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______________________________________________________________________________________________________________ Unit1 Greetings Learning aims【學習目標】 1. To learn something about greetings. 2. To improve the ability of reading. Important & Difficult points【重點難點】 Important points重點：To analyze the whole text and know about the structure of the text. Difficult points難點：How to improve the skills of reading. Learning guide【方法引導】Read, copy and recite. Learning procedures【學習過程】 Step1 Try to remember the new words as quickly as possible.（溫馨提示：說一千，道一萬，記住單詞是關鍵。）（A級） 1. Read and recite new words and phrases from survey three times. 2. 根據所給詞的首字母及中文釋義，寫出各單詞的完整形式。（方法導引，先默寫，然后核對答案，錯誤之處用紅筆標出，寫出正確答案并再加以鞏固。）（B級) 1) w_______ （歡迎） 2) v _______ （職業(yè)的） 3) g_______ （高興的） 4) m________（遇見，匯合，迎接） 5) l______（看，瞧，看起來，顯得... ) 6) c______ （教室） 7) b________ （建筑物，樓房） 8) l________ （實驗室） 9) f________ （樓層，地板） 10) l________ （大的） 11) b_______ （明亮的） 12) c_________ （班級，課節(jié)） 13) l_______（圖書館） 14) l_________ （批，塊） 15） r________ （讀，閱讀） 16) s____________ （學習） 17) a__________ （在...之后） 18）s____________ （看見） 19） n__________ （下次的，其次的）20）d____________ （宿舍） 21） d__________ （餐廳） 22）b__________ （臥室，寢室） Step2 Warming up 1. Read these sentences. 1. May I come in? 我能進來嗎？ 2. Come in, please. 請進。 3. Sit down, please. 請坐。 4. It's time for class. 上課時間到了。 5. Open your books and turn to page 20. 打開書，翻到第20頁。 6. I'll call the roll before class. 課前我要點名。 7. Here! 到！ 8. Has everybody got a sheet? 每個人都拿到材料了嗎？ 9. Any different opinion? 有不同意見嗎？ 10. Are you with me? 你們跟上我講的了嗎？ 11. Have I made myself clear? 我講明白了嗎？ 12. Could you say it again? 你能再說一遍嗎？ 13. Any questions? 有什么問題嗎？ 14. That's all for today. 今天就講到這里。 15. I have to go now. 我必須走了。 Step3 Fast reading （方法導引：略讀或瀏覽閱讀（skimming）：忽略不懂的句子和生詞，快速閱讀原文。目的只是為了了解閱讀材料的大意。針對這篇文章我們只要回答when ,where ,who ,what ,why and how 的問題） 1. Skim the whole passage and answer the questions. 1) What’s the name of Li Lei’s new school? ____________________. 2) Where is Li Lei’s classroom? ____________________. 2. Read the passage quickly to find out the main idea of the passage.(D級) ·Li Lei expressed ____ ____ when he introduced his new school. Step 4 Careful reading.（方法導引：采用掃描式閱讀（scanning）：進行有目的的閱讀，目的是尋找某些資料或信息，對于無關部分可以忽略。）（B級） 1． Read the passage and join the correct parts of the sentences. 1) Li Lei’s classroom is A the library 2) There are four reading rooms in B basketball and football after class 3) There are many dormitory in C large and bright 4) Many students play D the red building 2. What kind of life did Li Lei study in his new school ?( ) A. Exciting and interesting B. Nervous C. Frightening 3． Detail reading, and answer this question. What is Li Lei’s impression of his new school ? ________________________________________________________________ Step5 Difficult sentences (C級) 1. Welcome to our school! 歡迎來到我們學校！ Welcome to... “歡迎到......來”。