第一篇：仁愛版七年級上Unit 2 Topic 1 sectionB 教案
Unit 2
Looking Different
Topic 1 I have a small nose.Section B Ⅰ.Material analysis 本節(jié)課主要活動是1a和4，將繼續(xù)學習由實義動詞have/ has引導(dǎo)的表示所屬關(guān)系的表達方式；通過康康和邁克爾之間關(guān)于猜測明星的對話，進一步拓展詢問姓名以及詢問和回應(yīng)姓名和外貌特征的表達“Who is your favorite actor?”，“It’s ?”，“Does he /she have ??”，“Yes, he/she does.”，“No, he/she doesn’t.”同時將學習同義句：“My face is round.= I have a round face.His hair is short.= He has short hair.”由形容詞性物主代詞轉(zhuǎn)化為have/has引導(dǎo)的同義句；還將復(fù)習相關(guān)的形容詞性物主代詞my, your, his, her的用法；此外，學生還將學習元音字母u輔音字母r，y及組合ng的讀音規(guī)則。Ⅱ.Teaching aims ⒈ Knowledge aims 能夠掌握并應(yīng)用新學習的單詞: actor, Chinese, does, arm, hand, leg, foot, short 等;
能夠用英語熟練表達詢問人物外貌、體格特征及所屬關(guān)系的表達方法: She/He/It has? Does he/she have…?
能夠掌握元音字母u，輔音字母r, y及組合ng的讀音規(guī)則。⒉ Skill aims
能聽懂有關(guān)詢問人物外貌特征及所屬關(guān)系的表達方式；
能運用表示詢問人物外貌特征及所屬關(guān)系的表達方式進行簡單的交流；
能正確地朗讀對話，并能注意語音語調(diào)；
能正確書寫和使用新學習的單詞。⒊ Emotional aims
能夠與同學積極合作，參與課堂活動，大膽實踐；
能夠認真，規(guī)范書寫單詞；
能夠培養(yǎng)學生善于觀察周圍人或物的能力。Ⅲ.The key points and difficult points ⒈ Key points
正確使用表示描述和詢問人物外貌特征的表達方法：She/He/It has? Does he/she have?? 正確使用實義動詞：have /has;
正確使用助動詞do/does：Do you have?? Does he have ?？
能夠掌握元音字母u輔音字母r，y及組合ng的讀音規(guī)則。
⒉ Difficult points
正確使用使役動詞have /has;
助動詞do/does的應(yīng)用；
能夠掌握由形容詞性物主代詞轉(zhuǎn)化為have/has引導(dǎo)的同義句； Ⅳ.Learning strategies:
做游戲能增強學生學習英語的興趣。Ⅴ.Teaching aids
錄音機、教學掛圖、閃卡和黑板。
Ⅵ.Teaching procedures Introduction(8minutes)
1.Draw a picture of a girl on the blackboard, and then describe it, using the sentences: “This is a nose.This is a mouth.These are eyes…” Let students follow the teacher and review the new words they have learnt.2.Point out any part of the picture and let students say the word one by one quickly.1
3.Walk to one student and ask, “Do you have…?” Let student answers, “Yes, I do./ No, I don’t”;Then one by one.4.Check students’ homework(Draw a picture of themselves, and then write a short passage about themselves);Select three pictures and read the passages;Finally, let students guess who it is.Presentation(12minutes)
1.Show an actor’s picture and say, “He is an actor.”(老師解釋：actor意為 演員尤其指男演員，一位男演員：an actor.)Let student read the word for several times.2.Then say, “He is my favorite actor.Who is your favorite actor?”(老師解釋：favorite意為最喜愛的)Give students 1 minute to talk about the question in pairs;Then choose two pairs to show their conversations to the whole class.3.Show a picture of Jackie Chan and ask the questions: “Who is he? Does he have…?”Let student try to answer the questions in English.4.Play the tape.Let students listen to the tape and answer the question：“Who is it?”;Then choose one student to answer the question（老師可補充另一種答案It’s Jackie Chan）;At last, play the tape again and let students follow the tape.Consolidation(12minutes)
1.Let students practice and act 1a out the dialogue in pairs, and then choose two pairs to act out the dialogue.2.Walk to any student and ask the other students question.3.Play the tape for the third time and let students listen and fill in the blanks in 1b;Choose one student to check the answer of 1b.4.Give students 2 minutes to talk about their favorite people, then make up new conversations in pairs.5.Let students look at the picture of 2 carefully and guess “Who is Mr.Wang?” Play the tape and check the number;
Let some students tell their answer.Practice(10minutes）
1.Show a picture of 3.Let students write the name of each part first;Point out some cards with new words “arm, hand, leg, foot” and their pronunciations.Let all students try to read the words by themselves;Choose some students to try to read the words;Teach the new words while pointing to the part for several times.2.Show a flashcard with the sentence “My face is round.” on one side, then points the other side with the sentence “I have a round face.”(Write the two sentences on the blackboard.)Teach the sentences twice;
Show the second flashcard with “Your face is long.” on it, and let students try to change the sentence to “You have a long face.” together.(以下句型轉(zhuǎn)換老師可以讓單人變換句型)3.Say,“Let’s play a game.” Show the letter u, and let students read it together.（老師告訴學生此處u發(fā)的是字母音）Divide the students into five groups, each group should read the word correctly.4.Let students read the word: excuse, Cuba, pupil, unit, use;Make a summary about the game.Production(3minutes)
1.Let students play a game—Bobby Says.Choose five students to come to the blackboard and play the game.When the teacher says, “Touch your head.” the five students do it , the one who can’t touch the part quickly will go to back the seat.The last one is the winner;Make a summary about the game.2.Assign homework：
Draw a picture of your favorite teacher.Then write a short passage about him/her;
第二篇：仁愛版七年級上單詞匯總
仁愛版 七年級 上冊英語單詞總匯 Unit 1 Topic 1 1.好的，良好的 2.早晨，上午 3.歡迎，受歡迎的 4.中國 5.謝謝
6.你，你們（主格，賓格）7.喂，你好
8.我（主格，賓格）9.是（3個詞）
10.令人愉快的的、好的漂亮的 11.相識、結(jié)識、遇見、見到
12.也、還；又；太，過分；很，非常 13.女士，小姐 14.先生
15.看見，看到；明白，領(lǐng)會；拜會 16.這個，這 17.我的 18.媽媽 19.老師
20.怎樣，如何；多少，多么 21.做、干、行動；助動詞 22.下午、午后
23.身體健康的、美好的晴朗的 24.再見、再會 25.傍晚、晚上 26.和、又、而 27.好、對、不錯
28.以后；后來；晚些的，遲些的 Unit 1 Topic 2 1.原諒；寬恕 2.勞駕，請原諒 3.什么，怎么樣 4.你的，你們的 5.名字，姓名，6.在哪里，往哪里 7.來自，從....，從....起 8.來自 9.加拿大 10.定冠詞 11.美國
12.他（主格、賓格）13.她（主格、賓格）14.日本
15.我們（主格、賓格）16.英格蘭 17.誰
18.他們、它們、她們 19.古巴 20.0---10 21.電話，電話機，打電話 22.它（主格、賓格）
Unit 1 Topic 3 1.11---20 2.年
3....歲的；老的；舊的 4....歲 5....多少歲
6.（學校里的）班級；課；同一班的學生 7.在...里（內(nèi)；上）；用...；穿著，戴著；在家，在內(nèi)，向內(nèi) 8.年級 9.那，那個
10.英語；英國的；英國人的，英語的 11.用英語（表達）12.一（個，件...）（2個詞）13.橡皮擦，黑板擦 14.地圖 15.拼寫
16.可能，能夠，可以
17.請，使人高興，使人滿意 18.鉛筆 19.蘋果
20.雙的，兩倍的，兩個，雙 21.玩具，玩物 22.書桌，寫字臺 23.鋼筆，筆 24.尺子，直尺 25.書，本子 26.小汽車，轎車
27.橘子，橙子；橘色；橘汁；橘色，橙色 28.蛋，卵 29.黑板 30.這些 31.那些 32.書包 33.蛋糕，糕點，餅 34公共汽車 35.盒子，箱子 36.現(xiàn)在 37.學校 38.她的，（形容詞性物主代詞）；她（賓格）39.他的（形容詞性物主代詞）（名詞物主代詞）40.同樣的，同一的，同樣的事 41.但是 42.朋友
43.身份證號碼 44.高的，高度的
45.初中（美國等國家12—14歲的孩子上的學校）Unit 2 Topic 1 1.猜
2.有，吃，喝 3.小的，少的 4.鼻子 5.大的 6.眼睛
7.知道，了解，認識，懂得
8.對的，正確的，右邊的；右邊，權(quán)利 9.頭，頭腦，頭像，首腦，才智 10.臉；面對，面向 11.頭發(fā) 12.耳朵 13.嘴
14.頸，脖子 15.圓的，球形的 16.長的，遠的 17.寬的，寬闊的 18.女孩 19.男孩
20.短的，矮的
21.最喜愛的，特別喜愛的人或物 22.電影
23.明星，星星，恒星
24.中國的，漢語的；漢語，中國人 25.再，又，再一次
26.看，瞧，觀看，看起來；(pl.)相貌，樣子，美貌 27.胳膊，臂，支架 28.手；遞，交，給 29.腿，腿腳，支柱
30.腳，足，英尺（單數(shù)，復(fù)數(shù)）31.來，來到 32.出生（于），來自 33.學生 34.姐妹
35.不同的，有差異的
36.小刀，匕首，刀片（單數(shù)，復(fù)數(shù)）Unit 2 Topic 2 1.兩者，雙方 2.黑色的，黑色 3.金色的，淺色的 4.藍色的，藍色
5.顏色；給著色，涂色 6.粉色，粉紅色的 7.紅色，紅色的 8.紫色，紫色的
9.棕色，褐色，棕色的，褐色的 10.白色，白色的 11.灰色，灰色的
12.綠色，綠色的，青的 13.黃色，黃色的
14.在這里，這里，向這里 15.給，遞給，付出，給予 16.把...給...17.信，字母
18.對不起，抱歉，難過的 19.像，跟...一樣；喜歡，喜愛 20.看起來像 21.高的
22.將，會（表將來），愿意，要 23.我會 24.年輕的
25.成年男人，人，人類 26.婦女，女人 27.雪人 28.T恤衫 29.鞋
30.帽子（無檐的或僅在前面有檐的）31.外套，大衣，涂層 32.女式短裙 33.長褲，褲子
34.女服，連衣裙；穿衣，穿著 35.在，在幾點鐘，在某處 36.看著 37.照片 38.強壯的，堅固的，影響力大的 39.酷，涼爽的，涼的 Unit 2 Topic 3 1.我的（形容詞性物主代詞）（名詞物主代詞）2.你們的，你的（形容詞性物主代詞）（名詞物主代詞）3.他們的，它們的，她們的（形容詞性物主代詞）（名詞物主代詞）4.她的，它的，他的（形容詞性物主代詞）（名詞物主代詞）5.我們的（形容詞性物主代詞）（名詞物主代詞）6.誰的
7.那么（通常用于句首或句尾）；那是，當時，然后 8.自行車 9.貓
10.香蕉
11.嬰兒，幼畜
12.書包，提袋，袋子 13.襯衫（男式）14.夾克衫，短上衣 15.想，認為，考慮 16.新的，新鮮的 17.同班同學 18.衣服
19.找到，發(fā)現(xiàn)，感到 20.幫助，幫忙
21.我們（主格，賓格）22.他（主格，賓格）Unit 3 Topic 1 1：（表示許可或請求）可以,行（can的過去式）可以 2：告訴；講述；吩咐 3：當然，（口語）的確，一定 adj.確信,肯定 4;筆友（兩個）
5：講，說，談話，發(fā)言 6：一些，若干，有些，某一
7：不好的，差的，貧窮的，可憐的 8：關(guān)于，有，帶有，和，以，用 9：幫主某人做某事
10：問題，難題
11：在......之后，在......后面 12：寵物
13：經(jīng)常，常常 14：想，想要，需要 15：居住，生活，活著 16：說，講，17：，參觀，訪問，拜訪
18：偉大的，好極了，美妙的 19：墻 20：長城
21：許多的，許多人（或物）22：許多，好些 23：很，非常，許多
24：所有，全部，全體，一切 25：一點也不，根本不
26：因此，所以；如此，這么；非常；同樣 27：學習；研究；書房 28：互相，彼此
29：一點兒，少許，小的 30：一點點
31：他們，她們，它們（主格，賓格）32：非常，很
33：非常，更加，很 34：家，到家，回家 35：在家
36：它的（形容詞性物主代詞）（名詞物主代詞）37：狗 38：（用于否定句、疑問句等）一些；什么；任何的；（無論）哪一個，哪些 39：（表示所屬、數(shù)量、其中）...的 Unit 3 Topic 2 1.（口語）小孩子；開玩笑 2.高興的，樂意的 3.座位，座 4.就座，坐下 5.母親 6.父親
7.醫(yī)生，大夫，博士 8.父親或母親 9.辦公室
10.工人，工作者 11.司機，駕駛員 12.農(nóng)民
13.炊事員，廚師；烹調(diào)，煮，燒，做飯 14.護士，保育員 15.工作，（機器，器官等）運轉(zhuǎn)；工作，勞動 16.醫(yī)院
17.在...上；關(guān)于 18.農(nóng)場，農(nóng)莊 19.在農(nóng)場
20.駕車，開車，驅(qū)趕 21.家庭（包括父母和子女）；家族 22.嬸母，姑母，姨母，舅母，伯母 23.叔，伯，舅，姨夫，姑父 24.兄弟 25.長沙發(fā)
26.祖父母，外祖父母
27.堂兄弟，表兄弟；堂姐妹，表姐妹 28.女兒 29.兒子 30.樹 31.家譜
32.高興的，快樂的，幸福的 33.教書，教 34.僅僅，只有
35.逗人喜愛的，機靈的，有吸引力的 36.在..以后，在...后面，在...之后 37.照顧，照看 Unit 3 Topic 3 1.你自己 2.你們自己
