初一英語上冊教案

PAGEUnitoneMynameisGina.教材分析1．話題：Makingnewfriends2．功能目標：1）使學生學會用英語介紹自己。2）使學生學會用英語和別人打招呼。3．文化目標：1）讓學生初步體會用英語和別人交流的感受，培養(yǎng)學生學習英語的興趣。2）通過對英文名字的介紹，對比中西方表達名字的不同，了解中西方文化的差異。3）通過對西方一些成功人士英文名字的介紹，使學生了解成功是由不懈的努力和艱苦的奮斗得來的。4）通過介紹英文名字的由來，使學生產(chǎn)生對西方文化的好奇及興趣。4．認知目標：1）詞匯：clock,hello,hi,and,question,answer,look,firstname,lastname2)語法項目：一般現(xiàn)在時be的用法以特殊疑問詞what開頭的問句形容詞性物主代詞my,your,his,herWhat’s=WhatisI’m=IamMyname’s=Mynameis3)語言目標：What’syourname?MynameisGina.I’mGina.Nicetomeetyou.PeriodoneI.教材分析：這是課本的第一部分，題目是MymaneisGina.有很多學生第一次學習接觸英語，為了調(diào)動他們的積極性，不產(chǎn)畏難情緒，盡量簡單的處理教材。Languagetopic:What’syourname?MynameisGina.Languagestrategies:TalkaboutthenamesMainvocabulary:nameis,meet,his,firstname,lastname,answer,boy,girl.II.語言結(jié)構(gòu):presenttensetobe,whatquestions,Possessiveadj.my,your,his,her.。III.語言功能:詢問姓名及怎樣回答.IV.活動設計：采訪調(diào)查What’syourfirstname?V.Teachingsteps:Step1:Greetings.Step2:Words:LearnthenewwordsA:first,listentotherecorder,thestudentsreadaftertherecorder.B:readthenewwordsaftertheteacher.Step3:1aWriteEnglishwordsforthethingsinthepicture.Howmanythingsdoyouknow?Step4:1bListenandnumbertheconversations.threetimes.Step5:2aListentothefourconversationsandnumbertheconversations(1--4)Step6:2bListenandcirclethenamesyouhear..Step7:3a.readthenames.Writethefirstnamesandthelastnames.Step8:Let’ssumwhatwehavelearnedthisclass.Words:Sentences:Somethingelse:Step9:Homework教后一得：學生學習英語的積極性很高，因為有很多是第一次接觸英語，教師要積極引導，迅速讓學生掌握學習英語的方法。Period2I.教材分析：這是課本的第二部分，活動內(nèi)容比較多，學生對教材很有興趣，例如做學生證，用英語填寫自己的名字。Languagetopic:What’syourname?MynameisGina.What’syourfirstname?Myfirstis.What’syourlastname?Mylastnameis.Languagestrategies:TalkaboutthenamesMainvocabulary:nine,number,phone,card,familyname,firstname.II.語言結(jié)構(gòu):presenttensetobe,whatquestions,Possessiveadj.my,your,his,her.。III.語言功能:詢問姓名(分別問姓和名)及怎樣回答，要求學生分清姓和名.IV.活動設計：采訪調(diào)查What’syourfirstname?V.Teachingsteps:Step1:Greetings.Step2:SinganEnglishsong:Step3:Lookatthepicture.Findthelastnamesandwritethebelow.1.Karen_________.2.Peter__________3.David_________4.Jim___________5.Maria_________Step4:3bLookattheIDcardandanswerthequestions.Name:TanyaName:TanyaLastname:OlpezTelephonenumber535-2375What’shertelephonenumber?What’sherfamilyname?What’sherfirstname?Step5:3cMakeanIDcardforyourselfName:__________Lastname:______Telephonenumber________________PhotoPhotoStep6:Let’ssumwhatwehavelearnedthisclass.Words:Sentences:Somethingelse:Step8:Homework教后一得：這節(jié)英語課，很成功，學習積極參與實踐活動，手腦兼用，高高興興地戴上了自己親手做的IDcard.Period3Selfcheck1.Givethefullformsofthefollowing.寫出下面的非縮略形式。1）What’syourname?____________________________?2)Hisname’sJim.__________________.3)I’mJenny.___________.2.下面是一個學生的電話號碼本中的三頁，按要求完成下列各題。1）ReadthestatementandcircleTfor“true”orFfor“false”.下面的表述對的圈住T，錯的圈住F.