资源简介

Unit 1 A new start
单元教学目标
【Language Abilities】 1.Use words and expressions in the unit to talk about your school life. 2.Use pronouns to talk about your first lesson. 3.Describe your understanding of junior high.
【Culture Awareness】 Know the differences that junior high school students do on the first day of school between China and other countries.
【Quality of Thinking】 1.Make predictions according to the pictures. 2.Summary the key information of the passage.
【Learning Abilities】 1.Actively participate in class activities. 2.Be able to actively cooperate with others in learning activities and complete learning tasks.
【Class Hour Division】 Five periods
第一课时 Starting out&Reading
第二课时 Grammar
第三课时 Listening and Speaking
第四课时 Reading for writing
第五课时 Presenting ideas&Reflection
单元教材分析
本单元的话题是“人与自我”下的“生活与学习”，归属于“多彩、安全、有意义的学校生活”这个主题。本单元内容围绕探索初中学校生活展开，主要包括：描述开学第一天不同国家人们的行为；介绍开学第一课；谈论关于初中学校生活的计划；描述对初中生活的理解。旨在让学生更好地适应初中生活。
课时分解
第一课时　Starting out&Reading
Teaching Objects　【教学目标】
1.Discuss the customs of the first school day in different countries.
2. Understand a famous saying about learning.
3. Talk about the first lesson in junior high.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
T: September 1st is the first day of school in China. Most schools have special activities to celebrate this day. What activities do the schools have
Ss:For example, have the school opening ceremony, have the flag-raising ceremony, watch the program The First Lesson produced by CCTV, have some welcome performances.
Starting out
Page 15，1
1.Ask the Ss to discuss the question: What do people do on the first day of school in Russia/ Indonesia/ France/ the USA
2.Show the four sentences on page 15 to the Ss and make sure they understand the meaning of these sentences.
3.Ask the Ss to guess and match the sentences with the countries.
4.Check the answers with the class.
Page 15，2
1.Ask the Ss to answer the question: What is junior high school life like
2.Let the Ss list something about what junior high school life is like.
3.Ask the Ss to complete the table.
Understanding ideas（1－4）
★Step 2 Pre-task【准备任务】
Page 16，1
1.Show the questionnaire to the Ss.
2.Ask the Ss to answer the following questions.
①What was your first lesson at junior high
②What did you do in that lesson
③What do you think is important in learning the lesson
3.Let the Ss complete the questionnaire.
Page 16，2
Ask the Ss to look at the picture and the title, and then ask them to discuss the following questions.
①What was the writer’s first lesson at junior high
②What did the writer do in that lesson
★Step 3 While-task【过程任务】
Page 16，2
1.Let the Ss read the passage and answer the question: What did the writer do in his first lesson
2.Ask some students to say their answers.
3.Check the answers with the class.
Page 18，3
1.Ask the Ss to read the passage again and choose the main idea of the passage.
2.Check the right answer with the class.
3.Tell the way to summarize the main idea of a passage.
Page 18，4
1.Let the Ss complete the summary with the words and expressions from the passage.
2.Ask some students to say their answers.
3.Check the answers with the class.
★Step 4 Post-task【后续任务】
Page 18，Think and share
1.Ask the Ss to think about the following question.
What is the meaning of the sentence from Confucius
2.Give the Ss some prompts. For example, Who did Confucius say the sentence
to Why did he say it What do you think about learning and thinking
3.Choose some Ss to share their answers.
4.Ask the Ss to think about the following question:
Do you know other famous sayings about learning
5.Let some students share their answers.
6.Make appropriate supplements according to students’ share.
For example, thinking without studying is useless;
Reading without understanding is like chewing bark;
Skill comes from diligent practice, and neglect results come from idleness;
A journey of a thousand miles begins with a single step.
