新目标人教版七年级英语上册最新全套教案+英语素质测试题(精品)

新目标人教版七年级英语上册最新全套教案+英语素质测试题(精品)

新目标人教版七年级 英语上册最新全套教案+英语素质测试题(精品)‎ 七上英语全册教学设计 Starter Unit 1 Good morning !‎ Starter Unit 1 是Go for it!预备篇三个单元的第一单元。预备篇是为了使那些没有英语基础的学生更好地使用本套教材而编写的。它的主要内容为26个字母和最基本的英语日常用语。‎ 本单元的教学内容为：‎ 1． 学习Aa --- Hh八个字母。‎ 2． 学习八个人名。Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 3． 学习打招呼的用语：‎ Hello!/ Good morning!/ Good afternoon!/ Good evening!‎ 4． 学会问候熟识的朋友和应答：-- How are you? ‎ ‎-- I’m fine, thanks. How are you? -- I’m OK 教学重点：‎ Aa --- Hh的字母教学。‎ Hello! Good morning. Good afternoon. Good evening.‎ ‎-- How are you? -- I’m fine, thanks. How are you? -- I’m OK.‎ 教学难点： 课本中英语人名的学习和大、小写字母的学习及书写。‎ 单元课时:5个课时 第一课时：完成Section A 1a, 1b 第二课时；完成Section A 2a, 2b,2c, 2d, 3, 4a 第三课时：完成 Section A 4b, 4c, Section B 1, 2a, 2b 第四课时：完成 Section B 3a, 3b, 4, 5‎ 第五课时：完成 Self Check and Just for Fun 教学目标 A. 语言知识目标 1． 词汇: Letters Aa --- Hh ‎ 八个人名 Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen 2． 句型：Good morning. Good afternoon. Good evening.‎ ‎ -- How are you? -- I’m fine, thanks. How are you? -- I’m OK.‎ B. 语言技能目标 ‎ 通过游戏等多种形式的学习活动，培养学生对初学知识的听、说、读、写能力和灵活运用初学的日常交际用语的能力。‎ C. 情感目标 ‎ 1. 激发学生学习英语的兴趣，发挥学生学习英语的积极性和主动性。‎ ‎ 2．通过小组活动，培养学生的合作意识和团队精神。‎ ‎ 3．在活动中培养学生的思维能力和创新能力。‎ Hour 1‎ Period 1‎ Teaching materials：Section A 1a,1b Teaching aims:‎ ‎1.识别和掌握八个人名。‎ ‎2.学会早上见面打招呼的用语。 ‎ Language points.‎ ‎1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen ‎2.句型：Hello! Good morning!‎ Difficulties: 八个人名的掌握 Teaching procedures:‎ Step 1. Warming-up ‎1.T wears a name card with an English name on it, then points to the name card and have an introduction.‎ ‎2. Greet the whole class and help them to say, Hello, … Good morning, …‎ Step 2. Play a game.‎ T gets ready for a list of English names for boys and girls.‎ Play the game like this:‎ T says a letter, for example C, then let the Ss tell the letters which is before and after C. The one who says B, D first is the winner. Thewinner can get a chance to choose an English name first or he can give the chance to his friend.‎ Step 3. Presentation Show a picture of a girl and give the name under the picture, teach Alice. In the same way teach the other seven names.‎ Step 4.Game Show the pictures of these eight children as quickly as possible. Let the Ss tell the names of these children. ( The winner can have a chance to choose an English name.) ‎ Step 5. Presentation Show a picture with Eric, let Ss guess what Eric wants to say to us. The answer is : Hello! or Good morning. Then help them to say: Hello, Eric! or Good morning, Eric. ‎ Step 6. Work on 1a Play the recording for the first time, Ss only listen. ‎ Play the recording a second time. Ss repeat. ‎ Step 7. Work on 1b Ss practice the conversations in pairs. T moves around the classroom when Ss are practicing. Give them some help if needed.‎ Ask Ss to practice greeting each other. They can use their Chinese names if they wish. Encourage them to use their English names if they can. Ask them to practice using all the different greetings taught in Activity 1a.‎ ‎ ‎ Homework Make a name card like the teacher’s by themselves and learn how to read their own names.‎ ‎ ‎ Hour 2‎ Period 2 ‎ Teaching materials：Section A2a-4a Teaching aims:‎ ‎1.学会正确朗读和书写Aa-Hh八个字母。‎ ‎2.了解一些常用缩略字的含义。 ‎ ‎3.巩固所学的八个人名。‎ ‎4.记住自己和同伴的英文名字。‎ Language points 词汇：自己和同伴的英文名字。‎ Difficulties: 八个字母的正确书写和记住尽可能多的名字。‎ Teaching procedures:‎ Step 1. Warming-up Greet all the Ss with : Hello, … or Good morning, … using their English names.‎ ‎(Ask all the students to wear their name cards like T) At the same time let them repeat their names and try to remember their names.‎ Step 2.Presentation Show different letters on the slide picture and see if they can read them. First big letters, then small letters. ‎ Step 3. Learn the letters. (Work on A 2a—2d)‎ ‎1.Listen and repeat the eight letters.‎ ‎1.Put all the big letters in order. ‎ ‎2.Find the big letters for these small letters. ‎ ‎3.Listen and number the letters they hear. ‎ ‎4.Teach them how to write these big and small letters. ‎ ‎5.Write the small letter for each big letter. ‎ Step 4. Game.(Which letter is missing?)‎ Show seven big letters(from A-H) on the slide picture, see who can find the missing letter. Then show seven small letters.‎ Ss play the game in a group of four. Everyone should get ready for two pieces of paper with seven big letters and seven small letters. ‎ Step 5. Presentation Show some letters and ask them to read first, and then guess what they stand for.If they have difficulties, T can give them some hints. ‎ Step 6. Work on Section A 3‎ Ss discuss and guess what these letters stand for and then check the answers with the whole class.‎ Step 7. Presentation Show the eight names on the slide picture first and ask Ss to read. Then put them in order according to the first letter. ‎ Step 8. Work on 4a Listen to the tape and circle the names they hear. ‎ Step 9. Practice In groups of four, Ss introduce their English names first. Then practice “Good morning,… ” to each other like the dialogue they heard just now on the tape.‎ Homework ‎1.Copy these eight big and small letters five times.‎ ‎2.Find as many letters like HB, CD, BBD as they can.‎ ‎ ‎ Hour 3‎ Period 3‎ Teaching materials：Section A 4b, 4c, Section B 1-2b Teaching aims: ‎ ‎1.学会不同时段打招呼的用语。‎ ‎2.学习熟识朋友见面的问候语和应答。‎ ‎3.记住尽可能多的同学的名字。‎ Language points:‎ 句型：Good afternoon! Good evening! ‎ ‎--How are you? --I’m fine, thanks. How are you? --I’m OK.‎ Difficulties: 用英文名字来跟朋友打招呼问候。‎ Teaching procedures:‎ Step 1 Warming-up ‎1. Greet the students. ‎ ‎2. Ss practice greetings in groups of four using their English names. ‎ ‎3. A report on “ What do these letters mean?”Ask some students to give their reports. ‎ Step 2 Presentation ‎1. Use clocks to teach morning, afternoon and evening. Let Ss know different time we use different words.‎ ‎2. Show some pictures to help them say,Good morning. Good afternoon. Good evening.‎ Step 3 Work on 4b Play the tape for the first time, let Ss only listen. Play the tape again. This time Ss put the correct number of each conversation in the box. ‎ Step 4 Work on 4c Ss practice the conversations in pairs. ‎ Step 5 Look and say Show different pictures with different time and let Ss practice the dialogue in pairs.(Use some popular cartoon figures.) ‎ Step 6 Presentation Look at the picture and present the dialogue: --How are you? --I’m fine, thanks. ‎ Step 7 Work on Section B 1‎ First listen and then read after the tape. Ss practice the dialogue in pairs. ‎ Step 8 Work on Section B 2a—2b ‎1. In groups of four or five, practice the dialogue in 2b with their English names.‎ ‎2. Play a game. Who has the most friends? Ss move round the classroom and try to know as many friends as they can and practice the dialogue with them. Let’s see who has the most friends in just three minutes. Ss should point to the persons and tell their names. The winner can get a present. ‎ Homework ‎ Greet all the classmates after class and try to remember their English names.‎ Hour 4‎ Period 4‎ Teaching materials：Section B 3a –5‎ Teaching aims:‎ ‎1.学会一首英语歌曲。‎ ‎2.巩固本单元所学字母，单词及句型。‎ ‎3.学会将相同音素字母和单词归类。‎ Difficulties: 学好这首英语歌曲及将相同音素字母和单词归类。‎ Teaching procedures:‎ Step 1 Warming-up Greetings.( Let all the Ss practice with their English names.)‎ Step 2 Letter Bingo Play a game like this: Fill in nine blanks with Aa—Hh. One of them can be used twice.(Show an example on the slide picture.)Ss should write both the big ones and the small ones. Ss circle the letters they hear. If the circled letters are in a row, they win. ‎ Step 3 Work on 3a Listen and draw lines between the letters they hear. Play the tape twice. At last ask them what they can see. ( A fish.)‎ ‎ Step 4 Work on 3b Match the big letters with the small letters.‎ ‎ Step 5 Look and find Look and find the letters. Show them a picture and ask them to find Aa—Hh in it. ‎ Step 6 Work on 4 ‎ Ss listen and repeat. Make sure Ss understand the difference between the two ‘a’ sounds and the two ‘e ’ sounds. ‎ Step 7 Listen and sing the song Play the tape for Ss listen first. Then sing after the tape. At last just play the music and let Ss sing together. Then let the boys have a try ,then the girls. ‎ Homework Get ready for a picture with different letters in it.‎ Hour 5‎ Period 5‎ Teaching materials：Self Check and Just for Fun Teaching aims:‎ ‎1.复习学过的英语歌曲。‎ ‎2.巩固本单元所学字母，单词及句型。‎ ‎3.学会将相同音素字母和单词归类。‎ Difficulties: 将相同音素归类。‎ Teaching procedures:‎ Step 1 Warming-up ‎1. Greetings. ‎ ‎2. Ask some students to sing the song. ‎ Step 2 Look and find the letters ‎ Show some students’ pictures and let Ss find the letters in them. ‎ ‎ Step 3 Work on 1 ‎ Ask Ss to check all the letters and words they know. Circle any words that they don’t know.‎ Ask them to find out the meanings of any words that they don’t know. They can do this by reviewing lessons, asking T or asking classmates. ‎ Step 4 Work on 2‎ Ask them to write five new words in their Vocab-builders on Page 19.‎ In groups ask them to share their lists with other students. ‎ Step 5 Work on 3‎ Look at the faces and put their names in the correct alphabetical order. See if they can recognize them and remember their names. ‎ Step 6 Play a game Play a game called 名字蹲。Get ready for eight big cards with eight English names on them: Alice, Bob, Cindy, Eric, Frank, Grace and Helen. They should say like this: Helen蹲，Helen 蹲，Helen 蹲完Bob 蹲。Bob蹲，Bob 蹲，Bob 蹲完 Alice 蹲… ‎ Step 7 Work on 4‎ Read aloud the words on the left. Ask Ss to repeat. Make sure they know the distinction between different pronunciations of the same letter. Ask Ss try to read the new words on the right. T moves around the classroom and helps Ss if necessary. Check their pronunciations. ‎ Step 8 Just for fun ‎ Ask Ss to read the conversation.‎ Ask Ss to explain where the misunderstanding is in the conversation. ‎ Homework Think it over and try to read these words: game, race, and, dad, be, me, get, hen Hour 6‎ Starter Unit 2 What’s this in English?‎ Aims and demands:‎ ‎1. Vocabulary：Letters Ii — Rr ‎ map、 ruler、 pen、 orange、 key、 jacket、 quilt ‎2. Language：What is this in English?‎ ‎ It is a/an map/orange…‎ ‎ Spell it，please.‎ ‎ P-E-N, pen.‎ ‎3. 了解一些英语缩略词的意思 ‎4. 在活动中培养学生的想象力和创造力。‎ Time arrangement::‎ The 1st period：Section A -2a，2b，2c, 2d，3，Section B 4。 ‎ The 2nd period：Section A－1a, 1b，1c，4a，4b，4c，5，Section B 1a, 1b, 2a。 ‎ The 3rd period： Section B – 2b, 3a, 3b, Self check ‎ Period 1‎ Teaching materials：Section A –2a，2b，2c, 2d，3，Section B 4。‎ Teaching aims:‎ a) 复习巩固字母Aa--Hh b) 复习打招呼的用语、朋友见面的问候语和应答 c) 学习字母Ii – Rr，了解一些英语缩略词的意思 d）学习元音字母a, e, i, o在开音节和闭音节中的发音规则 Language points:‎ ‎1. Vocabulary：Letters Ii — Rr ‎ Map , ruler , pen , orange , key , jacket , quilt ‎2. Sentence pattern：What is this in English? It is a/an map/orange。…‎ Important Points：字母的正确书写和认读。‎ Difficult Points: 7个表示物体的单词的熟练掌握。‎ Teaching procedures:‎ Step 1 Warming up ‎1. Good morning/afternoon/evening!‎ How are you? I’m fine, thanks. How are you? I’m OK.‎ ‎2. Sing the alphabet song Step 2 Games ‎ ‎1. Teacher shows a letter quickly and asks : “What’s this?” Get the studentsto answer the questions like this: “ I think it’s A / B.”‎ Then show the whole of the letter to let the students check whetherthey’re right or wrong. ‎ ‎2. Go through the letters Aa—Hh quickly, pay attention to the intonation. Then play a game: listen and pick the right letter, then arrange the letters in the right order and read loudly.‎ Step 3 Presentation ‎ Teach the letters Ii—Rr, using: What’s this in English? It’s I / J/--- ‎ Step 4 Listen, look and say ‎1. Section A – 2a ‎2. Section A – 2c , listen to the tape and write the number of the letters in the boxes according to the order in which you hear them. Play the recording twice and check the answer. ‎ ‎3. Section A – 2b, write the small letters for big letters.‎ Step 5 A Guessing game ‎ Teacher shows a part of a letter and asks : “What’s this?” Get the students to answer the questions like this: “ I think it’s A / B.”‎ Then show the whole of the letter to let the students check whether they’re right or wrong. ‎ Step 6 Look and learn ‎1. Section A－3‎ ‎2. Teacher shows more special letters.‎ ‎3. Ss try to think of other special letters.‎ Step7 Listen and repeat ‎1. Find friends. Get the students work in groups of four, and find the friends (the same vowels) for A, E, I, O, F.‎ ‎2. Section B –4, listen and repeat.‎ ‎3. Exercises: Have a chant.‎ Step 8 Homework ‎1. EB Section A 2a ‎ ‎2. ZB(1) P6, ZB(2) P4‎ ‎3. LR Section A 2a, 2c, Section A 1a, Section B 1a，4‎ ‎4. Make letter cards I --- R， colour letters.‎ Hour 7‎ Period 2‎ Teaching materials：section A 4 - 5 ‎ Teaching aims:‎ a) 巩固字母Ii – Rr及7个单词。‎ b) 学习 key，pen, map, ruler, orange, quilt, jacket7个词汇 c) 学习辨认物体 (Identify things):What’s this in English? It’s ... .‎ d) 学习a / an的初步用法: a key an orange e) 学习拼写单词和相关句型: Spell it, please. K-E-Y, key.‎ Language points:‎ Sentence pattern：What is this in English? It is a/an map/orange…‎ ‎ Spell it，please. P-E-N, pen.‎ Important Points：学习辨认物体的句型What’s this in English? It’s ... .‎ Difficult Points:单数名词前面的冠词的运用，学生容易遗忘。‎ Teaching steps Step1 Warming up ‎1.. Greetings.‎ ‎2. Sing a song : What’s this?‎ ‎3. (a). Game: find out the letters. Teacher shows the letters very quickly get the students to call out the letters they see. ‎ ‎(b) Group work: Students prepare in groups four, draw some pictures or diagram, get the others to guess what letters they are.‎ Step 2 Presentation ‎1. Letters challenge: Teacher shows the letters very quickly get the students to call out the letters they see.‎ ‎2. Using the letter pictures to teach new words: map, key, pen, ruler, quilt, jacket and orange. ‎ Step 3 Listen, look and say ‎1. Section A – 1a ‎2. Section B – 1a Step4 A Guessing game ‎ What’s the word?‎ ‎1. Teacher thinks of a word that the Ss know. Draw a dash on the Bb for each letter. Get a student to suggest a letter. Then another student and another letter until they get all the letters of the words.‎ ‎2. Show the picture which match the word and ask: ‎ T:What’s this in English?‎ ‎ Ss: It’s a / an pen ‎ ‎ T: Spell it, please. ‎ Ss: P-E-N.‎ ‎3. Get individuals to give their own words.‎ Step 5 Group work Students work in groups, draw pictures of their rooms and talk about the pictures using “What’s this in English? It’s a/an…” Teacher is ready to offer his / her help to those students who are in need of it.‎ Step6 Report Ask some demonstration groups to show their pictures before the whole class. They may do like this: This is my room. What’s this in English? It’s a/an…‎ Step 7 Listening Section A 4a and 4b Step 8 Homework ‎ 1. EB : New words ‎ 2. ZB(1) : P4-5‎ ‎ 3. Get the students to finish the pictures of their rooms and write down the English names of the things in the rooms.‎ Hour 8‎ Period 3‎ Teaching materials：section B 1a－shelfcheck ‎ Teaching aims:‎ a）巩固句型：What’s this in English? It’s a (an) ... . ‎ Spell it, please. R-U-L-E-R, ruler.‎ b) 复习巩固字母Ii---Rr及元音字母a, e, i, o在开音节和闭音节中的发音规则。‎ c) 完成单元随堂自测。‎ Language points:‎ Sentence pattern：What is this in English? It is a/an map/orange…‎ ‎ Spell it，please. P-E-N, pen.‎ Important Points：What’s this in English? It’s a (an) ... .‎ ‎ Spell it, please. R-U-L-E-R, ruler. ‎ Difficult Points: 相同元音音素的掌握。‎ Teaching steps:‎ Step 1 Warming up ‎1. Greetings.‎ ‎2. Sing a song: What’s this?‎ Step 2 Game: Magical box ‎1. Get one of the student choose one picture or real object in the box, he only can use his body language, let the others guess what it is. Using :‎ What’s this in English? Is this a / an ----? Yes / No. Can you spell it, please? ---‎ ‎2. Talk about the students’ bedroom. Ask and answer in pairs. Encourage them to introduce new words.‎ Step 3 Listening Section B 1b. listen and number the words you hear, then get them to find the big letters for these words.‎ Step 4 Tasks ‎1. Revise the letters Aa – Rr ‎2. Show the students two pictures and let them find out the letters ‎3. Get the students to work in groups to make up some pictures by themselves, and let the other groups find out the letters.‎ ‎4. Game: What do they mean? Revise some short forms.‎ ‎5. Find friends. Self check ‎ ‎6．Have a chant. And let the students make up their own chant.‎ ‎ ‎ Hour 9‎ Starter Unit 3 What color is it?‎ I. Teaching aims:‎ ‎1. Complete the alphabet with the letters S-Z.‎ ‎2. Ask and answer the questions about colors.‎ ‎3. Pronunciation practice for the vowel sounds.‎ II. Key points and difficulties:‎ ‎1. Letters S- Z.‎ ‎2. Revision of the alphabet.‎ ‎3. --What’s this ? --It’s V.‎ ‎--What color is it ? --It’s red. / It’s black and white.‎ ‎4. blue, green, red, yellow, black, white, color, and / pink, purple, orange, brown, grey ‎5. Pronunciation of letters A, E, I, O and U III. Time arrangement: 4 periods Period 1：Section A 1a, 2 a, 2c, 2d, 3‎ ‎ Period 2：SectionA 1a, 1b, 1c, 4, ‎ ‎ Period 3：Section B 1a, 1b, 2, 3a, 3b, 4 ‎ ‎ Period 4：selfcheck Period 1‎ Teaching materials：Section A 1a, 2 a, 2c, 2d, 3‎ Teaching aims:‎ ‎1. 学习英语字母S-Z。‎ ‎2. 能在四线格里正确地书写S-Z的大、小写。‎ ‎3. 能认读其印刷体和手写体的大小写形式(注意书写格式、笔划、笔顺合乎标准)。‎ 注意字母在字母表里的次序。‎ Difficulties：‎ ‎ 对初学者来讲，小学的汉语拼音对学习英语字母有一定的干扰。引导学生仔细观察字母的大小写格式，避免书写错误，做到书写正确、美观。‎ Teaching steps:‎ Step 1 Revision and warming-up ‎1. Hang the white paper on the blackboard，write the capital letter “A” with a red pen, then ask the students：‎ ‎ T：What’s this in English? Ss：It’s A．‎ ‎ T：What color is it?‎ ‎ The teacher answers herself：It’s red．‎ ‎ 2. The teacher teaches the other colors with the color pens，repeat these words until students grasp them．‎ ‎ Step 2 Presentation 1. Focus attention on the picture in Activity 1a. Ask Students to find the capital letters in the picture to match the lower case letters. Then check the answers.‎ 2. Play the recording. Stop the tape after each letter and have students repeat. Check pronunciation and correct if necessary.‎ 3. Play the recording again. Have students repeat the eight letters in one set. Check pronunciation and correct if necessary.‎ Step 3 Practice 1. ‎2c: Students listen and write the number of the letters in the boxes according to the order in which they hear them. Then check the answers.‎ 2. ‎2d: The teacher demonstrate drawing the letters on the board. Demonstrate how students can use the lines in the book to assist them in writing the letters. Move around the room checking on their work.‎ Step 4 Practice ‎3. Ask students if they recognize any of the abbreviations, and know what they stand for. Have students discuss in groups. If necessary, provide some hints, such as asking where they have seen any of these logos before.‎ Answers:‎ S-小号 / M-中号 / L-大号 / XL-加大号 UFO-不明飞行物 / CCTV-中央电视台 UN-联合国 / MTV-音乐电视 / SARS-“非典”‎ Step 5 Homework ‎1. Make color letter cards.‎ ‎2. Find the abbr as many as possible.‎ Hour 10‎ Period 2‎ Teaching materials：SectionA1a, 1b, 1c, 4, ‎ Teaching aims:‎ ‎1. Sentence pattern： ---What color is this? ---It’s red.‎ ‎2. New words：‎ color， red， black，white， blue， orange， green， yellow，and ‎ (pink, purple, brown, grey)‎ Teaching steps:‎ Step 1 Revision and warming-up 1. Revise the 26 letters by using the color letter cards students made in the last period. Then can ask and answer like this: ‎ ‎---What’s this ? ---It’s S.‎ ‎---What color is it ? ---It’s red/black and white.‎ Step 2 Groupwork Let’s Ss find abbrs as many as possible in groups,then write them on blackboard.‎ Step 3 Color the rings SB Page 15,4.Focus attention on the pictures.Explain this is a picture of “Olympic Rings”.First say the colors.Second color the rings.‎ Step 4 Practice Do the co1or changes game，use two small cups of water，color each cup of water yellow and blue．‎ Ask：What color is it? It’s yellow．‎ ‎ What color is it? It’s blue．‎ ‎ After asking，pour the cup of yellow water into the other cup，when the water turns green. Ask students：What color is it now?‎ ‎ Do the color changes with the other colors．Yellow + red =orange，yellow + red + black =brown, yellow +red +blue +black，etc．‎ A1so the teacher can let students discuss what color the objects are around us such as the color of the traffic lights，letter—box，bananas and so on…‎ Step 5 Homework 1. Go on making up your dialogues with your group members and polish it.‎ 2. Bring colored pens for the next period.‎ Hour 11‎ Period 3‎ Teaching materials：Section B 1a, 1b, 2, 3a, 3b, 4‎ Teaching aims:‎ ‎1. 继续学习有关颜色的对话。‎ ‎2. 学会发现和绘画颜色，用各种可以调动学生积极性的活动来提高学生的活跃性，激发他们参与讨论的热情。同时可以对学生进行美育教育，从小培养他们对美的正确认识。‎ Teaching steps:‎ Step1 Revision and warming-up 1. Self Check4: Ss work in pairs. Use colored pens to write down the letters your partner says.‎ ‎2. Practise the dialogue in la of section A Ask students to finish 1a and 1b of section B individual．the teacher walks around the class，give a hand to the students．‎ Step 2 Listen and repeat.‎ Section B 2:‎ Focus attention on the chart. Read aloud the words in the top row. Get Ss to repeat. Check pronunciation and correct if necessary. Make sure Ss understand the difference between the two “a” sounds.‎ Ss listen and repeat.‎ Step 3 Presentation ‎1. 3a: Listen and repeat.‎ ‎2.T：A、E、I、O、U 这五个字母我们称它们为元音字母。Read and remember them A-E-I-O-U， A-E-I-O-U.‎ S: A-E-I-O-U， A-E-I-O-U ‎(Check individual student by saying or writing.)‎ Step 4 Listen and repeat Listen to 3a and 3b,learn the alphabet song.‎ Step 5 Listen and read the chant Section B 4:‎ Focus attention on the chant lyrics. Explain that they are about to hear a chant with these lyrics.‎ Play the chant the first time. Students just listen and follow the lyrics in their books.‎ Play the instrumental version of the chant. This time, students chant along with the tune. ‎ Step 6 Groupwork Get students pay attention to all the abbreviations appear around us, copy them down, try to find what they mean．Then tell your partners．Encourage students t0 search online or finish this homework in other ways．