(1)HisfirstnameisClinton.TF(2)HislastnameisClinton.TF(3)Histelephonenumberis985-6732.TF(4)Here-mailispeterclinton@.TF(5)Sheisagirl.TF2)Fillintheblanks.根據(jù)下面通訊錄所顯示的內(nèi)容，填上一個適當?shù)脑~完成句子。Example:Sheisagirl.(1)_____firstnameisRita.(2)Her_____nameisHall.(3)Herfaxnumberis_____.(4)Her_____numberis786-4576.(5)Here-mailis_____@163.com.（3)Answerthefollowingquestionsincompletesentences.用完整的句子回答下面的問題。（1）What’shisfirstname?_______________________________________.（2）What’shislastname?_______________________________________.（3）What’shistelephonenumber?_____________________________________.教后一得：初一學生進行書面練習非常重要，要強調(diào)書寫要規(guī)范，方法要掌握。Unit2Isthisyourpencil?教學目的和要求(Teachingaimsanddemands)Excusemebutthesetheygoodthoseboathilltreetheirmuchverymuchallrightallrightmumfriendbrothernicetomeetchildchildrenwelcomeourcomecomeinoh日常交際用語Isthisyour/my/his/herpencil-box?Yes,itis./No,itisn’t.Hereyouare.Where’smy…?Whatarethese/those?They’re…,etc.It’sverygood.Arethese/those/theyEnglishbooks?Yes,theyare./No,theyaren’t.They’retheirbooks.That’sallright.Thankyouverymuch.Thesearemyfriends,KateandherbrotherJim…Welcometoourhome.WhoamI?Doyouknow?WhatnumberisJim’sbus?Comein,please.語法:運用my,your,his,her,its數(shù)詞以及名詞的復數(shù)形式.運用these,those和theyperiod1Step1Revision1.ReviseIseveryoneheretoday?Findout:whoispresent/absent.2.UseflashcardstorevisethenewwordsinUnit5.(girl,boy,man,woman,sister,father,mother,Mr,Mrs,etc.)3.Checkhomework.Step2PrsentationPickupagirl’spenandaskExcuseme.Isthisyourpen?HelphertoanswerYes,itis.SaytotheclassThisisherpen.GivethepentoherandsayHereyouare.HelpthestudenttoanswerThankyou.Repeatwithaboy,sayingThisishispen.Repeatseveraltimeswithdifferentobjects,includingabag,apencil-box,apencil,aneraser,acup,etc.Getallthestudentstoraisetheirpens.Pointtoaboy’spenandhelptheclasssayhispen.Thenpointtoagirl’spenandsayherpen.Repeatthisseveraltimesataquickerspeed.Step3PracticeGetthischaindrillgoing.Ineachcaseastudentshouldpickupanobjectbelongingtothepersonbehindorbesidehimorher,andaskA:Isthisyourbook?B:Yes,itis.A:Hereyouare.B:Thankyou.(PickupanitemfromanotherstudentandaskC)Isthatyoureraser?C:Yes,itis.B:Hereyouare!(Givetheerasertotheowner.)C.Thankyou.(ToD)Isthisher…?Etc.ExplainthatitispolitetosayExcuseme!togetsomeone’sattention.Getthemtorepeatseveraltimes.ThenrepeatthechaindrilladdingExcuseme!Step4PresentationPickupabagbelongingtoagirl,pointtoaboyandsayIsthathisbag?(No,itisn’t.Ithinkit’sherbag.).Giveextraemphasistothewordher.Pickupapenthatbelongstoaboy,pointtoagirl,andaskIsthisherpen?