冀教版英语七年级上册 教案（表格版）
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| 名称 | 冀教版英语七年级上册 教案（表格版） |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-08-03 17:34:46 | ||
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Unit 1 School and Friends
Lesson 1:Hello!
Learning Objectives 1.Curriculum words:Canada,name,meet,thanks 2.Useful expressions:be from,your name,my name 3.Functions:学会用英语进行简单问候及自我介绍。 4.Grammar:(1)正确使用本单元词汇,如be from,your name,my name; (2)能够使用what句型询问姓名。 5.Sentences:(1)Hello/Hi! (2)—How are you —I’m fine,thanks. (3)—Nice to meet you. —Nice to meet you,too. (4)I’m from... (5)—What’s your name —My name is...
教学过程
◆Step 1 Warming up 本课以打招呼、问候以及自我介绍为话题。老师和同学们初次见面,可采用情境导学,先从介绍自己开始:Hello.I’m your English teacher.My name is...I’m from ...引出打招呼和介绍用语。 设计意图教师通过自我介绍导入新课, 调动学生的学习积极性, 激发他们的学习兴趣。
◆Step 2 Listening T:Listen to the tape with your book closed and fill in the blanks. (1) am Li Ming. (2) are you (3)Nice to you. 【Keys】(1)I (2)How (3)meet 设计意图通过一个简单的小练习,使学生掌握几个重要的句型。
◆Step 3 Reading T:Now let’s read the conversations. Please pay attention to the differences between “you” and “your”. If some students feel the conversation is too long,the teacher can divide it into two or three parts.Then ask students to read them in pairs.After a while,ask students to act them out.
教学过程
(1)—What’s your name —My name is ... (2)—How are you —I’m fine.And you —I’m good,thanks. (3)—Nice to meet you.—Nice to meet you,too. 设计意图朗读巩固,训练学生的语音语调;再模仿对话,编出自己的对话,培养学生运用目标语言进行交际的能力。
◆Step 4 Task 1.Ask the students to listen to the song and sing along.Play the tape for several times until the students can sing the song themselves.Ask the students to finish Exercise 3 in groups. 设计意图Let’s Do It!部分中的Exercise 1重点是听说教学。歌曲内容包括了课文的大部分内容,歌曲的形式使学生对所学内容更加感兴趣。
2.PAIR WORK:Let’s Do It!Exercise 2. Ask students to come to the front of the classroom,and each student starts walking towards others as the teacher says “go”.They must stop as the teacher says “stop”.Then they can have a conversation with the students in front of them. 设计意图Exercise 2的重点是口语练习。同学们通过随机组合来完成练习。以“认识新朋友”为话题,提供了一个语境完整、内容丰富的对话,自然呈现本单元的核心句型。
◆Step 5 Practice 单项选择 ( )1. Hello, Li Ming. A.I B.My is C.My name D.I’m ( )2. —How is Li Ming —He is . A.good B.fine C.Li Ming D.too ( )3.—Nice to meet you. — . A.Thanks B.Fine C.Nice to meet you, too D.And you ( )4. —What’s your name — name is Wang Lei. A.I B.Me C.My D.Your ( )5. Danny is from Canada.Jenny Canada, . A.is in;too B.is from;too C.are in;to D.am from;too 答案:1—5 DBCCB ◆Step 6 Homework 1.Practice the conversations with your group members after class. 2.Copy the new words twice.
教学反思
Lesson 2:Teacher and Students
Learning Objectives 1.Curriculum words:four,five,over,homeroom,student,classmate 2.Useful expressions:over there,homeroom teacher,her name,our classmate 3.Functions:在合作学习中,进一步学习问候语和介绍朋友的表达法。 4.Grammar:能够使用This is句型介绍朋友。 5.Sentences:(1)Good morning. (2)This is my friend. (3)He’s in Class Four. (4)—Who’s the man over there —He’s Mr.Jones—our homeroom teacher. (5)—Is she a student —Yes.She’s our classmate.
教学过程
◆Step 1 Leading in 本课以互相介绍为话题,教师可事先安排一名学生在教室外,然后选一名学生和老师对话,老师向这位学生打招呼并问好,这时教室外学生进教室,老师再介绍此名学生,复习所学内容的同时,引出介绍他人的句式: A:Good morning,Jones. C:Good morning, Miss...! A:Jones,this is your new classmate.Her name is Liu Ying. C:Nice to meet you, Liu Ying! B:Nice to meet you, too. 设计意图利用学生学过的内容,从 “问候”开始,轻松进入到本节课的学习当中。
◆Step 2 Listening T: 1.Listen to Part 1 and finish Exercise 1 in “Let’s Do It!” Ask the students to pay attention to the names when they are listening. (1)Yang Hao is in Class . (2)Li Lin is in Class . 2.Listen to Part 2 and answer the following questions. (1)Who’s the man over there (2)Is the girl a student Check the answers in class. 【Keys】1.(1)Four (2)Five 2.(1)Mr.Jones. (2)Yes,she is. 设计意图巩固本节重点句型,进一步熟悉掌握对话内容。
教学过程
◆Step 3 Reading 1.Ask some students to read in front of the class.And fill in the blanks. (1) Mr.Jones is Jenny’s . (2)The with Mr.Jones is Kate. (3)Kate is a .She’s Danny and Jenny’s . 【Keys】(1) homeroom teacher (2) girl (3) student;classmate 2.Explain the new phrases,and then ask some students to make sentences. 设计意图通过阅读,培养学生的自主学习能力,可以和小组成员讨论较难理解的句子和知识点。
◆Step 4 Complete Let’s Do It! Ask the students to finish Exercise 3 in groups. 设计意图Exercise 3主要练习口语,充分使my name,his name,her name得到实际运用。
◆Step 5 Pair Work Introduce a friend to a classmate. Example: This is my friend. His name is Tony. He is a student. He is from the U.S. ◆Step 6 Practice 根据句意及汉语提示填空 1. Kate is my (同班同学). 2.Li Lin is in Class (五). 3.She is a (学生).Her name is Mary. 4.— (谁) is the girl with Miss Wang —Lucy. 5.—Where is your teacher —She is (在那边). 答案:1.classmate 2.five 3.student 4.Who 5.over there ◆Step 7 Homework 1.Practice the conversations with your group members after class. 2.Copy the new words twice.
教学反思
Lesson 3:Welcome to Our School
Learning Objectives 1.Curriculum words:visiting,show,around,classroom,office,plan,fun,lab 2.Useful expressions:show...around, have lessons, play sports, have fun, on the playground 3.Functions:学会向他人介绍自己学校里的建筑和设施。 4.Grammar:(1)冠词a/an/the的用法; (2)运用this is...,that is...,here,there等介绍学校里的建筑和设施。 5.Sentences:(1)Welcome to our school. (2)Let me show you around. (3)This is our classroom. (4)We have lessons here. (5)That is the playground. (6)We play sports and have fun there.
教学过程
◆Step 1 Warming up T:Review some important sentences that we’ve learned in lesson 1 and lesson 2,and make conversations with those sentences. 设计意图巩固所学知识,为学习新课做准备。
◆Step 2 Listening T:1.Listen to the passage and finish Exercise 1 in “Let’s Do It!” 2.Listen to the passage and fill in the blanks. Jack is a in Li Ming’s school.Li Ming him around the school.The teachers plan their lessons in the .The students have in the classroom.They play on the playground.And they can get books from the . 【Keys】 visiting student, shows,office, lessons, sports, library 设计意图熟悉课文,掌握本节课的生词和句型。
◆Step 3 Reading T:Ask the class to read the passage aloud and answer the following questions: (1)Where do the students have lessons (2)Where do the teachers plan their lessons (3)What do the students do on the playground (4)Where do the students get books (5)Where do the students have science classes 【Keys】(1)In the classroom. (2)In an office. (3)Play sports and have fun. (4)In the library. (5)In a lab.
教学过程
设计意图通过阅读,培养学生的自主学习能力,可以和小组成员讨论较难理解的句子和知识点。
◆Step 4 Come to “Let’s Do It!” Ask the students to finish Exercises 2 and 3 by themselves.The teacher checks their answers in class. 设计意图让学生们独立完成Exercise 2和Exercise 3,检验课文理解程度。
◆Step 5 Task Ask students to finish Exercise 4.The students can pass around his/her drawing to others. 设计意图有助于同学们互相监督,认真完成任务。
◆Step 6 Practice 根据句意及首字母提示填空 1. This is our c .We have lessons here. 2.We have science classes in the l . 3.Can you s me the way 4.Our teachers are in the o .They plan their lessons here. 5.The children have f on the playground. 答案:1.classroom 2.lab 3.show 4.office 5.fun ◆Step 7 Homework 1.Finish the workbook of Lesson 3. 2.Find some places you are interested in your school,then write some sentences about them.
教学反思
Lesson 4:What Is It
Learning Objectives 1.Curriculum words:eraser,guess,first,wall 2.Useful expressions:play a guessing game,pencil box,on the wall 3.Functions:学会用英语介绍自己的常用物品。 4.Grammar:(1)掌握一些表示文具用品的名词,并且能根据描述猜出单词; (2)掌握with的用法。 5.Sentences:(1)It’s long and thin. (2)You can write with it. (3)It’s big and black. (4)It’s on the wall. (5)Yes,you are right. (6)—Is it a ruler —No,it isn’t. (7)—What is it —It’s a blackboard.
教学过程
◆Step 1 Leading in T:Show some pictures (pen,pencil,pencil box,ruler,blackboard,eraser...)to students.And play a guessing name with students. T:You can put some stationeries(文具)in it. Can you guess Ss:... 设计意图通过师生问答、图片展示的方式展开学习,为后面教学做好铺垫。
◆Step 2 Listening T:Listen to the dialogue and fill in the blanks: (1)The students are playing a game. (2)The blackboard is on the . 【Keys】(1)guessing (2)wall 设计意图通过问题练习教师指导学生如何有效地听录音并获取所需信息。
◆Step 3 Reading 1.After listening to the conversations,ask the students to read the conversations in pairs. 2.Ask some pairs to read aloud in class. 3.Find the key points. 设计意图通过阅读,培养学生的自主学习能力,可以和小组成员讨论较难理解的句子和知识点。
◆Step 4 Come to “Let’s Do It!” Ask the students to finish Exercise 1.If the students can’t finish it well,play the tape again. Ask the students to finish Exercises 2,4 in groups.The students should finish Exercise 3 by themselves. 设计意图Let’s Do It!部分中的Exercise 1是听力教学,根据听力描述给图片标号。Exercise 2练习本课的单词、短语和句型。Exercise 3主要考查单词的拼写能力。Exercise 4考查眼力和记忆力。
◆Step 5 Practice 完成句子 1.我喜欢玩猜谜游戏。 I like to the . 2.你可以用铅笔写字。 You can the pencil. 3.那是个铅笔盒吗 a pencil box 4.让我们去上学吧。 to school. 5.轮到你做运动了。 It’s play sports. 答案:1.play;guessing game 2.write with 3.Is that 4.Let’s go 5.your turn to ◆Step 6 Homework 1.Finish the workbook of Lesson 4. 2.Remember all the new words and expressions we’ve learned today.
教学反思
Lesson 5:May I Have a Book
Learning Objectives 1.Curriculum words:may,excuse,OK,two,borrow,three,store,later 2.Useful expressions:excuse me,at the store,thank you,look up/down,stand up/down,reach up/down,jump up/down,point up/down 3.Functions:学习委婉语气的用法,掌握借东西时应该使用的一些礼貌用语。 4.Grammar:(1)some和 any的用法; (2)学会使用情态动词may表示有礼貌的请求。 5.Sentences:(1)—Excuse me.May I have a book,Jenny —OK!Here you are. (2)—May I have three crayons,Jenny —Sorry,Danny.I don’t have any crayons. (3)I can go and buy some at the store.I can get some for you,too.
教学过程
◆Step 1 Leading in T:Ask three students about different school objects. (1)May I have a pencil (2)May I borrow a book (3)May I have an eraser 设计意图通过具体语境导入新课,进而练习借东西的日常用语。
◆Step 2 Listening Listen to the conversation and ask the students to fill in the blanks. Danny borrows a and pencils from Jenny.And he wants to borrow three .But Jenny any crayons,so Danny goes and buys some at the . 【Keys】book, two, crayons, doesn’t have, store 设计意图进一步加深对对话的理解,掌握关键信息。
◆Step 3 Reading 1.Pair work.The teacher asks the class to read the conversation in pairs aloud and check the statements True or False: (1)Jenny gives Danny a book. (2)Jenny doesn’t have two pencils. (3)Jenny has three crayons. 【Keys】(1)T (2)F (3)F 2.Give them some time to read the text themselves.Correct their pronunciation when necessary.
教学过程
3.Explain some language points. 设计意图通过阅读,培养学生的自主学习能力,可以和小组成员讨论较难理解的句子和知识点。
◆Step 4 Come to “Let’s Do It!” Ask the students to finish Exercises 2 and 3 by themselves.The teacher checks their answers in class. 设计意图让学生们独立完成Exercise 2和Exercise 3,检验课文理解程度以及生词和短语。
◆Step 5 Work in pairs One student borrows something from his/her partner.Remember to create two situations.One is the partner who has the thing he/she wants.The other is the partner who doesn’t have the thing he/she wants. (1)S1:Excuse me.May I have a pencil S2:OK.Here you are. S1:Thank you. S2:You’re welcome. (2)S1:Excuse me.May I have two crayons S2:Sorry.I don’t have any crayons. S1:That’s OK. … 设计意图利用学生们的学习用品,创设对话,让学生有机会进行多方面的口语练习。
◆Step 6 Practice 完成句子 1.打扰了。我可以借你的橡皮吗 . have your eraser 2.我没有橡皮。 I erasers. 3.我去商店买一些铅笔。 I can and some pencils at the store. 4.我可以给你买一些蜡笔。 I can some crayons you. 5.——谢谢! ——不客气。 —Thanks! — . 答案:1.Excuse me;May I 2.don’t have any 3.go;buy 4.get;for 5.You’re welcome ◆Step 7 Homework 1.Finish the workbook of Lesson 5. 2.Review the dialogue after class.
教学反思
Lesson 6:Things for School
Learning Objectives 1.Curriculum words:need, thing, list, ten, six, seven, one, nine, eight 2.Useful expressions:what about,buy...for...,shopping list 3.Functions:掌握英文电子邮件的基本格式和写法。 4.Grammar:可数名词复数和基数词的用法。 5.Sentences:(1)What about your new school (2)I need to buy some things for my classes. (3)Here is my list. (4)Can I buy all of these things at the store
教学过程
◆Step 1 Leading in T:Boys and girls, you have just started your middle school, what do you want to get for your classes Can you tell me S1:I want to have a new pencil-box, an eraser,exercise books and so on. S2:... T:Wonderful! Our friend, Danny also wants to get some new things for his classes.Let’s see what he will get. 设计意图通过学生熟悉的事物——学习用具,导入今天的学习主题。
◆Step 2 Listening T:1.Listen to the passage and finish Exercise 1 in “Let’s Do It!” Danny wants to buy five erasers, classrooms,two pencil boxes, pens, pencils,one library, crayons,three rulers, playgrounds and four labs. 【Keys】ten,six,seven,nine,eight 2.Listen to the passage again and ask the students to imitate it. The students should pay attention to the pronunciation and intonation. 设计意图通过两遍听力及问题,加深对课文的理解。
◆Step 3 Reading 1.The teacher asks the students to read the passage aloud and answer the following questions. (1)Who is the e-mail to
教学过程
(2)Who is the e-mail from (3)What is the subject of the e-mail (4)Does Danny have new friends this year (5)How many labs does Danny need 【Keys】(1)Li Ming. (2)Danny. (3)Danny’s shopping list. (4)Yes,he does. (5)Four. 2.Read the passage and find the key points. 设计意图通过阅读,培养学生的自主学习能力,可以和小组成员讨论较难理解的句子和知识点。加深对课文的记忆。
◆Step 4 Come to “Let’s Do It!” Ask the students to finish Exercises 2 and 3 by themselves.The teacher checks their answers in class. 设计意图Let’s Do It!部分中的Exercise 1重点是听说教学,在课上作为听力任务完成了。让学生们独立完成Exercise 2和Exercise 3,检验课文理解程度。
◆Step 5 Practice 单项选择 ( )1.I need some new things for my friends. A.buy B.buying C.buys D.to buy ( )2.I have new books this term. A.one B.a C.any D.some ( )3.Here some students in the classroom. A.have B.are C.is D.has ( )4.Can Danny buy all the things his list A.on B.in C.for D.from ( )5.—What about sports —Good idea. A.play B.to play C.playing D.to playing 答案:1—5 DDBAC ◆Step 6 Homework 1.Finish the workbook of Lesson 6. 2.Write an e-mail to your friend.
教学反思
Unit 2 Colours and Clothes
Lesson 7:Jenny’s New Skirt
Learning Objectives 1.Curriculum words:sure,blouse,really,pink 2.Useful expressions:light blue,be different from 3.Grammar:掌握本课时有关衣服表达的单词、短语及句型。 4.Sentences:(1)Can I get a new one (2)What colour do you want (3)—What can you wear with it —I can wear my favourite blouse with it. (4)I like your blue skirt. (5)—Do you like blue —Yes,I do.But my favourite colour is pink.
