资源简介

　
Starter Unit 1　Hello!
【Language Abilities】 1.Learn how to greet each other in various settings. 2.Review the spelling and pronunciation of the 26 letters and identify the letters that contain the same phonemes. 3.Make a short conversation with someone you want to know better in different situations. 4.Know how to look up a word in a dictionary.
【Culture Awareness】 1.Perceive and understand the similarities and differences in the expressions between English and Chinese in interpersonal communication,in terms of names and greetings. 2.Be aware of common safe and polite topics for first time communication.
【Quality of Thinking】 1.Make predictions according to the pictures. 2.Infer some implicit information based on the given materials.
【Learning Abilities】 1.Actively participate in class activities. 2.Work with partners or in groups.
【Class Hour Division】 Two periods
Period 1 Section A(1a－2d)—Pronunciation(1－4)
Period 2 Section B(1a－1d)
本单元教材以“打招呼”为中心话题,围绕着“怎样和人打招呼？”及“如何开始一段对话？”进行学习和运用相关知识。
Section A主要学习和人打招呼的常用表达及生活中常用的缩略形式,并复习26个英语字母的读音和书写。要掌握的重点句型有：Hello！/Hi！/Good morning！/What's your name？/Nice to meet you.等。Section B的重点是要求学生读懂两段小对话,完成所安排的读写任务,教师在教学中应合理利用课本上的知识进行教学。
第一课时　Section A(1a－2d)—Pronunciation(1－4)
Teaching Objects　【教学目标】
1.Greet others appropriately in various settings,using phrases like “Hi”“Hello” and “Good morning”.
2.Know the spelling and pronunciation of the 26 letters and identify the letters that contain the same phonemes.
3.Understand and explain the meanings of five abbreviations that we use a lot in daily life.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
Listening and speaking
★Step 1　Leading in　【情景导入】
Let the Ss do the following things：
1.Work in groups of four.Each of the Ss should write down three pieces of information about himself or herself.
2.Two pieces of the information should be true and one should be false.
3.Read out the three pieces of information to your group members and ask them to guess which one is false.
★Step 2　Pre task　【准备任务】
Ask the Ss to read the title of Starter Unit 1 and Section A.Then ask the Ss：Can you predict what we will learn in this lesson
Possible answers：greeting words and phrases,and their responses；how to greet people in different settings.
★Step 3　While task　【过程任务】
Page 1,1a
1.Let the Ss look at the picture in 1a carefully and match the names with the faces.
2.Check the answers with the class.
3.Tell the Ss that they are the main characters in our English book.
4.Show the faces again,and then ask the Ss to answer the following questions.
(1)What is their relationship
(2)Is there anything special about Ella and Emma's relationship
5.Have the Ss share the answers,and then show the right answers.
Answers：
(1)They are classmates.
(2)Yes,they are twins.
Page 1,1b
1.Add transitional language as follows：When you come to a new school,it's important to know your classmates and make friends with them.Greeting others is the first step in communication.What phrases can you use to greet others
2.Ask the Ss to discuss with their partners and list out the phrases.
3.Show some phrases to the Ss.
(1)general greetings：
Hello！/Good morning/afternoon!
—Hi！How are you
—Good./Fine./...
(2)informal greetings among friends：
—Hi！What's up？/How's it going
—Good！/Not too bad./...
4.Let the Ss greet the classmates around them.
Page 2,2a
1.Show the disordered alphabet to the Ss.Then ask them to put the letters in order.
2.Let the Ss write the letters down in their notebooks and check with their partners.
3.Play the recording for the first time and let the Ss listen and say the letters.
Page 2,2b
1.Play the recording for the second time and let the Ss circle the letters they hear in 2a.
2.Check the answers with the class.
Page 2,2c
1.Ask the Ss to look at the picture on Page 2 and answer the questions：
(1)Where are they
(2)Who is the woman
2.Let the Ss read the sentences in 2c.Then ask them to answer the following questions.
(1)What information will you hear in 2c
(2)Does Ms Gao know the students in this class？How do you know
3.Ask the Ss to read the sentences in the box on Page 2 and translate them into Chinese.
4.Explain the key sentences in the box to the Ss.
5.Ask the Ss to listen to three conversations and then fill in the blanks with the correct sentences in the box.
6.Check the answers with the class.
★Step 4　Post task　【后续任务】
Page 2,2d
1.Ask the Ss to make up a conversation to greet each other.
2.Let the Ss do the activity：Walk around the classroom to get to know at least three new classmates.
3.Give the Ss some prompts,such as some useful words,phrases and sentences.
Pronunciation
★Step 5　Pre task　【准备任务】
1.Show a picture of a keyboard,and then ask the Ss to answer questions：
(1)What's this
(2)Where can we see keyboards？(Tips：The T can list some answers out)
2.Ask the Ss to answer the following question.
What can you see on a keyboard
Possible answers：function keys,26 letters(disordered)
★Step 6　While task　【过程任务】
Page 3,1
Ask the Ss to listen to the 26 letters.Find them on the keyboard.Then practise with a partner.
Page 3,2
1.Ask the Ss to listen and repeat the letters on page 3.
2.Show the Ss the International Phonetic Alphabet.
3.Let the Ss circle the vowels that appear in the letters.
Page 3,3
1.Ask the Ss to listen to the letters on page 3 and match them with the pictures.
2.Check the answers with the class.
3.Explain the meaning of these abbreviations mentioned above.Then tell the Ss that people use abbreviations to make communication more concise.
4.Show the Ss some other useful abbreviations,such as：
GPS全球定位系统　　　WIFI无线网络
USB通用串行总线 ATM 自动取款机
VIP贵宾 CEO 首席执行官
DIY自己动手 AD广告
CCTV中国中央电视台
★Step 7　Post task　【后续任务】
Page 3,4
Ask the Ss to listen and sing the ABC song on Page 3.
★Step 8　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 greet others appropriately in various settings.
I know the spelling and pronunciation of the 26 letters and identify the letters that contain the same phonemes.
I can understand and explain the meanings of five abbreviations that we use a lot in daily life.
★Step 9　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】
This is the first lesson of the new term.So it is important to develop the students' good habits.The teaching key point of this lesson is to greet others appropriately in various settings.We should give the students more chances to practise their speaking.At the same time,we should encourage the students to use the target language points in class.
第二课时　Section B(1a－1d)
Teaching Objects　【教学目标】
1.Use various greeting expressions like “Hello！” and “How are you？” to start a conversation.
2.Make a short conversation with someone you want to know better in different situations.
3.Compare the structures of Chinese and English names.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Leading in　【情景导入】
1.Ask the Ss to answer a question：
If you want to make friends in your class or grade,or if there's someone you'd like to get to know better,what would be the first thing you could say to start a conversation
2.Give the Ss some thinking prompts：
(1)Think about who you want to talk to or be friends with.
(2)Consider what your first sentence might be.
(3)Share your ideas with a partner.
★Step 2　Pre task　【准备任务】
Page 4,1a
1.Let the Ss tick the expressions that start a conversation.
2.Check the answers with the class.Then ask them to answer the following question：
In what situation do we use these expressions
(1)How are you
(2)Nice to meet you.
(3)Goodbye.
...
3.Ask the Ss to have a discussion.Then choose some students to share the answers.Finally,show the right answers.
★Step 3　While task　【过程任务】
Page 4,1b
1.Let the Ss look at the pictures.Then ask them to answer the following question：
Where do the two conversations take place
Picture 1：in the classroom
Picture 2：in the hallway
2.Ask the Ss to read the conversations and find out how people start their conversations.
