Starter Units 1～Unit7教学设计 -2025-2026学年人教版七年级英语上册

目录 Starter Unit 1 Hello! ……………… (1) Period 1 Section A (1a - 2d) ………… (2) Period 2 Pronunciation (1 - 4) ………… (4) Period 3 Section B (1a - 1d) ………… (6) Period 4 Project (2a - 2c) ……………… (8) Starter Unit 2 Keep Tidy! ……… (9) Period 1 Section A (1a - 2e) ………… (10) Period 2 Pronunciation (1 - 4) ……… (12) Period 3 Section B (1a - 1d) ………… (14) Period 4 Project (2a - 2d) ……………… (16) Starter Unit 3 Welcome! ……… (17) Period 1 Section A (1a - 2d) ………… (18) Period 2 Pronunciation (1 - 4) ……… (20) Period 3 Section B (1a - 1e) ………… (22) Period 4 Project (2a - 2c) ……………… (24) Unit 1 You and Me ……………… (25) Period 1 Section A (1a - 1d) & Pronuncia- tion (1 - 2) …………………… (26) Period 2 Section A (2a - 2e) ………… (28) Period 3 Section A Grammar Focus (3a - 3d) …………………………………… (30) Period 4 Section B (1a - 2b) ………… (32) Period 5 Project (3a - 3c) ……………… (34) Unit 2 We’re Family! ……………… (35) Period 1 Section A (1a - 1d) & Pronuncia- tion (1 - 3) …………………… (36) Period 2 Section A (2a - 2e) ………… (38) Period 3 Section A Grammar Focus (3a - 3d) …………………………………… (40) Period 4 Section B (1a - 2b) ………… (42) Period 5 Project (3a - 3c) ……………… (44) Unit 3 My School …………………… (45) Period 1 Section A (1a - 1d) & Pronuncia- tion (1 - 2) …………………… (46) Period 2 Section A (2a - 2f) ………… (48) Period 3 Section A Grammar Focus (3a - 3d) …………………………………… (50) Period 4 Section B (1a - 2b) ………… (52) Period 5 Project (3a - 3c) ……………… (54) Unit 4 My Favourite Subject … (55) Period 1 Section A (1a - 1d) & Pronuncia- tion (1 - 2) …………………… (56) Period 2 Section A (2a - 2f) ………… (58) Period 3 Section A Grammar Focus (3a - 3d) …………………………………… (60) Period 4 Section B (1a - 2b) ………… (62) Period 5 Project (3a - 3c) ……………… (64) Unit 5 Fun Clubs …………………… (65) Period 1 Section A (1a - 1d) & Pronuncia- tion (1 - 2) …………………… (66) Period 2 Section A (2a - 2e) ………… (68) Period 3 Section A Grammar Focus (3a - 3d) …………………………………… (70) Period 4 Section B (1a - 2b) ………… (72) Period 5 Project (3a - 3c) ……………… (74) Unit 6 A Day in the Life ………… (75) Period 1 Section A (1a - 1e) & Pronuncia- tion (1 - 2) …………………… (76) Period 2 Section A (2a - 2e) ………… (78) Period 3 Section A Grammar Focus (3a - 3d) …………………………………… (80) Period 4 Section B (1a - 2b) ………… (82) Period 5 Project (3a - 3c) ……………… (84) Unit 7 Happy Birthday! ………… (85) Period 1 Section A (1a - 1d) & Pronuncia- tion (1 - 2) …………………… (86) Period 2 Section A (2a - 2e) ………… (88) Period 3 Section A Grammar Focus (3a - 3d) …………………………………… (90) Period 4 Section B (1a - 2b) ………… (92) Period 5 Project (3a - 3d) ……………… (94) Starter Unit 1 Hello! 单元导航 一、单元内容分析 本单元为英语教材的入门单元，标题为“Hello!”。它旨在向学生介绍基础的英语问候方式和如何开始对话。该单元分为两个主要部分： Section A：“How do you greet people?”这一部分包括了匹配名字与面孔、用英语问候同学以及听与说字母的活动。此外，还有一个发音练习，要求学生听26个字母的发音，并在键盘上找到它们；同时，学习几个常见缩略词，最后学唱字母歌。 Section B：“How do you start a conversation?”这一部分聚焦于如何开始一个英语对话，并且有一个项目作业，即学习如何使用词典。 二、单元教学目标 1. 让学生能够识别并正确使用常见的英语问候语。 2. 使学生熟悉26个英文字母的读音，并能够在键盘上找到对应字母。 3. 教授学生如何通过唱歌来记忆字母表的顺序。 4. 引导学生了解如何开始简单的英语对话，并能运用到实际交流中。 5. 教会学生基本的词典使用方法，以帮助他们在学习过程中自主查找单词。 三、单元重难点 重点： 1. 掌握基本的英语问候用语。 2. 熟练识别26个英文字母及它们的发音。 3. 学会如何开始一个英语对话。 难点：正确使用问候语和开始对话。 核心素养 语言能力 Students will be able to correctly match names with faces and greet classmates u- sing appropriate greetings. Students will demonstrate proficiency in pronouncing the 26 letters of the English alphabet accurately. 文化意识 Students will develop an understanding of the cultural significance of greetings. 思维品质 By creating a conversation to greet each other, students will demonstrate creativity and flexibility in adapting language to different situations. 学习能力 Key words and phrases unit, starter, section, greet, each, other, everyone, start, conver- sation, spell, oh, bell, PRC, PLA, VR, WHO, UN, thank you, good morning Key sentences Hi! /Hello! /Good morning. /Goodbye. /Bye. What's your name? How do you spell your name? May I have your name? How are you? Nice to meet you. Let's go to class. Key grammar Learn to use capital letters. 课时划分 Four periods Period 1 Section A (1a - 2d) Period 2 Pronunciation (1 - 4) Period 3 Section B (1a - 1d) Period 4 Project (2a - 2c) Period 1 Section A (1a - 2d) 【教学内容】 学习打招呼用语及26个字母。 【核心素养】 1. 学生能够掌握基本的英语问候语，如"Hello" "Hi" "Good morning"等。 2. 学生能够通过听力练习，提高对英语字母的听、说、写能力。 3. 学生能够通过模拟对话，提高实际运用英语进行日常交流的能力。 【重点难点】 重点：掌握基本的英语问候语，如"Hello" "Hi" "Good morning"等。 难点：通过听力练习，提高对英语字母的听、说、写能力。 【教学过程】 Step 1 Lead - in 1. Greet the students with "Good morning, class!" and encourage them to respond using the greetings they know. 2. Ask the students to turn to their neighbours and practise saying "Hello" "Hi" and "Good morning" to each other. Step 2 Work on 1a 1. Introduce the new words and sentences: "Hello" "Hi" "Good morning" and demonstrate their pronunciation. 2. Write the new words on the board and have students repeat after you several times. 3. Show pictures of different situations (morning, afternoon, evening) and match them with the appropriate greetings. 4. Display the picture in 1a with names and faces. Ask students to look at the picture and match the names with the faces by saying the names out loudly. 5. Write the names on the board and have students copy them in their notebooks. Step 3 Work on 1b 1. Have students pair up and take turns practising the greetings from Section A, "Hello,..." "Hi, ..." and "Good morning, ...". 2. Walk around the classroom to provide help and correction where necessary. 3. Ask several students to act out in class. Step 4 Work on 2a 1. Play an audio recording that says all the English letters. Students listen and repeat each letter. 2. Have students practise writing the letters in their notebooks, focusing on the correct letter formation. Step 5 Work on 2b 1. Listen and circle the letters students hear in 2a. 2. Play the recording again, this time asking students to circle the letters they hear in the or - der they are spoken. 3. Check answers as a class. Step 6 Work on 2c 1. Play three short conversations that use the greetings from Section A. 2. Students fill in the blanks with the correct sentences they hear in the conversations. 3. Review the answers as a class. Step 7 Work on 2d 1. Make up a conversation to greet each other. Demonstrate a sample conversation between two students greeting each other using the greetings from Section A. 2. In pairs, students make up their own conversations using different greetings and names. 3. Select a few pairs to act out their conversations in front of the class. Encourage the rest of the class to give feedback and applaud their classmates. Step 8 Summary and Homework Go over the key points of the lesson, emphasizing the importance of greetings in everyday communication. Assign homework: Write at least five different conversations using the greetings learned in class, and practise writing the English alphabet three times. 【随堂作业】 根据汉语提示用适当单词或短语完成句子。 1. There are ten units (单元) in this book. 2. We often greet (问候) people with "Hello" or "Hi". 3. Everyone (所有人) is here. 4. Mother cut the cake into six sections (部分). 5. We will finish learning Starter Unit (过渡单元) One tomorrow. 【板书设计】 Starter Unit 1 Hello! Section A: How do you greet people? (1a - 2d) Words: Hello, Hi Sentences: Hello,... ; Hi,... ; Good morning,... Letters: Aa, Bb, Cc,... Zz (with correct phonetic symbols and writing format) 【教学反思】 在今天的课堂上,学生们对于英语问候语表现出了浓厚的兴趣,大多数学生能够积极参与到各项活动中来。然而我也注意到,一些学生在字母听力和书写方面出现了困难,未来我计划设计更多与字母相关的互动游戏和练习,以帮助这部分学生提升他们的能力。此外,在模拟对话环节,我会鼓励更多的学生参与到表演中,增强他们的口语表达能力和自信心。 Period 2 Pronunciation (1 - 4) 【教学内容】 1.26个字母在电脑键盘的位置。 2.26个字母读音分类。 3.常见缩略词的意义。 【核心素养】 1.使学生能够准确认读英语字母,并找到它们在键盘上的位置。 2.培养学生通过合作练习提高发音准确性的能力。 3.激发学生对英语学习的兴趣,通过歌曲学习增强记忆效果。 【重点难点】 重点:英语字母的发音和它们在键盘上的位置。 难点:正确区分相似发音的字母,如 Bb 和 Dd,Gg 和 Jj。 【教学过程】 Step 1 Lead - in 1. Greeting: Hello, everyone! Welcome to our English class. Today we are going to learn how to greet people and some basic pronunciations. Are you ready? 2. Introduction to topic: We use greetings to show politeness and friendliness. Let's start by learning the English alphabet. Step 2 Work on Pronunciation 1 1. Show the keyboard on the screen and ask students to find the letters Aa to Zz. 2. Pair students up and ask them to practise finding the letters on the keyboard and saying them out loudly. Step 3 Work on Pronunciation 2 1. Play the audio for the letters Aa to Zz and ask students to listen and repeat after the tape. 2. Highlight the similar sounding pairs like Bb and Dd, Gg and Jj, and have students pay attention to the differences in pronunciation. Step 4 Work on Pronunciation 3 1. Display the pictures of PRC, PLA, VR, WHO and UN on the board. 2. Play the audio of the corresponding letter sounds and ask students to match them with the pictures. 3. Show some other letters such as WTO, NATO, CD and so on. Have students guess their meanings. 4. Ask students to think of more letters and guess their meanings. Step 5 Work on Pronunciation 4 1. Play the song "ABC Song" and ask students to listen carefully. 2. Repeat the song several times and encourage students to sing along. 3. Ask students to stand up and sing the song together, pointing to the letters as they sing. Step 6 Summary and Homework Recap: Today we have learned the English alphabet and how to pronounce the letters cor- rectly. We also played a matching game and sang a song to help us remember. Homework: Ask students to practise saying the alphabet at home and sing the "ABC Song" to their family members. 【随堂作业】 根据汉语提示写出对应缩略词。 1. 中华人民共和国 PRC 2. 虚拟现实 VR 3. 世界卫生组织 WHO 4. 中国人民解放军 PLA 5. 联合国 UN 【板书设计】 Starter Unit 1 Hello! Section A: How do you greet people? (Pronunciation 1 - 4) /eɪ/ Aa Hh Jj Kk /i:/ Bb Cc Dd Ee Gg Pp Tt Vv Zz /e/ Ff Ll Mm Nn Ss Xx Zz /aɪ/ Ii Yy /əʊ/ Oo /ju:/ Qq Uu Ww /ɑ:/ Rr 【教学反思】 本节课通过多样化的活动,如配对练习、匹配游戏和歌曲演唱,有效地激发了学生的学习兴趣,提高了他们的参与度。同时,注重培养学生的合作意识和口语表达能力。然而,在发音练习中,发现部分学生仍然存在混淆相似发音字母的情况,今后我应加强对这部分学生的个别辅导。通过本节课的学习,学生基本掌握了英语字母的发音,并能够在歌曲中轻松记忆。 Period 3 Section B (1a - 1d) 【教学内容】 运用正确的问候方式来开始对话。 【核心素养】 1. 学生能够掌握日常交流中的常用问候语和自我介绍。 2. 学生能识别并运用正确的问候方式来开始对话。 3. 学生能通过角色扮演活动，加深对日常对话的理解。 【重点难点】 重点：日常交流中的问候语和自我介绍的表达方式。 难点：正确使用不同的问候语，并能根据上下文进行适当的回应。 【教学过程】 Step 1 Lead - in 1. Greet the students with "Good morning" or "Hello" and ask them how they are. 2. Have a brief discussion about how students greet each other in their daily lives. Step 2 Work on 1a 1. Write the expressions listed in 1a on the board: "Hello!" "Good morning." "How are you?" "Nice to meet you." "What's your name?" and "Goodbye". 2. Explain to students that these are common ways to start a conversation in English. Ask them if they are familiar with any of these expressions. 3. Model the correct pronunciation of each expression, emphasizing the stress and intonation. 4. Ask students to repeat after you, first individually and then in unison. 5. Explain the meaning and appropriate usage of each expression. For example, "Hello" is a general greeting, "Good morning" is used in the morning, "How are you?" is a way to ask about someone's well - being, etc. 6. Look at the expressions in 1a and ask students to tick the ones they know. 7. Ask students to read the expressions aloud together and individually. Step 3 Work on 1b 1. Look at the pictures in 1b. Talk about them and predict what they may say. 2. Play the audio of Conversation 1 and ask students to underline how people greet each other. 3. Have students read the conversation silently, then aloud in pairs. 4. Repeat the same process with Conversation 2. 5. Explain new words and expressions in the conversations. Step 4 Work on 1c 1. Ask students to read the conversations in 1b again and fill in the blanks with the correct responses in the box for 1c. 2. Discuss the responses and underline them in the conversations on the board. 3. Check the answers. (1) A: How are you? B: I'm fine, thank you. (2) A: May I have your name? B: My name is Emma Miller. (3)A: Nice to meet you. B: Nice to meet you too. (4)A: How do you spell your name? B: E-M-M-A, Emma. M-I-L-L-E-R, Miller. Step 5 Work on 1d 1. Complete the conversations in 1d with students, filling in the blanks together. 2. Divide the class into pairs and have them role - play the conversations with a partner. Encourage students to use their own names and add more lines to make the conversations more personal. 3. Ask several pairs to act out their conversations in class. Step 6 Summary and Homework Summarize the key points of the lesson and ask students to repeat the expressions. Assign homework: Ask students to write a short dialogue with a friend, using the greetings and opening lines learned in class. 