人教版新目标英语(GO FOR IT)七年级上册全册教案

《人教版新目标英语(GO FOR IT)七年级上册全册教案》由会员上传分享，免费在线阅读，更多相关内容在教育资源-天天文库。

UnitoneMynameisGina.　1．话题：Makingnewfriends　2．功能目标：　1）使学生学会用英语介绍自己。2）使学生学会用英语和别人打招呼。　3．文化目标：1）让学生初步体会用英语和别人交流的感受，培养学生学习英语的兴趣。　2）通过对英文名字的介绍，对比中西方表达名字的不同，了解中西方文化的差异。　3）通过对西方一些成功人士英文名字的介绍，使学生了解成功是由不懈的努力和艰苦的奋斗得来的。　4）通过介绍英文名字的由来，使学生产生对西方文化的好奇及兴趣。　4．认知目标：1）词汇：clock,hello,hi,and,question,answer,look,firstname,lastname2)语法项目：一般现在时be的用法以特殊疑问词what开头的问句形容词性物主代词my,your,his,herWhat’s=WhatisI’m=IamMyname’s=Mynameis3)语言目标：　What’syourname?　MynameisGina.　I’mGina.Nicetomeetyou.PeriodoneI.教材分析：这是课本的第一部分，题目是MymaneisGina.有很多学生第一次学习接触英语，为了调动他们的积极性，不产畏难情绪，尽量简单的处理教材。Languagetopic:What’syourname?MynameisGina.Languagestrategies:TalkaboutthenamesMainvocabulary:nameis,meet,his,firstname,lastname,answer,boy,girl.II.语言结构:presenttensetobe,whatquestions,Possessiveadj.my,your,his,her.。III.语言功能:询问姓名及怎样回答.IV.活动设计：采访调查What’syourfirstname?V.Teachingsteps:Step1:Greetings.Step2:Words:LearnthenewwordsA:first,listentotherecorder,thestudentsreadaftertherecorder.B:readthenewwordsaftertheteacher.90 Step3:1aWriteEnglishwordsforthethingsinthepicture.Howmanythingsdoyouknow?Step4:1bListenandnumbertheconversations.threetimes.Step5:2aListentothefourconversationsandnumbertheconversations(1--4)Step6:2bListenandcirclethenamesyouhear..Step7:3a.readthenames.Writethefirstnamesandthelastnames.Step8:Let’ssumwhatwehavelearnedthisclass.Words:Sentences:Somethingelse:Step9:Homework教后一得：学生学习英语的积极性很高，因为有很多是第一次接触英语，教师要积极引导，迅速让学生掌握学习英语的方法。Period2I.教材分析：这是课本的第二部分，活动内容比较多，学生对教材很有兴趣，例如做学生证，用英语填写自己的名字。Languagetopic:What’syourname?MynameisGina.What’syourfirstname?Myfirstis----.What’syourlastname?Mylastnameis-----.Languagestrategies:TalkaboutthenamesMainvocabulary:nine,number,phone,card,familyname,firstname.II.语言结构:presenttensetobe,whatquestions,Possessiveadj.my,your,his,her.。III.语言功能:询问姓名(分别问姓和名)及怎样回答，要求学生分清姓和名.IV.活动设计：采访调查What’syourfirstname?V.Teachingsteps:Step1:Greetings.Step2:SinganEnglishsong:Step3:Lookatthepicture.Findthelastnamesandwritethebelow.1.Karen_________.2.Peter__________3.David_________4.Jim___________5.Maria_________Step4:3bLookattheIDcardandanswerthequestions.Name:TanyaLastname:OlpezTelephonenumber535-237590 What’shertelephonenumber?What’sherfamilyname?What’sherfirstname?Step5:3cMakeanIDcardforyourselfName:__________Lastname:______Telephonenumber________________PhotoStep6:Let’ssumwhatwehavelearnedthisclass.Words:Sentences:Somethingelse:Step8:Homework教后一得：这节英语课，很成功，学习积极参与实践活动，手脑兼用，高高兴兴地戴上了自己亲手做的IDcard.Period3Selfcheck1.Givethefullformsofthefollowing.写出下面的非缩略形式。1）What’syourname?____________________________?2)Hisname’sJim.__________________.3)I’mJenny.___________.　2.下面是一个学生的电话号码本中的三页，按要求完成下列各题。1）ReadthestatementandcircleTfor“true”orFfor“false”.下面的表述对的圈住T，错的圈住F.(1)HisfirstnameisClinton.TF(2)HislastnameisClinton.TF(3)Histelephonenumberis985-6732.TF(4)Here-mailispeterclinton@yahoo.com.TF90 (5)Sheisagirl.TF2)Fillintheblanks.根据下面通讯录所显示的内容，填上一个适当的词完成句子。Example:Sheisagirl.(1)_____firstnameisRita.(2)Her_____nameisHall.(3)Herfaxnumberis_____.(4)Her_____numberis786-4576.(5)Here-mailis_____@163.com.（3)Answerthefollowingquestionsincompletesentences.用完整的句子回答下面的问题。（1）What’shisfirstname?_______________________________________.（2）What’shislastname?_______________________________________.（3）What’shistelephonenumber?_____________________________________.　教后一得：初一学生进行书面练习非常重要，要强调书写要规范，方法要掌握。Unit2Isthisyourpencil?教学目的和要求(Teachingaimsanddemands)Excusemebutthesetheygoodthoseboathilltreetheirmuchverymuchallrightallrightmumfriendbrothernicetomeetchildchildrenwelcomeourcomecomeinoh90 日常交际用语Isthisyour/my/his/herpencil-box?Yes,itis./No,itisn’t.Hereyouare.Where’smy…?Whatarethese/those?They’re…,etc.It’sverygood.Arethese/those/theyEnglishbooks?Yes,theyare./No,theyaren’t.They’retheirbooks.That’sallright.Thankyouverymuch.Thesearemyfriends,KateandherbrotherJim…Welcometoourhome.WhoamI?Doyouknow?WhatnumberisJim’sbus?Comein,please.语法:运用my,your,his,her,its数词以及名词的复数形式.运用these,those和theyperiod1Step1Revision1.ReviseIseveryoneheretoday?Findout:whoispresent/absent.2.UseflashcardstorevisethenewwordsinUnit5.(girl,boy,man,woman,sister,father,mother,Mr,Mrs,etc.)3.Checkhomework.Step2PrsentationPickupagirl’spenandaskExcuseme.Isthisyourpen?HelphertoanswerYes,itis.SaytotheclassThisisherpen.GivethepentoherandsayHereyouare.HelpthestudenttoanswerThankyou.Repeatwithaboy,sayingThisishispen.Repeatseveraltimeswithdifferentobjects,includingabag,apencil-box,apencil,aneraser,acup,etc.Getallthestudentstoraisetheirpens.Pointtoaboy’spenandhelptheclasssayhispen.Thenpointtoagirl’spenandsayherpen.Repeatthisseveraltimesataquickerspeed.Step3PracticeGetthischaindrillgoing.Ineachcaseastudentshouldpickupanobjectbelongingtothepersonbehindorbesidehimorher,andaskA:Isthisyourbook?B:Yes,itis.A:Hereyouare.B:Thankyou.(PickupanitemfromanotherstudentandaskC)Isthatyoureraser?C:Yes,itis.B:Hereyouare!(Givetheerasertotheowner.)90 C.Thankyou.(ToD)Isthisher…?Etc.ExplainthatitispolitetosayExcuseme!togetsomeone’sattention.Getthemtorepeatseveraltimes.ThenrepeatthechaindrilladdingExcuseme!Step4PresentationPickupabagbelongingtoagirl,pointtoaboyandsayIsthathisbag?(No,itisn’t.Ithinkit’sherbag.).Giveextraemphasistothewordher.Pickupapenthatbelongstoaboy,pointtoagirl,andaskIsthisherpen?(No,itisn’t.Ithinkit’shispen).Putspecialemphasisonhis.Repeatthisseveraltimeswithdifferentstudentsanddifferentobjects.Step5Look,listenandsay.SBPage26,Pictures1,2and3,SpeechCassetteLesson21.SayOpenyourbookstopage26.Lookandlisten.Playthetapethroughonce.Rewindanddividetheclassintwo–AandB.SayListenandrepeat.Replaythetape,usingthepausebutton.Studentslistenandrepeat.Repeatchangingroles.Noticethespecialemphasisonthewordmyinthelastline.Butwhere’smycup?Step6PairpracticeDividetheclassintogroupsofthree.GetthemtopractisethedialogueswithPictures2and3.Aftertheyhavepractisedonceortwice,getthemtorepeatthedialogueusingotheritemsandtheirownnames.Step7ActingCalloutfourstudents,eachwithfourdifferentobjects.Collecttheobjectsfromthem,andhaveasimilardialogue.TheteacherbeginstosayExcuseme.Isthisyoureraser?(Yes/No.)etc.Continueuntiltheitemsarereturnedtothecorrectowners.Thencalloutfivemorestudents.Letoneofthemcollecttheobjectsandbeginagain.Step8Workbook.SbPage111,WbLesson21.Exx.2-3shouldbedoneinclass.UsethewordsintheboxtosubstitutefortheitalicizedwordsinthedialogueinEx.3.HomeworkFinishofftheWorkbookexercises.WriteExx.1and2intheexercisebook.Note:Whenteachingnewwords,e.g.me,these,tree,meet,please,very,welcome,etc.remindthestudentsofthespellingrulestaughtinthepreviousunit.Fromnowon,thestudentshavetolearnmorewords.HelpthemdealwiththeEnglishspelling.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.Period290 Step1Revision1.AskagrouptoactoutthedialoguesfromPage26withbooks.Ifdesired,askanothergrouptoactwithoutbooks.2.Checkhoework.GetsomestudentstoreadandactEx.3inWbLesson21.Step2PresentationHoldupabagandaskWhat’sthis?It’sabag.HolduptwobagsandsayWhatarethese?They’rebags.Repeatwithapen/pens,abook/books,abox/boxes,etc.Nowgettheclasstoaskandanswerbothquestions---What’sthis?What’rethese?Makesurethattheypronouncethepluralformscorrectly.Add/z/forbanana,bagandpen,/s/forbookand/iz/forboxandbus.Alsotheyshouldpronouncethedsinbirdsasonesound/dz/not/d+z/.Step3PracticeChaindrill.Calloutseveralstudentstodemonstrate.A:Whatarethese?(Holdinguptwopens.)B:They’repens.Whatarethese?(Holdinguptwobooks.)C:They’rebooks.What’rethese?(Holdinguptwoboxes.)etc.Organiseachaindrillaroundtheclassinthesameway.Step4PresentationDrawabananaontheBb.AskWhat’sthis?It’sabanana.DrawtwobananasandaskWhatarethese?They’rebananas.Writeoneunderthesinglebananaandtwounderthetwobananas.Repeatuptoten.Step5.Readandsay.SBPage27,Part1,SpeechCassetteLesson22.SayTurntoPage27,Part1.LookatPicture1.What’sthis?HelpthemtoanswerIt’sabanana.AskHowmanycanyousee?One,twoorthree?(One.)LookatPicture2.Whatarethese?(They/They’rebananas.)NoticethattheshortformforTheyareisThey’re.AskHowmanycanyousee,two,threeorfour?(Two.)Repeatwiththeotherpictures.ThenaskWhatcanyouseeinPicture2?Ss:Twobananas.Dothesamefortheotherpicturesinrandomorder.Step6PresentationSBPage27,Part2.Booksclosed.UseflashcardsordrawaquicksketchofacarontheBb.StepawayfromitandusingapointeraskWhat’sthat?(It’sacar.)Repeatwithabird,acat,aneggandacake.Teachatreeandaboat.Nowdrawasecondcar,and,pointingtoitaskWhatarethose?(They’recars.)Repeatwithbirds,eggs,cakes,boatsandtrees.Besuretostandbackandpointwhenyouask,sostudentsaren’tconfusedbythese90 andthose.Teachhills,boatsandpicturesinthesameway.GetthestudentstoreadthedialogueinPart2inpairs.Step7AskandanswerSBPage27,Part2.CalloutastudentandaskWhatcanyouseeinthepicture?Whatarethose?Pointtothebirdsinthepicture.They’rebirds.Gethimorhertoaskyouasimilarquestion.Askthestudentstoworkinpairstoaskandanswersimilarquestionsusingthepicture.Step8WorkbookSBPage112,WBLesson22.DoExx.1-3Ex.1containsthenumbersfromonetothirteen.Helpthestudentstospellfourteenandfifteen.Tellthemthenumbersfromthirteentonineteenallendinteen.Theyareallformedbythenumberplusteen,exceptforthirteenandfifteenwhichareslightlydifferent.HomeworkFinishofftheWorkbookexercises.ChooseExx.2or3forwrittenhomework.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.Period3Step1Revision1ReviseWhat’sthis?/Whatarethese?(They’re…)likethis:HoldupabagandaskWhat’sthis?(It’sabag.)HolduptwobagsandaskWhatarethese?(They’rebags.)Repeat.Helptheclasstoanswer.Repeatwithpens,books,etc.Gettheclasstoaskquestionsandgiveanswers.Checkfortheuseofpluralforms.1.ReviseWhat’sthat?/Whatarethose?inasimilarway.Thistimeusepicturesfrommagazines,picturesonthewallorBbdrawingtoemphasizethatthatandthoserefertoitemsthatarenotnear.Chaindrill.Calloutseveralstudentstodemonstrate.A:Whatarethese?(Holdingupthreepens.)B:They’repens.Whatarethose?(Pointingtotreesoutside.)C:They’retrees.Whatarethese?etc.Thengettheclasstocontinuethischaindrill.Step2PronunciationpraticeWritetheselistsontheBboneatatimeandgetthestudentstopractisereadingandpronouncingthemcorrectly.Writethephoneticsymbolsifyouthinktheywillhelpthestudents.1./s/2./z/3./iz/desksbirds/dz/busesbookstreesboxes90 cats/ts/girlsorangesbikesboysAfterwritingeachlist,underlinetheendingsandexplainThesewordshavethe…sound.DoEx.2inWbLesson23.Step3PresentationTakeoutabagwithsomeorangesorpearsinit.Holditupandletseveralstudentsfeelthebag,AskAretheseapples?SomestudentswillsayYes,theyare.OthersmaysayNo,they’renot.StillothersmaysayIthinkthey’re…SmileandsayYoudon’tknow!OpenthebagandsayLook!Theseare(pears).TeachArethose…?Forexample,putasmallpicturewithtwocarsinthecorneroftheroom,andaskArethoseChinese/Japanesecars?Thestudentstrytoguess.TheymayanswerYes,theyare./No,They’renot.Thenbringthepictureclosersothattheycanconfirmthattheyare/arenotChinese/Japanesecars.Step4ReadandsaySBPage28,Part1,SpeechCassetteLesson23.Playthetape.Studentslisten,andthenlistenandrepeat.Gettwoorthreepairstoreadaloudthedialogue.Thengetthestudentstoreadinpairs.Later,getsomestudentstoreadandact.Step5Look,listenandsaySBPage2,part2,SpeechCassetteLesson23.LetthestudentslistentothetapeandthengetthemtopractisethesamewayasinStep4.Putthestudentsingroupsofthree(A,BandC).Later,calloutseveralgroupstoreadthedialogueandactinfrontoftheclass.Step6WorkbookSBPage113,WbLesson23.DoExx.1-3inpairsorally.Thenchecktheanswerswiththewholeclass.Wx.4isoptional.Dothisexerciseifyouthinkyourstudentsareready.Pointtothepictureanddrawthestudents’attentiontothedifferencebetweenwrittenEnglishandChinese,includingthewordorderandtheuseoftheverbtobe.HomeworkFinishofftheWorkbookexercises.RevisethenewlanguageitemsinLessons21,22and23.DoEx.2intheexercisebook.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.Period4Step1Revision1.Calltheregister.Getthestudentstotalkaboutwhoisnotatschooltoday,etc.2.Revisethenubmers1-28andteach29and30.3.Usingflashcards,revisethepluralwordstaughtinthisunit:90 hills,boats,birds,etc.DoEx.2intheWbLesson23.1.UsethesamecardstopractiseWhatarethese?Arethese…?Andfurtheraway,Whatarethose?Arethose…?Step2Read,listenandsaySBPage29,Part1,SpeechCassetteLesson24(PhonicReadingWork).FollowthesamestepsasinLesson20.Step2.