资源简介

第一课时　Section A(1a～2e)
1．Talk about what you have in your schoolbag.
2．Talk about the colours of the things.
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words：bottle，eraser，key，red，green，blue，yellow，orange，black，white，brown Key sentences： ①—What do you have in your schoolbag？　—I have… ②—What colour is…？　—It's… ③—What colour are…？　—They're…
Learning Abilities ●Learn to grasp key words，phrases and sentences. ●Learn to use relevant vocabularies to express various school things. ●Learn to carefully observe the items in the schoolbag and accurately describe them.
Thinking Qualities ●Be able to orderly describe the items in the schoolbag and their colours. ●Be able to think of relevant descriptions and expressions about specific items.
Cultural Awareness ●Understand how to express your daily school items in different languages. ●Know about some cultural meanings of colours in different countries.
重点：
1．Students are able to name the things in their schoolbags like rulers，bottles，caps，erasers，pencils.
2．Students are able to ask others about the things they have with the sentence patterns：—What do you have in…？　—I have…
3．Students are able to use the sentence patterns to ask and answer about the colours of items：①—What colour is…？　—It's…　②—What colour are…？　—They're…
难点：
1．Students are able to accurately and skillfully describe the colours of items.
2．Students are able to introduce the things they have with proper sentence patterns.
Step 1　Lead in
Play a song My Schoolbag.
T：Before the class，let's listen to a song My Schoolbag.Listen and tell me what is in the schoolbag.
Ss：A Chinese book…
T：Today let's come to know the things in our schoolbags.
【设计意图】通过英文歌曲的方式导入新课，激发学生的学习兴趣，学生能够了解本课时的重点目标语言。
Step 2　Presentation & Speaking(1a～1b)
Show students some things in a schoolbag and ask them to tell what it is.
(The teacher prepares a ruler，a bottle，a cap，some pencils and keys，and then put them in one student's schoolbag.When students are answering，the teacher writes the new words on the blackboard.)
T：This is Tony's schoolbag.Look！What's this
Ss：It's a…
Work on 1a
1．Ask students to look at the picture in 1a and match the things with the names.
2．Ask students to share the answers and the teacher helps to correct their pronunciation if necessary.
Work on 1b
1．Ask students to take out their schoolbags and work in pairs to introduce the things they have in their schoolbags.
T：Just now，we knew Tony's schoolbag.Now I want to know something about your schoolbags.Please take out your schoolbags and make a conversation with your deskmates.The following sentence patterns will help.
—What do you have in your schoolbag？　—I have…
(The teacher shows the sentence patterns on the blackboard.)
2．Choose three or four pairs of students to share their conversations.
3．Ask students to make a summary about the sentence patterns.
T：How can we ask and introduce the things we have？We can use the two sentence patterns…
【设计意图】通过两人问答然后总结句型的形式，学生能够对目标句型进行充分地练习。
Step 3　Presentation & Speaking(2a～2b)
Show students different colour cards and ask them about the colours.
T：Look at the card.What colour is it
Ss：It's…
T：What about this one
Ss：…
Work on 2a
1．Ask students to read the colour words in 2a and match them with the pictures.
2．Ask students to share the answers and the teacher helps to correct their pronunciation if necessary.
Work on 2b
1．Show students the things with different colours and ask them to tell the colours.
T：Look at this.What colour is the cap
Ss：It's…
T：What colour are the erasers
Ss：They are…
(The teacher shows the sentence patterns on the blackboard：What colour is the cap？It's…/What colour are the erasers？They are…)
2．Ask students to look at the things in 2b，and talk about what colours they are.
3．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
(Students must answer the questions with complete sentences.)
【设计意图】 学生能用完整的句子回答2b部分的问题，加强对目标句型的练习。
Step 4　Listening & Speaking(2c～2e)
Work on 2c
1．Play the recording for students and ask them to colour the things in 2c.
2．Check the answers and ask students to correct their mistakes.
Work on 2d
1．Play the recording again for students to complete the sentences in 2d.
2．Check the answers and ask students to correct their mistakes.