【随堂作业】 根据汉语提示或用括号中单词的适当形式填空。 1. I often have conversations(谈话;交谈)with friends in English every day. 2. The party usually starts(开始)at 7 p.m. and finishes(结束)at 10 p.m. 3. Our school bell(钟;铃)always rings at 8:00 in the morning. 4. Let's go(go)for a walk after dinner. 5. How do you spell(spell)this word? 【板书设计】 Starter Unit 1 Hello! Section B: How do you start a conversation? (1a - 1d) Words: start, conversation, oh, bell Expressions: Hello! Good morning. How are you? Nice to meet you. What's your name? Goodbye. Sentences: May I have your name? How do you spell your name? You can call me Emma. How are you? Let's go to class. 【教学反思】 在本次课程中,学生们对日常英语问候表现出了较高的兴趣,大多数学生能够积极参与到课堂活动中来。通过角色扮演的方式,学生们不仅练习了语言,还增强了交际能力。然而,部分学生在自由对话时仍显得有些紧张,未能流畅地使用所学句型。今后的课程中,我计划增加更多类似的互动活动,帮助学生克服紧张情绪,更自然地进行英语交流。同时,对于学习进度较慢的学生,我将提供更多个别指导,确保每个学生都能跟上课程节奏。 Period 4 Project (2a - 2c) 【教学内容】 项目学习“学习使用英语词典”。 【核心素养】 1. 学生能够理解词典的基本构成和使用方法。 2. 学生能够通过查找单词加深对字母顺序的认识。 【重点难点】 重点:掌握词典的查阅技巧,了解单词的字母排列顺序。 难点:提高查找单词的速度与准确性。 【教学过程】 Step 1 Lead - in 1. Greet the class. 2. Ask students if they have ever used a dictionary before and what they used it for. Discuss the importance of dictionaries in language learning. Step 2 Work on Project 2a 1. Show students a sample dictionary page and explain the layout, including entries, defini - tions, and pronunciations. Use an overhead projector or interactive whiteboard to point out differ - ent features. 2. Read the dictionary pages in Project 2a. Circle the words in blue. Ask: What order are they in? Help students answer and find the order. The words are in alphabetical order. Step 3 Work on Project 2b Look at the words in Project 2b. Ask them to put the words in alphabetical order. Go through the list together as a class and discuss any difficulties that arise. Step 4 Work on Project 2c 1. Organize a friendly competition. Ask students to find the words in Project 2c in a dictiona - ry. Encourage speed but emphasize accuracy. 2. After the activities, gather the class to reflect on what they have learned about using dic - tionaries. Review key points and address any questions or confusions. Step 5 Homework As homework, ask students to create a small dictionary of their own, where they list at least ten new words they encounter and their meanings. This will reinforce their understanding of al - phabetical order and dictionary usage. 【随堂作业】 根据汉语提示或用括号中所给单词的适当形式填空。 1. Ms(女士)Wang is my English teacher. 2. My last name is Brown. You can call(称呼)me Mr Brown. 3. How do you spell(拼写)your name? 4. We start to work(work)at 8:30 in the morning. 5. Helen and Peter are(be)my friends. 【板书设计】 Starter Unit 1 Hello! Section B: How do you start a conversation? Project: Learn how to use a dictionary (2a - 2c) Words: short, animal, tomato, beautiful, brown, lake, glass, house, picture, shoe 【教学反思】 本次课程旨在教会学生们如何使用词典,并通过实践活动来巩固学习成果。我发现学生们对于竞赛环节反应热烈,这种互动式学习方式提高了他们查找单词的积极性。然而,一些学生在速度和准确性上仍有待提高。未来我计划设计更多类似的游戏或活动,以进一步提高学生使用词典的技能,并考虑为不同水平的学生提供不同难度的词汇表,以确保每个学生都能从中受益。 Starter Unit 2 Keep Tidy! 单元导航 一、单元内容分析 本单元为英语教材的入门单元，标题为“Keep Tidy!”。它旨在向学生介绍如何描述个人物品以及如何谈论物品的位置。该单元分为两个主要部分： Section A：“What do you have?”这一部分包括了将物品名称与图片匹配、讨论书包中的物品以及阅读颜色词汇和给物品上色等活动。此外，还有一个发音练习，学习元音字母在开音节中的读音。 Section B：“Where do you put your things?”这一部分聚焦于讨论房间是否整洁以及物品的放置位置，学习使用介词 in，on，under。并要求学生书写关于自己物品的描述。 此外，还有一个项目作业：“Guess what it is”，在这个活动中，学生需要从教室里选一样物品，写下它的名字，然后到教室前面通过描述该物品的颜色和位置（使用 in，on，under）让其他同学猜。 二、单元教学目标 1. 让学生能够识别并正确命名常见的个人物品及颜色。 2. 教授学生如何使用基本介词（in，on，under）来描述物品的位置。 3. 引导学生学会保持自己的空间整洁有序。 4. 提高学生对元音字母在开音节中发音的认识和准确度。 5. 通过互动游戏加强学生对物品名称、颜色和位置描述的理解和应用。 三、单元重难点 重点： 1. 掌握描述个人物品的名称和颜色句式。 2. 学习并使用介词 in，on，under 来描述物品位置。 3. 理解并正确发出元音字母在开音节中的读音。 难点：准确地使用介词来描述三维空间中物品的位置。 核心素养 语言能力 Students will be able to identify and match objects with their names, and describe what they have in their schoolbags. 文化意识 Through comparing the tidiness of different rooms, students will develop an aware-ness of cultural differences in tidiness standards and personal spaces. 思维品质 Through completing sentences and writing about their things, students will demon-strate their ability to organize and express ideas clearly. 学习能力 Key words and phrases bottle, eraser, key, thing, need, You're welcome, wait a minute Key sentences What do you have in your schoolbag? What colour is the cap? What colour are the rulers? I can't find my new cap. It's under your desk. You need to keep your room tidy. Key grammar Learn to use preposition words in, on and under. 课时划分 Four periods Period 1 Section A (1a - 2e) Period 2 Pronunciation (1 - 4) Period 3 Section B (1a - 1d) Period 4 Project (2a - 2d) Period 1 Section A (1a - 2e) 【教学内容】 1. 学习日常物品名称和颜色词汇。 2. 谈论拥有的物品。 【核心素养】 1. 学生能够认识并正确使用表示物品的词汇:ruler, cap, pencils, bottle, eraser, keys。 2. 学生能够运用句型“What do you have in your schoolbag?”及回答,介绍自己书包里的物品。 3. 学生能够识别并使用颜色词汇描述物品的颜色。 4. 培养学生整理和保持个人物品整洁的好习惯。 【重点难点】 重点:物品名称的英文表达与运用,以及如何询问和描述物品的颜色。 难点:准确使用英文描述物品及其颜色,特别是颜色的形容词。 【教学过程】 Step 1 Lead - in 1. Greet students and ask about their weekend activities to create a relaxed atmosphere. 2. Display a few pictures of schoolbags on the screen and ask students to talk about what they usually carry in their schoolbags. Encourage them to use English as much as possible. Step 2 Work on 1a 1. Show 1a pictures on the screen and introduce the new vocabulary items one by one: a ruler, a cap, pencils, a bottle, an eraser, keys. Point to each item and ask students to repeat after you. 2. Ask students to turn to their partners and practise saying the names of the items. Monitor their progress and provide help if needed. 3. Explain the task in 1a: Match the things with the names. Ask students to work in pairs and match the items with their corresponding names. Encourage them to use the new vocabulary. Step 3 Work on 1b 1. Ask them to turn to their partners and use the model conversation to talk about what they have in their schoolbags. eg:—What do you have in your schoolbag? —I have a cap. —What do you have in your schoolbag? —I have a bottle. Monitor their practise and provide feedback. 2. Ask several students to act out their conversations in class. Step 4 Work on 2a Transition to the colour description by saying, "Now let's talk about the colours of these things." Show 2a pictures on the screen and introduce the colour words: brown, black, yellow, orange, green, blue, white, red. Then listen to the colour words and match them with the pictures. Step 5 Work on 2b 1. Explain the difference between singular and plural forms when describing colours. eg: "What colour is the cap?" for singular items and "What colour are the trousers?" for plural items. Ask students to repeat the questions and answers. 2. Have students work in pairs again and use the model conversation to talk about the colours of the items in 2b. Encourage them to use the correct singular or plural form of the colour description. 3. Ask several students to act out their conversations in class. Step 6 Work on 2c & 2d 1. Explain the task in 2c: "Now we're going to listen to a recording and colour the things ac- cording to what we hear. " Play the recording for the students and ask them to colour the items in their textbooks. 2. After the first listening, play the recording again for 2d and ask students to complete the sentences about the colours of the items mentioned in the conversation. Monitor their progress and provide assistance if needed. 3. Check the answers with the whole class, pointing out any common mistakes and emphasizing the correct usage of singular and plural forms of colour description. The answers are: (1)Teng Fei's schoolbag is blue. (2)Yaming's bicycle is black and orange. (3)Peter's shoes are red. Step 7 Work on 2e 1. Transition to the production stage by saying, "Now it's your time to talk about something new you have. Let's share with our partners." Ask students to bring out a new thing they have with them and prepare to talk about it. 2. Model a conversation using the target language, such as: "I have a new pencil case. What colour is it? It's blue." 3. Ask students to repeat the conversation and then practise in pairs. Encourage them to use the correct form of colour description and describe their items in detail. 4. Monitor their conversations and provide feedback on their language use and pronunciation. Encourage them to use the new vocabulary and sentence structures they have learned. 5. Ask several students to act out their conversations in class. Step 8 Summary and Homework Summarize the key points of the lesson, emphasizing the new vocabulary, sentence structures, and colour description. Encourage students to use the language they have learned in their daily lives. Assign homework: Ask students to draw a picture of their schoolbag or another item they have and label the items with their names and colours using the target language. This will help them consolidate their learning and prepare for the next lesson. 【随堂作业】 根据汉语提示或用括号中所给单词的适当形式填空。 1. Cindy can't find her eraser (橡皮), because her things are everywhere. 2. You can see some water in the bottle (瓶子). 3. You can see four keys (key) on the table. 4. The red cap looks (look) cool on you. 5. These are my new trousers. They (it) are blue. 【板书设计】 Starter Unit 2 Keep Tidy! Section A: What do you have? (1a - 2e) Words: ruler, cap, pencils, bottle, eraser, keys Colours: brown, black, yellow, orange, green, blue, white, red Sentences:What do you have in your schoolbag? I have a cap. What colour is the cap? What colour are the trousers? It's/They're... 【教学反思】 本节课通过多样化的教学活动,使学生积极参与并掌握了物品名称、颜色描述以及目标句型。学生在配对练习和听力活动中展现了良好的听说能力。但在颜色描述的复数形式使用上,部分学生仍存在困惑,今后我应加强对复数形式的讲解和练习。同时,应鼓励学生更多地在实际生活中运用所学语言,提高语言应用能力。 Period 2 Pronunciation (1 - 4) 【教学内容】 元音字母在开音节中的读音。 【核心素养】 1. 学生能够准确发出五个指定元音的发音，并能辨别含有这些元音的单词。 2. 学生能够通过听和读的活动，提高对这五个元音在实际语境中运用的理解能力。 【重点难点】 重点：掌握五个指定元音的发音规则，并能够在单词中正确应用。 难点：准确区分并发出相似元音之间的细微差别，如 /eɪ/ 和 /iː/。 【教学过程】 Step 1 Lead - in 1. Greet the students and welcome them to the class. 2. Briefly introduce the topic of the lesson: Pronunciation focusing on vowel sounds. Step 2 Work on Pronunciation 1 1. Display the vowel sounds /eɪ/, /iː/, /aɪ/, /əʊ/, /juː/ on the board along with their respective sound charts. 2. Guide the students to observe the sound charts and encourage them to attempt pronouncing the sounds. 3. Model the correct pronunciation of each vowel sound and ask the students to repeat after you. 4. Ask students to practise the five vowel sounds individually. Then ask several students to pronounce the sounds. 5. Play the recording and let students listen and repeat again. Step 3 Work on Pronunciation 2 1. Show groups of words in Pronunciation 2 and ask the students to circle the words that contain the specified sound in each group. 2. Guide the students in pronouncing the circled words correctly, emphasizing the vowel sounds. Encourage the students to practise pronouncing the words in pairs or small groups, correcting any mispronunciations. Step 4 Work on Pronunciation 3 1. Present a list of words in Pronunciation 3 and ask the students to read them aloud, focusing on accurate pronunciation. 2. Play the recording and let students listen and repeat. 3. Monitor the students' pronunciation and provide feedback, emphasizing the correct vowel sounds. 4. Conduct a reading game where students take turns reading words from the list, rewarding correct pronunciation with points or praise. Step 5 Work on Pronunciation 4 1. Play the recording of the chant and ask the students to listen carefully, paying attention to the pronunciation and rhythm. 2. Guide the students in reading the chant aloud, emphasizing the vowel sounds and encouraging them to follow the rhythm. 3. Invite a few students to read the chant in front of the class, providing positive feedback and suggestions for improvement. Step 6 Summary and Homework Summarize the vowel sounds learned in the lesson and emphasize the importance of accurate pronunciation. Assign homework: Ask students to record themselves reading the chant at home and to practice pronouncing the vowel sounds in other words. 【随堂作业】 根据汉语意思完成句子,每空一词。 1. 你的书包里有什么? What do you have in your schoolbag? 2. 我有一把新尺子。 I have a new ruler. 3. 这条裤子是什么颜色的? What colour are the trousers? 4. 这辆自行车是黑白相间的。 This bike is black and white. 5. 蓝色是我最喜欢的颜色。 Blue is my favourite colour. 