下面小编为大家整理了Go for it! BookI Unit10 教案(新目标版七年级英语下册教案教学设计)(共含15篇），欢迎阅读与借鉴!同时，但愿您也能像本文投稿人“被注消”一样，积极向本站投稿分享好文章。
(The 1st period Section A 1a-1c)
Teaching aims（教学目标）
1．学会谈论过去发生的事件（继续学习一般过去时）
2．学会谈论已经历的节假日活动
Language points（语言点）
1．要求掌握以下句式：（1）- Where did sb. go (on vacation)?
- Sb. went to … (on vacation).
（2）- What did sb. do (on vacation)?
- Sb. verb + ed … (on vacation).
2．要求掌握以下词汇：（1）动词及它的过去式：stay(ed), visit(ed), go(went), do(did), is/am(was)
（2）名词：summer camp
（3）形容词：not bad, pretty good, awful, relaxing (relax, relaxed), fantastic
（上述形容词本应在第二课时中出现，但可以在warming-up中第一次非正式出现。这些形容词也可在老师的评价语中适时出现，以加深学生对词汇的印象。）
Difficulties（难点）：本课难点是动词过去式要加“ed”，而学生在描述过去时时容易遗忘动词的“ed”，在运用不规则动词过去式时容易直接加“ed”.
Teaching steps（教学步骤）
1. Warming-up and revision（课堂热身和复习）
（1）Daily greetings to the students（日常问候）
T: How are you today? 1
S: I am (fine / great / OK / very good). How about you?
T: I am (not bad / pretty good / awful / terrible).
T: How is the weather today? 1
S: It is (nice / great / fine / good / beautiful / not bad / pretty good / fantastic/ bad / terrible / awful / hot / cool / cold/ windy / rainy …).
T: How was the weather yesterday?
S: It WAS2 … yesterday.
（2）Revision（复习）
T: How was your weekend?3
S: It was …
T: What did you / your father / your mother / your best friend do last weekend? 4
S: I / My father / My mother / My best friend …
T: That WAS fun / great / fantastic / relaxing / not bad / pretty good / terrible / awful… (老师根据学生回答给出多种评价。)
教学设计说明
1．这两问题是为了操练形容词。建议让多个Ss作答。鼓励他们用不同的形容词。若回答雷同，T可在S反问“how about you?”时，刻意给出不同回答，在合适的情景下带出将要学习的词汇，如：not bad, pretty good, fantastic, terrible, awful。T课前板书这些词。
2．此问重点操练was。建议T用夸张语调重读was，并用彩色粉笔板书。）
3．该问题除了继续操练已有形容词回答问题外，T鼓励但不必强求学生试用上面第一次出现的新词，因为这不是本课要求掌握的。
4．该问题是为了复习第九单元的动词词组。
2. Presentation（呈现新知识）
T: (从复习中引出) Where did you go last weekend?5
S: I went to …
T: Where did you go on vacation last summer? Do you remember?
S: I went to … (on vacation last summer)6.
T: Do you like to leave home and do something fun with lots of friends for a few days on vacation?7
S: Yes, I do.
T: Then you can go to the summer camp8.
3. Work on 1a（完成P59 1a）
T: Now look at the pictures on P59. Please match the activities with the pictures.
（使用教材第59页上图片的挂图，给学生一分钟时间独立或和同桌讨论来完成此项任务。在此基础上组织下面操练）9
Eg: T: (教师诱发S1说出“I’m the boy in the purple pants.”，然后问) Where did you go?
S1: I went to the beach.
T: (诱发S2) Where did you go?
S2: I visited my uncle.
Drill: S1: I am the girl/boy in the …
S2: Where did you go?
S1: I went to New York City.
…
4．Work on 1b（完成P59－1b）
T: Now let’s listen to the tape, find out the names of the people, and number the people 1-5 in the picture.10
Eg: T: Now let’s check the answers. The boy in the blue pants is Brad.
S: The boy in the shorts is Xiang Hua. / The boy in the brown pants is Tom. / The girl in the yellow pants is Sally.
5．Work on 1c（完成P59－1c）
T: The girl in the purple pants is Tina. Where did Tina go on vacation? 11
S: She went to the mountains.
T: Now can you talk about the other children’s vacation? Please use “Where did … go on vacation?”.
6．Listen and repeat（听音跟读）
T: Now let’s listen to the tape and repeat. Please try to read like the tape.12 (文字材料见P98)
5．如果Ss对课本中出现“I visited my friend”这个回答有异议，T可补充说明在交际语言中，这也可以回答Where did sb. go?
6．对有能力的Ss，要求加上括号里的部分完整回答，T板书go-went
7．此句较长，要求T放慢语速，并重复此问题。
8．T板书summer camp，可给中文帮助Ss理解该单词。）
9．T简笔画出1a图中所有人物，复制若干，分发给Ss，先由持图S说明I am the boy/girl in the …（为完成 1b作好铺垫），再由其他S问：Where did you go? 持图S再回答：I went to…。这种活动可使Ss操练：Where…?句型，并检验1a完成情况。活动前先由T和Ss做示范对话，再由S和S对话。对正确地使用了过去式回答的同学进行表扬。板书动词原形及过去式。
10．播放磁带。如有需要，T可播放磁带两遍。如有必要，也可以让S以四人小组为单位，讨论答案。检验答案时，先由T给例句，再由S模仿回答。
11．T板书呈现“Where did … go on vacation?”；并可以根据班级具体情况，可以不给S准备时间，直接叫同桌起来提问回答。）
12．Ss应听一句跟读一句。T特别强调语音语调的模仿。建议T把听力内容打印好发给S，以便他们在听音模仿时可以标上语调。可以先全班跟读，再让S个体跟读。T可以根据实际情况来决定跟读的时间。
7．Follow up（进一步扩展）
T: Now it’s your turn to make up your own dialogues. Please work with your group (four students in one group) and ask each other questions about where you and your friend went on vacation last summer.13
Eg：A: Hi / Hey, … Where did you go on vacation?
B: I went to …
A: Cool / Fantastic / … And where did …?
B: He / She went to …）
8．Homework
Oral work:
(1) Listen to 1b, read and recite it. (听读背诵1b中的对话)
(2) Go on making up your dialogues with your group members and polish it. (继续和小组成员编对话。并完善对话。)
Written work:
(1) Copy the phrases in 1a twice in its original form. (用原形抄1a词组两遍)
(2) Write about the pictures on P59 like the sentences in 1c. (模仿1c中的句子，用Brad, Sally, Xiang Hua, Tom替换Tina，并作出不同的回答。)
13．T根据Ss的实际水平，可以让Ss自由发挥编对话，也可以板书对话框架，以降低难度。根据课堂时间安排，检查对话若干。要求S在听时，记录对话中出现的动词过去式及原形。对话结束后，让同学朗读记录下来的动词过去式，以此强化学生对动词过去形式的意识。
Unit 10 WHERE DID YOU GO ON VACATION
(The 2nd period Section A 2a-2c)
Teaching aims（教学目标）
1．继续谈论过去发生的事件（继续学习一般过去时的用法）
2．继续谈论已经历的节假日活动。.
Language points（语言点）
1．要求掌握以下句式：（1）- Did you / he / she / they do sth.?
- Yes, I / we / he / she / they did.
- No, I / we / he / she / they didn’t.
（2）Sth. was nice / …
2．需要了解的景点：Central Park-Central Park is the biggest park in New York City. High buildings are all around the park. It’s a place where New Yorkers like to bike, jog, picnic, walk, and boat.（建议老师找几张中央公园的图片。）
Difficulties:(难点):1. Did …do sth? 中的动词要用原形，学生容易使用过去式。
Teaching steps（教学步骤）
1. Warming- up and revision（课堂热身和复习）
（1）Daily greetings to the students（日常问候）
T: Good morning / afternoon.
What day is it today? --- What day was it yesterday?
What’s the date today? -- What was the date yesterday?
Is everybody here today? - Was everybody here yesterday?
How is sb. today? - How was he/she yesterday?1
（2）Revision（复习）
T: What do we usually do in the English class?2
S: We learn some new words / listen to the tape / answer questions / make up dialogues / …
T: What did we do in the English class yesterday?3
S: We learned some new words / listened to the tape / answered questions / made up dialogues / …
T: Now, are you ready for your dialogues? Who would like to act out your dialogue first?
（检查两到三组的对话。老师应对学生的对话给予尽可能积极的评价。例如：
Your dialogue is interesting / pretty good / fantastic / …
You did a great job! Your pronunciation is beautiful.
Your acting is fantastic / … /
Your dialogue is interesting, but can you make your pronunciation / acting better next time?）
教学设计说明
1．这些问题的设计是让Ss比较be动词的一般现在时和一般过去时。
2．此问句是为了与3的问句作比较。若S回答有困难，T可以用：“Do we learn any new words / …?”这样的一般疑问句形式帮助他们回答，或扩充回答内容。
3．若S回答有困难，T可用：“Did we learn any new words / …?”这样的一般疑问句形式帮助他们回答，或扩充回答内容。由于这是第一次出现一般过去式的一般疑问句形式，S可以只给出“Yes, (we did).”“No, (we didn’t).”的回答。括号里的内容，由T帮助S初步了解完整回答的形式。这是为正式引出Did…?作铺垫。
2. Presentation（呈现新知识）
（根据学生对话内容提问）4
T: Where did Tom (假设你学生名字是Tom) go on vacation? I forgot. Did he go to …?
S: Yes, he did. / No, he didn’t. (He went to… on vacation.)
(鼓励学生回答括号里面内容)
T: (ask Tom) Tom, do you often go to … on vacation?
S (Tom): Yes, I do.（S可能性回答1）
T: Really? And you went to … on vacation last summer too.
S (Tom): No, I don’t. （S可能性回答2）
T: Really? But you went to … on vacation last summer.
T: Yesterday, we also talked about this picture on p.59. They went to different places on vacation.
T: Where did you go on vacation? Did you go5 to the beach?
S: Yes, I did. / No, I didn’t. (I went to…)
T: Do you often go to… on vacation?
S: Yes, I do.
T: Really? And you went to … on vacation last summer too.
S: No, I don’t.
T: Really? But you went to … on vacation last summer.6
3. Play a game and practice more on the pattern “Did you…?”
T: Now, let’s play a guessing game. I would like A to have a look at this note, but A can’t tell you what it says. A will ask you where … and You can only ask “Did you go to …? / Did you do … there”, to find out the answers.7
A: Where did I go on vacation?
S1: Did you…?
A: No, I didn’t. / Yes, I did.
A: What did I do there?
S2: Did you… there?
A: No, I didn’t. / Yes, I did.
…
4．Work on 2a（完成P60－2a）
T: Now, we are going to meet some new friends, they are Nancy, Kevin and Julie（有必要让学生跟读这些英文名字。）. Listen to the tape, and find out where Nancy, Kevin and Julie went on their vacation. Where did Nancy / Kevin / Julie go on vacation?8
S: Nancy went to New York City. / Kevin went to the beach. / Julie stayed at home.
4．T可用男生和女生，或谁和谁来作为问题的对象，让Ss练到he / she / they各种人称，T用“Really? And … / But …”等话语进行补充陈述，是为了让Ss对一般现在时和一般过去时有所比较。如果由于种种原因，T没法以前天的对话作业为此话题提供情景，可以直接对Ss实际情况发问，可对四个左右Ss发问，让Ss对一般现在时和一般过去时有所比较。
5．建议T用夸张的语调重读did和go，并板书该句式，用彩笔写did和go。
6．通过比较Do …? 和Did …?，使S更清楚Did …?的用法，并了解这两个问句中动词都用原形。
7．游戏目的是为了操练Did …?句型。在反复提问中充分练习了问句中的动词原形。
具体操作：给A看事先准备好的小纸条，上面写I went to the park. I played volleyball there.由A发问：Where did I go? 由其他S用Did you go to…?的句型猜测，A应对每个猜测给出No, I didn’t. 或Yes, I did.的回答。猜出去哪儿后，A再发问What did I do there? 由其他S用Did you…there ?的句型猜测，A应对每个猜测给出No, I didn’t. 或Yes, I did.回答。直到猜对答案为止。
8．录音播放两遍，根据S程度，可每放一个小对话就停几秒，再继续放。以下提问为了检查学生答案。
5．Work on 2b（完成P60－2b）
T: Did Nancy go to Central Park in New York City? Did Kevin swim on the beach? Did Julie study for exams at home? Now listen again and do the exercise 2b.on p.60.
例：S (A): Did Nancy go to Central Park?/Did Kevin play volleyball? S (B): Yes, she did./ No, he didn’t. 9
T: How was Central Park?10
S: It was nice.
6. Listen and repeat（听音跟读）(文字材料见P98)
T: Now let’s listen to the tape and repeat. Mark the tone at the same time. Please try to read like the tape.11
7. Work on 2c（完成P60-2c）
T: You are Nancy, Kevin or Julie’s friend。 Now you are talking about your vacation. You tell each other where you went, what you did and so on. Make up a dialogue in pairs. Please use “where did you …? and Did you …?”12
Dialogue example:
- Hi, Nancy, how are you? - Fine /….
- Where…? - I went to…
- Did you…? - Yes, I did./no, I didn’t.
You can make up your dialogue like 2c on p.60.
8. Grammar focus（老师用中文总结这两天所学的语法点）
T: 这两天我们学习了一般过去时。在英语中，当时态是一般过去时时，动词要变成一般过去式。大部分的动词是规则动词，直接加ed就可以了。比如：play / stay / visit / clean13
S: played / stayed / visited / cleaned
T: 英语中还有一部分动词是不规则动词，它们的过去式有特殊的形式。比如：do / go / is14
S: did / went / was
T: 我们还学了以Where did … go?以及Did … go to … / do sth?这两个句式以及它们的回答。Now let’s read the sentences in Grammar Focus on P60.15
9．Homework
Oral work: (1) Listen to 2b, read and recite it.
(2) Read the sentences in Grammar Focus.
(3) Go on making up your dialogues with your partner and polish it.
Written work: (1) Finish workbook P.37+P.38.
(2) Bring some of your vacation photos to school.
(带几张度假时拍的照片到学校) 16
9．以同桌的问答来检查答案。
10．此问是为了引入central park的背景知识介绍。T可适当介绍Central Park 的相关信息，或展示图片。
11．S应听一句跟读一句。T特别强调语音语调的模仿。可以先全班跟读，再让S个体跟读。T可以根据实际情况来决定跟读的时间。T要求S在听音时标调。
12．T可根据班级的实际情况，先由T-S做示范，或板书出现示范对话，或让S脱离示范对话，自由发挥。希望T当堂检查两到三组对话。其他的S可以课后到T那里表演。
13．T给出原形动词，要求S讲出规则动词的过去式。
14．T给出原形动词，要求S讲出不规则动词的过去式。
15．要求以Chant形式朗读。一半Ss读问句，另一半读回答。
16．若部分Ss无法办到，T最好多准备一些度假的照片，或让Ss画几张度假的图片，能会意就行，为下节课做好充分准备。
Unit 10 WHERE DID YOU GO ON VACATION
(The 3rd period Section A 3a-4)
Teaching aims（教学目标）
1．was和were的用法。
2．如何以一般过去时来评价已经历的活动和事物。
Language points（语言点）
1．要求掌握以下句式：How was/ were…? It was/ they were….
2．要求掌握以下词汇：fantastic，pretty good，unfriendly，relaxing（relax, relaxed），awful
Difficulties: (难点): was/were的运用。由于学生对主语单复数不敏感，容易错误使用was/were
Teaching steps（教学步骤）
1. Warming- up and revision（课堂热身和复习）
（1）Daily greetings to the students（日常问候）
T: Good morning/afternoon. What is the weather like today? How was the weather yesterday? How was the weather last weekend?1
Is A here today? Was A here yesterday?
*How is A today? *How was A yesterday?
Are A and B here today? Were A and B here yesterday?
*How are A and B today? *How were A and B yesterday?
Are you here today? Were you here yesterday?
*How are you today? *How were you yesterday?2
（2）Revision（复习）
T: Now, we are going to do a little quiz, please fill in the blanks with the right form of the words.3
e. ─ Where _________ you _________ (go) on vacation last summer?
─ _______ _______ (go) to the mountains.
b. ─ Where ________ Ben and Mary __________ (go) on vacation last winter?
─ ________ _______ (visit) the museums.
c. ─ _________ Nancy ________ (go) to Central Park last vacation?
─ Yes, _______ _______ (do).
─ _______ Kevin _______ (go) there too?
─ No, _______ _______ (do; not)
d. ─ _______ Mike and his brother _______ (have) a party
教学设计说明
1．这几个问句可以让S顺便复习一下形容天气的词汇。
2．这些问候是为了T能分辨was和were 的用法。板书写出打星号的句子，把划线部分留空，让S回答后再填写。用彩笔写and和you，让S注意were用于复数的主语。在问how…时，提醒S尽量使用fantastic, pretty good, not bad, awful…。第一节课出现过的这些新词。
3．此练习T可以事先写在小黑板上，或以幻灯展示，或打印分发给S。这个练习是为了检测他们对上一课语法的掌握，要求S迅速完成，也可以口头完成以节省时间。
参考答案：
e. did, go, I, went;
b. did, go, They, visited;
c. Did, go, she, did, Did, go, he, didn’t;
d. Did, have,
last Saturday night?
─ No, _______ _______ (do; not).
e. ─ ________ you and your friend _________ (practice) English?
─ Yes, _________ __________ (do).4
2. Presentation（呈现新知识）
T: How is the exercise to you? (Is it easy or hard?)5
S: It is easy.
T: How is the English class today? (Is it easy or hard?)
S: It is …
T: How was the English class yesterday? (Was it easy or hard)
S: It was …
T: How are you6 in the English class today? (Are you hardworking today?)
S: I’m / We’re …
T: How were you in the English class yesterday? (Were you hardworking yesterday?)
S: I was/We were … yesterday.
T: How are the classrooms today?
S: They are clean today.
T: How were the classrooms yesterday?
S: They were clean yesterday.7
3. Work on 3a on P.61.（完成P.61―3a）
T: Now let’s do 3a on P61, and see if you can do the exercise correctly.8
T: Now please read the sentences with your deskmate.
4. Presentation（呈现新知识）
T: You all did a fantastic job. I think maybe this exercise was hard for you yesterday, but it is not hard today. I am so glad you were all very hard working yesterday and you are still very hard-working today.9
T: What do you think of doing exercise? (Is it boring or interesting to do exercise?)10
S: It is boring. (学生可能给出的答案)
T: What do you think of studying? Is it boring?
S: Yes. / No.
T: (I don’t think studying is boring,)11 but it can make us tired. After studying for a long time, what should we do?
S: We should …(学生可以说We should play games / listen to the
they, didn’t;
e. Did, practice, we, do
4．在T校对S答案时，对于S的正确回答尽量给与fantastic, pretty good, excellent job等等的评价语，这些词汇的反复重复能让S印象更深，不由自主地就能学会使用了。
5．如果S不能回答第一个问题，括号中的问句可以帮助S回答。
6．T用夸张的语调重读黑体字部分。下同。
7．T也可根据实际情况设置其他情景，能够鲜明地比较is/was/ are/were。
8．给S一分钟完成此任务。如果S独立完成有困难，可以让同桌一起讨论完成此任务。在学生完成后，T可以让同桌读出对话的形式，来检测S完成此任务的情况。
9．要求T说这句话时特别重读was, is，were, are，给予强调。
10．如果Ss感到困难，T可以使用括号中的问句提问。
11．如果Ss回答Yes，T可以使用括号里的话语。
music/ have a rest等等)
T: Yes, we should relax. I also think it is relaxing10 to play games, it is relaxing to listen to the music…
T: What else is it relaxing to do?
S: It is relaxing to…11
T：Is it relaxing to eat a lot of good food? S: Yes, it is relaxing to eat a lot of good food.
T: But how do you feel if you eat some bad food or food you don’t like at all?
S: I feel bad/terrible …
T: And you feel awful12 because the food is awful!
T: What food do you think is awful? I don’t like carrots at all. I think carrots are awful. (老师可以先给学生一个类似例句)
S: I think … is/are awful.13
T: One day, I was in a restaurant, the food was great, but I felt awful. Do you know why?
S: …14
T: The waitress was not friendly. She was unfriendly15.
T: Is it friendly or unfriendly to call your teacher’s name?
S: It’s unfriendly.
T: Is it friendly or unfriendly to fight with your classmates?
S: It’s unfriendly.
T: Is it friendly or unfriendly to push people when you are getting on the bus?
S: It’s unfriendly.
T: I hope no one in our class is unfriendly. Everyone is friendly.16
5. Work on 3b on P61（完成P.61―3b）17
T: And I hope everyone I meet on my vacation is friendly too. Now, look at a picture of a girl on vacation. How was the girl?
S: She was happy / great / relaxed / …
T: How was the bus?
S: It was big / clean / nice /…
T: How was the weather that day?
S: It was fantastic / fine / great / pretty good / …
T: How was the book?
S: It was interesting / funny / …
T: How was the drink on the table?
S: It was cool / not bad / …
T: How was the bus trip?
10．T板书呈现斜体新单词：relaxing adj. relax v. 和It is relaxing to …，并要求Ss跟读新单词3-4遍。
11．Ss通过这个句式再一次操练relaxing。
12．T板书呈现awful adj., 并在说awful时有夸张的脸部表情让Ss领会该词意思。
13．让Ss谈论他们不喜欢的事物来操练awful。
14．可能有一些猜测，T可以马上给出回答
15．T板书friendly和unfriendly并重读划线部分，让S领会unfriendly 的意思。
16．通过这些情景，让学生操练了unfriendly这个词，又对学生进行了德育教育。
17．T可以用第一幅图片，与S做示范对话。然后T把图片分配给不同的四人小组，让他们合作完成此任务。要求他们仔细观察图片，问尽可能多的how问句。T也可以让小组竞赛。问出最多how句式的小组获胜。
S: It was relaxing.
T: Now please work with your group members and talk about one picture in 3b. Please ask as many “how” questions as possible.
…
T: How were Group 1 students?
How were the students in Group 2?18
…
S: They were ... (great / fantastic / …)
6. Work on 4 on P61.
Task one19:
T: Now, please take out your vacation pictures and work in groups of four. Take turns asking each other questions about the weather, the food, the people there and what he/she likes about the place and what he/she doesn’t like about the place.
Sample questions:
Where did you go? Did you go to…?
How was the food/weather/the trip…?
How were the people there?
Task two20:
T: Now, after talking about all the places you and your classmates went, which place do you think is the best for vacation? Why? Please discuss it with your group members first and choose one student to report it .you can use the following pattern to talk about the place.
Sample:
I think … is the best place for a vacation because the food is … there. The weather is always… and the people are … there. Visitors can …and… there. It is really…!21
7. Homework:
Oral work:
(1) Finish task two left at class.
Written work: (1) Copy the new words three times: unfriendly / fantastic/ relaxing/awful
(2) Choose one picture from the pic. a to pic. g on P 59. Write at least three “How was/were …?” questions and answers.
18．活动结束后，老师用how问句提问，让同学们互相评价。
19．任务一：可以让学生拿出度假照片互相提问来获取尽可能多的信息，学生准备一定时间后，老师可以请一两组同学做示范。如果学生能力较强，在问彼此问题时可以增加其他各种特殊问句如What…? When…? Why…? Who…?