教学过程
◆Step 1 Warming up Review all the words and letters the class has learned so far, using cards, pictures or real things. 设计意图温故知新,为第二单元的学习做好铺垫。
◆Step 2 Listening 1.Listen the tape and finish the exercise 1 in “Let’s Do It!”Check the answers in groups. Jenny Kim a blue shirt a pink skirt a red sweater a blue blouse a white blouse Ask the students to listen to the tape again and find the answer. 设计意图第一遍听文章大意,并做简要记录;第二遍认真核对, 回答问题。
◆Step 3 Reading 1.Read the conversations and answer the following questions. (1)Is Jenny’s skirt new or old (2)Does she want to get a new one (3)What colour does she want Why
教学过程
(4)What can she wear with it (5)What’s Kim’s favourite colour 【Keys】(1)It’s very old. (2)Yes, she does. (3)She wants a blue skirt.Because her favourite colour is blue. (4)She can wear her blue blouse with it. (5)Kim’s favourite colour is pink. 2.The students read the conversations again.Give them several minutes to remember the conversations,and then ask some students to act the dialogues out in front of the class,and find out the main phrases and sentences in the dialogues. 设计意图加深了学生们对对话的理解,同时也锻炼了学生们的口语表达能力。
◆Step 4 Work in Group 1.Ask the students to finish Activity 3 in “Let’s Do It!” with the proper words. 2.Make the students interview some classmates and fill in the table.Then work in groups and talk about the results.(Activity 4 in Let’s Do It! ) 设计意图通过对课文中的词汇和常用句子的学习,结合学生之间的交流讨论,让学生写下讨论的结果。
◆Step 5 Practice 选词填空 sure, blouse, what colour, one,really 1.My coat is old.I want a new . 2.I can wear the skirt with my new . 3.— is the dress —It’s white. 4.—Can I get a new sweater — . 5.I always wear the pink skirt.I like pink skirt. 答案:1.one 2.blouse 3.What colour 4.Sure 5.really ◆Step 6 Homework 1.Finish the workbook of Lesson 7. 2.Talk about your favourite colours after class.
教学反思
Lesson 8:Danny’s Favourite Colour
Learning Objectives 1.Curriculum words:paint, mix, purple, out, sky 2.Useful expressions:in the sky, come out, look at, how many 3.Functions:熟练运用讨论颜色的交际用语。 4.Sentences:(1)What’s Danny’s favourite colour (2)Do you want to paint with me (3)How about blue (4)—Is yellow your favourite colour —No,but I can mix blue and yellow to make green. (5)How many colours do you see (6)I come out after the rain.
教学过程
◆Step 1 Leading in T:Ask Ss to find out as many colours as they can to review the colour words. Practice the colour words in pairs. S1:What colour is it S2:It’s ... S1:Is it your favourite colour S2:No,it isn’t. S1:What’s your favourite colour S2:My favourite colour is ... … 设计意图对表示颜色的词汇进行复习并练习相应的句型。
◆Step 2 Listening 1.Listen to Part 1 and finish Exercise 1 in “Let’s Do It!” What’s Danny’s favourite colour Listen and tick the correct answer. blue red green yellow Then check the answers in class. 【Key】 green 2.Listen to Part 2 “I am a rainbow.” 设计意图熟悉课文,掌握文章大意。
◆Step 3 Reading 1.After listening to the conversation,ask the students to read Part 1 in groups.And answer the following questions: (1)Is yellow Danny’s favourite colour
教学过程
(2)Does Jenny have yellow (3)What’s Danny’s favourite colour 【Keys】 (1)No, it isn’t. (2)Yes, she does. (3)His favourite colour is green. 2.Ask some students to read Part 1 in front of the class. 设计意图强化课文理解,加深记忆
◆Step 4 Come to “Let’s Do It!” Ask the students to finish Exercises 2,3 and 4 in groups. 设计意图通过充分练习巩固课堂知识。
◆Step 5 Practice 句型转换 1.They are red.(对画线部分提问) are they 2.My favourite colour is black.(对画线部分提问) favourite colour 3.That is a green skirt.(对画线部分提问) that 4.There are seven colours in a rainbow.(对画线部分提问) colours are there in a rainbow 5.Blue is my favourite colour.(改为一般疑问句) favourite colour 答案:1.What colour 2.What is your 3.What is 4.How many 5.Is blue your ◆Step 6 Homework 1.Finish the workbook of Lesson 8. 2.Preview Lesson 9.
教学反思
教学课题 Lesson 9:Whose Coat Is This
Learning Objectives 1.Curriculum words:scarf,glove,maybe,just 2.Useful expressions:just right,too big/small 3.Grammar:掌握whose引导的特殊疑问句,be动词引导的一般疑问句以及名词所有格的用法。 4.Sentences:(1)Whose ... is this/are these (2)It’s/They’re my/his/her... (3)—Is this/Are these your/his/her... —Yes,it is/they are./No,it isn’t/they aren’t. (4)It’s too big/too small/just right for me.
教学过程
◆Step 1 Leading in Take out a uniform ( it is borrowed from a student, of course he or she would be the only student who isn’t wearing the uniform in the class.) Let Ss guess whose it is.Then introduce the key structure “Whose...is this ” 设计意图通过创设情境引出本节课的话题及重点。
◆Step 2 Listening 1.Listen to the tape and finish Exercise 1 in “Let’s Do It!”.Then let students check the answers in groups. 2.Listen to the tape again and fill in the blanks. This coat isn’t Danny’s.It’s too for him.It’s Bob’s coat.The is Kim’s.These gloves aren’t Jenny’s.They’re too for her.Maybe they’re Lynn’s.The shorts are Danny’s.They’re just for him. 【Keys】big;scarf;small;gloves;right 设计意图加深对课文的理解。
◆Step 3 Reading 1.The teacher asks the class to read the passage aloud and answer the following questions. (1)Is it Danny’s coat (2)Is it Jenny’s scarf (3)Are these gloves Lynn’s (4)Whose shorts are these 【Keys】(1)No,it isn’t. (2)No,it isn’t. (3)Yes,they are. (4)Danny’s. 2.Read and find the key points in conversations. 3.The students should check and correct their answers in groups. 设计意图通过阅读,培养学生的自主学习能力,可以和小组成员讨论较难理解的句子和知识点。
◆Step 4 Come to “Let’s Do It!” Group work.Ask Ss to complete Activities 2,3 and 4 in Let’s Do It! 设计意图通过充分练习巩固课堂知识。
◆Step 5 Practice 用所给词的适当形式填空 1.— (who) gloves are these —They are (Danny). 2.They aren’t the girl’s sweaters.They are too small for (she). 3.My mother has two (scarf). 4.—Are these (you) shorts —No, they aren’t. 5.The red gloves (be)for Jenny. 答案:1.Whose;Danny’s 2.her 3.scarves 4.your 5.are ◆Step 6 Homework 1.Finish the workbook of Lesson 9. 2.Preview Lesson 10.
教学反思
Lesson 10:Clothes for a Cold Day
Learning Objectives 1.Curriculum words:ready,jacket, hat, pants, colourful, bright 2.Useful expressions:catch a cold,be ready for,go back,put on,go well with,take out of,write down 3.Grammar:掌握祈使句的用法。 4.Sentences:(1)It’s cold/raining/hot today. (2)You can’t wear a T-shirt and shorts. (3)I look nice in this green T-shirt. (4)Look!It’s raining.You may catch a cold. (5)Your jacket doesn’t go well with your shorts. (6)I like/don’t like to wear ... (7)He/She likes/doesn’t like to wear ... (8)Don’t go outside without a jacket.
教学过程
◆Step 1 Leading in Show pictures of different weather and ask Ss to choose the correct clothes for different weather. 设计意图通过直观的图片观察,引发学生的学习兴趣,从而顺利导入新课。
◆Step 2 Listening 1.Listen to the dialogue and finish Exercise 1 in “Let’s Do It!” What does Danny like to wear Listen and circle the correct pictures. 【Key】The green T-shirt and shorts. 2.Listen again and check the statements T or F. (1)It’s sunny but cold today. (2)His jacket goes well with his shorts. (3)Danny likes to wear pants. 【Keys】 1-3 FFF 设计意图加深学生对课文的理解,培养学生获取细节信息的能力。
◆Step 3 Reading 1.Read and answer the following questions: (1)Does Danny like to wear shorts (2)Does Danny like to wear an orange T-shirt or a green T-shirt (3)Does Danny have an umbrella 【Keys】 (1)Yes,he does.(2)A green T-shirt.(3)Yes,he does.
教学过程
2.Ask the students to read the conversations in pairs.Then ask some pairs to read aloud in class. 3.Read and find the key points. 设计意图通过阅读,培养学生的自主学习能力,可以和小组成员讨论较难理解的句子和知识点。
◆Step 4 Come to “Let’s Do It!” Ask the students to finish Exercise 2 in groups.The students should finish Exercises 3,4 by themselves. 设计意图通过充分练习巩固课堂知识。
◆Step 5 Practice 单项选择 ( )1.Please say goodbye your teacher. A.for B.to C.on D.in ( )2.Your white shoes don’t go well your black dress. A.with B.on C.of D.in ( )3.You very nice in this yellow skirt. A.look B.see C.watch D.put ( )4.I want to my hometown. A.go back B.going back C.go back to D.going back to 答案:1-4 BAAC ◆Step 6 Homework 1.Finish the workbook of Lesson 10. 2.Write three or five sentences about what to wear on a cold day.
教学反思
Lesson 11:Clothes around the World
Learning Objectives 1.Curriculum words:world, report, pretty, traditional, uniform 2.Useful expressions:look good in...,school uniform 3.Functions:了解世界各地服饰文化。 4.Grammar:掌握系动词look的用法。 5.Sentences:(1)These people are wearing traditional clothes. (2)How do they look (3)These women look so pretty in black and white. (4)Do all people wear uniforms for work
教学过程
◆Step 1 Leading in Show pictures of different people from different countries.Say where they are from and your ideas towards their clothes. S1:The girl is from China.Her dress is nice. S2:The girl is from India.Her Sari is beautiful. S3:The man is from Scotland.His skirt is cool. S4:The boy is from the U.S.His school uniform is very nice. ... 设计意图利用已经学过的单词和短语,通过描述不同国家的人的穿着,顺利导入新课。
◆Step 2 Listening Listen to the tape and fill in the blanks with the correct words you hear. These people are wearing clothes.In some places, men wear .This woman looks in her Sari.A Sari is a traditional from India.Some people wear uniforms for work.Many students wear school .Their uniforms look nice. 【Keys】traditional;skirts;beautiful;dress;uniforms 设计意图既锻炼学生的听力,又检查了学生对新词的认识。
◆Step 3 Reading 1.Read the passage and say whether the statement is True or False. Men never wear dresses. 【Key】 F 2.Ask the students to read the conversations in pairs.Then ask some students to read aloud in class. 3.Find out the main phrases and sentences and the important language points in the text. 设计意图通过阅读,培养学生的自主学习能力,可以和小组成员讨论较难理解的句子和知识点。
◆Step 4 Come to “Let’s Do It!” Come to Exercises 1.Ask the students to finish Exercises 1,4 in groups.The teacher checks their answers in class.Ask the students to finish Exercise 2 and Exercise 3 by themselves. 设计意图通过充分练习巩固课堂知识。
◆Step 5 Practice 单项选择 ( )1.Mary looks nice the pink dress. A.wear B.put on C.in D.on ( )2.The men in black clothes from India. A.is B.are C.am D.can ( )3.These are pretty in the skirts. A.woman B.womans C.women D.womens
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( )4.Jenny a report about her subject. A.write B.writes C.writing D.wrote ( )5.In some ,men wear skirts. A.place B.places C.a place D.placing 答案:1—5 CBCBB ◆Step 6 Homework 1.Finish the workbook of Lesson 11. 2.Write some sentences to describe some Chinese traditional clothes.
教学反思
Lesson 12:Let’s Go Shopping!
Learning Objectives 1.Curriculum words:centre,Saturday,will,pair 2.Useful expressions:go shopping,a pair of,have fun 3.Functions:学会如何书写英文电子邮件。 4.Sentences:(1)Let’s go shopping! (2)Let’s meet at the shopping centre at 1:00 p.m.this Saturday. (3)You can come with your mum! (4)I want to buy a pair of shoes and a pink blouse for school! (5)What do you want to buy (6)Can you come (7)We can have FUN,FUN,FUN!!!
教学过程
◆Step 1 Leading in Discuss the following questions with students. Do you like to go shopping What do you like to buy Who do you go shopping with Where do you go shopping When do you go shopping 设计意图通过讨论购物相关问题,激发学生参与学习的积极性,导入新课。
◆Step 2 Listening 1.Listen to the passage and finish Exercise 1 in “Let’s Do It!” Listen and circle the correct words. (1)Kim and her friends will meet at the(shopping centre/school/library)this Saturday. (2)Kim’s friends can come with their(mothers/fathers/grandparents).
教学过程
(3)Kim wants to buy a pair of(pants/shoes/gloves)and a(yellow/white/pink)blouse for school. (This part is a little difficult.If necessary,play the tape again.) 【Keys】 (1)shopping centre (2)mothers (3)shoes;pink 2.Listen to the passage again and Write (T) or (F). (1)Let’s meet at the shopping centre this Sunday. (2)You can come with your mum. (3)You can wear your favourite clothes. (4)I will wear my favourite pants. (5)I want to buy a new purple skirt and a white blouse for school. 【Keys】1-5 FTTFF 设计意图锻炼学生的听力能力,教师指导听的技巧,听之前阅读问题,抓住重要信息。
◆Step 3 Reading 1.The teacher asks the class to read the passage aloud and finish Exercise 2 in “Let’s Do It!” (1)Who does Kim want to go shopping with (2)When will they meet (3)What will Kim wear 【Keys】 (1)Jenny,Danny,Kate and Steven. (2)At 1:00 p.m.this Saturday. (3)Her favourite dress. 2.Read the passage and find the key points. 3.Work in groups to deal with the main sentences. 设计意图通过阅读,培养学生的自主学习能力,可以和小组成员讨论较难理解的句子和知识点。
◆Step 4 Come to “Let’s Do It!” Ask the students to finish Exercise 3 by themselves.The teacher checks their answers in class.Then finish Exercise 4 in pairs. 设计意图通过充分练习巩固课堂知识。
◆Step 5 Practice 根据句意及汉语提示填空 1.I will go to the shopping (中心). 2.I often do my homework on (周六). 3.I like to (去购物) with my mother. 4.We can (玩得愉快)on the playground. 5.I want to buy (一双鞋). 答案:1.centre 2.Saturday 3.go shopping 4.have fun 5.a pair of shoes ◆Step 6 Homework 1.Finish the workbook of Lesson 12. 2.Use the target language to write an e-mail to invite some friends to shop together.
教学反思
Unit 3 Body Parts and Feelings
Lesson 13:Body Parts
Learning Objectives 1.Curriculum words:part,feeling,robot,camera,smell,finger,player,homework 2.Useful expressions:make noodles,play with,do one’s homework 3.Functions:通过与同学比赛用手指身体部位,训练自己的反应能力及用英语进行思维的能力。 4.Grammar:(1)区分talk和speak; (2)让学生理解介词with的基本用法。 5.Sentences:(1)I have two big eyes.I can see with them.They are also my cameras. (2)I have one nose and one mouth.I can smell with my nose. (3)And I can talk with my mouth.I can speak English and Chinese! (4)I don’t have ears but I can hear you. (5)Can you do my homework for me,Robin
教学过程
◆Step 1 Leading in Brainstorm:Write down as many body parts and action words as you can. T:Hello,boys and girls.Let’s think about the words of body parts and what we can do with them. S1:Eyes.We can see with our eyes. S2:Nose.We can smell with our nose. S3:Feet.We can walk with our feet. S4:Mouth.We can eat with our mouth. S5:Hands.We can write with our hands. 设计意图利用学生学过的内容,采用“头脑风暴”的方式,调动所有学生的学习积极性,轻松进入语境,进而介绍生词。实物使学习更加形象直观,自然地进入谈论身体部位功能的新话题。
◆Step 2 Listening 1.Listen to the text for the first time and try to get the general idea of the text. 2.Listen to the tape for the second time and finish Exercise 1 in Let’s Do It! (1)I have two big .I can with them. (2)I have one nose and one . (3)I don’t have but I can you. (4)I can make noodles with my long arms and hands. (5)I have two long legs and two big feet.I’m a good football . 【Keys】 (1)eyes;see (2)mouth (3)ears;hear (4)small (5)player 设计意图加强对学生的听力训练,培养学生听关键词、获取关键信息的能力。
教学过程
◆Step 3 Reading 1.Get the students to read the text for the first time.And answer the questions. (1)What are Robin’s cameras (2)What language can Robin speak (3)How many fingers does Robin have (4)What can Robin smell with (5)How can Robin make noodles 【Keys】 (1)Robin’s eyes.(2)English and Chinese.(3)Ten.(4)His nose.(5)With his long arms and small hands. 2.Let students read the text and work in groups to find out the key words,phrases and sentences. 3.The teacher explains the language points. 设计意图通过学生们反复朗读课文,加深了学生们对文章的理解,通过小组合作,提高了学生的课堂参与率,培养了学生的小组合作意识。
◆Step 4 Complete Let’s Do It! We have finished Exercise 1 in “Let’s Do It!”Ask the students to finish Exercise 2 and Exercise 3 in “Let’s Do It!” by themselves.Remember to check the answers in class. 设计意图Exercise 2给学生们机会完整地写下身体部位,加深了对身体部位名称的识记;Exercise 3 以“身体部位及功能”为主题,提供了完整的语境,自然呈现了本单元的核心句型,为学生们进一步输出目标语言提供了示范。
◆Step 5 Task Ask the students to listen to the song and sing along with it to finish Exercise 4.The students should sing and act it out at the same time.Listen to the song for several times until the students can sing the song and act it out themselves. 设计意图Let’s Do It!部分中的Exercise 4重点是听说教学。歌曲内容包括了课文的大部分内容,以歌曲的形式进行教学,使学生对所学内容更加有兴趣。采用“寓教于乐”的教学方式,学生们会轻轻松松地快速掌握知识点,升华了课本内容。
◆Step 6 Practice 用所给词的适当形式填空 1.She (have) two children. 2.Xiao Lei (not have) a sister. 3.Danny wants (play) on the playground. 4.We can (hear) with our ears. 5.Does she (speak) English 答案:1.has 2.doesn’t have 3.to play 4.hear 5.speak ◆Step 7 Homework 1.Finish workbook of Lesson 13. 2.Read the text and write a passage named “My body parts”.