eg. Welcome to Beijing! 歡迎來到北京！ 2. I’m very glad to meet you here today. 非常高興今天在這里見到你們。 be gland to do... “很高興做......” 。eg. I’m glad to see you. 很高興見到你。 3. There are a lot of books in it. 圖書館里有很多書 句中it代替上句中的library,這是代詞it的用法之一。 a lot of... “很多，大量的”。 eg. You can see a lot of cars in the street. 在街上你能見到許多汽車。 4. This way, please! 請這邊來！ 5. Here we are! 我們到了！ 6. How large it is! 多么大呀！ 感嘆句。對形容詞或副詞感嘆句要用How，并置于句首。eg. How tall the building is! 這座樓多么高哇！ 7. Thank you for your visit. 謝謝你們來訪。 thank sb. for... “為......而感謝某人”。eg. Thank you for your help. 謝謝你的幫助。 Step6 當堂檢測 1. Complete the following dialogue with proper sentences in the box (選出適當的句子完成下列對話,有多余選項。） A: Hello! ( 1 )--------- B: Yes, what is it? A: (2 )----------- Could I use your bike again? B: Certainly. ( 3 )---------- Has your bike broken again? A: No, I've lost my key to the bike. B: I see (4)----------- A: About four o'clock. B: OK. Here is the key ( 5 )----------- A: Thank you. Bye! A. What happened? B. Is there anyone at home? C. I'm sorry to trouble you. D. I hope everything goes well. E. Be sure to be there on time. F. What's the time? G. Nice to meet you. 2. 聽寫句子________________________________________________________________________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Step7 小結反思 1. 在這一課中，我______________________,________________________________________,__________________________________,_____________________________等掌握不夠好。（有幾個寫幾個） 2．為進一步鞏固落實，我課后要： 1）多記單詞（ ） 2) 熟讀課文（ ）3）背誦長難句 （ ） Unit 2 Family(Ⅰ) Teaching aims(教學目的及要求)： 了解有關家庭成員以及有關職業(yè)的詞匯 掌握詢問家庭及職業(yè)的句型，練習提高英語口語交際能力 識記本單元的詞匯 Teaching importance and difficulties(教學重點及難點)： 詢問家庭及職業(yè)的句型，提高英語口語交際能力 熟練認讀本單元英語詞匯 Class(課時)：1課時 Teaching methods(教學方法)： 情景教學法、合作教學法、分組教學法 運用情景教學和分組教學的方法使學生積極參與課堂中有關“家庭及職業(yè)”的提問——How many people are there in your family ? who are they? What are they?等， 以及根據實際情況回答“There are people in my family. They are my . ……；當同學回答遇到困難的時候，可以求助同學和老師，在老師同學的幫助下完成提問，提高同學回答問題的積極性。 Teaching aids（教具）： 準備有關家庭成員的圖片；錄音機 Reference book（參考書）： 教師用書 Teaching procedures(教學過程)： Step1——warming up: Describe the members of a family in the picture.we can draw the family tree. Family tree Sister(brother-in-law) brother Son daughter(son-in-law) Nephew niece Father mother Aunt uncle Grandfather grandmother Great-grandfather Great-grandmother 復習有關描述職業(yè)的詞匯：worker/ teacher/ manager/ doctor/ student/ driver/ farmer/ nurse/policeman/ engineer… 練習詢問有關家庭及家庭成員職業(yè)的簡單句： How many people are there in your famiy? There are . Who are they ? They are . What are they? My father is a ;my mother is a ; my brother is a ;…… Divide into groups to make oral practice with above useful expressions . Step 2——new words and expressions ⑴be kind to …“對…和藹可親” be friendly to …“對…友好” eg： Our teacher is very kind/friendly to us. ⑵enjoy doing …喜愛做… Eg: I enjoy listening to music. enjoy oneself 玩的高興，過的愉快 Eg：Are you enjoying yourself? ⑶live with 與…一起生活 Eg：I live with my family. ⑷ together with Eg: I’ll go shoping together with my friends. ⑸also adv. 