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Starter Unit 1第 1 课时教学设计
课 题 Section A 1a—1b 课型 　听说课
教学内容分析 本课内容是本单元的主题图，提出了单元的大问题，学生需要看图，观察并思考，需要教师对学生就单元的话题和内容进行引导。 1a的主题图为清晨学校门口，学生见面相互打招呼的情境，需要学生了解本套教材中核心人物的姓名，并通过将人物图片和名字匹配的方式，正确书写英语名字并掌握以及中英文姓名的区别。 1b则是为学生间相互问候提供了对话的范式，要求初步感知并掌握在不同时段，不同场合问候他人的方式。Hi/ Hello. Good morning.
课程标准要求 1. 能在语境中使用基本问候语与他人进行得体的交流； 2. 能借助图片获取、归纳中英文在姓名表达方式上的异同，能用所学语言描述文化现象和文化差异； 3. 围绕相关主题，用简短的表达方式进行口头交流，完成交际任务； 4. 能主动参与课内外各种英语实践活动，注意倾听，积极使用英语精心交流；有积极主动的学习态度和较强的自信心。
学习目标 1. 了解课本核心人物的姓名；2. 掌握以及中英文姓名的区别； 3. 初步感知并掌握在不同时段，不同场合问候他人的方式。Hi/ Hello. Good morning.
教学重难点 1. 中英文名字的表达方式； 2. 归纳见面问候的表达方式；
评价设计 基础作业：根据自己已有知识，制作一份思维导图总结见面问候的方式。 拓展作业：Make a name card制作一个名牌并与更多的同学进行友好问候。
教 学 流 程
环节任务 教学活动及评价要点 二次备课
Step 1 Warm-up Teacher organizes the class and present the classroom English on PPT. Ss try to understand the English sentences and follow the teacher several time, doing the actions.
Step 2 Lead-in 1. Ss think how to greet the teacher when meeting in the morning. Then greet the teacher and call his/ her English name. 2. SS review the greetings in different times: morning, afternoon, evening and night. 3. T and Ss make a short conversation to greet each other.
Step 3 Presentation 1. Ss look at the picture and answer the questions on PPT. 2. Ss try to find and circle how they greet each other. Watch a video and learn more ways to start a conversation. 3. Ss learn to write down the children’s names correctly. 4. Play a game to remember more new friends’ names.
Step 4 Pronunciation 1. Some individual Ss read the letters. Teacher finds the difficult ones for Ss. 2. Teacher plays the audio and pause. Ss listen and try to repeat the letters clearly and correctly. 3. Ss listen and circle the letters they hear to complete 2b.
Step 5 Consolidation 1. Ss read the letters in the names quickly. 2. Game: What are the next two letters of “Aa”
Step 6 Summary Ss summarize the ways to greet others and how to write English names. Ss check if they can greet each other in different times.
板书设计
Good morning. Morning./ Afternoon./ Evening. Hi/ Hello/ Hey. Greetings. What’s up What’s going on How are you doing today
作业设计
1. Read the letters quickly and correctly. 2. Make a name tent with your English and Chinese names on it. 3. Cope the sentences about greetings on the exercise-book.
教学反思
Starter Unit 1第 2 课时教学设计
课 题 Section A 2c—2d 课型 　听说学
教学内容分析 2c是在新学期开学的场景下，同学之间，师生之间相互问候，目的是帮助学生学会在第一次见面的场景下如何进行口头问候从而了解互相的姓名，达到破冰的效果。2d是模仿对话3进行相互问候，是按“模仿-练习-交流”的套路来引导学习的。目的是语言运用进行交流，学以致用。 第三段对话中使用特殊疑问句“what’s your name 引导学生介绍自己，并通过简要回答来介绍自己的姓名从而帮助更好的进行破冰交流。
课程标准要求 1. 能在语境中使用基本问候语与他人进行得体的交流； 2. 能借助图片获取、归纳中英文在姓名表达方式上的异同，能用所学语言描述文化现象和文化差异； 3. 围绕相关主题，用简短的表达方式进行口头交流，完成交际任务； 4. 能主动参与课内外各种英语实践活动，注意倾听，积极使用英语精心交流；有积极主动的学习态度和较强的自信心。
学习目标 1.听懂有关互相问候的对话，并用What’s your name 和My name is … 来获取、梳理对话中询问并回答姓名和互道再见可能涉及到的交际用语以及句型。 2. 使用核心句型和结构，积极地与同学进行问候。
教学重难点 1. 中英文名字的表达方式的差异； 2. 不同问候语相对应的应答语。
评价设计 1. 通过图片和听力录音，理解对话发生的时间、地点以及人物关系。 2. 与新同学进行对话，获取对方姓名并建立友好关系。 3. 能积极参加小组合作进行角色扮演。
教 学 流 程
环节任务 教学活动及评价要点 二次备课
Step 1 Warm-up Teacher organizes the class and present the classroom English on PPT. Ss try to understand the English sentences and follow the teacher several times.
