教材分析
1．話 題：
Making new friends
2．功能目標：
1）使學生學會用英語介紹自己。
2）使學生學會用英語和別人打招呼。
3．文化目標：
1）讓學生初步體會用英語和別人交流的感受，培養學生學習英語的興趣。
2）通過對英文名字的介紹，對比中西方表達名字的不同，了解中西方文化的差異。
3）通過對西方一些成功人士英文名字的介紹，使學生了解成功是由不懈的努力和艱苦的奮斗得來的。
4）通過介紹英文名字的由來，使學生產生對西方文化的好奇及興趣。
4．認知目標：
1）詞 匯：
clock, hello, hi, and, question, answer, look, first name, last name
2) 語法項目：一般現在時be的用法
以特殊疑問詞what開頭的問句
形容詞性物主代詞my, your, his, her
What’s=What is I’m=I am My name’s=My name is
3) 語言目標：
What’s your name?
My name is Gina.
I’m Gina. Nice to meet you.
Period one
I.教材分析：這是課本的第一部分，題目是My mane is Gina. 有很多學生第一次學習接觸英語，為了調動他們的積極性，不產畏難情緒，盡量簡單的處理教材。
Language topic: What’s your name?
My name is Gina.
Language strategies: Talk about the names
Main vocabulary: name is, meet, his, first name, last name, answer, boy , girl.
II.語言結構: present tense to be, what questions, Possessive adj. my, your, his, her. 。
III.語言功能:詢問姓名及怎樣回答.
IV.活動設計： 采訪調查 What’s your first name?
V. Teaching steps:
Step 1:Greetings.
Step 2: Words:
Learn the new words
A: first, listen to the recorder, the students read after the recorder.
B: read the new words after the teacher.
Step 3: 1a Write English words for the things in the picture. How many things do you know?
Step 4: 1b Listen and number the conversations . three times.
Step 5: 2a Listen to the four conversations and number the conversations (1--4)
Step 6: 2b Listen and circle the names you hear. .
Step 7: 3a. read the names. Write the first names and the last names.
Step 8: Let’s sum what we have learned this class.
Words:
Sentences:
Something else:
Step 9: Homework
教后一得：學生學習英語的積極性很高，因為有很多是第一次接觸英語，教師要積極引導，迅速讓學生掌握學習英語的方法。
Period 2
I.教材分析：這是課本的第二部分，活動內容比較多，學生對教材很有興趣，例如做學生證，用英語填寫自己的名字。
Language topic: What’s your name?
My name is Gina.
What’s your first name?
My first is ----.
What’s your last name?
My last name is -----.
Language strategies: Talk about the names
Main vocabulary: nine, number, phone, card, family name, first name.
II.語言結構: present tense to be, what questions, Possessive adj. my, your, his, her. 。
III.語言功能:詢問姓名(分別問姓和名)及怎樣回答，要求學生分清姓和名.
IV.活動設計： 采訪調查 What’s your first name?
V. Teaching steps:
Step 1:Greetings.
Step 2: Sing an English song:
Step 3: Look at the picture. Find the last names and write the below.
1. Karen _________.
2. Peter __________
3. David _________
4. Jim ___________
5. Maria _________
Step 4: 3b Look at the ID card and answer the questions.
What’s her telephone number?
What’s her family name?
What’s her first name?
Step 5: 3c Make an ID card for yourself
Step 6: Let’s sum what we have learned this class.
Words:
Sentences:
Something else:
Step 8: Homework
教后一得：這節英語課，很成功，學習積極參與實踐活動，手腦兼用，高高興興地戴上了自己親手做的ID card.
Period 3 Self check
1. Give the full forms of the following. 寫出下面的非縮略形式。
1）What’s your name? ____________________________?
2) His name’s Jim. __________________.
3) I’m Jenny. ___________.
2.下面是一個學生的電話號碼本中的三頁，按要求完成下列各題。
1）Read the statement and circle T for “true” or F for “false”.
下面的表述對的圈住T，錯的圈住F.
(1) His first name is Clinton. T F
(2) His last name is Clinton. T F
(3) His telephone number is 985-6732. T F
(4) Her e-mail is peterclinton@yahoo.com. T F
(5) She is a girl. T F
2) Fill in the blanks. 根據下面通訊錄所顯示的內容，填上一個適當的詞完成句子。
Example: She is a girl.
(1) _____ first name is Rita.
(2) Her _____ name is Hall.
(3) Her fax number is _____.
(4) Her _____ number is 786-4576.
(5) Her e-mail is _____@163.com.
（3) Answer the following questions in complete sentences. 用完整的句子回答下面的問題。
（1） What’s his first name? _______________________________________.
（2） What’s his last name? _______________________________________.
（3） What’s his telephone number? _____________________________________.
教后一得：初一學生進行書面練習非常重要，要強調書寫要規范，方法要掌握。
Unit 2 Is this your pencil?
教學目的和要求 (Teaching aims and demands)
Excuse me but these they good those boat hill tree their much very much all right all right mum friend brother nice to meet child children welcome our come come in oh
日常交際用語
Is this your/my/his/her pencil-box? Yes,it is./No, it isn’t.
Here you are.Where’s my…?
What are these/those? They’re …,etc.It’s very good.
Are these/those/they English books? Yes,they are./No,they aren’t.
They’re their books. That’s all right. Thank you very much.
These are my friends,Kate and her brother Jim…
Welcome to our home.Who am I? Do you know?
What number is Jim’s bus? Come in, please.
語法:
運用my, your,his,her,its數詞以及名詞的復數形式.
運用these,those和they
period 1
Step 1 Revision
1.Revise
Is everyone here today?
Find out :who is present/absent.
2.Use flashcards to revise the new words in Unit 5. (girl, boy, man, woman,sister,father,mother,Mr,Mrs,etc.)
3.Check homework.
Step 2 Prsentation
Pick up a girl’s pen and ask Excuse me.Is this your pen?Help her to answer Yes,it is. Say to the class This is her pen.Give the pen to her and say Here you are.Help the student to answer Thank you. Repeat with a boy, saying This is his pen.
Repeat several times with different objects,including a bag,a pencil-box,a pencil,an eraser,a cup,etc.
Get all the students to raise their pens.Point to a boy’s pen and help the class say his pen. Then point to a girl’s pen and say her pen. Repeat this several times at a quicker speed.
Step 3 Practice
Get this chain drill going. In each case a student should pick up an object belonging to the person behind or beside him or her,and ask
A:Is this your book?
B:Yes, it is.
A:Here you are .
B:Thank you. (Pick up an item from another student and ask C) Is that your eraser?
C:Yes,it is.
B:Here you are!(Give the eraser to the owner.)
C.Thank you.(To D) Is this her…? Etc.
Explain that it is polite to say Excuse me!to get someone’s attention. Get them to repeat several times. Then repeat the chain drill adding Excuse me!
Step 4 Presentation
Pick up a bag belonging to a girl, point to a boy and say Is that his bag?(No, it isn’t. I think it’s her bag.). Give extra emphasis to the word her.Pick up a pen that belongs to a boy,point to a girl, and ask Is this her pen?(No,it isn’t.I think it’s his pen).Put special emphasis on his. Repeat this several times with different students and different objects.
Step 5 Look, listen and say.
SB Page 26, Pictures 1, 2and 3, Speech Cassette Lesson 21. Say Open your books to page 26. Look and listen. Play the tape through once. Rewind and divide the class in two – A and B. Say Listen and repeat. Replay the tape, using the pause button. Students listen and repeat. Repeat changing roles. Notice the special emphasis on the word my in the last line. But where’s my cup?
Step 6 Pair practice
Divide the class into groups of three. Get them to practise the dialogues with Pictures 2 and 3. After they have practised once or twice, get them to repeat the dialogue using other items and their own names.
Step 7 Acting
Call out four students, each with four different objects. Collect the objects from them, and have a similar dialogue. The teacher begins to say Excuse me. Is this your eraser? (Yes/No.)etc.
Continue until the items are returned to the correct owners. Then call out five more students. Let one of them collect the objects and begin again.
Step 8 Workbook.
