七年级下期英语教学计划
七年级下期英语教学计划
【一】．本学期的指导思想：
在本学期的英语教学中，坚持以下理念的应用：1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神；2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础；3、突出学生主体，尊重个体差异；4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。总之，让学生在使用英语中学习英语，让学生成为Good User而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。
【二】．所教班级学生基本情况分析：
本届七年级新生和以往初一学生相比在英语基础方面很薄弱，由于在小学英语课并未受到足够的重视，他们在写的技能方面基本上没有得到过训练，连音标和字母的拼读都没有掌握好。经过上学期我们几位英语老师的不懈努力，年段学生的基础知识得到了加强，学习态度也有所好转。但是学生整体的惰性还是很强，自觉性很差。
另外，学生在情感态度,学习策略方面还存在诸多需要进一步解决的问题。例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；有些同学在学习中缺乏小组合作意识；大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不注意知识的巩固和积累。
【三】奋斗目标：
钻研新课标，提高教学水平，真正做到教学相长，努力达到学校规定的教学指标。
【四】具体措施：
1. 每天背诵课文中的对话。目的：要求学生背诵并默写，培养语感。
2. 每天记5个生词，2个常用句子或习语。实施：利用“互测及教师抽查”及时检查，保证效果并坚持下去。
3. 认真贯彻晨读制度：规定晨读内容，加强监督，保证晨读效果。
4. 坚持日测、周测、月测的形成性评价制度：对英语学习实行量化制度，每日、每周、每月都要给学生检验自己努力成果的机会，让进步的同学体会到成就感，让落后的同学找出差距，感受压力。由此在班里形成浓厚的学习氛围，培养学生健康向上的人格和竞争意识。
5. 对后进生进行专门辅导，布置单独的作业，让他们在小进步、小转变中体味学习的快乐，树立学习的自信，尽快成长起来。
6. 关注学生的情感，营造宽松、民主、和谐的教学氛围。
7. 实施"任务型"的教学途径，培养学生综合语言运用能力
8. 在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。
9. 加强对学生学习策略的指导，为他们终身学习奠定基础。
10. 要充分利用现代教育技术，利用计算机和多媒体教学软件，探索新的教学模式，开发英语教学资源，拓宽学生学习渠道，改进学生学习方式，提高教学效果。
【五】课程安排及教学进度：
第一周－第三周：开学初模拟考及教学准备工作
Unit 1-Unit 2 阶段性检测
第四周—第五周：Unit 3-Unit 4 阶段性检测
第六周—第七周：Unit 5-Unit 6 阶段性检测
第八周－第九周：Review Unit 1-Unit 6 期中复习阶段
第十周： 五一节假期
第十一周 ： Mid-exam of Unit 1-Unit 6 迎接期中考试 第十二周—第十三周：Unit 7-Unit 8 阶段性检测
每十四周—第十五周：Unit 9-unit 10 阶段性检测
第十六周—第十七周：
第十八周—第十九周：
Unit 11-Unit 12 阶段性检测 Review Unit 7-Unit 12 复习迎接期末考试
第二篇：七年级上期英语教学计划
七年级上期英语教学计划
【一】教材分析
《Go for it》七年级上册共15个单元，加上复习单元2 个，文化背景知识和学习策略等部分补充材料。全书采取任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。每个单元都列出明确的语言目标，主要的功能项目与语法结构，需要掌握的基本词汇，并分为A、B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。每个单元还有self check部分，供学生自我检测本单元所学的语言知识之用。它采用“语言的输入——学生的消化吸收——学生的语言输出”为主线编排的。通过确定language Goal,采用听、说、读、写，自我检测等手段，有效提高语言习得者的学习效率，有利于习得者的语言产出，体现了以学生为主体的思想。
【二】本学期的指导思想：
在本学期的英语教学中，坚持以下理念的应用：1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神；2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础；3、突出学生主体，尊重个体差异；4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。总之，让学生在使用英语中学习英语，让学生成为Good User而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。
【三】教学目标：
钻研新课标，提高教学水平，真正做到教学相长，努力达到学校规定的教学指标。培养学生对英语的学习兴趣，形成有效的学习策略，有效提高学习效率，发展双基能力，培养听、说、读、写的能力，使学生初步获得运用英语的能力，达到语言运用能力的迁移和拓展。
【四】具体措施和方法：
1.每天背诵课文中的对话。目的：要求学生背诵并默写，培养语感。 2.每天记5个生词，2个常用句子或习语。实施：利用“互测及教师抽查”及时检查，保证效果并坚持下去。 3.认真贯彻晨读制度：规定晨读内容，加强监督，保证晨读效果。 4.坚持日测、周测、月测的形成性评价制度：对英语学习实行量化制度，每日、每周、每月都要给学生检验自己努力成果的机会，让进步的同学体会到成就感，让落后的同学找出差距，感受压力。由此在班里形成浓厚的学习氛围，培养学生健康向上的人格和竞争意识。 5.对后进生进行专门辅导，布置单独的作业，让他们在小进步、小转变中体味学习的快乐，树立学习的自信，尽快成长起来。 6.关注学生的情感，营造宽松、民主、和谐的教学氛围。 7.培养学生综合语言运用能力 8.在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。 9.加强对学生学习策略的指导，为他们终身学习奠定基础。 10.要充分利 1
用现代教育技术，利用计算机和多媒体教学软件，探索新的教学模式，开发英语教学资源，拓宽学生学习渠道，改进学生学习方式，提高教学效果。
方法：教师提出指令，学生规范操作。听说领先，读写跟上。综合训练，扎实双基。循序渐进，先学后教，当堂训练。
【五】教学重、难点
1；掌握常用短语及语法，2；了解并掌握简单的英语交际用语，并进行实际交流。3；可以阅读简短的文章，4；掌握中外语言和风俗的差异，5；创设情景用英语交流。
【六】教改打算：
新课标理念，结合新课标精神，进行课堂改革，实行教与学的互动。采用任务型语言教学模式，努力用一套行之有效的课堂教学模式，提高教学效率。
二OO九年八月二十六日
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Starter Unit 1 Good morning!
The first period
Teaching aims：
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 ar
—I'm OK.
Teaching importance and importance:
1;Aa — Hh 的字母教学。
2;重点对话
Hello! Good morning. Good afternoon. Good evening.
—How are you? —I'm fine, thanks. How are you?
—I'm OK.
Teaching steps
Step 1 Presentation
Show Aa—Hh letters on the slide picture and see if they can read them. Then teach the Ss how to write them by a movie.
Step 2 Learn the letters. (Work on A 2a—2d)
1. Listen and repeat the eight letters. And Put all the big letters in order. Find the big letters for these small letters.
2. Listen and number the letters they hear.. Teach them how to write these big and small letters.
从认读大小写字母开始，先学会正确地朗读，然后过渡到正确规范地书写，循序渐进让学生扎实巩固地掌握
Step 3 Work on Section A 3.
Ss discuss and guess what these letters stand for and then check the answers with the whole class.
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通过讨论解决问题，帮助培养他们的合作精神。
Step 4 Homework
1. Copy these eight big and small letters five times.
2. Find as many letters like HB, CD, BBD as they can.
Teaching design
Starter Unit 1 Good morning!
Aa Bb Cc Dd Ee Ff Gg Hh
Hello! Good morning.
Good afternoon. Good evening.
教后反思
The second period
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。
Teaching importance :
1. 词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen
2. 句型：Hello! Good morning!
Teaching Difficulties:
八个人名的掌握：拼读、男女性别。
Step 1 Presentation
Show a picture of a girl and give the name under the picture, teach Cindy. In the same way teach the other seven names.。
Step 2 Game
Show the pictures of these eight children as quickly as possible. Let the Ss tell the names of these children.
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Step 3 Work on 4a
Listen to the tape and circle the names they hear.
Step 4 Presentation
1;Show a picture with Frank and a cock, let Ss guess what they are talking about. The answer is: Good morning.
2;Then help them to say: Good morning, Eric.
Step 5 Work on 1a
Play the recording for the first time, Ss only listen. Play the recording a second time. Ss repeat.
Step 6 Work on 1b
1; Ss practice the conversations in pairs. T moves around the classroom when Ss are practicing.
2;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 Step 7 homework
Read the sentences of the greeting people.
Teaching design
Starter Unit 1 Good morning!
1. 词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen
2. 句型：Hello! Good morning!
教后反思
The third period
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。
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Teaching importance:
句型：Good afternoon! Good evening!
—How are you? —I'm fine, thanks. How are you? —I'm OK.
Teaching difficulties:
用英文名字来跟朋友打招呼问候。
Step 1 Presentation
Using the pictures on the slide to teach Good afternoon. Good evening. 通过图片的场景加深对这三个句子的理解和应用。
Step 2 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.
Step 3 Work on 4c
Ss practice the conversations in pairs.
Step 4 Presentation
Look at the picture and present the dialogue:
—How are you? —I'm fine, thanks.
Step 5 Work on Section B 1
First listen and then read after the tape. Ss practice the dialogue in pairs. Step 6 Work on Section B 2a—2b
1. look at the slide and choose an English name for themselves. Write their names on a card.
2. In groups of four or five, practice the dialogue in 2b with their English names. Step 7 homework
1;1;remember the eight letters ;
2: learn and grasp how to greet people.
Teaching design
Starter Unit 1 Good morning!
Hello! Good morning. Good afternoon. Good evening.
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—How are you? —I'm fine, thanks. How are you?
—I'm OK.
教后反思
The fourth period
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。
Teaching Difficulties:
学好这首英语歌曲及将相同音素字母和单词归类。
Teaching steps:
Step 1 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。 Step 2. Work on 3b. and 4
Match the big letters with the small letters. 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。 Step 3 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.
Step 4 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.
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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。
Step 5 Work on 2
1:Ask them to write five new words in their Vocab-builders. In groups ask them to share their lists with other students.
2:Look at the faces and put their names in the correct alphabetical order. See if they can recognize them and remember their names.
Step 6 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.
Step 7:homework
1: Write the letters and the words ;
2: Read the sentences of greeting people.
Teaching design
Starter Unit 1 Good morning!
Hello! Good morning. Good afternoon. Good evening.
—How are you? —I'm fine, thanks. How are you?
—I'm OK.
教后反思
Starter Unit 2 What’s this in English？
The fifth period
Teaching aims:
1; learn the new letters and the words;
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2; 句型：--What‘s this in English? --Is‘ a map.
Teaching importance and difficulty:
1; the names of some things;
2; How to answer these things in English.
Teaching steps:
Step 1：Introduction
1:Review greetings.
2:Review the letters learn in the last unit. Get the students to introduce themselves in English．
Step 2：Lead—in
1:Have ready a quilt，a map，a jacket，a key，a ruler，a pen，an orange．Hold the key up and say What‘s this in English? It‘s a key．
2:Repeat and then get students to repeat．Do the same with a key，a pen，a ruler．If possible，use flashcards to teach the spelling of the words．Put a flashcard beneath a drawing of each object.
Step 3：Practice
1:Listen．Play the tape twice．Have the students circle the things they hear．
2:Get the students to act out the conversations in the picture of 1a． Make sure the
students understand what they should do．Students can work in pairs then ask them to act out the conversations they made．
3:Do 2a，2b，2c and 2d one after another．2b：after the students do 2a, show them how to write the letters on the blackboards，both of ―Big‖ and ―small"．Make sure all the students know how to write them． Use the flashcards to practise saying the names of the letters and to learn their order．Before doing 2c，ask the students to give the letters containing the／i：／and /e/ sounds．Repeat with the /??/ and／a?／sounds．List them out on the blackboard．Then get them to listen to the tape and read the letters and words after the tape． Step4：Games time
Play the letter game with the students like the following instructions．Sometimes the 9
teacher can explain the rules of the game in Chinese．
看谁快
这是一个训练学生听字母的游戏，将全班分成两组，一组学生持大写字母，另一生持小写字母，教师快速念字母，要求持有该字母的学生迅速站起来，最先站起来的两分，后站起来的得一分，没站起来的得零分，得分多的组获胜。
Step 5：Homework
Finish off the workbook (Do entering famous school)
Teaching design:
Starter Unit 2 What’s this in English？
---What‘s this in English?
---It‘s a map.
教后反思
The sixth period
Teaching aims:
1; learn the new letters and the words;
2; 句型：--What‘s this in English? --Is‘ a map.
--Spell it, please. –M-A-P.
Teaching importance and difficulty:
1; the names of some things;
2; How to answer these things in English.
Teaching steps:
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Step 1：Revise
Ask Ss how to ask something in English. And answer it.
Step 2:Lead—in
Write the names in the big letters on the blackboard，teach the students to read the names．Then get them to listen to the tape and number the names．Have the students pay attention to your writing names on the Bb．Make sure everyone knows how to write the names．
Step3：Pairwork
Give each student an English name．Make them remember it and know how to spell it. Write your name，and one or two others on the blackboard. Ask students to look at the words carefully．Explain how capitals are used in English names．
Step 3：Pairwork
1;Ask the students to say out where we can find English words or English names around us and what they are．What‘s the meaning of it?
2;Maybe the students can list a 1ot．If they couldn‘t，give them some notes such as WC, NBA，Exit and so on． Let the students try their best to search as many abbreviations as possible．
Step 4：Practice
1;get them to introduce themselves to the others with their new English name．All these must do after the students know how to do it．The teacher can give them an example with the help of one student．The teacher can take the dialogue on the book for an example．Practise：
A：Hello!
B：Hello!
A：I‘m Paula．P—A—U—L—A，Paula．What‘s your name?
B：I‘m James．J—A—M—E—S，James．
A：How do you do?
B：How do you do?
A：Nice to meet you．
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B：Nice to meet you，too．
2;Have students switch roles and repeat．
Step 5：Homework
Copy the new words and Finish off the workbook. (Do entering famous school) Teaching design
Starter Unit 2 What’s this in English？
---What‘s this in English? ---It‘s a map.
---Spell it, please. -–M-A-P.
教后反思
The seventh period
Teaching aims:
1; learn the new letters and the words;
2; 句型：--What‘s this in English? --Is‘ a ruler.
--Spell it, please. –R-U-L-E-R.
Teaching importance and difficulty:
1; Can read and write the letters;
2; How to answer these things in English.
Teaching steps:
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Step 1：Revise
1:Ask some Ss to write the letters of last lesson‘s.
2:Ask Ss how to ask something in English. And answer it.
Step 2：Lead—in
1:Have ready a map，an orange，a ruler，a pen，a key, a quilt．Use these to ask students：What‘s this in English?