22．任务二：在提问完后，Ss先小组讨论哪个是度假最佳的地点，然后选出一个代表做总结发言。Ss可以在T给的语言框架帮助下完成此任务。如果课堂时间不够，可留作口头作业。
21．板书呈现这部分语言。
Unit 10 WHERE DID YOU GO ON VACATION
(The 4th period Section B 1a-2c)
Teaching aims（教学目标）
1．较熟练运用一般过去时
2．灵活使用一般过去时的特殊疑问句和一般疑问句
Language points（语言点）
1．要求运用以下句式：
（1）― Where did sb. go (on vacation)? ― Sb. went to … ( on vacation).
（2）― What did sb. do (on vacation)? ― Sb. verb.+ed … ( on vacation).
（3）― Did sb. go to … / do sth.? ― Yes, sb. did. / No, sb. didn’t.
（4）― How was / were …?
2．要求掌握以下词汇：
delicious；crowded；expensive；cheap
Difficulties（难点）：学生能综合灵活地运用Where did…? What did…? How ..? Did…?句式。
Teaching steps（教学步骤）
1. Warming- up and revision（课堂热身和复习）
T: Good morning / afternoon!
How are you today? How were you yesterday?
How is the weather today? How was the weather yesterday?
Where did you go yesterday after school? Did you go home / go to the movies / play …?
What did you do at home? Did you watch TV / do your homework / …?
How was the TV show / your homework / …?
Did you do anything relaxing? What did you do?1
Did you finish your oral homework yesterday? Are you ready to show your oral work now?2
2. Presentation（呈现新知识）
T: When we are traveling on vacation, we would like to try the food there. Why are there always a lot of people at 全聚德 in Beijing?
S: Because people want to eat the duck there.
T: Yes. Beijing Duck is really delicious3. What food do you think is delicious?
S: … is / are delicious.
T: So it’s very hard to find a seat and table at 全聚德. It’s full of people there. It’s always crowded. During May Day Holiday, which places are crowded?
教学设计说明
1．这些问题的目的是为了综合复习前几天学的句式。）
2．T检查昨天的任务二口语作业。检查三组左右。在检查口语作业前，建议T把昨天的句子框架再次板书I think … is the best place for a vacation because the food is … there. The weather is always… and the people are … there. Visitors can…and…there. It is really…! S完成任务后，T给予鼓励性评价。)
3．T板书斜体词（下同），并一边做出生动的面部表情，帮助Ss理解，一边要求Ss跟读3～4遍。
S: The trains / buses / streets / stores / parks / … are crowded4.
T: A lot of people go out to travel during May Day Holiday. A plane ticket from Hangzhou to Beijing is almost 1,000 yuan. But a train ticket from Hangzhou to Beijing is about 300 yuan. Which one would you like to buy?
S: A train ticket.
T: It’s cheap. It is inexpensive. But a plane ticket is expensive. What do you think it’s expensive / cheap/inexpensive to buy?5
S: It’s expensive / cheap/inexpensive to buy …
3. Work on 1a on P62（完成P62―1a）
T: Now please finish exercise 1a on P62. After you finish it, you have to talk about the things in the pictures. You should ask and answer “how was/were …?” with your deskmate.
Eg. (Pic. A)
T: How was the ring?
S: It was very expensive.6
4. Work on 1b on P62（完成P62―1b）
A face showing game7:
T: Is delicious for a good thing or a bad thing?
S: It’s for a good thing.
T: Let’s play a fun game called “Showing face”. When you hear a word for a good thing, show me a happy face. When you hear a word a bad thing, show me a sad face. Then repeat the word.
（开始游戏）
T: Now it’s your turn to think of words for good things or bad things. If you have a word, stand up and speak it out quickly. The other students should show the different faces and repeat the word.
Eg: happy; sad; rainy; sunny; interesting; boring; relaxing; busy; …
T: Please finish exercise one and two on p.64 self check.（完成 p.64的self check 练习1和2。）8
T: Now, please read loud the words you know. And read the five new words on exercise 2.
5. Work on 2a on P62. (完成P62 2a)
（播放2a录音，但只放前四句，让学生完成2a中的两个问题）9
T: (继续刚才的游戏) Working S:
T: Vacation S:
T: Vera’s face was like , because she had a vacation. Now listen to the tape and find out the answers to the two questions in 2a.
4．引导Ss使用crowded，有意操练这个单词。
5．此问是为了能让S充分操练cheap, expensive, inexpensive。
6．T先给Ss一点时间对立完成此项任务，然后以同桌问答的形式来检验他们的答案。可以先以T-S形式做示范对话。
7．脸部表情游戏：Ss根据T所给的1a中单词的感情色彩作出相应的面部表情-高兴或不高兴，然后重复T所说的词。具体操作：T说完1a的单词后，由Ss来说带有感情色彩的词。想到的Ss马上站起来说出该词，其他Ss作出相应的面部表情-高兴或不高兴，然后重复S所说的词。此游戏是为了更有意义地完成1b任务。
8．此时，用较短时间完成self check的1、2练习来巩固所学词汇。另要求S朗读exe.1,2的单词，检验是否朗读正确。
9．继续前面的游戏，老师说working，Ss自然作出的表情,而对vacation作出表情。
（听音一、两遍后对答案）
6. Work on 2b on P62（完成P62 2b）
T: Do you want to know more about Vera’s vacation in Tokyo? Listen to the rest of the dialogue and try to find out the words for the good things, and words for the bad things in the dialogue. Group A, find out the words for . Group B, find out the words for .10
T: For your wonderful job, I will show you a face like this .
（老师作一个微笑的表情，表示对学生鼓励）11
T: But what was interesting / expensive / crowded? Now let’s listen to the tape again and finish 2b. (完整地播放2a录音。)
T: Now let’s check the answers.
(学生用完整的句子表述答案。例如：Her vacation was great. The Japanese people were friendly. …)
7. Work on 2c on P62（完成P62―2c）
T: Vera is your friend. She just came back from Tokyo. And you also came back from your vacation. You went to Beijing or … Now please make up a dialogue with your deskmate. You two talk about your vacations. Try to use the following patterns12:
(1) Where did …? (2) What did …? (3) Did you …?
(4) How was …? (5) How were …?
8. Homework
Oral work:
(1) Listen to, read an recite 2a dialogue.
(2) Go on making up your dialogues with your partner and polish it.
Written work:
(1) Workbook P39.
(2) Copy the new words three times: delicious / crowded / expensive / cheap / awful
(3) Preview p.63―3a, read after the tape and try to understand the diary.
10．T在黑板上画一个和一个，在下先写上great。把全班Ss分成两大组。播放剩下的录音。A组负责找出与有关的形容词，B组负责找出与有关的形容词。播放两遍后，每组派1-2位Ss把听到的词归到和下。结果应如下：
great / interesting / friendly / delicious
crowded / expensive
11．T给予两组Ss都给予鼓励性评价。
12．T要求同桌编对话，谈论他们的假期。一个是Vera，另一个是Vera的朋友)
Unit 10 WHERE DID YOU GO ON VACATION
(The 5th period Section B 3a-4)
Teaching aims（教学目标）
1．通过阅读找出重要文中信息
2．初步了解英文日记的写法，进行仿写。
Language points（语言点）
1．要求掌握下列词汇：
feel , corner, walk , the Great wall, Tian’an Men Square, the Palace Museum, Hutong
2．要求掌握下列短语：
have great fun doing sth.；make sb feel (happy)
Difficulties（难点）：学生能完整叙述过去发生的事情。
Teaching steps（教学步骤）
1. Warming-up and revision（课堂热身和复习）
A game: quick responses1
T: Let’s play a game. Please give me the last word of each sentence and spell it. The first one who finishes the sentence will get a star. (Divide the students into several groups and draw stars on the blackboard to encourage the students.)
① John is a good chef. People think his food is ____________.
② Peter goes home by bus. He thinks the bus is awful, because it is _____________
③ Yesterday, Tom went shopping. He saw a nice bike, but he didn’t buy it because the bike was ____________
④ Kevin didn’t enjoy the trip to the museum. It was ___________
⑤ Many people like to go to Haikou for their vacations because there are many beautiful ___________
⑥Julie enjoyed her bus trip so much. The trip was ______________
⑦ The holiday is coming but the students are still working hard. They are studying for _______
⑧ Lin was on vacation last week. He went to the beaches. The beaches were __________
2. Presentation（新知识呈现）
T: Did the game make you feel happy?
S: Yes, the game made us / me feel happy.2
T: Your good job made me feel happy too.
教学设计说明
1．做一个游戏，让S口头拼出每个句子的最后一个单词，把Ss分成几个小组，在黑板上给拼对的小组红星来鼓励Ss。通过这个游戏使Ss进入上课状态，与此同时复习前几课学过的单词。
参考答案：
delicious，crowed，expensive，boring，beaches，relaxing，exams，fantastic
注意第8题除fantastic答案外，其他合理答案都接受。
另外，T对游戏结果简要评价。
2．要求学生用完整句回答，然后板书The game made sb. feel happy.)
T: We have great fun playing3 the game.
T: Do you still remember your last vacation? Do you still remember your last vacation? Did you have great fun doing something? Tell us in this way:
In my last vacation, I had great fun (playing volleyball). That made me happy.4
T: Well, people usually want to remember something important / nice / happy / unhappy. How to keep those nice memories for a long time?
S: We can write diaries.
T: Yes, we can write them down. We can write diaries5. What do you write at the first line of your diary?
S: The day, the date, the weather.
T: Yes, the day and the date. Don’t forget the weather. Well, if we keep diaries in English, we write the day, the date but we don’t have to write weather in the first line. Let’s read Bob’s travel diary. Circle the good things about his vacation and underline the bad things.
3. Work on 3a（完成3a）6
Day Date Weather Good things Bad things
Mon. July 15th Sunny
Hot beautiful beach, play in water went shopping,
too crowded
Tues. July 16th Rainy went to the museum and helped a boy find his father went to a museum, boring, no money for a taxi, walk, tired
Wed. July 17th Cool Play tennis, have Sichuan food for dinner, delicious
第一步：老师提问
1. How long was Bob’s vacation? What were the dates?
2. What was the weather like on the first / second / third day?
On the first day what made Kim feel happy? Did he enjoy the afternoon? Why?
3. On the second day, who did Bob find? Where did Bob find him?
4. One the second day, what made Bob feel happy? What made him feel tired?
5. On the third day, what did he do all morning? What did he have for dinner?
3．把这句话写在黑板上，再在边上写have great fun doing sth.)
4．这些提示语是非常有用的句型，在此是为了帮助学生操练“have fun doing sth. /make sb adj.”这两个词组。
5．如果Ss不能用英语说此词，T就在黑板上板书write diaries / a diary，并要求Ss跟读几遍，建议T拿出一本日记本，以便S理解。
6．学生在阅读的过程中，老师可以在黑板上画一张表格，或事先画好。以填写整理日记里面的重要信息。在学生读完后，通过问下列几个问题，把关键词填入表格内，以便Ss复述和仿写。另外把阅读材料中的词组in the corner板书在黑板上，并指一下教室的角落，帮助Ss明白其意。
第二步：复述（根据表格里的关键词，要求学生能简单复述出Bob的假期生活）
T: Can you tell me something about Bob’s vacation according to the form on the blackboard?7
4. Work on 3b（完成3b）
Brainstorm one:
T: Well, if you have an American friend, he is in Beijing for vacation. Where can he visit in Beijing?
S: He can visit …
T: He can visit the Great Wall, the Palace Museum, Tian’an Men Square, a Beijing Hutong.8
Brainstorm two：
T: He visited those four places and then he wants to keep a travel diary. What can he write in the diaries?（鼓励学生参考3a内容，尽可能多说）9
Where did he go?
How was the weather?
What did he do there?
How was the place?
Where did he have lunch?
How was the food?
What made him happy or unhappy?
（在此基础上，教师把学生分四大组，每大组负责写一个地方。具体以四人小组学生进行活动）10
5. Work on 4（完成4）
（利用上述活动的内容，并加以扩展、发挥）
Group work: Talk about what you did on your vacation11
T: If you are a foreigner in China. Your vacation is over. You must go back to your own country. You meet some other foreigners at the airport. Talk about what you did on your vacation. You can begin like this:
T: Hi , I am … I am from. Nice to meet you.
S: Glad to see you. I am … I am from…
T: Are you on vacation?
S: … …
6．Work on Ex. 3 on P64（完成64页Ex. 3）
T: Well, I think foreigners can really enjoy their travel in China. Now a travel agency12 wants to do a better job next time. So they want to know something about travelers. They made a questionnaire.
Look at the questionnaire13
7．给Ss几分钟时间准备复述。根据Ss的水平，可以让几个Ss合作复述一天。也可让能力强的S一人叙述一天的内容。根据Ss的回答情况可以给以不同话语的鼓励，如：not bad, good job, fantastic, etc。
8．T把四个地名写在黑板上，并让S进行必要的跟读。有条件可以展示一下挂图，或补充另外一些北京著名的景点。
9．帮助Ss整理日记框架。如有可能把有关问题打在幻灯片上，或写在黑板上。如果Ss力较好，可以由T提供几个例子，然后由Ss提出更多的问句。
10．这个活动要根据时间是否充裕来定。在完成后，T可以选几个小组朗读。并要求Ss课后每人独立继续完成。
11．Ss可以充分利用上述活动的内容，编一个比较完整的对话。情景是在机场里，外国游客准备回家，大家碰到一起谈在中国旅游的事情。可以从相互认识开始编起，要求符合逻辑，有创意，能灵活运用所学句型，并有一个合理的结尾，T可使用适当的中文讲解要求。在小组活动后，T检查几组对话。S在编对话时，T可以提供必要的词汇和语音上的帮助。
12．板书travel agency,注出中文意思，并让学生跟读。
13．把questionnaire写在黑板上，并让学生跟读。
First, discuss how to ask questions about the topics in the form.
Then, You can put more topics to the form. Make your own questionnaire. Please make your questionnaire creative. You can put new ideas in it.
Let’s see which group can make the best questionnaire for the travel agency.
Let’s see which questionnaire tells more about how the travelers feel about the travel.14
T: 旅游公司对游客做一个调查，在64页上已经有了部分，请同学们做两件事情，
第一，设计每一个项目所涉及的问题。
第二，在这基础上自己设计一张调查表，可以提供更多你认为值得的项目和它们相关的问题。
比如：place 这一项，相关问题是Where did you go for your vacation?
四个同学共同讨论。我们来比哪一张调查表更能反映出游客的旅游过程和感受。
(Possible questions:有可能提到的一些问题)
Where did you go for your vacation?
What did you do there?
What did you eat there?
How was the weather?
What souvenirs did you buy?
What made you feel happy about the trip?
What made you feel unhappy about the trip?
…
T: Please tell us your questions about for the questionnaire.
(在每组汇报各自的调查表后，给予简单的评价)
7．Homework
Oral homework:
(1) Recite the diaries. 背诵P63的日记
(2) Polish the dialogue. 再改进课堂上编的对话。
Written homework:
(3) Write down the travel diary of 3b. 写一篇旅行日记
(4) Finish your questionnaire with your group members.
与同组成员完成调查表。
14．以上指令根据S的实际水平可以使用中文帮助。
Additional
Evaluation form:
（课堂表现自我评价表）
all the time most of the time a little none
1. I understood my teacher □ □ □ □
2. I spoke English □ □ □ □
3. I worked with my group/deskmate □ □ □ □
4. I was interested in the class □ □ □ □
（知识掌握自我评价表）
I can Yes Need more practice Need more help
1. use adjectives to talk about things. □ □ □
2. read and spell the words:
relaxing, awful, unfriendly, fantastic
delicious, crowded, expensive, cheap,
inexpensive □ □ □
3. write the past tense of these words:
go, stay, do, is/am, are, visit, □ □ □
4. ask and answer “Did …?” □ □ □
5. ask and answer:
“Where/What/How/When did …?”` □ □ □
6. talk about past vacations. □ □ □
7. write a travel diary. □ □ □
以上评价表可以课后发给学生填写。目的是为了让学生自我检测课堂表现，也帮助老师了解学生对所教知识的掌握程度，以便老师教学时查漏补缺。建议老师根据课堂教学及学生的具体情况，添加或删改评价表的内容。要求内容越具体越好，能充分反馈出学生该单元的学习情况。
Language goal
In this unit students learn to talk about past events.
New language
Where did you go on vacation? I went to the mountains.
Where did they go on vacation? They went to New York.
Where did he go on vacation? He stayed at home.
Where did she go on vacation? She visited her uncle.
Did you go to the beach? Yes, I did. /No, I didn't.
Section A
Ask questions about what students did last Saturday.Write some past tense statements on the board. Ask,Who went to the movies last Saturday? Point to a student who raises his or her hand. Sara went to the movies last Saturday. Repeat. Write this sentence on the board.Underline the word went. Ask, Who visited a friend last
Saturday? Point to a student who raises his or her hand.Carlos visited a friend last Saturday. Repeat. Write this“sentence on the board. Underline the word visited.
Point to the words went and visited in the sentences on the board. Say, We use these words to talk about things that happened in the past.
Then write these pairs of words on the board: go-went,visit-visited. Ask a student to point out the words that talk about the past.
1 a This activity introduces the key vocabulary.
Focus attention on the picture. Ask students to tell what they see. Say, Each picture shows something a person did in the past. Name each activity and ask students to repeat:went to the mountains, went to New York City, went to summer camp, visited my uncle, stayed at home, went to the beach, and visited museums.
Point out the numbered list of activities. Say each one again and ask students to repeat.
Then ask students to match each phrase with one of the pictures. Say, Write the letter of each picture next to the name of the activity. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the picture. Ask students to tell what the person did in each scene. For example, Tina went to the mountains or She went to the mountains.
Play the recording the first time. Students only listen.
Play the recording a second time. This time say, There are three conversations. The people talk about what they did on vacation. Listen to the recording and write numbers of the names in the white boxes in the picture. Please write only five numbers. Point out the sample answer next to the picture showing went to the mountains.
Correct the answers.
1 C This activity provides guided oral practice using the target language.
Point out the example conversation. Ask two students to read the dialogue to the class.
Say, Now work with a partner. Make your own conversations about the pictures.
Say the dialogue in the picture with a student. Do a second example, if you wish.
Then have students work in pairs. As they talk, move around the room monitoring their work.
Offer language or pronunciation support as needed.
2a This activity gives students practice in understanding the key vocabulary in spoken conversation.
Point to the three people's names and read the names to the class. Point to the three vacation activities and ask a student to read the activities to the class.
Say, This is a recording about three people's vacations. Please match the people with the places they went to on vacation.
Play the recording the first time. Students only listen.
Play the recording a second time. This time, ask students to write the letters of where people went on vacation next to their names. Point out the sample answer next to item 1.
Correct the answers.
2b This activity provides more listening practice using the target language.
Call attention to the chart. Ask a student to read through the names and activities listed.
Say, Now listen to the recording again. This time,please listen to the conversations and put a checkmark in the ”Yes, I did.“ or ”No, I didn't.“ blank after each activity. |Play the recording the first time. Students only listen.
Point out the sample answer under Yes, I did in the first blank after the words ”Nancy... go to Central Park?“ Say, Did Nancy go to Central Park? Yes, she did.
Play the recording again. Ask students to put checkmarifl in the correct blanks.
2c This activity provides guided oral practice using the target language.
Say, Get into groups of three. One of you will be Nancy, one will be Kevin, and one will be Julie. Ask each other about the vacations. You can talk about the activitiesfrom the chart in 2b or about any other activities you like.
As students talk, move around the room, monitoring the conversations and offering support as needed.
You may want to have a group of students present their conversation to the class.
3a This activity provides reading and writing practice using the target language.
Point out the pictures in the photo album. Ask students to describe what they see. (In picture 1 there is a man with a bowl of soup. There is also a waiter. He looks angry. In picture 2 there is a beautiful beach. There is a man. He looks unhappy.)
After that, read the first two lines of the dialogue to the class. Point out the answer was in the first line.
Then point out the blanks in the rest of the lines of the dialogue. Read the conversation to the class saying the word blank for each blank line: How blank the beaches?
Then say, Write the word was or were in each blank.Ask students to complete the activity on their own.
Correct the answers.
3b This activity provides guided oral practice using the target language.
Point to each of the pictures and ask students to say what they see. Then read the words under each picture. Pronounce any new words and explain what they mean, if necessary. For example, In this picture a girl is on a bus. The girl is taking a bus trip. Ask, What does relaxing mean? Does it mean you are excited or quiet? How do you look when you relax? If students don't know the meaning of relaxing, demonstrate by leaning back in your seat and half-closing your eyes.
Say,Now work with a partner. Make your own conversations about the pictures.
Say a dialogue with a student. Point to the food picture.Ask, How was the food? The student replies, It was awful.Do a second example, if you wish.
Then have students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.
4. This activity provides speaking practice using the target
language.
Explain to the students that they are going to make a vacation photo album and talk about it with their classmates. You may want to provide students with magazines which they can cut up for their photo albums, or askthem to draw the photos or have them make their photo albums at home for homework.
Once students have completed their photo albums, draw students' attention to the vacation pictures in the student book. Tell them that they are pictures from your last vacation. Using the simple past tense, point to each picture and describe a few things about your time in each place. Write wh- questions on the board (where,
what, who, why, when, how). Remind students that the photos in the book in activity 4 are photos from your vacation. Encourage the class to ask you wh- questions about your vacation.
Have students interview their classmates about their vacation photo albums.
When students have interviewed several classmates,have them discuss in pairs where in China they think would be the best place for a vacation. It could be somewhere one of them has been to, or just somewhere they have heard of and would like to visit.
Have several pairs explain their choices of vacation destination to the rest of the class.
Section B
New language
delicious, awful
expensive, inexpensive
crowded, uncrowded
1 a This activity introduces more key vocabulary.
Point out the six words. Say each word and ask students to repeat it.
Call attention to the first picture. Say, This is a ring.The price is one hundred million dollars. It's expensive!Do the same thing for all six pictures'.
Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of each picture in the blank in front of the correct word.
Point out the sample answer. As students work, move around the room answering questions as needed.
1 b This activity provides writing practice using the target
language.
Point out the smiley face and the frowny face. Say,The smiley face is for good things. The frowny face is for bad things.
Call attention to the six words in activity la. Say,Now write each word under the smiley face or under the frowny face.
Point out the sample answer. Say, The word delicious is under the smiley face because delicious is a happy word.
Ask students to finish the activity individually.
Check the answers.
2a This activity gives students practice in understanding the target language in spoken conversation.
Say, Now listen to this conversation. Vera is talking about her vacation.
Point out the two questions. Say, After you hear the conversation, please answer these questions. Read the questions to the class.
Play the recording the first time. Students only listen.
Play the recording a second time. This time say, Listen to the recording and write the answer to each question.
Correct the answers.
2b This activity provides further listening practice using the target language.
Call attention to the chart. Read the words in the charher vacation, the museums, the stores, the people, thefoa
Say, Listen to the recording again. This time, write what Vera thinks about these things in the blanks ii the chart.
Point out the sample answer. Say, What does Vera thil of her vacation? It was great.
Play the recording. Students fill in the chart.
Play the recording a second time. Ask students to finish filling in their answers and to check their answers.
Correct the answers.
2c This activity provides guided oral practice using tbtarget language.
Call attention to the question words. Have a student read them to the class.
Say, Please work with a partner. Student A, you are Vera's friend. Student B, you are Vera. Student A, use this question words to ask Vera questions about her vacation Student B, you can use the information in activities 2a and 2b to answer.
Help with the first question. Point to activity 2a. Ask Where did you go on vacation?
Say, Please work in pairs. As students talk, move arom the room, offering pronunciation and language support as needed.
3a This activity provides reading practice using the target language.
Call attention to Kirn's diary. Ask a different student to read each entry in the diary. Answer any questions students have about the new words.