Sb Page 111, Wb Lesson 21. Exx. 2-3 should be done in class. Use the words in the box to substitute for the italicized words in the dialogue in Ex. 3.
Homework
Finish off the Workbook exercises. Write Exx. 1 and 2 in the exercise book.
Note:When teaching new words, e.g. me,these,tree, meet,please,very, welcome,etc.remind the students of the spelling rules taught in the previous unit. From now on, the students have to learn more words. Help them deal with the English spelling.
教后一得
單詞復數是本冊的一個重點,也是一個難點.利用本單元的四個教案,通過實物.投影儀,電腦輔助進行教學,很好的解決了這個難點,取得了教好的效果.
Period 2
Step 1 Revision
1. Ask a group to act out the dialogues from Page 26 with books. If desired, ask another group to act without books.
2. Check hoework. Get some students to read and act Ex. 3 in Wb Lesson 21.
Step 2 Presentation
Hold up a bag and ask What’s this? It’ s a bag.Hold up two bags and say What are these ? They’re bags.
Repeat with a pen/ pens, a book/ books,a box/boxes,etc.
Now get the class to ask and answer both questions ---What’s this ? What’re these?
Make sure that they pronounce the plural forms correctly. Add /z/for banana, bag and pen,/s/for book and /iz/for box and bus. Also they should pronounce the ds in birds as one sound/dz/ not /d+z/.
Step 3 Practice
Chain drill . Call out several students to demonstrate.
A:What are these ?(Holding up two pens. )
B:They’re pens. What are these?(Holding up two books.)
C:They’re books. What’re these? (Holding up two boxes. )etc.
Organise a chain drill around the class in the same way.
Step 4 Presentation
Draw a banana on the Bb. Ask What’s this? It’s a banana.
Draw two bananas and ask What are these? They’re bananas. Write one under the single banana and two under the two bananas.
Repeat up to ten.
Step 5. Read and say.
SB Page 27, Part 1, Speech Cassette Lesson 22. Say Turn to Page 27, Part 1. Look at Picture 1. What’s this? Help them to answer It’s a banana.
Ask How many can you see? One, two or three? (One.)
Look at Picture 2. What are these? (They/They’re bananas.)Notice that the short form for They are is They’re.
Ask How many can you see, two, three or four?(Two.)
Repeat with the other pictures.Then ask What can you see in Picture 2?
Ss:Two bananas.
Do the same for the other pictures in random order.
Step 6 Presentation
SB Page 27, Part 2. Books closed. Use flashcards or draw a quick sketch of a car on the Bb. Step away from it and using a pointer ask What’s that? (It’s a car.)
Repeat with a bird, a cat, an egg and a cake. Teach a tree and a boat.
Now draw a second car, and, pointing to it ask What are those? (They’re cars.)
Repeat with birds, eggs, cakes, boats and trees.
Be sure to stand back and point when you ask,so students aren’t confused by these and those. Teach hills, boats and pictures in the same way. Get the students to read the dialogue in Part 2 in pairs.
Step 7 Ask and answer
SB Page 27, Part 2. Call out a student and ask What can you see in the picture? What are those? Point to the birds in the picture. They’re birds. Get him or her to ask you a similar question.Ask the students to work in pairs to ask and answer similar questions using the picture.
Step 8 Workbook
SB Page 112, WB Lesson 22. Do Exx. 1-3Ex.1 contains the numbers from one to thirteen.Help the students to spell fourteen and fifteen.Tell them the numbers from thirteen to nineteen all end in teen. They are all formed by the number plus teen,except for thirteen and fifteen which are slightly different.
Homework
Finish off the Workbook exercises. Choose Exx. 2 or 3 for written homework.
教后一得
單詞復數是本冊的一個重點,也是一個難點.利用本單元的四個教案,通過實物.投影儀,電腦輔助進行教學,很好的解決了這個難點,取得了教好的效果.
Period 3
Step 1 Revision
1 Revise What’s this? /What are these?(They’re…) like this:
Hold up a bag and ask What’s this? (It’s a bag.) Hold up two bags and ask What are these?(They’re bags.) Repeat. Help the class to answer.
Repeat with pens, books,etc.Get the class to ask questions and give answers. Check for the use of plural forms.
3. Revise What’s that?/What are those?in a similar way.This time use pictures from magazines, pictures on the wall or Bb drawing to emphasize that that and those refer to items that are not near.
Chain drill. Call out several students to demonstrate.
A:What are these? (Holding up three pens.)
B:They’re pens. What are those?(Pointing to trees outside.)
C:They’re trees. What are these?etc. Then get the class to continue this chain drill.
Step 2 Pronunciation pratice
Write these lists on the Bb one at a time and get the students to practise reading and pronouncing them correctly. Write the phonetic symbols if you think they will help the students.
1./s/ 2./z/ 3./iz/
desks birds/dz/ buses
books trees boxes
cats/ts/ girls oranges
bikes boys
After writing each list,underline the endings and explain These words have the …sound. Do Ex. 2 in Wb Lesson 23.
Step 3 Presentation
Take out a bag with some oranges or pears in it. Hold it up and let several students feel the bag, Ask Are these apples? Some students will say Yes, they are.Others may say No,they’re not.Still others may say I think they’re… Smile and say You don’t know! Open the bag and say Look!These are (pears).
Teach Are those…? For example , put a small picture with two cars in the corner of the room,and ask Are those Chinese/Japanese cars? The students try to guess. They may answer Yes,they are./ No, They’re not. Then bring the picture closer so that they can confirm that they are/are not Chinese/ Japanese cars.
Step 4 Read and say
SB Page 28, Part 1, Speech Cassette Lesson 23. Play the tape. Students listen, and then listen and repeat. Get two or three pairs to read aloud the dialogue. Then get the students to read in pairs.Later, get some students to read and act.
Step 5 Look, listen and say
SB Page 2, part 2,Speech Cassette Lesson 23. Let the students listen to the tape and then get them to practise the same way as in Step 4. Put the students in groups of three (A,Band C). Later ,call out several groups to read the dialogue and act in front of the class.
Step 6 Workbook
SB Page 113, Wb Lesson 23. Do Exx.1-3 in pairs orally. Then check the answers with the whole class. Wx. 4 is optional. Do this exercise if you think your students are ready. Point to the picture and draw the students’ attention to the difference between written English and Chinese, including the word order and the use of the verb to be.
Homework
Finish off the Workbook exercises. Revise the new language items in Lessons 21, 22 and 23. Do Ex.2 in the exercise book.
教后一得
單詞復數是本冊的一個重點,也是一個難點.利用本單元的四個教案,通過實物.投影儀,電腦輔助進行教學,很好的解決了這個難點,取得了教好的效果.
Period 4
Step 1 Revision
1. Call the register. Get the students to talk about who is not at school today,etc.
2. Revise the nubmers 1-28 and teach 29 and 30.
3. Using flashcards, revise the plural words taught in this unit: hills,boats,birds,etc. Do Ex.2 in the Wb Lesson 23.
4. Use the same cards to practise What are these? Are these…? And further away,What are those? Are those…?
Step 2 Read, listen and say
SB Page 29, Part 1,Speech Cassette Lesson 24(Phonic Reading Work). Follow the same steps as in Lesson 20. Step 2. (Please see Pages 148-167 of the TB.) As in Lesson 20, use flashcards rather than going straight to the book.
1. Books closed. Say Listen and play the tape.
2. Play the tape again. Say Listen and repeat.Write the letter O on the Bb, and next to it write no,hello, those,home,zero and go.
3. Students read aloud each word in turn as you point to it.
4. Explain that in Chinese these words all have the letter O and the /eu/ sound.
5. Repeat the above procedure with the words:
6.Get the students to read and say the above words from the Bb in random order. Then ask them to read aloud the words in SB Lesson 24, Part 1.
