人教版七上英语全册教案

这是一份人教版七上英语全册教案，共137页。

七年级上英语教学计划
一、指导思想
　　认真学习新课程教学大纲和全册教材。明确教学任务和教材体系，把握重点单元和章节。掌握教材的教育因素和知识点，根据教材和学生的实际，确定重点难点，明确德育渗透、四基训练、智能培养等各项教学目标，精心设计教学程序，选定最佳教学方法。端正教育思想，全面贯彻教育方针，努力探索教学规律，遵循教学原则，积极推进素质教育。
　　二、教学目标
1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，培养创新精神；
2、整体设计目标，体现灵活开放，目标设计以学生技能、语言知识、情感态度、学习策略和文化意识发展为基础；
3、突出学生为主体，尊重个体差异；
4、采用活动途径，倡导体验参与，既采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；
5、全面贯彻实施素质教育方针，认真落实大纲要求、目标，把学生培养成为具有一般英语能力、适应时代和社会发展要求的新型人才。
　　三、学情分析
　七年级学生英语基础知识和听说能力水平不一，虽然在小学学过英语，但应用能力十分薄弱，特别是听力题，大部分学生听起来都很吃力。面对学生掌握英语的程度不一，我将采用高效课堂模式，分层教学与整体教学相结合的方式完成教学任务，努力提高他们的英语水平。另外，学生在情感态度、学习策略和文化意识方面还存在诸多需要进一步解决的问题。所以，现阶段最重要的是激发学生学习英语的兴趣和积极性，帮助他们增强信心，克服困难。除了从思想上给予引导之外，更重要的是在教学上，有针对性、目的性、有系统、有计划地上好课。
　　四、教材分析
　　本书共12个单元，其中包括3个预备单元和9个正式单元。本书在之前教材的基础上有所变动，对Self-check部分删除，新增加了音标部分，另外对教材重新进行了整合。每个单元都列出明确的语言目标、主要的功能项目和语法结构、需要掌握的基本词汇，并分为A和B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。
　　五、教学重点和难点
　　本书教学的重点和难点在于根据学生已有的知识结构和认知规律导入新的教学内容；运用每单元的知识点在课堂上组织学生进行结对和小组练习；组织学生在课堂上运用英语完成各类任务及对学生完成任务的情况作出评价等。
六、教学安排
本书共12个单元，我准备这样安排：
第一周：Starter unit 1 第二周：Starter unit 2
第三周：Starter unit 3 第四周：unit 1
第五周：unit 2 第六周：unit 3
第七周：Review of units Starter unit 1-Unit 3
第八周：unit 4 第九周：unit 5
第十周：unit 6 第十一周：unit 7
第十二周：unit 8 第十三周：unit 9
第十四周：Review of units 4-9
第十五周：Review of units Starter unit 1-Unit 9
第十六周：期末考试

Starter Unit 1 Good morning !
单元教学计划：
内容分析：本单元要求学生掌握英文字母A—H，能认读其印刷体和手写体字母的大小写等四种形式。书写(大写和小写，笔顺，笔画)基本合乎要求。学习一些简单的英文名字，注意区别性别，并为自己取一个英文名字。能看、听、说、唱本单元所列的日常交际用语，重点学会打招呼、相互问候并做到语音语调正确。注意一些字母及日常交际用语的发音，总结元音字母a和e的发音规则。
学情分析：本单元围绕“问候他人”这一话题，展开听、说、读、写的教学活动。为了创设较为真实的语言环境，首先让学生们认识一些较为简单的英文名字，并让学生们为自己取一个英文名字，让学生们感知、认识英语，并尽快进入英语的环境中。在教学过程中应让学生体会打招呼用语的奥妙所在，做到灵活运用。刚开始学习英语，学生们肯定对学习英语的兴趣非常深厚，教师一定要利用好这一点，让学生在学习英语中能获得乐趣。并逐步让学生们形成稳定的学习兴趣。
教学目标：1.能理解用英语打招呼的不同说法，并能灵活运用。
2.能掌握字母Aa -- Hh的字母顺序，读音及书写。
课时安排：Period 1 ( 1a-2e)
Period 2 (3a-4d)


教学内容

Starter Unit 1 Good morning !
教学目标
知识与技能
1， 能掌握以下词汇：字母Aa ~ Hh, good, morning, Good morning!, hi, hello
2， 能掌握以下句型：
① Good morning, Helen!
② Hello, Frank!
③ Hi, Bob

过程与方法

1， 能理解用英语打招呼的不同说法，并能灵活运用。
2，能掌握字母Aa - Hh的字母顺序，读音及书写。
情感态度与价值观
学着友好地对待别人。

重、难点

教学重点：1) 认识一些简单的英文名字，并为自己取一个英文名字。
2) 学习用英语进行见面打招呼，并能体会不同的打招呼用语的奥妙所在，做到灵活运用。
3) 学习掌握字母Aa ~ Hh的字母顺序，读音及书写。
教学难点：1) 学习掌握字母Aa ~ Hh的字母顺序，读音及书写。
2) 认识一些简单的英文名字，并为自己取一个英文名字。
教学过程
个性化批注
Step Ⅰ Revision and lead－in　
Greet the students and lead in the new lesson.
T：Good morning，everyone！My name is…I am your English teacher.You can call me Miss/Ms./Mr. …(Walking to a boy)What's your name?
Boy：My name is Li Tao.
T：Good morning，Li Tao.
Boy：Good morning，Ms./Mr. …(Help the student to respond correctly if necessary.)
The teacher writes “Good morning，Li Tao.”on the blackboard.
Step Ⅱ Self－studying and guiding　
Self－study guide 1：
Self－study the new words and English names：good，morning，hi，hello，Alice，Bob，Cindy，Dale，Eric，Frank，Grace，Helen.Learn to pronounce them according to the phonetic symbols(音标)．And you can listen to the tapes to help you pronounce them correctly or ask others for help.
Self－study guide 2：
Try reading the sentences in 1a and try to tell boys' names from girls' names.
Self－study guide 3：
Self－study 2c and learn to write the eight letters.
Questions for thinking：
1．Do you know how to greet people in the morning?
2．Do you know how to write the eight letters Aa，Bb，Cc，Dd，Ee，Ff，Gg，Hh?
The teacher walks around the classroom to watch and help the students study while the students are self－studying.
Time for questions：
Discuss the writing of the eight letters.
Step Ⅲ Check up　
Check up 1：
Words teaching：Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.
Check up 2：
Ask some students to make a conversation with their partner and see if they can respond correctly.And ask students to fill in the blanks：Boys'name：________________________________________________________________________
Girls' names：________________________________________________________________________
Check up 3：
Write the small letters for these big letters：
A____　B____　C____　D____　E____　F____
G____　H____
Step Ⅳ Cooperative inquiry　
1．Listening (1b)
Play the recording of 1a，students listen and repeat.
2．Pair work
Practice the conversations in the picture and then greet your partner.(1c)
Sample：
A：Good morning，Zhang Wen！/Hello，Zhang Wen!
B：Good morning，Li Yan！/Hello，Li Yan!
3．Act out
Ask some pairs of students to act out their dialogs in front of the class.
4．Finish 2a and 2b.
5．Discussion (2e)
Talk about what these letters HB，CD，BBC mean.
Step Ⅴ Practice　
Write the missing big letter or small letter for each pair.(2d)
Step Ⅵ Test　
Choose the best answer.
(　 )1.书写英文字母时，占三格的是________。
A．b　　　　　B．g　　　　　C．f
(　 )2.按字母表顺序排列正确的是________。
A．g e f B．a d e C．c a d


板书设计

good，morning，hi，hello，HB，CD，BBC
Good morning，Helen!
Hi，Bob！Hello，Frank！


教学反思




教学内容

Starter Unit 1 Good morning !
教学目标
知识与技能
1， 能掌握以下词汇：afternoon, evening, how, are, you, I, am, I'm, fine, thanks, OK
2，能掌握以下句型：
① Good afternoon!
② Good evening!
③ — How are you?
— I'm OK. / I'm fine. Thanks.

过程与方法

1，能在一天中不同的时候问候朋友们。会询问朋友的近况
2， 总结归纳元音字母Aa与Ee在单词中的常见发音规律。
情感态度与价值观
学着友好地对待别人。

重、难点

教学重点：1) 就向相互问候的话题开展听、说的训练。
2) 总结归纳元音字母Aa与Ee在单词中的常见发音规律。
3) 学习唱课本Page 4中问候他人的歌曲。
教学难点：总结归纳元音字母Aa与Ee在单词中的常见发音规律
教学过程
个性化批注
Step Ⅰ Revision and lead－in　
The teacher greets the students.
T：Good morning，class!
Ss：Good morning，Miss/Ms./Mr. …！
Step Ⅱ Self－studying and guiding　
Self－study guide 1：
Self－study the new words：afternoon，evening，how，are，you，I，am，fine，thanks，OK.Learn to pronounce them according to the phonetic symbols.And you can listen to the tapes to help you pronounce them correctly or ask others for help.
Self－study guide 2：
Self－study 3a and solve two problems：
1．Can you read the sentences?
2．Do you understand them?
Self－study guide 3：
Self－study 4c and try to find out the rules of pronunciation.
Questions for thinking：
A：Hi，Cindy！How are you?
B：________________________________________________________________________.
The teacher walks around the classroom to watch and help the students study while the students are self－studying.
Time for questions：
Discuss the difficulties that most students have and explain the language points that most students can't understand.
Step Ⅲ Check up　
Check up 1：
Words teaching：Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.
Check up 2：
Ask a few students to read the three conversations in 3a.Then ask some students to make a conversation with their partner and see if they can respond correctly.
Check up 3：
Check the pronunciations of the letters and words in 4c and see if they know the pronunciation rules of A and E.
Step Ⅳ Cooperative inquiry　
1．Listening (3a，3b，3c)
(1)Listen to 3a and number the pictures [1－3]．
(2)Listen again and repeat the conversation.
(3)Practice the conversation in 3a with your partner.
(4)Listen to 3c and repeat.And then practice it with your partner.
2．Group work
Choose an English name for yourself and then greet each other.
Sample：
A：Hi，Frank!
B：Hi，Dale！How are you?
A：I'm fine，thanks.How are you?
B：I'm OK/fine.
3．Act out
Ask some pairs of students to act out their dialogs in front of the class.
Step Ⅴ Practice　
1．Finish 4a.
Check the answers with students.
2．Let students listen to 4b and repeat.Encourage students to find out the same vowel in each group.
3．Sing a song.
Let students listen to 4d and learn to sing the song.
Step Ⅵ Test　测试
Choose the best answer.
(　 )1.How ________ your father?A．are　B．isC．am
(　 )2.—Your English is good.—________.
A．Thank youB．Thanks youC．Not good
(　 )3.含有与字母A发音相同的音素的字母是 ________.
A．F B．G C．H


板书设计

New words
Key sentences
afternoon，evening，how，are，you，I，am，fine，thanks，OK
Good afternoon！
Good evening！

How are you？

I'm fine，thanks./I'm OK.



教学反思


Starter unit 2 What’s this in English ?
单元教学计划
内容分析：本单元要求学生掌握英文字母Ii—Rr，能认读其印刷体和手写体字母的大小写等四种形式。书写(大写和小写，笔顺，笔画)基本合乎要求。注意总结元音字母a 、e、i和o的发音规则。本单元围绕“认物”这一话题开展听、说、读、的学习活动，学习一些简单的事物的英文词汇，并能用所学的句型去熟悉周围的一些事物的名称。让学生们学会在生活中如何确认事物。通过辨认事物，学生们学习一些词汇，并巩固所学的句型。
学情分析：本单元围绕“认物”这一话题开展听、说、读、写的学习活动。通过所学的句型— What's this in English? — It's a…— What's that in English? — It's a… ”去熟悉周围的一些事物的名称。此外，通过学习让学生们明白this和that均指代单数的事物，this指代离说话者较近的事物，that指代离说话者较远的事物，it指代上文出现的事物，也可指代上文出现的this或that。用英语确认周围常见事物比较适合初学者的实际情况，难度不大，易调动学生们的学习兴趣。
教学目标：让学生学会辨认并拼写各个物品掌握重点词汇及相关语句表达
课时安排：本单元可用2课时完成教学任务：
(1a-2e) 用1课时
(3a-4d) 用1课时


教学内容

Starter unit 2 What’s this in English ?.
教学目标
知识与技能
1，能掌握以下词汇：字母Ii ~ Rr, what, is, what's, this, in, English, in English, that, map, cup, ruler, pen, orange, jacket, key, quilt, it, a(n)
2，能掌握以下句型：
① — What's this in English? — It's an orange.
② — What's that in English? — It's a map?
3，能运用所学的句型询问确认周围的事物，并学会事物的英语名称。

过程与方法

1，能掌握字母Ii ~ Rr的字母顺序，读音及书写。
2，总结元音字母a、e、i、o在单词中的读音规则。

情感态度与价值观
Learn to communicate with others in English.

重、难点

教学重点：1) 能运用所学的句型询问确认周围的事物，并学会事物的英语名称。
2) 能掌握字母Ii ~ Rr的字母顺序，读音及书写。
3) 总结元音字母a、e、i、o在单词中的读音规则。

教学难点：1) 能运用所学的句型询问确认周围的事物，并学会事物的英语名称。
2) 能掌握字母Ii ~ Rr的字母顺序，读音及书写。
教学过程
个性化批注
Step Ⅰ Revision and lead－in　
The teacher greets the students and picks up some of their stationery like pen，ruler，and ask them：What's this in English？Lead the students to answer the question in English.
Step Ⅱ Self－studying and guiding　
Self－study guide 1：
Self－study the new words：what，is，this，in，English，in English，map，cup，ruler，pen，orange，jacket，key，quilt，it，a，that，NBA，P，kg
Learn to pronounce them according to the phonetic symbols.And you can listen to the tapes to help you pronounce them correctly or ask others for help.
Self－study guide 2：
Try reading the sentences in 1a and try to understand the conversations.
Self－study 2c and learn to write the ten letters Ii—Rr.
Questions for thinking：
Do you know how to write the ten letters Ii，Jj，Kk，Ll，Mm，Nn，Oo，Pp，Qq，Rr?
The teacher walks around the classroom to watch and help the students study while the students are self－studying.
Time for questions：
Discuss the writing of the ten letters.
Step Ⅲ Check up　
Check up 1：
Words teaching：
(1)Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.
(2)Ask and answer
Show students some pictures of things on the screen and ask them to answer questions.
Sample conversation：
T：What's this in English?
Ss：It's a cup.
T：What's this in English?
Ss：It's an orange.
T：What's that in English?
Ss：It's a key.
…
Check up 2：
Ask some students to make a conversation with their partner and see if they can respond correctly.
Check up 3：
Write the big letters for these small letters：
n____　o____　p____　q____　r____　m____　l____　i____　j____　k____
Step Ⅳ Cooperative inquiry　
1．Listening (1b)
Play the recording of 1a，students listen and repeat.
2．Pair work
Practice the conversations in the picture and then ask students to make their own conversations.(1c)
Sample：
A：What's this in English?
B：It's a pen.
A：What's that in English?
B：It's a ruler.
…
3．Act out
Ask some pairs of students to act out their dialogs in front of the class.
4．Finish 2a and 2b.
5．Discussion (2e)
Talk about what these letters P，NBA，kg mean.
Step Ⅴ Practice　
Write the missing big letter or small letter for each pair.(2d)
Step Ⅵ Test　
Look at the picture and make your own conversation.

板书设计

New words and phrases
Key sentences
what，is，this，in，English，in English，map，cup，ruler，pen，orange，jacket，key，quilt，it，a，that，NBA，P，kg
What's this in English?
It's an orange.
What's that in English?
It's a jacket.

教学反思



教学内容

Starter unit 2 What’s this in English ?
教学目标
知识与技能
1，能掌握以下词汇：afternoon, evening, how, are, you, I, am, I'm, fine, thanks, OK
,2，能掌握以下句型：
① Good afternoon!
② Good evening!
③ — How are you?
— I'm OK. / I'm fine. Thanks.

过程与方法

1， 能在一天中不同的时候问候朋友们。会询问朋友的近
2，总结归纳元音字母Aa与Ee在单词中的常见发音规律。
情感态度与价值
Learn to communicate with others in English.

重、难点

教学重点：1) 就向相互问候的话题开展听、说的训练。
2) 总结归纳元音字母Aa与Ee在单词中的常见发音规律。
3) 学习唱课本Page 4中问候他人的歌曲。
教学难点：总结归纳元音字母Aa与Ee在单词中的常见发音规律
教学过程
个性化批注
Step Ⅰ Revision and lead－in　
Revise the words by asking and answering questions.(Showing the students some pictures on the screen)

Sample：
T：What's this?
Ss：It's a key.
T：What's that?
Ss：It's a map.
…
Step Ⅱ Self－studying and guiding　
Self－study guide 1：
Self－study the new words：spell，please.Learn to pronounce them according to the phonetic symbols.And you can listen to the tapes to help you pronounce them correctly or ask others for help.
Self－study guide 2：
Self－study 3a & 3e and solve three problems：
1．Can you read the sentences?
2．Do you understand them?
3．Can you make similar conversations with your partner?
Questions for thinking：
What will you say if you don't know the spelling of some words？/What does Spellit，please mean?
The teacher walks around the classroom to watch and help the students study while the students are self－studying.
Self－study guide 3：
Self－study 4c and try to find out the pronunciation rules of A，E，I，O.
Time for questions：
Discuss the different ways of asking for the spelling of words.
eg：
Can you spell it，please?
How do you spell it?
Spell it，please.
Step Ⅲ Check up　
Check up 1：
Words teaching：Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.
Check up 2：
(1)Ask a few pairs of students to role－read 3c and 3e.
(2)Ask some students to make their own conversations with their partners.
Check up 3：
Check the pronunciations of the letters and words in 4c.
(1)First ask students to read the letters and words.
(2)Then let them listen to the tape and repeat.
(3)Go on with 4d.
Step Ⅳ Cooperative inquiry　
1．Listening (3a，3b，3c)
(1)Listen and number the pictures[1－8]．
(2)Listen and complete the words under the pictures in 3a.
(3)Check the answers with students by asking and answering questions like this：
T：Look at Picture 1.What's this in English?
Ss：It's a key.
T：Spell it，please.
Ss：K－E－Y.
…
(4)Listen to 3c and repeat.
2．Pair work
Make some conversations with your partner using the pictures in 3a and 3e.
3．Act out
Ask some pairs of students to act out their dialogs in front of the class.
Step Ⅴ Practice　
1．Finish 3d.
(1)Listen to 3d and repeat.
(2)Listen to the conversations and number the words you hear[1－4]．
2．Finish 4a and 4b.
(1)Students do 4a by themselves first and then check the answers.
(2)Students read the words and number them in alphabetical order[1－15]．
Step Ⅵ Test　
Have a dictation of the new words in Starter unit 2.

板书设计

New words
Key sentences
spell，please
What's that in English?
It's an orange.
Spell it，please.
O－R－A－N－G－E.

教学反思





教学内容

Starter Unit 3　What color is it?
教学目标
知识技能
1.Key words & phrases：
color，red，yellow，green，blue，black，white，purple，brown
2.Key sentences：
What's this?
It's V.
What color is it?
It's red.

过程方法

Learn to talk about colors in English.

情感态度

Learn to communicate with others in English.

重点
难点

Grasp the letters Ss－Zz and learn to identify colors.

教学过程

个性化批注
Step Ⅰ Revision and lead－in　
Greet the students and lead in the new lesson.
The teacher greets the students and have a conversation with students.
T：What's this in English？(Picking up a pen from a student)
Ss：It's a pen.
T：What color is it?
Ss：It's black.
Step Ⅱ Self－studying and guiding　
Self－study guide 1：
Self－study the new words：color，red，yellow，green，blue，black，white，purple，brown，S/M/L，UFO，CCTV.Learn to pronounce them according to the phonetic symbols.And you can listen to the tapes to help you pronounce them correctly or ask others for help.
Self－study guide 2：
Try reading the sentences in 1a and try to understand them.
Self－study guide 3：
Self－study 2c and learn to write the eight letters.
Questions for thinking：
(1)Do you know how to talk about colors?
(2)Do you know how to write the eight letters Ss，Tt，Uu，Vv，Ww，Xx，Yy，Zz?
The teacher walks around the classroom to watch and help the students study while the students are self－studying.
Time for questions：
Discuss the writing of the eight letters.And make sure the students can write the letters in the right way.
Step Ⅲ Check up　
Check up 1：
Words teaching：Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.
Check up 2：
Ask some students to make a conversation with their partner and see if they can use the target language correctly.
Check up 3：
Write the small letters for these big letters：
S____　T____　U____　V____　W____
X____　Y____　Z____
Step Ⅳ Cooperative inquiry　
1．Listening (1b)
Play the recording of 1a，students listen and repeat.
2．Pair work
Practice the conversations in the picture and then make your own conversation talking about the colors of your school things.(1c)
Sample：
A：What color is your bag?
B：It's red.
A：What color is your ruler?
B：It's white.
…
3．Act out
Ask some pairs of students to act out their dialogs in front of the class.
4．Finish 2a and 2b.
5．Discussion (2e)
Talk about what these letters S/M/L，UFO，CCTV mean.
Step Ⅴ Practice　
(1)Write the missing big letter or small letter for each pair.(2d)
(2)Translation.
1．红色________　　　　　2.绿色________
3．白色________ 4.yellow________
5．blue________ 6.black________
7．purple________ 8.brown________
9．这把尺子是绿色的。The ruler ________ ________.
10．它是什么颜色？________ ________ is it?
11．这把钥匙是黑色的。The ________ is ________.
12．那床被子是红色的。The ________ is ________.
Step Ⅵ Test　Choose the best answer.
(　 )1.It's ________ black.It's ________ black ruler.
A．/；/ 　　B．a；/　　 C．/；a　 　D．a；a
(　 )2.—________ is that quilt?—It's black.
A．Which color B．How color
C．What color D．What's color
(　 )3.—What's this?
—It's ________ “N” and ________ “M”．
A．a；a B．an；anC．a；an D．/；/
(　 )4.What's that ________ English?
A．at B．to C．in D．on
(　 )5.—What's this?—________ a map.
A．Its B．This isC．That's D．It's


教学反思





教学内容

Starter Unit 3　What color is it?
教学目标
知识技能
1.Key words & phrases：
the，now，see，can，say，my
2.Key sentences：
—What's this in English?
—It's a key.
—Spell it，please.
—K－E－Y.


过程方法

Learn to talk about colors in English.

情感态度

Learn to communicate with others in English.

重点
难点

Learn to identify colors and ask for the spelling of words.

教学过程

个性化批注
Step Ⅰ Revision and lead－in
Ask and answer.(Showing the students some pictures of things)
T：What's this in English?
Ss：It's a key.
T：What color is it?
Ss：It's yellow.
T：Yes，this is a yellow key.What and what color is this?
Ss：It's a pen.It's black.
T：So we can say this is a black pen.
Step Ⅱ Self－studying and guiding　
Self－study guide 1：
Self－study the new words：the，now，see，can，say，my.Learn to pronounce them according to the phonetic symbols.And you can listen to the tapes to help you pronounce them correctly or ask others for help.
Self－study guide 2：
Listen to 3a and make your own conversations with the ruler and cup.
Self－study guide 3：
Read the letters and words in 4c and try to find out the pronunciation rules of A，E，I，O，U.
The teacher walks around the classroom to watch and help the students study while the students are self－studying.
Time for questions：
Discuss the difficulties that most students have and explain the language points that most students can't understand.
Step Ⅲ Check up　
Check up 1：
Words teaching：Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.
Check up 2：
Ask some students to make a conversation with their partner and see if they can use the target language correctly.
Check up 3：
Check the pronunciations of the letters and words in 4c.
(1)First ask students to read the letters and words.
(2)Then let them listen to the tape and repeat.
(3)And ask students to read the following new words and see if they know the pronunciation rules of A，E，I，O，U.
①lake，face，bag；②he，she，egg；③time，like，sit；④nose，note，dog；⑤use，June，bus
Step Ⅳ Cooperative inquiry　
1．Listening
(1)Listen and color the things.(3a)
(2)Listen again and complete the sentences.(3b)
(3)Listen and complete the chart.(3c)
2．Pair work (3d)
Make some conversations with your partner using the things in 3a or around you.
Sample：
A：What's this/that in English?B：It's a cup.
A：Spell it，please.B：C－U－P.
A：What color is it?B：It's white.
3．Act out
Ask some pairs of students to act out their dialogs in front of the class.
Step Ⅴ Practice　
1．Finish 4a.
2．A game.
The teacher says a letter，and the students try to say out the two letters next to it as quickly as possible.
3．Listen and sing the alphabet song.
4．Finish 4d.
Step Ⅵ Test　
从B栏中找出与A栏句子对应的答语，将其代号写在括号内。
　　　　　　A　　　　　　　　B
(　 )1.Good morning，class！　a．It's green.
(　 )2.Hello! b．Fine，thank you.
(　 )3.What color is it? c．It's “M”．
(　 )4.How are you，Jim? d．Hello!
(　 )5.What's this in English? e．M－A－P.
(　 )6.Spell it，please. f．Good morning.

教学反思




Unit 1 My name’s Gina.
单元教学计划
内容分析：本单元围绕“结交新朋友”使学生学会打招呼和介绍自己、询问他人姓名的基本句型：“What’s your/his/her name？My/His/Her name is…”; 通过学习区分"First/last name”，了解有关姓名的文化知识；通过查询电话号码 “What’s your/her/his phone number？”，学习数字1~9，同时也进一步促进学生之间的相互了解；通过以上几个方面的学习，使学生在轻松、愉快的学习氛围中熟识新伙伴。本单元与第二单元衔接紧密：由课堂内的打招呼、自我介绍到课外、校外相互了解。由特殊疑问句的学习到一般疑问句的学习，使学生将书本知识运用到实际生活中。
学情分析：本单元的主题是熟识新伙伴，同时引导学生采用Practicing, Listening for specific information和Role playing的学习策略，学习一些新词汇，掌握一些重点句型，在小组合作学习的过程中，进一步促进学生之间的相互了解。
教学目标：1．学会问候他人。
2．学会做自我介绍，认识新朋友，并正确称呼他们的英文名字。

3．学习本课的知识点。


教学内容

Unit 1 My name’s Gina.

