人生天地之间，若白驹过隙，忽然而已，迎接我们的将是新的生活，新的挑战，现在就让我们制定一份计划，好好地规划一下吧。什么样的计划才是有效的呢？
教学目标
1、学会不同工作的英文表达方式。
2、了解同学父母的工作。
3、学会简单的介绍自己将来的理想。
教学重难点
重点词汇：teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police
重点句型：
1、 What does your mother do? She is a teacher.
What does your father do? He is an engineer.
2、 What do you want to be? I want to be a teacher.
What does she want to be? She wants to be a singer.
教学工具
多媒体
教学过程
Step One Warming activity
Have some free talks.Ask students these
questions:
How many people are there in your family?
Who are they?
Do you love your family?
Where’s your home?
Step Two Presentation
Show the picture of Pan Changjiang’s family. They are a happy family,learn the word “actor”。Actor is a job,do you know other jobs?
Show the PPT, learn other new words ，policeman,policewoman,doctor,nurse,waiter
Reporter,hospital ，bank clerk and so on.
Do 1a as quickly as you can. Check the answers.
Step Three New drills
T: I’m a teacher. （Ask one student What do you do?） Help the student answer I’m a student. Then ask several students.
T: What do you do?
S1: I’m a student.
(Point to another boy)
T: What does he do?
S1: He is a student.
T: What do you do?(Ask a girl)
S2:I’m a student.
(Point to this girl,ask another student)
T:What does she do?
S3:She is a student.
T:What does your mother do?
S4:She is a farmer.
T:What does your father do?
S4:He is a worker.
Ask some Ss to answer the questions.
Open your books,do 1b.Play the tape.
Step 4 Task 1
Make a survey and report about your group.
Name Mother’s job Father’s job
Step 5 Task 2
Play a guessing game.
Step 6 Exercises
1、I want to be a d_____ like Hua Tuo.
2、My sister is a nurse,she works in a
h_______.
3.Cheng Long is a famous a____,Gong Li is a
famous a_______.
4.The two boys want to be __________(policeman)
when they grow up.
5.--What ___ you ___(do)？ --I am a teacher.
6.He is a shop assistant.（划线提问）
____ ____ he ____?
Step 7 Summary and Homework
Make a survey ，ask your parents or three of your friends using the question” What do you want to be?” and fill in the chart.
课后小结
本节课的不足之处，由于本节课的内容较简单，所以在各个任务环节的难度梯度不是很明显。这样没有为能力较强的同学提供战线的机会，而且本单元涉及的单词较多，学生不能完全的熟练掌握。所以在以后的教学中还应不断的探索，寻求更大的突破。
本堂课重点学习了有关职业的词汇和如何询问他人从事的职业，课堂效果较好，学生基本能够掌握并运用，较好的完成了课堂教学任务。
教 材分 析
This is the first lesson in this module. The main topic is self-introduction, so improving the students’ abilities of listening and speaking on self-introductions is very important.
知 识目 标
Key vocabulary: Chinese, from, where, year, about, what about…? Ms, America, not, England, hi, American, our, grade, he, China
Key structures: Hello / Hi
What's your name? My name is ...
How old are you? I'm ...years old.
Where are you from? I'm from ...
Nice to meet you. Nice to meet you , too.
能 力目 标
1. To understand conversations involving self-introduction.
2. To give a brief self-introduction concerning name, age and hometown.
情 感态 度
Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教学方法 Interactive approach
教 具 Tape recorder, Multimedia
教学过程 Step 1: Warming up
1. The teacher show the PPT and play a short flash, the students enjoy the song .
2. Play a guessing game "Brainstorm" by asking the students "What's it?"
Then show the useful sentences by introducing myself.
I am Li Fang. I am from Wuhan. I am Chinese.
I am 25 years old. I am your new teacher.
3. Ask the students to introduce themselves in groups by using these sentences:
What's your name? Where are you from?
How old are you? Which class are you in?
Nice to meet you.
Step 2: Listening
1. Play the recording in activity 1 and ask the students to listen and check how many people speak.
2. Play it again and ask the students to check the words their hear.
3. Check the answers with the whole students.
Step 3: Listen and read
1. Play the recording in activity 3 and ask the students to listen
and answer the questions. Then check the answers.
(1) How many people speak in the conversation?
(2) Who are they?
(3) Are they in the same class?
2. Play it again and check the true sentences in act 3. Ask some
students to correct the wrong ones.
3. Put the students into groups of four to practise the dialogue.
The students repeat it several times, changing roles each time.
4. Talk about the pictures in the PPT and show their performances.
5. Ask the students to sum up the useful sentences in the dialogue and introduce “Everyday English.”
6. Finish act 4 and 5 in groups. Teacher checks the answers.
Step 4: Pronunciation
1. Explain that this activity focuses on some English phonemes which are difficult to pronounce for speakers of Chinese.
2. Play the recording once without stopping.
3. Play it again and ask the students to repeat.
4. Practise the sounds in pairs, then finish the exercises on the PPT.
Step 5: Speaking
1. Talk about the pictures by asking and answer in paris like this:
A: What’s his name?
B: His name is….
A: Where is he from?
B: He's from….
A: How old is he?
B: He's ...years old.
Step 6: Module task
Task 1: Who has the most friends?
运用本课句型，在规定的八分钟时间内，以小组为单位，看谁结交的朋友最多，她将获得一份丰厚的奖品。
Task 2: Introduce yourself by using today's useful sentences.
Step 7: Language points
1. I’m from Wuhan. 我来自武汉。(我是武汉人。)
Be from 表示“来自哪里”、“从哪里来”或“是哪里人”。如：
He’s from Beijing. 他来自北京。(他是北京人。)
They’re from England. 他们来自英国。(他们是 英国人。)
如果不强调从哪里来，只是要说明身份，也可以说：
He’s a Beijinger. 他是北京人。
They’re English. 他们是英国人。
2. Where+is/are+主语+from?
英语中，通常用特殊疑问句"Where + is / are + 主语+ from?"来询问某人"来自哪里","是哪里人",其答语通常用"主语+ am / is / are from + 地点"。如：
—Where is Sam from?
萨姆从哪里来？
—He is from England.
他来自英国。
拓展：be from = come from,如：
Where do you come from?
Where does he come from?
3. What’s your name?
英语中，当想知道对方叫什么名字时，可用句型"What’s your name?"进行询问，其答语一般用"My name is + 姓名。"。如：
—What’s your name?
你叫什么名字？
—My name’s Gao Jing.
我叫高晶。
拓展：当你想很有礼貌地问别人的名字时，你可以这样问：
What’s your name, please?
May I have your name, please?
4. I’m twelve years old. 我12岁。
…years old,表示“……岁”。有时候years old 可以省略，只用数字来表达年龄即可。如：Her dog is three. 她的小狗3岁。
拓展：对该句型提问可用：How old ...?它是英语中一个较重要的句型，主要用来询问某 人的年龄，其答语通常用"主语+ am / is / are + 年龄。"。如：
—How old are you? 你多大了？
—I am thirteen (years old).我十三岁。
5. Nice to meet you . 很高兴见到你！
这是两位初次见面相识后的用语，意思是“见到你很高兴。”见面相识可由自我介绍，第三者介绍或者询问相识。例如：
—Hello!I'm Xiao Hua.
—Hello!I'm Xiao Li.
—Nice to meet you, Xiao Li.
—Nice to meet you, too, Xiao Hua.
6. What about you? 你呢？
英语中“What about...?”是一句常用的客套 话，它后面可接名词、代词或动名词(ing)形式，它的功能可不少呢！
(1)询问或打听消息。如：
I'd like a cup of tea. What about you?
我想喝杯茶，你呢？
(2)向对方提出建议或请求。如：
What about playing football now?
现在踢足球怎么样？
(3)寒暄时的问候语，有承上启下的转折作用，如：
I'm a student from China. What about you?
我是一名来自中国的学生，你呢？
7. Welcome to Class 4, Grade 7. 欢迎来到七年级四班。
welcome to ...欢迎来到。，这是一句欢迎用语，在英语中使用比较广泛，如：
Welcome to Beijing! 欢迎来北京。
Welcome, come in，please. 欢迎，欢迎，请进来。
Step 8: Consolidation
Do some exercises and check with the whole class.
Step 9: Homework
板书设计 Module 1 Unit 1
What’s your name? My name is…
Where are you from? I’m from…
Nice to meet you, … Nice to meet you, too.
作业布置 1. Finish off the workbook exercises.
2. Make your favourite "English name card".
教学反思 The students can talk in English.
Unit 2 I'm Wang Lingling and I'm thirteen years old.
课 型 Reading and writing
教 材
分 析 This is the second lesson in this module. The reading material is information about Daming, Wang Hui and Lingling. It’s a good text to help the studetns improve their reading strategies, such as getting information from the reading material about personal information.
知 识
目 标 Key vocabulary: everyone, capital, but, very, big, city, small, first, last, all,
first name, last name
Key structures: His / Her name is ...
He / She is from ...
He / She is ... years old.
He / She is in Class 1, Grade Seven.
能 力
目 标 To get information from the reading material about personal information.
情 感
态 度 Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教学方法 Interactive approach
教 具 Tape recorder, Multimedia
教学过程
Step 1: Warming up
Say hello to the students and tell them we are going to play a game. You can say like this: I will divide you into 6 groups and each group will have a picture of a famous person. You work in groups and introduce the person. Let's see which team is the best. Are you clear? Ready?
The teacher plays the PPT and shows the pictures to them.
Step 2: Revision
Show some exercises and ask the students to complete them. Then teach and explain the new words in the sentences.
Step 3: Reading
1. Do act 1 and check the answers. ( B D A E C )
2. Ask the students to read the passage and check the true sentences in act 2.
3. After reading, the students check the false sentences in act 2.
4. The students read the passage again and underline the correct words in act 3.
5. Finish act 4 and check the answers with the whole class.
Step4: Language points
The teacher shows today's useful sentences and explain them.
1. This is Lingling and her English name is Lucy.
这位是玲玲，她的英文名叫露西。
This is ...向别人介绍某人时说 "This is ..." 不用
"That is ..."。 如：This is Tom. Tom, this is Jack.
这是汤姆。汤姆，这是杰克。
注意：this is 不能缩写，而 that is 可以缩写成that's。
打电话时，介绍自己用this, 询问对方用that。如：
This is Lucy speaking.
Is that Lucy speaking?
2. Good to see you. 很高兴见到你！
此句为熟人之间见面常用的问候语，还可以
说：Nice to see you. / Glad to see you. /
Pleased to see you.
It's nice to see you all.
很高兴见到你们所有人！
句中all为代词，意思“每个，全体”;作主语时，
be动词用are。如：
All the students are here today.
所有的学生都到齐了。
3. I'm Wang Lingling and I'm thirteen years old.
我叫王玲玲，我今年十三岁了。
介绍自己名字的时候可以用“I'm”、“I am”
或“My name is ...”，此句还可以说：
My name is Wang Lingling.