Explain the instructions to the activity. Point out the sample answer ”weather“. Say, The weather was a good thing. It was ”great“.
Say, Now read the diary and circle all the good things about Kirn's holiday. Underline all the bad things. Ask them to notice the description words that tell them whether something is ”good“ or ”bad“ (e.g. ”great“,”beautiful“, ”fun“ = good;”not much fun“, ”boring“,”crowded“ = bad). You may want to ask a student to tell
you what the first ”bad thing“ was (i.e. Kirn's kite breaking).
Ask students to finish the activity individually.
Check the answers.
3b This activity provides guided writing practice using the target language.
Say, Now write a travel diary like the one in 3a.Imagine you are an American student on vacation in Beijing.
Have students do the activity individually. You maywant to have them write on pieces of paper, since space in the textbook is limited. As they work, move around the classroom offering assistance as necessary.
Have several students read out their diaries to the class. (You might want to make this activity more substantial, and set it as written homework to be collected and marked.)
4. This activity gives students listening and speaking practice using the target language.
Say, Now you can talk about an imaginary vacation.Pretend you are a foreigner who came to China on vacation. Think about what nationality you are and the places in China you visited.
Ask students to get into groups of four. Tell them to pretend that they are foreigners who meet at the airport after their vacation in China. One student in each group begins by telling where he or she went.The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation.
As students talk, move around the room, offering vocabulary and pronunciation support as needed.
(the 1st period Section A 1a-1c, 2b-2d)
Teaching aims: (教学目标)
1. 学会表述家人的称谓, 区分家人的称谓..
2. 学会介绍家人.
3. 学会用疑问句来询问家人的称谓.
Language points: (语言点)
1. 要求掌握以下句式: (1) ------This is my …
------ These are my …
------ This is his / her …
------ These are his / her …
------Is this your…?
------ Are these your…?
------ Is this his / her …?
------ Are those his / her…?
2. 要求掌握以下词汇: (1) 名词: sister, mother, father, parent, brother, grandmother, grandfather, friend, grandparent
(2) 代词: these those
3. 需要了解的节日：Family Day--- It’s a festival in the USA. A national effort to promote parental engagement as a simple, effective way to reduce youth substance abuse and raise healthier children. It’s always on the last weekend in September.
Difficulties (难点) : 本课的难点是学生要区分和掌握家人的称谓, 而学生在初次接触的时候, 要分清楚各个称谓会有一定难度。 学生学习用一般疑问句来询问并回答家庭成员的关系也有一定的难度。
Teaching steps (教学步骤)
1. Warming-up and revision (课堂热身和复习)
(1) Daily greetings to the students (日常问候)
T: Hello, what is you name?
S: My name is ….
T: Nice to meet you!
S: Nice to meet you, too!
(2) Revision (复习)
T: What’s this in English?2
S: This is / It is a pencil.
T: How do you spell “pencil”?
S: P-E-N-C-I-L, pencil.
T: Thank you.
T: What’s this /that in English?
S: This/That is a pen / book / eraser / ruler / dictionary / backpack /
Baseball / watch / key / computer game / notebook / ring
T: How do you spell ---?
S: ---
2. Presentation (呈现新知识):
T: What’s this in English?
S: It’s a picture /photo.3
T: Yes, this is a picture of my family.
T: Can you see the woman?
This is my mother4. Read after me, mother.
S: Mother.
T: Do you know which one is my father?
This is my father4. Do you think he is handsome? Please
read after me, father.
S: Father.
T: If we want to call our father and mother together, we can
call them parents.
T: Father is my parent,5 Mother is my parent, too. They are
my parents.
T: Now look at these two old people. They are my
Grandparents6. One is my grandfather, the other one is
my grandmother. They are old but they are healthy.
T: I’m the only child in my family, so I don’t have any
brother or sister. But I have an uncle and an aunt. They
are my father’s brother and sister. Look, they are here.
3. Work on 1a: (完成P13-1a)
T: Now, please open you books, and turn to page 13. look
at part 1a. You can see a picture of Dave’s family
and some words we have learned just now. Please match
the words with the people in the picture.7
…
Check the answer.
4. Drill (练习)：
T: Now, you are Dave8. Please cover the answer of 1a by
using a piece of paper then listen to me carefully. I will
give you a letter, and you must tell me this letter means
which member in your family. For example, I say “c”.
You should say “This is my mother”.
Understand?
T: OK, let’s begin. The first one is XX, your letter is “d”.
S: These are my grandparents.
T: Good job. Next one ---
S: ---
5. Work on 1b (完成 P13-1b)
T: The next task is very easy for you. I will play the tape.
Please listen carefully, and circle the people the boy talks
about in the picture9.
T: Do you get the answer? Who does the boy talk about?
S: His brothers and sister.
T: You are so amazing.
6. Work on 1c (完成P13-1c)
T: I think everyone has known Dave’s family.
Two students a group, please introduce Dave’s family10
to each other. Please use “ This is his---.” “These are his---.”
S1: This is his father.
S2: These are his parents.
S: ---
7. Work on 2b (完成P14-2b)
T: Today, I would like to introduce an American festival
to you, it is called “Family Day”11. On this day, the whole
family get together, have meals and play games. Now
look at the picture in 2b. These are Dave’s family members.
They are having their “Family Day”. Look, they are so
happy.But I don’t know who are they exactly. Can you tell
me?
I will play the recording once more. And please match
the name with the people in the picture.
T: Can you give me your answer?
S: ---
…
Presentation (呈现新知识)
T: OK, now we have known Dave, Lin Hai, Mary and Jim
But there are still some strangers12.
T: Look at this woman. Is this Dave’s mother?
S: Yes, she is / No, she isn’t.
T: What about these two old people?
Are those Dave’s grandparents?
S: Yes, they are. / No, they aren’t.
---
8. Work on 2c (完成P14-2c)
T: Two students a group. Ask and answer by using
your own pictures13 Please use these sentences:
“Is this your uncle?”
“Are those your parents?”
S1: Hi, XXX. Is this your grandfather?
S2: Yes, he is.
S1: Are those your parents?
S2: No, they are my uncle and aunt.
---
9. Work on 2d (完成P14-2d)
Guessing Game.
T: Look. What’s in my hands. This is a picture. But you
only can see a part of the picture14. I can tell you this is a
member in Dave’s family. Can you guess “Who is it?”
Please use the questions we have learned today.
S: Is that Dave’s aunt?
Is this his grandmother
Are these his brother?
Are those his friends?
10. Follow up (进一步扩展)
T: We are students now, but one day we will grow up. We
will have our own family. Can you imagine what is your
family like 30 years later?15 Please draw the future family
on a piece of paper about your family on a “Family
Day”. Then show the drawing to your group mate.
Ask each other about the family members.
I will choose the best pairs to make a presentation
for us.
11. Homework
Write down your introduction about your own family and
your friend’s family as detailed as possible.
Unit 3 THIS IS MY SISITER
(The 2nd period Section A 2a, 3a---3c )
Teaching aims(教学目标)
1. 学会说家庭成员的称谓
（继续学习含有be的动词的基本句型的陈述句和一般疑问句。）
2. 学会向别人询问、介绍家庭成员
Language points（语言点）
1． 要求学会以下句式：(1) That’s… …
(2) ---Is he/she… …
---Yes, he/she is.(No, he/she isn’t.)
2． 要求掌握以下词汇：she, he
3. 要求掌握以下缩写：he’s=he is, she’s=she is
(上述句式、词汇和缩写应在第二课中出现过，在本课中作为重点可渗透到课堂各个活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)
Difficulties（难点）：学习含有be动词的一般疑问句的句式及其回答。
Teaching steps（教学步骤）
1. Warming-up and revision（课堂热身和复习）
(1) Daily greetings to the students（日常问候）
T: How are you today?1
S: I am (fine/great/OK/very good). How about you?
T: I am (fine, too/not bad/pretty good/awful/terrible).
How is your father / mother / grandfather /
grandmother / uncle / aunt / brother / sister?
How are your parents / grandparents ---?
S: He/She is…
T: What’s your name, please?
S: I am (My name is) …
T: (to the whole class) So that’s …. 2
(2) Revision（复习）
Work on 2a (完成P14-2a)
T: Now, please open your books, and turn to page 14.
Look at 1a. I will play a recording. Listen carefully
and circle the words you hear. I will play it twice3. The
first time you just need listen. You can finish this part
at the second time.
T: Now, let’s check the answer.
S: ---
T: You are right. Thank you.
2. Presentation
T: Now, let’s play a guessing Can you guess how old I am? 4
S: Are you twenty-seven? 5
T: NO, I am a little older.
S: Are you twenty-eight?
T: Yes, you are so clever.(学生可能回有不同的回答，
老师根据学生回答给出多种评价。)
T: What about you? How old are you?
S1: I am twelve (this year).
T: Are you twelve, too?
S2: Yes, I am. (No, I am not. I am thirteen.)
T: Oh, I am sorry. I can’t hear you clearly6, (to the whole class)
Is he/she thirteen?7
S: Yes, he/she is.
T: Thanks. You are so clever (good/wonderful/…). She is
younger than me, so she is my sister8.
3. Work on 3a (完成P15 3a)
T: Now let’s look at this picture. There are four people
in the picture, and the boy and the girl playing basketball
are Anna and Paul. Let’s read the words aloud and fill in
the blanks with the words from the box. 9.
T: Let’s check the answers: 10
---Is she your sister?
---Yes, she is.
---And is he your brother?
---No, he isn’t. He is my friend.
4. Work on 3b (完成P15 3b)
T: Well done! Now read the dialogue in 3a with your
partner, then change your roles. 11
Ss read it in different roles.
T: Oh look, there are many people there, old and young .
Can you make a dialogue like 3a? 12
5．Presentation
T: I have a friend. His name is Mike. Do you have a friend? 13
S: Yes.
T: What’s his/her name?
S: His/Her name is Peter.
T: Thanks very much. I think he must be a good boy.
(to another student) Is Peter your friend too?
S: No, he isn’t.
T: Who is your friend?
S: … …
6．Work on 3c (完成P15 3c)
T: I want to know more about your friends or family
members. (to the whole class)Do you want to know
them too?
S: Yes.
T: I’d like a student to write down your mother’s, father’s,
or friend’s name on the board. The other students guess
who the person is. Who’d like to come here? 14
Wei Hua please. (在黑板上写下一个名字。)
S1: Is… your brother?
S2: Is… your friend?
S3: Is… your uncle?
7．Work on 4--- group work (完成P15 4)
T: Please take out your family photos. Put them in your group.
Take turns to ask and answer questions about the photos. 15
S1: Is she your grandmother?
S2: Is he your father?
S3: Is she your cousin?
（小组活动后，请几个小组进行表演。老师及时鼓励。）
8．Homework
Oral work:
(1) Listen to 3a, read and recite it.
(2) Go on making up your dialogue with your group
members and polish it.
Written work:
(1) Copy the sentences in 3a.
(2) Write about the pictures on P15 using the sentence structures
in 3 a
Unit 3 THIS IS MY SISITER
(The 3rd period Section B 1---2c )
Teaching aims(教学目标)
1. 学会说家庭成员的称谓（继续学习含有be的动词的基本句型的陈述句）
2. 学会谈论家庭成员
Language points（语言点）
3． 要求熟练运用以下句式：(1) These are…
(2) This/ That is… …
(3) He/She is…
4． 要求掌握以下词汇：son, cousin, daughter, uncle, aunt
(上述句式在前几课中已学过，在本课中要将这些单词和句型渗透到综合性活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)
Difficulties（难点）：在介绍或谈论家庭成员时，注意学生口语中的单复数运用。
Teaching steps（教学步骤）
1. Warming-up and revision（课堂热身和复习）
a) Daily greetings to the students（日常问候）
T: Good morning/afternoon. Who is on duty today?
S1: I am.
T: Is everyone here today?
S1: Yes, Everyone is here./No, … is not here.
T: Thank you/Well done.. 1
b) Revision（复习）
T: Here is a picture from Lily. Guess who he is?2
S1: Is he …’s father?
S2: Is he …’s brother?
S3: Is he …’s friend?
S4: Is he …’s uncle? 3
T: Yes, you are so clever.
2. Presentation
T: Here is a photo. Do you know who he is? 4
S: He is 布什（Bush）.
T: Yes, he is the president of America. Who is his father?
S: …(学生可能会有不同的回答，对能正确回答或接近
正确答案的学生进行表扬和鼓励。)
T: Here are also many people in his family. Let’s guess
Who they are. Are you ready?
S1: Is he Bush’s father’s father? 5
T: You are so wonderful. He is Bush’s grandfather.
S2: Is he Bush’s brother?
S3: Is he Bush’s uncle?
S4: Is he Bush’s son? 6
T: Thanks. You are so clever (good/wonderful/…).
3. Work on 1 (完成P16 1)
T: In my family my grandfather is the oldest one.
Who is the oldest man in your family? 7
S: My grandfather, too.
T: Every family has a family tree, can you finish
the family tree8
S: Yes!
4. Work on 2a (完成P16 2a)
T: Well done! Now let’s play a game. Please look at 2a.
Let’s see who is the best in your group.9
(播放录音，让学生勾出所听到的家庭成员，如果
播放录音一遍后，部分学生不能完成这一听力任务，可
再播放一遍录音。）
5．Presentation
T: This is my family photo. These are my parents. This is my
Grandmother. This is my cousin Tom.
I have another two pictures. One is Dave’s,
One is Lin Hai’s. Can you guess which is Dave’s
and which is Lin Hai’s?10
S: Yes.
T: Who can say something about Picture 111?
S1: There are eight people in the picture.
S2:This is Dave’s grandfather.
S3: I think this is Dave’s uncle.
… ….
(播放录音，让学生勾出所听到的家庭成员称谓，如果
播放录音一遍后，部分学生不能完成这一听力任务，可
再播放一遍录音。）
6．Work on 2c --- group work (完成P16 2c)
T: I am very happy. All of you do a good job. We have known
Dave’s and Lin Hai’s families and friends. I want to know
your family. Now draw a picture of your family and friends.
Tell your partner about your picture12.
（小组活动后，请几个小组进行表演, 老师及时鼓励。）
7．Homework
Oral work:
(3) Listen to 2a, 2c, read and recite it.
(2). Draw a family tree about your family (模仿1中family
tree，画一个自己家庭的family tree，完善对自己家庭的介绍。)
Written work:
(3) Copy the words in 2a.
(4) Find the person you are interested in, and
write a passage about his/her family. 13
Unit3 THIS IS MY SISTER
(The 4th period Section B 3a-4b)
Teaching aims(教学目标)
学会介绍家庭成员
Language points (语言点)
1. 要求熟练运用以下句式: This/That is…… Is/this/that…?
These are … Yes, she/he is. No, he/she isn’t.
(以上句式在前几课中已有出现,在本课中要把这些句式运用到照片的介绍中,记加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.)
2. 要求掌握以下句式: Thanks for…
3. 要求掌握以下词汇: thanks for, dear, great, photo, here
4. 要求掌握简单的书信格式
Difficulties (难点): 本课难点是学会简单地写信
Teaching steps (教学步骤)
1. Warming up and revision (课堂热身和复习)
(1) Daily greetings to the students ( 日常问候) 教学设计说明
T: Good morning/afternoon.. Glad to meet you.
S: Glad to meet you, too.
T: How are you today?1
S: I’m fine/OK/very good, thank you .And you?
T: I am great. How is your mother/father/grandmother/…?1.
S: She/He is fine/OK/very good/great.2
T: Thanks for your answer.2.
(2) Revision (复习)
T: Please show me the photo of your family.3
(Let me look at the photo of your family.
May I have a look at your family photo?)
Is this/that your father /mother/…?4
S: Yes, she/he is. No, she/he isn’t.
T: Great! Thanks for your answer.5
2. Presentation (呈现新知识)
T: I have seen your family photos. Do you want to see my
family photo?
Here is my family photo.6
This is my husband, Mr. Zhang. This is my daughter, Weiwei.
These are my parents.
3. Work on 3a
T: This is a letter from Emma to Mary. Let’s read the letter
together. 7
Draw a picture of Emma’s family .Let’s see who is winner?
3. Work on 3b
T: Just now, we drew a picture of Emma’s family.
Now, here is a photo of Mary’s family. Who is
Mary? 8
S: Emma’s friend.
T: Yes, Mary is Emma’s friend. Please Look at
the photo and write about the people in the
picture.9
T: Please read your article to your partners.10
4. Work on 4a
T: Now please write a letter to Emma to introduce
your family photo. 11
5. Work on 4b
Divide all the students into 4 groups. Each group put
their photos and letters on the board. (They must put
the letters and photos in different places) Ask other
groups to match the letters and the photos.12
6. Follow up
T: Now it’s your turn to give a report. Introduce your
favorite teacher/friend/sports player/ film star/…
to us.
Hello, everyone. Now it’s my turn to report. This
is my …13
7. Homework
Oral work:
(1) Read and recite 3a.
(2) Read and recite the new words in Unit 3.
Written work:
Write a letter to your English teacher to introduce your
favorite person.(You must put the person’s photo on the letter.)
Unit3 THIS IS MY SISTER
(The 5th period Section B Self--check)
Teaching aims(教学目标)
学会介绍家庭成员
Language points (语言点)
1. 要求熟练运用以下句式: This/That is…… Is/this/that…?
These are … Yes, she/he is. No, he/she isn’t.
He/She is … .
(以上句式在前几课已有出现,在本课中要把这些句式运用各个任务中去,加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.)
2. 要求熟练掌握并运用本单元的单词
Teaching steps (教学步骤) 教学设计说明
1. Warming up and revision (课堂热身和复习)1
(1) Daily greetings to the students ( 日常问候) 教学设计说明
T: Good morning/afternoon.. Glad to meet you.
S: Glad to meet you, too.
T: How are you today?
S: I’m fine/OK/very good, thank you .And you?
T: I am great. How is your mother/father/grandmother/…?
S: She/He is fine/OK/very good/great.
T: I’m glad to hear that. Thanks for your answer..
(2) Revision (复习)
T: Please show me the photo of your family.
(Let me look at the photo of your family.
May I have a look at your family photo?)
Is this/that your father /mother/…?
S: Yes, she/he is. No, she/he isn’t.
T: Great! Thanks for your answer.
T: Can you tell me who is /are your father/parents…?
S: Yes. This is my father…/These are my parents.
2. Self check (自我检测)
(1) Vocabulary2
1. Show a family tree to the students. Ask them to fill in the
blanks with proper words.
2. Spot dictation
3. Write new words in your Vocab-Builder.3
(2)Make a dialogue 4
1.T: These are Mary’s photos of Beijing. Look at the photos and
make a dialogue with your partner.
(Ask some students to act out their dialogues.)
2.Ask students to complete the dialogues.
(3) Guessing game (Just for fun)5
One student (S1)must close his eyes. When S2(the
student pretends his family member)is knocking at
the door, the other students (Ss) ask:
Ss: Who is it?
S1: Is it my father?
Ss: Yes, it is. You are right.
(S2 comes into the classroom )
S2: I am your father, and you are my son.
Ss: Who is it?
S1: Is it my father?
Ss No, it isn’t .
S1: Is it my …? (Give S1 three chances)
Ss: No, it isn’t. You are wrong.
(S2 comes into the classroom)
S2: I’m your grandmother. You are my grandson.
(4) Follow-- up Activities
Role--play A birthday party 6
Actors: Jim (Today is his birthday)
Kate(Jim’s sister)
Mr. and Mrs. Green (Jim’s parents)
Lucy and Lily(Jim’s friends, twins )
Jim invites Lucy and Lily to his family to take part
in his birthday party. He introduces them to his family
members.
Homework:
Oral work:
Review the new words in your Vocab-Bulider.
Written work
Write down the dialogue “A birthday party”.
Additional
Evaluation form:
(课堂表现自我评价表)
all the time most of the time a little none
1. I understand my teacher □ □ □ □
2. I spoke English □ □ □ □
3. I worked with my group/desk mate □ □ □ □
4. I was interested in the class □ □ □ □
(知识掌握自我评价表)
I can Yes Need more practice Need more help
1. introduce the family members. □ □ □
2. read and spell the words:
mother, father, sister, brother,
grandmother, grandfather,
friend, grandparents, uncle, aunt,
cousin, parent. □ □ □
3. ask and answer:
Is this ---? Yes, he is/ No, they aren’t
Are they---? Yes, they are/
No, they aren’t. □ □ □
4. talk about one’s family. □ □ □
5. write a passage to describe one’s family tree. □ □ □
以上评价表可以课后发给学生填写，目的是为了让学生自我检测课堂表现，也帮助老师了解学生对所学知识的掌握程度，以便老师教学时查漏补缺。建议老师根据课堂教学及学生的具体情况，添加或删改评价表的内容，要求越具体越好，能充分反馈出学生该单元的学习情况。
Unit 12 MY FAVORITE SUBJECT IS SCIENCE.
(The 1st period Section A 1a – 2d)
Teaching aims (教学目标)
1. Learn to talk about ss’ favorite subjects and give reasons.
(学会谈论自己喜爱的学科并给出理由。)
2. Revise some adjectives. (复习一些形容词。)
Language points(语言点)
1. 要求掌握以下句式：
（1）--- What’s your favorite subject?
--- My favorite subject is …
（2）--- Why do you like …?
--- Because it’s …
2. 要求掌握以下词汇：
(1)名词：subject, P.E., science, history, biology, teacher
(2)连词：because
Difficult points(难点)：
science, history, biology等课目名称的读音和记忆
Teaching steps（教学步骤）
1. Warming – up and revision（课堂热身和复习）
T: How are you today?
S: We are fine.
(show a picture of Chinese teacher)
T: Who is this woman/man?
S: She/he is Miss/ Mr …. She/He is our Chinese teacher.
T: Do you have a Chinese lesson today?
S: Yes,…./No, ….
T: Do you have a math lesson today?
S: Yes, …./No,…
T: Who is your math teacher?
S: ….
…
2. Presentation（呈现新知识）
T: Chinese and math are subjects. what other subjects do we have today?
T: Do we have math/art/ music/ PE/science/ history/ biology lesson today?
S: …
T: What subjects do we have this year?
S: We have math/Enlish/Chinese ….
T: What subjects do we have in middle school?
S: We have math/Enlish/Chinese….
3. Work on 1a（完成P71 - 1a）(放大图片)
T: Look at the pictures on P71. Please match the words with the pictures.
S: Picture c is a P.E class.
Picture d is an art class.
Picture b is a science class.
Picture e is a music class.
Picture a is a math class.
Picture f is a Chinese class.
4. Work on 1b（完成P71 - 1b）
T: Let’s listen to the tape and circle the subjects in 1a you hear.
S: Now let’s check the answers. The boy’s favorite subject is science. And the girl likes art and math, but her favorite subject is music.
5. Listen and repeat.(听音跟读)
T: Listen to the tape and repeat.
Tapescript:
A: What’s your favorite subject？
B: My favorite subject is science. What’s yours?
A: Hmm. Well, I like art and math. But my favorite subject is music.
6. Work on 1c （完成P71 - 1c）（Ask and answer）
T: The boy’s favorite subject is science. And the girl’s favorite subject is music. What about you? What’s your favorite subject?
S: My favorite subject is…
T: What’s Tom’s favorite subject? Ask him, please.
S: What’s your favorite subject, Tom?
…..
Now talk about your favorite subject.
7．Presentation（呈现新知识点）
1）S1: What’s your favorite subject?
S2: My ….
S1: Why do you like…?
S2: Because….
2）T：Is … your favorite subject?
S: No, ….
T: Why don’t you like …?
S: Because it’s difficult/ boring….
