况,以便以后能够更好地对其进行心理或学科的辅导。 ◆Step 3　Pre-reading(2a) What do you think of these subjects? Write a description for each one in 2a. ◆Step 4　While-reading(2b) Read the letter quickly in 2b and answer the questions. Read the letter carefully.Underline the subjects Yu Mei likes.Circle the subjects she doesn't like.Are Yu Mei's ideas the same as yours? Check the answers. ◆Step 5　Post-reading(2c) Students read the letter again and complete the chart in 2c.Then check the answers. Challenge yourself:Try to retell the letter and fill in the blanks ◆Step 6　Language points ◆Exercises 一、单项选择 　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 1.The music is too long 　　　 it's relaxing.  A.because B.but C.why D.or教学过程2.—　　　do you like the book?  —Because it's　　　.  　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 A.Why;difficult B.When;useful C.How;difficult D.Why;useful 3.We like watching TV 　　　 Friday evening.  A.in B.on C.at D.for 4.Steven's favorite 　　　 is Sunday because he can see a movie.  A.day B.month C.year D.week 5.It's quite a long way 　　　 Beijing 　　　 Shanghai.  A.from;to B.from;at C.in;to D.to;at 6.I usually watch news on TV for half 　　　 hour to know about what's happening.  A./ B.the C.a D.an 7.You can play games after you finish 　　　 your homework.  A.do B.doing C.to do D.does 二、翻译句子 1.So we have the same classes every day.   2.I like math.It's difficult but interesting.   3.In my free time, I like watching TV in my room.   4.Sports are good for us.I think you should come with me.   Keys:一、1.B　2.D　3.B　4.A　5.A　6.D　7.B 二、1.因此我们每天上同样的课。 2.我喜欢数学。它很难但很有趣。 3.在我空闲时,我喜欢在我的房间里看电视。 4.体育运动对我们有好处。我认为你应该和我一起来。 ◆Step 7　Summary Get the students to have a summary. ◆Step 8　Homework 1.Read the letter in 2b and draw a mind map by yourselves. 2.Make a timetable for your class in English. ◆板书设计 useful, hour,Mrs., finish, lesson from...to ...What do you think of these subjects? The teacher says it is useful, but I think it is difficult. My classes finish at 1:50,but after that I have an art lesson for two hours. 教学反思本课时主要是通过阅读信件,运用不同阅读策略,预测捕捉文章信息。在读写练习中教会学生掌握按时间先后顺序进行叙事的方法,加深对书信格式的认识。教学课题第五课时　Section B(3a-Self Check)教学目标Function:学会用英文写电子邮件来展示自己某一天的日程安排。 Sentences: (1)I want to meet you on Friday afternoon,but I am really busy. (2)Is that OK with you?教学 重难点用所学的目标语言练习写电子邮件来展示自己某一天的日程安排。教学过程◆Step 1　Warm-up Review the phrases in this unit. 设计意图复习本单元出现的短语,加深印象,方便在写作时正确使用。 ◆Step 2　Work on 3a Students read the parts of the e-mail message and number them in 3a. Let some students read the right message to check the answers . Students read the e-mail message aloud and try to remember the e-mail message. ◆Step 3　Language points 1.I want to meet you on Friday afternoon,but I am really busy. want to do sth.是固定用法,意为“想要做某事”,do表示动词的原形。 Bob wants to buy a new computer.鲍勃想买一台新电脑。 2.Is that OK with you?本句用来征求对方的意见,其中that指代所需征求意见的内容,依据上下文的不同也可使用 this 或 it。 be OK with ...意为“对……来说合适”,为交际用语。 Is the coat OK with your sister? 这件大衣对你妹妹来说合适吗? ◆Step 4　Writing(3b-3c) Work on 3b T:Look at the chart in 3b.Fill in the schedule for your classes on Friday.Write the time on the left and the subjects on the right.Then read out your schedule to your partner.Let your partner check your schedule. Work on 3c Now write an e-mail message to a friend about your Friday Students read the e-mail in 3a and the letter in 2b.Then try to write an e-mail to a friend about his or her Friday. Students read their e-mails to their partners.Then check each other's e-mail. Show the outline ,then give a sample writing. ◆Step 5　Self Check 1.Add more words to each column.Let some students read out their answers. 2.Complete the questions with what,when,who or why.Then answer the questions. Let some pairs ask and answer about the conversations to check the answers.教学过程◆Exercises 一、单项选择 1.I don't like playing ping-pong because it's 　　　.  　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 A.funny B.relaxing C.boring D.cool 2.— Why don't you like math? — Because it's 　　　.  A.interesting B.fun C.difficult D.relaxing 3.I like music 　　　 it's relaxing.  A.because B.but C.why D.or 4.Why 　　　 your mother like red sweaters?  A.do B.is C.are D.does 二、句型转换 1.My favorite subject is English.(对画线部分提问)   2.Her mother's favorite color is blue.(对画线部分提问)   3.Mike has P.E.on Thursday.(对画线部分提问)   4.He likes art because it's fun.(对画线部分提问)   5.He likes history.(改为一般疑问句)   Keys:一、1.C　2.C　3.A　4.D 二、1.What is your favorite subject? 2.What is her mother's favorite color? 3.When does Mike have P.E.? 4.Why does he like art? 5.Does he like history? ◆Step 6　Summary Get the students to have a summary. ◆Step 7　Homework 1.Remember the words, expressions and sentences in this unit. 2.Write a short passage about your schedule. ◆板书设计 Structures 称谓 正文 落款起篇:确定写信的对象及谈论的话题 (Dear..., Friday is a busy day for me.)正文:告诉朋友周五你所做的事情,恰当地表达喜欢与不喜欢 (I start class..., My favorite subject is ...because...)收篇:询问对方相关情况(What about your Friday? ) 教学反思本节课要让学生写出一封邮件来描述自己在学校某一天的课程情况。在写作时要注意邮件的格式要求。在单元复习时,让学生做一些巩固性的练习和简单的检测,便于学生检测自己的学习情况。