另外，这里的“...years old”，表示。几岁，这里的
数字可以省略，直接说成：I am thirteen.
对它提问用：How old...? 如：
How old is Lingling?
She is thirteen years old.
4. Tony is my first name and Smith is my last
name. 托尼是我的名，史密斯是我的姓。
family name 姓 = last name 教名
与中国习惯不同，大多数英语姓名有三个名字：教名，中间名和姓。他们的姓放在最后。(中间名一般很少用)如果你要称呼别人为……先生，夫人，小姐时，只能在family name也就是last name前加上Mr, Mrs, Miss，如上面的这个名字，你只能称他为Mr. Green，而不能称他为Mr. James。
Step 5: Writing
1. The students look at the pictures and write sentences.
Finally, ask three or four students to show their answers.
2. The teacher makes a model for the students and ask the students to write sentences for themselves with and.
Model: My name is Li Ping and I'm from China. I'm Chinese and I'm fifteen years old. I'm in Class One, Grade Seven.
Step 6: Module task
Let the students to ask their partners about personal information and make cards for them. The more, the better.
Name: __________
Age: __________
School: __________
Date of birth: ___________
Birth place: __________
Telephone number: ___________
Hobbies:___________
Favorite color:____________
Ask several students to show their performances and praise the better ones.
Step 7: Consolidation
Show the students some exercises and ask them to finish in class, then check the answers with the whole students.
Step 8: Homework
采访两个你的新同学，分别问他们以下几个问题：
What's your name?
Where are you from?
How old are you?
What's your favourite subject?
将你的采访记录整理成一篇为My new classmates的短文。(可适当增加采访问题，全文不少于50单词。)
板书设计 Module 1 Unit 2
What’s your name? My name is…
Where are you from? I’m from…
Nice to meet you, … Nice to meet you, too.
作业布置 1. Finish off the workbook exercises.
2. Interview two of your classmates and write a short passage.
教学反思 The students can get information from the reading material about personal information.
Unit 3 Language in use
课 型 Revision and application
教材分析 Unit 3 对“自我介绍和获取信息”的功能句式进行综合训练：谈论自己或朋友的情况(活动1);根据提示完成介绍图片中人物情况的句子；填表、匹配复习表示国家、民族及人物活动的词汇。Around the world了解中西人名的不同；Module task要求通过问答形式介绍自己和他人。
知识目标 Key structures:
1) What’s his/her name?
2) Where is he/she from?
3) What's his/her English name?
4) How old is he / she?
5) What class is he / she in?
能力目标 Enable students to talk about themselves and their friends.
情感态度 Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教学方法 Formal and interactive practice
教 具 Tape recorder, PPT, handout
教学过程 Step 1: Revision
1. Ask some students to introduce themselves to the other students.
2. Ask them to talk about the pictures in the PPT.
Step 2: Teaching grammar
动词Be的一般现在时：
1. 肯定句：主语+ be(am,is,are) +其它。
2. 否定句：主语+be+not+其它。
3. 一般疑问句：Be+主语+其它？
4. 特殊疑问句：疑问词+一般疑问句？
动词Be的常用句式：
1. be + 形容词
I am very happy. 我很幸福。
He is very kind. 他人非常好。
2. be + 名词
Mr Wang is our English teacher.
王先生是我们的英语老师。
They are our good friends.
他们是我们的好朋友。
3. be + 介词短语
She is at home. 我在家里。
Are you from America? 你来自美国吗？
The book is on the desk. 书在桌子上。
4. be + 副词 Class is over. 下课了。
Step 3: Speaking
Ask the students to introduce the three people in act 1.
You can do it like this:
This is Sam.
He is twelve.
He's from England.
He's in Class 1.
Step 4: Practise
Do act 2-4 by themselves and check the answers in groups.
Ask one group the report their answers.
Step 5: Around the word
1. Tell students the difference between Chinese names and English names.
T: Most English people have three names: a first name, a middle name and the family name. The first name and the middle name are given names. Their family name comes last. For example, Jim Allan Green. Green is family name. Chinese names are different. Now read and find the difference in Around the world.
Step 5: Module task
Look at the screen. Introduce yourself. Ask and answer with a partner. Then report their result in front of the whole class.
Step 6: Do exercises
Do the exercises in the PPT. The teacher checks the answers.
Step 7: Sum up
Ask the students to talk about “What have you learned in this lesson?”。
Sum up the different ways of “Be” and report it.
Step 8: Homework
板书设计 Module 1 Unit 3
What’s your name? My name is…
Where are you from? I’m from…
How old are you? I’m ….years old
作业布置 查找资料名人资料，向全班同学介绍你心目中最喜爱的英明星或最
尊敬的人。
教学反思 Speaking more is necessary for the students.
教学目标：学习称呼语和问候语
教学重点：打招呼用语
教学难点：如何正确运用打招呼用语
教具多：媒体、录音机
教学课程：
1. Greeting.
2. Warming-up
T: Class,Please stand up. Hello, class.
S: Hello, Ms…
T: Sit down please.
S: Thank you.
3. Drills
(1)练习打招呼问好。
(2)练习感谢他人。
(3)练习告别语Goodbye。
4. Practise
1)Work in pairs part7 and part8
2) Complete the sentences.
Daming, ______ ______, please(请坐)
_____,______ (同学们好)
______(你好).Jack.
_______,_______ (谢谢), Miss Li.
_______(再见), Lucy.
5. Conclude
6. Homework
Complete part5 and part 6
一、热身导入
1、 歌曲热身：I can skate and I can jump. 师生共同唱歌。
2、 利用歌曲，询问学生能做的事情，过渡复习旧知。利用闪烁、遮挡和局部呈现的方式，让学生猜球。
二、新知呈现
初听课文：由“猜球”游戏，过渡到本课课文，带着问题“What do they want todo?”初听课文，同时，教师配相应的动作，帮助学生理解课文大意。
三、新知学练
1、 根据初听课文的任务，再利用动作，让学生明确play soccer的含义，并利用不同的图片进行短语读音的操练。
2、 精听学说：带着问题“Does Robo know them?”精听课文。
（1）学说soccer ball：利用角色转变，练习读音，以及单数问句和回答。
（2）学说soccer shoes：利用词卡，开火车练习读音，以及复数问句和回答。
（3）通过Yes!和Sure!的回答对比，让学生充分理解Sure!的强烈语气和情感，同时进行角色转变练习。
3、 学练新单词：soccer
（1）唤醒旧知：dog-hot-box-soc
（2）拼读规律：soc _ _ _，学生猜测后三个字母。利用课件，从前一个音节中的c，再分出一个字母c后，再增加字母组合er。
4、 chant小结
四、新知巩固
1、 听音跟读，强化语音要点。
2、 分角色朗读课文。
3、 分小组表演课文，并展示。
五、新知应用
1、 巩固游戏：学生在标有数字1-6的足球中，选择一个数字完成任务，任务以巩固新知为主。
2、 延续最后一个任务：根据短片内容创编对话，并进行角色扮演。
六、总结作业
1、 总结：在众多运动图片中，学生自由选择，并表达能做的运动。
2、 作业：
听：听一听第六课P44录音，每天5-10分钟。
读：读一读第六课P44课文，要注意课文中人物的情感。
写：写一写，写1-3个问题，下节课向同学和老师提问：Can you…
一、Teachers words: Where there is a will, there is a way.
二、Teaching aims:
1.知识目标：
词汇： clean, read, sure, wait, toy, west, camera, activity, shop, bird.
短语：talk about, a photo of, thanks for, play soccer, wait for, some of, in the first photo, …
交际用语：
（1） What are you doing? --Im watching TV.
（2） Is Nancy doing homework? --No,she isnt. Shes writing a letter.
（3 ) Do you want to go to the movies? --Yes,I do.
（4）When do you want to go? --Lets go at 7：00.
语法：现在进行时的用法。
2. 英语能力目标：学会谈论人们正在做什么，学会写英文信，能就现场发生的事作现场报道。
3 .情感目标：通过合作学习谈论正在发生的事，启发学生思维，培养学生的合作精神。
三、教学重点："教学目标"中的"知识目标"和"能力目标"。
教学难点："现在进行时"的应用。
四、Teaching course:
Step 1.预习导学自测：
根据句意补全已给出首字母的单词：
1、My little brother is w_____ a letter.
2、The students are c_____ the classroom.
3、The boy is taking a photo with a c______.
4、Are they w_____ for a bus over there?
5、Hes r_____ a newspaper.
小小翻译家：
1、talk about________ 2、a photo of________
3、wait for________ 4、in the first photo________
5、电话交谈________ 6、踢足球________
7、因…而感谢________ 8、许多图书馆_______
Step2 情境导入
Look at the pictures in P25 1a and write sentences
Now its 6:00 pm. What are they doing?
In picture A. She is talking on the phone.
In picture B. ________________________
In picture C. ________________________
In picture D. ________________________
In picture E. ________________________
In picture F. ________________________
Step3 自主探究
1.以上练习的句子是什么时态？_______________________________.
2.该时态的结构是_________________________________________.
3.现在分词的构成规则
A、一般直接在动词后加______ ，如reading,watch_____, talk____ .
B、以字母不发音的e 结尾的____________，如writing,come_______, make ____ .
C、一个元音字母加一个辅音字母结尾且末尾只有一个辅音字母的重读闭音节词要_____________________ 。如swimming , run ____ ,begin ____。
Step4 合作交流
1.Make dialogues in pairs
---What are you doing？
---I am reading.
MORE DIALOGUES:
一、 教学目标：掌握过去进行时态的用法
二、教学过程：
Step 1 Revision
（学生活动）利用图片或照片复习过去进行时的用法。 （录像演示）通过情景复习过去进行时表达一个过去某个时间所发生的动作。
Step 2 Listening
（声音课件展示）让学生边听边完成听力练习 Step 3 Read and say
（学生活动）根据不同的职业特点，让学生选择最好的答案来回答警察的问话。
（录像演示）情景演示警察调查案件时询问每个人的情景，运用过去进行时来表达当时发生的动作。观看后教师可让学生写对话并表演出来。
（学生活动）提供一个案情，让学生来表演过程。 Here is another situation for the students to practise. A very famous drawing was stolen in the art gallery last night. You are trying to find out who did that. You can ask the question “What were you doing at nine o’clock last night?” After everyone has answered the question, the class discuss together,
“Who do you think stole the painting from the gallery? Why?”
Step 4 Read and talk
（展示）
Read the table about what David was doing at different times yesterday, then ask and answer in pairs.
（录像演示）情景演示询问过去某个时间点正在进行的动作，看后让学生进行模仿练习。
Step 5 Writing
通过图片展示昨天一天的主要活动，让学生描述每个不同的时刻正在发生的动作。然后让学生用过去进行时描述自己昨天的一天的活动。
Step 6 Reading
（录像演示）情景演示关于邻里关系的幽默故事，回答：How do you think the neighbour wasn’t a good neighbour? （课件演示）让学生跟读此篇幽默故事，回答下列问题：
1、 Why were Masha and Sasha tired of Misha?
