人教版初中英語七年級上冊全套教案

PAGE218人教新目標英語七年級上教學計劃一學生情況分析（學生62人，其中男生：36人，女生：26人）1．學習水平不均有的學生對小學英語比較重視，學得很好；但有的學生或學校不重視，學得很不好，還有幾個甚至完全沒有學過。有的學生筆試不錯，但語音、語調、書寫都有待加強。因此，整個班級的英語水平很不平衡，給日常教學帶來諸多的不便，提高了難度。2．學習習慣不好學生剛剛從小學進入初中，處于一個銜接的階段，學習任務加重，學習的習慣不是很好，沒有形成一定的適合自己的方法，都有待改善。總之，既要避免好生吃不飽的現(xiàn)象，又要努力把目前英語有欠缺的學生拉上去，激發(fā)他們的興趣和信心，趕上中上的水平學生。在今后的教學中應該注重培養(yǎng)、激發(fā)興趣，教給學生學習的方法，從學生的學習興趣、學習能力、生活經驗和認知水平出發(fā)，倡導體驗、實踐、參與與交流的學習方式和任務型的教學途徑，發(fā)展學生的綜合語言運用能力，使語言的學習過程成為學生形成積極的情感態(tài)度、主動思維和大膽實踐、提高跨文化意識和形成學生自主學習能力的過程，這是新課標和新目標英語的要求。教學措施和輔助二課時總安排總共100課時：授課課時復習課時測試課時機動課時三．教材總體目標、單元要求及重難點Thegoal:ThegoalofGoforitistomakelanguageastep-by-stepprogressionthatbuildsconfidenceandleadstoopen-endedactivitieswherestudentscanactivelyrelatelearningtotheirpersonallives.GoForIt!是以《英語課程標準》為依據(jù)，以學生的英語語言綜合運用能力為目標。不僅以語言知識、語言技能為重點，而且更注重學生的學習策略、情感態(tài)度和文化意識。教學內容的處理和取舍靈活開放，只要教師從學生的實際水平和語言能力出發(fā)，任何教學內容的調整或取舍，任何教學步驟的安排都是可行的?！癐sometimesgotothelasttodothegroupworkfirst…Itdependsontheteachers’knowledgeofthestudentsactuallanguageability…”(DavidNunan)；提倡教師結合學生實際，充分利用學生、教師本身和環(huán)境中一切可以利用的資源，豐富教學內容，創(chuàng)造運用英語的機會，注意多渠道開發(fā)教學資源?！癉on’tusejustthetextbook.Anythinginreallifethatconnectandappropriatetothelessoncanbeusedasteachingresources.”(DavidNunan)；提倡任務型語言教學，教學進度整體把握，教學形式不拘一格；課堂以學生為主體，以任務為主線，重視體驗參與，課后訪談調查，讀寫扎記，重視語言運用；正視個體差異，倡導過程激勵，以多層次、多角度、多主體的結果與過程并重的評價方式激勵進步。

Thekeypointsofeachunit:TopicFunctionsStructuresU1MakingnewfriendsIntroduceyourselfGreetpeopleAskforandgivetelephonenumbersPresenttensetobeWhatquestionsProssessiveadjectives:my,your,his,herU2Thingsintheclassroom

IdentifyownershipsDemonstratives:this,thatWhatquestionsandYes/NoquestionsHowdoyouspellpen?U3ThefamilyIntroducepeopleIdentifypeopleDemonstratives:these,thoseSubjectpronouns:I,he,sheYes/NoquestionsPluralnounsU4ThingsaroundthehouseTalkaboutwherethingsareWherequestionsandYes/NoquestionsPrepositions:on,in,underSubjectpronouns:theyU5SpendingtimewithfriendsAskandanswerquestionsaboutownershipMakesuggestionsPresenttensetohaveYes/Noquestionsandshortanswers:let’sAdjectivesofqualityU6

FoodTalkaboutlikesanddislikesPresenttensetolikeYes/NoquestionsandshortanswersAffirmativeandnegativestatementsU7ShoppingAskaboutpricesTalkaboutclothingThanksomeoneDemonstratives:this,that,these,thoseHowmuchquestionsU8DatesTalkaboutdatesWhenquestionsProssessive“s”Howoldareyou?U9

MoviesTalkaboutpreferencesMakeplansPresenttensetowantYes/Noquestionsandshortanswers:AdjectivesofqualityU10JoiningaclubTalkaboutabilitiesModalverbcanYes/Noquestionsandshortanswers:AffirmativeandnegativestatementsWhatquestionsU11DailyroutinesTalkaboutdailyroutinesAskaboutandsaytimesWhenquestionsWhattimeisit?AdverbsoffrequencyU12SchoolsubjectsTalkaboutpreferencesGivereasonsWhatquestionsWhyquestionsWhoquestionsAdjectivesofquality四、教材分析新目標任務型教學的特色理念：《新目標英語》是以任務為基礎的語言教學，在教材的設計上，遵循了自然言語、情境真實性、語言形式為交流功能性服務、層層深入階梯型發(fā)展語言能力、在做中學等最新教學原則和理念，注重引導學生體會文化差異，培養(yǎng)學生自主學習能力，完全符合教育部的《義務教育階段英語課程標準》的要求。