人教新目标版英语七年级上册 教案

Starter Unit 1　Good morning!
教学课题 第一课时　(1a-2e)
教学目标 1.Curriculum words: good,morning,hi,hello,HB,CD,BBC 2.Function:能根据不同时段学会有礼貌地用英语问候他人并能区分男名和女名。 3.Sentences: (1)Good morning,Helen! (2)Hi,Bob! (3)Hello,Frank!Hello,Eric!
教学 重难点 1.Hello∕Hi∕Good morning!及其答语。 2.8个字母的正确书写。
教学过程
◆Step 1　Leading in Show some pictures we met in primary school. T:Say hello to our friends. Introduce some new friends we meet in middle school. T:This is... Teach the new words. 设计意图通过图片回忆在小学课本中的朋友,直接引入到今后初中课本中的新朋友,激发学生的好奇心和学习英语的热情。
◆Step 2　Listening(1b) Look at the picture. T:How many students are there Write down the boys' and girls' names in the picture in 1a. Listen to the tape in 1b and make students repeat the sentences. ◆Step 3　Pair work(1c) Practice the conversations in the picture.Then greet your partner. ◆Step 4　Listening(2a-2b) Work on 2a Listen and repeat the letters from A to H. Work on 2b Listen and number the letters you hear [1-8] in 2b. Make one student read the numbers and check them.
教学过程
◆Step 5　Practice(2c-2e) Work on 2c Look and copy the letters from Aa to Hh in 2c. Work on 2d Write the missing big letter or small letter for each pair in 2d. Work on 2e Ask the students to read the letters in 2e and talk about their meanings.Explain them if necessary. T:Do you know what these letters mean ◆Step 6　Language points ◆Exercises 一、写出下列字母的相邻字母 1.　　　　 B 　　　　　　　　2.　　　　 c 　　　　　　　　3.　　　　 f 　　　　 4.　　　　 E 　　　 5.　　　　 g 　　　　 二、单项选择 1.　　　　　　　　　　　 　　　　　　　　　　　 　　　　　　　　　　　 —Hello, Lin Hao! —　　　,Dale! A.What B.Fine C.Hello D.Thank 2.　　　 可以表示“光盘”。 A.HB B.CD C.BBC D.CBA 3. 右边图片中的应答语应是:　　 A.Thank you! B.I'm OK. C.Good morning! D.I'm Cindy. Keys:一、1.A;C　2.b;d　3.e;g　4.D;F　5.f;h 二、1.C　2.B　3.C ◆Step 7　Summary Let's summarize what we learned in this period. ◆Step 8　Homework 1.Write the letters Aa-Hh from memory. 2.Greet your family members in the next morning. ◆板书设计 Hello! Hi! Good morning!A a　B b　C c　D d　E e　F f　G g　H h HB　CD　BBC
教学反思 这是新学期的第一课,养成良好的学习习惯是关键。本课时重点是学会见面时的问候语以及学会字母Aa-Hh。学习问候语需要老师帮助学生多说多练,给学生提供大量的口语练习机会。学习字母时要读准发音,学会正确书写。
教学课题 第二课时　(3a-4d)
教学目标 1.Curriculum words: afternoon,evening,how,are,you,I,am,fine,thanks,OK 2.Functions:学会日常交际用语和元音字母的发音规律。 3.Sentences: (1)Good afternoon,Eric! (2)Good evening,Bob! (3)—How are you —I'm fine,thanks.∕I'm OK.
教学 重难点 1.能够运用所学知识问候他人并对他人的问候作出回应。 2.字母A和E的正确发音。
教学过程
◆Step 1　Review Look at the clock in the picture. T:What should you say to your friend Ss:Good morning!/Hi!/Hello! ◆Step 2　Leading in Let's enjoy the video and try to follow it. Teach the new words and make students remember them. 设计意图播放视频音乐不仅能够营造轻松愉悦的学习氛围,还能激发起学生们对英语的学习兴趣,培养学生们的节奏感。
◆Step 3　Listening and Practice(3a-4a) Work on 3a Listen,repeat and number the pictures in 3a.Then check the answers. Have the students look at the clock in each picture. “Good morning.∕Good afternoon.∕Good evening.” Work on 3b Practice the conversations in 3a in pairs. Work on 3c Listen to the conversation.Then practice the dialogue with your partner. Work on 3d Choose an English name for yourself.Then greet each other. Work on 4a Write the names of the children on page S1.Then write the names in alphabetical order. T:Please pay attention to the first letter of the names. ◆Step 4　Listening(4b) Ask the students to listen to 4b carefully and then repeat these letters and words.
教学过程
◆Step 5　Reading(4c) Read the letters and words in column 1.Then try to read the new words in column 2. Make sure that the students understand the difference between the two pronunciation of “a”and “e”. ◆Step 6　Singing(4d) Listen,play the music in 4d and let students sing the song together. ◆Step 7　Language points ◆Exercises 一、将字母A-H按发音分类 1./eI/　　　　　　　　　　2./i /　　　　　　　　　　3./e/　　　　　　　 二、用am, is, are填空 1.I 　　　　 OK. 2.You 　　　　 not a bad boy. 3.Tim and Li Tang 　　　　 boys. 4.Lily 　　　　 my friend. 三、补全对话, 每空一词 Mary:Good afternoon! Tom:1.　　　　 2.　　　　! 3.　　　　 are you Mary:I'm 4.　　　　, 5.　　　　.And 6.　　　　 Tom:I'm 7.　　　　, too. Keys:一、1.A,H　2.B,C,D,E,G　3.F 二、1.am　2.are　3.are　4.is 三、1.Good　2.afternoon　3.How 　4.fine/OK　5.thanks　6.you　7.fine/OK ◆Step 8　Summary Let's summarize what we learned in this period. ◆Step 9　Homework 1.Review the new words and expressions in this period. 2.Practice and write down the conversation. 3.Practice the pronunciation of A and E. ◆板书设计 Good morning/afternoon/evening! How are you I'm fine/OK,thanks.Aa　/eI/　/ / Ee　/ i /　/e/
教学反思 本节课继续学习见面问候语,重点学会一天中各时间段里见面时的不同用语,学生开始了解西方国家文化,熟悉How are you 的正确回答,在反复练习中形成英语语感。老师安排的活动对学生语感的培养是有帮助的。
Starter Unit 2　What's this in English
教学课题 第一课时　(1a-2e)
教学目标 1.Curriculum words: what,is,this,in,English,map,cup,ruler,pen,orange,jacket,key,quilt,it,a∕an,that 2.Function:运用本课句型What's this∕that in English 辨认物品。 3.Grammar:不定冠词a,an的用法。 4.Sentences: (1)—What's this in English —It's a key. (2)—What's that in English —It's an orange.
教学 重难点 1.What's this∕that in English 及其答语。 2.不定冠词a∕an的用法。
教学过程
◆Step 1　Warm-up Let's enjoy the video. Teach students the new words and make students remember them. 设计意图播放音乐有效地引入本节课所学的知识,还能活跃课堂气氛。
◆Step 2　Leading in(1a) Look at the picture. T:What's this in English Ss:It's a∕an... Look for the small letters in the picture for these big letters.Check(√) the ones you find in 1a. ◆Step 3　Listening(1b) Listen to the recording and then repeat the conversation in 1b. ◆Step 4　Pair work(1c) Practice the conversation in the picture with your partner.Then make your own conversations.Please use “this” and “that”. ◆Step 5　Listening(2a-2b) Listen and repeat the letters from Ii to Rr in 2a. Listen and number the letters you hear [1-10] in 2b. Make one student read the numbers and check the answers. ◆Step 6　Practice(2c-2e) Look and copy the letters from Ii to Rr in 2c. Write the missing big letter or small letter for each pair in 2d. Show “P,NBA,kg” and ask the students to read them first,and then guess what they stand for.If they have difficulties,the teacher can give them some help. ◆Step 7　Language points 1. What's this in English (1)in+语言表示“用……语言”。 What's this in Chinese 这个用汉语怎么说
教学过程
(2)this和that是指示代词。this意为“这;这个”,指近处或距说话人近的人或物。that意为“那;那个”,指远处或距说话人远的人或事物。 This is a cat.这是一只猫。 That is a baby.那是一个婴儿。 2. It's an orange. 不定冠词a与an表示“一……”,用在单数名词前,强调类别。 a用在以辅音音素(而不是辅音字母)开头的单词前面。 a jacket一件夹克衫,a pen 一支钢笔,a ruler 一把尺子 an用在以元音音素(而不是元音字母)开头的单词前面。 an apple一个苹果,an orange一个橘子,an hour一个小时 ◆Exercises 一、用a或an填空 1.　　　　 map　　2.　　　　 hour　　3.　　　　 key　　4.　　　　 cup　　5.　　　　 egg 6.　　　　 jacket　7.　　　　 quilt 8.　　　　 orange 9.　　　　 pear 10.　　　　 kid 二、单项选择 1.　　　　　　　　　　　 　　　　　　　　　　　 　　　　　　　　　　　 This is 　　　 orange. A.a B./ C.an D.the 2.That is 　　　 key. A.a B.an C./ D.the 3.—What's this —　　　 “I”. A.It's B.This is C.Its D.It 4.—Look!What is　　　 —Oh,　　　 a pencil box. A.this;this B.that;it's C.that;it D.this;it 三、写出下列字母的左邻右舍 1.　　　　 J j 　　　　 2.　　　　 M m 　　　　 3.　　　　O o 　　　　 4.　　　　 Q q 　　　　 Keys:一、1.a　2.an　3.a　4.a　5.an　6.a　7.a　8.an　9.a　10.a　二、1.C　2.A　3.A　4.B 三、1.I i;K k　2.L l;N n　3.N n;P p　4.P p;R r ◆Step 8　Summary Let's summarize what we learned in this period. ◆Step 9　Homework 1.Read out loud the words and sentences on page S5. 2.Practice writing the letters from Ii to Rr. ◆板书设计 —What's this in English —It's a/an... map　cup　ruler　pen orange　jacket　key　quiltI i　J j　K k　L l　M m N n　O o　P p　Q q　R rP NBA kg
教学反思 本单元的重点是学会用英文寻问物品“What's this/that in English ”,要在学习的过程中让学生逐渐运用英文思维,使用实物教学是最好的方法。在训练中有意让学生不受母语的负迁移影响,学会It's a/an...这个句型。本课继续学习字母Ii-Rr。要求读准语音,区分元音,熟练书写。
教学课题 第二课时　(3a-4d)
教学目标 1.Curriculum words: spell,please 2.Function:学会运用句型 “Spell it,please.”请求别人帮助“拼写单词”。 3.Grammar:祈使句的使用。 4.Sentences: —Spell it,please.—M-A-P.