(Students must answer the questions with complete sentences.)
Work on 2e
Ask students to work in pairs and make up new conversations to introduce the new things they have with the given sentence patterns.
T：We know the new things Teng Fei，Yaming and Peter have.What new things do you have
(The teacher gives students an example first.)
【设计意图】通过听力练习，学生逐渐掌握听力技巧；通过两两合作编对话的形式，学生逐步提高听说能力并对句型进行充分地练习。
Step 5　Summary
1．Ask students to do exercises about what they have learned today.
2．Ask students to make a summary about what they have learned today.
【设计意图】通过练习和总结，学生明确了本节课的重点词汇和句型。
Step 6　Homework
1．Ask students to introduce the things they have in their schoolbags to their best friends.
2．Do the exercises in students' workbooks.
Starter Unit 2　Keep Tidy! 第一课时　Section A(1a～2e) School things：ruler，bottle，cap，pencil，key，eraser Key words：red，green，blue，yellow，orange，black，white，brown Key sentences： —What do you have in your schoolbag？—I have… —What colour is…？　—It's… —What colour are…？　—They're…
第二课时　Section A(Pronunciation)
1．The pronunciation and writing of the following vowel phonemes：/e/，/i/，/a/，/ /，/ju/.
2．The open syllable pronunciation of the letters A，E，I，O and U in words.
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words：take，plane，be，we，game，she，time，rice，close，rose，music，student，white，home，pupil，wake Key sentences： ①Don't get up too late! ②We can fly my kite，And ride my cute bike.
Learning Abilities ●Learn to accurately distinguish the differences between open syllable pronunciations and other pronunciations. ●Learn to understand and summarize the pronunciation rules of vocabulary to better remember and apply to words.
Thinking Qualities ●Be able to have inductive and reasoning thinking abilities，and generalize the pronunciation characteristics of the letters in open syllables. ●Be able to develop systematic thinking to comprehensively grasp these pronunciation rules within the English phonetic system.
Cultural Awareness ●Understand the importance and application of letter pronunciation rules in the English language culture. ●Recognize the differences in pronunciation rules in English.
重点：
1．Students are able to perceive the pronunciation of the following vowel phonemes：/e/，/i/，/a/，/ /，/ju/.
2．Students are able to master the open syllable pronunciation rules of the letters A，E，I，O and U in words.
3．Students are able to sing the chant fluently.
难点：
Students are able to master the open syllable pronunciation rules of the letters A，E，I，O and U in words correctly and fluently.
Step 1　Lead in
Play a syllable song.
T：Before the class，let's listen to a song about syllables.If you like，try to sing with the video.
T：In this class，we are going to learn some of these syllables.
【设计意图】通过音标歌曲导入新课，激发学生的兴趣，同时明确课堂目标。
Step 2　Listening & Speaking
Work on 1
1．Ask students to listen to the recording in 1 and repeat after the recording.
T：Now let's come to Page 9，read after the recording in 1.When you are reading，please pay attention to the sounds.
2．Ask students to observe these words and find out the open syllable pronunciation rules in groups.
T：Here comes the questions：Why are the five letters A，E，I，O and U pronounce/e/，/i/，/a/，/ /，/ju/，not//，/e/，//，//，//
3．Ask students to share their ideas voluntarily and the teacher summarizes the rules.
(The teacher shows the rule on the blackboard：An open syllable is a syllable that ends with a vowel sound.)
【设计意图】通过小组合作的形式，观察讨论发音规则，充分调动了学生的积极性。
Step 3　Listening & Speaking(2～3)
Work on 2
1．Play the recording and ask students to circle the word(s) with the sound in each group.
2．Ask students to share their answers.
(When they are sharing the correct answers，it's better for them to read the other two words，which will help them to practise their pronunciations more often.)
Work on 3
1．Play the recording in 3 and ask students to repeat the words after the recording.
2．Ask students to read the letters together.
(The teacher helps to correct their pronunciations if necessary.)
【设计意图】通过听力练习，学生逐渐掌握听力技巧，并通过跟读的形式逐步提高发音能力。
Step 4　Summary
Work on 4
1．Ask students to listen to the chant in 4 and sing together with the recording.