Answers：
(1)Good morning.May I have your name
(2)Hello,Wang Yaming！How are you
3.Explain the usage of the two sentences to the Ss.
The first one is used to start a conversation when you meet someone for the first time.
The second one is used to greet someone you know.
4.Show the two pictures to the Ss and ask them to answer the question：
What's the difference between the first conversation and the second one
5.Check the answers with the class.
Picture 1：Emma and Teng Fei don't know each other.They ask politely for each other's name.
Picture 2：Helen and Yaming just know each other's name.They greet each other after they meet.
Page 5,1c
1.Ask the Ss to read the conversations in 1b again and fill in the blanks with the correct responses in the box.
2.Check the answers with the class.
3.Show Conversation 1 in 1b to the Ss and ask them to underline the key sentences.Then explain the key sentences in English.
4.Show Conversation 2 in 1b to the Ss and ask them to underline the key sentences.Then explain the key sentences in English.
Page 5,1d
Ask the Ss to complete the conversations.Then ask them to role play the conversations with a partner.
★Step 4　Post task　【后续任务】
1.Ask the Ss to make a short dialogue.The Ss can do as follow：
(1)Pair up with a classmate.
(2)Pretend you're at school,like in the hallway,library,canteen,etc.
(3)Take turns being the one to start a conversation.
(4)Use easy greetings to begin,for example,“Hi,I see you around.What's your name？” or “Hey,how's it going？”
(5)Chat for a bit,and then switch roles.
(6)Talk about the best ways to start conversations.
2.Give them some prompts.
How can you start a conversation if you meet someone：in the library；on the playground；in the canteen；in a school event...
3.Starting a conversation is about fitting the scene and finding something to talk about together.
★Step 5　Language points　【语言要点】
1.start v.开始；着手
常见用法：start to do/doing sth.开始做某事。
2.You can call me Emma.你可以叫我埃玛。
(1)can为情态动词,此处表示许可,后接动词原形。can还可表示能力和请求。
(2)call作动词,此处意为“称呼”。
【拓展】call作动词时,还可意为“(给......)打电话”。
3.I'm fine,thank you.我很好,谢谢你。
(1)fine作形容词,意为“健康的；美好的”。常用来指身体状况和天气状况好。
(2)thank和thanks：thank为动词,常用“thank sb.”,意为“谢谢某人”。thanks为名词,只用复数,可单独使用。
4.Let's go to class.(让)我们去上课吧。
(1)let's 是let us的缩写形式,后接动词原形,表示“我们(一起)做某事吧！”
【拓展】let sb.(not) do sth.意为“让某人(不要)做某事”,let后跟人称代词作宾语时,需用其宾格形式。
(2)go是不及物动词,表示“去某地”用“go to (the)＋地点名词”；如果接地点副词,用“go＋地点副词”,如,go home(回家)。
★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 use various greeting expressions like “Hello！” and “How are you？” to start a conversation.
I can make a short conversation with someone I want to know better in different situations.
I can compare the structures of Chinese and English names.
★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,the most important thing is reading.We should tell the students to understand the conversations with the help of the pictures.At the same time,we should also help them analyse the differences of the conversations.
Starter Unit 2　Keep Tidy!
【Language Abilities】 1.Review the colour words. 2.Pronounce a/eI/,e/i /,i/aI/,o/ / and u/ju / correctly and remember the letters and letter combinations that represent them. 3.Find the objects according to the description. 4.Talk about the colours and locations of things.
【Culture Awareness】 Develop students' good habits of keeping tidy.
【Quality of Thinking】 1.Make predictions according to the pictures. 2.Infer the psychological and behavioural motivations of characters based on the given materials.
【Learning Abilities】 1.Develop the awareness and ability to learn cooperatively. 2.Organise and summarise the learned content,grasp the key and difficult points.
【Class Hour Division】 Two periods
Period 1 Section A(1a－2e)－Pronunciation(1－4)
Period 2 Section B(1a－1d)
本单元教材以“保持干净整洁”为中心话题,围绕着“你有哪些东西？”和“你把东西放在什么地方？”进行学习和运用相关知识。
Section A主要复习表示物品颜色的单词以及从听力中获取关于物品的颜色信息。要掌握的重点句型有：—What do you have...？—I have...—What colour is it/are they？—It's/They are...等。Section B的重点是要求学生读懂两段小对话,完成所安排的读写任务,教师在教学中应合理利用课本上的知识进行教学。
第一课时　Section A(1a－2e)—Pronunciation(1－4)
Teaching Objects　【教学目标】
1.Recognise the colour words.
2.Pronounce a/eI/,e/i /,i/aI/,o/ / and u/ju / correctly,and remember the letters and letter combinations that represent them.
3.Talk about the new things you have using the target structures.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
Listening and speaking
★Step 1　Leading in　【情景导入】
1.Show the title of Starter Unit 2 and Section A to the Ss.Then ask them to predict what we will learn in this lesson.
2.List probable answers.
★Step 2　Pre task　【准备任务】
Page 7,1a
1.Ask the Ss to look at the picture on page 7 and answer the following questions.
(1)Where are they？　(2)What are they
2.Ask the Ss to look at the picture more carefully and match the things with the names.
3.Check the answers with the class.
Page 7,1b
Ask the Ss to work in pairs,and then talk about what they have in their schoolbag using the following sentences.
—What do you have in your schoolbag
—I have...
Page 8,2a
1.Ask the Ss to explain the meanings of the colour words.
2.Let them match the colour words with the pictures.
3.Check the answers with the class.
Page 8,2b
Show the things to the Ss and ask them to make short conversations as follow：
(1)A：What's this？　　　　　　　　B：It's...
A：What colour is the cap B：It's...
(2)A：What are these B：They're...
A：What colour are the erasers B：They're...
★Step 3　While task　【过程任务】
Page 8,2c
1.Show the things to the Ss and ask them to identify the things.
2.Let them listen to the conversations and colour the things.
3.Check the answers with the class.
Page 8,2d
1.Ask the Ss to listen again,pay attention to the colour words and complete the sentences.
2.Check the answers with the class.
3.Show the tape scripts to the Ss and ask them to underline the colour words.
★Step 4　Post task　【后续任务】
Page 8,2e
1.Ask the Ss to talk about the new things they have using the following structures.
A：I have __________________________________________________________________.
B：What colour is it/are they
A：It's/They're _______________________________________________________________.
2.Let some students share their answers.
Pronunciation
★Step 5　Pre task　【准备任务】
Page 9,1
1.Show the words on Page 9 to the Ss,then ask them to try to read them and pay attention to the sounds.
2.Let the Ss listen to the tape and repeat.Pay attention to the sounds.
3.Explain the method of pronunciation of /eI/,/i /,/aI/,/ / and /ju /.
4.Ask the Ss to read the words again.
★Step 6　While task　【过程任务】
Page 9,2
Show the words to the Ss and ask them to try to read the words by themselves.Then let them circle the word(s) with the sound in each group.
Page 9,3
1.Show the words to the Ss and ask them to try to read the words freely.
2.Let the Ss listen to the words and practise reading the words.
★Step 7　Post task　【后续任务】
Page 9,4
1.Show the picture to the Ss and ask them to answer the following questions.
(1)What are they doing
(2)How is the weather
2.Ask the Ss to listen to the tape and read the chant aloud.
★Step 8　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 recognise the colour words.