教学 重难点 1.灵活运用“Spell it,please.”。 2.字母A,E,I,O的发音规律。
教学过程
◆Step 1　Review Match the big letters with the small ones. ◆Step 2　Leading in Ask and answer about the things on the picture with your partner. 设计意图通过活动进一步巩固之前所学内容,并了解学生的掌握情况。通过小组合作的对话方式增强课堂活力,也提高学生练习口语的积极性。
Read the new words following the teacher.Then try to remember and spell them. ◆Step 3　Listening(3a-3d) Work on 3a Let students listen and number the pictures [1-8] in 3a.Then check the answers. Work on 3b Let students listen again and complete the words in 3a.Then check the answers. Work on 3c Listen,repeat and then practice the conversation in 3c in pairs.Ask several pairs to act it out. Make new conversations.Answers may vary. S1:What's this in English S2:It's a∕an... S1:Spell it,please. S2:… Work on 3d Listen to the conversations and number the words you hear [1-4] in 3d.Then check the answers. ◆Step 4　Pair work(3e) Look at the picture in 3e.Talk about the things in it. Role-play the conversations in pairs. ◆Step 5　Practice(4a-4b) Work on 4a Fill in the missing letters in 4a,then check the answers. Work on 4b Look through the words in 4b and number them in alphabetical order[1-15].
教学过程
◆Step 6　Listening(4c-4d) Work on 4c Read aloud the letters and words in the left column in 4c. Ask the students to pronounce the letters and words in the right column. Listen and repeat. Pay attention to pronunciations of the letters I,O in words. 字母I在开音节中发∕aI∕的音;在闭音节中发∕I∕的音。 字母O在开音节中发∕ ∕的音;在闭音节中发∕ ∕的音。 Work on 4d Read the letters and words in column 1.Then try to read the new words in column 2. ◆Step 7　Language points ◆Exercises 一、找出与所给字母含有相同音素的选项 1.e　　　　　　　A.g　　　　　　　B.m　　　　　　　C.n　　　　　　　　　　 2.f A.r B.q C.pen 　　　 3.o A.orange B.OK C.dog 　　　 4.a A.thanks B.Dale C.map 　　　 5.i A.hi B.in C.quilt 　　　 二、请在横线上填入适当的句子,完成对话 1.—　　　　　　　　　　,Mary! —Hello,Dale! 2.—Good afternoon,Bill! —　　　　　　　　　　,Bob! 3.—How are you,Frank —　　　　　　　　　　. 4.—What's this in English —　　　　　　　　　　.(pen) 5.—Spell it,please. —　　　　　　　　　　.(orange) Keys:一、1.A　2.C　3.B　4.B　5.A 二、1.Hello　2.Good afternoon　3.I'm fine/ OK,thanks　4.It's a pen　5.O-R-A-N-G-E ◆Step 8　Summary Let's summarize what we learned in this period. ◆Step 9　Homework ◆板书设计 —What's this/that (in English) —It's a map. —Spell it,please. —M-A-P.A a　/eI/　/ / E e　/i:/　/e/ I i　/a /　/ / O o　/ /　/ /
教学反思 本课时通过拼读单词,熟悉字母。课堂上要重视学生兴趣的培养,多听、多说是初学英语的必要阶段。课下还需要让学生自己反复练习。
Starter Unit 3　What color is it
教学课题 第一课时　(1a-2e)
教学目标 1.Curriculum words: color,red,yellow,green,blue,black,white,purple,brown 2.Functions:会使用“What color is it ”句型对颜色进行问答,并学习字母S-Z。 3.Sentences: (1)—What's this —It's V. (2)—What color is it —It's red.
教学 重难点 1.字母S、T、U、V、W、X、Y、Z的正确发音。 2.学习有关颜色的词汇及有关颜色的问答。
教学过程
◆Step 1　Warm-up Let's enjoy the video “the closing ceremony of the Winter Olympic”. Read the new words correctly. T:Look at the picture.Can you say what colors they are 设计意图通过五环和彩虹的展示,激发学生的学习兴趣,拉近师生之间的距离。并通过提问的方式有效地为下面的学习作好铺垫。
◆Step 2　Leading in(1a) Look at the picture.Write the letter for each color. ◆Step 3　Listening(1b) Ask students to listen to the conversation and repeat. ◆Step 4　Pair work(1c) Practice the conversations in the picture with your partner.Then make your own conversations. Ask some pairs to act out their own conversations. ◆Step 5　Language point What color is it 询问颜色:What color+be+主语(被询问的物品) 当句子的主语是单数时,be动词用is,其答语为“It's+颜色.”。 当句子的主语是复数时,be动词用are,其答语为“They're+颜色.”。 —What color is your hat ——你的帽子是什么颜色的 —It's yellow.——它是黄色的。 —What color are the clothes ——这些衣服是什么颜色的 —They're black and white.——它们是黑白相间的。 ◆Step 6　Listening(2a-2b) Work on 2a Listen and repeat the letters from Ss to Zz in 2a. Work on 2b Listen and number the letters you hear [1-8] in 2b.
教学过程
◆Step 7　Practice(2c-2e) Say the letters you see quickly. Look and copy the letters in 2c Write the missing big letter or small letter for each pair in 2d. Ask the students to read the letters in 2e and talk about the meanings. ◆Exercises 一、单项选择 1.—What color is it —It's 　　　 red.It's 　　　 red car. 　　　　　　　　　　　 　　　　　　　　　　　 　　　　　　　　　　　 A./;/ B.a;a C.a;the D./;a 2.My jacket is 　　　.It is 　　　 jacket. A.an orange;an orange B.an orange;orange C.orange;an orange D.orange;orange 3.—　　　 is the pen —It's blue. A.What B.How C.What color D.Where 二、写出下列字母的颜色 1.S(黄色)　　　　　 2.T(绿色)　　　　　 3.H(蓝色)　　　　　 4.V(红色)　　　　 5.W(棕色)　　　 6.X(紫色)　　　 7.Y(白色)　　　 8.Z(黑色)　　　 Keys:一、1.D　2.C　3.C 二、1.yellow　2.green　3.blue　4.red　5.brown　6.purple　7.white　8.black ◆Step 8　Summary Get the students to have a summary about the words and letters. ◆Step 9　Homework 1.Write the letters S-Z from memory. 2.Practice the conversations with your partner. ◆板书设计 —What's this —It's... —What color is it —It's...Ss　Tt　Uu　Vv　Ww　Xx　Yy　Zz S/M/L　UFO　CCTV
教学反思 本课时从指认物品的英文句型“What's this/that in English ”继续拓展延伸,询问物品的颜色时使用句型“What color is it ”。学生在学习时,体会It's a pen.和It's black.的表达区别,理解冠词a/an。随着话题的扩展,课堂口头表达的内容越来越多,这有利于学生的语言输出。继续学习字母Ss-Zz。
教学课题 第二课时　(3a-4d)
教学目标 1.Curriculum words: the,now,see,can,say,my 2.Functions:掌握26个字母的读音与写法及A,E,I,O,U的发音规律。 3.Grammar:定冠词the的用法。 4.Sentences: (1)The key is yellow. (2)Now you see,I can say my ABCs.