7. Do Ex. 1 in Wb Lesson 24.
Step 3. Presentation
Draw a picture on the Bb. There should be six children- three boys and three girls. Point to the first boy and say This is Jim Green.Write Jim Green under the picture. Point to the first girl and say This is Kate Green. Write Kate Green under the picture. Say Kate is Jim’s sister. Write Jim’s sister under Kate. Point to Jim and say Jim is kate’s brother. Repeat. Have students repeat brother several times. Now point to the next picture of a boy and say Who is this? He’s Tom Read. Then, pointing to the girl Who is this? She is Ann Read. Write the names below the pictures. Point to Ann again and ask Who is she? Help a student to answer She’s Tom’s sister. Point to Tom and say This is Tom Read. Who is he? Help a student to answer He is Ann’s brother.Write Ann’s brother under Tom’s picture.
Repeat with Joy and David Smith.When you are finished, say Jim is 12, Kate is 8, Ann is 12,Tom is 13, Joy is 7 and David is 12. They are all children. Write the word children on the Bb. Ask the students to guess what the word means. Explain if necessary and have the students repeat the word several times. Then draw a circle around all the pictures and say They are all children . They are all friends, too. Write the word friends on the Bb. Have the students guess the meaning and if necessary, explain.
Step 4 Presentation
Call out four students –two boys and two girls. Point to each one and give him or her a name. Say Kate, Jim, Ann and Tom. Ask them to leave the room and to come in two at a time, brother and sister together. When the first two come in say Hello, Jim .Hello,Kate. Welcome to our class! When the next two students come in say Look! There are your friends, Ann and Tom. Hello, Ann. Hello,Tom. Welcome to our class! Get the students to repeat Welcome to our class.
Step 5 Drill
Start a chain drill like this. Tell students to remember the name as you go around the rows pointing to each student in turn. Say 1-Jim, 2-Kate, 3-Ann,4-Tom,5-Joy,6-David, 7-Jim, etc.(Number the pictures on the Bb in the same way to help).
Help S1 to say Hello, I’m Jim.
S2:Hello Jim.I’m Kate.(Kate turns to Se and says. )Hello, I’,m Kate. This is my friend Jim.
S3:Hello Kate. I’m Ann. (Ann turns to S4.) hello, I’m Ann. These are my friends Kate and Jim.
S4:Hello, Ann. I’m Tom. (Tom turns to S5.)Hello, I’m Tom.These are my friends Jim,Kate and Ann.
Continue in the way until you reach S6. Student 7 starts again. Hello, I’m Jim. And so on.
Step 6 Look, listen and say
SB Page 29, Part 2, Speech Cassette Lesson 24,. Say Turn to Page 29. Play the dialogue for Picture 1. Students listen, and then listen and repeat. Explain that when people address a mother directly, they usually say Mum or Mom. Fathers are referred to as Dad. Get two or three pairs to read aloud the dialogue on Page 29. Then get the students to read in groups of three. Say Look at picture 2. Who is there? Do you know? Listen. Play the dialogue for Picture 2. Have students listen and repeat paying special attention to the pronunciation of the word room. Explain the meaning in Chinese. Get two or three pairs to read aloud the dialogue. Then get the students to read aloud the dialogue. Then get the students to read in groups of six.Later, get some groups to read the act.
Step 7 Listen and answer
SB Page 30, Part 3, Listening Cassette Lesson 24. Say Look at the picture on Page 30. What can you see? (Jim and Li Lei)Where are they? They are at the bus stop. Write at the bus stop on the Bb. Explain that Jim and Li Lei are at the bus stop. Jim wants to go home. Say Listen. What number is Jim’s bus? Play the cassette twice, if necessary. The text of the tape is printed below. If you do not have the tape,read the following text aloud.
Listening text
Jim:Is that my bus?
Li Lei: What’s number?
Jim:I think it’s 25.
Li Lei:No, that isn’t your bus. Your bus is number 29.
Jim:Look! Is that my bus?
Li Lei: I think it is. Yes, It’s a 29 bus.
Jim:Good. Oh, where are my bags?
Jim: Thanks.Goodbye!
Li Lei:Goodbye!
Then repeat the question What number is Jim’s bus? (Answer:29)If time permits,play the tape again,and get the students to repeat. Half of them can be Jim, and the other half Li Lei.
Step 8 Say and write
SB Page 30, Part 4. Books closed. Draw a boat on the Bb. Say This is a boat. Write the sentence on the Bb and then read it aloud. This is a boat.Have the students repeat.Draw three boats. Say These are boats. Write the sentence on the Bb. Say These are boats.Hve the students repeat.
Say Turn to Page 30. Point to Part 4. Explain the model to the students. Say Look at number 1. A box. This is… Help a student to say a box. Say These are … Help a student to say boxes.
T: Picture No.2. A computer. Row 2
Row 2: This is a computer.
These are computers.
T:Picture No.3.An apple. Row 4.
Row 4: This is an apple. These are apples, etc.
After you have gone over all of the words , get students to write the answers in their books. When they have finished, ask the students to exchange books and to “mark” each other’s work. Remind them to pay special attention to boxes and buses, where an “es”must be added in the plural form.
Step 9 Check point 6
Revise the plural from of the noun. Refer to the notes on Page 182 of the SB. Do Wb Lesson 24, Ex. 3. Give a short dictation as in Lesson 20. Use some of the words, expressions and sentence patterns in this unit. Give the Ss a few nouns. Get them to make the nouns plural.
Step 10 Workbook
Sb Page 114, Wb Lesson 24. Most of the exercises help revise the plural form of nouns. E.g Exx. 3 and 7.
Ex.6 shows a way of learning new words by classifying them according to their meanings. Exx.9 and 10 are optional. Ex.9 provides students with reading practice. Ex.10 is a chant that helps the students to practise rhythm.
Homework
Finish off the Workbook exercises.
教后一得
單詞復數是本冊的一個重點,也是一個難點.利用本單元的四個教案,通過實物.投影儀,電腦輔助進行教學,很好的解決了這個難點,取得了教好的效果.
Unit 3 This is my sister
本課教材分析：
Title:This is my sister.
Topic:The family
Functions:Introduce people :This/That is… These/Those are…,
Identify people: Is this /that …? Are these /those …?
Structures:
Demonstratives this,these,those,that
Subject pronouns I,he,she,they
Yes/No questions and short answers
Plural nouns
Target Language(語言目標):
This is my brother.
Is she your sister?
Yes,she is. No,she isn’t.
Vocabulary
mother,father,sister,brother,grandmother,grandfather,friend,grandparents,uncle,aunt,cousin,parents
Recycling
Hello.Hi.Nice to meet you.personal names Is this your…? Yes,it is.Is that your…? No,it isn’t.
Learning strategies
Personalizing Memorizing
重點詞匯： family members
this/that these/those is/are
語言結構(Structures)：
This /That is…
Is this/that…?
Yes, it is./No, it isn’t.
介紹家人，認識辨別他人，家庭成員情況的表述
跨學科學習
繪畫、家譜、攝影
本單元可分為6課時(Six periods)。
Period One Section A 1a 1b 2a Section B 1 2a
Period Two Section A 1c 2b 2c 2d Grammar Focus
Period Three SectionA: 3a,3b,3c,4 Groupwork,Section B 2b,2c
Period Four Section B 3a,3b,3c,4
Period Five Self Check 1,2,3 Just for fun
Period Six Test
Period 1
教學范圍： Section A 1a 1b 2a Section B 1 2a
教學內容：New words:mother,father,parents,brothers,grandmother,grandfather,friend, sister grandparents.
教學目標：Learn all the new words by heart.
教學重點：單詞的拼寫以及人物之間的關系。
教學難點： family tree
教學方法：聽說讀寫。
教學步驟：
Step 1: 學習重點單詞。
1、利用照片，介紹人物關系，認識單詞
father,mother,sister,brother,uncle,aunt and so on
2.Look at the picture on Page 13 and finish 1a
Match the words with the pictures. （answers）
mother c father i parents h brothers b grandmother g grandfather e friend a grandparents d sister f
Step2.繼續學習單詞。完成以下任務：
1．1b Listen and look at the picture. Circle the people the boy talks about.