(PleaseseePages148-167oftheTB.)AsinLesson20,useflashcardsratherthangoingstraighttothebook.1.Booksclosed.SayListenandplaythetape.2.Playthetapeagain.SayListenandrepeat.WritetheletterOontheBb,andnexttoitwriteno,hello,those,home,zeroandgo.3.Studentsreadaloudeachwordinturnasyoupointtoit.4.ExplainthatinChinesethesewordsallhavetheletterOandthe/eu/sound.5.Repeattheaboveprocedurewiththewords:6.GetthestudentstoreadandsaytheabovewordsfromtheBbinrandomorder.ThenaskthemtoreadaloudthewordsinSBLesson24,Part1.7.DoEx.1inWbLesson24.Step3.PresentationDrawapictureontheBb.Thereshouldbesixchildren-threeboysandthreegirls.PointtothefirstboyandsayThisisJimGreen.WriteJimGreenunderthepicture.PointtothefirstgirlandsayThisisKateGreen.WriteKateGreenunderthepicture.SayKateisJim’ssister.WriteJim’ssisterunderKate.PointtoJimandsayJimiskate’sbrother.Repeat.Havestudentsrepeatbrotherseveraltimes.NowpointtothenextpictureofaboyandsayWhoisthis?He’sTomRead.Then,pointingtothegirlWhoisthis?SheisAnnRead.Writethenamesbelowthepictures.PointtoAnnagainandaskWhoisshe?HelpastudenttoanswerShe’sTom’ssister.PointtoTomandsayThisisTomRead.Whoishe?HelpastudenttoanswerHeisAnn’sbrother.WriteAnn’sbrotherunderTom’spicture.RepeatwithJoyandDavidSmith.Whenyouarefinished,sayJimis12,Kateis8,Annis12,Tomis13,Joyis7andDavidis12.Theyareallchildren.WritethewordchildrenontheBb.Askthestudentstoguesswhatthewordmeans.Explainifnecessaryandhavethestudentsrepeatthewordseveraltimes.ThendrawacirclearoundallthepicturesandsayTheyareallchildren.Theyareallfriends,too.WritethewordfriendsontheBb.Havethestudentsguessthemeaningandifnecessary,explain.Step4PresentationCalloutfourstudents–twoboysandtwogirls.Pointtoeachoneandgivehimorheraname.SayKate,Jim,AnnandTom.Askthemtoleavetheroomandtocomeintwoatatime,brotherandsistertogether.WhenthefirsttwocomeinsayHello,Jim.Hello,Kate.Welcometoourclass!WhenthenexttwostudentscomeinsayLook!Thereareyourfriends,AnnandTom.Hello,Ann.Hello,Tom.Welcometoourclass!90 GetthestudentstorepeatWelcometoourclass.Step5DrillStartachaindrilllikethis.Tellstudentstorememberthenameasyougoaroundtherowspointingtoeachstudentinturn.Say1-Jim,2-Kate,3-Ann,4-Tom,5-Joy,6-David,7-Jim,etc.(NumberthepicturesontheBbinthesamewaytohelp).HelpS1tosayHello,I’mJim.S2:HelloJim.I’mKate.(KateturnstoSeandsays.)Hello,I’,mKate.ThisismyfriendJim.S3:HelloKate.I’mAnn.(AnnturnstoS4.)hello,I’mAnn.ThesearemyfriendsKateandJim.S4:Hello,Ann.I’mTom.(TomturnstoS5.)Hello,I’mTom.ThesearemyfriendsJim,KateandAnn.ContinueinthewayuntilyoureachS6.Student7startsagain.Hello,I’mJim.Andsoon.Step6Look,listenandsaySBPage29,Part2,SpeechCassetteLesson24,.SayTurntoPage29.PlaythedialogueforPicture1.Studentslisten,andthenlistenandrepeat.Explainthatwhenpeopleaddressamotherdirectly,theyusuallysayMumorMom.FathersarereferredtoasDad.GettwoorthreepairstoreadaloudthedialogueonPage29.Thengetthestudentstoreadingroupsofthree.SayLookatpicture2.Whoisthere?Doyouknow?Listen.PlaythedialogueforPicture2.Havestudentslistenandrepeatpayingspecialattentiontothepronunciationofthewordroom.ExplainthemeaninginChinese.Gettwoorthreepairstoreadaloudthedialogue.Thengetthestudentstoreadaloudthedialogue.Thengetthestudentstoreadingroupsofsix.Later,getsomegroupstoreadtheact.Step7ListenandanswerSBPage30,Part3,ListeningCassetteLesson24.SayLookatthepictureonPage30.Whatcanyousee?(JimandLiLei)Wherearethey?Theyareatthebusstop.WriteatthebusstopontheBb.ExplainthatJimandLiLeiareatthebusstop.Jimwantstogohome.SayListen.WhatnumberisJim’sbus?Playthecassettetwice,ifnecessary.Thetextofthetapeisprintedbelow.Ifyoudonothavethetape,readthefollowingtextaloud.ListeningtextJim:Isthatmybus?LiLei:What’snumber?Jim:Ithinkit’s25.LiLei:No,thatisn’tyourbus.Yourbusisnumber29.Jim:Look!Isthatmybus?LiLei:Ithinkitis.Yes,It’sa29bus.90 Jim:Good.Oh,wherearemybags?Jim:Thanks.Goodbye!LiLei:Goodbye!ThenrepeatthequestionWhatnumberisJim’sbus?(Answer:29)Iftimepermits,playthetapeagain,andgetthestudentstorepeat.HalfofthemcanbeJim,andtheotherhalfLiLei.Step8SayandwriteSBPage30,Part4.Booksclosed.DrawaboatontheBb.SayThisisaboat.WritethesentenceontheBbandthenreaditaloud.Thisisaboat.Havethestudentsrepeat.Drawthreeboats.SayTheseareboats.WritethesentenceontheBb.SayTheseareboats.Hvethestudentsrepeat.SayTurntoPage30.PointtoPart4.Explainthemodeltothestudents.SayLookatnumber1.Abox.Thisis…Helpastudenttosayabox.SayTheseare…Helpastudenttosayboxes.T:PictureNo.2.Acomputer.Row2Row2:Thisisacomputer.Thesearecomputers.T:PictureNo.3.Anapple.Row4.Row4:Thisisanapple.Theseareapples,etc.Afteryouhavegoneoverallofthewords,getstudentstowritetheanswersintheirbooks.Whentheyhavefinished,askthestudentstoexchangebooksandto“mark”eachother’swork.Remindthemtopayspecialattentiontoboxesandbuses,wherean“es”mustbeaddedinthepluralform.Step9Checkpoint6Revisethepluralfromofthenoun.RefertothenotesonPage182oftheSB.DoWbLesson24,Ex.3.GiveashortdictationasinLesson20.Usesomeofthewords,expressionsandsentencepatternsinthisunit.GivetheSsafewnouns.Getthemtomakethenounsplural.Step10WorkbookSbPage114,WbLesson24.Mostoftheexerciseshelprevisethepluralformofnouns.E.gExx.3and7.Ex.6showsawayoflearningnewwordsbyclassifyingthemaccordingtotheirmeanings.Exx.9and10areoptional.Ex.9providesstudentswithreadingpractice.Ex.10isachantthathelpsthestudentstopractiserhythm.HomeworkFinishofftheWorkbookexercises.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.90 Unit3Thisismysister本课教材分析：Title:Thisismysister.Topic:ThefamilyFunctions:Introducepeople:This/Thatis…These/Thoseare…,Identifypeople:Isthis/that…?Arethese/those…?Structures:Demonstrativesthis,these,those,thatSubjectpronounsI,he,she,theyYes/NoquestionsandshortanswersPluralnounsTargetLanguage(语言目标):Thisismybrother.Issheyoursister?Yes,sheis.No,sheisn’t.Vocabularymother,father,sister,brother,grandmother,grandfather,friend,grandparents,uncle,aunt,cousin,parentsRecyclingHello.Hi.Nicetomeetyou.personalnamesIsthisyour…?Yes,itis.Isthatyour…?No,itisn’t.LearningstrategiesPersonalizingMemorizing重点词汇：familymembersthis/thatthese/thoseis/are语言结构(Structures)：This/Thatis…Isthis/that…?Yes,itis./No,itisn’t.介绍家人，认识辨别他人，家庭成员情况的表述跨学科学习绘画、家谱、摄影本单元可分为6课时(Sixperiods)。PeriodOneSectionA1a1b2aSectionB12aPeriodTwoSectionA1c2b2c2dGrammarFocusPeriodThreeSectionA:3a,3b,3c,4Groupwork,SectionB2b,2cPeriodFourSectionB3a,3b,3c,4PeriodFiveSelfCheck1,2,3JustforfunPeriodSixTest90 Period1教学范围：SectionA1a1b2aSectionB12a教学内容：Newwords:mother,father,parents,brothers,grandmother,grandfather,friend,sistergrandparents.教学目标：Learnallthenewwordsbyheart.教学重点：单词的拼写以及人物之间的关系。教学难点：familytree教学方法：听说读写。教学步骤：Step1:学习重点单词。1、利用照片，介绍人物关系，认识单词father,mother,sister,brother,uncle,auntandsoon2.LookatthepictureonPage13andfinish1aMatchthewordswiththepictures.（answers）mothercfatheriparentshbrothersbgrandmotherggrandfatherefriendagrandparentsdsisterfStep2.继续学习单词。完成以下任务：1．1bListenandlookatthepicture.Circlethepeopletheboytalksabout.2．2aListenandcirclethewordsyouhear.motherfathersisterbrothergrandmothergrandfatherfriendgrandparents3．SectionB1Addthewordsintheboxtothefamilytree.sistersoncousingrandfathermotherauntgrandfather/grandmother(1)father/_______uncle/_______(2)(3)daughter/________________(/brother)daughter/_______(4)(5)(6)Step3.复习单词2aListenandcheckthewordsyouhear.grandfathergrandmothercousinfathermotheruncleauntbrothersister教后一得：本课内容围绕学生的生活，所以学生学起来得心应手，表现出极大的兴趣，说明语言来源于生活。Period2教学范围：SectionA1c2b2c2dGrammarFocus教学目标：TalkaboutDave’sfamilyandmasterGrammarFocus教学重点：句型：Thisis…Theseare…90 Isthisyoursister?No,itisn’t.Thisismyfriend.ThesearemyfriendsIsthatyourbrother?Yes,itis.Thatismybrother.Thosearemybrothers.复数形式：thisthesethatthosefriendfriendsbrotherbrothersandsoon.教学难点：指示代词单词的复数形式教学方法：听说读写。教学步骤：1.复习单词。2bListenagain.WhichpictureareDaveandLinHaitalkingabout?作出选择。2.学习句型,弄懂this/these,that/those的意义及区别。TaketurnstalkingaboutDave’sfamily.A:Thesearehisbrothers.B:That’shissister.Goontalking.3.听力练习。2bListenagain.Matchthenameswiththepeopleinthepicture.1.Davea2.LinHai3.Anna4.Jeff4.口语对话2cPairwork结队活动StudentA,coverthenamesin2b.Askaboutthepeopleinthepicture.StudentB,answerthequestions.2dChangerolesandpracticeagain.5．总结GrammarFocusIsthisyoursister?No,itisn’t.Thisismyfriend.Thesearemyfriends.Isthatyourbrother?Yes,itis.Thatismybrother.Thosearemybrothers.教后一得：让学生了解了名词的数这个概念，通过图片和直观的手段告诉了学生怎样理解“数”这个概念，避免了生硬的说教，效果很好。Period3教学范围：SectionA:3a,3b,3c,4Groupwork,SectionB2b,2c教学内容：认识人。教学目标：掌握一般疑问句的问与答。教学重点：句型。eg.IsGuoPengyourbrother?No,heisn’t.Isheyourfriend?Yes,heis.教学难点：活动的有序组织教学方法：Pairwork,groupwok教学步骤：1.3aFillintheblankswithwordsfromthebox.That’sAnnaandthat’sPaul.Issheyour1.sister?Yes,she2.is.Andisheyour3.brother?4.No.He’smyfriend.2.3bPairwork90 Practicetheconversationwithapartner.Changepartnersandpracticeagain.3.3cWriteyourmother’s,father’s.orfriend’snameontheboard.Theotherstudentsguesswhothepersonis.IsGuoPengyourbrother?No,heisn’t.Isheyourfriend?Yes,heis.4.GroupworkBringsomefamilyphotostoclass.Putthemtogetherinyourgroup.Taketurnsaskingandansweringquestionsaboutthephotos.Isthisyouraunt?Yes,itis.5.SectionB2bListenagain.WhichpictureareDaveandLinHaitalkingabout?6.2cPairworkDrawapictureofyourfamilyandfriends.Tellyourpartneraboutyourpicture.Thesearemyparents.Thisismygrandmother.ThisismyfriendJimFang.教后一得：采用一些旧照片来激发学生的学习兴趣，说明，教师在课堂活动设计中，设计的活动不要脱离学生的生活。Period4教学范围：SectionB3a,3b,3c,4教学内容：Readandwritethenote.教学目标：Cantalkaboutandwriteaboutourfamily教学重难点：人物介绍的条理性。教学步骤：1.3aReadtheletter.DrawapictureofEmma’sfamily.(据文字提示绘图)DearMaria,Thanksforthegreatphotoofyourfamily.Hereismyfamilyphoto.Ilovethemverymuch!Seeyousoon.Yourfriend,2．3bLookatthefamilyphoto.Writeanintroductionaboutthepeopleonthebackofthephoto.（据图写文字）3．3cWriteaboutyourownfamily.4.GroupworkPutthephotoandtheletterontheboard.Putthemindifferentplaces.Theotherstudentswillmatchthephotosandletters.5.Guessandguess.Whoseisthisphoto?教后一得：进一步设计活动来完成本单元的教学任务，但切忌避免机械地重复，活动应本着由简到繁的活动设计原则。90 Period5教学范围：SelfCheck1,2,3JustforfunSelfcheck1.Keywordcheck.Checkthewordsyouknow.thisthatthesethosemotherfatherparentssisterbrothergrandmotherfriendunclegrandfatherauntcousingrandparentsshehe2.WritefivenewwordsinyourVocab-builder.3.LookatMary’svideoofBeijng.Computertheconversations.fatherMary:Look!motherYou:Mary:grandparentsYou:AreMary:Yes,theyare.cousinsYou:Mary:No,theyaren’t.TheyareJustforfun!4.Isthatyourgirlfriend?5.No,itisn’t.It’smycousin.6.Isthatyourgirlfriend?7.No,itisn’t.It’smysister.8.Who’syourgirlfriend?9.Idon’thaveagirlfriend.10.教后一得：作为复习性的内容，应设计简明的单元内容明细表，让学生有清晰地认识，同时培养学生总结和归纳的能力。Unit4Where’smybackpack?本课教材分析：Title：Where’smybackpack?Topic:Thingsaroundthehouse90 Functions:TalkaboutwherethingsareStructures:WherequestionsYes/NoquestionsandshortanswersPrepositionson,in,under,behind,next本课的词汇：table,bed,dresser,bookcase,sofa,chair,backpack,books,keys,baseball,drawer,plant,where,where’s=whereis,table,bed,dresser,bookdase,sofa,chair,drawer,plant,under,they’re,on,behind,next,nextto,don’t=donotknowbag,math,mathbookalarm,alarmclockalarmalarmclock,CD,video,cassette,videocassette,hat,take,thing,soccer,soccerball,ball,can,bring,some,need,floor,ideal,room,TV,desk,picture,between,too,wall语言目标：Where’smybackpack?It’sunderthetable.Whereareyourbooks?Theyareonthechair.Wherearethebooks?Idon’tknow.Isitunderthetable?No,itisn’t.It’sonthetable.Themathbookisonthedresser.重点词汇：thingsintheroomandsomeprepositions:oninunderbehindnextto语言结构：Whereis/are….?Itis…/Theyare…on,in,under,behind,nextto…学习策略运用实物、图片理解介词的意义，利用对话，学习讨论物体的位置。语法功能1．辨认位置，并描述物体所在位置。2．物体所在位置的问答。跨学科学习美术、绘画、方位知识。本单元可分为7课时(Sevenperiods)。PeriodOneSectionA1a1b2aPeriodTwoSectionA1c2b2cGrammarFocusPeriodThreeSection:a,3b,3c,4GameFindtheDifferencePeriodFourSectionB1a,1b,1c,2a,2b,PeriodFiveSectionB3a,3b,3c,4Groupwork90 PeriodSixSelfCheck1,2,3JustforfunPeriodSevenTestPeriod1教学内容：单词（房间里的物品名称）SectionA1a1b2a教学目标：学习掌握新单词教学步骤：1．复习句型What’sthisinEnglish?It’sa/an…,利用句型引出单词，在学习是尽量少用或不用汉语。2.利用实物或图片（图片可从素材库中查找），认读单词(table,bed,dresser,bookcase,sofa,backpack,books,keys,plant,chair,drawer,baseball)。3.看课本图片，找出单词所对应物品的字母，继续学习单词。（LookatthepictureonPage19andfinish1aMatchthewordswiththepictures.）Herearetheanswersto1a.tableebedjdressercbookcaseasofaichairhbackpackgbooksakeysbbaseballfdrawerlplantk4.听录音，按听到的顺序在正确的物品上排号（1-5），巩固单词，练习听力。（1bListenandnumber(1-5)thethingsinthepicturewhenyouhearthem）.5.检查单词掌握情况。可采用多种方式。如：教师听写，学生听读，小组检查，同桌互相检查等。6．通过2a（Listenandnumberthesethingswhenyouhear看图，听录音，根据录音排序。）复习单词。7.补充表示房间内其他物品的单词。如：wardrobe,light,computer,fishbowl,TVandsoon8.Homework.：画出自己的房间，为其中的物品标上英文，物品越多越好。Period2学完单词，引入句型。教学内容：SectionA1c2b2cGrammarFocus学习方位介词oninunderbehindnextto…句型：Where’sthepackback?B.It’sunderthetable.Isit…/Arethey…?Yes,itis./theyare.No,itisn’t./theyaren’t.教学目标：1)Canuse:oninunderbehindnextto…2)Makeadialoguewiththesentence:Whereis…?It’s…/Whereare…?They’re…3)区分：my,your,his,her教学重点：prep:oninunderbehindnexttoPattern:Whereis/are…?Itis…/Theyare…Isit…/Arethey…?Yes,itis./theyare.No,itisn’t./theyaren’t.教学难点：theuseofmyyourhisher90 教学步骤：1．学习介词。Watchthevideoandunderstandthemeaningandtheuseofprepositions.(直观形象)2．介绍介词短语（利用图片/静止动画或周围物品的摆放）：inthebox,onthebox,underthebox,behindtheboxandsoon.3．通过活动，复习介词。活动一：教师将一物品放在不同的位置，让学生用介词短语表达，练习说；活动二：教师说短语，学生表演动作。活动三：1cPairwork(结队活动)Makeyourownconversations.Usethewordsinthebox..