‎ Step 7 Homework ‎ Copy the letters in 2 and remember them.‎ Hour 12‎ Period 4‎ Teaching materials：self-check Teaching steps:‎ Step 1 Review the letters ‎1. Warming up: Watch and listen ABC song, then sing together.‎ ‎2. Find the letters: Look at the screen, and find the letters as many as possible. ‎ ‎3. I can do it!‎ ‎(在下面的四线格里按顺序写出26个英文字母，注意书写规范、工整，看看谁写得又快又好！)‎ Step 2 A Colorful world ‎1. Show a picture about Olympic Rings（奥运五环）。‎ ‎（说出奥运五环的颜色。）‎ ‎2. A competition.‎ ‎(小组活动，填涂五环的颜色,看谁的记忆力最好。)‎ An interesting game.‎ ‎(利用一个有趣的flash动画，让学生熟练掌握表示颜色的单词。)‎ Step 3 Oral practice Pairwork Show a picture about a room.Introduce“This is my room.”.‎ ‎(让学生拿出准备好的“自己的房间”彩色图画，练习对话。)‎ A: What’s this in English?‎ B: It’s a …‎ A: Spell it ,please.‎ B: …‎ A: What color is it?‎ B: It’s …‎ Groupwork Prepare a short passage about your room.‎ ‎（说一小段话介绍你的房间）‎ Do like this:‎ This is my room.‎ It’s very nice.‎ The key is black. ‎ The pen is yellow and orange.‎ ‎…is… ‎ I like it very much.‎ Step 4 Sum and reflection 单词 ‎_________________________________________________________‎ 词组_____________________________________________________‎ ‎_________________________________________________________‎ 句子_____________________________________________________‎ ‎_________________________________________________________‎ 语法_____________________________________________________‎ ‎_________________________________________________________‎ 教师点拨 Step 5 Exercise 一、 将26个字母按发音分类(写出与所给字母含有相同音素的其他字母)‎ Aa ______________________________________________‎ Ee ______________________________________________‎ Ii _______________________________________________‎ Oo ______________________________________________‎ Uu ______________________________________________‎ Ff _______________________________________________‎ Rr ______________________________________________‎ 二.测测我能力，完成对话。‎ ‎1.--_______________ morning!‎ ‎ --_______________ morning!‎ ‎ --What’s ____________ in English？‎ ‎ --___________ a yellow key.‎ ‎2.--____________ this in English?‎ ‎ --It’s ____________ pen.‎ ‎ --__________ __________ is it?‎ ‎ --It’s blue.‎ ‎3.—What ___________ this in English?‎ ‎ --It’s ___________ orange.‎ ‎ --____________ it,please.‎ ‎ -- O-R-A-N-G-E.‎ ‎ --What _________ is it?‎ ‎ --Oh,it’s _____________.‎ 三、按要求写出句子。‎ ‎1．is,pen,it,black,a (连词成句)‎ ‎_________________________________________________________‎ ‎2. This is a red ruler. (对划线部分进行提问)‎ ‎_________________________________________________________‎ ‎3. My jacket is blue. (对划线部分进)‎ ‎_________________________________________________________‎ Unit 1 My name’s Gina.‎ I．Teaching objectives Skill ‎ 听 Listen for names Listen for telephone numbers Focus 说 Learn to introduce oneself Learn to greet people Ask for and give telephone numbers 读 Read about personal information (names and telephone numbers)‎ 写 Write the names and telephone numbers 功 能 句 式 Greetings Hello! / Hi!‎ Nice to meet you!‎ Introduction My name’s Jenny.‎ I’m Gina. ‎ His / Her name’s Tony / Gina.‎ His first /last name is…‎ Ask for and give telephone numbers What’s your phone number? It’s….‎ 词 汇 重点词汇:‎ my, name, is, clock, I, a, nice, meet, you, what, your, hello, his, and, her, question, answer, look, first, last, boy, girl, zero, one, two, three, four, five, six, seven, eight, nine, telephone, number, phone, it, card, family 认读词汇: to, hi, Jenny, Gina, Alan, Mary, Jim, Tony, Tom, Bob, Mike, Jim, Green, Miller, Jack, Smith, Brown, Linda, Nick, Kim, Hand 短语: first name, last name, telephone number, phone number, ID card, family name 语 法 Present tense to be : am, is What questions: What is…?‎ Possessive adjectives: my, your, his, her ‎ 话 题 Names and telephone numbers II．Class types and periods Period 1 Listening and speaking （Section A: 1a, 1b, 1c, 2a, 2b, 2c）‎ Period 2 Integrating skills （Section A: 3a, 3b, 4）‎ Period 3 Listening and speaking （Section B: 1a, 1b, 1c, 2a, 2b, 2c）‎ Period 4 Reading and writing （Section B: 3a, 3b, 3c, 4）‎ Period 5 Self check ‎ III. Teaching plans for each period: ‎ Hour 13‎ Period 1‎ Teaching materials：Section A: 1a, 1b, 1c, 2a, 2b, 2c Target language:‎ ‎1. Words & phrases: my, your, his, her, name, hello, nice, meet, what ‎2. Key sentences: What’s your name? Nice to meet you.‎ Ability goals: Enable the students to listen to and talk about names.‎ Learning ability goals: Help the students to learn how to listen to and talk about their names.‎ Teaching important / difficult points: How to listen to and ask names.‎ Teaching aids: A tape recorder，some cards and real things.‎ Teaching procedures and ways:‎ Step 1 Warming up and lead-in (1a: P1) ‎ ‎1. Greet students and make a self-introduction. ‎ T: Good morning / afternoon, boys and girls! It’s very nice to meet you here. I’m Bu Jiawu. You can call me Mr. Bu, OK? Well, may I know your names?‎ S1: My name is Song Tao. Nice to know you, Mr. Bu.‎ S2: I’m Han Ting. Nice to meet you. ‎ S3: And I’m Liu Heng. ‎ ‎…‎ ‎2. In this procedure, students will learn how to introduce oneself and ask for names.‎ T: Hello! what’s your name?‎ S: My name is….‎ ‎3. After doing this, ask two or three pairs of students to ask each other’s names in English. Make sure they can use My name is…. and I am ….‎ Give every student a chance to introduce himself or herself. ‎ Step 2 Listening (1b, 2a, 2b: P1—P2 )‎ ‎1. First ask some students to greet each other and ask their names.‎ S1: Hello!‎ S2: Hello!‎ S1: What’s your name?‎ S2: My name is….‎ S1: Nice to meet you.‎ S2: Nice to meet you, too.‎ ‎2. Then ask students to listen to the recording.‎ ‎1b. Listen and number the conversations. Then check the answers. After this, ask students to repeat after the recording.‎ ‎2a. Listen and number the pictures.‎ ‎2b. Circle the names you hear.‎ Step 3 Pairwork (1c, 2c: P1—P2) ‎ ‎1. Ask students to practice the conversation and make their own conversation. ‎ A sample conversation:‎ S1: Hello!‎ S2: Hello!‎ S1: What’s your name?‎ S2: My name is….‎ S1: Nice to meet you.‎ S2: Me, too.‎ ‎2. Ask students to read the sentences in the grammar box. ‎ ‎3. Fill in the following blanks with his and her.‎ ‎ What’s _________ name? _________ name is __________. ‎ ‎ What’s _________ name? _________ name is __________.‎ Check the answers. ‎ T: We can see from the above that, when we say something about a boy or a man, we use “his” and when we say something about a girl or a woman, we use “her”. Today we’ll go on learning how to greet and introduce people.‎ Step 4 Homework ‎1. Ask the students to work in pairs and practice asking and telling each other names.‎ ‎2. Ask the students to finish Exercise 1 in the workbook.‎ Hour 14‎ Period 2‎ Teaching materials：Section A: 3a, 3b, 4‎ Target language:‎ ‎1. Words & phrases: first, last, boy, girl ‎2. Key sentences: What’s your first name? His name is Nick.‎ Ability goals: Enable the students to understand the first name and the last name.‎ Learning ability goals: Help the students learn how to tell names.‎ Teaching important / difficult points: How to tell names.‎ Teaching aids: Some cards.‎ Teaching procedures and ways:‎ Step 1 Warming up and lead-in ‎1.Greet your students as usual. Check the homework. ‎ ‎2. Then ask some students What’s your name? And write their names on the blackboard. Then, you can ask them, what are the first names and what are the last names? ‎ ‎3. Show them some cards with some first names they have learned on them. For example:‎ Jenny Gina Alan Tony ‎4. And then, show them some cards with some last names (family names) on them. For example:‎ Green Miller Smith Brown ‎5. Full names: Jenny Green, Gina Miller, Alan Smith, Tony Brown ‎6. ask students to observe the Chinese names and the English names, try to find the difference between them: Chinese people put their last names before the first names, but people in western countries put their first names before last names. ‎ Step2 Learning how to read and write names (3a, 3b: P3)‎ ‎1. In this procedure, students will learn how to read and write names.‎ T: Hello! Who can write your names on the blackboard?‎ S: I can.‎ T: What is your name, please?‎ S: My name is….‎ T: Can you write it on the blackboard and read it?‎ S: OK. Let me try. Zhang Hong. (Read it)‎ ‎2. Ask students to ask each other’s names in English write the names down.‎ Step 3 Groupwork (4: P3)‎ First, divide the students into several groups; each group has three or four students. And they should ask each other questions like this:‎ S1: Hello! S1: What’s your English name?‎ S2: Hello! S2: My English name is …‎ S1: What’s your name? S1: (Points at S3) What’s her (his) name, please?‎ S2: My name is … S2: Her (His) name is ….‎ Step 4 Homework ‎1. Ask students to learn more about foreign names by searching the Internet. ‎ ‎2. Ask students to finish Exercise 2 in the workbook.‎ Hour 15‎ Period 3‎ Teaching materials：Section B: 1a, 1b, 1c, 2a, 2b, 2c Target language:‎ ‎1. Words & phrases: zero, one, two, three, four, five , six, seven, eight, nine, telephone, number, it ‎2. Key sentences: What’s your telephone number? It’s 281-9176.‎ Ability goals: Enable the students to listen to and say numbers from zero to nine.‎ Learning ability goals: Help the students to learn how to listen to and say numbers.‎ Teaching important / difficult points: How to listen to and ask numbers.‎ Teaching aids: A tape recorder, some cards and mobile phones or Little Smart.‎ Teaching procedures and ways:‎ Step 1 Warming up and lead-in ‎1. Greet your students and check the homework. ‎ ‎2. count from 0 to in English. If the students make mistakes in reading, correct them at once. Make sure to do so!‎ ‎3. Play the recording (1a:P4). Ask the students to follow it and repeat it several times.‎ ‎4. Choose any card and ask the students read it. Remember not necessarily in order. ‎ ‎5. Say, “Do you know the number 110, 112, 114, 120, 122, 170?” The students may say yes to you. Tell Ss only to read the numbers in order. ‎ ‎6. Talk about telephone number: A: What’s your telephone number? B: It’s 833-0001‎ Step 2 Listening (1b, 2a, 2b:P4)‎ ‎1b. Listen and write the numbers you hear.‎ ‎2a. Listen and match the names and telephone numbers.‎ ‎2b. Complete the phone numbers.‎ Then check the answers.‎ Step 3 Groupwork (1c, 2c:P4) ‎ Ask students to practice the conversation and make their own conversation. ‎ A sample conversation:‎ S1: Hello!‎ S2: Hello!‎ S1: What’s your telephone number?‎ S2: It is 6850-3237.‎ S1: Thank you.‎ S2: You’re welcome. What’s your phone number?‎ S1: It is 593-7825.‎ After doing this, the teacher can ask the students to put the names and numbers in a ‎ list.‎ Step 4 Homework ‎1. Ask the students to make sense what the following numbers stand for.‎ T: Some phone numbers are very important and used widely. For example, When you find fire, you call 119. what do the following numbers stand for?‎ ‎120, 116, 184, 185, 12315, 114, 117, 121, 122‎ ‎2. Ask the students to do the Exercises 3-5 in the workbook. ‎ Hour 16‎ Period 4‎ Teaching materials：Section B: 3a, 3b, 3c, 4‎ Target language:‎ ‎1. Words & phrases: family, family name ‎2. Key sentences: What’s her telephone number? What’s her family name?‎ Ability goals: Enable the students to write names and numbers.‎ Learning ability goals: Help the students to learn how to write names and telephone numbers.‎ Teaching important / difficult points: How to write names and numbers.‎ Teaching aids: Some cards and the teacher’s ID card.‎ Teaching procedures and ways:‎ Step 1 Warming up and lead-in ‎1. Check the homework -what do the following phone numbers stand for?‎ ‎120 Emergency call 116 IDD directory inquiries 185 express mail ‎184 postcode information 120 hospital 114 DDD directory inquiries ‎ ‎117 time inquiry 121 weather forecast 122 road accident ‎2.Ask Ss the following questions:‎ What’s your name? What’s your English name? What’s your telephone number? ‎ Write their answers on the blackboard, such as the following. ‎ Li Ping Zhang Jun Jenny Brown Danny Smith ‎2369758 3389517‎ And then talk about the first names and family names are. ‎ Step 2 Learn how to write names (3a:P5)‎ In this procedure, students will learn how to write names.‎ ‎3a: find the last name and write them down.‎ Talk about th names: T: What’s the first (last) name? Ss: It’s Gina (Green)‎ Step 3 Write names and numbers (3b, 3c: P5)‎ ‎1. make ID cards. Write their Chinese names, English names and their telephone ‎ numbers on the cards. ‎ ‎2. Talk about the cards. ‎ T: What’s your family name?‎ S1: My family name is Liu.‎ T: And your first name?‎ S1: It’s Chang.‎ T: What about your English name?‎ S1: My English name is Lily King. And Lily is my first name and King is my family name.‎ T: What’s your telephone number?‎ S1: My telephone number is…‎ T: Thanks. ‎ ‎3. Then the teacher can pick up a girl’s ID card and talk about it. ‎ T: What’s her English name?‎ S: Her name is … and her first name is… and her family name is …‎ T: And what’s her telephone number?‎ S: Her telephone number is …‎ Step 4 Groupwork (4:P5)‎ A sample conversation:‎ S: Is this your telephone number?‎ S1: No, it isn’t. ‎ S: Is this your telephone number?‎ S2: Yes, it is. ‎ S: What’s your telephone number?‎ S2: My phone number is 022-86453290. ‎ Step 5 Homework ‎1. Ask students to ask each other names and telephone numbers according to the ID cards they made in class. ‎ ‎2. Ask students to finish Exercises 6-7 in the workbook. ‎ Hour 17‎ Period 5‎ Teaching materials：Self check Target language:‎ ‎1. Words & phrases: my, your, her ‎ ‎2. Key sentences: His (first) name is … Her telephone number is …‎ Ability goals: Enable students to introduce themselves and others. ‎ Learning ability goals: Help students learn how to introduce themselves and others. ‎ Teaching important / difficult points: Help students learn how to use my, your, his, her.‎ Teaching procedures and ways:‎ Step 1 Warming up and lead-in ‎1. Greet your students as usual. Check the homework. ‎ ‎2. Then you can ask some students to read all the words and phrases in this unit. Make sure students to read the words correctly.‎ Step 2 Check the words (1, 2: P6) ‎ In this procedure, students will review the words learned in this unit. ‎ ‎1. Ask them to check the words in 1 and then show the words they found. ‎ ‎2. Then ask students to do the following exercises. ‎ Write down the right numbers 1. Six + three = _______.‎ 2. ‎_______ - five = one. ‎ 3. Three + two = ______.‎ 1. Ten – ten = _______.‎ 2. Two + _______ = nine. ‎ 3. Seven minus one is _______. ‎ Step 2 Review how to introduce others (3:P6)‎ First, ask all the students get out their ID cards they made last class.‎ ‎1. Introduce yourself to us S: I can. My name is…. My English name is….My first name is….My last name is….My telephone number is….‎ ‎2.Collect a card in hands and tell the students like this: ‎ T: Look! This is an ID card. His / Her name is…. His / Her English name is…. His / Her first name is…. His / Her last name is…. His / Her telephone number is….‎ Then the teacher can ask students to introduce partner like the teacher did just now. ‎ ‎3. Shelf-check 3, introduce two classmates in the cards.‎ Step 3 Homework Ask the students to ‎ 1. Summarize what they have learned in this unit. ‎ 2. Finish the exercises in Teaching Resources II.‎ Unit 2 Is this your pencil?‎ Teaching objectives Skill Focus 听 Listen for school things 说 Learn to talk about ownership Learn to introduce the names of some common personal possessions 读 Read about how to identify ownership Read about something in Lost and Found case 写 Write a bulletin board message 功 能 句 式 Identify ownership (P7)‎ Is that your backpack?‎ Yes, it is. /No, it isn’t. It’s her backpack.‎ It’s her ruler.‎ That is my ruler ‎ To express something in English(p9)‎ What’s this / that in English? It’s a pen.‎ How do you spell pencil …? It’s P-E-N.‎ Lost & Found(p11)‎ Please call Mary.‎ Call Ann at 495-3539.‎ 词 汇 ‎1. 重点词汇 this, pencil, pen, book, eraser, ruler, dictionary, that, yes, no, not, excuse, thank, OK, in, English, a, how, do, spell, baseball, watch, computer, game, key, ring, call, at, the, lost, found, please, school, of ‎2. 认读词汇 case, backpack, isn’t, notebook, Tim, Sonia, Jane, Kelsey, David ‎3. 短语 pencil case, pencil sharpener, excuse me, computer game, lost and found, a set of 语 法 How to use this, that Yes, No questions ‎ Possessive adjectives: my, your, his, her ‎ 话 题 School things ‎ 教材重组与课时分配 Period 1 （Section A：1a, 2c, 4a, 4b）Speaking ‎ Period 2 （Section A：1b, 1c, 2a, 2b, 3）Listening and speaking (I)‎ Period 3 （SectionＢ：1a, 1b, 2a, 2b, 2c）Listening and speaking (II)‎ Period 4 （SectionＢ：3a, 3b, 3c, 4）Reading, speaking and writing Period 5 （Self Check）Revision and testing Hour 18‎ Period 1‎ Teaching materials：Section A：1a, 2c, 4a, 4b Target language:‎ ‎1. Words & expressions: this, pencil, pen, book, eraser, ruler, dictionary, that, yes, no, not, case, pencil case, pencil sharpener, isn’t=is not ‎2. Key sentences: ‎ ‎(1) Is this your pencil? Yes, it is. It’s my pencil. No, it isn’t. It’s his backpack.‎ ‎ (2) What’s this/that in English? This/That/It is…‎ Ability goals: Enable the students to learn to identify ownership Learning ability goals: Help the students learn how to identify ownership. ‎ Teaching important / difficult points:How to identify ownership Teaching aids: A box filled with some school things ‎ Teaching procedures and ways Step 1 Greetings (revision) and content explanation ‎1. Greeting the students and give more students chances to introduce themselves. ‎ ‎2. Then show the picture on the blackboard. ‎ T: From this picture and the sentences, you will find out what we’re going to learn in this unit. Read the sentences after me, OK? ‎ ‎(Show the pose of “OK” and try to lead the students to do it as the teacher.)‎ Step 2 Warming up and Lead-in (1a: P7)‎ Prepare a box of school things before class and ask the students to learn to demonstrate things.‎ T: (Pick up a ruler.) A ruler. This is a ruler.‎ Ss: A ruler. That is a ruler.‎ T: (Pick up an eraser.) An eraser. This is an eraser.‎ Ss: An eraser. That is an eraser.‎ ‎…‎ ‎1a. Matching and talking about the picture. Then Check the answers with the students. ‎ Step 3 Practice (2c:P8; 4a: P8)‎ Practicing with the students’ school things. ‎ T borrows some school things from the students and mixes them. ‎ T: What’s this in English?(Hold a dictionary)‎ Ss: It’s a dictionary.‎ T: Excuse me. Is this your dictionary?‎ S1: No, it isn’t. It’s her/ his dictionary T: S2, is this your dictionary?‎ S2: Yes, it is.‎ T: Here you are.‎ S2: Thank you.‎ Further practice (4b: P9)‎ Step 4 Summary and Homework T: You’re so clever. You remember the names of the school things and the sentences so well. I’m very glad. Yes, there are two main parts in this class. The first one is words for the names of the school things. The second is sentences such as, What’s this in English? This is… Is this your book? Yes, it is. … That’s all for today. Today’s homework: try to learn all the new words in this unit by heart and finish Exercises 3, 6 and 8 of this unit in Workbook.‎ Hour 19‎ Period 2‎ Teaching materials：Section A：1b, 1c, 2a, 2b, 3‎ Target language:‎ ‎1. Words & expressions:‎ OK, spell, baseball, watch, computer, notebook, ink, ink bottle, compass, ball pen, soccer, paper, test tube, knife, blackboard, excuse me, thank you, in English ‎2. Key sentences: Excuse me. Thank you. OK. How do you spell it? What’s this in English?‎ Ability goals: Enable the students to identify ownership.‎ Learning ability goals: Help the students learn how to identify ownership politely.‎ Teaching important / difficult points: How to identify ownership and get information.‎ Teaching aids: A tape recorder and some objects. ‎ Teaching procedures and ways:‎ Step 1 Revision ‎ ‎1. Check the homework by asking some students to sing the ABC song and spell some words. ‎ ‎2. Ask the other students to sing together and ask some to write down these letters on the blackboard. Then check the answers to Exercises 2, 6 and 8. ‎ Step 2 Warming up and Lead-in ‎1. Card Game First, act out a conversation with a student and then ask them to practice the conversation. ‎ A sample conversation: ‎ T: Now, I have some cards here. I will give them to you. Do it as I do, OK?‎ Show a card to a student.‎ T: Excuse me, Xu Feng. What’s this in English?‎ S1: It’s an eraser.‎ T: How do you spell eraser?‎ S1: E-R-A-S-E-R.‎ T: Is it your eraser?‎ S1: Yes, it is.‎ T: Here you are.‎ S1: Thank you.‎ T: You’re welcome. ‎ ‎2. School things ‎ Take out a soccer from under the desk.‎ T: What’s this in English?‎ S: A soccer. ‎ Write down the word on the blackboard and ask the students to repeat. ‎ T: How do you spell soccer?‎ S: S-O-C-C-E-R.‎ In this way, rivise words of the school things ‎ ‎3. Practice (3: P9) ‎ Ask some pairs of students to practice the conversation in 3 in Section A. ‎ Step 3 Listening (1b: P7; 2a, 2c: P8) ‎ ‎1b. Listen number the conversations. Check the answers.Read the conversations after the recording. ‎ ‎2a. Listen and put (√) in the box. Check the answers.‎ ‎2b. Listen again and complete the conversation with the words in the box.Repeat after the recording.‎ Step 4 Grammar Focus Ask the students to read the sentences in the grammar box. ‎ Point out the words show ownership: your, my, his and her.‎ Do the following exercises. ‎ A: 按要求完成下列句子。‎ ‎1. This is my baseball.（改为一般疑问句）‎ ‎ ______ ______ your baseball?‎ ‎2. Is that a red notebook?（否定回答）‎ ‎ ______, ______ ______.‎ ‎3. This is a watch in English.（就划线部分提问）‎ ‎ ______ ______ in English?‎ ‎4. That is my pencil sharpener.（改为否定句）‎ ‎ That ______ my pencil sharpener.‎ ‎5. your, that, is, sharpener, pencil, ?（连句问句）‎ ‎ ______ ______ ______ ______?‎ B：翻译下列句子，每空一词。‎ ‎1. ---这是你的铅笔吗？---是的。‎ ‎---______ ______ your pencil? ---Yes, ______ ______.‎ ‎2. ---那是一本字典吗？---不是。