教学反思
教学课题 Lesson 14: Colours and Feelings
Learning Objectives 1.Curriculum words:singer,question,sick,scared,smile,wave,mean 2.Useful expressions:wave one’s hand,listen to,an English song ,in English 3.Functions:了解颜色在东西方文化中的差异,并会用英语表达自己的感情。 4.Grammar:会准确使用否定式祈使句。 5.Sentences:(1)I feel blue. (2)I am listening to an English song. (3)How can you feel a colour (4)We use many colours for our feelings. (5)Blue can mean “sad”. (6)In China,red is a happy colour.
教学过程
◆Step 1 Leading in Warm up:Free Talk. Let’s have a free talk.Talk about our feelings. T:How are you today S1:I’m fine. S2:I’m OK. S3:I’m good. S4:I’m well. … T:How do you feel today S5:I feel happy today. S6:I feel sad today. S7:I feel angry today. … 设计意图利用学生学过的内容,从 “感觉”话题开始,轻松进入语境,进而介绍生词,引进新的句型,同学们可以进行小组合作练习。
◆Step 2 Listening 1.Listen to the tape for the first time.Listen to Part 1 and answer the following questions: (1)What does green mean (2)What does yellow mean (3)What is Li Ming doing 【Keys】 (1)It means “sick”.(2)It means “scared”.(3)He is listening to an English song.
教学过程
2.Listen again and fill in the blanks with the words you hear. I am an English song.In English,we use many colours for our .Blue can mean “sad”. can mean “sick”.Yellow can mean “scared”.And red can mean “ ”.But in China,red is a colour. 【Keys】 listening to,feelings,Green,angry,happy 设计意图加强学生的听力训练,注重对学生的发音练习,提高学生发音的准确性,培养他们的语感。
◆Step 3 Reading 1.Ask the students to read the text in groups for the first time and get the main idea of the text.Ask some students to talk about their ideas. S1:It tells us the colours and the feelings. S2:Some colours can show our feelings. … 2.Ask the students to read Part 2 aloud after the tape.Focus on the stressed words,pronunciation and intonation.Then read aloud together. 3.Work in groups to deal with the key words,phrases and sentences. 4.The teacher explains the language points. 设计意图本部分要求学生学会找关键词,把握课文信息,小组之间进行竞争,调动了学生的积极性,提高了课堂利用率。
◆Step 4 Complete Let’s Do It! Ask the students to finish Exercise 1.Let the students finish Exercise 2 and Exercise 3 in class by themselves. 设计意图学生通过完成课后练习题,加深了学生对文中知识点的理解,同时有助于老师考查学生对知识点的掌握程度。
◆Step 5 Practice 用所给词的适当形式填空 1.I feel (scare) at night. 2.She is (listen) to a song. 3.Red makes people (feel) happy. 4.Could you tell me the (mean) of the word 5.My father (look) happy every day. 答案:1.scared 2.listening 3.feel 4.meaning 5.looks ◆Step 6 Homework 1.Finish the workbook of Lesson 14. 2.Read the text fluently and remember the expressions about colours and feelings.
教学反思
教学课题 Lesson 15: Tall or Short
Learning Objectives 1.Curriculum words:metre,bit,against,tail,flat,upon,ground 2.Useful expressions:a bit,head up,tail down,against the wall,think of 3.Functions:能用英语写出介绍自己或他人的小短文。 4.Grammar:(1)a bit修饰形容词的用法; (2)能用所学的句型描述身高、物体的长度。 5.Sentences:(1)How tall is he/she (2)He’s 1.85 metres tall. (3)He’s a tall man. (4)She is a bit short. (5)Is he 3.1 metres tall (6)Standing up against the wall. (7)Standing flat upon the ground!
教学过程
◆Step 1 Leading in Show two pictures to the students.One is a picture of Yao Ming,and the other is a little boy.Lead the students to learn the sentence pattern “How tall is... ”. T:How tall is Yao Ming Ss:He’s 2.26 meters tall. T:How tall is the little boy Ss:He’s 1 metre tall. Show more pictures of different people and ask the students to ask and answer their height in pairs. S1:How tall is the girl S2:She is 1.54 metres tall. S3:How tall is the man S4:He is 1.8 metres tall. … 设计意图利用姚明和一个小男孩的身高差来导入新课,引起学生的学习兴趣。从 “描述身高”的话题开始,轻松进入语境,进而利用更多的图片练习本课主要句型。
◆Step 2 Listening 1.Listen to the passage for the first time and finish Exercise 1 in Let’s Do It. How tall are they Listen and match the people with their heights. Play the tape again,please.Check the answers in class. 【Keys】 Bob—1.85 metres,Jack—1.6 metres,Li Lin—1.5 metres,Danny—1.65 metres
教学过程
2.Listen to the passage for the third time,and ask the students to imitate it. The students should pay attention to the pronunciation and intonation. 设计意图让学生带着问题去听,目的是让学生在听的过程中有的放矢,有效地捕捉信息,提高学生的听力水平。
◆Step 3 Reading 1.The teacher asks the class to read the passage aloud and answer the following questions. (1)How tall is Bob (2)How tall is Li Lin (3)Is Danny 3.1 metres tall 【Keys】 (1)He is 1.85 metres tall. (2)She is 1.5 metres tall. (3)No,he isn’t. Encourage the students to ask more questions about the passage. 2.Read Part 2 after the tape.Repeat several times until the students can recite the text. 3.Work in groups to find out the key phrases and sentences. 4.The teacher explains the language points. 设计意图通过阅读,培养学生的自主学习能力,通过和小组成员讨论较难理解的句子和知识点培养了学生的小组合作意识。
◆Step 4 Come to “Let’s Do It!” We have finished Exercise 1 in class.Ask the students to finish Exercises 2 and 3 by themselves.The teacher checks their answers in class. 设计意图让学生们独立完成Exercise 2和Exercise 3,检查了学生对文中知识点的理解与掌握程度。
◆Step 5 Task Group work:Exercise 4 in Let’s Do It! Ask students to work in groups.Interview your classmates and fill in the table.Then use the information to write some sentences. When the student interviews his/her classmate,he/she uses the sentences: —How tall are you —I’m...metres tall. Then when he/she reports the interview,he/she has to use the sentences:My friend...is...metres tall.He/She is tall/a bit short. ◆Step 6 Practice 单项选择 ( )1.— are you —I’m 1.6 meters tall. A.How old B.How many C.How long D.How tall ( )2.Our teacher is 1.5 metres tall.She is short. A.a bit B.a bit of C.a little of D.a little ( )3. Danny tall short A.Are;or B.Is;or C.Are;and D.Is,and ( )4.My PE(体育)teacher can stand up a tree on his hands. A.at B.upon C.against D.in
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( )5.Mr.Wood 1.75 A.is;metre tall B.is;meters tall C.are;tall metre D.is;tall meters 答案:1—5 DABCB ◆Step 7 Homework 1.Finish workbook of Lesson 15. 2.Write a short passage “My friend/father/mother/favourite star...” to describe what he/she looks like.
教学反思
Lesson 16:Happy or Sad
Learning Objectives 1.Curriculum words:hurt,donut,enough,laugh 2.Useful expressions:feel happy,feel sad,feel tired,want sb. to do sth. 3.Functions:在生活中会运用所学知识,表达自己的感受。 4.Grammar:(1)准确使用be动词和动词feel的疑问及否定形式; (2)用“How do you feel ”“What’s wrong ”提问对方的感受,并给予一定的开导或建议。 5.Sentences:(1)How do you feel today (2)What’s wrong (3)Are you hurt (4)Are you tired (5)One donut a day is enough. (6)Don’t be sad. (7)Sometimes we’re down. (8)Sometimes we’re high.
教学过程
◆Step 1 Leading in Let’ s play a guessing game.Show the students some pictures of different feelings.Ask the students to guess the reasons. T:How does he feel S1:He feels sad. T:What’s wrong S1:Maybe he is sick. The teacher shows another picture. T:How does she feel
教学过程
S2:She feels tired. T:What’s wrong S2:Maybe she has too much homework. … 设计意图运用学生所学的知识,从猜测“不同人物的感情”入手,猜测他们开心、伤心或疲惫的原因,进入新内容的学习,学习新的单词和句型。
◆Step 2 Listening 1.Listen to the dialogue and finish Exercise 1 in Let’s Do It! (1)Is Danny hurt (2)Is Danny tired (3)How many donuts does Danny’s mother want him to eat (4)Is Danny’s mother right 【Keys】 (1)No,he isn’t.(2)No,he isn’t.(3)Only one donut a day.(4)Yes,she is. 2.The teacher checks the answers. 3.Listen to the dialogue for the second time and read after it.Pay attention to the pronunciation and intonation. 4.Listen to Part 2 “We all have feelings”and let the students read after it.Repeat several times until the students can recite it. T:Do you know In English,you can use “down” and “high” to describe feelings.To feel down means to feel sad.To feel high means to feel happy. 设计意图让学生带着问题去听,目的是让学生在听的过程中有的放矢,有效地捕捉信息,提高学生的听力水平。
◆Step 3 Reading 1.After listening to the text,ask the students to read the text in pairs. Now let’s read the text in pairs.At the same time,pay attention to the pronunciation and intonation. 2.Ask some pairs to read aloud in front of the class. Now let’s see which pair can read the best. 3.Read Part 2 for several times.Then let the students try to recite it. 4.Read the text in groups for the third time and find out the key phrases and sentences. 5.The teacher explains the language points. 设计意图通过阅读,培养学生的自主学习能力,通过小组学习的形式,和小组成员讨论较难理解的句子和知识点,培养了学生的团队合作意识。
◆Step 4 Complete “Let’s Do It!” Now come to Exercise 2.Listen to the conversations and number the pictures.Remember to check the answers.If the students can’t finish it well.Play the tape again. Ask the students to finish Exercise 3 in groups.Ask the students to finish Exercise 4 by themselves. 设计意图Exercise 2练习听本课的单词、短语和句型,Exercise 3主要考查表达感情的形容词,Exercise 4考查单词的用法。通过完成课后练习题,考查了学生对文中知识点的理解与掌握程度。
◆Step 5 Work in Pairs Come to Exercise 5.Work in pairs.Make up a dialogue concentrating on the topic.“How do you feel today ”Give the students enough time to practice the dialogue.They can use their imagination to enrich the conversation. Example A:How do you feel today
教学过程
B:I’m not happy. A:What’s wrong Are you hurt B:Yes.I fell off my bike. … ◆Step 6 Practice 单项选择 1.— —My leg hurts. A.How do you feel B.How are you C.What’s wrong with you D.How do you do 2.My mother wants me an apple a day. A.eat B.eats C.to eat D.eating 3.—Are you sad — . A.Yes,I do B.No.I don’t C.Sorry D.No.I’m not 4.An apple a day enough. A.be B.is C.are D.am 5.— do you feel,Jenny —I feel very hot(热). A.What B.How C.Where D.When 答案:1—5 CCDBB ◆Step 7 Homework 1.Finish the workbook of Lesson 16. 2.Write a passage.
教学反思
Lesson 17:Seeing a Doctor
Learning Objectives 1.Curriculum words:stomachache,better,Dr=doctor,matter,headache,medicine,stay,rest, 2.Useful expressions:see a doctor,have a stomachache,have a headache,have a cold,take this medicine,stay home,have a good rest 3.Functions:学会关心他人,并能用英语简单地表达身体状况。 4.Grammar:掌握 had better...的用法。 5.Sentences:(1)I have a stomachache. (2)You’d better go and see a doctor. (3)—What’s the matter —I feel sick. (4)Take this medicine. (5)Stay home and have a good rest. (6)Do you feel cold
教学过程
◆Step 1 Leading in Role play:The teacher acts as a doctor and the students act as the patients. The teacher and the students practice the conversation concentrating on the topic “seeing a doctor”. Example: —How are you today Are you okay —I feel sick. —What’s the matter —I have a headache. —Do you feel... —Yes,I... 设计意图通过角色扮演的形式导入新课能够调动学生的积极性,提高学生的课堂参与率。
◆Step 2 Listening 1.Listen to the tape for the first time and finish Exercise 1 in Let’s Do It.The students check the answers in groups. 2.Ask students to listen to the passage again and write(T)or (F). (1)Jenny tells Danny to see a doctor. (2)Danny has a headache.He feels very hot. (3)Danny has a cold. 【Keys】 (1)T (2)F (3)T 3.Listen to the passage for the third time and ask the students to imitate it. The students should pay attention to the pronunciation and intonation. 设计意图让学生带着问题去听,目的是让学生在听的过程中有的放矢,有效地捕捉信息,提高学生的听力水平;同时通过反复听录音,能够提高学生发音的准确性。
◆Step 3 Reading 1.Read the conversations and fill in the blanks with the missing words. (1)Jenny: ,Jim Are you Jim:See my arm It ! Jenny:It bad!Let’s a doctor. (2)Li Ming: ,Wang Mei Wang:Aaah,I feel .I have a . Li Ming:You’d better a doctor,Wang Mei. (3)Dr.Green:Hi,Danny.What’s the Danny:I feel .I have a headache. Dr.Green:Do you feel cold
教学过程
Danny:Yes!I feel .Aachoo!! Dr.Green:Well,let me see... You have a cold.Take this . and have a good . Danny:OK.Thank you,Doctor Green. 【Keys】(1)How do you feel;OK;hurts;looks;go and see (2)Are you OK;sick;stomachache;go and see (3)matter;sick;very cold;medicine;Stay home;rest 2.Read in pairs.Ask the students to have a role-play and read the conversations in pairs aloud. 3.Read it again and find out the key phrases and sentences. 设计意图通过阅读,培养学生的自主学习能力,通过和小组成员讨论较难理解的句子和知识点,培养学生的小组合作意识。
◆Step 4 Come to “Let’s Do It!” Ask the students to finish Exercises 2 and 3 by themselves.The teacher checks the answers in class. 设计意图让学生们独立完成Exercise 2和Exercise 3,检验学生对课文的理解程度以及生词、短语和句型。
◆Step 5 Task Ask students to work in pairs.One is a patient,and the other is a doctor.What’s the matter Make up a dialogue. Example: S1:Are you OK S2:No,I hurt my leg. S1:Take this medicine.Stay home and have a good rest. S2:Thank you. … ◆Step 6 Practice 根据句意及汉语提示填空 1.What’s the (问题)with you 2.A cow has four (胃). 3.I have a (头痛).I’ll go to see a doctor. 4.Take this (药)three times a day. 5.You (最好)stay home and (好好休息). 答案:1.matter 2.stomachs 3.headache 4.medicine 5.had better;have a good rest ◆Step 7 Homework 1.Finish the workbook of Lesson 17. 2.Write down the new words and phrases in the exercise book.
教学反思
Lesson 18:We All Look Different!
Learning Objectives 1.Curriculum words:different,cute,twelve,thirteen,almost,funny,glass 2.Useful expressions:look different,look like,three black hairs 3.Functions:运用目标语言描述自我外貌,及介绍其他同学的外貌。 4.Grammar:(1)掌握有关描述人的长相的单词及句型; (2)掌握动词have的用法;主语和谓语数的一致关系。 5.Sentences:(1)What does he/she look like (2)He looks cool! (3)She has short blond hair. (4)He is thirteen years old. (5)He is big and tall. (6)We all look different.