3.請隨便吃點，喝點 4.打算，想要，（will的過去式）將會 5.魚肉，魚；釣魚，捕魚 6.雞肉，雞
7.關(guān)于，對于；大約，到處，四處 8....怎么樣，...好不好 9.米飯，稻米
10.行了，好吧 11.喝；飲料
12.果汁，果汁飲料 13.牛奶
14.對...來說，為了，向...，往...，適合...，因為...，對于...15.主意，想法，意見 16.好主意 17.水 18.蔬菜 19.面包 20.漢堡包
21.通常地，一般地 22.早餐，早飯 23.午餐，午飯
24.晚餐，晚飯，夜宵 25.食物，食品
26.可以，也許，可能 27.拿，拿走，乘坐，花費，服用，攜帶 28.菜單，訂貨單，順序；訂購，點菜 29.記下顧客點的飯菜 30.先生
31.某事物，某東西 32.玻璃杯 33.一杯 34.等候，等 35.片刻，瞬間 36.等一會兒 37.讓 38.吃
39.不在里面，在（到）外面 40.下館子，出去吃飯 41.正餐，宴會 42.吃飯 43.為什么
44.（用于提出建議）為什么不 45.給你 46.親愛的
47.友好的，善良的，和靄的；種，類 48.例如，諸如...之類的 49.在，是 Unit 4 Topic 1 1.夫人，女士 2.買
3.穿過，翻倒，遍布，結(jié)束，在......上方，遍及 4.在哪里，往哪里，在那邊，5.試，試圖，努力，6.試穿
7....多少（錢）8.70—90 9.百
10.僅僅，剛剛，剛才，只是 11.一條，一對，一雙，12.認為，看法，想起，13.（詢問消息，征求意見）...怎么樣？...好不好（2個）14.考慮（是否去做）
15.購物，買東西。商店，車間 16.購物，買東西 17.需要，必須，需求 18.千克 19.鹽
20.多少...？ 21.一瓶（的量），瓶子 22.重的
23.煩惱，擔憂，困擾，著急 24.肥胖的 25.鼠，耗子 26.兔，家兔 27.螞蟻 Unit 4 Topic 2 1.空閑的，自由的，免費的 2.空閑，有空 3.星期日
4.向上，起來，在上方，在...以上，向...以上 5.走，去，駛，通過，到達 6.西山 7.野餐 8.愛，喜愛
9.打電話給...，稱呼，叫，喊，呼喚 10.忘掉，忘記
11.拿來，帶來，取來 12.吉他，六弦琴 13.（在）明天 14.去釣魚，15.唱歌
16.歌曲，歌謠 17.不得不
18.有趣的事，娛樂，玩笑 19.放（風箏，飛機模型等），飛行，蒼蠅 20.風箏 21.放風箏
22.擔心的，害怕的
23.時間，鐘點，時期，次，回 24.攜帶，搬運，運送 25.和...說話，向...說
26.請求，要求，邀請，詢問 27.往后，回原處，背，背部 28.給...回電話 29.野餐 30.去購物 Unit 4 Topic 3 1.動物園 2.熊貓 3.猴子 4.獅子 5.老虎 6.大象 7....點鐘
8.超過，經(jīng)過；過去，往事；過 9.一刻鐘，四分之一 10.半，一半
11.演出，展示，展覽會；給.....看，出示，顯示 12.午前，上午 13.下午，午后 14.聰明的，伶俐的 15.動物
16.是......的時間，到...時間了 17.回家
18.下一個，最近的；隨后，然后，下一步 19.下次
20.買，得到，成為，具有，到達 21.起床 22.吃早餐
23.路，道路，方式，手段 24.在某人回家的路上
25.有問題的，有毛病的，錯誤的，不正確的 26.（豬、牛、羊等的）肉
第三篇：仁愛英語七年級上教學計劃
仁愛版七年級上冊英語教學計劃
一、本學期教學時間安排：
本學期我校從9月1號正式開學，預(yù)計到1月20號左右進行期末測試，教育教學時間大約只有20周，在這期間還要進行期中測試，時間相對緊張。對本學期所要進行的教育教學進行了合理的安排，以順利完成本學期的教育教學工作。
二、本學期教育教學內(nèi)容：
仁愛版英語教科書七年級上冊，在全面貫徹基礎(chǔ)知識，能力培養(yǎng)和思想教育三項教育目標的前提下，突出了三點：一是減輕學生負擔，降低難度；二是增加啟發(fā)性和生動性；三是培養(yǎng)創(chuàng)新實踐能力，培養(yǎng)學生口語交際能力。本學期教材作為真正零起點的英語教科書，教學內(nèi)容體系安排由淺入深，由簡單到復(fù)雜逐步過渡，主要以話題為單位，以康康等四個小主人公的相識、相知、成長、學習、生活的故事情節(jié)為主線貫穿教材始終。共4個單元，每單元3個話題，每個話題四個章節(jié)，每個話題計劃用六-七個課時。本冊教材共12個話題，每個話題包括四個章節(jié)，每個章節(jié)中每個章節(jié)中sectionA和sectionB是訓(xùn)練重點，這兩章節(jié)一般情況每章節(jié)用兩個課時完成；對于sectionC和sectionD一般是閱讀理解的，旨在培養(yǎng)學生的自學能力以及閱讀理解能力，一般是讓學生課后完成，教師對重難點部分進行講解，每個章節(jié)計劃用一個課時
三、本學期的教學重、難點可以分為以下兩大塊：
（一）語法知識點.:
1．一般疑問句及回答；
2．指示代詞、人稱代詞、物主代詞
3．名詞復(fù)數(shù)的變化；
4．方位介詞；
5．特殊疑問句的構(gòu)成、回答和對劃線部分提問
6．實義動詞的第三人稱單數(shù)及變化；
7、名詞所有格；
8、一般現(xiàn)在時
9、時間表達法；
（二）交際用語（略）
四、教學進度具體安排如下：
UnitTopicWeek
Unit 1Topic1第1-2周Topic2—topic3第3-4周Unit 2Topic1—topic2第5-7周Topic3—topic4第8-9周RevisionReview Unit1—unit2第10周Unit3Topic1—topic2第11-12周Topic3—topic4第13-15周Unit 4Topic1—topic2第16-17周Topic3—topic4第18-19周RevisionReview Unit3—unit4第20周
第四篇：仁愛七年級英語上說課稿
《仁愛英語》七年級（上）Unit 1 Topic2 SectionC說課稿
張薇
各位老師：大家好！
讓學生愉快地、充滿自信地走進我的英語課堂，是我最大的愿望，讓學生在我的英語課堂上享受快樂和成功是我孜孜以求的。今天，借此平臺，希望各位老師指導(dǎo)我的說課，使我更快地成長。
我說課的內(nèi)容是Unit 1 Topic2 SectionC。
我將從教材分析、教學策略、教學方法、教學程序、板書設(shè)計等方面作具體的闡述。
一、教材分析（說教材）
本節(jié)課的主要內(nèi)容是學習數(shù)字0-10，并結(jié)合日常生活，練習數(shù)字的表達，為聽力做好準備。再通過四組圖片所創(chuàng)設(shè)的情景，呈現(xiàn)詢問和告知電話號碼的表達“ What’s your telephone number?”, “ It is ?” 以及表示感謝的另一表達法 “Thank you very much.”, 同時綜合復(fù)習前面所學內(nèi)容。并根據(jù)自己的實際情況與同伴進行問答練習。
2、重點與難點
重點：學習英語數(shù)字0-10。難點：數(shù)字的運用和熟練掌握。
3、教學目標：
《英語課程標準》（實驗稿）中要求：初學生能用聽懂有關(guān)熟悉話題的談話，并從中獲取信息和觀點；能就簡單的話題提供信息，表達簡單的觀點和意見，參與討論；能與他人溝通信息，合作完成任務(wù)；能根據(jù)話題進行情景對話；能簡單描述人物或事件。且英語教學的目的是培養(yǎng)學生運用語言進行交際的能力，為用而學，在用中學，學了就用。因此，結(jié)合教學重難點我把本單元的教學目標定為以下4個方面：
1.語言知識（1）語音
①初步了解單詞的重音
②能識別并正確使用不同的語調(diào)。（2）詞匯
掌握one two three four five six seven eight nine ten telephone number（3）語法
人稱代詞主格的用法。
愛心
用心
專心
（4）功能與話題
詢問他人的電話號碼 What’s your telephone number? My telephone number is? It is? 2.語言技能
(1)聽：能聽懂0-10的數(shù)字。
（2）說：能詢問別人的電話號碼和說出自己的電話號碼。
（3）讀：能用英語讀出生活中的數(shù)字。
（4）寫：能寫0-10數(shù)字的英文單詞和詢問別人電話的句子。
3.情感態(tài)度
通過采用游戲、小對話、小表演等靈活多樣的授課方式，激發(fā)學生的好奇心和求知欲，培養(yǎng)學生學習英語的興趣和積極主動的學習精神。
4.學習策略
運用卡片并結(jié)合日常生活中的數(shù)字加以練習。
二、說教學策略
我們大部份的學生來自農(nóng)村，英語基礎(chǔ)普遍比較薄弱，對知識的領(lǐng)悟、掌握及運用能力有較大的差距，大部分對英語學習缺乏興趣。課程標準中提出：基礎(chǔ)階段教育的英語課程任務(wù)是激發(fā)和培養(yǎng)學生學習英語的興趣，使學生樹立信心，養(yǎng)成良好的學習習慣和形成有效的學習策略，發(fā)展學生的能力和合作精神。因此，在教學過程中我采用的是“分層導(dǎo)學、先學后教、精講互動、合作訓(xùn)練”的教學模式，從差生抓起，力求讓每一位學生都能受到合適的教育。
在“分層導(dǎo)學、合作訓(xùn)練”的教學過程中，根據(jù)學生的基礎(chǔ)水平及能力分為A、B、C、D四個層次；各小組的英語成績及能力水平大體相同。這有利于展開討論并在同等條件下展開小組競爭。
三、說教學方法
（一）教法
以交際為教學核心并以多媒體輔助教學，我主要采取以下幾種教學方法：
1、任務(wù)型教學法：學生通過自編一篇對話，以完成任務(wù)為動力，在動腦、動手，動口的過程中，把知識和技能融為一體，實現(xiàn)學生掌握、使用重點詞組及句型的能力目標，突破重難點。
2、競賽教學法：通過單詞游戲、表演比賽，激發(fā)學生學習的強烈興趣，鍛煉他們的思維能力及反應(yīng)能力。實現(xiàn)學習策略目標。
3、聽力訓(xùn)練法：通過聽錄音、回答問題，在聽中感知、模仿達到提高學生聽力的目標。
4、多媒體輔助教學：通過各類圖片，增加記憶、加深印象，活躍課堂氣氛。
愛心
用心
專心
（二）學法及學法指導(dǎo)
1、養(yǎng)成聽的習慣
學生要經(jīng)常聽錄音，聽教師講英語，聽同學們講英語，這對學好英語大有好處。
2、及時鞏固，反復(fù)記憶
凡是教師在課堂上所講到的語言難點，學生應(yīng)及時整理，再次認識并積極使用。對前面已學過的課文，學生要有計劃地經(jīng)常復(fù)習，否則，常常是學了新的，忘了舊的。
3、積極操練，重在口頭
在課堂上，學生要積極參與教師設(shè)計的每個教學活動，要大膽開口，創(chuàng)造性地說自己想說的話。課后和其他同學及時進行英語交流。只有這樣，才能將書本知識內(nèi)化為自己的知識,提高語言能力；也只有這樣，才能實現(xiàn)脫口說英語的目的。
四、說教學程序
（一）復(fù)習：通過復(fù)習詢問個人信息及出生地的句型，導(dǎo)入本課新單詞。（5分鐘）
（二）呈現(xiàn)：通過學習0-10的數(shù)字，增強學生學習英語的興趣，培養(yǎng)學生學習英語的語感。
（10分鐘）
1、教師手持0-10的數(shù)字卡片，上面是阿拉伯數(shù)字，下面是英文單詞。對折卡片，只出示阿拉伯數(shù)字，先示范每個數(shù)字的讀音，要求學生先靜聽，再跟讀。
2、教師連續(xù)朗讀這11個數(shù)字，強調(diào)前10個數(shù)字用升調(diào)，最后一個用降調(diào)，并要求學生跟讀。目的是培養(yǎng)學生語感。
3、播放2b 錄音，讓學生模仿正確的語音語調(diào)。
4.雙人活動。一個學生用中文說出數(shù)字，另一個學生用英文說出這個數(shù)字，從而使學生能夠準確熟練地掌握數(shù)字0-10的英文說法。
5、教師在黑板上寫出幾組數(shù)字，讓學生試著以最快的速度讀出。
6、讓學生讀出自己家的電話號碼，練習數(shù)字的讀法。
（三）鞏固：把數(shù)字融入實際生活，讓學生會說英語數(shù)字，激發(fā)學生學習英語的興趣，培養(yǎng)學生的觀察能力。（10分鐘）
1、啟發(fā)學生用英語數(shù)自己的手指，文具盒里的筆，書包里的書本，教室里的窗和燈等，把枯燥無味的數(shù)字融入現(xiàn)實的情境中進行學習，激發(fā)學生的學習興趣。
2、教師在黑板上寫出英文數(shù)字，讓學生說出漢語。
3、兩人一組，一個同學用英語說出一串數(shù)字，先從位數(shù)少的說起，另一個同學用漢語說出來。
（四）練習：通過詢問電話號碼，培養(yǎng)學生簡單的英語交際能力。（8分鐘）
（五）綜合探究活動：通過制作名片和玩數(shù)字游戲，練習英文數(shù)字，激發(fā)學生學習英語的興趣，幫助學
愛心
用心
專心
生記憶單詞。（7分鐘）
1.(兩人一組相互提問，交換信息。仿照3b中的名片，幫你同伴制作名片。)2.(順風耳——數(shù)字單詞記憶比賽。)(1)教師請學生閉上眼睛，聽老師拍球的次數(shù)，隨后快速搶答，說出對應(yīng)的數(shù)字和該數(shù)字的拼寫。(2)幾輪之后由學生拍球，指名回答。
(3)可加大難度，快拍與慢拍相結(jié)合讓學生猜。3.(數(shù)字讀寫。)(1)學生六人一組。
(2)教師事先準備好卡片，卡片上有幾組數(shù)字。
(3)各組輪流選兩名學生，一名讀數(shù)字，另一名把所聽的數(shù)字寫在黑板上。在規(guī)定時間內(nèi)停止。換下一組，最后寫得又快又正確的組獲勝。4.Homework:(1)幫自己的父母制作卡片。內(nèi)容包括：姓名、國籍和電話號碼。(2)收集各類號碼，認讀并用英文書寫在作業(yè)本上。
五、板書設(shè)計
Where are you from?
Section C zero, one, two, three, four, five, six, seven, eight, nine, ten —What’s your telephone number? —My telephone number/It is ?
愛心
用心
專心 4
第五篇：[英語]仁愛版七年級上英語全冊教案
Unit 3 Getting Together Topic 1 Does he speak Chinese? Section A The main activities are 1a and 2a.本課重點活動是1a和2a。Ⅰ.Teaching aims and demands 教學目標 1.Learn some new words and phrases: could, tell, sure, speak, some, poor, with, help sb.with sth., problem, pet, often, want 2.Learn Present Simple to do:(1)—Do you come from the U.S.A.?—No, I don’t.(2)—Do you like Chinese?—Yes, I do.3.Ask for permission and make requests:(1)—Excuse me, could you please tell me your name?—Sure.(2)—Could you help me with it?—No problem.Ⅱ.Teaching aids 教具 錄音機/幻燈片/教學掛圖/鉛筆/尺子/玩具貓/玩具狗/蒙眼布 Ⅲ.Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復(fù)習(時間:10分鐘)通過復(fù)習描述體貌特征導(dǎo)入本課新知識，培養(yǎng)學生口頭表達能力。1.(教師按照座位鏈式提問，要求學生用Yes, I do./No, I don’t.快速作答。)(通過運用Do you have …? Yes, I do./No, I don’t.句型引出Do you have a pen pal?)T: Do you have a pen pal, S? 4(板書并要求學生了解。)pen pal S: No, I don’t.T: Do you want a pen pal?S: Yes, I do.44(板書并要求學生掌握。)want 2.(教師通過詢問學生個人信息，導(dǎo)入新知識。)T: Excuse me.What’s your name, please? S: My name is … 5 T: How old are you? S: I’m … 5 T: Do you have an English name? S: Yes, I do.5 T: Could you please tell me your English name?S: …
5T: You can say “Sure.My English name is …”.(板書并要求學生掌握。)—Could you please tell me your …? —Sure.(教師示范)1
T: Could you please tell me your age, S?6 S: Sure.I’m … 6 T: Could you please tell me your telephone number? S: Sure.It’s … 6(學生兩人一組運用Could you please tell me …?句型詢問個人信息。)3.T: I’m an English teacher.I can speak English.Do you speak English after class, S? 7
S: Yes, I do.(幫助學生回答。)7(板書并要求學生掌握。)
speak T: Do you like it?(教師提示此處like作動詞。)S: Yes, I do./ No, I don’t.(幫助學生回答)7(學生兩人一組操練，運用Do you speak …?和Do you like …?句型及其肯定和否定回答。)4.(教師請一個學生，用not good來引出poor一詞。)T: Is your English good? S: No, it isn’t.I can speak some English, but my English isn’t very good.8 T: You can say “My English is poor.”
