资源简介

Starter Unit 1 Hello!
第1课时 Section A (1a--2d)
Teaching Goals:
- Knowledge goal: Know how to write the 26 letters
- Ability goal: Know how to greet people in English
- Emotional goal: Learn to be friendly to others.
Teaching Key points:
1. Learn to greet people;
2. Master the 26 letters;
3. Master some key words, phrases ans sentences in this period.
Teaching Difficult points:
1. Let students learn to greet people;
2. Write the 26 letters correctly;
3. Master the English names.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
- Step 1 Lead-in
Greet the students in English. Then play the video of the Hello song to students. Let students sing and do the actions together.
- Step 2 Cooperative inquiry
1. Present the main picture in 1a. Let students guess what they are doing.
- T: What are they doing
- Ss: They are say “hello” and good “morning”.
- T: Yes, they are greeting each other. How do they greet people Today we are going to learn Starter Unit 1.
Lead in the topic “Hello!” and teach the new words: starter, unit, greet.
2. Ask students to look at the picture in 1a and answer the questions:
How many people can you see Who are they *
3. Invite some students to share their answers. Lead out the names: Helen, Yaming, Peter, Fu Xing, Ella, Emma and Teng Fei. And learn the names one by one.
4. Ask students to observe the picture carefully and match the name with the faces. Then check the answers together.
5. Let students find out how they greet people. Lead out the key sentence structures : Hello,... ; Hi, ... ; Good morning, ....And greet the students by using these sentence structures.
- Step 3 Speaking
1. Greet your classmate with the structures. Ask students to know their classmates' names and greet them as many as possible. They can use the example in 1b.
2. Role-play: Invite some students to greet each other in the front of the class.
- Step 4 Listening
1. Play the video of the ABC song. Let students sing together. Then let students listen and say the 26 letters.
2. After listening. Ask students to read the letters one by one. Then practice writing the letters. Give students some instructions and evaluations.
3. Play the tape again,let students listen and circle the letters they hear in 2a. Then check the answers.
- Step 5 Summary & Homework
1. Summarize the key point of this lesson.
2. Homework:
- 1) Greet your family or family in English; recite the conversation in 1a (must do)
- 2) Role-play the conversation in 1a in the next lesson.(choose to do)
Blackboard Design:
Unit 1 Section A (1a--2d)
1. Key words: starter,unit, greet
2. Key sentences: (1) Hello/Hi, ...
(2) Good morning,...
教学反思：
本课时主要学习了简单与人打招呼以及复习26个英文字母的读音和书写。学生对打招呼与人问好的话题比较熟悉，对认识新朋友很感兴趣。大部分学生熟悉这些日常交际用语的使用，也知道26个字母，但少部分学生书写还不规范，要加强练习。
Starter Unit 1 Hello!
第二课时Section A (2c--pronunciation)
Teaching Goals:
- Knowledge goal: Learn the conversation about greetings.
- Ability goal: Know how to greet others and how to respond to the greetings.
- Emotional goal: Learn to be friendly to others.
Teaching Key points:
1. Master the 26 letters;pronunciation and some acronyms.
2. Master some key words, phrases and sentences in this period.
Teaching Difficult points:
1. Learn how to greet and respond in a conversation;
2. Write and pronounce the 26 letters correctly;
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
- Step 1 Lead-in
Greet the students by using the sentences in 1b.
- T: Good morning/Hello, boys and girls!
- Ss: Goog morning/Hi, Miss Li.
- Step 2 Cooperative inquiry
1. Pre-listening
Let students look at the picture and read the sentences in 2c to guess what the conversations are about.
2. While-listening
- (1) Play the tape. Let the students listen to the conversation and fil in the blanks with correct sentences in the box.
- (2) Play the tape again and lead the students to check the answers. Invite two students to share their answers. Then lead out the key sentence structures :
--- Good morning, ....;
--- So, what’s your name
--- My name is ...
--- Nice to meet you.
--- Nice to meet you ,too!
- Step 3 Post-listening
1. Free talk
- 1) Divide the students into seven groups, and ask them to make up conversations like 2d.
- 2) Teach key words and phrases: each other, everyone.
- 3) Role-play: Invite some groups to share their conversations in front of the class.
2. Listen to the 26 letters and practise with partners.
3. Listen and repeat the letters.
4. Let students look at the pictures and the big letters. Guess the meanings, and then listen to these letters and match them with the pictures.
5. Check the answers and tell students the meanings of PRC, PLA, VR, WHO, UN.
6. Listen and sing the ABC song together.
- Step 4 Summary & Homework
1. Summarize the key point of this lesson.
2. Homework:
- 1) Recite the conversation in 1a (must do)
- 2) Sing the ABC song to your parents.(choose to do)
Blackboard Design:
Unit 1 Section A (2c--pronunciation)
1. Key words: each, other, each other, everyone
2. Key sentences:
- (1) Good morning,...
- (2) --- So what’s your name
--- My name is ...
--- Nice to meet you.
--- Nice to meet you too.
教学反思：
本课时主要学习了有关打招呼的对话以及26个英文字母的读音。在听力练习中，要让学生学会看题预测答案，掌握听力技巧。在编造对话这一环节，基础好的学生能够快速写出句子，而基础稍微薄弱的学生还是无从下手，要培养小组合作精神，让学生互相合作，共同进步。另一方面还可以增加适量缩略词 ，增加学生的知识。
Starter Unit 1 Hello!
第三课时Section B (1d--1b)
Teaching Goals:
- Knowledge goal: Learn how to start a conversation.
- Ability goal: Know how to start a conversation.
- Emotional goal: Learn to be friendly to others.
Teaching Key points:
1. Learn how to start a conversation.
2. Master some key words, phrases and sentences in this period.
Teaching Difficult points:
1. Let students learn how to start a conversation;
2. Let students master the sentence structures.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
- Step 1 Lead-in
Greet the students in English. Lead out the topic and teach the new words “start”, “conversation”
- Step 2 Cooperative inquiry
1. Present the sentences in 1a, and ask students to read it first. Let the students tick the expressions that start a conversation. Then check the answers.
2. Let the students look at the pictures in 1b and guess what they are doing and what the conversations are about.
- Step 3 Listening & repeating
1. Play the tape and ask the students to listen to the conversation in 1b,then find out the sentences about how to start a conversation.
2. Let the students read the conversations again and find the sentences about how to start a conversation.
3. Lead the students to find the sentences : “Oh, that’s the bell. Let’s go to class.” Teach the new words “spell” and “bell ”.
4. Summarize the sentences about how people greet each other.
5. Play the tape again, and let the students listen and repeat the conversation and imitate the intonation. Then read them in pairs.
- Step 4 Post-listening
1. Role-play: Let the students choose one conversation to role-play and invite some students to perform in front of the class.
2. Make a new conversation: Ask students to make a new conversation according to the sentence structures they have learned.
- Step 5 Summary & Homework
1. Summarize the key points and sentences learned in this lesson.
2. Homework:
- 1) Recite the conversation in 1b (must do)
- 2) Start a conversation with a friend.(choose to do)
Blackboard Design:
Unit 1 Section B (1a--1b)
1. Key words: start, conversation, spell, bell
2. Key sentences;
- --- How do you spell your name
--- E-M-M-A,Emma. M-I-L-L-E-R, Miller.
- --- How are you
--- I’m fine, thank you./ I’m great, thanks.
教学反思：
本课时主要学习了如何与别人开始一段对话，让学生通过听对话，读对话，写对话去学习怎样开始一段对话。在读别人的对话中掌握重点单词和句型，并能莫非那个别人的对话编造自己的对话。同时还要加强学生的口语表达以及交际能力，让学生真正敢开口跟他人开展对话。
Starter Unit 1 Hello!
第四课时Section B (1c--2c)
Teaching Goals:
- Knowledge goal: Learn how to greet and respond a conversation.
- Ability goal: Know how to use a dictionary.
- Emotional goal: Learn to be friendly to others.
Teaching Key points:
1. Learn how to greet and respond a conversation.
2. Master some key words, phrases and sentences in this period.
Teaching Difficult points:
1. Master the greetings and responses;
2. Use a dictionary and find words quickly.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
- Step 1 Lead-in
Greet the students as usual. Then invite 4 students to role-play the conversation in 1b.
- Step 2 Cooperative inquiry
1. Ask the students to read the conversation in 1b again and find the responses in the box. Then check the answers.
2. Help the students complete the conversations in 1d. They can use 1b for help. Walk around the class and offer language support as needed.
- Step 3 Pair work
1. Ask students to role-play the conversations they made in 1d with a partner.
2. Invite some pairs of students to act out their conversations in front of the class.
3. Ask the students read the words in 2b by themselves for a few minutes. Then ask them to number the words in alphabetical order. Check the answers.
4. Let students have a competition. Two students have a competition to find who can look up these words in a dictionary faster.
Step 4 Summary & Homework
1. Summarize the key points and structures learned in this lesson.
2. Homework:
1) Finish the exercises of this unit. (must do)
2) Find some new words in a dictionary. (choose to do)
Blackboard Design:
Unit 1 Section B (1c--2c)
1. Key words: dictionary, order, fast
2. Key sentences: It’s time for class.
教学反思:
本课时先复习了上节课的重点，然后让学生完成两个对话。有了前面的学习基础，学生能较好地把对话填写完整。但在表演对话这一环节中，一部分学生还只是把对话念出来，没有加上肢体语言，表现得不够自信，教师要多鼓励这一类孩子。Starter Unit 2 Keep Tidy!
第一课时Section A (1a--2b)
Teaching Goals:
- Knowledge goal: Learn to talk about what they have and identify colors.
- Ability goal: Know the names of the things and their colors.
- Emotional goal: Learn to share the things they have with their classmates.
Teaching Key points:
1. Talk about what they have.
2. Ask and answer about colors.
3. Master some key words, phrases and sentences in this period.
Teaching Difficult points:
1. Be able to express what they have and identify the colors.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
1. Greet the students as usual. Present two pictures of different schoolbags. One is tidy, and the other one is untidy. Then ask the students which one they like and why.
2. Lead in the topic “Keep Tidy”.
Step 2 Cooperative inquiry
1. Ask the students to look at the pictures in 1a carefully and talk about what the things are.
2. Ask the students to match the things with the names in 1a. Then check the answers together.
3. The teacher takes out things from one schoolbag.
T: I have a ruler in my schoolbag. What do you have in your schoolbag
Lead the students to answer: I have ...
Then present the new sentence structure:
--- What do you have in your schoolbag
--- I have ...
Step 3 Pair work
1. Ask students to talk about what they have in their schoolbags in pairs by using the sentence structures.
2. Ask some pairs to show their conversations in front of the class.
3. Let students give comments on their performance.
Step 4 Review colors
1. Present different colors on the PPT. Let the students say the colors to review the words about colors.
2. Let the students listen to the color words and match them with the pictures. Then check the answers.
3. Ask the students to look at the things in 2b and talk about what colors they are with their partners.
Step 5 Summary & Homework
1. Summarize the key points and structures learned in this lesson.
2. Homework:
1) Recite the conversation in 1a. (must do)
2) Talk about the things you have in your schoolbag with your friends. (choose to do)
Blackboard Design:
Unit 2 Section A (1a--2b)
1. Key words: bottle, eraser, key
2. Key sentences:
(1) --- What do you have in your schoolbag
--- I have ...
(2) --- What color is it/are they
--- It is/They are ...
教学反思:
本课时主要学习了书包里的物品，要求学生能互相问答书包里面有什么。教师拿实物带领学生一起学习新单词、新句子，学生积极性高。学到的语言知识可以立刻运用到实际中去，真正做到了学以致用。少部分学生单复数还不能灵活转换，教师要针对这些学生进行单复数练习。
Starter Unit 2 Keep Tidy!
第二课时Section A (2c--Pronunciation)
Teaching Goals:
- Knowledge goal: Identify colors and the pronunciation of vowels in open syllables.
- Ability goal: Improve listening skills.
- Emotional goal: Show abilities and communicate with other people actively.
Teaching Key points:
1. Identify the color while listening.
2. Master the pronunciation of vowels in open syllables.
Teaching Difficult points:
The pronunciation of the vowels in different words.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
- Revision
Greet the students as usual. And ask them what they have in their schoolbag to review the sentence structures.
Step 2 Cooperative inquiry
1. Present all kinds of colors and let the students speak out the words in English quickly.
2. Pre-listening
Let the students look at the pictures in 2c to find what they have and guess what color they may be.