本教材的教學理念：“知識用于行動”，強調“語言應用”，培養(yǎng)“創(chuàng)新、實踐能力”，發(fā)展“學習策略”。人教社《新目標英語》教材的幾大特色：A.圖文并茂。一幅副充滿情趣，幽默生動的畫面，令你眼睛一亮。它不僅版面設計充滿新意，而且在內容和結構方面更富有創(chuàng)意更具時代感，更有現(xiàn)代氣息，更加貼近學生的生活。學生一拿到課本后都愛不釋手，迫不及待地翻閱。B.實用性強。每個單元的選材都來源于學生的學習和生活。緊緊地與學生的年齡特征、認知結構、生活經驗聯(lián)系在一起。如第一冊的十四個話題：認識新朋友、教室里的物品、家庭成員、食品、購物、電影、參加社團、生活習慣、學習科目、國家與語言。第二冊的十二個話題：鄰居、動物、足球、職業(yè)、周末活動、音樂、人物性格與外貌、天氣、節(jié)日、度假與休閑、流行文化、規(guī)章制度與日常生活。由于這些都是學生熟悉的話題，生活中經常碰到的事情，所以學生容易接受，學習熱情自然也高。使教學活動由“要我學”轉變?yōu)椤拔乙獙W”。C.注重交際。針對中國學生學英語普遍存在的“聾啞病”，教材設計了大量的聽說讀寫材料。每個單元都有語言活動，且內容不同，形式多樣，學生對這些活動充滿興趣，所以大家都能情緒高昂地參加pairwork,groupwork,games等活動。學生們充滿了自信，開心地練習說英語，教室里常常充滿了歡歌笑語。同學們都喜歡上英語課，他們能為學以致用而感到興奮，同時也體驗到了學習語言的快樂。D.詞匯量大。第一冊有詞匯700個左右，第二冊約450個，第三冊約450個，第四冊約400個，第五冊約500個，合計2500個。這一點正好達到《英語課程標準》5級的要求。大大豐富了學生的詞匯量，讓學生能更好地表達自己的所思所想。同時也要求學生必須采取有效的記憶單詞的方法，就會事半功倍，否則難以適應教材的要求。這時學生特別需要教師的指導.?！缎履繕擞⒄Z》的教材設計原則a.言語、情境真實性原則(Theauthenticityprinciple)任務的設計要提供給學習者明確、真實的語言信息。語言情境、語言形式等要符合交際的功能和規(guī)律。使學習者在一種自然、真實或模擬真實的情境中體會語言、掌握語言的應用。b.形式-功能性原則(Theform-functionprinciple)任務的設計注重語言形式和語言功能的結合。形式-功能性原則，旨在使學習者掌握語言形式的同時，培養(yǎng)其自我把握語言功能的能力；每一階段任務的設計都具有一定的導入性，學生在學習語言形式的基礎上，通過系列任務的訓練，能夠自己進行推理和演繹，從而理解語言的功能，并在交際中進行真實運用。c.階梯型任務原則(Thetaskdependencyprinciple)學習單元中任務的設計由簡到繁，由易到難，層層深入，并形成由初級任務到高級任務并由高級任務涵蓋初級任務的循環(huán)。在語言技能方面，遵循先聽、讀，后說、寫的設計順序，使教學階梯式地層層遞進。d.在做中學原則(Learningbydoing)自始至終引導學生通過完成具體的任務活動來學習語言，讓學生為了特定的學習目的去實施特定的語言行動，通過完成特定的交際任務來獲得和積累相應的學習經驗。

五、教學具體措施及輔助活動1．利用直觀教具和教學輔助媒體，激發(fā)興趣，增加容量，整體優(yōu)化課堂教學。2．每日進行單詞競賽。3．學唱英文歌。4．堅持值日生報告。5．開展多種游戲和競賽活動。

六、教學進度表Week1StarterUnit15課時Week2StarterUnit2&StarterUnit35課時Week3Unit16課時Week4Unit26課時Week5Unit36課時Week6Revision6課時Week7Unit46課時Week8Unit56課時Week9Unit66課時Week10

Revision6課時Week11

Middleexamination6課時Week12Unit76課時Week13Unit86課時Week14Unit96課時Week15Unit106課時Week16Unit116課時Week17Unit126課時Week18Revision6課時Week19Revision6課時Week20

FinalexaminationStarterUnit1Period1[Title]StarterUnit1Goodmorning![Targetlanguage]1:Words＆phraseshi，morning，good，hello2:KeysentencesGoodmorning/afternoon/evening!2.．Hello!3．Hi![Abilitygoals]Enablestudentstolistentoandtalkaboutletters&greetings．[Learningabilitygoals]Helpstudentslearnhowtogreet．[Teachingimportant／difficultpoints]Howtogreetandlearnsomeletters.．[Teachingaids]Ataperecorder，somecards．[Teachingproceduresandways]Step1：IntroductionBeginbygreetingtheclasswithasmileandgoodmorning!Now，introducethewords“teacher”and“class”．byusinggestures．Repeatthisseveraltimesandhavetheclassrepeatafteryou．StudentsCananswerasawholegroup．Asrowsandasindividuals．Repeat“Iamyourteacherandyouaretheclass”severaltimes．Now，introducetheclasstotheinstructions：Class，pleasesitdownandclass，pleasestandupbyusingactionsandgestures．Theycanpracticethisseveraltimes．Step2：Lead—inYoumaywanttoleavetheclassagaintointroducetheusualGoodmorningroutine．