马智宇婚礼主持词大全:初一教案

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Unit one My name is Gina.

教材分析

　1．话题：

Making new friends

　2．功能目标：

　1）使学生学会用英语介绍自己。

2）使学生学会用英语和别人打招呼。

　3．文化目标：

1）让学生初步体会用英语和别人交流的感受，培养学生学习英语的兴趣。

　2）通过对英文名字的介绍，对比中西方表达名字的不同，了解中西方文化的差异。

　3）通过对西方一些成功人士英文名字的介绍，使学生了解成功是由不懈的努力和艰苦的奋斗得来的。

　4）通过介绍英文名字的由来，使学生产生对西方文化的好奇及兴趣。

　4．认知目标：

1）词汇：

clock, hello, hi, and, question, answer, look, first name, last name

2) 语法项目：一般现在时be的用法

以特殊疑问词what开头的问句

形容词性物主代词my, your, his, her

What’s=What is I’m=I am My name’s=My name is

3) 语言目标：

　What’s your name?

　My name is Gina.

　I’m Gina. Nice to meet you.

Period one

I.教材分析：这是课本的第一部分，题目是My mane is Gina. 有很多学生第一次学习接触英语，为了调动他们的积极性，不产畏难情绪，尽量简单的处理教材。

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.语言结构: present tense to be, what questions, Possessive adj. my, your, his, her. 。

III.语言功能:询问姓名及怎样回答.

IV.活动设计：采访调查 What’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：学生学习英语的积极性很高，因为有很多是第一次接触英语，教师要积极引导，迅速让学生掌握学习英语的方法。

Period 2

I.教材分析：这是课本的第二部分，活动内容比较多，学生对教材很有兴趣，例如做学生证，用英语填写自己的名字。

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.语言结构: present tense to be, what questions, Possessive adj. my, your, his, her. 。

III.语言功能:询问姓名(分别问姓和名)及怎样回答，要求学生分清姓和名.

IV.活动设计：采访调查 What’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.

Name: Tanya

Last name: Olpez

Telephone number

535-2375

What’s her telephone number?

What’s her family name?

What’s her first name?

Step 5: 3c Make an ID card for yourself

Name: __________

Last name: ______

Telephone number

________________

Photo

Step 6: Let’s sum what we have learned this class.

Words:

Sentences:

Something else:

Step 8: Homework

教后一得：这节英语课，很成功，学习积极参与实践活动，手脑兼用，高高兴兴地戴上了自己亲手做的ID card.

Period 3 Self check

1. Give the full forms of the following. 写出下面的非缩略形式。

1）What’s your name? ____________________________?

2) His name’s Jim. __________________.

3) I’m Jenny. ___________.

2.下面是一个学生的电话号码本中的三页，按要求完成下列各题。

1）Read the statement and circle T for “true” or F for “false”.

下面的表述对的圈住T，错的圈住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. 根据下面通讯录所显示的内容，填上一个适当的词完成句子。

Example: 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问题。

（1） What’s his first name? _______________________________________.

（2） What’s his last name? _______________________________________.

（3） What’s his telephone number? _____________________________________.

　教后一得：初一学生进行书面练习非常重要，要强调书写要规范，方法要掌握。

Unit 2 Is this your pencil?

教学目的和要求 (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

日常交际用语

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.

语法:

运用my, your,his,her,its数词以及名词的复数形式.

运用these,those和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

单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.

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

单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.

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

单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.

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.

Books closed. Say Listen and play the tape.
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.
Students read aloud each word in turn as you point to it.
Explain that in Chinese these words all have the letter O and the /eu/ sound.
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

单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.

Unit 3 This is my sister

本课教材分析：

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(语言目标):

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

重点词汇： family members

this/that these/those is/are

语言结构(Structures)：

This /That is…

Is this/that…?

Yes, it is./No, it isn’t.

介绍家人，认识辨别他人，家庭成员情况的表述

跨学科学习

绘画、家谱、摄影

本单元可分为6课时(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

教学范围： Section A 1a 1b 2a Section B 1 2a

教学内容：New words:mother,father,parents,brothers,grandmother,grandfather,friend, sister grandparents.

教学目标：Learn all the new words by heart.

教学重点：单词的拼写以及人物之间的关系。

教学难点： family tree

教学方法：听说读写。

教学步骤：

Step 1: 学习重点单词。

1、利用照片，介绍人物关系，认识单词

father,mother,sister,brother,uncle,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.继续学习单词。完成以下任务：

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.复习单词

2a Listen and check the words you hear.

grandfather grandmother cousin father mother uncle aunt brother sister

教后一得：本课内容围绕学生的生活，所以学生学起来得心应手，表现出极大的兴趣，说明语言来源于生活。

Period 2

教学范围：Section A 1c 2b 2c 2d Grammar Focus

教学目标：Talk about Dave’s family and master Grammar Focus

教学重点：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.

复数形式：this these that those friend friends brother brothers and so on.

教学难点：指示代词单词的复数形式

教学方法：听说读写。

教学步骤：

1. 复习单词。

2b Listen again. Which picture are Dave and Lin Hai talking about?作出选择。

2.学习句型,弄懂this/these,that/those 的意义及区别。

Take turns talking about Dave’s family.

A:These are his brothers.

B:That’s his sister.

Go on talking.

3.听力练习。2b Listen again. Match the names with the people in the picture.

1.Dave a 2.Lin Hai 3.Anna 4.Jeff

4.口语对话

2c Pairwork 结队活动

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．总结

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：让学生了解了名词的数这个概念，通过图片和直观的手段告诉了学生怎样理解“数”这个概念，避免了生硬的说教，效果很好。

Period 3

教学范围：SectionA: 3a,3b,3c,4 Groupwork,Section B 2b,2c

教学内容：认识人。

教学目标：掌握一般疑问句的问与答。

教学重点：句型。eg.Is Guo Peng your brother? No, he isn’t. Is he your friend? Yes,he is.

教学难点：活动的有序组织

教学方法：Pairwork, groupwok

教学步骤：

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：采用一些旧照片来激发学生的学习兴趣，说明，教师在课堂活动设计中，设计的活动不要脱离学生的生活。

Period 4

教学范围：Section B 3a,3b,3c,4

教学内容：Read and write the note.

教学目标：Can talk about and write about our family

教学重难点：人物介绍的条理性。

教学步骤：

1.3a Read the letter. Draw a picture of Emma’s family.(据文字提示绘图)

Dear Maria,

Thanks for the great photo of your family.Here is my family photo.I love them very much!

See you soon.

Your friend,

2．3b Look at the family photo.Write an introduction about the people on the back of the photo. （据图写文字）

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：进一步设计活动来完成本单元的教学任务，但切忌避免机械地重复，活动应本着由简到繁的活动设计原则。

Period 5

教学范围：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：作为复习性的内容，应设计简明的单元内容明细表，让学生有清晰地认识，同时培养学生总结和归纳的能力。

Unit 4 Where’s my backpack?

本课教材分析：

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

本课的词汇：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

语言目标：

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.

重点词汇： things in the room and some prepositions: on in under behind next to

语言结构：

Where is/are….?

It is…/They are…

on,in,under,behind,next to …

学习策略

运用实物、图片理解介词的意义，利用对话，学习讨论物体的位置。

语法功能

1．辨认位置，并描述物体所在位置。

2．物体所在位置的问答。

跨学科学习

美术、绘画、方位知识。

本单元可分为7课时(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

教学内容：单词（房间里的物品名称）Section A 1a 1b 2a

教学目标：学习掌握新单词

教学步骤：

1．复习句型What’s this in English? It’s a /an…,利用句型引出单词，在学习是尽量少用或不用汉语。

2.利用实物或图片（图片可从素材库中查找），认读单词(table,bed, dresser ,bookcase , sofa, backpack, books,keys,plant,chair, drawer, baseball )。

3.看课本图片，找出单词所对应物品的字母，继续学习单词。（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. 听录音，按听到的顺序在正确的物品上排号（1-5），巩固单词，练习听力。

（1b Listen and number(1-5)the things in the picture when you hear them）.

5. 检查单词掌握情况。可采用多种方式。如：教师听写，学生听读，小组检查，同桌互相检查等。

6．通过2a（Listen and number these things when you hear看图，听录音，根据录音排序。）复习单词。

7.补充表示房间内其他物品的单词。如：wardrobe,light,computer,fish bowl,TV and so on

8.Homework.：画出自己的房间，为其中的物品标上英文，物品越多越好。

Period 2

学完单词，引入句型。

教学内容：Section A 1c 2b 2c Grammar Focus

学习方位介词 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.

教学目标：

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) 区分：my,your,his,her

教学重点：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.

教学难点：the use of my your his her

教学步骤：

1．学习介词。Watch the video and understand the meaning and the use of prepositions.(直观形象)

2．介绍介词短语（利用图片/静止动画或周围物品的摆放）：in the box, on the box,under the box, behind the box and so on.

3．通过活动，复习介词。

活动一：教师将一物品放在不同的位置，让学生用介词短语表达，练习说；

活动二：教师说短语，学生表演动作。

活动三：1c Pairwork(结队活动)

Make your own conversations. Use the words in the box..(可发掘课程资源)

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。（可让全班同学闭上眼睛，将某一物品藏于某处，,让学生猜测。提问时自然引出where 句型，便于学生理解，水到渠成。学生猜测时，引出句型：Is it ….? 及肯否定回答）eg:Where is the eraser?

5．看图片，据情景，练习句型。（为激发学生兴趣，可假设情景，画面中的男孩，就要去上学了，可自己上学需要的物品却因为到处乱扔找不到了，你能帮帮帮他吗？他的爸爸、妈妈、妹妹是怎么说的？）

Where’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．分角色进行上述对话表演。

7.听力训练。Listen.判断Where are the things from 2a? Number the picture(1-6).

(2b 听录音，判断2a中的物品出处，并在图中标出序号。

8.2c Pairwork 结队活动

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 +介词短语

Period 3

教学范围：Section A: 3a ,3b,3c,4 Game Find the Difference

教学重点：一般疑问句和特殊疑问句的问与答。

教学内容：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.

教学目标：

自由谈论物体的所在位置（Can make a dialogue with what we have learned and talk about Where the things are freely）。

为达成这一教学目的，我是这样安排本课教学的。

a) 看图，了解对话的内容。

-----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 分角色练习对话。

3b Practice the above conversation.

4. Pairwork 分角色问答，看图编写对话。

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（互相问答，发现的不同之处越多越好）

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

教学范围：Section B 1a, 1b,1c,2a,2b

教学内容：New words:math book alarm clock CD computer game video cassette hat

教学目标：Learn all the new words by heart and copy the sentences according to the tape.

教学重点：单词和句型的听与写。

教学难点：听录音，写句型。

教学方法：多听多练。

教学步骤：

1．利用实物学单词。

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

教学范围：Section B 3a,3b,3c,4 Groupwork

教学内容：句型的实际应用（阅读与书面写作）。

教学目标：能够熟练读写

教学重点：Writing a note.

教学难点：How to write a note.

教学方法：动动手，做一做，画一画，写一写。

教学步骤：

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:这是第四单元的第三部分: Self-check,即本单元的复习部分。这一部分的课本是由以下几部分组成的。

1. 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. 语言结构: 一般现在时be, 方位介词in, on, under, behind, next to。

语言功能: 询问物品在哪里及怎样回答.

跨学科学习:空间思维能力; 品德:养成良好习惯，物品要摆放有序,不能到处乱扔。

III. 活动设计：1. 猜谜游戏（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.

可以根据图片或实物来检查提问。

Step 3: Phrases 复习方位介词（先用实物来演示位置关系）

Then do it like this:（先口头后笔头）

1. 在桌子下面 under the table My hat is under the table.

2、在沙发上 on the sofa My books are…

3、在门后面

4、在……旁边

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)

养成良好习惯，物品要摆放有序,不能到处乱扔。

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(重点句型): Do you have a basketball? Yes, I do. Let’s watch TV. No, that sounds boring. That sounds great.

Vocabulary(重点词汇): TV, ball, basketball, soccer, bat, tennis racket, volleyball, interesting, boring, fun, difficult, relaxing

学习策略：运用对话练习,掌握如何用英语向对方询问是否拥有某物,

增强个人与他人的联系与交流.

跨学科学习：体育球类, 礼貌邀请别人

课时划分: 根据需要共用4课时完成本单元的教学任务.

第一课时: 球类单词，学习句型 Do you have….? Yes, I do. No, I don’t.

第二课时: 部分生词, 复习句型Do you have….? Yes, I do. No, I don’t. 学习Does he/ she have….? Yes, he/ she does. No, he/ she doesn’t.

第三课时: 部分生词, 复习Do you have ….? Does he/ she have….? 学习have的陈述句形式: I (We, You, they) have…. He / She has…..及否定句和句型Let’s….. That sounds good.

第四课时: 部分生词, 复习前面的内容, 进行Selfcheck.

The plan of each unit:

第一课时

教材分析：本课主要介绍球类单词和句型Do you have…..?所以在讲解句型之前，先让学生认知单词,可采用图片和实物等方法进行教学。

教学目标： 1.认知生词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.根据场景会熟练运用Do you have ….?进行询问且能正确的肯定和否定回答,并扩展到运用Do I/we have….? Do they have….?进行问答.

语法：have 的一般疑问句用法（用于第一、二人称和第三人称的复数）及其肯定和否定回答

语言目标：1. 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.

学习策略：通过上下文内在的逻辑关系，运用句型进行对话。

语言功能：询问你, 我(我们) ,他们是否拥有某物

Teaching steps:

Step 1. Greeting, sing an English song together

Step 2. presentation (用实物导课,引出新单词)

(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. ( 展示图片) show a picture to study the new words: tennis racket, baseball bat, soccer ball, volleyball, basketball, television

学习方法：先用图片认知单词，然后领读,注意讲解单词拼写和读音之间的联系,渗透音标教学.再用熟识的句型练习运用这些单词,让学生在不知不觉中达到熟识程度。如：What’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.

师生先进行对话,然后生生对话,可以用实物,也可以用图片,还可以用周围的事物.

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. 现场调查

The students ask their partners if he or she has a pen, a ruler, a sharpner and so on. 让每个学生都参与到这个活动来，人人都有表现的机会。

Step6. look back

Let the students sum up what we have learned this class. Then ask what they haven’t understood.

Step 7. Homework 口语练习:

问你的父母,兄弟姐妹和你的好朋友是否有…..,然后把它记录下来.遇到的生词可以查词典,然后写到你的单词积累本上.

教后一得：

学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。

第二课时

教材分析：初步掌握了句型Do you/they have…?及其肯否定回答后，学生对此有了一定的交际兴趣，再讲Does he/ she have….? 就容易接受了。

教学目标：1 掌握生词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.根据场景询问, 熟练应用句型进行交际.

语言目标：Does he have….? Yes, he does. No, he doesn’t.

Does she have…? Yes, she does. No, she doesn’t.

语法项目：have 的一般疑问句用法（适用于第三人称单数）及其肯定否定回答。

学习策略：由问及你是否有某物引到他或她是否有某物。

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.