教学目标
知识技能

(1)词汇：name，nice，to，meet，too，your，Ms.
(2)句型：—What's your name？—My name's...
—Hello！Cindy！I'm Dale.—Nice to meet you!
what's＝what is I'm ＝ I am name's ＝ name is


过程方法

Learn to greet people and make new friends.

情感态度

Learn to make new friends.

重点
难点

1．让学生学会做自我介绍，学会交朋友。
2．正确使用问候语。

教学过程

个性化批注

Step Ⅰ Revision and lead－in　
Free talk：
Show the students a few real things and ask them to ask and answer about the things in pairs.
eg：
A：What's this in English?
B：It's a ruler.
A：What color is it?
B：It's yellow.
A：Spell “yellow”，please!
…
Lead－in：
Greet students and make a self－introduction.
T：Good morning/afternoon，boys and girls！It's very nice to meet you here.I'm Yuan Li.You can call me Miss Yuan，OK？Well，may I know your names?
S1：My name is Song Tao.Nice to see you，Miss Yuan.
S2：I'm Han Ting.Nice to meet you.
S3：And I'm Liu Fen.Glad to meet you.
T：Now you see.We are going to learn to greet people and ask for names today.
Step Ⅱ Self－studying and guiding　
Self－study guide 1：
Self－study the new words：name，nice，to，meet，too，your，Ms.
You can listen to the tapes to help you pronounce them correctly or ask others for help.
Self－study guide 2：
Self－study 1a on Page 1 and try to understand it.
Questions for thinking：
I'm Cindy.＝________ ________ ________ Cindy.
Answer the question：
—What's your name?
—________.
The teacher walks around the classroom to watch and help the students study while the students are self－studying.Encourage students to find out their problems in self－studying both in pronunciation and understanding.
Time for questions：
Discuss the difficulties that most students have and explain the language points that most students can't understand.
Step Ⅲ Check up　
Check up 1：
Words teaching：Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.
Check up 2：
Greet a few students and see if they can respond correctly.
T：Good morning.My name is Yuan Li.Nice to meet you.
S1：My name is…Nice to meet you，too.
…
Check up 3：
Check the answers to the exercises above.
T：So in order to introduce yourself，we can use：My name is…or I am…
Step Ⅳ Cooperative inquiry　
1．Listening (1b)
Listen and number the conversations[1－3]．Play the recording.Then check the answers.
2．Practice in pairs
Ask students to practice the conversations above with their partners and make their own conversations.
3．Chain work：
Ask students to work in groups.The first student asks the second student for his or her name.The second student answers the question and goes on to ask the third student for his or her name…
A：Hello，I'm Gina.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 Ⅴ Practice　
用所给单词的适当形式填空。
1．What's ________ name？(you)
2．Nice ________ you.(meet)
3．________ name is Gina.(I)
4．—________ is this？(what)
—It's a book.
Step Ⅵ Test　
汉译英。
1．你叫什么名字？
________________________________________________________________________
2．我的名字是吉娜。
________________________________________________________________________
3．很高兴见到你。
________________________________________________________________________
4．我是戴尔。
________________________________________________________________________



教学反思






教学内容

Unit 1 My name’s Gina.

教学目标
知识技能
继续练习运用如何做自我介绍及问候他人。学会从对话中获取对方的基本信息（询问他人姓名）。 能掌握以下句型
① —What’s your/his/her name?
—My/his her name is…
② —Are you…?
—Yes, I am. / No, I'm not.
③ —Is he/she…?
—Yes, she/he is. / No, she/he isn’t.

过程方法

能了解以下语法：your, his, her等形容词性物主代词的简单用法；掌握what’s, name’s, I’m, he’s, she’s等缩写形式。

情感态度

Learn to make new friends.

重点
难点

1. 教学重点：
1) 让学生学会自我介绍，正确使用问候语，学会交朋友。
2) 会运用所学的句型询问第三者的姓名。
3) 会运用所学的句型确认第三者的姓名。
2. 教学难点：
1) your, his, her等形容词性物主代词的简单用法；
2) 询问他人姓名及确认他人姓名的句型。

教学过程

个性化批注
Step Ⅰ Revision and lead－in　
Have a conversation with a student.
T：What's your name?
S：My name is Li Jie.
T：(Pointing to a boy) What's his name？Do you know?
S：Luo Tao.
T：Yes，you are right.His name is Luo Tao.Today we will go on learning to ask others' names.
Step Ⅱ Self－studying and guiding　
Self－study guide 1：
Self－study the new words：his，and，her，yes，she，he，no，not.
You can listen to the tapes to help you pronounce them correctly or ask others for help.
Self－study guide 2：
Self－study 2b on Page 2 and make sure you can read the names in the box.
Questions for thinking：
His name is Luo Tao.＝________ ________ Luo Tao.
Her name's Alice.＝________ ________ Alice.
Self－study guide 3：
Self－study 2c and 2d and try to make up a conversation with your partner to talk about a third person's name.The teacher walks around the classroom to watch and help the students study while the students are self－studying.Encourage students to find out their problems in self－studying both in pronunciation and understanding.
Step Ⅲ Check up
Check up 1：
Words teaching：Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.
Check up 2：
Ask the students to read the names and fill in the blanks.
Boys' names：Tom，________.
Girls' names：Mary，________.
Check up 3：
Check the answers to the exercises above.
Step Ⅳ Cooperative inquiry
1．Listening (2b)
Listen and number the conversations[1－4]．Play the recording.Then check the answers.
2．Practice in pairs
Ask students to practice the conversations in 2b with their partners and make their own conversations.
3．Role－play
Read the conversation in 2d and role－play it with your partner in front of the class.
4．Pair work
Show students a few pictures of some famous people and ask them to talk about the famous people.
Sample conversations：
A：What's his name?
B：His name is Yao Ming.
A：What's her name?
B：Her name is Guo Jingjing.
T：We can see from the above that when we say something about a boy or a man，we use “his” and when we say something about a girl or a woman，we use “her”．
Step Ⅴ Practice　
1．Finish 3a on Page 3.
2．Finish 3b on Page 3.
Ask the students to do it by themselves first.Then check the answers with the students.
3．Group work(3c)
Practice introducing yourself and others in a group.Try to remember names.
Step Ⅵ Test　
Correct the mistakes in the following sentences.
1．His name is Jenny.
2．This is my a jacket.
3．I last name is Hand.
4．What's is your last name?
5．—Is he Tom？—Yes，he's.



教学反思






教学内容

Unit 1 My name’s Gina.

教学目标
知识技能
1．熟练掌握数字0～9的英文表述，并学会获取对方电话号码。
2．学习本课的知识点。
(1)词汇：zero，one，two，three，four，five，six，seven，eight，nine，telephone，number，phone
(2)句型：—What's your phone number？—It's...

过程方法

引导学生制作电话号码簿。

情感态度

Learn to make new friends.

重点
难点

教学重点
1．能用英语表达数字。
2．能听懂简单的听力材料。
3．能运用所学的语言知识进行交际。
教学难点
能听懂简单的听力材料。


教学过程

个性化批注
Step Ⅰ Revision and lead－in　
1．Put the following into English.
——他叫什么名字？
——他叫迈克。
——她的名字是玛丽吗？
——不，她是艾丽斯。
2．Lead－in：
Let students listen to the song TenLittleIndianBoys.
T：Do you know what we are going to learn today？We are going to learn to say the numbers and ask for telephone numbers.
Step Ⅱ Self－studying and guiding　
Self－study guide 1：
Self－study the new words：zero，one，two，three，four，five，six，seven，eight，nine，telephone，number，phone number.
You can listen to the tapes to help you pronounce them correctly or ask others for help.
Self－study guide 2：
Self－study 1c on Page 4 and make sure you can read the sentences and understand them.
Questions for thinking：Do you know how to ask for people's phone numbers？The teacher walks around the classroom to watch and help the students study while the students are self－studying.Encourage students to find out their problems in self－studying both in pronunciation and understanding.
Time for questions：
Discuss the difficulties that most students have and explain the language points that most students can't understand.
Step Ⅲ Check up　
Check up 1：
Words teaching：Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.
Check up 2：
Let students count things in different amount in English.
Check up 3：
Let a few pairs of students to act out the dialog in 1c.
Step Ⅳ Cooperative inquiry　
1．Listening (1b)
Listen to the conversation and write the telephone numbers.Then check the answers.
2．Practice in pairs
Ask students to practice the conversations in 1b with their partners and make their own conversations.
3．Listening (1d)
Play the tape for the students to listen and finish the exercises in 1d and 1e.Check the answers and play the tape again for the students to repeat the conversations.
4．Group work
Divide the students into some groups of four.Ask each student to write her or his telephone number on a piece of paper and put it in a bag.Then take out a piece of paper and find the owner.
A sample conversation：
S：Is this your telephone number?
S1：No，it isn't.
S：Is this your telephone number?
S2：Yes，it is.
S：What's your telephone number?
S2：My phone number is 022－86453290.
Step Ⅴ Practice　
Complete the following conversation.
Dick：________！I'm ________.________？
Alan：My name is Alan.________！
Dick：Nice to meet you，too！________？
Alan：It's 438－3689.
Step Ⅵ Test　
一．Fill in the blanks with the proper forms of the given words.
(1)This is ________(I) ruler.
(2)________(he) name is Alan.
(3)________(she) jacket is red.
(4)It's ________(you) clock.
(5)________(my) am a boy.________(me) English name is Tony.



教学反思






教学内容

Unit 1 My name’s Gina.

教学目标
知识技能

1．能运用所学的语言知识进行交际。
2．学习本课的知识点。
句型：What's your first name?
What's your last/family name?

过程方法

1．引导学生制作身份证卡片。
2．能阅读本课的语言材料。

情感态度

Learn to make new friends.

重点
难点

教学重点
1．能运用所学的语言知识进行交际。
2．引导学生制作身份证卡片。
3．能阅读本课的语言材料。
教学难点
能阅读本课的语言材料。

教学过程

个性化批注
Step Ⅰ Revision and lead－in　
Sing a song.
Teach students the song TenLittleIndianBoys.
Lead－in：
Show a picture of Yao Ming on the screen.

T：What's his name？Do you know?
Ss：Yao Ming.
T：Yes.His last name is Yao，and his first name is Ming.
Do you know what your last name is and what your first name is？Today we are going to learn about first names and last names.
Step Ⅱ Self－studying and guiding　
Self－study guide 1：
Self－study the new words：first，last，friend，China，middle，school.
You can listen to the tapes to help you pronounce them correctly or ask others for help.
Self－study guide 2：
Self－study 2a and try to tell first names from last names.Read and understand the conversation in 2a.
Questions for thinking：
Is the boy's name Jack Smith or Smith Jack?
Do you know the differences between Chinese names and English names?
The teacher walks around the classroom to watch and help the students study while the students are self－studying.Encourage students to find out their problems in self－studying both in pronunciation and understanding.
Time for questions：
Discuss the difficulties that most students have and explain the language points that most students can't understand.
Step Ⅲ Check up　
Check up 1：
Words teaching：Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.
Check up 2：
Ask a pair of students to act out the dialog in 2a.
Check up 3：
Check the answers to self－study exercises.
Step Ⅳ Cooperative inquiry　
1．Practice in pairs
Ask students to practice the conversation in 2a with their partners and make their own conversations.
2．Reading
(1)Read 2b and match the messages with the pictures.
(2)Circle the first names and underline the last names.
(3)Finish 2c.
3．Writing
(1)Finish 3a.
Check the answers to 3a by asking students questions.
(2)Self－introduction(3b)
Ask some students to come to the front of the class to introduce themselves.
(3)Writing
Write a short passage to introduce your best friend.
Step Ⅴ Practice　
1．Show students two photos.One is an American boy named Jack Smith whose telephone number is 133－5689 and the other is a Chinese girl named Liu Ying whose telephone number is 13974335628.Ask the students to have conversations with target languages.
Sample version：
A：What's his first name?
B：His first name is Jack.
A：What's his last name?
B：His last name is Smith.
A：What's his telephone number?
B：It's 133－5689.
2．Finish the task in Self Check 1.
3．Pair work.Finish the task in Self Check 2.
Step Ⅵ Test　
一．根据答语写出问句。
1．_______________________________________________________?
His name is Dale.
2. ________________________________________________________?
Her last name is Jones.
3．_________________________________________________________?
My telephone number is 281－9176.
4．_________________________________________________________?
My name is Eric.
5．________________________________________________________?
Her first name is Jenny.
二．用am，is，are填空。
1．________ you Tom？No.I ________ Jim.
2．My mother ________ fine.
3．How ________ your mother?
4．I ________ not Mary.
5．________ she your teacher?
6．What ________ her name?
7．He ________ not Bob.
8．What ________ your name？My name ________ Jim.
9．How ________ you？I ________ fine，thank you.
10．What ________ your phone number？It ________ 261－9854.



教学反思




Unit 2 This is my sister.
单元教学计划

内容分析：本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该掌握对家庭成员的称呼；通过谈论“家庭”的话题，使学生学会并掌握“介绍人物、识别人物”的基本句型，进一步体会一般疑问句的用法，学会运用指示代词介绍人物，学会运用人称代词询问人物。如：This is my sister。 Is that your brother? These are my parents。 Are those your brothers? 以及Who开头的特殊疑问句，一般疑问及其简单回答；运用名词的复数形式。能够用英语向朋友介绍自己的家人，从而让他们了解自己的家庭。
学情分析： 从教材编排上说本单元是就第一单元认识朋友之后，仍接着学习用英语认知人而与学生最为熟悉的人就是家庭成员，由了解同学们的名字很自然过度到了解对家庭成员的名字，以及对家庭成员的称呼，对学生们来说比较容易接受。以前学的your, his, her, my等形容词性物主代词，在本单元中扔是重点学习的任务；但在本单元要接触名词的复数形式，以及be动词的复数形式，且本单元生词较多，因此本单元的学习任务比较艰巨。
教学目标：让学生知道他们应当尊敬自己的父母、祖父母及其他家庭成员，在家庭中应多帮助父母做力所能及家务劳动。通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，从而激发起他们对家人的热爱。
教学重难点：
让学生运用所学的语言项目“This/That is...These/Those are...”等内容与其他人交流家庭成员的情况。

年级下册 第 1课时 备课人教者


教学内容

Unit 2 This is my sister.
教学目标
知识技能
1．学会认知家庭成员，了解家庭关系。
2．学会介绍人。

过程方法

通过认知家庭成员及其关系，学会使用指示代词these，those。

情感态度

Learn to love families and make friends with others.

重点
难点

教学重点
(1)词汇：sister，mother，father，parent，brother，grandmother，grandfather，grandparent，family，those，who，these
(2)句型：This is my sister.
That's my grandfather.
These are my brothers.
Those are my parents.
教学难点
让学生运用所学的语言项目“This/That is...These/Those are...”等内容与其他人交流家庭成员的情况。


教学过程

个性化批注

Step Ⅰ Revision and lead－in　
1．Free talk：
T：Good morning，boy.What is your name?
S1：I am Wei Yi.
T：Wei Yi，nice to meet you.
S1：Nice to meet you，too.
T：Well，he is Wei Yi.Who can tell me what his first name is?
S2：His first name is Yi.
T：Good，and may I know your name?
S2：My name is Du Zhiqiang.
2．Lead－in：
Play a guessing game.
T：Everyone has it，everyone loves it and everyone lives in it.What is it?
Students：It's our family.
T：Today let's come to study Unit 2 This is my sister.
Step Ⅱ Self－studying and guiding　
Self－study guide 1：
Self－study the new words：mother，father，parents，brothers，grandparents，grandmother，grandfather，sister，friend.
You can listen to the tapes to help you pronounce them correctly or ask others for help.
Self－study guide 2：
Self－study 1a on Page 7 and try to understand it.
Discuss the difficulties that most students have and explain the language points that most students can't understand.
Step Ⅲ Check up　
Check up 1：
Words teaching：Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.
Check up 2：
Ask some students to make a conversation with their partner and see if they can respond correctly.
Step Ⅳ Cooperative inquiry　
1．Listening (1b)
Listen and circle the words you hear in 1a.
Play the recording.Then check the answers.
2．Practice in pairs
Ask students to practice the conversations above with their partners and make their own conversations.
3：Act out：role－play
Ask some pairs of students to role－play the conversation in front of the class.
Sample：
A：This is my family.Those are my parents.
B：Who's she?
A：She is my sister.
B：Who are they?
A：They are my grandparents.
Step Ⅴ Practice　
用括号中所给单词的适当形式填空。
1．Lucy，Mary and Linda are my good ________(friend)．
2．Look at the photo.Those are my ________(grandparent)．
3．Is ________(these) your sister?
4．They ________(be) my father and mother.
5．Mr.Black has(有) three ________(brother)．
Step Ⅵ Test　测试
汉译英。
1．那是他哥哥。
__________________________________________________________
2．这是她父母。
__________________________________________________________
3．她是谁？
__________________________________________________________
4．这是我的好朋友莉莉。
___________________________________________________________
5．这是我的全家福。
___________________________________________________________



教学反思






教学内容

Unit 2 This is my sister.
教学目标
知识技能
1．能熟练地运用所学的语言知识介绍自己或他人的家庭成员。
2．学习本课的知识点。
(1)词汇：they，well，have，day，bye
(2)句型：—Are these/those...?
—Yes，they are.
—Who's he?x k b 1
—He's her father.
—Who's she?
—She's my sister.
—Who are they?
—They are my grandparents.

过程方法

能熟练地运用所学的语言知识介绍自己或他人的家庭成员。

情感态度

Learn to love families and make friends with others.

重点
难点

教学重点
1．Is this/that...？/Are these/those...？句型及简单回答。
2．Who引导的特殊疑问句及答语。
3．训练学生的听力能力。
教学难点
1．能掌握一定的听力技巧。
2．能运用所学的语言知识进行交际。


教学过程

个性化批注

Step Ⅰ Revision and lead－in　
Ask and answer：How many people are there in your family?
Who are they?
Ask a student to have a brief introduction of his or her family.
T：Now，let's come to know Cindy's family.
Step Ⅱ Self－studying and guiding　
Self－study guide 1：
Self－study the new words：parents，grandparents，friend，sister，brother，my，these，those.You can listen to the tapes to help you pronounce them correctly or ask others for help.
Self－study guide 2：
Self－study 2a on Page 8 and make sure you can read the words in the box.
Self－study guide 3：
Self－study 2c，2d and 3a and try to make up a conversation with your partner to talk about your own families or friends.
Questions for thinking：
Put the following into English.
(1)我明白了。
(2)玩得开心。
(3)那是你的哥哥吗？
The teacher walks around the classroom to watch and help the students study while the students are self－studying.Encourage students to find out their problems in self－studying both in pronunciation and understanding.
Time for questions：
Discuss the difficulties that most students have and explain the language points that most students can't understand.
Step Ⅲ Check up　
Check up 1：
Words teaching：Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.
Check up 2：
Ask the students to read the names and fill in the blanks in 2b.
Check up 3：
Ask some pairs of students to role－play the conversation in front of the class and see if there are any problems in pronunciation.And check the answers to self－study exercises.Then check the answers to 3a and ask students to practice it with their partners.
Step Ⅳ Cooperative inquiry
1．Listening (2a，2b)
Listen and circle the words you hear and match the names with the people.Play the recording again and ask students to repeat it sentence by sentence.Then check the answers.
2．Practice in pairs
Ask students to practice the conversations in 2d with their partners and make their own conversations.
3．Finish 3b.
Look at the picture.Try to make as many sentences as you can according to the given words.
This/That is my/your…
These/Those are my/your …
4．Group work：
(1)Take out the family photos you bring to school.Then talk about the photos with your partner.
(2)Work in groups of four.Try to ask and answer questions about your group mates' family photos.And then report it to the class.
There are … people in my family.They are…This is my…He/She is a(n) …He/She's …years old.These are my…
Step Ⅴ Practice　句型转换。
1．That is my brother.(变为复数句)________ ________ my brothers.
2．It is a nice picture.(变为复数句)_______ ________ nice pictures.
3．Are these your sisters？(变为单数句)______ ________your sister?
4．Are those your friends？(作肯定及否定回答)
Yes，________ ________./No，________ ________.
5．He's my__father．(对画线部分提问)________ he?
6．They're my_grandparents．(对画线部分提问)________ they?
Step Ⅵ Test　测试
一．Complete the sentences.
1．这是我的朋友简。 ________ ________ my friend Jane.
2．那是我的奶奶。________ my grandmother.
3．这是我的兄弟们。________ ________ my brothers.
4．那是我的父母亲。________ ________ my parents.
5．她是谁？________ she?
6．她是我的姐姐。She's my ________.
7．他是谁？________ he?
8．他是我的哥哥。________ my brother.
二．Oral speaking：Kate邀请她的好朋友露茜(Lucy)和莉莉(Lily)参加了她的家庭派对。Kate向Lucy 和 Lily 介绍了她的家人。(写一段对话，并口头表演出来)



教学反思






教学内容

Unit 2 This is my sister.
教学目标
知识技能

1．学习本课的知识点。
(1)词汇：son，cousin，mom，aunt，dad，uncle，daughter，grandpa，grandmaX K B 1.C O M
(2)能运用所学的知识画出自己的家庭关系图。
2．训练学生的听力能力。

过程方法

让学生在交流中体验英语学习的乐趣。

情感态度

Learn to love families and make friends with others.

重点
难点

教学重点
1．词汇：son，cousin，mom，aunt，dad，uncle，daughter，grandpa，grandmaxkb1.com
2．能运用所学的知识画出自己的家庭关系图。
教学难点
1．正确的画出自己的家庭关系图，并能用所学的语言知识描述出来。
2．综合运用语言的能力。

教学过程

个性化批注
Step Ⅰ Revision and lead－in　
Quick response：
Show cards to students and ask them to speak out the words or phrases together as quickly as possible.
Lead－in：
Let the students watch the video HomewithKids.At the same time the teacher draws an unfinished family tree on the blackboard.After watching，ask students to make a report about the family of Xia Yu.
Step Ⅱ Self－studying and guiding　
Self－study guide 1：
Self－study the new words：daughter，son，cousin，grandpa，mom，uncle，dad，grandma，aunt，family tree.
You can listen to the tapes to help you pronounce them correctly or ask others for help.
Self－study guide 2：
Self－study 1a and add the words in the box to the family tree.
Questions for thinking：
How do you introduce your family members to others by using the useful sentences?
The teacher walks around the classroom to watch and help the students study while the students are self－studying.Encourage students to find out their problems in self－studying both in pronunciation and understanding.
Time for questions：
Discuss the difficulties that most students have and explain the language points that most students can't understand.
Step Ⅲ Check up　
Check up 1：
Check the answers to 1a.
Check up 2：
Check up 3：
Ask students to make a report about his or her family to classmates.
Sample：
Hello，everyone，my name is He Changjun and this is my family.They are my grandparents.These are my parents.The little boy is my brother.His name is He Changhui.
Step Ⅳ Cooperative inquiry　
1．Listening (1b，1c)
(1)Listen to the conversation and check the words you hear.Then check the answers.
(2)Listen again and try to find out which picture Jiang Tao and Tom are talking about in 1c.
(3)Listen and repeat.
2．Practice in pairs
(1)Ask students to practice the conversations in 1b with their partners and make their own conversations.
(2)Draw a picture of your family and friends.Tell your partner about your picture.
Step Ⅴ Practice　
1．Tom and Jack ________good friends.
A．is　　　　　　B．are　　　　　　C．be
2．The name ________ the school is XJQ Middle School.
A．in B．on C．of
3．Jenny is my dad's sister.She's my ________.
A．aunt B．uncle C．cousin
Step Ⅵ Test　
根据上句句意，用合适的词完成下句。
1．Lucy is my uncle's daughter.
She is my ________.
2．John is my father's brother.
He is my ________.
3．Jack is my grandparents' son.
He is my ________/________.
4．Susan is my mother's sister.
She is my ________.



教学反思





教学内容

Unit 2 This is my sister.
教学目标
知识技能
1．学习词汇：photo，here，of，next，picture，girl，dog
2．掌握句型：Here are two nice photos of my family.


过程方法

学习英语写作的基本方法。

情感态度

Learn to love families and make friends with others.

重点
难点

教学重点
根据家庭照片，写一段文字介绍自己的家庭。
教学难点
根据家庭照片，写一段文字介绍自己的家庭。

教学过程

个性化批注
Step Ⅰ Revision and lead－in　
Free talk：
T：Hello，boys and girls，how many family members do you remember?
Ss：Mother，father，sister，brother，cousin，uncle，aunt，grandparents…
T：OK，who wants to share his (her) family with us?
S1：I have a big family，my father，my mother，my sister and I.
S2：There are three people in my family，my father mother and I.
S3：…
T：Well done.
Lead－in：
T：Today，I bring a good friend here.Do you want to know her?
Ss：Yes.
T：(Show a family photo in the CAI)Well，let's know her together.
T：Her name is Jenny…
Step Ⅱ Self－studying and guiding　
Self－study guide 1：
Self－study the new words：photo，next，of，picture，here，girl，dog.
You can listen to the tapes to help you pronounce them correctly or ask others for help.
Self－study guide 2：
Self－study 2b and finish 2c and try to understand the meaning of the passage by self－reading.Underline the important or difficult sentences or phrases.
Questions for thinking：
How many people are there in Jenny's family?
Who are they?
Alan and Mary are Jenny's ________.
Cindy is Jenny's and Helen is Jenny's .
Step Ⅲ Check up
Check up 1：
Words teaching：Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.
Check up 2：
Ask a group of students to read the passage in 2b.
Check up 3：
Check the answers to self－study exercises.
Check up 4：
Check the answers to 2c.
Step Ⅳ Cooperative inquiry　
1．Group work：Review the names and classify them into the male and female names and ask two students to write them down on the blackboard.
2．Writing：Complete the passage in 3a and write a passage about your family.
Step Ⅴ Practice　
1．Show students some words for family members and group them.
2．Complete the conversation.
Bill：Here's a photo of my family.
Daming：________ he?
Bill：________ my uncle.
Daming：________ this girl?
Bill：________ my cousin.
Daming：Are ________ your parents?
Bill：Yes，________ are.And，these ________ my grandparents.
Step Ⅵ Test　
Complete the sentences.
1．这里有一张我的全家福。
Here ________ a photo ________ my ________.
2．这些是我的叔叔和阿姨。
________ are my ________ and ________.
3．那两个男孩子是我的表哥。
________ two ________ are my ________.
4．——Kitty是你的猫的名字吗？——不是。
—Is Kitty the ________ ________ your cat?
—No，________ isn't.
5．——你的父母亲在下一张照片中吗？——是的。
—________ your ________ in the ________ picture?
—Yes，________ ________.

