1、授課教師授課班級課 題Unit 1 My names Gina（第一課時）教學目標1學會詢問新同學的姓名，并且將自己剛認識的好朋友介紹給全體同學2通過學生制作名卡或桌卡來提高學生學習英語的興趣，體現(xiàn)英語的實用性3通過以上任務活動，掌握形容詞性物主代詞的用法及其與人稱代詞的主格的區(qū)別，并且在第一節(jié)課讓學生對英語的學習產(chǎn)生興趣。重難點1形容詞性物主代詞的用法2在任務活動中掌握you和your，he和his, she和her 的用法3重點句型 (斜體字為擴展句子)：Hi / Hello! Good morning / afternoon / evening.How are you? Fine, th

2、ank you! / Very well / So-so /All right.Whats your name? My name is / Im Whats his/ her name? His/Her name is 教學設(shè)計Tasks Students activities Teachers activities1. Game: ask and answer the question: Whats your name? Students make a self-introduction and pass the sentences one by one. At first, teacher

3、 makes a self-introduction.2.Two students act out how to greet people. Act out the greeting forms they are familiar with or they find on net. Show the students the pictures of other countries customs with computer.3. See who can make the most friends and get the most information. Then report their r

4、esults with his or hers. Move around to make friends with the ones they are interested in. Make the students move around to make friends with others.4. Design and make their name cards . Design and make their name cards in groups. Ask them to design their name cards and see which group is the best.教

5、學過程設(shè)計任務一：結(jié)識新朋友。1老師首先向?qū)W生做一個自我介紹，將名字寫在黑板上: My name is , My first name is, My last name is 同時介紹一下名字的意義，然后學生就近結(jié)組，進行自我介紹。例如：一個學生叫徐燁，他說：My name is Xu Ye. Ye means light；一個叫王超的學生介紹說: My name is Wang Chao. Chao means Superman。這個任務能夠激起學生學習英語的興趣，同時擴大詞匯量。2“Whats your name?”傳句子比賽。學生按行分組，一個同學問，“Whats your name?”

6、第二個學生回答，“My name is ”然后再接著問第三個人, “Whats your name?” 第三個人答，“My name is His/ her name is ”再接著問第四個人Whats your name?”。看哪個組最先獲勝。任務二：學生利用電腦向大家展示他們所搜集的中英文姓，問候語名及各國或各地初次見面時的禮儀，體會它們的不同之處；然后由抽簽決定各組同學分別用哪個國家或哪個地區(qū)的禮儀（例如：日式、美式、法式和學校版的禮儀）來表演兩個人初次見面時的問候語及談話內(nèi)容（用英文），看哪一組同學表演的形象，語言準確，最后評出最佳組合。任務三：找朋友。并將他或她加入你的朋友記錄中。該

7、任務是通過學生自己去詢問他們感興趣的同學的愛好，找出他們之間的共同點，然后和他們交朋友（利用時間爭取和所有的同學交朋友，了解他們各自的優(yōu)點），并將自己所掌握的新朋友的信息介紹給全體同學，讓大家了解他（們）。在該任務的執(zhí)行過程當中，學生可以盡量施展他們的才能，傾盡其所學的英文知識來展示自己并且看誰能獲得最多的信息。因此，這項任務在調(diào)動學生學習英語興趣的同時，也反復操練了本單元的關(guān)鍵句型和形容詞性物主代詞，尤其是he and his, she and her；同時運用到一些超出本課教學內(nèi)容的語言知識，學生參與性強，最大限度的調(diào)動了他們的積極性，同時也為學生樹立了英語學習的信心。Name Hobbi

8、es Other information任務四：制作姓名卡。制作姓名卡，由小組協(xié)作共同完成名卡的設(shè)計與制作，名卡中要求包括學生的漢語名字（拼音書寫）和英文名字，其他的內(nèi)容由各組自行設(shè)計，但要求每個人的名卡的設(shè)計要有創(chuàng)意、體現(xiàn)小組的共性、美觀大方、經(jīng)久耐用、語言準確。因此，該任務既體現(xiàn)個性，又體現(xiàn)共性；既有分工，又有合作。任務五：作業(yè)。為自己、父母、親朋好友找一個有意義的英文名字，同時將他們介紹給你的同學們。授課教師授課班級課 題Unit 1 My names Gina（第二課時）教學目標1介紹更多的英文姓名，并且區(qū)分出姓和名；2學習英語中姓名（name/ full name）、姓（family