2:Get them to answer the question one by one．Then ask them to listen and number the words they hear．
3: After they finish 1a，make sure they read the words correctly．And ask students to write the words down in small letters．
Step 3：Pairwork
1:Do the contents list on the book．Then play a guess game．The teacher should get ready a soft bag，and some objects such as a ruler，a pen，a key，an orange and so on．First show all the things to students，then hide all of them in the teacher‘s desk，put one into the bag，try not to let students see it．At last get students to guess what‘s in your bag．The teacher can ask the student：
T：What‘s this in English?
A：Is it a book?
T：N0，it isn‘t．
A：Is it a pen?
T：Yes，it is．
2:If the student Succeed．congratulate to him or her．Then do the same to another one. This game can also be played in small groups if you have enough materials.
Step4：Listen and read
1:Have the students listen to the tape and repeat．
2:Get the students to listen to the tape and repeat，ask them to try to find what is the connection between the words．
Step 5：Homework
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Finish off the workbook．(Do entering famous school)
Teaching design
Starter Unit 2 What’s this in English？
---What‘s this in English? ---It‘s a ruler.
---Spell it, please. -–R-U-L-E-R.
教后反思
The eighth Period
Teaching aims:
1; learn the new letters and the words;
2; 句型：--What‘s this in English? --Is‘ a ruler.
--Spell it, please. –R-U-L-E-R.
Teaching importance and difficulty:
1; Can read and write the letters;
2; How to answer these things in English.
Teaching steps:
Step 1：Revise
1:Ask some Ss to write the letters of last lesson‘s.
2:Ask Ss how to ask something in English. And answer it.
Step 2：Practice
Go through all the contents list on this part，make sure all the students understand 14
them．If they don‘t，you my use Chinese to explain it．
Step3: Just For Fun
First have two students to read the sample conversation to the class. A: What‘s this in English?
B: It‘s an orange.
A: Good! Spell it , please.
B: O-R-A-N-G-E.
Give the students several minutes to practice the conversation. Step 4: practice
一、英汉词组互译
1．用汉语 2．一床被子 3．一个橙子
4．一件上衣 5．一幅地图 6．你的钢笔
7．in English 8．that key 9．this ruler 10．thank you
二、从B栏中找出与A栏中相应的答语，将其代号写在括号内
A B
( )1．Good morning，class! a．My name is Jim．
( )2．Hello! b．Fine．thank you．
( )3．What‘s your name? c．Dale is．
( )4．How are you，Jim? d．Hello!
( )5．What‘s this? e．Thank you．
( )6．Sit down，please． f．Good morning．
g．It‘s ―M‖．
三、选择填空
( )1．This is ______ nice jacket.
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A．an B．a C．one D．／
( )2．What‘s that _______in Chinese?
A. in B．to C．on D．at
( )3．_______ your book?
A．This is B．Is its C．It‘s D. Is this
( )4．---Colin，what‘s this in English? ---__________.
A．This is a pen B．It‘s a pen C．It‘s pen D. This is pen
( )5．Is this ______ English book?
A．a B．an C．one D. /
四、翻译句子
1．这是南希。
2．瞧，这是什么?
3．这个用英语怎么说?
4．这是一床漂亮的被子。
5．请拼写一下。
Unit 3 What color is it ?
The ninth period
Teaching aims
1; Letters S- Z.
2、How to talk about colors.
3; 学会不断地发现问题，并用自己已有的知识水平和生活经历来解决实际问题。
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Teaching importance
1掌握句型 ---What‘s this ? ---It‘s V.
---What color is it ? ---It‘s red. / It‘s black and white.
2；识记单词 blue, green, red, yellow, black, white, color, and / pink, purple, orange, brown, grey
3；培养语用能力，让学生在用中感悟，把所学到的语言知识与生活实际结合起来，使学习过程生活化。
Teaching difficulty
Ask and answer the questions about colors;
Teaching steps
StepⅠ Revision and warming-up
1. Self Check 3: Fill in the missing letters. Then read out all the letters from a to z.
2. Revise the 26 letters by using the color letter cards students made in the last period. Then can ask and answer like this: ---What‘s this/that ? ---It‘s A/B. StepⅡ Presentation
1. Use the color letters cards students made and present this dialogue: ---What‘s this ? ---It‘s S.
---What color is it ? ---It‘s red/black and white.
2. 1a: Ss listen and repeat.
3. Introduce some other words for colors in the same way as in step 1. Step Ⅲ Practice
1b: Read the names of the colors and have Ss repeat them. Then ask Ss to match the words with the colors.
1c:
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1；Say the sample conversations. Have students repeat.
2；Students then practice the conversations in pairs. As
students practice, move around the classroom to check progress and help with pronunciation as needed.
Ask some pairs to act out their own conversations.
Step Ⅳ Exploration
Ask students to practice asking each other about other items they know. They may do so using other English vocabulary(e.g. bedroom items) if they wish.
StepⅤ Homework
(1)
(2)
(3)
(4)
(5) Listen to 1a， read and recite it. Go on making up your dialogues with your group members and polish it. Finish Self-check 2. Section A 4: Color the picture. Bring colored pens for the next period.
Teaching design
Unit 3 What color is it ?
---What‘s this ? ---It‘s V.
---What color is it ? ---It‘s red. / It‘s black and white.
教后反思
The tenth period
Teaching aims
1;学习英语字母S-Z, 能在四线格里正确地书写S-Z的大、小写。
2;能认读其印刷体和手写体的大小写形式(注意书写格式、笔划、笔顺合乎 18
标准)。
3;注意字母在字母表里的次序。
Teaching difficulty
1;要求掌握英语字母S-Z。
2;能听懂、会说big \ small letters.
Teaching steps
StepⅠ Revision and warming-up
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.
StepⅡ Presentation
1;Focus attention on the picture in Activity 1a. Ask Students to find the capital letters in the picture to match the lower case letters. Then check the answers. 2;Play the recording. Stop the tape after each letter and have students repeat. Check pronunciation and correct if necessary.
3;Play the recording again. Have students repeat the eight letters in one set. Check pronunciation and correct if necessary.
Step Ⅲ Practice
1. 2c: Students listen and write the number of the letters in the boxes according to the order in which they hear them. Then check the answers.
2. 2d: The teacher demonstrate drawing the letters on the board. Demonstrate how students can use the lines in the book to assist them in writing the letters. Move around the room checking on their work.
Step Ⅳ Exploration
3: Ask students if they recognize any of the abbreviations, and know what 19
they stand for. Have students discuss in groups. If necessary, provide some hints, such as asking where they have seen any of these logos before.
Answers:
S-小号 / M-中号 / L-大号 / XL-加大号
UFO-不明飞行物 / CCTV-中央电视台
UN-联合国 / MTV-音乐电视 / SARS-“非典”
StepⅤ Homework
(1) Listen to 2a and read it after the tape.
(2) Copy the letters Ss-Zz and the letters in 3， write down the Chinese meaning and collect more such letters.
(3) Make color letter cards.
Teaching design
Unit 3 What color is it ?
Ss Ii Jj Kk Ll Mm Nn
Oo Pp Qq Ww Xx Yy Zz
UFO SARS SML UN MTV
教后反思
The eleventh period
Teaching aims
1、继续学习有关颜色的对话。
2、学会发现和绘画颜色，用各种可以调动学生积极性的活动来提高学生的活跃性，激发他们参与讨论的热情。同时可以对学生进行美育教育，从小培养他们对美的正确认识。
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Teaching Importance
1、要求掌握下列句型：
Color it green…color(Vt.)
Spell it ，please.
2、巩固下列单词：color， spell， key， pen, ruler, quilt, jacket 补充下列单词：book, bag, desk, chair
Teaching steps
StepⅠ Revision and warming-up
1; Self Check4: Ss work in pairs. Use colored pens to write down the letters your partner says.
2; Check Homework in Period 2.
3; Play a game“What color is it ?‖
StepⅡ Listening Practice
Section B 1a:
1; Draw attention to the picture. Ask students if they can recognize the items in the picture.
2;Play the recording twice. Students color in the items in the picture according to the conversation.
3;Check the answers.
Section B 1b:
1; Focus attention on the sentences. Explain that the students need to fill in the correct words for the color of each item.
2; Play the recording again. The students write the correct color words. 3;Check the answers.
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Step Ⅲ Practice
Section A 5:
1;Use the items in Section B 1a to role play one round with two students as a model for the class like this :
---What‘s this in English ? ---It‘s a key.
---Spell it, please . ---K-E-Y.
---What color is it ? ---It‘s yellow.
2;Get students into pairs. Have them practice the conversation here.
3;Students then ask each other about other items around them. Use the
conversation here as a model. Move around the classroom to check progress and help with pronunciation as needed.
4;Encourage students to recycle the vocabulary they know from the first two units.
Step Ⅳ Homework
1; Go on making up your dialogues with your group members and polish it. 2; Copy the conversations in Section A 5 and write down the Chinese meaning.
Teaching design
Unit 3 What color is it ?
What‘s this in English?
It‘s … …
教后反思
The twelfth period
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Teaching aims
1;学习五个元音字母，并能根据这五个元音字母给26个字母归类。复习巩固26个大小写字母，培养观察、反应能力。
2;会唱英语字母歌。
3;熟练掌握英语字母表。理解字母表在查字典中的作用，学会如何查字典，激励学生探索。
4;继续巩固颜色的相关单词
Teaching Importance
1．将所学的26个字母按顺序朗读、默写
2．How to make colors.
将所学的26个字母按顺序朗读、默写对初学者来说是比较容易做到的。但如果将26个字母按音素划分是比较难的事情。教师从一开始教字母时，就应该让学生在朗读时去感受不同字母之间所含有的相同元音音素。尤其是字母F，L，M，N及R的归类。
Teaching steps
StepⅠ Revision and warming-up
1. Colors can make colors.
2. 3a: Listen and repeat.
StepⅡ Presentation
T：A、E、I、O、U 这五个字母我们称它们为元音字母。Read and remember them A-E-I-O-U， A-E-I-O-U.
S: A-E-I-O-U， A-E-I-O-U
(Check individual student by saying or writing.)
Step Ⅲ Listen and read the chant
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Section B 4:
1;Focus attention on the chant lyrics. Explain that they are about to hear a chant with these lyrics.
2;Play the chant the first time. Students just listen and follow the lyrics in their books.
3;Play the instrumental version of the chant. This time, students chant along with the tune.
StepⅤ Listen and repeat.
Section B 2:
1; Focus attention on the chart. Read aloud the words in the top row. Get Ss to repeat. Check pronunciation and correct if necessary. Make sure Ss understand the difference between the two ―a‖ sounds.
2; Repeat for the next rows.
3; Ss listen and repeat.
StepⅥ Homework
(1) Copy the letters in 2 and remember them
(2) Revise the whole unit.
. Teaching design
Unit 3 What color is it ?
What‘s this in English?
It‘s … …
教后反思
Unit 1 My name’s Gina.
The thirteenth Period
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Teaching aims:
1、学会询问周围新同学的姓名，并且将自己刚认识的好朋友介绍给全体同学。
2、通过学生制作名卡或桌卡来提高学生学习英语的兴趣，体现英语的实用性。
3、通过以上任务活动，掌握形容词性物主代词的用法及其与人称代词的主格的区别，并且在第一节课让学生对英语的学习产生兴趣。
4、德育目标：热爱班集体，团结同学。
Teaching difficulty and importance
1、形容词性物主代词的用法
2、在任务活动中掌握you和your，he和his, she和her 的用法
3、重点句型 (斜体字为扩展句子)：
Hi / Hello! Good morning / afternoon / evening.
How are you? Fine, thank you! / Very well / So-so /All right.
What‘s your name? My name is … / I‘m …
What‘s his/ her name? His/Her name is …
Teaching step
Step 1：结识新朋友。
1、首先向学生做一个自我介绍，将名字写在黑板上: My name is …, My first name is…, My last name is …同时介绍一下名字的意义，然后学生就近组成若干小组，进行自我介绍。例如：一个学生叫徐瑾，他说：My name is Xu Jin.一个叫王超的学生介绍说: My name is Wang Chao. Chao means Superman。这个任务能够激起学生学习英语的兴趣，同时扩大词汇量。
2、“What‘s your name?”传句子比赛。学生按行分组，一个同学问，“What‘s your name?”第二个学生回答，“My name is …‖然后再接着问第三个人, ―What‘s your name?‖ 第三个人答，“My name is … His/ her name is …‖再接着问第四个人What‘s your name?‖。。。看哪个组最先获胜。
Step 2：学生利用电脑向大家展示他们所搜集的中英文姓，问候语名及各国或各地初次见面时的礼仪，体会它们的不同之处；然后由抽签决定各组同学分别用哪个国家或哪个地区的礼仪（例如：日式、美式、法式和学校版的礼仪）来表演两个人初次见面时的问候语及谈话内容（用英文），看哪一组同学表演的形象，语言准确，最后评出最佳组合。
Step 3：找朋友。
将他或她加入你的朋友记录中。该任务是通过学生自己去询问他们感兴趣的同学的爱好，找出他们之间的共同点，然后和他们交朋友（利用时间争取和所有的同学交朋友，了解他们各自的优点），并将自己所掌握的新朋友的信息介绍给全体同学，让大家了解他（们）。在该任务的执行过程当中，学生可以尽量施展他们的才能，倾尽其所学的英文知识来展示自己并且看谁能获得最多的信息。因此，这项任务在调动学生学习英语兴趣的同时，也反复操练了本单元的关键句型和形容词性物主代词，尤其是he and his, she and her；同时运用到一些超出本课教学内容的语言知识，学生参与性强，最大限度的调动了他们的积极性，同时也为学生树立了英语学习的信心。
Step 4：制作姓名卡。
制作姓名卡，由小组协作共同完成姓名卡的设计与制作，姓名卡中要求包括学生的 25
汉语名字（拼音书写）和英文名字，其他的内容由各组自行设计，但要求每个人的姓名卡的设计要有创意、体现小组的共性、美观大方、经久耐用、语言准确。因此，该任务既体现个性，又体现共性；既有分工，又有合作。
Step5：作业。
为自己、父母、亲朋好友找一个有意义的英文名字，同时将他们介绍给你的同学们。 Teaching design
Unit 1
A: My name‘s Jenny. B: I‘m Gine, Nice to meet you.
A: Hello !I‘m Mary . B: Hi, Mary I‘m Jim .