2．2a Listen and circle the words you hear.
mother father sister brother grandmother grandfather friend grandparents
3．Section B 1 Add the words in the box to the family tree.
sister son cousin grandfather mother aunt
grandfather/grandmother
(1)
father/_______ uncle/_______
(2) (3)
daughter/_______ _________(/brother) daughter/_______
(4) (5) (6)
Step 3.復習單詞
2a Listen and check the words you hear.
grandfather grandmother cousin father mother uncle aunt brother sister
教后一得：本課內容圍繞學生的生活，所以學生學起來得心應手，表現出極大的興趣，說明語言來源于生活。
Period 2
教學范圍：Section A 1c 2b 2c 2d Grammar Focus
教學目標：Talk about Dave’s family and master Grammar Focus
教學重點：句型：This is… These are…
Is this your sister? No,it isn’t. This is my friend.These are my friends
Is that your brother? Yes,it is.That is my brother.Those are my brothers.
復數形式：this these that those friend friends brother brothers and so on.
教學難點：指示代詞 單詞的復數形式
教學方法：聽說讀寫。
教學步驟：
1. 復習單詞。
2b Listen again. Which picture are Dave and Lin Hai talking about?作出選擇。
2.學習句型,弄懂this/these,that/those 的意義及區別。
Take turns talking about Dave’s family.
A:These are his brothers.
B:That’s his sister.
Go on talking.
3.聽力練習。2b Listen again. Match the names with the people in the picture.
1.Dave a 2.Lin Hai 3.Anna 4.Jeff
4.口語對話
2c Pairwork 結隊活動
Student A,cover the names in 2b.Ask about the people in the picture. Student B,answer the questions.
2d Change roles and practice again.
5．總結
Grammar Focus Is this your sister? No, it isn’t. This is my friend. These are my friends.
Is that your brother? Yes, it is. That is my brother.Those are my brothers.
教后一得：讓學生了解了名詞的數這個概念，通過圖片和直觀的手段告訴了學生怎樣理解“數”這個概念，避免了生硬的說教，效果很好。
Period 3
教學范圍：SectionA: 3a,3b,3c,4 Groupwork,Section B 2b,2c
教學內容：認識人。
教學目標：掌握一般疑問句的問與答。
教學重點： 句型。eg.Is Guo Peng your brother? No, he isn’t. Is he your friend? Yes,he is.
教學難點：活動的有序組織
教學方法：Pairwork, groupwok
教學步驟：
1.3a Fill in the blanks with words from the box.
That’s Anna and that’s Paul.
Is she your 1.sister? Yes,she 2.is. And is he your 3.brother? 4.No.He’s my friend.
2.3b Pairwork
Practice the conversation with a partner. Change partners and practice again.
3.3c Write your mother’s, father’s. or friend’s name on the board.The other students guess who the person is.
Is Guo Peng your brother? No,he isn’t.
Is he your friend? Yes, he is.
4.Groupwork
Bring some family photos to class. Put them together in your group. Take turns asking and answering questions about the photos.
Is this your aunt?
Yes, it is.
5.Section B
2b Listen again. Which picture are Dave and Lin Hai talking about?
6.2c Pairwork
Draw a picture of your family and friends. Tell your partner about your picture.
These are my parents. This is my grandmother.This is my friend Jim Fang.
教后一得：采用一些舊照片來激發學生的學習興趣，說明，教師在課堂活動設計中，設計的活動不要脫離學生的生活。
Period 4
教學范圍：Section B 3a,3b,3c,4
教學內容：Read and write the note.
教學目標：Can talk about and write about our family
教學重難點： 人物介紹的條理性。
教學步驟：
1.3a Read the letter. Draw a picture of Emma’s family.(據文字提示繪圖)
2．3b Look at the family photo.Write an introduction about the people on the back of the photo. （據圖寫文字）
3．3c Write about your own family.
4.Group work
Put the photo and the letter on the board. Put them in different places.The other students will match the photos and letters.
5.Guess and guess.Whose is this photo?
教后一得：進一步設計活動來完成本單元的教學任務，但切忌避免機械地重復，活動應本著由簡到繁的活動設計原則。
Period 5
教學范圍：Self Check 1,2,3 Just for fun
Selfcheck
1. Key word check.Check the words you know.
this that these those mother father parents sister brother grandmother friend uncle grandfather aunt cousin grandparents she he
2. Write five new words in your Vocab-builder.
3. Look at Mary’s video of Beijng. Computer the conversations.
father Mary: Look!
mother You:
Mary:
grandparents
You: Are
Mary: Yes,they are.
cousins
You:
Mary:No,they aren’t.They are
Just for fun!
4. Is that your girlfriend?
5. No,it isn’t.It’s my cousin.
6. Is that your girlfriend?
7. No, it isn’t.It’s my sister.
8. Who’s your girlfriend?
9. I don’t have a girlfriend.
10. 教后一得：作為復習性的內容，應設計簡明的單元內容明細表，讓學生有清晰地認識，同時培養學生總結和歸納的能力。
Unit 4 Where’s my backpack?
本課教材分析：
Title：Where’s my backpack?
Topic: Things around the house
Functions:Talk about where things are
Structures:
Where questions
Yes/No questions and short answers
Prepositions on,in,under,behind,next
本課的詞匯：table,bed,dresser,bookcase,sofa,chair,backpack,books,keys,baseball,drawer,plant,
where,where’s=where is,table,bed,dresser,bookdase,sofa,chair,drawer,plant,under,they’re,on,behind,next,next to,
don’t =do not know bag, math, math book alarm, alarm clock alarm alarm clock,CD ,video,cassette,video cassette,hat,take,thing,soccer,soccer ball, ball, can,bring,
some,need,floor,ideal,room,TV,desk,picture,between,too,wall
語言目標：
Where’s my backpack? It’s under the table.
Where are your books? They are on the chair.
Where are the books? I don’t know.
Is it under the table? No, it isn’t. It’s on the table.
The math book is on the dresser.
重點詞匯： things in the room and some prepositions: on in under behind next to
語言結構：
Where is/are….?
It is…/They are…
on,in,under,behind,next to …
學習策略
運用實物、圖片理解介詞的意義，利用對話，學習討論物體的位置。
語法功能
1． 辨認位置，并描述物體所在位置。
2． 物體所在位置的問答。
跨學科學習
美術、繪畫、方位知識。
本單元可分為7課時(Seven periods)。
Period One Section A 1a 1b 2a
Period Two Section A 1c 2b 2c Grammar Focus
Period Three Section: a ,3b,3c,4 Game Find the Difference
Period Four Section B 1a, 1b,1c,2a,2b,
Period Five Section B 3a,3b,3c,4 Groupwork
Period Six Self Check 1,2,3 Just for fun
Period Seven Test
Period 1
教學內容：單詞（房間里的物品名稱）Section A 1a 1b 2a
教學目標：學習掌握新單詞
教學步驟：
1．復習句型What’s this in English? It’s a /an…,利用句型引出單詞，在學習是盡量少用或不用漢語。
2.利用實物或圖片（圖片可從素材庫中查找），認讀單詞(table,bed, dresser ,bookcase , sofa, backpack, books,keys,plant,chair, drawer, baseball )。
3.看課本圖片，找出單詞所對應物品的字母，繼續學習單詞。（Look at the picture on Page 19 and finish 1a Match the words with the pictures.）
Here are the answers to 1a.
table e bed j dresser c bookcase a sofa i chair h backpack g books a keys b baseball f drawer l plant k
4. 聽錄音，按聽到的順序在正確的物品上排號（1-5），鞏固單詞，練習聽力。
（1b Listen and number(1-5)the things in the picture when you hear them）.
5. 檢查單詞掌握情況。可采用多種方式。如：教師聽寫，學生聽讀，小組檢查，同桌互相檢查等。
6．通過2a（Listen and number these things when you hear看圖，聽錄音，根據錄音排序。）復習單詞。
7.補充表示房間內其他物品的單詞。如：wardrobe,light,computer,fish bowl,TV and so on
8.Homework.：畫出自己的房間，為其中的物品標上英文，物品越多越好。
Period 2
學完單詞，引入句型。
教學內容：Section A 1c 2b 2c Grammar Focus
學習方位介詞 on in under behind next to…
句型：Where’s the packback? B.It’s under the table.
Is it…/Are they…? Yes,it is./they are. No,it isn’t./they aren’t.