9、 name/last name）和名（given name/first name）的用法；3通過用英語說出自己的電話號碼的任務，學習數(shù)字09；4制作身份證，以綜合運用所學的姓名和數(shù)字。重難點1了解英語與漢語中姓與名的位置不同，準確掌握英語的姓與名的表達；2聽懂并能說出電話號碼，培養(yǎng)學生的英語意識。3重點句型：Whats your English name? My English name is Whats your last name/ family name? My last / family name is Whats your telephone number? My telephone

10、 number is 主題詞 last name family name second name surname Tanaka Barnes Green Mitchell Jones Lim Smith Brown Cooper Locke first namegiven name Tony Bill Paul Mark Amy Gina Kenji Lisa Chi-yong Mary Kate Katherine Elizabeth Kim Mike Nick Tom Johntelephone number 教學流程教學反思Tasks Students activities Teache

11、rs activities1. Game: throw the ball while asking and answering the question. In groups, one student throws the ball and asks: “Whats your English name?”, the other one answers it ,then throw the ball again. Do this game first as an example.2. Guess, “Who is he/ she?” Play students tape and ask the

12、other students to guess who the speaker is. Introduce two words: family name and first name.3.Create the Class Telephone Book Interview other students what are their telephone numbers. Direct.4.Check the telephone number from 114. One student is the operator, others can check the telephone number by

13、 asking : “Whats ×××s telephone number?” Ask the students to do it，and tell them the rules. 5.Make ID Card. They can add some information as a real ID Card. Then, make their own ID Card in groups. Show students the teachers ID Card on the computer.教學過程設(shè)計一、接力游戲詢問學生的英文名。首先由教師仿做，教師拿出一個小皮

14、球，任意拋向一名學生，同時問：“Whats your English name？”，這個學生接住球并回答：“My English name is ”, 然后由這名學生將球拋向另一名學生, 第二名學生在接物品時必須回答：“My English name is ，his/her English name is （只要重復前一名學生的名字即可）”，然后傳遞下去并問：“Whats your English name？”。最后將學生分為幾組在組內(nèi)做。在這個活動中，學生的積極性很高（球必須接住，否則也算做失誤），達到課標中要求的既從學生的興趣出發(fā)，又具備易操作的特點 。二、做“新學期的新祝愿”。在這個活動

15、中，同時引入姓（family name/last name）和名（given name/first name）與漢語的位置區(qū)別。將學生所錄制的帶有家人或朋友的祝福的磁帶放在錄音機中，同時用英語介紹：“ His/Her family name is , his/her first name is ，do you know who is he/she？ ”然后由其他學生猜：“This is your father，his name is ”。在猜的過程中，學生可以加上他們會的其他的信息，例如：他（她）的職業(yè)等，充分展示他們的所長并為猜的學生提供一些提示性信息，三次機會,猜對了加分。在這個任務活動操

16、作過程中，給了學生很大空間去發(fā)揮，也用到了一些本單元未涉及到的句型，例如： Whats he/she? Is he/she in our class? How old is he/she? 等。三、建立班級電話簿。學生互相詢問電話號碼，用“Whats your telephone number?” 這個句型，并記錄在教師發(fā)的記錄卡上，最后經(jīng)過整理，再加上一些公益電話，形成班級電話簿。附表：Name Family name First name Telephone number四、這個任務是模仿114查號臺，該任務利用上一個任務整理后的班級電話簿去查詢，它要求每一位學生都要投入角色，尤其是作為話