I can pronounce /eI/,/i /,/aI/,/ / and /ju / correctly,remember the letters and letter combinations that represent them.
I can talk about the new things I have using the target structures.
★Step 9　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 begin to learn the pronunciation of vowels.Besides the exercises in the textbook,we should offer more materials to help them exercise.
第二课时　Section B(1a－1d)
Teaching Objects　【教学目标】
1.Talk about the colour and location of things.
2.Guess the object according to the description.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Leading in　【情景导入】
Ask the Ss to answer the question：
Where do you put your things
★Step 2　Pre task　【准备任务】
Page 10,1a
1.Show the picture to the Ss and ask them to complete the sentences with the words in the box.
2.Ask the Ss to answer the question：Is this room tidy or not
★Step 3　While task　【过程任务】
Page 10,1b
1.Ask the Ss to look at the two pictures and answer the following questions.
(1)Where are they？　　(2)What are they doing
2.Ask the Ss to read the two conversations,and then find the cap and glasses in the pictures.
Page 11,1c
1.Let the Ss look through the questions in 1c,and then read the conversations in 1b again.
2.Ask the Ss to underline the key sentences related to the answers in the two conversations in 1b,and then choose the correct answers.
★Step 4　Post task　【后续任务】
Page 11,1d
Ask the Ss to write about their things.
First,show some examples to the Ss.Then ask them to fill in the blanks according to the examples.Finally,ask the Ss to write about their own things freely.
★Step 5　Language points　【语言要点】
1.pair n.双；对；副
常见用法：a pair of＋复数名词,意为“一双/对/副......”,作主语时,谓语动词用第三人称单数形式。
2.辨析no与not
no作副词,常用来对一般疑问句作否定回答,可单独使用,反义词为yes。
【拓展】no还可作形容词,用于名词前,表示“没有”。
not作副词,常位于系动词be、助动词或情态动词后,构成否定结构,不可单独使用。
3.need V.需要
常用表达：need sb./sth.需要某人/某物；need to do sth.需要做某事。
4.Oh,wait a minute.哦,等一下。
wait作动词,意为“等待；等候”。常用结构：wait for sb./sth.等待某人/某物；can't wait to do sth.迫不及待做某事。
★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 talk about the colour and location of things.
I can guess the object according to the description.
★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,use the question “Where do you put your things？” to lead in reading and encourage the Ss to share their answers.At the same time,help them develop the good habits of keeping tidy by reading the two conversations.
Starter Unit 3　Welcome!
【Language Abilities】 1.Review the numbers from one to fifteen. 2.Talk about the plants and animals using the target structures. 3.Gain some basic information about the farm according to the text. 4.Draw a picture of your own farm.
【Culture Awareness】 Enrich students' knowledge about animals and plants and develop their interest in nature.
【Quality of Thinking】 1.Make predictions according to the pictures and titles. 2.Infer some implicit information based on the given materials.
【Learning Abilities】 1.Develop the awareness and ability to learn cooperatively. 2.Organise and summarise the learned content,grasp the key and difficult points.
【Class Hour Division】 Two periods
Period 1 Section A(1a－2d)－Pronunciation(1－4)
Period 2 Section B(1a－1e)
本单元教材以“欢迎”为中心话题,围绕着“庭院里有趣的事物”和“农场里有趣的事物”进行学习和运用相关知识。
Section A主要复习表示数字的单词以及从听力中获取关于动植物的信息。要掌握的重点句型有：—What's this/that？—It's.../—What are these/those？—They're.../—How many...can you see？—I can see...等。 Section B的重点是要求学生读懂一篇Peter介绍自己叔叔农场的文章,完成所安排的读写任务,教师在教学中应合理利用课本上的知识进行教学。
第一课时　Section A(1a－2d)—Pronunciation(1－4)
Teaching Objects　【教学目标】
1.Recognise the numbers from one to fifteen.
2.Get detailed information from the listening material.
3.Talk about the plants and animals using the target structures.
4.Pronounce a/ /,e/e/,i/I/,o/ / and u/ / correctly,and remember the letters and letter combinations that represent them.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
Listening and speaking
★Step 1　Leading in　【情景导入】
Show the title of Starter Unit 3 and Section A to the Ss.Then ask them to predict what they will learn in this lesson.
Possible answers：introduce the yard to others.
★Step 2　Pre task　【准备任务】
Page 13,1a
1.Show the picture to the Ss and ask them to answer the following questions.
(1)What's that？　(2)What are these
2.Match the plants and animals with their names.
Page 13,1b
Let the Ss talk about the plants and animals in the picture in 1a using the target structures.
★Step 3　While task　【过程任务】
Page 14,2a
Ask the Ss to listen to the numbers and repeat.
Page 14,2b
1.Let the Ss listen and write down the numbers they hear.
2.Check the answers with the class.
Page 14,2c
1.Ask the Ss to listen to the three conversations and circle the correct answers.
2.Check the answers with the class.
★Step 4　Post task　【后续任务】
Page 14,2d
Ask the Ss to talk about the plants and animals in the picture in 1a using the following sentence patterns.
A：What's that
B：It's ______________________________________________________________________.
A：What are those
B：They're _________________________________________________________________.
A：How many ___________________________________________________ can you see
B：I can see _______________________________________________________________.
Pronunciation
★Step 5　Pre task　【准备任务】
Page 15,1
1.Show the words to the Ss and ask them to try to read them and pay attention to the bold letters.
2.Let the Ss listen to the tape and then repeat.Tell them to pay attention to the sounds.
3.Explain the method of pronunciation of / /,/e/,/I/,/ / and / /.
4.Ask the Ss to read the words again.
★Step 6　While task　【过程任务】
Page 15,2
1.Show the words to the Ss,and then ask them to try to read the words freely.
2.Let the Ss listen to the words and put them into the correct groups.
3.Check the answers with the class.
★Step 7　Post task　【后续任务】
Page 15,3
1.Show the words to the Ss,and then ask them to try to read the words freely.Tell them to pay attention to the sounds.
2.Let the Ss listen to the words and put them into the correct groups.
3.Check the answers with the class.
Page 15,4
1.Show the picture to the Ss,and then ask them to answer the following questions.
(1)Where is the boy？　(2)What is the boy doing
2.Let the Ss listen to the tape and then read the chant aloud.
★Step 8　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 recognise the numbers from one to fifteen.
I can get detailed information from the listening material.
I can talk about the plants and animals using the target structures.
I can pronounce / /,/e/,/I/,/ / and / / correctly,and remember the letters and letter combinations that represent them.
★Step 9　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】
The topic of the lesson is to introduce the plants and animals in a yard.We can ask the Ss to talk about the plants and animals by using the target sentences “—What's that？—It's...”“—What are those？—They're...” and “—How many...can you see？—I can see...”.
第二课时　Section B(1a－1e)
Teaching Objects　【教学目标】
1.Get some basic information about Peter's uncle's farm from the text.
2.Write about Peter's uncle's farm in your own words.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Leading in　【情景导入】
Show the title of Section B to the Ss and ask them a question：What are we going to learn in this lesson
Possible answer：things on a farm.
★Step 2　Pre task　【准备任务】
Page 16,1a
1.Ask the Ss to look at the picture on Page 16 and tick the things they see.
2.Check the answers with the class.
★Step 3　While task　【过程任务】
Page 16,1b
1.Show the picture to the Ss and ask them to answer the following questions.
(1)What's its form？(Answer：A picture.)
(2)What is it about？(Answer：A farm.)