2．Ask students to read the chant aloud group by group.
T：You have two minutes to practise the chant in groups.After that，let's have a group competition.If you can read the chant clearly and fluently，you will get one point.
【设计意图】通过小组竞赛，激发学生的学习动力，学生能够对目标语言进行充分地练习。
Step 5　Homework
1．Read the given sentences with the open syllable pronunciation of the letters A，E，I，O and U.
2．Do the exercises in students' workbooks.
Starter Unit 2　Keep Tidy! 第二课时　Section A(Pronunciation) A　　　E　　　I　　　O　　　U /e/ /i/ /a/ / / /ju/ An open syllable is a syllable that ends with a vowel sound.
第三课时　Section B(1a～1d)
1．Describe the items in students' rooms.
2．Describe the locations of the things students，students' family or friends have with on，in，under.
3．Write a short passage to describe students' rooms.
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words：thing，need，on，in，under，bed，desk，chair，cat，cap，shoes，schoolbag，box Key sentences： ①—Where is your…？—…is/are on/in/under… ②I can't find… ③—Is it on/in/under…？　—Yes，it is./No，it isn't. ④You need to keep your room tidy.
Learning Abilities ●Learn to master the key words，phrases and sentences. ●Learn to describe things' locations. ●Learn to arrange and manage things in the room effectively.
Thinking Qualities ●Be able to develop a sense of order and attention to detail，thinking about how to maintain cleanliness and neatness. ●Be able to keep the space and items tidy.
Cultural Awareness ●Respect the cultural value placed on cleanliness and orderliness in many cultures. ●Have an understanding of personal responsibility for one's living environment.
重点：
1．Students are able to name the daily things in their rooms like bed，desk，chair，cat，cap，shoes，schoolbag，box.
2．Students are able to describe where the things are with prepositions on，in，under.
3．Students are able to ask about the locations of items and confirm the locations of items with the sentence patterns：Where is your…？　A pair of shoes is…
难点：
Students are able to describe where the things are with proper prepositions and sentence patterns.
Step 1　Lead in
1．Show students a picture of a room and ask them to tell the things they can see in the picture.
T：This is a photo of my room.What can you see in this room
Ss：I can see a…
2．The teacher shows the names of the items in the picture and leads students to read after the teacher.
(At the same time，the teacher writes down the key words on the blackboard.)
【设计意图】通过观察图片，学生能够回顾所学的单词，进而高效地引入主题，并对所学知识进行快速复习。
Step 2　Presentation(1a)
Work on 1a
1．Ask students to introduce the things in the picture with their deskmates.And the teacher writes down the key words on the blackboard.
2．Ask students to look at the picture in 1a，and fill in the blanks with the words in the box.
3．Ask students to share the answers and the teacher makes a summary of the prepositions on，in，under.
(The teacher shows the meanings of the three prepositions by putting the book on/in/under the desk.)
T：Is the room tidy or not
Ss：It's not tidy/dirty.
【设计意图】通过同桌之间相互介绍图片物品的方式，学生能够对所学单词进行充分地练习。
Step 3　Reading & Speaking(1b～1c)
Work on 1b
1．Ask one student to read Conversation 1 and the others circle the cap in the first picture.
2．Ask another student to read Conversation 2 and the others circle the glasses in the second picture.
3．Ask students to share the answers.
Work on 1c
1．Ask students to read Conversation 1 and Conversation 2 together.
2．Ask students to choose the correct answers in 1c.
T：You read so fluently.Now let's look at 1c.There are four questions.Please choose the correct answers in two minutes.
3．Ask students to share their answers and the teacher helps to correct.
4．Ask students to role play the two conversations in pairs.
【设计意图】通过阅读练习，学生逐渐掌握阅读技巧；通过两两合作编对话的形式，学生逐步提高听说读的能力并对句型进行充分地练习。
Step 4　Writing(1d)
Work on 1d
1．Ask students to write a short passage to introduce the things in their rooms.