(板書并要求學生掌握。)
some poor S: My English is poor.Could you help me? 8 T: No problem.I can help you with it after class.(板書并要求學生掌握。)No problem.help … with … T: S, do you like English?S: Yes, I do.99 T: Do you often speak English after class?S: Yes, I do.T:Good!9(板書并要求學生掌握。)
often(通過以上的活動導(dǎo)入1a。)
Step 2 Presentation 第二步
呈現(xiàn)(時間:8分鐘)通過聽力、教學掛圖等形式呈現(xiàn)本課對話，讓學生練習使用重要句型，培養(yǎng)學生的聽、說能力。1.(教師利用幻燈片展示問題。播放1a錄音兩遍。學生聽錄音并選擇正確答案。)(1)Where does Jane come from? A.Japan.B.Canada.C.China.(2)Does Jane speak English? A.No, she doesn’t.B.Yes, she does.C.We don’t know.(3)Whose Chinese is poor? A.Jane’s.B.The boy’s.C.Maria’s.(核對答案。)2.(再次播放
1a
錄音，學生聽并且跟讀，注意語音語調(diào)。)3.(教師將全班學生分成兩組，分角色朗讀1a。)4.(展示1a教學掛圖，要求學生兩人一組運用下列句型，可適當發(fā)揮，操練1a的對話，完成1b。)(1)Could you please …?(2)Sure.(3)Do you like English?(4)Yes, I do./ No, I don’t.(5)Could you help me with my …?(6)No problem.(教師巡回作指導(dǎo)，然后挑出表現(xiàn)比較好的一組登臺表演。)2
Step 3 Consolidation 第三步 鞏固(時間:10分鐘)通過復(fù)述對話、做游戲等活動，進一步鞏固本課所學知識，培養(yǎng)學生合作精神，增強他們的集體榮譽感，培養(yǎng)學生綜合運用語言的能力。1.(教師利用幻燈片出示練習題，要求學生根據(jù)1a內(nèi)容填空。以此展示復(fù)述范本。)
The girl’s name is Jane.She comes from Canada.She speaks English.Jane likes Chinese but her Chinese is poor.Li Xiang can help her with her Chinese.(畫線部分是要填的詞)2.(利用幻燈片，呈現(xiàn)1a中一些關(guān)鍵詞，幫助學生學會從對話中提取重要信息，學會復(fù)述。要求至少用三句話來介紹Jane的情況。教師將學生分組，先在小組內(nèi)進行，然后各小組選派代表向大家匯報。)come from, speak English, like Chinese, poor, help … with … 3.(舉行“小組對話大賽”，鞏固所學句型。教師先做示范，然后各小組操練。評出優(yōu)勝組。)T: Excuse me, could you please tell me your name? S: Sure.My name is … 1 T: Do you come from the U.S.A.? S: No, I don’t.I come from … 1 T: Do you like English? S: Yes, I do./ No, I don’t.1… 4.(學生兩人一組合作完成1c。核對答案后請兩三組學生練習對話。)5.(做游戲。)(方案一)(1)(請四名學生上講臺，老師拿出四件物品給全班學生看，例如：鉛筆、尺子、玩具貓和玩具狗。然后快速分給講臺上的四名學生，讓他們把物品放在背后，注意不要讓下面的學生看見誰拿到了什么。)(2)(老師問其中的一名學生：Do you have …?并故意問錯，學生回答：No, I don’t.老師進而引導(dǎo)其他學生用Do you have …?句型提問講臺上的學生，被問到的學生作出回答，直到臺下有學生猜對。)(方案二)(五個人一小組練習。四件物品擺在桌前。其中一人A看過物品后，蒙住眼睛，另外四個人則各拿其中一樣物品，A解開蒙眼布，用Do you have …?句型猜四個人手中各拿什么物品。)Step 4 Practice 第四步 練習(時間:10分鐘)通過練習找筆友，激發(fā)學生學習興趣，提高學生綜合運用語言的能力。
1.(做“問答接龍”游戲。從教師開始問第一排第一個學生，第一個學生回答后再問第二個學生，第二個學生回答后再問第三個學生，以此類推。)2.(根據(jù)自己的情況回答2a的問題，看誰可以做李偉的筆友。)(兩分鐘后詢問幾個學生的答案，看他們是否能成為李偉的筆友。)T: Do you like pets?(板書并要求學生掌握。)pet 3.(三人一組幫助李偉找筆友，一同學分別詢問另兩名同學，另兩名同學回答。)4.(自己找筆友，三人一組，一同學向另外兩名同學發(fā)問，看他們是否可以成為學習上的筆友。完成2b。)Step 5 Project 第五步 綜合探究活動(時間:7分鐘)通過編對話讓學生學以致用，通過詩歌吟唱活動培養(yǎng)學生學習興趣，使他們能積極主動地參與學習活動，提高合作意識和探究精神。1.(假設(shè)你的英語成績不好，你想找一個網(wǎng)友幫助你，兩人一組編對話。然后抽幾組進行表演。)2.(教師幫助學生完成3。教師打節(jié)拍，或者放錄音，讓學生有節(jié)奏地跟讀。)3.Homework: 3
自編一個對話，運用下面句型：
(1)Could you please …?(2)Sure.(3)Do you …?Yes, I do./No, I don’t.(4)No problem.板書設(shè)計： Does he speak Chinese? Section A speak —Could you please tell me your …? No problem.—Sure.help … with … —Do you …? —Yes, I do./No, I don’t.Section B
The main activities are 1a and 3.本課重點活動是1a和3。Ⅰ.Teaching aims and demands 教學目標 1.Learn some new words:live, say, visit, great, wall 2.Learn some questions and answers with does:(1)—Does he speak Chinese—Yes, he does./ No, he doesn’t.He speaks English.(2)—What does he say in the letter?—He wants to visit the Great Wall.3.Learn some useful sentences:(1)—Who is the letter from?—It’s from my pen pal, Sam.(2)—Is the letter in English?—Yes, it is.(3)—Where does he live?—He lives in England.(4)Kangkang knows me.Ⅱ.Teaching aids 教具 圖片/教學掛圖/錄音機/幻燈片/若干個裝有信件的信封/小黑板 Ⅲ.Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復(fù)習(時間:10分鐘)以問題為線索，引出單詞和話題，培養(yǎng)學生的語言表達能力。1.(檢查作業(yè)。教師請學生登臺表演上節(jié)課的家庭作業(yè)。)T: Now, I’ll check your homework.SS, please, come to the front and perform your dialog.12、2.(師生對話。引入并運用China和Chinese。)T: I come from China.I am Chinese.Ss: We come from China.We’re Chinese.(教師提問一名學生。)T: Where do you come from, S? 3S:I come from China.3 T: Do you speak Chinese? S:Yes, I do.3(學生兩人一組互相問答。)(教師可以穿插講解“吉鴻昌愛國”的故事，培養(yǎng)學生的愛國主義情感，增強“愛國意識”。解放前，外國人都看不起我們中國人，說我們是“東亞病夫”。當時在國外，有的中國人都不敢承認自己是中國人，但吉鴻昌到國外后，勇敢地對外國人說自己是中國人，并且自制了一個紙牌掛在胸前，上面用英語寫道：I am Chinese!)3.(教師出示一幅長城的圖片。)T: Can you say it in English? S:Yes, the Great Wall.(教師幫助回答。)T: Where is it? S:It’s in China.4 T: Do you live in China? S:Yes, I do.(教師幫助回答。)4 4
T: Is China great?
S: Yes, it is.4(板書并要求學生掌握say, wall, live, great；理解the Great Wall。)say, wall, the Great Wall, live, great 4.(教師接著出示第二幅圖片。)T: Do you like the Great Wall? S:Yes, I do.5 T: Do you want to visit the Great Wall? S:Yes, I do.5(板書并要求學生掌握。)visit(教師讓學生兩人一組，運用所呈現(xiàn)的生詞編對話。)5.(教師介紹S的情況，然后讓學生根據(jù)介紹回答問題。)5
T: Slives in China.He/She likes the Great Wall.He/She wants to visit the Great Wall.5(教師請另一位學生，根據(jù)這段話回答問題。)(通過以上活動導(dǎo)入1a。)
Step 2 Presentation 第二步 呈現(xiàn)(時間:8分鐘)根據(jù)1a的教學掛圖回答問題，練習本課基本句型，引出對話內(nèi)容。培養(yǎng)學生聽說能力和閱讀能力。1.(教師呈現(xiàn)1a的教學掛圖，與學生談?wù)摗?(教師播放1a錄音，讓學生聽并回答Who is the letter from?)Who is the letter from?(核對答案。)2.(教師再播放一遍1a錄音，要求學生根據(jù)1a判斷正(T)誤(F)。)
(幻燈片展示試題。)(1)Sam is Kangkang’s pen pal.()(2)Sam speaks Chinese.()(3)Sam says he wants to visit the Great Wall.()(核對答案。)3.(分角色朗讀對話，進一步理解對話內(nèi)容。教師板書重點句子和短語并解釋，要求掌握。)
(1)speak+語言名稱=say … in+語言名稱
(2)live in …
(3)in the letter(4)—What does he say in the letter? —He wants to visit the Great Wall.4.(根據(jù)1a內(nèi)容，教師隨機提問學生，并核對答案，完成1a。)5.(雙人小組活動。學生獨自完成1b，然后同桌分角色表演1b對話。)
Step 3 Consolidation 第三步 鞏固(時間:7分鐘)模仿1a，1b編對話，讓學生學以致用，培養(yǎng)學生綜合運用語言的能力。1.(教師利用幻燈片呈現(xiàn)習題，要求學生根據(jù)對話內(nèi)容填寫所缺單詞，每空一詞。)S: What’s that in English? 1 5
S: It’s a letter.2S: Is it yours? 1S: Yes, it’s mine.2S: Who is it from? 1S: It’s from my pen pal, Tom.2S: Does he speak Chinese? 1S: No, he doesn’t.He speaks English.2S: What does he say in the letter? 1S: He wants to visit China.2(畫線部分是要填的詞。)2.(教師把事先準備好的信封發(fā)給各小組，然后根據(jù)信封及信的內(nèi)容兩人一組進行對話練習。對話應(yīng)包括以下句型：)T: Let’s make a dialog in pairs with the following sentences.(1)—Who is the letter from?—It’s from …(2)—Where does he/she come from?—He/She comes from …(3)—What does he/she say in the letter?—He/She wants to …(教師挑選兩組學生表演，掌聲鼓勵。)3.(雙人活動。同桌對話，了解對方筆友的情況。要求運用以下幻燈片中的句型。)
(1)Is it a boy or a girl?(2)
It’s a boy/girl.(3)Does he/she come from …?
(4)Yes, …
does./No, … doesn’t.(5)Does he/she live in China?(6)Yes, … does./No, … doesn’t.(7)Does he/she like China?(8)Yes, … does./No, … doesn’t.Step 4 Practice 第四步 練習(時間:10分鐘)在不同情景中練習目標語言，展開任務(wù)型活動，學以致用，鍛煉學生合作能力。1.(教師播放
2錄音，學生聽后回答問題，完成2，核對答案。)
T: Listen to the tape of 2 and answer the following questions.Then check the answers.2.(教師將2的聽力材料用幻燈片或小黑板展示出來，然后讓學生兩人一組根據(jù)內(nèi)容編對話。)
T: Please work in pairs to make a dialog according to the sentences on the blackboard.And then act it out.3.(教師引導(dǎo)學生觀察
3中的句子，并歸納句子的規(guī)律——當主語是第三人稱單數(shù)時，謂語動詞原形后加(e)s。)T: Please observe the sentences in 3 and find out the rules of verbs changing in the third single personal pronouns.(板書下列內(nèi)容并解釋。)Kangkang→knows He→lives/helps/wants She→speaks … 4.(教師播放3錄音，讓學生跟讀，練習(e)s的讀音。完成3。)
Step 5 Project 第五步 綜合探究活動(時間:10分鐘)通過練習動詞第三人稱單數(shù)的讀音規(guī)則及其一般疑問句的問答，培養(yǎng)學生觀察探究能力。1.(教師鼓勵學生探究“動詞第三人稱單數(shù)的讀音”，并總結(jié)。)
(小黑板展示下列內(nèi)容。)
lives, speaks, spells, phones, knows, does, hands, comes, looks, gives, likes, dresses，thinks, guesses, finds, helps, tells, meets, wants, visits 6
(教師先領(lǐng)著學生讀一遍，要求學生邊讀邊注意詞尾s的發(fā)音。接著，教師將學生分組，并為各小組命名，如先鋒隊、雄鷹隊、立志隊等，引發(fā)學生的興趣。然后，為各小組明確共同目標，即歸納出-s在動詞后的讀音規(guī)律。每個成員針對詞尾s的不同讀音進行觀察，發(fā)現(xiàn)規(guī)律并進行歸納總結(jié)。接下來，組內(nèi)成員互相補充，力圖達到全面、準確。各組選出小組發(fā)言人進行匯報，其他各組學生均可補充發(fā)言。最后由教師總結(jié)，再按讀音將幻燈片上的詞分類。)2.(問答接龍。參照4，教師讓學生八人一組，第一位同學用Do you
…?向第二位同學提問，第二位同學用
Yes, I do./No, I don’t.回答，并用Does he/she …?向第三位同學提問，而第三位同學又用Yes, he/she does./No, he/she doesn’t.回答并向第四位同學提問。以此類推，每位同學提問時要用到盒子里不同動詞，完成4。)Example: S: Do you have a ruler? 1 S: Yes, I do./No, I don’t.Does your friend like China? 2 S: Yes, … does./No, … doesn’t.Does … want …? 3 … 3.Homework:(1)根據(jù)1a內(nèi)容寫一段話。(四十個單詞左右)Example: This is a letter in English.It’s from Sam.Sam is Kangkang’s pen pal.Kangkang lives in China.Sam lives in England.In Sam’s letter, he says he wants to visit the Great Wall.(2)制作卡片，把人稱代詞的主格賓格分別寫在卡片上。板書設(shè)計： Does he speak Chinese? Section B say … in English —Who is the letter from? =speak English —It’s from … live in … —Does he speak Chinese? the Great Wall —Yes, he does./No, he doesn’t.want to visit … —What does he say in the letter? —He wants to visit the Great Wall.Section C The main activities are 1a and 3a.本課重點活動是1a和3a。Ⅰ.Teaching aims and demands 教學目標
1.Learn some new words and phrases: many, lot, a lot, all, not … at all, so, study, each other, little, a little, them, very, much, very much 2.Review personal pronouns.3.Go on learning some questions and answers with do/does.4.Express preferences:(1)—Do you like …?—Yes, I like it a little/very much/a lot.—No, I don’t like it at all.(2)—Does he/she like …? —Yes, he/she likes it a little/very much/a lot.—No, he/she doesn’t like it at all.Ⅱ.Teaching aids 教具 錄音機/幻燈片/小黑板/實物或圖片/學生自制卡片 Ⅲ.Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復(fù)習(時間:10分鐘)通過調(diào)查學生對英語和語文的喜歡程度，引出本課新單詞，培養(yǎng)學生的語言表達能力。1.(讓幾名學生朗讀上節(jié)課布置的家庭作業(yè)：根據(jù)1a內(nèi)容改編的短文。)2.(做調(diào)查，引出本課新單詞，教師在黑板上畫出三幅圖。)7
very much like … like … a little don’t like … at all
a lot(板書并要求學生掌握。)a little, very much, a lot, not … at all T: Do you like English, S?S:Yes, I like it very much.11 T: Do you like Chinese?S:No, I don’t like it at all.1 T: Do you like English, S?S:No, I don’t like it at all.22 T: Do you like Chinese?S:Yes, I like it a little.2 T: Do you like English, S?S:No, I don’t like it at all.33 T: Do you like Chinese?S:Yes, I like it a lot.3 T: Can you often help them study Chinese?(指向S和S。)S:Yes, I can.123 T: Can you often help them study English, S?S:Yes, I can.11(板書并要求學生掌握。)them, study T: We have many good friends, so we should help each other.(板書并要求學生掌握。)many, so, each other T: I have a good friend.Her name is Jane.Do you want to know something about her? Please follow me.(導(dǎo)入1a的學習。)Step 2 Presentation 第二步
呈現(xiàn)(時間:10分鐘)通過聽、說、讀等形式多樣的活動，培養(yǎng)學生口頭交際能力、閱讀能力及觀察、分析問題的能力。
1.教師讓學生略讀課文1a并回答問題：
(1)Are Jane and I classmates?
