2024年秋新人教版英語(yǔ)七年級(jí)上冊(cè)英教案

StarterUnit1Hello!【LanguageAbilities】1.Learnhowtogreeteachotherinvarioussettings.2.Reviewthespellingandpronunciationofthe26lettersandidentifythelettersthatcontainthesamephonemes.3.Makeashortconversationwithsomeoneyouwanttoknowbetterindifferentsituations.4.Knowhowtolookupawordinadictionary.【CultureAwareness】1.PerceiveandunderstandthesimilaritiesanddifferencesintheexpressionsbetweenEnglishandChineseininterpersonalcommunication,intermsofnamesandgreetings.2.Beawareofcommonsafeandpolitetopicsforfirst-timecommunication.【QualityofThinking】1.Makepredictionsaccordingtothepictures.2.Infersomeimplicitinformationbasedonthegivenmaterials.【LearningAbilities】1.Activelyparticipateinclassactivities.2.Workwithpartnersoringroups.【ClassHourDivision】TwoperiodsPeriod1SectionA(1a－2d)—Pronunciation(1－4)Period2SectionB(1a－1d)本單元教材以“打招呼”為中心話(huà)題,圍繞著“怎樣和人打招呼？”及“如何開(kāi)始一段對(duì)話(huà)？”進(jìn)行學(xué)習(xí)和運(yùn)用相關(guān)知識(shí)。SectionA主要學(xué)習(xí)和人打招呼的常用表達(dá)及生活中常用的縮略形式,并復(fù)習(xí)26個(gè)英語(yǔ)字母的讀音和書(shū)寫(xiě)。要掌握的重點(diǎn)句型有：Hello！/Hi！/Goodmorning！/What'syourname？/Nicetomeetyou.等。SectionB的重點(diǎn)是要求學(xué)生讀懂兩段小對(duì)話(huà),完成所安排的讀寫(xiě)任務(wù),教師在教學(xué)中應(yīng)合理利用課本上的知識(shí)進(jìn)行教學(xué)。第一課時(shí)SectionA(1a－2d)—Pronunciation(1－4)TeachingObjects【教學(xué)目標(biāo)】1.Greetothersappropriatelyinvarioussettings,usingphraseslike“Hi”“Hello”and“Goodmorning”.2.Knowthespellingandpronunciationofthe26lettersandidentifythelettersthatcontainthesamephonemes.3.Understandandexplainthemeaningsoffiveabbreviationsthatweusealotindailylife.TeachingAids【教學(xué)工具】anEnglishbook,ataperecorderandCAITeachingSteps【教學(xué)步驟】Listeningandspeaking★Step1Leadingin【情景導(dǎo)入】LettheSsdothefollowingthings：1.Workingroupsoffour.EachoftheSsshouldwritedownthreepiecesofinformationabouthimselforherself.2.Twopiecesoftheinformationshouldbetrueandoneshouldbefalse.3.Readoutthethreepiecesofinformationtoyourgroupmembersandaskthemtoguesswhichoneisfalse.★Step2Pre-task【準(zhǔn)備任務(wù)】AsktheSstoreadthetitleofStarterUnit1andSectionA.ThenasktheSs：Canyoupredictwhatwewilllearninthislesson?Possibleanswers：greetingwordsandphrases,andtheirresponses；howtogreetpeopleindifferentsettings.★Step3While-task【過(guò)程任務(wù)】Page1,1a1.LettheSslookatthepicturein1acarefullyandmatchthenameswiththefaces.2.Checktheanswerswiththeclass.3.TelltheSsthattheyarethemaincharactersinourEnglishbook.4.Showthefacesagain,andthenasktheSstoanswerthefollowingquestions.(1)Whatistheirrelationship?(2)IsthereanythingspecialaboutEllaandEmma'srelationship?5.HavetheSssharetheanswers,andthenshowtherightanswers.Answers：(1)Theyareclassmates.(2)Yes,theyaretwins.Page1,1b1.Addtransitionallanguageasfollows：Whenyoucometoanewschool,it'simportanttoknowyourclassmatesandmakefriendswiththem.Greetingothersisthefirststepincommunication.Whatphrasescanyouusetogreetothers?2.AsktheSstodiscusswiththeirpartnersandlistoutthephrases.3.ShowsomephrasestotheSs.(1)generalgreetings：Hello！/Goodmorning/afternoon!—Hi！Howareyou?—Good./Fine./...(2)informalgreetingsamongfriends：—Hi！What'sup？/How'sitgoing?—Good！