教学反思






Unit 3 Is this your pencil?

单元教学计划
内容分析：本单元围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.; Are these/those your/her/his pens? Yes, they are. No, they aren't.”，体会一般疑问句的用法；由形容词性物主代词的用法，到初步学习名词性物主代词的用法；学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“How do you spell pen? P-E-N.”。 通过本单元的教学，使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法，学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础。本单元与第二单元衔接紧密，由this，that的学习过渡到these, those的学习，由指示一个人、物过渡到指示多个人、物，使学生学会区分远近单复数。
学情分析：本单元的主题是识别物品的所属，同时引导学生采用实物演示、课件模拟、小组合作学习和Role playing的学习策略，学习新词汇，掌握重点句型，使学生能比较好地解决类似问题（失物招领、寻物启事），既能提高学生解决问题的能力，又能巩固所学知识。该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。培养学生拾金不昧的精神和助人为乐、团结友爱的品德。
教学目标：通过“识别物品的所属”的学习，让学生们学会爱惜自己的学习物品，养成照看好自己的物品的好习惯，发现不属于自己的物品，应及时归还物品的主人。该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣
教学重难点：
让学生运用所学语言项目“Is this your pencil？Yes，it is.It's mine./No，it isn't.It's his.”等内容对物品的所属进行提问和回答，能辨认物品的所有者。



教学内容

Unit 3 Is this your pencil?
教学目标
知识技能
1．调动学生学英语和说英语的积极性。
2．使学生了解并掌握一些学习用品的英语表达。
3．学习本课的知识点。
(1)词汇：pencil，book，eraser，box，pencil box，schoolbag，dictionary，his，mine，hers
(2)句型：—Is this your pencil？Yes，it is.It's mine./No，it isn't.It's his.
—Are these your books？Yes，they are./No，they aren't.They're hers.

过程方法

训练学生在听录音时听懂简单英语词汇的能力。

情感态度

通过“识别物品的所属”的学习，让学生们学会爱惜自己的学习物品，养成照看好自己的物品的好习惯，发现不属于自己的物品，应及时归还物品的主人。该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。

重点
难点

教学重点
(1)词汇：pencil，book，eraser，box，pencil box，schoolbag，dictionary，his，hers，mine
(2)句型：—Is this your pencil？—Yes，it is.It's mine./No，it isn't.It's his.
—Are these your books？—Yes，they are./No，they aren't.They're hers.
教学难点
让学生运用所学语言项目“Is this your pencil？Yes，it is.It's mine./No，it isn't.It's his.”等内容对物品的所属进行提问和回答，能辨认物品的所有者。

教学过程

个性化批注
Ⅰ. Warming-up and revision
1. Greeting the Ss. Good morning! /Hello!/ Hi! ...
2. Let some Ss show their family photo. Ask:
— Is this your…? — Yes, she/he is. /No, she/he isn’t.
— Are these/those your…? — Yes, they are./ No, they aren’t.
3. Collect some items (pen, ruler, cup, book, pencil…) from the students and ask:
What’s this in English?
What’s that in English?
(Help them answer like this: It’s a/an …)
Have them work in pairs to practice the questions.
4. Provide more words by showing the students the picture in 1a.
T: What can you see in the picture? Collect their answers. Also ask them to finish 1a by themselves. Check their answers.
4. Let Ss read the new words aloud after the teacher. Then try to remember the new words.
Ⅱ. Presentation
1. Pretend that you don’t know whose these things are and ask A:
“Is this your book?” And lead him/her to answer: “Yes, it is. It’s mine.”
Then take another one and ask its owner: “Is this your schoolbag?” Help him/her to answer: “No, it isn’t. It’s his.”
Have the students ask and answer in pairs. (Maybe when they do this, they’ll make mistakes, so the teacher come to them and give them help if necessary.) Then ask them to act their dialogues out.
— Is this your book?
— Yes, it is. It’s mine.
— Is this your schoolbag?
— No, it isn’t. It’s his/hers.
2. Tell Ss: my book = mine; his book = his; her book = hers
Ⅲ. Listening
T: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.
(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)
T: Let’s check the answers, OK?
Ss: … (from left to right)
T: Thank you.
Ⅳ. Pair work
1. Get the students to work in pairs to practice these conversations.
2. Ask them to practice in groups. Walk around the classroom to check pronunciation and intonation. Then call some groups to perform their conversations in front of the class.
Ⅴ. Listening
1. Work on 2a.
T: Please look at the pictures in 2a. Can you say their English name?
(Teacher asks the students to name each one individually.)
S1: This is …
S2: This is …
S3: …
T: Now please take out the objects in 2a and put them on the desk. You will listen to a dialogue and please pick up the things you hear. Let’s see who will do fastest and best.
(Play the recording for the students to listen.)
（让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。）
T: Now let’s check the answers. Please hold the things you hear and say their English names, OK?
(Make sure students hold the things to show them to the other students.)
2. Work on 2b.
T: Now please read the words. One holds the things, the others read them aloud one by one.
(One student holds the things, and the other students say the words aloud.)
T: This time you will listen to the recording again, and you will write one of the words from the box on each blank line.
(Play the recording. Students listen and complete the conversation.)
T: Let’s check the answers. I’d like to ask three students to read the conversation in role.
(Three students read the conversation, filling the missing words. The rest of the students check their answers.)
Ⅵ. Pair work
1. T: Now please practice the conversation with your partner.
2. Ask some pairs to act out the dialogue in front of the class.
3. T: Now collect some more school things from your classmates. Then make a new conversation with your partner. Then practice your conversation.
4. Ask some pairs stand up and act out their dialogue using the school things they collected.
Ⅶ. Presentation
1. Take a pen and a dictionary from S1. Then ask another S2. (S1= Li Ming, S2= Sun Tao)
T: Is this your pen, Li Ming?
S1: No, it isn’t. It’s his.
T: This is not Li Ming’s pen. It’s Sun Tao’s pen.
(Write Li Ming’s, Sun Tao’s on the blackboard. Tell Ss this knowledge is “名词所有格”，It is the same as my, his, her, your ...)
T: Then what about this dictionary? Is this your dictionary, Li Ming?
S2: No, it isn’t. It’s Sun Tao’s. (This time help S2 answer the question with “Sun Tao’s”)
2. Let Ss understand the using of “名词所有格”, and repeat the sentences:
This is not Li Ming’s pen. It’s Sun Tao’s.
What about this dictionary? It’s Sun Tao’s.
Ⅷ. Role-play
1. Read the conversation and underline the school things in the dialog.
(Ss read the dialog and underline the school things. Check their answers with their partner.)
2. Now look at the screen. Read the conversation again and match the things with its owner.
(Ss read the conversation and match the things with its owner. Check their answers with their partner.)
3. Let Ss read the dialogue after the teacher. Then let Ss practice the conversation.
4. Ask some pairs to act out the conversation in front of the class.
5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
Homework:
1. Let Ss collect their school things and try to say them in English.
2. Collect some things from your classmates. And make a conversation with your partner.



教学反思





教学内容

Unit 3 Is this your pencil?
教学目标
知识技能
1．让学生进一步了解如何确认物主关系。
2．使学生能够利用所学物品进行完整的英语对话。
3．学习本课的知识点。
(1)词汇：excuse，me，thank，teacher，about，yours，for，help，welcome
(2)句型：—Excuse me.Is this your pencil？—Yes，thank you.
—Are these your pencils？—No，they're Bob's.
—What about this dictionary？—It's Helen's.
—Thank you for your help.—You're welcome.

过程方法

1,训练学生在听录音时听懂基本的英语会话的能力。
2．帮助学生来确认其他同学的物品。

情感态度

通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务。

重点
难点

教学重点
(1)词汇：excuse，me，thank，teacher，about，yours，for，help，welcome
(2)句型：—Are these your pencils？—No，they're Bob's.
—What about this dictionary？—It's Helen's.
—Thank you for your help.—You're welcome.
教学难点
1．培养学生运用所学知识进行完整的对话练习的能力。
2．让学生能够正确的确认物主关系

教学过程

个性化批注
Ⅰ. Warming-up and revision
1. Greeting the Ss and Check the homework.
2. (Ask Ss to put some school things on their desks.)
Let some Ss stand up and say what school things they have.
3. T walks around the classroom, pick up the things and ask about them.
T: Is this your pen?
S1: Yes, it is. It’s mine.
T: Is this your eraser?
S2: No, it isn’t. It’s hers.
T: Are these your books?
S3: Yes, they are.
T: Are those your rulers?
S4: No, they aren’t. They are his.
Ⅱ. Grammar Focus.
1. 阅读指导：
1）老师总结已学过的辨认物品的所有者所用的句型。
第一类为辨认单个物品时，较近处的用Is this…; 较远处的用Is that…；回答用Yes, it is. / No, it isn’t.
第二类为介绍多个物品时，较近处的用Are these …; 较远处的用Are those … 回答用Yes, they are. / No, they aren’t.
2）物主代词分为两类，一类是形容词性物主代词，另一类为名词性物主代词。
在用法上形容词性物主代词 + 名词 = 名词性物主代词
2. 学生阅读并完成下列句子。（可借助课件来完成此任务）
① 这是你的铅笔吗？_____ _____ your pencil?
② 是的。它是我的。Yes, ___ _____. It’s ______.
③ 那是你的书包吗？___ _____ your schoolbag?
④ 不是。它是他/她的。No, ___ ___. It’s ___/____.
⑤ 这是他的绿色钢笔吗？ ___ this ___ ____ pen?
⑥ 不是。那只蓝色钢笔是他的。
No, ___ ___. The ______ _____ is ______.
⑦ 这些是你的书吗？_____ ______ your books?
⑧ 是的。/ 不是。Yes, ____ ____. /No, ____ _____.
⑨ 那些是她的钥匙吗？_____ _____ her ____?
⑩ 不是。它们是她的。No. _______ hers.
3. 掌握下列缩写形式
① it is = ______ ② they are = _______
③ is not = _______ ④ are not = _______
⑤ that is = _______ ⑥ name is = ______
Ⅲ. Practice
1. T: Let’s work on 3a. 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.
2. Now try to complete the questions and answers about each picture.
3. Check the answers with the class.
4. Explanation:
① this/these “这，这个/这些”，用于指代在时间或空间上说话人较近的人或物。
② that/those “那，那个/那些”，用于指代在时间或空间上说话人较远的人或物。
Ⅳ. Practice
1. Let’s work on 3b.
T: Read the questions and complete the answers. You should pay attention to this/that and these/those。
2. Ss read the questions and answer the questions with their partner. Then write down their answers in the blanks.
3. Check the answers with the class.
Ⅴ. Game
1. Divide the Ss into five or six groups. Each group has six to eight students. All the students in a group put some of their school things into a box.
(T makes a model for the Ss.)
T: I have many things in this box. But I’m sorry I don’t know whose these are. Could you help me find the owners? Let’s see who can find all the owners first and write the owners’ names in the chart. You only have two guesses.
Language used for the task:
T: Is this your math book?
S1: Yes, it is. It’s mine.
T: Is that your ruler?
S2: No, it isn’t. It’s hers. My ruler is blue.
T: Kim, is this your dictionary?
S3: No, it isn’t. It’s his.
T: Jim, are these your erasers?
S4: Yes, they are. They are mine.
T: Here you are.
S4: Thank you.
Ⅵ. Exercises
Do some more exercises.
Homework
1. Review the Grammar Focus again.
2. Play the game with your friends after class. Then write down the conversation on your workbook.



教学反思






教学内容

Unit 3 Is this your pencil?
教学目标
知识技能
1) 掌握下列词汇：baseball, watch, computer game, ID card, notebook, ring, bag, library, lost, at, call
理解下列词汇：ask, some, found, classroom, e-mail
2) 掌握下列句型：
— What’s this? — It’s a watch.
— How do you spell it? — W-A-T-C-H.

过程方法

1) 能够使用目标语言询问东西的所属，或者寻找物品的主人。
2) 能够读懂一些简单的招领和寻物启示。

情感态度

通过学习“询问物品所属”及阅读“寻物启事和失物招领”。既可以提高学生遇到类似挫折时的解决问题的能力，激发学生的主动性和学习兴趣。又能培养学生拾金不昧的精神和助人为乐、团结友爱的品德。

重点
难点

1. 教学重点：
1）学习新词汇及询问如何拼写词汇的句型。
2）通过听、说的训练来让学生熟练掌握询问物品的所属或寻找物品的主人。
3）阅读一些简单的招领和寻物启示，并能获得相关信息。
2. 教学难点：
阅读一些简单的招领和寻物启示，并能获得相关信息。

教学过程

个性化批注
Ⅰ. Warming- up and revision
1. Greeting the Ss. Check the homework.
2. Review the school things we learned in Section A. Let Ss say the school things they have.
3. Pick up some school things from the students’ desk and ask about them. (Using this, that, these, those) Let other students answer the questions. They must say the owner the things.
T: Is this Li Mei’s ruler?
Ss: Yes, it is. It’s hers.
T: Is that Li Mei’s pencil?
Ss: No, it isn’t. It’s Wu Ming’s.
T: Are these Li Mei’s pens?
Ss: Yes, they are. They’re hers.
T: Are those Li Tao’s books?
Ss: No, they aren’t. They’re Zhang Bin’s.
…
Ⅱ. Presentation
1. T: Look at the picture.
(Show students a picture of a watch.)
T: What’s this in English? It’s a watch.
(Ask a student) What’s this in English?
S1: It’s a watch.
T: Good. (Ask another student.) What’s this in English?
S2: It’s a watch.
T: How do we spell watch? (Show students the spelling.)
W-A-T-C-H, watch. Read after me, please.
S3: W-A-T-C-H, watch.
2. (Teach the other words “baseball, computer game, key, notebook, ring and ID card…” in the same way.)
T: Let’s say the words again. What’s this in English?
(Show the words random. Ask questions like this.)
S4: It’s a key.
T: How do you spell it?
S4: K-E-Y.[
Ⅲ. Practice
1.  T: Now look at the 1a. Here are some new words in the box and some pictures below the box. Match the words with the things in the picture.
Ss: OK. (Ss work with their partners try to match the words with the things in the picture.)
2. Check the answers.
3. T: Now please work with your partner, practice the conversation in 1b. Use the pictures in 1a.
(Students practice the conversation. As students work, the teacher moves around and help them.)
4. Ask some pairs to act out the conversation.
Ⅳ. Listening
1. Work on 1c.
T: Listen to the conversation. Pay special attention to the names of objects. You will hear some of the names, not all of them. Circle on the picture each item whose name is mentioned in the conversations.
(Play the recording twice. Students listen and circle the items.)
T: Let’s check the answers, OK?
S1: …
T: Who would like to say the circled words again?
S2: …
(Check the answers with the class)
2. Work on 1d.
T: Please look at the two pictures in 2b. One is Linda, and the other is Mike. Listen to the conversations again. This time you will pay attention to the things Linda and Mike are looking for. Then write down the names of the things under each person’s picture.
(Play the recording for the students to write down the words.)
T: Well, what is Linda looking for?
S3: …
T: What about Mike? What is he looking for?
S4: …
(Check the answers with the class)
Ⅴ. Pair work
1. Now let’s make conversations about the things in 1d. Suppose you are Linda and your partner is Mike. Make a conversation and practice it. Then you can change roles. Your partner is Linda and you are Mike. Make another conversation again and practice it.
2. Ss make conversations as the teacher asks.
3. Let some pairs act out their conversations.
Ⅵ. Writing
1. We all have many school things. We always lose some school things easily. Now discuss the school things you lose easily with your partner. Write them down on your workbook. Then report them to the class.
2. Ss work with their partners.
3. Let some Ss report their things to the class.
Ⅶ. Presentation
(Using pictures or showing Ss pictures on the screen)
1. T: Now look at the screen. This is our school library. Is it a nice library?
Ss: Yes, it is.
T: This is our classroom. Is this a nice classroom?
Ss: Yes, it is.
(Write library and classroom on the blackboard)
2. T: My phone number is 13965748761. So you can call me at 13965748761. And my e-mail address is Engteacher@163.com. So you can e-mail me at Engteacher@163.com. right?
(Write “call me at…” and “e-mail me at…” on the blackboard)
3. Let the students read and try remember the new words and expressions.
Ⅷ. Reading
1. T: Have you ever picked up others’ things or lost anything? What are they?
S1: I lost a backpack.
S2: I picked up a pen.
T: Good. What will you do with these things? How did you return or find them? Have a discussion with your partner.
T: If you lost something, what should you do? You can answer it in English or Chinese.
S1: Call “110”.
S2: Tell the teacher about it.
S3: Ask my classmate to help me look for it.
S4: Tell my parents.
S5: 寻物启事。
T: You are great! Here are four notices on the board. Read the notices and circle the lost things.
2. Let some Ss say the answers.
3. Read the notices again and write down the items. Then check (√) Lost or Found.
4. 阅读指导
① 在第一条信息中，开头是Lin Hai，结尾是Mike，由常识可知是Mike给Lin Hai的留言条，关键句“Is it yours?它是你的吗？”，可知是Mike拾到的该物。故此条是Found条。
② 由第二条信息中的第一句话“Is this your watch?”，可知是John捡到的手表。故此条也是Found条。
③ 第三条和第四信息中明确有Found和Lost的说明，故较容易确定。
5. Check the answers with the class.
Homework
1. Remember the new words we learned today.
2. 认真阅读下面 “失物启事”与“招领启事”并完成后面的句子。
Lost My school ID card. My name is Mike. Please call 263-1412.
Found New watch. Is this your watch? Please call Ann. Phone 553-7618.
① ________ lost the school ID card?
② You can call ________ to get the new watch back?
③ Mike’s telephone number is _________?
④ ________ found the new watch?



教学反思





教学内容

Unit 3 Is this your pencil?
教学目标
知识技能
1）总结复习所学过的有关学习用品的英语词汇。
2）总结复习形容词性物主代词与名词性物主代词，并了解它们的用法。

过程方法

1) 能够使用目标语言询问东西的所属，或者寻找物品的主人
2) 在老师的指点帮助下能够写一些简单的招领和寻物启示。

情感态度

通过学习“询问物品所属”及写作“寻物启事和失物招领”。既可以提高学生遇到类似挫折时的解决问题的能力，激发学生的主动性和学习兴趣。又能培养学生拾金不昧的精神和助人为乐、团结友爱的品德。

重点
难点

1. 教学重点：
1）总结复习有关学习用品的词汇。
2）通过读、写的训练来让学生熟练掌握询问物品的所属或寻找物品的主人。
3）写作一些简单的招领和寻物启示。
2. 教学难点：
指导学生写作一些简单的招领和寻物启示。

教学过程

个性化批注
Ⅰ. Warming up and revision
1. Greeting the Ss. Check the homework.
2. Review the school things we learned in Section B. Let Ss say the school things they have.
3. Pick up some school things (learned in Section B) from the students’ desk and ask about them. (Using this, that, these, those) Let other students answer the questions. They must say the owner the things.
T: Is this Li Mei’s schoolbag?
S1: Yes, it is. It’s hers.
T: Is that Li Mei’s notebook?
Ss: No, it isn’t. It’s Wu Ming’s.
T: Are these Li Mei’s ID card?
Ss: Yes, they are. They’re hers.
T: Are those Li Tao’s computer games?
Ss: No, they aren’t. They’re Zhang Bin’s.
…
Ⅱ. Presentation
(Show a set of keys to the Ss.)
T: These are some keys. This is a set of keys.
(Write on the blackboard.)
a set of 一套；一幅；一组 a set of stamps 一套邮票
a bag of 一袋子…… a bag of rice 一袋大米
a bag of apples 一袋苹果
Ⅲ. Writing
1. Let’s work on 3a. Here are two notices but some words in the notes are missing. Read the notices and complete the notices with the words or phone number in the box.
2. Ask some Ss read the words in the box. One read them in English. The other read them in Chinese.
3. Ss read and complete the notices.
4. Check the answers.
Ⅳ. Writing
1. 写作指导：
T: Have you ever picked up others’ things or lost anything? What are they?
S1: I lost a dictionary.
S2: I picked up a watch.
T: Good. What will you do with these things?
Ss: … Write a notice and put up in the lost and found.
T: All of you are right. Today we are going to learn how to write “Lost” and “Found” notices. Look at the “Lost” and “Found” notices in 3a and find out the important information about it.
S1: The lost thing and found thing.
S2: The name of the owner.
S3: Color.
S4: Telephone number.
S5: Picture.
T: Yes. You have done very well. If we write “Lost” or “Found”, we must write the lost thing, the found thing, the person’s name, telephone number and color, we can also put a picture of the thing on it.
2. T: OK. Now let’s try to write it. You may use the one in 2b or the one in 3a as a model.
(Students write their bulletin board notices and the teacher moves around the room offering language support as needed.)
T: Let’s read some of your notices.
(Ask some students read their message aloud. And others to help correct their work.)
Ⅴ. Self Check 1
1. T: We’ve learned many school things. Now first review all the school things in three minutes. Then let’s have a competition. We’ll write the school things you can remember in a piece of paper. Let’s see who can remember the most.
2. Ss review the words of the school things quickly. Then have a competition.
3. Check the numbers of the words on their paper to see who does the best.
Ⅵ. Self Check 2
1. 物主代词即代指事物的主人（我的，你的，他的），分为形容词性物主代词（名词前）和名词性物主代词（后无名词）。
2. 人称代词的主格作主语,宾格作动词的宾语和介词的宾语。 如：
I’m fine. 我很好。You are my friend. 你是我的朋友。 （作主语）
Excuse me. 请原谅。 Ask him. 问他。
3. Fill in the blanks. (提醒学生们注意人称的对应)
4. Check the answers.
Ⅶ. Self Check 3
1. T: Look at the picture please. What are they talking about in the picture? Who would like to read it?
S1: Is that your schoolbag?
S2: No, it isn’t.
T: OK, now what may other people (S2, S3 and S4) talk about in Picture? Write the conversation using Is this/that…? Yes, it is./ No, it isn’t. Are these/those …? Yes, they are. / No, they aren’t.
(Students write the conversations with their partners.)
2. T: Now please read the conversation with your partner.
S3: Is that your notebook?
S4: Yes, it is.
S5: Are those your keys?
S6: No, they aren’t.
…
3. Now practice the conversations with your partners.
Homework
1. Review the new words and expressions in this unit.
2. Write a lost and a found note for yourself.



教学反思




Unit 4 Where's my school bag?
单元教学计划:
内容分析： 本单元主要内容是谈论物品的所在位置，通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些物品的单词，及方位介词 on , in , under ,behind 等的用法；使学生学会基本句型 “Where’s …? It’s …”及“Where're …? They're …”，进一步体会“Where…? Yes／No”疑问句的用法；学会运用方位介词"on／in／under／behind／next to"表达物品的位置。理解关连词and在句子中的用法。通过以上几个方面的学习，使学生学会运用听关键词、推测词意的学习策略，识别不同物品的位置；既能促使学生了解自己的家居环境，热爱自己的家，又能促使学生通过想象设计自己理想中的房间。本单元与第五单元衔接紧密：由本单元“Is／Are …?”的学习过渡到第五单元“Do …?”的学习。使学生养成干净、整洁、合理摆放物品的好习惯。
学情分析： 本单元的主题是谈论话题“Things around the house”学习询问“物品的位置”，使学生学会基本句型“Where's …? It's …”及“Where're …? They're …”同时引导学生采用Listening for key words，inferring vocabulary和Role playing的学习策略，学会运用方位介词“on／in／under／behind／next to”表达物品的位置。本单元的话题内容与学生的实际生活联系紧密，学生们容易接受，也便于形成英语学习的兴趣，坚定学好英语信心。
教学目标：1、学生能能运用所学的相关知识在实际生活中描述物品的位置。。
2、引导学生养成整齐地摆放自己物品的生活习惯。
3、学生在学习中获得乐趣，逐步培养学生们对英语学习的兴趣。
教学重难点： 1、方位介词 in , on , under , behind的用法。
2、 Where的特殊疑问句和Is . . . ? /Are…一般疑问句及其肯定和否定回答。
3，学会正确描述物品作在的位置；学会询问自己或他人物品的具体位置；



教学内容

Unit 4　Where's my schoolbag?
教学目标
知识技能
1) 能掌握下列词汇：where, table, bed, bookcase, sofa, chair, on, under, come on, desk, think, room, their, hat, head
2) 能掌握以下句型：
① —Where's…? —It's in/on/under…
② —Where're…? —They're in/on/under…
③ —Is the …in/on/under…? —Yes, it is./ No, it isn't.
④ —Are the …in/on/under…? —Yes, they are. /No, they aren't.