6. Work on 2c，2d（完成P72 - 2c, 2d）
T: I think English is interesting. What do you think?
S: ….
T: what about other subjects?
Look at your books, match the subjects with the description words.
T / S: What do you think of these subjects?
S: I think art is interesting.
T / S: So is it your favorite subject? S: Yes, you’re right.
T / S: What do you think of science? S: ….
…
8。Work on 2a (完成P72 – 2a)
T: Look at the four sentences in the picture. Now listen and put the conversation in order.
Answer:
横着4-1-2-3
9。Work on 2b (完成P72 – 2b)
T: The girl likes P.E., because it is fun. How about the other subjects? Now listen again and match the subjects with the description words you hear.
T: What’s the girl’s / boy’s favorite subject? Why does she / he like it?
S: Her / His favorite subject is P.E. / music, because it is fun / relaxing.
10．Listen and repeat. (听音跟读)
T: Now let’s listen to the tape and repeat. Please try to read like the tape.
Tapescript：
A: What’s your favorite subject?
B: My favorite subject is P.E.
A: Why do you like P.E.?
B: Because it’s fun. How about you? What’s your favorite subject.
A: Hmm. My favorite subject is music.
B: Really? Why?
A: Because it’s relaxing.
11. Group work(小组活动)
S1：What’s your favorite subject?
S2: My favorite subject is …
S1: Why do you like …?
S2: Because…. What about you?
S1: ….
（S3和S4 做类似的对话）
S1：What’s S4’s favorite subject?
S3: His/ Her ….
S1：Why does he/she….
S3: Because…
（S2和S4 做类似对话）
12. Homework
Oral homework:
a) Listen to 1b and 2b, read them and recite them.（听读背诵1b和2b的对话）
b) Make up your dialogues with your partner and polish it.
(继续和对话对子编对话，并完善对话。)
Written homework:
a) Copy the words in 1a twice.
b) Finish workbook P46
c) Search the information about parents’ favorite.
展示学生各任课教师上课的图片----利用学生熟悉的身影来复习已学过的课程，也很自然地在下面引出要学的新学科单词，同时学生也初次接触Who is your…
teacher 的句型
出示当天的功课表,同时板书subject.如：
English
Chinese
math
P.E.
让学生多说各科单词，进行强化，加深单词印象。
给学生一分钟时间来完成此项任务。如有必要可留出两分钟时间，让同桌学生讨论答案。老师也可直接用手指出图片。检验学生是否正确完成任务.
播放录音。如有需要，老师可播放录音两遍。尽量让学生说出答案，教师在必要的时候给以提示.
板书“---What’s your favorite subject? --- My favorite subject…提问过几位同学之后改变人称，随意性的链式练习活动, 让学生熟悉运用此句型以及各种人称的用法，四、五人一组，巩固your, my, his, her ,their各种形容词性物主代词
老师先做example后，再引导学生相互问答组成小对
话作为巩固操练。
给学生一分钟时间，然后以对话的形式给出答案, 不同的学生可有不同的答案。老师当堂检查两到三组同学对话，其余同学课后到老师那里表演。
播放录音，让学生以表演对话的形式呈现答案
录音可听两遍，也根据学生程度，可以每放一个小的对话就停顿几秒，再继续放。
提问是为了检查答案。
老师特别强调语音语调的模仿。可全班先跟读，再个别学生跟读。老师可根据实际情况来决定跟读的时间。
小组活动是对本课所学知识的综合运用和巩固
Unit 12 MY FAVORITE SUBJECT IS SCIENCE.
(The 2nd period Section A 1a – 2d)
Teaching aims:（教学目标）
1. Learn to talk about ss’ favorite subjects and give reasons.
(学会谈论喜爱的学科并给出理由。)
2. Learn to talk about ss’ favorite things and give reasons.
(学会谈论喜爱的其他东西并给出理由。)
Language points(语言点)
1. 要求掌握以下句式：
（1）--- What’s your favorite… (subject, color, city …)?
--- My favorite … is …
（2）--- Why do you like … ?
--- Because it’s …
(3) --- Who is your … teacher…?
--- Mr / Miss …
3. 要求掌握以下词汇：city, mom ,dad
Teaching steps (教学步骤):
1. Warming-up and revision（课堂热身和复习）
Daily greeting and revision.
T: How are you today?
S: I am fine.
T: How many subjects do you have today?
S: Seven.
T: What are they?
S: They are Chinese/math/English .…
T: What’s your favorite subject?
S: My favorite subject is ….
T: Why do you like it?
S: Because it’s ….
…
2. Game (语言运用) -- Grammar focus(语法点P72)
T: I think games are interesting. Let’s play a guessing game. A come here and have a look at a note in the box. Then ask others questions: What’s Mary’s favorite subject? Why does she like it? Others try to find the answer by guessing like this: Is … her favorite subject? Is her favorite subject …? …
A: What’s Mary”s favorite subject?
S1: Is Chinese her favorite subject?
A: No, it isn’t.
S2: Is English her favorite subject?
A: No, it isn’t.
…
S: Is math her favorite subject?
A: Yes, it is. Why does she like it?
S: Because it is relaxing?
A: No, it isn’t.
…
S: Because it is interesting?
A: Yes, it is.
4．Presentation（呈现新知识）
T: What’s your favorite subject?
S: My favorite subject is (math)?
T: Why do you like (math)?
S: Because it is (interesting).
T: I’m your English teacher. Who is your math teacher?
S: Mr/ Mrs/ Miss…is my math teacher.
T: Ask your friend about his /her favorite subject and teacher, please.
S1: What’s your favorite subject?
S2: My….
S1: Who’s your …teacher?
S2: Mr/ Mrs/ Miss…is my math teacher./ My … teacher is ….
S1: What’s S3’s favorite subject?
S2: …
S3:…
3. Work on 3a（完成P73 – 3 a）
T: How about this girl? (出示课文中3a中的女孩子的图片) Now complete the conversation. You can use the words in the box. Then tell me something about the girl.
S1: What is your favorite subject?
S2: My favorite subject is art.
S1: Who is your art teacher?
S2: My art teacher is Mrs Jones.
T: Now tell me something about the girl. What’s her favorite subject and who is the teacher?
S: The girl’s favorite subject is art. Her art teacher is Mrs Jones.
4. Work on 3b (完成P73 – 3b)
T: How about your partner? Do you know want to know about your classmates? Now ask your classmates about his/her questions and complete the chart, then give a report.
Name: Favorite subject Reason teacher Description of teacher
I:
S1:
S2:
…
Report:
My name is __________. My favorite subject is __________
because it is ________. My ________ teacher is _________.
I like her/him very much. She/He is really ___________.
______’s favorite subject is___________.
_________________________________________________
_________________________________________________
_________________________________________________
5. Pairwork.
T: I know your favorite subject is …. But what’s your favorite city? Is Linhai / Hangzhou / Shanghai… your favorite city?
S: My favorite city is …
S1: …
S2: …
…
T: Now I’d like you to talk about your favorite things in pairs.
6. Survey (完成P73 – 4)
T: Now we know a lot about our classmates. But do you know
anything about your mom and dad? Complete the chart with their favorite things. Then talk about them with your classmates.
Favorite city Favorite food Favorite color Favorite TV show
Mom
Dad
（让两学生谈论父母亲的喜好，其他学生听，做报告）
S1: What’s your mother’s favorite city?
S2: Her favorite city is …
…
Report like this:
S: _______’s mom’s favorite city is ________. Her favorite food is _________.______________________________________________
________________________________________________________
But her/his dad’s favorite is ____________, ____________________
________________________________________________________
________________________________________________________
7. Homework
Oral homework:
a) Read 3a and recite it.（朗读背诵中3a的对话）
b) Read the sentences in Grammar Focus.（朗读Grammar Focus的句子）
c) Prepare for the one-minute talk about your favorite and reasons.
Written homework:
a) Finish workbook P47- 4, 5
b) Do a survey about classmates’ parents’ favorite and write a
passage.
c) Bring a wall calendar to the class.
教师设计各种学生身边的问题目的是让学生复习学科名词和上一课时的知识点。
做游戏是对Grammar focus 知识点的展示和综合巩固。（给学生A看 事先准备好的小纸条， 上面写比如Mary’s -math--- interesting 由A学生发问：What’s Mary’s
favorite subject? 其他学生猜问Is … her favorite subject?或Is her favorite subject … ?,A答用yes或no回答。猜对后，A再问Why does she like math?其他学生猜问Because it is … ?A答yes或no直到猜对答案为止。）在游戏中复习学科单词和描写学科的形容词，并且复习her, his等形容词性物主代词。
在教师的引导下，学生由两人对话过渡到三人一组的链式操练
给学生一分钟时间准备
让学生以对话的形式来对答案
最后让学生以第三人称来说, 培养说简短的语篇的能力。
为了让学生能更多的机会重复使用形容词，可适当增加表格栏目内容
在学生调查后，让一两个学生来做简短的报告，其中可以适时地穿插问其他学生报告中的内容在最后一个学生报告完毕后,继续问问题
在最后一个学生报告完毕后,通过问他一个问题来引出同学谈论喜欢的东西，如：food, color, sports, songs, movies…。学生两人一组相互问答。先让三到四对同学表演对话，最后让个别同学以语篇的形式说出自己和同伴的最喜爱的东西
通过调查完成表格，让两学生谈论父母亲的喜好，其他学生听，并做报告。这一步培养学生听说写的综合能力。
Unit 12 MY FAVORITE SUBJECT IS SCIENCE.
(The 3rd period Section B 1a – 2c)
Teaching aims（教学目标）：
1. Learn to talk about ss’ favorite subjects and give reasons.
(学会谈论喜爱的学科并给出理由。)
2. Learn the seven days of the week.(学会说出一周的七天。)
Language points(语言点)：
1. 要求掌握以下句式：--- When do you have (math)?
--- On Monday.
--- When does he/she have …?
--- On …
2. 要求掌握以下词汇：一周七天（一周七天已在前面daily greeting中第一次非正式出现）Sunday，Monday，Tuesday, Wednesday, Thursday, Friday, Saturday
Difficult points(难点)：
Sunday，Monday，Tuesday, Wednesday, Thursday, Friday, Saturday的读音和记忆
Teaching steps (教学步骤)：
1. Warming-up and revision（课堂热身和复习）
One-minute talk. （学生一分钟演讲）Topic: My Favorite …
(E.g.: I have many subjects at school, they are … My favorite subject is …. I like it because it is … And … is my … He/She is … I like him/her very much, too. My favorite city is …, because it is….)
After the talk get the students ask and answer questions about it.
2. Presentation（呈现新知识）
1) Daily greeting and revision
T: …(name) just says you have many subjects at school.
T: What classes do you have today?
S: We have English/Chinese,/science .…
T: Oh, so many classes today. What day is it today?
T: What’s the date today?
S: It’s (January 7th).
T: Today is (January 7th). But what day is it today?
S: It’s (Friday).
T: Then what day is January 8th?
S: January 8th is Saturday.
…
T: There are seven days in a week. But which day is the first day of the week? Is it Monday?
S: No, it’s Sunday.
T: Good! The first day of the week is …
S: The first day of the week is Sunday. The second day of the week is Monday. The third day of the week is Tuesday. The fourth day of the week is Wednesday. The fifth day of the week is Thursday. The sixth day of the week is Friday. The seventh day of the week is Saturday.
T: Let’s say the days of the week quickly, clapping our hands.
T：Now let’s sing the song: Days of the week.
3. Work on 1a (完成P74 – 1a)
T: Now look at 1a. These days are out of order. Please put them in order by numbering the boxes 1 – 7.
S1: No. 1. September 30. S2: Sunday.
S3: No. 2. October 1. S4: Monday.
S5: No. 3. October 2. S6: Tuesday.
S7: No. 4. October 3. S8: Wednesday.
S9: No. 5. October 4. S10: Thursday.
S11: No. 6. October 5. S12: Friday.
S13: No. 7. October 6. S14: Saturday.
4. Work on 1b (完成P74 – 1b)
T: Quite good. There are seven days in a week. And we come to school five days a week. In these five days we have to study at school. But what subjects do we study? Now check the subjects in 1b quickly.
T: What subjects do you study at school?
S: We have art, science, music, math, P.E. and Chinese. But we don’t have history or biology now.
5. Work on 1c. (完成P74 – 1c)
T: When (What time) do you have art?
Do you have art on Monday?
S: Yes, we have art on Monday morning. / No, we have art on Tuesday afternoon.
T：When do we have English?
S: We have English on Monday, Tuesday…./We have it every day.
T: OK. Look at the chart ask and answer about the time of subjects in pairs.
6. Work on 2a. (完成P74 – 2a)
（在最后一组对话后）
T: We have different subjects on different days. What about Ming, Selina and Ken?
What subjects do they study? Please listen to the tape and write down the school subjects they talk about in the tape.
T: What subjects do they talk about?
S: Biology, history, art and science.
7. Work on 2b. (完成P74 – 2b)
T: What subjects do Ming, Selina and Ken like? When do they have these subjects? Listen again and fill in the chart of 2b.
8. Listen and repeat. (听音跟读)
T: Now let’s listen to the tape and repeat. Please try to read like the tape.
Tapescript:
Boy1: Are you Ok, Ming?
Girl1: No, I’m not. It’s Tuesday and I have biology.
Girl2: And you don’t have biology?:
Girl1: No, it’s so boring.
Boy1: So, what’s your favorite subject?
Girl1: Oh, history! It’s such fun. I love Friday because we have history in the morning. How about you, Selina?
Girl2: Art, I guess. It’s really relaxing.
Girl1: When do you have art?
Girl2: On Monday and Wednesday. How about you, ken? What’s your favorite subject?
Boy1: Science. It’s really interesting. I have science class this afternoon.
9. Work on 2c. (完成P74 – 2c)
T: Now we know something about Ming, Selina and Ken. Please make a conversation about them. You can use the information from the chart. You may make up dialogues like 2c on P74. (What’s … favorite …? Why…? When…?)
10. Following up. (进一步扩展)
Make a survey:
T: Now it’s your turn to make up your own dialogues. Please work with your group (four students in one group) and finish this chart.
Name Subject doesn’t like Why? When? Favorite subject Why? When?
S1
S2
S3
A: Hi/Hey,… What subject doesn’t… like?
B: He/She doesn’t like …
A: Why doesn’t he/she like…
B: Because …
A: When does he/she have …
B: On …
…
Report:
In my group, there are _________ ________ and _________.
_________ doesn’t like _________, because _____________.
He/She has __________ on ___________. But his/her favorite
subject is __________. _________________________________
____________________________________________________
____________________________________________________
11. Homework.
Oral homework:
a) Listen to 2b, read and recite it. (听读背诵2b的对话）
b) Go on making up your dialogues and polish it.
(继续编对话，并完善对话。)
Written homework:
a) Copy the new words twice.
b) Finish workbook P47-5 and P48.
c) Finish the report.
Topic可以是My favorite subject/city/food/teacher ….
在学生做完演讲后提问，这样有利于学生更好的理解topic的语言点，也利于集中他们的注意力。
在复习学科单词时，很自然地带出星期几，这里可
给学生出示挂历帮助学生回答，同时顺便复习一下日期
老师板书What day is it? Friday.跟读数遍
以同样的方法来引出学习一周其他的几天
让全班学生边拍手边chant一周七天，练习学生的语速，节奏感和反应能力
给学生一分钟时间准备,按对子轮流。让两学生来说出答案，一人说日期，另一人说星期
板书When do you have…
必要时教师提供帮助
出示班级的功课表让学生组织对话，根据班级的情况，可以给学生三四分钟时间练习when…的句型，或直接检查两到三组同学的对话
有必要，让学生跟读这些英文名字
播放录音，如有必要可播放两遍。
让单个学生叙述回答。
学生听一句跟一句。老师特别强调语音语调的模仿。老师可把听力内容打印发给学生，以便他们听时标上语调。可以全班先跟读，再个别学生跟读。
老师当堂可检查两到三组对话
老师根据学生的实际水平，可以让学生自由发挥编对话。也可让他们看表格编对话,给出对话框架
如当堂没时间完成，可作为课后作业
(The 1st period Section A 1a-1c)
Teaching aims(教学目标)
1． 要求学生熟悉物品的名称。
2． 要求学生学会谈论物品的位置。
Language points(语言点)
1． 要求掌握以下词汇：
(1) 名词：table , bed ,dresser ,plant ,alarm ,picture , TV ,desk ,bag ,bookcase , sofa ,chair ,drawer ,hat
(2) 介词：on , in ,under.
2． 要求掌握以下句式：
(1)----Where’s the…?
----It’s on / in / under the….
(2)----Where are the…?
----They’re on / in / under the….
Difficulties（难点）: 介词on, in ,under
Teaching steps:
I. Warming-up and revision
1. Daily greeting to the students
T: What’s your name?
S1: My name is….
T: Nice to meet you.
S2: Nice to meet you ,too.
T: What’s your name?
S2: My name is ….
T: How are you?
S2: Fine, thank you. And you?(What about you?)*
T: I’m fine, too. How is the weather today?
S2:It’s good / beautiful.
II. Revision
杭州采荷实验学校
陈建英
设计说明：
I1.通过日常用语的复习，使学生马上进入英语课堂，从而调动学生的积极性。
*本环节教师尽可能让多个学生回答问题，从而得出不同的答案，教师有必要把答案写在黑板上。
T: What’s this in English?
S1: It’s a backpack.
T: Can you spell it?
S1: Yes, B-A-C-K-P-A-C-K, backpack.
T: Yes, thank you. You are very good.
What are these in English?
S2: They are keys.
T: Can you spell it?
S2:Yes, K-E-Y-S,keys.
III. Presentation
T: What’s this in English? Who can tell me?
S3: It’s a table.
T: Can you spell it?
S3: Yes, T-A-B-L-E, table.
T: Good, thank you.
(依次呈现本课的生词bed . dresser .bookcase ,sofa ,chair ,drawer ,plant等。)
IV. Practice
Look at the picture and Make up similar dialogues like these:
1.---What’s this in English?
---It’s a….
2.---What ‘re these in English?
---They are ……
V. Presentation
1. T: This is my room. This is my bed. It’s on the floor. Where is my TV? Oh, it’s on the desk.
Where are my books? They are in the bookcase. Where are my shoes? They’re under my bed.
(教师板书 in , on , under )
2.Let Ss describe the things on their desks.
S1:This is my pen. It’s in the pencil-case.
S2:This is my book. It’s on the desk.
S3:This is my ruler. It’s in the book.
3.Draw a picture of your room and describe it.
This is my room .This is a bed . It’s on the
II.本环节主要复习学生已学的本课将要出现的单词backpack,keys和句型
What’s this in English? What are these in English? 为后面的新课作准备。
III.本环节主要通过旧的句型来呈现本课出现的生词，学生不会觉得很难。生词都是有关实物。
IV.本环节主要通过反复操练来巩固所学生词。
V1.教师先通过讲台上的实物演示，呈现三个介词in,on,under，再用图片反复强调介词的用法。
V2.教师演示完后，让学生以个人为单位，描述课桌上的实物。来巩固所学介词。
V3.让学生画出自己的房间，就房间内的物品进行描述。
floor.
This is a ball .It’s under the bed. They are my books .They are in the bookcase….
4. Practise in pairs.
---Where is your…?
---It’s on / in / under the…
---Where are your …?
---They are in / on / under the….
VI.Work on 1a,1b,1c
1.T: Now look at the picture on P19.Match the words with the pictures.
2.T: Now listen to the tape. Number the things 1-5 in the picture.
3. Practise the dialogues .
---Where is my backpack?
----It’s under the table.
---Where are my books?
----They are on the sofa.
---Where is my baseball?
---It’s in the backpack.
VII. Homework
Oral work:1.Read and recite the words in 1a.
2.Read the dialogues.
3.Match similar dialogues with your partner.
Written work: Write the words in 1a.
VI.学生在了解和操练新知识后，结合课本再进行综合的练习，达到巩固掌握的目的。
Unit 4 Where’s my backpack?
(The 2nd period Section A 2a-3c)
Teaching aims:
1.要求学生熟悉物品的名称。
2.要求学生学会谈论物品的位置。
Language points:
1．要求掌握以下单词：don’t = do not know bag
3． 要求掌握以下句型：
-----Is the…on the…?
-----Yes,it is.(No,it isn’t. It’s under the…)
-----Are they on the…?
----No,they aren’t. They are under… (Yes,they are.)
Difficulties:一般疑问句Is it…? Are they ….?的回答。
.
Teaching steps:
I. Warming-up and revision
1. Daily greeting to the students
T: What’s your name?
S1: My name is….
T: Nice to meet you.
S2: Nice to meet you ,too.
T: What’s your name?
S2: My name is ….
T: How are you?
S2:Fine,thank you. And you?(What about you?)
T:I’m fine,too. How is the weather today?
S2:It’s good / beautiful.*
2.T:What’s this in English?
S1:It’s a table.
设计说明：
I1.通过日常用语的复习，使学生马上进入英语课堂，从而调动学生的积极性。
*本环节教师尽可能让多个学生回答问题，从而得出不同的答案，教师有必要把答案写在黑板上。
T:Can you spell it,please?
S1:Yes.T-A-B-L-E.table.
T;Where is the table?
S1:It’s on the floor.
(依次复习上一课的生词和句型)
II.Pairwork
1.Read the dialogues in Section A 2c.
2.Make similar dialogues in pairs. In Section A 3c.
---Where is the…?
---It’s on / in /under the…. (I don’t know.)
III.Presentation
1.Show Ss another picture of a room.
T:Is the book on the desk?
S1:Yes,it is.
T:Are the keys on the floors?
S2:No,they aren’t. They are in the….
2.Listen and number these things 1-6 when you hear them. (Section A 2a)
3.Listen again. Where are the things from 2a? Number the things in the pictures.
IV.Group work
Show the pictures of Ss’ rooms,make dialogues in pairs.
1.----Where is your…?
---It’s on / in / under the….
2.---Are these books in the backpack?
---No,they aren’t. They are on the….
3.---Where is the baseball?
---Sorry ,I don’t know.
V.Make a survey.
Interview some of their classmates and fill in the form.
Name Things Places
VI.Homework
I2．复习上节课所学的单词及句型。
Oral work:Read the dialogues in Section A 2c,3a
TEST FOR UNIT 4
听力部分
I.根据句意分别将三部分内容对应连接起来。
1．Backpack A.in a.the computer
2.notebook B.under b.the bookcase and desk
3.ID card C.on c.the table
4.basketball D.next to d.the dresser
5.video cassette E.behind e.the desk
II.根据对话内容，选择最佳答案。
A
1.The books are_______.
A.on the sofa. B.on the bed. C.under the table.
2.The pencil case are_______.
A.in the backpack. B.on the bed C.on the table.
B
3._____is under the bed.
A.The backpack B.The baseball C.The hat
4.The keys are______.
A.on the dresser B.under the sofa C.in the table
5.The computer game is_____.
A.under the bed B.next to book case C.on the table
笔试部分
I.翻译下列词组。
1．我的书包 ___________ 2。你的父母___________
3．在桌下 ____________ 4。在沙发上___________
5．在抽屉里 ___________ 6。在床下_____________
7．在椅子后 ___________ 8。在书橱旁___________
9．数学书 ____________ 10。闹钟 _____________
II.选词填空。(a , an , the , some)
1.I have_____eraser. It’s in my pencil case. Can you see_____eraser?
2.This is_____math book. _____math book is on_____sofa.
3._____baseball is Jack’s.
4.There are________books in_____backpack.
5.Can you bring_____things to school?
6.______CDs are in the drawer.
III.根据上下文，用合适的介词填空。
1. ----Where’s the backpack? Is it_____the table?