SayGoodmorningclass．HelpstudentsrespondwithGoodmorning．PointtoyourselfandsayI’mMiss／，Mr．…Havethemrepeat．ExplainthetermsMissandMr．inChinese．Repeatthisafewtimeswithrowsandindividualsortrya“back-chain”drill：Miss，Mr．…(Ssrepeat)Morning，Miss／Mr．…(Ssrepeat)Goodmorning，Miss，Mr．…(Ssrepeat)Step3：PracticeSay：Standup，please!(Ssstandup)Leavetheclassroom，returnandsayGoodmorning，class!HelpthestudentsrespondwithGoodmorning，Miss／，Mr．…SaySitdown，please．Nowlet’sstartthelesson．Step4：PresentationandactivityNowpointtoyourselfandsayMynameisMiss／Mr.…Iamyourteacher．Findastudentyouknowandsayyournameis…(Beth)．ThenaskWhatisyourname?HelpthemrespondwithMynameis….Whenthestudentanswers,respondwithHello…Nicetomeetyou!Repeatthisactivityseveraltimes，firstwithstudentsyouknowandthenwithothers．HelpthemtorespondwithNicetomeetyou，too．ExplaintheWord“too’’inChinese．Step5：PracticeGetthestudentstopracticethefollowingdialogueinpairs．S1：Goodmorning．S2：Goodmorning．I’m(Ben)．What’syourname?Sl：Mynameis(Dale)．Nicetomeetyou!S2：Nicetomeetyou．too．Calloutseveralpairsofstudentstogivetheirperformance．Praisetheireffortsasmuchaspossible．Helptheslowerstudentswithpatience．Step6：PresentationDoactivity1a：Lookatthepicture．Findthesmalllettersforthesebigletters．Firstpresentlettersa-h，andgetthestudentstorepeattheseletters．CallthestudentstoattentiontheletterC／si：／not／sei：／．H/e?/not/e?/Step7：ListeningandwritingGetthestudentstolistentothetapeandfinishthetasklistonthebook．Makesureallthestudentsknowwhattheyshoulddo．Havethestudentswatchtheteacherwritingthelettersontheblackboard,thenaskthemtofollowtheteacherandwritedowntheselettersontheirexercise—books．Letthestudentsknowthediffencesbetweenthebiglettersandthesmallletters．Step8：GamestimeLetthestudentsdosomelettersgamestoenjoyyourlesson，thefollowingistheinstruction．搶讀字母游戲：教師將全班分成若干小組，然后逐個出示字母卡片，學生們舉手搶答。教師讓最先舉手的學生讀出該字母，讀對的給該組記10分，得分最多的組為優(yōu)勝組。Step9:HomeworkCopytheconversationandletters.(Doenteringfamousschool)StarterUnit1Period2[Title]StarterUnit1Goodmorning![Targetlanguage]1:Words＆phrasesCD;afternoon;evening;lettersAaHh2:KeysentencesGoodmorning/afternoon/evening!2．Hello!3．Hi![Abilitygoals]Enablestudentstolistentoandtalkaboutletters&greetings．[Learningabilitygoals]Helpstudentslearnhowtogreet．[Teachingimportant／difficultpoints]Howtogreetandlearnsomeletters.．[Teachingaids]Ataperecorder，somecards．[Teachingproceduresandways]Step1：DutyreportAskonestudenttobeasmallteacherdaybyday.Atthesametime,giveyouradvice.Step2Lead—inDofreetalk：Greetstudentsandaskthemtogreeteachother.Playarolegame.AskstudentstocollectinformationabouttheiridolssuchasBillGates,ThomasEdison,JackyChengandsoonandwritetheirnamesdown.Getthemactastheiridolsandintroducethemselvestotheirpartners.Thefollowingissample:T:Goodmorning,MynameisBillGates.S:Goodmorning,I’mJackyCheng.T:Nicetomeetyou,Jacky.S:Nicetomeetyou,too.Bill.EncouragethestudentstocarewhatkindofEnglishtheycanfindinthestreetorintheotherways.ShowthestudentssomeCDsandaskthemiftheyknowwhatitis.Repeatwiththeotherthings.AndaddsomemorethingssuchasDVDandKFC.Trainthestudentstocarethethingshappeningaroundthem,suchas:IDmeansidentificationcard.OKmeansallright.Thengetthemtofinishtheexerciseonthescreen.Goondoingtheabovesteptoaskthemtolistmoreabouttheabbreviation.