2.Let the Ss read the text and circle the things Peter talks about in the picture in 1a.
Page 17,1c
1.Let the Ss look through the questions in 1c first,then read the text in 1b again and complete the sentences.
2.Ask the Ss to discuss their answers with their classmates,and then choose some students to check the answers.
Page 17,1d
Besides the things mentioned in the passage in 1b,ask the Ss to talk about what else they can see in the picture in 1a from the following aspects.
1.What else can you see on the farm
2.How many of them does Peter's uncle have
3.What colour is it/are they
★Step 4　Post task　【后续任务】
Page 17,1e
1.Let the Ss write about the farm in 1a in their own words.
2.Show a sample to the Ss and ask the Ss to fill in the blanks.
3.Let the Ss discuss their answers with their partners.
4.Check the answers with the class.
★Step 5　Language points　【语言要点】
1.look的用法
◆作实义动词,意为“看”,强调看的动作。如需强调看的对象,要和at连用,即look at sb./sth.。
◆作系动词,意为“看起来”,后跟形容词。
2.kind n. 种类
常用短语：a kind of“一种”,修饰可数名词单数或不可数名词；different kinds of“不同种类的”,修饰可数名词复数或不可数名词。all kinds of “各种各样的”,修饰可数名词复数或不可数名词。
【拓展】kind还可作形容词,意为“体贴的；亲切的”。常用短语：be kind to sb.“对某人友好”
3.辨析home与house
◆home指家庭成员在一起生活的地方,强调归属感。
◆house主要指建筑物住宅,可以包含若干个房间。
4.like v.喜欢
常见用法：like sb./sth.喜欢某人/某物；like to do/doing sth.喜欢做某事。
★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 get some basic information about Peter's uncle's farm from the text.
I can write about Peter's uncle's farm in my own words.
★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】
This is the last lesson of Starter Units.In this period,we can guide the Ss to guess the scene by reading the text.At the same time,we can summarise the language style of the text.
Unit 1　You and Me
【Language Abilities】 1.Be able to introduce yourself and others. 2.Talk about personal information with the simple present tense (be). 3.Know how to make your own personal profile.
【Culture Awareness】 1.Perceive and understand the similarities and differences in the expressions between English and Chinese in interpersonal communication,such as names and greetings. 2.Be aware of common and polite topics for first time communication.
【Quality of Thinking】 1.Make predictions according to the pictures and prior knowledge. 2.Infer some implicit information based on the given materials.
【Learning Abilities】 1.Learn to explore learning in groups and complete the project. 2.Be able to summarise the difficult points of learning after class.
【Class Hour Division】 Four periods
Period 1 Section A(1a－1d)—Pronunciation(1－2)
Period 2 Section A(2a－2e)
Period 3 Grammar Focus(3a－3d)
Period 4 Section B(1a－2b)
本单元教材以“怎样交新朋友”为中心话题,围绕着“怎样认识彼此？”和“需要了解一个新朋友的哪些方面？”进行学习和运用相关知识。
Section A主要学习关于了解彼此的常用表达。应掌握句型：Hello！I'm...May I have your name？/Hi！I'm...Nice to meet you./—Good morning！I'm...Are you...？—Good morning！Yes,I am./No,I'm...等。Section B的重点是要求学生读懂两封电子邮件,完成所安排的读写任务,教师在教学中应合理利用课本上的知识进行教学。
第一课时　Section A(1a－1d)—Pronunciation(1－2)
Teaching Objects　【教学目标】
1.Get detailed information about Peter,Meimei and Ella through listening.
2.Know how to get to know each other.
3.Pronounce /i /,/I/,/e/ and / / correctly,and remember the letters and letter combinations that represent them.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
Listening and speaking
★Step 1　Leading in　【情景导入】
1.Show the photo on Page 19 to the Ss.Then ask them to look and share：
(1)Who are the people in the photo
(2)Where are they
(3)How do you think they feel
2.Let the students discuss them.Ask some students to share their answers.
★Step 2　Pre task　【准备任务】
Page 20,1a
First,ask the students to translate the expressions in 1a into Chinese.Then ask them to tick the expressions they know.
Page 20,1b
1.Show the two pictures on Page 20 to the Ss.Then ask them to guess：
(1)Where are they
(2)What are they doing
(3)What's their relationship
2.Ask some students to share their answers.
★Step 3　While task　【过程任务】
Page 20,1b & 1c
1.Play the recording for the first time and let the Ss number the pictures in the order they hear them.
2.Play the recording a second time,and then ask the Ss to listen again and circle the coloured words they hear.
3.Show the tape script and check the answers.
4.Explain the important phrases and sentence patterns to the Ss.
★Step 4　Post task　【后续任务】
Page 20,1d
1.Ask the Ss to make a dialogue to know more classmates.Then show some useful expressions on Page 20 to them.
2.Let the Ss work in pairs.Then choose some groups to act their dialogues out.
Pronunciation
★Step 5　Pre task　【准备任务】
Page 21,1
Let the Ss read the words freely,and then ask them to pay attention to the bold letters,and find the similarities of pronunciation in each column.
★Step 6　While task　【过程任务】
Page 21,1
1.Play the recording,and then ask the Ss to repeat it.
2.Explain the key points of pronunciation about the front vowel,show the pronunciation of them to the Ss and then ask them to repeat.
3.Have the Ss read the words together.
Page 21,2
1.Ask the Ss to find the differences of each group.Then let them pay attention to the bold words.
2.Play the recording and then let the Ss circle the sentences they hear.
3.Ask the Ss to repeat them.
4.Tell the usage of the English abbreviations of the verb (be).
5.Ask the Ss to read the sentences together.
★Step 7　Post task　【后续任务】
If possible,the T can provide more target language materials for students to practise.
★Step 8　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 get detailed information about Peter,Meimei and Ella through listening.
I can know how to get to know each other.
I can pronounce /i /,/I/,/e/ and / / correctly,and remember the letters and letter combinations that represent them.
★Step 9　Homework　【家庭作业】
1.Review the words,phrases and sentences.
2.Do the exercises in students' book.
Board Design　【板书设计】
Unit 1　You and Me
Period 1　Section A(1a－1d)—Pronunciation(1－2)
1.Vocabulary：full,grade,each,other
2.Key phrases：make friends,get to know,each other,full name,last name,be from
3.Key sentences：
(1)—Hello！I'm...May I have your name
—Hi！I'm...Nice to meet you.
(2)—Good morning！I'm...Are you...？
—Good morning！Yes,I am./No,I'm...
Teaching reflection　【教学反思】
In this period,we should ask the students to grasp the key words to complete the tasks in listening.In addition,we should encourage them to make a short dialogue to get to know more about each other using the target languages.
第二课时　Section A(2a－2e)
Teaching Objects　【教学目标】
1.Get detailed information about Peter and Mr Smith through the conversation.
2.Complete the reading tasks.
3.Know how to get to know each other.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Leading in　【情景导入】
Ask the Ss to think and share the answers to the following questions.
Scene 1：Imagine you meet your English teacher Mr Smith on the way to the classroom.How do you greet him
Scene 2：Now,imagine a new student Peter is with you.He wants to greet Mr Smith.How would you tell Mr Smith about Peter
★Step 2　Pre task　【准备任务】
Page 21,2a
1.Let the Ss read the conversation in 2a quickly,and then underline the sentences that Chen Jie uses to make introductions.
2.Show the sentences to the Ss as follows.
(1)Mr Smith,this is my new friend/classmate,Peter.