教学 重难点 1.26个字母大小写。 2.按音素划分字母。
教学过程
◆Step 1　Review Ask and answer.(Showing the students some pictures of things) T:What's this in English Ss:It's an orange. T:What color is it Ss:It's orange. 设计意图通过图片和对话相结合,进一步了解学生对所学知识的掌握情况,并加深了理解和记忆。
Self-study the new words.Learn to pronounce them according to the phonetic symbols.Teacher can give some help. ◆Step 2　Listening(3a-3c) Work on 3a Listen and color the things. Work on 3b Listen again.Complete the sentences.And translate the sentences. Work on 3c Listen and complete the chart. Read the conversation with your partner. Check the answers in class. ◆Step 3　Pair work(3d) Ask two students to use the dialogue in 3d and the items in 3a-3c to role-play as a model for the class. Then ask students to do it in pairs. ◆Step 4　Practice(4a-4d) Work on 4a Let the students try to write the English letters and then write the small letters next to the big ones. Work on 4b Listen and sing the alphabet song. Work on 4c Listen and repeat. Pay attention to the pronunciation of the letter U. Let students help A,E,I,O,U find their friends.
教学过程
Work on 4d Listen and read the chant. ◆Step 5　Language points ◆Exercises 一、单项选择 　　　　　　　　　　　 　　　　　　　　　　　 　　　　　　　　　　　 1.Please 　　　 it in English. A.speak B.say C.tell D.talk 2.—What's this —　　 A.It's red. B.It's a red pen. C.It's OK. D.The pen is red. 3.下列字母都含有相同元音音素的一组是 　　　. A.U W R B.A K G C C.F M S D.U O R 二、连词成句 1. pen,is,what,color,the( ) 2.blue,is,jacket,my(.) 3.key,a,is,this,white(.) 4.is,this,what,English,in( ) Keys:一、1.B　2.B　3.C 二、1.What color is the pen 　2.My jacket is blue.　3.This is a white key. 4.What is this in English ◆Step 6　Summary Help the students to have a summary. ◆Step 7　Homework 1.Read and recite the conversations in Starter Unit 3. 2.Copy the letters and remember them. ◆板书设计 [aI]　I i　Y y [eI] A a　H h　J j　K k [i ] B b　C c　D d　E e　G g　P p　T t　V v　Z z [ju ] Q q　U u　W w [e] F f　L l　M m　N n　S s　X x　(Z z) [ ] O o　 [ɑ ] R r
教学反思 学完预备单元,学生在本节课复习前面所学到的话题,整理26个字母,做一些简单的练习,准备进入正式单元的学习。
Unit 1　My name's Gina.
教学课题 第一课时　Section A(1a-2d)
教学目标 1.Curriculum words: name,nice,to,meet,too,your,Ms.,his,and,her,yes,she,he,no,not 2.Functions:学会介绍自己并询问他人姓名;能够利用所学知识进行打招呼。 3.Grammar:人称代词和形容词性物主代词。 4.Sentences: (1)—What's your name —My name's Jenny./I'm Gina. (2)—What's his/her name —His/Her name's Tony/Gina. (3)Nice to meet you.
教学重难点 1.学会打招呼和介绍自己,并询问他人姓名。 2.在对话中注意人称代词和形容词性物主代词的使用。
教学过程
◆Step 1　Revision Play game:Show some objects to the students quickly.Let some students answer the questions. T:What's missing Ss:A cup. Work on 1a Have students look at the picture on Page 1, and write down the name of things in the picture. ◆Step 2　Leading in Greet students and make a self-introduction. T:Hello,everybody!My name is Zhou Li.I'm thirty years old.You can call me Miss Zhou.Well,may I know your names S1:My name is Zhang Tao.Nice to see you,Miss Zhou. S2:I'm Liu Zixuan.Nice to meet you. 设计意图教师自我介绍,引导学生介绍自己。
Pair Work Two students work in pairs. One asks and the other answers. Then change partners. A:Hello,I'm Tom.What's your name B:My name is Bob.Nice to meet you. A:Nice to meet you,too. B:Hi,I am Bob.What's your name C:My name is... ◆Step 3　Listening (1b-2b) Listen and number the conversations [1-3].Play the recording.Then check the answers. (Point out the skills:Play the recording for the first time, students only listen. Then play a second time,students number the conversations.)
教学过程
Work on 1c Practice the conversations above with your partner.Then greet your classmates. Work on 2a Listen to the conversations and number the pictures 1 to 4. Work on 2b T: Now,look at the names in the box. Let's read the names together. T: Now listen again. Circle the names you hear. Play the recording. Students listen and circle the names they hear.And check the answers. Then ask four groups to read the conversation. ◆Step 4　Language points 1.My name's Alice./I'm Alice. (1)“My name's...”和“I'm...”都是自我介绍时的常用句型。分别意为“我的名字叫……”和“我是/我叫……”,可用来回答“What's your name ”的提问。 (2)My name's 是My name is 的缩写形式,其中is 是be 动词的一种形式,用于第三人称单数作主语时。 are也是be动词的一种形式,用于主语是you或名词/ 代词复数时。 类似缩写形式:what's=what is　 he's=he is　 she's=she is 不可以缩写的情况: ①this is 不可以缩写。②在肯定回答中,不可以缩写。如“Yes,I am.”不可以缩写成“Yes,I'm.”。 2.—Nice to meet you!—Nice to meet you, too. (1)两人初次见面经介绍认识后相互打招呼的用语,意为“见到你很高兴!”。 回答时可以说“Nice to meet you.”或“Nice to meet you, too.” (2)其他问候语 ① Hello!/Hi!是比较随意的问候语,用Hello! 或Hi! 回答。 ② How are you 用于熟人见面时打招呼,用Fine, thanks. 等回答。 ③ How do you do 用于较正式的场合,初次见面打招呼。用How do you do 回答。 3.What's your name (1)your是形容词性物主代词,在句中不能单独使用,其后必须跟名词(短语)。 (2)其他形容词性物主代词:my 我的;his 他的;her 她的;its 它的;their 他(她、它)们的;our我们的;your 你们的。 ◆Step 5　Practice(2c) Practice the conversations in 2c in pairs. ◆Step 6　Role Play(2d) Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to find out what their names are. T: (Point to the first boy) What's his name Ss: His name is Mike. T: (Point to the first girl) What's her name Ss: Her name is Jane. Then ask the second and the third girls' names. (Helen, Linda) Divide the Ss into groups of four. Let them practice the dialogue in their group. Then ask some groups to act out their dialogue in front of class.
教学过程
◆Exercises 一、单项选择 1.—Hi,Tom.What's your brother's name —　　　 name is Eric. 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.My B.Your C.His D.Her 2.—Hello,Mike! —　　 A.I'm Frank. B.Hi, Frank! C.How are you,Mike D.Nice to meet you,Mike! 3.—　　 —Her name's Cindy. A.Is she Cindy B.What's her name C.How old is Cindy D.How are you,Cindy 4.　　　 Helen.　　　 name is Frank. A.I'm; My B.You're; Her C.He's; Her D.She's; His 二、用括号内所给词的适当形式填空 1.What's　　　　(you) name 2.Nice 　　　　(meet) you. 3.　　　　(I) name is Gina. 4.—　　　　(what) is this —It's an orange. 三、按要求完成下列各题 1.He's Jeff.(写出同义句) 2.Is he Eric (作肯定回答) 3.My name's Gina. (对画线部分提问) Keys:一、C　2.B　3.B　4.D 二、1.your　2.to meet　3.My　4.What 三、1.His name's Jeff.　2.Yes,he is.　3.What's your name ◆Step 7　Summary Let's summarize what we have learned in this period. ◆Step 8　Homework Go on making up your dialogues with your group members after class. ◆板书设计 —What's your name 　　　　　　—I'm Gina.Nice to meet you! —My name is Alan. —Nice to meet you,too.
教学反思 本节课重点学习询问别人的姓名以及回答别人的提问,学会初次见面的问候语“Nice to meet you”。要让学生了解中西方的文化差异,在课堂教学中体现礼貌地与人交往。
教学课题 第二课时　Section A(Grammar Focus-3c)
教学目标 1.Function:运用所学知识介绍他人。 2.Grammar:be动词和形容词性物主代词。 3.Sentences: (1)What's your/his/her name My/His/Her name is ... (2)Are you Helen Yes,I am./No,I'm not. I'm Gina.