(No,itisn’t.Ithinkit’shispen).Putspecialemphasisonhis.Repeatthisseveraltimeswithdifferentstudentsanddifferentobjects.Step5Look,listenandsay.SBPage26,Pictures1,2and3,SpeechCassetteLesson21.SayOpenyourbookstopage26.Lookandlisten.Playthetapethroughonce.Rewindanddividetheclassintwo–AandB.SayListenandrepeat.Replaythetape,usingthepausebutton.Studentslistenandrepeat.Repeatchangingroles.Noticethespecialemphasisonthewordmyinthelastline.Butwhere’smycup?Step6PairpracticeDividetheclassintogroupsofthree.GetthemtopractisethedialogueswithPictures2and3.Aftertheyhavepractisedonceortwice,getthemtorepeatthedialogueusingotheritemsandtheirownnames.Step7ActingCalloutfourstudents,eachwithfourdifferentobjects.Collecttheobjectsfromthem,andhaveasimilardialogue.TheteacherbeginstosayExcuseme.Isthisyoureraser?(Yes/No.)etc.Continueuntiltheitemsarereturnedtothecorrectowners.Thencalloutfivemorestudents.Letoneofthemcollecttheobjectsandbeginagain.Step8Workbook.SbPage111,WbLesson21.Exx.2-3shouldbedoneinclass.UsethewordsintheboxtosubstitutefortheitalicizedwordsinthedialogueinEx.3.HomeworkFinishofftheWorkbookexercises.WriteExx.1and2intheexercisebook.Note:Whenteachingnewwords,e.g.me,these,tree,meet,please,very,welcome,etc.remindthestudentsofthespellingrulestaughtinthepreviousunit.Fromnowon,thestudentshavetolearnmorewords.HelpthemdealwiththeEnglishspelling.教后一得單詞復數(shù)是本冊的一個重點,也是一個難點.利用本單元的四個教案,通過實物.投影儀,電腦輔助進行教學,很好的解決了這個難點,取得了教好的效果.Period2Step1RevisionAskagrouptoactoutthedialoguesfromPage26withbooks.Ifdesired,askanothergrouptoactwithoutbooks.Checkhoework.GetsomestudentstoreadandactEx.3inWbLesson21.Step2PresentationHoldupabagandaskWhat’sthis?It’sabag.HolduptwobagsandsayWhatarethese?They’rebags.Repeatwithapen/pens,abook/books,abox/boxes,etc.NowgettheclasstoaskandanswerbothquestionsWhat’sthis?What’rethese?Makesurethattheypronouncethepluralformscorrectly.Add/z/forbanana,bagandpen,/s/forbookand/iz/forboxandbus.Alsotheyshouldpronouncethedsinbirdsasonesound/dz/not/d+z/.Step3PracticeChaindrill.Calloutseveralstudentstodemonstrate.A:Whatarethese?(Holdinguptwopens.)B:They’repens.Whatarethese?(Holdinguptwobooks.)C:They’rebooks.What’rethese?(Holdinguptwoboxes.)etc.Organiseachaindrillaroundtheclassinthesameway.Step4PresentationDrawabananaontheBb.AskWhat’sthis?It’sabanana.DrawtwobananasandaskWhatarethese?They’rebananas.Writeoneunderthesinglebananaandtwounderthetwobananas.Repeatuptoten.Step5.Readandsay.SBPage27,Part1,SpeechCassetteLesson22.SayTurntoPage27,Part1.LookatPicture1.What’sthis?HelpthemtoanswerIt’sabanana.AskHowmanycanyousee?One,twoorthree?(One.)LookatPicture2.Whatarethese?(They/They’rebananas.)NoticethattheshortformforTheyareisThey’re.AskHowmanycanyousee,two,threeorfour?(Two.)Repeatwiththeotherpictures.ThenaskWhatcanyouseeinPicture2?Ss:Twobananas.Dothesamefortheotherpicturesinrandomorder.Step6PresentationSBPage27,Part2.Booksclosed.UseflashcardsordrawaquicksketchofacarontheBb.StepawayfromitandusingapointeraskWhat’sthat?(It’sacar.)Repeatwithabird,acat,aneggandacake.Teachatreeandaboat.Nowdrawasecondcar,and,pointingtoitaskWhatarethose?