【板书设计】 Starter Unit 2 Keep Tidy! Section A: What do you have? (Pronunciation 1 - 4) Pronunciations: a /eɪ/, e /iː/, i /aɪ/, o /əʊ/, u /juː/ 1. /eɪ/ bag, late, take 2. /iː/ egg, bed, me 3. /aɪ/ kite, ship, ice 4. /əʊ/ nose, stop, go 5. /juː/ duke, bus, run 【教学反思】 本节课通过多种形式的活动和练习,帮助学生掌握了元音音素的正确发音,提高了学生的发音准确性和语音流畅性。学生在歌谣朗读环节中表现出较高的兴趣和积极性,语音语调和节奏感得到了较好的培养。然而,部分学生在发音时仍存在一些问题,需要在后续教学中加强指导和练习。同时,我也应注重培养学生的自主学习能力,鼓励学生在家中多加练习,提高语音水平。 Period 3 Section B (1a - 1d) 【教学内容】 使用介词 in, on, under 来描述物品的位置。 【核心素养】 1. 能理解并正确使用介词 in, on, under 来描述物品的位置。 2. 能通过阅读对话理解日常生活中整理房间的重要性,并能就此话题进行简单交流。 3. 能通过听力练习和阅读活动提高综合运用语言的能力。 【重点难点】 重点:掌握介词 in, on, under 的用法及描述物品位置的句型。 难点:准确理解对话内容,并能在实际情境中灵活运用所学知识进行表达。 【教学过程】 Step 1 Lead - in Greet the students and inquire about their mood and daily activities. Ask "After school, where do you usually put your things?" to encourage students to share their habits of storing items. Step 2 Work on 1a 1. Display the picture in 1a and guide students to observe the locations of the objects carefully. Ask: "Is this room tidy or not?". Discuss the question and emphasize the importance of keeping a tidy room. 2. Ask students to complete the sentences with the correct prepositions (in, on, under) and check their answers. Highlight the usage and differences between the prepositions. The answers are: (1) A schoolbag is on the desk. (2) Some books are in the box. (3) A pair of socks is under the bed. Step 3 Work on 1b 1. Look at the pictures in 1b and discuss with students: What may they talk about? 2. Ask students to read the two dialogues in 1b together. Ask questions such as: "What are they looking for?" and "Where are the items finally found?" to help students understand the content of the dialogues. 3. Mark the locations of the objects (cap and glasses) in the dialogues and guide students to find them in the pictures. 4. Students check each other's answers and discuss other possible expressions for finding objects. Explain the following items. (1) Here it is. (2) You need to keep your room tidy. (3) Sorry, Mum. (4) Wait a minute. (5) You're welcome. 5. Divide students into groups and ask them to discuss the following questions: (1) Why do people sometimes lose their things? (2) How can we avoid losing things? (3) What should we do if we lose something? 6. Each group selects a representative to share their findings, and the teacher provides feed- back and summarizes. 7. Students reread the dialogues in 1b and prepare for role-playing. Encourage students to a- dapt the dialogues using their own objects and scenarios to make them more realistic. 8. Students take turns to perform the role-plays, while the rest of the class watches and pro- vides feedback. The teacher comments on the students' performance, emphasizing accuracy and fluency. Step 4 Work on 1c 1. Ask students to read the conversations in 1b again and complete the tasks in 1c. 2. Check answers and discuss any difficulties. The answers are: 1. B; 2. B; 3. A; 4. B. Step 5 Work on 1d 1. Model how to write about one's own things using the example sentences. 2. Ask students to write about their own things, using the correct prepositions. Provide feed- back and correction as needed. 3. Ask several students to display their writings. Step 6 Summary and Homework Summarize the lesson, emphasizing the use of prepositions and the importance of tidiness. Assign homework: Ask students to write a short paragraph about their room, including the positions of their things. 【随堂作业】 根据汉语提示完成句子。 1. My father has a pair of (一副) glasses. 2. The box is on your desk (在你的桌子上面). 3. You can put your shoes under the bed (在床下面). 4. You can see his things (东西) everywhere. 5. We need (需要) some vegetables to make salad. 【板书设计】 Starter Unit 2 Keep Tidy! Section B: Where do you put your things? (1a - 1d) Words: in, on, under, thing, need Sentences: You're welcome. My schoolbag is red. It is under my chair. My trousers are brown. They are on my bed. 【教学反思】 通过本节课的教学,学生们对描述物品位置的介词有了更清晰的理解,能够在实际 对话中应用 in, on, under。在课堂活动中,大多数学生积极参与,但部分学生在自主编 写句子时仍显得有些吃力,说明需要在写作能力上加强引导和练习。今后的课程中我 应更多关注这部分学生,提供更多个性化指导。同时,也要注意培养学生整理物品、保 持环境整洁的好习惯,将语言学习与生活习惯教育相结合。 Period 4 Project (2a - 2d) 【教学内容】 项目学习“猜猜它是什么”。 【核心素养】 1. 学生能够正确使用 in, on, under 等介词描述物品的位置。 2. 培养学生的口语表达能力和逻辑思维能力,通过游戏提高他们参与课堂活动的积极性。 3. 通过小组合作,增进学生之间的友谊,培养团队合作精神。 【重点难点】 重点:掌握并运用 in, on, under 等介词描述物品的位置。 难点:准确、流畅地运用所学语言进行口头描述和猜测。 【教学过程】 Step 1 Lead - in 1. Greet students and ask about their daily lives. 2. Play a quick game of "Where is it?" to review the use of prepositions in, on, under. Step 2 Work on Project 2a 1. Explain the goal of the project: to guess what object is being described. 2. Show an example of how to describe an object using colour and position. Step 3 Work on Project 2b 1. Choose a student volunteer to come to the front. Provide the student with a piece of paper that has the name of an object written on it. 2. Guide the student to describe the object's colour and position using the correct prepositions. 3. Ask the other students to guess the object based on the description. Step 4 Work on Project 2c Ask students to form pairs and select an object from the classroom. Each pair takes turns describing their object and allowing the other to guess. Encourage students to use descriptive language and ask clarifying questions. Step 5 Work on Project 2d Divide the class into small groups. Each group selects a representative to come to the front and play the guessing game with the whole class. The rest of the group members help their representative by giving hints or asking questions. Step 6 Summary and Homework Summarize the lesson, emphasizing the use of prepositions and descriptive language. Assign homework: Ask students to create their own guessing game at home with family members, using objects from their own environment. 【随堂作业】 用括号中所给单词的适当形式填空。 1. My friend Alice needs to ask (ask) the teacher for help. 2. This new pair of trousers looks (look) very cool. 3. There are some lions over there. Can you see them (they)? 4. Miss Liu loves swimming, so her (she) favourite season is summer. 5. When my grandfather reads newspapers(报纸), he always wears glasses (glass). 【板书设计】 Starter Unit 2 Keep Tidy! Section B: Where do you put your things? Project: Guess what it is (2a - 2d) Prepositions: in, on, under Examples:The book is in the bag. The pen is on the table. The ball is under the chair. 【教学反思】 本节课通过猜谜游戏的形式,成功地激发了学生的学习兴趣和参与热情。学生在游戏中不仅复习了介词的使用,还锻炼了口语表达能力和逻辑思维能力。同时,通过小组合作,学生之间的交流和互动也得到了增强。在今后的教学中,可以进一步丰富游戏形式和内容,以更好地满足学生的学习需求,提高他们的综合语言运用能力。 Starter Unit 3 Welcome! 单元导航 一、单元内容分析 本单元为英语教材的入门单元，标题为“Welcome!”。它旨在向学生介绍如何在院子和农场环境中识别和讨论植物与动物，以及学习数字1到20。该单元分为两个主要部分： Section A：“What is fun in a yard?”这一部分包括了观察图片、将植物和动物与其名称匹配、讨论图中的植物和动物，以及学习数字1到20。此外，还有一个发音练习，专注于元音字母在闭音节中的读音。 Section B：“What is fun on a farm?”这一部分聚焦于观察农场图片、讨论农场情况，并用自己的话来书写关于农场的描述。 此外，还有一个项目作业：“Design your own farm”，在这个活动中，学生需要想象自己拥有一个农场，与同伴讨论它，绘制自己农场的图片，并向全班描述自己的农场。 二、单元教学目标 1. 让学生能够识别并正确命名常见的院子和农场环境中的植物与动物。 2. 教授学生数字1到20的英文表达方式。 3. 引导学生用英文描述院子和农场的特点。 4. 提高学生对元音字母在闭音节中发音的认识和准确度。 5. 通过个人创作活动激发学生的想象力，增强他们对农场布局和功能的理解。 三、单元重难点 重点： 1. 掌握院子和农场常见植物与动物的名称。 2. 学习并记忆数字1到20的英文表达。 3. 理解并正确发出元音字母在闭音节中的读音。 难点：准确地记忆和发音数字1到20。 核心素养 语言能力 Students will be able to identify and use basic vocabulary related to yards and farms, including animals, activities and features. 文化意识 Through discussions and comparisons, students will develop an awareness of the role of agriculture and rural life in various cultures. 思维品质 Through discussions about fun activities, students will exercise their imaginative thinking and creativity in proposing new ideas and scenarios. 学习能力 Key words and phrases fun, yard, carrot, goose, geese, count, another, else, look at, circle, let me count Key sentences What's this/that? It's a cat. What are these/those? They're carrot plants. This is my uncle's farm. You can see many kinds of animals. How many ducks does my uncle have? Do you like my uncle's farm? Key grammar Learn to pronounce /æ/, /e/, /ɪ/, /ɒ/, /ʌ/ 课时划分 Four periods Period 1 Section A (1a - 2d) Period 2 Pronunciation (1 - 4) Period 3 Section B (1a - 1e) Period 4 Project (2a - 2c) Period 1 Section A (1a - 2d) 【教学内容】 1. 学习动植物名称。 2. 学习1到20的英语数字。 【核心素养】 1. 能够正确识别并说出图中植物和动物的英文名称。 2. 能够听辨并正确书写英文数字1 - 20。 3. 能够运用“What's that? It's...”和“What are those? They're...”等句型询问并回答有关植物和动物的问题。 4. 能够用“How many...can you see? I can see...”句型询问并回答数量问题。 【重点难点】 重点:掌握植物和动物的英文名称;正确书写英文数字1 - 20;运用所学句型进行问答。 难点:在实际情境中灵活运用所学句型进行对话。 【教学过程】 Step 1 Lead - in 1. Greet students and ask about their weekend activities. 2. Show a picture of a yard and ask students to talk about what they can see in the yard. Step 2 Work on 1a 1. Show the picture in 1a and introduce: "Look at this picture. Can you see different plants and animals in it?" 2. Write down the names of the plants and animals (baby chickens, dog, rabbits, tomato plants, flowers, apple trees) on the blackboard or project them on the screen for students to see clearly. 3. Ask students to match the plants and animals in the picture with their corresponding English names. They can do it individually or discuss in groups before giving their answers. Step 3 Work on 1b 1. After the matching, guide students to discuss: "Now, let's talk about what we can see in the picture. For example, I can see some tomato plants in the yard." Encourage students to use the sentence structures "This is a/an..." and "These are..." to describe the items in the picture and guide them to use complete sentences. 2. Ask them to use complete sentences. 3. Ask students to work in pairs to ask and answer. Then ask several students to act out in class. Step 4 Work on 2a 1. Review the English numbers students know by asking them to say the numbers. 2. Write some phone numbers, car numbers, QQ numbers and ask students to read. 3. Play the audio for 2a and ask students to listen once, paying attention to the pronunciation and intonation. 4. Play the audio again and ask students to repeat after it, trying to imitate the pronunciation and rhythm. 5. Play the audio for the third time and ask students to read aloud, ensuring that each student can clearly pronounce each number. Step 5 Work on 2b 1. Inform students: "Now, I'm going to say some numbers again, but this time you need to write them down." 2. Play the audio and ask students to listen carefully and write down the numbers they hear. 3. Check students' answers, correct the errors, and emphasize the correct way to write the numbers. Step 6 Work on 2c 1. Tell the students what they need to do for this task. 2. Ask students to read each question and predict the answer. Explain the new words (goose, geese) and new structure "How many... do... have?" 3. Play the audio for 2c and ask students to listen once to get a general understanding of the dialogue's content. 4. Play the audio again and ask students to listen while circling the correct answers. 5. Check students' answers and explain the key information in the dialogue, ensuring students understand the content. 6. Read the conversations in 2c. Step 7 Work on 2d 1. Divide students into pairs and assign roles A and B to each pair. 2. Use the picture in 1a as a reference and ask students to practise a dialogue based on the picture's content. For example: A: What's that? B: It's a dog. A: What are those? B: They're tomato plants. A: How many rabbits can you see? B: I can see three rabbits. Encourage students to enrich the dialogue with their own language and pay attention to pronunciation, intonation, and natural expression during the practise. Step 8 Summary and Homework Summarize the lesson by reviewing the new vocabulary and sentence structures. Assign homework: Ask students to draw their own yard scene and write a short dialogue about it using the target language. 【随堂作业】 根据汉语提示完成句子。 1. Our Chinese teacher is very fun (有趣的). 2. My grandparents grow vegetables in the yard (院子) in his free time. 3. I eat vegetables every day. And I like carrots (胡萝卜) best. 4. Li Ming's uncle keeps(饲养) many geese (鹅) on his farm. 5. How many (多少) ducks do you have, Uncle Wang? 【板书设计】 Starter Unit 3 Welcome! Section A: What is fun in a yard? (1a - 2d) Words: fun, yard, carrot, goose, geese Sentences: What's this? What's that? It's a cat. What are these/those? They're carrot plants. Numbers: one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty 【教学反思】 通过本节课的学习,学生们在有趣的配对游戏和听说活动中初步掌握了描述院子中动植物的词汇和基本数词。大部分学生表现出了积极的参与度,但部分学生在数字听力方面存在困难,今后需要加强相关练习。同时,应鼓励学生勇于开口,多进行实际语言交流,以提高他们的口语表达能力。 Period 2 Pronunciation (1 - 4) 【教学内容】 1. 