Step 3 While-listening
1. Play the tape and let the students listen to the conversations and color the things.
2. Check the answers by asking some students to answer.
3. Listen again and complete the sentences.
4. Invite one student to share the answers. Then check the answers together.
5. Ask the students to listen and repeat the conversations and imitate the intonation. The teacher offers help with the intonation while the students are repeating.
Step 4 Post-listening
1. Pair work: Ask the students to talk about the new things they have and the colors of the things in pairs.
2. Invite some pairs to share their conversations in front of the class. The other students then give comments on their performance.
3. Review the 26 letters and present the vowels: a, e, i, o, u. Let the students read the words in Activity 1 by themselves. Then ask them to listen and repeat.
4. Remind the students to pay attention to the vowels in each word.
5. Ask the students to read the words in Activity 2 in groups. Pay attention to the sounds of the vowels. Then play the tape and let the students circle the word(s) with the sound in each group.
6. Check the answers and correct the wrong pronunciation if needed.
7. Present the words in Activity 3. The students listen and practice reading them in groups.
8. Invite some students to read the words and help with the pronunciation if there are any mistakes.
Step 5 Let’s chant!
Play the video of the chant, and ask the students to listen and read the chant aloud. Then the whole class sings the chant together with the video.
Step 6 Summary & Homework
1. Summarize the pronunciation of the vowels.
2. Homework:
1) Recite the words on Page 9. (must do)
2) Chant the song with your friends. (choose to do)
Blackboard Design:
Unit 2 Section A (2c--Pronunciation)
1. Key vowels: a, e, i, o, u
2. Key sentences:
(1) I have ...
(2) --- What color is it/are they
--- It is/They are ...
教学反思:
本课时主要练习了有关颜色的辨认，要求学生能根据听到的内容涂色和听懂对话所提到的物品的颜色，以及能谈论自己拥有的新东西的颜色。还学习了元音字母在开音节中的发音。学生整体发音情况不错。课本上的单词要带领学生多拼读，让学生掌握发音规律。
Starter Unit 2 Keep Tidy!
第三课时Section B (1a--1b)
Teaching Goals:
- Knowledge goal: Learn to use position prepositions properly.
- Ability goal: Be able to describe the location of things with position prepositions.
- Emotional goal: Foster the habit of keeping tidy in daily life.
Teaching Key points:
1. Learn to use position prepositions to describe where objects are located in a room.
2. Master the new words and sentence structures.
Teaching Difficult points:
3. Master the usages of position prepositions properly.
4. Grasp the sentence structures.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
1. Greet the students as usual. Ask the students what they have in their bedroom.
2. Lead in the topic “Where do you put your things ”.
3. Teach the new word “thing”.
Step 2 Cooperative inquiry
1. Let the students look at the picture in 1a, and ask the students to talk about the things in this room.
2. Let the students describe the place of the things. Then ask the students “Is the room tidy ”.
3. Let the students discuss in groups.
Step 3 Let’s talk
1. Review the position prepositions: in, on, under.
2. Complete the sentences with the position prepositions.
The teacher walks around the classroom, offering language support as needed.
3. Invite some students to share their sentences in front of the class.
Step 4 Let’s guess
1. Let the students choose something from the classroom (like the desk, chair, etc.). Then write the name of one thing on a piece of paper.
2. Ask one student to go to the front of the classroom with their paper, and the other students can ask questions to guess what it is. They can ask like this:
- A: Where is it/are they
- B: It is/They are in/on/under ...
- A: What color is it/are they
- B: It is/They are ...
3. After these questions, other students can guess what the student wrote. They can use the following sentence structures to guess:
- Is it ... Are they ...
The student can answer like this: Yes, it is./No, it isn’t. Yes, they are./No, they aren’t.
4. Let the students take turns to come to the front and play the guessing game.
Step 5 Summary & Homework
1. Summarize the key sentence structures.
2. Homework:
1) Finish the exercises of this lesson. (must do)
2) Play the guessing game with your friends after class. (choose to do)
Blackboard Design:
Unit 2 Section B (1c--2d)
1. Key words: her, head, nose
2. Key sentences:
(1) --- Where is it/are they
--- It is/They are in/on/under ...
(2) --- Is it/Are they ...
--- Yes, it is./No, it isn’t.
--- Yes, they are./No, they aren’t.
教学反思:
本课时主要复习了前面学的对话，根据对话内容做一些细节题目的学习，发现学生对单复数的掌握还不是很好，教师要加强对学生这方面的练习。在猜物品的环节中，学生兴趣很高、参与率高，课堂时间有限，可安排学生课后玩一玩。
Starter Unit 2 Keep Tidy!
第四课时Section B (1c--2d)
Teaching Goals:
- Knowledge goal: Learn to talk about things and guess things.
- Ability goal: Be able to talk about things and guess the locations of things.
- Emotional goal: Learn to cooperate with others.
Teaching Key points:
1. Learn to talk about and guess things.
2. Master the new words and sentence structures in this period.
Teaching Difficult points:
3. Write about things.
4. Guess what things are.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
1. Greet the students as usual.
2. Review
Invite some students to role-play the conversations in 1b to review what they have learned in the last lesson.
Step 2 Cooperative inquiry
1. Let the students read the conversations in 1b again and finish the tasks in 1c. Then check the answers together.
2. The teacher analyzes and summarizes the conversations:
- Ella’s cap is red. It’s under the desk.
- Emma’s dad’s glasses are brown. They’re on his head.
3. Work on 1d. Write about their things.
Eg: My schoolbag is red. It is under my chair.
My _____ is _______. It is __________.
3. Make conversations like this: --- Where is the ...
--- It is on/in/under the ...
3. Make conversations like this: --- Where is the ...
--- It is on/in/under the ...
Step 3 Let’s read
1. Present the two pictures in 1b. Let the students observe the pictures and guess what the conversations are about.
2. Help the students to find the cap and the glasses in the pictures.
3. Read the conversations by themselves and find the new words and sentence. Then teach the new words “need” and the new sentence “You’re welcome.”.
4. Play the tape and let the students listen and repeat the conversations. In the meantime, the teacher reminds the students to pay attention to the intonations.
5. Role-play: Let the students choose one conversation to role-play and invite some students to perform in front of the class. The other students give comments on their performance according to the pronunciation, intonation, facial expressions and body language.
Step 4 Summary & Homework
1. Summarize the key sentence structures.
2. Homework:
1) Recite the conversations in 1b. (must do)
2) Describe the locations of the things in your room. (choose to do)
Blackboard Design:
Unit 2 Section B (1a--1b)
1. Key words: thing, need
2. Key sentences:
(1) --- Is it in your schoolbag
--- No, it isn’t.
(2) You need to keep your room tidy.
教学反思:
本课时主要学习用方位介词描述房间物品所在的位置，并且学习了两段有关找东西的对话，从中让学生知道了物品不能乱放，要养成爱收拾、整理自己物品的好习惯。在教学过程中进行德育的渗透，培养孩子的良好生活习惯。Starter Unit 3 Welcome!
第一课时 Section A (1a--2b)
Teaching Goals:
Knowledge goal: Learn to talk about the plants and animals in a yard.
Ability goal: Be able to name things in a yard and in a farm.
Emotional goal: Foster the feeling of love for plants and animals.
Teaching Key points:
Learn to talk about the plants and animals in a yard.
Master the new words about the plants and animals in a yard.
Teaching Difficult points:
Master the key words and sentence structures.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students as usual.
Show all kinds of pictures of the plants and animals in a yard. Lead in the topic “What is fun in a yard ”
Teach the new words: fun, yard.
Step 2 Cooperative inquiry
Present the picture in 1a. Let the students talk about the things they see.
Present the words one by one, and ask the students to read the words by themselves.
Let the students match the words and the plants and animals. Then check the answers together.
Step 3 Let’s learn
Show a picture of a cat and lead them to answer: It’s a cat.
Teach the new sentence structure:
--- What is this/that
--- It’s ...
Ask students what rabbit is like and lead out the new word “carrot”.
Show a picture of many carrots and lead the students to answer: They are carrots.
Teach the new sentence structure:
--- What are these/those
--- They’re ...
Step 4 Listening & Speaking
Play the tape and ask the students to listen and repeat the conversation. Meanwhile, the teacher reminds the students to pay attention to the intonation.
Play the tape and ask the students to listen and repeat.
Listen and finish the task in 2b. Then invite one student to write down the answers on the blackboard. Then check the answers together.
Step 5 Summary & Homework
Summarize the key sentence structures and words.
Homework:
Recite the conversation in 1a. (must do)
Talk about the plants and animals in a yard with the sentence structures with a friend. (choose to do)
Blackboard Design:
Unit 3 Section A (1a--2b)
Key words: fun, yard, carrot
Key sentences:
(1) --- What is this/that
--- It’s ...
(2) --- What are these/those
--- They’re ...
教学反思:
本课时主要学习了谈论院子里的植物和动物，要求学生熟练运用重点句型去问答。然后复习了数字 1~20，要求学生在听力中能快速反映出来。一部分学生对数字的反应不够灵敏，还需加强练习。
Starter Unit 3 Welcome!
第二课时 Section A (2c--Pronunciation)
Teaching Goals:
Knowledge goal: Listen to the conversations and master the pronunciation of the vowels in closed syllables.
Ability goal: Identify the plants and animals while listening.
Emotional goal: Foster the feeling of love for plants and animals.
Teaching Key points:
Master the pronunciation of the vowels.
Master the sentence structures.
Teaching Difficult points:
The pronunciation of vowels in different words.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students as usual.
Review: Present the plants and animals in 1a to review the words.
Ask students about them by using the sentence structures:
--- What is it --- It’s ...
--- What are these/those --- They’re ...
Step 2 Cooperative inquiry
Pre-listening
Let the students read the words and sentences in 2c and predict what conversations are about.
While-listening
(1) Play the tape and ask the students to listen to the conversations. And finish the task in 2c.
(2) Play the tape again and check the answers together.
(3) Play the tape for the third time. Ask the students to listen and repeat the conversations. Imitate the intonation.
Post-listening
(1) Ask the students to talk about the plants and animals in the picture in 1a. They should make a conversation like 2d with a partner.
(2) Invite some pairs to show their conversations.
Step 3 Let’s learn
Present the five vowels and review the sound of them in open syllables.
Play the tape to let the students listen and repeat. Remind them to pay attention to the sounds of the vowels.
Ask the students to read the words in activity 2 by themselves. Then play the tape and let the students listen and put them into correct groups.
Present the vowels in activity 3 on the PPT. Let the students practice reading them in groups.
Invite some students to read the words and help correct the errors if there are any.
Play the video of the chant, and ask the students to listen and repeat the chant aloud.
Divide the whole class into several groups to chant and compete which group read louder.
Step 4 Summary & Homework
Summarize the key sentence structures and words.
Homework:
Recite the new words. (must do)
Sing the chant with a friend. (choose to do)
Blackboard Design:
Unit 3 Section A (2c--Pronunciation)
Key vowels: a, e, i, o, u
Key sentences:
(1) --- What is that
--- It’s ...
(2) --- What are those
--- They’re ...
(3) --- How many ... can you see
--- I can see ...
教学反思:
本课时主要训练了学生的听力，要求学生能听出谈论的东西以及数量。还学习了元音字母在闭音节中的发音。这对一部分学生来说有一定的难度，教师要多总结，多让学生拼读单词。
Starter Unit 3 Welcome!
第三课时 Section B (1a--1b)
Teaching Goals:
Knowledge goal: Talk about the things on a farm.
Ability goal: Be able to tell others things on a farm in English.
Emotional goal: Foster the feeling of love for animals.
Teaching Key points:
Learn to talk about the things on a farm.
Master the key words and sentence structures.
Teaching Difficult points:
Let students master the expressions about things on a farm.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students in English.
Review: Present some pictures about plants and animals. Help students to review the words.
Play a song “McDonald’s Farm” and sing with the students. Lead in the topic”What is fun on a farm ”
Step 2 Cooperative inquiry
Pre-reading
Let the students look at the pictures in 1a, and ask them to talk about what they can see in the picture. Then lead the students to read the phrases in 1a.
While-reading
(1) Let the students read the text and circle the things Peter talks about in the picture in 1a. Then check the answers.
(2) Let the students read the text again and find out the new words they don’t know. The teacher helps the students understand the meaning of the text and lead out the new words: count, another.
Post-reading
(1) Play the tape to let the students listen and repeat the text. And imitate the intonation.