过程方法

学会运用方位介词in, on, under和where句型表述物品所在的位置。

情感态度

培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐趣，逐步培养学生们对英语学习的兴趣。

重点
难点

1. 教学重点：
1) 方位介词 in , on , under , behind的用法。
2) Where的特殊疑问句和Is . . . ? Are…一般疑问句及其肯定和否定回答。
2. 教学难点：
1) 学会正确描述物品作在的位置；
2) 学会询问自己或他人物品的具体位置；

教学过程

个性化批注
Ⅰ. Warming up and revision
1. (Prepare some school things.)
T: What’s this? (There is a watch in the teacher’s hand.)
S1: It's a watch.
Yes you a right. Here you are.
T: Is this a notebook? (holding up a notebook .)
S2: Yes it is.
T: How do you spell notebook?
S2: N-O-T-E-B-O-O-K, notebook.
T: Good.
(Hold up a pen, an erase, some pencils and so on. Ask the questions in the same way.)
T: What’s this?
S3: It’s a schoolbag.
T: I have a schoolbag for you as a present, (Looking for it in the desk, under the chair . . . ) but I can’t find it . Where’s it? Do you know?
S3: I don’t know.
S4: I think it’s in your desk.
T:(Look into the desk.) No, it isn’t. Now, let’s look for the backpack together, OK?
(Write down the title on the blackboard.)
2. Work on 1a.
Now let's look at the picture in 1a. Match the words with the things in the picture.
Check the answers with the class.
Ⅱ. Presentation
1. Present the furniture
T: Look at the big picture on the screen. This is a big nice room. I want to own such a room. Because there is some nice furniture in it. Do you know the names of the furniture?
(Show a picture of a bed and a bookcase.)
T: What’s this? It’s a bed. “BED”. Read after me. B-E-D, bed.
Ss: B-E-D, bed.
T: What’s this? It’s a sofa. S-O-F-A, sofa.
Ss: S-O-F-A, sofa.
(Teach the other words bookcase /table/chair/desk/hat/head in the same way.)
2. Present in/on/under
T: Where is my book? It’s on the desk. (Put a book on the desk.)
S1: It’s on the desk.
T: Where is my book? It’s on the desk. (To all the students.)
Ss: It's on the desk.
T: Where is my pen? It’s in the pencil box. (Put a pen in the pencil box and ask.)
S1: It’s in the pencil box.
T: Where is my pen? (To all the students.)
Ss: It’s in the pencil box.
T: Where is my schoolbag? (Put a schoolbag under the desk and ask this question.)
S1: It's under the desk.
T: Where is my schoolbag? (To all the students)
Ss: It’s under the desk.
Write "in, on, under" on the blackboard.
Ⅲ. Listening
1. Let Ss listen to the tape and finish 1b.
2. Ss listen to the tape and number the things [1-4]in the picture. (学案)
3. Check the answers with the class.
Ⅳ. Pair work
1. Practice the conversation in 1a with your partner.
2. Ss practice the conversation. Then ask some pairs to act out the conversation.
3. Then make your own conversations using the words in the box (in/on/under).
Ss may look at the picture in 1a and make their own conversations. They can also using school things around them to make their own conversations.
4. Ask some pairs to act out their conversations.
Ⅴ. Listening
1. Ask the students to spell the words in the picture in 2a.
T: First, look at the pictures on the screen. What are these?
2. T: Now, listen to the recording and look at 2a. Number the things from 1-6.
T: Check the answer. (Students give the answer.)
3. T: Now, listen again. Let’s do 2b. Find out where are the things from 2a? Number the things in the pictures [1-6].
(Play the tape again and check the answer.)
Ⅵ. Pair work
T: Look at the picture. Are the books on the sofa?
Ss: No, they aren't. They're on the table.
T: Is the schoolbag under the table?
S: No, it isn't. It's on the sofa.
…
(write the four sentences on the blackboard. Let the students ask and answer questions about the things in the picture in 2b.)
Ⅶ. Role-play
1. Jack is a forgetful boy. He always doesn't know where his things are. Let's help him find his things.
Match the things with the right places below.
(Let Ss look at the screen. There are some things and some places)
bag on his head
map on the sofa
hat on the bed in his grandparents' room
2. Ss read the conversation and match the things with the right places.
3. Check the answers.
4. Now practice the conversation with your partner. Then let some pairs act out the conversation.
5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
Homework:
1. 参照你房间里的东西用介词in，on，under写五个句子。
2. Preview Section A 3c.



教学反思






教学内容

Unit 4　Where's my schoolbag?
教学目标
知识技能
1) 进一步掌握一些表示家具的名词以及学习用品的单词；
2) 进一步熟练运用方位介词表述物品所在的位置。
3）在不同情景下熟练运用以下句型来询问及回答事物的位置。
① —Where's…? —It's in/on/under…
② —Where're…? —They're in/on/under…
③ —Is the …in/on/under…? —Yes, it is./ No, it isn't.
④ —Are the …in/on/under…? —Yes, they are. /No, they aren't.

过程方法

总结归纳询问事物位置的句型及回答语

情感态度

进一步培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐趣，逐步培养学生们对英语学习的兴趣

重点
难点

1. 教学重点：
1）总结归纳询问事物位置的句型。
2）在不同情景下正确运用所学的句型来询问与回答事物的位置。
2. 教学难点：
1）训练学生们在不同情景下运用所学的句型来询问与回答事物的位置的能力。
2）能在实际生活情景中运用所学的句型来询问与回答事物的位置。

教学过程

个性化批注
Ⅰ. Warming up and revision
1. Sing “Where is Tom?” song (like “Two tigers”)
Where is Tom? Where is Tom?
It’s in the case. It’s in the case.
Where is Tom? Where is Tom?
It’s on the case. It’s on the case.
Where is Tom? Where is Tom?
It’s under the case. It’s under the case.
2. Ask and answer the school things around them.
3. Let Ss ask and answer in the same way.
Ⅱ. Grammar Focus
1. 阅读指导：
询问事物的位置时可用特殊疑问词where引导的特殊疑问句来提问。句型结构为：
Where is…? It's in/on/under… (句子的主语为名词单数)
Where are…? They're in/on/under… (句子的主语为名词复数)
2. Let Ss read the sentences and fill in the blanks below.
① 地图在哪里？_________ the map?
② 它在你爷爷奶奶的房间里。It’s ___ your ______________ room.
③ 我的书在哪里？_______ _____ my books?
④ 它们在沙发上。They’re _____the _______.
⑤ 他的铅笔在哪里？ ______ _____ pencil box?
⑥ 它在他的书包里。 It’s ___ his _________.
⑦ 你的尺子在哪里？_______ your ________?
⑧ 它在椅子下面。It’s ________ the _______.
⑨ 他们的钥匙在哪里？_____ are ________ _____?
⑩ 它们在桌子上。 _______ on the _____.
3. Check the answers with the class.
Ⅲ. Practice
1. (Make a conversation with a student.)
T: Look at Picture 1 in 3a. Where is the baseball?
S1: (help S1 answer) I don’t know.
T: (Teach Ss the expression "I don't know." with a body language. for example shook your head.)
2. Now look at the pictures and read the conversation below and fill in the blanks.
3. 指导：① 注意句中事物的单复数形式，正确运用句型Where is…? Where are…?
② 认真看图画，看清物品的位置，正确运用介词in, on, under来表达。
4. Check the answers.
Ⅴ. Practice
1. T: When we ask about the place of something. We often use the sentence structure below:
—Where is + 单数事物？ —It's in/on/under…
—Where are + 复数事物？ —They're in/on/under…
—Is the …in/on/under…? —Yes, it is./ No, it isn't.
—Are the …in/on/under…? —Yes, they are. /No, they aren't.
Now let's ask and answer according to the picture in 3b or using your own things.
T: Where is the computer? Is it in the bookcase?
S1: No, it isn't. It's on the sofa.
2. T: Work in pairs. Make a similar conversation like this.
S1: Where is the computer game? Is it on the sofa?
S2: No, it isn't. It’s in the bookcase.
S1: Where are the books? Are they on the sofa?
S2: No, they aren't. They are in the bookcase.
S1: Where are the pencils?
S2: I don’t know. Are they in the pencil box?
S1: Yes, they are.
(Let the students ask and answer according to the picture in 3b or using their own things.)
Ⅵ. Game (Find the differences)
T: Student A looks at the picture on P19, student B looks at the picture on P21, 3c. Ask and answer questions to find the differences in pairs.
Sample:
SA: Where is the schoolbag? Is it under the table?
SB: No, it isn’t. It’s on the table.
SA: Where are the books? Are they on the sofa?
SB: No, they aren’t. They are on the bed.
…...
T: Let’s find out the differences between the pictures. Where is the schoolbag? Is it on the table? (Look at the picture on P21 3c)
Ss: No, it isn’t. It’s under the table.
(Look at Picture 2)
T: Where are the books? Are they behind the sofa? (Look at the picture on P19)
Ss: No, they aren't. They are on the sofa.
(Look at Picture 2)
(Ask some pairs to make conversations and find out some differences.)
T: Fill in the chart according to the pictures.（利用表格直观体现出两幅图的不同点。）

Things
Picture on P19 (Picture 1)
Picture on P21 (Picture 2 )
Pencil box
in the schoolbag
on the table
Books


Schoolbag


…



T: Who wants to report it?
S1: Let me try. In Picture 1, the pencil box is… In Picture 2, the pencil box is…
S2: In Picture 1, the books are… In Picture 2, the books are…
(Ask other students to report it.).
Homework
T: Make a survey after class. Ask some of your classmates “Where is…? Where are…?” Fill in the chart.
g
Thin
Name
books
keys
schoolbag
jacket

Linda




Eric








教学反思






教学内容

Unit 4　Where's my schoolbag?
教学目标
知识技能
1） 掌握以下词汇： radio, clock, tape, tape player, model, plane, model plane, tidy, but, our, everywhere, always
2) 能正确地描述物品所处的位置。
3）能运用所学的句型询问及回答物品的位置。


过程方法

1）能听懂有关物品位置的对话，并能获得相关信息。
2）能阅读有关描述物品位置的小短文，并能获得相关信息。

情感态度

进一步培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐趣，逐步培养学生们对英语学习的兴趣。

重点
难点

教学重点：
1. 通过听力训练提高学生听音辨音的能力，并能获得相关信息。
2. 阅读描述物品位置的相关短文，并能获得相关信息。
教学难点：
阅读描述物品位置的相关短文，并能获得相关信息。

教学过程

个性化批注
Ⅰ. Warming up and revision
1. Sing “Where is Tom?” song (like “Two tigers”)
Where is Tom? Where is Tom?
It’s in the case. It’s in the case.
Where is Tom? Where is Tom?
It’s on the case. It’s on the case.
Where is Tom? Where is Tom?
It’s under the case. It’s under the case.
2. Let Ss look at the pictures in 3a and 3b. Ask and answer questions about the things in the picture.
S1: Where are the keys?
S2: They're on the table.
S3: Where's the book? Is it on the chair?
S4: No, it isn't. It's under the chair.
3. Let some Ss report the differences between the picture in P19 and the picture in P 21.
Ⅱ. Presentation
1. Present the new words.
T: I have some things on my desk, I think you can tell me how to say them.
T: What’s this? (Hold up a radio in the hand)
Ss: It’s a radio.
T: Yes, it’s a radio. Read after me. R-A-D-I-O, radio.
Ss: R-A-D-I-O, radio.
T: Do you have a watch?
Ss: Yes, I do./ No, I don’t.
T: Is it a watch?
Ss: No, it isn’t. It’s a clock.
T: Good. It’s clock. Read after me.C-L-O-C-K, clock.
(Then hold up tape, tape player, model plane, teach them in the same way. Check the words using the cards.)
2. Ss read the words aloud. Then try to remember the new words.
3. T: Let’s do 1a in Section B. Match the words with the things in the picture in 1a.
4. Then check the answers with the class.
Ⅲ. Writing
1. T: OK. Can you remember all the new words?
Ss: Yes, we can.
T: OK. Now, let's have a competition. Let's see who can remember all the new words.
Take out a piece of paper. Look at the picture in 1a for three minutes. Then close your books and write down all the things you remember.
2. Change the paper with your partner and see who does best.
Ⅳ. Listening
1. T: Tom wants his mother to bring some school things to school for him. But his room isn’t tidy. So his mother can’t find the things. Let’s listen to the recording of 1c and help his mother find the things.
(Play the tape for the first time. The students circle the word they hear. Then check the answer.)
English book, tape player, clock, ruler
notebook, tape, model plane, radio



1. The English books are under the radio.
2. ______________________________
3. ____________________________
4. ______________________________
2. T: Now listen again. Where are Tom's things? Write them down.




3. Check the answers with the Ss.
Ⅴ. Pair work
Can you remember where the things are in Tom's room?
T: Where are the English books?
S1: They are under the radio.
T: Where’s …?
S2: It’s…
T: Where’s the…?
S3: It’s…
T: Where’re the …?
S4: They’re…
T: OK. Work in pairs, ask and answer questions about the things in Tom's room.
Ⅵ. Writing
1. Look at the picture in 2b. There are many things in the picture. Do you know the words for the things? Who can say them in English?
S1: bed, chair, sofa, clock, …
T: You're very great. Who can add some more?
S2: bookcase, map…
2. Now work with your partner. Write the words you know for the things in the picture.
3. Teacher goes around the classroom, give some help.
Ⅶ. Presentation
1. (On the screen, show Ss a very tidy room.)
T: It's a tidy room. (Write the word "tidy" on the blackboard.)
2. (Show another room. It's not tidy.)
T: It's not a tidy room. It's a dirty room. Look the books are everywhere. The clothes are everywhere. (Write the word "everywhere" on the blackboard.)
3. (Show a picture of Edison)
Edison is very clever. He always asks questions. (Write "always" on the blackboard)
4. Ss read the new words tidy, everywhere, always.
Ⅷ. Reading
1. Look at the picture in 2b. Here are two girls, Kate and Gina. They are sisters. They live in a room. They all have many things in their room.
Is Kate tidy? Is Gina tidy? Now read the passage and answer these questions.
2. Ss read the passage and find the answer to the questions.
3. Let some Ss say their answers.
4. 阅读指导：
从短文中获取信息完成阅读任务的技巧是：
① 先通读全文，捕捉文中所提供的信息，抓住文章内容概况，理解短文的大意。
② 要回答文中的两个一般疑问句，我们要读懂短文，进行细节理解。由“I’m Kate, and my sister is Gina. I’m tidy, but Gina is not.”。可以很容易的对所给一般疑问句做出正确回答。
5. Now let's look at the chart in 2c. In the chart, you should list Kate's things and where they are. You should also list Gina's things and where they are. Read the passage again and complete the chart about the things Kate and Gina have and where they are.
6. Ss read the passage again. And fill in the chart.
7. 指导：本题是找出文中不同人物的不同物品以及它们的所在位置。这要求我们明确任务，文中物品、人物、地点一一对应，这样就可以快速准确地抓着有效信息，确保答案的正确性。
8. Check the answers with the class.
Homework
1. Review the new words we learn today.
2. Draw a picture about your room. Describe your new room.



教学反思





教学内容

Unit 4　Where's my schoolbag?
教学目标
知识技能

1）总结复习所学的有关家具、文具以及其他类的词汇。
2）能运用所学的相关知识在实际生活中描述物品的位置。

过程方法

1）了解连接词and的用法，并能运用and表述一些简单的句子。
2）通过阅读和写作练习，加强理解和巩固所学的语言目标。

情感态度

进一步培养学生整齐地摆放自己物品的生活习惯。在描述物品的位置的学习中获得英语学习的乐趣，逐步培养学生们对英语学习的兴趣。

重点
难点

教学重点：
1）了解连接词and的用法，并能运用and表述一些简单的句子。
2）通过不同形式的写作训练，来提高学生们描述物品位置的综合能力
教学难点：
通过不同形式的写作训练，来提高学生们描述物品位置的综合能力。

教学过程

个性化批注
Ⅰ. Warming up and revision
1. Greeting the Ss and Check the homework.
2. Let Ss look at the picture in 2a and ask and answer about the things in the picture.
S1: Where's the clock? Is it on the sofa?
S2: No, it isn't. It's on the desk.
S3: Where're the books? Are they on the bed?
S4: No, they aren't. They are in the schoolbag.
…
(Ss ask and answer in a question chain quickly)
Ⅱ. Presentation
T: (Holding a radio) Do you have a radio at home?
Ss: (Help Ss answer.) Yes, I do.
(Write the two sentences on the Bb.)
T: Where is it?S1: It's on the desk.
T: Do you have CDs? S2: Yes, I do.
T: Where are they? S2: They are in the bookcase.
T: Do you have tapes? S3: Yes, I do.
T: Where are they? S3: They are in the bookcase.
…
Ⅲ. Survey
1. OK, now let's work on 3a. Make a survey about the things in the chart on your partner.
Find out if they have these things. Where are they?
2. (Ss ask and answer about the things in the chart.)
S1: Do you have a dictionary?S2: Yes, I do. (Yes.)
S1: Where is it?S2: It's in the bookcase.
S1: Do you have a schoolbag?S2: Yes, I do. (Yes.)
S1: Where is it?S2: It's under the desk.
…(Change roles, S2 ask S1 about the things in the chart.)
3. Ss fill in the chart and exchange the chart with their partner.
Ⅳ. Writing
1. T: Now look at the chart. We all know what we have in our room and where they are. Now please write about where the things are in your room. Use the word and if you can. I'll give you a model:
e.g. ① My dictionary and my radio are on the desk.
② My pencil box is in my schoolbag and my schoolbag is under the desk.
2. 指导：① 描述物品的位置可用句型：物品+is/are + in/on/under + the + 地点名词
② and是一个连接词，可以连接语法作用相同的词、短语或句子，表示并列或对称的关系，可翻译为“和”、“并”、“又”、“兼”等。
③ 当连接两个并列的主语时，谓语动词应用复数形式。
Jack and Tom are good friends.
④连接两个简单句。
My pens and in the pencil box and my pencil box is in my schoolbag.
3. Check their work with their partners.
4. Ask some Ss to report their writings to the class.
Ⅴ. Self Check 1
1. T: We're learned many names of furniture, stationery and other things. Now let's have revision of these words. What do you have in your room? First talk about the things in your room with your partner, then write the things in your room.
2. Ss talk about the things in their room with their partners. Then write them down on their workbook.
3. Let some Ss report the things to the class and write them on the blackboard.
Furniture: desk, chair, sofa, table, bookcase, bed…
Stationery: pen, pencil, eraser, ruler, books, schoolbag, note book …
Other things: cup, quilt, radio, tapes, tape player, computer, computer game, clock, model plane, watch, …
4. Let some other Ss add some more words.
Ⅵ. Self Check 2
1. We have a tidy classroom. We work in our classroom every. We all love our classroom. Look at our classroom carefully and find out what things we have and where they are. Who wants to have a try?
S1: The tape player is on the teacher's desk.
S2: The map is on the wall.
S3: The blackboard is on the wall.
S4: The desks are on the floor.
S5: …
2. Very good. Now please write about the things in our classroom with in, on and under.
3. Ss write by themselves. Let some Ss report their writings to the class.
Homework
1. Review the words in this unit.
2. You want four things in your room now. But you have no time to go home to get them. Write a note to a friend, let him go to your home to get them. Tell him where the things are.




教学反思




Unit 5 Do you have a soccer ball?
内容分析
本单元主要学习动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成以及简单回答。本单元围绕“和朋友一起欢度时光”这一话题安排了三个任务：一是列举所学的运动项目，从中挑选出各自喜欢的体育项目，并说明原因，目的是巩固并新学一些体育项目的名词；二是让学生互相询问所爱好的运动，并根据情况发出邀请，学会用have对物品的所属进行提问与回答，掌握用do和does引导的一般疑问句的构成及使用，了解用Let’s提建议的句型；三是写作，把任务一、二的完成情况写成日记，进一步复习、巩固所学的语言目标。通过本单元的学习，学会用have对物品的所属进行提问与回答；学会用let’s…句型提建议；能够谈论自己喜欢哪些球类运动，不喜欢哪些球类运动及原因；能够谈论怎样和自己的朋友度过一段愉快的时光。
学情分析
本单元的主题是使用have对物品的所属进行提问及回答，以掌握行为动词在一般现在时中的构成和使用；同时引导学生使用所学的句型谈论自己在球类运动中的喜好。行为动词在一般现在时的肯定句、否定句和一般疑问句中的构成和使用是初中英语教学中非常重要的内容，本单元知识的掌握程度将直接影响今后的英语学习。学生在以前的学习中已经掌握了be动词在一般现在时中的构成和使用，在学生的头脑中也已经形成了一个模式，这种模式将直接影响学生对本单元知识内容的接受，所以教师在教学中一定要善于引导，以免学生养成不良习惯。该部分学习内容贴近学生的生活，谈论的主题是符合学生喜爱运动的心理，极易于激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。
教学目标：1、通过运用have对物品的所属进行提问以及应答，来掌握一些运动项目的词汇。
2、在询问对方是否有某物的对话中学会使用do和does引导的一般疑问句。
3、学会用祈使句来向对方提出建议
教学难重点：1、通过运用have对物品的所属进行提问以及应答，来掌握一些运动项目的词汇。
2、在询问对方是否有某物的对话中学会使用do和does引导的一般疑问句。
3、学会用祈使句来向对方提出建议。
4、学会使用第三人称单数的一般疑问句Does …?及回答



教学内容

Unit 5 Do you have a soccer ball?
教学目标
知识技能
1) 能掌握下列词汇：do (does), have, tennis, ball, ping-pong, bat, soccer, soccer ball, basketball, let, us, let's go, we, late, has, get
2) 学会用have对物品的所属进行提问以及应答，学会使用do和does引导的一般疑问句：
① —Do you have a baseball?
—Yes, I do. /No, I don't.
② —Does she/he have a tennis ball?
—Yes, she/he does./ No, she/he doesn't.
③ —Do they have a soccer ball?
—Yes, they do./ No, they don't.

过程方法

学会用Let’s… 提建议。

情感态度

利用学生喜爱运动的心理，激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。在小组活动中，培养学生团结协作精神。

重点
难点

1. 教学重点：
1) 通过运用have对物品的所属进行提问以及应答，来掌握一些运动项目的词汇。
2) 在询问对方是否有某物的对话中学会使用do和does引导的一般疑问句。
3）学会用祈使句来向对方提出建议。
2. 教学难点：
学会使用第三人称单数的一般疑问句Does …?及回答做对话。

教学过程

个性化批注
Ⅰ. Presentation
1. Present the key vocabulary.
(Show a basketball to the class.)
T: What’s this in English?
S1: It’s a basketball.
(Show the students other objects. Teach the new words “soccer ball, ping-pong ball, volleyball, tennis bat, ping-pong bat” in the same way.)
T: Read the words together twice.
2. Look at the words in 1a and match the words with the things in the picture.
T: Number 1 is (a), tennis ball. What’s Number 2 Match them.
Ask one student to show the answers and check them.
3. Present the key structure.
Present these questions and answers.
(Point to a student who has a pencil box.)
T: Do you have a pencil box?
S1: Yes, I do. (Nod your head yes)
T: (Ask S2) Does she have a pencil box?
S2: (Help S2 answer) Yes, she does.
T: Do you have a basketball?
S1: No, I don’t. (Shake your head no)
T: (Ask S2) Does she have a basketball?
S2: (Help S2 answer) No, she doesn't.
Practice the drill “Do you have a …?”, "Does he/she have a…? " in pairs. You can use
your school things and these balls. Look at the model, then practice like this.
Model:
S1: Do you have a basketball? S2: Yes, I do.
S3: Dose she have a basketball? S4: Yes, she does.
S1: Do you have a soccer ball? S1: No, I don’t.
S3: Dose she have a soccer ball? S4: No, she doesn't.
(Students work in pairs.)
II. Listening
T: Look at the four items of 1b in the pictures. Listen to the conversation.
(Play the recording of 1b the first time. Students listen.)
T: Listen to the conversation and circle the words youhear.
(Play the recording again.)
T: Check their answers.
S1: … S2…
III. Pair work
1. Read the conversations in 1c. (Ask students to repeat.)
2. Look at the picture in 1a and practice the conversation with each other in pairs.
S1: Do you have …?S2: Yes, I do.
S1: Do you have a …? S2: No, I don’t.
3. Work in groups of four and use the picture to practice the similar conversations with the new words. (basketball, baseball bat, soccer ball, volleyball, computer, ping-pong bat, baseball)[来源:学§科§网T: Ask and answer the questions as many as you can.
S1: Do you have a … ?
IV. Listening
1. T: Look at the pictures in 2b and name them. What are these?
(Point at the baseball, basketball, soccer ball, volleyball.)
Ss: They are…
T: There are four children in the conversations. Who are they? Please listen and find the answer.
(Play the recorder for the first time.)
S: …
T: I’ll play the recorder for the second time. Listen and number the pictures (1-4).
(Students listen for the second time.)
T: Listen to the conversation in 2b. Match the people with the balls.
(Students listen and match. Teacher checks their answer.)
V. Pair work
1. T: Let’s look at the picture in 2a. Does Jane have a tennis ball?S1: No, she doesn't.
T: Does Paul have a soccer ball? S2: No, he doesn't.
T: Does his brother have a soccer ball?S2: Yes, he does.
(Ask more students to make a conversation.)
T: Make conversations with things in the picture.
S: …
2. Ask some pairs to act out their conversations.
VI. Presentation
(Show a soccer ball to class.)
T: Let’s play soccer ball after class, OK? S1: OK.
T: Let’s play ping-pong. S2: OK.
T: We often use the drill “Let’s…” to make a suggestion. If you want to do it, you may say “OK. / That sounds good. / All right …” If you don’t want to do it, you may say “No, I don’t have a …”
(The teacher writes the drill on the backboard.)
A: Let’s play…B: No, I don’t have a …
A: Well, let’s play baseball.B: OK. Let's go.
Ss read the conversation and try to remember them.
VII. Role-play
1. Cindy and Helen want to play baseball. Now read the conversation and match the things with their right places.