----No,it isn’t. It is on the table.
2.----Where’re the books? Are they on the sofa?
---No,they aren’t. They are_______the bed.
3.----Where is the pencil case? Is it_____the backpack?
4.----Where are the keys? Are they_______the dresser? No,they are on the sofa.
5.----Where’s the soccer ball?
----Oh,it’s_____the desk.
IV.单项选择
1. Where____the CDs?
A.is B.are C.am D.be
2.---Is his name Tim? ---____________.
A.Yes,he is. B.Yes,he’s. C.Yes,it is. D.No,it is not.
3.Here______your pencils.
A.are B.is C.have D.has
4._______your notebook? Yes,it is.
A.Is this B.It is C.Its D.Are they
5.----_______is he? ---he is my new English teacher.
A.Who B.How C.How old D.Where
6．----_______is LiPing? ----He is in that tree.
A.What B.Where C.He D.It
7.There’s a map of China_____the wall.
A.in B.on C.under D.between
8.Your brother’s CDs_____in the drawer.
A.is B.isn’t C.are D./
9.----Where is Nanjing? ---It’s in_____.
A.Beijing B.Hefei C.Jiangsu D.Hebei
10.----_______the baseball on the desk? ----Yes,it is.
A.Does B.Do C.Is D.Are
V.问答配对。(10%)
（ ）1.What’s in the room? A.Your baseball? I don’t know.
( ) 2.Is that jeff? B.Yes,they are.
( ) 3.Are these your grandparents? C.No,they are in the backpack.
( ) 4.How about my pencil case? D.It’s on the desk.
( ) 5.Are the books on the sofa? E.No,it’s Jack.
( ) 6.Is the computer on the desk? F.Yes,it is.
( ) 7.Who is your friend? G. No,it’s my cousin.
( ) 8.What’s this in Enlgish? H. There are some things in it.
( ) 9.Is that boy your brother? I.Guo Peng.
( )10.Where’s my baseball? J.It’s a clock.
VII. 阅读短文，判断正误。
This is my room. The books are in the bookcase. The picture of my family is on the wall. My backpack is on the chair. And I have a baseball. It’s on the floor, between the bookcase and the desk. A computer is on my desk, and a video cassette is behind the computer. And I have a hat. It’s on my bed.
( ) 1.I have some books. They are in the bookcase.
( ) 2.The picture of my family is on the desk.
( ) 3.I have a basketball on the floor.
( ) 4.A sofa is in my room.
( ) 5.The computer is in my desk.
听力材料
I.1.----Where’s the backpack?
----It’s under the table.
2.---Mum,where’s my notebook?
----It’s on the desk.
3.---Where’s your ID card,Tom?
---I think it’s in my dresser.
4.---Where’s the baseball? Is it under the table?
---No,it isn’t. It’s next to the bookcase and the desk.
5.---Is my video cassette on the table?
---It’s behind the computer.
(1---B ---c 2---C ---e 3---A---d 4---D ---b 5---E---a)
II.A:---Dad,where’re my books? Are they under the table?
---No,they aren’t. They are on the bed.
---And where’s my pencil case? I really don’t know.
---Your pencil case? Oh,it’s on the table.
B.---Mum,is my baseball under the sofa?
---No.The keys are under the sofa. But where’s your baseball? Oh,it’s there,under the bed.
---Er…where’s my computer game?
---Computer game? Mum…it’s under the bed,too.
Language goals
to this unit students learn to state their opinions and talk about likes and dislikes.
New language
What do you think of soap operas? I don't like soap operas.
What does he think of sports shows? He loves sports shows.
What does she think of Maria? She likes Maria.
What do they think of Tommy? They can't stand Tommy.
Section A
Additional materials to bring to class:
a local television listing
list the names of several foods on the board.For example: pizza, broccoli, ice cream, mushrooms.
Next to that list, write the sentence, What do you think of ___ ? and leave a blank at the end. Ask a student the question, substituting the word pizza: What do you think of pizza? Help him or her answer / like pizza ot I don't like pizza,
Point to the other foods one by one. Ask a student the question and help him or her answer J like...or I don't like....
Then point to the sentence. What do you think of ___ ? Point to a food name on the board and choose a student to ask the question: What do you think of (mushrooms)? Then point to a student to
answer.
Repeat the activity several times, giving several students chances to ask and answer the question.
1 a This activity introduces the key vocabulary.
Focus attention on the five TVs. Say, Each TV shows different kind of TV show. In TV picture a, there is a an playing baseball. This is called a sports show.
Talk about the other kinds of shows and ask students what they see. Tell the name of each kind of show as you discuss the picture. Ask students to repeat the names of the shows.
Write the word sitcom on the board. Under it write the words situation comedy. Say, The word sitcom comes from the two words situation comedy. A sitcom is a funny show. The people in sitcoms do or say things that make TV watchers laugh.
Point out the numbered list of shows. Say each one again and ask students to repeat it.
Then ask students to match each TV picture with one of the words. Say, Write the letter of each kind of show next to the correct word. Point out the sample answer.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the smiley faces and the frowny faces and the words next to them. Read the words to the class or have a student do this. Say, These faces show you what the words mean. If you don't mind something, you don't either like it or dislike it. If you can't stand something, you dislike it very strongly. Your least favorite food is something you can't stand. If you love something, you like it very, very much. Your favorite food is something you love.
Say, Now I will play a recording. Listen to what Mark says about the TV shows in la. Write the letter of the TV shows next to the words he uses.
Play the recording the first time. Students only listen.
Play the recording a second time. Point to the lettered pictures. Say, Each picture has a letter. Point out the blank spaces before the words. Say, Each word or phrase has a space in front of it. Listen to the tape and write the letter of a TV show picture in each blank. Point out the sample answer.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Point to the pictures of TV shows in activity la and ask students to say the name of each kind of show.
Point out the example conversation. Ask two students to read it to the class. Then ask the class to point to the picture of the sitcom.
Say a dialogue with a student. Have the student ask ou a question. Then answer it truthfully. Point to the ppropriate picture as you answer.
Say, Now work with a partner. Ask and answer the qstions.
Have students work in pairs. As they talk, move round the room monitoring their work. Offer anguage or pronunciation support as needed.
2a This activity provides listening practice using the target language.
Call attention to the list of five ”words and expressions.Point out the blank in front of each one. Ask a student to read the list to the class.
Say, The people on the recording are talking about TV shows. They use these words and phrases as they talk about the shows. You will number these words and phrases 1-5 in the order you hear them on the recording.
Play the recording the first time. Students only listen.
Point out the sample answer 1 in front of the word love. Say, The first word on the recording is love in the sentence I love it. So the answer in front o/“love is number 1.
Play the recording again. Ask students to write a number from 1 to 5 in front of each of the words and phrases.
Check the answers.
2b This activity provides more listening practice using the target language.
Point out the dialogue with blanks. Read it to the class saying blank each time you come to a blank.
Say, Listen to the recording again. This time/ill in each blank with a word or phrase from the list in 2a.
Play the recording. Students write words in the blanks.
Check the answers.
2c This activity provides guided oral practice using the target language.
Call attention to the dialogue students completed in activity 2b. Say, Read the dialogue with a partner.
Help students find partners. Have the students practice
the dialogue several times.
Then say, Now talk about a TV show you both know.Tell what you like and don't like about the show and the people in it. As students work together, move around the room answering questions and offering language sup- sport as needed.
Ask some pairs of students to present their dialogue!to the class.
3a This activity provides pral and writing practice using the target language.
Call attention to the list of TV shows and ask a student to read the names to the class. Say, In this activity you ask each other questions about TV shows.
Ask students to work in pairs. Ask student A in each pair to look at the chart on page 67. Ask student B to look at the chart on page 86. Remind students not to look at their partners' pages.
Say the first question and answer with a student. Pretend you are student A and work with a student partner.Say What does Stuart think of ”Sports News“? Have student B look at the answer on his or her chart on page 86.Student B answers, Stuart loves ”Sports News“. Show students that you are writing in the word loves after Stuart's name on the chart on page 67.
Then say to your partner, Ask me about Stuart Student B asks, What does Stuart think of ”Sports News“? You answer, Stuart likes ”Sports News“. Have the student write the word likes after Stuart's name on the chart on page 86.
Ask the pairs to continue on their own. Move around the room monitoring the progress of the pairs.
Go over the answers.
3b This activity provides guided reading practice using the target language.
Read the dialogue with a student. Every time one of you conies to a blank, say blank.
Call attention to the chart students completed in activity 3a. Say, Use the words in this chart to fill in the blanks in the dialogue in activity 3b.
4 This activity provides listening, speaking, and writing practice using the target language.
Read the instructions to the class. Then ask students to name some TV shows they know about. Write the list on the board. Try to include some that students like and some they don't like.
Point out the dialogue in the speech bubbles. Have two students read it to the class.
Then point out the sample answer in the chart. Say,This TV show is called ”Tell it like it is!“ I love it, and Lin Peng does, too. I write ”I love it“ under ”What I think“ and I write ”Lin Peng“ under ”Student who agrees with me“.
Say, Now go around the class. Ask students about TV shows you know. Find students who agree with you.
After five minutes ask students to sit down. Then ask some students to read the information from their charts to the class. Ask students to make statements such as I don't like ”The Crime Files“. Carlos doesn't like ”The Crime Files“, too.
Alternative: If you do not want students to get up and
move around the class, you can ask them to do this activity
in groups of four.
Section B
New language
hair clip, sunglasses, scarf, watch, wallet, belt, key ring Additional materials to bring to class:
mail order catalogs containing watches, jewelry, etc.
1 a This activity introduces more key vocabulary.Point out the seven words. Say each word and ask students to repeat it.
Call attention to the first picture. Say, Look at picture a.This is a belt. Is anyone in the class wearing a belt? Do the same thing for the other six pictures.
Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of the picture in the blank in front of the correct word.
Point out the sample answer. As students work, move around the room answering questions as needed.
Check the answers.
1 b This activity provides guided oral practice using the target language.
Read the instructions to the class. Then follow the instructions yourself. Hold up or point to each item you have. Then, call on students to hold up items and respond.For example, hold up your wallet and point to your watch.Say, I have a wallet and a watch. What do you have?
Ask students to hold up items and tell the class what they have.
2a This activity provides guided listening and writing practice using the target language.
Say, You ivill hear a conversation. Maria is asking Carol and Evan what they think about different fhings. Write the name of each item under ”Thing“in the chart.
Play the recording the first time. Students only listen.
Point out the example. Say, One thing they are talking about is a watch. ”Watch“ is written in for you.
Play the recording a second time. Students write the names of the things that are being talked about.
Check the answers.
2b This activity provides more guided listening and writing practice using the target language.
Say, Now I will play the recording again. This time,write down what Carol and Evan think about each thing.
Ask a student to read the words in the chart to the class.
Point out the sample answers as you say, They are talking about a watch. Carol loves the watch. Evan doesn't mind the watch.
Play the recording again. This time, have students fill in what Carol and Evan think.
Check the answers.
2c This activity provides guided oral practice using the target language.
Point out the example in the speech bubbles. Ask two students to read it. Show students how it connects with the chart in activity 2a.
Say, Now work with a partner. Talk about what his or her parents think about the things in activity 2a.You can use questions and answers like the ones in the speech bubbles.
As students work in pairs, move around the room monitoring their work. Offer language support as needed,watch sunglasses scarf wallet
3a This activity provides reading and writing practice using the target language.
Ask students to read the article individually. Then ask them to say any words or sentences they don't understand.Explain the words and sentences in your own words. For example, if a student asks, What does ”It's for moms!“mean? Say, ”It's for moms!“ means that the scarf is something that a mother wears, not something, that
a young person wears.
Read the article to the class. After you finish, ask for any more questions.
Call attention to the chart on page 88. Point to and read the heading of each column. Say, The first column is a list of things in the article; the second column is loves; the third column is likes; the fourth column is doesn't mind; the fifth column is doesn't like; the sixth column is can't stand.
Say, Now read the article again. Write the name of each person in the article in the blank after each item. As students work, move around the room clarifying the instructions and offering other help.
Check the answers.
4 This activity provides reading, speaking, and listening
practice using the target language.
Read the directions to the class. Point out the speech bubbles. Have two students read the dialogue to the class.
Say, Think of six things to ask each other about.What are some things you can think of? Write the words on the board, providing translation help with new words if necessary.
Then say, Now go around the classroom. Ask students what they think about six different things. You can use the words on the board or you can use different ones.
As students talk, move around the room, monitoring conversations and offering assistance with vocabulary and pronunciation if needed.
Alternative: If you do not want students to get up and move around the class, you can ask them to do this activity in groups of four.
Language goals
In this unit students learn to talk about the weather and talk about what people are doing.
New language
What are you doing? I'm watching TV
What's he doing? He's playing basketball.
What's she doing? She's cooking.
What are they doing? They're studying.
How's the weather? It's raining.
Section A
Write the question. What are you doing? on the board.Read the question and ask the class to repeat it. Then act out an activity students are already familiar with, point to the question and have students repeat it. Answer the question using the target language.
For example, you might pretend to be reading a book,playing soccer, playing the guitar or writing your name.When the class asks, What are you doing?, you answer,I'm reading a book, and so forth.
1 a This activity introduces the key vocabulary.
Focus attention on the cities in the picture. Ask, What s the weather like here? If they can't answer, supply theword and ask the class to repeat it. Say a sentence or two about each kind of weather. For example, It's raining.Is it raining here today?
Point out the numbered list of words. Say each one and ask students to repeat the words again.
Then ask students to match each word with one of the cities in the picture. Say, Write the letter of each city next to one of the ivords. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Play the recording the first time. Students only listen.Say, You will hear four different conversations. Each one is about the weather in a different city. Point to each city in the picture as it comes up on the tape.
Play the recording a second time. Ask students to write the name of the city in the picture of its weather. Say, The first one has been done for you. Beijing is written in the picture of sunny weather. It is sunny in Beijing.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Point out the example conversation. Ask two students to read the dialogue to the class.
Say, Now work with a partner. Make your own conversations about the weather in these five places.
As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed.
Ask several pairs to present their conversations to the class.
2a This activity gives students practice in understanding the target language in spoken conversation.
Point to the four pictures. Ask students to tell what each person is doing in each picture. For example, This boy is talking on the phone. This man is playing basketball. Supply vocabulary words as needed.
Play the recording the first time. Students only listen.
Play the recording a second time. This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.
Correct the answers.
2b This activity provides listening practice using the target language.
Point out the list of names and the list of activities.Ask a different student to read each list to the class.
Say, Now I will play the recording again. This time,please match each name with an activity. Write the letter of an activity in front of each name. Point out the sample answer for number 1.
Play the recording and have students fill in the rest of the answers. ,
Correct the answers.
2c This activity provides guided oral practice using the target language.
Call attention to the four people in the picture in activity 2a. Ask students to say something about each person. Guide students to use the words and phrases playing basketball, cooking, ivatching TV, and playing computer games.
Point out the sample conversation in the speech bubbles and have a pair of students read it to the class.
Say, Now please work with a partner. Make conversations like this one. Talk about the people in the I pictures. As students work in pairs, move around the room monitoring progress and offering assistance, if needed.
Ask some pairs to present their conversations to the class.
3a This activity introduces more key vocabulary.
Call attention to the faces. Ask students to point to and describe each face using whatever vocabulary they can.Help students to identify how each person is feeling. For example, ask a student. Look at this face. Is it happy? Is it unhappy?
Then point to the four words. Say the words and ask students to repeat each one. Use your tone of voice and facial expressions to reinforce the meaning of each. Add your own simple explanations of what each one means.For example: Not bad. This means something is not very good, but it's also not very bad. It's in the middle.
After that, ask students to match each numbered phrase with a face by writing the letter of each face in the blank in front of the correct phrase.As students work, move around the room answering
questions as needed.
Check the answers.
3b This activity provides oral practice using the target language.
Point out the conversation in the large picture and ask two students to read it to the class. Ask students to explain what How's it going? means. (It is similar to How are you? or How is everything?)
Ask students to practice the conversation in pairs.Move around the room monitoring their progress.
Then call attention to the example in the small speech bubbles. Have two students read it to the class.
Say, Now we'll change some of the words and make our own conversations. We can use our own names. We can give true answers or we can make up answers.
Ask pairs of students to make up their own conversations. Move around the room offering language support as needed.
Ask some pairs to present their conversations to the class.
4. This game provides oral practice using the target language.
Say,Now let's work in pairs again. One student looks at the picture on page 85 and the other looks at the picture on page 87. Please don't look at your part ner's picture.
Say, Each picture has the same people in it, but they are doing different things. Take turns talking about what the people are doing in your picture. If I am student A, I will say. In my picture it is sunny. Guide one of the students Bs to respond. In my picture it is raining.
As students work, move around the room, monitoring progress and offering assistance as needed.
Section B
New language
More words used to describe weather:cold, hot, cool, warm, humid
Additional materials to bring to class:
weather map from an English language newspaper
1 a This activity introduces more key vocabulary.
Focus attention on the five pictures. Ask students to tell what the weather is like in each place, if they can. If not, supply the word and ask the class to repeat it. Say a sentence or two about each kind of weather. It's cold in this picture. Is it cold here today?
Point out the numbered list of words. Say each one and ask students to repeat the words again.
Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.
Check the answers.
1 b This activity provides oral practice using the target language.
Call attention to the example in the speech bubbles.Read the conversation with a student.
Ask students to work in pairs. Have students ask and answer questions about the weather in the pictures in activity la.
2a This activity provides listening and writing practice using the target language.
Read the headings on the chart to the class. Point out the answer blanks.
Say, Listen to this conversation between Sam and Maria. Listen carefully to their questions and answers.
Play the tape the first time. Students only listen. Play the tape again and have students write their answers.
Play the tape again and have students write their answers. Say, This time, please write the answers Maria and Sam give to the question ”How's it going?“You may wish to play the tape more than once at this point.
Correct the answers.
2b This activity provides more listening and writing practice using the target language.
Point to and read the second two headings on the chart: What are you doing? How's the weather?
Ask students to listen to the recording again and write the answers to these two questions in the blanks in the chart.
Play the recording. Students fill in the blanks.
Correct the answers.
2c This activity provides guided listening and speaking I practice using the target language.
Point out the example in the speech bubbles. Ask two students to read it to the class.
Point out the three questions in 2a. Ask individual students each question and repeat their answers. Accept any reasonable answers.
Say, Now work with a partner. Make your own conversations. Student A is Maria. Student B is Sam. Athey talk, move around the room monitoring their work.Offer language support as needed.
3a This activity provides reading practice using the target language.
Call attention to the speech bubble and the picture.Ask students to say where the reporter is. Ask them to tell what they know about Egypt.
Read the speech bubble to the class, or ask a student to do so. Answer any questions students may have. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.
Ask students to work alone. Say, Underline the words in the speech bubble that say what people are doing. Then circle the words that describe the weather. Two examples are done for you.
3b This activity provides reading and writing practice using the target language.
Draw attention to the pictures of France and the description below. Read the description to the class or ask a student to do so. Say the word blank each time you come to a blank line.
Answer any questions students may have about the new words. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.
Ask students to work alone. Have students fill in the blanks. Point out the sample answer and read that sentence.
Correct the answers.
3c This activity provides writing practice using the target
language.
Ask one or two students to describe the weather in their home town, and to say what outdoor activities people there like to do (e.g. playing football, flying kites, fishing).
Ask students to work alone. As they work, move around the class monitoring progress and offering help as necessary. Provide the students with any new vocabulary theyneed (e.g. for describing activities), or encourage them to use a dictionary.
Ask several students to read their reports to the class.
4 This survey provides listening, speaking, and writing practice using the target language.
Call attention to the dialogue in the speech bubbles.Ask two students to read it to the class. Ask other students,What do you do when it's raining?
Substitute another type of weather for ”raining" and ask other students what they do. Accept all reasonable answers and write each one on the board.
Introduce the use of present tense in both halves of answers such as, When it's sunny, I go to the beach.(See grammar note.)
Now ask students to interview their classmates. Ask each student to choose one type of weather and ask as many classmates as possible what they do in that kind of weather. Remind students to write down the answers.
Ask several students to read their questions and answers to the class. Write any new vocabulary items on the board and discuss these words. Students may wish to copy some of the words onto their notebooks.
Alternative: If you do not want students to get up and walk around the classroom, then ask them to do this activity in groups of four.
Unit 1 My name’s Gina.
1．继续学习如何做自我介绍及问候他人。
2．学会从对话中获取对方的基本信息（询问他人姓名）。.
Language points（语言点）
1.要求掌握以下句式：What’s your/his/her name?
My/His/Her name is ……
2．要求掌握下列词汇：his, and, her, question, answer, look
3．语法：了解缩略形式What is=What’s ，I am = I’m等；初步了解代词my，your，his，her的用法（此知识可在今后学习中进一步巩固）。
Difficulties:(难点):代词my，your，his，her的用法。
Teaching steps（教学步骤）
1. Warming- up and revision（课堂热身和复习）
（1）Sing ABC song1
（2）Greeting (Say hello between the teacher and the Ss)
(3) Review introduction
T: Good morning. I’m Diana.2 What’s your name?
S: I’m Xu Dong./My name is… Nice to meet you.
T: Nice to meet you ,too.
2. Presentation（呈现新知识）
T: Boys and girls,let’s play a guessing game,
“What’s his/her name?” 3 OK?
Show the students the famous persons, let
them guess the names of these persons by using:
His name /Her name is ……4
I think his/her name is…5
Is he/she……?
教学设计说明
1． 为活跃英语课堂氛围而进行的活动。
2．为了复习第一课时的句式，教师可带上面具以新面孔出现，与学生进行仿真交流。教师与多个学生进行交流，进一步熟悉同学，并且给学生多种激励性的评价。
3.从guessing game中引出What’s his/her name? His/Her name is……。让学生利用名人的图片来进行猜测，熟练新的句式。
4.板书What’s his/her name?
His/Her name is……
5．对有能力的同学，鼓励使用更多的句式来表达。Is he/she…? I think he/she is… I think his/her name is……
3. Summary (short forms)
My name’s ______. Your name’s _______.
His name’s _______. Her name’s ________. 6
4．Work on 2a（完成P2－2a）
T: Now, look .at the pictures on P2, listen to the
four conversations. Just listen.
(Play the recording for the first time, students
only listen.)
Then, listen to the recording again, and number
the pictures . Check the answers.
5．Work on 2b（完成P2－2b）
Listen again. Circle the names you hear.
The first name is done for you.
Play the recording. Students listen and circle
the names they hear. Then check the answers. 7
6．Listen and repeat（听音跟读）
T: Now let’s listen to the tape and repeat.
Please try to read like the tape. 8
7．Work on 2c（完成P2－2c）
T: Suppose you are new students in No. 1 Middle
School. You are from different countries. You
meet for the first time. Make up a dialogue in
pairs.9
8. Grammar focus（老师用中文总结这两天所学的语法点）
T:这两天学习了自我介绍、认识新朋友、问候的句型。
My name is …… I’m ……
What’s his/her name?
Nice to meet you.
回答What’s your/his/her name?
的答语用： My/His/Her name is….
注意几种缩略的表达法：What’s=What is
I’m=I am name’s=name is10
6．小结物主代词my , your, his, her 的用法。
并了解一些缩略形式及读法，为下一步的听力做准备。
7．
Conversation1:Jenny, Tony
Conversation2:Tonny, Jenny
Conversation3:Bob
Conversation4:Jim
8．将四段对话让学生跟读一遍，为下一步的同桌活动做准备。教师要特别强调语音语调的模仿。可以先全班跟读，再让学生个体跟读。
9.学生可根据P3的示范做对话，或脱离示范对话，自由发挥。教师当堂检查三、四组对话。其他同学课后到教师处表演。
10. 指导学生阅读grammar focus时，注意使学生理解question, answer, look三个词。
9. Exercise
Workbook P1 Ex.1 Find these words. Circle the words.