/Nottoobad./...4.LettheSsgreettheclassmatesaroundthem.Page2,2a1.ShowthedisorderedalphabettotheSs.Thenaskthemtoputthelettersinorder.2.LettheSswritethelettersdownintheirnotebooksandcheckwiththeirpartners.3.PlaytherecordingforthefirsttimeandlettheSslistenandsaytheletters.Page2,2b1.PlaytherecordingforthesecondtimeandlettheSscircletheletterstheyhearin2a.2.Checktheanswerswiththeclass.Page2,2c1.AsktheSstolookatthepictureonPage2andanswerthequestions：(1)Wherearethey?(2)Whoisthewoman?2.LettheSsreadthesentencesin2c.Thenaskthemtoanswerthefollowingquestions.(1)Whatinformationwillyouhearin2c?(2)DoesMsGaoknowthestudentsinthisclass？Howdoyouknow?3.AsktheSstoreadthesentencesintheboxonPage2andtranslatethemintoChinese.4.ExplainthekeysentencesintheboxtotheSs.5.AsktheSstolistentothreeconversationsandthenfillintheblankswiththecorrectsentencesinthebox.6.Checktheanswerswiththeclass.★Step4Post-task【后續(xù)任務(wù)】Page2,2d1.AsktheSstomakeupaconversationtogreeteachother.2.LettheSsdotheactivity：Walkaroundtheclassroomtogettoknowatleastthreenewclassmates.3.GivetheSssomeprompts,suchassomeusefulwords,phrasesandsentences.Pronunciation★Step5Pre-task【準(zhǔn)備任務(wù)】1.Showapictureofakeyboard,andthenasktheSstoanswerquestions：(1)What'sthis?(2)Wherecanweseekeyboards？(Tips：TheTcanlistsomeanswersout)2.AsktheSstoanswerthefollowingquestion.Whatcanyouseeonakeyboard?Possibleanswers：functionkeys,26letters(disordered)★Step6While-task【過(guò)程任務(wù)】Page3,1AsktheSstolistentothe26letters.Findthemonthekeyboard.Thenpractisewithapartner.Page3,21.AsktheSstolistenandrepeatthelettersonpage3.2.ShowtheSstheInternationalPhoneticAlphabet.3.LettheSscirclethevowelsthatappearintheletters.Page3,31.AsktheSstolistentothelettersonpage3andmatchthemwiththepictures.2.Checktheanswerswiththeclass.3.Explainthemeaningoftheseabbreviationsmentionedabove.ThentelltheSsthatpeopleuseabbreviationstomakecommunicationmoreconcise.4.ShowtheSssomeotherusefulabbreviations,suchas：GPS全球定位系統(tǒng)WIFI無(wú)線(xiàn)網(wǎng)絡(luò)USB通用串行總線(xiàn)ATM自動(dòng)取款機(jī)VIP貴賓CEO首席執(zhí)行官DIY自己動(dòng)手AD廣告CCTV中國(guó)中央電視臺(tái)★Step7Post-task【后續(xù)任務(wù)】Page3,4AsktheSstolistenandsingtheABCsongonPage3.★Step8Summary【課堂小結(jié)】AsktheSstousethestudents'self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icangreetothersappropriatelyinvarioussettings.Iknowthespellingandpronunciationofthe26lettersandidentifythelettersthatcontainthesamephonemes.Icanunderstandandexplainthemeaningsoffiveabbreviationsthatweusealotindailylife.★Step9Homework【家庭作業(yè)】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents'book.Teachingreflection【教學(xué)反思】Thisisthefirstlessonofthenewterm.Soitisimportanttodevelopthestudents'goodhabits.Theteachingkeypointofthislessonistogreetothersappropriatelyinvarioussettings.Weshouldgivethestudentsmorechancestopractisetheirspeaking.Atthesametime,weshouldencouragethestudentstousethetargetlanguagepointsinclass.