(Seethepowerpoint)Step3：PairworkLetstudentsworkinpairstopracticethedialogueon3a．Getthemtoactitoutafterpracticing.Do3b．Makesureallthestudentsknowtheanswerscorrectly.Letthestudentstrytheirbesttorememberhowtopronounceallthenames.LetthestudentstryStep4：PracticePlaythetapeandaskthestudentstosingafteritinchorusandindividual.Givethemachancetoperform．Praisetheireffortsasmuchaspossible．Helptheslowerstudentswithpatience.Step5：HomeworkCopythelettersandthenewwordsandfinishofftheworkbook.(Doenteringfamousschool)教學反思：Period3(Byxcy)[Title]StarterUnit1Goodmorning![Targetlanguage]1:Words＆phrasesHow;are;you;I;am;fine;thanks;OK:I’m=Iam2:Keysentences1.Howareyou?2.I’mfine,thanks!3．I’mOK![Abilitygoals]Enablestudentstolistentoandtalkaboutletters&greetings．[Learningabilitygoals]Helpstudentslearnhowtogreet．[Teachingimportant／difficultpoints]Howtogreetandlearnsomeletters.．[Teachingaids]Ataperecorder，somecards．[Teachingproceduresandways]Step1DutyreportAskonestudenttobeasmallteacherdaybyday.Atthesametime,giveyouradvice.Step2Lead-inBegintheclasswithsingingthesongof“Goodmorning”together.Freetalk.Ask:Hi!Goodmorning,Tom.OrMorning,Dale.etc.LetthestudentsgetusedtospeakingEnglishinclass，evenafterclass,EncouragethestudentstospeakEnglishasmuchaspossible．SayoutallthelettersinEnglishwhileyouarepointingthelettersorthingsintheclassroom．MakesureallthestudentsknowwhatyouaresayingandwhatitisinEnglish.SpeechCassettelaofsectionB．Playthetapeandaskthestudentstolistentoitcarefully,thenactitout,alsodothetaskoflbonthebook．Nextgetthestudentstowritedownthesmalllettersforeachword(abbr.)．Step3PairworkGetthestudentstopractisethedialoguebypointingoutthethingstheyknowhowtosayinEnglish．Askthestudentstoexchangetheroles．Letthemfillinthemissingletterofeachwordinpairs.Step4ListenandrepeatListouttheletterAontheblackboardandencouragethestudentstosayoutwhatotherwordsa1somakethesamepronunciation.Givethemsometips.Presenttheotherlettersthesameasthe1etterA．Letthestudentsfollowthechantafterthetape.Step5HomeworkFinishofftheworkbook．(Doenteringfamousschool)Period4Assessment(Byxcy)一、寫出下列字母左鄰右舍1._____B______2.______c______3._____f______4.____E_____5._____g_____二、寫出下列大字字母的小寫字母。1.BEE________2.BAG_______3.BED_______4.HB_______5.CD_______6.ABC________7.AD_______8.CAAC_______9.BEC_______10.FACE_______三、比較下列每組字母或單詞的讀音，相同的用(S)，不同的用(D)表示。1.b,a()2.c,e()3.a,e()4.b,d()5.a,c()6.Dale,Alice()7.Frank,thanks()8.evening,He四、看圖寫出下列圖所表示內容的縮寫字母或單詞。1.2.3.4.5.