P2 Fill in the blanks in the conversations..11
10．Homework
Oral work: (1) Listen to1a, read and recite it.
(2) Read the sentences in Grammar Focus.
(3) Go on making up your dialogues with your partner and polish it.
Written work: (1) Finish workbook P1P2Exx
(2) Bring some photos to school. 12
11. 练习册的两个习题巩固本节课的语言重点。
12. 准备若干亲友的照片，若干生活中常用电话号码的图片（急救、报警、火灾等），为下节课准备。
（The 1st period section A la-lc）
Teaching aims (教学目标)
1、学会识别颜色和谈论物体颜色
2、学会字母Ss-Zz
language points(语言点)
1、要求掌握以下句式： What color is it? It’s red .
2、要求掌握以下字母：Ss T t V v V v W w X x Y y Z z
3、要求掌握以下词汇：red green blue yellow white black
Teaching steps
1、warming- up and revision (课前热身和复习)
1）Daily greetings to the students (日常问候)
T：Good morning/afternoon
How are you today?
How about you, Jim ?
How is your mother?
如
S1：Good morning.
S2：Good morning.
S1：How are you today?
S2：I’m fine, thanks, How about you?
2) Revision (复习)
A). T：What’s this in English?
S1：It’s a bag.
S2: It’s a hat.
……
B)T：What’s this?
S1：It’s A…
Or
T：Where’s A?
S1：It’s here. .
2、Presentation(呈现新知识)
T：（从复习中引出）What’s this?
S：It’s U .
T：What color is it?
S：It’s red .
(通过这个句型引出要学的新字母和六种颜色，可以做字母卡片，并在每个字母上涂上一种要学的颜色。)
3、work on la ( 完成P12 1a )
T：Now let’s listen to the tape and repeat Please try to imitate them .
Tapescript
A :What’s this‵ ? B : It’s V ‵.
A : What color is it ‵? B : It’s red‵.
4、Work on 1 b ( 完成P13 1b )
T：Match the words with the colors
（给学生两分钟时间来完成此项任务，并让同桌学生讨论，校对答案）
T：Now let’s check the answers
5、Practise
1) Games
T：Let’s look at our classroom and find the colors
T：red red a red flag
S1：red red a red hat
T：green green …
S3：green green a green …
S4：…
2)chant
red red a red pen
green green a green tree
white white a white kite
black black a black cat
blue blue a blue ruler
yellow yellow a yellow pillow
6、work on 1c (完成P13 1c)
T：Now you see many things in our classroom .
Look, what’s this?
S：It’s a pencil-box.
T：what color is it ?
S：It’s black.
(引导学生参考教室里的物体，运用上面的句型编类似的对话)
7、work on 2a（完成P14 2a）
T：Listen and repeat the letters
（学生在跟读字母时，可适时教他们字母的发音拼读如Ss［es］、Tt [t]+[ i:]→[ ti:] ）
8、Work on 2b ( 完成P14 2b)
T：Now let’s play the game “Who can find your partner fastest?”
T : Look at the picture in 1a . Find the big letters for these small ones .
（ 给学生一分钟时间完成任务，然后校对答案。）
9、work on 2 c ( 完成P14 2c)
T：listen and number the letters you hear.
（可以根据情况播放2遍，第一遍学生听后写上顺序，第二遍边听边校对答案）
10、Work on 2d（ 完成P15 2d）
T：What’s the small letter for S?
Can you write it？
（在黑板的三线格上，教学生书写这几个字母的大小写）
T：Now who can come here and write on the blackboard?
（让学生上来写在黑报上，然后评论并纠正书写的错误，使学生印象深刻）
11、Follow up（进一步扩展）
T：Do you know what these letters mean?
S/M/L UFO CCTV UN
（先出示字母组合，让学生猜出其代表的意思，然后出现相应的图片给学生直观上的感受）
T：Do you know these?
CH AME AD ID WC
（老师补充其它字母组合，让学生猜出其意思）
T：Do you know other letters like these?
S：KFC
T：What do they mean?
S1：肯德基（可用汉语表达）
。。。。。。
12、Homework ：
Oral work
(1)Listen to la and repeat .
(2)Make up your dialogues with your classmates like 1c .
Written work
(1)Copy the letters S-Z twice. (大小写各抄2遍)
(2)Copy the six words of colors twice.
Unit3 what color is it?
（ The 2nd period Section A 4 - 5 ）
Teaching aims (教学目标)
1、继续学习识别颜色
2、学习谈论房间里物品的颜色
Language points (语言点)
1、要求掌握以下句式:
（1）-What’s this in English?
-It’s a key.
-Spell it ,please .
-K -E-Y
-What color is it?
-It’s yellow.
2、要求掌握以下词汇：
color ( V .)
Teaching steps (教学步骤)
1、warming- up and revision
(1)Daily greetings to the students
（2）Revision
T：What’s this?
S：It’s w.
T：What color is it?
S：It's black.
Well done！ Good job! Super！ Great！ Pretty good！
2、Presentation（呈现新知识）
（呈现空心字的颜色词卡片或画在黑板上或打印在worksheet上）
T：What’s this word ？
S：It's BLACK.
T：Color it black ,please .
S1：OK .
(老师让学生完成在空心字里涂上正确的颜色，并校对)
3、Work on 4
T：Look at the picture . What’s this ?
S：Five Rings
T：（给学生两分钟完成任务，然后用CAI来呈现五环旗的图片，让学生校对）
4、Follow Up
（1)T：What’s this ?
S：It's a Chinese /English / American….flag .
T：Can you color it ?
S：Yes .
（2）T：Take out your palette .
T：What's blue and green?
What's red and yellow ?
What’s black and white?
What’s blue and yellow?
… …
5、work on 5
T：Look at the picture of a bedroom , what’s this?
S：It's a bed.
T：Spell it , please.
S：B-E-D
T：What color is it ?
S：It's yellow.
6、Homework
Oral work：
(1)read the words of colors
(2)Read and recite the dialogue on P15
(3)Go on making up your dialogues with your partner and polish it .
Written work
(1) Draw your bedroom and write about it .（描写你的卧室里的物品的颜色）
为了使学生尽快进入上课的状态，建议分别向不同的学生提问以上的问题，也可以设置情景，引导学生编出类似的对话。
老师运用实物，幻灯片或CAI等手段复习学过的名词，可以采用快速回答或平面图猜测等竞赛方法，由于这些是已学过的词汇，所以应采取一些形象、生动的方法来巩固。
老师用字母卡片或生活中像字母的东西来复习字母
让学生排成一列或一排，每个手中拿一字母卡片，被问到的同学迅速站出来。借助这种方式可以较好地训练学生的听力。
学生应听一句跟读一句，老师强调学生对语音语调的模仿，可让学生标上语调，先全班跟读，再让个体学生跟读，可主用激励、竞赛等方法，鼓励学生大声朗读，模仿到位。
引导学生找教室里的物品颜色，可以采用男女生竞赛，小组竞赛或Chain Drill等形式，这一步可以发挥学生的主动性，积极地使用所学知识。
老师根据相同的元音编出左边的Chant，运用CAI，形象地展示出来，配上音乐旋律。以此来巩固上一步骤。
老师清楚地示范一两遍
后，放手让学生编，然后再检查三，四组。
把学生分成2组，一组拿着大写字母卡片，另一组拿着小写字母卡片，在最短的时候内找到相应的大小写字母
让学生思考在生活中见到的字母组合，可采用直接分组竞赛也可先分组讨论再竞赛的方法，这个活动可在课前预习作业中布置
教师和学生准备好一套彩色大小字母卡片，随意抽出卡片编类似于上述的对话，然后引导学生同桌或同组问答，再检查二、三组，检查时，可用出适当的评价.通过此方式可进一步巩固字母及颜色的表达。
教师用CAI呈现几面典型的未涂色的国旗，让学生猜测其颜色，然后在worksheet上给国旗涂上正确的颜色，最后与CAI上的图片校对一下。增强学生对国旗的认识，延伸课外知识。
让学生拿出带来的调色板和颜料，老师提出一个问题后，学生着手调色，并回答问题，此时需要教学一些新的颜色词：pink , purple , grey …. 借助这种方法培养学习语言的兴趣，提高动手能力，同时很好地对知识进行了延伸。
老师利用CAI或挂图呈现一幅卧室的图片，引导学生运用上面的句型谈论卧室中的物品及颜色，可以让学生到黑板前来指着图片中的物品进行问答。
Unit 3 What color is it
( The 3rd period Section B 1a－2 )
Teaching aims ( 教学目标)
1. 继续辨认物品及物品的颜色。
2. 了解a e i o u 5个元音字母常见的开、闭音节的发音。
Language points ( 语言点)
1. 要求进一步熟练掌握以下句式 ：
What’s this in English ? It’s ….
What color is it ? It’s ….
The key is yellow .(red , white ….)
2. 要求掌握以下词汇：
red , yellow , green , blue , black , white
3. 要求进一步了解5个元音字母及其常见开、闭音节的发音。
Difficult Points : ( 难点)
a e i o u 5个元音字母常见的开、闭音节的发音。
Teaching steps (教学步骤)
1. Warming-up and revision (课堂热身和复习)
1）Daily greetings to the students (日常问候)
T : Good morning / Good afternoon / Hello / Hi !
How are you ?
S: I’m fine ,thank you . And you?
2) Revision ( 复习)
1. A guessing game :
T : I spy a color . It begins with “r”.
What color is it ?
S1 : I know it’s red.
S1: I spy a color . It begins with “y”.
What color is it ?
S2 : I know it’s yellow.
S2: I spy a color . It begins with ….
What color is it ?
S3: I know it’s ….
2.A spelling game :
T : What’s this color? It begins with “b”. ( T 在黑板上板书
b )
S: Is there an “l” in this word ?
T : Yes , there is .
S : Is there a “u” in this word ?
T : Yes , there is.
S : Ah, I know it’s blue.
T : What’s this color ? It ends with “w” .
….
T :There is an “ a ” in the middle.
….
3. Check homework
T ：Please show me your pictures of your bedroom .
What’s this in English ?
S : It’s a….
T : Spell it , please .
S : ….
T : What color is it ?
S : It’s ….
….
T : Good job ! / Well done ! / Your picture is beautiful!
（教师及时予以评价鼓励）
2.Work on 1a on P16 (完成 P16 1a )
Task One :（ 任务一：教师让学生辨认1a 图片中的物品名称。）
T: Now please open your books and turn to page 16.What’s this in English in the picture ?
S:It’s a pen .
T:And what’s this ?
S:It’s a key .
T:What’s this?
S: It’s a ruler . （可由学生两人一组对话形式辨认图片中的物品名称。）
Task Two: ( 任务二：对第16页上面的1a进行听音涂色。)
T: First listen to the tape carefully .( 第一遍让学生认真。)
T : Now listen again ,take out your color pencils to color the things in the picture.( 第二遍，让学生根据对话内容开始涂色。)
Tapescript
A : What’s this in English ?
B : It’s a key .
A : What color is it ?
B : It’s yellow .
A : What’s this ?
B : It’s a ruler .
A : What color is it ?
B : It’s blue.
A: What’s this ?
B : It’s a pen .
A : What color is it ?
B : It’s red .
3.Work on 1b on P16 (完成 P16 1b)
T : Listen again and complete the sentences .( 让学生再听1a的录音材料，在空格内写下该物品的颜色的单词。)
Answer
1. The key is yellow.
2. The ruler is blue .
3. The pen is red .
4.Work on 2 P16 ( 完成 P16 2 )
Task One : Revise 26 letters . ( 复习26个字母 )
T : Look at the letter cards and read aloud like this :
a′a‵, b′ b‵ , c′ c‵ ...
Task Two : Pronounce the 26 letters.
T : Now this read the letters like this :
a [ei] / b [b]+[ i:]→[ bi:] / c [s] +[ i:]→[si:] / d [d]+[ i:]→[ di:] / f [e] + [f]→[ef] / ….
( T helps Ss to say and pronounce the 26 letters .)
Task Three :
T : Now let’s play a game
“ Grouping the letters （字母分组游戏）”
Get 26 students with 26 “letter caps “ on their heads to come to the blackboard one by one . Others read aloud the letters . Then arrange the 26 students into 7 different groups containing the same sounds . They are [ei] [ i:][e] [ai] [ju:] [эu] and [ɑ:]. ( copy these sounds on blackboard.)
Aa Hh Jj Kk
Bb Cc Dd Ee Gg Pp Tt Vv
Ff Ll Mm Nn Ss Xx Zz
Ii Yy
Uu Qq Ww
Oo
Rr
Tell Ss to memorize the chart in the way of pronoucing the 26 letters.
Get Ss to arrange their own 26 cards into 7 groups on their desks .
Task Four : Listen and repeat.
T : Now open their books , listen and repeat the tape . (让学生听音跟读P16 第2部分,并找出不同的发音规律性。)
Read aloud the words in the top row .Get Ss to repeat . Check pronunciation and correct if necessary . Make sure students understand the difference between the two “ a “ sounds .
Repeat for the next rows. T Can give Ss the phonetics of these sounds .
Task Five : Exercises
1. 听下列各组字母，含有相同音素的划“√ ”号，不同的划 “×”。
1. 2. 3. 4. 5.
( Recording : 1. KG 2. BE 3. SM 4. JG 5. AI
Answer : × √ √ × × )
2. 读下列每组字母和单词，含有相同元音音素的划“√ ”号，不同的划 “×”。
1. K Dale ( ) 2. Frank thanks ( ) 3. E pen ( )
4. map Grace ( ) 5. Q blue ( )
( Answer : √ √ × × √ )
5.Homework:
1. Oral work : Listen to the chart on 2 P16, read and recite it .
2. Written work :
(1) Make up dialogues according to 1a picture and write them down .
(2) Describe your own bedroom , eg :
“ In my bedroom , the desk is white , the jacket is red , the key is green ….. ”
Unit 3 What color is it
( The 4th period Section B 3a－4 )
Teaching aims (教学目标)
1. 熟练掌握26个英文字母
2. 进一步掌握5个元音字母。
Language points (语言点)
4. 26 个字母
5. 5个元音字母 ： a e i o u
Teaching steps (教学步骤)
1.Warming-up and revision (课堂热身和复习)
T : Good morning / Good afternoon / Hello / Hi !
How are you ?
What’s this in English ?
S: It’s a pen .
T: Spell it ,please .
S:P-E-N .
T: what colour is it ?
S: It’s blue .
(2.Work on 3a on P17 ( 完成 P17 3a )
Task One : (任务一：教师使用26张字母卡片随意抽出让学生认读)
T: What are these ?
S:They are letters .They’re English letters .(学生不会说letters，教师可带着学生说。)
T: How many ?
S:Twenty-six.
T:What’s this?
S: It’s D ( A 、C|、B、X….) (可由学生两人一组对话形式辨认卡片上的字母。)
Task Two: ( 任务二：听音跟读、模仿第17页上面的3a )
T: Now please open your books and turn to page 17.Listen and repeat the 26 English letters .
Tapescript
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Task Three : Finding the letters
( T draws the sticking figures on the blackboard . Get Ss to find the letters in the alphabet , the more , the better .)
T : Please look at the picture , can you see “A” ?
S : Yes , it’s here .
T : Can you see “H”?
....
Task Four : Recognizing the letters . ( 辨认字母游戏 )
T : Now , look at me and guess what letter it is .
S : Is it T ?
T : No , it isn’t .
S : Is it Y ?
T : Yes , it is .
….
3.Work on 3b P17 (完成P 17 3b)
Task One : Listen and learn the alphabet song .（让学生学唱字母歌，帮助学生熟练记忆26个字母。）
T : Now first just look at the song on P17,listen to it carefully.( 第一遍让学生静听，了解歌曲的旋律。)
This time , let’s follow the tape and sing aloud .(第二遍让学生跟着磁带唱。)
Now , let’s sing along with the tune.( 让学生跟着伴奏带唱。)
Task Two : Let’s play a singing game . I sing “ ABCD” , you sing “EFG”. Tom （班级里的一学生）sings “ OPQ” , you sing “ RST ”. Got it ? （让学生玩唱歌游戏，一个学生唱出歌中的任何一句或半句，另一学生接唱下一句或下半句。）
Task Three: Now, let’s play another game “Say the next letter” .If I say “A” , you say “B” . If I say “H” , you say “I” . ( 让学生玩“说下一个字母”的游戏。)
4．Work on 4 P 17 ( 完成P17第4部分)
Task One: Get Ss to say the five vowels .( 让学生回顾5个元音字母。)
Task Two : Listen and read the chant .
T : First , Just listen carefully and enjoy the lyrics in the book .( 第一遍，让学生感受节奏)
Now follow the lyrics in the book. ( 第二遍，让学生跟着吟唱。)
（在学生反复跟着吟唱后，可进行比赛。）
Task Three : Get S to think more words with the five vowels .(让学生想出更多的含有这5个元音字母的单词。
Then make a similar chant in groups ,Get Ss to show their new chant and perform in front of class.
（ 让学生分小组编类似的chant，然后展示他们的作品，并表演出来。 ）
5.Homework :
Oral work :
(1) Sing the alphabet song .
(2) Recite the English alphabet .
Written Work :
(1) Copy 26 letters and 5 vowels .
(2) Make a similar chant .
Unit 3 What color is it
( The 5th period self-check )
Teaching aims (教学目标)
1.检查前一天布置的chant作业。
2.通过小测验来复习本单元所学过的内容。
3.学会谈论自己最喜欢的颜色及描绘美好的环境 。（根据班级学生接受能力情况来确定。）
Language points (语言点)
1.名词：sea , water , sky , tree ,flower , sun
2. What’s this in English ? It’s ….
What color is it ? It’s ….
What’s your favorite color ? Red .
The sky is blue .The water is green .The tree is green . The ….
Teaching steps (教学步骤)
1. Warming-up and revision (课堂热身和复习)
1）Daily greetings to the students (日常问候)
T : Good morning !
S : Good morning !
T : My name is …. What is your name ?
S : I’m ….
T : Nice to meet you .
S : Nice to meet you , too .
T : Good morning / Good afternoon / Hello / Hi !
How are you ?
S: I’m fine ,thank you . And you?
( If possible , teach some alternatives of I’m fine .
eg. I’m Okay . I’m not feeling well. I’m so-so. I feel great.)
2) Revision ( 复习)
T: Now show me your chant . Read it aloud . Let’s enjoy it!
(Get S to show their new chant and read aloud in front of class .)
T : Good job ! / Well done ! / Excellent ！
（教师及时予以评价鼓励）
2.Work on 1 on P18 ( 完成 P18 1 )
Check the letters and words you know .
T : Now please open your book , read the letters and words in Part 1 by yourself .Tick the letters and words you know and circle the letters and words you don’t know .
(让学生读P18 1中的字母及单词，挑出自己已会的内容。)
3.Work on 2 on P18 (完成 P18 2 )
T : Now write five new words in your Vocab-Builder .(让学生记录本单元所学的5个单词，也可鼓励学生记录自己课外学到的词汇。)
4.Work on 3 on P18 ( 完成 P18 3 )
Task One : Get Ss to recite the English alphabet and 5 vowels . (让学生背诵字母表及5个元音字母)
Task Two : Get Ss to fill in the missing letters in P 18 3 .Then read all the letters .
( 让学生填入表中所缺的字母，然后朗读出来。)
Answer
b, e , g , h , k , m , p , q , s , u , w , y
5.Work on 4 on P18 ( 完成 P18 4 )
Get Ss to work in pairs , use colored pens to write down the letters their partner says .( 让学生两人一组说写单词。一位学生说出自己喜欢的字母与颜色，另一位用该颜色的彩笔写下该字母。）
T ： Now you work in pairs .One says “ Green A ”. Your partner writes down the letter in this color .
( 教师在学生完成此项任务时，可走入学生座位检查学生的发音或提供帮助。)
6.．Follow up : ( 进一步扩展)
1) T : Now you have many colorful letters on your books . Now I want to know what’s your favorite color ? （ to S1 ） What’s your favorite color ?
S1 : Red .
T : ( to S2 ) What’s your favorite color ?
S2 : Green .
….
2) Get Ss to ask and answer in pairs about their favorite color .
7.Enjoy just for fun on P18 ( 欣赏 P18的just for fun )
T : What color do the birds see ? Let’s read “Just for fun ”.
（Get Ss to read aloud the dialogue . Help Ss understand the dialogue .
Help Ss learn some new words : bird , water , sea , whale , inkfish . ）
8.Follow up : ( 进一步扩展 )
Get Ss to draw a picture of beautiful environment with blue sky , bright red sun , blue sea , green water , green trees , colorful flowers , white birds . Then describe the picture .
“ This is our home .The sky is blue .The sea is blue. The water is clear .The tree is green …. I like them .”
9.Dictation :( 听写下列字母和单词)
1．A a 2. Ii 3.E e 4.Rr 5. Oo 6.Ll 7.Uu 8. Vv 9. Yy 10. J j
11. Gg 12. Zz 13. Qq
14. red 15. green 16. blue 17. yellow 18.black 19.white 20.color
10. A Quiz
A. 按字母表顺序为下列字母正确排序 ，并写出其中的元音字母。
i , e , h , f , u , m , a , x , b , y , o , q , g
1 . 正确顺序
2 . 元音字母
B. 请写出下列字母的前一个和后一个字母 。
m 、 h 、 o 、 w 、 t
C. 找出与所给字母含有相同元素的选项。
( ) 1.K A. S B. H C. L D.Frank
( ) 2.F A. L B. Grace C. Map D.I
( ) 3.Q A. U B. J C. G D.H
( ) 4.Y A. M B. R C. A D.White
( ) 5.E A. pen B. red C. P D.yellow
D.写出下列单词相应的大小写形式 。
1. FINE 2. BLACK 3. HELLO 4. PLEASE
5. GREEN 6.color 7.what 8. this
E.写出下列缩写词的中文形式。
PRC WTO WC
IQ EQ CAAC
RMB USA MBA
F.根据句意及答语填写特殊疑问词( what , how ) 。
1. -- is your name ? -- My name is Kate .
2. -- color is the quilt ? – It’s blue .
3. – are you ? -- I’m fine .
4. – is this in English ? -- It’s a door .
11. Homework
Oral work : Read “ Just for fun”
Written work : Make a chant like this :
“ Red , red , a red pen .
Green , green , a green tree .