学习五个短元音:/æ/, /e/, /ɪ/, /ɒ/, /ʌ/,并通过单词发音练习加以巩固。 2. 将所给单词按照发音归类。 【核心素养】 1. 学生能够正确发出五个短元音的音素,并能正确朗读相关单词。 2. 通过分类练习,提高学生的语音辨识能力;通过绕口令的朗读,提高学生的口语流利度和节奏感。 3. 激发学生对语音学习的兴趣,培养学生的自信心和合作精神。 【重点难点】 重点:正确发音五个短元音音素。 难点:区分相似音素,尤其是/æ/和/e/,/ɒ/和/ʌ/的发音差异。 【教学过程】 Step 1 Lead - in 1. Greet the students and ask them to share their favourite animals. 2. Introduce the topic of pronunciation and explain its importance in English learning. Step 2 Work on Pronunciation 1 1. Show the five short vowel sounds /æ/, /e/, /ɪ/, /ɒ/, /ʌ/ on the board. 2. Play the audio and ask students to listen and repeat after the recording, paying attention to the sounds. 3. Ask students to practise the sounds individually and then in pairs. Step 3 Work on Pronunciation 2 1. Listen to the words and repeat. 2. Put the words in Pronunciation 2 into the correct groups. 3. Check the answers. Step 4 Work on Pronunciation 3 1. Show the words "up, dad, Chinese, dress, five, it, coke, late, mute, pot" on the board. 2. Ask students to listen to the audio again and put the words into the correct groups based on their vowel sounds. Check the answers together and correct any misclassification. 3. Have students practise reading the words individually, paying attention to the vowel sounds. Encourage students to read aloud in pairs or small groups for peer correction. Step 5 Work on Pronunciation 4 1. Show the chant on the board. Play the audio of the chant and ask students to listen care-fully. 2. Explain any unfamiliar vocabulary or expressions in the chant. 3. Have students practise reading the chant in pairs or small groups. 4. Invite several students to read the chant aloud in front of the class. Step 6 Summary and Homework Summarize the key points learned in the lesson, emphasizing the correct pronunciation of the five short vowels. Assign homework: Ask students to record themselves reading the words and the chant at home and practise their pronunciation. 【随堂作业】 用括号中所给单词的适当形式填空。 1. It's interesting to watch those (that) animals. 2. There are many flowers (flower) in our school. They are so beautiful. 3. Look at these big tomatoes (tomato). I think they must be very delicious. 4. My favourite food is potatoes (potato). 5. I can see thirteen baby chickens (chicken). 【板书设计】 Starter Unit 3 Welcome! Section A: What is fun in a yard? (Pronunciation 1 - 4) Pronunciations: a/æ/, e/e/, i/ɪ/, o/ɒ/, u/ʌ/ Short Vowels:/æ/ cat, map /e/ bed, pet /ɪ/ pig, sing /ɒ/ hot, dog /ʌ/ cup, duck 【教学反思】 本节课通过系统的发音练习和有趣的绕口令朗读,有效地提高了学生的语音意识和发音准确性。学生在互动和合作中积极参与,课堂氛围活跃。然而,对于部分发音困难的学生,还需加强个别辅导和练习。在今后的教学中,可以进一步拓展语音教学内容,结合更多实际语境进行练习,以提升学生的语音运用能力。 Period 3 Section B (1a - 1e) 【教学内容】 学习关于农场的描述和农场上的动物及其数量、颜色等相关信息。 【核心素养】 1. 能够识别和描述农场上的各种事物。 2. 能够理解并复述 Peter 介绍叔叔农场的内容。 3. 能够运用所学知识谈论并描述农场上的其他事物。 【重点难点】 重点：掌握农场上的动物和物体的英文表达，能够描述它们的数量、颜色等特征。 难点：运用所学知识进行自由表达，描述农场场景。 【教学过程】 Step 1 Lead - in 1. Greet the class and tell the topic of this period "What is fun on a farm?". 2. Review language items learned in the last period by asking and answer questions, using the following sentence structures. What's this? What's that? What are these? What are those? What colour is it? What colour are they?... Step 2 Work on 1a 1. Show the picture in 1a and ask students to describe what they can see on the farm. 2. Present a list of farm items, such as black and white cows, a small lake, black rabbits, etc., on the board or a multimedia screen. 3. Guide students to tick the things they see on the farm, such as cows, a lake, rabbits, a house, ducks, horses, sheep, and trees. 4. Have a quick check with the class and correct any misunderstanding. Step 3 Work on 1b 1. Set the scene by telling the story of Han Lin and his uncle's farm, preparing students for the text. 2. Silent Reading: Instruct students to read the text silently to understand Han Lin's descrip - tion of the farm. 3. Matching Activity: Ask students to refer back to the farm picture in 1a and circle the things Han Lin mentions in the text. 4. Listening to the Recording: Play the recording of the text and ask students to follow and check their circled items. 5. Explain the following items. (1) This is my uncle's farm. (2) You can see many kinds of animals. (3) How many ducks does my uncle have? (4) Another duck is behind the big tree. Step 4 Work on 1c 1. Have students read the text again and complete the sentences in 1c. 2. Check the answers and ask students to explain their reasoning. Step 5 Work on 2d 1. Encourage students to answer more questions about the picture in 1a. 2. Guide students to ask and answer questions about the quantity and colour of the objects and animals on the farm. Step 6 Work on 1e 1. Ask students to write about the farm in 1a in their own words, including the animals, their numbers, and any other interesting details they notice. 2. Provide examples and sentence starters to help students start writing. Step 7 Summary and Homework Summarize the key points learned in the lesson, emphasizing the vocabulary and language structures related to describing a farm. Assign homework: Ask students to draw their own farm picture and write a short description of it, including the animals, their numbers, colours, and any other details they want to share. 【随堂作业】 根据汉语提示完成句子。 1. The boy can count（数数）from 1 to 100. 2. I want to drink another（另一）cup of tea. 3. Look at（看）these birds. They are beautiful. 4. My grandfather has many kinds of（许多种类的）animals. 5. Please circle（圈出）the numbers you hear(听见). 【板书设计】 Starter Unit 3 Welcome! Section B:What is fun on a farm? (1a - 1e) Words and phrases:count, another, else, look at, black and white cows, brown ducks, a small lake, black rabbits, white horses, white sheep, a red house, big trees Sentences:This is my uncle's farm. You can see many kinds of animals. How many ducks does my uncle have? Let me count. Look there! Another duck is behind the big tree. 【教学反思】 本节课通过看图片、听录音、阅读文本和讨论交流等多种方式,让学生充分参与到课堂活动中,有效地提高了学生的学习兴趣和积极性。学生在描述农场时能够运用所学知识,但部分学生在表达上仍显生涩,需要在今后的教学中加强口语表达和写作能力的训练。同时,布置与农场相关的作业,能够帮助学生巩固所学知识,并培养他们的创造思维和动手能力。 Period 4 Project (2a - 2c) 【教学内容】 项目学习“设计自己的农场”。 【核心素养】 1. 学生能用英语描述自己想象中的农场,包括所拥有的动植物及其数量和颜色。 2. 学生能够绘制自己农场的图画。 3. 学生能向全班介绍自己的农场设计。 【重点难点】 重点:运用所学词汇描述农场,并表达自己的想法。 难点:正确使用量词和冠词,以及描述图画时的语句组织。 【教学过程】 Step 1 Lead - in 1. Greet the students and ask them to share their thoughts on farms. 2. Review the vocabulary related to farms, such as animals, colours, and quantities. Step 2 Work on Project 1 Ask students to imagine they have a farm and encourage them to brainstorm ideas about what they would have on their farm. Guide students to discuss with a partner using the questions: What do you have on your farm? How many of them do you have? What colour is it/are they? Step 3 Work on Project 2 Ask students to draw a picture of their imagined farm, including the animals, buildings, and any other features they want to include. Provide time for students to work on their drawings. Step 4 Work on Project 3 1. Have students work in pairs to describe their farms to each other using the questions from Step 2 as a guide. Encourage students to use the target language and ask for clarification or expansion when needed. 2. Select a few pairs to share their farm descriptions with the whole class. Provide feedback and encouragement, focusing on language use and creativity. 3. Introduce the project "Design your own farm" by explaining that students will design their own farms, considering the animals, buildings and overall layout. Discuss possible ideas and materials that can be used for the design. 4. Ask several students to share their writings in class. Step 5 Summary and Homework Summarize the key points of the lesson, emphasizing the importance of creativity and communication in describing farms. Assign homework: Ask students to complete their farm designs and prepare a short speech to introduce their farms to the class. 【随堂作业】 用括号中所给单词的适当形式填空。 1. Look! There are twelve sheep (sheep) on the hill. 2. Kate's (Kate) room is tidy, but her sister's is not. 3. Apples and bananas are two kinds (kind) of fruits. 4. It is his (he) pencil. It's on the desk. 5. How many cows (cow) do your parents have? 【板书设计】 Starter Unit 3 Welcome! Section B: What is fun on a farm? Project: Design your own farm (2a - 2c) Sentences:What do you have on your farm? How many of them do you have? What colour is it/are they? 【教学反思】 本节课通过想象、讨论、绘制和描述等活动,让学生在实践中学习和运用英语,有效地激发了学生的兴趣和提高了他们的参与度。学生在描述农场时能够运用所学的词汇和句型,但在流畅性和准确性方面仍需加强。此外,学生在设计农场时展现出了丰富的想象力和创造力,这为他们的英语学习和综合能力的培养奠定了良好的基础。在今后的教学中,可以进一步拓展与农场相关的主题内容,并增加更多的实践活动,以提高学生的语言运用能力和综合素质。 Unit 1 You and Me 单元导航 一、单元内容分析 本单元的主题是“你和我”（You and me），旨在通过一系列的教学活动，帮助学生使用一般现在时（特别是 be 动词）介绍自己和他人，谈论个人信息，制作个人简介，并探索如何结交新朋友。 Section A：我们如何相互了解？通过对话练习讨论自我介绍和了解他人的途径。学习元音的读音及拼读规则。语法方面学习 am，is 和 are 的用法。 Section B：我们需知道一个新朋友的哪些信息？通过一系列读写活动，强调在了解新朋友时需要知道的重要信息。 Project：制作你自己的个人简介。设计一个项目让学生创建自己的个人简介，以促进自我表达和交流。 二、单元教学目标 1. 能够使用 be 动词（am，is，are）来介绍自己和他人。 2. 掌握如何提供和询问个人信息，如姓名、年龄、兴趣爱好等。 3. 制作个人简介，以书面形式展示个人信息。 三、单元重难点 重点： 1. 学习和实践与个人信息相关的词汇。 2. 使用 be 动词进行自我介绍和描述他人。 3. 制作个人简介，整合书面和视觉信息。 难点：正确使用 be 动词的各种形式。 核心素养 语言能力 Confidently introduce themselves and others, including basic personal information such as name, age, and hobbies. 文化意识 The importance of self - introduction and personal profiles in social interactions and professional settings. 思维品质 Creative thinking by developing innovative ideas for personal profiles and activities to foster new friendships. 学习能力 Key words and phrases make friends, get to know, full, full name, grade, last name, classmate, class teacher, first name, mistake, country, same, twin, both, band, pot, a lot, tofu, parrot, guitar, tennis, page, even, hey, play the guitar, would, would('d) like to, information, hobby, re, UK, US, hot pot, Australia, Singapore, the Great wall London Key sentences May I have your name? How do you spell your name? What class are you in? Who's your class teacher? My favourite sport is tennis. My favourite food is Beijing roast duck. Do you want to be my friend? Would you like to be my friend? Key grammar How to use "am" "is" and "are". 课时划分 Five periods Period 1 Section A (1a - 1d) & Pronunciation (1 - 2) Period 2 Section A (2a - 2e) Period 3 Section A Grammar Focus (3a - 3d) Period 4 Section B (1a - 2b) Period 5 Project (3a - 3c) Period 1 Section A (1a - 1d) & Pronunciation (1 - 2) 【教学内容】 1. 元音音素/iː/,/ɪ/,/e/,/æ/的发音及拼读规则。 2. 提供和询问个人信息。 【核心素养】 1. 能正确认读/iː/,/ɪ/,/e/,/æ/,了解相关拼读规则。 2. 能进行自我介绍和询问他人个人信息。 3. 让学生学会礼貌待人,与同学友好相处。 【重点难点】 重点： 1. 音标/iː/,/ɪ/,/e/,/æ/的正确认读。 2. 掌握如何用英语询问他人个人信息和自我介绍,以及相关的表达方式。 难点： 1. 灵活运用询问他人信息的句型。 2. 训练学生的听力理解能力,以及正确的语音和语调。 【教学过程】 Step 1 Lead - in Greet the students and lead in the new lesson. T: Good morning, everyone. How are you today? Ss: I'm fine, thank you. And you? T: I'm fine too. (walking to a boy) What's your name? Boy: My name is XXX. T: Good morning, XXX. Do the same things with other students, then tell them what we will learn today. Step 2 work on 1a T: Do you know how to ask information? Can you give us some expressions you know? Help students think about the expressions they know. Then ask them to tick the expressions in 1a. Explain their meanings if students can't understand. Teacher models each expression and has students repeat after her/him. Step 3 Work on 1b Show the two pictures in 1b and introduce them. Play the recording. Ask students to listen to the two conversations and number the pictures in the order they hear them. Check the answers. The answers are: 2;1. Have students work in pairs to practise the conversations they heard in 1b. Encourage students to use the expressions from 1a to create their own dialogues. Step 4 Work on 1c Tell the students to listen to the recording again, circle the coloured words they hear. Then check the answers. The answers are: 1. Peter's full name is Peter Brown. 2. Peter is from the UK. 3. Meimei is in Class 1, Grade 7. 4. Ella's last name is Miller. 5. Ella is 12 years old. Students listen and repeat after the recording. Step 5 Work on 1d Tell students we should get to know more classmates and remember their names. Divide the class into small groups for 1d. Each student introduces himself/herself using the expressions from 1a and tries to remember the names of their group members. Use the structures in 1d to make conversations in groups. Then ask some students to act out their conversations in class. Before they start, the teacher should give an example like this: A: Good morning! I'm Liu Ming. Are you Wang Fang? B: Good morning! Yes, I am. Step 6 Work on Pronunciation 1 1. Introduce how to pronounce /i:/,/ɪ/,/e/,/æ/. Give students more chances to imitate them. 2. Play the recording and ask students listen and repeat. 