(2)Where does Jane come from?(3)Do many students in our class like English?(4)Who often help me study English? 2.(學生再讀1a，并畫出文中的關(guān)鍵詞，然后完成1b。核對答案。)3.(播放1a錄音，讓學生跟讀，注意語音語調(diào)。)4.(教師利用幻燈片將文中的關(guān)鍵詞展示出來，并簡要講解語言點。)
friend, come from, speak, in the same class, many students, a lot, not … at all, poor，help, Chinese, help each other 5.(要求學生利用幻燈片上的關(guān)鍵詞，試著復(fù)述課文。先在小組內(nèi)進行，然后各小組推選一名學生向全班復(fù)述。)Step 3 Consolidation 第三步 鞏固(時間:8分鐘)通過練習喜好的表達，培養(yǎng)學生的口頭表達能力和交際能力。1.(播放3a錄音，讓學生聽，然后操練喜歡和不喜歡的問句及其答語。)(教師用幻燈片或小黑板將下列內(nèi)容呈現(xiàn)出來。)(1)—Do you like …? —Yes, I like … a little/very much/a lot.(2)—Does he/she like …? —No, he/she doesn’t like … at all.(教師讓兩位學生S和S到臺前。)12T: S, do you like English? 1S: Yes, I like it very much./ No, I don’t like it at all.1T: S, does Slike English? 21 8
S: Yes, he/she likes it a lot./ No, he/she doesn’t like it at all.2(學生三人一組，仿照上面對話進行操練。然后請幾組學生表演，掌聲鼓勵。)2.(做句型練習活動，操練very much/a lot, a little和not … at all。)具體操作：
(1)教師利用幻燈片或小黑板展示蘋果的圖片，圖片旁畫有
或
圖標；將全班同學分為兩人組和三人組若干。
(2)學生看見兩個 圖標說very much/a lot，看見一個 圖標說a little,看見 圖標說not … at all。組內(nèi)其他同學用前一個同學說出的詞組各說一個相應(yīng)的句子。Example:(兩人一組)S: a little.S: I like apples a little.34(三人一組)S: very much/ a lot.S: I like apples very much.S: I like apples a lot.567(三人一組)S: not … at all.S: I don’t like apples at all.S: He/She doesn’t like apples at all.8910(教師用同樣的方法展示其他已學食物的圖片供同學們練習。)3.(教師播放3b錄音兩遍，讓學生完成3b，并核對答案。)
Step 4 Practice 第四步
練習(時間:7分鐘)講解人稱代詞主格和賓格的用法，完成作業(yè)，使目標語言得到強化操練。1.(教師挑選含有人稱代詞主格和賓格的句子，板書并作簡單講解。要求學生掌握畫線部分代詞的用法。)She often helps me with it.I help her study Chinese.He wants to visit the Great Wall.Could you help me with it? 2.(兩人一組，A說人稱代詞的主格，B說賓格，輪流進行，然后讓學生做2。核對答案，完成2。)3.(學生兩人一組朗讀2中對話。)Step 5 Project 第五步
綜合探究活動(時間:10分鐘)通過做游戲，鞏固人稱代詞主格和賓格的用法，培養(yǎng)學生合作精神，激發(fā)學生的學習興趣。1.(教師播放4錄音，師生共唱歌曲“The
more we get together.”完成4。)2.(做游戲：找朋友，學生拿出準備好的人稱代詞卡片。)(1)(教師說“主格”，學生把所有人稱代詞的主格拿出來。)(2)(教師說出一個人稱代詞，學生找出這個人稱代詞和它的主格或賓格形式。)
(3)(教師指定學生拿出相應(yīng)的人稱代詞站在黑板前，按要求找朋友。)
For example: ①(“第一人稱主格”，手拿第一人稱主格的就出列。)②(“第三人稱主格和賓格”，手拿第三人稱主格和賓格的就出列。)
(4)(教師在黑板上寫出一些動詞，讓學生用手中的卡片完成句子，并翻譯。)For example: They help me with English.(他們在英語方面幫助我。)
He gives you some books.(他給你一些書。)
3.Homework： 根據(jù)1a
內(nèi)容寫一篇短文介紹自己的朋友，題目是
My friend，詞數(shù)在四十個左右。板書設(shè)計： Does he speak Chinese? Section C like … a little I help her study Chinese.like … very much/a lot Do you like …? 9
don’t like … at all Yes, I like it a little/very much/a lot.No, I don’t like it at all.主格：I, you, he, she, it, we, you, they Does he/she like …? 賓格：me, you, him, her, it, us, you, them Yes, he/she likes it a little/very much/a lot.No, he/she doesn’t like it at all.Section The main activities are 1, 2a and 4.本課重點活動是
D
1, 2a和4。Ⅰ.Teaching aims and demands 教學目標 1.Learn the phonetics:/tr/, /dr/, /ts/, /dz/ 2.Learn some new words and a phrase:home, at home, its, dog, any, of 3.(1)Review questions and answers with do/does: ①—Do you want a pen pal?—Yes, I do./ No, I don’t.②—Does he speak Chinese?—Yes, he does./ No, he doesn’t.(2)Review the personal pronouns, including subject pronouns and object pronouns.4.Review the useful expressions:(1)—Excuse me, could you please tell me your name?—Sure.My name is Jane.(2)—Could you help me with it?—No problem.(3)—Do you like English?—Yes, I like it very much/a lot/a little.—No, I don’t like it at all.Ⅱ.Teaching aids 教具 信/玩具/錄音機/小黑板/幻燈片/圖片 Ⅲ.Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復(fù)習(時間:7分鐘)復(fù)習表達喜歡與不喜歡，導(dǎo)入本課新詞，培養(yǎng)學生口頭表達能力。1.(師生對話，復(fù)習本單元主要句型。)T: Excuse me, could you please tell me your name? S:Sure.My name is … 1 T: Do you come from Shandong? S:No, I don’t.I come from Chongqing.1 T: Who’s the letter from?(學生手里有一封信。)S:It’s from my pen pal, Sam.1 T: Where’s Sam from? S:He’s from England.1 T: Does he like Chinese? S:Yes, he does.But his Chinese is poor.1 T: Is the letter in English? S:Yes, it is.1 T: Do you like English? S:Yes, I do.But my English is poor.1 T: Could you help him with his Chinese? S: No problem.He helps me study English and I help him study Chinese.We can help each other.1 T: Then what does he say in the letter? S:He says he likes China very much and he wants to visit the Great Wall.1 T: Oh, that’s good.We are glad to have him here.2.(教師拿出一個玩具狗，引出本課新單詞。)T: What’s this? 10 S:It’s a dog.(幫助學生回答。)2(板書并要求學生掌握。)dog T: Do you like a dog? S:Yes, I like dogs very much.2 T: Do you have a dog? S:Yes, I do.2 T: What is the name of your dog? S:Its name is Huanhuan.2(板書并解釋its與it’s的含義與寫法，要求學生掌握。)of, its T: I have a pet cat at home.Its name is Mimi.Do you have any cats at home? S:No, I don’t.I don’t like cats at all.2(板書并要求學生掌握。)at home, any T: S has a pet dog.Its name is Huanhuan.He likes it very much.He doesn’t like cats at all, so he doesn’t have a pet 2cat.Is Zhou Lan’s pet a dog? Does she like her pet? Now, please follow me.Step 2 Presentation 第二步 呈現(xiàn)(時間:10
分鐘)
2a聽錄音，做閱讀理解，培養(yǎng)學生聽、說、讀的能力。1.(播放錄音，讓學生回答問題：(1)Is Zhou Lan’s pet a dog?(2)Does she like her pet?)2.(讓學生閱讀2a，回答小黑板上的問題。)
(出示小黑板上的練習題。)(1)What pet do I have at home? A.A dog.B.A cat.C.None.(2)My pet’s name is.A.Meimei B.Kitty C.Huanhuan(3)How do I like Kitty? A.A little.B.Very much.C.Not … at all.(4)Zhou Lan’s pet is.A.a dog B.a cat C.a toy(5)Does Zhou Lan like Tommy? A.No, she doesn’t.B.Yes, she does.C.We don’t know.(核對答案。)3.(學生朗讀課文，判斷正誤，完成2a。)Step 3 Consolidation 第三步 鞏固(時間:10分鐘)聽錄音并跟讀，掌握四個輔音音素的發(fā)音。模仿課文，練習寫作，培養(yǎng)學生的書面表達能力。1.(討論寵物，完成2b。)T: Do you have a pet?S:Yes, I do.1 T: What is your pet?S:It’s a dog.1 T: What’s its name?S:Its name is Linlin.1 T: What color is it?S:It is white.1 T: Does it have long legs?S:Yes, it does.1 T: Does it have long ears.S:Yes, it does.1 T: Does your friend Jack have a pet dog?S:No, he doesn’t.He doesn’t like pets at all.1(教師要求學生根據(jù)對話內(nèi)容改寫成一段文章。)Example: 11
I have a pet dog.It is white.Its name is Linlin.I like it very much.It has four long legs.Its ears are long.My friend Jack doesn’t have pet dogs.He doesn’t like pets at all.2.(三人一組討論寵物，并把討論內(nèi)容轉(zhuǎn)述出來。)T: Now, please discuss your pets with your classmates and retell the result.(兩分鐘后挑幾個學生講述，鼓勵優(yōu)秀者。)3.(學習/tr/和/dr/這一對音素。教師板書。)tree train
trousers(讓學生自己讀、觀察、體會并總結(jié)畫線部分的讀音。教師板書。)tr — /tr/(教師在/tr/的基礎(chǔ)上自然引出/dr/。板書。)/dr/ dress drink driver(以同樣方法學習/ts/和/dz/這對音素。)4.(教師用小黑板呈現(xiàn)出含有/tr/, /dr/, /ts/和/dz/四個音素的單詞，檢驗學生的拼讀能力。)5.(教師播放1錄音，讓學生跟讀。完成1。)Step 4 Practice 第四步 練習(時間:11分鐘)復(fù)習人稱代詞主格和賓格及本話題重點句型，培養(yǎng)學生綜合運用語言知識的能力。1.(教師將人稱代詞的主格和賓格利用幻燈片呈現(xiàn)出來。領(lǐng)讀并簡單說明主格與賓格的用法和區(qū)別。)
I—me;you—you;he—him;she—her;it—it;we—us;you—you;they—them(然后兩人一組，一個學生說主格或賓格，另一個學生說其相應(yīng)的賓格或主格。)2.(教師將所有人稱代詞主格、賓格的順序打亂并將其板書在黑板上，讓學生“找朋友”。)Find friends: me he her you it we they him you it I us them she(讓一個學生在黑板上連線。核對答案。)3.(教師用小黑板出示下邊的練習，要求學生根據(jù)括號內(nèi)的漢語寫出英文，完成句子。填對一個詞，該同學加一分。)
(1)My English is poor, so(她)often helps(我).(2)Where do(你們)live?(我們)live in Beijing.(3)I don’t know(他們).(4)He wants(我們)to go to his home.(5)What is(它)?(它)is a jacket.(核對答案后，讓學生齊讀練習并獎勵得分高的學生。)4.(出示幻燈片，要求學生根據(jù)范例口頭做句型轉(zhuǎn)換。改對一個句子加兩分。)Change the following sentences according to the example.Example: He speaks Chinese.→Does he speak Chinese? Yes, he does./No, he doesn’t.→He doesn’t speak Chinese.(1)I have a pen pal.(2)Li Hong likes oranges a lot.(3)They often help Wang Fei.(4)Jane wants to visit China.(5)Your pet has blue eyes.(練習完畢，教師點評并獎勵得分高的學生。)5.(教師播放3a錄音，學生跟讀，并模仿語音語調(diào)，完成3a。)12
播放3b錄音，讓學生跟讀，然后教師用小黑板呈現(xiàn)下面的內(nèi)容。)
Complete the dialog: —Excuse me, could you please tell me your name? —Sure.My name is Zhang Lan.—Where do you come from?/Where are you from? —I come from Shanghai./I’m from Shanghai.—Do you like English? —Yes, I like it very much.And you? —No, I don’t like it at all, so my English is poor.—You should(應(yīng)該)learn(學習)English well.—Yes, you’re right.Could you please help me with my English? —No problem.(以上畫線句子是學生要填的句子。學生兩人一組操練上面的對話。完成3b。)Step 5 Project 第五步
綜合探究活動(時間:7分鐘)組織 6.(“英語角”活動，做調(diào)查報告和命題作文，鍛煉學生綜合運用能力和探究能力，體現(xiàn)學以致用原則。1.(教師用圖片展示一個關(guān)于英語角的通知，讓學生根據(jù)通知內(nèi)容展開討論。)
Welcome to English Corner
Time: 6:00 p.m.Place: Playground(操場)Topic(話題): Like English or not Host: Class 2, Grade 7(要求：在活動中充分練習本話題中所學的重點句式及語言點。)Example: T: Excuse me, could you please tell me your English name? S: Sure.… 1 T: Do you like English? S: Yes, I like it very much.1 T: My English is poor.Could you help me? S: No problem.1…(教師示范后，將每個英語小組設(shè)置為English Corner，進行操練。完成4（1）。)2.Homework: Write a passage about one of the topics in 4(2).Finish 4(3).板書設(shè)計： Does he speak Chinese? Section D tr—/tr/ dr—/dr/ me he her you it we they ts /ts/ tes him you it I us them she —/dz/ ds Topic 2 What does your mother do? Section A The main activities are 1a and 2a.本課重點活動是1a和2a。13
Ⅰ.Teaching aims and demands 教學目標 1.(1)Learn some words about jobs:doctor, worker, driver, farmer, cook, nurse(2)Learn some other new words and a phrase:kid, glad, seat, have a seat, mother, father, parent, office 2.(1)Talk about jobs: ①—What does your mother do?—She is a teacher.②—What do your parents do?—They are both office workers.(2)Talk about greetings and introductions: ①—Glad to meet you.—Glad to meet you, too.②Maria, this is my mom.Ⅱ.Teaching aids 教具 名詞卡片/人稱代詞卡片/圖片/教學掛圖/錄音機/幻燈片/小黑板 Ⅲ.Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復(fù)習(時間:10分鐘)通過做游戲和師生問答等形式，復(fù)習上個話題的重點知識，并導(dǎo)入新課。1.(問答游戲。復(fù)習Do you like …?句型及答語。)(1)把學生分成六人一組，每組準備七、八張名詞卡片。(2)第一個學生先抽一張卡片，其他學生一起問：Do you like …?讓這位學生用Yes, I like it a little/a lot/very much.或No, I don’t like it at all.來回答。(3)小組內(nèi)每個學生輪流問答一次后，游戲停止。T: Boys and girls, let’s play a game: Ask and Guess.2.(教師出示人稱代詞卡片，讓學生以“接龍”形式用教師呈現(xiàn)的人稱代詞造句。)T: Nice work!Now please look at these cards.Please use these words to make sentences one by one.Example: T: me S: He often helps me.1 T: they S: They are teachers.2 T: she S: She is my friend.3…(換成學生持卡片，教師造句子，導(dǎo)入新句型。)S: you 4 T: What do you do?(教師講解。)Ss: We are students.(幫助學生回答。)T:(指著一個男/女生)What does he/she do?
Ss: He/She is a student.(板書學習新句型，并要求學生掌握。)What does he/she do? He/She is a student.T: Do you want to know more jobs? Let’s come to the new lesson.(導(dǎo)入新課)Step 2 Presentation 第二步 呈現(xiàn)(時間:13分鐘)通過展示圖片、師生問答和分角色表演等形式，初步呈現(xiàn)新單詞及新句型。1.(出示3a圖片，教授關(guān)于職業(yè)的新單詞。)T: Look at Picture 1.What does he do? Ss:He’s a driver.(教師幫助學生回答。)14
(板書并要求掌握。)
driver
T: Look at Picture 2.What does he do? Ss:He’s a farmer.(教師幫助學生回答。)(板書并要求掌握。)farmer(以同樣的方式，出示圖片，學習新單詞cook, nurse, office, worker, doctor。并要求學生掌握。提醒學生注意an office worker。)2.(讓學生聽3a錄音，跟讀，并注意語音語調(diào)。)T: Please listen to the tape and repeat.Pay attention to the pronunciation and intonation.3.(學生兩人一組，運用3a的圖片，練習What does he/she do? He/She is a/an …句型，完成3a。)T: Please practice in pairs using the pictures in 3a.Then I’ll ask several pairs to act out in the front.4.(師生問答，自然過渡到1a的教學。)T: Nice work!Boys and girls, we learnt so many jobs just now.Do you want to know Kangkang’s families and their jobs? Ss:Yes.T: Please follow Maria, Jane, Michael to Kangkang’s home.(呈現(xiàn)1a的教學掛圖，向?qū)W生們介紹。)T: Look at this picture.This is Kangkang’s mother.The four kids are Maria, Jane, Michael and Kangkang.(板書并要求學生掌握。)
mother, kid
T: What does Kangkang’s mother say to the kids? Ss: Glad to meet you.T: Good!Then how do the kids reply? Ss: Glad to meet you, too.(板書，教學新單詞及新句型，并要求學生掌握。)
glad —Glad to meet you.—Glad to meet you, too.T: These kids are standing at Kangkang’s home.Do you know how to say“就座”in English? Ss:Have a seat.(教師幫助學生回答。)(板書并要求學生掌握。)seat, have a seat 5.(教師放1a錄音，讓學生跟讀并注意語音語調(diào)。)T: OK.Please listen to the tape and read after it.Pay attention to the pronunciation and intonation.6.(教師設(shè)置一個場景At Kangkang’s home.)T: Suppose you are at Kangkang’s home.Let’s role-play.(教師和四個學生合作，示范表演1a對話，之后學生五人一組操練，教師巡回指導(dǎo)，挑兩組比較出色的上臺表演。完成1b。)7.(根據(jù)1a的教學掛圖，過渡到2a。)
T: Look at the picture.Kangkang’s mother welcomes the kids at Kangkang’s home.What do Kangkang’s parents do? Do you want to know?(板書并講授parent(s)的含義，引出father，要求學生掌握。)
mom—mother dad—father mother or father—parent mother and father—parents 15
Step 3 Consolidation 第三步
鞏固(時間:7分鐘)通過聽錄音回答問題、填空以及分角色朗讀、填寫表格等形式，使學生在運用中進一步掌握新單詞和新句型。1.(教師播放2a錄音，要求學生根據(jù)錄音回答問題。)T: Please listen to the tape and answer the question: What do Kangkang’s parents do?(核對答案。)2.(再放2a錄音，要求學生根據(jù)錄音填空，教師將聽力問題用幻燈片呈現(xiàn)出來。)
T: Listen to the tape again and fill in the blanks on the slide.—Kangkang, what does your do? —She is a.—And your father? —He is a.Michael, what do your do? —They are office workers.(核對答案后分角色朗讀2a，然后四人一組操練。完成2a。)T: Read 2a in roles.Then practice in groups of four.3.(讓學生獨立完成2b。)T: Read 2a again and fill out the table in 2b.(核對答案。)Step 4 Practice 第四步 練習(時間:8分鐘)通過“職業(yè)競猜”游戲、師生和生生問答等形式，使學生熟練掌握新單詞和新句型。1.(做“職業(yè)競猜”游戲，使學生在表演中熟悉職業(yè)名稱。)
T: Let’s play a guessing game.(1)(活動過程：)①(教師事先制作寫有職業(yè)名稱的卡片。如：teacher, worker, doctor, cook, driver等。)②(活動前教師作一次示范：教師隨意抽取一張卡片(如teacher)，并根據(jù)卡片上寫的職業(yè)，做一個能代表該職業(yè)的動作(表演啞劇，假裝在黑板上寫字，或拿著書來回踱步等。)然后示意學生舉手猜出該職業(yè)。學生若不能猜對，可以提問，但教師只能用Yes或No作答。)例如： S: Are you a doctor?T: No.1S: Are you a teacher?T: Yes.2③(學生猜對教師示范的職業(yè)后，教師退出活動，同時讓猜對的那個學生上臺抽卡、表演和回答問題，下一個猜對者接著上臺抽卡，以此類推。)(2)(有關(guān)說明：)①(每次提問次數(shù)和猜測次數(shù)應(yīng)有所限制，在規(guī)定次數(shù)內(nèi)仍未猜對，則可進行下一輪競猜。)②(本活動也可采用兩組對抗形式，即一組派代表抽卡片表演，另一組猜職業(yè)。雙方輪換角色，最后猜對次數(shù)多，準確率高的一組獲勝。)2.(教師出示各種職業(yè)人士的圖片和學生進行對話練習，操練What do/does … do?)T: What do you do? Ss: We’re students.(教師按照圖片依次問學生。)T: What does the man do? S: He is a driver.3 T: What does she do? S: She is a doctor.4 T: What does the man do? S: He is an office worker.5(教師應(yīng)提醒學生注意此句中an的用法并板書。)16
He is an office worker.3.(教師把圖片分給各小組，小組內(nèi)每人輪流模仿老師提問其他學生，讓每一位學生都有機會說英語。然后各組交換圖片，進行對話練習。)
T: Please ask and answer in groups using these pictures.Step 5 Project 第五步 綜合探究活動(時間:7分鐘)通過作調(diào)查、填表格和寫短文等形式，培養(yǎng)學生綜合運用本課目標語言的能力。1.(出示小黑板，學生兩人一組，運用3b中的例子，對同伴的家庭成員情況作調(diào)查，并填表格。完成3b。)T: Make a survey about your partner’s family after the example in 3b.Then fill out the table.×××’s Family Family member(家庭成員)Job(職業(yè))Mother Father ? 2.(根據(jù)表格信息，寫一篇小 短文對調(diào)查結(jié)果進行匯報。)T: Please report your partner’s family.3.Homework:(1)學生采訪自己的爸爸或媽媽，然后寫一篇短文介紹他們工作的具體情況。鼓勵學生在作業(yè)紙上畫一張父親(母親)的畫或貼一張父親(母親)的照片。下節(jié)課向全班宣讀。(2)準備一個硬紙板，剪成圓形的，直徑10cm，制成一個轉(zhuǎn)盤，下節(jié)課用。板書設(shè)計：
What does your mother do? Section A an office worker —What do you do? Glad to meet you.—I’m a(an)… Please have a seat.—What does… do?