教学重难点 1.对他人的名字进行询问和回答的表达。 2.形容词性物主代词my,your,his,her的用法。
教学过程
◆Step 1　Revision Check the homework. Role-play the conversation in 2d. ◆Step 2　Leading in Questions: 1.What's his name 2.What's her name 设计意图通过问答的形式,引起学生的注意,调动起他们学习的积极性,巩固已学知识,为新课做准备。
◆Step 3　Grammar Focus Read the Grammar Focus together. Analyze sentences in Grammar Focus and summarize the grammatical knowledge. ◆Step 4　Language points 1.动词be的一般现在时 (1)动词be在一般现在时中有三种形式,即am/is/are。动词be在句子中的具体形式随着主语的人称和数的变化而变化。 ① am用于主语为第一人称单数代词I的句子中。 I am a student.我是一名学生。 ② is用于主语为第三人称、单数代词、可数名词单数或不可数名词的句子中。 It is a cat.它是一只猫。 His name is Jim.他的名字是吉姆。 ③ are用于主语为各人称代词复数、第二人称代词或可数名词复数的句子中。 They are girls.她们是女生。 You are my friend.你是我的朋友。These books are new.这些书是新的。 (2)英语中的be动词在某些名词、代词及副词之后可以用缩写形式。 I am=I'm　　　　　　you are=you're　　　　　　he is=he's she is=she's it is=it's what is=what's name is=name's is not=isn't are not=aren't
教学过程
(3)含有be 动词的句子变一般疑问句时,将be 动词提到句子开头;变否定句时在be动词后加not即可。 He is Henry.他是亨利。 →(变一般疑问句)—Is he Henry ——他是亨利吗 —Yes, he is./No, he isn't.——是的,他是。/ 不,他不是。 →(变否定句)He isn't Henry. 他不是亨利。 2.代词主格与对应的形容词性物主代词 人称单复数单数复数主格形容词性 物主代词主格形容词性 物主代词第一人称Imyweour第二人称youyouryouyour第三人称hehistheytheirsheheritits
(1)形容词性物主代词在句中通常作定语,其后一定要跟名词。 This is my ruler.这是我的尺子。 (2)形容词性物主代词的前后不能再出现冠词。 ◆Step 5　Work on 3a First ask the students to read the words.Put the words in order to make conversations. Ask two students to write the answers on the blackboard.Check the answers in class. Then ask the students to read these sentences in groups. ◆Step 6　Work on 3b First ask the students to read the sentences.And complete the conversation. Then ask the students to act it out. ◆Step 7　Work on 3c First ask the students to look at the picture and read the sentences. Make the students practice introducing themselves and others in a group. Play the name game:Write down the sentences.Check the answers in class. ◆Exercises 一、单项选择 1.—Are you Mr.Lee —　　 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.Yes, I'm. B.No, I am. C.No, I'm not. D.Yes, I'm not. 2.—What's　　　 name —　　　 name is Tony. A.I;I B.your;Your C.your;My D.I;My
教学过程
3.—What color is your bag —　　　 yellow. 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.It's B.They're C.She's D.He's 4.　　　 dog is over there.　　　 is very cute. A.I;It B.My;It C.I;It D.Me;Its 二、用be动词的适当形式填空 1.I 　　　　 a good student. 2.You　　　　 not a teacher. 3.　　　　 he a doctor 4.Tom and Lin Tao　　　　 good friends. 5.The coat 　　　　 my father's. 6.They 　　　　 teachers. We　　　　 students. Keys:一、1.C　2.C　3.A　4.B 二、1.am　2.are　3.Is　4.are　5.is　6.are;are ◆Step 8　Summary Get the students to have a summary. ◆Step 9　Homework 1.Read the Grammar Focus several times after school. 2.Review the new language points. ◆板书设计 1.What's his/her name His/Her name's... 2.Are you... Yes, I am. / No, I'm not. 3.Is he/she... Yes, he/she is. / No, he/she isn't.
教学反思 本课时的话题从What's your name 延伸为What's his/her name 回答也变为第三人称单数,重点让学生接触英文语法中人称和数的概念。让学生反复练习,不要害怕出错,要大胆训练,不断提高。
教学课题 第三课时　Section B(1a-1f)
教学目标 1.Curriculum words: zero,one,two,three,four,five,six,seven,eight,nine,telephone,number,phone 2.Useful expression: telephone/phone number 3.Function:询问及告知电话号码。 4.Grammar: (1)基数词。 (2)如何对电话号码进行提问并回答。 5.Sentences: —What's your telephone number, Li Xin —It's 281-9176.
教学重难点 1.基数词的读写。 2.如何对电话号码进行提问并回答。
教学过程
◆Step 1　Leading in 1.Watch the video “Ten Little Indians”. 2.Read the lyrics and pay attention to the numbers. 3.Read the new words together. 4.Play a game “How Many”. 设计意图歌曲开场营造轻松的氛围,用游戏的方式激发学生们对英语的学习兴趣。
◆Step 2　Listening (1a-1b) Work on 1a Listen and repeat. Let students read the numbers in the box. Work on 1b Listen to the conversation and write the telephone number. ◆Step 3　Role-play(1c) Ask for and give your phone numbers in 1c. ◆Step 4　Language points ◆Step 5　Listening(1d-1e) Work on 1d Listen and match the names with the telephone numbers. Check the answers in class. Work on 1e Listen again. Complete the phone numbers in 1d. Check the answers in class. Ask some students to read the conversations in the front of the classroom. ◆Step 6　Practice(1f) Write your phone number on a piece of paper and put it in a bag. Then take out a piece of paper and find the owner. ◆Exercises 按要求完成下列各题 1.His phone number is 231-5893.(对画线部分提问) 2.is, your, number, telephone, this ( )(连词成句) 3.What's five and two (回答问题) Keys:1.What's his phone number 2.Is this your telephone number 3.It's seven. ◆Step 7　Summary Get the students to have a summary.
教学过程
◆Step 8　Homework Do a survey Ask for your friends' telephone numbers and others' numbers.You will have a chance to share your survey results in class tomorrow. ◆板书设计 zero,one,two,three,four,five,six,seven,eight,nine —What's your telephone number, Li Xin —It's 281-9176.
教学反思 本课时的重点是学习用英文询问和回答电话号码,话题从询问姓名自然延伸到询问电话号码,学生要学会使用what而不是how many来询问号码。同时开始学习简单的英文数词,注意说号码时的语音语调。
教学课题 第四课时　Section B(2a-2c)
教学目标 1.Curriculum words: first,last,friend,China 2.Useful expressions: first name,last name 3.Function:学会区分family name, first name, last name。 4.Sentences: (1)—What's your first name —Jack. (2)—What's your last name —Smith. (3)My friend is in China.Her name is Zhang Mingming.
教学重难点 谈论人物的姓和名。
教学过程
◆Step 1　Warm-up Ask students to read their surveys. 设计意图给学生一次展现自己的机会从而激发他们对英语的学习兴趣和欲望。
Teach students to read the new words and make them remember as much as possible. ◆Step 2　Leading in Show the pictures and let some students say out their full names. Tell students the first name and the last name.Then let students find the differences between Chinese and foreigners. Ask some students to answer the questions.And check the answers together. ◆Step 3　Pre-reading(2a) Let students read the list of names.Write F for the first name and L for the last name. Check the answers together.
教学过程
◆Step 4　While-reading Work on 2b Listen to the recording and read the messages quickly.Then match them with the pictures. Check the answers together. Circle the first names and underline the last names. Check the answers together. Work on 2c Match the names with the telephone numbers. Then find three pairs of friends in the name list. Check the answers together. ◆Step 5　Post-reading Introduce the students to your partner according to the given information. ◆Step 6　Language points ◆Exercises 一、分别写出图中人物的姓和名 1.Zhang Peng　　　First name 　　　　　 Last name 　　　　　 2.David Brown First name 　　　　　 Last name 　　　　　 二、单项选择 1.The girl's name is Linda Smith, so Smith is her　　　 name. 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.last B.family C.first D.A or B 2.—　　　 is her first name —Jenny. A.How B.What color C.What D.Where 3.My last name is Wood, and my first name is Paul. So my full(全) name is 　　　. A.Wood B.Paul Wood C.Paul D.Wood Paul Keys:一、1.Peng;Zhang　2.David;Brown 二、1.D　2.C　3.B ◆Step 7　Summary Help the students to have a summary. ◆Step 8　Homework 1.Read the new word. 2.Revise how to tell people's last names, first names and telephone numbers. ◆板书设计 —What's your first name —Jack. —What's your last name —Smith.My friend is in China.Her name is Zhang Mingming.
教学反思 本节课通过听、读训练获取有效信息,并在轻松愉悦的氛围下学会了中西方姓名表述的区别,同时使学生在具体情境中得到了很好的体验。
教学课题 第五课时　Section B(3a-Self Check)
教学目标 1.Curriculum words: middle,school 2.Useful expression: middle school 3.Functions:复习数字的表达方式并能介绍自己和他人的名和姓。 4.Sentences: (1)Her first/last name is... (2)Her telephone number...
教学重难点 用书面语言来介绍自己和他人。
教学过程
◆Step 1　Leading in Show some pictures of ID cards. Ask Ss some questions about the card. T:What's her telephone number S1:021-12345678. T:What's her first name S2:Shoushou. T:What's her last name S3:Tu. 设计意图学生根据图片描述证件上的信息,既复习了这个单元的内容,又为本课时的写作做了准备。
Work on 3a Use the information on the ID card to complete the sentences. ◆Step 2　Writing(3b) Fill in your own ID card and write about yourself. Show the sample writing. Let students try to introduce themselves and give them some writing guides. Show one of the possible writings. ◆Step 3　Self Check 1.Write out the numbers. 2.Match the sentences to make conversations. 3.Check the answers in groups. ◆Step 4　Language point
教学过程
◆Exercises 一、句型转换 1.She is Mary Brown. (变为一般疑问句) 　　　　 　　　　 Mary Brown 2.Her telephone number is 357-4219. (对画线部分提问) 　　　　 　　　　 telephone number 3.His last name is Miller. (对画线部分提问) 　　　　 his 　　　　 name 4.I'm Eric Smith. (变为一般疑问句) 　　　　 　　　　 Eric Smith 二、介绍人物 Eileen Gu Keys:一、1.Is she　2.What's her　3.What's;last　4.Are you 二、She's Eileen Gu.Her first name is Eileen.Her last name is Gu. Her telephone number is 957-2186.Her hobby is skiing. ◆Step 5　Summary Get the students to make a summary. ◆Step 6　Homework 1.Review this Unit, including the vocabulary,expressions and sentences. 2.Make an information card for one of your friends. ◆板书设计 Numberszero,one,two,three,four,five,six,seven,eight,nineNamesfirst namelast nameStructuresWhat's sb.'s (first/last) name What's sb.'s telephone number Are you... /Is he/she...