教后反思
The fourteenth period
Teaching aims
1． 介绍更多的英文姓名，并且区分出姓和名；
2． 学习英语中姓名（name/ full name）、姓（family name/last name）和名（given name/first
name）的用法；
3． 德育目标：我长大了，学会对人有礼貌、学会感激。
Teaching difficulty and importance
1． 了解英语与汉语中姓与名的位置不同，准确掌握英语的姓与名的表达；
2． 重点句型：
What‘s your English name? My English name is …
What‘s your last name/ family name? My last / family name is …
Teaching steps
Step 1、接力游戏询问学生的英文名。首先由教师仿做，拿出一个小皮球，任意抛向一名学生，同时问：“What’s your English name？”，这个学生接住球并回答：“My English name is …‖, 然后由这名学生将球抛向另一名学生, 第二名学生在接物品时必须回答：“My English name is …，his/her English name is …（只要重复前一名学生的名字即可）‖，然后传递下去并问：“What’s your English name？”。最后将学生分为几组在组内做。在这个活动中，学生的积极性很高（球必须接住，否则也算做失误），达到《课标》中要求的既从学生的兴趣出发，又具备易操作的特点 。
Step 2、做“新学期的新祝愿”。在这个活动中，同时引入姓（family name/last name）和名（given name/first name）与汉语的位置区别。将学生所录制的带有家人或朋友的祝福的磁带放在录音机中，同时用英语介绍：“ His/Her family name is …, his/her first name is …，do you know who is he/she？ ”然后由其他学生猜：“This is your father，his name is …”。
在猜的过程中，学生可以加上他们会的其他的信息，例如：他（她）的职业等，充 26
分展示他们的所长并为猜的学生提供一些提示性信息，三次机会,猜对了加分。在这个任务活动操作过程中，给了学生很大空间去发挥，也用到了一些本单元未涉及到的句型，例如： What‘s he/she? Is he/she in our class? How old is he/she? 等。
Step 3生做2a的听力练习。全体学生同老师一道做练习。可以让学生听两遍录音。听第一遍时可以问同学们在录音中听到了什么，与哪一幅图画里的内容有关系。让学生对如何听录音的方法有所了解，再听第二遍录音并做练习。检查学生做的情况。
Step 4（1）让学生看着课本1a的图画，找出老师所念到的名字来。
（2）放2c部分的录音。
（3）让学生看着课本1b,听录音，给对话标上号码。与学生配合，教学生学会说中国人的名字。
T: What‘s his / her name?
S1: His / Her name is?
S3: Yes. His / Her name is?
S4: Yes.
Step 5:homework
After class ,let students must practice this greeting with your partner .
Teaching design
Unit 1 My name‘s Gine
His name is Li Lei.
Her name is Bai Meimei.
What‘s his name?
His name is LI Lei .
教学反思
The Fifteenth Period
Teaching aims
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The Fifteenth Period
Teaching aims
1;通过用英语说出自己的电话号码的任务，学习数字0—9； 2:制作身份证，以综合运用所学的姓名和数字
Teaching difficulty and importance
1,熟记英文数字；
2,听懂并能说出电话号码，培养学生的英语意识； 3,重点句型
What‘s your telephone number? My telephone number is …
Teaching steps
Step 1 :show some cards of number .First ,teach them how to read these number. Let the
students read .
Step 2: Play the recording for the tow times and let the students read after it .
Write the numbers on the blackboard in random order .Ask a student to come to the blackboard . Point to the numbers and read .
Step 3:Write 28319176 on the blackboard . Teach them how to read
Step 4: Play the tape of 1b and 2a . let the students completer them . Then ask some students to tell their answers .and check their worry answers . Step 5:立班级电话簿。学生互相询问电话号码，用“What‘s your telephone number?‖ 这个句型，并记录在教师发的记录卡上，最后经过整理，再加上一些公益电话，形成班级电
查询，它要求每一位学生都要投入角色，尤其是作为话务员，要求声音甜美、温和，态度和蔼。其实施过程是由一个学生作为话务员，其他学生可以任意拨通电话并且询问：“What‘s ××בs telephone number?‖，同时话务员回答：“ His/Her telephone number is …‖。这项任务的设计主要是为了在任务活动中练习让学生脱口而出0—9这几个英文数字，同时，这项任务活动的过程中所用到的句型What‘s ××בs telephone number？和His/Her telephone number is …中，His和Her 是对上一节课形容词性物主代词的一个复习，而“ ××בs telephone number”对于本单元在内容上是一个补充和提高。 Step 7 :homework
1;Read and remember the numbers ; 2;Make a your own ID card .
Teaching design
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Unit 1 My name’s Gine .
zero one two three four five six seven eight nine
0 1 2 3 4 5 6 7 8 9
What‘s your telephone number ?
My telephone number is …….
教学反思
The sixteenth period
Teaching aims
1;Grasp I: ― What‘s your telephone number ?‖
II: How to read the numbers ;
2:学会制作卡片，同时能看懂英文卡片。
Teaching difficulty and importance
Making a personal ID card
Teaching steps
Step 1 : Revise the last lesson‘s knowledge .Ask some students about those sentences .And ask students‘ telephone number .
Step 2:制作ID Card。首先教师制作身份证的样本。我们就要为自己制作我 的身份证来证明我们长大了，我们会努力做到最好。然后，观察老师的身份证， 哪些需要更改的，提出更好的建议，制作学生心中理想的身份证。以下是学生修 后的身份证：
附表：
Step 3:Give the students some minutes to finish Self-check ,teacher may tell the students how to do around them .
Then ,ask or tell them the right answers .
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Step 4: Reading
Let the students read the ―JUST FOR FUN ―.
Step 5: homework
Finish off the exercise .
Remember the new words .
Teaching design
ID Card
Name： Gender：
Photo Age：
Class： School：
Address： Postcode： Tele Number：
E-mail：
ID Card No.：20020500102
教学反思
Unit 2 Is this your pencil?
The seventeenth period
Teaching aims
1;Knowledge Objects
2;Targer language : Is this your pencil ?
Yes, it is. It‘s my pencil
Is that your backpack?
No, it isn‘t .It‘s his backpack.
. 3;Train students‘ listening skill.
Teaching importance and difficulty
1; 根据场景询问英语中对应的表达法
Teaching steps
Step I. 讲授 1a 中的新单词
1.在讲授单词时，使用的句型是：What's this in English? (此时，只需学生能够理解该句型，不必会说，多次的重复是为学生下一节课提供大量的语言输入做准备),进入 1a，让学生直接完成 match 的任务，然后订正答案。
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2. 朗读 P7-1a 中的新单词。（先是全班，然后分小组检查、补漏）
3. 听录音，完成 P8-2a 的听力练习，订正答案。
Step II. Presentation
1. 看 P7-1a 图, 听对话 (让学生看一张大图片，以便能够抓住学生的注意力，此时是加深对所听对话的理解。）
2. 再听对话，完成书上要求标号的任务，订正答案。
3. 跟读对话，以小组为单位朗读对话。（互相检查、帮助）
4. 进行小组对话练习，可以更改有关的词，编出自己的对话。
5. 给学生 3-5 分钟的时间，准备新单词和句型。
Step III. Listening
1听对话，要求学生最好不看方框中所给的单词，填入横线上。纠正答案。 2再听录音，跟读 1-2 遍之后，分角色对话。
Step IV. Games
1做游戏 (P8-2b)
将学生的一些物品收集上来，放在一个箱子里，请一个学生上前来，蒙上眼睛，从箱子里取出一样物品，全班学生一同发问，“What's this in English?”，这名学生猜，使用句型为“Is it a/an ...?”猜到之后，可以回座位，每位学生有两次机会猜，否则就视为失败。
Step V. Grammar Focus
1. Is this your pencil? Yes, it is.
2. Is this my pen? No, it isn't.
3. Is that his book? Yes, it is.
4. Is that her eraser? No, it isn't.
Step VI. Homework.
Read the dialogue of this lesson, and remember the words.
Teaching design
Unit 2,Is this your pencil?
The new words
Pencil pen book eraser ruler pencil case backpack Important language
Is this your pencil ?
Yes, it is. It‘s my pencil
Is that your backpack?
No, it isn‘t .It‘s his backpack.
教后反思
The eighteenth period
Teaching aims
1;Knowledge Objects:
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What's this in English?
It's a pencil.
2; Ability Objects
Train students‘ ability of listening for and writing the words.
Teaching importance and difficulty
Yes/no questions and short answers.
What questions.
Teaching steps
Step I. Revision
1. 用游戏的形式复习上一节课的新单词和句型。将所要复习的单词物品放入一个布袋子中，让学生伸手进去摸，由一个学生或全班学生发问，该学生猜。所用的句型是：
What's this in English?
It's a ...
How do you spell that?
2. 用实物讲授 P10-1a 中的单词，学生准备几分钟后，将字母填好。
Step II. Ask and answer
1. 以小组为单位，做 Section B-1b 的对话练习。
2. 口头检查学生所练的对话。
Step III. Listening
1. 听对话，圈出 P10-1a 中的物品。
2. 再听一遍，填表格写出单词。
Step IV. Games
收集一些学生的学习用品，请学生到前边来发问，找到用具的主人，给两次机会。
Step V. The alphabet
1. 纠正 26 个字母的读音，学唱新的字母歌。
2. 请学生将 26 个字母下面标上阿拉伯数字，练习数字 1-26 的说法。
3. 再进行一个游戏。
Step VI. Practice
一个学生看 P94，另一个学生看 P98。根据图片所显示，进行问答练习。
Step VI. Homework
After class, students practice what questions and yes/no questions using their own po with
a classmate.
Teaching design
Unit 2, Is this your pencil?
What's this in English?
It's a pencil.
Is this your pencil ?
Yes, it is. It‘s my pencil
Is that your backpack?
No, it isn‘t .It‘s his backpack.
教后反思
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The nineteenth period
Teaching aims
1; Knowledge Objects
The new words :
baseball watch computer game key notebook ring
Target language :
What‘s this?
It‘s a watch.
How do you spell watch?
W-A-T-C-H.
Ability Objects
Listening skill.
Writing skill.
Teaching importance and difficulty
1. 指示代词：this, that 恰当运用
2. What 引导的问句
3. Yes/No 简单回答
Teaching steps
Step I. Revision
1. 复习前边所学的单词及句型， 采取实物或游戏的形式，然后可以适当进行笔头检查，如：听写或补全对话。
2. 复习数字的说法，可以做数字游戏。如：七的倍数不说，或七的倍数及带有七的数字都不说，也可以数字接龙等等。
Step II. Ask and answer
继续复习学过的句型，以小组形式检查对所学句型掌握的情况，到此可以做一个小结。下一步就要进行另一个主题：适当阅读文段。
Step III. Task 1
1. 给每一组学生一张碎字条 （这些碎片是提前写好的“失物招领”“寻物启示” ，让学生以小组为单位，拼好，并能够理解纸条上的意思，然后将字条粘好并张贴在黑板上，看哪一组拼得快，快者为胜）老师在黑板上字条的上方写上“失物招领” 或“寻物启示”。
2. 请学生派出代表讲解所拼出的告示之意思，有不明白的地方学生们已经在小组范围内分析。然后将注解中 P113a 中的各种告示，在理解的基础上，圈出 P10-1a 中的物品。（学生只要明白该告示的意思，可以仿照写，不需朗读。）
Step IV. Task 2
1. 请学生仿照写“失物招领”或“寻物启示”，巡视，抽查出有代表性的作品进行全班范围内订正普遍性的错误。
2. 课后让学生将自己的作品进行更改。
Step V. Homework
Finish off the exercises on Page 7 and 8 of the Workbook
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Teaching design
Unit 2, Is this your pencil?
1, the new words
Circle know write chart pager
2, Target language
Is this your (pen )?
Yes, it is.
Is this your (watch )?
No, it isn‘t.
教后反思
The twentieth period
Teaching aims
Target language :
What‘s this?
It‘s a watch.
How do you spell watch?
W-A-T-C-H.
Ability Objects
Listening skill.
Writing skill.
Teaching importance and difficulty
句型：How do you spell ...?
Teaching steps
Step I. Revision
1. 复习整个单元的单词及句型。
2. 复习 1-26 数字。
Step II. Exercises
1. 练习一的检查方式可以是以英译汉的形式，也可以适当扩展为请学生造句或回忆当时在什么句子中见到的，说出来。
Step III. Game
由一个学生说出数字，其他学生说出单词。先以小组为单位练习，然后请两位学生展开竞赛，为胜利的小组加分。
Step IV. Reading
阅读 “Just for fun!”
Step V. Homework
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Have the students collect some in newspapers, magazines or Page 7 and 8 of the Workbook..
Teaching design
Unit 2, Is this your pencil?
--What‘s this?
--It‘s key.
--How do you spell it?
--K-E-Y.
教后反思
Unit 3 This is my sister
The Twenty-first Period
Teaching aims：
1、根据相关信息辨认人、物；
2, 句型： This is my sister. These are my parents.
That‘s his mother. Those are his grandparents.
Teaching importance and difficulty
掌握本课的单复数的变化
Teaching steps:
Step 1 Revision
1、Play the game “ Find the owner” on page 9 using Is this your??? Yes, it is./No, it isn‘t.
2、Review“lost and found”：
Show a gold ring of mine to the class. Ask What‘s this?
How do you spell it?(the students answer)
Then say my gold ring is lost. You found it and say a bulletin board message. Ask two students to say it fluently.
Step 2 Look and say
1、Show a family photo of mine. Say This is a picture of my family. look! (Point it) This is my father, mother, grandfather and grandmother. Repeat it.
2、Write the new words on the blackboard like this:
3、Add vowels beside these words and teach them twice.
Then read together. Explain that parent means father or mother, but parents means father 35
and mother. Of course, grandparents means grandfather and grandmother.
Step 3 1a
1、After the students can read the words. Ask them to guess which person in the picture each word refers to.
2、Say：Mother is c. Then ask them to match the words with the other people in the picture. Step 4 Listen
1、1b Listen and look at the picture. The people the boy talks about.
2、2a.Listen and circle the words you hear.
3、2b.Listen again. Match the names with the people in the picture.
Check the answers with the class.
Step 5 Pairwork
1、2C. Students work in pairs. show how one person covers the list of names above the picture and asks the other person questions beginning with Is this??The other person answers Yes, It is. or No, it isn‘t. It‘s ?.
2、2d Change roles and practise again.
Homework
1、Bring a family photo or draw a family photo
2、Recite the words we have learnt and prepare for the dictation tomorrow .
Teaching design:
Unit 3 This is my sister.
This is my father,
This is my mother.
This is my grandfather.
…………….
教后反思
The Twenty-second Period
Teaching aims：
1、学会介绍自己的家人和朋友；
2，代词： I he she they 的用法，
3，通过对自己或朋友的介绍，了解自己及家人，学会互相帮助。Is this /that??? Yes,
it is . /No, it isn‘t.
Are these / those ??？Yes , they are./No, they aren‘t. Teaching importance and difficulty
How to introduce people.
Teaching steps:
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Step1 Revision
1、Ask two or three students to talk about their family photos in front of class using the words father, mother and so on.
2、Take out a student‘s family photo and ask Is this your father? etc.