第二課時(shí)SectionB(1a－1d)TeachingObjects【教學(xué)目標(biāo)】1.Usevariousgreetingexpressionslike“Hello！”and“Howareyou？”tostartaconversation.2.Makeashortconversationwithsomeoneyouwanttoknowbetterindifferentsituations.3.ComparethestructuresofChineseandEnglishnames.TeachingAids【教學(xué)工具】anEnglishbook,ataperecorderandCAITeachingSteps【教學(xué)步驟】★Step1Leadingin【情景導(dǎo)入】1.AsktheSstoansweraquestion：Ifyouwanttomakefriendsinyourclassorgrade,orifthere'ssomeoneyou'dliketogettoknowbetter,whatwouldbethefirstthingyoucouldsaytostartaconversation?2.GivetheSssomethinkingprompts：(1)Thinkaboutwhoyouwanttotalktoorbefriendswith.(2)Considerwhatyourfirstsentencemightbe.(3)Shareyourideaswithapartner.★Step2Pre-task【準(zhǔn)備任務(wù)】Page4,1a1.LettheSsticktheexpressionsthatstartaconversation.2.Checktheanswerswiththeclass.Thenaskthemtoanswerthefollowingquestion：Inwhatsituationdoweusetheseexpressions?(1)Howareyou?(2)Nicetomeetyou.(3)Goodbye3.AsktheSstohaveadiscussion.Thenchoosesomestudentstosharetheanswers.Finally,showtherightanswers.★Step3While-task【過(guò)程任務(wù)】Page4,1b1.LettheSslookatthepictures.Thenaskthemtoanswerthefollowingquestion：Wheredothetwoconversationstakeplace?Picture1：intheclassroomPicture2：inthehallway2.AsktheSstoreadtheconversationsandfindouthowpeoplestarttheirconversations.Answers：(1)Goodmorning.MayIhaveyourname?(2)Hello,WangYaming！Howareyou?3.ExplaintheusageofthetwosentencestotheSs.Thefirstoneisusedtostartaconversationwhenyoumeetsomeoneforthefirsttime.Thesecondoneisusedtogreetsomeoneyouknow.4.ShowthetwopicturestotheSsandaskthemtoanswerthequestion：What'sthedifferencebetweenthefirstconversationandthesecondone?5.Checktheanswerswiththeclass.Picture1：EmmaandTengFeidon'tknoweachother.Theyaskpolitelyforeachother'sname.Picture2：HelenandYamingjustknoweachother'sname.Theygreeteachotheraftertheymeet.Page5,1c1.AsktheSstoreadtheconversationsin1bagainandfillintheblankswiththecorrectresponsesinthebox.2.Checktheanswerswiththeclass.3.ShowConversation1in1btotheSsandaskthemtounderlinethekeysentences.ThenexplainthekeysentencesinEnglish.4.ShowConversation2in1btotheSsandaskthemtounderlinethekeysentences.ThenexplainthekeysentencesinEnglish.Page5,1dAsktheSstocompletetheconversations.Thenaskthemtorole-playtheconversationswithapartner.★Step4Post-task【后續(xù)任務(wù)】1.AsktheSstomakeashortdialogue.TheSscandoasfollow：(1)Pairupwithaclassmate.(2)Pretendyou'reatschool,likeinthehallway,library,canteen,etc.(3)Taketurnsbeingtheonetostartaconversation.(4)Useeasygreetingstobegin,forexample,“Hi,Iseeyouaround.What'syourname？”or“Hey,how'sitgoing？”(5)Chatforabit,andthenswitchroles.(6)Talkaboutthebestwaystostartconversations.2.Givethemsomeprompts.Howcanyoustartaconversationifyoumeetsomeone：inthelibrary；ontheplayground；inthecanteen；inaschoolevent...3.Startingaconversationisaboutfittingthesceneandfindingsomethingtotalkabouttogether.★Step5Languagepoints【語(yǔ)言要點(diǎn)】1.startv.開(kāi)始；著手常見(jiàn)用法：starttodo/doingsth.開(kāi)始做某事。2.YoucancallmeEmma.你可以叫我?，?。(1)can為情態(tài)動(dòng)詞,此處表示許可,后接動(dòng)詞原形。can還可表示能力和請(qǐng)求。(2)call作動(dòng)詞,此處意為“稱(chēng)呼”?！就卣埂縞all作動(dòng)詞時(shí),還可意為“(給)打電話(huà)”。3.I'mfine,thankyou.我很好,謝謝你。(1)fine作形容詞,意為“健康的；美好的”。常用來(lái)指身體狀況和天氣狀況好。(2)thank和thanks：thank為動(dòng)詞,常用“thanksb.”,意為“謝謝某人”。thanks為名詞,只用復(fù)數(shù),可單獨(dú)使用。4.Let'sgotoclass.(讓)我們?nèi)ド险n吧。(1)let's是letus的縮寫(xiě)形式,后接動(dòng)詞原形,表示“我們(一起)做某事吧！”【拓展】letsb.(not)dosth.意為“讓某人(不要)做某事”,let后跟人稱(chēng)代詞作賓語(yǔ)時(shí),需用其賓格形式。