学习单词：does, doesn’t, has, television (将单词板书,解释does, doesn’t 是do, don’t的第三人称单数，has 是have的第三人称单数,解释何为第三人称单数,以及它的用法)

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

√

可要求学生先口语练习,然后书面写出来.

Step 4. 现场调查 (利用周围事物练习句型)

4 ( P29) Survey Write four questions with Do you have? Find people in the class who has these things. Write their names.

然后再将这些句子转换成他/她有 ……吗？

练习两种句型 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

出现的生词：collection, but, play sports, only, them 要求学生会读，认知其意义，当堂不必要求会拼写，可放到课后。

3b (P29) Look at the picture. Fill in the blanks in this magazine article about Sue Swanson.

出现的生词：small, every, day, every day. 要求学生认知并记住。（small 可补充其反义词big, every 可补充其他短语，如every morning, every Sunday, every student等）

3a, 3b 这两个题目是阅读类型，可让学生先按照要求去完成任务，然后让他们朗读全文，把握其全意，增强语感。

3c (P29) Write about sports things and other things you have.

本题目是复习生词，并扩展学生的词汇量，鼓励他们去接触新的单词。

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.

总结句型，强调人称的变化和助动词的变化。

Then ask what they haven’t understood.

Step 8. Homework 口语练习：向你的同桌询问, Mike是否有字典？ Kate 是否有钢笔？Jane是否有新自行车？等等，然后把你的句子记录下来，遇到的生词可以查词典，然后记录到你的单词积累本上。

教后一得：

课堂上把时间还给学生，让每个学生都动起来。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。

第三课时

教材分析：这节课我们将学习如何向别人提出建议，这个话题很贴

近生活，所以学起来气氛比较轻松。学习了Do you

have…? Does he/she have….?后，同学们都想知道怎么表

达 “我有….. 你有….他(她)有….”了。

教学目标：1. 掌握生词let, us, let’s, play, well, sound, good, welcome

our, sport, center, like, we, many, club, ping-pong, more, join, class, interesting, boring, fun, difficult, relaxing, watch TV. （重点词汇：let, us, let’s, play, well, sound ,good）

2. 认知句型：Let’s … That sounds good. 会用它向别人提出建议。

3. 会用句型I (We, You, They) have…. He(She, Kate, Jane) has…. 及否定句自由表达。

语言目标：1. Let’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….

语言功能：用祈使句对别人提出建议以及回答, 表达某人有(没有)某物。

跨学科学习：绘画、用形容词描述某件事、礼貌待人

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.

要求学生会读单词，并掌握其拼写、含义及用法。

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

让学生填写后，读熟并同位之间互相练习。

3b.(P27) Pairwork

让两个学生对话，练习句型。

Do another exercise

4 (P27) Pairwork

阅读“招收广告”后，填写右边的表格。First name, last name 在前面已经讲过，注意和汉语拼音之间的区别，class 要注意大写，sport you like 写上你喜欢的体育项目。

文中出现的生词：welcome, our, sport, center, like, we, many, club, ping-pong, more, join, class. 要求学生会读，认知其意义，要求课后记住。

Step5. 你认识这些形容词吗？(Section B)

用汉语解释什么样的词是形容词，然后解释interesting, boring, difficult, relaxing的意思。这几个单词比较长，在讲解时，注意渗透音标教学，按音节去记忆其拼写，这样就简单多了。

Do the exercises: 1a, 1b (P28) 学生画完后，可传阅他们的作品。

2a, 2b (P28)听力题目可在听完之后，将材料投放在屏幕上，作为阅读材料练习。

2c.(P28) Pairwork 口语练习，复习句型Let’s ….. That sounds….. 和形容词interesting, boring, difficult, relaxing.

Step 6. 练习句型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.

板书：I (We, You, They) have….

He(She, Kate, Jane) has….

I (We, You, They) don’t have….

He(She, Kate, Jane) doesn’t have….

同位之间用这几个句型相互交流。特别强调He(She, Kate, Jane) has…. 中的has, 和He(She, Kate, Jane) doesn’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 以小组为单位，记述每个人有的物品。将它写在练习本上，下节课互相交流。

教后一得：

充分体现了学以致用的教学原则。学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。课堂上把时间还给学生，让每个学生都动起来。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。

第四课时

教材分析：Selfcheck 是本单元的复习部分，主要对本单元的重点词汇和句型进行复习和运用。

教学目标：1.复习球类单词和形容词

2.熟悉句型Do you have….? Let’s….. That sounds good.

3.根据场景询问, 熟练应用句型进行交际.

语言目标：Do you have…? Let’s … That sounds good.

语法项目：have 的一般疑问句用法及其肯否定回答，have的陈述句、否定句用法，与 There be 句型的区别。

学习策略：联想、编短剧、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: 练习Do you have….? 及肯定句、否定句，注意与There be 句型的区别。

1．口语练习Do you have….? Does he/she have….? Do they have….?

然后将这些句子变为陈述句.

2.（出示大屏幕）

用“有”的适当词填空：

1.____ 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. (排好顺序后，让学生反复朗读，也可以作为材料让学生上台表演)

Step 5: Just for fun 鼓励所有学生上台表演，可以让一组学生每人手拿一样东西，藏起来，让另一学生猜：你有钢笔吗？你有橡皮吗？你有小刀吗？猜完之后，也可以问第三个人：他（她）有钢笔吗？他（她）有橡皮吗？他（她）有小刀吗？Step 6: homework 总结本单元的主要内容，主要学习了什么，遇到了哪些困难，如何克服的，以后学习应注意些什么等。将它写在练习本上。

教后一得：

每学完一个单元学生就能用英语进行简单的交流。充分体现了学以致用的教学原则。学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。课堂上把时间还给学生，让每个学生都动起来。

Unit Six Do you like bananas?

单元教材分析：

本课包括三部分：Section A, Section B和 Self-check.

主题: Food.

语言功能: Talk about likes and dislikes.

询问某人是否喜欢某种食物及回答；表达喜欢什么和不喜欢什么。

语言结构: Present tense to like Yes/No questions and short answers

Affirmative and negative statements

like 的一般现在时，一般疑问句及肯、否定回答；肯定句和否定句。

语言目标: 主要语法

Do you like hamburgers? Yes, I do. No, I don’t.

I like French fries. I don’t like tomatoes.

Main vocabulary（词汇）: hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, salad, bananas, eggs, strawberry, carrots, apples, chicken, breakfast, lunch, dinner, fruit, vegetable.

品德：在平日饮食中要做到不挑食。

根据需要可以分为四课时来讲。

第一课时：

I.教材分析：这是本单元的第一部分，生词比较多，但是因为涉及到吃的东西，每个同学都有自己的爱好，学生比较感兴趣。

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.语言结构: like的一般现在时的一般疑问句及回答。

III.语言功能:询问某人是否喜欢某物及怎样回答.

IV.活动设计：采访调查 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.

运用图片和对话教学单词：hamburger, banana, tomato, broccoli, French fries, strawberry, orange, ice cream, salad 并运用这些单词进行对话：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?

日常生活中饮食要做到不偏食，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：教完这堂课，感慨颇多。以前经常埋怨学生厌学，没兴趣，从这节课来看，主要是教师没有认真的去备课，没有去从学生的角度去处理教材，学生当然没兴趣。这节课，以学生的日常生活为话题，学生积极踊跃参加，效果很好，自我感觉良好。

第二课时：

I.教材分析：这是本单元的第二部分，生词也比较多。

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.语言结构: like一般现在时第三人称单数的一般疑问句及回答。

III.语言功能:询问第三人称是否喜欢某物及怎样回答.

IV.活动设计：Guessing game

V. Teaching steps:

Step 1:Greetings.

Step 2: Words: (由对话引出)

(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.

依次类推 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?

(转到第三人称) 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：这节课不如上一节课效果好。原因是：今天我的情绪不好，把自己的个人情绪带到了课堂，这样是不对的。教师应当以饱满的热情来影响学生，调动学生，从而收到良好的课堂效果。

第三课时：

I.教材分析：

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.语言结构: like一般现在时的肯定句和否定句。

III.语言功能:怎样表达喜欢什么和不喜欢什么.

IV. 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. 转到第三人称

Ask another student: Does he like salad? No, he doesn’t. He likes bananas.

Step 3: 3 (P33) Pair work. Find out what /Bill and Bob like and don’t like.

French fries strawberry salad ice cream

Bob

Bill

Practise like this: Bob likes French fries. He doesn’t like salad.

Bill likes …

Step 4: 2b Listen and fill in the chart. (P34)

likes doesn’t like

Katrina: apples carrots

Tom:

Ask and answer questions about what Katrina and Tom like and don’t like.

Step 5: 2c Look at the breakfast, lunch, and dinner in activity 1a. Are they Katrina’s or Tom’s? Write K or T (P34)

Step 6: 3a Read the article and underline the fruits and the vegetables. (P35)

Runners eats well!

Middlebrook High running star Katrina Pedrosa eats lots of healthy food. For breakfast, she likes eggs, bananas, and apples. For lunch, she likes hamburgers, salad, and oranges. And for dinner, she has chicken, tomatoes, French fries and, for dessert, ice cream.

New words: eat, running star, lots of, healthy, food, dessert

(有些单词让学生会读即可。)

Step 7: 4a You are going on a picnic with a group of friends. Make a list of food to buy. (P35)

I like apples. Do you like apples? Yes, I do. Do you like oranges?

Yes, I do. What do they like? …

Then read your list of food to the class.

Step 8: Let’s see what we’ve learned today. (Ask the students to sum by themselves)

Words:

Sentences:

Something else:

Questions:

Step 8: Homework.

1. Ask the students to remember the new words.

2. Practise the dialogue in pairs.

2. Exercises.

教后一得：本单元主要学习如何表达喜欢什么和不喜欢什么，对于这一话题，学生非常感兴趣，通过教给学生一些食物名词，并适当补充一些日常用到的名称，进行对话练习，学生热情高涨。

第四课时

Self-check (Revision)

I．教材分析:这是本单元的最后一部分: Self-check,即本单元的复习部分。这一部分的课本是由以下几部分组成的。

1.Key word check. Check the words you know.

2.Add five new words to your Vocab-builder.

3.Draw the food you like to eat for lunch.

4. Ask your classmates what they like to eat for lunch. Find someone who likes to eat the same lunch as you.

Just for fun! Do you like broccoli?

II.这一部分可分为如下几个步骤进行：

Step 1:Review words like this:

Food: chicken hamburgers French fries ice cream

Fruit: apples bananas oranges

Vegetables: salad carrots tomatoes

Ask the students to remember them and check up.

Step:II. Practise the language topic (P32) Grammar Focus.

Do you like salad? Yes, I do. No, I don’t

Do they like salad? Yes, they do. No, they don’t.

Does he/she like salad? Yes, he/she does. No, he/she doesn’t.

I/They like oranges. I/They don’t like bananas.

He/she likes ice cream. He/She doesn’t like bananas.

Stop III. Write about what Tom likes to eat for breakfast, lunch, and dinner.

For breakfast, Tom likes eggs, oranges, and bananas. For lunch, he likes hamburgers,____________________________________. And for dinner, he likes ______________________________________.

Step IV. Write about what you like for breakfast, lunch and dinner.

Step V. Draw the food you like to eat for lunch.

Step VI. Ask your classmates what they like to eat for lunch. Find someone who likes to eat the same lunch as you.

Step VII Fun (Ask the students to read the dialogue in a strange voice to make more fun)

Step VIII. What you have learned from this Unit.

Questions:

Homework: 1. Remember all the words in this Unit.

2. Practise the dialogue in pairs.

3. Finish the exercises about this unit.

教后一得：本课时回顾、练习了本单元的教授内容，通过练习，进一步巩固了本单元的所学内容，进一步设计活动来完成本单元的教学任务，但切忌避免机械地重复，活动应本着由简到繁的活动设计原则。

Unit Seven How much are these pants?

该单元的主题是shopping, 主要词汇有socks, T-shirt, pants, shoes, shorts, sweater, bag, dollar, black, small, short, long, numbers 10-31, 两个语言点是how much question 和指示代词 this, that, these, those, 语言目标是How much is the blue T-shirt? It’s 10 dollars. Ok, I’ll take it. Thank you. You’re welcome.语言目的是通过大量的反复的对话练习, 掌握如何询问价格, 谈论衣服, 表示感谢。与这个单元相关的知识有hat, I like …Do you like…? Do you have…? numbers 1-9。计划本单元教学课时为6课时。其中，Section A 计划用三个课时，Section B 计划用两个课时，Selfcheck计划用一个课时。教学策略是设计大量的对话以及结队活动、小组活动等任务型活动，让学生在重复、模仿中学会对话，进行简单的分角色表演，在完成任务中完成语言学习任务。

设计思路：

基础英语阶段课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。新课程倡导任务型教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。因此，我把每个课时的教学内容都设计成由简到难的任务，让学生在克服困难、完成任务中循序渐进地接受新知识，寓乐于学，积极培养和保护学生对英语学习的积极性，建立他们学好英语、用好英语的初步自信心。

下面就每个课时的教学内容以及教学活动设计安排做详细地介绍.

第一课时

内容为Section A 的1a,1b,1c三个部分。包括单词socks, T-shirt, shorts, sweater, bag, hat, pants, shoes以及对话How much is this T-shirt? It’s seven. How much are these socks? They’re two dollars.

教学目的：学会使用新单词；了解如何询问价格。

I. Lead in.

Greetings.

T: Hello, everyone! Do you like shopping?

S: Yes, we do.

T: Do you know the names of the clothes?

S: Sorry, we don’t know.

T: That’s all right. This class we will learn the names of the clothes.

II. Show the names of the clothes with pictures.

III. Remember the words and then do the exercises.

1a Match the words with the pictures.

1b Listen and circle the things in the picture you hear.

IV. Watch a play. Listen carefully and let’s find out how to ask prices.

V. Presentation

A: How much is this T-shirt?

B: It’s seven dollars.

A: How much are these socks?

B: They’re two dollars.

VI. Practice. Two Ss make a dialogue to practice the pattern.

VII. Task

Look at Meimei Clothing Store, and ask the prices with your partners.

VIII. Homework.

Practice to use how to use the question: how much.

Find five more clothing names, and write them down on your workbook.

教后一得：本课内容是关于购物的，围绕学生的生活实际，又加之内容较简单，所以学生学起来得心应手，表现出极大的兴趣，说明语言来源于生活。

第二课时

内容为Section A 部分的2a, 2b, 2c三个部分,包括单词black, white, red, green, blue, big, small, short, long 以及Grammar focus:

How much is the red sweater? It’s eight dollars.

How much is this blue T-shirt? It’s seven dollars.

How much is that white bag? It’s nine dollars.

How much are these black pants? They’re ten dollars.

How much are those blue socks? They’re three dollars.

教学重点是如何描述衣服，继续练习如何询问价格。

教学过程：

I. Lead in.

Greetings.

T: Good morning, boys and girls. Do you like songs?