___________________________________________________五、單項選擇()1.Goodevening,Eric._________,Cindy.A.GoodmorningB.GoodafternoonC.Goodevening()2．一Goodmorning!_________A．ThankyouB．Goodmorning!C．Hello!()3．一Hello!一_________A．Hello!B．ThankyouC．I’mfine()4．一Sitdown，P1ease．_________.A．I’mfineB．MynameisLiLeiC．Thankyou()5．一What’syourname?--________.A．ClarkB.I’mOK．C．Thankyou六、從所給選項中選出能回答以下問題的交際用語1．A：Goodmorning，class．B:__________________.2．A：Hello，Jim．Howareyou?B：________．3．A：What’syourname?B：____________．4．A：Sitdown，please．B：___________．5．A：What’sthis?B：__________．a．It’s“B”．b．Goodmorning，teacher．c．Fine，thankyou．d．MynameisJim．e．Thankyou．七、連詞成句1．good，you，to，morning_______________________________________.2．you,hi,how,Grace,are_______________________________________?3．name，my，Jim，is_______________________________________.4．sit，Please，down_______________________________________.5．fine，you，thank_______________________________________.八、選擇正確的答案填空()1．早上老師進教室時，同學們應對老師說：“____________”A．Hello!B.Howareyou?C．Goodmorning，Mr／Miss…!D．Goodafternoon()2．假設你叫LinLin，當人家問你“AreyouLinLin?”時，你應該說：“___________”A．MynameisLinLin．B．Yes，Iam．C．Iamnot．D．Yes,itis.()3．當你要向別人打聽某事時，你應說：“__________”A．HelloB．SorryC．ExcusemeD．Hi()4．當你向別人介紹你的朋友Jim時，你應說：“__________”A．ThisisJimB．HeisJimC．YouareJimD．IamJim()5．當你認錯人時，你應說：“___________”．A.ExcusemeB.I’mOKC．I’msorryD．Thankyou()6._____________?--Fine，thankyou．A.HowdoyoudoB．HowoldareyouC.CanyouspellitD.Howareyou九、補全對話1．A：Hello!B:________________!A：What’syourname?B:___________nameisKateGreen.A：_______areyou?B:Fine,__________you.Howareyou?A：I’mfine．What’sthis?B:_____________“Gg”.A：Thank_______．T：Goodmorning，class．S：_____________________,teacher．T:Howareyou?S：______________,thankyou,________you?T:I’mfine,________.What’sthis?S：It’s“Nn"(嗯)． T:No,it’s“Nn”/en/.S：“Nn”/en/ T:Yes,sit_____________,please.Period5(Byxcy)[Title]StarterUnit2What’sthisinEnglish?[Targetlanguage]1:Words＆phrasesWhat;is;this;in;English;it;it’s=itis;a/an;map;orange;jacket;key;quilt;pen;ruler2:Keysentences1.What’sthisinEnglish?2.It’sa/an….[Abilitygoals]Enablestudentstolistentoandidentifythings．[Learningabilitygoals]Helpstudentslearnhowtoidentifythings．[Teachingimportant／difficultpoints]Howtoidentifythingsandlearnsomeletters.．[Teachingaids]Ataperecorder，somecards．[Teachingproceduresandways]Stepl：IntroductionReviewgreetings.Reviewtheletterslearninthelastunit．GetthestudentstointroducethemselvesinEnglish．Step2：Lead—inHavereadyaquilt，amap，ajacket，akey，aruler，apen，anorange．HoldthekeyupandsayWhat’sthisinEnglish?It’sakey．Repeatandthengetstudentstorepeat．Dothesamewithakey，apen，aruler．Ifpossible，useflashcardstoteachthespellingofthewords．Putaflashcardbeneathadrawingofeachobject.Step3：PracticeListen．Playthetapetwice．Havethestudentscirclethethingstheyhear．Getthestudentstoactouttheconversationsinthepictureof1a．Makesurethestudentsunderstandwhattheyshoulddo．