(2)Peter,this is our English teacher,Mr Smith.
3.Tell them the usage of “this is...”.
★Step 3　While task　【过程任务】
Page 21,2a
1.Now ask the Ss to listen to the conversation and circle the coloured words they hear.
2.Check the answers with the class.
3.Explain the differences of the words “good/fine”“what/which”.
Page 22,2b
1.Let the Ss look through the questions first,then read the conversation in 2a and choose the right answers.
2.Ask some Ss to share their answers.
3.Show the right answers to the Ss,and then ask them to check them.
Page 22,2c
1.Ask the Ss to read the conversation again and complete the table with the information about Mr Smith and Peter.
2.Check the answers with the class.
Answer：
Mr Smith：the US；English teacher
Peter：Class 1；Ms Gao
Page 22,2d
1.Ask the Ss to listen again and pay attention to the pronunciation of who's,I'm,he's,and it's.
2.Ask the Ss to role play the conversation.
3.Help the Ss review the usage of the English abbreviations of the verb (be).
4.Ask the Ss to read the words in the box together.
★Step 4　Post task　【后续任务】
Page 22,2e
Ask the Ss to complete the table with what they know about these students.Then tell them to ask and answer the following questions.
·What's his/her name
·Where's he/she from
·How old is he/she
·What class is he/she in
·Who's his/her class teacher
★Step 5　Language points　【语言要点】
1.Peter,this is our English teacher,Mr Smith.彼得,这是我们的英语老师,史密斯先生。
◆指示代词可以用于介绍他人。英语中,介绍一个人时,常用This/That is...；介绍多个人时,常用These/Those are...。
◆English作名词,意为“英语；英语学科；英格兰人”。
2.which的用法
◆作形容词,意为“哪一个；哪一些”,在名词或代词前作定语。
◆作疑问代词,意为“哪一个；哪一些”,表示从已知或有限范围内的人或事物中选择。
3.My mistake.我的错。
mistake作名词,意为“错误；失误”。常用短语：make a mistake/make mistakes犯错误。
★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 get detailed information about Peter and Mr Smith through the conversation.
I can complete the reading tasks.
I can know how to get to know each other.
★Step 7　Homework　【家庭作业】
1.Review the words,phrases and sentences.
2.Do the exercises in students' book.
Board Design　【板书设计】
Unit 1　You and Me
Period 2　Section A(2a－2e)
1.Vocabulary：classmate,mistake,country
2.Key phrases：class teacher,first name
3.Key sentences：What's his/her name
Where's he/she from
How old is he/she
What class is he/she in
Who's his/her class teacher
This is...
Teaching reflection　【教学反思】
First of all,interactions between teachers and students can stimulate students' interest in discussing the topic of this class.Then,through the reading training of 2a,students' reading ability is cultivated.We can ask the students to complete the tasks in 2c to develop the students' ability to grasp key information.This combination of teaching and practising fully mobilises the enthusiasm of students to participate in the class,and also helps students master knowledge points firmly.
第三课时　Grammar Focus(3a－3d)
Teaching Objects　【教学目标】
1.Grasp the general question and wh question of the simple present tense (be).
2.Master the form of the be verbs next to the personal pronouns.
3.Introduce someone or talk about personal information with the simple present tense (be).
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Leading in　【复习导入】
1.Show the sentences mentioned in 3a on Page 23 to the Ss.Then ask them to read the sentences and circle the verbs.
(1)—Are you Peter
—Yes,I am./No,I'm not.
(2)—Are Meimei and Peter in the same class
—Yes,they are./No,they aren't.
(3)—Where is Mr Smith from
—He's from the US.
(4)—What class are you in
—I'm in Class 1,Grade 7.
(5)—Who's your class teacher
—It's Ms Gao.
2.Summarise the form of the circled verbs and introduce the grammar—be verbs.
★Step 2　Pre task　【准备任务】
Page 23,3a
1.Explain the be verbs to the Ss.Then explain the general question and wh question of be verbs.
2.Ask the Ss to fill in the blanks in 3a and write am,is,or are next to the personal pronouns.
3.Show the right answers to the Ss,and then ask them to check their answers.
★Step 3　Grammar focus learning　【语法学习】
1.I,you,he/she/it,we/they都是人称代词(主格)。人称代词是指人、动物或事物的代词,它与系动词be的搭配如下表：
数 人称 主格 系动词be 缩写形式
单数 第一人称 I am I'm
第二人称 you are you're
第三人称 he/she/it is he's/she's/it's
复数 第一人称 we are we're
第二人称 you are you're
第三人称 they are they're
2.人称代词主格和系动词be搭配记忆口诀
我(I)用am,你(you)用are,
is连着他(he)、她(she)、它(it),
单数用is,复数全用are。
变疑问,往前提be,
变否定更容易,be后not莫忘记。
疑问否定任你变,句首大写莫迟疑。
★Step 4　While task　【过程任务】
Page 23,3b
1.Ask the Ss to circle the correct words to complete the sentences.
2.Show the right answers to the Ss,and then ask them to check their answers.
Page 23,3c
1.Ask the Ss to complete the passage with am,is or are.
2.Let some Ss share their answers and then show the right answers to them.
★Step 5　Post task　【后续任务】
Page 23,3d
1.Ask the Ss to tell others how to introduce a new friend to their partners.The T can give them a sample and summarise the structure of the passage.
2.Ask the Ss to introduce one of their new friends to a partner.
3.Let some students act out.
★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 grasp the general question and wh question of the simple present tense (be).
I can master the forms of the be verbs next to the personal pronouns.
I can introduce someone or talk about personal information with the simple present tense (be).
★Step 7　Homework　【家庭作业】
1.Recite Grammar Focus.
2.Do the exercises in students' book.
Board Design　【板书设计】
Unit 1　You and Me
Period 3　Grammar Focus(3a－3d)
1.Vocabulary：same,twin,both,band,pot,tofu
2.Target language：
(1)—Are you Peter
—Yes,I am./No,I'm not.
(2)—Are Meimei and Peter in the same class
—Yes,they are./No,they aren't.
(3)—Where is Mr Smith from
—He's from the US.
(4)—What class are you in
—I'm in Class 1,Grade 7.
(5)—Who's your class teacher
—It's Ms Gao.
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 the students learn the main structure in the grammar focus frame,they should practise in different activities.And we'd better give them some written work after speaking and reading.
第四课时　Section B(1a－2b)
Teaching Objects　【教学目标】
1.Analyse the text features of students' posts.
2.Get detailed information about Pauline and Peter from the posts.
3.Write a reply to Pauline or Peter to make friends.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Leading in　【情景导入】
Show some photo boards to the Ss and ask them to answer the questions：What can you see？Where do you see the photo boards
★Step 2　Pre task　【准备任务】
Page 24,1a
1.Ask the Ss to look at the two students' photo boards in 1a.Then ask them to match the photos with the words in the box.
2.Show the right answers to the Ss and ask them to check their answers.
3.Ask the Ss to answer the question：What can you learn about the two students
★Step 3　While task　【过程任务】
Page 24,1b
1.Ask the Ss to read the two students' posts,the T can analyze the form of the posts,and then explain the forum to the Ss.
2.Ask the Ss to answer the following questions.
(1)Where can you see it
(2)What's the purpose of this forum
(Tip：The T can circle the key information of the forum.)
Page 25,1c
1.Ask the Ss to read again and complete the table with the information from the posts in 1b.
2.Show the right answers to the Ss and then ask them to check their answers.