(They’recars.)Repeatwithbirds,eggs,cakes,boatsandtrees.Besuretostandbackandpointwhenyouask,sostudentsaren’tconfusedbytheseandthose.Teachhills,boatsandpicturesinthesameway.GetthestudentstoreadthedialogueinPart2inpairs.Step7AskandanswerSBPage27,Part2.CalloutastudentandaskWhatcanyouseeinthepicture?Whatarethose?Pointtothebirdsinthepicture.They’rebirds.Gethimorhertoaskyouasimilarquestion.Askthestudentstoworkinpairstoaskandanswersimilarquestionsusingthepicture.Step8WorkbookSBPage112,WBLesson22.DoExx.1-3Ex.1containsthenumbersfromonetothirteen.Helpthestudentstospellfourteenandfifteen.Tellthemthenumbersfromthirteentonineteenallendinteen.Theyareallformedbythenumberplusteen,exceptforthirteenandfifteenwhichareslightlydifferent.HomeworkFinishofftheWorkbookexercises.ChooseExx.2or3forwrittenhomework.教后一得單詞復數(shù)是本冊的一個重點,也是一個難點.利用本單元的四個教案,通過實物.投影儀,電腦輔助進行教學,很好的解決了這個難點,取得了教好的效果.Period3Step1Revision1ReviseWhat’sthis?/Whatarethese?(They’re…)likethis:HoldupabagandaskWhat’sthis?(It’sabag.)HolduptwobagsandaskWhatarethese?(They’rebags.)Repeat.Helptheclasstoanswer.Repeatwithpens,books,etc.Gettheclasstoaskquestionsandgiveanswers.Checkfortheuseofpluralforms.ReviseWhat’sthat?/Whatarethose?inasimilarway.Thistimeusepicturesfrommagazines,picturesonthewallorBbdrawingtoemphasizethatthatandthoserefertoitemsthatarenotnear.Chaindrill.Calloutseveralstudentstodemonstrate.A:Whatarethese?(Holdingupthreepens.)B:They’repens.Whatarethose?(Pointingtotreesoutside.)C:They’retrees.Whatarethese?etc.Thengettheclasstocontinuethischaindrill.Step2PronunciationpraticeWritetheselistsontheBboneatatimeandgetthestudentstopractisereadingandpronouncingthemcorrectly.Writethephoneticsymbolsifyouthinktheywillhelpthestudents.1./s/2./z/3./iz/desksbirds/dz/busesbookstreesboxescats/ts/girlsorangesbikesboysAfterwritingeachlist,underlinetheendingsandexplainThesewordshavethe…sound.DoEx.2inWbLesson23.Step3PresentationTakeoutabagwithsomeorangesorpearsinit.Holditupandletseveralstudentsfeelthebag,AskAretheseapples?SomestudentswillsayYes,theyare.OthersmaysayNo,they’renot.StillothersmaysayIthinkthey’re…SmileandsayYoudon’tknow!OpenthebagandsayLook!Theseare(pears).TeachArethose…?Forexample,putasmallpicturewithtwocarsinthecorneroftheroom,andaskArethoseChinese/Japanesecars?Thestudentstrytoguess.TheymayanswerYes,theyare./No,They’renot.Thenbringthepictureclosersothattheycanconfirmthattheyare/arenotChinese/Japanesecars.Step4ReadandsaySBPage28,Part1,SpeechCassetteLesson23.Playthetape.Studentslisten,andthenlistenandrepeat.Gettwoorthreepairstoreadaloudthedialogue.Thengetthestudentstoreadinpairs.Later,getsomestudentstoreadandact.Step5Look,listenandsaySBPage2,part2,SpeechCassetteLesson23.LetthestudentslistentothetapeandthengetthemtopractisethesamewayasinStep4.Putthestudentsingroupsofthree(A,BandC).Later,calloutseveralgroupstoreadthedialogueandactinfrontoftheclass.Step6WorkbookSBPage113,WbLesson23.DoExx.1-3inpairsorally.Thenchecktheanswerswiththewholeclass.Wx.4isoptional.Dothisexerciseifyouthinkyourstudentsareready.Pointtothepictureanddrawthestudents’attentiontothedifferencebetweenwrittenEnglishandChinese,includingthewordorderandtheuseoftheverbtobe.HomeworkFinishofftheWorkbookexercises.RevisethenewlanguageitemsinLessons21,22and23.DoEx.2intheexercisebook.