教学过程
◆Step 1 Leading in Show some different pictures to the students.The persons in the pictures have special body parts such as a big head,big ears or long arms.One student describes one of the pictures,and the others guess which picture it is. S1:The boy has a big nose,long legs and big feet.He has brown hair. S2:Picture 5. S3:The girl has long red hair.She has a round face,a small mouth and small ears. S4:Picture 2. … 设计意图采用图片的形式进行教学,使所学知识点变得生动形象,有助于调动学生学习的积极性;学生通过描述图片中的人物特征,锻炼了学生的口语表达能力。
◆Step 2 Listening 1.Listen to the tape for the first time and complete Exercise 1 in Let’s Do It!. (1)Jenny is years old.She is . (2)Danny is years old.He looks . (3)Li Ming is from China.He wears . 【Keys】 (1)twelve;pretty (2)thirteen;funny (3)glasses 2.The teacher checks the answers. 3.Play the tape for the second time and ask the students to read after it.The students should pay attention to the pronunciation and intonation. 设计意图锻炼学生的听力能力,教师指导听的技巧,听之前阅读问题,了解文章大意,学会听关键词,抓住重要信息。
教学过程
◆Step 3 Reading 1.The teacher asks the class to read the passage for the first time and to get the general idea of the passage. 2.Read the passage again and answer the following questions: (1)Where is Jenny from (2)What colour are Jenny’s eyes (3)How old is Li Ming 【Keys】 (1)Canada.(2)Blue.(3)He is almost twelve years old. 3.Let the students read the passage for the third time and work in groups to find out the key words,phrases and sentences. 4.The teacher explains the language points. 设计意图通过阅读,让学生独立解决问题,培养学生的自主学习能力;通过小组合作和小组成员讨论较难理解的句子和知识点培养学生的小组合作意识。
◆Step 4 Come to “Let’s Do It!” Ask the students to finish Exercises 2 and 3 by themselves.The teacher checks the answers in class. 设计意图让学生们独立完成Exercise 2和Exercise 3,考查了学生对课文的理解程度以及对文中知识点的掌握程度。
◆Step 5 Work in Pairs Work in pairs.Student A describes someone and Student B draws a picture according to the description.Take turns describing and drawing.Do the descriptions match the drawings Example:He has short brown hair.He has green eyes.He wears a hat.He is tall.He looks funny. ◆Step 6 Practice 单项选择 1.She has . A.short red hair B.red short hair C.red short hairs D.short red hairs 2. her eyes.They are brown. A.Look for B.Look at C.Look out D.Look 3.— —She is beautiful.Her hair is blond. A.Is she beautiful B.What colour does she like C.Is her hair blond D.What does she look like 4.— What colour Jenny’s hair — black. A.is;It’s B.are;It’s C.is;They are D.are;They are 5.The boys look . A.difference B.the different C.different D.the difference 答案:1—5 ABDAC ◆Step 7 Homework 1.Finish the workbook of Lesson 18. 2.Write a passage about your family members.
教学反思
Unit 4 Food and Restaurants
Lesson 19:Time for Breakfast!
Learning Objectives 1.Curriculum words:restaurant,fifteen,would,salad,sugar,delicious,cup 2.Useful expressions:would like,make a salad,some bread,a glass of juice,how about,a cup of tea 3.Functions:运用就餐用语熟练表达意愿。 4.Grammar:(1)就餐词汇与句式; (2)一般现在时,可数名词复数和不可数名词。 5.Sentences:(1)—What’s for breakfast —We have cereal,bread,fruit and juice. (2)—What would you like —I would like some bread and a glass of juice for breakfast. (3)Can I have a salad (4)—How about you,Mary —I’m not very hungry.I just want a cup of tea.
教学过程
◆Step 1 Leading in 1.Play a game.The students are divided into four groups.Let students in the groups to say out the words about food/vegetables/drinks/fruit as much as possible.The teacher chooses out the best group. Group A:Please say words about fruit (at least 8). Group B:Please say words about vegetables (at least 8). Group C:Please say words about drinks(at least 10). Group D:Please say words about food (at least 12). 2.Look at pictures and say the words of food,fruit,vegetables and drinks. 设计意图教师通过设计几个学生感兴趣的游戏导入新课,能调动他们的学习积极性。通过小组合作的形式进行教学,能够提高学生的课堂参与率。
◆Step 2 Listening 1.Listen to the tape with your book closed and finish Exercise 1 in “Let’s Do It!” (1)It’s seven .Time for breakfast! (2)I want to put sugar on my cereal.It’s . (3)I just want a of tea. 【Keys】 (1)fifteen (2)delicious (3)cup 2.Check the answers in groups.
教学过程
3.Play the tape again and ask the students to imitate it.Pay attention to the pronunciation and intonation. 设计意图通过听力练习,分散难点,有助于学生理解文章大意;教授学生听力技巧,泛听时注意捕捉主要信息,精听时注意细节理解。
◆Step 3 Reading 1.Read the lesson for the first time and try to get the general idea. 2.Read the lesson again and fill in the blanks: It’s seven .Time for the Smiths to have breakfast.They have ,bread,fruit and juice.Lynn wants to have a ,but she can’t,because there isn’t any.Then Lynn like some bread and a glass of juice.Jenny wants to put on her .She thinks it’s .Mrs.Smith just want tea. 【Keys】 fifteen;cereal;salad;would;sugar;cereal;delicious;a cup of 3.Read the lesson,then ask at least 3 questions.After a while,you can ask anyone in the class to answer your questions. Example: (1)Who wants to have a salad (2)What does Mr.Smith want to have (3)What does Mrs.Smith want 【Keys】(1)Lynn. (2)He wants to have cereal,bread,fruit and juice. (3)she wants a cup of tea. 4.Read the lesson again and work in groups to find out the key phrases and sentences. 设计意图学生们通过反复朗读课文,加深了对会话的理解;通过小组合作,和小组成员讨论较难理解的句子和知识点,培养学生的小组合作意识。
◆Step 4 Task Work in pairs.Let students describe what they would like to have for breakfast,lunch or supper and then perform their dialogue in front of the class. Example: A:What would you like for... B:I’d like...How about you A:I’m not very hungry.I just want... ◆Step 5 Practice 单项选择 1.—What’s lunch —Rice. A.at B.for C.in D.of 2.Apples,pears and bananas are all . A.vegetables B.meat C.fruit D.food 3.Would you like bread A.some B.any C.lot D.a lot
教学过程
4.— would you like —I’d like some water. A.Where B.How C.What D.How many 5.I want . A.two cup tea B.two cup of tea C.two cups of tea D.two cups of teas 6.I’d like some milk sugar. A.with B.in C.of D.for 答案:1—6 BCACCA ◆Step 6 Homework 1.Finish the workbook of Lesson 19. 2.Practice the conversation with your group members after class.
教学反思
Lesson 20: I Like the Supermarket!
Learning Objectives 1.Curriculum words:full,cookie,chocolate,everything,meat,job 2.Useful expressions:be full of,write down,have to 3.Functions:会用目标语言,在购物时进行交流对话。 4.Grammar:(1)助动词do和does的运用,能够改写一般现在时态的一般疑问句; (2)能够使用What would you like to buy 和Do you have... 这些句型。 5.Sentences:(1)I have to go to the supermarket.Do you want to come with me (2)What would you like to buy (3)Do we have everything on this list (4)You have everything on your list.
教学过程
◆Step 1 Leading in T:Let’s sing a song. I like the supermarket. Meat,meat,I like meat. Fish,fish,I like fish. Chicken,chicken, I like chicken. Water,water,I like water.
教学过程
设计意图以歌曲的形式导入新课,会调动学生学习的兴趣,活跃课堂气氛,提高课堂参与率。
◆Step 2 Listening 1.Listen to the tape for the first time and try to get the general idea of the lesson. 2.Listen again and fill in the blanks. Mrs.Dinosaur has to go to the .Danny likes it.He thinks it’s of delicious food.Mrs.Dinosaur makes a list,but there aren’t any donuts,cookies or chocolate.Danny writes them down.In the supermarket,they have eggs,milk,bread,chicken,fish, ,apples,bananas,donuts, and .They do a good . 【Keys】 supermarket;full;meat;cookies;chocolate;job 3.Check the answers in class. 4.Play the tape for the third time and ask the students to imitate it.Ask the students to pay attention to the pronunciation and intonation. 设计意图加强学生的听力训练,培养学生听关键词,获取关键信息的能力;让学生跟读录音,提高学生发音的准确性,培养他们的语感。
◆Step 3 Reading 1.Read the lesson and finish Exercise 1 in “Let’s Do It!” Read the lesson and write true(T)or false(F). (1)Danny doesn’t want to go to the supermarket.( ) (2)Danny writes donuts,cookies and chocolate on the list.( ) (3)Danny and his mum have everything on their list.( ) 【Keys】 (1)F (2)T (3)T 2.Read the lesson for the second time.Divide the students into four groups.Each group prepares at least 3 questions.Each group has several chances to ask the other students to answer the questions.At last,the teacher chooses out the best group. Example: (1)Does Danny like the supermarket (2)Where is the shopping list (3)Do they have everything on the list 【Keys】 (1)Yes,he does.(2)It’s on the table.(3)Yes,they do. 3.Read it again and find out the key phrases and sentences. 4.At last,the teacher explains the important language points in the lesson. 设计意图本活动要求学生学会找关键词,把握课文信息,小组之间进行竞争,提高学生学习积极性,提高课堂利用率。
◆Step 4 Task Work in pairs.What would you like to buy at the supermarket Make a shopping list,then make up a dialogue.
教学过程
Example: A:I have to go to the supermarket.Do you want to come with me B:Sure.What would you like to buy A:I’d like to buy...Here is my list. 设计意图通过对话练习,既巩固了所学的重点单词和句型,又锻炼了学生的口语表达能力。
◆Step 5 Practice 根据句意及汉语提示填空 1. (一切事情)is ready.Let’s start the meeting. 2.I’m not going to wash the dishes.That’s your (工作). 3.You shouldn’t eat too much (肉).It can make you fat. 4.I’m (饱了).Thank you for the meal. 5.Do you like to eat (巧克力) 6.I like to eat (饼干).They’re sweet. 答案:1.Everything 2.job 3.meat 4.full 5.chocolate 6.cookies ◆Step 6 Homework 1.Finish the workbook of Lesson 20. 2.Preview Lesson 21.
教学反思
Lesson 21:At the Market
Learning Objectives 1.Curriculum words:market,grape,carrot,cabbage,watermelon,sweet,pear 2.Useful expressions:take...to...,morning market,many people,like...very much,look at,look good 3.Functions:(1)能够用目标语言谈论对各种蔬菜和水果的喜好; (2)熟练运用市场购物用语进行交际。 4.Grammar:(1)掌握和运用本课的重点单词和短语; (2)一般现在时,可数名词复数和不可数名词。 5.Sentences:(1)Li Ming takes Jack to the morning market. (2)—Do you like fruit and vegetables —Yes,I like vegetables very much. (3)Potatoes are my favourite. (4)I like fruit.Grapes are my favourite. (5)The pears don’t look good,but the apples look good.
教学过程
◆Step 1 Leading in 创设真实的交际情景,将学生分成A、B两组,模仿菜市场的形式排成几列。A组学生分别扮演卖各种水果蔬菜的商贩(事先安排好学生带一些实物更好),B组学生扮演顾客。然后交换角色。练习对话: Example: (1)A1:Do you like... B1:Yes,I do./ No,I don’t. A1:Look at my...They are big/good/sweet/...Would you like some... B1:Yes,please./No,thanks.I don’t like... (2)A2:Do you often go to the morning market B2:Yes,... A2:What can you buy in the morning market B2:I can buy... 设计意图通过对话的形式导入新课,锻炼了学生的口语表达能力,同时训练了学生的英语思维。
◆Step 2 Listening 1.Listen to the lesson for the first time and finish Exercise 1 in “Let’s Do It!” Li Ming takes Jack to the morning . I like very much.Potatoes are my favourite. I like watermelons.They are . 【Keys】 market;vegetables;sweet 2.Listen to the lesson for the second time and fill in the blanks. Li Ming takes Jack to the morning .Many people buy fruit and vegetables here. are Jack’s favourite.Li Ming likes best.The are big,but they are not so big in Canada.Li Ming likes to eat in soup,because it’s delicious.Li Ming also likes .They are .The don’t look good,so they don’t want to buy them. 【Keys】 market;Potatoes;grapes;carrots;cabbage;watermelons;sweet;pears 3.Play the tape for the third time and ask the students to imitate it.The students should pay attention to the pronunciation and intonation. 设计意图通过听力练习,有助于学生快速掌握文章大意;通过填空补全短文,检查学生对生词的掌握情况。
◆Step 3 Reading 1.The teacher asks the class to read the lesson aloud and write true(T)or false(F). (1)Li Ming likes fruit.Grapes are his favourite.( ) (2)In Canada,people like to eat cabbage in salads.( ) (3)The apples don’t look good,but the pears look good.( ) 【Keys】(1)T (2)F (3)F 2.Read the lesson for the second time.Ask and answer questions. Divide the students into four groups.Each group prepares at least 3 questions.Each group has several chances to ask the other students to answer the questions.At last,the teacher chooses out the best group. Example: (1)Where are they shopping
教学过程
(2)What’s Jack’s favourite vegetable (3)What’s Li Ming’s favourite fruit (4)Does Li Ming like cabbage (5)Do they buy a watermelon (6)Do they buy pears ... 【Keys】 (1)At the morning market.(2)Potatoes.(3)Grapes.(4)Yes,he does.(5)Yes,they do.(6)No,they don’t. 3.Read the lesson again and find out the key phrases and sentences in groups. 4.The teacher explains the important language points. 设计意图通过阅读,培养学生的自主学习能力,能过和小组成员讨论较难理解的句子和知识点,培养学生的小组合作意识;通过小组竞争的形式,调动了学生学习的积极性。
◆Step 4 Task Work in groups.Finish Exercise 4 in “Let’s Do It!”Do you like fruit and vegetables Interview your classmates and fill in the table. Do you like... JimCarrotsPearsGrapesWatermelons
Example: A:Do you like carrots B:Yes,I do./Yes,I like them very much. A:Do you like pears B:No,I don’t. After about five minutes,ask the groups to give a report in front of the class. ◆Step 5 Practice 连词成句 1.my,takes,to,market,morning,mother,me,the . 2.in,eat,I,soup,like,tomatoes,to .
教学过程
3.look,carrots,the,don’t,good . 4.eat,you,chocolate,do,to,like 5.so,are,the,potatoes,not,big . 答案:1.My mother takes me to the morning market 2.I like to eat tomatoes in soup 3.The carrots don’t look good 4.Do you like to eat chocolate 5.The potatoes are not so big ◆Step 6 Homework 1.Finish the workbook of Lesson 21. 2.Practice the conversation with the partner.Make up a similar conversation.
教学反思
教学课题 Lesson 22:In the Restaurant
Learning Objectives 1.Curriculum words:order,beef,dumpling,something,problem,menu,bottle 2.Useful expressions:a can/bottle of,be ready to do,how much 3.Functions:(1)能听懂关于就餐的对话,能说出英语国家中常见的饮料与食品的名称; (2)学会和服务员谈论食物的价钱和自己的喜好。 4.Grammar:学会运用How much... 来询问物品的价格。 5.Sentences:(1)—Are you ready to order —Yes,please. (2)—How much are the noodles —Fourteen yuan for beef or chicken noodles. (3)—Would you like something to drink —Yes,please. (4)No problem.
教学过程
◆Step 1 Leading in T:Let’s sing a song. Eleven hungry boys,sitting down to eat. Some want dumplings,some want meat. Noodles and rice,soup and fish. Red strawberries,sitting in a dish. Twelve hungry girls,coming home to eat. Sandwiches and cookies,they all want meat. Thirteen grapes,we want to eat them all. Fourteen melons,round as a ball. ... 设计意图以歌曲形式导入新课,既能提高学生的学习兴趣,又复习了有关食物的词汇。
◆Step 2 Listening 1.Listen to the lesson for the first time and fill in the blanks. It’s lunch time.Li Ming and Jack are ready to order something in the restaurant.The noodles are yuan with beef or chicken.Rice with fish or chicken is yuan . yuan for dumplings with meat and cabbage,and thirteen yuan for dumplings with carrot and egg. 【Keys】 fou
Lesson 1:Hello!
Learning Objectives 1.Curriculum words:Canada,name,meet,thanks 2.Useful expressions:be from,your name,my name 3.Functions:学会用英语进行简单问候及自我介绍。 4.Grammar:(1)正确使用本单元词汇,如be from,your name,my name; (2)能够使用what句型询问姓名。 5.Sentences:(1)Hello/Hi! (2)—How are you —I’m fine,thanks. (3)—Nice to meet you. —Nice to meet you,too. (4)I’m from... (5)—What’s your name —My name is...
教学过程
◆Step 1 Warming up 本课以打招呼、问候以及自我介绍为话题。老师和同学们初次见面,可采用情境导学,先从介绍自己开始:Hello.I’m your English teacher.My name is...I’m from ...引出打招呼和介绍用语。 设计意图教师通过自我介绍导入新课, 调动学生的学习积极性, 激发他们的学习兴趣。
◆Step 2 Listening T:Listen to the tape with your book closed and fill in the blanks. (1) am Li Ming. (2) are you (3)Nice to you. 【Keys】(1)I (2)How (3)meet 设计意图通过一个简单的小练习,使学生掌握几个重要的句型。
◆Step 3 Reading T:Now let’s read the conversations. Please pay attention to the differences between “you” and “your”. If some students feel the conversation is too long,the teacher can divide it into two or three parts.Then ask students to read them in pairs.After a while,ask students to act them out.