Studentscanworkinpairsthenaskthemtoactouttheconversationstheymade．Do2a，2b，2cand2doneafteranother．2b：afterthestudentsdo2a,showthemhowtowritethelettersontheblackboards，bothof“Big”and“small"．Makesureallthestudentsknowhowtowritethem．Usetheflashcardstopractisesayingthenamesofthelettersandtolearntheirorder．Beforedoing2c，askthestudentstogivetheletterscontainingthe／i：／and/e/sounds．Repeatwiththe//and／a／sounds．Listthemoutontheblackboard．Thengetthemtolistentothetapeandreadthelettersandwordsafterthetape．Step4：GamestimePlaythelettergamewiththestudentslikethefollowinginstructions．SometimestheteachercanexplaintherulesofthegameinChinese．Whodidfastest?這是一個訓練學生聽字母的游戲，將全班分成兩組，一組學生持大寫字母，另一組學生持小寫字母，教師快速念字母，要求持有該字母的學生迅速站起來，最先站起來的兩分，后站起來的得一分，沒站起來的得零分，得分多的組獲勝。Step5：HomeworkFinishofftheworkbook(Doenteringfamousschool)Period6(Byxcy)[Title]StarterUnit2What’sthisinEnglish?[Targetlanguage]1:Words＆phrasesNBA;kg;LettersIi--Rr2:Keysentences1.What’sthisinEnglish?2.It’sa/an…[Abilitygoals]Enablestudentstolistentoandtalkaboutletters&things．[Learningabilitygoals]Helpstudentslearnhowtoidentifythings．[Teachingimportant／difficultpoints]Howtoidentifythingsandlearnsomeletters.．[Teachingaids]Ataperecorder，somecards．[Teachingproceduresandways]Step1：Lead—inWritethenamesinthebiglettersontheblackboard，teachthestudentstoreadthenames．Thengetthemtolistentothetapeandnumberthenames．HavethestudentspayattentiontoyourwritingnamesontheBb．Makesureeveryoneknowshowtowritethenames．Step2：PairworkGiveeachstudentanEnglishname．Makethemrememberitandknowhowtospellit.Writeyourname，andoneortwoothersontheblackboard．Askstudentstolookatthewordscarefully．ExplainhowcapitalsareusedinEnglishnames．Step3：PairworkAskthestudentstosayoutwherewecanfindEnglishwordsorEnglishnamesaroundusandwhattheyare．What’sthemeaningofit?Maybethestudentscanlista1ot．Iftheycouldn’t，givethemsomenotessuchasWC,NBA，Exitandsoon．Letthestudentstrytheirbesttosearchasmanyabbreviationsaspossible．Step4：PracticeAndgetthemtointroducethemselvestotheotherswiththeirnewEnglishname．Allthesemustdoafterthestudentsknowhowtodoit．Theteachercangivethemanexamplewiththehelpofonestudent．Theteachercantakethedialogueonthebookforanexample．Practise：A：Hello!B：Hello!A：I’mPaula．P—A—U—L—A，Paula．What’syourname?B：I’mJames．J—A—M—E—S，James．A：Howdoyoudo?B：Howdoyoudo?A：Nicet0meetyou．B：Nicetomeetyou，too．Havestudentsswitchrolesandrepeat．Step5：HomeworkCopythenewwordsandFinishofftheworkbook.(Doenteringfamousschool) Period7(Byxcy)[Title]StarterUnit2What’sthisinEnglish?[Targetlanguage]1:Words＆phrasesspell;please2:Keysentences1.What’sthisinEnglish?2.It’sa/an…[Abilitygoals]Enablestudentstolistentoandtalkaboutletters&things．[Learningabilitygoals]Helpstudentslearnhowtoidentifythings．[Teachingimportant／difficultpoints]Howtoidentifythingsandlearnsomeletters.．[Teachingaids]Ataperecorder，somecards．