S: Yes, we like songs very much.

T: Now I have a beautiful color song for you. Let’s learn to sing it. Ok?

S: Ok.

Watch the play and sing the color song.

II. Presentation: black, white, red, green, blue, big, small, short, long.

Find out three opposite in the new words: black --- white, big --- small, short --- long.

III. Practice.

1.Remember the new words with your partners.

2. Review the names of clothes and describe the clothes. We can do like this:

T: What is this?

S: It’s a hat.

T: What color is it ?

S: It’s red.

T: It’s a red hat, isn’t it?

S: Yes, it is a red hat.

V. Task one.

Say the colors in our classroom and try to describe the things in the picture, such as a red flag. Let’s contest.

V. Do the exercise.

2a Listen to the conversations. Circle the things you hear.

2b Listen again and fill in the price tags.

VI. Presentation

How much is the red sweater? It’s eight dollars.

How much is this blue T-shirt? It’s seven dollars.

How much is that white bag? It’s nine dollars.

How much are these black pants? They’re ten dollars.

How much are those blue socks? They’re three dollars.

VII. Task two.

Pairwork Ask and answer questions about the things in 1a.

How much …?

It’s…/ They’re …

VIII. Homework

Please write five sentences after the presentation.

Please find out five more kinds of color, and write their English names on your workbooks.

教后一得：本课学习几个表示颜色的单词，进一步练习如何描述衣服，询问价格，学生的兴趣很大。

第三课时

内容是Sections A的3a,3b, 4三个部分。单词：clerk, help, want, here。日常用语here you are, you are welcome。重点是通过练习shopping，学会简单的购物交际。

I. Lead in.

T: Hello, everybody. Would you like shopping?

S: Yes, we’d like to.

T: Ok. This class we will go shopping together.

II. Watch the play about shopping.

Know how to want something in a store and how to buy something you need.

III. Listen carefully and then fill in the blanks in the conversation.3a

Learn the following while Listening.

New words: clerk, help, want,

Sentences: (Please give more examples such as the following)

-I want a new sweater.

-Here you are. (new)

-Thank you.

-You are welcome. (new)

IV. Practice the conversation above. Then talk about these things.

V. Task.

You want a blue T-shirt. How will you do in the store? Please act it in pairs.

VI. The memory game

Write a sentence. Then play a memory game.

Example: The blue sweater is seven dollars.

-The blue sweater is seven dollars.

-The blue sweater is seven dollars. The red socks are two dollars.

-The blue sweater is two dollars.

VII. Homework

Read 3a.

教后一得：在实际的课堂教学过程中，为学生创设符合实际情况的对话情景，使学生在浓厚的英语氛围中学习英语，得到事半功倍的效果。

第四课时

内容是Section B的1a, 1b, 2a, 2b, 2c部分。包括单词number 10-31和 shopping。目的是学会数字10-31，进一步练习询问价格和表示感谢。

I. Lead in.

T: Hello, everyone! Do you like the song?

S: Yes, we do.

T: Let’s sing the song --- Ten Little Indians.

II. Revision.

Write down the number 0---9 on the workbook.

Read the phone numbers on the cards.(教师和学生提前准备一些电话号码卡)

III. Listen to the tape and repeat.

10 11 12 13 14 15 16 17 19 20

21 22 23 24 25 26 27 28 29 30

ten eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty twenty-one twenty-two twenty-three twenty-four twenty-five twenty-six twenty-seven twenty-eight twenty-nine thirty thirty-one

Let’s find out the rules in the numbers.

IV. Do the exercises.

1b Write a number from the box next to the correct word below. Which two rows of numbers are in the wrong place?

V. Check.

2a Listen and circle the numbers in 1a that you hear.

2b Listen and circle the things in the picture that Lisa and her mom talk about. Check[√] the thing Lisa buys.

VI. Presentation

How much are the red socks?

They’re eight dollars.

VII. Pairwork.

2c Practice asking and answering questions about the clothes in the picture.

VIII. Task.

Here are some clothing in Meimei Clothing Strore. Please ask and answer the prices.

IX. Homework

Learn the numbers by heart.

教后一得：通过这节课的巩固练习，学生掌握了本单元的重点。

第五课时

教学内容是Section B的3a, 3b, 4 三个部分。形式为广告,但主要内容是描述衣服及其价格。单词：clothing, store, sale, time, year, again, fantastic. Price, cheap, all, each, or, just, believe, come, down, come down to, yourself, cool, goods, buy, from, sell。教学目的:通过学习该部分,学生能够简单描述衣服,并为自己的服装店做个广告。

教学过程:

I. Revision.

Show the pictures of the clothing. Let’s read and spell the names.

Ask the price according to the pictures.

II. Do the reading practice.

3a Read the ad and fill in the price tags.

Do the ask-answer exercises in pairs according to the prices in 3a.

III. Learn the new words.

Listen to the tape and repeat.

clothing, store, sale, time, year, again, fantastic, price, cheap, all, each, or, just, believe, come, down, come down to, yourself, cool, goods, buy, from, sell

III. Task.3b

1.You have a clothing store next to Huaxing. We go to your shop. Please answer our questions about the prices of the clothing.

2. Then write your own ad. The beginning has been given.

Mr Cool’s Clothing Sale

Come to Mr Cool’s Clothing Sale. These socks are only 5 dollars. Do you like…?

IV. Task. 4

Groupwork

Your group is having a sale. You each have 200 RMB. You can buy or sell anything you like. Make a note of what you buy or sell.

Names

Goods

Buy from

Sell to

Price

本节课是个检测课, 是对本单元所学习的内容的全面复习和检测。包括新单词：zigzag, clothes, shop, yellow, ask, which，新短语：have a look, 日常用语：I’m sorry.

1 Key word check. Check [√] the words you know.

单词检测，可以根据实际,或由学生自己检测，或在教师的指导下检测, 由学生自己检测则可锻炼学生的自学能力。

2 Write five new words in your Vocab-builder.

词汇积累, 由学生自己独立完成, 锻炼学生的自学能力。

3为阅读检测，在规定的时间内完成后，集体批改答案。

该题含新单词zigzag clothes shop yellow ask which,短语 have a look,句子: I’m sorry.在做题过程中, 教师要对此进行讲述。

除了做好书上的题目以外,根据本单元的学习特点,我另外设置了以下题目：

1. 话剧表演 (课内完成):

分小组, 卖方一人和买方五人, 扮演售货员和顾客, 购买自己需要的物品, 先在小组内演练, 最后到前台表演。

2. 写作和书写练习 (可在课后完成, 由教师批阅):

为你的商店写一则简短的\有吸引力的广告。

教后一得：本节课是个检测课, 是对本单元所学习的内容的全面复习和检测。包括新单词：zigzag, clothes, shop, yellow, ask, which，新短语：have a look, 日常用语：I’m sorry. 学生掌握的很好。

Unit 8 When is your birthday?

教学目标：

1学会日期表达法（月份，日期）

2解生日更多的含义并学会谈论自己，同学以及父母家人的生日

3会合理的安排自己的作息时间，做时间的主人。

教学向导：

语言功能：谈论日期

语言目标：月份的使用，序数词的使用，when 引导的特殊疑问句

语言结构：when 引导的特殊疑问句， ‘s 所有格形式，询问年龄（标准用法）

重点词汇：months of the year, ordinal number 1^st-31^st, birthday party ,speech, contest, school trip

学习策略与思维技巧：角色扮演，自我评价

跨学科学习：

艺术：制作小挂历

数学：计算

社会实践：制作日程安排

period 1

Step1. Greeting:

T: Good morning, everyone. What day is today? What’s the date today? Oh, I remember, today is my mother’s birthday.

S: Happy birthday to your mother!

T: Thank you very much. By the way, when is your birthday?

S: My birthday is…..

T: Ok, this class we’ll study the new lesson : When is your birthday?

Step 2. Let’s see the new words we’ll use.

First read by themselves. Then read after the recorder.

Step 3. Let’s come to 1a. Listen and repeat. Then practice the sentence: When is your birthday? with the twelve months. For example: When is your birthday? My birthday is June fourth.

Step 4. Let’s listen and number the conversations (1 -3)

After listening, show the students how to express the date.

Then show some pictures of calendar. Point some days and let them say out.

Show a calendar and practice the sentence: When is your birthday?

Step 5. listen and repeat. Listen carefully and circle the date in the conversation.

Step 6. Listen and match the names , months, and days. After listening, check the answers. And ask who is all right?

Step 7.Make a card and make a dialogue like the following:

A: Hello! When is your birthday?

B: My birthday is ….

A: How old are you ?

B: I’m …..

A: What’s your telephone number?

B: My telephone number is ….

Step 8. Ask your friend’s birthday and write it down.

Step 9. Who knows your father and mother’s birthday?

You are great!

Tell them: we should care for our parents more.

Step 10. Do some exercises

1.Can you say some national festivals of China? When are they?

2. Answer the following questions

Summary:

Homework: Write five sentences about you and your family: My name is …. I’m …. My birthday is ….. My mother’s birthday’s is …..

教后一得：

新目标英语Go for it 的教材选材非常贴近学生的生活实际。每学完一个单元学生就能用英语进行简单的交流。充分体现了学以致用的教学原则。学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。课堂上把时间还给学生，让每个学生都动起来。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。怎样让每个孩子都说话，每个任务都有话说。

Period 2

Step 1. Greeting. Good morning.：

Step 2. go over some words we learned last class. Say twelve months of a year.

Make a dialogue like: When is your birthday? My birthday is …..

Step 3. Do you have a calendar in Chinese at home? Please make a calendar in English by yourself. And please mark your birthday and your parents’ birthdays on your English calendar.

Step 4. 班级生日册

I have an English calendar. Let me tell you when my birthday is. My birthday is December 21^st. When is your birthday?

Names

Birthday

Month

Date

1. Four students a group. Ask their partners: When is your birthday? And then write the date in the chart.

2. Let one of the students in a group tell us.

3. Order the dates of the students’ birthdays in turn. And try to find how many students do they have birthday in one day?

Step 5. 寻找同学们共同喜欢的日子

Which day do you like best in a year? I like December 25^th, because its’ Christmas Day. And it is also my birthday. What about you? When is your birthday?

Step 6. do some exercises

用所给词的正确形式填空

1.Today is her _______(eight) birthday.

2.This is ____ (I) mother.

3.Let’s ___ (watch)TV.

4.That _____(sound) good.

5.Do you _____ (like) basketball?

6.She is ______(shop).

7.Henry ______ (have) a computer game.

8.I have a pair of ______ (sock).

9.These are my ________(photo).

10.There ______ (be) a basketball and some books on the desk.

句型转换

1 My birthday is October tenth.（就划线部分提问）

_______ is ______ birthday?

2.I was born in 1985.(就划线部分提问)

______ ______ were you born?

3.Vera is fifteen. (就划线部分提问)

_____ ____ is Vera?

4.We have a pop concert every year.（变为一般疑问句）

______ you ______ a pop concert every year?

5.How old are you?（同义转换）

________ your _______?

教后一得：

结合学生的实际，让学生统计同学的生日，寻找自己喜欢的日子，通过这些真实的活动任务，帮助学生学习语言和运用语言，并开展合作学习。

Period 3

1. Greeting

2. Check the new words we learned last class.

3. Do the exercises

写出下列日期的英文表达法（6分）

3月12 日___________ 8月14 日___________ 1月5 日___________

7月20 日___________ 12月21 日___________ 9月9 日___________

根据句意填入所缺单词，每空一词（8分）

1. I was b_____ in January 15^th.

2. When is your b______,Nick? It’s June 4^th.

3. H____ old is your sister?

4. We have an Art F_______ each year.

5. I like basketball and v_________.

6. When is your school t_______?

7. Jane is thirteen y_______ old.

8. O_______ 1^st is our National Day.(国庆节)

4. Let’s look at the textbook.

Match the pictures and the events. Write the correct letters next to the word.

The keys: 1. d 2. c 3. b 4. a

Let’s come to 2a Listen and check the events above that you hear.

Then listen again and fill in Joe’s calendar.

5. pairwork

for example:

A: When is Basketball game?

B: It’s on October 3.

6. Do you have these events at your school? Check the boxes. Write the month, if you know it. Think of one more event.

For example:

A: What events do you have at your school?

B: We have an Art Festival each year.

A: When is it?

B: It’s in April.

A: Do you have a pop concert?

B: Sorry, I don’t know.

7. Writing practice

Write five things about yourself on a piece of paper. Another student will read it to the class. Can your classmate guess who the student is?

I’m fifteen years old. My brother’s birthday is January 1^st. I like baseball and volleyball…….

教后一得：

在课堂上，教师是参与者，帮助者，学生是活动的主体，学生的任务是开放的。学生以小组为单位进行活动，在较真实的语境中锻炼口头、笔头能力。有利于培养学生的合作精神，促进学科之间的渗透和交融。

Period 4

1. Greeting: Good morning

2. Let’s go over the new words and make sentences with them.

3. Look at the photos of famous people. Try to find their names and their birthdays.

4. Do the exercises.

选择正确答案

1.Li Ming’s birthday is ______ April 11.

A.on B.at C.in D.of

2.My birthday is ______ March.

A.on B.at C.in D.of

3.The boy is only ____.Today is his ______ birthday.

A.five;five B.fifth;five C.fifth;five D.five;fifth

4.______ today? It’s Monday.

A.What day is B.What’s the date C.When is D.How is

5.______ is the third month of a year.

A.January B.February C.March D.April

6.There are ______ months in a year.

A.twenty B.twelve C.twelfth D.twentieth

7.---_____ is New Year’s Day?

---It’s January 1^st.

A.Which day B.What day C.What D.When

8.Sunday is the _____ day of a week.

A.third B.second C.first D.last

适当的代词替换划线的单词

（　）1. Mary's birthday is tomorrow.

A. His B. I C. Their D. Her

（　）2. John's coat is brown.

A. You B. Her C. His D. He

（　）3. Jane Johnson's date of birth is June 3.

A. Their B. Them C. Her D. She

（　）4. Pablo's and Bill's birthdays are in October.

A. Their B. My C. Them D. Theirs

（　）5. My sister's favorite game is baseball.

A. Your B. My C. I D. Her

按正确的顺序排列序号

Mary:I’m fourteen.

1. John:Hi! Is today your birthday?

2. John:How old are you?

3. John:Congratulations!

4. Mary:Yes, it is.

_______________________________________________________

选择正确的单词填空

speech contests who when January August 　us we 　school trips

1. ____ is she?

2.____are Sam and Martha going to the game?

3.Please, Mom, let ____ have a party!

4.The eighth month is ____

5.Does your class go on ____?

完成句子

1.你们学校有什么活动？

_______ ______ do you have at your school?

2.在四月份有一场英语演讲赛。

There is _______ ______ ______ contest ______ ______.

3.我弟弟的生日是1月1日。

My brother’s birthday is ______ ______.

4.你是哪年出生的？

______ ______ were you born?

5.8月份我们要去郊游。

We are going to have a ____ _____ _____ ______.