3. Ask several students to read the pronunciation in Pronunciation 1. Correct their mistakes if exist. Step 7 Work on Pronunciation 2 1. Introduce the difference between "I'm" and "I am". 2. Play the recording and ask students to listen and circle the sentences they hear. 3. Play the recording again. Let students repeat them. Step 8 Homework 1. Practise making conversations according to 1d. 2. Practise the pronunciations /i:/,/ɪ/,/e/,/æ/ and sample words. 【随堂作业】 根据汉语提示完成句子。 1. We should help our friends and learn from each other (互相). 2. Let's go to make friends (交朋友) with our new classmates. 3. Mr White's first name is Brian. His full name (全名) is Brian White. 4. Ms Green is my friend. Green is her last name (姓氏). 5. I get to know (了解) a lot about the world through reading more. 【板书设计】 Unit 1 You and Me Section A: How do we get to know each other? (1a - Pronunciation 2) Words and phrases: get to know, full, full name, grade, last name Sentences:Good morning. Nice to meet you. May I have your name? How do you spell your name? How old are you? Where are you from? What class are you in? Pronunciations:/i:/ eat, feet, sheep /ɪ/ is, fit, list /e / net, men, head /æ/ bad, man, hat 【教学反思】 本节课通过多样化的教学活动,如听力练习、配对对话和小组活动,成功激发了学生的学习兴趣。大多数学生能够积极参与并正确运用所学句型。然而,在发音环节中,部分学生仍存在一些困难,需要更多的练习和指导。在未来的教学中,我将增加更多真实的交流场景,帮助学生更好地运用所学知识,并加强发音训练,以提高学生的口语表达能力。 Period 2 Section A (2a - 2e) 【教学内容】 询问信息和问候。 【核心素养】 1. 学生能够听懂对话内容，并正确圈出所听到的单词。 2. 学生能够流畅地朗读对话，并模仿正确的语音、语调。 3. 学生能够通过阅读对话，准确回答问题并提取关键信息。 4. 学生能够运用所学语言结构询问和回答有关同学的基本信息。 【重点难点】 重点：理解对话内容，准确提取信息。 难点：正确运用 what's, where's, how old, what class, who 等结构进行信息询问，并注意 who's, I'm, he's, it's 的缩写和发音。 【教学过程】 Step 1 Lead - in 1. Greet the class. 2. Review the previous class by talking with students in English. 3. Give a brief introduction of the class content. Step 2 Work on 2a 1. Look at the picture in 2a. Ask students what may happen in the picture. Get students to discuss the picture. 2. Play the recording of 2a. Students listen and circle the words they hear. 3. Check answers with the class. The answers are: I'm good. Mr Smith, this is my new friend. What class are you in, Peter? Step 3 Work on 2b 1. Read the conversation in 2a together. Ask students to pay attention to pronunciation and intonation. 2. Answer the questions in 2b as a class. Discuss the answers briefly. The answers are: 1. B; 2. A. Step 4 Work on 2c 1. Complete the table in 2c individually. Then check the answers with a partner. The answers are: Mr Smith: the US, English teacher. Peter: Class 1, Gao Hui. Step 5 Work on 2d 1. Listen to the recording again, focusing on the pronunciations of "who's" "I'm" "he's" and "it's". 2. Pair students up for role - play. They should practise the conversation, paying special at - tention to the correct use of the target language. 3. Have several pairs come to the front and role - play the conversation for the class. Step 6 Work on 2e 1. Ask students to work in groups and use the structures provided in 2e to ask and answer questions about Peter Brown, Song Meimei, Emma Miller, and Chen Jie. 2. Each group can create a small information sheet about each student. 3. Have a few groups share their information sheets with the class. Step 7 Homework Students should practise the conversation at home with a family member or friend, and pre - pare a short dialogue using the structures learned in class to talk about a new friend or classmate. 【随堂作业】 根据汉语意思完成句子。 1.你的班主任是谁? Who is your class teacher? 2.这是我的新同学。 This is my new classmate. 3.你在哪个班? What class are you in? 4.鲍勃是他的名字。 Bob is his first name. 5.请当心,不然你会出错的。 Please be careful, or you will make mistakes. 【板书设计】 Unit 1 You and Me Section A: How do we get to know each other? (2a - 2e) Words and phrases: classmate, class teacher, first name, mistake, country Sentences:How are you? This is my new friend. Nice to meet you. Nice to meet you too. What class are you in? Who's your class teacher? Hui is her first name. My mistake. Spellings: who's = who is; I'm = I am; he's = he is; it's = it is 【教学反思】 本节课通过听力、口语、阅读和语言应用的综合训练,有效地帮助学生掌握了对话内容,并提升了他们的语言运用能力。角色扮演活动激发了学生的参与热情,但在发音方面,部分学生还需加强练习。在未来的教学中,我会增加更多真实场景的对话练习,以帮助学生更好地运用所学英语进行交流。同时,我也会关注每个学生的发音情况,提供必要的指导和帮助。 Period 3 Section A Grammar Focus (3a - 3d) 【教学内容】 am, is, are 的用法。 【核心素养】 1. 学生能够识别主语与动词的一致性,并正确使用 am, is, are。 2. 学生能够通过阅读和完成练习,增强对 be 动词用法的理解。 3. 学生能够流利地完成段落填空,并准确地介绍一位新朋友。 【重点难点】 重点:掌握 be 动词的三种形式及其与主语的搭配。 难点:准确运用 be 动词的形式,特别是在复数主语和单数第三人称主语后的正确使用。 【教学过程】 Step 1 Lead - in 1. Greet the class warmly. 2. Review the previous class by asking and answering questions. Conduct a brief review of subject - verb agreement using personal pronouns. 3. Introduce the topic of today's lesson: Using "am" "is" and "are" correctly. Step 2 Work on 3a 1. Present the rules of using "am" "is" and "are" with different subjects on the board, illustrating with examples. 2. Ask students to read the sentences in 3a and circle the verbs. Then, write the appropriate form of "be" next to each personal pronoun. 3. Discuss the answers as a class, clarifying doubts and emphasizing the correct usage. 4. Read the sentences in 3a together. Step 3 Work on 3b 1. Ask students to circle the correct words to complete the sentences, focusing on subject - verb agreement. 2. Encourage students to check and discuss the answers, highlighting the reasons for the correct choices. Step 4 Work on 3c 1. Ask students to complete the passage with "am" "is" or "are". Monitor their progress, assisting where necessary. Once students have finished, go through the passage together, correcting any mistakes and emphasizing subject - verb agreement. The answers are: Hello! I am Liu Yu. I am 13 years old. I am from Chengdu, China. My favourite animal is the panda. I like hot pot very much. This is my new classmate. Her name is Sally Wood. She is also 13 years old. She is from Sydney, Australia. Now she lives in Chengdu with her parents. She likes Chinese food a lot. Her favourite food is Mapo tofu. Sally and I are good friends. 2. Get students to read the passage. Pay attention to the answers. Step 5 Work on 3d Pair students up for exercise 3d. Ask them to introduce one of their new friends to their part - ner, using the provided sample as a guide. Give them time to prepare and then invite a few pairs to come to the front and role - play their introductions. Provide constructive feedback on their language use, praising correct subject - verb agreement and suggesting improvements. Step 6 Summary and Homework Summarize the key points of the lesson, emphasizing the importance of using "am" "is" and "are" correctly in sentences. Assign homework: Students will write a short paragraph about themselves, ensuring correct subject - verb agreement is used throughout. Encourage them to review the lesson material before starting the assignment. 【随堂作业】 根据语境,从方框中选择恰当的单词或短语并用其正确形式填空。 1. Peter and Bill are my classmates. We are in the same class. 2. Both Lily and Lucy are Americans, and they are from Boston. 3. Danny and Tommy are members(成员) of the school band. 4. You must be careful with the pot. It's hot. 5. My grandfather is a good farmer. He knows a lot about farming. 【板书设计】 Unit 1 You and Me Section A: How do we get to know each other? (3a - 3d) Words and phrase: same, twin, both, band, pot, a lot, tofu, UK, US, Australia Grammar: I am You are He/She/It is We/They are Structures:Hello! I'm... This is my new friend. His/Her name is... He's/She's from... His/ Her favourite... is... 【教学反思】 本节课重点在于强化学生对 be 动词的正确使用。通过多个练习活动,学生得到了充分的实践机会。在介绍新朋友的口语活动中,学生表现出较好的语言运用能力,但在某些句子构造上还需加强流畅性和准确性。未来教学中,我将继续设计更多真实场景的对话练习,帮助学生更好地内化这一语法点,并注重引导学生在口语表达中自我纠正,提高语言输出的质量。 Period 4 Section B (1a - 2b) 【教学内容】 通过查看照片板、阅读帖子等活动，学习如何描述自己及他人，以及如何与他人交朋友。 【核心素养】 1. 学生能够从照片和帖子中获取关于新朋友的信息。 2. 学生能够学会使用简单的句子来描述自己。 3. 学生能够就所学内容进行简单的口语交际。 【重点难点】 重点：学会从文本中提取信息，并使用所学句子结构描述自己。 难点：准确运用所学句子结构进行自我介绍，并适当使用交际用语。 【教学过程】 Step 1 Lead - in 1. Greeting: Greet students and ask about their hobbies or favourite things. 2. Lead - in: Talk about making new friends and what they usually want to know about a new friend. Step 2 Work on 1a 1. Display two photo boards of Pauline and Peter, asking students about their first impressions. Guide students to discuss what information they usually inquire about or share when making friends. 2. Show the words in the box and instruct students to match them with the correct images. Discuss how the words can help them understand Pauline and Peter's interests and lifestyles. Encourage students to express their understanding of the photos in English, for example, "Pauline has a parrot. It's her pet." 3. Ask students questions about the photos and the words to ensure they understand the meaning of each item. Encourage students to use complete sentences to answer, for example, "Pauline lives in Singapore." 4. Explains that in real life, people often share more information about themselves through platforms like social media. Introduce Pauline and Peter's posts as examples of how they share personal information. Step 3 Work on 1b 1. Ask students to read Pauline and Peter's posts silently. The teacher then explains any new vocabulary or phrases in the posts, ensuring students understand their meanings. Ask what new information students have learned about Pauline and Peter from the posts. 2. Match the information from the posts to the correct images on the photo board based on their memory. 3. Students are divided into groups to discuss Pauline and Peter's hobbies, lifestyles, etc. Each group needs to summarize a few key points about Pauline and Peter and prepare to report to the class. Through this activity, students not only practise oral expressions but also learn how to extract key information from texts. 4. Invite several students to the front of the class to play the roles of Pauline and Peter. Step 4 Work on 1c & 1d 1. Read the posts again and complete the table with information from the posts. 2. Have students compare themselves with either Pauline or Peter and share similarities or differences. Step 5 Work on 2a 1. Ask students to write some sentences about themselves using the structures provided in 2a. 2. Have students share their sentences with the class. Step 6 Work on 2b 1. Complete students' replies to Pauline or Peter, using the information they've written about themselves. Encourage students to be creative and use the language they've learned to make their replies personal and interesting. 2. Have a few students read their replies to the class. Step 7 Summary and Homework Summarize what students have learned about describing themselves and making new friends. Assign homework: Have students write a short paragraph about a new friend they would like to make, including information about themselves that they think would be important for the new friend to know. 【随堂作业】 根据汉语提示或用括号中所给单词的适当形式填空。 1. The parrot（鹦鹉）is clever and he can speak some Chinese. 2. My father often plays tennis（网球）on the weekend. 3. I like music and I can play the guitar（弹吉他）. 4. Would you like to have (have) dinner with me? 5. Dale wants to go (go) to Peter's house this evening. 【板书设计】 Unit 1 You and Me Section B: What do we need to know about a new friend? (1a - 2b) Words and phrases: parrot, guitar, tennis, page, even, play the guitar, would like, information, hobby, re Sentences: My name is... I love... I'm...years old. My favourite food is... I live in... My favourite sport is... My Favourite place is... 【教学反思】 通过这节课的教学,学生们对如何了解新朋友有了初步的了解和实践。但在课堂上,我发现一些学生在阅读理解和写作时存在困难,需要在今后的教学中加强阅读理解和写作的训练。同时,我也要注意引导学生关注个人信息的内容,以提高他们的阅读理解和写作能力。 Period 5 Project (3a - 3c) 【教学内容】 制作你自己的个人档案。 【核心素养】 1. 学生能够使用基本的英语自我介绍。 2. 学生能够书写简单的个人简介。 3. 学生能够通过听同学的描述,猜测出所描述的同学。 【重点难点】 重点:掌握自我介绍的基本句型,书写个人简介。 难点:准确使用第三人称单数形式进行描述,以及通过听力理解猜测同学身份。 【教学过程】 Step 1 Lead - in 1. Greeting: Greet the students and ask them how they are feeling today. 2. Review the previous class by talking with students. 3. Introduction: Briefly introduce the topic of the lesson—Make your own personal profile. Step 2 Work on 3a 1. Ask students if they know how to introduce themselves in English. Write the key questions on the board: What is your name? How old are you? What is your favourite sport/food/...? What are your hobbies? Explain that they will use these questions to create their own personal profiles. 