教学过程
(1)—What’s your name —My name is ... (2)—How are you —I’m fine.And you —I’m good,thanks. (3)—Nice to meet you.—Nice to meet you,too. 设计意图朗读巩固,训练学生的语音语调;再模仿对话,编出自己的对话,培养学生运用目标语言进行交际的能力。
◆Step 4 Task 1.Ask the students to listen to the song and sing along.Play the tape for several times until the students can sing the song themselves.Ask the students to finish Exercise 3 in groups. 设计意图Let’s Do It!部分中的Exercise 1重点是听说教学。歌曲内容包括了课文的大部分内容,歌曲的形式使学生对所学内容更加感兴趣。
2.PAIR WORK:Let’s Do It!Exercise 2. Ask students to come to the front of the classroom,and each student starts walking towards others as the teacher says “go”.They must stop as the teacher says “stop”.Then they can have a conversation with the students in front of them. 设计意图Exercise 2的重点是口语练习。同学们通过随机组合来完成练习。以“认识新朋友”为话题,提供了一个语境完整、内容丰富的对话,自然呈现本单元的核心句型。
◆Step 5 Practice 单项选择 ( )1. Hello, Li Ming. A.I B.My is C.My name D.I’m ( )2. —How is Li Ming —He is . A.good B.fine C.Li Ming D.too ( )3.—Nice to meet you. — . A.Thanks B.Fine C.Nice to meet you, too D.And you ( )4. —What’s your name — name is Wang Lei. A.I B.Me C.My D.Your ( )5. Danny is from Canada.Jenny Canada, . A.is in;too B.is from;too C.are in;to D.am from;too 答案:1—5 DBCCB ◆Step 6 Homework 1.Practice the conversations with your group members after class. 2.Copy the new words twice.
教学反思
Lesson 2:Teacher and Students
Learning Objectives 1.Curriculum words:four,five,over,homeroom,student,classmate 2.Useful expressions:over there,homeroom teacher,her name,our classmate 3.Functions:在合作学习中,进一步学习问候语和介绍朋友的表达法。 4.Grammar:能够使用This is句型介绍朋友。 5.Sentences:(1)Good morning. (2)This is my friend. (3)He’s in Class Four. (4)—Who’s the man over there —He’s Mr.Jones—our homeroom teacher. (5)—Is she a student —Yes.She’s our classmate.
教学过程
◆Step 1 Leading in 本课以互相介绍为话题,教师可事先安排一名学生在教室外,然后选一名学生和老师对话,老师向这位学生打招呼并问好,这时教室外学生进教室,老师再介绍此名学生,复习所学内容的同时,引出介绍他人的句式: A:Good morning,Jones. C:Good morning, Miss...! A:Jones,this is your new classmate.Her name is Liu Ying. C:Nice to meet you, Liu Ying! B:Nice to meet you, too. 设计意图利用学生学过的内容,从 “问候”开始,轻松进入到本节课的学习当中。
◆Step 2 Listening T: 1.Listen to Part 1 and finish Exercise 1 in “Let’s Do It!” Ask the students to pay attention to the names when they are listening. (1)Yang Hao is in Class . (2)Li Lin is in Class . 2.Listen to Part 2 and answer the following questions. (1)Who’s the man over there (2)Is the girl a student Check the answers in class. 【Keys】1.(1)Four (2)Five 2.(1)Mr.Jones. (2)Yes,she is. 设计意图巩固本节重点句型,进一步熟悉掌握对话内容。
教学过程
◆Step 3 Reading 1.Ask some students to read in front of the class.And fill in the blanks. (1) Mr.Jones is Jenny’s . (2)The with Mr.Jones is Kate. (3)Kate is a .She’s Danny and Jenny’s . 【Keys】(1) homeroom teacher (2) girl (3) student;classmate 2.Explain the new phrases,and then ask some students to make sentences. 设计意图通过阅读,培养学生的自主学习能力,可以和小组成员讨论较难理解的句子和知识点。
◆Step 4 Complete Let’s Do It! Ask the students to finish Exercise 3 in groups. 设计意图Exercise 3主要练习口语,充分使my name,his name,her name得到实际运用。
◆Step 5 Pair Work Introduce a friend to a classmate. Example: This is my friend. His name is Tony. He is a student. He is from the U.S. ◆Step 6 Practice 根据句意及汉语提示填空 1. Kate is my (同班同学). 2.Li Lin is in Class (五). 3.She is a (学生).Her name is Mary. 4.— (谁) is the girl with Miss Wang —Lucy. 5.—Where is your teacher —She is (在那边). 答案:1.classmate 2.five 3.student 4.Who 5.over there ◆Step 7 Homework 1.Practice the conversations with your group members after class. 2.Copy the new words twice.
教学反思
Lesson 3:Welcome to Our School
Learning Objectives 1.Curriculum words:visiting,show,around,classroom,office,plan,fun,lab 2.Useful expressions:show...around, have lessons, play sports, have fun, on the playground 3.Functions:学会向他人介绍自己学校里的建筑和设施。 4.Grammar:(1)冠词a/an/the的用法; (2)运用this is...,that is...,here,there等介绍学校里的建筑和设施。 5.Sentences:(1)Welcome to our school. (2)Let me show you around. (3)This is our classroom. (4)We have lessons here. (5)That is the playground. (6)We play sports and have fun there.
教学过程
◆Step 1 Warming up T:Review some important sentences that we’ve learned in lesson 1 and lesson 2,and make conversations with those sentences. 设计意图巩固所学知识,为学习新课做准备。
◆Step 2 Listening T:1.Listen to the passage and finish Exercise 1 in “Let’s Do It!” 2.Listen to the passage and fill in the blanks. Jack is a in Li Ming’s school.Li Ming him around the school.The teachers plan their lessons in the .The students have in the classroom.They play on the playground.And they can get books from the . 【Keys】 visiting student, shows,office, lessons, sports, library 设计意图熟悉课文,掌握本节课的生词和句型。
◆Step 3 Reading T:Ask the class to read the passage aloud and answer the following questions: (1)Where do the students have lessons (2)Where do the teachers plan their lessons (3)What do the students do on the playground (4)Where do the students get books (5)Where do the students have science classes 【Keys】(1)In the classroom. (2)In an office. (3)Play sports and have fun. (4)In the library. (5)In a lab.
教学过程
设计意图通过阅读,培养学生的自主学习能力,可以和小组成员讨论较难理解的句子和知识点。
◆Step 4 Come to “Let’s Do It!” Ask the students to finish Exercises 2 and 3 by themselves.The teacher checks their answers in class. 设计意图让学生们独立完成Exercise 2和Exercise 3,检验课文理解程度。
◆Step 5 Task Ask students to finish Exercise 4.The students can pass around his/her drawing to others. 设计意图有助于同学们互相监督,认真完成任务。
◆Step 6 Practice 根据句意及首字母提示填空 1. This is our c .We have lessons here. 2.We have science classes in the l . 3.Can you s me the way 4.Our teachers are in the o .They plan their lessons here. 5.The children have f on the playground. 答案:1.classroom 2.lab 3.show 4.office 5.fun ◆Step 7 Homework 1.Finish the workbook of Lesson 3. 2.Find some places you are interested in your school,then write some sentences about them.
教学反思
Lesson 4:What Is It
Learning Objectives 1.Curriculum words:eraser,guess,first,wall 2.Useful expressions:play a guessing game,pencil box,on the wall 3.Functions:学会用英语介绍自己的常用物品。 4.Grammar:(1)掌握一些表示文具用品的名词,并且能根据描述猜出单词; (2)掌握with的用法。 5.Sentences:(1)It’s long and thin. (2)You can write with it. (3)It’s big and black. (4)It’s on the wall. (5)Yes,you are right. (6)—Is it a ruler —No,it isn’t. (7)—What is it —It’s a blackboard.
教学过程
◆Step 1 Leading in T:Show some pictures (pen,pencil,pencil box,ruler,blackboard,eraser...)to students.And play a guessing name with students. T:You can put some stationeries(文具)in it. Can you guess Ss:... 设计意图通过师生问答、图片展示的方式展开学习,为后面教学做好铺垫。
◆Step 2 Listening T:Listen to the dialogue and fill in the blanks: (1)The students are playing a game. (2)The blackboard is on the . 【Keys】(1)guessing (2)wall 设计意图通过问题练习教师指导学生如何有效地听录音并获取所需信息。
◆Step 3 Reading 1.After listening to the conversations,ask the students to read the conversations in pairs. 2.Ask some pairs to read aloud in class. 3.Find the key points. 设计意图通过阅读,培养学生的自主学习能力,可以和小组成员讨论较难理解的句子和知识点。
◆Step 4 Come to “Let’s Do It!” Ask the students to finish Exercise 1.If the students can’t finish it well,play the tape again. Ask the students to finish Exercises 2,4 in groups.The students should finish Exercise 3 by themselves. 设计意图Let’s Do It!部分中的Exercise 1是听力教学,根据听力描述给图片标号。Exercise 2练习本课的单词、短语和句型。Exercise 3主要考查单词的拼写能力。Exercise 4考查眼力和记忆力。
◆Step 5 Practice 完成句子 1.我喜欢玩猜谜游戏。 I like to the . 2.你可以用铅笔写字。 You can the pencil. 3.那是个铅笔盒吗 a pencil box 4.让我们去上学吧。 to school. 5.轮到你做运动了。 It’s play sports. 答案:1.play;guessing game 2.write with 3.Is that 4.Let’s go 5.your turn to ◆Step 6 Homework 1.Finish the workbook of Lesson 4. 2.Remember all the new words and expressions we’ve learned today.
教学反思
Lesson 5:May I Have a Book
Learning Objectives 1.Curriculum words:may,excuse,OK,two,borrow,three,store,later 2.Useful expressions:excuse me,at the store,thank you,look up/down,stand up/down,reach up/down,jump up/down,point up/down 3.Functions:学习委婉语气的用法,掌握借东西时应该使用的一些礼貌用语。 4.Grammar:(1)some和 any的用法; (2)学会使用情态动词may表示有礼貌的请求。 5.Sentences:(1)—Excuse me.May I have a book,Jenny —OK!Here you are. (2)—May I have three crayons,Jenny —Sorry,Danny.I don’t have any crayons. (3)I can go and buy some at the store.I can get some for you,too.
教学过程
◆Step 1 Leading in T:Ask three students about different school objects. (1)May I have a pencil (2)May I borrow a book (3)May I have an eraser 设计意图通过具体语境导入新课,进而练习借东西的日常用语。
◆Step 2 Listening Listen to the conversation and ask the students to fill in the blanks. Danny borrows a and pencils from Jenny.And he wants to borrow three .But Jenny any crayons,so Danny goes and buys some at the . 【Keys】book, two, crayons, doesn’t have, store 设计意图进一步加深对对话的理解,掌握关键信息。
◆Step 3 Reading 1.Pair work.The teacher asks the class to read the conversation in pairs aloud and check the statements True or False: (1)Jenny gives Danny a book. (2)Jenny doesn’t have two pencils. (3)Jenny has three crayons. 【Keys】(1)T (2)F (3)F 2.Give them some time to read the text themselves.Correct their pronunciation when necessary.
教学过程
3.Explain some language points. 设计意图通过阅读,培养学生的自主学习能力,可以和小组成员讨论较难理解的句子和知识点。
◆Step 4 Come to “Let’s Do It!” Ask the students to finish Exercises 2 and 3 by themselves.The teacher checks their answers in class. 设计意图让学生们独立完成Exercise 2和Exercise 3,检验课文理解程度以及生词和短语。
◆Step 5 Work in pairs One student borrows something from his/her partner.Remember to create two situations.One is the partner who has the thing he/she wants.The other is the partner who doesn’t have the thing he/she wants. (1)S1:Excuse me.May I have a pencil S2:OK.Here you are. S1:Thank you. S2:You’re welcome. (2)S1:Excuse me.May I have two crayons S2:Sorry.I don’t have any crayons. S1:That’s OK. … 设计意图利用学生们的学习用品,创设对话,让学生有机会进行多方面的口语练习。
◆Step 6 Practice 完成句子 1.打扰了。我可以借你的橡皮吗 . have your eraser 2.我没有橡皮。 I erasers. 3.我去商店买一些铅笔。 I can and some pencils at the store. 4.我可以给你买一些蜡笔。 I can some crayons you. 5.——谢谢! ——不客气。 —Thanks! — . 答案:1.Excuse me;May I 2.don’t have any 3.go;buy 4.get;for 5.You’re welcome ◆Step 7 Homework 1.Finish the workbook of Lesson 5. 2.Review the dialogue after class.
教学反思
Lesson 6:Things for School
Learning Objectives 1.Curriculum words:need, thing, list, ten, six, seven, one, nine, eight 2.Useful expressions:what about,buy...for...,shopping list 3.Functions:掌握英文电子邮件的基本格式和写法。 4.Grammar:可数名词复数和基数词的用法。 5.Sentences:(1)What about your new school (2)I need to buy some things for my classes. (3)Here is my list. (4)Can I buy all of these things at the store
教学过程
◆Step 1 Leading in T:Boys and girls, you have just started your middle school, what do you want to get for your classes Can you tell me S1:I want to have a new pencil-box, an eraser,exercise books and so on. S2:... T:Wonderful! Our friend, Danny also wants to get some new things for his classes.Let’s see what he will get. 设计意图通过学生熟悉的事物——学习用具,导入今天的学习主题。
◆Step 2 Listening T:1.Listen to the passage and finish Exercise 1 in “Let’s Do It!” Danny wants to buy five erasers, classrooms,two pencil boxes, pens, pencils,one library, crayons,three rulers, playgrounds and four labs. 【Keys】ten,six,seven,nine,eight 2.Listen to the passage again and ask the students to imitate it. The students should pay attention to the pronunciation and intonation. 设计意图通过两遍听力及问题,加深对课文的理解。
◆Step 3 Reading 1.The teacher asks the students to read the passage aloud and answer the following questions. (1)Who is the e-mail to
教学过程
(2)Who is the e-mail from (3)What is the subject of the e-mail (4)Does Danny have new friends this year (5)How many labs does Danny need 【Keys】(1)Li Ming. (2)Danny. (3)Danny’s shopping list. (4)Yes,he does. (5)Four. 2.Read the passage and find the key points. 设计意图通过阅读,培养学生的自主学习能力,可以和小组成员讨论较难理解的句子和知识点。加深对课文的记忆。
◆Step 4 Come to “Let’s Do It!” Ask the students to finish Exercises 2 and 3 by themselves.The teacher checks their answers in class. 设计意图Let’s Do It!部分中的Exercise 1重点是听说教学,在课上作为听力任务完成了。让学生们独立完成Exercise 2和Exercise 3,检验课文理解程度。
◆Step 5 Practice 单项选择 ( )1.I need some new things for my friends. A.buy B.buying C.buys D.to buy ( )2.I have new books this term. A.one B.a C.any D.some ( )3.Here some students in the classroom. A.have B.are C.is D.has ( )4.Can Danny buy all the things his list A.on B.in C.for D.from ( )5.—What about sports —Good idea. A.play B.to play C.playing D.to playing 答案:1—5 DDBAC ◆Step 6 Homework 1.Finish the workbook of Lesson 6. 2.Write an e-mail to your friend.
教学反思
Unit 2 Colours and Clothes
Lesson 7:Jenny’s New Skirt
Learning Objectives 1.Curriculum words:sure,blouse,really,pink 2.Useful expressions:light blue,be different from 3.Grammar:掌握本课时有关衣服表达的单词、短语及句型。 4.Sentences:(1)Can I get a new one (2)What colour do you want (3)—What can you wear with it —I can wear my favourite blouse with it. (4)I like your blue skirt. (5)—Do you like blue —Yes,I do.But my favourite colour is pink.
教学过程
◆Step 1 Warming up Review all the words and letters the class has learned so far, using cards, pictures or real things. 设计意图温故知新,为第二单元的学习做好铺垫。
◆Step 2 Listening 1.Listen the tape and finish the exercise 1 in “Let’s Do It!”Check the answers in groups. Jenny Kim a blue shirt a pink skirt a red sweater a blue blouse a white blouse Ask the students to listen to the tape again and find the answer. 设计意图第一遍听文章大意,并做简要记录;第二遍认真核对, 回答问题。
◆Step 3 Reading 1.Read the conversations and answer the following questions. (1)Is Jenny’s skirt new or old (2)Does she want to get a new one (3)What colour does she want Why
教学过程
(4)What can she wear with it (5)What’s Kim’s favourite colour 【Keys】(1)It’s very old. (2)Yes, she does. (3)She wants a blue skirt.Because her favourite colour is blue. (4)She can wear her blue blouse with it. (5)Kim’s favourite colour is pink. 2.The students read the conversations again.Give them several minutes to remember the conversations,and then ask some students to act the dialogues out in front of the class,and find out the main phrases and sentences in the dialogues. 设计意图加深了学生们对对话的理解,同时也锻炼了学生们的口语表达能力。
◆Step 4 Work in Group 1.Ask the students to finish Activity 3 in “Let’s Do It!” with the proper words. 2.Make the students interview some classmates and fill in the table.Then work in groups and talk about the results.(Activity 4 in Let’s Do It! ) 设计意图通过对课文中的词汇和常用句子的学习,结合学生之间的交流讨论,让学生写下讨论的结果。
◆Step 5 Practice 选词填空 sure, blouse, what colour, one,really 1.My coat is old.I want a new . 2.I can wear the skirt with my new . 3.— is the dress —It’s white. 4.—Can I get a new sweater — . 5.I always wear the pink skirt.I like pink skirt. 答案:1.one 2.blouse 3.What colour 4.Sure 5.really ◆Step 6 Homework 1.Finish the workbook of Lesson 7. 2.Talk about your favourite colours after class.