They are both office workers.—He/She is a(an)… Section B The main activity is 1a.本課重點活動是1a。Ⅰ.Teaching aims and demands 教學目標 1.Learn some new words and a phrase:work, hospital, on, farm, on a farm, drive 2.Talk about jobs and workplaces:(1)—What does the man do?—He’s a doctor.(2)—Where does he work?—He works in a hospital.Ⅱ.Teaching aids 教具 圖片/教學掛圖/小黑板/錄音機/幻燈片/自制的轉(zhuǎn)盤 Ⅲ.Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復(fù)習(時間:6分鐘)通過檢查家庭作業(yè)，問答接龍等形式，復(fù)習重點知識，導(dǎo)入新課。1.(師生應(yīng)用Glad to meet you.相互問候，全體起立。)
T: Good morning/afternoon, class.Glad to meet you again.Ss: Glad to meet you, too.Miss/Mr.… T: Please have a seat.Ss: Thank you.2.(將學生分為五人一組。學生先在小組內(nèi)宣讀上節(jié)課布置的家庭作業(yè)，然后各小組推選一名學生向全班宣讀。)T: Please work in groups of five and introduce your father or mother to your classmates in groups.Then vote a student to report to us.17
3.(運用圖片，做“問答接龍”活動，復(fù)習What do/does …
do?)
T: What does … do?(教師手持有某職業(yè)人員的圖片。)S: He/She is a … 1(轉(zhuǎn)向另一個學生)What does/do … do? S: He/She is a …/They are … 2(轉(zhuǎn)向下一個學生)What do/does … do? S: … 3… Step 2 Presentation 第二步 呈現(xiàn)(時間:12分鐘)運用圖片及教學掛圖，通過師生、生生問答的形式，引出并學習生詞及新句型。1.(教師出示一位醫(yī)生在醫(yī)院的圖片。)T: Very good.Boys and girls, do you know what Kangkang’s father does? Ss: He’s a doctor.T: Yes, he’s a doctor.He works in a hospital.(板書并要求學生掌握。)work hospital in a hospital T: Where does Kangkang’s father work? Ss: He works in a hospital.(教師幫助學生回答。)
(板書并要求學生掌握句型。)
Where does Kangkang’s father work? He works in a hospital.(教師解釋in a hospital表示地點，用where提問。)T:(出示一個農(nóng)民在農(nóng)場的圖片。)Boys and girls, look at this picture.Where’s the farmer? Ss: He’s on a farm.(教師幫助學生回答，并強調(diào)“在農(nóng)場”是“on a farm”。注意介詞“on”的使用。)
(板書并要求掌握。)
on, farm, on a farm 2.(利用構(gòu)詞法教授新詞drive，板書并要求學生掌握。)(出示小黑板)work（工作）——worker（工人）farm（務(wù)農(nóng)）——farmer（農(nóng)民）drive（開車）——driver（司機）teach（教學）——teacher（教師）T: Look at the small blackboard and guess the meaning of“drive”.(先讓學生仔細觀察每組詞的變化，再觀察漢語意思，然后總結(jié)規(guī)律。在小組內(nèi)討論、探究，達成一致意見后，各小組長向全班匯報。)
(教師總結(jié)：一些動詞，如果在其后加er(或or)之后，就變成了名詞，名詞表示執(zhí)行這個動詞動作的人。教師可以利用學過的動詞進行補充，讓學生猜測其意。例如：think(思考)——thinker(思想家)；speak(說，講)
——speaker(演講者)；visit(參觀)——visitor(來訪者)等等。)(學生大聲朗讀教師板書的詞。)(導(dǎo)入1a。)3.(教師出示1a教學掛圖并談?wù)摗?
T: Look at this picture.The man is a doctor.This is a hospital.He works in a hospital.(教師要求學生看圖復(fù)述，可以增加更多的內(nèi)容。)4.(教師放1a錄音，學生跟讀，然后師生互動，先模仿，后操練。)
T: Listen to the tape and repeat.Then practice 1a in pairs.Step 3 Consolidation 第三步 鞏固(時間:10分鐘)18
通過對話、猜謎等形式，讓學生進一步掌握重點句型及生詞，完成1b和2。1.(用幻燈片呈現(xiàn)1b中女教師上課的圖片。)T: Look at this picture.What does she do, S? 1S: She is a teacher.1 T: Where does she work, S? 2S: She works in a school.2 T: Well done!(教師接著用幻燈片呈現(xiàn)農(nóng)民干活的圖片。)T: Look at this picture.What do the men do? S: They are farmers.3 T: Where do they work? S: They work on a farm.4(教師用幻燈片呈現(xiàn)機關(guān)人員工作的圖片。)T: Look at the picture.What do they do, S? 5S: They are office workers.5 T: Where do they work? S: They work in an office.52.(學生看1b，兩人一組依照范例操練對話，完成1b。然后找?guī)捉M學生到前面表演。)T: Practice in pairs according to the pictures in 1b after the example.Then I’ll ask several pairs to act out in the front.3.(兩人一組做“問答猜謎”活動，教師示范，完成2。)
T: Let’s ask and answer to guess riddles.Example: T: My sister works in a hospital.But she isn’t a doctor.What does she do, S? 6S: I think she is a nurse.64.(教師將Section A，3a中的圖片呈現(xiàn)出來，依次和學生進行問答練習。)Step 4 Practice 第四步 練習(時間:12分鐘)通過聽錄音回答問題并填空，做調(diào)查等形式，繼續(xù)鞏固本課的重點語言項目，完成3和4。1.(教師播放3錄音，先讓學生口頭回答下列問題，然后再聽錄音填表格，完成3。)
T: Listen to the tape, and answer the following questions orally.Then listen again and fill out the table in 3.(小黑板出示下列問題。)(1)What do David and Paul do?(2)Is Lisa a driver? Where does she work?(3)Where does Danny work?(依次讓五名學生回答問題并核對答案，核對3中表格的答案。)2.(做調(diào)查，完成4。每個學生至少要問三個學生，然后完成表格。先在小組內(nèi)匯報，然后每個小組挑選一個代表向全班匯報。)
T: Make a survey.Ask your classmates about their parents’ jobs and workplaces.Then fill out the table in 4.First report in groups, then vote a student to report to the class.3.(教師利用幻燈片呈現(xiàn)下列內(nèi)容，要求學生填寫所缺的句子，補全對話。)
T: Please look at the slide and complete the dialog.—Excuse me, could you please tell me your name? —Sure, my name is Da Long.And you? —My name is Li Gang.Glad to meet you, Da Long.—Glad to meet you, too.—What do you do? —I’m a student.—What does your father do? —My father is a worker.—Where does he work? 19
—He works in a factory.(畫線句子為學生要填寫的。)4.(出示小黑板或幻燈片。讓學生把職業(yè)和職業(yè)特征連接，復(fù)習職業(yè)類詞匯及相關(guān)句型。)farmer works in the hospital driver teaches at school cook works on the farm nurse drives a bus doctor works in an office office worker studies English student works in the kitchen(廚房)teacher looks after patients(病人)T: Please match the jobs with the workplaces.Example: doctor—works in the hospital(核對答案。)5.(以幻燈片形式呈現(xiàn)chant的內(nèi)容，教師領(lǐng)著學生有節(jié)奏地讀。)T: Let’s chant.Please read after me rhythmically.Work, work, work, work People work every day Fathers work Mothers work Teachers work Nurses work Cooks work Farmers work Work at home Work at school Work everywhere Work, work, work, work Step 5 Project 第五步 綜合探究活動(時間:5分鐘)通過做游戲、寫短文等形式，培養(yǎng)學生綜合運用語言的能力。1.(教師可以用自制的寫有worker, farmer, student等職業(yè)名詞的轉(zhuǎn)盤向?qū)W生演示，轉(zhuǎn)動轉(zhuǎn)盤，當停住時，問一位同學，讓他/她回答。然后讓學生拿出上次課外作業(yè)布置的自制轉(zhuǎn)盤，一個學生問，另一個學生回答。完成5。)
T: Let’s play a game: Job Spinning.Now ask and answer in pairs after the example.Example: S: What do you do? 1S: I’m a(an)… 2S: Where do you work? 1S: I work … 2 2.Homework:(1)將所學過的表示職業(yè)類的名詞制成卡片，然后兩人一組操練What do/does … do?和 Where do/does … work?(2)寫一篇介紹家庭成員職業(yè)的文章，詞數(shù)在四十個左右。(3)讓有全家福照片的同學下節(jié)課帶上，以備下節(jié)課使用。板書設(shè)計： What does your mother do? Section B 20
in a hospital —What do/does … do? on a farm —He/She is a(an)… /They are …/I am…
in a school —Where does he/she work? in an office —He/She works …
Section C The main activity is 1a.本課重點活動是1a。Ⅰ.Teaching aims and demands 教學目標
1.(1)Learn some words about family members and relatives: aunt, uncle, brother, grandparent, cousin, daughter, son(2)Learn other new words and a phrase: family, sofa, tree, family tree 2.Identify family members:(1)This is a photo of my family.(2)Who’s the young woman in yellow?(3)Who are they on the sofa?(4)I have a big family.Ⅱ.Teaching aids 教具 圖片/照片/教學掛圖/錄音機/小黑板/幻燈片 Ⅲ.Five-finger Teaching Plan 五指教學方案
Step 1 Review 第一步
復(fù)習(時間:10分鐘)運用圖片和全家福照片，通過師生問答的形式，復(fù)習有關(guān)職業(yè)及工作場所的句型，并引入部分新單詞，導(dǎo)入新課。1.(教師出示各種職業(yè)人物的圖片，復(fù)習有關(guān)職業(yè)及工作場所的句型。)(教師出示一個醫(yī)生的圖片。)T: What does he do? S: He is a doctor.1 T: Where does he work? S: He works in a hospital.1(教師出示一個女教師的圖片。)
(教師出示一個辦公室男職員的圖片，讓學生互相問答。)2.(出示一張四口之家的全家福，通過陳述人物關(guān)系引入新詞匯。)T: Look at this photo.It’s a photo of Michael’s family.(板書并要求學生掌握。)
family
T:(指著圖片上的男孩)The boy is Michael.(指著圖片上的女孩)The little girl is his sister, Jane.Michael is Jane’s
brother.(板書，讓學生猜其意。然后要求學生掌握。)
brother T: The man in black is Mr.Brown.He is Michael and Jane’s father.The woman in red is their mother.So Jane is the woman’s daughter and Michael is her son.(板書并要求學生掌握。)daughter, son 3.(猜人物關(guān)系，學生聽教師的描述，在教師的幫助下學習更多新詞匯。)T:Your father’s brother is your …? 21
Ss: Uncle.(幫助學生回答。)
(板書并要求學生掌握。)
uncle
T: Your mother’s brother is your …? Ss: Uncle.T: S, do you have an uncle? 5S: Yes, I do./No, I don’t.5
T: Your father’s sister is your …? Ss: Aunt.(幫助學生回答。)
(板書并要求學生掌握。)aunt T: Your mother’s sister is your …? Ss: Aunt.T: Your aunt’s son is your …? Ss: Cousin.(幫助學生回答。)(板書并要求學生掌握。)cousin T: Your aunt’s daughter is your cousin, too.Here, cousin means“表姐妹”in Chinese.T: Your parents’ parents are your …? Ss: Grandparents.(幫助學生回答。)(板書并要求學生掌握。)
grandparents(導(dǎo)入新課。)
Step 2 Presentation 第二步
呈現(xiàn)(時間:6分鐘)利用師生問答、聽錄音跟讀、分角色朗讀等形式，呈現(xiàn)師展示1a
1a內(nèi)容，學習部分生詞。1.(教
1a教學掛圖，通過問答形式，學習新單詞，理清中的人物關(guān)系。)T: This is a photo of Kangkang’s family.(板書)a photo of …(師生問答，允許有不符合原文的回答，為后面的聽力打基礎(chǔ)。)
T:(手指沙發(fā))Who are they on the sofa?(板書并要求學生掌握。)sofa S: They are Kangkang’s grandparents.5 T: Who is the little girl? S: She is Kangkang’s cousin.62.(聽1a錄音，核對答案。)3.(再聽1a錄音并跟讀，模仿語音語調(diào)。)
T: Listen and repeat.Imitate the pronunciation and intonation.4.(學生分角色朗讀，完成1a。)T: Read 1a in roles.Step 3 Consolidation 第三步 鞏固(時間:10
分鐘)通過找關(guān)鍵詞、表演對話、展示全家福等形式，使學生在運用中掌握新知識。1.(學生自讀
1a，并找出關(guān)鍵詞。教師板書關(guān)鍵詞，讓學生根據(jù)關(guān)鍵詞表演1a對話。)T: Read 1a by yourselves and find out the key words.Then act out the dialog according to the key words on the blackboard.(板書)a photo of —— woman in yellow —— woman in red —— man in a green T-shirt —— 22
on the sofa —— big family 2.(學生再讀1a。根據(jù)1a內(nèi)容，完成1b。并互相核對答案。)T: Please read 1a again.Then fill in the blanks in 1b according to 1a.Then check the answers together.3.(挑選幾個學生，展示自己的全家福，并作簡單介紹。)
T: Please show us photos of your family.Then introduce them to your classmates.S, please.1 S: This is my … He/She is a(an)… He/She works … 1 S: There are three people in my family.They are my mother, father and I.My mother is a 2 teacher.… …(對于介紹流利，發(fā)音準確的學生，給予表揚。)Step 4 Practice 第四步 練習(時間:12分鐘)
1.(教師出示畫在小黑板上康康的家譜。)
Kangkang’s Family Tree T: This is Kangkang’s family tree.(板書并要求學生掌握。)tree, family tree 2.(讓學生參照1a內(nèi)容，完成康康的家譜，核對答案，完成1c。)T: Please complete Kangkang’s family tree according to 1a.Then check the answers together.3.(讓學生參照康康的家譜，編對話。兩人一組練習，然后找?guī)捉M到講臺前表演。)
T: Please make conversations after the example according to Kangkang’s family tree.Then practice in pairs.I’ll ask several pairs to act them out in the front.Example: T: Who’s the man in black? S: He’s Kangkang’s father.14.(教師用幻燈片展示一篇短文，學生讀后完成家譜，并核對答案。)
My name is Jack.I am a boy.I’m 12 years old.I’m a student.My father is a doctor.My mother is a teacher.My aunt and uncle are both office workers.They have a daughter.I have a little sister.My little sister is four years old.She is at home with my grandparents.T: Nice work.Please read the passage on the slide, then complete the following family tree.(板書)_ _ _’s Family Tree(核對答案。)5.(讓學生畫自己家的家譜，并對家庭成員作簡短的批注，如：職業(yè)、年齡和工作地點等。)T : Draw your own family tree and write some information about your family members, such as jobs, age and 23
workplaces.6.(根據(jù)自己家的家譜和2中的提示性問題寫一篇小短文，完成2。)T: Write a short passage according to your own family tree and the questions in 2.I’ll ask several students to read your passages.Example: This is my family.My father is … years old.He is a/an ….He works in/on/at ….My mother is … years old.She is a/an ….She works in/on/at ….My aunt is ….My uncle is ….I am … years old.I am a ….(教師挑選幾個學生，讓他們大聲朗讀自己的短文，并給予點評和鼓勵。)Step 5 Project 第五步
綜合探究活動(時間:7分鐘)通過chant、采訪和填表格等探究活動，培養(yǎng)學生綜合運用目標語言的能力。1.(播放錄音，學生跟著chant。在吟唱中復(fù)習所學詞匯，完成3。)
T: Listen to the tape and have a chant.2.(采訪活動，讓學生充當小記者采訪同學，然后完成下表。出示小黑板。)
T: Suppose you are a journalist and interview your classmates about their family members.Then fill out the table on the small blackboard.Name Relation Age Job Workplace _ _ _’s Family _ _ _’s Family 3.Homework: 收集家人及親戚的照片，用英語寫一篇短文，簡單描述他們的職業(yè)、工作單位、與你的關(guān)系等情況，并帶到學校來，與同學們共享。板書設(shè)計：
What does your mother do? Section C This is a photo of … on the sofa family tree key words: a photo of——woman in yellow——woman in red——man in a green T-shirt——on the sofa——big family
Section D The main activities are 1, 2a and 5.本課重點活動是1, 2a和5。Ⅰ.Teaching aims and demands 教學目標
1.(1)Learn the following phonetic symbols:/m/, /n/, /l/
(2)Learn some new words and a phrase:happy, teach, only, after, look after 2.Review Wh-Questions with what/where:(1)What do your parents do?(2)Where do you/they work?