★Step 5　Language points　【语言要点】
1. mistake的用法
mistake 作名词,意为“错误;失误”。常用短语: make a mistake/mistakes犯错
例如:Michael is good at English,but sometimes he still makes mistakes.迈克尔擅长英语，但有时他还是会犯错误。
2.dry的用法
(1)作形容词时的常见意思:
①意为“(地方或气候)少雨的,干燥的”。例如:The weather is dry today.今天的天气很
干燥。
②意为“(因紧张、生病等)口干的,喉咙干的”。例如:David’s mouth was dry. He needed
to drink some water.戴维口很干。他需要喝点水。
③意为“干的”。例如:Oh,you are all wet. Let me find dry clothes for you.哦,你都湿透
了。我给你找些干衣服吧。
(2)作动词,意为“(使)变干;弄干;擦干”。例如:
Dry your hair now. Don’t get a cold.现在把你的头发擦干。不要感冒了。
3. put up的用法
(1)举起
Put up your hand if you know the answer.知道答案的举手。
(2)建造;搭建
They wanted to put up an office building in that area.他们想在那个区域建一栋办公楼。
(3)张贴
Tom put up a picture on the wall.汤姆在墙上张贴了一张画。
4.It’s +adj. +to do sth.句型
It’s+adj.+to do sth.表示“做某事是……”。其中it为形式主语,后面的动词不定式是句
子的真正主语。例如:
It’s important to protect the environment.保护环境很重要。
【拓展】“It is+adj. of sb. to do sth. ”和“It is+adj. for sb. to do sth.”这两个句型在英语中用于描述某人做某事的性质。当使用“of ”时,形容词用来描述人的品质或性格;当使用
“for”时,形容词用来描述做这件事的结果或影响。例如:
It’s kind of you to help me.你帮我真是太好了。(kind 用来修饰 you 的品质)
It’s important for us to study English.对我们来说,学习英语很重要。(important 用来表述to study English 的重要性)
5. remember的用法
remember doing sth.表示“记得做过某事(已做)”,remember to do sth.“表示记得去做某事(未做)”。例如:
Remember to buy some bread when you go back home.回家的时候记得买些面包。
I remember turning off the lights when I left the classroom.我记得我离开教室时关了灯。
6. choose 的用法
作动词,意为“选择;挑选”。常见用法:
choose sth.(from..)(从……中)挑选某物。例如:
Emma wants to choose a storybook from her bookcase.埃玛想从她的书柜里挑选一本故事书。
choose to do sth.选择做某事。例如:
I choose to go fishing with my grandpa.我选择和爷爷一起去钓鱼。
★Step 6　Summary　【课堂小结】
Ask the Ss to use the students’ self-assessment form to check what they have learned in this lesson.
I can discuss the customs of the first school day in different countries.
I can understand a famous saying about learning.
I can talk about your first lesson at junior high.
★Step 7　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
First of all, interactions between teachers and students stimulate students’ interests in discussing the topic of this lesson. Then, through the reading training, students' reading ability is cultivated. This combination of teaching and practising fully mobilizes the enthusiasm of students to participate in the class, and also helps students master knowledge points firmly.
第二课时　Grammar
Teaching Objects　【教学目标】
1.Master the usage of pronouns.
2.Complete the exercises related to pronouns.
3. Use pronouns to talk about the first lesson.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【情景导入】
1. Ask the Ss to make following sentences shorter and simpler.
Tom fell off his bike. Tom hurt his knees.
Lisa loves the beach. Lisa likes to play on the sand.
The jar was closed tightly. The jar wouldn’t open.
My sister and I baked cupcakes. My sister and I used all the frosting.
The girls are swimming in the pool. The girls are having so much fun.
2.Show the answers as follows.
Tom fell off his bike. He hurt his knees.
Lisa loves the beach. She likes to play on the sand.
The jar was closed tightly. It wouldn’t open.
My sister and I baked cupcakes. We used all the sugar.
The girls are swimming in the pool. They are having so much fun.
3.Tell the Ss the pronouns as follows.
he, she, it, we, they都是人称代词, 指代人、动物或事物, 如表示“我”、“你”、“他”“她”、“它”、“我们”、“你们”、“他/她/它们”。
Understanding ideas（5—8）
★Step 2　Pre-task【过程任务】
Page 19, 5
1.Show the sentences from the reading passage on page 19 to the Ss.
2.Let the Ss read the sentences and summarise the grammar rules.
★Step 3　Grammar focus learning【语法学习】
人称 Cheng 称称 类别 人称代词 物主代词
主格 宾格 形容词性 名词性
第一 人称 单数 I我 me我 my我的 mine我的
复数 we我们 us我们 our我们的 ours我们的
第二 人称 单数 you你/您 you你/您 your你/您的 yours你/您的
复数 you你们 you你们 your你们的 yours你们的
第三 人称 单数 he他 him他 his他的 his他的
she她 her她 her她的 hers她的
it它 it它 its它的 its它的
复数 they 他/她/它们 them 他/她/它们 their 他/她/它们的 theirs 他/她/它们的
★Step 4　While-task【过程任务】
Page 19，5
1.Ask the Ss to find more sentences with this grammar in the reading passage.
2.Show the sentences with pronouns as follows.
Questions jumped into my mind.
I put up my hand.
Page 19，6
1.Ask the Ss to circle the correct words.
2.Check the answers with the class.
Page 19，7
1.Ask the Ss to complete the diary with the correct pronouns.
2.Check the answers with the class.
★Step 5　Post-task【后续任务】
Page 20，8
1.Ask the Ss to work in pairs and talk about the first lesson.
2.Show the thinking map on the book and ask them to use the words and expressions from the reading passage and the useful expressions to help them to organise their ideas.