(2) Let the students draw:
Divide the students into several groups. They should draw the farm according to the descriptions in the text. Then let some students show their pictures in front of the class.
Step 3 Summary & Homework
Summarize the key sentence structures and new words.
Homework:
Read the text in 1b for three times. (must do)
Find out more animals on a farm. (choose to do)
Blackboard Design:
Unit 3 Section B (1a--1b)
Key words: count, another
Key sentences:
(1) This is my uncle’s farm.
(2) He has pigs, cows, ducks, sheep and chickens.
(3) How many ducks does my uncle have
教学反思:
本课时主要有关农场里的一些动物的短语，以及一篇介绍农场的小短文，要求学生能读懂短文，并在文中找出细节信息。教师要培养学生的阅读习惯，教授阅读技巧，解决学生在阅读中遇到的难题。
Starter Unit 3 Welcome!
第四课时 Section B (1c--2c)
Teaching Goals:
Knowledge goal: Write about a farm and design a farm.
Ability goal: Be able to design a farm with what learned.
Emotional goal: Know the importance of living in harmony with nature.
Teaching Key points:
Learn to write about a farm.
Master the key words and sentence structures.
Teaching Difficult points:
Let students design a farm with what they’ve learned.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students in English.
Review: Present the picture in 1a and let the students talk about the things on a farm to help students review the words.
Play a song “McDonald’s Farm” and sing with the students. Lead in the topic”What is fun on a farm ”
Step 2 Pre-writing
Ask students to read the text in 1b again and complete the sentences. The students need to underline the answers they find in the text.
Invite some students to share the answers and check the answers.
Step 3 While-writing
Present the picture in 1a again. Let the students observe the picture carefully and talk about what else they can see in the picture. They can talk about from three aspects:
(1) What else can you see on the farm
(2) How many of them does Peter’s uncle have
(3) What color is it/are they
The teacher gives students some adjectives and phrases to help students write.
Ask the students to write about the farm in 1a in their own words by using the structures in 1e.
Step 4 Post-writing
Ask some students to share their writings and give comments on their writing together with the whole class.
Present students an example, and ask them to take notes about the beautiful sentences.
Let students imagine that they have a farm and what it is like. Talk about the farm with a partner. They can talk from the following aspects:
(1) What do you have on your farm
(2) How many of them do you have
(3) What color is it/are they
Lead students to draw a picture of their farm, then let some students describe their farm to the class.
Step 5 Summary & Homework
Summarize the key sentence structures and new words.
Homework:
Polish the text you write about the farm. (must do)
Share the farm you design with your family orally. (choose to do)
Blackboard Design:
Unit 3 Section B (1c--2c)
Key words: else, circle, look at
Key sentences:
(1) He has many kinds of animals.
(2) How many cows do you see
教学反思:
本课时要求学生根据短文回答一些细节问题，以及小组合作表达图片上的事物，然后利用所学句型写一篇小短文，这对学生还是有点难度的，教师要多给学生提供句型让学生练习。Unit 1 You and Me
第一课时 Section A (1a--Pronunciation)
Teaching Goals:
- Knowledge goal: Get to know each other.
- Ability goal: Be able to introduce themselves and know others’ names.
- Emotional goal: Be friendly to others.
Teaching Key points:
1. Master the main idea of the listening text.
2. Master the new words and sentence structures.
Teaching Difficult points:
1. Let students get to know each other.
2. Help students to improve listening ability.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
1. Greet the students as usual.
2. Let students talk about how to greet each other. Then lead in the topic: How do we get to know each other
3. Teach the new phrase: get to know.
Step 2 Pre-listening
1. Present the sentences in 1a. Let students read the sentences first. Then let them tick the expressions they know.
2. Show the students the pictures in 1b and let students talk about what they are doing.
Step 3 While-listening
1. Listen to the tape and number the pictures. Then check the answers.
2. Let students read the sentences in 1a, and learn the new phrases: full name, last name.
3. Play the tape for the second time. Ask students to listen again and circle the words they hear.
4. Listen again and repeat to check the answers.
Step 4 Post-listening
1. Group work: Divide students into several groups. They should get to know more classmates and try to remember their names using the sentence structures in 1d.
2. Invite some groups to share their conversations in front of the class. Other students give comments on pronunciation, fluency, and intonation.
Step 5 Let’s learn
1. Present the words in Pronunciation 1 one by one. Lead students to read them and find the common sound of these words.
2. Summarize the pronunciation of vowels: /i:/, / /, /e/, and / /.
3. Play the tape. Let students listen and repeat.
4. Let students read the sentences in Pronunciation 2. Play the tape and let students circle the sentences they hear.
5. Check the answers together.
Step 6 Summary & Homework
- Summary: Recap key sentence structures and pronunciation.
- Homework:
1. Recite the new phrases. (Must do)
2. Get to know more classmates using the sentence structures. (Choose to do)
Blackboard Design:
Unit 1 Section A (1a--Pronunciation)
1. Key phrases: get to know, full name, last name
2. Key sentences:
(1) Good morning! I’m ... Are you ...
(2) Good morning! Yes, I am. / No, I’m ...
教学反思:
这节课通过情景设置鼓励学生大胆说英语，对错误采取宽容且及时纠正的态度。学生能自信上台介绍自己、了解他人，提升了英语交际能力。
Unit 1 You and Me
第二课时 Section A (2a--3d)
Teaching Goals:
- Knowledge goal: Introduce friends.
- Ability goal: Be able to introduce friends with target language.
- Emotional goal: Be glad to know others and make friends.
Teaching Key points:
1. Master the main idea of the conversation.
2. Master new words, phrases, and sentence structures.
Teaching Difficult points:
1. Help students learn how to introduce others.
2. Improve students’ listening and speaking ability.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
1. Greet the students as usual.
2. Let students have a free talk with classmates using the sentence structures in 1d.
Step 2 Pre-listening
1. Present the picture in 2a. Ask students to answer: Who are they What are they doing
2. Teach new words and phrases: classmates, class teacher, first name, mistake.
Step 3 While-listening
1. Play the tape for the first time. Let students circle the coloured words they hear. Then check answers.
2. Lead students to read the conversation and finish the task in 2b.
3. Let students read the table in 2c. Explain the table and teach the new word: country. Then let students read the conversation again and complete the table.
4. Play the tape again. Let students imitate the conversation and pay attention to the pronunciation of “who’s”, “I’m”, “he’s”, “it’s”.
Step 4 Post-listening
1. Show the pictures in 2e. Ask students to complete the pictures.
2. Ask and answer questions about students (e.g., What’s his/her name Where’s he/she from How old is he/she ...).
3. Invite some students to show their conversations in front of the class.
Step 5 Grammar Focus
1. Ask students to read the sentences in Grammar Focus and circle the verbs.
2. Teach the new word: same.
3. Let students find the form of verbs with personal pronoun changes in the simple present tense and summarize rules.
4. Lead students to write “am”, “is”, or “are” next to personal pronouns.
5. Check answers and teach new words: twin, both, band.
6. Let students read the sentences in 3b and circle words to complete the sentences.
7. Teach new words: pot, a lot, tofu.
8. Let students read the passage in 3c and complete it with “am”, “is”, or “are”.
9. Help students introduce their friends to a partner using the sentence patterns in 3d.
Step 6 Summary & Homework
- Summary: Recap key sentence structures and new words.
- Homework:
1. Recite the conversation in 2a and the sentences in 3a. (Must do)
2. Introduce a new friend to one of your teachers. (Choose to do)
Blackboard Design:
Unit 1 Section A (2a--3d)
1. Key phrases: classmate, class teacher, full name, country ...
2. Key sentences:
(1) --- Where is Mr Smith from --- He’s from the US.
(2) --- What class are you in --- I’m in Class 1, Grade 7.
教学反思:
本课聚焦对话学习，重视模仿朗读和背诵。口语训练中，模仿朗读和背诵能帮助学生积累词汇和习惯用语，培养语感，夯实英语学习基础。
Unit 1 You and Me
第三课时 Section B (1a--1d)
Teaching Goals:
- Knowledge goal: Let students know about a new friend.
- Ability goal: Talk about a new friend’s information with target language.
- Emotional goal: Be interested in friends’ basic information and care about them.
Teaching Key points:
1. Master the main idea of the posts.
2. Master new words, phrases, and sentence structures.
Teaching Difficult points:
1. Let students learn about a new friend.
2. Improve students’ reading ability and skills to search for key information.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
1. Greet the students as usual.
2. Let students talk about one of their friends. Lead in the topic: What do we need to know about a new friend
Step 2 Pre-reading
1. Let students look at two students’ photo boards (A and B).
2. Teach new words: parrot, guitar, tennis.
3. Lead students to write the words in the box under the correct pictures.
4. Talk about what they learn about the two students.
Step 3 While-reading
1. Present the two posts and teach new words: page, hey, even, play the guitar, would, would(’d) like to.
2. Ask students to read the posts and match them with the photo boards. Then check answers.
3. Teach new words: information, hobby.
4. Read the posts carefully and finish the table in 1c.
5. Check answers and correct mistakes if possible.
Step 4 Post-reading
1. Play the tape and ask students to repeat and imitate the intonation.
2. Lead students to compare themselves with Pauline or Peter and finish the task in 1d.
3. Invite some students to share their answers in front of the class.
Step 5 Summary & Homework
- Summary: Recap key sentence structures and new words.
- Homework:
1. Read the posts in 1b and recite the new words. (Must do)
2. Introduce Pauline or Peter to your friends in your own words. (Choose to do)
Blackboard Design:
Unit 1 Section B (1a--1d)
1. Key words: parrot, guitar, tennis, page ...
2. Key sentences:
(1) I’m ... years old.
(2) I live in ...
Would you like to be my friend
教学反思:
本课为阅读课，学习两封自我介绍邮件。无论阅读还是对话，教师需给学生表达思想、情感的时间，鼓励“抬头说英语”并目视对话者。同时强调邮件格式，为后续写作铺垫。
Unit 1 You and Me
第四课时 Section B (2a--3c)
Teaching Goals:
- Knowledge goal: Introduce yourself.
- Ability goal: Write a simple self-introduction with target language.
- Emotional goal: Know more about yourself and others.
Teaching Key points:
1. Master new words, phrases, and sentence structures.
2. Use key words and structures to write a simple self-introduction.
Teaching Difficult points:
Help students improve writing ability and create a personal profile with target language.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
1. Greet the students as usual.
2. Show the table in 1c and lead students to retell the posts using key words.
Step 2 Pre-writing
1. Work on 2a. Let students write sentences about themselves using the structures.
2. Invite some students to share their sentences.
3. Show different posts and summarize the form of writing a post.
Step 3 While-writing
1. Present the structure in 2b and ask students to complete the reply.
2. Walk around the classroom to offer language support. Correct spelling and grammar mistakes if any.
3. Share some students’ posts in class and evaluate them.
4. Provide more sentence structures or words to polish posts.
Step 4 Post-writing
1. Project: Make your own personal profile
- (1) Ask students to answer questions in 3a to introduce themselves.
- (2) Let some students share in class.
- (3) Present the personal profile example in 3b and let students write their own.
- (4) Take turns to pick a classmate’s profile, introduce the person (without naming them), and let others guess who it is.
2. Reflecting
- Lead students to reflect on:
(1) I can greet people.
(2) I can introduce myself and my friends.
(3) I can use am, is, are correctly.
(4) I can use proper expressions to make new friends.
- Students can evaluate themselves (Very well, OK, or Needs work). The teacher supplements feedback based on reflections.
- Summarize the unit: Getting to know each other is the first step in making new friends.
Step 5 Summary & Homework
- Summary: Recap key sentence structures and new words.
- Homework:
1. Finish the lesson’s exercises and recite new words. (Must do)
2. Introduce your profile to your friends. (Choose to do)
Blackboard Design:
Unit 1 Section B (2a--3c)
1. Key words: re-
2. Key sentences:
(1) --- What are your hobbies --- I love ...
(2) --- What’s your favorite food/sport --- My favorite food/sport is ...
教学反思:
本课聚焦邮件写作，训练学生写作能力。教师通过学生自我评价调整教学内容，同时给予有效评价，帮助学生认识自我、树立自信，促进反思和学习状态调整。Unit 2 We’re Family!
第一课时Section A (1a--Pronunciation)
Teaching Goals:
- Knowledge goal: Talk about family members.
- Ability goal: Be able to understand the conversation by listening.
- Emotional goal: Explore the meaning of being a family.