‎ ‎---______ ______ a dictionary? ---No, ______ ______.‎ ‎3. ---这是什么？---是一块手表。‎ ‎---What’s this? --- ______ ______ ______.‎ ‎4. ---那是你的尺子吗？---是。这是我的尺子。‎ ‎---Is that your ruler? ---Yes. ______ ______ ruler.‎ Keys: ‎ A: 1. Is this 2. No, it isn’t 3. What’s this 4. isn’t 5. Is that your pencil sharpener?‎ B: 1. Is this, it is 2. Is that, it isn’t 3. It’s a watch 4. It’s my Step 5 Homework T: In this class, we’ve learned the names of some common personal possessions and how to identify ownership. Let’s have a look.‎ ‎ my my ‎①Is this your book? ---Yes, it is./No, it isn’t. ②Is that your pencil? Yes, it is. /No, it isn’t.‎ his his her her Then ask students to finish Excises 4 and 7 of this unit in the Workbook.‎ Hour 20‎ Period 3‎ Teaching materials：SectionＢ：1a, 1b, 2a, 2b, 2c Target language:‎ ‎1. Words & expressions:‎ baseball, watch, computer, game, key, notebook, ring, call, cup, glass, reading lamp, tape-recorder, sports-wear, sweater, telephone, cell-phone, key-board, mouse ‎2. Key sentences: What’s this? It’s a watch. How do you spell it?‎ Ability goals:‎ ‎1. Enable the students to ask and answer the names of some possessions and get information. ‎ ‎2. Improve their listening ability.‎ Learning ability goals:‎ Help the students learn how to ask and answer the names of some possessions and get information. ‎ Teaching important / difficult points: How to ask and answer the names of some possessions.‎ Teaching aids: A tape recorder and some objects. ‎ Teaching procedures and ways:‎ Step 1 Revision ‎ ‎1. Greet students and check the homework.‎ ‎2. Make a conversation and find the owner.‎ Excuse me. Is this your ruler? what’s this in English? How do you spell it?‎ Step 2 Warming Up and Lead-in ‎1. Teach them the new school things T: Look! What’s this in English ?( Show students a ring)‎ S: It’s a ring.‎ T: How do you spell it ?‎ S: R-I-N-G.‎ T: Is this your ring ?‎ S: Yes, it is./No, it isn’t In this way, teach the other school things, such as baseball, computer game, key, watch, ID card, notebook, pen and so on. ‎ ‎2. Reading and matching (1a: P10). Check the answers.‎ Step 3 Pairwork and Listening (1b, 2a, 2b: P10)‎ ‎1. Asking about other things in the picture in 1a.‎ ‎ S1: What’s this in English?‎ S2: It’s a notebook.‎ S1: How do you spell it?‎ S2: N-O-T-E-B-O-O-K.‎ ‎2. 2a and 2b. ‎ ‎ 2a. Listen and circle the things you hear in 1a.‎ ‎2b. Listen again and write the names of the things Kelsey and Mike are looking for. ‎ Check the answers : ‎ T: Well, what is Kelsey looking for?‎ S: Watch, ID card.‎ T: What about Mike? What is he looking for?‎ S: Pen, baseball. ‎ Step 4 Game (2c: P10)‎ Work in pairs, asking and answering questions about the things on page 81 or page 82. ‎ Sample conversation:‎ SA: Is this her pen?‎ SB: No, it isn’t. It’s his pen. ‎ SA: Is this her book?‎ SA: Yes, it is. It’s her book. ‎ SA: Is this his computer game?‎ SB: No, it isn’t. It’s her computer game.‎ Step 5 Homework Ask students to ‎1. Finish Activities 1 and 2 in the workbook.‎ ‎2. Write a short conversation about Identify ownership using the sentences we have learnt.‎ Hour 21‎ Period 4‎ Teaching materials：SectionＢ：3a, 3b, 3c, 4‎ Target language:‎ ‎1. Words & expressions: at, in, the, lost, found, lost and found, please, school, a set of, of ‎ ‎2. Key sentences: Call Alan at 495-3539. Please call Mary. ‎ Ability goals: Enable the students to write found and lost ‎ Learning ability goals: Help the students learn how to write found and lost.‎ Teaching important / difficult points: How to write found and lost.‎ Teaching aids: Little blackboard Teaching procedures:‎ Step 1 Revision and Lead-in ‎1. Give a short greeting, and then check the homework. ‎ ‎2. Show Ss a set of keys.‎ T: Good. Now look here. What’s this? ‎ S: It’s a set of keys.‎ T: This is my keys. I lost yesterday, but someone found it and gave it back to me. ‎ Teach the words “lost and found” and “a set of keys”.‎ Step 2 Reading ‎ Learn how to write “Found and lost”.‎ ‎1. Read 3a first and circle the words from activity 1a. ‎ ‎2. Ask them to do the following exercises. ‎ ① _______ found a watch.‎ ‎ ② _______ lost his school ID card.‎ ‎ ③ Mike lost a notebook. He may call the phone _______.‎ ‎ ④ Tony’s telephone number is ________.‎ Give them a few minutes to read, and then check the answers.‎ ‎3. After that, ask students to read the message in 3b and put the pieces in order. ‎ Step 3 Writing ‎ How to write “Found” and “Lost”‎ We should write the thing, the telephone number and the name of the person .‎ ‎ A sample version: ‎ Found Is this your red jacket?‎ Is it on the playground?‎ Please call Mr. Xu Phone #6701072.‎ Lost My black bike.‎ My name is Li Ming Please call me at 6701063.‎ Thanks.‎ T: Now, think over: Have you ever found or lost something? Write “Found” or “Lost” for yourselves. ‎ After students finish writing, ask them to read some out.‎ Step 4 Groupwork Hide one school thing in your box, the other students guess what it is. You can use the patterns.‎ Is it …? Yes, it is. /No, it isn’t.‎ Sample conversation:‎ S1: Is it a pen?‎ S2: No, it isn’t.‎ S1: Is it a watch?‎ S2: No, it isn’t.‎ S1: Is it a ruler. ‎ S2: Yes, it is. ‎ S1: Is it your ruler?‎ S2: No, it isn’t. It’s her ruler. ‎ Step V Homework Write your own bulletin board notice according to the instructions below.‎ ‎(1) There is a black and white cat in your home. It isn’t your cat. Your telephone number is 8889996. Your father’s name is Alan Brown.‎ ‎(2) Bob lost his dictionary. It is red. It is new. His phone number is 236-9978‎ Hour 22‎ Period 5‎ Teaching materials：Self Check Target language:‎ ‎1. Words & expressions: backpack, computer game, ring, dictionary ‎ ‎2. Key sentences: Is that your backpack? ‎ Yes, it is. /No, it isn’t.‎ Ability goals: Enable the students to identify ownership.‎ Learning ability goals: Help the students learn how to identify ownership, get the information they need and write a bulletin board message.‎ Teaching important / difficult points: How to identify ownership, get the information they need and write a bulletin board message.‎ Teaching aids: A small blackboard or some exercise paper.‎ Teaching procedures:‎ Step 1 Revision Ask students to show their homework.‎ T: I asked you to write “Found & Lost” last class. Have you finished it? Who’d like to share your work?‎ ‎ Sample versions:‎ Found: A cat.‎ Is this your cat?‎ It’s black and white. ‎ Please call Alan Brown.‎ Phone # 8889996‎ Lost:‎ My red dictionary. It’s new.‎ My name is Bob. ‎ Please call me at 236-9978.‎ Thank you.‎ Step 2 Vocabulary ‎ ‎1. Read and check the words you know in 1 on page 12. Then choose some words ‎ and make sentences with them. Please add my, his, her, your before them. ‎ ‎ Sample sentences:‎ ‎1) Hello! This is my pen. That is her pen. My pen is black and her pen is red.‎ ‎2) Look at the dictionary. This is my dictionary. It’s very thick.‎ ‎3) Look here. Is this your ruler? It’s long and blue. ‎ ‎2. Ask Ss to write 5 new words in the notebooks. ‎ ‎ T: You can talk about them or you can use a Chinese-English dictionary to help you. ‎ After a few minutes, ask the students to share their lists with other students.‎ ‎ Sample list: ‎ textbook, exercise-book, ball-pen, compass, glue, color-pen, sticker,‎ ball-point, scissors, chalk, file, blackboard, ink, paper, pamphlet.‎ T: Draw a picture for each thing on a paper and talk about them with your partner using the sentences: What’s this in English? How do you spell…? Is this your …? ‎ Step 3 Speaking and Writing ‎ T: Now, let’s look at the picture in 3. What things can you see?‎ Ss: A watch, a baseball, a basketball. ‎ T: Good. They are found and lost things. Can you find their owners? You can use the following patters: ‎ ‎ Is this your …? Yes, it is. /No, it isn’t.‎ ‎ Is that your / his / her …? Yes, it is. / No, it isn’t.‎ Sample conversations:‎ ‎1) S1: Excuse me. Is this your watch?‎ ‎ S2: No, it isn’t. It’s her watch. ‎ ‎2) S3: …. Is this your book?‎ ‎ S4: Yes, it is. Thanks ‎3) S5: What’s that?‎ ‎ S6: It’s a backpack.‎ ‎ S5: Is that your backpack?‎ ‎ S6: No, it isn’t. My backpack is here. ‎ T: Now, you can fill in the blanks. ‎ Give them a few minutes to write down their answers.‎ Step 5 Practice Show the following exercises and ask students to finish them. ‎ A. Choose the word that does not belong to the group.（选出下列不同类的一项。） ‎ ‎1. A. pencil B. pen C. ruler D. orange ‎2. A. call B. ring B. baseball D. watch ‎3. A. this B. that C. it D. yes B. Complete the conversations with right words.（用适当的词完成对话。）‎ ‎1. — What’s this? — It’s _____ _____. ‎ ‎2. — Is this a pencil? — No, it _____. It’s a _____.‎ ‎3. — Is it a______? —Yes, it is.‎ ‎4. — Is it a bag? — No, it isn’t. It’s _____ _____.‎ Key: A. 1. D 2. B 3. D ‎ B. 1. a ruler 2. isn’t, watch 3. baseball 4. a book/ a dictionary If time permits, check up the answers to the test.‎ Step 5 Homework ‎1. Revise all the new words in this unit in your notebook.‎ ‎2. Revise all the important sentences and write them in your notebook.‎ ‎3. Write a bulletin board message.‎ Unit 3 This is my sister.‎ 教学内容：‎ 本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该能够用英语给朋友写短信介绍家人，从而让他们了解自己的家庭并能够画出自己的家谱。‎ 教学目标：‎ 1、 知识目标：‎ A、 掌握家庭成员的表达，如：grandfather, grandmother, father, mother ,brother,sister, uncle, aunt, cousin, son, daughter, parents:‎ B、 学会用指示代词：this ,that, these 和人称代词：I, he she they 介绍任务及Yes/No问句及其简单回答；‎ C、 运用名词的复数形式。‎ 2、 能力目标：‎ A、 运用所学词汇介绍家人和朋友，并能够用短信的形式表达出来；‎ B、 通过对话练习，掌握介绍人物时常用的词汇、惯用语，并把它运用到实际生活中去，提高学生的交际能力。‎ 3、 学习策略：通过对人物个性化的描述，识别图片。‎ 4、 情感目标：通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊重对方，理解家人。‎ 教学难点、重点：‎ 重点：A、掌握家庭成员的表达；学会指示代词、人称代词及Yes/No问句及简单回答；‎ B、学会介绍自己的家人和朋友，并根据相关信息辨别人物。‎ 难点：能够用写信的形式向朋友介绍自己的家庭。‎ 课时安排：‎ 第一课时 Section A 1a-1c 第二课时 Section A 2a-4‎ 第三课时 Section B 1-2c 第四课时 Section B 3a-Self-check Hour 23‎ Period 1‎ Teaching materials：Section A 1a-1c 课前准备: 教师：照片，图片，表格。‎ Teaching procedures:‎ Step 1 New words ‎①Present the new words.‎ T: Hello , everyone ! Look ! What’s this ?‎ Ss: It’s a picture .‎ T: Right . Who is the man in the picture ? ‎ Ss: It’s you.‎ T: Yes, it’s me . You know me . Please look at this . Do you know them ?‎ Ss: No , we don’t . ‎ T: They are my family members . Today I want to introduce my family members to you . Would you like to meet them ?‎ Ss: Yes .‎ T: OK . Please look at this man ? Is he old ?‎ Ss: Yes .‎ T: He is my “grandfather”. Please read after me , GRANDFATHER G-R-A-N-D-F-A-T-H-E-R ,grandfather .‎ Ss: G-R-A-N-D-F-A-T-H-E-R , grandfather .‎ T: This is my grandfather .‎ ‎(Teach the word “grandmother” in the same way .)‎ T: He is my “grandfather”. He is my “grandmother”. These are my grandparents. Read after me , grandparents. ‎ Ss: Grandparents.‎ ‎ (Stick the word “grandparents” on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)‎ T: I have two brothers, two sisters, I have many friends.‎ ‎ (Teach brothers, sisters, and friends.)‎ T: Read these new words together.‎ Ss: …‎ ‎②Practice the new words.‎ T: Who can match the words with the pictures on the blackboard?‎ Ss: I can. (Textbook P13 1a)‎ ‎ (Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.)‎ T: Check the answers.‎ Ss: …‎ T: Is he right?‎ ‎ 用教师家人的照片呈现新课内容。教师边介绍，边领读单词。用匹配的方式巩固单词。‎ Ss: Yes.‎ ‎ (One more student gives the answers.)‎ Step 2 Drill ‎①Listen and circle.‎ T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about.‎ Ss: OK.‎ ‎ (Play the recording of 1b twice. Students work.)‎ T: What’s the answer?‎ S: Two brothers and sister.‎ ‎②Pairwork. Talk about Dave’s family.‎ T: This is a picture of Dave’s family. Let’s talk about Dave’s family in pairs. You must use “ This is …” and “ These are …” to do it.‎ ‎ (Students practice. Teacher walks around the room to help them.)‎ T: Now check your peactice.‎ S1: Who is this?‎ S2: This is his …‎ S1: Who are these?‎ S2: These are his …‎ ‎ (Ask a few pairs to practice.)‎ Step 3 Task ‎①Talk about the family tree.‎ T: Look at the family tree.‎ ‎ (Stick a family tree on the blackboard.)‎ T: Let’s talk about the family tree, You can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then report it to the class.‎ ‎ (Students work. Teach moves around the classroom to help the students.)‎ T: Check your task.‎ S3: Hello. My name is …Look at this. This is my family tree. This is my…and this is my…They are old. These are my … This is my… This is my … My mother is … This is my … His name is … I love my family.‎ 用听力训练再次强化学生对新单词的记忆。‎ 让学生通过介绍Dave的家庭加强句型的操练。‎ 让学生用本节课所学的知识完成介绍家庭成员的任务，检测学生知识掌握的情况。‎ T: Very good. Next make a dialogue in pairs about your family. First, you must greet each other, then introduce your family.‎ ‎ (Two students come to the front.)‎ SA: Hello. SB: Hello. How are you ?‎ SA: Fine, thank you. And you? SB: I’m fine, too.‎ SA: Excuse me! What’s this? SB: It’s my family tree.‎ SA: Who’s this? SB: This is my grandfather.‎ SA: Who’s this? SB: This is my grandmother.‎ SA: Is this your father? SB: Yes, he is.‎ SA: The women is your mother? SB: Yes, she is.‎ SA: Who’s the boy? SB: He is my brother.‎ ‎ (A few pairs do this.) T: You did well.‎ ‎②Make a survey.‎ T: Please take out the family photos you bring to school. Work in groups of four. Fill in the form. Then report it to the class.‎ Family Family members ‎(Students work. Teacher moves around the classroom to help the students.)(Students report to the class.)‎ Step 4 Homework Write a passage about your family. 让学生在语言实践中学会礼貌待人。‎ 小组成员之间沟通有关家庭成员的信息，增进友谊。‎ Hour 24‎ Period 2‎ Teaching materials：Section A 2a-4‎ 课前准备: 教师：图片，录音磁带。 学生：自己家人的照片，也可以是自己画的家谱。‎ Teaching procedures:‎ Step 1 Review the drill T: You know my family members. I want to know your family members. Would you like to introduce your family members to us? (Students use their photos or the pictures they drew.)‎ SS: Yes.‎ T: Who wants to be the first, please?‎ SA: Let me try. T: OK, please.‎ SA: Hello, everyone! My name is …Look at this picture, please. This is a picture of my family. This is my father. His name is …This is my mother. Her name is … They are good parents. This is my brother. His name is …Look! It’s me. Am I funny? I love my family.‎ T: Very good. (Another two students introduce their family.)‎ Step 2 Listening ‎①Listen and circle the words you hear.‎ T: Here are two boys. One is Lin Hai. The other is Dave. They are talking about Dave’s family members. Please listen to the recording of 2a in Section A and circle the family members you hear.‎ mother father sister brother grandmother grandfather friend grandparents SS: OK. (Play the recording of 2a twice. Students work.)‎ T: Check the answer. (Ask two students to say the answers.)‎ ‎②Listen and match.‎ T: This is a picture of Dave’s family. We know this is Dave. But we don’t know who is Mary, who is Jim and who is Lin Hai. Let’s ‎ 根据上节课布置的作业，让学生谈论自己的家庭成员，为新课教学做铺垫。‎ 通过听力练习，使学生巩固对家庭成员的记忆。‎ 通过听力引出Is this . . . ?的句型 listen and find them. (Play the recording of 2b. Students work.)‎ T: Who find them? (Many students may say they do. Choose two of them to answer.)‎ S1: Dave is …Lin Hai is …‎ ‎③Pairwork. Talk about Dave’s family.‎ T: You come to Dave’s home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “ Is this…” to find them, please. When you finish, change roles to do it. Now begin.‎ ‎ (Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.)‎ T: Let’s check your work, please. SS: OK. (Ask one pair to do it.)‎ S1: Is this Jim? S2: No, he isn’t.‎ S1: Is this Jim? S2:Yes, he is. (Ask two more pairs to do it.)‎ ‎④Practice.‎ T: I have a friend. He is talking to his friend. Dave, about Dave’s sister. Fill in the blanks with the words from the box. Work in pairs, then report it to the class.‎ ‎ isn’t brother is sister ‎ (Students work. Teacher walks around the classroom and helps the students who need.)‎ T: Check your work, please.‎ ‎ (Ask one pair to do it.)‎ S3: That’s … and that’s … Is she your…? S4: Yes, she is.‎ S3: And is the your …? S4: No, he isn’t. He’s my …‎ Step 3 Task ‎①Play a guessing game. 通过谈论Dave的家庭成员，练习句型Is this . . . ?‎ 用学生的句型引出Is she/he your . . .?的句型，让学生在对话中理解人称代词的用法。‎ T: I have a picture here. Do you want to know who she is? (Show the picture to the students.)‎ SS: Yes. (Students guess the picture.)‎ ‎②Group work. (Students work.)‎ Step 4 Homework ‎ Draw your family tree. 用游戏的方式巩固人称代词的知识。‎ Hour 25‎ Period 3‎ Teaching materials：Section B 1-2c ‎ 课前准备 教师：图片。 学生：照片。‎ Teaching procedures:‎ Step 1 New words ‎①Present the new words.‎ T: Do you like games? S: Yes.‎ T: Let’s play a guessing game. Please listen carefully. He is my brother. But my father is not his father. His father is not my father. His father and my father are brothers. We have the same grandfather. Who is he?‎ S1: It is your “表哥”. T: No, it isn’t.‎ S2: It is your “堂兄” or “堂弟”. T: Yes, it is. Let’s see how to say it in English.‎ T: It’s cousin. Read after me, C-O-U-S-I-N, cousin.‎ SS: C-O-U-S-I-N, cousin. T: Spell it, please.‎ SS: C-O-U-S-I-N, cousin.‎ T: This time you must say it in English. She is your sister. But your father is not her father. Her father is not your father. Her father and your father are brothers. You have the same grandmother. Who is she?‎ S: It’s my cousin. T: Your father’s brother is your …?‎ S3: “大爷，大伯”. S4: “叔叔”.‎ T: You are right. Let’s see how to say it in English. (Put the word card “uncle” on the blackboard.)‎ T: Read after me, please, U-N-C-L-E, uncle.‎ SS: U-N-C-L-E, uncle.‎ ‎…‎ T: Your uncle’s wife is your…? S5: “伯母，婶婶”.‎ 用游戏的方式引人新课。‎ T: Right. (Put the card “aunt” on the blackboard and then teach these words son, daughter in this way.)‎ T: Read the words on the card together. SS: …‎ ‎②Practice the new words.‎ T: Look at the family tree. Some words are missing. Who can help me fill it, please?‎ ‎ (Ask one student to the front to do it on the blackboard. The others finish it on their book.)‎ T: Check your work.‎ Step 2 Drill ‎①Listen and check the words you hear.‎ T: Lin Hai and Dave are talking about Dave’s family. How many family members are they talking about? Please listen and check the words you hear. (Play the recording of 2a once.) (Ask two more students to say the answers.)‎ ‎②Listen and check the picture.‎ T: I have two pictures here. Which one is Lin Hai talking about? Let’s listen and find it out, please.‎ ‎ (Play the recording twice again.) (Check the answer.)‎ ‎③Pairwork. Draw your own picture and talk about it.‎ T: We find out the picture of Lin Hai’s family. Can you draw a picture of your family? SS: …‎ T: OK. When you finish drawing, tell your partner about your picture. You can use “This is …” and “ These are …” to talk about. Then report it to the class. (Students work.)‎ ‎ (Check students’ work. Ask two or three students to report.)‎ Step 3 Task Talk about the family tree.‎ T: Look at the family tree. I think it’s a big family. You can do it ‎ in groups of four or three. You can do it in pairs or only by yourself. Then report it to the class.‎ ‎ (Students work. Teacher walks around in the classroom and helps the students.)‎ T: Stop here. Let’s check it out. (Choose students to do it.)‎ S1: Look at my family tree. This is my… This is my … They have two … This is my … This is my …This is my …This is my. My parents have two children. This is…This is my …My uncle and my aunt have a son. He is my … (Ask two more students to do it.)‎ Homework ‎ Write a passage about your family.‎ Hour 26‎ Period 4‎ Teaching materials： Section B 3a-Self-check 课前准备: 教师：家庭成员的照片。 学生：学生自己画的家庭照片。‎ Teaching procedures:‎ Step 1 New words ‎①Present the new words.‎ T: Hello, everyone. My name is “Emma”. Today I want to introduce my brother to you.‎ ‎ (Put the picture of his sister on the blackboard.)‎ T: This is my sister, Mona. Read after me, MONA, M-O-N-A, Mona.‎ SS: M-O-N-A, Mona.‎ T: These are my parents. They are “great” parents. (Put the picture of his family on the blackboard.)‎ T: Read after me, GREAT, G-R-E-A-T, great.‎ SS: G-R-E-A-T, great. T: They are my “dear” parents, too. (Teach dear, photo, thanks for…)‎ ‎②Practice the new words and drill.‎ T: I have a letter from my pen friend. Now I want you to read it for me. Then draw the photo of Emma’s family.‎ SS: OK. (Students read the letter and draw the photo on their books.)‎ ‎ (Show some photos that students draw to the class. Students say which one is good or which one is better.)‎ Step 2 Task ‎1.Write a letter to your friend.‎ T: Your have a letter form your friend. Now write back to your friend . Tell him or her about your family , And report your letter .‎ SS: OK .‎ ‎(Students work . Teacher moves around the room and helps the students who letter . )‎ T: Now check your work . ‎ S1: Dear . . . ‎ Thanks for the photo your family . Here is my family photo . This is my . . . This is my . . . This is . . . I have a . . . ‎ Your friend , . . . (Another two more students do it . )‎ ‎2. Write a letter .‎ T: Take out the photo of your family to school and write a letter about it . When you ‎ finish , I’ll put your photos and letters on the blackboard . You match the photos and the letters . ‎ SS: All right .(Students write their letters . Teacher moves around the room and helps the students who need . )‎ T: Check your work now . S: . . . ‎ ‎(Teacher puts some photos and letters on the board . Ask students to come to the front to read the letter and match it with the photo . )‎ Homework ‎ Finish self-check .‎ Unit 4 Where’s my backpack ?‎ 教学内容：‎ 本单元主要内容是谈论物品的所在位置，通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些物品的单词，及方位介词 on , in , under ,behind 等的用法；学习并掌握where句型的运用，使学生养成干净、整洁、合理摆放物品的好习惯。‎ 教学目标：‎ 1、 知识目标：‎ A、 学会一些表示家具的名词以及学习用品的单词；‎ B、 方位介词，如：in , on , under , behind的用法；‎ C、 学会运用方位介词和where句型表述物品所在的位置。‎ 2、 能力目标：‎ A、 学会正确描述物品作在的位置；‎ B、 学会询问自己或他人物品的具体位置；‎ C、 能够合理地描述和设计房间。‎ 3、 情感目标：培养学生整齐地摆放自己物品的生活习惯。‎ 教学难点、重点：‎ 重点：A、方位介词 in , on , under , behind的用法。‎ B、Where的特殊疑问句和Is this a/an . . . ?一般疑问句的肯定和否定回答。