教学反思
Lesson 8:Danny’s Favourite Colour
Learning Objectives 1.Curriculum words:paint, mix, purple, out, sky 2.Useful expressions:in the sky, come out, look at, how many 3.Functions:熟练运用讨论颜色的交际用语。 4.Sentences:(1)What’s Danny’s favourite colour (2)Do you want to paint with me (3)How about blue (4)—Is yellow your favourite colour —No,but I can mix blue and yellow to make green. (5)How many colours do you see (6)I come out after the rain.
教学过程
◆Step 1 Leading in T:Ask Ss to find out as many colours as they can to review the colour words. Practice the colour words in pairs. S1:What colour is it S2:It’s ... S1:Is it your favourite colour S2:No,it isn’t. S1:What’s your favourite colour S2:My favourite colour is ... … 设计意图对表示颜色的词汇进行复习并练习相应的句型。
◆Step 2 Listening 1.Listen to Part 1 and finish Exercise 1 in “Let’s Do It!” What’s Danny’s favourite colour Listen and tick the correct answer. blue red green yellow Then check the answers in class. 【Key】 green 2.Listen to Part 2 “I am a rainbow.” 设计意图熟悉课文,掌握文章大意。
◆Step 3 Reading 1.After listening to the conversation,ask the students to read Part 1 in groups.And answer the following questions: (1)Is yellow Danny’s favourite colour
教学过程
(2)Does Jenny have yellow (3)What’s Danny’s favourite colour 【Keys】 (1)No, it isn’t. (2)Yes, she does. (3)His favourite colour is green. 2.Ask some students to read Part 1 in front of the class. 设计意图强化课文理解,加深记忆
◆Step 4 Come to “Let’s Do It!” Ask the students to finish Exercises 2,3 and 4 in groups. 设计意图通过充分练习巩固课堂知识。
◆Step 5 Practice 句型转换 1.They are red.(对画线部分提问) are they 2.My favourite colour is black.(对画线部分提问) favourite colour 3.That is a green skirt.(对画线部分提问) that 4.There are seven colours in a rainbow.(对画线部分提问) colours are there in a rainbow 5.Blue is my favourite colour.(改为一般疑问句) favourite colour 答案:1.What colour 2.What is your 3.What is 4.How many 5.Is blue your ◆Step 6 Homework 1.Finish the workbook of Lesson 8. 2.Preview Lesson 9.
教学反思
教学课题 Lesson 9:Whose Coat Is This
Learning Objectives 1.Curriculum words:scarf,glove,maybe,just 2.Useful expressions:just right,too big/small 3.Grammar:掌握whose引导的特殊疑问句,be动词引导的一般疑问句以及名词所有格的用法。 4.Sentences:(1)Whose ... is this/are these (2)It’s/They’re my/his/her... (3)—Is this/Are these your/his/her... —Yes,it is/they are./No,it isn’t/they aren’t. (4)It’s too big/too small/just right for me.
教学过程
◆Step 1 Leading in Take out a uniform ( it is borrowed from a student, of course he or she would be the only student who isn’t wearing the uniform in the class.) Let Ss guess whose it is.Then introduce the key structure “Whose...is this ” 设计意图通过创设情境引出本节课的话题及重点。
◆Step 2 Listening 1.Listen to the tape and finish Exercise 1 in “Let’s Do It!”.Then let students check the answers in groups. 2.Listen to the tape again and fill in the blanks. This coat isn’t Danny’s.It’s too for him.It’s Bob’s coat.The is Kim’s.These gloves aren’t Jenny’s.They’re too for her.Maybe they’re Lynn’s.The shorts are Danny’s.They’re just for him. 【Keys】big;scarf;small;gloves;right 设计意图加深对课文的理解。
◆Step 3 Reading 1.The teacher asks the class to read the passage aloud and answer the following questions. (1)Is it Danny’s coat (2)Is it Jenny’s scarf (3)Are these gloves Lynn’s (4)Whose shorts are these 【Keys】(1)No,it isn’t. (2)No,it isn’t. (3)Yes,they are. (4)Danny’s. 2.Read and find the key points in conversations. 3.The students should check and correct their answers in groups. 设计意图通过阅读,培养学生的自主学习能力,可以和小组成员讨论较难理解的句子和知识点。
◆Step 4 Come to “Let’s Do It!” Group work.Ask Ss to complete Activities 2,3 and 4 in Let’s Do It! 设计意图通过充分练习巩固课堂知识。
◆Step 5 Practice 用所给词的适当形式填空 1.— (who) gloves are these —They are (Danny). 2.They aren’t the girl’s sweaters.They are too small for (she). 3.My mother has two (scarf). 4.—Are these (you) shorts —No, they aren’t. 5.The red gloves (be)for Jenny. 答案:1.Whose;Danny’s 2.her 3.scarves 4.your 5.are ◆Step 6 Homework 1.Finish the workbook of Lesson 9. 2.Preview Lesson 10.
教学反思
Lesson 10:Clothes for a Cold Day
Learning Objectives 1.Curriculum words:ready,jacket, hat, pants, colourful, bright 2.Useful expressions:catch a cold,be ready for,go back,put on,go well with,take out of,write down 3.Grammar:掌握祈使句的用法。 4.Sentences:(1)It’s cold/raining/hot today. (2)You can’t wear a T-shirt and shorts. (3)I look nice in this green T-shirt. (4)Look!It’s raining.You may catch a cold. (5)Your jacket doesn’t go well with your shorts. (6)I like/don’t like to wear ... (7)He/She likes/doesn’t like to wear ... (8)Don’t go outside without a jacket.
教学过程
◆Step 1 Leading in Show pictures of different weather and ask Ss to choose the correct clothes for different weather. 设计意图通过直观的图片观察,引发学生的学习兴趣,从而顺利导入新课。
◆Step 2 Listening 1.Listen to the dialogue and finish Exercise 1 in “Let’s Do It!” What does Danny like to wear Listen and circle the correct pictures. 【Key】The green T-shirt and shorts. 2.Listen again and check the statements T or F. (1)It’s sunny but cold today. (2)His jacket goes well with his shorts. (3)Danny likes to wear pants. 【Keys】 1-3 FFF 设计意图加深学生对课文的理解,培养学生获取细节信息的能力。
◆Step 3 Reading 1.Read and answer the following questions: (1)Does Danny like to wear shorts (2)Does Danny like to wear an orange T-shirt or a green T-shirt (3)Does Danny have an umbrella 【Keys】 (1)Yes,he does.(2)A green T-shirt.(3)Yes,he does.
教学过程
2.Ask the students to read the conversations in pairs.Then ask some pairs to read aloud in class. 3.Read and find the key points. 设计意图通过阅读,培养学生的自主学习能力,可以和小组成员讨论较难理解的句子和知识点。
◆Step 4 Come to “Let’s Do It!” Ask the students to finish Exercise 2 in groups.The students should finish Exercises 3,4 by themselves. 设计意图通过充分练习巩固课堂知识。
◆Step 5 Practice 单项选择 ( )1.Please say goodbye your teacher. A.for B.to C.on D.in ( )2.Your white shoes don’t go well your black dress. A.with B.on C.of D.in ( )3.You very nice in this yellow skirt. A.look B.see C.watch D.put ( )4.I want to my hometown. A.go back B.going back C.go back to D.going back to 答案:1-4 BAAC ◆Step 6 Homework 1.Finish the workbook of Lesson 10. 2.Write three or five sentences about what to wear on a cold day.
教学反思
Lesson 11:Clothes around the World
Learning Objectives 1.Curriculum words:world, report, pretty, traditional, uniform 2.Useful expressions:look good in...,school uniform 3.Functions:了解世界各地服饰文化。 4.Grammar:掌握系动词look的用法。 5.Sentences:(1)These people are wearing traditional clothes. (2)How do they look (3)These women look so pretty in black and white. (4)Do all people wear uniforms for work
教学过程
◆Step 1 Leading in Show pictures of different people from different countries.Say where they are from and your ideas towards their clothes. S1:The girl is from China.Her dress is nice. S2:The girl is from India.Her Sari is beautiful. S3:The man is from Scotland.His skirt is cool. S4:The boy is from the U.S.His school uniform is very nice. ... 设计意图利用已经学过的单词和短语,通过描述不同国家的人的穿着,顺利导入新课。
◆Step 2 Listening Listen to the tape and fill in the blanks with the correct words you hear. These people are wearing clothes.In some places, men wear .This woman looks in her Sari.A Sari is a traditional from India.Some people wear uniforms for work.Many students wear school .Their uniforms look nice. 【Keys】traditional;skirts;beautiful;dress;uniforms 设计意图既锻炼学生的听力,又检查了学生对新词的认识。
◆Step 3 Reading 1.Read the passage and say whether the statement is True or False. Men never wear dresses. 【Key】 F 2.Ask the students to read the conversations in pairs.Then ask some students to read aloud in class. 3.Find out the main phrases and sentences and the important language points in the text. 设计意图通过阅读,培养学生的自主学习能力,可以和小组成员讨论较难理解的句子和知识点。
◆Step 4 Come to “Let’s Do It!” Come to Exercises 1.Ask the students to finish Exercises 1,4 in groups.The teacher checks their answers in class.Ask the students to finish Exercise 2 and Exercise 3 by themselves. 设计意图通过充分练习巩固课堂知识。
◆Step 5 Practice 单项选择 ( )1.Mary looks nice the pink dress. A.wear B.put on C.in D.on ( )2.The men in black clothes from India. A.is B.are C.am D.can ( )3.These are pretty in the skirts. A.woman B.womans C.women D.womens
教学过程
( )4.Jenny a report about her subject. A.write B.writes C.writing D.wrote ( )5.In some ,men wear skirts. A.place B.places C.a place D.placing 答案:1—5 CBCBB ◆Step 6 Homework 1.Finish the workbook of Lesson 11. 2.Write some sentences to describe some Chinese traditional clothes.
教学反思
Lesson 12:Let’s Go Shopping!
Learning Objectives 1.Curriculum words:centre,Saturday,will,pair 2.Useful expressions:go shopping,a pair of,have fun 3.Functions:学会如何书写英文电子邮件。 4.Sentences:(1)Let’s go shopping! (2)Let’s meet at the shopping centre at 1:00 p.m.this Saturday. (3)You can come with your mum! (4)I want to buy a pair of shoes and a pink blouse for school! (5)What do you want to buy (6)Can you come (7)We can have FUN,FUN,FUN!!!
教学过程
◆Step 1 Leading in Discuss the following questions with students. Do you like to go shopping What do you like to buy Who do you go shopping with Where do you go shopping When do you go shopping 设计意图通过讨论购物相关问题,激发学生参与学习的积极性,导入新课。
◆Step 2 Listening 1.Listen to the passage and finish Exercise 1 in “Let’s Do It!” Listen and circle the correct words. (1)Kim and her friends will meet at the(shopping centre/school/library)this Saturday. (2)Kim’s friends can come with their(mothers/fathers/grandparents).
教学过程
(3)Kim wants to buy a pair of(pants/shoes/gloves)and a(yellow/white/pink)blouse for school. (This part is a little difficult.If necessary,play the tape again.) 【Keys】 (1)shopping centre (2)mothers (3)shoes;pink 2.Listen to the passage again and Write (T) or (F). (1)Let’s meet at the shopping centre this Sunday. (2)You can come with your mum. (3)You can wear your favourite clothes. (4)I will wear my favourite pants. (5)I want to buy a new purple skirt and a white blouse for school. 【Keys】1-5 FTTFF 设计意图锻炼学生的听力能力,教师指导听的技巧,听之前阅读问题,抓住重要信息。
◆Step 3 Reading 1.The teacher asks the class to read the passage aloud and finish Exercise 2 in “Let’s Do It!” (1)Who does Kim want to go shopping with (2)When will they meet (3)What will Kim wear 【Keys】 (1)Jenny,Danny,Kate and Steven. (2)At 1:00 p.m.this Saturday. (3)Her favourite dress. 2.Read the passage and find the key points. 3.Work in groups to deal with the main sentences. 设计意图通过阅读,培养学生的自主学习能力,可以和小组成员讨论较难理解的句子和知识点。
◆Step 4 Come to “Let’s Do It!” Ask the students to finish Exercise 3 by themselves.The teacher checks their answers in class.Then finish Exercise 4 in pairs. 设计意图通过充分练习巩固课堂知识。
◆Step 5 Practice 根据句意及汉语提示填空 1.I will go to the shopping (中心). 2.I often do my homework on (周六). 3.I like to (去购物) with my mother. 4.We can (玩得愉快)on the playground. 5.I want to buy (一双鞋). 答案:1.centre 2.Saturday 3.go shopping 4.have fun 5.a pair of shoes ◆Step 6 Homework 1.Finish the workbook of Lesson 12. 2.Use the target language to write an e-mail to invite some friends to shop together.
教学反思
Unit 3 Body Parts and Feelings
Lesson 13:Body Parts
Learning Objectives 1.Curriculum words:part,feeling,robot,camera,smell,finger,player,homework 2.Useful expressions:make noodles,play with,do one’s homework 3.Functions:通过与同学比赛用手指身体部位,训练自己的反应能力及用英语进行思维的能力。 4.Grammar:(1)区分talk和speak; (2)让学生理解介词with的基本用法。 5.Sentences:(1)I have two big eyes.I can see with them.They are also my cameras. (2)I have one nose and one mouth.I can smell with my nose. (3)And I can talk with my mouth.I can speak English and Chinese! (4)I don’t have ears but I can hear you. (5)Can you do my homework for me,Robin
教学过程
◆Step 1 Leading in Brainstorm:Write down as many body parts and action words as you can. T:Hello,boys and girls.Let’s think about the words of body parts and what we can do with them. S1:Eyes.We can see with our eyes. S2:Nose.We can smell with our nose. S3:Feet.We can walk with our feet. S4:Mouth.We can eat with our mouth. S5:Hands.We can write with our hands. 设计意图利用学生学过的内容,采用“头脑风暴”的方式,调动所有学生的学习积极性,轻松进入语境,进而介绍生词。实物使学习更加形象直观,自然地进入谈论身体部位功能的新话题。
◆Step 2 Listening 1.Listen to the text for the first time and try to get the general idea of the text. 2.Listen to the tape for the second time and finish Exercise 1 in Let’s Do It! (1)I have two big .I can with them. (2)I have one nose and one . (3)I don’t have but I can you. (4)I can make noodles with my long arms and hands. (5)I have two long legs and two big feet.I’m a good football . 【Keys】 (1)eyes;see (2)mouth (3)ears;hear (4)small (5)player 设计意图加强对学生的听力训练,培养学生听关键词、获取关键信息的能力。
教学过程
◆Step 3 Reading 1.Get the students to read the text for the first time.And answer the questions. (1)What are Robin’s cameras (2)What language can Robin speak (3)How many fingers does Robin have (4)What can Robin smell with (5)How can Robin make noodles 【Keys】 (1)Robin’s eyes.(2)English and Chinese.(3)Ten.(4)His nose.(5)With his long arms and small hands. 2.Let students read the text and work in groups to find out the key words,phrases and sentences. 3.The teacher explains the language points. 设计意图通过学生们反复朗读课文,加深了学生们对文章的理解,通过小组合作,提高了学生的课堂参与率,培养了学生的小组合作意识。
◆Step 4 Complete Let’s Do It! We have finished Exercise 1 in “Let’s Do It!”Ask the students to finish Exercise 2 and Exercise 3 in “Let’s Do It!” by themselves.Remember to check the answers in class. 设计意图Exercise 2给学生们机会完整地写下身体部位,加深了对身体部位名称的识记;Exercise 3 以“身体部位及功能”为主题,提供了完整的语境,自然呈现了本单元的核心句型,为学生们进一步输出目标语言提供了示范。
◆Step 5 Task Ask the students to listen to the song and sing along with it to finish Exercise 4.The students should sing and act it out at the same time.Listen to the song for several times until the students can sing the song and act it out themselves. 设计意图Let’s Do It!部分中的Exercise 4重点是听说教学。歌曲内容包括了课文的大部分内容,以歌曲的形式进行教学,使学生对所学内容更加有兴趣。采用“寓教于乐”的教学方式,学生们会轻轻松松地快速掌握知识点,升华了课本内容。
◆Step 6 Practice 用所给词的适当形式填空 1.She (have) two children. 2.Xiao Lei (not have) a sister. 3.Danny wants (play) on the playground. 4.We can (hear) with our ears. 5.Does she (speak) English 答案:1.has 2.doesn’t have 3.to play 4.hear 5.speak ◆Step 7 Homework 1.Finish workbook of Lesson 13. 2.Read the text and write a passage named “My body parts”.