Teaching Key points:
1. Master the main idea of the listening text.
2. Grasp the key words and pronunciation of the vowels.
Teaching Difficult points:
1. Let students learn to talk about family members.
2. Help students to improve their listening ability.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
1. Greet the students as usual.
2. Show some family photos and review the words about family members.
3. Free talk. Let students talk about their family members and lead in the topic: What is your family like
Step 2 Pre-listening
1. Present the words and sentences in 1a and lead the students to read them aloud.
2. Teach the new word: husband.
3. Let students match the definitions with family members. Check the answers.
4. Show the pictures in 1b. Ask students to describe the people in the picture.
5. Help students predict what the conversation is about.
Step 3 While-listening
1. Play the tape for the first time. Ask students to listen and number the pictures.
2. Check the answers together.
3. Play the tape for the second time. Let students listen and complete the sentences in 1c. Then ask one student to read the sentences aloud and check the answers.
4. Play the tape for the third time. Lead students to repeat and imitate the intonation.
5. Teach the usage of the possessive form.
Step 4 Post-listening
1. Pair work.
(1) Ask students to bring a family photo and talk about the people in the photo with a partner. They can use the sentence structures in 1d.
(2) Invite some pairs to show their conversations in front of the class.
2. Pronunciation
(1) Present the pronunciation items one by one and lead students to read them and find out the common sound of these words.
(2) Summarize the pronunciation of the vowels: / /, / /, / /, and /ɑ /.
(3) Play the tape and let students repeat the words, reminding them to pay attention to the sound of these letters.
(4) Present the words in pronunciation 2. Lead students to read these first.
(5) Play the tape and let students listen and repeat, noticing the stressed syllables.
(6) The teacher summarizes the knowledge of word stress.
Step 5 Summary & Homework
Summarize the key sentence structures and pronunciation.
Homework:
1. Recite the words about family members. (must do)
2. Talk about your family with your friends. (choose to do)
Blackboard Design:
Unit 2 Section A (1a--Pronunciation)
1. Key words: mean, husband
2. Key sentences:
(1) --- Is this/Are these your ... --- Yes, .../No, ...
(2) --- Who’s/Who’re ... --- He’s/She’s/They’re ...
教学反思:
本课始终紧扣教学目标展开一系列教学活动，学生通过本节课的学习能较好掌握重点词汇和句型。但在学生回答问题过程中，教师要给予口头评价，鼓励他们大胆表达。
Unit 2 We’re Family!
第二课时Section A (2a--3d)
Teaching Goals:
- Knowledge goal: Talk about things family members have.
- Ability goal: Be able to identify ownership by using “-’s”.
- Emotional goal: Love staying and doing activities with families.
Teaching Key points:
1. Master the main idea of the conversation.
2. Grasp the usage of the possessive form and verb forms changing with subjects.
Teaching Difficult points:
1. Lead students to talk about the things family members have.
2. Help students to improve their listening and speaking ability.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
1. Greet the students as usual.
2. Present a family photo and lead them to introduce the family members in the photo.
3. Invite some students to ask and answer questions using the sentence structures in 1d.
Step 2 Pre-listening
1. Present the picture in 2a and let students talk about what they can see in the picture.
2. Teach the new words: bat, ping-pong bat, fishing rod.
3. Help students predict what the conversation is about.
Step 3 While-listening
1. Play the tape for the first time. Ask students to listen and circle the coloured words.
2. Check the answers together.
3. Present the table in 2b first. Let students look at the table and teach the new word: activity.
4. Ask students to read the conversation and complete the table.
5. Invite some students to share the answers.
6. Play the tape for the second time. Let students listen to the conversation and imitate the intonation.
Step 4 Post-listening
1. Let students read the conversation by themselves and find out what they cannot understand.
2. The teacher teaches new words and phrases: play ping-pong, everyday, together, spend, a lot of/lots of, really, member.
3. Ask students to read after the teacher.
4. Role-play: Ask students to role-play the conversation in groups. Then invite some groups to show their conversations in front of the class.
Step 5 Consolidation
1. The teacher and other students give comments on their performance (fluency, intonation, facial expressions).
2. Present the family photo in 2d. Lead students to speak out the words and introduce Li Xin’s family.
3. Teach the definition and usage of ownership with “-’s”.
4. Teach new words and phrases: chess, Chinese chess.
5. Let students use the photos below to talk about her family. Example:
A: Whose erhu is this B: It’s Li Xin’s erhu. A: Does she play the erhu well B: Yes, she does.
6. Pair work: Ask students to bring photos of things their family members have. Ask and answer questions about ownership and family activities in pairs.
7. Present the sentences in 3a. Lead students to read the sentences and find out how verb forms change with subjects in simple present tense.
8. The teacher summarizes the rules with students.
9. Work on 3b. Ask some students to answer the questions.
10. Work on 3c. Complete the passage. Remind students to pay attention to verb forms changing with subjects.
11. Check the answers and explain difficult points.
12. Group work: Ask and answer questions about each other’s family using the sentence structures in 3d.
Step 6 Summary & Homework
Summarize the key sentence structures and grammar points.
Homework:
1. Recite the sentences in 2a. (must do)
2. Tell your friends about things your family members have. (choose to do)
Blackboard Design:
Unit 2 Section A (2a--3d)
1. Key words: bat, ping-pong bat, together, fishing rod...
2. Key sentences:
(1) They have some nice ping-pong bats.
(2) Teng Fei’s father has a fishing rod.
教学反思:
本课以小组为单位进行对话训练和问题讨论，确保每个学生都有口语实践机会，优等生可在小组内发挥带头作用。小组讨论后，挑选几组当堂表演对话，让学生自评优胜者，增强参与感。
Unit 2 We’re Family!
第三课时Section B (1a--1d)
Teaching Goals:
- Knowledge goal: Describe a family photo.
- Ability goal: Be able to describe family members.
- Emotional goal: Love their families, respect the old and love the young.
Teaching Key points:
1. Master the main idea of the passage.
2. Grasp new words, phrases, and sentence structures.
Teaching Difficult points:
1. Teach students how to describe family photos.
2. Help students improve their reading ability and use reading skills to search for key information.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
1. Greet the students as usual.
2. Present some family photos and let them talk about family members.
3. Lead in the topic: “What do you like about your family ”
Step 2 Pre-reading
1. Ask students to tell each other more about their family with partners.
2. Show the family photo in 1b. Let students guess who the people are and the main idea of the passage.
Step 3 While-reading
1. Let students read the text for the first time and label the people in the photo.
2. Check the answers together.
3. Ask students to read the text carefully and finish the task in 1c (underline answers in the text).
4. Check the answers together and teach the new word: son.
5. Let students read the text independently and learn key/difficult words and phrases in groups.
6. Teach new words and phrases: hat, knee, handsome, at night, in the middle...
Step 4 Post-reading
1. Play the tape and let students repeat and imitate the intonation.
2. Group work: Divide students into groups and ask them to take turns describing the photo in 1b. Example:
A: This is Lily’s father. His name is ... B: And this is her mother ...
3. Ask students to present their conversations in front of the class. The teacher and other students comment on fluency, intonation, and facial expressions.
Step 5 Summary & Homework
Summarize the key sentence structures and phrases.
Homework:
1. Recite the new words and phrases. (must do)
2. Read the text in 1b to your classmates with suitable intonation. (choose to do)
Blackboard Design:
Unit 2 Section B (1a--1d)
1. Key words: hat, knee, handsome, at night...
2. Key sentences:
(1) This is Lily’s father; his name is Fred.
(2) She always reads me a story at night.
教学反思:
本课为阅读课，聚焦描述家庭照片和介绍家庭成员。教师除引导学生掌握阅读内容，还可要求积累文本中的优美句子，为写作奠基。
Unit 2 We’re Family!
第四课时Section B (2a--3c)
Teaching Goals:
- Knowledge goal: Describe family members.
- Ability goal: Be able to describe family members with target language.
- Emotional goal: Love their families, respect the old and love the young.
Teaching Key points:
1. Let students use key words and sentence structures to write about family members.
2. Grasp new words, phrases, and sentence structures.
Teaching Difficult points:
1. Teach students how to describe family photos by writing.
2. Help students improve their writing ability and make a family tree.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
1. Greet the students as usual.
2. Present the family photo in 1b and key words. Lead them to retell the main idea of the text.
Step 2 Pre-writing
1. Present the words and phrases in 2a and lead students to read them aloud.
2. Let students complete the introduction about Hu Xiao’s family.
3. Invite some students to share their introduction.
4. Teach new words and phrases: hike, go hiking, next to.
Step 3 While-writing
1. Help students list key words to describe each family member (like 2a).
2. Ask students to write about their family members. Remind them to use the sentence structures in 2b.
3. Walk around the class to offer language support and correct spelling/grammar mistakes.
4. Share some students’ writing in class and evaluate them.
Step 4 Post-writing
1. Project: Make your own family tree.
(1) Present the family tree in 3a and let students create a similar one. Stick photos of family members on it.
(2) Lead students to write about family members (age, appearance, personality, hobby, etc.). Example:
This is my mother; she is 40. She’s beautiful and has long hair. She’s a bit quiet but very smart. She likes ...
(3) Let students introduce their family members to the class with the family tree.
2. Reflecting
Lead students to reflect on:
(1) Naming different family members.
(2) Introducing family members using simple present tense.
(3) Describing a family tree.
(4) Expressing love for the family.
- Students can evaluate themselves (Very well, OK, Needs work). The teacher supplements feedback.
- Help students summarize what they’ve learned. Emphasize: Family is where life begins and love never ends.
Step 5 Summary & Homework
Summarize the key sentence structures.
Homework:
1. Finish the unit exercises and recite the text in 2a. (must do)
2. Introduce your family tree to your friends. (choose to do)
Blackboard Design:
Unit 2 Section B (2a--3c)
1. Key words: hike, go hiking, next to
2. Key sentences:
(1) This is my family photo. Here’s my father.
(2) Next to him is my mother. She’s very beautiful and kind.
教学反思:
本课利用多媒体直观呈现家庭照片和族谱设计，教学设计由易到难，环环相扣，注重学生认知能力，训练各方面技能。Unit 3 My School
第一课时Section A (1a--Pronunciation)
Teaching Goals:
- Knowledge goal: Tell the location of the places at school.
- Ability goal: Be able to talk about places in school.
- Emotional goal: Foster the feeling of loving school and loving learning.
Teaching Key Points:
1. Master the main idea of the listening text.
2. Grasp key words and prepositions of positions.
Teaching Difficult Points:
1. Let students learn to tell the locations of places at school.
2. Help students improve their listening ability.
Teaching Aids:
Pictures, an audio player, PowerPoint, and multimedia.
Teaching Steps:
Step 1 Lead-in
1. Greet students as usual.
2. Show school pictures and let students talk about their school.
3. Lead into the topic: What is your school like
Step 2 Pre-listening
1. Present the picture in 1a; have students discuss school places.
2. Teach new words: hall, dining, building, across, center, gym ...
3. Teach prepositions of position (in front of, next to, behind, between, across from) and have students describe place positions in pairs:
- A: Where’s the dining hall B: It’s in front of the art building.
4. Invite students to share conversations.
Step 3 While-listening
1. Play the tape once; ask students to number places.
2. Check answers together.
3. Play the tape again; have students complete sentences in 1c, then check (via student reading).
4. Play the tape a third time; lead students to repeat and imitate intonation.
Step 4 Post-listening
1. Pair work:
- Role-play conversations (using 1d structures).
- Invite pairs to present.
2. Pronunciation:
- Present pronunciation 1; find common vowel sounds (/ /, / /, /u /, / /).
- Play the tape; have students repeat (focus on sounds).
- Present pronunciation 2; practice stressed syllables.
- Summarize word stress rules.
Step 5 Summary & Homework
- Summarize key sentence structures and prepositions.
- Homework:
1. Recite words/phrases (must do).
2. Learn more about your school (choose to do).
Blackboard Design:
Unit 3 Section A (1a--Pronunciation)
1. Key words: hall, dining hall, across from, centre, gym ...
2. Key sentences:
- --- Is there ... in this school --- Yes, there is./No, there isn’t.
- --- Where is it --- It’s ...
教学反思:
This lesson focuses on listening. The topic connects to students’ lives, so most follow well, but some are shy. Teachers should create a relaxed environment to encourage active speaking and build confidence.
Unit 3 My School
第二课时Section A (2a--3d)
Teaching Goals:
- Knowledge goal: Describe classroom things.
- Ability goal: Talk about what the classroom is like.