也，同樣 Eg：He also asked to go. He has made up his mind to go to the countryside, and I also.與too 的區(qū)別 Eg： I was there and he was there too. 還有 as well/either: Eg: I like you as well. I don’t like him either. 總結also 用于肯定句的句中 too/as well 用于肯定句句尾 either 用于否定句句末 ⑹ be popular with 受…的歡迎 Eg：This singer is popular with young people. ⑺ on the right/left of Eg: I sit on the right/left of him. ⑻be full of Eg: our class is full of love and warmth. Her eyes are full of tears. Step 3——Read the new words and expressions over times folling the tapes. Homework :(分層次作業(yè)) 1、 To remember the new words and expressions. 2、 To preview the “Family”,complete the Reading Comprehension on page 12 in textbook. Blackboard design:( 板書設計) Unit 2 Family 1、Family tree Sister(brother-in-law) brother Son daughter(son-in-law) Nephew niece Father mother Aunt uncle Grandfather grandmother Great-grandfather Great-grandmother Jobs ： Useful expressions: How many people are there in your famiy? There are . Who are they ? They are . What are they? My father is a ;my mother is a ; my brother is a ;…… 2、new words and expressions ⑴be kind to …“對…和藹可親” be friendly to …“對…友好” ⑵enjoy doing …喜愛做… enjoy oneself 玩的高興，過的愉快 ⑶live with 與…一起生活 ⑷ together with ⑸also adv. 也，同樣 與too 的區(qū)別 還有 as well/either: 總結also 用于肯定句的句中 too/as well 用于肯定句句尾 either 用于否定句句末 ⑹ be popular with 受…的歡迎 ⑺ on the right/left of ⑻be full of Teaching reflection：（教學后記） 1、 要求每個同學都能按照板書上的交際用語根據實際情況回答問題 ，提高同學的口語交際能力。 2、本單元詞匯部分，由于時間關系，主要著重練習熟讀識記，便于課后課文的預習。 Unit 2 Family(Ⅱ) Teaching aims(教學目的及要求)： 了解課文大意 掌握課文中出現的語言點，并能運用完成相關練習 Teaching importance and difficulties(教學重點及難點)： 掌握課文中出現的語言點，并能運用完成相關練習 Class(課時)：2課時 Teaching methods(教學方法)： 任務教學法、合作教學法、分組教學法 運用任務教學法，通過回答有關課文內容的相關問題，理解課文大意；運用合作教學法，對理解有誤者給以及時的糾正；運用合作教學法，分組教學法要求同學完成描述人物的練習。 Teaching aids（教具）： 錄音機 Reference book（參考書）： 教師用書 Teaching procedures(教學過程)： Step1——Review the new words and expressions. 1、 聽錄音，復習單詞。 2、 展示有關家庭成員照片，請學生用英語說出，再根據上節(jié)課所學習的有關詢問家庭的句子，進行提問回答，使同學對所學詞匯的復習掌握。 Step2——learn the text 1、 listen to the tape about the text. 2、 Answer the following questions according to the text. ⑴ How old are grandpa and grandma? ⑵ What do they do usually? ⑶ Whom do they live with ? ⑷ How old are mother and father? ⑸ What does her father do？And her mother? ⑹ Who is a tall, thin and handsome young man? ⑺ What does he do? ⑻ Who is that pretty girl? What is she like? The students can understand the text through these questions. Simple sentences: ⑴They are very kind to all of us. ⑵He is forty-five years old. ⑶She is a teacher at a vocational school. ⑷She is popular with her students. ⑸He is dreaming to be a doctor. ⑹My family is full of love and warmth. Step 3——According to what we have learned, describe a student in our class and ask other students to guess who she/he is. (分成小組來完成描寫班級一名學生，通過描述的特征讓其他同學來猜猜所描述的同學是誰。