3.Learn the useful sentences:(1)I have a happy family.(2)My grandparents live with us and look after Rose at home.(3)Jack’s mother is in red.24
Ⅱ.Teaching aids 教具 單詞卡片/圖片/錄音機/幻燈片/錄像設(shè)備/小黑板/獎品/投影 Ⅲ.Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復(fù)習(時間:15分鐘)放錄音，出示全家福，師生對話，復(fù)習有關(guān)職業(yè)的詞匯及句型，引出新詞匯，導(dǎo)入新課。1.(方案一)(播放含有職業(yè)性對話的錄音片斷，師生互動。)T: Now, let’s listen to the tape, and answer my questions.(1)(播放醫(yī)生詢問病人病情的錄音片斷，可以是中文的。)T: What does the man/woman do? S: He/She is a doctor.1(2)(播放教師上英語課的錄音片斷。)T: What does the man/woman do? S: He/She is a teacher.2
T: He/She teaches English.(板書，教學新單詞，并要求掌握。)teacher —— teach(3)(播放學生上課的錄音片斷。)T: What do they do? S: They are students.3(以同樣的方式進行其他“聽錄音辨職業(yè)”訓(xùn)練。)(方案二)(看錄像/幻燈片/投影/圖片，找出具有職業(yè)特征的人物。)(教師讓學生快速觀看錄像/幻燈片/投影/圖片，然后提出問題。)T: Who can you see? S: I can see a teacher.4S: I can see a doctor.5S: I can see a driver.6…(直到?jīng)]有學生補充為止，然后再現(xiàn)材料，讓學生仔細觀察，師生合作，共同找出所有職業(yè)性人物。)2.(看誰演得好:讓學生上前表演各種職業(yè)的特征，可利用道具。)
T: Nice work!Now I’ll ask some students to act out different jobs and say what you do and where you work.S, 7 please.S: I am a … I work in a …(學生一邊說一邊做該職業(yè)的標志性動作。)7S: I am a … I work in a …(像S一樣)87(所有volunteers表演完畢后，師生一起評出“最佳演員”，并頒發(fā)獎品。如：英語本。)3.(教師出示一張自己家三代同堂的全家福，師生問答，引出新詞匯。)T: Boys and girls, please look at this photo of my family.This girl is my little daughter.Can you guess how old she is? Ss: She is four years old.(學生猜測女兒的年齡。)T: Yes.She is only four years old, and she is very cute.(板書，教學新單詞，并要求學生掌握only；了解cute。)
only, cute
Ss: Yes.T: Do you know who’s looking after my daughter now? Ss: Her grandparents.(板書，并要求掌握。)after, look after T: You are right.I think I have a happy family.25
(板書，學習新單詞，并要求掌握。)happy(導(dǎo)入1。)
Step 2 Presentation 第二步 呈現(xiàn)(時間:10分鐘)運用卡片學習音標；聽錄音，做閱讀理解，掌握目標語言。1.(出示
1中的單詞卡，讓學生認讀單詞。)T: Boys and girls, we all know this word, right?(手持family單詞卡。)Now I’ll show you more word cards.Please read these words in turn.(手持nurse單詞卡)S: Nurse.1(手持apple單詞卡)S: Apple.2(手持map單詞卡)S: Map.3 … T:(出示mouse, monkey的單詞卡。)Well done!Now please look at the two words.Can you read them? The old words can help you.Ss: Mouse, monkey.(教師可幫助學生學會怎樣用學過的單詞拼讀新單詞。)2.(讓學生把單詞卡片歸類。教學音標/m/, /n/, /?/, /l/.)T: Good.You are very clever.Now please divide these words according to the pronunciation.(板書)
/m/
/n/ /?/ /l/ 3.(播放1錄音，并讓學生跟讀，直到讀準確為止，完成1。)T: Very good!Now please listen to the tape and repeat.4.(由自己家的全家福照片，導(dǎo)入2a。)
T: You know about my family.Today we have a new friend, Peter.Here is a photo of Peter’s family.After listening to the tape, you’ll know about his family.Do you want to know him?(1)(讓學生聽2a，然后回答小黑板上所列的問題，師生核對答案。)
T: Please listen to the tape.Then answer the following questions.1.How old is Peter? 2.Where is he from? 3.How old is his little sister?(2)(再播放2a錄音，完成在小黑板上繪制的如下表格，訓(xùn)練學生的聽力。)T: Listen to the tape again.And fill out the table on the small blackboard.Family member Job Workplace Peter Father Mother Step 3 Consolidation 第三步 鞏固(時間:6分鐘)通過復(fù)述短文和人物訪談，使學生進一步鞏固目標語言。1.(學生精讀
2a，完成2b，核對答案；并要求同桌之間進行對話。)
T: Read 2a again.Then answer the questions in 2b.Then check the answers with your deskmate.26
2.(板書關(guān)鍵詞，讓學生復(fù)述2a。)T: Please retell the passage according to the key words on the blackboard.Peter—come from—twelve—student—Beijing—father—doctor—hospital—mother—teacher—school—Rose—four—grandparents—look after(學生如有困難，教師要及時給予幫助，對復(fù)述流暢、準確的學生給予鼓勵。)3.(仿寫短文，讓學生把自己的家庭情況，用關(guān)鍵詞概括，然后口述。)T: Imitate the passage in 2a and retell the information about your family orally.4.(人物訪談：讓兩位學生表演，S扮記者，S扮外國明星。)12
T: Let’s have an interview.Suppose S is a reporter, S is a famous foreign star.S interviews S.OK, please!1212S: Welcome to China, Mr./Miss … 1S: Thank you.2S: May I know your family? 1S: Sure.2S: What does your father/mother do? 1S: My father/mother is a(an)… 2S: Do you like China? 1S: Yes.I like China very much.2S: Thank you very much.1S: You’re welcome.2(讓學生兩人一組練習人物訪談對話。)
Step 4 Practice 第四步 練習(時間:8分鐘)通過做游戲和做練習，使學生在運用中掌握目標語言，并訓(xùn)練學生的聽力。1.(播放兩遍3的錄音，第一遍讓學生了解大意，第二遍后判斷正誤，核對答案。)T: Listen to the tape for the first time in order to learn about main ideas.Then listen again and mark True or False in 3.I’ll check the answers.2.(重放3錄音，學生獲取更多信息，并根據(jù)對話內(nèi)容，復(fù)述
Jack的家庭情況，完成3。)
T: Listen to the tape again, and try to get more information.Then retell Jack’s family according to the dialog.3.(做游戲：找朋友。課前把4a，4b中的問句和答句寫在卡片上，打亂順序，讓十六個學生抽取卡片，然后迅速找到與自己相對應(yīng)的問句或答語，兩人一組表演出來。)
T: Let’s play a game: Finding friends.Here are sixteen cards.I’ll ask sixteen students to draw the cards.Then find out their own questions or responses quickly and act out in the front.Example: Group 1 S:What do your parents do? 1 S:They are both office workers.2 Group 2 S:What do you do? 3 S:I’m a student.4
… 4.(播放4a、4b錄音，學生跟讀，并注意語音語調(diào)。完成4a和4b。)
T: Listen to the tape and repeat.Pay attention to your pronunciation and intonation.5.(教師出示小黑板，學習并操練本單元的特殊疑問句。)T: Let’s do some exercises.Please look at the small blackboard.Fill in the blanks, then check the answers together.對畫線部分提問：
(1)My parents are workers.do your parents ?(2)I am a student.27
do you ?(3)The man works on a farm.the man work?(4)They work in a school.they work?(核對答案。)Step 5 Project 第五步 綜合探究活動(時間:6分鐘)通過畫家譜，采訪，填表格，寫短文等形式，培養(yǎng)學生綜合運用本話題語言知識的能力。1.(聽敘述，畫家譜。老師讓一個或幾個學生介紹自己的家庭情況，其他學生根據(jù)敘述，畫出家譜，看誰畫得最正確。完成5（1）。)
T: Listen to the description of your partner’s family photo.Then draw his/her family tree.And we will decide who draws best.2.(人人都做小記者。學生兩人一組相互采訪，完成5(2)。)
T: Suppose you are a reporter, interview your partner about his/her family members.Then fill out the table in 5.讓學生根據(jù)5(2)采集到的信息，寫一篇介紹搭檔家庭的小短文，完成5(3)。教師挑選幾篇寫得好的短文，粘貼在教室后面的《英語學習園地》欄。板書設(shè)計：
What does your mother do? Section D live with us look after 1./m/, /n/,/?/, /l/ in red 2.My grandparents live with 3.Homework: us and look after Rose at home.on the sofa 3.What do your parents do?
a photo of my family 4.What does the man do?
Topic 3 What would you like to drink? Section A The main activities are 1a and 3.本課重點活動是1a和3。Ⅰ.Teaching aims and demands 教學目標 1.(1)Learn some words about food and drink: fish, chicken, rice, drink, juice, milk, water, vegetable, bread, hamburger(2)Learn some other new words and phrases: yourself/yourselves, help oneself(to), would, about, What about …? all right, for, idea, good idea
2.Talk about having meals and making suggestions:(1)—Help yourselves!—Thank you.(2)—Would you like some …?—No, thanks.(3)—What would you like to eat/drink?—Apple juice, please.—I’d like …(4)—Milk for me, please.—Me, too.(5)—What about some …?—Good
idea.3.Learn countable nouns and uncountable nouns.28
Ⅱ.Teaching aids 教具 圖片/實物/錄音機/小黑板 Ⅲ.Five-finger Teaching Plan 五指教學方案
Step 1 Review 第一步 復(fù)習(時間:12分鐘)利用圖片和實物，通過師生問答的形式，激活學生的英語思維，調(diào)動學生的積極性，并導(dǎo)入新課。1.(教師出示圖片，復(fù)習表示食物的單詞。)
T: Hello, boys and girls.I know you learnt many words about food, now look at the pictures.What’s this in English?(圖片上為一紅色蘋果。)S: It’s an apple.1
T: Good.What color is it? S: It’s red.1 T: Do you like it? S: Yes, I do./ No, I don’t.1(教師以同樣的方法，復(fù)習orange(s), banana(s), egg(s), cake(s)。)2.(教師擺放幾個水果，如：oranges, bananas, apples, 引起學生的興趣。)T:(教師拿一個蘋果)I have an apple.T:(教師手捧幾個蘋果)I have some apples.T:(換成幾個橘子)I have some oranges.T:(換成幾個香蕉)I have some bananas.(教師引導(dǎo)學生說：I have some …)S: I have some books.2S: I have some friends.3S: I have some pens.4… 3.(教師手拿橘子，請一個學生進行如下對話。)T: S, do you like oranges? S: Yes, I do.55 T: Do you want some oranges? S: Yes, I do.5T:(把橘子給S)Here you are.S: Thanks.554.(學生積極性已被調(diào)動，教師趁熱打鐵。)T: Do you want some oranges? Ss: Yes, I do.T: OK.Now, please look at the blackboard.(板書)
Do you want some oranges?=
T: We can say it like this:(在等號后面板書并領(lǐng)讀。)Would you like some oranges?(師生交換角色，引出Would you like some …?的答語。)
T: S, S: Would you like some cakes? 6
T: No, thanks.(教師表揚S并給他/她一個橘子。)6
T: Now, boys and girls.Do you understand? Ss: Yes.T: OK.Let’s try.S, would you like some oranges?
S: Yes, please./No, thanks.77
T: S, would you like some apples? S: Yes, please./No, thanks.88(教師在Would you like some oranges?后面板書。)肯定回答：Yes, please.否定回答：No, thanks.(導(dǎo)入1a。)Step 2 Presentation 第二步 呈現(xiàn)(時間:13分鐘)利用圖片、創(chuàng)設(shè)情境以及肢體語言等方式學習生詞和新句型。引導(dǎo)學生運用觀察、歸納和實踐等方法學習語言知識，感悟語言功能。1.(教師出示食物圖片，并在食物下方寫上英語。)29 please say “would you like some …?” S: OK.Would you like some oranges? 66 T: Yes, please.T: S, would you like some chicken?(教師手持chicken圖片。)1 S: Yes, please./ No, thanks.1(教師把圖片貼在黑板上，教學該單詞，并要求學生掌握。)T: S, would you like some rice?(教師手持rice圖片。)2 S: Yes, please./ No, thanks.2(把圖片貼在黑板上，教學該單詞，并要求學生掌握。)(用同樣的方法，教授fish, juice, milk, water, vegetable, bread, hamburger。)(板書)fish, chicken, rice, juice, milk, water, vegetable, bread, hamburger 2.(為學生創(chuàng)設(shè)情境，引出句型。)T: S, look!There are many kinds of foods here, are you hungry?(手拍腹部。)3 S:Yes.3 T: What do you want to have?(作吃東西狀，提示該學生。)S: I want some … 3(板書)What do you want to have?= I want some …=(教師繼續(xù)提問。)T: S, there are many kinds of drinks here.Are you thirsty?(作喝水動作，提示該學生。)4 S: Yes.4 T: What do you want to drink? S: I want some … 4(板書)drink What do you want to drink?= I want some …= 3.(讓學生觀察前面的Do you want some …?部分，引導(dǎo)學生說出以上句子的同義句，并板書。)What do you want to have?=What would you like to have? I want some … =I would like some … What do you want to drink?=What would you like to drink? I want some … =I would like some …(師生互動操練板書的句型。)T: S,what would you like to have? 5 S: I would like some … 5(操練完畢，教師說明I would like通常寫成I’d like，板書，領(lǐng)讀，并要求學生掌握。)
I would like=I’d like T: Can you say some sentence patterns like this: I’d like some apples.(學生模仿)S: I’d like some … 64.(待四個學生操練完畢，教師總結(jié)，提問，引出另一句型What about …?)T: Different people like different foods and drinks, S would like …, S would like …, S would like …, S would 6789 like …(教師叫S)What about you, S? 1010 S:I’d like some …(教師幫助回答。)10 T: Would you like some …? S:No, thanks.10 T: What about some …?