2、 What did Masha borrow today?
3、 Did Sasha want to lend him?
4、 How did Sasha do?
5、 What do you think happened at last?
6、 What will you do if you were Sasha?
Step 7 Discussion
Discuss what a person should or should not do in the neighbourhood.
Step 8 Checkpoint
（录像演示）总结归纳过去进行时的用法、构成及其陈述和疑问句式。
三、课堂练习：
完成下列句子。
1、司机正开车去天津。
The driver______ ______ _______ ______Tianjin.
2、他们厌倦了这项工作。
They______ _______ ______ ______the work.
3、他决定礼貌地拒绝他。
He ______ ______ ______ him politely.
4、我需要一把花园剪刀。
I need ______ _______ ______ ______ _______.
5、我们整天将在花园工作。
We'll______ _______all day in the garden.
答案：1.was driving a truck to 2.were fed up with
3.decided to refuse 4.a pair of garden scissors
5.be working
四、作业（任选一题）
1、 Write about what David was doing at different times yesterday. Begin like this “David had a busy day yesterday. He was having an English class at eight o’clock in the morning. 。 。 。”
2、 Finish off the workbook exercises.
3、 Write a short passage about what you were doing at different times yesterday.
一、教学目标：
1、 语言知识目标：
1) 能掌握以下单词：
guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club
能掌握以下句型：
① —Can you play the guitar? —Yes, I can./ No, I can't.
② —What can you do? —I can dance.
③ —What club do you want to join? —I want to join the chess club.
2) 能了解以下语法：情态动词can的用法
want to do sth.的用法
2、 情感态度价值观目标：
以培养学生的一种群体意识。
二、教学重难点
1、 教学重点：
1) 学习询问和谈论彼此的能力和特长；2)
2、 教学难点：
情态动词can的构成和使用。
三、教学过程
Ⅰ。 Lead in
1、 : I can play the
guitar.…等；再指着图片说：He/She can play the violin.Can you play the guitar?…。并引导学生进行简单的回答。
Then Check the answers with the class together.
Ⅱ。 Presentation
He/She can dance/swim/sing//。.。等，学习表达活动的动词短语。
Ⅲ。 Game （What can I do?）
T: Tell your partners what you can do. For eample:
I can play the guitar. I can sing and dance.
Ⅳ。 Listening
1、 T: Now let’
(播放lb1b部分的教学任
务。)
Ⅴ。 Pair work
（lc部分口语交际的教学任务，学会运用can询问和表达能力。） Ⅵ。 Listening
力和写作能力，完成2b部分的教学任务。
Check the answers with the Ss.
Ⅶ。 Pair work
1、 Look at 2b and talk about what the people can do and the clubs they want to join.
老师可以和一名优秀的学生做一个对话的例子，让学生们明白如何去问答，例如：
T: What club does Lisa want to join?
S1: She wants to join the chess club.
T: Can she play chess?
S1: No, she can't.
2、 Ss work in pairs to practice asking and answer about Lisa, Bob and Mary.
3、 Ask some pairs to act out their conversations.
Ⅷ。 Role-play
1、 Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to find out the answers to
these questions.
① What club does Bob join?
② What club does Jane join?
Ss read the conversation by themselves and find the answers to the questions. Then check the answers:
① Bob joins the soccer club. ② Jane joins the English and art club.
2、 Eplain something that Ss can't understand.
3、 Let Ss read after the teacher or play the recording and let Ss read after the recording.
4、 Ss work in pairs to act out the conversation.
best.
Homework:
1、 Remember the new words and epressions after class.
2、 Write English names as many as possible in the eercises book.
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词： rain, windy, cloudy, sunny, snow, weather, cook, bad, park,message, take a message, could, back, problem
能掌握以下句型：
① —Hows the weather in Beijing?
—Its sunny.
② —Can I take a message for him?
—Yes. Could you just tell him to call me back?
—Sure, no problem.
2) 能用所学的知识描述天气情况。
3)描述正在发生的动作。
2. 情感态度价值观目标：
教育学生善于观察天气，善于调整自己的`情绪；了解世界各地的天气情况，增加世界观念。知道大自然的力量是神奇而伟大的，我们应当好好学习，立志学好科学知识，为长大后探索神奇的大自然，打好基础。
二、教学重难点
1. 教学重点：
1) The vocabulary and useful expressions.
2) —How’s the weather?
—Its raining/ windy.
3) —What are you doing?
—Im playing basketball.
2. 教学难点：
运用目标语言来对天气进行问答，并且会问答其他人正在进行的活动。
三、教学过程
Ⅰ. Warming-up and Lead in
1. Greet the Ss and check the homework.
2. Watch a video program about the weather.
Ⅱ. Presentation
1. (Show some pictures of the weather)
Let Ss look at the pictures and ask them how the weather is.
Ss learn the new words and expressions with the help of the pictures.
2. Look at the pictures in 1a. Then read the new words on the right. Ask the Ss to match the words with pictures.
3. Check the answers.
Ⅲ. Game (Hows the weather?)
1. (Showing some pictures on the big screen.) Ask Ss "Hows the weather?"
2. Ss guess and answer the question.
Ⅳ. Listening
1. Now lets look at the city names in the box in 1b. Please read after me.
Ss read the cities after the teacher.
2. Now, We’ll hear four conversations. Listen carefully, point out each city in the picture as it comes upon the tape. Play the recording a second time. Ask Ss to write the name of the city in the picture of its weather.
3. Check the answers.
Ⅴ. Pair work
1. Tell the Ss: If you are in one of the places in the picture above. Talk about the weather
with your friends in another city on the phone.
2. Make a model with a student like this:
T: Hi! Hows the weather in Beijing?
S1: Its sunny.
3. Ss work in pairs. Ask and answer about the weather in the cities.
Ⅵ. Listening
1. Work on 2a.
Lets see what Joes families are doing. Point to the 4 pictures.
2. Ask Ss tell each person is doing in each picture. More attentions should be paid
to the correct use of the Present Progressive Tense.
3. Play the recording for the Ss to listen and number the pictures [1-4].
4. Play the tape for Ss to check the answers.
5. With the whole picture, get some Ss to tell the story of it.
6. Brainstorming
Play the tape for another time. Then do a memory test.
Ask Ss: Whats Uncle Joe/Jeff/Mary/Aunt Sarah doing?
Whatre Scott and Lucy doing?
Is Jeff watching TV? etc.
7. Let Ss match the names with the activities in 2b.
Play the recording for the Ss to check the answers.
Ⅶ. Pair work
1. Look at the pictures and talk about the people in 2a with a partner.
2. Ask a student the questions as a model:
T: Whats Uncle Joe doing?
S1: Hes playing basketball.
3. Ss work in pairs. Ask and answer about the pictures.
Ⅷ. Role-play
1. Ask Ss to read the conversation and answer the questions:
① Whats Steve doing?
② Whats Ricks brother doing?
Ss read the conversations and answer the questions. Then check the answers together.
2. Let Ss role-play the conversation in pairs.
IX. Language points.
X. Exercises
Homework:
一、总结有关天气的词汇。
二、编写三个有关天气问答的对话。
教学目标：
(1)There are lots of bicycles in China.
(2)There is a famous river
教材分析：
这一模块分为两个单元，第一单元主要教学生怎样谈论一个地方，例如一个景点，一个城市等等。学会用数字表达长度和人口数量等。
教学重点：
(1)There are lots of bicycles in China.
(2)There is a famous river.
教学难点：
用“There is/ There are”介绍事物
学情分析：
学生对本模块较熟悉，经过本节课，让学生通过卡片、图片的提示来进行口笔头操练
教学准备：
课件、录音机、磁带
教学过程：
一、游戏热身
随音乐传递物品，音乐停该同学用there be句型说句子
二、导入
让学生先观察图片，猜猜都是中国的什么地
三、课文教学
1、播放录音，让学生给所听到的录音图片排序。
2、接着让学生跟读
3、试着让学生用自己的语言描述图片上的内容。
4、现在可以变换练习方式。请学生两人一组。向对方介绍六张明信片中自己最喜欢的`一张。如果有必要，可以再放一遍录音，请学生逐句跟读，并试着抓住每张明信片最主要的特征。然后再向同伴讲述。鼓励学生根据图片进行更多描述，或是把自己对该事物的了解添加到描述中去。
5、重音的学习：请学生听SB unit 2活动3的录音，之后让学生试着跟读一遍。要求他们注意重读的地方。请学生把书翻到SB unit 2活动3，仔细看书上的句子以及每句话中用黑体标出的地方，比较一下自己刚才跟读时重读的位置与书上的标注是否一致。老师再放录音，学生边听边看书，认真体会。
四、应用
现在学生衣服上的图案很丰富。教师可让一个学生站在黑板前，让其他学生用“There胡屯镇联合校集备活页
五、学习歌曲
完成SB unit 2活动4，请学生欣赏并学习一首歌曲。放录音前，请学生们先试着通过文字和图片猜测歌曲的内容。
播放录音，请学生积极模仿录音中的语音语调。如果他们感到学习歌词有困难，老师可以先把领读带中歌曲前慢速朗读的歌词放一遍给学生听
六、课后作业
挑选一张风景的明信片，用英文进行简单的描写和介绍
教 材
分 析 This is the first lesson in this module. The main topic is self-introduction, so improving the students’ abilities of listening and speaking on self-introductions is very important.
知 识
目 标 Key vocabulary: Chinese, from, where, year, about, what about…? Ms, America, not, England, hi, American, our, grade, he, China
Key structures: Hello / Hi
What's your name? My name is ...
How old are you? I'm ...years old.
Where are you from? I'm from ...
Nice to meet you. Nice to meet you , too.
能 力
目 标 1. To understand conversations involving self-introduction.
2. To give a brief self-introduction concerning name, age and hometown.
情 感
态 度 Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教学方法 Interactive approach
教 具 Tape recorder, Multimedia
教学过程 Step 1: Warming up
1. The teacher show the PPT and play a short flash, the students enjoy the song .
2. Play a guessing game "Brainstorm" by asking the students "What's it?"
Then show the useful sentences by introducing myself.
I am Li Fang. I am from Wuhan. I am Chinese.
I am 25 years old. I am your new teacher.
3. Ask the students to introduce themselves in groups by using these sentences:
What's your name? Where are you from?
How old are you? Which class are you in?
Nice to meet you.
Step 2: Listening
1. Play the recording in activity 1 and ask the students to listen and check how many people speak.
2. Play it again and ask the students to check the words their hear.
3. Check the answers with the whole students.
Step 3: Listen and read
1. Play the recording in activity 3 and ask the students to listen
and answer the questions. Then check the answers.
(1) How many people speak in the conversation?
(2) Who are they?
(3) Are they in the same class?
2. Play it again and check the true sentences in act 3. Ask some
students to correct the wrong ones.