Black , black, a black jacket ….” ( 注意此韵律诗的押韵形式。)
教师说出一种颜色的首字母，让学生猜出这个颜色。在英语教学初级阶段，游戏是一种非常有效的教学活动。
教师写出一种颜色的首字母或中间的一个字母或结尾的字母，让学生猜出这个颜色的整个单词的拼写。这样，既可巩固学生说颜色词汇，又可学会拼写颜色词汇，同时，又体现a 、an冠词的用法，也为这一课时中的1b铺垫。
学生展示他们的作业－ a picture of my bedroom ,学生之间进行问与答，复习P16上 5的句型 。此时教师根据学生的需要， 视学生的学习能力，可以扩充一些物品新词汇和颜色新词汇，如 purple, brown , orange , pink , light color , dark color 等 。
在听音练习中，最好让学生第一遍静听，有一个对内容的大致印象，第二遍再动手操作。
此项活动训练学生拼写颜色词汇的能力。
教师要求学生用升、降两种声调朗读26个字母,告诉学生英语中只有两种声调，要求学生学会用升、降两种声调朗读。
此任务可为下一环节的按元音音素归纳26个字母作铺垫。
按元音音素归纳26个字母，使学生在学习字母阶段，就有音素的概念。
教师在CAI 或worksheet 上呈现左边的练习。
教师使用图片、或直接使用教室里的物品或文具与学生进行问与答。
让学生认真完整地模仿26个字母的发音。
让学生观察图形，找出图形中的字母，可进行分组竞赛。培养学生的观察能力与想像力。
教师立正，高举双手整个人成“Y” 型。让学生猜出这一造型所代表的字母。教师示范后，可让学生自己设计姿势，让其他同学猜。
既可以训练学生熟练掌握26个字母的先后顺序，也可培养学生的乐感。
此游戏可活跃课堂气氛，也可训练学生熟练掌握字母表中字母的先后顺序。为增加难度，可让学生说所给字母的前一个字母。
视学生学习能力，可教学I’m Okay . I’m not feeling well. I’m so-so. I feel great.
等表达方法 。
让学生展示自编的chant给全班同学看，并念出，朗读的时候注意节奏，可以让学生拍手打节拍，从朗读中感受5个元音音素。教师作点评，
鼓励更多的同学读出自遍的chant。
此环节使学生全面复习检查本单元中出现的字母及单词，让学生圈出那些仍然不熟悉的字母或单词，鼓励学生通过复习前面课文内容，或请教老师、同学，或查字典等方式来解决问题。
此任务既可训练学生的听力，又能训练字母的书写，达到巩固字母及颜色词汇的目的。
此环节视学生的学习能力及词汇量情况而定，可由此扩展词汇，培养表达能力，绘画、审美能力及对美好环境的向往及环保意识。
打在幻灯片上，或事先印在纸上发给学生，时间为10分钟。
Teaching aims (教学目标)
1.学会日常生活中食物 水果的名称
2..学会谈论对食物水果的喜好
Lauguage points (语言栏)
要求掌握以下句式 （1）Do you like┅ Yes I do/No I don’t
（2）I like┅ I don’t like
要求掌握以下词汇 knowledge tomatows broccoli French fries oranges ice cream salad bananas strawberries garrots
Difficulties
(1) 可数名词和不可数名词
(2) 可数名词的复数形式
Teaching steps (教学步骤)
1.warning-up and revision (课堂热身和复习)
(1)Daily greeting to the students（日常问候）
(1) Revision（复习） I have┅ Do you have ┅?
T: Good morning /afternoon/children
(showing a ) fruit basket
I have a fruit basket
Do you have a fruit basket
Ask the students to ask and answer using the pettern::
Do you have┅?
2. Guessing games
Taking away the fruit bastet and asking the students to guess:
What’s in the basket? Using the sentence: Do you have┅?
Present the names of all kindsof fruits and food
3. Showing a picture of fridge in the computer
Revise the names of food and fruit
Teach the new words of food and fruit
4. Practise
1a. match the words with the pictures
5. 2a. Listen and circle the food you hear
6. Show the picture again or take out an apple,
act out eating an apple delicious and say: I like apples
for several times then take an egg, “I don’t like eggs” for
several times, working a horrible face at them (Ask more
questions about fruits and food )
7.Guessing game
Guess what my favourite food is, or ask some students to come
to the front and guess what her/his favourite food is.
8. Fill in the chart
Pictures of food&fruits like dislike
9. Discussion
Ask the students to talk about their likes and dislikes in talking pairs
10. Listening
1b. Listen and number the conversation
11. Chant
12. Homework
Oral work:
Rcite the new words
Written work:
1. Copy the new words
2. Making up dialogues between you and your parents about
likes and dislikes
一．说教材
Starter Unit 2是Go for it! 三个预备单元中的第二个单元。预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。它的主要内容为26个英文字母和最基本的英语日常用语。
本单元的教学内容为：Ii - Rr10个字母。
ruler、map、quilt、jacket、key等7个单词。
辨认物品What is this in English? 及其回答。
二．教学设计思路
Go For It! 是以《英语课程标准》为依据，以培养学生的英语语言综合运用能力为目标。每个单元的教学内容都围绕一个相对集中的主题，学习语言的过程，就是学生完成各项任务的过程。Go For It! 的每一个单元只有一个总体的教学内容安排，没有具体的分课时教学内容安排。教师必须首先根据所任教学生的实际水平出发，合理安排每单元的课时数，设计好每课时的教学内容。
第一课时：完成Section A – 1a, 1b, 1c。
分课时目标: a) 学习key等词汇
b) 学习辨认物体 (Identify things):
What’s this in English? It’s ... .
c) 学习a / an的初步用法: a key an orange
第二课时：完成Section A－2a, 2b, 2c, 2d, 3,
分课时目标：a) 学习字母Ii – Rr。
b) 了解一些英语缩略词的意思。
第三课时：完成Section A－4a, 4b, 4c , 5, Section B－1a, 1b, 2a, 2b
分课时目标：a) 巩固本单元所学的字母、单词。
b) 学习拼写单词和相关句型: Spell it, please.
K-E-Y, key.
第四课时：完成Section B - 3a, 3b, 4, Self check 4
分课时目标：a）巩固句型：What’s this in English?
It’s a (an) ... .
Spell it, please.
R-U-L-E-R, ruler.
b) 学习元音字母a, e, i, o在开音节和闭音节中的发音规则。
第五课时：完成Self Check 1, 2, 3
分课时目标：复习巩固Starter Unit 2 的全部内容。
完成单元随堂自测。
三、教学目标
A、 语言知识目标
1、 词汇：Letters Ii - Rr
map、 ruler、 pen、 orange、 key、 jacket、 quilt
2、 句型：What is this in English?
It is a/an map/orange…
Spell it，please.
P-E-N, pen.
B、 语言技能目标
通过游戏等活动，培养学生灵活运用语言知识和勇于创新的能力。
C、 情感目标
1、激发学生学习英语的兴趣，发挥学生学习英语的主动性。
2、通过小组活动、组间竞赛，培养学生的合作意识和团队精神。
3、在活动中培养学生的想象力和创造力。
四、教学策略
1、 兴趣活动教学策略：多采用做游戏和猜谜等形式。
2、 开放性教学策略：新课标的理念之一是“开发课程资源，拓展学用渠道”。这要求我们学会开放性地处理教材。在教学过程中，我们要适当借鉴其他教材的内容，插入大量学生感兴趣的图片和活动，拓宽学生的视野，实现知识的整合。
3、 任务型教学策略：任务型教学途径是以应用为动力，以应用为目的，以应用为核心的教学途径。所以教师在教学中应突出语言的应用性原则。把听说、讨论、表演、游戏贯穿于教学，使课堂形式多样化，充分发挥学生的主动性。
五、学习策略
1．通过闪现等活动，锻炼学生反应能力和注意力集中程度。
2．通过猜物体等活动，培养学生的逻辑推理能力。
3．通过组内合作和组间比赛等活动，提高学生的合作能力和竞争能力，促使学生学会体验实践、参与合作与交流的学习方式。这种学法将更有利于发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践的过程。
六、教学过程
The first period
Step 1 Warming up
Good morning/afternoon/evening!
How are you?
I’m fine, thanks.
How are you? I’m OK.
引导学生在真实的交际中运用Starter Unit 1中学到的日常用语，让学生体会学英语的乐趣和成功的快乐。
Step 2 A Guessing game
Teacher shows a part of a letter and
asks : “What’s this?” Get the students
to answer the questions like this:
“ I think it’s A / B.”
Then show the whole of the letter
to let the students check whether
they’re right or wrong.
让学生从不完整的画面中通过想象力，猜出其中是什么字母。既复习学过的字母，又丰富学生的想象力。“What’s this？It’s …”是本单元的重点句型。通过这个游戏，让学生在听说中首先建立一定的感性认识，体现听说领先的原则。
Step 3 Presentation
a. Show the picture of a girl and her room,
then present the new words and the
sentences: What’s this in English?
It’s ….
从猜谜游戏到新知识呈现，学生在悬而未决的心理状态下学习新知识，因注意力相对集中和兴趣被有效激活，对所学的东西印象深刻。
Step 4 Listen, look and say
a. Section A – 1a
b. Section B – 1b
Step 5 Word challenge
a. Show the things as quickly as possible,
have a competition between boys and
girls. Get them to name what they see.
b. Ss work in pairs.
活动有效训练学生的有意注意力和瞬间记忆力,同时在真实的语境中使所学的语言知识得到强化。
Step 6 Group work
Students work in groups, draw pictures
of their rooms and talk about the pictures
using “What’s this in English? It’s a/an…”
Teacher is ready to offer his / her help to
those students who are in need of it.
学生尝试着用英语进行交际，使语言知识在完成任务的过程中得到运用并巩固。教师应该鼓励学生提问、获得帮助。这是培养学生主动汲取知识的好时机。
Step 8 Report
Ask some demonstration groups to show
their pictures before the whole class.
They may do like this: This is my room.
What’s this in English? It’s a/an…
学生分享合作的成果，感受成功的快感。在展示自我的过程中，学生体验到勇敢、积极、大胆所带来的愉快的心情体验。
Homework
1. Read and copy the words in Section A 1b
2. Get the students to finish the pictures
of their rooms and write down the
English names of the things in the rooms.
学生的基础和能力存在差异，应该允许学生将课内未完成的内容在课后完成。面向全体学生，让所有学生学有所得是教学的最终目标。
The Second Period
Step 1 Warming up
a. Greetings.
b. A Guessing game.
Teacher prepares 8 pieces of paper
with the words in Section A on them.
Put them in a box. Get one of the
students to pick a word out of the box.
The other students ask:
What’s this in English?
The student answers: It’s a / an…
c. Check homework.
Ss talk about their pictures in groups.
Get the students to call out the letters
they know in the pictures.
d. Letters challenge.
Teacher shows the letters very quickly
get the students to call out the letters
they see.
通过游戏来检查学生对已学知识的掌握情况，在轻松愉快的课堂氛围里，学生的积极性容易被调动，思维容易被激活。如果学生层次较好，教师事先准备的纸上可以只画物品的图案，不写英文名称。
学生交流自己作品，既运用了英语还激发了兴趣，增强了自信心。
通过闪现的形式复习旧知识，最大程度地调动了学生的有意注意力，为下一步新知识的呈现打好基础。
Step 2 Presentation
Teacher presents the new letters.
Step 3 Letter BINGO
Ss play BINGO Game.
a. Teacher calls out the letters first.
b. Then teacher may get one of the students
to call out the letters.
学生必须全神贯注地听，并快速认读字母，训练了学生的听力、判断力和反应能力, 还可以检查学生的字母发音。
Step 4 Listen, number and write
Section A－2a, 2b, 2c, 2d
Step 5 Guessing game: What’s the word?
a. Teacher thinks of a word that the Ss
know. Draw a dash on the Bb for each
letter. Get a student to suggest a letter.
Then another student and another letter
until they get all the letters of the words.
b. Show the picture which match the
word and ask: What’s this in English?
Ss answer: “ It’s a / an …”
c. Get individuals to give their own words.
猜词游戏丰富了学生的想象力，有效激活学生的探究欲望，符合学生的心理特点，很容易地把学生卷入到字母、单词的记忆和运用中，充分体现“学以致用”的原则。
Step 6 Look and learn
a. Section A－3
b. Teacher shows more special letters.
c. Ss try to think of other special letters.
补充生活中常见的缩略词，引起学生的兴趣，激发他们去观察生活，使知识的学习为生活服务。
Homework
a. Color and write the letters.
b. Find more special letters like NBA
and their meanings.
开放型的作业代替机械、枯燥的抄写，培养学生的动手能力，同时为下一个单元作好准备。
The third period
Step 1 Warming up
a. Greetings.
b. A game Letters line up
Divide the students into two parts.
Get the students to find their partners
and line up in the order of the alphabet.
Get the students to call out the letters.
c. Talk about the homework. Maybe some
demonstrations.
教师在愉快的游戏中检查学生掌握字母的情况。
学生展示作业，展现自信，热爱生活，观察生活。
Step 2 Listen, write and draw
a. Section A－4a
b. Section A－4b
c. Section A－5
通过游戏、听说、画线、排序等多种形式，学生从听说读写等方面运用学过的18个字母。
Step 3 Presentation
a. Get the Ss to learn the conversation:
--- What’s this in English?
--- It’s a key.
--- Spell it, please.
--- P-E-N, pen.
b. Pair work
c. Section B 1a, 1b, 2a, 2c
学生从GAME自然过渡到分课时的重点句型：Spell it, please.
Step 4 Guessing game
a. Teacher shows a part of a thing, and
gets the students to guess out the
name, using: What’s this in English?
I think it’s a / an…
Spell it, please.
学生运用语言知识解决实际问题，为学生创设了自然运用目标语的机会。游戏活跃了课堂气氛，把教学推向高潮。
Homework
1. Get the Ss to copy the conversion in
Section B－1a, then recite it.
2. Get the Ss to make their own word
guessing game.
The fourth period
Step 1 Warming up
a. The whole class play the game:
What is it?
b. Talk about the homework.
c. Look and Find
Get the students to find the letters
in the picture and arrange them in the
alphabet order.
在游戏中复习：What’s this?
It’s a / an ....
Spell it, please.
学生们在充满趣味性的情境中一遍遍加深对所学字母的记忆。
Step 2 Listen and write
Section B－3a，3b
Step 3 Listen and repeat
Section B 4
Self check 4
学生学习元音字母a, e, i, o在开音节和闭音节中的发音规律。
Step 4 A Game
Get the students to play the game
“Word Family”.
学生在游戏中熟悉4个元音字母的发音规律和单词的拼写规则。
Homework
1. Line up the words you know in Unit 2.
2. Make up your own letter riddles.
3. Review the sounds and find one new word
for each sound.
4. Go over and get ready for a test.
用相对自由、开放的方式复习单词和音标，给学生一点创造的空间,同时鼓励学生主动学习知识，通过各种途径获取帮助。
The fifth period
Step 1 Warming up
a. Teacher shows the pictures and get the
students to revise the letters.
b. Get Ss to show their letter riddles.
c. Get the Ss play “Letter Listening game.
Ss are divided into two groups, one is
Big Letters, the other is Small Letters
d. Students revise the sounds by showing
复习课在内容的安排上从字母、单词到句子，循序渐进，符合学生的认知规律。而在游戏中复习，避免单一的“炒冷饭”，学生在参与各种形式的活动中，心理状态始终处于求而未得的期望中，可以有效保持学生的注意力。
their own word family.
e. Competition: Find the word which contains
letter A. Teacher may give
one example, first. Then get
the Ss to do by themselves.
f. The whole class play the game
“Find friends”
Step 2 A Test
Give the Ss a short test on Unit 2. The test
may contain listening comprehension
and written parts.
测试应该注意难、易度，以基本语言知识和技能为主，以鼓励学生更加积极地学习英语为目的。
七、教学反思
Go for it! Starter的教学内容并不复杂，但是要处理好本单元的教学重、难点，教师应当尽量设计贴近学生生活、符合学生认知水平和心理特点的教学形式和方法，让那些初涉英语学习的学生从一开始打心眼里喜欢英语。教无定法，学无止境。新教材对我们英语教师提出了更新、更高、更全的要求。
例如，在Group work Draw the picture of your room and talk about it, 学生有可能会问教师许多有关房间设施的名词，这是学生主动学习的表现，教师应给予极大的鼓励。但同时对教师也提出了很高的要求。教师要有一定的前瞻意识，在课前准备时下功夫，就能相对从容地面对突如其来的提问。
做一个会动脑筋的教师，就能培养出一个爱动脑筋的学生；做一个有创造意识的教师，就能培养出有创造力的学生。同时，教师还要有整体把握教材的意识。
例如，我在本单元第二课时中布置了一项家庭作业：Color and write the letters，既复习了字母，又为Starter Unit 3的教学作好准备。在Starter Unit 3中，教学重点之一是What color is it? 如果到那时，教师在教学中拿出的教具源自学生自己，既拓展了学用渠道，同时又会让学生萌发出强烈的自豪感和成就感。这样，学生会以更积极的态度投入到英语学习中去。
此外，在布置回家作业时，教师也可尽量设计一些学生爱做、抢着做的家庭作业，将知识性和趣味性以及能力的培养有机结合，还可以尝试家庭作业项目化。教师可以为学生建立成长袋，每一次出色的、有创意的作业都可以收录进成长袋。例如，本单元中我布置的A picture of my room、Colorful letters、Word game等都可以被收藏在成长袋里。成长袋一方面记载了学生进步的过程，另一方面也是他们未来学习的动力。
做一个爱教、善教的教师，培养一批爱学、善学的学生。
杭州光明中学 张 锴
教材分析Go for it!学生用书每个单元包括Section A, Section B 和 Self Check三个部分。它将话题，功能和交际巧妙地融合在一起，用一种循序渐进的生活化的学习程序引导学生把所学的语言知识和实际运用结合起来。Section A 为基本的语言内容，并为目标句型提供分步示例和指导性练习；Section B是知识的扩展和综合的语言运用，使学生能够对已经学过的目标句型运用自如；Self Check 供学生用来自我检测本单元所学的语言知识，使学生对现阶段的英语水平，即对本单元的语言目标有较为明确的认识。它的编排虽然仍以单元为单位，但是以TBL语言教学模式的板块设计，为课堂教学的灵活组织留下了更大的空间。
Starter Unit 1 是Go for it!预备篇三个单元的第一单元。预备篇是为了使那些没有英语基础的学生更好地使用本套教材而编写的。它的主要内容为26个字母和最基本的英语日常用语。
本单元的教学内容为：
1． 学习Aa --- Hh八个字母。
2． 学习八个人名。Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen
3． 学习打招呼的用语：
Hello!/ Good morning!/ Good afternoon!/ Good evening!
4． 学会问候熟识的朋友和应答：-- How are you?
-- I’m fine, thanks. How are you? -- I’m OK.
一． 教学设计思路
Go for it!是以英语课程标准为依据，以培养学生的英语语言综合运用能力为目标，每个单元的教学内容都围绕一个话题，让学生在完成各项任务的过程中学会语言，真正体现：“Learn by doing. Learn by using.” 这一教学原则。但是在Go for it!的教材上，每个单元只有一个总体的教学内容安排，既没有具体的课时数安排，也没有分课时的教学内容安排。所以，对教师来说，有更大的自由度来灵活运用教材，为自己的学生来量身定做学习方案。在Go for it!教材的使用过程中教师依据自己学生的实际水平和语言能力，对教学内容所作的任何调整和取舍，都应该是合理的。这也更有利于个性化教学的开展。
Starter Unit 1是该教材的第一单元，又是为初学者准备的入门单元，总体内容不多，也不是很难，关键是做好一个衔接工作，根据学生的认知特点和心理特点，通过多样化的、趣味性的学习活动，让没基础的同学克服心里的畏难情绪，感觉到英语不难又很有趣；让有基础的同学更进一步培养起对英语学习的兴趣和自信。
Starter Unit 1教学重点：
Aa --- Hh的字母教学。
Hello! Good morning. Good afternoon. Good evening.
-- How are you? -- I’m fine, thanks. How are you? -- I’m OK.
教学难点： 课本中英语人名的学习和大、小写字母的学习及书写。
整个单元的内容，可分配在五个课时中完成。
第一课时：完成Section A 1a, 1b
第二课时；完成Section A 2a, 2b,2c, 2d, 3, 4a
第三课时：完成 Section A 4b, 4c, Section B 1, 2a, 2b
第四课时：完成 Section B 3a, 3b, 4, 5
第五课时：完成 Self Check and Just for Fun
二． 教学目标
A. 语言知识目标
1． 词汇: Letters Aa --- Hh
八个人名 Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen
2． 句型：Good morning. Good afternoon. Good evening.
-- How are you? -- I’m fine, thanks. How are you? -- I’m OK.
B. 语言技能目标
通过游戏等多种形式的学习活动，培养学生对初学知识的听、说、读、写能力和灵活运用初学的日常交际用语的能力。
C. 情感目标
1. 激发学生学习英语的兴趣，发挥学生学习英语的积极性和主动性。
2．通过小组活动，培养学生的合作意识和团队精神。
3．在活动中培养学生的思维能力和创新能力。
四．教学策略
1． 以趣激学：采用做游戏和猜谜等学生所喜闻乐见的学习形式激发学生的
参与热情。
2． 以放促学：开放地处理教材，插入大量有趣的图片、增加多种趣味活动，充分利用学生自主搜集的图文信息，拓宽学生的视野，实现知识的整合。
3． 以任务导学：以话题为纲，以任务为主线，以合作交际为方式，培养学生用英语交流信息，获取信息和处理信息的能力。
五．学习策略
1． 交际策略：学会与他人合作交流，并能把语言材料用到真实的生活中去。
2． 资源策略：学会利用多种学习资源来获取更多的学习信息。
3． 认知策略：主动思考（观察力、注意力、想象力、逻辑推理能力等），大胆实践，及时反馈。
4． 调控策略：通过课堂反馈和self-check，明确自己的学习状况，不断调整自己的学习策略。
六．教学过程
Period One（Section A 1a,1b）
Teaching aims:
1.识别和掌握八个人名。
2.学会早上见面打招呼的用语。
Language points.
1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen
2.句型：Hello! Good morning!
Difficulties: 八个人名的掌握
Step1. Warming-up
1.T wears a name card with an English name
on it, then points to the name card and have an
introduction.
2. Greet the whole class and help them to say,
Hello, … Good morning, …
师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。
Step2. Play a game.
T gets ready for a list of English names for
boys and girls.
Play the game like this:
T says a letter, for example C, then let the Ss
tell the letters which is before and after C.
The one who says B, D first is the winner. The
winner can get a chance to choose an
English name first or he can give the chance
to his friend.
绝大多数学生都会背诵26个字母表，因此学生参与这个游戏会相当积极。通过这个游戏首先可以锻炼他们迅速反应的能力；以英语名字作为奖励，也使学生较有新鲜感，让他们自己选择自己的名字，使他们会更容易记住自己的名字。
Step3. Presentation.
Show a picture of a girl and give the name
under the picture, teach Alice. In the same
way teach the other seven names.
图画和名字结合起来，加强学生的感性认识，有助于记忆。并为后面的游戏做好了铺垫。
Step4.Game
Show the pictures of these eight children
as quickly as possible. Let the Ss tell the
names of these children. ( The winner can
have a chance to choose an English name.) 通过闪现头像来测试学生对这八个人物的特征和名字的记忆，有助于锻炼他们的反应力和注意力。
Step5. Presentation.
Show a picture with Eric, let Ss guess what
Eric wants to say to us. The answer is : Hello! or Good morning. Then help them to say: Hello, Eric! or Good morning, Eric. 通过图画上的场景让学生进
行猜测，满足学生的好奇心，
也让他们了解Good morning的使用。
Step6. Work on 1a.
Play the recording for the first time, Ss only listen. 先听后读，培养学生学习
Play the recording a second time. Ss repeat. 英语的良好习惯。
Step7. Work on 1b.
Ss practice the conversations in pairs. T moves
around the classroom when Ss are practicing.
Give them some help if needed.
Ask Ss to practice greeting each other. They
can use their Chinese names if they wish.
Encourage them to use their English names if
they can. Ask them to practice using all the
different greetings taught in Activity 1a.
鼓励学生尽可能用自己刚才得到的英语名字进行操练，不会读的可以请教老师。当然允许他们使用自己的中文名字进行练习。关键是要鼓励学生大胆开口，愿意说的良好习惯。
Homework
Make a name card like the teacher’s by themselves and learn how to read their
own names.