2. Read the conversation after the teacher.
3. Practice the conversation with your partner.
4. Ask some pairs to act out the dialogue in front of the class.
5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
VIII. Homework
1. 复习记忆本课所学的生词。
2. 编写三个问答句：
分别询问一下你的朋友有basketball, soccer ball和volleyball吗？




教学反思





教学内容

Unit 5 Do you have a soccer ball?
教学目标
知识技能
1) 进一步学习通过运用have对物品的所属进行提问以及应答。
2) 继续学会do和does引导的一般疑问句，理解并掌握英语句子中的人称和数，掌握并熟练运用下列句型。
① —Do you have a baseball?
—Yes, I do. /No, I don't.
② —Does she/he have a tennis ball?
—Yes, she/he does./ No, she/he doesn't.
③ —Do they have a soccer ball?
—Yes, they do./ No, they don't.

过程方法

能用Let’s…句型来提建议。

情感态度

利用学生喜爱运动的心理，激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。在小组活动中，培养学生团结协作精神。

重点
难点

1. 教学重点：
1) 总结do和does引导的一般疑问句及其回答语。
2) 在实际生活情景中能正确运用所学的句型谈论自己或他人所拥有的东西。
3) 理解并掌握英语句子中的人称与数，让学生牢记第三人称单数。
2. 教学难点：
1) 在实际生活情景中能正确运用Do…?或Does…?句型谈论自己或他人所拥有的东西。
2) 理解并掌握英语句子中的人称与数，让学生牢记第三人称单数。

教学过程

个性化批注
Ⅰ. Revision
Let the Ss work in groups (each group has three Ss). Review the sentence structures we
have learned.
S1: Do you have a basketball?
S2: Yes, I do.
S1: Does she have a basketball?
S3: Yes, she does.
S1: Do you have a tennis bat?
S3: No, I don't.
S1: Does he have a tennis bat?
S2: No, he doesn't.
…
Ⅱ. Grammar Focus
1. Read Grammar Focus and finish off these sentences.
① 你有一个棒球吗？____ you _____ a baseball?
② 是的。___, I ____. 不，没有。_____, I ______.
③ 你有一个乒乓拍吗？ ____ you _____ a ping-pong _____?
④ 没有。我有一个乒乓球。_____, I ______. I _____ a ping-pong _______.
⑤ 她有一个网球吗？ ____ she _____ a tennis?
⑥ 是，她有。没有。她有一个棒球。
_____, she _________. ____, she ________. She ____ a ______.
⑦ 他有一个足球吗？_____ he _____ a _____ ball?
⑧ 没有。他有两个乒乓球拍。 ____, he ________. He ____ two ping-pong ______.
⑨ 他们有一个篮球吗？___ they _____ a basketball?
⑩ 是的，有。没有。他们有一个排球。
Yes, _____ _____. ____, they ______. They ______ a ________.
写出下列表达方式的缩写形式
① do not = ________ ② does not = ______
③ we are = ______ ④ let us = ________.
2. Summary
1) have意为“有”，表示某人所有某物。have在句子中有两种形式，即have和has。have用于第一人称（I, we）、第二人称（you）以及第三人称复数（they）和其他复数名词；而has则用于第三人称单数（he, she, it）和单数名词。如：
I have an apple. 我有一个苹果。
Mary has an orange. 玛丽有一个桔子。
2) have/has句子的一般疑问句是在句首加助动词do或does，句尾用问号构成。除第三人称单数前用does外，其他都用do。第三人称单数前加does后，句中的谓语动词has应改为have。作简略回答时，肯定回答为：“Yes, 主语 + do/does.”，否定回答为：“No, 主语 + don’t/doesn’t.”。
Ⅲ. Writing
1. 指导：英语句子中的人称和数

人称
汉语
主格
助动词
宾格
单
数
第一人称[来源:学|科|网Z|X|X|K]
我
I
do
me
第二人称
你
you
you
第三人称
他, Eric等
he

does
him
她, Linda等
she
her
它
it
it
复
数
第一人称
我们
we

do

us
第二人称
你们
you
you
第三人称
他们, 她们,它们
they
them
2. Ss discuss with their partner and fill in the chart.
3. Check the answers.
IV. Practice
1. 指导：实义动词的一般疑问句结构。
① 当主语是第一人称/第二人称/第三人称复数时， 句型结构为：Do + you/they/we/… + 动词原形 + …？ 不管用什么动词，它的回答是固定的。
肯定回答：Yes, I/they /we … do.
否定回答：No, I /they/we … don’t.
② 当主语是第三人称单数时（she, he, it, Linda, Bob及名词的单数形式an apple）， 句型结构为：Does + she/he/it/…+ 动词原形 + … ？ 不管用什么动词，它的回答是固定的。
肯定回答：Yes, she/he/it … does.
否定回答：No, she/he/it … doesn’t.
3. Ss complete the conversations with their partner.
4. Check the answers with the class. (Let some pairs read the conversation)
4. Ss practice the conversation with their partner then act out the dialogue.
V. Game (Remembering game)
1. T: Look! This is Bob's room. He has many things. Look at the things in his room for three minutes. Then close your books and ask and answer questions with your partner.
2. Model:
S1: Does he have a soccer ball?
S2: Yes, he does.
S1: Does he have a computer game?
S2: Yes, he does.
S1: No, he doesn't. You're wrong.
(Then S2 ask S1)
S2: Does he have a volleyball?
S1: Yes, he does. …
VI. Exercises
Homework
根据鲍勃房间里的物品，写出五个一般疑问句的问答句。



教学反思





教学内容

Unit 5 Do you have a soccer ball?
教学目标
知识技能
1) 掌握下列词汇： interesting, boring, fun, difficult, relaxing, watch TV, student, sport, play sports, to, same, love, with, them, only, like, easy, after, class, classmate
2) 会用句型Let's… 来提建议。

过程方法

1) 能用所学的形容词来表达自己对某项运动项目的看法。
That sounds …
2) 阅读有关体育用品收藏的小短文，并能获得相关信息。

情感态度

通过阅读有关运动的文章和对话, 使学生更加热爱体育活动并培养一种适合自己的体育爱好。

重点
难点

1. 教学重点：
1) 学会用Let’s… 提建议，并能够谈论自己对某球类运动的简单看法。
2) 引导学生进行听力和口语交际训练，来逐步学会用Let’s… 提建议。
3) 引导学生进行阅读训练，来掌握行为动词一般现在时的肯定句、否定句的结构，尤其是单三形式的变化。
2. 教学难点：
行为动词一般现在时的肯定句、否定句的结构，尤其是单三形式的变化。

教学
方法

1,自主学习法
2,小组合作学习法

教学
准备

A computer and projector

教学过程

个性化批注
Ⅰ. Revision
Review the expressions and sentence structures we have learned.
Ⅱ. Presentation
1. (Show the picture which a boy is doing an interesting thing on the screen.)
Learn the new words, interesting
(Show other pictures on the screen) learn the new words: boring, fun, difficult, relaxing, easy, in the same way
2. (Show some activity pictures on the screen)
Learn the new phrases: "watch TV", "go to the same school", "love soccer", "after class" and "play sports"
3. (Show some pictures of students on the screen)
Learn the new words "student", "classmate"
4. Let Ss read the new words and phrases and try to remember them.
5. Read the words in 1a. (Point to the five words in 1a and ask students to repeat each one.)
Ss: interesting, fun, relaxing, boring, difficult.
(Let some Ss explain the Chinese meaning of them.)
Then match each picture with one of the words.
(Point to the five pictures and ask students to match them.)
Check the answers.
Ⅲ. Listening
1. Next we’ll listen to a conversation. Here are two boys in the conversation. What do they want to do? Listen.
(Play the recording the first time.) (For the first time, students only listen.)
2. Listen again and check the words you hear in 1a. (Play the recording again.)
3. Check the answers.
4. Practice in recognizing specific vocabulary words in conversation and in writing them. First, listen to the recording in 1b. What does Paul say about the activities?
(Point to the blanks where the students write their answers.) (Play the recording the first time. Students only listen.)
T: Listen to the conversation and write a word from 1a in each blank. (Play the recording again.)
T: Check the answers.
S: …
Ⅳ. Pair work
1. T: Act out the conversation in 1c in pairs. You are Paul. Your partner is Paul's friend, Jenny. Talk about the activities in 1c.
S1: Let’s play computer games.
S2: That sounds interesting but…
S1: …
S2: …
2. Let some pairs act out the conversation in front of the class.
V. Writing
1. Find the sports words in the unit. Write them in the correct column.
2. Make a report to your partner first.
S1: I have a soccer ball, a volleyball, two tennis balls, three ping-pong bat…
I don't have a basketball, a tennis bat, a baseball bat…
3. Exchange the chart with your partner. Report your partner's sports equipment.
S2: He has a soccer ball, a volleyball, two tennis balls, three ping-pong bat…
He doesn't have a basketball, a tennis bat, a baseball bat…
VI. Reading
1. Our school magazine made a survey about sports collection. This is the survey results. Read the passage and answer the question:
Who has a soccer ball?
2. Ss read the passage quickly and find the answer to the question.
3. Check the answer. Let some students say their answer and say why?
(指导：在读短文时，应重点抓住soccer ball，通过对比文中的信息，从而轻松地就能知道答案。)
VII. Reading
1. Now let's work on 2c.
Who do you think says these sentences? Check (√) F for Frank, G for Gina or W for Wang Wei.
Read the passage carefully and check the right person.
2. Ss read the passage carefully and discuss with their partner.
3. 指导：先读懂试题中每句话的意思，然后在短文中找和题目中句子意思相同或相近的句子，比如not easy意为difficult。 最后，再看这是对谁的调查，便能确认正确的人物。
4. Check the answers with the class.
VIII. Homework
1.复习并将所学的有关体育类的词汇强化记忆。
2. Review 2b. Try to retell the passage.




教学反思





教学内容

Unit 5 Do you have a soccer ball?
教学目标
知识技能
1）复习巩固所学的有关体育运动的词汇、描述性形容词的词汇。
2）进一步练习运用Do … ? 和Does … 一般疑问句及回答做对话。

过程方法

1）进一步练习运用形为动词have的否定句的构成，初步理解运用but的用法。
2）在实际情景中运用所学的知识来就人与物之间的所属关系进行问答。

情感态度

在教学中生生交流、师生交流会更融洽，会促进师生彼此间的了解。引导学生热爱体育运动，增强身体素质，让部分学生养成良好的运动习惯和收藏习惯。

重点
难点

1. 教学重点：
1）复习和巩固所学的行为动词一般现在时的一般疑问句及否定句结构，引导学生进行一些阅读和写作的练习。
2）复习巩固描述性形容词：interesting，boring，fun，difficult，relaxing及一些运动项目。
2. 教学难点：
引导学生运动所学的行为动词一般现在时的一般疑问句及否定句结构，进行一些 写作的练习。

教学过程

个性化批注
I. Writing
1. Let's work on 3a. This is a survey chart. You have to write some more questions about sports equipment in the chart. Using the sentence structure "Do you have a…?".
2. Ss write three or more questions about sports equipment.
e.g. Do you have a basketball?
Do you have a baseball bat?
Do you have a ping-ping bat?
Do you have a volleyball?
II. Survey
Now exchange books with your partner. Answer his or her questions in 3a.
You can only check (√) of the answers.
III. Writing
1. Look at the information in 3a. Write about yourself and your partner with but.
Ss read the first two sentences and try to write their own sentences according to 3a.
2. 指导：
① but是一个转折连词，表示意思上的转折，常用来连接两个句子。在我们的例句中，but连接的两个句子，一个表示某人有某物，另一个表示某人没有某物。
② 同学们注意否定的结构：I don't have…; He/She doesn't have …
3. Ss write their own sentences then report their sentences to their partner.
4. Ask some Ss report their sentences to the class.
IV. Self Check 1
1. Do you like sports? We like some sports very much, but we don't like other sports. We think some sports are very easy, but we think other sports are very difficult.
For me, I love basketball. It's interesting and easy.
I don't love baseball. It's boring and difficult.
What's your opinion? Now list all the sports you know. Discuss with your partner and write what you think of them.
2. First Ss list all the sports they know. Then discuss with their partner and write what they think of them.
(interesting, boring, fun, difficult, easy…)
3. Ask some Ss report their lists to the class.
V. Self Check 2
1. Let's work on Self Check 2. Look at the chart. Here are some short conversations, but the questions are missing. Read the answers then think about the questions. Then write down the questions.
2. 指导：应根据答语中的人称和数来确定问题的人称和数，还要根据答语中提示的事物来确定问题中的事物。例如：在第一题的答语中，答语是yes，可知上一句是一般疑问句；再由下一句my mom has a baseball bat，可知问句的主语是your mom，所问的事物是baseball bat。
因此可确定问句是：Does your mom have a baseball bat? 其它与此问题思考过程相同。
3. Ss think and write their own sentences.
4. Ask some Ss write their sentences on the blackboard.
5. Check the answers.
VI. Exercises
Homework
根据表格中的信息，写一段话。

have
don’t have
I
basketball
volleyball
my brother
soccer ball
baseball bat
my sister
ping-pong ball
tennis ball
I have a basketball, but I don’t …




教学反思




Unit 6 Do you like bananas?

内容分析
本单元的核心项目是“喜欢和不喜欢（like and dislike）”。围绕着这一中心项目，课文中设计了各种食物及水果的插图和不同形式的表格，让学生进行听、说、读、写等各种学习活动。通过本单元的教学，使学生学会询问对方与了解别人喜欢与不喜欢的食物，学会谈论自己与他人早、中、晚餐喜爱吃的食物，为其今后能在交际中恰当地表达自己的情感、灵活运用已经学过的常用功能项目、进一步学习并掌握新的语言功能奠定坚实的基础。本单元的重点内容仍然是行为动词在一般现在时句子中的使用，应该是上一个单元内容的延伸，通过本单元的教学，学生应初步掌握行为动词一般现在时的肯定句、否定句、特殊疑问句、一般疑问句的构成以及简单的回答。
学情分析
本单元的主题是使用动词like询问对方对食物的喜好；谈论自己与他人喜欢吃的食物，学习并掌握行为动词的一般现在时的使用。通过前一单元的学习，学生已经初步了解了行为动词一般现在时的构成及其使用，再通过本单元学生比较感兴趣的话题的操练，一定会使学生有更深刻的印象；同时教师要善于总结、比较以帮助学生了解构成规律，正确把握所学内容。

教学目标：能通过介绍食物学会询问对方喜欢与不喜欢的食物。

教学重难点：1，名词复数的使用；
2，动词like一般现在时的各种句式及一般疑问句的肯定、否定回答；
3，行为动词like的一般现在时的用法；
4，使用do和does引导的一般疑问句的构成和使用


教学内容

Unit 6 Do you like bananas?
教学目标
知识技能
1) 能掌握下列词汇：banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread, birthday, dinner, food, week, sure, How about …?, burger, vegetable, fruit, right, then
2) 能掌握以下句型：
① — Do you like salad? — Yes, I do. / No, I don’t.
② — Does she/he like …? — Yes, she/he does./ No, she/he doesn’t.
③ — I like … /I don’t like …
④ — He/She likes … / He/She doesn’t like …

过程方法

能通过介绍食物学会询问对方喜欢与不喜欢的食物。

情感态度

该部分学习内容贴近学生的生活，谈论的主题涉及学生的饮食习惯和偏爱，对学生养成健康的饮食习惯很有帮助，能引起学生的特别关注，极易于激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。通过学习西方食品文化，促使学生了解西方生活方式与文化，培养跨文化交际的意识。

重点
难点

二、教学重难点
1. 教学重点：[来源:Z。xx。k.Com]
1) 学习并积累一些食物的词汇。
2) 名词复数的使用。
3）动词like一般现在时的各种句式及一般疑问句的肯定、否定回答；
2. 教学难点：
1) 行为动词like的一般现在时的用法；
2) 使用do和does引导的一般疑问句的构成和使用。

教学过程

个性化批注
I. New words
According the pictures, learn the new words.
II. Warming-up
Ask some Ss questions:
T: What’s that?
S1: It’s _______.
T: What are those?
S1: They are _______.
III. Presentation
1. Show some pictures of food on the screen and learn the new words.
(banana, hamburger, tomato, ice-cream, salad, strawberry, pear, milk, bread, birthday, food, burger, vegetable, fruit)
2. Let Ss read and try to remember the new words.
3. T: Let’s look at the picture in 1a. Match the words with the things in the picture. Then check the answers.
IV. Listening
T: Let’s work on 1b. Listen and number the conversations [1-3].
Ss listen to the tape and number the conversations.
V. Pair work
1. Read the conversations in 1b. Have Ss read after the teacher.
2. Now let’s act out the conversations 1-3.
(Ss work with their partner and act out the conversation 1-3.)
3. Look at the picture and make more conversations using the words in 1a.
4. Let some pairs act out their conversations.
VI. Listening
1. Point to and read each word aloud, Ss only listen. Then let some Ss read the words by themselves. Check that Ss understand the meaning of the each word.
2. Play the recording for the first time, Ss only listen.
3. Then play the recording again Ss circle the words they hear. Play the recording again. Check the answers.
4. A girl and a boy want to have something in the restaurant. Do they like hamburgers? Does the boy like milk? Does the boy like ice-cream? Now let’s listen to the recording.
For the first time, Ss only listen.
For the second time, Ss listen and fill in the blanks.
Play the recording for the third time, Check the answers.
VII. Pair work
1. Read the conversation in speech bubbles in 2b. Ask Ss to read after the teacher.
2. Ss practice the conversations in pairs.
3. Let some pairs act out the conversations.
4. Ss give answers that are true for them. Then practice their conversations.
5. Ask some pairs act out their conversations.
VIII. Reading
According the pictures, learn the new words.
Read the dialogue in 2d. Then answer the questions.[来源:学|科|网]
Does John like hamburgers?
What does Jack don’t like?
What fruit does John like?
3. Read the dialogue with your partner. Then role play the conversation.
4. Practice the conversation with your partner.
IX. Language points
tomatoes 西红柿 tomatoes是tomato的复数形式。
2. How about burgers, vegetable salad…?
How about相当于 What about …? 意为“……怎么样？”是一个用来征询别人的意见、向别人提建议的交际用语。about是介词，后跟名词、代词或动词-ing形式。
3. Let’s have strawberries and apples then.
Let’s have … 是一个祈使句，表示“让我们吃/喝……吧。” 4. Sure. How about burgers,…?
5. John’s birthday dinner is next week.
1) dinner n. (中午或晚上吃的)正餐
dinner 指一日中的主餐，可中午吃，也可晚间吃。但多用于指宴请客人的正式 的一餐。
6. Let’s think about the food.
X. Exercises
Give each picture an English name.
选词填空。
1. Do you like ___ (strawberry/strawberries)?
2. Here are some ___ (tomatos/tomatoes).
3. Let’s ___ (have / has) apples and bananas.
4. John likes ___ (milk/milks) and bread.
5. Sam ____ (don’t /doesn’t) like vegetable salad.
根据图片提示完成句子。
1. — ___ you like ___________?
— Yes, I do. I like ________, too.
2. — _____ your father like ______?
— No. He _______ like ______.
3. — Let’s _____ salad.
— Oh, no. I ______ ______ salad.
XI. Homework
1. 复习记忆本课所学的生词。
2. 做个小调查，编写四个问答句：分别询问一下你的家庭成员所喜欢的食物？
— Do you like … ?
— Yes, I do. / No, I don’t.



教学反思





教学内容

Unit 6 Do you like bananas?
教学目标
知识技能
1) 继续学习描述自己或他人喜欢或不喜欢的食物，能够用but来表达简单的句子。
2）总结动词like一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。

过程方法

1) 总结复习可数名词复数的知识。
2）理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。

情感态度

通过任务型活动，使学生学会在实际生活中均衡饮食，合理配餐；通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神。

重点
难点

1. 教学重点：
1）总结动词like一般现在时的肯定句式、否定句式及一般疑问句的肯定、否定回答。
2）理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。
2. 教学难点：
理解英语可数名词与不可数名词的概念，并对所学过的部分词汇按此分类进行归纳总结。

教学过程

个性化批注
I. Revision
Review the new words about food, fruit and vegetables. (Ss may look at the picture in 1a).
按要求写出正确的单词或词组。
1.pear (复数) __________ 2. tomato (复数) __________
3. strawberry (复数) ___________ 4. banana (复数) ___________
5. 生日晚宴 ______________6. 下一周 ___________
7. 考虑 ___________8. 听起来不错 _____________
9. 怎么样？ ____________10. 让我们吃汉堡和一些水果吧。________
Ask and answer
Do you like …? Yes, I do. / No, I don’t.
Let’s have …. Sounds good. /No, I don’t like ___.
(Exchanging the roles ask and answer questions.)
II. Grammar Focus
一、单元句式结构阅读指导：
1. 行为动词like的各种句式的构成
肯定句：
① 第一人称/第二人称/第三人称复数 + like + 其他
② 第三人称单数及其他单数名词 + likes + 其他
否定句：
① 第一人称/第二人称/第三人称复数 + don’t + like + 其他
② 第三人称单数及其他单数名词 + don’t + likes + 其他
一般疑问句：
① Do + 第一人称/第二人称/第三人称复数 + like +其他?
回答：Yes, I/we/you/they do. No, I/we/you/they don’t.
② Does + 第三人称单数及其他单数名词 + like + 其他?
回答：Yes, he/she/it does. No, he/she/it doesn’t.
2. Read the sentences in Grammar Focus and complete the sentences below.
① 你喜欢色拉吗？____ you_____ salad?
② 是的。___, I ____. 不，不喜欢。_____, I ______.
③ 他们喜欢梨吗？ ____ _____ like pears?
④ 是的。____, they ____. 不喜欢。___, they ___.
⑤ 她喜欢西红柿吗？ ____ she _____ a tennis?
⑥ 是的。___, she ____. 不喜欢。___, she ______.
⑦ 我们喜欢米饭。我们不喜欢汉堡。
We _____ _____. We _____ ______ hamburgers?
⑧ 她喜欢冰淇淋。她不喜欢蔬菜。
She ____ ________. She ____ ______ vegetables.
3. Check the answers with the class.
二、可数名词与不可数名词学习指导：
1. 可数名词与不可数名词的含义与特点
2. 可数名词复数的构成
III. Practice
Let’s work on 3a. Here are some sentences. Please underline the correct words in the brackets.
1. I like fruit, but I (don’t / doesn’t) like vegetables.
2. She (like / likes) bread, but she (doesn’t / don’t) like salad.
3. He (like / likes) bananas, but he (don’t / doesn’t) like oranges.
4. We (likes / like) hamburgers, but we (don’t / doesn’t) like chicken.
5. They (likes / like) pears, but they (don’t / doesn’t) like strawberries.
IV. Explanation
在一般现在时态的句子中：
1. 当句子主语为第三人称单数时，谓语动词也应用其第三人称单形式，在动词后面 加“-s 或 -es”。 like → likes；have → has
2. 当句子主语为第一人称，第二人称和第三人称复数形式时，谓语动词用原形形式。
e.g. Jack likes apples, but his sister doesn’t like apples.
杰克喜欢苹果，但他的妹妹不喜欢。
We have three pears. They don’t have pears.
我们有三个梨，他们没有梨。
Ⅴ. Practice
1. Look at the sentences in 3b. Number the sentences [1-4] to make a conversation.
So, let’s get salad.
Yes, I do.
Do you like salad?
OK.
A: Do you like salad?
B: Yes, I do.
C: So, let’s get salad.
D: OK.
VI. Pair work
Ask your classmates about the food in the chart. Find out what they like and don’t like.
Do you like ice-cream, Liu Li? Yes, I do.
Do you like ice-cream, Zhang Jun? No, I don’t.
VII. Exercises
一、用所给单词的适当形式填空。
1. I like _________ (tomato) very much.
2. Nick _____ (like) hamburgers and salad.
3. Let’s ______ (think) about the birthday dinner.
4. Ms Smith has ten ____________ (strawberry).
5. Hamburgers? That ________ (sound) good.
6. My brother __________ (not like) eggs.
7. His cousins ________ (not like) ice-cream.
二、 根据汉语提示写单词。
1. Ms Sun like _________ (蔬菜) very much.
2. We always have ______ (晚饭) at 6:00.
3. Who has a ________ (生日)party next week?
4. Does your sister like _______ (鸡肉)?
5. _____ (鸡蛋) and milk are good for you.
6. We have ____ (米饭) and ______ (胡萝卜).
VIII. Homework
Talk about your family’s favorite food, write a short passage.
谈论你家人最喜爱的食物，写一段小短文。
My name is…, I like…, but I don’t like…
My father likes…, but he doesn’t like…
My mother likes…, but she doesn’t like…
2. Review the Grammar Focus.