17、務員，要求聲音甜美、溫和，態(tài)度和藹。其實施過程是由一個學生作為話務員，其他學生可以任意撥通電話并且詢問：“Whats ×××s telephone number?”，同時話務員回答：“ His/Her telephone number is ”。這項任務的設(shè)計主要是為了在任務活動中練習讓學生脫口而出09這幾個英文數(shù)字，同時，這項任務活動的過程中所用到的句型Whats ×××s telephone number？和His/Her telephone number is 中，His和Her 是對上一節(jié)課形容詞性物主代詞的一個復習，而“ &

18、#215;××s telephone number”對于本單元在內(nèi)容上是一個補充和提高。五、制作ID Card。首先用電腦展示教師本人的真實身份證的樣本，同時告訴學生我們的家長及朋友對我們的祝福都是希望我們在新的一年里像一個大人了，那我們就要為自己制作我們的身份證來證明我們長大了，我們會努力做到最好。然后，觀察老師的身份證，有哪些需要更改的，提出更好的建議，制作學生心中理想的身份證。授課教師授課班級課 題Unit 2 Is this your pencil?（第一課時）教學目標能夠掌握常見物品的英文表達 能夠詢問教室物品或文具名稱并找到物主能夠綜合運用所學句型匯報活動結(jié)果

19、運用this /that 的一般疑問句及其答句；What 引導的特殊疑問句及其簡略回答。 pencil, pen, book, eraser, pencil-case, backpack, ruler, key,ID card, baseball, watch, game, ring, computer, notebook Demonstratives this, that;What questions;Yes/No questions and short answersHow do you spell pencil?教學流程主題詞表pencil, pen, book, eraser, pen

20、cil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebookExtensive words:textbook; exercise-book; ball-pen; compass; sharpener; rubber; glue; color-pen; sticker; highlight; ball-point; scissors; chalk; file; blackboard; ink; set- square; paper; pamphlet; peg.重點句型（1）Is

21、this your pencil? Yes, it is./No, it isnt.（2）Is that my book? Yes, it is./ No, it isnt.（3）Is this/that her/his eraser? Yes, it is./ No, it isnt.（4） Whats this/ that in English? Its a/an （5）How do you spell pen? P-E-N.主題思維圖及任務型活動準備讓學生收集并自學有關(guān)文具或教室物品的名詞，并準備一些實物或圖片。Task One: Lead in-Learning words.教學目的：

22、學習有關(guān)文具的英文表達方式需要學習和掌握的新單詞與新句型：pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebook1.Is this your pencil? Yes, it is./No, it isnt.2.Is that my book? Yes, it is./ No, it isnt.3.Is this/that her/his eraser? Yes, it is./ No, it isnt.4.What

23、s this/ that in English? Its a/an 5.How do you spell pen? P-E-N.Step 1: 出示實物或圖片，問學生Whats this/ that in English?導入Task One中新詞。（pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebook ）板書目標詞匯。Step 2: 抽取學生中的文具由學生問，學生答；復習上一步所學單詞。Step 3: 從學生中

24、收取一部分文具，引入句型Is this your pencil? Yes, it is./No, it isnt.或Is that my book? Yes, it is./ No, it isnt. etc.Task Two: Guessing game( Finding the owners)教學目的：鞏固目標詞匯和Is this your pencil?Yes, it is./No, it isnt. etc.復習Whats this/ that in English? Its a/an How do you spell pen? P-E-N.Step 1: 每位學生將自己準備好的物品放

25、進一個袋子里。Step 2: 教師與一位學生做示范。為接下來的Group work 作鋪墊。需要用到的句型打在屏幕上。Step 3: 學生開始做Group work。 Step 4: 展示各小組統(tǒng)計的結(jié)果，看哪組同學在規(guī)定時間內(nèi)猜出的物品的主人最多。 Task Three: Competition.教學目的：培養(yǎng)學生在一定語境下綜合運用目標語的能力。Step 1: 在小組內(nèi)部將各自的文具匯集到一處。運用句型：This is my .Step 2: 交換小組成員。來自外組的同學負責尋找相關(guān)文具的主人。運用句型：Is this your.? Is this Janes ?Step 3: 完成下表并