T：Now I want you to introduce your own rooms.Here is a table in 1d.You can use these sentence patterns.Five minutes for you.Here we go!
(The teacher gives an example or sentence patterns on ppt.)
2．Ask students to share their writings in groups and other group members help to correct their mistakes.
3．Ask students to read their writings in class and the teacher gives proper judgement.
T：You did a good job.I really love your pronunciation and writing…
【设计意图】通过写作的形式，学生能够巩固本节课的重点句型，同时提高他们的写作能力。
Step 5　Summary
Ask students to make a summary about what they have learned today.
【设计意图】通过总结，学生能够明确本节课的重点句型。
Step 6　Homework
1．Correct their writings.
2．Remember the words and phrases in this lesson.
3．Do the exercises in students' workbooks.
Starter Unit 2　Keep Tidy! 第三课时　Section B(1a～1d) Key words：thing，need，bed，desk，chair，cat，cap，shoes，schoolbag，box，on，in，under Key sentences：Where is your…？ A pair of shoes is…
第四课时　Section B(Project)
1．How to describe and guess an item logically.
2．How to use interrogative sentences to ask for questions.
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key sentences： ①—Where is it/are they？　—It's/They're in/on/under… ②—What colour is it/are they？　—It's/They're red/green/white…　 ③Is it a ruler ④Are they books？
Learning Abilities ●Learn to use the key sentences to ask and answer questions. ●Learn to collect and process information，and get clues from the other students' answers. ●Learn to develop the ability of language application by communicating and interacting with interrogative sentences.
Thinking Qualities ●Be able to make reasonable inferences based on known information. ●Be able to stimulate creative thinking and think about how to skillfully set and pose interrogative sentences.
Cultural Awareness ●Understand the characteristics and ways of interactive communication in language culture. ●Realise the differences in communication methods in the game situation.
重点：
1．Students are able to describe the things with proper sentence patterns.
2．Students are able to use all the language points in this unit to talk about the items flexibly.
难点：
1．Students are able to describe the things with logical thinking and reasoning imagination.
2．Students are able to use all the language points in this unit flexibly.
Step 1　Review
1．Ask students to do exercises of this unit.
2．The teacher checks answers and shows the fallible words or sentence patterns on the blackboard.
(The exercises must include the key and difficult points and fallible points.)
【设计意图】通过练习的形式，学生能够对所学知识进行复习，并对易错知识进行总结，加强对易错知识的理解。
Step 2　Listening & Guessing(1～4)
Work on(1～3)
1．Ask students to choose something from the classroom and write the name on a piece of paper.
2．Choose one student in Group 1 to come to the front of the classroom，and ask the other groups to ask one question each about the item with the sentence patterns on the blackboard.
3．Ask students to guess the item.
(The teacher shows the sentence patterns on the blackboard：①—Where is it/are they？　—It's/They're in/on/under…　②—What colour is it/are they？　—It's/They're red/green/white…)
T：Welcome Andy to come to the front.Each group can ask him one question.Here are the sentence patterns…Now it's your turn to guess what it is.You can ask like this：What colour is it/are they
Work on 4
Ask each group to take turns to come to the front of the classroom and play the guessing game.
T：Cindy got the answer.One point for your group.Which group wants to play the game again？Welcome Group 3…
【设计意图】通过猜词游戏，学生能够对目标语言进行充分地练习。
Step 3　Summary
1．Ask students to summarize the key words，phrases and sentence patterns in this unit.
T：You must have fun playing the guessing game.Now let's draw a mind map to summarize the key words，phrases and sentence patterns in this unit.
2．Ask students to share their mind maps in groups and the others give proper judgement on their works.
【设计意图】通过思维导图的形式总结本单元的目标语言，学生能够充分掌握本节课的重难点。
Step 4　Homework
1．Polish their mind maps.
2．Do the exercises in students' workbooks.
Starter Unit 2　Keep Tidy! 第四课时　Section B(Project) Key sentences： —Where is it/are they？　—It's/They're in/on/under… —What colour is it/are they？　—It's/They're red/green/white… Is it a ruler Are they books？

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