Period Two ( Section A2a-4a )
Teaching aims:
1.学会正确朗读和书写Aa-Hh八个字母。
2.了解一些常用缩略字的含义。
3.巩固所学的八个人名。
4.记住自己和同伴的英文名字。
Language points
词汇：自己和同伴的英文名字。
Difficulties: 八个字母的正确书写和记住尽可能多的名字。
Step1. Warming-up
Greet all the Ss with : Hello, … or Good morning, … using their English names.
(Ask all the students to wear their name cards like T) At the same time let them repeat their names and try to remember their names.
让学生佩戴名字卡，可以让师生早日熟悉对方，也便于学生之间的互相了解。通过打招呼既复习了旧课，也可以让学生正确读出自己的名字，学会如何用自己名字与朋友交流。
Step2.Presentation
Show different letters on the slide picture
and see if they can read them. First big
letters, then small letters. 因为大部分同学对字母有些了解，通过这种方式既进行了复习，也可以知道他们对哪些字母掌握不是很好，在后面的教学中加以注意。
Step3. Learn the letters. (Work on A 2a-2d)
1.Listen and repeat the eight letters.
1.Put all the big letters in order. 从认读大小写字母开始，先
2.Find the big letters for these small letters. 学会正确地朗读，然后过渡
3.Listen and number the letters they hear. 到正确规范地书写，循序渐
4.Teach them how to write these big and 进让学生扎实巩固地掌握从
small letters. Aa-Hh 这八个字母。
5.Write the small letter for each big letter.
Step4. Game.(Which letter is missing?)
Show seven big letters(from A-H) on the
slide picture, see who can find the missing
letter. Then show seven small letters.
Ss play the game in a group of four. Everyone
should get ready for two pieces of paper with
seven big letters and seven small letters. 通过这个游戏既可以培养学生的反应能力，又可以巩固他们对字母的掌握。尤其通过四人小组游戏，既让他们锻炼了书写，又给了学生一个彼此熟悉和合作的机会。有助于以后活动的组织。
Step5. Presentation
Show some letters and ask them to read 让学生学会注意观察日常
first, and then guess what they stand for. 生活中出现的一些常用缩
If they have difficulties, T can give them 写词的含义，培养他们仔细
some hints. 观察的能力。
Step6. Work on Section A 3.
Ss discuss and guess what these letters 通过讨论解决问题，帮助
stand for and then check the answers 培养他们的合作精神。
with the whole class.
Step7. Presentation
Show the eight names on the slide picture 通过复习所学的八个名
first and ask some to read. 字来巩固对字母的掌握。
Then put them in order according to the 也起了过渡到下个环节
first letter. 的作用。
Step8. Work on 4a.
Listen to the tape and circle the names they 通过注意听培养学生的
hear. 注意力。
Step9. Practice.
In groups of four, Ss introduce their English
names first. Then practice “Good morning,… ”
to each other like the dialogue they heard
just now on the tape. 通过介绍让小组间的成员互相了解和记住彼此的英文名字，通过模仿听到的对话进行操练，加深他们对句型的理解。
Homework
1.Copy these eight big and small letters five times.
2.Find as many letters like HB, CD, BBD as they can.
Period Three ( Section A 4b, 4c, Section B 1-2b )
Teaching aims:
1.学会不同时段打招呼的用语。
2.学习熟识朋友见面的问候语和应答。
3.记住尽可能多的同学的名字。
Language points:
句型：Good afternoon! Good evening!
--How are you? --I’m fine, thanks. How are you? --I’m OK.
Difficulties: 用英文名字来跟朋友打招呼问候。
Step1. Warming-up.
1. Greet the students. 通过问候帮助学生记忆所
2. Ss practice greetings in groups of four 学对话和同学的英语名字，
using their English names. 加深印象。通过汇报找到的
3. A report on “ What do these letters mean?” 缩写字母，既检查了作业的
Ask some students to give their reports. 完成，又开阔了学生的思维。
Step2. Presentation
1. Use clocks to teach morning, afternoon
and evening. Let Ss know different time
we use different words.
2. Show some pictures to help them say,
Good morning. Good afternoon. Good
evening. 使用时钟让学生清楚地认识这三个单词的区别，学会在不同时段来使用它们。通过图片的场景进一步加深对这三个句子的理解和应用。
Step3. Work on 4b.
Play the tape for the first time, let Ss only
listen. Play the tape again. This time Ss put
the correct number of each conversation in
the box. 先听不做，让学生培养起良好的听的习惯，也有助于培养他们的专心和注意力集中。
Step4. Work on 4c
Ss practice the conversations in pairs.
Step5. Look and say.
Show different pictures with different time
and let Ss practice the dialogue in pairs.(Use
some popular cartoon figures.) 用学生喜欢的卡通人物来进行操练，可以激发他们的积极性，提高操练效果。
Step6. Presentation
Look at the picture and present the dialogue:
--How are you? --I’m fine, thanks. 通过图片引出对话，可以使学生加深印象。
Step7. Work on Section B 1
First listen and then read after the tape. Ss
practice the dialogue in pairs. 先听后读再操练，有助于学生循序渐进地学习。
Step8. Work on Section B 2a-2b.
1. In groups of four or five, practice the
dialogue in 2b with their English names.
2. Play a game. Who has the most friends?
Ss move round the classroom and try to know
as many friends as they can and practice the
dialogue with them. Let’s see who has the most
friends in just three minutes. Ss should point
to the persons and tell their names. The winner
can get a present. 先通过小组活动熟悉所学对话，然后通过游戏进一步熟悉全班同学的名字。通过游戏培养了学生的竞争精神，当然也训练了他们的反应能力，并有助于增强他们的交际能力。其实也是回家作业的一个 很好检查。
Homework
Greet all the classmates after class and try to remember their English names.
Period Four ( Section B 3a –5 )
Teaching aims:
1.学会一首英语歌曲。
2.巩固本单元所学字母，单词及句型。
3.学会将相同音素字母和单词归类。
Difficulties: 学好这首英语歌曲及将相同音素字母和单词归类。
Step1. Warming-up.
Greetings.( Let all the Ss practice with
their English names.) 复习前一课时内容，熟悉班级同学的英语名字。
Step2. Letter Bingo.
Play a game like this: Fill in nine blanks with
Aa-Hh. One of them can be used twice.
(Show an example on the slide picture.)
Ss should write both the big ones and the small
ones. Ss circle the letters they hear. If the
circled letters are in a row, they win. 通过学生填入字母的大小写复习了八个字母的书写；通过听指令圈出所听到的字母，既有助于培养学生的注意力又是对字母读音的一个有效复习。加上游戏本身的趣味性，使复习字母变得不再枯燥。
Step3. Work on 3a.
Listen and draw lines between the letters
they hear. Play the tape twice. At last ask
them what they can see. ( A fish.)
通过听然后连线，让学生带着好奇心去得出结果，增强学生的学习趣味性。
Step4. Work on 3b.
Match the big letters with the small letters.
Step5. Look and find the letters.
Show them a picture and ask them to
find Aa-Hh in it. 通过看图找字母有利于培养学生的观察力。
Step6. Work on 4.
Ss listen and repeat. Make sure Ss understand
the difference between the two ‘a’ sounds
and the two ‘e ’ sounds. 通过对比让学生了解到同样一个字母在不同单词中的差异，学会准确区分。
Step7. Listen and sing the song
Play the tape for Ss listen first. Then sing
after the tape. At last just play the music
and let Ss sing together. Then let the boys
have a try ,then the girls. 学会这首歌曲也就意味着掌握了本单元的重点句型。学歌既是一种美的熏陶，也是复习的一种有效手段。
Homework
Get ready for a picture with different letters in it.
Period Five ( Self Check and Just for Fun )
Teaching aims:
1.复习学过的英语歌曲。
2.巩固本单元所学字母，单词及句型。
3.学会将相同音素字母和单词归类。
Difficulties: 将相同音素归类。
Step1. Warming-up
1. Greetings. 通过唱英语歌使学生迅速
2. Ask some students to sing the song. 进入学习英语的状态。
Step2. Look and find the letters. 既检查了学生的作业，又
Show some students’ pictures and let Ss 有助于培养他们仔细观察
find the letters in them. 的能力，同时也是对字母的
有效复习。
Step3. Work on 1..
Ask Ss to check all the letters and words
they know. Circle any words that they
don’t know.
Ask them to find out the meanings of any
words that they don’t know. They can do
this by reviewing lessons, asking T or asking
classmates. 通过自我检查，让学生及时发现学习中存在的问题，然后学会如何去解决问题，既培养了学生解决问题的能力，也培养了他们自学的能力。
Step4. Work on 2.
Ask them to write five new words in their
Vocab-builders on Page 19.
In groups ask them to share their lists with
other students.
利用小组活动让学生学到更多的单词。
Step5. Work on 3.
Look at the faces and put their names in the
correct alphabetical order. See if they can
recognize them and remember their names. 从认读名字到写，步步深入，让学生充分熟悉了课本中的这八个人物。
Step6. Play a game.
Play a game called 名字蹲。Get ready
for eight big cards with eight English names
on them Alice, Bob, Cindy, Eric, Frank, Grace
and Helen. They should say like this: Helen
蹲，Helen 蹲，Helen 蹲完Bob 蹲。Bob
蹲，Bob 蹲，Bob 蹲完 Alice 蹲… 用游戏来检查学生对已学知识的掌握情况，在轻松愉快的氛围里，学生的积极性容易被调动，思维容易被激活。而游戏带来的愉悦可以让学生更积极投入到接下来的学习中。
Step6. Work on 4.
Read aloud the words on the left. Ask Ss to
repeat. Make sure they know the distinction
between different pronunciations of the same
Letter. Ask Ss try to read the new words on
the right. T moves around the classroom and
helps Ss if necessary. Check their pronunciations. 这部分内容对学生而言有一定难度，通过朗读，观察让学生自己进行小结，归纳，有助于培养他们的自学能力。当然教师必要的指导也是必不可少的。
Step7. Just for fun.
Ask Ss to read the conversation.
Ask Ss to explain where the misunderstanding
is in the conversation. 体现了轻轻松松快快乐乐学英语的原则，英语可以在玩中学，也可以学中玩。
Homework
Think it over and try to read these words: game, race, and, dad, be, me, get, hen
Starter Unit One Good morning
听力部分（30％）
一．在听到的字母下面划横线。( 8%)
1. C G 2. A H 3. E F 4. B D
二．给听到的名字排序，把A, B, C等序号写在横线上。(12%)
A. Helen B. Grace C. Bob D. Cindy
E. Alice F. Eric G. Frank H. Dale
1.______ 2. ______ 3. ______ 4. _______ 5. _______ 6. ______
三．听句子，选时间。(6%)
A. 10:00am B. 14:20 C. 20:15
1.____________ 2. _______________ 3. ______________
四．听问句，选答句。(4%)
1. A. Hello! Dale! B. Good morning, Eric! C. How are you?
2. A. I’m fine. B. Thanks. C. Good morning.
笔试部分(70%)
五．按顺序默写本单元学过的八个字母的大小写。(16%)
六．根据提示选择正确的缩略词。(14%)
（ ）1 电视机 A. VIP
（ ）2 硬黑笔 B. BC
（ ）3 英国广播电台 C. TV
（ ）4 唱片 D. BBC
（ ）5 重要人物或贵宾卡 E. AD
（ ）6 公元后 F. HB
（ ）7 公元前 G. CD
七．选择填空。(15%)
1. – Good morning. -- ____________
A. Fine. B. Thank you. C. Good morning.
2. – Good evening, ____________. – Good evening.
A. Dale B. to Dale C. dale
3. -- ____________________ -- Good afternoon, Cindy.
A. Good afternoon, Cindy. B. Good afternoon, Eric. C. How are you?
4. -- ___________________ -- I’m fine.
A. Good morning. B. I’m fine. C. How are you?
5. _____________ is a girl’s name (女孩名).
A. Bob B. Cindy C. Frank
八．完成对话。(15%)
A: Good morning, Bob.
B: Good ______1______, Alice.
A: How ______2______ you?
B: Fine, ______3_______. ________4_______ are you?
A: I’m _______5_______.
1. A. afternoon B. hello C. morning
2. A. is B. are C. am
3. A. thank B. thanks C. a thank
4. A. How B. What C. Who
5. A. Alice B. Bob C. fine
九．将下列名字分类。(10%)
A. Dale B. Helen C. Eric D. Alice E. Grace
Boys’ name（男孩名）_________________________________
Girls’ name (女孩名) __________________________________
Teaching aims (教学目标)：
1． 巩固所学的食物及水果名词。
2． 掌握名词的性质：可数名词和不可数名词。
Language points (语言点)：
1． 要求掌握以下句型：
（1）Do you like…? Yes, I do.
No, I don’t.
(2)Does he/she like…? Yes, he/she does.
No, he/she doesn’t.
Difficulties (难点)：
名词单数变复数的规则。
Teaching steps (教学步骤)： 教学设计说明
Step 1. Warming-up and revision (课堂热身和复习) 1. 复习这几个单词是为了接下来让学生学习复数时有个铺垫。
1. Greetings (日常问候)
T: Good morning/afternoon, boys and girls.
How are you today?
2. Revision
T: Now let’s count our fingers: (together with the ss, count
from one to ten )1.
3. Sing a song: “Ten little Indians”.2 2.老师与学生一起唱歌，用十个手指头表演，以带动气氛。老师给予适当鼓励。
Step 2. Drills （操练） （Students’ book P34, Section B 1a）
T: Please open your books at P34, look at Section B 1a. First
read the words together.
T: Now look at the pictures below, please write the number in the box 3. 给学生一分钟写
next to the correct food.3 下数字.
Step 3. Presentation (呈现新知识) 4. T板书斜体部分
1. T: (holding a book ) Please answer my question: What’s this ?
It’s a book.
What’s this in English? What和a book 用白色粉笔，’s用红色，
S: It’s a book.4 this和It 用绿色。
(Repeat with an apple, an orange, a watch, a knife ,etc.)
2.T: (holding two books)
Now look at here, please answer:
What’re these in English?5 5.在4的板书下，再写
Repeat the question and help them to answer: What’re these?
They’re books.
They’re books.5 颜色同上。给学生一个对比。
（Repeat with apples, oranges, watches, knives, etc.）
3. Students’ book P31, Section A 1a.
Name as many food and fruit words as possible if you can .
Step 4. Listening practice (听力练习)
1． Section B 2a
Say :listen to the tape carefully and circle the words form 1a you hear. 6.这一步骤既巩固了学生对名词复数的认识，又复习了前一课的句型。
Ss listen, then check the answers.
2.Section B 2b
First look at the chart in Section B 2b, then listen to the tape again and fill
in the chart.
Step 5 Oral pratice6(口头练习)
Section B 2c
1. Pair work
Work in pairs, ask the Ss to ask and answer the following questions:
-----Does Tom like carrots?
-----Yes, he does . / No, he doesn’t.
2. Report
Have two students give two reports about what Tom or Sandra likes
and dislikes.
3. Look at the breakfast, lunch and dinner in Section B 1a.
Let the Ss decide if they are Sandra’s or Tom’s. Write S or T on their
text-books.
Step 6 Grammar focus.(语法)
1.look at the screen, we can see an apple and then two apples.7 7.这里主要用实物或剪贴画在Bb
Repeat with a watch -------three watches 呈现。宜用一行
a knife --------four knives 画一行字的形式
but ice cream-----ice cream
2.Say: English nouns have two kinds: countable nouns and uncountable nouns.
eg, ice cream is uncountable, So we Can’t add “s” here, but for countable
nouns, we have different rules.
(1) 一般情况下，直接加s. apple----apples, orange---oranges 8.这些规则及例子
(2) 以s, x, ch, sh结尾的，加es. watch----watches, box---boxes 要出现在板书中。必
(3) 以f, fe结尾的去f, fe变ves. knife---knives 要时可用中文。
(4) 以辅音字母加y结尾的，去y变i再加es.
French fry----French fries8
3． Practice:
Now, Let’s do more practice. Please write down the
plural forms of the following words.
banana salad
egg milk
pencil-box match
house-wife story
4.Section A 2c.
Look at P32,Section A, 2c, part 3. 9.可用中文解释可数名词、不可数名词及既
Read the words by yourselves.9 可数又不可数的名词。
Step 7. Group work
1.Section B 4a
We are going on a picnic this Sunday. 10.告诉学生用英语交流，黑板上出现
First talk in your group what you like or dislike. 可供使用的句型。
Then make a list of food to buy.10 Do you like……
2.Section B 4b Does he/she like……?
Give a report of your group. Tell the Do they like……? I like…,
whole class what your group-mates like or dislike, He/she likes…,They like…
Then read your list of food to the class. 再提供How many/much 供学生发挥。
Step 8 Homework.
1. Recite the 4 rules
2. Look for some words on food and
fruit, then write down their plural forms.
Unit 6
Teaching aims教学目标
1 学会谈论第三人称（he/she）的喜好
2 巩固有关食物的单词
Language points
1 要求掌握以下句子
（1）-Does she/he like apples？
-Yes，she/he does，she/he likes apples.
-No，she/he doesn`t，she/he doesn`t like apples.
（2）-Do they like apples？
-Yes，they do，they like apples.
-No ，they don`t .Thet don`t like apples.
2 Difficulties
(1) Does……do sth?的动词要用原形
(2) He/She likes apples.中的动词后一定要加“s”
Teaching steps
Step 1 Warming-up and revision
（1） Play a guessing game 教学设计说明
T：show pictures of food，drinks，fruits fast. 1复习食物单词以达
Ss：guess one by one and spell it. 巩固之目的
T：check it and show the correct spelling on the right. 2通过这一步训练学
（2） Listen（to 2b）and fill in the form 生的听力能力，使
(Ask S2 to read the dialogue to check the answer) 死的词汇变活的语
言
Step 2 Presentation（呈现）
（From the listening material we know the boy`s and the girl`s
likes and dislikes.Now I want to know what you like and dislike）
(1) T：（To a boy student）Do you like tomatoes？ 3 通过公开展示he/she
S1：Yes，I do. 的喜好，使学生更清
T：（To Ss）Does he like tomatoes？ 楚其用法以例巩固
Ss：Yes，he does.He likes tomatoes.
(Ss look at the screen and read them again)
T：（To St2）Do you like salad？
St2：No，I don`t.
T：（To Ss）Does he like salad？
St2：（helped by the teacher）
No，he doesn`t.
He doesn`t like salad.
(Ss look at the screen and read them again)
(2) T：（To a girl student）Do you like icecream？
S1：Yes，I do.
T：（To the Ss）Does she like icecream？
Ss：Yes，she does.She likes icecream.
(Ss look at the screenand read them again)
T：（To S2）Do you like tea？
S2：No，I don`t.
T：（To Ss）Does she like tea？
Ss：No，she doesn`t.
She does like tea..
Step3 Practice
(1)Ss do the same as the teacher. 4通过多种
(2)Ss practise them in groups. 形式的练
(3) Ask Ss to act it out.习以使学
(4) Ask Ss to write out his partner`s 2 likes and 2 dislikes. 生提高并
(5) Let Ss have a competition between the girls and boys using the key phrases. 保持学习
(T give a example) 的兴趣，
Does she/he like……？ 时句型的
S1：（look at the student`s sentence） 巩固落到
Yes，he does.He likes…… 实处。
No,he doesn`t.He doesn`t like……)
(6) Summarize the competition
Step4 Presentation and practice
(1) T show pictures of 姚明and刘翔and ask：Who are they？
Ss：They are ……
T ：Do they like carrots？
（Ss may know but most don`t .T ask Ss to look at the chart and
give their answers）
FFFF 5换一种方式呈现新知识
不仅使学生耳目一新，
兴趣高涨，而且使学生
对此句型的掌握更趋
简单。
Do they like……？
Yes，they do.they like ……
No，they don`t .They don`t like……
(2)T show pictures of郭晶晶and蔡依林and ask ：Who are they？
Ss answer……
(3)Ss take about their likes and dislikes in pairs.
(4)Ask several pairs to talk about their likes and dislikes.
Step5 Work on Part3(P33)
(1) SA look at Page33 and ask questions and fill in the blanks.
(2) SB look at Page83 and ask questions and fill in the blanks.
(3) Ask 2 pairs to read out their answers.
Step6 Make a food survey
T：I`m going to have a birthday party，so I want to buy some food ，
fruits and drinks.
Please help me find out what they like and don`t like and finish the chart.
Ss finish the chart 6 使语言知识生
T ask S4 to report their survey to the teacher. 活化，使学生
He/She likes…… 感到学习的乐
They don`t like…… 趣。
He/She doesn`t like……
Step7 Homework
(1) Make an interview to you friend about his father and mother`s likes
And dislikes and record it.（with the key phrases）
（2）After the interview make a food survey and finish it.
Unit 6
Teaching aims (教学目标)
1 使学生能较熟练地描述自己对事物的喜好。
2 使学生能熟练地用第三人称表述他人对食物的喜好。
3 学会为自己及他人设计菜谱。
Language points (语言点)
1 要求掌握以下词汇：
runner eat run star lot lots of healthy food dessert list
2 要求运用以下句型：
(1) - Do you like …?
Yes,I do./ No, I dont.
(2) - Does he/she like…?
Yes,she does . / No,she doesn’t
(3) - What does she / he like ?
- She / he likes…。
(4) For breakfast /lunck /supper,she / he likes…。
Difficulties（难点）：学生运用所学的知识为自己及他人设计一日三餐的食谱。
Teaching steps（教学设计）
1 (1) Warming-up and revision（课堂热身和复习）
T:Good morning.
Do you like basketball?
Do you like apples ? Do you like carrots ?
(2) Ask:T:What animal likes carrots ?
S:A rabbit.
T:Now I’ll show you a picture.
please tell me what you can see in the picture?
S:A tiger,a rabbit , a cat and a monkey.
T:What does a tiger a rabbilt,a cat,a monkey like to eat?
Then show them a picture
a tiger a cat a monkey a rabbit
↓ ↓ ↓ ↓
meat fish bananas carrots
（3）.Competition.Boys and girls ,let’s have a competition.
Please tell me the names of the food, vegetables and fruits.
Apples,bananas , oranges ,strawberries,watermelons
Tomatoes,French fries,dessert, eggs,hamburgers,salad
chicken,icecream（方便面）
2 Presentation (呈现新知识)
T: In all of the food, what do SHE like to eat?
S: They like …
Show them a picture of Zhou Jielun.(Jay)
Ask: What does he like to eat?
S: He likes ………fast noodles.
SB 3a
T: Who is a good runner in China?
S: Xing Huina.
T: What do runners like to eat? Do you know?
I think they like to eat healthy food.
T: Open your books at page 35,look at 3a.
Read the article below.Underline the fruits and circle the vegetables.
3 Design
Show them a picture of Yao Ming.
Ask: Who is he?
S: He is Yao Ming.
T: Does he like football?
S: No,he doesn’t.
T: Does he like basketball?
S: Yes, he does.
T: What’s the name of Yai Ming’s girl friend?
S: Ye Li.
T: Yes. Ye Li is a very good girl. She likes cooking.
She often prepares the meals for Yao Ming.
Ask: What are the three meals?
Teach: breakfast, lunch, dinner
Now you are Yao Ming’s girl friend.Please prepare the
three meals for him.
4 Practice(group work)
T: I have a good friend. His name is Tom. Today he doesn’t know what to eat.
In groups of four, please prepare the three meals for him.
You can begin like this:
For breakfast, Tom likes …
5 Homework
Write about what you like for breakfast,lunch and dinner.
★ 新目标英语七年级6单元教案(新目标版七年级英语下册教案教学设计)