(可发掘课程资源)A.Where’sthebackpack?B.It’sunderthetable.oninunderbehindnextto4．引出Wherequestions及其回答。（可让全班同学闭上眼睛，将某一物品藏于某处，,让学生猜测。提问时自然引出where句型，便于学生理解，水到渠成。学生猜测时，引出句型：Isit….?及肯否定回答）eg:Whereistheeraser?5．看图片，据情景，练习句型。（为激发学生兴趣，可假设情景，画面中的男孩，就要去上学了，可自己上学需要的物品却因为到处乱扔找不到了，你能帮帮帮他吗？他的爸爸、妈妈、妹妹是怎么说的？）Where’smybackpack?It’sunderthetable.Wherearemybooks?They’reonthesofa.Where’smybaseball?It’sinthebackpack.6．分角色进行上述对话表演。7.听力训练。Listen.判断Wherearethethingsfrom2a?Numberthepicture(1-6).(2b听录音，判断2a中的物品出处，并在图中标出序号。8.2cPairwork结队活动Askandanswerquestionsaboutthethingsinthepicture.（st,ss）9.Sumup(Grammarfocus):QuestionsAnswersWhere’sthebaseball?It’sinthebackpack.Whereismycomputergame?It’sunderthebed.Whereareyourbooks?They’reonthechair.Wherearehiskeys?They’reonthedresser.Whereareherkeys?They’reonthetable.10.Guessandguess(Revision):Ask:Where’smy…?(Pointingtomyself)Where’syour….?(Pointingtoastudentandquestioning)Where’shis…?(Pointingtoaboyandaskingtheotherstudents)Where’sher…?(Pointingtoagirlandaskingtheotherstudents)Answer:It’s+介词短语90 Period3教学范围：SectionA:3a,3b,3c,4GameFindtheDifference教学重点：一般疑问句和特殊疑问句的问与答。教学内容：Idon’tknow.Where’sthepackback?B.It’sunderthetable.Isit…/Arethey…?Yes,itis./theyare.No,itisn’t./theyaren’t.教学目标：自由谈论物体的所在位置（CanmakeadialoguewithwhatwehavelearnedandtalkaboutWherethethingsarefreely）。为达成这一教学目的，我是这样安排本课教学的。a)看图，了解对话的内容。-----Wherearemybooks?-----Idon’tknow.Aretheyonthebed?-----No,they’renot.b)完成3a。3aPutthesesentencesinordertomakeaconversation.2Idon’tknow.3Isitonthedresser?4No,itisn’t.1Where’sthebag?3.Pairwork分角色练习对话。3bPracticetheaboveconversation.4.Pairwork分角色问答，看图编写对话。3cLookatthethreepicturesbelow.Thenaskandanswerquestionsaboutthekeys,thepencils,thebaseball,thepencilcase,andtheruler.eg.----Wherearethebooks?--------Idon’tknow.4.PlayingagameFindtheDifferencePairwork（互相问答，发现的不同之处越多越好）StudentA.lookatthepictureonpage19.StudentB,lookatthepictureontheright.AandBaskandanswer.eg:---Where’sthebackpack?Isitunderthetable?-----No,itisn’t.It’sonthetable.Period4教学范围：SectionB1a,1b,1c,2a,2b教学内容：Newwords:mathbookalarmclockCDcomputergamevideocassettehat90 教学目标：Learnallthenewwordsbyheartandcopythesentencesaccordingtothetape.教学重点：单词和句型的听与写。教学难点：听录音，写句型。教学方法：多听多练。教学步骤：1．利用实物学单词。mathbookalarmclockCDcomputergamevideocassettehat2.SectionB1aMatchthewordswiththethingsinthepicture.1.mathbookb2.alarmclockd3.CDa4.computergamee5.videocassettef6.hatc3.1bLookatTommy’sroomforthreeminutes.Nowcloseyourbooksandwritedownallthethingsyouremember.eg.mathbookbedbookcasebookscomputergamesclockandsoon(Themore,thebetter.)4.1cPairworkStudentA,askquestions.StudentB,keepyourbookclosed.eg.—Where’sthenotebook?------It’sonthebed.5.2aListenandcirclethethingsTommywantsfromhisroom.bookpenpencilCDsrulernotebookvideocassettecomputergamesmathbook6.2bListenagain.WhereareTommy’sthings?Writenotes.eg.Themathbookisonthedresser.Thevideocassetteisonthetable.Thehatisonthebookdase.Thepencilsareinthebackpack.Thealarmclockisnexttothecomputer.Thebookcaseisbehindthedoor.Period5教学范围：SectionB3a,3b,3c,4Groupwork教学内容：句型的实际应用（阅读与书面写作）。教学目标：能够熟练读写教学重点：Writinganote.教学难点：Howtowriteanote.教学方法：动动手，做一做，画一画，写一写。教学步骤：1．3aReadthenoteanddrawthemissingthingsinthepicture.DearSally,Pleasetakethesethingstoyourbrother:hismathbook,baseball,notebook,CDs,90 andvideocassette.Themathbookisonthedresser.Thebaseballisunderthebed.Thenotebookisnexttothebaseballunderthebed.TheCDsareinthedrawer.Thevideocassetteisbehindthecomputer.Thanks,Mom3bLookatthepictureandfillintheblanks.DearTommy,Canyoubringsomethingstoschool?Ineedmyhat,myIDcard,mypencils,andmynotebook.Myhatisonthechair.MyIDcardisinthedrawer.Mypencilsisunderthebook/inthepencil-boxandmynotbookareonthedesk.Thanks,Sally3cPairworkWriteanotetoafriendaskingforfourthingsfromyourroom.Saywheretheyare.4.GroupworkDrawyourideal(理想的)room.Thendescribeittotheclass.eg.Hereismyidealroom.MyTVisonthedesk.Mytelephone...Period6SelfCheck1,2,3Justforfun1.Keywordcheck.Checkthewordsyouknow.tablebeddresserbookcasesofachairbackpackbookskeyspencilcasebaseballhatmathbookalarmclockCDvideocassettecomputergames2.AddfivenewwordstoyourVocab-builder.3.Readthenoteanddrawtheroom.4.Thisismyroom.Therearebooksinthebookcase.Therearepicturesonthewalls.Mybackpacksonthechair.AndIhaveabaseball.It’sonthefloor,betweenthebookcaseandthedesk.Thereisacomputeronmydesk,andavideocassettebehindthecomputer.Andthere’smyhat.It’sonthefloor,undermybed!Justforfun!Where’smybackpack?Isitinthebedroom?No,itisn’t.Isitinthekitchen?No,itisn’t.Whereisit/It’sonyourback.Unit4Where’smybackpack?Self-check(Revision)I.教材分析:这是第四单元的第三部分:Self-check,即本单元的复习部分。这一部分的课本是由以下几部分组成的。1.Keywordcheck.Checkthewordsyouknow.90 2.AddfivenewwordstoyourVocab-builder.3.Readthenoteanddrawtheroom.Justforfun!Where’smybackpack?Languagetopic:Where’smybackpack?It’sunderthebed.Isitonthechair?Yes,itis.No,itisn’t.Languagestrategies:Talkaboutthingsaroundthehouseandwheretheyare.Mainvocabulary:table,bed,dresser,bookcase,sofa,chair,drawer,backpack,CD,plant,alarmclock,mathbook,videocassette,hatII.语言结构:一般现在时be,方位介词in,on,under,behind,nextto。语言功能:询问物品在哪里及怎样回答.跨学科学习:空间思维能力;品德:养成良好习惯，物品要摆放有序,不能到处乱扔。III.活动设计：1.猜谜游戏（Guessinggame）Putasoccerballorabaseballoracomputergameintheclassroom,letthestudentsguesswhereitis.2.Rememberinggame.Readthepassageandrememberwherethethingsare.IIII.Teachingsteps:Step1:Greetingsandsong:Fishes,fishes,whereareyou?Step2:Keywordcheck.Askthestudentstoreadthewordsandrememberthem.ReviewthesewordsaccordingtothepictureinPage19,askthestudentstofindthethingsandwritedown.table,bed,dresser,bookcase,sofa,chair,backpack,book,key,pencilcase,baseball,hat,mathbook,alarmclock,CD,videocassette,computergame.可以根据图片或实物来检查提问。Step3:Phrases复习方位介词（先用实物来演示位置关系）Thendoitlikethis:（先口头后笔头）1.在桌子下面underthetableMyhatisunderthetable.2、在沙发上onthesofaMybooksare…3、在门后面4、在……旁边5、在背包里Step4:Pairwork:guessinggameReviewWhere’s…Isit…Putasoccerballorabaseballoracomputerorabackpackorsomethingelseintheclassroom,letthestudentsguesswhereitis.Where’sthesoccerball?Canyouguess?Isit…?Yes,itis.No,itisn’t.Whereismypencilcase/backpack/pen/bag…?Canyouguess?Isitonthedesk/underthechair…?Yes,itis.No,itisn’t.Step5:Justforfun.(Askthestudentstoreaditinastrangevoicetomakethedialoguefunorinteresting)90 Where’smybackpack?(P24)养成良好习惯，物品要摆放有序,不能到处乱扔。Step6TalkaboutthepictureinpairsinPage23.Where’s/are…?It’s/They’re…Step7PractiseReadthenotefor3timesanddrawtheroom.Thisismyroom.Therearebooksinthebookcase.Therearepicturesonhewall.Mybackpackisonthechair.AndIhaveabaseball.It’sonthefloor,betweenthebookcaseandthedesk.Thereisacomputeronmydesk,andavideocassettebehindthecomputer.Andthere’smyhat.It’sonthefloor,undermybed.Askandanswerquestionsaboutthepictureyoudrew,trytorememberwherethethingsare.Wherearethebooks?They’re…Whereisthebackpack?It’s…Where’sthebaseball?Where’sthecomputerandthevideocassette?Where’sthehat?Step8:Let’ssumwhatwe’velearnedfromUnit4.Words:Phrases:Sentences:Somethingelse:Questions:Step10:Homework:1.RememberthewordsinUnit4.2.Practisethedialogueinpairs.3.Writeanotetoyourfriendsally,askingforfourthingsfromyourroom.Saywheretheyare.DearSally,Canyoubringsomethingstome?Ineedmy________,my______,my______andmy_________.My_______is__________.My_________is___________.My_______is___________andmy_________are___________.Thanks,TomReadthenoteinyourgroup.Unit5Doyouhaveasoccerball?ThePlanoftheUnit:Topic:SpendingtimewithfriendsFunctions:askandanswerquestionsaboutownership,makesuggestionsStructures:Presenttensetohave90 Yes/NoquestionsandshortanswersLet’sAdjectivesofqualityTargetLanguage(重点句型):Doyouhaveabasketball?Yes,Ido.Let’swatchTV.No,thatsoundsboring.Thatsoundsgreat.Vocabulary(重点词汇):TV,ball,basketball,soccer,bat,tennisracket,volleyball,interesting,boring,fun,difficult,relaxing学习策略：运用对话练习,掌握如何用英语向对方询问是否拥有某物,增强个人与他人的联系与交流.跨学科学习：体育球类,礼貌邀请别人课时划分:根据需要共用4课时完成本单元的教学任务.第一课时:球类单词，学习句型Doyouhave….?Yes,Ido.No,Idon’t.第二课时:部分生词,复习句型Doyouhave….?Yes,Ido.No,Idon’t.学习Doeshe/shehave….?Yes,he/shedoes.No,he/shedoesn’t.第三课时:部分生词,复习Doyouhave….?Doeshe/shehave….?学习have的陈述句形式:I(We,You,they)have….He/Shehas…..及否定句和句型Let’s…..Thatsoundsgood.第四课时:部分生词,复习前面的内容,进行Selfcheck.Theplanofeachunit:第一课时教材分析：本课主要介绍球类单词和句型Doyouhave…..?所以在讲解句型之前，先让学生认知单词,可采用图片和实物等方法进行教学。教学目标：1.认知生词tennisracket,baseballbat,soccerball,volleyball,basketball,have.2.掌握句型:Doyouhave….?Yes,Ido.No,Idon’t.3.根据场景会熟练运用Doyouhave….?进行询问且能正确的肯定和否定回答,并扩展到运用DoI/wehave….?Dotheyhave….?进行问答.语法：have的一般疑问句用法（用于第一、二人称和第三人称的复数）及其肯定和否定回答语言目标：1.Doyouhave….?Yes,Ido.No,Idon’t.2.DoI/wehave….?Yes,youdo.No,youdon’t.3.Dotheyhave….?Yes,theydo.No,theydon’t.学习策略：通过上下文内在的逻辑关系，运用句型进行对话。语言功能：询问你,我(我们),他们是否拥有某物Teachingsteps:Step1.Greeting,singanEnglishsongtogether90 Step2.presentation(用实物导课,引出新单词)(showaball).Askthestudent:What’sthis?It’saball.It’sasoccerball.Isthisyoursoccerball?No,itisn’t.Doyouhaveasoccerball?Yes.Step3.(展示图片)showapicturetostudythenewwords:tennisracket,baseballbat,soccerball,volleyball,basketball,television学习方法：先用图片认知单词，然后领读,注意讲解单词拼写和读音之间的联系,渗透音标教学.再用熟识的句型练习运用这些单词,让学生在不知不觉中达到熟识程度。如：What’sthis?It’satennisracket.Isthisyourvolleyball?Yes,itis.Thendotheexercises:1a(P25)Matchthewordswiththethingsinthepicture.Keys:1.c2.a3.e4.f5.d6.bListento1b(P25)andfinishtheexercise.Step4.Makesentenceswiththenewwordstopracticethestructure:Doyouhave….?Yes,Ido.No,Idon’t.师生先进行对话,然后生生对话,可以用实物,也可以用图片,还可以用周围的事物.Dothefollowingpairwork:1c(P25)PairworkLetthestudentsaskandanswereachother:Doyouhaveabaseball?Yes,Ido.No,Idon’t.3(P26)Pairworklookatthethingsinthepicture.Askyourpartnerifheorshehasthesethingswith“Doyouhavea….?Yes,Ido.”Listento2a(P26)and2b(P26),thenfinishtheexercises.Step5.现场调查Thestudentsasktheirpartnersifheorshehasapen,aruler,asharpnerandsoon.让每个学生都参与到这个活动来，人人都有表现的机会。Step6.lookbackLetthestudentssumupwhatwehavelearnedthisclass.Thenaskwhattheyhaven’tunderstood.Step7.Homework口语练习:问你的父母,兄弟姐妹和你的好朋友是否有…..,然后把它记录下来.遇到的生词可以查词典,然后写到你的单词积累本上.教后一得：学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。90 第二课时教材分析：初步掌握了句型Doyou/theyhave…?及其肯否定回答后，学生对此有了一定的交际兴趣，再讲Doeshe/shehave….?就容易接受了。教学目标：1掌握生词television,has,does,doesn’t,collection,but,playsports,only,them,small,every,day,everyday.2.掌握句型Doeshehave….?Doesshehave….?及回答.3.根据场景询问,熟练应用句型进行交际.语言目标：Doeshehave….?Yes,hedoes.No,hedoesn’t.Doesshehave…?Yes,shedoes.No,shedoesn’t.语法项目：have的一般疑问句用法（适用于第三人称单数）及其肯定否定回答。学习策略：由问及你是否有某物引到他或她是否有某物。Teachingsteps:Step1.Greeting,singanEnglishsongtogetherStep2.presentation(toaboy)Doyouhaveapen?Yes,Ido.(tootherstudents)Doeshehaveapen?Yes,hedoes.(toagirl)Doyouhaveaknife?No,Idon’t.(tootherstudents)Doesshehaveaknife?No,shedoesn’t.学习单词：does,doesn’t,has,television(将单词板书,解释does,doesn’t是do,don’t的第三人称单数，has是have的第三人称单数,解释何为第三人称单数,以及它的用法)Step3.showapicture.(someballs)Pleasemakeadialoguewith“Doeshe/shehave…?Yes,he/shedoes.No,he/shedoesn’t.”JaneMikeBarryPeterbaseball√basketball√√Soccerball√volleyball√可要求学生先口语练习,然后书面写出来.Step4.现场调查(利用周围事物练习句型)4(P29)SurveyWritefourquestionswithDoyouhave?Findpeopleintheclasswhohasthesethings.Writetheirnames.然后再将这些句子转换成他/她有……吗？练习两种句型Doyouhave…..?Doeshe/shehave….?90 Step5.Dotheexercises3a(P29)Readthemagazinearticle.Circlethesportsthings.Keys:tennisrackets,basketballs,baseballs,soccerballs,volleyballs出现的生词：collection,but,playsports,only,them要求学生会读，认知其意义，当堂不必要求会拼写，可放到课后。3b(P29)Lookatthepicture.FillintheblanksinthismagazinearticleaboutSueSwanson.出现的生词：small,every,day,everyday.要求学生认知并记住。（small可补充其反义词big,every可补充其他短语，如everymorning,everySunday,everystudent等）3a,3b这两个题目是阅读类型，可让学生先按照要求去完成任务，然后让他们朗读全文，把握其全意，增强语感。3c(P29)Writeaboutsportsthingsandotherthingsyouhave.本题目是复习生词，并扩展学生的词汇量，鼓励他们去接触新的单词。Step6.lookback(GrammarFocus)Letthestudentssumupwhatwehavelearnedthisclass.Lookatthegrammarfocus:DoyouhaveaTV?Yes,Ido.No,Idon’t.Dotheyhaveacomputer?Yes,theydo.No,theydon’t.Doeshehaveatennisracket?Yes,hedoes.No,hedoesn’t.Doesshehaveasoccerball?Yes,shedoes.No,shedoesn’t.DoesChi-Younghaveabaseball?Yes,hedoes.No,hedoesn’t.总结句型，强调人称的变化和助动词的变化。Thenaskwhattheyhaven’tunderstood.Step8.Homework口语练习：向你的同桌询问,Mike是否有字典？Kate是否有钢笔？Jane是否有新自行车？等等，然后把你的句子记录下来，遇到的生词可以查词典，然后记录到你的单词积累本上。教后一得：课堂上把时间还给学生，让每个学生都动起来。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。第三课时教材分析：这节课我们将学习如何向别人提出建议，这个话题很贴近生活，所以学起来气氛比较轻松。学习了Doyouhave…?Doeshe/shehave….?后，同学们都想知道怎么表达“我有…..你有….他(她)有….”了。教学目标：1.掌握生词let,us,let’s,play,well,sound,good,welcomeour,sport,center,like,we,many,club,ping-pong,more,join,class,90 interesting,boring,fun,difficult,relaxing,watchTV.（重点词汇：let,us,let’s,play,well,sound,good）2.认知句型：Let’s…Thatsoundsgood.会用它向别人提出建议。3.会用句型I(We,You,They)have….He(She,Kate,Jane)has….及否定句自由表达。语言目标：1.Let’swatchTV.No,thatsoundsboring.Thatsoundsgreat.2.I(We,You,They)have….He(She,Kate,Jane)has….3．I(We,You,They)don’thave….He(She,Kate,Jane)doesn’thave….语言功能：用祈使句对别人提出建议以及回答,表达某人有(没有)某物。