(2)go是不及物動(dòng)詞,表示“去某地”用“goto(the)＋地點(diǎn)名詞”；如果接地點(diǎn)副詞,用“go＋地點(diǎn)副詞”,如,gohome(回家)。★Step6Summary【課堂小結(jié)】AsktheSstousethestudents'self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icanusevariousgreetingexpressionslike“Hello！”and“Howareyou？”tostartaconversation.IcanmakeashortconversationwithsomeoneIwanttoknowbetterindifferentsituations.IcancomparethestructuresofChineseandEnglishnames.★Step7Homework【家庭作業(yè)】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents'book.Teachingreflection【教學(xué)反思】Inthisperiod,themostimportantthingisreading.Weshouldtellthestudentstounderstandtheconversationswiththehelpofthepictures.Atthesametime,weshouldalsohelpthemanalysethedifferencesoftheconversations.StarterUnit2KeepTidy!【LanguageAbilities】1.Reviewthecolourwords.2.Pronouncea/eI/,e/i?/,i/aI/,o/??/andu/ju?/correctlyandrememberthelettersandlettercombinationsthatrepresentthem.3.Findtheobjectsaccordingtothedescription.4.Talkaboutthecoloursandlocationsofthings.【CultureAwareness】Developstudents'goodhabitsofkeepingtidy.【QualityofThinking】1.Makepredictionsaccordingtothepictures.2.Inferthepsychologicalandbehaviouralmotivationsofcharactersbasedonthegivenmaterials.【LearningAbilities】1.Developtheawarenessandabilitytolearncooperatively.2.Organiseandsummarisethelearnedcontent,graspthekeyanddifficultpoints.【ClassHourDivision】TwoperiodsPeriod1SectionA(1a－2e)－Pronunciation(1－4)Period2SectionB(1a－1d)本單元教材以“保持干凈整潔”為中心話(huà)題,圍繞著“你有哪些東西？”和“你把東西放在什么地方？”進(jìn)行學(xué)習(xí)和運(yùn)用相關(guān)知識(shí)。SectionA主要復(fù)習(xí)表示物品顏色的單詞以及從聽(tīng)力中獲取關(guān)于物品的顏色信息。要掌握的重點(diǎn)句型有：—Whatdoyouhave...？—Ihave...—Whatcolourisit/arethey？—It's/Theyare...等。SectionB的重點(diǎn)是要求學(xué)生讀懂兩段小對(duì)話(huà),完成所安排的讀寫(xiě)任務(wù),教師在教學(xué)中應(yīng)合理利用課本上的知識(shí)進(jìn)行教學(xué)。第一課時(shí)SectionA(1a－2e)—Pronunciation(1－4)TeachingObjects【教學(xué)目標(biāo)】1.Recognisethecolourwords.2.Pronouncea/eI/,e/i?/,i/aI/,o/??/andu/ju?/correctly,andrememberthelettersandlettercombinationsthatrepresentthem.3.Talkaboutthenewthingsyouhaveusingthetargetstructures.TeachingAids【教學(xué)工具】anEnglishbook,ataperecorderandCAITeachingSteps【教學(xué)步驟】Listeningandspeaking★Step1Leadingin【情景導(dǎo)入】1.ShowthetitleofStarterUnit2andSectionAtotheSs.Thenaskthemtopredictwhatwewilllearninthislesson.2.Listprobableanswers.★Step2Pre-task【準(zhǔn)備任務(wù)】Page7,1a1.AsktheSstolookatthepictureonpage7andanswerthefollowingquestions.(1)Wherearethey？(2)Whatarethey?2.AsktheSstolookatthepicturemorecarefullyandmatchthethingswiththenames.3.Checktheanswerswiththeclass.Page7,1bAsktheSstoworkinpairs,andthentalkaboutwhattheyhaveintheirschoolbagusingthefollowingsentences.—Whatdoyouhaveinyourschoolbag?—Ihave...Page8,2a1.AsktheSstoexplainthemeaningsofthecolourwords.2.Letthemmatchthecolourwordswiththepictures.3.Checktheanswerswiththeclass.Page8,2bShowthethingstotheSsandaskthemtomakeshortconversationsasfollow：(1)A：What'sthis？B：It's...A：Whatcolouristhecap?B：It's...(2)A：Whatarethese?B：They're...A：Whatcolouraretheerasers?B：They're...