3. Put the students into groups of four to practise the dialogue.
The students repeat it several times, changing roles each time.
4. Talk about the pictures in the PPT and show their performances.
5. Ask the students to sum up the useful sentences in the dialogue and introduce “Everyday English.”
6. Finish act 4 and 5 in groups. Teacher checks the answers.
Step 4: Pronunciation
1. Explain that this activity focuses on some English phonemes which are difficult to pronounce for speakers of Chinese.
2. Play the recording once without stopping.
3. Play it again and ask the students to repeat.
4. Practise the sounds in pairs, then finish the exercises on the PPT.
Step 5: Speaking
1. Talk about the pictures by asking and answer in paris like this:
A: What’s his name?
B: His name is….
A: Where is he from?
B: He's from….
A: How old is he?
B: He's ...years old.
Step 6: Module task
Task 1: Who has the most friends?
运用本课句型，在规定的八分钟时间内，以小组为单位，看谁结交的朋友最多，她将获得一份丰厚的奖品。
Task 2: Introduce yourself by using today's useful sentences.
Step 7: Language points
1. I’m from Wuhan. 我来自武汉。(我是武汉人。)
Be from 表示“来自哪里”、“从哪里来”或“是哪里人”。如：
He’s from Beijing. 他来自北京。(他是北京人。)
They’re from England. 他们来自英国。(他们是 英国人。)
如果不强调从哪里来，只是要说明身份，也可以说：
He’s a Beijinger. 他是北京人。
They’re English. 他们是英国人。
2. Where+is/are+主语+from?
英语中，通常用特殊疑问句"Where + is / are + 主语+ from?"来询问某人"来自哪里","是哪里人",其答语通常用"主语+ am / is / are from + 地点"。如：
—Where is Sam from?
萨姆从哪里来？
—He is from England.
他来自英国。
拓展：be from = come from,如：
Where do you come from?
Where does he come from?
3. What’s your name?
英语中，当想知道对方叫什么名字时，可用句型"What’s your name?"进行询问，其答语一般用"My name is + 姓名。"。如：
—What’s your name?
你叫什么名字？
—My name’s Gao Jing.
我叫高晶。
拓展：当你想很有礼貌地问别人的名字时，你可以这样问：
What’s your name, please?
May I have your name, please?
4. I’m twelve years old. 我12岁。
…years old,表示“……岁”。有时候years old 可以省略，只用数字来表达年龄即可。如：Her dog is three. 她的小狗3岁。
拓展：对该句型提问可用：How old ...?它是英语中一个较重要的句型，主要用来询问某 人的年龄，其答语通常用"主语+ am / is / are + 年龄。"。如：
—How old are you? 你多大了？
—I am thirteen (years old).我十三岁。
5. Nice to meet you . 很高兴见到你！
这是两位初次见面相识后的用语，意思是“见到你很高兴。”见面相识可由自我介绍，第三者介绍或者询问相识。例如：
—Hello!I'm Xiao Hua.
—Hello!I'm Xiao Li.
—Nice to meet you, Xiao Li.
—Nice to meet you, too, Xiao Hua.
6. What about you? 你呢？
英语中“What about...?”是一句常用的客套 话，它后面可接名词、代词或动名词(ing)形式，它的功能可不少呢！
(1)询问或打听消息。如：
I'd like a cup of tea. What about you?
我想喝杯茶，你呢？
(2)向对方提出建议或请求。如：
What about playing football now?
现在踢足球怎么样？
(3)寒暄时的问候语，有承上启下的转折作用，如：
I'm a student from China. What about you?
我是一名来自中国的学生，你呢？
7. Welcome to Class 4, Grade 7. 欢迎来到七年级四班。
welcome to ...欢迎来到。，这是一句欢迎用语，在英语中使用比较广泛，如：
Welcome to Beijing! 欢迎来北京。
Welcome, come in，please. 欢迎，欢迎，请进来。
Step 8: Consolidation
Do some exercises and check with the whole class.
Step 9: Homework
板书设计 Module 1 Unit 1
What’s your name? My name is…
Where are you from? I’m from…
Nice to meet you, … Nice to meet you, too.
作业布置 1. Finish off the workbook exercises.
2. Make your favourite "English name card".
教学反思 The students can talk in English.
【一】、在本学期的英语教学中，坚持以下理念的应用：
1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，培养创新精神；
2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础；
3、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。
【二】、所教班级学生基本情况分析：
1、学习水平不均
有的学生对小学英语比较重视，学得很好，达到英语小学毕业水平，但有的学生或学校不重视，学得很不好，还有几个甚至完全没有学过。因此，整个班级的英语水平很不平衡，给日常教学带来诸多的不便，提高了难度。
2、学习习惯不好
学生刚刚从小学进入初中，处于一个衔接的阶段，学习任务加重，学习的习惯不是很好，没有形成一定的适合自己的方法，都有待改善。
【三】奋斗目标：
钻研新课标，提高教学水平，真正做到教学相长，努力达到学校规定的教学指标。
【四】具体措施：
1、每天背诵课文中的对话。目的：要求学生背诵并默写，培养语感。
2、每天记5个生词，2个常用句子或习语。实施：利用“互测及教师抽查”及时检查，保证效果并坚持下去。
3、对后进生进行专门辅导，布置单独的作业，让他们在小进步、小转变中体味学习的快乐，树立学习的自信，尽快成长起来。
4、在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。
课程安排及教学进度：
略
最后，让学生在使用英语中学习英语，让学生成为GoodUser而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。另外团结结协作，共同进步。教师之间互相学习，勤学好问，做好初一年级的教学工作。
一、教学内容
1、语音：
1）复习音标及字母组合[u：] u，oo；[u] u，oo，oul；
2）学习音标及字母组合[（+] ure，ua
2、语法：
1）小结本单元所学to be going to+动词原形的用法；
2）小结本单元出现的形容词比较等级的规则变化和不规则变化。
二、教具
录音机；音标卡片、小黑板等。
三、课堂教学设计
1、复习值日生报告。
教师出示事先准备好的。写有形容词原级的小黑板，要求学生迅速写出其比较级、级形式。
2、教师出示音标卡片，复习[u：] [u]两个元音的读音，启发学生分别给出含有这两个元音的单词。教师可将这些单词书写在黑板上，并用彩色粉笔写出读这些音的字母或字母组合。
教[（+]这个双元音的读音。学生初步掌握其读音后，重复上一步骤。
3、放课文第1、2部分录音，学生打开书跟读，反复三遍。指导学生做练习册习题1。
4、指导学生阅读复习要点中例词、例句。教师小结该要点中所列两项语法内容。
5、指导学生做练习册习题。
6、布置作业
1）练习朗读本课第1、2部分中的音标、单词、短语和句子；
2）结合书后有关语法讲解，温习本单元语法项目；
3）抄写复习要点中例句及词语；
4）完成练习册习题。
四、难点讲解
形容词比较等级（Ⅰ）形容词比较等级的规则变化和不规则变化。本单元只介绍单音节形容词和少数双音节形容词的变化：
1）一般在词尾加—er或—est，分别构成比较级和级。例如：small——smaller——smallest。
2）以字母e结尾的形容词，加—r或—st，例如：nice——nicer——nicest。
3）重读闭音节词尾只有一个辅音字母时，双写这个辅音字母，再加—er或—est。例如：big——bigger——biggest。
4）以辅音字母+y结尾的双音节形容词。改y为i，再加—er或—est。例如：easy——easier——easiest。
此外，少数形容词还有不规则变化，需要认真记忆。例如：
good——better——best；many——more——most等。
一、教学目标
知识与能力：本单元主要学习询问能力的表达方式。本单元主要围绕“加人俱乐部，谈论自己的能力”这一话题开展听、说、读和写的学习活动，学习情态动词can的肯定句、否定句、一般疑问句，肯定与否定回答，以及一般疑问句的构成和用法；学会运用 what引导的特殊疑问句询问能力；能够谈论自己的喜好与意愿；能够为自己成立的各种俱乐部制作海报；会写招聘广告。此外，还要学习能掌握一些行为动作的单词和句型，能够熟练表达自己在某一方面所具备的才能。
过程与方法：采用自主学习、小组合作探究、 Classifying, Contrasting， Comprehending in context和 Role—playing 的学习策略，利用教学图片、幻灯片、教学视频 ( 导入询问能力的VCR 《What can Gogo do?》 ) 或制作课件 ( 反映课内外活动 ) 等来展开课堂教学、 pairwork 问答式的口语交际活动或游戏等小组活动，进行 “询问和谈论个人能力” 的`课堂教学和练习。
本单元的教学法建议：语音教学让学生进行模仿操练；词汇教学采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学采取 pairwork 问答式的口语交际活动或游戏等小组活动互相操练；听力教学采取图文配对和对话选择的方式；写作教学以填词、回答问题、写简单的短文为主；语法教学总结规律、抓住特征、模仿操练。
情感态度与价值观：该部分的学习内容贴近学生的生活，谈论的话题是个人能力。通过对目标语言的学习使学生能够表达自己在某一方面所具备的才能；通过谈论彼此的特长与爱好培养一种群体意识。
二、教学重难点
教学重点：
（1）学习询问和谈论彼此的能力和特长。
（2）理解情态动词can的构成和使用。
（3）能够就自己的喜好与意愿这一话题分角色表演对话；能够为自己成立的各种俱乐部制作海报；会写招聘广告。
教学难点：
（1）学习询问和谈论彼此的能力和特长。
（2）学习情态动词can的肯定句、否定句、一般疑问句，肯定与否定回答，以及一般疑问句的构成和用法。
三、教学策略
语音教学让学生进行模仿操练；词汇教学采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学采取 pairwork 问答式的口语交际活动或游戏等小组活动互相操练；听力教学采取图文配对和对话选择的方式；写作教学以填词、回答问题、写简单的短文为主；语法教学总结规律、抓住特征、模仿操练。
总结：教师用一段视频引入有关能力的主题和相关单词单词，引起学生的兴趣。
教师先领读，然后男生读，女生读，链式读，给出汉语说英语，给出英语说汉语，最后跟读正音。紧凑的教学环节使学生能够全身心的投入学习中。
教师给学生播放Gogo的视频，让学生找出Gogo会做什么，不会做什么。让学生在玩游戏的过程中，强化单词和句型的表达。
讲解情态动词can的用法，can意为“能，会”，它是辅助动词帮助说明能力、意愿等的词，can后跟动词原形，并且它不随主语人称的变化而变化；变否定句直接在can后加“not”；变一般疑问句直接把can提前。
鼓励学生联系刚刚学到的句型和单词，通过问答式的口语交际活动或游戏等小组活动，进行 “询问和谈论个人能力” 的练习。
系统的听力训练，在听短文之前让学生学先在句子中找到要点，带着要点和问题去听。帮助提高学生的听力水平。
让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。
课题：Starter Module1 Unit3
课型：listeningandspeaking
教学目标：学习向别人介绍某人的用语
教学重点：This is my… She/He is …
教学难点：Be的变化运用
教具：多媒体、录音机
课时1
教学课程：
1.Greeting.