跨学科学习：绘画、用形容词描述某件事、礼貌待人Teachingsteps:Step1.Greeting,singanEnglishsongtogetherStep2.presentation(toonestudent)Doyouhaveasoccerball?Yes,Ido.Let’splaysoccerball.Thatsoundsgood.(toanotherstudent)Let’splayfootball.Idon’thaveafootball.Well,Let’splaybaseball.Thatsoundsgreat.Step3.showthenewwords:let,us,let’s,play,well,sound,good.要求学生会读单词，并掌握其拼写、含义及用法。Step4.Dotheexercises:3a.(P27)Fillintheblankswithwordsfromthebox.Keys:1.don’t2.Let’s3.have4.soccer让学生填写后，读熟并同位之间互相练习。3b.(P27)Pairwork让两个学生对话，练习句型。Doanotherexercise4(P27)Pairwork阅读“招收广告”后，填写右边的表格。Firstname,lastname在前面已经讲过，注意和汉语拼音之间的区别，class要注意大写，sportyoulike写上你喜欢的体育项目。文中出现的生词：welcome,our,sport,center,like,we,many,club,ping-pong,more,join,class.要求学生会读，认知其意义，要求课后记住。Step5.你认识这些形容词吗？(SectionB)用汉语解释什么样的词是形容词，然后解释interesting,boring,difficult,90 relaxing的意思。这几个单词比较长，在讲解时，注意渗透音标教学，按音节去记忆其拼写，这样就简单多了。Dotheexercises:1a,1b(P28)学生画完后，可传阅他们的作品。2a,2b(P28)听力题目可在听完之后，将材料投放在屏幕上，作为阅读材料练习。2c.(P28)Pairwork口语练习，复习句型Let’s…..Thatsounds…..和形容词interesting,boring,difficult,relaxing.Step6.练习句型I(We,You,They)have….He(She,Kate,Jane)has….I(We,You,They)don’thave….He(She,Kate,Jane)doesn’thave….T:Doyouhaveabaseball?S1:Yes,Ido.Ihaveabaseball.T:Doeshehaveabaseball?S2:Yes,hedoes.Hehasabaseball.T:Doesshehaveabaseball?S2:No,shedoesn’t.Shedoesn’thaveabaseball.Shehasabasketball.板书：I(We,You,They)have….He(She,Kate,Jane)has….I(We,You,They)don’thave….He(She,Kate,Jane)doesn’thave….同位之间用这几个句型相互交流。特别强调He(She,Kate,Jane)has….中的has,和He(She,Kate,Jane)doesn’thave….中doesn’thave形式。Step7.lookbackLetthestudentssumupwhatwehavelearnedthisclass.Thenaskwhattheyhaven’tunderstood.Step9.Homework以小组为单位，记述每个人有的物品。将它写在练习本上，下节课互相交流。教后一得：充分体现了学以致用的教学原则。学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。课堂上把时间还给学生，让每个学生都动起来。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。第四课时教材分析：Selfcheck是本单元的复习部分，主要对本单元的重点词汇和句型进行复习和运用。教学目标：1.复习球类单词和形容词2.熟悉句型Doyouhave….?Let’s…..Thatsoundsgood.3.根据场景询问,熟练应用句型进行交际.90 语言目标：Doyouhave…?Let’s…Thatsoundsgood.语法项目：have的一般疑问句用法及其肯否定回答，have的陈述句、否定句用法，与Therebe句型的区别。学习策略：联想、编短剧、合作精神Teachingsteps:Step1:greetingandsinganEnglishsongtogetherStep2:CheckthenewwordsDotheexercise1:checkthewordsyouknow.(readandwritetheChinesemeaningsofthem)Showapictureandletthestudentswritethenamesofthethingsinthepicture.Dotheexercise2:writethenewwordsinyourVocab-builder.Findthestudentwhowritesthemostnewwords.Step3:练习Doyouhave….?及肯定句、否定句，注意与Therebe句型的区别。1．口语练习Doyouhave….?Doeshe/shehave….?Dotheyhave….?然后将这些句子变为陈述句.2.（出示大屏幕）用“有”的适当词填空：1.____abookonthedesk.2.WangBing_____aruler.3..____you_____anewbag?4.Howmanystudents_____inyourclass?5.____he_____anicepen?Yes,he____.6.________abaseballunderthebed?7.___Tom’smother____aredcar?Yes,________.8.Kate____abeautifultoy.Step4:Dotheexercise3:Writenumbersintheboxestomaketheconversation.(排好顺序后，让学生反复朗读，也可以作为材料让学生上台表演)Step5:Justforfun鼓励所有学生上台表演，可以让一组学生每人手拿一样东西，藏起来，让另一学生猜：你有钢笔吗？你有橡皮吗？你有小刀吗？猜完之后，也可以问第三个人：他（她）有钢笔吗？他（她）有橡皮吗？他（她）有小刀吗？Step6:homework总结本单元的主要内容，主要学习了什么，遇到了哪些困难，如何克服的，以后学习应注意些什么等。将它写在练习本上。教后一得：每学完一个单元学生就能用英语进行简单的交流。充分体现了学以致用的教学原则。学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。课堂上把时间还给学生，让每个学生都动起来。90 UnitSixDoyoulikebananas?单元教材分析：本课包括三部分：SectionA,SectionB和Self-check.主题:Food.语言功能:Talkaboutlikesanddislikes.询问某人是否喜欢某种食物及回答；表达喜欢什么和不喜欢什么。语言结构:PresenttensetolikeYes/NoquestionsandshortanswersAffirmativeandnegativestatementslike的一般现在时，一般疑问句及肯、否定回答；肯定句和否定句。语言目标:主要语法Doyoulikehamburgers?Yes,Ido.No,Idon’t.IlikeFrenchfries.Idon’tliketomatoes.Mainvocabulary（词汇）:hamburgers,tomatoes,broccoli,Frenchfries,oranges,icecream,salad,bananas,eggs,strawberry,carrots,apples,chicken,breakfast,lunch,dinner,fruit,vegetable.品德：在平日饮食中要做到不挑食。根据需要可以分为四课时来讲。第一课时：I.教材分析：这是本单元的第一部分，生词比较多，但是因为涉及到吃的东西，每个同学都有自己的爱好，学生比较感兴趣。Languagetopic:Doyoulikebananas?Yes,Ido.No,Idon’t.Languagestrategies:Talkaboutlikesanddislikes.Mainvocabulary:food,banana,hamburger,tomato,broccoli,Frenchfries,strawberry,orange,icecream,saladII.语言结构:like的一般现在时的一般疑问句及回答。III.语言功能:询问某人是否喜欢某物及怎样回答.IV.活动设计：采访调查Doyoulike…?V.Teachingsteps:Step1:Greetings.Step2:Words:(pictures)What’sthis?(picture)It’sasoccerball.Doyouhaveasoccerball?Yes,Ido./No,Idon’t.Doyoulikeit?Yes,Ido./No,Idon’t.What’sthis?It’sahamburger.Doyoulikeit?Yes,Ido.No,Idon’t.Whatarethese?They’rebananas.Doyoulikebananas?Yes,Ido./No,Idon’t.运用图片和对话教学单词：hamburger,banana,tomato,broccoli,Frenchfries,strawberry,orange,icecream,salad并运用这些单词进行对话：Doyoulike…?Yes,Ido./No,Idon’t.90 Step3:1aMatchthewordswiththepictures.(P31)Step4:1bListenandnumbertheconversations1-3.Doyoulikesalad?No,Idon’t.Doyoulikebananas?Yes,Ido.Doyoulikeoranges?Yes,Ido.Practicetheconversations,andthenmakeyourownconversations.Step5:2aListenandcirclethefoodyouhear.(P32)hamburgerstomatoesbroccoliFrenchfriesorangesicecreamsaladbananasStep6:2bListenagainandfillintheblanks.Ilikehamburgers.Doyoulikehamburgers?Yes,Ido.Doyoulike______:No,Idon’tlike______.Let’shave_______.Oh,no.Idon’tlike_________.Step7:4(P33)Makeafoodsurvey.Doyoulike…?Foodlikeitdoesn’tlikeittomatoesLiuLiZhaoJunhamburgersbananasFrenchfriesbroccolisaladorangesHowmanystudentslikehamburgers?Howmanystudentslikebananas?日常生活中饮食要做到不偏食，不挑食。Step8:Let’ssumwhatwehavelearnedthisclass.Words:Sentences:Somethingelse:Step9:Homework1.Rememberthewordsinthisclass.2.Practisethedialogueinpairs.教后一得：教完这堂课，感慨颇多。以前经常埋怨学生厌学，没兴趣，从这节课来看，主要是教师没有认真的去备课，没有去从学生的角度去处理教材，学生当然没兴趣。这节课，以学生的日常生活为话题，学生积极踊跃参加，效果很好，自我感觉良好。第二课时：I.教材分析：这是本单元的第二部分，生词也比较多。Languagetopic:Doeshelikesalad?Yes,hedoes.Doesshelikesalad?No,shedoesn’t.Languagestrategies:Talkaboutlikesanddislikes.90 Mainvocabulary:egg,apple,carrot,chicken,fruit,vegetable,breakfast,lunch,dinnerII.语言结构:like一般现在时第三人称单数的一般疑问句及回答。III.语言功能:询问第三人称是否喜欢某物及怎样回答.IV.活动设计：GuessinggameV.Teachingsteps:Step1:Greetings.Step2:Words:(由对话引出)(Askaboy)Doyoulikebananas?Yes,Ido./No,Idon’t.(Askanotherstudent)Doeshelikebananas?Yes,hedoes./No,hedoesn’t.(Askagirl)Doyoulikeeggs?Yes,Ido./No,Idon’t.(Askanotherstudent)Doesshelikebananas?Yes,shedoes./No,shedoesn’t.依次类推chicken,apple,carrot,fruit,vegetable.Doyoulikeeggsforbreakfast?Breakfastisthefirstmealofaday.Doyoulikevegetablesforlunch?Anddoyoulikechickenfordinner?(转到第三人称)Doesheorshelikecarrotsforlunch?Yes,hedoes./No,hedoesn’t.Askthestudentstorememberthenewwords.Step3:1aWritethenumberintheboxnexttothecorrectfood.(P34)1.broccoli2.salad3.eggs4.apple5.icecream6.hamburger7.banana8.orange9.carrots10.chickenStep4:2aListenandcirclethewordsfrom1athatyouhear.(P34)Step5:1bHowmanyotherwordscanyouaddtothelists?(P34)Fruit:applesVegetables:broccoliAddfivenewwordstoyourVocab-Builder.Askthestudentstorememberthem.Step6:Writedownwhatyourfamilyliketoeat.Myfather:eggs,apples…Mymother:chicken,oranges,carrots…Mysister:hamburgers,icecream…Mybrother:Askanotherstudenttoguess:Whatdoesmyfatherlike?Doeshelikevegetables?No,hedoesn’t.Whatdoesmysisterlike?Doesshelikeicecream?Yes,shedoes.Step7:Let’sseewhatwe’velearnedtoday.Words:Sentences:Somethingelse:Questions:Step9:Homework.1.Rememberthewords.90 2.Practisethedialogueinpairs.3.Finishtheworkbook.教后一得：这节课不如上一节课效果好。原因是：今天我的情绪不好，把自己的个人情绪带到了课堂，这样是不对的。教师应当以饱满的热情来影响学生，调动学生，从而收到良好的课堂效果。第三课时：I.教材分析：Languagetopic:Ilikeoranges.Idon’tlikebananas.Theylikesalad.Theydon’tlikebroccoli.Helikeshamburgers.Hedoesn’tlikebroccoli.Shelikesicecream.Shedoesn’tbananas.Languagestrategies:Talkaboutlikesanddislikes.Mainvocabulary:eat,runningstar,lotsof,healthy,food,dessert,listII.语言结构:like一般现在时的肯定句和否定句。III.语言功能:怎样表达喜欢什么和不喜欢什么.IV.Teachingsteps:Step1:Greetings.Step2:Practisedialoguelikethis:Doyoulikebananas?Yes,Ido.Ilikebananas.Doyoulikesalad?No,Idon’t.Idon’tlikebananas.Ilikesalad.Practiseingroups:Ilike…,Idon’tlike.转到第三人称Askanotherstudent:Doeshelikesalad?No,hedoesn’t.Helikesbananas.Step3:3(P33)Pairwork.Findoutwhat/BillandBoblikeanddon’tlike.FrenchfriesstrawberrysaladicecreamBobBillPractiselikethis:BoblikesFrenchfries.Hedoesn’tlikesalad.Billlikes…Step4:2bListenandfillinthechart.(P34)likesdoesn’tlikeKatrina:applescarrotsTom:AskandanswerquestionsaboutwhatKatrinaandTomlikeanddon’tlike.Step5:2cLookatthebreakfast,lunch,anddinnerinactivity1a.AretheyKatrina’sorTom’s?WriteKorT(P34)Step6:3aReadthearticleandunderlinethefruitsandthevegetables.(P35)Runnerseatswell!MiddlebrookHighrunningstarKatrinaPedrosaeatslotsofhealthyfood.Forbreakfast,shelikeseggs,bananas,andapples.Forlunch,shelikeshamburgers,90 salad,andoranges.Andfordinner,shehaschicken,tomatoes,Frenchfriesand,fordessert,icecream.Newwords:eat,runningstar,lotsof,healthy,food,dessert(有些单词让学生会读即可。)Step7:4aYouaregoingonapicnicwithagroupoffriends.Makealistoffoodtobuy.(P35)Ilikeapples.Doyoulikeapples?Yes,Ido.Doyoulikeoranges?Yes,Ido.Whatdotheylike?…Thenreadyourlistoffoodtotheclass.Step8:Let’sseewhatwe’velearnedtoday.(Askthestudentstosumbythemselves)Words:Sentences:Somethingelse:Questions:Step8:Homework.1.Askthestudentstorememberthenewwords.2.Practisethedialogueinpairs.1.Exercises.教后一得：本单元主要学习如何表达喜欢什么和不喜欢什么，对于这一话题，学生非常感兴趣，通过教给学生一些食物名词，并适当补充一些日常用到的名称，进行对话练习，学生热情高涨。第四课时Self-check(Revision)I．教材分析:这是本单元的最后一部分:Self-check,即本单元的复习部分。这一部分的课本是由以下几部分组成的。1.Keywordcheck.Checkthewordsyouknow.2.AddfivenewwordstoyourVocab-builder.3.Drawthefoodyouliketoeatforlunch.4.Askyourclassmateswhattheyliketoeatforlunch.Findsomeonewholikestoeatthesamelunchasyou.Justforfun!Doyoulikebroccoli?II.这一部分可分为如下几个步骤进行：Step1:Reviewwordslikethis:Food:chickenhamburgersFrenchfriesicecreamFruit:applesbananasorangesVegetables:saladcarrotstomatoesAskthestudentstorememberthemandcheckup.90 Step:II.Practisethelanguagetopic(P32)GrammarFocus.Doyoulikesalad?Yes,Ido.No,Idon’tDotheylikesalad?Yes,theydo.No,theydon’t.Doeshe/shelikesalad?Yes,he/shedoes.No,he/shedoesn’t.I/Theylikeoranges.I/Theydon’tlikebananas.He/shelikesicecream.He/Shedoesn’tlikebananas.StopIII.WriteaboutwhatTomlikestoeatforbreakfast,lunch,anddinner.Forbreakfast,Tomlikeseggs,oranges,andbananas.Forlunch,helikeshamburgers,____________________________________.Andfordinner,helikes______________________________________.StepIV.Writeaboutwhatyoulikeforbreakfast,lunchanddinner.StepV.Drawthefoodyouliketoeatforlunch.StepVI.Askyourclassmateswhattheyliketoeatforlunch.Findsomeonewholikestoeatthesamelunchasyou.StepVIIFun(Askthestudentstoreadthedialogueinastrangevoicetomakemorefun)StepVIII.WhatyouhavelearnedfromthisUnit.Questions:Homework:1.RememberallthewordsinthisUnit.2.Practisethedialogueinpairs.3.Finishtheexercisesaboutthisunit.教后一得：本课时回顾、练习了本单元的教授内容，通过练习，进一步巩固了本单元的所学内容，进一步设计活动来完成本单元的教学任务，但切忌避免机械地重复，活动应本着由简到繁的活动设计原则。UnitSevenHowmucharethesepants?该单元的主题是shopping,主要词汇有socks,T-shirt,pants,shoes,shorts,sweater,bag,dollar,black,small,short,long,numbers10-31,两个语言点是howmuchquestion和指示代词this,that,these,those,语言目标是HowmuchistheblueT-shirt?It’s10dollars.Ok,I’lltakeit.Thankyou.You’rewelcome.语言目的是通过大量的反复的对话练习,掌握如何询问价格,谈论衣服,表示感谢。与这个单元相关的知识有hat,Ilike…Doyoulike…?Doyouhave…?numbers1-9。计划本单元教学课时为6课时。其中，SectionA计划用三个课时，SectionB计划用两个课时，Selfcheck计划用一个课时。教学策略是设计大量的对话以及结队活动、小组活动等任务型活动，让学生在重复、模仿中学会对话，进行简单的分角色表演，在完成任务中完成语言学习任务。设计思路：90 基础英语阶段课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。新课程倡导任务型教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。因此，我把每个课时的教学内容都设计成由简到难的任务，让学生在克服困难、完成任务中循序渐进地接受新知识，寓乐于学，积极培养和保护学生对英语学习的积极性，建立他们学好英语、用好英语的初步自信心。下面就每个课时的教学内容以及教学活动设计安排做详细地介绍.第一课时内容为SectionA的1a,1b,1c三个部分。包括单词socks,T-shirt,shorts,sweater,bag,hat,pants,shoes以及对话HowmuchisthisT-shirt?It’sseven.Howmucharethesesocks?They’retwodollars.教学目的：学会使用新单词；了解如何询问价格。I.Leadin.Greetings.T:Hello,everyone!Doyoulikeshopping?S:Yes,wedo.T:Doyouknowthenamesoftheclothes?S:Sorry,wedon’tknow.T:That’sallright.Thisclasswewilllearnthenamesoftheclothes.II.Showthenamesoftheclotheswithpictures.III.Rememberthewordsandthendotheexercises.1aMatchthewordswiththepictures.1bListenandcirclethethingsinthepictureyouhear.IV.Watchaplay.Listencarefullyandlet’sfindouthowtoaskprices.V.PresentationA:HowmuchisthisT-shirt?B:It’ssevendollars.A:Howmucharethesesocks?B:They’retwodollars.VI.Practice.TwoSsmakeadialoguetopracticethepattern.VII.TaskLookatMeimeiClothingStore,andaskthepriceswithyourpartners.VIII.Homework.Practicetousehowtousethequestion:howmuch.Findfivemoreclothingnames,andwritethemdownonyourworkbook.教后一得：本课内容是关于购物的，围绕学生的生活实际，又加之内容较简单，所以学生学起来得心应手，表现出极大的兴趣，说明语言来源于生活。第二课时内容为SectionA部分的2a,2b,2c三个部分,包括单词black,white,red,green,blue,big,small,short,long以及Grammarfocus:Howmuchistheredsweater?It’seightdollars.HowmuchisthisblueT-shirt?It’ssevendollars.Howmuchisthatwhitebag?It’sninedollars.Howmucharetheseblackpants?They’retendollars.90 Howmucharethosebluesocks?They’rethreedollars.教学重点是如何描述衣服，继续练习如何询问价格。