6.我们每年都有一次艺术节。

We have ______ _____ ______ each year.

阅读下列邀请函并回答问题

It’s My Birthday!

Ann White hopes you can come to her party!

Time:4:30 Date: Sunday, February 16th

Place: Flat 13A,Dong Qian Building

Telephone:890621

1. When is Ann’s party? _____________________________

2. At what time is it going to start? ________________________

3. Where is she going to have her party? ____________________

4. What’s her telephone number? _________________________

5. What’s her address? _________________________________

教后一得：

现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和合作精神的原则，我们设置了如上这些题目。其中“阅读下列邀请函并回答问题”，能够调动学生课外英语学习的积极性，锻炼学生独立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。

l UNIT 9 Do you want to go to a movie?

LESSON 1 – (READING)

1. Language Goals:

Talk about movie preferences and make plans.

New language:

-Do you want to go to a movie? Yes， I do。I want to go to an action movie.

-What kind of movies do you like? I like comedies and documentaries but I don’t like thrillers.

-kinds of movies: thriller, war, documentary, comedy, romance, action movie, mystery, fantasy and adventure

-descriptions: scary, boring, great, fun, exciting, sad, funny, awesome, fantastic, wonderful

II. Teaching Aids:

Movie posters

Balloon (for grammar focus)

III. Vocabulary Words:

film, war movies, action movies, romances or love stories, thrillers, comedies, documentaries, mysteries, fantasies and adventures

-exciting, sad, scary, funny, great, fun

IV. Teaching Steps:

1. Teacher talks about the movie he/she has seen lately. Make necessary gestures to get the attention of the students (like story telling).

2. Ask the students about the movies they have seen recently. Let them write the answers on the board.

3. Write the vocabulary words on the board. Explain clearly the meaning of each word with the use of teaching aid (posters). You may use appropriate gestures to make the explanation simple.

Examples: Film – is another English word for movie.

Comedies – are a kind of movies made to make people laugh and feel happy.

Documentaries – are often educational and usually talk about famous historical events and study of a famous people.

Action movies – are simple stories of good people against bad people, where most problems are resolved using physical force. Usually action movies have fighting scenes.

Thrillers – are scary movies with lots of surprises and usually they make people jump.

4. Teacher reads every word with correct pronunciation while students listen.

5. Say every word and ask students to repeat after you.

6. Group the class into 5 and ask each group to read the vocabulary words correctly.

7. Point to the example (1a): Say number1is (a), action movie. Ask them to match the kinds of movies with the posters. Check the answers afterwards.

教学一得：次项活动，帮助学生学习语言和运用语言，提高了学生的学习兴趣，提高了他们的参与意识。

LESSON 2 (LISTENING AND SPEAKING)

1. Sing a song (to the tune of LONDON BRIDGE).

I’m the first one don’t change me, don’t change me, don’t change me,

I’m the first one don’t change me-oh no just let me be.

2. Pair work: Ask students practice the given conversation (guided by the teacher). Take time to practice the dialog for mastery.

Ex. Do you want to go to a movie / Do you want to see a movie?

Yes, I do. I want to see a thriller movie.

3. Listening: Ask students to do activities 2a and 2b. Tell them to listen carefully.

4. Introduce GRAMMAR FOCUS. Give the rules and explain further by giving more examples. Note: A teacher could give additional examples out of the given content such as city – cities…

A. Singular Noun Plural Noun

thriller thrillers

documentary documentaries

comedy comedies

action movie action movies

-Read the singular and plural forms of nouns to the students and ask them to repeat. Point out the change from y to ies when the word documentary becomes plural.

B. Explain contractions. Blow up a balloon- ask what happened? (It expanded.) Let the air out-ask what happened? (It contracted which means to get smaller.) Ex. do not – don’t

-Point out that present tense questions with want are answered with a form of the verb do - do, don’t, does, doesn’t

Examples: Do you want to go to a movie? Yes, I do. / No, I don’t.

Does he want to go to a movie? Yes, he does. / No, he doesn’t.

Does she want to go to a movie? Yes, she does. / No, she doesn’t.

5. Ask the question. What kind of movies do you like?

Encourage students to give more “What kind of…questions” they might be able to ask. Example: What kind of food do you like? OR What kind of animals do you like?

6. Oral activities (3a and 3b): Read the 2 conversations. Then ask students to read them aloud. Write the sentences from the conversation on the board. Point to the word “and” and say, we use “and” when both ideas in the sentence are the same. We use “but” when the 2 ideas in the sentence are different. Have the students practice more orally.

教学一得：英语是一种语言，重在应用，通过这项活动，教会学生能够学以致用。

LESSON 3 (LISTENING, READING AND WRITING)

1. Introduce key vocabulary words-used to describe movies (Section B 1a). Ask students to focus on the pictures and let them fill in the blanks individually. Review the answers together. Accept all reasonable answers and correct unreasonable answers. Such as writing sad under comedies.

2. Have the students listen and circle the description words in 1a that they hear.

3. Let them listen again. Ask them to list down the words that the characters (Edward and June) use when they talk about the different kinds of movies (2b).

4. Ask the students to read what Jung says and write the differences between Edward and June (2c)

5. Give more emphasis on reading practice using the target language under activity 3a. Group the students and ask each group to read the description words correctly.

教学一得：在任何一节英语课中，听，说，读，写四个环节，都是不可欠缺的，或偏重于这个，或偏重于那个。

LESSON 4 – (PRACTICE ORAL ENGLISH)

1. Review all key vocabulary presented in this unit. Ask students to check all the words they know and find out the meanings of the words they don’t know. (SELF CHECK)

2. Call on students and ask each of them to give a word and use it in a simple sentence. Example: documentaries - I don’t like documentaries because they’re boring.

3. Invite pairs of students to say the conversation or dialogue for the rest of the class.

4. Ask students to share their friend’s movie preferences (likes and dislikes), what the person thinks about movies.

For example: I have a friend. Her name is Ann. She likes comedies very much but she doesn’t like documentaries because they’re boring.

5. Encourage every student to speak English and correct every mistake for further understanding.

教学一得：新目标英语Go for it 的教材选材非常贴近学生的生活实际。每学完一个单元学生就能用英语进行简单的交流。充分体现了学以致用的教学原则。

UNIT 10 – Can you play the guitar?

LESSON I

I. Language Goal:

Talk about abilities.

New language:

Can you draw? Yes, I can, No, I can’t. What can you do? I can fly a kite.

II. Teaching Aids:

Concrete examples of musical instruments or pictures

Pictures of people and animals showing abilities

III. Vocabulary Words

can, can’t, paint, dance, swim, drive, clean, cook, fly, speak, walk, climb, read, plant, jump

IV. Teaching Steps:

1. Begin by showing some pictures of people and animals showing their abilities. Ask students to say something about each picture. Talk more about the pictures.

2. Introduce vocabulary words and explain clearly. You may act out every word or use gestures for comprehension.

Examples: Can – is used to show what a person or an animal is able to do such as: Mother can cook Chinese food. Father can play the guitar well.

Can’t - is the short form of cannot. It refers to the things a person or animal cannot do such as: A small boy can’t paint a house. A baby can’t go up the stairs

3. Read every word while students listen.

4. Divide the class into 5 and ask each group to read the vocabulary words correctly.

5. Let the class read again the words. Take note of the students’ pronunciation and correct every mispronounced word.

6. Ask students to match the word with the pictures (1a). Check the answers afterwards.

教学一得：教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。

LESSON 2 (SPOKEN CONVERSATION)

1. Take time to discuss western culture in joining a club. For example in America, students are encouraged to join a club like music club, English club, sports club, art club etc.

2.Say the sample conversations. Have students repeat for mastery.

Conversation 1

Girl: I want to join the English club.

Boy: Oh, can you speak English?

Girl: Yes I can.

Conversation 2

Girl: Can you clean your bedroom?

Boy: No, I can’t.

Conversation 3

Girl: I want to join the art club.

Boy: Can you paint?

Girl: Yes, I can.

2. Ask students to practice the conversations in pairs. Encourage them to use the given vocabulary.

Examples: Can you play the violin?

Yes, I can. (Nod your head.)

No, I can’t. (Shake your head.)

-Can you play after class? Yes, I can. / No, I can’t.

- I want to join the music club.

Can you sing?

Yes, I can.

3. Listen in on various pairs to be able to check the progress and help the students with their pronunciation.

4. Ask the students to do activities 2a and 2b. Tell them to give special attention to listening activity (names of the clubs).

5. Introduce GRAMMAR FOCUS. Explain clearly by giving more examples.

Can you dance? No, I can’t.

Can you sing? Yes, I can.

Can he paint? No, he can’t.

Can she speak English? Yes, she can.

Can you speak English? Yes, we can.

6. Guided reading practice using target language: Let students do activity 3a.

7. Call attention to the example conversation (3b). Read the instructions for the activity. Demonstrate the activity. Ask students to interview other students sitting near them. Call on students to tell what they found out. Take time for oral practice.

教学一得：教师是参与者，帮助者，学生是活动的主体。学生的任务是开放的，他们能够在较为真实的语境中锻炼口，笔头交流能力。

LESSON 3 (PRACTICE WITH THE NEW VOCABULARY WORDS)

1. Call attention to the pictures. Talk about the common musical instruments (Section B).

2. Point to the five words at the top. Have students read the names of these five musical instruments. Provide pronunciation help.

3. Ask students to match each word with its picture.

4. ORAL PRACTICE - Call attention to the conversation in the picture. Ask students to read it aloud (1a).

Examples: Can you play the piano?

No, I can’t.

Can Bill play the guitar?

Yes, he can, but he can’t sing.

5. Demonstrate the activity with a student. Ask students to work in pairs. Tell them to ask and answer the questions for class.

6. Give more emphasis on oral activity. Encourage all students to participate and practice spoken English.

教学一得：课堂上把时间还给学生，让每个学生都动起来。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。

LESSON 4 (EVALUATION0

1. Ask students to check all the words they know and find out the meanings of any words they don’t know (self-check)

2. For evaluation, ask students to listen carefully to every sentence you are going to say and let them answer with YES or NO.

1. A baby can fly.

2. Big brother Alan can run fast.

3. Girls can dance.

4. A dog can sing.

5. A desk can grow.

6. Little David can drive a car.

7. A plant can walk.

3. Read every sentence and let students fill in the missing word using can or can’t (oral). Try to act out a word if the students don’t understand the meaning or use some gestures.

1. Mother _____climb a tree.

2. A doctor ____ cure an ill person.

3. A fish ____stay out of the water for a long time.

4. A boy ____ fly a kite.

5. Little boys ____carry big and heavy boxes.

6. Mother ___ cook delicious meals.

7. You ____clean your bedroom.

8. Dog ___fly like birds.

4. Call on students individually and let him/her talk about his/her own abilities.

Examples: I can speak English very well but I can’t speak Chinese.

I can sing but I can’t dance.

教学一得：适度的练习，可以使学生学会怎样去应用所学知识，理解所学知识，巩固所学知识。

Unit 11 What time do you go to school?

LESSON 1

I. Language Goals:

Talk about routines.

Ask about times.

-New Language:

What time do you get up? OR When do you usually get up?

I get up at five o’clock. OR I usually get up at five o’clock.

When does she take a shower?

She takes a shower at five o’ clock.

What time is it?

It’s ten o’ clock.

II. Teaching Aid:

Teaching clock with moveable hands

III. Vocabulary Words:

Routines, run, eat breakfast, go to school, do homework, go to bed, shower, o’clock, morning, get up, usually, pen pal, arrive, around, pretty, lunch, quarter, noon, break, finish, half, evening, hour

IV. Teaching Steps:

1. Greetings.

2. Read the short description below (about routines). Tell students that this is what Nancy’s pen pal does everyday. Listen carefully.

*I usually get up at a quarter past seven-that’s seven fifteen in the morning. I have breakfast at eight o’ clock and then take the bus to work at half past eight. I usually arrive at work at a quarter to nine. My morning is usually pretty busy and I like taking a lunch at noon. In the afternoon, I usually have another break at three fifteen. I usually finish work at a quarter to five and arrive home around six in the evening. At night, I usually go to bed at eleven o’ clock.

3. Read the vocabulary words on the board.

4. Read again and ask students to repeat every word after you.

5.Give the meaning of every word using the description above. Don’t forget to use some gestures to make every meaning clear.

6. Ask the class to read the words again. Correct every mispronounced word.

7. Have students do exercise 1a. Check the answers afterwards.

教学一得：在新课程当中，虽然教师不再是课堂的主体，但教师的作用仍然是举足轻重的，一节课的效果如何，关键在于教师的引导和带动，所以教师的情绪回左右课堂。这一点，每个教师都要注意。

LESSON 2

1. Say, look at the rules for telling time in English.

a. In English we use “past” to say times after the hour until half past, or 30 minutes past the hour. Example: 9:30 – It’s half past nine.

b. In English we use o’ clock only at the full hour. Example: 2:00 – It’s two o’ clock.

c. We can also say the number in groups of two. Example: 7:25 – It’s seven twenty – five.

d. When speaking about the different times of the day we often use: in the morning, in the afternoon, in the evening.

e. In English we use “at night” not “in the night.

2. Ask students to do activity 1b. Remind them to listen carefully.

3. Ask students to practice the dialogue in pairs.

What time do you usually get up, Rick?

I usually get up at five o’ clock.

4. Let the children listen to the conversation (2a) and ask them to do the written exercises (2a and 2b)

5. Discuss grammar focus. Go over the rules for telling time. Try to extend the grammar focus by giving more examples. Below is just a simple example. Take note how questions are answered. Look at the verbs used.

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.

What time does she go to school? She goes to school at eight o’ clock.

6. Ask students to read the grammar focus repeatedly.

教学一得：教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。怎样让每个孩子都说话，每个任务都有话说。

LESSON 3

1. ORAL PRACTICE: Go over the shower schedule (2b). This time teach students on how to ask and answer questions correctly. Then let students do it in pairs..

2. Introduce the passage (3a). Read it aloud to the students then ask them to read it after you.

3. Have the students answer the written activity (3a).

4. MORE ORAL PRACTICE! Talk about parts of the day (morning, afternoon and evening).

5. Ask the students about their daily routines or every day activities like: get up, eat breakfast, go to school and so on and so forth.

6. Take students to the pictures under Section B 1a. Let them answer.

7. Point the conversation in the picture 1b. Ask a partner questions about when people do these things. (PAIRWORK)

Example: When do people usually eat breakfast? People usually eat breakfast in the morning.

8. Now call a student and ask him/her to read the conversation in the picture (2b). Ask the students then to work in pairs. Direct pairs of students to ask and answer one or two questions as the class listens.

9. Proceed to activity 3a. Call attention to the letter from Jennifer to Selina. Read it aloud then ask a student to read it again. Encourage students to ask questions about the contents of the letter and answer every question.

10.Have the students read the letter again and ask them to answer the written activities (3a and 3b). Then check the answers afterwards.