可以參考課本15頁的例文及所提供的可能用到的詞語。) There is a girl/ boy in our class. She/he is years old. … Step4 ——Practice 1、Finish the exercise by oneself on page 12~13 in textbook. 2、Explain and correct the exercise. Homework : Put the following into Chinese——Ⅴ. Writing. On page 10 in workbook. Blackboard design:(板書設計) Unit 2 Family 1、 learn the text: Simple sentences: ⑴They are very kind to all of us. ⑵He is forty-five years old. ⑶She is a teacher at a vocational school. ⑷She is popular with her students. ⑸He is dreaming to be a doctor. ⑹My family is full of love and warmth. 2、 describe a person: some useful expressions: body: tall/ short/ fat/ thin eyes: bright/ big hairs: black/ long/ curty/straight nose: high/ little looks: handsome/ ugly/ cool/ pretty/ lovely/ young wears: in red/ blue… a T-shirt/coat/ jacket/a pair of glass characters: kind/ warm-hearted/ friendly/ easy-going Teaching reflection (教學后記)： 1、 課文內容簡單易懂，可通過一些提問使同學了解課文。節(jié)省時間，提高效率。 2、 根據所學內容，請學生來描述班級一名同學。這對學生來說有一定難度，可通過分組方式，幾個同學一起完成，根據實際情況教師適當指導。 Unit 2 Family(Ⅲ) Listening& Grammar Teaching aims(教學目的及要求)： 聽懂介紹家庭成員的簡單句，并能寫下所聽到的單詞 掌握本單元語法——代詞 Teaching importance and difficulties(教學重點及難點)： 聽懂并能記下所聽到的有關介紹家庭成員的語句 掌握代詞的類型及用法 Class(課時)：2課時 Teaching methods(教學方法)： 情景教學法、合作教學法、講練結合法 運用情景教學法，復習有關詢問家庭成員信息的交際用語，請同學之間根據實際情況作出相應問答；本單元語法代詞的學習，通過講練結合方法，了解代詞及相應的用法。 Teaching aids（教具）： 錄音機 Reference book（參考書）： 教師用書 Teaching procedures(教學過程)： Step1——asking and introducing your family members ： What’s your sister? What does your sister do? How old is your mother? What is your brother like?/ what does your brother look like? 復習有關詢問年齡、工作、長相以及問候的句子，以便能更好地完成聽力練習。 注意提示做聽力練習的方法：首先理解聽力材料，理解上下文含義；其次仔細聽錄音，以最快的速度記下所聽到的內容；最后再聽一遍錄音，檢查所拼寫內容并補充完整。 聽力材料：on page 14——textbook Step2——Grammar: pronouns 了解代詞的分類：英語中代詞分為：人稱代詞、物主代詞、反身代詞、指示代詞、關系代詞、疑問代詞、連接代詞和不定代詞等等。 本單元即將詳細了解人稱代詞、物主代詞、指示代詞、疑問代詞 1、人稱代詞：人稱代詞代替人和事物的名稱,分為主格和賓格兩種形式。 第一人 稱單數 第二人 稱單數 第三人稱單數 第一人稱復數 第二人稱復數 第三人稱復數 陽性 陰性 中性 主 I you he she it we you they 賓 me you (你) him her it us you them 1） 主格用來作句子的主語、表語。如： I often go shopping on Sundays（主語） Where have they gone?(主語) That’s it.(表語) It’s he!(表語) 2）賓格用來作及物動詞或者介詞的賓語。如： Who teaches you English this year?(賓語？) Help me!(賓語！) We often write letters to her.(賓語) 3） 三個不同人稱同時出現,或者主語中包含“我”時,按照“you→he→I”的順序表達。如： Both he and I are working at that computer company.(我和他都在那家電腦公司上班) ——Who will go there?(誰要去那兒？) ——You and me.(你和我) 4）人稱代詞it除了可以指人指物之外,還可以表示“時間、天氣、溫度、距離、情況”等含義,此外還可以作“非人稱代詞”使用,替代作主語或者賓語的不定式、動名詞或者名詞性從句。如：--What’s the weather like today?(今天天氣怎樣？)—It’s fine.(天氣晴好) / --What’s the time?(幾點啦？) –It’s 12：00.(12點) / It’s a long way to go.(那可要走好長的路) / It took him three days to clean his house.(打掃屋子花了他三天的時間) / It is very clear that the public want to know when these men can go into space.(很顯然,公眾想知道這些人什么時候能進入太空) / We found it very difficult to learn a foreign language well.(我們發(fā)覺要學好一門外語是非常困難的) 2、物主代詞：說明事物所屬關系的代詞,分為形容詞性和名詞性兩種。 第一人 稱單數 第二人 稱單數 第三人稱單數 第一人稱復 數 第二人稱復數 第三人稱復數 陽性 陰性 中性 形容 詞性 my your his her its our your their 名詞 性 mine Yours his hers its ours yours theirs 1）形容詞性物主代詞只能作句子中名詞的修飾語,后面要跟名詞。