2. Have students work individually to answer the questions in 3a, writing down their respon - ses. Walk around the classroom to assist students and encourage them to use complete sentences. Step 3 Work on 3b Read the passage in 3b. Ask students to refer to the example in 3b and write their own personal profiles, incorporating their answers from 3a. Once students have finished, have them read their pro - files to a partner for feedback. Step 4 Work on 3c 1. Explain the activity in 3c: Students will take turns to pick out one classmate's profile, in - troduce the person without saying the name, and the class will guess who he or she is. 2. Conduct the activity, ensuring all students have a chance to participate. Step 5 Summary and Homework Summarize the key points learned in the lesson. Assign homework: Have students create a more detailed personal profile at home, including additional information such as their family, school life, and dreams for the future. 【随堂作业】 根据语境,从方框中选择恰当的单词或短语并用其正确形式填空。 even, information, post, be, write to 1. The post office is just behind the store. 2. She runs in the park from Monday to Friday, even on Sunday. 3. We can get lots of information on the Internet. 4. I'd like to be your friend. 5. Peter writes to his grandparents to tell them the good news. 【板书设计】 Unit 1 You and Me Section B: What do we need to know about a new friend? Project: Make your own personal profile (3a - 3c) Sentences:What is your name? How old are you? What is your favourite sport/food/...? What are your hobbies? 【教学反思】 通过这节课的教学,学生们对如何用英语介绍自己有了初步的了解和实践。但在课堂上,我发现一些学生在写作和口语表达时存在困难,需要在今后的教学中加强写作和口语的训练。同时,我也要注意引导学生关注个人档案的内容,以提高他们的写作能力和口语表达能力。 Unit 2 We're Family! 单元导航 一、单元内容分析 本单元的主题是“我们是一家人！”（We're Family!），旨在通过一系列的教学活动，帮助学生使用一般现在时谈论家庭成员，利用所有格（'s）表达所有权，描述照片中的家庭成员，并探索作为一个家庭的意义。 Section A：你的家庭是什么样的？通过对话练习讨论家庭特点和成员。练习元音音素，学习了解重读音节。语法方面学习动词形式如何随主语变化，正确的单词所有格形式。 Section B：你认为你的家庭怎么样？通过一系列读写活动，强调对家庭的感情和态度。 Project：制作你自己的家谱。通过设计一个项目让学生创建自己的家谱，以了解和记录他们的家庭历史。 二、单元教学目标 1. 能够使用一般现在时谈论家庭成员和他们的日常活动。描述照片中的家庭成员及其特征。 2. 掌握使用所有格（'s）来表示物品的所有权和家庭成员的关系。 3. 提高元音发音和重读音节的准确性。 4. 理解并应用动词形式随主语的变化规则。 5. 探索家庭的意义，包括家庭成员之间的联系和互动。 三、单元重难点 重点： 1. 学习和实践与家庭相关的词汇和日常活动。 2. 使用所有格（'s）表达物品所有权和家庭成员关系。使用一般现在时描述家庭成员和活动。 难点：动词形式随主语变化的规则。 核心素养 语言能力 Discuss their family members and relationships using the simple present tense (do) in accurate and fluent English. Correctly identify ownership of items using the possessive forms ('s). 文化意识 The importance of family as a unit of support, love, and belonging. 思维品质 Critical thinking skills by analyzing the meaning of being a family beyond biological ties and considering the role of love, support, and shared experiences. 学习能力 Key words and phrases mean, husband, bat, ping - pong bat, play ping - pong, together, every day, fishing rod, spend, a lot of, lots of, really, member, activity, chess, Chinese chess, grandparent, funny, laugh, different, violin, have fun, hat, handsome, knee, at night, in the middle, grandchild, son, hike, go hiking, next to Key sentences Do you often play ping - pong together? He spends a lot of time fishing. Does she play the erhu well? He often plays tennis with me. She always reads me a story at night. Key grammar The simple present tense and the possessive form ('s). 课时划分 Five periods Period 1 Section A (1a - 1d) & Pronunciation (1 - 2) Period 2 Section A (2a - 2e) Period 3 Section A Grammar Focus (3a - 3d) Period 4 Section B (1a - 2b) Period 5 Project (3a - 3c) Period 1 Section A (1a - 1d) & Pronunciation (1 - 3) 【教学内容】 学习家庭成员称呼。 【核心素养】 1. 让学生能够掌握家庭成员的称呼和相关定义。 2. 让学生能够通过听力理解，了解两个对话的内容，并对图片进行排序。 3. 让学生能够通过再次听录音，完成句子，了解家庭成员的关系。 4. 元音/ɜː/,/ə/,/ʌ/,/ɑː/的认读及拼读规则。 【重点难点】 重点：让学生掌握家庭成员的称呼和相关定义，以及通过听力理解和口语表达，了解家庭成员的关系。 难点：训练学生的听力理解和口语表达能力。 【教学过程】 Step 1 Lead - in 1. Greet and sing a song about family. 2. Ask students to say the words they know about the family. Tell them we will study more words about family. Step 2 Work on 1a 1. Show pictures of family members and lead into the vocabulary: husband. 2. Match the definitions with members of the family(1a). 3. Ask students to read the definitions and match them with the correct family member. 4. Check the answers. The answers are: 1. D; 2. A; 3. B; 4. E; 5. C. Step 3 Work on 1b 1. Look at the two pictures in 1b and talk about them. 2. Listen to two conversations and number the pictures in the order you hear (1b). Play the recording twice, students number the pictures. 3. Check answers with the class. The answers are: Picture 1. 1; Picture 2. 2. Step 4 Work on 1c 1. Listen again and complete the sentences (1c). Play the recording, students fill in the blanks. Discuss the answers in pairs, then check with the class. The answers are: 1. Emma is Yaming's classmate. 2. Yaqi is Yaming's sister. 3. Helen is Peter's sister. 4. David is Peter's cousin. 5. Jim is Peter's brother. 2. Students listen and repeat after the recording. Practise reading the recording script. 3. Encourage students to role - play the conversations in 1b. Step 5 Work on 1d 1. Bring a family photo to class and talk about the people in it (1d). Model the conversation with a student using the target structures: A: Is this/Are these your...? B: Yes,.../No,... A: Who's/Who're...? B: He's/She's/They're... 2. Students work in pairs. Practise the dialogues using their own family photos. 3. Invite several pairs to present their conversations to the class. Step 6 Work on Pronunciation 1 - 3 1. Introduce how to pronounce /ɜː/, /ə/, /ʌ/, /ɑː/. Give students more chances to imitate them. 2. Play the recording and ask students listen and repeat. 3. Ask several students to read the pronunciation in Pronunciation 1. Correct their mistakes if exists. 4. Focus on the stressed syllables in the given words. Listen and repeat. Practise reading the words aloud. Step 7 Summary 1. Recap the vocabulary and structures learned in this lesson. 2. Encourage students to use these expressions in real - life situations. Step 8 Homework Write a short paragraph about your family, including at least three family members and your relationships. 【随堂作业】 根据汉语提示或用括号中所给单词的适当形式填空。 1. The man is her husband (丈夫). He is American. 2. My grandmother (祖母) likes vegetables. She has a healthy eating habit. 3. In China, people like to eat noodles on birthdays. It means (意思是) living longer. 4. Andy and Alan are my cousins (cousin). Their father is my mother's brother. 5. He is my father's (father) brother, my uncle. 【板书设计】 Unit 2 We're Family! Section A: What is your family like? (1a - Pronunciation 2) Members of the family: grandmother, aunt, uncle, cousin, grandfather Structures: A: Is this/Are these your...? B: Yes,.../No,... A: Who's/Who're...? B: He's/She's/They're... Pronunciations: /ɜː/ her, girl, turn /ə/ sister, summer, doctor /ʌ/ duck, hut, much /ɑː/ dark, march, heart 【教学反思】 通过这节课的教学,学生们对家庭成员的称呼和关系有了初步的了解和实践。但在课堂上,我发现一些学生在听力理解和口语表达时存在困难,需要在今后的教学中加强听力理解和口语表达的训练。同时,我也要注意引导学生注意发音和重音,以提高他们的语音、语调能力。 Period 2 Section A (2a - 2e) 【教学内容】 通过对话了解腾飞的家庭成员及其爱好,识别对话中的关键词汇,谈论家庭成员的物品与活动。 【核心素养】 1. 学生能够听懂关于家庭成员及其活动的对话,并能获取关键信息。 2. 通过听力、阅读和口语活动,训练学生综合运用英语的能力。 3. 培养学生的家庭观念,鼓励学生用英语介绍家庭成员及其爱好。 【重点难点】 重点:听懂对话,获取信息;模仿对话,进行口语表达。 难点:准确捕捉听力材料中的细节信息;流畅地进行角色扮演。 【教学过程】 Step 1 Lead - in 1. Greet students. 2. Review the family member words by playing a guessing game. 3. Introduce the topic of family activities briefly. Step 2 Work on 2a 1. Ask students to predict the content of the conversation based on the given pictures. 2. Play the recording of 2a. Students listen and circle the coloured words they hear. 3. Replay the audio, pausing after each sentence for students to check their answers. The answers are: 4. Come in, black, week, a lot of, really. 5. Provide feedback and clarify any misunderstandings. Step 3 Work on 2b 1. Have students read the conversation silently, filling in the table about Teng Fei's family. 2. Discuss the answers in pairs before checking with the whole class. 3. Check the answers. The answers are: Family member Thing Activity Teng Fei ping - pong bat play ping - pong Grandpa ping - pong bat play ping - pong Father fishing rods fishing Mother piano play the piano Step 4 Work on 2c 1. Replay the audio, asking students to follow along and prepare for role - play. 2. Pair students up and have them practise the conversation. 3. Select a few pairs to role - play in front of the class. Step 5 Work on 2d 1. Display photos of Li Xin's family and ask students to talk about them in pairs. 2. Invite a few pairs to share their discussions with the class. Step 6 Work on 2e Ask students to bring out their family photos and prepare questions to ask each other. Students work in pairs, ask and answer questions about the photos and family activities. Monitor the discussion and offer assistance where needed. Step 7 Summary and Homework Summarize the lesson by highlighting the key points learned. Assign homework: Have students write a short paragraph describing their family members and their hobbies using the information from the class. 【随堂作业】 根据语境,从方框中选择恰当的单词并用其正确形式填空。 1. Tom, let's play soccer together. 2. The T - shirt is really nice, but it's too small for me. 3. I can see a ping - pong bat under the desk. 4. My cousin usually spends two hours doing his homework every evening. 5. There are many different kinds of activities in our sports club. 【板书设计】 Unit 2 We're Family! Section A: What is your family like? (2a - 2e) Words and phrases: bat, ping - pong bat, play ping - pong, together, every day, fishing rod, spend, a lot of, lots of, really, member, activity, chess, Chinese chess, grandparent, play basketball, like gardening, love animals Sentences: Whose are they? The black one is my grandpa's. Do you often play ping - pong together? My grandpa loves sport. He spends a lot of time fishing. Do you play the piano? She can play it really well! Teng Fei's family: Grandpa ping - pong bat play ping - pong Father fishing rods fishing Mother piano play the piano 【教学反思】 通过这节课的教学,学生们对家庭成员的物品和活动有了初步的了解和实践。通过角色扮演,让学生积极参与课堂,充分激发学生的英语学习兴趣。同时,我也意识到丰富的教学活动很有必要,积极创设各种情境,鼓励学生大胆使用英语,让学生在玩中学,使英语学习真正融入生活。 Period 3 Section A Grammar Focus (3a - 3d) 【教学内容】 动词形式如何随主语变化,名词所有格形式的用法。 【核心素养】 1. 学生能够理解并运用动词形式随主语变化的规则,完成相关练习。 2. 通过阅读、填空和问答练习,提高学生的语言运用能力和交际能力。 3. 培养学生对英语语法学习的兴趣,鼓励学生积极参与课堂活动。 【重点难点】 重点:让学生理解和掌握动词形式随主语变化的规则,以及所有格形式的正确使用。 难点:训练学生在实际语境中正确运用这些语法知识。 【教学过程】 Step 1 Review and Lead - in 1. Greet students and review the previous class. 2. Introduce the topic of today's lesson. Ask students to recall what they know about subject - verb agreement. Step 2 Work on 3a 1. Explain the concept of subject - verb agreement and how verb forms change with different subjects. Show examples on the board to illustrate the rules. Write a few basic examples on the board, for example: He runs every day. (Singular subject, singular verb) They run every day. (Plural subject, plural verb) Point out how the verb form "run" changes to match the number of the subject. Expand this to include more complex subjects like "one of the students" (singular subject) vs "all of the students" (plural subject). 2. Have students read the sentences in 3a and identify how the verb forms change with the subjects. 3. Ask students to explain the changes they observe. Step 3 Work on 3b 1. Write the sentences from 3b on the board, leaving blanks for the possessive forms. Ask students to fill in the blanks with the correct possessive form of the words in brackets. 2. Go through each sentence, calling on students to provide their answers. 3. Check the answers. The answers are: (1) Kate's; (2) Peter and Emma's; (3) brothers'; (4) grandparents'; (5) Teng Fei's. 4. Clarify any confusion about possessive forms, especially with plural nouns and compound subjects. Step 4 Work on 3c 1. Ask them to read through the passage and fill in the blanks with the correct verb forms from the box provided. Encourage them to refer back to the rules if needed. Allow students time to complete the task independently. 2. Once finished, review the answers together, discussing any difficulties or common mis-takes. After students have finished, review the answers together and discuss any difficulties. The answers are: has, makes, looks, likes, talk, play, are. 3. Emphasize the importance of checking subject-verb agreement when writing sentences to ensure clarity and correctness. Step 5 Work on 3d 1. Pair students up and have them ask and answer questions about each other's family using the prompts provided. 