教学一得：学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。

LESSON 4

1. Go over the daily routines of the students.

Get up, take a shower, eat breakfast, go to school, run, do homework, eat dinner, go to bed

2. Review telling time and parts of the day.

3. Share you daily routines to the students. Let them listen.

4. Call some volunteers to talk about their daily routines too (individually).

5. Enrichment activity: Tell the times below.

NOTE: Explain am and pm first.

Example: 10:30 am Answer: It’s half past ten or ten thirty in the morning.

1. 12:15 pm –

2. 9:45 am -

3. 9:25 pm –

4. 2:28 pm –

5. 6:10 am –

6. How do we ask the time? Look at the following:

1. What’s the time? It’s half past three.

2. What time is it? It’s eight twenty.

3. Do you have the time, please? It’s six fifteen.

4. Sorry, could you tell me the time, please? It’s quarter to two.

5. Do you know what the time is? It’s ten past twelve.

7. Let the class read the additional information or knowledge given above.

教学一得：学生通过讨论交流和合作方式来展示他们丰富的想象力和创造力，这不失为一个好的办法。

Unit 12 What’s your favorite subject?（一）

教材分析

本单元主要要求学生学会谈论自己的喜好并说明原因。

本单元教学难点及重点

教学重点

1．what和 why 提问的特殊问句及其回答

2．科目名称以及描述对其认知的性质形容词(fun, interesting, boring, difficult, relaxing , exciting)

3．各星期的名称。

教学难点

Why do you like…. Because …

教学目标

1．功能目标：

1）会用英语谈论自己的喜好（科目，人物，食物，颜色等等）

2）会用英语询问别人的喜好

3）能用英语阐明自己喜好的原因

2．文化目标：

1）懂得尊重别人的爱好, 明白爱好不分高低主次和先后。

2）尽量使自己的爱好广泛，对生活充满信心。

3．认知目标：

1）词汇 a.掌握各科科目的名称以及描述其性质的形容词。 b. 熟记星期的名称

2）语法项目掌握 what 和why所引导的特殊疑问句及其回答。

3）语言目标 What’s your favorite …?

My favorite … is…

Why do you like…?

Because…

模块一:实物导入

提前准备一些时令水果，像苹果，香蕉，梨，橘子等，把他们摆放在讲桌上，教师拿起自己喜爱的一种水果说I like … and …is my favorite fruit.然后询问学生What’s your favorite fruit? 由此引出本单元的重点句型

模块二: 音乐导入

播放三段音乐，分别是pop music, folk music and classical music. 当放到他们自己喜欢的音乐时，他们就急需表达自己的意见，想用英语来表达自己，这时，教师可以自然而然地引出本单元的重点句型。

重难点突破

※一般现在时的特殊疑问句及其回答

1）对主语提问

用“疑问词+谓语+其他”句型。如：

What’s this? Who is your friend?

2) 对定语提问

用“疑问词+被修饰的词+一般疑问句”句型。如：

What class are you in? What time do you usually go to school?

3)对其他成分提问

用“疑问词+ 一般疑问句” 句型。如： When do you get up every day? Why do you like English?

特殊疑问句的回答不同于一般疑问句，它不可以用Yes, No来回答，而必须具体回答它所提问的内容。比如Why do you like English?

这一句的回答就是Because it’s interesting.

※表星期的名词

共有七个表星期的名词: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday.他们的提问方式是：

What day is it today? 或 What day is today? It’s … 或Today is …

要表示在星期几，介词要用on 而不是in.比如： on Monday。

表示星期名称有简写形式：

Sunday --- Sun Monday---Mon Tuesday--- Tues Wednesday---Wed Thursday---Thur

Friday---Fri Saturday---Sat特别提醒学生在英语中Sunday为一星期的第一天，而不是Monday.

※性质形容词的用法

1．fun 既有名词也有形容词，它作形容词一般是用于口语中，在本单元它的用法相当于funny.

2．interesting 和interested都是形容词，interesting 是性质形容词，他的主语一般是表示物的，而interested的主语是表示人的。

类似的形容词还有moving 和moved ， exciting和 excited等等。

3．difficult 其同义词是hard 反义词是 easy，它用来表示事物的属性，其名词形式是difficulty.

课堂活动设计

活动一:调查并统计同学们最喜爱的歌星、食物和运动项目

目的：

练习使用 “What’s /Who’s your favorite…?”句型，培养学生收集信息、整理信息以及分类归纳的能力。

材料：

调查统计表

语言技能：

Speaking, listening and writing

提示词语及句型：

(1)rice/porridge/noodles/dumplings/hamburgers/sandwishes/singer/swimming/jumping/riding

a bike/ skating/…

(2) What’s your favorite sport?

Who’s your favorite singer?

(3) How many students like…?

活动形式：

四人小组及全班活动

操作过程：

（1）教师拿出事先准备好的一些歌星、食物以及部分体育项目的图片，并把它们通过实物投影仪一一展示

（2）四人小组合作拟定调查表，并如实填写表格。

（3）每个小组选派一人把统计情况向全班汇报，最后由老师把各组情况进行汇总。

（4）学生根据汇总情况向音乐老师和体育老师和学校食堂提出一些建议

（5）最后看哪一组同学提的建议又多又合理，并评选出“最佳提议组”。

活动二:比一比，看谁最了解父母

目的：

复习巩固询问爱好和解释原因的句型，培养学生理解父母，孝敬父母的好习惯。

材料：

自制表格一份

语言技能：

Speaking and Listening

提示词语及句型；

(1)favorite color/food/book/TV play/sport/city

(2)What’s your mother’s favorite…?

1. (3)Why does she like…?

活动形式：

2人小组

活动三:答记者问

目的：

激发学生的学习兴趣，锻炼学生的组织，协作以及用语言进行交际和解决问题的能力。

材料：

麦克风，纸，笔

语言技能：

Speaking and writing

提示词语及句型：

(1)What’s your favorite book/film/song/color…?

(2)Why do/don’t you like it?

(3)Because it’s very interesting/boring/difficult/fun…

活动形式：

4人小组及全班

板书设计

模块一:提纲式

Words Sentences

subject What’s your favorite subject?

science My favorite subject is science.

Why do you like it?

fun /interesting Because it is fun/interesting.

When do you have science lesson?

On Tuesday I have it on Tuesday.

art Why don’t you like art?

boring Because it’s boring.

教后一得：

本课采取了多样灵活的教学方式和活动，有效地利于完成任务型教学，学生乐学、爱学，起倒了良好的教学效果。

Unit 12 My favorite subject is science（period 2）

教学目标

　　※ 学会描述各个学科

　　※ 学会表达对不同学科的看法

　　培养学生分析判断事物的能力，发表自己的看法和意见。

教学向导

语言目标1. 用what, when, why 引导的一般现在时的特殊疑问句

2. 词汇：各个学科，一周七天的表达方式

语言结构1. what, why, when 句子的问题及回答

2. 加入who的问句及want to 句式

学习策略与思维技巧

1. 个体操练 2. 群体思维 3. 查找信息解决问题

4. 通过字，句，篇结构表述问题

语言功能1. 谈论学科，说明理由

2. 谈论日期，说明理由

跨学科学习调查各学科受喜欢程度，培养学生各学科平衡发展；

培养学生分析事物的能力并知道如何表述自己看法

道德培养询问父母最喜欢的事物

教学过程:

StepsTeacher’s activityStudents’ activity

Lead in: a chant

Warm upLead the Ss to listen to a chant

What are they talking aboutListen to the chant

Ask questions about school:

What subjects and what daysAnswer the questions

Task I pair work: my favorite subject

Aim: get to know favorite subjects and teachers, and the reasons.

　1Give Ss some examples of ‘what’

Why’ and ‘who’ conversationsRead the examples

　2Ask Ss to do the pair work,Favorite subjects, teachers…Make their own

conversations

　3Move around and give Support Work in pairs

　4Ask pairs of Ss to show their works

And correct their pair worksShow the conversations

Task II game: my favorite subject

Aim: familiar with the target language and tell their favorite subjects

　1Show the words of one week

And translate into Chinese Read the words

　2Give the sentences: when do you have…? I have …on…Make the sentences

　3Give the school schedule, and do pair worksMake the conversations

　4Show the examples of the gameLook and read

　5Play the game: pass the sentences one by onePlay the game

Task III oral practice

Aim: know others’ favorite subjects and make oral practice

　1Play the recorder: two timesListen and finish the chart

　2Ask Ss to read the answers

In pairsCheck the answers

　3Ask Ss to find our their favorite day

And reasons Answer the questions

　4Show the examples and make a report about the chartPractice the report

　5Ask Ss to give the report:

Oral practiceRead the report

Task IV group work: make your favorite day

Aim: use target language to design a school schedule

　1Ask questions about school

Subjects and dateAnswer the questions

　2Show the examples

Ask Ss to read Look at the PowerPoint

　3Do the group work and choose their favorite day and favorite

subjectsGroup work

　4Move around and give the support

Check their wordsWork in groups

　5Give the report and ask one student to count the numbersGive the reports

of groups

Homework:

Aim: let Ss know more about their parents

Ask their parents’ favorite things: food, color, book……

　教学点评及反思：

　　本课是一节任务型教学研究课，着重以不同的方式向学生传授目标语言。用学生日常熟悉的事物来教授新课：

　　1．导入：用关于学校科目的chant来引入新课，有利于活跃课堂气氛，把学生带入课程的场景当中。

　　2．把各科教师的照片、学生们喜爱的画片和目标语言结合起来，能够加深学生对目标语言的理解。

　　3．使用Pair work的形式讨论学生的课程表使目标语言具有很强的实用性。

　　4．听力部分的Report有利于学生掌握英语口试的形式，是一种很好的练习方式。

　　5．自制课表的任务能够激发学生们参与教学的积极性，使他们成为学习的主动者。

教后一得：

　　本课是一节任务型教学研究课，着重以不同的方式向学生传授目标语言。用学生日常熟悉的事物来教授新课。本课设计合理，层次清晰；形式活泼多样，课件运用恰当；开始由chant导入新课，最后在歌声中结束，使整节课首尾呼应、气氛活跃，达到了学生掌握并灵活运用目标语言的教学目的。

Unit 12 My favorite subject is science（period 3）

教学目标

　　※ 学会描述各个学科

　　※ 学会表达对不同学科的看法

　　培养学生分析判断事物的能力，发表自己的看法和意见。

　　教学向导

语言目标1. 用what, when, why 引导的一般现在时的特殊疑问句

2. 词汇：各个学科，一周七天的表达方式

语言结构1. what, why, when 句子的问题及回答

2. 加入who的问句及want to 句式

学习策略与

思维技巧1. 个体操练 2. 群体思维 3. 查找信息解决问题

4. 通过字，句，篇结构表述问题

语言功能1. 谈论学科，说明理由

2. 谈论日期，说明理由

跨学科学习调查各学科受喜欢程度，培养学生各学科平衡发展；

培养学生分析事物的能力并知道如何表述自己看法

道德培养询问父母最喜欢的事物

　　　教学过程:

StepsTeacher’s activityStudents’ activity

Lead in: a chant

Warm upLead the Ss to listen to a chant

What are they talking aboutListen to the chant

Ask questions about school:

What subjects and what daysAnswer the questions

Task I pair work: my favorite subject

Aim: get to know favorite subjects and teachers, and the reasons.

　1Give Ss some examples of ‘what’

Why’ and ‘who’ conversationsRead the examples

　2Ask Ss to do the pair work,Favorite subjects, teachers…Make their own

conversations

　3Move around and give Support Work in pairs

　4Ask pairs of Ss to show their works

And correct their pair worksShow the conversations

Task II game: my favorite subject

Aim: familiar with the target language and tell their favorite subjects

　1Show the words of one week

And translate into Chinese Read the words

　2Give the sentences: when do you have…? I have …on…Make the sentences

　3Give the school schedule, and do pair worksMake the conversations

　4Show the examples of the gameLook and read

　5Play the game: pass the sentences one by onePlay the game

Task III oral practice

Aim: know others’ favorite subjects and make oral practice

　1Play the recorder: two timesListen and finish the chart

　2Ask Ss to read the answers

In pairsCheck the answers

　3Ask Ss to find our their favorite day

And reasons Answer the questions

　4Show the examples and make a report about the chartPractice the report

　5Ask Ss to give the report:

Oral practiceRead the report

Task IV group work: make your favorite day

Aim: use target language to design a school schedule

　1Ask questions about school

Subjects and dateAnswer the questions

　2Show the examples

Ask Ss to read Look at the PowerPoint

　3Do the group work and choose their favorite day and favorite

subjectsGroup work

　4Move around and give the support

Check their wordsWork in groups

　5Give the report and ask one student to count the numbersGive the reports

of groups

Homework:

Aim: let Ss know more about their parents

Ask their parents’ favorite things: food, color, book……

　　教学点评及反思：

　　本课是一节任务型教学研究课，着重以不同的方式向学生传授目标语言。用学生日常熟悉的事物来教授新课：

　　1．导入：用关于学校科目的chant来引入新课，有利于活跃课堂气氛，把学生带入课程的场景当中。

　　2．把各科教师的照片、学生们喜爱的画片和目标语言结合起来，能够加深学生对目标语言的理解。

　　3．使用Pair work的形式讨论学生的课程表使目标语言具有很强的实用性。

　　4．听力部分的Report有利于学生掌握英语口试的形式，是一种很好的练习方式。

　　5．自制课表的任务能够激发学生们参与教学的积极性，使他们成为学习的主动者。

　　　　教后一得：

Unit 12 My favorite subject is science .（period 4）

执教人：葛艳霞张淑惠杨金泉李松龄刘梅

单元目标：（target）

1. 谈论学校学习科目

2. 谈论最喜欢的科目及其原因

3. 互相询问最喜欢的事情及其原因

单元句型：

1. －What’s your favorite subject ?

－My favorite subject is Chinese .

2. －What’s her favorite subject ?

－Her favorite subject is English .

3. －Why do you like English ?

－Because it’s interesting and useful .

4. －Why does he like P.E. ?

－Because he likes sports very much .

5. －Who is your math teacher ?

－Mrs O’Sullivan.

单元词汇：

subject , science , physical , education , physical education , P.E. teacher , Mr , Mrs , example , partner , city , mom , dad , Tuesday , Thursday , Wednesday , Friday , Monday , biology , finish , gymnastics , strict , miss , any , year (s) old , classmate , assessment , note , sure

扩充词汇：

geography 地理，history历史，politics 政治

schedule 安排，kind，善良，funny 有趣的，

psychology心理学，Spring Festival 春节，festival 节日

Christmas圣诞节，Thanksgiving Day 感恩节

Christianity Easter / Easter 复活节 Fool’s Day 愚人节

Children’s Day / Teacher’s Day / National Day

二. 重点、难点：

（一）学科的词：

Chinese , math , English , history , geography , biology

语文数学英语历史地理生物

politics , psychology , P.E. ，music , art

政治心理学体育音乐美术

computer , handwork / handicraft

计算机手工制作

（二）星期的词

星期的词首都大写

Monday ，Tuesday ， Wednesday，Thursday

一二三四

Friday ，Saturday ，Sunday。

五六日

（三）询问最喜欢的事情，用favorite .