Step 2 Pre-listening 1. Teacher greets the Ss and then Ss greet their classmates. 2. Ss look at and talk about the picture in 2c. Who are they Where are they What is the boy’s name ... 3. Guess what they are talking about
Step 3 While-listening 1. Ss read the sentences in the box and put them into the conversations. 2. Listen and check the answers. Then follow the audio to repeat the conversation, paying attention to the pronunciation and intonation.
Step 4 Post-listening 1. Ss work in group and practice reading the conversations. 2. Ss work in pairs to ask and answer about the first name, last name and the spellings. 3. Learn more about names with famous people. 4. Show time: Ss make up a conversation to greet each other and complete the conversation in 2d. Then role-play the conversation.
Step 5 Pronunciation Aa--Gg 1. Ss read the letters from Aa—Gg and try to correct their sounds by showing the phonetic symbols. 2. Ss learn vowels /e/ /i /f/ and consonants /b/ /s/ /d/ /f/ /d/ 3. Ss practice spelling the new sound.
Step 6 Consolidation 1. Ss look at the picture of the letters. Then practice write the letters in the correct way. 2. Individual Ss write the letter Aa--Gg.
Step 7 Summary Teacher summarize vowels and consonants on Whiteboard. Ss check by themselves if they can read and write the letters, and spell the sounds.
板书设计
作业设计
1. Read aloud and recite the conversations 2c 2. Copy letters A-G and the conversations in 2c on the exercise-book.
教学反思
Starter Unit 1第 3+4 课时教学设计
课 题 Section B 1a—2b 课型 　读写课
教学内容分析 Section B 的1a呈现了能够用于开启对话的表达方式，帮助学生归纳语言；1b则是在新学期开学场景下，同学之间相互问候：第一段对话通过询问姓名和友好问候的方式帮助学生学会如何与陌生人快速破冰。第二段对话通过朋友之间熟悉的问好帮助学生学会如何与朋友进行日常的问候交流。通过这两段对话的学习，帮助学生学会在面对陌生人和朋友时如何进行有效的问候和沟通。
课程标准要求 1. 能在语境中使用基本问候语与他人进行得体的交流； 2. 能借助图片获取、归纳中英文在姓名表达方式上的异同，能用所学语言描述文化现象和文化差异； 3. 围绕相关主题，用简短的表达方式进行口头交流，完成交际任务； 4. 能主动参与课内外各种英语实践活动，注意倾听，积极使用英语精心交流；有积极主动的学习态度和较强的自信心。
学习目标 1. 学习理解开启对话的几种方式，梳理并掌握问候对话所涉及的维度； 2. 用恰当的阅读策略读懂陌生人和熟人之间见面的问候的不同； 3. 整理互相问候所涉及的句型和结构，利用思维导图梳理知识； 4. 仿造课文编写对话。
教学重难点 能够运用模仿录音，主动修正自己的发音，逐渐改进语音语调。 能根据不同对象，编写适当的对话进行语言交际练习。
评价设计 1. 与新同学进行破冰对话； 2.用英语询问信息并结交朋友。
教 学 流 程
环节任务 教学活动及评价要点 二次备课
Step 1 Warm-up Teacher asks Ss How are you Ss answer teacher’s questions with different items according to different situations. Pretty good. /So far so good. OK/ Alright. Not too bad. /Just so so. /Nothing much. / It couldn't be better. I feel terrible.