2.Warming-up
T: This is my friend…
S: Hello, … This is my father…
T: Nice to meet you.
S: Nice to meet you, too.
3.Drills
1)复习打招呼的用语Good morning/Good afternoon/Good evening。
2)练习询问姓名和相互间的问候。
What’s your name? I’m …
How are you? I’m fine, thank you.
3)练习向别人介绍某人This is …
4.Practise
1)Work in pairs part7
2) Listen and number
3) Write the sentences.
5.Conclude
6.Homework
Complete part3
一、教师寄语:
Athousand-lijourneyisstartedbytakingthefirststep.千里之行，始于足下。
二、学习目标：
Knowledgeaims（知识目标）
Keywords：mynamenicemeetyouwhat’shisher
Keyphrases:myname,firstname,lastname,answerthequestion.
Keysentences:What’syourname?
What’shisname?
What’shername?及回答。
Abilityaims（能力目标）
1、掌握简单的问候语，并能自我介绍，初步培养用英语进行交际的能力。
2、掌握听的技能，在听的过程中准确获取数字信息。
Moralaims（情感目标）
礼貌待人，培养良好的人际关系。
三、教学重难点
介绍自己，问候他人。
四、学习过程
1、预习导学及自测
英汉互译
1、name_________2、好的，令人愉快的______________
3.too___________4.遇见______5.your____________
6.his_________7.她的名字______
2、自主
①。onenum.1,一：Oneandtwomakesthree.一加二等于三。
adj.①一个：Ihaveonebook.我有一本书。②有一(天)：Onedayhewillunderstandyou.有一天他会理解你的。
②meet/mi:t/v.遇到，碰到
【记忆法】-ee-双写，与meat为同音词。
【考点】tomeetsb.（orsth.）遇到某人/某事：Nicetomeetyou.初次见面时的客套话，不是初次见面时则用see。
【引申】meet也可用作名词，译为：会，集会：sportsmeet运动会。
③“What’syourname?”“MynameisGina.”“你叫什么名字？”“我叫吉娜。”
两人初次见面互相询问姓名时可用这个句型。如想反问时可说：Andyou?或者Andwhat’syourname?如：
A：Hello.What’syourname?
B：MynameisAnnRead.Andyou?/Andwhat’syourname?
A：I’mHanMei.
④Hello!你好！
Hello一般可作为熟人、朋友、青年人之间的招呼用语，语气较随便，译为“您好”；此外打电话或遇熟人时也可用。译为“喂”。在表示问候或唤起注意时，有时可用Hi来代替Hello，显得更为随便。如：
A：Hello/Hi，Jane!你好，简！
B：Hello/Hi，Jim!你好，吉姆！
3、合作探究
①动词be的现在时态
动词be就是我们所学过的am,is,are的动词原形。如何使用这三种形式主要取决于主语。当主语是第一人称I（我)时，用am,缩写为I’m;主语是第二人称you(你）或复数时，用are,缩写为you’re，主语是第三人称it/she/he（它/她/他）或名词及代词的单数时，用is,缩写为it’s/she’s/he’s。如：
Iam(I’m)LiuYing.我是刘英。
Youare(You’re)LinTao.你是林涛。
Itis(It’s)3344278
下面介绍一则口诀，帮你熟记“动词be的构成”：
我(I)用am,你(you)用are，is连着他(he)，她(she)，它(it)。
单数名词用is，复数名词全用are。
变否定，更容易，be后not加上去。
变疑问，往前提，句末问号莫丢弃。
②hello与hi
(1)hello与hi可以互换，都表示“喂，你好”。但hi比hello用得更多，显得更随和亲近，它尤被美国年轻人所使用。但打电话时常用hello而少用hi。熟人、朋友见面时，彼此问候仅仅说声Hi!就可以了。用hello时，不能“Hello,hello,hello”这样反复使用。
（2）要注意hello/hi一般不用于与师长、上级、年长者以及有体面的人打招呼，以免显得对长辈不够尊重。
③Do1CPracticetheconversation。
4、拓展创新
Step1
在英语中如何拼写中国人的姓名，联合国教科文组织已做规定“一律按汉语拼音的写法。姓和名分开，姓在前，名在后”。现举例说明：
（1）如果是单姓，名又是单字，则姓与名的第一个字母要大写，其余字母用小写。如：LiLei李雷。
（2）如果是单姓，名是双字，则姓的第一个字母大写，名的第一个字母大写，名的双字合在一起算一个词，不得分开。如：HanMeimei韩梅梅。
（3）如果是复姓，则把复姓字母连在一起，只是第一个字母大写，名字的拼写方法同上。如：SimaZhao司马昭，OuyangYunsong欧阳云松。
中英姓名比较──中文姓名是姓在前，名在后；英文姓名是姓在后，名在前。Mr用于姓前，如MrGreen不能说成MrJim.
（4）如果名字里有可能造成音的混淆的拼写时，要用连字号“-”或隔音号“’”隔开。如：
YangXi-an(Xi’an)杨西安，如写成YangXian就成了杨仙。
Step23a、3b、4
5、梳理归纳
一、Greetings（打招呼）
1、常见的表达方式
(1)Goodmorning!/Goodafternoon!/Goodevening!分别用于上午、下午、晚上见面问好。
(2)Hello!/Hi!用于朋友或熟悉的人之间相互打招呼。
(3)Nicetomeet/seeyou.该句答语常用Nicetomeet/seeyou,too.
2、文化背景及注意事项
（1）英语口语中多用省略句，如Goodmorning!也可以直接说Morning!
（2）相互熟悉的人见面打招呼用Howareyou?，初次见面一般用Howdoyoudo?
（3）和外国人打招呼时，不要用中国式的问候语，如：你吃饭了吗？你上哪儿去？
(4)Howareyou?原用于询问对方身体状况，现在逐渐失去原来的涵义，成为日常生活中的寒暄用语。
二、Self-introduction（自我介绍）
1、常见表达方式
(1)Iam…我是……
(2)Mynameis…我的名字是……
（3）如果询问对方名字，可以问：What’syourname?/MayIhaveyourname?
2、文化背景及注意事项
（1）如果见了长辈或年龄比自己大的人，用Mr.，Miss,Mrs.等称谓词+familyname（姓氏）。
（2）相互熟悉的同龄人之间可以直呼其名。
6、达标测试
Ⅰ。用所给词的适当形式补充完整
Bobby是个粗心的孩子，他写完作业不小心将墨水瓶打翻了。有的地方被墨水弄脏了，看不清了。
1、What's____________name?(you)
2、His____________Boris.(name)
3.Niceto____________you.(meet)
4.____________nameisGina.(I)
5.____________this?It'sabook.(what)
Ⅱ。单项选择
1、What'syourname?____________nameisJenny.
A.IB.I'mC.My
2、I'mHardy.____________tomeetyou.
A.LikeB.HappyC.Nice
3.Isthisyourbrother?What's____________name?
A.herB.hisC.your
4.MaryKingis____________newteacher.
A.IB.sheC.her
5.Hi!Thisis____________newteacher;____________nameisYangyan.
A.your;myB.his;yourC.your;her
五、典型例题解析
【例1】—yourname,please?—Mynameis.
A.What’s,JimGreenB.Who’s,JimGreen
C.What’s,GreenJimD.Who’s,GreenJim
精析What’syourname,please?询问对方的姓名，回答时用Mynameis…英语国家人的姓名结构顺序为：名+姓，故选A。答案A
【例2】—Hello!—！
A.
精析Hello!与Goodmorning!都是问候语，它们的答语就是其本身，故选B。如：
—Goodmorning,Joan.琼，早上好！
—Goodmorning,WenBo.闻博，早上好！
答案B
【例3】Youateacher.Iastudent.Mysisterastudent,too.
A.am;is;areB.is;are;amC.are;am;isD.are;is;is
精析动词be在一般现在时中根据不同的人称有不同的形式，在本题中，You与are连用，I与am连用，Mysister为第三人称单数，应与is连用。答案C
【例4】情景交际（根据情景，用所给的选项填空。）
(1)Mike：Hi,LiLei：I’mLiLei.
Mike:Nicetomeetyou.LiLei：Nicetomeetyou,too.
A：What’syourname?B：I’mMike.
(2)MissKing：That’sanicedress.Ann：。
A,itisn’t
精析(1)某种情况把迈克和李磊聚到一起，他们意识到双方必须相互了解，相互做自我介绍。因此气氛比较随便，自报姓名往往是为了打听对方姓名的一种策略。对别人自报姓名所做出的回答一般是自报自己的姓名。
（2）在西方国家，当有人赞美你时，要说谢谢，而不像中国人习惯在别人赞美你时要表示谦虚。
答案(1)B(2)A
【例5】用动词be的适当形式填空。
(1)IinRow6.
(2)Whatyourname?
(3)youten?
精析本题考查的是系动词be的用法。系动词be（是)，随着主语的人称和数的不同，又分为am,is,are三种不同的形式。Am用于第一人称单数；is用于第三人称单数；are用于第二人称单、复数和第一、三人称复数形式。如：Iam…；Itis…；Youare…。下面这则口诀可帮助记忆：我(I）用am，你(You)用are，is跟着他、她、它，一切复数都用are。答案(1)am(2)is(3)Are
六、中考链接
1、SheisastudentandnameisKate.
A.sheB.herC.hersD.his
2、ThisisMissGao.Sheyournewteacher.
A.beB.amC.isD.are
七、课后反思：
我的收获：____________________________________________
_______________________________________________________
我的不足：________________________________________________
我努力的方向是____________________________________________
1、 单词soccer：soc-cer
2、 单复数句型的区分与应用
一、Teaching aims教学目标
1. 能用所学知识阅读文章。
2. 能理解文章内容，回答问题。
3. 能够理解文章细节内容。
4. 能够运用所学内容介绍自己的上学路线。
二、Language points语言点
词汇：
1) 名词n. river, village, bridge, boat, ropeway, year, villager, dream
2) 形容词 adj. afraid, true, many
3) 动词 v. cross, leave
4）短语 between … and …, come true
2. 句型：It’s not easy to cross the river on a ropeway.
There is no bridge.
You want to know how …
三、情感态度价值观目标：
了解东西方国家出行方式的不同，以及不同的交通规则，教育学生注意交通安全， 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌，构建和谐的人际关系。了解交通的发展，培养创新精神。
四、教学过程：
（一）Lead-in
T:Boys and girls,could you tell me how do you get to school every day?
Ss:Yes.
S1:I ride my bike to school .
S2: I get to school by bus.
T:There are so many types of transportation!
Do you think it is easy to get to school?
Ss:Yes.
T:But it’s very difficult for some students to get to school.Do you want to know something about that?
Ss;Yes.
T:Let’s come to 2a.
2a Look at the picture and title below.Guess what the passage is about.