互相问答：

－Why ?

（四）最喜欢的，除了favorite ，我们还可用短语like…best .

What subject do you like best ? 你最喜欢的是什么学科？

Why do you like English best ? 为什么你最喜欢英语？

（五）我们在学习了询问最喜欢的科目后，可放开自己的思维，相互问答最喜欢的其它活动，如食物，衣服，电影，日子，老师，节日等等。并说明其原因，这样我们就可以复习很多词汇，这正是我们学习英语时要多采用的方法：联想、扩展，与实际相联系。

【模拟试题】

一. 写出至少6个关于学科的词。

二. 翻译词组或句子

1. 最喜欢的科目 2. 在星期五

3. 在周末 4. 体育课

5. 在学校 6. 音乐教师

7. 中国历史 8. 确信

9. 我最喜欢音乐，因为音乐老师非常善良，而且她的课生动、有趣。

10. 他最喜欢打篮球，他想成为一名篮球名星。

11. 你的同伴 12. 课后

三. 询问你的父母、祖父母，他们最喜欢的食物、城市，歌曲，节日，电视节目、运动、电影等等，并填写下表

mother

father

grandfather

grandmother

favorite food

favorite city

favorite song

favorite festival

favorite TV show

favorite sport

favorite movie

四. 改错：

1. My favorite subject is math and English .

2. Why do she like music best ?

3. What’s you favorite subject ?

4. What’s your mother favorite color ?

5. She favorite color is blue.

五. 用合适的词填空，补全对话：

1. A: What is （1） favorite （2）？

B: （3） favorite （4） is art .

A: Who is （5） art （6）？

B: （7） art （8） is Mrs. Mendoza .

2. A: What is her （9） subject ?

B: Science .

A: Why （10） she （11） science ?

B: （12） it’s （13） .

六. 排词成句并回答。

1. time , you , what , do , usually , get up ?

2. often , go , when , you , do , to , school ?

3. lunch , what , eat , you , time , do , day , every ?

4. time , your , what , does , play , brother , game ?

七. 按要求做下列句子，每空一词

1. Our class has fifty students . （句意不变，改写）

_____ _____ fifty students in our class .

2. Mary does her homework in the evening . （改为疑问句）

_____ Mary _____ her homework in the evening ?

3. There is a little water in the glass . （改为疑问句）

_____ ______ water is there in the glass ?

4. Her friend has lunch at school . （改为特殊疑问句）

______ _______ her friend have lunch ?

教后一得：

适度地做题也很重要，学生的读写能力要在做题中培养，在交际中增加做题的分量，对于学生更加深刻地领会语言地运用更又作用。

Unit 13 where is your pen pal from?(period 1)

教材分析

本单元的核心教学项目是＂语言＂，涉及到国家，国籍，所使用的语言等项内容，让学生通过学习和活动, 掌握交流个人基本信息的技能和知识。

教学目标

　1.话题：Countries, nationalities and languages

2.功能目标：1)学会向别人传递个人的基本信息 2)像别人介绍自己的笔友

3.文化目标：通过交流自己对英语的真实态度，询问别人的态度，使学生对学习英语产生浓厚的兴趣。

教学重点

通过本单元的学习使学生学会谈论国籍和语言。

教学难点

当主语为第三人称单数时，谓语动词的变化形式。

模块一:活动导入

老师在课前准备一些带有七大洲特色的照片和图案及特征颜色，贴在教室的不同地方，形成七个区域---即七大洲。上课后，老师站在不同的区域，让学生们猜出是哪个洲（汉语即可），然后教英语。之后学生自己选一个自己喜欢的洲，离开座位。老师在每个洲选两个人，试问：“Where are you from?” 重复刚才教的七大洲名。

重难点突破

1. 一般现在时

该时态用于描述经常性的动作或者状态。谓语动词be有三种形式am，is， are，在使用时要根据主语，选择不同的形式。否定句中，直接在be后添加not，在疑问句中将be直接放在主语之前即可构成疑问形式；其他动词（主要包括行为动词和除be以外的系动词）在一般现在时中也因主语发生变化。当主语为第三人称单数时，谓语动词的词尾要添加“s”，构词法与名词复数构词法基本一样；反之，谓语动词则以动词原形出现；如：

They like to eat different kinds of food.

They don’t like to eat different kinds of food.

Do they like to eat different kinds of food?

Yes, they do. No, they don’t.

What do they like to eat?

Li Shan likes rice a lot.

2． come from…

来自于”，但是它们在句中的使用方式是不同的。在否定句中，我们直接将否定词加在助动词do或does后，因此出现该动词的缩写形式don’t或doesn’t。注意助动词do或does在使用时，受到主语人称的限制。在书写特殊疑问句时，在系动词be，助动词do或does前会出现特殊疑问词，句式结构与一般疑问句完全一致。如：Are you from the States?

Yes, I am. No, I am not.

I am not from the States.

Where are you from?

Do you come from the States?

Yes, I do. No, I don’t.

I don’t come from the States.

Where do you come from?

活动一：获取对方信息

目的：进行自然交流

材料：两种不同的表格

A(for some of the students in the class)

NAME

AGE

CLASS

COUNTRY

LANGUAGE

APPEARANCE

Bob

Britain

Jo Hunt

America

long hair

Jim

England

Jack Wilson

French/English

Nancy

English/Chinese

round face

B(for the other students in the class)

NAME

AGE

CLASS

COUNTRY

LANGUAGE

APPEARANCE

Bob

British English

short hair

Jo Hunt

American English

Jim

British English

big eyes

Jack Wilson

Canada

thin and tall

Nancy

Australia

教学一得：

对于学习内容，采用分散整合的方式，容易化繁为简，浅入深出。

Unit 13 where is your pen pal from?(period 2)

教材分析

让学生通过学习和活动, 掌握交流个人基本信息的技能和知识。

教学目标

1.认知目标：

1）词汇Canada, South Korea, France, Japan, the United States, Brazil, Australia, the United

Kingdom, Mexico, Argentina, English, Spanish, French, Portuguese, Japanese, Korean

2) 语法项目：一般现在时的陈述句和疑问句形式。

3) 语言目标：Where is your pen pal from?

She’s from Mexico.

Where does she live?

What language does she speak?

She speaks English and Spanish.

教学重点

通过本单元的学习使学生学会谈论国籍和语言。

教学难点

当主语为第三人称单数时，谓语动词的变化形式。

重难点突破

1. 一般现在时

一般疑问句得否定句中的变化规则，分别采用助动词don’t和doesn’t与动词原形构成否定句，在疑问句中将助动词do和does放在主语之前表示疑问，谓语动词位置不动并且都采用原形形式。请认真观察下列各句中谓语动词的位置和它们的形式以及与主语之间的相互关系。如：

Li Shan likes rice a lot.

Li Shan doesn’t like rice at all.

Does Li Shan like rice?

Yes, she does. No, she doesn’t.

What does Li Shan like?

2．be from…

“来自于”，但是它们在句中的使用方式是不同的。在一般疑问句中，be from中的系动词be可以直接提前构成一般疑问句，在否定句中可在系动词be后直接添加not表示否定；以come from作谓语构成的一般疑问句，由于come是行为动词，它的疑问形式是句首出现助动词do或does, come在句中的位置，形式与陈述句时是一样的，不发生任何变化。

They like to eat different kinds of food.

They don’t like to eat different kinds of food.

Do they like to eat different kinds of food?

Yes, they do. No, they don’t.

What do they like to eat?

Yes, I am. No, I am not.

I am not from the States.

Where are you from?

Do you come from the States?

活动一：介绍笔友

目的：在情景中运用本单元学过的词汇和句型。

材料：一张表格

语言技能：Speaking and listening

活动形式：group work

操作过程：1.教师提出语言任务：向同伴介绍自己的笔友

2.学生在心中默想一位自己感兴趣的笔友

3.教师提供表格可能的话，可以包括对人的外貌的描述

NAME:

SEX:

AGE:

COUNTRY:

SCHOOL:

LANGUAGE:

HOBBY:

4.学生按照表格自行设计自己的笔友

5.以小组的形式进行交谈，交流有关笔友的信息

6.学生以小组的形式制作表格，填写自己笔友的基本情况

7.小组之间进行信息交流

8.教师对学生完成以上任务的情况做出评价

教后一得：

该教案设计灵活，方便实用，利用学生加强语言的交际能力，同时还为她们提供了大量的动手、动笔的能力。

Unit 13 Where is your pen pal from ? (period 3)

执教人：

单元目标：

1. To talk about where people are from .

2. To talk about countries , cities , and languages .

3. To get some knowledge about geography in English .

4. To get information about different cultures .

语言目标：

A. 主要句型：

1. Where is your pen pal from ? 你的笔友来自哪里？

2. She is from Mexico. 她来自墨西哥。

3. Where does she live ? 她住在什么地方？

4. She lives in Mexico City . 她住在墨西哥城。

5. What language does she speak ? 她讲什么语言？

6. She speaks English and Spanish . 她讲英语和西班牙语。

7. Does she speak French ? 她讲法语吗？

B. 主要词汇：

Countries :

Brazil , South Korea , Japan , The United States , Canada , Australia ,

Mexico , Argentina , China , The United Kingdom , France , Germany , New Zealand

Languages : Chinese , Japanese , German , French , English , Spanish ,

Portuguese , Korean

Other words : pal , pen pal , south , country , New York , Rio de Janeiro ,

Tokyo , live , language , easy , step , beginner , advanced , conversational ,

introduce , written , world , Ottawa , place , physics , enjoy , frequency ,

nationality , dislike

二. 重点、难点：

1. To ask about where people are from .

询问人们来自哪里。

a. be from “来自”

（1）Where is your pen pal from ? “你的笔友来自哪里？”

（2）Mary and Tony are from the United States .

“Mary 和Tony来自美国。”

（3）I’m / I am from China . “我来自中国。”

b. come from “来自”

（1）Where do you come from ? “你来自什么地方？”

（2）Where does your pen pal come from ? “你的笔友来自哪里？”

（3）My pen pal comes from Korea . “我的笔友是韩国人。”

（4）They come from Russia . “他们来自俄罗斯。”

2. To ask about what languages people speak .

询问人们讲什么语言。

（1）What language do you speak ? 你讲什么语言？

（2）I speak Chinese . 我讲汉语。

（3）What language does your pen pal speak ?

你的笔友讲什么语言？

（4）He speaks Japanese and a little English .

他讲日语，也讲一点英语。

注意：“说”某种语言，要用“speak”. 不能用其他的动词。

3. To ask about where people live .

询问人们居住地。

（1）Where do you live ? 你住在哪里？

I live in Beijing . 我住在北京。

（2）Where does your pen friend live ? 你的笔友住在什么地方？

She lives in Washington . 她住在华盛顿。

注意：表示在某个城市，介词用“in”

如：in New York in Tokyo in Mexico City

4. I like going to the movies with my friends and playing sports .

like“喜欢”，后多跟动词ing形式。

如：I like listening to music !

My father likes watching TV.

Boys like playing balls.

5. Can you write to me soon ? 你可以快些给我写信吗？

write to sb . “给某人写信”

I write to my pen pal twice （两次）a month .

我每月给我的笔友写两次信。

Sometimes I write to my parents .

6. To get to know some countries , their capitals and languages .

CountryCapitalLanguage

ChinaBeijingChinese

KoreaSeoulKorean

JapanTokyoJapanese

MexicoMexico CitySpanish

U.S.A.WashingtonEnglish

BrazilRio de JaneiroPortuguese

FranceParisFrench

GermanyBerlinGerman

7. I enjoy physics class at school .

enjoy “非常喜欢”，指可以从中得到乐趣。

e.g. I enjoy listening to classical music .

听古典音乐是种享受。

He enjoys his meals . 他非常满意饭菜。

教学一得：本课设计合理，层次清晰；形式活泼多样，课件运用恰当；开始由chant导入新课，最后在歌声中结束，使整节课首尾呼应、气氛活跃，达到了学生掌握并灵活运用目标语言的教学目的。不足之处：在任务的设计和衔接上还不够精炼和流畅，有待在今后的教学中作进一步研究和探讨。

Unit 13 Where is your pen pal from ?(period 4)

单元目标：

1. To talk about where people are from .

2. To talk about countries , cities , and languages .

3. To get some knowledge about geography in English .

4. To get information about different cultures .

语言目标：

A. 主要句型：

1. Where is your pen pal from ? 你的笔友来自哪里？

2. She is from Mexico. 她来自墨西哥。

3. Where does she live ? 她住在什么地方？

4. She lives in Mexico City . 她住在墨西哥城。

5. What language does she speak ? 她讲什么语言？

6. She speaks English and Spanish . 她讲英语和西班牙语。

7. Does she speak French ? 她讲法语吗？

B. 主要词汇：

Countries :

Brazil , South Korea , Japan , The United States , Canada , Australia , Mexico , Argentina , China , The United Kingdom , France , Germany , New Zealand

Languages : Chinese , Japanese , German , French , English , Spanish , Portuguese , Korean

Other words : pal , pen pal , south , country , New York , Rio de Janeiro , Tokyo , live , language , easy , step , beginner , advanced , conversational , introduce , written , world , Ottawa , place , physics , enjoy , frequency , nationality , dislike

二. 重点、难点：

1. To ask about where people are from .

询问人们来自哪里。

a. be from “来自”

（1）Where is your pen pal from ? “你的笔友来自哪里？”

（2）Mary and Tony are from the United States .

“Mary 和Tony来自美国。”

（3）I’m / I am from China . “我来自中国。”

b. come from “来自”

（1）Where do you come from ? “你来自什么地方？”

（2）Where does your pen pal come from ? “你的笔友来自哪里？”

（3）My pen pal comes from Korea . “我的笔友是韩国人。”

（4）They come from Russia . “他们来自俄罗斯。”

2. To ask about what languages people speak .

询问人们讲什么语言。

（1）What language do you speak ? 你讲什么语言？

（2）I speak Chinese . 我讲汉语。

（3）What language does your pen pal speak ?

你的笔友讲什么语言？

（4）He speaks Japanese and a little English .

他讲日语，也讲一点英语。

注意：“说”某种语言，要用“speak”. 不能用其他的动词。

3. To ask about where people live .

询问人们居住地。

（1）Where do you live ? 你住在哪里？

I live in Beijing . 我住在北京。

（2）Where does your pen friend live ? 你的笔友住在什么地方？

She lives in Washington . 她住在华盛顿。

注意：表示在某个城市，介词用“in”

如：in New York in Tokyo in Mexico City

4. I like going to the movies with my friends and playing sports .

like“喜欢”，后多跟动词ing形式。

如：I like listening to music !

My father likes watching TV.

Boys like playing balls.

5. Can you write to me soon ? 你可以快些给我写信吗？

write to sb . “给某人写信”

I write to my pen pal twice （两次）a month .

我每月给我的笔友写两次信。

Sometimes I write to my parents .