3、Play the tape recorded by my son, husband and me. Let the students know how to introduce their family members how to use This is? and That is ?It is very interesting. Step2 Grammar Focus
1、Present new words these and those by showing my family photo to them again and saying This is my father and this is my mother. Say it in another way：These are my parents. Write these on the Bb.
2、Present those and write the two words on the Bb like this:
this —— that
these——those
Sentences: This is my friend. These are my friends.
3、Read them and tell the students the rules of changing singular sentences into plural sentences give more examples.
Step3 3a
1、Read the conversation.
2、Point out the words in the box. Ask a student to read the four words to the class.
3、Ask students to work alone. Then correct the answers.
Step4 3b
1、Practise the conversation with a student.
2、Work in pairs.
3、Invite some students to perform the conversation for the class.
Step5 3c
1、Ask three students (A、B and C)to read the conversation as the class look at the picture.
2、Then demonstrate the activity by writing the name of your father, mother, or a friend on the board. Ask students to guess who that person is ,using questions beginning with Is he??or Is she??Say Yes, he is or Yes, She is when the student guesses correctly.
Step6
Groupwork. Divide the students into small groups. Take out the photos they have brought in their groups. Take turns asking and answering questions about the photos. For example Is this your??Is he your?？Is she your?？
Step7 Section B 1
1、Call attention to the family tree.Explain that it shows the members of a family with the older people at the top and the younger people at the bottom.
2、Ask a student to read the family words shown on the family tree.
3、Point to the six words in the box at the top.
4、Then ask students to write the correct word from the box on each of the blank lines. Check the answers.
Homework
1、Record tapes to introduce the students family members imitating the teacher s tape. Use This is ?.That is ?correctly.
2、Draw a family tree on a big piece of paper.
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Teaching design:
Unit 3 This is my sister.
Is this your sister? --No, it isn‘t.
Is that his brother? --Yes, it is.
These are my brothers.
教后反思
The Twenty-third Period
Teaching aims:
1, 名词复数：grandparents parents cousins
2, listening skill and practice.
Teaching importance and difficulty
1;Students can introduce their family members in everyday situations.
2; Grasp the sentences of last lesson.
Teaching steps:
Step1 Revision
1、Revise This is?. These are? That is? and Those are ?
2、Ask some students to put their family trees on the Bb and introduce their family members.
Step2 ―Who is the best reporter?‖
Divide the class into small groups. Play the students‘ recording, the other students write down the messages they hear. Then they choose one to report what they heard and what they wrote down in front of class.
Who is the best reporter?
Step 3 2a
Play the recording the first time. Students only listen. Then play the recording a second time. Students to listen to the conversation and place a checkmark next to each family member mentioned.
Correct the answers.
Step4 2b
1、Call attention to the two pictures. Play the tope first. Students point to the picture. As it is being talked about on the tape.
2、Play the tape again. Check the answers.
Step5 2c
Pairwork. Draw a picture of your family and friends.
Tell your partner about your picture.
Step 6 3a
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1、Read the letter aloud. Have students read it on their own.
Write new words and phrases thanks for on theBb.
2、Ask students to draw a picture of Emma‘s family. Move around the room asking students the names the names of the people in the picture.
3、Explain how to write an English letter.
（1）信头 （2）称呼 （3）信的正文
（4）结束语 （5）签名
1、Read a letter from a girl in Japan. Say This is a letter from Sara, she wants to find a penfriend. I‘ll read the letter to class. Please write a letter to her about you and your family.
2、Groupwork. Students read their letters in groups, correct the mistakes together, learn from each other.
3、Each group chooses one to read the letter.
4、Who writes best?
Homework
1、Recite the new words.
2、Write a passage under the family tree to introduce you and your family.
Teaching design:
Unit 3 This is my sister.
The new words:
Son daughter aunt uncle cousin
Target language:
These are my parents.
These are my grandmother.
教后反思
The Twenty-forth Period
Teaching aims:
1, 掌握写信的格式，并介绍自己的家人。
2, Train students‘ writing skill.
3, Teach them to love our motherland.
Teaching importance and difficulty:
Writing skill.
Teaching steps:
Step1 Who is the best?
Ask some students to read their passage introducing their faming members.
Who is the best?
Step2 3b
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Look at the family photo. Write an introduction about the people on the back of the photo. Step 3
1、Ask students to take out the family photos they brought to school.
2、Tell students that they can write the same kind of letter they wrote for 3c.
3、Ask students to work individually.
4、Display each photo or drawing in one column on the board, and the letters in another column opposite the photos.
5、Ask students to read the letters and look at the photos.
Then call on one student at a time to choose one letter and read it aloud.
6、Have different students read letters and match them up with pictures.
Step 4 Self check
1、Ask students to check all the words they know.
2、Write five new words in your Vocab——Builder. Then ask them to share their lists with other students.
3、Look at Mary‘s video of Beijing .Ask students to fill in the blanks individually. Check the answers
Just for Fun
1、Ask all the students to read the conversation. Explain the meaning of girlfriend.
2、Invite pairs of students to present the dialogue to the rest of the class.
Homework
3、Revise all the words of this unit.
4、Put a photo or draw a picture on the family tree.
Correct the mistakes in the passage introducing the family members.
Teaching design:
Unit 3 This is my sister.
Grasp the dialogue:
A: Look! There‘s my father.
B: Are these your grandparents?
A: Yes, they are.
B: Is that your aunt?
A: No, it isn‘t. It‘s my mother.
教后反思
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Unit 4 Where's my backpack ?
The twenty-fifth Period
Teaching aims:
1）知识目标：A.学会一些表示家具的名词以及学习用品的单词；
B.学会方位介词，如：in，on，under的用法；
C.学会运用方位介词和where句型表述物品的正确位置。 Teaching importance
1）方位介词on，in，under的用法。
2）Where的特殊疑问句和Is this a/an … ？一般疑问句的肯定、否定回答。
3）学习名词bed，dresser，bookcase，backpack …
Teaching steps:
●◎课前准备
准备一幅带有家具的房间的挂图以及表示方位的图片。
●◎教学步骤
Step1 Greetings between the teacher and the students.
Step2 Warming up
(Prepare some school things for the students, such as ruler, pencil.)
T: What's this ? (There is a pencil in the teacher's hand.)
S1: It's a pencil.
T: How to spell it?
S1: P-E-N-C-I-L, pencil.
T: You're right. Very good.
…
T: I have a backpack, but I can't find it. Where's my backpack? Now, let's look for the backpack together, OK?
(Write down the title on the blackboard. )
Step 3 Learn the new word.
1.由此引入，使用图片直接教单词(table chair sofa bed bookcase dresser drawer),并在黑板上板书，然后跟读。
2.教完backpack后，图画展示教其他三个单词in，on，under。继续让学生跟读。 Step 4 Practice
1.书本分别放在桌子上边、下边、里面。边教边板书：
A: Where is the book? B: It‘s on the desk.
A: Where is the book? B: It‘s in the desk.
A: Where is the book? B: It‘s under the desk.
2.学生朗读练习。
Step5 Match the words with the things in the picture.(P19-1a)
打开课本，完成P19-1a，学生看着课本1a，大声朗读单词，然后将图片中的字母与所给的单词配对。教师检查学生完成情况。
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Step 6 Pairwork
Ask the students to practice the dialogue in the picture P19-1a. 然后让学生用自己的实物，如铅笔、橡皮、钢笔等练习运用Where 句型。
Step 7 Listening.(P19-1b)
Listen and number [1-5]the things in the picture.(Play the recording and then check the answer.)
Step 8 Pairwork (P19-1c)
Make your own conversations. Use the words in the box. The ask some students to act it out. ●◎课堂练习 看图并用in, on, under填空. 1.The case is ______ the table. 2.The books are _______ the case. 3.The ball is ________ the table. ●◎课后小结 ●◎布置作业
Draw a picture of your room and write a short passage to describle it.
Teaching design
Unit 4 Where's my backpack ?
课后反思：
The twenty-sixth Period
Teaching aims:
1）知识目标:A.学会方位介词，如：in，on，under的用法； B.学会运用方位介词和where句型表述物品的正确位置。
Teaching importance
1）Where的特殊疑问句和Is this a/an … ？一般疑问句的肯定、否定回答。 2）学习名词bed，dresser，bookcase，backpack …
Teaching steps:
Step Ⅰ、Revision
复习上节课所学过的单词，老师拿出挂图，再拿出课前准备好的纸条（注：纸条上
写着上节课的单词）。要求学生把纸条贴在相对应的物品上。（注：老师抽查成绩中等的学生）。
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贴完后，要求学生进行核对，然后全班朗读这些单词。
Step Ⅱ、Listening
听录音，完成P19-1b，然后核对。
Step Ⅲ、Pairwork
打开书本，同桌之间操练这些句型，小组抽查。 Step Ⅳ、Listening
听录音，完成P20-2a&2c。核对答案。
Step Ⅴ、Game
Find the difference
1; 四人一组，给学生3分钟时间；
2; 找出两幅图的不同点；
3; 哪组找得最快，那组获胜。
Step Ⅵ、
就第二幅图操练句型
Where is …
It is …
Where are …
They are …
Step VII 板书设计：
Unit 4 Where's my backpack ?
--Where is …
--It is …
--Where are …
--They are …
Step VIII Homework
就第二幅图操练句型
Where are …
They are …
课后反思：
The twenty-seventh Period
Teaching aims:
A.学会准确描述物品所在的位置；
B.学会询问自己或他人物品的具体位置；
C.能够合理地描述和设计房间。
Teaching importance
1）能够准确运用方位介词描述物品的所在位置；
2）能够运用Where问句找到物品位置。 43
Teaching steps:
Step Ⅰ、Game
1;把挂图挂在黑板上，给学生三分钟时间，四人一组。拿下画，要求学生尽可能多地写出画上所学过物品的单词。
2;每组选出一名代表朗读所记下的单词。
3;哪组记得单词最多，哪组获胜。
Step Ⅱ、
打开书本，完成1a
小组操练句型 Where is the book？
It‘s on the desk。
Step Ⅲ、Listening
听录音，完成2a、2b
Step Ⅳ、Competition
学生单独完成3a，谁完成的最快又正确，谁获胜。老师给予一定的奖励。
Step Ⅴ、
学生单独完成3b，然后核对答案。
Teaching design
Unit 4 Where's my backpack ?
Where is the book？
It‘s on the desk。
课后反思：
The twenty-eighth Period
Teaching aims:
A.学会准确描述物品所在的位置；
B.学会询问自己或他人物品的具体位置；
C.能够合理地描述和设计房间。
Teaching importance
1）能够准确运用方位介词描述物品的所在位置；
2）能够运用Where问句找到物品位置。
Teaching steps:
StepⅠ、Revision
1; 复习本单元句型和单词
⑴ 单词：听写，同桌之间互相批改。
⑵ 句型：利用方位词就人的身体部位编写对话。
如：s1：Where is your mouth？
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s2：It is under the nose.
Step Ⅱ
完成第1、3题
Step Ⅲ Game
1; 拿出一个baseball，先叫一位学生走出教室。叫他的同桌把球藏起来。
2; 走出教室的学生找寻baseball，并与其同桌编写对话。 更换物品与学生，操练4至5次。
Step Ⅳ Reading
阅读―Just for fun‖
Step V板书设计：
Unit 4 Where's my backpack ?
--Where are my books?
--They are in the desk.
--Are they on the floor?
--yes, they are./No, they‘re not.
课后反思：
Unit 5 Do you have a soccer ball？
The twenty-ninth period
Teaching aims:
知识与能力
Section A的主要内容是学会用have对物品的所属进行提问以及应答，学会使用
do和does引导的一般疑问句，学会用Let‘s?提建议。能够谈论自己喜欢哪些球类运动，
不喜欢哪些球类运动。
Teaching difficulty and importance:
学习运用重点句型Do you／they have? ? Does he／she have?? Let’s play
soccer．等；
语法难点
行为动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成和使用。
教学突破
Section A重在通过使用动词have对物品的所属进行提问和回答的交流式口语活动，
学习由助动词do或does引导的一般疑问句的构成以及回答。教师要善于引导学生比较
行为动词的疑问句和be动词的疑问句在构成和回答上的区别，通过大量和反复地操练
以达到运用自如
教学准备
教师准备
收集课文中所涉及的或学生常见的球类运动器材或有关的教学幻灯片或图片；设
45
计课后巩固练习的幻灯片；制作1a部分的插图和人物对话的课件，将听力部分的内容插人，通过询问对方的所属以及回答来引入新课。
学生准备
搜集自己所了解的或曾经见过的球类运动器材的名称，并通过询问老师、同学或上网查询的方式了解各种运动的竞赛方法。
Teaching steps:
Step I：情景创设，导入新课
Section A主要内容是通过使用have对物品的所属进行提问和应答，来学会使用do和does引导的一般疑问句。所以在教学中可采取问答式导人法：
1．教学一些球类运动器材名词，教师拿出一个足球或放映幻灯片或出示图片进行演示：I have a footba11．Do I have a football? 自己回答：Yes，I d0． 再问：Do I have a basketball? 自己回答：No，I don‘t．再使用其它物体询问学生：Do I have?? 询问学生：Do you have?? 询问学生：Does he／she have?? 询问学生：Do they have??
2．学生回答：Yes，you do．№，you don‘t．学生回答：Yes，I do．No，I don’t．学生回答：Yes，he／she does．No，he／she doesn‘t．学生回答：Yes, they do．No，they don‘t．
3．学生进行Pairwork对话练习，运用所学知识进行互动交流。
Step II：师生互动，学习探究
1．播放lb部分的录音让学生听，引导学生圈出所听到的单词，并能画出相应的图片，完成lb部分的教学任务。
2．引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用助动词do进行问答，可采用师生互动带动学生互动的交流方式：
----Do you have?? ----Yes，I do．/No，I don‘t．
2．听lb部分的录音，圈出所听到的单 词，并画出相应的图片，完成1b部分的学习任务。
3．Pairwork活动，完成lc部分口语交际的学习任务，学会运用助动词do进行问答。 Step III: Listening
1．播放2a部分的录音，引导学生选出他们所听到的对话并标明顺序，完成2a部分的教学任务.