26、由Group Leader 進行匯報。stationery Owner sharpener Pencilcase eraser dictionaryHomework:Write down a dialogue using the words and the target languages.Preview the content of the next period.Blackboard writingUnit 2 Is this your pencil?Whats this /that in English? Its a/anHow do you spell.?Is this your/Ti

27、nas backpack? Yes, it is. / No, it isnt. Its his/Marys.授課教師授課班級課 題Unit 2 Is this your pencil? （第二課時）Section ThreeTask Three Draw their own family treeTeaching aims 1. Use the language in the true life.2. Learn to write the language structures.Import and difficult points How to use language in their

28、lifeTeaching methods Listening and speaking; discussing and guessingTeaching apparatuses Tape recorder, pictures, cards, some pictures and photos.Teaching ProcessionDesigns for the class Teachers activities Students activitiesRevision Is this your father?Is that your mother? Yes, it is.No, it isnt.L

29、eading Are they your parents? Yes, they are.Presentation Ask students to present their family tree Add the words in the box to the family tree. Play the tape. Ask students to read the letter in 3a and then help them to write a letter to Emma Pair work Draw a picture of their family and friends Tell

30、your partner about your picture Ask them to show their letters and correct their mistakes. Help Ss finish 3b. Present their family tree in the group, and then in the classUse the language:This is my father. His name isThis is my mother. Her name isFinish Ex 1 . Add the words in the box to the family

31、 tree.Ask students to listen again , and choose which pictures are Dace and Lin Hai talking about?Read the letter. Draw a picture of Emmas family. And then write a letter to EmmaRead their letter to the class.Draw a picture of their family and friends Tell their partner about their pictureTake out t

32、heir family photo. Write an introduction about the people on the back of the photo.Homework Make their photo Album with some simple introduction.授課教師授課班級課 題Unit 3 This is my sister（第一課時）教學流程Teaching aims Target languages This is my sister. That is my brother. This is Harry's brothers Those are A

33、nne's parents Is this Harrys cousin?Are these his brothers? Skills Talk about the family members Introduce the family members to others Emotions & cultures To know the usual way to get to know each other.To develop the students ability to communicate and cooperate with others.Learning strate

34、gies Using what you know, deducing, personalizingKey words Father, mother, parents, grandmother, grandfather, grandparents, aunt, uncle, cousinImportant & Difficult Points To know the differences between this and that, these and those To grasp the way of introducing family members To get the inf

35、ormation from the third personTaskdesignation Task 2 Teacher-students wedding party taking photos Students Activities Sentence patterns Communication goalIntroduce themselves This is Introduce yourself and the other peopleIntroduce the members of another group That is Pairwork: introduce the members

36、 of their own group and some other group members These areThose are Step 2 Family MembersA. Brainstorm. Listen to a clip of the tape. Give me the words and phrases according to the tape. Eg. Who are they? What are they doing?B. Check the answer and listen to the tape again. Complete the simple famil

37、y tree.Step 3 Wedding partyTask 2Activities Words and sentence patterns Communication goalGuessing game: what is happening on Anne Parents, grandparents uncle, aunt, cousin Introduce the family member to the other peopleIntroduce the family tree This is Harrys cousin.These are Harrys parents. Group

38、work:Introduce the family members to other people Competition:Compete with other groups Step 4 Talking about photosActivities Sentence patterns Communication goalDraw the photos Is this Harrys mother?Yes, it is. Get information from the third person.Pairwork: Introduce the photos to the partners. Th

39、is isThat isThese areThose are Groupwork: Ask some questions about the photos Are these Harrys parents?No, they arent.These are Annes parents. Step 5 SummaryList all the sentence patterns so that all the students know the target languages.授課教師授課班級課 題Unit 3 This is my sister（第二課時）教學流程教學反思Section Thre

40、eTask Three Draw their own family treeTeaching aims 1. Use the language in the true life.2. Learn to write the language structures.Import and difficult points How to use language in their lifeTeaching methods Listening and speaking; discussing and guessingTeaching apparatuses Tape recorder, pictures