教學目標：
1) Can use :on in under behind next to…
2) Make a dialogue with the sentence:Where is…?It’s…/Where are…? They’re…
3) 區分：my,your,his,her
教學重點：prep: on in under behind next to
Pattern:Where is/are…? It is…/They are…
Is it…/Are they…? Yes,it is./they are. No,it isn’t./they aren’t.
教學難點：the use of my your his her
教學步驟：
1． 學習介詞。Watch the video and understand the meaning and the use of prepositions.(直觀形象)
2． 介紹介詞短語（利用圖片/靜止動畫或周圍物品的擺放）：in the box, on the box,under the box, behind the box and so on.
3． 通過活動，復習介詞。
活動一：教師將一物品放在不同的位置，讓學生用介詞短語表達，練習說；
活動二：教師說短語，學生表演動作。
活動三：1c Pairwork(結隊活動)
Make your own conversations. Use the words in the box..(可發掘課程資源)
A. Where’s the backpack?
B. It’s under the table.
on in under behind next to
4． 引出Where questions及其回答。（可讓全班同學閉上眼睛，將某一物品藏于某處，,讓學生猜測。提問時自然引出where 句型，便于學生理解，水到渠成。學生猜測時，引出句型：Is it ….? 及肯否定回答）eg:Where is the eraser?
5． 看圖片，據情景，練習句型。（為激發學生興趣，可假設情景，畫面中的男孩，就要去上學了，可自己上學需要的物品卻因為到處亂扔找不到了，你能幫幫幫他嗎？他的爸爸、媽媽、妹妹是怎么說的？）
Where’s my backpack? It’s under the table.
Where are my books? They’re on the sofa.
Where’s my baseball? It’s in the backpack.
6． 分角色進行上述對話表演。
7.聽力訓練。Listen.判斷Where are the things from 2a? Number the picture(1-6).
(2b 聽錄音，判斷2a中的物品出處，并在圖中標出序號。
8.2c Pairwork 結隊活動
Ask and answer questions about the things in the picture.（st,ss）
9.Sum up (Grammar focus ):
Questions Answers
Where’s the baseball? It’s in the backpack.
Where is my computer game? It’s under the bed.
Where are your books? They’re on the chair.
Where are his keys? They’re on the dresser.
Where are her keys? They’re on the table.
10. Guess and guess(Revision):
Ask:Where’s my …?(Pointing to myself)
Where’s your….?(Pointing to a student and questioning)
Where’s his…?(Pointing to a boy and asking the other students)
Where’s her…? (Pointing to a girl and asking the other students)
Answer:It’s +介詞短語
Period 3
教學范圍：Section A: 3a ,3b,3c,4 Game Find the Difference
教學重點：一般疑問句和特殊疑問句的問與答。
教學內容：I don’t know.
Where’s the packback? B.It’s under the table.
Is it…/Are they…? Yes,it is./they are. No,it isn’t./they aren’t.
教學目標：
自由談論物體的所在位置（Can make a dialogue with what we have learned and talk about Where the things are freely）。
為達成這一教學目的，我是這樣安排本課教學的。
a) 看圖，了解對話的內容。
-----Where are my books?
-----I don’t know.Are they on the bed?
-----No,they’re not.
b) 完成3a。
3a Put these sentences in order to make a conversation.
2 I don’t know.
3Is it on the dresser?
4No,it isn’t.
1Where’s the bag?
3. Pairwork 分角色練習對話。
3b Practice the above conversation.
4. Pairwork 分角色問答，看圖編寫對話。
3c Look at the three pictures below.
Then ask and answer questions about the keys,the pencils,the baseball,the pencil case,and the ruler.
eg.----Where are the books?
--------I don’t know.
4.Playing a game Find the Difference
Pairwork（互相問答，發現的不同之處越多越好）
Student A.look at the picture on page 19.Student B,look at the picture on the right.A and B ask and answer.
eg:---Where’s the backpack? Is it under the table?
-----No, it isn’t. It’s on the table.
Period 4
教學范圍：Section B 1a, 1b,1c,2a,2b
教學內容：New words:math book alarm clock CD computer game video cassette hat
教學目標：Learn all the new words by heart and copy the sentences according to the tape.
教學重點：單詞和句型的聽與寫。
教學難點：聽錄音，寫句型。
教學方法：多聽多練。
教學步驟：
1． 利用實物學單詞。
math book alarm clock CD computer game video cassette hat
2.Section B 1a Match the words with the things in the picture.
1.math book b 2.alarm clock d 3.CD a 4.computer game e 5.video cassette f 6.hat c
3.1b Look at Tommy’s room for three minutes. Now close your books and write down all the things you remember.
eg.math book bed bookcase books computer games clock and so on (The more,the better.)
4.1c Pairwork
Student A,ask questions. Student B, keep your book closed.
eg.-Where’s the notebook?
------It’s on the bed.
5.2a Listen and circle the things Tommy wants from his room.
book pen pencil CDs ruler notebook video cassette computer games math book
6.2b Listen again.Where are Tommy’s things? Write notes.
eg.The math book is on the dresser.
The video cassette is on the table.
The hat is on the bookdase.
The pencils are in the backpack.
The alarm clock is next to the computer .
The bookcase is behind the door.
Period 5
教學范圍：Section B 3a,3b,3c,4 Groupwork
教學內容：句型的實際應用（閱讀與書面寫作）。
教學目標： 能夠熟練讀寫
教學重點：Writing a note.
教學難點：How to write a note.
教學方法：動動手，做一做，畫一畫，寫一寫。
教學步驟：
1．3a Read the note and draw the missing things in the picture.
Dear Sally,
Please take these things to your brother:his math book, baseball, notebook, CDs, and video cassette.The math book is on the dresser.The baseball is under the bed.The notebook is next to the baseball under the bed.The CDs are in the drawer.The video cassette is behind the computer.
Thanks, Mom
3b Look at the picture and fill in the blanks.
Dear Tommy,
Can you bring some things to school? I need my hat,my ID card,my pencils,and my notebook.My hat is on the chair. My ID card is in the drawer.My pencils is under the book/in the pencil-box and my notbook are on the desk.
Thanks,Sally
3c Pairwork
Write a note to a friend asking for four things from your room. Say where they are.
4.Group work
Draw your ideal(理想的) room. Then describe it to the class.
eg.
Here is my ideal room. My TV is on the desk. My telephone...
Period 6
Self Check 1,2,3 Just for fun
11. Key word check.Check the words you know.
table bed dresser bookcase sofa chair backpack books keys pencilcase
baseball hat math book alarm clock CD video cassette computer games
12. Add five new words to your Vocab-builder.
13. Read the note and draw the room.
14. This is my room. There are books in the bookcase. There are pictures on the walls. My backpack s on the chair.And I have a baseball.It’s on the floor,between the bookcase and the desk.There is a computer on my desk, and a video cassette behind the computer. And there’s my hat. It’s on the floor, under my bed!
Just for fun!
Where’s my backpack? Is it in the bedroom?
No ,it isn’t.
Is it in the kitchen? No, it isn’t.
Where is it/ It’s on your back.
Unit 4 Where’s my backpack?
Self-check (Revision)
I.教材分析:這是第四單元的第三部分: Self-check,即本單元的復習部分。這一部分的課本是由以下幾部分組成的。
1. Key word check. Check the words you know.
2. Add five new words to your Vocab-builder.
3. Read the note and draw the room.
Just for fun! Where’s my backpack?
Language topic: Where’s my backpack? It’s under the bed.
Is it on the chair? Yes, it is. No, it isn’t.
Language strategies: Talk about things around the house and where they are.
Main vocabulary: table, bed, dresser, bookcase, sofa, chair, drawer, backpack, CD, plant, alarm clock, math book, video cassette, hat
II. 語言結構: 一般現在時be, 方位介詞in, on, under, behind, next to。
語言功能: 詢問物品在哪里及怎樣回答.
跨學科學習:空間思維能力; 品德:養成良好習慣，物品要擺放有序,不能到處亂扔。
III. 活動設計：1. 猜謎游戲（Guessing game）Put a soccer ball or a baseball or a computer game in the classroom, let the students guess where it is.