3.Ask the Ss to answer the question：From what aspects can we introduce ourselves
4.The T can conclude the answers：name,age,country,family,pet,favourite food,hobbies...
Page 25,1d
Ask the Ss to compare themselves with either Pauline or Peter.
★Step 4　Post task　【后续任务】
Page 25,2a
Ask the Ss to write some sentences about themselves using the structures below.
·My name is...
·I'm...years old.
·I live in...
·I love...
·My favourite food is...
·My favourite sport is...
Page 25,2b
Ask the Ss to complete their reply to Pauline or Peter to make friends.
★Step 5　Language points　【语言要点】
1.speak的用法
◆speak＋语言,表示“讲某种语言”。
◆speak to sb.和某人讲话。
2.play的用法
◆意为“玩”,常见用法：play＋球类名词；play＋棋牌/游戏类名词；play with sb./sth.与某人一起玩/玩某物。
◆意为“演奏”,常见用法：play＋the＋乐器类名词。
3.want v.想要
常见用法：want sth.想要某物；want to do sth.想要做某事；want sb.(not) to do sth.想要某人(不)做某事。
4.would('d) like to的用法
◆“Would you like to...？”表示“你想要/愿意......吗？”,用来提出请求。
◆“Would you like＋名词？”表示“你想要......吗？”。答语：Yes,please./No,thanks.
◆“Would you like (sb.) to...？”表示“你想要/愿意(某人)......吗？”。答语：Yes,I'd love to./I'd love to,but...
★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 analyse the text features of students' posts.
I can get detailed information about Pauline and Peter from the posts.
I can write a reply to Pauline or Peter to make friends.
★Step 7　Homework　【家庭作业】
1.Read and recite the new words and phrases.
2.Do the exercises in students' book.
Board Design　【板书设计】
Unit 1　You and Me
Period 4　Section B(1a－2b)
1.Vocabulary：guitar,tennis,post,even,would,information,hobby
2.Target language：
(1)My name is...
(2)I'm...years old.
(3)I live in...
(4)I love...
(5)My favourite food is...
(6)My favourite sport is...
Teaching reflection　【教学反思】
In this period,we should ask the students to summarise the aspects that we need to know about a new friend from the two posts.Then write some sentences about themselves using the target language.
Unit 2　We're Family!
【Language Abilities】 1.Name different family members. 2.Talk about your family with the simple present tense (do). 3.Identify ownership using 's. 4.Describe family members in a photo.
【Culture Awareness】 1.Perceive and understand the differences in expressions between English and Chinese in names. 2.Enjoy the warm feeling of the family,and then explore the meaning of being a family.
【Quality of Thinking】 1.Make predictions according to the pictures and prior knowledge. 2.Be able to use effective means such as seeing,listening,speaking and discussing to obtain information.
【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】 Four periods
Period 1 Section A(1a－1d)—Pronunciation(1－3)
Period 2 Section A(2a－2e)
Period 3 Grammar Focus(3a－3d)
Period 4 Section B(1a－2b)
本单元教材以“家庭及家人”为中心话题,围绕着“你的家人是什么样的？”以及“你觉得你的家庭怎么样？”进行学习和运用相关知识。
Section A主要学习关于家庭成员的称呼以及谈论物品的所有权。应掌握句型：—Is this/Are these your...？—Yes,.../No,...—Who's/Who're...？—He's/She's/They're...等。Section B的重点是要求学生读懂一篇关于描述照片的文章,完成所安排的读写任务,教师在教学中应合理利用课本上的知识进行教学。
第一课时　Section A(1a－1d)—Pronunciation(1－3)
Teaching Objects　【教学目标】
1.Name different family members.
2.Get detailed information about the relationship of the family through listening.
3.Pronounce / /,/ /,/ / and /ɑ / correctly,and remember the letters and letter combinations that represent them.
4.Learn word stress and know the stressed syllables.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
Listening and speaking
★Step 1　Leading in　【情景导入】
1.Show the picture of the textbook on Page 27 to the Ss.Then ask them to answer the following questions：
(1)What is the relationship of the people in the photo
(2)What do you think of the family
(3)Who are the people in your family
2.Let the students discuss with each other.The T can give some tips.Then ask some students to share their answers.
★Step 2　Pre task　【准备任务】
Page 28,1a
1.Ask the students to translate the expressions in 1a into Chinese.
2.Ask them to match the definitions with members of the family.
3.Show the right answers and then ask the Ss to check their answers.
Page 28,1b
1.Show the two pictures of the textbook on Page 28 to the Ss.Then ask them to guess：
(1)Where are they
(2)What are they doing
(3)What's the relationship of them
2.Ask some students to share their answers.
★Step 3　While task　【过程任务】
Page 28,1b & 1c
1.Play the recording for the first time and let the Ss number the pictures in the order they hear them.
2.Play the recording a second time,then ask the Ss to listen again and complete the sentences.
3.Show the tape script and ask the Ss to check their answers.
4.Explain the important phrases and sentence patterns to the Ss.
★Step 4　Post task　【后续任务】
Page 28,1d
1.Show a family photo to the class and ask them to talk about the people in it.
2.Show the sentence patterns to the Ss and then give them a sample.
3.Ask the Ss to bring a family photo to class and talk about the people in it.
Pronunciation
★Step 5　Pre task　【准备任务】
Page 29,1
Ask the Ss to read the words in Pronunciation 1 freely,and then ask them to pay attention to the bold letters,and find the similarities of pronunciation in each column.
★Step 6　While task　【过程任务】
Page 29,1
1.Play the recording for the first time,and then ask the Ss to repeat it.
2.Explain the key points of the pronunciation about / /,/ /,/ / and /ɑ /,show the pronunciation of them to the Ss and then ask them to repeat.
3.Ask the Ss to read the words together.
Page 29,2
1.Ask the Ss to read the words in Pronunciation 2 freely.
2.Play the recording and ask the Ss to repeat it.
3.Ask the Ss to read the words again.
Page 29,3
1.Ask the Ss to read the words in Pronunciation 3 freely.
2.Play the recording and ask the Ss to notice the stressed syllables.
3.Ask the Ss to repeat them.
4.Then ask them to tell the difference of the words in stressed syllables in two groups.
5.Ask the Ss to read the words again.
★Step 7　Post task　【后续任务】
If possible,the T can provide more materials for students to practise.
★Step 8　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 name different family members.
I can get detailed information about the relationship of the family through listening.
I can pronounce / /,/ /,/ / and /ɑ / correctly,remember the letters and letter combinations that represent them.
I can learn word stress and know the stressed syllables.
★Step 9　Homework　【家庭作业】
1.Review the words,phrases and sentences.
2.Do the exercises in students' book.
Board Design　【板书设计】
Unit 2　We're Family!
Period 1　Section A(1a－1d)—Pronunciation(1－3)
1.Vocabulary：mean,husband,aunt,uncle,child,cousin,parents,grandparents
2.Target language：
(1)—Is this/Are these your...？
—Yes,.../No,...
(2)—Who's/Who're...？
—He's/She's/They're...
Teaching reflection　【教学反思】
In this period,there are more new words and expressions.We should provide more practice in listening and speaking and encourage the students to be more involved.In addition,we should offer more target language materials for students to practise the pronunciation of / /,/ /,/ / and /ɑ /.
第二课时　Section A(2a－2e)
Teaching Objects　【教学目标】
1.Get basic information about Teng Fei's family through the conversation.
2.Identify ownership using 's.