教学反思
教学课题 Lesson 14: Colours and Feelings
Learning Objectives 1.Curriculum words:singer,question,sick,scared,smile,wave,mean 2.Useful expressions:wave one’s hand,listen to,an English song ,in English 3.Functions:了解颜色在东西方文化中的差异,并会用英语表达自己的感情。 4.Grammar:会准确使用否定式祈使句。 5.Sentences:(1)I feel blue. (2)I am listening to an English song. (3)How can you feel a colour (4)We use many colours for our feelings. (5)Blue can mean “sad”. (6)In China,red is a happy colour.
教学过程
◆Step 1 Leading in Warm up:Free Talk. Let’s have a free talk.Talk about our feelings. T:How are you today S1:I’m fine. S2:I’m OK. S3:I’m good. S4:I’m well. … T:How do you feel today S5:I feel happy today. S6:I feel sad today. S7:I feel angry today. … 设计意图利用学生学过的内容,从 “感觉”话题开始,轻松进入语境,进而介绍生词,引进新的句型,同学们可以进行小组合作练习。
◆Step 2 Listening 1.Listen to the tape for the first time.Listen to Part 1 and answer the following questions: (1)What does green mean (2)What does yellow mean (3)What is Li Ming doing 【Keys】 (1)It means “sick”.(2)It means “scared”.(3)He is listening to an English song.
教学过程
2.Listen again and fill in the blanks with the words you hear. I am an English song.In English,we use many colours for our .Blue can mean “sad”. can mean “sick”.Yellow can mean “scared”.And red can mean “ ”.But in China,red is a colour. 【Keys】 listening to,feelings,Green,angry,happy 设计意图加强学生的听力训练,注重对学生的发音练习,提高学生发音的准确性,培养他们的语感。
◆Step 3 Reading 1.Ask the students to read the text in groups for the first time and get the main idea of the text.Ask some students to talk about their ideas. S1:It tells us the colours and the feelings. S2:Some colours can show our feelings. … 2.Ask the students to read Part 2 aloud after the tape.Focus on the stressed words,pronunciation and intonation.Then read aloud together. 3.Work in groups to deal with the key words,phrases and sentences. 4.The teacher explains the language points. 设计意图本部分要求学生学会找关键词,把握课文信息,小组之间进行竞争,调动了学生的积极性,提高了课堂利用率。
◆Step 4 Complete Let’s Do It! Ask the students to finish Exercise 1.Let the students finish Exercise 2 and Exercise 3 in class by themselves. 设计意图学生通过完成课后练习题,加深了学生对文中知识点的理解,同时有助于老师考查学生对知识点的掌握程度。
◆Step 5 Practice 用所给词的适当形式填空 1.I feel (scare) at night. 2.She is (listen) to a song. 3.Red makes people (feel) happy. 4.Could you tell me the (mean) of the word 5.My father (look) happy every day. 答案:1.scared 2.listening 3.feel 4.meaning 5.looks ◆Step 6 Homework 1.Finish the workbook of Lesson 14. 2.Read the text fluently and remember the expressions about colours and feelings.
教学反思
教学课题 Lesson 15: Tall or Short
Learning Objectives 1.Curriculum words:metre,bit,against,tail,flat,upon,ground 2.Useful expressions:a bit,head up,tail down,against the wall,think of 3.Functions:能用英语写出介绍自己或他人的小短文。 4.Grammar:(1)a bit修饰形容词的用法; (2)能用所学的句型描述身高、物体的长度。 5.Sentences:(1)How tall is he/she (2)He’s 1.85 metres tall. (3)He’s a tall man. (4)She is a bit short. (5)Is he 3.1 metres tall (6)Standing up against the wall. (7)Standing flat upon the ground!
教学过程
◆Step 1 Leading in Show two pictures to the students.One is a picture of Yao Ming,and the other is a little boy.Lead the students to learn the sentence pattern “How tall is... ”. T:How tall is Yao Ming Ss:He’s 2.26 meters tall. T:How tall is the little boy Ss:He’s 1 metre tall. Show more pictures of different people and ask the students to ask and answer their height in pairs. S1:How tall is the girl S2:She is 1.54 metres tall. S3:How tall is the man S4:He is 1.8 metres tall. … 设计意图利用姚明和一个小男孩的身高差来导入新课,引起学生的学习兴趣。从 “描述身高”的话题开始,轻松进入语境,进而利用更多的图片练习本课主要句型。
◆Step 2 Listening 1.Listen to the passage for the first time and finish Exercise 1 in Let’s Do It. How tall are they Listen and match the people with their heights. Play the tape again,please.Check the answers in class. 【Keys】 Bob—1.85 metres,Jack—1.6 metres,Li Lin—1.5 metres,Danny—1.65 metres
教学过程
2.Listen to the passage for the third time,and ask the students to imitate it. The students should pay attention to the pronunciation and intonation. 设计意图让学生带着问题去听,目的是让学生在听的过程中有的放矢,有效地捕捉信息,提高学生的听力水平。
◆Step 3 Reading 1.The teacher asks the class to read the passage aloud and answer the following questions. (1)How tall is Bob (2)How tall is Li Lin (3)Is Danny 3.1 metres tall 【Keys】 (1)He is 1.85 metres tall. (2)She is 1.5 metres tall. (3)No,he isn’t. Encourage the students to ask more questions about the passage. 2.Read Part 2 after the tape.Repeat several times until the students can recite the text. 3.Work in groups to find out the key phrases and sentences. 4.The teacher explains the language points. 设计意图通过阅读,培养学生的自主学习能力,通过和小组成员讨论较难理解的句子和知识点培养了学生的小组合作意识。
◆Step 4 Come to “Let’s Do It!” We have finished Exercise 1 in class.Ask the students to finish Exercises 2 and 3 by themselves.The teacher checks their answers in class. 设计意图让学生们独立完成Exercise 2和Exercise 3,检查了学生对文中知识点的理解与掌握程度。
◆Step 5 Task Group work:Exercise 4 in Let’s Do It! Ask students to work in groups.Interview your classmates and fill in the table.Then use the information to write some sentences. When the student interviews his/her classmate,he/she uses the sentences: —How tall are you —I’m...metres tall. Then when he/she reports the interview,he/she has to use the sentences:My friend...is...metres tall.He/She is tall/a bit short. ◆Step 6 Practice 单项选择 ( )1.— are you —I’m 1.6 meters tall. A.How old B.How many C.How long D.How tall ( )2.Our teacher is 1.5 metres tall.She is short. A.a bit B.a bit of C.a little of D.a little ( )3. Danny tall short A.Are;or B.Is;or C.Are;and D.Is,and ( )4.My PE(体育)teacher can stand up a tree on his hands. A.at B.upon C.against D.in
教学过程
( )5.Mr.Wood 1.75 A.is;metre tall B.is;meters tall C.are;tall metre D.is;tall meters 答案:1—5 DABCB ◆Step 7 Homework 1.Finish workbook of Lesson 15. 2.Write a short passage “My friend/father/mother/favourite star...” to describe what he/she looks like.
教学反思
Lesson 16:Happy or Sad
Learning Objectives 1.Curriculum words:hurt,donut,enough,laugh 2.Useful expressions:feel happy,feel sad,feel tired,want sb. to do sth. 3.Functions:在生活中会运用所学知识,表达自己的感受。 4.Grammar:(1)准确使用be动词和动词feel的疑问及否定形式; (2)用“How do you feel ”“What’s wrong ”提问对方的感受,并给予一定的开导或建议。 5.Sentences:(1)How do you feel today (2)What’s wrong (3)Are you hurt (4)Are you tired (5)One donut a day is enough. (6)Don’t be sad. (7)Sometimes we’re down. (8)Sometimes we’re high.
教学过程
◆Step 1 Leading in Let’ s play a guessing game.Show the students some pictures of different feelings.Ask the students to guess the reasons. T:How does he feel S1:He feels sad. T:What’s wrong S1:Maybe he is sick. The teacher shows another picture. T:How does she feel
教学过程
S2:She feels tired. T:What’s wrong S2:Maybe she has too much homework. … 设计意图运用学生所学的知识,从猜测“不同人物的感情”入手,猜测他们开心、伤心或疲惫的原因,进入新内容的学习,学习新的单词和句型。
◆Step 2 Listening 1.Listen to the dialogue and finish Exercise 1 in Let’s Do It! (1)Is Danny hurt (2)Is Danny tired (3)How many donuts does Danny’s mother want him to eat (4)Is Danny’s mother right 【Keys】 (1)No,he isn’t.(2)No,he isn’t.(3)Only one donut a day.(4)Yes,she is. 2.The teacher checks the answers. 3.Listen to the dialogue for the second time and read after it.Pay attention to the pronunciation and intonation. 4.Listen to Part 2 “We all have feelings”and let the students read after it.Repeat several times until the students can recite it. T:Do you know In English,you can use “down” and “high” to describe feelings.To feel down means to feel sad.To feel high means to feel happy. 设计意图让学生带着问题去听,目的是让学生在听的过程中有的放矢,有效地捕捉信息,提高学生的听力水平。
◆Step 3 Reading 1.After listening to the text,ask the students to read the text in pairs. Now let’s read the text in pairs.At the same time,pay attention to the pronunciation and intonation. 2.Ask some pairs to read aloud in front of the class. Now let’s see which pair can read the best. 3.Read Part 2 for several times.Then let the students try to recite it. 4.Read the text in groups for the third time and find out the key phrases and sentences. 5.The teacher explains the language points. 设计意图通过阅读,培养学生的自主学习能力,通过小组学习的形式,和小组成员讨论较难理解的句子和知识点,培养了学生的团队合作意识。
◆Step 4 Complete “Let’s Do It!” Now come to Exercise 2.Listen to the conversations and number the pictures.Remember to check the answers.If the students can’t finish it well.Play the tape again. Ask the students to finish Exercise 3 in groups.Ask the students to finish Exercise 4 by themselves. 设计意图Exercise 2练习听本课的单词、短语和句型,Exercise 3主要考查表达感情的形容词,Exercise 4考查单词的用法。通过完成课后练习题,考查了学生对文中知识点的理解与掌握程度。
◆Step 5 Work in Pairs Come to Exercise 5.Work in pairs.Make up a dialogue concentrating on the topic.“How do you feel today ”Give the students enough time to practice the dialogue.They can use their imagination to enrich the conversation. Example A:How do you feel today
教学过程
B:I’m not happy. A:What’s wrong Are you hurt B:Yes.I fell off my bike. … ◆Step 6 Practice 单项选择 1.— —My leg hurts. A.How do you feel B.How are you C.What’s wrong with you D.How do you do 2.My mother wants me an apple a day. A.eat B.eats C.to eat D.eating 3.—Are you sad — . A.Yes,I do B.No.I don’t C.Sorry D.No.I’m not 4.An apple a day enough. A.be B.is C.are D.am 5.— do you feel,Jenny —I feel very hot(热). A.What B.How C.Where D.When 答案:1—5 CCDBB ◆Step 7 Homework 1.Finish the workbook of Lesson 16. 2.Write a passage.
教学反思
Lesson 17:Seeing a Doctor
Learning Objectives 1.Curriculum words:stomachache,better,Dr=doctor,matter,headache,medicine,stay,rest, 2.Useful expressions:see a doctor,have a stomachache,have a headache,have a cold,take this medicine,stay home,have a good rest 3.Functions:学会关心他人,并能用英语简单地表达身体状况。 4.Grammar:掌握 had better...的用法。 5.Sentences:(1)I have a stomachache. (2)You’d better go and see a doctor. (3)—What’s the matter —I feel sick. (4)Take this medicine. (5)Stay home and have a good rest. (6)Do you feel cold
教学过程
◆Step 1 Leading in Role play:The teacher acts as a doctor and the students act as the patients. The teacher and the students practice the conversation concentrating on the topic “seeing a doctor”. Example: —How are you today Are you okay —I feel sick. —What’s the matter —I have a headache. —Do you feel... —Yes,I... 设计意图通过角色扮演的形式导入新课能够调动学生的积极性,提高学生的课堂参与率。
◆Step 2 Listening 1.Listen to the tape for the first time and finish Exercise 1 in Let’s Do It.The students check the answers in groups. 2.Ask students to listen to the passage again and write(T)or (F). (1)Jenny tells Danny to see a doctor. (2)Danny has a headache.He feels very hot. (3)Danny has a cold. 【Keys】 (1)T (2)F (3)T 3.Listen to the passage for the third time and ask the students to imitate it. The students should pay attention to the pronunciation and intonation. 设计意图让学生带着问题去听,目的是让学生在听的过程中有的放矢,有效地捕捉信息,提高学生的听力水平;同时通过反复听录音,能够提高学生发音的准确性。
◆Step 3 Reading 1.Read the conversations and fill in the blanks with the missing words. (1)Jenny: ,Jim Are you Jim:See my arm It ! Jenny:It bad!Let’s a doctor. (2)Li Ming: ,Wang Mei Wang:Aaah,I feel .I have a . Li Ming:You’d better a doctor,Wang Mei. (3)Dr.Green:Hi,Danny.What’s the Danny:I feel .I have a headache. Dr.Green:Do you feel cold
教学过程
Danny:Yes!I feel .Aachoo!! Dr.Green:Well,let me see... You have a cold.Take this . and have a good . Danny:OK.Thank you,Doctor Green. 【Keys】(1)How do you feel;OK;hurts;looks;go and see (2)Are you OK;sick;stomachache;go and see (3)matter;sick;very cold;medicine;Stay home;rest 2.Read in pairs.Ask the students to have a role-play and read the conversations in pairs aloud. 3.Read it again and find out the key phrases and sentences. 设计意图通过阅读,培养学生的自主学习能力,通过和小组成员讨论较难理解的句子和知识点,培养学生的小组合作意识。
◆Step 4 Come to “Let’s Do It!” Ask the students to finish Exercises 2 and 3 by themselves.The teacher checks the answers in class. 设计意图让学生们独立完成Exercise 2和Exercise 3,检验学生对课文的理解程度以及生词、短语和句型。
◆Step 5 Task Ask students to work in pairs.One is a patient,and the other is a doctor.What’s the matter Make up a dialogue. Example: S1:Are you OK S2:No,I hurt my leg. S1:Take this medicine.Stay home and have a good rest. S2:Thank you. … ◆Step 6 Practice 根据句意及汉语提示填空 1.What’s the (问题)with you 2.A cow has four (胃). 3.I have a (头痛).I’ll go to see a doctor. 4.Take this (药)three times a day. 5.You (最好)stay home and (好好休息). 答案:1.matter 2.stomachs 3.headache 4.medicine 5.had better;have a good rest ◆Step 7 Homework 1.Finish the workbook of Lesson 17. 2.Write down the new words and phrases in the exercise book.
教学反思
Lesson 18:We All Look Different!
Learning Objectives 1.Curriculum words:different,cute,twelve,thirteen,almost,funny,glass 2.Useful expressions:look different,look like,three black hairs 3.Functions:运用目标语言描述自我外貌,及介绍其他同学的外貌。 4.Grammar:(1)掌握有关描述人的长相的单词及句型; (2)掌握动词have的用法;主语和谓语数的一致关系。 5.Sentences:(1)What does he/she look like (2)He looks cool! (3)She has short blond hair. (4)He is thirteen years old. (5)He is big and tall. (6)We all look different.
教学过程
◆Step 1 Leading in Show some different pictures to the students.The persons in the pictures have special body parts such as a big head,big ears or long arms.One student describes one of the pictures,and the others guess which picture it is. S1:The boy has a big nose,long legs and big feet.He has brown hair. S2:Picture 5. S3:The girl has long red hair.She has a round face,a small mouth and small ears. S4:Picture 2. … 设计意图采用图片的形式进行教学,使所学知识点变得生动形象,有助于调动学生学习的积极性;学生通过描述图片中的人物特征,锻炼了学生的口语表达能力。
◆Step 2 Listening 1.Listen to the tape for the first time and complete Exercise 1 in Let’s Do It!. (1)Jenny is years old.She is . (2)Danny is years old.He looks . (3)Li Ming is from China.He wears . 【Keys】 (1)twelve;pretty (2)thirteen;funny (3)glasses 2.The teacher checks the answers. 3.Play the tape for the second time and ask the students to read after it.The students should pay attention to the pronunciation and intonation. 设计意图锻炼学生的听力能力,教师指导听的技巧,听之前阅读问题,了解文章大意,学会听关键词,抓住重要信息。
教学过程
◆Step 3 Reading 1.The teacher asks the class to read the passage for the first time and to get the general idea of the passage. 2.Read the passage again and answer the following questions: (1)Where is Jenny from (2)What colour are Jenny’s eyes (3)How old is Li Ming 【Keys】 (1)Canada.(2)Blue.(3)He is almost twelve years old. 3.Let the students read the passage for the third time and work in groups to find out the key words,phrases and sentences. 4.The teacher explains the language points. 设计意图通过阅读,让学生独立解决问题,培养学生的自主学习能力;通过小组合作和小组成员讨论较难理解的句子和知识点培养学生的小组合作意识。
◆Step 4 Come to “Let’s Do It!” Ask the students to finish Exercises 2 and 3 by themselves.The teacher checks the answers in class. 设计意图让学生们独立完成Exercise 2和Exercise 3,考查了学生对课文的理解程度以及对文中知识点的掌握程度。
◆Step 5 Work in Pairs Work in pairs.Student A describes someone and Student B draws a picture according to the description.Take turns describing and drawing.Do the descriptions match the drawings Example:He has short brown hair.He has green eyes.He wears a hat.He is tall.He looks funny. ◆Step 6 Practice 单项选择 1.She has . A.short red hair B.red short hair C.red short hairs D.short red hairs 2. her eyes.They are brown. A.Look for B.Look at C.Look out D.Look 3.— —She is beautiful.Her hair is blond. A.Is she beautiful B.What colour does she like C.Is her hair blond D.What does she look like 4.— What colour Jenny’s hair — black. A.is;It’s B.are;It’s C.is;They are D.are;They are 5.The boys look . A.difference B.the different C.different D.the difference 答案:1—5 ABDAC ◆Step 7 Homework 1.Finish the workbook of Lesson 18. 2.Write a passage about your family members.