Step 2 Pre-reading 1. Teacher show some expressions on PPT. Ss read them and tick the expressions that start a conversation. 2. Ss look at the pictures and talk about them. Who are they Where are they
Step 3 While-reading 1. Ss read the conversations and choose the right answers. 2. Listen to the audio and then repeat the sentences one by one, paying attention to the pronunciation and intonations.
Step 4 Post-reading 1. Ss work in group and practice reading the conversations. 2. Ss read the conversations and find the sentences that start a conversation, continue the conversation and end it. 3. Discuss the questions: Do they know each other How do you know that 4. Ss put the sentences in order to make up a conversation.
Step 5 Writing （Period 4） 1. Ss read the questions in 2a and then write down the correct responses behind it. 2. Ss work in pairs to check up the answers. 3. Put the ask and answer in the right order to make up a conversation. Then read it aloud together. 4. complete the conversations in 2b by writing down the responses in the blanks. 5. Role-play the conversation made up just now.
Step 6 Pronunciation Hh--Nn 1. Ss read the letters from Hh--Nn and try to correct their sounds by showing the phonetic symbols. 2. Ss learn vowels /a/ /e /and consonants /k/ /l/ /m/ /n/ /t/ 3. Ss practice spelling the new sound.
Step 7 Consolidation 1. Ss look at the picture of the letters. Then practice write the letters in the correct way. 2. Individual Ss write the letter Hh--Nn.
Step 8 Summary Teacher summarize vowels and consonants on Whiteboard. Ss check by themselves if they can read and write the letters correctly and beautifully.
板书设计
作业设计
1. Read aloud and recite the conversations 1b 2. Copy letters Hh--Nn and the conversations on the exercise-book.
教学反思
Starter Unit 1第 5+6 课时教学设计
课 题 Section B 1a—2b 课型 　语音课
教学内容分析 Section A 2a呈现了26个英语字母的大小写的手写体形式，要求学生能正确认读英语字母；2b则通过听力训练，快速地勾画出所听到的字母。这部分也要求学生能根据图片呈现的笔画顺序，在四线三格上正确写英语字母； P3的2要求学生根据音素分类学会正确发音和字母归类，通过拼读练习熟练掌握因素单位，形成拼读意识和能力； 3通过使用日常生活中常见的缩略词教会学生识别缩略词并掌握基本用法。4是通过学唱ABC歌来复习巩固英语字母的顺序和读音，并为后面的项目式学习查字典打下基础。
课程标准要求 1. 能识别并正确读出26个字母，区分大小写； 2. 能根据字母所含的元音音素，将26个字母准确归类； 3. 能感知并掌握辅音字母在单词中的发音； 4. 能使用简单的拼读规则和音标来拼读单词；
学习目标 1. 准确掌握正确读音及其不同音素分类； 2. 掌握26个字母的正确写法； 3. 学习26字母所含的音素的音标；学会简单的拼读； 4. 理解缩略词的用法和写法。
教学重难点 1. 个别易错字母的读音：Cc, Ff, Gg, Jj, Ll, Mm, Nn, Vv 2. 通过拼读练习感知拼读规则。
评价设计 认识四线三格以及每个大小写字母的正确书写格式； 认读国际音标，并正确拼读简单的音节。 根据缩略词的规则，猜测一些常见的缩略词的意思。
教 学 流 程
环节任务 教学活动及评价要点 二次备课
Step 1 Warm-up Teacher asks Ss “Is everyone here ” Ss try to answer according to different situations: Yes, we are. Or No, … isn’t here.
Step 2 Revision 1. Teacher show the picture of the letters from Oo to Tt and ask Ss: What’s this Ss try to response quickly, “It’s Oo. 2. Ss ask and answer about the letters in English before class, trying to pronounce the letters correctly.
Step 3 Presentation 1. Ss learn to pronounce the letters after the teacher. 2. Then Ss watch the letters and trace them, learning to write the letters right and beautifully. 3. Teacher asks some individual Ss to write the letter on the Whiteboard. Others write on their own exercise-book and comment if they did a good job.