教学反思 这是本单元最后一课时,带领学生复习整个单元的学习内容并要求学生书写出简单的句子。
Unit 2　This is my sister.
教学课题 第一课时　Section A(1a-2d)
教学目标 1.Curriculum words: sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,those,who,oh,these,they,well,have,day,bye 2.Useful expression:have a good day 3.Function:能够简单介绍家庭成员。 4.Grammar: (1)指示代词单复数及用法。 (2)对人进行提问。 5.Sentences: (1)This is my sister. (2)These are my brothers. (3)That's my family. (4)Those are my parents. (5)Who's she
教学重难点 1.人物称谓的读音及拼写。 2.指示代词的使用。 3.who引导的特殊疑问句及答语。
教学过程
◆Step 1　Warm-up Let some students answer the questions. T:How many people are there in these pictures T:How many people are there in your family T:Who are they ◆Step 2　Leading in(1a) Look at the picture.The teacher introduces the people to students. T:This is... Teach students how to read the new words and make them remember the new words. Work on 1a Match the words with the people in the picture.Check the answers.Ask some students to read the words aloud. ◆Step 3　Listening(1b) T:Let's enjoy the video. Listen and circle the words you hear in 1a.Then check the answers. ◆Step 4　Pair work(1c) Role-play the conversation in 1a.Then talk about the other people in the picture. ◆Step 5　Listening(2a-2b) Work on 2a Listen and circle the words you hear.Then check the answers.
教学过程
Work on 2b T:Now,look at the names in the box. Let's read the names together. Students read the names aloud together. T:Now listen again.Match the names with the people in the picture. Play the recording.And check the answers. ◆Step 6　Practice (2c-2d) 1.Teacher points at the picture and practices with the students. T:Please look at the picture again. Who's she S:She's Cindy. T:Who's he S:He's her father. Now you can practice talking about the photo in 2b in pairs. 2.Role-play the conversation. 3.Listen to the recording and match the words. ◆Step 7　Language points 1.This is my sister. 介绍他人 的句型介绍一个人(单数)介绍一个以上的人(复数)近处This is...These are...远处That is...Those are...
This is my friend Tom.这是我的朋友汤姆。 That is Jim.那是吉姆。 These are my parents.这是我的父母。 Those are my grandparents.那是我的爷爷奶奶。 注意:“That is...”可以缩写成“That's...”,但是This is、These are和Those are均不能缩写。 [拓展] 在电话用语中,“This is...”表示“我是……”,用于介绍自己。 —Hello, Dr.Liu. This is Mrs.Wang speaking.——你好,刘医生,我是王太太。 —Hello, Mrs.Wang. ——你好,王太太。 2.That's my family. family作主语时,如果指整个家庭,谓语动词用单数形式;如果指家庭中的全部成员,谓语动词用复数形式。 My family is small.我的家庭是个小家庭。 My family are all watching TV.我的家人都在看电视。 3.Who's she who意为“谁; 什么人” ,是疑问代词,常用在句首引导特殊疑问句,对人进行提问。主语是单数时,be动词用is; 主语是复数时,be动词用are。 —Let me see your pictures. Who's this ——让我看看你的照片。这是谁 —It is my father. He's a teacher.——这是我的爸爸。他是一名老师。 —Who are they ——他们是谁 —They are my teachers.——他们是我的老师。
教学过程
◆Exercises 一、单项选择 1.　　　 two girls are Nancy and Gina. 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.This B.That C.Those D.They 2.This 　　　 my brother and those 　　　 my grandparents. A.is;is B.is;are C.are;is D.are;are 3.My father's mother is my 　　　. A.mother B.grandmother C.grandfather D.sister 4.—Mom, I'm going on a picnic with my friends today. —Have 　　　 good day! A.a B.an C./ D.the 5.—Are these your grandparents —Yes, 　　　 are. A.these B.they C.those D.their 二、连词成句 1.my, is, Bill, this, friend(.) 2.are, grandparents, those, his(.) 3.is, she, who( ) 三、根据图片及句意完成短文 This is my family photo.Look! 1.　　　　 are they They are my 2.　　　　.Who is he He is my 3.　　　　.That is my 4.　　　　.And this is my 5.　　　　.I have a happy family.We love each other. Keys:一、1.C　2.B　3.B　4.A　5.B 二、1.This is my friend Bill.　2.Those are his grandparents.　3.Who is she 三、1.Who　2.grandparents　3.father　4.mother　5.sister ◆Step 8　Summary Let's summarize the new words and sentences. ◆Step 9　Homework 1.Remember the new words. 2.Bring some photos of your family to class. In the next class, take the photos and introduce them with the words and sentence patterns learned in this class. ◆板书设计 sister,mother,father,parent,brother, grandmother,grandfather,grandparent,family, those,who,oh,these,they,well,have,day,byeWho's she She's my sister. Those are my parents.
教学反思 本节课的话题是介绍家庭成员。学习以who开头的疑问句,学习掌握关于家庭成员的英文名词以及指示代词的单复数形式。学生通过听、说、读、写的活动来掌握重点内容。
教学课题 第二课时　Section A(Grammar Focus-3c)
教学目标 1.Function:学会介绍、辨别朋友和家人。 2.Grammar:指示代词的单复数的使用。 3.Sentences: (1)This is my friend Jane.That's my grandfather. (2)These are my brothers.Those are my parents. (3)—Who're they —They're my grandparents.
教学重难点 1.指示代词的单复数的使用。 2.who引导的特殊疑问句的问答。
教学过程
◆Step 1　Warm-up Competition:Ask two students to fill in the blanks and check the answers. ◆Step 2　Leading in Show the photos and introduce your family members to us. 设计意图通过上台展示的方式,让学生意识到完成作业的重要性,并使其口语得到锻炼。培养学生们自信大方的生活态度。
◆Step 3　Grammar Focus Read Grammar Focus together. Analyze sentences in Grammar Focus and summarize the grammatical knowledge. ◆Step 4　Language points 1.指示代词 分类用法示例近指(指时间或空间上较近的人或事物)this指代可数名词单数This is Jenny.这是珍妮。these指代可数名词复数These are my books.这些是我的书。远指(指时间或空间上较远的人或事物)that指代可数名词单数That is my father.那是我的爸爸。those指代可数名词复数Those are cars.那些是汽车。
(1)指示代词this、that作主语时,be动词和后面的名词均用单数形式;指示代词these、those作主语时,be动词和后面的名词均用复数形式。 This is a map and those are books. 这是一幅地图,那些是书。 (2)句型转换单变复:①this变these,that变those;②be动词is变成are;③可数名词单数变为复数;④不定冠词a/an要去掉。 (3)回答主语是 this 或 that 的疑问句时,在答语中常用 it 来代替问句中的 this 或 that;回答主语是 these 或 those 的问句时,在答语中常用 they 来代替问句中的 these 或 those。 —Is this your pencil ——这是你的铅笔吗 —Yes, it is.——是的,它是。 —What are these ——这些是什么 —They are oranges.——它们是橙子。
教学过程
2.特殊疑问词who who是疑问代词,意为“谁;什么人”,常用在句首引导特殊疑问句,对人进行提问。结构为:“Who+be动词+主语 ”,主语是单数时,be动词用is;主语是复数时,be动词用are。 —Who are the two girls ——那两个女孩是谁 —They're Mary and Lucy.——她们是玛丽和露西。 —Who is that boy ——那个男孩是谁 —He is my brother.——他是我的哥哥。 ◆Step 5　Work on 3a Complete the conversation. Ask two students to read the conversation aloud and have a check. T:Now practice the conversation with your partner. Ask some pairs to act out the conversation. ◆Step 6　Work on 3b Look at the picture and read the words in the three boxes. Make sentences with the words. Ask the students to read. ◆Step 7　Work on 3c Look at the pictures and the sentences in 3c. Share your family photos with your classmates. Make the students try to make a simple dialogue about their photos. ◆Exercises 一、单项选择 1.—Who's 　　　 speaking —　　　 is David. 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.that;This B.this;This C.this;That D.that;That 2.Are 　　　 your jackets A.these B.this C.that D.it 3.—What are these —　　　 pictures. A.These are B.This is C.They are D.That is 二、根据句意,写出下列画线单词的对应词 1.Look! This is my mother and that is my 　　　　. 2.Her grandmother is a doctor. Her 　　　　 is a teacher. 3.These are my pens. 　　　　 are my books. 4.I have a brother and a(n) 　　　　. 三、句型转换 1.This is his family photo. (改为复数句) 　　　　 　　　　 his family 　　　　. 2.Are those jackets (改为单数句) 　　　　 that 　　　　 　　　　 3.They are girls. (改为单数句) 　　　　 　　　　 　　　　 　　　　.