41、, cards, some pictures and photos.Teaching ProcessionDesigns for the class Teachers activities Students activitiesRevision Is this your father?Is that your mother? Yes, it is.No, it isnt.Leading Are they your parents? Yes, they are.Presentation Ask students to present their family tree Add the words

42、 in the box to the family tree. Play the tape. Ask students to read the letter in 3a and then help them to write a letter to Emma Pair work Draw a picture of their family and friends Tell your partner about your picture Ask them to show their letters and correct their mistakes. Help Ss finish 3b. Pr

43、esent their family tree in the group, and then in the classUse the language:This is my father. His name isThis is my mother. Her name isFinish Ex 1 . Add the words in the box to the family tree.Ask students to listen again , and choose which pictures are Dace and Lin Hai talking about?Read the lette

44、r. Draw a picture of Emmas family. And then write a letter to EmmaRead their letter to the class.Draw a picture of their family and friends Tell their partner about their pictureTake out their family photo. Write an introduction about the people on the back of the photo.Homework Make their photo Alb

45、um with some simple introduction.授課教師授課班級課 題Unit 4 Wheres my backpack Period 1教學目標掌握關(guān)于房間和房間中各種物品的名稱學會用使用功能句表述事物的具體位置教學流程教學重點 Furniture: table, bed, dresser, bookcase, sofa, drawer, chair, deskProposition: under, on, behind, next to, betweenDaily appliance: alarm clock, CD, video cassette, television

46、1) Where is the baseball? Its in the backpack.2) Where is my computer game? Its under the bed.3) Where are your books? Theyre on the chair.Step 1 游戲A）請同學根據(jù)老師的指令變換自己的位置。如老師說，You are next to the front door now.所有的學生將跟著老師的思路開始進入本單元的主題。B）讓學生回憶在剛才的游戲中，我們到底使用了哪些關(guān)于方位的介詞，并再一次明確這些方位介詞的具體意思和用法。A.要求學生根據(jù)事物的真實位置

47、使用一些方位介詞表示出事物的準確位置。B.給學生一些例句，引導他們總結(jié)出方位介詞通常情況下在句中的位置。Step 2 描述我們的教室 A） 同學們通過觀察，告訴大家教室里分別有哪些事物，如黑板、電視、書、文具、圖片等。 B） 分別說出他們在教室中的具體位置。將兩人分為一組，或?qū)⑺娜藲w為一組，相互尋味對方物品的擺放位置。可以給學生規(guī)定出一些事物，就教室中事物的位置進行對話，也可進行討論。以便學生能夠熟練掌握基礎(chǔ)的方位表述方式。 C） 課堂練習，連詞成句。 TV under dresserAir conditioner behind TableBooks Next to SofaVideo cas

48、sette on chairStep 3 聽錄音磁帶，并在圖中標出他們正確的位置做P20 2A，2BStep 4 向你的同學介紹宿舍的情況。近來我們學校將要接待一批來自盲人學校的同學來我校學習。為了方便他們的生活和學習，我們將要安排一些同學向他們介紹學校的具體情況，特別是宿舍中一些常用物品的擺放位置以方便他們使用。課前準備：了解學生公寓中生活用品的位置擺放。課堂活動：學生就日常用品的擺放位置進行一一回憶，找到準確位置。句型：Where is the TV? Its on the dresser.Is the TV on the dresser? Yes, it is.同學們根據(jù)自己的生活經(jīng)驗，

49、可將部分生活用品的位置擺放進行一些調(diào)整，這樣可以讓盲人同學使用起來更簡便。Step 5 本課小結(jié)A）單詞分類整理Furniture: table, bed, dresser, bookcase, sofa, drawer, chair, deskProposition: under, on, behind, next to, betweenDaily appliance: alarm clock, CD, video cassette, televisionB） 羅列句型 1)Where is the baseball? Its in the backpack.2)Where is my co

50、mputer game?Its under the bed.3)Where are your books?Theyre on the chair.授課教師授課班級課 題Unit 4 Wheres my backpack Period 2教學目標能夠通過提問得知事物的具體位置能夠向第三人描述事物的具體位置樹立學生的審美觀教學流程教學重點 熟練掌握目標語言和表達方式能對某一特定事物提出自己的看法，并能運用所學知識表述自己的思想，如：There is a bed in my bed room and there is a ball under my bed.Step 1 找差別 變動教室的一些東西，