2．重新播放2a部分的录音，要求学生将对话中所提到的球类和人物对应起来，并标明顺序，完成2b部分中的听力训练任务。
3．引导学生展开Pairwork活动，完成2c部分口语交际的教学任务。让学生根据图画内容运用动词have进行询问所属，以练习由助动词do／does引导的一般疑问句结构，可采用师生互动带动生生互动的交流方式：
---Do you have?? ---Yes，I do．／No．I don‘t．
---Does he／she?? ---Yes．he／she does．／No，he／she doesn‘t．
Step IV: Practice
1．引导学生观察3a部分的图画和对话内容，并根据示例捕捉相关信息，从方框内选择合适的词填空。
2．引导学生展开Pairwork活动，完成3b部分口语交际的教学任务。要求学生学会使用Let’s?句型表示“提建议”。可采用师生互动带动生生互动的交流方式：Let‘s play soccer．I don‘t have a soccer ball．Well，let‘s play volleyball．That sounds good．。3．听2a部分的录音，选出他们所听到的对话并标明顺序，完成2a部分的学习任务。
3．重听2a部分的录音，将对话中所提到的球类和人物对应起来，并标明顺序，完 46
成2b部分中的听力训练任务。
4．Pairwork活动，完成2c部分口语交际的学习任务。根据图画内容运用动词have进行询问所属，以练习由助动词do／does引导的一般疑问句结构。
5．观察3a部分的图画和对话内容，并根据示例捕捉相关信息，从方框内选择合适的词填空。
6．Pairwork活动，完成3b部分口语交际的学习任务。学会使用Let’s?句型表示“提建议”。
Step V：合作交流，巩固提高
引导学生展开Pairwork活动，完成4部分口语交际和笔头练习的教学任务。要求学生阅读第4部分的短文，并根据短文内容，填写表格，然后互相介绍自己的信息。Pairwork活动，完成4部分口语交际和笔头练习的学习任务。阅读第4部分的短文，并根据短文内容，填写表格，然后互相介绍自己的信息。
Step VI: homework
After class, students ask one another what kind of sports they like or dislike and why. Teaching design
Unit 5 Do you have a soccer ball
重点句型:
Do you have a TV? Yes, I do. /No. I don‘t.
Does he/she have a soccer ball? Yes, he/she does. /No, he/she doesn‘t
语法重点：由do/does引导的一般疑问句的构成以及回答
Do you/they have a TV ? Yes, I/they do. No, I/they don‘t
Does he/she have a soccer ball? Yes, he/she does. No, he/she doesn‘t
教后反思
The thirtieth period
Teaching aims:
知识与能力
Section B的主要内容是学会使用描述性形容词，复习和巩固所学的知识，并学会运用所学知识进行写作(行为动词一般现在时的肯定句、否定句和一般疑问句)。过程与方法运用Classifying的学习策略，引导学生进行听力和口语交际训练，学会使用do和does引导的一般疑问句，学会用Let’s?提建议，并能够谈论自己喜欢哪些球类运动、不喜欢哪些球类运动及其原因，能够谈论怎样和自己的朋友度过一段愉快的时光，同时也进行适当的阅读和写作练习(主要是组词、造句)。
情感态度价值观
该部分学习内容主要是谈论自己喜欢哪些球类运动，不喜欢哪些球类运动及其原因，符合学生喜爱运动的心理，同时通过谈论怎样和自己的朋友度过一段愉快的时光，培养同学之间和睦相处，互相帮助，团结友爱的精神。
Teaching difficulty and importance:
47
学习使用描述性形容词：interesting，boring，fun，difficult，relaxing:复习do／doe 引导的一般疑问句和let‘s?句型；复习名词的复数构成与使用。
语法难点
行为动词一般现在时的肯定句、否定句的结构，尤其是单三形式的变化。
动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成和使用。
教学突破
Section A重在通过使用动词have对物品的所属进行提问和回答的交流式口语活动，学习由助动词do或does引导的一般疑问句的构成以及回答。教师要善于引导学生比较行为动词的疑问句和be动词的疑问句在构成和回答上的区别，通过大量和反复地操练以达到运用自如
教学准备
教师准备
收集课文中所涉及的或学生常见的球类运动器材或有关的教学幻灯片或图片；设计课后巩固练习的幻灯片；制作1a部分的插图和人物对话的课件，将听力部分的内容插人，通过询问对方的所属以及回答来引入新课。
Teaching steps:
Step I：情景创设，导入新课
1．播放2a部分的录音，引导学生一边听录音，一边勾出所听到的形容词，完成2a部分的教学任务。1．出示实物或图片或放映幻灯片，引导学生进行pairwork(活动，复习前一部分所学的单词。
2．播放教学课件或出示图片、幻灯片(能反映各种情绪的内容)，一边让学生观看，一边描述：It’s interesting/boring/fun/difficult／relaxing，并重复让学生跟读，理解其语义。
3．引导学生读1a部分内容，将描述性形容词与图画一一对应，完成la中 的教学 Step II:practice
1．根据实物或图片内容，进行pairwork活动，复习前一部分所学的单词。
2．观看教学课件或图片、 (能反映各种情绪的内容)，一边观看，一边听老师描述：It‘s interesting/boring/fun／difficult／relaxing，然后跟读，理解其语义。
3．读la部分内容，将描述性形容词与图画一一对应，完成la中的学习任务。 同时可与同伴进行Pairwork活动，互相画出某个形容词的内容，让同伴猜出这个单词，以完全理解其含义。
Step III：师生互动。学习探究
1．再播放2a部分的录音，引导学生根据所听到的内容，将形容词与活动一一对应，并写出该形容词，完成2b 部分的教学任务。
2．引导学生先看图，再填空，完成3b部分的教学任务。要求学生正确使用名词的复数形式，并注意行为动词的单三形式。
3．引导学生写出自己所拥有的体育器材名称或其它物品的名称，注意使用名词的复数形式，完成3c部分的 教学任务。1．听2a部分的录音，一边听录音，一边勾出所听到的形容词，完成2a中的学习任务。
Step IV:Listening
1．再听2a部分的录音，根据所听到的内容，将形容词与活动一一对应，并写出该形容词，完成2b部分的学习任务。
2．Pairwork活动，根据示例谈论2a部分所提到的活动，正确使用所学的描述性形 48
容词，完成2c部分的学习任务。
3．阅读3a部分的短文，圈出文中的体育器材名称并理解其含义，完成3a部分的学习任务。
4．先看图再填空，完成3b部分的学习任务。要正确使用名词的复数形式，并注意行为动词的单三形式。
5．写出自己所拥有的体育器材名称或其它物品的名称，注意使用名词的复数形式，完成3c部分的学习任务。
Step V :合作交流，巩固提高
引导学生进行Survey活动，完成第4部分的教学任务。可采取师生互动带动生生互动的方式，先由教师做调查，再让学生进行模仿：Do you have?? No, I don’t．(换一个人)Yes，I do．(记下姓名)。进行Survey活动，完成第4部分的学习任务。 Step VI: Homework
After class, let the students read and practice the dialogues.
Teaching design:
Unit 5 Do you have a soccer ball?
Sentences:
Let‘s play computer games. That sounds interesting.
Grammar:
行为动词一般现在时的肯定句、否定句构成：
He has 7 tennis rackets. He doesn‘t play sports.
教后反思
The thirty-first period
Teaching aims:
知识与能力
本课主要是复习section A and B的内容，同时综合前两部分进行操练，训练学生的运用英语的能力。
Teaching difficulty and importance:
学习运用重点句型Do you／they have? ? Does he／she have?? Let‘s play soccer等；
教学突破
Section A重在通过使用动词have对物品的所属进行提问和回答的交流式口语活动，学习由助动词do或does引导的一般疑问句的构成以及回答。Section B的主要内容是学会使用描述性形容词，复习和巩固所学的知识，并学会运用所学知识进行写作(行为动词一般现在时的肯定句、否定句和一般疑问句)。教师要善于引导学生比较行为动词的疑问句和be动词的疑问句在构成和回答上的区别，通过大量和反复地操练以达到运用自如 Teaching steps:
Step I：情景创设，导入新课
49
提问学生前两课所学的知识，并且纠正错误。
Step II: practice
1， 利用前面所学的知识首先与学生进行操练，Ask student 1:
T; Do you have a new pen? S1: yes, I do. /No. I don‘t. 然后再叫几个学生练习。
2． 给学生时间互相对话，并且进行个别指导。
3， 让学生组合表演对话，
Step III: Pairwork
1引导学生进行Pairwork活动，根据示例谈论2a部分所提到的活动，正确使用所学的描述性形容词，完成2e 部分的教学任务。
2引导学生阅读3a部分的短文，要求学生圈出文中的体育器材名称并理解其含义，完成3a部分的教学任务。
Step IV:
1． 听2a部分的录音，根据所听到的内容，将形容词与活动一一对应，并写出该形容词，完成2b部分的学习任务。
2．先看图再填空，完成3b部分的学习任务。要正确使用名词的复数形式，并注意行为动词的单三形式。
3．写出自己所拥有的体育器材名称或其它物品的名称，注意使用名词的复数形式，完成3c部分的学习任务。
Step V: Homework
After class, let the students read and practice the dialogues.
Teaching design:
Unit 5 Do you have a soccer ball?
Sentences:
Let‘s play computer games. That sounds interesting.
Grammar:
行为动词一般现在时的肯定句、否定句构成：
He has 7 tennis rackets. He doesn‘t play sports.
教后反思
The thirty-second period
Teaching aims:
知识与能力
复习词汇tennis，racket，bat，volleyball，basketball，television，interesting，boring，fun．difficult，relaxing；引导学生巩固、掌握关于球类运动的名词和一些描述性形容词，并运用它们谈论自己对球类运动的喜好以及原因；同时继续复习使用动词have 对物品的所属进行询问和回答，以掌握行为动词一般现在时一般疑问句的结构。
过程与方法
Summarizing和Classiflying的学习策略。在复习教学中，运用听写、提问、对话演练与检测，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。 50
Teaching difficulty and importance:
复习词汇tennis，racket，bat，volleyball，basketball，television，interesting，boring，fun，difficult，relaxing
教学突破
通过各种复习手段的检测，促使学生掌握所学知识，并能使用所学知识进行交际活动。
Teaching steps:
Step I：情景创设，导入新课
教师活动学生活动
引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学内容。进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的学习要求。
Step II: 师生互动。学习探究
l．引导学生在筑词表上进行筑词活动，引导学生采用各种有效途径记忆单词，为以后的进一步学习提供保障，完成第2部分的学习要求。
2．引导学生根据图画内容整理对话的顺序，并复习所学的目标语言，完成第3部分的教学内容。1．在筑词表上进行筑词活动，学会采用各种有效途径记忆单词，为以后的进一步学习提供保障，完成第2部分的学习要求。
3．根据图画内容整理对话的顺序，并复习所学的目标语言，完成第3部分的学习要求。
Step III: 合作交流，巩固提高
引导学生进行Just for fun!游戏活动，复习、巩固所学的Do you have??Yes，I do．No，I don’t．等句型和语法知识。进行Just for fun!游戏活动，复习、巩固所学的Do you have??Yes，I do．N0，I don‘t等句型和语法知识。
Step VI: homework
Finish off the exercise book.
Teaching design:
Unit 5 Do you have a soccer ball?
Self Check
Words: tennis, racket, bat, volleyball, basketball, television, interesting, boring, fun, difficult, relaxing
Sentences: Do you have …? Yes, I do. No, I don‘t.
Let‘s play …. That sounds …
教后反思：
Unit 6 Do you like bananas?
The thirty-third period
51
Teaching aims:
1; the names of food;
2; Ask and answer the questions about likes and dislikes.
Teaching importance and difficulty
1; Remember the names of food;
2; How to ask and answer the questions : ―Do you like the … …?‖
Teaching steps:
Step 1Greetings
.First ,greet to the students ―nice to see you‖ . ―Nice to meet you ,too‖.
Then ask: ―Do you like bananas?‖ .Explain this sentence and help them answer ―Yes, I do / No, I don‘t.
Step 2 Learning
Let the students look at the picture and guess the words , teach them the words. Then
give them several minutes to remember the words. Complete 1a.
Step 3 listening
Students look at the picture and listen the tape. Play the record two times. Do 1b . Play the record again .and let them read after it.
Step 4 pairwork
Divide them into several groups and practice the dialogue. Then ask two students
practice 1c.
Step 5 homework
After class, practice the dialogue with your partner.
Teaching design
Unit 6 Do you like bananas?
1; the words: salad banana pear tomato orange
2; Dialogue: --Do you like salad? --No, I don‘t.
教后反思
The thirty-forth period
Teaching aims:
1; Go on to learn the names of food;
2; Ask and answer the questions about likes and dislikes.
Teaching importance and difficulty
1; Remember the names of food;
2; How to ask and answer the questions :
52
--Do you like the apples?
--Yes, I don‘t /No, I don‘t.
Teaching steps:
Step 1 Revise
Review the words of foods. Then ask ―Who knows it?‖. ―Do you like it?‖. Ask some
students to answer these question.
Step 2 practice
Look at the pictures of foods and the words. Write down the words they are interested in. Then ask in Chinese if they want to know something more.
Step 3 Complete
Ask the students : ―Do you like the bananas?‖. Then know them food likes and dislikes. Discuss in group, and fill in the table 2.
Step 4 Ask some students to give reports
Step 5 Homework
1; Read the words and the dialogues.
2; Cook for your family 。周末为父母做一日三餐，用英语写出一份购物单，一份菜谱（各道菜的成分）
Teaching design
Unit 6 Do you like bananas?
Dialogue:
--Do you like salad? --No, I don‘t.
--He likes the bananas.
--She doesn‘t like the oranges.
教后反思
The thirty-fifth period
Teaching aims:
1. Talk about the food and which food they like and they don‘t like.
2. 通过小组讨论，培养学生的合作能力。
3. 学生能够自如的谈论食物，及对食物的好恶。
Teaching importance and difficulty
1; How to talk about the food which they like and dislike.
2;The listening skills.
Teaching steps:
53
Step 1 Revise
Ask the students the question and the answer of the last lesion.
Step 2 Lead-in
Ask the students: ―You like fast food but can you have it everyday?
Where do you have your lunch everyday?‖. Then help them answer ―No, I can‘t.‖
I have lunch at school.‖ Ask several students the same questions.
Step 3 Listening
Play the tape two times and let them complete 2a. then check the right answers. play the record again and let them fill in the table of 2b.
Step 4 Group work
Give another form to the Ss and ask them to ask the members of his group which food they like. Ask one of the Ss in each group to give the report.
Step 5 practice
Give the Ss several minutes to read the 3a . and circle the vegetables. At last, discuss the
right answer.
Step 6 Writing
Let them write about what they like for the breakfast, lunch, and dinner.
Ask some Ss to read his or her passage and point where there is wrong.
Step 7 homework
After class, you may practice how to ask others like and dislike the food.
Teaching design
Unit 6 Do you like bananas?
Dialogue:
--Does Xu Jin like tomato? --No, she don‘t.
--He likes the pears.
--She doesn‘t like the oranges.
教后反思
The thirty-sixth period
Teaching aims:
1. 能够询问别人对食物的喜好与否。
2. like 的第一人称及第三人称的肯定用法和否定用法。
3. yes /no question with short answers.
Teaching importance and difficulty
1; How to talk about the food which they like and dislike.