教学过程
4.This is my father. This is my mother. (合并为一句,句意不变) 　　　　 are my 　　　　. 5.That is her sister. (改为复数句) 　　　　 　　　　 her 　　　　. Keys:一、1.A　2.A　3.C 二、1.father　2.grandfather　3.Those　4.sister 三、1.These are;photos　2.Is;a jacket　3.She is a girl　4.These;parents　5.Those are;sisters ◆Step 8　Summary Get students to have a summary. ◆Step 9　Homework 1.Make a conversation with your partner about your family photo. 2.Preview the new words and phrases in Section B(1a-1d). ◆板书设计 This is my friend Jane.That's my grandfather. These are my brothers. Those are my parents. —Who're they —They're my grandparents.
教学反思 本课时继续拓展学习,增加了特殊疑问句的内容。学生通过听、说、读等活动学习并运用所学知识,学会之后,给他们一些练习,巩固语法知识,熟练掌握单词和句型。综合训练之后,安排学生写一些内容可以帮助他们学得更好。
教学课题 第三课时　Section B(1a-1d)
教学目标 1.Curriculum words: son,daughter,cousin,grandpa,grandma,mom,dad,aunt,uncle 2.Useful expression: family tree 3.Function:介绍家庭成员及关系。 4.Sentences: (1)These are my parents and this is my grandma. (2)This is my friend, Lin Fang.
教学重难点 填写家谱,弄清楚家庭成员之间的关系。
教学过程
◆Step 1　Revision Show your photos and introduce your family members. ◆Step 2　Leading in T:Let's enjoy the video and try our best to follow it. Teach the new words and make the students remember the pronunciation. Look at the pictures and practice the pronunciation. 设计意图播放视频能够活跃班级气氛,让学生在轻松快乐的氛围下学习英语。
教学过程
◆Step 3　Pre-listening(1a) Read the words in the box and add them to the family tree. Check the answers together. ◆Step 4　Listening(1b-1c) Listen and check the words you hear in 1b. Listen again and choose the right picture in 1c. Let students read the conversation with their partners. ◆Step 5　Practice(1d) Draw a picture of your family and friends. Tell your partner about your picture. S1:These are my grandparents.This is my... ... ◆Step 6　Language points 1.aunt,uncle aunt指父母辈的除母亲以外的所有女性长辈。uncle 指父母辈的除父亲以外的所有男性长辈。 aunt和uncle的发音都是以元音音素开头的,前有不定冠词修饰时,要用an。 She has an aunt and an uncle. 她有一个姑姑和一个叔叔。 当aunt和uncle与人名连用时,要将称呼写在姓名前,且首字母要大写。 Uncle Tom is in China now. 汤姆叔叔现在在中国。 2.cousin cousin是名词,表示与自己同辈的男性亲属或女性亲属,其复数形式为cousins。 She is my cousin.她是我的堂(表)姐(妹)。 ◆Exercises 单项选择 1.This isn't my brother and he is my 　　　. 　　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.sister B.mother C.cousin D.aunt 2.— Is that your friend Tom — 　　 A.Yes, that is. B.No, he's my brother. C.Yes, she is. D.No, she's my brother. 3.—I'm Tom and my father is Mike. —Oh, you're Mike's 　　　. A.brother B.uncle C.cousin D.son 4. Look at 　　　.These are my parents and this is my sister. A.picture 1 B.Picture 1 C.Pictures two D.picture two Keys:1.C　2.B　3.D　4.B ◆Step 7　Summary According to the family tree,help students to have a summary. ◆Step 8　Homework 1.Draw a picture of your family tree and introduce your family members. 2.Remember the new words in this class.
教学过程
◆板书设计 daughter,son,cousin, aunt,uncle,family treeThese are my parents and this is my grandma. This is my friend,Lin Fang.grandpa+grandma=grandparents dad+mom=parents
教学反思 本课时学习家庭成员名词,要告诉学生有些词的汉语意思不唯一,同时学会使用and连接句子。口语训练时可以结合学生自己的实际情况,让学生有话可说,增加学习英语的乐趣。
教学课题 第四课时　Section B(2a-2c)
教学目标 1.Curriculum words: here,photo,of,next,picture,girl,dog 2.Useful expressions: the next picture,the name of... 3.Function:能在阅读材料中提取信息解决简单问题。 4.Grammar:倒装句。 5.Sentences: (1)Here are two nice photos of my family. (2)My grandfather and grandmother are in the first photo. (3)In the next picture are my brothers, Bob and Eric.
教学重难点 倒装句。
教学过程
◆Step 1　Warm-up Show the family tree and introduce it. Teach students to read the new words. ◆Step 2　Leading in(2a) T:There are many new friends in our English book.Can you say their names S1:Tom. S2:Mary. S3:Gina. ... Work on 2a Find the male and female first names in this unit and write them down. ◆Step 3　Pre-reading(2b) T:Look at the pictures in 2b and answer the questions. How many people can you see in the two pictures What else can you see in the second picture Guess who these people are.
教学过程
◆Step 4　While-reading(2b) Work on 2b Listen to the recording and read the passage quickly.Then circle the names. Check the answers together. ◆Step 5　Post-reading(2c) Read the passage again and complete the sentences. Get six students to say the completed sentences one by one. And check the answers. ◆Step 6　Language points 1.Here are two nice photos of my family. 此句为倒装句,正常的语序应该是“Two nice photos of my family are here.”。 当句子以here, there等副词开头时,要用倒装句,即“Here/There+谓语动词+主语(名词)+其他.”。其中谓语动词的形式由后面的主语决定,若主语是复数,谓语动词要用复数形式,若主语是单数,谓语动词也要用单数形式。 Here is a pen.这儿有一支钢笔。 注意:如果句子主语是人称代词,则主谓不用倒装。 Here you are.给你。 倒装句主语句式结构例句名词 (短语)Here/There+be/其他动词+名词或名词短语.Here are two books. 这儿有两本书。代词Here/There+人称代词+be/其他动词.Here he comes. 他来了。
2.My grandfather and grandmother are in the first photo. 介词短语in the first photo在本句中作表语。介词短语可在句中作表语,和 be 动词一起构成系表结构。 We are in the classroom.我们在教室里。 first在此作序数词,意为“第一”,序数词前通常要加定冠词the。 3.In the next picture are my brothers, Bob and Eric. 本句是以介词短语In the next picture开头的倒装句,其正常语序为“My brothers, Bob and Eric, are in the next picture.”。有时为了强调地点,而把表示地点的介词短语置于句首,从而构成倒装句。 On the playground are the teachers and students.老师和学生们在操场上。 ◆Exercises 一、根据句意及汉语提示完成单词 1.This is a 　　　　(照片) of my family. 2.The 　　　　(女孩) is my good friend. 3.　　　　(在这里) is a pen for you. 4.I have a little 　　　　(狗). 5.What's in the 　　　　(下一个的) picture 二、单项选择 1.Look! Here 　　　 your pencils and eraser. 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.is B.am C.are D.be
教学过程
2.Those are her 　　　. 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.a photo B.photoes C.the photos D.photos 3.This is my sister and 　　　 my parents. A.these's B.this is C.that is D.those are 三、翻译句子 1.我的父母在第一张照片里。 2.我有一个妹妹梅(Mei)和一个表妹简(Jane)。 3.这儿有三张照片和一本书在桌子上。 4.——我可以用你的铅笔吗 ——给你。 Keys:一、1.photo/picture　2.girl　3.Here　4.dog　5.next 二、1.C　2.D　3.D 三、1.My parents are in the first photo.　2.I have a sister Mei and a cousin Jane. 3.Here are three photos and a book on the desk. 4.—Can I use your pencil —Here you are. ◆Step 7　Summary Help the students to have a summary. ◆Step 8　Homework 1.Read the passage in 2b. 2.Try to introduce your family photo with “There be.../Here be...”. ◆板书设计 here,photo,of,next,picture,girl,dog Here are two nice photos of my family.
教学反思 本节课学生通过自己阅读获取关键信息,并将对倒装句结构的理解运用在习题和作业中。
教学课题 第五课时　Section B(3a-Self Check)
教学目标 1.Function:学会用所学的单词、句型写一篇介绍家人、朋友的作文。 2.Sentences: (1)Here is a photo of... (2)In the photo... (3)This is.../These are...