2. Remembering game. Read the passage and remember where the things are.
IIII. Teaching steps:
Step 1:Greetings and song: Fishes, fishes, where are you?
Step 2: Key word check. Ask the students to read the words and remember them.
Review these words according to the picture in Page 19, ask the students
to find the things and write down.
table, bed, dresser, bookcase, sofa, chair, backpack, book, key, pencil
case, baseball, hat, math book, alarm clock, CD, video cassette,
computer game.
可以根據圖片或實物來檢查提問。
Step 3: Phrases 復習方位介詞（先用實物來演示位置關系）
Then do it like this:（先口頭后筆頭）
1. 在桌子下面 under the table My hat is under the table.
2、在沙發上 on the sofa My books are…
3、在門后面
4、在……旁邊
5、在背包里
Step 4: Pair work: guessing game Review Where’s…Is it …
Put a soccer ball or a baseball or a computer or a backpack or something else in the classroom, let the students guess where it is.
Where’s the soccer ball? Can you guess? Is it …? Yes, it is. No, it isn’t.
Where is my pencil case/backpack/pen/bag…? Can you guess? Is it on the desk/under the chair…? Yes, it is. No, it isn’t.
Step 5: Just for fun. (Ask the students to read it in a strange voice to make the dialogue fun or interesting)
Where’s my backpack? (P24)
養成良好習慣，物品要擺放有序,不能到處亂扔。
Step 6 Talk about the picture in pairs in Page 23.
Where’s/are…? It’s/They’re…
Step 7 Practise
Read the note for 3 times and draw the room.
This is my room. There are books in the bookcase. There are pictures on he wall. My backpack is on the chair. And I have a baseball. It’s on the floor, between the bookcase and the desk. There is a computer on my desk, and a video cassette behind the computer. And there’s my hat. It’s on the floor, under my bed.
Ask and answer questions about the picture you drew, try to remember where the things are.
Where are the books? They’re…
Where is the backpack? It’s…
Where’s the baseball?
Where’s the computer and the video cassette?
Where’s the hat?
Step 8: Let’s sum what we’ve learned from Unit 4.
Words:
Phrases:
Sentences:
Something else:
Questions:
Step 10: Homework:
1. Remember the words in Unit 4.
2. Practise the dialogue in pairs.
3. Write a note to your friend sally, asking for four things from your room. Say where they are.
Dear Sally,
Can you bring some things to me? I need my ________, my ______, my ______ and my _________. My _______ is __________. My _________ is ___________. My _______ is ___________ and my _________ are ___________.
Thanks, Tom
Read the note in your group.
Unit 5 Do you have a soccer ball?
The Plan of the Unit:
Topic: Spending time with friends
Functions: ask and answer questions about ownership, make suggestions
Structures: Present tense to have
Yes/ No questions and short answers
Let’s
Adjectives of quality
Target Language(重點句型): Do you have a basketball? Yes, I do. Let’s watch TV. No, that sounds boring. That sounds great.
Vocabulary(重點詞匯): TV, ball, basketball, soccer, bat, tennis racket, volleyball, interesting, boring, fun, difficult, relaxing
學習策略：運用對話練習,掌握如何用英語向對方詢問是否擁有某物,
增強個人與他人的聯系與交流.
跨學科學習：體育球類, 禮貌邀請別人
課時劃分: 根據需要共用4課時完成本單元的教學任務.
第一課時: 球類單詞，學習句型 Do you have….? Yes, I do. No, I don’t.
第二課時: 部分生詞, 復習句型Do you have….? Yes, I do. No, I don’t. 學習Does he/ she have….? Yes, he/ she does. No, he/ she doesn’t.
第三課時: 部分生詞, 復習Do you have ….? Does he/ she have….? 學習have的陳述句形式: I (We, You, they) have…. He / She has…..及否定句和句型Let’s….. That sounds good.
第四課時: 部分生詞, 復習前面的內容, 進行Selfcheck.
The plan of each unit:
第一課時
教材分析：本課主要介紹球類單詞和句型Do you have…..?所以在講解句型之前，先讓學生認知單詞,可采用圖片和實物等方法進行教學。
教學目標： 1.認知生詞tennis racket, baseball bat, soccer ball, volleyball, basketball, have.
2. 掌握句型: Do you have….? Yes, I do. No, I don’t.
3.根據場景會熟練運用Do you have ….?進行詢問且能正確的肯定和否定回答,并擴展到運用Do I/we have….? Do they have….?進行問答.
語法：have 的一般疑問句用法（用于第一、二人稱和第三人稱的復數）及其肯定和否定回答
語言目標：1. Do you have ….?
Yes, I do. No, I don’t.
2. Do I/ we have….?
Yes, you do. No, you don’t.
3. Do they have ….?
Yes, they do. No, they don’t.
學習策略：通過上下文內在的邏輯關系，運用句型進行對話。
語言功能： 詢問你, 我(我們) ,他們是否擁有某物
Teaching steps:
Step 1. Greeting, sing an English song together
Step 2. presentation (用實物導課,引出新單詞)
(show a ball). Ask the student: What’s this?
It’s a ball. It’s a soccer ball.
Is this your soccer ball?
No, it isn’t.
Do you have a soccer ball? Yes.
Step 3. ( 展示圖片) show a picture to study the new words: tennis racket, baseball bat, soccer ball, volleyball, basketball, television
學習方法：先用圖片認知單詞，然后領讀,注意講解單詞拼寫和讀音之間的聯系,滲透音標教學.再用熟識的句型練習運用這些單詞,讓學生在不知不覺中達到熟識程度。如：What’s this ? It’s a tennis racket. Is this your volleyball? Yes, it is.
Then do the exercises:
1a ( P25) Match the words with the things in the picture.
Keys: 1. c 2. a 3. e 4. f 5. d 6. b
Listen to 1b (P25) and finish the exercise.
Step 4. Make sentences with the new words to practice the structure:
Do you have….? Yes, I do. No, I don’t.
師生先進行對話,然后生生對話,可以用實物,也可以用圖片,還可以用周圍的事物.
Do the following pairwork:
1c (P25) Pairwork Let the students ask and answer each other: Do you have a baseball? Yes, I do. No, I don’t.
3 (P26) Pairwork look at the things in the picture. Ask your partner if he or she has these things with “ Do you have a ….? Yes, I do.”
Listen to 2a (P26) and 2b(P26), then finish the exercises.
Step 5. 現場調查
The students ask their partners if he or she has a pen, a ruler, a sharpner and so on. 讓每個學生都參與到這個活動來，人人都有表現的機會。
Step6. look back
Let the students sum up what we have learned this class. Then ask what they haven’t understood.
Step 7. Homework 口語練習:
問你的父母,兄弟姐妹和你的好朋友是否有…..,然后把它記錄下來.遇到的生詞可以查詞典,然后寫到你的單詞積累本上.
教后一得：
學生已經從死背語法知識，機械模仿句型為主的學習方式過渡到“做中學”的活學活用階段。學生的學習積極性大大提高，課堂氣氛也更加活躍。
第二課時
教材分析：初步掌握了句型Do you/they have…?及其肯否定回答后，學生對此有了一定的交際興趣，再講Does he/ she have….? 就容易接受了。
教學目標：1 掌握生詞television, has, does, doesn’t, collection, but, play sports, only, them, small, every, day, every day.
2.掌握句型Does he have ….? Does she have….? 及回答.
3.根據場景詢問, 熟練應用句型進行交際.
語言目標：Does he have….? Yes, he does. No, he doesn’t.
Does she have…? Yes, she does. No, she doesn’t.
語法項目：have 的一般疑問句用法（適用于第三人稱單數）及其肯定否定回答。
學習策略：由問及你是否有某物引到他或她是否有某物。
Teaching steps:
Step 1. Greeting, sing an English song together
Step 2. presentation
(to a boy) Do you have a pen?
Yes, I do.
(to other students) Does he have a pen?
Yes, he does.
(to a girl) Do you have a knife?
No, I don’t.
( to other students) Does she have a knife?
No, she doesn’t.