教学反思






教学内容

Unit 6 Do you like bananas?
教学目标
知识技能
1) 继续学习有关膳食名词：breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetables；并能按食品、水果和蔬菜进行分类总结。
2）理解可数名词与不可数名词的概念，并能对所学的词汇进行分辨。


过程方法

就食物的话题开展听、说、读、写技能的训练，促进学生语言运用能力的提高。

情感态度

该部分学习内容涉及学生的饮食习惯和偏爱，对培养学生健康的饮食习惯有很强的指导性，能引起学生的特别关注；同时通过互相询问和谈论，培养对家人和同学、朋友的关怀和友爱之情。

重点
难点

1. 教学重点：
1）继续学习运用有关食物的词汇并能按食品、水果和蔬菜进行分类总结。
2）就食物的话题开展听、说、读、写技能的训练，促进学生语言运用能力的提高。
2. 教学难点：
阅读有关饮食方面的材料，并能获得相关信息，提高综合运用英语的能力。

教学过程

个性化批注
I. Revision
1. Review the words on food. And list them into countable nouns, uncountable nouns, countable and uncountable nouns.
Countable nouns: hamburgers, eggs, oranges, bananas, apples, pear, carrots, vegetables, strawberries
Uncountable nouns: milk, bread, rice
Uncountable and countable nouns: food, fruit, ice-cream, salad, chicken
2. Ss read and try to remember the new words.
3. Review the plural forms of countable nouns.
II. Presentation
1. T: How many meals do you have every day?
Ss: Three.
T: What are they? (The students can answer them in Chinese.)
Ss: They are “早餐、中餐和晚餐”.
T: Oh, yes. In English “早餐”we can say “breakfast”.
(Show a picture of the breakfast)
Read after me, “breakfast”.
B-R-E-A-K-F-A-S-T, breakfast.
Ss: B-R-E-A-K-F-A-S-T, breakfast.
T: Do you have your breakfast every day?
S1: No, sometimes I get up late. I have no time to eat.
T: I think it’s not good for your health.
(Teach the other two words lunch, dinner in the same way.)
2. Ss read and try to remember the new words.
III. Writing
1. T: Look at 1a, read the words in the box, then write the number in the box next to the correct food.
(The students finish off 1a.)
T: Look at 1b. How many other food words can you add to the chart?
Try to write them down in the chart.
Ⅳ. Listening
1. T: Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like tomatoes? (Show the picture.)
S1: …
T: How about chicken? Do you like it?
S1: …
T: Can you guess what food I like?
S1: Do you like …?
T: No, I don’t.
S2: Do you like …?
S3: Do you like …?
T: Yes, you are right. I think you are very lucky. But I have two friends. They are Sally and Tom. Do you know what food they like? Now, let’s listen and circle the food you hear in 1a.
(Play the recording 1c in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)
2. T: Now open your books and listen again. Fill in the chart.
(Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.)
Ⅴ. Pair work
1. T: Does Tom like tomatoes?
Ss: Yes, he does.
T: Ask and answer about the chart in pairs.
Let some Ss act out their conversation.
Which food do you think is healthy? Check (√) Yes, Maybe or No.
3. First, Ss make a list of food on their workbook. Then discuss with their partners. Check (√) Yes, Maybe or No behind the food on the workbook.
S1: I think fruit is healthy.
S2: I also think fruit is healthy.
S1: I think …
4. Make a report, then read the report to their partner.
VI. Reading
1. T: Well, let’s see some sports star’s eating habits. Cindy Smith is a volleyball star. What does she like for breakfast, lunch and dinner? Does she eat ice-cream? Now let’s read the magazine article about Cindy Smith. First, read the article and circle the food words.
(Ss read the article and circle the food words quickly.)
2. Read the article carefully again and answer the questions:
① Does Cindy like bananas?
② Does Cindy like salad?
③ Does Cindy like hamburgers for dinner?
④ What does Cindy like for dinner?
⑤ Does Cindy eat ice-cream after dinner?
⑥ Are Cindy’s eating habits healthy?
3. Let some Ss read their sentences to the class.
4. Then finish 2c.
VII.Exercises
一、选所给词的适当形式填空。
breakfast, eat, health, well, real
1. Dave’s brother plays soccer very _____.
2. For __________, what does she like?
3. Ice-cream is not good. Let’s eat some _______ food.
4. I’m hungry (饥饿的). Can I ____ some bread?
5. — Do you like hamburgers? — No. I don’t _______ like it.
二、完成句子。
1. 午饭，我弟弟喜欢吃汉堡包。My brother _____ hamburgers ____ ______.
2. 我们不认识这位体育明星。 We don’t know this ______ ______.
3. 现在多数女孩都不想变胖。 Now most girls don’t _____ ___ ___ ____.
4. 早饭你们喜欢吃什么? _____ ____ you ____ for breakfast?
5. 我的饮食习惯很好。My ______ ______ is good.
IX. Homework
1. 分类复习所学的有关食物的词汇，并强化记忆。
2. 用下列句型就你自己的饮食习惯写五到七个句子。
I like …
I don’t like …
I …
I don’t …




教学反思





教学内容

Unit 6 Do you like bananas?
教学目标
知识技能
1）复习所学习有关食物的词汇，并在实践活动中能熟练运用。
2）复习用行为动词like一般现在时的肯定句、否定句和一般疑问句来询问、谈论对方或自己一日三餐所喜欢的食物并学会营养配餐；

过程方法

1）由询问所喜欢的食物再拓展到所喜欢的运动和颜色来进一步复习运用所学习的句型结构。
2）通过写作练习来达到提高学生们的综合表达能力。

情感态度

通过谈论自己与他人早、中、晚餐喜欢吃的食物，养成良好的饮食习惯；通过互相询问和谈论饮食习惯，培养对家人和同学、朋友的关怀和友爱之情并学会营养配餐。

重点
难点

1. 教学重点：
1）复习关于各种食物的词汇、运动类的词汇及颜色类的词汇并就对方的喜欢进行问答。
2）复习名词复数的构成。
3）就喜欢与不喜欢什么食物的话题进行写作训练，培养提高学生们的英语综合运用能力。
2. 教学难点：
就喜欢与不喜欢什么食物的话题进行写作训练，培养提高学生们的英语综合运用能力。

教学过程

个性化批注
I. Revision
1. Review all the food we learned. Let Ss say the words quickly.
S1: fruit: apples, bananas, pears, strawberries …
S2: vegetables: tomatoes, potatoes, salad, carrots …
S3: food: bread, milk, ice-cream, hamburger (burger) …
2. 按要求写出正确的单词、短语或句子。
good (副词) _______ eat (三单) _______
health (形容词) _______ 饮食习惯 ___________
就早餐而言 ______________ 就午餐而言 ______________
就晚餐而言 ______________体育明星 ______________
最后一个问题 _______________我不想变胖。 _____________________
3. Ask and answer about Tom and Sally in 1e.
S1: Does Tom like tomatoes?S2: Yes, he does.
S1: Does Tom like…?S2: I like …
(Then ask the students to work in pairs one by one.)
4. Act out the dialogue in 2b.
II. Survey
1. Now let’s make a survey what food you and your partner like for breakfast, lunch or dinner.
Ask and answer with your partners and write down the results in the chart in 3a.
S1: What do you like for breakfast? S2: I like eggs and milk.
S1: What do you like for lunch? S2: I like hamburger and salad.
S1: What do you like for dinner? S2: I like chicken and fruit.
S1: I think your eating habits are healthy.
(Exchange the roles)
2. Ss fill in the chart. If you forget what your partner likes. You may ask him or her a second time.
You: Oh, do you like eggs for breakfast?
Your partner: No, I don’t. I like oranges.
III. Writing
1. Can you introduce yourself for three meals according to the survey result just now? Maybe many friends want to know you. Now let’s write about what you and your partner like and don’t like for breakfast, lunch and dinner. You can look at the chart above. You should use these sentence structures:
For breakfast/lunch/dinner, I like …, but I don’t like …
For breakfast/lunch/dinner, my partner likes …, but he/she doesn’t like …
(T goes round the classroom and offer helps if it’s necessary.)
2. The students write about themselves as quickly as they can. When they are ready, ask them to introduce.
IV. Self Check 1
1. T: Your friends also want to know what food/sports/colors you like. First, let’s talk about sports. What sports do you like? What sports do you dislike?
T: I like basketball, volleyball, ping-pong, soccer. I don’t like soccer, baseball. What about you?
S1: I like …, but I don’t like …S2: …
2. Now, let’s talk about colors. I like red, blue, white and green. I don’t like black, brown, purple or yellow. What about you?
S3: I like …, but I don’t like …S4: ….
3. OK. Now first think and write about what sports/color you like and dislike. Then tell your partner about it. (Ss work with their partners. T goes around the classroom and offers any helps. )
V. Self Check 2
1. Do you know the plurals of these words? Put them in the correct columns.
2. Ss work with their partners and put the words in the correct columns. Then check the answers with the class.
3. 规则总结：学生叙述名词复数构成的规则，并说出几个例词。
4. 在屏幕上展示可数名词复数的构成规则，学生强化记忆。
VI. Self Check 3
1. T: Can you remember what color/sports your partner likes and dislikes. Write a short report about what color/sports your partner likes and dislikes. If you have forgotten what your partner likes and dislikes. Ask him/her again. (Or you can check his/her report.)
— What color do you like? — I like …
— What sport do you like?— I like …
Ss write about what his/her partner likes and dislikes. Then report to the class.
VII. Exercises
一、写出下列词组或句型。
1. 生日晚餐 _______________ 2. 下一周 _______________
3. 考虑 _______________ 4. 怎么样 _______________
5. 听起来不错 _______________ 6. 让我们 __________
7. 体育明星 _______________ 8. 饮食习惯 _______________
9. 询问某人某事 _____________10. 就早/午/晚餐而言 ______________
11. 晚餐后 ________________12. 我不想变胖。____________________
二、根据汉语提示，填上正确的单词。
1. 比尔足球踢得很好。 Bill ______ soccer ______.
2. 你喜欢什么水果？ _______ ______ do you _______?
3. 那听起来很好。That _______ ______.
4. 早餐我喜欢鸡蛋和香蕉。 ___ _________, I like _______ and bananas.
5. 我不喜欢桔子，你呢？ I ______ like oranges. _____ ______ you?
VIII. Homework
下面表格是简一日三餐的爱好，请根据此表写一篇50词左右的短文，介绍一下他的饮食习惯。首句已给出，不计入总词数。

Meals


Breakfast
eggs, bananas, bread
pears, milk
Lunch
hamburgers, apples
salad
Dinner
chicken, tomatoes
French fries
Jane has a healthy eating habit. ____________________________________________________




教学反思


Unit 7 How much are these socks?
内容分析
本单元以谈论服装为主题，通过介绍服装，学习一些常用的服装名词；能掌握“询问价格和颜色”的句型：How much is this T-shirt? It’s seven dollar．How much are these socks? They are two dollars．What color is it? It is red．What color are they? They are green．；掌握一些购买衣服时。常用的语言表达方式；能阅读一些简单的服装广告信息，并能写出一些简单的广告。通过本本单元一系列听、说、读、写的训练，让学生们会使用How much引导的问句以及回答；掌握一些表示颜色、形状、大小的形容词；学习数词10-3l；复习名词单、复数的使用和指示代词this, that，these，those的用法。
学情分析
本单元的主题是谈论服装，通过学习how much和what color等引导的问句以及回答，教授学生如何询问价格和颜色；学会谈论对服装的喜好和如何购物等。借助计算机辅助教学，将平面的语言文字内容直观化、具体化、形象化， 训练学生形象思维和抽象思维能力，培养学生形象思维，深入理解语言。积累生活的经验，提高学生的语言表达能力。同时引导学生采用Repeating和Cooperating的学习策略，学习一些新词汇，掌握一些重点句型，在小组合作学习的过程中，培养他们团队合作精神并学会感谢人。
教学目标：
1、能掌握在购物时的一些常用语言，并在真实或模拟的语境下，运用所学的语言进行交际。
2、同时通过购物的对话练习教学生学会如何感谢人。
教学重难点：
1、通过听、说、读的教学活动，让学生掌握表示衣服的英语名称以及描述衣服的形容词。
2、通过对话表演让学生在较为真实的的语境下，运用所学的语言进行购物的交际。
3、掌握一些衣服的名称。
4、通过对话表演让学生在较为真实的的语境下，运用所学的语言进行购物的交际。



教学内容

Unit 7 How much are these socks?
教学目标
知识技能

1) 能掌下列词汇：socks, T-shirt, shorts, sweater, trousers, shoe, skirt, dollar, big, small, short, long, woman, need, look, pair, take
2) 能掌握以下句型：
① —How much is this T-shirt? —It's seven dollars.
② —How much are these socks? —They're two dollars.
③ —Can I help you? —Yes, please.
④ —Here you are. —Thank you.

过程方法

能掌握在购物时的一些常用语言，并在真实或模拟的语境下，运用所学的语言进行交际。

情感态度

该部分学习内容涉及学生的穿着，是爱美的中学生们最为关心的话题，比较贴近学生的生活，极易于激发学生的主动性和学习兴趣；同时通过购物的对话练习教学生学会如何感谢人。

重点
难点

1. 教学重点：
1) 通过听、说、读的教学活动，让学生掌握表示衣服的英语名称以及描述衣服的形容词。
2) 通过对话表演让学生在较为真实的的语境下，运用所学的语言进行购物的交际。
2. 教学难点：
1）掌握一些衣服的名称。
2）通过对话表演让学生在较为真实的的语境下，运用所学的语言进行购物的交际。

教学过程

个性化批注
Ⅰ. Warming-up and revision
1. Greeting the Ss. Check the homework. Ask one or more students to show their work.
2. Review the food words.
S1: food: rice, hamburger, bread, chicken, milk, eggs…
S2: vegetables: tomatoes, carrots, salad…
S3: fruit: apples, bananas, pears, oranges, strawberries…
T: Let's ask a question chain. (Ask questions one by one)
S1: Do you like tomatoes? S2: Yes, I do. Do you like carrots?
S3: No, I don't. I like rice. Do you like…?
S4: Yes, I do. Do you like…?S5: …
Ⅱ. Presentation
1. T: I like shopping a lot. Do you like shopping? Now come with me to the clothes store.
(Show students a picture of a clothes store.)
T: Do you like the clothes in the store?
S: Yes, we do.
T: Can you name these clothes in English?
(Show a picture of a jacket.)
T: What’s this in English? It’s a jacket. [来源:学&科&网Z&X&X&K]
T: What’s this in English? It’s a T-shirt. T-S-H-I-R-T, T-shirt. Now repeat.
S: T-shirt.
(Show other pictures and teach Ss other clothes "socks, shorts, sweater, trousers, shoe, skirt”)
2. T: So much for this. And then let's review the numbers and learn the words related to prices.
T: Can you count from 0 to 9 in English?
S: Yes. Zero, one, two, three, four, five…
Let some students repeat that. Show some pictures of food, drink, school things, sports things with prices on the screen.
Show some pictures of money from different countries, and ask students guess the names and teach them: yuan / dollar / pound. Then ask students about the prices. Help them answer.
T: How much is the ice-cream?S: It’s three dollars.
T: How much is the schoolbag?S: It’s six dollars.
T: How much are the soccer balls?S: They’re 9 dollars.
3. Ask the students to look at the picture on P41 and match the words with the things in the picture.
T: Now let's work on 1a. We have some new words on the left of the picture and some things marked with a, b, c... and i. Please match the words with the objects in the picture by writing the letter of the objects on the lines next to the words. The first answer is given.
Check the answers by asking some students to read the words and the letters.
Ⅲ. Listening
1. T: Next we’ll hear a conversation about shopping. The recording will be played twice. For the first time, listen to it carefully. Are you ready? OK!
T: For the second time, please circle the things in the picture you hear.
2. Check the answers. (Ask the students to listen to the recording and compare their answers with those in the recording.)
Ⅳ. Pair work
1. Ask students to work in pairs and practice the conversations in la.
2. Make their own conversations with their partners.
3. Ask some pairs to act out their conversations.
Ⅴ. Listening
1. Show students some colors by overhead projector.
T: These are different colors. What colors are they?
S: They are black, white, red, green, blue and yellow.
2. Show a big hat and a small hat.
T: Look! This hat is big. It's a big hat. And this hat is small. It's a small hat. (Write "big" and "small" on the Bb.)
3. Show a long T-shirt and short T-shirt.
T: Look! This T-shirt is long. It's a long T-shirt. And this T-shirt is short. It's a short T-shirt. (Write "long" and "short" on the Bb.)
4. Now look at words in 2a. Listen to the recording and repeat after the recording.(Play the tape for the Ss listen and repeat.)
Ⅵ. Listening
1. Ask the students to do listening to the conversations in 2b (P38) and circle the things they hear.
T: Today is Sunday. Alan is shopping with her sister. They are going to buy some clothes and some other things. Now I will play the recording about the conversation.
Play the recording for the first time. Listen carefully and circle the things you hear.
Play the recording again to check the answers.
2. Ask the students to do listening to the conversations in 2c (P38) and fill in the price tags.
Play the recording and ask the students to fill in the price tags. Then check the answers.
3. Ask students to listen and repeat after the recording.
Ⅶ. Pair work
1. Then let's ask and answer questions about the things in 2c in pairs. e.g.
S1: I like these shorts. How much are they?
S2: They're six dollars.
2. Ss practice the conversation with their partners. Then make other conversations about the things in 2c.
3. Let some Ss act out their conversations.
Ⅷ. Role-play
1. Mary is shopping in a clothes shop. What does she want to buy? Now read the conversation and fill in the chart below.
Things
Color
Price
sweater




2 dollars for one pair and three dollars for two pairs
2. Ss read the conversation with his/her partner. Discuss with his/her partner then fill the chart.
3. Check the answers with the class.
4. Ss practice the conversation with his/her partner. Then let some pairs role-play the conversation in front of the class.
IX. Homework:
1. 复习记忆本课时所学的生词。
2. 做个小调查，编写三个问答句，询问一下你的朋友所穿衣服的价格，注
意名词的单复数形式哟！
—How much is/are…?
—It’s/They’re….




教学反思






教学内容

Unit 7 How much are these socks?
教学目标
知识技能
1) 复习所学的颜色类及服装类的词汇，并在说、读和写的练习中能熟练运用。
2）总结归纳询问及回答不同类型及不同颜色服装的价格的句型。
① —How much is…? —It's…
② —How much are…? They're …

过程方法

能理解并正确运指示代词和表颜色的形容词修饰名词的用法。

情感态度

在谈论服装及询问服装的价格与颜色的练习中，学会如何用英语来购物，并从中获得学习英语的乐趣。

重点
难点

1. 教学重点：
1）总结归纳询问及回答不同类型及不同颜色服装的价格的句型。
2）根据所提供的情景，能对不同类型及不同颜色的服装来询问其价格。
2. 教学难点：
根据所提供的情景，能对不同类型及不同颜色的服装来询问其价格。

教学过程

个性化批注
Ⅰ. Warming-up and revision
1. Show students some colors on the screen.
T: These are different colors. What colors are they?
Ss: They are black, white, red, green, blue, yellow, brown and purple.
(Show some clothes on the screen, or show some clothes pictures)
T: How much is the T-shirt?
Ss: It's ten dollars.
T: How much are the socks?
Ss: They are three dollars.
Now ask and answer the price of the clothes your partner wears.
S1: How is your hat?
S2: It’s five dollars.
S1: How much are your trousers?
S2: They're 30 dollars.
Ⅱ. Grammar Focus.
1. 阅读指导： 询问物品的价格常用特殊疑问词how much来提问，根据主语的不同分两种类型的句式结构：
① How much + is + the/this/that（等限定词） + 表颜色的形容词 + 名词单数？
② How much + are + the/these/these（等限定词） + 表颜色的形容词 + 可数名词复数？
2. 根据汉语提示完成下列句子。
① 那顶帽子多少钱？____ _____ is that hat?
② 五美元。_____ five ______.
③ 这件T恤衫多少钱？是七美元。 ____ _____ __ this T-shirt? [来源:学科网ZXXK]
④ 是七美元。It's ______ ______.
⑤ 那件棕色的毛衣多少钱？ ____ _____ is that _______ ______?
⑥ 是八美元。______ eight ________ .
⑦ 这些袜子多少钱？How much_____ _____ _____?
⑧ 两美元。_____ two dollars.
⑨ 那黑色的裤子多少钱？______ _____ are those ______ _________?
⑩ 是九美元。_______ nice ________.
3. Check the answers with the class.
Ⅲ. Presentation
T: (Showing a white T-shirt priced nine dollars on the screen) What color is this T-shirt?
Ss: It's white.
T: Yes. How much is this white T-shirt?
Ss: It's nine dollars. (Write "this white T-shirt" on the Bb)
(Showing a pair of black socks priced two dollars on the screen).
T: What color are those socks?
Ss: They're two dollars.
T: Yes. Those black socks are two dollars. (Write "those black socks" on the Bb)
Note: the/this/that/these/these（等限定词）+ 表颜色的形容词 + 名词
Ⅳ. Practice
1. Now let's look at the words in the three boxes.
Let some Ss read the words in the boxes.
S1: the, this, that…
S2: yellow, green, purple…
S3: T-shirt, hat, trousers…
2. Now can you make sentences in the chart with the words in the three boxes? You should pay attention to the single or plural form of the words. First, you can make ten sentences.
Ss ask questions using the words in the boxes then write down the words in the chart.
3. Let some Ss read their questions. Then check the answers.
4. Let Ss say the rules:
① the/this/that + 表的颜色形容词 +名词单数
② the/these/those +表的颜色形容词 +可数名词复数
5. Now let's make another ten sentences on your workbook.
Ⅴ. Practice
1. Look at the pictures in 3b. They're nice things. Do you want to buy them? Suppose you are a sales boy or girl your partner wants to buy them. Ask and answer about the prices about these things in pairs.
2. Who can make a model? Pay attention to the sentence structure:
① How much + is + the/this/that（等限定词） + 表颜色的形容词 + 名词单数？
② How much + are + the/these/these（等限定词）+ 表颜色的形容词 + 可数名词复数？
S1: How much is the hat?S2: It's five dollars.
S1: How much are the socks? S2: They're three dollars.
3. OK. Now first ask and answer about the prices about the thing in the picture. Then write the sentences in the chart.
4. Ss write the sentences on the chart. The let some Ss read their questions and answers.
Ⅵ. Pair work
1. Work with your partner. You look at the pictures in 3b for a minute and then close your books. Your partner asks you questions and you try to answer his/her questions.
2. Ss work in pairs. Ask and answer about things in the picture.
VII. Homework
1. 复习记忆Grammar Focus部分的内容。
2. 你想买一个黑色书包上学用，模仿2d中的对话，编写一个与售货员的对话。






教学反思





教学内容

Unit 7 How much are these socks?
教学目标
知识技能
1) 掌握下列词汇：ten ~ thirty-one, Mr. clothes, store, buy, sale, sell, all, very, price, boy, a pair of
2) 继续练习“询问价格”， 并学习运用数字ten~thirty-one来表达价钱。

过程方法

1）学会如何作简单的价格报告。
2）阅读服装商店的促销广告，并能获得其服装的价格等相关信息。

情感态度

本课时的话题贴近学生们的实际生活，便于调动学生们学习的积极性，并从中获得学习英语的乐趣。

重点
难点

1. 教学重点：
1）学习英语数字ten ~ thirty-one的表达方式，并能在实践活动中进行运用。
2）阅读服装商店的促销广告，并能获得其服装的价格等相关信息。
3）在较为真实的购物情景下，能运用所学的语言知识进行购物交际活动。
2. 教学难点：
1）阅读服装商店的促销广告，并能获得其服装的价格等相关信息。
2）在较为真实的购物情景下，能运用所学的语言知识进行购物交际活动。

教学过程

个性化批注
Ⅰ. Warming- up and revision
1. Greet the Ss. Check the homework.
2. First let students repeat the numbers 0-9. Then have a free talk. And then ask different students to imitate a shopping scene in a store, talking about clothing and prices in pairs. Show the following clothes and prices on the screen: this purple sweater ($5), that red bag ($8), that yellow shirt ($6), these blue trousers ($7), those black shoes ($9), those white socks ($2).
S1: How much is this purple sweater?
S2: It's five dollars.
S1: How much are these blue trousers?[来源:Z。xx。k.Com]
S2: They're seven dollars.
Ss ask and answer about all the clothes in pairs.
Ⅱ. Listening
1. T: We have learned the numbers 0-9. Today we’ll learn the numbers 10-31 in la, Section B. Listen to the recording and repeat the numbers.
(Play the tapes for the Ss to listen and repeat them. Ask students to listen to the recording and learn the numbers.)
2. Then point to some numbers and ask students to say them out. Ask students to finish writing the numbers individually.
3. Tell Ss that some of the numbers are in the wrong order. Check the answers.
4. Let Ss find out the rules of the numbers.
① 13~19 规律：个位数字后加 teen；注意：thirteen, fifteen, eighteen的差别。
② 21～29及31~39等数字的规律：twenty或thirty后加连字符，再加个位数
③ 20、30等表示几十的数，大部分构成形式为：个位数后加ty，注意twenty, thirty, fifty等。
Ⅲ. Game
1. T: Now let’s play a number game. Count the numbers from one to thirty-one. But when you count to the multiples of “7” or the numbers which contains “7”, you should hot count, instead, say “next”.
e.g. one, two, three, four, five, six, “next”, eight, nine, ten ... thirteen, “next”, fifteen, sixteen, “next” ...
2. Ss work in groups of ten to twelve people and play the game.
Ⅳ. Listening
1. T: Next you will hear a mother and a daughter talking about buying clothes. First listen and circle the numbers you hear in 1a.
Play the recording for the first time, Ss only listen. Then play the recording again. This time Ss listen and circle the numbers they hear.
1. Let Ss look at the picture in 1d. Kate and her mother are talking about some clothes. Ask one student to name the various items of clothing shown. Ask another to point at the price tags and read them aloud.
2. Now let's listen to the recording again and check the thing Kate buys.
(Play the recording for the Ss to listen and check the answers.)Ⅴ. Pair work
1. T: Now look at the pictures in 1d. Point to the white T-shirt and ask and answer like this:
—How much is the white T- shirt? —It’s eleven dollars.
Have students repeat again. Remind them to use is / it’s with T-shirt, skirt, etc, the singular nouns and are / they’re with socks, trousers, the plural nouns.
2. Ss work in pairs. Ask and answer about the things in the picture above.
Ⅵ. Discussing
1. T: Do you often go shopping with your parents? Do you know the price of different kinds of clothes? Discuss with your partner about the prices of the clothes in the chart.
S1: How much is a skirt?
S2: I think it's twenty-two dollars. What about you?
S1: I think it's twenty dollars. How much is a sweater?
S2: I think it's thirty dollars. What about you?
S1: I think it's twenty-two dollars.
…
2. Match each clothing item with a price.
Ⅶ. Presentation
1. Show a picture of a clothe store on the screen, teach Ss ""clothes store.
2. Show a pair of nice shoes with the price of only 20 dollars on the screen. Teach Ss "at a good price".
The shoes are at a good price.
3. Show some nice skirts priced at 10 dollars on the screen. Say:
For girls, we have nice skirts for only fifteen dollars.
4. Show three pairs of socks with the price of 2 dollars. Say:
The socks are only two dollars for three pairs.
Ss repeat the words and sentences and try to remember the meaning.
Ⅷ. Reading
1. Mr. Cool's Clothes Store has a great sale. They sell their clothes at a very good price. What are the prices of their clothes? Look at their ads below and fill in the price tags.
2. Ss read the ad and fill in the price tags then check the answers.
3. If Ss have something they don't understand. Put up their hands and ask the teacher to explain them. Explain some main sentences that Ss don't understand.
Ⅸ. Role-play
1.Imagine you work at Mr. Cool's Clothes Store. Read the conversation first and complete the conversation.
2. Ss read the conversation and the Mr. Cool's ad and fill in the blanks. Check the answers.
3. Work in a group of three students. Role-play the conversation. 4. Let some pairs come to the front and role-play the conversation.
X. Homework
1.按规律复习所学的有关数字的词汇，并强化记忆。
2.课后复习2b中的短文，并试着复述短文。