（结合图片并展示答案：It’s about how students go to school.）
（二）Presentation
Present some key words ,phrases and sentences of the passage to help students understand the main idea of the passage better:river, boat, go on a rope way.
T: How do people usually cross a river?
How does the boy Liangliang go cross the river to school?
It is his dream to have a bridge, Can his dream come true?
Now let’s read the passage of 2b.
（三）Reading
Fast reading: How does Liangliang go to school every day?
Careful reading: Read the passage and answer the questions.
How do the students in the village go to school?
Why do they go to school like this?
Does the boy like his school? Why?
What is the villagers dream? Do you think their dream can come true? Why or why not?(多媒体呈现答案)
（四）Language points
1. Crossing the River to School
cross是动词，“穿越，越过”，主要指“横穿”。
还可以作名词，意为“十字形，叉形符号”。
across既可以作介词，也可以作副词。
crossing 是名词，“渡口，交叉点”。
2. For many students,it is easy to get to school.
It is +adj.+to do sth. “做某事是。”
3. There is a very big river between their school and the village.
between ...and... “在。和。之间”，连接两个并列的成分。
between/among
(1) between 用于两者之间。
(2) among 用于三个或三个以上的人或物的“中间”。
4. But he is not afraid.
afraid: “害怕的，畏惧的”。
(1)be afraid of sth. 害怕某事/某物
(2)be afraid to do sth. 害怕做某事
(3)be afraid of doing sth. 唯恐做某事，指担心或担忧做某事会引起某种后果。
(4)be afraid + that从句，恐怕。
(5)为某件已经发生或可能发生的`事表示歉意或者作出否定判断，相当于sorry.
5. Many of the students and villagers never leave the village.
leave主要用法归纳如下：
a. 离开； 脱离
The train will leave at six tomorrow morning.
b. 把……留在； 留下
Leave the child at home. 把小孩留在家里。
c. 遗忘； 丢下
I left my notebook in the dormitory. 我把笔记本落在宿舍里了。
d. 使……处于(某种状态),后面常接宾语补足语
Leave the door open.
6. leave for+地点，“动身去某地”
He left for the station a few minutes ago.
7. must /have to
must多表示主观需要或责任感的驱使有必要或有义务去做某事，多译为“必须”，
have to多表示客观存在的环境所限，即客观要求(无�
I must clean the room because there are too dirty.
I have to do my homework now.
8. It takes sb some money/time to do sth.花费某人多少时间/钱做某事
Sb pay some money for sth 某人为某物花费多少钱
Sb spend some time/money on sth 某人在做某事或某物上花费时间/钱
Sb spend some time/ money (in) doing sth
Sth cost sb some money 某物花费某人多少钱
（五）Complete the following passage without looking at 2b.
Crossing the River to School
How do you to school? do you walk or a bike ?Do you go bus or by train ?For many students, it is to get to school. But for students in one small village in China, it is . There is a very big river their school and village .There is no bridge and the river too quickly for boats. So these students go on a ropeway to the river to school.
One 11-year-old boy, Liangliang, the river every school day. But he is not . “I love to with my classmates, And I my teacher .He’s----a father to me.”
Many of the students and village never the village. It is their to have a bridge. Can their dream true?
（六）Fill in the blanks
2c Read the passage again .complete the sentences with words from the passage.
For the students in the village ,it is to get to school.
They have to cross a very river between their school and the village.
They cannot go by boat because the river runs too .
It is not easy to cross the river on a ropeway ,but the boy is not .
The students and villagers want to have a bridge .Can their dream come ?
（七）3a
Read the e-mail from your pen pal Tom is the US. Fill in the blanks with the word in the box.
Kilometers get to takes walk boring leave
Hi there,
How are you? Thanks for your last e-mail.
You want to know how I school, right? Well, I usually my home at about 8:00 and to the bus stop .The school bus usually comes at about8:15.My school is about 20 from my home. It about40minutes to get there by bus .The bus ride is never because I always talk to my classmates.
What about you? How do you get to school?
1、词汇：soccer ball，soccer shoes，play soccer
2、句型：Can you play soccer? Yes, I can.
一、Teachers words: Where there is a will, there is a way.
二、Teaching aims:
1、知识目标：
词汇: clean, read, sure, wait, toy, west, camera, activity, shop, bird.
短语：talk about, a photo of, thanks for, play soccer, wait for, some of, in the first photo, …
交际用语：
（1）What are you doing? --Im watching TV.
（2）Is Nancy doing homework? --No,she isnt. Shes writing a letter.
（3 ) Do you want to go to the movies? --Yes,I do.
（4）When do you want to go? --Lets go at 7：00.
语法：现在进行时的用法。
2、英语能力目标：学会谈论人们正在做什么，学会写英文信，能就现场发生的事作现场报道。
3 。情感目标：通过合作学习谈论正在发生的事，启发学生思维，培养学生的合作精神。
三、教学重点："教学目标"中的"知识目标"和"能力目标"。
教学难点："现在进行时"的应用。
四、Teaching course:
Step 1.预习导学自测：
根据句意补全已给出首字母的单词：
1、My little brother is w_____ a letter.
2、The students are c_____ the classroom.
3、The boy is taking a photo with a c______.
4、Are they w_____ for a bus over there?
5、Hes r_____ a newspaper.
小小翻译家：
1、talk about________ 2、a photo of________
3、wait for________ 4、in the first photo________
5、电话交谈________ 6、踢足球________
7、因…而感谢________ 8、许多图书馆_______
Step2情境导入
Look at the pictures in P25 1a and write sentences
Now its 6:00 pm. What are they doing?
In picture A. She is talking on the phone.
In picture B. ________________________
In picture C. ________________________
In picture D. ________________________
In picture E. ________________________
In picture F. ________________________
Step3自主探究
1、以上练习的句子是什么时态？_______________________________.
2、该时态的结构是_________________________________________.
3、现在分词的构成规则
A、一般直接在动词后加______，如reading,watch_____, talk____ 。
B、以字母不发音的e结尾的____________，如writing,come_______, make ____ 。
C、一个元音字母加一个辅音字母结尾且末尾只有一个辅音字母的重读闭音节词要_____________________ 。如swimming ， run ____ ，begin ____。
Step4合作交流
1.Make dialogues in pairs
---What are you doing？
---I am reading.
MORE DIALOGUES:
● 教学目标：
1．语音和句子的重读。
2．了解有关超市的知识。
3．初步认识美元。
4。 初步学习美英人士购物时所用的度量衡。
5．学会谈谈自家附近的超市。
● 教学用具：
录音机，实物投影仪，图片或实物等。 如有条件搞一份麦当劳或肯德基的菜单。
● 教学步骤：
Step 1 Revision
听录音并跟读第116课第一部分和第二部分。让几个同学在全班示范，看谁模仿的最好。可给一些生词让学生试着读一读，看看他们本课语音掌握的如何。
值日生Duty Report。
让值日生事先准备一有关超市的短文，在Duty时在全班讲，为新课做好铺垫。
Step 2 Presentation
引出今日新单词：all day The shopkeepers in this shop work hard all day。
a lot of The supermarket has a lot of things。
This shop sells a lot of things。
open: not close
This supermarket is open from 9 a。m。 to 9 p。m。
This shop is open at 9 a。m。 and is closed at 9 p。m。
market On Saturdays and Sundays the markets are full of
people。
教单词过程当中，尽量把课文中的句子重复几遍。为下一步听课文做好铺垫。
Step 3 Read and answer
1.老师可先复述课文，让学生们了解main ideas，然后让学生们听录音，提醒他们不看书。
2．也可让学生们先看书一分钟，然后听录音。
3．听完第一遍时，可让学生先做几道判断题，一下几题供参考。
4．听第二遍，回答书上的问题。
5．听第三遍，复述，可把书上问题的答案连起�
6．编对话。
给出一情景：同学A，B去逛超市，想买些小礼品送给美国的笔友。
7．读课文。
8．谈谈自家附近的超市或农贸市场（Free Market），并写成书面的`文字。
老师可根据班上同学的水平，酌情增减内容。
Step 4 Read and write
1．学习116第四部分。
2．新单词：dollar one dollar is equal about 8。3 yuan。
cent
pound 镑，（重量单位）
如有条件，可那一张真的美元或英镑让学生可看一看。
步骤同Step 3。
3．把对话写成书面文字。
Step 5 Practice
用麦当劳肯德基的菜单或Workbook P147 Menu编一对话。
你只有15元如何吃一顿物美价廉的午餐。
Blackboard Handwriting
Unit 29 Shopping
Lesson 116 参考词
New Words: all day a lot of open market dollar
Useful expressions cent
It has a lot of things。 This supermarket is open from 9 a。m。 to 9 p。m。 pound
探究活动
任 务：《跳蚤市场》或叫《垃圾市场》
语言技能：listening，talking and writing
所用材料：人民币、家中闲置的物品、购物单等
活动形式：可全或半班
提示词语及句型：
basketball volleyball medicine box English book corner
Do you have a pen / a pencil-sharpener / a ruler / doll / English book / story book?
Yes， I do。 / No， I don’t。
How much is it? / are they? It’s / They are…yuan。
Here you are。
Here is the money。 Thank you。
I want to buy…
操作过程：
1。 老师布置任务：同学们把集中闲置的物品如：学习用品、生活用品、玩具、和书籍等带到学校。
2．老师把课堂虚拟成一跳蚤市场，把同学们带到学校的物品都表上价格，大件2元，小件1元。
3．同学们可购买自己喜欢的或需要的物品，整个买卖过程用英语完成，现金交易。
4．所得款项，可归个人也各用作班费。
任 务： 班费的使用
语言技能：listening，talking and writing
所用材料：dictionary、学过的句型和单词
活动形式：以四人小组为单位
提示词语及句型：
How much is our class fees?
What do we buy with this money?
We can buy something that we all like。
What about buying a basketball?
I don’t agree to buy … because it’s no use。
I think we should buy a …， because it is very useful to everyone。
操作过程：
1．小组讨论班费的用法。共有班费208元。小组每位成员谈谈对班费用法的看法。（每位组员应事先作一番调查，看看班上同学都想买什么东西，并准备好发言）
2。 每位成员必须发言，阐明自己的观点，并说明理由。
3．每组找一位同学代表发言，看那一组买的东西物美价廉，符合同学们的心意。
4．把本组的讨论结果写成一书面材料交给老师，并；评出《班费最佳利用方案》。
任 务：购物：老外买饺子
目 的：练习做生意
语言技能：listening，talking and writing
所用材料：字典和所学句型
活动形式：两人小组
提示词语及句型：
traditional（传统） food in Spring Festival
What’s in it?