學習單詞：does, doesn’t, has, television (將單詞板書,解釋does, doesn’t 是do, don’t的第三人稱單數，has 是have的第三人稱單數,解釋何為第三人稱單數,以及它的用法)
Step 3. show a picture. (some balls)
Please make a dialogue with “Does he/she have…? Yes, he/she does.
No, he/she doesn’t.”
Jane Mike Barry Peter
baseball √
basketball √ √
Soccer ball √
volleyball √
可要求學生先口語練習,然后書面寫出來.
Step 4. 現場調查 (利用周圍事物練習句型)
4 ( P29) Survey Write four questions with Do you have? Find people in the class who has these things. Write their names.
然后再將這些句子轉換成他/她有 ……嗎？
練習兩種句型 Do you have…..? Does he/ she have….?
Step 5. Do the exercises
3a (P29) Read the magazine article. Circle the sports things.
Keys: tennis rackets, basketballs, baseballs, soccer balls, volleyballs
出現的生詞：collection, but, play sports, only, them 要求學生會讀，認知其意義，當堂不必要求會拼寫，可放到課后。
3b (P29) Look at the picture. Fill in the blanks in this magazine article about Sue Swanson.
出現的生詞：small, every, day, every day. 要求學生認知并記住。（small 可補充其反義詞big, every 可補充其他短語，如every morning, every Sunday, every student等）
3a, 3b 這兩個題目是閱讀類型，可讓學生先按照要求去完成任務，然后讓他們朗讀全文，把握其全意，增強語感。
3c (P29) Write about sports things and other things you have.
本題目是復習生詞，并擴展學生的詞匯量，鼓勵他們去接觸新的單詞。
Step 6. look back (Grammar Focus)
Let the students sum up what we have learned this class. Look at the grammar focus:
Do you have a TV? Yes, I do. No, I don’t.
Do they have a computer? Yes, they do. No, they don’t.
Does he have a tennis racket? Yes, he does. No, he doesn’t.
Does she have a soccer ball? Yes, she does. No, she doesn’t.
Does Chi-Young have a baseball? Yes, he does. No, he doesn’t.
總結句型，強調人稱的變化和助動詞的變化。
Then ask what they haven’t understood.
Step 8. Homework 口語練習：向你的同桌詢問, Mike是否有字典？ Kate 是否有鋼筆？Jane是否有新自行車？等等，然后把你的句子記錄下來，遇到的生詞可以查詞典，然后記錄到你的單詞積累本上。
教后一得：
課堂上把時間還給學生，讓每個學生都動起來。學生通過討論交流和合作方式展示他們豐富的想象力和創造力。教師應為學生創設寬松，和諧，民主的學習氣氛，設計多種合作方式或活動內容，多思考導入的途徑和技巧。
第三課時
教材分析：這節課我們將學習如何向別人提出建議，這個話題很貼
近生活，所以學起來氣氛比較輕松。學習了Do you
have…? Does he/she have….?后，同學們都想知道怎么表
達 “我有….. 你有….他(她)有….”了。
教學目標：1. 掌握生詞let, us, let’s, play, well, sound, good, welcome
our, sport, center, like, we, many, club, ping-pong, more, join, class, interesting, boring, fun, difficult, relaxing, watch TV. （重點詞匯：let, us, let’s, play, well, sound ,good）
2. 認知句型：Let’s … That sounds good. 會用它向別人提出建議。
3. 會用句型I (We, You, They) have…. He(She, Kate, Jane) has…. 及否定句自由表達。
語言目標：1. Let’s watch TV.
No, that sounds boring.
That sounds great.
2. I (We, You, They) have….
He(She, Kate, Jane) has….
3．I (We, You, They) don’t have….
He(She, Kate, Jane) doesn’t have….
語言功能：用祈使句對別人提出建議以及回答, 表達某人有(沒有)某物。
跨學科學習：繪畫、用形容詞描述某件事、禮貌待人
Teaching steps:
Step 1. Greeting, sing an English song together
Step 2. presentation
( to one student) Do you have a soccer ball?
Yes, I do.
Let’s play soccer ball.
That sounds good.
( to another student ) Let’s play football.
I don’t have a football.
Well, Let’s play baseball.
That sounds great.
Step 3. show the new words: let, us, let’s, play, well, sound ,good.
要求學生會讀單詞，并掌握其拼寫、含義及用法。
Step 4. Do the exercises:
3a.(P 27) Fill in the blanks with words from the box.
Keys: 1. don’t 2. Let’s 3. have 4. soccer
讓學生填寫后，讀熟并同位之間互相練習。
3b.(P27) Pairwork
讓兩個學生對話，練習句型。
Do another exercise
4 (P27) Pairwork
閱讀“招收廣告”后，填寫右邊的表格。First name, last name 在前面已經講過，注意和漢語拼音之間的區別，class 要注意大寫，sport you like 寫上你喜歡的體育項目。
文中出現的生詞：welcome, our, sport, center, like, we, many, club, ping-pong, more, join, class. 要求學生會讀，認知其意義，要求課后記住。
Step5. 你認識這些形容詞嗎？(Section B)
用漢語解釋什么樣的詞是形容詞，然后解釋interesting, boring, difficult, relaxing的意思。這幾個單詞比較長，在講解時，注意滲透音標教學，按音節去記憶其拼寫 ，這樣就簡單多了。
Do the exercises: 1a, 1b (P28) 學生畫完后，可傳閱他們的作品。
2a, 2b (P28)聽力題目可在聽完之后，將材料投放在屏幕上，作為閱讀材料練習。
2c.(P28) Pairwork 口語練習，復習句型Let’s ….. That sounds….. 和形容詞interesting, boring, difficult, relaxing.
Step 6. 練習句型I (We, You, They) have…. He(She, Kate, Jane) has….
I (We, You, They) don’t have…. He(She, Kate, Jane) doesn’t have….
T: Do you have a baseball?
S1: Yes, I do. I have a baseball.
T: Does he have a baseball?
S2: Yes, he does. He has a baseball.
T: Does she have a baseball?
S2: No, she doesn’t. She doesn’t have a baseball. She has a basketball.
板書：I (We, You, They) have….
He(She, Kate, Jane) has….
I (We, You, They) don’t have….
He(She, Kate, Jane) doesn’t have….
同位之間用這幾個句型相互交流。特別強調He(She, Kate, Jane) has…. 中的has, 和He(She, Kate, Jane) doesn’t have….中doesn’t have形式。
Step7. look back
Let the students sum up what we have learned this class. Then ask what they haven’t understood.
Step 9. Homework 以小組為單位，記述每個人有的物品。將它寫在練習本上，下節課互相交流。
教后一得：
充分體現了學以致用的教學原則。學生已經從死背語法知識，機械模仿句型為主的學習方式過渡到“做中學”的活學活用階段。學生的學習積極性大大提高，課堂氣氛也更加活躍。課堂上把時間還給學生，讓每個學生都動起來。學生通過討論交流和合作方式展示他們豐富的想象力和創造力。
第四課時
教材分析：Selfcheck 是本單元的復習部分，主要對本單元的重點詞匯和句型進行復習和運用。
教學目標：1.復習球類單詞和形容詞
2.熟悉句型Do you have….? Let’s….. That sounds good.
3.根據場景詢問, 熟練應用句型進行交際.
語言目標：Do you have…? Let’s … That sounds good.
語法項目：have 的一般疑問句用法及其肯否定回答，have的陳述句、否定句用法，與 There be 句型的區別。
學習策略：聯想、編短劇、合作精神
Teaching steps:
Step 1: greeting and sing an English song together
Step 2: Check the new words
Do the exercise 1: check the words you know. ( read and write the Chinese meanings of them)
Show a picture and let the students write the names of the things in the picture.
Do the exercise 2: write the new words in your Vocab-builder.
Find the student who writes the most new words.
Step 3: 練習Do you have….? 及肯定句、否定句，注意與There be 句型的區別。
1． 口語練習Do you have….? Does he/she have….? Do they have….?
然后將這些句子變為陳述句.
2.（出示大屏幕）
用“有”的適當詞填空：
1.____ a book on the desk.