- Emotional goal: Understand cooperation and protecting school property.
Teaching Key Points:
1. Master the conversation’s main idea.
2. Grasp key words, phrases, and structures.
Teaching Difficult Points:
1. Teach students to describe classroom things.
2. Improve students’ listening and speaking skills.
Teaching Aids:
Pictures, an audio player, PowerPoint, and multimedia.
Teaching Steps:
Step 1 Lead-in
1. Greet students as usual.
2. Show school place pictures; ask students to name them.
3. Have students describe positions using prepositions.
Step 2 Pre-listening
1. Present the 2a picture; discuss classroom items.
2. Teach new words: large, special, smart, whiteboard ...
Step 3 While-listening
1. Play the tape once; have students fill in 2a blanks.
2. Invite students to write answers on the board; check together.
3. Read the conversation; match questions/answers in 2b.
4. Teach at the back(of) via 2c sentences.
5. Re-read the conversation; complete 2c and check.
6. Play the tape again; imitate intonation.
7. Invite students to act out the conversation; evaluate fluency/intonation.
Step 4 Post-listening
1. Teach corner (via 2e words).
2. Have students complete 2e’s table; share answers.
3. Pair work (2f): Compare classrooms with Peter’s:
- A: There are two blackboards in Peter’s classroom and our classroom. B: In his classroom...
4. Invite pairs to present; evaluate fluency/intonation.
Step 5 Grammar Focus
1. Read 3a sentences; teach bookcase. Underline “there be” verbs and circle prepositions.
2. Summarize “there be” usage.
3. Complete 3b; check via student reading.
4. Explain difficulties.
5. Circle correct prepositions in 3c; check.
6. Group work (3d): Discuss how your classroom differs from the photo:
- A: In our classroom... B: And there’s...
7. Invite groups to present.
Step 6 Summary & Homework
- Summarize key structures and grammar.
- Homework:
1. Recite 2a sentences (must do).
2. Describe your classroom to parents (choose to do).
Blackboard Design:
Unit 3 Section A (2a--3d)
1. Key words: large, special, smart, put up ...
2. Key sentences:
- --- Is/Are there ... --- Yes, there is/are. /No, there isn’t/aren’t.
- There is/are ...
教学反思:
Group work (a key新课标 approach) encourages idea-sharing and innovation, fostering creative thinking.
Unit 3 My School
第三课时Section B (1a--1d)
Teaching Goals:
- Knowledge goal: Describe the school.
- Ability goal: Describe school places.
- Emotional goal: Deepen understanding of school.
Teaching Key Points:
1. Master the email’s main idea.
2. Grasp new words, phrases, and structures.
Teaching Difficult Points:
1. Teach students to describe the school.
2. Improve reading skills (finding key info).
Teaching Aids:
Pictures, an audio player, PowerPoint, and multimedia.
Teaching Steps:
Step 1 Lead-in
1. Greet students as usual.
2. Show a video about happy school life; have students share happy school moments.
3. Lead into the topic: What fun things do you do at school
Step 2 Pre-reading
1. Teach phrases: at school, different from.
2. Show school place pictures; have students list favorite places and share with a partner.
Step 3 While-reading
1. Skim the email (1b); choose Flora’s probable questions.
2. Check answers together.
3. Read the email carefully; complete 1c (underline answers).
4. Teach new words: do exercises, amazing, raise, flag ...
Step 4 Post-reading
1. Play the tape; repeat and imitate intonation.
2. Group work (1d): Discuss questions in groups.
3. Teach similar, similar to.
4. Invite groups to present; evaluate fluency, intonation, and expressions.
5. Discuss email format (emphasize signatures).
Step 5 Summary & Homework
- Summarize key structures and email format.
- Homework:
1. Recite email words/phrases (must do).
2. Write an email about your school (choose to do).
Blackboard Design:
Unit 3 Section B (1a--1d)
1. Key words: at school, different from, do exercises, amazing ...
2. Key sentences:
- There are many modern buildings.
- It’s a special way to start the week.
教学反思:
After warm-up, clear reading tasks motivate students. Regularly培养 reading interest and skills.
Unit 3 My School
第四课时Section B (2a--3c)
Teaching Goals:
- Knowledge goal: Introduce the school and favorite places.
- Ability goal: Write about the school using target language.
- Emotional goal: Love school life.
Teaching Key Points:
1. Use key words/structures to write about the school.
2. Grasp new words, phrases, and structures.
Teaching Difficult Points:
1. Teach students to describe the school and favorite places.
2. Improve writing ability.
Teaching Aids:
Pictures, an audio player, PowerPoint, and multimedia.
Teaching Steps:
Step 1 Lead-in
1. Greet students as usual.
2. Create a mind map of the 1b email; retell it using key words.
Step 2 Pre-writing
1. Help students complete 2a notes (provide examples).
2. Invite students to share 2a answers.
3. Discuss replying to a foreign friend’s email about their school.
Step 3 While-writing
1. Present the 2a writing structure; teach sound, bye for now.
2. Ask students to write a reply (emphasize email format).
3. Circulate to offer language support; correct mistakes.
4. Share and evaluate student writing in class.
Step 4 Post-writing
1. Project: Let me show you around!
- (3a) Draw a school map and plan a tour.
- (3b) Learn tour examples; practice in groups.
- (3b structures): This is ... / There is/are ... / The big building behind it is ...
- Invite students to give tours; vote for the best guide (fluency, intonation, expressions).
2. Reflecting:
- Assess ability to name classroom/school items, describe locations, and introduce the school.
- Evaluate with Very well, OK, Needs work; teacher supplements feedback.
- Summarize unit learning: A school is a place to start our dreams.
Step 5 Summary & Homework
- Summarize key words, phrases, and structures for introducing a school.
- Homework:
1. Finish unit exercises and recite 2a’s email (must do).
2. Introduce your school to friends (choose to do).
Blackboard Design:
Unit 3 Section B (2a--3c)
1. Key words: sound, bye for now.
2. Key sentences:
- There is/are ...
- The big building behind it is ...
教学反思:
Writing is emphasized. Weak students struggle with sentence structures (differences from Chinese). Teachers should help them master basic sentences and structures to improve writing.Unit 4 My Favourite Subject
第一课时 Section A (1a--Pronunciation)
Teaching Goals:
Knowledge goal: Talk about students’ favourite subjects and the subjects they don’t like.
Ability goal: Be able to talk about favourite subject with the sentence structures.
Emotional goal: Help students discover the importance of learning different school subjects.
Teaching Key points:
Master the main idea of the listening text.
Grasp the key words about different subjects.
Teaching Difficult points:
Let students talk about the subjects they like or dislike and explain why.
Help students to improve their listening and speaking ability.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students as usual.
Show some pictures of school subjects they learned before, such as Chinese, English and math. Then let them talk about their favourite subject and explain why.
Lead in the topic: Why do you like this subject
Step 2 Pre-listening
Present the school subjects on the screen.
Teach the new words: biology, geography, IT ...
Ask students to read after the teacher. Then work on 1a.
Lead students to read the words in 1b. Help them to get familiar with the words before listening.
Step 3 While-listening
Play the tape for the first time. Ask students to listen and tick the subjects they heard.
Check the answers together.
Ask students to describe the subjects in 1b using the adjectives. Then teach the new words: boring, useful, exciting.
Play the tape for the second time. Let students listen and circle the words they hear. Then ask one student to read the sentences aloud and check the answers.
Play the tape for the third time. Lead students to repeat and imitate the intonation.
Step 4 Post-listening
Pair work
(1) Ask students to talk about their favourite subjects at school and say why. They can use the sentence structures in 1d.
(2) Invite some pairs to show their conversations in front of the class.
Pronunciation
(1) Present the pronunciation 1 and let students read after the teacher. At the same time, ask students to find out the pronunciation of the diphthongs.
(2) Summarize the pronunciation of the diphthongs: /e /, /a /, / /, / /, /a /, / /, /e / and / / .
(3) Play the tape and let students listen and repeat the words.
(4) Present the words in pronunciation 2. Lead students to read these first.
(5) Play the tape and ask students to listen and repeat, and notice how the words link together.
(6) The teacher summarizes the knowledge of linking.
Step 5 Summary & Homework
Summarize the key sentence structures and the pronunciation of the diphthongs.
Homework:
Recite the words and phrases. (must do)
Talk about your favourite subjects with your family. (choose to do)
Blackboard Design:
Unit 4 Section A (1a--Pronunciation)
Key words: biology, geography, IT ...
Key sentences:
(1) --- What’s your favourite subject
--- My favourite subject is ...
(2) --- Why do you like it
--- Because it’s ...
教学反思:
本课在训练学生的口语时，要体现学生的主体作用，培养他们的思维能力及创新精神。让学生懂得把课本知识运用到实际生活中，让更多的学生参与到课堂，在练习中发现问题，解决问题，从而体会到成功的快乐。
Unit 4 My Favourite Subject
第二课时 Section A (2a--3d)
Teaching Goals:
Knowledge goal: Talk about subjects students like and dislike and explain why.
Ability goal: Be able to talk about what class they have and express their feelings about the subjects with classmates.
Emotional goal: Help students discover the importance of learning different school subjects.
Teaching Key points:
Master the main idea of the conversation.
Grasp the key words about the subjects, adjectives, and the sentence structures.
Teaching Difficult points:
Let students know how to describe the subjects they like or dislike.
Help students to improve their listening and speaking ability.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students as usual.
Show students some pictures of the subjects, ask students about the subjects they like or dislike and explain why.
Review the key words and sentence structures.
Step 2 Pre-listening
Present the picture in 2a and let students talk about who are in the picture and guess what they are talking about.
Teach the new words and phrases: past, good with, number, help sb. With..
Step 3 While-listening
Play the tape for the first time. Ask students to listen and fill in the blanks in 2a.
Then invite two students to write their answers on the blackboard. Then check the answers together.
Present the table in 2b. Teach the new word: reason. Ask students to read the conversation and complete the table. Check the answers together.
Play the tape again and ask students to repeat. Remind them to imitate the intonation. Remind the students to pay attention to the words that link together.
Role-play: Ask students to role-play the conversation in groups. Invite some groups to act out their conversation in front of the class.
Step 4 Post-listening
Free Talk: How do you like the school subjects Put the subjects in different groups in 2d. Then ask some students to share their answers.
Be a little interviewer to interview 2 students and take notes in 2e.
Then invite some students to give a report about their interview results.
They can do it like this:
...’s favourite subject is ... He/She likes it because ...
Step 5 Grammar Focus
Ask students to read the sentences in 3a. Let students circle the conjunctions “and”, “but” and “because”.
The teacher explains the usages of the conjunctions.
Work on 3b. The teacher teaches the new phrases “listen to ”, ”good at”. Then let students match the two parts to make sentences.
Invite some students to give their answers and explain the difficult points.
Work on 3c. Let students complete the passage with the conjunctions. Then check the answers.
Group work in 3d: Let students do a survey with the questions.
Invite some students to act out their conversations in front of the class.
Step 6 Summary & Homework
Summarize the key sentence structures and grammar points.
Homework:
Recite the conversation in 2a. (must do)
Tell your friends the subjects you like and dislike and explain why. (choose to do)
Blackboard Design:
Unit 4 Section A (2a--3d)
Key words: past, good with, number, listen to ...
Key sentences:
(1) I have art and geography every day.
(2) English is important, and my English teacher is really nice.
(3) History is my favourite subject, but my sister doesn’t like it.
教学反思:
丰富多彩的课堂活动可以吸引学生的注意力，提高学生的兴趣，激发他们用英语表达思想的热情，从而达到从知识向能力转化的目的。在教学中，教师要善于根据课程内容设计多样的活动，调动学生的积极性，让学生在课堂上多说英语，提升学生的口语表达能力。
Unit 4 My Favourite Subject
第三课时 Section B (1a--1d)
Teaching Goals:
Knowledge goal: Talk about school schedules.
Ability goal: Be able to describe the class timetable.
Emotional goal: Cultivate students’ interest in subjects, broaden their horizon and help them establish a reasonable arrangement of their study time.
Teaching Key points:
Master the main idea of the message board.
Grasp the new words, phrases and sentence structures.
Teaching Difficult points:
Teach students to talk about the class timetable.
Help students to improve their reading ability and use reading skills to search for key information.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students as usual.
Have a discussion: Which subject do you think is the most useful Then invite some students to share their answers.
Lead in the topic: “What can you learn from different subjects ”.