‎ C、学习名词 bed , dresser , bookcase ,backpack . . . ‎ 难点：A、能够正确运用方位介词描述物品作在的位置；‎ ‎ B、能够运用Where的问句找到物品位置。‎ 课时安排：‎ 第一课时 Section A 1a-1c 第二课时 Section A 2a-4‎ 第三课时 Section B 1-2b 第四课时 Section B 3a-4 Self-check Hour 27‎ Period 1‎ Teaching materials：Section A 1a-1c 课前准备: 教师：准备一个带有家具的房间的多媒体课件或挂图，搜集图片、卡片、一些学习用品的实物，以及闹钟、光盘、数学书和其他日常用品。‎ 学生：彩笔、学生用品、大白纸、课本所涉及的单词的实物。‎ Teaching procedures:‎ Step 1 New words ‎①Warming up.‎ ‎(Prepare some school things for the students as presents .)‎ T: What’s this ? (There is a pencil in the teacher’s hand .) S1: Yes you a right . Here you are .‎ ‎(give it to the student as a present .)‎ T: Is this a ruler ? (hold up a ruler .) S2: Yes it is.‎ T: How to spell ruler ? S2: R-U-L-E-R , ruler . ‎ T: Good , here you are. (Hold up a pen , an eraser , a notebook and so on . Ask the questions in the same way . And give the presents to the students .)‎ T: What’s this ? S3: It’s a backpack .‎ T: I have a backpack for you as a present ,(Looking for it in the desk , under the chair . . . ) but I can’t find it . Where’s it ? Do you know ?‎ S3: I don’t know . S4: I think it’s in your desk..‎ T: (Look into the desk.) No ,it isn’t .Now , let’s look for the backpack together , OK ? (Write down the title on the blackboard .)‎ ‎②Learn the New words.‎ T: Look at the big picture on the screen .This is a big nice room .I want to own such a room . Because there is some nice furniture in it . Do you know the names of the furniture ? ‎ ‎(Show a picture of a bed and a dresser .)‎ T: What’s this ? It’s a bed . “BED” . Read after me .B-E-D , bed.‎ Ss: B-E-D , bed.‎ T: What’s this ? It’s a dresser . D-R-E-S-S-R , dresser.‎ Ss: D-R-E-S-S-R , dresser.‎ ‎(Teach the other words bookcase /sofa/chair/drawer/plant/ . . . in the same way .)‎ 通过师生互动，激发学生思维，并用学过的句子导入新课。‎ 利用多媒体课件创设情景，直观地呈现单词，使学生在语境中理解单词。‎ T: Read the words aloud .‎ ‎③Present the words in , on , under , behind using the objects .‎ T: Where is my book ? It’s on the desk . (Put a book on the desk .)‎ T: Where is my bag ? (Put a bag on the desk and ask this question .)‎ S1: It’s on the desk . T: Where is my bag ? (To all the students)‎ Ss: It’s on the desk .‎ T: Where is my pen ? It’s in the pencil case . (Put a pen in the pencil case and ask .)‎ T: Where is my ruler ? (Put a ruler in the pencil case , too .) S1: It’s in the pencil case , too .‎ T: Where is the ruler ? Ss: It’s in the pencil case .‎ ‎(Then learn the other two prepositions “under”, “behind” in the same way . )‎ ‎④Present the words .‎ The cat is on the chair . T：Please open your books and do 1a quickly as you can.‎ ‎(After doing 1a,check the answer.)‎ Step 2 drills ‎ ‎①Practice the drills .‎ ‎(Ask the students to practice the dialogue like this. Then get some pairs to act it out.)‎ ‎②Introduce a room and listen to the tape.‎ T: This is Tommy’s room, but he can’t find his books, his pencil case, his baseball, his computer game and his keys, please help him find the things. Listen and number [1-5] the things in the picture.‎ ‎(Play the recording and then check the answer.)‎ Step 3 game Play a game.‎ Step 4 Task T: Look at the picture on the screen. This is Mary’s room. In groups of four , describe where the things are in the room.(Prepare ‎ 让学生用身边的学习用品操练句型，达到熟练运用where提问。‎ 用学过的一般疑问句以游戏的方式操练本节课所学内容以增强趣味性。‎ 利用屏幕上所给图片，描述Mary房间物品的位置，强化句型。‎ Homework Make a play.‎ Hour 28‎ Period 2‎ Teaching materials：Section A 2a-4‎ 课前准备: 教师:准备表格、一些学习用品和多媒体教学课件。 学生：表演短剧的道具、表格。‎ Teaching procedures:‎ Step 1 Check the homework ‎（运用所学句型表演短剧。）‎ ‎(The students practice the short play “forgetful” for three minutes so that they can act it out well.)‎ T:Which group can act the play out? Ss:We can.(Come to the front.)‎ S1:My name is “forgetful”, I want to work , but ,but … Where are my …?‎ S2: (Come to him ) Are they on the…? S1: No, it isn’t.‎ S3: Are they in your…? S1: Oh, yes, it is. But where is my ID card?... ‎ ‎(Some groups act it out.)‎ Step 2 Review the words Ask the students to spell the words in the picture in 2a.‎ Step 3 Practice the drills ‎（根据听力材料中的句型，利用图片再次进行巩固练习。）‎ T: Look at the picture. Is the baseball on the chair? Ss:No, it isn’t. It’s under the ‎ chair.‎ T: Are the books under the table. S:No,they aren’t. They’re on the chair.‎ ‎(write the four sentences on the blackboard. Let the students ask and answer using their own thigns.)‎ S1: Is your ruler on your pencil case? S2: No, it isn’t. It’s in my…‎ S3: Are your keys in your pocket? S4:No, they aren’t. They are in my…‎ ‎(Let them ask and answer in pairs as many as they can to improve their oral ability.)‎ Step 4 Present the grammar and practice ‎（利用实物呈现语法。）‎ ‎1. Grammar focus.‎ ‎(The teacher collects some school things on her desk, them hides them to ask some questions.)‎ T:Where is the baseball? (Put a baseball in the desk)‎ S: It’s in …‎ T: Where is the dictionary? Ss: It’s on/ under/ behind…‎ T: Where’re the books/ your keys? S:They’re on the chair./ in your pocket…‎ ‎(Then the teacher writes the sentences on the blackboard.)‎ T: Please pay attention to the sentences. We use “It’s” to talk about single objects and “They’re” to talk about two or more objects.‎ ‎“Where’s, It’s and They’re” are contractions.‎ Make a survey.（运用调查表来巩固句型。）‎ T: Make a survey about your classmates’ things using Where is/are…? And then fill in the chart.‎ Name Things Ruler Pencil case Dictionary ‎ Keys Lucy ‎ Tom Tommy Lily ‎2. Make a conversation.（看图操练句型。）‎ T: Who can put these sentences in order to make a conversation in 3a.‎ S1:We can.Where’s the bag? S2: I don’t know.Is it on the dresser?‎ S1: No, it isn’t.‎ T:Prepare a new dialogue for three minutes just like this. You can use your own things.‎ ‎(Later, ask more pairs to practice their conversations as quickly as they can.)‎ Step 5 Practice ‎ The drill “Where is / are…?”‎ ‎(Make a conversation with a student.)‎ T:Look at the picture in 3c. Where are the books? S1: I don’t know.‎ T: Where are the keys? S2: They are on the dresser.‎ T: Work in pairs. Make a similar conversation like this. S1:Where is the baseball?‎ S2: It’s… S3:Where is the…?‎ S4: I don’t know. S5: Where are the…?‎ S6: … S7: Where is the pencil case?‎ S8: It’s…‎ ‎(Let the students ask and answer according to the picture in 3c or using their own things.)‎ Step 6 Task ‎（设置任务，通过对比的方式让学生理解方位介词。）‎ T:Student A looks at Picture 1 (Textbook P21,4) student B looks at Picture2 (Textbook P19,1a)Ask and answer in pairs.‎ Sample:‎ ‎1. Sa: Where is the backpack? Is it under the table?‎ Sb: No, it isn’t. It’s on the table.‎ ‎2. Sa: Where are the books? Are they on the sofa?‎ Sb: No, they aren’t. They are on the bed.‎ ‎…...‎ T: Let’s find out the differences between the pictures.Where is the backpack? Is it on the table? (Look at Picture 1)‎ Ss: No, it isn’t. It’s under the table. (Look at Picture 2)‎ T: Where are the books?Are they behind the sofa? (Look at Picture1)‎ Ss: No, they are on the sofa. (Look at Picture 2)‎ ‎(Ask some pairs to make the dialogue and find out some differences.)‎ T:Fill in the chart according to the pictures.（利用表格直观体现出两幅图的不同点。）‎ Things Picture1‎ Pictuer2‎ Pencil case in the backpack on the table Books Backpack ‎…‎ T:Who wants to report it?‎ S1: I want to . In Picture 1, the pencil case is… In Picture2, the pencil case is…‎ S2: In Picture 1, the books are… In Picture2, the books are…‎ Homework T: Make a survey after class. Ask some of your classmates “Where is…? Where are…?” Fill in the chart.‎ Name Things Bed ‎ Clock ‎ ‎ Computer game Ball ‎ Jim Amy Hour 29‎ Period 3‎ Teaching materials：Section B 1-2b 课前准备: 教师：搜集学习用品、日常用品的图片及单词卡片。 学生：准备学习用品、日常用品。‎ Teaching procedures:‎ Step One 1 New words T: I have some things on my desk, I think you can tell me how to say them.‎ T: What’s this? (Hold up a book in the hand)‎ Ss: It’s a book.‎ T: Yes, it’s a math book. Read after me. M-A-T-H-B-O-O-K, math book.‎ Ss: M-A-T-H-B-O-O-K, math book.‎ T: Do you have a watch?‎ Ss: Yes, I do./ No, I don’t.‎ T: Is it a watch?‎ Ss: No, it isn’t. It’s a clock.‎ T: Good. It’s an alarm clock. Read after me. A-L-A-R-M-C-L-O-C-K,alarm clock.‎ ‎(Then hold up CD, video tape, hat, notebook, teach them in the same way. Check the words using the cards.)‎ T: Let’s do 1a in Section B. Match the words with the things in the picture in 1a.(Then check the answers.)‎ Step 2 Present the drills ‎1. Review the words.‎ T: Now do 1b in Section B, look at Tommy’s room for three minutes. Please try your best to remember all the things in the room. Begin!‎ ‎(Three minutes later,ask them to close their books. Give them another three minutes to write down the things they remembered.)‎ T:Who can write them down on the blackboard?‎ S1:I can.(After writing them,students open the books to check the answer.)‎ T:How many words did you write?‎ Ss:Fifteen/Twenty/Twenty-two …‎ T:What are in the picture?‎ S:A backpack, a quilt, a computer game, some books…‎ ‎2. Present the drill.‎ T: Look at the picture 1a in Section B and answer my questions Where is the math book?‎ S1: It is…‎ T: Where are the pictures?‎ S2: They are…‎ T: Where are the books?‎ S3: They are…‎ T: Ask and answer according to the picture then fill in the chart.‎ Things backpack books ID card ruler cap Places Step 3 Listen and practice ‎ ‎1. Listen to the tape.‎ T: Tommy wants his mother to bring some school things to school for him. But his room isn’t tidy. So his mother can’t find the things. Let’s listen to the recording of 2a and help his mother find the things.‎ ‎(Play the tape for the first time. The students circle the word they hear. Then check ‎ the answer.)‎ T:Now listen again, and fill in the chart.‎ Things ruler notebook Math book CDs Places ‎2. Practice the dialogue.‎ T: Where’s the ruler? S1: It’s…‎ T: Where’s the notebook? S2: It’s…‎ T: Where’re CDs? S3: They’re…‎ T: Work in pairs according to the chart.‎ Step 4 Task T: Please look at Tommy’s room. Do you think it’s tidy?‎ Ss: No, I don’t think so.‎ T: Four students in a group. Draw a picture about Tommy’s room, help him clean the room to put the things in the correct places.‎ ‎(Choose some groups to show the room.)‎ Homework 1. Draw a picture about your room.‎ 2. Describe your new room.‎ Hour 30‎ Period 4‎ Teaching materials：Section B 3a-4 Self-check 课前准备: 教师: 搜集单词卡片、背景资料。 学生：彩笔、大白纸、相关新单词。‎ Teaching procedures:‎ Step 1 Learn the new words 1. Present the new words.‎ ‎(Show some pictures and words on the screen to teach the students the new words.)‎ T: What’s this? S1: It’s a room.‎ T: Do you have a room like this? S2: Yes, I do./ No, I don’t.‎ T: Read after me. R-O-O-M, room. Ss: R-O-O-M, room.‎ ‎(Teach the other words “TV, desk, picture” in the same way.)‎ T: There are some words here. Read the words after me and spell them.‎ ‎(Learn the other words without pictures on the cards.)‎ T: This is a word. Can you spell this word? (Point to a word in the card.)‎ S1: Yes, I can. / No, I can’t. (Let them know the meaning of “can”.)‎ T: I can spell your name. Can you spell my name? S1: Yes, I can.‎ T: Can you write your name? S: Sorry, I can’t. I have no pen.‎ T: You need a pen.( Give him a pen.) ( Let the students understand the word “need”.)‎ T: I bring a football to school every day. Now it is on the floor. After class I take it to my home.‎ ‎(Teach “bring” and “take”. Put a football on the floor and point to the floor to teach the word “floor”.)‎ 2. Practice the words.‎ Step Two: Listen and practice.‎ T: Books closed. Here is a note. Please listen carefully and then answer the questions How many things are there in the note?‎ Ss: There are five things in the note. T: What are these?‎ Ss: They are notebook… T: Open your books, who can read it for us?‎ Ss: I can.(One student reads it , others listen carefully.)‎ T: This is a note from Mom to Sally. Please look at the picture, draw the missing things in the picture.‎ T: Who can tell me where the missing things are? S1: The baseball is…‎ S2: The CDs are… The other students will answer other questions.‎ Step 3 Play a game T: I divide the class into two groups, one group chooses several students to come to the front to draw some big pictures on the blackboard. The other group chooses someone to draw something on the big things. (after drawing them.)‎ T: Who can say the sentences according to the pictures?‎ S1: I can. The dog is under the chair. S2: The cups are…‎ S3: The quilt are… S4: The books are …‎ Step 4 Practice and fill in the blanks 1. Fill in the blank. (First, let the students describe the picture.)‎ T: Look at the picture in 3b Where is the hat? S1: It’s…‎ T: Where is the clock? S2: It is…‎ T: Where is the ID card? S3: It is …‎ T: Where is the notebook? S4: It is…‎ ‎(Ask the same questions in the same way.)‎ T: Who can fill in the blank? S1: I can.‎ ‎(Then ask one or two students to read it aloud. Check the answer according to the picture.)‎ 1. Practice.‎ T: You want four things in your room now. But you have no time to go home to get them. Write a note to a friend, let him go to your home to get them. Tell him where the things are.‎ ‎(Students write a note.)‎ Step 5 Task T: Now draw your ideal rooms in groups of six, Please use your color pencils to draw them, everyone can join this task, and then show the room to us.‎ ‎(Ten minutes later, ask the students hand up their drawing, every group chooses one to describe the room. Choose the best one and give them some candies or school things encourage them.)‎ Step 6 Do Self-check 1. Review the words.‎ T: Look at self Check, let’s do exercise 1. Look at the cards in my hand , and spell the words as quickly as you can.‎ ‎(Hold up some cards with Chinese words on them such as“ 桌子”.)‎ T: Who can spell this word?‎ S: I can. “TABLE”.‎ ‎(Hold up the other cards to let the students spell them quickly in order to master the key words in this unit.)‎ 2. Write some new words about this unit.‎ T: Now, please think it over. Do you know the other words about school things and furniture? Who can write them down on the blackboard?‎ S: We can. (Some students will come to the front to write them down on the blackboard and others write them down in the notebook.)‎ T: Look at the blackboard. They are: ball, pen, ink, cupboard, living room, bedroom, kitchen, fridge, and washing machine…‎ T:Please remember them.‎ Step 7 Homework T: Look at 3, read the note, and draw a room according to it on a picece of paper after class.‎ Unit 5 Do you have a soccer ball ?‎ 教学内容:‎ 在这一单元中，学生要学会就有关人与物之间所属关系进行问答的句子。本单元大量引入有关运动的名词，要求学生彼此询问有无此类物品，并做出相应的回答。 同时学习表示建议的句型Let’s运动的形容词。‎ 本单元所选用的话题来自学生所喜欢的生活片段，在教学中生生交流、师生交流会更融洽，会促进师生彼此间的了解，成功的教学还会让部分学生养成良好的运动习惯和收藏习惯。‎ 教学目标:‎ 1） 语言知识：A.在询问对方是否有某物的对话中学会使用do和does引导的一般疑问句;‎ B. 学会使用描述性的形容词来评价事物;‎ C. 学会在对话中使用名词复数;‎ D. 学会用祈使句来向对方提出建议.‎ ‎2) 语言技能:A. 学会用祈使句询问某人是否有某物; B. 学会向他人提出建议的句子.‎ ‎3) 学习策略:A.通过与同学讨论,做出猜测; B.对所学的知识进行分类.‎ ‎4) 情感态度:A. 在本单元中,通过阅读有关运动的文章和对话,使学生更加热爱体育活动并培养一种适合自己的体育爱好;‎ ‎ B.在小组活动中,培养学生团结协作精神.‎ 教学重点、难点:‎ 重点:A.学会就有关人与物之间所属关系进行问答的句子; B.学习并掌握Let’s…句型.‎ 难点：A.学会使用描述性形容词对事物做出评价,如difficult/relaxing/collection/television 等;‎ ‎ B.学会使用第三人称单数的一般疑问句及回答做对话.‎ 课时安排 第一课时 Section A 1a-1c 第二课时 Section A 2a-4‎ 第三课时 Section B 1a-2c 第四课时 Section B 3a-4‎ Hour 31‎ Period 1‎ Teaching materials：Section A 1a-1c 课前准备 教师:准备表格、铅笔、格尺或橡皮。 学生：调查。‎ Teaching procedures:‎ Step 1 New words ‎1. Present the key vocabulary. (Show a basketball to the class.)‎ T: What’s this in English? S1: It’s a basketball.‎ T: Yes,you are right. Read after me. B-A-S-K-E-T-A-B-L-L,basketball.‎ Ss: B-A-S-K-E-T-A-B-L-L,basketball.(Show the students other objects. Teach the new words “tennis racket,ping-pong ball,volleyball,basketball” in the same way. And then show students the picture of television and teach it.)‎ T: Read the words together twice. Ss: …‎ T: Ask and answer in pairs with these things. Use the drill “What’s this in English?” and “Where is the..?”‎ ‎2. Look at the words in 1a and match the words with the things in the picture.‎ T: Number 1 is (c ) ,tennis racket. What’s Number 2 Match them.‎ ‎3. Ask one student to show the answers and check them.‎ Step 2 Present the structures 1. Present these questions and answers.(Point to a student who has a pen or a pencil case.)‎ T: Do you have a pencil case? S1:Yes, I do. (Nod your head yes)‎ T: Do you have a computer game? S1: No, I don’t. (Shake your head no)‎ 2. Practice the drill “Do you have a …?” in pairs. You can use your school things and these balls.Look at the model, then practice like this.‎ Model:‎ Sa: Do you have a backpack? Sb: Yes, I do. Do you have a soccer ball?‎ Sa: No, I don’t. I have a volleyball. (Students work in pairs.)‎ Step 3 Listening practice T: Look at the four items of 1b in the pictures. Listen to the conversation.‎ ‎(Play the recording of 1b the first time.Students only listen.)‎ T: Listen to the conversation and circle the words you hear.(Play the recording again.)‎ T: Check their answers.‎ S:…‎ Step 4 Practice the conversations 1. Read the conversations in 1c. (Ask students to repeat.)‎ 2. Look at the picture in 1a and practice the conversation with each other in pairs.‎ S1:Do you have…? S2:Yes, I do.‎ S1:Do you have a …? S2:No, I don’t.‎ 3. Work in groups of four and use the picture to practice the similar conversations with the new words.(television,basketball, baseball bat, soccer ball, volleyball,television)‎ T:Ask and answer the questions as many as you can. S1:Do you have a … ?‎ S2: …‎ S1: … S2: …‎ Step 5 Task T: Make a survey about “ What kind of balls do the students have?” We want to have a ball game. But we don’t know what kind of balls you have. Please ask your classmates in the group what balls he/ she has. Then write down the information in the chart.‎ ‎1.Fill in the chart using the structure and models on the screen.‎ Names Do you have…?‎ Balls you have ‎1‎ ‎2‎ ‎3‎ ‎4‎ ‎5‎ Structures:Do you have a …? Yes, I do./ No, I don’t.‎ ‎ What balls do you have? I have a …‎ ‎2.Choose one student from each group to report about his or her group.‎ Report like this:She or he likes… One of them has a … But two of them have…‎ Step 6 Homework Make a survey about your parents’ collection.‎ Name collection Mother father Hour 32‎ Period 2‎ Teaching materials：Section A 2a-4‎ 课前准备 教师:设计表格，准备录音机及多媒体课件。 学生：准备卧室照片。‎ Teaching procedures:‎ Step 1 Warming up 1. Present the new structures.‎ T: Do you have a tennis racket? S1:Yes, I do.‎ T: Do you have a baseball bat? S2:No, I don’t.‎ T: Does she have a tennis racket?(Point to the first student)‎ S3:Yes, she does.‎ T:Does he have a baseball bat?(Pint to the second student)‎ S4:No,he doesn’t.‎ 2. Practice the drill.‎ T:Practice in groups of four. The first two students must use the drill “Do you have a …?” The other two students ask and answer according to their conversation and use the drill “Does he/ she have a …?”‎ S1:Do you have a …? S2:Yes, I do. Do you have a …?‎ S1:No, I don’t. S3:Does she have a …?‎ S4:Yes, she does. Does he have a …? S3:No, he doesn’t.‎ Step 3 Listening T:Look at the pictures in 2b and name them. What are these?‎ ‎(Point at the baseball, basketball,volleyball,football.)‎ Ss:They are…‎ T:There are four children in the conversations. Who are they? Please listen and find the answer.‎ ‎(Play the recorder for the first time.)‎ S:…‎ T:I’ll play the recorder for the second time. Listen and number the pictures(1-4).‎ ‎(Students listen for the second time.)‎ T:Listen to the conversation in 2b. Match the people with the balls.‎ ‎(Students listen and match. Teacher checks their answer.)‎ Step 3 Practice the structure Do you have a …? Yes, I do. / No, I don’t.‎ T:Now, Please look at the picture in 2c in your book. Suppose this is your partner’s room. Ask your partner “ Do you have a …?”‎ ‎(Show a photo of the teacher.)‎ Sa:Do you have a …?‎ Sb:Yes, I do./ No, I don’t.‎ T: This is my room.Ask your partner some questions about it . Make the same conversation like this.‎ Model:‎ T:Let’s look at the teacher’s room. Does she/ he have a football?‎ S1:Yes, she/he does.Does she/ he have a ping-pong?‎ T:No,she/he doesn’t.‎ ‎(Ask more students to make a conversation.)‎ T:Make a long conversation with things in the picture.‎ S:…‎ T:Take out your pictures and change each other.Please talk about it.‎ S:…‎ Step 4 Learn how to make suggestions 1. Present the new word:Let’s …(Show a football to class.)‎ 2. Do 3a.‎ ‎(The teacher reads the cartoon story in 3a for students,saying blank each time you come to an empty write-online.‎ T:I’ll ask a student to read the four words to the class.‎ S:…‎ T:Fill in the blanks with the words from the box.‎ ‎(Students work alone as they write the four words from the box in the correct banks.)‎ T:Check the answers.‎ Step 5 Practice the structure Let’s…‎ 1. Explaining.‎ S:…‎ 2. Pairwork.‎ Hour 33‎ Period 3‎ Teaching materials：Section B 1a-2c 课前准备 教师:准备表格，录音机。 学生:准备调查。‎ Teaching procedures:‎ Step 1 Warming up 1. Present the structure of last lesson.(show a volleyball to a student)‎ T:Let’s make a conversation about your sport you like. Do you like volleyball?‎ S1:Yes, I like it very much.(Show a baseball to him or her.)‎ T:What about baseball? S1:No, I don’t. I don’t like it .‎ T:OK.Let’s play volleyball after class. S1:Great.‎ 2. Work in pairs and make a similar conversation like this.‎ Step 2 New words 1. Read the words in 1a.(Point to the five words in 1a and ask students to repeat each one.)‎ Ss:interesting, fun, relaxing, boring, difficult.‎ 2. Explain the Chinese meaning of them.‎ 3. Then match each picture with one of the words.‎ 4. ‎(Point to the five pictures and ask students to match them.)‎ 5. Correct the answer.‎ Step 3 Practice the new words 1. Ask and answer using the description words like this.‎ ‎(Write the list of the subjects today on the blackboard.Teacher points to the subjects. Students say the description words.)‎ T:Is math relaxing? Ss:No, it’s boring.‎ T:Now work in pairs.‎ 2. Practice using your pictures.‎ T: Please draw pictures that show something interesting,boring,fun,difficult or relaxing.Then make conversations. Do it like this.