Useful expressions:
My first lesson at junior high was...
It's important to...
Mr / Ms... was our... teacher.
That's really a(n)... lesson!
Mr / Ms... told us...
3.Choose some Ss to share their answers.
★Step 6　Summary　【课堂小结】
Ask the Ss to use the students’ self-assessment form to check what they have learned in this lesson.
I can master the usage of pronouns.
I can complete the exercises related to pronouns.
I can use pronouns to talk about my first lesson.
★Step 7　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
We always learn grammar when we have enough language materials to support. Students can practise grammar by using what they have learned. After they learn the main structure in the grammar focus frame, the students should practise in different activities. And we’d better give them some written work after speaking and reading.
第三课时　Listening and Speaking
Teaching Objects　【教学目标】
1.Learn to describe problems and give proper advice.
2.Pronounce /ɑ /, / /, /e/ correctly and remember the letters and letter combinations that represent them.
3. Talk about what you have learnt about making plans at junior high.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【情景导入】
1.Show the picture on page 21 to the Ss, and then ask them to answer the following questions.
(1)What do you think they are doing
(2)Where may it happen
2.Let the Ss say the answers.
3.Lead to the Students’ Union.
★Step 2　Pre-task【准备任务】
Introduce Students’ Union to the Ss.
The Students’ Union supports students at school. They hold all kinds of activities, such as cultural festivals and sports meets. They also help students with their problems.
★Step 3　While-task【过程任务】
Page 21，1
1.Ask the Ss to listen to the radio and choose the main idea.
2.Check the answers with the class.
Phonetics in use
1.Let the Ss read the words on page 21 freely, and then ask them to pay attention to the bold letters and find the similarities of pronunciation in each column.
2.Play the recording and ask the Ss to repeat them.
3.Tell the pronunciation of /ɑ /, / / and /e/.
4.Have the Ss read the words together.
5.If possible, provide more target language materials for the Ss to practise.
Page 22，2
1.Show the poster to the Ss, then ask them to guess what may be filled in the blanks;
2.Ask the Ss to listen again and complete the poster.
3.Let some students say the answers.
4.Check the answers with the class.
Page 23，3
1.Show the table to the Ss, and ask them to guess what may be filled in the blanks;
2.Ask the Ss to listen to the conversation and complete the table.
2.Let some students say their answers.
3.Check the answers with the class.
Page 23，3
1.Ask the Ss to listen again and talk about how Zhang Wen describes his problems.
2.Tell the Ss the way to describe the problem. For example, we can first state our problem, and then we can provide more details.
★Step 4　Post-task【后续任务】
Page 23，4
1.Ask the Ss to work in pairs and choose a problem in planning their studies and give advice.
2.Show a sample to the Ss.
3.Let the Ss talk about what they have learnt about making good plans at junior high in this section.
★Step 5　Summary　【课堂小结】
Ask the Ss to use the students’ self-assessment form to check what they have learned in this lesson.
I can describe problems and give proper advice.
I can pronounce /ɑ /, / /, /e/ correctly and remember the letters and letter combinations that represent them.
I can talk about what I have learnt about making plans at junior high in this section.
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this period, we should ask the students to grasp the key words to complete the listening tasks. In addition, we should encourage them to make good plans at junior high using the target languages.
第四课时　Reading for writing
Teaching Objects　【教学目标】
1.Figure out the structure and contents of the letter.
2.Know the symbolic meanings of “a pool” “a river” “the sea” and “storms”;
3.Write Mia’s reply to her parents.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【情景导入】
Ask the Ss to work in pairs and discuss the question：What are the differences between your junior high schools and primary schools
★Step 2　Pre-task【准备任务】
Page 24，1
1.Ask the Ss to look at the word and expressions and look up their meanings
in a dictionary.
2.Let some Ss say their answers.
3.Check the right answers with the class.
Page 24，2
1.Let the Ss look at the picture and the title and answer the following questions:
①What are they doing
②What is the relationship between them
③What may the passage talk about
2.Ask some Ss to say their answers.
★Step 3　While-task【过程任务】
Page 24，2
1.Ask the Ss to read the passage and find out the meaning of the title.
2.Let some Ss say the meaning of the title.
3.Check the answers with the class.
Page 26，3
1.Show the thinking map to the Ss.
2.Ask the Ss to complete the thinking map with the words and expressions from the passage.
3.Let some students say their answers.
4.Check the answers with the class.
Page 26，4
1.Ask the Ss to read the passage again and answer the following questions.
①What do “a pool”, “a river”and “the sea”stand for
②What do you think Mia’s parents did to protect her boat from winds
③What do you think the “storms” are
2.Let some students say their answers.
3.Check the answers with the class.