教后一得單詞復數(shù)是本冊的一個重點,也是一個難點.利用本單元的四個教案,通過實物.投影儀,電腦輔助進行教學,很好的解決了這個難點,取得了教好的效果.Period4Step1RevisionCalltheregister.Getthestudentstotalkaboutwhoisnotatschooltoday,etc.Revisethenubmers1-28andteach29and30.Usingflashcards,revisethepluralwordstaughtinthisunit:hills,boats,birds,etc.DoEx.2intheWbLesson23.UsethesamecardstopractiseWhatarethese?Arethese…?Andfurtheraway,Whatarethose?Arethose…?Step2Read,listenandsaySBPage29,Part1,SpeechCassetteLesson24(PhonicReadingWork).FollowthesamestepsasinLesson20.Step2.(PleaseseePages148-167oftheTB.)AsinLesson20,useflashcardsratherthangoingstraighttothebook.Booksclosed.SayListenandplaythetape.Playthetapeagain.SayListenandrepeat.WritetheletterOontheBb,andnexttoitwriteno,hello,those,home,zeroandgo.Studentsreadaloudeachwordinturnasyoupointtoit.ExplainthatinChinesethesewordsallhavetheletterOandthe/eu/sound.Repeattheaboveprocedurewiththewords:6.GetthestudentstoreadandsaytheabovewordsfromtheBbinrandomorder.ThenaskthemtoreadaloudthewordsinSBLesson24,Part1.7.DoEx.1inWbLesson24.Step3.PresentationDrawapictureontheBb.Thereshouldbesixchildren-threeboysandthreegirls.PointtothefirstboyandsayThisisJimGreen.WriteJimGreenunderthepicture.PointtothefirstgirlandsayThisisKateGreen.WriteKateGreenunderthepicture.SayKateisJim’ssister.WriteJim’ssisterunderKate.PointtoJimandsayJimiskate’sbrother.Repeat.Havestudentsrepeatbrotherseveraltimes.NowpointtothenextpictureofaboyandsayWhoisthis?He’sTomRead.Then,pointingtothegirlWhoisthis?SheisAnnRead.Writethenamesbelowthepictures.PointtoAnnagainandaskWhoisshe?HelpastudenttoanswerShe’sTom’ssister.PointtoTomandsayThisisTomRead.Whoishe?HelpastudenttoanswerHeisAnn’sbrother.WriteAnn’sbrotherunderTom’spicture.RepeatwithJoyandDavidSmith.\Whenyouarefinished,sayJimis12,Kateis8,Annis12,Tomis13,Joyis7andDavidis12.Theyareallchildren.WritethewordchildrenontheBb.Askthestudentstoguesswhatthewordmeans.Explainifnecessaryandhavethestudentsrepeatthewordseveraltimes.ThendrawacirclearoundallthepicturesandsayTheyareallchildren.Theyareallfriends,too.WritethewordfriendsontheBb.Havethestudentsguessthemeaningandifnecessary,explain.Step4PresentationCalloutfourstudents–twoboysandtwogirls.Pointtoeachoneandgivehimorheraname.SayKate,Jim,AnnandTom.Askthemtoleavetheroomandtocomeintwoatatime,brotherandsistertogether.WhenthefirsttwocomeinsayHello,Jim.Hello,Kate.Welcometoourclass!WhenthenexttwostudentscomeinsayLook!Thereareyourfriends,AnnandTom.Hello,Ann.Hello,Tom.Welcometoourclass!GetthestudentstorepeatWelcometoourclass.Step5DrillStartachaindrilllikethis.Tellstudentstorememberthenameasyougoaroundtherowspointingtoeachstudentinturn.Say1-Jim,2-Kate,3-Ann,4-Tom,5-Joy,6-David,7-Jim,etc.