‎ ‎(Draw the pictures of a TV and a football on the blackboard.)‎ T:Do you watch TV? S1:Yes. I like it.‎ T:Is it interesting? S1:Yes,it’s very interesting.‎ T:Do you have a football? S1:Yes, I do.‎ T:Is it fun? S1:Yes, it’s fun.And I like it ,too.‎ ‎(Ask a few students to draw and answer it.)‎ 3. Change pictures and work in pairs.‎ Step 4 Listening (2a)‎ 1. One student read the five words in 1a above to the class.‎ 2. Students only listen.(Play the recording the first time.)‎ 3. Listen again and check the words you hear in 1a.(Play the recording again.)‎ 4. Check the answers.‎ Step 5 Listening (2b)‎ T:Practice in recognizing specific vocabulary words in conversation and in writing them.First, listen to the recording in 2b. What does Tony say about the activities?‎ ‎(Point to the blanks where the students write their answers.)‎ ‎(Play the recording the first time. Students only listen.)‎ T:Listen to the conversation and write a word from 1a in each bland.(Play the recording again.)‎ T:Check thd answers.‎ S:…‎ Step 6 Role play Step 7 Activity Hour 34‎ Period 4‎ Teaching materials：Section B 3a-4‎ 课前准备 教师:准备表格。 学生:网球拍，排球，篮球。‎ Teaching procedures:‎ Step 1 Present the plural forms of nouns ‎(Show the balls to students.)‎ Teacher: I have two tennis rackets, three basketballs and four footballs.This is my sports collection.(Repeat the collection several times and teach the new word.)‎ T:What about you?(Ask some students to say something about their own collections.)‎ S:I have three…‎ Step 2 Read the magazine article ‎(Ask students to look at the picture in 3a.)‎ T:This is Ed Smith. He has a great sports collection.What’s the man’s sports collection? Can you tell me? (Cover the passage.) S1:He has…‎ T:How many balls does he have? Listen to the recording twice.‎ T:Check their answers. S:He has…‎ T:Read the article and circle the sports things in this magazine article ‎(Students read it and work alone.)‎ T:Check their answers. S:The sports things:…‎ Step 3 Writing T:Look at the things in the picture of 3b and name the things in it.‎ S:Five baseballs…‎ T:Look at the picture and write the missing words on the blsnk lines.(Students work alone.)‎ T:Check their answers.‎ Step 4 Draw a picture and practice writing Step 5 Write a diary about the collections of your group T:Make a survey about the collections in your group.‎ ‎(Give students the form.)‎ Name Collection How much Descriptions T:You can use the structures on the blackboard.‎ Structures: Do you have a computer game?‎ ‎ Yes, I do / No, I don’t.‎ ‎ She plays computer games every day.‎ ‎ She has a small sports collection.‎ ‎ She plays sports every day.‎ T:Check their diaries and read the best one for the others.‎ Unit 6 Do you like bananas?‎ 教学内容:‎ 本单元的核心项目是“喜欢和不喜欢（like and ‎ dislike）”。围绕着这一中心项目，课文中设计了各种食物及水果的插图和不同形式的表格，让学生进行听、说、读、写等各种学习活动。通过本单元的教学，使学生学会询问对方与了解别人喜欢与不喜欢的食物，学业会谈论自己与他人早、中、晚餐喜爱吃的食物，为其今后能在交际中恰当地表达自己的情感、灵活运用已经学过的常用功能项目、进一步学习并掌握新的语言功能奠定了坚实的基础。‎ 教学目标:‎ ‎⑴知识目标：A、学会询问对方喜欢与不喜欢的食物； B、学习并激情 些食物的词汇；‎ ‎ C、学会谈论自己与他人早、中、晚 餐喜爱吃的食物； D、学会营养配。‎ ‎⑵能力目标：A、能准备表达喜欢和不喜欢的食物；‎ B、能根据具体情景对话，与他人沟通信息，合作完成任务；‎ C、通过听、说、读、写四项技能的训练，促进学生语言运用能力的提高。⑶情感目标：A、通过学习西文食品文化，促使学生了解西方生活方式与文化，培养跨 ‎ 文化交际的意识；‎ B、通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神；‎ ‎ C、通过任务型活动，使学生学会在实际生活中均衡饮食，合理配餐。‎ 教学重点、难点:‎ 重点：A动词like一般现在时的各种句式及一般疑问句的肯定、否定回答；‎ B关于各种食物的词汇；‎ C名词复数的使用。‎ 难点：一般现在时中单数第三人称的变化形式。‎ 课时安排 第一课时Section A la –lc 第二课时 Section A 2a –4‎ 第三课时Section B la –2c 第四课时 Section B3a –4 Self-check Hour 35‎ Period 1‎ Teaching materials：Section A 1a-1c 课前准备 教师：搜集关于食物的图片，多媒体教学课件，制作表格（见教学步骤）。‎ Teaching procedures:‎ Step 1 New words ① Present the new words.‎ T:Let’s play a aguessing game. Is it an apple in my bag?Touch and tell me the answer.‎ S1: (Touch and say)Yes, it’s an orange. T:I like oranges. Like means”喜欢”. Read after me .L-I-K-E,like.‎ Ss: L-I-K-E,like. T:Do you like oranges?‎ S2:Yes,I do. T: Do you like oranges?‎ S3:No, I don’t. (Teacher writes the title on the blackboard.)‎ T: Now today I have a lot of delicious food. First let’t look at some fruit. Look!(Show a picture of a banana.)‎ T:What’s this in English?It’s a banana. Read after me,B-A-N-A-N-A,banana.‎ Ss:B-A-N-A-N-A,banana.‎ T:Whtat color is it?‎ Ss:It’s yellow.‎ ‎(Then look at some pictures and teach the other fruit words in the same way such as strawberry,apple.)‎ ‎(Next go on learning the vegetables and the other food in the sme way with the pictures.)‎ T:Look at the pictures and fill in the chat according to the category.‎ Fruit Food Vegetable Step 2 Grammar ① Present the countable nouns and the uncountable nouns.‎ T:Look!What are these? (Show a picture.)‎ S1:They are oranges.‎ T:How many oranges are there?Let’s count. One,two.‎ S1:Two.‎ T:And what are these? (Show another picture.)‎ S2:They are apples.‎ T:How many apples are there? Let’s count them. One,two,three.‎ S2:Three.‎ T:What’s this?‎ S3:It’s broccoli.‎ T:Can we count it”Can we say a broccoli?‎ S3:Sorry, I don’t know.‎ T:We can’t say a broccoli because it is the uncountable noun. Nouns contain the countable nouns and the uncountable nouns. Countable nouns can be counted with number ,and we add –s or –es to make the blural. For example,we can say an apple, two apples,three eggs. Uncountable nouns can’t be counted with number,and they don’t have plurals. For example, we can say salad, broccoli,but we can’t say salads,broccolis.‎ T:Look at the pictures. Fill in the chart.(Show some pictures of fruits and vegetables.)‎ Countble nouns ‎ Uncountable nouns T:Check the answers.‎ ① Present the rules of noun plural forms.‎ T:look at the pictures,can you say them?‎ S:Yes,three tomatoes,two oranges, three strawberries.‎ T:Look at the three rules of plural forms. Are they the same?‎ S:Of course not.‎ Step 3 Drills ① Present the new drills “Do you like…? Yes, I do/ No, I don’t.”‎ T:Oh,we have lots of delicious fruit. I like apples best.‎ ‎(Holding apples)‎ Do you like them? ‎ S1:Yes, I do.‎ S2:No, I don’t. I like salad.‎ T:Do you like salad?‎ S3:Yes, I do./No, I don’t.(Ask some more students to practice like this.)‎ ② Practice the drill.‎ T:Work in pairs.Ask and answer with your pictures.‎ ‎(Before class the students have drawn some pictures of the food.)‎ Sa:Do you like…?‎ Sb: …(Then ask more pairs to practice.)‎ T:Let’s open your books and do 1b.Listen and number1-3.(The students listen and then check the answers.)‎ Step 4 Task T:Let’s make a survey.You can ask eight friends what they like and dislike. Then fill in the chart.‎ Tom Kate Li Lei ‎…‎ Apples Bananas ‎…‎ ‎(Then ask some students to report.)‎ S1:Five of the students like…, two of them like…‎ S2:…‎ Step 5 Summary ‎ In this class,we’ve learnt the names of foods, fruit and vegetables and practiced asking and answering questions about likes and dislikes. Please remember the rules of noun plurals.‎ Homework Make a survey about your parent’s likes and dislikes using Do you like…?‎ Hour 36‎ Period 2‎ Teaching materials：Section A 2a –4‎ 课前准备:教师：搜集关于食物的图片，制作表格（见教学步骤）。‎ 学生：准备上一节课的调查表格，作好对话和调查的准备。‎ Teaching procedures:‎ Step 1 Review the drill ① Review the drill “Do you like…”?‎ ② The girl and the boy are talking about their likes and dislike.Let’s open your books and listen. Try to finish 2a and 2b as quickly as you can.‎ Ss:…‎ Step 2 New drills ① Present the new drills “Does she/ he like…? Yes, she / he does./ No, she / he doesn’t”using the chart above.‎ ② Practice the drills.‎ T:Let’s work in pairs .‎ ‎(Student A looks at Page 33.Student B looks at Page 83.Try to find out what Bob and Bill and don’t like.)‎ Sa:Does Bill like French fries? Sb: … Does Bob like French fries?‎ Sa: … ‎ Step 3 Task T:Do you love your parents? S:Yes.‎ T:How do you show your love to them? S1:I’ll do as they say.‎ S2:I’ll buy something for them when their birthday is coming.‎ S3:I’ll study better and better. S4:I’ll make a big meal for them.‎ T:Oh, I think it’s a good idea. Now let’s try to know what they like and dislike. First take out yesterday’s homework,exchange the information in pairs.‎ ‎(The teacher have asked the students to have a survey last class.)‎ Parents like dislike Mother Father ‎(Give a sample to the students)‎ T:Does your father like chicken? (Point to a student)‎ S1: No, he doesn’t. T:Does your mother like eggs?‎ S1:Yes, she does. T:Do they like bananas?‎ S1: Yes, they do.‎ T:Now work in groups and make a food survey.‎ Parents like dislike Jim’s father Jim’s mother Kate’s father Kate’s mother ‎(The students work in groups.)‎ S2:Jim’s father likes… He doesn’t like… Jim’s mother likes…very much. She doesn’t like…And they both don’t like…‎ ‎(Then ask more students to report.)‎ Step 4 Summary ‎ In this class, we’ve learnt the Simple Present Tense,including of the third person singular form as subject.‎ Homework Rewrite your conversation in the form of a passage.‎ Hour 37‎ Period 3‎ Teaching materials：Section B la –2c 课前准备: 教师：搜集关于食物的图片，多媒体教学课件，制作表格（见教学步骤）。‎ 学生：准备上一节课的家庭作业。‎ Teaching procedures:‎ Step 1 Check the homework T:Now let’s cxchange your exercise books and help each other. Try to correct it.(Ask different students to report his/her conversation.)‎ Step 2 Review the words T:You know we have learnt so much delicious food. Now Let’s play a game with the food. Let’s see who will say the names of the food as many as possible during a minute.‎ ‎(The teacher will give the students a minute to prepare it.Then ask someone to say.)‎ S: Salad, apples, bananas, ice cream…‎ ‎(Choose the three students who said the most and give some food as presents.)‎ Step 3 New words ① Present the new words.‎ T:How many meals do you have every day? Ss:Three.‎ T:What are they?(The students can answer them in Chinese.) Ss:They are “早餐、中餐和晚餐 ”.‎ T:Oh, yes. In English “早餐”we can say “breakfast”.(Show a picture of the breakfast)‎ Read after me, “breakfast”.‎ B-R-E-A-K-F-A-S-T,breakfast. Ss: B-R-E-A-K-F-A-S-T,breakfast.‎ T:Do you have your breakfast every day?‎ S1:No, sometimes I get up late, I have no time to eat.‎ ‎ T:I think it’s not good for your health.‎ ‎(Teach the other two words lunch, dinner in the same way.)‎ ① Practice the words.‎ ‎ (Do it for lunch and dinner in the same way.)‎ T:Look at 1a, and write the number in the box next to the correct food.‎ ‎(Then the students finish off 1a.)‎ T:How many other food words can you add to the chart?‎ ‎ Try to write them down in the chart.‎ Fruits:‎ Vegetables:‎ ‎(The students write them down as soon as possible and then read them. See who will add most.)‎ Step 4 Practice the listening T: Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like apples? (Show the picture.)‎ S1: …‎ T: How about chicken? Do you like it ?‎ S1: …‎ T: Can you guess what food I like?‎ S1: Do you like…?‎ T: No, I don’t.‎ S2: Do you like…?‎ S3: Do you like…?‎ T: Yes, you are right. I think you are very lucky. But I have two friends. They are Sandra and Tom. Do you know what food they like? Now, let’s listen and find out the food you hear.‎ ‎(Play the recording 2a in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)‎ T: Now open your books and listen again. Fill in the chart.‎ ‎(Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.)‎ T: Does Sandra like salad?‎ S: Yes, she does.‎ T: Work in pairs about the chart.‎ Step 5 Task ‎ Go on a picnic with a group of friends and make a list of food to buy.‎ ① Divide the students into six groups.‎ ② Talk about what the students in your group like and dislike and make a list.‎ ③ The leader in each group reports to the class.‎ Step 6 Summary and homework Make a survey about “What do your parents like for three meals?” after class.‎ Hour 38‎ Period 4‎ Teaching materials：Section B3a –4 Self-check 课前准备 教师：搜集关于食物和人物图片，制作表格（见教学步骤）。学生：准备表格。‎ Teaching procedures:‎ Step 1 New words T: Do you like sports? S: Yes, I do. / Of course.‎ T: What sport do you like best? S1:I like playing football/ baskball /table tennis …‎ S2:I like 跑步.‎ T: Oh, Look! What is he doing? (Show the students a picture of Liu Xiang.)‎ Ss: He is 跑步.‎ T: Yes, he is running. Now, read after me, run.‎ S: Run.‎ T: R-U-N, run.‎ S: R-U-N, run.‎ T: Do you know him?‎ S: Yes, he is Liu Xiang.‎ T: You are very clever. He is Liu Xiang. He’s a runner.‎ ‎ R-U-N-N-E-R,runner.‎ S: R-U-N-N-E-R,runner.‎ T: Now he is very famous in China. Maybe everyone knows him. He is a sport star. S-T-A-R,star.‎ S: S-T-A-R,star.‎ T: Liu Xiang likes sports. He runs every day. He is healthy and he doesn’t like dessert. Do you know Healthy and dessert? Healthy means “健康的”. Can you guess the meaning of unhealthy?‎ Ss: “不健康的”.‎ T: Yes, you are clever. Read after me, healthy, unhealthy.‎ Ss: Healthy, unhealthy.‎ T: Look at these pictures. (Show these pictures of dessert.)‎ They are all dessert. In Chinese it means “甜食”.We often eat it after the important dishes.‎ T: Read after me, dessert, D-E-S-S-E-R-T, dessert.‎ Ss: D-E-S-S-E-R-T, dessert.‎ Step 2 Task T: Now look at the pictures of these foods. (Show some food pictures.) What kind of food do you think are healthy or unhealthy? Discuss in four people and fill in the ‎ chart. (Each group will have a chart)‎ Healthy food Unhealthy food ‎(Ask some groups to report.)‎ S: … are healthy food, … are unhealthy food.‎ T: So we eat more healthy food and less unhealthy food. Healthy food is good for our health, but unhealthy food is bad for our health.‎ Step 3 Learn to write about what somebody likes for three meals ① Read the passage.‎ T: Look at Liu Xiang ! Do you know why he is very healthy?‎ S1: Maybe he runs every day.‎ S2: He takes good care of his health.‎ S3: Maybe he eats very well.‎ T: Yes, he really eats very well. Every player just eats healthy food. Three is another running star. Her name is Sandra Dlark. Let’s see what she likes eating for three meals. Open your books and read 3a in Section B. First try to fill in the chart.‎ breakfast lunch dinner Fruit Vegetables Dessert ‎(The students read the passage and fill in the chart, then check the answers.)‎ S: Fruits…‎ T: Sandra Clark has a brother, Tom. He is very clever, but a little naughty. Look at 3b and find out what Tom likes for breakfast, lunch and dinner. Complete the following passage.‎ ‎(The students do 3b and check the answers.)‎ S: Four lunch …‎ ② Practice. ‎ T: I like eggs and milk for breakfast. What do you like eating for breakfast?(Point to a student.)‎ S: I like apples and bread.‎ T: What about you? (Point to another student.)‎ S: I like hamburgers and bananas.( Ask two more students to answer his/her questions for lunch and dinner.)‎ T: Who can ask and answer like this?‎ Sa: What do you like to eat for lunch?‎ Sb: I like …‎ Sa: What do you like to eat for dinner?‎ Sb: I like …‎ ‎(Then ask the students to work in pairs one by one.)‎ Step 4 Task ① Write a passage about you like for three meals.‎ T: Can you introduce yourself for three meals according to what you talked about just now? Maybe many friends want to know you. (The students write about ‎ themselves as quickly as they can. When they are ready, ask them to introduce.)‎ ① Make a survey about your classmates for three meals. ‎ T: Do you have any friends? (Ask a student.)‎ S: Yes, I do./ Of course.‎ T: Do you know what they like eating for each meal?‎ S: No/ Sorry, I don’t know. ‎ T: OK. Let’s ask our friends and try to know what they like. Then fill in the chart.‎ Name breakfast lunch dinner food drind dessert ‎(Then ask some students to report to the class.)‎ Homework Write a passage about your best friend for three meals.‎ Unit 7 How much are these pants?‎ 教材分析:‎ ‎ 本单元主要学习使用How much引导的问句以及回答；学习一些表示颜色、形状、大小的形容词；学习数词10-3l；复习名词单、复数的使用和指示代词this, that，these，those的用法。本单元以谈论服装为主题，设计了三个活动：一是通过介绍服装，学习一些常用的服装名词；二是通过介绍服装，学习“询问价格和颜色”的句型：How much is this T-shirt? It’s seven dollar．How much are these socks? They are two dollars．What color is it? It is red．What color are they?‎ ‎ They are green．三是作价格报告。‎ 总体目标:‎ ‎ 本单元通过学习使用How much引导的问句以及回答，让学生学会谈论物品的颜色和价格、对服装的喜好和购物时使用的礼貌用语等。‎ 重难点一览:‎ 重点 难点 ‎1.复习词汇：bag, hat ‎2.词汇：pant, sock, T-shirt, sweater, shoes, color, black, white, red, green, blue, big, short, long, Number 10-31‎ ‎3. 句型: How much is this T-shirt? It’s seven dollars.‎ ‎ How much are these socks? They are two dollars.‎ 语法重点：使用how much引导的问句及回答。‎ 课时安排：‎ 第一课时Section A la –lc 第二课时Section A 2a, 2b, 2c 第三课时Section B 1a, 1b, 2a, 2b, 2c 第四课时Section B 3a, 3b, 4 Self-check Hour 39‎ Period 1‎ Teaching materials：Section A 1a-1c Teaching aims:‎ ‎1. Knowledge Objective: 学习谈论服装的价格和颜色。‎ ‎2. Ability Objective: 学会谈论对服装的喜好和购物时使用的礼貌用语。‎ ‎3. Moral Objective: 通过购物的对话练习教学生学会如何感谢人。‎ Key points:: ‎ ‎1. 使用how much引导的问句及回答。‎ ‎2. 词汇：pant, sock, T-shirt, sweater, shoes, color, black, white, red, green, blue, big, short, long, Number 10-31‎ ‎3. 句型: How much is this T-shirt? It’s seven dollars.‎ ‎ How much are these socks? They are two dollars.‎ Difficulties: 谈论如何询问服装的价格和颜色，并学会如何购物。‎ Methods: Leading and Guided method ‎ Aid: Tape Teaching procedures:‎ Step 1 Greeting and duty report Step 2 Lead in 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. ‎ Step 3 Clothes ‎ Show the names of the clothes with pictures.‎ Step 4 Practice 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.‎ Step 5 Watch a play Listen carefully and let’s find out how to ask prices.‎ Step 6 Presentation A: How much is this T-shirt?‎ B: It’s seven dollars.‎ A: How much are these socks?‎ B: They’re two dollars.‎ Step 7 Practice Two Ss make a dialogue to practice the pattern.‎ Step 8 Task ‎ Look at Meimei Clothing Store, and ask the prices with your partners.‎ Step 9 Homework Practice to use how to use the question: how much.‎ Find five more clothing names, and write them down on your workbook.‎ Teaching postscript:‎ 本课采用Repeating和Cooperation的学习策略，利用Pairwork问答式或对话式的口语交际活动，谈论服装并学习询问服装的价格与颜色，学会如何购物，本课重在对学生进行听力和口语交际能力的训练。‎ Teaching aims: Hour 40‎ Period 2‎ Teaching materials：Section A 2a, 2b, 2c ‎1. Knowledge Objective: 学习谈论服装的价格和颜色。‎ ‎2. Ability Objective: 学会谈论对服装的喜好和购物时使用的礼貌用语。‎ ‎3. Moral Objective: 通过购物的对话练习教学生学会如何感谢人。‎ Key points:: ‎ 如何描述衣服，继续练习如何询问价格。‎ Difficulties: 谈论如何询问服装的价格和颜色，并学会如何购物。‎ How much和how many的用法区别。‎ Methods: Leading and Guided method ‎ Aid: Tape Teaching procedures:‎ Step 1 Greeting and duty report.‎ Step2 Lead in 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.‎ Step 3 Presentation Key words: black, white, red, green, blue, big, small, short, long. ‎ Find out three opposite in the new words: black --- white, big --- small, short --- long.‎ Step 4 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.‎ Step 5 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.‎ Step 6 Do the exercise ‎2a Listen to the conversations. Circle the things you hear.‎ ‎2b Listen again and fill in the price tags.‎ Step 7 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.‎ Step 8 Task 2‎ Pairwork Ask and answer questions about the things in 1a.‎ How much …?‎ It’s…/ They’re …‎ Step 9 Homework Please write five sentences after the presentation.‎ Please find out five more kinds of color, and write their English names on your workbooks.‎ Teaching postscript:‎ 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。‎ Hour 41‎ Period 3‎ Teaching materials：Section B 1a, 1b, 2a, 2b, 2c Teaching aims:‎ ‎1. Knowledge Objective: 谈论服装并学习询问服装的价格与颜色；同时进行听力训练。‎ ‎2. Ability Objective: 学会谈论对服装的喜好和购物时使用的礼貌用语。‎ ‎3. Moral Objective: 通过购物的对话练习教学生学会如何感谢人。‎ Key points:: ‎ ‎1. 学习一些膳食名词：breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetable；复习行为动词like。‎ ‎2. 谈论如何询问服装的价格和颜色，并学会如何购物。‎ Difficulties: 行为动词一般现在时的肯定句、否定句和一般疑问句的结构，尤其是三单形式的变化。‎ Methods: Leading and Guided method ‎ Aid: Tape Teaching procedures:‎ Step 1 Greeting and duty report.‎ Step 2 Lead in Step 3 Watch the play about shopping ‎ Know how to want something in a store and how to buy something you need.‎ Step 4 Complete the conversation ‎3a Listen carefully and then fill in the blanks in the conversation.‎ 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)‎ Step 5 Practice ‎ Practice the conversation above. Then talk about these things.‎ Step 6 Task You want a blue T-shirt. How will you do in the store? Please act it in pairs.‎ Step 7 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?‎ Step 8 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.‎ Step 9 Presentation How much are the red socks?‎ They’re eight dollars.‎ Step 10 Pairwork ‎2c Practice asking and answering questions about the clothes in the picture.‎ Step 11 Task Here are some clothing in Meimei Clothing Strore. Please ask and answer the prices.‎ Homework Learn the numbers by heart.‎ Teaching postscript:‎ 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。‎ Hour 42‎ Period 4‎ Teaching materials：Section B 3a, 3b, 4 Self-check Teaching aims:‎ ‎1. Knowledge Objective: 复习词汇pant，sock，T-shirt，sweater，shoes，color，black，white，red，green，blue，big，short，long，数字10—31。‎ ‎2. Ability Objective: 学会谈论对服装的喜好和购物时使用的礼貌用语。‎ ‎3. Moral Objective: 通过购物的复习对话练习教学生学会购物时使用的礼貌用语和如何感谢人。‎ Key points:: ‎ 学习词汇clothes，shop，yellow，ask，which；复习How much引导的特殊疑问句的使用和回答。‎ Difficulties: 通过各种复习手段的检测促使学生掌握所学知识，并能使用所学知识进行交际活动。‎ Methods: Leading and Guided method ‎ Aid: Tape Teaching procedures:‎ Step 1 Greeting and duty report.‎ Step 2 Lead in.‎ Step 3 Revision Show the pictures of the clothing. Let’s read and spell the names.‎ Ask the price according to the pictures.‎ Step 4 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.‎ Step 5 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.‎ Step 6 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…? ‎ Step 7 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 Step 8 Homework Review the whole unit and the new words.‎ Preview the next unit.‎ Do the following exercises of 《学习策略与测评》and 《优化训练》。‎ Teaching postscript:‎ 本单元重点让学生在重复、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，较好的完成了本单元的教学任务。‎ Unit 8 When is your birthday?