教学过程：I.Leadin.Greetings.T:Goodmorning,boysandgirls.Doyoulikesongs?S:Yes,welikesongsverymuch.T:NowIhaveabeautifulcolorsongforyou.Let’slearntosingit.Ok?S:Ok.Watchtheplayandsingthecolorsong.II.Presentation:black,white,red,green,blue,big,small,short,long.Findoutthreeoppositeinthenewwords:black---white,big---small,short---long.III.Practice.1.Rememberthenewwordswithyourpartners.2.Reviewthenamesofclothesanddescribetheclothes.Wecandolikethis:T:Whatisthis?S:It’sahat.T:Whatcolorisit?S:It’sred.T:It’saredhat,isn’tit?S:Yes,itisaredhat.V.Taskone.Saythecolorsinourclassroomandtrytodescribethethingsinthepicture,suchasaredflag.Let’scontest.V.Dotheexercise.2aListentotheconversations.Circlethethingsyouhear.2bListenagainandfillinthepricetags.VI.PresentationHowmuchistheredsweater?It’seightdollars.HowmuchisthisblueT-shirt?It’ssevendollars.Howmuchisthatwhitebag?It’sninedollars.Howmucharetheseblackpants?They’retendollars.Howmucharethosebluesocks?They’rethreedollars.VII.Tasktwo.PairworkAskandanswerquestionsaboutthethingsin1a.Howmuch…?It’s…/They’re…VIII.HomeworkPleasewritefivesentencesafterthepresentation.90 Pleasefindoutfivemorekindsofcolor,andwritetheirEnglishnamesonyourworkbooks.教后一得：本课学习几个表示颜色的单词，进一步练习如何描述衣服，询问价格，学生的兴趣很大。第三课时内容是SectionsA的3a,3b,4三个部分。单词：clerk,help,want,here。日常用语hereyouare,youarewelcome。重点是通过练习shopping，学会简单的购物交际。I.Leadin.T:Hello,everybody.Wouldyoulikeshopping?S:Yes,we’dliketo.T:Ok.Thisclasswewillgoshoppingtogether.II.Watchtheplayaboutshopping.Knowhowtowantsomethinginastoreandhowtobuysomethingyouneed.III.Listencarefullyandthenfillintheblanksintheconversation.3aLearnthefollowingwhileListening.Newwords:clerk,help,want,Sentences:(Pleasegivemoreexamplessuchasthefollowing)-Iwantanewsweater.-Hereyouare.(new)-Thankyou.-Youarewelcome.(new)IV.Practicetheconversationabove.Thentalkaboutthesethings.V.Task.YouwantablueT-shirt.Howwillyoudointhestore?Pleaseactitinpairs.VI.ThememorygameWriteasentence.Thenplayamemorygame.Example:Thebluesweaterissevendollars.-Thebluesweaterissevendollars.-Thebluesweaterissevendollars.Theredsocksaretwodollars.-Thebluesweateristwodollars.VII.HomeworkRead3a.教后一得：在实际的课堂教学过程中，为学生创设符合实际情况的对话情景，使学生在浓厚的英语氛围中学习英语，得到事半功倍的效果。第四课时内容是SectionB的1a,1b,2a,2b,2c部分。包括单词number10-31和shopping。目的是学会数字10-31，进一步练习询问价格和表示感谢。I.Leadin.90 T:Hello,everyone!Doyoulikethesong?S:Yes,wedo.T:Let’ssingthesong---TenLittleIndians.II.Revision.Writedownthenumber0---9ontheworkbook.Readthephonenumbersonthecards.(教师和学生提前准备一些电话号码卡)III.Listentothetapeandrepeat.1011121314151617192021222324252627282930teneleventwelvethirteenfourteenfifteensixteenseventeeneighteennineteentwentytwenty-onetwenty-twotwenty-threetwenty-fourtwenty-fivetwenty-sixtwenty-seventwenty-eighttwenty-ninethirtythirty-oneLet’sfindouttherulesinthenumbers.IV.Dotheexercises.1bWriteanumberfromtheboxnexttothecorrectwordbelow.Whichtworowsofnumbersareinthewrongplace?V.Check.2aListenandcirclethenumbersin1athatyouhear.2bListenandcirclethethingsinthepicturethatLisaandhermomtalkabout.Check[√]thethingLisabuys.VI.PresentationHowmucharetheredsocks?They’reeightdollars.VII.Pairwork.2cPracticeaskingandansweringquestionsabouttheclothesinthepicture.VIII.Task.HerearesomeclothinginMeimeiClothingStrore.Pleaseaskandanswertheprices.IX.HomeworkLearnthenumbersbyheart.教后一得：通过这节课的巩固练习，学生掌握了本单元的重点。第五课时教学内容是SectionB的3a,3b,4三个部分。形式为广告,但主要内容是描述衣服及其价格。单词：clothing,store,sale,time,year,again,fantastic.Price,cheap,all,each,or,just,believe,come,down,comedownto,yourself,cool,goods,buy,from,sell。教学目的:通过学习该部分,学生能够简单描述衣服,并为自己的服装店做个广告。教学过程:I.Revision.Showthepicturesoftheclothing.Let’sreadandspellthenames.90 Askthepriceaccordingtothepictures.II.Dothereadingpractice.3aReadtheadandfillinthepricetags.Dotheask-answerexercisesinpairsaccordingtothepricesin3a.III.Learnthenewwords.Listentothetapeandrepeat.clothing,store,sale,time,year,again,fantastic,price,cheap,all,each,or,just,believe,come,down,comedownto,yourself,cool,goods,buy,from,sellIII.Task.3b1.YouhaveaclothingstorenexttoHuaxing.Wegotoyourshop.Pleaseanswerourquestionsaboutthepricesoftheclothing.2.Thenwriteyourownad.Thebeginninghasbeengiven.MrCool’sClothingSaleCometoMrCool’sClothingSale.Thesesocksareonly5dollars.Doyoulike…?IV.Task.4GroupworkYourgroupishavingasale.Youeachhave200RMB.Youcanbuyorsellanythingyoulike.Makeanoteofwhatyoubuyorsell.NamesGoodsBuyfromSelltoPrice本节课是个检测课,是对本单元所学习的内容的全面复习和检测。包括新单词：zigzag,clothes,shop,yellow,ask,which，新短语：havealook,日常用语：I’msorry.1Keywordcheck.Check[√]thewordsyouknow.单词检测，可以根据实际,或由学生自己检测，或在教师的指导下检测,由学生自己检测则可锻炼学生的自学能力。2WritefivenewwordsinyourVocab-builder.词汇积累,由学生自己独立完成,锻炼学生的自学能力。3为阅读检测，在规定的时间内完成后，集体批改答案。该题含新单词zigzagclothesshopyellowaskwhich,短语havealook,句子:I’msorry.在做题过程中,教师要对此进行讲述。除了做好书上的题目以外,根据本单元的学习特点,我另外设置了以下题目：1.话剧表演(课内完成):分小组,卖方一人和买方五人,扮演售货员和顾客,购买自己需要的物品,先在小组内演练,最后到前台表演。90 2.写作和书写练习(可在课后完成,由教师批阅):为你的商店写一则简短的有吸引力的广告。教后一得：本节课是个检测课,是对本单元所学习的内容的全面复习和检测。包括新单词：zigzag,clothes,shop,yellow,ask,which，新短语：havealook,日常用语：I’msorry.学生掌握的很好。Unit8Whenisyourbirthday?教学目标：1学会日期表达法（月份，日期）2解生日更多的含义并学会谈论自己，同学以及父母家人的生日3会合理的安排自己的作息时间，做时间的主人。教学向导：语言功能：谈论日期语言目标：月份的使用，序数词的使用，when引导的特殊疑问句语言结构：when引导的特殊疑问句，‘s所有格形式，询问年龄（标准用法）重点词汇：monthsoftheyear,ordinalnumber1st-31st,birthdayparty,speech,contest,schooltrip学习策略与思维技巧：角色扮演，自我评价跨学科学习：艺术：制作小挂历数学：计算社会实践：制作日程安排period1Step1.Greeting:T:Goodmorning,everyone.Whatdayistoday?What’sthedatetoday?Oh,Iremember,todayismymother’sbirthday.S:Happybirthdaytoyourmother!T:Thankyouverymuch.Bytheway,whenisyourbirthday?S:Mybirthdayis…..T:Ok,thisclasswe’llstudythenewlesson:Whenisyourbirthday?Step2.Let’sseethenewwordswe’lluse.Firstreadbythemselves.Thenreadaftertherecorder.Step3.Let’scometo1a.Listenandrepeat.Thenpracticethesentence:Whenisyourbirthday?withthetwelvemonths.Forexample:Whenisyourbirthday?MybirthdayisJunefourth.Step4.Let’slistenandnumbertheconversations(1-3)Afterlistening,showthestudentshowtoexpressthedate.Thenshowsomepicturesofcalendar.Pointsomedaysandletthemsayout.Showacalendarandpracticethesentence:Whenisyourbirthday?90 Step5.listenandrepeat.Listencarefullyandcirclethedateintheconversation.Step6.Listenandmatchthenames,months,anddays.Afterlistening,checktheanswers.Andaskwhoisallright?Step7.Makeacardandmakeadialoguelikethefollowing:A:Hello!Whenisyourbirthday?B:Mybirthdayis….A:Howoldareyou?B:I’m…..A:What’syourtelephonenumber?B:Mytelephonenumberis….Step8.Askyourfriend’sbirthdayandwriteitdown.Step9.Whoknowsyourfatherandmother’sbirthday?Youaregreat!Tellthem:weshouldcareforourparentsmore.Step10.Dosomeexercises1.CanyousaysomenationalfestivalsofChina?Whenarethey?2.AnswerthefollowingquestionsSummary:Homework:Writefivesentencesaboutyouandyourfamily:Mynameis….I’m….Mybirthdayis…..Mymother’sbirthday’sis…..教后一得：新目标英语Goforit的教材选材非常贴近学生的生活实际。每学完一个单元学生就能用英语进行简单的交流。充分体现了学以致用的教学原则。学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。课堂上把时间还给学生，让每个学生都动起来。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。怎样让每个孩子都说话，每个任务都有话说。Period2Step1.Greeting.Goodmorning.：Step2.gooversomewordswelearnedlastclass.Saytwelvemonthsofayear.Makeadialoguelike:Whenisyourbirthday?Mybirthdayis…..Step3.DoyouhaveacalendarinChineseathome?PleasemakeacalendarinEnglishbyyourself.Andpleasemarkyourbirthdayandyourparents’birthdaysonyourEnglishcalendar.Step4.班级生日册90 IhaveanEnglishcalendar.Letmetellyouwhenmybirthdayis.MybirthdayisDecember21st.Whenisyourbirthday?NamesBirthdayMonthDate1.Fourstudentsagroup.Asktheirpartners:Whenisyourbirthday?Andthenwritethedateinthechart.2.Letoneofthestudentsinagrouptellus.3.Orderthedatesofthestudents’birthdaysinturn.Andtrytofindhowmanystudentsdotheyhavebirthdayinoneday?Step5.寻找同学们共同喜欢的日子Whichdaydoyoulikebestinayear?IlikeDecember25th,becauseits’ChristmasDay.Anditisalsomybirthday.Whataboutyou?Whenisyourbirthday?Step6.dosomeexercises用所给词的正确形式填空1.Todayisher_______(eight)birthday.2.Thisis____(I)mother.3.Let’s___(watch)TV.4.That_____(sound)good.5.Doyou_____(like)basketball?6.Sheis______(shop).7.Henry______(have)acomputergame.8.Ihaveapairof______(sock).9.Thesearemy________(photo).10.There______(be)abasketballandsomebooksonthedesk.句型转换1MybirthdayisOctobertenth.（就划线部分提问）_______is______birthday?2.Iwasbornin1985.(就划线部分提问)____________wereyouborn?3.Veraisfifteen.(就划线部分提问)_________isVera?4.Wehaveapopconcerteveryyear.（变为一般疑问句）90 ______you______apopconcerteveryyear?5.Howoldareyou?（同义转换）________your_______?教后一得：结合学生的实际，让学生统计同学的生日，寻找自己喜欢的日子，通过这些真实的活动任务，帮助学生学习语言和运用语言，并开展合作学习。Period31.Greeting2.Checkthenewwordswelearnedlastclass.3.Dotheexercises写出下列日期的英文表达法（6分）3月12日______8月14日_______1月5日_____7月20日_________12月21日________9月9日___________根据句意填入所缺单词，每空一词（8分）1.Iwasb_____inJanuary15th.2.Whenisyourb______,Nick?It’sJune4th.3.H____oldisyoursister?4.WehaveanArtF_______eachyear.5.Ilikebasketballandv_________.6.Whenisyourschoolt_______?7.Janeisthirteeny_______old.8.O_______1stisourNationalDay.(国庆节)4.Let’slookatthetextbook.Matchthepicturesandtheevents.Writethecorrectlettersnexttotheword.Thekeys:1.d2.c3.b4.aLet’scometo2aListenandchecktheeventsabovethatyouhear.ThenlistenagainandfillinJoe’scalendar.5.pairworkforexample:A:WhenisBasketballgame?B:It’sonOctober3.6.Doyouhavetheseeventsatyourschool?Checktheboxes.Writethemonth,ifyouknowit.Thinkofonemoreevent.Forexample:A:Whateventsdoyouhaveatyourschool?B:WehaveanArtFestivaleachyear.90 A:Whenisit?B:It’sinApril.A:Doyouhaveapopconcert?B:Sorry,Idon’tknow.7.WritingpracticeWritefivethingsaboutyourselfonapieceofpaper.Anotherstudentwillreadittotheclass.Canyourclassmateguesswhothestudentis?I’mfifteenyearsold.Mybrother’sbirthdayisJanuary1st.Ilikebaseballandvolleyball…….教后一得：在课堂上，教师是参与者，帮助者，学生是活动的主体，学生的任务是开放的。学生以小组为单位进行活动，在较真实的语境中锻炼口头、笔头能力。有利于培养学生的合作精神，促进学科之间的渗透和交融。Period41.Greeting:Goodmorning2.Let’sgooverthenewwordsandmakesentenceswiththem.3.Lookatthephotosoffamouspeople.Trytofindtheirnamesandtheirbirthdays.4.Dotheexercises.选择正确答案1.LiMing’sbirthdayis______April11.A.onB.atC.inD.of2.Mybirthdayis______March.A.onB.atC.inD.of3.Theboyisonly____.Todayishis______birthday.A.five;fiveB.fifth;fiveC.fifth;fiveD.five;fifth4.______today?It’sMonday.A.WhatdayisB.What’sthedateC.WhenisD.Howis5.______isthethirdmonthofayear.A.JanuaryB.FebruaryC.MarchD.April6.Thereare______monthsinayear.A.twentyB.twelveC.twelfthD.twentieth7.---_____isNewYear’sDay?---It’sJanuary1st.A.WhichdayB.WhatdayC.WhatD.When8.Sundayisthe_____dayofaweek.A.thirdB.secondC.firstD.last适当的代词替换划线的单词（　）1.Mary'sbirthdayistomorrow.90 A.HisB.IC.TheirD.Her（　）2.John'scoatisbrown.A.YouB.HerC.HisD.He（　）3.JaneJohnson'sdateofbirthisJune3.A.TheirB.ThemC.HerD.She（　）4.Pablo'sandBill'sbirthdaysareinOctober.A.TheirB.MyC.ThemD.Theirs（　）5.Mysister'sfavoritegameisbaseball.A.YourB.MyC.ID.Her按正确的顺序排列序号Mary:I’mfourteen.1.John:Hi!Istodayyourbirthday?2.John:Howoldareyou?3.John:Congratulations!4.Mary:Yes,itis._______________________________________________________选择正确的单词填空speechcontestswhowhenJanuaryAugust　uswe　schooltrips1.____isshe?2.____areSamandMarthagoingtothegame?3.Please,Mom,let____haveaparty!4.Theeighthmonthis____5.Doesyourclassgoon____?完成句子1.你们学校有什么活动？_____________doyouhaveatyourschool?2.在四月份有一场英语演讲赛。Thereis___________________contest____________.3.我弟弟的生日是1月1日。Mybrother’sbirthdayis____________.4.你是哪年出生的？____________wereyouborn?5.8月份我们要去郊游。Wearegoingtohavea____________________.6.我们每年都有一次艺术节。Wehave_________________eachyear.阅读下列邀请函并回答问题It’sMyBirthday!90 AnnWhitehopesyoucancometoherparty!Time:4:30Date:Sunday,February16thPlace:Flat13A,DongQianBuildingTelephone:8906211.WhenisAnn’sparty?_____________________________2.Atwhattimeisitgoingtostart?________________________3.Whereisshegoingtohaveherparty?____________________4.What’shertelephonenumber?_________________________5.What’sheraddress?_________________________________教后一得：现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和合作精神的原则，我们设置了如上这些题目。其中“阅读下列邀请函并回答问题”，能够调动学生课外英语学习的积极性，锻炼学生独立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。lUNIT9Doyouwanttogotoamovie?LESSON1–(READING)1.LanguageGoals:Talkaboutmoviepreferencesandmakeplans.Newlanguage:-Doyouwanttogotoamovie?Yes，Ido。Iwanttogotoanactionmovie.-Whatkindofmoviesdoyoulike?IlikecomediesanddocumentariesbutIdon’tlikethrillers.