6. To get to know some countries , their capitals and languages .

Country

Capital

Language

China

Beijing

Chinese

Korea

Seoul

Korean

Japan

Tokyo

Japanese

Mexico

Mexico City

Spanish

U.S.A.

Washington

English

Brazil

Rio de Janeiro

Portuguese

France

Paris

French

Germany

Berlin

German

7. I enjoy physics class at school .

enjoy “非常喜欢”，指可以从中得到乐趣。

e.g. I enjoy listening to classical music .

听古典音乐是种享受。

He enjoys his meals . 他非常满意饭菜。

教后一得：

任务型教学设计，需要在活动设计上多下功夫，设计一些简单的贴近学生生活的活动方式，才能取得事半功倍的效果。

Unit 14 I'm watching TV（ period 1）

　　I. Teaching goals:

　　1. Topic: Everyday activities

　　2. Function: Talk about what people are doing

　　II. Structures:

　　1. Present progressive tense

　　2. Yes/No questions and short answers

　　III. Target language:

　　1. --- What are you doing?

　　　--- I’m doing my homework.

　　2. --- Do you want to go swimming?

　　　--- Yes, I do.

　　3. --- When do you want to go?

　　　--- At three o’clock.

　　4. --- Where do people play basketball?

　　　--- At school.

　　5. --- Hello! Is Tina there?

　　　--- No, she isn’t. She’s shopping at the mall.

　　IV. Key point:

　　The difference between Simple present & Present progressive

　　V. Vocabulary:

　　1. 正在进行的动作：watching, doing homework, eating, cleaning, playing basketball, swimming, shopping, reading

　　2. 地点：pool, school, mall, library

　　VI. Recycling:

　　1. Structures: Do you want…?

　　　　Let’s….

　　　　This is my brother Scott.

　　2. Describing words: boring, interesting

　　3. Time expressions

　　VII. Teaching & learning strategies: Cooperating

　　VIII. Teaching aids: Recorder, computer, handout, etc.

　　IX. Teaching processes:

　　Step 1. Talk about the places where activities take place.

　　Look at the pictures and complete the chart. (Section B-1a)

　　Ask and answer questions on the information in the chart, using the structures:

　　--- Where do people play basketball?

　　--- At school.

　　Step 2. Listen and practice more structures on places and activities.

　　Listen and complete the chart with the words in the box. (Section B-1a&b)

　　Ask and answer questions on the information in the chart, using the structures:

　　--- Hello! Is Tina there?

　　--- No, she isn’t. She’s shopping at the mall.

　　Listen or talk about the pictures with places and activities. (pp. 42~44 from SBS 1)

　　Recycling: --- Who is he?

　 --- He’s my father.

　--- What’s his name?

　 --- His name is Paul.

　 --- Where is he?

　 --- He’s in Paris.

　　Extended words and phrases: in Paris, in New York, at the beach, at our house, sitting on a bench, feeding the birds

　　Step 3. Read the passage and learn to follow the model.

　　Read the letter in 3a on page 87, and try to comprehend it with the help of the pictures, paying attention to the places and activities.

　　Follow the model, and fill in the blanks in 3b.

　　Step 4. Write a passage after discussing a picture from SBS 1, page 29.

　　Discuss the picture and express the activities, using the structures learned in this unit.

　　Write down what have been discussed, with the title “A busy day”, beginning with “Everybody at 210 Main Street is very busy today”.

　　　　教案点评：

　　本设计针对本单元Section B教材展开的教学活动，本课各个环节的处理体现在结合教材内容，引入外来素材展开学生自主活动，但本设计活动方式不够活跃，激情不够。优点是回避了旧传统式的语法讲解，而把语法的训练融入听、说、读、写等各方面的训练中，在语境中学习语法，体现语法为语言交际服务的宗旨。

教后一得：

　　不足之处：1. 由于本课话题的关系，尽管回避了旧传统式的语法讲解，但仍无法完全避免走老路。因此，涉及到语法现象的教学，还有待于研究、探讨。

2. 虽说课堂上以学生为主体了，但老师的主导作用也需体现：本节课教师启发的还不完全到位；激情不够。可取之处：全方位的训练了学生的听、说、读、写的能力。

I’m watching TV(period 2)

执教人：葛艳霞张淑惠杨金泉李松龄刘梅

教材分析

　1．话题：Everyday activities.

2. 能力目标：学会用英语谈论人们正在做什么

3. 文化目标：培养用英语获取信息，与人合作的能力。

4．认知目标：

1）词汇 watching, eating, cleaning, playing, shopping, reading, wait for, talk to, talk about.

2）语法现在进行时

3）句子 What are you doing? I`m doing my homework. Do you want to go swimming

导入

模块一:动作导入

1、教师做擦黑板、关门、写字等动作，自问自答。

What am I doing? I`m ……ing.

2、让一个学生做一些动作，问全体学生

What`s he (she) doing? She`s doing…... He`s doing…...

3、让两个以上的学生一起做一些动作，问其它学生，

What are they doing帮助学生一起回答

They are …ing.

4、出示两人交谈图片，学习短语 talk to , talk about 再引入进行时的句子进行练习。

模块二:猜动作

1．给一位学生一张字条上面写着“ Please sing a song.”该生按照指令做出哑语动作，这时让其它学生猜：“What’s he doing? ”用其他动作重复练习。如擦桌子、扫地、吃东西等。

请一组学生做跳舞动作让其它学生猜。What are you doing? 反复操作其它动作如打篮球、踢足球等来导入新课。

模块三:图片展览

1．让学生课前绘制一张自己的生活情景图，如图中自己在做作业等。再绘制其它家人的生活情景图，如父亲坐在桌前看报，奶奶和弟弟在看电视，姐姐在做功课，椅子上有只花猫在睡觉，我在听广播等。如绘画能力有限，可将自己及家人的生活照带来。

2．用实物投影仪将学生的图或照片展示给大家。学生先向大家介绍。然后两人一组谈论图片中的内容。教师给出例句：

---Who’s this man? ---He’s my father.

---What’s he doing? ---He’s reading a newspaper.

模块四：

任务：我说你猜。

目的：掌握用现在进行时描述行为动作，培养合作能力。

材料：卡片。

语言技能：Listening and speaking.

提示词语及句型：read,clean,eat, write, play,

I’m…ing. He’s …ing. She is …ing.

活动形式：两人。

操作过程：

1）教师布置任务，每人写两张卡片。每张卡片上写一个表示动作的短语，或一个表示动作的简笔画。

2）一个学生随便抽一张卡片，用英语描述卡片上的内容，例：I’m singing.

3）他的同伴用动作表演出他描述的内容，表演正确，可以继续抽签，两人可以调换角色。如表演不正确，则换下一组学生。

4）以抽取卡片数量的多少决定获胜者。

重难点指导

1)talk to (with)和 talk about

talk to (with)后跟表示人的名词，意思是和某人谈话。

例：He is talking to Jim.

The teacher is talking with my father

talk about后可以跟表示人的名词，也可以跟表示物的名词，意思是谈论某人某事。例：

They are talking about the movie.

Who are you talking about?

We are talking about our teacher.

talk之后不跟任何介词及介宾，表示“说话、交谈”。

板书设计

模块一:归纳式：

Unit 14 I am watching TV

Section A

be + Ving I`m watching TV .

He`s cleaning the blackboard.

She`s opening the door.

They`re playing football.

Ving___ 1.eat ___ eating go ___ going do ___ doing

2.come ___ coming write ___ writing

3. run ___ running put ___ putting

教后一得：弱化语法，不等于不讲语法，在实践中证明，我们必须在语言运用中讲述语法，否则会取得相反得效果。

Unit 14 I’m watching TV.(period 4)

单元话题：

Everyday activities （每日活动）

单元目标：

Talk about what people are doing

单元主要句型：

1. What are you doing ?

I’m doing my homework .

你正在干什么？

我正在做功课。

2. Do you want to go swimming ?

Yes , I do .

你想去游泳吗？

是的，我想去。

3. When do you want to go ?

At three o’clock .

你想什么时候去？

三点去。

4. What is he doing ?

He is watching TV.

他正在干什么？

他正在看电视。

单元词汇：

watching , doing , eating , cleaning , playing , reading , swimming , shopping , pool , school , mall , library , wait , talk to , talk about , activity , camero , bird

二. 重点、难点：

1. be动词am , is , are 的用法

be动词前面我们已经学过，这一单元主要是与分词一起构成现在进行时态，即be (am , is , are ) +V-ing，表示正在干什么。它主要是随主语人称的变化而选择不同的。如下：

I am … am 与I对应

2. 现在进行时态

上面我们讲be (am , is , are) 时已提及进行时态，其句子的构成情况我们通过下面的两个表格中的问句、答句来具体体现：

What

she

doing ?

are

you

they

(I am ) I’m

(He is ) He’s

(She is ) She’s

(It is ) It’s

eating.

(We are) We’re

(You are )You’re

(They are )They’re

再用两、三个例句来说明：

（1）

What are they doing ? 他们正在干什么？

They’re reading . 他们正在看书。

（2）

What’s Mr. Jones doing ? 琼斯先生正在干什么？

He’s reading the newspaper . 他正在看报纸。

（3）

What are you doing ? 你正在干什么？

I’m listening to the music . 我正在听音乐。

3. 现在分词的构成

现在进行时态中be + V - ing 的构成中V-ing被称为现在分词，它的基本构成是动词原形＋ing，但也有些特殊情况，下面分几类说明：

（1）一般情况＋ing

如：

read→reading， go→going， do→doing，

look→looking， listen→listening， watch→watching.

（2）以不发音的e结尾的词，去掉e，再加ing.

如：

write→writing， skate→skating，

type→typing， wake→waking，

make→making

（3）重读闭音节结尾的先双写最后一个字母，再加ing，这些词比较少，可单独记忆。

如：

sit→sitting， begin→beginning，

swim→swimming， hit→hitting，

put→putting， shut→shutting.

（4）注意有个别词容易弄错，象see→seeing，是直接加ing，因为结尾的“e”发了音，所以不去掉。这样发音的“e”就不能去的情况要注意。

写出以下动词的-ing形式。

1. climb ________ 2. run ________

3. shut ________ 4. walk ________

5. look ________ 6. sit ________

7. read ________ 8. take ________

9. go ________ 10. fly ________

11. make ________ 12. type ________

13. cook ________ 14. shine ________

15. shave ________ 16. give ________

17. talk ________ 18. live ________

19. swim ________ 20. stay ________

21. want ________ 22. open ________

23. clean ________ 24. enjoy ________

25. finish ________ 26. sing ________

27. think ________ 28. join ________

29. call ________ 30. wait ________

31. like ________ 32. draw ________

33. dance ________ 34. learn ________

35. write ________ 36. play

教后一得：虽然新教材强调重视运用语言的能力，弱化语法，可是在实践中证明：适度的语法讲解还是又必要的。

★哈佛大学★英语系研究，美国布什推荐。专为中小学生英语量身定做。

官方网站：http://hafo.yeryy.com/

哈佛大学英语教授研究组提供

学英语简单吗？肯定会有许多学生说：“难死了”。为什么有好多学生对英语的学习都感到头疼呢？答案只有一个：“不得法。” 英语与汉语一样都是一种语言，为什么你说汉语会如此流利？那是因为你置身于一个汉语环境中，如果你在伦敦呆上半年，保准说起英语来会非常流利。但很多中学生没有很好的英语环境，那么你可以自己设置一个英语环境，坚持“多说”、“多听”、“多读”、“多写”，那么你的英语成绩肯定会很出色。

一、多“说”。

自己多创造机会与英语教师多讲英语，见了同学，尤其是和好朋友在一起时尽量用英语去问候，谈心情……这时候你需随身携带一个英汉互译小词典，遇到生词时查一下这些生词，也不用刻意去记，用的多了，这个单词自然而然就会记住。千万别把学英语当成负担，始终把它当成一件有趣的事情去做。

或许你有机会碰上外国人，你应大胆地上去跟他打招呼，和他谈天气、谈风景、谈学校……只是别问及他的年纪，婚史等私人问题。尽量用一些你学过的词汇，句子去和他谈天说地。不久你会发现与老外聊天要比你与中国人谈英语容易的多。因为他和你交谈时会用许多简单词汇，而且不太看重说法，你只要发音准确，准能顺利地交流下去。只是你必须要有信心，敢于表达自己的思想。

如果没有合适的伙伴也没关系，你可以拿过一本书或其它什么东西做假想对象，对它谈你一天的所见所闻，谈你的快乐，你的悲伤等等，长此坚持下去你的口语肯定会有较大的提高。

二、多“听”

寻找一切可以听英语的机会。别人用英语交谈时，你应该大胆地去参与，多听听各种各样人的发音，男女老少，节奏快的慢的你都应该接触到，如果这样的机会少的话，你可以选择你不知内容的文章去听，这将会对你帮助很大，而你去听学过的课文的磁带，那将会对你的语言语调的学习有很大的帮助。

三、多“读”。

“读”可以分为两种。一种是“默读”。每天给予一定时间的练习将会对你提高阅读速度有很大的好处，读的内容可以是你的课本，但最好是一些有趣的小读物，因为现在的英语高考越来越重视阅读量和阅读速度。每道题的得分都与你的理解程度有很大关系，所以经过高中三年阅读的训练后，你必定会在高考中胜券在握。 另一种是“朗读”这是学语言必不可少的一种学习途径。

四、多“写”

有的同学总是抱怨时间紧，根本没时间写作文。其实“写”的形式很多，不一定就写作文才提高写作能力。比如写下你一天中发生的一些重要的事情，或当天学了某一个词组，你可以创设一个语境恰如其份地用上这个词。这样即可帮你记住这个词的用法，又可以锻炼你的写作能力，比如学“wish”一词时，可写一小段如下：

The teacher often asks us what we want to be in the future.My good friend Tom wishes to be a soldier.However,I'm different .I wish I were a teacher in the future.But my mother wishes me to be a doctor.