51、然后讓學生自己找出他們的不同。同學以小組為單位，同學們仔細觀察，然后將自己組發(fā)現(xiàn)的不同迅速寫在黑板上，其他組不能寫與黑板上內(nèi)容相同的不同點。看哪一組的同學發(fā)現(xiàn)的最多。然后寫的最少的一組，根據(jù)自己的記憶將事物還原。學習句型：There was a map on the front wall but now there is a map on the back wall. Step 2 打掃房間目的：通過自己的描述能夠使得第三人清楚地明白事物的具體位置，并能依據(jù)你的要求完成特定的工作任務。學生通過這一任務的完成不僅能夠掌握位置的書面表述方式而且能夠真正達到用英語交流和解決問題的目的。場景設(shè)計：學校

52、的外教的工作非常忙。今天他們請了鐘點工為家中做清理工作，但是學校突然打電話通知他們?nèi)ラ_會。因此，她/他請你幫助指導鐘點工的工作。任務一場景設(shè)計：你很樂意幫助外教的忙。但是當小時工問到一些東西的位置擺放時你卻并不清楚。顆前準備工作：要求學生在課前每組同學具體了解本校的四位外教中任意一位外教家的房間的一些布置情況，并做相應的記錄。課堂活動：a. 以小組為單位，通過問答的方式得到自己不知道的內(nèi)容。這樣本組的同學就能夠輕松得到關(guān)于整個房間的設(shè)計內(nèi)容。b. 最終通過全組人的合作得到了關(guān)于房間布置的準確情況，并將其逐一羅列出來。要求比較準確和詳實。c. 全組同學經(jīng)過討論后畫出外教房間的草圖，并在課下將著一

53、草圖較給外教核實，如有不準確的地方請他們一一改正過來。任務二課前準備工作：將在上個任務中設(shè)計的草圖經(jīng)過修改并畫出比較清晰的示意圖場景設(shè)計：如果由你來做主收拾房間，你有方法讓房間比外教原有的布置更合理而且符合生活習慣嗎？課堂活動：a. 使用實物投影儀，將各組經(jīng)過修改后的草圖展示給其他組員，并用簡單的文字內(nèi)容對本組的草圖進行設(shè)計。b. 組員之間相互討論，如果考慮到實用性和美觀性，能不能提供一個更好的設(shè)計方案對房間的布置進行大膽地改革？如果現(xiàn)在外教希望你能給他們的房間設(shè)計提一些建議，你們有什么好的建議。進行本組間的討論，組員可將自己的想法告訴本組的組長，然后有組長總結(jié)出本組同學的意見。c. 用文字體

54、現(xiàn)出本組的設(shè)計方案，如有時間還可以畫出設(shè)計草圖。授課教師授課班級課 題Unit 4 Wheres my backpack Period 3教學流程教學反思Step 1 整理房間a. 作調(diào)查，詢問班上有多少同學每天自己整理房間，他們的房間是否漂亮。如果從不整理自己的房間，那么誰來幫他整理；對于自己整理房間的同學給予表揚，同時找同學談談自己整理房間的一般方法。name Do you often clean your room? How often do you clean your room? b. PAIRWORK:向?qū)W生展示一幅描述房間凌亂無章的圖片，學生可以根據(jù)這張圖片談談如果是你將如何整理房間。things placesc. REPORT:讓學生自己描述一下他是如何收拾這個房間的。 Step 2 我的理想房間1. 通過幻燈片向同學展示幾種不同的設(shè)計風格，為了充分挖掘?qū)W生的英語潛力，我們希望學生用簡短的句子、短語甚至單詞談談他們的感受，喜歡的原因。Eg: I like the second picture because it is very bright and tidy.2. 在看過很多漂亮的房間設(shè)計方案后，學生自己也會產(chǎn)生一定的想法。引導學生