如：Is that your umbrella?(那是你的傘嗎？) / I often go to see my aunt on Sundays.(我經常在星期天去看望阿姨) / They are their books.(是他們的書) 2）名詞性物主代詞相當于名詞,既代替事物又表明所屬關系,在句子中往往獨立地作主語、賓語或者表語,后面千萬不可以跟名詞。如：This is your cup, but where is mine?(這是你的杯子,可我的在哪兒？mine=my cup) / Your classroom is very big, but ours is rather small.(你們的教室很大,我們的相當小.ours=our classroom) 3、“of + 名詞性物主代詞”稱為雙重所有格,作定語時放在名詞的后面。如：A friend of mine came to see me yesterday.(我的一個朋友昨天來看我了) (指若干朋友中有一個來看我。) 3）指示代詞： 指示說明近處或者遠處、上文或者下文、以前或者現在的人或事物。 單數 復數 含義 this(這個) these(這些) 指較近的人和物 that(那個) those(那些) 指較遠的人和物 such (這樣的人/物) 指上文提過的人和物 same (同樣的人/物) 指和上文提過的相同的人和物 it (這人/這物) 指不太清楚是誰或者是什么時 指示代詞既可以單獨使用做句子的主語、賓語或表語,也可以作定語修飾名詞。如： What’s this?(這是什么？) / That model plane is made of plastic.(那只模型飛機是塑料做的)(被動句) / Remember never to do such things.(記得永遠不要做這樣的事情) / Do the same as the teacher tells you. (按老師說的做)/ ---Who is it?(是誰？) ---It’s me!(是我！) 4）疑問代詞：用來提出問題的代詞稱為疑問代詞。 who、whom、whose、what、which、whoever、whatever、whichever主要用于特殊疑問句中,一般放在句首?？谡Z中也常用who代替whom作賓語,但在介詞后則只能用whom。Eg: who is she? / What do you want?/ Whom are you waiting for? 對以上代詞語法內容的講解可根據學生的接受能力適當刪減，不必要很詳細全面的解釋說明， Practice : on page 13——textbook On page 9——workbook 通過作相應的練習，加以對代詞的熟悉鞏固。 Homework：完成練習冊上本單元所有練習，鞏固所學詞及短語等知識。 Blackboard design：（板書設計） Listening & Grammar 1、 listening 2、 grammar——pronouns 1)personal pronouns 第一人 稱單數 第二人 稱單數 第三人稱單數 第一人稱復數 第二人稱復數 第三人稱復數 陽性 陰性 中性 主 I you he she it we you they 賓 me you (你) him her it us you them 2)possessives pronouns 第一人 稱單數 第二人 稱單數 第三人稱單數 第一人稱復 數 第二人稱復數 第三人稱復數 陽性 陰性 中性 形容 詞性 my your his her its our your their 名詞 性 mine Yours his hers its ours yours theirs 3)indicative pronouns 單數 復數 含義 this(這個) these(這些) 指較近的人和物 that(那個) those(那些) 指較遠的人和物 such (這樣的人/物) 指上文提過的人和物 same (同樣的人/物) 指和上文提過的相同的人和物 it (這人/這物) 指不太清楚是誰或者是什么時 4)interrogative pronouns who、whom、whose、what、which teaching reflections:(教學后記) 1、 可將聽力材料的內容提前介紹，使學生在聽力的練習過程中覺得容易一些，提高學生學習的成就感，使其產生一定的興趣。 2、 語法內容要通過做相關的練習加以鞏固。在做練習的同時要對在句中句子成分的分析解釋。 Unit3 Campus Life Teaching goals: 1. Knowledge: To master these new words and useful expressions, and can use them to make sentences. To understand parts of speech, know about n(c) and n (u), singular form and plural form. 2. Skills: To listen to and talk about something. To read article about campus life. To imitate the text and describe campus life about themselves. 3. Grammar To master the regular of Plural Form of n(c) To write the Plural Form of n(c) smoothly. To use the possessive case of nouns. Teaching Important Points: 1. Students can read articles about campus life and master key words and expressions. 2. The usage of nouns. Teaching Difficult Points: 1. How to train the students’ reading ability. 