2.Wang Bing _____ a ruler.
3..____ you _____ a new bag?
4.How many students _____ in your class?
5.____ he _____ a nice pen? Yes, he ____.
6.____ ____ a baseball under the bed?
7.___ Tom’s mother ____ a red car? Yes, ____ ____.
8.Kate ____ a beautiful toy.
Step 4: Do the exercise 3: Write numbers in the boxes to make the conversation. (排好順序后，讓學生反復朗讀，也可以作為材料讓學生上臺表演)
Step 5: Just for fun 鼓勵所有學生上臺表演，可以讓一組學生每人手拿一樣東西，藏起來，讓另一學生猜：你有鋼筆嗎？你有橡皮嗎？你有小刀嗎？猜完之后，也可以問第三個人：他（她）有鋼筆嗎？他（她）有橡皮嗎？他（她）有小刀嗎？Step 6: homework 總結本單元的主要內容，主要學習了什么，遇到了哪些困難，如何克服的，以后學習應注意些什么等。將它寫在練習本上。
教后一得：
每學完一個單元學生就能用英語進行簡單的交流。充分體現了學以致用的教學原則。學生已經從死背語法知識，機械模仿句型為主的學習方式過渡到“做中學”的活學活用階段。學生的學習積極性大大提高，課堂氣氛也更加活躍。課堂上把時間還給學生，讓每個學生都動起來。
Unit Six Do you like bananas?
單元教材分析：
本課包括三部分：Section A, Section B和 Self-check.
主題: Food.
語言功能: Talk about likes and dislikes.
詢問某人是否喜歡某種食物及回答；表達喜歡什么和不喜歡什么。
語言結構: Present tense to like Yes/No questions and short answers
Affirmative and negative statements
like 的一般現在時，一般疑問句及肯、否定回答；肯定句和否定句。
語言目標: 主要語法
Do you like hamburgers? Yes, I do. No, I don’t.
I like French fries. I don’t like tomatoes.
Main vocabulary（詞匯）: hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, salad, bananas, eggs, strawberry, carrots, apples, chicken, breakfast, lunch, dinner, fruit, vegetable.
品德：在平日飲食中要做到不挑食。
根據需要可以分為四課時來講。
第一課時：
I.教材分析：這是本單元的第一部分，生詞比較多，但是因為涉及到吃的東西，每個同學都有自己的愛好，學生比較感興趣。
Language topic: Do you like bananas?
Yes, I do. No, I don’t.
Language strategies: Talk about likes and dislikes.
Main vocabulary: food, banana, hamburger, tomato, broccoli, French fries, strawberry, orange, ice cream, salad
II.語言結構: like的一般現在時的一般疑問句及回答。
III.語言功能:詢問某人是否喜歡某物及怎樣回答.
IV.活動設計： 采訪調查 Do you like…?
V. Teaching steps:
Step 1:Greetings.
Step 2: Words: (pictures)
What’s this? (picture) It’s a soccer ball. Do you have a soccer ball? Yes, I do. /No, I don’t. Do you like it? Yes, I do./No, I don’t.
What’s this? It’s a hamburger. Do you like it? Yes, I do. No, I don’t.
What are these? They’re bananas. Do you like bananas? Yes, I do. / No, I don’t.
運用圖片和對話教學單詞：hamburger, banana, tomato, broccoli, French fries, strawberry, orange, ice cream, salad 并運用這些單詞進行對話：Do you like…? Yes, I do./ No, I don’t.
Step 3: 1a Match the words with the pictures. (P31)
Step 4: 1b Listen and number the conversations 1-3.
Do you like salad? No, I don’t. Do you like bananas? Yes, I do.
Do you like oranges? Yes, I do.
Practice the conversations, and then make your own conversations.
Step 5: 2a Listen and circle the food you hear. (P32)
hamburgers tomatoes broccoli French fries oranges ice cream salad bananas
Step 6: 2b Listen again and fill in the blanks.
I like hamburgers. Do you like hamburgers? Yes, I do.
Do you like______: No, I don’t like ______.
Let’s have _______. Oh, no. I don’t like_________.
Step 7: 4 (P33)Make a food survey. Do you like…?
Food like it doesn’t like it
tomatoes Liu Li Zhao Jun
hamburgers
bananas
French fries
broccoli
salad
oranges
How many students like hamburgers?
How many students like bananas?
日常生活中飲食要做到不偏食，不挑食。
Step 8: Let’s sum what we have learned this class.
Words:
Sentences:
Something else:
Step 9: Homework
1. Remember the words in this class.
2. Practise the dialogue in pairs.
教后一得：教完這堂課，感慨頗多。以前經常埋怨學生厭學，沒興趣，從這節課來看，主要是教師沒有認真的去備課， 沒有去從學生的角度去處理教材，學生當然沒興趣。這節課，以學生的日常生活為話題，學生積極踴躍參加，效果很好，自我感覺良好。
第二課時：
I.教材分析：這是本單元的第二部分，生詞也比較多。
Language topic: Does he like salad? Yes, he does.
Does she like salad? No, she doesn’t.
Language strategies: Talk about likes and dislikes.
Main vocabulary: egg, apple, carrot, chicken, fruit, vegetable, breakfast, lunch, dinner
II.語言結構: like一般現在時第三人稱單數的一般疑問句及回答。
III.語言功能:詢問第三人稱是否喜歡某物及怎樣回答.
IV.活動設計：Guessing game
V. Teaching steps:
Step 1:Greetings.
Step 2: Words: (由對話引出)
(Ask a boy)Do you like bananas? Yes, I do. / No, I don’t.
(Ask another student) Does he like bananas? Yes, he does. / No, he doesn’t.
(Ask a girl)Do you like eggs? Yes, I do. / No, I don’t.
(Ask another student) Does she like bananas? Yes, she does. / No, she doesn’t.
依次類推 chicken, apple, carrot, fruit, vegetable.
Do you like eggs for breakfast? Breakfast is the first meal of a day.
Do you like vegetables for lunch? And do you like chicken for dinner?
(轉到第三人稱) Does he or she like carrots for lunch? Yes, he does./No, he doesn’t.
Ask the students to remember the new words.
Step 3: 1a Write the number in the box next to the correct food. (P34)
1. broccoli 2. salad 3. eggs 4. apple 5. ice cream 6. hamburger 7. banana
8. orange 9.carrots 10. chicken
Step 4: 2a Listen and circle the words from 1a that you hear. (P34)
Step 5: 1b How many other words can you add to the lists? (P34)
Fruit: apples
Vegetables: broccoli
Add five new words to your Vocab-Builder. Ask the students to remember them.
Step 6: Write down what your family like to eat.
My father: eggs, apples…
My mother: chicken, oranges, carrots…
My sister: hamburgers, ice cream…
My brother:
Ask another student to guess: What does my father like?
Does he like vegetables? No, he doesn’t.
What does my sister like? Does she like ice cream? Yes, she does.
Step 7: Let’s see what we’ve learned today.
Words:
Sentences:
Something else:
Questions:
Step 9: Homework.
1. Remember the words.
2. Practise the dialogue in pairs.
3. Finish the workbook.
教后一得：這節課不如上一節課效果好。原因是：今天我的情緒不好，把自己的個人情緒帶到了課堂，這樣是不對的。教師應當以飽滿的熱情來影響學生，調動學生，從而收到良好的課堂效果。
第三課時：
I.教材分析：
Language topic: I like oranges. I don’t like bananas.
They like salad. They don’t like broccoli.
He likes hamburgers. He doesn’t like broccoli.
She likes ice cream. She doesn’t bananas.
Language strategies: Talk about likes and dislikes.
Main vocabulary: eat, running star, lots of, healthy, food, dessert, list
II.語言結構: like一般現在時的肯定句和否定句。
III.語言功能:怎樣表達喜歡什么和不喜歡什么.
IV. Teaching steps:
Step 1:Greetings.
Step 2: Practise dialogue like this:
Do you like bananas? Yes, I do. I like bananas.
Do you like salad? No, I don’t. I don’t like bananas. I like salad.
Practise in groups: I like …, I don’t like. 轉到第?