There is meat and all kinds of vegetables。
操作过程：
可用以课外活动时间，并实现准备好一些画片，正面画画，背面写单词。
1。 老师布置任务：一“老外”要买中国的传统食品“饺子”，但又不知怎么说，根据这一情景编一对话。
2．小组复习总结购物用语。
3．模拟一主食厨房，用以大纸盒里面放些画片。编对话。对话应10组AB以上。内容包括：老外描述“饺子”的外形、味道和售货员向老外介绍“饺子”特点、食用的方法等。
4．对话编好后，请几组同学在全班展示，看那一组最精彩。
5．老师可随意在找一组同学，抽一画片，即兴编对话。
任 务：介绍一种食品
语言技能：listening，talking and writing
所用材料：字典和所学句型
活动形式：三人或四人小组
提示词语及句型：
mineral，（矿物质） nutrition，（营养） vitamin，（维生素） crisp and tasty (又香又脆)， tasty refreshing (爽滑可口)，health food (保健食品) promote sales（促销）
操作过程：
1。 一顾客想买一保健食品，你向他介绍了最近新研制的一种方便面。
2．小组讨论如何向顾客介绍这种面。介绍内容有：这种面含有多种营养，生吃又香又脆，煮着吃爽滑可口，而且久煮不烂，只比普通同的方便面贵一点点，每袋只售5元。现在正在促销。
3．每组都派一位代表推销自己的产品。
4。 听了的介绍，看那一组卖出的面最多。
任 务： 看生病的同学，买礼物
目 的：学会计划花钱
语言技能：listening，talking and writing
所用材料：字典和所学句型
活动形式：四人小组
提示词语及句型：
What about …?
1。 班上一同学生病住院，老师想派几位同学去看望，打算从班费总抽出50元买些礼品。让同学们讨论一下，这50元钱买些什么。
2．四人小组中讨论50元钱买什么，每人阐明自己的观点，说明理由。
3．每组推选一代表，宣讲本组的观点，竞争“上岗”争取老师派你们组去。
4．老师根据每组的演讲，看那一组买的东西物美价廉，就派这一组去看生病的同学。
补充注释(Additional notes)
1、乘坐何种交通工具的表达法，除了 by bike/bus/ car/ jeep/ train/ boat/ ship/ plane外，还有 by land（陆路）， by river （水路）， by sea （海路）和 by air（航空）。这些仅要求理解。
2、名词foot的复数feet是通过元音字母的变化构成的，复习其他名词复数的不规则变化：man—men，woman—women，child—children。
3、本单元学习两个转类词：walk由动词转为名词，clean既是形容词，又是动词。让学生联系第一、二单元举出几个转类词来，例如：
answer, thank, work（v. +n.） home （n.+ adv.）
welcome （adj.+ interj. +vt.） one （num. + pron.）
there （adv. + interj.） so （pron. +conj.）
4.fifth （第五）是将基数词five的后两个字母ve改为f，再加上后缀-th构成的。
eighth（第八）因为基数词 eight的最后一个字母是 t，加后缀-th时，只加 h。
5.parent常用复数 parents，意思“双亲”、“父母亲”(father and mother)，用单数要有上下文，如：
To have good children one must be a good parent.要有好孩子，你必须是个好母亲或好父亲。
6、 And the air today is nice and clean.而且今天的空气很清新。
在口语中，连词and可放句首，表示说话者要说的另外一件事，起承上启下的作用。nice and在口语中表示“非常……，实在……”的意思。
Unit 2 This is my sister 本单元主要内容是学习表示人物的单词以及学习如何介绍他人和辨认人物句型。 1.把上节课的作业收上来，然后听写。
2、打开书本P88页，跟我一起来读单词。操练：做典中点
一、二两题。 3.Section A：
1) 学习本单元重点句型-介绍他人的句型
This is my sister.This is…是我们把一个人介绍给另一个人的常用句型。当被介绍人处于近距离时，单数用this is，复数用these are;处于远距离时，单数用that is ，复数用those are。 e.g.This is my mother. These are my friends.
That is my little brother.
Those are my parents.
这是介绍别人，自我介绍则用：I am…
Sister 既指姐姐也指妹妹，如果要区分，则姐姐用elder sister;妹妹则用yonger sister，同样用于brother.2) it、that和this区别
This近指，that远指。向某人介绍某人的时候用：This is…
不用That is…
在回答this或that做主语的疑问句时，要用it代替this或that回答。E.g.Is this a book?Yes，it is.
指性别不明的婴儿、身份不明的人或是只闻其声未见其人的时候用it。 e.g. The picture looks nice.Who is in it?It’s me.
It 常用来代替前文中所提到的事物。
3)family用法：家庭；家
复数变y为i加es e.g.There are three families here.这里有三家人。
Family除了解释为“家庭；家”，还可以做集合名词，意为“家人”，做主语时，谓语动词用复数形式。
My family is a big one.我家是个大家庭。
My family are watching TV。我的家人正在看电视。 4)Those are my parents.
Parent做可数名词，“父亲或母亲”，复数parents，“父母” 5)these：这些
是this的复数形式
指示代词
英语中指示代词有四个：this、that、these、those
This/these指空间上较近的人或物，也可介绍别人；that/those指较远的人或物。
打电话的时候，常用this代替I，用that代替you。 6)who’s he?
Who is…？句型常用来询问人，表示“…是谁？”其中who做疑问代词，意为：谁；什么人
（一般做主语或宾语）
你的爸爸是谁？ Who is your father?
注意：who做宾语时要变成whom，eg：Who/whom is your father talking with? 7)he做人称代词，用来指代男性，对应词是she，指代 女性；it指代动植物或无生命的事物、数据，自然现象，时间等。
8)oh，I see.意为“我知道了；我明白了”，其中see意为“明白，领会”。Oh，I see what ‘re saying.See的用法：“看见；看到”
Do you see John in claroom today? “与…见面；看望；会见”同义词meet;
Nice to see/meet you.
See you.回头见。常用作告别语。
See you tomorrow.9)Well，have a good day!好吧，祝你们玩得愉快。-Thanks!You，too.Well 做感叹词。在本句中表示停顿后继续交谈，意为“噢；嗯”
Well其它意思：
一、表示惊异、怀疑“哟；啊；哎呀”
二、表示同意、让步等，意为“嗯；好吧”。 Well，I didn’t think to see you here!
I want to go to see a movie.Well，I will go with you.10)have a good day 祝你愉快！其回答语：Thanks!You，too.谢谢，也祝你开心。 同义短语：have a nice day/have a good time/enjoy yourself 跟读短文2d，打开典中点P8做几道题。
4.section B 1) Here are two nice pictures of my family.这里有两张我家人的漂亮照片。
Here is/are…的用法，Here is/are… “这是…”
Here引导的句式中，如果句子的主语是代词，则用部分倒装。Here you are.给你。
Here it is.
2) Photo 照片，是photograph的缩写。是可数名词，复数形式photos。
常用短语： in the photo在照片上
take photos 拍照
A photo of…一幅…的照片
Photo与picture的区别，photo常指用相机拍摄而成的相片，picture通常指一幅图画，凡是有图的东西都可以成为picture，既可以指照片也可以指画。
2) Of：介词，“…的；属于（某人或者某物）“
A+of+名词B=B的名词所有格“’s或“’ ， He is a friend of mine. This is a photo of Lily’s family.
3)net:下一个的；接下来的，在句子中充当定语，修饰名词或代词。
The net one下一个
net week 下周
net to 是介词短语，意为“紧挨着“
He sits net to his mother.
3)These two girls are my sisiter Cindy and my cousin Helen.A)girl：女孩子
对应的是boy B)cousin：做名词，意为：“堂兄(妹)”既可以指男的，也可以指女的。
总结本单元学习的内容，并且把重点的词组再强调一遍，能划的划出来。
布置作业：
1、抄写课后单词，重点词组和句式；
2、背诵课文
3、做典中点
4、听录音
教学内容：
本课以故事型教学为基础，在踢足球这种课余活动的话题中学习对他人能力的提问。能听懂并询问单复数物品。
教学目标：
1、在踢足球这个课余活动的话题中，掌握单词soccer ball, soccer shoes的准确读音，及框架句型Can you…？Yes, I can. No, I can’t的用法。
2、通过图片提示和动作辅助，学生能听懂并理解故事内容；通过师生互动，小组合作，能用正确使用的主体句式向他人询问能否做某事；通过听音模仿和情景表演等形式，能够准确表达课文中主体句式的情感。
3、能过学习踢足球这一语境，提高学生运动的意识。
教学重点：
1、词汇：soccer ball，soccer shoes，play soccer
2、句型：Can you play soccer? Yes, I can.
教学难点：
1、单词soccer：soc-cer
2、单复数句型的区分与应用
教学准备：
课件、图片、人物头像
教学过程：
一、热身导入
1、歌曲热身：I can skate and I can jump.师生共同唱歌。
2、利用歌曲，询问学生能做的事情，过渡复习旧知。利用闪烁、遮挡和局部呈现的方式，让学生猜球。
二、新知呈现
初听课文：由“猜球”游戏，过渡到本课课文，带着问题“What do they want to do?”初听课文，同时，教师配相应的动作，帮助学生理解课文大意。
三、新知学练
1、根据初听课文的任务，再利用动作，让学生明确play soccer的含义，并利用不同的图片进行短语读音的操练。
2、精听学说：带着问题“Does Robo know them?”精听课文。
（1）学说soccer ball：利用角色转变，练习读音，以及单数问句和回答。
（2）学说soccer shoes：利用词卡，开火车练习读音，以及复数问句和回答。
（3）通过Yes！和Sure!的回答对比，让学生充分理解Sure!的强烈语气和情感，同时进行角色转变练习。
3、学练新单词：soccer
（1）唤醒旧知：dog-hot-box-soc
（2）拼读规律：soc _ _ _，学生猜测后三个字母。利用课件，从前一个音节中的c，再分出一个字母c后，再增加字母组合er。
4、 chant小结
四、新知巩固
1、听音跟读，强化语音要点。
2、分角色朗读课文。
3、分小组表演课文，并展示。
五、新知应用
1、巩固游戏：学生在标有数字1-6的足球中，选择一个数字完成任务，任务以巩固新知为主。
2、延续最后一个任务：根据短片内容创编对话，并进行角色扮演。
六、总结作业
1、 总结：在众多运动图片中，学生自由选择，并表达能做的运动。
2、作业：
听：听一听第六课P44录音，每天5-10分钟。
读：读一读第六课P44课文，要注意课文中人物的情感。
写：写一写，写1-3个问题，下节课向同学和老师提问：Can you…？
【课题】Unit1 My name’s Gina.
【学习目标】
知识与能力：1. 掌握并规范字母Ii-Rr.
2. 识记本单元词汇：what, this, in, English, a, an, map, orange, jacket, key, quilt, pen, ruler, spell, please, etc.