Step 2 Pre-reading
Show the timetable in 1a. Teach the new phrases: AM, PM.
Ask students to look at their timetable and ask what their class timetable is today. Let them write down the subjects.
Teach the new words and phrases: French, excellent, instrument, singer, work out, magic ...
Step 3 While-reading
Let students read the message board in 1b quickly, and underline all the subjects each student has.
Check the answers together.
Ask students to read the message board again carefully and complete the table. (They should underline the answers in the text)
Then invite one student to share the answers and correct the wrong ones if there are any.
Ask students to read the passage again and answer the questions in 1d. Then ask some students to answer the questions. Help to explain the wrong answers.
Step 4 Post-reading
Play the tape and let students repeat and imitate the intonation.
Group work:
Divide the students into several groups and ask them to discuss the questions in 1d.
Ask students to show their conversations in front of the class. The other students and teacher give comments on their performance according to their fluency, intonation, and facial expressions.
Step 5 Summary & Homework
Summarize the key sentence structures and the language points.
Homework:
Read the message board in 1b for at least four times. (must do)
Design your own class timetable. (choose to do)
Blackboard Design:
Unit 4 Section B (1a--1d)
Key words: AM, PM, excellent, work out, term ...
Key sentences:
(1) This term I have ...
(2) I want to be a ... in the future.
教学反思:
本课是一节阅读课，在热身复习后，教师交代了本课的阅读任务，让学生阅读有目标。为了让阅读课不枯燥，教师设计了对话互动、讨论等语言实践活动，让学生听录音并跟读模仿，一节课把听说读很好地融入在一起，锻炼了学生听说读的能力。
Unit 4 My Favourite Subject
第四课时 Section B (2a--3c)
Teaching Goals:
Knowledge goal: Talk about different subjects they learned and discover the importance of them.
Ability goal: Be able to describe the class timetable and tell the subjects they like and give the reasons in writing with the target language.
Emotional goal: Cultivate students’ interest in subjects and help them connect the knowledge they can get from the subjects with their future.
Teaching Key points:
Let students use the target sentence structures to write about the subjects and their feelings towards these subjects.
Grasp the new words, phrases and sentence structures.
Teaching Difficult points:
Teach students to talk about different subjects using the key sentences.
Help students to improve their writing ability and design a weekly class timetable.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students as usual.
Present students the mind map of the message board in 1b. Lead students to retell the message to review what they learned in the last class.
Step 2 Pre-writing
Help students to complete the mind map with their own information in 2a.
Invite some students to share their mind maps in front of the class.
Step 3 While-writing
Present the writing structure in 2b. Lead students to write a message using the information in 2a.
Walk around the class offering language support as needed. Correct their spelling or grammar mistakes if any.
Share some of the students’ writing in class and evaluate them.
Show students a sample writing.
Step 4 Post-writing
Project: Design a weekly class timetable
(1) Work on 3a. Ask students to talk about the subjects they learn every week. Then say one thing they like about each subject.
(2) Group work: Ask students to work in groups to design their own weekly timetable with different subjects using the table in 3b.
(3) Ask some students to introduce their group’s timetable and say why they made it that way.
Reflecting
Lead students to reflect themselves from the following aspects:
(1) I can name the school subjects.
(2) I can use adjectives to describe the subjects.
(3) I can use and, but and because to join information together.
(4) I can explain why I learn different subjects.
They can evaluate with Very well, OK, or Needs work. And the teacher can make a supplement according to the students’ reflecting.
Help students summarize what they have learned in this unit and tell them: Interest is the best teacher.
Step 5 Summary & Homework
Summarize the key phrases and sentence structures about describing subjects.
Homework:
Finish the exercises of this unit and recite the message in 2a. (must do)
Introduce the timetable you designed to your friends. (choose to do)
Blackboard Design:
Unit 4 Section B (2a--3c)
Key words: weekly class timetable
Key sentences:
(1) I’m from ...
(2) This term, I have ... and ...
(3) I like ... but my favourite subject is ...
(4) In the class ...
教学反思:
本课是一节写作课。教师通过复述的方式让学生复习上节课的内容，然后让学生根据思维导图，填写自己的实际信息，从而逐渐引导学生来写作。循序渐进的方法让学生学起来不那么吃力，更容易掌握重点。但本课写作环节还是有学生因为基础不扎实，语言输出能力弱，教师要针对性地给他们指导。Unit 5 Fun Clubs
第一课时 Section A (1a--Pronunciation)
Teaching Goals:
Knowledge goal: Talk about different clubs at school.
Ability goal: Be able to talk about the clubs they want to join.
Emotional goal: Help students express their interests and talk about different clubs.
Teaching Key points:
Master the main idea of the listening text.
Grasp the key sentences to talk about the clubs they want to join.
Teaching Difficult points:
Let students talk about the clubs they want to join using “can” or “can’t”.
Help students to improve their listening and speaking ability.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students as usual.
Show students pictures of school clubs. Teach the new word: “club”. Then ask them to talk about the clubs they like.
Lead in the topic: How do you choose a school club Then teach the new word: “choose”.
Step 2 Pre-listening
Present the phrases in 1a one by one. Teach the new word: “drama”. Lead the students to read after the teacher.
Ask students to match the pictures with the phrases. Then check the answers together.
Teach the new word: “join”.
Step 3 While-listening
Play the tape for the first time. Ask students to listen and finish the table in 1b.
Check the answers together.
Ask students to read the sentences in 1b. Then teach the new words “play Chinese chess” and “feeling”.
Play the tape for the second time. Let students listen and complete the sentences. Then ask one student to read the sentences aloud and check the answers.
Play the tape for the third time. Lead students to repeat and imitate the intonation.
Step 4 Post-listening
Role-play
(1) Ask students to role-play the conversation with a partner. One acts as a club leader, the other acts as a student. They can use the sentence structures in 1d.
(2) Invite some pairs to show their conversations in front of the class.
Pronunciation
(1) Present the pronunciation 1 and let students read after the teacher. Help students to find out the pronunciation of the consonants.
(2) Summarize the pronunciation of the consonants: /p/, /b/, /t/, /d/, /k/, /g/, /f/ and /v/.
(3) Play the tape and let students listen and repeat the words.
(4) Present the words in pronunciation 2. Lead students to read these first.
(5) Play the tape and ask students to listen and repeat.
(6) Ask students to read the sentence in Pronunciation 2 in groups. Then play the tape and ask students to listen and repeat. Remind students to notice the letters in brackets are silent.
(7) The teacher summarizes the knowledge of the incomplete plosives.
Step 5 Summary & Homework
Summarize the key sentence structures and the pronunciation of the consonants.
Homework:
Recite the words about clubs. (must do)
Talk about your school clubs with your family. (choose to do)
Blackboard Design:
Unit 5 Section A (1a--Pronunciation)
Key words: Chinese chess, club, choose ...
Key sentences:
(1) Hello, I want to join ...
(2) --- Great! Can you ...
--- Yes, I can./ No, I can’t.
教学反思:
本课的授课形式要活泼，既要培养学生的口语交际能力，又要激发学生说英语的兴趣，提高他们的口语水平。本课谈论的话题是学校俱乐部，与学生生活情趣息息相关，教师的引导让大多数学生都参与到课堂中，表达自己的特长与想加入的社团，课堂氛围活跃。
Unit 5 Fun Clubs
第二课时 Section A (2a--3d)
Teaching Goals:
Knowledge goal: Talk about abilities using “can” and “can’t”.
Ability goal: Be able to talk about their abilities using “can” and “can’t”.
Emotional goal: Help students discover their abilities and learn more from the school clubs.
Teaching Key points:
Master the main idea of the conversation.
Grasp the key words and sentence structures.
Teaching Difficult points:
Help students to talk about abilities using “can” and “can’t”.
Let students master the usage of modal verb “can”.
Help students improve their listening skills.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students as usual.
Review the school clubs learned in last class by giving students some pictures.
Step 2 Pre-listening
Present the picture in 2a and let students talk about what they can see in the picture and guess what they are talking about.
Teach the new words: drum, guitar, violin, instrument.
Step 3 While-listening
Play the tape for the first time. Ask students to listen and fill in the blanks in 2a.
Then invite two students to write their answers on the blackboard. Then check the answers together.
Present the table in 2b. Teach the new word: ability. Ask students to read the conversation and complete the table. Check the answers together.
Play the tape again and ask students to repeat. Remind the students to pay attention to the letters that are silent.
Let students read the conversation by themselves and find out the key and difficult words, phrases and sentences. Then teach the new words and phrases: news, musical instrument, exactly.
Step 4 Post-listening
Role-play: Ask students to role-play the conversation in groups. Invite some groups to act out their conversation in front of the class.
Work on 2d. Finish the table “Join a club!” Help students to add more items.
Then invite some students to share their table in front of the class.
Have a discussion. Discuss what club you want to join with your partner. Use the sentence structure in 2e.
Ask some groups to share their conversations in front of the class. The other students can evaluate their performance according to their fluency and intonation.
Step 5 Grammar Focus
Ask students to read the sentences in 3a. Let students look at the verbs in bold and find if they change the form or not.
Ask students to discuss in groups to find out the rules.
The teacher summarizes the usage of the modal verb “can” and “can’t”.
Work on 3b. Teach the new word: “climb”. Then check the answers and ask students to make more sentences with “can”.
Invite some students to give their answers and explain the difficult points.
Teach the new word: “more”. Then ask students to work on 3c. Let students complete the passage with the words in the box. Then check the answers.
Group work in 3d: Let students be a little interviewer to interview their classmates according to the table in 3d.
Invite some students to give a report in front of the class.
Step 6 Summary & Homework
Summarize the key sentence structures and grammar points.
Homework:
Recite the conversation in 2a. (must do)
Interview your friends about their abilities and what club they want to join. (choose to do)
Blackboard Design:
Unit 5 Section A (2a--3d)
Key words: news, musical instrument, drum, ability ...
Key sentences:
(1) I can run fast, but I can’t swim.
(2) Emma can sing well, but she can’t play any musical instruments.
教学反思:
本节课学生通过听说读写以及自主学习和小组合作等活动，学习了由情态动词 can 构成的各种句式。学生通过采访以及互相询问的方式了解了各自的特长和特点，培养了学生的群体意识以及关注他人的意识。
Unit 5 Fun Clubs
第三课时 Section B (1a--1d)
Teaching Goals:
Knowledge goal: Describe what people in different clubs do.
Ability goal: Be able to choose a club according to the abilities.
Emotional goal: Know the benefits of different clubs.
Teaching Key points:
Master the main idea of the ads.
Grasp the new words, phrases and sentence structures about clubs.
Teaching Difficult points:
Teach students to talk about what people do in different clubs.
Help students to improve their reading ability and use the reading skills to search for key information.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students as usual.
Have a free talk:
T: What club do you want to join
S: I want to join the music club.
T: Can you sing
S: Yes, I can.
T: What can you learn in the music club
S: ...
Lead in the topic: “What can you learn in a school club ”.
Step 2 Pre-reading
Work on 1a. Let students read the comments from the students and discuss what club they should join.
Ask students to share their opinions.
Show the pictures in 1b. Let students talk about what clubs they can see. Provide more information about these clubs.
Teach the new words and phrases: act, act out, at home, be interested in, fall in love with, collect ...
Step 3 While-reading
Let students read the ads in 1b quickly, and choose a suitable club for each student in 1a and tell the reasons.
Check the answers together.
Ask students to read the message board again carefully and complete the table in 1c. (They should underline the answers in the text.)
Then invite one student to share the answers and correct the wrong ones if there are any.
Step 4 Post-reading
Play the tape and let students repeat and imitate the intonation.
Group work:
Divide the students into several groups and ask them to discuss the questions in 1d.
Ask students to show their conversations in front of the class. The other students and teacher give comments on their performance according to their fluency, intonation, and facial expressions.
Step 5 Summary & Homework
Summarize the key words and phrases as well as the language points.
Homework:
Recite the ads in 1b and finish the exercises of this lesson. (must do)
Design an ad for your favourite club. (choose to do)
Blackboard Design:
Unit 5 Section B (1a--1d)
Key words: act, act out, at home, nature, mind ...
Key sentences:
(1) Do you love/like ...
(2) Can you ...
(3) Come to the ... on ...
教学反思:
本课在阅读和模仿之后，学生有了一定的语言输入，教师要引导学生适当地借用课文中的原句来表达自己的想法，但同时也要鼓励学生把已学的知识内化为自己的语言。在口语表达有误时，教师要容忍但也要及时委婉地帮助他们及时改正。
Unit 5 Fun Clubs
第四课时 Section B (2a--3c)
Teaching Goals:
Knowledge goal: Learn how to write an email to reply to the club organizer about the club you want to join.