2. How to train the students’ ability to use nouns. Teaching ways: Combine speaking with reciting, teach by a large number of oral practice. Teaching steps: Reading: Ⅰ Warm up Ask students to read pictures on page 18, then make sentences according to these pictures. e.g. This is our school classroom building. There are many classrooms in the building. Ask more students to practice. Ⅱ Fast reading 1. Read new words and explain hot words in proper. 2. Ask students to read the passage, and do practice on page 20. 3. Ask students to read the sentences of the practice and then try to translate it. 4. Summarize the main idea of the passage. Ⅲ Language points 1. ago e.g. three days ago; a year ago ★ Simple Past Tense: Come—came get—got feel—felt 2. when e.g. When I got to the station, I found no one here. 3. get to 4. follow e.g. Sorry, I can’t follow you. If you follow your parents advice, you’ll do it better. 5. show concern about 6. with the help of 7. get along ＆go well Ⅳ Homework Read passage again and do practice on Page 21.Correct them next class. Grammar： Ⅰ Introduce new grammar: the part of speech, nouns.(page119—120) Important points：The Plural Form of Nouns 1. Take many words for example. 2. Sum up the regular of Plural form of countable nouns. 3. Then do practices on page 22. Ⅱ The possessive case of nouns 1. Give many examples of the possessive case of nouns. 2. Do some exercises about the possessive case of nouns. Ⅲ Homework Ask students to do exercises in exercise book. Listening and Speaking 1. Ask students to look at the pictures on the page 22 and 23, and talk about them. 2. Listen to the tape, and fill the blanks. Then correct them. 3. Sum up the sentence pattern about talking about something. 4. Write down them on the blackboard. ★ What’s this/that(in English)? It’s a .../This is a… ★ What are these/those? These/Those are… ★ Is this/that a…? Yes, it is. / No, it isn’t. ★ Are these/those…? Yes, they are. / No, it isn’t. 5. Students practice in groups. 6. Ask some students to role play. Writing 1. Ask students to read the text of Unit 3 again. 2. Ask students to read the expressions on the envelope. 3. Ask one or two students to speak out the differences between the Chinese envelope and English envelope. 4. Ask students to complete the letter. Then discuss how to write it better. Homework ● Remember the words and useful expressions. ● Recite the text. ● Do practices about nouns. unit 4 Time Teaching aims: To get information from reading material To master useful phrases To learn to cooperate Teaching improtant: Reading ability: read for details. Vocabulary: hear,computer, enough, suddenly, remember, hurry Key points: get to , look forward to, online ,be busy with, get to ,hurry to, be delighted to , say a word, next to , on time. Difficult sentence: I was very glad to hear this because I was looking forward to seeing my grandpa. 教師活動 學生活動 教 學 流 程 教 學 流 程 1. 導 入 Have you got some gifts from friends or parents? Talk about the gifts they have received. 2． 知 識 新 授 3． 情 景 操 練 2. listen to the media Pay attention to the pronunciation 3. 1）