过程与方法：学会从对话中获取对方的相关信息。
情感态度与价值观：使学生学会如何礼貌的与他人交往。
【学习重难点】：熟练掌握本单元词汇及语言结构。
一、自主预习
【预习任务】：
任务一：写出下列汉语的英语形式。
名字xxxxxx遇见xxxxxx问题，难题xxxxxx 回答，答案 xxxxxx
第一的xxxxxxxx 最后的xxxxxxxx
任务二：写出下列单词的汉语意思。
1.myxxxxxxxxx2.clock xxxxxxxxx3.nice xxxxxxxx 4.what xxxxxxxx
5. yourxxxxxxxxx 6.hello xxxxxxx7.Ixxxxxxxx 8.you xxxxxxxx9.his xxxxxxxx
10.her xxxxxxxxxxx11.namexxxxxxxxxx12.arexxxxxxxx13.isxxxxxxxxxxxx
【预习诊断】：
1. 选择题：
(1.)Kate has lost(丢失) xxxxxxxkey. xxxxxxxxxasked xxxxxxxxxfor help.
A.her ,he, I B. his, he ,me C. his, she, I D. her, she, me
(2)xxxxx plus(加) seven is thirteen?
A. Five B. Six C. Eight D. Nine
(3)xxxxxx is her name ?
A. who B. what C where D. How
2. 写出下列英语形式。
(1):电话号码？xxxxxxxxxxxxxxx(2):早晨好xxxxxxxxxxxxxxxx(3):下午好xxxxxxxxxxxx
3. 写出下列词的英语意思：
1). 早晨xxxxxxxxxx2).下午xxxxxxxxx3).晚上xxxxxxxxxxx4).谢谢xxxxxxxxx
5).名字xxxxxxxx6).好的xxxxxxxx orxxxxxxxxx
【预习反思】：你还有什么问题吗？(Do you have any problems?)
二、课中实施
Step1 交流展示
Step2 精讲点拨： What’s your name ? 你叫什么名字？句中的your可根据问对象换成his、her等物主代词。What’s his name ? (翻译) xxxxxxxxxxxxxxxxxxx.
Step3 Pairwork 1: Student A: What’s your name ?
Student B: My name is Mary.
Pairwork 2: Student A: Hello! I’m Mary.
Student B: Hi, Mary! I’m Jim.
Step4 Summary : 1)向别人作自我介绍是通常用My name is + 自己的名字/ I’m +自己的名字
2)将下列单词分类 I , he, my, his, her, she, it, its
人称代词： xxxxxxxxxxxxxxxxxxxxxxxxxxx
物主代词： xxxxxxxxxxxxxxxxxxxxxxxxxxxx
三、作业：
满分：10分 得分率：xxxxxx
(一)、单项选择；
1. What’s xxxxxx name? A. he B. I C. her D. you
2. xxxxxxxxshe Lucy? A. Am B. Is C. are D. be
3. xxxxxxxxis Li Lei.xxxxxxxxEnglish is good
A. He’s ; His B. His; He C. He; His D.You; Your
4.下列有一个发音与其他发音不同的是xxxxxx.
A. Cc B.Bb C. Ff D. Gg
5. ------What’ your name ? ----------xxxxxxxxxx
A. Yes B. Thanks C. Tom D. Fine, thank you
(二)、补全对话。
1. A：How do you do? B：xxxxxxxxxxxxxxxxx
2. A: xxxxxxxxxxxxxxxxx?
B：Fine, thank you.
3. A: Good evening, Frank!
B:xxxxxxxxxxxxxxxx, Eric!
4. A: xxxxxxxxxxxxxxxx, Dale!
B: Good afternoon, Alice!
5. A: xxxxxxxxxxxxxxxxxxxxxxxxxxxxx?
B: His name is Tom.
【课题】Unit1 My name’s Gina.
【学习目标】
知识与能力：1. 掌握并规范字母Ii-Rr.
2、 识记本单元词汇：what, this, in, English, a, an, map, orange, jacket, key, quilt, pen, ruler, spell, please, etc.
过程与方法：学会从对话中获取对方的相关信息。
情感态度与价值观：使学生学会如何礼貌的与他人交往。
【学习重难点】：熟练掌握本单元词汇及语言结构。
一、自主预习
【预习任务】：
任务一：写出下列汉语的英语形式。
名字xxxxxx遇见xxxxxx问题，难题xxxxxx 回答，答案 xxxxxx
第一的xxxxxxxx 最后的xxxxxxxx
任务二：写出下列单词的汉语意思。
1.myxxxxxxxxx2.clock xxxxxxxxx3.nice xxxxxxxx 4.what xxxxxxxx
5、 yourxxxxxxxxx 6.hello xxxxxxx7.Ixxxxxxxx 8.you xxxxxxxx9.his xxxxxxxx
10.her xxxxxxxxxxx11.namexxxxxxxxxx12.arexxxxxxxx13.isxxxxxxxxxxxx
【预习诊断】：
1、 选择题：
（1.）Kate has lost（丢失） xxxxxxxkey. xxxxxxxxxasked xxxxxxxxxfor help.
A.her ，he, I B. his, he ，me C. his, she, I D. her, she, me
（2)xxxxx plus(加） seven is thirteen?
A. Five B. Six C. Eight D. Nine
(3)xxxxxx is her name ？
A. who B. what C where D. How
2、 写出下列英语形式。
（1）:电话号码？?？?？?xxxxxxxxxxxxxxx(2):早晨好xxxxxxxxxxxxxxxx(3):下午好xxxxxxxxxxxx
3、 写出下列词的英语意思：
1)。 早晨xxxxxxxxxx2)。下午xxxxxxxxx3)。晚上xxxxxxxxxxx4)。谢谢xxxxxxxxx
5)。名字xxxxxxxx6)。好的xxxxxxxx orxxxxxxxxx
【预习反思】：你还有什么问题吗？（Do you have any problems?）
二、课中实施
Step1 交流展示
Step2 精讲点拨： What’s your name ？ 你叫什么名字？句中的your可根据问对象换成his、her等物主代词。What’s his name ？ （翻译） xxxxxxxxxxxxxxxxxxx.
Step3 Pairwork 1: Student A: What’s your name ？
Student B: My name is Mary.
Pairwork 2: Student A: Hello! I’m Mary.
Student B: Hi, Mary! I’m Jim.
Step4 Summary : 1)向别人作自我介绍是通常用My name is + 自己的名字/ I’m +自己的名字
2)将下列单词分类 I ， he, my, his, her, she, it, its
人称代词: xxxxxxxxxxxxxxxxxxxxxxxxxxx
物主代词: xxxxxxxxxxxxxxxxxxxxxxxxxxxx
三、作业：
满分：10分 得分率：xxxxxx
（一）、单项选择；
1、 What’s xxxxxx name? A. he B. I C. her D. you
2、 xxxxxxxxshe Lucy? A. Am B. Is C. are D. be
3、 xxxxxxxxis Li Lei.xxxxxxxxEnglish is good
A. He’s ； His B. His; He C. He; His D.You; Your
4、下列有一个发音与其他发音不同的是xxxxxx.
A. Cc B.Bb C. Ff D. Gg
5、 ------What’ your name ？ ----------xxxxxxxxxx
A. Yes B. Thanks C. Tom D. Fine, thank you
（二）、补全对话。
1、 A：How do you do? B：xxxxxxxxxxxxxxxxx
2、 A: xxxxxxxxxxxxxxxxx?
B：Fine, thank you.
3、 A: Good evening, Frank!
B:xxxxxxxxxxxxxxxx, Eric!
4、 A: xxxxxxxxxxxxxxxx, Dale!
B: Good afternoon, Alice!
5、 A: xxxxxxxxxxxxxxxxxxxxxxxxxxxxx?
B: His name is Tom.
一、Teachers words: Where there is a will, there is a way.
二、Teaching aims:
1、知识目标：
词汇： clean, read, sure, wait, toy, west, camera, activity, shop, bird.
短语：talk about, a photo of, thanks for, play soccer, wait for, some of, in the first photo, …
交际用语：
（1）What are you doing？ --Im watching TV.
（2）Is Nancy doing homework？ --No,she isnt、 Shes writing a letter.
（3 ) Do you want to go to the movies？ --Yes,I do.
（4）When do you want to go？ --Lets go at 7：00.
语法：
1、现在进行时的用法。
2、英语能力目标：学会谈论人们正在做什么，学会写英文信，能就现场发生的事作现场报道。
3 、情感目标：通过合作学习谈论正在发生的`事，启发学生思维，培养学生的合作精神。
三、教学重点："教学目标"中的"知识目标"和"能力目标"。
教学难点："现在进行时"的应用。
四、Teaching course:
Step 1、预习导学自测：
根据句意补全已给出首字母的单词：
1、My little brother is w a letter.
2、The students are c the classroom.
3、The boy is taking a photo with a c .
4、Are they w for a bus over there？
5、Hes r a newspaper.
小小翻译家：
1、talk about
2、a photo of
3、wait for
4、in the first photo
5、电话交谈
6、踢足球
7、因…而感谢
8、许多图书馆
Step2情境导入
Look at the pictures in P25 1a and write sentences.
Now its 6:00 pm、 What are they doing？
In picture A、 She is talking on the phone.
In picture B、
In picture C、
In picture D、
In picture E、
In picture F、
Step3自主探究
1、以上练习的句子是什么时态？ 。
2、该时态的结构是 。
3、现在分词的构成规则
A、一般直接在动词后加 ，如reading,watch , talk 。
B、以字母不发音的e结尾的 ，如writing,come , make 。
C、一个元音字母加一个辅音字母结尾且末尾只有一个辅音字母的重读闭音节词要 。如swimming , run ,begin 。
Step4合作交流
1、Make dialogues in pairs
---What are you doing？
---I am reading、
MORE DIALOGUES:
Teaching aims:
1、 Students can master the key words, spring, summer, winter and summer;
2、 Students can master the sentence structure ”Which season do you like best?”。
3、Students can use the words and sentence structures in their daily life.
4、、Students can have more interest in learning English.
Teaching key points and difficult points:
Teaching key points:
Words: spring summer autumn winter
sentence structure: Which season do you like best?
Teaching difficult points:
Students can use the words and sentence structures in daily life.
Teaching procedures:
Step1 Warming up
1、greet with the students.
2、 play and enjoy the "Four seasons" song and ask students what they hear and then lead in our topic "season"。
Step 2 Presentation and practice
1、the learning of the wordsDraw the picture of "spring summer autumn winter” on the blackboard to help students understand the meaning of the words.
2、the learning of the sentence structureShow the videos of the four seasons and tell students my favorite season is summer and I like ice cream and then ask “which season do you like best”？ to present the sentence structure.
3.the practice of the sentence structureWork in pairs to ask and answer.
4.Understanding the dialogue
1)show pictures of Mr. Jones, Mike and Wuyifan and ask students to guess what they are talking about and then listen to the tape for the first time to check the answer.
2)listen to the tape for the second time and answer the following questions:What's the music?Which season does Mike like best and why?Which season does Wuyifan like best and why?
3) Listen to the tape for the third time and read after it and ask students to pay attention to their prounciation and innonation.
5.Practice the dialogueStep 3 Production
Four students in a group and ask students to do a survey using the sentence structure about what season their group members like and why. Then ask some representatives to report their survey.
Blackboard Design