[Teachingproceduresandways]Step1：Lead—inHavereadyamap，anorange，aruler，apen，akey,aquilt．Usethesetoaskstudents：What’sthisinEnglish?Getthemtoanswerthequestiononebyone．Thenaskthemtolistenandnumberthewordstheyhear．Aftertheyfinish1a，makesuretheyreadthewordscorrectly．Andaskstudentstowritethewordsdowninsmallletters．Step2：PairworkDothecontentslistonthebook．Thenplayaguessgame．Theteachershouldgetreadyasoftbag，andsomeobjectssuchasaruler，apen，akey，anorangeandsoon．Firstshowallthethingstostudents，thenhideallofthemintheteacher’sdesk，putoneintothebag，trynottoletstudentsseeit．Atlastgetstudentstoguesswhat’sinyourbag．Theteachercanaskthestudent：T：What’sthisinEnglish?A：Isitabook?T：N0，itisn’t．A：Isitapen?T：Yes，itis．IfthestudentSucceed．congratulatetohimorher．Thendothesametoanotherone.Thisgamecanalsobeplayedinsmallgroupsifyouhaveenoughmaterials.Step3：ListenandreadHavethestudentslistentothetapeandrepeat．Getthestudentstolistentothetapeandrepeat，askthemtotrytofindwhatistheconnectionbetweenthewords．Step4：HomeworkFinishofftheworkbook．(Doenteringfamousschool)Period8Assessment(Byxcy)Step1：Gothroughallthecontentslistonthispart，makesureallthestudentsunderstandthem．Iftheydon’t，youmyuseChinesetoexplainit．Step2:Classwork(Doenteringfamousschool)一、判斷下列各組單詞中劃線部分的讀音是否相同。相同打“S”，不同打“D”()1．name；Grace()2．quilt；nice()3.hello；OK()4．not；what()5．do；too()6.nice；fine()7．my；Cindy()8．cap；Kate()9.nice；Linda()10．meet；bee二、英漢詞組互譯1．用漢語2．一床被子3．一個橙子4．一件上衣5．一幅地圖6．你的鋼筆7．inEnglish8．thatkey9．thisruler10．thankyou三、從B欄中找出與A欄中相應的答語，將其代號寫在括號內AB()1．Goodmorning，class!a．MynameisJim．()2．Hello!b．Fine．thankyou．()3．What’syourname?c．Daleis．()4．Howareyou，Jim?d．Hello!()5．What’sthis?e．Thankyou．()6．Sitdown，please．f．Goodmorning．g．It’s“M”．四、選擇填空()1．Thisis______nicejacket.A．anB．aC．oneD．／()2．What’sthat_______inChinese?A.inB．toC．onD．at()3．_______yourbook?A．ThisisB．IsitsC．It’sD.Isthis()4．Colin，what’sthisinEnglish?__________.A．ThisisapenB．It’sapenC．It’spenD.Thisispen()5．Isthis______Englishbook?A．aB．anC．oneD./五、翻譯句子1．這是南希。2．瞧，這是什么?3．這個用英語怎么說?4．這是一床漂亮的被子。5．請拼寫一下。Period11(xcy)[Title]StarterUnit3Whatcolorisit?[Targetlanguage]1:Words＆phrasescolor;red;yellow;green;blue;black;white;and2:Keysentences1.Whatcolorisit?2.It’s…[Abilitygoals]Enablestudentstolistentoandtalkaboutletters&identifycolors．[Learningabilitygoals]Helpstudentslearnhowtoidentifycolors．[Teachingimportant／difficultpoints]Howtoidentifycolorsandlearnsomeletters.．[Teachingaids]Ataperecorder，somecards．[Teachingproceduresandways]Stepl：Introduction(1)Dodutyreport．Askstudentstotaketurnstododutyreport(getstudentstotellashortstory)onebyone．(2)Hangthewhitepaperontheblackboard，writethecapitalletter“A”witharedpen,thenaskthestudents：T：What’sthisinEnglish?Ss：It’sanA．T：Whatcolorisit?Theteacheranswersherself：It’sred．(3)Theteacherteachestheothercolorswiththecolorpens，repeatthesewordsuntilstudentsgraspthem．