(NumberthepicturesontheBbinthesamewaytohelp).HelpS1tosayHello,I’mJim.S2:HelloJim.I’mKate.(KateturnstoSeandsays.)Hello,I’,mKate.ThisismyfriendJim.S3:HelloKate.I’mAnn.(AnnturnstoS4.)hello,I’mAnn.ThesearemyfriendsKateandJim.S4:Hello,Ann.I’mTom.(TomturnstoS5.)Hello,I’mTom.ThesearemyfriendsJim,KateandAnn.ContinueinthewayuntilyoureachS6.Student7startsagain.Hello,I’mJim.Andsoon.Step6Look,listenandsaySBPage29,Part2,SpeechCassetteLesson24,.SayTurntoPage29.PlaythedialogueforPicture1.Studentslisten,andthenlistenandrepeat.Explainthatwhenpeopleaddressamotherdirectly,theyusuallysayMumorMom.FathersarereferredtoasDad.GettwoorthreepairstoreadaloudthedialogueonPage29.Thengetthestudentstoreadingroupsofthree.SayLookatpicture2.Whoisthere?Doyouknow?Listen.PlaythedialogueforPicture2.Havestudentslistenandrepeatpayingspecialattentiontothepronunciationofthewordroom.ExplainthemeaninginChinese.Gettwoorthreepairstoreadaloudthedialogue.Thengetthestudentstoreadaloudthedialogue.Thengetthestudentstoreadingroupsofsix.Later,getsomegroupstoreadtheact.Step7ListenandanswerSBPage30,Part3,ListeningCassetteLesson24.SayLookatthepictureonPage30.Whatcanyousee?(JimandLiLei)Wherearethey?Theyareatthebusstop.WriteatthebusstopontheBb.ExplainthatJimandLiLeiareatthebusstop.Jimwantstogohome.SayListen.WhatnumberisJim’sbus?Playthecassettetwice,ifnecessary.Thetextofthetapeisprintedbelow.Ifyoudonothavethetape,readthefollowingtextaloud.ListeningtextJim:Isthatmybus?LiLei:What’snumber?Jim:Ithinkit’s25.LiLei:No,thatisn’tyourbus.Yourbusisnumber29.Jim:Look!Isthatmybus?LiLei:Ithinkitis.Yes,It’sa29bus.Jim:Good.Oh,wherearemybags?Jim:Thanks.Goodbye!LiLei:Goodbye!ThenrepeatthequestionWhatnumberisJim’sbus?(Answer:29)Iftimepermits,playthetapeagain,andgetthestudentstorepeat.HalfofthemcanbeJim,andtheotherhalfLiLei.Step8SayandwriteSBPage30,Part4.Booksclosed.DrawaboatontheBb.SayThisisaboat.WritethesentenceontheBbandthenreaditaloud.Thisisaboat.Havethestudentsrepeat.\Drawthreeboats.SayTheseareboats.WritethesentenceontheBb.SayTheseareboats.Hvethestudentsrepeat.SayTurntoPage30.PointtoPart4.Explainthemodeltothestudents.SayLookatnumber1.Abox.Thisis…Helpastudenttosayabox.SayTheseare…Helpastudenttosayboxes.T:PictureNo.2.Acomputer.Row2Row2:Thisisacomputer.Thesearecomputers.T:PictureNo.3.Anapple.Row4.Row4:Thisisanapple.Theseareapples,etc.Afteryouhavegoneoverallofthewords,getstudentstowritetheanswersintheirbooks.Whentheyhavefinished,askthestudentstoexchangebooksandto“mark”eachother’swork.Remindthemtopayspecialattentiontoboxesandbuses,wherean“es”mustbeaddedinthepluralform.Step9Checkpoint6Revisethepluralfromofthenoun.RefertothenotesonPage182oftheSB.DoWbLesson24,Ex.3.GiveashortdictationasinLesson20.Usesomeofthewords,expressionsandsentencepatternsinthisunit.GivetheSsafewnouns.Getthemtomakethenounsplural.Step10Workbook\SbPage114,WbLesson24.Mostoftheexerciseshelprevisethepluralformofnouns.E.gExx.3and7.Ex.6showsawayoflearningnewwordsbyclassifyingthemaccordingtotheirmeanings.Exx.9and10areoptional.Ex.9providesstudentswithreadingpractice.Ex.10isachantthathelpsthestudentstopractiserhythm.HomeworkFinishofftheWorkbookexercises.