2. Encourage students to use the correct verb forms based on the subjects they are talking a-bout. 3. Monitor the conversations and provide feedback on language use. Step 6 Summary and Homework Summarize the key points of subject-verb agreement. Assign homework: Have students write a short paragraph about their family, making sure to use the correct verb forms with different subjects. 【随堂作业】 根据汉语提示或用括号中所给单词的适当形式填空。 1. Jack can play the violin (小提琴) very well because he plays it every day. 2. He and his sister are in the same school, but they are in different (不同的) grades. 3. He often makes me laugh (laugh). 4. The girl with funny (fun) glasses is my cousin. 5. I have fun playing (play) basketball with my classmates after school. 【板书设计】 Unit 2 We're Family! Section A: What is your family like? (3a - 3d) Words and phrase: funny, laugh, different, violin, have fun Sentences:This is Kate's cat. This is Peter and Emma's classroom. These are my little brothers' balls. They're my grandparents'. It's Teng Fei's. 【教学反思】 通过这节课的教学,学生们对动词形式随主语变化的规则和所有格形式的正确使用有了初步的了解和实践。但在课堂上,我发现一些学生在理解和运用这些语法知识时存在困难,需要在今后的教学中加强相关练习和巩固。同时,我也要注意引导学生在实际语境中正确运用所学知识,提高他们的语言运用能力。 Period 4 Section B (1a - 2b) 【教学内容】 介绍自己的家庭成员及其特点。 【核心素养】 1. 学生能够使用英语简单介绍自己的家庭成员及其特点。 2. 学生能够读懂关于家庭介绍的短文,并获取关键信息。 3. 学生能够通过小组活动练习并增强口语表达能力。 【重点难点】 重点:家庭成员的英语表达;介绍家庭成员的句型。 难点:准确理解并回答关于家庭介绍的阅读理解问题。 【教学过程】 Step 1 Lead - in Greet and sing a song about families. (教师播放一首关于家庭的英文歌曲,如"The Fami - ly Song"。教师引导学生一起跟着节奏拍手或做简单的动作) T:Good morning, everyone! Let's start our class with a happy song about families. Are you ready? Ss:Yes, we are ready! (歌曲播放,学生跟随音乐和教师做动作) T:Each family is unique and special. Today, we are going to learn more about families and how to talk about them in English. Are you excited? Ss:Yes, we are excited! Step 2 Work on 1a 1. Ask students to talk briefly about their families. T:Now, can you tell me how many people are there in your family? S1:There are four people in my family: my dad, my mum, my sister, and me. T:That's wonderful! And what does your dad do? S1:My dad is a doctor. He helps people get better. T:Great! What about you, (学生2的名字)? Who is your favourite family member? S2:My favourite family member is my grandma. She always cooks delicious food for us. 2. Pair work: Students ask and answer questions about each other's families. Teacher pro - vides support and feedback. Step 3 Work on 1b 1. Look at the photo in 1b. Talk about it and guess who they are in the photo. 2. Introduce the topic and key vocabulary related to families. 3. Students read the text silently and label the people in the photo. Teacher checks answers and clarifies any misunderstandings. 4. Explain the following items: a photo of, the one with the pink hat, on the left, play tennis with, on his knee, on the right, read me a story, they say the same thing to all of us. 5. Practise reading the passage. Step 4 Work on 1c Students read the text again and circle T or F for each statement. Teacher goes through the answers with the class. The answers are: 1. T; 2. F; 3. F; 4. T; 5. F. Step 5 Work on 1d Students take turns to describe the photo using the information from the text. Teacher en - courages students to add their own details. Step 6 Work on 2a 1. Ask students to read the listed information carefully. Explain any they don't understand. 2. Ask students to complete the introduction about Hu Xiao's family using the information provided. 3. Check the answers. The answers are: handsome, football, kind, animals, big eyes, reading. Step 7 Work on 2b 1. Ask students to list key words to describe their own family members and prepare a short introduction. Teacher: "Now, moving on to 2b, I want you to think about your own family. List some key words to describe your family members, just like we did for Hu Xiao's family. Then, prepare a short introduction using those words." 2. Ask a few students to share their introductions with the class. Step 8 Summary and Homework Summarize the key points learned in the lesson. Assign homework: Students write a short paragraph about their families, including at least three family members and their characteristics. 【随堂作业】 根据语境,从方框中选择恰当的单词或短语并用其正确形式填空。 1. My cat likes sleeping on my knees on sunny afternoons. 2. You look really great in this pink dress, Linda. 3. Gina's brother is a handsome young man and her sister is a pretty girl. 4. The woman next to my sister is my aunt. 5. The air is very fresh in the mountain. I often go hiking there on weekends. 【板书设计】 Unit 2 We're Family! Section B: What do you like about your family? (1a - 2b) Words and phrases: hat, handsome, knee, at night, in the middle, grandchild, son, hike, go hiking, next to, a photo of, on the left, play tennis with, on his knee, on the right Sentences: I'm the one with the pink hat. She always reads me a story at night. I think they say the same thing to all of us! 【教学反思】 本节课通过多样化的教学活动,如问答、阅读和写作,有效地促进了学生对家庭主题的理解和口语表达能力的提高。在阅读环节中,学生表现出较好的理解能力和提取关键信息的能力。在口语练习环节中,学生积极参与,但仍有部分学生需要鼓励和支持来增强自信。在未来的教学中,我将更加注重提供个性化的指导,以满足不同学生的学习需求,并进一步激发学生的学习兴趣和积极性。同时,我会继续关注课程标准的要求,确保教学内容与标准保持一致,以全面提升学生的英语综合能力。 Period 5 Project (3a - 3c) 【教学内容】 制作自己的家谱、描述家庭成员的特点和爱好以及向同学们介绍自己的家庭。 【核心素养】 1. 让学生能够制作自己的家谱，并将家庭成员的照片贴在上面。 2. 让学生能够用英语描述家庭成员的年龄、外貌、性格和爱好等。 3. 让学生能够通过展示家谱向同学们介绍自己的家庭。 【重点难点】 重点:制作家谱并描述家庭成员。 难点:准确使用形容词描述家庭成员的外貌与性格,流畅地介绍家谱。 【教学过程】 Step 1 Lead - in 1. Greet and sing a song about families. 2. Ask students to talk about their families briefly. Step 2 Work on 3a 1. Show an example of a family tree and explain the structure. 2. Ask students to identify the family members on the tree and their relationships. 3. Ask students to draw their own family trees and label each member. Encourage students to bring photos of their family members to stick on the tree. Step 3 Work on 3b 1. Ask several students to introduce their family members according to their family trees. 2. Ask students to write a short description of each family member, including age, appearance, personality and hobby, using the example in 3b as a guide. Provide language support if needed, such as vocabulary for describing appearance and personality. Step 4 Work on 3c 1. Invite students to come to the front of the class, one by one, to introduce their family trees. Encourage them to use the descriptions they wrote in 3b. Provide feedback on their presentations, focusing on language use and fluency. 2. Display some good writing on the screen. Step 5 Summary and Homework Summarize the key points of the lesson. Assign a homework: Students should finish their family trees at home and practise introducing them to a family member or friend. 【随堂作业】 根据汉语提示完成句子。 1. My father is the only son (儿子) of my grandparents. 2. His father often wears a black hat (帽子). 3. Arthur is a loving grandfather. He spends all his free time with his grandchild (孙子). 4. Look! The boy in the middle (中间) is my brother. 5. My mother often reads me a story at night (在夜晚). 【板书设计】 Unit 2 We're Family! Section B: What do you like about your family? Project: Make your own family tree(3a - 3c) This is my father. He is 40. He is tall and strong. He has short hair. He likes to read books and cook. I love my father. 【教学反思】 通过这节课的教学,学生们学会了如何制作家庭树并用英语描述家庭成员的特点和爱好。在课堂上,大部分学生能够积极参与并完成家庭树的制作和描述。但在描述过程中,部分学生在组织语言和表达方面仍有困难,需要在今后的教学中加强相关训练。同时,我也要注意引导学生关注家庭成员的内在品质,培养他们尊重和关爱家人的品质。 Unit 3 My School 单元导航 一、单元内容分析 本单元的主题是“我的学校”（My School），旨在通过一系列的教学活动，帮助学生谈论学校的各个场所，使用 there be 结构和位置介词描述位置，介绍和讨论自己的学校，描述自己喜欢的学校场所及原因。 Section A：你的学校是什么样的？通过对话练习讨论学校环境和布局。练习元音音素及了解重读音节。语法方面学习 there be 结构及位置介词的使用。 Section B：你在学校做什么有趣的事情？通过一系列读写活动，学习强调学生在学校参与的各种有趣的活动。 Project：让我带你参观！设计一个项目让学生绘制学校地图，并为来访的学生安排一次校园参观。 二、单元教学目标 1. 能够谈论学校内的不同场所及其位置。 2. 使用 there be 结构准确描述学校环境。 3. 掌握位置介词来描述物体的具体位置。 4. 介绍自己的学校，包括喜欢的场所和原因。 5. 提高对元音发音的识别和重读音节的准确性。 三、单元重难点 重点： 1. 学习和实践与学校场所相关的词汇。 2. 使用 there be 结构描述存在和位置。 3. 掌握位置介词，如 in，on，under 等，描述具体位置。 难点：正确使用 there be 结构描述复杂的场景布局。 核心素养 语言能力 Use the "there be" structure and prepositions of positions to describe the locations of various places in school. 文化意识 The importance of school as a place of learning and socialization in different cultures. 思维品质 Logical thinking by organizing information about school places and justifying preferences using clear reasons. 学习能力 Key words and phrases hall, dining, in front of, building, across, across from, centre, gym, field, sports field, office, large, special, smart, whiteboard, put up, important, notice, locker, drawer, at the back (of), corner, bookcase, screen, at school, different from, modern, do exercises, amazing, raise, flag, most, change, seat, delicious, how about...? yours, send, similar, similar to, sound, bye for now Key sentences Where is the library? It's behind the classroom building. Is there a whiteboard in your classroom? Yes, there is./No, there isn't. Are there any lockers? Yes, there are./No, there aren't. There are some trees in front of the sports field. Key grammar 1. "There be" structure. 2. The prepositions of positions. 课时划分 Five periods Period 1 Section A (1a - 1d) & Pronunciation (1 - 2) Period 2 Section A (2a - 2f) Period 3 Section A Grammar Focus (3a - 3d) Period 4 Section B (1a - 2b) Period 5 Project (3a - 3c) Period 1 Section A (1a - 1d) & Pronunciation (1 - 2) 【教学内容】 学习 There be 句型和方位短语。 【核心素养】 1. 学生能够正确理解和使用方位介词 (in front of, behind, next to, between, across from) 来描述学校内各个场所的位置关系。 2. 学生能够通过听力练习，获取并理解对话中场所的位置信息。 3. 学生能够运用所学方位介词和句型进行角色扮演，表达学校内不同场所的位置。 4. 学生能够正确发音/ɔ:/, /ɒ/, /u:/, /ʊ/并区分含有不同短元音的单词。 【重点难点】 重点:方位介词的正确使用及描述场所位置的句型。 难点:正确区分发音含有不同短元音的单词。 【教学过程】 Step 1 Lead - in 1. Greet students and ask them to talk about their favourite places in their school. 2. Introduce the topic of the unit and explain the importance of knowing the positions of places in a school. Step 2 Work on 1a 1. Show the picture in 1a and ask students to identify the places. 2. Explain the meaning of the box words(prepositions of positions) and give examples of how to use them. 3. Practise the use of these prepositions with students by asking questions like, "Where is the library?" and having them answer using the prepositions. Step 3 Work on 1b & 1c 1. Ask students to listen to the conversations in 1b and number the places accordingly. The answers are: 3; 1; 2. 2. Play the audio again and ask students to fill in the blanks in 1c with the correct places. Check answers and correct any mistakes. The answers are: (1)The classroom building;(2)The teachers' building;(3)The student centre. 3. Practise reading the conversations in 1b. Students work in pairs. Then ask several pairs to read in class. Step 4 Work on 1d 1. Prepare students for talking about the place in the picture in 1a. Make a conversation like the following as a model: A: Is there a library in this school? B: Yes, there is. A: Where is the library? B: It's behind the classroom building. 2. Pair students up and ask them to role - play the conversations using their own words and the information from the listening practice. Encourage students to use the new vocabulary and sen - tence structures they have learned. 3. Ask several pairs to act out their conversations in class. Step 5 Work on Pronunciation 1 1. Explain the difference between the short vowel sounds /ɔ/, /ɒ/, /u:/ and /ʊ/ and give examples of words with each sound. 2. Play the audio and ask students to repeat the words after the recording. 3. Ask several students to read the pronunciation in Pronunciation 1. Correct their mistakes if exists. Step 6 Work on Pronunciation 2 1. Introduce the stress syllables. 2. Play the recording and ask students to listen and repeat the words. 3. Play the recording again. Let students repeat them. 4. Have students practise saying the words with the correct stress. Ask several students to read the words in class. Step 7 Summary and Homework Summarize the key points learned in the lesson, including the use of prepositions and pronunciation of short vowel sounds. Assign homework: Ask students to draw a map of their school and label the places using the prepositions they have learned. 【随堂作业】 根据汉语提示完成句子。 1. From the top of the building (建筑物), the park looks wonderful. 2. Our teacher asks us not to run in the hall (大厅) because it is a quiet place. 3. There are only two teachers in the office (办公室). 4. Look! The little girl is dancing in the gym (体育馆). 5. Mike sits in front of (在……前面) me. 