只几句话：但wish的几种用法已跃然纸上，这样写下来印象会深刻得多，这样比死记硬背wish的用法也有趣轻松的多。

学习英语不用花大块的时间，10分钟的散步可以练"说",吃完饭后可以读一会儿英语小说，睡前听几分钟英语，可以使你得到更好地休息……只要你每天抽出一些时间来练英语，你的英语成绩肯定会很快提高的。

背英语单词技巧

1、循环记忆法

艾宾浩斯遗忘曲线

人的大脑是一个记忆的宝库，人脑经历过的事物，思考过的问题，体验过的情感和情绪，练习过的动作，都可以成为人们记忆的内容。例如英文的学习中单词、短语和句子，甚至文章的内容都是通过记忆完成的。从"记"到"忆"是有个过程的，这其中包括了识记、保持、再认和回忆。有很多 人在学习英语的过程中，只注重了学习当时的记忆效果，孰不知，要想做好学习的记忆工作，是要下一番工夫的，单纯的注重当时的记忆效果，而忽视了后期的保持和再认同样是达不到良好的效果的。

在信息的处理上，记忆是对输入信息的编码、贮存和提取的过程，从信息处理的角度上，英文的第一次学习和背诵只是一个输入编码的过程。人的记忆的能力从生理上讲是十分惊人的，它可以存贮1015比特(byte，字节)的信息，可是每个人的记忆宝库被挖掘的只占10%，还有更多的记忆发挥空间。这是因为，有些人只关注了记忆的当时效果，却忽视了记忆中的更大的问题--即记忆的牢固度问题，那就牵涉到心理学中常说的关于记忆遗忘的规律。

一、艾宾浩斯记忆规律曲线解释

德国有一位著名的心理学家名叫艾宾浩斯(Hermann Ebbinghaus，1850-1909)，他在1885年发表了他的实验报告后，记忆研究就成了心理学中被研究最多的领域之一，而艾宾浩斯正是发现记忆遗忘规律的第一人。

根据我们所知道的，记忆的保持在时间上是不同的，有短时的记忆和长时的记忆两种。而我们平时的记忆的过程是这样的：

输入的信息在经过人的注意过程的学习后，便成为了人的短时的记忆，但是如果不经过及时的复习，这些记住过的东西就会遗忘，而经过了及时的复习，这些短时的记忆就会成为了人的一种长时的记忆，从而在大脑中保持着很长的时间。那么，对于我们来讲，怎样才叫做遗忘呢，所谓遗忘就是我们对于曾经记忆过的东西不能再认起来，也不能回忆起来，或者是错误的再认和错误的回忆，这些都是遗忘。艾宾浩斯在做这个实验的时候是拿自己作为测试对象的，他得出了一些关于记忆的结论。他选用了一些根本没有意义的音节，也就是那些不能拼出单词来的众多字母的组合，比如asww，cfhhj，ijikmb，rfyjbc等等。他经过对自己的测试，得到了一些数据。

然后，艾宾浩斯又根据了这些点描绘出了一条曲线，这就是非常有名的揭示遗忘规律的曲线：艾宾浩斯遗忘曲线，图中竖轴表示学习中记住的知识数量，横轴表示时间(天数)，曲线表示记忆量变化的规律。

这条曲线告诉人们在学习中的遗忘是有规律的，遗忘的进程不是均衡的，不是固定的一天丢掉几个，转天又丢几个的，而是在记忆的最初阶段遗忘的速度很快，后来就逐渐减慢了，到了相当长的时候后，几乎就不再遗忘了，这就是遗忘的发展规律，即"先快后慢"的原则。观察这条遗忘曲线，你会发现,学得的知识在一天后，如不抓紧复习,就只剩下原来的25%)。随着时间的推移,遗忘的速度减慢，遗忘的数量也就减少。有人做过一个实验，两组学生学习一段课文，甲组在学习后不久进行一次复习，乙组不予复习，一天后甲组保持98%，乙组保持56%；一周后甲组保持83%，乙组保持33%。乙组的遗忘平均值比甲组高。

二、不同性质材料有不同的遗忘曲线

而且，艾宾浩斯还在关于记忆的实验中发现，记住12个无意义音节，平均需要重复16.5次；为了记住36个无意义章节，需重复54次；而记忆六首诗中的480个音节，平均只需要重复8次！这个实验告诉我们，凡是理解了的知识，就能记得迅速、全面而牢固。不然，愣是死记硬背，那也是费力不讨好的。因此，比较容易记忆的是那些有意义的材料，而那些无意义的材料在记忆的时候比较费力气，在以后回忆起来的时候也很不轻松。因此，艾宾浩斯遗忘曲线是关于遗忘的一种曲线，而且是对无意义的音节而言，对于与其他材料的对比，艾宾浩斯又得出了不同性质材料的不同遗忘曲线，不过他们大体上都是一致的。

因此，艾宾浩斯的实验向我们充分证实了一个道理，学习要勤于复习，而且记忆的理解效果越好，遗忘的也越慢。

三、不同的人有不同的艾宾浩斯记忆曲线--个性化的艾宾浩斯

上述的艾宾浩斯记忆曲线是艾宾浩斯在实验室中经过了大量测试后，产生了不同的记忆数据，从而生成的一种曲线，是一个具有共性的群体规律。此记忆曲线并不考虑接受试验个人的个性特点，而是寻求一种处于平衡点的记忆规律。

但是记忆规律可以具体到我们每个人，因为我们的生理特点、生活经历不同，可能导致我们有不同的记忆习惯、记忆方式、记忆特点。规律对于自然人改造世界的行为，只能起一个催化的作用，如果与每个人的记忆特点相吻合，那么就如顺水扬帆，一日千里；如果与个人记忆特点相悖，记忆效果则会大打折扣。因此，我们要根据每个人的不同特点，寻找到属于自己的艾宾浩斯记忆曲线

2》如何学英语

下定决心，坚持不懈

英语学习作为一门语言技能，通过大量的训练和练习任何人是可以掌握的。一般地说，英语学习的原则是听、说领先，读、写跟上。李扬的疯狂英语提倡，首先建立起我能学好英语的信心，然后以句子为单位，大量地模仿，疯狂地操练，大声地朗读，最后达到自如地说英语，他的方法对提高说英语的能力很奏效。钟道隆教授45岁开始学英语，一年后，学成出国当口语翻译，并创造了逆苦恼、逆急于求成、逆速成的逆向学习英语的方法。他还提出学习英语要遵循听、写、说、背、想的方法，他的方法强调以听为主，并且把所听到的内容全部写下来。尤其是他的学习精神最可佳，他学习英语用坏了十几台录音机，你可想象他听了多少英语；用完的圆珠笔芯几乎装满了一个一拉罐，你可想象他写了多少，在一年半内，累计业余学习英语时间大约三千小时，也就说每天抽出几个小时来学英语。如果我们做到他那样，一定也能学好英语。最重要的是坚持，只要能下定决心，坚持每天至少一个小时的学习英语，战胜自我最后肯定会有收获的。

注意方法，循序渐进

决心下定，还注意学习方法，有时根据自己的情况和不同的学习目的，选择不同的学习方法，但是学习英语一定要踏踏实实地、一步一个脚印地走。要把基础知识掌握好，也就是说，发音要正确、基本词汇要掌握牢、基本句式要熟练、基本语法要会用。

（1）要过好语音关。把每一个音标发正确，注意改正有问题的音素，特别是那些容易混淆的音素，尽早地掌握国际音标，并尽量的掌握一些读音规则，尽快地能利用读音规则来拼单词，掌握读音规则对单词的记忆和拼写非常有用。

（2）掌握一定数量的英语单词。对于学习者来说掌握英语词汇是一难关，学习单词要从单词的形、音、义这三方面去掌握，要注意单词的一词多义，一词多类的用法，要学会一些构词法的知识，来扩展词汇量。学习单词要在语言材料中去学，要结合词组，通过句子，阅读文章来活记单词，死记的单词是记不牢的。坚持在读、说前，先反复听，听的时候反应单词、句子的意思和节奏，想一下单词的拼法、句子结构。并要同学习语法规则有机结合起来进行。

（3）掌握好基本语法。语法在学习英语中也很重要，它能帮助我们把握住英语的基本规律，通过例句或语言现象把死的语法规则要记住，活的规则要通过做大量的练习掌握。总之学习英语要通过听、说、读、写、译来进行操练，不但要注意数量，更重要的是要注意质量，尤其是基本知识要掌握的准确，熟练。只有经过大量的实践，才能做到熟能生巧，运用自如。

提前预习，有的放矢

作为学生，在每次上课前，都要对要学的课文提前预习。首先在音标的帮助下试着拼读单词，也可以借助配套磁带反复听，对比一下，把握不准的要标出来，注意上课老师的发音，还要记一下单词的汉语意思和词性。借助课文的注释或辅导材料，预习一遍课文，找出不明白的地方，做到心中有数，在教师讲课时注意听这些地方。总之，预习的目的是熟悉要学的内容，找出不明白的地方，带着问题听课，做到有的放矢。

认真听课，积极配合

课堂是老师与学生一起学习、掌握、运用知识的主要场所。作为起主导作用的老师一方引导学生搞好课堂教学是很必要的，但也需要学习者的积极配合。上课要专心听讲、作好笔记、认真操练、积极思考。预习时出现的问题在课堂上教师没有讲到的，要向老师提出，把问题搞清楚，老师讲授的问题，先注意听，下课后整理一下笔记，反复思考一下这些问题，抓住老师所讲的重点，难点和考点。总之，上课时要做到耳听、眼观、嘴动、脑想，调动起多个感官来。

完成作业，找出问题

学完每一课，要认真完成课后作业。做作业时一定不要看参考书上题的答案，做完后再对答案，对于作业中所出现的不明白的问题，应该记下来，等下次上课时提出来。做作业是英语学习的很重要的环节，它是消化知识和巩固知识的过程，一定要认真完成规定的作业，笔头作业要动一动笔，口头作业要动一动嘴，提高听力要练一练耳，课文在听和读的基础上，最好背诵某些精彩段落。总之，要做大量的练习，英语是练出来的， 一定不要偷懒。

及时复习，巩固知识

学会了的东西随着时间的流逝会逐渐遗忘，但学语言有遗忘现象是正常的。更不必因为有遗忘现象而影响自己学好英语的信心与决心。问题在于怎样来减轻遗忘的程度。善于类比，总结知识，把新学的知识同过去学的有关的知识进行横向和纵向比较和联系。建立错误档案记录，加深印象，以避免再反同样错误。我们大部分知识和技能是靠重复获得的，及时复习对于记忆非常必要，学英语就是要坚持天天不断的练，不断地重复基本句型，常用词汇和基本语法等。学习英语的过程也是同遗忘做斗争的过程。

总而言之，只要你能做到下定决心学，注意学习方法，把课前预习，认真听课，完成作业，及时复习这些环节作好了，你一定能够学好英语

★哈佛大学★英语系研究，美国布什推荐。专为中小学生英语量身定做。

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★清华大学★英语系学生测试使用。专为中小学生英语量身定做。

官方网站：http://qinghua.yeryy.com/

清华大学英语教授研究组提供

英语人称代词及其用法

1. his （物主代词）
2.her (物主代词）
3.Lucy's (所有格)
4.my (物主代词）
5.her parent （主语）
6.children my （复数、物主代词）
7.its （物主代词）
8.are （be 动词复数）
9.me （宾格）
10.Ann's our (所有格、物主代词)
人称代词：
一、人称代词的宾格有：me（我）、him（他）、her（她）、it（它）、us（我们）、you（你、你们）、them（他们、她们、它们）。
二、人称代词的宾格在句中作宾语，往往用在动词或介词后面。
例：1.Listen to me,Dad.
2.Peter is sitting behind me.
3.Let me got here now.
4.Give me an orange,please.
三、you既是"你"或"你们"的主格，又是它们的宾格；her既是"她"的所有格，又是它的宾格。我们可以根据它们在句子中的位置来判断它们属于主格、所有格还是宾格。
四、and是一个我们常用来连接两个词的连接词。它虽然与介词with有同样的意思，但它的前后可以是人称代词的主语，也可以是人称代词的宾格，而with只能跟人称代词的宾格。
如：You and I are going to school.
You are going to school with me.
五、人称代词的主格和宾格
单数形式：I-me,you-you,he-him,she-her,it-it(共5对)
复数形式：we-us,you-you,they-them(共3对)
六、人称代词在句中的作用
1)主格作主语。如：
I am Chinese.我是中国人。
2)宾格作宾语，放在及物动词或介词之后，有时还可以在口语中用作表语。如：
①I don't know her.我不认识她。(动词宾语)
②What's wrong with it?它怎么了？(介词宾语)
③-Open the door,please.
It's me.请开门，是我。(表语)
七、人称代词并列用法的排列顺序
1)单数人称代词并列作主语时，其顺序为：
第二人称->第三人称->第一人称
即：you and I;he/she/itandI;you,he/she/it and I
2)复数人称代词作主语时，其顺序为：
第一人称->第二人称->第三人称
即：we and you;you and they;we，you and they
为帮助同学们理解和掌握英语人称代词，请记住下面的口诀：
人称代词分主/宾，只有八对要区分。
你(们)、它主/宾同一形，其余主/宾须分清。
谓语之前主格填，动/介之后宾格跟，
口语运用最灵活，表语也可用宾格。
人称代词并列现，注意顺序礼貌见，
二一、三一、二三一，第一人称最谦虚，
若把错误责任担，第一人称须当先。

你问的题目还牵涉到物主代词的问题：
用来表示某人或某物属于\"谁的\"的代词叫做物主代词。形容词性物主代词有：my(我的)，your(你的、你们的)，our(我们的)，his(他的)，her(她的)，its(它的)，their(他们的)。形容词性物主代词具有形容词的特性，常放在名词前面作定语，表明该名词所表示的人或物是\"谁的\"。
1. 形容词性物主代词相当于形容词，在句中只能用作定语,后面必须跟名词。例如：
Is that your bike? 那是你的自行车吗?
2. 如果名词前用了形容词性物主代词，就不能再用冠词(a, an, the)、指示代词(this, that, these, those)等修饰词了。例如：
这是他的书桌。
误：This is his a desk.
正：This is his desk.
3. 与形容词一起修饰名词时，形容词性物主代词要放在形容词的前面。如：his English books他的英语书，their Chinese friends他们的中国朋友。
4. 汉语中经常会出现\"我妈妈\"，\"你们老师\"等这样的语言现象，虽然代词用的是\"我\"、\"你们\"，但实际意义仍是\"我的\"、\"你们的\"，所以在英译时，注意要用形容词性物主代词\"my\",\"your\"。例如：
你妈妈在家吗?
误：Is you mother at home?
正：Is your mother at home?
5. it\'s与its读音相同，he\'s与his读音相似，但使用时需注意它们的区别(it\'s和he\'s分别是it is和he is的缩略形式，但its 和his 却是形容词性物主代词) 。例如：
It\'s a bird. Its name is Polly. 它是一只鸟。它的名字叫波利。
He\'s a student. His mother is a teacher. 他是一名学生。他妈妈是一位教师。

还有名词所有格的问题：
名词所有格的构成
表示有生命的东西的名词及某些表示时间、距离、星球、世界、国家等无生命的东西的名词后加 ’s来表示所有关系，叫做名词所有格。例如：men’s room 男厕所 // Chairman Mao’s works 毛主席著作 // a mile’s distance 一英里的距离 // a stone’s throw 一步之遥 // the moon’s light 月光
但如果该名词是以-s或-es接尾，则只在该名词后加“’”来构成所有格。例如：3 hours’ walk 三小时的路程 // five minutes’ walk 五分钟路程 // two miles’ distance 两英里的距离
2. 用名词所有格表示处所
肉铺叫a butcher’s shop ，但通常略写为a butcher’s 。类似情况下的shop, house, office都可以省略：a tailor’s裁缝铺 // a barber’s理发店 // a doctor’s诊所 // my sister’s我姐姐的家 // stationer’s文具店 // Chaplin’s卓别林的家

★清华大学★英语系学生测试使用。专为中小学生英语量身定做。

官方网站：http://qinghua.yeryy.com/

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