2;The listening skills.
54
Teaching steps:
Step 1 Revise
Ask the Ss how to ask others like or dislike the food. And then let them ask and answer
each other.
Step 2
Ask difficult Ss to say their chosen health foods for breakfast, lunch, and dinner. Step 3 Self check
The students check themselves the words and then ask each other to know these words
how to read and the meaning.
If the students don‘t know them. Teacher to teach.
Step 4 drawing
Give them some time to complete the 2 and 3 on page 36 in groups. Then discuss who
draws the best.
At last, let them discuss what they like and dislike.
Step 5 reading
Ask some students to read the JUST FOR FUN
Step 6 homework
Ask the students to help their parents prepare health foods for each meal. Teaching design
Unit 6 Do you like bananas?
Dialogue:
--My mother likes the pears.
教后反思
Unit 7 How much are these pants ?
The thirty-seventh Period
Teaching aims:
I. Learn and grasp these new words and phrases:
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how much, pants, sock, shirt, T-shirt, shorts, sweater, shoes, dollar, black, white, red, green, blue, yellow, big, small, long, short, clothes, etc.
II. Learn and grasp these sentences:
--How much is/are…? --It‘s=It is/They‘re=They are…
Teaching importance
1.the new words,
2.如何询问价格及应答:
--How much is /are…….? --It‘s ……‘They are…..
Teaching steps:
I. Revision
Revise the numbers, between 1and 10.
II. Leading in.
Ask: Have you gone shopping? Then say: There is a store. There are many nice clothes in it. Let‘s have a look!
III. Presentation.
1.Use some cards to teach new words.
2.Then act out a shopping dialogue in a store, play the roles of both customers and the salesperson. Let Ss practice the similar dialogue. Then act it out.
How much is this …? It‘s=It is … dollars.
How much are these …? They‘re=They are …dollars.
IV. Drill.
Part 1 b Play the tape for the students.
1.Point to the items of clothing in the instruction and ask students to name each other.
2.Listen to the conversation and circle the clothing items in the pictures.
3.Correct the answers.
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V. Practice
1.Read the sentences together. Then ask Ss to ask and answer about the things in the picture in pairs.
2. Show a conversation about shopping. Then act it out in pairs. Let Ss make dialogues freely.
3. Finish 3a then check the answers.
VI. Homework
After class, you ask the price of your friends‘ cloths.
Teaching design
Unit 7 How much are these pants ?
The new words: how much, pants, sock, shirt, T-shirt, shorts, sweater, shoes, dollar, The sentences:
--How much is/are…? --It‘s=It is/They‘re=They are
教后反思
The thirty-eighth Period
Teaching aims:
1. Let the students go on to learn how to ask about prices.
2. Revise the numbers 1-9
Teaching importance
1.Talking about the prices.
2.The numbers ten through thirty－one
Teaching steps:
I. Greetings
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Greetings to the Students..
II. Revision how to ask and answer the price
1.Show some objects with price tags. Ask students to work in pairs like this:
A: How much are the blue pants?
B: They are ＄8
2.Show more clothes the price above ten.
Point out the numbers ten through ninety.
III. Listening and practicing
1.Listen to the tape of la. First time, just listen, then play it several times and ask Students to repeat.
2.Ask Students to make some cards with numbers, then work in pairs.
3.Listen to 2a. Listen and Circle the numbers in la that you hear.
4.Look at lb. Ask a Student to read the words, the others write a number from the box next to the Correct words below, then find out which two rows of numbers are in the wrong place.
5. Watch the video, pay attention to the numbers.
IV. Exercise in class
1. Listen and fill. Listen to a dialogue and fill in the blanks.
M: Oh, look. I like that
<blue sweater>
How much is it?
L: dollars. Oh, look. I like
<ten> <these socks>
M: Oh, no. I don‘t like red.
L: Do you like this?
M: Mm, yes. I do, but it‘s dollars.
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<five>
L: Oh, How much is the green sweater.
M: It‘s dollars. But you have a green sweater.
<eight>
L: Oh, yes. I like those. How much are they?
M: Only dollars.
<seven>
L: Ok, I‘ll take those.
2.Pairwork. Ask and answer questions about the clothes in the picture of 2b.
V Reading
1. Read 3a. Ask Students to read the passage alone several times, then say the main idea and fill in the price tags.
2. Explain the language points in the passage.
VI. Homework
Let students to ask the price of the cloths each other.
Teaching design
Unit 7 How much are these pants ?
--How much is the sweater?
--It‘s 8$.
--How much are the pants?
-- They are 9$.
教后反思
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The thirty-ninth Period
Teaching aims:
1. Revise how to ask about prices.
2. Grasp the numbers 10-31, and learn the rules of numbers
Teaching importance
1.Have them find out the numbers ten through thirty－one
2.Talking about the prices.
3. the listening skills.
Teaching steps:
I. Duty report---Ask and answer
Free talk---revise and presentation
II. watch the sale ads guess what is the ad about?
III. Listen and circle the things in the picture that Lisa and her mother
talk about.
IV. Have a memory game to say about the shop that Lisa’s mother come to buy things V. P45 3a Read the passage and fill in the tags. Then explain it .
VI6.Then ask some Ss to check the answers with their books in front.
When check the answers, show and explain some useful expressions.
Then read this ad by themselves.
What do you think of the things at Huaxing Clothes Store?
Which do you want to buy?
VII. If you have a clothing store next to Huaxing, now you also need to make your own ad to attract customers. How will make/design your own ad?
Please write your own ad.
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Then check the answers one by one.
VIII. Homework :
Design an ad for your store.
Teaching design
Unit 7 How much are these pants ?
--How much is the sweater?
--It‘s 8$.
--How much are the pants?
-- They are 9$.
教后反思
The Forty Period
Teaching aims:
1.Practice the important knowledge of this unit.
2.Improve the students‘ ability of listening, speaking, reading and writing.Teaching importance
1?Asking about prices.
2?Talking about clothing.
3?Thanking someone.
Teaching steps:
I. Duty report---Ask and answer
Free talk---revise and presentation
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Excuse me. How much is your T-shirt, please?
How much are her/his shorts/pants/socks/shoes?
II. Check words in 1a with one another .…
III. Now let’s play a game: Help the students to ask the price of the things.
Take out some cards of some cloths or other things to lead them ask and answer.
The whole class ask: How much money?
S1: It‘s …
The whole class ask: How much is/are the …?
S1: It‘s / They‘re …
The whole class ask: Can you buy it/them?
S1: Yes. / No.
IV. We learn all these words in this unit. Can you remember all the words?
Now please check yourself. Read the words and check the words you know and write the Chinese meaning down. Let‘s have a look who remembers most??
Check the answers.
V. You are all very clever and study hard. Now, look! There are many things at Zig Zag’s Clothes Store. And there is an ad of it, please read this ad carefully and then fill in the price tags. Then ask some Ss to check the answers with their books in front.?
Do you often go to shop to buy things by yourselves?
Can you buy anything by yourself??
VI. Now your group (four or six) is having a sale. You each have 200 RMB. You can buy or sell anything you like. Please make a list of what you buy or sell.
VII. Homework :
To practice buying some things in English.
Teaching design
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Unit 7 How much are these pants ?
A: Can I help you? B: yes, please. I want a pen?
A: What color do you want? B: Red.
A: Here you are. B: How much is it?
A: 6$. B: I‘ll take it .Thank you.
A: You‘re welcome.
教后反思
Unit 8 When is your birthday ?
The 41st period -- The 44th period of all
一、学习目标
1、学习序数词1-31的表达法。
2、学会一年十二个月份的名称及日期表达法。
3、理解生日含义并学会谈论自己、同学以及父母家人的生日。
4、学会合理的安排自己的作息时间，做时间的主人。
5、通过和同学合作、交流学会如何交际和关爱他人。
二、教学重点、难点：
1、月份的使用、序数词的使用。
2、when引导的特殊疑问句。
三、教学准备：
歌曲“Happy Birthday”、自制序数词卡片（1—31）、日历（挂历）。
unit 8 When is your birthday ?
The forty-first period
Teaching aims:
1; grasp the months of a year;
2; learning these sentences;
--When is your birthday?
--My birthday is October tenth.
Teaching difficult and importance:
How to use ―when‖ to ask and how to answer.
Teaching steps:
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Sing the ―Happy Birthday‖ song.
T: What‘s the Chinese meaning of birthday?
S: 生日.
T: My name is …. My birthday is December 11th.
When is your birthday? Can you say it in English?
Let‘s learn the words of the twelve months.
Step 1、The months of a year
Section A 1a
1、Play the recording the first time. Students only listen as they follow along in their books.
2、Play the recording a second time and look at the pictures.
This time ask students to listen and repeat each word.
3、出示带月份名称的挂历，让学生凭记忆说出各个月份的名称。将挂历的顺序打乱，多个学生练习。
Step 2、教序数词。
Ａ 复习基数词，老师用汉语说数字，学生给出相应英语。这个环节要多练，确信学生反应迅速又准确。
Ｂ Section A 2a
１、Play the recording and ask the students to listen and repeat each word.
引导学生发现并找到其中的规律，一般的以-th结尾，1，21，31都以-st结尾，2，22以-nd结尾，3，23以-rd结尾。
2. 将事先准备好的序数词卡片打乱顺序，分发给每名学生。
3、拿卡片同学以最快速度按对应顺序排好队，然后按一条龙顺序坐到座位上。
4、从1—1th开始到教室最前面向其他同学展示，并报数。
Step 3、学生用英语介绍自己的生日.
让学生们拿出事先准备好的带有自己生日的卡片。
1、Let the students tell their ture birchdays with the new words.
2、Teacher asks,the students answer.
3、Ask the students to work in pairs.
4、Ask the students to act out.
可能用到的句型：
When is your birthday?
My birthday is….
Step 4、听录音，看动画，将对话排序。
1、2b Listen and number the conversations[1——3]on P1.
2、Divide the students into pairs. Ask everyone to take turns asking the questions in the three conversations and answering the questions.
3、Ask several pairs of students to perform the conversations for the class.
Step 5、Listen and circle the numbers you hear in 2a on P2.
Step 6 、Homework制作班级生日册
互相询问对方的生日，做好小组记录。
用到的句型：
When is your birthday?
My birthday is/It's April 10th.
板书设计： Unit 8 When is your birthday ?
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--When is your birthday?
-- My birthday is October fourteenth.
课后反思：
Unit 8 When is your birthday ?
The forty-second period
Teaching aims:
1; grasp the months of a year;
2; learning these sentences;
--When is Li Ming‘s birthday?
--His birthday is October tenth.
Teaching difficult and importance:
How to use ―when‖ to ask and how to answer.
Teaching steps:
Step 1、汇总班级生日册，并做简单统计。如：同一个月生日的人数，同一日期生日的人数。 所需用到的句型结构：
When is your birthday?
It's April 10th.
My birthday is December 2nd.
Her/his birthday is December 2nd.
Five students were born in October.
Three students were born on the 2nd.
Step 2、听录音，看动画，将名字、月份和日期连线。
1、 Listen to the recording then draw a line connecting each person’s name with the month and date of his or her birthday.
2、 Teacher asks, students answer.
T: When is Leila‘s birthday? S: Her birthday is …
T: When is Nick‘s birthday? S: His birthday is …
3、 Ask several pairs of students to present their conversations to the class.
Step 3、Pairwork
1、将全班分成四人一个小组，以小组为单位制作一个20xx年的英文小日历，要求学生用英文标上各个月份的名称，并在日历上标出本组成员喜欢的日子。
2、 展出各个小组的英文日历，并说出在刚过去的20xx年中本组成员最感兴趣的日子，为什么？
3、各小组汇报本组的情况，寻找同学们共同喜欢的日子。
所需用到的单词和句型结构：
Months of the year,Ordinal number lst---3lst.
(Which day do you like best?)
I like November 26th.
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Alice likes December 25th,because it is Christmas Day.
Jack likes March 14th,because it is his birthday.
Steve likes October 1st,because it is National Day.
I like February 12th,because it will be Spring Festival.
We like...,because...
Step 4、Homework:
完成2d。填写下表：
First Name
Last Name
Birthday
Age
Telephone number
Favourite Food
Favourite Color
Favourite Numbers
Mother's birthday
Father's birthday
课后反思：
Unit 8 When is your birthday ?
The forty-third period
Teaching aims:
1; grasp the months of a year;
2; learning these sentences;
--When is your birthday?
--My birthday is October tenth.
Teaching difficult and importance:
How to use ―when‖ to ask and how to answer.
Teaching steps:
Step 1、 四人的小组活动，让学生记录本组同学的档案所需用到的句型结构：
My telephone number is...
I am 13 years old.
I like...(food)
My favourite color is...
My mother's birthday is...
My father's birthday is...
Step 2、推选出一名代表上台把本组认为写得最有意思的念出来，但不许说出该同学的姓名，让全班同学来猜，他/她是谁？
所需用到的句型结构：
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His/ Her telephone number is...
He/ She is 13 years old.
He/ She likes...(food)
His/ Her mother's birthday is...
Step 3、Pairwork
Choose an ID and make a comversation like this:
When is you birthday, John?
It‘s March 21st.
How old are you?
I‘m fifteen.
Step 4、The Birthday Game.
1、 Divide the class into groups of four.
T: Let‘s play the Birthday Game. Talk to the students in your group. Ask about birthdays and ages.
2. Line up from youngest to oldest like the picture on P3.
Step 5、Homework:
新学期又开始了，班级需要制定下半学期的活动安排。学生四人一组，为班级设计下半学期的活动安排，看一看哪一组设计的活动安排最合理，最受同学们欢迎。
所需用的单词：`
basketball games, speech contest, birthday party, school trip, volleyball games, class meeting...
Activities Dates
课后反思：
Unit 8 When is your birthday ?
The forty-fourth period
Teaching aims:
1; grasp the months of a year;
2; learning these sentences;
--When is your birthday?
--My birthday is October tenth.
Teaching difficult and importance:
How to use ―when‖ to ask and how to answer.
Teaching steps:
Step 1、 收集学生填写的表格，分组讨论班级下半学期的活动，把组员们都喜欢的活动，进行合理的安排。
所需用到的句型结构：
Let's have a basketball game.
When is the basketball game?
It's on October 30th.
When is Sally`s birthday party?
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It`s October fifth.
When is the English speech contest?
It’s October 7th.
Step 2、 各组进行汇报，并评选出活动安排最合理，最受同学们欢迎的活动安排。 所需用到的句型结构：
Our school trip on October 30th.
English speech contest is on January 5th.
Step 3、 Section B 3b
Say: We have a music Festival in December. Do you know what other festivals we have in our school? If you don‘t know, please say ‖I don‘t know.‖ If you know, please say ‖We have a/an…‖ Then ask:―When is it?‖
Step 4、Groupwork:
Write five things about yourself on a piece of paper. Another student will read it to the class. Can your classmates guess who the student is?