-kindsofmovies:thriller,war,documentary,comedy,romance,actionmovie,mystery,fantasyandadventure-descriptions:scary,boring,great,fun,exciting,sad,funny,awesome,fantastic,wonderfulII.TeachingAids:MoviepostersBalloon(forgrammarfocus)III.VocabularyWords:film,warmovies,actionmovies,romancesorlovestories,thrillers,comedies,documentaries,mysteries,fantasiesandadventures-exciting,sad,scary,funny,great,funIV.TeachingSteps:90 1.Teachertalksaboutthemoviehe/shehasseenlately.Makenecessarygesturestogettheattentionofthestudents(likestorytelling).2.Askthestudentsaboutthemoviestheyhaveseenrecently.Letthemwritetheanswersontheboard.3.Writethevocabularywordsontheboard.Explainclearlythemeaningofeachwordwiththeuseofteachingaid(posters).Youmayuseappropriategesturestomaketheexplanationsimple.Examples:Film–isanotherEnglishwordformovie.Comedies–areakindofmoviesmadetomakepeoplelaughandfeelhappy.Documentaries–areofteneducationalandusuallytalkaboutfamoushistoricaleventsandstudyofafamouspeople.Actionmovies–aresimplestoriesofgoodpeopleagainstbadpeople,wheremostproblemsareresolvedusingphysicalforce.Usuallyactionmovieshavefightingscenes.Thrillers–arescarymovieswithlotsofsurprisesandusuallytheymakepeoplejump.4.Teacherreadseverywordwithcorrectpronunciationwhilestudentslisten.5.Sayeverywordandaskstudentstorepeatafteryou.6.Grouptheclassinto5andaskeachgrouptoreadthevocabularywordscorrectly.7.Pointtotheexample(1a):Saynumber1is(a),actionmovie.Askthemtomatchthekindsofmovieswiththeposters.Checktheanswersafterwards.教学一得：次项活动，帮助学生学习语言和运用语言，提高了学生的学习兴趣，提高了他们的参与意识。LESSON2(LISTENINGANDSPEAKING)1.Singasong(tothetuneofLONDONBRIDGE).I’mthefirstonedon’tchangeme,don’tchangeme,don’tchangeme,I’mthefirstonedon’tchangeme-ohnojustletmebe.2.Pairwork:Askstudentspracticethegivenconversation(guidedbytheteacher).Taketimetopracticethedialogformastery.Ex.Doyouwanttogotoamovie/Doyouwanttoseeamovie?Yes,Ido.Iwanttoseeathrillermovie.3.Listening:Askstudentstodoactivities2aand2b.Tellthemtolistencarefully.4.IntroduceGRAMMARFOCUS.Givetherulesandexplainfurtherbygivingmoreexamples.Note:Ateachercouldgiveadditionalexamplesoutofthegivencontentsuchascity–cities…A.SingularNounPluralNoun90 thrillerthrillersdocumentarydocumentariescomedycomediesactionmovieactionmovies-Readthesingularandpluralformsofnounstothestudentsandaskthemtorepeat.Pointoutthechangefromytoieswhentheworddocumentarybecomesplural.B.Explaincontractions.Blowupaballoon-askwhathappened?(Itexpanded.)Lettheairout-askwhathappened?(Itcontractedwhichmeanstogetsmaller.)Ex.donot–don’t-Pointoutthatpresenttensequestionswithwantareansweredwithaformoftheverbdo-do,don’t,does,doesn’tExamples:Doyouwanttogotoamovie?Yes,Ido./No,Idon’t.Doeshewanttogotoamovie?Yes,hedoes./No,hedoesn’t.Doesshewanttogotoamovie?Yes,shedoes./No,shedoesn’t.5.Askthequestion.Whatkindofmoviesdoyoulike?Encouragestudentstogivemore“Whatkindof…questions”theymightbeabletoask.Example:Whatkindoffooddoyoulike?ORWhatkindofanimalsdoyoulike?6.Oralactivities(3aand3b):Readthe2conversations.Thenaskstudentstoreadthemaloud.Writethesentencesfromtheconversationontheboard.Pointtotheword“and”andsay,weuse“and”whenbothideasinthesentencearethesame.Weuse“but”whenthe2ideasinthesentencearedifferent.Havethestudentspracticemoreorally.教学一得：英语是一种语言，重在应用，通过这项活动，教会学生能够学以致用。LESSON3(LISTENING,READINGANDWRITING)1.Introducekeyvocabularywords-usedtodescribemovies(SectionB1a).Askstudentstofocusonthepicturesandletthemfillintheblanksindividually.Reviewtheanswerstogether.Acceptallreasonableanswersandcorrectunreasonableanswers.Suchaswritingsadundercomedies.2.Havethestudentslistenandcirclethedescriptionwordsin1athattheyhear.3.Letthemlistenagain.Askthemtolistdownthewordsthatthecharacters(EdwardandJune)usewhentheytalkaboutthedifferentkindsofmovies(2b).4.AskthestudentstoreadwhatJungsaysandwritethedifferencesbetweenEdwardandJune(2c)5.Givemoreemphasisonreadingpracticeusingthetargetlanguageunderactivity3a.Groupthestudentsandaskeachgrouptoreadthedescriptionwordscorrectly.90 教学一得：在任何一节英语课中，听，说，读，写四个环节，都是不可欠缺的，或偏重于这个，或偏重于那个。LESSON4–(PRACTICEORALENGLISH)1.Reviewallkeyvocabularypresentedinthisunit.Askstudentstocheckallthewordstheyknowandfindoutthemeaningsofthewordstheydon’tknow.(SELFCHECK)2.Callonstudentsandaskeachofthemtogiveawordanduseitinasimplesentence.Example:documentaries-Idon’tlikedocumentariesbecausethey’reboring.3.Invitepairsofstudentstosaytheconversationordialoguefortherestoftheclass.4.Askstudentstosharetheirfriend’smoviepreferences(likesanddislikes),whatthepersonthinksaboutmovies.Forexample:Ihaveafriend.HernameisAnn.Shelikescomediesverymuchbutshedoesn’tlikedocumentariesbecausethey’reboring.5.EncourageeverystudenttospeakEnglishandcorrecteverymistakeforfurtherunderstanding.教学一得：新目标英语Goforit的教材选材非常贴近学生的生活实际。每学完一个单元学生就能用英语进行简单的交流。充分体现了学以致用的教学原则。UNIT10–Canyouplaytheguitar?LESSONII.LanguageGoal:Talkaboutabilities.Newlanguage:Canyoudraw?Yes,Ican,No,Ican’t.Whatcanyoudo?Icanflyakite.II.TeachingAids:ConcreteexamplesofmusicalinstrumentsorpicturesPicturesofpeopleandanimalsshowingabilitiesIII.VocabularyWordscan,can’t,paint,dance,swim,drive,clean,cook,fly,speak,walk,climb,read,plant,jumpIV.TeachingSteps:1.Beginbyshowingsomepicturesofpeopleandanimalsshowingtheirabilities.Askstudentstosaysomethingabouteachpicture.Talkmoreaboutthepictures.2.Introducevocabularywordsandexplainclearly.Youmayactouteverywordorusegesturesforcomprehension.Examples:Can–isusedtoshowwhatapersonorananimalisabletodosuchas:MothercancookChinesefood.Fathercanplaytheguitarwell.90 Can’t-istheshortformofcannot.Itreferstothethingsapersonoranimalcannotdosuchas:Asmallboycan’tpaintahouse.Ababycan’tgoupthestairs1.Readeverywordwhilestudentslisten.2.Dividetheclassinto5andaskeachgrouptoreadthevocabularywordscorrectly.3.Lettheclassreadagainthewords.Takenoteofthestudents’pronunciationandcorrecteverymispronouncedword.4.Askstudentstomatchthewordwiththepictures(1a).Checktheanswersafterwards.教学一得：教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。LESSON2(SPOKENCONVERSATION)1.Taketimetodiscusswesterncultureinjoiningaclub.ForexampleinAmerica,studentsareencouragedtojoinaclublikemusicclub,Englishclub,sportsclub,artclubetc.2.Saythesampleconversations.Havestudentsrepeatformastery.Conversation1Girl:IwanttojointheEnglishclub.Boy:Oh,canyouspeakEnglish?Girl:YesIcan.Conversation2Girl:Canyoucleanyourbedroom?Boy:No,Ican’t.Conversation3Girl:Iwanttojointheartclub.Boy:Canyoupaint?Girl:Yes,Ican.1.Askstudentstopracticetheconversationsinpairs.Encouragethemtousethegivenvocabulary.Examples:Canyouplaytheviolin?Yes,Ican.(Nodyourhead.)No,Ican’t.(Shakeyourhead.)-Canyouplayafterclass?Yes,Ican./No,Ican’t.-Iwanttojointhemusicclub.Canyousing?90 Yes,Ican.1.Listeninonvariouspairstobeabletochecktheprogressandhelpthestudentswiththeirpronunciation.2.Askthestudentstodoactivities2aand2b.Tellthemtogivespecialattentiontolisteningactivity(namesoftheclubs).3.IntroduceGRAMMARFOCUS.Explainclearlybygivingmoreexamples.Canyoudance?No,Ican’t.Canyousing?Yes,Ican.Canhepaint?No,hecan’t.CanshespeakEnglish?Yes,shecan.CanyouspeakEnglish?Yes,wecan.4.Guidedreadingpracticeusingtargetlanguage:Letstudentsdoactivity3a.5.Callattentiontotheexampleconversation(3b).Readtheinstructionsfortheactivity.Demonstratetheactivity.Askstudentstointerviewotherstudentssittingnearthem.Callonstudentstotellwhattheyfoundout.Taketimefororalpractice.教学一得：教师是参与者，帮助者，学生是活动的主体。学生的任务是开放的，他们能够在较为真实的语境中锻炼口，笔头交流能力。LESSON3(PRACTICEWITHTHENEWVOCABULARYWORDS)1.Callattentiontothepictures.Talkaboutthecommonmusicalinstruments(SectionB).2.Pointtothefivewordsatthetop.Havestudentsreadthenamesofthesefivemusicalinstruments.Providepronunciationhelp.3.Askstudentstomatcheachwordwithitspicture.4.ORALPRACTICE-Callattentiontotheconversationinthepicture.Askstudentstoreaditaloud(1a).Examples:Canyouplaythepiano?No,Ican’t.CanBillplaytheguitar?Yes,hecan,buthecan’tsing.5.Demonstratetheactivitywithastudent.Askstudentstoworkinpairs.Tellthemtoaskandanswerthequestionsforclass.6.Givemoreemphasisonoralactivity.EncourageallstudentstoparticipateandpracticespokenEnglish.教学一得：课堂上把时间还给学生，让每个学生都动起来。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。90 LESSON4(EVALUATION01.Askstudentstocheckallthewordstheyknowandfindoutthemeaningsofanywordstheydon’tknow(self-check)2.Forevaluation,askstudentstolistencarefullytoeverysentenceyouaregoingtosayandletthemanswerwithYESorNO.1.Ababycanfly.2.BigbrotherAlancanrunfast.3.Girlscandance.4.Adogcansing.5.Adeskcangrow.6.LittleDavidcandriveacar.7.Aplantcanwalk.3.Readeverysentenceandletstudentsfillinthemissingwordusingcanorcan’t(oral).Trytoactoutawordifthestudentsdon’tunderstandthemeaningorusesomegestures.1.Mother_____climbatree.2.Adoctor____cureanillperson.3.Afish____stayoutofthewaterforalongtime.4.Aboy____flyakite.5.Littleboys____carrybigandheavyboxes.6.Mother___cookdeliciousmeals.7.You____cleanyourbedroom.8.Dog___flylikebirds.4.Callonstudentsindividuallyandlethim/hertalkabouthis/herownabilities.Examples:IcanspeakEnglishverywellbutIcan’tspeakChinese.IcansingbutIcan’tdance.教学一得：适度的练习，可以使学生学会怎样去应用所学知识，理解所学知识，巩固所学知识。Unit11Whattimedoyougotoschool?LESSON1I.LanguageGoals:Talkaboutroutines.Askabouttimes.-NewLanguage:Whattimedoyougetup?ORWhendoyouusuallygetup?90 Igetupatfiveo’clock.ORIusuallygetupatfiveo’clock.Whendoesshetakeashower?Shetakesashoweratfiveo’clock.Whattimeisit?It’steno’clock.II.TeachingAid:TeachingclockwithmoveablehandsIII.VocabularyWords:Routines,run,eatbreakfast,gotoschool,dohomework,gotobed,shower,o’clock,morning,getup,usually,penpal,arrive,around,pretty,lunch,quarter,noon,break,finish,half,evening,hourIV.TeachingSteps:1.Greetings.2.Readtheshortdescriptionbelow(aboutroutines).TellstudentsthatthisiswhatNancy’spenpaldoeseveryday.Listencarefully.*Iusuallygetupataquarterpastseven-that’ssevenfifteeninthemorning.Ihavebreakfastateighto’clockandthentakethebustoworkathalfpasteight.Iusuallyarriveatworkataquartertonine.MymorningisusuallyprettybusyandIliketakingalunchatnoon.Intheafternoon,Iusuallyhaveanotherbreakatthreefifteen.Iusuallyfinishworkataquartertofiveandarrivehomearoundsixintheevening.Atnight,Iusuallygotobedateleveno’clock.3.Readthevocabularywordsontheboard.4.Readagainandaskstudentstorepeateverywordafteryou.5.Givethemeaningofeverywordusingthedescriptionabove.Don’tforgettousesomegesturestomakeeverymeaningclear.6.Asktheclasstoreadthewordsagain.Correcteverymispronouncedword.7.Havestudentsdoexercise1a.Checktheanswersafterwards.教学一得：在新课程当中，虽然教师不再是课堂的主体，但教师的作用仍然是举足轻重的，一节课的效果如何，关键在于教师的引导和带动，所以教师的情绪回左右课堂。这一点，每个教师都要注意。LESSON21.Say,lookattherulesfortellingtimeinEnglish.a.InEnglishweuse“past”tosaytimesafterthehouruntilhalfpast,or30minutespastthehour.Example:9:30–It’shalfpastnine.b.InEnglishweuseo’clockonlyatthefullhour.Example:2:00–It’stwoo’clock.c.Wecanalsosaythenumberingroupsoftwo.Example:7:25–It’sseven90 twenty–five.d.Whenspeakingaboutthedifferenttimesofthedayweoftenuse:inthemorning,intheafternoon,intheevening.e.InEnglishweuse“atnight”not“inthenight.1.Askstudentstodoactivity1b.Remindthemtolistencarefully.2.Askstudentstopracticethedialogueinpairs.Whattimedoyouusuallygetup,Rick?Iusuallygetupatfiveo’clock.3.Letthechildrenlistentotheconversation(2a)andaskthemtodothewrittenexercises(2aand2b)4.Discussgrammarfocus.Goovertherulesfortellingtime.Trytoextendthegrammarfocusbygivingmoreexamples.Belowisjustasimpleexample.Takenotehowquestionsareanswered.Lookattheverbsused.Whattimedoyougetup?Igetupatsixo’clock.Whattimedoesheeatbreakfast?Heeatsbreakfastatseveno’clock.Whattimedoesshegotoschool?Shegoestoschoolateighto’clock.5.Askstudentstoreadthegrammarfocusrepeatedly.教学一得：教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。怎样让每个孩子都说话，每个任务都有话说。LESSON31.ORALPRACTICE:Goovertheshowerschedule(2b).Thistimeteachstudentsonhowtoaskandanswerquestionscorrectly.Thenletstudentsdoitinpairs..2.Introducethepassage(3a).Readitaloudtothestudentsthenaskthemtoreaditafteryou.3.Havethestudentsanswerthewrittenactivity(3a).4.MOREORALPRACTICE!Talkaboutpartsoftheday(morning,afternoonandevening).5.Askthestudentsabouttheirdailyroutinesoreverydayactivitieslike:getup,eatbreakfast,gotoschoolandsoonandsoforth.6.TakestudentstothepicturesunderSectionB1a.Letthemanswer.7.Pointtheconversationinthepicture1b.Askapartnerquestionsaboutwhenpeopledothesethings.(PAIRWORK)Example:Whendopeopleusuallyeatbreakfast?Peopleusuallyeatbreakfastinthemorning.8.Nowcallastudentandaskhim/hertoreadtheconversationinthepicture(2b).Askthestudentsthentoworkinpairs.Directpairsofstudentstoaskandansweroneortwoquestionsastheclasslistens.90 1.Proceedtoactivity3a.CallattentiontotheletterfromJennifertoSelina.Readitaloudthenaskastudenttoreaditagain.Encouragestudentstoaskquestionsaboutthecontentsoftheletterandanswereveryquestion.2.Havethestudentsreadtheletteragainandaskthemtoanswerthewrittenactivities(3aand3b).Thenchecktheanswersafterwards.教学一得：学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。LESSON41.Gooverthedailyroutinesofthestudents.Getup,takeashower,eatbreakfast,gotoschool,run,dohomework,eatdinner,gotobed2.Reviewtellingtimeandpartsoftheday.3.Shareyoudailyroutinestothestudents.Letthemlisten.4.Callsomevolunteerstotalkabouttheirdailyroutinestoo(individually).5.Enrichmentactivity:Tellthetimesbelow.NOTE:Explainamandpmfirst.Example:10:30amAnswer:It’shalfpasttenortenthirtyinthemorning.1.12:15pm–2.9:45am-3.9:25pm–4.2:28pm–5.6:10am–6.Howdoweaskthetime?Lookatthefollowing:1.What’sthetime?It’shalfpastthree.2.Whattimeisit?It’seighttwenty.3.Doyouhavethetime,please?It’ssixfifteen.4.Sorry,couldyoutellmethetime,please?It’squartertotwo.5.Doyouknowwhatthetimeis?It’stenpasttwelve.7.Lettheclassreadtheadditionalinformationorknowledgegivenabove.