Step2：Lead—inDothesamestepsoftheletterslistonlaastheteacherdidintheintroduction．Makesurestudentsknowantheselettersandwords．Step3：PracticeGetstudentstoworkinpairs，practicethedialogueappearinthepictureof1a．Allowstudentsusetheotherthingsinsteadoftheletterswhiletheyareaskingthecolors．Step4：ListeningDo1b，2a，2band2cinturn．(Doenteringfamousschool)Colorwords:black;blue;brown;blond//green;grey;golden//pink;purple;//red//white//yellow//orangePeriod12(Byxcy)[Title]StarterUnit3Whatcolorisit?[Targetlanguage]1:Words＆phrasescolor;red;yellow;green;blue;black;white;lettersSs—Zz;the2:Keysentences1.Whatcolorisit?2.It’s…[Abilitygoals]Enablestudentstolistentoandtalkaboutletters&identifycolors．[Learningabilitygoals]Helpstudentslearnhowtoidentifycolors．[Teachingimportant／difficultpoints]Howtoidentifycolorsandlearnsomeletters.．[Teachingaids]Ataperecorder，somecards．[Teachingproceduresandways]Step1：Lead—in1.Taketurnstodothedutyreport．2.Reviewthelessonlearnedbyaskingthestudentstosayoutthetwenty—sixlettersinrightorders．Do2a，2b，2cand2dwiththewholeclass．Step2：PairworkDotheguessgame．Askstudentstoworkinpairstopractiselikethefollowing：T：Excuseme，what’sthisinyourbag?S：Isitapen?T：Yes，you’reright．Whatcolorisit?S：It’swhite．T：No，you’rewrong．S：Isitred?Step3：GrammarGothroughthegrammarfocusandmakesureallthestudentsknowwhatmeans．Ifpossible，theteachercanuseChinesetoexplainthem．Step4：PracticeDotheco1orchangesgame，usetwosmallcupsofwater，coloreachcupofwateryellowandblue．Ask：Whatcolorisit?It’syellow．Whatcolorisit?It’sblue．Afterasking，pourthecupofyellowwaterintotheothercup，whenthewaterturnsgreen.Askstudents：Whatcolorisitnow?Dothecolorchangeswiththeothercolors．Yellow+red=orange，yellow+red+black=brown,yellow+red+blue+black，etc．A1sotheteachercanletstudentsdiscusswhatcolortheobjectsarearoundussuchasthecolorofthetrafficlights，letter—box，bananasandsoon…(Doenteringfamousschool)Period13(Byxcy)[Title]StarterUnit3Whatcolorisit?[Targetlanguage]1:Words＆phrasesColorwordsandalltheletters.2:Keysentences1.Whatcolorisit?2.It’s…[Abilitygoals]Enablestudentstolistentoandtalkaboutletters&identifycolors．[Learningabilitygoals]Helpstudentslearnhowtoidentifycolors．[Teachingimportant／difficultpoints]Howtoidentifycolorsandlearnsomeletters.．[Teachingaids]Ataperecorder，somecards．[Teachingproceduresandways]Stepl：Lead—inDothedutyreportinturn．PractisethedialogueinlaofsectionAAskstudentstofinish1aand1bofsectionBindividual．theteacherwalksaroundtheclass，giveahandtothestudents．Step2：PairworkFirst1etthestudentschecktheanswersoflabyaskinglikethefollowing：A：What’sthis?B：Isita“pen”?A：Yes。itis．Canyouspellit?B：Yes．P-E-N，PEN．A：Youareright．Thentheteachercheckstheanswersoflawiththewholeclass．Step3：ListenandrepeatListouttheletterA0ntheblackboardandencouragethestudentstosayoutwhatotherwordsalsomakethesamepronunciation．Presenttheotherlettersthesameastheletter．Step4：GroupworkGetstudentspayattentio