‎ 一、教材分析 整个单元以谈论“生日”为主线，将12个月份的名称、序数词的学习融入到一系列的小任务中，学生通过询问对方的生日来完成一个最终的目标，即学会应用日期的表达方法。其中Section A 主要以When is your birthday?为线索，重点呈现日期的表达，包括12个月份的名称及序数词的学习。第二部分扩展到When is Nick's birthday? 继续学习与巩固日期的表达法，最后以“The Birthday Game”结束。所以A部分的教学设计以循序渐进的教学方法，兼顾了听、说、读、写各种能力的培养，但重点放在听和说上。Section B是在已有的基础上拓展和延伸。如：When is the school trip? 同时从听说训练转向读写能力的培养上。Self check是课后的自我检测，首先是对本单元所学字汇的检测，其次是文化知识的拓展，了解一些国内外名人的生日等。‎ 二、教学目标 ‎1、语言知识目标 a、掌握十二个月份的名称、序数词1到31的表达法、单词date, happy, age, old, birthday, party, trip, art, festival, Chinese, music, year，了解speech, contest, how, old, basketball, game, volleyball, game, school day, year old及八个人名。‎ b、熟练掌握并应用下列句型：‎ When is your birthday? My birthday is … / It’s … ‎ When is Vera’s birthday? Vera’s birthday is … / It’s …‎ 及扩展句型 How old are you? I am thirteen.‎ ‎2、能力目标 ‎ 能用所学到的语言知识与实际生活结合起来，使学习过程生活化。‎ ‎3、情感目标 ‎ 培养学生积极主动的学习心理状态，调动学习内驱力，通过两人对话、小组活动、查询一些名人的生日等一系列活动，培养学生的交际能力和学习主动性。 ‎ 三、教学思路 ‎1． 以问句When is your birthday?为线索引出单词12个月份、序数词（first ~thirty-first）的学习。‎ ‎2． 通过pairwork、groupwork、writing等形式使学生熟练运用关于“日期”的问答。‎ ‎3、时间安排：本单元分4课时，具体如下：‎ Period 1: Section A: 1a, 2a, 1b, 1c Period 2: Section A: 2b, 2c, 2d; Self Check 3‎ Period 3: Section A: 3a, 3b; Section B: 1, 2a, 2b Period 4: Section B: 3a, 3b, 4; Self Check 1.2‎ Hour 43‎ Period 1‎ Teaching materials：Section A: 1a, 2a, 1b, 1c Teaching aims:‎ ‎1. Sub Topic: Talk about the dates ‎2. Language focus: When is your birthday?‎ ‎3. Vocabulary: January February March April May June July August September October November December first second third ~ thirty-first when birthday month year ‎4. Structures: When is your birthday? My birthday is ….‎ Teaching aids:‎ 录音机、日历、磁带，生日歌带、 一张12个月的图片或幻灯片、 一张序数词的first到thirty-first的幻灯片 Teaching procedures:‎ Step 1 Warming up ‎1. Listen to the birthday song.‎ ‎2. Sing together ‎3. Ask when is my birthday?‎ Step 2 Presentation T: When is my birthday? My birthday is March 12th. And when is your birthday? You may answer it in Chinese.（引出12个月的单词的教学，可用12个月的图片或幻灯片进行教学。）‎ T: There are 12 months in a year. They are January, February, March, April, May, June, July, August, September, October, November and December.（逐个教学后，然后听、跟读 ,直到学生能流利地朗读。）‎ 生日除了讲月外，还要有具体的几号，我们已经学过基数词one, two, three ‎ 到thirty-one。那么我们是否就用这些基数词呢？No.我们还有把这些数词稍微改变一下。然后引出序数词的学习，教学日期的表达法。‎ a. 复习from one to thirty-one。‎ b. 教学序数词，再教学生几句基数词变序数词的几句口诀，以便学生记忆。‎ 基变序，有规律，‎ 第一、二、三单独记。‎ ‎-th 从四加起，‎ 八去t来九去e。‎ 遇到ve, f替，‎ ‎-ty变为tie,‎ 后跟-th莫迟疑。‎ 若想表示几十几，‎ 只变个位就可以。‎ c. Listen and repeat 2a（Section A）‎ d. Do some practice about the date e. Practice（每组派一个同学到黑板上写出四个你喜欢的日期，然后让另外小组的成员用英语说出你写的日期，每个同学说一个，如果错了，就让同一组的同学纠正，看看哪一组同学能一次就说正确，那么就是获胜者。）‎ f. Ask and answer : When is your birthday? My birthday is….‎ Step 3 Practice a. Listen and repeat 1a 2b 1c b. Pairwork A: When is your birthday? B: My birthday is …‎ c. Ask some pairs to act（目的是看看学生对日期的表达有没有问题）‎ Step 4 Interview ‎ One may go out of your seat to interview anyone you like, Then do a report.（做这个task课堂看上去会有些乱，但学生们喜欢这种活动，会激起他们说的欲望。）‎ Step 5 Task after class ‎ ‎1. 了解家人出生的具体日期 ‎2. 了解一下明天班里有人过生日吗 ‎3. 查寻Self check 3里人物的出生日期 Teaching postscript:‎ ‎1. 这节课的词汇容量比较大，12个月份的单词也比较难记，对于基础较薄弱的学生来说全部掌握有一定困难，但是假如他们记住了自己出身的月份，家人出身的月份及好朋友出身的月份，那么对于他们来说目的也就达到了。‎ ‎2. 我把1-31序数词的学习也放在这节课里，因为基数词1-31刚在前一个单元学过，所以对学生来说困难不会很大。‎ ‎3.‎ ‎ 对学生来说在一节课内要把月、日流利的说正确可能回有一定的困难，主要是学生会经常把“日”的表达用基数词。）‎ Hour 44‎ Period 2‎ Teaching materials：Section A: 2b, 2c, 2d, Self Check 3‎ Teaching aims:‎ ‎1. Sub Topic: Talk about the dates ‎2. Language focus: When is your mother’s birthday? Her birthday is ….‎ ‎3. Vocabulary: some names: Vera, Jeff, Leila, Robert ‎ ‎4. Structure: When is Nick’s birthday? His birthday is ….‎ Teaching aid:‎ 录音机、日历、磁带、一张12个月的图片或幻灯片、一张序数词的first到thirty-first的幻灯片 Teaching procedures:‎ Step 1 Warming up ‎ 假如有人今天正好过生日，我们大家为他/她唱生日歌并送他/她一样礼物，但课前要准备好。‎ Step 2 Revision ‎1. Listen and repeat 1a,2a （Section A）‎ ‎2. 2b Listen and circle the numbers you hear in 2a（Section A）‎ ‎3. Practice 写出下列日期的英文表达法，每组做3个。其中每组派一个代表到黑板上做。（目的是看一看学生在会说的基础上，笔头能力怎样，反过来，写正确了也会促进说的能力。）‎ 写出下列日期的英文表达法 ‎3 月12日 8月8 日 1月5日 7月20 日 ‎12月1日 9月9日 4月3日 11月2日 ‎2月14日 5月30 日 6月23日 10月21日 ‎4. Pairwork ‎ T: When is your birthday?‎ ‎ Student A: My birthday is ….‎ ‎ T: What about you, …?‎ ‎ Student B: My birthday is ….‎ ‎ T: And what about you, …?‎ Step 3 Presentation ‎1. Do you know when Leila’s birthday is? Now let’s listen and match the names, months and dates in 2c ‎2. Practice in pairs according to2c（Section A）‎ When is Leila’s birthday?（板书）‎ ‎ Nick’s ‎ ‎ Robert’s ‎ ‎ Jane’s Her /His birthday is ….‎ ‎（让学生猜-’s 在这里是什么意思，然后引出名词所有格，老师简单讲一下名词所有格的有关内容，并且适当举例说明。如 Mick’s cat Tom’s bag Jane’s desk Robert’s CD your father’s car your mother’s name等。）‎ Step 4 Pairwork Ask and answer in pairs; write down the answers on your book in 2d.（查找家人的生日，上一节课的作业已布置过。）‎ Step 5 Self check 3‎ Look at the photos of these famous people. Talk about their birthdays in groups.‎ ‎（另外老师再准备一些学生喜欢的明星的照片，当然最好用课件展示来讨论明星们的生日，）如：赵微、周杰伦、刘翔、杨臣刚、Twins等等，因为现在的学生对明星都非常熟悉，而且能引起他们交流的欲望，能培养学生对英语学习的兴趣。‎ 基本资料：‎ 姓名：刘翔（Liu Xiang）‎ 性别：男 籍贯：上海 生日：1983.7.13‎ 身高：1.88米 体重：74公斤 Step 6 Task after class ‎1. 背诵12个月份的名称 ‎2. 能熟练说出并写出序数词1-12‎ ‎3. 用英文写出家人的生日（写在作业本上）‎ ‎4. 预习3a 和3b Teaching postscript:‎ ‎1. 在这节课里，着重是通过听说来巩固上一节课所学的内容，同学之间相互了解对方及家人等的生日，了解明星们的出身日期，进一步激发学生们的兴趣。‎ ‎2. Self check 3, 通过查找名人的生日，锻炼了学生的能力，扩大了学生的知识面，但正确地用英语写出日期对学生来说可能还有些困难。‎ ‎3. 学生可能会在说生日时加入年份。‎ Hour 45‎ Period 3‎ Teaching materials：Section A: 3a, 3b; Section B: 1, 2a, 2b Teaching aims:‎ ‎1. Sub Topic: Talk about the dates and ages ‎2. Language focus and structure: When is your birthday? My birthday is ….‎ ‎ How old are you? I am fifteen.‎ ‎3. Vocabulary: date age how old speech contest party trip ‎ Teaching aid:‎ ‎1. 录音机 2. 一张12个月的图片或幻灯片 ‎ ‎3. 一张序数词的first到thirty-first的幻灯片 4. ID ‎ Teaching procedures:‎ Step 1 Warming up ‎1. Chatting Chat with the students about their birthdays ‎2. Play a guessing game Guess some classmates’‎ ‎ birthday（信息让学生提供到月份）‎ Step 2 Presentation ‎1. When is your birthday? My birthday is …. ‎ ‎ How old are you? I am fifteen.（板书，目的是教新词how old, date, age）‎ ‎2. Practice in pairs ‎3. Choose an ID card and make a conversation in 3a（Section A）‎ ‎4. Groupwork 3b and 4（Section A）‎ ‎ a. Ask and answer about your name ,your birthday and your age.‎ ‎ b. Practice again, using your own name, age and date of birth. Then ask some pairs to act.（Four students a group）Rank your partners from the youngest to the oldest. Report about your name, your birthday and your age one by one from the youngest to the oldest.‎ eg. My name is ….‎ ‎ I’m fifteen.‎ ‎ My birthday is….‎ Step 3 Match the pictures with the events.（Section B 1） ‎ Write the correct letter next to the word.‎ a. Let the students match the pictures（对学生来说party, basketball以前已出现过，所以应该没问题。）‎ b. Have them guess the meaning ‎ c. Then teach the new words.‎ Step 4 Listening ‎2a. Listen and check the events above that you hear . ‎ ‎2b. Then listen again and fill in Joe’s calendar ‎ Step 5 Pairwork Ask and answer about 2b（Section B）‎ Step 6 Task after class ‎1. Make an ID card including sex, your name, your birthday, your age, your hobbies and your telephone number.‎ ‎2. Read and copy the new words.‎ Teaching postscript:‎ ‎1. 这节课仍旧继续前两节课的主题，但扩充了句型：How old are you? I am fifteen. 这个句型对学生来说很容易，因为他们在小学时就很熟练。‎ ‎2. Section B的2b，填写乔的日历，因为有些词汇是新的，一下子从学、听到写，对一些接受能力慢的学生来说可能有一定困难，可以让学生用标号的办法来做，以降低难度。‎ Hour 46‎ Period 4‎ Teaching materials：SectionB: 3a, 3b, Selfcheck 1, 2‎ Teaching aims:‎ Sub Topic: Talk about the dates and ages Language focus and structure: When is the school trip? It’s ….‎ Vocabulary: Volleyball game school day art festival Chinese music Key points:: ‎ 一张12个月的图片或幻灯片、一张序数词的first到thirty-first的幻灯片、I D 卡片 ‎ Teaching procedures:‎ Step 1 Warming up Chatting Chat with partners about their own ID cards prepared the previous day.‎ Step 2 Pairwork 3a （Section B）‎ Student A read the schedule below. Student B read the schedule on page84. Then ask and answer questions to complete the schedule.‎ Step 3 3b ‎ Imagine you are a school headmaster. ‎ a. Which of these events will you have at your school? Complete the chart below. Ask questions about your partner’s school.‎ Model: A: Do you have a School Day at your school?‎ B: Yes, we do.‎ A: When is it?‎ B: It’s April 19th.‎ A: Do you have an Art Festival?‎ B: No, we don’t. ‎ b. 假设你是一位校长，你会在你的学校设立哪些活动？为什么？（这个活动可以采取小组形式进行讨论，但必须每个组员都要说，组长把每个组员的想法记录下来，以利于老师了解学生的情况。）‎ Step 4 Groupwork 4（Section B）‎ Write five things about yourself on a piece of paper. Another student will read it to the class .Can your classmates guess who the student is?‎ Step 5 Self check 1‎ 老师可以有针对性的让不同层次的学生用不同的方法做这道题。具体做法如：1、让基础好的学生做这道题目时先读，再说出含义，还可以让他们造一词组或句型。2、让基础薄弱的学生只要读出单词，说出含义就可以了。‎ Step 6 Have a dictation ‎ ‎（要求四会的单词）‎ ‎1、我的生日是几月几号（写出自己的出身日期） 2、三月八号 3、九月十号 ‎4、十月一号 5、生日快乐 6、美术和音乐 7、英语晚会 8、中国人 Step 7 Task after class ‎1. Write something about yourself and your family in your composition book ‎（包括你的年龄、生日、爱好，你的家庭人员的情况等）‎ ‎2. Prepare for Unit 9‎ ‎（1、预习Unit9的新单词。2、Unit9是关于电影，让学生了解关于电影有那些种 类。3、你最喜欢什么电影。）‎ Teaching postscript:‎ ‎1. 这是这个单元的最后一课时，从前面所学的When is your birthday? 到这堂课要问到的When is the school trip ? 对学生来说接受起来是不难的。 ‎ ‎2. 至于3b里的这个对话Do you have …? Yes, I do. No, I don’t. 在Unit5已经学过，但有些学生会不是很熟练，通过对话也可以得到一次复习 。‎ ‎3. 课后写一写自己或家人的一些情况 ，目的是把学的东西落实到笔头，应用到实际生活，估计学生在书写中还会出现一些书写上的错误，如日期的书写等。‎ Unit 9 Do you want to go to a movie?‎ 单元教材分析 ‎ 本单元主要学习使用want来谈论和表达自己的喜好；学习运用表示品质的形容词来表达自己喜好的理由；学习连词and和but的用法；巩固行为动词一般现在时的结构和名词单、复数的构成。本单元通过“介绍电影，谈论喜好”和“制定计划”这两个话题，设计了三个任务型活动：任务一是：根据自己的喜好，搜集奥斯卡电影资料，进行介绍；任务二是：我不确定，学习“表达计划安排”的有关知识；任务三是：学写小作文，让学生掌握“陈述理由”的方法和正确使用表示品质的形容词。‎ Teaching aims:‎ ‎1. knowledge:‎ ‎1) vocabulary: action movie, documentary, thriller, comedy, fun, great, scary, funny, exciting, sad.‎ ‎2) Phrases and expressions: go to a movie, what kind, Beijing Opera, movie star.‎ ‎3) Function: Do you want to ---? Yes, I do. / No, I don’t.‎ ‎ What kind of movie do you like? I like---.‎ ‎4) grammar: ① change the nouns from singular form to plural form.‎ ‎ ② want to do sth.‎ ‎ ③and, but ‎5) advanced vocabulary: cartoon, actor, actress, director, famous.‎ ‎2. Skills: Develop students’ ablities of listening, speaking, reading and writing.‎ ‎3. Strategy: Develop students’ ability to search information by different medias.‎ ‎4. Aspect: Help students better know about their hobbies and further develop them.‎ ‎5. Culture awareness: Help students know something about some classic movies of different countries.‎ ‎2. 时间安排：本单元分4课时，具体如下：‎ Period 1: Section A: 1a, 2a, 1b, 1c Period 2: Section A: Section A 2a-4‎ Period 3: Section B 1-2d Period 4: Section B: Section B 3a-4‎ Hour 47‎ Period 1‎ Teaching materials：Section A 1a-1c Key points::‎ ‎1. vocabulary: go, movie, action, comedy, documentary, thriller ‎ 2. Key sentences：Do you want to go to a movie? Yes, I do./No, I don’t.‎ ‎ Does he/she want to go to a movie? Yes, he/she does./No, he/she don’t.‎ ‎3. grammar：行为动词一般现在时的结构；名词复数的结构；‎ Teaching procedures:‎ Step 1 Warming-up Before class, get ss to enjoy some movies for about 5 minutes to warm them up.‎ T: Now let’s stop the movie and begin our class. Do you know the movie we’ve just seen?‎ Ss: Yes. The King Lion.‎ T: Good. Do you like it?‎ Ss: Yes.‎ T: Do you like movies?‎ Ss: Yes. Very much.‎ T: Then do you want to go to a movie?‎ Ss: Yes.‎ T: Then let’s go to a movie.‎ Step 2 Presentation T: First, let’s see this movie. ---What kind of movie is it?‎ Ss: Cartoon.‎ T: What do you think of it?‎ Ss: interesting.‎ T: Then what about these ones? (documentary, action movie, thriller, comedy, Beijing Opera)‎ Step 3 Match the movies T: Now we’ve enjoyed some kinds of movies. Then let’s look at the movie poster in 1a on Page53. What kinds of movies are they? Please look and match the words and pictures.‎ Step 4 Circle the movies T: Now there’s a conversation about movies. Let’s listen and circle the kind of movies in 1a you hear.‎ Step 5 Talk about the movies T: Now there are some different kinds of movies on in the cinema. Lucy, do you want to go to a movie?‎ S: Yes, I do.‎ T: What kind of movie do you want to see?‎ S: I want to see an action movie.‎ T: Now please work in pairs as I do.‎ Step 6 Plan for the weekend T: I want to see a movie too this weekend. What do you want to do?‎ S1: I want to play basketball.‎ T: What does he/she want to do?‎ S2: He/She wants to play basketball this weekend.‎ T: Does he/she want to -----?‎ S3: Yes, he/she does. /No, he/she doesn’t.‎ Step 7 Homework Search some movies of each kind, including the posters and English titles.‎ Hour 48‎ Period 2‎ Teaching materials：Section A 2a-4‎ Key points::‎ ‎1. vocabulary: action movies, , comedies, documentaries, thrillers, opera .‎ ‎ 2. Key sentences：What kind of movies do you want? I like action movies and documentaries.‎ ‎ Do you like Beijing Opera? Yes, I do. No, I don’t.‎ ‎3. grammar：名词复数的结构；连词and 和but 的用法。‎ Teaching procedures:‎ Step 1 Warming up ( guessing-game)‎ T: Hello, everyone. Last class I asked you to search some movies. Have you finished?‎ Ss: Yes.‎ T: OK. Good. Then who can show us your posters?‎ ‎ (Ask some students to show their movie posters, and ask the other students to guess the English name of the movie and what kind of movie it is.)‎ Step 2 Presentation ( grammar focus)‎ T: Your posters are great. I really appreciate them. Now let’s see another group of posters.‎ T: What is it?‎ Ss: It’s a cartoon.‎ T: What are these?‎ Ss: They are cartoons. ‎ ‎ (use the way to teach documentaries, action movies, thrillers, comedies and Beijing Opera.)‎ T: Now do you know how to change the following words into their plural forms. Let’s conclude.‎ Step3. What kind of movies do you like? (practice)‎ T: Of all these different kinds of movies, what kind of movies do you like? Why?‎ Step 4 What kind of movies do they like? (listening)‎ T: Now I know what kind of movies you like. Then do you know what kind of movies do Ben and Sally like? Let’s first listen to the tape and number the kinds of movies in the order you hear them.‎ Step 5. Listen and draw T: Now let’s listen again and fill in the chart.‎ Step 6 Ask and answer T: According to the conversation, does Ben like comedies?‎ Ss: Yes, he does.‎ T: Does he like documentaries?‎ Ss: Yes, he does.‎ T: Does he like thrillers?‎ Ss: No, he doesn’t.‎ T: So what does he like?‎ Ss: Ben likes comedies and he likes documentaries, too. But he doesn’t like thrillers.‎ T: Then what about Sally?‎ S: Sally likes documentaries but he doesn’t like action movies.‎ Step 7 What about Robert and his friends?‎ T: First, let’s look at 3a. Please read it by yourselves and fill in the blanks.‎ T: What does Robert say?‎ S: He says, “I like thrillers and I like action movies.”‎ T: So what does Robert like?‎ S: Rober likes thrillers and he likes action movies.‎ T: Then what about Maria, Guo Peng and Michele?‎ Step 8 Group-work T: Then what kind of movies do you and your friends like? Please make a survey. You can do it by this: What kind of movie do you like? Do you like---?‎ T: Now please fill in the survey form.‎ T: Now please try to report.‎ Step 9 Homework ‎1. Do a survey about what kind of movies your family members like. And try to write a report in your exercise book.‎ ‎2. Choose a movie of each kind and act out a famous movie episode in groups.‎ Hour 49‎ Period 3‎ Teaching materials：Section B 1-2d Key points::‎ ‎1. vocabulary: scary，funny，sad，exciting，think，often，young，people，usually，weekend，stay，home，learn，about，Chinese，history，‎ ‎ 2. Key sentences：June really likes Beijing Opera. She thinks documentaries are boring.‎ ‎3. grammar：行为动词一般现在时的结构。‎ Teaching procedures:‎ Step 1 Warming up T: Hello, everyone. Have you prepared for your classic movie episode? Who can act it out? Which group?‎ ‎ (After Ss’ performances)‎ T: How wonderful! What kind of movie is it?‎ Ss: comedy.‎ T: Do you like comedies?‎ Ss: Yes.‎ T: Why?‎ Ss: Because they are funny.‎ ‎(Then use pictures to teach some other adj.-interesting, exciting, scary and sad.)‎ Step 2 Look and choose T: Now please look at 1, what kind of shows are scary? Interesting? Exciting? Choose words from the box and write them under the picture.‎ Step 3. Listen and circle T: Now let’s look at 2a. Please listen and circle the description words in activity 1 you hear.‎ Step 4. Listen and write T: Listen again. Write down the words Edward and June describe the movies. Write “E” (for Edward) or “J” (for June) next to the words.‎ Step 5 Read and write T: Read about the kinds of movies June likes. Then write about the movies Edward likes. Use the information from 2b.‎ Step 6 Pairwork T: Now please tell your parnter what you think of different kinds of movies.‎ Step7 Homework ‎1. Search some information about your favorite movie, actor and actress.‎ ‎2. Search some movies lately shown in the cinema.‎ Hour 50‎ Period 4‎ Teaching materials：Section B 3a-4‎ Key points::‎ ‎1. vocabulary: read，story，same，word，China，different，description，favorite，actor，new，successful，best，famous，night，fact，tell，me，really，even，‎ ‎ 2. Key sentences：…is a great actor．His／Her new movie is…It’s a／an…The movie is…‎ ‎3. grammar：行为动词一般现在时的结构。‎ Teaching procedures:‎ Step 1 Warming up T: Can you show us your favorite movies?‎ T: Now can you show us your favorite movie star?‎ Step 2 Presentation T: Now I know your favorite movie stars. Then do you know my favorite movie stars? Can you guess?‎ Ss: -----‎ T: It’s he, Jachie Chan. What do you about him?‎ T: I have another favorite movie star. He’s a foreigner. Do you who he is?‎ Ss:-----‎ T: He’s Rowan Atkinson. Do you know any of his famous movies?‎ Ss: Mr Bean.‎ T: Yes, good. Do you like it? Have you ever seen it? What do you think of it? What kind of movie is it?‎ Ss:------‎ T: Now please finish 3b.‎ Step 3 Read T: Jachie Chan and Rowan Atkinson are my favorite movie stars. Then do you know Mike’s favorite movie stars?‎ ‎ (read the passage of 3a)‎ Step 4 As a movie guide T: Now Mike’s friend David is in China. He wants to see a movie. Can you recommend one for him and tell him something about the newest movie?‎ Step 5 Homework Make a poster of your favorite movie. Describe the movie to your group.‎ Unit 10 Can you play the guitar？‎ 单元教材分析 本单元主要是学习情态动词can的肯定句、否定句、一般疑问句，肯定与否定回答，以及特殊疑问句的构成和用法；复习what弓！导的特殊疑问句。本单元主要围绕“加人俱乐部，谈论自己的能力”这一话题，设计了三个任务型活动：任务一是：自己的才艺表演，学习情态动词can的用法；任务二是：自己建立俱乐部，运用情态动词can谈论自己在某一方面的能力、喜好和意愿；任务三是：我能成功，主要是复习巩固谈论各自的爱好和特长的方法。‎ 单元知识系统（树）‎ Can you/he/she/you dance? 一Yes，I/he/she/we can．／No，I/he/she/we can’t．‎ Can Bill play the guitar? 一Yes，he can，but he can’t sing．‎ 单元重难点一览 重点 难点 I．复习词汇：can，play，want ‎2.词汇：guitar, dance, swim，sing, chess, speak,‎ ‎ drum，trumpet，violin，play the guitar ‎3．句型：Can you/he/she/you dance?‎ Yes，I/he/she/we can．／No，I/he/she/we can’t．‎ Can Bill play the guitar?‎ Yes，he can，but he can’t sing．‎ 语法重点：情态动词can的肯定句、否定句、一般疑问句及肯定与否定回答、特殊疑问句的构成 时间安排：本单元分4课时，具体如下：‎ Period 1: Section A: 1a-2b Period 2: Section A 2b- 4‎ Period 3: Section B 1-2c Period 4: Section B 3a-Shelf 3‎ Hour 51‎ Period 1‎ Teaching materials：Section A 1a-2b Teaching Aims:‎ Key Points : dance，swim，sing，play chess，paint，speak English，play the guitar Can you swim？Yes，I can. / No，I can”t.‎ ‎ Difficult Points : What club do you want to join？ I want to join the basketball club.‎ Moral Objects: Encourage students to make progress and say: Yes，I can.‎ Teaching Methods: Listening and speaking methods ; Pairwork.‎ Teaching procedures:‎ Step 1 revision Greet the class as usual and check the homework.‎ Step 2 New words Show some pictures and teach the new words: dance，swim，sing，play chess，paint，speak English，play the guitar, can”t=can not Step 3 1a ‎ Now open your books. Look at the pictures and read these words after me:（write on the board）‎ Art club, Swimming club, English club, Music club, Chess club T: Can you guess what people do in the Chess club？ S: Dance.‎ T:Good. Matcth the words with the people.‎ Students begin to do this exercise.And then check the answers.‎ ‎（This activity introduces the key vocabulary and the words can and can”t.）‎ Step 4 1b ‎ Now we”ll listen to the conversations.Please write a number in the right place.‎ Answers（from left to right）: 2，3，1‎ ‎（This activity gives students practice in recognizing the target language in spoken conversation.）‎ Step 5 Listening practice (2a, 2b) ‎ ‎1. 2a First ask students to read the names of the clubs.‎ Play the recording, students listen and circle the words.‎ ‎2. 2b listen to the first conversation again and fill in the blanks using the words in the box.‎ Check the answers:（1）do （2）to（3）want （4）club（5）play （6）can”t ‎（This activity gives students practice in listening to and writing the target language.）‎ Step 6 1c Pairwork First lead students to read the conversations for several times. And then practise in pairs.Ask them to use the words in Activity 1a.After a while，ask pairs to come to the front of the room and act out one of their conversations.‎ ‎（This activity provides guided oral practice using the target language.）‎ Step 7 Summary and Homework ‎ This class we”ve learnt how to ask for joining a club and names of musical instrument such as guitar.After class practise the conversations.To be a brave person and you can make rapid progress.‎ Hour 52‎ Period 2‎ Teaching materials：Section A 2b- 4‎ Teaching Aims:‎ Key Points : Can you play the guitar？ Yes，I can.‎ Can you play it well？ No，I can”t.‎ ‎ What can you do? I can play the piano.‎ Difficult Points : Tom can play the guitar but he can”t play it very well.‎ Can you help kids with swimming? Yes, I can.‎ Moral Objects: Take part in all kinds of activities.‎ Teaching Methods: Listening and speaking methods ; Groupwork.‎ Teaching procedures:‎ Step 1 Check homework Greet the class as usual and check the homework.‎ Ask some of the students to act out their conversations. Encourage them to use some other club names，such as basketball club，football club，pingpong club.