★Step3While-task【過(guò)程任務(wù)】Page8,2c1.ShowthethingstotheSsandaskthemtoidentifythethings.2.Letthemlistentotheconversationsandcolourthethings.3.Checktheanswerswiththeclass.Page8,2d1.AsktheSstolistenagain,payattentiontothecolourwordsandcompletethesentences.2.Checktheanswerswiththeclass.3.ShowthetapescriptstotheSsandaskthemtounderlinethecolourwords.★Step4Post-task【后續(xù)任務(wù)】Page8,2e1.AsktheSstotalkaboutthenewthingstheyhaveusingthefollowingstructures.A：Ihave__________________________________________________________________.B：Whatcolourisit/arethey?A：It's/They're_______________________________________________________________.2.Letsomestudentssharetheiranswers.Pronunciation★Step5Pre-task【準(zhǔn)備任務(wù)】Page9,11.ShowthewordsonPage9totheSs,thenaskthemtotrytoreadthemandpayattentiontothesounds.2.LettheSslistentothetapeandrepeat.Payattentiontothesounds.3.Explainthemethodofpronunciationof/eI/,/i?/,/aI/,/??/and/ju?/.4.AsktheSstoreadthewordsagain.★Step6While-task【過(guò)程任務(wù)】Page9,2ShowthewordstotheSsandaskthemtotrytoreadthewordsbythemselves.Thenletthemcircletheword(s)withthesoundineachgroup.Page9,31.ShowthewordstotheSsandaskthemtotrytoreadthewordsfreely.2.LettheSslistentothewordsandpractisereadingthewords.★Step7Post-task【后續(xù)任務(wù)】Page9,41.ShowthepicturetotheSsandaskthemtoanswerthefollowingquestions.(1)Whataretheydoing?(2)Howistheweather?2.AsktheSstolistentothetapeandreadthechantaloud.★Step8Summary【課堂小結(jié)】AsktheSstousethestudents'self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icanrecognisethecolourwords.Icanpronounce/eI/,/i?/,/aI/,/??/and/ju?/correctly,rememberthelettersandlettercombinationsthatrepresentthem.IcantalkaboutthenewthingsIhaveusingthetargetstructures.★Step9Homework【家庭作業(yè)】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents'book.Teachingreflection【教學(xué)反思】Inthisperiod,webegintolearnthepronunciationofvowels.Besidestheexercisesinthetextbook,weshouldoffermorematerialstohelpthemexercise.第二課時(shí)SectionB(1a－1d)TeachingObjects【教學(xué)目標(biāo)】1.Talkaboutthecolourandlocationofthings.2.Guesstheobjectaccordingtothedescription.TeachingAids【教學(xué)工具】anEnglishbook,ataperecorderandCAITeachingSteps【教學(xué)步驟】★Step1Leadingin【情景導(dǎo)入】AsktheSstoanswerthequestion：Wheredoyouputyourthings?★Step2Pre-task【準(zhǔn)備任務(wù)】Page10,1a1.ShowthepicturetotheSsandaskthemtocompletethesentenceswiththewordsinthebox.2.AsktheSstoanswerthequestion：Isthisroomtidyornot?★Step3While-task【過(guò)程任務(wù)】Page10,1b1.AsktheSstolookatthetwopicturesandanswerthefollowingquestions.(1)Wherearethey？(2)Whataretheydoing?2.AsktheSstoreadthetwoconversations,andthenfindthecapandglassesinthepictures.Page11,1c1.LettheSslookthroughthequestionsin1c,andthenreadtheconversationsin1bagain.2.AsktheSstounderlinethekeysentencesrelatedtotheanswersinthetwoconversationsin1b,andthenchoosethecorrectanswers.★Step4Post-task【后續(xù)任務(wù)】Page11,1dAsktheSstowriteabouttheirthings.First,showsomeexamplestotheSs.Thenaskthemtofillintheblanksaccordingtotheexamples.Finally,asktheSstowriteabouttheirownthingsfreely.★Step5Languagepoints【語(yǔ)言要點(diǎn)】1.pairn.雙；對(duì)；副常見(jiàn)用法：apairof＋復(fù)數(shù)名詞,意為“一雙/對(duì)/副”,作主語(yǔ)時(shí),謂語(yǔ)動(dòng)詞用第三人稱(chēng)單數(shù)形式。2.辨析no與notno作副詞,常用來(lái)對(duì)一般疑問(wèn)句作否定回答,可單獨(dú)使用,反義詞為yes。【拓展】no還可作形容詞,用于名詞前,表示“沒(méi)有”。