教学反思





教学内容

Unit 7 How much are these socks?
教学目标
知识技能
1) 复习巩固所学的有关服装的词汇、数词10～31，并能在不同情景下正确运用。
2）能根据提供的情景完成或写作简单卖服装的广告。

过程方法

1) 能描述自己周围的人所穿着的衣服。
2) 继续练习在服装店购物的交际用语。

情感态度

在服装换季的季节，是销售的淡季，商店通常会在此期间将服装打折销售，因此在此期间买衣服将能以较便宜的价格买到一些服装。让学生们了解一些社会经济常识，为以后走上社会积累经验。

重点
难点

1. 教学重点：
1）能根据提供的情景完成或写作简单卖服装的广告。
2）描述自己周围人所穿的服装。
2. 教学难点：
能根据提供的情景完成或写作简单卖服装的广告。

教学过程

个性化批注
Ⅰ. Warming- up and revision
1. Greet the Ss as usual. Check the homework. Ask some students to use some real goods to make up dialogs in pairs.
2. And then tell some students to ask and answer the prices of clothing that they are wearing today. And also ask some students to count numbers from one to thirty-one.
3） Role-play the conversation in 2c.
Ⅱ. Writing
1. T: This is the Huaxing Clothes Store. In this store, there are many beautiful things on sale. You can buy your favorite clothes from the store. And the prices are very low. Now ask and answer about the things in the picture first.
S1: How much is the jacket?S2: It's thirty dollars.
S1: How much is the red skirt?S2: It's twenty dollars.
S1: How much are the trousers？S2: They're twenty-five yuan.
2. Now read the ad. Look at the price tags in the picture and complete the ad.
3. Check the answers with the Ss.
Ⅲ. Writing
1. If you want to start a Clothes Store. What's the name of your store? Can you think of a name for your Clothes Store?
Ss: OK. (Ss discuss with their partner and give names of his or her own clothes store.)
T: Now please tell us the name of your clothes store. Let's see whose store has a great name.
S1: Fashion Kids S2: Liuxing Qianxian Store…
2. T: I think the names of your store are really great. But I think you should also have a great ad for your store. Then you can sell well. Look at the clothes in 3b. Try to write a great ad for your own store.
3. Ss write the ad by themselves. (T goes around the classroom to offer any help Ss needed.)
4. 写作指导：
这是一篇有关卖衣服的广告，写作过程中可能用到的句型如下：
① Come and buy your …at great sale! 快来买……，大减价了！
② Do you like/need/want …? 你喜欢/需要/想要……吗？
③ We have/sell … for only …dollars/yuan. 我们有/卖……，只需……美元/元。
④ You can buy …for …dollars/yuan. 你可以买……，只需……美元/元。
⑤ …is/are …dollars/yuan. ……美元/元。
⑥ How much is/are …? It’s/They’re …dollars/yuan. ……多少钱? ……美元/元。
⑦ Come to …now! 快来……吧！
5. Let some Ss read their ads and correct the mistakes in the ads.
Ⅳ. Self Check 1
1. Now let's describe what these people wearing today. Look at me! Am I cool today? What do I wear today?
Ss: a pair of white socks, a pair of black shoes, a pair of blue trousers, a white T-shirt…
2. Look around. Describe what your classmates wear today. (You can look up the words you forget in your book or a dictionary. )
3. Ss write down what their classmates wear today.
4. Let some Ss read their descriptions.
Ⅴ. Self Check 2
1. Today you come to a clothes store and have a conversation with the salesman. Read through the sentences carefully and put the sentences in order to make a conversation.
2. Ss put the sentences in order to make a conversation. Check the answers.
3. Let Ss practice the conversation in pairs.
Ⅵ. Exercises
If there is some time left, let Ss do some extra exercises.
VII. Homework
根据图示，发挥你的想象力，请你给Jordan刚刚开张的服装店写一则广告。要求：广告内容包括服装、颜色、价格、优惠活动等。50词左右。
Jordan’s Clothes Store SALE
Come and buy your clothes …
______________________________________________
______________________________________________
________________________




教学反思



Unit 8 When is your birthday?
内容分析
本单元主要学习日期的表达方式。本单元主要围绕“谈论日期”这一话题开展听、说、读和写的学习活动，学习序数词的构成以及运用序数词表示日期的方法；学会运用 when 引导的特殊疑问句询问日期；通过学习能掌握英语表达年、月、日的单词和句型，能够熟练地谈论各种有关日期的话题。此外，还要学习名词所有格 ( 's 所有格 ) 的构成和使用；学习询问表达年龄的句型。能够询问及表达一些常见的节日的日期。
学情分析
本单元的主题是询问和谈论日期，围绕这一主题进行一系列的交际活动，使学生掌握日期的表达法，正确使用 when 引导的特殊疑问句对日期进行询问。在学习日期的表达法时要先学习序数词的构成，学生在以前的课程里已经学习了基数词，对于两种数词之间的区别一定会令学生感到头痛，教师要引导学生运用对比的方法，找出构成规律，总结特殊变化，对比强化记忆。

教学目标：
1、能够掌握日期的询问与表达方式；
2、能通过谈论自己、同学以及父母家人的生日，理解生日更多的含义。
3、通过互相询问生日的日期，可以增进同学之间的了解和友情并学会在英语交流中注意他人的情感。

教学重难点：
1、询问表达他人、自己及父母家人的生日日期。
2、理解序数词的构成方法，掌握日期的表达方式。


教学内容

Unit 8 When is your birthday?
教学目标
知识技能
1) 能掌握下列词汇：when, January, February, March, April, May, June, July, August, September, October, November, December
2) 能掌握以下句型：
① —When is your birthday? —My birthday is on October 2nd.
② —When is Alice's birthday? —It's in September.
③ —How old are you? —I'm thirteen.
④ —Happy birthday! —Thank you!

过程方法

1) 能够掌握日期的询问与表达方式；
2) 能通过谈论自己、同学以及父母家人的生日，理解生日更多的含义。

情感态度

该部分的学习内容贴近学生的生活，谈论的话题是生日。通过互相询问生日的日期，可以增进同学之间的了解和友情并学会在英语交流中注意他人的情感。
二、教学重难点
1. 教学重点：
1) 询问表达他人、自己及父母家人的生日日期。
2) 理解序数词的构成方法，掌握日期的表达方式。
3）就生日聚会这一话题分角色表演对话。
2. 教学难点：
1) 询问表达他人、自己及父母家人的生日日期。
2) 理解序数词的构成方法，掌握日期的表达方式

重点
难点

1. 教学重点：
1) 询问表达他人、自己及父母家人的生日日期。
2) 理解序数词的构成方法，掌握日期的表达方式。
3）就生日聚会这一话题分角色表演对话。
2. 教学难点：
1) 询问表达他人、自己及父母家人的生日日期。
2) 理解序数词的构成方法，掌握日期的表达方式。

教学过程

个性化批注
Ⅰ. Warming-up and revision
1. Greet the Ss as usual. Check the homework.
2. Review the numbers 0 ~ 31 in English.
Ⅱ. Presentation
(Sing the song "Happy birthday to you!". )
1. T: When is my birthday? My birthday is on May 2nd. When is your birthday? This class, we'll learn how to express dates.
(Show the pictures of the twelve months on the screen, or show a big calendar to the Ss. Learn the names of the twelve months: January, February, March, April, May, June, July, August, September, October, November, December )
2. Work on 1a. Play the recording for the Ss to listen and repeat the new words. Ss read the new words and try to remember them.
3. T: My birthday is in May. It's on May 2nd. When we talk about months, we use "in"; When we talk about dates, we use "on".
e.g.
in January/February/March/ April/May/June/July/August/September/October/
November/December
on January 1st. on February 2nd, on March 3rd …
基变序，有规律，一、二、三特殊记，词尾字母t, d, d；
-th 四加起，八少t来九去e； （从4起在词尾加th）
ve变f替，y要变ie。若想表示几十几，只变个位就可以。




4. Ss read and try to remember the phrases.
5. T: When is your birthday, S1?
S1: My birthday is on March 4th.
T: OK, S2. When is his birthday?
S2: His birthday is on March 4th.
6. Ss read the conversation after the teacher. Then practice the conversation with the partner.
Ⅲ. Listening
1. T: Listening to the conversations in 2b and number them [1-3].
(Play the recording for the Ss to listen and number.)
2. Check the answers.
Ⅳ. Pair work
1. T: Practice the conversations above with your partner.
2. Make a survey about the birthdays in your group.
S1: When is your birthday?
S2: My birthday is January 5th. When is your birthday, S3?
S3: My birthday is on May 16th. When is your birthday, S4?
S4: …
Ⅴ. Listening
1. T: Look at the chart below. Find out the rules.
2. 规则揭示：（学生记忆下列口诀）
3. Play the recording for the Ss to listen and repeat.
4. Then let Ss try to remember them.
Ⅵ. Listening
1. T: In 2b, the teacher is asking some Ss about their birthdays.Listen to the recording and circle the numbers you hear in 2a.
(Play the recording for the first time, Ss only listen. Play the recording again. This time, Ss listen and listen and circle the numbers in 2a)[来源:学科网ZXXK]
2. T: In this conversation, the teacher asks four students about their birthdays. Look at the chart below. They are Alice, Frank, Eric, Jane. Now please read the name, months and dates by yourselves.
(Ss read the names, months and dates.)
3. Now, listen to the recording again and match the names, months and dates.
(Play the recording again, Ss listen and match the names, months and dates. Then check the answers.)
Ⅶ. Pair work
1. (Ask some Ss about the birthdays of the four students in 2c.
T: When is Alice's birthday, S1?
S1: Her birthday is on September 5th.
T: When is Frank's birthday, S2？
S2: His birthday is on …
T: Now ask and answer about the birthdays of the four students in 2c with your partner.
(Ss work in pairs to ask and answer about their birthdays.)
2. Do you know your parents' birthday? Ask your partner about the birthday in his or her family?
S1: When is your father's birthday?
S2: His birthday is on September 10th.
S1: When is your mother's birthday?
S2: Her birthday is on August 20th.
…
(Then S2 ask S1 about the birthdays in his or her family.)
Ⅷ. Role-play
1. Bill and Alan are talking about their ages and birthdays. Now read the conversation and fill the chart below.
Name
Age
Birthday (party)
Bill


Alan

at 3 this afternoon

2. Check the answers with the class.
3. Practice the conversation with your partner.
4. Let some pairs act out the conversation in front of the class.
IX. Language points
1. When is your birthday, Linda?
when是疑问副词，意为“什么时候；何时”，常见结构为 “When + be/助动词 +主语(+其他)?” 用来询问时间，既可询问某个时段或时刻，也可询问具体的日期。如：
2. My birthday is on May 2nd.
May 2nd（5月2日）是日期的表达法。表达具体日期通常为“月份 + 序数词”，月份为专有名词，首字母必须大写、书写时日期可以是序数词，也可以是基数词。如：
6月8日 June 8th 或 June 8 8月3日 August 3rd 或 August 3
3. It’s on January 5th.
1) 月份后有具体的日期时，前面的介词用on；若只有年、月就用介词in。如：
4. Happy birthday! 生日快乐！
句中的happy用于表达祝愿。回答时一般用 Thank you! 如：
5. How old are you?
询问及回答年龄。
how old 意为“多大年纪；几岁”，引导特殊疑问句询问年龄。其句型结构为“How old + be + 主语?”答语通常为“主语 + be + 基数词 + years old”，其中 years old 可以省略。如：
6. At three this afternoon.
介词 at 意为 “在……”，在本句中表示时间，其后一般跟表示钟点的词。如：
at 6:00 在6点 at 7:15 在7点15分
Homework:
1. 复习记忆本课所学的生词。
2. 用今天所学的句型，询问一下你的两位好朋友的年龄与生日。


教学反思





教学内容

Unit 8 When is your birthday?
教学目标
知识技能

1) 揭示并让学生掌握序数词的构成方式，重点记忆部分特殊的序数词的书写。
2）总结归纳when 引导的特殊疑问句对生日的询问和应答来学习日期的表达法

过程方法

能够询问或确认他人的年龄及生日日期。

情感态度

通过互相询问生日的日期，可以增进同学之间的了解和友情并学会在英语交流中注意他人的情感。

重点
难点

1. 教学重点：
1）揭示并让学生掌握序数词的构成方式，重点记忆部分特殊的序数词的书写。
2）总结归纳when引导的特殊疑问句对生日的询问和应答来学习日期的表达法。
2. 教学难点：
揭示并让学生掌握序数词的构成方式，重点记忆部分特殊的序数词的书写。

教学过程

个性化批注
Ⅰ. Warming-up and revision
1. Greeting the Ss as usual. Check their homework.
2. Let's review the cardinal numbers together. Count from first to thirty-first.
3. Play a number game:
T: Your partner says a ordinal number and you say a cardinal number.Then exchange roles.
S1: eleven S2: eleventh; twenty
S1: twentieth; thirteen S2: thirteenth; sixteen
S1: sixteenth; …
4. Ask your partner a question chain like this:
T: How old are you?
S1: I'm thirteen.
T: When is your birthday?
S1: My birthday is October 16th.
T: When is your mother's birthday?
S1: Her birthday is on June 3rd.
T: When is your father's birthday?
S1: His birthday is July 5th.
Ss work with their partner ask and answer in a question chain.
Ⅱ. Grammar Focus.
1. 根据汉语提示完成下列句子：
① 你的生日是什么时候？_____ ____ your birthday?
② 我的生日是8月2日。My birthday is _____ _____ ______. [
③ 他的生日是什么时候 _____ _____ his ________?
④ 他的生日是在1月17日。His _________is _____ ___________ 17th.
⑤ 她的生日是在什么时候？When is ____ _______?
⑥ 是在八月份。 ______ ______ August.
⑦ 爱丽丝的生日是什么时候？ When is ________ _______?
⑧ 她的生日在九月五日。 ____ birthday is ____ ____________ 5th.
⑨ 你爸爸的生日是什么时候？When _____ _______ _________ birthday?
⑩ 他的生日是在四月21日。 _______ ______ is _______ ________ 21st.

2. 读序数词表，然后写出下列基数词的序数词。
one ______ two ________ three _________ five ________ eight _______ nine __________ twelve _______ fifteen _______ eighteen ________ twenty __________ twenty-one _______________ twenty-two ______________
3. Check the answers.
Ⅲ. Practice
1. Now let's work on 3a. Read the questions and answers then match the questions and answers.
2. Ss read the questions and answers. Find the answers to the questions. Then check the answers with the class.
3. Ss work with his or her partner. Ask and answer the questions.
IV. Practice
1. T: Grace and her friends are talking about their ages and birthdays. Read the conversation and fill in the blanks.
2. Ss read and complete the conversation.
3. Check the answers with the class.
4. Practice the conversation with your partner.
5. Ask some pairs act out the conversation.
V. Survey
1. T: Do you know your classmates' ages and birthdays. Now let's make a survey of everyone's ages and birthdays. Then line up from the youngest to the oldest.
2. Ss ask and answer about each other's age and birthdays.
—How old are you? —I'm …
—When is your birthday?　 —My birthday is on…
3. Make a report.
… students' birthdays are in January. … students' birthdays are in February. … students' birthdays are in March…
4. Then line up all the students from the youngest to the oldest.
VI. Language points
1. When are their birthdays? 他们的生日是什么时候？
2. Is your birthday in July? 你的生日在七月份吗？
这是一个一般疑问句，应以Yes, it is. 或No, it isn’t. 来回答。用it来指代birthday。
Then do some exercises.
Homework
1. 强化记忆所学序数词的形式。
2. Review the Grammar Focus.



教学反思






教学内容

Unit 8 When is your birthday?
教学目标
知识技能
1) 掌握下列词汇： test, trip, art, festival, dear, thing, term, month, busy, time, there, Have a good time!
2) 掌握一些常见的学校活动的表达方式，并能熟练询问其日期。


过程方法

1） 能听懂有关学校组织活动话题的听力材料，并能获得相关信息。
2） 能阅读有关学校组织活动内容的短文，并能获得相关信息。

情感态度

本课时的学习内容为安排课内外的一些组织活动，非常贴近学生的学习生活。通过互相询问课内外活动的安排日程，不仅可以增进同学之间的了解和友情，而且还能学会合理地安排自己的作息时间，养成有规律地生活、学习的好习惯。

重点
难点

1. 教学重点：
1） 学习并掌握常见的课内外组织活动，并能询问其日期。
2） 就课内外学生们的组织活动的话题内容，展开听、说、读的的训练。
2. 教学难点：
能阅读有关学校组织活动内容的短文，并能获得相关信息，提高学生们的阅读能力。

教学过程

个性化批注
Ⅰ. Warming- up and revision
1. Greet the Ss as usual and check the homework.
2. Review the cardinal numbers together. Count from first to thirty-first.
3. Play a date game:
T: Your partner says a date in Chinese, you say the date in English quickly. e.g.
S1: 11月7日 S2：November seventh; 12月9日
S1: December ninth; 8月30日； S2: August thirtieth; 10月3日
S1: October, third
4. Report some of your family members' birthdays.
S1: My birthday is on January 10th. My father's birthday is on July 23rd. My mother's birthday is on June 7th. My grandfather's birthday is on…
Ⅱ. Presentation
1. (Show some school activities on the screen. Teach Ss the school activities)
basketball game, soccer game, volleyball game, English test, school trip, School Day, English Day, Sports Day, book sale, art festival, party
2. Ss read and try to remember the activities.
3. Look at the activities 1a. Then look at the pictures below. Match the pictures with the events.
4. Ss work on 1a. Then check the answers.
Ⅲ. Listening
1. John and Sally are talking about his calendar. Listen to the recording and circle the events you hear in 1a.
(Play the recording for the first time, Ss only listen. Play the recording again. Ss listen and circle the events they hear in 1a.)
2. Check the answers. Let some Ss read the answers.
3. This time let's listen and fill in John's calendar. Write the proper activity in the right date chart.
(Ss listen and write the proper activity in the right date chart.)
4. Play the recording again for the Ss listen and check the answers.
Ⅳ. Pair work
1. Look at the John's calendar. Ask and answer questions about it with your partner.
S1: When is Sally's birthday party?
S2: It's on October 5th.
S1: When is the basketball game?
S2: It's October 2nd.
S1: When is …
S2: …
2. Then exchange roles. S2 ask S1 about John's calendar again.Ⅴ. Pair work
1. Look at the activities in 2a. First, let some Ss read aloud. Make sure they know the meaning of every activity.
2. Suppose you are a new student here. Ask your partner about these activities likes this?
S1: Do we have a soccer game? S2: Yes, we do.
S1: When is the soccer game?S2: It's on October 11th. / I don't know.
S1: Do we have a school trip?S2: No, we don't.
2. Check (√) the activities you have at your school and write down the dates behind the activities.
3. Then it's your partner's turn to ask you questions. (You must answer the questions according to your partner's answers.)
S2: Do we have a soccer game? S1: Yes, we do.
S2: When is it?
S1: It's on October 11th.S2: Do we have a school trip?
S1: No, we don't.
Ⅵ. Reading
1. Scanning
T: Look at 2b. This is a school notice of our school. It tells you about the main events in this term.
Now scanning the notice and find the answer to this question:
Is this a busy term?
(Ss read the notice and find the answer to the questions. Let some Ss say their answers to this question.)
2. Careful reading
T: Read the notice carefully and find the activities they have this term. Then list the activities and the dates.
3. Ss read the notice and list the dates and activities in the chart.
4. Check the answers with the class.
Ⅶ. Discussing
1. T: Well, S1, do you like school trip?S1: Yes, I do.
T: Do you like soccer gameS1: No, I don't.
T: What other activities in 2b do you like?
S1: Well, I like School Day and art festival.
2. OK. Now discuss the questions with your partner.
1) What activities from 2b do you like?
2) What other activities do you like?
Write down your likes and dislikes on your workbook. I'll let you report it to the class.
You can report like this:
I like… I don't like…
3. Ss discuss with his or her partner and write down their likes and dislikes. Then try to make a report.
4. Let some Ss report their result to the class. e.g.
I like soccer game, school trip, book sale. And I like English day, Sports Day, too.
I don't like party, volleyball game.
VIII. Language points
1. Sally’s birthday party意为“萨莉的生日聚会”, “名词+’s” 是名词的所有格形式，表示人与物的所有或所属关系，意为“……的”。
2. Next month, we have an art festival.
have 表示“举行；举办”，后面跟表示活动的名词，指举办某种活动。如：
3. Have a good time! 在课文中一个表示祝福的句子，意为“祝你玩得高兴！”。
Homework
Remember all the new words and expressions.
2. Review Section B 2b. Try to retell the passage.




教学反思





教学内容

Unit 8 When is your birthday?
教学目标
知识技能
1）复习序数词的构成规则，并能运用序数词来正确表达日期。
2）了解一些常见节日的日期，并能熟练地询问及回答一些常见节日的日期。

过程方法

练习写作便条，邀请朋友参加自己（学校）的某项活动。

情感态度

通过互相询问课内外活动的安排日程，不仅可以增进同学之间的了解和友情，而且还能学会合理地安排自己的作息时间，养成有规律地生活、学习的好习惯。

重点
难点

1. 教学重点：
1）了解一些常见节日的日期，并能熟练地询问及回答一些常见节日的日期。
2）练习写作便条，邀请朋友参加自己（学校）的某项活动。
2. 教学难点：
通过不同形式的写作训练来练习写作便条，指导学生能熟练地写作便条来邀请朋友参加自己（学校）的某项活动。

教学过程

个性化批注
Ⅰ. Warming- up and revision
1. Greet the Ss as usual. Check the homework.
2. Review the school activities. Let some Ss say all the school activities they know.
S1: basketball game, volleyball game, soccer game, tennis game, school trip, art festival…
S2: School Day, Sports Day, English Day, book sale, English test, party…
3. Then let some Ss report what activities they like and dislike.
(Tell Ss to use the sentence structure: I like …, but I don't like…)
S1: I like basketball game, volleyball game and soccer game, but I don't like English Day, book sale, English test or party.
S2: I like tennis game, school trip and art festival, but I don't like Sports Day, English Day or book sale.
4. Ask and answer about the activities in your school like this?
S1:Do you have a soccer game?S2: Yes, we do.
S1: When is it?S2: It's on October 28th.
Ss ask and answer about the activities in pairs.
Ⅱ. Writing
1. Guo Pen gives Alan a note, but some of the words are missing. Can you guess what words they are.
Read the note carefully and complete the note with the words in the box. First let's read the words in the box and make you know the meaning of every word.
2. Let some Ss read the words in the box. Then let other Ss say the meaning of the words.
3. Ss read and fill in the note. Then check the answers.
4. Let Ss try to remember the note and retell it to the class.
Ⅲ. Writing
1. T: Our school has an English party next week. It's on November 12th. Can you write your friend to our school English party? First answer my questions to help you.
① What is your friend's name? S1: My friend's name is Xiao Fang.
② What does she like to do?S1: She likes English.
③ What activity do you have in your school?1: We have an English party.
④ When is the party?S1: It's on November 12th.
2. T: Well, write a note with the help of the answers above.
S1: OK.
Dear Xiao Fang,
Do you like English? Please come to our school next week. We have an English party. It's on November 12th. See you there!
Da Ming.
3. T: Very good. Now, please answer the questions in the chart first. Then with the help of the answers, write your own note to a friend. Invite him/her to an activity in your school.
(Ss write a note by themselves. Then exchange their notes with their partners. Check each other's notes.)
4. Let some Ss read their notes to the class.
Ⅳ. Self Check 1
1. T: Now let's review the cardinal numbers and ordinal numbers. First, let's recite them. Your partner recites the ordinal numbers, you recite the cardinal numbers. Then you recite the ordinal numbers, your partner recites the cardinal numbers. (Ss do as the teacher asks.)
2. T: Now look at Self check 1. Complete the chart with the correct forms of the numbers.
3. Check the answers with the class.
Ⅴ. Self Check 2
1. (Show some pictures of holidays on the screen.)
T: We have many holidays in China. For example:
Picture 1: Children's Day Ss: 儿童节
T: Picture 2: National Day Ss: 国庆节
（Show other pictures, let Ss know Women's Day, New Year's Day, Labors' Day, Teachers' Day…）
2. Ask the dates about the holidays.
T: When is Children's Day? S1: It's on June 1st.
T: When is National Day?S2: It's on October 1st.
…
T: Now let's look at Self Check 2. Write the dates for these holidays in China.
3. Check the answers with the Ss.
Ⅵ. Survey
T: What other holidays in China or in other foreign countries you know. First, list the holidays you know. Then ask and answer the dates about them with your partner.
S1：the Spring Festival 春节（农历正月初一）
the Lantern Festival 元宵节（农历正月十五）
Army Day 建军节（8月1日）
the Mid-autumn Festival 中秋节（农历八月十五）
S2: St. Valentine’s Day 情人节（2月14日）
April Fool’s Day 愚人节（4月1日）Mother’s Day 母亲节（5月份的第2个星期天）
Father’s Day 父亲节（6月份的第3个星期天）
Christmas Day 圣诞节（12月25日）
Then ask and answer about the dates of them:
S1: When is Army Day?
S2: It's on August 1st. When is Christmas Day?
S1: It's on December 25th.
…
Homework
你们学校计划举行减价售书活动。假如你是Frank，参考下面的表格信息，给你的朋友Bob写一个便条，邀请他一起参加。
活动
售书
地点
校图书馆
时间
十月十六日




教学反思







Unit 9 My favorite subject is science.
内容分析
本单元围绕“谈论自己所喜欢的学科”这一话题，展开形式多样的听、说、读、写学习活动。主要学习一周中星期一到星期天的表达方式；掌握学科的表达；学习用because和表示品质的形容词表示理由；学习what，why，who，when引导的特殊疑问句。通过本单元的学习使学生学会谈论自己喜好的学科或自己喜好的其它事情并给出理由；学会说出一周的七天；学会合理地安排自己的作息时间。
学情分析
本单元的主题是“谈论自己所喜欢的学科”，主要是学习学科的表达、表示品质的形容词、一周中星期一到星期天的表达方式；学习用because表示理由。在询问“对方所喜欢的学科和人物”、“星期几”时，要使用以前所学过的What、Who疑问句，再学习“询问理由”所用的Why疑问句。教师可引导学生通过比较、对照的方法掌握所学疑问句的结构和使用以及回答。
教学目标：
1、能就所喜欢的科目这一话题进行问答交流，正确表达自己的情感。
2、能听懂有关所喜欢的科目相关话题的听力材料，并获得相关信息。
3、通过互相询问和谈论彼此所喜欢的学科，可以增进同学之间的了解和友情并培养学生热爱学习、热爱科学的思想和良好的学习、生活习惯。
教学重难点：
1、学习询问和谈论别人或自己喜好的学科并给出理由。
2、What，Who和Why引导的特殊疑问句的构成和使用。

年级下册 第1课时 备课人教者


教学内容

Unit 9 My favorite subject is science.
教学目标
知识技能
1) 能掌下列词汇：favorite, subject, P.E. science, music, math, Chinese, geography, history, why, because, Monday, Friday, Saturday
2) 能掌握以下句型：
① —What's your favorite subject? —My favorite subject is science.
② —What's your favorite day? —It's Monday.
③ —Why do you like P.E.? —Because it's fun.
④ —How's your day? —It's OK.