S:Good idea.(幫助學生回答。)10
(教師板書，解釋What about的用法。)30
What about …? Good idea.5.(看圖猜句子，教師展示一幅用餐圖片，圖中主人正請客人用餐，在主人頭上畫一云狀話語框，用紙片蓋住Help yourselves。)
T: Guess, what will he say? S: Do you want some rice? 11S: Would you like some …? 12S: What do you want to have? 13S: What would you like to have? 14S: What would you like to drink? 15…(學生積極發(fā)言，教師最后掀開紙片露出Help yourselves。板書并要求學生掌握。)
Help yourself/yourselves.(先讓學生猜意思，然后教師解釋含義及用法。)(教師拿幾個橘子，走到一個學生旁邊。)T: Help yourself to some oranges.(教師示意那個學生拿一個橘子。)S: Thank you.16(做同樣的活動，直到教師手里橘子被拿完。)6.(播放1a錄音，讓學生找出所聽到的表示食物或飲料的名詞，并核對。)T: OK.Listen to the tape and find out the words about food and drink you hear.Try, please.7.(要求學生再聽1a錄音并跟讀，注意語音語調(diào)。)
T: Good.Listen and repeat.Please pay attention to the pronunciation and intonation.(用英語解釋部分生詞并板書，要求學生掌握。)all right=OK Milk for me.=I’d like some milk.Me, too.=I’d like some milk, too.Step 3 Consolidation 第三步 鞏固(時間:7分鐘)通過填表格、觀察討論等活動，培養(yǎng)學生觀察力，鞏固所學語言知識。1.(讀1a，填1b表格，核對答案，完成1b。)T: Please read 1a again.Find out what Michael, Maria and Jane want to have.Then fill out the table.2.(教師出示小黑板，黑板上寫有食物和飲料的名稱，并按可數(shù)名詞和不可數(shù)名詞歸類。讓學生觀察小黑板并討論，然后說出觀察結(jié)果，引出可數(shù)名詞與不可數(shù)名詞。)Group A: Countable nouns Group B: Uncountable nouns some eggs some fish some cakes some rice some apples some bread some hamburgers some chicken some vegetables some apple juice some oranges some water some bananas some milk T: Now, let’s look at the blackboard together!Who can tell me the differences between Group A and Group B? Ss:There is an “s” in the words in Group A, but in Group B there isn’t the letter.T: Well done.But do you know why? Ss:Sorry.We don’t know.(教師稍作解釋。)3.(看圖找物。教師展示一幅用餐圖片，讓學生找出所學的食物類名詞。)T: Look at the picture.What kind of food can you see? 31
S: I can see some cakes.1S: I can see some vegetables.2S: … 3…(教師提醒學生，注意使用正確形式。)4.(播放3錄音，讓學生先配對，再按可數(shù)名詞與不可數(shù)名詞歸類。完成3。)
T: Well done!Now, please listen to 3.Then match the food and drink with the words, next divide them into countable nouns and uncountable nouns.(核對答案。)Step 4 Practice 第四步 練習(時間:8
分鐘)通過角色表演，聽力練習及情景表演，強化訓(xùn)練本節(jié)課的功能用語和新單詞。1.(角色表演，學生四人一組操練
1a對話，然后教師挑選一組表演該對話。)T: Let’s role-play.Please practice the dialog in 1a in groups of four.Then I’ll choose one group to come to the front and act it out.2.(播放2錄音，完成2。)T: Very good.Here’s another conversation about having meals.(教師可以用漢語解釋having meals。)Please listen to the tape and write down the words about food and drinks.Are you ready? Please go.(核對答案。)3.(情景表演：晚上你的朋友到你家用餐，請你和朋友一起表演就餐對話。)
T: Nice work.Imagine one of your friends comes to your home to have supper this evening.Can you make a conversation with your friend? You can use these useful expressions: Help yourself!Would you like … ? What would you like …? I don’t like … What about …? Good idea.… Step 5 Project 第五步
綜合探究活動(時間:5分鐘)通過采訪和討論等活動，把學習英語與學生生活有機結(jié)合起來，培養(yǎng)他們的健康意識。1.(采訪活動)(1)(教師先示范，然后學生四人一組，進行采訪，并填寫4表格。)
(2)(匯報結(jié)果：教師先展示一個學生的采訪結(jié)果。然后挑選幾個學生朗讀他們的調(diào)查報告。)
T: In the lesson, we learned some names about food and drink.Now let’s work in groups of four.Ask your three classmates what they would like to eat and drink.Then write them down to fill out the table in 4.You can begin like this: S, what do you like to eat? 1 S: I like some vegetables and fish.1 T: What do you like to drink? S: I like some milk.1 T: Good!I’ll choose some of you to report it like this: X X likes to eat vegetables.X X likes to drink some milk.Do you understand? Please go!2.(討論：我們應(yīng)該吃什么食物才是最健康的？)(教師可以設(shè)計如下內(nèi)容，學生討論后連線。)(教師出示小黑板。)fish make us clever(使人聰明)chicken make us healthy(使人健康)milk make us fat(使人變胖)eggs make us sleep well(幫助入睡)vegetables juice hamburgers T: Let’s look at the small blackboard.Please discuss and match.(核對答案。)3.Homework: 32
(1)熟讀1a對話。(2)對自己的家人做一個調(diào)查，制作如4表格。板書設(shè)計：
What would you like to drink?
Section A Help yourself/yourselves.What about …? I would like … =I’d like … Good idea.Do you want some oranges?=Would you like some oranges? Yes, please./ No, thanks.What do you want to have?= What would you like to have? I want some …=I would like some … What do you want to drink?= What would you like to drink? I want some …=I would like some …
Section B
The main activities are 1a and 2a.本課重點活動是1a和2a。Ⅰ.Teaching aims and demands 教學目標
1.Learn some new words and phrases: usually, breakfast, lunch, supper, food, may, take, order, take one’s order, sir, something, glass, a glass of, wait, moment, wait a moment, let, well 2.Talk about having meals and ordering food:
(1)What do you usually have for breakfast, Michael?(2)May I take your order, sir?
3.Go on talking about offering, accepting and refusing.(1)It’s my favorite food.I like Chinese food very much.(2)—Would you like something to drink? —Yes.A glass of apple juice, please./No, thanks.Ⅱ.Teaching aids 教具 圖片/錄音機/圖釘/小黑板/彩色粉筆/實物/菜單 Ⅲ.Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復(fù)習(時間:6分鐘)通過游戲，復(fù)習Section A，激發(fā)學生學習英語的興趣，培養(yǎng)他們的觀察能力。(玩游戲，復(fù)習已學詞匯，培養(yǎng)學生速記能力與觀察能力。)(方案一)(少了什么？教師準備若干食物卡片，并將這些卡片一一展示，學生逐一讀出卡片上的食物名稱，然后將卡片抽去一張讓學生快速辨認，看少了哪一張，教師可以問What’s missing?學生只需回答單詞。)T: Are you ready? Go!(教師先拿出卡片讓學生快速看一眼，然后合卡，抽卡，再呈現(xiàn)給學生。)What’s missing? S: Chicken.1(重復(fù)活動，復(fù)習詞匯。)(方案二)(找區(qū)別：教師準備A，B兩幅相似的用餐圖片，讓學生快速看一眼A圖然后收起來，并出示B圖，提問學生What’s the difference?學生可以用I can see some …(a/an …)in Picture A, but I can’t see them(it)in Picture B.教師示范。)T: You can begin like this: I can see an apple in Picture A, but I can’t see it in Picture B.I can see some fish in Picture A, but I can’t see it in Picture B.(對找出最多區(qū)別的同學給予表揚。)Step 2 Presentation 第二步 呈現(xiàn)(時間:12分鐘)33
設(shè)置情境，引出新句型。1.(教師戴上服務(wù)生的帽子和領(lǐng)結(jié)，手里拿著一支筆和一張菜單，通過對話引出新詞匯。)T: Boys and girls, can you guess what I do? Ss: You are a cook.T: No, I’m not a cook.I am a waiter/waitress.(教師解釋waiter和waitress。)(然后教師展示一張飯店菜單。)T: What’s this in English? S: It’s an order.(教師幫助學生說出an order，板書并要求學生掌握。)1 order 2.(情景表演：教師請三位同學扮演顧客，到講臺來。教師在課前將講臺桌裝飾成餐桌，并在上面放一些食品，如雞蛋、蛋糕、一杯牛奶、一杯蘋果汁??)T: S, S, S, please come to the front.234S: OK.2,3,4 T: S, would you like some eggs? 2S: Yes, please./No, thanks.2 T: S, what would you like to drink? 3S: A glass of apple juice, please.(學生可能會回答apple juice，幫助學生回答a glass of apple juice。解釋glass，板3 書并要求學生掌握。)
glass
T: S, would you like something to drink?(板書并解釋something, 要求學生掌握。)4 something S: A glass of milk.Thanks.43.(教師另請兩名男生，到講臺前。)T: S, S, please come to the front.56S:OK.5,6
T: May I take your order, sir?(教學may, take, sir板書并要求學生掌握。)may ,take, sir S: Some eggs, please.5S: Some cakes, please.6 T: Would you like something to drink? S: A glass of apple juice, please.5S: A glass of milk, please.6 T: OK.Wait a moment, please.(教師講解wait a moment，板書并要求學生掌握。)
wait a moment 4.(播放2a錄音，讓學生判斷說話者的身份，并指出錄音中提到哪些食物和飲料。)T: Well, now listen to the dialog, and guess what the woman does.And what the food and drink are mentioned in the dialog.5.(再放2a錄音，讓學生跟讀，注意語音語調(diào)。)
T: Good!Now listen again and repeat.Pay attention to the pronunciation and intonation.6.(學生兩人一組根據(jù)2a對話，畫出不懂之處。)T: OK.Now practice the dialog with your partner.Then underline the sentences you don’t understand.7.(教師解答學生疑問，完成2a。)T: Do you know another way of saying“Would you like something to drink?” S: What would you like to drink? 7 S: What do you want to drink? 8(教師板書)What would you like to drink? = What do you want to drink? 34
=Would you like something to drink?(以同樣方式讓學生說出Would you like something to have?的同義句。)T: Good.Can you tell me another way of saying“Would you like something to have?” Ss: What would you like to have?/What do you want to have? Step 3 Consolidation 第三步 鞏固(時間:8分鐘)通過表演，鞏固2a，完成2b。培養(yǎng)學生聽說讀寫的綜合語言技能。1.(角色表演：教師挑選幾組表演2a對話。)2.(情景劇表演：教師提供幾個單詞，學生自由發(fā)揮，但要運用所學句型。)(小黑板出示。)場所：restaurant(餐館)人物：Michael, Jane, Kangkang, a waiter/waitress 必用詞匯：may, would, chicken, milk, what about, something, wait T: Well done!Now look at the small blackboard.Suppose you are Michael, Jane, Kangkang and a waiter/waitress.You are at the restaurant.Please come to the front and act out.You can use the words on the blackboard and
expressions about offering, accepting and refusing you have learnt, volunteers?(鼓勵學生積極參與。)3.(讓學生自己先試著填寫2b中的空格，畫出不懂之處，然后教師解決學生所提疑問。)4.(待學生完成后，核對答案，讓學生兩人一組表演2b。完成2b。)T: Very good.Let’s check the answers now.Next, please go on acting with your partner.One acts the rabbit, and the other acts the monkey.(教師可以用英語解釋Something to drink?=Would you like something to drink?用漢語解釋What do you usually have for lunch?)Step 4 Practice 第四步 練習(時間:11分鐘)學習三餐飲食習慣的表達，進一步鞏固所學句型和單詞。1.(教師出示三張鐘表簡圖，分別是早上7∶00，中午12∶00，下午5∶00，內(nèi)容都是一家人吃飯的情景。)T:(出示圖片1)It is seven o’clock in the morning.(出示圖片2)It is twelve o’clock at noon.(出示圖片3)And it is five o’clock in the afternoon.Are you clear?Ss:Yes.T:(手持圖片1)Do they wait for a bus?Ss:No.(教師解釋wait for …，板書并要求學生掌握。)wait for… T: What do they do?Ss:…(學生會用漢語回答。)T:They have breakfast.(板書，讓學生猜測詞義，然后領(lǐng)讀，要求學生掌握。)
breakfast
T:(出示圖片2)They have lunch.(板書，讓學生猜測詞義，然后領(lǐng)讀，要求學生掌握。)lunch T:(出示圖片3)They have supper.(板書，讓學生猜測詞義，然后領(lǐng)讀，要求學生掌握。)supper(聯(lián)系實際，板書學生在校用餐的時間, 并提問。)in the morning / 8:00 at noon / 12:00 in the afternoon / 5:30 T:(手指8:00)What do you do at this time?Ss:We have breakfast.T:(手指12:30)What do you do at this time? Ss: We have lunch.T:(手指5:30)What do you do at this time? Ss: We have supper.35
(提問一名學生)T: I know, you often have breakfast at eight.What do you usually have for breakfast?(手拿些食物做吃飯動作，幫助
have
學生理解。)S: I often
usually。)… for breakfast.1(教師板書解釋并領(lǐng)讀，要求學生掌握usually, What do you usually have for breakfast?
T: S, what do you usually have for lunch? 2S: I usually have … for lunch.2
T: S, what do you usually have for supper? 3S: I usually have … for supper.3(教師總結(jié)。)
T: Different
people like different foods and drinks.I like Jiaozi.It’s my favorite food.(板書并解釋food，教學該句并要求掌握。)food It’s my favorite food.T: That means I like Jiaozi very much.(問學生)T: S, what’s your favorite food? 4S: My favorite food is rice/chicken … 4 T: S, what’s your favorite drink? 5S: My favorite drink is milk/juice … 5
T: Well.S, do you know what Michael’s favorite food is? 6S: Sorry, I don’t know.6T: OK.Now let’s come to learn 1a, and then you can find the answer.2.(播放1a錄音，完成下列表格，板書。)T: OK.Please listen to the tape.Then fill out the table on the blackboard.Name For Breakfast For Lunch For Supper Michael 3.(重放1a錄音，學生跟讀，注意語音語調(diào)。完成1a。)T: Listen again and repeat.Pay attention to the pronunciation and intonation.4.(學生兩人一組根據(jù)1a編對話并表演。)
T: Well.Now work in pairs and make a conversation similar to 1a.Step 5 Project 第五步 綜合探究活動(時間:8分鐘)結(jié)合學生用餐習慣，開展探究和討論活動，提高學生學習和運用語言的能力。
1.(學生分組，調(diào)查組內(nèi)同學的用餐習慣。然后每組選一個代表，匯報調(diào)查結(jié)果，完成1b。)T: OK.Now we know what Michael usually have for three meals.Now please ask your classmates about their three meals and fill out the table in 1b.Then I’ll ask some of you to report it like this: X X usually has … for breakfast.He/She usually has … for lunch, and has … for supper.You can ask and answer after the following example.Example: A: What do you usually have for …? B: I usually have ….2.(聽3錄音，學唱歌曲，拓展食物和飲料類名詞。)3.Homework:(1)把Section A，B中表示建議、接受和拒絕的語句抄在練習本上。(2)把Section A，B中所有食物類名詞，按可數(shù)名詞和不可數(shù)名詞分類列在練習本上。板書設(shè)計：
What would you like to drink? 36
Section B Wait a moment, please.What do you usually have for …? have breakfast It’s my favorite food.have lunch May/Can/Could I …? have supper Would you like something to drink? Yes.A glass of …, please.Section C The main activity is 1a.本課重點活動是1a。Ⅰ.Teaching aims and demands 教學目標 1.Learn some new words and phrases: eat, out, eat out, dinner, have dinner, why, Why not …? 2.Learn some useful sentences about having meals and making suggestions:(1)—Would you like to have dinner with me?—Yes, I’d like to.(2)—What would you like to eat?—Let me see.(3)—Why not have some fish and eggs?—Good idea.(4)—Help yourself to some fish.—Thanks.(5)Here you are.Ⅱ.Teaching aids 教具 錄音機/圖片/投影儀/小黑板 Ⅲ.Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復(fù)習(時間:6分鐘)通過歌曲、圖片、師生互動等形式，培養(yǎng)學生的學習興趣。復(fù)習重點知識，導(dǎo)入新課。1.(師生共唱歌曲《Old McDonald Had a Shop》，調(diào)節(jié)課堂氣氛，提高學生的學習興趣。)2.(利用圖片，快速復(fù)習食物名稱。)T: Look at these pictures.Let’s say them out as quickly as possible.S: Rice.(教師出示rice圖片。)1
S:
Hamburger.(出示hamburger圖片。)2 S: … 3… 3.(讓學生兩人一組模仿Section B，2a，表演一段就餐對話，導(dǎo)入新課。)
T: Well done!Please make a conversation about having meals with your partner.Then I’ll ask some pairs to act out in
the front.Step 2 Presentation 第二步 呈現(xiàn)(時間:14分鐘)通過創(chuàng)設(shè)情景，師生問答等形式，學習本課新單詞及新句型。1.(師生問答，談?wù)搶W生的日常飲食，復(fù)習有關(guān)句型，并引出本課新知識。)
T: What do you usually have for breakfast? S: I usually have … for breakfast.1 T: What about lunch? S: I usually have … 1 T: Do you often eat Jiaozi for supper? S: Yes.I like it very much.1(板書并要求學生掌握。)37
eat T: S, would you like some Jiaozi? 2 S: Yes, please./No, thanks.2 T: S, would you like some vegetables? 3 S: Yes, please./No, thanks.3 T: S, would you like to have breakfast with me?
4S: Yes, I’d like to.(幫助學生回答。)4(板書并要求學生掌握。)—Would you like to do sth.? —Yes, I’d like to.(教師講解其用法。師生操練。)T: Would you like to have lunch with me? Ss: Yes, I’d like to.T: Would you like to have dinner with me? Ss: Yes, I’d like to.(板書并要求學生掌握。)dinner, have dinner T: Where do you often have dinner? Ss: I often have dinner at home.T: I often eat at home, too.But sometimes I eat out.(板書并要求學生掌握。)eat out T: S, would you like to eat out with me? 5S: Yes, I’d like to.5 T: What would you like to eat? S: I’d like some … 5 T: What about some chicken? S: Good idea.5 T: I can also say“Why not have some chicken?”