not作副詞,常位于系動(dòng)詞be、助動(dòng)詞或情態(tài)動(dòng)詞后,構(gòu)成否定結(jié)構(gòu),不可單獨(dú)使用。3.needV.需要常用表達(dá)：needsb./sth.需要某人/某物；needtodosth.需要做某事。4.Oh,waitaminute.哦,等一下。wait作動(dòng)詞,意為“等待；等候”。常用結(jié)構(gòu)：waitforsb./sth.等待某人/某物；can'twaittodosth.迫不及待做某事?！颯tep6Summary【課堂小結(jié)】AsktheSstousethestudents'self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icantalkaboutthecolourandlocationofthings.Icanguesstheobjectaccordingtothedescription.★Step7Homework【家庭作業(yè)】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents'book.Teachingreflection【教學(xué)反思】Inthisperiod,usethequestion“Wheredoyouputyourthings？”toleadinreadingandencouragetheSstosharetheiranswers.Atthesametime,helpthemdevelopthegoodhabitsofkeepingtidybyreadingthetwoconversations.StarterUnit3Welcome!【LanguageAbilities】1.Reviewthenumbersfromonetofifteen.2.Talkabouttheplantsandanimalsusingthetargetstructures.3.Gainsomebasicinformationaboutthefarmaccordingtothetext.4.Drawapictureofyourownfarm.【CultureAwareness】Enrichstudents'knowledgeaboutanimalsandplantsanddeveloptheirinterestinnature.【QualityofThinking】1.Makepredictionsaccordingtothepicturesandtitles.2.Infersomeimplicitinformationbasedonthegivenmaterials.【LearningAbilities】1.Developtheawarenessandabilitytolearncooperatively.2.Organiseandsummarisethelearnedcontent,graspthekeyanddifficultpoints.【ClassHourDivision】TwoperiodsPeriod1SectionA(1a－2d)－Pronunciation(1－4)Period2SectionB(1a－1e)本單元教材以“歡迎”為中心話(huà)題,圍繞著“庭院里有趣的事物”和“農(nóng)場(chǎng)里有趣的事物”進(jìn)行學(xué)習(xí)和運(yùn)用相關(guān)知識(shí)。SectionA主要復(fù)習(xí)表示數(shù)字的單詞以及從聽(tīng)力中獲取關(guān)于動(dòng)植物的信息。要掌握的重點(diǎn)句型有：—What'sthis/that？—It's.../—Whatarethese/those？—They're.../—Howmany...canyousee？—Icansee...等。SectionB的重點(diǎn)是要求學(xué)生讀懂一篇Peter介紹自己叔叔農(nóng)場(chǎng)的文章,完成所安排的讀寫(xiě)任務(wù),教師在教學(xué)中應(yīng)合理利用課本上的知識(shí)進(jìn)行教學(xué)。第一課時(shí)SectionA(1a－2d)—Pronunciation(1－4)TeachingObjects【教學(xué)目標(biāo)】1.Recognisethenumbersfromonetofifteen.2.Getdetailedinformationfromthelisteningmaterial.3.Talkabouttheplantsandanimalsusingthetargetstructures.4.Pronouncea/?/,e/e/,i/I/,o/?/andu/?/correctly,andrememberthelettersandlettercombinationsthatrepresentthem.TeachingAids【教學(xué)工具】anEnglishbook,ataperecorderandCAITeachingSteps【教學(xué)步驟】Listeningandspeaking★Step1Leadingin【情景導(dǎo)入】ShowthetitleofStarterUnit3andSectionAtotheSs.Thenaskthemtopredictwhattheywilllearninthislesson.Possibleanswers：introducetheyardtoothers.★Step2Pre-task【準(zhǔn)備任務(wù)】Page13,1a1.ShowthepicturetotheSsandaskthemtoanswerthefollowingquestions.(1)What'sthat？(2)Whatarethese?2.Matchtheplantsandanimalswiththeirnames.Page13,1bLettheSstalkabouttheplantsandanimalsinthepicturein1ausingthetargetstructures.★Step3While-task【過(guò)程任務(wù)】Page14,2aAsktheSstolistentothenumbersandrepeat.Page14,2b1.LettheSslistenandwritedownthenumberstheyhear.2.Checktheanswerswiththeclass.Page14,2c1.AsktheSstolistentothethreeconversationsandcirclethecorrectanswers.2.Checktheanswerswiththeclass.