Ability goal: Be able to reply to the club organizer in an email with the target language.
Emotional goal: Help students to develop the interests of taking part in extracurricular activities and pay attention to social life to enrich emotional experiences.
Teaching Key points:
Let students use the target sentence structures to write something about clubs.
Grasp the new words, phrases and sentence structures.
Teaching Difficult points:
Teach students to explain the benefits of different clubs.
Help students to improve their writing ability and design a poster for their own club.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students as usual.
Show the table in 1c and lead students to retell the ads according to the key words and phrases.
Step 2 Pre-writing
Ask students to complete the email with the words in the box in 2a.
Invite some students to read the emails in front of the class.
The teacher emphasizes the form of writing an email.
Step 3 While-writing
Work on 2b. Lead students to write an email to the organizer and say why you’d like to join the club. Ask students to simulate the example in 2a.
Walk around the class offering language support as needed. Correct their spelling or grammar mistakes if any.
Share some of the students’ writing in class and evaluate them.
Show students a sample writing.
Step 4 Post-writing
Project: Start your own club
(1) Work on 3a. Ask students to think of a club they want to set up in school.
(2) Present the poster of Robotic Club. Lead students to learn from it, and then make a poster to find more members. Their poster should include:
The name of the club;
What club members can do;
Meeting time and place;
Contact information.
(3) Ask some students to interview their classmates and find new members for their clubs. They can make a table and interview like 3c.
(4) Invite some groups to share their club posters and their interviewing conversation. Compete whose poster is the best one and who finds more members.
Reflecting
Lead students to reflect themselves from the following aspects:
(1) I can name different school clubs.
(2) I can talk about people’s abilities using “can”.
(3) I can describe what people do in different clubs.
(4) I can explain the benefits of different clubs.
They can evaluate with Very well, OK, or Needs work. And the teacher can make a supplement according to the students’ reflecting.
Help students summarize what they have learned in this unit and tell them: Our interests make us interesting.
Step 5 Summary & Homework
Summarize the key phrases and sentence structures of this lesson.
Homework:
Finish the exercises of this unit and recite one of the ads in 1b. (must do)
Introduce the poster you design to your friends and try to find more members at school. (choose to do)
Blackboard Design:
Unit 5 Section B (2a--3c)
Key words: Robotic Club
Key sentences:
(1) --- Can you work well with your hands --- Yes, I can.
(2) --- Can you come at 12:30 p.m. on Tuesday
--- Yes, I can./ No, I can’t.
(3) I’m interested in reading all kinds of books.
(4) ... and share what I think with others.
教学反思:
课上要多关注学生的情感状态，创造和谐的课堂氛围。在本课执教中，教师在指导学生写作时，有一些学生的想法没有得到老师的关注，没能及时解决学生课堂上的问题。因此在以后的教学中老师要全面关注班上学生，同时要创造语境让学生通过体验、实践、合作、探究等方式，发展他们听说读写的能力。Unit 6 A Day in the Life
第一课时 Section A (1a--Pronunciation)
Teaching Goals:
Knowledge goal: Talk about school day routines.
Ability goal: Be able to talk about the daily activities in different time.
Emotional goal: Understand the differences of the routines between different people in different countries, and realize the diversity of culture.
Teaching Key points:
Master the main idea of the listening text.
Grasp the key phrases about the daily routines.
Teaching Difficult points:
Let students learn to talk about school day routines.
Help students to improve their listening and speaking ability.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students as usual.
Guessing game:
T: I have a round face and two thin hands. One is long and the other is short. Who am I
Lead the students to guess the riddle and then show a clock.
Step 2 Pre-listening
Review the numbers they learned and teach students to tell the time in English.
Ask students to look at the clocks in 1a and tell the time in English. Then match the times with the clocks.
Show students the teacher’s timetable. Lead students to say the routines together. Then ask students about their school day. Then lead in the topic: “How do you spend your day ”
Teach the new words and phrases: shower, take a shower, get dressed, brush …
Step 3 While-listening
Play the tape for the first time. Ask students to listen and finish the task in 1b.
Check the answers together.
Ask students to look at the names and reasons in 1c. Then teach the new words “duty” and “on duty”.
Play the tape for the second time. Let students listen and match the names with the reasons. Then ask one student to read the sentences aloud and check the answers.
Present the sentences in 1d. Then teach the new words: “usually” and “get up”. Remind students to pay attention to the activities and times.
Play the tape for the third time. Lead students to listen and fill in the blanks.
Ask some students to answer to check the answers. And explain the difficult ones.
Play the tape and lead students to repeat and imitate the intonation.
Step 4 Post-listening
Pair work:
(1) Ask students to talk about their school day routine in the morning. They can talk like 1e.
(2) Invite some pairs to show their conversations in front of the class.
Pronunciation
(1) Present the words in pronunciation 1 and let students read after the teacher. Help students to find out the pronunciation of the consonants:
(2) Summarize the pronunciation of the consonants: /s/, /z/, / /, / /, /t /, /d /, /θ/ and / /.
(3) Play the tape and let students listen and repeat the words.
(4) Present the words in pronunciation 2. Lead students to read these words first.
(5) Play the tape and ask students to listen and repeat.
(6) Ask students to read the sentence in Pronunciation 2 in groups. Then play the tape and ask students to listen and repeat. Remind students to notice the stressed words.
(7) Invite some students to read the sentences and correct the wrong pronunciation if there are any.
Step 5 Summary & Homework
Summarize the key sentence structures and the pronunciation of the consonants.
Homework:
Recite the words and phrases. (must do)
Tell your friends about your school day. (choose to do)
Blackboard Design:
Unit 6 Section A (1a--Pronunciation)
Key words: quarter, make use of, take a shower, duty …
Key sentences:
(1) --- What time do you usually get up
--- I usually get up at …
(2) --- When do you have breakfast
--- I usually have breakfast at …
教学反思：
本课是一节听说课，教师由谜语开始，极大地激发了学生的兴趣，然后通过复习数字，讲解如何认时间，教学生用英语表达时间。课堂的每个环节都有学生说和谈论，同时把听力和说很好地结合起来了。最后语音环节老师带读，让学生单独读出来进行检测，为学生的发音打基础并巩固。整堂课环节设置由简到繁，大部分学生已经掌握了重点。
Unit 6 A Day in the Life
第二课时 Section A (2a--3d)
Teaching Goals:
Knowledge goal: Ask about daily routines.
Ability goal: Be able to talk about their daily routines using “what time” or “when” and the frequency adverbs.
Emotional goal: Understand the differences of the routines between different people in different countries, and realize the diversity of culture.
Teaching Key points:
Master the main idea of the conversation.
Grasp the key words and sentence structures to talk about daily routines.
Teaching Difficult points:
Teach students how to talk about daily routines.
Let students master the usage of “what time” and “when”.
Help students improve their listening and speaking skills.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students as usual.
Have a free talk with students about their daily routines to review the key phrases.
Step 2 Pre-listening
Present the picture in 2a and let students talk about what they can see in the picture and guess what they are talking about.
Teach the new words and phrases: stay, around, go to bed, homework, saying, rise.
Step 3 While-listening
Play the tape for the first time. Ask students to listen and fill in the blanks in 2a.
Then invite two students to read the sentences to check the answers.
Present the questions in 2b. Ask students to read the conversation and answer the questions. Check the answers together.
Present the table in 2c and let students read the conversation again and complete the timetable. Then check the answers together.
Play the tape again. Ask students to listen to the conversation and pay attention to the stressed words. Then summarize the difference between “what time” and “when”.
Step 4 Post-listening
Role-play: Ask students to role-play the conversation in groups. Invite some groups to act out their conversation in front of the class.
Ask students to read the phrases in 2e. Then work in groups to ask about their partners about their daily routine. They can follow the structure in 2e.
Then invite some students to give their reports in front of the class.
Step 5 Grammar Focus
Ask students to read the sentences in 3a. Let students complete the questions with “what time”, “what” and “when”.
Ask students to give their answers. And the teacher correct the mistakes if there are any.
The teacher summarize the usage of “what”, “what time”, and “when”.
Work on 3b. Ask students to answer the questions with the information in the brackets.
Then the teacher explain the difficult points.
Teach the new words: restaurant, housework, while.
Work on 3c. Remind students to pay attention to the subjects when fill in the blanks with verbs. Then check the answers.
Group work in 3d: Ask students to talk about their weekend routines using the structures in 3d.
Invite some students to show their conversations in front of the class. The other students evaluate their performance according to their fluency and intonation.
Step 6 Summary & Homework
Summarize the key sentence structures and grammar points.
Homework:
Recite the conversation in 2a. (must do)
Interview your friends about their weekend routines. (choose to do)
Blackboard Design:
Unit 6 Section A (2a--3d)
Key words: reporter, around, go to bed, routine, rise ...
Key sentences:
(1) --- What time do you get up on a school day
--- I get up at ...
(2) --- When do you ...
--- I ...
教学反思：
本节课我们只注重语法知识的讲解与传授，而忽视了学习兴趣和思维的主动性，导致学生课堂上发言不是很积极。之后要设计恰当的语境，让学生学会在语境中用已学知识学以致用。
Unit 6 A Day in the Life
第三课时 Section B (1a--1d)
Teaching Goals:
Knowledge goal: Learn about a student’s school day from a foreign country.
Ability goal: Be able to grasp the text main idea and get the key information.
Emotional goal: Understand different daily routines in different countries and realize the diversity of culture.
Teaching Key points:
Master the main idea and the details of the text.
Grasp the new words, phrases about school routines.
Teaching Difficult points:
Lead students to learn Timo Halla’s school routines.
Help students to improve their reading ability and use the reading skills to search for key information.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students as usual.
Show students some routines of foreign students and Chinese students. Let students find out the differences between them.
Lead in the topic: “How different are people’s daily routine ”.
Step 2 Pre-reading
Present the photos in 1b and ask students to look at the pictures about Finland. Let students guess which country it is and what they want to know about the boy.
Ask students to share their opinions.
Teach the new words and phrases: daily, daily routines, only, break, prepare, everyday ....
Step 3 While-reading
Let students read the text quickly, and choose a suitable title and tell the reasons.
Check the answers together.
Ask students to read the text again carefully and complete the table in 1c. (They should underline the time and activities in the text)
Then invite one student to share the answers and correct the wrong ones if there are any.
Ask students to read the text again and answer the questions in 1d.
Then invite students to answer the questions.
Step 4 Post-reading
Play the tape and ask students to repeat and imitate the intonation.
Explain the language points in the text.
Step 5 Summary & Homework
Summarize the key words and phrases as well as the language points.
Homework:
Recite the text in 1b and finish the exercises of this lesson. (must do)
List the activities about your school day. (choose to do)
Blackboard Design:
Unit 6 Section B (1a--1d)
Key words: daily, daily routine, break, outside, finish ...
Key sentences:
(1) Every Tuesday, I usually get up at 7:40.
(2) I have one Finnish lesson and two home economics lesson this morning.
教学反思：
本课在读前让学生进行猜测国家，激发学生的学习兴趣。阅读通过快读和精读处理大意和细节部分，让学生对文章有更透彻的理解。并让学生更好的运用阅读技巧对文章进行解读。教学效果整体较好。
Unit 6 A Day in the Life
第四课时 Section B (2a--3c)
Teaching Goals:
Knowledge goal: Learn different daily routines of the people in different places.
Ability goal: Be able to write a composition about your daily routines.
Emotional goal: Students can arrange time properly and develop the awareness of making good use of time.
Teaching Key points:
Let students use the target sentence structures to write about their daily routines.
Grasp the new words, phrases and sentence structures.
Teaching Difficult points:
Let students get to know different people’s daily routines.
Help students to improve their writing and speaking abilities.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students as usual.
Show the table in 1c and lead students to retell the main idea of the text in 1b according to the key words and phrases.
Step 2 Pre-writing
Work on 2b. Lead students to complete the timetable about one of their school days.
Invite some students to talk about how different their school day is different from Timo’s with a partner.
Step 3 While-writing
Work on 2b. Lead students to write about their day according to the information in 2a.
Walk around the class offering language support as needed. Correct their spelling or grammar mistakes if any.
Share some of the students writing in class and evaluate them.
Show students a sample writing and gives them some tips about writing.