【板书设计】 Unit 3 My School Section A: What is your school like? (1a - Pronunciation 2) Words: hall, dining, building, centre, gym field, sports field, office Prepositions: in front of, behind, next to, between, across from Sentence Patterns: A: Where's the...? B: It's... the.... Pronunciations: /ɔ:/ sport, short, fork /ɒ/ fox, shot, clock /u:/ fool, school, rule /ʊ/ look, good, full 【教学反思】 本节课通过图片、听力练习和角色扮演等多种方式,使学生较好地掌握了方位介词的使用和描述学校场所位置的句型。在发音练习中,学生对短元音的发音有了更清晰的认识。但部分学生在使用方位介词时仍有些混淆,需在后续教学中加强练习。此外,角色扮演环节活跃了课堂气氛,但部分学生的参与度有待提高,今后可设计更多互动活动以激发学生的积极性。总体来说,本节课达到了预期的教学目标,但仍有待改进和完善。 Period 2 Section A (2a - 2f) 【教学内容】 学习关于教室设施布局的对话,完成听说练习,加深对学校设施的了解。 【核心素养】 1. 学生能够听懂关于教室设施布局的对话内容,并完成填空练习。 2. 学生能够正确匹配问题与答案,并判断对话中的信息真伪。 3. 学生能够模仿对话,进行角色扮演,并对比自己的教室与 Peter 的教室的不同之处。 4. 培养学生的听力理解能力和口语表达能力,加深对学校设施的了解。 【重点难点】 重点:听懂对话内容,完成填空练习和匹配问题答案。 难点:进行角色扮演,对比不同教室的设施差异,并流利地表达。 【教学过程】 Step 1 Lead - in 1. Greet students and ask them to talk about their impression of their school. 2. Introduce the topic of the lesson: describing classrooms and school facilities. Step 2 Work on 2a 1. Ask students to predict what might be discussed in the conversation based on the title "What is your school like?" Brainstorm some adjectives that can be used to describe a classroom (e.g. : large, modern, bright). 2. Look at the picture in 2a and talk about it. 3. Play the audio of 2a and ask students to listen carefully and fill in the blanks with the information they hear. Check answers and discuss any difficulties encountered. The answers are: in front of, in the middle of, next to, at the back of. Step 3 Work on 2b & 2c 1. Ask students to read the conversation in 2b and match the questions with the answers. The answers are: 1. C;2. D;3. A;4. B. 2. Ask students to read the conversation again and circle T for true or F for false in 2c. Discuss the answers and correct any misunderstandings. The answers are: 1. T;2. F;3. T;4. F. Step 4 Work on 2d 1. Explain the task in 2d and ask students to prepare for role - playing the conversation. 2. Pair students up and let them practise the role - play. Encourage them to use their own expressions and add personal details. 3. Invite a few pairs to perform in front of the class and provide feedback on their pronunciation, fluency, and accuracy. Step 5 Work on 2e 1. Ask students to list the things in Peter's classroom as mentioned in the conversation. 2. Have students compare their own classroom with Peter's by discussing the similarities and differences. Step 6 Work on 2f Work in pairs to complete the task in 2f, comparing their classroom facilities and expressing their findings. Step 7 Summary and Homework Summarize the key points learned in the lesson, emphasizing the use of descriptive language and comparing different classrooms. Assign homework: Ask students to draw a picture of their classroom and write a short de- scription of its features and facilities. 【随堂作业】 根据语境,从方框中选择恰当的单词或短语并用其正确形式填空。 1. It's an important meeting. Don't be late. 2. Tom is a smart boy, and he can answer the questions easily. 3. To make this special food, you need to have noodles, chicken soup and eggs. 4. He puts up a map on the wall, because there is a hole in it. 5. There is a table in the corner of the room. 【板书设计】 Unit 3 My School Section A: What is your school like? (2a - 2f) Words and expressions:large, special, smart, whiteboard, put up, important, notice, lock- er, drawer, at the back (of), corner Prepositions:in front of, in the middle of, next to, at the back of Sentences:What's your new classroom like? There are 40 student desks in the room. Where do you sit? I sit in the middle of the classroom. We put up important notices there. Are there any lockers in the classroom? No, there aren't. We put our things in the desk drawers. There's a blackboard in Peter's classroom and our classroom. In his classroom, the smart whiteboard is next to the blackboard. 【教学反思】 本节课通过听力练习和角色扮演等活动,有效地提升了学生的听力理解能力和口语表达能力。学生在完成填空和匹配练习时,表现出了对对话内容的较好理解。在角色扮演环节中,大部分学生能够积极参与,并尝试使用自己的语言表达。但在对比教室设施的环节中,部分学生表达不够流畅,需要在后续教学中加强相关练习。总体而言,本节课达到了预期的教学目标,学生的参与度和学习效果均较为满意。 Period 3 Section A Grammar Focus (3a - 3d) 【教学内容】 语法聚焦 There be 句型及方位短语的用法。 【核心素养】 1. 学生能够识别并理解 There be 句型及其在不同情境中的运用。 2. 学生能够正确使用位置介词来描述物品的位置。 3. 学生能够用 There be 句型结合位置介词描述自己的教室及其与示例教室的不同之处。 【重点难点】 重点: There be 句型的基本结构和用法,以及位置介词的正确使用。 难点: 灵活运用 There be 句型结合位置介词描述空间布局。 【教学过程】 Step 1 Lead - in 1. Greet students and ask about their school life to activate their prior knowledge. 2. Present a picture of a classroom and ask students to describe what they see using "There is/are" and prepositions. Step 2 Work on 3a 1. Explain the function and structure of the "There be" sentence pattern, emphasizing the difference between "there is" and "there are". 2. Show examples of "there be" sentences with underlined verbs and circled prepositions of position. 3. Guide students to observe and summarize the usage of prepositions in describing locations. 4. Have students read the sentences in 3a silently, underlining the verbs and circling the prepositions. 5. Ask a few students to read aloud and check their answers. 6. Practice reading the sentences in 3a. Step 3 Work on 3b 1. Complete the sentences in 3b together, focusing on the correct use of "there is/are" and prepositions. 2. Check the answers. The answers are: (1) are, They're; (2) is; (3) Is, is, It's; (4) Are, aren't, are; (5) is, It's; (6) are. 3. Practise reading the sentences in 3b. Step 4 Work on 3c 1. Look at the picture in 3c carefully. Ask students to describe the picture. 2. Ask students to work individually on 3c, circling the correct prepositions to complete the description of the classroom in the photo. Provide assistance to students who encounter difficul- ties. Step 5 Work on 3d 1. Have students work in pairs to compare their classroom with the classroom in 3c using the "there be" structure and prepositions. Encourage them to add more details and use their own ex- pressions. Monitor their discussions and provide feedback on language use. 2. Invite a few pairs to share their comparisons with the class. Correct any language errors and highlight good use of "there be" and prepositions. Step 6 Summary and Homework Summarize the key points of the lesson, emphasizing the correct use of "there be" and prep- ositions. Assign homework: Ask students to write a short paragraph describing their own classroom, including the positions of various objects using "There be" and prepositions. 【随堂作业】 根据汉语提示或用括号中所给单词的适当形式填空。 1. I can see words and pictures on this screen (屏幕). 2. Paul, your books are everywhere. Put them in the bookcase (书架). 3. Where are (be) the keys? 4. Is (be) there a whiteboard and some desks in the classroom? 5. The student usually sits (sit) on a chair under the tree. 【板书设计】 Unit 3 My School Section A: What is your school like? (3a - 3d) Words: bookcase, screen There be 句型:There is + 单数名词/不可数名词 There are + 复数名词 Prepositions:next to, in front of, behind, on, under, etc. Example: There is a blackboard in the front of the classroom. 【教学反思】 本节课通过引导、讲解、练习和讨论的方式,让学生充分理解和掌握了 There be 句型与位置介词的使用。学生在独立工作和配对讨论中表现出较高的积极性,能够灵活运用所学知识描述教室布局。但在实际运用中,部分学生对于位置介词的选择还存在一些困惑,需要在后续教学中加强练习和巩固。总体来说,本节课达到了预期的教学目标,学生的参与度和学习效果良好。 Period 4 Section B (1a - 2b) 【教学内容】 学习关于学校介绍的电子邮件,然后根据学习内容写一封关于自己学校的回信。谈论和描述自己在学校喜欢做的事情和喜欢的地方。 【核心素养】 1. 能够听懂并理解关于学校生活的对话内容。 2. 能够用简单的语言描述学校中自己喜欢的地方和做的事情。 3. 能够根据提供的信息,完成关于学校情况的笔记。 4. 能够模仿范文,写一封关于自己学校的回信。 【重点难点】 重点： 1. 掌握描述学校生活的常用词汇和表达。 2. 能够正确描述学校中的不同场所及其特点。 难点： 1. 能够用流利的语言描述自己在学校的日常生活和喜好。 2. 能够写一封结构完整、内容丰富的回信。 【教学过程】 Step 1 Lead - in 1. Greet students and ask them to talk about their daily activities at school. 2. Encourage students to share their favourite places in school and the fun things they do there. Step 2 Work on 1a Ask students to list their favourite places in the school. Then share them in class. Step 3 Work on 1b 1. Explain that emails are a common form of written communication and often contain important information that needs to be quickly grasped. 2. Show students the email from Peter to Flora and ask them to skim the email to get the main idea. Guide students through the process of skimming by instructing them to quickly scan the email, paying attention to the subject line, opening sentence, and concluding paragraph. 3. Ask students to identify key words and phrases that give them an overview of the email's purpose and content. Encourage them to jot down notes or highlight important information. 4. Ask students to choose the question Flora probably asked in her last email (1b). 5. Discuss the answers and reasons with students. Invite students to share their chosen questions and the reasons for their selections. Encourage them to provide evidence from the email to support their answers. After several students have spoken, summarize the main points and emphasize the importance of paying attention to detail and context when analyzing written communication. Step 4 Work on 1c 1. Ask students to read the email again and underline the adjectives that describe different places in Peter's school (1c). 2. Discuss the meaning of these adjectives and give examples of other adjectives that can be used to describe places. Step 5 Work on 1d Have students work in pairs to answer the questions in 1d about Peter's school. Encourage students to use the information from the email to support their answers. Step 6 Work on 2a Ask students to complete the notes about their own school (2a). Guide students to include information about their favourite place, its location, reasons for liking it, and activities they enjoy there. Step 7 Work on 2b 1. Model how to write a reply to an email about school, using Peter's email as a reference. 2. Highlight important parts of the email, such as greeting, introduction, description of the school, and closing. 3. Ask students to imagine receiving an email from a friend about his or her school. Have students write a reply about their own school, following the structure modeled in Step 6. Encourage students to use the information they completed in 2a to help them write their emails. 4. Ask several students to share their writings in class. Step 8 Summary and Homework Summarize the main points of the lesson and emphasize the importance of describing places and activities clearly and accurately. Assign homework: Ask students to revise and finalize their emails and prepare to share them with the class in the next lesson. 【随堂作业】 根据汉语提示完成句子。 1. Our school library is small but modern (现代的). 2. My cousin is too heavy and he needs to change (改变) his eating habits. 3. I like to eat beef noodles. They are very delicious (美味的). 4. Everyone is different from (与……不一样) others. 5. On Monday morning, we raise the flag (升旗) at school. 【板书设计】 Unit 3 My School Section B: What fun things do you do at school? (1a - 2b) Words: modern, amazing, raise, flag, most, change, seat, delicious, yours, send similar, sound Phrases: different from, at school, do exercises, how about..., be similar to, bye for now, thanks for, next to, raise the flag, change seats, across from, many kinds of Sentences: There are many modern buildings. It's a special way to start the week. We spend most of the time in our classroom. The dining hall is across from the sports field. How about your school? My favourite place is... 【教学反思】 本节课通过一系列活动,引导学生积极参与讨论和写作练习,较好地实现了教学目标。学生在阅读 Peter 的邮件时,能够提取关键信息并回答相关问题,锻炼了他们的阅读理解能力。在描述自己学校的过程中,学生能够运用所学词汇和句型,表达自己对学校的喜爱和日常活动。但在写作环节中,部分学生仍需加强语言表达的准确性和丰富性。未来教学中,应更加注重写作指导和练习。 Period 5 Project (3a - 3c) 【教学内容】 项目学习“让我带你参观”。 【核心素养】 1. 能够使用方位介词描述学校内各场所的位置。 2. 能够通过绘制地图和讨论，增强团队合作和沟通能力。 3. 能够流利地向他人介绍学校的设施和活动。 【重点难点】 重点：方位介词的正确使用；流利介绍学校。 难点：地图绘制的准确性和详细性；团队合作中的有效沟通。 【教学过程】 Step 1 Lead - in Greet students and ask about their favourite places in school. Introduce the project topic and objectives. Step 2 Work on 3a Ask students to draw a map of their school on their own, including classrooms, libraries, playgrounds, etc. Encourage them to use appropriate prepositions to describe the locations of each place (e. g. : The library is next to the science building.). Step 3 Work on 3b 1. Divide students into small groups and assign each group a different area of the school to focus on. 2. Have students discuss what fun things they do in that area and plan a tour route. Encourage students to use target language to communicate and negotiate within their groups. 3. Each group takes turns to practise their tour, with one member giving the presentation while others provide feedback. Step 4 Work on 3c Each group presents their tour to the class using$