‎ Step 2 Groupwork ‎ First practise the conversation in 2c. Then make up conversations like it.Use the small pictures.For example，for picture 1:‎ A: What club do you want to join？ B: I want to join the art club.‎ Ask some pairs of students to perform their conversations for the class.‎ ‎（This activity provides guided oral practice using the target language.）‎ Step 3 Grammar Focus Ask students to read the questions and answers.‎ On the board write: I can，I can”t He can，He can”t She can，She can”t We can，We can”t You can，You can”t They can，They can”t The word can and the word can”t are the same with I，you，he，she，we and they.‎ Step 4 Practice ‎3a. Read the conversation first. And tell students to give a right order to make a clear conversation. check the answers: 2，3，1，4‎ ‎3b. First ask students to read the example conversation. Then let students talk to three students what they can do.‎ Write it on a piece of paper. And then tell your class. E.g, Tom can play the guitar but he can”t play it very well.‎ Step 5 Groupwork ‎ Job Interview First look at the ad.Then let students use the target language interviewing the classmates for the job.‎ Ask students if they find someone for the job. Why？What can they do？Why not？What can”t they do？‎ e.g. Li Ming can get two job. He can help kids with swimming. Liu Peng can”t get the job. He can”t help kids with swimming.‎ ‎（This activity provides speaking practice using the target language.）‎ Step 6 Exercises ‎ Show students some pictures. Write some sentences using can，can’t and but. Show the first picture and give students an example sentence on the board.‎ ‎1.She can”t play the piano.But she can play the guitar.‎ ‎2.___________________________‎ ‎3.___________________________‎ ‎4.___________________________‎ Step 7 Summary This class we’ve learnt the target language: Tom can play the guitar but he can”t play it very well.‎ Homework ‎ Use the exercises on pages 38 to 39 of the workbook to practise the language presented in this unit.‎ Hour 53‎ Period 3‎ Teaching materials：Section B 1-2c Teaching Aims:‎ Key Points : violin，trumpet，drums，piano，guitar, sing，dance，paint Can you play the piano？ No，I can’t.‎ Difficult Points : Can Bill play the guitar？ Yes，he can，but he can’t sing.‎ Grammar: play the+外国乐器名 Moral Objects: Encourage students to learn some musical Teaching Methods: Listening and speaking methods ; Pairwork.‎ Teaching procedures:‎ Step 1 revision Greet the class and check the homework.‎ Step 2 New words ‎1. Teach the new words and ask students to repeat.‎ ‎2. 1a. Match the words with the pictures.‎ ‎3. 1b. Let students talk about the five musical instruments. ‎ E.g. Can you play the piano？No，I can’t.‎ ‎（This activity provides practice with the new vocabulary.）‎ Step 3 listening practice ‎2a. First lead students to read the list of words. Have Ss listen and circle each word they hear mentioned in the conversation. Then check the answers: sing，dance，drums，piano ‎2b. First let students look at the chart. Then tell students to listen and tell me Bill can do...，can”t do...‎ Check the answers like this:‎ T: What can/can’t Bill do? Ss: He can play the guitar. / He can’t sing. ‎ Name Can Can’t Bill play the guitar sing Jennifer Sing, play the drums play the piano Victor play the piano Dance, sing ‎（This activity gives students practice in listening to and writing the target language.）‎ Step 4 Pairwork (2c) ‎ Ask students to look at their charts.Then tell them to work in pairs.One asks the question and the other answers.‎ Ask some students to ask and answer questions for the class.‎ ‎（This activity provides guided oral practice using the target language.）‎ Step 5 Summary ‎ Today we”ve learnt names of musical instruments and some target languages.‎ Homework ‎ Write down your sentences in Activity 2c in your notebooks.‎ Hour 54‎ Period 4‎ Teaching materials：Section B 3a-Shelf 3‎ Teaching Aims:‎ Key Points : sing，dance，play the piano，play the trumpet，play the drum musician，rock band，talent show，Kung Fu Difficult Points : What can you do，Li Xin？ I can do Chinese Kung Fu.‎ Moral Objects: Encourage students to give a performance.‎ Teaching Methods: Scene teaching method; Practice method.‎ Teaching procedures:‎ Step 1 revision Greet the class as usual and check the homework.‎ Step 2 Reading (3a) ‎ ‎1. Read the ad after the teacher aloud. ‎ ‎2. Point out the sample answers and ask them to underline the words that show what people can do for the concert. Then check the answers:‎ Are you a musician？Can you sing？Can you dance？‎ Can you play the piano，the trumpet，the drums or the guitar？‎ ‎（This activity provides guided reading practice using the target language.）‎ Step 3 Writing practice ‎3b. Tell Ss to fill in with the words given. Then check the answers.‎ ‎（1）Can （2）play（3）guitar （4）Can（5）sing （6）Can（7）play （8）drums ‎（Answer 3 and 8 may be reversed）‎ ‎3c. Ask students to write their own posters for a sports day. Ask students to read their completed ads to the class.‎ Step 4 School Show First let students read this part.‎ Then divide the class into groups of four. Have them talk about what they can do for the school show and make a list.‎ Ask groups for the details of what they can do.‎ ‎（This activity provides speaking practice using the target language.）‎ Step 5 Summary ‎ This class we”ve learnt how to write ads for some groups. I hope you can play some kinds of music instruments and give us a performance.‎ Homework 1. Write down your poster for a sports day in your notebooks.‎ 2. Ask students to read shelf 3 and fill in the card individually.‎ Unit 11 What time do you go to school?‎ 单元教材分析:‎ 本单元主要学习用when和what time引导的特殊疑问句询问时间的标准用法和不同时间段的表达法；学习表示频率的副词。本单元通过“谈论日常作息时间”这一话题，设计了三个任务型活动：任务一是：谈论自己的作息习惯，学习不同时间段的表达法；任务二是：我该怎么办?学习运用when和what time询问和表达时间的方法；任务三是：搜集社会上有关时间安排的情况；复习巩固所学的知识和能力。‎ 单元知识系统(树)‎ What time do you get up? I get up at six o’clock．‎ ‎ What time does he／she eat breakfast? He／She eats breakfast at seven o’clock．‎ ‎ When do people usually eat dinner? People usually eat dinner in the evening．‎ ‎ When does Rick usually get up? He usually gets up at…‎ 单元总体目标 ‎ 通过本单元的学习让学生学会不同时间段的表达法；学会用频率副词谈论自己日常生活及日常作息习惯；学会更合理地安排自己的学习和课外活动时间；能够运用所学知识对某一活动进行合理安排，并培养学生良好的作息习惯和守时习惯。‎ 单元重难点一览 ‎ 重点 ‎ 难点 ‎1．复习词汇：run，eat breakfast，go to bed，go home ‎ 2．词汇：go to school，get up，take a shower，always，busy，morning，so，make，schedule，why，because，oldest，longer，afternoon，evening，homework ‎ 3．句型：‎ ‎ What time do you get up? I get up at six o’clock．‎ ‎ What time does he /she eat breakfast?‎ ‎ He／She eats breakfast at seven o’clock.‎ When do people usually eat diner?‎ People usually eat dinner in the evening．‎ ‎ When does Rick usually get up? He usually gets up at…‎ 语法重点：when和what time引导的特殊疑问句；表示频率的副词。‎ 时间安排：本单元分4课时，具体如下：‎ Period 1: Section A: 1a-2b Period 2: Section A 2c- 4‎ Period 3: Section B 1-2c Period 4: Section B 3a-Shelf 3‎ Hour 55‎ Period 1‎ Teaching materials：Section A 1a-2b Teaching Aims:‎ Key Points : go to school，get up，run，eat breakfast，take a shower Difficult Points : What time do you usually get up，Rick？I usually get up at five o”clock.‎ Moral Objects: Form a good habit.‎ Teaching Methods: Listening and talking methods. Watching method.‎ Teaching procedures:‎ Step 1 revision Greet the class as usual and check the homework.‎ Step 2 Key words ‎ ‎1. Show Ss some pictures and teach the key words in 1a: ‎ go to school , get up , run , eat breakfast, take a shower ‎ ‎2. 1a. Ask students to match the words with the pictures. Then check the answers.‎ Step 3 Say times ‎ ‎1. Use a teaching clock to teach students to say clock time. For example: ‎ ‎ T: What’s the time? / What time is it? Ss: It’s nine o’clock / nine fifteen.‎ ‎2. Now let students look at the clocks and say the time in pairs.‎ ‎3. Talk about the toutines of our school.‎ ‎ T: What time do you usually get up? S1: We usually get up at 6:20.‎ Step 4 Listening practice ‎1b. Listen and match the times with actions. Then check the answers.‎ ‎2a. Listen and fill in the blanks with the words in the box. Then check the answers:（1）two ‎（2）two（3）one ‎2b. Listen again and fill in shower schedule. Check the answers:‎ Time Name ‎5:00‎ Bob ‎6:00‎ Mary ‎7:00‎ Jerry ‎8:00‎ Alicia Step 5 Summary ‎ This class we”ve learnt some new words and some key structures.In order to arrange your time reasonably，you”ll learn to make a schedule.‎ Homework ‎ Write down key structures in your notebooks.‎ Hour 56‎ Period 2‎ Teaching materials：Section A 2c-4‎ Teaching Aims:‎ Key Points : work，hour，practice，go to work，get to，listen to，go to bed，hotel What time is it？ It”s eight-thirty.‎ When do you usually go to bed？ I usually go to bed at ten o”clock.‎ Difficult Points : When does Alicia take a shower？ She takes a shower at 5:00.‎ Grammar: 动词的第三人称单数。‎ Moral Objects: Tell students to arrange time reasonably.‎ Teaching Methods: Reading method ; Pairwork.‎ Teaching procedures:‎ Step 1 Greet the class as usual.‎ Step 2 2c Pairwork ‎ ‎1. Lead students to read the sample conversation.‎ ‎2. Tell Ss to ask and answer questions about the shower times in 2b.‎ S1: When does Bob take a shower？‎ S2: He takes a shower at 5:00.‎ ‎（This activity provides guided oral practice using the target language.）‎ Step 3 Grammar Focus ‎ Review the gammar box.Ask students to say the questions and statements.‎ Step 4 Reading practice (3a)‎ ‎1. Teach students to say times by using 0-24, e.g. 21:00 is nine p.m. Show the difference between a.m. and p.m. ‎ ‎2. Read the passage in 3a twice after the tape.‎ ‎3. Have Ss match the pictures with the correct clocks. Answers: 2，1，4，3‎ ‎4. Read the passage again and teach the new words and phrases.‎ Step 5 Game ‎ Divide students into groups of four and let them ask each other:When do you usually go to bed？Ask them to line up from earliest bedtime to latest bedtime.‎ Ask some pairs to line up in front of the class.Other students can help check whether everyone is in the correct position.‎ ‎（This activity provides oral practice using the target language.）‎ Step 6 Summary ‎ This class we”ve learnt some new words and how to say clock times.‎ You must learn to make a schedule and arrange your time reasonably.‎ Homework ‎ Workbook Pages 42-43.‎ Hour 57‎ Period 3‎ Teaching materials：Section B 1-2c Teaching Aims:‎ Key Points : in the morning，in the afternoon，in the evening，do homework，eat dinner，eat breakfast，go to bed，go home，eat lunch When do people usually eat dinner？ People usually eat dinner in the evening.‎ Difficult Points : When does Tom usually get up？ She t gets up at 5:00.‎ Grammar: 注意动词的第三人称单数。‎ Moral Objects: Build a strong body.‎ Teaching Methods: Listening method；Pairwork.‎ Teaching procedures:‎ Step 1 revision Greet the class as usual and check the homework.‎ Step 2 New words ‎1. Show pictures and teach some new words: in the morning，in the afternoon，in the evening，‎ do homework，eat dinner，eat breakfast，go to bed ‎2. Match the actions with the time of the day. ‎ 1. Answers: in the morning 3; in the evening 2，4; in the afternoon 1‎ Check the anwers like this: T: When do people usually eat dinner? ‎ S1: People usually eat dinner in the evening.‎ Step 3 Listening practice ‎2a. Read the words in the box. Then tell Ss to listen an circle the activities you hear.‎ Then check the answers.run，eat breakfast，go home，do homework，eat dinner，go to bed，get up，go to school.‎ ‎2b. Listen again and write the times next to the actions.‎ Check answers with the whole class like this:‎ T: When does Tom usually get up? S1: He usually gets up at 5:00.‎ Answers: 1. gets up 5:00 2. runs 6:00 3. eats breakfast 7:00 4. goes to school 8:00‎ ‎5. goes home 4:15 6.does homework 5:30 7. eats dinner 7:15 8. goes to bed 9:00‎ ‎（This activity provides listening practice with clock times.）‎ Step 4 Summary ‎ This class we”ve learnt some key words and structures:Rick gets up at 5:00 and runs at 6:00.When do you get up？Do you do morning exercise？I hope all of you say“yes”.Expect everyone has a strong body.‎ Homework ‎ Learn the key words by heart.And do more practice using the target language.‎ Hour 58‎ Period 4‎ Teaching materials：Section B 3a- Shelf 3‎ Teaching Aims:‎ Key Points : letter，around，start，wish Difficult Points : She gets up at 6:15. She eats breakfast at 7:30. She goes to school at 8:00.‎ Grammar: 注意动词的第三人称单数。‎ Moral Objects: Make a pen pal and you can improve your written English.‎ Teaching Methods: Discovering method; Scene method; Pairwork.‎ Teaching procedures:‎ Step 1 revision Greet the class as usual and check the homework.‎ Step 2 Reading practice ‎1. Read the letter after the tape twice to get the general ideal of the letter. ‎ ‎2. Ask students to read the letter again and write down the name of each activity on the blank line.‎ ‎3. Explain any questions to students if necessary Step 3 A game ‎ Play a game in which students act out various everyday activities along with the time they do each one.Divide the class down the middle into two teams.The first person on Team 1 stands up and acts out an activity.When his or her team members guess the activity，the person acts our a clock time.A student might point to his or her wrist to indicate “time” and use fingers to show 8:00.Each team has 30 seconds to guess the activity and the time.If they guess correctly in that amount of time，they get one point.If they fail to guess，they get no points.Then it”s the other team”s turn.‎ Step 4 Writing practice ‎ ‎3b. Read the letter from Rick to his pen pal，and fill in the blank . Check the answers :‎ ‎1. get up 2. 5:00 3. 6:00 4.run 5. eat breakfast 6. 7:00 7. go to school 8.8:00‎ Have Ss write their mornings.‎ Step 5 Pairwork(4)‎ First write the timetable on the board and tell students to imagine you are a famous movie star.（If they like，they can give themselves names of real movie stars.）‎ Then ask students to write their weekend activities and the times in the chart.‎ Role play a conversation with a student.Imagine the student is a movie star.Ask，what time do you exercise on Saturday morning？What time do you...？‎ Divide the students into pairs and have them continue the role plays.‎ ‎（This activity provides guided oral practice with the target language.）‎ Step 6 Summary and Homework ‎ 1. This class we”ve learnt how to write something about your morning. Do you have a pen pal？Please write something about your morning to your pen pal. OK？‎ 2. Do shelf check 3‎ ‎　‎ ‎ ‎ ‎ ‎ Unit 12 My favorite subject is science．‎ 单元教材分析:‎ ‎ 本单元主要学习一周中星期一到星期天的表达方式；掌握学科的表达；学习用because和表示品质的形容词表示理由；学习what，why，who引导的特殊疑问句。本单元围绕“谈论自己所喜欢的学科”这一话题，设计了三个任务型活动：任务一是：谈论自己所喜欢的学科，学习what引导的特殊疑问句和学科的表达；任务二是：一分钟演讲，让学生介绍自己喜欢某一学科的理由，学习why等特殊疑问句；任务三是：写信，巩固和延伸所学知识，掌握星期的表达方式。‎ ‎ 单元知识系统(树)‎ What’s your／his／her favorite subject? My／His／Her favorite subject is English.‎ Why do you like math． Because it’s interesting．‎ Why does he／she like art? Because it’s fun．‎ When do you have math? I have math 0n Monday，Wednesday and Friday．‎ What’s Ken’s favorite subject? Science．‎ 单元总体目标 通过本单元的学习使学生学会谈论自己喜好的学科或自己喜好的其它事情并给出理由；学会说出一周的七天；学会合理地安排自己的作息时间。‎ 单元重难点一览: ‎ 重点 难点 ‎1．复习词汇：an，music，math，Chinese，English ‎2．词汇：subject，science，physical，education，P．E．，Monday， Tuesday，Wednesday，Thursday，Friday，Saturday，Sunday ‎3．句型：What’s your／his／her favorite subject? My／His／Her favorite subject is English．‎ ‎ Why do you like math． Because it’s interesting．‎ ‎ Why does he／she like art? Because it’s fun．‎ ‎ Who is your science teacher? When do you have math?‎ ‎ I have math on Monday, Wednesday and Friday.‎ ‎ What’s Ken’s favorite subject? Science?‎ 语法难点：‎ what，why，who引导的特殊疑问句；表示品质的形容词的用法。‎ ‎ ‎ 时间安排：本单元分4课时，具体如下：‎ Period 1: Section A: 1a-2b Period 2: Section A: 2c- 4‎ Period 3: Section B: 1a-2c Period 4: Section B: 3a-Shelf 3‎ Hour 59‎ Period 1‎ Teaching materials：Section A: 1a-2b Teaching Aims:‎ Key Points : P.E.，art，science，music, math, Chinese, history,‎ fun, interesting, boring, difficult, relaxing,‎ What’s your/his/her/ favorite subject? My/His/Her favorite subject is science.‎ Difficult Points : Why do you like P.E.? Because it’s fun.‎ Moral Objects: Know something about the subjects in the school.‎ Teaching Methods: Listening and speaking methods; Pairwork.‎ Teaching procedures:‎ Step 1 Warming up Have to learn a chant. (This is the first period of new unit. To arouse Ss interest to enliven the class atmosphere.)‎ Let’s chant What’s your favorite fruit?‎ What’s your favorite fruit?‎ Grapes are my favorite fruit.‎ Grapes are my favorite fruit.‎ Oranges are my favorite fruit.‎ Lemons are my favorite fruit.‎ Apples are my favorite fruit.‎ Step 2 Presentation ‎ ‎1. Show Ss several pictures of their favorite colors, sports, foods, singers…‎ Colors: black, white, green, red, blue, yellow, purple, brown, pink…‎ Sports: basketball, volleyball, soccer, baseball, Ping-Pong, tennis…‎ Food: banana, apple, orange, tomato, hamburger, chicken, pear, strawberry…‎ Singers: popular stars ‎(Not only review the words of colors, sports and food but also practice the main sentence patterns in this unit “What’s your favorite…?”)‎ ‎2. Show Ss all kinds of subjects or cover pictures of some subjects and say: My favorite subject is English. Ask Ss “What’s your favorite subject?” and get Ss to answer: My favorite subject is English /math/ Chinese/ science/music.‎ ‎3. Learn other subjects by presenting the pictures and flashcards. Let Ss describe what Ss are doing in the pictures. ‎ ‎(doing exercises----P.E./ drawing pictures----art/ making experiments----chemistry—science)‎ ‎(science---physics, chemistry, biology, sociology—history, politic, geography)‎ Step 3 Activities Match the words with the pictures. (SectionA 1a)‎ Listen and number the things in the pictures when you hear them. (SectionA 1b)‎ Pair work: Talk about the pictures in the textbooks and make their own conversation. (SectionA 1c)‎ Step 3 Listening practice ‎2a. Listen and put the conversation in order. Then read it. ‎ ‎2b. Read through the words of subject and description. Then listen again and match them.‎ Homework Make a survey: What’s your partner’s favorite subject/city/food/sport?‎ Hour 60‎ Period 2‎ Teaching materials：Section A : 2c-4‎ Teaching Aims:‎ Key Points : What’s your favorite subject? My favorite subject is science.‎ Why do you like science? Because it’s interesting. ‎ Who is your P.E. teacher?‎ Difficult Points : Why does he/she like math? Because it’s interesting.‎ Moral Objects: Know something about your friends/parents.‎ Teaching Methods: Speaking methods; Pairwork.‎ Teaching procedures:‎ Step 1 Revision Check homework and talk about subjects with Ss.‎ Step 2 Practice ‎•Get Ss to match the subjects with the describing adjectives in their opinion, finish the teaching task of Activity 2c.‎ ‎•Get Ss to do pair work and finish the teaching task of oral intercourse of Activity 2d.‎ Step 3 Lead-in ‎•Read the short passage about my favorites.‎ My Favorites My favorite color is orange.‎ My favorite sport is swimming.‎ My favorite number is 8.‎ My favorite food is meat. And my favorite fruit is apple.‎ Michael Jordan is my favorite basketball player.‎ My favorite singer is Rong Zuer.‎ ‎•Tell me your favorites: What’s your favorite color/sports/ number/ food/fruit?‎ Step 4 Presentation ‎•Show Ss several pictures about sportsmen, sportswomen and some famous singers. Say Yao ming is my favorite basketball player. Ask Ss “Who is your favorite soccer ball player/ basketball player/ ping-pong player/ singer?‎ ‎•Pair work: ask and answer : Who is your/ his/ her favorite…?‎ Step 5 Practice ‎•Get Ss to read the conversation and choose the right words to complete it from the box according to the cue and learn the target sentences Who is your science teacher? and so on, finish the teaching task of Activity 3a.‎ ‎•Game: Memory challenge: What’s his/her favorite subject? His /Her favorite subject is…‎ Step 6 Activity ‎•Suppose your class have a new foreign teacher, Mr Green, he wants to know about your and your friend’s favorite subjects and teachers. Can you talk with him? Try your best!‎ A: Hello! Mr Green.‎ B: Hello! ……….‎ A: This is my friend……And this is our new teacher, Mr Green.‎ B: Nice to meet you.‎ C: Nice to meet you, too.‎ B: Excuse me! May I ask you a question?‎ A: Certainly.‎ B:‎ A:‎ B:‎ Step 7 Make a survey name Favorite subject who why Hour 61‎ Period 3‎ Teaching materials：Section B: 1a-2c Teaching Aims:‎ Key Points : Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday; biology When do you have math? I have math on Monday and Friday.‎ Difficult Points : What’s Ken’s favorite subject? Sience.‎ Why does he like sience? Because it’s interesting.‎ Grammar: the possessive case of nouns Moral Objects: Know the order of the days in a week Teaching Methods: Listening and speaking methods; Pairwork.‎ Teaching procedures:‎ Step 1 Revision ‎•Check homework ‎•Review the following sentence patterns. What’s your favorite…? Why do you like…? Who is your… teacher?‎ Step 2 Warming up Chant English, English, it’s interesting.‎ Math, math, it’s relaxing.‎ Music, music, it’s fun.‎ Chinese, Chinese, it’s boring.‎ P.E. P.E. it’s exciting.‎ Science, science, it’s difficult.‎ Step 3 Presentation ‎•Show a calendar marked days of the week and get Ss to learn days of the week.‎ Today is Monday/ Tuesday/ Wednesday/ Thursday/ Friday/ Saturday/ Sunday. We have math at 7: 45 on Monday. We have English at 9: 50 on Tuesday… What day is it today?‎ Get Ss to answer: It’s Monday/…‎ ‎•Get Ss to number days of the week and dates in order to finish the teaching task of Activity 1a.‎ Step 4 Activity ‎•Task 1: Make one-week’s curriculum schedule By using the words in the chart in Activity 1b and talk about the subjects they are having.‎ When do you have…? I have …on….‎ ‎•Task2:Oral practice: My favorite day is Monday. ‎ Because I have English on Monday.‎ Her favorite day is Monday.‎ Because she has English on Monday.