★Step 4　Post-task【后续任务】
Page 26，Think and share
1.Ask the Ss to think and share their answers to the following questions.
①Do you agree with the description of primary school and junior high in the
letter Why or why not
②Did your parents give you any advice about life at junior high What was it
2.Give the Ss some prompts.For example, how will you describe your primary school How will you describe your junior high Are your descriptions similar to those in the letter
3.Ask the Ss to share their answers.
Page 27，5
1.Ask the Ss to write Mia’s reply to her parents.
2.Show the structure of the reply to the Ss.
3.Let the Ss write their replys with the help of the chart.
4.Ask the Ss to check if their replys meet the requirements .
5.Let some Ss share their replys with the class.
★Step 5　Language points　【语言要点】
1.take 表示“花费”的用法
固定搭配:It takes (sb.)+时间 +to do sth.做某事花费(某人)多长时间。其
中“it”作为形式主语,真正的主语是“to do sth.”。例如:It took me 3 hours to water the plants.我花了3个小时来给植物浇水。
2.辨析 for example与such as
for example 意为“比如,例如”,用来举例说明,一般只列举同类人或物中的一个，往往用逗号与句中其他成分隔开。通常用作插人语,可位于句首、句中或句末。
such as 意为“比如,例如”,用来列举同类人或物中的几个,常用在被列举的人或事物与前面的名词之间,其后一般不用逗号。
Noise,for example,is also a kind of pollution.例如,噪音也是一种污染。
3. advice 的用法
advice 为不可数名词。当表示一条建议时，可用“a/one＋pieces of advice”来表示。当表示两条及两条以上的建议时,可用“数词＋pieces of advice”来表示。
【拓展】advice 短语小结
a piece of advice一条建议/一个忠告
ask (sb.) for advice (on/about sth.) (向某人)征求(关于……的)建议
give sb. advice on sth.就某事给某人提建议
take/follow one’s advice听从某人的劝告/建议
4. protect 的用法
作动词，意为“保护;保卫”,后跟名词或代词作宾语。常见用法:protect sb./sth.from/
against.意为“保护某人/某物免受……(的伤害)”。例如:
We should protect the animals from danger.我们应该保护动物免遭危害。
5. hope 的用法
(1)作动词,意为“希望;期望”。常见用法:
hope to do sth.“希望做某事”。例如:We hope to win the basketball match.我们希望
赢得这场篮球赛。
hope ＋that 从句。例如:My parents hope that I can make my dream come true.我父
母希望我能实现我的梦想。
(2)用作名词,表示“希望”,不可数。例如:Don’t give up hope.不要放弃希望。
【拓展】hope 和 wish 的区别
wish 表示良好的“祝愿”,后面可接宾语和宾补(形容词或名词),hope 则不能这样用。例如:Wish you happiness.祝你幸福。
两者都可以跟(that)从句,hope 表示有可能实现的愿望，wish 则表示难以实现或不太可能实现的愿望。
★Step 6　Summary　【课堂小结】
Ask the Ss to use the students' self-assessment form to check what they have learned in this lesson.
I can figure out the structure and contents of the letter.
I have known the symbolic meanings of “a pool” “a river” “the sea” and “storms” .
I can write Mia’s reply to her parents.
★Step 7　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this period, we should not only analyse the structure and content of the letter but also appreciate the language of it.
第五课时　Presenting ideas&Reflection
Teaching Objects 【教学目标】
1.Make a poster about your first week at junior high.
2.Talk about what you have learned about junior high school life.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【情景导入】
Today we are going to make a poster about our first week at junior high. Now it’s your turn to share your interesting stories about your junior high school.
★Step 2　Pre-task【准备任务】
1.Ask the Ss to work in groups to talk about their first week at junior high. And ask the Ss to think about the things below.
studies/activities/problems/feelings
2.Let the Ss take a group vote to decide what to put in their posters.
★Step 3　While-task【过程任务】
1.Ask the Ss to organise their ideas with the help of the outline on page 28 and make their posters.
2.Tell the Ss to use the language tips on page 28 or find useful expressions or sentences from this unit.
3.Ask some Ss to practise and present their posters to the class.
★Step 4　Post-task【后续任务】
Page 29，1-3
1.Ask the Ss to vote on the best three posters and the best three presentations.
2.Ask the Ss to talk about what they have understood on the junior high school life using the following mind map.
Ask the Ss to check whether they have achieved their learning goals.
Let the Ss write down what they still need to improve.
★Step 5　Summary　【课堂小结】
Ask the Ss to use the students’ self-assessment form to check what they have learned in this lesson.
I can make a poster about my first week at junior high.
I can talk about what I have learned about junior high school life.
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this period, we should ask the students to make a poster about the first week at junior high and encourage them to share their experiences and feelings freely.

展开更多......

收起↑