★Step4Post-task【后續(xù)任務(wù)】Page14,2dAsktheSstotalkabouttheplantsandanimalsinthepicturein1ausingthefollowingsentencepatterns.A：What'sthat?B：It's______________________________________________________________________.A：Whatarethose?B：They're_________________________________________________________________.A：Howmany___________________________________________________canyousee?B：Icansee_______________________________________________________________.Pronunciation★Step5Pre-task【準(zhǔn)備任務(wù)】Page15,11.ShowthewordstotheSsandaskthemtotrytoreadthemandpayattentiontotheboldletters.2.LettheSslistentothetapeandthenrepeat.Tellthemtopayattentiontothesounds.3.Explainthemethodofpronunciationof/?/,/e/,/I/,/?/and/?/.4.AsktheSstoreadthewordsagain.★Step6While-task【過(guò)程任務(wù)】Page15,21.ShowthewordstotheSs,andthenaskthemtotrytoreadthewordsfreely.2.LettheSslistentothewordsandputthemintothecorrectgroups.3.Checktheanswerswiththeclass.★Step7Post-task【后續(xù)任務(wù)】Page15,31.ShowthewordstotheSs,andthenaskthemtotrytoreadthewordsfreely.Tellthemtopayattentiontothesounds.2.LettheSslistentothewordsandputthemintothecorrectgroups.3.Checktheanswerswiththeclass.Page15,41.ShowthepicturetotheSs,andthenaskthemtoanswerthefollowingquestions.(1)Whereistheboy？(2)Whatistheboydoing?2.LettheSslistentothetapeandthenreadthechantaloud.★Step8Summary【課堂小結(jié)】AsktheSstousethestudents'self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icanrecognisethenumbersfromonetofifteen.Icangetdetailedinformationfromthelisteningmaterial.Icantalkabouttheplantsandanimalsusingthetargetstructures.Icanpronounce/?/,/e/,/I/,/?/and/?/correctly,andrememberthelettersandlettercombinationsthatrepresentthem.★Step9Homework【家庭作業(yè)】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents'book.Teachingreflection【教學(xué)反思】Thetopicofthelessonistointroducetheplantsandanimalsinayard.WecanasktheSstotalkabouttheplantsandanimalsbyusingthetargetsentences“—What'sthat？—It's...”“—Whatarethose？—They're...”and“—Howmany...canyousee？—Icansee...”.

第二課時(shí)SectionB(1a－1e)TeachingObjects【教學(xué)目標(biāo)】1.GetsomebasicinformationaboutPeter'suncle'sfarmfromthetext.2.WriteaboutPeter'suncle'sfarminyourownwords.TeachingAids【教學(xué)工具】anEnglishbook,ataperecorderandCAITeachingSteps【教學(xué)步驟】★Step1Leadingin【情景導(dǎo)入】ShowthetitleofSectionBtotheSsandaskthemaquestion：Whatarewegoingtolearninthislesson?Possibleanswer：thingsonafarm.★Step2Pre-task【準(zhǔn)備任務(wù)】Page16,1a1.AsktheSstolookatthepictureonPage16andtickthethingstheysee.2.Checktheanswerswiththeclass.★Step3While-task【過(guò)程任務(wù)】Page16,1b1.ShowthepicturetotheSsandaskthemtoanswerthefollowingquestions.(1)What'sitsform？(Answer：Apicture.)(2)Whatisitabout？(Answer：Afarm.)2.LettheSsreadthetextandcirclethethingsPetertalksaboutinthepicturein1a.Page17,1c1.LettheSslookthroughthequestionsin1cfirst,thenreadthetextin1bagainandcompletethesentences.2.AsktheSstodiscusstheiranswerswiththeirclassmates,andthenchoosesomestudentstochecktheanswers.Page17,1dBesidesthethingsmentionedinthepassagein1b,asktheSstotalkaboutwhatelsetheycanseeinthepicturein1afromthefollowingaspects.1.Whatelsecanyouseeonthefarm?2.HowmanyofthemdoesPeter'sunclehave?3.Whatcolourisit/arethey?★Step4Post-task【后續(xù)任務(wù)】Page17,1e1.LettheSswriteaboutthefarmin1aintheirownwords.2.ShowasampletotheSsandasktheSstofillintheblanks.3.LettheSsdiscusstheiranswerswiththeirpartners.4.Checktheanswerswiththeclass.