教学重难点 用短文的形式来描述自己的家人和朋友。
教学过程
◆Step 1　Leading in (3a) T:If you were Peppa,how do you introduce these two photos
教学过程
S1:Here are two nice photos of my family. S2:In the first photo...This is... S3:In the next photo...This is...These are... ... 设计意图复习上节课的知识,练习学生的口语及本单元新授单词的发音。
Work on 3a Complete the passage with the words in the box.Then draw a picture of Paul's family. ◆Step 2　Writing Bring a family photo to class and write about it. Then tell a classmate about your family. Show the writing guide and give a sample writing. ◆Step 3　Self Check 1.Group the words for family members you have learned. 2.Complete the conversation. 3.Check the answers in groups. ◆Exercises 单项选择 1.—Who is she —　　 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.Yes, she is. B.No, she isn't. C.No, I'm not. D.She's my sister. 2.He is my grandparents' son,but he isn't my father.He is my 　　　. A.mother B.uncle C.aunt D.cousin 3.—Look! These are some photos 　　　 my family. —Let me have a look! Who is the man 　　　 the first photo A.in;of B.on;for C.of;in D.for;on 4.　　　 two girls are my cousins. A.This B.That C.These D.They Keys:1.D　2.B　3.C　4.C ◆Step 4　Summary Get the students to make a summary. ◆Step 5　Homework 1.Review this unit, including the words,expressions and sentences. 2.Write a short passage about your family or friends. Pay attention to proper use:This/That is...These/Those are... ◆板书设计 BeginningHi, I am... Main bodyfamily members' informationEndingI love my family.
教学反思 本课时重点复习本单元学过的单词、短语和句子,并将学到的句型用于写作当中。
Unit 3　Is this your pencil
教学课题 第一课时　Section A(1a-2d)
教学目标 Curriculum words: pencil,book,eraser,box,schoolbag,dictionary,his,mine,hers,excuse,me,thank,teacher,about,yours,for,help,welcome Functions:能就物主关系进行问答;能够运用含有指示代词的一般疑问句、名词性物主代词和单元基本词汇来确认物品的所有者。 Sentences: (1)—Is this your pencil —Yes,it is.It's mine. (2)—Are these your books —No,they aren't.They're hers. (3)—What about this dictionary —It's Helen's. (4)—Thank you for your help.—You're welcome.
教学 重难点 1.物品名称及从属关系。 2.认识名词性物主代词。
教学过程
◆Step 1　Warm-up Look at the picture and answer the questions. T:What things are there in your schoolbag What things are there in your pencil box Teach students how to read the new words and make them remember the new words. 设计意图学生通过陈列自己的物品来学习新单词,更大限度地激发他们动手和动嘴的能力,并且创设出更轻松的学习氛围。
◆Step 2　Leading in (1a) Read the words and match them with the things in the picture. Pair work Look at the picture and answer the questions. T:Is this your schoolbag S:... T:Are these your pens S:... ◆Step 3　Listening (1b) Listen and number the conversations [1-3] in 1b. Check the answers together. ◆Step 4　Practice (1c) Get students to work in pairs to practice these conversations. Walk around the classroom to check pronunciation and intonation.Then call some groups to perform their conversations in front of the class.
教学过程
◆Step 5　Listening Work on 2a T:Please look at the pictures in 2a.Can you say their English names Let's see who will do fastest and best. Listen and check(√) the things you hear. Work on 2b Listen again.Complete the conversation with the words in the box. Ask three students to read the conversation in role and check the answers together. ◆Step 6　Pair work(2c) Practice the conversation in 2b.Then make your own conversations using the things in your classroom. ◆Step 7　Role play(2d) Look at the picture. T:What can you see in the picture Read the conversation and find out the owners of the things. Let students read the dialogue after the teacher.Then find different groups to act it out. ◆Step 8　Language points 1.名词性物主代词 数单数复数类别第一人称第二人称第三人称第一人称第二人称第三人称名词性物 主代词mineyourshishersitsoursyourstheirs含义我的你的他的她的它的我们的你们的他(她、 它)们的
2.Excuse me,Grace. 注意:me是I的宾格形式,用在动词或介词后面作宾语。 3.—What about this dictionary —It's Helen's. (1)What about... 意为“……怎么样 ”,等同于“How about... ”,about是介词,后面可接名词、代词或动词-ing形式。常用于以下场景: ①向对方提出建议或请求 What about some milk 来点儿牛奶怎么样
教学过程
　　　②征求对方的看法或意见 What about going shopping today 今天去购物怎么样 　③用以将注意力转向另一人或物 I'm fine.What about her 我很好。她怎么样 (2)Helen's表示“海伦的”,'s是名词所有格,用于名词后边,表示“……的”。 This is Linda's mother.这是琳达的妈妈。 　4.Thank you for your help,Anna. Thank you for...意为“为……感谢你”,等于Thanks for...,都是表达感谢的方式。 for是介词,后加名词、代词或动词-ing 形式,表示感谢的内容或原因,即thank you for sth.或 thank you for doing sth. 当他人对自己说“Thank you.”时,可以回答“You're welcome.”。 —Thank you for helping me.——谢谢你帮助我。 —You're welcome.——不用谢。 ◆Exercises 用括号内所给词的适当形式填空 1.—Is that 　　　　(she) schoolbag —Yes,it is. 2.This isn't Tom's pen.It's 　　　　(I). 3.—Are these your pens —Yes,　　　　(it) are. 4.These dictionaries are 　　　　(Bob). Keys:1.her　2.mine　3.they　4.Bob's ◆Step 9　 Summary Let's summarize how to identify ownership. ◆Step 10　Homework 1.Read the conversation in 2d. 2.Recite the new words. ◆板书设计 —Is this/that... 　　　　　　　—Yes,it is./No,it isn't. —Are these/those... —Yes,they are./No,they aren't. —What about this dictionary —It's Helen's. my book=mine　his book=his　her book=hers —Thank you for your help. —You're welcome.
教学反思 在课堂教学中,学生应该有充足的听说训练。本课时的重点是掌握一般疑问句的构成、回答以及语音语调,学生只有在听说活动中才能熟练地学会运用所学知识。在学习名词性物主代词时,要引起学生足够的重视,因为这与汉语有差异。
教学课题 第二课时　Section A(Grammar Focus-3c)
教学目标 Function:总结归纳辨认物品所有者所用的句型。 Grammar: (1)名词性物主代词。 (2)一般疑问句的肯定回答和否定回答。 Sentences: (1)—Is this your pencil 　　—Yes,it is.It's mine./No,it isn't.It's hers. (2)—Is that your schoolbag 　—Yes,it is./No,it isn't.It's his. (3)—Are these your books 　 —Yes,they are./No,they aren't.They're hers. (4)—Are those her keys 　　 —Yes,they are./No,they aren't.They're mine.
教学 重难点 1.总结归纳辨认物品所有者所用的句型。 2.熟练运用辨认物品所有者所用的句型。
教学过程
◆Step 1　Warm-up Let's chant. ◆Step 2　Leading in Pair work One student chooses the card and another student translates the sentence. 设计意图通过游戏竞赛的活动,增强学生的团队协作意识。
◆Step 3　Grammar Focus Read the sentences together. Analyze sentences in Grammar Focus and summarize the grammatical knowledge. 设计意图通过阅读和翻译重点句子及总结语法,使学生知道含有be动词的一般疑问句的句式结构。
◆Step 4　Language point ◆Step 5　Work on 3a T:Look at the pictures in 3a.We can see the first picture is close to us,but the second picture is a little far from us.When we ask about them,we must pay attention to the use of this,that,these and those. Try to complete the questions and answers about each picture. Check the answers with the class. ◆Step 6　Work on 3b Read the questions and complete the answers. Practice them with your partner. ◆Step 7　Work on 3c Put some things into the teacher's box.Then take one thing out of the box and find the owner.You only have two guesses! S1:Is this your eraser S2:No,it isn't. ... 设计意图通过创设真实情境,让所学知识在对话中得到充分的练习。
教学过程
◆Exercises 一、单项选择 1.—Is this your eraser —Yes,　　　. 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.this is B.this's C.it's D.it is 2.—Is that Alice's dictionary —Yes,it's 　　　. A.his B.hers C.mine D.yours 3.—Are those Tom's pens —No,　　　 aren't. A.these B.those C.it D.they 4.This isn't 　　　 book.It's 　　　. A.my;her B.my;hers C.mine;her D.mine;hers 二、按要求完成下列各题 1.She is good at playing the piano.(变为一般疑问句) 　　　　 　　　　 good at playing the piano 2.These are her erasers.(变为一般疑问句并作肯定及否定回答) —　　　　 　　　　 her erasers —Yes,　　　　 　　　　./No,　　　　 　　　　. 3.That is my schoolbag.(写出同义句) Keys:一.1.D　2.B　3.D　4.B 二.1.Is she　2.Are these;they are;they aren't　3.That schoolbag is mine. ◆Step 8　Summary Get the students to have a summary. ◆Step 9　Homework 1.Recite the sentences in Grammar Focus. 2.Review Section A after class. ◆板书设计 —Is this your pencil 　　　　—Yes,it is.It's mine./No,it isn't.It's hers. —Is that your schoolbag —Yes,it is./No,it isn't.It's his. —Are these your books —Yes,they are./No,they aren't.They're hers. —Are those her keys —Yes,they are./No,they aren't.They're mine.