教学一得：学生通过讨论交流和合作方式来展示他们丰富的想象力和创造力，这不失为一个好的办法。Unit12What’syourfavoritesubject?（一）教材分析90     本单元主要要求学生学会谈论自己的喜好并说明原因。本单元教学难点及重点教学重点1．what和why提问的特殊问句及其回答2．科目名称以及描述对其认知的性质形容词(fun,interesting,boring,difficult,relaxing,exciting)3．各星期的名称。教学难点Whydoyoulike….Because…教学目标1．功能目标：1）会用英语谈论自己的喜好（科目，人物，食物，颜色等等）2）会用英语询问别人的喜好3）能用英语阐明自己喜好的原因2．文化目标：1）懂得尊重别人的爱好,明白爱好不分高低主次和先后。2）尽量使自己的爱好广泛，对生活充满信心。3．认知目标：1）词汇 a.掌握各科科目的名称以及描述其性质的形容词。 b.熟记星期的名称2）语法项目 掌握what和why所引导的特殊疑问句及其回答。3）语言目标What’syourfavorite…?90  Myfavorite…is… Whydoyoulike…? Because…模块一:实物导入提前准备一些时令水果，像苹果，香蕉，梨，橘子等，把他们摆放在讲桌上，教师拿起自己喜爱的一种水果说Ilike…and…ismyfavoritefruit.然后询问学生What’syourfavoritefruit?由此引出本单元的重点句型模块二:音乐导入　    播放三段音乐，分别是popmusic,folkmusicandclassicalmusic.当放到他们自己喜欢的音乐时，他们就急需表达自己的意见，想用英语来表达自己，这时，教师可以自然而然地引出本单元的重点句型。重难点突破※一般现在时的特殊疑问句及其回答　1）对主语提问  用“疑问词+谓语+其他”句型。如： What’sthis?    Whoisyourfriend?2) 对定语提问 用“疑问词+被修饰的词+一般疑问句”句型。如：  Whatclassareyouin?  Whattimedoyouusuallygotoschool?3)对其他成分提问 用“疑问词+一般疑问句”句型。如： Whendoyougetupeveryday? WhydoyoulikeEnglish? 特殊疑问句的回答不同于一般疑问句，它不可以用Yes,No来回答，而必须具体回答它所提问的内容。比如WhydoyoulikeEnglish?90  这一句的回答就是Becauseit’sinteresting.※表星期的名词 共有七个表星期的名词:Sunday,Monday,Tuesday,Wednesday,Thursday,FridayandSaturday.他们的提问方式是： Whatdayisittoday?或Whatdayistoday?It’s…或Todayis… 要表示在星期几，介词要用on而不是in.比如：onMonday。 表示星期名称有简写形式： Sunday---Sun Monday---Mon Tuesday---Tues  Wednesday---Wed Thursday---Thur   Friday---Fri   Saturday---Sat特别提醒学生在英语中Sunday为一星期的第一天，而不是Monday.※性质形容词的用法1．fun既有名词也有形容词，它作形容词一般是用于口语中，在本单元它的用法相当于funny.2．interesting和interested都是形容词，interesting是性质形容词，他的主语一般是表示物的，而interested的主语是表示人的。  类似的形容词还有moving和moved，exciting和excited等等。3．difficult其同义词是hard反义词是easy，它用来表示事物的属性，其名词形式是difficulty.课堂活动设计 活动一:调查并统计同学们最喜爱的歌星、食物和运动项目目   的：练习使用“What’s/Who’syourfavorite…”句型，培养学生收集信息、整理信息以及分类归纳的能力。材   料：调查统计表90 语言技能：Speaking,listeningandwriting提示词语及句型：(1)rice/porridge/noodles/dumplings/hamburgers/sandwishes/singer/swimming/jumping/riding  abike/ skating/…(2)What’syourfavoritesport? Who’syourfavoritesinger?(3)Howmanystudentslike…?活动形式：四人小组及全班活动操作过程：（1）教师拿出事先准备好的一些歌星、食物以及部分体育项目的图片，并把它们通过实物投影仪一一展示（2）四人小组合作拟定调查表，并如实填写表格。3）每个小组选派一人把统计情况向全班汇报，最后由老师把各组情况进行汇总。（4）学生根据汇总情况向音乐老师和体育老师和学校食堂提出一些建议（5）最后看哪一组同学提的建议又多又合理，并评选出“最佳提议组”。活动二:比一比，看谁最了解父母 目   的：复习巩固询问爱好和解释原因的句型，培养学生理解父母，孝敬父母的好习惯。 材   料：自制表格一份 语言技能：SpeakingandListening 提示词语及句型；(1)favoritecolor/food/book/TVplay/sport/city(2)What’syourmother’sfavorite…?1.(3)Whydoesshelike…? 活动形式： 2人小组活动三:答记者问 目   的： 激发学生的学习兴趣，锻炼学生的组织，协作以及用语言进行交际和解决问题的能力。90  材   料： 麦克风，纸，笔 语言技能：  Speakingandwriting 提示词语及句型： (1)What’syourfavoritebook/film/song/color…? (2)Whydo/don’tyoulikeit? (3)Becauseit’sveryinteresting/boring/difficult/fun… 活动形式： 4人小组及全班板书设计模块一:提纲式Words                 Sentencessubject               What’syourfavoritesubject?science               Myfavoritesubjectisscience.                         Whydoyoulikeit?fun/interesting     Becauseitisfun/interesting.                    Whendoyouhavesciencelesson?OnTuesday           IhaveitonTuesday.          art                  Whydon’tyoulikeart?boring               Becauseit’sboring.教后一得：本课采取了多样灵活的教学方式和活动，有效地利于完成任务型教学，学生乐学、爱学，起倒了良好的教学效果。Unit12Myfavoritesubjectisscience（period2）　　教学目标90 　　※学会描述各个学科　　※学会表达对不同学科的看法　　培养学生分析判断事物的能力，发表自己的看法和意见。教学向导语言目标1.用what,when,why引导的一般现在时的特殊疑问句2.词汇：各个学科，一周七天的表达方式语言结构1.what,why,when句子的问题及回答2.加入who的问句及wantto句式学习策略与思维技巧1.个体操练2.群体思维3.查找信息解决问题4.通过字，句，篇结构表述问题语言功能1.谈论学科，说明理由2.谈论日期，说明理由跨学科学习调查各学科受喜欢程度，培养学生各学科平衡发展；培养学生分析事物的能力并知道如何表述自己看法道德培养询问父母最喜欢的事物教学过程:StepsTeacher’sactivityStudents’activityLeadin:achantWarmupLeadtheSstolistentoachantWhataretheytalkingaboutListentothechantAskquestionsaboutschool:WhatsubjectsandwhatdaysAnswerthequestionsTaskIpairwork:myfavoritesubjectAim:gettoknowfavoritesubjectsandteachers,andthereasons.　1GiveSssomeexamplesof‘what’Why’and‘who’conversationsReadtheexamples　2AskSstodothepairwork,Favoritesubjects,teachers…Maketheirownconversations　3MovearoundandgiveSupportWorkinpairs　4AskpairsofSstoshowtheirworksAndcorrecttheirpairworksShowtheconversationsTaskIIgame:myfavoritesubjectAim:familiarwiththetargetlanguageandtelltheirfavoritesubjects　1ShowthewordsofoneweekAndtranslateintoChineseReadthewords　2Givethesentences:whendoyouhave…?Ihave…on…Makethesentences　3Givetheschoolschedule,anddopairworksMaketheconversations　4ShowtheexamplesofthegameLookandread90 　5Playthegame:passthesentencesonebyonePlaythegameTaskIIIoralpracticeAim:knowothers’favoritesubjectsandmakeoralpractice　1Playtherecorder:twotimesListenandfinishthechart　2AskSstoreadtheanswersInpairsChecktheanswers　3AskSstofindourtheirfavoritedayAndreasonsAnswerthequestions　4ShowtheexamplesandmakeareportaboutthechartPracticethereport　5AskSstogivethereport:OralpracticeReadthereportTaskIVgroupwork:makeyourfavoritedayAim:usetargetlanguagetodesignaschoolschedule　1AskquestionsaboutschoolSubjectsanddateAnswerthequestions　2ShowtheexamplesAskSstoreadLookatthePowerPoint　3DothegroupworkandchoosetheirfavoritedayandfavoritesubjectsGroupwork　4MovearoundandgivethesupportChecktheirwordsWorkingroups　5GivethereportandaskonestudenttocountthenumbersGivethereportsofgroupsHomework:Aim:letSsknowmoreabouttheirparentsAsktheirparents’favoritethings:food,color,book……　教学点评及反思：　　本课是一节任务型教学研究课，着重以不同的方式向学生传授目标语言。用学生日常熟悉的事物来教授新课：　　1．导入：用关于学校科目的chant来引入新课，有利于活跃课堂气氛，把学生带入课程的场景当中。　　2．把各科教师的照片、学生们喜爱的画片和目标语言结合起来，能够加深学生对目标语言的理解。　　3．使用Pairwork的形式讨论学生的课程表使目标语言具有很强的实用性。　　4．听力部分的Report有利于学生掌握英语口试的形式，是一种很好的练习方式。　　5．自制课表的任务能够激发学生们参与教学的积极性，使他们成为学习的主动者。教后一得：90 　　本课是一节任务型教学研究课，着重以不同的方式向学生传授目标语言。用学生日常熟悉的事物来教授新课。本课设计合理，层次清晰；形式活泼多样，课件运用恰当；开始由chant导入新课，最后在歌声中结束，使整节课首尾呼应、气氛活跃，达到了学生掌握并灵活运用目标语言的教学目的。Unit12Myfavoritesubjectisscience（period3）教学目标　　※学会描述各个学科　　※学会表达对不同学科的看法　　培养学生分析判断事物的能力，发表自己的看法和意见。　　教学向导语言目标1.用what,when,why引导的一般现在时的特殊疑问句2.词汇：各个学科，一周七天的表达方式语言结构1.what,why,when句子的问题及回答2.加入who的问句及wantto句式学习策略与思维技巧1.个体操练2.群体思维3.查找信息解决问题4.通过字，句，篇结构表述问题语言功能1.谈论学科，说明理由2.谈论日期，说明理由跨学科学习调查各学科受喜欢程度，培养学生各学科平衡发展；培养学生分析事物的能力并知道如何表述自己看法道德培养询问父母最喜欢的事物　　　教学过程:StepsTeacher’sactivityStudents’activityLeadin:achantWarmupLeadtheSstolistentoachantWhataretheytalkingaboutListentothechantAskquestionsaboutschool:WhatsubjectsandwhatdaysAnswerthequestionsTaskIpairwork:myfavoritesubjectAim:gettoknowfavoritesubjectsandteachers,andthereasons.　1GiveSssomeexamplesof‘what’Why’and‘who’conversationsReadtheexamples　2AskSstodothepairwork,Favoritesubjects,teachers…Maketheirownconversations　3MovearoundandgiveSupportWorkinpairs　4AskpairsofSstoshowtheirworksAndcorrecttheirpairworksShowtheconversationsTaskIIgame:myfavoritesubjectAim:familiarwiththetargetlanguageandtelltheirfavoritesubjects　1Showthewordsofoneweek90 AndtranslateintoChineseReadthewords　2Givethesentences:whendoyouhave…?Ihave…on…Makethesentences　3Givetheschoolschedule,anddopairworksMaketheconversations　4ShowtheexamplesofthegameLookandread　5Playthegame:passthesentencesonebyonePlaythegameTaskIIIoralpracticeAim:knowothers’favoritesubjectsandmakeoralpractice　1Playtherecorder:twotimesListenandfinishthechart　2AskSstoreadtheanswersInpairsChecktheanswers　3AskSstofindourtheirfavoritedayAndreasonsAnswerthequestions　4ShowtheexamplesandmakeareportaboutthechartPracticethereport　5AskSstogivethereport:OralpracticeReadthereportTaskIVgroupwork:makeyourfavoritedayAim:usetargetlanguagetodesignaschoolschedule　1AskquestionsaboutschoolSubjectsanddateAnswerthequestions　2ShowtheexamplesAskSstoreadLookatthePowerPoint　3DothegroupworkandchoosetheirfavoritedayandfavoritesubjectsGroupwork　4MovearoundandgivethesupportChecktheirwordsWorkingroups　5GivethereportandaskonestudenttocountthenumbersGivethereportsofgroupsHomework:Aim:letSsknowmoreabouttheirparentsAsktheirparents’favoritethings:food,color,book……　　教学点评及反思：　　本课是一节任务型教学研究课，着重以不同的方式向学生传授目标语言。用学生日常熟悉的事物来教授新课：　　1．导入：用关于学校科目的chant来引入新课，有利于活跃课堂气氛，把学生带入课程的场景当中。　　2．把各科教师的照片、学生们喜爱的画片和目标语言结合起来，能够加深学生对目标语言的理解。　　3．使用Pairwork的形式讨论学生的课程表使目标语言具有很强的实用性。　　4．听力部分的Report有利于学生掌握英语口试的形式，是一种很好的练习方式。　　5．自制课表的任务能够激发学生们参与教学的积极性，使他们成为学习的主动者。90 　　　　教后一得：　　本课是一节任务型教学研究课，着重以不同的方式向学生传授目标语言。用学生日常熟悉的事物来教授新课。本课设计合理，层次清晰；形式活泼多样，课件运用恰当；开始由chant导入新课，最后在歌声中结束，使整节课首尾呼应、气氛活跃，达到了学生掌握并灵活运用目标语言的教学目的。Unit12Myfavoritesubjectisscience.（period4）执教人：葛艳霞张淑惠杨金泉李松龄刘梅单元目标：（target）1.谈论学校学习科目2.谈论最喜欢的科目及其原因3.互相询问最喜欢的事情及其原因 单元句型：1.－What’syourfavoritesubject?－MyfavoritesubjectisChinese.2.－What’sherfavoritesubject?－HerfavoritesubjectisEnglish.3.－WhydoyoulikeEnglish?－Becauseit’sinterestinganduseful.4.－WhydoeshelikeP.E.?－Becausehelikessportsverymuch.5.－Whoisyourmathteacher?－MrsO’Sullivan. 单元词汇：subject,science,physical,education,physicaleducation,P.E.teacher,Mr,Mrs,example,partner,city,mom,dad,Tuesday,Thursday,Wednesday,Friday,Monday,biology,finish,gymnastics,strict,miss,any,year(s)old,classmate,assessment,note,sure扩充词汇：geography地理，history历史，politics政治schedule安排，kind，善良，funny有趣的，psychology心理学，SpringFestival春节，festival节日Christmas圣诞节，ThanksgivingDay感恩节ChristianityEaster/Easter复活节Fool’sDay愚人节Children’sDay/Teacher’sDay/NationalDay 二.重点、难点：（一）学科的词：Chinese,math,English,history,geography,biology语文数学英语历史地理生物politics,psychology,P.E.，music,art政治心理学体育音乐美术90 computer,handwork/handicraft计算机手工制作 （二）星期的词星期的词首都大写Monday，Tuesday，Wednesday，Thursday一二三四Friday，Saturday，Sunday。五六日 （三）询问最喜欢的事情，用favorite. 互相问答：－Why? （四）最喜欢的，除了favorite，我们还可用短语like…best.Whatsubjectdoyoulikebest?你最喜欢的是什么学科？WhydoyoulikeEnglishbest?为什么你最喜欢英语？ （五）我们在学习了询问最喜欢的科目后，可放开自己的思维，相互问答最喜欢的其它活动，如食物，衣服，电影，日子，老师，节日等等。并说明其原因，这样我们就可以复习很多词汇，这正是我们学习英语时要多采用的方法：联想、扩展，与实际相联系。 【模拟试题】一.写出至少6个关于学科的词。二.翻译词组或句子1.最喜欢的科目2.在星期五3.在周末4.体育课5.在学校6.音乐教师7.中国历史8.确信9.我最喜欢音乐，因为音乐老师非常善良，而且她的课生动、有趣。10.他最喜欢打篮球，他想成为一名篮球名星。11.你的同伴12.课后 三.询问你的父母、祖父母，他们最喜欢的食物、城市，歌曲，节日，电视节目、运动、电影等等，并填写下表 motherfathergrandfathergrandmotherfavoritefood    favoritecity    favoritesong    favoritefestival    favoriteTVshow    favoritesport    90 favoritemovie     四.改错：1.MyfavoritesubjectismathandEnglish.2.Whydoshelikemusicbest?3.What’syoufavoritesubject?4.What’syourmotherfavoritecolor?5.Shefavoritecolorisblue. 五.用合适的词填空，补全对话：1.A:Whatis（1）favorite（2）？B:（3）favorite（4）isart.A:Whois（5）art（6）？B:（7）art（8）isMrs.Mendoza.2.A:Whatisher（9）subject?B:Science.A:Why（10）she（11）science?B:（12）it’s（13）. 六.排词成句并回答。1.time,you,what,do,usually,getup? 2.often,go,when,you,do,to,school? 3.lunch,what,eat,you,time,do,day,every? 4.time,your,what,does,play,brother,game? 七.按要求做下列句子，每空一词1.Ourclasshasfiftystudents.（句意不变，改写）__________fiftystudentsinourclass.2.Marydoesherhomeworkintheevening.（改为疑问句）_____Mary_____herhomeworkintheevening?3.Thereisalittlewaterintheglass.（改为疑问句）___________wateristhereintheglass?4.Herfriendhaslunchatschool.（改为特殊疑问句）_____________herfriendhavelunch?教后一得：适度地做题也很重要，学生的读写能力要在做题中培养，在交际中增加做题的分量，对于学生更加深刻地领会语言地运用更又作用。Unit13whereisyourpenpalfrom?(period1)教材分析90 本单元的核心教学项目是＂语言＂，涉及到国家，国籍，所使用的语言等项内容，让学生通过学习和活动,掌握交流个人基本信息的技能和知识。教学目标　1.话题：Countries,nationalitiesandlanguages2.功能目标：1)学会向别人传递个人的基本信息2)像别人介绍自己的笔友3.文化目标：通过交流自己对英语的真实态度，询问别人的态度，使学生对学习英语产生浓厚的兴趣。教学重点通过本单元的学习使学生学会谈论国籍和语言。教学难点当主语为第三人称单数时，谓语动词的变化形式。模块一:活动导入老师在课前准备一些带有七大洲特色的照片和图案及特征颜色，贴在教室的不同地方，形成七个区域---即七大洲。上课后，老师站在不同的区域，让学生们猜出是哪个洲（汉语即可），然后教英语。之后学生自己选一个自己喜欢的洲，离开座位。老师在每个洲选两个人，试问：“Whereareyoufrom?”重复刚才教的七大洲名。重难点突破1.一般现在时该时态用于描述经常性的动作或者状态。谓语动词be有三种形式am，is，are，在使用时要根据主语，选择不同的形式。否定句中，直接在be后添加not，在疑问句中将be直接放在主语之前即可构成疑问形式；其他动词（主要包括行为动词和除be以外的系动词）在一般现在时中也因主语发生变化。当主语为第三人称单数时，谓语动词的词尾要添加“s”，构词法与名词复数构词法基本一样；反之，谓语动词则以动词原形出现；如：Theyliketoeatdifferentkindsoffood.Theydon’tliketoeatdifferentkindsoffood.Dotheyliketoeatdifferentkindsoffood?Yes,theydo.No,theydon’t.Whatdotheyliketoeat?LiShanlikesricealot.2．comefrom…90  来自于”，但是它们在句中的使用方式是不同的。在否定句中，我们直接将否定词加在助动词do或does后，因此出现该动词的缩写形式don’t或doesn’t。注意助动词do或does在使用时，受到主语人称的限制。在书写特殊疑问句时，在系动词be，助动词do或does前会出现特殊疑问词，句式结构与一般疑问句完全一致。如：AreyoufromtheStates?Yes,Iam. No,Iamnot. IamnotfromtheStates. Whereareyoufrom? DoyoucomefromtheStates? Yes,Ido. No,Idon’t. Idon’tcomefromtheStates. Wheredoyoucomefrom?活动一：获取对方信息目   的：进行自然交流材   料：两种不同的表格A(forsomeofthestudentsintheclass)NAMEAGECLASSCOUNTRYLANGUAGEAPPEARANCEBob123Britain　　JoHunt15　America　longhairJim　5England　　JackWilson　　　French/English　Nancy13　　English/Chineseroundface       B(fortheotherstudentsintheclass)NAMEAGECLASSCOUNTRYLANGUAGEAPPEARANCEBob　　　BritishEnglishshorthair90 JoHunt　5　AmericanEnglish     Jim12　　BritishEnglishbigeyesJackWilson154Canada　thinandtallNancy　4Australia　　 教学一得：对于学习内容，采用分散整合的方式，容易化繁为简，浅入深出。Unit13whereisyourpenpalfrom?