★Step5Languagepoints【語(yǔ)言要點(diǎn)】1.look的用法◆作實(shí)義動(dòng)詞,意為“看”,強(qiáng)調(diào)看的動(dòng)作。如需強(qiáng)調(diào)看的對(duì)象,要和at連用,即lookatsb./sth.。◆作系動(dòng)詞,意為“看起來(lái)”,后跟形容詞。2.kindn.種類(lèi)常用短語(yǔ)：akindof“一種”,修飾可數(shù)名詞單數(shù)或不可數(shù)名詞；differentkindsof“不同種類(lèi)的”,修飾可數(shù)名詞復(fù)數(shù)或不可數(shù)名詞。allkindsof“各種各樣的”,修飾可數(shù)名詞復(fù)數(shù)或不可數(shù)名詞?！就卣埂縦ind還可作形容詞,意為“體貼的；親切的”。常用短語(yǔ)：bekindtosb.“對(duì)某人友好”3.辨析home與house◆home指家庭成員在一起生活的地方,強(qiáng)調(diào)歸屬感?！鬶ouse主要指建筑物住宅,可以包含若干個(gè)房間。4.likev.喜歡常見(jiàn)用法：likesb./sth.喜歡某人/某物；liketodo/doingsth.喜歡做某事?！颯tep6Summary【課堂小結(jié)】AsktheSstousethestudents'self-assessmentformtocheckwhattheyhavelearnedinthislesson.IcangetsomebasicinformationaboutPeter'suncle'sfarmfromthetext.IcanwriteaboutPeter'suncle'sfarminmyownwords.★Step7Homework【家庭作業(yè)】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents'book.Teachingreflection【教學(xué)反思】ThisisthelastlessonofStarterUnits.Inthisperiod,wecanguidetheSstoguessthescenebyreadingthetext.Atthesametime,wecansummarisethelanguagestyleofthetext.Unit1YouandMe【LanguageAbilities】1.Beabletointroduceyourselfandothers.2.Talkaboutpersonalinformationwiththesimplepresenttense(be).3.Knowhowtomakeyourownpersonalprofile.【CultureAwareness】1.PerceiveandunderstandthesimilaritiesanddifferencesintheexpressionsbetweenEnglishandChineseininterpersonalcommunication,suchasnamesandgreetings.2.Beawareofcommonandpolitetopicsforfirst-timecommunication.【QualityofThinking】1.Makepredictionsaccordingtothepicturesandpriorknowledge.2.Infersomeimplicitinformationbasedonthegivenmaterials.【LearningAbilities】1.Learntoexplorelearningingroupsandcompletetheproject.2.Beabletosummarisethedifficultpointsoflearningafterclass.【ClassHourDivision】FourperiodsPeriod1SectionA(1a－1d)—Pronunciation(1－2)Period2SectionA(2a－2e)Period3GrammarFocus(3a－3d)Period4SectionB(1a－2b)本單元教材以“怎樣交新朋友”為中心話(huà)題,圍繞著“怎樣認(rèn)識(shí)彼此？”和“需要了解一個(gè)新朋友的哪些方面？”進(jìn)行學(xué)習(xí)和運(yùn)用相關(guān)知識(shí)。SectionA主要學(xué)習(xí)關(guān)于了解彼此的常用表達(dá)。應(yīng)掌握句型：Hello！I'm...MayIhaveyourname？/Hi！I'm...Nicetomeetyou./—Goodmorning！I'm...Areyou...？—Goodmorning！Yes,Iam./No,I'm...等。SectionB的重點(diǎn)是要求學(xué)生讀懂兩封電子郵件,完成所安排的讀寫(xiě)任務(wù),教師在教學(xué)中應(yīng)合理利用課本上的知識(shí)進(jìn)行教學(xué)。第一課時(shí)SectionA(1a－1d)—Pronunciation(1－2)TeachingObjects【教學(xué)目標(biāo)】1.GetdetailedinformationaboutPeter,MeimeiandEllathroughlistening.2.Knowhowtogettoknoweachother.3.Pronounce/i?/,/I/,/e/and/?/correctly,andrememberthelettersandlettercombinationsthatrepresentthem.TeachingAids【教學(xué)工具】anEnglishbook,ataperecorderandCAITeachingSteps【教學(xué)步驟】Listeningandspeaking★Step1Leadingin【情景導(dǎo)入】1.ShowthephotoonPage19totheSs.Thenaskthemtolookandshare：(1)Whoarethepeopleinthephoto?(2)Wherearethey?(3)Howdoyouthinktheyfeel?2.Letthestudentsdiscussthem.Asksomestudentstosharetheiranswers.★Step2Pre-task【準(zhǔn)備任務(wù)】Page20,1aFirst,askthestudentstotranslatetheexpressionsin1aintoChinese.Thenaskthemtoticktheexpressionstheyknow.Page20,1b1.ShowthetwopicturesonPage20totheSs.Thenaskthemtoguess：(1)Wherearethey?(2)Whataret