Step 4 Post-writing
Project: Interview people about their daily routines.
(1) Show some pictures of different jobs and present the words in 3a. Then ask students to choose a profession that they want to know more about.
(2) Show some information about some of the professions and give students an example.
(3) Present the table in 3b, ask students to interview a person who works in that profession to find out his or her workday routine. They can use the questions in the table to have an interview.
(4) After the interview, let students write a report in class, they can follow the structure in 3c.
(5) Invite some students to share their reports.
Reflecting
Lead students to reflect themselves from the following aspects:
(1) I can tell the time in English.
(2) I can ask about daily routines with “when” and “what time”.
(3) I can talk about people’s daily routines.
(4) I can make good use of my time.
They can evaluate with Very well, OK, or Needs work. And the teacher can make a supplement according to the students’ reflecting.
Help students summarize what they have learned in this unit and tell them: To plan time is to save time.
Step 5 Summary & Homework
Summarize the key phrases and sentence structures of this lesson.
Homework:
Finish the exercises of this unit and recite the key phrases. (must do)
Interview one of your family members’ daily routines and try to find more information about different jobs. (choose to do)
Blackboard Design:
Unit 6 Section B (2a--3c)
Key sentences:
(1) What time do you get off work
(2) When do you exercise/study/relax
教学反思：
本节课是一节写作课，让学生先写出自己的学校日程，然后讨论自己的日程与 Timo 的日程区别，给学生写作提供了素材，然后根据模板写出关于自己的日程文章。这一块对于大多数学生来说不是很难。但在做采访其他职业人群的日程活动时，由于学生对各个职业的背景知识了解较少，很多学生无法输出内容。因此，老师在日常教学中要多给学生分享并让学生多学习课外知识，拓展学生的视野。Unit 7 Happy Birthday!
第一课时 Section A (1a--Pronunciation)
Teaching Goals:
Knowledge goal: Talk about birthdays.
Ability goal: Be able to express dates in English.
Emotional goal: Realize the special meaning of birthdays.
Teaching Key points:
Master the main idea of the listening text.
Grasp the expressions of dates in English.
Teaching Difficult points:
Let students learn to talk about their birthdays.
Help students to improve their listening and speaking ability.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students as usual.
Show a birthday cake and let students talk about their birthdays.
Lead into the topic: “How do we celebrate birthdays ”. Ask the students to guess the meaning of the new word “celebrate”.
Step 2 Pre-listening
Present a calendar and let students say the months in English. Then ask students to read the months and dates in 1a after the teacher.
Teach students how to express dates both in British English and American English.
Step 3 While-listening
Play the tape and ask students to listen and repeat. And circle the month and day of their birthdays.
Invite three students to share their birthdays.
Ask students to look at the names and dates in 1b. Then read the dates together.
Play the tape. Let students listen and match the names with the dates. Then check the answers together. After that, summarize the ways to tell dates with students, including British and American English.
Lead students to understand the questions in 1c. Listen again and answer the questions.
Ask one student to answer the questions to check the answers. Explain the difficult ones if there’s any.
Play the tape and lead students to repeat and imitate the intonation.
Step 4 Post-listening
Group work:
(1) Divide students in five groups. Help students to find out their group members’ birthdays and ages. They can use the sentences in 1d.
(2) Invite some pairs to show their conversations in front of the class. Then line up from the youngest to the oldest.
Pronunciation
(1) Present the words in pronunciation 1 and let students read after the teacher. Help students to find out the pronunciation of the consonants:
(2) Summarize the pronunciation of the consonants: /h/, /r/, /l/ ,/m/, /n/, / /, /w/and /j/.
(3) Play the tape and let students listen and repeat the words.
(4) Present the sentences in pronunciation 2. Lead students to read in pairs.
(5) Play the tape and ask students to listen to the humorous conversation. Remind the students to notice the intonation in each sentence.
(6) Repeat the conversation and the teacher summarizes the knowledge of intonation.
Step 5 Summary & Homework
Summarize the ways of talking about birthdays and the pronunciation of the consonants.
Homework:
Read and get familiar with the intonation of the humorous conversation. (must do)
Ask family members of their birthdays. (choose to do)
Blackboard Design:
Unit 7 Section A (1a--Pronunciation)
Key word: celebrate.
Key sentences:
(1) --- How old are you
--- I’m ...
(2) --- When is your birthday
--- It’s on ...
教学反思：
本课是一节听说课，教师要把握好英语语音教学的内容和任务，在本课中，教师的语音教学重点应该放在辅音和语调上，让学生模仿并体会到不同语调表达不同的感彩及语义。
Unit 7 Happy Birthday!
第二课时 Section A (2a--3d)
Teaching Goals:
Knowledge goal: Learn to buy something for a birthday party.
Ability goal: Be able to talk about shopping with English expressions.
Emotional goal: Experience the pleasure of preparing for a birthday party and learn to plan for important events.
Teaching Key points:
Master the main idea of the conversation.
Grasp the key words and sentence structures to talk about shopping for birthday parties.
Teaching Difficult points:
Teach students how to buy things for a birthday party in English.
Help students improve their listening and speaking skills.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students as usual.
Have a free talk with students about their birthdays to review the key sentences.
Step 2 Pre-listening
Present the picture in 2a and let students answer the following questions:
(1) Who are they
(2) Where are they
(3) What are they talking about
Invite students to share their answers and predict the main idea of the conversation.
Teach the new words: surprise, something, sale, kilo, yogurt, total. Then asks students to read after the teacher.
Step 3 While-listening
Play the tape for the first time. Ask students to listen and fill in the blanks in 2a.
Then invite two students to read the sentences to check the answers.
Present the table in 2b and teach the new word: “price”. Ask students to notice the things, numbers and prices in the conversation. Lead the students to read the conversation and complete the table.
Check the answers together.
Play the tape again. Ask students to listen to the conversation and pay attention to the intonation. Then ask students to read after the teacher.
Step 4 Post-listening
Role-play: Ask students to role-play the conversation in groups. Invite some groups to act out their conversation in front of the class.
Present the words in 2d. Teach the new words: balloon, chocolate, pizza. Lead students to read the words. Then ask them to think of more things for a birthday party.
Show the shopping list in 2d. Help students to put the things on the shopping list. Then invite some students to share their shopping lists.
Pair work: Ask students to practise buying the things on the shopping list for a birthday party. They can talk like 2e.
Invite some pairs to act out their conversations.
Step 5 Grammar Focus
Ask students to read the sentences and circle the question words in 3a.
Present the question words in 3b. Ask students to read them together and summarize how to use them. Then finish the task in 3b.
Check the answers and read the sentence aloud.
Teach the new words and phrases: own, example, for example, language, international.
Ask students to read the passage in 3c and underline the dates of the special birthdays.
Then ask students if they know any other special birthdays.
Invite some students to share their ideas.
The teacher adds more special birthdays like: CPC Founding Day, PLA Day and so on.
Step 6 Summary & Homework
Summarize the key sentence structures and grammar points.
Homework:
Recite the conversation in 2a . (must do)
Plan and prepare a surprise party for one of your family members. (choose to do)
Blackboard Design:
Unit 7 Section A (2a--3d)
Key words: surprise, something, sale, total, own ...
Key sentences:
(1) --- Can I help you
--- Yes, please.
(2) --- What do you want to do on her birthday
--- I want to sing a song for her.
教学反思：
本节课比较注重课文的讲解与情景模仿，讨论的主题是为生日派对买东西。学生对这个话题比较熟悉也很感兴趣，因此让学生学会在语境中运用所学知识，表演对话的教学方法很好。大部分学生对本课的内容掌握得较好。
Unit 7 Happy Birthday!
第三课时 Section B (1a--1d)
Teaching Goals:
Knowledge goal: Learn how to make your birthday meaningful.
Ability goal: Be able to talk about birthday celebrations.
Emotional goal: Know the importance of making special days meaningful.
Teaching Key points:
Master the main idea of the post.
Grasp the new words and phrases about birthday celebration.
Teaching Difficult points:
Lead students to learn how to make their birthday meaningful.
Help students to improve their reading ability and use the reading skills to search for key information.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students as usual.
Ask students to talk about what they usually do on their birthdays. Then invite some students to share their birthday activities.
Lead in the topic: “How do you make your birthday meaningful ”. Teach the new word:” meaningful”.
Step 2 Pre-reading
Present the phrases in 1a and teach the phrase: “make a wish”. Then ask students to read after the teacher. Let students guess which country it is and what they want to know about the boy.
Ask students to tick the activities they do on their birthdays.
Teach the new words and phrases: village, grow, blow, out, blow out, next time ...
Step 3 While-reading
Let students read the post quickly, and choose the main idea of the post and tell the reasons.
Check the answers together.
Ask students to read the text again carefully and complete the table in 1c. (Remind the students to pay attention to the birthdays and the activities.) When reading, they should underline the answers in the posts.
Then invite one student to share the answers and correct the wrong ones if there are any.
Ask students to read the posts again and answer the questions in 1d.
Then invite students to answer the questions.
Step 4 Post-reading
Play the tape and ask students to repeat and imitate the intonation.
Explain the language points in the text.
Step 5 Summary & Homework
Summarize the key words and phrases as well as the language points.
Homework:
Recite one of the posts in 1b and finish the exercises of this lesson. (must do)
Tell your friends about your birthday activities. (choose to do)
Blackboard Design:
Unit 7 Section B (1a--1d)
Key words: meaningful, make a wish, celebration, symbol ...
Key sentences:
(1) On that day, I always eat ...
(2) I usually ... to celebrate it.
教学反思：
本课一开始让学生谈论自己是如何把生日过得有意义的，为后面进一步学习文章做了铺垫。在遇到比较长的文章时，可以给学生归纳一些关键词，方便学生记忆，有助于学生背诵文章。
Unit 7 Happy Birthday!
第四课时 Section B (2a--3c)
Teaching Goals:
Knowledge goal: Learn how and why people celebrate birthdays.
Ability goal: Be able to write a composition about your birthday celebrations.
Emotional goal: Strengthen the interaction and communication, and build harmonious interpersonal relationships.
Teaching Key points:
Let students use the target sentence structures to write about their birthday celebrations.
Grasp the new words, phrases and sentence structures.
Teaching Difficult points:
Let students get to know how and why people celebrate birthdays.
Help students to improve their writing and speaking abilities.
Teaching Aids:
Pictures, an audio player, PowerPoint and multimedia.
Teaching Steps:
Step 1 Lead-in
Greet the students as usual.
Present the key points of the posts in 1c (like “when”, “what”, “where”, “whom” and “how”). Lead students to retell the main idea of the posts according to the five key points.
Step 2 Pre-writing
Present the mind map in 2a. Lead students to discuss celebrating their birthdays with a partner, focusing on the aspects listed in 2a.
Ask students to complete the mind map about how to celebrate your birthday, then invite some students to share in front of the class.
Step 3 While-writing
Work on 2b: Ask students to write a reply to the post in 1b about their birthdays.
Walk around the class to offer language support (correct spelling/grammar mistakes if needed).
Share some students’ writing in class and evaluate them.
Show a sample writing and give tips about writing.
Step 4 Post-writing
Project: Celebrate your birthdays together
(1) Group work: Find out group members’ birthdays and write them on the calendar in 3a.
(2) Identify whose birthdays are in the current month.
(3) Discuss and plan a meaningful way to celebrate these birthdays together.
(4) Report group ideas to the class and vote for the best plan.
(5) Invite students to share their reports.
Reflecting
Lead students to reflect on:
(1) I can say dates in English.
(2) I can use proper English expressions for shopping.
(3) I can talk about different ways to celebrate birthdays.
(4) I can tell how to spend a meaningful birthday.
Students evaluate themselves with Very well, OK, or Needs work. The teacher supplements feedback based on their reflections.
Summarize unit learning: “Every birthday is a gift of life.”
Step 5 Summary & Homework
Summarize the key phrases and sentence structures of this lesson.
Homework:
Finish the unit exercises and recite the key phrases. (must do)
Plan a meaningful birthday party for your family. (choose to do)
Blackboard Design:
Unit 7 Section B (2a--3c)
Key sentences:
(1) When do you want to celebrate together
(2) Where do you want to celebrate
(3) Who do you want to invite
教学反思：
本节课围绕 “如何庆祝生日及策划有意义的集体生日” 展开。学生兴趣浓厚，自主讨论充分。教师通过递进式问题引导，让学生在自主学习中激发灵感、畅所欲言，各方面能力得以发展。

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