教后一得單詞復數(shù)是本冊的一個重點,也是一個難點.利用本單元的四個教案,通過實物.投影儀,電腦輔助進行教學,很好的解決了這個難點,取得了教好的效果.Unit3Thisismysister本課教材分析：Title:Thisismysister.Topic:ThefamilyFunctions:Introducepeople:This/Thatis…These/Thoseare…,Identifypeople:Isthis/that…?Arethese/those…?Structures:Demonstrativesthis,these,those,thatSubjectpronounsI,he,she,theyYes/NoquestionsandshortanswersPluralnounsTargetLanguage(語言目標):Thisismybrother.Issheyoursister?Yes,sheis.No,sheisn’t.Vocabularymother,father,sister,brother,grandmother,grandfather,friend,grandparents,uncle,aunt,cousin,parentsRecyclingHello.Hi.Nicetomeetyou.personalnamesIsthisyour…?Yes,itis.Isthatyour…?No,itisn’t.Learningstrategies PersonalizingMemorizing重點詞匯：familymembersthis/thatthese/thoseis/are語言結(jié)構(gòu)(Structures)：This/Thatis…Isthis/that…?Yes,itis./No,itisn’t.介紹家人，認識辨別他人，家庭成員情況的表述跨學科學習繪畫、家譜、攝影本單元可分為6課時(Sixperiods)。PeriodOneSectionA1a1b2aSectionB12aPeriodTwoSectionA1c2b2c2dGrammarFocusPeriodThreeSectionA:3a,3b,3c,4Groupwork,SectionB2b,2cPeriodFourSectionB3a,3b,3c,4PeriodFiveSelfCheck1,2,3JustforfunPeriodSixTestPeriod1教學范圍：SectionA1a1b2aSectionB12a教學內(nèi)容：Newwords:mother,father,parents,brothers,grandmother,grandfather,friend,sistergrandparents.教學目標：Learnallthenewwordsbyheart.教學重點：單詞的拼寫以及人物之間的關系。教學難點：familytree教學方法：聽說讀寫。教學步驟：Step1:學習重點單詞。1、利用照片，介紹人物關系，認識單詞father,mother,sister,brother,uncle,auntandsoon2.LookatthepictureonPage13andfinish1aMatchthewordswiththepictures.（answers）mothercfatheriparentshbrothersbgrandmotherggrandfatherefriendagrandparentsdsisterfStep2.繼續(xù)學習單詞。完成以下任務：1．1bListenandlookatthepicture.Circlethepeopletheboytalksabout.2．2aListenandcirclethewordsyouhear.motherfathersisterbrothergrandmothergrandfatherfriendgrandparents3．SectionB1Addthewordsintheboxtothefamilytree.sistersoncousingrandfathermotherauntgrandfather/grandmother(1)father/_______uncle/_______(2)(3)daughter/________________(/brother)daughter/_______(4)(5)(6)Step3.復習單詞2aListenandcheckthewordsyouhear.grandfathergrandmothercousinfathermotheruncleauntbrothersister教后一得：本課內(nèi)容圍繞學生的生活，所以學生學起來得心應手，表現(xiàn)出極大的興趣，說明語言來源于生活。Period2教學范圍：SectionA1c2b2c2dGrammarFocus教學目標：TalkaboutDave’sfamilyandmasterGrammarFocus教學重點：句型：Thisis…Theseare…Isthisyoursister?No,itisn’t.Thisismyfriend.ThesearemyfriendsIsthatyourbrother?Yes,itis.Thatismybrother.Thosearemybrothers.復數(shù)形式：thisthesethatthosefriendfriendsbrotherbrothersandsoon.教學難點：指示代詞單詞的復數(shù)形式教學方法：聽說讀寫。教學步驟：復習單詞。