教学反思 本课时主要练习一般疑问句和名词性物主代词的使用。学生可以通过大量的听说读写活动来练习,也可以通过语法讲解与练习加深的方法来巩固。
教学课题 第三课时　Section B(1a-1e)
教学目标 Curriculum words: baseball,watch,computer,game,card,notebook,ring,bag Useful expressions: computer game,ID card Function:能够询问东西的所属,或者寻找物品的主人。 Sentences: (1)I lost my watch this morning. (2)—That's my watch.　 —Here you are. (3)—How do you spell it 　—W-A-T-C-H.
教学 重难点 能够使用目标语言询问东西的所属,或者寻找物品的主人。
教学过程
◆Step 1　Revision T:What are the words behind the leaves Students spell the right words. 设计意图复习上节课所学的名词性物主代词,查看学生的掌握情况。
Teach the new words and make students spell them. ◆Step 2　Leading in(1a-1b) 1.Show the picture T:What's this in English 2.Play a game Name the things as soon as you see them. 设计意图将新授单词与游戏巧妙结合,在活动中锻炼学生的反应速度并检查学生的发音。
3.Work on 1a T:Here are some new words in the box and some pictures below the box.Match the words with the things in the picture. Students work with their partners to try to match the words with the things in the picture.Then check the answers together. 4.Work on 1b Students practice the conversation in 1b. Ask some pairs to act out the conversation. ◆Step 3　Listening(1c-1d) Work on 1c Listen and circle the things you hear in 1a. Check the answers. Work on 1d Listen again.Write the things that belong to Linda or Mike. Read the two conversations and check the answers.
教学过程
◆Step 4　Practice(1e) Student A is Linda and Student B is Mike.Make conversations about the things in 1d.Then change roles. ◆Step 5　Language points 1.It's a watch. watch作“手表”讲,为可数名词,其复数为watches。 拓展:英语中以s,x,sh,ch结尾的名词,在变复数时末尾加-es。 bus—buses公共汽车　 box—boxes 盒子　dish—dishes 盘;碟 watch作“观看”讲,为动词。 I like to watch TV.我喜欢看电视。 2.How do you spell it 这是一个特殊疑问句,用来询问拼写方法。 注意:回答拼写单词时每个字母都要大写,而且字母与字母之间用连字符连接。英语中为了避免重复常用代词代替已知的名词。本句中it代替需要拼写的单词。 How do you spell it =Can you spell it,please =Spell it,please.=Do you know how to spell it ◆Exercises 单项选择 1.—What's this —It's 　　　 ID card. 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.a B.an C.the D./ 2.—What's that —　　　 a computer game. A.It B.It's C.That D.That's 3.—Are those your 　　　 —Yes,they are. A.bags B.bag C.watch D.ID card 4.—　　　 do you spell your name —B-O-B. A.What B.How C.Who D.What color Keys:1.B　2.B　3.A　4.B ◆Step 6　Summary Get the students to have a summary. ◆Step 7　Homework 1.Remember the words and expressions we learned in this class. 2.Practice the conversations with your partners. ◆板书设计 baseball watch computer game card notebook ring bagI lost my watch this morning. —That's my watch. —Here you are. —How do you spell it —W-A-T-C-H.
教学反思 本课时通过创造语境输入语言,让学生有更多的机会得到足够的听力训练。学生要学会运用所学的内容编写出新的对话,输出语言。学会用英文确认物品的所属关系,反复练习一般疑问句和它们的回答。
教学课题 第四课时　Section B(2a-2c)
教学目标 Curriculum words: in,library,ask,find,some,classroom,e-mail,at,call,lost,must Useful expressions: in the school library,ask the teacher for it,e-mail sb.at...,call sb.at... Function:能够读懂一些简单的招领和寻物启事。 Sentences: (1)Some keys are in Classroom 7E. (2)I lost my school ID card.I must find it. (3)Call me at 685-6034. (4)E-mail me at maryg2@.
教学 重难点 阅读一些简单的招领和寻物启事,并能获得相关信息。
教学过程
◆Step 1　Warm-up 1.Greet students. 2.Tell a story. The little pig lost many things.Can you talk about them and spell the words 3.Students read the words after the teacher one by one. 设计意图运用动画激发学生对英语的学习兴趣,加深对单词拼写的印象。
◆Step 2　Leading in Free talk T:Do you often lose things like the little pig S:Yes./No. T:What do you lose easily S:Keys... 设计意图鼓励更多的学生加入自由讨论的活动中来练习口语交际。
◆Step 3　Pre-reading(2a) Write the things you lose easily. T:Have you ever picked up others' things or lost anything What are they Let some students report their things to the class. ◆Step 4　While-reading(2b) Listen to the recording and read the notices on the board quickly.Then circle the lost things. Read again and answer the questions. T:How many notices can you see What information do you know ◆Step 5　Post-reading(2c) Read the notices again and write down the items.Then check(√ ) Lost or Found. Check the answers together.
教学过程
◆Step 6　Language points 1.Ask the teacher for it. ask sb.for sth.意为“向某人索取某物;向某人要某物”;ask sb.to do sth.意为“让某人做某事”。 I will ask my teacher for help.我将会向老师寻求帮助。 The English teacher asks us to read books after school.英语老师要求我们放学后读书。 2.E-mail me at maryg2@. at介词,具体用法如下: (1)放在电子邮箱地址或电话号码等前面,意为“按照;根据”。 (2)表示时间,用于时刻前,意为 “在(某时间或时刻)”,如at night 在晚上。 (3)表示地点,一般用于较小的地名(方)前,意为 “在(某处)”,如at home 在家。 (4)表示“处于……状态”,意为 “从事于”,如at work 在工作。 3.Call me at 685-6034. call sb.给某人打电话 call + 电话号码　拨打……(号码) call sb.at + 电话号码　拨打……(号码)找某人 Call him this afternoon.今天下午给他打电话。 Please call 120.请拨打120。 Call Mary at 419-1116.拨打419-1116找玛丽。 ◆Exercises 一、根据句意及汉语提示完成单词 1.　　　　(要求) your brother to come here. 2.Two 　　　　(图书馆) are in our school. 3.Can you find a computer 　　　　(在……里) Yang Yang's room 4.Some books,desks and chairs are in the 　　　　(教室). 5.We can send(发送) 　　　　(电子邮件) on the computer. 二、单项选择 1.There are 　　　 pens in the pencil box. 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A.one B.some C.a lot D.much 2.Ladies and gentlemen,welcome to Beijing! And if you need any help,please call me 　　　 010-55586390. A.at B.on C.with D.by 3.Where's my ruler I can't 　　　 it anywhere. A.look for B.look C.find out D.find 4.Here 　　　 some keys. 　　　　　　　　　　 　　　　　　　　　　 　　　　　　　　　　 A./ B.is C.are D.am 5.—Can I ask you 　　　 some help —Yes,please. A.to B.for C.on D.of Keys:一、1.Ask　2.libraries　3.in　4.classroom　5.e-mails 二、1.B　2.A　3.D　4.C　5.B
教学过程
◆Step 7　Summary Help the students to have a summary. ◆Step 8　Homework 1.Remember the words and expressions we learned. 2.If your friend loses his/her watch,help him/her write a notice. 3.Prepare for the next lesson. ◆板书设计 New words and phraseKey sentencesin,library,ask,ask...for...,find,some,classroom,e-mail,at,call,lost,mustAsk the teacher for it. I lost my school ID card. I must find it.
教学反思 本节课通过听、读训练让学生了解招领启事和寻物启事的书写格式,为下节课的写作做好铺垫。教会学生善于在短文中获取关键信息,完成相关习题。
教学课题 第五课时　Section B(3a-Self Check)
教学目标 Curriculum word:set Useful expression:a set of Function:会写失物招领或者寻物启事。 Sentences: (1)I lost my... (2)Please call me at... (3)E-mail me at...
教学 重难点 1.掌握重点词汇、短语和句型。 2.能够运用所学的内容进行书面表达,书写失物招领或者寻物启事。
教学过程
◆Step 1　Revision Show some pictures of school things(learned in Section B) on the screen and ask about them.Use this,that,these and those.Let students ask and answer questions with their classmates. 设计意图让学生根据图片能说出已学的一些物品的单词,并通过问答来锻炼口语交际能力。
◆Step 2　Leading in(3a) Here are two notices but some words in the notes are missing.Ask some students to read the words or phone number in the box.Let one read them in English and the other read them in Chinese. Students read and complete the notices.Then check the answers. ◆Step 3　Language points 1.a set of keys a set of意为“一套;一副;一组”,其中set 为名词,意为“一套;一副;一组”。 I have a set of new books.我有一套新书。 The set of keys is Tom's.这串钥匙是汤姆的。 注意:“a/the set of+复数名词”作主语时,谓语动词用单数。
教学过程
◆Step 4　Writing(3b) Write your own lost or found notice with your name and phone number. Give students some writing guides. 标题Lost/Found正文介绍丢失物品的名称描述物品(丢失的时间、地点,物品的颜色)注明联系方式
Make some students read their writings.If there is something wrong,correct the mistakes together. Show the sample writings. ◆Step 5　Self Check 1.Write the school things you know. 2.Complete the chart with pronouns. 3.Look at the picture and write conversations.Then act them out. ◆Exercises 单项选择 1.Look,a set