Step 5、Homework: 个人日历
制作记录个人重要日期的日历，可记录自己和家人的日程安排，并作简短展示，回答问题。
板书设计
My birthday is...
I will take part in Ann's birthday party on December 21st.
When is the final exam?
It's...
课后反思：
Unit 9 Do you want to go to a movie？
The forty-fifth period
Teaching aims:
1.学会询问对方喜欢哪种类型的电影。
2.学会谈论自己计划去做某事。
Teaching importance and difficulty
1.词汇： action movie， comedy， documentary，thriller，great， boring， scary， funny， exciting， sad
2.短语： go to a movie，what kind， see an action movie，Beijing Opera， stay at home， a lot， for the reason， in a word，movie star， in fact
3.句型： Do you want to go to a movie?
Yes, I do. I want to see an action movie.
Does he want to go to a movie?
Yes, he does. / No, he doesn‘t.
Teaching steps:
Step 1运用以前所学句型，以提问的形式导入。
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如：Do you like movies? Do you want to go to a movie? 然后播放四种类型的电影片段，继续询问。如：Which movie do you like? What kind of movies do you like? An action movie or a comedy? A documentary or a thriller? 引导学生简单表达他们的喜好，并重复四个词汇，让学生读准、会说。
Step 2
1. 1a Match the kinds of movies with the posters.
(1)看图并让学生谈论一下图中所展现的语言环境。
(2)完成任务，把电影类型词汇和图中海报搭配起来。
(3)核对答案。
(4)朗读四个词汇。
2.1b Listen and circle the kinds of moves in activity 1a.
(1)播放录音，让学生初步理解听力内容。
(2)再次播放，辨别并在1a中圈出所听到的词汇。
(3)核对答案。
3.1c Pairwork Practice the conversation below. Then make your own conversations.
(1)同桌熟练课本对话。
(2)自编对话师生示范。如：
Teacher: Hi, Tom! Good evening! Student: Good evening, Mrs. Guo!
Teacher: Do you want to go to a movie? Student: Yes, I do.
Teacher: Do you want to see a thriller? Student: No, I don‘t. I want to see an action movie. Teacher: What movie do you want to see? Student: The Big Race!
Teacher: Great! Let‘s go!
(3) 让学生拿出所搜集的电影海报或图片，把教室布置成影院宣传大厅。让学生自由结对，在模拟的真实环境下，自编对话，在规定的时间内，尽可能多地运用所学语言进行交流。
(4)抽小组进行演示汇报。
4. 2a Listen to Ben and Sally’s conversation. Number the kinds of movies in the order you hear them.
(1)播放录音，初步理解对话内容。
(2)再次播放，标出正确顺序。
(3)核对答案。
(4)朗读四个单词的复数形式，掌握单词复数的正确发音。
5. 2b Listen again.
(1)再次播放录音，填写表格，完成2b要求。
(2)问与答，并核对答案。同时为2c句型做导入。如：
Teacher： What kind of movies do Ben and Sally like?
Students: They like comedies and action movies.
Teacher: What kind of movies don‘t they like?
Students: They don‘t like documentaries.
Teacher: How about thrillers?
Students: I don‘t know.
6. 2c Pairwork Ask and answer questions about the kinds of movies you like.
(1)对话示范。如：
Teacher: What kind of movies do you like?
Student A: I like action movies and comedies.
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Teacher: What kind of movies do you like?
Student B: I like documentaries and thrillers.
横排和纵队问与答同步进行。如：
A: Hi, B! What kind of movies do you like?
B: I like action movies and comedies.
Hi, C! What kind of movies do you like?
C: I like documentaries and thrillers.
D: ……
E: ……
Homework:
1.复习掌握所学重点词汇和句型。
2.预习课本page 9内容。
课后反思：
Unit 9 Do you want to go to a movie？
The forty-sixth period
Teaching aims:
1.学会表达喜欢与不喜欢某种电影。
2.学会名词的单数和复数及几个描述性词汇的用法。
Teaching importance and difficulty
1.短语： go to a movie，what kind， see an action movie，Beijing Opera， stay at home， a
lot， for the reason， in a word，movie star， in fact
2.句型：
What kind of movies do you like?
I like action movies and comedies.
I like comedies but I don‘t like documentaries
Teaching steps:
一、课前准备：
让学生每人制作一个圆形姓名挂牌。如：Brad， Maria， Michele等。准备电影海报或图片。分小组各准备表演一个1分钟小电影。
二、自由会话：
运用已学的like句型和球类或食品进行对话。如：
A: Let‘s play sports! B: That sounds interesting!
A: Do you like baseballs? B: No, I don‘t.
A: What kind of sports do you like?
B: I like soccer balls and basketballs. But I don‘t like baseballs.
A: Well, Let‘s play basketball with Brad!
B: Brad likes soccer balls but he doesn‘t like basketballs.
三、任务活动：
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1. 3a Fill in the blanks with and or but.
(1)让四组学生上台分别表演四种类型的1分钟小电影。让学生猜测它们分别属于哪种类型。进一步熟悉（action movie， comedy， documentary，thriller ）4个词汇。然后问与答，运用本单元重点句型，并体会and和but的用法。如：
Teacher: What kind of movies is it? Student: An action movie.
Teacher: Do you like thrillers? Student: No, I don‘t.
Teacher: What kind of movies do you like?
Student: I like comedies and action movies, but I don‘t like thrillers.
(2)完成3a任务，体会like句型及and或but的用法。
(5)演示示范：在教室内张贴四种类型海报，准备好4个姓名挂牌（Brad， Maria， Guo Peng，Michele ）选4名学生上前演示3a会话内容。其他学生一起提问和转述他们所说的话。如： Brad: Hi! I‘m Brad.
Students: Hi, Brad! What kind of movies do you like?
Brad: I like thrillers and I like action movies.
Students: Brad likes thrillers and he likes action movies.
2. 3b Pairwork Take turns talking about the people in the picture.
(1)看图观察，让学生示范。如：
A: Do you like Beijing Opera?
B: No, I don‘t. That sounds boring. Do you like it?
A: Yes. I like Beijing Opera very much.
B: Look! Who is the man in the picture?
A: It‘s Wu Song. This actor is very great! Do you like Wu Song?
B: Yes.
(2)同桌谈论。
(3)小组活动。学生取出准备的明星图片，进行谈论。如：
A: I like Cheng Long. He is a movie star in Hong Kong. I like his action movies. They are great!
(1)在规定时间内，尽可能多地询问、交流和记录姓名。如：
A: What kind of movies do you like?
B: I Like…
四、作业。
1.写篇小文章，介绍自己及家人对电影的喜好。
2.预习Section B。
板书设计 Unit 9 Do you want to go to a movie？
What kind of movies do you like?
I like action movies and comedies.
I like comedies but I don‘t like documentaries
课后反思：
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Unit 9 Do you want to go to a movie？
The forty-seventh period
Teaching aims:
1.学会表达喜欢与不喜欢某种电影。
2.学会名词的单数和复数及几个描述性词汇的用法。
3.学会动词want，like一般现在时态的句型及用法。
Teaching importance and difficulty
What kind of movies do you like?
I like action movies and comedies.
I like comedies but I don‘t like documentaries.
Teaching steps:
1a What kind of shows are scary? Interesting? Exciting? Choose words from the box and write them under the pictures.
Teacher: Do you like comedies? Student: Yes, I do.
Teacher: Is it interesting? Students: Yes, it is.……
(2) 学生朗读方框中的单词。
(3) 看图完成1a任务，并归纳the description words。
(4) 学生分组讨论所搜集到的影片。
2．2a Listen and circle the description words in 1a that you hear.
(1)播放录音，让学生初步理解听力内容。
(2)再次播放，辨别并在1a中圈出所听到的词汇。
3. Listen again. Write down the different words Edward and June describe the movies.
4．2c Read what June says and write the differences between Edward and June.
(1) 阅读短文，整理June的喜好。同桌交流。
(2) 小组活动：比较并写出Edward and June不同的爱好。小组汇报。
5．2d Pairwork Tell your partner what you think of movies and Beijing Opera.
6．3a Read the article. Underline the description words.
(1) 学生阅读文章，初步把握文章大意。
(2) 教师示范description words，要求学生划出词汇，完成任务。
(3) 学生归纳整理已学的描述性词汇。
7. 3b Complete the movies review with the words in the box.
(1) 教师指导学生阅读范例。
(2) 学生完成填写任务。
8. 4 Groupwork Tell the group about a movie, or a Beijing Opera. Don’t say the name of it. Your classmates guess its name.
(1) 教师示范：Liang Chaowei is a great actor. He has a new movie. It’s an action movie. The movie is interesting and exciting. Guess! What’s the name of the movie?
Homework:
利用所搜集的影片和演员资料，任选两个，仿照3b进行写作训练。
板书设计 Unit 9 Do you want to go to a movie？
What kind of movies do you like?
I like action movies and comedies.
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I like comedies but I don‘t like documentaries
课后反思：
Unit 9 Do you want to go to a movie？
The forty-eighth period
Teaching aims:
1.学会表达喜欢与不喜欢某种电影。
2.学会名词的单数和复数及几个描述性词汇的用法。
3.学会动词want，like一般现在时态的句型及用法。
Teaching importance and difficulty
What kind of movies do you like?
I think Beijing Opera is very interesting.
I also read sad, funny, or exciting stories.
Teaching steps:
一、自由会话
1． 让学生根据第三课时的作业，进行小组交流。
2． 多媒体展示一个电影片段，让学生说出此电影的类别，并用interesting， scary， sad， exciting等单词对其评价。
二、自我检测 Key word check
1.朗读比赛
2.拼写比赛
3.听写比赛
4.自我检测 检查所学单词 并且打“√”，完成任务。
三、词汇扩充 Add five new words to your Vocab-builder。
四、看图写作 Look at Tom and Mike’s desks. What kind of things do they like? Write your ideas about them.
1．观察图片，让学生进行口头描述。
2．看图写作。
3．同桌交流。
4．典型汇报。
五、幽默欣赏
六、作业
调查学生对影视作品的喜好，并填写下表：
Names Likes Dislikes Reasons
板书设计 Unit 9 Do you want to go to a movie？
What kind of movies do you like?
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I like action movies and comedies.
I like comedies but I don‘t like documentaries
课后反思：
Unit 10 Can you play the guitar?
The forty-ninth period
Teaching aims:
Modal verb can:
Yes/No question and short answers.
Can you /he /she play the guitar?
Yes, I/he/she can. No, I/he/she can‘t.
Teaching importance and difficulty
Use modal verb can to talk about abilities.
Yes/No question and short answers.
Can you /he /she play the guitar?
Yes, I/he/she can. No, I/he/she can‘t.
Teaching steps:
Step I Presentation
The teacher can say like the following: I can play basketball. Then ask individual students: Can you play basketball? Help the student answer: Yes, I can. Or: No, I can‘t. Repeat the answers. Then ask: Can he/she play basketball? Yes, he/she can. No, he/she can‘t.
And then repeat the steps.
Use some pictures, gestures or real objects to learn the new words: guitar, paint, play the guitar, music, art, chess, play chess, swim, speak English, speak Japanese.
Step II Practice
Group work or pair work.
Show the aim: Use modal verb can to say yes or no questions and short answers. Then give the results: use affirmative and negative statements.
Can you /he /she play the guitar? Yes, I/he/she can. No, I/he/she can‘t.
I/He/She can‘t play the trumpet.
Step III Listen repeat and match
Students‘ book 1a
Listen and repeat, then match the words and the people.
Step IV Listen
1b 2a 2b
Step V Summary
Make a summary of this period.
Read the grammar focus on page14.
Pay more attention to show the communicative aim.
Step VI Homework
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I. Write down the conversations when we make a survey of our good friends and ourselves. II. Prepare for the next period. Use the forms to make a survey.
了解近期我想要学习的事情；我需要努力做好,以达成目标的事情。
I want to learn about … I want to join …club I can…
Play the guitar Music club Play every day.
Teaching design:
The forty-ninth period
--Can you /he /she play the guitar?
--Yes, I/he/she can. No, I/he/she can‘t.
教后反思：
Unit 10 Can you play the guitar?
The fiftieth period
Teaching aims:
Modal verb can:
Can you /he /she play the guitar?
Yes, I/he/she can. No, I/he/she can‘t.
I/He/She can‘t play the trumpet.
Teaching importance and difficulty
Can you /he /she play the guitar?
Yes, I/he/she can. No, I/he/she can‘t.
Teaching steps:
Step I. Revision
Check the homework:
1.The students act out their conversations.
2.Use modal verb can to say yes or no questions and short answers, and the affirmative and negative statements.
Do some English-Chinese and Chinese- English translation.
Step II Group work
Use the forms to make a conversation in groups.
Use the following language structures:
--What club do you/does he/ does she want to join?
--I want to/He wants to/ She wants to join the chess club.
--What can you/he/she do? Can you/he/she play chess?
--Yes, I/he/she can. Or: No, I/he/she can‘t.
Step III Act out the conversations.
Step IV Write and report:
Write down and report what your friends can do and what clubs your classmates want to join.
Use the following language structure:
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Tom can play chess very well; he can play the trumpet, but he can‘t play it well. He wants to join the music club.
Step V Read and learn
Put the conversation in order.
Students‘ book Page15: 3a
Step VI Job Interview:
Page 15 Group work Take turns to interviewing your classmates for the job. Step VII Summary
Step VIII Homework
Fill in the form before the next class.
Teaching design:
The fiftieth period
--Can you /he /she play the guitar?
--Yes, I/he/she can. No, I/he/she can‘t.
教后反思：
Unit 10 Can you play the guitar?
The fifty-first period
Teaching aims:
Affirmative and negative statements.
I/He/She can‘t play the trumpet.
What questions: What can you/he/she do?
Teaching importance and difficulty
I/He/She can‘t play the trumpet.
What questions: What can you/he/she do?
Teaching steps:
Step I. Talent show:
Pair work
Topic: Who are our musicians? /Who are our talents?
Use the following language structures:
--Are you a musician/a good footballer/great runner?
--Yes, I am. /No, I‘m not. But I can…
--Can you sing/dance/play the piano/play the trumpet/play the guitar/play the drums/do Chinese Kung Fu/play chess?
--Yes, I can.
--Oh, you are great.
Step II Act out
Act out the conversation.
Remember: Praise your classmates heartily.
Step III Go over the book
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Section B 1a 2a 2b 3a 3b
Step IV. Show the program list.
Exchange the lists and learn about the talents around us.
Step V Homework
What do we learn in this unit?
Write down all the things new and all the ideas.