2bListenagain.WhichpictureareDaveandLinHaitalkingabout?作出選擇。2.學習句型,弄懂this/these,that/those的意義及區(qū)別。TaketurnstalkingaboutDave’sfamily.A:Thesearehisbrothers.B:That’shissister.Goontalking.3.聽力練習。2bListenagain.Matchthenameswiththepeopleinthepicture.1.Davea2.LinHai3.Anna4.Jeff4.口語對話2cPairwork結(jié)隊活動StudentA,coverthenamesin2b.Askaboutthepeopleinthepicture.StudentB,answerthequestions.2dChangerolesandpracticeagain.5．總結(jié)GrammarFocusIsthisyoursister?No,itisn’t.Thisismyfriend.Thesearemyfriends.Isthatyourbrother?Yes,itis.Thatismybrother.Thosearemybrothers.教后一得：讓學生了解了名詞的數(shù)這個概念，通過圖片和直觀的手段告訴了學生怎樣理解“數(shù)”這個概念，避免了生硬的說教，效果很好。Period3教學范圍：SectionA:3a,3b,3c,4Groupwork,SectionB2b,2c教學內(nèi)容：認識人。教學目標：掌握一般疑問句的問與答。教學重點：句型。eg.IsGuoPengyourbrother?No,heisn’t.Isheyourfriend?Yes,heis.教學難點：活動的有序組織教學方法：Pairwork,groupwok教學步驟：1.3aFillintheblankswithwordsfromthebox.That’sAnnaandthat’sPaul.Issheyour1.sister?Yes,she2.is.Andisheyour3.brother?4.No.He’smyfriend.2.3bPairworkPracticetheconversationwithapartner.Changepartnersandpracticeagain.3.3cWriteyourmother’s,father’s.orfriend’snameontheboard.Theotherstudentsguesswhothepersonis.IsGuoPengyourbrother?No,heisn’t.Isheyourfriend?Yes,heis.4.GroupworkBringsomefamilyphotostoclass.Putthemtogetherinyourgroup.Taketurnsaskingandansweringquestionsaboutthephotos.Isthisyouraunt?Yes,itis.5.SectionB2bListenagain.WhichpictureareDaveandLinHaitalkingabout?6.2cPairworkDrawapictureofyourfamilyandfriends.Tellyourpartneraboutyourpicture.Thesearemyparents.Thisismygrandmother.ThisismyfriendJimFang.教后一得：采用一些舊照片來激發(fā)學生的學習興趣，說明，教師在課堂活動設計中，設計的活動不要脫離學生的生活。Period4教學范圍：SectionB3a,3b,3c,4教學內(nèi)容：Readandwritethenote.教學目標：Cantalkaboutandwriteaboutourfamily教學重難點：人物介紹的條理性。教學步驟：1.3aReadtheletter.DrawapictureofEmma’sfamily.(據(jù)文字提示繪圖)DearMaria,DearMaria,Thanksforthegreatphotoofyourfamily.Hereismyfamilyphoto.Ilovethemverymuch!Seeyousoon.Yourfriend,2．3bLookatthefamilyphoto.Writeanintroductionaboutthepeopleonthebackofthephoto.（據(jù)圖寫文字）3．3cWriteaboutyourownfamily.4.GroupworkPutthephotoandtheletterontheboard.Putthemindifferentplaces.Theotherstudentswillmatchthephotosandletters.5.Guessandguess.Whoseisthisphoto?教后一得：進一步設計活動來完成本單元的教學任務，但切忌避免機械地重復，活動應本著由簡到繁的活動設計原則。Period5教學范圍：SelfCheck1,2,3JustforfunSelfcheckKeywordcheck.Checkthewordsyouknow.thisthatthesethosemotherfatherparentssisterbrothergrandmotherfriendunclegrandfatherauntcousingrandparentssheheWritefivenewwordsinyourVocab-builder.LookatMary’svideoofBeijng.Computertheconversations.fatherMary:Look!motherYou:Mary:grandparentsYou:AreMary:Yes,theyare.cousinsYou:Mary:No,theyaren’t.TheyareJustforfun!Isthatyourgirlfriend?No,itisn’t.It’smycousin.Isthatyourgirlfriend?No,itisn’t.It’smysister.Who’syourgirlfriend?Idon’thaveagirlfriend.教后一得：作為復習性的內(nèi)容，應設計簡明的單元內(nèi)容明細表，讓學生有清晰地認識，同時培養(yǎng)學生總結(jié)和歸納的能力。Unit4Where’s