过程方法

1) 能就所喜欢的科目这一话题进行问答交流，正确表达自己的情感。
2）能听懂有关所喜欢的科目相关话题的听力材料，并获得相关信息。

情感态度

此部分的学习内容贴近学生的学习生活，谈论的话题是喜欢的学科。通过互相询问和谈论彼此所喜欢的学科，可以增进同学之间的了解和友情并培养学生热爱学习、热爱科学的思想和良好的学习、生活习惯。

重点
难点

1. 教学重点：
1) 掌握学校科目的相关词汇及部分周几的表达方式。
2) 学习询问和谈论别人或自己喜好的学科并给出理由。
3）What，Who和Why引导的特殊疑问句的构成和使用。
2. 教学难点：
1) 学习询问和谈论别人或自己喜好的学科并给出理由。
2）What，Who和Why引导的特殊疑问句的构成和使用。

教学过程

个性化批注
Ⅰ. Warming-up and revision
1. Greeting the Ss. Check the homework.
2. Warming up. Look at the pictures and answer the questions.
T: What fruit do you like best?
=What’s your favorite fruit?
S: I like bananas.
= My favorite fruit is banana.
Ⅱ. Presentation
1. T: What subject do you like best? Or we can say "What's your favorite subject?".
(Write the two sentences on the Bb.)
—What's your favorite subject?
—My favorite subject is English.
Ss read after the teacher and try to remember the conversation.
2. What other subjects do you like? Now let's learn other subjects.
(Show the picture of Chinese book)
Teach Ss "Chinese", then teach Ss other subjects by showing pictures on the screen.
(P.E., art, science, math, geography, history…)
3. Ss read all the subjects and try to remember them.
4. Work on 1a. Look at the picture in 1a, match the words with the pictures. Then check the answers.
Ⅲ. Listening
1. Two students are talking about their favorite subjects. Listen to the recording and circle the subjects you hear in 1a.
(Play the tape for the first time, Ss only listen. Play the recording again, Ss listen and circle the words in 1a.)
2. Ss listen and circle the words in 1a. Then check the answers.
Ⅳ. Pair work
1. T: Let's practice the conversation with your partner. (Ss practice the conversation.)
S1: What's your favorite subject?S2: My favorite subject is science.
2: Now make your conversations with the subjects in 1a.
S1: What's your favorite subject?S2: My favorite subject is… [来源:学&科&网]
(Exchange roles. S2 ask S1 about the favorite subjects)
Ⅴ. Presentation
1. Present the sentence structure:
—Why do you like… —Because…
T: What's your favorite subject, S1?S1: My favorite subject is P.E.
T: Why do you like P.E.?[S1: (Help S1 answer) Because it's fun.
Write the sentence structure: "—Why do you like… — Because…"on the blackboard.
2. Let Ss read after the teacher, and try to remember them.
3. Ask and answer with your partner about the reasons they like ball games.
e.g.
S1: Why do you like soccer?S2: Because it's boring. Why do you like basketball?
S1: Because it's interesting. Why do you like volleyball?
S2: Because it's fun.
Ⅵ. Listening
1. T: Look at the picture in 2a. Two students are talking about their favorite subjects.First, read the sentences by yourself. Then listen and put the conversation in order.
Ss read the four sentences, then listen to the recording and put them in order.
2. Check the answers with the class.
3. We're learned some adjectives in Unit 5. Such as interesting, boring, fun, difficult, relaxing…
Do you still remember? Let's review the words together. (List all the adjectives: interesting, boring, fun, difficult, relaxing) Then have a conversation with the Ss.
T: Let's play basketball!Ss: That sounds interesting.
T: Let's play baseball. Ss: That sounds difficult.
T: Let's listen to music.Ss: That sounds relaxing.
T: Let's watch TV! Ss: That sounds boring.
T: Let's play a game. Ss: That sounds fun.
4. Now listen to the recording again. Match the subjects you hear with the descriptions. Ss listen and match. Then play the recording for the Ss to check the answers.
Ⅶ. Pair work
1. T: What do you think of the subjects above? Make your own conversations using the words (fun, interesting, relaxing, difficult…) in 2b. For example:
S1: What's your favorite subject? S2: Science.
S1: Why do you like science? S2: Because it's interesting.
2. Ss make their own conversations with his or her partner. Then let some pairs act out their conversations.
Ⅷ. Role-play
1. Present the new words: Monday, Friday and Saturday by show some calendars on screen. Let Ss read the new words after teacher.
2. Let Ss read the dialogue in 2d. Then fill in the blanks.
1. Bob’s favorite day is ________.2. Bob’s favorite subjects are ________.
3. Bob’s P.E. teacher is _______.4. Frank’s favorite day is _______.
5. Bob thinks history is _______.6. Frank thinks history is ________.
3. Ss read the conversation and fill in the blanks. Then check the answers with the Ss.
4. Let Ss practice the conversation in pairs. Then try to act out the conversation in front of the class.
IX. Language points
1. Frank: Hi, Bob. How’s your day? Bob: It’s OK.
How’s your day?是非正式场合朋友见面时的问候用语，表示“今天过的如何？”
2. My favorite subject is science. favorite是形容词，意为“特别喜爱的”。
3. I like Monday because I have P.E. and history.
此处have与学科名称搭配，表示“上某一学科的课”。
4. He always plays games with us. play with sb. 与某人玩，play意为“玩，玩耍”，
5. That’s for sure.
That’s for sure表示完全赞同他人的观点，表示“那是肯定的”、“确实是这样的”或 “完全没有问题”。
Homework:
1. Review the new words and expressions in this period.
2. Make a survey of the favorite subjects your classmate and the reasons.




教学反思





教学内容

Unit 9 My favorite subject is science.
教学目标
知识技能
1) 继续学习学校的学习科目，并能就最喜欢的科目进行询问和回答。
2) 总结what, who, why引导的特殊疑问句的构成方式及回答。

过程方法

通过不同的形式的训练熟练掌握运用what, who, why引导的特殊疑问句来提问问题并能正确回答。

情感态度

通过互相询问和谈论，可以增进学生们与老师之间的了解，增进同学们之间的友情，并能形成学生们尊敬老师、团结同学的良好品质，培养学生们热爱学习、热爱科学的思想和良好的学习、生活习惯。

重点
难点

1. 教学重点：
1）总结what, who, why引导的特殊疑问句的构成方式及回答。
2）通过不同的形式的训练熟练掌握运用what, who, why引导的特殊疑问句来提问问题并能正确回答。
2. 教学难点：
通过不同的形式的训练熟练掌握运用what, who, why引导的特殊疑问句来提问问题并能正确回答。

教学过程

个性化批注
Ⅰ. Warming- up and revision
1. Greet the Ss as usual. Check the homework.
2. Review the subjects and the days we learned. Review the descriptions.
T: Who can say all the days we learned?
S1: Monday, Friday and Saturday.
T: Who can say all the subjects we learned?
S2: Chinese, math, English, geography, history, science, art, music, P.E.
T: Very good! Who can say the descriptions？
S3: fun, interesting, boring, difficult, relaxing
T: Now tell your partner what you think of the subjects. You can say them like this:
I think Chinese is interesting. I think math is…
(Ss say something about all the subjects.)
3. Ask and answer with your partner about the favorite subjects and the reasons. e.g.
S1: What's your favorite subject, Xiao Ming S2: My favorite subject is music.
S1: Why do you like music? S2: Because it's relaxing.
(Ss ask and answer with his or partner.)
Ⅱ. Grammar Focus.
1. 根据汉语提示完成下列句子。
① 你特别喜爱的科目是什么？______ your_______ subject?
② 我特别喜爱的科目是科学。 My _______ _________ is _________.
③ 他特别喜爱的科目是什么？ What’s _______ ______ _________?
④ 他特别喜爱的科目是语文。 His _______ _________ is __________.
⑤ 她特别喜爱的科目是什么？ ______ _____ favorite ________?
⑥ 她特别喜爱的科目是美术。 ______ _______ subject is _______.
⑦ 为什么鲍勃喜欢历史？ _______ ______ Bob like ________?
⑧ 因为很有趣。 _______ it’s _________.
⑨ 为什么鲍勃和弗兰克喜欢体育？____ _____ Frank and Bob _____ P.E.?
⑩ 因为很有乐趣。________ it’s ______.
你的音乐老师是谁？ _____ is your _______ ________?
我的音乐老师是谢女士。My ________ ________ is ______ Xie.
你的地理课是在什么时候？ _______ is your ___________ class?
它是在周一和周五。 It’s _____ ________ and ________. Ⅲ. Practice
1. T: Let's do some exercises to practice the sentence structures. Now come to 3a. Fill in the blanks with what, who, or why.
指导：要确定空格处是何特殊疑问词，只能是根据答语来确定。看答语是表示原因、人物还是表示科目（事物），从而确定用特殊疑问词why, who, what。
2. Ss read the conversations and fill in the blanks.
3. Let some pairs read out their conversations to check their answers.
4. Ss practice the conversations with their partners.
IV. Practice
1. T: Let's do more exercises to practice the sentence structures. Let's work on 3b. Write questions for the answers.
指导：要确定空格处是何特殊疑问词，仍只能是根据答语的意思来确定。
首先，看答语是表示原因、人物还是表示科目（事物），从而确定用特殊疑问词why, who, what构成的特殊疑问句。
其次，注意特殊疑问句的构成，Who/what/Why + 一般疑问句。
2. Ss read the conversations and write their questions.
3. Let some pairs read out their questions to check their answers.
4. Ss practice the conversations with their partners.
V. Survey
1. Next, let's do a survey about your classmates about his or her favorite subject, reasons and teachers. Let me tell you how to do it.
First, interview three classmates about his or her favorite subject, reasons and teachers.
Second, fill in the chart below.
At last, make a report about your classmates.
2. Let's make a model. Which group would like to have a try?
S1: What's your favorite subject, Jingjing?S2: Music.
S1: Why do you like music? S2: Because it's fun.
S1: Who's your music teacher?S2: Ms. Xie.
(The S1 interview S2, S3, S4)
Fill in the chart.
Name
Favorite subject
Reason
Teacher
Jingjing
Music
It's fun
Ms. Xie
Xiao Mei
Art
It's interesting
Ms. Wu
Da wei
P.E.
It's relaxing
Mr. Hu

Make a report:
My classmate Jining's favorite subject is music. She likes it because it's fun. Her music teacher is Ms. Xie. Xiao Mei's favorite subject is art. She likes it because it's interesting. Her art teacher is Ms. Wu. Da Wei's favorite subject is P.E. He likes it because it's relaxing. His P.E. teacher is Mr. Hu.
3. Ss work in groups and make the survey.
4. Let some Ss report the result of their survey.
Do some exercises.
Homework
假如你的表弟名叫Jeff, 他今年上初一。请你用英语问一下他特别喜爱的科目及原因、该科目的老师是谁、在什么时间上该科目这四个问题。并将你们的问答记录在作业本上。




教学反思





教学内容

Unit 9 My favorite subject is science.
教学目标
知识技能
1） 掌握下列词汇： free, cool, Tuesday, Wednesday, A.M., P.M., useful, from…to, Mrs. finish, lesson, hour, have art lesson…
2） 学习表示星期的名词，并理解星期与日期的区别。
3) 继续复习“谈论偏爱”和“询问喜欢的学科并给出理由”的语言结构；

过程方法

1） 谈论一周的课程安排，学会合理地安排自己的作息时间。
2） 阅读有关课程安排的短文，并能获得相关信息。

情感态度

本课时的学习内容贴近学生的学习生活，谈论的话题是喜欢的学科和一周的课程安排。通过互相询问和谈论彼此所喜欢的学科以及彼此理想的课程安排，可以增进同学之间的了解和友情，培养学生热爱学习和良好的学习、生活习惯。

重点
难点

1. 教学重点：
1）学习表示星期的名词，并理解星期与日期的区别。
2）能谈论他人所喜欢的科目，及原因，询问课程的时间安排。
3）谈论一周的课程安排，学会合理地安排自己的作息时间。
4）阅读有关课程安排的短文，并能获得相关信息。
2. 教学难点：
1）谈论一周的课程安排，学会合理地安排自己的作息时间。
2）阅读有关课程安排的短文，并能获得相关信息。

教学过程

个性化批注
Ⅰ. Warming-up and revision
1. Greet the Ss as usual. Check the homework.
2. Review the sentence structures learned yesterday. T asks a student as a model. Then let Ss work in pairs to make their own conversations.
T: What's your favorite subject, S1? S1: My favorite subject is music?
T: Why do you like music? S1: Because it's interesting.
T: Who is your music teacher? S1: Ms. Hu.
3. Ss work in pairs to make their own conversations. Let some pairs act out their conversations.
Ⅱ. Presentation
1. Present other days in a week. Show some pictures of calendar. Teach Ss Tuesday, Wednesday, Thursday and Sunday.
Ss read after the teacher and remember the days in a week. [来源:学科网](Monday, Tuesday, Wednesday, Thursday Friday and Sunday)
2. Present the using of "on + 星期几",
T: When is your art class? Ss: It's on Monday.
T: When is your music class?Ss: It's on Thursday.
3. Present some new adjectives, free, cool
Show a picture of someone who is busy doing sth. Write the word "busy" on blackboard. Then show a picture of someone who is lying on the beach to rest. Write the word "free" on the blackboard. Then show a very cool boy with nice clothes. Write the word "cool" on the blackboard.
Let Ss read the words free, busy, cool loudly. Then review the words: boring, difficult, easy, interesting, fun
4. Work on 1a. Match the words on the left with their opposites on the right. Then check the answers. Ss read the words after teacher, then, try to remember the words.
Ⅲ. Listening[来源:学,科,网Z,X,X,K]
1. T: David is talking about his classes and schedule. Listen to the recording and check (√) the words you hear in 1a.
(Play the recording for the first time, Ss only listen. Play the recording again, Ss listen and check (√)the words in 1a. )
2. Check the answers with the class.
Ⅳ. Listening
1. Read through the schedule.
T: Look at the schedule below. This is David's schedule. December 25th is Monday, December 26th is Tuesday…
T: What classes does David have on Monday?
S1: He has science, English, Chinese, P.E., geography and art.
T: Then what activity does David have on Saturday?
S1: He has a soccer game.
T: What activity does David have on Sunday?
S1: It's Bill's birthday party.
T: OK. Read through the schedule and find out what classes David have from Monday to Friday.
2. Now listen to the tape and circle the classes David talks about on this schedule.
(Play the recording for the Ss to listen and circle the classes David talks about. Then play the recording again for the Ss to check the answers.)
Ⅴ. Pair work
1. Look at the schedule above and complete the conversation in 1d.
Ss work in pairs to complete the conversation. Then let some read out the conversation to check the answers.
2. Ss practice the conversation with his or her partner.
3. Talk about your classmates' favorite subject using the conversation in 1d.
S1: What's Li Tao's favorite subject?S2: His favorite subject is P.E.
S1: Why does he like P.E.?S2: Because it's easy and relaxing.
S1: When is the class? S2: It's on Wednesday.
4. Ss work in pairs to make their conversations.
Ⅵ. Writing
1. T: What do you think of these subjects? Write a description for each one. First, let's review all the descriptions we know. Who can say the words you know?
S1: boring, difficult, easy, interesting, fun
S2: (add some more words) free, busy, cool …
2. Then, tell your partner what you think of these subjects. Your partner should write your descriptions down and report it to you. Then exchange roles. Your partner tells you about his or her description. You have to report to your partner. e.g.
You: I think music is relaxing. Art is easy. P.E. is fun. English is interesting. Chinese is fun. Math is difficult. …
Your partner: In Xiao Fang's opinion, music is relaxing. Art is easy. P.E. is fun. English is interesting. Chinese is fun. Math is difficult. …
Ⅶ. Reading
1. Jenny is Yu Mei's pen friend from the U.S.A. Yu Mei writes a letter to Jenny to tell her about her classes on Friday. Read the letter. Underline the subjects that Yu Mei likes. Circle the subjects she doesn't like.
2. Ss read the letter and underline the subjects that Yu Mei likes. Circle the subjects she doesn't like.
3. Check the answers.
Ⅷ. Reading
1. T: Read the letter again and complete Yu Mei's schedule with the information in 2b.
2. Ss read the letter again and complete the chart. Then check the answers.
IX. Language points
1. free用作形容词，意为“空闲的”，其反义词为busy“繁忙的”。
2. The teacher says it is useful,…
useful是形容词，是由“名词use (使用) +后缀ful”构成，意为“有用的”。
3. Lunch is from 12:00 to 1:00, ...
介词短语 from … to … 意为“从……到……”，用来表述时间、地点等范围。
4. My classes finish at 1:50, but after that I have an art lesson for two hoursThen do some exercises.
Homework
1.分类复习所学的描述课程特点的形容词。
2.用英语制作一张你班级的课程表。



教学反思





教学内容

Unit 9 My favorite subject is science.
教学目标
知识技能
1）复习巩固所学的学校课程的词汇、对事物进行评价的词汇、星期几的词汇。
2）引导学生复习、巩固“询问喜欢的学科并给出理由”的目标语言并运用所学知识安排活动。

过程方法

运用所学的目标语言，练习写作信件或e-mail来表达自己某一天的日程安排。

情感态度

学习内容贴近学生的学习生活，谈论的话题是喜欢的学科和一周的课程安排，通过互相询问和谈论彼此所喜欢的学科以及理想的课程安排，可以增进同学之间的了解和友情并培养学生热爱学习和良好的学习、生活习惯。

重点
难点

1. 教学重点：
1）复习词汇：Chinese, math, English, history, geography, science, music, P.E. art；interesting, fun, difficult, easy, boring, useful；Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
2）运用所学的目标语言，练习写作信件或e-mail来表达自己某一天的日程安排。
2. 教学难点：
运用所学的目标语言，练习写作信件或e-mail来表达自己某一天的日程安排。

教学过程

个性化批注

Ⅰ. Warming-up and revision
1. Greet the Ss as usual. Then check the homework.
2. What do you think of your school subjects? Tell your classmates about them.
You can say it like this: In my opinion, Chinese is interesting. Math is useful. English is difficult but useful. P.E. is fun. Music is relaxing…
Ss report their opinions in the group. Then let some Ss talk about it to the class.
3. Review some phrases or sentences:
interesting (反义词) 2. busy (反义词) 3. difficult (反义词) 4. A.M.(反义词)
5. 在星期五 6. 在九点钟 7. 上科学课 8. 上历史课
9. 从……到 10. 在那之后 11. 上一节美术课 12. 两个小时长 13. 我的课在3:30结束。 14. 老师说数学很有用。
Check the answers with the class.
4. Retell Yu Mei's letter.
Show Yu Mei's schedule on the screen. Let Ss try to retell the letter.
Time
Sub/Act
Descriptions
at 8:00
math
not fun, useful, difficult
at 9:00
science
difficult but interesting
at 10:00
history
--
at 11:00
P.E.
easy and fun
12:00 to 1:00
lunch
--
after that
Chinese
Mrs. Wang, great fun
2:00 to 4:00
art
really relaxing
Ss try to retell the letter. T gives them some help if they need.
Ⅱ. Reading
1. T: Dale can't meet Mei Ling on Friday afternoon. He's really busy. So he writes an e-mail to Mei Ling to tell her about it. Number these parts of an e-mail message [1-3].
2. Ss read the parts of the e-mail message and number them.
3. Let some Ss read the right message to check the answer.
4. Ss read the e-mail message aloud and try to remember the e-mail message.
5. Learn the language points in 3a.
1) I want to meet you on Friday afternoon, ...
want to do sth. 是固定用法，意为“想要做某事”，do表示动词的原形。如：
I want to finish my homework at 6:00.我想在六点钟完成作业。
Bob wants to buy a new computer. 鲍勃想买一台新电脑。
2) Is that OK with you? 对你来说合适吗？
本句用来征求对方的意见，其中that指代所需征求意见的内容，依据上下文的不同也可使用 this 或 it。
be OK with sb. 意为“对某人来说是合适的”。例如：
Is the time OK with Linda? 对琳达来说时间合适吗？
Ⅲ. Writing
1. T:Look at the chart in 3b. Fill in the schedule below for your classes on Friday. Write the time on the left and the subjects on the right. Then read out your schedule to your partner. Let your partner check your schedule.
2. Ss fill in the schedule by themselves and read them to his or partner.
Ⅳ. Writing
1. T: Linda is your new friend. She wants to meet you on Friday. But you are really busy on Friday. Write an e-mail to tell her about your Friday. If you don't have any idea, you may review the e-mail in 3a or the letter in 2b.
① Thanks for your e-mail. 谢谢你的邮件。
② It’s Friday today. I’m really busy./I’m really busy on Friday 今天是星期五。我很忙。
③ I have …classes in the morning and … in the afternoon. 上午我有……节课，下午……节课。
④ At …, I have …. Then at …, I have …. Next, … 在……点，我上……。然后在……点。接下来……。
⑤ ….class is from …to …. ……课从……到……。
⑥ After that, I have …for … 之后，我上……课……时间。
⑦ … is my favorite subject. ……是我最喜欢的科目
⑧ I like/don’t like it because it’s …. 我喜欢/不喜欢它，因为它是……。
⑨ I think it’s … 我想它是……的。
2. Ss read the e-mail in 3a and the letter in 2b. Then try to write the e-mail to Linda about his or her Friday. (T goes around the class to offer some help. )
3. Ss read their e-mail to their partners. Then check each other's e-mail.
4. Let some Ss read their e-mail to the class to give a possible version.
Ⅴ. Self Check 1
1. T: Let's review all the school subjects we learned. Who wants to have a try?
S1: Chinese, math, English, history, geography, science, music, P.E. art
T: Very good! Who want to have a try again?
(S2:… S3：… S4: …)
2. T：Next let's review the descriptions we learned. Who wants to have a try?
S5: interesting, fun, difficult, easy, boring, useful…
T: Very good! Who want to have a try again?
(S6:… S7：… S8: …)
3. T： Then let's review the days in a week. Who wants to have a try?
S9: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
T: Very good! Who want to have a try again?
(S10:… S11：… S12: …)
4. Now look at the chart in Self Check 1. Add more words in each box.
(Ss write more words in each box.)
5. Let some Ss read out their answers.
Ⅵ. Self Check 2
1. (Ask a student some questions as a model for the Self Check 2)
T: What is your favorite subject? S1: English.
T: Why do you like English? S1: Because it's interesting.
T: Who is your English teacher? S1: Mr. Wu.
T: When is your English class? S1: They're on Monday, Thursday and Friday. 2. Now, please read the questions in Self Check 2 and complete the questions with what, when, who, or why.
3. Ss complete the questions by themselves.
4. Let some pairs ask and answer about the conversations to check the answers.
5. Ss work in pairs and ask and answer the questions.
Ⅶ. Exercises
If there's some more time left, show some exercises on the screen and finish them.
Homework
假如你是爱伦，你的朋友玛丽约你星期四下午见面，但是你星期四下午太忙，不能去。星期五下午可以。请你根据下表格的内容写一封e-mail告诉她。
Thursday afternoon
2:00-2:50
history
boring
3:00-3:50
geography
difficult, useful
4:00-4:50
an art lesson
easy and fun
5:00-6:00
basketball game
great fun




教学反思