(period2)教材分析让学生通过学习和活动,掌握交流个人基本信息的技能和知识。教学目标1.认知目标： 1）词汇Canada, SouthKorea, France, Japan, theUnited States,Brazil,Australia,theUnited  Kingdom,Mexico, Argentina,English,Spanish,French,Portuguese,Japanese,Korean 2)语法项目：一般现在时的陈述句和疑问句形式。 3)语言目标：Whereisyourpenpalfrom?   She’sfromMexico.   Wheredoesshelive?   Whatlanguagedoesshespeak?       ShespeaksEnglishandSpanish.教学重点通过本单元的学习使学生学会谈论国籍和语言。教学难点当主语为第三人称单数时，谓语动词的变化形式。重难点突破1.一般现在时90 一般疑问句得否定句中的变化规则，分别采用助动词don’t和doesn’t与动词原形构成否定句，在疑问句中将助动词do和does放在主语之前表示疑问，谓语动词位置不动并且都采用原形形式。请认真观察下列各句中谓语动词的位置和它们的形式以及与主语之间的相互关系。如：LiShanlikesricealot.LiShandoesn’tlikericeatall.DoesLiShanlikerice?Yes,shedoes.No,shedoesn’t.WhatdoesLiShanlike?2．befrom…  “来自于”，但是它们在句中的使用方式是不同的。在一般疑问句中，befrom中的系动词be可以直接提前构成一般疑问句，在否定句中可在系动词be后直接添加not表示否定；以comefrom作谓语构成的一般疑问句，由于come是行为动词，它的疑问形式是句首出现助动词do或does,come在句中的位置，形式与陈述句时是一样的，不发生任何变化。Theyliketoeatdifferentkindsoffood.Theydon’tliketoeatdifferentkindsoffood.Dotheyliketoeatdifferentkindsoffood?Yes,theydo.No,theydon’t.Whatdotheyliketoeat?Yes,Iam. No,Iamnot. IamnotfromtheStates. Whereareyoufrom? DoyoucomefromtheStates?活动一：介绍笔友目   的：在情景中运用本单元学过的词汇和句型。90 材   料：一张表格语言技能：Speakingandlistening活动形式：groupwork操作过程：1.教师提出语言任务：向同伴介绍自己的笔友         2.学生在心中默想一位自己感兴趣的笔友         3.教师提供表格可能的话，可以包括对人的外貌的描述NAME:　SEX:　AGE:　COUNTRY:　SCHOOL:　LANGUAGE:　HOBBY:　         4.学生按照表格自行设计自己的笔友          5.以小组的形式进行交谈，交流有关笔友的信息         6.学生以小组的形式制作表格，填写自己笔友的基本情况            7.小组之间进行信息交流         8.教师对学生完成以上任务的情况做出评价     教后一得：该教案设计灵活，方便实用，利用学生加强语言的交际能力，同时还为她们提供了大量的动手、动笔的能力。Unit13Whereisyourpenpalfrom?(period3)执教人：单元目标：1.Totalkaboutwherepeoplearefrom.2.Totalkaboutcountries,cities,andlanguages.3.TogetsomeknowledgeaboutgeographyinEnglish.4.Togetinformationaboutdifferentcultures.90 语言目标：A.主要句型：1.Whereisyourpenpalfrom?你的笔友来自哪里？2.SheisfromMexico.她来自墨西哥。3.Wheredoesshelive?她住在什么地方？4.ShelivesinMexicoCity.她住在墨西哥城。5.Whatlanguagedoesshespeak?她讲什么语言？6.ShespeaksEnglishandSpanish.她讲英语和西班牙语。7.DoesshespeakFrench?她讲法语吗？B.主要词汇：Countries:Brazil,SouthKorea,Japan,TheUnitedStates,Canada,Australia,Mexico,Argentina,China,TheUnitedKingdom,France,Germany,NewZealandLanguages:Chinese,Japanese,German,French,English,Spanish,Portuguese,KoreanOtherwords:pal,penpal,south,country,NewYork,RiodeJaneiro,Tokyo,live,language,easy,step,beginner,advanced,conversational,introduce,written,world,Ottawa,place,physics,enjoy,frequency,nationality,dislike二.重点、难点：1.Toaskaboutwherepeoplearefrom.询问人们来自哪里。a.befrom“来自”（1）Whereisyourpenpalfrom?“你的笔友来自哪里？”（2）MaryandTonyarefromtheUnitedStates.“Mary和Tony来自美国。”（3）I’m/IamfromChina.“我来自中国。”b.comefrom“来自”（1）Wheredoyoucomefrom?“你来自什么地方？”（2）Wheredoesyourpenpalcomefrom?“你的笔友来自哪里？”（3）MypenpalcomesfromKorea.“我的笔友是韩国人。”（4）TheycomefromRussia.“他们来自俄罗斯。”2.Toaskaboutwhatlanguagespeoplespeak.询问人们讲什么语言。（1）Whatlanguagedoyouspeak?你讲什么语言？（2）IspeakChinese.我讲汉语。（3）Whatlanguagedoesyourpenpalspeak?你的笔友讲什么语言？（4）HespeaksJapaneseandalittleEnglish.他讲日语，也讲一点英语。90 注意：“说”某种语言，要用“speak”.不能用其他的动词。3.Toaskaboutwherepeoplelive.询问人们居住地。（1）Wheredoyoulive?你住在哪里？IliveinBeijing.我住在北京。（2）Wheredoesyourpenfriendlive?你的笔友住在什么地方？ShelivesinWashington.她住在华盛顿。注意：表示在某个城市，介词用“in”如：inNewYorkinTokyoinMexicoCity4.Ilikegoingtothemovieswithmyfriendsandplayingsports.like“喜欢”，后多跟动词ing形式。如：Ilikelisteningtomusic!MyfatherlikeswatchingTV.Boyslikeplayingballs.5.Canyouwritetomesoon?你可以快些给我写信吗？writetosb.“给某人写信”Iwritetomypenpaltwice（两次）amonth.我每月给我的笔友写两次信。SometimesIwritetomyparents.6.Togettoknowsomecountries,theircapitalsandlanguages.CountryCapitalLanguageChinaBeijingChineseKoreaSeoulKoreanJapanTokyoJapaneseMexicoMexicoCitySpanishU.S.A.WashingtonEnglishBrazilRiodeJaneiroPortugueseFranceParisFrenchGermanyBerlinGerman7.Ienjoyphysicsclassatschool.enjoy“非常喜欢”，指可以从中得到乐趣。e.g.Ienjoylisteningtoclassicalmusic.听古典音乐是种享受。Heenjoyshismeals.他非常满意饭菜。教学一得：本课设计合理，层次清晰；形式活泼多样，课件运用恰当；开始由chant导入新课，最后在歌声中结束，使整节课首尾呼应、气氛活跃，达到了学生掌握并灵活运用目标语言的教学目的。不足之处：在任务的设计和衔接上还不够精炼和流畅，有待在今后的教学中作进一步研究和探讨。Unit13Whereisyourpenpalfrom?(period4)90 单元目标：1.Totalkaboutwherepeoplearefrom.2.Totalkaboutcountries,cities,andlanguages.3.TogetsomeknowledgeaboutgeographyinEnglish.4.Togetinformationaboutdifferentcultures. 语言目标：A.主要句型：1.Whereisyourpenpalfrom?你的笔友来自哪里？2.SheisfromMexico.她来自墨西哥。3.Wheredoesshelive?她住在什么地方？4.ShelivesinMexicoCity.她住在墨西哥城。5.Whatlanguagedoesshespeak?她讲什么语言？6.ShespeaksEnglishandSpanish.她讲英语和西班牙语。7.DoesshespeakFrench?她讲法语吗？ B.主要词汇：Countries:Brazil,SouthKorea,Japan,TheUnitedStates,Canada,Australia,Mexico,Argentina,China,TheUnitedKingdom,France,Germany,NewZealandLanguages:Chinese,Japanese,German,French,English,Spanish,Portuguese,KoreanOtherwords:pal,penpal,south,country,NewYork,RiodeJaneiro,Tokyo,live,language,easy,step,beginner,advanced,conversational,introduce,written,world,Ottawa,place,physics,enjoy,frequency,nationality,dislike 二.重点、难点：1.Toaskaboutwherepeoplearefrom.询问人们来自哪里。a.befrom“来自”（1）Whereisyourpenpalfrom?“你的笔友来自哪里？”（2）MaryandTonyarefromtheUnitedStates.“Mary和Tony来自美国。”（3）I’m/IamfromChina.“我来自中国。” b.comefrom“来自”（1）Wheredoyoucomefrom?“你来自什么地方？”（2）Wheredoesyourpenpalcomefrom?“你的笔友来自哪里？”（3）MypenpalcomesfromKorea.“我的笔友是韩国人。”（4）TheycomefromRussia.“他们来自俄罗斯。” 2.Toaskaboutwhatlanguagespeoplespeak.询问人们讲什么语言。（1）Whatlanguagedoyouspeak?你讲什么语言？90 （2）IspeakChinese.我讲汉语。（3）Whatlanguagedoesyourpenpalspeak?你的笔友讲什么语言？（4）HespeaksJapaneseandalittleEnglish.他讲日语，也讲一点英语。注意：“说”某种语言，要用“speak”.不能用其他的动词。 3.Toaskaboutwherepeoplelive.询问人们居住地。（1）Wheredoyoulive?你住在哪里？IliveinBeijing.我住在北京。（2）Wheredoesyourpenfriendlive?你的笔友住在什么地方？ShelivesinWashington.她住在华盛顿。注意：表示在某个城市，介词用“in”如：inNewYorkinTokyoinMexicoCity4.Ilikegoingtothemovieswithmyfriendsandplayingsports.like“喜欢”，后多跟动词ing形式。如：Ilikelisteningtomusic!MyfatherlikeswatchingTV.Boyslikeplayingballs.5.Canyouwritetomesoon?你可以快些给我写信吗？writetosb.“给某人写信”Iwritetomypenpaltwice（两次）amonth.我每月给我的笔友写两次信。SometimesIwritetomyparents.6.Togettoknowsomecountries,theircapitalsandlanguages.CountryCapitalLanguageChinaBeijingChineseKoreaSeoulKoreanJapanTokyoJapaneseMexicoMexicoCitySpanishU.S.A.WashingtonEnglishBrazilRiodeJaneiroPortugueseFranceParisFrenchGermanyBerlinGerman7.Ienjoyphysicsclassatschool.enjoy“非常喜欢”，指可以从中得到乐趣。e.g.Ienjoylisteningtoclassicalmusic.听古典音乐是种享受。Heenjoyshismeals.他非常满意饭菜。90  教后一得：任务型教学设计，需要在活动设计上多下功夫，设计一些简单的贴近学生生活的活动方式，才能取得事半功倍的效果。Unit14I'mwatchingTV（period1）　　I.Teachinggoals:　　1.Topic:Everydayactivities　　2.Function:Talkaboutwhatpeoplearedoing　　II.Structures:　　1.Presentprogressivetense　　2.Yes/Noquestionsandshortanswers　　III.Targetlanguage:　　1.---Whatareyoudoing?　　　---I’mdoingmyhomework.　　2.---Doyouwanttogoswimming?　　　---Yes,Ido.　　3.---Whendoyouwanttogo?　　　---Atthreeo’clock.　　4.---Wheredopeopleplaybasketball?　　　---Atschool.　　5.---Hello!IsTinathere?　　　---No,sheisn’t.She’sshoppingatthemall.90 　　IV.Keypoint:　　ThedifferencebetweenSimplepresent&Presentprogressive　　V.Vocabulary:　　1.正在进行的动作：watching,doinghomework,eating,cleaning,playingbasketball,swimming,shopping,reading　　2.地点：pool,school,mall,library　　VI.Recycling:　　1.Structures:Doyouwant…?　　　　Let’s….　　　　ThisismybrotherScott.　　2.Describingwords:boring,interesting　　3.Timeexpressions　　VII.Teaching&learningstrategies:Cooperating　　VIII.Teachingaids:Recorder,computer,handout,etc.　　IX.Teachingprocesses:　　Step1.Talkabouttheplaceswhereactivitiestakeplace.　　Lookatthepicturesandcompletethechart.(SectionB-1a)　　Askandanswerquestionsontheinformationinthechart,usingthestructures:　　---Wheredopeopleplaybasketball?　　---Atschool.　　Step2.Listenandpracticemorestructuresonplacesandactivities.　　Listenandcompletethechartwiththewordsinthebox.(SectionB-1a&b)90 　　Askandanswerquestionsontheinformationinthechart,usingthestructures:　　---Hello!IsTinathere?　　---No,sheisn’t.She’sshoppingatthemall.　　Listenortalkaboutthepictureswithplacesandactivities.(pp.42~44fromSBS1)　　Recycling:---Whoishe?            　---He’smyfather.            　---What’shisname?            　---HisnameisPaul.           　 ---Whereishe?           　 ---He’sinParis.　　Extendedwordsandphrases:inParis,inNewYork,atthebeach,atourhouse,sittingonabench,feedingthebirds　　Step3.Readthepassageandlearntofollowthemodel.　　Readtheletterin3aonpage87,andtrytocomprehenditwiththehelpofthepictures,payingattentiontotheplacesandactivities.　　Followthemodel,andfillintheblanksin3b.　　Step4.WriteapassageafterdiscussingapicturefromSBS1,page29.　　Discussthepictureandexpresstheactivities,usingthestructureslearnedinthisunit.　　Writedownwhathavebeendiscussed,withthetitle“Abusyday”,beginningwith “Everybodyat210MainStreetisverybusytoday”.　　　　教案点评：90 　　本设计针对本单元SectionB教材展开的教学活动，本课各个环节的处理体现在结合教材内容，引入外来素材展开学生自主活动，但本设计活动方式不够活跃，激情不够。优点是回避了旧传统式的语法讲解，而把语法的训练融入听、说、读、写等各方面的训练中，在语境中学习语法，体现语法为语言交际服务的宗旨。教后一得：　　不足之处：1.由于本课话题的关系，尽管回避了旧传统式的语法讲解，但仍无法完全 避免走老路。因此，涉及到语法现象的教学，还有待于研究、探讨。             2.虽说课堂上以学生为主体了，但老师的主导作用也需体现：本节课教师 启发的还不完全到位；激情不够。可取之处：全方位的训练了学生的听、说、读、写的能力。I’mwatchingTV(period2)执教人：葛艳霞张淑惠杨金泉李松龄刘梅教材分析　1．话题：Everydayactivities.2.能力目标：学会用英语谈论人们正在做什么3.文化目标：培养用英语获取信息，与人合作的能力。4．认知目标：1）词汇watching,eating,cleaning,playing,shopping,reading,waitfor,talkto,talkabout.2）语法现在进行时3）句子Whatareyoudoing?I`mdoingmyhomework. Doyouwanttogoswimming导入模块一:动作导入1、教师做擦黑板、关门、写字等动作，自问自答。WhatamIdoing? I`m……ing.2、让一个学生做一些动作，问全体学生What`she(she)doing? She`sdoing…... He`sdoing…...3、让两个以上的学生一起做一些动作，问其它学生，Whataretheydoing帮助学生一起回答90 Theyare…ing.4、出示两人交谈图片，学习短语talkto,talkabout再引入进行时的句子进行练习。模块二:猜动作1．给一位学生一张字条上面写着“Pleasesingasong.”该生按照指令做出哑语动作，这时让其它学生猜：“What’shedoing?”用其他动作重复练习。如擦桌子、扫地、吃东西等。  请一组学生做跳舞动作让其它学生猜。Whatareyoudoing?反复操作其它动作如打篮球、踢足球等来导入新课。模块三:图片展览1．让学生课前绘制一张自己的生活情景图，如图中自己在做作业等。再绘制其它家人的生活情景图，如父亲坐在桌前看报，奶奶和弟弟在看电视，姐姐在做功课，椅子上有只花猫在睡觉，我在听广播等。如绘画能力有限，可将自己及家人的生活照带来。2．用实物投影仪将学生的图或照片展示给大家。学生先向大家介绍。然后两人一组谈论图片中的内容。教师给出例句：---Who’sthisman?---He’smyfather.---What’shedoing?---He’sreadinganewspaper.模块四：任   务：我说你猜。目   的：掌握用现在进行时描述行为动作，培养合作能力。材   料：卡片。语言技能：Listeningandspeaking.提示词语及句型：read,clean,eat,write,play,               I’m…ing.He’s…ing.Sheis…ing.90 活动形式：两人。操作过程：1）教师布置任务，每人写两张卡片。每张卡片上写一个表示动作的短语，或一个表示动作的简笔画。2）一个学生随便抽一张卡片，用英语描述卡片上的内容，例：I’msinging.3）他的同伴用动作表演出他描述的内容，表演正确，可以继续抽签，两人可以调换角色。如表演不正确，则换下一组学生。4）以抽取卡片数量的多少决定获胜者。重难点指导1)talkto(with)和talkabouttalkto(with)后跟表示人的名词，意思是和某人谈话。例：HeistalkingtoJim.Theteacheristalkingwithmyfathertalkabout后可以跟表示人的名词，也可以跟表示物的名词，意思是谈论某人某事。例：Theyaretalkingaboutthemovie.Whoareyoutalkingabout?Wearetalkingaboutourteacher.talk之后不跟任何介词及介宾，表示“说话、交谈”。板书设计模块一:归纳式：                        Unit14IamwatchingTV90  SectionAbe+Ving    I`mwatchingTV.He`scleaningtheblackboard.She`sopeningthedoor.They`replayingfootball.Ving___1.eat___eating   go___going   do___doing2.come___coming  write___writing3.run___running put___putting教后一得：弱化语法，不等于不讲语法，在实践中证明，我们必须在语言运用中讲述语法，否则会取得相反得效果。Unit14I’mwatchingTV.(period4)单元话题：Everydayactivities（每日活动）单元目标：Talkaboutwhatpeoplearedoing单元主要句型：1.Whatareyoudoing?I’mdoingmyhomework.你正在干什么？我正在做功课。2.Doyouwanttogoswimming?Yes,Ido.你想去游泳吗？是的，我想去。3.Whendoyouwanttogo?Atthreeo’clock.你想什么时候去？三点去。4.Whatishedoing?HeiswatchingTV.90 他正在干什么？他正在看电视。单元词汇：watching,doing,eating,cleaning,playing,reading,swimming,shopping,pool,school,mall,library,wait,talkto,talkabout,activity,camero,bird二.重点、难点：1.be动词am,is,are的用法be动词前面我们已经学过，这一单元主要是与分词一起构成现在进行时态，即be(am,is,are)+V-ing，表示正在干什么。它主要是随主语人称的变化而选择不同的。如下：Iam…am与I对应2.现在进行时态上面我们讲be(am,is,are)时已提及进行时态，其句子的构成情况我们通过下面的两个表格中的问句、答句来具体体现： amI What ishesheit  doing?  areweyouthey  (Iam)I’m (Heis)He’s(Sheis)She’s(Itis)It’s  eating.(Weare)We’re(Youare)You’re 90 (Theyare)They’re再用两、三个例句来说明：（1）Whataretheydoing?他们正在干什么？They’rereading.他们正在看书。（2）What’sMr.Jonesdoing?琼斯先生正在干什么？He’sreadingthenewspaper.他正在看报纸。（3）Whatareyoudoing?你正在干什么？I’mlisteningtothemusic.我正在听音乐。3.现在分词的构成现在进行时态中be+V-ing的构成中V-ing被称为现在分词，它的基本构成是动词原形＋ing，但也有些特殊情况，下面分几类说明：（1）一般情况＋ing如：read→reading，go→going，do→doing，look→looking，listen→listening，watch→watching.（2）以不发音的e结尾的词，去掉e，再加ing.如：write→writing，skate→skating，type→typing，wake→waking，make→making（3）重读闭音节结尾的先双写最后一个字母，再加ing，这些词比较少，可单独记忆。如：sit→sitting，begin→beginning，swim→swimming，hit→hitting，put→putting，shut→shutting.（4）注意有个别词容易弄错，象see→seeing，是直接加ing，因为结尾的“e”发了音，所以不去掉。这样发音的“e”就不能去的情况要注意。写出以下动词的-ing形式。1.climb________2.run________3.shut________4.walk________5.look________6.sit________7.read________8.take________9.go________10.fly________11.make________12.type________13.cook________14.shine90 ________15.shave________16.give________17.talk________18.live________19.swim________20.stay________21.want________22.open________23.clean________24.enjoy_______25.finish________26.sing________27.think________28.join________29.call________30.wait________31.like________32.draw________33.dance________34.learn________35.write________36.play 教后一得：虽然新教材强调重视运用语言的能力，弱化语法，可是在实践中证明：适度的语法讲解还是又必要的。90