‎ Step 5 Experience ‎•Play the tape of Activity 2a and get Ss to listen and write down the words about subjects, finish the teaching task of Activity 2a.‎ ‎•Play the tape of Activity 2a again and get Ss to listen and fill in the chart according to the tape, finish the teaching task of Activity 2b.‎ Names Favorite subject ‎ Why? ‎ When? ‎ Ming ‎ history fun ‎ Friday ‎ Selina ‎ art relaxing ‎ Monday and Wednesday ‎ Ken ‎ science ‎ interesting this afternoon ‎ ‎•Task 3: Oral practice Eg: Ming’s favorite subject is history. Because it’s fun. She has history on Friday.‎ Homework: Design the studying life one day and make a report in next class.‎ Hour 62‎ Period 4‎ Teaching materials：Section B: 3a-4‎ Teaching Aims:‎ Key Points : busy, strict, tired Scott’s favorite day is Friday because he has art. He likes art..‎ Difficult Points : Write a schedule for the favorite school day Grammar: the possessive case of nouns Moral Objects: Know the order of the days in a week Teaching Methods: Listening and speaking methods; Pairwork.‎ Teaching procedures:‎ Step 1 Revision Check homework to have a report Step 2 Warming up Chant:‎ What’s your favorite subject?‎ English, English, it’s interesting.‎ What’s your favorite subject?‎ Math, math, it’s relaxing.‎ What’s your favorite subject?‎ Music, music, it’s fun.‎ What’s your favorite subject?‎ Chinese, Chinese, it’s boring.‎ What’s your favorite subject?‎ P.E. P.E. it’s exciting.‎ Step3 Reading (supplement)‎ Mary’s favorite day It’s Friday today. I’m not very busy. At 8 o’clock in the morning I have English. The ‎ English teacher teaches me a nice song, it’s very relaxing. Next at 9:00 I have art. It is very interesting. At 10:00 I have math, the math teacher gives me a lot of homework. I don’t like math. It’s boring. So I don’t do it. At 11:00 I have P.E, I like it very much. That’s my favorite subject! In the afternoon, I have two classes, science and music. They are my favorite too. Tomorrow is Saturday, we are free. We are very happy.‎ ‎•To make Mary’s curriculum schedule ‎ ‎ Friday morning ‎8:00‎ English ‎9:00‎ Art ‎10:00‎ Math ‎11:00‎ P.E afternoon ‎2:00‎ Science ‎3:00‎ music ‎•Comprehension Choose the best answer A,B,C or D to these questions about the passage.‎ 1. Why doesn’t she do math homework?‎ ‎ A. Because it’s very easy.‎ ‎ B. Because he doesn’t like math.‎ ‎ C. Because it’s his favourite.‎ ‎ D. Because it’s interesting.‎ 2. Why do I like English ?‎ ‎ A. Because it’s relaxing(轻松).‎ ‎ B. Because it is very difficult(困难).‎ ‎ C. Because he never reads it.‎ ‎ D. Because he likes English.‎ Step 4 Practice ‎•Practice reading of 3a, underline the things that Lin Mei likes and circle the things that she dislikes.‎ ‎•According to the passage of 3a, complete Lin Mei’s schedule of her work and rest plan.‎ ‎•Get Ss to practice writing and write down their favorite one—day arrangement of work and rest by using the target language.‎ Step 5 Reports Ask Ss first to make a survey about their favorite days and reasons, and then report to the class with the target knowledge.‎ Homework Finish off the exercise ‎ 上期期末素质测试题 七 年 级 英 语 试 题 ‎（本卷试题卷共8页，9个大题，满分150分，考试时间120分钟）‎ 注意：本卷分为两部分，试题卷和答题卷，答案写在答题卷上。‎ 试 题 卷 I. 听力测试（共30分） ‎ 第一节：情景反应。(每小题1.5分，共9分)‎ 听两遍，根据你所听到的句子，从A、B、C三个选项中选出最恰当的答句，并将你所选答案的番号填入相应题号前的括号内。‎ ‎( ) 1. A. Goodbye! B. Good afternoon! C. Good morning!‎ ‎( ) 2. A. Yes, I am. B. Not at all. C. Thank you.‎ ‎( ) 3. A. Yes, I do B. No, I doesn’t C. Yes, he does.‎ ‎( ) 4. A. Yes, you’re right. B. No problem. C. Me, too.‎ ‎( ) 5. A. Sorry, I don’t know him. B. You’re right. C. You’re welcome.‎ ‎( ) 6. A. Not at all. B. It’s seventy yuan. C. I want to buy a red coat.‎ 第二节：对话理解。（第小题1.5分，共9分）‎ 听两遍，根据你所听到的对话和问题，从A、B、C三个选项中选出正确答案，并将你所选答案的番号填入相应题号前的括号内。‎ ‎( ) 7. A. An eraser. B. A map . C. An apple.‎ ‎( ) 8. A. 12 . B. 11. C. 13. ‎ ‎( ) 9. A. Yes, he does. B. No, she doesn’t. C. No, it isn’t.‎ ‎( ) 10. A. She has a long face. B. She has a round face. C. She has black eyes.‎ ‎( ) 11. A. At home. B. At school. C. In a shop.‎ ‎( ) 12.A. Canada. B. America. C. China. ‎ 第三节：（每小题1.5分，共6分）‎ ‎ 听两遍，根据你所听到的长对话，从A、B、C三个选项中选出最恰当的答案。‎ ‎ 听第一段材料，回答第13和14小题。‎ ‎( ) 13. What class is Maria in?‎ ‎ A. Class Two B. Class Four C. I don’t know ‎( ) 14. What does Michael’s Chinese teacher look like?‎ ‎ A. Short and strong B. Tall and strong C. He doesn’t like it at all.‎ ‎ 听第二段材料，回答第15和16小题。‎ ‎( ) 15. What does Kangkang’s father do?‎ A. A teacher B. A cook C. A doctor ‎( ) 16. Do Kangkang’s grandparents live with them?‎ A. Yes, they do. B. No, they don’t C. Yes, they don’t.‎ 第四节：短文理解。（每小题1.5分，共6分）‎ 听两遍，根据你所听到的短文内容，从A、B、C三个选项中选出正确答案，并把答题卡上对应该题目的答案标号涂黑。‎ ‎( ) 17. Jane and Sally are my new _________________.‎ ‎ A. teachers B. classmates C. pen pals ‎( ) 18. Sally comes from _____.‎ A. Canada B. America C. China ‎( ) 19.________students in our class like English very much.‎ A. Some B. No C. Many ‎( ) 20. Jane and Sally often help me with my _________.‎ A. English B. Chinese C. Japanese Ⅱ.单项选择。（每小题1分，共20分）‎ 从A、B、C、D四个选项中选出可以填入句中空白处的最佳答案，并将你所选答案的番号填入相应题号前的括号内。‎ ‎( )21. — What’s this in English? ‎ ‎— It’s _______ orange.‎ A. a, B. an C. / D. the ‎( ) 22.— Excuse me, ________ you from Canada?‎ ‎ — No, I’m not.‎ ‎ A. am B. is C. are D. be ‎( ) 23. —Is the young man _______ a green T-shirt your uncle?‎ ‎ — Yes, he’s my uncle.‎ A. from B. for C. in D. to ‎( ) 24. —What’s ________ name, please?‎ ‎ — My name is Li Ming.‎ A. your B. yours C. you D. you’re ‎( ) 25. — ____ are they?‎ ‎— They are Maria and Jane.‎ A. Where B. What C. How D. Who ‎ ‎( ) 26. They are not in the same class, _____they are good friends.‎ A. and B. but C. too D. /‎ ‎( ) 27. My uncle is _____. He works in a hospital.‎ A. a doctor B. a farmer C. a teacher D. a student ‎( ) 28. — Does he have a long ruler?‎ ‎— __________________‎ A. No，I’m not. B. Sorry, I don’t have one. ‎ C. No, she doesn’t. D. Yes, he does.‎ ‎( ) 29. — ___________________________‎ ‎— Yes, I want a pair of shoes for my mother.‎ A. May I help you? B. What do you like?‎ C. What do you do? D. What do you want? ‎ ‎( ) 30. —Is Mr. Brown your English teacher?‎ ‎ — Yes, he is. We like _______ very much A. her B. him C. he D. she ‎( ) 31. — Maria, what _______ your mother do?‎ ‎ — She is a nurse. She ________ in a hospital.‎ ‎ A. do, work B. does, work C. do, works D. does, works ‎( )32.We are Chinese, and we all have _________eyes and black hair .‎ ‎ A. black B. blond C. blue D. yellow ‎( ) 33. — _____ jacket is this? Is it yours, Michael?‎ ‎ — No, it’s not ______.‎ A. Who, me B. Whose, mine ‎ C. Whose, my D. Who , mine ‎ ‎( ) 34. —Would you like ___________ eggs, Maria? ‎ ‎ —No, thanks.‎ A. some B. any C. much D. a little ‎( ) 35. ---Does his father ________ in an office?‎ ‎ --- No, he _________.‎ ‎ A. works, doesn’t B. work, does ‎ ‎ C. works, does D. work, doesn’t ‎( ) 36. We don’t have any milk. I want to buy six _______‎ A. bottle of milks B. bottles of milks C. bottles of milk D. bottle of milk ‎( ) 37.—Would you like _________ to the West Hill for a picnic this Sunday?‎ ‎—Oh, I’d love to. ‎ A. go B. going C. goes D. to go ‎ ‎( ) 38. —What do you think of this red coat?‎ ‎ — ______________________.‎ ‎ A. Thank you all the same B. Sure ‎ C. I like it a lot D. See you ‎( ) 39. —Excuse me, could you please ______ me your name?‎ ‎ — Sure. My name is Jane.‎ A. say B. tell C. speak D. help ‎( ) 40. — What about flying a kite with us this afternoon?‎ ‎— _______________.‎ A. Sorry, I’d love to. B. What’s up?‎ C. What about you? D. I’d like that, thanks. ‎ Ⅲ.完形填空。（每小题2分，共20分）‎ 根据短文内容，从A、B、C、D四个选项中选出一个能正确填入相应空格的最佳答案，并将你所选答案的番号填入相应题号前的括号内。‎ Hello, girls and boys! My name is David. I 41 Canada. I’m in the USA now. I like 42 here. So I often eat a lot of food. I have breakfast at home. 43 breakfast, I eat eggs and apples. I 44 milk at all. I have lunch at school. The lunch 45 is good. I can have 46 foods for lunch. I eat chicken with vegetables and oranges. Sometimes(有时) I eat salad(色拉) and hamburgers. I have dinner at home 47 my parents. Sometimes we 48 with our friends. We 49 fish, vegetables and fruits. What 50 you? Please tell me.‎ ‎( )41. A. from B. comes from C. am from D. is from ‎( )42. A. the food B. the drink C. the people D. the students ‎( )43. A. As B. Have C. On D. For ‎( )44. A. like B. not like C. don’t like D. likes ‎( )45. A. at home B. in our school C. in the home D. on the farm ‎( )46. A. the same B. same C. different D. the different ‎ ‎( )47. A. to B. and C. for D. with ‎( )48. A. eating B. eat out C. have D. having ‎( )49. A. have B. to eat C. having D. eating ‎( )50. A. are B. for C. can D. about Ⅳ.阅读理解。（每小题2分，共30分）‎ 阅读下列短文，从A、B、C、D四个选项中选出最佳选项，并将你所选答案的番号填入相应题号前的括号内。‎ A Jack is an English boy. He is a good student. He is twelve years old. Now he is in a red coat. Linda is Jack’s sister. She is a nice girl. She is fourteen years old. Now she is in a green dress. Lucy and Lily are from the USA. They are students, too. They are in yellow coats. They look the same. Jack, Linda, Lucy and Lily are good friends. Jack, Lucy and Lily are in the same school. But Linda is not in the school. They like China.‎ ‎( )51. Jack is from _____________.‎ A. the USA. B. England C. China D. Japan ‎( )52. Linda is ______________.‎ A. Lucy’s sister B. Lily’s sister C. Jack’s sister D. Jack’s mom ‎ ‎( )53. Linda is in ____________.‎ A. a red dress B. a red coat C. a green dress D. a green coat ‎( )54. Lucy and Lily are ______________.‎ A. in the same school B. in the same class C. in different schools D. in different colors ‎( )55. Jack, Linda, Lucy and Lily are ________________.‎ A. good teachers B. good sisters ‎ C. good classmates D. good friends B Pudong No.1 Restaurant Xu Guoqing, Manager(经理)‎ ‎66 Huangpu Road, Shanghai Tel: 021-55326788‎ ‎15823017699‎ SDTV Station (电视台)‎ Wang Tao, Office worker ‎ ‎20 Quancheng Road(路), Ji’nan ‎ Tel: 0531-76453210‎ ‎18853106796‎ Email: wangtao888@163.com Renmin Hospital Xia Zhanhui, Doctor ‎68 Guangming Road, Shenzhen Tel: 0755-6357617‎ Email: xzh6357617@126.com Shuntong Taxi Company(出租公司)‎ Liu Yong, Driver ‎102 Xinhua Stree(街), Tianjin Tel: 022-38902756‎ ‎13872205368‎ Email: tjliuyong@sina.com ‎ ‎ 根据名片内容，选择正确答案。‎ ‎( )56. Wang Tao works in ____.‎ A. SDTV Station B. Pudong No.1 Restaurant ‎ C. Renmin Hospital D. Shuntong Taxi Company ‎( )57. We can call Xu Guoqing at ____.‎ A. 0531-76453210 B. 0755- 6357617 C. 13872205368 D. 15823017699‎ ‎( )58. If your friend is ill (生病的), he can call ____.‎ A. Wang Tao B. Xu Guoqing C. Xia Zhanhui D. Liu Yong ‎( )59. You can’t get in touch with (与……联系) ____ by Email.‎ A. Wang Tao B. Xu Guoqing C. Xia Zhanhui D. Liu Yong ‎( )60. Liu Yong lives in _________. He is a ___________.‎ A. Ji’nan; worker B. Shanghai; manager C. Shenzhen; doctor D. Tianjin; driver C Hi, boys and girls! Big sale at Mary’s Clothes Store!‎ We have dresses, T-shirts, caps, pants, shoes and bags in all colors. They are all at a very good price(价格). These green T-shirts are 25 yuan each. And the dresses are 30 yuan each. The pants are only 38 yuan each. Do you like caps? They are 8 yuan each. Do you need bags? We have bags in black, blue, yellow and red for 19 yuan each. The shoes are 35 yuan each pair.‎ Welcome to Mary’s Clothes Store. You can find your favorite clothes.‎ ‎( ) 61. Mary’s store is a store.‎ A. book B. vegetable C. clothes D. fruit ‎( ) 62. You can find kinds of different things in it.‎ A. four B. six C. five D. seven ‎( ) 63. Can you buy a white bag?‎ A. Yes, I can. B. No, I can’t. C. It is 19 yuan. D. Yes, I am.‎ ‎( ) 64. What is the cheapest(最便宜)？‎ A.Shoes. B. Pants. C. Caps. D. Bags.‎ ‎( ) 65. How much are a cap and a bag?‎ ‎ A. 8 yuan B. 19 yuan C. 35 yuan D. 27 yuan 第Ⅱ卷 (共50分)‎ V．任务型阅读。(每小题2分，共6分)‎ Liu Li is a Chinese girl. She is in Beijing now. She is twelve. She has long black hair and big black eyes. She has two good friends. One is Chunzi. She comes from Japan. She is thirteen years old. Her hair and eyes are black, too. They look the same. The other is Kate Green. She is from the UK. She is fourteen. She is tall and has blond hair and blue eyes. She is very nice. Her classmates like her very much.‎ ‎66. How old is Liu Li?‎ ‎67. Does Chunzi come from China?‎ ‎68. What does Kate look like?‎ Ⅵ.完成句子（每小题2分，共8分）‎ 根据所给提示，完成句型转换。每空一词，含缩略词。‎ ‎69. He comes from America. (改为否定句)‎ ‎ He ________ ________ from America.‎ ‎70. My shoes are 120 yuan. (对画线部分提问)‎ ‎ are your shoes?‎ ‎71. She has a round face. (改为同义句）‎ ‎__________ __________ is round.‎ ‎72.请把这本书给玛丽亚 (完成译句)‎ Please _______ this book ______ Maria.‎ Ⅶ.口语运用：（每小题1分，共5分）‎ 阅读下面对话，从方框内7个选项中选择5个恰当的句子完成此对话,并将其番号填入题前括号内。‎ A: Look at the tall man in the white coat. 73 ‎ B: Yes, that is Mr. Wang.‎ A. What does he look like?‎ B. Where is he from?‎ C. Do you know him?‎ D. Thank you.‎ E. They’re black.‎ F. He looks like Bi Fujian.‎ G. 40 years old.‎ A: 74 Do you know?‎ B: He is from Shenzhen.‎ A: And how old is he?‎ B: 75 He is my English teacher.‎ A: He looks cool. ‎ B: Oh, yes. 76 ‎ A: Mr. Wang’s pants are white, too?‎ B: No. 77 ‎ A: I think he is nice to you.‎ B: Yes, you’re right.‎ ‎73.________ 74.________ 75.________ 76.________ 77.________‎ Ⅷ.短文填空。 (每空2分，共10分) ‎ 根据短文内容，在空格处填入一个使短文内容完整、通顺、形式正确的单词（包括缩写词），将答案写在下面对应的横线上。‎ Liu Mei is a nice girl. She is twelve 78 old. She is tall and has long black hair.‎ ‎ 79 eyes are big. She ___80 a wide mouth. She is 81 blue clothes. She likes this colour. Now guess, whose skirt is blue? Yes, you are right. The skirt is hers. Liu Mei’s mom is tall 82 strong. She is our Chinese teacher. Her favorite color is white. She has a new car. Do you know the car’s color? Yes. It is white. It is very nice.‎ ‎78._________79._________80._________81._________82._________‎ Ix.书面表达。（21分）‎ ‎(A) 抄写。 (6分) 要求：书写端正，用手写体，格式正确。‎ ‎1.Help yourself to some fish. ‎ ‎2Thank you very much.‎ ‎3.We are good friends and we often help each other.‎ ‎(B)假设你叫李杰（Li Jie），请根据下面提示内容，用英语写一篇60词左右的短文，介绍一下自己。(15分) ‎ 姓名: 李杰 性别: 男 年龄: 13 国籍: 中国 班级: 七年级一班 外表: 个子不很高，黑头发，小鼻子 其他情况：喜欢白色，早餐喜欢吃鸡蛋和牛奶，会说一点英语。父母是医生，在医院工作。‎ 要求： 短文内容必须包括所有提示，并可以适当添加，注意人称使用。‎ ‎________________________________________________________________________________‎ ‎________________________________________________________________________________‎ ‎_______________________________________________________________________________‎ ‎________________________________________________________________________________‎ ‎_______________________________________________________________________________‎ ‎_______________________________________________________________________________‎ ‎_______________________________________________________________________________‎ Ix.书面表达。（21分）‎ ‎(A) 抄写。 (6分) 要求：书写端正，用手写体，格式正确。‎ ‎1.Help yourself to some fish. ‎ ‎2Thank you very much.‎ ‎3.We are good friends and we often help each other.‎ ‎(B)假设你叫李杰（Li Jie），请根据下面提示内容，用英语写一篇60词左右的短文，介绍一下自己。(15分) ‎ 姓名: 李杰 性别: 男 年龄: 13 国籍: 中国 班级: 七年级一班 外表: 个子不很高，黑头发，小鼻子 其他情况：喜欢白色，早餐喜欢吃鸡蛋和牛奶，会说一点英语。父母是医生，在医院工作。‎ 要求： 短文内容必须包括所有提示，并可以适当添加，注意人称使用。‎ ‎________________________________________________________________________________‎ ‎________________________________________________________________________________‎ ‎_期中考试各单元基础知识练习 Unit 1‎ B 1．____ ____ your name，please? My name is Jim. ‎ ‎　 A．What B．What’s C．Who D．Who’s A 2．I am ___ _____ ，I am an English boy. ‎ ‎　 A．John Brown B．Brown John C．Gina Green D．Green Gina C 3．My mother is Alice Johnson. __ ______ phone number is 2546809. ‎ ‎　 A．His B．Your C．Her D．Its D 4．I ___ ____ Ken. My family name ________ Martin. ‎ ‎　 A．am，am B．is，is C．is，am D．am, is C 5．— Good morning，Miss Gao! — ________! ‎ ‎　A．Hello B．Hi C．Good morning D．Thank you D 6．— Nice to meet you. — ________. ‎ ‎　A．Thank you B．The same to you C．Don’t say so D．Nice to meet you，too C 7．________ name is Mark and ________ name is Liza. ‎ ‎　A．His，his B．Her，her C．His，her D．Her，his B 8．— What’s your car number? — ________ 321471. ‎ ‎　A．I’m B．It’s C．Its D．My car is C 9．— Hello，Jim. — ________. ‎ ‎　A．Yes B．Thank you C．Hello，Kate D．Yes，Kate D 10．— Sit down，please. — ________. ‎ A．Yes B．No C．Fine D．Thank you B 11．I ________ Tom. What ________ your name? ‎ A．am，am B．am，is C．is，is D．is, am B 12．“Sit down，please. ”“ ________ ．”‎ ‎　A．Fine B．Thank you C．Thanks you D．Yes C13．“What’s this? ”“ ________. ”‎ ‎　A．It’s pen B．This is pen C．It’s a pen D．This is an pen C 14．“What’s that? ”“ ________. ”‎ A．It’s an watch B．That is a watch C．It’s a watch D．That’s watch C 15．________ is my friend. ‎ A．Mr. Frank B．Frank Mr. C．Mr. Black D．Black Mr.‎ D 16．________ is my good friend. ‎ A．Black B．Green C．Smith D．Tina B 17．I’m an English boy. My name’s ________. ‎ A．Amy B．David C．Nancy D．Julia B 18．What color is our national（国家的）flag? It’s ________. ‎ A．a red B．red C．orange D．an orange B 19．Let’s ________ the map. ‎ A．look B．look at C．look to D．see B 20．What’s this ________ ? It’s a hat. ‎ A．in the English B．in English C．for English D．at English Unit 1-2‎ D 21.What’s_____name?‎ A. you B. I C. she D. his A 22.Her name is Mary Brown. Her family name is_____.‎ A. Brown B. Mary C. Mary Brown D. Brown Mary A 23.—What’s your name? —______Gina Barnes.‎ A. I’m B. My name C. Her name D. His name D 24.—What’s your phone number? —_______555-8064.‎ A. I am B. He is C. She is D. It’s D 25.What’s this_____English?‎ A. of B. on C. for D. in C 26.______a watch?‎ A. This is B. That’s C. Is this D. It is B 27.—Is that a notebook? —______. It’s a book.‎ A. That’s a notebook. B. No, it isn’t C. It is that. D. Yes, it is.‎ A 28.—Is this your pencil case? —_______. It’s mine.(我的)‎ A. Yes, it is B. Yes, it’s C. No, it isn’t. D. It’s a ruler ‎ B 29.How do you spell backpack? ____________.‎ A. It’s a backpack B. B – A – C – K – P – A – C – K ‎ C. Backpack D. Yes C 30._______ a ring. It’s my ring,‎ A. It B. This’s C. That’s D. He’s B 31.This is _____ sharpener and that is _____eraser.‎ A. a, a B. a, an C. an, a D. an, an C 32.You ____ a teacher. I _____ a student. My sister _____ a student, too.‎ A. am, is, are B. is, are, am C. are, am, is D. are, is, is D 33.This is a boy. His name is _____ .‎ A. wangminjie B. Wangminjie C. Wang Min Jie D. Wang Minjie D34. My English teacher is Emily Read. We all call her ______‎ A. Mr Emily B. Mr Read C. Mrs. Emily D. Mrs. Read A 35.— What’s this in English? It’s ______ .‎ A. a dictionary B. baseball C. a teacher D. telephone Unit 3‎ C 36．Is he your friend? Yes, ________. ‎ ‎　　 A．it is B．it isn’t C．he is D．he isn’t B 37．Is this your father? No, ________. ‎ A．it is B．it isn’t C．he is D．he isn’t B 38．Is that your ________ ? ‎ ‎　　A．a picture B．picture C．pictures D．nice pictures C 39．Are ________ Kate’s ________? ‎ ‎　　A．this, book B．that，book C．these，books D．those，book D 40．Is Guo Peng your brother? ________. ‎ ‎　　A．Yes，it is B．No，it isn’t C．Yes, she is D．No，he isn’t C 41．Thanks ________ your last letter. ‎ ‎　　A．of B．from C．for D．to D 42．Anna is not my sister. ________ my cousin. ‎ ‎　　A．He B．He’s C．She D．She’s B 43．Is ________ your aunt? What’s ________ name? ‎ ‎　　A．he，his B．she，her C．he，her D．she，his A 44．What are those? ________. ‎ ‎　　A．They are apple trees B．They are apples trees ‎　　C．Those are apple trees D．Those are apples trees Unit 3-4‎ D (有疑问)45. Mum, my teacher, Mr Wang.‎ A. he is B. it is C. that is D. this is D 46. —Is this your watch? —________. It’s not my watch.‎ A. No, she isn’t. B. Yes, it is. C. Yes, he is D. No, it isn’t B 47. — do you spell ruler? —, ruler.‎ A. What B. How C. What’s D. Who B 48. I have（有）_________ aunt.‎ A. a B. an C. / D. the C 49. John and I good friends.‎ A. am B. is C. are D./‎ A 50. Thanks your letter.‎ A. for B. to C. on D. at B 51. —Are you Mr Li? —_________. I’m Mr. Lin.‎ A. No, he isn’t. B. No, I’m not. C. Yes, he is.. D. Yes, I am.‎ B 52. , are you Li Hua?‎ A. Sorry B. Excuse me C. Thank you D. Hello B 53. These are .‎ A.his friend B. my friends C. my friends D. friend C 54. —Is this _____ basketball? —No. It’s_____ basketball.‎ A. you；my B. my；you C. your；his D. his；I C 55. —What are those? — are their books.‎ A. That B. They’re C. They D. This B 56.— are my jackets? -—They are on the bed.‎ A. What B. Where C. Why D. How B 57. —Sit down, please. —_________.‎ A. Good afternoon B.Thank you C.Good-bye D. I’m fine, thanks D 58. --Is that on the table? –______. It’s under the table.‎ ‎ A. Yes, they are B. Yes, it is C. No, it is D. No, it isn’t.‎ B 59. Please ______ the notebook to me. I need it.‎ ‎ A. take B. bring C. need D. look C 60. —Who are they ? —________ my friends.‎ A. He is B. She is C. They are D. These are D 61. —Is this his case? — Yes, ___________.‎ A. this is B. this’s C. it’s D. it is Unit 5‎ C 62．I ________ TV at night（在晚上）．‎ A．look at B．see C．watch D．look A 63．Let’s ________ the map on the wall. ‎ A．look at B．see C．watch D．look B 64．I can ________ many things on the table. ‎ A．look at B．see C．watch D．look A 65．The question is not easy. It’s very ________. ‎ A．difficult B．difficulty C．relating D．not difficult C 66．Let’s play ________ basketball. I don’t like playing ________ violin（小提琴）at home. ‎ A．the, the B．the, × C．×, the D．×, ×‎ A 67．________ your friend like English? ‎ A．Does B．Do C．Is D．Has A 68．________ our club, please! ‎ A．Join B．Join in C．Come D．Go ‎69．Let’s ________ and ________ football on the playground. ‎ A．to go, to play B．go, play 　C．to go, play D．go, to play B 70．________ they have any sports collections? Yes, they ________.‎ A．Are, are B．Do, do C．Can, do D．Do, can B (有疑问)71．Can you ________ it ________ English? ‎ A．speak, in B．say, in C．talk, with D．tell, with 答案 ‎1：B  2：A  3：C  4：D  5：C 6：D  7：C  8：B  9：C  10：D  11：B  12：B  13：C  14：C  15：  ‎ ‎16：D  17：B  18：B  19：B  20：B  21：D  22：A  23：A  24：D  25：D  26：C  27：B  ‎ ‎28：A  29：B  30：C  31：B  32：C  33：D  34：D 35：A  36：C  37：B  38：B  39：C  ‎ ‎40：D  41：C  42：D  43：B  44：A  45：D46：D  47：B  48：B  49：C  50：A ‎51：B  52：B  53：B  54：C  55：C  56：B  57：B  58：D  59：B  60：C  61：D  62：C  ‎ ‎63：A  64：B  65：A  66：C 67：A  68：A 69：B  70：B  71：B ‎