3.Describe family members in a photo.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Leading in　【情景导入】
1.Ask the Ss to answer the question：Can you say any activities that your parents or grandparents may like
2.Ask the Ss to discuss with each other and share their answers.
★Step 2　Pre task　【准备任务】
Page 29,2a
1.Ask the Ss to look at the picture on Page 29 and answer the following questions.
(1)What's in the picture
(2)Where are the two students
(3)What is their relationship
2.Let the students discuss them.Ask some students to share their answers.
★Step 3　While task　【过程任务】
Page 29,2a
1.Now ask the Ss to listen to the conversation and circle the coloured words they hear.
2.Ask the Ss to talk about the answers in pairs.Then the T can show the right answers.
Page 30,2b
1.First,ask the Ss to scan the table in 2b.Then let them read the conversation in 2a.
2.Let the Ss underline the sentences about Teng Fei's family and complete the table about Teng Fei's family.
3.Show the right answers to the Ss and ask them to check their answers.
Page 30,2c
1.Ask the Ss to listen to the conversation again.
2.Ask the Ss to role play it in groups.Choose some groups to role play it in the front of the classroom.
★Step 4　Post task　【后续任务】
Page 30,2d
1.Show the photos on Page 30 to the Ss,and ask them to talk about Zhang Xinyu's family.
2.Show a sample to the Ss,and then ask them to talk about Zhang Xinyu's family using the phrases in the box.
Page 30,2e
1.Let the Ss bring some photos of the things their family members have.
2.Ask and answer questions about who owns each of them and what activities their family do.Do the task in pairs.
★Step 5　Language points　【语言要点】
1.come v.来；来到
常与介词to搭配使用,后跟地点名词,表示“来到某地”；若后跟地点副词,则需省略to。
【拓展】关于come的常见短语：come in进来；come on来吧,快点,加油；come from来自
2.well的用法
◆作形容词,意为“健康的”,位于系动词后。
◆作副词,意为“好”,用来修饰动词(短语),位于动词(短语)之后。
◆作感叹词,意为“哎呀；好吧”,表示惊奇或勉强同意。
3.whose的用法
whose通常用来询问所有权,意为“谁的”。其基本句型为“Whose＋名词(短语)＋系动词be＋...？”。
4.spend的用法
作动词,意为“花(时间、钱等)”,主语是人。常见用法：
◆sb.＋spend(s) time/money＋on sth.某人在某物上花时间/钱。
◆sb.＋spend(s) time/money＋(in) doing sth.某人花费时间/钱做某事。
◆sb.＋spend(s) time＋with sb.某人花时间与某人在一起。
★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 get basic information about Teng Fei's family through the conversation.
I can identify ownership using 's.
I can describe family members in a photo.
★Step 7　Homework　【家庭作业】
1.Read the conversation aloud.Role play the conversation in 2a in pairs.
2.Do the exercises in students' book.
Board Design　【板书设计】
Unit 2　We're Family!
Period 2　Section A(2a－2e)
1.Vocabulary：bat,together,spend,really,activity,chess
2.Target language：
(1)—Whose erhu is this
—It's Xinyu's erhu.
(2)—Does she play the erhu well
—Yes,she does.
Teaching reflection　【教学反思】
In this period,we should encourage the students to make a short conversation using the target language.We should offer help to them if necessary.
第三课时　Grammar Focus(3a－3d)
Teaching Objects　【教学目标】
1.Know the verb forms change with the subjects.
2.Master the general questions and answers of full verbs.
3.Use the target languages to talk about each other's family.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Leading in　【复习导入】
Show the sentences mentioned in 3a on Page 31 to the Ss.Then ask them to read the sentences and pay attention to the bold words.
★Step 2　Pre task　【准备任务】
Page 31,3a
Ask the Ss to read the sentences in 3a again.Then ask them to answer the following question：
How do the verb forms change with the subjects
★Step 3　Grammar focus learning　【语法学习】
1.主谓一致原则
主谓一致是指谓语动词与主语在人称和数上保持一致,即主语的单复数决定谓语动词的单复数。一般来说,语法形式或意义上是单数的主语,谓语动词用单数形式；语法形式或意义上是复数的主语,谓语动词用复数形式。
语法形式或意义是单数的主语,例如：
He/She/It The apple/book
The cat/dog/bird My sister/friend
Teng Fei's father My family/The team (视作一个整体)
【注意】I和you(你)虽然是第一人称和第二人称单数代词,但当它们作主语时,谓语动词通常使用复数形式,不使用单数形式。
语法形式或意义是复数的主语,例如：
We/They/You Students/Teachers
These flowers/trees My parents/friends/classmates
The children/kids The young/old(表示一类人)
2.谓语动词的单复数
谓语动词的复数形式一般用动词原形来表示。
系动词be的复数形式在一般现在时和现在进行时中为are,过去时中为were。
3.谓语动词单数形式的书写规则
① 通常在动词词尾加 s works,writes,wants
② 以ch,sh,s,x或o结尾的词加 es watches,teaches,pushes
③ 动词辅音＋y结尾,变y为i加 es flies,cries,studies
④ 助动词have的第三人称单数形式是has
⑤ 系动词be的单数形式在一般现在时和现在进行时中是is,过去时中是was
⑥ 当主语为I时,be动词为am,过去时为was
★Step 4　While task　【过程任务】
Page 31,3b
1.Ask the Ss to complete the sentences with the correct possessive form ('s) of the words in brackets.
2.Show the right answers to the Ss,and then ask them to check their answers.
Page 31,3c
1.Ask the Ss to complete the passage with the correct forms of the verbs in the box.
2.Ask some students to share their answers,and show the right answers to the class.
★Step 5　Post task　【后续任务】
1.Let the Ss ask and answer questions about each other's family.
2.List some questions to the Ss.
·Do you have any sisters or brothers
·Does your father play any sports
·Does your mother like music
...
★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 know the verb forms change with the subjects.
I can master the general questions and answers of full verbs.
I can use the target languages to talk about each other's family.
★Step 7　Homework　【家庭作业】
1.Recite Grammar Focus.
2.Do the exercises in students' book.
Board Design　【板书设计】
Unit 2　We're Family!
Period 3　Grammar Focus(3a－3d)
1.Vocabulary：chess,funny,laugh,different,violin
2.Target language：
(1)Teng Fei and his grandfather play ping pong every week.
Teng Fei's grandfather loves sports.
(2)They have some nice ping pong bats.
Teng Fei's father has a fishing rod.
(3)—Do you play the piano
—Yes,I do./No,I don't.
(4)—Does your father spend a lot of time fishing
—Yes,he does./No,he doesn't.
(5)—Does your mother have a piano
—Yes,she does./No,she doesn't.
Teaching reflection　【教学反思】
Learning grammar is an important task in this period.We always learn grammar when we have learned enough language.Students can practise grammar by using what they have learned.It's important for them to identify the verb forms changing with the subjects.We can give some examples when they are learning.
第四课时　Section B(1a－2b)
Teaching Objects　【教学目标】
1.Label the people in the photo according to the description.
2.Introduce family members from appearance,personality and hobbies with a family photo.
3.Explore the meaning of being a family.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Leading in　【情景导入】
Show a family photo to the class,then ask them to work in groups of four and share the information about the family members.Finally,choose a student to share his or her answer.
★Step 2　Pre task　【准备任务】
Page 32,1a
1.Ask the Ss to tell each other more about their family.
(1)How many people are there in your family
(2)Who are they and what are they like
(3)What do they each like
(4)What is fun about your family
2.Ask some students to share their answers.