教学反思
Unit 4 Food and Restaurants
Lesson 19:Time for Breakfast!
Learning Objectives 1.Curriculum words:restaurant,fifteen,would,salad,sugar,delicious,cup 2.Useful expressions:would like,make a salad,some bread,a glass of juice,how about,a cup of tea 3.Functions:运用就餐用语熟练表达意愿。 4.Grammar:(1)就餐词汇与句式; (2)一般现在时,可数名词复数和不可数名词。 5.Sentences:(1)—What’s for breakfast —We have cereal,bread,fruit and juice. (2)—What would you like —I would like some bread and a glass of juice for breakfast. (3)Can I have a salad (4)—How about you,Mary —I’m not very hungry.I just want a cup of tea.
教学过程
◆Step 1 Leading in 1.Play a game.The students are divided into four groups.Let students in the groups to say out the words about food/vegetables/drinks/fruit as much as possible.The teacher chooses out the best group. Group A:Please say words about fruit (at least 8). Group B:Please say words about vegetables (at least 8). Group C:Please say words about drinks(at least 10). Group D:Please say words about food (at least 12). 2.Look at pictures and say the words of food,fruit,vegetables and drinks. 设计意图教师通过设计几个学生感兴趣的游戏导入新课,能调动他们的学习积极性。通过小组合作的形式进行教学,能够提高学生的课堂参与率。
◆Step 2 Listening 1.Listen to the tape with your book closed and finish Exercise 1 in “Let’s Do It!” (1)It’s seven .Time for breakfast! (2)I want to put sugar on my cereal.It’s . (3)I just want a of tea. 【Keys】 (1)fifteen (2)delicious (3)cup 2.Check the answers in groups.
教学过程
3.Play the tape again and ask the students to imitate it.Pay attention to the pronunciation and intonation. 设计意图通过听力练习,分散难点,有助于学生理解文章大意;教授学生听力技巧,泛听时注意捕捉主要信息,精听时注意细节理解。
◆Step 3 Reading 1.Read the lesson for the first time and try to get the general idea. 2.Read the lesson again and fill in the blanks: It’s seven .Time for the Smiths to have breakfast.They have ,bread,fruit and juice.Lynn wants to have a ,but she can’t,because there isn’t any.Then Lynn like some bread and a glass of juice.Jenny wants to put on her .She thinks it’s .Mrs.Smith just want tea. 【Keys】 fifteen;cereal;salad;would;sugar;cereal;delicious;a cup of 3.Read the lesson,then ask at least 3 questions.After a while,you can ask anyone in the class to answer your questions. Example: (1)Who wants to have a salad (2)What does Mr.Smith want to have (3)What does Mrs.Smith want 【Keys】(1)Lynn. (2)He wants to have cereal,bread,fruit and juice. (3)she wants a cup of tea. 4.Read the lesson again and work in groups to find out the key phrases and sentences. 设计意图学生们通过反复朗读课文,加深了对会话的理解;通过小组合作,和小组成员讨论较难理解的句子和知识点,培养学生的小组合作意识。
◆Step 4 Task Work in pairs.Let students describe what they would like to have for breakfast,lunch or supper and then perform their dialogue in front of the class. Example: A:What would you like for... B:I’d like...How about you A:I’m not very hungry.I just want... ◆Step 5 Practice 单项选择 1.—What’s lunch —Rice. A.at B.for C.in D.of 2.Apples,pears and bananas are all . A.vegetables B.meat C.fruit D.food 3.Would you like bread A.some B.any C.lot D.a lot
教学过程
4.— would you like —I’d like some water. A.Where B.How C.What D.How many 5.I want . A.two cup tea B.two cup of tea C.two cups of tea D.two cups of teas 6.I’d like some milk sugar. A.with B.in C.of D.for 答案:1—6 BCACCA ◆Step 6 Homework 1.Finish the workbook of Lesson 19. 2.Practice the conversation with your group members after class.
教学反思
Lesson 20: I Like the Supermarket!
Learning Objectives 1.Curriculum words:full,cookie,chocolate,everything,meat,job 2.Useful expressions:be full of,write down,have to 3.Functions:会用目标语言,在购物时进行交流对话。 4.Grammar:(1)助动词do和does的运用,能够改写一般现在时态的一般疑问句; (2)能够使用What would you like to buy 和Do you have... 这些句型。 5.Sentences:(1)I have to go to the supermarket.Do you want to come with me (2)What would you like to buy (3)Do we have everything on this list (4)You have everything on your list.
教学过程
◆Step 1 Leading in T:Let’s sing a song. I like the supermarket. Meat,meat,I like meat. Fish,fish,I like fish. Chicken,chicken, I like chicken. Water,water,I like water.
教学过程
设计意图以歌曲的形式导入新课,会调动学生学习的兴趣,活跃课堂气氛,提高课堂参与率。
◆Step 2 Listening 1.Listen to the tape for the first time and try to get the general idea of the lesson. 2.Listen again and fill in the blanks. Mrs.Dinosaur has to go to the .Danny likes it.He thinks it’s of delicious food.Mrs.Dinosaur makes a list,but there aren’t any donuts,cookies or chocolate.Danny writes them down.In the supermarket,they have eggs,milk,bread,chicken,fish, ,apples,bananas,donuts, and .They do a good . 【Keys】 supermarket;full;meat;cookies;chocolate;job 3.Check the answers in class. 4.Play the tape for the third time and ask the students to imitate it.Ask the students to pay attention to the pronunciation and intonation. 设计意图加强学生的听力训练,培养学生听关键词,获取关键信息的能力;让学生跟读录音,提高学生发音的准确性,培养他们的语感。
◆Step 3 Reading 1.Read the lesson and finish Exercise 1 in “Let’s Do It!” Read the lesson and write true(T)or false(F). (1)Danny doesn’t want to go to the supermarket.( ) (2)Danny writes donuts,cookies and chocolate on the list.( ) (3)Danny and his mum have everything on their list.( ) 【Keys】 (1)F (2)T (3)T 2.Read the lesson for the second time.Divide the students into four groups.Each group prepares at least 3 questions.Each group has several chances to ask the other students to answer the questions.At last,the teacher chooses out the best group. Example: (1)Does Danny like the supermarket (2)Where is the shopping list (3)Do they have everything on the list 【Keys】 (1)Yes,he does.(2)It’s on the table.(3)Yes,they do. 3.Read it again and find out the key phrases and sentences. 4.At last,the teacher explains the important language points in the lesson. 设计意图本活动要求学生学会找关键词,把握课文信息,小组之间进行竞争,提高学生学习积极性,提高课堂利用率。
◆Step 4 Task Work in pairs.What would you like to buy at the supermarket Make a shopping list,then make up a dialogue.
教学过程
Example: A:I have to go to the supermarket.Do you want to come with me B:Sure.What would you like to buy A:I’d like to buy...Here is my list. 设计意图通过对话练习,既巩固了所学的重点单词和句型,又锻炼了学生的口语表达能力。
◆Step 5 Practice 根据句意及汉语提示填空 1. (一切事情)is ready.Let’s start the meeting. 2.I’m not going to wash the dishes.That’s your (工作). 3.You shouldn’t eat too much (肉).It can make you fat. 4.I’m (饱了).Thank you for the meal. 5.Do you like to eat (巧克力) 6.I like to eat (饼干).They’re sweet. 答案:1.Everything 2.job 3.meat 4.full 5.chocolate 6.cookies ◆Step 6 Homework 1.Finish the workbook of Lesson 20. 2.Preview Lesson 21.
教学反思
Lesson 21:At the Market
Learning Objectives 1.Curriculum words:market,grape,carrot,cabbage,watermelon,sweet,pear 2.Useful expressions:take...to...,morning market,many people,like...very much,look at,look good 3.Functions:(1)能够用目标语言谈论对各种蔬菜和水果的喜好; (2)熟练运用市场购物用语进行交际。 4.Grammar:(1)掌握和运用本课的重点单词和短语; (2)一般现在时,可数名词复数和不可数名词。 5.Sentences:(1)Li Ming takes Jack to the morning market. (2)—Do you like fruit and vegetables —Yes,I like vegetables very much. (3)Potatoes are my favourite. (4)I like fruit.Grapes are my favourite. (5)The pears don’t look good,but the apples look good.
教学过程
◆Step 1 Leading in 创设真实的交际情景,将学生分成A、B两组,模仿菜市场的形式排成几列。A组学生分别扮演卖各种水果蔬菜的商贩(事先安排好学生带一些实物更好),B组学生扮演顾客。然后交换角色。练习对话: Example: (1)A1:Do you like... B1:Yes,I do./ No,I don’t. A1:Look at my...They are big/good/sweet/...Would you like some... B1:Yes,please./No,thanks.I don’t like... (2)A2:Do you often go to the morning market B2:Yes,... A2:What can you buy in the morning market B2:I can buy... 设计意图通过对话的形式导入新课,锻炼了学生的口语表达能力,同时训练了学生的英语思维。
◆Step 2 Listening 1.Listen to the lesson for the first time and finish Exercise 1 in “Let’s Do It!” Li Ming takes Jack to the morning . I like very much.Potatoes are my favourite. I like watermelons.They are . 【Keys】 market;vegetables;sweet 2.Listen to the lesson for the second time and fill in the blanks. Li Ming takes Jack to the morning .Many people buy fruit and vegetables here. are Jack’s favourite.Li Ming likes best.The are big,but they are not so big in Canada.Li Ming likes to eat in soup,because it’s delicious.Li Ming also likes .They are .The don’t look good,so they don’t want to buy them. 【Keys】 market;Potatoes;grapes;carrots;cabbage;watermelons;sweet;pears 3.Play the tape for the third time and ask the students to imitate it.The students should pay attention to the pronunciation and intonation. 设计意图通过听力练习,有助于学生快速掌握文章大意;通过填空补全短文,检查学生对生词的掌握情况。
◆Step 3 Reading 1.The teacher asks the class to read the lesson aloud and write true(T)or false(F). (1)Li Ming likes fruit.Grapes are his favourite.( ) (2)In Canada,people like to eat cabbage in salads.( ) (3)The apples don’t look good,but the pears look good.( ) 【Keys】(1)T (2)F (3)F 2.Read the lesson for the second time.Ask and answer questions. Divide the students into four groups.Each group prepares at least 3 questions.Each group has several chances to ask the other students to answer the questions.At last,the teacher chooses out the best group. Example: (1)Where are they shopping
教学过程
(2)What’s Jack’s favourite vegetable (3)What’s Li Ming’s favourite fruit (4)Does Li Ming like cabbage (5)Do they buy a watermelon (6)Do they buy pears ... 【Keys】 (1)At the morning market.(2)Potatoes.(3)Grapes.(4)Yes,he does.(5)Yes,they do.(6)No,they don’t. 3.Read the lesson again and find out the key phrases and sentences in groups. 4.The teacher explains the important language points. 设计意图通过阅读,培养学生的自主学习能力,能过和小组成员讨论较难理解的句子和知识点,培养学生的小组合作意识;通过小组竞争的形式,调动了学生学习的积极性。
◆Step 4 Task Work in groups.Finish Exercise 4 in “Let’s Do It!”Do you like fruit and vegetables Interview your classmates and fill in the table. Do you like... JimCarrotsPearsGrapesWatermelons
Example: A:Do you like carrots B:Yes,I do./Yes,I like them very much. A:Do you like pears B:No,I don’t. After about five minutes,ask the groups to give a report in front of the class. ◆Step 5 Practice 连词成句 1.my,takes,to,market,morning,mother,me,the . 2.in,eat,I,soup,like,tomatoes,to .
教学过程
3.look,carrots,the,don’t,good . 4.eat,you,chocolate,do,to,like 5.so,are,the,potatoes,not,big . 答案:1.My mother takes me to the morning market 2.I like to eat tomatoes in soup 3.The carrots don’t look good 4.Do you like to eat chocolate 5.The potatoes are not so big ◆Step 6 Homework 1.Finish the workbook of Lesson 21. 2.Practice the conversation with the partner.Make up a similar conversation.
教学反思
教学课题 Lesson 22:In the Restaurant
Learning Objectives 1.Curriculum words:order,beef,dumpling,something,problem,menu,bottle 2.Useful expressions:a can/bottle of,be ready to do,how much 3.Functions:(1)能听懂关于就餐的对话,能说出英语国家中常见的饮料与食品的名称; (2)学会和服务员谈论食物的价钱和自己的喜好。 4.Grammar:学会运用How much... 来询问物品的价格。 5.Sentences:(1)—Are you ready to order —Yes,please. (2)—How much are the noodles —Fourteen yuan for beef or chicken noodles. (3)—Would you like something to drink —Yes,please. (4)No problem.
教学过程
◆Step 1 Leading in T:Let’s sing a song. Eleven hungry boys,sitting down to eat. Some want dumplings,some want meat. Noodles and rice,soup and fish. Red strawberries,sitting in a dish. Twelve hungry girls,coming home to eat. Sandwiches and cookies,they all want meat. Thirteen grapes,we want to eat them all. Fourteen melons,round as a ball. ... 设计意图以歌曲形式导入新课,既能提高学生的学习兴趣,又复习了有关食物的词汇。
◆Step 2 Listening 1.Listen to the lesson for the first time and fill in the blanks. It’s lunch time.Li Ming and Jack are ready to order something in the restaurant.The noodles are yuan with beef or chicken.Rice with fish or chicken is yuan . yuan for dumplings with meat and cabbage,and thirteen yuan for dumplings with carrot and egg. 【Keys】 fou
同课章节目录
- Unit 1 School and friends
- Lesson 1 Hello!
- Lesson 2 Teacher and Students
- Lesson 3 Welcome to Our School
- Lesson 4 What Is It?
- Lesson 5 May I Have a Book?
- Lesson 6 Things for School
- Unit 2 Colours and Clothes
- Lesson 7 Jenny's New Skirt
- Lesson 8 Danny's Favourit Colou
- Lesson 9 Whose Coat Is This?
- Lesson 10 Clothes for a Cold Day
- Lesson 11 Clothes around the World
- Lesson 12 Let's Go Shopping!
- Unit 3 Body Parts and Feelings
- Lesson 13 Body Parts
- Lesson 14 Colours and Feelings
- Lesson 15 Tall or Short
- Lesson 16 Happy or Sad
- Lesson 17 Seeing a Docto
- Lesson 18 We All Look Different!
- Unit 4 Food and Restaurants
- Lesson 19 Time for Breakfast!
- Lesson 20 I Like the Supermarket!
- Lesson 21 At the Market
- Lesson 22 In the Restaurant
- Lesson 23 The Corner Store
- Lesson 24 Eat Good Food!
- Unit 5 Family and Home
- Lesson 25 Jenny's Family
- Lesson 26 Li Ming's Family
- Lesson 27 Danny at Home
- Lesson 28 A Family Picnic
- Lesson 29 A Birthday Card
- Lesson 30 Grandma's Birthday Party
- Unit 6 Let's Go!
- Lesson 31 Let's Go to the Bookstore!
- Lesson 32 At the Supermarket
- Lesson 33 Let's Go to the Zoo!
- Lesson 34 On the Farm
- Lesson 35 Let's Go to the Museum!
- Lesson 36 Let's Go to the Movie Theatre!
- Unit 7 Days and Months
- Lesson 37 Seasons and Weathe
- Lesson 38 Nick's Busy Month
- Lesson 39 A Class Calenda
- Lesson 40 When Is Your Birthday?
- Lesson 41 Holidays
- Lesson 42 Happy Holidays!
- Unit 8 Countries around the world
- Lesson 43 Directions
- Lesson 44 Jack's Goodbye Party
- Lesson 45 China
- Lesson 46 Canada and the U.S.
- Lesson 47 The U.K. and Australia
- Lesson 48 English-Speaking Countries