(板書并要求學生掌握。)—Why not do sth.? —Good idea.(師生操練。)T: S, why not have some apple juice? 6S: Good idea.6 T: S, why not have some fish? 7S: Good idea.7 T: Very good, sit down, please.S, if you want to ask your classmates to eat apples here.What do you say? 8S: Help yourself to some apples.8 Ss: Thank you./Thanks.T: Good, but you should say: Help yourselves to some apples.(教師應(yīng)加重語氣，強調(diào)yourselves。)(然后教師拿起一個蘋果遞給一個學生說。)T: Here you are.S: Thank you./Thanks.9(板書并讓學生猜測句子的意思，要求學生掌握。)Here you are.T: OK.Do you want to know where the children have dinner? Please listen to the tape and find out the answer.2.(播放1a錄音，學生聽并找出答案。核對答案。)38
Step 3 Consolidation 第三步
鞏固(時間:8分鐘)通過角色表演，進一步鞏固就餐用語。培養(yǎng)學生用所學語言進行交際的能力。1.(重播1a錄音，讓學生聽錄音，完成下列問題。)
T: Listen to the tape again and complete the following questions.(1)Do they eat out?(2)What do they eat?(3)Do they have some drinks? 2.(再播1a，讓學生跟讀，注意語音語調(diào)，加深理解。)T: Listen to the tape again and repeat.Pay attention to the pronunciation and intonation.3.(角色表演：學生三人一組，分角色表演1a。然后挑選幾組上臺表演，并給予鼓勵。完成1b。)T: OK.Now please practice the dialog in groups of three.Then I’ll ask some groups to come to the front and role-play.Step 4 Practice 第四步 練習(時間:9分鐘)通過排序、填空和給句子配對等活動，幫助學生繼續(xù)操練本話題的功能語言項目，以提高學生的綜合語言運用能力。1.(看2的圖畫，對句子進行正確排序，核對答案。完成2。)T: Well done.Next, look at the picture in 2 on Page 74.Can you guess where they are? Ss: They are in the shop.T: And what do they say? Read the following sentences first.Then put them into the correct order to make a conversation.(核對答案。)T: Boys and girls, I’ll divide you into two groups.Boys act the boss.(教師可以用漢語解釋boss。)Girls act the customer.(教師用漢語解釋customer。)Are you ready? Go.Boys: May I help you, sir? Girls: Yes, two hamburgers, please.Boys: Would you like something to drink? Girls: No, thanks.Boys: OK.16 yuan, please.Girls: Here you are.2.(將3中的圖貼在黑板上，師生討論笑臉的含義。學生兩人一組問答，然后完成3的文章。)T: Look at the pictures on the blackboard.Talk about them in pairs.(1)S: Do you like chicken? 1S: Yes, I like it a little.2S: Do you like hamburgers? 1S: Yes, I like them very much.2(2)S: Do you like fish? 3S: Yes.It’s my favorite food.4S: Do you like bananas? 3S: No, I don’t like them at all.4T: Nice work!Now let’s complete the passage in 3.Then we will check the answers together.(核對答案。)3.(用投影儀或小黑板展示4中兩組句子，讓學生配對，以提高他們對句子的運用能力，完成4。核對答案。)
Step 5 Project 第五步
綜合探究活動(時間:8分鐘)通過接力活動及討論學生的飲食情況，提高學生聽說讀寫的綜合語言技能。1.(接力比賽。)(方案一：看誰說得對。)39
(教師念some，學生接食物類名詞，且要注意是否加s。學生按座位順序快速輪流說，食物名稱不得重復(fù)，說錯者退出比賽，最后剩下的同學為獲勝者。)(方案二：比一比誰快。)(1)(事先準備兩份內(nèi)容相同的卡片，卡片上給出的是本話題的功能句。)(2)(將全班同學分成兩組并站成兩路縱隊，每組的第一位同學用卡片上的第一個問題提問，第二位同學回答，然后第二位同學用卡片上下一問題提問，第三位同學回答，問完問題的同學站到本隊的最后，當再次輪到第一位同學提問時，一個賽程結(jié)束，教師記下兩組分別花費的時間，花費時間短且問答準確率高的組獲勝。)2.(讓學生兩人一組討論自己的飲食情況，并模仿3寫成短文。學生互評，然后教師挑選一個學生的作文進行點評。)3.Homework:
(1)讓學生運用所學的句型自己編一個關(guān)于就餐的對話，并寫在練習本上。(2)詢問親友，或上網(wǎng)查詢本地有哪些名菜。板書設(shè)計： What would you like to drink? Section C eat out have dinner/have supper Here you are.Thanks.—Would you like to do …? —Yes, I’d like/love to.—Why not have some fish and eggs? —Good idea.—What about some vegetables? —Good idea.Section D The main activities are 1, 2a and 4.本課重點活動是1，2a和4。Ⅰ.Teaching aims and demands 教學目標 1.Learn some phonetic symbols:/h/, /r/, /w/, /j/ 2.Learn some new words and a phrase:dear, kind, such as, be
3.Review ordering food and having meals.Ⅱ.Teaching aids 教具 錄音機/單詞卡片/多媒體課件/投影儀或小黑板/圖片/信封 Ⅲ.Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復(fù)習(時間:12分鐘)通過競賽、表演、游戲等方式，幫助學生進一步鞏固本話題的功能語言。1.(頭腦風暴，復(fù)習本話題所有的詞匯。)
(將學生分成四組，組之間進行搶答。若某一組員回答不上來，組內(nèi)其他組員三秒內(nèi)有一次機會給予幫助。若無人幫助，機會轉(zhuǎn)給其他組。答對一次，畫一面紅旗，評出優(yōu)勝組，并頒發(fā)“最佳團體獎”。培養(yǎng)學生集體榮譽感。)T: Hello, boys and girls.Do you remember all the words in the topic? Now let’s PK.I’ll divide you into four groups.Try your best to speak out the word quickly when I say it in Chinese.The group which get the most red flags will be winner.Are you clear? Please go.(教師示范。)T: 雞肉 S: chicken 1 T: 魚肉 S: fish 22.(男女挑戰(zhàn)賽，復(fù)習本話題的句型。)(把全班分成男、女兩大組，每組依次各出一人，采用一問一答式，相互交換，每個人只有一次機會，問一句或答一句可得一面紅旗，組內(nèi)相同的問句不能超過三次，否則違規(guī)。)40
T: OK.Now boys can make a challenge for girls by asking and answering.You can use the important sentences in the topic.You can begin like this:(教師和一學生示范。)T: Would you like some eggs? S: Yes, please./No, thanks.3(交換角色。)S: Here you are.T: Thank you.3(教師觀察，若本話題所有句型均已提到，且大部分學生已參與，即可停止。)3.(即興表演：三人一組，其中一人為waiter/waitress，運用所學就餐用語，演一個在酒店/飯店用餐的短劇。)4.(給單詞貼尾巴，復(fù)習可數(shù)名詞與不可數(shù)名詞。)(教師把以前所學和本單元所有表示食物/飲料類的名稱寫在動物形的紙板上，貼在黑板上，然后把s寫在部分尾巴形的紙板上；另一部分尾巴什么也不寫，表示不加s，即不可數(shù)名詞。給動物貼上正確的尾巴。)5.(教師出示一封信，引入新課題。)
T: What’s this? Ss: It’s a letter.T: Yes, do you know how to write an English letter?(用漢語翻譯此句。)Ss: No, we don’t know.T: OK.I’ll teach you how to write an English letter today.(老師做寫的動作。)(導(dǎo)入2a。)Step 2 Presentation 第二步
呈現(xiàn)(時間:10分鐘)學習2a短文。幫助學生了解并掌握英文信件的書寫格式，拓展他們的文化視野。1.(教師用幻燈片出示各種形式的英文信件，讓學生整體感知。也可以打印出來，讓學生傳閱, 了解英文寫作的多樣性。)
T: Look at these letters and see how English people write letters.2.(教師用課件或黑板展示英文信件的基本框架。)
Dear
…，×××××××××××××××××××××××××××××××××××××××××××××××××××××××××
Yours, ×××(板書并要求學生掌握。)
dear
T: Do you know this word? Ss: Yes.親愛的。(隨著大眾媒體的傳播，學生都知道它。)(教師解釋。)T: In English letters, we usually use(翻譯該詞)this word to start a letter, not only say it to young men or young women, but also to old people or kids.(教師舉例。)T: Dear …(用班上學生的姓名，有男也有女。)(教師提醒學生注意“Dear … ,”的標點符號。)Dear Sam, √ Dear Sam: ×(教師指著小黑板/課件中信的正文部分。)T: This is the body of a letter.Here you can write something that you want to tell the receiver.(用同樣的方法，講解信的結(jié)尾及簽名。)T: This part is the end of a letter.People usually use “Yours,” and the writer has to write his/her name here.(教師展示幾封內(nèi)容簡短的英語信件，以增強學生印象，了解文化常識。)3.(教師展示兩幅圖片，一幅是一個兇神惡煞的壯漢正對一個弱者大動干戈，另一幅是一個 小朋友正給一個流浪漢食物。)T: Do you like this man?(出示圖片。)Ss:No.We don’t like him at all.T: Neither do I.Because he is not kind.What about the boy?(出示另一圖片。)Ss:We like him very much.T: Good.The boy is very kind.(板書讓學生猜測詞意，然后領(lǐng)讀并要求學生掌握。)41
kind(然后教師用
be kind to說出下列四句話，幫助學生加深對kind的理解，以此引出生詞be。)例如: T: We should be(用漢語翻譯該詞)kind to other people.Teachers should be kind to students.We should be kind to our parents.We should be kind to each other.(板書，解釋，然后領(lǐng)讀，要求學生掌握。)be(am, is, are)(教師用漢語解釋be的用法，并舉例。)T: I’m glad to be here.I’m happy to be with you.Are you glad to be a student of mine? Do you want to be a teacher when you grow up?(教師在敘述時，應(yīng)重讀be，突出be動詞。)4.(播放2a錄音，學生跟讀，并畫出有用的短語。)T: OK.Here’s a letter for Jack.Do you want to know who writes it? Please listen to the tape and repeat.Then underline the useful phrases.(核對答案。)T: Who is the letter from? Ss: Jane.T: Right.We know the phrases in the letter are very important, such as be kind to, have dinner, be glad to be here.Can you remember them? Ss: Yes.(教師板書such as讓學生猜測其意，然后領(lǐng)讀并要求學生掌握。)
such as
Step 3 Consolidation 第三步 鞏固(時間:8分鐘)根據(jù)關(guān)鍵詞，復(fù)述2a。完成2b并學習四個輔音。1.(讓學生再讀短文，回答下面兩個問題，加深對2a的理解。)T: Please read 2a again.Then answer the following questions.(1)Does Jane often have dinner with her friends?(2)What does she like to eat?(核對答案。)2.(要求學生根據(jù)關(guān)鍵詞復(fù)述信的內(nèi)容，完成2a。)
(小黑板出示關(guān)鍵詞。)
Dear, in China, many friends, kind, have dinner, like Chinese food, such as … , be nice, be very glad to be here, Yours, Jane 3.(讓學生根據(jù)2a給自己的朋友寫一封信。提醒學生注意格式。教師檢查完畢，選幾位學生大聲朗讀自己的信件，完成2b。)4.(教師將1的例詞寫在黑板上，讓學生讀出單詞，并注意畫線部分輔音字母的讀音。)/h/ head hand have house /r/ red ruler sorry river /w/ welcome worker woman watch /j/ your young yellow year 5.(播放1錄音，學生跟讀。)6.(小組活動。把全班同學分成四組，為上述音標補充單詞，每一組同學就某個音標補充單詞。)T: OK, you do very well.Now let’s add other words to each phonetics.For example, Group 1 adds words to /h/.Group 2 adds words to /r/.Group 3 adds words to /w/.Group 4 adds words to /j/.Do you understand? You can find the words in your books.Ss:Yes.42
T: OK.Let’s begin.… Step 4 Practice 第四步 練習(時間:10
分鐘)通過聽說讀寫等練習，在不同情境中練習目標語言，展開任務(wù)型活動，培養(yǎng)學生綜合運用語言的技能。1.(找同義句。在本單元中，學習了不少同義句，讓學生掌握這些句子，明白英語這門語言的靈活性。)(用小黑板或投影儀，列出下列句子。)(1)Why not have some milk?(2)What would you like to drink?(3)What would you like to eat? A(4)I like Chinese food very much.(5)I want some bread.(6)Would you like to have dinner with me?(7)Would you like some eggs? A.Do you want some eggs?
B.What about having dinner with me? C.I’d like some bread.B D.Chinese food is my favorite.E.Would you like something to eat? F.Would you like something to drink? G.What about some milk? T: Nice work.Well, in the topic we know many same meaning sentences.Please look at the blackboard, read the sentences in Column A first, and then find the same meaning sentences in Column B.(學生配對完畢后，教師核對答案并作解釋。)2.(口頭翻譯句子，讓學生加深對句型的記憶。)
T: Please change the sentences into Chinese or English orally.S, please.Would you like some milk? 1 S: 你想要點牛奶嗎？ 1 T: 你想喝點什么嗎？S, please.2 S: What would you like to drink?/Would you like something to drink? 2…(對于表現(xiàn)好的學生要給予表揚，對于有困難者，要給予提示。鼓勵他們盡量開口說英語。)3.(播放3b錄音，讓學生跟讀，模仿語音語調(diào)，加深鞏固。)4.(教師從3b中抽取五個句子聽寫，完成3b。)T: Now, let’s have a dictation.(1)Would you like something to drink?(2)What do you usually have for breakfast?(3)May I take your order, sir?(4)Help yourself to some fish.(5)Wait a moment, please.5.(學生看3a，朗讀單詞，掌握可數(shù)名詞與不可數(shù)名詞。教師可適當補充，完成3a。)Step 5 Project 第五步 綜合探究活動(時間:5分鐘)通過組織英語角活動，為學生提供實際運用英語的機會，提高學生的學習興趣和語言運用能力。1.(小小英語角，帶著任務(wù)去交談。)(教師把學生分成六人一組，組織一個小英語角，不準用漢語。運用前面所學知識，談?wù)摷彝?、食物。教師在各小組間走動，提供幫助，鼓勵學生大膽發(fā)言，完成4(1)中表格。)T: Boys and girls, would you like to go to the English Corner with me?(可以用漢語解釋the English Corner。)Ss: Yes.We’d like to.T: OK.Now I’ll divide you into many groups, six members in a group.Talk about your family members, food and drink at the English Corner using the questions, such as:(1)What does your father/mother/ … do?(2)Where does he/she work?(3)What’s his/her favorite food?(4)What does he/she usually like to drink? … You can only speak English at the English Corner.Then fill out the table in 4(1).2.Homework：(1)找一些自己的玩具、書刊，帶到學校，以備下節(jié)課使用。43
把本單元所學的食物類名詞歸類。)第一種方法：按食物和飲料歸類。第二種方法：按可數(shù)與不可數(shù)歸類。(3)根據(jù)4(1)中談話內(nèi)容，寫作文，四十個詞左右。教師要求作文必須用真實姓名，且必須寫其他人，內(nèi)容要包括他人的個人信息，家庭信息。完成4(2)。板書設(shè)計：
What would you like to drink? Section D have… for…(三餐名稱)(2)(They are all kind to me.be glad to be here I like Chinese food very much, such as … be kind to sb.I’m very glad to be here.have dinner with sb.something to eat/drink Unit 4 Having Fun Topic 1 What can I do for you? Section A The main activities are 1a and 2a.本課重點活動是1a和2a。Ⅰ.Teaching aims and demands 教學目標 1.(1)Learn some useful words and phrases:
madam, buy, over, there, over there, try, try on, How much …?(2)Learn some new words about numbers: thirty, forty, fifty, sixty, seventy, eighty, ninety, hundred
2.Learn some expressions about shopping:(1)—What can I do for you, madam?—I want to buy some clothes for my daughter.(2)—Can I try it on?—Sure.(3)It looks very nice on you.(4)That’s fine.We’ll take it.3.Learn how to express and respond to the thanks: —Thanks a lot.—Not at all.4.Learn how to ask and state prices: —How much is it?—It’s only seventy yuan.5.Learn how to make suggestions: —What about this one?—All right.Ⅱ.Teaching aids 教具 圖片/彩色粉筆/小黑板/價格標簽/錄音機/實物 Ⅲ.Five-finger Teaching Plan 五指教學方案
Step 1 Review 第一步 復(fù)習(時間:5分鐘)由已學過的數(shù)字導(dǎo)入新數(shù)字，整合教學內(nèi)容，完成2a。1.(教師在黑板上貼一大張白紙，上面已事先畫好一個動物，但線條很淺，在線條上分布0-20之間的數(shù)字，直到數(shù)字連接完畢，方可顯現(xiàn)動物輪廓。)T: Who can help me? 44
S: I can.1 T: Good, listen and match(運用肢體語言，讓學生明白match意思是“連接”。)the numbers, OK? S: OK.1 T: Please match number“0”to“20”.(學生連線，從0到20，完畢。教師面向大家。)
T: What can you see
點擊咨詢 