★Step 3　While task　【过程任务】
Page 32,1b
1.Show the photo on Page 32 to the class.Then ask the Ss to predict：
(1)What's the passage mainly about
(2)What do you like about the family
2.Let the Ss read the text,underline the key words about the people mentioned in the text,and label the people in the photo.
3.Ask some students to share the answers,and then have the other students check them.
Page 33,1c
1.Let the Ss glance over the sentences mentioned in 1c,then ask them to read the text in 1b again,find out the people's relationship and circle T for true or F for false.
2.Check the answers with the class.
Page 33,1d
Ask the Ss to take turns to describe the photo using the following sentences.
A：This is Lily's father.His name is Fred.He's handsome,and he often plays tennis.
B：And this is her mother...
★Step 4　Post task　【后续任务】
Page 33,2a
1.Ask the Ss translate the given words into Chinese,and let them complete the introduction in 2a with the information about Hu Xiao's family.
2.Check the answers with the class.
3.Explain the key phrases.
Page 33,2b
Let the Ss list some key words to describe each of their family members.Then introduce them with a family photo.Use the following sentence patterns.
·This is...
·Here's...
·He's/She's...
·His/Her favourite...is...
·He/She really likes...
·He/She looks...
·He/She plays...every week.
...
★Step 5　Language points　【语言要点】
1.left/right的用法
◆作名词,意为“左/右边”。如：on one's left/right在某人的左/右边。
◆作形容词,意为“左/右边的”。如：left/right hand左/右手。
◆作副词,意为“向左/右边”。
【拓展】right作形容词时,还可意为“正确的”。
2.think v.认为；想；思考
“I think...”意为“我认为......”,用来表达自己的主观想法或看法。否定形式为“I don't think...”,意为“我认为......不......”。
【拓展】think of想到,考虑；think about考虑,思考。
3.help的用法
◆作动词,意为“帮助；协助”。help sb.with sth.＝help sb. (to) do sth.,意为“帮助某人做某事”。
◆作不可数名词,意为“帮助；协助”。常见词组：with one's help/with the help of...在......的帮助下。
★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 label the people in the photo according to the description.
I can introduce family members from appearance,personality and hobbies with a family photo.
I can explore the meaning of being a family.
★Step 7　Homework　【家庭作业】
1.Read and recite the new words and phrases.
2.Do the exercises in students' book.
Board Design　【板书设计】
Unit 2　We're Family!
Period 4　Section B(1a－2b)
1.Vocabulary：pink,hat,handsome,knee,grandchild,son,hike
2.Target language：
(1)This is...
(2)Here's...
(3)He's/She's...
(4)His/Her favourite...is...
(5)He/She really likes...
(6)He/She looks...
(7)He/She plays...every week.
Teaching reflection　【教学反思】
In this period,the most important thing is reading.It is a good time to train the students' ability of reading quickly and efficiently.Usually we do some work to deal with new words and phrases before reading.While reading,students should learn to catch the main idea as quickly as they can.And we should teach them how to find the key words in the text.
Unit 3　My School
【Language Abilities】 1.Talk about places in school. 2.Describe locations using there be structure and prepositions of position. 3.Introduce and talk about your school. 4.Describe the places you like in your school and explain why.
【Culture Awareness】 Recognise the possible differences in architectural style and layout between schools in English speaking countries and those in our own country.
【Quality of Thinking】 1.Make predictions according to the pictures. 2.Be able to use effective means such as seeing,listening,speaking and discussing to obtain information.
【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】 Four periods
Period 1 Section A(1a－1d)—Pronunciation(1－2)
Period 2 Section A(2a－2f)
Period 3 Grammar Focus(3a－3d)
Period 4 Section B(1a－2b)
本单元教材以“我的学校”为中心话题,围绕着“你的学校是什么样的？”以及“你在学校做过哪些有趣的事情？”进行学习和运用相关知识。
Section A主要学习用there be句型以及方位介词介绍学校。掌握介词(短语)in front of,behind,next to,between,across from等。Section B的重点是要求学生读懂Peter回复Flora关于介绍自己学校的邮件,并完成所安排的读写任务,教师在教学中应合理利用课本上的知识进行教学。
第一课时　Section A(1a－1d)—Pronunciation(1－2)
Teaching Objects　【教学目标】
1.Talk about places in school.
2.Describe locations using there be structure and prepositions of position.
3.Pronounce / /,/ /,/u / and / / correctly,and remember the letters and letter combinations that represent them.
4.Know the location of word stress.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
Listening and speaking
★Step 1　Leading in　【情景导入】
1.Ask the Ss to look at the photo of a school on Page 35,and then share：
(1)What is this place in the photo
(2)What are the people doing on the sports field
(3)What do you like to do at school
2.Let some students share their answers with the class.
★Step 2　Pre task　【准备任务】
Page 36,1a
1.Ask the Ss to look at the words in the box and translate them into Chinese.And then summarise the prepositions of position.
2.Ask the Ss to look at the picture.Then talk about the positions of the places with the words in the box.
3.Show them a sample.
4.Ask them to work in groups and talk about the places.
5.Choose a group to make a short conversation.
★Step 3　While task　【过程任务】
Page 36,1b
1.Ask the Ss to listen to the conversations and number the places in the order they hear them.
2.Check the answers with the class.
Page 36,1c
1.Listen again and complete the sentences.
2.Ask some Ss to share their answers.The T could show the right answers.
★Step 4　Post task　【后续任务】
Page 36,1d
1.Ask the Ss to talk about the places in the picture in 1a.
2.Give the Ss some prompts.Ask them to role play the conversations using the following structures.
—Is there...in this school
—Yes,there is.
—Where is it
—It's...
Pronunciation
★Step 5　Pre task　【准备任务】
Page 37,1
1.Ask the Ss to read the words.Then ask them to answer the question：Which pronunciation does each group of words contain
2.Lead the Ss to learn the phonetic symbols of words.
★Step 6　While task　【过程任务】
Page 37,1
1.Play the recording,and then ask the Ss to repeat it.
2.Explain the key points of pronunciation about / /,/ /,/u / and / /,show the pronunciation of them to the Ss,and then ask them to repeat again.
3.Let the Ss read the words together.
Page 37,2
1.Ask the Ss to read the words in Pronunciation 2 freely.
2.Play the recording,and then ask the Ss to notice the stressed syllables.
3.Ask the Ss to repeat them.
4.Then ask them to tell the difference of the words in stressed syllables in two groups.
5.Ask the Ss to read the words again.
★Step 7　Post task　【后续任务】
If possible,the T can provide more target language materials for students to practise.
★Step 8　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 talk about places in school.
I can describe locations using there be structure and prepositions of position.
I can pronounce / /,/ /,/u / and / / correctly,and remember the letters and letter combinations that represent them.
I can know the location of word stress.
★Step 9　Homework　【家庭作业】
1.Review the words,phrases and sentences.
2.Do the exercises in students' book.
Board Design　【板书设计】
Unit 3　My School
Period 1　Section A(1a－1d)—Pronunciation(1－2)
1.Vocabulary：hall,dining,building,across,field,gym,office
2.Target words：in front of,behind,next to,between...and...,across from
Teaching reflection　【教学反思】
In the learning process,we should use listening practice to improve the students' listening ability.At the same time,we must ask the students to practise the conversations they make to improve their speaking skills.From the simple to the complex,the content of this lesson is gradually introduced,which is easy for students to understand.And the teaching effect is good.
第二课

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