Language:
Learn about our friends.
Improve us.
Live happily.
Teaching design:
The fifty-first period
-- I/He/She can‘t play the trumpet.
--What can you/he/she do?
--I can do ……
教后反思：
Unit 10 Can you play the guitar?
The fifty-second period
Teaching aims:
What questions: What can you/he/she do?
Teaching importance and difficulty
What questions: What can you/he/she do?
实现交际目标和素养目标
Teaching steps:
Step I Check the homework
Individual students stand up and say what they have learned.
Other students listen carefully and give the different ideas. Write down the new ideas. Teacher gives out the language structure and all the aims in this unit.
The students check themselves according to that.
Step II. Self-check
Key word check.
Step III. Read the conversation and fill in the card.
Step IV. Practice
Do some exercises.
Step V. Answer the questions of the students.
Step VI Homework:
Review Unit3.
Teaching design:
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The fifty-first period
-- I/He/She can‘t play the trumpet.
--What can you/he/she do?
--I can do ……
教后反思：
Unit 11 What time do you go to school?
1、设计理念
新课程 新理念。本单元学习时间的表达法 以学生练习为主同时贯穿任务型教学模式，使学生掌握所学知识。
2、学习目标
a 熟练运用时间的表达方法
b 时间问答 c what time go to school get up take a shower put on go to work get to listen to go to bed go home do homework
3、学习重点 难点
a. ___What time is it? ____It‘s eight-thirty.
b. ___What time do you get up?
___I get up at six o‘clock.
c.___ What time does he eat breakfast?
___He eats breakfast at seven o‘clock.
4.教学准备 A clock and some carts with eating breakfast \lunch\dinner doing homework
5.教学时间 4 periods
6.教学过程
Unit 11 What time do you go to school?
The fifty- third period
Teaching aims:
a. Read and write: go to school get up eat breakfast take a shower
b. Master: What time do you get up? I get up at six o‘clock.
What time does he eat breakfast? He eats breakfast at seven o‘clock.
Teaching difficulty and importance:
Listening and Grammar focus
教学准备 Tape and a clock
Teaching steps:
Step 1. Learning the new words
Step 2. Listening the tape to match the times and actions.
Drawing lines from the clocks to the pictures.
Step 3. Pair work
One student is Rick. The other is the interviewer.
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Ask and answer questions about Rick‘s day.
___What time do you usually get up, Rick?
___I usually get up at five o‘clock.
Step 4. Listening to the conversation to complete the sentences with words from the box. Step 5. Listening again and completing the shower schedule for Rick’ family.
Step 6.Pair work
Ask and answer questions about the shower time 2b.
___When does Alicia take a shower?
___She takes a shower at 5:00.
Step 7. Grammar Focus
Practice asking and answering
Step 8. Homework
Say the time you do sth. every day.
Teaching design:
The fifty- third period
What time do you get up? I get up at six o‘clock.
What time does he eat breakfast? He eats breakfast at seven o‘clock.
教后反思：
Unit 11 What time do you go to school?
The fifty- fourth period
Teaching aims:
a Understand the passage in 3a.
b. Ask and answer What time is it?
It‘s eight thirty.
Teaching difficulty and importance:
Ask and answer questions about the time quickly.
Teaching steps:
Step 1. Review the new words.
Step 2. Pair work
Act out the conversation:
What time do you usually get up?
I get up at five o‘clock.
What time does he get to school?
He gets to school at seven o‘clock.
Step 3. Read the passage. Then match the pictures with the correct clocks.
Important phrases: very long hours get up put on go to work get to work take a bus night get home watch the early morning news on TV go to bed a tired but happy man Step 4. Pair work
Go on asking and answering questions about the time
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Step 5. Game
Ask the other students when they usually go to bed. Then line up from the earliest to the latest bedtime.
Step 6. Homework Try to write a passage about the things you do from morning to evening. Teaching design:
The fifty- third period
What time do you get up? I get up at six o‘clock.
What time does he eat breakfast? He eats breakfast at seven o‘clock.
教后反思：
Unit 11 What time do you go to school?
The fifty- fifth period
Teaching aims:
Complete and master Section B
Teaching difficulty and importance:
Listening and the messages.
Teaching steps:
Step1 . Act out the conversations
Point at a clock and ask
What time is it? Then ask
When do you usually go to bed? When does he usually go home?
Step 2. Listen and complete 1a 1b 2a and 2b
Step 3. Pair work
Ask and answer questions about Rick.
___When does Rick usually get up?
___He usually gets up at…
Step 4. Read Jennifer’s message to her pen pal and write down what she does at these times. This message is very important,so ask the students to try to recite it.
Step 5. Complete the letter by themselves.
Step 6. Pair work
Imagine you are a famous movie star. Fill in the timetable with the things you usually do. Then share the information with your partner.
Step 7. Homework Prepare lessons before class
Teaching design:
The fifty- fifth period
What time do you get up? I get up at six o‘clock.
What time does he eat breakfast? He eats breakfast at seven o‘clock.
教后反思：
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Unit 11 What time do you go to school?
The fifty-sixth period
Teaching aims:
Complete Self Check and do exx
Teaching difficulty and importance:
Language points
Teaching steps:
Step1. Self check 1.2.
Step2. Complete it after class
Step3. Give a test about Unit 4
1、Translate the following phrases
上学 起床 吃早饭 洗澡 在五点 在十九点十五 制作一个淋浴时刻表 最后一个洗澡 长一点 穿上 回家 到家 观看电视早间新闻 一个累并快乐的人 做功课 大约六点十五起床 最美好的祝愿
2．Translate the following massage
我的一天
我是王伟。我每天早晨六点起床。六点半吃早饭，七点钟上学，十二点吃午饭。下午四点放学。四点二十分回家。我六点钟吃晚饭。我通常七点做功课。九点上床睡觉。我有一个好朋友。他叫李强。他也是六点起床。但是他六点四十分吃早饭。我们一起上学一起回家。我们累并快乐着。
Teaching design:
The fifty- fifth period
What time do you get up? I get up at six o‘clock.
What time does he eat breakfast? He eats breakfast at seven o‘clock.
教后反思：
Unit 12 My favorite subject is science
一、 设计理念
1． 学生为中心，以任务为主的教学原则（Learner-centered，task-based learning）
2． 创造使用英语的机会。“学以致用”，贯彻英语学习的交际性原则（Communicative learning）
二、 学习目标
1． 知识目标：1）掌握各学科名词；2）掌握谈论自己及他人的喜好的相关句型。
2． 能力目标：培养学生听、说、读、写的能力，侧重以“说”为主。
3． 德育目标：尊敬师长，关心同学。
4． 情感目标：培养合作、友好的情感。
三、 学习重点、难点
重点：a.重点单词：science，physical education（P.E.），favorite，teacher，Sunday，Monday， 81
Tuesday，Wednesday，Thursday，Friday，Saturday.
b.重点句型:What’s your/his/her favorite subject?
Why do/does you/he/she like math(art,history…)?
When do you have math? I have math on Monday/ Wednesday. Who is your/his science teacher?
难点：综合运用所学知识，表述自己及他人喜好并能说出原因。
四、 教学准备
1． 通读教材，确定教学目标，并能把握重、难点。
2． 设计合理的教学方案。
3． 精选练习。
五、 教学时间
根据课文内容，可将本单元划分为四个课时。
Unit 12 My favorite subject is science
The fifty-seventh period
Teaching aims:
1． 学会学科名词
2． 学会询问自己及他人最喜爱的（科目、食品、颜色、运动?.）
Teaching importance and difficulty
目标/分类 学习内容
单词 重点词汇 subject,science, physical education (P.E.), biology
拓展词汇 geography, physics,chemistry
句型 What’s your/his/her favorite subject?
Teaching steps:
1. Class report
课前布置学生准备一段自我介绍，要求含有favorite一词。当学生完成class report时，针对其内容提问，如：
What’s his/her favorite food／color??
然后再引入对其他同学的提问。如：
T: What‘s your favorite sport?
S: My favorite sport is basketball.
T: What‘s your favorite number?
S: My favorite number is 7.
2. 呈现生词
板书What’s your favorite subject?
讲解subject,science,biology?等相关单词。
3. 根据课本P25 1a图画的内容搭配相关单词，巩固记忆单词。
4. 教师示范
T: What‘s your favorite subject?
S: My favorite subject is….
T: What‘s his/her favorite subject?
S: His/Her favorite subject is….
5. Pair work
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两人一组运用所学句型进行对话问答。
6．布置任务
两名同学一组，到讲台前，一名同学负责对班里其他同学进行提问，另一名同学负责完成表格记录，依次安排若干组，察看演示效果,选出优胜小组。
任务所需句型：What’s your favorite subject?
My favorite subject is….
任务表格：
Name Favorite subject
7. Homework
1).熟悉重点词汇，掌握所学科目英文说法；
2）仿照课堂任务，完成对班里五名同学最喜爱学科的调查。
3）调查父母的喜好，完成以下表格：
Mom Dad
Favorite city
Favorite food
Favorite color
Favorite TV show
Favorite sport
Teaching design:
The fifty-seventh period
Words:subject, science, physical education (P.E.), biology,geography, physics, chemistry Sentences:What‘s your/his/her favorite subject?
教后反思：
Unit 12 My favorite subject is science
The fifty-eighth period
Teaching aims:
1． 认知目标：
1） 能正确朗读并掌握下列单词：
Monday Tuesday Wednesday Thursday Friday
2） 能掌握并运用下列句型：
Why do you like math? Why does he/she like math?
Because it‘s interesting.
When do you have math?
I have math on Monday, Wednesday, and Friday.
2. 能力目标：
1） 能与老师或同学谈论自己喜爱的科目并能说出原因。
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2） 能在学习中互相帮助，克服困难，解决问题并报告结果，共同完成学习任务。
3.培养学生乐于表达，用于展示自我，团结协作的精神。
Teaching importance and difficulty
Monday，Tuesday，Wednesday，Thursday，Friday，Saturday.
重点句型:What’s your/his/her favorite subject?
Why do/does you/he/she like math(art, history…)?
Teaching steps:
1. 复习
师生问答:
T: What‘s your favorite subject?
S1:My favorite subject is …
T: What‘s his/her favorite subject?
S2:His/Her favorite subject is …
2. 呈现生词
制作一课程表，以师生问答的方式，将课程表上的汉语名称转变成英语，最后只有星期还是汉语，引导学生带着任务（即完成课程表）去掌握新单词---Monday, Tuesday ?..
3．呈现句型
（1） Why do you like math?.
Why does he/she like math?
Because it’s interesting
（2） When do you have math?
I have math on Monday, Wednesday, and Friday.
教师示范，，替换化线部分。提示词汇
subject: Chinese, art, science, music, P.E. ,history ,biology
djective: interesting, relaxing, difficult, exciting, fun, boring
days of the week: Monday ,Tuesday, Wednesday, Thursday, Friday
4. 小组活动
两人一组，用所学句型对话。
5．听力练习
Section A 2a,2b, section B 2a,2b
6. 布置任务，完成以下调查表
Name Favorite subject Why? When?
7. 作业：
用英文写出自己的课程表
Name Favorite subject Why? When?
Tom English interesting Monday Wednesday
Mark P.E. exciting Tuesday
根据表格编写一个对话
Teaching design:
The fifty-eighth period
Words:Monday，Tuesday，Wednesday，Thursday，Friday，Saturday.
Sentences:Why do you like math?
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Why does he/she like math?
Because it‘s interesting.
When do you have math?
教后反思：
Unit 12 My favorite subject is science
The fifty-ninth period
Teaching aims:
1． 熟练运用所学词汇
teacher, Mr. Mrs. Miss, strict，example,finish,partner,gymnastics
2． 学习并掌握句型
Who is your science teacher?
My science teacher is Mr Black.
Teaching importance and difficulty
What‘s your/his/her favorite subject?
Why do/does you/he/she like math(art,history…)?
综合运用所学知识，表述自己及他人喜好并能说出原因。
Teaching steps:
1． 请几组同学围绕Subject做对话练习，此环节主要是复习所学句型。
2． 如果有人问询你的学科老师，该如何回答？
完成任务所需掌握的词汇:
teacher, Mr. Mrs. Miss, strict
完成任务所需的句型：
Who is your science teacher?
My science teacher is Mr Black.
教师讲解示范：
1） Mr. Mrs. Miss 等称谓地用法与区别,strict一词的用法。
2） 准备几张老师的照片，举例讲解。
3） 句型练习
T: Who is your science teacher?
S1: My science teacher is Mr Li.
T: Who is your math teacher?
S2: My math teacher is Miss Zhang.
小组练习
仿照老师做的示范，做对话练习。
3． 完成SectionA 3b调查报告的内容
Favorite subject Teacher
Example Art Mrs. Mendoza
You
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Your partner
4． 课本29页 3a 信的内容，及相应的练习3b.
5． 作业
仿照课本29页 3a，给你的好朋友写一封信，介绍你的学校生活。
Teaching design:
The fifty-eighth period
Why do you like math?
Why does he/she like math?
Because it‘s interesting.
When do you have math?
教后反思：
Unit 12 My favorite subject is science
The sixtieth period
Teaching aims:
1． 通过练习熟练本章重点内容，能用英语谈论自己喜欢的科目和教师。
2． 对同学们本章节知识掌握情况的评价。
Teaching importance and difficulty
When do you have math? I have math on Monday/ Wednesday.
Who is your/his science teacher?
综合运用所学知识，表述自己及他人喜好并能说出原因。
Teaching steps:
1． 师生互动，练习本章的重点句型。
What‘s your/his/her favorite subject?
Why do/does you/he/she like math(art,history…)?
When do you have math? I have math on Monday .
Who is your/his science teacher?
2． 完成课本30页1、2、3 自我评价部分
3． 教师给出综合评价题目
（1）Match the questions with the correct answer. Each correct answer counts for two points.
1） Does Maria like P.E.? a. It’s history.
2） What time does she have P.E.? b. Mr Wall.
3） What time does she have music? c. Yes, she does.
4) Why does she like history? d. She has music at 8 .
5） Who is her history teacher? e. She watches TV at 8 .
f.She doesn‘t like Mr Santors.
g. Because it‘s interesting.
h. At 2 o‘clock.
（2）Complete the paragraph with the words in the list.
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Example: I don‘t like carrots.
because at don‘t favorite get go have lunch on teacher
class at 10:00. Math is I like interesting .Mr Tan is my
2:00. I 4、作业
运用所学单词及句型,仿照评价题目（2）写一篇短文。
Teaching design:
教后反思：
The fifty-eighth period Sentences: What‘s your/his/her favorite subject? Why do/does you/he/she like math(art,history…)? When do you have math? I have math on Monday . Who is your/his science teacher? 87
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七年级英语教学计划
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