Step 4 Pronunciation 1. Teacher show the sound of each letter and the phonetic symbols, teaching the sounds one by one. 2. Ss listen and repeat the sounds, trying to read and learn the phonetic symbols in class. 3. Teacher show the cards of vowels // /u/ // and consonants /p/ /j/ /s/ and /t/. Show Ss how to spell the sound. 4. Ss follow the Teacher to practice spelling the sound. 5. Individual Ss try to spell the phonetic symbols to get to understand phonetics.
Step 5 Writing 1. 1. Ss look at the picture of the letters. Then practice write the letters in the correct way. 2. Individual Ss write the letter Oo—Tt.
Period 6 1. Teacher guide Ss to learn some Everyday English. Be quiet, please. 2. Listen carefully. 3. No Chinese, OK 4. Look at me. 5. Listen to me.
Step 6 Consolidation 1. Ss follow the teacher to learn to read and write the letters from Uu to Zz in class. 2. Teacher show the cards of vowel /ju/ and consonants /v/ /w/ /ks/ and /y/. Show Ss how to spell the sounds. 3. Ss follow the Teacher to practice spelling the sound.
Step 7 Development 1. Ss look at the keyboard and then practice with a partner. Where is A 2. Then listen to the audio and circle the letters. 3. Ss read all the letters with the correct sounds. 4. Put the letters with the same sound together, then teacher check the answers and Ss read and try to recite them in or after class. 5. Read the letters in 3 and match them with the pictures. Discuss their meanings.
板书设计
作业设计
Copy and recite the groups of letters that have the same vowels.
教学反思
Starter Unit 1第 7 课时教学设计
课 题 Project: How to use a dictionary 课型 　Project
教学内容分析 1直观展示字典内页，引导学生自主发现词典的排列方式和内容，辅助学生掌握一项学习工具。改项目要求学生学会字典的正确使用方法，为英语学习排除障碍，并为终生学习打下坚实的基础。
课程标准要求 1. 能初步借助词典等简单的工具书学习英语； 2. 对英语学习保持主动性和积极性，激发学习动机，端正学习态度； 3. 乐于参与课内外英语时间活动，积极沟通表达，不怕犯错。
学习目标 1. 知识与技能：学生能够掌握字典的基本使用方法，熟悉英语词典中单词排列的基本规律，并理解词典是学习英语的重要工具；。 2. 过程与方法：通过教师讲解、示范、学生练习等环节，培养学生主动查阅字典的好习惯，提高学生的自主学习能力。 3. 情感态度与价值观：激发学生对英语学习的兴趣，培养学生在面对生词时积极查找、解决问题的态度。
教学重难点 重点：掌握字典的基本使用方法，特别是拼音查字法在英语字典中的应用。 难点：在实际语境中灵活运用字典查找生词，提高学生的英语应用能力。
评价设计 小组PK: 谁先完成所有单词页码的查找
教 学 流 程
环节任务 教学活动及评价要点 二次备课
Step 1 Warm-up Teacher show the picture of Zheng Qinwen. Students talk about her as much as they know.
Step 2 Lead-in 1. Teacher presents a passage about Zheng Qinwen. Ss read it and underline the new words they don’t know. 2. Teacher ask Ss what they will do when they meet new words. Ss brain storm and then Teacher tell Ss that looking up the words in a dictionary is very helpful.
Step 3 Presentation 1. Teacher show different kinds of dictionaries on PPT. Ss look at the dictionaries and learn more about it. 2. Ss read the dictionary pages on the book and circle the words in blue. 3. Ss work in group and discuss the questions: What order are they words in –In an alphabetical order. What can we know from the pages 4. Ss watch a video to learn how to find a word in a dictionary quickly.
Step 4 Practice 1. Ss discuss how to look up a word in the dictionary: First, start with the first letter Then, find the second letter Next, find the third letter. …. 2. Ss work try to find the words on the PPT independently. Show the pages on the Whiteboard. 3. Game: 查字典接龙。Work in groups. After one student finds and writes the page on whiteboard, another student can begin to look up the dictionary.
Step 5 Summary 1. Ss summarize how to use a dictionary. 2. Looking up a dictionary is a good way to solve new words.
板书设计
How to use a dictionary Step 1, start with the first letter Step 2, find the second letter Step 3, find the third letter. ….
作业设计
Find the words in the dictionary and write down the Chinese meaning behind each word.
教学反思

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